{"meta":{"query_hash":"f0877b584a0d","filters":{"topic":"EFL/ESL Teaching and Learning"},"cohort_total":3733,"direct_labels_cover":0,"predictions_cover":3733,"exported":3733,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/f0877b584a0d","api":"https://metacan.xera.ac/api/v1/cohort?topic=EFL%2FESL+Teaching+and+Learning"},"results":[{"id":"W100235901","doi":"","title":"Classroom communication and the teaching of Chinese in Canada : a case study","year":2008,"lang":"en","type":"article","venue":"QSpace (Queen's University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Psychology; Mathematics education; Communication; Public relations; Political science","score_opus":0.010962650067663586,"score_gpt":0.18382970622610836,"score_spread":0.17286705615844478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W100235901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9891501,0.0005931541,0.0002712452,0.0016072945,0.000022637321,0.00009026881,0.000079084835,0.000016423202,0.008169785],"genre_scores_gemma":[0.99129593,0.0010579666,0.0007966151,0.00037860515,0.000012836023,0.000046786125,0.000054949745,0.000013772657,0.006342496],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975178,0.0005368228,0.000078725374,0.00017968148,0.0005239197,0.0011630715],"domain_scores_gemma":[0.9972355,0.0006559098,0.00027891816,0.00009256729,0.00060989836,0.0011273392],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011256015,0.0005696597,0.00042225563,0.0017703192,0.025126992,0.002637351,0.002037177,0.0018074748,0.0025653313],"category_scores_gemma":[0.0030681093,0.00041316857,0.00033871812,0.0037818716,0.0036803042,0.0007805166,0.0025673672,0.0021416568,0.00023754082],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011583491,0.00054059527,0.05983787,0.0003483729,0.000020988247,0.03851128,0.84267527,0.0008065604,0.0024791101,0.0056513674,0.0040502464,0.044962503],"study_design_scores_gemma":[0.00001683231,0.00014427629,0.03833157,0.00018739613,0.000028973689,0.0034638445,0.92386335,0.00092939293,0.0010039224,0.00026699388,0.03170767,0.000055858633],"about_ca_topic_score_codex":0.9754228,"about_ca_topic_score_gemma":0.98973536,"teacher_disagreement_score":0.07295611,"about_ca_system_score_codex":0.07295611,"about_ca_system_score_gemma":0.08179978,"threshold_uncertainty_score":0.5293361},"labels":[],"label_agreement":null},{"id":"W100864249","doi":"","title":"Professional Training in Listening and Spoken Language--A Canadian Perspective.","year":2010,"lang":"en","type":"article","venue":"The Volta Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Perspective (graphical); Spoken language; Training (meteorology); Professional development; Listening comprehension; Linguistics; Pedagogy; Communication; Computer science","score_opus":0.02866079884181581,"score_gpt":0.29509656606884843,"score_spread":0.2664357672270326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W100864249","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00087836484,0.9674048,0.00019311618,0.011014653,0.0009521625,0.000008096566,0.00007760366,0.000012829902,0.019458337],"genre_scores_gemma":[0.028450599,0.9607215,0.0005566215,0.0030348352,0.00043074467,0.000015522166,0.000095162715,0.0000101562955,0.006684812],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979311,0.00027322807,0.0001399747,0.00017603216,0.0010805358,0.00039910313],"domain_scores_gemma":[0.99398696,0.0013644827,0.0002968371,0.000102948434,0.0033764301,0.0008722772],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046101366,0.00037832884,0.0005748489,0.004266879,0.0021133057,0.003117048,0.0017923999,0.0017136184,0.006852397],"category_scores_gemma":[0.007931508,0.00022980012,0.00028563966,0.0072805425,0.0024124403,0.0015180281,0.0013335833,0.0013905255,0.00089149276],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000068078865,0.00004783154,0.0009715321,0.0046899733,0.000024137424,0.0002708082,0.0014529573,0.0002268642,0.00042038984,0.021590209,0.11739064,0.85284656],"study_design_scores_gemma":[0.000022952365,0.00003999823,0.009399653,0.007156664,0.000051991854,0.0004999767,0.0021119954,0.000078043515,0.0002498593,0.0021315818,0.97823095,0.000026403653],"about_ca_topic_score_codex":0.81195545,"about_ca_topic_score_gemma":0.8937561,"teacher_disagreement_score":0.9763136,"about_ca_system_score_codex":0.023686405,"about_ca_system_score_gemma":0.096773714,"threshold_uncertainty_score":0.37830395},"labels":[],"label_agreement":null},{"id":"W109714753","doi":"10.1007/978-94-007-6362-3_2","title":"What Research Can Tell Us About Teaching: The Case of Pronouns and Clitics","year":2013,"lang":"en","type":"book-chapter","venue":"Educational linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Pronoun; Linguistics; Odds; Generative grammar; Personal pronoun; Curriculum; Psychology; Computer science; Pedagogy; Philosophy","score_opus":0.09795188237072083,"score_gpt":0.3568524769411626,"score_spread":0.2589005945704418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W109714753","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05361743,0.08449392,0.023275105,0.33123437,0.0016500213,0.000073415904,0.00028189368,0.00008191167,0.50529194],"genre_scores_gemma":[0.89011836,0.044362303,0.013633064,0.023752587,0.0017712804,0.00015621971,0.00019079387,0.00026919134,0.025746183],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9849401,0.011319553,0.00043802228,0.0010481377,0.0014318039,0.00082235696],"domain_scores_gemma":[0.8613494,0.12605636,0.0025724447,0.0058368915,0.0028248143,0.0013600271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023703415,0.0005663664,0.0011807408,0.0034145392,0.0073431707,0.01656741,0.002225008,0.009761648,0.0087064775],"category_scores_gemma":[0.06018033,0.00084367394,0.00077414216,0.0065961145,0.07265996,0.053888068,0.0051768413,0.007804611,0.0012391998],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006737691,0.000042730844,0.001419331,0.0005562997,0.00003276953,0.00090851844,0.0965451,0.00014900966,0.0003175075,0.8551931,0.009594071,0.03517411],"study_design_scores_gemma":[0.000025433475,0.000021787457,0.000744321,0.001068625,0.00002491746,0.0005632155,0.057139624,0.00013762245,0.00065890164,0.79763657,0.14195023,0.0000288102],"about_ca_topic_score_codex":0.0111037465,"about_ca_topic_score_gemma":0.012808154,"teacher_disagreement_score":0.023703415,"about_ca_system_score_codex":0.0053495294,"about_ca_system_score_gemma":0.005368447,"threshold_uncertainty_score":0.12535709},"labels":[],"label_agreement":null},{"id":"W117990326","doi":"","title":"ICT – Integrating Computers in Teaching: Creating a Computer-Based Language-Learning Environment","year":2004,"lang":"en","type":"book","venue":"Ulster University Research Portal (Ulster University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Language acquisition; Value (mathematics); Information and Communications Technology; Set (abstract data type); Learning environment; Knowledge management; Mathematics education; Multimedia; World Wide Web; Psychology","score_opus":0.03344377225969053,"score_gpt":0.2453226682009382,"score_spread":0.21187889594124767,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W117990326","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011940254,0.020235205,0.029223947,0.0038114274,0.0011506826,0.00013517762,0.000069117275,0.00077374873,0.9326604],"genre_scores_gemma":[0.108822346,0.025284572,0.058551274,0.0029858367,0.00044616556,0.000254257,0.00028241792,0.0005892993,0.80278385],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996822,0.00009232128,0.000013339329,0.00002672466,0.00015339607,0.000032113174],"domain_scores_gemma":[0.99971944,0.00016192571,0.000013685088,0.000026644117,0.00003631886,0.000041954594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032841766,0.00031679822,0.0001607655,0.00067856803,0.0009089391,0.004046926,0.0006533739,0.00087656785,0.0075560575],"category_scores_gemma":[0.0007057142,0.00014790868,0.00022884528,0.0012512214,0.0021215978,0.0038023263,0.0016578521,0.0010976472,0.0032224548],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028495793,0.00010164563,0.0008599345,0.00081755104,0.000012472086,0.00081997743,0.015269367,0.0014477439,0.0062972615,0.27913335,0.18698272,0.5082295],"study_design_scores_gemma":[0.0000026450925,0.000018527822,0.00064026297,0.00025529112,0.0000032172832,0.00060944824,0.0012141699,0.00027214707,0.0009002531,0.008291864,0.9877857,0.000006570698],"about_ca_topic_score_codex":0.0017183324,"about_ca_topic_score_gemma":0.004948521,"teacher_disagreement_score":0.0075560575,"about_ca_system_score_codex":0.0013904977,"about_ca_system_score_gemma":0.0018152558,"threshold_uncertainty_score":0.025277495},"labels":[],"label_agreement":null},{"id":"W1195995132","doi":"","title":"Linguistic Identity and Investment in Grade 8 Core French Students","year":2015,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Linguistics; Core (optical fiber); Sociology; Computer science; Art; Philosophy; Aesthetics","score_opus":0.2737881715125983,"score_gpt":0.36695657169203527,"score_spread":0.09316840017943695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1195995132","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99883753,0.000021796428,0.000009508126,0.00006225786,0.0000012759884,0.0000020146822,0.000015618589,0.0000010899408,0.0010488895],"genre_scores_gemma":[0.9975904,0.000035237,0.00003121063,0.000018731029,0.0000010275113,0.0000043379027,0.00003501557,0.0000017177588,0.0022822202],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99877065,0.00014893831,0.000039169674,0.00012950318,0.00032641253,0.0005852743],"domain_scores_gemma":[0.99775946,0.00015322052,0.0006308186,0.000055670473,0.0004320994,0.0009686356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095609983,0.0003530493,0.00038630547,0.0013412884,0.00552852,0.004334092,0.0008942612,0.0006698421,0.0035554406],"category_scores_gemma":[0.0022734518,0.00027623665,0.00026420585,0.00083386776,0.0022287671,0.001132658,0.0028462424,0.0009899994,0.0006335999],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016518909,0.00039438266,0.79094005,0.000023447841,0.00001408705,0.0004546044,0.18888898,0.000055675846,0.0018318339,0.0014640123,0.0005387071,0.015229087],"study_design_scores_gemma":[0.0000054829316,0.00014679701,0.8027981,0.000032773463,0.00000954816,0.000096597665,0.19143493,0.00012947478,0.000487148,0.00022307177,0.004608993,0.000027248418],"about_ca_topic_score_codex":0.5452074,"about_ca_topic_score_gemma":0.7307499,"teacher_disagreement_score":0.5452074,"about_ca_system_score_codex":0.008933706,"about_ca_system_score_gemma":0.0050031934,"threshold_uncertainty_score":0.91494197},"labels":[],"label_agreement":null},{"id":"W128472000","doi":"10.14746/ssllt.2012.2.2.4","title":"Emotions that facilitate language learning: The positive-broadening power of the imagination","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":784,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Cape Breton University","keywords":"Perspective (graphical); Psychology; Power (physics); Cognitive psychology; Quality (philosophy); Function (biology); Social psychology; Negative emotion; Linguistics; Epistemology; Computer science; Artificial intelligence","score_opus":0.03535085865972071,"score_gpt":0.3060163360589723,"score_spread":0.2706654773992516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W128472000","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66899675,0.0047089034,0.019626383,0.017937545,0.00033176897,0.000027502421,0.000024038121,0.00010783007,0.28823927],"genre_scores_gemma":[0.9953412,0.00054044346,0.0012640283,0.00043026847,0.000049997987,0.000008689019,0.000003158385,0.000011474361,0.0023507474],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99932027,0.00040951767,0.000013207672,0.00004435192,0.00013726547,0.00007542328],"domain_scores_gemma":[0.9989793,0.0006257276,0.00012659424,0.00005189381,0.00007821508,0.00013825869],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079502614,0.00021254134,0.00012338517,0.00021818109,0.0007271442,0.0030502614,0.00019888859,0.00058415753,0.0017896891],"category_scores_gemma":[0.0023411044,0.00009138892,0.00018876162,0.00009512356,0.0039294492,0.0022037306,0.0017603273,0.0013363296,0.0003183988],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00045460995,0.00037156217,0.023117336,0.00097380026,0.000062696425,0.0025530302,0.28137368,0.0011300741,0.07775331,0.36622092,0.008302937,0.23768611],"study_design_scores_gemma":[0.00018987925,0.0010041059,0.1080982,0.0009530408,0.0001632572,0.004665567,0.18001871,0.0037821739,0.033694293,0.37770993,0.28952643,0.00019440788],"about_ca_topic_score_codex":0.00024461732,"about_ca_topic_score_gemma":0.0003077774,"teacher_disagreement_score":0.0030502614,"about_ca_system_score_codex":0.0004584595,"about_ca_system_score_gemma":0.00036538983,"threshold_uncertainty_score":0.0059871078},"labels":[],"label_agreement":null},{"id":"W130689939","doi":"","title":"Meeting the Demand for TESL/TEFL Teachers: An Interdisciplinary Approach to Increasing Program Accessibility and Effectiveness.","year":2007,"lang":"en","type":"article","venue":"Forum on public policy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ell; Population; Variety (cybernetics); Immigration; Globalization; Mathematics education; Sociology; Pedagogy; Geography; Political science; Psychology; Teaching method; Mathematics; Vocabulary development; Demography","score_opus":0.05023203851456546,"score_gpt":0.36927625491020966,"score_spread":0.3190442163956442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W130689939","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21390368,0.011401556,0.073224865,0.31303567,0.0019461893,0.008053767,0.0012591508,0.005298483,0.37187666],"genre_scores_gemma":[0.7849174,0.0061590713,0.1269938,0.018146785,0.0008663499,0.0074374992,0.0007547234,0.00058031554,0.054144073],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98689264,0.0069371955,0.00042795902,0.0007936724,0.003284671,0.0016638064],"domain_scores_gemma":[0.96844906,0.00848791,0.0022534318,0.0011990032,0.0051752324,0.014435345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02741088,0.0005983508,0.0004448644,0.0026153317,0.0031795138,0.0063571217,0.0042033093,0.0025196185,0.03807887],"category_scores_gemma":[0.03652853,0.00031148738,0.00050302356,0.001143431,0.001642249,0.00548655,0.011193331,0.0019937104,0.004028372],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019547662,0.002906616,0.012143851,0.0013934564,0.00003907538,0.0001493341,0.0064016767,0.0005039301,0.0010878402,0.0074682008,0.07018214,0.89752835],"study_design_scores_gemma":[0.00069855055,0.006046371,0.13746971,0.011608406,0.0002564049,0.0015953797,0.086244576,0.006908443,0.0057865,0.0274191,0.7157887,0.00017783527],"about_ca_topic_score_codex":0.004056547,"about_ca_topic_score_gemma":0.011552818,"teacher_disagreement_score":0.03807887,"about_ca_system_score_codex":0.0070294403,"about_ca_system_score_gemma":0.025397947,"threshold_uncertainty_score":0.14496434},"labels":[],"label_agreement":null},{"id":"W131214649","doi":"10.34917/4798011","title":"Beliefs in Action: Ideologies, Motivations, and Capital among English as a Second Language Learners","year":2020,"lang":"en","type":"article","venue":"Digital Scholarship - UNLV (University of Nevada Reno)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ideology; Action (physics); Linguistics; Capital (architecture); Sociology; English language; Psychology; Social psychology; Political science; Mathematics education; History; Politics; Philosophy; Law","score_opus":0.035265456116252925,"score_gpt":0.21548860581132437,"score_spread":0.18022314969507144,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W131214649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974185,0.000068459565,0.000056942667,0.00022244026,0.000004040299,0.0000085901975,0.000004290397,8.146647e-7,0.002215826],"genre_scores_gemma":[0.99912006,0.00009324302,0.000069890906,0.00005826475,0.000002811708,0.000012548674,0.0000081333865,0.000001097015,0.0006338751],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99838996,0.00065069424,0.00007673982,0.00014042488,0.00034259562,0.0003995677],"domain_scores_gemma":[0.99653494,0.0013021859,0.0008902527,0.00009145031,0.0002861107,0.0008950638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032001918,0.00037223066,0.00035651372,0.0015538292,0.0031382127,0.006790138,0.00068726565,0.001258947,0.0018925132],"category_scores_gemma":[0.0048512854,0.00038118815,0.0003998745,0.00047404654,0.00512762,0.001961095,0.0040061623,0.0022537508,0.00019504268],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008979275,0.00091916084,0.39960834,0.000064432184,0.000036641664,0.0005272197,0.5779974,0.000115044226,0.0014743956,0.00579338,0.00034452954,0.013029712],"study_design_scores_gemma":[0.000019847466,0.0001728635,0.22453162,0.00009920914,0.000025696,0.00029077532,0.7679798,0.00064258627,0.0003863337,0.002694491,0.0031142714,0.000042538813],"about_ca_topic_score_codex":0.010614837,"about_ca_topic_score_gemma":0.013700654,"teacher_disagreement_score":0.010614837,"about_ca_system_score_codex":0.0017886107,"about_ca_system_score_gemma":0.0015217069,"threshold_uncertainty_score":0.021106124},"labels":[],"label_agreement":null},{"id":"W138062188","doi":"","title":"Interview method development for qualitative study of ESL motivation","year":2006,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Thematic analysis; Qualitative research; Semi-structured interview; Exploratory research; Meaning (existential); Mathematics education; Pedagogy","score_opus":0.2114038110978271,"score_gpt":0.40542263238946263,"score_spread":0.19401882129163553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W138062188","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.021194208,0.00049330323,0.8106265,0.0022922363,0.000701717,0.13485838,0.0040071784,0.00090132444,0.024925174],"genre_scores_gemma":[0.015799938,0.0002691307,0.77385646,0.00046164606,0.000031369484,0.20502064,0.0006187984,0.00017470232,0.0037672597],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9471122,0.04406102,0.0028924127,0.0021918705,0.002667051,0.0010754614],"domain_scores_gemma":[0.9394292,0.0385508,0.0021143071,0.0063105663,0.012269413,0.0013256787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07850395,0.0016727883,0.0011862173,0.005253092,0.005333442,0.0033649616,0.0037385004,0.0015726874,0.02131695],"category_scores_gemma":[0.06102814,0.0015772736,0.0010760009,0.005784792,0.0047912095,0.0028891745,0.006232074,0.003968487,0.006088128],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049444527,0.00068929803,0.0021213456,0.0067235255,0.000058979622,0.0014883067,0.4025176,0.0021352144,0.020811938,0.086350225,0.036214408,0.4403948],"study_design_scores_gemma":[0.0008693518,0.0008600097,0.0041658445,0.004964467,0.00007151403,0.001047086,0.29797238,0.0074973903,0.010919235,0.055129535,0.6162421,0.0002610611],"about_ca_topic_score_codex":0.0026350904,"about_ca_topic_score_gemma":0.0068715997,"teacher_disagreement_score":0.07850395,"about_ca_system_score_codex":0.0056759706,"about_ca_system_score_gemma":0.012657021,"threshold_uncertainty_score":0.41517353},"labels":[],"label_agreement":null},{"id":"W141530346","doi":"10.1007/978-94-011-4277-9_15","title":"Teaching Japanese to a multicultural student population","year":2000,"lang":"en","type":"book-chapter","venue":"Social indicators research series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Subconscious; Communicative competence; Grammar; Linguistic competence; Linguistics; Psychology; Multiculturalism; Competence (human resources); Pedagogy; Mathematics education; Social psychology; Philosophy","score_opus":0.08433928154658152,"score_gpt":0.38294377283343883,"score_spread":0.2986044912868573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W141530346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94046044,0.0011400899,0.0021576607,0.005440097,0.00041272934,0.00016880034,0.00012102703,0.0000714067,0.050027795],"genre_scores_gemma":[0.9066433,0.003222882,0.0047753463,0.0032820269,0.00018014284,0.00035333214,0.00016188623,0.00007742781,0.0813037],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995301,0.00012359484,0.000019188356,0.000070095244,0.000055757246,0.00020131415],"domain_scores_gemma":[0.9976799,0.00021827748,0.00014169668,0.00007480832,0.00029183584,0.0015935892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013533932,0.00048264657,0.00031069905,0.000495685,0.0064629046,0.0022532553,0.0006570457,0.0006614894,0.007996645],"category_scores_gemma":[0.0017717785,0.00036312244,0.00029916907,0.0009570258,0.00091657345,0.0019201583,0.0040186304,0.0011723377,0.0014514122],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031107923,0.0033437582,0.20277816,0.00059438293,0.000038393195,0.0028646104,0.42541885,0.00023217242,0.010626191,0.0052410914,0.04732532,0.30122605],"study_design_scores_gemma":[0.000090114,0.001063963,0.30167982,0.00025754832,0.00012674512,0.00101803,0.53710794,0.00041928992,0.0034578855,0.0024548192,0.15225235,0.000071423914],"about_ca_topic_score_codex":0.03600977,"about_ca_topic_score_gemma":0.17594771,"teacher_disagreement_score":0.03600977,"about_ca_system_score_codex":0.002576435,"about_ca_system_score_gemma":0.0067515736,"threshold_uncertainty_score":0.07160032},"labels":[],"label_agreement":null},{"id":"W147094203","doi":"","title":"Student attitudes toward their instructor accents in L2 Spanish and French Courses","year":2011,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Stress (linguistics); Pronunciation; Psychology; First language; Linguistics; Romance languages; Foreign language; Comprehension; Perception; Mathematics education","score_opus":0.10398772938489523,"score_gpt":0.2814861324627868,"score_spread":0.17749840307789158,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W147094203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993994,0.000020698862,0.000014769015,0.000039377766,0.000002963201,0.0000033895694,0.000007633757,9.396359e-7,0.0005107802],"genre_scores_gemma":[0.99894494,0.000051025287,0.000029971114,0.000056636374,0.0000037217162,0.000005349054,0.000017512466,9.374574e-7,0.00088993844],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99930453,0.00017803808,0.000046456014,0.00007651782,0.0002146024,0.0001799199],"domain_scores_gemma":[0.99600106,0.000818189,0.0010239229,0.00007815345,0.0007913293,0.001287233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019154699,0.00021997225,0.00026441805,0.000622227,0.0009345863,0.0017684097,0.00027272216,0.0006001464,0.0027035035],"category_scores_gemma":[0.003754736,0.00017593656,0.0003872437,0.00029507637,0.0006177559,0.00045844904,0.0006390775,0.00081670814,0.0005475675],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026852023,0.0006164782,0.9464466,0.00004092054,0.000029446086,0.00031791796,0.038832493,0.000081129525,0.0028773095,0.00011690029,0.0002998401,0.010072387],"study_design_scores_gemma":[0.00001868416,0.0011405686,0.9064627,0.00003732364,0.000027297992,0.00028993996,0.08839863,0.00025270568,0.0013022132,0.000071315495,0.0019617637,0.000036812162],"about_ca_topic_score_codex":0.009171031,"about_ca_topic_score_gemma":0.01086913,"teacher_disagreement_score":0.009171031,"about_ca_system_score_codex":0.00069193344,"about_ca_system_score_gemma":0.00056446355,"threshold_uncertainty_score":0.018235326},"labels":[],"label_agreement":null},{"id":"W1471802823","doi":"10.1017/cbo9780511667237.001","title":"Series editor's preface","year":2005,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Series (stratigraphy); History; Computer science; Geology; Paleontology","score_opus":0.025206382072365068,"score_gpt":0.1867752546768216,"score_spread":0.16156887260445654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1471802823","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00017667211,0.0084524825,0.0006149649,0.029818911,0.8574831,0.0000748121,0.0004373803,0.00023671822,0.10270499],"genre_scores_gemma":[0.0023926864,0.012497318,0.0010134133,0.01890654,0.3483999,0.00008726047,0.00067999953,0.00038826748,0.6156346],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99918944,0.00007928532,0.00007247638,0.00011011299,0.00049052207,0.00005822658],"domain_scores_gemma":[0.99418086,0.0009149694,0.00020350859,0.0002844552,0.0035680681,0.00084816397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012686411,0.0010751227,0.0008453163,0.0023566675,0.0015602412,0.0038484128,0.0015859184,0.0020502664,0.16032818],"category_scores_gemma":[0.0067220754,0.00038530378,0.0006035966,0.0014255057,0.000557186,0.0028671068,0.001317806,0.0044063465,0.09751739],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000428074,0.0000056076897,0.000014543063,0.000052307092,7.210452e-7,0.000029591494,0.000010555922,0.000016942899,0.00004014473,0.00049064326,0.9871824,0.0121521875],"study_design_scores_gemma":[0.0000018456769,0.000004931865,0.00007312228,0.00009066811,9.773566e-7,0.0000503559,0.000018224817,0.000018864275,0.000033098775,0.0002916015,0.9994137,0.0000024525257],"about_ca_topic_score_codex":0.0018762051,"about_ca_topic_score_gemma":0.0038841479,"teacher_disagreement_score":0.16032818,"about_ca_system_score_codex":0.0012761421,"about_ca_system_score_gemma":0.0017063161,"threshold_uncertainty_score":0.5363512},"labels":[],"label_agreement":null},{"id":"W147967499","doi":"10.55016/ojs/ajer.v54i2.55222","title":"Success in Writing and Attributions of 16-Year-Old French-Speaking Students in Minority and Majority Environments","year":2008,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attribution; Psychology; Social psychology; Pedagogy; Mathematics education; Developmental psychology","score_opus":0.1003891964026077,"score_gpt":0.3796486634093739,"score_spread":0.27925946700676624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W147967499","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995777,0.000042634078,0.000013980969,0.000025105575,0.0000032430412,0.0000028699274,0.000038758735,0.0000013979975,0.0002943525],"genre_scores_gemma":[0.9995364,0.00003515481,0.000022640794,0.0000068377262,0.0000023623452,0.0000023742957,0.00008362515,0.0000013644109,0.00030924656],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99791557,0.00043479953,0.00019330913,0.00022909377,0.0007976466,0.00042958767],"domain_scores_gemma":[0.9790247,0.0037519075,0.010090699,0.001095687,0.0033969167,0.0026401477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033105798,0.00050452224,0.00036646394,0.0025987048,0.0017801685,0.0024168026,0.00061925175,0.00062131585,0.0020893686],"category_scores_gemma":[0.02092931,0.00024861167,0.00051895034,0.000937591,0.001579919,0.00058007764,0.001339644,0.0006895537,0.00052268425],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040703282,0.000037458733,0.99503857,0.0000034998468,0.000013675796,0.00007553094,0.0031570261,0.000018619705,0.00009393632,0.000019152749,0.000035954003,0.0014659541],"study_design_scores_gemma":[0.0000035089852,0.00006158247,0.9934876,0.000007739999,0.000009164195,0.00010405673,0.0059004007,0.00009195041,0.0001139743,0.0000421723,0.00016762997,0.000010242056],"about_ca_topic_score_codex":0.13791496,"about_ca_topic_score_gemma":0.17028941,"teacher_disagreement_score":0.13791496,"about_ca_system_score_codex":0.001534598,"about_ca_system_score_gemma":0.001546837,"threshold_uncertainty_score":0.2742244},"labels":[],"label_agreement":null},{"id":"W1480180372","doi":"10.18806/tesl.v17i2.890","title":"Same Task, Different Activities: Issues of Investment Identity, and Use of Strategy","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Sociocultural perspective; Task (project management); Psychology; Appropriation; Identity (music); Perspective (graphical); Style (visual arts); Language education; Social psychology; Pedagogy; Sociocultural evolution; Mathematics education; Sociology; Linguistics; Computer science","score_opus":0.05348839540163361,"score_gpt":0.2597422326368974,"score_spread":0.20625383723526378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1480180372","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9772843,0.00012068815,0.0046985773,0.0005314985,0.000007030388,0.000013422013,0.000006627051,0.000010212798,0.017327558],"genre_scores_gemma":[0.9982331,0.000034028395,0.00071389833,0.000021821914,0.0000012055153,0.000009674997,0.000005510797,0.000004693127,0.00097606116],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959325,0.002289617,0.00017543117,0.00026590886,0.0005793866,0.000757072],"domain_scores_gemma":[0.99520797,0.0024861933,0.00079004763,0.00037421528,0.00035247832,0.00078910484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032559184,0.00036919946,0.00022858316,0.0009147043,0.0019623833,0.00662081,0.0007507689,0.0008570207,0.0010537534],"category_scores_gemma":[0.008953351,0.00020526373,0.00024494174,0.00049673126,0.006060641,0.0030198495,0.0028795649,0.00093537156,0.0001950635],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031114093,0.0006676146,0.2300785,0.00017031582,0.00005555716,0.0014795215,0.5134094,0.000770576,0.009887186,0.08888553,0.00080167165,0.15348297],"study_design_scores_gemma":[0.00004122919,0.0006646567,0.31218752,0.00031373053,0.000044510907,0.0023277707,0.59883416,0.004521237,0.0038267344,0.037048213,0.04007966,0.00011062119],"about_ca_topic_score_codex":0.0056580245,"about_ca_topic_score_gemma":0.007959788,"teacher_disagreement_score":0.00662081,"about_ca_system_score_codex":0.002140968,"about_ca_system_score_gemma":0.001512913,"threshold_uncertainty_score":0.017219126},"labels":[],"label_agreement":null},{"id":"W1481605841","doi":"10.3968/4712","title":"Need Analysis of Business English Graduates: A Case Study of Shandong Jiaotong University","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business English; Mathematics education; Sociology; Psychology","score_opus":0.03371836489514046,"score_gpt":0.280833004401658,"score_spread":0.24711463950651752,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1481605841","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99773526,0.000055251494,0.00024071398,0.0005995995,0.0000052605706,0.000031148997,0.000010618672,0.0000037787981,0.0013184556],"genre_scores_gemma":[0.9942544,0.00024049105,0.0006616845,0.00022478547,0.0000067434576,0.00003781307,0.000025049323,0.0000065335344,0.004542446],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99902,0.00041370877,0.000050151826,0.00009922166,0.00015281481,0.0002641358],"domain_scores_gemma":[0.997566,0.0008061929,0.00019464263,0.00006380744,0.00027053492,0.0010988592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018970466,0.00032015264,0.00035462898,0.0012280997,0.0070877653,0.0014069825,0.0008583267,0.0013090346,0.0042052437],"category_scores_gemma":[0.0027532827,0.00029201192,0.00029223526,0.00096035015,0.0015293545,0.0013390108,0.0024924278,0.0016906671,0.0003598996],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000110891124,0.0013216765,0.06671055,0.00021740561,0.000014967461,0.030124992,0.8596588,0.0002633758,0.0033158555,0.0030724127,0.0030175534,0.03217169],"study_design_scores_gemma":[0.000008108442,0.00031100822,0.030727226,0.00006588814,0.0000090569465,0.0017027817,0.95686036,0.00047999906,0.00049992005,0.0002886347,0.009022657,0.000024434126],"about_ca_topic_score_codex":0.011037223,"about_ca_topic_score_gemma":0.034648262,"teacher_disagreement_score":0.011037223,"about_ca_system_score_codex":0.0030446795,"about_ca_system_score_gemma":0.0034873476,"threshold_uncertainty_score":0.022090793},"labels":[],"label_agreement":null},{"id":"W1485383402","doi":"","title":"Review of Csizér, K., & Magid, M. (Eds.). (2014). The impact of self-concept on language learning. Bristol, United Kingdom: Multilingual Matters.","year":2014,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Kingdom; Linguistics; Political science; Library science; Media studies; Sociology; Computer science; Philosophy; Geology","score_opus":0.01875465376529687,"score_gpt":0.27160926194972396,"score_spread":0.25285460818442707,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1485383402","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00003361004,0.9962793,0.00007565152,0.0019306965,0.0010545948,0.0000022137442,0.00004732842,0.0000044027033,0.0005722066],"genre_scores_gemma":[0.00044628052,0.9973144,0.000110759174,0.00089202996,0.00075899094,0.0000047129715,0.0000631866,0.000003276226,0.000406301],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989089,0.00021517595,0.00023505214,0.00016836317,0.00038904703,0.00008348623],"domain_scores_gemma":[0.9920087,0.0043998435,0.0007590287,0.00018735336,0.002101359,0.0005438384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026896326,0.0013075412,0.002355037,0.008712237,0.00070095994,0.0028314348,0.0018678443,0.0019961465,0.007861407],"category_scores_gemma":[0.0085178325,0.0006986174,0.0008680712,0.012069308,0.0012407316,0.0034591851,0.0017939585,0.003124581,0.0053266343],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000762484,0.000030777093,0.0004341556,0.030031,0.0001759012,0.00013340153,0.00031121584,0.00019623064,0.00023023112,0.0034273092,0.30794758,0.65700597],"study_design_scores_gemma":[0.000009843733,0.000028187213,0.0015176728,0.015394602,0.00018386717,0.0006425207,0.00017650424,0.00003060192,0.00011123345,0.0009156675,0.9809656,0.000023657774],"about_ca_topic_score_codex":0.008445439,"about_ca_topic_score_gemma":0.01994021,"teacher_disagreement_score":0.008712237,"about_ca_system_score_codex":0.0022209657,"about_ca_system_score_gemma":0.0057095364,"threshold_uncertainty_score":0.026299},"labels":[],"label_agreement":null},{"id":"W1485909077","doi":"","title":"A Study of Video Effects on English Listening Comprehension","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Active listening; Presentation (obstetrics); Informational listening; Test (biology); Comprehension; Psychology; Mode (computer interface); Linguistics; Multimedia; Computer science; Cognitive psychology; Communication; Human–computer interaction","score_opus":0.017965657175559955,"score_gpt":0.2872200591504754,"score_spread":0.2692544019749154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1485909077","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99775547,0.0002086507,0.00029491523,0.000019435616,0.000017029062,0.000077170655,0.000042413736,0.000008871896,0.0015760689],"genre_scores_gemma":[0.9953491,0.0004780047,0.0012848849,0.00004770033,0.00004562301,0.00017525067,0.00012551864,0.000014528576,0.0024792752],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99932754,0.00031588585,0.00004671548,0.00011052793,0.00012819924,0.000071176706],"domain_scores_gemma":[0.99094546,0.007363451,0.0004623733,0.00017833323,0.00062678184,0.000423624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007127533,0.0004676491,0.0003057862,0.0004432831,0.00029421874,0.0003404808,0.00023661497,0.00029580112,0.0047573373],"category_scores_gemma":[0.007048701,0.00014194348,0.00039604743,0.00026230683,0.00025371695,0.00045271014,0.00030905823,0.00039600497,0.00027651488],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02800577,0.037043996,0.08466692,0.0035040698,0.0005355038,0.0020102211,0.024538971,0.00060800265,0.4400885,0.0006059769,0.0013457481,0.3770464],"study_design_scores_gemma":[0.001363174,0.20776747,0.6493511,0.00032526965,0.0015013602,0.0010721467,0.010975281,0.0013812354,0.11770048,0.0005029502,0.007937663,0.00012179547],"about_ca_topic_score_codex":0.0010847393,"about_ca_topic_score_gemma":0.0011783964,"teacher_disagreement_score":0.0047573373,"about_ca_system_score_codex":0.00016057551,"about_ca_system_score_gemma":0.00026917565,"threshold_uncertainty_score":0.015914917},"labels":[],"label_agreement":null},{"id":"W1489519621","doi":"10.5539/elt.v8n8p112","title":"Iranian EFL Learners’ Grammatical Knowledge: Effect of Direct and Metalinguistic Corrective Feedback","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Grammar; Punctuation; Psychology; Vocabulary; Significant difference; Test (biology); Mathematics education; Linguistics; Computer science; Artificial intelligence; Statistics; Mathematics","score_opus":0.019223307245384742,"score_gpt":0.2736640121734076,"score_spread":0.25444070492802284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1489519621","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991278,0.00009158644,0.0001863482,0.00002322958,0.000013718556,0.000027469958,0.000008438356,0.000016228696,0.00050524046],"genre_scores_gemma":[0.99733883,0.00018798372,0.0016542725,0.00003791848,0.000015490861,0.000046772144,0.000028573739,0.0000071702925,0.0006830408],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993038,0.0002256762,0.000062784784,0.00011034784,0.00023635128,0.000060974508],"domain_scores_gemma":[0.995278,0.0027130016,0.00071003544,0.00018936074,0.0006420174,0.00046761712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010646386,0.00053145393,0.0005891574,0.00034051732,0.00014733733,0.00032825457,0.00040845975,0.0004568935,0.0017091718],"category_scores_gemma":[0.011487019,0.00011774617,0.00021585781,0.00013703648,0.00025128858,0.00035765843,0.0003162617,0.0004603603,0.0002178155],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.024138091,0.027867151,0.06144949,0.0020138891,0.00028152365,0.0010340536,0.009821157,0.0017395862,0.12949029,0.00027898658,0.0010288426,0.7408569],"study_design_scores_gemma":[0.0048935986,0.17530766,0.6594887,0.00052550517,0.0013718489,0.0025639632,0.009768939,0.007824088,0.12760866,0.0011583654,0.009324431,0.00016418795],"about_ca_topic_score_codex":0.00067353324,"about_ca_topic_score_gemma":0.00083373423,"teacher_disagreement_score":0.0017091718,"about_ca_system_score_codex":0.00015020017,"about_ca_system_score_gemma":0.0005665878,"threshold_uncertainty_score":0.0057176948},"labels":[],"label_agreement":null},{"id":"W1490703958","doi":"","title":"The Application of Interactive English Teaching Mode in Junior Middle Schools","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Curriculum; Mode (computer interface); Psychology; Order (exchange); Pedagogy; Computer science","score_opus":0.03182383292731057,"score_gpt":0.32699528738123756,"score_spread":0.295171454453927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1490703958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98254126,0.00055907236,0.0013363477,0.00031054925,0.000033852826,0.00008297895,0.000028798331,0.000031389794,0.015075734],"genre_scores_gemma":[0.9941129,0.00037572024,0.0020983382,0.00007295362,0.000013252472,0.00006162822,0.00002050822,0.000008950155,0.003235785],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988387,0.0004031072,0.00005868851,0.000145689,0.00024563403,0.00030811317],"domain_scores_gemma":[0.99823964,0.00032652286,0.00017768815,0.000080542624,0.00022809018,0.0009474709],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017430128,0.00018377615,0.00025430112,0.00089842925,0.001765561,0.0023726218,0.00073201564,0.00041462667,0.0042216973],"category_scores_gemma":[0.0025256984,0.00017543718,0.00032072148,0.0006588751,0.000777858,0.0013514272,0.001859346,0.0005820667,0.0005747029],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008282219,0.0045616175,0.18034905,0.0017430292,0.00004767724,0.0036128669,0.26261187,0.00031096642,0.024373053,0.0130668115,0.0052169613,0.50327784],"study_design_scores_gemma":[0.00014222998,0.004218214,0.5565809,0.0014130456,0.00014742953,0.0018773472,0.31852278,0.000905101,0.009169393,0.0038078276,0.10309301,0.00012259436],"about_ca_topic_score_codex":0.0036126184,"about_ca_topic_score_gemma":0.011714045,"teacher_disagreement_score":0.0042216973,"about_ca_system_score_codex":0.0012128518,"about_ca_system_score_gemma":0.002924726,"threshold_uncertainty_score":0.014123023},"labels":[],"label_agreement":null},{"id":"W1491344832","doi":"10.5539/elt.v8n10p1","title":"Improving English Listening Proficiency: The Application of ARCS Learning-motivational Model","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Informational listening; College English; Language proficiency; Language acquisition; Appreciative listening; Language assessment; Mathematics education; Reflective listening; Language education; Linguistics; Pedagogy; Listening comprehension; Communication","score_opus":0.01897727080330562,"score_gpt":0.24903523647898104,"score_spread":0.23005796567567544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1491344832","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25727364,0.0015732424,0.425002,0.009208122,0.00020156146,0.0009544208,0.00033551027,0.0007483131,0.3047032],"genre_scores_gemma":[0.9450385,0.0008167958,0.041100137,0.00019906563,0.000040828727,0.00035656427,0.0000971862,0.000034666493,0.012316247],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9991715,0.0003587166,0.000035510333,0.00014032655,0.00020014522,0.00009392291],"domain_scores_gemma":[0.9991159,0.00044560427,0.00010190032,0.000031043895,0.00016495174,0.00014059174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00105858,0.00065636716,0.00036434285,0.0010578643,0.00060127437,0.0016885165,0.0009144647,0.00074154086,0.0056521045],"category_scores_gemma":[0.0023332639,0.00019036449,0.0008794797,0.0005447787,0.001012685,0.0016510967,0.001474897,0.0011509751,0.0007017098],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022818378,0.0017477446,0.06951634,0.0008343098,0.00022237729,0.0005762909,0.0054502087,0.08536825,0.0024043652,0.46869308,0.0076257912,0.35733303],"study_design_scores_gemma":[0.00025379148,0.0014255404,0.052353222,0.00063197676,0.00055176485,0.0006575123,0.0052377805,0.55210996,0.0033777782,0.33282876,0.050386734,0.0001851695],"about_ca_topic_score_codex":0.005046575,"about_ca_topic_score_gemma":0.0050241025,"teacher_disagreement_score":0.0056521045,"about_ca_system_score_codex":0.0022067986,"about_ca_system_score_gemma":0.0028107038,"threshold_uncertainty_score":0.018908143},"labels":[],"label_agreement":null},{"id":"W1493624336","doi":"","title":"A Study on Middle School English Teachers’ Corrective Feedback in Different Instructions","year":2015,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Focus (optics); Repetition (rhetorical device); Focus on form; Computer science; Psychology; Mathematics education; Linguistics; Grammar; Philosophy","score_opus":0.08386546922188608,"score_gpt":0.27170803735211774,"score_spread":0.18784256813023165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1493624336","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960357,0.000028845105,0.000084560284,0.000010484443,0.0000021643177,0.0000144689875,0.0000066079037,0.000005122322,0.00024425314],"genre_scores_gemma":[0.99860877,0.00006304521,0.00028672526,0.000037626774,0.0000031945629,0.000037627422,0.000024795583,0.000007910858,0.00093037024],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9969055,0.0011630044,0.00030800668,0.00048034548,0.0008016924,0.00034145082],"domain_scores_gemma":[0.98443395,0.009311529,0.0020453075,0.0008672329,0.0023245304,0.0010174217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028669024,0.00045184785,0.00065369124,0.0014699076,0.0013895504,0.0011506107,0.00064197934,0.0009048747,0.0012103964],"category_scores_gemma":[0.021132983,0.0004711746,0.0003872616,0.00086982106,0.0008748632,0.0007814845,0.0008891904,0.0009993117,0.00038841733],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007663531,0.0046677925,0.21937796,0.00047064506,0.000050483242,0.0020459923,0.67212695,0.00016119394,0.022372399,0.00020080205,0.00047583718,0.07728359],"study_design_scores_gemma":[0.00013272717,0.0049161026,0.7050433,0.00017017526,0.0000923006,0.0010428765,0.26907355,0.0005356762,0.009701985,0.00014759501,0.009032672,0.0001110427],"about_ca_topic_score_codex":0.007986098,"about_ca_topic_score_gemma":0.013260411,"teacher_disagreement_score":0.007986098,"about_ca_system_score_codex":0.0014373652,"about_ca_system_score_gemma":0.0012221023,"threshold_uncertainty_score":0.015879214},"labels":[],"label_agreement":null},{"id":"W149364901","doi":"10.14198/raei.2000.13.14","title":"Objective and subjective variables in two university classes","year":2000,"lang":"en","type":"article","venue":"Revista Alicantina de Estudios Ingleses","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attendance; Class (philosophy); Element (criminal law); Psychology; Foreign language; Field (mathematics); Order (exchange); Mathematics education; Social psychology; Epistemology; Political science; Mathematics","score_opus":0.017568976401781292,"score_gpt":0.24869999340547838,"score_spread":0.2311310170036971,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W149364901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99835026,0.000027944905,0.000053821106,0.000027813243,0.0000071045447,0.000013690843,0.000045204935,0.0000019331974,0.0014722231],"genre_scores_gemma":[0.99746335,0.000024199044,0.00008144272,0.000019742547,0.000012967524,0.000028005894,0.000112093476,0.0000025772315,0.0022555925],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99845636,0.0005410446,0.000076390344,0.00020805247,0.00035298325,0.00036504597],"domain_scores_gemma":[0.9938372,0.0019471897,0.00070546253,0.00022744686,0.0007572508,0.002525402],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020992905,0.00032512075,0.0003964038,0.0013707738,0.0016488761,0.0032908549,0.00046508692,0.0006406979,0.006073128],"category_scores_gemma":[0.0063618883,0.00013707647,0.0002766702,0.00091286504,0.0011671898,0.0005525953,0.0015203434,0.0010560851,0.001031936],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019589677,0.010984895,0.89294314,0.000092817994,0.000085752035,0.0007269451,0.039753553,0.00052743655,0.0023879241,0.0020189472,0.001559403,0.046960153],"study_design_scores_gemma":[0.00003007673,0.00068560126,0.9752337,0.000014000776,0.000019075424,0.00006648061,0.019355237,0.0007184851,0.00062796276,0.00029258078,0.002921737,0.000035010267],"about_ca_topic_score_codex":0.0057048197,"about_ca_topic_score_gemma":0.0057311836,"teacher_disagreement_score":0.006073128,"about_ca_system_score_codex":0.0018786348,"about_ca_system_score_gemma":0.00048141147,"threshold_uncertainty_score":0.0203166},"labels":[],"label_agreement":null},{"id":"W1494156891","doi":"","title":"Authentic or Bespoke: A Discussion of the Application of Authentic Materials in Business English Teaching","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Bespoke; Business English; Business; Sociology; Pedagogy; Advertising","score_opus":0.01243679168680142,"score_gpt":0.28110379581099754,"score_spread":0.26866700412419614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1494156891","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10803692,0.081427746,0.09053123,0.20810096,0.008346053,0.0004284842,0.000067398934,0.00012897505,0.5029323],"genre_scores_gemma":[0.89720505,0.03215754,0.017782388,0.01856482,0.0015215515,0.00040546875,0.000027705586,0.00013704847,0.032198418],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99074894,0.007774408,0.00018598698,0.00029714004,0.00070193765,0.00029159436],"domain_scores_gemma":[0.992664,0.0061284634,0.00027225525,0.00023258216,0.0003601372,0.00034257566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075381813,0.0003794862,0.00037803358,0.0019077165,0.0063737542,0.008640713,0.0016760429,0.005220465,0.0038322613],"category_scores_gemma":[0.009934149,0.00018077127,0.0005235326,0.0019693165,0.02285978,0.009841549,0.004124828,0.004350089,0.00055919634],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000361852,0.000056986297,0.00035617355,0.00031989824,0.000005076329,0.00061773416,0.066453785,0.00017471581,0.00054152496,0.88978636,0.0061188033,0.035532754],"study_design_scores_gemma":[0.000014387374,0.00025861157,0.0013740227,0.0022571653,0.000011205294,0.0010833602,0.09273858,0.0008966159,0.0013345812,0.10612553,0.7938584,0.000047501915],"about_ca_topic_score_codex":0.0018984239,"about_ca_topic_score_gemma":0.0031302914,"teacher_disagreement_score":0.008640713,"about_ca_system_score_codex":0.0034446502,"about_ca_system_score_gemma":0.0033898961,"threshold_uncertainty_score":0.03986621},"labels":[],"label_agreement":null},{"id":"W1494835353","doi":"","title":"Making French Real","year":2012,"lang":"en","type":"article","venue":"Antistasis","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French; Target culture; Neuroscience of multilingualism; AP French Language; Linguistics; Sociology; Computer science; Pedagogy","score_opus":0.11282068426938242,"score_gpt":0.31850235117509684,"score_spread":0.20568166690571443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1494835353","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11988467,0.0036958335,0.004209402,0.06815476,0.001976983,0.00008338862,0.00042383952,0.0004377795,0.80113345],"genre_scores_gemma":[0.7686749,0.0028182794,0.004290565,0.011712746,0.00016570125,0.000040745246,0.00043062182,0.00020220675,0.21166417],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968317,0.0007579984,0.000055970373,0.0003019509,0.0011105611,0.00094181334],"domain_scores_gemma":[0.9973009,0.00024741123,0.00014009551,0.00015496189,0.0009963363,0.0011603658],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022778497,0.0005724121,0.00025257198,0.0008408124,0.017800272,0.008116486,0.00080631324,0.0016699997,0.02460598],"category_scores_gemma":[0.0041534444,0.00016737834,0.0003401437,0.00055018906,0.009820522,0.0044088257,0.005498206,0.0024081178,0.0041363756],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009055478,0.00014655478,0.016258882,0.00019111068,0.000029957295,0.0017932369,0.14453654,0.00023352126,0.0043247524,0.35395378,0.25894263,0.21949856],"study_design_scores_gemma":[0.0000059711033,0.000027923094,0.0037371665,0.000105881016,0.000007788039,0.00046276313,0.044729307,0.000052804186,0.00058691413,0.0059613595,0.944293,0.000029105007],"about_ca_topic_score_codex":0.55970883,"about_ca_topic_score_gemma":0.7391727,"teacher_disagreement_score":0.55970883,"about_ca_system_score_codex":0.01538515,"about_ca_system_score_gemma":0.027017161,"threshold_uncertainty_score":0.88576823},"labels":[],"label_agreement":null},{"id":"W1495769359","doi":"10.5539/elt.v8n6p89","title":"Salient Key Features of Actual English Instructional Practices in Saudi Arabia","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Salient; Psychology; Portfolio; Teaching english; Key (lock); Mathematics education; English as a foreign language; English language; Teaching method; Language education; Pedagogy; Computer science; Artificial intelligence","score_opus":0.03089838476319901,"score_gpt":0.2807848391826079,"score_spread":0.24988645441940888,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1495769359","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6381628,0.32123682,0.0036110634,0.0038543525,0.00019856055,0.00009118594,0.00066251896,0.00008339291,0.03209929],"genre_scores_gemma":[0.8582659,0.13504203,0.0033250658,0.00043104668,0.00007213715,0.000030768566,0.00032797465,0.000014695158,0.0024905184],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984119,0.0004704656,0.00037805428,0.00010221293,0.000540327,0.000097034506],"domain_scores_gemma":[0.99453765,0.001936444,0.0013167434,0.00012665952,0.0019592815,0.00012322734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001829413,0.00019889543,0.00016652951,0.002444419,0.00041445796,0.0018772163,0.0002944612,0.00025156233,0.0007473389],"category_scores_gemma":[0.004964075,0.00012742313,0.00015169042,0.0021680086,0.00055164855,0.0009981708,0.00061141193,0.00025945148,0.0001758247],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013276185,0.000050785107,0.07196362,0.007522737,0.0000959487,0.0007147469,0.038812816,0.00065849273,0.0072917705,0.0053891116,0.0030372932,0.8643298],"study_design_scores_gemma":[0.000012940599,0.00031464014,0.5341301,0.009987885,0.00025496428,0.0049663167,0.076392576,0.00083282107,0.01065643,0.0022417041,0.3600929,0.00011672437],"about_ca_topic_score_codex":0.014399467,"about_ca_topic_score_gemma":0.025275366,"teacher_disagreement_score":0.014399467,"about_ca_system_score_codex":0.0017899096,"about_ca_system_score_gemma":0.002735317,"threshold_uncertainty_score":0.02863133},"labels":[],"label_agreement":null},{"id":"W1496353379","doi":"10.18806/tesl.v26i1.127","title":"Listening Strategies of L2 Learners With Varied Test Tasks","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Test (biology); Vocabulary; Competence (human resources); Task (project management); Mathematics education; Test anxiety; Anxiety; Social psychology; Linguistics; Communication","score_opus":0.025900333262405453,"score_gpt":0.20855115310268735,"score_spread":0.1826508198402819,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1496353379","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99833053,0.000052753607,0.0005563237,0.000022231045,0.0000023996593,0.00002289401,0.000015010823,0.000013010559,0.0009847756],"genre_scores_gemma":[0.99526346,0.00013598785,0.0015142015,0.00010729625,0.0000054335096,0.000053315445,0.00008182301,0.000021787642,0.0028165733],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989536,0.00036059562,0.000093361574,0.00013720096,0.0002877322,0.0001675621],"domain_scores_gemma":[0.9959204,0.0023334748,0.0005805427,0.00026319502,0.00054533966,0.0003570172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018822612,0.00075019564,0.00047647973,0.0011008746,0.00049659703,0.0028633645,0.00073092396,0.0008721274,0.0020623382],"category_scores_gemma":[0.013243532,0.00030552773,0.0003235213,0.0003370905,0.00083537836,0.0009660669,0.001620876,0.0008270823,0.00088991417],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009358672,0.0020051894,0.3892496,0.00044975252,0.0001145781,0.0045752726,0.28845328,0.0012126521,0.14456439,0.0007755653,0.00090208603,0.16676179],"study_design_scores_gemma":[0.00022871603,0.006378314,0.5144672,0.00035163682,0.00022864909,0.011200179,0.37438285,0.009291077,0.060852163,0.0033880593,0.018790394,0.00044074317],"about_ca_topic_score_codex":0.0020071608,"about_ca_topic_score_gemma":0.0020796799,"teacher_disagreement_score":0.0028633645,"about_ca_system_score_codex":0.00041366278,"about_ca_system_score_gemma":0.00047673102,"threshold_uncertainty_score":0.0099544525},"labels":[],"label_agreement":null},{"id":"W1497590509","doi":"","title":"The Analysis of Improper Provision of English Course to Primary Schools in China","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Course (navigation); China; English language; Mathematics education; Psychology; Period (music); Sociology; Political science; Pedagogy; Law; Engineering; Philosophy","score_opus":0.017633641205848014,"score_gpt":0.3008711024074932,"score_spread":0.28323746120164517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1497590509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985266,0.000077501514,0.00005570467,0.00014309205,0.0000025407937,0.000009064895,0.0000898591,0.000002374615,0.0010933116],"genre_scores_gemma":[0.9988146,0.000083553125,0.00006858796,0.00002729409,0.0000036350839,0.000007818814,0.0001409605,0.000001922885,0.0008515947],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977768,0.00027542977,0.00030683103,0.00030280236,0.00068741315,0.0006507096],"domain_scores_gemma":[0.9947101,0.0009820501,0.0019732397,0.00029871234,0.0012253,0.0008106652],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016997602,0.00019173161,0.00031756266,0.0033354992,0.0015179544,0.00092599564,0.00075119396,0.0003077906,0.001993442],"category_scores_gemma":[0.004466923,0.00025088713,0.00035457796,0.0051763006,0.0009786362,0.0007836841,0.0010148503,0.00049820787,0.00015602609],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033879027,0.00004995534,0.97970176,0.00004920896,0.000017970173,0.00073748175,0.0075881374,0.00024139427,0.00035098265,0.0012074088,0.00050813187,0.009513695],"study_design_scores_gemma":[0.0000012479052,0.000012172496,0.9945451,0.000010057075,0.0000088427,0.00004799669,0.0042686905,0.00030125884,0.00008268185,0.00007092755,0.00064691005,0.000004075892],"about_ca_topic_score_codex":0.21544969,"about_ca_topic_score_gemma":0.24931645,"teacher_disagreement_score":0.21544969,"about_ca_system_score_codex":0.0058979956,"about_ca_system_score_gemma":0.007461311,"threshold_uncertainty_score":0.42839128},"labels":[],"label_agreement":null},{"id":"W1498865246","doi":"10.18806/tesl.v28i2.1070","title":"Framing the Problem of Identity in Composition and TESOL Studies: A Sampler","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transformative learning; Identity (music); Framing (construction); Pedagogy; Second-language acquisition; Sociology; Psychology; Linguistics; Mathematics education","score_opus":0.08404074064729179,"score_gpt":0.27084647353038627,"score_spread":0.1868057328830945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1498865246","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07115511,0.17921244,0.109920666,0.3386875,0.008164388,0.00031894376,0.00009827369,0.00017333993,0.29226935],"genre_scores_gemma":[0.84708685,0.0670747,0.027881552,0.025895322,0.007787314,0.0007892084,0.00007382026,0.00040182122,0.023009347],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.97383356,0.019818075,0.00054846663,0.0013470356,0.0035398768,0.00091305934],"domain_scores_gemma":[0.9581259,0.035039395,0.0014942709,0.001745737,0.0025684275,0.0010262332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.031835243,0.00085522444,0.0016646255,0.0077318824,0.01368196,0.019613452,0.0026182362,0.007951152,0.00298947],"category_scores_gemma":[0.03205209,0.0007748906,0.00067922706,0.0074472204,0.09405972,0.03580258,0.01649724,0.01107859,0.00047779898],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011574864,0.000012724146,0.00024055822,0.000096452466,0.0000036032388,0.00012300182,0.040533215,0.000041570936,0.00003929114,0.94838935,0.0018296116,0.008679046],"study_design_scores_gemma":[0.0000270261,0.000038729497,0.00048044365,0.0010464626,0.00001456498,0.0004962654,0.07638775,0.00057160837,0.00034437553,0.6745733,0.24598439,0.000035067955],"about_ca_topic_score_codex":0.008103195,"about_ca_topic_score_gemma":0.008374998,"teacher_disagreement_score":0.031835243,"about_ca_system_score_codex":0.010470795,"about_ca_system_score_gemma":0.008767452,"threshold_uncertainty_score":0.16836286},"labels":[],"label_agreement":null},{"id":"W1498884530","doi":"","title":"A Study on the Effect of Scaffolding through Joint Construction Tasks on the Writing Composition of EFL Learners","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Significant difference; Mathematics education; Task (project management); Composition (language); Psychology; Shahid; Joint (building); Reading (process); Computer science; Linguistics; Mathematics; Engineering","score_opus":0.057934578399338243,"score_gpt":0.30292075889424774,"score_spread":0.2449861804949095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1498884530","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99937916,0.000036523543,0.0001734243,0.0000105117615,0.0000023596208,0.000016910437,0.000005856242,0.0000028369725,0.00037234178],"genre_scores_gemma":[0.9966844,0.0001527964,0.0020519763,0.000018461118,0.00000953295,0.000060638045,0.000027404738,0.0000037059676,0.0009911028],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99933344,0.0002391243,0.00007384069,0.000108562075,0.0001733833,0.00007169113],"domain_scores_gemma":[0.9941444,0.003275846,0.0009812955,0.00032129124,0.0006467971,0.00063043664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015339587,0.00042393833,0.00037825023,0.0003896107,0.00042033833,0.0005792936,0.0002789805,0.00022972147,0.0023995235],"category_scores_gemma":[0.007010129,0.00013391135,0.00024503097,0.00020870213,0.00042679172,0.0005070415,0.00038475156,0.00047609294,0.000372226],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036633522,0.02422054,0.2824147,0.0015029609,0.00018771556,0.0017115364,0.089896865,0.00071604596,0.16757654,0.00063283654,0.0007424025,0.42673457],"study_design_scores_gemma":[0.0005192545,0.039938528,0.86352646,0.0002215099,0.0002520579,0.0016533732,0.0289451,0.0013641682,0.055251714,0.0009658349,0.0072757937,0.00008612317],"about_ca_topic_score_codex":0.00053772004,"about_ca_topic_score_gemma":0.00056844694,"teacher_disagreement_score":0.0023995235,"about_ca_system_score_codex":0.00014914393,"about_ca_system_score_gemma":0.0005838853,"threshold_uncertainty_score":0.008112431},"labels":[],"label_agreement":null},{"id":"W149897009","doi":"10.14746/ssllt.2012.2.2.5","title":"Integrative motivation and global language (English) acquisition in Poland","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Predictability; Multilevel model; Consistency (knowledge bases); Construct (python library); Class (philosophy); Sample (material); English as a foreign language; Social psychology; Goal theory; Foreign language; Developmental psychology; Mathematics education","score_opus":0.020843845707022066,"score_gpt":0.3086833227297432,"score_spread":0.2878394770227211,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W149897009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997614,0.000018097908,0.0000250253,0.0000048064658,4.382616e-7,0.0000022753297,0.000007270071,6.6558005e-7,0.0001799347],"genre_scores_gemma":[0.9997538,0.000020421274,0.000037391746,0.000002581172,5.940932e-7,0.0000029623411,0.000021437549,8.3085627e-7,0.0001599759],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99962246,0.000048671536,0.000040249044,0.00007906313,0.0001258316,0.00008365501],"domain_scores_gemma":[0.99903,0.00012557114,0.0004718626,0.000052767617,0.00012541784,0.00019441106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008138399,0.000305108,0.00043063652,0.0011992451,0.000371346,0.0010376988,0.00020138112,0.0001805475,0.00096731726],"category_scores_gemma":[0.0022437847,0.00020933249,0.00030205568,0.0006877525,0.0005817198,0.00037893545,0.0011663563,0.0004399979,0.00016297259],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009467187,0.00013516471,0.9896751,0.000017299531,0.000046819965,0.00008724493,0.0020360078,0.00006932276,0.0011975935,0.00016633076,0.00004068739,0.006433787],"study_design_scores_gemma":[0.000001814103,0.000042812037,0.99935156,0.0000028958032,0.000004959683,0.000024656358,0.0003197287,0.000059067992,0.000068659065,0.000027579123,0.000094818475,0.0000014764314],"about_ca_topic_score_codex":0.0037887818,"about_ca_topic_score_gemma":0.005068357,"teacher_disagreement_score":0.0037887818,"about_ca_system_score_codex":0.0003215855,"about_ca_system_score_gemma":0.00035478742,"threshold_uncertainty_score":0.007533431},"labels":[],"label_agreement":null},{"id":"W1499591770","doi":"10.1111/modl.12146","title":"Perceptions, Attitudes, and Choosing to Study Foreign Languages in England: An Experimental Intervention","year":2014,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"British Academy","keywords":"Foreign language; German; Perception; Psychological intervention; Quarter (Canadian coin); Psychology; Intervention (counseling); Incentive; Relevance (law); Social psychology; Pedagogy; Linguistics; Political science","score_opus":0.021252451832307843,"score_gpt":0.32008869712732413,"score_spread":0.2988362452950163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1499591770","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997615,0.000033821416,0.000103253966,0.000107064174,0.000021615628,0.0013854082,0.000034271234,0.00001099628,0.00068862044],"genre_scores_gemma":[0.97924465,0.00027396702,0.0028372274,0.0002982114,0.000047616453,0.009811888,0.000112111826,0.000008153474,0.007366219],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.997355,0.0010564442,0.0002175948,0.00040915515,0.00026612874,0.00069581583],"domain_scores_gemma":[0.99652416,0.001151595,0.0004032796,0.00033309334,0.00035238278,0.0012354386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040018326,0.0008703666,0.001313737,0.00069590565,0.003552185,0.001386841,0.0010117606,0.0017047955,0.0057714675],"category_scores_gemma":[0.0045585237,0.0012172578,0.0006367994,0.0003133899,0.0021655413,0.00091072486,0.0021419576,0.002119723,0.0008237644],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.041284364,0.65791786,0.040129464,0.0013670445,0.00014830095,0.001829355,0.12890482,0.00067025924,0.03490197,0.0014128895,0.0024594932,0.08897409],"study_design_scores_gemma":[0.045664236,0.46006757,0.3725237,0.0005339898,0.00063086615,0.00032076822,0.079310454,0.0013949504,0.011339153,0.0015969927,0.026250044,0.00036725088],"about_ca_topic_score_codex":0.02710922,"about_ca_topic_score_gemma":0.050938874,"teacher_disagreement_score":0.02710922,"about_ca_system_score_codex":0.0028532818,"about_ca_system_score_gemma":0.005043387,"threshold_uncertainty_score":0.053902805},"labels":[],"label_agreement":null},{"id":"W1500005443","doi":"10.26522/brocked.v20i1.142","title":"Time Well Spent in a Kindergarten Class:A Teacher’s Reflection on Using Talk to Learn","year":2010,"lang":"en","type":"article","venue":"Brock Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Lakehead University","funders":"","keywords":"Perspective (graphical); Class (philosophy); Pedagogy; Psychology; Reflection (computer programming); Mathematics education; Teaching method; Epistemology; Visual arts; Computer science","score_opus":0.04372191638180521,"score_gpt":0.31245958918607597,"score_spread":0.26873767280427074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1500005443","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9585147,0.00093109295,0.0044838465,0.011056476,0.0004613814,0.00009916704,0.0000785942,0.00020460597,0.024170104],"genre_scores_gemma":[0.97740877,0.0011371094,0.0022392627,0.0016471826,0.00010472392,0.000080378115,0.00006866168,0.000212569,0.017101297],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99284947,0.003872746,0.00023407525,0.00073580164,0.00070510263,0.001602839],"domain_scores_gemma":[0.98530513,0.009121101,0.0011621611,0.00055955956,0.0012800313,0.0025720578],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051926705,0.0010805432,0.0012568113,0.001935797,0.015546902,0.0063366876,0.003438993,0.0042595896,0.0032896742],"category_scores_gemma":[0.021709444,0.0012641666,0.00083094556,0.0009697155,0.009670596,0.0045676334,0.007439822,0.009383911,0.0010097962],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006292092,0.00015673321,0.0023753196,0.00008470739,0.000009912203,0.004311372,0.9784945,0.0000819347,0.0021377834,0.0006542871,0.0015494288,0.010080989],"study_design_scores_gemma":[0.0000069901803,0.00014931035,0.004144232,0.00013348555,0.000014851541,0.0020144368,0.96930355,0.00011867458,0.0009455284,0.0002906065,0.022834925,0.0000433453],"about_ca_topic_score_codex":0.013781359,"about_ca_topic_score_gemma":0.030314822,"teacher_disagreement_score":0.015546902,"about_ca_system_score_codex":0.0062300866,"about_ca_system_score_gemma":0.0033089344,"threshold_uncertainty_score":0.045202672},"labels":[],"label_agreement":null},{"id":"W1503301005","doi":"","title":"An Investigation into the Factors Affecting the Use of Language Learning Strategies by Persian EFL Learners.","year":2008,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Language learning strategies; Psychology; Persian; Mathematics education; Language proficiency; Preference; Metacognition; Language acquisition; Cognitive style; Cognition; Linguistics; Mathematics","score_opus":0.33228678938224,"score_gpt":0.49003887482048275,"score_spread":0.15775208543824276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1503301005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99980575,0.00002345406,0.000018027375,0.0000055420855,3.781142e-7,0.0000018891329,0.000011626812,6.4894556e-7,0.00013261626],"genre_scores_gemma":[0.9995259,0.00003335715,0.000078370664,0.00000908375,6.657324e-7,0.0000045930624,0.000021848155,5.008958e-7,0.00032562832],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998012,0.00004365775,0.00001828586,0.00002689368,0.00007548945,0.00003456832],"domain_scores_gemma":[0.9984176,0.00051612104,0.00050370884,0.000047259462,0.0002723285,0.00024292649],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006001619,0.00028368775,0.00020279718,0.0008117313,0.00033156393,0.0006282042,0.00021787468,0.000197964,0.0016791951],"category_scores_gemma":[0.0022632321,0.0001207963,0.0001111271,0.0004638559,0.0003556859,0.00028864772,0.0002224259,0.00032391603,0.00034197525],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000066726934,0.00033043773,0.9647575,0.000031936706,0.000013094066,0.00031256946,0.009199785,0.000051657764,0.0045385393,0.000058282134,0.000081901235,0.020557495],"study_design_scores_gemma":[0.0000052350665,0.0005110764,0.98413557,0.000008667253,0.000008715909,0.000407926,0.012594188,0.00022717757,0.0015220385,0.00006657812,0.0005055588,0.000007243792],"about_ca_topic_score_codex":0.0034616732,"about_ca_topic_score_gemma":0.004047276,"teacher_disagreement_score":0.0034616732,"about_ca_system_score_codex":0.00024219912,"about_ca_system_score_gemma":0.00036478808,"threshold_uncertainty_score":0.006883025},"labels":[],"label_agreement":null},{"id":"W1505332739","doi":"10.18806/tesl.v26i2.416","title":"A Case for Faculty Involvement in EAP Placement Testing","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Medical education; Mathematics education; Advanced Placement; Medicine","score_opus":0.12597147911290246,"score_gpt":0.2834080562910538,"score_spread":0.15743657717815135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1505332739","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22738849,0.0012354294,0.03659493,0.6533771,0.0031280743,0.00046671997,0.00006406613,0.00044689383,0.07729823],"genre_scores_gemma":[0.90035737,0.00051791675,0.030779941,0.05528936,0.0011584825,0.00048490815,0.000044776734,0.00019787232,0.011169295],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8697034,0.070884734,0.0058751237,0.006924423,0.033537213,0.013075012],"domain_scores_gemma":[0.6800452,0.19005859,0.022061585,0.028050432,0.035933856,0.043850303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07395473,0.0006844648,0.0004577032,0.001934924,0.014766345,0.008380351,0.007468868,0.021004753,0.00589995],"category_scores_gemma":[0.19461948,0.000825258,0.0013365746,0.0018923384,0.0117651345,0.011497381,0.007336896,0.019855002,0.0010775995],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005990033,0.002100696,0.21193664,0.00073307194,0.0001300582,0.1306569,0.15964337,0.0011794963,0.005076587,0.16594282,0.099023424,0.22297783],"study_design_scores_gemma":[0.00027793949,0.001686548,0.058481548,0.004539657,0.00020037069,0.19553053,0.16491662,0.009799508,0.0067451308,0.100191325,0.45711106,0.00051973196],"about_ca_topic_score_codex":0.010993971,"about_ca_topic_score_gemma":0.028462814,"teacher_disagreement_score":0.07395473,"about_ca_system_score_codex":0.005346866,"about_ca_system_score_gemma":0.02339292,"threshold_uncertainty_score":0.39111465},"labels":[],"label_agreement":null},{"id":"W1505494646","doi":"","title":"A Study of Metacognitive Strategy Training for College Language Low Achievers","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Psychology; Mathematics education; Language learning strategies; Session (web analytics); Training (meteorology); Control (management); Computer science; Cognition; Artificial intelligence","score_opus":0.1149028205066566,"score_gpt":0.36300987481098673,"score_spread":0.24810705430433014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1505494646","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996879,0.000029015402,0.000053322572,0.0000075300395,0.0000013758873,0.00001357798,0.0000036322683,0.0000012052625,0.00020233785],"genre_scores_gemma":[0.9989322,0.00005040542,0.00036450263,0.000013553425,0.0000021762382,0.00003204721,0.000018378874,8.651064e-7,0.0005859761],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992925,0.00020977261,0.000059818034,0.00012010666,0.00018892655,0.00012885453],"domain_scores_gemma":[0.9981171,0.0007443683,0.00030807973,0.00016089437,0.00021966897,0.00045003288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001407613,0.0002967253,0.00045687277,0.0006625187,0.0006258195,0.0006343183,0.0004168025,0.00028051756,0.0009721673],"category_scores_gemma":[0.0036769994,0.00015926703,0.00023899313,0.00031475257,0.00043822516,0.0003085245,0.0005554916,0.00054821896,0.00021070076],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0034101256,0.049228564,0.548036,0.00065146544,0.0002396414,0.0010873051,0.07318654,0.00064293866,0.042998392,0.0011861842,0.0007179226,0.2786149],"study_design_scores_gemma":[0.00029420317,0.021820677,0.9453609,0.00007331718,0.0001225762,0.00039096954,0.018306797,0.0008388641,0.009153685,0.00040233906,0.0031988202,0.00003681461],"about_ca_topic_score_codex":0.0036937618,"about_ca_topic_score_gemma":0.0036955506,"teacher_disagreement_score":0.0036937618,"about_ca_system_score_codex":0.00047624434,"about_ca_system_score_gemma":0.0008482949,"threshold_uncertainty_score":0.0074442625},"labels":[],"label_agreement":null},{"id":"W1505655363","doi":"10.3968/j.css.1923669720110704.050","title":"Non-English Major College Students’ English Communicative Competence and Communicative Strategic Development","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Competence (human resources); China; Pedagogy; Elaboration; College English; Communicative language teaching; Humanities; Sociology; Psychology; Political science; Philosophy; Language education; Social psychology","score_opus":0.07040802534304896,"score_gpt":0.2653335379215497,"score_spread":0.19492551257850071,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1505655363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98598874,0.0000650001,0.00022896973,0.0001434706,0.0000023012076,0.0000133759595,0.000012971735,0.0000037960403,0.013541341],"genre_scores_gemma":[0.9988066,0.00003323348,0.00008885728,0.000006224278,6.155833e-7,0.0000058170112,0.000008352295,5.7336985e-7,0.0010497876],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995529,0.00013312652,0.00003108488,0.000046760608,0.0001147177,0.00012139332],"domain_scores_gemma":[0.9984263,0.00046552214,0.00029618942,0.00007389407,0.00026355244,0.00047450888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012514109,0.0002298606,0.0001266649,0.0008729812,0.0008380648,0.0019613684,0.00021689782,0.00022087933,0.0036268996],"category_scores_gemma":[0.0026602182,0.00008031515,0.000098281336,0.00045701503,0.0010960753,0.00086653314,0.0010063795,0.00032966834,0.00019561072],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000108006425,0.00058932253,0.63171244,0.00021999903,0.000042875254,0.0008053018,0.21616137,0.0006600487,0.010098976,0.024807947,0.0016508742,0.113142915],"study_design_scores_gemma":[0.000013432821,0.00016253056,0.8935812,0.000087784334,0.00002216386,0.00022400424,0.092817254,0.0017887914,0.0020255498,0.003328559,0.005920613,0.00002802023],"about_ca_topic_score_codex":0.017223652,"about_ca_topic_score_gemma":0.024473488,"teacher_disagreement_score":0.017223652,"about_ca_system_score_codex":0.0012451154,"about_ca_system_score_gemma":0.0030657172,"threshold_uncertainty_score":0.034246802},"labels":[],"label_agreement":null},{"id":"W1506799648","doi":"","title":"To Speak or Not to Speak English : ESL Teachers' Use of Oral English, and Their Usage Perception (at the CSRN)","year":2002,"lang":"fr","type":"dissertation","venue":"Depositum (Université du Québec en Abitibi-Témiscamingue)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Art; Ethnology; Sociology","score_opus":0.014525108324166931,"score_gpt":0.2049316898135128,"score_spread":0.1904065814893459,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1506799648","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949791,0.00014250062,0.00002958687,0.0002452874,0.000008411927,0.000004932626,0.00003940774,0.000002586448,0.004548122],"genre_scores_gemma":[0.9906433,0.00026937333,0.00006420916,0.00013883538,0.0000063847338,0.000023439981,0.00007521796,0.000010196852,0.008769103],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99819714,0.0004886685,0.00013053155,0.00025878078,0.00062174944,0.0003031406],"domain_scores_gemma":[0.9923888,0.0019130113,0.0022221203,0.0001853934,0.0018876216,0.0014030489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028697583,0.00023243781,0.0003173475,0.001054601,0.0016877683,0.005117151,0.00052649586,0.00068004866,0.005011102],"category_scores_gemma":[0.0068094665,0.00034200787,0.00016627152,0.0007222521,0.0020587593,0.0020716388,0.0020704505,0.0013374717,0.0013445029],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007734509,0.00019160718,0.34135225,0.00011180645,0.000012445421,0.00030616406,0.640306,0.000023004191,0.0018575367,0.0007850322,0.0010404312,0.013936397],"study_design_scores_gemma":[0.0000042645743,0.000076531396,0.38706633,0.00017060438,0.0000108788245,0.000091053495,0.6076107,0.00005852904,0.0001878745,0.00013446019,0.0045678183,0.000020872518],"about_ca_topic_score_codex":0.09629643,"about_ca_topic_score_gemma":0.21010253,"teacher_disagreement_score":0.09629643,"about_ca_system_score_codex":0.001965808,"about_ca_system_score_gemma":0.0021380922,"threshold_uncertainty_score":0.19147182},"labels":[],"label_agreement":null},{"id":"W1507965564","doi":"10.22215/etd/2012-07092","title":"A study of student and teacher perceptions of Criterion, an online writing program","year":2012,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Mathematics education; Psychology; Library science; Computer science; Pedagogy","score_opus":0.09250348439307927,"score_gpt":0.39379248548474105,"score_spread":0.3012890010916618,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1507965564","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997775,0.000042544856,0.000102683836,0.00013499531,0.000009880184,0.000021269456,0.000020522102,0.0000056005947,0.0018873523],"genre_scores_gemma":[0.9972963,0.000083151055,0.00016801555,0.00008496331,0.0000073657948,0.000042881962,0.000044577173,0.0000064625983,0.0022663225],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99565214,0.002158063,0.0003687102,0.00035155407,0.0009779072,0.00049176865],"domain_scores_gemma":[0.9654826,0.012420839,0.008326126,0.0010952334,0.006026033,0.006649144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004863949,0.00020770678,0.00041168067,0.00094798434,0.0019626103,0.003118828,0.00047243226,0.00055267825,0.003874552],"category_scores_gemma":[0.030165706,0.00038836457,0.00027213592,0.00059639954,0.0010132635,0.0014671008,0.0015913154,0.0017088839,0.0008878011],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038642672,0.0040469547,0.6860653,0.00019526984,0.00005102791,0.00048607175,0.26883322,0.000081522616,0.0035794398,0.0003982968,0.0019798062,0.033896647],"study_design_scores_gemma":[0.00004573405,0.0012928363,0.6412009,0.000104947176,0.00002470576,0.00024223025,0.34941417,0.00034925426,0.00091946893,0.00014897306,0.006221723,0.0000350034],"about_ca_topic_score_codex":0.005084869,"about_ca_topic_score_gemma":0.00971965,"teacher_disagreement_score":0.005084869,"about_ca_system_score_codex":0.0009875924,"about_ca_system_score_gemma":0.0014349615,"threshold_uncertainty_score":0.025723338},"labels":[],"label_agreement":null},{"id":"W1508004582","doi":"10.1075/aral.36.2.04cam","title":"Willingness to communicate in english as a second language as a stable trait or context-influenced variable","year":2013,"lang":"en","type":"article","venue":"Australian Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Auckland University of Technology, New Zealand","keywords":"Willingness to communicate; Psychology; Situational ethics; Trait; Foreign language anxiety; Context (archaeology); Competence (human resources); Exploratory research; Social psychology; Anxiety; Language proficiency; Qualitative research; Foreign language; Big Five personality traits; Personality; Pedagogy; Sociology; Social science","score_opus":0.03087836232151892,"score_gpt":0.2927569221251748,"score_spread":0.2618785598036559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1508004582","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983535,0.000058841873,0.00014804065,0.000039600334,0.0000031263335,0.000011408105,0.000015855618,0.0000020631824,0.0013677035],"genre_scores_gemma":[0.9996513,0.000032181742,0.00010253285,0.000010402982,0.0000022935374,0.000011033995,0.000018933308,0.00000144874,0.00016990601],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99795616,0.0009823516,0.00020628158,0.00021614578,0.00044961652,0.00018944721],"domain_scores_gemma":[0.98541266,0.007920365,0.003814404,0.00069782545,0.001126086,0.0010287602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031165485,0.00014858409,0.00023520218,0.0008740537,0.00054349273,0.0020026756,0.00023870551,0.00045943202,0.0015913653],"category_scores_gemma":[0.010635729,0.00012508893,0.00027271098,0.0007059473,0.0009913401,0.0006592162,0.000644863,0.0008015537,0.00022747932],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011535112,0.00040173205,0.95313156,0.00014316796,0.00014068566,0.00028602328,0.023442179,0.00016173745,0.0039158124,0.00073090306,0.00013084164,0.01740001],"study_design_scores_gemma":[0.0000032538735,0.00017615194,0.98344135,0.000026651282,0.00002663751,0.0001915961,0.01479559,0.0002267687,0.00037780582,0.00020460192,0.00051041815,0.000019180205],"about_ca_topic_score_codex":0.0010770377,"about_ca_topic_score_gemma":0.0017608101,"teacher_disagreement_score":0.0031165485,"about_ca_system_score_codex":0.00029965548,"about_ca_system_score_gemma":0.00045636942,"threshold_uncertainty_score":0.016482055},"labels":[],"label_agreement":null},{"id":"W1508643598","doi":"10.22329/jtl.v9i1.3601","title":"Teaching Core French Through the Arts.","year":2013,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"University of Windsor","keywords":"Enthusiasm; The arts; Drama; Focus group; AP French Language; Theme (computing); Pedagogy; Psychology; Visual arts education; Visual arts; Mathematics education; Qualitative research; Class (philosophy); Sociology; Art; Social science; Computer science; Social psychology","score_opus":0.04280908356336196,"score_gpt":0.27741458186739804,"score_spread":0.23460549830403607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1508643598","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8749475,0.00077386,0.00286195,0.0013341086,0.000054468645,0.00011095393,0.00007161422,0.00007196688,0.11977363],"genre_scores_gemma":[0.9386644,0.0012898457,0.0030733692,0.00043973856,0.000021235865,0.00004859056,0.000059429116,0.00001997773,0.056383323],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994085,0.00015799346,0.000018502362,0.00006338211,0.00019250857,0.00015918465],"domain_scores_gemma":[0.99915075,0.00022781792,0.000120991455,0.00004721643,0.00011862581,0.0003346169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000833411,0.00024542282,0.00012806106,0.0005098901,0.001869939,0.0019919872,0.0003689018,0.00041609406,0.009722819],"category_scores_gemma":[0.0014858999,0.00007980943,0.00022198925,0.00032257117,0.0013074428,0.0006398134,0.0014472819,0.0005659601,0.0011652496],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014110155,0.0010065583,0.10856234,0.0006078746,0.000023970351,0.0026203871,0.36230904,0.00048447563,0.020903056,0.019808998,0.010872358,0.47265995],"study_design_scores_gemma":[0.000019302803,0.0010714529,0.18730213,0.0005997909,0.00002344235,0.0030975188,0.23817962,0.00041709983,0.0070960345,0.0040926947,0.5580607,0.000040166935],"about_ca_topic_score_codex":0.015638143,"about_ca_topic_score_gemma":0.07632342,"teacher_disagreement_score":0.015638143,"about_ca_system_score_codex":0.0016837656,"about_ca_system_score_gemma":0.0024956628,"threshold_uncertainty_score":0.032526076},"labels":[],"label_agreement":null},{"id":"W1509260261","doi":"","title":"Three Important Teaching Qualities of Online Instructors Facilitating Instructor and Learner Discourse (ILD)","year":2008,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Vale (Canada)","funders":"","keywords":"Pedagogy; Psychology; Medical education; Mathematics education; Higher education; Multimedia; Computer science; Medicine; Political science","score_opus":0.057365187300152796,"score_gpt":0.2869923450005553,"score_spread":0.2296271577004025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1509260261","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9169082,0.00050950097,0.019286225,0.0008448209,0.000098859,0.0001845739,0.00008073609,0.00045966497,0.061627522],"genre_scores_gemma":[0.9923577,0.00006193418,0.0055876514,0.00004457537,0.000032334774,0.000042022024,0.000025569692,0.00003668419,0.00181145],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9975682,0.00092937687,0.0001633901,0.00023355741,0.0008289044,0.00027660688],"domain_scores_gemma":[0.9583181,0.02574195,0.0053634634,0.0027943219,0.0035922346,0.0041898903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026539932,0.00026905685,0.0002531851,0.0008234956,0.0012919146,0.0034234086,0.0005319549,0.00070474,0.005037251],"category_scores_gemma":[0.030746033,0.00021549527,0.0002247534,0.00041505895,0.0012494856,0.0015768079,0.0021028055,0.0009756092,0.00051573716],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023783534,0.0017275024,0.1743301,0.0018333554,0.00011659391,0.0012651478,0.11079389,0.0007667658,0.18267478,0.021550395,0.004274358,0.49828884],"study_design_scores_gemma":[0.00040646663,0.0028306441,0.686979,0.0005865306,0.0004797233,0.0032853307,0.08683759,0.0057370006,0.14226288,0.015878854,0.05455768,0.00015832394],"about_ca_topic_score_codex":0.0005095939,"about_ca_topic_score_gemma":0.0009977126,"teacher_disagreement_score":0.005037251,"about_ca_system_score_codex":0.0007414808,"about_ca_system_score_gemma":0.0012377476,"threshold_uncertainty_score":0.016851246},"labels":[],"label_agreement":null},{"id":"W1509545684","doi":"","title":"A Study of College English Listening and Speaking Teaching on the Basis of Multimodal Theory","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; College English; Mode (computer interface); Mathematics education; Multimodality; Multimodal learning; Computer science; Teaching method; Psychology; Pedagogy; Human–computer interaction; Artificial intelligence; Communication","score_opus":0.039107070753244474,"score_gpt":0.30516679057072726,"score_spread":0.2660597198174828,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1509545684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99416935,0.000118420445,0.00021858596,0.00016331443,0.000011304559,0.000049988535,0.000008979425,0.000001924193,0.0052581816],"genre_scores_gemma":[0.9956252,0.00042986704,0.0003612057,0.00010336584,0.000012490097,0.00007407244,0.000015617969,0.000003845689,0.00337439],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991033,0.00041747853,0.00005579779,0.0000798922,0.00019667645,0.00014697212],"domain_scores_gemma":[0.9963212,0.0022321218,0.00030850267,0.00009259115,0.00048863934,0.0005570244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016220594,0.00023257216,0.00037628223,0.0012822279,0.0027600823,0.0022097004,0.00052651775,0.00037240775,0.004372299],"category_scores_gemma":[0.0048573185,0.0002001825,0.00026307697,0.00117125,0.001140458,0.0013610861,0.00087758957,0.00089602784,0.00036195133],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008779678,0.0023107538,0.07744198,0.00036936358,0.000017567749,0.0018267577,0.8521179,0.00006751099,0.0032555277,0.003602166,0.0011112841,0.057791356],"study_design_scores_gemma":[0.000016043876,0.00045423151,0.089067325,0.00016705289,0.000025502797,0.00050051074,0.8985217,0.0002977568,0.0006983985,0.00044400003,0.00978646,0.000020968766],"about_ca_topic_score_codex":0.003415995,"about_ca_topic_score_gemma":0.0071940226,"teacher_disagreement_score":0.004372299,"about_ca_system_score_codex":0.0011871934,"about_ca_system_score_gemma":0.0018468959,"threshold_uncertainty_score":0.014626801},"labels":[],"label_agreement":null},{"id":"W1510183502","doi":"10.18806/tesl.v31i0.1190","title":"Using Prewriting Tasks in L2 Writing Classes: Insights from Three Experiments","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Prewriting; Collaborative writing; Redaction; Psychology; Second language writing; Humanities; Elaboration; Pedagogy; Linguistics; Teaching method; Second language; Cooperative learning; Art; Literature; Philosophy","score_opus":0.1573627736308336,"score_gpt":0.29861049465278333,"score_spread":0.14124772102194974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1510183502","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99236465,0.00010428414,0.0019771268,0.00015712505,0.000025751993,0.0008869411,0.000085903775,0.00007150917,0.004326629],"genre_scores_gemma":[0.9826445,0.000180496,0.008421684,0.00045053285,0.00003192121,0.003375306,0.00025142357,0.000099542,0.0045445417],"study_design_codex":"qualitative","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9819686,0.010453034,0.0015976153,0.002013684,0.0026137533,0.0013533916],"domain_scores_gemma":[0.8879685,0.086939365,0.006108612,0.006393546,0.0074804598,0.0051095244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020819398,0.001146758,0.0013051996,0.0009571421,0.004170268,0.0044952654,0.0027004736,0.002333467,0.0038635673],"category_scores_gemma":[0.07797471,0.0005663281,0.0006376037,0.00082790357,0.0025946025,0.0034981475,0.004731031,0.003104854,0.0012520148],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0072374824,0.057109807,0.044264425,0.0029458846,0.00022594807,0.0017606524,0.5895893,0.0025176203,0.06393592,0.003202148,0.004973682,0.22223713],"study_design_scores_gemma":[0.0070220423,0.081343316,0.27023166,0.0021512718,0.0007234416,0.0020261684,0.3669754,0.013173087,0.13150299,0.02204059,0.101486795,0.0013231874],"about_ca_topic_score_codex":0.0021273042,"about_ca_topic_score_gemma":0.0031482712,"teacher_disagreement_score":0.020819398,"about_ca_system_score_codex":0.0023347705,"about_ca_system_score_gemma":0.0023909973,"threshold_uncertainty_score":0.1101048},"labels":[],"label_agreement":null},{"id":"W1510762783","doi":"","title":"Classroom Interaction and Second Language Acquisition: The More Interactions the Better?","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Second-language acquisition; Point (geometry); Second language; Language acquisition; Mathematics education; Linguistics; Communication; Mathematics","score_opus":0.017887388953900216,"score_gpt":0.2999594795591199,"score_spread":0.28207209060521965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1510762783","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92372173,0.012114811,0.002765685,0.005481744,0.00008398717,0.000026707912,0.00007699457,0.000042079155,0.05568624],"genre_scores_gemma":[0.9945872,0.002551842,0.0006065316,0.00016997414,0.000037726724,0.000019698355,0.000028100578,0.00000873779,0.0019902594],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980914,0.0007974787,0.00011498306,0.0002146827,0.00050042383,0.0002810153],"domain_scores_gemma":[0.9925408,0.0035641273,0.0022656233,0.00010060866,0.00054133416,0.0009876227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010016961,0.0003985904,0.000452886,0.0015835696,0.00139708,0.0045220414,0.00042553214,0.0006673558,0.0062222155],"category_scores_gemma":[0.004160276,0.00011863809,0.00032869735,0.0011381366,0.002454382,0.0022950047,0.002717402,0.0016293444,0.0005576972],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020796343,0.0011210673,0.6544217,0.0012760633,0.00016886697,0.0021271138,0.0839478,0.00067686784,0.005685469,0.024664914,0.0018753767,0.22382681],"study_design_scores_gemma":[0.000019423434,0.0007116159,0.8361015,0.00092805753,0.00013587477,0.0031198282,0.11818338,0.0008843796,0.0019520258,0.013727473,0.024146823,0.000089639856],"about_ca_topic_score_codex":0.004986815,"about_ca_topic_score_gemma":0.005232434,"teacher_disagreement_score":0.0062222155,"about_ca_system_score_codex":0.0014579659,"about_ca_system_score_gemma":0.0013477061,"threshold_uncertainty_score":0.020815372},"labels":[],"label_agreement":null},{"id":"W1513772266","doi":"","title":"The Influence of English Teaching in Big-Classes to Students’ Study Motivation","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; Big data; Motivation to learn; Psychology; College English; Style (visual arts); Computer science; Artificial intelligence","score_opus":0.0382558658971918,"score_gpt":0.3335074073112773,"score_spread":0.2952515414140855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1513772266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99771035,0.000041145224,0.00010606136,0.00007949039,0.0000062440076,0.0000100353345,0.000010760439,0.0000031460743,0.002032863],"genre_scores_gemma":[0.99921036,0.000021801738,0.00006623469,0.00001614527,0.0000062387353,0.000009082745,0.000011696738,0.000001961232,0.0006565757],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985435,0.00053699315,0.0000777713,0.00016755657,0.00033934932,0.00033481815],"domain_scores_gemma":[0.99150497,0.0034891085,0.0011656211,0.00022443467,0.0005541415,0.0030616682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014879721,0.00017768194,0.000231367,0.00052554224,0.00072179764,0.0017752007,0.0003184917,0.00022189147,0.0046633845],"category_scores_gemma":[0.0058859885,0.00008391758,0.00029994617,0.00029951008,0.00052585517,0.00056112855,0.00093299994,0.0005239163,0.00033280725],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031934146,0.0018860105,0.93363285,0.00007759746,0.000064879394,0.000261145,0.013410038,0.0001447261,0.0031240615,0.00092340045,0.0005410959,0.04561477],"study_design_scores_gemma":[0.00001185397,0.00033394204,0.9878429,0.000021896265,0.000027166374,0.000048470698,0.008872515,0.00028680047,0.00059383636,0.0002508348,0.0016990989,0.000010789767],"about_ca_topic_score_codex":0.0018066027,"about_ca_topic_score_gemma":0.0034205304,"teacher_disagreement_score":0.0046633845,"about_ca_system_score_codex":0.000733748,"about_ca_system_score_gemma":0.0008355042,"threshold_uncertainty_score":0.015600562},"labels":[],"label_agreement":null},{"id":"W1515189759","doi":"","title":"The Phenomenon of Singing and Song: A Newfoundland and Labrador Educational Context","year":2013,"lang":"en","type":"article","venue":"The Journal of Macrodynamic Analysis (Memorial University of Newfoundland)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Singing; Phenomenon; Context (archaeology); Visual arts; History; Geography; Communication; Art; Psychology; Acoustics; Archaeology; Epistemology; Philosophy; Physics","score_opus":0.008613099354886512,"score_gpt":0.19782410073158616,"score_spread":0.18921100137669963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1515189759","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83405334,0.004613496,0.00023032814,0.04225616,0.0002448764,0.0000355654,0.0003755547,0.000025507288,0.1181652],"genre_scores_gemma":[0.974001,0.001523505,0.00018149398,0.0028946688,0.000057137346,0.000019783572,0.000094164214,0.000020456431,0.021207845],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99769235,0.00048673808,0.00004745846,0.00017295204,0.00020826077,0.0013922299],"domain_scores_gemma":[0.99724185,0.00070173875,0.0003805765,0.000088691006,0.000325692,0.0012614164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012588935,0.00022914221,0.000364189,0.0016370711,0.018133195,0.007415839,0.0014889402,0.001262354,0.007854722],"category_scores_gemma":[0.0016281937,0.00029469264,0.00020953758,0.0024294183,0.013479679,0.002723515,0.00719072,0.0033253822,0.00033308245],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027489572,0.00028124527,0.09435391,0.0004609775,0.00006569833,0.007358693,0.66954726,0.0003660264,0.0021278234,0.09604317,0.05459968,0.07452063],"study_design_scores_gemma":[0.000009321021,0.000041373678,0.1811254,0.00032827412,0.000017734927,0.00054133683,0.68606424,0.00009094561,0.00020501378,0.0006842767,0.13084418,0.000047781577],"about_ca_topic_score_codex":0.94995415,"about_ca_topic_score_gemma":0.98864937,"teacher_disagreement_score":0.050085057,"about_ca_system_score_codex":0.050085057,"about_ca_system_score_gemma":0.030224733,"threshold_uncertainty_score":0.3633942},"labels":[],"label_agreement":null},{"id":"W1515891545","doi":"10.18806/tesl.v18i2.910","title":"Adapting the Canadian Language Benchmarks for Language Assessment","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language assessment; Scale (ratio); Context (archaeology); Computer science; Process (computing); USable; Population; Mathematics education; Sociology; Psychology; Geography; Programming language; World Wide Web","score_opus":0.02180523930329535,"score_gpt":0.2630424016539034,"score_spread":0.24123716235060805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1515891545","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1659738,0.0063310913,0.13384572,0.02560307,0.004835469,0.013398537,0.021984361,0.004012741,0.6240152],"genre_scores_gemma":[0.4986772,0.00532162,0.4016204,0.0034643586,0.00028431453,0.016465772,0.018824706,0.0013792829,0.05396236],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9616999,0.006753084,0.00279219,0.0014214444,0.0246089,0.0027244675],"domain_scores_gemma":[0.9012328,0.004277413,0.001440562,0.0027960024,0.08609311,0.00416008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0260576,0.001146606,0.0008542919,0.013584623,0.008351074,0.005828295,0.0042153317,0.0009565372,0.005226104],"category_scores_gemma":[0.064398155,0.00052942295,0.0013755216,0.010481403,0.0017916706,0.003082237,0.0060690227,0.0027640474,0.0020321703],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016068242,0.00038440168,0.07391603,0.0007420061,0.00007048534,0.00039451045,0.010496452,0.0054172506,0.0016308312,0.08788601,0.2093155,0.6095858],"study_design_scores_gemma":[0.00011509207,0.00032589323,0.21301188,0.0015182074,0.000086904234,0.00040925588,0.01712922,0.007930194,0.0035878853,0.020805752,0.73465246,0.0004272032],"about_ca_topic_score_codex":0.9083455,"about_ca_topic_score_gemma":0.95501053,"teacher_disagreement_score":0.9271715,"about_ca_system_score_codex":0.07282846,"about_ca_system_score_gemma":0.1479122,"threshold_uncertainty_score":0.5284099},"labels":[],"label_agreement":null},{"id":"W1516084151","doi":"10.3968/4489","title":"Principles & Strategies for English Corner Construction at Universities","year":2014,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Atmosphere (unit); Curriculum; Mathematics education; Selection (genetic algorithm); Filter (signal processing); Constructivism (international relations); Natural (archaeology); Pedagogy; Computer science; Psychology; Sociology; Political science; Artificial intelligence; Law; History; Geography","score_opus":0.028905553753009735,"score_gpt":0.22667503351871895,"score_spread":0.19776947976570922,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1516084151","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22533625,0.0023067093,0.37877053,0.03419743,0.0002463609,0.0026843818,0.00009681637,0.00085600896,0.3555056],"genre_scores_gemma":[0.8389202,0.00054770726,0.13203058,0.000582782,0.000019679062,0.0008578072,0.000031668707,0.000053030755,0.02695654],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99341595,0.003842636,0.00043724885,0.0006944412,0.00080425595,0.0008055325],"domain_scores_gemma":[0.9963541,0.001073765,0.00044283512,0.00043303627,0.000918587,0.0007776959],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066365907,0.0005845106,0.00028902665,0.0023766423,0.005789766,0.009285363,0.0021877924,0.002642721,0.0038049517],"category_scores_gemma":[0.0055351225,0.0006233001,0.00058463454,0.0016303469,0.01567482,0.0051933206,0.005373761,0.0018222288,0.000697911],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021765154,0.00010108527,0.006786631,0.00022628867,0.000009900004,0.00063153234,0.09853912,0.00094525353,0.0010632223,0.7995421,0.0033317318,0.08880129],"study_design_scores_gemma":[0.000051983545,0.00015699155,0.009456285,0.0008303514,0.00004090829,0.0008670078,0.2344283,0.006142184,0.0035515227,0.48618463,0.25816464,0.0001252387],"about_ca_topic_score_codex":0.0122354645,"about_ca_topic_score_gemma":0.01719732,"teacher_disagreement_score":0.0122354645,"about_ca_system_score_codex":0.00966158,"about_ca_system_score_gemma":0.014082264,"threshold_uncertainty_score":0.07010001},"labels":[],"label_agreement":null},{"id":"W1516332121","doi":"10.18806/tesl.v25i1.107","title":"Identities and Beliefs in ESL Writing: From Product to Processes","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Context (archaeology); Class (philosophy); Product (mathematics); Psychology; Process (computing); Pedagogy; Second language writing; Mathematics education; Sociology; Linguistics; Second language; Computer science; Aesthetics; Art","score_opus":0.017257999994307625,"score_gpt":0.22495157349371958,"score_spread":0.20769357349941195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1516332121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85677737,0.001809032,0.015723841,0.002797013,0.00004449656,0.000103416765,0.000038504262,0.00008423478,0.12262207],"genre_scores_gemma":[0.99345833,0.00030400543,0.0025644077,0.0000454059,0.000007408006,0.000020988939,0.000009901868,0.000019473508,0.0035700495],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99222773,0.004720519,0.000347069,0.00061215035,0.0017077633,0.00038476728],"domain_scores_gemma":[0.97574276,0.015769975,0.0034425808,0.0016570729,0.0023551148,0.0010325762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009489056,0.00050233747,0.00029941616,0.0025908537,0.004856306,0.013829654,0.0012087534,0.0011462693,0.003221345],"category_scores_gemma":[0.02460915,0.00049170805,0.00027034277,0.0016588933,0.015764669,0.007968355,0.005656606,0.0016562609,0.00054490234],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011954995,0.00017199176,0.03302791,0.00024011207,0.000019287796,0.002143345,0.75783026,0.0005143236,0.0022674967,0.09554083,0.00048276366,0.107642174],"study_design_scores_gemma":[0.00006135114,0.00025351602,0.05771429,0.0008191605,0.00006768626,0.0021781602,0.753866,0.0037097964,0.010738036,0.10162058,0.06885777,0.000113703834],"about_ca_topic_score_codex":0.006166107,"about_ca_topic_score_gemma":0.0040381216,"teacher_disagreement_score":0.013829654,"about_ca_system_score_codex":0.0055249115,"about_ca_system_score_gemma":0.0037942883,"threshold_uncertainty_score":0.050183535},"labels":[],"label_agreement":null},{"id":"W1517283698","doi":"","title":"The Language Talents Cultivation Study in Communicative Teaching From Cultural Cognition Perspective: Cultural Default Phenomenon and Its Countermeasures","year":2014,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Cognition; Phenomenon; Foreign language; Cultural competence; Cultural diversity; Psychology; Coping (psychology); Pedagogy; Sociology; Epistemology","score_opus":0.03664154751927706,"score_gpt":0.3177563246910798,"score_spread":0.2811147771718027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1517283698","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99450535,0.00030047697,0.00083660753,0.00053207664,0.000015381082,0.000030425688,0.000005758211,0.0000051938364,0.0037687772],"genre_scores_gemma":[0.99937624,0.00006201741,0.000267935,0.000051190986,0.000005412916,0.00002092486,0.0000037381706,0.0000010004707,0.0002116787],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978727,0.0008603179,0.00014164907,0.00029502442,0.0005354102,0.00029489025],"domain_scores_gemma":[0.9917892,0.0049090167,0.0009860983,0.00070668437,0.00063881674,0.0009701702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036457167,0.0002883834,0.00039718582,0.0017374273,0.0020294152,0.001850684,0.0009308268,0.000759587,0.0025062845],"category_scores_gemma":[0.010073854,0.00017318576,0.0005256412,0.0007030999,0.005959611,0.0032113835,0.0027685422,0.0014662602,0.00007660217],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005160578,0.001959976,0.59386086,0.00074707577,0.0001263857,0.002747573,0.24896157,0.00025497787,0.008426486,0.03547126,0.0009069127,0.10602079],"study_design_scores_gemma":[0.000094858384,0.0007222811,0.7349857,0.00037043015,0.00021142254,0.001412386,0.23270026,0.0024342511,0.0035801483,0.019770743,0.003654596,0.00006284542],"about_ca_topic_score_codex":0.004137216,"about_ca_topic_score_gemma":0.0037539743,"teacher_disagreement_score":0.004137216,"about_ca_system_score_codex":0.0017627212,"about_ca_system_score_gemma":0.0029176208,"threshold_uncertainty_score":0.019280612},"labels":[],"label_agreement":null},{"id":"W1517485622","doi":"","title":"Étude de la relation entre la compétence en langue seconde et la réussite à des tâches langagières","year":2009,"lang":"fr","type":"article","venue":"Archipelago (Université du Québec à Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Political science","score_opus":0.007314433659293652,"score_gpt":0.1965406928728527,"score_spread":0.18922625921355904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1517485622","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9856426,0.00048863457,0.003940467,0.00016341504,0.000014734182,0.00004177853,0.00010919872,0.00003069617,0.009568601],"genre_scores_gemma":[0.9943421,0.00024905187,0.0020669743,0.00006397047,0.000008246791,0.00007808387,0.00009257675,0.000021866428,0.0030771038],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9956884,0.0014819329,0.0003345869,0.0010182067,0.0012722452,0.00020460495],"domain_scores_gemma":[0.943238,0.040653925,0.006907091,0.0022945416,0.0056190626,0.0012872649],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006481096,0.000581584,0.00051890034,0.0013250539,0.0006447109,0.0036849754,0.000601665,0.0009080985,0.0056196684],"category_scores_gemma":[0.035671424,0.0004353962,0.00059712364,0.0013030382,0.001528954,0.0031233472,0.0018768373,0.0012868746,0.0005335344],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007592817,0.00057939155,0.7398581,0.0009984425,0.00063547754,0.0011128647,0.104083024,0.0008460284,0.03707877,0.013321027,0.0005127034,0.10021492],"study_design_scores_gemma":[0.000025498503,0.000644864,0.97329795,0.00013689553,0.00020745494,0.00049321295,0.01252155,0.0016152503,0.0045630885,0.002943642,0.003477263,0.00007331726],"about_ca_topic_score_codex":0.013502177,"about_ca_topic_score_gemma":0.013514599,"teacher_disagreement_score":0.013502177,"about_ca_system_score_codex":0.0013936887,"about_ca_system_score_gemma":0.001521073,"threshold_uncertainty_score":0.03427571},"labels":[],"label_agreement":null},{"id":"W1517630379","doi":"10.3968/j.css.1923669720110705.254","title":"Collaborative Instructors and Mixed Learners: An English for Specific Purposes Teaching Model in China","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Humanities; Sociology; China; Psychology; Mathematics education; Political science; Philosophy","score_opus":0.04308008540562124,"score_gpt":0.24910200918085942,"score_spread":0.20602192377523817,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1517630379","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9919594,0.00005199877,0.0018110555,0.0002974174,0.000006600198,0.00009231204,0.000010810474,0.00001365931,0.005756711],"genre_scores_gemma":[0.99499303,0.000058551937,0.0014377056,0.000035383524,0.0000019113693,0.000054617332,0.000013870085,0.0000034182187,0.0034015889],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989042,0.0004524691,0.00005205382,0.00014450726,0.00021335411,0.00023331841],"domain_scores_gemma":[0.9988943,0.00022738572,0.00013434667,0.00008489599,0.00017488854,0.0004842425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017622849,0.0002595106,0.00026014305,0.00083582354,0.002876999,0.002282246,0.0012752995,0.0006044893,0.002551143],"category_scores_gemma":[0.0015207474,0.00020663062,0.0003150489,0.0010610602,0.001269642,0.0014596719,0.0021044111,0.00053910905,0.00023895488],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007433744,0.0033297034,0.43629503,0.000425584,0.0000985392,0.008284399,0.23621781,0.011281451,0.0101439,0.07520868,0.0023902603,0.21558131],"study_design_scores_gemma":[0.0008135756,0.005304941,0.40160027,0.0006094172,0.0003695527,0.0025499354,0.34084374,0.1425678,0.009920529,0.022078957,0.073065884,0.00027537937],"about_ca_topic_score_codex":0.06854062,"about_ca_topic_score_gemma":0.09714141,"teacher_disagreement_score":0.06854062,"about_ca_system_score_codex":0.006485765,"about_ca_system_score_gemma":0.009921236,"threshold_uncertainty_score":0.13628334},"labels":[],"label_agreement":null},{"id":"W1517804698","doi":"","title":"English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement","year":2001,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":183,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University; University of Alberta","funders":"","keywords":"Bachelor; Affect (linguistics); Psychology; Academic achievement; Mathematics education; Graduate students; English for academic purposes; English language; Pedagogy; Political science","score_opus":0.18981444015015675,"score_gpt":0.4931356936863129,"score_spread":0.30332125353615613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1517804698","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99929094,0.000044034863,0.0000058379765,0.000045610064,0.000002577663,0.0000046955915,0.000046365047,0.0000012854969,0.0005585603],"genre_scores_gemma":[0.9991924,0.00006543582,0.00002304267,0.000028793782,0.00000389284,0.000004811607,0.00007891042,9.4832217e-7,0.0006017783],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991543,0.00008856423,0.00006775111,0.000054766777,0.00038395004,0.0002506073],"domain_scores_gemma":[0.9946478,0.0004718434,0.0011214967,0.000063672014,0.0011490884,0.0025461179],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011332403,0.0002325245,0.00033526542,0.0015698248,0.00097149046,0.0014873347,0.00040946557,0.00043830124,0.0024988758],"category_scores_gemma":[0.0058827526,0.00018589401,0.00024770806,0.0008921624,0.00061761466,0.00049075024,0.00087602093,0.0007652683,0.00038067374],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050548635,0.00028040865,0.9901598,0.000015411699,0.000014851013,0.00010320194,0.0044190628,0.000021787999,0.0004349732,0.000030306383,0.00030012647,0.004169493],"study_design_scores_gemma":[0.0000029166813,0.00018587337,0.98932076,0.000008170679,0.000005575268,0.000076647106,0.009866965,0.00006211626,0.0000815146,0.000017408025,0.00036555485,0.0000064311052],"about_ca_topic_score_codex":0.09009563,"about_ca_topic_score_gemma":0.16316774,"teacher_disagreement_score":0.09009563,"about_ca_system_score_codex":0.0009347439,"about_ca_system_score_gemma":0.0015158504,"threshold_uncertainty_score":0.17914248},"labels":[],"label_agreement":null},{"id":"W1518278536","doi":"","title":"Engager les apprenants dans l’auto-évaluation de leurs productions écrites : le cas du portfolio d’erreurs","year":2013,"lang":"fr","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal Military College Saint-Jean; University of Alberta","funders":"","keywords":"Art","score_opus":0.3699903309269264,"score_gpt":0.5112200020368554,"score_spread":0.14122967110992896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1518278536","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9003586,0.00059713953,0.031067865,0.0015744433,0.00012308307,0.00032472477,0.00013346634,0.0005224581,0.0652981],"genre_scores_gemma":[0.9152359,0.0004817058,0.021080676,0.0002537869,0.00003842576,0.00022230655,0.00019423902,0.00028213568,0.06221083],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98714346,0.0069004567,0.0006605191,0.0012411028,0.003478655,0.0005758186],"domain_scores_gemma":[0.97742385,0.011304195,0.0018505749,0.0030533802,0.005185734,0.0011822886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008460134,0.000803557,0.0005749322,0.0011156508,0.0021850304,0.0074575962,0.0010803996,0.0012026798,0.0120871635],"category_scores_gemma":[0.032441255,0.0005282638,0.00038466687,0.0008040188,0.0020516776,0.0036383558,0.0039643277,0.0013435641,0.0041734874],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00068504014,0.0007083846,0.064452134,0.00049406855,0.00007664578,0.003412825,0.37717524,0.0017609972,0.023854923,0.022092393,0.0053378306,0.4999495],"study_design_scores_gemma":[0.00012613763,0.0015628346,0.11215334,0.0011967457,0.00023412768,0.003708521,0.37351674,0.014986774,0.048763547,0.025860347,0.41758385,0.00030707693],"about_ca_topic_score_codex":0.006199177,"about_ca_topic_score_gemma":0.007499269,"teacher_disagreement_score":0.0120871635,"about_ca_system_score_codex":0.0016782178,"about_ca_system_score_gemma":0.0034910317,"threshold_uncertainty_score":0.04474199},"labels":[],"label_agreement":null},{"id":"W1518775531","doi":"10.3968/j.css.1923669720130902.6294","title":"A Study on Users’ Attitudes on the Treatment of the Cultural Content in the College EFL Textbook","year":2013,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Content (measure theory); Psychology; Mathematics education; Key (lock); Cultural background; Pedagogy; Sociology; Computer science; Research methodology; Mathematics","score_opus":0.13770883136394566,"score_gpt":0.29365886833553456,"score_spread":0.1559500369715889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1518775531","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992386,0.00002495272,0.00007631375,0.000026560081,0.000003372375,0.000014139328,0.0000053447106,0.0000018169277,0.0006089238],"genre_scores_gemma":[0.9977527,0.00012673847,0.00031820653,0.00007941489,0.000006325318,0.000028452818,0.000025242489,0.0000042394386,0.0016586445],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997538,0.0012168617,0.0002165348,0.00015695416,0.0006831883,0.00018850602],"domain_scores_gemma":[0.9821462,0.010162201,0.0024710582,0.0006225335,0.003566066,0.0010318636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045794104,0.00020511034,0.00033802033,0.00073923083,0.0007091762,0.0011280242,0.0002875312,0.0004363901,0.0022696652],"category_scores_gemma":[0.02039869,0.0002478224,0.00024860835,0.00057204283,0.00064123364,0.0007817422,0.00061257125,0.0006839634,0.00040337656],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006389859,0.0031758493,0.48342037,0.0006194221,0.00006620407,0.0012588962,0.3446757,0.00015669003,0.023752717,0.00047022945,0.0012923218,0.14047255],"study_design_scores_gemma":[0.00008439263,0.003442195,0.6816295,0.00021123757,0.00007226468,0.0008610018,0.29365414,0.00060596125,0.00841214,0.00013344763,0.010815858,0.000077765784],"about_ca_topic_score_codex":0.0017128657,"about_ca_topic_score_gemma":0.00236991,"teacher_disagreement_score":0.0045794104,"about_ca_system_score_codex":0.00065273844,"about_ca_system_score_gemma":0.0005189879,"threshold_uncertainty_score":0.0242185},"labels":[],"label_agreement":null},{"id":"W1518846716","doi":"","title":"What Is the Role of L1 in L2 Acquisition","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Pragmatics; Language acquisition; Lexicology; Linguistics; Psychology; Variety (cybernetics); Syntax; Phonetics; Transfer of training; Semantics (computer science); Cognitive psychology; Developmental linguistics; Computer science; Cognitive science; Comprehension approach; Language education; Artificial intelligence; Philosophy","score_opus":0.010736204626123543,"score_gpt":0.26737316750296525,"score_spread":0.2566369628768417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1518846716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.899745,0.013787564,0.0026002708,0.011980883,0.00017725029,0.0000545213,0.00051536603,0.00009062137,0.07104847],"genre_scores_gemma":[0.989384,0.003409267,0.0008985923,0.000566734,0.00009087282,0.000027524024,0.00012185435,0.00004439084,0.0054568355],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989901,0.00027891906,0.000045463425,0.00021642193,0.00019350619,0.00027546508],"domain_scores_gemma":[0.9963981,0.0014063295,0.0007325083,0.00022345055,0.0007248541,0.00051482563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001643375,0.00019269912,0.00035061254,0.00089387223,0.0008709253,0.003189119,0.0006863902,0.0010389343,0.009757763],"category_scores_gemma":[0.006606562,0.00023662172,0.00030301383,0.0006813032,0.0020083399,0.005167346,0.0010238435,0.0010942239,0.0020427862],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010956904,0.0009308178,0.4679775,0.0018314202,0.00017224475,0.0036797393,0.042663556,0.0003831649,0.022060484,0.048124645,0.0051520783,0.4059287],"study_design_scores_gemma":[0.000068413996,0.0008088661,0.79322594,0.0020028444,0.00023579081,0.0060926597,0.051986292,0.0012006568,0.01636014,0.046323795,0.081522636,0.00017186043],"about_ca_topic_score_codex":0.009174606,"about_ca_topic_score_gemma":0.0059172306,"teacher_disagreement_score":0.009757763,"about_ca_system_score_codex":0.0011602405,"about_ca_system_score_gemma":0.0020255896,"threshold_uncertainty_score":0.03264296},"labels":[],"label_agreement":null},{"id":"W1519996495","doi":"","title":"Advanced language learning: The contribution of Halliday and Vygotsky by Heidi Byrnes (Ed.)","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Language acquisition; Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.09562539964637701,"score_gpt":0.4855652014968515,"score_spread":0.3899398018504745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1519996495","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00020960638,0.94942904,0.00033948707,0.039367408,0.007886881,0.0000061312626,0.000020179217,0.00001296448,0.002728377],"genre_scores_gemma":[0.0059292903,0.9652376,0.0009178141,0.00913084,0.009738778,0.000028712162,0.000035676985,0.000034177472,0.008947042],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99875975,0.00050246296,0.000092761315,0.00018014932,0.00038248522,0.000082324186],"domain_scores_gemma":[0.99637294,0.0020409264,0.00013865148,0.00007473263,0.00094369723,0.0004291683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041666143,0.0014187443,0.0016321648,0.0033727444,0.0020138917,0.0059225005,0.0013767967,0.0036816332,0.0033638477],"category_scores_gemma":[0.0065147947,0.00071238796,0.00047135988,0.0030701957,0.003787681,0.007739554,0.0034260773,0.008077698,0.0027580357],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006303396,0.00007529959,0.000574866,0.0016043755,0.000024157265,0.00015083628,0.0034367654,0.00016227063,0.00009366128,0.01890911,0.67385703,0.3010486],"study_design_scores_gemma":[0.0000121113235,0.000025984693,0.0012052567,0.0023745738,0.000017262784,0.0006776767,0.0014827802,0.00008703653,0.00007840841,0.0120355915,0.9819718,0.00003148655],"about_ca_topic_score_codex":0.016021794,"about_ca_topic_score_gemma":0.022406686,"teacher_disagreement_score":0.016021794,"about_ca_system_score_codex":0.0029569287,"about_ca_system_score_gemma":0.005838621,"threshold_uncertainty_score":0.031857073},"labels":[],"label_agreement":null},{"id":"W1520090568","doi":"10.3968/j.css.1923669720120804.1206","title":"Communication Strategies Used by Jordanian EFL Learners","year":2012,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Meaning (existential); Competence (human resources); Psychology; Repertoire; Communicative competence; Computer science; Linguistics; Mathematics education; Pedagogy; Social psychology","score_opus":0.04057824587769443,"score_gpt":0.27599610712578754,"score_spread":0.2354178612480931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1520090568","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99849355,0.00014934153,0.000081172904,0.00004126641,0.0000015188803,0.0000082105435,0.000010768292,0.000003898336,0.0012102367],"genre_scores_gemma":[0.9973863,0.00033090133,0.00033196746,0.00004051808,0.000002559471,0.000017599923,0.000021129943,0.0000043052387,0.0018646246],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99910283,0.00030908326,0.00008643314,0.00010139549,0.00022263154,0.00017768194],"domain_scores_gemma":[0.99805605,0.00051855965,0.00049395824,0.000066791414,0.00059000275,0.00027464775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012677545,0.00045731073,0.0004572902,0.001871497,0.001766067,0.0026749035,0.0005226319,0.0006966574,0.0017335246],"category_scores_gemma":[0.0036831286,0.00019707358,0.00017295736,0.0007710176,0.0014116949,0.0009953296,0.0011820873,0.0006250568,0.00052400416],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000119810225,0.0003502089,0.21298444,0.00022715438,0.000019604664,0.0022524153,0.7107959,0.00014907793,0.012124286,0.00061802287,0.00039563383,0.059963517],"study_design_scores_gemma":[0.000018862216,0.0005530804,0.11971626,0.00017314896,0.00003245937,0.003295735,0.8588696,0.0006928924,0.0050821323,0.0005247733,0.010953322,0.000087628534],"about_ca_topic_score_codex":0.0070832768,"about_ca_topic_score_gemma":0.0064181266,"teacher_disagreement_score":0.0070832768,"about_ca_system_score_codex":0.0009671343,"about_ca_system_score_gemma":0.0013619361,"threshold_uncertainty_score":0.014084101},"labels":[],"label_agreement":null},{"id":"W1521217265","doi":"","title":"The Effect of Chinese Learners’ Modality Converting Competence on Their EFL Output System","year":2015,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Aptitude; Modal; Computer science; Psychology; Modality (human–computer interaction); Linguistics; Foreign language; Mathematics education; Artificial intelligence; Social psychology; Philosophy; Developmental psychology","score_opus":0.03260828549730095,"score_gpt":0.25403684741048704,"score_spread":0.2214285619131861,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1521217265","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978896,0.000018139981,0.00015652824,0.000011398031,0.0000012827444,0.0000051216452,0.000014939782,0.0000044989615,0.0018986241],"genre_scores_gemma":[0.9990275,0.000018712166,0.0001445696,0.0000053895096,8.4766043e-7,0.0000064336573,0.000023124803,0.0000024163262,0.0007709636],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992575,0.00015244732,0.00007458163,0.00014055736,0.00025735362,0.00011757701],"domain_scores_gemma":[0.99589705,0.0018862583,0.0005656282,0.0002176843,0.00067675597,0.0007566841],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009018751,0.00035889822,0.00020775806,0.00058254093,0.0003457608,0.0011683049,0.00019957626,0.0002390134,0.003462894],"category_scores_gemma":[0.0063202465,0.00011027859,0.00022027512,0.00034797005,0.00058005605,0.00058700924,0.0009029468,0.00045746396,0.0003589087],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032818413,0.00036890886,0.8625883,0.00012287812,0.00008639877,0.0011261536,0.019325402,0.0010233435,0.045046426,0.00092420273,0.00030401204,0.068755835],"study_design_scores_gemma":[0.000008458755,0.00029706195,0.9858878,0.000018778064,0.0000348443,0.0002359781,0.005244536,0.0018174315,0.0052608834,0.00044257607,0.0007266953,0.000024864203],"about_ca_topic_score_codex":0.0055581657,"about_ca_topic_score_gemma":0.0056443703,"teacher_disagreement_score":0.0055581657,"about_ca_system_score_codex":0.0003998507,"about_ca_system_score_gemma":0.00078439264,"threshold_uncertainty_score":0.011584461},"labels":[],"label_agreement":null},{"id":"W1521475711","doi":"","title":"Teaching English as an international language and its reflections in Turkey","year":2012,"lang":"en","type":"article","venue":"Journal of Human Sciences - Journal of Human Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Turkish; Language assessment; English language; Variety (cybernetics); Communicative language teaching; Language education; International language; Linguistics; Intelligibility (philosophy); World Englishes; Language transfer; Sociology; Computer science; Comprehension approach; Pedagogy; Psychology; Mathematics education; Artificial intelligence","score_opus":0.09893842630084847,"score_gpt":0.4115266254244604,"score_spread":0.3125881991236119,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1521475711","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.759379,0.0078101973,0.0009898177,0.024485465,0.0010776273,0.00003710091,0.000032880776,0.000037306836,0.20615067],"genre_scores_gemma":[0.9857745,0.001346874,0.00023190443,0.0015083815,0.000047377784,0.000010097776,0.000008656942,0.000021130902,0.011051057],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99764496,0.001338504,0.0000761229,0.0001654583,0.00023678373,0.00053820875],"domain_scores_gemma":[0.9989913,0.00030336675,0.00013510228,0.000045075616,0.00018458597,0.00034058513],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031158347,0.00049409526,0.00034122574,0.0007570819,0.010147918,0.0068524205,0.0010984208,0.0020178643,0.0031107673],"category_scores_gemma":[0.0018878047,0.00025795327,0.00039225168,0.0009454141,0.0068154447,0.0031336618,0.0032681793,0.0042697364,0.0007149711],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001308227,0.00026454774,0.005734747,0.00032368983,0.000011789907,0.0040780366,0.80158156,0.00035847776,0.001916943,0.14314686,0.010620571,0.03183193],"study_design_scores_gemma":[0.000014614709,0.00013695555,0.008771519,0.0004108616,0.00002008833,0.00089711195,0.8321794,0.00032723162,0.0011063002,0.0038694728,0.15223168,0.000034739653],"about_ca_topic_score_codex":0.020676507,"about_ca_topic_score_gemma":0.02312346,"teacher_disagreement_score":0.020676507,"about_ca_system_score_codex":0.013952549,"about_ca_system_score_gemma":0.006146688,"threshold_uncertainty_score":0.1012333},"labels":[],"label_agreement":null},{"id":"W1522172426","doi":"10.18806/tesl.v24i2.140","title":"Is Field Dependence or Independence a Predictor of EFL Reading Performance?","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sharif University of Technology","keywords":"Reading comprehension; Psychology; Cognitive style; Language proficiency; Test (biology); Reading (process); Mathematics education; Cognition; Field dependence; Task (project management); Matching (statistics); Significant difference; Sentence; Linguistics; Statistics; Computer science; Natural language processing; Mathematics","score_opus":0.029383728705866488,"score_gpt":0.2473423904912948,"score_spread":0.21795866178542833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1522172426","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99873894,0.00009444981,0.00021369284,0.000053097883,0.000004776631,0.000004403541,0.000047220874,0.0000069624894,0.00083656155],"genre_scores_gemma":[0.99961877,0.000030003315,0.0000925952,0.000013203355,0.000009582697,0.0000026052533,0.00005596224,0.0000027346598,0.00017461412],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99919003,0.00016455987,0.00012813306,0.00015589906,0.00023469758,0.00012673983],"domain_scores_gemma":[0.9817545,0.0073043345,0.0063098622,0.0013328722,0.0014246654,0.001873769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015546962,0.00031044116,0.00025227354,0.0015369904,0.0003998688,0.00061236514,0.00039561026,0.0003242086,0.0030270952],"category_scores_gemma":[0.010435716,0.00016859343,0.00029018798,0.0008167925,0.0008963237,0.00064596994,0.0004845751,0.00055861834,0.00051548256],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009625002,0.0000693255,0.99357927,0.0000068640425,0.00001958676,0.00007562053,0.00019115716,0.000034209115,0.00042316265,0.000039381204,0.0000627785,0.0054023103],"study_design_scores_gemma":[0.000002849139,0.00011582945,0.9989706,0.0000039134475,0.000007913604,0.000246309,0.00020852721,0.00010225306,0.00016539193,0.000082710285,0.000090597845,0.000003128093],"about_ca_topic_score_codex":0.0032848201,"about_ca_topic_score_gemma":0.0028931925,"teacher_disagreement_score":0.0032848201,"about_ca_system_score_codex":0.00022487815,"about_ca_system_score_gemma":0.00035929604,"threshold_uncertainty_score":0.010126591},"labels":[],"label_agreement":null},{"id":"W1524272439","doi":"","title":"L2 learning motivation from a sociocultural theory perspective: Theory, concepts, and empirical evidence","year":2006,"lang":"en","type":"article","venue":"English","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Sociocultural perspective; Perspective (graphical); Sociocultural evolution; Context (archaeology); Activity theory; Learning theory; Affordance; Self-determination theory; Goal theory; Social psychology; Pedagogy; Cognitive psychology; Sociology","score_opus":0.05077410794184793,"score_gpt":0.2968705940120857,"score_spread":0.24609648607023776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1524272439","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96461064,0.0041637407,0.0034403794,0.003359978,0.000036220255,0.0001412184,0.000039924624,0.0000071803597,0.024200674],"genre_scores_gemma":[0.9968923,0.0017432139,0.0006774859,0.00021217985,0.0000148412655,0.0000916845,0.00001974928,0.0000030656781,0.00034557513],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9976667,0.0013619628,0.00011872467,0.00022792557,0.00035576642,0.0002689931],"domain_scores_gemma":[0.98868924,0.008756727,0.0011181822,0.00020368701,0.00076319464,0.00046899306],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062521016,0.00048650044,0.000416274,0.0029227186,0.0028277014,0.0045788535,0.0009378001,0.0014313004,0.0027836955],"category_scores_gemma":[0.005875947,0.00028242424,0.00035816064,0.001806019,0.00622412,0.0058889743,0.00351261,0.0022208,0.00023175534],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000125926,0.0012929006,0.25515231,0.001813249,0.00007037901,0.0024172582,0.504991,0.0004672162,0.0020781588,0.1035309,0.0011758585,0.12688483],"study_design_scores_gemma":[0.000022089622,0.00030550107,0.12659231,0.0015217672,0.000042096894,0.0007263176,0.8294919,0.0014916477,0.0013980784,0.019508671,0.018846909,0.000052659467],"about_ca_topic_score_codex":0.0024964001,"about_ca_topic_score_gemma":0.0031738305,"teacher_disagreement_score":0.0062521016,"about_ca_system_score_codex":0.0031506093,"about_ca_system_score_gemma":0.0022592314,"threshold_uncertainty_score":0.033064663},"labels":[],"label_agreement":null},{"id":"W1526980658","doi":"","title":"A Study on the Construction of a Multi-Level Autonomous Learning Mode in College English Teaching","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomous learning; College English; Constructivism (international relations); Humanism; Atmosphere (unit); Mode (computer interface); Mathematics education; Computer science; Psychology; Pedagogy; Sociology; Human–computer interaction; Political science","score_opus":0.08589647522862169,"score_gpt":0.3346084953774439,"score_spread":0.2487120201488222,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1526980658","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9876808,0.000044689124,0.0020533798,0.00012121436,0.0000056761737,0.000038906794,0.0000046750597,0.00000776628,0.010042946],"genre_scores_gemma":[0.99717855,0.000032129366,0.0009863097,0.000017823877,0.0000016230056,0.000018054061,0.0000037704856,0.000002848015,0.0017588635],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99839896,0.000852988,0.00005291852,0.00020046269,0.0002893636,0.00020530619],"domain_scores_gemma":[0.997577,0.0010073503,0.00027921252,0.00018113723,0.00030359434,0.00065163436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019755927,0.00014741153,0.00015837248,0.00082929165,0.002407229,0.0026094662,0.0005579652,0.00034905536,0.0019677998],"category_scores_gemma":[0.0036656011,0.00016268567,0.00019972531,0.00048123693,0.00316287,0.0019264284,0.0019254751,0.0007513046,0.00017037024],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060067523,0.00035897337,0.072554454,0.00014095187,0.000008415228,0.0009455015,0.8372855,0.00016454776,0.007186537,0.026978705,0.00038082278,0.05393545],"study_design_scores_gemma":[0.000023152417,0.00046472726,0.14571434,0.00016664798,0.0000281639,0.0009045061,0.7934671,0.0027923312,0.005205031,0.0072254436,0.043943133,0.00006539379],"about_ca_topic_score_codex":0.003871187,"about_ca_topic_score_gemma":0.007385449,"teacher_disagreement_score":0.003871187,"about_ca_system_score_codex":0.001704234,"about_ca_system_score_gemma":0.0027110544,"threshold_uncertainty_score":0.012365103},"labels":[],"label_agreement":null},{"id":"W1528482304","doi":"10.4324/9781041057376","title":"Teaching Systematic Synthetic Phonics and Early English","year":2025,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Phonics; Linguistics; Computer science; Reading (process); Philosophy","score_opus":0.014435004781498652,"score_gpt":0.21106705704118553,"score_spread":0.19663205225968688,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1528482304","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0021324947,0.019872483,0.009362598,0.0051213396,0.0030053686,0.00019504658,0.00030778244,0.0006541952,0.9593488],"genre_scores_gemma":[0.0070431367,0.007400686,0.0046521756,0.0014801739,0.00032310642,0.00010001507,0.00024624373,0.00017182846,0.9785826],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99982053,0.000034545617,0.000007768255,0.000021288133,0.00009762693,0.000018280565],"domain_scores_gemma":[0.9998336,0.000047472902,0.000011032176,0.0000116493,0.000051391922,0.00004479419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020397488,0.00049990875,0.00025626578,0.00048675018,0.00074336206,0.0016681182,0.00041301185,0.00067667814,0.056034856],"category_scores_gemma":[0.0005291798,0.00025273627,0.00017279071,0.00043293493,0.00047695806,0.0017255372,0.0011031018,0.0017945025,0.028454006],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001957807,0.0001034374,0.00018905659,0.0003015836,0.0000018575473,0.00033001168,0.0028996503,0.00019301625,0.0019762998,0.03832126,0.69004,0.26562423],"study_design_scores_gemma":[0.0000012760154,0.000012958928,0.00024669227,0.00011057293,4.634167e-7,0.00023820424,0.00029797206,0.00004320425,0.00010773406,0.002621009,0.9963175,0.0000023503335],"about_ca_topic_score_codex":0.002179767,"about_ca_topic_score_gemma":0.007304831,"teacher_disagreement_score":0.056034856,"about_ca_system_score_codex":0.00056322874,"about_ca_system_score_gemma":0.001341602,"threshold_uncertainty_score":0.1874553},"labels":[],"label_agreement":null},{"id":"W1529144180","doi":"10.18806/tesl.v26i2.415","title":"Reticence in Chinese EFL Students at Varied Proficiency Levels","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":88,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Interpersonal communication; Language proficiency; Foreign language; English as a foreign language; Beijing; Pedagogy; Mathematics education; Social psychology; China","score_opus":0.02459296191358961,"score_gpt":0.27123143379178666,"score_spread":0.24663847187819704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1529144180","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968505,0.000018577102,0.0000073649703,0.000012660378,0.0000011574151,0.0000034373393,0.0000052957867,6.9711416e-7,0.00026569757],"genre_scores_gemma":[0.99954754,0.000022662778,0.0000137397465,0.000020362306,0.0000018951782,0.000006167862,0.000015288842,8.178445e-7,0.00037135615],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99917287,0.00011508932,0.000084336076,0.00012209007,0.00018414264,0.00032146147],"domain_scores_gemma":[0.9984413,0.00019064861,0.00048257288,0.0000731428,0.00016571928,0.0006467533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008300728,0.00041857857,0.000518909,0.0015747112,0.0021249915,0.0013394124,0.0005622799,0.0005189827,0.0027340802],"category_scores_gemma":[0.002716994,0.00027923248,0.0003147199,0.00071627944,0.0014331841,0.00045678634,0.001696375,0.00061171566,0.00034592912],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011403392,0.00033350207,0.9275723,0.000047422534,0.000024060433,0.0017557847,0.0559348,0.000046342906,0.0034488374,0.00017063491,0.0002099456,0.010342211],"study_design_scores_gemma":[0.000008965572,0.00030977692,0.9585312,0.000016378604,0.000015078334,0.0007147791,0.039013576,0.00013307619,0.00047577487,0.00008333861,0.0006742812,0.000023801182],"about_ca_topic_score_codex":0.010279856,"about_ca_topic_score_gemma":0.011467646,"teacher_disagreement_score":0.010279856,"about_ca_system_score_codex":0.0009937444,"about_ca_system_score_gemma":0.0009331733,"threshold_uncertainty_score":0.020440042},"labels":[],"label_agreement":null},{"id":"W1529832456","doi":"","title":"Practical Strategies for English Situational Teaching in Colleges","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Situational ethics; Mathematics education; Feeling; Teaching method; College English; Process (computing); Psychology; Teaching and learning center; Computer science; Pedagogy","score_opus":0.037161632560112144,"score_gpt":0.3509851632213579,"score_spread":0.3138235306612458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1529832456","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17197047,0.0029731304,0.40722612,0.017387068,0.0010906252,0.0028720298,0.000076818316,0.0027604292,0.3936434],"genre_scores_gemma":[0.60469604,0.0017875648,0.32764944,0.0019673998,0.00014451938,0.0013000607,0.000072778006,0.00018468927,0.062197458],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977488,0.0014379662,0.00008892246,0.00016779102,0.0003313447,0.00022511947],"domain_scores_gemma":[0.9976809,0.0006251238,0.00016943838,0.00028348164,0.0003473081,0.0008936813],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018976361,0.00069536694,0.00017774836,0.0007529922,0.002564415,0.0024508063,0.0014705971,0.0010635245,0.014785359],"category_scores_gemma":[0.0044653076,0.00024672542,0.00043115776,0.00046368453,0.0025224318,0.0024812403,0.0054374514,0.0015382702,0.0024096235],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001299525,0.0022679437,0.003727234,0.0015322015,0.000020568179,0.0018062461,0.122630335,0.0014786314,0.01555588,0.18896048,0.03291517,0.6289754],"study_design_scores_gemma":[0.00013575527,0.0009910935,0.004924156,0.0012637374,0.00004335276,0.0026945698,0.1156134,0.004052817,0.008952989,0.08897374,0.77224404,0.00011037056],"about_ca_topic_score_codex":0.0008873499,"about_ca_topic_score_gemma":0.0033393358,"teacher_disagreement_score":0.014785359,"about_ca_system_score_codex":0.0013566188,"about_ca_system_score_gemma":0.0039343834,"threshold_uncertainty_score":0.0494619},"labels":[],"label_agreement":null},{"id":"W1532074022","doi":"10.3968/j.css.1923669720120802.2645","title":"An Integrated Approach to Business English Teaching in China UNE APPROCHE INTEGREE A L'ENSEIGNEMENT DE L'ANGLAIS DES AFFAIRES EN CHINE","year":2012,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; China; Political science; Sociology; Philosophy; Law","score_opus":0.01838127158847306,"score_gpt":0.25188786051556733,"score_spread":0.23350658892709428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1532074022","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8390773,0.0021083828,0.08582766,0.007470875,0.00030380132,0.0013082797,0.00009031857,0.000588674,0.0632247],"genre_scores_gemma":[0.85855335,0.002106921,0.10832206,0.0004727549,0.000064812186,0.0006612053,0.00013313621,0.0000654612,0.029620292],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991316,0.00027306564,0.000044852946,0.000120618286,0.00028147077,0.00014837236],"domain_scores_gemma":[0.9994062,0.00010082997,0.0000362422,0.000034632285,0.00020229569,0.00021977887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018732767,0.0003273333,0.00017806354,0.0011873444,0.0015637334,0.0016825806,0.0008440543,0.00056957826,0.0033234577],"category_scores_gemma":[0.0014738721,0.00016881991,0.00025018104,0.0008911195,0.0007047259,0.0015675662,0.002066282,0.0005792839,0.00025539086],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011878201,0.00085661694,0.014892955,0.0004923918,0.000019955982,0.0006984383,0.05074833,0.0014975818,0.02079188,0.011540807,0.004998123,0.89334404],"study_design_scores_gemma":[0.00050195435,0.0023744486,0.2294528,0.0024336148,0.0003515912,0.0016417118,0.17130466,0.06471754,0.028040415,0.01677266,0.48213434,0.0002742596],"about_ca_topic_score_codex":0.051094815,"about_ca_topic_score_gemma":0.108239435,"teacher_disagreement_score":0.051094815,"about_ca_system_score_codex":0.003953161,"about_ca_system_score_gemma":0.010135094,"threshold_uncertainty_score":0.101594865},"labels":[],"label_agreement":null},{"id":"W1532129283","doi":"10.18806/tesl.v28i1.1060","title":"Offshore Outsourcing Teacher Inservice Education: The Long-Term Effects of a Four-Month Pedagogical Program on Japanese Teachers of English","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Ministry of Education, Culture, Sports, Science and Technology","keywords":"Christian ministry; Context (archaeology); Pedagogy; Mathematics education; Psychology; Grammar; Communicative language teaching; Term (time); Face (sociological concept); Sociology; Language education; Political science; Linguistics","score_opus":0.0289835858260612,"score_gpt":0.2759680906982725,"score_spread":0.2469845048722113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1532129283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994099,0.00005068405,0.000019066849,0.0000793134,0.0000053824797,0.000020393936,0.00001612315,0.0000030912192,0.0003961482],"genre_scores_gemma":[0.9986687,0.000082407794,0.00007749975,0.00005777491,0.0000069472485,0.000072475304,0.000054844513,0.0000028858017,0.0009764587],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99828964,0.00046552764,0.0000987011,0.00018057921,0.0002645962,0.0007010931],"domain_scores_gemma":[0.99041104,0.0013147963,0.00184936,0.0004815695,0.0016824512,0.0042607603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029659052,0.0004209107,0.0007105224,0.0008381639,0.006097045,0.0017596278,0.0012856593,0.0010725684,0.0022187564],"category_scores_gemma":[0.008870416,0.000461877,0.0004996467,0.00072003336,0.0014494765,0.0010907307,0.0037876612,0.0015559344,0.0005290078],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003134712,0.020274866,0.7246366,0.00025838093,0.000171979,0.0021395388,0.13404368,0.00038531073,0.0035336057,0.0003905035,0.002062482,0.10896834],"study_design_scores_gemma":[0.00013646112,0.005117544,0.8701008,0.00010980373,0.000120310244,0.00012315474,0.12022859,0.00022307737,0.00074734644,0.0001414089,0.0028996842,0.000051771738],"about_ca_topic_score_codex":0.06675106,"about_ca_topic_score_gemma":0.15686156,"teacher_disagreement_score":0.06675106,"about_ca_system_score_codex":0.004070474,"about_ca_system_score_gemma":0.0055605355,"threshold_uncertainty_score":0.13272506},"labels":[],"label_agreement":null},{"id":"W1533580460","doi":"","title":"Comparing Written Competency in Core French and French Immersion Graduates","year":2014,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo; St. Jerome's University","funders":"","keywords":"French immersion; AP French Language; Core (optical fiber); Psychology; Pedagogy; Mathematics education; Language assessment; Physics; Optics","score_opus":0.30153210527506047,"score_gpt":0.48409038650326575,"score_spread":0.18255828122820528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1533580460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999037,0.00006621972,0.000049847647,0.000015693982,0.0000017098946,0.0000028050308,0.000054644017,0.0000020282878,0.00077019416],"genre_scores_gemma":[0.99852955,0.00004361948,0.00005885752,0.000011498433,0.0000027478955,0.0000055136957,0.0001285868,0.000002453599,0.0012171656],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990145,0.00022677658,0.00009351921,0.00017085228,0.00030509112,0.00018926185],"domain_scores_gemma":[0.9934737,0.0023410819,0.0012882542,0.00020866292,0.0016624442,0.0010258576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017585618,0.00029498103,0.000309088,0.0017201826,0.00036858843,0.0014039603,0.00035508504,0.00047332843,0.0062041287],"category_scores_gemma":[0.009143946,0.0000962945,0.00021878377,0.00063807634,0.0006180462,0.0005982504,0.0009795116,0.00035847287,0.0007641976],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032349682,0.0001634787,0.929768,0.00010743324,0.00006767115,0.0004432469,0.024428647,0.00015115157,0.0039945347,0.00023207549,0.00044728944,0.039872788],"study_design_scores_gemma":[0.0000054580046,0.00036641862,0.9880406,0.000025884832,0.000007954008,0.000268588,0.008921491,0.00013651885,0.0008211659,0.000064767744,0.0013306814,0.000010310955],"about_ca_topic_score_codex":0.011205386,"about_ca_topic_score_gemma":0.011349044,"teacher_disagreement_score":0.011205386,"about_ca_system_score_codex":0.00062723795,"about_ca_system_score_gemma":0.00048973266,"threshold_uncertainty_score":0.022280276},"labels":[],"label_agreement":null},{"id":"W1533736536","doi":"10.20360/g28300","title":"Global English online – a case study of a distance learning course in a business context","year":2014,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Distance education; English as a lingua franca; Context (archaeology); Perception; Lingua franca; Relation (database); Pedagogy; Massive open online course; Course (navigation); Sociology; Mathematics education; Computer science; Psychology; Linguistics; Engineering; Geography","score_opus":0.010858140099819025,"score_gpt":0.277261452314903,"score_spread":0.266403312215084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1533736536","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.980699,0.000116670744,0.00073053874,0.0018575569,0.0000489878,0.00008489013,0.000046310266,0.000014468149,0.016401578],"genre_scores_gemma":[0.9790319,0.00028885706,0.0011909498,0.00073877623,0.000044148535,0.0000539629,0.000060610928,0.000043133652,0.018547565],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99770594,0.0012771168,0.000063740365,0.0002032693,0.00024394714,0.0005059067],"domain_scores_gemma":[0.99623483,0.0014943997,0.00020543834,0.00012439225,0.00027998933,0.0016609518],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018493631,0.00052976416,0.000426383,0.0010457375,0.010670789,0.0041044406,0.0016594146,0.0033673998,0.0072783716],"category_scores_gemma":[0.004294987,0.00030485733,0.00036846122,0.0011832663,0.0037124893,0.0029387735,0.004294465,0.0024293857,0.0013332443],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018620302,0.0029313997,0.018135922,0.0002841183,0.000027270553,0.06161399,0.86097735,0.00064839626,0.004415528,0.011843825,0.0056424458,0.033293568],"study_design_scores_gemma":[0.000026064916,0.0004079405,0.010257677,0.000105307605,0.000011670243,0.0054258215,0.9200051,0.00058754184,0.0010054294,0.0011637502,0.060968503,0.000035280427],"about_ca_topic_score_codex":0.014326913,"about_ca_topic_score_gemma":0.05878129,"teacher_disagreement_score":0.014326913,"about_ca_system_score_codex":0.0036530716,"about_ca_system_score_gemma":0.0019672483,"threshold_uncertainty_score":0.028487027},"labels":[],"label_agreement":null},{"id":"W1534291447","doi":"","title":"Teaching Styles of Two Native English Speaking Teachers and One Korean English teacher","year":2013,"lang":"en","type":"article","venue":"영어교육연구","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Style (visual arts); Competence (human resources); Preference; Pedagogy; Geography; Mathematics; Social psychology","score_opus":0.025235071983069287,"score_gpt":0.2462484692198549,"score_spread":0.22101339723678562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1534291447","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992925,0.000030127949,0.0000945173,0.000037387217,0.000007902788,0.000011098684,0.000010914243,0.0000021852854,0.0005134298],"genre_scores_gemma":[0.9956945,0.000081227925,0.0005237909,0.00011930341,0.000007851814,0.0000461784,0.00003513972,0.0000064822552,0.0034854815],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999411,0.00014214167,0.00006029791,0.000105180574,0.00011033136,0.0001711256],"domain_scores_gemma":[0.9983512,0.0002688916,0.00027943533,0.00011623973,0.00040285435,0.00058135664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000853207,0.00047109896,0.00047875458,0.00085858477,0.001416098,0.0015023806,0.00037602888,0.0005965263,0.0026558316],"category_scores_gemma":[0.0027653016,0.0004893939,0.00039662397,0.00037003966,0.001014727,0.0007652956,0.0009559172,0.00084548304,0.0007428558],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001092277,0.0023103894,0.53827024,0.00018787797,0.00004759885,0.010819162,0.38055116,0.00013873096,0.030579954,0.0005346441,0.0010805238,0.034387466],"study_design_scores_gemma":[0.00012229042,0.0016680612,0.5124448,0.00006128798,0.000062794534,0.011167906,0.46293065,0.00060680916,0.0039905068,0.0003278009,0.006497094,0.00012002397],"about_ca_topic_score_codex":0.0050782324,"about_ca_topic_score_gemma":0.013853762,"teacher_disagreement_score":0.0050782324,"about_ca_system_score_codex":0.0006528707,"about_ca_system_score_gemma":0.00042980257,"threshold_uncertainty_score":0.010097325},"labels":[],"label_agreement":null},{"id":"W1534447194","doi":"10.18806/tesl.v20i1.942","title":"Storyweavers: Holistic Education for ESL/EFL Learners","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Realm; Vocabulary; Grammar; Reading (process); Psychology; Reading comprehension; Pedagogy; Linguistics; Mathematics education; History","score_opus":0.07717271403585975,"score_gpt":0.25558964480175017,"score_spread":0.17841693076589044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1534447194","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.46312314,0.005439896,0.06470057,0.013426622,0.0009318381,0.0004202686,0.00020640397,0.00188633,0.4498648],"genre_scores_gemma":[0.8111852,0.007238738,0.06333136,0.0018277905,0.00017315382,0.00040407444,0.00025113396,0.0001650831,0.11542344],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99979347,0.00008652176,0.000005320392,0.000023603887,0.000045972793,0.00004500499],"domain_scores_gemma":[0.99962366,0.00008487465,0.000025164334,0.000028751974,0.000020618365,0.0002169892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048451847,0.00040532488,0.00021235984,0.00031277502,0.0014151738,0.0020054223,0.00076281786,0.00073261646,0.013481563],"category_scores_gemma":[0.0011968076,0.00014084495,0.00017986637,0.0002473555,0.0018295331,0.0026080082,0.005203727,0.0011940632,0.0014288198],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013105976,0.0017414944,0.0033973397,0.0007599607,0.00001174704,0.0027598245,0.10161728,0.00048840087,0.008034692,0.07180463,0.0878853,0.7213684],"study_design_scores_gemma":[0.00015140256,0.00083133037,0.00919815,0.0007984685,0.000033123855,0.006229911,0.09418002,0.0012810162,0.0051527806,0.07844257,0.8036416,0.000059581962],"about_ca_topic_score_codex":0.00081802317,"about_ca_topic_score_gemma":0.00407789,"teacher_disagreement_score":0.013481563,"about_ca_system_score_codex":0.00063695293,"about_ca_system_score_gemma":0.0017665648,"threshold_uncertainty_score":0.04510033},"labels":[],"label_agreement":null},{"id":"W1534627091","doi":"10.18806/tesl.v0i0.1040","title":"Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Autonomy; Task (project management); Accountability; Psychology; Pedagogy; Process (computing); Learner autonomy; Mathematics education; Language education; Computer science; Engineering; Political science","score_opus":0.04238714214129815,"score_gpt":0.2640392394900776,"score_spread":0.22165209734877947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1534627091","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5903055,0.00016459776,0.39442664,0.0012890227,0.000028105456,0.0006290756,0.00001919091,0.00019051875,0.012947358],"genre_scores_gemma":[0.9185779,0.000074167816,0.08008451,0.00007421246,0.00000960208,0.00052447437,0.000015721516,0.000012453432,0.00062695437],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9757843,0.019812567,0.00073416485,0.0011704579,0.0018714366,0.00062719395],"domain_scores_gemma":[0.9516558,0.03913533,0.002374522,0.0043907883,0.0012333151,0.0012102873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019629445,0.0004874873,0.000327065,0.0010836166,0.0012447163,0.0047663334,0.0018771404,0.00097127206,0.0011393994],"category_scores_gemma":[0.043939717,0.00039009686,0.00047322348,0.00051402656,0.006717881,0.0031721625,0.005246262,0.0014453337,0.0001552634],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005999951,0.007336415,0.06513619,0.0013698182,0.00014450974,0.0003649038,0.17811151,0.021683972,0.013102061,0.16783154,0.0012722978,0.5430468],"study_design_scores_gemma":[0.0012906451,0.006961416,0.050091315,0.0007645426,0.00029086924,0.0012019642,0.08103823,0.14284104,0.044465557,0.6201044,0.050643098,0.00030695702],"about_ca_topic_score_codex":0.00050103985,"about_ca_topic_score_gemma":0.0005352974,"teacher_disagreement_score":0.019629445,"about_ca_system_score_codex":0.0017131657,"about_ca_system_score_gemma":0.0029758743,"threshold_uncertainty_score":0.10381168},"labels":[],"label_agreement":null},{"id":"W1535596809","doi":"10.18806/tesl.v24i1.31","title":"University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Psychology; Multilingualism; Value (mathematics); English as a foreign language; Pedagogy; Higher education; Mathematics education; Social psychology; Political science","score_opus":0.006791204827965085,"score_gpt":0.20157423959481738,"score_spread":0.1947830347668523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1535596809","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993007,0.000051370163,0.000015406096,0.000059282927,0.0000017563392,0.0000026887844,0.00002105025,0.0000020642617,0.000545648],"genre_scores_gemma":[0.9992859,0.00006521281,0.000025066169,0.000039466147,0.0000022942145,0.0000032177666,0.000027905417,6.4480037e-7,0.0005503743],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993881,0.00017079267,0.000034301058,0.000049643004,0.0001723474,0.00018476445],"domain_scores_gemma":[0.9969837,0.00061853806,0.0008442126,0.00006174263,0.0003806845,0.0011111643],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011679534,0.00020086928,0.00024970586,0.0012626661,0.0008772672,0.0015626798,0.00024942865,0.00059369794,0.0021531577],"category_scores_gemma":[0.0025130026,0.00014227847,0.00023874854,0.0006137862,0.00058458635,0.0004395667,0.00048602282,0.0005543874,0.00041500153],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065983644,0.00028013927,0.97388804,0.000019813262,0.000025178411,0.00016392792,0.012302528,0.00013091402,0.00075722806,0.00016073411,0.0002700308,0.0119354315],"study_design_scores_gemma":[0.0000045928787,0.00027015776,0.9834517,0.000021642372,0.000007189354,0.00009578833,0.014561901,0.00017524313,0.00013245706,0.00003665964,0.0012280935,0.000014583809],"about_ca_topic_score_codex":0.046178624,"about_ca_topic_score_gemma":0.05395122,"teacher_disagreement_score":0.046178624,"about_ca_system_score_codex":0.0012702624,"about_ca_system_score_gemma":0.00080006756,"threshold_uncertainty_score":0.0918197},"labels":[],"label_agreement":null},{"id":"W1536616245","doi":"10.18806/tesl.v29i1.1093","title":"Keeping up the Conversation on Culture: A Response to Robert Courchêne and Others","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conversation; Ambiguity; Sociology; Pedagogy; Language education; Linguistics; Psychology; Media studies; Communication; Philosophy","score_opus":0.022132156415737687,"score_gpt":0.23054682903648843,"score_spread":0.20841467262075075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1536616245","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006975249,0.006269525,0.0002305688,0.98134375,0.0098964,0.000009430394,0.0000138313435,0.000022851185,0.0015161459],"genre_scores_gemma":[0.018819142,0.0064734416,0.0008938582,0.9585938,0.008306259,0.00007934199,0.00002064947,0.0002007116,0.006612924],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.94168454,0.03304661,0.0015871174,0.0048450977,0.014443023,0.0043935287],"domain_scores_gemma":[0.86600167,0.07556487,0.0041441843,0.0027682069,0.027412666,0.024108479],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038835686,0.0025299005,0.0028279636,0.0026636524,0.049178805,0.023335714,0.0072539477,0.04098887,0.0046669985],"category_scores_gemma":[0.08349907,0.0017185106,0.0015789354,0.004090264,0.049817137,0.02642914,0.011575852,0.09048218,0.001942438],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053471344,0.000049020826,0.0003378816,0.00015392412,0.000020446692,0.0007794074,0.07535895,0.00006917825,0.00023463464,0.017185764,0.8998375,0.0059199324],"study_design_scores_gemma":[0.000029446968,0.000028391503,0.00038391017,0.0006694539,0.000012561738,0.0008256618,0.12564711,0.00012806119,0.00021899004,0.0065149223,0.86538494,0.00015664999],"about_ca_topic_score_codex":0.20395546,"about_ca_topic_score_gemma":0.2726359,"teacher_disagreement_score":0.20395546,"about_ca_system_score_codex":0.02898642,"about_ca_system_score_gemma":0.035130303,"threshold_uncertainty_score":0.40553665},"labels":[],"label_agreement":null},{"id":"W1540982974","doi":"10.5539/ass.v11n15p257","title":"The Influence of Teaching Experience, School Location and Academic Background on Teachers’ Beliefs in Teaching Grammar","year":2015,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Mathematics education; Conviction; Set (abstract data type); Grammar school; Psychology; Teaching method; Pedagogy; Computer science; Linguistics","score_opus":0.0515769635477516,"score_gpt":0.32959563673339703,"score_spread":0.27801867318564544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1540982974","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999496,0.000030300936,0.000019852348,0.000018215924,0.0000010958014,0.0000020180953,0.0000042192573,5.1305926e-7,0.00042783612],"genre_scores_gemma":[0.99968386,0.00003828327,0.00002097634,0.000006322679,0.000001121517,0.0000018680307,0.000007298022,7.9083213e-7,0.00023951932],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976802,0.0011923239,0.00017227123,0.0001847122,0.00034855315,0.00042198345],"domain_scores_gemma":[0.9788971,0.013259059,0.004018454,0.00059204747,0.001009344,0.0022239203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025041564,0.00017869013,0.00026109695,0.00079703896,0.00086741877,0.0018351304,0.00037917722,0.0003167768,0.0042952746],"category_scores_gemma":[0.0101651475,0.00032674868,0.00028651734,0.0006756551,0.0016009848,0.0007867961,0.0009956297,0.00065186276,0.00030314966],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013429142,0.00028541713,0.97040915,0.000029155917,0.00003588326,0.00024681204,0.022011781,0.00007187272,0.0006106726,0.0001244588,0.00005792571,0.0059825373],"study_design_scores_gemma":[0.000006772242,0.00020385045,0.970708,0.000026520825,0.00002141157,0.00011996008,0.028196685,0.00015415817,0.00022952684,0.00004621835,0.00027888757,0.000008087607],"about_ca_topic_score_codex":0.010801143,"about_ca_topic_score_gemma":0.026156427,"teacher_disagreement_score":0.010801143,"about_ca_system_score_codex":0.0008579085,"about_ca_system_score_gemma":0.00079814973,"threshold_uncertainty_score":0.021476507},"labels":[],"label_agreement":null},{"id":"W1542439128","doi":"","title":"Power Point Presentations with Sound: an Effective Tool for Managing Individual Differences in Grammar Learning in the English Second Language (ESL) Classroom","year":2005,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Chicoutimi","funders":"","keywords":"Grammar; Power point; Sound (geography); Linguistics; Point (geometry); English grammar; English language; Computer science; Power (physics); Psychology; Mathematics education; Acoustics; Mathematics","score_opus":0.02023760160567123,"score_gpt":0.26299027943306247,"score_spread":0.24275267782739124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1542439128","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49199972,0.00089221454,0.3970151,0.00368606,0.0015374849,0.0015344331,0.00060975784,0.023388281,0.07933703],"genre_scores_gemma":[0.62984127,0.0007243964,0.33227533,0.0009530169,0.00050424953,0.0012482463,0.00040704227,0.001263348,0.032783102],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984243,0.00047523115,0.000071820716,0.00021466112,0.0007189442,0.00009522923],"domain_scores_gemma":[0.9921296,0.0056475056,0.00027924034,0.00062729215,0.00067386514,0.00064239115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020335016,0.00067585096,0.0004390169,0.0012490335,0.00070929417,0.0023233315,0.0019293976,0.0013351369,0.018795304],"category_scores_gemma":[0.013279973,0.0002763926,0.00028196847,0.0006214722,0.0004949871,0.0028031839,0.0031036779,0.0012498724,0.002855809],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00099205,0.002099414,0.00246628,0.0005053938,0.00005133401,0.0007507679,0.007137895,0.0011489175,0.036196247,0.0040850244,0.024773577,0.9197931],"study_design_scores_gemma":[0.0059263324,0.016998515,0.05082838,0.00163007,0.0017044615,0.009025384,0.04403062,0.072357245,0.17969012,0.099158935,0.5176427,0.0010072213],"about_ca_topic_score_codex":0.00024237862,"about_ca_topic_score_gemma":0.00048444117,"teacher_disagreement_score":0.018795304,"about_ca_system_score_codex":0.0002578938,"about_ca_system_score_gemma":0.0007915983,"threshold_uncertainty_score":0.06287658},"labels":[],"label_agreement":null},{"id":"W1544358399","doi":"10.19173/irrodl.v8i3.383","title":"Same Size Doesn't Fit All: Insights from research on listening skills at the University of the South Pacific (USP)","year":2007,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Mathematics education; Perception; Qualitative research; Pedagogy; Educational technology; Sociology","score_opus":0.12839877366361727,"score_gpt":0.4029018231079406,"score_spread":0.27450304944432335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1544358399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9596768,0.0051730643,0.0014716304,0.012282917,0.0000634903,0.00008462593,0.000032761458,0.0000102746735,0.02120432],"genre_scores_gemma":[0.98788226,0.007365191,0.0008971334,0.0019632585,0.000023842584,0.00010315937,0.0000232002,0.00001969458,0.0017223582],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98646575,0.009531545,0.0004118845,0.0006681572,0.0019948725,0.00092767173],"domain_scores_gemma":[0.9489193,0.044821035,0.0022270675,0.0006893149,0.0018585909,0.001484682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018536936,0.00031743583,0.00075293507,0.0031039286,0.0081002675,0.0068310583,0.0017501534,0.0018501932,0.0014826398],"category_scores_gemma":[0.0307908,0.0006403469,0.00027985108,0.0045337956,0.011146174,0.008103528,0.004869628,0.0040080925,0.00020140187],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006469781,0.000036973855,0.0030833636,0.00015596842,0.000004519479,0.00052418053,0.9843705,0.000010936374,0.00019005782,0.001519645,0.00032350654,0.009773795],"study_design_scores_gemma":[0.0000022147472,0.000032133987,0.005384036,0.00029893316,0.0000054921006,0.00024597847,0.98791444,0.00003315362,0.00010371504,0.0005776344,0.0053972458,0.0000050794015],"about_ca_topic_score_codex":0.029225197,"about_ca_topic_score_gemma":0.07146018,"teacher_disagreement_score":0.029225197,"about_ca_system_score_codex":0.004779169,"about_ca_system_score_gemma":0.011956179,"threshold_uncertainty_score":0.098033905},"labels":[],"label_agreement":null},{"id":"W1544450126","doi":"10.4000/alsic.1796","title":"Présentation d'un logiciel de visualisation pour l'apprentissage de l'oral en langue seconde","year":2000,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Trent University","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.02445147556876591,"score_gpt":0.29163139384110087,"score_spread":0.26717991827233495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1544450126","genre_codex":"methods","genre_gemma":"software","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"software","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0056026555,0.00537103,0.93783903,0.0076280925,0.0028222692,0.0005670079,0.0007421361,0.0072428044,0.032184932],"genre_scores_gemma":[0.1328126,0.00927045,0.78356296,0.0022994056,0.0023818251,0.0013668224,0.0014939634,0.0021801647,0.06463183],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963636,0.0015092688,0.00027605298,0.00056024466,0.0011025458,0.00018830456],"domain_scores_gemma":[0.99064004,0.0052732797,0.00035679704,0.0006895027,0.002707634,0.0003327949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005089768,0.002177875,0.00090332417,0.00422789,0.0016396304,0.014511058,0.0020761292,0.0037733838,0.044007577],"category_scores_gemma":[0.018463934,0.0007759897,0.0016463554,0.0016510772,0.0033642473,0.005975355,0.0041787876,0.0031532792,0.011266562],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008649696,0.0001187251,0.0019336126,0.0027136924,0.00013283514,0.002283667,0.0060813515,0.008694162,0.054211244,0.34450698,0.065662205,0.51279664],"study_design_scores_gemma":[0.00013844,0.0005051977,0.003359914,0.0027300895,0.00018255266,0.0034074755,0.0027654616,0.0927297,0.043477535,0.12090434,0.7293871,0.00041215692],"about_ca_topic_score_codex":0.0073741316,"about_ca_topic_score_gemma":0.0031538564,"teacher_disagreement_score":0.044007577,"about_ca_system_score_codex":0.0024653866,"about_ca_system_score_gemma":0.0024280064,"threshold_uncertainty_score":0.14722002},"labels":[],"label_agreement":null},{"id":"W1545501739","doi":"","title":"Teaching Spoken English in Classroom Under Cultural Context in China","year":2015,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Spoken language; Communicative competence; China; Comprehension; Context (archaeology); Process (computing); Communicative language teaching; Globalization; Cultural competence; Cultural diversity; Psychology; Competence (human resources); Linguistics; Pedagogy; Language education; Computer science; Sociology; History; Political science; Social psychology","score_opus":0.04539147619977681,"score_gpt":0.27178751457058087,"score_spread":0.22639603837080405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1545501739","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9850079,0.0019963058,0.0008113467,0.0012539807,0.000047297977,0.00009151559,0.000012356101,0.000023828163,0.010755367],"genre_scores_gemma":[0.9918172,0.0021305399,0.0017033531,0.00015805129,0.000018017528,0.000037716276,0.000018064344,0.0000080717655,0.0041091093],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99938405,0.00020249271,0.00004990221,0.00008978047,0.00013686936,0.00013688856],"domain_scores_gemma":[0.99945205,0.0000918162,0.000059417966,0.000032194264,0.00007843853,0.00028603783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001249604,0.00027874068,0.00023499998,0.00061304285,0.0032578586,0.001201426,0.0005788573,0.000356192,0.0014476398],"category_scores_gemma":[0.0009305767,0.00017853445,0.00020757651,0.0008796846,0.0011782051,0.00079948566,0.0011931749,0.0003994354,0.00012552313],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023244545,0.001609365,0.113996476,0.0019464833,0.000050746476,0.0054415828,0.2983836,0.0023144817,0.048788488,0.015678294,0.0045430386,0.507015],"study_design_scores_gemma":[0.00024609623,0.002141386,0.57446665,0.0014653059,0.00024358858,0.0024900546,0.22618988,0.00541694,0.03282792,0.0073386943,0.14694783,0.0002257409],"about_ca_topic_score_codex":0.058934227,"about_ca_topic_score_gemma":0.117968805,"teacher_disagreement_score":0.058934227,"about_ca_system_score_codex":0.004703055,"about_ca_system_score_gemma":0.010917532,"threshold_uncertainty_score":0.117182374},"labels":[],"label_agreement":null},{"id":"W1547789301","doi":"10.4324/9781041055402","title":"Enriching Primary English","year":2025,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Mathematics education; Primary (astronomy); Pedagogy; Psychology; Computer science; Physics","score_opus":0.015863742273629494,"score_gpt":0.20445070039109078,"score_spread":0.1885869581174613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1547789301","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.019669915,0.01525178,0.0056981524,0.0067712227,0.0049163736,0.00010175832,0.00019899859,0.0004941242,0.9468977],"genre_scores_gemma":[0.11568916,0.015167621,0.0076752617,0.0036538383,0.0020698488,0.00010006152,0.00027748334,0.0004159675,0.8549507],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99965584,0.00007214086,0.000009969835,0.000036927027,0.00015557613,0.00006941887],"domain_scores_gemma":[0.9994661,0.0001902577,0.000018471925,0.00004192341,0.0001063796,0.00017688733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040640024,0.00043735045,0.00036376916,0.0007153923,0.001715493,0.0038198738,0.00052063336,0.00060575694,0.029499618],"category_scores_gemma":[0.0013100804,0.000120581324,0.00034103764,0.00044694124,0.0010713434,0.0025912183,0.0039252113,0.0015886554,0.006568903],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018183087,0.00017946807,0.0007966647,0.0017445378,0.000014534452,0.0025890716,0.030101212,0.00030020942,0.017407114,0.10557838,0.38980693,0.45130002],"study_design_scores_gemma":[0.0000066669495,0.0000519155,0.0006858943,0.00035235132,0.0000059986555,0.0010437724,0.002561149,0.00007656525,0.0010193718,0.005182577,0.98900616,0.000007495953],"about_ca_topic_score_codex":0.00092135236,"about_ca_topic_score_gemma":0.004578893,"teacher_disagreement_score":0.029499618,"about_ca_system_score_codex":0.000963781,"about_ca_system_score_gemma":0.0010173678,"threshold_uncertainty_score":0.09868604},"labels":[],"label_agreement":null},{"id":"W1549095265","doi":"10.18806/tesl.v30i1.1128","title":"Show me! Enhanced Feedback Through Screencasting Technology","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"The Internet; Multimedia; Computer science; Humanities; Sociology; World Wide Web; Pedagogy; Art","score_opus":0.022788405685012295,"score_gpt":0.2128458692993822,"score_spread":0.19005746361436993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1549095265","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20569536,0.0035456594,0.5006592,0.007234655,0.0047806753,0.0018229927,0.006694265,0.0889584,0.18060873],"genre_scores_gemma":[0.57619375,0.0033246363,0.2511857,0.0021262763,0.0013091302,0.0015806147,0.0043019555,0.0055577653,0.15442026],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99907804,0.00034431406,0.000050738978,0.00011573005,0.00032954465,0.000081606224],"domain_scores_gemma":[0.99325126,0.0042511094,0.00030265865,0.0007378763,0.001022398,0.0004346519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016182091,0.0011876611,0.00044769337,0.0012360975,0.0005605136,0.0025452587,0.0011380033,0.0013090838,0.049506653],"category_scores_gemma":[0.011574603,0.00028773714,0.00048530058,0.0005480384,0.00042812456,0.003169608,0.0025119379,0.0009868268,0.011236352],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027120416,0.0005969511,0.0031025773,0.0022785969,0.000082089864,0.0017901543,0.008045851,0.0022623918,0.068902984,0.008800727,0.14079438,0.7606313],"study_design_scores_gemma":[0.00094158377,0.0029676834,0.014983319,0.0016493908,0.0002693499,0.00246229,0.005254621,0.033042673,0.07706238,0.022399578,0.8385714,0.00039575677],"about_ca_topic_score_codex":0.0006644432,"about_ca_topic_score_gemma":0.0009973623,"teacher_disagreement_score":0.049506653,"about_ca_system_score_codex":0.0002970837,"about_ca_system_score_gemma":0.00034783458,"threshold_uncertainty_score":0.16561621},"labels":[],"label_agreement":null},{"id":"W1550499175","doi":"","title":"Students’ and Teachers’ Perceptions about Strategies which Promote Proficiency in Second Language Writing","year":2003,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Perception; Language proficiency; Psychology; Mathematics education; Language assessment; Pedagogy; Language education","score_opus":0.19369522786662804,"score_gpt":0.5262880461427737,"score_spread":0.3325928182761456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1550499175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990939,0.00003861994,0.00009544544,0.00004922054,0.0000028671489,0.000010379577,0.000004108047,0.0000036838312,0.00070171617],"genre_scores_gemma":[0.9991565,0.00007124289,0.00016772836,0.000021958349,0.0000023470222,0.000014337779,0.0000102645,0.000002214481,0.00055350596],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9977964,0.0009544525,0.00020642941,0.00014159434,0.0005774914,0.00032368486],"domain_scores_gemma":[0.98824906,0.0053149834,0.0025290425,0.00027088597,0.0015261994,0.002109822],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003400579,0.0003423925,0.00034179993,0.0009262996,0.000758145,0.0030662185,0.000363315,0.0009429852,0.0022807017],"category_scores_gemma":[0.015476778,0.00025883675,0.00035620204,0.00032888295,0.00090939255,0.0008115437,0.00093407795,0.00091835496,0.00043995277],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048449985,0.0022051828,0.5786874,0.0005145506,0.00010385711,0.001828383,0.33163154,0.00039995642,0.02598603,0.0005938509,0.0007426199,0.056822073],"study_design_scores_gemma":[0.00009690407,0.0031816259,0.59942204,0.00018131087,0.00008593015,0.0011048281,0.38085213,0.00084601756,0.006661073,0.00047412908,0.007004505,0.000089556],"about_ca_topic_score_codex":0.0018033689,"about_ca_topic_score_gemma":0.0022613916,"teacher_disagreement_score":0.003400579,"about_ca_system_score_codex":0.00049761625,"about_ca_system_score_gemma":0.0007760611,"threshold_uncertainty_score":0.017984211},"labels":[],"label_agreement":null},{"id":"W1551839933","doi":"","title":"COMMUNICATION METHODOLOGY WITH A SOCIAL APPLICATION FOR THE TEACHING OF ENGLISH LANGUAGE IN STATE SCHOOLS","year":2010,"lang":"en","type":"article","venue":"PLURAIS - Revista Multidisciplinar","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; State (computer science); Process (computing); English language; Foundation (evidence); Order (exchange); Mathematics education; Pedagogy; Sociology; Public relations; Psychology; Political science; Computer science; Law","score_opus":0.04321797502454805,"score_gpt":0.33450674142796744,"score_spread":0.2912887664034194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1551839933","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31085134,0.0055529117,0.30939353,0.017698787,0.0010521116,0.0015848369,0.0001492075,0.0005645779,0.3531528],"genre_scores_gemma":[0.879337,0.0016288946,0.0969753,0.0005106967,0.0002285111,0.002118543,0.000045518875,0.00009237183,0.019063069],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9868233,0.01190923,0.00022854525,0.0002597712,0.000563534,0.00021562134],"domain_scores_gemma":[0.9893638,0.008591303,0.00055578485,0.00053442526,0.00059974525,0.00035501228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0105256885,0.00047558427,0.0002755958,0.0027626045,0.0044128904,0.0052312133,0.001034932,0.0009945091,0.008691345],"category_scores_gemma":[0.00834539,0.00016720941,0.000395913,0.0020198182,0.006642063,0.002529104,0.004215662,0.00090277474,0.00061897794],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009505893,0.00060091645,0.008209679,0.0011249124,0.000033449178,0.0008888967,0.21628724,0.000863462,0.002300016,0.41941434,0.007397822,0.3427842],"study_design_scores_gemma":[0.0001281372,0.001291074,0.01900695,0.0017094347,0.00009631011,0.0013074662,0.3434352,0.006408061,0.0037751987,0.15681535,0.46595106,0.0000757822],"about_ca_topic_score_codex":0.0019023265,"about_ca_topic_score_gemma":0.0031165485,"teacher_disagreement_score":0.0105256885,"about_ca_system_score_codex":0.004026102,"about_ca_system_score_gemma":0.0040639862,"threshold_uncertainty_score":0.05566585},"labels":[],"label_agreement":null},{"id":"W1552386411","doi":"10.5430/ijhe.v3n1p71","title":"EFL College Students’ Perceptions of Classroom English Tests","year":2013,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Nationality; Perception; Psychology; Test (biology); Mathematics education; Scale (ratio); Pedagogy; Medical education; Developmental psychology; Medicine; Immigration; Geography","score_opus":0.018304040993815097,"score_gpt":0.3193668412527192,"score_spread":0.3010628002589041,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1552386411","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99946207,0.000013808899,0.000010927229,0.000029586865,0.0000012819656,0.0000017629735,0.0000061461446,6.9178094e-7,0.0004737071],"genre_scores_gemma":[0.9995875,0.000025295876,0.00001971054,0.000022230839,0.0000015982943,0.0000024501137,0.000013873005,6.0059455e-7,0.00032686867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99910647,0.00018662168,0.00009931367,0.00006543406,0.00031172045,0.00023038876],"domain_scores_gemma":[0.99466395,0.0012313337,0.0019369208,0.00015397926,0.00085767254,0.0011562386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012553326,0.0002075015,0.00024937373,0.00069995126,0.0006993505,0.001975947,0.00023267353,0.00040543632,0.0028195493],"category_scores_gemma":[0.0055278963,0.00016468327,0.00018554534,0.00050847704,0.0007344668,0.00063424755,0.0008096004,0.0007878588,0.00040113673],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009233973,0.00047516375,0.9610894,0.00002995789,0.000017878063,0.0003499267,0.020920612,0.00006543997,0.002458929,0.00013145656,0.00027219654,0.0140967285],"study_design_scores_gemma":[0.000005048456,0.00034248322,0.9371423,0.000024258925,0.000009829819,0.00019181818,0.06036265,0.00016865003,0.0007011508,0.00006574417,0.00096835697,0.000017807073],"about_ca_topic_score_codex":0.0058677965,"about_ca_topic_score_gemma":0.010562891,"teacher_disagreement_score":0.0058677965,"about_ca_system_score_codex":0.0004947265,"about_ca_system_score_gemma":0.00043832688,"threshold_uncertainty_score":0.011667311},"labels":[],"label_agreement":null},{"id":"W1552515912","doi":"10.5430/wje.v5n3p139","title":"Attitudes toward English among AL-Quds Open University Students in Tulkarm Branch","year":2015,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Positive attitude; Psychology; English language; Academic year; Mathematics education; Statistical analysis; Palestine; Medical education; Pedagogy; Medicine; Social psychology; Mathematics; Statistics","score_opus":0.06372250913427775,"score_gpt":0.3298106234505168,"score_spread":0.2660881143162391,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1552515912","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993594,0.00004352366,0.000010146666,0.00005910249,0.000002879144,0.000004007323,0.0000061938554,5.5836955e-7,0.0005141428],"genre_scores_gemma":[0.9986765,0.00012875989,0.000033330998,0.0000732684,0.0000037749828,0.000006365568,0.000013311125,5.7089403e-7,0.0010640774],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995907,0.0000798949,0.00003396579,0.000031998898,0.00012802563,0.00013545074],"domain_scores_gemma":[0.998863,0.00021494129,0.00033643146,0.00002692359,0.00018103738,0.0003778404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006314808,0.00020635496,0.00024557262,0.00069377467,0.00156409,0.0015054238,0.00019380932,0.0005410639,0.0035756428],"category_scores_gemma":[0.0012436096,0.00022722721,0.00019057225,0.00044255017,0.0006055676,0.0005479864,0.00061585533,0.0006533297,0.00049288635],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009771662,0.00093434966,0.9258413,0.00007856267,0.000012840498,0.0008340202,0.050819013,0.000033710752,0.003283879,0.00024061074,0.00042296853,0.017401168],"study_design_scores_gemma":[0.000011488278,0.0007601505,0.8623461,0.00009193231,0.000019782403,0.00066503894,0.13177262,0.00014039327,0.000844178,0.00012454037,0.003199302,0.000024421764],"about_ca_topic_score_codex":0.003712519,"about_ca_topic_score_gemma":0.007541732,"teacher_disagreement_score":0.003712519,"about_ca_system_score_codex":0.0005025472,"about_ca_system_score_gemma":0.00056713214,"threshold_uncertainty_score":0.011961758},"labels":[],"label_agreement":null},{"id":"W1553600547","doi":"10.1002/9781405198431.wbeal1149","title":"Teaching a Third Language","year":2012,"lang":"en","type":"other","venue":"The Encyclopedia of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; History; Psychology; Philosophy","score_opus":0.013081421014375712,"score_gpt":0.24304865439692502,"score_spread":0.22996723338254932,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1553600547","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.058171097,0.0021501826,0.012597987,0.0071798107,0.0019307263,0.00007065536,0.00035374003,0.0007489405,0.91679686],"genre_scores_gemma":[0.47587484,0.0015987515,0.01175676,0.0035894257,0.00019917582,0.00010557386,0.00030133186,0.000359278,0.50621486],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99938595,0.00009031781,0.00001669606,0.00011660426,0.00024903583,0.00014145223],"domain_scores_gemma":[0.9988918,0.00023832418,0.00006708792,0.00015942055,0.00023047286,0.00041303996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007882223,0.00036887123,0.00022326049,0.0005619432,0.0022035881,0.0031278445,0.000853025,0.0007394426,0.044199962],"category_scores_gemma":[0.0019232241,0.00010923951,0.00066686276,0.00046913815,0.0018183871,0.0015659021,0.0023707547,0.0019651551,0.00589681],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036370425,0.0007203134,0.00552171,0.000373668,0.000022513002,0.0022171943,0.033493683,0.000560645,0.022879886,0.39997634,0.17622781,0.3576425],"study_design_scores_gemma":[0.000038180973,0.00013138317,0.0028426887,0.00026652747,0.000022718117,0.0011285092,0.0046789236,0.00049667683,0.015787903,0.029152093,0.9454229,0.000031560783],"about_ca_topic_score_codex":0.018262362,"about_ca_topic_score_gemma":0.03594349,"teacher_disagreement_score":0.044199962,"about_ca_system_score_codex":0.005793978,"about_ca_system_score_gemma":0.0057687457,"threshold_uncertainty_score":0.14786363},"labels":[],"label_agreement":null},{"id":"W1555021673","doi":"","title":"Enseignement centré sur la forme et acquisition du genre grammatical en français L2","year":2010,"lang":"fr","type":"article","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Humanities; Art","score_opus":0.01137037738209916,"score_gpt":0.21821465920656605,"score_spread":0.20684428182446687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1555021673","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94164515,0.0005759782,0.0012710947,0.0013186145,0.00004324927,0.000015843441,0.00026203468,0.00004075707,0.05482728],"genre_scores_gemma":[0.9752975,0.00024492142,0.0005711574,0.000156721,0.00002024923,0.0000113541955,0.00015701017,0.000066362634,0.023474794],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99659353,0.0012699806,0.00011504374,0.000635922,0.0009438054,0.0004417949],"domain_scores_gemma":[0.9851291,0.005040595,0.0018607546,0.001041562,0.0055620708,0.0013658996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032277866,0.000494665,0.00029912285,0.0015558166,0.0027159308,0.004523615,0.0007671806,0.001162137,0.019971203],"category_scores_gemma":[0.012265456,0.00045568543,0.00034303483,0.0015914561,0.002903242,0.0035216827,0.0019762642,0.0024568744,0.0020460773],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065688684,0.0004986056,0.4253464,0.00031995287,0.00013002979,0.0023533176,0.26103342,0.0007022707,0.034413762,0.05861544,0.008210004,0.20771989],"study_design_scores_gemma":[0.000024495324,0.00024209473,0.8336799,0.00020577983,0.000047604448,0.0016165782,0.06863971,0.00097595854,0.0047746943,0.0033227652,0.086380705,0.000089762325],"about_ca_topic_score_codex":0.32649383,"about_ca_topic_score_gemma":0.30529922,"teacher_disagreement_score":0.32649383,"about_ca_system_score_codex":0.005503075,"about_ca_system_score_gemma":0.004460168,"threshold_uncertainty_score":0.64918685},"labels":[],"label_agreement":null},{"id":"W1556290100","doi":"10.1017/cbo9780511499913.002","title":"Introduction","year":2006,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Ell; Mathematics education; Literacy; English language; Pedagogy; Focus (optics); Psychology; Teaching method; Physics; Vocabulary development","score_opus":0.023269005676610995,"score_gpt":0.1773552407846833,"score_spread":0.1540862351080723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1556290100","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011413636,0.004374232,0.004140563,0.009148377,0.0075569465,0.00014130048,0.003016594,0.001128769,0.9693518],"genre_scores_gemma":[0.005473,0.0033439894,0.0028298218,0.003511985,0.0012852325,0.00010712936,0.0030632094,0.0003824127,0.98000324],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99898726,0.00010686071,0.00005032851,0.00024705485,0.0004870548,0.00012141293],"domain_scores_gemma":[0.9988367,0.00016623217,0.000048965983,0.00015649626,0.0005530229,0.0002386317],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00088338205,0.0007583386,0.00057533267,0.0011755067,0.0020110148,0.0052070604,0.0018022174,0.002552301,0.49109605],"category_scores_gemma":[0.003405254,0.00027078646,0.0005483718,0.0013284537,0.0008047823,0.003801748,0.0031733871,0.0020227192,0.37622175],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040689723,0.000045000947,0.00052005344,0.00021801282,0.000003899236,0.000117073294,0.0005473221,0.000095256284,0.00037280083,0.04122403,0.7713134,0.18550244],"study_design_scores_gemma":[0.0000015079572,0.000007676604,0.00017874796,0.00007494969,8.236387e-7,0.00006602521,0.00011674448,0.000014419641,0.000047620888,0.002267758,0.9972211,0.0000026508112],"about_ca_topic_score_codex":0.0029870805,"about_ca_topic_score_gemma":0.0038667948,"teacher_disagreement_score":0.49109605,"about_ca_system_score_codex":0.0016537304,"about_ca_system_score_gemma":0.0022086492,"threshold_uncertainty_score":0.7258897},"labels":[],"label_agreement":null},{"id":"W1556810913","doi":"10.3968/j.sll.1923156320130603.2551","title":"An Arab EFL context: does variance in anxiety and motivation across gender impact language attainment?","year":2013,"lang":"en","type":"article","venue":"BRAC University Institutional Repository (BRAC University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Psychology; Context (archaeology); Documentation; English language; Mathematics education; Pedagogy; Computer science","score_opus":0.014350095084883798,"score_gpt":0.21953748431036435,"score_spread":0.20518738922548055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1556810913","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981963,0.000074126176,0.000025422134,0.00015086448,0.0000074562167,0.000004189441,0.00004914434,0.0000014936245,0.0014909044],"genre_scores_gemma":[0.9991136,0.00007397294,0.000028746214,0.000053348842,0.0000056632944,0.000006966071,0.000078239034,0.0000026407236,0.0006367007],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99892956,0.00043706695,0.00003381112,0.00011939086,0.00015993732,0.00032021728],"domain_scores_gemma":[0.9975459,0.00085079175,0.00045888283,0.00012887441,0.00034923517,0.00066628674],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015885244,0.00039429098,0.00041576914,0.0008717111,0.0021857459,0.0031370746,0.00041325836,0.00055485027,0.0055811587],"category_scores_gemma":[0.004082248,0.0002656152,0.0002427623,0.0011576021,0.0013023732,0.0008912919,0.0014519977,0.0010492626,0.000906529],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049923843,0.0014653059,0.9028234,0.000059303075,0.00007616082,0.00046702143,0.06482826,0.000075801334,0.0012955966,0.0010677435,0.0017541379,0.025588002],"study_design_scores_gemma":[0.000015745753,0.00028579595,0.92404044,0.000049253766,0.000025629932,0.00009107343,0.073444895,0.00018749051,0.00026394898,0.00036364704,0.0012097018,0.00002240733],"about_ca_topic_score_codex":0.03771575,"about_ca_topic_score_gemma":0.06214249,"teacher_disagreement_score":0.03771575,"about_ca_system_score_codex":0.0012941831,"about_ca_system_score_gemma":0.0017792493,"threshold_uncertainty_score":0.07499248},"labels":[],"label_agreement":null},{"id":"W1557567676","doi":"10.4000/aile.842","title":"Acquisition des pronoms d’allocution en classe de français immersif","year":2002,"lang":"fr","type":"article","venue":"Acquisition et interaction en langue étrangère","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Humanities; Philosophy","score_opus":0.022456205096659354,"score_gpt":0.2731407257267947,"score_spread":0.25068452063013535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1557567676","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96664107,0.00017085046,0.0009316103,0.0008589524,0.00003640476,0.000022616454,0.00005621046,0.000029924697,0.031252306],"genre_scores_gemma":[0.9790814,0.00009349731,0.0002896123,0.00010636049,0.000005762414,0.00001551136,0.0000433712,0.00002632102,0.020338219],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9963427,0.00091502414,0.00010210991,0.00047142027,0.00086185365,0.0013068048],"domain_scores_gemma":[0.99441296,0.0008213695,0.0006997905,0.0003201886,0.002024996,0.0017208091],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024409948,0.00045497963,0.00040879316,0.0011431897,0.010663437,0.0066000153,0.0009801595,0.0011177134,0.010708291],"category_scores_gemma":[0.0053330627,0.00036620375,0.00025811663,0.0008210905,0.005661215,0.0023721524,0.0043257377,0.0018422611,0.0011939035],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008621524,0.00009180383,0.06123657,0.00007286451,0.000010494765,0.00057522644,0.8861267,0.000106735686,0.0039510364,0.015857108,0.0028483623,0.029036993],"study_design_scores_gemma":[0.000010361303,0.0001188638,0.14285156,0.000173041,0.000015760123,0.0002551507,0.73746467,0.00031330838,0.0009768686,0.0015878181,0.116151236,0.0000814372],"about_ca_topic_score_codex":0.574855,"about_ca_topic_score_gemma":0.7292651,"teacher_disagreement_score":0.574855,"about_ca_system_score_codex":0.016521612,"about_ca_system_score_gemma":0.013661211,"threshold_uncertainty_score":0.85529745},"labels":[],"label_agreement":null},{"id":"W1558433600","doi":"10.18806/tesl.v21i1.274","title":"How is Pedagogical Grammar Defined in Current TESOL Training Practice?","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Syllabus; Grammar; English grammar; Training (meteorology); Pedagogy; Linguistics; Mathematics education; Psychology; Computer science; Sociology; Geography","score_opus":0.17393722556146418,"score_gpt":0.31122741007271826,"score_spread":0.13729018451125408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1558433600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9452256,0.003861694,0.0053395205,0.02030561,0.0001835454,0.000036408022,0.00012919983,0.000071475006,0.024846984],"genre_scores_gemma":[0.9975061,0.000589154,0.0007930472,0.0006075698,0.000017512775,0.000013213892,0.00004038044,0.000020093132,0.00041295303],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.97581553,0.009885852,0.0017149473,0.0022559958,0.0076843356,0.0026433656],"domain_scores_gemma":[0.9457651,0.023003189,0.010873755,0.001986716,0.012143196,0.0062280633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012563191,0.00015041816,0.00049271865,0.003445272,0.0023920962,0.0061144647,0.001404409,0.0011881759,0.0010038194],"category_scores_gemma":[0.061389897,0.00027407473,0.0002150392,0.0031710032,0.013055902,0.0044305795,0.0036977283,0.0019420701,0.00021756164],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005045031,0.00014197394,0.49740735,0.00030543725,0.00006301545,0.00035649823,0.29576224,0.00040238397,0.001250536,0.021864016,0.0034674422,0.17892869],"study_design_scores_gemma":[0.000017017634,0.00013470706,0.5276126,0.0009562948,0.000040484752,0.0009221087,0.4054615,0.000810562,0.00085055677,0.022296404,0.040763557,0.00013425626],"about_ca_topic_score_codex":0.085829504,"about_ca_topic_score_gemma":0.101074785,"teacher_disagreement_score":0.085829504,"about_ca_system_score_codex":0.009746509,"about_ca_system_score_gemma":0.015701018,"threshold_uncertainty_score":0.17065984},"labels":[],"label_agreement":null},{"id":"W1558674995","doi":"","title":"Production of english lexical stress by inexperienced and experienced learners of english","year":2008,"lang":"en","type":"article","venue":"Canadian acoustics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mandarin Chinese; Obstruent; Stress (linguistics); Syllable; Psychology; Linguistics; Reading (process); Computer science; Speech recognition; Voice","score_opus":0.020662472244903352,"score_gpt":0.21692548418888433,"score_spread":0.19626301194398096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1558674995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99974793,0.00002094648,0.000027377313,0.000003925104,0.0000015455493,0.0000030793308,0.000011253352,0.0000011575696,0.0001828624],"genre_scores_gemma":[0.99842465,0.000058930586,0.0001865619,0.000023072884,0.0000046883365,0.000010851979,0.000045550798,0.0000025963482,0.0012431656],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999501,0.000101973725,0.0000500869,0.00010215886,0.0001408091,0.000103970495],"domain_scores_gemma":[0.99756193,0.0006459575,0.0004347777,0.00014963369,0.00053917704,0.00066856504],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081640936,0.00048003264,0.0005189664,0.0007681253,0.00060989463,0.0011409471,0.00036768717,0.0004244806,0.0025546688],"category_scores_gemma":[0.003636308,0.0003707538,0.00023927746,0.00027759233,0.000813064,0.00046539976,0.0008288477,0.00045780226,0.00061504764],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001149088,0.0013324127,0.798899,0.0001298202,0.00007101597,0.0044452297,0.06484956,0.00017447941,0.093011744,0.00014174405,0.00027425378,0.03552168],"study_design_scores_gemma":[0.000058374604,0.0042248094,0.9263751,0.000020861204,0.000046252157,0.003831573,0.051625244,0.00042255223,0.011222102,0.00013539704,0.0019693316,0.00006843271],"about_ca_topic_score_codex":0.0018177201,"about_ca_topic_score_gemma":0.004075811,"teacher_disagreement_score":0.0025546688,"about_ca_system_score_codex":0.00021987033,"about_ca_system_score_gemma":0.00025432292,"threshold_uncertainty_score":0.008546174},"labels":[],"label_agreement":null},{"id":"W1559246337","doi":"10.18806/tesl.v27i1.1028","title":"Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Cincinnati; American Educational Research Association","keywords":"Disappointment; Graduate students; Psychology; Ethnography; Pedagogy; Perception; Graduate education; First language; Mathematics education; Singing; Sociology; Linguistics","score_opus":0.05847325704213533,"score_gpt":0.288378110226585,"score_spread":0.22990485318444967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1559246337","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99487865,0.00012258015,0.000065913846,0.0010839426,0.00003681584,0.000006551398,0.000009741903,0.0000054689094,0.003790395],"genre_scores_gemma":[0.9967943,0.00019735601,0.00005465847,0.0004548184,0.000026666015,0.000010535962,0.000014370181,0.000006092649,0.0024413539],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959215,0.0019314662,0.00012195279,0.0002754835,0.00080056314,0.00094910426],"domain_scores_gemma":[0.99061906,0.0026962364,0.0013643019,0.00021164645,0.0017556085,0.0033531082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044425908,0.00035488504,0.00044400434,0.0009095932,0.0061033675,0.0047615883,0.0008653191,0.0016358404,0.0025981178],"category_scores_gemma":[0.009483598,0.0002941318,0.0004010163,0.00049828814,0.0052737743,0.0018014266,0.0044747335,0.0037011853,0.0004378888],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000061754385,0.000118591204,0.027683895,0.000034651912,0.000007141877,0.0012385651,0.96161467,0.000019658126,0.0018763928,0.0003945918,0.00080222974,0.00614778],"study_design_scores_gemma":[0.000004262938,0.00007759612,0.014366283,0.000023800216,0.0000032345285,0.0002172602,0.98103434,0.000017375882,0.0002447892,0.000056983925,0.0039430265,0.000011010341],"about_ca_topic_score_codex":0.01497134,"about_ca_topic_score_gemma":0.039967556,"teacher_disagreement_score":0.01497134,"about_ca_system_score_codex":0.0030741245,"about_ca_system_score_gemma":0.0029673835,"threshold_uncertainty_score":0.029768407},"labels":[],"label_agreement":null},{"id":"W1559909074","doi":"10.4000/alsic.865","title":"Observation de la construction d'une compétence interculturelle dans des groupes exolingues en ligne","year":2008,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Laurentian University","funders":"","keywords":"Humanities; Philosophy","score_opus":0.03020495264857547,"score_gpt":0.25052874572634737,"score_spread":0.2203237930777719,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1559909074","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.926952,0.0003580467,0.015762411,0.00088465004,0.000067185225,0.000087437395,0.000073746676,0.000112878195,0.055701595],"genre_scores_gemma":[0.9687482,0.00018789775,0.004455516,0.00010659837,0.000009963505,0.00006215165,0.000057009802,0.00003321986,0.026339404],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99806446,0.0007621133,0.00005741067,0.00038960722,0.00048210588,0.00024426624],"domain_scores_gemma":[0.99698466,0.0010810677,0.00038201924,0.0003669746,0.00060536,0.00057996495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017316501,0.0003355404,0.00038406847,0.0010375767,0.0042334185,0.0036832637,0.0007543072,0.0011704994,0.0089235585],"category_scores_gemma":[0.0047460017,0.00023035138,0.00033705786,0.00088435435,0.0040511624,0.002266305,0.005608914,0.001284176,0.0013672047],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014746816,0.00013352375,0.020529011,0.0002461585,0.000022978556,0.002401098,0.8587989,0.00055084703,0.030399289,0.0289736,0.0014616972,0.056335393],"study_design_scores_gemma":[0.000018300612,0.00036038135,0.07534834,0.00024769202,0.000032756958,0.0013044558,0.70189697,0.001375962,0.013027362,0.008764946,0.1975061,0.00011668626],"about_ca_topic_score_codex":0.012710913,"about_ca_topic_score_gemma":0.015914993,"teacher_disagreement_score":0.012710913,"about_ca_system_score_codex":0.0021046665,"about_ca_system_score_gemma":0.001915755,"threshold_uncertainty_score":0.029852271},"labels":[],"label_agreement":null},{"id":"W1559999713","doi":"","title":"L’écriture en immersion française : Les meilleures pratiques et le rôle d’une communauté professionnelle d’apprentissage","year":2008,"lang":"fr","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"French immersion; Sociology; Pedagogy; Context (archaeology); Humanities; Action research; Art; Geography","score_opus":0.1805282026070183,"score_gpt":0.48309245304106485,"score_spread":0.30256425043404656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1559999713","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8006598,0.005736071,0.011319261,0.064297095,0.00067924213,0.000054368287,0.00004254145,0.00011033024,0.11710124],"genre_scores_gemma":[0.98801196,0.0007161128,0.0008948406,0.00066924497,0.000047193495,0.000014505675,0.000007846171,0.000018596864,0.009619672],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9922915,0.005387216,0.00017079554,0.0005552479,0.000811824,0.0007834514],"domain_scores_gemma":[0.98987246,0.0054019014,0.0008054772,0.000534647,0.001857134,0.0015283719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008519109,0.0004448826,0.00026527632,0.00058417337,0.006508326,0.009944523,0.0009177895,0.0029359078,0.004440748],"category_scores_gemma":[0.01421647,0.00026145193,0.00038359116,0.0005170849,0.013153777,0.0064526224,0.0037983293,0.0036559277,0.00055229175],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000768368,0.0001249538,0.008049154,0.00014034832,0.000018008786,0.0010345958,0.8390539,0.00017387538,0.0024729602,0.06534795,0.0035529553,0.07995444],"study_design_scores_gemma":[0.000031420128,0.00032464802,0.014775563,0.0004366178,0.000018177381,0.0015598495,0.68151575,0.0008103343,0.0017899867,0.011140715,0.28749683,0.00010007633],"about_ca_topic_score_codex":0.07155661,"about_ca_topic_score_gemma":0.050237928,"teacher_disagreement_score":0.07155661,"about_ca_system_score_codex":0.0053636143,"about_ca_system_score_gemma":0.009540857,"threshold_uncertainty_score":0.14228022},"labels":[],"label_agreement":null},{"id":"W1561194505","doi":"10.18806/tesl.v26i1.389","title":"The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Politeness; Comprehension; Psychology; Mathematics education; Control (management); Computer science; Linguistics; Artificial intelligence; Programming language","score_opus":0.011658764639282657,"score_gpt":0.20486276383630794,"score_spread":0.1932039991970253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1561194505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99947745,0.00005381019,0.00014103184,0.000010751984,0.000002367025,0.000027810042,0.0000038800017,0.0000066156767,0.00027628185],"genre_scores_gemma":[0.9966922,0.00029977207,0.0020718891,0.00003751393,0.00001006509,0.000106528816,0.000046642876,0.0000062835607,0.0007290049],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991146,0.00027952262,0.00010799253,0.0001482827,0.00023399042,0.00011557457],"domain_scores_gemma":[0.9956564,0.002719679,0.0006503655,0.00022907245,0.0002622714,0.0004822935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010428216,0.0007025087,0.00062933733,0.0004177454,0.00036586443,0.00037853324,0.00043214756,0.000650455,0.0017382362],"category_scores_gemma":[0.0071356203,0.00036900523,0.0003654386,0.00017619054,0.0007845067,0.00055406673,0.0008036099,0.00061357074,0.0003286773],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.013171634,0.042986378,0.055222873,0.0016422311,0.0004531983,0.00097523094,0.019449655,0.0014619135,0.38678336,0.00028778956,0.00046406325,0.47710168],"study_design_scores_gemma":[0.0047583724,0.18340583,0.61616874,0.0002442972,0.001232728,0.0014719707,0.010894491,0.0032254045,0.17176852,0.0013699512,0.0052661095,0.00019361287],"about_ca_topic_score_codex":0.00070119044,"about_ca_topic_score_gemma":0.0013752125,"teacher_disagreement_score":0.0017382362,"about_ca_system_score_codex":0.00016436403,"about_ca_system_score_gemma":0.0003518659,"threshold_uncertainty_score":0.005815029},"labels":[],"label_agreement":null},{"id":"W1561974529","doi":"10.1080/17496896.2011.556496","title":"Non-verbal communication training: an avenue for university professionalizing programs?","year":2011,"lang":"en","type":"article","venue":"Education Knowledge and Economy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"Psychology; Nonverbal communication; Reliability (semiconductor); Asset (computer security); Training (meteorology); Medical education; Applied psychology; Mathematics education; Computer science; Communication; Medicine; Power (physics)","score_opus":0.13702784260337708,"score_gpt":0.29414927163118976,"score_spread":0.15712142902781268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1561974529","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89402175,0.0043177507,0.0050505814,0.04642875,0.0006218068,0.0005421215,0.00004103862,0.00027314722,0.048703022],"genre_scores_gemma":[0.9814672,0.0015923065,0.0088496925,0.001723335,0.00023747528,0.00035798928,0.000038895276,0.000016074444,0.0057169846],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977355,0.0013718862,0.00005603747,0.000110761146,0.00018904623,0.0005368427],"domain_scores_gemma":[0.9889388,0.0034228538,0.0008789693,0.00049586355,0.0007334762,0.005529944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035561062,0.00020813201,0.00020854936,0.0008438669,0.0017262904,0.0026441303,0.0008743635,0.0014596761,0.010512893],"category_scores_gemma":[0.010117194,0.00015210306,0.0003357111,0.00059221726,0.0008529368,0.0021228571,0.002170332,0.0012101792,0.0007667588],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030445383,0.005516615,0.043553475,0.0007046783,0.000012437593,0.00049293047,0.00922803,0.00014521043,0.0026613842,0.005651428,0.0057088933,0.92602044],"study_design_scores_gemma":[0.00054761104,0.010840239,0.58481413,0.006743724,0.00024735075,0.005027431,0.19100387,0.0033393372,0.01475558,0.018575374,0.16388296,0.00022239829],"about_ca_topic_score_codex":0.0014657394,"about_ca_topic_score_gemma":0.0036508595,"teacher_disagreement_score":0.010512893,"about_ca_system_score_codex":0.00085159927,"about_ca_system_score_gemma":0.00921444,"threshold_uncertainty_score":0.035169125},"labels":[],"label_agreement":null},{"id":"W156397854","doi":"","title":"Review: Conversational interaction in second language acquisition: A collection of empirical studies.","year":2008,"lang":"en","type":"article","venue":"Research Commons (University of Waikato)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Linguistics; Empirical research; Natural language processing; Data collection; Human–computer interaction; Sociology; Epistemology; Philosophy","score_opus":0.20129990482031035,"score_gpt":0.3919931106442071,"score_spread":0.19069320582389676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W156397854","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00010241777,0.99856746,0.000050624138,0.00045936435,0.0003578033,0.000016159689,0.00004318515,0.0000033430194,0.0003995871],"genre_scores_gemma":[0.000888665,0.99797887,0.00010331872,0.00048365595,0.0002259378,0.000040169456,0.00006254269,0.000002604842,0.00021426193],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99841535,0.00052576745,0.00043133734,0.00014385598,0.00042316358,0.000060623734],"domain_scores_gemma":[0.98920643,0.008403539,0.0008140125,0.00015551122,0.0012307096,0.00018978283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027023968,0.0010258465,0.0032664246,0.0071348166,0.00059614464,0.002576522,0.0013086917,0.0013359669,0.0045314655],"category_scores_gemma":[0.01133248,0.000677181,0.0009383373,0.009808775,0.0013584379,0.0028137793,0.0014246799,0.0014718685,0.0017251816],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019836862,0.00006588365,0.0007027689,0.22540157,0.0008558731,0.00035228475,0.0007646221,0.00012817307,0.000680663,0.0015426726,0.10412562,0.6651816],"study_design_scores_gemma":[0.00008734267,0.00034436412,0.010470586,0.21671818,0.0018209566,0.0019529121,0.0017561782,0.000050168008,0.00038901033,0.0016103629,0.76472443,0.00007548482],"about_ca_topic_score_codex":0.0038954923,"about_ca_topic_score_gemma":0.01061742,"teacher_disagreement_score":0.0071348166,"about_ca_system_score_codex":0.0013814798,"about_ca_system_score_gemma":0.0049774097,"threshold_uncertainty_score":0.015159309},"labels":[],"label_agreement":null},{"id":"W1565497254","doi":"","title":"Portfolio langagier : Les finissants des programmes d’immersion se révèlent","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Business; Computer science","score_opus":0.37982130983425916,"score_gpt":0.5481511518352518,"score_spread":0.1683298420009926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1565497254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97436804,0.00033542563,0.0033568759,0.002123478,0.000096880096,0.000067613735,0.000036773083,0.0000451988,0.019569665],"genre_scores_gemma":[0.99244833,0.00020548241,0.0010445383,0.00016303637,0.00002169496,0.000038343227,0.000024449893,0.0000111229665,0.0060429755],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949332,0.003535322,0.00008486108,0.00027414894,0.0006629266,0.0005096766],"domain_scores_gemma":[0.99553114,0.0017109034,0.00051620207,0.00020623082,0.0007933758,0.0012421918],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044042426,0.00051213,0.00028143695,0.00066980004,0.0041101575,0.004648577,0.00066484127,0.0017560475,0.004509891],"category_scores_gemma":[0.011267131,0.00018370539,0.00031180828,0.0004931253,0.0025159938,0.0022065004,0.0026007164,0.0016692089,0.0006668529],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027445552,0.0010550541,0.043172732,0.0001977606,0.000027240087,0.0033887327,0.75260884,0.000591687,0.0064791245,0.016403837,0.005081929,0.1707187],"study_design_scores_gemma":[0.000043266034,0.0010907907,0.05301484,0.00032500134,0.000019648935,0.0017467361,0.7396165,0.0011577791,0.004082682,0.0022888847,0.19653822,0.0000755543],"about_ca_topic_score_codex":0.012318085,"about_ca_topic_score_gemma":0.013414995,"teacher_disagreement_score":0.012318085,"about_ca_system_score_codex":0.0032094275,"about_ca_system_score_gemma":0.0027304539,"threshold_uncertainty_score":0.02449274},"labels":[],"label_agreement":null},{"id":"W15656922","doi":"","title":"Teaching English Language Learners from China","year":2012,"lang":"en","type":"article","venue":"Canadian journal of rural medicine : the official journal of the Society of Rural Physicians of Canada = Journal canadien de la medecine rurale : le journal officiel de la Societe de medecine rurale du Canada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; China; Computer science; Language assessment; English language; Mathematics education; Natural language processing; History; Psychology; Philosophy","score_opus":0.0048880003252442916,"score_gpt":0.20462459760018195,"score_spread":0.19973659727493767,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W15656922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9820639,0.00042884267,0.00006537782,0.0010430049,0.00005386543,0.000073116484,0.0003539449,0.000018357472,0.015899498],"genre_scores_gemma":[0.9793362,0.00098037,0.00029968453,0.0014575367,0.000027703192,0.00006934552,0.00056776375,0.000011634578,0.017249757],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99942136,0.00001796346,0.000032603715,0.00005750369,0.0001605857,0.00030997157],"domain_scores_gemma":[0.99875593,0.00003800014,0.000104443156,0.000020625726,0.0002754433,0.0008056919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036956725,0.00030741785,0.00026657138,0.0009650688,0.004140809,0.001240702,0.00047998579,0.00022491826,0.010599073],"category_scores_gemma":[0.00088021066,0.0001466571,0.00024812433,0.0017910192,0.0004704173,0.00045879636,0.0012352455,0.00041259333,0.00089560496],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001666906,0.0005044154,0.76496226,0.0003908432,0.000038467937,0.0031817693,0.05825667,0.00013145217,0.006595984,0.001752129,0.019554785,0.14446451],"study_design_scores_gemma":[0.00006378271,0.00034906054,0.89348054,0.00021203175,0.00006184267,0.0013299133,0.054559693,0.0003014628,0.0009722146,0.00041056296,0.048204955,0.000054041622],"about_ca_topic_score_codex":0.6070715,"about_ca_topic_score_gemma":0.79548097,"teacher_disagreement_score":0.6070715,"about_ca_system_score_codex":0.005241297,"about_ca_system_score_gemma":0.027196145,"threshold_uncertainty_score":0.790485},"labels":[],"label_agreement":null},{"id":"W1565777253","doi":"10.55016/ojs/ajer.v54i4.55246","title":"French Immersion Studies: From Second-Language Acquisition (SLA) to Social Issues","year":2008,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Second-language acquisition; Psychology; Immersion (mathematics); Linguistics; Mathematics; Philosophy","score_opus":0.15619148111600256,"score_gpt":0.43672816735427117,"score_spread":0.2805366862382686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1565777253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97972625,0.0038240124,0.00033722966,0.0038908613,0.00006342277,0.000057750996,0.000052439857,0.000011161183,0.012036997],"genre_scores_gemma":[0.99647635,0.0012748243,0.00013162469,0.00038769716,0.000018478224,0.000048387075,0.000025863106,0.000005081066,0.0016316123],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9962763,0.0019255487,0.00009928151,0.00026305264,0.00039457146,0.0010411695],"domain_scores_gemma":[0.9950041,0.0020481553,0.0004939617,0.00016259878,0.0010016183,0.001289707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050920267,0.0005040056,0.0006110109,0.0025252886,0.009486461,0.005125324,0.0008809826,0.0012933619,0.0022747458],"category_scores_gemma":[0.0069216755,0.00025854126,0.00033381584,0.002619954,0.009798346,0.0031725378,0.0071451194,0.0023278832,0.00015542294],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044538916,0.00016838011,0.03256418,0.00016415646,0.000016180922,0.0007871196,0.9369747,0.0000300108,0.0004020624,0.003959753,0.0012305256,0.023658413],"study_design_scores_gemma":[0.0000073668853,0.00010074262,0.060909882,0.00022795468,0.000010767359,0.00025239767,0.9239305,0.00003257106,0.00016447763,0.0010661553,0.013280999,0.000016215597],"about_ca_topic_score_codex":0.4607087,"about_ca_topic_score_gemma":0.66469306,"teacher_disagreement_score":0.53929126,"about_ca_system_score_codex":0.024183005,"about_ca_system_score_gemma":0.018705139,"threshold_uncertainty_score":0.9160542},"labels":[],"label_agreement":null},{"id":"W1565778277","doi":"","title":"Training Strategies of Cross-Cultural Communication Competence in Chinese Police College","year":2014,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Cross-cultural communication; Metacognition; Psychology; Communicative competence; Intercultural communication; Cultural competence; Pedagogy; Intercultural competence; Social psychology; Cognition; Communication","score_opus":0.06295447046110798,"score_gpt":0.36849811673061206,"score_spread":0.3055436462695041,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1565778277","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98111683,0.0002740963,0.0016708028,0.0005321198,0.000028321605,0.0001574198,0.000006517219,0.000033108532,0.01618084],"genre_scores_gemma":[0.9887754,0.0005150431,0.0036072237,0.0000911349,0.0000073796077,0.00011175403,0.00001730574,0.000005470853,0.0068692784],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997584,0.00007611506,0.00001567144,0.000035635647,0.000048479036,0.000065766515],"domain_scores_gemma":[0.99939454,0.00018099767,0.00005414298,0.000026980031,0.000108138025,0.00023516014],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063318276,0.00036956745,0.00015451506,0.00055038603,0.0012509879,0.0007903885,0.00043364184,0.00033778502,0.0033272349],"category_scores_gemma":[0.0019937598,0.00012888147,0.00014000191,0.0002867846,0.00038601962,0.00072295696,0.00108575,0.0004412641,0.0002746345],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021573581,0.0042386996,0.06812325,0.0009795228,0.000029556357,0.0012857082,0.15970552,0.0010358174,0.029199427,0.0077092773,0.0057110526,0.7217665],"study_design_scores_gemma":[0.0003060715,0.0024029477,0.5296167,0.0014548964,0.00037170958,0.0021547128,0.30212942,0.012409935,0.03703784,0.0087694265,0.10318516,0.00016107746],"about_ca_topic_score_codex":0.008762824,"about_ca_topic_score_gemma":0.0085840365,"teacher_disagreement_score":0.008762824,"about_ca_system_score_codex":0.0007975203,"about_ca_system_score_gemma":0.0029777563,"threshold_uncertainty_score":0.01742369},"labels":[],"label_agreement":null},{"id":"W1566420813","doi":"","title":"Attitudes of Undergraduate Students to the Study of French Language as a General Study Course in Ajayi Crowther University, Oyo, Nigeria","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Significant difference; Government (linguistics); Descriptive research; Survey research; Medical education; Sample (material); French; Psychology; Mathematics education; Pedagogy; Sociology; Social science; Humanities; Socioeconomics; Medicine; Linguistics","score_opus":0.016467758971757684,"score_gpt":0.3145945348422439,"score_spread":0.29812677587048625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1566420813","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986349,0.000113747425,0.000023546985,0.00022094467,0.000009590152,0.000011410079,0.000007656794,0.0000017802263,0.00097646227],"genre_scores_gemma":[0.9962024,0.00041349893,0.000096800664,0.00031773455,0.000010328338,0.000014840729,0.00001736209,0.0000011509184,0.0029259466],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999483,0.000118875374,0.000035748762,0.000039889295,0.00011024318,0.00021229553],"domain_scores_gemma":[0.99613285,0.00033973597,0.0005566234,0.000053135584,0.00056915794,0.0023484977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013227522,0.00022140772,0.0002864657,0.0005914907,0.0024765416,0.0019877034,0.00029486293,0.0007934448,0.003820774],"category_scores_gemma":[0.0025387628,0.00024303718,0.00022365848,0.0003861433,0.0008139159,0.0007551969,0.00088614,0.0008156127,0.00064394914],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017286933,0.0024786822,0.8235406,0.00021803021,0.000014373221,0.003179901,0.120506935,0.000082224404,0.009022118,0.0006354897,0.0022028012,0.037945922],"study_design_scores_gemma":[0.0000153974,0.0023619963,0.6484558,0.00018863606,0.000017795208,0.0017384973,0.33347777,0.00018196502,0.001489105,0.0002034981,0.0118337935,0.00003575427],"about_ca_topic_score_codex":0.005438816,"about_ca_topic_score_gemma":0.016819017,"teacher_disagreement_score":0.005438816,"about_ca_system_score_codex":0.0010958049,"about_ca_system_score_gemma":0.0019137932,"threshold_uncertainty_score":0.012781799},"labels":[],"label_agreement":null},{"id":"W1566952547","doi":"","title":"Group Work in a Technology-Rich Environment","year":2010,"lang":"en","type":"article","venue":"The Journal of Interactive Learning Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo; McMaster University","funders":"","keywords":"Task (project management); Group work; Computer science; Perception; Educational technology; Mathematics education; Task analysis; Component (thermodynamics); Cooperative learning; Instructional design; Multimedia; Foreign language; Computer-mediated communication; Work (physics); Teaching method; Psychology; World Wide Web; Engineering","score_opus":0.04636322063939871,"score_gpt":0.3370841639672602,"score_spread":0.29072094332786147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1566952547","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9134635,0.00029260447,0.06062226,0.0006059621,0.00006442027,0.00020044752,0.000043051987,0.00032655118,0.024381258],"genre_scores_gemma":[0.9785684,0.00017644203,0.015566656,0.00013046137,0.000046170448,0.0001538142,0.000045691726,0.00004866007,0.0052637067],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99488765,0.0035155946,0.00011527334,0.0005656744,0.0005442269,0.00037159125],"domain_scores_gemma":[0.99161667,0.0049335277,0.0010262477,0.0009257045,0.0002674667,0.0012302435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027666867,0.0005368395,0.0005056269,0.0014024422,0.0033697193,0.0044357423,0.0012557451,0.00092969,0.0062852777],"category_scores_gemma":[0.0069871177,0.00028815636,0.0003655304,0.00070429925,0.002647676,0.0029042652,0.0061755814,0.0007656775,0.0014446671],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014124195,0.004049729,0.06483757,0.0012937065,0.0003109327,0.006407473,0.5114216,0.011073689,0.05075031,0.048993,0.008170295,0.2912793],"study_design_scores_gemma":[0.001194423,0.007406206,0.09883486,0.001018938,0.00035006198,0.0067380397,0.3963238,0.02218401,0.02072028,0.111628346,0.33314013,0.0004607819],"about_ca_topic_score_codex":0.00046029667,"about_ca_topic_score_gemma":0.00064784876,"teacher_disagreement_score":0.0062852777,"about_ca_system_score_codex":0.0004560309,"about_ca_system_score_gemma":0.0010092898,"threshold_uncertainty_score":0.021026373},"labels":[],"label_agreement":null},{"id":"W1568424682","doi":"","title":"Culture Introduction and Cross-cultural Communication Competence in College English Teaching","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Cultural competence; Cross-cultural communication; Psychology; Pedagogy; Communicative language teaching; Competence (human resources); College English; Sociology; Cultural sensitivity; English culture; Target culture; Language education; Linguistics; Social psychology; Communication; Philosophy","score_opus":0.013665563675519543,"score_gpt":0.3100611962143183,"score_spread":0.2963956325387988,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1568424682","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89591205,0.0026058352,0.0016480676,0.001604556,0.000119671044,0.000040744144,0.00002054434,0.000018809174,0.09802966],"genre_scores_gemma":[0.9945017,0.0010108454,0.00041326668,0.00016350743,0.000028890572,0.000013958768,0.000009724209,0.00000856515,0.0038494545],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99749774,0.0011849402,0.00014650328,0.00020964742,0.0006453938,0.00031573052],"domain_scores_gemma":[0.9943704,0.0023265192,0.0010523081,0.00016132004,0.00081606733,0.0012734762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023673489,0.00032119057,0.00021582838,0.00095722044,0.0017783782,0.00601719,0.00033652518,0.00051054225,0.0062209475],"category_scores_gemma":[0.0069318013,0.00021652754,0.00024182092,0.00063551095,0.002435186,0.0029204783,0.0028604933,0.001665434,0.00032993907],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018566326,0.0013124078,0.2029743,0.0010315393,0.00016007073,0.0026047556,0.50221634,0.00040584037,0.009696015,0.0489291,0.0027897896,0.22769417],"study_design_scores_gemma":[0.000045638368,0.0005759058,0.5078178,0.0022930978,0.00032466053,0.0023104977,0.40438846,0.0010673403,0.006473006,0.014113442,0.060405,0.00018511395],"about_ca_topic_score_codex":0.0042889165,"about_ca_topic_score_gemma":0.005753481,"teacher_disagreement_score":0.0062209475,"about_ca_system_score_codex":0.0014717558,"about_ca_system_score_gemma":0.0027444423,"threshold_uncertainty_score":0.020811081},"labels":[],"label_agreement":null},{"id":"W1569104261","doi":"","title":"A Study of Chinese Non-English Major Students' English Reading Strategies","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Metacognition; Psychology; Mathematics education; Pedagogy; Linguistics; Cognition","score_opus":0.011136196507580153,"score_gpt":0.3053333926428688,"score_spread":0.29419719613528866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1569104261","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993512,0.000035134624,0.000019548166,0.000011018445,0.0000014845677,0.000019348487,0.000017544331,7.704356e-7,0.00054408907],"genre_scores_gemma":[0.9981645,0.00008658145,0.00008636645,0.000039443934,0.000002698397,0.000037774924,0.0000699916,0.0000015266575,0.0015111583],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993981,0.00006911122,0.00007841358,0.00009697958,0.00019122244,0.00016617625],"domain_scores_gemma":[0.9976113,0.00057600194,0.00037865352,0.00011828264,0.0006946402,0.0006211955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009718956,0.00049345655,0.00050818553,0.001448376,0.0015403939,0.0009992846,0.0004962405,0.0003968564,0.0028571237],"category_scores_gemma":[0.002061204,0.0002819233,0.0004578302,0.0011849429,0.0005230029,0.0006702981,0.00050574454,0.0005292189,0.00045558377],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001384011,0.0024893153,0.83666396,0.00030872627,0.000063701766,0.0017749729,0.1203772,0.000040999792,0.007200534,0.00025766928,0.0005462387,0.030138148],"study_design_scores_gemma":[0.000012659632,0.0008016838,0.95517254,0.000028537794,0.000033821405,0.0004168927,0.041039146,0.00010286218,0.0009033284,0.00004604934,0.0014234673,0.00001901188],"about_ca_topic_score_codex":0.024105988,"about_ca_topic_score_gemma":0.045090526,"teacher_disagreement_score":0.024105988,"about_ca_system_score_codex":0.0011310914,"about_ca_system_score_gemma":0.0030865401,"threshold_uncertainty_score":0.047931373},"labels":[],"label_agreement":null},{"id":"W1569405301","doi":"","title":"An application of second language acquisition research to ESL grammar teaching: What to do with novel passives","year":2001,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Grammar; Computer science; Linguistics; Second-language acquisition; Programming language; Philosophy","score_opus":0.24778538459996385,"score_gpt":0.5540196914477326,"score_spread":0.3062343068477687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1569405301","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9198481,0.0051812357,0.01193525,0.011727093,0.00014675022,0.00009573054,0.000057537807,0.000057504287,0.050950773],"genre_scores_gemma":[0.99055827,0.0023899626,0.003518627,0.00047973017,0.00004797697,0.00005212432,0.000028523446,0.000016545395,0.0029082943],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963618,0.0025097688,0.00013108346,0.00031355812,0.00044336423,0.00024034549],"domain_scores_gemma":[0.9642856,0.028698836,0.0017683272,0.0011183571,0.0032385574,0.0008902984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00644879,0.00030048424,0.0006670122,0.0034757657,0.0015014639,0.005340735,0.0008872147,0.0011426144,0.004755651],"category_scores_gemma":[0.024161989,0.00028807312,0.00031652654,0.0028769237,0.006771797,0.009795108,0.0026910002,0.001837793,0.00046036142],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029540758,0.001091985,0.09525798,0.00197178,0.000036101945,0.0022839545,0.4200796,0.000504124,0.006752773,0.11685848,0.002343669,0.3525242],"study_design_scores_gemma":[0.000094206254,0.0011981375,0.11201216,0.0024856534,0.000089393485,0.0023165909,0.7178108,0.0032373401,0.009740714,0.07616392,0.074762344,0.00008872896],"about_ca_topic_score_codex":0.0040668957,"about_ca_topic_score_gemma":0.004147762,"teacher_disagreement_score":0.00644879,"about_ca_system_score_codex":0.002377945,"about_ca_system_score_gemma":0.0027245847,"threshold_uncertainty_score":0.034104884},"labels":[],"label_agreement":null},{"id":"W1569758275","doi":"","title":"Research and Comparison on the Second Language Acquisition at Home and Abroad","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Language acquisition; Linguistics; Developmental linguistics; Field (mathematics); Comprehension approach; Computer science; Language education; Psychology; Mathematics education","score_opus":0.08425948703097078,"score_gpt":0.38925312245287613,"score_spread":0.3049936354219054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1569758275","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9688385,0.002281947,0.00011894842,0.00063479977,0.000030400377,0.0000122082265,0.00005833714,0.0000030651333,0.028021703],"genre_scores_gemma":[0.99343044,0.002463635,0.00012599402,0.00006999601,0.000012270017,0.000012812877,0.00008858701,0.0000028893858,0.003793348],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991648,0.00025158457,0.00007175249,0.000105836385,0.00021775883,0.00018831927],"domain_scores_gemma":[0.99710685,0.0013973662,0.00033958527,0.000090625916,0.0006494676,0.00041614135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012104438,0.00013966457,0.00030561863,0.002356449,0.0012377559,0.0018557619,0.00030163638,0.00027987402,0.003953683],"category_scores_gemma":[0.0033872747,0.00008744795,0.00028236123,0.003543694,0.0012234102,0.0021070824,0.001019364,0.00064932683,0.00031120304],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021890155,0.00064580457,0.53061914,0.0007223858,0.00008690992,0.0027548966,0.25782403,0.00018638822,0.002434125,0.043940477,0.0031729601,0.15739404],"study_design_scores_gemma":[0.000006581975,0.00020780311,0.69336814,0.00044499233,0.0000532599,0.0010676878,0.28294772,0.00019692366,0.0007835844,0.0015161074,0.019384969,0.000022278218],"about_ca_topic_score_codex":0.01081653,"about_ca_topic_score_gemma":0.018585494,"teacher_disagreement_score":0.01081653,"about_ca_system_score_codex":0.0014956483,"about_ca_system_score_gemma":0.0024443227,"threshold_uncertainty_score":0.021507144},"labels":[],"label_agreement":null},{"id":"W1572282726","doi":"10.14746/ssllt.2011.1.3.2","title":"Correcting students’ written grammatical errors: The effects of negotiated versus nonnegotiated feedback","year":2011,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Negotiation; Grammar; Computer science; Error detection and correction; Psychology; Linguistics; Peer feedback; Mathematics education; Algorithm","score_opus":0.04327898197514494,"score_gpt":0.31456832820492414,"score_spread":0.2712893462297792,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1572282726","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986602,0.00008281077,0.00030072857,0.000031508196,0.000011831213,0.000040415984,0.000010688111,0.000020355834,0.0008414791],"genre_scores_gemma":[0.9963684,0.00018351882,0.002188862,0.000045268323,0.000014782528,0.00010872602,0.000033684064,0.000026745169,0.0010300027],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9938093,0.0032775316,0.0006214208,0.0006677822,0.0012801882,0.00034384138],"domain_scores_gemma":[0.91770345,0.06806104,0.0067283995,0.0022235515,0.0025879876,0.002695656],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043130904,0.0007147234,0.00091711554,0.0005152389,0.0003625365,0.0013528842,0.0006875346,0.0007480712,0.0030768088],"category_scores_gemma":[0.076005496,0.00031521113,0.00036046476,0.00030534546,0.0007971499,0.00097545964,0.0011658269,0.0013489601,0.00048089758],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.028846322,0.03136593,0.10789582,0.0024757432,0.0005816571,0.0012278243,0.031903137,0.003657076,0.17658576,0.0005261548,0.0008121819,0.6141225],"study_design_scores_gemma":[0.0043103863,0.11127073,0.71678686,0.0007750737,0.0009718952,0.001342705,0.02067743,0.010117987,0.12430779,0.002434097,0.006659092,0.0003459851],"about_ca_topic_score_codex":0.00079130003,"about_ca_topic_score_gemma":0.0009288118,"teacher_disagreement_score":0.0043130904,"about_ca_system_score_codex":0.00034877632,"about_ca_system_score_gemma":0.0007419982,"threshold_uncertainty_score":0.022810102},"labels":[],"label_agreement":null},{"id":"W1572437522","doi":"","title":"A Needs-Based Approach to the Evaluation of the Spoken Language Ability of International Teaching Assistants","year":2002,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test (biology); Language assessment; Language proficiency; Graduate students; Reliability (semiconductor); Psychology; Task (project management); Language education; Test validity; Computer science; Mathematics education; Pedagogy; Psychometrics; Engineering","score_opus":0.41626695633864447,"score_gpt":0.538539862983312,"score_spread":0.12227290664466756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1572437522","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98046565,0.000077616394,0.006256291,0.00039131998,0.000017162723,0.0007793546,0.00008195252,0.000037011956,0.011893637],"genre_scores_gemma":[0.9905205,0.000044505192,0.0074995207,0.000041849533,0.0000077833665,0.00068601914,0.000043660537,0.000005157223,0.0011510252],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9840528,0.010285469,0.0010237574,0.0003008362,0.0036415386,0.00069565425],"domain_scores_gemma":[0.97503656,0.011296256,0.0017479822,0.0008379495,0.009355704,0.001725459],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014109919,0.0003955688,0.0003928729,0.005286216,0.001526939,0.0019257602,0.00103259,0.0007726332,0.0026250614],"category_scores_gemma":[0.03751486,0.0002742556,0.00042267202,0.0017475802,0.0016144394,0.0017685436,0.0027567926,0.0010034293,0.00035842828],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011753971,0.0045836694,0.40411243,0.0010325469,0.00009064373,0.0012254234,0.23040392,0.0038073864,0.009736654,0.015659828,0.0029724832,0.32519966],"study_design_scores_gemma":[0.00022915112,0.0047477414,0.4431762,0.0004039565,0.00011614668,0.0010273802,0.48144937,0.02497878,0.013717278,0.017294282,0.012655201,0.00020459467],"about_ca_topic_score_codex":0.0072501437,"about_ca_topic_score_gemma":0.009466225,"teacher_disagreement_score":0.014109919,"about_ca_system_score_codex":0.003368951,"about_ca_system_score_gemma":0.003797853,"threshold_uncertainty_score":0.07462132},"labels":[],"label_agreement":null},{"id":"W1576880547","doi":"10.18806/tesl.v0i0.1039","title":"Buyer Beware: Professional Preparation and TESL Certificate Programs in Canada","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Certificate; Professional development; Job market; Field (mathematics); Psychology; Medical education; Pedagogy; Mathematics education; Computer science; Medicine; Engineering","score_opus":0.07848675131963195,"score_gpt":0.24453384334071776,"score_spread":0.1660470920210858,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1576880547","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91730654,0.00106184,0.0010104367,0.01230654,0.0001343797,0.00023741707,0.0007015864,0.000116977135,0.067124344],"genre_scores_gemma":[0.9784303,0.00045310325,0.000663176,0.0008266956,0.000012664862,0.000026652384,0.0003284976,0.000022316715,0.019236615],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99644756,0.00028383516,0.00008824011,0.00020279427,0.0015054921,0.0014720787],"domain_scores_gemma":[0.98194975,0.0011244824,0.0009051109,0.00029594311,0.007866703,0.007858035],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027621107,0.00015071522,0.00022055903,0.0014447683,0.00936529,0.0030255832,0.0020080875,0.00072130084,0.006051427],"category_scores_gemma":[0.01277672,0.00025653126,0.00020413246,0.0018911283,0.0017229904,0.0007165014,0.00217617,0.0012842764,0.00034022055],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005109217,0.0008237578,0.48237643,0.0004581771,0.00002861356,0.0014715857,0.04617747,0.0022233338,0.0027244987,0.038544096,0.06539758,0.35926357],"study_design_scores_gemma":[0.000046814144,0.00023577092,0.8301327,0.0002592951,0.00001871267,0.00029473446,0.04917292,0.0017515271,0.0015911268,0.00091123465,0.11551948,0.00006562356],"about_ca_topic_score_codex":0.9858699,"about_ca_topic_score_gemma":0.9958668,"teacher_disagreement_score":0.06421352,"about_ca_system_score_codex":0.06421352,"about_ca_system_score_gemma":0.15454659,"threshold_uncertainty_score":0.46590388},"labels":[],"label_agreement":null},{"id":"W1576937868","doi":"10.20360/g2ts30","title":"Special Issue: Language, Literacy, and Singing","year":2014,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Singing; Literacy; Linguistics; Sociology; Pedagogy; Philosophy; Economics","score_opus":0.006955556370608533,"score_gpt":0.25812881882250016,"score_spread":0.25117326245189164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1576937868","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010138232,0.023570267,0.0003271051,0.025033876,0.9243145,0.00023036642,0.00054457656,0.00017061977,0.024794798],"genre_scores_gemma":[0.0019208175,0.017024599,0.00018569964,0.0077019813,0.92713886,0.00022120116,0.00055295945,0.000106388245,0.04514755],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982743,0.00021401,0.00036926003,0.00029253788,0.00054693606,0.00030291695],"domain_scores_gemma":[0.99083155,0.002534074,0.0007077969,0.00043533594,0.0025654847,0.0029257233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022447396,0.0041028312,0.0045725727,0.006395071,0.0032710945,0.0071319966,0.0029109672,0.011025102,0.13660568],"category_scores_gemma":[0.008159732,0.0011018976,0.0024618919,0.0029278412,0.0018090267,0.004509446,0.0042324034,0.0051315813,0.049636412],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017415448,0.00016117936,0.0008490834,0.0011675684,0.000025595768,0.0006100392,0.00007202271,0.000077825076,0.00035309445,0.0006475603,0.9614911,0.03437081],"study_design_scores_gemma":[0.00007305112,0.00023165591,0.0055874884,0.0019673062,0.000047589336,0.0026341863,0.00021230691,0.00025300973,0.00019675762,0.0019522579,0.9868051,0.000039324925],"about_ca_topic_score_codex":0.0014990368,"about_ca_topic_score_gemma":0.0031948178,"teacher_disagreement_score":0.13660568,"about_ca_system_score_codex":0.0016375342,"about_ca_system_score_gemma":0.0025590677,"threshold_uncertainty_score":0.45699155},"labels":[],"label_agreement":null},{"id":"W1577115733","doi":"","title":"Self Perceptions of Standards Acquisition during the Principal Internship, 12(5)","year":2008,"lang":"en","type":"article","venue":"International electronic journal for leadership in learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Internship; Psychology; Principal (computer security); Perception; Social psychology; Pedagogy; Sociology; Mathematics education; Computer science; Medical education; Medicine","score_opus":0.06905632611098429,"score_gpt":0.2974553893483534,"score_spread":0.22839906323736914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1577115733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977162,0.000027714954,0.000027328659,0.0001493456,0.000015258446,0.0000071832874,0.000019013798,0.0000030671995,0.0020348756],"genre_scores_gemma":[0.9983637,0.000032680877,0.000055209162,0.00005946187,0.00000984335,0.000009112973,0.000056197754,0.0000033547371,0.0014104574],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9987669,0.0003678982,0.00009288688,0.00009560083,0.00037603173,0.00030076242],"domain_scores_gemma":[0.9835977,0.0035892532,0.003705764,0.00052614324,0.0025964843,0.0059846253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028362318,0.00020754542,0.00025990378,0.00079637434,0.001971767,0.0029371714,0.0003422494,0.00067503337,0.005127454],"category_scores_gemma":[0.009451625,0.0003090615,0.0004430328,0.00039215485,0.0012078581,0.0011015313,0.0013814607,0.0017239641,0.00074583676],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026237237,0.0018402901,0.9657677,0.00002888543,0.000044221033,0.00014853306,0.016937468,0.00007457145,0.0011212521,0.00035945652,0.001127526,0.012287723],"study_design_scores_gemma":[0.0000105201725,0.0003337296,0.9689371,0.000018199744,0.0000095394535,0.000056537534,0.029131202,0.00010892035,0.0002887557,0.00009690552,0.0009959275,0.000012694471],"about_ca_topic_score_codex":0.006035962,"about_ca_topic_score_gemma":0.0118582705,"teacher_disagreement_score":0.006035962,"about_ca_system_score_codex":0.0009104125,"about_ca_system_score_gemma":0.0016667094,"threshold_uncertainty_score":0.017153084},"labels":[],"label_agreement":null},{"id":"W1577307206","doi":"","title":"An Empirical Study of Gender Effect on L2 Vocabulary Acquisition Strategies","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Test (biology); Empirical research; Mathematics education; Linguistics; Mathematics","score_opus":0.027095428228223254,"score_gpt":0.35011578639433016,"score_spread":0.3230203581661069,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1577307206","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978976,0.00017104109,0.000093726,0.000036486097,0.000005023697,0.0000039625515,0.000033888282,7.115828e-7,0.0017575085],"genre_scores_gemma":[0.9991873,0.00010178532,0.00006809816,0.000016234988,0.0000038102191,0.0000041773783,0.000028437558,0.0000012701875,0.00058889214],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99912935,0.00027518682,0.000054192038,0.0001553605,0.0002436681,0.00014219435],"domain_scores_gemma":[0.9926146,0.004896569,0.0011390125,0.0002232816,0.00065909076,0.00046735664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015605711,0.00020181247,0.0002492772,0.0008032535,0.00047512187,0.0006326344,0.0002578557,0.00020271075,0.005037497],"category_scores_gemma":[0.007299118,0.00011035244,0.00014764222,0.0007217347,0.0007389357,0.00071795995,0.00058801554,0.0002362509,0.00036581],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031555182,0.00019077916,0.927535,0.00010239808,0.000035348803,0.00063830207,0.030770471,0.000037877937,0.0028178252,0.0008453967,0.000229441,0.03648157],"study_design_scores_gemma":[0.0000064839915,0.0002648427,0.97307545,0.000038531245,0.000019548448,0.00035060573,0.023676837,0.0001305233,0.0006864373,0.00022919636,0.0015101203,0.00001147978],"about_ca_topic_score_codex":0.0049235243,"about_ca_topic_score_gemma":0.0053716563,"teacher_disagreement_score":0.005037497,"about_ca_system_score_codex":0.00034986745,"about_ca_system_score_gemma":0.0005758467,"threshold_uncertainty_score":0.01685208},"labels":[],"label_agreement":null},{"id":"W1577387085","doi":"10.3968/4709","title":"An Analysis of Communicative Language Teaching Methodology and Its Application on Language Learning in China","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; China; Computer science; Process (computing); Mathematics education; Language education; Linguistics; Teaching method; Psychology; Political science; Philosophy; Programming language","score_opus":0.04320350250680321,"score_gpt":0.3911112991807753,"score_spread":0.3479077966739721,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1577387085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98229754,0.00060566806,0.004150708,0.00056870066,0.000019233905,0.00017765643,0.000047571517,0.000025874422,0.012107125],"genre_scores_gemma":[0.99504954,0.00037589137,0.0031350402,0.000035741956,0.0000071246045,0.00007587433,0.00003693615,0.0000052931077,0.0012785523],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99370307,0.0028862748,0.000409643,0.00038809987,0.0020727331,0.00054016564],"domain_scores_gemma":[0.99159616,0.0040244465,0.0009887032,0.0003825596,0.0025125882,0.0004954955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008911485,0.00031197272,0.0003151895,0.0040190374,0.001942549,0.0019099023,0.000725597,0.00039871904,0.0017859602],"category_scores_gemma":[0.008187193,0.00019372895,0.00043030395,0.0065898495,0.0014418729,0.0011326105,0.0016338985,0.00045666317,0.00010522047],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015696375,0.00046601082,0.4318621,0.0013223808,0.00012963133,0.0017096681,0.06943735,0.0045222165,0.004759965,0.041361168,0.0018953831,0.44237712],"study_design_scores_gemma":[0.000041770247,0.0005735495,0.874985,0.0007865602,0.00019194662,0.00045939873,0.0560306,0.028759018,0.00636018,0.005558542,0.026177336,0.000075965574],"about_ca_topic_score_codex":0.03262258,"about_ca_topic_score_gemma":0.026938982,"teacher_disagreement_score":0.03262258,"about_ca_system_score_codex":0.010583523,"about_ca_system_score_gemma":0.013924007,"threshold_uncertainty_score":0.0767892},"labels":[],"label_agreement":null},{"id":"W1577738386","doi":"","title":"Attitude and Motivation for English Learning","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enlightenment; Psychology; The arts; Mathematics education; Foreign language; Focus (optics); Pedagogy; Motivation to learn; Empirical research; Epistemology; Political science; Philosophy","score_opus":0.02549449591096182,"score_gpt":0.2897269244416433,"score_spread":0.26423242853068146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1577738386","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889713,0.00011425316,0.00022974583,0.00023345462,0.000014556167,0.000014021818,0.000019312629,0.000005358767,0.0103979],"genre_scores_gemma":[0.99821377,0.00005778848,0.0001246964,0.000043999775,0.000012019316,0.0000071713284,0.000015330657,0.000002234258,0.0015230734],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99929917,0.00029469258,0.00003170136,0.000046139543,0.0001848016,0.00014355569],"domain_scores_gemma":[0.9947843,0.0014820056,0.001256805,0.00012474462,0.00062762894,0.0017245228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012171454,0.00009682293,0.0001330361,0.0006767177,0.00055634923,0.0018790183,0.00017180532,0.0004500332,0.004423909],"category_scores_gemma":[0.0049236505,0.00006383042,0.00027167294,0.00029659888,0.0004046807,0.0003286861,0.00054993265,0.00072629715,0.00046383488],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015138934,0.001383872,0.9561421,0.000075534044,0.00006200103,0.00029776702,0.0054151127,0.00016581484,0.0020650174,0.003717985,0.00049986324,0.030023571],"study_design_scores_gemma":[0.000010758386,0.00031930127,0.9902103,0.00003931526,0.000021718739,0.00021201215,0.0045171925,0.00046146533,0.0003992629,0.0014016035,0.0023866738,0.000020297854],"about_ca_topic_score_codex":0.00080848986,"about_ca_topic_score_gemma":0.0011688838,"teacher_disagreement_score":0.004423909,"about_ca_system_score_codex":0.0003904808,"about_ca_system_score_gemma":0.00041405196,"threshold_uncertainty_score":0.014799476},"labels":[],"label_agreement":null},{"id":"W1579269186","doi":"10.5539/elt.v8n6p57","title":"Investigating Saudi Learners’ Preferences for Giving and Receiving Macro and/or Micro Level Peer Feedback on Their Writing","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Saud University","keywords":"Peer feedback; Psychology; Preference; Meaning (existential); Macro; Mathematics education; Peer group; Peer review; Higher education; Protocol (science); Social psychology; Computer science","score_opus":0.09447263697404294,"score_gpt":0.2905930417160803,"score_spread":0.19612040474203735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1579269186","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987974,0.00006789155,0.0002328154,0.000053311567,0.000004042968,0.00001768581,0.000013143041,0.0000038452695,0.00080980425],"genre_scores_gemma":[0.998237,0.00015839239,0.00082292204,0.000053708154,0.0000054019724,0.000023566961,0.000023426328,0.000004646743,0.0006709867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.995006,0.0028687299,0.000530666,0.0002523979,0.0010459987,0.0002961939],"domain_scores_gemma":[0.97493297,0.014378436,0.004192882,0.0009271878,0.003948286,0.0016202597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00780948,0.0002884975,0.00035963615,0.0005858833,0.0006736099,0.002546288,0.00038055345,0.000506465,0.002266896],"category_scores_gemma":[0.03223673,0.00017491003,0.00027697135,0.0003687566,0.0006500971,0.0006815188,0.00069741,0.0005448109,0.0005772337],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024238226,0.0011072486,0.5354959,0.0010957121,0.0002432909,0.0013811791,0.25488153,0.0005435991,0.03941838,0.0005751217,0.0009398849,0.1618944],"study_design_scores_gemma":[0.00022820118,0.006080776,0.5563369,0.00044108796,0.00027744507,0.0034552088,0.39867523,0.0026646683,0.017463155,0.0007013048,0.013423607,0.00025245792],"about_ca_topic_score_codex":0.0019408817,"about_ca_topic_score_gemma":0.003855314,"teacher_disagreement_score":0.00780948,"about_ca_system_score_codex":0.00047253133,"about_ca_system_score_gemma":0.0008732749,"threshold_uncertainty_score":0.041300952},"labels":[],"label_agreement":null},{"id":"W1579296322","doi":"10.18806/tesl.v31i1.1170","title":"Reflective Writing for Language Teachers (T. S. C. Farrell, 2013)","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Mathematics education; Language assessment; Language education; Psychology; Pedagogy; Sociology; Philosophy","score_opus":0.017720168562937497,"score_gpt":0.25024433322779455,"score_spread":0.23252416466485704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1579296322","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014407113,0.17315163,0.08960529,0.2034732,0.02038126,0.0005347498,0.00041913855,0.002197562,0.49583015],"genre_scores_gemma":[0.15733619,0.13451192,0.11966833,0.019948026,0.006028863,0.0007605231,0.00056039635,0.0011614306,0.5600243],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975337,0.0012605634,0.00014536452,0.00017109745,0.00078537693,0.0001039029],"domain_scores_gemma":[0.99150413,0.003461826,0.0006047841,0.0009481135,0.002448291,0.0010328112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005999809,0.00042324298,0.00026768,0.0011534765,0.0025713132,0.006459222,0.00084565906,0.0018590699,0.015508998],"category_scores_gemma":[0.013178236,0.0003011258,0.0002711303,0.001063328,0.003168606,0.0057767974,0.0035952982,0.003181903,0.0074588144],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020604759,0.0001067756,0.00054927554,0.00053353497,0.0000056267886,0.00009516648,0.010085623,0.000059286296,0.00093087426,0.026149288,0.38104004,0.58042383],"study_design_scores_gemma":[0.000013286085,0.000042186628,0.0021194892,0.001458554,0.00000709611,0.00075763627,0.006145255,0.000118979515,0.00091647066,0.023658061,0.9647431,0.000019965977],"about_ca_topic_score_codex":0.004053366,"about_ca_topic_score_gemma":0.011725306,"teacher_disagreement_score":0.015508998,"about_ca_system_score_codex":0.0016003904,"about_ca_system_score_gemma":0.007869395,"threshold_uncertainty_score":0.051882803},"labels":[],"label_agreement":null},{"id":"W1581105494","doi":"10.22329/jtl.v7i1.563","title":"Facilitating “Gem Moments” of Learning: Reading Research as Teacher Professional Development","year":2010,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognitive reframing; Reading (process); Professional development; Professional learning community; Pedagogy; Unit (ring theory); Mathematics education; Learning to read; Psychology; Focus group; Sociology; Linguistics; Literacy; Social psychology","score_opus":0.061898620673303664,"score_gpt":0.36098189657914115,"score_spread":0.2990832759058375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1581105494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5675417,0.010643103,0.06436174,0.05024132,0.0010382344,0.0005886682,0.00007676041,0.00064541417,0.30486304],"genre_scores_gemma":[0.97012424,0.0020927251,0.017742537,0.0011898282,0.00011188967,0.0001970345,0.000024543717,0.00010218643,0.008415006],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.95781106,0.037574787,0.00038671112,0.0010131499,0.0018636081,0.001350625],"domain_scores_gemma":[0.9410312,0.04111583,0.003320854,0.006168143,0.0029026363,0.005461291],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.028328102,0.00042898388,0.00059094216,0.0025583631,0.014225306,0.01799954,0.0028415218,0.003261476,0.004312132],"category_scores_gemma":[0.040360693,0.00065231964,0.000459765,0.0018071627,0.03169302,0.013066346,0.01743585,0.0045486973,0.0008721112],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000384297,0.00014431363,0.0021314265,0.00024806795,0.000008224229,0.0006530237,0.89104134,0.00008573432,0.0013185366,0.057814684,0.0022025274,0.044313673],"study_design_scores_gemma":[0.000029388531,0.00018521129,0.003107522,0.0006769852,0.000022766291,0.0009451547,0.8357496,0.00030922244,0.0020547165,0.027028343,0.12984863,0.000042395786],"about_ca_topic_score_codex":0.005343801,"about_ca_topic_score_gemma":0.019958543,"teacher_disagreement_score":0.028328102,"about_ca_system_score_codex":0.008431176,"about_ca_system_score_gemma":0.013298217,"threshold_uncertainty_score":0.14981514},"labels":[],"label_agreement":null},{"id":"W1581297310","doi":"10.5539/elt.v8n9p173","title":"Construct Validity of MSRT Reading Comprehension Module in Iranian Context","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Ministry of Science Research and Technology","keywords":"Reading comprehension; Psychology; Reading (process); Context (archaeology); Test (biology); Construct validity; Mathematics education; Language proficiency; Comprehension; Qualitative property; Computer science; Linguistics; Psychometrics; Developmental psychology","score_opus":0.05428501674034241,"score_gpt":0.2727895333949334,"score_spread":0.21850451665459097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1581297310","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877686,0.00046417018,0.001964206,0.0004017585,0.000068593064,0.0001557922,0.00024101601,0.00003621864,0.008899519],"genre_scores_gemma":[0.99679536,0.00018917942,0.0021957632,0.00006712261,0.000026088352,0.0001271837,0.00020000772,0.000009853488,0.00038935032],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.994058,0.001345098,0.00058751885,0.00058604486,0.0031300306,0.00029321155],"domain_scores_gemma":[0.98370486,0.0064189476,0.0034700737,0.00082235393,0.0050410414,0.0005427743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008253351,0.0004283001,0.0004680701,0.0025059232,0.00060217245,0.0011490126,0.0005659075,0.00044715323,0.0018503527],"category_scores_gemma":[0.02721903,0.00018916269,0.0009874117,0.0016251683,0.0013465829,0.0011682009,0.0010317257,0.0007188654,0.00027234928],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001149402,0.00026065254,0.9129327,0.00024000577,0.00017676827,0.0001426536,0.006493602,0.0006024119,0.0013446134,0.0011673517,0.0009259394,0.07559833],"study_design_scores_gemma":[0.000024612926,0.0004355894,0.9860799,0.00018363737,0.00008640761,0.00029339208,0.0056875264,0.0014203631,0.0014724842,0.00091474154,0.0033773489,0.000024000708],"about_ca_topic_score_codex":0.0035510054,"about_ca_topic_score_gemma":0.0055554016,"teacher_disagreement_score":0.008253351,"about_ca_system_score_codex":0.0010484298,"about_ca_system_score_gemma":0.0020905184,"threshold_uncertainty_score":0.04364842},"labels":[],"label_agreement":null},{"id":"W158209888","doi":"","title":"The grammar dimension in instructed second language learning","year":2013,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Grammar; Garcia; Linguistics; Focus on form; Context (archaeology); Dimension (graph theory); Language acquisition; Perspective (graphical); Second-language acquisition; Psychology; Computer science; Artificial intelligence; Humanities; Art; Philosophy; History","score_opus":0.011099101938776165,"score_gpt":0.20280789318479947,"score_spread":0.1917087912460233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W158209888","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0042628273,0.085393704,0.015866246,0.017234597,0.004380636,0.00008017673,0.000212664,0.0005522327,0.8720169],"genre_scores_gemma":[0.06127887,0.05193261,0.00961787,0.002283697,0.0025005022,0.0001802985,0.00036339436,0.00033427752,0.8715085],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998271,0.000031337517,0.000008101089,0.000033088978,0.00008683325,0.000013496518],"domain_scores_gemma":[0.9992379,0.0004955547,0.000024882554,0.000045475954,0.00013222432,0.000063917425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032786204,0.0002717408,0.00022354742,0.00071035355,0.0005309891,0.0022098424,0.0006391722,0.0006823273,0.03134698],"category_scores_gemma":[0.001225142,0.00015511824,0.00016027509,0.0008993183,0.0015640773,0.0025804183,0.0008749757,0.0016873955,0.005117954],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018890441,0.000046173107,0.00031433653,0.00035051245,0.0000029295825,0.00011105568,0.0013283427,0.0004254851,0.0005890048,0.31767914,0.33938655,0.33974764],"study_design_scores_gemma":[0.000005742013,0.000022901188,0.0012166448,0.0004253213,0.000003139254,0.00023841315,0.0003775161,0.00033144234,0.00039478036,0.10382657,0.8931454,0.000012202288],"about_ca_topic_score_codex":0.0020606911,"about_ca_topic_score_gemma":0.0032481533,"teacher_disagreement_score":0.03134698,"about_ca_system_score_codex":0.0014407686,"about_ca_system_score_gemma":0.0013957854,"threshold_uncertainty_score":0.10486609},"labels":[],"label_agreement":null},{"id":"W1586271957","doi":"","title":"ESL students' perceptions of web-based prewriting activities","year":2006,"lang":"en","type":"dissertation","venue":"Brock University Digital Repository (Brock University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Prewriting; Perception; Mathematics education; Psychology; Web application; World Wide Web; Computer science; Pedagogy; Teaching method; Cooperative learning","score_opus":0.009780089562076131,"score_gpt":0.20494113480468007,"score_spread":0.19516104524260394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1586271957","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99628437,0.000049217728,0.00010617574,0.00016442702,0.0000048100187,0.000011109007,0.000012487309,0.000008537658,0.0033589853],"genre_scores_gemma":[0.9967187,0.00012284331,0.00015266534,0.000066854,0.0000044819594,0.00001896579,0.000022633105,0.0000049766677,0.0028878963],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9983406,0.00052747526,0.00015419834,0.00014164671,0.00053384365,0.00030215888],"domain_scores_gemma":[0.99244666,0.002608647,0.0017034607,0.0002129732,0.00091207994,0.0021161966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001740132,0.00023038611,0.00024332192,0.0010752698,0.0012971468,0.0050264625,0.00048267137,0.00060492783,0.0075086723],"category_scores_gemma":[0.007732292,0.0001929249,0.00019563794,0.0005396653,0.0010445378,0.0013300686,0.002188992,0.0010780478,0.0010040265],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022194114,0.0025945976,0.43267456,0.0003733088,0.000031719264,0.0014864934,0.42546058,0.00022583117,0.009716612,0.0011977458,0.001599475,0.12441721],"study_design_scores_gemma":[0.000034056608,0.0008189972,0.31840038,0.00023463444,0.000026194013,0.0005086598,0.65579516,0.0009283543,0.0023343854,0.0004532734,0.02040931,0.00005668417],"about_ca_topic_score_codex":0.0032257973,"about_ca_topic_score_gemma":0.006008825,"teacher_disagreement_score":0.0075086723,"about_ca_system_score_codex":0.0007788096,"about_ca_system_score_gemma":0.0010664352,"threshold_uncertainty_score":0.025119007},"labels":[],"label_agreement":null},{"id":"W1587050778","doi":"10.18806/tesl.v29i2.1100","title":"Second-Language Education Policy in Quebec: ESL Teachers’ Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language policy; Subject (documents); Perception; Narrative; Public policy; Pedagogy; Medium of instruction; Qualitative research; Language education; Political science; Psychology; Sociology; Mathematics education; Linguistics; Computer science; Library science; Social science","score_opus":0.01025664514418413,"score_gpt":0.23967362454907437,"score_spread":0.22941697940489025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1587050778","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9791448,0.00030705566,0.00016595276,0.006781425,0.000020413909,0.000041121024,0.00012794737,0.00000867328,0.013402467],"genre_scores_gemma":[0.9954502,0.00017325395,0.00007603247,0.0005989598,0.000003862658,0.000018687673,0.000037088572,0.000002798227,0.003639122],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975567,0.00070977205,0.00006192539,0.0001816676,0.00046416197,0.0010257716],"domain_scores_gemma":[0.99324775,0.002349439,0.0008828993,0.00010811377,0.0017263842,0.0016854231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028859754,0.00021576439,0.00023426065,0.0006051326,0.011808213,0.003532511,0.00095764425,0.0012570615,0.0040538413],"category_scores_gemma":[0.0057119327,0.0002211223,0.00019149685,0.00111884,0.004558478,0.001281734,0.0014132869,0.00211161,0.00012132778],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029850088,0.00045908013,0.19768117,0.0003132394,0.000039936574,0.002642223,0.7290822,0.0012061348,0.005328577,0.017219232,0.010939679,0.034789994],"study_design_scores_gemma":[0.00003017981,0.00011379157,0.23366083,0.00026246344,0.00001943798,0.000107285276,0.71360487,0.00066185446,0.0006501378,0.000395907,0.050429456,0.00006379915],"about_ca_topic_score_codex":0.9902299,"about_ca_topic_score_gemma":0.99480164,"teacher_disagreement_score":0.105999745,"about_ca_system_score_codex":0.105999745,"about_ca_system_score_gemma":0.0827436,"threshold_uncertainty_score":0.7690856},"labels":[],"label_agreement":null},{"id":"W1587743884","doi":"10.3968/j.css.1923669720060204.005","title":"A Case Study in the Application of Authentic Material Texts: Findings after Using the New York Times Monday Weekly on the United Daily News","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Art; Reading (process); Sociology; Linguistics; Philosophy","score_opus":0.043949062851972184,"score_gpt":0.2755083721565669,"score_spread":0.23155930930459473,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1587743884","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99037546,0.00024704932,0.0009372376,0.0008884981,0.000044983815,0.00021873022,0.000034146575,0.000016853512,0.0072369906],"genre_scores_gemma":[0.9870696,0.00067329395,0.0021330127,0.0003481264,0.000036929494,0.00031787477,0.000059540023,0.000051280866,0.009310363],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.9820886,0.0129508525,0.0006497399,0.0010014569,0.0021280919,0.0011812939],"domain_scores_gemma":[0.96424615,0.024803063,0.0033122434,0.0014997518,0.0043048924,0.0018339779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013080465,0.0006348826,0.0006395571,0.0026123084,0.010739114,0.0055446583,0.0025849359,0.0028023697,0.0026412248],"category_scores_gemma":[0.04763316,0.00064649095,0.00071745075,0.0031254042,0.005594396,0.0059743607,0.00517861,0.0036571939,0.000815418],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047038116,0.00053491595,0.007753074,0.00019598617,0.000007103759,0.004725858,0.9682398,0.000044779248,0.0010236137,0.0010539555,0.0008436639,0.015530295],"study_design_scores_gemma":[0.000009472782,0.00023895438,0.008945997,0.00019007186,0.000013914146,0.0015730899,0.97089046,0.00017309196,0.0013409689,0.00022187644,0.016372286,0.000029821522],"about_ca_topic_score_codex":0.008792979,"about_ca_topic_score_gemma":0.020826994,"teacher_disagreement_score":0.013080465,"about_ca_system_score_codex":0.0047714505,"about_ca_system_score_gemma":0.0032322893,"threshold_uncertainty_score":0.06917691},"labels":[],"label_agreement":null},{"id":"W1587813117","doi":"10.18806/tesl.v21i1.275","title":"Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Psychology; Identification (biology); Mathematics education; Authentic assessment; Test (biology); Pedagogy; Alternative assessment; Medical education; Curriculum","score_opus":0.045663027734266844,"score_gpt":0.3105659843108914,"score_spread":0.26490295657662455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1587813117","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07898046,0.00265851,0.8220541,0.0049765273,0.00084238517,0.055172414,0.0017600862,0.005794594,0.027760945],"genre_scores_gemma":[0.05002214,0.0009882476,0.9151022,0.0003096391,0.000049188693,0.028996116,0.0010617576,0.00036832003,0.0031023985],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8552002,0.08147296,0.03557154,0.0019054287,0.023920462,0.0019295245],"domain_scores_gemma":[0.77658266,0.10112109,0.016097104,0.013320294,0.0888077,0.004071214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.101463355,0.0018134026,0.001913345,0.009605623,0.0032751379,0.0030929146,0.005564727,0.0020810103,0.0019995559],"category_scores_gemma":[0.17384689,0.0010961363,0.0017887172,0.0027926497,0.0039912676,0.003912405,0.0063769417,0.0031924145,0.0022976953],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005208055,0.0014173768,0.023226984,0.0050309636,0.000105890125,0.0008686854,0.030392425,0.0070010168,0.019827962,0.011057058,0.03954763,0.86100316],"study_design_scores_gemma":[0.0009963943,0.0067296172,0.09880564,0.022448612,0.00047034718,0.0051374743,0.061200496,0.033495184,0.082255706,0.031511616,0.6549697,0.0019792605],"about_ca_topic_score_codex":0.0050855805,"about_ca_topic_score_gemma":0.012469759,"teacher_disagreement_score":0.101463355,"about_ca_system_score_codex":0.0054842294,"about_ca_system_score_gemma":0.027273808,"threshold_uncertainty_score":0.53659594},"labels":[],"label_agreement":null},{"id":"W1587876200","doi":"10.26522/brocked.v15i2.69","title":"The Relationship Between Cognitive Development and Language Learning in a Cross-Cultural Context: A Review of the Literature and its Implication","year":2006,"lang":"en","type":"review","venue":"Brock Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Cognition; Language acquisition; Context (archaeology); Set (abstract data type); Relation (database); Cultural learning; Process (computing); Language education; Linguistics; Pedagogy; Mathematics education; Computer science","score_opus":0.07066309470379348,"score_gpt":0.38773477268883666,"score_spread":0.3170716779850432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1587876200","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004489276,0.9988061,0.000036489724,0.00020082139,0.00003658607,0.0000015358646,0.0000029527812,9.24736e-7,0.00046566103],"genre_scores_gemma":[0.003489677,0.9961784,0.000084241285,0.000085588945,0.000042870102,0.00000540945,0.000005636262,4.5959365e-7,0.00010766715],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993691,0.0002084338,0.00008322199,0.000103248945,0.00019894469,0.000037004338],"domain_scores_gemma":[0.9972256,0.002084362,0.00024630118,0.000033668184,0.0003426467,0.000067420966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00122718,0.00072483305,0.0015719106,0.004127895,0.00043309323,0.0017590801,0.00078990625,0.0014922098,0.0020915898],"category_scores_gemma":[0.0036336503,0.0003108635,0.00052186084,0.004466158,0.0011654372,0.0019796998,0.0008121549,0.0009230513,0.00059169566],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007336289,0.00013082217,0.004179795,0.027848627,0.00027270179,0.00072913984,0.0009815022,0.00018721458,0.00042900257,0.0025086661,0.0045563118,0.9581028],"study_design_scores_gemma":[0.00007972303,0.0010852996,0.12076973,0.13070792,0.002467874,0.021685414,0.011844084,0.0004039888,0.0020913747,0.014463927,0.6942006,0.00020004789],"about_ca_topic_score_codex":0.0067961994,"about_ca_topic_score_gemma":0.009396255,"teacher_disagreement_score":0.0067961994,"about_ca_system_score_codex":0.0009146028,"about_ca_system_score_gemma":0.0026284705,"threshold_uncertainty_score":0.013513327},"labels":[],"label_agreement":null},{"id":"W158879456","doi":"","title":"Making the Most of Talk in the Writing Classroom.","year":2003,"lang":"en","type":"article","venue":"English quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Psychology; Secondary education; Mathematics education; Teaching method; Professional writing; Higher education; Creative writing; Sociology; Literature; Art; Political science","score_opus":0.03273816993816006,"score_gpt":0.2542092925472824,"score_spread":0.22147112260912236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W158879456","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06378473,0.013567525,0.031416804,0.07718774,0.008143826,0.00008121759,0.00016949896,0.0017294758,0.8039191],"genre_scores_gemma":[0.61466396,0.0070214225,0.019198641,0.007448876,0.0016099442,0.00011006981,0.00018109617,0.0009492608,0.34881675],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99765116,0.0012878141,0.000090705915,0.00021791115,0.00044605692,0.00030631968],"domain_scores_gemma":[0.9951002,0.0016311749,0.00042397127,0.0004055602,0.0006864075,0.001752783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023795597,0.00048514683,0.00028220136,0.00090244145,0.005617692,0.0057631778,0.0006795605,0.001980676,0.021482512],"category_scores_gemma":[0.012961795,0.00033416387,0.00021625891,0.00039781962,0.004075207,0.00701692,0.004191626,0.0028059047,0.010084739],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024993264,0.00024816673,0.0028533258,0.0004441425,0.000018288838,0.0009375956,0.0770948,0.00018567112,0.010620428,0.06960439,0.30474654,0.5329968],"study_design_scores_gemma":[0.000026465896,0.00009039841,0.00535991,0.000605616,0.000025226856,0.00075213896,0.0645387,0.00020403387,0.005355416,0.049407244,0.87360185,0.000032911186],"about_ca_topic_score_codex":0.000841624,"about_ca_topic_score_gemma":0.002740762,"teacher_disagreement_score":0.021482512,"about_ca_system_score_codex":0.00060831907,"about_ca_system_score_gemma":0.0020132603,"threshold_uncertainty_score":0.071866095},"labels":[],"label_agreement":null},{"id":"W1589082929","doi":"10.18806/tesl.v20i2.948","title":"Experiential Learning in Second-Language Classrooms","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":100,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Psychology; Language acquisition; Experiential education; Curriculum; Pedagogy; Inclusion (mineral); Mathematics education; Social psychology","score_opus":0.012457689390278071,"score_gpt":0.21585398978430853,"score_spread":0.20339630039403045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1589082929","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23855059,0.016980357,0.10772566,0.038863163,0.0019943502,0.00054713327,0.000036096953,0.00050025195,0.5948024],"genre_scores_gemma":[0.9268703,0.005453701,0.021252694,0.0019010641,0.0002867272,0.00036291094,0.000026699025,0.000054758766,0.043791268],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9928845,0.005002724,0.00013911643,0.00031044934,0.0011058677,0.00055739575],"domain_scores_gemma":[0.9901252,0.006762077,0.00033787772,0.00046100296,0.0003754218,0.001938285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067600883,0.0005313686,0.00041441686,0.0008420364,0.0041685477,0.008695681,0.0019334622,0.0020509183,0.0075877653],"category_scores_gemma":[0.013073111,0.00020221253,0.00032572326,0.00074587326,0.014160718,0.0055820476,0.010249192,0.003393239,0.0008978709],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006382788,0.0007920961,0.0016600562,0.0005052715,0.000009268688,0.0013332345,0.21880803,0.0010966093,0.0016691994,0.57313526,0.011905321,0.18902192],"study_design_scores_gemma":[0.00007676814,0.0004171167,0.0018534092,0.0011467795,0.000005880583,0.0022788367,0.13199753,0.0013355864,0.0019071524,0.28965974,0.56927127,0.000050034843],"about_ca_topic_score_codex":0.0014219547,"about_ca_topic_score_gemma":0.001831559,"teacher_disagreement_score":0.9985781,"about_ca_system_score_codex":0.0031241386,"about_ca_system_score_gemma":0.0053193327,"threshold_uncertainty_score":0.035751224},"labels":[],"label_agreement":null},{"id":"W1589203166","doi":"10.3968/j.css.1923669720110703.030","title":"Cognitive and Affective Characteristics of Children in EFL Classes","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cognition; Quality (philosophy); Affect (linguistics); Developmental psychology; Mathematics education; Communication","score_opus":0.030615063421155074,"score_gpt":0.24529878476629874,"score_spread":0.21468372134514366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1589203166","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999311,0.00008213304,0.000023686369,0.00003356036,0.0000023342764,0.0000045284028,0.00003327021,0.0000016873206,0.00050778163],"genre_scores_gemma":[0.99920446,0.00009251384,0.00004790907,0.000018609479,0.0000023435384,0.000009864773,0.00002839691,0.0000017750335,0.00059408316],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995371,0.00010086405,0.00004098251,0.00005843534,0.000117729534,0.00014493194],"domain_scores_gemma":[0.99884975,0.00031801246,0.0003604052,0.00003496668,0.00018990369,0.00024694667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000679395,0.00027091222,0.00041485202,0.00076575147,0.0009131856,0.0012325717,0.00024984468,0.0004060419,0.0018728229],"category_scores_gemma":[0.0023526228,0.00014420127,0.00026717415,0.00038872202,0.0008370273,0.00045778023,0.00087382173,0.0005769091,0.00025363715],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016861549,0.00045006388,0.66699576,0.00021783415,0.00002099896,0.0021771847,0.2991061,0.00007528728,0.010293658,0.00026360698,0.0005925102,0.019638447],"study_design_scores_gemma":[0.0000060030156,0.00022870176,0.8293282,0.000042241267,0.000016102205,0.001153708,0.16572663,0.000052449723,0.0008759241,0.00009272951,0.0024484142,0.000028801507],"about_ca_topic_score_codex":0.005872967,"about_ca_topic_score_gemma":0.0065235994,"teacher_disagreement_score":0.005872967,"about_ca_system_score_codex":0.000717097,"about_ca_system_score_gemma":0.0003996855,"threshold_uncertainty_score":0.011677563},"labels":[],"label_agreement":null},{"id":"W1589551873","doi":"10.22329/jtl.v7i1.517","title":"Collaborative Inquiry Groups: Empowering Teachers to Work with English Language Learners","year":2010,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Perspective (graphical); Literacy; English language; Pedagogy; Psychology; Group work; Computer science","score_opus":0.011488607622572197,"score_gpt":0.2691090757474268,"score_spread":0.2576204681248546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1589551873","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5931881,0.002635216,0.29339358,0.016717847,0.0009372265,0.003406948,0.0001703136,0.0027269362,0.08682374],"genre_scores_gemma":[0.6871531,0.002231804,0.28530267,0.001717884,0.0002621011,0.0040406003,0.00022285254,0.00021507665,0.018853897],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9906872,0.0073102973,0.00019185142,0.00053747237,0.00079886883,0.00047447789],"domain_scores_gemma":[0.98426557,0.009919842,0.0009899678,0.0014269287,0.00066695205,0.0027307754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00950996,0.00057447207,0.0003463462,0.0009024712,0.0029874032,0.0033389216,0.0025206783,0.0014644997,0.0038024923],"category_scores_gemma":[0.02077111,0.00042016746,0.0005304574,0.0004730115,0.00289352,0.0039606597,0.008693199,0.0017361945,0.0011837735],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003771772,0.0032591915,0.007828728,0.0010791565,0.00006532715,0.0011548381,0.29513326,0.0008237239,0.0115207825,0.012185806,0.028598258,0.6379737],"study_design_scores_gemma":[0.0014011305,0.004820826,0.0134408865,0.0014450689,0.0002833282,0.003362702,0.28800082,0.0055792974,0.013951853,0.08806391,0.5794193,0.0002309308],"about_ca_topic_score_codex":0.0005797849,"about_ca_topic_score_gemma":0.0017536193,"teacher_disagreement_score":0.00950996,"about_ca_system_score_codex":0.0006046846,"about_ca_system_score_gemma":0.003786632,"threshold_uncertainty_score":0.0502941},"labels":[],"label_agreement":null},{"id":"W1590430688","doi":"","title":"Seventy Plus Ideas for Viewing and Representing (And They're not Just for Language Arts!).","year":2000,"lang":"en","type":"article","venue":"English quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language arts; The arts; Psychology; Linguistics; Visual arts; Mathematics education; Pedagogy; Literature; Sociology; Art; Philosophy","score_opus":0.039130895032733724,"score_gpt":0.2796616732239951,"score_spread":0.24053077819126137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1590430688","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0062305117,0.024160063,0.005067733,0.06310736,0.023585934,0.000109816494,0.00053538586,0.00079233793,0.8764108],"genre_scores_gemma":[0.018076213,0.0065068956,0.0026672964,0.0036385998,0.0014137751,0.00007010909,0.00027884266,0.00020695501,0.9671413],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99841154,0.00033751832,0.000074956624,0.00010305406,0.00081631745,0.0002565408],"domain_scores_gemma":[0.9976859,0.00023505627,0.00008872797,0.0001433331,0.00069015234,0.0011567944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020730402,0.00073067396,0.00025580198,0.0018785525,0.0033471514,0.008813195,0.0006479779,0.0011509182,0.15974252],"category_scores_gemma":[0.0033933937,0.00033054766,0.00034517125,0.0014772994,0.0025735337,0.006143875,0.005392086,0.0031232892,0.060144063],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002550762,0.00004534817,0.00036583058,0.00012859012,0.0000030632923,0.000070739035,0.0020643682,0.00003953475,0.00068293343,0.067483276,0.7912522,0.13783863],"study_design_scores_gemma":[0.0000019960505,0.000007370298,0.00034714103,0.00007162731,0.0000013913259,0.000076829936,0.0014384384,0.000014819481,0.000057801797,0.003795463,0.99418145,0.0000056755075],"about_ca_topic_score_codex":0.0031605763,"about_ca_topic_score_gemma":0.012970527,"teacher_disagreement_score":0.15974252,"about_ca_system_score_codex":0.0020738454,"about_ca_system_score_gemma":0.0026987072,"threshold_uncertainty_score":0.534392},"labels":[],"label_agreement":null},{"id":"W1590830372","doi":"10.5539/ass.v11n17p1","title":"The Relationship between Motivational Factors and Mandarin Performance in a Higher Education Institution","year":2015,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mandarin Chinese; Psychology; Entertainment; Asset (computer security); Value (mathematics); Friendship; Institution; Mathematics education; Social psychology; Computer science; Sociology; Linguistics; Political science; Social science","score_opus":0.13885911551350377,"score_gpt":0.31532152017152204,"score_spread":0.17646240465801827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1590830372","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993536,0.000013307212,0.000017662072,0.00002426151,0.0000012212205,0.000002036854,0.000010865257,0.0000014476374,0.0005756528],"genre_scores_gemma":[0.9995759,0.000015751115,0.000043285036,0.000007123389,0.0000027605722,0.0000019739045,0.00002277581,6.779644e-7,0.00032988878],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994326,0.00011499624,0.00006539777,0.000053712305,0.00016200205,0.00017121126],"domain_scores_gemma":[0.99510586,0.00077333493,0.0018196108,0.0001330399,0.0004221726,0.0017459928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009829196,0.00017789808,0.00015818322,0.00078952324,0.00080050796,0.0010538327,0.0002860967,0.00026690427,0.0028235472],"category_scores_gemma":[0.0038710819,0.00010887801,0.0002037387,0.0005817054,0.00043314192,0.00036761074,0.0007428263,0.0005648599,0.0003869582],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058536432,0.00033400135,0.99048305,0.000013654181,0.000016320251,0.00008293602,0.000903773,0.000060193903,0.0005767243,0.00012015857,0.0001115856,0.007239116],"study_design_scores_gemma":[8.2080373e-7,0.000117846605,0.9983417,0.0000041704216,0.0000037805037,0.000030107292,0.00098348,0.00010470853,0.00019628396,0.000033058917,0.00017932414,0.000004643071],"about_ca_topic_score_codex":0.003557793,"about_ca_topic_score_gemma":0.00874107,"teacher_disagreement_score":0.003557793,"about_ca_system_score_codex":0.00060101936,"about_ca_system_score_gemma":0.0007752817,"threshold_uncertainty_score":0.009445727},"labels":[],"label_agreement":null},{"id":"W1592094709","doi":"10.18806/tesl.v27i1.1032","title":"Enculturation into Discourses by East Asian Students in a Graduate TESOL Program","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enculturation; Hybridity; Discipline; Feeling; Pedagogy; Sociology; Disadvantaged; Psychology; Anthropology; Social science; Social psychology; Political science","score_opus":0.02549230708813763,"score_gpt":0.2872393337278447,"score_spread":0.26174702663970706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1592094709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970642,0.00015065931,0.00014001802,0.00034054005,0.000011910979,0.000010380512,0.00000528231,0.000004514599,0.0022725386],"genre_scores_gemma":[0.9969795,0.00025020613,0.00025276683,0.00016007817,0.000009816456,0.000012982956,0.000011655452,0.000012379447,0.0023105047],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99510527,0.003162157,0.0001778798,0.00029873557,0.00046184295,0.0007941099],"domain_scores_gemma":[0.99578995,0.0018310286,0.0006279939,0.0001916333,0.0004065432,0.0011528296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005880915,0.0009992108,0.0008278129,0.001883019,0.017912898,0.0074018757,0.0017880338,0.0024401636,0.0022135917],"category_scores_gemma":[0.005040689,0.0005333666,0.00054373185,0.0018618973,0.0109375445,0.003770791,0.010341222,0.0043401476,0.0003554998],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018782892,0.00006684443,0.0036103914,0.000018377292,0.0000038407957,0.0012345824,0.9918268,0.000017852153,0.00066127256,0.00054826937,0.00010191975,0.0018910496],"study_design_scores_gemma":[0.000002241257,0.0000389688,0.0013054737,0.0000254353,0.0000055899895,0.00037240397,0.9945949,0.00003797059,0.00047183965,0.00007777288,0.0030596475,0.00000776573],"about_ca_topic_score_codex":0.011261199,"about_ca_topic_score_gemma":0.03461244,"teacher_disagreement_score":0.017912898,"about_ca_system_score_codex":0.0055548693,"about_ca_system_score_gemma":0.0036429758,"threshold_uncertainty_score":0.040303588},"labels":[],"label_agreement":null},{"id":"W1592457271","doi":"10.1002/0470018860.s00686","title":"Second Language Learning and Instruction","year":2005,"lang":"en","type":"other","venue":"Encyclopedia of Cognitive Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Dialectic; Linguistics; Language acquisition; Computer science; Second language; Comprehension approach; Psychology; Language education; Mathematics education; Cognitive science; Epistemology; Philosophy","score_opus":0.008338380629617025,"score_gpt":0.2556674522824403,"score_spread":0.24732907165282328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1592457271","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011784984,0.020443473,0.0030011453,0.014861969,0.0006491169,0.00001812519,0.00015175284,0.00015125048,0.9489382],"genre_scores_gemma":[0.45285335,0.023188118,0.002592153,0.0022934824,0.0007713301,0.000121059034,0.00035461108,0.00012818626,0.51769775],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994209,0.00018850592,0.000018463988,0.00008201199,0.0002130132,0.00007715791],"domain_scores_gemma":[0.9986112,0.0006630791,0.00008604674,0.00013248259,0.0002290131,0.00027810663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000934556,0.0003950361,0.0003382987,0.0009781711,0.0010489988,0.005644579,0.00051966036,0.0011985752,0.05107851],"category_scores_gemma":[0.0029110806,0.00007334913,0.00013257653,0.0012305599,0.0034538764,0.0021823612,0.002295437,0.001629976,0.004371666],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036780137,0.00014069771,0.001403828,0.00028723647,0.000007935956,0.00021261055,0.0037700376,0.00040595623,0.0005001586,0.58161044,0.09279799,0.31882638],"study_design_scores_gemma":[0.000014472214,0.000046831698,0.0033885408,0.000505717,0.000005834525,0.00035064435,0.0020803292,0.00056272186,0.0009310856,0.25664392,0.73545766,0.000012171261],"about_ca_topic_score_codex":0.0051061125,"about_ca_topic_score_gemma":0.0056300466,"teacher_disagreement_score":0.05107851,"about_ca_system_score_codex":0.0028102868,"about_ca_system_score_gemma":0.0031839272,"threshold_uncertainty_score":0.17087466},"labels":[],"label_agreement":null},{"id":"W1593010924","doi":"","title":"A Survey of Culture Teaching in College English","year":2015,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Resource (disambiguation); College English; Process (computing); Psychology; China; Phenomenon; Field (mathematics); Pedagogy; Computer science; Mathematics; Epistemology","score_opus":0.08563681251125753,"score_gpt":0.34932003838436004,"score_spread":0.2636832258731025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1593010924","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99640995,0.00007248931,0.00025287556,0.000124757,0.000011207012,0.00010727253,0.00030361564,0.000010238471,0.002707589],"genre_scores_gemma":[0.9968546,0.0001994674,0.0004899614,0.000108374,0.000010878565,0.00015673779,0.0003254963,0.0000039820784,0.0018504827],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99832433,0.0005744827,0.0002524437,0.00011724158,0.0005013658,0.00023006443],"domain_scores_gemma":[0.99527234,0.0011418444,0.000990107,0.00019136132,0.0015473911,0.0008569409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002256898,0.00015748701,0.00019212527,0.0015264687,0.00067739596,0.0005078294,0.00017937482,0.00019822294,0.002379863],"category_scores_gemma":[0.005491542,0.00017290971,0.00016861239,0.0015049586,0.00025248507,0.00059397164,0.00051119167,0.00034974204,0.00041097938],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056976554,0.00037042255,0.9295968,0.00021810207,0.000016251839,0.00021075105,0.01915188,0.00009024131,0.0033253962,0.00025064283,0.0019285962,0.044783928],"study_design_scores_gemma":[0.0000046009764,0.00027564465,0.9660153,0.000029969651,0.000005238624,0.00009743459,0.026610501,0.00025345743,0.0004011461,0.000037273614,0.0062573277,0.000012134716],"about_ca_topic_score_codex":0.0042747427,"about_ca_topic_score_gemma":0.006072314,"teacher_disagreement_score":0.0042747427,"about_ca_system_score_codex":0.0008087526,"about_ca_system_score_gemma":0.0011533145,"threshold_uncertainty_score":0.0119357705},"labels":[],"label_agreement":null},{"id":"W1594173021","doi":"10.18806/tesl.v19i2.927","title":"A Case Study of the Revision Process of a Reluctant ESL Student Writer","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Process (computing); Focus (optics); Affect (linguistics); Writing process; Mathematics education; Pedagogy; Focus on form; Linguistics; Computer science; Grammar; Communication","score_opus":0.04514355317032517,"score_gpt":0.26493509898144596,"score_spread":0.2197915458111208,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1594173021","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98470277,0.00028351118,0.007792251,0.0018894456,0.000076565135,0.00015214182,0.000027000207,0.00012849853,0.0049478034],"genre_scores_gemma":[0.98080784,0.000297806,0.011176265,0.0005473934,0.00007676475,0.000068129964,0.00002854754,0.000094052084,0.0069032037],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.990442,0.00528352,0.00076660723,0.00079140335,0.0019570347,0.00075944193],"domain_scores_gemma":[0.9582346,0.024643846,0.0067281444,0.0023418418,0.0037087821,0.00434271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056895176,0.0008772677,0.00081119157,0.0016677013,0.00744352,0.0030224263,0.002781712,0.0054653515,0.002426218],"category_scores_gemma":[0.045212567,0.00092517416,0.0008670044,0.0008748982,0.0042814054,0.0020242261,0.002345318,0.004354335,0.0012603321],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00055916293,0.0014123819,0.028495628,0.0005374462,0.00006628731,0.36681318,0.525359,0.0019260992,0.018050564,0.0034556268,0.002243336,0.051081322],"study_design_scores_gemma":[0.00014392368,0.0032361527,0.019097397,0.00054105965,0.00011725465,0.5363899,0.34692904,0.012538722,0.026572602,0.003092419,0.050945647,0.00039588657],"about_ca_topic_score_codex":0.0025697777,"about_ca_topic_score_gemma":0.0065201577,"teacher_disagreement_score":0.00744352,"about_ca_system_score_codex":0.0016663872,"about_ca_system_score_gemma":0.0016779109,"threshold_uncertainty_score":0.030089378},"labels":[],"label_agreement":null},{"id":"W1595156244","doi":"10.18806/tesl.v30i7.1154","title":"Teaching Pragmatics and Intercultural Communication Online","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"NorQuest College","funders":"","keywords":"Pragmatics; Intercultural communication; Intercultural competence; Psychology; Competence (human resources); Cultural competence; Pedagogy; Language acquisition; Mathematics education; Linguistics","score_opus":0.016884072152310383,"score_gpt":0.22361029665827556,"score_spread":0.20672622450596517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1595156244","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4569403,0.0037592142,0.03467936,0.034133818,0.00046525424,0.00039682555,0.000060336635,0.00034157385,0.4692234],"genre_scores_gemma":[0.9296623,0.0033253308,0.02221941,0.0017661684,0.00009780991,0.0002129459,0.000044942193,0.000054400232,0.04261666],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986889,0.0006441252,0.000043042455,0.00007171516,0.0003234986,0.00022869544],"domain_scores_gemma":[0.99480516,0.002576046,0.00033619348,0.0002344871,0.00053525425,0.0015128967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028442538,0.00023046015,0.00016182176,0.0005920745,0.002703203,0.005369236,0.00056126446,0.0006544162,0.008466201],"category_scores_gemma":[0.0065596085,0.00017371368,0.00014542151,0.00038213923,0.0050135683,0.003300847,0.0033346335,0.0015185919,0.0007218345],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006439898,0.001531953,0.025341738,0.0006836003,0.000018799636,0.0012721175,0.2084815,0.0006816905,0.008605903,0.17427641,0.031961173,0.54708064],"study_design_scores_gemma":[0.00004939184,0.00024419313,0.049883097,0.001362795,0.000034566303,0.0012307179,0.1992874,0.0017880977,0.0057691913,0.1358497,0.60441935,0.000081498416],"about_ca_topic_score_codex":0.029431539,"about_ca_topic_score_gemma":0.08721159,"teacher_disagreement_score":0.029431539,"about_ca_system_score_codex":0.0039828923,"about_ca_system_score_gemma":0.013810424,"threshold_uncertainty_score":0.058520496},"labels":[],"label_agreement":null},{"id":"W1595227664","doi":"","title":"Gender differences in second language motivation : An investigation of micro- and macro-level influences","year":2006,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Variety (cybernetics); Macro; Micro level; Intrinsic motivation; Scale (ratio); Macro level; Social psychology; Developmental psychology; Mathematics education","score_opus":0.3346246756057111,"score_gpt":0.474528474379261,"score_spread":0.13990379877354991,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1595227664","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980128,0.00007953838,0.00006104634,0.000063286054,0.0000039426077,0.0000069501384,0.00003163028,9.408394e-7,0.001739848],"genre_scores_gemma":[0.99960095,0.000025270876,0.000030679497,0.000009159944,0.0000018279103,0.000004734457,0.00001071572,6.058411e-7,0.0003160892],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999153,0.00031905176,0.000027702798,0.000106702246,0.00022755483,0.00016600055],"domain_scores_gemma":[0.9963595,0.0018635624,0.0006646397,0.000084374566,0.00046748997,0.0005603642],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016867835,0.00015190174,0.00028923503,0.0009364942,0.0010941353,0.0012398271,0.00026244717,0.00029456452,0.003733031],"category_scores_gemma":[0.003934288,0.00012645082,0.0002482003,0.0007752491,0.00083454256,0.00034918432,0.0005729243,0.00029648578,0.00020621376],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017077092,0.00016782188,0.97105837,0.000025736073,0.00002816894,0.00018999561,0.017216267,0.00003115669,0.000836863,0.00061813695,0.00016052881,0.009496154],"study_design_scores_gemma":[0.000002577754,0.00008676203,0.9910087,0.000009012583,0.000006778148,0.000036793735,0.008222674,0.00006638695,0.00008372551,0.000079028316,0.00039386432,0.000003664793],"about_ca_topic_score_codex":0.045583405,"about_ca_topic_score_gemma":0.07665718,"teacher_disagreement_score":0.045583405,"about_ca_system_score_codex":0.0017516854,"about_ca_system_score_gemma":0.0014587659,"threshold_uncertainty_score":0.090636134},"labels":[],"label_agreement":null},{"id":"W1596789584","doi":"","title":"A Synthesis of Selected Language Learning Strategy Studies in Iran","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Key (lock); Language acquisition; Mathematics education; Linguistics; Computer science; Metacognition; Philosophy; Cognition","score_opus":0.047969088863526854,"score_gpt":0.33186080574414273,"score_spread":0.2838917168806159,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1596789584","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31864598,0.6276389,0.0026039735,0.0027836699,0.0006565067,0.002005832,0.010427593,0.000043371405,0.03519415],"genre_scores_gemma":[0.44718257,0.5350979,0.0060274475,0.0011950622,0.00034394392,0.002160453,0.005082149,0.0000315702,0.0028787928],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.99811804,0.00039855173,0.0005699568,0.00019375073,0.0005482805,0.00017146058],"domain_scores_gemma":[0.993561,0.0034124649,0.0008714096,0.00012585157,0.0018534026,0.00017590431],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043816064,0.00078458333,0.0013996456,0.026006438,0.0012579077,0.0021110876,0.000694556,0.0005185693,0.0058834027],"category_scores_gemma":[0.007813209,0.00035685088,0.0010186862,0.032621466,0.0006424314,0.0014927102,0.00093837257,0.00048248278,0.0005789326],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008810858,0.0006865909,0.07673462,0.10993444,0.0017610224,0.0017036481,0.06259144,0.000494171,0.0044995365,0.0061919745,0.015848774,0.71867263],"study_design_scores_gemma":[0.00014705646,0.0009693367,0.47340912,0.07768236,0.0033176572,0.002154242,0.124806315,0.0002211899,0.0022553056,0.0015543394,0.31337038,0.00011270608],"about_ca_topic_score_codex":0.009143592,"about_ca_topic_score_gemma":0.024977991,"teacher_disagreement_score":0.026006438,"about_ca_system_score_codex":0.003883242,"about_ca_system_score_gemma":0.009579248,"threshold_uncertainty_score":0.028175056},"labels":[],"label_agreement":null},{"id":"W1597718093","doi":"","title":"Studies in Language Acquisition 25: Investigations in Instructed Second Language Acquisition (review)","year":2007,"lang":"en","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Second-language acquisition; Computer science; Language acquisition; Comprehension approach; Natural language processing; Natural language; Philosophy","score_opus":0.036695858458463564,"score_gpt":0.27539527039701633,"score_spread":0.23869941193855276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1597718093","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00057654217,0.99874556,0.000016588072,0.00013781767,0.000030431993,0.0000055853525,0.000034548615,0.0000016373119,0.00045131886],"genre_scores_gemma":[0.0042729885,0.99518096,0.000088216315,0.00021276005,0.00003598958,0.000014241928,0.00003984223,0.0000015272037,0.00015359251],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985619,0.00030199566,0.0004240406,0.0002444155,0.00038336724,0.000084202875],"domain_scores_gemma":[0.9867352,0.009805153,0.0013151875,0.00022794586,0.0016861522,0.00023035234],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036372824,0.0007270253,0.0029340086,0.00663199,0.00050749653,0.002333377,0.00105755,0.0010041207,0.004935458],"category_scores_gemma":[0.010032355,0.00044800798,0.0010165403,0.010226285,0.0021117206,0.001702969,0.0011540904,0.00089027,0.00072603696],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022186026,0.00013617166,0.0056386227,0.13747297,0.0009275342,0.0005010792,0.0008851231,0.000082844876,0.0011507517,0.00094664,0.009306852,0.8427295],"study_design_scores_gemma":[0.00027259966,0.00079598045,0.11672924,0.23778556,0.009143555,0.006893142,0.0032061893,0.000049826172,0.0029323231,0.0012482844,0.6208158,0.00012741167],"about_ca_topic_score_codex":0.039583404,"about_ca_topic_score_gemma":0.07058297,"teacher_disagreement_score":0.039583404,"about_ca_system_score_codex":0.0019494421,"about_ca_system_score_gemma":0.011889484,"threshold_uncertainty_score":0.078706026},"labels":[],"label_agreement":null},{"id":"W1598079410","doi":"10.18806/tesl.v20i1.938","title":"The Effect of Frequent Dictation on the Listening Comprehension Ability of Elementary EFL Learners","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Essex","keywords":"Dictation; Active listening; Listening comprehension; Psychology; Mathematics education; Comprehension; Homogeneous; Linguistics; Mathematics; Communication","score_opus":0.02171065032660579,"score_gpt":0.21741984782851398,"score_spread":0.19570919750190818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1598079410","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99932766,0.00008425805,0.0000734441,0.000017631239,0.000005389361,0.000010571396,0.000012081506,0.0000043118707,0.00046466597],"genre_scores_gemma":[0.9991346,0.000082545455,0.00024737138,0.000025965088,0.000009206541,0.000020256355,0.000031431126,0.0000028381398,0.0004457935],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99851114,0.00048295816,0.00024644236,0.00019684088,0.0004067548,0.0001559504],"domain_scores_gemma":[0.9792756,0.012355035,0.0041534035,0.0011511421,0.0013788184,0.0016859749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015511992,0.0004469793,0.00039155135,0.00033548698,0.00027276142,0.00065782544,0.00029466764,0.0004239807,0.0026614557],"category_scores_gemma":[0.017414412,0.00017672779,0.00028278472,0.00014845267,0.00038533245,0.00052045204,0.00061717595,0.00056223734,0.0005015461],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.016073087,0.013200387,0.62004465,0.0008074071,0.00041160916,0.002278153,0.014755747,0.0006764538,0.13248335,0.00016326824,0.00065963157,0.19844624],"study_design_scores_gemma":[0.0003551121,0.021972239,0.9527601,0.00006794544,0.00025457403,0.0011565479,0.0038789352,0.0005569563,0.017255208,0.00027740185,0.0013906835,0.00007430051],"about_ca_topic_score_codex":0.0004962419,"about_ca_topic_score_gemma":0.00067986816,"teacher_disagreement_score":0.0026614557,"about_ca_system_score_codex":0.00015481826,"about_ca_system_score_gemma":0.00027941252,"threshold_uncertainty_score":0.008903503},"labels":[],"label_agreement":null},{"id":"W1598436793","doi":"","title":"Pedagogy and second language learning: Lessons learned from Intensive French","year":2005,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Communicative competence; Competence (human resources); Pedagogy; Psychology; Core competency; Mathematics education; Social psychology; Business","score_opus":0.3540337894660209,"score_gpt":0.5505365410505718,"score_spread":0.19650275158455094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1598436793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8716321,0.0117393965,0.015456663,0.0144583415,0.00034416126,0.00037022337,0.00015281126,0.00022490286,0.085621454],"genre_scores_gemma":[0.9623015,0.0074165273,0.016872117,0.000955766,0.000119629505,0.00017091255,0.00007552145,0.000048277703,0.012039744],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99828714,0.0010464317,0.00004180405,0.00012120769,0.00024431446,0.0002590752],"domain_scores_gemma":[0.99738926,0.0018308116,0.00007055476,0.00010860557,0.00030096516,0.0002998753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002221662,0.00070477027,0.0005523949,0.00076704094,0.0018735594,0.0021929585,0.0010639213,0.0009333805,0.0021119176],"category_scores_gemma":[0.0042459355,0.00016176577,0.00044008976,0.00062910083,0.002875473,0.0012846299,0.0022851469,0.0014427966,0.0002224155],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003576222,0.0030298731,0.012954486,0.0018456593,0.00006523911,0.0053195856,0.22874308,0.0054162582,0.0090729,0.0413166,0.01421431,0.67766446],"study_design_scores_gemma":[0.00029542064,0.0035730698,0.059601054,0.003627322,0.00019346998,0.004205757,0.24537034,0.004946924,0.029534629,0.053390816,0.5950298,0.00023143954],"about_ca_topic_score_codex":0.071430475,"about_ca_topic_score_gemma":0.12251764,"teacher_disagreement_score":0.071430475,"about_ca_system_score_codex":0.0057970663,"about_ca_system_score_gemma":0.0052607725,"threshold_uncertainty_score":0.1420294},"labels":[],"label_agreement":null},{"id":"W1599009811","doi":"10.18806/tesl.v23i2.54","title":"Perspectives From Japanese Staff in Canadian ESL Schools Regarding Japanese Students’ Groupism","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Pedagogy; Qualitative research; Psychology; Sociology; Social science","score_opus":0.011718205100777321,"score_gpt":0.22329027742309332,"score_spread":0.211572072322316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1599009811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966685,0.0002126678,0.00007808092,0.000806433,0.000018876346,0.000009270618,0.000021621663,0.0000034463171,0.002181163],"genre_scores_gemma":[0.99698657,0.00032156607,0.00010358104,0.0003470553,0.000011337567,0.0000119411125,0.000020468608,0.0000063594043,0.0021911466],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99380153,0.0017009868,0.0002522997,0.0003396158,0.0014933365,0.0024122212],"domain_scores_gemma":[0.9870272,0.0021406002,0.0016716281,0.00025384477,0.003380126,0.0055265706],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071415883,0.0004911712,0.00071370654,0.002047102,0.024921278,0.0046127895,0.0011844536,0.0012403782,0.0020108644],"category_scores_gemma":[0.007502783,0.0005721331,0.0003344619,0.0029684193,0.010375273,0.0013345655,0.0045979843,0.0022214814,0.0002263627],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049870134,0.000019086068,0.025737556,0.000039742463,0.0000045385605,0.00030901865,0.96826196,0.000019039511,0.0007547935,0.0003458324,0.0006144278,0.003844164],"study_design_scores_gemma":[0.0000021064732,0.000026172176,0.011712141,0.000023910192,0.000005000843,0.00004845382,0.9838658,0.00001568405,0.00014876413,0.000028682927,0.0041090106,0.00001429379],"about_ca_topic_score_codex":0.80202836,"about_ca_topic_score_gemma":0.90462625,"teacher_disagreement_score":0.19797164,"about_ca_system_score_codex":0.026256692,"about_ca_system_score_gemma":0.035693206,"threshold_uncertainty_score":0.39827502},"labels":[],"label_agreement":null},{"id":"W1599548180","doi":"","title":"Examining Students' After-School Literacy Activities and Their Literacy Performance on the Ontario Secondary School Literacy Test","year":2009,"lang":"en","type":"article","venue":"ePrints Soton (University of Southampton)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Test (biology); Reading (process); Mathematics education; Psychology; Standardized test; Pedagogy; Political science","score_opus":0.016449364449979485,"score_gpt":0.20899339376357529,"score_spread":0.1925440293135958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1599548180","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99812084,0.000048014233,0.000019564863,0.000025952351,0.00000211835,0.000011728684,0.0001365843,0.0000031707111,0.0016319756],"genre_scores_gemma":[0.998451,0.000044823035,0.00003462176,0.0000098001665,0.0000016211773,0.000008690899,0.00024312908,0.0000018363462,0.0012044207],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99873394,0.00011505675,0.00008420277,0.00009307508,0.0006044668,0.000369358],"domain_scores_gemma":[0.9951525,0.0005050877,0.0013755456,0.00011846952,0.001650809,0.0011976224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007111927,0.0002970038,0.0003561382,0.0012895408,0.0009965203,0.0011588173,0.0005275493,0.00033507368,0.0020460568],"category_scores_gemma":[0.005630706,0.00016185385,0.0003469265,0.0012277372,0.00054554874,0.0003853488,0.0006985848,0.0005986945,0.00047612382],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004088911,0.00009048344,0.995002,0.000007374897,0.000014396764,0.00004099,0.0011450254,0.000015972904,0.0001749171,0.000016960572,0.00014307407,0.0033079244],"study_design_scores_gemma":[9.384279e-7,0.00003312928,0.9992336,0.0000019381266,0.000003913455,0.000010417028,0.00048375697,0.000020109166,0.000041178813,0.0000029135574,0.00016662604,0.0000014812113],"about_ca_topic_score_codex":0.61824894,"about_ca_topic_score_gemma":0.8223687,"teacher_disagreement_score":0.38175106,"about_ca_system_score_codex":0.003297617,"about_ca_system_score_gemma":0.0036158208,"threshold_uncertainty_score":0.7679985},"labels":[],"label_agreement":null},{"id":"W1599716154","doi":"","title":"Ideal L2 Self and Sensitization in L2 Learning Motivation","year":2010,"lang":"en","type":"article","venue":"영어학","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ideal (ethics); Sociocultural evolution; Psychology; Affordance; Perspective (graphical); Sociocultural perspective; Social psychology; Cognitive psychology; Computer science; Sociology; Epistemology; Artificial intelligence","score_opus":0.012503005869872765,"score_gpt":0.2078953059734663,"score_spread":0.19539230010359354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1599716154","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966066,0.000028960114,0.00019401198,0.00010075648,0.00000142856,0.000012459581,0.00001214262,0.0000018011942,0.0030419354],"genre_scores_gemma":[0.99923146,0.00002727654,0.00009429419,0.000008920969,3.78923e-7,0.0000070930573,0.000011017461,0.0000011082241,0.00061846816],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99921834,0.00026627834,0.00003609491,0.00008444825,0.00015163937,0.0002431424],"domain_scores_gemma":[0.9986558,0.00040701355,0.0003381519,0.000060595903,0.00018186636,0.00035652454],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013531613,0.0003316158,0.00030715772,0.0012104736,0.004417462,0.0034320855,0.0006683347,0.000409577,0.002187166],"category_scores_gemma":[0.0023392888,0.000190926,0.0002676438,0.0010460862,0.0053399145,0.0015454642,0.0036973557,0.0011239167,0.00017863818],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005137387,0.00014126151,0.11817744,0.00007854735,0.000008657039,0.0012731724,0.8634816,0.0001797559,0.0018137966,0.006392107,0.00025356872,0.008148759],"study_design_scores_gemma":[0.000004835664,0.000045996963,0.14342009,0.000032474916,0.0000073218225,0.00020816251,0.85061306,0.00026486066,0.0006357932,0.00090448186,0.0038412793,0.000021632837],"about_ca_topic_score_codex":0.08831353,"about_ca_topic_score_gemma":0.16769926,"teacher_disagreement_score":0.08831353,"about_ca_system_score_codex":0.008165311,"about_ca_system_score_gemma":0.004289957,"threshold_uncertainty_score":0.17559898},"labels":[],"label_agreement":null},{"id":"W1602783766","doi":"","title":"Drawing on the Familiar to Create New Listening Exercises","year":2001,"lang":"en","type":"article","venue":"Repositorio Institucional UN - Biblioteca Digital","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Prevention of Organ Failure","funders":"","keywords":"Active listening; Linguistics; Word (group theory); Second language; Psychology; Cognitive psychology; Mathematics education; Communication","score_opus":0.03488486191382722,"score_gpt":0.24285227418950062,"score_spread":0.2079674122756734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1602783766","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10252719,0.001110183,0.5273083,0.008251651,0.0011369655,0.0021002456,0.00034563185,0.007559373,0.3496605],"genre_scores_gemma":[0.14847021,0.0021060996,0.72114843,0.004241701,0.00040064444,0.0017068976,0.0006396744,0.0015173719,0.1197689],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985696,0.00049711956,0.00008073176,0.000269423,0.00047701455,0.00010617011],"domain_scores_gemma":[0.9967449,0.0016608927,0.00016538645,0.0006439866,0.00034458307,0.00044021278],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016431491,0.001176302,0.00034734464,0.0010134267,0.0012676984,0.0028526264,0.0019734248,0.0018308347,0.024176337],"category_scores_gemma":[0.0074795717,0.00029185714,0.00056335685,0.00048467328,0.0014870487,0.0039331033,0.0054428387,0.002581108,0.009209087],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001543352,0.0020775627,0.0023649412,0.0016547033,0.00003768231,0.0015529288,0.045908794,0.002873365,0.043978862,0.04946847,0.07093004,0.7789982],"study_design_scores_gemma":[0.00013096086,0.000711769,0.0036093255,0.0010345823,0.00005256588,0.002366521,0.0109215835,0.006336829,0.01750193,0.05020995,0.90697783,0.00014618869],"about_ca_topic_score_codex":0.00032801213,"about_ca_topic_score_gemma":0.0012782544,"teacher_disagreement_score":0.024176337,"about_ca_system_score_codex":0.00048534732,"about_ca_system_score_gemma":0.0006053206,"threshold_uncertainty_score":0.0808779},"labels":[],"label_agreement":null},{"id":"W1602857945","doi":"","title":"The Cultivation of Critical Thinking Skills in Intercultural Communication Course","year":2015,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Intercultural communication; Critical thinking; Pedagogy; Competence (human resources); Intercultural competence; Psychology; Communication skills; Cultural competence; Medical education; Medicine; Social psychology","score_opus":0.058498588630978135,"score_gpt":0.3787625124257807,"score_spread":0.32026392379480256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1602857945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8750319,0.0007786209,0.027079167,0.0038008937,0.00021714861,0.0005311368,0.000014397233,0.00008535886,0.09246141],"genre_scores_gemma":[0.97850925,0.0005060479,0.015094201,0.00029433833,0.000050812912,0.00024945673,0.00001104083,0.000010840899,0.005274001],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.998809,0.0006253137,0.00004816203,0.00010657278,0.00022805469,0.00018298342],"domain_scores_gemma":[0.99791795,0.00094058545,0.0002054987,0.0001322663,0.0002941461,0.0005095983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002493278,0.00028560942,0.00016482089,0.00069205154,0.0011021685,0.0020711785,0.00050944585,0.0005052232,0.0019341266],"category_scores_gemma":[0.0034063677,0.00011856888,0.00018656327,0.0003910107,0.0021026423,0.0013165202,0.0024547062,0.0012236584,0.00020866272],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019089566,0.0048706974,0.030974252,0.00076500984,0.000020249749,0.0012384906,0.15257844,0.0008808711,0.03814475,0.12728871,0.0052343067,0.63781327],"study_design_scores_gemma":[0.00041394244,0.004347767,0.22393599,0.0026588752,0.00018867025,0.0038996201,0.1682514,0.009537991,0.099772125,0.20689835,0.27988926,0.0002059128],"about_ca_topic_score_codex":0.00047769878,"about_ca_topic_score_gemma":0.000817542,"teacher_disagreement_score":0.002493278,"about_ca_system_score_codex":0.0014574414,"about_ca_system_score_gemma":0.0048624473,"threshold_uncertainty_score":0.013185859},"labels":[],"label_agreement":null},{"id":"W1603184548","doi":"","title":"Language Shock: A challenge to language learning","year":2010,"lang":"en","type":"article","venue":"eCite Digital Repository (University of Tasmania)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; Language assessment; Globalization; Language education; Pedagogy; Study abroad; Population; Mathematics education; Language acquisition; English language; Psychology; Sociology; Political science","score_opus":0.009070546791010404,"score_gpt":0.1911944095667682,"score_spread":0.1821238627757578,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1603184548","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83703387,0.0036852674,0.0052707144,0.106057964,0.0011253507,0.00005500909,0.000037321963,0.00013937803,0.046595063],"genre_scores_gemma":[0.98520744,0.0014360377,0.00066095224,0.004883329,0.00016721725,0.000021713577,0.000015890919,0.000027430715,0.00757993],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99385744,0.003244906,0.0001774324,0.00033354177,0.0010088793,0.0013777979],"domain_scores_gemma":[0.9946913,0.0016085954,0.00060843694,0.00024753172,0.0008171614,0.0020270122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005105408,0.0004169668,0.0005781876,0.00053592765,0.009335498,0.013294252,0.001620039,0.0028943345,0.0048079137],"category_scores_gemma":[0.007479792,0.00026415347,0.00036982947,0.0006667856,0.011329121,0.0065414337,0.01288267,0.0056321477,0.0010906715],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013730547,0.00030305094,0.022912405,0.0004024341,0.000036787467,0.005513584,0.7843094,0.00035030462,0.0039191013,0.041163873,0.015416896,0.12553482],"study_design_scores_gemma":[0.0000103647435,0.00012392068,0.00539797,0.00013846597,0.000008447308,0.0013088502,0.9261144,0.00022738092,0.00044775777,0.011146849,0.055042125,0.000033477045],"about_ca_topic_score_codex":0.0062722494,"about_ca_topic_score_gemma":0.008316238,"teacher_disagreement_score":0.013294252,"about_ca_system_score_codex":0.0040052356,"about_ca_system_score_gemma":0.006199805,"threshold_uncertainty_score":0.029060185},"labels":[],"label_agreement":null},{"id":"W1604204581","doi":"","title":"Voices from Chinese students: professors' use of English affects academic listening (1)","year":2004,"lang":"en","type":"article","venue":"College student journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Pronunciation; Mathematics education; Slang; College English; Informational listening; Class (philosophy); Pedagogy; Linguistics; Listening comprehension","score_opus":0.0369658479063571,"score_gpt":0.32443075582882513,"score_spread":0.28746490792246804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1604204581","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99823856,0.00006516471,0.000035670117,0.00020677115,0.000011740363,0.00000598867,0.000021454312,0.0000031098277,0.0014114642],"genre_scores_gemma":[0.9983876,0.00016068155,0.00005021624,0.00016960772,0.00002019996,0.0000122259835,0.000037546368,0.000004026042,0.0011579514],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99943453,0.0001381087,0.000031725398,0.000058222926,0.0001852065,0.00015210282],"domain_scores_gemma":[0.99827695,0.00047074104,0.00048286817,0.000068094865,0.00029437515,0.00040692242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010780924,0.00035572506,0.00026831345,0.00064118265,0.0018706261,0.0014020283,0.00035206217,0.00071576395,0.0038615034],"category_scores_gemma":[0.0036359157,0.00020822429,0.00028540337,0.00052927964,0.0010013927,0.0007079702,0.0013669236,0.00078344735,0.00051056733],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030154592,0.00024102013,0.41536722,0.00017687237,0.000040156574,0.0019733224,0.5199107,0.00006647361,0.01931065,0.0003380138,0.0030048366,0.03926912],"study_design_scores_gemma":[0.000021775197,0.0003918218,0.53168,0.00004874039,0.000070963935,0.0009360797,0.45835817,0.00022071424,0.0032186245,0.00012274925,0.0048724753,0.00005781682],"about_ca_topic_score_codex":0.013343518,"about_ca_topic_score_gemma":0.016942203,"teacher_disagreement_score":0.013343518,"about_ca_system_score_codex":0.0008027485,"about_ca_system_score_gemma":0.0008994139,"threshold_uncertainty_score":0.026531696},"labels":[],"label_agreement":null},{"id":"W1604689683","doi":"10.18806/tesl.v21i2.176","title":"Selecting and Using Computer-Based Language Tests (CBLTs) to Assess Language Proficiency: Guidelines for Educators","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Language assessment; Selection (genetic algorithm); Set (abstract data type); Foreign language; Language proficiency; Language education; Psychology; Computer science; Mathematics education; Language acquisition; Language industry; Comprehension approach; Pedagogy; Artificial intelligence","score_opus":0.11095853931564634,"score_gpt":0.3576108246165036,"score_spread":0.24665228530085728,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1604689683","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07624514,0.013668673,0.64755994,0.061872944,0.002164039,0.08216575,0.009000009,0.015135816,0.09218769],"genre_scores_gemma":[0.019659517,0.005087824,0.936667,0.0017616956,0.00015238427,0.021776829,0.0022502742,0.00040961662,0.012234924],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.97596514,0.012144749,0.0065746587,0.00039837696,0.004483098,0.00043396305],"domain_scores_gemma":[0.9213436,0.032552462,0.0055730413,0.002253071,0.035706833,0.0025709698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029249655,0.0016262563,0.001090124,0.007981578,0.001721663,0.002505536,0.0029283324,0.0026839746,0.0052918782],"category_scores_gemma":[0.077159464,0.00081105676,0.0007568572,0.0042009014,0.0013354123,0.0036670764,0.0020529414,0.002192686,0.0051047243],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016467572,0.0011589142,0.013483932,0.00224441,0.000025755857,0.0013357275,0.0076501546,0.0011038975,0.008055737,0.002765486,0.19865146,0.7633598],"study_design_scores_gemma":[0.00059979444,0.0019487615,0.11356322,0.014490111,0.00018721183,0.01046514,0.026043622,0.012516095,0.02200223,0.025097298,0.7722858,0.0008006393],"about_ca_topic_score_codex":0.0091889,"about_ca_topic_score_gemma":0.03312894,"teacher_disagreement_score":0.029249655,"about_ca_system_score_codex":0.0016595237,"about_ca_system_score_gemma":0.00791058,"threshold_uncertainty_score":0.15468878},"labels":[],"label_agreement":null},{"id":"W1605549214","doi":"10.5539/elt.v8n3p185","title":"Analysis of Spelling Errors of Beginner Learners of English in the English Foreign Language Context in Saudi Arabia","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Pronunciation; Psychology; Linguistics; Context (archaeology); Vowel; Spell; Consonant; Error analysis; History","score_opus":0.02643507289227087,"score_gpt":0.26217218507663415,"score_spread":0.23573711218436327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1605549214","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99980086,0.000053613196,0.000041488416,0.0000045353136,7.8408146e-7,0.0000020924276,0.000026979882,0.0000018788339,0.00006780834],"genre_scores_gemma":[0.9991308,0.00012441818,0.00028049437,0.000009689213,0.000001979658,0.0000043221858,0.00011670564,0.0000024952371,0.00032903228],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99939,0.00014065138,0.00013466741,0.000090737754,0.0001915699,0.000052372594],"domain_scores_gemma":[0.9964495,0.00094420504,0.0012693888,0.0001878082,0.0009485837,0.00020057583],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005073284,0.00039980817,0.00029688008,0.0010956071,0.00035794167,0.00047137047,0.00021959652,0.00025152948,0.00080711005],"category_scores_gemma":[0.004737203,0.00013658172,0.00011773494,0.0005471986,0.00030576054,0.00027339617,0.00044321234,0.00016704113,0.00039392486],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003439312,0.00015149073,0.89711916,0.00017602887,0.00005224332,0.002744633,0.030004025,0.00017702447,0.022490744,0.000046935456,0.00014792965,0.046545763],"study_design_scores_gemma":[0.000005453994,0.0004275681,0.9762589,0.000030712225,0.000022773575,0.0028127218,0.012764717,0.0002498662,0.0063723265,0.000038898826,0.0009963509,0.000019805242],"about_ca_topic_score_codex":0.0031060982,"about_ca_topic_score_gemma":0.0058991252,"teacher_disagreement_score":0.0031060982,"about_ca_system_score_codex":0.00023767924,"about_ca_system_score_gemma":0.0002940261,"threshold_uncertainty_score":0.006175995},"labels":[],"label_agreement":null},{"id":"W1606215873","doi":"10.18806/tesl.v28i1.1059","title":"Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Task (project management); Language education; Presentation (obstetrics); Identity (music); Psychology; Language assessment; Comprehension approach; Task analysis; Computer science; Mathematics education; Linguistics; Pedagogy; Philosophy","score_opus":0.010516512987254017,"score_gpt":0.21623353313064306,"score_spread":0.20571702014338905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1606215873","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9920791,0.00005865593,0.00089234323,0.0003164466,0.00001145717,0.000021048938,0.000008526028,0.0000222421,0.0065902364],"genre_scores_gemma":[0.99643904,0.000051019855,0.0005992196,0.000084326835,0.0000018068815,0.000011472391,0.000010727519,0.000015171485,0.0027871535],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960525,0.0015852678,0.00014923325,0.000456524,0.001124419,0.00063195097],"domain_scores_gemma":[0.99234736,0.0026981535,0.0015507799,0.0010449842,0.0013039979,0.0010548123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039812755,0.00024634204,0.0001968696,0.0004894571,0.0034504493,0.0038841001,0.0008298347,0.0007851278,0.0016419479],"category_scores_gemma":[0.023171704,0.00033485144,0.0001828428,0.00044298594,0.0050675515,0.0017569555,0.0030960008,0.0016785684,0.00031918503],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016198859,0.00020655998,0.035398677,0.000054692664,0.000007940909,0.00050117046,0.9172088,0.00032746946,0.007522588,0.0019165701,0.00083570834,0.035857916],"study_design_scores_gemma":[0.00004977378,0.0002267285,0.12846328,0.0001221466,0.000035891724,0.00046074705,0.8265958,0.0012931203,0.004784418,0.0027757043,0.035080258,0.000112154325],"about_ca_topic_score_codex":0.1724643,"about_ca_topic_score_gemma":0.28411952,"teacher_disagreement_score":0.1724643,"about_ca_system_score_codex":0.0049123215,"about_ca_system_score_gemma":0.0085775545,"threshold_uncertainty_score":0.3429209},"labels":[],"label_agreement":null},{"id":"W1606231726","doi":"10.18806/tesl.v30i2.1141","title":"The Role of Transitions in ESL Instruction","year":2013,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Transition (genetics); Linguistics; Philosophy","score_opus":0.006048904132556915,"score_gpt":0.17486468203014544,"score_spread":0.16881577789758853,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1606231726","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38963675,0.0048723277,0.09402024,0.039763134,0.0014096564,0.00013060281,0.00016331003,0.0010240341,0.4689799],"genre_scores_gemma":[0.9848644,0.00059183245,0.004487044,0.00086641527,0.00009872452,0.000053094995,0.00002503886,0.00011955538,0.008893914],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99635077,0.0022980077,0.00013570348,0.00040037796,0.0004143202,0.00040085017],"domain_scores_gemma":[0.99513394,0.0028086295,0.00052180333,0.00034216518,0.0005412226,0.0006522616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00218449,0.00021240521,0.00013570285,0.00068634085,0.0023902091,0.005014877,0.00077587063,0.0013387977,0.0028482582],"category_scores_gemma":[0.007383645,0.00024869037,0.00024338668,0.00040647195,0.009047848,0.005779049,0.003907256,0.0030192165,0.0005332787],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023508715,0.0001131143,0.005725609,0.00031487626,0.000009641959,0.0006016999,0.18373503,0.0009909826,0.0035509255,0.6900838,0.0051202592,0.10951906],"study_design_scores_gemma":[0.00008519863,0.0004162451,0.024868783,0.0011656111,0.000040333856,0.0005431509,0.12323461,0.005185686,0.008369722,0.45127994,0.3846865,0.000124249],"about_ca_topic_score_codex":0.0049038604,"about_ca_topic_score_gemma":0.0063055954,"teacher_disagreement_score":0.005014877,"about_ca_system_score_codex":0.003297427,"about_ca_system_score_gemma":0.003151195,"threshold_uncertainty_score":0.023924649},"labels":[],"label_agreement":null},{"id":"W1607768541","doi":"10.58809/knpf4153","title":"A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms","year":2013,"lang":"en","type":"article","venue":"Academic Leadership Journal in Student Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Cognition; Linguistics; Grammar; Foreign language; Process (computing); Psychology; Order (exchange); Computer science; Philosophy","score_opus":0.3521918353833802,"score_gpt":0.4306284681457825,"score_spread":0.07843663276240226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1607768541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5046354,0.0051636696,0.019805713,0.26308697,0.0021927373,0.00036342838,0.00038336625,0.0003775552,0.2039911],"genre_scores_gemma":[0.9683662,0.0010955672,0.010096208,0.010858137,0.00052204396,0.000325135,0.000076993616,0.0001694486,0.008490292],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9815107,0.006283273,0.0007862998,0.004057589,0.004575496,0.0027866594],"domain_scores_gemma":[0.9408772,0.030581754,0.0052863625,0.009426045,0.005059018,0.008769634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01872016,0.00041381366,0.00093843247,0.0019803792,0.005421243,0.008429338,0.0040505463,0.008421769,0.018767828],"category_scores_gemma":[0.05027346,0.0007150747,0.0008186891,0.0013159321,0.0125941485,0.01725896,0.0095890565,0.0073194206,0.0020088628],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010078799,0.002588577,0.08359662,0.001006468,0.00008657463,0.010155442,0.105932675,0.00034579347,0.0048712473,0.5445089,0.027969811,0.21793008],"study_design_scores_gemma":[0.0006346851,0.00090387266,0.16978563,0.0041709477,0.0002446473,0.011235221,0.117974736,0.002631782,0.0056227194,0.36834317,0.31809297,0.00035952573],"about_ca_topic_score_codex":0.009526853,"about_ca_topic_score_gemma":0.018214358,"teacher_disagreement_score":0.018767828,"about_ca_system_score_codex":0.0039634504,"about_ca_system_score_gemma":0.009667837,"threshold_uncertainty_score":0.0990029},"labels":[],"label_agreement":null},{"id":"W1608229916","doi":"","title":"Written Corrective Feedback: What do Students and Teachers Think is Right and Why?","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Psychology; Mathematics education; Pedagogy","score_opus":0.1554081270867726,"score_gpt":0.4976676642770049,"score_spread":0.3422595371902323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1608229916","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9620002,0.0038997564,0.0021310076,0.022481503,0.00040599494,0.00006536171,0.000057914942,0.00009022764,0.008868109],"genre_scores_gemma":[0.9958483,0.0008358452,0.0005757371,0.001684902,0.00006112016,0.000028626073,0.000021775886,0.000017365786,0.0009262755],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9753166,0.0137862945,0.0016373862,0.0012493441,0.0069274786,0.0010828522],"domain_scores_gemma":[0.88330424,0.07128042,0.02053516,0.0021158578,0.016484883,0.0062795514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024657745,0.00028355958,0.0008950735,0.0012102298,0.0013323558,0.0061703245,0.0007923043,0.0023232752,0.00301153],"category_scores_gemma":[0.11611346,0.00025891818,0.0005552049,0.0008753505,0.0030322846,0.0037966191,0.0014302343,0.0031365273,0.0008142619],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00076795154,0.0009889586,0.35107407,0.0012868271,0.00021013978,0.001207555,0.30416548,0.00026660116,0.0036538453,0.0017350924,0.012137669,0.3225058],"study_design_scores_gemma":[0.00022902428,0.0011169281,0.3384342,0.0044967667,0.00021356114,0.0022794548,0.6107024,0.002477099,0.0037480132,0.00692283,0.029084729,0.00029500938],"about_ca_topic_score_codex":0.001577076,"about_ca_topic_score_gemma":0.0018777524,"teacher_disagreement_score":0.024657745,"about_ca_system_score_codex":0.0014486656,"about_ca_system_score_gemma":0.0022613883,"threshold_uncertainty_score":0.13040417},"labels":[],"label_agreement":null},{"id":"W1608522919","doi":"10.20360/g28593","title":"“English Language Learners”: An Analysis of Perplexing ESL-Related Terminology","year":2012,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"Brock University","keywords":"Terminology; Linguistics; Term (time); Deconstruction (building); Computer science; English language; Engineering; Philosophy","score_opus":0.014444713976587965,"score_gpt":0.2776899519679558,"score_spread":0.26324523799136784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1608522919","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96018255,0.0020901668,0.009530669,0.0011936394,0.00008561551,0.00016668666,0.00013569517,0.00007476431,0.026540248],"genre_scores_gemma":[0.9946102,0.0006857209,0.0030946617,0.00016746814,0.0000251578,0.00010902048,0.000114746916,0.000042147545,0.0011508748],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9922386,0.0042772493,0.0009538228,0.00039552638,0.0017256747,0.00040916217],"domain_scores_gemma":[0.98701257,0.007977863,0.002108159,0.0005795276,0.0018695965,0.0004522901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007842458,0.0005889547,0.0006097877,0.0077748178,0.001691937,0.0056711235,0.00089736073,0.000759236,0.0025944987],"category_scores_gemma":[0.021260552,0.00019245932,0.00044215567,0.0042259474,0.0071970643,0.0067334576,0.006097993,0.0014453889,0.0005305697],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012738934,0.0000983319,0.06891186,0.00061435404,0.000040063056,0.0016800881,0.8110539,0.00025046908,0.004115151,0.04867873,0.0019099431,0.062519796],"study_design_scores_gemma":[0.000013289879,0.00018460544,0.05528822,0.00072106445,0.00007080344,0.0045558205,0.8702333,0.0016663936,0.0022856768,0.024856258,0.040012423,0.00011210871],"about_ca_topic_score_codex":0.0010393828,"about_ca_topic_score_gemma":0.0008267495,"teacher_disagreement_score":0.007842458,"about_ca_system_score_codex":0.0018358136,"about_ca_system_score_gemma":0.0015035714,"threshold_uncertainty_score":0.041475356},"labels":[],"label_agreement":null},{"id":"W1614164271","doi":"","title":"Challenges in Intercultural Language Education in China","year":2014,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Intercultural communication; Language education; Intercultural relations; Pedagogy; Sociology; Linguistics; Political science; Philosophy","score_opus":0.03104421795329244,"score_gpt":0.2796609264999335,"score_spread":0.24861670854664109,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1614164271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7785113,0.014279148,0.0016365249,0.143079,0.0007412668,0.00012095247,0.000112380265,0.000085329375,0.06143406],"genre_scores_gemma":[0.98070496,0.0043370663,0.000985856,0.003123438,0.00012149174,0.00004826312,0.000064642096,0.000012749498,0.01060155],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99639076,0.0008330194,0.00027818585,0.00029202717,0.0007696463,0.0014362666],"domain_scores_gemma":[0.9956863,0.0004819507,0.00041202048,0.00013227455,0.0009088857,0.0023786952],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042574382,0.00035125203,0.00042468982,0.0011114288,0.009149382,0.0048871376,0.0012797914,0.0017004148,0.00585145],"category_scores_gemma":[0.0027388886,0.00021090498,0.00030099577,0.002601971,0.0032854571,0.0029106971,0.004496072,0.00154859,0.000464292],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020358895,0.0006695298,0.22747494,0.0016238882,0.00010529882,0.01040216,0.13522172,0.0051421626,0.0063773417,0.08765699,0.043810092,0.48131227],"study_design_scores_gemma":[0.00007350854,0.00028050647,0.28091812,0.0010274508,0.000048323476,0.0020312343,0.41269025,0.005830881,0.0022048966,0.031637657,0.26302186,0.00023538509],"about_ca_topic_score_codex":0.201528,"about_ca_topic_score_gemma":0.2347339,"teacher_disagreement_score":0.201528,"about_ca_system_score_codex":0.011780402,"about_ca_system_score_gemma":0.05415745,"threshold_uncertainty_score":0.40071},"labels":[],"label_agreement":null},{"id":"W1632264496","doi":"","title":"The Comparison Between TESL and TCSL in Chinese Universities","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second language; Computer science; Class (philosophy); Chinese language; Language education; Linguistics; Mathematics education; Psychology; Artificial intelligence; Philosophy","score_opus":0.01572240811686884,"score_gpt":0.31503829269601646,"score_spread":0.2993158845791476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1632264496","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98743117,0.0003281789,0.00012159944,0.00021835486,0.000009100515,0.000015081034,0.00005892195,0.00000958596,0.011807935],"genre_scores_gemma":[0.99890137,0.00011900067,0.000060647813,0.000025223944,0.0000053281206,0.000010823768,0.00004997419,0.0000035092678,0.0008239843],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974241,0.00058437407,0.00031904082,0.00020985417,0.0008954482,0.00056723884],"domain_scores_gemma":[0.9895186,0.0032726626,0.0015372093,0.000370677,0.0032458026,0.0020550857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027914296,0.00015439886,0.00031426176,0.0050498443,0.0018723638,0.0025625876,0.0005626933,0.00032242882,0.0046309885],"category_scores_gemma":[0.013588535,0.00012421329,0.00028962633,0.005396686,0.0016808193,0.0015869455,0.002130282,0.0003799519,0.0003430342],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008682304,0.0003763737,0.72848177,0.00055164506,0.00007667241,0.0012295274,0.113316484,0.0009880058,0.0032791367,0.016968923,0.0018710794,0.13199216],"study_design_scores_gemma":[0.000027910975,0.00020539763,0.94471085,0.00008753742,0.000034660457,0.00018059398,0.04735667,0.0008067657,0.0011197184,0.0008408266,0.004602065,0.000027095288],"about_ca_topic_score_codex":0.06314243,"about_ca_topic_score_gemma":0.0782563,"teacher_disagreement_score":0.06314243,"about_ca_system_score_codex":0.0071394145,"about_ca_system_score_gemma":0.0068394034,"threshold_uncertainty_score":0.1255498},"labels":[],"label_agreement":null},{"id":"W1632543547","doi":"10.3968/j.css.1923669720120806.9568","title":"An Empirical Study on Problems Involved in CET-4 Communicative Listening Test and Teaching","year":2012,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Active listening; Communicative language teaching; Empirical research; Listening comprehension; College English; Test (biology); Psychology; Mathematics education; Competence (human resources); Pedagogy; Language education; Social psychology; Communication","score_opus":0.08953934906724728,"score_gpt":0.3417484335898554,"score_spread":0.25220908452260815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1632543547","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981194,0.00006613733,0.00046124603,0.00011372147,0.000008223466,0.000059932663,0.000028302165,0.0000032564674,0.0011398162],"genre_scores_gemma":[0.9960259,0.00014350253,0.0011988411,0.0000747624,0.000012160315,0.00011067897,0.00011900558,0.0000058031187,0.0023093706],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.991867,0.0029703241,0.0007468387,0.00074526167,0.0027333547,0.0009372751],"domain_scores_gemma":[0.9590312,0.024450092,0.0055373656,0.001458229,0.007813973,0.0017091027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068107466,0.0003816312,0.00043042924,0.0021769747,0.0017671863,0.0014477003,0.0012257805,0.0011145661,0.0017671821],"category_scores_gemma":[0.04339354,0.00043123832,0.00031367296,0.0018546873,0.0016944879,0.0014992396,0.0013471487,0.0014533603,0.00031133922],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019677726,0.002463574,0.80946463,0.00031457245,0.000030949308,0.0020813684,0.10430557,0.00016089084,0.0038500545,0.0014199257,0.0010538622,0.074657805],"study_design_scores_gemma":[0.000020973646,0.0011693549,0.7755047,0.00013970443,0.000049498896,0.0023692632,0.2064598,0.00084157265,0.0055834493,0.00047530406,0.0073399916,0.000046410678],"about_ca_topic_score_codex":0.006180216,"about_ca_topic_score_gemma":0.015077251,"teacher_disagreement_score":0.0068107466,"about_ca_system_score_codex":0.0021372042,"about_ca_system_score_gemma":0.0028448272,"threshold_uncertainty_score":0.036019087},"labels":[],"label_agreement":null},{"id":"W1634132593","doi":"","title":"What does voice have to do with it? Using audio files to connect with students in online courses","year":2007,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Computer science; Multimedia; Audio equipment; World Wide Web; Speech recognition; Internet privacy; Engineering","score_opus":0.08512210928238557,"score_gpt":0.3407104001753979,"score_spread":0.2555882908930123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1634132593","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88593805,0.0019323711,0.015989834,0.02825718,0.0017410779,0.00020287366,0.00048505084,0.0006884538,0.06476509],"genre_scores_gemma":[0.97809255,0.0014122991,0.00730275,0.003649436,0.0008560637,0.000095749725,0.00021593651,0.00018192524,0.008193264],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987178,0.00059960986,0.00006211364,0.00014735364,0.00027833183,0.00019479194],"domain_scores_gemma":[0.98891276,0.0072113117,0.0009956413,0.00041143945,0.0013450884,0.0011236877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021804525,0.00029888653,0.00021110172,0.00057257194,0.0009858847,0.0027729205,0.0006390708,0.002123715,0.0109897],"category_scores_gemma":[0.024099395,0.00018416945,0.00029075512,0.00028378514,0.0005876572,0.004019484,0.000806761,0.0007741909,0.0035783586],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015789372,0.0009201984,0.12622036,0.0006656604,0.00012866849,0.0016210574,0.02324357,0.00024001602,0.021786612,0.00094877684,0.02614277,0.7965033],"study_design_scores_gemma":[0.00058138,0.004346365,0.4213703,0.0029030852,0.0011766654,0.014098524,0.32503623,0.010055213,0.038404945,0.012182082,0.16926597,0.00057927915],"about_ca_topic_score_codex":0.0017769954,"about_ca_topic_score_gemma":0.0035341494,"teacher_disagreement_score":0.0109897,"about_ca_system_score_codex":0.00032470073,"about_ca_system_score_gemma":0.0004079494,"threshold_uncertainty_score":0.036764205},"labels":[],"label_agreement":null},{"id":"W1637425680","doi":"10.7202/1024537ar","title":"Description et comparaison d’interventions d’enseignantes expertes pour travailler les inférences lors des lectures à haute voix au préscolaire","year":2014,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Université de Montréal","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.5176393485395283,"score_gpt":0.41569829629275257,"score_spread":0.10194105224677574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1637425680","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80629504,0.04625647,0.034482274,0.004439266,0.002185123,0.07986828,0.0013001813,0.0004459228,0.02472735],"genre_scores_gemma":[0.7447549,0.022312503,0.086717226,0.0017814484,0.0005984715,0.13576175,0.0009907286,0.00009320797,0.0069897184],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9771385,0.0130839255,0.0042328956,0.0018104794,0.0029104338,0.0008236675],"domain_scores_gemma":[0.95240134,0.035113927,0.0033245096,0.002951814,0.004169678,0.0020387133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02026674,0.0010782629,0.0028349159,0.0015604687,0.0016609123,0.0023471385,0.0016342804,0.0023140085,0.017125428],"category_scores_gemma":[0.056986444,0.00077716005,0.0034177843,0.0012117085,0.0011233017,0.0028280846,0.0025291294,0.0035402807,0.0011712556],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.041756585,0.03680484,0.005577331,0.044873513,0.004625752,0.00027938813,0.014974357,0.0016098159,0.004170646,0.0061074668,0.0018929486,0.8373273],"study_design_scores_gemma":[0.20150071,0.31554535,0.14964476,0.078513876,0.037942,0.0011520596,0.023555702,0.0062661823,0.025729977,0.022639735,0.13672937,0.00078020303],"about_ca_topic_score_codex":0.0046685007,"about_ca_topic_score_gemma":0.006496525,"teacher_disagreement_score":0.02026674,"about_ca_system_score_codex":0.004023357,"about_ca_system_score_gemma":0.01508364,"threshold_uncertainty_score":0.107182026},"labels":[],"label_agreement":null},{"id":"W1638591144","doi":"","title":"Constitution of form-orientation: Contributions of context and explicit knowledge to learning from recasts","year":2011,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Constitution; Context (archaeology); Orientation (vector space); Linguistics; Psychology; Philosophy; Political science; Mathematics; Law; History","score_opus":0.351914069087294,"score_gpt":0.5127121000130848,"score_spread":0.16079803092579076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1638591144","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98428416,0.00020068038,0.007673946,0.00005808699,0.00000473894,0.000029049907,0.00001695297,0.000049487197,0.007682961],"genre_scores_gemma":[0.9975592,0.00007749506,0.002071458,0.000007789796,0.0000021362061,0.0000073501633,0.00001080605,0.000007787747,0.00025597244],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9975286,0.0009986078,0.00019378668,0.0004237596,0.0006936579,0.00016154621],"domain_scores_gemma":[0.9708728,0.01958528,0.004448931,0.0023738272,0.0020437369,0.00067546894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002670847,0.0002978224,0.0003213048,0.00087692746,0.00025432656,0.0029013997,0.00053354277,0.0003760943,0.0020347782],"category_scores_gemma":[0.025671246,0.00024690543,0.00020839869,0.00046334212,0.0018763213,0.0022381747,0.0023161287,0.0007218376,0.00021675497],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012858729,0.0007270669,0.3214917,0.0014725254,0.000118969794,0.0012838659,0.056280106,0.0040139123,0.13305455,0.01283879,0.00023246597,0.46720022],"study_design_scores_gemma":[0.0000465476,0.0014306904,0.85602564,0.00039143272,0.00023055119,0.0013940303,0.03148543,0.008048144,0.07794268,0.01726357,0.0055527296,0.00018855986],"about_ca_topic_score_codex":0.00083365676,"about_ca_topic_score_gemma":0.0011361673,"teacher_disagreement_score":0.0029013997,"about_ca_system_score_codex":0.0003549077,"about_ca_system_score_gemma":0.00058522105,"threshold_uncertainty_score":0.0141249895},"labels":[],"label_agreement":null},{"id":"W1642248319","doi":"","title":"Success in English teaching by Paul Davies & Eric Pearse","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; History; Psychology","score_opus":0.18253202644365757,"score_gpt":0.5015369613641875,"score_spread":0.3190049349205299,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1642248319","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0044995686,0.04854914,0.00011885796,0.8752128,0.03265116,0.000020036881,0.00012405231,0.000038719794,0.038785703],"genre_scores_gemma":[0.12998013,0.116651155,0.00064581475,0.2633991,0.031571362,0.00015873638,0.00034464186,0.0005811085,0.45666802],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9911999,0.0022135372,0.00036772664,0.00074441574,0.004248142,0.0012263355],"domain_scores_gemma":[0.96294296,0.009446281,0.0015837206,0.00065130275,0.011601557,0.0137743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007944354,0.00066773087,0.000928503,0.0021185605,0.0057379375,0.007808648,0.0011381686,0.0032630062,0.015637226],"category_scores_gemma":[0.029513841,0.00063970184,0.00038232232,0.0019016195,0.0032308716,0.0073499726,0.00451182,0.010326087,0.0073587857],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017229595,0.00005347315,0.0014570374,0.00013982024,0.0000076002307,0.00005985032,0.0027651754,0.000015044152,0.000044198758,0.0026302342,0.9647695,0.028040906],"study_design_scores_gemma":[0.000016329124,0.00004850254,0.009470662,0.00082735217,0.000013595047,0.00029374898,0.013237482,0.00004315362,0.000141279,0.0012379648,0.9746407,0.000029119083],"about_ca_topic_score_codex":0.03625311,"about_ca_topic_score_gemma":0.07071724,"teacher_disagreement_score":0.03625311,"about_ca_system_score_codex":0.0046085333,"about_ca_system_score_gemma":0.009108617,"threshold_uncertainty_score":0.07208413},"labels":[],"label_agreement":null},{"id":"W1644003768","doi":"10.19173/irrodl.v4i2.142","title":"Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses","year":2003,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Distance education; Language acquisition; Computer science; Educational technology; Mathematics education; Second-language acquisition; Learning theory; Pedagogy; Multimedia; Sociology; Linguistics; Psychology","score_opus":0.06206372601113183,"score_gpt":0.4319884783176093,"score_spread":0.3699247523064775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1644003768","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03581363,0.0063179596,0.26929006,0.024195049,0.00057325535,0.00018691774,0.00010525841,0.00030036678,0.6632175],"genre_scores_gemma":[0.81768274,0.0040680193,0.09727252,0.0022102406,0.00019513797,0.0003381113,0.00014931329,0.0001452685,0.07793856],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9984493,0.0007868667,0.000058980735,0.00015372968,0.00038475567,0.00016617768],"domain_scores_gemma":[0.99664634,0.002227453,0.0001860993,0.00020104257,0.00049580453,0.00024330884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023347237,0.00046546524,0.00024340059,0.0015820693,0.0013078463,0.0044303546,0.0015110018,0.0018083974,0.01146161],"category_scores_gemma":[0.0054111355,0.00024218432,0.0003420734,0.0008458876,0.005729168,0.0069741216,0.0026831578,0.0027231444,0.0013537704],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000052120063,0.000035526748,0.0004399615,0.000057880152,0.0000030363697,0.00007404679,0.0018270321,0.00048433835,0.00013058839,0.9670574,0.002264556,0.027620425],"study_design_scores_gemma":[0.000014985133,0.000041128063,0.00082747644,0.00015904085,0.000005831659,0.00017177174,0.0021685185,0.0028102098,0.0008302232,0.9273323,0.06562643,0.000012098294],"about_ca_topic_score_codex":0.004031241,"about_ca_topic_score_gemma":0.005127549,"teacher_disagreement_score":0.01146161,"about_ca_system_score_codex":0.0029337436,"about_ca_system_score_gemma":0.0032575023,"threshold_uncertainty_score":0.038342953},"labels":[],"label_agreement":null},{"id":"W1644153908","doi":"10.18806/tesl.v24i1.28","title":"Individual and Social-Contextual Factors Affecting the Learning and Use of ESL: A Case Study of a Visiting Korean Physician","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Extraversion and introversion; Personality; Social psychology; Limiting; Big Five personality traits; Perfectionism (psychology); Developmental psychology","score_opus":0.04239039891916979,"score_gpt":0.25234847426411805,"score_spread":0.20995807534494826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1644153908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99717367,0.0001178144,0.00035696704,0.00060824724,0.0000082613205,0.000024011812,0.000013137075,0.0000059783806,0.0016920413],"genre_scores_gemma":[0.99709404,0.0003717,0.000982365,0.00020129788,0.000016068201,0.000020263142,0.000011966466,0.000006724676,0.0012955511],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989478,0.00048761696,0.00005282732,0.00008500984,0.00012125632,0.00030554418],"domain_scores_gemma":[0.9967056,0.0015004481,0.00059147784,0.00009831853,0.00014620443,0.0009578985],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000870136,0.00041001203,0.0002806302,0.00063398795,0.0068356767,0.0013470927,0.0007864045,0.0016396943,0.0020142924],"category_scores_gemma":[0.003918252,0.00038765493,0.00030537017,0.00058246823,0.0020704356,0.0009846152,0.0015873837,0.0017431122,0.0002280096],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001478705,0.0013344093,0.14050968,0.00025960815,0.000037727277,0.33445036,0.48905495,0.00066172436,0.0043634754,0.0021947997,0.0016691082,0.025316253],"study_design_scores_gemma":[0.00002252384,0.0006318266,0.045544714,0.00015438133,0.00004227556,0.14642297,0.7927017,0.0009776547,0.0019501314,0.0004914569,0.01098745,0.00007289794],"about_ca_topic_score_codex":0.010154032,"about_ca_topic_score_gemma":0.03966487,"teacher_disagreement_score":0.010154032,"about_ca_system_score_codex":0.0017618237,"about_ca_system_score_gemma":0.0019390613,"threshold_uncertainty_score":0.020189881},"labels":[],"label_agreement":null},{"id":"W1650612164","doi":"","title":"Impact of Single-Sex Instruction on Student Motivation to Learn Spanish.","year":2009,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Psychology; Humanities; Foreign language teaching; Pedagogy; Carr; Mathematics education; Philosophy","score_opus":0.32336428317159494,"score_gpt":0.5386251019339889,"score_spread":0.215260818762394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1650612164","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981019,0.00016376478,0.000037530754,0.00009432712,0.000018920447,0.000018771472,0.000032998632,0.000013392713,0.0015184901],"genre_scores_gemma":[0.9969829,0.00017351657,0.00023882957,0.00003484964,0.00000885677,0.000032067357,0.000038226983,0.0000039616616,0.0024867824],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99953926,0.000105502215,0.000018022072,0.000058170746,0.00012735101,0.00015175884],"domain_scores_gemma":[0.99811316,0.0004124585,0.000282039,0.000058869515,0.0001452412,0.0009882252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00066430704,0.0003102101,0.00034919084,0.00026609527,0.00045680205,0.00079207815,0.00044493118,0.0003776352,0.01022764],"category_scores_gemma":[0.0022816206,0.000106647494,0.0004806428,0.00015292194,0.00021375749,0.00017441374,0.0008589845,0.0006685934,0.00069192686],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063111614,0.040099222,0.2663268,0.00080988405,0.00026283893,0.0009600195,0.0075252284,0.00035246115,0.023018215,0.000842173,0.0028268008,0.6506652],"study_design_scores_gemma":[0.00048346372,0.022071974,0.95265245,0.0002076005,0.00021134768,0.00018387982,0.0055981427,0.0005913418,0.009887758,0.000330327,0.0077463454,0.000035221285],"about_ca_topic_score_codex":0.0025431218,"about_ca_topic_score_gemma":0.0052017206,"teacher_disagreement_score":0.01022764,"about_ca_system_score_codex":0.0005416581,"about_ca_system_score_gemma":0.0015918177,"threshold_uncertainty_score":0.034214914},"labels":[],"label_agreement":null},{"id":"W1653013542","doi":"10.22201/enallt.01852647p.2009.49.549","title":"Pragmatic language instruction and beginner learners of Spanish: A discourse approach to pragmalinguistics","year":2009,"lang":"en","type":"article","venue":"Estudios de Lingüística Aplicada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal College of Physicians and Surgeons of Canada; Mount Royal University","funders":"","keywords":"Interlanguage; Linguistics; Context (archaeology); Focus (optics); Computer science; Psychology; Discourse analysis","score_opus":0.01379880883944335,"score_gpt":0.26516741528223037,"score_spread":0.251368606442787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1653013542","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9786501,0.0006938882,0.0043301755,0.00084578176,0.000013595393,0.00006353861,0.000009824966,0.000014699157,0.0153782675],"genre_scores_gemma":[0.99419785,0.00064775907,0.0023887884,0.0000766443,0.000009498392,0.000078310266,0.000010442613,0.000008259652,0.0025824122],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989071,0.0007201526,0.000027978336,0.000099960445,0.00013346979,0.00011131662],"domain_scores_gemma":[0.998434,0.0010743377,0.00014678895,0.0000593998,0.00013892399,0.00014660961],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017763756,0.00051239145,0.0005165952,0.00090910576,0.0016511141,0.0030995319,0.0006879613,0.0007210775,0.001625833],"category_scores_gemma":[0.003056577,0.00017366862,0.00017945078,0.00045015314,0.0040041935,0.0014760591,0.0025019574,0.0014163669,0.00016517691],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014996059,0.0014008123,0.016808687,0.0004556989,0.000019387204,0.0011598909,0.86909324,0.00041117563,0.015318206,0.027920848,0.0003380157,0.06692408],"study_design_scores_gemma":[0.00011717831,0.0012146,0.048195235,0.00031621373,0.00007162966,0.0009786872,0.8774143,0.0015107467,0.012673483,0.021546995,0.03590041,0.00006053196],"about_ca_topic_score_codex":0.0024339652,"about_ca_topic_score_gemma":0.0037033767,"teacher_disagreement_score":0.0030995319,"about_ca_system_score_codex":0.0014695562,"about_ca_system_score_gemma":0.0018007039,"threshold_uncertainty_score":0.010662377},"labels":[],"label_agreement":null},{"id":"W1659550339","doi":"10.5539/elt.v8n10p100","title":"Pronunciation for the Arab Learners of EFL: Planning for Better Outcomes","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Arabic; Context (archaeology); Linguistics; Intervention (counseling); Obstacle; Mathematics education; Semitic languages","score_opus":0.054486913327274955,"score_gpt":0.30470256957018355,"score_spread":0.2502156562429086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1659550339","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98248994,0.0008188793,0.00095402106,0.0061951648,0.00013521596,0.0007962874,0.00014776991,0.00006280712,0.008400039],"genre_scores_gemma":[0.9909162,0.0008526607,0.0045622904,0.0002804337,0.000032077263,0.0005996775,0.00011970318,0.000006381579,0.002630541],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986627,0.00059856585,0.00008195563,0.000057209505,0.00015878397,0.00044075455],"domain_scores_gemma":[0.99755186,0.0002985732,0.00021161514,0.00007913048,0.0004989866,0.0013597835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052768267,0.0003229786,0.00040648316,0.00047750937,0.0014454494,0.0015677678,0.00084588403,0.00102954,0.0066600954],"category_scores_gemma":[0.0056132455,0.00009423068,0.0004430634,0.00034278934,0.000391604,0.0013291062,0.0019642324,0.00092160923,0.001270248],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003069018,0.035276335,0.065968506,0.0015242061,0.00004673915,0.001735202,0.019308578,0.0009779201,0.0045799855,0.0035059596,0.0064520887,0.85755545],"study_design_scores_gemma":[0.0034938126,0.0515644,0.584557,0.0032407814,0.00036605255,0.0019775871,0.26386023,0.005399842,0.021884896,0.007827161,0.055602685,0.00022558749],"about_ca_topic_score_codex":0.0055830246,"about_ca_topic_score_gemma":0.0057968847,"teacher_disagreement_score":0.0066600954,"about_ca_system_score_codex":0.0011346635,"about_ca_system_score_gemma":0.007853496,"threshold_uncertainty_score":0.027906895},"labels":[],"label_agreement":null},{"id":"W1660205459","doi":"10.21432/t28g6k","title":"Screen capture technology: A digital window into students' writing processes / Technologie de capture d’écran: une fenêtre numérique sur le processus d’écriture des étudiants","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Digital literacy; Humanities; Digital humanities; Literacy; Computer science; Rhetoric; Art; Sociology; Linguistics; Philosophy; World Wide Web; Pedagogy","score_opus":0.011114156989125257,"score_gpt":0.22416827361199645,"score_spread":0.2130541166228712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1660205459","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3529749,0.021326602,0.4095815,0.013369525,0.0008116619,0.0008838337,0.0018071124,0.0031887772,0.19605614],"genre_scores_gemma":[0.7603113,0.013870792,0.18360369,0.0012698703,0.00042393772,0.0009122894,0.00054002414,0.00057273987,0.038495407],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99786097,0.0010647431,0.000101146776,0.00024112666,0.0005970413,0.0001350354],"domain_scores_gemma":[0.98870707,0.009086574,0.00040470366,0.00091589196,0.00059441506,0.00029128965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028834764,0.00075958914,0.0004689293,0.0027188149,0.0018195213,0.0093594,0.0009025227,0.0016242972,0.01227001],"category_scores_gemma":[0.0083045475,0.000586478,0.0005840526,0.0023377424,0.0036898018,0.008341267,0.003821576,0.0019116856,0.0016931124],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005935465,0.00023063672,0.02112967,0.0027770547,0.0000841193,0.001518367,0.18059112,0.0011895174,0.059439614,0.11106052,0.013645254,0.6077406],"study_design_scores_gemma":[0.000110447094,0.00095869426,0.060931142,0.0043423604,0.0002043946,0.005355274,0.0872652,0.0068625836,0.06226809,0.05419003,0.7171137,0.00039803164],"about_ca_topic_score_codex":0.0029476983,"about_ca_topic_score_gemma":0.004711115,"teacher_disagreement_score":0.01227001,"about_ca_system_score_codex":0.0012951393,"about_ca_system_score_gemma":0.0015252605,"threshold_uncertainty_score":0.041047275},"labels":[],"label_agreement":null},{"id":"W166117447","doi":"","title":"Attitudes in Japan and China towards Australian, Canadian, New Zealand, UK and US Englishes","year":2009,"lang":"en","type":"book-chapter","venue":"ORCA Online Research @Cardiff","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"China; New Zealand studies; Geography; History; Political science; Media studies; Sociology; Archaeology; Social science","score_opus":0.0928920689935026,"score_gpt":0.33839813178327827,"score_spread":0.24550606278977566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W166117447","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9930996,0.00021184563,0.000009489166,0.00029337645,0.00001365317,0.000004894928,0.000043103373,0.0000011670454,0.0063229655],"genre_scores_gemma":[0.9854784,0.00052752875,0.000029837254,0.0001937366,0.00000874343,0.000010658665,0.000068707704,0.000004184898,0.013678247],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994118,0.00011234308,0.000029235987,0.00006962554,0.000119091455,0.00025788083],"domain_scores_gemma":[0.9980064,0.00023835672,0.00032220522,0.000033416047,0.00040501056,0.0009947269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009228952,0.00019464566,0.00022571097,0.0010404959,0.003515283,0.0015907708,0.00036904254,0.00035111277,0.0044833827],"category_scores_gemma":[0.0016584228,0.00021555711,0.00026203538,0.0019334209,0.0016928867,0.0012042858,0.0014051963,0.0009976955,0.0003510599],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023249211,0.00014619474,0.51546097,0.0000788854,0.000031760377,0.0010291791,0.45653632,0.00007065916,0.00084925455,0.0027354185,0.004017761,0.018811096],"study_design_scores_gemma":[0.0000048161933,0.00006998388,0.7741348,0.00004348635,0.000017275124,0.00008882966,0.21854797,0.000057573256,0.00012615035,0.0000597792,0.006833699,0.000015585802],"about_ca_topic_score_codex":0.6714277,"about_ca_topic_score_gemma":0.84281504,"teacher_disagreement_score":0.32857227,"about_ca_system_score_codex":0.0050845845,"about_ca_system_score_gemma":0.0048638177,"threshold_uncertainty_score":0.66101456},"labels":[],"label_agreement":null},{"id":"W1663844626","doi":"","title":"A Study of Reading Strategy Awareness Among College English Major at Taif University, KSA; and Factors affecting Reading Comprehension","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Reading (process); Comprehension; Cognition; Psychology; Mathematics education; Process (computing); Computer science; sort; Linguistics; Cognitive psychology","score_opus":0.0271714286026943,"score_gpt":0.2701408674236704,"score_spread":0.24296943882097607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1663844626","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99970967,0.000025114901,0.000009656219,0.000021531261,0.0000011027638,0.0000052338432,0.000012264341,5.161063e-7,0.00021490244],"genre_scores_gemma":[0.99900335,0.000078003635,0.000037498434,0.00003015024,0.000002497528,0.000012044137,0.000028453944,7.286619e-7,0.00080728525],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997321,0.000049496975,0.000030256111,0.00003576613,0.00006533252,0.00008706131],"domain_scores_gemma":[0.9982284,0.0004352562,0.00046705548,0.000050615345,0.00036939394,0.0004493276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050467136,0.00033458276,0.00030875576,0.0011951101,0.0018804183,0.0014186767,0.00029101555,0.00045797354,0.0019941868],"category_scores_gemma":[0.0018133154,0.00028718737,0.0003326328,0.00087693834,0.00059410586,0.0006811075,0.0005197057,0.00076338573,0.00047636713],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010071812,0.0015306488,0.8986079,0.00009150143,0.000027417593,0.001211261,0.08212596,0.000027470565,0.0034662609,0.00011432215,0.00027638444,0.012420209],"study_design_scores_gemma":[0.000006077844,0.00073023903,0.91074824,0.00003425012,0.000028242734,0.00054548815,0.08619859,0.00010194409,0.00053206034,0.000057117217,0.0009998896,0.000017837081],"about_ca_topic_score_codex":0.01270401,"about_ca_topic_score_gemma":0.02563855,"teacher_disagreement_score":0.01270401,"about_ca_system_score_codex":0.0009258994,"about_ca_system_score_gemma":0.0013991918,"threshold_uncertainty_score":0.02526015},"labels":[],"label_agreement":null},{"id":"W1667247612","doi":"10.18806/tesl.v30i2.1142","title":"Let’s Talk! ESL Students’ Needs and Writing Centre Philosophy","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Higher education; Sociology; Humanities; Psychology; Political science; Art","score_opus":0.01912444894339943,"score_gpt":0.2085263945523875,"score_spread":0.18940194560898807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1667247612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.694156,0.0035469641,0.0041669854,0.1578191,0.001801162,0.000060942864,0.00008309004,0.00033139577,0.13803437],"genre_scores_gemma":[0.952581,0.0010789159,0.0012319596,0.008245016,0.0002237964,0.00005078551,0.000049329778,0.00009462879,0.036444575],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99480826,0.0022871292,0.00021018552,0.0003957943,0.0013716194,0.00092713354],"domain_scores_gemma":[0.9891656,0.0024030006,0.0012672684,0.00041409105,0.0020073876,0.004742579],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041691554,0.00032192448,0.00030699026,0.0010255607,0.011617193,0.011209852,0.0010333532,0.0028065436,0.013437469],"category_scores_gemma":[0.013284172,0.00033766878,0.00032720694,0.00088362786,0.009272283,0.009773593,0.009201294,0.005898555,0.0035511674],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040412368,0.00024220796,0.021265848,0.00025411102,0.000010441678,0.002150402,0.8300737,0.000068593654,0.0016241275,0.023451246,0.045280218,0.07553867],"study_design_scores_gemma":[0.0000119155275,0.0000598777,0.009678161,0.00026295986,0.000009269349,0.0015804943,0.7955161,0.00012538122,0.0007077115,0.008679353,0.18332668,0.00004211762],"about_ca_topic_score_codex":0.0033575392,"about_ca_topic_score_gemma":0.0051357946,"teacher_disagreement_score":0.013437469,"about_ca_system_score_codex":0.0034681717,"about_ca_system_score_gemma":0.0050312676,"threshold_uncertainty_score":0.04495287},"labels":[],"label_agreement":null},{"id":"W1677853005","doi":"","title":"The Effects of Task-Based Teaching Approach on College Writing Classes","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language education; Computer science; Task (project management); Second-language acquisition; Mathematics education; Competence (human resources); Empirical research; Teaching method; Field (mathematics); Linguistic competence; Psychology; Linguistics; Engineering","score_opus":0.010896659771556658,"score_gpt":0.2712846113418481,"score_spread":0.26038795157029143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1677853005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99772114,0.0000664021,0.00026781645,0.00004882084,0.00002464051,0.00005348162,0.000012992936,0.000025609008,0.0017791177],"genre_scores_gemma":[0.9958468,0.00009632388,0.0010505735,0.00004743487,0.000022896804,0.00013704401,0.000039940776,0.000012062041,0.0027469185],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988802,0.00042495437,0.000086927335,0.00019198653,0.00024249934,0.00017330682],"domain_scores_gemma":[0.9908632,0.004823454,0.0008944324,0.00045303922,0.0005771903,0.0023887544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008948232,0.00038695324,0.00042008478,0.00044248183,0.0007089647,0.0009959314,0.0006588663,0.00043556976,0.0031380919],"category_scores_gemma":[0.010048772,0.00013207774,0.00037908144,0.0002928388,0.00035413,0.00048983307,0.00084853225,0.0008302847,0.00039143028],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.019435309,0.11395767,0.06255075,0.0013121876,0.00031236492,0.001200423,0.024574526,0.0041043563,0.092578895,0.0011379065,0.0025899704,0.6762457],"study_design_scores_gemma":[0.0042942804,0.08779279,0.8134652,0.0004971746,0.0006163075,0.00061705906,0.025266366,0.011302426,0.03176174,0.002406547,0.02168801,0.00029206884],"about_ca_topic_score_codex":0.0013618771,"about_ca_topic_score_gemma":0.0017370516,"teacher_disagreement_score":0.0031380919,"about_ca_system_score_codex":0.0005863391,"about_ca_system_score_gemma":0.00063239445,"threshold_uncertainty_score":0.010497987},"labels":[],"label_agreement":null},{"id":"W1682396692","doi":"10.3968/j.css.1923669720130903.5746","title":"Research on the Influence of Affective Factors to Ethnic Chinese Student's Chinese Acquisition: Take the Ethnic Chinese Students in Fiji as an Example","year":2013,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ethnic group; Ethnic chinese; Identity (music); Psychology; Order (exchange); Social psychology; Mathematics education; Sociology; Anthropology; Aesthetics; Business","score_opus":0.0984942672375361,"score_gpt":0.4121734717350302,"score_spread":0.3136792044974941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1682396692","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99776053,0.000090740694,0.00006620914,0.00007181041,0.0000033222666,0.00000426117,0.00000803178,4.7176772e-7,0.0019946238],"genre_scores_gemma":[0.9994362,0.00011739119,0.00005024962,0.000018303748,0.0000031444852,0.0000039488477,0.000011650147,4.1522784e-7,0.0003586418],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999584,0.00012881593,0.00002181996,0.000052239335,0.000095990334,0.000117131196],"domain_scores_gemma":[0.99676454,0.0013363091,0.00070616597,0.00009002491,0.00040259634,0.00070040365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008949635,0.00023400171,0.00018348832,0.00081973604,0.0011649883,0.001068686,0.00018264503,0.00019383483,0.0020439052],"category_scores_gemma":[0.0024906618,0.00011055529,0.00029124288,0.0010839903,0.0008932056,0.00045330022,0.00046037722,0.000409962,0.00010301525],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005599664,0.0002083496,0.9679156,0.00006478129,0.00008202535,0.00018145177,0.013543856,0.00006862932,0.0010167777,0.00082383235,0.0001253393,0.015913457],"study_design_scores_gemma":[0.0000012055369,0.000024297642,0.99369943,0.000008184293,0.000018580038,0.000021078815,0.005767656,0.00006984737,0.000112649745,0.000057428795,0.00021637094,0.0000032763958],"about_ca_topic_score_codex":0.0291472,"about_ca_topic_score_gemma":0.04784238,"teacher_disagreement_score":0.0291472,"about_ca_system_score_codex":0.0010114706,"about_ca_system_score_gemma":0.0016594983,"threshold_uncertainty_score":0.057955086},"labels":[],"label_agreement":null},{"id":"W1684717190","doi":"","title":"On Oral English Teaching for Chinese English Majors from a Constructivist Perspective","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructivism (international relations); Mathematics education; Perspective (graphical); Constructivist teaching methods; Face (sociological concept); College English; Psychology; Teaching method; Pedagogy; Linguistics; Computer science; Philosophy; Political science","score_opus":0.016811488572056065,"score_gpt":0.31239527500337905,"score_spread":0.295583786431323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1684717190","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9567905,0.003901237,0.0020675769,0.006345157,0.000069348964,0.00005943073,0.00001359442,0.000010653097,0.030742444],"genre_scores_gemma":[0.9946144,0.002670224,0.00095941266,0.00021116955,0.000015611162,0.00003129185,0.000010957938,0.0000026099667,0.0014842679],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99868447,0.0006994613,0.000054448104,0.000079452446,0.00030770735,0.00017450847],"domain_scores_gemma":[0.9974775,0.0016872126,0.00023989745,0.0000744301,0.00030301942,0.00021806653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042723054,0.00016889414,0.00016143493,0.0010885866,0.0026075544,0.0025549985,0.000643585,0.00034929006,0.0009467856],"category_scores_gemma":[0.0029936756,0.00008893265,0.00016572277,0.0012412032,0.0037781294,0.0015103343,0.0017082952,0.0008171538,0.00006853512],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005293601,0.00047412858,0.05571543,0.0009280062,0.000017043416,0.00064735,0.5931081,0.00041942397,0.0035467776,0.056514364,0.003136107,0.2854403],"study_design_scores_gemma":[0.000044329445,0.0004232106,0.090156816,0.0017099034,0.00008148567,0.000358,0.8334347,0.0015271185,0.0038092276,0.018706828,0.0497023,0.000046016572],"about_ca_topic_score_codex":0.018085316,"about_ca_topic_score_gemma":0.02961833,"teacher_disagreement_score":0.018085316,"about_ca_system_score_codex":0.0039316053,"about_ca_system_score_gemma":0.01058194,"threshold_uncertainty_score":0.03596008},"labels":[],"label_agreement":null},{"id":"W1685636520","doi":"10.3968/j.css.1923669720090505.010","title":"Case Study of Factors Affecting Chinese Students’ English Communication Performance","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Deci-; Psychology; Yardstick; Learnability; Competence (human resources); Language acquisition; Linguistic competence; Humanities; Pedagogy; Mathematics education; Linguistics; Social psychology; Computer science; Artificial intelligence; Political science; Philosophy","score_opus":0.03488834739305042,"score_gpt":0.2971404039665994,"score_spread":0.262252056573549,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1685636520","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99927455,0.000017256685,0.00013112086,0.00006692343,0.0000021102346,0.000025083677,0.000017082399,0.000002446739,0.0004633547],"genre_scores_gemma":[0.99827194,0.0000463092,0.00040217082,0.000021352294,0.000003867915,0.000044354772,0.00002730232,0.0000018422152,0.0011807648],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9987411,0.00040356285,0.00011517911,0.0001456517,0.00031209897,0.0002825603],"domain_scores_gemma":[0.9974813,0.0009412675,0.00041001264,0.00014580353,0.00045282362,0.0005688343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015797473,0.0005016032,0.0002961163,0.0013518262,0.0033226237,0.00083448016,0.00075256464,0.00081715966,0.0031094856],"category_scores_gemma":[0.0031073696,0.00020715318,0.000534447,0.0012812677,0.000687289,0.0006384,0.0010873775,0.00065124093,0.00026770198],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002875513,0.0025634922,0.71975434,0.00033651284,0.00009710933,0.03904124,0.17625187,0.0010678183,0.006906696,0.0014610147,0.0017173672,0.050515033],"study_design_scores_gemma":[0.00004718305,0.0013861636,0.71759605,0.00006889374,0.000105613944,0.0066874726,0.2576964,0.0049167047,0.0059493994,0.00041005,0.005039922,0.00009622626],"about_ca_topic_score_codex":0.018362902,"about_ca_topic_score_gemma":0.021869687,"teacher_disagreement_score":0.018362902,"about_ca_system_score_codex":0.0021524122,"about_ca_system_score_gemma":0.0027548503,"threshold_uncertainty_score":0.036512077},"labels":[],"label_agreement":null},{"id":"W1688442885","doi":"10.3968/5932","title":"Teaching Strategy of CET-4 Writing Based on Second Language Acquisition Theory","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Operability; Computer science; Second-language acquisition; Linguistics; Mathematics education; Filter (signal processing); Psychology; Philosophy; Software engineering","score_opus":0.017878454827612935,"score_gpt":0.3019785433822558,"score_spread":0.2841000885546429,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1688442885","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6651363,0.00037333625,0.20383534,0.0008421298,0.00011834209,0.00046594968,0.000091156064,0.0009764871,0.12816097],"genre_scores_gemma":[0.93700796,0.0001516693,0.045890935,0.00007785467,0.00002105574,0.0000952628,0.000057759746,0.00004826556,0.016649134],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996277,0.00010586078,0.000028127222,0.00007762007,0.00011117744,0.000049480146],"domain_scores_gemma":[0.9992655,0.00036633492,0.0000591417,0.00006401699,0.00014732762,0.000097664255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041797408,0.000313545,0.00021516492,0.0005828853,0.0005128403,0.0011568399,0.0005206217,0.0004363864,0.006500191],"category_scores_gemma":[0.0019585488,0.00013526852,0.00029261108,0.00032607498,0.0006047598,0.0010015353,0.00057780556,0.00057524984,0.0009426088],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040453477,0.0010676342,0.038052745,0.00093771535,0.00004191233,0.0021198292,0.023266014,0.005561094,0.085881785,0.1415438,0.0032453896,0.6978775],"study_design_scores_gemma":[0.0006202377,0.003464742,0.12812766,0.00069987675,0.0003121935,0.009454896,0.027656393,0.19796064,0.21026963,0.30157188,0.11961905,0.00024281874],"about_ca_topic_score_codex":0.0005227779,"about_ca_topic_score_gemma":0.0005504411,"teacher_disagreement_score":0.006500191,"about_ca_system_score_codex":0.00049951195,"about_ca_system_score_gemma":0.0010760956,"threshold_uncertainty_score":0.021745265},"labels":[],"label_agreement":null},{"id":"W1688971396","doi":"10.5539/elt.v8n11p28","title":"Secondary School Students’ Reading Anxiety in a Second Language","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Vocabulary; Reading (process); Vocabulary development; Mathematics education; Extensive reading; Language proficiency; Competence (human resources); Pedagogy; Developmental psychology; Teaching method; Linguistics; Social psychology","score_opus":0.01613100927143666,"score_gpt":0.2707420851465658,"score_spread":0.2546110758751291,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1688971396","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999567,0.000023530538,0.000007801404,0.000024920462,0.000003172853,0.0000035490375,0.0000063511397,0.0000018394106,0.00036176114],"genre_scores_gemma":[0.9995384,0.000028848397,0.000010426866,0.000031646414,0.0000034156976,0.000004793064,0.000015941583,6.2649076e-7,0.0003659473],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995964,0.000067975416,0.00003475853,0.000039321316,0.00012982402,0.00013171688],"domain_scores_gemma":[0.9980964,0.00024787386,0.0006657882,0.000051082592,0.00026495502,0.0006738226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004928093,0.00027483172,0.00041606312,0.0006507139,0.0007329457,0.0017156604,0.00016976813,0.00046781808,0.0025593804],"category_scores_gemma":[0.0017017022,0.00021862298,0.00043445925,0.00034448763,0.00059443945,0.0003565037,0.00067256176,0.0010672403,0.00052772305],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020730155,0.0012583509,0.94851226,0.00008743954,0.000046890847,0.0011645582,0.026234068,0.00003773676,0.0054527507,0.00009567156,0.0007054325,0.016197575],"study_design_scores_gemma":[0.000012733081,0.0009894335,0.9781382,0.000018618555,0.000017625307,0.0006083519,0.01892214,0.000070226844,0.0005382721,0.000044219934,0.0006277154,0.00001254036],"about_ca_topic_score_codex":0.0039799917,"about_ca_topic_score_gemma":0.006656958,"teacher_disagreement_score":0.0039799917,"about_ca_system_score_codex":0.000446823,"about_ca_system_score_gemma":0.000518644,"threshold_uncertainty_score":0.008562028},"labels":[],"label_agreement":null},{"id":"W1691686628","doi":"","title":"Application of Communicative Method in EFL Listening and Speaking Class","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Class (philosophy); Communicative language teaching; Mathematics education; Pedagogy; Linguistics; Computer science; Language education; Communication","score_opus":0.05120392961027322,"score_gpt":0.3706998391382385,"score_spread":0.3194959095279653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1691686628","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8795845,0.0011469324,0.025346361,0.0012615906,0.00013725509,0.00091817864,0.000051957526,0.00012562341,0.09142764],"genre_scores_gemma":[0.9729337,0.00067079166,0.017457617,0.00017013973,0.000053092004,0.0006435505,0.000027000593,0.00002734431,0.008016765],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99320215,0.004619781,0.00022212758,0.0004651474,0.0010981237,0.00039262517],"domain_scores_gemma":[0.9949916,0.0030299083,0.00032753698,0.00031490155,0.0007841241,0.0005519499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006229608,0.0004150152,0.00028480537,0.0023476523,0.0023708278,0.0025345772,0.00078911474,0.0005001687,0.0032407886],"category_scores_gemma":[0.006899472,0.00016319186,0.00031938413,0.0012951369,0.0021887815,0.0010992341,0.0025198031,0.0008377515,0.00031020184],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028029308,0.0012174635,0.03763082,0.0010422479,0.000029858664,0.0013107096,0.3366401,0.00046265303,0.024556912,0.018412683,0.0020096672,0.5764066],"study_design_scores_gemma":[0.00026797137,0.0033129817,0.26615208,0.001902882,0.00027822645,0.0034561923,0.45327538,0.0067875395,0.045190968,0.015839953,0.20323236,0.000303449],"about_ca_topic_score_codex":0.0018478384,"about_ca_topic_score_gemma":0.0032260916,"teacher_disagreement_score":0.006229608,"about_ca_system_score_codex":0.002400713,"about_ca_system_score_gemma":0.004164197,"threshold_uncertainty_score":0.032945693},"labels":[],"label_agreement":null},{"id":"W1694118240","doi":"","title":"Textbook Evaluation: EFL Teachers’ Perspectives on “New Interchange”","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Value (mathematics); Series (stratigraphy); Descriptive statistics; Psychology; Computer science; Mathematics; Statistics","score_opus":0.11648710643603478,"score_gpt":0.3487689518486042,"score_spread":0.2322818454125694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1694118240","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98814315,0.00041340906,0.0015385621,0.00075125543,0.000051507737,0.00007890502,0.000019587775,0.000027328279,0.0089762965],"genre_scores_gemma":[0.9951102,0.00042460597,0.0015809468,0.00020232653,0.0000335885,0.00004651744,0.00003201127,0.000009340543,0.0025604013],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99238026,0.004916092,0.00041534012,0.0002182003,0.0017318305,0.00033833156],"domain_scores_gemma":[0.9785855,0.008735246,0.004574339,0.0005850375,0.006240427,0.0012794508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009659563,0.00024829543,0.00034457515,0.00095427927,0.0009403384,0.0018582374,0.00048134036,0.0006467973,0.0019126012],"category_scores_gemma":[0.03301402,0.00013548344,0.00024494476,0.00064278534,0.0012993612,0.0013771915,0.0012362807,0.0010085726,0.0003150636],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048950757,0.0014605554,0.21876363,0.0010278932,0.000044293407,0.0048493384,0.45449096,0.0005959807,0.031237995,0.0031855586,0.01045517,0.2733991],"study_design_scores_gemma":[0.0001003812,0.0030828854,0.32318902,0.0006987757,0.00011420506,0.0065239985,0.56162137,0.0016132668,0.017362637,0.0017044351,0.08383663,0.00015237242],"about_ca_topic_score_codex":0.0008010238,"about_ca_topic_score_gemma":0.0015675245,"teacher_disagreement_score":0.009659563,"about_ca_system_score_codex":0.0014228311,"about_ca_system_score_gemma":0.001127552,"threshold_uncertainty_score":0.051085234},"labels":[],"label_agreement":null},{"id":"W1694467444","doi":"10.3968/j.css.1923669720090506.009","title":"How can Chinese English teachers meet the challenge of creating a learner-centered, communicative, intercultural classroom to achieve optimal student learning outcomes?","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Context (archaeology); Psychology; Enlightenment; Humanities; Sociology; Art; Philosophy; History","score_opus":0.027669595275613836,"score_gpt":0.28883129458526297,"score_spread":0.2611616993096491,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1694467444","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.724757,0.0030381735,0.016548438,0.10911385,0.0005190921,0.00027126013,0.00010051386,0.0003075762,0.14534412],"genre_scores_gemma":[0.9765112,0.0020905393,0.007260472,0.001831179,0.00007080642,0.00015205197,0.00004940361,0.00003056257,0.012003824],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99892163,0.00038727844,0.000029276905,0.000097621516,0.00023078878,0.00033340883],"domain_scores_gemma":[0.99826413,0.00029001132,0.00020138292,0.00009828304,0.00043531327,0.00071095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003372363,0.0003395537,0.00034788135,0.00047266876,0.0023514873,0.005309447,0.0007517647,0.0015647842,0.0027257903],"category_scores_gemma":[0.0054287016,0.00015544902,0.0002423049,0.0004824366,0.0015818961,0.0047844406,0.001962996,0.0012610987,0.00092567806],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000166978,0.0010280627,0.062227894,0.0015571909,0.000091739996,0.0012787804,0.16145015,0.0027235518,0.011580695,0.08613572,0.044223133,0.62753606],"study_design_scores_gemma":[0.00024091746,0.00075824675,0.11860367,0.001377615,0.00025063864,0.00067557045,0.47901842,0.012191093,0.015429689,0.09305077,0.27814272,0.00026063813],"about_ca_topic_score_codex":0.017287064,"about_ca_topic_score_gemma":0.024945045,"teacher_disagreement_score":0.017287064,"about_ca_system_score_codex":0.002609527,"about_ca_system_score_gemma":0.011531014,"threshold_uncertainty_score":0.034372926},"labels":[],"label_agreement":null},{"id":"W1698137496","doi":"10.3968/j.css.1923669720120804.1157","title":"Teacher's Role in Students-Centered English Intensive Reading Class in China","year":2012,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Reading (process); Mathematics education; Pedagogy; Foreign language; Constructivism (international relations); Foreign language teaching; Teaching method; Psychology; Computer science; Linguistics; Political science","score_opus":0.02421117851498589,"score_gpt":0.2716075569818911,"score_spread":0.2473963784669052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1698137496","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9923247,0.00020765538,0.00007904894,0.0007299514,0.00003347146,0.000020264462,0.00001705118,0.000010515952,0.006577393],"genre_scores_gemma":[0.9883681,0.000101469755,0.00006776932,0.00007565941,0.000008208588,0.000013051615,0.000015464213,0.000003042428,0.011347234],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99917644,0.00019660212,0.00003706102,0.00015362524,0.00009697009,0.00033929688],"domain_scores_gemma":[0.9975648,0.00014608561,0.00020129116,0.00004670504,0.00022526391,0.0018158358],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009782126,0.00019926424,0.00017958549,0.00059632596,0.004174272,0.00096860784,0.00068684266,0.0005284635,0.008144788],"category_scores_gemma":[0.0011563447,0.0001584477,0.00013293997,0.00029693867,0.000986817,0.00048595748,0.0013458368,0.0005616634,0.00054842565],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007911324,0.0019700744,0.5245247,0.00032694617,0.000023914292,0.005117729,0.31008244,0.00032170504,0.016939733,0.0058691115,0.008694954,0.12533766],"study_design_scores_gemma":[0.00014737388,0.0009296976,0.77542484,0.0001824548,0.00004161155,0.0009948397,0.16889107,0.0010246882,0.003097884,0.00064907747,0.048546176,0.000070309325],"about_ca_topic_score_codex":0.0482602,"about_ca_topic_score_gemma":0.08835156,"teacher_disagreement_score":0.0482602,"about_ca_system_score_codex":0.0037810726,"about_ca_system_score_gemma":0.006757325,"threshold_uncertainty_score":0.09595859},"labels":[],"label_agreement":null},{"id":"W1699519842","doi":"","title":"Systematic Teaching Design of Communicative Context in Business English Writing in Chinese Context","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Communicative language teaching; Curriculum; Context (archaeology); Professional writing; Psychology; Teaching method; Competence (human resources); Pedagogy; Language education; Mathematics education; Linguistics","score_opus":0.024618445084388665,"score_gpt":0.2953841962293645,"score_spread":0.27076575114497586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1699519842","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7821625,0.0012591742,0.16681388,0.00065950095,0.00019327896,0.0379522,0.00031562036,0.00050225825,0.010141678],"genre_scores_gemma":[0.65249825,0.0005954722,0.3176938,0.00015631643,0.000039255672,0.026246095,0.00016461157,0.00004612357,0.002560001],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.986022,0.009791607,0.0013065876,0.001276934,0.0010491768,0.000553695],"domain_scores_gemma":[0.9804278,0.011522387,0.0016295697,0.0019925123,0.0033773857,0.0010503497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012349383,0.0006454327,0.0006417032,0.0025289382,0.0020279903,0.0014277773,0.000821031,0.0006438083,0.0033704084],"category_scores_gemma":[0.02198337,0.0005116569,0.0007478234,0.0011231231,0.0018124585,0.0011506934,0.0020015237,0.00067115534,0.0003527662],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026244621,0.005137083,0.018154278,0.008359357,0.00014347954,0.0006861218,0.14257172,0.0036842097,0.07654321,0.0154204555,0.0018426925,0.72483295],"study_design_scores_gemma":[0.009219296,0.045608297,0.11605633,0.007257288,0.0029056869,0.0015156657,0.24181256,0.026547993,0.2660551,0.03497243,0.24746393,0.0005855651],"about_ca_topic_score_codex":0.001164611,"about_ca_topic_score_gemma":0.002589298,"teacher_disagreement_score":0.012349383,"about_ca_system_score_codex":0.0031341966,"about_ca_system_score_gemma":0.007130197,"threshold_uncertainty_score":0.06531054},"labels":[],"label_agreement":null},{"id":"W1706437678","doi":"","title":"Post-use Evaluation of English Book 2 for its Effectiveness in Iranian High Schools","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Vocabulary; Mathematics education; Computer science; Descriptive statistics; Psychology; Linguistics; Mathematics; Statistics","score_opus":0.07294755238432138,"score_gpt":0.3228035446500702,"score_spread":0.24985599226574884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1706437678","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989697,0.00014187269,0.000030420044,0.00004712313,0.0000087932995,0.000028067056,0.000019716515,0.000008492624,0.000745811],"genre_scores_gemma":[0.9976845,0.00028407748,0.0004453611,0.000038424634,0.000010426441,0.000040950505,0.000065695334,0.0000052555392,0.0014252949],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981462,0.0004905495,0.00013198215,0.000112747635,0.00088208425,0.00023649997],"domain_scores_gemma":[0.9941854,0.0014282181,0.0009002317,0.00020793763,0.0020950576,0.0011831787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027014716,0.0003452968,0.00072096166,0.0011872624,0.00059923163,0.0006664961,0.00064027915,0.00037495414,0.0020209248],"category_scores_gemma":[0.007945105,0.00018138938,0.00046050362,0.00061056204,0.0003011588,0.0007909954,0.00041679875,0.000511148,0.000411279],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0033175664,0.025184676,0.47087288,0.0010944874,0.0001241612,0.0011153746,0.041259777,0.00053008774,0.01115931,0.00032704006,0.003762785,0.4412518],"study_design_scores_gemma":[0.00010084132,0.022618942,0.94489676,0.00019369334,0.00015578413,0.00021330644,0.018145822,0.00046061407,0.008287255,0.00009224026,0.004789914,0.000044871733],"about_ca_topic_score_codex":0.0039817574,"about_ca_topic_score_gemma":0.008665308,"teacher_disagreement_score":0.0039817574,"about_ca_system_score_codex":0.00065497437,"about_ca_system_score_gemma":0.0014931706,"threshold_uncertainty_score":0.014286935},"labels":[],"label_agreement":null},{"id":"W1707756444","doi":"","title":"Exploring SL Writing and SL Sensitivity during Writing Tasks: Poor and Advanced Writing in a Context of Second Language Other than English","year":2018,"lang":"en","type":"article","venue":"Repositório do ISPA (Instituto Superior de Psicologia Aplicada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Sensitivity (control systems); Second language writing; Computer science; English language; Linguistics; Psychology; Mathematics education; Second language; Engineering; History; Philosophy; Archaeology","score_opus":0.03098201343612621,"score_gpt":0.2457571934529889,"score_spread":0.2147751800168627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1707756444","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99948657,0.000039765655,0.000043064512,0.0000074696363,8.3079584e-7,0.0000060647963,0.000012745529,0.0000011070429,0.00040241712],"genre_scores_gemma":[0.9995029,0.000052355987,0.00009318415,0.000009211789,0.0000014775368,0.000010363467,0.000028496692,0.0000016342401,0.00030053372],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99873656,0.00034983782,0.00023943867,0.00018095924,0.00030883975,0.00018444583],"domain_scores_gemma":[0.9940953,0.002181225,0.0021847873,0.00029760675,0.00071233144,0.00052868173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016330105,0.00042098275,0.00037601727,0.0019963535,0.00061531115,0.0016162243,0.00033481282,0.00044636556,0.0011710186],"category_scores_gemma":[0.010733745,0.00023225395,0.00028357876,0.0006378988,0.0009894232,0.0010750465,0.002099666,0.0005999814,0.0003354256],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008255219,0.00018895665,0.9380781,0.00007565669,0.000026362226,0.00088684075,0.043868173,0.000060770813,0.0027001393,0.00008058667,0.000059561084,0.013892289],"study_design_scores_gemma":[0.0000040651003,0.00036427184,0.969709,0.000035550107,0.000018108693,0.0023269728,0.025601376,0.00015996548,0.0010652149,0.00013008327,0.00057238934,0.00001300589],"about_ca_topic_score_codex":0.0021566204,"about_ca_topic_score_gemma":0.0031408288,"teacher_disagreement_score":0.0021566204,"about_ca_system_score_codex":0.0003564879,"about_ca_system_score_gemma":0.00050576817,"threshold_uncertainty_score":0.008636236},"labels":[],"label_agreement":null},{"id":"W1714652798","doi":"","title":"Antecedents of Willingness to Communicate: A Review of Literature","year":2011,"lang":"en","type":"review","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Value (mathematics); Willingness to accept; Order (exchange); Social psychology; Key (lock); Willingness to pay; Computer science; Business","score_opus":0.10757969792262226,"score_gpt":0.4067641440050916,"score_spread":0.2991844460824693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1714652798","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0021098028,0.9955455,0.00012002717,0.0007348764,0.00007104826,0.000014383529,0.000036338915,0.0000038782505,0.0013640877],"genre_scores_gemma":[0.008498458,0.9908869,0.00024042558,0.00014592898,0.000049041875,0.000018187562,0.000032604756,0.0000010758486,0.00012724074],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99884295,0.00038736835,0.00022858201,0.00016119883,0.00032061426,0.000059198497],"domain_scores_gemma":[0.98878664,0.0091655515,0.00092438614,0.00009285423,0.00084960833,0.0001809503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032214827,0.00070845516,0.0016663959,0.0058909794,0.0006037856,0.0025514693,0.0011958617,0.001298233,0.004257723],"category_scores_gemma":[0.009833616,0.000566211,0.0011327405,0.00733021,0.0012896887,0.0030868584,0.00085351523,0.001345872,0.00059686473],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011783584,0.00033361086,0.012737861,0.1315177,0.0006309359,0.00072857,0.0020588099,0.00043348206,0.00030428066,0.008708161,0.010069902,0.8323587],"study_design_scores_gemma":[0.00008566455,0.00039651064,0.13996473,0.44112158,0.0044518285,0.0061307293,0.015803806,0.00076216273,0.0010938492,0.016239883,0.3737346,0.0002146637],"about_ca_topic_score_codex":0.0054009133,"about_ca_topic_score_gemma":0.008652415,"teacher_disagreement_score":0.0058909794,"about_ca_system_score_codex":0.0018403534,"about_ca_system_score_gemma":0.005082004,"threshold_uncertainty_score":0.017037034},"labels":[],"label_agreement":null},{"id":"W1714706626","doi":"10.3968/j.css.1923669720130906.3021","title":"The Effects of Intelligence Participation and Implication on English Teaching","year":2013,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; College English; Psychology; Degree (music); Pedagogy","score_opus":0.016535246720993043,"score_gpt":0.2638153355779278,"score_spread":0.24728008885693475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1714706626","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99027175,0.00012054219,0.000087947315,0.00016134851,0.000012160345,0.000013964088,0.00002266874,0.0000067084693,0.009302888],"genre_scores_gemma":[0.9979119,0.00006688184,0.00009848795,0.00002687798,0.000010267016,0.000014760004,0.000024864017,0.0000068601,0.0018391727],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959466,0.0020340793,0.00012304561,0.0004157937,0.0007990166,0.0006814794],"domain_scores_gemma":[0.9661174,0.018637728,0.0039635045,0.0008003437,0.0015297146,0.008951397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021459584,0.00028299348,0.00029926322,0.0006528209,0.0012441807,0.0017775317,0.0005927752,0.00062346197,0.011892733],"category_scores_gemma":[0.02149873,0.00022619247,0.00051876984,0.00043193178,0.0016247311,0.00093921926,0.0019329038,0.0012812256,0.000523903],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008948744,0.014921681,0.7903215,0.000283275,0.00030640682,0.002518185,0.025043277,0.001283293,0.014937125,0.0052981446,0.0020439506,0.13409428],"study_design_scores_gemma":[0.000088298075,0.00095966196,0.9900883,0.000040760435,0.00009830945,0.00014789091,0.004446561,0.0003717697,0.0010403178,0.001193058,0.0014974191,0.000027652632],"about_ca_topic_score_codex":0.007439142,"about_ca_topic_score_gemma":0.010336105,"teacher_disagreement_score":0.011892733,"about_ca_system_score_codex":0.0011406889,"about_ca_system_score_gemma":0.0017258304,"threshold_uncertainty_score":0.039785147},"labels":[],"label_agreement":null},{"id":"W1715324030","doi":"","title":"Negative Transfer and Acquisition of Non-agentive Passive Voice","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Negative transfer; Passive voice; Second-language acquisition; Language acquisition; Psychology; Transfer (computing); Linguistics; Computer science; First language","score_opus":0.011832642945075375,"score_gpt":0.281119837697153,"score_spread":0.26928719475207763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1715324030","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94871485,0.0002989068,0.004452993,0.00029096828,0.00003349911,0.000038531947,0.000024799663,0.00004976143,0.046095755],"genre_scores_gemma":[0.9966388,0.00015459149,0.0006545469,0.00005614851,0.000012245151,0.000021861239,0.00002095297,0.000018896424,0.002421967],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99820316,0.00055719086,0.00010531679,0.00017471005,0.00082412484,0.00013547686],"domain_scores_gemma":[0.9874455,0.008024551,0.0017389274,0.0007153054,0.0015995196,0.00047620785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002051052,0.00029728285,0.0002491045,0.00075531675,0.00054071285,0.0019603036,0.0003951519,0.00045702222,0.0056890026],"category_scores_gemma":[0.020615462,0.00014092232,0.00015400641,0.00027182372,0.0016052449,0.0023620853,0.0021314004,0.0012246876,0.000630357],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063824863,0.0014322982,0.26268765,0.0010824141,0.000090828944,0.0052564708,0.16358075,0.0006802018,0.13666372,0.057813022,0.0013490207,0.36872536],"study_design_scores_gemma":[0.000092150374,0.0023298596,0.67370397,0.0006927987,0.00019072233,0.015056732,0.110699736,0.003444643,0.074501455,0.08211735,0.036990795,0.00017980758],"about_ca_topic_score_codex":0.0003426023,"about_ca_topic_score_gemma":0.0002544988,"teacher_disagreement_score":0.0056890026,"about_ca_system_score_codex":0.00036478965,"about_ca_system_score_gemma":0.00064471434,"threshold_uncertainty_score":0.019031584},"labels":[],"label_agreement":null},{"id":"W1716284261","doi":"","title":"Jordanian University Communicative Language Teaching Dangling Between Theory and Practice","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Communicative competence; Psychology; Economic shortage; Embodied cognition; Pedagogy; Context (archaeology); Syllabus; Mathematics education; Class (philosophy); Curriculum; Language education; Linguistics; Computer science","score_opus":0.03746331597736015,"score_gpt":0.34153877065551524,"score_spread":0.3040754546781551,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1716284261","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8217497,0.016307265,0.011128157,0.024374155,0.0003368148,0.00023511196,0.000030465544,0.00011042715,0.1257279],"genre_scores_gemma":[0.9837853,0.004304172,0.0056920093,0.0014537896,0.000073743184,0.00013880475,0.000014906914,0.000011741101,0.0045255623],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99354386,0.003962311,0.0003073735,0.00043107138,0.0013314034,0.00042408885],"domain_scores_gemma":[0.9918841,0.0044504884,0.0006544608,0.00050007936,0.001750487,0.00076044176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0099074235,0.00027373078,0.0002772559,0.0019265274,0.0036052058,0.0063137,0.0010054456,0.0008830038,0.0033634831],"category_scores_gemma":[0.00847147,0.00018326922,0.00020785494,0.0019391738,0.006079236,0.0030274058,0.0032325827,0.0010798485,0.00046160014],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012658161,0.0012116153,0.051920056,0.0014167055,0.000029218018,0.0011699548,0.40848008,0.00060316134,0.0022254244,0.09825805,0.005414007,0.42914513],"study_design_scores_gemma":[0.000048089914,0.0005832439,0.04413722,0.0040575447,0.000031127187,0.0010415922,0.71575856,0.001662092,0.0036064587,0.032798417,0.19622414,0.00005153827],"about_ca_topic_score_codex":0.0034409002,"about_ca_topic_score_gemma":0.00516664,"teacher_disagreement_score":0.0099074235,"about_ca_system_score_codex":0.00611237,"about_ca_system_score_gemma":0.012206494,"threshold_uncertainty_score":0.05239612},"labels":[],"label_agreement":null},{"id":"W1718271825","doi":"","title":"On the Relationships Between Linguistics and Language Teaching","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Applied linguistics; Media linguistics; Quantitative linguistics; Language and Communication Technologies; Language education; Clinical linguistics; Sociocultural linguistics; Comprehension approach; Language technology; Language assessment; Contrastive linguistics; Computer science; Psychology; Philosophy","score_opus":0.04294684320340197,"score_gpt":0.30764095306973555,"score_spread":0.26469410986633357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1718271825","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15505141,0.08993806,0.008621029,0.11736451,0.0010730112,0.000041448806,0.00007599554,0.00003858571,0.6277959],"genre_scores_gemma":[0.9155333,0.06559837,0.0018738918,0.004816841,0.0012057162,0.00004684642,0.000036387537,0.00003287001,0.010855803],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9957353,0.003050991,0.00008436345,0.0002308341,0.00061152206,0.0002869078],"domain_scores_gemma":[0.9451947,0.049742047,0.0026698718,0.00037131924,0.0012349222,0.0007871338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046328283,0.00026502405,0.00033708903,0.002944614,0.0033789515,0.0063646836,0.00083369645,0.0013883865,0.009387981],"category_scores_gemma":[0.014263621,0.00018336799,0.00025614584,0.003875231,0.011732414,0.007169672,0.0027403713,0.0026141265,0.00057296833],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029824496,0.0001376775,0.011469298,0.00045402808,0.00002613875,0.0005111159,0.035084758,0.00047566422,0.00023402521,0.9032602,0.0034955572,0.044821575],"study_design_scores_gemma":[0.000028378423,0.00020808591,0.050399303,0.0025070263,0.00008656346,0.0008259112,0.11044933,0.0009798178,0.0007988377,0.52374077,0.30991825,0.000057819423],"about_ca_topic_score_codex":0.008524883,"about_ca_topic_score_gemma":0.01398771,"teacher_disagreement_score":0.009387981,"about_ca_system_score_codex":0.0028229256,"about_ca_system_score_gemma":0.0036580977,"threshold_uncertainty_score":0.031405866},"labels":[],"label_agreement":null},{"id":"W1718582217","doi":"","title":"Schema-building and Listening","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Schema (genetic algorithms); Psychology; Cognitive psychology; Linguistics; Computer science; Communication; Information retrieval; Philosophy","score_opus":0.01693817334515457,"score_gpt":0.30855642520738896,"score_spread":0.2916182518622344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1718582217","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30834094,0.015994728,0.260352,0.018615652,0.00033821806,0.00024218643,0.00013291596,0.0002688794,0.3957145],"genre_scores_gemma":[0.9670304,0.0045805434,0.021986393,0.0007257176,0.0000892193,0.00007437764,0.000098328775,0.000048740705,0.0053662914],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99734145,0.0016666037,0.00011647097,0.00024474546,0.00047061066,0.00016010011],"domain_scores_gemma":[0.9931115,0.004615407,0.0007690306,0.0005313463,0.00056716066,0.00040552666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044229953,0.0002532674,0.00021238494,0.0012529012,0.0009393691,0.0039699916,0.00079129543,0.0007557595,0.005036742],"category_scores_gemma":[0.009436384,0.00015747306,0.00040511144,0.0011911892,0.0095260525,0.0060127596,0.0033769028,0.0019027973,0.00038176728],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016769503,0.000055117336,0.004921239,0.00030791774,0.000023783068,0.00019560276,0.039281968,0.0007669929,0.0015606588,0.85883665,0.0011343223,0.09289897],"study_design_scores_gemma":[0.000023073417,0.00015381699,0.008873206,0.0006825604,0.000031689844,0.001229877,0.035225146,0.002178441,0.0025628072,0.81092596,0.13806668,0.000046850142],"about_ca_topic_score_codex":0.0008131287,"about_ca_topic_score_gemma":0.0007516694,"teacher_disagreement_score":0.005036742,"about_ca_system_score_codex":0.00117199,"about_ca_system_score_gemma":0.0016063121,"threshold_uncertainty_score":0.023391306},"labels":[],"label_agreement":null},{"id":"W1719108759","doi":"","title":"Vocabulary Learning of Socially Relevant/Irrelevant Texts by English Students of Islamic Azad University","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Linguistics; Vocabulary learning; Test (biology); Foreign language; Islam; English vocabulary; English as a foreign language; Mathematics education; History","score_opus":0.02307990807281418,"score_gpt":0.27160142316626984,"score_spread":0.24852151509345566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1719108759","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996263,0.000034638688,0.000020174377,0.000015540389,0.0000012700792,0.0000034305942,0.0000048475517,0.0000011471867,0.00029256893],"genre_scores_gemma":[0.9988111,0.000106094165,0.00012550844,0.000027602064,0.0000033633505,0.0000054833113,0.00003305315,0.0000016709347,0.00088610593],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996841,0.000071231516,0.000032927554,0.000044531098,0.00010740672,0.00005993715],"domain_scores_gemma":[0.9987723,0.0003096199,0.0003685158,0.00008491713,0.00026510004,0.0001995173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005636912,0.000323152,0.00035538033,0.00058503536,0.00061937777,0.0012466777,0.00026885528,0.00037418585,0.002162188],"category_scores_gemma":[0.0035448978,0.00014377017,0.00027573484,0.00026013856,0.00044710573,0.0007602188,0.00054816355,0.00044990925,0.0006236085],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006293754,0.0016644169,0.77349347,0.0002532076,0.0000621043,0.0015483918,0.08694907,0.00027595868,0.03528033,0.00047185126,0.0009427419,0.09842898],"study_design_scores_gemma":[0.00004012614,0.0029938095,0.8797392,0.000108040644,0.00008401336,0.0019510019,0.097575925,0.0011339209,0.00812264,0.0010758551,0.007113054,0.00006242604],"about_ca_topic_score_codex":0.0016273181,"about_ca_topic_score_gemma":0.002215488,"teacher_disagreement_score":0.002162188,"about_ca_system_score_codex":0.00023728663,"about_ca_system_score_gemma":0.00049680466,"threshold_uncertainty_score":0.007233262},"labels":[],"label_agreement":null},{"id":"W1725627099","doi":"10.1111/j.1467-9922.2010.00562.x","title":"Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":735,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Simple (philosophy); Meta-analysis; Van de Graaff generator; Type (biology); Second-language acquisition; Cognitive psychology; Feature (linguistics); Linguistics; Natural language processing; Mathematics education; Computer science","score_opus":0.045557419513944,"score_gpt":0.3176710019718397,"score_spread":0.2721135824578957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1725627099","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20587097,0.77134913,0.011858178,0.0009672647,0.0009649631,0.0028611207,0.0039862343,0.00034659004,0.0017955869],"genre_scores_gemma":[0.87500644,0.10514626,0.01100707,0.00068219914,0.00025618967,0.005382972,0.0012576758,0.00011775731,0.0011433864],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.98387665,0.010063189,0.0025562197,0.0018324166,0.0013089316,0.00036254266],"domain_scores_gemma":[0.9402226,0.052473605,0.00366505,0.0016752728,0.0014496936,0.0005137807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020412425,0.0027113212,0.013116499,0.004427392,0.0008741103,0.0029014302,0.0026538393,0.003152112,0.0041428274],"category_scores_gemma":[0.051218092,0.0014971743,0.03309618,0.005191065,0.0011749689,0.0019144297,0.0011935886,0.0023308762,0.00036559434],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009471508,0.000102455226,0.01180291,0.06211879,0.90732324,0.00025730135,0.00021818503,0.0005795307,0.00067542493,0.00016804777,0.00041769093,0.006864973],"study_design_scores_gemma":[0.0016841603,0.000907573,0.006275708,0.0021729944,0.9869932,0.000085101725,0.00006055826,0.00027946365,0.0005060582,0.00020289692,0.0008085226,0.000023713912],"about_ca_topic_score_codex":0.0035878003,"about_ca_topic_score_gemma":0.006379485,"teacher_disagreement_score":0.020412425,"about_ca_system_score_codex":0.0020154044,"about_ca_system_score_gemma":0.0019481584,"threshold_uncertainty_score":0.107952535},"labels":[],"label_agreement":null},{"id":"W1725881990","doi":"10.3968/j.css.1923669720090502.007","title":"Key Elements in Conducting Communicative Approach to Language Teaching","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Communicative language teaching; Key (lock); Fluency; Relation (database); Computer science; Mathematics education; Pedagogy; Psychology; Language education; Linguistics; Philosophy","score_opus":0.08006847593553205,"score_gpt":0.31959788351330565,"score_spread":0.23952940757777358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1725881990","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13148145,0.002987818,0.6555475,0.013799314,0.00080870086,0.014596702,0.00020194861,0.0024272657,0.17814933],"genre_scores_gemma":[0.13750377,0.00080665894,0.85028136,0.00050732505,0.000117413685,0.004105422,0.00007542138,0.00011683888,0.006485777],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.95157146,0.033455517,0.0038949864,0.0016453661,0.007741619,0.0016911055],"domain_scores_gemma":[0.9338869,0.042529386,0.0035244736,0.004366818,0.010710547,0.0049819257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03167175,0.0007558985,0.0005344712,0.0022147272,0.0057715303,0.005395895,0.0015477254,0.0022686007,0.0044015483],"category_scores_gemma":[0.045431986,0.0010701418,0.0005341198,0.0017145844,0.0048234207,0.0028431923,0.0042571775,0.003027151,0.0024195933],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004997541,0.0014049957,0.017850788,0.0041837757,0.000046999718,0.0013731979,0.11324982,0.0017372709,0.044393793,0.07480572,0.008152375,0.7323014],"study_design_scores_gemma":[0.00038434236,0.0025534285,0.12094437,0.0068366015,0.00021521463,0.0061647673,0.12245961,0.009219678,0.084200814,0.13322815,0.5131045,0.0006885062],"about_ca_topic_score_codex":0.0042896783,"about_ca_topic_score_gemma":0.008033514,"teacher_disagreement_score":0.03167175,"about_ca_system_score_codex":0.0032992754,"about_ca_system_score_gemma":0.014907225,"threshold_uncertainty_score":0.16749823},"labels":[],"label_agreement":null},{"id":"W1736921619","doi":"","title":"New Relationship Between Teachers and Students Based on the New English Curriculum Criteria","year":2015,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Humanity; Mathematics education; Point (geometry); Scheme (mathematics); Key (lock); Sociology; Emergent curriculum; Curriculum theory; Pedagogy; Curriculum mapping; Curriculum development; Psychology; Computer science; Political science; Mathematics; Law","score_opus":0.08175935042654994,"score_gpt":0.3148976511068746,"score_spread":0.23313830068032468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1736921619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75281304,0.0011428795,0.006212914,0.041242987,0.00048751791,0.00008189151,0.00005577059,0.000048381742,0.19791466],"genre_scores_gemma":[0.98939556,0.000225582,0.0005769801,0.0006569699,0.000050229133,0.000019922574,0.000010266664,0.00001116062,0.009053393],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99205315,0.003840993,0.00025420278,0.000756996,0.0023319894,0.00076268136],"domain_scores_gemma":[0.98611635,0.005687878,0.0017609767,0.00040234014,0.0031232713,0.0029091912],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041121547,0.00012751589,0.00034888185,0.0011133241,0.0052047493,0.006205622,0.00062428106,0.0010529562,0.003997678],"category_scores_gemma":[0.015783435,0.00018066632,0.0001453917,0.000740956,0.005590304,0.004405382,0.0041679894,0.0032201447,0.0002924928],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000068939764,0.00022249659,0.073289946,0.00006482205,0.000013818163,0.0010699301,0.72775626,0.000087343054,0.0013524946,0.15052024,0.011399894,0.034153793],"study_design_scores_gemma":[0.00003503117,0.00014607018,0.08516644,0.00016033018,0.00002591673,0.0013174115,0.65826064,0.0013323065,0.00061712693,0.043269135,0.20958681,0.000082843966],"about_ca_topic_score_codex":0.010470419,"about_ca_topic_score_gemma":0.011536776,"teacher_disagreement_score":0.010470419,"about_ca_system_score_codex":0.005102921,"about_ca_system_score_gemma":0.004743518,"threshold_uncertainty_score":0.03702444},"labels":[],"label_agreement":null},{"id":"W1739354588","doi":"","title":"Speaking Fluency: Technology in EFL Context or Social Interaction in ESL Context?","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Context (archaeology); Psychology; Test (biology); Social environment; Context effect; Social media; Linguistics; Mathematics education; Computer science; Sociology; World Wide Web","score_opus":0.06321538384286834,"score_gpt":0.3291911148962264,"score_spread":0.26597573105335803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1739354588","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877792,0.0005463567,0.0006202589,0.00035309067,0.000030987903,0.000014809247,0.000023733206,0.000016118622,0.010615469],"genre_scores_gemma":[0.99866116,0.00020299548,0.00027449577,0.000064612956,0.000018510404,0.000011582321,0.000012147156,0.000003357891,0.0007512158],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985026,0.00068945496,0.00010803636,0.0001453777,0.00035696823,0.00019754686],"domain_scores_gemma":[0.9961862,0.0019502525,0.00090658414,0.00012438462,0.00027720595,0.000555479],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010644333,0.00036072446,0.0003302544,0.000709764,0.0007629417,0.0025033,0.00024912134,0.0005480502,0.0040589],"category_scores_gemma":[0.0049244915,0.000107526495,0.00026864084,0.00039639432,0.0014011506,0.0013297074,0.0011578398,0.0005274113,0.0004302069],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00077607017,0.0015106782,0.51650196,0.0013582385,0.00017618173,0.0052856435,0.14910884,0.0002458737,0.03703321,0.00420605,0.0015795801,0.28221765],"study_design_scores_gemma":[0.000037369824,0.0010575844,0.83051753,0.00033614403,0.00019570418,0.0034483839,0.14371638,0.0005042507,0.007378562,0.00219206,0.010541111,0.00007496962],"about_ca_topic_score_codex":0.00085259107,"about_ca_topic_score_gemma":0.0012860653,"teacher_disagreement_score":0.0040589,"about_ca_system_score_codex":0.00046062717,"about_ca_system_score_gemma":0.00041333228,"threshold_uncertainty_score":0.013578355},"labels":[],"label_agreement":null},{"id":"W1745497758","doi":"","title":"Evaluation of Writing Skills and the Levels of Difficulty","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Shahid; Mathematics education; Task (project management); Psychology; Islam; Communication skills; Computer science; Pedagogy; Medical education; Engineering; Medicine","score_opus":0.08928548358633719,"score_gpt":0.33052293802069993,"score_spread":0.24123745443436273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1745497758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957045,0.00024444232,0.0005083942,0.00003334702,0.000010653163,0.000045965546,0.000108898486,0.00001746938,0.003326285],"genre_scores_gemma":[0.99723154,0.0001600756,0.0006101816,0.000013937462,0.00001093092,0.00003568865,0.00016588955,0.000005607557,0.0017661992],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985996,0.00025407373,0.00031346228,0.00016174279,0.000513653,0.00015753352],"domain_scores_gemma":[0.9906927,0.00257542,0.0031464782,0.0003074487,0.0023974483,0.0008805521],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013348737,0.00046322795,0.00035046917,0.0020163236,0.00027310257,0.0011767788,0.0003456158,0.0003889422,0.0032833046],"category_scores_gemma":[0.010701519,0.00011892635,0.00037266556,0.0006810773,0.00042012925,0.00060172897,0.0005703733,0.0005969555,0.00074395415],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053431647,0.00056158943,0.8863234,0.00024589794,0.00015399411,0.0005494493,0.0037309835,0.00029745456,0.016508624,0.00017238548,0.0006325996,0.09028936],"study_design_scores_gemma":[0.000017497183,0.0016968325,0.9851075,0.00005937171,0.00004165093,0.00188159,0.0036014747,0.000553491,0.0049745115,0.0003377223,0.0016949668,0.000033373057],"about_ca_topic_score_codex":0.00039084745,"about_ca_topic_score_gemma":0.0006450997,"teacher_disagreement_score":0.0032833046,"about_ca_system_score_codex":0.00024725503,"about_ca_system_score_gemma":0.00025630047,"threshold_uncertainty_score":0.0109837055},"labels":[],"label_agreement":null},{"id":"W1750338431","doi":"10.3968/j.ccc.1923670020060202.013","title":"Intercultural Communication and Foreign Language Teaching","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Foreign language; Foreign language teaching; Connotation; Language education; Humanities; Sociology; Linguistics; Pedagogy; Philosophy","score_opus":0.027066606374642938,"score_gpt":0.32815420697221187,"score_spread":0.30108760059756895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1750338431","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22087479,0.09630526,0.006967837,0.048973758,0.0016701786,0.00006021707,0.00007965583,0.000083931685,0.62498444],"genre_scores_gemma":[0.9611364,0.016431777,0.00090073876,0.0012528487,0.00031459462,0.000030300163,0.000019821668,0.000021122405,0.019892374],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9971238,0.0019348502,0.00008596906,0.00016909475,0.00034265453,0.00034364808],"domain_scores_gemma":[0.9961176,0.0023827062,0.0005543327,0.00012714948,0.00033565046,0.0004825797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017145966,0.00025443887,0.00019770896,0.0012030619,0.0027363175,0.005202715,0.00045177163,0.0011228888,0.012189545],"category_scores_gemma":[0.004248866,0.00008576847,0.00020987408,0.0016894902,0.0070090443,0.0034175974,0.0027730775,0.001888831,0.0010261686],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006580289,0.00023024519,0.01761442,0.0010836824,0.00003807769,0.0026653693,0.1906844,0.0005787999,0.00091926084,0.5390067,0.012043777,0.23506947],"study_design_scores_gemma":[0.000028502294,0.00013699355,0.045791898,0.0030753447,0.00003827456,0.0027849558,0.22741885,0.00078464637,0.0014691503,0.16822228,0.5501738,0.00007526598],"about_ca_topic_score_codex":0.0065889168,"about_ca_topic_score_gemma":0.0051752995,"teacher_disagreement_score":0.012189545,"about_ca_system_score_codex":0.0032879517,"about_ca_system_score_gemma":0.0034205758,"threshold_uncertainty_score":0.04077804},"labels":[],"label_agreement":null},{"id":"W1753584815","doi":"10.3968/j.hess.1927024020110102.1566","title":"Iranian EFL Teachers’ Perceptions of Task-Based Language Pedagogy","year":2011,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Perception; Language education; Mathematics education; Psychology; Field (mathematics); Pedagogy; Foreign language; Computer science; Engineering; Mathematics","score_opus":0.05030451029847971,"score_gpt":0.34222952709540155,"score_spread":0.29192501679692184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1753584815","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99681747,0.00016887009,0.000183625,0.00028796974,0.0000067635756,0.000009066828,0.00000801979,0.00000622987,0.0025119456],"genre_scores_gemma":[0.9992111,0.00014701813,0.00011458325,0.000065352295,0.0000032206815,0.0000086513555,0.000006483286,0.0000019039625,0.00044164364],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99823076,0.000591954,0.00013233918,0.00011589554,0.0005719995,0.0003570515],"domain_scores_gemma":[0.99488395,0.001571405,0.0015473126,0.00015630432,0.0012029723,0.00063802424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003120529,0.00025359483,0.0002717071,0.0007752078,0.0014395919,0.001776899,0.00024141825,0.00047966608,0.001770427],"category_scores_gemma":[0.006383504,0.00018520985,0.00019270483,0.0004961393,0.0016630691,0.0009950333,0.00081145175,0.0006811296,0.00022298202],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020992347,0.00066493324,0.33754352,0.0003618463,0.000027779155,0.00081086415,0.5941959,0.0003644222,0.009172352,0.0015795666,0.0016825073,0.05338639],"study_design_scores_gemma":[0.000059331054,0.0006433397,0.3798783,0.00022290091,0.00003144522,0.0007839691,0.596196,0.00048278077,0.0015691911,0.0006424893,0.019424206,0.00006601162],"about_ca_topic_score_codex":0.010181646,"about_ca_topic_score_gemma":0.010972083,"teacher_disagreement_score":0.010181646,"about_ca_system_score_codex":0.0013568113,"about_ca_system_score_gemma":0.0014722225,"threshold_uncertainty_score":0.020244718},"labels":[],"label_agreement":null},{"id":"W175638121","doi":"10.5206/cie-eci.v36i2.9099","title":"Language and Culture Research in the Context of International Education and Second Language Acquisition","year":2007,"lang":"fr","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria; University of Ottawa","funders":"","keywords":"Context (archaeology); Humanities; Sociology; Research methodology; Ethnology; Philosophy; Geography","score_opus":0.10742252538366599,"score_gpt":0.45048885757917195,"score_spread":0.343066332195506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W175638121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5072872,0.056782495,0.026065655,0.027706536,0.0020989452,0.0003403641,0.0001857586,0.00007493872,0.379458],"genre_scores_gemma":[0.96978295,0.012490781,0.005234887,0.001712237,0.000288073,0.00040310874,0.000045085926,0.00005699406,0.009985837],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96989787,0.025201766,0.0007380665,0.0014311129,0.0016684298,0.0010627357],"domain_scores_gemma":[0.94515073,0.045167036,0.0033728902,0.0022399998,0.0028554103,0.0012138677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017898524,0.0007081652,0.001081791,0.0042877397,0.008522223,0.012960695,0.0014685183,0.0015057514,0.004826525],"category_scores_gemma":[0.03276932,0.00031811994,0.00054662256,0.006973774,0.023148263,0.010501788,0.008436036,0.004249368,0.00029888027],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004208012,0.00009971317,0.013338791,0.0008561873,0.00006238558,0.0006426146,0.7467034,0.00020286719,0.0005293604,0.17737707,0.0017647624,0.05838075],"study_design_scores_gemma":[0.000015319227,0.00019455142,0.023950374,0.0020054674,0.00007577383,0.00076590624,0.8358016,0.0003021637,0.0014499301,0.046526037,0.088849254,0.00006358533],"about_ca_topic_score_codex":0.012053592,"about_ca_topic_score_gemma":0.015899668,"teacher_disagreement_score":0.017898524,"about_ca_system_score_codex":0.0064472225,"about_ca_system_score_gemma":0.0078420015,"threshold_uncertainty_score":0.0946576},"labels":[],"label_agreement":null},{"id":"W1762541013","doi":"","title":"The Effects of Informal Use of Computer-Mediated Communication on EFL Learner Interaction","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Computer-mediated communication; English as a foreign language; Foreign language; Data collection; Pedagogy; Computer science; The Internet; Sociology; World Wide Web","score_opus":0.025560517350809556,"score_gpt":0.2967695738260509,"score_spread":0.27120905647524135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1762541013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969342,0.00006184345,0.00029959617,0.000034717177,0.000008439396,0.00009663573,0.000014561012,0.000008879917,0.002541212],"genre_scores_gemma":[0.99772435,0.000087621054,0.0008238988,0.00003334393,0.000011368063,0.00026548415,0.000019383868,0.0000041144876,0.0010303172],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9954775,0.0028757153,0.0003019862,0.00031133078,0.0006496672,0.0003837477],"domain_scores_gemma":[0.9666081,0.026759716,0.0024964856,0.0011477729,0.0014749466,0.0015130922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035999855,0.0005519486,0.00043707335,0.00059376017,0.0012169674,0.0020193434,0.00047665625,0.00056672987,0.004340115],"category_scores_gemma":[0.016213706,0.00020801554,0.00031638955,0.00028553972,0.0012629216,0.0010158438,0.0020214105,0.0008442264,0.00031319456],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009975146,0.057880998,0.24272709,0.0035197013,0.00036499347,0.0032184247,0.26417473,0.0017282951,0.10474328,0.004693728,0.0010515345,0.30592215],"study_design_scores_gemma":[0.0014273733,0.11008395,0.62223464,0.0011055762,0.0006966527,0.0015927996,0.15893456,0.004109947,0.076970644,0.0036244427,0.018920556,0.0002988062],"about_ca_topic_score_codex":0.00047253564,"about_ca_topic_score_gemma":0.00058519316,"teacher_disagreement_score":0.004340115,"about_ca_system_score_codex":0.00056733383,"about_ca_system_score_gemma":0.0007191199,"threshold_uncertainty_score":0.019038796},"labels":[],"label_agreement":null},{"id":"W1764635142","doi":"10.3968/j.ccc.1923670020060201.010","title":"Cultural Transmission in English Teaching","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Linguistics; Notice; Stress (linguistics); Grammar; Cultural transmission in animals; Relation (database); Sociology; Philosophy; Political science; Computer science","score_opus":0.032376162271432536,"score_gpt":0.32947898299540795,"score_spread":0.2971028207239754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1764635142","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.686425,0.0058837184,0.006242848,0.009191628,0.00026733693,0.000083806604,0.000094165385,0.00004447388,0.2917671],"genre_scores_gemma":[0.99354243,0.00093015877,0.00053078966,0.00020504829,0.000034375607,0.00001901732,0.000013168944,0.00002408664,0.004700893],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99174434,0.0060691843,0.0002842442,0.000450617,0.0008286052,0.0006229846],"domain_scores_gemma":[0.99128777,0.005467385,0.0009951356,0.00055918115,0.0011166864,0.00057391374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058498248,0.00026947146,0.00031599222,0.0016468798,0.0043567503,0.006489865,0.00073333515,0.00074429874,0.008631364],"category_scores_gemma":[0.015239909,0.000316484,0.00021954019,0.0015769318,0.007652414,0.0042417827,0.0059885075,0.0015305687,0.00069033843],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007290339,0.00012372744,0.02797114,0.00029289996,0.0000823244,0.00264259,0.575654,0.00041728053,0.00090787513,0.3004201,0.0021476864,0.08926746],"study_design_scores_gemma":[0.000058438814,0.00015069376,0.07974031,0.0017933513,0.00012797046,0.0021149016,0.6466467,0.0014893651,0.0022673295,0.11437798,0.151109,0.0001239761],"about_ca_topic_score_codex":0.014972022,"about_ca_topic_score_gemma":0.011982525,"teacher_disagreement_score":0.014972022,"about_ca_system_score_codex":0.0046105003,"about_ca_system_score_gemma":0.0032494536,"threshold_uncertainty_score":0.033451617},"labels":[],"label_agreement":null},{"id":"W1764684711","doi":"10.3968/6101","title":"On Chinese Culture Infiltration in English General Education","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Chinese culture; China; Linguistics; Cultural identity; Sociology; Infiltration (HVAC); Political science; Social science; Philosophy; Geography","score_opus":0.013424368924246394,"score_gpt":0.29767837047811674,"score_spread":0.2842540015538704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1764684711","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8579915,0.0058441446,0.0005167116,0.019235944,0.00031315823,0.000028803976,0.000027382439,0.000008391329,0.11603396],"genre_scores_gemma":[0.9938858,0.0017580002,0.00006295017,0.00082445215,0.000047196485,0.00000838122,0.0000099272365,0.000002941597,0.0034003612],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990415,0.00031638535,0.000044601133,0.00009242495,0.00019168234,0.00031338632],"domain_scores_gemma":[0.9991154,0.00023157483,0.00015408036,0.00003255804,0.00017187973,0.0002944586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001142874,0.00016503052,0.00012777088,0.00070574984,0.0036134184,0.0025953662,0.0003767465,0.00046391907,0.004093303],"category_scores_gemma":[0.0016883453,0.00010990905,0.00020241544,0.0011714101,0.0032920376,0.0022729328,0.002249392,0.0013064364,0.00013130496],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016563312,0.00029346114,0.17438917,0.00062414777,0.000058210295,0.0044813845,0.3393079,0.00041056683,0.0024064614,0.32066652,0.014943616,0.1422529],"study_design_scores_gemma":[0.000056627217,0.00020177593,0.5102659,0.0014038602,0.00015455493,0.001276262,0.30370235,0.0010917082,0.0019402001,0.030959267,0.1488499,0.00009770301],"about_ca_topic_score_codex":0.051728826,"about_ca_topic_score_gemma":0.069692455,"teacher_disagreement_score":0.051728826,"about_ca_system_score_codex":0.006121757,"about_ca_system_score_gemma":0.0068345536,"threshold_uncertainty_score":0.102855444},"labels":[],"label_agreement":null},{"id":"W1766002136","doi":"","title":"Instructed Second Language Acquisition Research and Its Relevance for L2 Teacher Education","year":2014,"lang":"en","type":"article","venue":"The Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Second-language acquisition; Language acquisition; Psychology; Second language; Linguistics; Comprehension approach; Relevance (law); First language; Corrective feedback; Language education; Mathematics education; Computer science","score_opus":0.03673031729191378,"score_gpt":0.3274602393901204,"score_spread":0.29072992209820664,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1766002136","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6266776,0.10541846,0.05045306,0.025912253,0.0008912503,0.00025694742,0.0003287337,0.00021311178,0.18984872],"genre_scores_gemma":[0.952657,0.022882786,0.013536316,0.0021659213,0.00029258552,0.00027014848,0.00013541919,0.000048077603,0.008011788],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9940116,0.0031833765,0.00041119725,0.0009035118,0.0012095295,0.00028081815],"domain_scores_gemma":[0.9392968,0.04940627,0.0037097947,0.0028011051,0.003606899,0.0011791642],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056336247,0.00036652124,0.0006746565,0.002017197,0.0010488364,0.0047550797,0.0015926037,0.0017242834,0.003492699],"category_scores_gemma":[0.024199987,0.00030299826,0.0003161652,0.0018696514,0.0075045372,0.0059224837,0.0023460311,0.0036715462,0.00043116783],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034068406,0.001896215,0.04041424,0.005418758,0.00014893891,0.0014709419,0.058423884,0.0019911374,0.0073462278,0.4190265,0.0032921922,0.46023026],"study_design_scores_gemma":[0.00023905981,0.004054576,0.16655633,0.010361545,0.00024576808,0.0063475682,0.0740327,0.006724311,0.026225442,0.49826038,0.20661505,0.00033736284],"about_ca_topic_score_codex":0.0041072485,"about_ca_topic_score_gemma":0.004595484,"teacher_disagreement_score":0.0056336247,"about_ca_system_score_codex":0.003289518,"about_ca_system_score_gemma":0.0055326535,"threshold_uncertainty_score":0.029793799},"labels":[],"label_agreement":null},{"id":"W1769252403","doi":"10.3968/j.ccc.1923670020110701.009","title":"An Experimental Study on Transfer of Cultural Connotation of Vocabulary","year":2011,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Connotation; Vocabulary; Linguistics; Psychology; Vocabulary learning; Test (biology); Humanities; Philosophy","score_opus":0.11333137774717374,"score_gpt":0.36789054117910264,"score_spread":0.2545591634319289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1769252403","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993734,0.000007524175,0.00013824731,0.0000062513495,0.000003251541,0.000054907294,0.00000900458,0.0000016879554,0.0004057595],"genre_scores_gemma":[0.99719703,0.00004635366,0.000851024,0.000022147708,0.000008235462,0.00017008343,0.000038673137,0.000002838488,0.0016636028],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9992354,0.00025896545,0.00007196918,0.00016670136,0.0001388934,0.00012816883],"domain_scores_gemma":[0.9979475,0.0011770187,0.00018906243,0.0003340632,0.00014782092,0.00020452798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018329953,0.0004110397,0.00040438474,0.00041515095,0.0007183165,0.0004993839,0.00041785356,0.0003660174,0.0058476343],"category_scores_gemma":[0.0034783978,0.0002418426,0.0002776347,0.00024519782,0.0009886619,0.0006978272,0.00091810705,0.0006835903,0.0003499043],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01361651,0.11261961,0.1346256,0.0008693187,0.00014548641,0.0023857267,0.11790989,0.0006588393,0.4740609,0.005171703,0.0006779171,0.13725848],"study_design_scores_gemma":[0.002353039,0.20914684,0.54157084,0.00014221104,0.00020408437,0.0020173807,0.044875287,0.0028409678,0.18000102,0.005378376,0.011253769,0.00021622292],"about_ca_topic_score_codex":0.0007192389,"about_ca_topic_score_gemma":0.00054507836,"teacher_disagreement_score":0.0058476343,"about_ca_system_score_codex":0.00023531367,"about_ca_system_score_gemma":0.0005127547,"threshold_uncertainty_score":0.019562304},"labels":[],"label_agreement":null},{"id":"W1769776285","doi":"","title":"Emotional Intelligence, Linguistic Intelligence, and their Relevance to Speaking Anxiety of EFL Learners","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Fear of negative evaluation; Emotional intelligence; Interpersonal communication; Developmental psychology; Clinical psychology; Social psychology; Social anxiety","score_opus":0.078216919086658,"score_gpt":0.31945454447766425,"score_spread":0.24123762539100624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1769776285","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989409,0.00012238717,0.000028368417,0.000027326843,0.0000028856416,0.000003990819,0.0000099202125,0.0000013111093,0.0008628387],"genre_scores_gemma":[0.9996253,0.00009525317,0.000041254993,0.000015754405,0.000006066124,0.0000039852443,0.000015162715,4.3707422e-7,0.00019678277],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996637,0.00006888202,0.000036434296,0.00003033037,0.00013328536,0.00006733606],"domain_scores_gemma":[0.9980732,0.0005846454,0.0007479803,0.000048932478,0.00016419294,0.00038099187],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038010968,0.0002504937,0.00022226923,0.000683124,0.00034597446,0.001101642,0.0001229193,0.0002524196,0.001542758],"category_scores_gemma":[0.0025750825,0.0001177117,0.00023849965,0.00027413954,0.0004645324,0.00026854454,0.00041924787,0.00057802757,0.00011480632],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010859704,0.00048891397,0.9776389,0.00006961528,0.000046957386,0.00060089695,0.003468272,0.000064342974,0.0013849743,0.00012643407,0.00009520382,0.015907038],"study_design_scores_gemma":[0.0000035596156,0.00025664538,0.9955937,0.000013140525,0.000029394738,0.0004326996,0.003010288,0.000135831,0.00020370667,0.00013491232,0.00017729629,0.000008734764],"about_ca_topic_score_codex":0.0011161477,"about_ca_topic_score_gemma":0.0015072103,"teacher_disagreement_score":0.001542758,"about_ca_system_score_codex":0.00021364256,"about_ca_system_score_gemma":0.0003288149,"threshold_uncertainty_score":0.0051609874},"labels":[],"label_agreement":null},{"id":"W1769827598","doi":"10.1111/flan.12083","title":"The Use of Pre‐/Posttest and Self‐Assessment Tools in a French Pronunciation Course","year":2014,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo; St. Jerome's University","funders":"","keywords":"Pronunciation; Psychology; Vowel; Linguistics; Mathematics education; Course (navigation); Self-assessment; Pedagogy","score_opus":0.06257997960695051,"score_gpt":0.30747670254533094,"score_spread":0.24489672293838044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1769827598","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989724,0.000013651589,0.00044732075,0.000009007932,0.0000098733335,0.0000836791,0.000026111342,0.000032845765,0.00040495818],"genre_scores_gemma":[0.99714905,0.000018746738,0.0017548288,0.000013659851,0.000007659451,0.00022501634,0.00008516744,0.000007795687,0.00073821045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99433017,0.002842545,0.00044209536,0.00062655204,0.0014288574,0.0003297622],"domain_scores_gemma":[0.9525959,0.028108371,0.0049703894,0.0019527114,0.008913512,0.0034590112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008973543,0.0005582064,0.00058259146,0.0015011866,0.0003889131,0.0010141549,0.0004830113,0.0005063028,0.0014016351],"category_scores_gemma":[0.036778808,0.00033125904,0.0005622105,0.0005218877,0.00038900002,0.00083964225,0.00062106864,0.0005992751,0.000662473],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004615153,0.015824009,0.66370046,0.00024739734,0.00015963367,0.00028219627,0.01698454,0.0011998574,0.029391326,0.00015747159,0.0009153271,0.2665225],"study_design_scores_gemma":[0.00016286009,0.015007641,0.9571059,0.000051990406,0.000058161226,0.00014721717,0.0030918873,0.003884914,0.018998612,0.00009867993,0.0012966094,0.00009554787],"about_ca_topic_score_codex":0.0012183251,"about_ca_topic_score_gemma":0.0021445518,"teacher_disagreement_score":0.008973543,"about_ca_system_score_codex":0.0006013669,"about_ca_system_score_gemma":0.0007656968,"threshold_uncertainty_score":0.04745716},"labels":[],"label_agreement":null},{"id":"W1770785580","doi":"10.5539/elt.v8n11p47","title":"Interactional Feedback in Naturalistic Interaction between L2 English Learners","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Psychology; Conversation analysis; Second-language acquisition; Language acquisition; Empirical research; Peer feedback; Turn-taking; Linguistics; Cognitive psychology; Communication; Mathematics education","score_opus":0.04020950603593924,"score_gpt":0.2945439943624549,"score_spread":0.2543344883265156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1770785580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977774,0.000044224525,0.0005880649,0.000037971888,0.0000049115024,0.000027442407,0.000025113952,0.00002167499,0.0014732886],"genre_scores_gemma":[0.9972857,0.000048031972,0.0010545838,0.000041356067,0.0000052880214,0.00008071198,0.00004925371,0.000014056491,0.0014210268],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9969217,0.0022025108,0.000088880624,0.00028795097,0.0003509753,0.00014798123],"domain_scores_gemma":[0.99151635,0.00670564,0.0005508738,0.0002446847,0.0003985658,0.000583886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001815758,0.0004452473,0.0004460249,0.00052577624,0.0013345769,0.0014215581,0.0005629325,0.0008114181,0.0035457904],"category_scores_gemma":[0.013369105,0.00028054565,0.00019365398,0.00023656375,0.0011111408,0.0007512823,0.0017766384,0.0006596077,0.0006965247],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029876987,0.0026547988,0.08872045,0.00092658453,0.00011115,0.0058403932,0.64218736,0.00085029064,0.16494565,0.0011182287,0.0022086834,0.08744864],"study_design_scores_gemma":[0.00038855732,0.009940404,0.5046357,0.00036430464,0.00013636093,0.0075861854,0.38333136,0.0071087736,0.05085483,0.002964637,0.03231936,0.00036959862],"about_ca_topic_score_codex":0.0018557407,"about_ca_topic_score_gemma":0.0025261827,"teacher_disagreement_score":0.0035457904,"about_ca_system_score_codex":0.00057826453,"about_ca_system_score_gemma":0.00041121943,"threshold_uncertainty_score":0.011861861},"labels":[],"label_agreement":null},{"id":"W1775450726","doi":"10.5539/elt.v8n9p1","title":"Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Consciousness raising; Raising (metalworking); Psychology; Consciousness; Linguistics; Mathematics education; Pedagogy","score_opus":0.024924755197643835,"score_gpt":0.2788451370230676,"score_spread":0.2539203818254238,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1775450726","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994018,0.000058939284,0.00005363935,0.000011028822,0.000002736255,0.000009137191,0.000005792088,0.0000054513903,0.0004514341],"genre_scores_gemma":[0.99922216,0.00012096007,0.00023862456,0.000007953612,0.0000020899924,0.000011723533,0.000017159695,0.0000016937046,0.00037757365],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99969375,0.00007209565,0.000028817214,0.00003931479,0.00007257239,0.00009347531],"domain_scores_gemma":[0.99880385,0.0003385226,0.0001782643,0.000059196573,0.00013947416,0.00048069988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046953716,0.00030610795,0.00024576893,0.0003119641,0.00022109933,0.00049369107,0.00015994639,0.00019366191,0.0013472025],"category_scores_gemma":[0.0024463034,0.00008371074,0.0002716947,0.000086239714,0.00028483605,0.00026053248,0.00062320946,0.00038485025,0.00019243253],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026508777,0.01939281,0.35039213,0.0011253993,0.00019888257,0.0034708187,0.03302259,0.0009995959,0.11601622,0.0007264163,0.0010289764,0.47097513],"study_design_scores_gemma":[0.00016365177,0.017097855,0.91847897,0.00025547924,0.0003018696,0.0011471682,0.015788976,0.0011787597,0.039485883,0.0010422464,0.0049749967,0.00008428194],"about_ca_topic_score_codex":0.0005026653,"about_ca_topic_score_gemma":0.0005885743,"teacher_disagreement_score":0.0013472025,"about_ca_system_score_codex":0.00014612052,"about_ca_system_score_gemma":0.00044941783,"threshold_uncertainty_score":0.004506886},"labels":[],"label_agreement":null},{"id":"W1776459266","doi":"","title":"Literature and Language Teaching","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Linguistics; Programming language; Natural language processing; Philosophy","score_opus":0.03974832585176525,"score_gpt":0.30996771637223264,"score_spread":0.2702193905204674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1776459266","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008490391,0.08366156,0.00085235026,0.020141056,0.001584358,0.000015529773,0.00008588383,0.000029875955,0.885139],"genre_scores_gemma":[0.6219069,0.108563036,0.0014309989,0.006068588,0.0065666903,0.00006843787,0.00028407155,0.00009691694,0.2550144],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99838877,0.0007776018,0.000100159,0.00016033578,0.00041062955,0.00016252015],"domain_scores_gemma":[0.9938226,0.0040389523,0.00039653122,0.00037187268,0.0008634062,0.00050660997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017947528,0.000349967,0.00051089475,0.010321603,0.0052669244,0.013801523,0.0010075782,0.0025148857,0.033236336],"category_scores_gemma":[0.0061575454,0.00016813782,0.00020301966,0.0106120575,0.012282991,0.008080725,0.002919133,0.0022906035,0.0037283145],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013594802,0.000056936984,0.00032933545,0.00025366177,0.0000062828076,0.00016834868,0.010731082,0.000076389966,0.00016005481,0.90045285,0.027450476,0.060301077],"study_design_scores_gemma":[0.000011733419,0.00002231897,0.0012345306,0.0012572216,0.0000112997395,0.00030703295,0.01279866,0.00009154774,0.00019685033,0.25747797,0.72658014,0.000010681933],"about_ca_topic_score_codex":0.0045430874,"about_ca_topic_score_gemma":0.007646786,"teacher_disagreement_score":0.033236336,"about_ca_system_score_codex":0.004158382,"about_ca_system_score_gemma":0.0053851246,"threshold_uncertainty_score":0.111186564},"labels":[],"label_agreement":null},{"id":"W1778402538","doi":"10.3968/j.hess.1927024020120202.1577","title":"Initiation and Maintenance of Motivation in Second Language","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Internalization; Psychology; Factor (programming language); Intrinsic motivation; Cognitive psychology; Social psychology; Computer science","score_opus":0.031793911098218636,"score_gpt":0.3010801476052063,"score_spread":0.2692862365069877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1778402538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956558,0.000033129716,0.00020907298,0.000031633524,0.0000016600297,0.00001318518,0.0000051191064,0.0000058473684,0.0040445197],"genre_scores_gemma":[0.9994025,0.000010661032,0.00008871643,0.0000032735873,6.092566e-7,0.000006428288,0.000004737762,0.0000010993729,0.00048197614],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9994522,0.00022958047,0.000021161373,0.0000452424,0.00012715947,0.00012462866],"domain_scores_gemma":[0.99820006,0.0005421415,0.0004381303,0.00008737863,0.0002642056,0.00046803855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010150679,0.00013173638,0.000163825,0.00046757047,0.0005900138,0.0014542319,0.00018644589,0.00030042697,0.0018556134],"category_scores_gemma":[0.0025605238,0.00009845196,0.00018948456,0.00017121152,0.00061657565,0.00028150805,0.000811741,0.00065268995,0.00015171153],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005246406,0.003154837,0.75592905,0.0002725853,0.00007975966,0.0017366827,0.05818025,0.0006697127,0.046892595,0.014801116,0.00087022857,0.11688857],"study_design_scores_gemma":[0.000021135218,0.0005574709,0.975695,0.00005193978,0.000020743077,0.00044512644,0.012138244,0.0013802861,0.0048625055,0.0016893644,0.0031044148,0.000033805594],"about_ca_topic_score_codex":0.0016811778,"about_ca_topic_score_gemma":0.0014891593,"teacher_disagreement_score":0.0018556134,"about_ca_system_score_codex":0.00075901026,"about_ca_system_score_gemma":0.0010224803,"threshold_uncertainty_score":0.006207645},"labels":[],"label_agreement":null},{"id":"W1779815013","doi":"10.18806/tesl.v29i0.1110","title":"Through the Eyes and From the Mouths of Young Heritage-Language Learners: How Children Feel and Think About Their Two Languages","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affect (linguistics); Active listening; Psychology; Heritage language; Context (archaeology); Language assessment; Population; Language acquisition; Literacy; First language; Attribution; Second-language attrition; Linguistics; Developmental psychology; Comprehension approach; Language education; Mathematics education; Social psychology; Pedagogy; Communication; Sociology","score_opus":0.014975620565663763,"score_gpt":0.22833415378842434,"score_spread":0.21335853322276058,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1779815013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961287,0.0003609077,0.00017532521,0.00017013501,0.0000083984205,0.000012745387,0.000028895807,0.0000066935886,0.003108145],"genre_scores_gemma":[0.9954496,0.0006811556,0.00040805072,0.00019198624,0.000004716764,0.000023463264,0.000043756958,0.000010509665,0.0031867854],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993124,0.00025119973,0.000030214036,0.00007562176,0.00018643365,0.00014409624],"domain_scores_gemma":[0.9984862,0.0005949001,0.00035845587,0.00005306379,0.00019441274,0.00031296042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011534123,0.00042176424,0.00039654455,0.000655512,0.0016138346,0.0034225464,0.0004335023,0.0009369713,0.0027252962],"category_scores_gemma":[0.003744645,0.0004458013,0.00041050167,0.00028265888,0.0025412575,0.0014787285,0.0015305767,0.0013156552,0.0007761288],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010566172,0.00017742136,0.14912105,0.00018424042,0.000025619152,0.0023029428,0.81812286,0.000060510865,0.011062324,0.0004478763,0.00091642,0.017473148],"study_design_scores_gemma":[0.00000768832,0.00017646393,0.11673807,0.00012832273,0.000032162166,0.002113789,0.87038094,0.00007439686,0.0014428268,0.0002685911,0.008580639,0.000056101653],"about_ca_topic_score_codex":0.013425679,"about_ca_topic_score_gemma":0.029073557,"teacher_disagreement_score":0.013425679,"about_ca_system_score_codex":0.00074413675,"about_ca_system_score_gemma":0.00082250306,"threshold_uncertainty_score":0.026695073},"labels":[],"label_agreement":null},{"id":"W1780367710","doi":"","title":"A Cognitive ESL/EFL Grammar Lesson","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Task (project management); Computer science; Protocol analysis; Cognition; Mathematics education; Teaching method; Cognitive grammar; Process (computing); Psychology; Linguistics; Cognitive science","score_opus":0.026591675052683488,"score_gpt":0.3239691470123414,"score_spread":0.2973774719596579,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1780367710","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4286576,0.0007401789,0.22288239,0.006457184,0.00064685516,0.0029086939,0.0016001989,0.0045992187,0.33150768],"genre_scores_gemma":[0.6700654,0.00078412483,0.2533884,0.0018657559,0.00015585146,0.001038294,0.0017588608,0.0003972939,0.070546046],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993492,0.00017888904,0.00003873583,0.00013062925,0.00021050678,0.00009204248],"domain_scores_gemma":[0.99844307,0.00092096115,0.00009086626,0.00015011919,0.00021815777,0.00017690052],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010477104,0.00052645325,0.00033757093,0.0007964464,0.0008305344,0.00076290546,0.0013750284,0.0007869727,0.017476922],"category_scores_gemma":[0.0038396502,0.00017729134,0.00043693357,0.00045773614,0.0012565606,0.0012543005,0.0020856892,0.0016416393,0.0029478315],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048022947,0.0039038118,0.005873993,0.0018365369,0.000031054315,0.0024785898,0.032138396,0.003933293,0.04995747,0.10342336,0.06994677,0.7259965],"study_design_scores_gemma":[0.00046489944,0.0021194913,0.022432158,0.0010169969,0.00006748602,0.003295763,0.01595911,0.013060854,0.05538769,0.11129777,0.77472353,0.0001743189],"about_ca_topic_score_codex":0.0011445932,"about_ca_topic_score_gemma":0.0024582888,"teacher_disagreement_score":0.017476922,"about_ca_system_score_codex":0.0010552232,"about_ca_system_score_gemma":0.0017459007,"threshold_uncertainty_score":0.058466136},"labels":[],"label_agreement":null},{"id":"W1780905219","doi":"","title":"The Impact of Student-Initiated Interaction on EFL Reading Comprehension","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Meaning (existential); Comprehension; Negotiation; Reading (process); Psychology; Linguistics; Test (biology); Key (lock); Significant difference; Intervention (counseling); Mathematics education; Computer science; Sociology; Mathematics","score_opus":0.04776992966797744,"score_gpt":0.3910998464527622,"score_spread":0.34332991678478475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1780905219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99866664,0.00004300974,0.00036670835,0.000013714788,0.0000023547116,0.00001718721,0.000009926932,0.000010713048,0.00086967077],"genre_scores_gemma":[0.9986908,0.00003960835,0.0005824161,0.0000060841844,0.000004253521,0.000039906747,0.000038887698,0.000005243139,0.00059279695],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9968072,0.001732984,0.00020649633,0.0002958756,0.00071019924,0.00024712962],"domain_scores_gemma":[0.9878251,0.008424625,0.0016364427,0.00052049826,0.0007648611,0.0008284487],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016169233,0.00038734704,0.00049670355,0.0006229473,0.0006029535,0.001643544,0.00045625717,0.0004582882,0.003034188],"category_scores_gemma":[0.017967245,0.0001715344,0.0003328076,0.00023008646,0.0006107361,0.00060193945,0.0014646406,0.00067540404,0.0004206085],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006426221,0.007671858,0.4457431,0.0008711355,0.00033716683,0.0030492123,0.13113463,0.0012883797,0.16850391,0.0009178694,0.0005141354,0.23354237],"study_design_scores_gemma":[0.00028139437,0.009829889,0.8861311,0.00012505951,0.00025160337,0.0024955126,0.04343308,0.003085699,0.046023592,0.0012789409,0.006901537,0.00016255894],"about_ca_topic_score_codex":0.00035125721,"about_ca_topic_score_gemma":0.00046215978,"teacher_disagreement_score":0.003034188,"about_ca_system_score_codex":0.00034860143,"about_ca_system_score_gemma":0.0004801116,"threshold_uncertainty_score":0.010150313},"labels":[],"label_agreement":null},{"id":"W17833990","doi":"10.1007/978-981-287-071-1_11","title":"Scoring Fairness in Large-Scale High-Stakes English Language Testing: An Examination of the National Matriculation English Test","year":2014,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Matriculation; Test (biology); Context (archaeology); Scale (ratio); Psychology; Rating scale; China; Empirical examination; Applied psychology; Political science; Mathematics education; Developmental psychology; Geography; Actuarial science","score_opus":0.032120679109783994,"score_gpt":0.22757082097654613,"score_spread":0.19545014186676213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W17833990","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9183046,0.0012343068,0.021161009,0.0045651654,0.00038757638,0.00041761535,0.00022528229,0.00012574594,0.053578798],"genre_scores_gemma":[0.98922604,0.00015773029,0.0058089653,0.0004147689,0.00004834753,0.00017780121,0.00013528594,0.000053510175,0.0039775763],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9466051,0.025312118,0.0027040236,0.0023936431,0.021239651,0.0017455625],"domain_scores_gemma":[0.79513,0.14583032,0.009507578,0.012341126,0.03291673,0.0042742705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0817004,0.00028506859,0.00058957055,0.00136464,0.0019713382,0.0020581677,0.0019064903,0.0009928562,0.0027875472],"category_scores_gemma":[0.24948084,0.00033080965,0.0005815787,0.0013862408,0.0030145138,0.003643152,0.0030660785,0.0021206855,0.00081097404],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088557386,0.0009025065,0.55270314,0.00009664183,0.0001493742,0.00014958347,0.015224426,0.001905622,0.00097431993,0.029006405,0.023232883,0.3747695],"study_design_scores_gemma":[0.000115738425,0.00093004067,0.9141304,0.00038606857,0.00008385003,0.00047550417,0.011645011,0.0124705965,0.0033753703,0.039319348,0.016911156,0.00015689783],"about_ca_topic_score_codex":0.011963003,"about_ca_topic_score_gemma":0.021742368,"teacher_disagreement_score":0.0817004,"about_ca_system_score_codex":0.0029711907,"about_ca_system_score_gemma":0.0050186133,"threshold_uncertainty_score":0.43207818},"labels":[],"label_agreement":null},{"id":"W1783950540","doi":"10.18806/tesl.v28i2.1071","title":"Knowledge Base of Pronunciation Teaching: Staking Out the Territory","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":90,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Trinity Western University; Georgia State University","keywords":"Pronunciation; Cognition; Psychology; Language education; Mathematics education; Knowledge base; Pedagogy; Teaching method; Teacher education; Linguistics; Computer science","score_opus":0.10550298852921164,"score_gpt":0.24127488078174666,"score_spread":0.13577189225253503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1783950540","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06286219,0.8338141,0.006617212,0.07167318,0.00080493157,0.00003607955,0.0006251679,0.000036750756,0.023530476],"genre_scores_gemma":[0.46563968,0.5209303,0.0039411886,0.0072029666,0.0009974497,0.00006508399,0.00045427567,0.000020862051,0.00074826286],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9953786,0.0013795936,0.00057698885,0.0010709934,0.0014164224,0.00017731513],"domain_scores_gemma":[0.9112934,0.07311906,0.0031268997,0.0025752138,0.008696762,0.0011886609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014245161,0.00036401543,0.0020538287,0.008347912,0.0014612797,0.007945827,0.0023989757,0.0015975838,0.0042104367],"category_scores_gemma":[0.03966037,0.0004562063,0.00051939744,0.0071536964,0.008082529,0.012832342,0.0036354132,0.004051064,0.0005202043],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009684009,0.00011259109,0.017926246,0.018146137,0.00030051993,0.00046411308,0.020791547,0.00068114925,0.00074288796,0.03284311,0.0061397864,0.90175515],"study_design_scores_gemma":[0.00007215374,0.00045376847,0.10640388,0.14015293,0.001217721,0.0032800986,0.09301528,0.002678414,0.0021929936,0.26297116,0.38727638,0.0002851184],"about_ca_topic_score_codex":0.026904033,"about_ca_topic_score_gemma":0.033778097,"teacher_disagreement_score":0.026904033,"about_ca_system_score_codex":0.0044824486,"about_ca_system_score_gemma":0.013879754,"threshold_uncertainty_score":0.075336576},"labels":[],"label_agreement":null},{"id":"W1786362477","doi":"10.18806/tesl.v29i0.1116","title":"Alberta K-12 ESL Proficiency Benchmarks","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Mathematics education; Psychology; Computer science; Philosophy","score_opus":0.01952887569428747,"score_gpt":0.20029038412410624,"score_spread":0.18076150842981878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1786362477","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03609669,0.0019196689,0.007173114,0.019175341,0.0017280371,0.0007655533,0.04963227,0.0030918084,0.88041747],"genre_scores_gemma":[0.27716595,0.0023413678,0.030863903,0.004816451,0.00026360783,0.0014135313,0.087668315,0.0010778892,0.59438896],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99142635,0.00082849595,0.00039632243,0.0002670252,0.0057814764,0.0013003789],"domain_scores_gemma":[0.95724547,0.0012690593,0.0005955198,0.0005511099,0.03554999,0.0047889273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070904805,0.000877845,0.0005455207,0.004903367,0.004718808,0.004168714,0.003071387,0.0010950357,0.040967878],"category_scores_gemma":[0.019075688,0.0003527272,0.00046666453,0.004892646,0.0011261913,0.0018271428,0.0035518392,0.0022699935,0.021726143],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011676698,0.00014421191,0.008551512,0.0001936978,0.000008676578,0.00008301414,0.00072490174,0.0012896897,0.00029787564,0.012562017,0.87638295,0.099644616],"study_design_scores_gemma":[0.000049469705,0.00014084601,0.11213935,0.0007005956,0.000015043385,0.00015036967,0.004216263,0.0015000809,0.001196603,0.004899522,0.8748031,0.00018871053],"about_ca_topic_score_codex":0.79102784,"about_ca_topic_score_gemma":0.88635904,"teacher_disagreement_score":0.20897216,"about_ca_system_score_codex":0.027027821,"about_ca_system_score_gemma":0.06794258,"threshold_uncertainty_score":0.42040563},"labels":[],"label_agreement":null},{"id":"W1786861182","doi":"10.1558/cj.v25i3.510-527","title":"AI in CALL—Artificially Inflated or Almost Imminent?","year":2008,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Context (archaeology); Point (geometry); Quarter (Canadian coin); Computer science; History; Library science; Artificial intelligence; Operations research; Engineering","score_opus":0.07064228763216196,"score_gpt":0.27552340544352477,"score_spread":0.2048811178113628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1786861182","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.054963216,0.009217163,0.033356,0.13337745,0.0030532132,0.00003918374,0.0001013882,0.00055715255,0.7653353],"genre_scores_gemma":[0.9483476,0.0030509098,0.0075448947,0.011179817,0.002083261,0.00008347845,0.00008104176,0.00036347806,0.027265647],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9919573,0.0033339001,0.00032178112,0.0009749107,0.0024423935,0.00096973515],"domain_scores_gemma":[0.98900026,0.005520133,0.0008928372,0.0022345232,0.0012761202,0.0010761545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066715158,0.00033142805,0.00048769094,0.001557141,0.005600654,0.015728958,0.0016442679,0.0040229443,0.0067997533],"category_scores_gemma":[0.02135031,0.00036598145,0.00033732774,0.0017538688,0.04430774,0.02118219,0.0072966483,0.0093662245,0.0016411578],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025392888,0.00001363785,0.00072434504,0.000043809338,0.000004484651,0.00011095888,0.005928794,0.00013388651,0.00022048339,0.9741261,0.004088806,0.0145793045],"study_design_scores_gemma":[0.000011242031,0.000020842415,0.0011104782,0.00017332665,0.000009129871,0.00022486379,0.0055451253,0.0006451318,0.00049416587,0.8160923,0.17564411,0.000029265335],"about_ca_topic_score_codex":0.0029019557,"about_ca_topic_score_gemma":0.002081854,"teacher_disagreement_score":0.015728958,"about_ca_system_score_codex":0.004206454,"about_ca_system_score_gemma":0.0034743638,"threshold_uncertainty_score":0.03528279},"labels":[],"label_agreement":null},{"id":"W1788362611","doi":"","title":"The Entwined Effects of Attitude, Motivation and Gender on EFL Learning: A Correlation Study","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personality; Aptitude; Foreign language; Correlation; Positive correlation; Social psychology; Second language; Developmental psychology; Mathematics education; Linguistics","score_opus":0.022008871219541377,"score_gpt":0.2891291927804791,"score_spread":0.26712032156093773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1788362611","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983747,0.000076121505,0.0002327799,0.000027412156,0.0000073303586,0.000019129417,0.000044268054,0.0000022838767,0.0012159038],"genre_scores_gemma":[0.999198,0.000037360765,0.00019727991,0.000013287172,0.0000042637625,0.000021643364,0.00003294555,0.0000023972366,0.0004927938],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99747187,0.0013219394,0.00015092545,0.00029495402,0.00051544607,0.00024481807],"domain_scores_gemma":[0.98275095,0.011391284,0.0020544836,0.0009718642,0.0011901677,0.0016412478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038725368,0.00026562,0.00038505482,0.00090006844,0.00075278943,0.00087722164,0.00034313346,0.0004137158,0.004245506],"category_scores_gemma":[0.008823407,0.0002846764,0.0005691259,0.0008856711,0.00090400776,0.0005290146,0.00093900407,0.00091310375,0.0005691053],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027126106,0.00032056446,0.9896449,0.000021562142,0.00010414015,0.0000792119,0.0023607092,0.000061151746,0.0005440597,0.00022214191,0.000078981,0.0062914374],"study_design_scores_gemma":[0.000011579518,0.00074245094,0.99512094,0.000020425241,0.00008911931,0.00017910737,0.0025239913,0.00036835327,0.00035340202,0.00014468624,0.0004334612,0.000012362547],"about_ca_topic_score_codex":0.0017586581,"about_ca_topic_score_gemma":0.0024570918,"teacher_disagreement_score":0.004245506,"about_ca_system_score_codex":0.0003527016,"about_ca_system_score_gemma":0.00090294715,"threshold_uncertainty_score":0.020480216},"labels":[],"label_agreement":null},{"id":"W1796553953","doi":"","title":"Investigating ESL Learners’ Socioeconomic Environment on Their Writing Competence in Lagos, Nigeria: Implications for Pedagogy","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Socioeconomic status; Competence (human resources); Psychology; Grammar; Mathematics education; Linguistic competence; Medical education; Pedagogy; Sociology; Medicine; Population; Social psychology; Linguistics","score_opus":0.05155268155110677,"score_gpt":0.33313694472082384,"score_spread":0.2815842631697171,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1796553953","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928004,0.00007794989,0.000011039116,0.000040952207,0.0000020025689,0.0000025379288,0.000011365989,3.1894186e-7,0.00057380315],"genre_scores_gemma":[0.9996829,0.000110235786,0.000025944055,0.000008852268,0.0000013832098,0.0000032510688,0.0000095472615,2.4156634e-7,0.00015755619],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999666,0.00010864006,0.000036670022,0.00003590456,0.00006762097,0.00008525613],"domain_scores_gemma":[0.9986156,0.00041791156,0.00045206796,0.000029838791,0.00012301994,0.0003615771],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006010394,0.00019835019,0.0002432869,0.0007224459,0.0009455244,0.0012070581,0.00012331824,0.00016163161,0.0019477478],"category_scores_gemma":[0.0018678966,0.00013655776,0.00013790767,0.0005806485,0.00060820405,0.000494047,0.00071295846,0.00030943827,0.00012451912],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004128446,0.00023970492,0.97744054,0.000050577088,0.000010654603,0.00055579806,0.011735017,0.000029215047,0.0005372575,0.00017966618,0.00008052582,0.009099793],"study_design_scores_gemma":[0.0000023458656,0.00014281536,0.96126723,0.000053933098,0.000006494963,0.00014849484,0.03760467,0.00004084952,0.00014857133,0.00008690919,0.0004935602,0.00000411108],"about_ca_topic_score_codex":0.0042154756,"about_ca_topic_score_gemma":0.009214588,"teacher_disagreement_score":0.0042154756,"about_ca_system_score_codex":0.00034322572,"about_ca_system_score_gemma":0.0009202619,"threshold_uncertainty_score":0.008381903},"labels":[],"label_agreement":null},{"id":"W1800891484","doi":"","title":"Chinese High School Graduates' Beliefs About English Learning","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Psychology; Preference; Curriculum; Mathematics education; Learner autonomy; Pedagogy; Language education; Comprehension approach","score_opus":0.020695229739129545,"score_gpt":0.2759213635506506,"score_spread":0.25522613381152104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1800891484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992955,0.000018877608,0.0000120415825,0.000036821806,0.0000016741207,0.0000058326937,0.000019347759,8.0146367e-7,0.00060919864],"genre_scores_gemma":[0.99910283,0.00005336048,0.000024124158,0.00003804627,0.000002549206,0.0000071450427,0.000053538326,6.4814554e-7,0.00071784144],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996736,0.000040665567,0.000024090381,0.000028644208,0.00012914892,0.00010378535],"domain_scores_gemma":[0.99820197,0.0003128397,0.0004871479,0.00006704038,0.00039436502,0.00053666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009148621,0.00025110538,0.00028877158,0.001076571,0.0011557698,0.0010701907,0.00025314937,0.00034122053,0.003003322],"category_scores_gemma":[0.0025042025,0.00017262618,0.0002118502,0.0007854264,0.00080539146,0.00038583696,0.0006590949,0.00060178863,0.00029107937],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034780627,0.00013152199,0.9579533,0.000028730563,0.00001499144,0.00033463314,0.032062516,0.00002579555,0.0016510396,0.00014147424,0.00021859114,0.007402696],"study_design_scores_gemma":[0.000004385846,0.00014252166,0.96980065,0.000015551308,0.000008764045,0.00013516296,0.029009901,0.00007142743,0.00017025527,0.000039807477,0.0005926892,0.000008880266],"about_ca_topic_score_codex":0.026846955,"about_ca_topic_score_gemma":0.029700095,"teacher_disagreement_score":0.026846955,"about_ca_system_score_codex":0.00065088354,"about_ca_system_score_gemma":0.00085943314,"threshold_uncertainty_score":0.053381383},"labels":[],"label_agreement":null},{"id":"W1802353558","doi":"","title":"Improving EFL Learners’ Use of English Vocabulary in Sentence Writing Through Framenet","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"FrameNet; Vocabulary; Sentence; Linguistics; Ho chi minh; Psychology; Computer science; Sociology; Artificial intelligence; Philosophy","score_opus":0.028246534310794477,"score_gpt":0.28702497181560693,"score_spread":0.25877843750481244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1802353558","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988722,0.000023128972,0.0004170917,0.00002497854,0.000001931001,0.000024307035,0.0000041206595,0.0000044500084,0.0006278036],"genre_scores_gemma":[0.9936598,0.00010432468,0.004467547,0.000026859005,0.0000042012266,0.000078457924,0.000022411466,0.0000023612279,0.0016340119],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996964,0.00011675488,0.000015785212,0.00005336118,0.000059777358,0.000057976948],"domain_scores_gemma":[0.99930596,0.000255987,0.00015754711,0.000036653008,0.00008602846,0.00015780966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086379633,0.00024029001,0.0002795572,0.00026920257,0.00042851514,0.0007034866,0.00036617144,0.00030519324,0.0018042551],"category_scores_gemma":[0.0016745405,0.00009557983,0.00015421333,0.00012086508,0.00034992228,0.0004654535,0.0006163841,0.00032437587,0.00023867389],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007808294,0.03234831,0.20086993,0.0010480813,0.000067392626,0.0014279456,0.11588308,0.00061411015,0.18283884,0.0020893558,0.001338351,0.46069384],"study_design_scores_gemma":[0.0006395124,0.027095646,0.7349129,0.00044155825,0.00026269976,0.00223184,0.12529163,0.0047134096,0.061484523,0.005640347,0.03718153,0.000104373095],"about_ca_topic_score_codex":0.000616849,"about_ca_topic_score_gemma":0.0015604441,"teacher_disagreement_score":0.0018042551,"about_ca_system_score_codex":0.00018274032,"about_ca_system_score_gemma":0.00056827225,"threshold_uncertainty_score":0.0060358644},"labels":[],"label_agreement":null},{"id":"W1802547818","doi":"10.22158/selt.v1n1p8","title":"Noticing and Learning: Relationship Patterns","year":2013,"lang":"en","type":"article","venue":"Studies in English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Psychology; Recall; Second language; Corrective feedback; Past tense; Mathematics education; Cognitive psychology; Linguistics; Computer science; Artificial intelligence; Verb","score_opus":0.04385420193720426,"score_gpt":0.2969375262292604,"score_spread":0.25308332429205616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1802547818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99775994,0.00019273433,0.0006467589,0.000049504542,0.000002352143,0.000011158772,0.000077799035,0.000015897776,0.0012438127],"genre_scores_gemma":[0.99909997,0.00006296648,0.00036633766,0.000007976324,0.0000018297685,0.000007886284,0.00007831575,0.0000072715416,0.00036754285],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984212,0.00045769717,0.0002093911,0.00038731578,0.00041548203,0.00010900033],"domain_scores_gemma":[0.95816106,0.031053131,0.0064719054,0.0013661288,0.0021237566,0.0008241113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017994599,0.0001713005,0.00028077417,0.0009967701,0.00025201077,0.0009329715,0.0004947862,0.0004583332,0.0030884042],"category_scores_gemma":[0.028776482,0.00018068509,0.00015200475,0.0010996604,0.00056531583,0.0010530395,0.00071651366,0.0005568611,0.00040874584],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024816013,0.00010034621,0.9607613,0.00007853935,0.000047480273,0.000116240684,0.0035327307,0.00017243059,0.0026880046,0.00020867566,0.00008379779,0.031962194],"study_design_scores_gemma":[0.000004128197,0.00013518661,0.995413,0.000017536298,0.000019699337,0.0003285212,0.0016572322,0.00081181305,0.00082358933,0.00037214256,0.00040619366,0.0000110361925],"about_ca_topic_score_codex":0.0026269348,"about_ca_topic_score_gemma":0.0022819366,"teacher_disagreement_score":0.0030884042,"about_ca_system_score_codex":0.00037406245,"about_ca_system_score_gemma":0.00032728308,"threshold_uncertainty_score":0.01033175},"labels":[],"label_agreement":null},{"id":"W1812574435","doi":"10.18806/tesl.v19i2.926","title":"Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Identity (music); Cultural capital; Linguistics; Embeddedness; Vocabulary development; Cognition; Pedagogy; Mathematics education; Sociology; Teaching method","score_opus":0.02345837758662532,"score_gpt":0.18328959084954524,"score_spread":0.15983121326291994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1812574435","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97218114,0.0010104663,0.00050358725,0.012771251,0.00042632932,0.00009793948,0.000059242626,0.00007777499,0.012872234],"genre_scores_gemma":[0.94747007,0.0023801236,0.0023907293,0.00829816,0.00020296754,0.000115634626,0.00015591652,0.0000704898,0.038915936],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986951,0.00029018795,0.00005369643,0.00012690728,0.0003545604,0.00047963692],"domain_scores_gemma":[0.9856586,0.0009854581,0.0010370985,0.00031320754,0.0020935466,0.009912257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037217953,0.0003733624,0.00061399717,0.0005487598,0.0073036044,0.0058959774,0.0015150907,0.0018586622,0.010883508],"category_scores_gemma":[0.00994357,0.0004021525,0.00030489048,0.0004133311,0.0029211156,0.004233404,0.0044048363,0.002877267,0.0065045864],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020593984,0.002332613,0.22251745,0.0004856615,0.000036208927,0.010781725,0.48580936,0.00007269883,0.007056834,0.0014223901,0.052655656,0.21662344],"study_design_scores_gemma":[0.000039899165,0.00057997584,0.048418123,0.00037553377,0.000027274125,0.0026564538,0.8764055,0.00008162306,0.0015565619,0.0012244037,0.068553194,0.000081529004],"about_ca_topic_score_codex":0.013387848,"about_ca_topic_score_gemma":0.047278132,"teacher_disagreement_score":0.013387848,"about_ca_system_score_codex":0.002264529,"about_ca_system_score_gemma":0.0078396825,"threshold_uncertainty_score":0.03640896},"labels":[],"label_agreement":null},{"id":"W1813866281","doi":"10.3968/j.ccc.1923670020110704.317","title":"Role Play- An Effective Approach to Developing Overall Communicative Competence","year":2011,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Psychology; Communicative language teaching; Cultural competence; Competence (human resources); Pedagogy; Intercultural communication; Social psychology; Language education","score_opus":0.07857983324686203,"score_gpt":0.3234975100898011,"score_spread":0.24491767684293908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1813866281","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09518015,0.006011237,0.38745615,0.008227807,0.0011815161,0.0030456726,0.00015964765,0.0020594995,0.49667826],"genre_scores_gemma":[0.45550483,0.007123551,0.44097018,0.0016383525,0.00025564697,0.0025365718,0.00011701213,0.00035488466,0.091498874],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9951729,0.0029941378,0.00015783918,0.00029605042,0.0010955721,0.0002835708],"domain_scores_gemma":[0.9965096,0.0019223294,0.0002308066,0.00031031895,0.0004232942,0.0006036125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005752428,0.0011415863,0.00047883147,0.0015018665,0.0015909001,0.0034129184,0.0014472455,0.0012628543,0.00927492],"category_scores_gemma":[0.006187498,0.0003325266,0.0005972497,0.00038521344,0.0032610851,0.00257645,0.0040872237,0.0017605536,0.002724187],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021071752,0.002852534,0.004640328,0.0024177218,0.00010909199,0.0017110632,0.04649037,0.00090291514,0.06154546,0.08479537,0.019454122,0.7748703],"study_design_scores_gemma":[0.00024052513,0.003189747,0.016639428,0.0031580708,0.00016053433,0.008617185,0.028630292,0.002673121,0.04034068,0.03846431,0.8576689,0.0002171824],"about_ca_topic_score_codex":0.00077595055,"about_ca_topic_score_gemma":0.0017612752,"teacher_disagreement_score":0.00927492,"about_ca_system_score_codex":0.0009459331,"about_ca_system_score_gemma":0.0025128052,"threshold_uncertainty_score":0.031027734},"labels":[],"label_agreement":null},{"id":"W1813867737","doi":"10.5539/elt.v8n11p207","title":"An Empirical Study on the Projection of Specificity in the Usage of Modifiers in Chinese College EFL Writing","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cognitive linguistics; Linguistics; Sentence; Noun; Cognition; Perspective (graphical); Construal level theory; Sample (material); Computer science; Artificial intelligence; Social psychology","score_opus":0.06322708362134404,"score_gpt":0.33792492913699584,"score_spread":0.2746978455156518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1813867737","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993629,0.000028241433,0.00005414901,0.000020674233,0.0000011481834,0.000011120858,0.000012369001,7.883391e-7,0.00050854584],"genre_scores_gemma":[0.9991418,0.000066884866,0.00019014375,0.000019648689,0.000002532182,0.000017768743,0.000030878815,0.0000012785761,0.0005290855],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99878246,0.0003044863,0.0001801512,0.00022539588,0.00036507883,0.00014245519],"domain_scores_gemma":[0.99367297,0.002830624,0.0015707695,0.00035781055,0.0010115887,0.0005563081],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023673647,0.00030260478,0.00022705419,0.0016327221,0.0014025898,0.0012457406,0.0003944829,0.00037617696,0.0018336558],"category_scores_gemma":[0.007843307,0.0002173661,0.00019694715,0.0018008241,0.0014137843,0.0013529422,0.0009037757,0.0005787378,0.0001947043],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008376195,0.00029282251,0.7143827,0.00021512517,0.000018792587,0.0009903773,0.24174716,0.000051007897,0.004171541,0.0005516047,0.00029846528,0.037196722],"study_design_scores_gemma":[0.0000075203016,0.0001627011,0.90778774,0.000052507057,0.000018130695,0.0003467775,0.08799217,0.00035505815,0.0012302411,0.0001305932,0.001894395,0.000022095703],"about_ca_topic_score_codex":0.00651099,"about_ca_topic_score_gemma":0.014448185,"teacher_disagreement_score":0.00651099,"about_ca_system_score_codex":0.0012026832,"about_ca_system_score_gemma":0.0013525763,"threshold_uncertainty_score":0.012946188},"labels":[],"label_agreement":null},{"id":"W1814233275","doi":"10.3968/j.ccc.1923670020110703.152","title":"The Impact of Language Anxiety and Language Proficiency on WTC in EFL Context","year":2011,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Language proficiency; Anxiety; Communicative competence; Communicative language teaching; Context (archaeology); Test of English as a Foreign Language; Language assessment; Variety (cybernetics); Language education; Mathematics education; Social psychology; Pedagogy; Computer science","score_opus":0.047054258789260596,"score_gpt":0.34606013911736955,"score_spread":0.29900588032810893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1814233275","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994229,0.000047674403,0.000026395985,0.000034711757,0.0000020970633,0.0000028217944,0.000010006248,0.0000017938315,0.00045152995],"genre_scores_gemma":[0.9998037,0.00003202691,0.00002374866,0.000011307998,0.0000022657164,0.0000030793149,0.000011264998,6.708439e-7,0.00011186403],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99904996,0.00024860547,0.00007693833,0.000099821926,0.00029091048,0.00023373822],"domain_scores_gemma":[0.9938508,0.0017924911,0.0022532416,0.0002426155,0.0007075424,0.0011531546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077035703,0.00039531486,0.0002794898,0.00094683573,0.000642129,0.0017647033,0.0002946853,0.0004504126,0.0023505567],"category_scores_gemma":[0.0055808597,0.00021690672,0.00040227926,0.00042758413,0.0010084636,0.0004060721,0.0008500305,0.0011642666,0.00019536878],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011878835,0.0005774854,0.9770743,0.000053592576,0.000055770848,0.0006881433,0.008403624,0.0000922274,0.0017975129,0.00015298818,0.00016908285,0.010816442],"study_design_scores_gemma":[0.0000036135466,0.00023182765,0.99004596,0.0000211796,0.00003066618,0.00038702463,0.008422718,0.00019390811,0.00032172733,0.00012224431,0.00020377559,0.000015324587],"about_ca_topic_score_codex":0.0039975657,"about_ca_topic_score_gemma":0.0045407824,"teacher_disagreement_score":0.0039975657,"about_ca_system_score_codex":0.0005652337,"about_ca_system_score_gemma":0.00064349733,"threshold_uncertainty_score":0.007948577},"labels":[],"label_agreement":null},{"id":"W1816287101","doi":"10.18806/tesl.v24i1.30","title":"Feedback on Writing:Changing EFL Students' Attitudes","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Corrective feedback; Psychology; Peer feedback; English as a foreign language; Mathematics education; Foreign language; Second language writing; Pedagogy; Second language; Linguistics","score_opus":0.017576117663781015,"score_gpt":0.2423894610577799,"score_spread":0.2248133433939989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1816287101","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99255496,0.0001824712,0.00033766546,0.0018397489,0.00009216745,0.00004530495,0.00003555348,0.00007938015,0.0048327288],"genre_scores_gemma":[0.9915018,0.00026229708,0.00069323834,0.0012957037,0.00006491323,0.000055006254,0.00004515574,0.000038462676,0.006043457],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9899719,0.0045789997,0.00051308854,0.00059899176,0.0034372036,0.00089988974],"domain_scores_gemma":[0.95369035,0.016019661,0.008118858,0.0013316652,0.012813969,0.008025514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010006704,0.0006108554,0.00082150404,0.001559757,0.002432553,0.003589437,0.0007970732,0.001706101,0.004952216],"category_scores_gemma":[0.05773186,0.000284782,0.00053777714,0.00064536964,0.001557218,0.0015455759,0.0025929357,0.0021507456,0.0013929656],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009514417,0.004143915,0.32434124,0.0005667075,0.00009465061,0.0016615036,0.35870212,0.0003184014,0.016225638,0.00050802727,0.012546503,0.2799398],"study_design_scores_gemma":[0.0002719005,0.00757644,0.52366936,0.0008695739,0.00015810171,0.0022624736,0.38395423,0.001292325,0.011588819,0.0014207431,0.06660083,0.00033526562],"about_ca_topic_score_codex":0.002946234,"about_ca_topic_score_gemma":0.0028743015,"teacher_disagreement_score":0.010006704,"about_ca_system_score_codex":0.0018447434,"about_ca_system_score_gemma":0.0014016558,"threshold_uncertainty_score":0.052921176},"labels":[],"label_agreement":null},{"id":"W1821244994","doi":"10.5539/elt.v8n11p216","title":"Digital Literacies and Generational Micro-Cultures: Email Feedback in Lebanon","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Remuneration; Grading (engineering); Grammar; Pedagogy; Accountability; Medical education; Medicine","score_opus":0.017131687856353127,"score_gpt":0.24682515757603954,"score_spread":0.2296934697196864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1821244994","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998454,0.00006680231,0.000044334734,0.00021898664,0.000008469675,0.000008165459,0.000016457316,0.000003733809,0.0011790859],"genre_scores_gemma":[0.99774265,0.00009175161,0.00012661793,0.000110325906,0.000011201772,0.0000103510565,0.000028093278,0.000004359061,0.0018746641],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99757993,0.0014484286,0.00012306757,0.0001414527,0.00037466132,0.0003323535],"domain_scores_gemma":[0.9915542,0.003918969,0.0012539086,0.00018711793,0.0017808501,0.0013049328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005077991,0.00026912638,0.00022257993,0.0019365516,0.0029126408,0.0025433118,0.0005560131,0.0005473042,0.0030473105],"category_scores_gemma":[0.0094548315,0.00015375493,0.00008421227,0.0011720597,0.00087905617,0.00092997396,0.0017645278,0.0005217663,0.00043664608],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033109888,0.0007939438,0.41235843,0.00016334408,0.000014018036,0.004403551,0.49085128,0.00020318749,0.0045013754,0.0005378254,0.0014684594,0.08437349],"study_design_scores_gemma":[0.000013074586,0.0005200716,0.387422,0.00015815883,0.000011184673,0.000465672,0.59652424,0.00047821683,0.0022181945,0.00015620311,0.011993491,0.000039517694],"about_ca_topic_score_codex":0.01433323,"about_ca_topic_score_gemma":0.027256716,"teacher_disagreement_score":0.01433323,"about_ca_system_score_codex":0.0025448024,"about_ca_system_score_gemma":0.0017490383,"threshold_uncertainty_score":0.028499603},"labels":[],"label_agreement":null},{"id":"W1821340640","doi":"10.3968/j.css.1923669720130906.2876","title":"Designing Approaches and Procedure of Syllabus","year":2013,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Key (lock); Computer science; Management science; Engineering ethics; Mathematics education; Engineering; Psychology","score_opus":0.054219098993863846,"score_gpt":0.21926464251989802,"score_spread":0.16504554352603418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1821340640","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015128536,0.00032971785,0.9442492,0.0007595543,0.0002649182,0.017425936,0.0005961975,0.0012059538,0.020039907],"genre_scores_gemma":[0.016040128,0.00019257811,0.96696043,0.00015606864,0.00003471565,0.012280285,0.000397142,0.00021263845,0.0037259718],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9630977,0.024276849,0.002553252,0.002827184,0.006298277,0.0009466893],"domain_scores_gemma":[0.94941217,0.022198655,0.0025430091,0.006050839,0.018079938,0.0017154135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024531016,0.0012322776,0.00066674646,0.0068079894,0.0042148675,0.0045572645,0.0021306959,0.0013245512,0.010800685],"category_scores_gemma":[0.059798636,0.0012934209,0.0010172491,0.0039676917,0.0028755753,0.0028229216,0.003407315,0.0024887433,0.00615059],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033192875,0.0010004004,0.0054029063,0.0025779426,0.00004524667,0.00030144362,0.027636671,0.0043368097,0.023931678,0.1980332,0.019561002,0.71684074],"study_design_scores_gemma":[0.00027016175,0.0007078879,0.010478366,0.002684386,0.00013096427,0.00070288,0.023730824,0.024322106,0.050414316,0.14801252,0.7381109,0.00043477473],"about_ca_topic_score_codex":0.005642024,"about_ca_topic_score_gemma":0.008515819,"teacher_disagreement_score":0.024531016,"about_ca_system_score_codex":0.00641097,"about_ca_system_score_gemma":0.017968515,"threshold_uncertainty_score":0.12973398},"labels":[],"label_agreement":null},{"id":"W1822170978","doi":"10.5539/elt.v8n11p56","title":"On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Significant difference; Positive attitude; Descriptive statistics; Second language; Pedagogy; Social psychology; Linguistics","score_opus":0.18604976658487388,"score_gpt":0.34073527839594864,"score_spread":0.15468551181107476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1822170978","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99849284,0.00004599766,0.00005752971,0.00007815397,0.0000030809194,0.000004395061,0.000010498874,9.344711e-7,0.0013065175],"genre_scores_gemma":[0.9995597,0.00004943353,0.00005079104,0.00003305881,0.000004112962,0.0000059673303,0.000013133857,5.637997e-7,0.0002832049],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999233,0.00027176086,0.00005649689,0.000056736673,0.0002609454,0.0001211112],"domain_scores_gemma":[0.9930988,0.0031978714,0.001985311,0.00017714266,0.0010053719,0.00053550006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017260918,0.0001788894,0.00014380047,0.0006792639,0.0005881321,0.0008249658,0.0001761625,0.00035442758,0.002515387],"category_scores_gemma":[0.0051174955,0.00013211956,0.00030560695,0.0004830935,0.0007329586,0.00051705877,0.00038920328,0.0006958768,0.00026642936],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006722332,0.00026063647,0.97481495,0.000041534106,0.000027444958,0.00015035032,0.013473212,0.00006485639,0.00047738396,0.00018737989,0.00017570193,0.010259326],"study_design_scores_gemma":[0.000006776392,0.00025158448,0.9772111,0.000030685063,0.000025629064,0.00014902478,0.02087295,0.00026369854,0.0003787017,0.00011309476,0.0006867815,0.000010096727],"about_ca_topic_score_codex":0.006380921,"about_ca_topic_score_gemma":0.007152277,"teacher_disagreement_score":0.006380921,"about_ca_system_score_codex":0.0005810867,"about_ca_system_score_gemma":0.00079714763,"threshold_uncertainty_score":0.012687564},"labels":[],"label_agreement":null},{"id":"W1823520154","doi":"10.21432/t2kg6c","title":"Online synchronous communication in the second-language classroom","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Ligne; Computer-mediated communication; Psychology; Categorization; Audio equipment; Pedagogy; Mathematics education; Humanities; Computer science; The Internet; World Wide Web; Engineering; Art","score_opus":0.009525681171375578,"score_gpt":0.23249478121268277,"score_spread":0.22296910004130718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1823520154","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98851305,0.00010808651,0.0045102458,0.00018426684,0.000026122932,0.00018202387,0.000048430367,0.000056569883,0.0063711903],"genre_scores_gemma":[0.9950113,0.00006381567,0.0033379165,0.00004600733,0.0000141308565,0.00022277576,0.000030196066,0.000008605656,0.0012652132],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9935241,0.004545247,0.00019808239,0.00048643808,0.0008841583,0.00036207453],"domain_scores_gemma":[0.98492265,0.010263872,0.001654294,0.0010084484,0.0012700087,0.0008806709],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052572927,0.0003212025,0.0003138276,0.00075493247,0.0016035959,0.0028780114,0.00069829857,0.000569264,0.004641815],"category_scores_gemma":[0.010708821,0.00016873656,0.00022301881,0.0006828412,0.0013190988,0.0016929553,0.0024935056,0.0004715828,0.0005396674],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0031276068,0.004636522,0.1493506,0.0028854278,0.00013994909,0.001849902,0.32412916,0.0024128524,0.059142623,0.009763455,0.0027775497,0.43978438],"study_design_scores_gemma":[0.0016077865,0.020524923,0.3230282,0.0013913132,0.00034076432,0.002095024,0.43655273,0.008216072,0.06102512,0.007865426,0.13711394,0.00023866129],"about_ca_topic_score_codex":0.0022612582,"about_ca_topic_score_gemma":0.0037229976,"teacher_disagreement_score":0.0052572927,"about_ca_system_score_codex":0.001568153,"about_ca_system_score_gemma":0.0020311766,"threshold_uncertainty_score":0.02780354},"labels":[],"label_agreement":null},{"id":"W1826918990","doi":"","title":"Application of Metacognitive Strategies in English Study by Chinese Engineering Postgraduates","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Competence (human resources); Psychology; Cognition; Mathematics education; Social psychology","score_opus":0.007456842321183515,"score_gpt":0.2668832651797633,"score_spread":0.2594264228585798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1826918990","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995602,0.000059681897,0.000021408618,0.000035233115,0.0000013530961,0.0000052811306,0.0000072822836,4.9168983e-7,0.0003091516],"genre_scores_gemma":[0.99937904,0.00014164971,0.000060383736,0.000040476636,0.0000025900488,0.000008662453,0.000015769745,6.8725024e-7,0.00035071862],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99912935,0.00020221072,0.000115846866,0.00011757112,0.00022728744,0.00020776923],"domain_scores_gemma":[0.9966504,0.00101291,0.0009120121,0.00014558846,0.00049207814,0.000786959],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014351548,0.00027590498,0.0003244897,0.0013134937,0.0008792551,0.001337587,0.0003149327,0.00039493744,0.0012997085],"category_scores_gemma":[0.0058152024,0.000259425,0.00025178096,0.0009215298,0.0007742558,0.0009068841,0.0012830226,0.0006033122,0.0001553727],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006362987,0.00035895722,0.80861264,0.00015561712,0.000023314393,0.0013396115,0.16063072,0.00005078117,0.0036045737,0.00018205844,0.00022447387,0.02475365],"study_design_scores_gemma":[0.000011567497,0.0003358506,0.9058145,0.00008173881,0.000039126287,0.0012065794,0.08909665,0.0002548152,0.0008806216,0.0001537186,0.002091256,0.00003354209],"about_ca_topic_score_codex":0.0077532697,"about_ca_topic_score_gemma":0.011813566,"teacher_disagreement_score":0.0077532697,"about_ca_system_score_codex":0.0006496186,"about_ca_system_score_gemma":0.0016051206,"threshold_uncertainty_score":0.015416324},"labels":[],"label_agreement":null},{"id":"W1828387597","doi":"10.3968/7173","title":"A Study of the Influence of Gender Differences on English Learning of Senior High School Students","year":2015,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Style (visual arts); Mathematics education; Curriculum; Variety (cybernetics); Point (geometry); Significant difference; Selection (genetic algorithm); Pedagogy; Computer science","score_opus":0.058512445328596945,"score_gpt":0.33650770694156634,"score_spread":0.2779952616129694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1828387597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983229,0.0000991477,0.000024928451,0.000058772494,0.000009595718,0.0000041247063,0.00002338979,6.269199e-7,0.001456478],"genre_scores_gemma":[0.99914384,0.00005300221,0.000017621407,0.000021382279,0.0000057288153,0.0000038387057,0.00001616251,8.8966664e-7,0.0007375216],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988507,0.00034609388,0.000077861885,0.00014934326,0.00030369512,0.00027226558],"domain_scores_gemma":[0.9956245,0.001704332,0.0007746483,0.00012170128,0.000726741,0.0010481231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014440852,0.00018894674,0.0003321977,0.0006739814,0.00090763276,0.0011094096,0.00024412968,0.00031723588,0.0037506602],"category_scores_gemma":[0.004669471,0.00012775784,0.0003846608,0.00059104804,0.0005102762,0.0005535769,0.0006658613,0.0004899328,0.0004750648],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052551756,0.00077940477,0.9334391,0.000063960964,0.000053951833,0.00037033693,0.035572916,0.00002370769,0.0010783324,0.00040544764,0.00041698123,0.02727035],"study_design_scores_gemma":[0.0000061656797,0.0005453033,0.9677234,0.000020927284,0.000021327445,0.00010067596,0.030182347,0.000045300985,0.00021709807,0.000089648405,0.0010382378,0.000009643398],"about_ca_topic_score_codex":0.005672847,"about_ca_topic_score_gemma":0.0073522655,"teacher_disagreement_score":0.005672847,"about_ca_system_score_codex":0.00054262567,"about_ca_system_score_gemma":0.00073009136,"threshold_uncertainty_score":0.012547195},"labels":[],"label_agreement":null},{"id":"W1829315391","doi":"10.3968/j.css.1923669720060203.017","title":"To Question or not to Question, That is the Question","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Humanities; Toolbox; Psychology; Sociology; Pedagogy; Philosophy; Epistemology; Computer science","score_opus":0.04259864354025302,"score_gpt":0.3104388925934456,"score_spread":0.2678402490531926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1829315391","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19579725,0.012817051,0.17239296,0.22569694,0.008037076,0.00076373445,0.0019514207,0.0011797452,0.3813638],"genre_scores_gemma":[0.8350115,0.0050977594,0.045721095,0.031132037,0.0019246568,0.00042634422,0.0008007532,0.00066103105,0.07922492],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9832651,0.010087836,0.0010887389,0.0023778975,0.0024711252,0.00070943154],"domain_scores_gemma":[0.9516071,0.03290913,0.0032874946,0.0044680275,0.0064455117,0.001282729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012261789,0.00041954571,0.0006259054,0.0008069125,0.0023833264,0.0065716575,0.0013025512,0.0039847596,0.017293587],"category_scores_gemma":[0.054687202,0.00026162525,0.0007084058,0.00065313204,0.0093760425,0.01177953,0.0025037192,0.004213539,0.007014356],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006205132,0.00055590994,0.026294274,0.0025849799,0.00014865781,0.00072792824,0.11815937,0.0008682247,0.01795863,0.40495035,0.09834864,0.32878256],"study_design_scores_gemma":[0.00005046994,0.000339517,0.007513627,0.0010905194,0.000069366535,0.0011826096,0.056664433,0.0015563712,0.0056555467,0.16356981,0.76217383,0.00013388267],"about_ca_topic_score_codex":0.0017689604,"about_ca_topic_score_gemma":0.0012771343,"teacher_disagreement_score":0.017293587,"about_ca_system_score_codex":0.0016207433,"about_ca_system_score_gemma":0.0025169656,"threshold_uncertainty_score":0.06484735},"labels":[],"label_agreement":null},{"id":"W1829912168","doi":"10.3968/j.hess.1927024020120201.452","title":"The Effects of Test Facets on the Construct Validity of the Tests in Iranian EFL Students","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Construct (python library); Construct validity; Psychology; Affect (linguistics); Test validity; Mathematics education; Cloze test; Computer science; Developmental psychology; Psychometrics; Linguistics; Reading comprehension; Communication; Reading (process)","score_opus":0.04058171410618787,"score_gpt":0.3344179722173117,"score_spread":0.2938362581111238,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1829912168","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989573,0.00006881549,0.00020766968,0.000047032034,0.0000064008136,0.000014873057,0.000019771154,0.0000028907514,0.0006752507],"genre_scores_gemma":[0.99956554,0.000034212724,0.00023535092,0.000011198257,0.0000037588388,0.000014580453,0.00004239172,0.0000021474218,0.00009084141],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.994468,0.0013947537,0.00073204516,0.00048302845,0.0025390896,0.00038302303],"domain_scores_gemma":[0.9556105,0.025010932,0.009080654,0.0027377598,0.005856098,0.0017041242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007853856,0.00054520776,0.00039311455,0.001219223,0.00052667334,0.0014779612,0.0004930083,0.000515236,0.0010404513],"category_scores_gemma":[0.041000903,0.0002320167,0.0009090378,0.0008463,0.0016780014,0.0007806408,0.0012564606,0.0009638857,0.00016161575],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000119714095,0.000102096084,0.98571026,0.000022574695,0.000067560526,0.000047037323,0.0018259315,0.00013733144,0.0006144798,0.00014047547,0.000062786836,0.011149817],"study_design_scores_gemma":[0.000011220564,0.00031260055,0.99540436,0.000035697394,0.000032710697,0.000118247975,0.0018844308,0.0007927495,0.00081878307,0.00031703705,0.00025729026,0.000014860963],"about_ca_topic_score_codex":0.0020882506,"about_ca_topic_score_gemma":0.0024186184,"teacher_disagreement_score":0.007853856,"about_ca_system_score_codex":0.00068252726,"about_ca_system_score_gemma":0.0010602176,"threshold_uncertainty_score":0.041535616},"labels":[],"label_agreement":null},{"id":"W1830914076","doi":"10.5539/elt.v8n8p94","title":"EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universidad Técnica Particular de Loja","keywords":"Active listening; Psychology; Mathematics education; Pedagogy; Qualitative research; Communication; Sociology","score_opus":0.01793000479019905,"score_gpt":0.2609004632496733,"score_spread":0.24297045845947426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1830914076","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99681854,0.00089576526,0.000078686164,0.00021853372,0.0000033972508,0.000010713894,0.000015760768,0.0000033935562,0.0019550633],"genre_scores_gemma":[0.9982558,0.0008144934,0.00023248242,0.00004825614,0.0000040537525,0.00001608502,0.000018737535,0.0000015688208,0.0006086078],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9997322,0.00008817489,0.000019994599,0.000036043763,0.00002609305,0.000097432014],"domain_scores_gemma":[0.9995092,0.00018488574,0.0001379854,0.000017108507,0.000059944094,0.000090824076],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045789583,0.00025017434,0.00020573575,0.0006441281,0.0011846952,0.0009976941,0.00041197002,0.0002757606,0.0021106869],"category_scores_gemma":[0.0012088801,0.00014207375,0.00007817594,0.00092001155,0.0005629524,0.0008315068,0.00088253705,0.00023578509,0.000094748226],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029772893,0.0007886564,0.3745602,0.002218967,0.00004556964,0.01616891,0.29202846,0.00028293728,0.01997767,0.0033058978,0.0012207241,0.28910422],"study_design_scores_gemma":[0.00003096134,0.00029166555,0.6272367,0.0004424891,0.000050597137,0.0023274051,0.34292728,0.00024950472,0.001874347,0.00028082443,0.024264507,0.000023709877],"about_ca_topic_score_codex":0.015566964,"about_ca_topic_score_gemma":0.032669768,"teacher_disagreement_score":0.015566964,"about_ca_system_score_codex":0.0011944995,"about_ca_system_score_gemma":0.0015596078,"threshold_uncertainty_score":0.030952752},"labels":[],"label_agreement":null},{"id":"W1832639942","doi":"10.3968/j.hess.1927024020120201.2198","title":"The Efficacy of Collaborative Strategic Reading on the Reading Comprehension of ESP Learners","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Reading (process); Computer science; Mathematics education; Set (abstract data type); Test (biology); Significant difference; Comprehension; Psychology; Linguistics; Medicine","score_opus":0.06983397567200876,"score_gpt":0.33754328363715175,"score_spread":0.267709307965143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1832639942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968618,0.00010737758,0.00013056071,0.000047525213,0.0000034878838,0.000015102451,0.0000064990027,0.0000060993066,0.00282161],"genre_scores_gemma":[0.9989447,0.00013270705,0.00031294173,0.000014588458,0.000006658439,0.000014688063,0.000010900169,0.0000020602404,0.0005607658],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987753,0.0006155825,0.00007146261,0.00013235546,0.0003102448,0.00009498104],"domain_scores_gemma":[0.992355,0.0052932403,0.0010153692,0.00030251074,0.0006058283,0.00042805242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001866559,0.0002581639,0.00025727565,0.0005026344,0.00026176096,0.00077130424,0.00027773925,0.00036419212,0.0023109994],"category_scores_gemma":[0.0088067865,0.00011055245,0.00022540217,0.00019285316,0.00062488555,0.0007478091,0.0004947725,0.00042852858,0.00031970307],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023357077,0.013056281,0.41846716,0.0015204981,0.0002723107,0.002314792,0.07524394,0.0009655214,0.08702328,0.0021965706,0.0012414868,0.3953624],"study_design_scores_gemma":[0.00016494565,0.013855083,0.9230924,0.00031808572,0.00041439917,0.0010572769,0.02560972,0.0019073635,0.02690633,0.0019013658,0.0047054007,0.00006775563],"about_ca_topic_score_codex":0.0004812037,"about_ca_topic_score_gemma":0.0005971748,"teacher_disagreement_score":0.0023109994,"about_ca_system_score_codex":0.0001813963,"about_ca_system_score_gemma":0.0004433505,"threshold_uncertainty_score":0.009871423},"labels":[],"label_agreement":null},{"id":"W1834212204","doi":"10.3968/j.ccc.1923670020100602.014","title":"Spoken Skills, Communication Apprehension and Collaborative Learning","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communication apprehension; Apprehension; Psychology; Communication skills; Test (biology); Collaborative learning; Mathematics education; Humanities; Medical education; Art; Cognitive psychology; Medicine","score_opus":0.01854499589950067,"score_gpt":0.30739668743345794,"score_spread":0.2888516915339573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1834212204","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99703205,0.00039698958,0.0005267517,0.000050547354,0.000007005605,0.000034219705,0.000005874541,0.0000066556227,0.0019399887],"genre_scores_gemma":[0.9976744,0.0003486018,0.0009413429,0.000024235624,0.000009881129,0.000068364054,0.00001105964,0.0000016409398,0.000920573],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9961928,0.0016042338,0.00020568,0.00027444944,0.0014668487,0.00025597852],"domain_scores_gemma":[0.9899739,0.006459393,0.001976229,0.00032005447,0.00050439977,0.00076598994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014773062,0.00041673993,0.00041614246,0.0007230638,0.00036982578,0.0010489014,0.0004435809,0.0005553317,0.0018706021],"category_scores_gemma":[0.007844524,0.0001423732,0.00043123256,0.00031721956,0.000956916,0.00051100575,0.0013374895,0.0005847184,0.00016580352],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025741528,0.013962571,0.2401647,0.002755572,0.00061378913,0.003901723,0.061319504,0.0010105905,0.06507348,0.00142367,0.0005789025,0.6066213],"study_design_scores_gemma":[0.00028858765,0.041166507,0.86931074,0.0006508917,0.0005704181,0.0067177876,0.034030955,0.0016645602,0.034577552,0.0024790075,0.008407703,0.00013526823],"about_ca_topic_score_codex":0.00027427994,"about_ca_topic_score_gemma":0.0003246348,"teacher_disagreement_score":0.0018706021,"about_ca_system_score_codex":0.00026498537,"about_ca_system_score_gemma":0.00047246943,"threshold_uncertainty_score":0.007812798},"labels":[],"label_agreement":null},{"id":"W1837819326","doi":"10.3968/j.css.1923669720060201.013","title":"Learners’ Motivation and the Implications for Classroom Teaching","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Mathematics education; Art","score_opus":0.04116936018156361,"score_gpt":0.27637382002952376,"score_spread":0.23520445984796015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1837819326","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8621461,0.0046047377,0.005476309,0.014673767,0.00016465934,0.00006203654,0.000145748,0.00005397415,0.11267276],"genre_scores_gemma":[0.9949628,0.0005612799,0.0005411331,0.00011513272,0.000032572814,0.000018782985,0.000018229102,0.000008857768,0.003741115],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99904484,0.00039925406,0.000028793125,0.00012161242,0.00022665848,0.00017883626],"domain_scores_gemma":[0.99759066,0.0010831531,0.00041014617,0.00006815431,0.00025094877,0.00059696264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015315141,0.00018980536,0.00021519118,0.0009507187,0.0013490584,0.003615496,0.00048257847,0.000653429,0.0064694546],"category_scores_gemma":[0.0047835666,0.00011169952,0.00022306027,0.00056229305,0.0025244926,0.0013713,0.0013686925,0.000931652,0.00037796423],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018776953,0.00077646965,0.27223414,0.00047101377,0.00011047711,0.0017941776,0.064682804,0.0012125648,0.004056733,0.24595611,0.0062942076,0.4022236],"study_design_scores_gemma":[0.00003840903,0.00033160986,0.6608345,0.0005105775,0.000058711343,0.0008180794,0.06936031,0.0019151323,0.0019908661,0.19366032,0.07036454,0.00011692748],"about_ca_topic_score_codex":0.005417311,"about_ca_topic_score_gemma":0.0064116474,"teacher_disagreement_score":0.0064694546,"about_ca_system_score_codex":0.0020636262,"about_ca_system_score_gemma":0.0022406015,"threshold_uncertainty_score":0.021642506},"labels":[],"label_agreement":null},{"id":"W1838373203","doi":"","title":"The role of Communicative Interactions in Language Learning Tasks among Iranian Elementary EFL Learners","year":2014,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Computer science; Communicative language teaching; Psychology; Mathematics education; Language education; Philosophy","score_opus":0.028753945505773003,"score_gpt":0.31148197464590377,"score_spread":0.2827280291401308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1838373203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983791,0.00004787589,0.000058741058,0.0000369495,0.0000025989373,0.0000049850296,0.000008147501,0.000002768481,0.0014588385],"genre_scores_gemma":[0.9991358,0.000043925356,0.00010980393,0.000024565164,0.0000032841224,0.000012246375,0.000013936644,0.0000034631682,0.0006529613],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988482,0.00041834186,0.0000754963,0.00012985484,0.0002919489,0.00023611872],"domain_scores_gemma":[0.99203837,0.0044436185,0.0014160447,0.00015076254,0.00097038527,0.000980787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009913893,0.0003761569,0.00027509363,0.00075865554,0.0013897966,0.002398526,0.0005585808,0.00068082224,0.0021205754],"category_scores_gemma":[0.010220606,0.0002879177,0.00017103007,0.000294571,0.00084349513,0.0009012059,0.0010240586,0.0012684888,0.0004764205],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009547045,0.0015023248,0.5660693,0.00021917824,0.000073646996,0.002219089,0.33388993,0.00040064918,0.036949854,0.0011171338,0.0005457711,0.056058362],"study_design_scores_gemma":[0.0000359699,0.00051402516,0.79771984,0.00010016942,0.00009358148,0.0013360393,0.19165799,0.0010166969,0.0041088355,0.0006429906,0.0027033994,0.00007045561],"about_ca_topic_score_codex":0.007345236,"about_ca_topic_score_gemma":0.005976592,"teacher_disagreement_score":0.007345236,"about_ca_system_score_codex":0.00075942517,"about_ca_system_score_gemma":0.00153591,"threshold_uncertainty_score":0.014604926},"labels":[],"label_agreement":null},{"id":"W1838700964","doi":"10.3968/j.css.1923669720110705.381","title":"Autonomy in EFL Education","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Humanities; Pedagogy; Context (archaeology); Learner autonomy; Sociology; Psychology; Political science; Philosophy; Language education","score_opus":0.05018258832965718,"score_gpt":0.2527946662406972,"score_spread":0.20261207791104002,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1838700964","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12708248,0.010299448,0.03514048,0.055198785,0.0005588501,0.00011433003,0.00004216244,0.000118814605,0.7714446],"genre_scores_gemma":[0.97017384,0.0019320124,0.003405776,0.0018576003,0.00013795367,0.00006359181,0.000014103045,0.00001929944,0.022395752],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9957788,0.002510447,0.00014559382,0.00034985866,0.0006545205,0.0005607056],"domain_scores_gemma":[0.9973381,0.0013225155,0.00029696853,0.0001655965,0.00030909953,0.0005676694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036907888,0.00024497887,0.00023984551,0.0010094595,0.0039823647,0.0038550394,0.0006039995,0.001164688,0.0040816255],"category_scores_gemma":[0.004647829,0.00011600393,0.00021221896,0.0006564654,0.020128218,0.004226124,0.006395534,0.002685891,0.0003743705],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000118525395,0.000044758755,0.0024985783,0.000094535586,0.000002990505,0.00024782913,0.083640866,0.00043157215,0.00023390999,0.86263096,0.0025261932,0.047636002],"study_design_scores_gemma":[0.000023616994,0.000071519644,0.005668144,0.00049866684,0.000004043745,0.0004628499,0.04278048,0.0006489956,0.0004149834,0.4782664,0.47112414,0.000036190922],"about_ca_topic_score_codex":0.007799964,"about_ca_topic_score_gemma":0.0072228857,"teacher_disagreement_score":0.9922,"about_ca_system_score_codex":0.0058710747,"about_ca_system_score_gemma":0.0062674605,"threshold_uncertainty_score":0.04259783},"labels":[],"label_agreement":null},{"id":"W1839603870","doi":"10.3968/j.css.1923669720110704.108","title":"The Effects of Learners’ Contribution to Tasks on Achievement of Pedagogic Objectives of Fluency, Complexity, and Accuracy","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Task (project management); Psychology; Humanities; Perception; Cognition; Cognitive psychology; Mathematics education; Philosophy","score_opus":0.061494459599535284,"score_gpt":0.296615911388013,"score_spread":0.23512145178847774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1839603870","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991418,0.000029453955,0.00023535595,0.000005684899,0.0000016085522,0.0000053074405,0.000009981068,0.0000031851464,0.0005674917],"genre_scores_gemma":[0.99904114,0.000039600334,0.00042451688,0.0000051551756,0.0000029572245,0.000013752366,0.000032718995,0.0000024571843,0.00043761503],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99866664,0.0003714883,0.00015270906,0.00018207554,0.0005128572,0.00011420399],"domain_scores_gemma":[0.98432434,0.0091284355,0.0032966847,0.0006210912,0.0017633123,0.0008661735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013404792,0.0003821081,0.00026283882,0.00041597887,0.00019887171,0.0011522708,0.00020230874,0.00027322653,0.0012481136],"category_scores_gemma":[0.013829621,0.00013620897,0.0002945946,0.00019769462,0.00031062766,0.00041529836,0.00063441414,0.00037991497,0.00022704249],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015139553,0.0009420173,0.83826053,0.00023830128,0.00020237488,0.00028379113,0.011024274,0.0009940201,0.05774279,0.00020156206,0.00018763548,0.0884087],"study_design_scores_gemma":[0.000017919772,0.0012000514,0.99052244,0.000015742833,0.00004273758,0.000114150935,0.0021182017,0.00069629797,0.0046539987,0.0001389012,0.00045721704,0.000022330567],"about_ca_topic_score_codex":0.0011771393,"about_ca_topic_score_gemma":0.0014532135,"teacher_disagreement_score":0.0013404792,"about_ca_system_score_codex":0.00021505458,"about_ca_system_score_gemma":0.00024656832,"threshold_uncertainty_score":0.0070891976},"labels":[],"label_agreement":null},{"id":"W1844404618","doi":"10.18806/tesl.v27i2.1049","title":"Understanding the Role of Interaction From Linguistic, Affective, and Social Perspectives","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Social relation; Linguistics; Anxiety; Scope (computer science); Social psychology; Interpersonal interaction","score_opus":0.03509735215114813,"score_gpt":0.2371467003164698,"score_spread":0.2020493481653217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1844404618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8106858,0.013478919,0.018512202,0.0090967305,0.00014057978,0.00004753873,0.0000820597,0.000062157065,0.14789392],"genre_scores_gemma":[0.99510694,0.0019503285,0.0013962069,0.00017991631,0.00003399489,0.000014132633,0.000017494614,0.000006989125,0.0012939938],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985958,0.00084118085,0.000044544046,0.000102033635,0.00017278835,0.0002437515],"domain_scores_gemma":[0.99691355,0.002180735,0.00028696255,0.00006939766,0.00021717847,0.00033220908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017351651,0.00042377104,0.00031706443,0.0012661127,0.0030790458,0.006446893,0.0004949336,0.0009437131,0.0023805536],"category_scores_gemma":[0.0021387374,0.00018604845,0.00029814173,0.0006359442,0.004492791,0.007035384,0.0025852802,0.001059247,0.00017265913],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003011961,0.00021684413,0.058086775,0.0011324403,0.000078442776,0.0037739403,0.6666718,0.0009624984,0.015253299,0.105081774,0.0014758591,0.14696515],"study_design_scores_gemma":[0.000020938807,0.00026581375,0.12065509,0.000823071,0.000113958835,0.002183655,0.75796497,0.0029979104,0.0024570723,0.045635756,0.06679235,0.00008948093],"about_ca_topic_score_codex":0.007005597,"about_ca_topic_score_gemma":0.010224778,"teacher_disagreement_score":0.007005597,"about_ca_system_score_codex":0.0014894671,"about_ca_system_score_gemma":0.0021677518,"threshold_uncertainty_score":0.013929665},"labels":[],"label_agreement":null},{"id":"W1847068987","doi":"10.18806/tesl.v19i1.920","title":"Developing Cross-Cultural Awareness: Learning Through the Experiences of Others","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Pedagogy; Ethnography; Psychology; Cross-cultural; Cultural competence; Process (computing); Foreign language; Sociology; Linguistics; Computer science; Anthropology","score_opus":0.06932032938796372,"score_gpt":0.3165612372498782,"score_spread":0.2472409078619145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1847068987","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7528931,0.0031083622,0.09227405,0.0057552443,0.00027719964,0.00038676133,0.000024722865,0.00056163775,0.14471893],"genre_scores_gemma":[0.9533912,0.0023669815,0.033098496,0.00057862466,0.00006125011,0.00019612562,0.000038732953,0.00008799834,0.010180562],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99749255,0.0015727704,0.00005388154,0.00025912837,0.00035129348,0.00027039894],"domain_scores_gemma":[0.99584866,0.002283152,0.00038709835,0.00045013917,0.00021953916,0.0008113833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004127736,0.0009340415,0.00039822634,0.0012420369,0.003349099,0.006291422,0.0013399266,0.001555636,0.003013369],"category_scores_gemma":[0.0056695803,0.00042545612,0.0006201001,0.00055841554,0.0051626004,0.007961969,0.010240817,0.0021900723,0.00068672263],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005092533,0.00073709164,0.006561371,0.0005153066,0.00005303938,0.0012704735,0.7017256,0.0003642193,0.008925618,0.01708304,0.0026056566,0.2601077],"study_design_scores_gemma":[0.00006209826,0.0009178723,0.013980908,0.0010090806,0.00016209924,0.005334916,0.6666615,0.0012452267,0.014946347,0.033372376,0.26216146,0.00014619426],"about_ca_topic_score_codex":0.00083736045,"about_ca_topic_score_gemma":0.00152943,"teacher_disagreement_score":0.006291422,"about_ca_system_score_codex":0.0007376844,"about_ca_system_score_gemma":0.0018939206,"threshold_uncertainty_score":0.021829844},"labels":[],"label_agreement":null},{"id":"W1847404968","doi":"10.3968/j.css.1923669720110703.018","title":"The Role of Technology in Language Learning","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Language acquisition; Language education; Humanities; Linguistics; Computer science; Sociology; Pedagogy; Philosophy","score_opus":0.015069879378832222,"score_gpt":0.2202096772556064,"score_spread":0.20513979787677417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1847404968","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7640456,0.011407823,0.018490976,0.002991286,0.000146478,0.00010292932,0.000080547965,0.00019190395,0.20254245],"genre_scores_gemma":[0.98687124,0.003072211,0.0038918178,0.00013915016,0.000040491068,0.000052367708,0.000016644177,0.000017505006,0.005898572],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974112,0.0014403093,0.000110612214,0.00026518072,0.0005156901,0.0002571041],"domain_scores_gemma":[0.99391395,0.004557755,0.0005697473,0.00019086502,0.00040937352,0.00035829944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015930997,0.00040063763,0.00025036262,0.0013478769,0.001363254,0.0053082984,0.00055305846,0.00081561075,0.0053692493],"category_scores_gemma":[0.0048406115,0.00015646813,0.0003398089,0.0008377084,0.0026143107,0.004154825,0.0026839694,0.0007107236,0.00097476057],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024620406,0.0006557557,0.10918091,0.0025361013,0.0001469846,0.0062926495,0.12202102,0.0024961666,0.021493746,0.096305676,0.0026167862,0.6360081],"study_design_scores_gemma":[0.00007126203,0.0023863898,0.21512072,0.0038391182,0.000328013,0.011061277,0.23465413,0.0080534,0.023073658,0.10120215,0.3999025,0.00030735534],"about_ca_topic_score_codex":0.001356573,"about_ca_topic_score_gemma":0.0010343968,"teacher_disagreement_score":0.0053692493,"about_ca_system_score_codex":0.0010683872,"about_ca_system_score_gemma":0.0013245372,"threshold_uncertainty_score":0.01796192},"labels":[],"label_agreement":null},{"id":"W1851331523","doi":"10.3968/j.hess.1927024020120302.2024","title":"Cultivation of Chinese Students’ Cultural Awareness in College English Teaching","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cultural competence; Cultural diversity; Communicative competence; Vocabulary; Connotation; Chinese culture; Drama; Language education; Psychology; Sociology; Pedagogy; Linguistics; China; Political science; Literature; Anthropology","score_opus":0.03559462192692232,"score_gpt":0.36373892294607674,"score_spread":0.3281443010191544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1851331523","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987453,0.00001724595,0.000015096984,0.00002277436,0.0000015710891,0.000004508887,0.0000016891098,7.3238374e-7,0.0011910198],"genre_scores_gemma":[0.9993749,0.000030451229,0.0000239318,0.000009227833,0.000001517317,0.0000027173412,0.0000034694785,5.9788744e-7,0.00055318186],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994481,0.0000967437,0.000050546387,0.000067083376,0.0001588267,0.00017865305],"domain_scores_gemma":[0.99865,0.00021089966,0.00024811784,0.00006319711,0.00028346272,0.0005444034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011312314,0.00024920164,0.00019178391,0.0009974403,0.0018762542,0.0014692898,0.00025843456,0.00023198195,0.001965738],"category_scores_gemma":[0.0017398222,0.00018018926,0.00025540328,0.00068118965,0.0009502337,0.0007182132,0.0011070183,0.00046676732,0.00013976742],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014105435,0.00070388854,0.5740689,0.00014866672,0.00003748759,0.0012663967,0.35409415,0.00010837581,0.018039731,0.0014586955,0.00035973673,0.049572885],"study_design_scores_gemma":[0.000011067459,0.0003286476,0.84748846,0.000061544466,0.0000482194,0.00038808817,0.14360908,0.00048435904,0.0034602126,0.00031721764,0.0037675053,0.000035524048],"about_ca_topic_score_codex":0.015760755,"about_ca_topic_score_gemma":0.020737128,"teacher_disagreement_score":0.015760755,"about_ca_system_score_codex":0.0012263731,"about_ca_system_score_gemma":0.0023265346,"threshold_uncertainty_score":0.031338036},"labels":[],"label_agreement":null},{"id":"W1851653160","doi":"10.3968/j.hess.1927024020120201.2115","title":"Excellent English Teachers’ Classroom Strategies: A Case Study of Three College English Teachers in China","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Class (philosophy); Mathematics education; Psychology; China; Classroom management; Pedagogy; Computer science; Political science","score_opus":0.03977388966167709,"score_gpt":0.3081721152282904,"score_spread":0.2683982255666133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1851653160","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99909747,0.00005667966,0.00015909794,0.00009510714,0.0000028467955,0.000022210153,0.000006624366,0.0000035866708,0.0005564135],"genre_scores_gemma":[0.99748623,0.00010242002,0.000356544,0.000074582036,0.0000038607304,0.000020434385,0.000013206725,0.000006892992,0.0019358775],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977404,0.00070270157,0.0001340444,0.00024611523,0.0002683716,0.0009084862],"domain_scores_gemma":[0.99698454,0.00072376133,0.00045420486,0.00016740782,0.00036387763,0.0013061536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018092782,0.0007096315,0.0006914473,0.0017058061,0.010579739,0.0015201407,0.0016094138,0.0014150329,0.002064733],"category_scores_gemma":[0.00404707,0.00058180606,0.00044446296,0.0016442062,0.0024637019,0.0010948298,0.002501981,0.0015349429,0.0002969452],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000120302895,0.00061510876,0.10763891,0.00013362752,0.000020462465,0.04135604,0.8294148,0.00023249221,0.0028684025,0.0004796014,0.00051589217,0.016604444],"study_design_scores_gemma":[0.00002865051,0.00051270705,0.08474066,0.00008628674,0.000042104482,0.009590178,0.8954913,0.00052769296,0.0017146615,0.00017631828,0.0070376378,0.00005172119],"about_ca_topic_score_codex":0.11021559,"about_ca_topic_score_gemma":0.2589574,"teacher_disagreement_score":0.11021559,"about_ca_system_score_codex":0.0050090053,"about_ca_system_score_gemma":0.00422557,"threshold_uncertainty_score":0.21914816},"labels":[],"label_agreement":null},{"id":"W1852547058","doi":"10.1080/09658416.2015.1076432","title":"L2 learners' interpretation and understanding of written corrective feedback: insights from their metalinguistic reflections","year":2015,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Corrective feedback; Metalinguistics; Psychology; Linguistics; Interpretation (philosophy); Language proficiency; Inter-rater reliability; Cognitive psychology; Skepticism; Peer feedback; Second-language acquisition; Teaching method; Mathematics education; Developmental psychology; Vocabulary development","score_opus":0.09263982218473858,"score_gpt":0.30808561290355607,"score_spread":0.21544579071881748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1852547058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99101967,0.00015723653,0.0028018123,0.0002476078,0.000008144237,0.00003267172,0.000022765424,0.000044908367,0.0056650573],"genre_scores_gemma":[0.9956619,0.00017539204,0.00109148,0.000078802324,0.000004580725,0.000033647466,0.000027222006,0.000045982695,0.0028809535],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965274,0.002109827,0.00013983472,0.0002998134,0.00067496696,0.00024813696],"domain_scores_gemma":[0.9890588,0.008065713,0.0009973759,0.00041917196,0.0012047328,0.00025424888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039893403,0.0007253239,0.00044050693,0.0009298358,0.0013762835,0.0041972185,0.0007664608,0.0013015388,0.001703465],"category_scores_gemma":[0.02144504,0.00034845888,0.00026319415,0.00045167175,0.00320884,0.00186176,0.001845915,0.0016520403,0.0005434886],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001057297,0.00010926521,0.009921377,0.0001601529,0.000009636696,0.001319941,0.9528702,0.0002339255,0.013810969,0.0007588372,0.00028852935,0.0204114],"study_design_scores_gemma":[0.000041725187,0.00074818416,0.05454163,0.00042321678,0.000046547633,0.003520845,0.8936444,0.0021975387,0.021374565,0.0029977558,0.020295085,0.0001684109],"about_ca_topic_score_codex":0.0053605624,"about_ca_topic_score_gemma":0.0042115306,"teacher_disagreement_score":0.0053605624,"about_ca_system_score_codex":0.0012230864,"about_ca_system_score_gemma":0.0011334837,"threshold_uncertainty_score":0.021097898},"labels":[],"label_agreement":null},{"id":"W1853034519","doi":"10.3968/j.hess.1927024020120203.z1680","title":"Development of College English Teaching in China under Needs Analysis","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Needs analysis; College English; Mathematics education; China; Curriculum; Computer science; Key (lock); Sociology; Pedagogy; Psychology; Political science","score_opus":0.030743983822567513,"score_gpt":0.3056061624785332,"score_spread":0.27486217865596574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1853034519","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95189685,0.00046285038,0.0026833583,0.003392945,0.00003071229,0.0006061658,0.00012332374,0.00009076619,0.040713012],"genre_scores_gemma":[0.9834902,0.00047752418,0.0061723306,0.00014977179,0.000011852676,0.00023455222,0.00012874017,0.000012017683,0.009322911],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983171,0.0005192288,0.00012653435,0.00013232313,0.00049881294,0.0004060708],"domain_scores_gemma":[0.99792504,0.00021745566,0.0001873298,0.000092600116,0.0006906921,0.0008868505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002729958,0.00026292176,0.00019152003,0.0020138419,0.0021176604,0.0012661489,0.00063107983,0.0004068718,0.003177935],"category_scores_gemma":[0.0037046822,0.00023131384,0.00023534351,0.0018449165,0.0005812575,0.0011333175,0.0018296551,0.0003219665,0.00021074436],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021315143,0.0014966922,0.18826686,0.0010024684,0.00004399845,0.0015603091,0.07874429,0.004825704,0.009100204,0.043072592,0.00823934,0.66343445],"study_design_scores_gemma":[0.00018769724,0.0010915116,0.7158476,0.00058556604,0.00010196877,0.00062427565,0.0893921,0.018423941,0.009600188,0.0121884495,0.15184091,0.00011568865],"about_ca_topic_score_codex":0.05870694,"about_ca_topic_score_gemma":0.04805917,"teacher_disagreement_score":0.05870694,"about_ca_system_score_codex":0.012144315,"about_ca_system_score_gemma":0.03763737,"threshold_uncertainty_score":0.11673045},"labels":[],"label_agreement":null},{"id":"W1853557478","doi":"10.5539/jel.v4n2p43","title":"Using Readers Theater as a Facilitator in Elementary School English Training","year":2015,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Facilitator; Reading comprehension; Reading (process); Mathematics education; Scripting language; Reading aloud; Pedagogy; Medical education; Medicine; Computer science; Linguistics","score_opus":0.1321989058008351,"score_gpt":0.3374471839268093,"score_spread":0.20524827812597418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1853557478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99364233,0.0004095605,0.0030883765,0.00011883643,0.000060201553,0.00023844579,0.000026808733,0.00010140887,0.002314091],"genre_scores_gemma":[0.9789216,0.0007899883,0.015446296,0.00012129382,0.00006802125,0.00042649382,0.00006125758,0.000028365535,0.0041367016],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998955,0.0005928181,0.00004629093,0.00015828817,0.0000987844,0.00014866467],"domain_scores_gemma":[0.9981572,0.0009725593,0.0002731146,0.00014197986,0.000119298784,0.00033586397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013724497,0.0006541789,0.00061968365,0.0003749141,0.00045584858,0.00059453124,0.0007146744,0.000624882,0.004427056],"category_scores_gemma":[0.00277577,0.000285917,0.0005589992,0.00013380962,0.0004835042,0.0005676002,0.0010926297,0.000736802,0.0008056893],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0121435225,0.05594968,0.024913361,0.005445555,0.00031815178,0.0031458347,0.029605888,0.0018206476,0.25694233,0.000865223,0.0028136582,0.60603625],"study_design_scores_gemma":[0.003721854,0.26725036,0.32790715,0.0018553069,0.0024904176,0.0045178756,0.037506055,0.006990683,0.25698912,0.0011919176,0.08907176,0.0005074043],"about_ca_topic_score_codex":0.0002953967,"about_ca_topic_score_gemma":0.0009217361,"teacher_disagreement_score":0.004427056,"about_ca_system_score_codex":0.00018965646,"about_ca_system_score_gemma":0.0005889707,"threshold_uncertainty_score":0.014809966},"labels":[],"label_agreement":null},{"id":"W1857276788","doi":"10.1007/978-94-007-7714-9_8","title":"Writing the Five Principal Sections: Abstract, Introduction, Methods, Results and Discussion","year":2013,"lang":"en","type":"book-chapter","venue":"Springer briefs in education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Principal (computer security); Computer science","score_opus":0.028012359161373568,"score_gpt":0.3000299536338125,"score_spread":0.27201759447243895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1857276788","genre_codex":"editorial","genre_gemma":"methods","domain_codex":null,"domain_gemma":"reporting","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":"reporting","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029813445,0.0095493235,0.08279616,0.10288469,0.71723384,0.012015174,0.011788546,0.003906608,0.056844298],"genre_scores_gemma":[0.025032062,0.00936482,0.14811599,0.06904571,0.12278895,0.032259017,0.015131236,0.006954659,0.5713076],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99171317,0.0022801894,0.0012054445,0.001443141,0.002777602,0.0005805091],"domain_scores_gemma":[0.84374094,0.023479953,0.009284075,0.010804151,0.100403935,0.012286927],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.02178515,0.0028307848,0.0031104733,0.00398949,0.0038465213,0.011976176,0.0025440776,0.003749597,0.15483974],"category_scores_gemma":[0.12937585,0.0015606328,0.0021306644,0.0021096638,0.0032952495,0.0057597035,0.0076969764,0.009916306,0.16951515],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021945592,0.00006655684,0.00044225578,0.0012080366,0.000029159473,0.000083456616,0.0010540417,0.00013176142,0.0019800551,0.009903321,0.9076531,0.07722877],"study_design_scores_gemma":[0.00007905357,0.00008520732,0.0008678474,0.0017088089,0.00006757201,0.00011805464,0.0015457316,0.0003942269,0.002356748,0.010511039,0.9822121,0.000053632422],"about_ca_topic_score_codex":0.0026452458,"about_ca_topic_score_gemma":0.0022589893,"teacher_disagreement_score":0.97821486,"about_ca_system_score_codex":0.0051622996,"about_ca_system_score_gemma":0.025643183,"threshold_uncertainty_score":0.5179905},"labels":[],"label_agreement":null},{"id":"W1857981543","doi":"10.3968/j.ccc.1923670020070302.013","title":"Study on Culture Introduction in English Teaching","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Connotation; Sociology; Language education; Humanities; Linguistics; Pedagogy; Philosophy","score_opus":0.0338334422014824,"score_gpt":0.3376902496579561,"score_spread":0.3038568074564737,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1857981543","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82385314,0.005094427,0.0037753037,0.007771178,0.0004891191,0.00011302954,0.00006602733,0.000025330215,0.15881236],"genre_scores_gemma":[0.9869949,0.0015798635,0.0005445946,0.0008253247,0.00006203166,0.0000637794,0.000016994421,0.000023373841,0.009889078],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9895914,0.0077622556,0.00033832173,0.0005361971,0.0011196905,0.0006521923],"domain_scores_gemma":[0.9849235,0.009628754,0.0018811292,0.0005202875,0.0017449728,0.0013013659],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066773416,0.0003845288,0.00038241438,0.0013523251,0.0071804975,0.008784634,0.00093237485,0.0009792635,0.006034838],"category_scores_gemma":[0.013603152,0.00030850008,0.00032439968,0.0019364725,0.0093831895,0.0052597066,0.0052847294,0.0036223754,0.0005609088],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021835738,0.00012541823,0.010514103,0.00030126295,0.0000114037175,0.00041527904,0.92919827,0.000038590457,0.00063517154,0.037248068,0.0013313354,0.020159248],"study_design_scores_gemma":[0.000007914807,0.000077105535,0.014816918,0.0008403839,0.000019773088,0.0003125089,0.8860772,0.00010159175,0.0013135414,0.0032365299,0.093166314,0.00003022622],"about_ca_topic_score_codex":0.009505348,"about_ca_topic_score_gemma":0.013561577,"teacher_disagreement_score":0.009505348,"about_ca_system_score_codex":0.008158181,"about_ca_system_score_gemma":0.0072440645,"threshold_uncertainty_score":0.059192},"labels":[],"label_agreement":null},{"id":"W185899887","doi":"","title":"Learning business English in virtual worlds : effectiveness and acceptance in a Malaysian context : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management Information Systems at Massey University, Palmerston North","year":2013,"lang":"en","type":"dissertation","venue":"Massey Research Online (Massey University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Kebangsaan Malaysia; Massey University; Athabasca University","keywords":"Degree (music); Context (archaeology); Knowledge management; Psychology; Sociology; Computer science; Geography","score_opus":0.06987869412185242,"score_gpt":0.27585097359719607,"score_spread":0.20597227947534363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W185899887","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965063,0.00013527766,0.0000923348,0.00026835682,0.000009090817,0.000030392239,0.000021527681,0.0000021484457,0.0029344845],"genre_scores_gemma":[0.9973928,0.00050528743,0.00027287396,0.00006780131,0.0000070555243,0.000054668035,0.000028880704,0.0000037751383,0.001666823],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978709,0.00078756595,0.00013515077,0.0001556101,0.00070293894,0.00034787567],"domain_scores_gemma":[0.99257493,0.0035500291,0.0010284982,0.00017808592,0.0012850612,0.001383333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003815476,0.00024972516,0.0003841126,0.00058191275,0.00091322867,0.004193547,0.000419099,0.00043440022,0.0031807385],"category_scores_gemma":[0.009136458,0.00023807614,0.00040468495,0.0004768896,0.0007846498,0.0015627086,0.0014550637,0.0010269186,0.0005630629],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041674505,0.0027725038,0.6045164,0.0007395116,0.00008676407,0.0006886922,0.2186253,0.0003528504,0.0031329188,0.0016797901,0.0032014505,0.1637871],"study_design_scores_gemma":[0.00001836745,0.0018237702,0.831757,0.00045906848,0.00005065301,0.00035355124,0.15542273,0.0013110723,0.0011246004,0.00027386594,0.0073443986,0.00006095369],"about_ca_topic_score_codex":0.0039789653,"about_ca_topic_score_gemma":0.004875397,"teacher_disagreement_score":0.004193547,"about_ca_system_score_codex":0.0010345574,"about_ca_system_score_gemma":0.0012433738,"threshold_uncertainty_score":0.020178378},"labels":[],"label_agreement":null},{"id":"W1859852543","doi":"10.18806/tesl.v23i1.76","title":"Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"American University of Beirut","keywords":"Psychology; Corrective feedback; Think aloud protocol; Mathematics education; Bridge (graph theory); Teaching method; Pedagogy; Journal writing; Computer science","score_opus":0.02298841032145075,"score_gpt":0.2919600308955491,"score_spread":0.26897162057409835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1859852543","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977354,0.00006107874,0.0006504689,0.00046252625,0.000008441781,0.000042233794,0.0000069866664,0.000010565912,0.0010222363],"genre_scores_gemma":[0.9975673,0.00015092836,0.0010157223,0.0001771169,0.000011002038,0.00007623256,0.000006623701,0.000008162442,0.000986917],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98581934,0.00867219,0.0008359803,0.00086297136,0.0023408495,0.0014686063],"domain_scores_gemma":[0.956397,0.031005662,0.004748562,0.001483968,0.0031896802,0.0031750975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009969548,0.00055836444,0.0007461893,0.0018287497,0.007325906,0.0031221446,0.0020101909,0.0029782038,0.0024379708],"category_scores_gemma":[0.042664435,0.00078775524,0.00051819655,0.0011299438,0.004323951,0.0019290468,0.0022110234,0.0041345158,0.00044875132],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026210205,0.004792196,0.09025671,0.00019227546,0.00002625252,0.022760414,0.83912313,0.00034698617,0.0031272953,0.0009696177,0.0007707815,0.03737223],"study_design_scores_gemma":[0.00017745768,0.0026551962,0.038652837,0.00026787876,0.00006242577,0.02684354,0.9107011,0.0025519242,0.006122457,0.00077769934,0.011067217,0.00012026847],"about_ca_topic_score_codex":0.004603756,"about_ca_topic_score_gemma":0.00800708,"teacher_disagreement_score":0.009969548,"about_ca_system_score_codex":0.00340302,"about_ca_system_score_gemma":0.0027603605,"threshold_uncertainty_score":0.05272466},"labels":[],"label_agreement":null},{"id":"W1860256013","doi":"10.1558/cj.v20i1.59-79","title":"The Role of Computer-Supported Discussion for Language Teacher Education: What Do the Students Say?","year":2003,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Computer-mediated communication; Cohesion (chemistry); Computer science; Curriculum; Affect (linguistics); Computer-Assisted Instruction; Pedagogy; Distance education; Psychology; Mathematics education; The Internet; World Wide Web; Communication","score_opus":0.01439239087846479,"score_gpt":0.2915959080368703,"score_spread":0.2772035171584055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1860256013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6790615,0.0470354,0.0045935917,0.20887439,0.0030598298,0.00029637333,0.00011521901,0.00029998075,0.056663677],"genre_scores_gemma":[0.9764396,0.010001848,0.0013284022,0.0066057066,0.0005502462,0.00017463365,0.00003485841,0.000030234378,0.0048344564],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9968442,0.002068504,0.000100150646,0.00015067765,0.0004821036,0.00035434603],"domain_scores_gemma":[0.98224145,0.010413203,0.002047937,0.00032338855,0.0013569137,0.003617122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006280393,0.00031166623,0.00038409285,0.0006197802,0.0018300174,0.0076136696,0.0007819594,0.004366201,0.0037908219],"category_scores_gemma":[0.022958621,0.00019728113,0.00026576238,0.00048855564,0.0016068713,0.0054461565,0.0012777044,0.002499652,0.0014280872],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030789946,0.0011630182,0.063914664,0.0019920731,0.000033178287,0.00059069105,0.19203985,0.00009426841,0.0024620204,0.004366712,0.01445528,0.7185804],"study_design_scores_gemma":[0.00018954251,0.001693221,0.10921,0.0059668655,0.00019056004,0.0021786655,0.62625384,0.0009312351,0.0033532553,0.009978744,0.23989366,0.00016034294],"about_ca_topic_score_codex":0.0008970453,"about_ca_topic_score_gemma":0.0015147366,"teacher_disagreement_score":0.0076136696,"about_ca_system_score_codex":0.0011101606,"about_ca_system_score_gemma":0.00257557,"threshold_uncertainty_score":0.03321427},"labels":[],"label_agreement":null},{"id":"W1860739679","doi":"10.3968/j.css.1923669720100603.012","title":"The Role of L1 Transfer on L2 and Pedagogical Implications","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Contrastive analysis; Rhetoric; Linguistics; Humanities; Constructive; Sociology; First language; Philosophy; Psychology; Computer science","score_opus":0.06679839639209076,"score_gpt":0.30495916397107553,"score_spread":0.23816076757898477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1860739679","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44926617,0.009929842,0.01211189,0.02768439,0.000243325,0.000091293536,0.00011572811,0.00010573362,0.5004516],"genre_scores_gemma":[0.9914274,0.0015944159,0.0008244888,0.00067455217,0.00006248096,0.00003273798,0.000015429943,0.000028124774,0.005340309],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9959416,0.002221909,0.00011260015,0.0004144788,0.0008498161,0.00045963234],"domain_scores_gemma":[0.98249775,0.014353082,0.00071243703,0.0007768516,0.001042923,0.00061691896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006133457,0.0003569465,0.00030851332,0.0015675036,0.0026690885,0.0049660346,0.00085235346,0.001283696,0.010971782],"category_scores_gemma":[0.017571596,0.00014842139,0.00026279397,0.0009744611,0.0129159065,0.0057338635,0.0053014145,0.0027474992,0.00081094616],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028113317,0.000210699,0.018507674,0.0008819385,0.000041701183,0.0021353876,0.12581125,0.00049963285,0.008066004,0.61885035,0.0020920543,0.22262223],"study_design_scores_gemma":[0.00007155098,0.00050248945,0.1063314,0.0021089523,0.00010611159,0.0025074254,0.17645548,0.0023036303,0.02201127,0.5404879,0.146964,0.00014976297],"about_ca_topic_score_codex":0.008363613,"about_ca_topic_score_gemma":0.007737683,"teacher_disagreement_score":0.010971782,"about_ca_system_score_codex":0.004684903,"about_ca_system_score_gemma":0.004637708,"threshold_uncertainty_score":0.0367043},"labels":[],"label_agreement":null},{"id":"W1863367927","doi":"10.3968/7466","title":"An Empirical Research on Ethnic Minority Students of Preparatory Education Under The Influence of Nonintellectual Factors","year":2015,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Ethnic group; Anxiety; Function (biology); Psychology; Personality; Mathematics education; Empirical research; Social psychology; Computer science; Sociology; Epistemology","score_opus":0.3366257269743381,"score_gpt":0.5361344827994744,"score_spread":0.19950875582513627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1863367927","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988003,0.00011756144,0.000029938808,0.00008347531,0.000004041824,0.000006453429,0.000005373228,3.1832695e-7,0.00095249293],"genre_scores_gemma":[0.9990663,0.00024375755,0.000036470978,0.00004754898,0.0000078058965,0.00000872668,0.0000118260605,7.5946895e-7,0.0005766823],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99833363,0.0007063777,0.000084812345,0.00014418236,0.00034279656,0.000388182],"domain_scores_gemma":[0.99350184,0.002949067,0.0011923311,0.00026184594,0.0008860867,0.0012088527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002233562,0.000217,0.00033277745,0.0008487352,0.0018194312,0.0014086866,0.00041064847,0.00031498494,0.0032389667],"category_scores_gemma":[0.0069499235,0.00013140641,0.00023580485,0.0010494426,0.00092095387,0.00076375215,0.00073985814,0.0005541727,0.0003712313],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023985373,0.0012864778,0.83342355,0.00017138729,0.000042069012,0.0008224523,0.12383454,0.000029021485,0.0016923533,0.001016854,0.00027753692,0.037163947],"study_design_scores_gemma":[0.000008526508,0.00042708297,0.7949481,0.000101694975,0.00004128433,0.00023729276,0.20079862,0.00009166284,0.0006913887,0.00013327798,0.002512132,0.000008938466],"about_ca_topic_score_codex":0.008041046,"about_ca_topic_score_gemma":0.014514837,"teacher_disagreement_score":0.008041046,"about_ca_system_score_codex":0.0008873347,"about_ca_system_score_gemma":0.0022803056,"threshold_uncertainty_score":0.015988529},"labels":[],"label_agreement":null},{"id":"W1867779174","doi":"10.5539/ies.v8n10p114","title":"A Model of Situational Willingness to Communicate (WTC) in the Study Abroad Context","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Situational ethics; Context (archaeology); Structural equation modeling; Trait; Social psychology; Personality; Construct (python library); Context effect; Big Five personality traits; Realm; Mathematics education; Computer science; Linguistics","score_opus":0.3935179231682195,"score_gpt":0.45583944604724685,"score_spread":0.06232152287902737,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1867779174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.759798,0.00041237148,0.09769135,0.007407857,0.00009747488,0.0005123979,0.0007862517,0.00029839092,0.13299605],"genre_scores_gemma":[0.9866252,0.00014826754,0.00772912,0.00010539512,0.000015461297,0.0002657876,0.00016001466,0.000015726673,0.0049351742],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9989336,0.00053364696,0.000042032025,0.00021537632,0.00011814058,0.00015713586],"domain_scores_gemma":[0.99792683,0.0010467721,0.00029344458,0.00008453397,0.00029921086,0.0003491587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013113774,0.00067827065,0.00039476543,0.0014279854,0.0013349393,0.0034655721,0.001628448,0.0016638197,0.0103594605],"category_scores_gemma":[0.003257236,0.0004640053,0.00094855536,0.0012772536,0.0016325737,0.0030745892,0.0015658514,0.0012980433,0.0012461274],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036067443,0.0020376279,0.13641497,0.00044173858,0.0003676806,0.0038231458,0.04636039,0.14082067,0.0035784815,0.60189426,0.0061555565,0.057744935],"study_design_scores_gemma":[0.00027483737,0.0010017826,0.08709686,0.0005004681,0.0003351797,0.0019272217,0.02938494,0.6345335,0.0005430535,0.22346848,0.020714909,0.00021877761],"about_ca_topic_score_codex":0.013488831,"about_ca_topic_score_gemma":0.0086685745,"teacher_disagreement_score":0.013488831,"about_ca_system_score_codex":0.0024104705,"about_ca_system_score_gemma":0.0040820637,"threshold_uncertainty_score":0.03465587},"labels":[],"label_agreement":null},{"id":"W1869482152","doi":"10.15210/interfaces.v5i1.6514","title":"A pesquisa sobre o ensino e a aprendizagem de línguas no Canadá e algumas repercussões no Brasil.","year":2005,"lang":"pt","type":"article","venue":"LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Lingua franca; Humanities; Sociology; Philosophy; Political science","score_opus":0.024433459322335222,"score_gpt":0.24559990084402322,"score_spread":0.221166441521688,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1869482152","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5125607,0.02585747,0.0039652665,0.10826821,0.0006650281,0.0001543271,0.0015073086,0.00018320534,0.34683838],"genre_scores_gemma":[0.9587315,0.011281156,0.0018393032,0.0021350682,0.00004294996,0.000025488835,0.00018795517,0.00005458853,0.025701888],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9935976,0.0010025393,0.0001572676,0.000860631,0.0023191278,0.002062669],"domain_scores_gemma":[0.98628277,0.0028181684,0.0010075703,0.0006119271,0.0062112063,0.0030683111],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044298097,0.00043806835,0.00047389723,0.0033265688,0.021863842,0.009117862,0.0012895016,0.0014143917,0.010565577],"category_scores_gemma":[0.01123766,0.0003743862,0.00042832908,0.010689365,0.010574553,0.0035007796,0.0041143834,0.0029645425,0.0004319633],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023076769,0.00013490755,0.115550645,0.0011794736,0.0000943573,0.0015333854,0.24797092,0.0009782624,0.002538603,0.32424197,0.031683177,0.27386355],"study_design_scores_gemma":[0.000012058788,0.00005983381,0.2905082,0.0016073686,0.000105014595,0.00036079326,0.27235827,0.00075726374,0.0012661521,0.014521331,0.41829455,0.00014905243],"about_ca_topic_score_codex":0.9896208,"about_ca_topic_score_gemma":0.9953734,"teacher_disagreement_score":0.9008651,"about_ca_system_score_codex":0.09913493,"about_ca_system_score_gemma":0.23215441,"threshold_uncertainty_score":0.7192776},"labels":[],"label_agreement":null},{"id":"W1871214211","doi":"10.18806/tesl.v28i1.1061","title":"Perceptions of Volunteer Roles in English Conversation Circles","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Perception; Psychology; Power (physics); Linguistics; Pedagogy; Communication","score_opus":0.007651009055824453,"score_gpt":0.19611093998353715,"score_spread":0.1884599309277127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1871214211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9873733,0.00029631917,0.00098682,0.000705005,0.00004836991,0.00003240423,0.0000076105657,0.000016879545,0.01053322],"genre_scores_gemma":[0.9986533,0.00010486836,0.00016260121,0.000061785366,0.00001272246,0.000014542078,0.000006541034,0.0000041993685,0.0009794607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9913039,0.0065911184,0.00024421807,0.00028280768,0.0008652945,0.0007126824],"domain_scores_gemma":[0.9796712,0.0071755922,0.0030915218,0.00054493657,0.0021885019,0.007328281],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007479781,0.0002649841,0.00025423322,0.0007215164,0.00444242,0.0041581113,0.0004573462,0.0008298617,0.0028384929],"category_scores_gemma":[0.018049117,0.00019815133,0.00019120675,0.00021606806,0.003716322,0.002384025,0.0042094914,0.0009848614,0.00031840484],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036152126,0.0002451614,0.066774525,0.00015475857,0.00002211298,0.0011895568,0.8983448,0.000106354775,0.003946453,0.0064623198,0.001492296,0.02090017],"study_design_scores_gemma":[0.000028846174,0.0005508333,0.03708422,0.00015560536,0.000019707775,0.0013080625,0.9258426,0.00045686524,0.00075570354,0.0015461921,0.032194793,0.0000566582],"about_ca_topic_score_codex":0.00237657,"about_ca_topic_score_gemma":0.004161536,"teacher_disagreement_score":0.007479781,"about_ca_system_score_codex":0.0009987402,"about_ca_system_score_gemma":0.001713984,"threshold_uncertainty_score":0.039557338},"labels":[],"label_agreement":null},{"id":"W1873231586","doi":"10.3968/j.css.1923669720070303.017","title":"An Attempted Evaluation of Compuer Assisted Language Learning in China EVALUATION DE L'APPRENTISSAGE DES LANGUES ASSISTE PAR ORDINATEUR EN CHINE","year":2010,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructive; China; Humanities; Computer science; Artificial intelligence; Linguistics; Philosophy; Political science; Programming language","score_opus":0.030594579853033623,"score_gpt":0.3273874158545764,"score_spread":0.2967928360015428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1873231586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9663668,0.020904107,0.0006382273,0.0005344704,0.000092696464,0.0010340776,0.0002015818,0.000015979476,0.0102119725],"genre_scores_gemma":[0.98701817,0.008907896,0.001200832,0.00017508907,0.000035122863,0.000537139,0.0001515086,0.000003783579,0.0019704239],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9935922,0.0031790622,0.000664481,0.00028659188,0.0020600993,0.0002175586],"domain_scores_gemma":[0.9924846,0.0021895443,0.0008517117,0.00016180114,0.003976943,0.00033526102],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012436734,0.00039877318,0.000680413,0.0018101997,0.00042101947,0.0011348563,0.0006053653,0.000476991,0.0012079995],"category_scores_gemma":[0.013167178,0.00011234728,0.0006517761,0.002248934,0.0004958962,0.0007939284,0.0008548847,0.00029956806,0.00011295161],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009471103,0.0016543893,0.11500665,0.02028242,0.0014668165,0.0007419151,0.008932084,0.0022481214,0.015071218,0.0044335886,0.0022158958,0.81847584],"study_design_scores_gemma":[0.0022596205,0.0687144,0.76196486,0.008063182,0.007121045,0.0005740698,0.013391351,0.004595308,0.046954885,0.0009541227,0.08513351,0.00027365368],"about_ca_topic_score_codex":0.013558374,"about_ca_topic_score_gemma":0.017616112,"teacher_disagreement_score":0.013558374,"about_ca_system_score_codex":0.003863562,"about_ca_system_score_gemma":0.005981399,"threshold_uncertainty_score":0.06577253},"labels":[],"label_agreement":null},{"id":"W1875204997","doi":"10.1111/j.1467-9922.2009.00559.x","title":"Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Metacognition; Active listening; Recall; Listening comprehension; Second language; Control (management); Cognitive psychology; Comprehension; Mathematics education; Linguistics; Cognition; Communication; Computer science","score_opus":0.024355447079124015,"score_gpt":0.3117717394888683,"score_spread":0.2874162924097443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1875204997","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988181,0.0000346057,0.00023193154,0.00005038904,0.0000028224624,0.00007742425,0.00000789795,0.0000039651477,0.0007728313],"genre_scores_gemma":[0.9970341,0.00013546825,0.0014999252,0.00012082233,0.000010709007,0.00019444406,0.000025451667,0.0000067744395,0.0009723854],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9969068,0.001686213,0.00019663786,0.0003730924,0.00052989187,0.0003072414],"domain_scores_gemma":[0.9734759,0.02072345,0.0014679985,0.0014473049,0.0016300131,0.0012553666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060682283,0.000569156,0.0005760427,0.0005972781,0.0021864593,0.001680005,0.001266889,0.0011150595,0.002177386],"category_scores_gemma":[0.022712078,0.00032317295,0.00023754647,0.00045268636,0.0015126135,0.001521541,0.00173865,0.0015436729,0.0004009316],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036419795,0.07905007,0.20943463,0.0014999146,0.00015359241,0.0035225751,0.437728,0.0012399749,0.036722653,0.0025345953,0.0014322711,0.22303972],"study_design_scores_gemma":[0.0016456682,0.05515434,0.38110647,0.0007279208,0.00040883932,0.003691457,0.46734583,0.005506125,0.048363805,0.0028174815,0.033016,0.00021598712],"about_ca_topic_score_codex":0.001841602,"about_ca_topic_score_gemma":0.0028658407,"teacher_disagreement_score":0.0060682283,"about_ca_system_score_codex":0.0008579449,"about_ca_system_score_gemma":0.0012621533,"threshold_uncertainty_score":0.032092273},"labels":[],"label_agreement":null},{"id":"W1878140086","doi":"10.3968/j.ccc.1923670020070301.003","title":"Pragmatic Rules to the Desiderative Questions in Japanese Learning and Teaching","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interrogation; Humanities; China; Sociology; Philosophy; Linguistics; Political science; Psychology; Law","score_opus":0.02665838264625145,"score_gpt":0.34059910052955045,"score_spread":0.313940717883299,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1878140086","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.29573444,0.037795268,0.20475341,0.043006092,0.0010715902,0.0009284043,0.0005046301,0.00041558326,0.41579065],"genre_scores_gemma":[0.95690256,0.0041319835,0.025590874,0.002526691,0.00022089088,0.00042821697,0.00019844428,0.0001290457,0.009871356],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.97375417,0.017329436,0.0027651398,0.0021374805,0.0032706414,0.0007429979],"domain_scores_gemma":[0.9527638,0.03323749,0.0051416326,0.0022765584,0.005633604,0.0009469319],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017875474,0.00067320175,0.0005626074,0.0031850182,0.003409825,0.007976897,0.0011695944,0.0025898817,0.0067971135],"category_scores_gemma":[0.033461116,0.00090707035,0.00074788294,0.0026469044,0.018914104,0.011526167,0.0039056614,0.0038235572,0.00096634816],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012864947,0.00012093062,0.01314246,0.0029838749,0.00007978571,0.0012222957,0.29692334,0.00048483277,0.0062073506,0.5691261,0.005603389,0.10397707],"study_design_scores_gemma":[0.00010485749,0.00016204923,0.057324067,0.003802565,0.00020997053,0.0019332144,0.14276657,0.002816469,0.0057225414,0.39134428,0.39349928,0.00031422125],"about_ca_topic_score_codex":0.008159428,"about_ca_topic_score_gemma":0.010332228,"teacher_disagreement_score":0.017875474,"about_ca_system_score_codex":0.0049667344,"about_ca_system_score_gemma":0.0062273243,"threshold_uncertainty_score":0.09453571},"labels":[],"label_agreement":null},{"id":"W1884944817","doi":"10.3968/j.ccc.1923670020110703.319","title":"College English Teaching Under Web-based Context and Autonomous Learning","year":2011,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Context (archaeology); The Internet; Artificial intelligence; Ligne; Sociology; Computer science; World Wide Web; Philosophy; History","score_opus":0.05112001583959037,"score_gpt":0.29293123902133394,"score_spread":0.24181122318174358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1884944817","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9878594,0.000032371645,0.0014653323,0.00008360347,0.000004387545,0.000027876527,0.00000663265,0.000021762686,0.010498677],"genre_scores_gemma":[0.99809796,0.000019411385,0.0005416078,0.000012017246,0.0000023741368,0.000011707318,0.000006057196,0.0000020770683,0.001306795],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994234,0.00024777727,0.000028446582,0.000087340326,0.00012230857,0.000090651265],"domain_scores_gemma":[0.999164,0.00022325965,0.00013482687,0.00007887538,0.00011433793,0.00028474253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003922939,0.000093377246,0.00009382702,0.0002738621,0.00062770053,0.0012813434,0.00023415011,0.00025950564,0.0017003437],"category_scores_gemma":[0.0012739925,0.00007611328,0.00011240869,0.00019120109,0.000560796,0.00069908693,0.0011507357,0.00022129291,0.00028185933],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009365567,0.0040229117,0.332567,0.00047854235,0.000065298016,0.005180733,0.11990312,0.005906621,0.06964735,0.021216922,0.0019588976,0.43811604],"study_design_scores_gemma":[0.00028070636,0.0023154877,0.6714844,0.0002732372,0.00012881725,0.002622833,0.16213769,0.032901447,0.035063915,0.014983644,0.077686116,0.000121764395],"about_ca_topic_score_codex":0.0027144523,"about_ca_topic_score_gemma":0.004090202,"teacher_disagreement_score":0.0027144523,"about_ca_system_score_codex":0.00068779214,"about_ca_system_score_gemma":0.0010708796,"threshold_uncertainty_score":0.0056881905},"labels":[],"label_agreement":null},{"id":"W1888522133","doi":"10.3968/j.hess.1927024020110102.005","title":"Utilization of Language Learning Strategies by Iranian Post Graduate Students and Their Attitude and Motivation Toward English Learning","year":2011,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Language learning strategies; Psychology; Cognition; Cluster sampling; Significant difference; Mathematics education; Positive attitude; Foreign language; Compensation (psychology); Social psychology","score_opus":0.09570144191657985,"score_gpt":0.32719619076581047,"score_spread":0.2314947488492306,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1888522133","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99952674,0.000065979664,0.000011920919,0.00002517423,0.0000019271283,0.000003629515,0.000008856914,7.459432e-7,0.00035512363],"genre_scores_gemma":[0.9990901,0.00013313534,0.000052275853,0.000028683318,0.0000032620817,0.000007183746,0.000030178433,6.183165e-7,0.00065472035],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99975735,0.000030537023,0.000020649342,0.000024613122,0.000105392675,0.00006151465],"domain_scores_gemma":[0.998871,0.0001477658,0.00040171618,0.000027473323,0.00023952,0.00031241623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046481326,0.00027520483,0.00021796403,0.0007232929,0.0004050516,0.0011699838,0.00021697953,0.00042599218,0.0018617839],"category_scores_gemma":[0.0017739546,0.00013818225,0.00031535153,0.0003347027,0.000286678,0.00032460724,0.00040061583,0.0006239973,0.00030359157],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041851843,0.0006176958,0.9790608,0.000046093,0.0000295293,0.00018379319,0.0042901924,0.00003263596,0.001473589,0.000071407114,0.00015226415,0.014000096],"study_design_scores_gemma":[0.0000062491754,0.00053607457,0.9885796,0.000021807127,0.000022382232,0.00026941244,0.009376965,0.00012669568,0.00033603283,0.000079520614,0.00063537183,0.000010069737],"about_ca_topic_score_codex":0.0020237735,"about_ca_topic_score_gemma":0.003046569,"teacher_disagreement_score":0.0020237735,"about_ca_system_score_codex":0.00022976835,"about_ca_system_score_gemma":0.00043273566,"threshold_uncertainty_score":0.006228268},"labels":[],"label_agreement":null},{"id":"W1889124234","doi":"","title":"Reflection on the College English Collaborative and Coordinative Learning Mode","year":2015,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Curriculum; Reflection (computer programming); Competence (human resources); Process (computing); Mode (computer interface); Pedagogy; Mathematics education; Sociology; Computer science; Engineering ethics; Psychology; Engineering; Human–computer interaction; Social psychology","score_opus":0.05193278394837082,"score_gpt":0.2872990444305786,"score_spread":0.23536626048220777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1889124234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61430043,0.0004614748,0.07784425,0.01815145,0.0005787299,0.00034075254,0.000050141363,0.00033212846,0.28794068],"genre_scores_gemma":[0.9572044,0.0002681905,0.008536446,0.0007780253,0.000041540512,0.00006632839,0.0000124858025,0.00005488286,0.033037692],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979929,0.0010291428,0.000049995444,0.00018378368,0.0004067029,0.000337538],"domain_scores_gemma":[0.99766797,0.0008283729,0.00023960507,0.0002617061,0.00057124894,0.00043109423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019846673,0.0003059434,0.000111852794,0.00038580864,0.002280631,0.0023914455,0.00059871096,0.0011314221,0.0038359328],"category_scores_gemma":[0.0055469126,0.00013529767,0.00025474178,0.00027791806,0.005749821,0.0021308113,0.0027111832,0.00220922,0.0006380149],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014109736,0.00026663326,0.010102154,0.00017221805,0.000010510189,0.004313601,0.544337,0.00078534416,0.0252653,0.27178913,0.011704769,0.1311123],"study_design_scores_gemma":[0.00007084693,0.0003867386,0.016897548,0.00041689054,0.000029506084,0.006645198,0.43938124,0.0038986795,0.02347768,0.036946576,0.47171468,0.00013435207],"about_ca_topic_score_codex":0.007313263,"about_ca_topic_score_gemma":0.009633456,"teacher_disagreement_score":0.007313263,"about_ca_system_score_codex":0.0019289972,"about_ca_system_score_gemma":0.0039043557,"threshold_uncertainty_score":0.014541388},"labels":[],"label_agreement":null},{"id":"W1889955460","doi":"","title":"Is willingness-to-speak more of a context-sensitive nature or personality?","year":2014,"lang":"en","type":"article","venue":"DergiPark (Istanbul University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Turkish; Psychology; Situational ethics; Personality; Competence (human resources); Foreign language; Exploratory research; Foreign language anxiety; Persian; Context (archaeology); Social psychology; Anxiety; Big Five personality traits; Applied psychology; Mathematics education; Linguistics","score_opus":0.020846595383219584,"score_gpt":0.23208582256222057,"score_spread":0.21123922717900098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1889955460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996161,0.00024227644,0.000385849,0.00042501948,0.000022725613,0.000011766508,0.000038318605,0.0000048574257,0.0027082446],"genre_scores_gemma":[0.99934155,0.00010801737,0.00012536581,0.000101580496,0.000012633334,0.0000064084315,0.000025216465,0.0000020890823,0.00027705502],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988354,0.0004902767,0.00009457007,0.00020121627,0.00021458922,0.00016402725],"domain_scores_gemma":[0.99173236,0.002898291,0.003262223,0.0005505796,0.0005065777,0.0010498726],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015709904,0.00018338022,0.0003203392,0.00057394477,0.00048755374,0.0018135995,0.0002291584,0.00064028986,0.0028143788],"category_scores_gemma":[0.0066660545,0.0001811284,0.0004591212,0.00050575804,0.001133006,0.00067712134,0.00052812713,0.00080273964,0.000335291],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006914734,0.0002541486,0.96793115,0.000115412244,0.0001646214,0.00046102752,0.007886999,0.00009537265,0.002181676,0.0006367457,0.00020901747,0.019994685],"study_design_scores_gemma":[0.0000021310836,0.00013370223,0.99295807,0.000023526633,0.000021986989,0.0003875076,0.0051335096,0.00008720821,0.00017108311,0.00044930432,0.00061498804,0.000017104096],"about_ca_topic_score_codex":0.000808849,"about_ca_topic_score_gemma":0.0011299676,"teacher_disagreement_score":0.0028143788,"about_ca_system_score_codex":0.0002557093,"about_ca_system_score_gemma":0.0003912344,"threshold_uncertainty_score":0.0094150305},"labels":[],"label_agreement":null},{"id":"W1890871028","doi":"10.3968/j.css.1923669720100602.010","title":"ＡStudy on College Students’ Anxiety to Spoken English","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Humanities; Social psychology; Linguistics; Art; Philosophy","score_opus":0.01700283591169034,"score_gpt":0.2639675335190036,"score_spread":0.24696469760731327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1890871028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99891186,0.00008614015,0.0000068722156,0.00009022495,0.000006889467,0.000006691244,0.000024233768,9.751309e-7,0.00086618686],"genre_scores_gemma":[0.99922776,0.0001250801,0.00001223031,0.000066648594,0.000007434014,0.0000073086953,0.000027685826,4.054232e-7,0.0005255593],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99964786,0.00007531738,0.000032379365,0.000024186122,0.00010563862,0.000114609065],"domain_scores_gemma":[0.9977774,0.0004937206,0.0005990998,0.000051967687,0.00040135367,0.00067648524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052860536,0.00016357057,0.00018827003,0.0006444907,0.0008546591,0.0008100206,0.00012116188,0.00027259372,0.0035687063],"category_scores_gemma":[0.0023063866,0.00013243312,0.00027742036,0.00052611815,0.00045062733,0.0002653636,0.00043017208,0.0006171698,0.00024629766],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001472183,0.00045399048,0.97817945,0.000058405683,0.00003519085,0.00016670363,0.0071621076,0.000014282412,0.0006744553,0.000072686846,0.0004950399,0.012540502],"study_design_scores_gemma":[0.0000066224366,0.00021300389,0.99317485,0.0000136416575,0.000013500277,0.000053000134,0.0059557045,0.000022664039,0.000112194226,0.000015138293,0.0004138723,0.0000057633874],"about_ca_topic_score_codex":0.017756622,"about_ca_topic_score_gemma":0.028460652,"teacher_disagreement_score":0.017756622,"about_ca_system_score_codex":0.0005806698,"about_ca_system_score_gemma":0.0006539954,"threshold_uncertainty_score":0.035306513},"labels":[],"label_agreement":null},{"id":"W1892587453","doi":"10.1111/weng.12104","title":"Introduction: English in Southeast Asia","year":2014,"lang":"en","type":"article","venue":"World Englishes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Innovation Cluster (Canada)","funders":"","keywords":"Southeast asia; Language education; Linguistics; Language policy; Language planning; Political science; English language; Modern language; Sociology; Pedagogy; Ethnology; Philosophy","score_opus":0.011156636260333676,"score_gpt":0.19531816141180008,"score_spread":0.18416152515146642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1892587453","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016399648,0.17498627,0.00076337706,0.22740266,0.2211566,0.000090303336,0.0024848438,0.00026078007,0.35645553],"genre_scores_gemma":[0.124249704,0.17807189,0.00092763605,0.06037175,0.16635786,0.00018490828,0.0044444124,0.0005003153,0.46489158],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99963796,0.00008230241,0.000053078416,0.00006701445,0.000089880734,0.00006978703],"domain_scores_gemma":[0.9985732,0.00045032267,0.00012776426,0.000059343187,0.00048821894,0.00030122502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00092743046,0.00053803256,0.00043295452,0.0015710793,0.0021267748,0.0039674016,0.00058919366,0.00135822,0.048682287],"category_scores_gemma":[0.0014775532,0.00018067424,0.00019771085,0.0019296521,0.000718662,0.0029822802,0.0018740142,0.0022204048,0.0069154305],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026302694,0.000039928742,0.0025884195,0.0009575417,0.0000062190707,0.00034733617,0.0036728862,0.00012146027,0.0005537708,0.011569396,0.90606,0.07405678],"study_design_scores_gemma":[0.0000019036157,0.00001690279,0.004555439,0.00072209956,0.000002602699,0.00014861829,0.0016928666,0.000034719968,0.000081328915,0.00068227306,0.99205667,0.0000046234336],"about_ca_topic_score_codex":0.0070295907,"about_ca_topic_score_gemma":0.011612474,"teacher_disagreement_score":0.048682287,"about_ca_system_score_codex":0.0011176139,"about_ca_system_score_gemma":0.0024096225,"threshold_uncertainty_score":0.16285855},"labels":[],"label_agreement":null},{"id":"W1894006958","doi":"10.19173/irrodl.v8i1.336","title":"Integration of the High-tech and Low-tech in Distance Teacher Training in China: An insight from the case of Jiangsu Radio and Television University","year":2007,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Teacher education; Distance education; Mathematics education; Task (project management); Honour; Service (business); Psychology; Technology integration; Pedagogy; China; Teaching method; Medical education; Engineering; Political science; Medicine","score_opus":0.06840166090620269,"score_gpt":0.3621710360168123,"score_spread":0.2937693751106096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1894006958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9732453,0.0003719224,0.00055232766,0.0018741105,0.000014343678,0.000026616279,0.000005276629,0.000011744072,0.023898292],"genre_scores_gemma":[0.99556327,0.00015576309,0.00022831693,0.00013433675,0.0000056409317,0.000012656163,0.0000052816677,0.0000036328838,0.003891057],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99670666,0.0014142581,0.00006892399,0.00017676727,0.00040379548,0.0012296706],"domain_scores_gemma":[0.99796534,0.00065607944,0.00028676412,0.000098633755,0.00020236497,0.00079086947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019770458,0.00030823727,0.00033177453,0.001373641,0.010354729,0.0037907464,0.0016524099,0.0019825527,0.003277195],"category_scores_gemma":[0.0024303624,0.0003634194,0.00028234994,0.0019137339,0.004955777,0.0021032118,0.003907174,0.0014475045,0.0002637098],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020784941,0.00076141465,0.1392386,0.0002683708,0.000041778298,0.051158648,0.6539887,0.0015974228,0.004850034,0.064053185,0.0028465951,0.08098735],"study_design_scores_gemma":[0.00007186632,0.00043781294,0.21340817,0.00026750617,0.00006710046,0.006482546,0.70336926,0.0042615323,0.0021926125,0.0031817958,0.06616755,0.00009226517],"about_ca_topic_score_codex":0.17073585,"about_ca_topic_score_gemma":0.26088098,"teacher_disagreement_score":0.17073585,"about_ca_system_score_codex":0.013773856,"about_ca_system_score_gemma":0.010020469,"threshold_uncertainty_score":0.3394841},"labels":[],"label_agreement":null},{"id":"W1895905853","doi":"","title":"Discuss the Theoretical Basis of Task Based Language Teaching Highlighting Its Connection with Communicative Language Teaching","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Task (project management); Communicative language teaching; Language education; Connection (principal bundle); Psychology; Teaching method; Linguistics; Mathematics education; Computer science; Pedagogy; Philosophy","score_opus":0.013142955669875164,"score_gpt":0.2826574175343485,"score_spread":0.2695144618644733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1895905853","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.055099826,0.010905662,0.31443825,0.056072637,0.0022468958,0.00027801626,0.00012973521,0.00021623018,0.5606128],"genre_scores_gemma":[0.8748652,0.006107976,0.061598897,0.003914038,0.0007978689,0.0005969883,0.00007093472,0.0001175775,0.051930573],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99932456,0.00032910958,0.000034779117,0.00009299159,0.00012146041,0.0000970051],"domain_scores_gemma":[0.9974317,0.0018277676,0.00029394866,0.00009856493,0.00020222052,0.00014581645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014981827,0.00038166268,0.00026970688,0.0010941416,0.0015260036,0.003808492,0.0012362483,0.0020176664,0.0060796137],"category_scores_gemma":[0.00386114,0.00017240478,0.00032744254,0.00081855187,0.00807287,0.002927827,0.0017056073,0.003099869,0.0020289961],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017619377,0.000074268486,0.001143933,0.0001770666,0.0000050804865,0.0004435186,0.0114369085,0.0009350503,0.0009823444,0.95396477,0.003157553,0.027661884],"study_design_scores_gemma":[0.00002090682,0.00015417745,0.0040424955,0.0006485309,0.00001614916,0.00091975235,0.014816069,0.009585187,0.0023010797,0.7997318,0.16773006,0.000033816716],"about_ca_topic_score_codex":0.0014407248,"about_ca_topic_score_gemma":0.0015747396,"teacher_disagreement_score":0.0060796137,"about_ca_system_score_codex":0.002108327,"about_ca_system_score_gemma":0.0014395857,"threshold_uncertainty_score":0.020338356},"labels":[],"label_agreement":null},{"id":"W1896736089","doi":"10.18806/tesl.v27i1.1031","title":"A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hallym University","keywords":"Sociocultural evolution; Facilitator; Psychology; Meaning (existential); Pedagogy; Language acquisition; Comprehension approach; Language education; Teaching method; Linguistics; Mathematics education; Sociology; Social psychology","score_opus":0.015262918305174627,"score_gpt":0.2288805793334274,"score_spread":0.21361766102825278,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1896736089","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.061733592,0.043283053,0.07836437,0.13526702,0.0011795374,0.000097464435,0.00005613343,0.00013656545,0.6798822],"genre_scores_gemma":[0.9572021,0.012501798,0.012343693,0.003709946,0.0005510555,0.00012959984,0.000018702991,0.00005570327,0.013487496],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99777824,0.001284576,0.00005190027,0.00017617868,0.00045182675,0.00025729832],"domain_scores_gemma":[0.9979668,0.0010798246,0.00019742748,0.00014409515,0.00022388563,0.00038781078],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024215828,0.000606935,0.00055823673,0.0022516395,0.005587116,0.011315755,0.0013701877,0.002703965,0.0031922522],"category_scores_gemma":[0.002395003,0.00024710866,0.0003957417,0.0012524066,0.042688377,0.008672714,0.005661156,0.0044718087,0.000353685],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007919969,0.000037294245,0.00077864993,0.0001049424,0.0000072583584,0.00042186555,0.03467482,0.00030668298,0.0002764698,0.94839233,0.0009554081,0.014036367],"study_design_scores_gemma":[0.000011545496,0.000039609542,0.002534283,0.00046524714,0.000013023978,0.0006923919,0.04137315,0.0010264547,0.00050605444,0.8457995,0.10751039,0.000028386172],"about_ca_topic_score_codex":0.014949612,"about_ca_topic_score_gemma":0.017764233,"teacher_disagreement_score":0.014949612,"about_ca_system_score_codex":0.007206441,"about_ca_system_score_gemma":0.0075842687,"threshold_uncertainty_score":0.052286625},"labels":[],"label_agreement":null},{"id":"W1897483488","doi":"10.3968/j.css.1923669720090506.005","title":"STM span for various types of auditory and listening comprehension","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Active listening; Psychology; Linguistics; Humanities; Communication; Art; Philosophy","score_opus":0.020036315509829525,"score_gpt":0.24639458574472295,"score_spread":0.2263582702348934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1897483488","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99415284,0.0001536586,0.0014574421,0.000018868463,0.000012463018,0.000038574937,0.0004587937,0.00007886363,0.0036285382],"genre_scores_gemma":[0.9974759,0.000044559954,0.000744296,0.000017248572,0.000010377898,0.00006422265,0.000522682,0.000018079969,0.001102625],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99921477,0.0001415473,0.0001442931,0.00015758067,0.00026432538,0.000077485514],"domain_scores_gemma":[0.9809364,0.013018515,0.0032324747,0.0008570933,0.0010183755,0.0009371346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017282458,0.00044735766,0.00023959843,0.001568784,0.00017856545,0.00062837393,0.00036387652,0.0005607057,0.008875721],"category_scores_gemma":[0.018173154,0.00013698697,0.00049201795,0.00046328295,0.0003540031,0.0013431854,0.0008171518,0.0005612757,0.001238779],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005403715,0.001205168,0.7620065,0.0004317653,0.0005929889,0.00064322044,0.002828617,0.002270296,0.07662142,0.0006405997,0.00094862486,0.14640711],"study_design_scores_gemma":[0.0000318963,0.0048180255,0.97489285,0.000032803327,0.00010294955,0.0006529008,0.0003846542,0.0030430348,0.014884724,0.00054957374,0.0005750347,0.000031470623],"about_ca_topic_score_codex":0.0008752913,"about_ca_topic_score_gemma":0.00089066115,"teacher_disagreement_score":0.008875721,"about_ca_system_score_codex":0.00019617366,"about_ca_system_score_gemma":0.00017954457,"threshold_uncertainty_score":0.029692292},"labels":[],"label_agreement":null},{"id":"W1899322227","doi":"10.3968/j.css.1923669720100605.016","title":"A Content Analysis of the Cultural Content in the EFL Textbooks","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Intercultural communication; Cultural competence; Pedagogy; Competence (human resources); Sociology; Psychology; Philosophy; Social psychology","score_opus":0.11021645533191952,"score_gpt":0.27637589364067516,"score_spread":0.16615943830875562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1899322227","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.961227,0.000557941,0.0069437837,0.0004110163,0.00008686362,0.002542047,0.0030688043,0.00011110365,0.02505144],"genre_scores_gemma":[0.9388021,0.0013306462,0.034145866,0.00017955211,0.00008014498,0.003716775,0.0050279046,0.0001416196,0.016575329],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9960931,0.0012311155,0.0005321047,0.0002833359,0.0016381085,0.00022223643],"domain_scores_gemma":[0.9739826,0.01372891,0.0016415574,0.0006344827,0.009737911,0.00027459612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038685144,0.00038529534,0.000520683,0.012120391,0.0008332232,0.002310818,0.0005123971,0.00036268914,0.003492354],"category_scores_gemma":[0.019691927,0.00017259888,0.0004203119,0.009958608,0.001365201,0.0011257575,0.0015406675,0.000529868,0.0005409603],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004592388,0.00082870264,0.15734518,0.0027931344,0.000115814386,0.0009445542,0.13871658,0.0008248683,0.028250646,0.00847844,0.00903395,0.65220886],"study_design_scores_gemma":[0.000052505384,0.00054409873,0.75638276,0.0017998641,0.00020903224,0.0007202454,0.11462755,0.0038287658,0.023844972,0.0032528015,0.09459556,0.00014178036],"about_ca_topic_score_codex":0.0035579824,"about_ca_topic_score_gemma":0.003194318,"teacher_disagreement_score":0.012120391,"about_ca_system_score_codex":0.0032220017,"about_ca_system_score_gemma":0.0031451285,"threshold_uncertainty_score":0.023377359},"labels":[],"label_agreement":null},{"id":"W1899444288","doi":"10.18806/tesl.v19i2.929","title":"Teacher and Student Evaluations of Project-Based Instruction","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":130,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Popularity; Mathematics education; Psychology; Attendance; Pedagogy; Teaching method; Language education; Teacher education; English-language learner; English language","score_opus":0.059922321761272844,"score_gpt":0.2819016906412079,"score_spread":0.22197936887993505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1899444288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9916487,0.00015168713,0.00076267804,0.00013731405,0.000026756934,0.00013711542,0.00014107453,0.000068704685,0.0069260313],"genre_scores_gemma":[0.993536,0.00024740203,0.0010950569,0.000040061703,0.000014741081,0.0002679719,0.00024161565,0.000038329505,0.0045188917],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9894421,0.0055890274,0.0009235828,0.00056607585,0.0030458695,0.0004333603],"domain_scores_gemma":[0.94530743,0.02163174,0.00727509,0.00284166,0.019195827,0.0037482374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007201577,0.00044071022,0.0008911599,0.0015360978,0.00084411056,0.0016126067,0.00067801116,0.00069721404,0.0036179966],"category_scores_gemma":[0.053284187,0.00024500105,0.00054413313,0.000899569,0.00066871097,0.0008992026,0.0018854521,0.0011778068,0.0013926559],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004267594,0.010277072,0.36957327,0.0009457873,0.00020770861,0.0009705336,0.10820563,0.0028889137,0.010492282,0.001039693,0.012135781,0.47899583],"study_design_scores_gemma":[0.00082859606,0.025433686,0.80412453,0.0006339796,0.00029302272,0.0022457845,0.08518015,0.008548162,0.01709378,0.0013471321,0.05388043,0.00039076232],"about_ca_topic_score_codex":0.0015791196,"about_ca_topic_score_gemma":0.0021322707,"teacher_disagreement_score":0.007201577,"about_ca_system_score_codex":0.001139153,"about_ca_system_score_gemma":0.0008422036,"threshold_uncertainty_score":0.038086057},"labels":[],"label_agreement":null},{"id":"W1900667159","doi":"10.3968/j.hess.1927024020120201.2640","title":"An Empirical Study on Speaking Proficiency Training for Chinese EFL Learners","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Context (archaeology); Mode (computer interface); Empirical research; Mathematics education; Training (meteorology); Psychology; Language proficiency; Computer science","score_opus":0.13188162059827294,"score_gpt":0.4345846454438694,"score_spread":0.3027030248455964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1900667159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894744,0.000025027062,0.000044727225,0.000021231808,0.0000013918709,0.00005884494,0.00001054026,7.0871704e-7,0.0008900026],"genre_scores_gemma":[0.99786526,0.00017984575,0.0003966624,0.000044263063,0.000004213756,0.00016048388,0.00003669166,0.0000014125841,0.0013112655],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988772,0.00035770034,0.00011700507,0.00013359875,0.00028636504,0.00022804984],"domain_scores_gemma":[0.99505615,0.0029386657,0.0005174696,0.00015659862,0.00066053454,0.0006706889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002906138,0.00034279603,0.00038685257,0.001043798,0.0026170835,0.0010574597,0.0006015939,0.00053532596,0.0035809728],"category_scores_gemma":[0.0064402223,0.00027481312,0.0002361106,0.0010393917,0.0010350775,0.0010531001,0.0009703189,0.00082021335,0.00029885262],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030237815,0.011646837,0.4947518,0.0012665613,0.000036191457,0.0031461893,0.38524675,0.0002183835,0.007824952,0.0016403828,0.0009641157,0.09295541],"study_design_scores_gemma":[0.000058109268,0.003406607,0.56522685,0.00026628995,0.00006470963,0.000666869,0.41886443,0.000533309,0.0044682045,0.00020469839,0.006194894,0.000045108092],"about_ca_topic_score_codex":0.005403193,"about_ca_topic_score_gemma":0.011508643,"teacher_disagreement_score":0.005403193,"about_ca_system_score_codex":0.0015823285,"about_ca_system_score_gemma":0.0037430974,"threshold_uncertainty_score":0.015369356},"labels":[],"label_agreement":null},{"id":"W1903267440","doi":"10.1093/applin/amv047","title":"Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study","year":2015,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":197,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Linguistics; Pronunciation; Lexis; Psychology; Phonology; Stress (linguistics); Grammar; Fluency","score_opus":0.20715281751472328,"score_gpt":0.3458270029160574,"score_spread":0.1386741854013341,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1903267440","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974667,0.000025730642,0.0014170498,0.0000066953353,0.0000053788112,0.00005946252,0.000034156743,0.000009342397,0.0009755722],"genre_scores_gemma":[0.99798524,0.00002556461,0.0012930506,0.00003018309,0.000009452044,0.00010152238,0.000067272376,0.000011498404,0.00047623148],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99733186,0.0013276074,0.00019267663,0.0005618984,0.0004836412,0.000102328704],"domain_scores_gemma":[0.9752215,0.01726654,0.0018187885,0.0025143255,0.002607499,0.00057124335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006944348,0.0006851743,0.00028922237,0.000726937,0.00039644967,0.0008699189,0.0003010061,0.00045098722,0.0020691287],"category_scores_gemma":[0.026553372,0.00030545171,0.0004974033,0.00018843201,0.00085733394,0.0007618382,0.0010038385,0.00057466235,0.00041909041],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026169159,0.0017128624,0.663564,0.00032062174,0.00041996062,0.0010234818,0.09046602,0.0010083631,0.18562847,0.00043015325,0.0003285213,0.05248059],"study_design_scores_gemma":[0.0001158731,0.003868304,0.9584076,0.000025680483,0.00010643848,0.00089027936,0.008486786,0.0015688003,0.024961527,0.00043041943,0.0010590453,0.00007934163],"about_ca_topic_score_codex":0.001365619,"about_ca_topic_score_gemma":0.001291353,"teacher_disagreement_score":0.006944348,"about_ca_system_score_codex":0.00022748495,"about_ca_system_score_gemma":0.00021177893,"threshold_uncertainty_score":0.03672564},"labels":[],"label_agreement":null},{"id":"W1904008991","doi":"10.18806/tesl.v31i0.1184","title":"Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Context (archaeology); Language education; Task (project management); Psychology; Perception; Applied linguistics; Pedagogy; Mathematics education; Linguistics; Engineering","score_opus":0.04206489302535659,"score_gpt":0.2888358263735963,"score_spread":0.24677093334823968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1904008991","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99301344,0.00029283974,0.00028696712,0.0011420808,0.00002768729,0.00005889382,0.000059638296,0.000011014472,0.005107421],"genre_scores_gemma":[0.9953793,0.0005990689,0.0006053298,0.00037510262,0.000008837154,0.000027888249,0.000048290174,0.000013023254,0.0029432066],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9941977,0.0012516445,0.00024753588,0.0004876956,0.0023408115,0.0014745472],"domain_scores_gemma":[0.9834152,0.003300644,0.0016265592,0.0002670246,0.0056005893,0.0057900213],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005034322,0.00029712872,0.00040383483,0.0015718858,0.012462411,0.004697119,0.0018784415,0.0008237746,0.0030211979],"category_scores_gemma":[0.014717167,0.00043936475,0.0002900209,0.0020665908,0.0043892553,0.0013933496,0.0030861148,0.0017723114,0.00021059111],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007713332,0.00022172584,0.092617236,0.00021067871,0.000009251078,0.0010019529,0.8713853,0.00007390815,0.0018831587,0.0012904037,0.0017695742,0.029459804],"study_design_scores_gemma":[0.000012142666,0.00015140449,0.10249083,0.00024466493,0.000013132633,0.00031530362,0.8684817,0.00035649634,0.00037847064,0.00013986262,0.02735235,0.00006363237],"about_ca_topic_score_codex":0.9595041,"about_ca_topic_score_gemma":0.98123103,"teacher_disagreement_score":0.040495872,"about_ca_system_score_codex":0.035282105,"about_ca_system_score_gemma":0.09131027,"threshold_uncertainty_score":0.2559908},"labels":[],"label_agreement":null},{"id":"W1904542684","doi":"10.1111/lang.12105","title":"Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":248,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University; University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Active listening; Psychology; Vocabulary; Path analysis (statistics); Cognitive psychology; Listening comprehension; Comprehension; Linguistics; Computer science; Communication","score_opus":0.034657706559688035,"score_gpt":0.26605122932659714,"score_spread":0.2313935227669091,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1904542684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98929906,0.000076607714,0.007876892,0.00020289223,0.000012614714,0.0005996165,0.00084332214,0.000060800205,0.0010281068],"genre_scores_gemma":[0.97427213,0.00024891674,0.021122696,0.000041299638,0.000008438969,0.0016867875,0.0012310566,0.000041698808,0.0013469349],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972813,0.0017748448,0.00011126727,0.00027222486,0.0002641173,0.00029619024],"domain_scores_gemma":[0.9847735,0.012416269,0.00091002195,0.00040327138,0.0010712488,0.0004257295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008431602,0.0017517271,0.0011170646,0.002937557,0.0013313929,0.002447734,0.0010487814,0.00084255764,0.008320546],"category_scores_gemma":[0.01481305,0.0007337159,0.0027673363,0.0031374625,0.0008531685,0.002003114,0.002565224,0.002179101,0.0005575327],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009125047,0.0022766574,0.8862102,0.00040200606,0.0009308723,0.0011987865,0.02974585,0.009618471,0.0021738627,0.00522236,0.0013337145,0.059974626],"study_design_scores_gemma":[0.00043091885,0.008074568,0.72967243,0.00068857486,0.0015258237,0.0012312504,0.06435949,0.1681134,0.0035723865,0.013777875,0.0082297465,0.00032360936],"about_ca_topic_score_codex":0.011944002,"about_ca_topic_score_gemma":0.0071634026,"teacher_disagreement_score":0.011944002,"about_ca_system_score_codex":0.0012991688,"about_ca_system_score_gemma":0.006717715,"threshold_uncertainty_score":0.04459107},"labels":[],"label_agreement":null},{"id":"W1905125945","doi":"10.18806/tesl.v31i0.1186","title":"The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Humanities; Possessive; Psychology; Linguistics; Sociology; Art; Philosophy","score_opus":0.06370149574661728,"score_gpt":0.3264171447459037,"score_spread":0.26271564899928646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1905125945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987514,0.000044041026,0.0002992968,0.000012028038,0.0000013361696,0.000012839472,0.000015669188,0.0000060007133,0.0008574649],"genre_scores_gemma":[0.99739754,0.00006484775,0.0012221679,0.000012076296,0.000004130172,0.000041938667,0.00006058331,0.00000875104,0.0011879705],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99614125,0.0014163549,0.00025113585,0.000758506,0.0009975618,0.00043510046],"domain_scores_gemma":[0.9806866,0.012044269,0.0034427794,0.0009343619,0.0012831767,0.0016088341],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021423306,0.0005285552,0.00047154975,0.0014593578,0.0013710734,0.0022261802,0.00090956065,0.0009550388,0.0017205849],"category_scores_gemma":[0.020505954,0.00043590224,0.00026744176,0.0006666861,0.0016622633,0.0008925939,0.002651048,0.0007870826,0.00037138246],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006964128,0.0009453156,0.5104698,0.0004475267,0.00013148316,0.0020771879,0.32947475,0.0006772794,0.06854223,0.00062146084,0.00035675193,0.08555982],"study_design_scores_gemma":[0.000026925647,0.0011646793,0.9188015,0.00007632022,0.000034628254,0.0014040844,0.069752924,0.00078868394,0.0029329655,0.00039842798,0.004527334,0.00009156261],"about_ca_topic_score_codex":0.010242108,"about_ca_topic_score_gemma":0.02393256,"teacher_disagreement_score":0.010242108,"about_ca_system_score_codex":0.0010742575,"about_ca_system_score_gemma":0.00077126967,"threshold_uncertainty_score":0.020365},"labels":[],"label_agreement":null},{"id":"W1905688812","doi":"10.5539/elt.v8n11p11","title":"CAI and Its Application in Rural Junior English Class","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Class (philosophy); Teaching english; Mathematics education; China; Teaching method; Rural area; College English; Multimedia; Psychology; Pedagogy; Computer science; Political science; Communication","score_opus":0.016563895087605918,"score_gpt":0.24949902826509618,"score_spread":0.23293513317749026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1905688812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7349415,0.007604144,0.0031039617,0.0038042446,0.00033948827,0.0001686799,0.00016374262,0.00026342124,0.24961081],"genre_scores_gemma":[0.9154528,0.003069163,0.006310006,0.0003318351,0.00009056315,0.00006984483,0.00008711326,0.000038701608,0.07454998],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99979645,0.000055885354,0.000011622579,0.0000359124,0.0000642673,0.00003590897],"domain_scores_gemma":[0.9995896,0.000112641166,0.0000406337,0.000018423201,0.00010135534,0.00013731988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00039532108,0.00015360369,0.00016190001,0.00083638116,0.001016517,0.0011020829,0.0003899429,0.00034350084,0.012339871],"category_scores_gemma":[0.0012025498,0.00005155984,0.00016074373,0.0008501768,0.00030493786,0.00051242346,0.0007427145,0.00040514776,0.00082751084],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027101947,0.00097436324,0.029052654,0.0010515483,0.000016616257,0.0016500461,0.036014415,0.00036805394,0.009194244,0.015127976,0.016809825,0.88946927],"study_design_scores_gemma":[0.0001181685,0.0024448973,0.23327523,0.0010994686,0.00013552363,0.0030686597,0.0827715,0.0045758053,0.011698264,0.0068983533,0.65382075,0.000093357456],"about_ca_topic_score_codex":0.0065542376,"about_ca_topic_score_gemma":0.014989958,"teacher_disagreement_score":0.012339871,"about_ca_system_score_codex":0.00091388763,"about_ca_system_score_gemma":0.0015465438,"threshold_uncertainty_score":0.041280925},"labels":[],"label_agreement":null},{"id":"W1906813459","doi":"10.3138/cmlr.2575","title":"When the Native Is Also a Non-native: “Retrodicting” the Complexity of Language Teacher Cognition","year":2015,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"German; Cognition; Foreign language; Identity (music); First language; Grammar; Psychology; Language education; Teacher education; Linguistics; Pedagogy; Mathematics education","score_opus":0.06158859728233408,"score_gpt":0.2698865626883548,"score_spread":0.20829796540602075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1906813459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5971012,0.12511003,0.015069427,0.03782786,0.0011195021,0.00008651622,0.000055147826,0.00009408306,0.22353627],"genre_scores_gemma":[0.98869145,0.0076022567,0.0010294748,0.0007593858,0.00008267232,0.000011445161,0.000009025909,0.000008802391,0.00180546],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952297,0.0032206636,0.00013335003,0.00033145034,0.000776962,0.00030784367],"domain_scores_gemma":[0.99498296,0.0033798744,0.00070758816,0.00024574305,0.00047390896,0.00020985487],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037164805,0.00020878631,0.0003285141,0.0012999845,0.0023842563,0.005488634,0.00078609993,0.0012479567,0.0015871335],"category_scores_gemma":[0.006668003,0.00016191005,0.00022442451,0.0011114548,0.015216341,0.0037473836,0.0030301777,0.0014371811,0.00015311615],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001443723,0.00008034356,0.033081796,0.002169149,0.000055584253,0.0040467554,0.5340116,0.00035559695,0.00344207,0.21740809,0.0059770904,0.19922756],"study_design_scores_gemma":[0.000038689835,0.00016162993,0.08568172,0.003979354,0.00011823767,0.0062225224,0.5572751,0.0008214446,0.0036998887,0.073263705,0.26864186,0.00009585567],"about_ca_topic_score_codex":0.059681643,"about_ca_topic_score_gemma":0.10616648,"teacher_disagreement_score":0.059681643,"about_ca_system_score_codex":0.006893476,"about_ca_system_score_gemma":0.009164243,"threshold_uncertainty_score":0.118668556},"labels":[],"label_agreement":null},{"id":"W1907325163","doi":"","title":"Understanding the role of interaction in terms of linguistic, affective, and social factors: a study of native speaker - non-native speaker communication in a natural setting","year":2006,"lang":"en","type":"dissertation","venue":"Memorial University Research Repository (Memorial University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; First language; Situational ethics; Vocabulary; Linguistics; Cognitive psychology; Pronunciation; Second-language acquisition; Language acquisition; Social psychology; Mathematics education","score_opus":0.04986917226233134,"score_gpt":0.2947687847661428,"score_spread":0.24489961250381148,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1907325163","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984119,0.000075022006,0.0002201561,0.00012031687,0.0000041738895,0.000016792806,0.0000054850093,0.0000015528386,0.0011446143],"genre_scores_gemma":[0.99857044,0.00013955144,0.0003044583,0.00011609529,0.000006943359,0.00003824231,0.000007608739,0.00000325967,0.0008134249],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99773204,0.0015431885,0.00006433086,0.00020014645,0.00022160869,0.00023866374],"domain_scores_gemma":[0.996897,0.0022747938,0.0002171409,0.00006582585,0.00020053277,0.0003448232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030771494,0.00033967497,0.0004580528,0.0006258532,0.005515313,0.0036140108,0.00064068905,0.000883803,0.0013114292],"category_scores_gemma":[0.0041458304,0.00034401144,0.00031865688,0.00039522708,0.00530915,0.0019191853,0.002477939,0.0013669827,0.0001820938],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045400757,0.00019556636,0.017486652,0.00006942372,0.000007557641,0.0012208843,0.9739265,0.000046492034,0.003427704,0.0005016313,0.00010153593,0.0029706971],"study_design_scores_gemma":[0.000010533994,0.0003415344,0.043820202,0.00003596853,0.000013717159,0.0007443502,0.9510145,0.00024082435,0.00093563914,0.00036075013,0.002454501,0.000027411215],"about_ca_topic_score_codex":0.01120954,"about_ca_topic_score_gemma":0.023198443,"teacher_disagreement_score":0.01120954,"about_ca_system_score_codex":0.0013239256,"about_ca_system_score_gemma":0.0016988678,"threshold_uncertainty_score":0.02228862},"labels":[],"label_agreement":null},{"id":"W1909616715","doi":"10.1111/lang.12131","title":"Focus on Italian Verbal Morphology in Multilingual Classes","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Plural; Psychology; Mathematics education; Focus group; Focus (optics); Linguistics; Developmental psychology","score_opus":0.04268056712176516,"score_gpt":0.29213116375218173,"score_spread":0.24945059663041658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1909616715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985629,0.000030783496,0.000042445547,0.00002326239,0.0000039618517,0.00005163266,0.000007952687,0.0000066575253,0.0012704645],"genre_scores_gemma":[0.99702185,0.00009261616,0.00046381002,0.00006059862,0.000018018389,0.00030037324,0.000042216187,0.000006386207,0.0019939884],"study_design_codex":"bench_or_experimental","study_design_gemma":"qualitative","domain_scores_codex":[0.9987992,0.00037899814,0.00006682586,0.00031527685,0.000194918,0.00024475282],"domain_scores_gemma":[0.9981951,0.0006780359,0.00037049153,0.00020186063,0.000108479486,0.00044593296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009604238,0.0006446166,0.0007656406,0.00037581674,0.00084315194,0.0007000273,0.0006828968,0.00039935394,0.003415156],"category_scores_gemma":[0.003186128,0.00028172744,0.00029021894,0.00022221985,0.0010391229,0.00034772998,0.0010283961,0.0007450109,0.00070396875],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017032258,0.14569134,0.10496222,0.0014249091,0.00015950593,0.0022956866,0.11768458,0.0009002778,0.31969628,0.0019096961,0.002283398,0.2859598],"study_design_scores_gemma":[0.0028906625,0.08957288,0.84693336,0.00015560708,0.00019460755,0.00061452447,0.013201398,0.0005449213,0.027664602,0.00074062735,0.017383158,0.0001035786],"about_ca_topic_score_codex":0.0018755348,"about_ca_topic_score_gemma":0.003484992,"teacher_disagreement_score":0.003415156,"about_ca_system_score_codex":0.0008862253,"about_ca_system_score_gemma":0.001263569,"threshold_uncertainty_score":0.011424899},"labels":[],"label_agreement":null},{"id":"W1911338819","doi":"","title":"Bridging content and EFL: a one-day ESP workshop for flight instructors","year":2011,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Bridging (networking); Aviation; Computer science; Mathematics education; Multimedia; Engineering; Psychology; Aerospace engineering","score_opus":0.20471868865079773,"score_gpt":0.25082908967639017,"score_spread":0.04611040102559244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1911338819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7517272,0.0006391819,0.023884192,0.029460138,0.0075334334,0.0080264285,0.0012638519,0.002050332,0.17541528],"genre_scores_gemma":[0.80056566,0.00078985596,0.042771135,0.008079628,0.0012038783,0.004257781,0.0014335647,0.00042926794,0.14046921],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982324,0.0004186793,0.00006374348,0.00021897482,0.00022541531,0.00084076216],"domain_scores_gemma":[0.9931224,0.0009705806,0.00015435442,0.00022729237,0.00081020605,0.004715133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00577335,0.0013498508,0.0004929227,0.0005415014,0.008436332,0.0030287607,0.0033428497,0.0043293186,0.026758663],"category_scores_gemma":[0.004898037,0.00068476563,0.00089131185,0.0003070002,0.0019193031,0.0023604275,0.009868448,0.0051473705,0.0064721364],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025677977,0.029038787,0.0067437636,0.0017643437,0.00007719039,0.015044632,0.16306745,0.002434346,0.046123665,0.005834315,0.44062203,0.28668168],"study_design_scores_gemma":[0.0011046455,0.0076754014,0.033857513,0.0010667123,0.000070557944,0.003143889,0.20260674,0.0024444119,0.017296553,0.008142777,0.72222173,0.0003691119],"about_ca_topic_score_codex":0.004303423,"about_ca_topic_score_gemma":0.018708149,"teacher_disagreement_score":0.026758663,"about_ca_system_score_codex":0.0027662723,"about_ca_system_score_gemma":0.009207895,"threshold_uncertainty_score":0.0895167},"labels":[],"label_agreement":null},{"id":"W1911804553","doi":"","title":"Gender and Language Learning Strategy Use — in the Case of Chinese High School Students","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Variety (cybernetics); Mathematics education; Pedagogy; Computer science","score_opus":0.034521301258888214,"score_gpt":0.3373250097163338,"score_spread":0.3028037084574456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1911804553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99906844,0.000040049465,0.000016735767,0.000036384485,0.0000026175348,0.0000018503467,0.000008108586,4.5859522e-7,0.00082539],"genre_scores_gemma":[0.9995951,0.000025007299,0.00001574927,0.000011949587,0.0000012661806,0.0000017320159,0.0000066623866,4.598818e-7,0.00034198843],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996755,0.00007015948,0.000020140596,0.00004641922,0.00007562356,0.00011208556],"domain_scores_gemma":[0.99920243,0.00022014852,0.00020915543,0.000030214887,0.00011905856,0.00021898722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005630165,0.00020438488,0.00022884812,0.00083453587,0.00087623176,0.0011805311,0.0002790486,0.00036120918,0.0027275365],"category_scores_gemma":[0.001902888,0.00009780536,0.00026787302,0.000487459,0.00067233935,0.0006155355,0.00053995295,0.0004030081,0.00023930462],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001240279,0.00017426236,0.9562242,0.000021177026,0.000020606756,0.001428661,0.028940998,0.000019205869,0.0014722527,0.00033993693,0.00014724127,0.011087412],"study_design_scores_gemma":[0.0000067193796,0.0002049383,0.9192038,0.000021626929,0.00002804787,0.0012893841,0.07685957,0.00019957787,0.000502415,0.00029134218,0.0013779977,0.000014470834],"about_ca_topic_score_codex":0.013906074,"about_ca_topic_score_gemma":0.023176955,"teacher_disagreement_score":0.013906074,"about_ca_system_score_codex":0.0006337379,"about_ca_system_score_gemma":0.0007945373,"threshold_uncertainty_score":0.027650237},"labels":[],"label_agreement":null},{"id":"W1911829922","doi":"10.24908/pceea.v0i0.5816","title":"Meaning-making and Lexicogrammatical Accuracy Relationships on Multilingual Engineering Teams","year":2015,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Meaning (existential); Construct (python library); Meaning-making; Process (computing); Computer science; Psychology; Knowledge management","score_opus":0.03170658943901319,"score_gpt":0.24326774750116706,"score_spread":0.21156115806215386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1911829922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968855,0.00003619722,0.00028285745,0.00004965271,0.0000030454514,0.000004101794,0.00002816041,0.0000079523315,0.0027024935],"genre_scores_gemma":[0.9994703,0.000020696736,0.00018908942,0.000008442793,0.0000033994345,0.000004816802,0.000034791025,0.000008557204,0.00025986237],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946517,0.0020973058,0.00056345656,0.00068114337,0.0015415362,0.0004648838],"domain_scores_gemma":[0.9128864,0.05635713,0.014042969,0.0040211896,0.010416891,0.0022754436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004676859,0.000344246,0.00035211386,0.0029915501,0.001458259,0.004630896,0.00057346135,0.00062591885,0.005436637],"category_scores_gemma":[0.07638677,0.00030372475,0.00020969327,0.001713535,0.0024454903,0.0030571886,0.0036942128,0.0013542733,0.0007941728],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005884979,0.0003652598,0.809262,0.00012846781,0.00007096278,0.0011960726,0.13315246,0.0013307316,0.004873002,0.0016780989,0.00041605256,0.046938423],"study_design_scores_gemma":[0.00003609186,0.00032312682,0.8816755,0.0001382432,0.000065025044,0.0014464895,0.0998579,0.005248722,0.0051647937,0.0030585772,0.0028793844,0.0001061072],"about_ca_topic_score_codex":0.0075829593,"about_ca_topic_score_gemma":0.010239996,"teacher_disagreement_score":0.0075829593,"about_ca_system_score_codex":0.0009505384,"about_ca_system_score_gemma":0.0007082296,"threshold_uncertainty_score":0.024733901},"labels":[],"label_agreement":null},{"id":"W1912461811","doi":"10.3968/5231","title":"Study on the Group Discussion-Based English Reading Teaching","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Group (periodic table); Mathematics education; Computer science; English language; Linguistics; Psychology; Chemistry","score_opus":0.034494789025650126,"score_gpt":0.3109309710744648,"score_spread":0.2764361820488147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1912461811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9870184,0.00024498507,0.0013176298,0.00025478596,0.00003645944,0.00027460218,0.000025384381,0.000013266659,0.010814543],"genre_scores_gemma":[0.9867194,0.00032268537,0.0014487513,0.00017565009,0.00004908992,0.00019965494,0.000055004002,0.000014336054,0.011015431],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9962453,0.0026546465,0.00009612022,0.00029342604,0.0004331798,0.00027732126],"domain_scores_gemma":[0.98617864,0.010483864,0.0006313733,0.00046325798,0.0010739382,0.0011688732],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032850748,0.0003012751,0.00050466944,0.00118651,0.0022101493,0.0016185573,0.00096137135,0.00075298746,0.0072980924],"category_scores_gemma":[0.013769809,0.00016850616,0.0003051266,0.0008101669,0.0011866485,0.0013436293,0.0010300684,0.001206022,0.0012622939],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006630038,0.017734244,0.04178537,0.0008851426,0.000056515757,0.0032158594,0.76001054,0.00019433215,0.010751643,0.0057562934,0.0022063127,0.1567407],"study_design_scores_gemma":[0.00051369175,0.010330121,0.13920633,0.00067938515,0.00019559557,0.0034797874,0.6916043,0.0019944166,0.012659161,0.0042449143,0.13497189,0.00012034341],"about_ca_topic_score_codex":0.001071467,"about_ca_topic_score_gemma":0.0017172556,"teacher_disagreement_score":0.0072980924,"about_ca_system_score_codex":0.0009339895,"about_ca_system_score_gemma":0.0010271907,"threshold_uncertainty_score":0.02441454},"labels":[],"label_agreement":null},{"id":"W1912968075","doi":"10.3968/j.ccc.1923670020100601.002","title":"The Role of Input and Interaction in Second Language Acquisition","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interaction theory; Computer science; Second-language acquisition; Key (lock); Linguistics; Humanities; Philosophy; Epistemology","score_opus":0.014928583371312457,"score_gpt":0.3093082278415814,"score_spread":0.29437964447026893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1912968075","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38497463,0.0044607306,0.32176256,0.003975455,0.00023653859,0.0002768595,0.00023379108,0.0007312901,0.2833482],"genre_scores_gemma":[0.96043617,0.0011177612,0.031539157,0.00016722815,0.000043951837,0.00019208234,0.00005638503,0.00007275114,0.0063744993],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9980696,0.0008239273,0.00014300857,0.000306575,0.00049389387,0.00016299165],"domain_scores_gemma":[0.98680985,0.011176891,0.0007461966,0.0004885586,0.0005177564,0.0002607779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022033688,0.0006055358,0.0004141704,0.0010994483,0.00089677604,0.004559352,0.0008654778,0.0011021243,0.008669676],"category_scores_gemma":[0.009610184,0.00035042388,0.00056650623,0.00083190546,0.006314352,0.0056110634,0.002893253,0.0020400446,0.00058509444],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003772812,0.00026393085,0.027470976,0.0015835353,0.00008614267,0.0039000856,0.063927,0.0039950167,0.035545465,0.5919625,0.0009781395,0.2699099],"study_design_scores_gemma":[0.00016696216,0.0015271659,0.11283939,0.001831473,0.0003191338,0.011812846,0.039599065,0.031202566,0.09108063,0.6366968,0.07243233,0.0004915309],"about_ca_topic_score_codex":0.0012657474,"about_ca_topic_score_gemma":0.0007742831,"teacher_disagreement_score":0.008669676,"about_ca_system_score_codex":0.0011255195,"about_ca_system_score_gemma":0.0013902142,"threshold_uncertainty_score":0.029002964},"labels":[],"label_agreement":null},{"id":"W1913483794","doi":"10.1111/j.1467-9922.2011.00656.x","title":"An Exploration of L2 Teachers’ Use of Pedagogical Interventions Devised to Draw L2 Learners’ Attention to Form","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":60,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychological intervention; Psychology; Grammar; Intervention (counseling); Class (philosophy); Observational study; Focus on form; Mathematics education; Linguistics; Computer science","score_opus":0.3652113040360256,"score_gpt":0.38113751039157157,"score_spread":0.01592620635554598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1913483794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970553,0.000075994445,0.0012541076,0.00004415275,0.0000040307705,0.00019542141,0.00004216771,0.000022937667,0.0013059274],"genre_scores_gemma":[0.9919377,0.00019762809,0.005503228,0.00006550063,0.0000079863785,0.0005406952,0.00008939454,0.00001858217,0.0016392104],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9969824,0.001745832,0.00017145246,0.00037988863,0.00039665628,0.000323814],"domain_scores_gemma":[0.99244446,0.005020341,0.0010873688,0.0005168887,0.0005530858,0.00037781365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002865413,0.00043745554,0.00052646425,0.0012023058,0.0011648062,0.0009614643,0.0008675345,0.0007328217,0.0010851083],"category_scores_gemma":[0.013910729,0.00036414684,0.00029640892,0.00045906776,0.0010916954,0.0006232258,0.0013138377,0.0008115836,0.00021198275],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008292088,0.0055066436,0.14778702,0.0015168774,0.0000796697,0.0011497996,0.52956706,0.00078214076,0.044648565,0.0007922665,0.000888362,0.26645237],"study_design_scores_gemma":[0.00038875118,0.009506796,0.61443806,0.0007224984,0.0002017056,0.0018935472,0.28643814,0.0025334645,0.03274092,0.00080565293,0.05010716,0.0002233837],"about_ca_topic_score_codex":0.0037468746,"about_ca_topic_score_gemma":0.008706251,"teacher_disagreement_score":0.0037468746,"about_ca_system_score_codex":0.0016265614,"about_ca_system_score_gemma":0.0015789265,"threshold_uncertainty_score":0.0151539445},"labels":[],"label_agreement":null},{"id":"W1913655056","doi":"10.3968/j.css.1923669720080406.009","title":"Research Methods in the Study of Influencing Factors on L2 Writing Performance MÉTHODES DE RECHERCHE DANS L'ÉTUDE DES FACTEURS D'INFLUENCE SUR LA PERFORMANCE DE L'ÉCRITURE DE LA SECONDE LANGUE","year":2010,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.2366389031730439,"score_gpt":0.4677533939027882,"score_spread":0.2311144907297443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1913655056","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.035024505,0.018200733,0.80622196,0.005689754,0.0021790161,0.081714824,0.0023721782,0.0004665887,0.04813041],"genre_scores_gemma":[0.07004827,0.00875631,0.74929667,0.0021743455,0.00042434994,0.15968198,0.0006260956,0.00018002583,0.008811917],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.77671844,0.17415293,0.01940209,0.010913403,0.01710268,0.0017104375],"domain_scores_gemma":[0.6346634,0.28979293,0.016698124,0.02580704,0.031402446,0.0016359863],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.19232997,0.00200612,0.0022331667,0.008324977,0.004253125,0.008742074,0.0035799348,0.0031606697,0.016889567],"category_scores_gemma":[0.19985172,0.001838696,0.0030073423,0.0110538285,0.006925774,0.0072635827,0.00577717,0.004804622,0.004298373],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00074664614,0.0011795764,0.019615449,0.031075502,0.00070960715,0.0007662749,0.12250854,0.0015688781,0.0047623077,0.17029363,0.01320058,0.63357294],"study_design_scores_gemma":[0.0023241262,0.0030990385,0.06168872,0.063490525,0.0019403314,0.0021252835,0.14149861,0.007304502,0.014293831,0.18546847,0.5159347,0.0008318635],"about_ca_topic_score_codex":0.003890862,"about_ca_topic_score_gemma":0.005292034,"teacher_disagreement_score":0.19232997,"about_ca_system_score_codex":0.00584843,"about_ca_system_score_gemma":0.019903887,"threshold_uncertainty_score":0.99600095},"labels":[],"label_agreement":null},{"id":"W1915577254","doi":"10.3138/cmlr.1805","title":"A Collaborative Quiz as an Opportunity for Self- and Other-Correction: Another Look at L2 Errors","year":2015,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Svenska Forskningsrådet Formas","keywords":"Humanities; Lexicon; Psychology; Sociology; Linguistics; Art; Philosophy","score_opus":0.038345673305476294,"score_gpt":0.2650367303267009,"score_spread":0.2266910570212246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1915577254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9868662,0.00032034493,0.0024170496,0.00051162473,0.00003728073,0.000085764776,0.000055334727,0.00006375934,0.009642627],"genre_scores_gemma":[0.993185,0.0002018398,0.0024419648,0.00015715417,0.000022242146,0.00006833869,0.00005143443,0.000024399977,0.003847677],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99732566,0.0015768609,0.00009851556,0.00022024357,0.00053034147,0.00024826804],"domain_scores_gemma":[0.99088305,0.0066335215,0.0007501324,0.00033499722,0.00078919646,0.00060911634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027501725,0.00045649277,0.0004824913,0.002423188,0.0019930198,0.0018113315,0.00076775614,0.00089087035,0.0035796256],"category_scores_gemma":[0.009041838,0.00013912811,0.00017126133,0.0011734645,0.0012950037,0.0015221388,0.0018666552,0.00078609097,0.0005104029],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006991226,0.0034043791,0.15189672,0.0007851973,0.000053693002,0.008657264,0.4224392,0.00041100985,0.021448473,0.0035936509,0.009073159,0.37753823],"study_design_scores_gemma":[0.00010974565,0.0031890085,0.49598703,0.00054257823,0.00008740712,0.00993327,0.39365745,0.002806734,0.014589783,0.0035824324,0.07535341,0.00016116218],"about_ca_topic_score_codex":0.0036674703,"about_ca_topic_score_gemma":0.009419403,"teacher_disagreement_score":0.0036674703,"about_ca_system_score_codex":0.0010631533,"about_ca_system_score_gemma":0.0010552247,"threshold_uncertainty_score":0.014544487},"labels":[],"label_agreement":null},{"id":"W1915896129","doi":"10.3968/j.ccc.1923670020060201.008","title":"Motivation Strategy in EFL","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Competence (human resources); Foreign language; Sociology; Pedagogy; Philosophy; Social psychology","score_opus":0.061494213724591754,"score_gpt":0.33742651167718807,"score_spread":0.27593229795259633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1915896129","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30676284,0.25976953,0.027982378,0.02095601,0.0010972674,0.00061340927,0.0006219515,0.0001561058,0.38204047],"genre_scores_gemma":[0.93779874,0.031884376,0.0058143507,0.0029002244,0.00023288828,0.00043470293,0.00021376881,0.00003631895,0.020684624],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982419,0.00087721494,0.00014193842,0.0002589143,0.00034189958,0.00013812742],"domain_scores_gemma":[0.99685425,0.001966544,0.0005117503,0.00009235814,0.00039167234,0.00018344745],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030040217,0.00042377584,0.0003562078,0.003190408,0.0009795934,0.004750932,0.0005865297,0.0012667526,0.0056524905],"category_scores_gemma":[0.006194698,0.0001458096,0.00052034936,0.0024509192,0.0027712635,0.003424764,0.0013081963,0.001203529,0.0006088823],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010117833,0.0004320657,0.034044407,0.003993646,0.00016510885,0.00068748393,0.020487024,0.0007775347,0.00093970785,0.34072256,0.008580632,0.5890688],"study_design_scores_gemma":[0.00012094331,0.00062657445,0.1800387,0.009362828,0.00027482855,0.0020461804,0.028102545,0.0023701908,0.0013264879,0.25828457,0.5172665,0.00017966997],"about_ca_topic_score_codex":0.0031663973,"about_ca_topic_score_gemma":0.0032629303,"teacher_disagreement_score":0.0056524905,"about_ca_system_score_codex":0.0048248973,"about_ca_system_score_gemma":0.002672133,"threshold_uncertainty_score":0.03500718},"labels":[],"label_agreement":null},{"id":"W1916032130","doi":"10.3968/j.css.1923669720100603.005","title":"Analysis of Teacher Talk on the Basis of Relevance Theory","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Relevance (law); Sociology; Humanities; Explication; Psychology; Pedagogy; Philosophy; Epistemology; Political science","score_opus":0.020488556970308953,"score_gpt":0.24666957412701948,"score_spread":0.22618101715671052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1916032130","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31296787,0.0030118248,0.556646,0.0048918454,0.00017153342,0.0008150549,0.0002081507,0.0003824923,0.120905176],"genre_scores_gemma":[0.9643622,0.0007019815,0.02877501,0.00017432771,0.00008649152,0.0004714317,0.00008317419,0.00006594723,0.005279513],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98788327,0.007172405,0.0005995052,0.0011526048,0.0027275053,0.00046462048],"domain_scores_gemma":[0.97375643,0.020782314,0.0018369288,0.0012164022,0.0019865339,0.00042136232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00875933,0.00059442385,0.00084558694,0.0046654637,0.0021510639,0.005210171,0.00090137037,0.0013743044,0.00533934],"category_scores_gemma":[0.030402489,0.00044768184,0.00096066727,0.0021491395,0.005783478,0.0070093097,0.0037484216,0.002405408,0.0006464198],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024825375,0.00024202127,0.038071543,0.001330169,0.00013979852,0.0012555994,0.18480407,0.004457138,0.007015665,0.6464771,0.0018380542,0.11412054],"study_design_scores_gemma":[0.00010457724,0.000480418,0.06890027,0.00074177765,0.00018386936,0.0015388601,0.08458644,0.032390844,0.0052963668,0.74893683,0.056662172,0.00017759981],"about_ca_topic_score_codex":0.0009120053,"about_ca_topic_score_gemma":0.00070012576,"teacher_disagreement_score":0.00875933,"about_ca_system_score_codex":0.002326547,"about_ca_system_score_gemma":0.0024674055,"threshold_uncertainty_score":0.046324372},"labels":[],"label_agreement":null},{"id":"W1916756048","doi":"","title":"The Role of Literature in EFL Classroom from an EIL Perspective","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentation theory; Perspective (graphical); Argument (complex analysis); Multiculturalism; Alienation; Cultural hegemony; Hegemony; Criticism; Sociology; Pedagogy; Linguistics; Multinational corporation; Epistemology; Psychology; Political science; Philosophy; Law","score_opus":0.027010224538391015,"score_gpt":0.3023252771700048,"score_spread":0.27531505263161377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1916756048","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23989438,0.04032837,0.012407081,0.09312398,0.00078487006,0.00009291121,0.000046453853,0.00015257351,0.6131694],"genre_scores_gemma":[0.97520417,0.006356109,0.0029315734,0.0020321072,0.000359324,0.000052976848,0.000011339735,0.00003229133,0.013020062],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98900384,0.008315484,0.0002283192,0.0005106298,0.0010784054,0.0008632164],"domain_scores_gemma":[0.97885096,0.01439604,0.0017424077,0.0008718921,0.0015857451,0.0025529712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010843353,0.0003502382,0.0006347452,0.0056836535,0.008898305,0.023262186,0.0015289328,0.0023266342,0.004261032],"category_scores_gemma":[0.010247906,0.00025499112,0.00024566046,0.0032782354,0.034992523,0.01040281,0.011442883,0.003537809,0.00071151747],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018712859,0.00018212636,0.0031348336,0.00048789955,0.000007801916,0.0014899161,0.24854493,0.00013022243,0.00072543626,0.68212783,0.003696017,0.05945421],"study_design_scores_gemma":[0.000027103571,0.0001633375,0.0030787243,0.002062295,0.00001962924,0.0014678144,0.40459,0.00041704605,0.001091807,0.24828036,0.33877066,0.00003124032],"about_ca_topic_score_codex":0.0014773379,"about_ca_topic_score_gemma":0.0026451312,"teacher_disagreement_score":0.023262186,"about_ca_system_score_codex":0.0061224997,"about_ca_system_score_gemma":0.009937422,"threshold_uncertainty_score":0.057345808},"labels":[],"label_agreement":null},{"id":"W1917020226","doi":"10.3968/j.ccc.1923670020120804.2307","title":"Cultural Factors in EAP Teaching — Influences of Thought Pattern on English Academic Writing","year":2012,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Academic writing; English for academic purposes; China; English studies; Mathematics education; Psychology; Linguistics; Product (mathematics); Political science; Mathematics","score_opus":0.06840195419637994,"score_gpt":0.3654522886908564,"score_spread":0.29705033449447643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1917020226","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99842346,0.000057366622,0.00008479053,0.000052896456,0.0000035068263,0.000007665985,0.000005492957,0.0000015897632,0.0013632962],"genre_scores_gemma":[0.9995708,0.00005340762,0.00007663944,0.000012324141,0.0000026410526,0.0000052965906,0.0000062197973,0.0000018322202,0.00027102354],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9983368,0.0007975314,0.00017675893,0.0001644253,0.00037416155,0.00015026965],"domain_scores_gemma":[0.99090564,0.0047700307,0.0020405827,0.00035752376,0.0008385399,0.0010876197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013819378,0.0002353592,0.00017302878,0.00094880926,0.0009911885,0.0019797864,0.00025058162,0.00028109262,0.0020348635],"category_scores_gemma":[0.009215002,0.00016960195,0.00024086348,0.0007662457,0.0015958317,0.0006846119,0.000718132,0.0005192494,0.00022509719],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021006375,0.00039417713,0.8184875,0.00009715746,0.00006141562,0.0011190709,0.14726144,0.000084731335,0.00343149,0.0006790402,0.00021014272,0.02796372],"study_design_scores_gemma":[0.000020060737,0.00014621796,0.88522106,0.000053210973,0.000026611311,0.000663255,0.11115416,0.00032018975,0.0007149999,0.00055828743,0.0011004871,0.000021368294],"about_ca_topic_score_codex":0.0058441176,"about_ca_topic_score_gemma":0.0066793887,"teacher_disagreement_score":0.0058441176,"about_ca_system_score_codex":0.00077204366,"about_ca_system_score_gemma":0.0012094035,"threshold_uncertainty_score":0.0116202235},"labels":[],"label_agreement":null},{"id":"W1917338085","doi":"10.3968/j.ccc.1923670020100601.009","title":"Chinese Learners’ Communication Strategies Research: a Case Study at Shandong Jiaotong University","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Library science; Pedagogy; Art; Computer science","score_opus":0.11815055187638437,"score_gpt":0.4072721450560805,"score_spread":0.2891215931796961,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1917338085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99715626,0.00013550682,0.00016655927,0.0004351498,0.000008139866,0.00006728551,0.00001071266,0.0000038196144,0.0020165837],"genre_scores_gemma":[0.9916385,0.00062824687,0.0009078002,0.00020175186,0.000008994528,0.00015347374,0.000028489105,0.000008427124,0.00642437],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974043,0.0013274164,0.00012224227,0.00019811341,0.00036567438,0.0005823805],"domain_scores_gemma":[0.9970656,0.0011448321,0.00024604946,0.00010557395,0.00039615782,0.0010417918],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037531184,0.0007356924,0.0005579117,0.0013968844,0.014089939,0.002838211,0.001345788,0.0016058801,0.002673756],"category_scores_gemma":[0.0033561906,0.00041897138,0.0005504135,0.0018863669,0.0027466242,0.0019464161,0.0025578702,0.0020222699,0.00038422082],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047280962,0.00049376854,0.025812168,0.00015396085,0.000012595547,0.006803536,0.9447122,0.00010474156,0.0017441541,0.00094168255,0.0009794185,0.018194517],"study_design_scores_gemma":[0.000013930138,0.0003078492,0.022291815,0.00008902395,0.000019934716,0.0010908077,0.9649003,0.00025073544,0.0012733773,0.00020713301,0.00951886,0.000036177542],"about_ca_topic_score_codex":0.03778333,"about_ca_topic_score_gemma":0.07996924,"teacher_disagreement_score":0.03778333,"about_ca_system_score_codex":0.0059884107,"about_ca_system_score_gemma":0.010414608,"threshold_uncertainty_score":0.07512683},"labels":[],"label_agreement":null},{"id":"W1918467173","doi":"10.18806/tesl.v24i1.26","title":"I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Construct (python library); Linguistics; Narrative; Language education; Psychology; Language assessment; Comprehension approach; Sociology of language; Sociology; Pedagogy; Computer science","score_opus":0.014440573306161327,"score_gpt":0.223007173190834,"score_spread":0.20856659988467266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1918467173","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76162773,0.0023197604,0.019949706,0.021930791,0.00045724047,0.000070918955,0.000053929973,0.000109689536,0.1934803],"genre_scores_gemma":[0.98034465,0.0007480638,0.0038070327,0.0011743448,0.00002831068,0.00003156463,0.000016492495,0.000023548648,0.013826128],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983183,0.0010192652,0.000042211745,0.0001767619,0.0002896127,0.00015378956],"domain_scores_gemma":[0.99829036,0.00076544593,0.0002903607,0.00019708021,0.00021227406,0.000244442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002592783,0.00022356297,0.00019990744,0.00032617137,0.0026525336,0.0069549535,0.0006889297,0.0016762696,0.0029188874],"category_scores_gemma":[0.0053882333,0.00014114798,0.00022907996,0.00029831575,0.012981075,0.007529735,0.0031521434,0.0018586346,0.00081641873],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025496054,0.00009604334,0.010945224,0.00019211519,0.000008772456,0.0005371473,0.75370204,0.00016440931,0.0021146208,0.18661433,0.005765778,0.03983406],"study_design_scores_gemma":[0.000019964347,0.00017564143,0.010402453,0.00036428563,0.000024458332,0.0020403843,0.64382255,0.0009034929,0.004106465,0.12677512,0.21127693,0.00008828438],"about_ca_topic_score_codex":0.0041601732,"about_ca_topic_score_gemma":0.0049812696,"teacher_disagreement_score":0.0069549535,"about_ca_system_score_codex":0.0009932267,"about_ca_system_score_gemma":0.0017765479,"threshold_uncertainty_score":0.013712108},"labels":[],"label_agreement":null},{"id":"W1919293983","doi":"10.5539/elt.v8n10p91","title":"The Starting Age and Ultimate Attainment of English Learning in the Palestinian Context","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Grammar; Vocabulary; Competence (human resources); Reading (process); Reading comprehension; Context (archaeology); Linguistics; Mathematics education; Social psychology; Communication","score_opus":0.026995557716855502,"score_gpt":0.25941511458699756,"score_spread":0.23241955687014207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1919293983","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99813676,0.00021409584,0.000019699099,0.000028501145,0.0000030200729,0.0000017299822,0.000023253837,7.2764806e-7,0.0015722259],"genre_scores_gemma":[0.9992118,0.00018041383,0.000026645272,0.0000068660106,0.0000022905774,0.0000017057356,0.000032555996,9.722938e-7,0.00053669856],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99971443,0.000058968573,0.00002118502,0.00004401976,0.00004398061,0.000117396434],"domain_scores_gemma":[0.99927205,0.00012074459,0.00020388662,0.000029043438,0.00009486729,0.0002793681],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005945868,0.00015809381,0.00021913824,0.00076912844,0.0007326782,0.0010981676,0.00021744944,0.0002502397,0.0025481586],"category_scores_gemma":[0.001952103,0.00013004422,0.00015291364,0.00044549647,0.0004434488,0.00054370874,0.0011769846,0.0004708448,0.00046548143],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030109583,0.00017971042,0.96870184,0.000031207852,0.00001584514,0.0010064428,0.010336538,0.000103224214,0.0014938447,0.0012476564,0.00013980041,0.016442677],"study_design_scores_gemma":[0.0000031799063,0.00014785441,0.99248123,0.000033676486,0.000004818263,0.00020202732,0.005635382,0.000050750466,0.00019808632,0.00021483106,0.0010228965,0.0000052706573],"about_ca_topic_score_codex":0.008554406,"about_ca_topic_score_gemma":0.012180303,"teacher_disagreement_score":0.008554406,"about_ca_system_score_codex":0.00043392714,"about_ca_system_score_gemma":0.0005401475,"threshold_uncertainty_score":0.017009199},"labels":[],"label_agreement":null},{"id":"W1923032313","doi":"10.11139/cj.28.3.571-578","title":"CALL in Canada","year":2011,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Current (fluid); Computer science; Linguistics; Engineering","score_opus":0.06797668269748558,"score_gpt":0.19506667761890734,"score_spread":0.12708999492142176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1923032313","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010827011,0.009036582,0.0004856337,0.048262555,0.10304729,0.00034524745,0.0058573443,0.0012584277,0.8306242],"genre_scores_gemma":[0.0009904625,0.0013969218,0.00011763452,0.00442088,0.0029766047,0.000022328039,0.0006601786,0.0001884159,0.9892265],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999278,0.00002619951,0.000028376393,0.000104805935,0.0003667966,0.00019586284],"domain_scores_gemma":[0.9978109,0.00012520544,0.000040405186,0.00008559033,0.0011584933,0.0007794475],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006881839,0.0010767755,0.0009765755,0.0014851863,0.0048959,0.0049695093,0.0012196649,0.005114566,0.6133308],"category_scores_gemma":[0.0021231722,0.0004886481,0.0006702786,0.0012730785,0.00072696054,0.0018645924,0.0020038986,0.002982493,0.3687192],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012383385,0.0000067405226,0.00006422544,0.000023012994,7.7457594e-7,0.00004683462,0.000010223744,0.000011812975,0.0000670268,0.0003906847,0.99078584,0.008580401],"study_design_scores_gemma":[0.000003501388,0.0000034706825,0.00035360592,0.000027436161,8.59705e-7,0.00002387852,0.00004676369,0.000009943487,0.000020627645,0.000100335965,0.99940526,0.0000042036772],"about_ca_topic_score_codex":0.2885269,"about_ca_topic_score_gemma":0.6119189,"teacher_disagreement_score":0.7114731,"about_ca_system_score_codex":0.0049302406,"about_ca_system_score_gemma":0.01310606,"threshold_uncertainty_score":0.57369494},"labels":[],"label_agreement":null},{"id":"W1923541208","doi":"10.1111/lang.12020","title":"Participation Structure and Incidental Focus on Form in Adult ESL Classrooms","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Class (philosophy); Focus on form; Mathematics education; Focus (optics); Developmental psychology; Pedagogy; Linguistics; Grammar","score_opus":0.009188666506947107,"score_gpt":0.2395207398668743,"score_spread":0.2303320733599272,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1923541208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99768436,0.00006921606,0.00043774192,0.00002208252,0.0000019868185,0.000010438518,0.0000087470235,0.000008823969,0.0017565598],"genre_scores_gemma":[0.9989472,0.000047833375,0.00048869394,0.000009379608,0.000002815987,0.000013993434,0.000015953608,0.00000338337,0.00047072323],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99836975,0.0006562518,0.00011040767,0.00025038907,0.00042632595,0.00018686627],"domain_scores_gemma":[0.9942168,0.0027967293,0.0015289906,0.00030154796,0.0003748604,0.00078097155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015845795,0.00021342309,0.00027927855,0.00082061294,0.00060089276,0.0010668188,0.00035279745,0.000291767,0.0015981902],"category_scores_gemma":[0.008387192,0.00019113219,0.00017100693,0.0002206882,0.0011081869,0.00076517527,0.0017183332,0.00036414302,0.00014214909],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006309499,0.0012762938,0.52698344,0.00054732966,0.000052880172,0.0014649592,0.21806295,0.0004964746,0.05192596,0.0019790996,0.0005740425,0.19600563],"study_design_scores_gemma":[0.000028842856,0.00095600274,0.9460765,0.00013404383,0.00002925262,0.0010763995,0.040708072,0.000590764,0.0038373324,0.0008813331,0.005644918,0.000036470075],"about_ca_topic_score_codex":0.0009823879,"about_ca_topic_score_gemma":0.0028167365,"teacher_disagreement_score":0.0015981902,"about_ca_system_score_codex":0.00045995723,"about_ca_system_score_gemma":0.00044441276,"threshold_uncertainty_score":0.008380115},"labels":[],"label_agreement":null},{"id":"W1923996301","doi":"","title":"Role-play: An Effective Approach to Learning EFL for Chinese Students from the Perspective of Psychodynamics and Pedagogy","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enthusiasm; Instinct; Perspective (graphical); Psychology; Psychodynamics; Atmosphere (unit); China; Pedagogy; Class (philosophy); Mathematics education; Epistemology; Social psychology; Philosophy; Psychoanalysis; Political science; Computer science","score_opus":0.011159258131555931,"score_gpt":0.3590611072632483,"score_spread":0.34790184913169236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1923996301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71155113,0.0025398282,0.11984818,0.013591577,0.00047412765,0.0015459711,0.0000671013,0.0007506398,0.14963135],"genre_scores_gemma":[0.902951,0.0013594668,0.074867524,0.00071341434,0.00007073041,0.00082182663,0.000035740624,0.000048279006,0.019132102],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99889815,0.00055105623,0.000039908482,0.00007745859,0.00024599113,0.00018742988],"domain_scores_gemma":[0.99916637,0.00025334398,0.00008113331,0.000050597384,0.000081303246,0.00036720952],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022583264,0.00071499666,0.00028578073,0.0006427183,0.0030699621,0.0020052246,0.00136737,0.00085949374,0.0030177329],"category_scores_gemma":[0.0018861083,0.00017911846,0.00038397752,0.00032391818,0.0023238976,0.0023158158,0.003231142,0.0010877552,0.00046883145],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003031475,0.0047762212,0.024104368,0.0017950279,0.000053364874,0.0022886058,0.25048837,0.0010634437,0.042205546,0.08425884,0.020496676,0.5681665],"study_design_scores_gemma":[0.00060325844,0.0039920146,0.07172921,0.0020925908,0.00026615753,0.0046670805,0.23994043,0.014096,0.024456505,0.045112178,0.5927603,0.000284219],"about_ca_topic_score_codex":0.0027604445,"about_ca_topic_score_gemma":0.006583182,"teacher_disagreement_score":0.0030699621,"about_ca_system_score_codex":0.0015063895,"about_ca_system_score_gemma":0.00490755,"threshold_uncertainty_score":0.01194334},"labels":[],"label_agreement":null},{"id":"W1927128208","doi":"10.18806/tesl.v31i1.1165","title":"The Relationship Between Instructor Feedback and ESL Student Anxiety","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Corrective feedback; Graduation (instrument); Anxiety; Humanities; Second language writing; Second language; Mathematics education; Linguistics; Art","score_opus":0.032700856784699125,"score_gpt":0.24056548744584777,"score_spread":0.20786463066114863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1927128208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995484,0.00002525165,0.00004672402,0.00002251506,0.000003098788,0.000011645822,0.000021653677,0.0000023982805,0.00031825734],"genre_scores_gemma":[0.9996474,0.000017201988,0.00005472205,0.000018420875,0.0000032045468,0.00001158957,0.0000341951,0.0000010226751,0.00021225453],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9966438,0.0009120157,0.00022835993,0.0002634947,0.0014457381,0.00050659804],"domain_scores_gemma":[0.98378366,0.0054016863,0.0044027907,0.0004493271,0.0036364133,0.002326217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021225752,0.00022613643,0.00039548936,0.00084224535,0.0007247909,0.0010869561,0.0004235459,0.00031254042,0.0017452369],"category_scores_gemma":[0.010711277,0.0002043566,0.0002929438,0.00052514015,0.0006478291,0.00022696849,0.0005734786,0.00088155153,0.00018556161],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010002638,0.00035746634,0.9897417,0.000021481837,0.0000346796,0.00007525974,0.0033554703,0.000023779134,0.0006551388,0.000012580223,0.00008826337,0.0055342354],"study_design_scores_gemma":[0.000004778912,0.00032272522,0.9975915,0.0000069772695,0.000009316854,0.000033259843,0.0016600016,0.000101972146,0.0001215552,0.000005209393,0.000136562,0.0000061085343],"about_ca_topic_score_codex":0.044029478,"about_ca_topic_score_gemma":0.06897452,"teacher_disagreement_score":0.044029478,"about_ca_system_score_codex":0.0016632861,"about_ca_system_score_gemma":0.0014861015,"threshold_uncertainty_score":0.08754641},"labels":[],"label_agreement":null},{"id":"W1928420276","doi":"10.4324/9780203795156-15","title":"The Role of Approaches and Methods in Second Language Teacher Education","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Computer science","score_opus":0.04099909316287299,"score_gpt":0.28430996525271734,"score_spread":0.24331087208984437,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1928420276","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.027951723,0.21468696,0.1313298,0.02786984,0.0021413688,0.000361692,0.00008442146,0.0003666087,0.5952075],"genre_scores_gemma":[0.55015236,0.12403781,0.2096057,0.0056026764,0.0009687104,0.0021733476,0.00011359624,0.00077097246,0.10657484],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9841001,0.011906027,0.0003711325,0.0008483718,0.0024165642,0.0003577153],"domain_scores_gemma":[0.96681255,0.02898206,0.0008685083,0.0017432165,0.0007699042,0.00082374224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01954569,0.0008232971,0.0007528311,0.003259497,0.0037787848,0.014608524,0.002458007,0.0019321974,0.006687052],"category_scores_gemma":[0.011797106,0.0006025646,0.00051613105,0.00383496,0.037755005,0.0109044,0.0072510806,0.0048289243,0.0011313063],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037401685,0.00009522716,0.00096754124,0.0012867467,0.00002258737,0.00019117503,0.053760126,0.0002834168,0.0003391814,0.75319546,0.0060279625,0.18379316],"study_design_scores_gemma":[0.000040861618,0.00009450024,0.0012879039,0.003497732,0.000013136067,0.00071456755,0.024938872,0.0006137709,0.00064141996,0.3841606,0.58395475,0.000041910524],"about_ca_topic_score_codex":0.0057676383,"about_ca_topic_score_gemma":0.008570169,"teacher_disagreement_score":0.01954569,"about_ca_system_score_codex":0.0098840445,"about_ca_system_score_gemma":0.00932537,"threshold_uncertainty_score":0.1033687},"labels":[],"label_agreement":null},{"id":"W1931003452","doi":"10.3968/j.css.1923669720070303.016","title":"Teaching English as a Second Language in China","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Humanities; Sociology; Linguistics; Pedagogy; Art; Political science; Philosophy","score_opus":0.00855808412335507,"score_gpt":0.23999669521352412,"score_spread":0.23143861109016906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1931003452","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9771081,0.0011126183,0.0006958043,0.0025227019,0.00005883508,0.00011194459,0.000018287215,0.000021530268,0.01835012],"genre_scores_gemma":[0.9832283,0.0009884349,0.0012208049,0.0002861948,0.000016488688,0.00010205212,0.000026007374,0.000014665383,0.014117059],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99798346,0.00077104784,0.00009593777,0.00017741739,0.00041310102,0.0005591328],"domain_scores_gemma":[0.99813396,0.0003384419,0.00021147064,0.00012760994,0.00021557901,0.0009729495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031842417,0.000431098,0.00030042123,0.0010967259,0.008133975,0.0025962985,0.0006830052,0.00073300756,0.0027312292],"category_scores_gemma":[0.0022489438,0.0002698962,0.00027239084,0.001519033,0.0035082712,0.0017616258,0.00287066,0.0008212137,0.0002870089],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000844992,0.0002726534,0.046627104,0.00037253794,0.00001557097,0.0012638001,0.84897274,0.00025724308,0.009222904,0.009062961,0.003078346,0.08076971],"study_design_scores_gemma":[0.000101552345,0.0008333822,0.18269573,0.0005987347,0.000037902813,0.0015032651,0.64160883,0.0009848147,0.0070461594,0.0028542117,0.16159272,0.00014276693],"about_ca_topic_score_codex":0.08248863,"about_ca_topic_score_gemma":0.16411647,"teacher_disagreement_score":0.08248863,"about_ca_system_score_codex":0.006682889,"about_ca_system_score_gemma":0.01665672,"threshold_uncertainty_score":0.16401696},"labels":[],"label_agreement":null},{"id":"W1931637339","doi":"10.17507/tpls.0509.01","title":"Oral Skill Development in Second Languages: A Review in Search of Best Practices","year":2015,"lang":"en","type":"review","venue":"Theory and Practice in Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nipissing University; Wilfrid Laurier University","funders":"","keywords":"Computer science; Psychology; Development (topology); Linguistics; Mathematics; Philosophy","score_opus":0.2513482798276124,"score_gpt":0.5026490896742407,"score_spread":0.25130080984662834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1931637339","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00010742379,0.99950254,0.000035355213,0.00011115462,0.00003931395,0.0000063017533,0.000019504681,0.0000021386254,0.000176189],"genre_scores_gemma":[0.0007612782,0.99893993,0.0001246482,0.000080569924,0.000021482536,0.000009587484,0.000019305566,7.332323e-7,0.000042400352],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987929,0.0002455958,0.00043230323,0.00016789004,0.00030914386,0.000052205258],"domain_scores_gemma":[0.99446326,0.004130181,0.0006501219,0.000077756435,0.00056243455,0.000116302544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026063283,0.0010410785,0.0024837104,0.008118916,0.0004947124,0.0017804014,0.0017465051,0.0013545023,0.0036643178],"category_scores_gemma":[0.0068834843,0.00063138275,0.001742963,0.008366299,0.00080211496,0.002278756,0.0012011491,0.0012898761,0.00058993226],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083850246,0.000067870584,0.00053859985,0.3754662,0.0005052107,0.00022204872,0.0005017002,0.0002584208,0.00038422897,0.0019407455,0.010311101,0.60972],"study_design_scores_gemma":[0.00005613078,0.00023731378,0.005627287,0.42997375,0.0039192103,0.0023054255,0.0010190759,0.0001735053,0.00053783605,0.00209769,0.55398333,0.00006953173],"about_ca_topic_score_codex":0.0056473603,"about_ca_topic_score_gemma":0.011178399,"teacher_disagreement_score":0.008118916,"about_ca_system_score_codex":0.001488167,"about_ca_system_score_gemma":0.0058727083,"threshold_uncertainty_score":0.013783753},"labels":[],"label_agreement":null},{"id":"W1932617672","doi":"10.5539/elt.v8n9p196","title":"A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Test (biology); Teaching method; Point (geometry); Mathematics","score_opus":0.048414958460706536,"score_gpt":0.36843576457574423,"score_spread":0.3200208061150377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1932617672","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99782217,0.00034530208,0.0007832835,0.00002701783,0.000020091335,0.00018819001,0.000026837119,0.000013762545,0.00077329983],"genre_scores_gemma":[0.9903808,0.00072637026,0.0065072146,0.00005532928,0.000047447207,0.00062694174,0.00008591784,0.000011842383,0.0015581193],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9964888,0.0016311123,0.00044773638,0.00044025335,0.0007870153,0.00020511929],"domain_scores_gemma":[0.990704,0.005638111,0.0010936623,0.00051392376,0.0010309528,0.0010193695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004218009,0.0005929156,0.00094136846,0.0011699783,0.0005042819,0.00097593846,0.000669945,0.0007565734,0.002947582],"category_scores_gemma":[0.011938768,0.0002804419,0.0004925754,0.00076618104,0.00049383467,0.0015993753,0.00092799874,0.0006792885,0.0005920381],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.027119054,0.07400851,0.026705818,0.004214863,0.000517108,0.00043661165,0.025942393,0.0008890677,0.045148395,0.0005031466,0.00048020552,0.79403484],"study_design_scores_gemma":[0.012473368,0.540295,0.29648697,0.0011705682,0.002216812,0.0019243105,0.02368335,0.006054705,0.097000286,0.0011346424,0.017248835,0.00031126686],"about_ca_topic_score_codex":0.00041811675,"about_ca_topic_score_gemma":0.00067417446,"teacher_disagreement_score":0.004218009,"about_ca_system_score_codex":0.00055366714,"about_ca_system_score_gemma":0.0007411046,"threshold_uncertainty_score":0.022307217},"labels":[],"label_agreement":null},{"id":"W1935921405","doi":"","title":"The Effect of CALL on Iranian Beginner EFL Learners’ Grammar Learning","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Computer science; English grammar; Mathematics education; Curriculum; Control (management); Language acquisition; Homogeneous; Test (biology); Psychology; Artificial intelligence; Linguistics; Pedagogy; Mathematics","score_opus":0.024948324815251454,"score_gpt":0.27159618939140434,"score_spread":0.2466478645761529,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1935921405","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99946874,0.000035307552,0.000027835616,0.000017417105,0.0000025526533,0.0000052940095,0.000002724104,0.0000042596857,0.00043595373],"genre_scores_gemma":[0.9988331,0.00008500583,0.00036724078,0.000023266466,0.000005413308,0.000017331558,0.000011357102,0.0000024047035,0.00065484986],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.999323,0.0002030686,0.000044605786,0.0000812195,0.00023629675,0.00011183178],"domain_scores_gemma":[0.9968997,0.001632139,0.0003652542,0.00013102533,0.00030709713,0.00066473027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009044351,0.00023716086,0.00031795196,0.00032484316,0.0003875897,0.00039261027,0.0002762967,0.00032215903,0.0016908933],"category_scores_gemma":[0.0048639034,0.00009442389,0.00023187448,0.00012275731,0.00043532072,0.00024212987,0.00046136236,0.0005215813,0.0001873094],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004603501,0.021735242,0.409304,0.0006767699,0.0001312429,0.002368351,0.04864851,0.0008638553,0.073186375,0.0008059076,0.0015373706,0.43613896],"study_design_scores_gemma":[0.00014946335,0.0151355965,0.956312,0.00007024815,0.000107793516,0.000494235,0.010383553,0.00049056107,0.013299461,0.00037259993,0.0031458936,0.00003863628],"about_ca_topic_score_codex":0.0009143288,"about_ca_topic_score_gemma":0.0016101556,"teacher_disagreement_score":0.0016908933,"about_ca_system_score_codex":0.00027865567,"about_ca_system_score_gemma":0.00048175533,"threshold_uncertainty_score":0.0056566},"labels":[],"label_agreement":null},{"id":"W1937192086","doi":"10.3968/j.ccc.1923670020060201.009","title":"The Problem of Broad and Narrow Context in Cross-cultural Communication","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Humanities; Cross-cultural communication; Cultural communication; Sociology; Cultural environment; Affect (linguistics); Ethnology; Social environment; Anthropology; Art; Social science; Geography; Communication; Archaeology","score_opus":0.03464526516117313,"score_gpt":0.3317379280896827,"score_spread":0.2970926629285096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1937192086","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4854305,0.02898812,0.18251358,0.041921407,0.002548473,0.0006061293,0.00031330835,0.00023341159,0.25744504],"genre_scores_gemma":[0.98410827,0.0019676306,0.009876961,0.0015260017,0.0002993889,0.00032765427,0.000037022353,0.000050892682,0.0018061418],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.95266545,0.03438111,0.0029242064,0.0035346474,0.0053286045,0.0011659143],"domain_scores_gemma":[0.90746987,0.07194462,0.0058539235,0.006791406,0.005614439,0.0023257693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022221025,0.0007324957,0.0010817817,0.0039893137,0.0064192433,0.011602354,0.0017659335,0.0023433163,0.0044135293],"category_scores_gemma":[0.06296891,0.00088808965,0.0005294295,0.0027836147,0.023188703,0.016299443,0.014571064,0.0044647204,0.00053298497],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038901807,0.00011337915,0.01901681,0.0020106807,0.00020934985,0.001118445,0.2554012,0.0008386266,0.0034988292,0.53412586,0.002871254,0.18040644],"study_design_scores_gemma":[0.00011020279,0.00035791995,0.034765344,0.0034807625,0.0002602694,0.0026597679,0.2630936,0.0021571855,0.0028329666,0.58757514,0.10241209,0.00029478187],"about_ca_topic_score_codex":0.004835565,"about_ca_topic_score_gemma":0.0038010099,"teacher_disagreement_score":0.022221025,"about_ca_system_score_codex":0.0039467677,"about_ca_system_score_gemma":0.0035336355,"threshold_uncertainty_score":0.11751741},"labels":[],"label_agreement":null},{"id":"W1937791051","doi":"10.1111/j.1540-4781.2012.01392.x","title":"Task‐Related Variation in Computer‐Assisted Language Learning","year":2012,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"German; Variation (astronomy); Sentence; Task (project management); Computer science; Meaning (existential); Word order; Natural language processing; Language proficiency; Linguistics; Artificial intelligence; Mathematics education; Psychology","score_opus":0.016699045206702692,"score_gpt":0.24408554375004282,"score_spread":0.22738649854334014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1937791051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99919826,0.00002929719,0.00034776845,0.0000062696568,0.0000024732722,0.000011274142,0.00005255671,0.000014612257,0.00033739326],"genre_scores_gemma":[0.99945265,0.000011296301,0.00022360246,0.000005158258,0.0000016386805,0.000015023195,0.00008788499,0.000006171707,0.00019664037],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959848,0.001568081,0.0005068539,0.0006397947,0.001033013,0.0002675039],"domain_scores_gemma":[0.96345973,0.024372326,0.0048918086,0.002309656,0.003720766,0.0012456761],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038200843,0.00025970093,0.00029694775,0.0009574955,0.00032808408,0.0011987254,0.0005569832,0.00043239276,0.0008366793],"category_scores_gemma":[0.031515356,0.00014231524,0.00018270199,0.00059068564,0.00040386614,0.00045452645,0.0009740661,0.00035668132,0.0004337669],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012269091,0.0011801844,0.8983724,0.00018129592,0.00021183658,0.00035330298,0.0115251895,0.0022634128,0.027478231,0.00012759825,0.00037352816,0.056706157],"study_design_scores_gemma":[0.000010706303,0.00069785205,0.9901209,0.0000126234845,0.000018139477,0.00023147404,0.0014356694,0.0014828664,0.005276448,0.00011317523,0.0005733366,0.000027000586],"about_ca_topic_score_codex":0.0011166843,"about_ca_topic_score_gemma":0.0016113321,"teacher_disagreement_score":0.0038200843,"about_ca_system_score_codex":0.00031384436,"about_ca_system_score_gemma":0.00022837054,"threshold_uncertainty_score":0.020202816},"labels":[],"label_agreement":null},{"id":"W1939416424","doi":"","title":"Is Native Language a Source of Errors Made by Persian- and Turkish-Speaking Learners of English?","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Persian; Turkish; Linguistics; First language; Composition (language); Psychology; Test (biology); Computer science; Natural language processing","score_opus":0.027530885915050384,"score_gpt":0.2778447237115614,"score_spread":0.250313837796511,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1939416424","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992254,0.00019425686,0.00013086654,0.0000397456,0.0000055306236,0.0000030747908,0.000009976478,0.000004233413,0.00038699116],"genre_scores_gemma":[0.9992059,0.0001943893,0.00015955816,0.000032465054,0.0000038109586,0.0000046625164,0.000019516025,0.0000051107463,0.00037466624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984402,0.00043050558,0.00024519506,0.00018420989,0.0005355052,0.00016444766],"domain_scores_gemma":[0.9884271,0.005191047,0.003586936,0.00042197682,0.0019385571,0.00043433916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013561182,0.0003176408,0.0003557071,0.0010918425,0.0004128796,0.0011645616,0.0003469928,0.00047804427,0.0016216572],"category_scores_gemma":[0.014214961,0.00016983191,0.00018985658,0.00047710835,0.00083364727,0.0008813185,0.0007114137,0.0003292927,0.00038769873],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00062843645,0.00022299108,0.8023386,0.00031014503,0.00006968165,0.0049762935,0.11638054,0.00008878147,0.009746768,0.00021678658,0.00031588093,0.06470514],"study_design_scores_gemma":[0.000028113598,0.0006872026,0.6871422,0.0002469194,0.0001445081,0.016191605,0.2830471,0.00061727443,0.008540232,0.00055060297,0.002720438,0.000083817875],"about_ca_topic_score_codex":0.002647224,"about_ca_topic_score_gemma":0.0026886156,"teacher_disagreement_score":0.002647224,"about_ca_system_score_codex":0.00028615454,"about_ca_system_score_gemma":0.00054556027,"threshold_uncertainty_score":0.0071719885},"labels":[],"label_agreement":null},{"id":"W1943850316","doi":"10.5539/ass.v11n17p144","title":"Strategic Competence of Bilingual Undergraduate Engineers in a Technical University","year":2015,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Teknikal Malaysia Melaka","keywords":"Malay; Competence (human resources); Repertoire; Curriculum; Linguistic competence; Psychology; Mathematics education; Linguistics; Pedagogy; Engineering ethics; Engineering; Social psychology","score_opus":0.05456907387936645,"score_gpt":0.26687938313557463,"score_spread":0.2123103092562082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1943850316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986078,0.000030710897,0.000024161443,0.00005275065,0.000002982136,0.00000409928,0.0000050744197,0.0000011271192,0.0012712603],"genre_scores_gemma":[0.9971559,0.00007595458,0.00006407617,0.000090001005,0.0000035102523,0.00000702257,0.000021567597,0.0000012633064,0.002580683],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990595,0.0002543188,0.000052781557,0.00006725622,0.00022305945,0.00034310733],"domain_scores_gemma":[0.9974819,0.00026714418,0.0003655048,0.0000617766,0.0005013047,0.0013223897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017515811,0.00030895628,0.00029817928,0.0006192612,0.0019982487,0.0029607208,0.0002554907,0.00045524212,0.0036491046],"category_scores_gemma":[0.0026911716,0.0002146766,0.00016913298,0.00031799893,0.0009045238,0.0007757192,0.0018808973,0.0007961357,0.0008517234],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00085079775,0.004883776,0.5517102,0.00026282025,0.000027425243,0.0017727675,0.3333919,0.00018254723,0.027269877,0.0017232853,0.0021203738,0.07580421],"study_design_scores_gemma":[0.0000575759,0.0022759077,0.42724884,0.00014470813,0.000028542096,0.0010043212,0.5513084,0.0006658541,0.0051783263,0.0007363308,0.011289994,0.00006113296],"about_ca_topic_score_codex":0.0072406703,"about_ca_topic_score_gemma":0.02104292,"teacher_disagreement_score":0.0072406703,"about_ca_system_score_codex":0.0011447525,"about_ca_system_score_gemma":0.002496939,"threshold_uncertainty_score":0.014397085},"labels":[],"label_agreement":null},{"id":"W194568420","doi":"","title":"TELETANDEM CANADA-CHILE: ENHANCING LEARNERS' WILLINGNESS TO COMMUNICATE IN SPANISH AND ENGLISH","year":2013,"lang":"en","type":"article","venue":"INTED2013 Proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Linguistics; Public relations; Political science; Business; Internet privacy; Computer science; Philosophy","score_opus":0.010646494553930713,"score_gpt":0.1923283151352464,"score_spread":0.18168182058131568,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W194568420","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9824936,0.00021214734,0.00019595589,0.0005568201,0.000051306033,0.00019722288,0.00012747213,0.0000659898,0.016099527],"genre_scores_gemma":[0.95124316,0.0008798239,0.0021920316,0.00034539856,0.000014164863,0.0004219129,0.0002497714,0.0000342817,0.044619404],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99972767,0.00006260001,0.00000891912,0.00004530142,0.000057864032,0.000097573284],"domain_scores_gemma":[0.9989171,0.00019675853,0.000051039733,0.000033939214,0.00019154882,0.00060957286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00061984424,0.00030445275,0.00023468565,0.00022663956,0.00090410735,0.001200767,0.00057455176,0.0005257081,0.010122534],"category_scores_gemma":[0.0018110927,0.000110437286,0.00020592962,0.00027800445,0.00034961305,0.00048526868,0.001303016,0.00081922335,0.00085199374],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010161777,0.042407576,0.07683195,0.0027905433,0.00020016986,0.0022910521,0.05694516,0.0014265599,0.062956825,0.004704625,0.025186932,0.7140968],"study_design_scores_gemma":[0.0040525147,0.017540311,0.6057789,0.0022756364,0.0009919547,0.00047876986,0.14122516,0.00221815,0.035475396,0.0014436656,0.18832788,0.00019172313],"about_ca_topic_score_codex":0.25520438,"about_ca_topic_score_gemma":0.4168651,"teacher_disagreement_score":0.7447956,"about_ca_system_score_codex":0.0035750433,"about_ca_system_score_gemma":0.016125599,"threshold_uncertainty_score":0.5074378},"labels":[],"label_agreement":null},{"id":"W1947990448","doi":"10.3968/j.hess.1927024020130403.1667","title":"The Application of Culture Comparison in English Teaching for Chinese Mongolian Students","year":2013,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nationality; Nonverbal communication; Ethnic group; Psychology; Mathematics education; Chinese culture; Safe haven; Han nationality; Haven; Sociology; Pedagogy; Communication; History; Anthropology; China; Immigration","score_opus":0.01966544779962209,"score_gpt":0.3559745035223405,"score_spread":0.3363090557227184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1947990448","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9941958,0.000093354625,0.0009411208,0.00023714316,0.000020244437,0.00008001044,0.000009058502,0.000009321838,0.0044139177],"genre_scores_gemma":[0.9966838,0.000090257105,0.002619988,0.000029677185,0.0000032100945,0.00007793005,0.000010696153,0.0000024805122,0.00048198766],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99668545,0.0023493469,0.0001450517,0.00020488407,0.00032299565,0.0002923412],"domain_scores_gemma":[0.99618596,0.0015936343,0.00040422665,0.00019245321,0.00088698766,0.0007367815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00544095,0.00030198685,0.00021274449,0.00085865514,0.0019953896,0.0014722252,0.00050564477,0.00025865666,0.0012043684],"category_scores_gemma":[0.007275192,0.00016071522,0.00041710102,0.0006631798,0.00071271596,0.0012047052,0.0015114552,0.00056810485,0.00007890399],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007215144,0.0031158947,0.3544015,0.0006497033,0.00014432173,0.00068448135,0.21537034,0.0006609431,0.011851863,0.004018612,0.0012156308,0.4071652],"study_design_scores_gemma":[0.00018321502,0.003519478,0.6329569,0.00050139957,0.0004042917,0.00037504846,0.3286408,0.005772439,0.013384044,0.0019215845,0.012213134,0.00012762469],"about_ca_topic_score_codex":0.013989715,"about_ca_topic_score_gemma":0.019914446,"teacher_disagreement_score":0.013989715,"about_ca_system_score_codex":0.0028037627,"about_ca_system_score_gemma":0.003922945,"threshold_uncertainty_score":0.028774858},"labels":[],"label_agreement":null},{"id":"W1949135391","doi":"","title":"Teaching Intercultural Communication in China and Australia: Intellectual and Contextual Constraints and Opportunities","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; China; Argument (complex analysis); Globalization; Communicative competence; Competence (human resources); Intercultural competence; Discipline; Cultural diversity; Intercultural relations; Pedagogy; Psychology; Face (sociological concept); Tourism; Sociology; Political science; Social psychology; Social science","score_opus":0.1256838092642734,"score_gpt":0.3268814858765414,"score_spread":0.20119767661226803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1949135391","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9716405,0.00067663926,0.00050668325,0.0043786913,0.00002889477,0.00004321924,0.000004537389,0.000006937728,0.022713875],"genre_scores_gemma":[0.9964928,0.00037678424,0.0004885786,0.00018734606,0.000007351141,0.000050224487,0.00000378687,0.0000030105248,0.0023901206],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959926,0.0024859759,0.00012469107,0.00019532896,0.00048337973,0.00071813626],"domain_scores_gemma":[0.9953517,0.0014124438,0.00044189038,0.00023387739,0.0005199114,0.0020401923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00397769,0.00020426624,0.00025299325,0.00093268754,0.008703828,0.003229235,0.00076471857,0.00063708285,0.0029337758],"category_scores_gemma":[0.0059322217,0.00020167723,0.00014038371,0.001490642,0.0047857827,0.0024945864,0.0064053168,0.0012736893,0.00012580257],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009414099,0.0003892428,0.058551002,0.00037669324,0.000020293275,0.0013407794,0.7772209,0.00043413317,0.0023502638,0.02261093,0.001255607,0.13535595],"study_design_scores_gemma":[0.000032687356,0.00022457371,0.17576335,0.00047036452,0.000025446889,0.0004155642,0.77130705,0.0011873691,0.0011472942,0.0064586094,0.042922623,0.00004504381],"about_ca_topic_score_codex":0.11508213,"about_ca_topic_score_gemma":0.21452427,"teacher_disagreement_score":0.11508213,"about_ca_system_score_codex":0.010272233,"about_ca_system_score_gemma":0.030037839,"threshold_uncertainty_score":0.22882456},"labels":[],"label_agreement":null},{"id":"W1950941915","doi":"10.18806/tesl.v30i7.1158","title":"The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Inductive reasoning; Point (geometry); Linguistics; Focus (optics); Perspective (graphical); Computer science; Psychology; Epistemology; Artificial intelligence; Mathematics; Philosophy","score_opus":0.017412991832798815,"score_gpt":0.23307365564888868,"score_spread":0.21566066381608986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1950941915","genre_codex":"methods","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19024998,0.0071145277,0.4181686,0.08555843,0.00089296314,0.0003716412,0.000064633925,0.0005603812,0.29701877],"genre_scores_gemma":[0.9300189,0.0015788425,0.05960595,0.0022656263,0.0003485803,0.00038945803,0.000021425483,0.00024076262,0.0055303816],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9300505,0.047305763,0.002475641,0.0038496722,0.014652671,0.0016657527],"domain_scores_gemma":[0.9284298,0.055706963,0.0034646129,0.007837605,0.0027996057,0.0017614609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035441656,0.00062719436,0.0010087092,0.0021531968,0.0044702473,0.01320271,0.0031515274,0.0052602133,0.0043052323],"category_scores_gemma":[0.058844443,0.0009861205,0.00058747217,0.0017071116,0.041664675,0.027318113,0.020309795,0.010603304,0.0008117151],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014039835,0.00019455423,0.0026606908,0.0005292508,0.00002703498,0.00036394794,0.059570797,0.00037645787,0.0014716076,0.8623189,0.0011300093,0.07121632],"study_design_scores_gemma":[0.0002106667,0.00044357465,0.002830245,0.0013330657,0.00009913699,0.0025793745,0.039589956,0.00887289,0.0045735245,0.83974403,0.099613085,0.0001103913],"about_ca_topic_score_codex":0.0014494717,"about_ca_topic_score_gemma":0.002575221,"teacher_disagreement_score":0.035441656,"about_ca_system_score_codex":0.004172443,"about_ca_system_score_gemma":0.006361448,"threshold_uncertainty_score":0.18743563},"labels":[],"label_agreement":null},{"id":"W1951001474","doi":"","title":"Intercultural Issues in Teaching English Discussion to Taiwanese Students","year":2015,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Class (philosophy); Pedagogy; Mathematics education; English as a foreign language; Empowerment; Psychology; Sociology; Political science; Computer science","score_opus":0.05668029214224324,"score_gpt":0.38968641119973724,"score_spread":0.333006119057494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1951001474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9503134,0.0010683751,0.0022204474,0.008006555,0.0002418907,0.00016934298,0.000009645251,0.000054988683,0.0379155],"genre_scores_gemma":[0.9922174,0.0005110506,0.0008435748,0.00069708313,0.00007528606,0.00015557068,0.000009030531,0.000031144,0.005459889],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9876682,0.009757463,0.00027924406,0.00046454655,0.0005646069,0.0012659016],"domain_scores_gemma":[0.98843855,0.007839366,0.00093843497,0.00044661673,0.0006246005,0.0017124634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010480909,0.0006379882,0.00040227655,0.0009837056,0.01274856,0.00906446,0.0014983518,0.0018930599,0.006630341],"category_scores_gemma":[0.01275149,0.0004643606,0.0006358639,0.0006328986,0.005789689,0.004250133,0.0104744965,0.0037887678,0.00072781276],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004429724,0.00033355205,0.007994066,0.000120627315,0.000009341179,0.000992655,0.96786946,0.00005785334,0.0019548775,0.0040555038,0.0008769938,0.01569083],"study_design_scores_gemma":[0.000028233482,0.00016348243,0.004676954,0.0002604233,0.000020030238,0.00042885676,0.95045066,0.00019553713,0.0014924335,0.0018122521,0.04045105,0.000020152136],"about_ca_topic_score_codex":0.0033457966,"about_ca_topic_score_gemma":0.0074679027,"teacher_disagreement_score":0.01274856,"about_ca_system_score_codex":0.0038907789,"about_ca_system_score_gemma":0.004928033,"threshold_uncertainty_score":0.05542904},"labels":[],"label_agreement":null},{"id":"W1951148164","doi":"10.3968/j.css.1923669720100604.022","title":"A Correlational Study of Language Learning Motivation and Strategies of Chinese Undergraduate UNE ÉTUDE CORRÉLATIVE SUR LA MOTIVATION DE L'APPRENTISSAGE DE LANGUE ET LA STRATÉGIES DES ÉTUDIANTS CHINOIS DU PREMIER CYCLE","year":2010,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Psychology; Language learning strategies; Experiential learning; Mathematics education; Pedagogy; Cognition; Metacognition","score_opus":0.012777285987912435,"score_gpt":0.2667382121981119,"score_spread":0.25396092621019944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1951148164","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997129,0.000023451703,0.000031708885,0.000010613846,0.0000013151417,0.000008842299,0.000014086119,4.0642195e-7,0.00019673827],"genre_scores_gemma":[0.9994766,0.00002635464,0.00005981651,0.0000064109786,0.0000017628057,0.000017816532,0.000026535874,5.697001e-7,0.0003841644],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918073,0.0001947024,0.000056409892,0.0001475125,0.00024710622,0.00017344876],"domain_scores_gemma":[0.99718165,0.0011367765,0.0004820928,0.00014703891,0.000540627,0.0005117705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014626447,0.00028881893,0.00036090834,0.001155739,0.0010510379,0.00083325576,0.0002921893,0.000336113,0.0016353062],"category_scores_gemma":[0.0042418228,0.00023296964,0.00032047238,0.0011283847,0.00076281675,0.00032759245,0.00060984556,0.00046131003,0.000120619734],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001031174,0.00022576135,0.97806865,0.000016552525,0.000049533206,0.0000923962,0.011653734,0.000033519744,0.0012112489,0.00025889,0.00006902472,0.008217583],"study_design_scores_gemma":[0.000004925017,0.00013925102,0.99540246,0.0000040782934,0.000011441302,0.000040361123,0.0037568042,0.0001548991,0.00015782096,0.000040092433,0.0002810955,0.0000067614055],"about_ca_topic_score_codex":0.032574482,"about_ca_topic_score_gemma":0.040179767,"teacher_disagreement_score":0.032574482,"about_ca_system_score_codex":0.001435295,"about_ca_system_score_gemma":0.0025266141,"threshold_uncertainty_score":0.064769745},"labels":[],"label_agreement":null},{"id":"W1951469996","doi":"10.3968/7711","title":"The Effects of Increasing Task Complexity on EFL Learners’ Writing Performance","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Fluency; Task (project management); Variety (cybernetics); Computer science; Psychology; Linguistics; Linguistic sequence complexity; Mathematics education; Artificial intelligence","score_opus":0.042317621142478286,"score_gpt":0.30255700096299054,"score_spread":0.26023937982051226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1951469996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989249,0.00005875367,0.0003830126,0.000020468426,0.0000051051984,0.000013974596,0.000016116093,0.000011354886,0.0005661782],"genre_scores_gemma":[0.9981931,0.000062965504,0.0012482667,0.00001546672,0.000010680064,0.000041645842,0.00005407562,0.000007657815,0.00036620256],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99857545,0.00036525598,0.00027162602,0.00021880055,0.00045159605,0.000117177384],"domain_scores_gemma":[0.97365147,0.0192712,0.003615441,0.000912172,0.0013639984,0.0011856976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001114125,0.000460614,0.0004069669,0.0005249417,0.0003541739,0.0013033784,0.00037254445,0.0003741197,0.0021788648],"category_scores_gemma":[0.019285735,0.00017879238,0.00024325468,0.0003638673,0.00039708478,0.00077211723,0.00087383256,0.0004884334,0.00030563085],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063238433,0.0048066424,0.47554538,0.001300954,0.00030427103,0.0020346725,0.01345338,0.0041878233,0.2828874,0.00060245034,0.00090122013,0.20765193],"study_design_scores_gemma":[0.00019381568,0.004480847,0.9566816,0.00008094,0.00018007914,0.00067925005,0.0029894256,0.005119634,0.026360095,0.0012741915,0.0018516727,0.000108516055],"about_ca_topic_score_codex":0.00064690574,"about_ca_topic_score_gemma":0.0006930204,"teacher_disagreement_score":0.0021788648,"about_ca_system_score_codex":0.00030010234,"about_ca_system_score_gemma":0.0003349683,"threshold_uncertainty_score":0.007289052},"labels":[],"label_agreement":null},{"id":"W1954867924","doi":"10.18806/tesl.v24i2.139","title":"What do University Language Teachers Say About Language Teaching Research?","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language education; Language assessment; Pedagogy; Psychology; Comprehension approach; Language pedagogy; Mathematics education","score_opus":0.028966276490170563,"score_gpt":0.293351506697557,"score_spread":0.2643852302073864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1954867924","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04494965,0.04092486,0.002664964,0.8885244,0.003774982,0.00006214504,0.000105501174,0.00012915111,0.018864268],"genre_scores_gemma":[0.6714312,0.046212755,0.004921983,0.26607075,0.0045812083,0.00018436351,0.00014116753,0.00020405761,0.006252561],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.8919131,0.06812463,0.0070171007,0.0048026387,0.022937251,0.0052052718],"domain_scores_gemma":[0.59441376,0.2738724,0.026319869,0.009420268,0.060423397,0.035550307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12303614,0.00040791012,0.0012227171,0.0053703547,0.015433911,0.02651724,0.0026354438,0.014162756,0.0027532356],"category_scores_gemma":[0.31057578,0.0008321453,0.0006363677,0.0061664754,0.037621226,0.015006992,0.006924282,0.012053734,0.0015381163],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019281704,0.00017799597,0.052268527,0.004319612,0.00021583388,0.0017030535,0.5931155,0.00036786232,0.003116358,0.029166287,0.10218575,0.21317044],"study_design_scores_gemma":[0.000033935175,0.00017131091,0.021452213,0.004376136,0.00010185987,0.0014339885,0.66888934,0.00021862575,0.00087495684,0.016683843,0.285567,0.00019687777],"about_ca_topic_score_codex":0.06344308,"about_ca_topic_score_gemma":0.07602795,"teacher_disagreement_score":0.12303614,"about_ca_system_score_codex":0.025030185,"about_ca_system_score_gemma":0.043666292,"threshold_uncertainty_score":0.6506851},"labels":[],"label_agreement":null},{"id":"W1955654397","doi":"10.1002/9781405198431.wbeal0777.pub2","title":"Motivation in Second Language Acquisition","year":2019,"lang":"en","type":"other","venue":"The Encyclopedia of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognitive reframing; Language acquisition; Psychology; Second-language acquisition; Goal theory; Comprehension approach; Mainstream; Linguistics; Language education; Social psychology; Pedagogy; Mathematics education","score_opus":0.011222408175557533,"score_gpt":0.22621292786182368,"score_spread":0.21499051968626615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1955654397","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5741654,0.024747513,0.00282126,0.027003085,0.00031575855,0.00007659367,0.0001312251,0.000033236254,0.37070602],"genre_scores_gemma":[0.98298776,0.0037584251,0.00033408782,0.00063668954,0.00009963519,0.000035238394,0.000032135453,0.000010238248,0.012105878],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990433,0.00042043277,0.000032071664,0.00010776743,0.00017639247,0.00022010674],"domain_scores_gemma":[0.998181,0.0007682473,0.0002530408,0.00003673279,0.0002126601,0.00054829987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013894433,0.00015355097,0.0002013769,0.00094006746,0.0017431953,0.0029319895,0.00033373758,0.00092552765,0.007809317],"category_scores_gemma":[0.003083953,0.000091362526,0.00022442365,0.0007425301,0.003479568,0.001433539,0.0027600783,0.0016008691,0.00046307544],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008258093,0.00079366995,0.104601555,0.00029592356,0.00003994591,0.00127118,0.04916242,0.00026940642,0.00058476697,0.64281243,0.009477482,0.1906087],"study_design_scores_gemma":[0.000055028006,0.00034830018,0.33443496,0.0010197143,0.000051161158,0.002484619,0.039798126,0.0014101921,0.0006725103,0.36011553,0.25952283,0.000087069064],"about_ca_topic_score_codex":0.00479653,"about_ca_topic_score_gemma":0.003883698,"teacher_disagreement_score":0.007809317,"about_ca_system_score_codex":0.0025925164,"about_ca_system_score_gemma":0.0020839632,"threshold_uncertainty_score":0.026124775},"labels":[],"label_agreement":null},{"id":"W1958044632","doi":"10.3968/j.hess.1927024020140602.4413","title":"On Connotative Development of Foreign Language Teaching in Chinese Universities","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Modernization theory; Foreign language; Internationalization; Set (abstract data type); Mathematics education; Sociology; Civilization; Mode (computer interface); Consciousness; International communication; Political science; Pedagogy; Public relations; Psychology; Business; Computer science","score_opus":0.017350781416916962,"score_gpt":0.3065752578486268,"score_spread":0.28922447643170984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1958044632","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8659447,0.00090450136,0.002312264,0.0020065592,0.000049429516,0.00006253698,0.000029755605,0.000021622058,0.12866862],"genre_scores_gemma":[0.9970059,0.00014155409,0.00021816183,0.000040026862,0.000006247512,0.000011091488,0.000006370265,0.0000029046064,0.002567653],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99794847,0.0008190534,0.0001011543,0.00021496744,0.00037335706,0.00054310134],"domain_scores_gemma":[0.998028,0.0004650724,0.0002778289,0.0001450829,0.0004958481,0.0005881021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020734032,0.00018055299,0.00015703056,0.002063512,0.006512036,0.003683152,0.0005816552,0.00035726564,0.0039119553],"category_scores_gemma":[0.0031092258,0.00013213544,0.00028179027,0.0023029528,0.0047277277,0.0025232814,0.0039373143,0.00065798,0.00015383132],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007627602,0.00015146355,0.16243239,0.00022815613,0.000021760316,0.001079883,0.30088523,0.0007884696,0.0024293556,0.38552758,0.0031292455,0.14325021],"study_design_scores_gemma":[0.000020434129,0.00014582495,0.57385236,0.00037001516,0.000048886202,0.0007009116,0.27316242,0.004636931,0.0032377094,0.043553997,0.10017785,0.000092706214],"about_ca_topic_score_codex":0.042354107,"about_ca_topic_score_gemma":0.050173003,"teacher_disagreement_score":0.042354107,"about_ca_system_score_codex":0.010088034,"about_ca_system_score_gemma":0.008963367,"threshold_uncertainty_score":0.084215164},"labels":[],"label_agreement":null},{"id":"W195824837","doi":"","title":"Student Writing Conferences: Teaching Outside the Classroom","year":2013,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Punctuation; Composition (language); Mathematics education; Subject matter; Grammar; Computer science; Subject (documents); Professional writing; Field (mathematics); Pedagogy; Psychology; Curriculum; Linguistics; World Wide Web; Mathematics","score_opus":0.13481429971468334,"score_gpt":0.3215807243042272,"score_spread":0.18676642458954384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W195824837","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15312308,0.009579239,0.14705984,0.0339594,0.01460303,0.00079738576,0.00023877811,0.0061006877,0.63453853],"genre_scores_gemma":[0.67422324,0.007547629,0.07132711,0.010665731,0.007906054,0.0009437861,0.000624554,0.0022192972,0.22454265],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98897177,0.006715428,0.0003563309,0.0010804478,0.0020656036,0.0008104719],"domain_scores_gemma":[0.9780556,0.0067933737,0.0017951617,0.0024073543,0.0024762317,0.008472292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0094243875,0.0009605986,0.0005779108,0.0012476898,0.0074208914,0.0100223245,0.0035283156,0.0033731612,0.034024656],"category_scores_gemma":[0.02238572,0.00048793404,0.00081507314,0.00082504837,0.002485267,0.006635311,0.010172432,0.005799947,0.013904595],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003081654,0.002097784,0.0049524684,0.0012776958,0.000057638008,0.0015392249,0.055722132,0.0007337977,0.0075948853,0.03585519,0.15801972,0.7318413],"study_design_scores_gemma":[0.0001439757,0.0012986354,0.0041970545,0.0011769555,0.000048157064,0.005025375,0.053988528,0.0012680688,0.008905826,0.02405779,0.8997784,0.000111295805],"about_ca_topic_score_codex":0.00027360843,"about_ca_topic_score_gemma":0.0007273892,"teacher_disagreement_score":0.034024656,"about_ca_system_score_codex":0.0011300134,"about_ca_system_score_gemma":0.0036172902,"threshold_uncertainty_score":0.11382383},"labels":[],"label_agreement":null},{"id":"W1959478112","doi":"10.3968/j.ccc.1923670020080401.011","title":"The Effectiveness of Interactive Instruction on the Intonation Learning of Chinese College Learners","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intonation (linguistics); Linguistics; Interlanguage; Pronunciation; Psychology; Phonology; Computer science; Philosophy","score_opus":0.018009762290270476,"score_gpt":0.3163563061334719,"score_spread":0.2983465438432014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1959478112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990387,0.000042255462,0.00027181115,0.000010009033,0.0000019790207,0.000018588069,0.000006051133,0.00001850589,0.00059218914],"genre_scores_gemma":[0.9961068,0.00014036453,0.0025165041,0.0000137568995,0.000007810701,0.00005794103,0.000034025736,0.000008531856,0.0011141825],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99957603,0.00013570538,0.000045339926,0.00009018263,0.0000833614,0.0000692483],"domain_scores_gemma":[0.9970234,0.0021238197,0.00023091944,0.00015737368,0.00019972162,0.00026478275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00057705655,0.0005049805,0.00031393685,0.00031149513,0.00027829644,0.00039210287,0.00045941255,0.0003292748,0.00284442],"category_scores_gemma":[0.0045124306,0.00013014619,0.00021574445,0.00021890936,0.00030938163,0.00030022112,0.00077733345,0.00034754703,0.00031578052],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0064005745,0.0075314776,0.05284394,0.0012551523,0.00018837315,0.0010012579,0.029310383,0.0010490471,0.3386089,0.00027742586,0.0003237599,0.5612097],"study_design_scores_gemma":[0.0011413686,0.04303979,0.6702582,0.0001994918,0.0010184075,0.001207162,0.01121621,0.005175497,0.25628683,0.00055352645,0.009733411,0.00017005394],"about_ca_topic_score_codex":0.001535706,"about_ca_topic_score_gemma":0.0019076148,"teacher_disagreement_score":0.00284442,"about_ca_system_score_codex":0.00018435938,"about_ca_system_score_gemma":0.00043074242,"threshold_uncertainty_score":0.009515524},"labels":[],"label_agreement":null},{"id":"W1959883377","doi":"10.5539/elt.v8n11p131","title":"An Exploratory Study of Thai University Students’ Understanding of World Englishes","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Thais; Stress (linguistics); Psychology; World Englishes; Exploratory research; Pedagogy; Perception; Medical education; Linguistics; Sociology; Social science","score_opus":0.0702745564764782,"score_gpt":0.2829530522175595,"score_spread":0.2126784957410813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1959883377","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990094,0.00003062835,0.000057355468,0.00006003835,0.000004387331,0.00001315195,0.000008824817,0.0000013462047,0.0008147632],"genre_scores_gemma":[0.99834895,0.00011025112,0.000091557384,0.000080329664,0.000003958586,0.000029458155,0.0000149418565,0.00000273066,0.001317875],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985013,0.0006743451,0.000117952935,0.00010201387,0.00025613507,0.00034822855],"domain_scores_gemma":[0.99230945,0.0026756537,0.0014425346,0.00023553647,0.0010423384,0.0022943795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026380399,0.00037911232,0.00045613214,0.00087020616,0.0036339746,0.0047125416,0.0005880993,0.0007232329,0.0030966585],"category_scores_gemma":[0.006492549,0.00051877374,0.0003647364,0.0010778039,0.0024168522,0.0021216825,0.0021457747,0.0024392526,0.00047591643],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071579416,0.0004655459,0.07437748,0.00008036416,0.000009489439,0.0009630755,0.9140091,0.00003796815,0.0019829997,0.00031883357,0.00030569965,0.007377866],"study_design_scores_gemma":[0.0000045959728,0.0002465959,0.02850287,0.00003405642,0.000005455937,0.00021451447,0.9687941,0.000079420635,0.00025645635,0.000057820536,0.0017905809,0.000013481957],"about_ca_topic_score_codex":0.008240488,"about_ca_topic_score_gemma":0.014807074,"teacher_disagreement_score":0.008240488,"about_ca_system_score_codex":0.0010389165,"about_ca_system_score_gemma":0.0020143862,"threshold_uncertainty_score":0.016385078},"labels":[],"label_agreement":null},{"id":"W1961016871","doi":"10.3968/j.css.1923669720090504.008","title":"Effectiveness of an Adaptation Video Viewed by Chinese Students Before Coming to Study in the UK","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Adaptation (eye); China; Intervention (counseling); Psychology; Video recording; Medical education; Multimedia; Medicine; Computer science; Political science","score_opus":0.02029675333652801,"score_gpt":0.3139082250846047,"score_spread":0.29361147174807667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1961016871","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958846,0.00011795377,0.0003222969,0.00017380595,0.00006065813,0.0006215546,0.000074819196,0.00008119788,0.0026631153],"genre_scores_gemma":[0.993054,0.0003437895,0.0028111457,0.00017576205,0.000051138457,0.0009898159,0.00015087602,0.000020358726,0.0024031387],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99824274,0.0010290078,0.00009962643,0.00017580925,0.00020738383,0.00024539873],"domain_scores_gemma":[0.99192834,0.0040315446,0.00078001845,0.00047488706,0.0007820236,0.0020032006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003532756,0.0008673019,0.0005304317,0.0006491093,0.0012009364,0.00097350986,0.001270896,0.000851175,0.0073629534],"category_scores_gemma":[0.01669072,0.00026935097,0.000640137,0.0004128837,0.0003720609,0.00089782465,0.0014402891,0.0008562204,0.0007212211],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01746478,0.0576397,0.105966546,0.0043119607,0.0002580004,0.0031351866,0.09569411,0.001481737,0.038779218,0.00028590442,0.007406379,0.6675765],"study_design_scores_gemma":[0.004121253,0.15868379,0.6126243,0.0016841511,0.0010758808,0.0011089944,0.16125247,0.0049844244,0.025304837,0.00032412948,0.028310142,0.000525599],"about_ca_topic_score_codex":0.0072692367,"about_ca_topic_score_gemma":0.010062491,"teacher_disagreement_score":0.0073629534,"about_ca_system_score_codex":0.0008364788,"about_ca_system_score_gemma":0.0014832845,"threshold_uncertainty_score":0.02463156},"labels":[],"label_agreement":null},{"id":"W1961838384","doi":"10.3968/j.css.1923669720060204.006","title":"On Experiential Cultural Teaching Model in EFL College Classroom","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Pedagogy; Foreign language; Language education; Psychology; Mathematics education; Sociology","score_opus":0.029294459439621896,"score_gpt":0.27746916480282635,"score_spread":0.24817470536320446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1961838384","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23736417,0.0034027295,0.29097077,0.019204317,0.00051322137,0.00053688744,0.00006258055,0.00031428234,0.44763097],"genre_scores_gemma":[0.949784,0.0016316356,0.03250473,0.00089155417,0.00006413492,0.00035802103,0.000028156961,0.000034353223,0.014703457],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99790573,0.0012679531,0.0000773719,0.00019530888,0.00037372904,0.0001799201],"domain_scores_gemma":[0.99821305,0.00082738535,0.00015697593,0.00018887085,0.0002509983,0.00036273626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021084924,0.0004010784,0.00017568441,0.00072196615,0.0018501637,0.0040208832,0.0011277561,0.0011939474,0.0039153798],"category_scores_gemma":[0.0024394267,0.0001707972,0.00041859373,0.0005490957,0.0065883826,0.0043822345,0.0030097365,0.0019570822,0.0006887593],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046651403,0.0005182508,0.0051640077,0.00035847264,0.000012340496,0.0005119545,0.08272354,0.0017272822,0.0026635425,0.8160918,0.0024840112,0.087698236],"study_design_scores_gemma":[0.00014354257,0.0006582123,0.008396276,0.0011656553,0.00006681661,0.0015944262,0.07552244,0.021350045,0.0056856847,0.68483967,0.2004435,0.0001338436],"about_ca_topic_score_codex":0.0023980767,"about_ca_topic_score_gemma":0.0018464001,"teacher_disagreement_score":0.0040208832,"about_ca_system_score_codex":0.0032430736,"about_ca_system_score_gemma":0.0036639122,"threshold_uncertainty_score":0.023530245},"labels":[],"label_agreement":null},{"id":"W1964637975","doi":"10.5539/elt.v5n3p160","title":"Common Error Types of Iranian Learners of English","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Type I and type II errors; Test (biology); Language proficiency; Reading (process); Mathematics education; Significant difference; Sample (material); Statistical analysis; English language; Linguistics; Statistics; Mathematics","score_opus":0.02146740924345179,"score_gpt":0.26557903011125894,"score_spread":0.24411162086780716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1964637975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991684,0.000109490036,0.00036539935,0.000022358034,0.0000038681997,0.000007772477,0.00002640779,0.000010071041,0.0002863166],"genre_scores_gemma":[0.99888784,0.000113236194,0.0006235687,0.000015159289,0.0000057545694,0.000011288054,0.00005533543,0.0000068462055,0.00028107624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967325,0.0005471947,0.0008176619,0.00040532532,0.0012529377,0.00024433676],"domain_scores_gemma":[0.98086643,0.0070095807,0.007946335,0.0010007134,0.0026436518,0.0005332956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020258462,0.0004878434,0.00048929825,0.0030420145,0.00048409382,0.0007626812,0.00055139704,0.00060781115,0.0013537148],"category_scores_gemma":[0.01719098,0.00024639678,0.00031714333,0.00091069884,0.0007489927,0.0008648258,0.0007656533,0.0004065884,0.00023680566],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030283732,0.00016722048,0.93530476,0.00013476763,0.000050202085,0.0012735369,0.010790668,0.00016612641,0.003897558,0.0001399991,0.00011566048,0.04765669],"study_design_scores_gemma":[0.00001894357,0.0006639072,0.9632,0.000104119514,0.000066425455,0.013719819,0.015649306,0.0008656349,0.004092188,0.0005786876,0.0009976384,0.000043300857],"about_ca_topic_score_codex":0.0011971302,"about_ca_topic_score_gemma":0.0013964669,"teacher_disagreement_score":0.0030420145,"about_ca_system_score_codex":0.00024599725,"about_ca_system_score_gemma":0.000513414,"threshold_uncertainty_score":0.010713816},"labels":[],"label_agreement":null},{"id":"W1964987241","doi":"10.1111/j.1944-9720.2000.tb00909.x","title":"Learner Accuracy and Learner Performance: The Quest for a Link","year":2000,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Ottawa","keywords":"Grammar; Psychology; Language proficiency; Significant difference; Focus on form; Mode (computer interface); Linguistics; Exploratory research; Cognitive psychology; Computer science; Mathematics education; Statistics; Mathematics","score_opus":0.044427678104203144,"score_gpt":0.29004850872493376,"score_spread":0.24562083062073062,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1964987241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9938267,0.00033509097,0.0016227076,0.00026817352,0.000016293034,0.000011829019,0.00012149775,0.00004166778,0.003755999],"genre_scores_gemma":[0.9990171,0.00004161747,0.00028015368,0.00002500767,0.000010441702,0.0000039849474,0.00004593819,0.000012499609,0.0005631437],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9931552,0.0030090539,0.00063208386,0.0009773591,0.0018940103,0.00033227194],"domain_scores_gemma":[0.8906876,0.082355395,0.010860122,0.005585726,0.00852824,0.0019829054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007600214,0.00031198698,0.0005135177,0.001006738,0.00041119708,0.0029093095,0.00059854245,0.0011527175,0.0039018146],"category_scores_gemma":[0.06294065,0.00019663434,0.00029693783,0.0005982324,0.001031677,0.002160878,0.0015844966,0.00094394834,0.0010172834],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010271216,0.00021623414,0.9679689,0.00008612675,0.00018574446,0.00016147041,0.0027374693,0.00069827307,0.0017148199,0.00049387617,0.00028302963,0.024426993],"study_design_scores_gemma":[0.000048018763,0.001771186,0.9709759,0.00009138634,0.00017011439,0.0011698455,0.003348905,0.00944611,0.0089524845,0.001989124,0.0019807564,0.000056295958],"about_ca_topic_score_codex":0.0018192157,"about_ca_topic_score_gemma":0.0009148787,"teacher_disagreement_score":0.007600214,"about_ca_system_score_codex":0.0003274566,"about_ca_system_score_gemma":0.00048815788,"threshold_uncertainty_score":0.040194273},"labels":[],"label_agreement":null},{"id":"W1966220806","doi":"10.1080/23268263.2013.825512","title":"Speaking with skill: a skills based approach to speech training","year":2013,"lang":"en","type":"article","venue":"Voice and Speech Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Training (meteorology); Psychology; Applied psychology; Cognitive psychology; Computer science; Medical education; Geography; Medicine","score_opus":0.03958006191965011,"score_gpt":0.25469001313878065,"score_spread":0.21510995121913054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1966220806","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011603602,0.8797189,0.010592238,0.047163207,0.0124744065,0.00006716147,0.000038926013,0.00011292451,0.04867197],"genre_scores_gemma":[0.030324526,0.8576453,0.014355587,0.03880512,0.012700959,0.00023671442,0.00010555192,0.00013112706,0.045695096],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99893457,0.00037926284,0.00008711456,0.00011988515,0.00039705128,0.00008210242],"domain_scores_gemma":[0.99892527,0.0006611026,0.00005379246,0.000030767045,0.00018871094,0.00014025171],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025701956,0.00064335007,0.0005548767,0.0028994181,0.0011594224,0.003796502,0.0012134232,0.0023871379,0.00449281],"category_scores_gemma":[0.0026900521,0.00018596936,0.00036922426,0.0014465641,0.0039906423,0.003255806,0.0023578147,0.004883037,0.0018593258],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043272186,0.00011885386,0.00041773808,0.0028409436,0.000036216552,0.00020630955,0.0020902087,0.00021803314,0.0005036317,0.06281167,0.14175019,0.788963],"study_design_scores_gemma":[0.000015197099,0.00013631812,0.0017189132,0.0027354844,0.000030453573,0.0013831115,0.0017147856,0.0001873361,0.00038033605,0.028161047,0.9635121,0.00002499454],"about_ca_topic_score_codex":0.0055898167,"about_ca_topic_score_gemma":0.017201092,"teacher_disagreement_score":0.0055898167,"about_ca_system_score_codex":0.0021165623,"about_ca_system_score_gemma":0.0037295583,"threshold_uncertainty_score":0.015356779},"labels":[],"label_agreement":null},{"id":"W1966987043","doi":"10.5539/ies.v2n3p136","title":"Applying Group Work to Improve College Students’ Oral English","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Group work; Group (periodic table); Work (physics); Mathematics education; Psychology; Pedagogy; Engineering","score_opus":0.055758263276897486,"score_gpt":0.36926652702543744,"score_spread":0.31350826374853996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1966987043","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80110395,0.0035511223,0.124851,0.004220768,0.0023536491,0.002569155,0.000092350805,0.002565096,0.058692887],"genre_scores_gemma":[0.82834196,0.0022454648,0.14916848,0.00062608236,0.00032750372,0.00074974564,0.000109330686,0.00019904609,0.01823236],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99839044,0.0007451206,0.00009103772,0.0002311212,0.0003059573,0.00023634701],"domain_scores_gemma":[0.9974245,0.0013171138,0.00014834575,0.00031293667,0.000328875,0.0004682354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023687368,0.00080996664,0.00074361963,0.001475511,0.0016842571,0.0016412251,0.0012127206,0.0005533772,0.0068642492],"category_scores_gemma":[0.007263699,0.00016261046,0.00066703313,0.00087041396,0.00063399796,0.0010887007,0.0025928642,0.0011108117,0.0014345564],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035093646,0.005745229,0.0038085093,0.00093274494,0.000064627566,0.00043492176,0.01441836,0.00067639933,0.015364997,0.0013338001,0.005504936,0.95136464],"study_design_scores_gemma":[0.0030458474,0.04536359,0.18448932,0.0028394808,0.001887059,0.004309384,0.14809485,0.014279232,0.113963015,0.05510473,0.42588603,0.00073752546],"about_ca_topic_score_codex":0.0008569934,"about_ca_topic_score_gemma":0.00199732,"teacher_disagreement_score":0.0068642492,"about_ca_system_score_codex":0.00038242625,"about_ca_system_score_gemma":0.0010340543,"threshold_uncertainty_score":0.022963226},"labels":[],"label_agreement":null},{"id":"W1967055302","doi":"10.5539/ijel.v2n6p91","title":"Developing Speaking Skills through Reading","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":125,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Vocabulary; Computer science; Resource (disambiguation); Extensive reading; Word (group theory); Linguistics; Psychology","score_opus":0.045236218921625757,"score_gpt":0.3172877935247256,"score_spread":0.2720515746030998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967055302","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38973838,0.0037626757,0.04475613,0.004272978,0.00037972498,0.00034879267,0.00036317363,0.002103164,0.5542749],"genre_scores_gemma":[0.7939233,0.008117261,0.072633326,0.0013063909,0.00021113576,0.00028277078,0.00063799514,0.00028017507,0.12260759],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993843,0.00015201267,0.000041562824,0.00008772591,0.0002386471,0.00009577595],"domain_scores_gemma":[0.9988231,0.00028145418,0.00015989605,0.00012645079,0.00031999726,0.0002891127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000872267,0.00036065414,0.0002982856,0.00077489536,0.00062916824,0.0023225811,0.0005241695,0.00058772636,0.012308065],"category_scores_gemma":[0.0031821614,0.00012945702,0.0003067226,0.00026986533,0.0008310141,0.0017874448,0.0024599687,0.0011307008,0.0077443933],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059480964,0.0005620092,0.011836409,0.00065953896,0.00002023512,0.0015495354,0.015319685,0.0003610193,0.04704794,0.022063687,0.013472603,0.8870478],"study_design_scores_gemma":[0.000071762384,0.0016561449,0.21211612,0.002197103,0.0001502917,0.012123221,0.023171207,0.0018306468,0.06731477,0.0709785,0.6082397,0.00015050283],"about_ca_topic_score_codex":0.0008146527,"about_ca_topic_score_gemma":0.0012711363,"teacher_disagreement_score":0.012308065,"about_ca_system_score_codex":0.00040111132,"about_ca_system_score_gemma":0.0013550196,"threshold_uncertainty_score":0.04117459},"labels":[],"label_agreement":null},{"id":"W1967241100","doi":"10.5539/jel.v1n2p82","title":"English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers’ Beliefs","year":2012,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Mathematics education; Reading (process); English language; Psychology; Focus group; Pedagogy; Sociology; Linguistics","score_opus":0.018932533766784602,"score_gpt":0.2979793367881101,"score_spread":0.2790468030213255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967241100","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971921,0.00035103396,0.00008970718,0.0004066399,0.00001091807,0.000019816847,0.000011980638,0.0000025721852,0.0019153262],"genre_scores_gemma":[0.99873763,0.00029736487,0.000081156366,0.00011870235,0.000003352836,0.00001444952,0.000007204837,0.0000022729737,0.00073795335],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972765,0.0012514726,0.00013573917,0.00022561346,0.0003979583,0.000712812],"domain_scores_gemma":[0.9939756,0.0028429097,0.00120098,0.00018634657,0.00057093496,0.0012233121],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048925714,0.00031170424,0.0007344091,0.0016467873,0.005215418,0.0025763847,0.0007810738,0.00091950543,0.0022964703],"category_scores_gemma":[0.008948651,0.0006525164,0.00028827123,0.0013198899,0.0042190063,0.0015831821,0.0020205374,0.0012041889,0.0001646156],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026018555,0.0001429628,0.039057635,0.00013643062,0.0000047139692,0.0004894282,0.9518329,0.000012116553,0.0009056909,0.0007521919,0.00018824445,0.0064517027],"study_design_scores_gemma":[0.000005529087,0.00009356648,0.039148,0.00014944552,0.0000070436813,0.0001527602,0.9555034,0.000036067657,0.0001716031,0.00009401872,0.004628446,0.000010046985],"about_ca_topic_score_codex":0.053871628,"about_ca_topic_score_gemma":0.09867367,"teacher_disagreement_score":0.053871628,"about_ca_system_score_codex":0.0042251186,"about_ca_system_score_gemma":0.0047189044,"threshold_uncertainty_score":0.1071161},"labels":[],"label_agreement":null},{"id":"W1967328864","doi":"10.3138/cmlr.62.1.161","title":"The Use of L1 in an L2 On-Line Chat Activity","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Jigsaw; German; Task (project management); Descriptive statistics; Function (biology); Computer science; Variety (cybernetics); Linguistics; Mathematics education; Psychology; Artificial intelligence; Mathematics","score_opus":0.07634858300891897,"score_gpt":0.2700484851592102,"score_spread":0.19369990215029123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967328864","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9928392,0.0001690726,0.001541218,0.00010194132,0.000007958046,0.00004201608,0.000030328114,0.000049873302,0.0052184425],"genre_scores_gemma":[0.99610496,0.0001269183,0.001541725,0.000059872764,0.000007826032,0.00005333636,0.00005561294,0.000020346006,0.0020294043],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.993958,0.0035695347,0.00026060862,0.00057903415,0.0012268638,0.00040603222],"domain_scores_gemma":[0.9792285,0.01319876,0.0028039983,0.0011984549,0.0022948093,0.0012754169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047234013,0.0005466064,0.00047646844,0.0024639033,0.0021379264,0.0033096988,0.0009270806,0.0009486096,0.0013973729],"category_scores_gemma":[0.022250846,0.00029010166,0.00020929339,0.00089362316,0.0015624968,0.0019663246,0.0027743317,0.00083540066,0.0006223257],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038006023,0.000482164,0.16376126,0.00049429515,0.000058796402,0.002061782,0.6746457,0.00018240706,0.039447114,0.0013511023,0.0009802867,0.11615503],"study_design_scores_gemma":[0.000038792998,0.0016793146,0.40808976,0.0005924343,0.000121989666,0.00713209,0.52499896,0.0028237123,0.020617351,0.0012460864,0.032402284,0.00025714646],"about_ca_topic_score_codex":0.006190288,"about_ca_topic_score_gemma":0.010390609,"teacher_disagreement_score":0.006190288,"about_ca_system_score_codex":0.0012953936,"about_ca_system_score_gemma":0.0010841226,"threshold_uncertainty_score":0.024980009},"labels":[],"label_agreement":null},{"id":"W1968121949","doi":"10.5054/tj.2010.234767","title":"Toward a Conversation Between ESL Teachers and Intensive English Program Administrators","year":2010,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Strengths and weaknesses; Conversation; Psychology; Pedagogy; Perception; Teacher preparation; English language; Teacher education; English as a second language; Professional development; Medical education; Mathematics education; Medicine","score_opus":0.04509027732102677,"score_gpt":0.2799195461889548,"score_spread":0.23482926886792804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1968121949","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.58581966,0.0046184277,0.009302313,0.34226456,0.0022498753,0.00015779221,0.00006001192,0.00016860271,0.055358738],"genre_scores_gemma":[0.9573646,0.00123526,0.0020405238,0.028302705,0.0002826459,0.00014787928,0.000015208731,0.00006585551,0.010545174],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9681672,0.026974497,0.0005814012,0.0009054476,0.0015057614,0.0018656133],"domain_scores_gemma":[0.96294934,0.025581846,0.0028308346,0.0006290515,0.0025534187,0.005455528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023092847,0.00051179493,0.0006437847,0.0017202556,0.025792867,0.014874126,0.0018618061,0.0075601954,0.0041056224],"category_scores_gemma":[0.032503106,0.00091767363,0.00037788748,0.0012452743,0.019656442,0.015941264,0.008613687,0.013636848,0.0010106893],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017386996,0.00005337115,0.0025301757,0.000027608063,0.0000030941967,0.00051513227,0.9814138,0.000016169968,0.0003150693,0.00711783,0.004606723,0.0033837254],"study_design_scores_gemma":[0.0000039961365,0.000021610738,0.00076590024,0.00008627758,0.0000022417917,0.00022296153,0.9689716,0.00006789173,0.0001045218,0.0010991693,0.02864007,0.000013785782],"about_ca_topic_score_codex":0.0072323526,"about_ca_topic_score_gemma":0.008207694,"teacher_disagreement_score":0.025792867,"about_ca_system_score_codex":0.005917472,"about_ca_system_score_gemma":0.005587887,"threshold_uncertainty_score":0.12212813},"labels":[],"label_agreement":null},{"id":"W1968496186","doi":"10.1632/003081202x61115","title":"Alien Wisdoms in English and Foreign Language Programs","year":2002,"lang":"en","type":"article","venue":"PMLA/Publications of the Modern Language Association of America","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; First language; German; Linguistics; Language assessment; Sociology of language; Language education; Comprehension approach; Language transfer; Multiculturalism; Sociology; Pedagogy","score_opus":0.015673410021162976,"score_gpt":0.2247210302409264,"score_spread":0.20904762021976342,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1968496186","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24340318,0.006354036,0.0010941358,0.03247658,0.00046465377,0.000024696468,0.00002453313,0.000053492928,0.71610475],"genre_scores_gemma":[0.9413341,0.0024481711,0.00031681554,0.0030738148,0.00025652858,0.000026594118,0.000019486699,0.000032404616,0.05249202],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99634475,0.0020601924,0.00007597839,0.00018580521,0.00054217136,0.0007910892],"domain_scores_gemma":[0.9961874,0.001338883,0.0002878168,0.00013805651,0.00026434535,0.0017835309],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026732984,0.00019604259,0.00029242423,0.0014218532,0.010621849,0.008256478,0.0007302152,0.0015567666,0.010831673],"category_scores_gemma":[0.0050152405,0.00014112066,0.00017385453,0.0010178534,0.017535144,0.005814984,0.010281302,0.004490556,0.00057810935],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043469623,0.00024232973,0.0036362344,0.000113160975,0.0000071591517,0.000907117,0.33974275,0.00013690011,0.00016575977,0.57643294,0.01593926,0.06263294],"study_design_scores_gemma":[0.00003390079,0.00009209655,0.005930556,0.00061016856,0.0000118593625,0.0004770296,0.26080862,0.00017419497,0.00034708547,0.08822729,0.6432609,0.000026313855],"about_ca_topic_score_codex":0.0066221924,"about_ca_topic_score_gemma":0.014296528,"teacher_disagreement_score":0.010831673,"about_ca_system_score_codex":0.0052045044,"about_ca_system_score_gemma":0.005931207,"threshold_uncertainty_score":0.03776145},"labels":[],"label_agreement":null},{"id":"W1968926545","doi":"10.5539/elt.v2n1p123","title":"The Relationship between Motivation and Achievement—A Survey of the Study Motivation of English Majors in Qingdao Agricultural University","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":60,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Need for achievement; Intrinsic motivation; Mathematics education; Goal theory; Academic achievement; Social psychology","score_opus":0.03537006681301455,"score_gpt":0.2428685646750685,"score_spread":0.20749849786205396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1968926545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99934703,0.000029618577,0.000017978424,0.00006531127,0.0000020528294,0.0000079357105,0.00010086612,0.0000011655013,0.0004280078],"genre_scores_gemma":[0.99935955,0.000035606932,0.00004051199,0.00002620175,0.000003239209,0.000012815451,0.00015449859,6.8079515e-7,0.00036694252],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995105,0.000118563556,0.000053150456,0.000042715823,0.00011697926,0.00015803552],"domain_scores_gemma":[0.99743843,0.00024172157,0.00075423217,0.000042440268,0.00040012985,0.001123044],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009974702,0.00015707714,0.00017307878,0.0011479346,0.0007860804,0.0005785068,0.0002430029,0.00023589369,0.0011735958],"category_scores_gemma":[0.0017030638,0.00015862532,0.00021571401,0.0010101219,0.0002924008,0.00030687233,0.0005131537,0.0004688004,0.00018967853],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013344443,0.00006812656,0.99646485,0.000011195387,0.00001167908,0.00002311867,0.0010788062,0.000017613673,0.00021558888,0.00003967176,0.00022116413,0.0018346844],"study_design_scores_gemma":[8.5299786e-7,0.000029353256,0.99861777,0.0000019700765,0.0000013215308,0.000007495048,0.0010174555,0.000038204314,0.000016481614,0.000005838045,0.00026113837,0.0000020290186],"about_ca_topic_score_codex":0.020625861,"about_ca_topic_score_gemma":0.028406452,"teacher_disagreement_score":0.020625861,"about_ca_system_score_codex":0.0006774657,"about_ca_system_score_gemma":0.0010050643,"threshold_uncertainty_score":0.04101163},"labels":[],"label_agreement":null},{"id":"W1969257354","doi":"10.5430/wjel.v2n1p69","title":"How to Focus on Form in Our Classes","year":2012,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Focus (optics); Focus on form; Grammar; Computer science; Linguistics; Meaning (existential); Orientation (vector space); Psychology; Philosophy; Mathematics","score_opus":0.02149777605904945,"score_gpt":0.26193162621380844,"score_spread":0.240433850154759,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969257354","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13841057,0.0065928977,0.1910526,0.13494885,0.006480714,0.000952294,0.00025333295,0.0041415105,0.5171673],"genre_scores_gemma":[0.60966843,0.0046851384,0.1941145,0.015453873,0.00081395847,0.0007299078,0.00022305717,0.0014873585,0.17282374],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9962071,0.0014188429,0.00020264713,0.00063101406,0.00096712954,0.00057329936],"domain_scores_gemma":[0.99563074,0.0012233673,0.00025725825,0.0006757863,0.00072707835,0.0014857483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040073823,0.0006880363,0.00057743775,0.00077760895,0.0038598673,0.0062045255,0.0024598413,0.0028112398,0.023772016],"category_scores_gemma":[0.011859652,0.0004670833,0.00064889033,0.00039410123,0.0054595284,0.011238672,0.0061748503,0.005436116,0.015473632],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014867603,0.0008261934,0.004239696,0.0006475757,0.000009527138,0.001020369,0.10894985,0.0004732148,0.010032031,0.13393407,0.14480385,0.594915],"study_design_scores_gemma":[0.000051921943,0.0002411857,0.0019099279,0.0005472804,0.000015339581,0.00075792463,0.020376539,0.00040298206,0.003449333,0.07317922,0.8990049,0.00006346703],"about_ca_topic_score_codex":0.0012809223,"about_ca_topic_score_gemma":0.0028632283,"teacher_disagreement_score":0.023772016,"about_ca_system_score_codex":0.0017383562,"about_ca_system_score_gemma":0.0028716787,"threshold_uncertainty_score":0.07952535},"labels":[],"label_agreement":null},{"id":"W1969438174","doi":"10.5539/elt.v5n6p78","title":"Exploring When and Why to Use Arabic in the Saudi Arabian EFL Classroom: Viewing L1 Use as Eclectic Technique","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Semitic languages; Commit; Arabic; Class (philosophy); Literal translation; Mathematics education; Linguistics; Norm (philosophy); Computer science; Source text; Artificial intelligence","score_opus":0.10690991839000163,"score_gpt":0.2750364034313096,"score_spread":0.16812648504130795,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969438174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9892952,0.00092500757,0.0010061908,0.001125805,0.000019965173,0.000017180304,0.0000143889065,0.000011153379,0.0075851628],"genre_scores_gemma":[0.99622995,0.00070364535,0.0007373971,0.00020376843,0.0000069598696,0.000012512566,0.000011064754,0.000011927579,0.0020826475],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978415,0.0012469526,0.00007963067,0.00020305975,0.00035149578,0.00027738998],"domain_scores_gemma":[0.99773216,0.0009857032,0.000533584,0.00006422041,0.00038465133,0.00029965074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002150725,0.0006655016,0.00037997492,0.0014906959,0.00482754,0.0053629754,0.00078754546,0.001423952,0.0014205864],"category_scores_gemma":[0.003383886,0.00037523734,0.00021347072,0.0007173236,0.0046361764,0.0032703702,0.0029980694,0.001791042,0.00044583934],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023669958,0.000044581313,0.010558216,0.000086350876,0.0000045300017,0.000884967,0.9758094,0.000023843459,0.0028553668,0.001563274,0.00025047534,0.0078952],"study_design_scores_gemma":[0.0000033094311,0.00004800867,0.011148324,0.00015058147,0.000010899985,0.0006172251,0.97075605,0.0001957341,0.0012344673,0.0005630305,0.015251991,0.00002046349],"about_ca_topic_score_codex":0.010097429,"about_ca_topic_score_gemma":0.020017777,"teacher_disagreement_score":0.010097429,"about_ca_system_score_codex":0.0027161813,"about_ca_system_score_gemma":0.0018552868,"threshold_uncertainty_score":0.020077348},"labels":[],"label_agreement":null},{"id":"W1969498404","doi":"10.5539/elt.v7n1p128","title":"Motivators for Demotivators Affecting English Language Acquisition of Saudi Preparatory Year Program Students","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Mathematics education; Set (abstract data type); Test (biology); English language; Language acquisition; Qualitative property; Pedagogy; Medical education; Computer science","score_opus":0.010031331751710554,"score_gpt":0.2757385666490613,"score_spread":0.26570723489735076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969498404","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993899,0.000046197318,0.00006367106,0.00007555741,0.0000045664524,0.0000120645145,0.000006023557,0.0000029849896,0.00039916026],"genre_scores_gemma":[0.9992157,0.000071213624,0.00020335028,0.00004584394,0.000004059431,0.00001426997,0.000012360611,0.000002098643,0.00043106687],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99756074,0.001008871,0.00019798828,0.00011442782,0.0006138142,0.0005041566],"domain_scores_gemma":[0.99107504,0.0020137394,0.0032174233,0.0003122074,0.0013201194,0.002061431],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018831617,0.00035789018,0.0002654023,0.0006551392,0.0012156838,0.0011904524,0.0004669226,0.00069468963,0.0018211441],"category_scores_gemma":[0.009426285,0.0002103182,0.00032002447,0.0002883666,0.00074258,0.00028917877,0.0009008255,0.00082181883,0.00032541566],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027269503,0.0014070127,0.9182825,0.00020407948,0.000045026976,0.001250898,0.031272642,0.000078789875,0.0077466182,0.00025028767,0.000543897,0.038645484],"study_design_scores_gemma":[0.000018190816,0.0009724872,0.91962725,0.00007498108,0.000053609103,0.0010885209,0.069412194,0.0003784959,0.003908823,0.00015974589,0.004256514,0.000049118204],"about_ca_topic_score_codex":0.0017719951,"about_ca_topic_score_gemma":0.004021275,"teacher_disagreement_score":0.0018831617,"about_ca_system_score_codex":0.00056453637,"about_ca_system_score_gemma":0.0015535302,"threshold_uncertainty_score":0.009959221},"labels":[],"label_agreement":null},{"id":"W1969644122","doi":"10.3138/cmlr.67.2.247","title":"The Power of Story in the ESL Classroom","year":2011,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Agency (philosophy); Psychology; Pedagogy; Affect (linguistics); English as a second language; Second language; Power (physics); Language acquisition; Mathematics education; Linguistics; Sociology; Communication","score_opus":0.02883530788737198,"score_gpt":0.2197670716521279,"score_spread":0.1909317637647559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969644122","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3685642,0.07230514,0.010552346,0.03338285,0.0005517959,0.000113550544,0.00016835285,0.00018188499,0.5141799],"genre_scores_gemma":[0.97362804,0.012697345,0.0016660257,0.0006997143,0.000098407545,0.00003993277,0.000028392233,0.000028657874,0.011113406],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99536186,0.0033253385,0.00009848111,0.00024694946,0.0006757591,0.0002916277],"domain_scores_gemma":[0.99239177,0.0056229355,0.000532384,0.00032566523,0.0005789761,0.00054826844],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039424603,0.0002808221,0.00039550656,0.0023833378,0.0042497776,0.007678933,0.0010532315,0.0010678117,0.002927354],"category_scores_gemma":[0.0069741406,0.0002153747,0.00015242714,0.0018515202,0.014297267,0.006127928,0.0047897818,0.0011502572,0.00032764522],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005029715,0.00007527876,0.0047523957,0.00061095326,0.000013287921,0.0023630634,0.66034967,0.00015218683,0.0010403375,0.16977581,0.008871081,0.15194564],"study_design_scores_gemma":[0.00001683812,0.000064355394,0.0069469274,0.0011506564,0.000015739672,0.002300537,0.3708834,0.00018732554,0.0009445285,0.0288412,0.5886192,0.00002931301],"about_ca_topic_score_codex":0.023576083,"about_ca_topic_score_gemma":0.039101478,"teacher_disagreement_score":0.023576083,"about_ca_system_score_codex":0.0053763534,"about_ca_system_score_gemma":0.0042972835,"threshold_uncertainty_score":0.046877682},"labels":[],"label_agreement":null},{"id":"W1969748464","doi":"10.5539/elt.v8n5p72","title":"Frequent Errors in Chinese EFL Learners’ Topic-Based Writings","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Plural; Spelling; Grammar; Linguistics; Noun; Psychology; Verb; English grammar; Past tense; Present tense","score_opus":0.025078874769228838,"score_gpt":0.27042958368479125,"score_spread":0.2453507089155624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969748464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996977,0.00030903448,0.0012099938,0.00010713906,0.000029712086,0.000025402487,0.000081107915,0.000070029775,0.0011906538],"genre_scores_gemma":[0.9960473,0.0003120302,0.0015838987,0.00006833384,0.000021819968,0.000026541136,0.00015436234,0.000047271707,0.001738472],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9952266,0.0007791585,0.0011350536,0.0005273154,0.0020533958,0.00027841286],"domain_scores_gemma":[0.97152656,0.011435616,0.0072297207,0.0020334315,0.0071139084,0.00066071824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021543498,0.000649558,0.0005632468,0.0029769794,0.0007448298,0.00092057325,0.0006365348,0.00060505676,0.0013647571],"category_scores_gemma":[0.025685359,0.00022098889,0.00025080724,0.0013701818,0.0010054389,0.0012959649,0.0010835573,0.0005723796,0.00043475875],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046450092,0.0003095871,0.48720506,0.0010578472,0.00011773736,0.015309765,0.16402797,0.0007433553,0.047342304,0.0007288805,0.0025137134,0.2801793],"study_design_scores_gemma":[0.00007535071,0.0010546553,0.7499636,0.0007687289,0.00030096943,0.05680788,0.09634999,0.0076298895,0.05569918,0.0025294775,0.028485121,0.00033518006],"about_ca_topic_score_codex":0.0018093953,"about_ca_topic_score_gemma":0.001679953,"teacher_disagreement_score":0.0029769794,"about_ca_system_score_codex":0.00040540312,"about_ca_system_score_gemma":0.0008396927,"threshold_uncertainty_score":0.011393428},"labels":[],"label_agreement":null},{"id":"W1970002491","doi":"10.7202/019866ar","title":"Learner Needs Analysis for T&amp;I Program Reform","year":2009,"lang":"en","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Needs analysis; Work (physics); Computer science; Mathematics education; Psychology; Pedagogy; Medical education; Medicine; Engineering","score_opus":0.10375479897641726,"score_gpt":0.3128694870490444,"score_spread":0.20911468807262712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1970002491","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8127551,0.0007273506,0.06613564,0.011782491,0.000092590366,0.0026711712,0.0007329249,0.00046591097,0.10463673],"genre_scores_gemma":[0.95117897,0.00037926153,0.041895635,0.00026271254,0.000035008932,0.0013869854,0.00036473712,0.000056337314,0.00444037],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9878164,0.007577108,0.0005615028,0.00026307342,0.0031618485,0.00062008057],"domain_scores_gemma":[0.9673653,0.020899054,0.002557183,0.0012224199,0.0066880127,0.0012679212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01660342,0.00030257565,0.0005466176,0.0052619455,0.002250835,0.0029526958,0.0010080789,0.00084306713,0.0068043377],"category_scores_gemma":[0.039094158,0.00022882324,0.0005739817,0.002269947,0.0010620048,0.0043610674,0.0036060163,0.0011439954,0.00072743074],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00082629843,0.002004381,0.08286021,0.002212557,0.00008144686,0.0010484443,0.17460033,0.0036646896,0.0044426643,0.04953262,0.011845331,0.666881],"study_design_scores_gemma":[0.00015935868,0.0024517141,0.16375606,0.0021305736,0.00020645176,0.0015757099,0.55211365,0.04147258,0.015641952,0.049136184,0.17104742,0.0003083668],"about_ca_topic_score_codex":0.0021473498,"about_ca_topic_score_gemma":0.0027247884,"teacher_disagreement_score":0.01660342,"about_ca_system_score_codex":0.0043475847,"about_ca_system_score_gemma":0.0055448795,"threshold_uncertainty_score":0.08780837},"labels":[],"label_agreement":null},{"id":"W1970135984","doi":"10.5539/hes.v2n3p69","title":"Investigating Administered Essay and Multiple-choice Tests in the English Department of Islamic Azad University, Hamedan Branch","year":2012,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cronbach's alpha; Reliability (semiconductor); Face validity; Test (biology); Content validity; Psychology; Validity; Islam; Multiple choice; Mathematics education; Medical education; Statistics; Clinical psychology; Medicine; Mathematics; Significant difference; Psychometrics; Theology; Philosophy; Power (physics)","score_opus":0.08562011918033231,"score_gpt":0.3213330929377122,"score_spread":0.23571297375737987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1970135984","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9934221,0.00018746631,0.002020148,0.00015326725,0.00008053726,0.0001943824,0.00014254262,0.000030218156,0.0037692974],"genre_scores_gemma":[0.98424983,0.00020239064,0.00890361,0.00014673504,0.000072083174,0.00030328849,0.00031809378,0.000014718204,0.005789257],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946785,0.0017560339,0.0008408073,0.00064864574,0.001765007,0.00031101],"domain_scores_gemma":[0.97323316,0.010375995,0.004096778,0.0012422419,0.009575077,0.0014768112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007912384,0.000452549,0.0005149026,0.0019808316,0.0006300888,0.0011393776,0.00048517826,0.00041489734,0.00319967],"category_scores_gemma":[0.031712342,0.00014648604,0.00036729497,0.0012766338,0.00064251554,0.0012173401,0.00067705906,0.0007726928,0.00096565695],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060164416,0.0046270876,0.6846416,0.0006113705,0.000097356366,0.00086954783,0.010695703,0.0006207954,0.010244346,0.0012576552,0.002785739,0.2829472],"study_design_scores_gemma":[0.00011201683,0.005190628,0.9514765,0.00021084356,0.00007424238,0.0010414271,0.013568614,0.0022578402,0.012849752,0.0012162989,0.011922134,0.00007974508],"about_ca_topic_score_codex":0.00083880743,"about_ca_topic_score_gemma":0.0021880225,"teacher_disagreement_score":0.007912384,"about_ca_system_score_codex":0.00057669694,"about_ca_system_score_gemma":0.0015272908,"threshold_uncertainty_score":0.041845202},"labels":[],"label_agreement":null},{"id":"W1970178076","doi":"10.5539/elt.v2n2p16","title":"Motivation and Attitude in Learning English among UiTM Students in the Northern Region of Malaysia","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Significant difference; Mathematics education; Spearman's rank correlation coefficient; Test (biology); Correlation; Rank correlation; Analysis of variance; Social psychology; Statistics; Mathematics","score_opus":0.01336346798798882,"score_gpt":0.24639990564953435,"score_spread":0.23303643766154553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1970178076","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996636,0.000022262066,0.000009828588,0.000016752287,0.000001377424,0.0000021557173,0.0000048284005,4.1856697e-7,0.00027870623],"genre_scores_gemma":[0.9994735,0.000036838977,0.000022013968,0.000014541328,0.0000021226372,0.000003861669,0.0000099574145,4.0923157e-7,0.00043680187],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996946,0.000068912006,0.000027915392,0.000023639803,0.00009474127,0.000090299094],"domain_scores_gemma":[0.9987839,0.00016169212,0.00043167066,0.00002438617,0.00015092234,0.00044732634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00057854486,0.00019093965,0.00023467446,0.0005516833,0.00060605374,0.0010867635,0.00016656493,0.00036063147,0.0019227793],"category_scores_gemma":[0.0013263084,0.00015476735,0.0002601956,0.00032283083,0.00033274986,0.00034470792,0.00040818608,0.00048298435,0.0004410284],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006580052,0.00047897547,0.9867144,0.00003237612,0.000017825447,0.00020427264,0.0050949412,0.000032628493,0.0013525599,0.000065071086,0.00008842656,0.005852677],"study_design_scores_gemma":[0.0000030670728,0.0004296683,0.98885614,0.000016581404,0.000010420457,0.0002242235,0.009748923,0.0001183641,0.00023667663,0.000026490314,0.00032095448,0.0000084726935],"about_ca_topic_score_codex":0.0032479416,"about_ca_topic_score_gemma":0.0048451545,"teacher_disagreement_score":0.0032479416,"about_ca_system_score_codex":0.00033661502,"about_ca_system_score_gemma":0.00047569536,"threshold_uncertainty_score":0.0064581037},"labels":[],"label_agreement":null},{"id":"W1970973705","doi":"10.3138/cmlr.66.6.817","title":"Collaborative Syntactic Priming Activities and EFL Learners’ Production of <i>Wh</i>-questions","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Priming (agriculture); Psychology; Curriculum; Context (archaeology); Linguistics; Test (biology); Mathematics education; Pedagogy","score_opus":0.012401867453455012,"score_gpt":0.2305348505598776,"score_spread":0.2181329831064226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1970973705","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99639785,0.000135485,0.0002546566,0.000038425504,0.0000034794941,0.000013859698,0.000011707388,0.000015596139,0.0031288508],"genre_scores_gemma":[0.99682873,0.00017634084,0.0010179769,0.000028976625,0.0000049362707,0.000045460383,0.000029219438,0.000009385075,0.0018590506],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99903846,0.00039054852,0.00006200153,0.00020944026,0.00020907547,0.00009041263],"domain_scores_gemma":[0.99394315,0.0032457074,0.0014787979,0.00029654757,0.00048079895,0.000554909],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016328659,0.00033491597,0.000316965,0.00053465564,0.0005473671,0.0013902321,0.00032382863,0.00047831258,0.004414594],"category_scores_gemma":[0.008291896,0.00020995675,0.00013758587,0.0003072365,0.0006151789,0.000854872,0.0010568474,0.0005839958,0.0007611285],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011091898,0.006169401,0.36179298,0.0009991076,0.00010971245,0.004599611,0.16234297,0.0006383035,0.11039766,0.0033348813,0.0025062517,0.346],"study_design_scores_gemma":[0.0002450993,0.0056877597,0.86216617,0.000367892,0.00021850767,0.00477431,0.060717337,0.002281423,0.041394785,0.004545285,0.017465925,0.00013550122],"about_ca_topic_score_codex":0.0024213663,"about_ca_topic_score_gemma":0.002407166,"teacher_disagreement_score":0.004414594,"about_ca_system_score_codex":0.00042861258,"about_ca_system_score_gemma":0.00080326764,"threshold_uncertainty_score":0.014768243},"labels":[],"label_agreement":null},{"id":"W1971125305","doi":"10.1002/j.2333-8504.2003.tb01910.x","title":"INVESTIGATING THE VALIDITY OF TOEFL: A FEASIBILITY STUDY USING CONTENT AND CRITERION‐RELATED STRATEGIES","year":2003,"lang":"en","type":"article","venue":"ETS Research Report Series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test of English as a Foreign Language; Context (archaeology); Psychology; Test (biology); Content validity; Language proficiency; Test validity; Sample (material); Computer science; Mathematics education; Language assessment; Natural language processing; Psychometrics; Clinical psychology","score_opus":0.5438925237843821,"score_gpt":0.44627970010898965,"score_spread":0.09761282367539248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1971125305","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95665026,0.000059500668,0.027519519,0.00040615464,0.00008037399,0.01074959,0.00013545332,0.00009319208,0.004305913],"genre_scores_gemma":[0.90794617,0.00006231301,0.075777136,0.00029938066,0.000050276038,0.014824024,0.00018071425,0.000045670764,0.000814369],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.91743046,0.06027504,0.0064160484,0.0028072763,0.011319303,0.0017518391],"domain_scores_gemma":[0.59554684,0.31153947,0.014609388,0.017210213,0.058064435,0.00302969],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13243978,0.0006538657,0.0006865063,0.002597116,0.0012935867,0.001841331,0.0018571289,0.0014126631,0.0020320157],"category_scores_gemma":[0.30439436,0.0007800232,0.0010910061,0.0011031007,0.001897815,0.0029592025,0.002967306,0.0014750256,0.0005935896],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.007634807,0.028055651,0.54881203,0.0012203576,0.0002737277,0.0007246249,0.019450456,0.004139605,0.022594444,0.0068164426,0.0015954342,0.35868245],"study_design_scores_gemma":[0.0070191906,0.10127308,0.67685205,0.0012468811,0.0005521363,0.0015858538,0.026819486,0.10232446,0.056265276,0.006242616,0.019400563,0.00041831814],"about_ca_topic_score_codex":0.0013141461,"about_ca_topic_score_gemma":0.0021389388,"teacher_disagreement_score":0.13243978,"about_ca_system_score_codex":0.0015902263,"about_ca_system_score_gemma":0.0054126857,"threshold_uncertainty_score":0.70041686},"labels":[],"label_agreement":null},{"id":"W1971161445","doi":"10.12735/ier.v1i3p01","title":"The Impact of Form-Focused-Instruction (FFI) and the implementation of Sociocultural Theory (SCT) in Pedagogical Settings on Second Language Learners’ Written Accuracy Following the Innovated Writing Process IWP","year":2013,"lang":"en","type":"article","venue":"International Education Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Process (computing); Mathematics education; Writing process; Computer science; Psychology; Pedagogy; Linguistics; Sociology; Programming language; Philosophy","score_opus":0.0728054383295204,"score_gpt":0.47037709578136094,"score_spread":0.39757165745184053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1971161445","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968328,0.00005464474,0.00077536586,0.00006565328,0.000004787453,0.000043484313,0.0000030087185,0.000014161329,0.0022062864],"genre_scores_gemma":[0.9966118,0.00006591146,0.0028151902,0.000026036576,0.0000032953626,0.000046449797,0.000006159026,0.000003755692,0.00042122495],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9966628,0.0019936266,0.00018744147,0.00027711355,0.00065447617,0.00022443566],"domain_scores_gemma":[0.9790861,0.015134444,0.002156145,0.0014223184,0.0010972145,0.0011038397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004430018,0.00025497554,0.00033569158,0.00036832778,0.0005580343,0.0015691492,0.0005108071,0.0004912204,0.0015608446],"category_scores_gemma":[0.021021277,0.00019425483,0.00027956255,0.0002409257,0.0014136753,0.00082493795,0.0016235056,0.0007570364,0.00020979266],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00094823126,0.007385157,0.19118965,0.0009001094,0.00008322726,0.0010863437,0.14109918,0.0011606765,0.041709628,0.0024260995,0.00040864287,0.611603],"study_design_scores_gemma":[0.00026045032,0.015275026,0.8417225,0.00045752365,0.00029496118,0.0014957582,0.08711906,0.002857435,0.03940722,0.0035489565,0.007440965,0.00012002346],"about_ca_topic_score_codex":0.00056143163,"about_ca_topic_score_gemma":0.00091891084,"teacher_disagreement_score":0.004430018,"about_ca_system_score_codex":0.00052482914,"about_ca_system_score_gemma":0.0012370475,"threshold_uncertainty_score":0.02342844},"labels":[],"label_agreement":null},{"id":"W1972186878","doi":"10.5539/ijel.v1n2p203","title":"The Relationship between Language Learning Motivation and the Choice of Language Learning Strategies among Chinese Graduates","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Normality; Descriptive statistics; Test (biology); Mathematics education; Pearson product-moment correlation coefficient; Language learning strategies; Correlation; Chinese language; Normality test; Statistical hypothesis testing; Social psychology; Statistics; Mathematics; Linguistics; Cognition","score_opus":0.046738197986442,"score_gpt":0.2969288950783927,"score_spread":0.2501906970919507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972186878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997186,0.00001464659,0.00001168569,0.000019780999,7.305124e-7,0.0000028702445,0.000006858646,4.4778315e-7,0.00022431026],"genre_scores_gemma":[0.9996661,0.000021763206,0.000028618137,0.000010842566,0.0000016674664,0.0000040460604,0.000015361662,4.753004e-7,0.0002510599],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99963605,0.000062151135,0.000032638785,0.000042178835,0.00011122503,0.00011580772],"domain_scores_gemma":[0.9977222,0.00046944755,0.0006714157,0.00004697514,0.00023777128,0.00085219607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000698705,0.00017543785,0.00018294691,0.0007118508,0.0004327907,0.0006905546,0.0002016111,0.00034516057,0.002223827],"category_scores_gemma":[0.0028363166,0.00012291485,0.00022846136,0.00036544696,0.00032617289,0.00021292309,0.0004251822,0.0005148071,0.00019122205],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033442397,0.00017672968,0.99400514,0.0000129699,0.000018705783,0.00007214759,0.0013936666,0.000022158487,0.0008802735,0.00005463272,0.000041075382,0.003289025],"study_design_scores_gemma":[0.0000020866682,0.000089557536,0.9985942,0.0000036475633,0.000005233271,0.000033098833,0.0010007835,0.00009188019,0.000051790765,0.000021604887,0.000102445134,0.0000034741422],"about_ca_topic_score_codex":0.0045721014,"about_ca_topic_score_gemma":0.008179403,"teacher_disagreement_score":0.0045721014,"about_ca_system_score_codex":0.00034888752,"about_ca_system_score_gemma":0.000773312,"threshold_uncertainty_score":0.00909096},"labels":[],"label_agreement":null},{"id":"W1972312440","doi":"10.1075/jicb.1.1.06bal","title":"Towards a cross-linguistic pedagogy","year":2013,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Reciprocal; Shared reading; French immersion; Pedagogy; Psychology; Task (project management); Bridge (graph theory); The arts; Reciprocal teaching; Mathematics education; Linguistics; Literacy; Reading (process); Reading comprehension; Engineering; Visual arts","score_opus":0.03314266643962483,"score_gpt":0.3196621633418176,"score_spread":0.28651949690219275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972312440","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.46286613,0.006781326,0.09770559,0.06209941,0.0011932623,0.0014183819,0.00009672086,0.0010819664,0.36675724],"genre_scores_gemma":[0.8467768,0.0023290177,0.08359199,0.007358158,0.00013068774,0.0015430246,0.00017892595,0.00027367828,0.057817657],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9865014,0.00853999,0.00029756365,0.0016489392,0.0018290374,0.0011830718],"domain_scores_gemma":[0.99165535,0.0024974765,0.00046903538,0.0010245148,0.002014151,0.0023394907],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014336975,0.00094557484,0.0006184797,0.0024760726,0.008831555,0.009487076,0.0032007487,0.0026561916,0.009623303],"category_scores_gemma":[0.010398898,0.0004975375,0.000540535,0.0012592028,0.010760658,0.005896372,0.01994098,0.0039378586,0.0017099191],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000095990144,0.0025606067,0.016208814,0.0009128448,0.00006122372,0.00085539464,0.46773842,0.00046194988,0.007018177,0.13118841,0.01059808,0.36230004],"study_design_scores_gemma":[0.00010323901,0.0005977808,0.023724709,0.0017272413,0.000075451135,0.00088973786,0.3952614,0.0008566029,0.004295759,0.038805228,0.5336117,0.00005117969],"about_ca_topic_score_codex":0.049060386,"about_ca_topic_score_gemma":0.08626511,"teacher_disagreement_score":0.049060386,"about_ca_system_score_codex":0.012738769,"about_ca_system_score_gemma":0.031207612,"threshold_uncertainty_score":0.09754962},"labels":[],"label_agreement":null},{"id":"W1972315868","doi":"10.3138/cmlr.64.1.099","title":"Participants, Texts, and Processes in ESL/EFL Essay Tests: A Narrative Review of the Literature","year":2007,"lang":"en","type":"review","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Task (project management); Psychology; Test (biology); Empirical research; Writing assessment; Linguistics; Cognitive psychology; Pedagogy; Mathematics education; Epistemology","score_opus":0.0409571322770741,"score_gpt":0.30036405630635993,"score_spread":0.25940692402928583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972315868","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005783746,0.9893366,0.00023812114,0.0009507118,0.00011889202,0.00006370918,0.000053089818,0.0000036344716,0.003451459],"genre_scores_gemma":[0.07837608,0.9178151,0.00095912523,0.0006532313,0.0001945189,0.00032062887,0.00012009407,0.0000068041354,0.0015544395],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9901472,0.005791256,0.0013620866,0.00055986247,0.00196698,0.00017267202],"domain_scores_gemma":[0.9668214,0.025597457,0.0036258008,0.00032651462,0.0034301851,0.00019868744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013314858,0.00043903364,0.0013160519,0.0037004573,0.00089284097,0.0028412964,0.00094094337,0.0012191026,0.0021108305],"category_scores_gemma":[0.042514704,0.0003480686,0.00040479912,0.00578771,0.0012640421,0.0026672333,0.0010172316,0.0008013032,0.0006874334],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026968736,0.0001946973,0.00615935,0.10036287,0.00021036548,0.0014513362,0.019281153,0.00011433424,0.0010732092,0.0063840193,0.009085809,0.8554132],"study_design_scores_gemma":[0.000093517854,0.0007956522,0.056033153,0.2005014,0.0011469619,0.0067323707,0.047741547,0.00017965249,0.0033718045,0.0032882967,0.6800197,0.000095922274],"about_ca_topic_score_codex":0.004639163,"about_ca_topic_score_gemma":0.0072972733,"teacher_disagreement_score":0.013314858,"about_ca_system_score_codex":0.0019249923,"about_ca_system_score_gemma":0.005603417,"threshold_uncertainty_score":0.07041657},"labels":[],"label_agreement":null},{"id":"W1972345624","doi":"10.5539/elt.v2n1p101","title":"The Impact of Note-taking Strategies on Listening Comprehension of EFL Learners","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Listening comprehension; Test of English as a Foreign Language; Active listening; Mathematics education; Test (biology); Comprehension; Shahid; Reading comprehension; Language education; Linguistics; Reading (process); Communication","score_opus":0.019025312448024082,"score_gpt":0.3073458996722283,"score_spread":0.28832058722420423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972345624","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992855,0.00005105101,0.000078722565,0.000012574031,0.0000011872929,0.0000037141585,0.000008124282,0.00000393367,0.0005552612],"genre_scores_gemma":[0.9992976,0.00005934644,0.00018966245,0.000010487053,0.0000034148256,0.0000057195043,0.000021719838,0.0000026456673,0.00040939008],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991247,0.00031792623,0.00009093871,0.00012215441,0.00023666864,0.00010752746],"domain_scores_gemma":[0.98831,0.006807726,0.002555929,0.00046265122,0.00080098957,0.0010627825],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010230084,0.00036355248,0.0002250886,0.00050216436,0.0002231743,0.0014853708,0.00028138302,0.00033112327,0.002278306],"category_scores_gemma":[0.012724075,0.00012987742,0.00019374595,0.00022766725,0.00040509077,0.000530115,0.00047348344,0.00042608785,0.00039145787],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088384695,0.001538848,0.8533298,0.00014483545,0.00012009031,0.0010305599,0.01084904,0.00023897918,0.044005007,0.00016169909,0.00015018164,0.087547176],"study_design_scores_gemma":[0.00002522397,0.002532297,0.9800116,0.000037077752,0.00008394866,0.00086964783,0.008095001,0.00053672213,0.0069279447,0.00033303167,0.00051667675,0.000030712104],"about_ca_topic_score_codex":0.00075058214,"about_ca_topic_score_gemma":0.00096663914,"teacher_disagreement_score":0.002278306,"about_ca_system_score_codex":0.00017429271,"about_ca_system_score_gemma":0.00032872494,"threshold_uncertainty_score":0.007621646},"labels":[],"label_agreement":null},{"id":"W1972470002","doi":"10.5539/ijel.v2n4p101","title":"Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Islamic Azad University","keywords":"Mnemonic; Vocabulary; Memorization; Recall; Psychology; Rote learning; Control (management); Repetition (rhetorical device); Cognitive psychology; Developmental psychology; Mathematics education; Teaching method; Computer science; Linguistics; Artificial intelligence; Cooperative learning","score_opus":0.023599408220945847,"score_gpt":0.28379011642664803,"score_spread":0.26019070820570217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972470002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99984074,0.000038291688,0.000026072154,0.0000037905913,9.696082e-7,0.0000038748212,0.00000677887,0.0000018717693,0.0000775407],"genre_scores_gemma":[0.99914086,0.000078903875,0.0002784391,0.000007790861,0.000002913312,0.00001596792,0.00003777846,0.0000014566816,0.00043591752],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99952877,0.00011821006,0.00006235842,0.000101642174,0.0001246136,0.00006441703],"domain_scores_gemma":[0.9971186,0.0009658727,0.00089537154,0.00027040354,0.0003360435,0.00041373182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008903986,0.00033888558,0.00038010132,0.00035650132,0.00018981622,0.00044986315,0.00026454462,0.00027465727,0.00088670553],"category_scores_gemma":[0.0043945014,0.00014079419,0.00020206797,0.0001379253,0.00028311924,0.00025422886,0.00041330527,0.00043487235,0.0001594252],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008289203,0.0111771235,0.6986523,0.00036093895,0.00027414906,0.00056119816,0.010395889,0.0005852765,0.12679528,0.00014092289,0.00022962122,0.14253816],"study_design_scores_gemma":[0.000104502185,0.028049171,0.9366195,0.00002858435,0.00018255894,0.0004552886,0.002758963,0.0006169156,0.029882245,0.00016333156,0.0011003059,0.000038545637],"about_ca_topic_score_codex":0.00053160643,"about_ca_topic_score_gemma":0.0007878926,"teacher_disagreement_score":0.0008903986,"about_ca_system_score_codex":0.00012824191,"about_ca_system_score_gemma":0.00020332768,"threshold_uncertainty_score":0.0047089458},"labels":[],"label_agreement":null},{"id":"W1972629325","doi":"10.1080/10986060709336604","title":"Students’ Critical Awareness of Voice and Agency in Mathematics Classroom Discourse","year":2007,"lang":"en","type":"article","venue":"Mathematical Thinking and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Conversation; Agency (philosophy); Class (philosophy); Mathematics education; Convention; Sociology; Pedagogy; Psychology; Computer science; Social science; Communication; Artificial intelligence","score_opus":0.038478119081110415,"score_gpt":0.3372722449877594,"score_spread":0.29879412590664894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972629325","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79425687,0.0024777574,0.0077150273,0.017663393,0.0002953081,0.00009915236,0.00003997851,0.000093560615,0.177359],"genre_scores_gemma":[0.99432844,0.00038727382,0.00038693193,0.00045519302,0.000037366797,0.00003731762,0.000007844758,0.000022545068,0.004337189],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960335,0.0025439502,0.00012236077,0.00027473675,0.00047813245,0.0005472664],"domain_scores_gemma":[0.9963133,0.0025716692,0.0004254821,0.0001600956,0.00022181396,0.00030766905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030334438,0.00054025976,0.0004142731,0.0017936236,0.006622432,0.010697804,0.00094530743,0.0022268498,0.003926755],"category_scores_gemma":[0.007871853,0.00030279352,0.00041594257,0.0009502776,0.018816488,0.009290369,0.0061517498,0.0050578164,0.00036075182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013394204,0.000020925392,0.000682588,0.000024972793,0.000001923922,0.00018243176,0.9604894,0.00002702382,0.0005626442,0.03458243,0.00052649016,0.0028856916],"study_design_scores_gemma":[0.000012979997,0.00006636299,0.0028944053,0.00025960442,0.000012594894,0.00083097094,0.89721006,0.0003266546,0.0010565352,0.018779425,0.07851505,0.000035352572],"about_ca_topic_score_codex":0.003849965,"about_ca_topic_score_gemma":0.0036200099,"teacher_disagreement_score":0.010697804,"about_ca_system_score_codex":0.0025997802,"about_ca_system_score_gemma":0.0016227576,"threshold_uncertainty_score":0.018862784},"labels":[],"label_agreement":null},{"id":"W1972986416","doi":"10.5539/ass.v10n14p254","title":"Status of English in Malaysia","year":2014,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":110,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructivism (international relations); Social constructivism; Reciprocal; Mathematics education; Meaning (existential); Pedagogy; Psychology; Learning theory; Order (exchange); Epistemology; Sociology; Linguistics; Political science","score_opus":0.019674711551939277,"score_gpt":0.26219494083095934,"score_spread":0.24252022927902006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972986416","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95390856,0.0030997163,0.00009345468,0.0020543784,0.000079180034,0.000010472094,0.00019322771,0.0000073393894,0.040553734],"genre_scores_gemma":[0.9932774,0.0011854958,0.00007496777,0.000121048,0.000021867481,0.00000568784,0.00004702472,0.000003185305,0.0052633304],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99906677,0.00018300898,0.000102607744,0.00011177496,0.00023308636,0.00030273158],"domain_scores_gemma":[0.9981324,0.00020271413,0.00061633845,0.000043796794,0.00038140744,0.0006234568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000839738,0.00015265899,0.00013950725,0.0015910789,0.0015346755,0.0025586977,0.00028060502,0.00030911833,0.0037102692],"category_scores_gemma":[0.0019057128,0.00011900769,0.00010579525,0.0010742792,0.0015338806,0.0020869293,0.0015352989,0.00074350374,0.000566198],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004629227,0.00022283306,0.50998515,0.000984231,0.00003963122,0.0033361379,0.15926127,0.00022831326,0.008723169,0.08669582,0.0055292295,0.22453135],"study_design_scores_gemma":[0.000009836638,0.00037595065,0.7844462,0.00075788744,0.000027353171,0.0021397797,0.097738005,0.0002879936,0.0011769109,0.00317546,0.109787904,0.00007664958],"about_ca_topic_score_codex":0.020381797,"about_ca_topic_score_gemma":0.024081435,"teacher_disagreement_score":0.020381797,"about_ca_system_score_codex":0.0021518674,"about_ca_system_score_gemma":0.0029789205,"threshold_uncertainty_score":0.04052633},"labels":[],"label_agreement":null},{"id":"W1973471812","doi":"10.1080/09588220701489473","title":"An ethnographic study of a key-pal project: Learning a foreign language through bilingual communication","year":2007,"lang":"en","type":"article","venue":"Computer Assisted Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Vocabulary; Computer science; Language acquisition; Key (lock); Project-based learning; Ethnography; Foreign language; Mathematics education; Psychology; Linguistics; Pedagogy; Sociology","score_opus":0.042634683305975696,"score_gpt":0.32893892387676077,"score_spread":0.2863042405707851,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1973471812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99661887,0.00009762859,0.00093666394,0.00018997063,0.000011539779,0.0001326077,0.00002839794,0.000011040282,0.0019732101],"genre_scores_gemma":[0.9956344,0.00032569244,0.0016978063,0.00017585144,0.00001909118,0.0002813713,0.00004531036,0.000019185522,0.0018013516],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99247545,0.005682086,0.0002264958,0.00043840203,0.0004139429,0.00076361245],"domain_scores_gemma":[0.985706,0.009550709,0.0012834204,0.00058170705,0.0008088651,0.002069283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065738303,0.00091921375,0.000764115,0.001596885,0.007997235,0.0029645013,0.0013159235,0.0014071963,0.0020757497],"category_scores_gemma":[0.012941434,0.00067525246,0.0003561156,0.0009420863,0.004617109,0.0026957137,0.00489211,0.0020536927,0.00040225373],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009677009,0.000572519,0.010955814,0.00013410299,0.000007973389,0.0020013605,0.9753709,0.00006277649,0.0020474072,0.0005291342,0.00032305336,0.007898304],"study_design_scores_gemma":[0.00002739236,0.0006622845,0.006906588,0.00010254503,0.000012952792,0.0010912656,0.9826194,0.00019704338,0.0013152165,0.00017851983,0.0068585053,0.000028356164],"about_ca_topic_score_codex":0.0039228755,"about_ca_topic_score_gemma":0.012596134,"teacher_disagreement_score":0.007997235,"about_ca_system_score_codex":0.0017749716,"about_ca_system_score_gemma":0.0022833126,"threshold_uncertainty_score":0.034766138},"labels":[],"label_agreement":null},{"id":"W1973761739","doi":"10.1080/14623943.2014.900029","title":"‘I feel like I’ve plateaued professionally … gone a little stale’: mid-career reflections in a teacher discussion group","year":2014,"lang":"en","type":"article","venue":"Reflective Practice","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Enthusiasm; Pedagogy; Phenomenon; Psychology; Qualitative research; Sociology; Social psychology; Epistemology; Social science","score_opus":0.05372220285737067,"score_gpt":0.33871951034188724,"score_spread":0.28499730748451657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1973761739","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9650261,0.00060729455,0.0042495355,0.011972838,0.00033274933,0.00027906487,0.00012023773,0.00014186735,0.017270416],"genre_scores_gemma":[0.9846718,0.0004098653,0.0016341476,0.0017105659,0.00008403575,0.00015319725,0.00006495731,0.00013985652,0.011131522],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9751828,0.017872911,0.0006135487,0.0012302196,0.0019623758,0.003138056],"domain_scores_gemma":[0.93384165,0.042980008,0.003730761,0.0016255558,0.005942252,0.011879728],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016896963,0.0009733217,0.0011190627,0.0017330684,0.032048747,0.008505937,0.0038087706,0.0047376435,0.0040439675],"category_scores_gemma":[0.053566467,0.0010790305,0.0006506041,0.0013203683,0.020288441,0.004993838,0.010828873,0.009528415,0.001030034],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021888698,0.000022585436,0.0007274358,0.000022620077,0.000001683501,0.00059177796,0.9961687,0.000012729898,0.00035918914,0.00029413746,0.0005048252,0.0012724687],"study_design_scores_gemma":[0.0000047197436,0.000033680168,0.0007006912,0.000052958356,0.0000022215365,0.0002305044,0.9880498,0.000029922356,0.00025015837,0.00015202884,0.010478826,0.000014450723],"about_ca_topic_score_codex":0.04479508,"about_ca_topic_score_gemma":0.07978281,"teacher_disagreement_score":0.04479508,"about_ca_system_score_codex":0.012051866,"about_ca_system_score_gemma":0.011972689,"threshold_uncertainty_score":0.08936077},"labels":[],"label_agreement":null},{"id":"W1974657152","doi":"10.5539/hes.v4n3p58","title":"UAE University Students’ Awareness of Using the Writing Center","year":2014,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Writing center; Center (category theory); Professional writing; Psychology; TUTOR; Medical education; Mathematics education; Supervisor; Higher education; Institution; Pedagogy; Sociology; Medicine","score_opus":0.1223275029785471,"score_gpt":0.364855219426485,"score_spread":0.2425277164479379,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1974657152","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99568534,0.00018510126,0.00017430511,0.00045553886,0.000014113066,0.000013130309,0.000016858847,0.000014503384,0.0034410912],"genre_scores_gemma":[0.99810517,0.00027535888,0.00025873026,0.00012347469,0.000006973197,0.000012421788,0.000013842858,0.0000030841115,0.0012008948],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99768627,0.00095743383,0.00020252848,0.00011345096,0.00076138147,0.000278916],"domain_scores_gemma":[0.9878256,0.004748999,0.00256952,0.00050073664,0.0023507504,0.002004393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003032498,0.00018273894,0.00028065775,0.0009067843,0.0017546352,0.0033271099,0.0005500624,0.00071131135,0.004459937],"category_scores_gemma":[0.016338594,0.00021021377,0.00018970421,0.00063396955,0.00087531924,0.0014425163,0.0014394774,0.0010400059,0.00054414966],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014950716,0.0010110419,0.5850807,0.000409832,0.000038523638,0.0021543463,0.23980448,0.00022426483,0.0063241515,0.0008494483,0.0032464452,0.16070725],"study_design_scores_gemma":[0.000010024095,0.00089686166,0.54386187,0.0003778484,0.0000445482,0.0019381709,0.41898236,0.00067734445,0.0043893238,0.00039103636,0.028328694,0.00010194948],"about_ca_topic_score_codex":0.0025893408,"about_ca_topic_score_gemma":0.0049023223,"teacher_disagreement_score":0.004459937,"about_ca_system_score_codex":0.00073912943,"about_ca_system_score_gemma":0.0014956027,"threshold_uncertainty_score":0.016037524},"labels":[],"label_agreement":null},{"id":"W1975263686","doi":"10.1016/s0346-251x(00)00036-1","title":"What to look for in ESL admission tests: Cambridge certificate exams, IELTS, and TOEFL","year":2000,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":84,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Test of English as a Foreign Language; Test (biology); Certificate; Language assessment; Computer science; Reliability (semiconductor); Construct validity; Quality (philosophy); Construct (python library); Medical education; Psychology; Mathematics education; Psychometrics; Medicine","score_opus":0.0811391115622514,"score_gpt":0.27662622783803636,"score_spread":0.19548711627578497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975263686","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32803738,0.015213653,0.014302459,0.5194785,0.012849472,0.0011126403,0.005620143,0.0022728585,0.101112895],"genre_scores_gemma":[0.83713096,0.007790801,0.08102278,0.029756648,0.005041362,0.00076542393,0.0035944923,0.0011132924,0.033784315],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9958593,0.0012013775,0.00062910706,0.00026499626,0.0010303034,0.0010149581],"domain_scores_gemma":[0.97885233,0.0041478192,0.0019720343,0.00085202977,0.006454131,0.00772167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006356001,0.0009045385,0.0015464312,0.0030672243,0.003592812,0.005981257,0.002385325,0.005533312,0.031577613],"category_scores_gemma":[0.049553707,0.0006322785,0.0019623786,0.0018702691,0.0015928455,0.009551646,0.0022420818,0.004427346,0.013768565],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006674605,0.0015919891,0.25024676,0.0005509238,0.0001271354,0.002319434,0.0012473699,0.0010945547,0.0012310288,0.0027893966,0.27548224,0.4626518],"study_design_scores_gemma":[0.0008162695,0.0019617593,0.68454707,0.007863293,0.00076036155,0.008382035,0.041707806,0.008305582,0.01871243,0.031296253,0.19436447,0.0012826867],"about_ca_topic_score_codex":0.031644344,"about_ca_topic_score_gemma":0.058213234,"teacher_disagreement_score":0.031644344,"about_ca_system_score_codex":0.0039453995,"about_ca_system_score_gemma":0.009836211,"threshold_uncertainty_score":0.10563767},"labels":[],"label_agreement":null},{"id":"W1975297621","doi":"10.5539/elt.v7n10p113","title":"Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review","year":2014,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Foreign language; CONQUEST; Quality (philosophy); Language assessment; Modern language; English language; Language education; Politics; Pedagogy; Sociology; Mathematics education; Psychology; Political science; History; Ancient history; Law","score_opus":0.037215595200487686,"score_gpt":0.33720797425932353,"score_spread":0.29999237905883586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975297621","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007267944,0.99846953,0.000032471216,0.00015431212,0.000051839048,0.000035947054,0.00005820633,0.0000020717353,0.00046873113],"genre_scores_gemma":[0.0052063046,0.994337,0.00015407434,0.00012641147,0.000028035005,0.00003972618,0.00004350337,0.0000018360214,0.00006308827],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977188,0.00070779794,0.0006954887,0.000160106,0.0006431458,0.00007471669],"domain_scores_gemma":[0.99084115,0.005506216,0.0016681835,0.00011195568,0.0015619926,0.0003104656],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00548866,0.00064320024,0.0031449834,0.0048111132,0.00037759455,0.001669983,0.0015222505,0.00092052494,0.003478115],"category_scores_gemma":[0.013222618,0.00041058013,0.0017122305,0.006162272,0.00060558255,0.0016064583,0.0008203076,0.00082084286,0.00032962058],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026999926,0.00017043174,0.0012828164,0.44873446,0.00113694,0.00013217771,0.00041785775,0.00014992732,0.00035284687,0.0007325091,0.004948935,0.5416711],"study_design_scores_gemma":[0.00020414696,0.0014057703,0.019703496,0.6752514,0.013823025,0.0012406477,0.0015775015,0.00017555973,0.0010054361,0.00058761647,0.28494975,0.00007569296],"about_ca_topic_score_codex":0.0053384327,"about_ca_topic_score_gemma":0.014720347,"teacher_disagreement_score":0.00548866,"about_ca_system_score_codex":0.0017325265,"about_ca_system_score_gemma":0.0076796743,"threshold_uncertainty_score":0.029027164},"labels":[],"label_agreement":null},{"id":"W1975493025","doi":"10.5430/elr.v1n1p97","title":"An Investigation of Chinese Undergraduate English Majors’ Graduation Theses from 2007 to 2009","year":2012,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Graduation (instrument); Supervisor; Presentation (obstetrics); Psychology; Mathematics education; Medical education; Pedagogy; Medicine; Management; Engineering","score_opus":0.09292337921894274,"score_gpt":0.36371119008770003,"score_spread":0.2707878108687573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975493025","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99732673,0.00008430742,0.000032337903,0.00007693084,0.0000147618475,0.000055814173,0.0009809692,0.000008280986,0.0014199208],"genre_scores_gemma":[0.9946189,0.00013247343,0.0000826213,0.00008124764,0.000022899343,0.000098285294,0.0022516015,0.000005064185,0.0027068867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983021,0.00013637755,0.00023497254,0.00022673787,0.0006346153,0.00046519152],"domain_scores_gemma":[0.99278647,0.0004920034,0.0022796942,0.00025416515,0.0019981489,0.0021895897],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0020140565,0.00034797422,0.00040815986,0.0051658484,0.0015994819,0.0009891269,0.0007914154,0.00037562512,0.0027097024],"category_scores_gemma":[0.00400481,0.00026630162,0.0003249116,0.004865817,0.00047918622,0.00042403632,0.0015572988,0.0005833816,0.0008527296],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007113567,0.0001492666,0.9753882,0.000063819505,0.000013941169,0.0002713603,0.0064825816,0.00001784135,0.0005842803,0.00007501396,0.0015883333,0.0152941225],"study_design_scores_gemma":[0.0000010172866,0.000030384754,0.99629694,0.0000047036037,0.0000023448224,0.000032765765,0.0027288692,0.00001785376,0.000078656325,0.0000030879949,0.0008005152,0.0000029424157],"about_ca_topic_score_codex":0.03952195,"about_ca_topic_score_gemma":0.08843669,"teacher_disagreement_score":0.99798596,"about_ca_system_score_codex":0.0016080751,"about_ca_system_score_gemma":0.0024069864,"threshold_uncertainty_score":0.07858384},"labels":[],"label_agreement":null},{"id":"W1976098679","doi":"10.1080/09658416.2013.863899","title":"Differential effects of explicit form-focused instruction on morphosyntactic development","year":2014,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Plural; Psychology; Linguistics; Noun; Differential effects; Grammar; Control (management); Morpheme; Cognitive psychology; Computer science; Artificial intelligence","score_opus":0.013299964302334785,"score_gpt":0.22838968217323607,"score_spread":0.21508971787090128,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976098679","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987606,0.000072364695,0.00037835856,0.000013133861,0.0000034151003,0.00002616777,0.000007679127,0.000021532247,0.00071680994],"genre_scores_gemma":[0.9963092,0.0001352509,0.0024931277,0.000026895968,0.000006195737,0.000055040826,0.000027752676,0.000008942732,0.00093758997],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9996008,0.00009124393,0.000044833374,0.00009294867,0.00010503845,0.000065212145],"domain_scores_gemma":[0.9977442,0.0013723935,0.00035882785,0.00020606907,0.00012509729,0.00019341827],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00056254823,0.00032651296,0.00033568425,0.00036199394,0.00017206714,0.00036126754,0.00029533135,0.0002627391,0.0021976745],"category_scores_gemma":[0.003951832,0.0001605348,0.00012912464,0.00016764172,0.00046473727,0.00038252104,0.0006983412,0.0004268576,0.00021197063],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005017484,0.010972019,0.029949399,0.0009964105,0.000068476766,0.000800336,0.0074939146,0.00034224347,0.48516575,0.0006688167,0.00027970658,0.4582455],"study_design_scores_gemma":[0.0010648301,0.033229146,0.6655577,0.00022184066,0.0003422318,0.0020718586,0.0041177804,0.0021261505,0.28160864,0.0017726118,0.0077883173,0.000098928795],"about_ca_topic_score_codex":0.00044034174,"about_ca_topic_score_gemma":0.00068151846,"teacher_disagreement_score":0.0021976745,"about_ca_system_score_codex":0.00016536257,"about_ca_system_score_gemma":0.00033298213,"threshold_uncertainty_score":0.0073519945},"labels":[],"label_agreement":null},{"id":"W1976519407","doi":"10.3138/cmlr.58.1.133","title":"A Functional Approach to Research on Content-based Language Learning: Recasts in Causal Explanations","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":52,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Perspective (graphical); Linguistics; Meaning (existential); Language acquisition; Psychology; Metaphor; Focus (optics); Computer science; Artificial intelligence; Mathematics education","score_opus":0.16023881175688906,"score_gpt":0.30631743223024843,"score_spread":0.14607862047335937,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976519407","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.039967105,0.03047672,0.67941344,0.02816212,0.00040099575,0.00021851393,0.00024370704,0.0002868564,0.22083054],"genre_scores_gemma":[0.84857744,0.015332112,0.12245098,0.002132545,0.00046044242,0.000573794,0.0002246051,0.00018627681,0.010061846],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99320966,0.004902367,0.00021511283,0.0005961303,0.0007699212,0.00030676415],"domain_scores_gemma":[0.9767014,0.01899058,0.0013632369,0.001582176,0.0010450426,0.00031762038],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008304037,0.0010398979,0.00085098605,0.010305786,0.0028218022,0.006798662,0.0029490818,0.0030960874,0.0054812813],"category_scores_gemma":[0.015343065,0.0005475226,0.0009257531,0.0069239736,0.043185107,0.015296081,0.0033339013,0.004505804,0.00057009613],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009133483,0.000011854351,0.00040406224,0.00014565028,0.000008325764,0.000058993068,0.005075021,0.00034070603,0.00011434664,0.98408335,0.00026656667,0.009481976],"study_design_scores_gemma":[0.000010585367,0.000035776044,0.0009759056,0.00019816706,0.00001712565,0.00024002307,0.004115234,0.0016302916,0.0003065758,0.962863,0.029590925,0.000016326845],"about_ca_topic_score_codex":0.008827015,"about_ca_topic_score_gemma":0.0074868174,"teacher_disagreement_score":0.010305786,"about_ca_system_score_codex":0.008950652,"about_ca_system_score_gemma":0.003946308,"threshold_uncertainty_score":0.06494182},"labels":[],"label_agreement":null},{"id":"W1976769519","doi":"10.7202/010644ar","title":"Vers l’énoncé d’interventions susceptibles de favoriser l’émergence de la métacognition chez l'enfant du préscolaire","year":2005,"lang":"fr","type":"article","venue":"Revue de l’Université de Moncton","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Commission Scolaire des Hautes Rivières; Université du Québec à Trois-Rivières","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.013418389945105703,"score_gpt":0.23917358938917302,"score_spread":0.22575519944406733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976769519","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8471868,0.034532174,0.023290016,0.02914266,0.0016772976,0.0016042632,0.00020482483,0.00022897327,0.062133007],"genre_scores_gemma":[0.8996818,0.02255159,0.041650686,0.0036916034,0.00033545258,0.0030585178,0.00013425098,0.0000653234,0.028830731],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9977969,0.0014220699,0.00008090829,0.00023352721,0.0002602289,0.000206398],"domain_scores_gemma":[0.99425185,0.0040899403,0.00044910976,0.00027657452,0.00043450057,0.0004981248],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040003275,0.0005106114,0.00059577264,0.00065731996,0.001551536,0.001614684,0.0009080725,0.0012658964,0.009693131],"category_scores_gemma":[0.011220687,0.00015055032,0.00051928655,0.0003699439,0.0016414548,0.0015904745,0.0018210547,0.0014569251,0.00068530947],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017644435,0.0029857673,0.010161066,0.008980456,0.00021652179,0.0016698517,0.11969744,0.00055737287,0.0106629785,0.025108723,0.0083805295,0.80981475],"study_design_scores_gemma":[0.0014566757,0.013162869,0.12182632,0.022569817,0.0013337436,0.0020898606,0.17087972,0.0015963704,0.03225535,0.04261087,0.5899909,0.00022749219],"about_ca_topic_score_codex":0.0053731673,"about_ca_topic_score_gemma":0.018474845,"teacher_disagreement_score":0.009693131,"about_ca_system_score_codex":0.0019559676,"about_ca_system_score_gemma":0.0054454464,"threshold_uncertainty_score":0.032426715},"labels":[],"label_agreement":null},{"id":"W1976899289","doi":"10.1016/j.jslw.2014.09.009","title":"Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing","year":2014,"lang":"en","type":"article","venue":"Journal of Second Language Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":110,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Courant Forschungszentrum Geobiologie, Georg-August-Universität Göttingen; Social Sciences and Humanities Research Council of Canada","keywords":"Prewriting; Collaborative writing; Mathematics education; Psychology; Pedagogy; Computer science; Linguistics; Teaching method; Cooperative learning","score_opus":0.06539187520849633,"score_gpt":0.3109448573315355,"score_spread":0.24555298212303917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976899289","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9934824,0.00007510054,0.00085798185,0.000114011214,0.000009908872,0.000037190337,0.000039523795,0.00003886179,0.005344939],"genre_scores_gemma":[0.99751294,0.00004846213,0.000550969,0.000044858243,0.0000070481833,0.000054102093,0.000051451618,0.000022597891,0.0017076144],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9959312,0.0023936653,0.000206343,0.0004541549,0.0006282843,0.00038639057],"domain_scores_gemma":[0.9435894,0.04588086,0.0048373034,0.00089840894,0.0024541372,0.0023398364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030000699,0.00033066934,0.00035654873,0.001314297,0.002655112,0.0055441223,0.00093962916,0.001474826,0.004945308],"category_scores_gemma":[0.047393862,0.00036844754,0.0002720021,0.0008389206,0.0010080731,0.0020159895,0.0030792844,0.0016352774,0.0007917209],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012786799,0.0009794554,0.15985559,0.00032860078,0.000086810775,0.0015411244,0.7712325,0.0003446866,0.015275041,0.0012473641,0.0009726876,0.046857454],"study_design_scores_gemma":[0.00009583128,0.0014089168,0.4372174,0.0003300465,0.00010730056,0.0016149862,0.5346823,0.003248608,0.006478092,0.0022056946,0.012465409,0.00014542209],"about_ca_topic_score_codex":0.0024048805,"about_ca_topic_score_gemma":0.004114753,"teacher_disagreement_score":0.0055441223,"about_ca_system_score_codex":0.0010301572,"about_ca_system_score_gemma":0.0010790018,"threshold_uncertainty_score":0.016543686},"labels":[],"label_agreement":null},{"id":"W1976988183","doi":"10.7202/1023814ar","title":"Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students","year":2014,"lang":"en","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Mandarin Chinese; Psychology; Foreign language; Mathematics education; Exploratory research; Interpretation (philosophy); Scale (ratio); Language acquisition; Descriptive statistics; Empirical research; Metacognition; Linguistics; Cognition","score_opus":0.0410441779115946,"score_gpt":0.30167435005041715,"score_spread":0.26063017213882256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976988183","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998907,0.000005058505,0.0000146389575,0.000004529928,2.7630733e-7,0.000006420519,0.000003377354,3.127236e-7,0.00007475989],"genre_scores_gemma":[0.9993942,0.000030594012,0.00012391934,0.000017825396,0.0000016505576,0.00003105408,0.00002030477,0.0000012597441,0.00037911165],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99963987,0.00009283013,0.000037376256,0.00006479419,0.00006396278,0.0001010618],"domain_scores_gemma":[0.99875057,0.00033624028,0.0002625854,0.00007414908,0.0002028006,0.00037374874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008954291,0.0005188905,0.000578987,0.0009415169,0.001218177,0.0011487702,0.00045218068,0.0005913281,0.0014008798],"category_scores_gemma":[0.0019622983,0.00034726024,0.00047798303,0.00072467176,0.000641954,0.0006151681,0.0007902112,0.0008905254,0.00031240698],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022302015,0.0053041643,0.8302291,0.000103712024,0.00005708883,0.0025539973,0.13683763,0.00012539561,0.007825524,0.00014766256,0.00015720037,0.01643558],"study_design_scores_gemma":[0.000044430202,0.004387323,0.86211985,0.00004726401,0.00007345554,0.0010934167,0.12759799,0.0005106704,0.0027170095,0.00016156807,0.0011973336,0.000049789138],"about_ca_topic_score_codex":0.0044662636,"about_ca_topic_score_gemma":0.008125443,"teacher_disagreement_score":0.0044662636,"about_ca_system_score_codex":0.00041612977,"about_ca_system_score_gemma":0.0009841988,"threshold_uncertainty_score":0.008880556},"labels":[],"label_agreement":null},{"id":"W1977760521","doi":"10.1177/0033688208101446","title":"Learning Language, Learning Teaching","year":2009,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Variety (cybernetics); Context (archaeology); Mathematics education; Foreign language; Language education; Pedagogy; Government (linguistics); Teaching method; Perception; Language acquisition; First language; Psychology; Sociology; Linguistics; Computer science; Geography","score_opus":0.01447785218122425,"score_gpt":0.2635599450216039,"score_spread":0.24908209284037966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1977760521","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0360745,0.021864558,0.002288963,0.048813216,0.0010502064,0.000059238188,0.000103479,0.0001240032,0.8896219],"genre_scores_gemma":[0.7711913,0.016728433,0.0023537057,0.0049188337,0.00053947524,0.00014225749,0.00007069603,0.00005933795,0.20399606],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9987612,0.0006562953,0.000034180757,0.00014755677,0.00024554913,0.00015532279],"domain_scores_gemma":[0.998464,0.00059675664,0.00011259869,0.000078377045,0.00016127295,0.0005870486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001369964,0.00022885423,0.00024982088,0.0006254137,0.003967656,0.00849001,0.00065884273,0.0013667737,0.019543668],"category_scores_gemma":[0.0030220053,0.00006852656,0.00010323749,0.000817153,0.0076135863,0.0045650885,0.003623269,0.001840823,0.0030082918],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039043152,0.0002907823,0.004086006,0.0005653466,0.0000073860506,0.0005405348,0.08962862,0.00020280459,0.00030100704,0.44684598,0.067428574,0.39006397],"study_design_scores_gemma":[0.000016271004,0.000077448625,0.0048701065,0.000680112,0.0000059886797,0.0006785643,0.08546122,0.00015410992,0.0002597607,0.14979953,0.7579826,0.000014282955],"about_ca_topic_score_codex":0.01390353,"about_ca_topic_score_gemma":0.013760538,"teacher_disagreement_score":0.019543668,"about_ca_system_score_codex":0.0042656963,"about_ca_system_score_gemma":0.004394585,"threshold_uncertainty_score":0.0653801},"labels":[],"label_agreement":null},{"id":"W1977829856","doi":"10.5539/ies.v8n1p29","title":"Evaluation of an ESP Course of Qur’anic Sciences and Tradition","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Mathematics education; English for specific purposes; Psychology; Protocol (science); Course evaluation; Teaching method; Medical education; Pedagogy; Higher education; Medicine; Political science; Alternative medicine","score_opus":0.24334329941555397,"score_gpt":0.45643664613400303,"score_spread":0.21309334671844907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1977829856","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9735238,0.00022631066,0.0030404285,0.00035527078,0.000070290866,0.0006240741,0.000079925594,0.00005255408,0.02202729],"genre_scores_gemma":[0.9755318,0.00040853105,0.011807982,0.00016716625,0.00005715788,0.00035577972,0.00025209284,0.000022927203,0.011396379],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9949604,0.001953209,0.00033624706,0.00019408276,0.0022349607,0.00032110236],"domain_scores_gemma":[0.9834788,0.005543258,0.0015681547,0.0005285848,0.0075366125,0.0013445668],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007015658,0.00028903765,0.00040999544,0.0013788536,0.00056496816,0.0014056406,0.0005744825,0.0004187929,0.0047155847],"category_scores_gemma":[0.017454298,0.000091787006,0.00028550322,0.0009005149,0.00054721866,0.00084545487,0.00077148504,0.00049733435,0.0007887829],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007548242,0.006112348,0.14483272,0.0016273196,0.00005879252,0.0012699403,0.033949573,0.0020253693,0.032832816,0.004230957,0.015699724,0.75660557],"study_design_scores_gemma":[0.00019616805,0.014334797,0.75722355,0.0013706831,0.000151556,0.0017678244,0.06546991,0.007652811,0.045031317,0.002989006,0.103658095,0.00015431985],"about_ca_topic_score_codex":0.0005765958,"about_ca_topic_score_gemma":0.0019611109,"teacher_disagreement_score":0.007015658,"about_ca_system_score_codex":0.0016890173,"about_ca_system_score_gemma":0.0017885452,"threshold_uncertainty_score":0.03710282},"labels":[],"label_agreement":null},{"id":"W1977857449","doi":"10.1080/14790710608668392","title":"Plurilingualism and Strategic Competence in Context","year":2006,"lang":"en","type":"article","venue":"International Journal of Multilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Multilingualism; Mandarin Chinese; Linguistics; Competence (human resources); Metalinguistic awareness; Comprehension; Metalinguistics; Psychology; Pedagogy; Teaching method; Vocabulary development","score_opus":0.03438215855709933,"score_gpt":0.2919062033270703,"score_spread":0.257524044769971,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1977857449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91015446,0.0005031431,0.008209396,0.00020024933,0.000007774474,0.00002062849,0.00001879876,0.000037912694,0.08084752],"genre_scores_gemma":[0.99783176,0.00007968741,0.0012268664,0.000014996299,0.00000108875,0.000008479052,0.000011071316,0.000004766098,0.0008213208],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984517,0.00057609665,0.00010004369,0.00030042618,0.00028483383,0.00028680376],"domain_scores_gemma":[0.9980869,0.0006825855,0.00043792315,0.00023991244,0.00017099833,0.00038169883],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012152125,0.0004747583,0.00024109852,0.00088823936,0.0008740712,0.003457936,0.00039197897,0.0004956387,0.0018134871],"category_scores_gemma":[0.0029392694,0.0002253014,0.00015616228,0.00038116943,0.0051541827,0.0033409311,0.0043922155,0.0012261313,0.00020485117],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018553648,0.00032013957,0.12853545,0.00042522978,0.00004807755,0.005037401,0.37519586,0.0024502743,0.03934855,0.31020445,0.0006028076,0.13764627],"study_design_scores_gemma":[0.000059417307,0.0008924146,0.24194199,0.00060404127,0.00011128221,0.014072918,0.30172676,0.0087527335,0.025579553,0.3027796,0.10323161,0.0002477012],"about_ca_topic_score_codex":0.002600672,"about_ca_topic_score_gemma":0.004141039,"teacher_disagreement_score":0.003457936,"about_ca_system_score_codex":0.00070718763,"about_ca_system_score_gemma":0.0010427401,"threshold_uncertainty_score":0.0064267516},"labels":[],"label_agreement":null},{"id":"W1977877909","doi":"10.1080/14790718.2014.967252","title":"Immigrants outperform Canadian-born groups in French immersion: examining factors that influence their achievement","year":2014,"lang":"en","type":"article","venue":"International Journal of Multilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"French immersion; Immigration; Psychology; Willingness to communicate; AP French Language; Multilingualism; Reading (process); Affect (linguistics); Social psychology; Developmental psychology; Mathematics education; Linguistics; Pedagogy; Language assessment; Political science","score_opus":0.042718732532266546,"score_gpt":0.2768121667518864,"score_spread":0.23409343421961987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1977877909","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984365,0.000060571507,0.000017978273,0.00003852741,0.000004199967,0.000005148043,0.00003646217,0.000001933501,0.0013987866],"genre_scores_gemma":[0.99895465,0.0000537623,0.00003450497,0.000019976002,0.000001952274,0.0000033675926,0.00008204959,0.0000016972979,0.0008480293],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918574,0.00006882204,0.000033453714,0.000098927434,0.0002706075,0.0003424566],"domain_scores_gemma":[0.99829024,0.00018393401,0.00034664042,0.000043040458,0.00047563433,0.0006604165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00100218,0.0005154091,0.0003610997,0.0014267083,0.0025025047,0.0022183424,0.0005476246,0.0005989573,0.003196736],"category_scores_gemma":[0.003206957,0.00017173668,0.0004948385,0.00096333574,0.0011147854,0.000491848,0.0014382525,0.00063698535,0.0003813099],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035530792,0.00019051028,0.9670222,0.000031377604,0.000080214675,0.00016698414,0.017814497,0.00008150033,0.001440331,0.00035537183,0.00039029622,0.012071411],"study_design_scores_gemma":[0.000006072268,0.00012935969,0.9770108,0.000018536555,0.000026121097,0.000054966753,0.021489091,0.00013321168,0.00023496505,0.000059373007,0.00081852,0.000018929866],"about_ca_topic_score_codex":0.6185002,"about_ca_topic_score_gemma":0.72748,"teacher_disagreement_score":0.38149983,"about_ca_system_score_codex":0.0026551827,"about_ca_system_score_gemma":0.005253733,"threshold_uncertainty_score":0.7674931},"labels":[],"label_agreement":null},{"id":"W1978049542","doi":"10.1016/j.system.2012.10.014","title":"Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French","year":2012,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Expectancy theory; Social psychology; Affect (linguistics); Competence (human resources); Anxiety; Foreign language anxiety; Foreign language; Developmental psychology; Mathematics education","score_opus":0.016285373352166968,"score_gpt":0.24340688552878506,"score_spread":0.22712151217661808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978049542","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990722,0.000025666906,0.00006189964,0.000029477023,0.0000022225092,0.000006281332,0.000018019116,0.0000029846158,0.00078122615],"genre_scores_gemma":[0.9991365,0.000025166226,0.00011557777,0.000016698546,0.0000040853233,0.000015523457,0.0000455768,0.000002719285,0.0006382114],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993699,0.00030163076,0.000038691298,0.00009372751,0.00010303185,0.00009294562],"domain_scores_gemma":[0.99245197,0.004318312,0.0013739987,0.0003453254,0.0004450618,0.0010653157],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017614119,0.00040738005,0.00022523974,0.00055501633,0.00048262565,0.0014813252,0.00032127477,0.0013038502,0.0027361729],"category_scores_gemma":[0.0068426793,0.00028589382,0.00035363002,0.00026379107,0.00053377956,0.00041359183,0.0004787279,0.0009357714,0.0003541827],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00059353805,0.0010924771,0.9845695,0.000022905973,0.00016204714,0.000110024506,0.0015162661,0.00094467687,0.004497808,0.00021290865,0.00015941318,0.006118486],"study_design_scores_gemma":[0.000012911019,0.00018270378,0.9973273,0.0000049951977,0.000032581484,0.000030204788,0.0003264009,0.0016661264,0.00022158597,0.00009980045,0.000088718494,0.000006729586],"about_ca_topic_score_codex":0.008436563,"about_ca_topic_score_gemma":0.010108593,"teacher_disagreement_score":0.008436563,"about_ca_system_score_codex":0.0004205664,"about_ca_system_score_gemma":0.0005304668,"threshold_uncertainty_score":0.016774893},"labels":[],"label_agreement":null},{"id":"W1978710635","doi":"10.3138/cmlr.57.2.272","title":"Teacher Management of Writing Workshops: Two Case Studies","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Writing process; Mathematics education; Process (computing); Classroom management; Pedagogy; Second language writing; Medical education; Computer science; Second language; Linguistics; Medicine","score_opus":0.03364436084956826,"score_gpt":0.2783264877476255,"score_spread":0.2446821268980572,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978710635","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98117423,0.0008692484,0.00582591,0.002149939,0.000112155365,0.0008232665,0.00006176948,0.000079282436,0.008904223],"genre_scores_gemma":[0.9743342,0.0017656105,0.009135005,0.0006959968,0.00009573439,0.0010844027,0.00007992151,0.00007302186,0.012736174],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9858904,0.009861563,0.0007145519,0.0005885549,0.0012801273,0.0016648413],"domain_scores_gemma":[0.9597158,0.026131606,0.004368878,0.0019072196,0.0028924616,0.004984091],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0118194455,0.00097364443,0.00083485077,0.002184806,0.008735514,0.0033303685,0.0031968488,0.005184873,0.003567238],"category_scores_gemma":[0.049690027,0.001107138,0.00076137227,0.0020418037,0.0026175976,0.0023774041,0.0037434031,0.0044355756,0.0012792728],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008471409,0.010871693,0.0205431,0.0012862107,0.000050673916,0.050369292,0.8035481,0.0011744932,0.0036326775,0.002669844,0.0043611485,0.10064563],"study_design_scores_gemma":[0.000897105,0.0048302254,0.030402567,0.001181027,0.00011527591,0.03481735,0.8049245,0.0035040227,0.009453709,0.0023099086,0.10738519,0.00017925937],"about_ca_topic_score_codex":0.005598748,"about_ca_topic_score_gemma":0.016076334,"teacher_disagreement_score":0.0118194455,"about_ca_system_score_codex":0.0049998644,"about_ca_system_score_gemma":0.0035207008,"threshold_uncertainty_score":0.06250799},"labels":[],"label_agreement":null},{"id":"W1978947752","doi":"10.5539/jel.v1n1p60","title":"ACTFL Standards and Their Implications to Taiwanese English Teacher Education and Professional Development","year":2012,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Teacher education; Certificate; Curriculum; Pedagogy; Interview; Foreign language; Professional development; Higher education; Quality (philosophy); Language proficiency; Psychology; Mathematics education; Sociology; Political science","score_opus":0.023209864399302595,"score_gpt":0.31578215389494513,"score_spread":0.2925722894956425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978947752","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28003547,0.009537815,0.030881088,0.32575554,0.0021740622,0.00058262126,0.00069556356,0.00056625705,0.34977156],"genre_scores_gemma":[0.9253759,0.0026216651,0.03449347,0.008305288,0.0003133458,0.0006126813,0.0005285873,0.000069325484,0.027679756],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.981478,0.008145657,0.0027160053,0.0007139923,0.0054515162,0.0014948504],"domain_scores_gemma":[0.8891785,0.0343471,0.011931918,0.0069880257,0.052558627,0.0049957936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022998886,0.00031218337,0.00016497105,0.0029749165,0.0030636834,0.006269712,0.0014815235,0.0026748702,0.002488945],"category_scores_gemma":[0.06358673,0.00025490214,0.0003330088,0.0024559107,0.004267878,0.0037941383,0.0027242752,0.0028467758,0.00046245454],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012126925,0.00037805512,0.101527505,0.00076634984,0.000026496846,0.0011429872,0.033768002,0.0041029025,0.0018267111,0.43773252,0.061734173,0.35687295],"study_design_scores_gemma":[0.000060989478,0.0006467889,0.241585,0.0038649589,0.00005020462,0.001524317,0.08540432,0.009364482,0.0038234405,0.15107267,0.50225747,0.00034531808],"about_ca_topic_score_codex":0.06621768,"about_ca_topic_score_gemma":0.07833197,"teacher_disagreement_score":0.06621768,"about_ca_system_score_codex":0.013950987,"about_ca_system_score_gemma":0.02296633,"threshold_uncertainty_score":0.13166451},"labels":[],"label_agreement":null},{"id":"W1979288338","doi":"10.5430/wjel.v1n2p79","title":"The Relationship Between Learning Styles of Field-Dependence/Independence &amp; Integrative/Discrete Point Methods of Grammar Teaching","year":2011,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Learning styles; Independence (probability theory); Point (geometry); Class (philosophy); Field (mathematics); Test (biology); Mathematics education; Field dependence; Group (periodic table); Computer science; Psychology; Linguistics; Artificial intelligence; Mathematics; Statistics; Pure mathematics","score_opus":0.06125332205223659,"score_gpt":0.3349031195104293,"score_spread":0.2736497974581927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979288338","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99804866,0.00004162307,0.00063319533,0.000010735691,0.0000023255368,0.000017485825,0.000008644868,0.0000038472635,0.0012334501],"genre_scores_gemma":[0.9983139,0.00004279945,0.00094373204,0.0000086156715,0.000003716621,0.00002079275,0.000018132714,0.0000025885224,0.0006458085],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998049,0.0006209704,0.00016808834,0.00026747482,0.00078079867,0.000113633985],"domain_scores_gemma":[0.9837316,0.009968117,0.0026283835,0.00092896575,0.0011794897,0.0015634338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002273706,0.00027777368,0.00021839027,0.0008695123,0.00021174258,0.00073825335,0.00031702634,0.00025380575,0.0020849123],"category_scores_gemma":[0.011787587,0.00014228336,0.00023527733,0.00029358466,0.0006076721,0.00056124147,0.0008416044,0.00053037074,0.00021212267],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007692469,0.0011139583,0.8864197,0.00011156695,0.00010043127,0.00026923083,0.0049123247,0.0003006195,0.016935073,0.0005572562,0.0001085127,0.08840197],"study_design_scores_gemma":[0.00003525768,0.0015596957,0.9892771,0.000019839426,0.000034229928,0.0007433594,0.0027361182,0.0008333209,0.0033432993,0.0005964602,0.0007978604,0.000023515611],"about_ca_topic_score_codex":0.00034683142,"about_ca_topic_score_gemma":0.000536874,"teacher_disagreement_score":0.002273706,"about_ca_system_score_codex":0.00027120425,"about_ca_system_score_gemma":0.00027494886,"threshold_uncertainty_score":0.012024641},"labels":[],"label_agreement":null},{"id":"W1979901679","doi":"10.5539/ijel.v1n2p148","title":"Assessment of Grammatical Competence Based on Authentic Texts","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Competence (human resources); Perception; Linguistic competence; Psychology; Mathematics education; Set (abstract data type); Computer science; Pedagogy; Linguistics; Social psychology","score_opus":0.04293625696762766,"score_gpt":0.3000872832692029,"score_spread":0.25715102630157527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979901679","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98122096,0.00012897227,0.008108191,0.000061978724,0.000023889734,0.000081432525,0.000089901165,0.00006500774,0.010219695],"genre_scores_gemma":[0.98843414,0.00011297349,0.008265609,0.000017377268,0.000014735707,0.00005494982,0.00015940676,0.000019330746,0.002921482],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9968545,0.0015166525,0.00022962736,0.00037529366,0.00093680364,0.00008720136],"domain_scores_gemma":[0.9902856,0.004743421,0.0011890595,0.00078692904,0.0024318586,0.0005632672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015120654,0.00029805393,0.0002520144,0.0013362112,0.0003511536,0.001148308,0.00041250113,0.0007300183,0.002588894],"category_scores_gemma":[0.01672893,0.000089267414,0.00016149144,0.00044459602,0.00068067433,0.0015486748,0.0015253368,0.00041416567,0.0011471999],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010390313,0.0011639672,0.17181888,0.0011323773,0.000078877434,0.0037676808,0.084516294,0.0015408535,0.32793963,0.00684324,0.001631338,0.3985279],"study_design_scores_gemma":[0.000105370826,0.007152265,0.6457028,0.00044879204,0.00012998513,0.014579235,0.060407627,0.015463123,0.19253674,0.012247626,0.05095765,0.00026885298],"about_ca_topic_score_codex":0.00013335972,"about_ca_topic_score_gemma":0.00033138035,"teacher_disagreement_score":0.002588894,"about_ca_system_score_codex":0.00016266675,"about_ca_system_score_gemma":0.00018408413,"threshold_uncertainty_score":0.008660734},"labels":[],"label_agreement":null},{"id":"W1980397130","doi":"10.5539/ies.v2n4p134","title":"A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Psychology; Active listening; Listening comprehension; Mathematics education; Cognitive psychology; Cognition; Communication","score_opus":0.08396688982422514,"score_gpt":0.4046374506085031,"score_spread":0.32067056078427797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980397130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99893385,0.000053501604,0.0001792217,0.000015105998,0.0000029598723,0.00001037737,0.000004916384,0.0000030971662,0.00079703936],"genre_scores_gemma":[0.99858946,0.000087589375,0.0003348463,0.000045773366,0.000010329979,0.000019770889,0.000010160443,0.0000041401067,0.0008979006],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99945205,0.00022764097,0.000038593793,0.00008715312,0.000104964245,0.000089582856],"domain_scores_gemma":[0.99634224,0.0019396247,0.0005137813,0.00015431854,0.0005350758,0.0005148628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001398942,0.00038416864,0.0003205549,0.00061113323,0.0009023413,0.0012531911,0.00023318299,0.00044868584,0.0018331008],"category_scores_gemma":[0.0054912954,0.00019099483,0.00013411492,0.00022032068,0.0007288408,0.00062538,0.00065849343,0.0006216502,0.0004159196],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015975466,0.004389053,0.27582958,0.0005004883,0.00006370511,0.003307349,0.46626338,0.00013866865,0.15356396,0.00046608568,0.0004026556,0.09347756],"study_design_scores_gemma":[0.00017489723,0.009305288,0.7052787,0.00011828553,0.00013868719,0.0034778898,0.24740662,0.0006729093,0.025617538,0.00041805586,0.007245452,0.00014566862],"about_ca_topic_score_codex":0.0012363042,"about_ca_topic_score_gemma":0.0014559999,"teacher_disagreement_score":0.0018331008,"about_ca_system_score_codex":0.00022095222,"about_ca_system_score_gemma":0.00033816186,"threshold_uncertainty_score":0.007398367},"labels":[],"label_agreement":null},{"id":"W1980407112","doi":"10.1002/j.2333-8504.2009.tb02187.x","title":"THE SPEAKING SECTION OF THE TOEFL IBT™ (SSTIBT): TEST‐TAKERS' REPORTED STRATEGIC BEHAVIORS","year":2009,"lang":"en","type":"article","venue":"ETS Research Report Series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; York University; Institute for Christian Studies; University of Toronto","funders":"","keywords":"Test of English as a Foreign Language; Psychology; Test (biology); Metacognition; Construct (python library); Cognition; Variety (cybernetics); Social psychology; Cognitive psychology; Mathematics education; Applied psychology; Language assessment; Computer science; Artificial intelligence","score_opus":0.14434131607570233,"score_gpt":0.3729416411252792,"score_spread":0.2286003250495769,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980407112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996834,0.000026178965,0.000040272615,0.000012622346,0.000002906206,0.0000069691528,0.00002584578,0.0000037310765,0.0001981819],"genre_scores_gemma":[0.99911934,0.000051369756,0.000107671985,0.000022282096,0.000004324276,0.000014291663,0.00008950121,0.0000021884978,0.00058912736],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99880886,0.00026195767,0.000204086,0.00009736997,0.00050032866,0.00012738253],"domain_scores_gemma":[0.9887473,0.0028920074,0.004686131,0.00057222246,0.0014816002,0.001620864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019215624,0.0006283937,0.0005024907,0.0008390469,0.0003251682,0.0010949168,0.00043526446,0.00056688866,0.002201558],"category_scores_gemma":[0.011383502,0.0002537852,0.000672739,0.00039648218,0.00045991904,0.0004051715,0.0007382825,0.0007875087,0.0005022996],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002081557,0.00048617204,0.9766173,0.00007531728,0.000107639346,0.00057592476,0.0045570284,0.00015194064,0.005156187,0.000021743152,0.00023368068,0.0118090855],"study_design_scores_gemma":[0.000012384648,0.0017426496,0.98901564,0.000026625718,0.00004415076,0.00046023482,0.005824511,0.00046995035,0.0019743764,0.000035292018,0.0003663995,0.000027751423],"about_ca_topic_score_codex":0.0025982526,"about_ca_topic_score_gemma":0.004327779,"teacher_disagreement_score":0.0025982526,"about_ca_system_score_codex":0.00032813067,"about_ca_system_score_gemma":0.00028884207,"threshold_uncertainty_score":0.0101623535},"labels":[],"label_agreement":null},{"id":"W1980419646","doi":"10.3138/cmlr.65.5.757","title":"The Future of Intensive French in Canada","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Université de Montréal","keywords":"Psychology; AP French Language; Core (optical fiber); Scale (ratio); Intensive care; Medical education; Mathematics education; Medicine; Geography; Foreign language; Computer science; Cartography","score_opus":0.0100876698034179,"score_gpt":0.20252976953725987,"score_spread":0.19244209973384196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980419646","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.55234456,0.13152401,0.0015773915,0.10656871,0.0006818131,0.00009319502,0.00084019505,0.00026679147,0.20610335],"genre_scores_gemma":[0.95250124,0.021048058,0.0014882893,0.0030896682,0.00009540775,0.000017706365,0.00019318126,0.000024806372,0.02154162],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99810284,0.00025325542,0.000048106456,0.0001662433,0.0005607291,0.00086884334],"domain_scores_gemma":[0.996473,0.0003836716,0.00028975584,0.000080263024,0.0017376831,0.0010356802],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022533487,0.00027604628,0.00041625713,0.0018650008,0.0051983953,0.00454376,0.0011633298,0.0008883161,0.005799034],"category_scores_gemma":[0.0034520503,0.00015054057,0.0002198473,0.0029793298,0.0036285904,0.0014732976,0.0016848375,0.0009480187,0.00025508058],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002700489,0.0001343672,0.07954927,0.0012967255,0.000038438262,0.0016460143,0.036352217,0.001163978,0.0021682521,0.090770565,0.034896806,0.7517133],"study_design_scores_gemma":[0.000037510894,0.00019027469,0.26608798,0.001298096,0.000053958793,0.00087457354,0.05051233,0.0006597958,0.001551089,0.0075906417,0.6710429,0.00010093124],"about_ca_topic_score_codex":0.98983264,"about_ca_topic_score_gemma":0.99291986,"teacher_disagreement_score":0.07123038,"about_ca_system_score_codex":0.07123038,"about_ca_system_score_gemma":0.17056577,"threshold_uncertainty_score":0.516815},"labels":[],"label_agreement":null},{"id":"W1980556572","doi":"10.3138/cmlr.58.2.273","title":"Going Through a Bad Spell: What the Spelling Errors of Young ESL Learners Reveal about Their Grammatical Knowledge","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Spell; Linguistics; Salient; Psychology; Computer science; Artificial intelligence; Sociology","score_opus":0.03214978613188495,"score_gpt":0.2528535049919374,"score_spread":0.2207037188600524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980556572","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983841,0.000400659,0.00004847264,0.000078050645,0.0000036962776,0.0000020491623,0.00009476645,0.000004349095,0.000983781],"genre_scores_gemma":[0.99716264,0.00072862813,0.00012603655,0.00003978402,0.000006031855,0.0000032004373,0.00015312798,0.000005390974,0.0017750906],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99955446,0.000066867724,0.0000725919,0.000053698164,0.00017744502,0.000075016236],"domain_scores_gemma":[0.99620926,0.001321834,0.0013869795,0.00013077287,0.0006913116,0.00025984904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007257938,0.00018425728,0.0002572933,0.0015520523,0.00033576248,0.0011517873,0.00022623582,0.00055228383,0.0015831678],"category_scores_gemma":[0.0060425797,0.00012789703,0.00010486938,0.00090853596,0.00082929485,0.00064723386,0.00040679544,0.00035574965,0.00076895434],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001550972,0.00008360948,0.90420663,0.000078297184,0.000017881011,0.0015869159,0.02650756,0.000061589,0.004370685,0.00011896433,0.0005462212,0.06226658],"study_design_scores_gemma":[0.0000023469534,0.0001782705,0.9756865,0.000034737714,0.000013947799,0.002136149,0.018555542,0.000071738905,0.00131686,0.00012261784,0.0018638337,0.00001746259],"about_ca_topic_score_codex":0.019472018,"about_ca_topic_score_gemma":0.031948302,"teacher_disagreement_score":0.019472018,"about_ca_system_score_codex":0.0005044059,"about_ca_system_score_gemma":0.00055526185,"threshold_uncertainty_score":0.03871733},"labels":[],"label_agreement":null},{"id":"W1980774709","doi":"10.5539/ies.v6n9p31","title":"EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Psychology; Active listening; Listening comprehension; Cognition; Comprehension; Mathematics education; Reading comprehension; Test (biology); Reading (process); Linguistics; Communication","score_opus":0.08218032352475353,"score_gpt":0.35024194624665445,"score_spread":0.2680616227219009,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980774709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993024,0.00013555495,0.00008150476,0.000046343783,0.0000019106433,0.0000047053823,0.000015764792,0.000001918939,0.00040980804],"genre_scores_gemma":[0.9993079,0.00011878791,0.00009715337,0.000025312544,0.0000047066774,0.000007884225,0.000033123433,0.0000013573589,0.00040366268],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994778,0.00010515622,0.0000470224,0.00008492534,0.00017495584,0.00011013626],"domain_scores_gemma":[0.9942362,0.0023537492,0.0020187884,0.00019377179,0.000606633,0.00059093034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012954422,0.0003334612,0.00040716847,0.0013521746,0.0002522613,0.0014472075,0.00030767353,0.00052618457,0.0018800102],"category_scores_gemma":[0.008124793,0.00018512405,0.00022709944,0.00048994186,0.00073475245,0.0009271159,0.00072414364,0.0007920831,0.000326873],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049341117,0.00030512485,0.96901244,0.000031691237,0.00003598702,0.00018749874,0.0037042385,0.000038982264,0.0009186291,0.00006678948,0.00005740118,0.025591863],"study_design_scores_gemma":[0.000004021664,0.00017260596,0.992856,0.000029871127,0.000025474681,0.00022559149,0.0053836354,0.00020126654,0.0006421305,0.00017887808,0.00027143722,0.000009035431],"about_ca_topic_score_codex":0.0022832006,"about_ca_topic_score_gemma":0.0021090705,"teacher_disagreement_score":0.0022832006,"about_ca_system_score_codex":0.0002883589,"about_ca_system_score_gemma":0.00043364018,"threshold_uncertainty_score":0.006851077},"labels":[],"label_agreement":null},{"id":"W1981709560","doi":"10.5539/elt.v5n11p125","title":"The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners’ Writing Ability","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Psychology; Mathematics education; Test (biology); Teaching method","score_opus":0.01506309750191775,"score_gpt":0.2337036833012305,"score_spread":0.21864058579931275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1981709560","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999413,0.00007329006,0.00005571059,0.000013777547,0.0000049366377,0.000019572468,0.000003998627,0.000003024448,0.00041280527],"genre_scores_gemma":[0.9981906,0.00014330442,0.0010794525,0.00003292034,0.000017684288,0.000054461158,0.000016904003,0.000002186384,0.00046241106],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9993217,0.00020739368,0.000063111765,0.00011277562,0.00020693138,0.00008804787],"domain_scores_gemma":[0.99498004,0.003200344,0.00082642597,0.00016904883,0.0003173716,0.0005066909],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008821074,0.00042855614,0.00038146754,0.00034521305,0.0002420546,0.00037657126,0.0003169372,0.00032295182,0.0020771686],"category_scores_gemma":[0.0060001225,0.00015518512,0.00024931855,0.0001637719,0.0004196011,0.00046275635,0.00040562078,0.0004828748,0.00017466204],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.019322697,0.07306566,0.19178835,0.0018808129,0.00032193982,0.0013914293,0.016270747,0.0008422104,0.116729364,0.00072503847,0.0007688821,0.57689273],"study_design_scores_gemma":[0.0018254396,0.0904729,0.86072564,0.0001795169,0.00049221626,0.00074322365,0.007932037,0.0012825053,0.03264527,0.0008400466,0.0027899758,0.00007121171],"about_ca_topic_score_codex":0.00046698604,"about_ca_topic_score_gemma":0.00063654693,"teacher_disagreement_score":0.0020771686,"about_ca_system_score_codex":0.00018721315,"about_ca_system_score_gemma":0.00047467754,"threshold_uncertainty_score":0.0069488287},"labels":[],"label_agreement":null},{"id":"W1981916682","doi":"10.5430/ijhe.v2n3p123","title":"Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia","year":2013,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Perspective (graphical); English language; Psychology; Context (archaeology); Relevance (law); Variety (cybernetics); Pedagogy; Computer science","score_opus":0.019707417197906772,"score_gpt":0.3098150144354425,"score_spread":0.29010759723753576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1981916682","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99958366,0.000044317007,0.00001378918,0.00003622341,0.0000020383236,0.000003358039,0.000003063945,2.675081e-7,0.00031339316],"genre_scores_gemma":[0.99950194,0.00008553253,0.00002015977,0.000040146635,0.0000031361956,0.0000045494285,0.0000063242906,6.2229316e-7,0.00033772425],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99914765,0.00031236926,0.00006453984,0.00006122093,0.00020357702,0.00021064184],"domain_scores_gemma":[0.9972492,0.00079125405,0.0008986161,0.00008097408,0.0003706516,0.0006092675],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017092841,0.00024948476,0.00045615956,0.0011071891,0.0019884242,0.002580493,0.00041797906,0.0006169821,0.0025937522],"category_scores_gemma":[0.0055077327,0.00029566183,0.0002185171,0.00079968455,0.0015479332,0.0010341514,0.0011805085,0.00087729446,0.00031116922],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023972284,0.0006028643,0.73874885,0.00008083369,0.000028573855,0.0008918965,0.240077,0.00003928834,0.0033254905,0.00038270935,0.0001481686,0.01543457],"study_design_scores_gemma":[0.000017439505,0.00048023812,0.64087355,0.000083550425,0.000019865452,0.00055335223,0.3559775,0.00016852269,0.0005071484,0.000118763586,0.0011783224,0.000021696302],"about_ca_topic_score_codex":0.013758236,"about_ca_topic_score_gemma":0.024159374,"teacher_disagreement_score":0.013758236,"about_ca_system_score_codex":0.001145993,"about_ca_system_score_gemma":0.000925682,"threshold_uncertainty_score":0.027356327},"labels":[],"label_agreement":null},{"id":"W1981930825","doi":"10.5539/ies.v1n3p118","title":"The Value of SLA Main Theories on Foreign Language Learning and Teaching in Vocational Colleges","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Vocational education; Enlightenment; Foreign language; Language education; Value (mathematics); Mathematics education; Comprehension approach; First language; Learning theory; Linguistics; Language assessment; Teaching method; Pedagogy; Psychology; Computer science; Epistemology; Philosophy","score_opus":0.034419713697758085,"score_gpt":0.3480443219841736,"score_spread":0.31362460828641553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1981930825","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09754255,0.065829135,0.053869247,0.14095744,0.0024304886,0.00011473793,0.0002181103,0.00015910943,0.6388791],"genre_scores_gemma":[0.95639235,0.018740164,0.008147693,0.0031918436,0.0010743529,0.0000991915,0.00009053065,0.00003542105,0.012228581],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9956508,0.0024847165,0.0001951573,0.00031815152,0.0010629108,0.0002883039],"domain_scores_gemma":[0.98628217,0.009758123,0.0008266831,0.0006291431,0.0018744093,0.0006295936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007450477,0.00048161962,0.0004599291,0.0041688327,0.0024375904,0.007517124,0.001350142,0.0014695822,0.008284473],"category_scores_gemma":[0.00904801,0.00021991039,0.00048682842,0.0025087115,0.013041913,0.010164202,0.006082914,0.0032881922,0.0009631834],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044158438,0.00014040015,0.0038042623,0.0003713359,0.0000137724555,0.000112415924,0.007787369,0.00054381817,0.00007176965,0.90054023,0.003059755,0.083510734],"study_design_scores_gemma":[0.000028520562,0.00010202828,0.008131344,0.0015446821,0.000041397605,0.00027029793,0.01717784,0.0029929625,0.0004873229,0.9028782,0.06630348,0.000042000065],"about_ca_topic_score_codex":0.0032604544,"about_ca_topic_score_gemma":0.0028884327,"teacher_disagreement_score":0.008284473,"about_ca_system_score_codex":0.0046570017,"about_ca_system_score_gemma":0.005385107,"threshold_uncertainty_score":0.039402366},"labels":[],"label_agreement":null},{"id":"W198202829","doi":"10.18806/tesl.v18i1.899","title":"Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Grammar; Linguistics; Language education; Psychology; Checklist; Teaching method; Computer science; Mathematics education; Cognitive psychology; Philosophy","score_opus":0.029527241776639693,"score_gpt":0.26172062714008215,"score_spread":0.23219338536344247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W198202829","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8292063,0.028172744,0.0307486,0.029901356,0.0011328204,0.0025551494,0.00047376752,0.00055347645,0.07725582],"genre_scores_gemma":[0.8627649,0.013638852,0.10994957,0.0022223636,0.00016523327,0.00141917,0.00046330562,0.000121511854,0.009255012],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9899504,0.0047086333,0.0011331043,0.00036294834,0.0035092398,0.00033568355],"domain_scores_gemma":[0.88706243,0.07609493,0.0068361973,0.0023491937,0.024350157,0.0033071141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013188304,0.00042207938,0.0007211805,0.0042978,0.0025595922,0.0044246335,0.0016686233,0.0011357063,0.0026259455],"category_scores_gemma":[0.09359449,0.00028208247,0.00039906584,0.005279676,0.002365036,0.0045749913,0.0022444436,0.0014931841,0.00042399185],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029834235,0.0014591686,0.08726375,0.0024205716,0.000025227779,0.0010666276,0.045215935,0.0018616166,0.0024614597,0.023447402,0.01137673,0.82310313],"study_design_scores_gemma":[0.00040768948,0.0055071027,0.37261114,0.015233306,0.00030249386,0.0055510416,0.25022477,0.010929227,0.018915972,0.05154262,0.2683379,0.00043672812],"about_ca_topic_score_codex":0.010098429,"about_ca_topic_score_gemma":0.022277262,"teacher_disagreement_score":0.013188304,"about_ca_system_score_codex":0.0053059,"about_ca_system_score_gemma":0.00905023,"threshold_uncertainty_score":0.06974727},"labels":[],"label_agreement":null},{"id":"W1982086232","doi":"10.5539/ass.v11n5p193","title":"Validity of Teacher-Made Assessment: A Table of Specification Approach","year":2015,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Table (database); Mathematics education; Content validity; Test (biology); Process (computing); Table of contents; Computer science; Psychology; Psychometrics; Programming language; Database; World Wide Web","score_opus":0.1325012978466284,"score_gpt":0.3295369606647536,"score_spread":0.19703566281812518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982086232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48493704,0.0010172084,0.46961036,0.0018741998,0.00041845022,0.0057104155,0.0010909422,0.0006307552,0.03471075],"genre_scores_gemma":[0.8858366,0.00024578776,0.10890337,0.00018366076,0.000045455196,0.0031254815,0.0005381644,0.000108164,0.0010132903],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.69876283,0.19138579,0.031441804,0.01215641,0.06356814,0.0026850598],"domain_scores_gemma":[0.4384334,0.36303395,0.049475957,0.060868222,0.08581488,0.0023736453],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.16837479,0.0009037912,0.001912066,0.008114302,0.0027828352,0.005664333,0.0032723558,0.001010671,0.002059008],"category_scores_gemma":[0.3728194,0.000875391,0.0028519225,0.007210362,0.0062806546,0.0065863393,0.005114457,0.0021252423,0.00044909705],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00091357366,0.00059919537,0.5362588,0.0021634465,0.000886816,0.00024437657,0.051567014,0.005010929,0.0034282363,0.038823277,0.0031552485,0.356949],"study_design_scores_gemma":[0.0005395476,0.003214759,0.62712276,0.0048984783,0.00084031484,0.0011314802,0.065219395,0.12908697,0.01444127,0.100917384,0.051675256,0.000912321],"about_ca_topic_score_codex":0.011089362,"about_ca_topic_score_gemma":0.0128825195,"teacher_disagreement_score":0.16837479,"about_ca_system_score_codex":0.008120906,"about_ca_system_score_gemma":0.009910394,"threshold_uncertainty_score":0.8904617},"labels":[],"label_agreement":null},{"id":"W1982434812","doi":"10.5539/elt.v7n4p96","title":"Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Operationalization; Context (archaeology); Process (computing); Mathematics education; Teaching method; Language education; Psychology; Relation (database); Computer science; English language; Pedagogy","score_opus":0.03396687204749214,"score_gpt":0.25896842827017014,"score_spread":0.225001556222678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982434812","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1436515,0.022908898,0.22877239,0.11066247,0.0009145387,0.00094328896,0.0002951508,0.00043262742,0.4914192],"genre_scores_gemma":[0.7970763,0.0044467878,0.1778386,0.0027428553,0.00006813801,0.00037468763,0.00006679354,0.000059530077,0.01732635],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99720407,0.0017769615,0.00014202241,0.00023561768,0.00036978818,0.00027152864],"domain_scores_gemma":[0.9981779,0.0005366266,0.00015139654,0.0001365774,0.000706791,0.0002907375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055225356,0.0007620887,0.00032417706,0.0030789403,0.0036486313,0.00611939,0.0016295003,0.0016473571,0.002245798],"category_scores_gemma":[0.00227801,0.00021501728,0.0004046809,0.0018170375,0.0113184815,0.0045891344,0.0037822418,0.0023154777,0.00043013043],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016352202,0.000105058236,0.0016459211,0.0002599559,0.000010557413,0.0002470507,0.026874296,0.0010624733,0.0004392678,0.8980412,0.0043037273,0.06699423],"study_design_scores_gemma":[0.000037085105,0.00015111377,0.006627049,0.0015432637,0.000052379542,0.00071658177,0.07254091,0.007368877,0.0014236857,0.50733733,0.40212703,0.00007468641],"about_ca_topic_score_codex":0.029060166,"about_ca_topic_score_gemma":0.05151458,"teacher_disagreement_score":0.029060166,"about_ca_system_score_codex":0.009713503,"about_ca_system_score_gemma":0.014278597,"threshold_uncertainty_score":0.07047671},"labels":[],"label_agreement":null},{"id":"W1982866106","doi":"10.5539/jel.v1n2p233","title":"The Application of Mnemonic to Improve the Middle School Student’s English Achievement","year":2012,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mnemonic; Memorization; Psychology; Mathematics education; Affection; GRASP; Vocabulary; Cognitive psychology; Social psychology; Computer science; Linguistics","score_opus":0.024660924458782665,"score_gpt":0.29108409154622567,"score_spread":0.266423167087443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982866106","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973779,0.00013887051,0.0012204549,0.000052948108,0.000025380805,0.00007411379,0.000016142285,0.0000562473,0.0010379918],"genre_scores_gemma":[0.9903813,0.00026350285,0.006036212,0.000046806123,0.000012662788,0.00008423181,0.000044763176,0.0000063051975,0.0031242792],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9998554,0.00003086214,0.000015780362,0.000034154302,0.000037736463,0.000026003207],"domain_scores_gemma":[0.99980766,0.00004392577,0.000032403168,0.00002238079,0.000035145575,0.000058529087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00023541285,0.00027698668,0.00029786472,0.00028901728,0.00017400859,0.0002328626,0.00019900544,0.00020269648,0.0016288481],"category_scores_gemma":[0.0007557999,0.0000684615,0.00017262273,0.00009472763,0.00014222719,0.0001869529,0.00035742114,0.00034951838,0.0001752673],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0041485974,0.0298052,0.04043344,0.0012322286,0.00011995511,0.00024002593,0.0016303366,0.0008575713,0.24373727,0.0012154384,0.0013468671,0.67523307],"study_design_scores_gemma":[0.0012876759,0.10481424,0.61701566,0.0002713393,0.0005076746,0.0006905286,0.00155664,0.0044308593,0.24338977,0.0014202785,0.024535818,0.00007953948],"about_ca_topic_score_codex":0.0004464096,"about_ca_topic_score_gemma":0.00079451606,"teacher_disagreement_score":0.0016288481,"about_ca_system_score_codex":0.00012357168,"about_ca_system_score_gemma":0.00031646134,"threshold_uncertainty_score":0.0054490566},"labels":[],"label_agreement":null},{"id":"W1983429518","doi":"10.1080/09588221.2010.486577","title":"Students' and instructors' attitudes toward the use of CALL in foreign language teaching and learning","year":2010,"lang":"en","type":"article","venue":"Computer Assisted Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":101,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Perception; Class (philosophy); Mathematics education; Foreign language; Language acquisition; Psychology; Language education; Teaching method; Educational technology; Computer science","score_opus":0.035686739832895095,"score_gpt":0.2811290110210822,"score_spread":0.24544227118818707,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1983429518","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99855655,0.000039463077,0.0001406613,0.00006709062,0.0000068160302,0.000009551878,0.0000064675137,0.0000043721384,0.0011690747],"genre_scores_gemma":[0.99871635,0.000074248295,0.00015538944,0.00007359192,0.000007379337,0.000016515136,0.000011127886,0.0000027924018,0.00094257947],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969881,0.0011315538,0.00021137173,0.00015471368,0.0012303764,0.00028402545],"domain_scores_gemma":[0.98012894,0.00908607,0.004776097,0.000531435,0.0029619732,0.002515463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003041997,0.0002198691,0.00027360427,0.0007396868,0.00067253003,0.0021777549,0.00026188575,0.0005597256,0.0023224298],"category_scores_gemma":[0.016800772,0.00020960372,0.00036428313,0.00033567686,0.00073282875,0.00061962754,0.0007170386,0.0011422286,0.00053849426],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004487334,0.0027528272,0.8690604,0.00013982081,0.000080230035,0.00041644572,0.058152217,0.00021935148,0.007774835,0.00024494613,0.0006257824,0.060084514],"study_design_scores_gemma":[0.000060133014,0.0021902595,0.9081687,0.00009375707,0.000095394236,0.00067411223,0.07962404,0.0010440099,0.0038230822,0.00019776724,0.0039488995,0.00007989848],"about_ca_topic_score_codex":0.0018374196,"about_ca_topic_score_gemma":0.0027666576,"teacher_disagreement_score":0.003041997,"about_ca_system_score_codex":0.00060657616,"about_ca_system_score_gemma":0.00055802765,"threshold_uncertainty_score":0.01608783},"labels":[],"label_agreement":null},{"id":"W1983671207","doi":"10.5539/ells.v1n2p25","title":"Authenticity of Iranian English Textbooks for Schools","year":2011,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Attractiveness; Mathematics education; Class (philosophy); Checklist; Pedagogy; Psychology; Computer science","score_opus":0.036885339149187416,"score_gpt":0.26290473552652793,"score_spread":0.22601939637734053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1983671207","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9827921,0.00056499866,0.0012746534,0.00035720575,0.00004447505,0.00014817131,0.00004418988,0.00005272439,0.014721437],"genre_scores_gemma":[0.99514717,0.00027883597,0.0025016596,0.000067502566,0.000022664412,0.00006470409,0.00009607957,0.000019514984,0.0018019235],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98873466,0.004447496,0.0010511943,0.00046861533,0.00487048,0.00042743646],"domain_scores_gemma":[0.9692686,0.006222147,0.007313179,0.0025903631,0.011896061,0.0027096828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0091178585,0.00026094215,0.00050336076,0.0021047827,0.00142716,0.0034574773,0.0007296215,0.00050467736,0.0022078508],"category_scores_gemma":[0.040946003,0.00019971369,0.00032243712,0.00088053243,0.0013093705,0.0018629264,0.0024075096,0.0007671034,0.00068952155],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00090987113,0.0019392322,0.27970567,0.0011758831,0.00008986848,0.0016821144,0.17069986,0.00065517443,0.016565315,0.006685864,0.0061399355,0.51375115],"study_design_scores_gemma":[0.00012967493,0.0041734274,0.6691379,0.00093484536,0.00013813701,0.0044482355,0.17047939,0.0012965768,0.022522217,0.0030268559,0.12350117,0.00021154249],"about_ca_topic_score_codex":0.00033840744,"about_ca_topic_score_gemma":0.00059594895,"teacher_disagreement_score":0.0091178585,"about_ca_system_score_codex":0.0010951635,"about_ca_system_score_gemma":0.0015785852,"threshold_uncertainty_score":0.048220396},"labels":[],"label_agreement":null},{"id":"W1983812943","doi":"10.1111/1467-9922.00177","title":"The Roles of L1 Influence and Lexical Aspect in the Acquisition of Temporal Morphology","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":151,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Linguistics; Morphology (biology); Cognitive psychology; Replication (statistics); Psycholinguistics; Association (psychology); Developmental psychology; Cognition","score_opus":0.015473042246443955,"score_gpt":0.24298521296424017,"score_spread":0.22751217071779622,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1983812943","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994894,0.00003038028,0.00006863914,0.0000063558637,4.4652413e-7,0.0000034995628,0.000009776325,0.0000012241268,0.00039023344],"genre_scores_gemma":[0.9996747,0.000021348395,0.000101834186,0.0000057499096,6.844502e-7,0.000007011952,0.000012048335,0.0000021862338,0.00017436362],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983368,0.00069714774,0.00012167908,0.00034125074,0.00036513072,0.00013799977],"domain_scores_gemma":[0.9868189,0.0074903686,0.0030905758,0.0010775899,0.0009964863,0.00052607426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004448825,0.00026009616,0.00025055438,0.0006937836,0.00050504575,0.0010484603,0.00035167055,0.00032940507,0.0019130972],"category_scores_gemma":[0.01257424,0.00041354806,0.00019599045,0.00033408776,0.0014629283,0.0009890641,0.0008501124,0.000497676,0.0002639113],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007450953,0.0003335687,0.9253432,0.00006753981,0.000053322357,0.00072664715,0.026707903,0.000130819,0.022396838,0.00045962294,0.00004878057,0.022986682],"study_design_scores_gemma":[0.000014429005,0.0005500554,0.99087584,0.000014245705,0.00003511812,0.0005664753,0.0033904316,0.00025940858,0.003798766,0.00013855154,0.00034176945,0.000014940609],"about_ca_topic_score_codex":0.006411772,"about_ca_topic_score_gemma":0.007151919,"teacher_disagreement_score":0.006411772,"about_ca_system_score_codex":0.0004285086,"about_ca_system_score_gemma":0.00047065545,"threshold_uncertainty_score":0.02352792},"labels":[],"label_agreement":null},{"id":"W1984249886","doi":"10.1016/j.asw.2008.10.002","title":"How accurate are ESL students’ holistic writing scores on large-scale assessments?—A generalizability theory approach","year":2008,"lang":"en","type":"article","venue":"Assessing Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":66,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Alberta; Francis Crick Institute","keywords":"Generalizability theory; Reliability (semiconductor); Variance components; Psychology; Variance (accounting); Rating scale; Scale (ratio); Mathematics education; Variation (astronomy); Statistics; Mathematics; Developmental psychology; Accounting; Geography","score_opus":0.13302029387377687,"score_gpt":0.35942210998721913,"score_spread":0.22640181611344226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1984249886","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92149097,0.0010167084,0.049755286,0.001578108,0.00037830908,0.0008213346,0.00067054934,0.0004459756,0.023842769],"genre_scores_gemma":[0.9903183,0.00015452957,0.0076004295,0.00029252857,0.00008169505,0.00037979265,0.00043067927,0.00006664768,0.0006754977],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.95277613,0.021833599,0.005887711,0.007067039,0.011746839,0.0006886002],"domain_scores_gemma":[0.52025247,0.3436615,0.033453945,0.04898734,0.05128389,0.0023608976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07491568,0.0009850069,0.0013469433,0.004878155,0.0013239955,0.0033317173,0.0017637032,0.0022923083,0.0022577732],"category_scores_gemma":[0.32309765,0.000627691,0.0022135337,0.003282735,0.0033107467,0.0068520573,0.0041984925,0.002313567,0.0010114893],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004496962,0.0004538807,0.88865834,0.00033246705,0.0015669646,0.00016114494,0.0075735175,0.0017906445,0.0018887641,0.002412092,0.0016526817,0.09305978],"study_design_scores_gemma":[0.00017115123,0.0018112765,0.953873,0.00039905604,0.0009864885,0.00047501537,0.0070275036,0.013200518,0.0063673384,0.011630112,0.003950687,0.0001078612],"about_ca_topic_score_codex":0.002196302,"about_ca_topic_score_gemma":0.0023252643,"teacher_disagreement_score":0.07491568,"about_ca_system_score_codex":0.0012256836,"about_ca_system_score_gemma":0.001003914,"threshold_uncertainty_score":0.39619672},"labels":[],"label_agreement":null},{"id":"W1984426994","doi":"10.1558/lhs.v3i2.255","title":"English Language Teaching in China: new approaches, perspectives and standards. Jun Liu (2007) London: Continuum. pp. 340 ISBN 978–0826490360 (hb) 9780826480767 (pb)","year":2010,"lang":"en","type":"article","venue":"Linguistics and the Human Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"China; Linguistics; Philosophy; Political science; Law","score_opus":0.022280792746340813,"score_gpt":0.266988017732667,"score_spread":0.2447072249863262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1984426994","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05871716,0.7123118,0.005859003,0.08701457,0.00492339,0.00013530455,0.00046421034,0.00030246034,0.13027216],"genre_scores_gemma":[0.45566404,0.29279736,0.007278487,0.0027279768,0.0014326997,0.0002431818,0.00064734655,0.000102760794,0.23910625],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993113,0.0001380498,0.00008336651,0.00009821533,0.00024441027,0.00012462391],"domain_scores_gemma":[0.99929214,0.00017661485,0.00006925386,0.00004275551,0.0002317128,0.00018755549],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021845023,0.00055776816,0.00042001388,0.0017974175,0.0016006166,0.0022876835,0.0009025283,0.0009004359,0.00815144],"category_scores_gemma":[0.0013990839,0.000268975,0.00018792013,0.005022791,0.0019426959,0.003491521,0.0015162951,0.00086373085,0.00065916154],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000066859546,0.00008032654,0.0068059745,0.0014810384,0.000016636943,0.0003333597,0.014296602,0.0006621308,0.0013508595,0.07340845,0.1296278,0.77186996],"study_design_scores_gemma":[0.000026530523,0.00014789609,0.09155576,0.001884866,0.000041208772,0.0005418323,0.018063743,0.0017185862,0.0014999557,0.0179826,0.86647475,0.000062356514],"about_ca_topic_score_codex":0.06852433,"about_ca_topic_score_gemma":0.108749434,"teacher_disagreement_score":0.06852433,"about_ca_system_score_codex":0.0077932244,"about_ca_system_score_gemma":0.01196435,"threshold_uncertainty_score":0.13625097},"labels":[],"label_agreement":null},{"id":"W1984704599","doi":"10.3138/cmlr.62.2.313","title":"Some Functions of Triadic Dialogue in the Classroom: Examples from L2 Research","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Variety (cybernetics); Agency (philosophy); Focus (optics); Psychology; Pedagogy; Content (measure theory); Mathematics education; Sociology; Computer science","score_opus":0.0776669912388917,"score_gpt":0.28728844877151655,"score_spread":0.20962145753262484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1984704599","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33938974,0.05707139,0.0645315,0.0273047,0.0005339882,0.00039007308,0.00017613747,0.0003310929,0.51027143],"genre_scores_gemma":[0.9558822,0.015138768,0.014073361,0.0013049626,0.000107634354,0.0003178637,0.00007303757,0.00016129686,0.012940714],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9894051,0.008804828,0.0001724717,0.0003746688,0.00064021396,0.0006027172],"domain_scores_gemma":[0.9891194,0.008813027,0.00031010737,0.0005196489,0.0007464565,0.00049128075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072048167,0.0008866684,0.00075366837,0.0035319,0.0136562195,0.0073242206,0.0018577857,0.003319939,0.0022848197],"category_scores_gemma":[0.009974573,0.00039869983,0.0005360832,0.004224238,0.020341482,0.008257025,0.006965639,0.004045168,0.0006243629],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006096572,0.00009330535,0.0015840632,0.0004541279,0.000011225783,0.0019289735,0.78226924,0.000266532,0.0006836278,0.17464656,0.0035949664,0.034406427],"study_design_scores_gemma":[0.00005161621,0.00013316816,0.0051840823,0.001156824,0.000021135627,0.0035384397,0.55727476,0.0010929721,0.0018496565,0.06832516,0.3612858,0.000086333544],"about_ca_topic_score_codex":0.021692075,"about_ca_topic_score_gemma":0.031010613,"teacher_disagreement_score":0.021692075,"about_ca_system_score_codex":0.006788511,"about_ca_system_score_gemma":0.0029034587,"threshold_uncertainty_score":0.0492543},"labels":[],"label_agreement":null},{"id":"W1985011952","doi":"10.3138/cmlr.1769","title":"Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":75,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Recall; Computer science; Task (project management); Plan (archaeology); Quality (philosophy); Psychology; Natural language processing; Cognitive psychology; Mathematics education; Engineering","score_opus":0.026668267017332065,"score_gpt":0.25560380209440775,"score_spread":0.22893553507707567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1985011952","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997677,0.000084410836,0.00044223876,0.000026006453,0.0000020901884,0.000018616664,0.000028318073,0.0000099135505,0.0017113119],"genre_scores_gemma":[0.99821246,0.00011037775,0.0007404495,0.00002251226,0.0000028955742,0.000039519782,0.00003558058,0.000005175297,0.0008311549],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985852,0.0005032493,0.00011661311,0.00022000876,0.0004372502,0.00013768599],"domain_scores_gemma":[0.99062574,0.0054009883,0.0020961165,0.00047608014,0.0010345449,0.00036650352],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019182577,0.0002363464,0.00021505314,0.0005373768,0.00045451408,0.0013608639,0.00034296044,0.00043583056,0.0024453911],"category_scores_gemma":[0.012384489,0.00016716526,0.00014041636,0.0004341886,0.00079987774,0.0009161958,0.0007737852,0.00039464334,0.00036670562],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00080462097,0.0012628345,0.6076858,0.0008109325,0.00007278707,0.0014823654,0.14565921,0.0007434385,0.06632674,0.0011078675,0.00064369926,0.17339964],"study_design_scores_gemma":[0.000039215945,0.0015533507,0.8792342,0.00012808185,0.00007744656,0.0012172447,0.07802263,0.0007334312,0.031170959,0.0009826255,0.0067622447,0.00007863579],"about_ca_topic_score_codex":0.0028125593,"about_ca_topic_score_gemma":0.0037335663,"teacher_disagreement_score":0.0028125593,"about_ca_system_score_codex":0.0005204282,"about_ca_system_score_gemma":0.0009637145,"threshold_uncertainty_score":0.01014483},"labels":[],"label_agreement":null},{"id":"W1985031968","doi":"10.1080/15348458.2011.563636","title":"Identity Construction as Nexus of Multimembership: Attempts at Reconciliation Through an Online Intercultural Communication Course","year":2011,"lang":"en","type":"article","venue":"Journal of Language Identity & Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"U.S. Department of Education","keywords":"Nexus (standard); Identity (music); Sociology; Situated learning; Intercultural learning; Situated; Intercultural communication; Pedagogy; Negotiation; The Internet; Library science; Media studies; Social science; Engineering; World Wide Web; Computer science; Art","score_opus":0.0973076824932446,"score_gpt":0.3523064065733396,"score_spread":0.254998724080095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1985031968","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89058274,0.0003827425,0.058576096,0.0045825294,0.00013099845,0.00040140608,0.00001983073,0.000098819095,0.045224775],"genre_scores_gemma":[0.97686064,0.00013231007,0.017656095,0.00021332015,0.000018765471,0.00019326126,0.000023210878,0.000032387452,0.0048699975],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.976483,0.01846199,0.0005812299,0.0012935285,0.0017935509,0.0013866957],"domain_scores_gemma":[0.974376,0.014867663,0.0018924216,0.004513095,0.0018966451,0.0024540818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02893551,0.00049889885,0.00055448205,0.0031849805,0.015549383,0.014253239,0.003262074,0.002130429,0.0032900292],"category_scores_gemma":[0.03542587,0.0005020392,0.00043894388,0.0023216167,0.018720862,0.019280192,0.024291417,0.0051343082,0.0006219776],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005360497,0.0002896056,0.0052761654,0.000059169444,0.0000066761686,0.00038154403,0.8154459,0.0001885884,0.00089984655,0.0867207,0.0006839322,0.089994274],"study_design_scores_gemma":[0.000020961425,0.00016403453,0.003969636,0.00021155112,0.00001401999,0.0004787553,0.87136626,0.002740453,0.0025332482,0.06539303,0.053066585,0.000041516803],"about_ca_topic_score_codex":0.0015751355,"about_ca_topic_score_gemma":0.0035423841,"teacher_disagreement_score":0.02893551,"about_ca_system_score_codex":0.003942726,"about_ca_system_score_gemma":0.005677809,"threshold_uncertainty_score":0.15302742},"labels":[],"label_agreement":null},{"id":"W1986074215","doi":"10.5539/ies.v7n5p49","title":"Activity Theory as a Framework for Designing the Model of College English Listening","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Education Department of Shaanxi Province","keywords":"Active listening; College English; Informational listening; Reflective listening; Psychology; Perspective (graphical); Listening comprehension; Process (computing); Foreign language; Mathematics education; Linguistics; Computer science; Communication; Artificial intelligence","score_opus":0.09602438796792918,"score_gpt":0.37444300301269784,"score_spread":0.27841861504476867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986074215","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0088507505,0.0010642693,0.90542656,0.0039344053,0.00020370734,0.0008853063,0.00029549774,0.00017058376,0.07916887],"genre_scores_gemma":[0.38213038,0.0028705697,0.5941723,0.0008399456,0.00015335839,0.0044466886,0.00058749603,0.00009750869,0.014701866],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9980817,0.001217528,0.00014451981,0.00021049377,0.00025192183,0.00009390659],"domain_scores_gemma":[0.99839324,0.0010662798,0.00011474175,0.00006410578,0.0002644309,0.00009713982],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002409274,0.0008177992,0.0005465231,0.0023227702,0.0011520539,0.0029377814,0.0018820076,0.0014133723,0.0046051373],"category_scores_gemma":[0.002907444,0.000378596,0.0012056092,0.0020596206,0.002842284,0.0038579742,0.0014069973,0.0022377626,0.0008322027],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015926567,0.00009221367,0.001135313,0.00024366695,0.000021821768,0.00021337147,0.0034542915,0.015422155,0.00036282768,0.9516881,0.0023191338,0.025031077],"study_design_scores_gemma":[0.00007696671,0.00019149808,0.0019008621,0.00089235744,0.00008114186,0.00030949316,0.005187016,0.08598279,0.0005926292,0.7359529,0.16875581,0.00007642896],"about_ca_topic_score_codex":0.009592481,"about_ca_topic_score_gemma":0.007449462,"teacher_disagreement_score":0.009592481,"about_ca_system_score_codex":0.0036346824,"about_ca_system_score_gemma":0.00419633,"threshold_uncertainty_score":0.026371539},"labels":[],"label_agreement":null},{"id":"W1986112075","doi":"10.5539/ass.v4n10p14","title":"A Study on Applying the Variation Theory to Chinese Communicative Writing","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Discernment; Variation (astronomy); Psychology; Class (philosophy); Qualitative research; Mathematics education; Communicative language teaching; Linguistics; Computer science; Sociology; Epistemology; Artificial intelligence; Philosophy","score_opus":0.04077369488720596,"score_gpt":0.3353362338678622,"score_spread":0.29456253898065626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986112075","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95137596,0.00058637495,0.022887299,0.0012504365,0.000084960455,0.00041638347,0.000013671847,0.000028890629,0.02335596],"genre_scores_gemma":[0.9873634,0.00048087828,0.009798421,0.00018524329,0.00002098734,0.00020177392,0.000009771522,0.00001513339,0.0019244233],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9842743,0.012640963,0.00043024178,0.0006086228,0.0015779672,0.00046789506],"domain_scores_gemma":[0.9777014,0.01920721,0.00066966336,0.0008370737,0.0011888018,0.0003957729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016134128,0.00046694776,0.00060529116,0.0019748688,0.0044982024,0.0035180817,0.0015544445,0.0010239556,0.0016828977],"category_scores_gemma":[0.030792153,0.00042461976,0.0004752319,0.002229322,0.0057544243,0.003319486,0.0033691751,0.0024574285,0.00013090717],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008394266,0.00032339868,0.012390284,0.0005094612,0.000028359478,0.002028616,0.81078243,0.0005813432,0.005424676,0.045452822,0.00050986244,0.12188479],"study_design_scores_gemma":[0.00016856614,0.0024530138,0.054909073,0.0015102681,0.00014105413,0.0053338036,0.75327235,0.018051907,0.015949674,0.059191816,0.08880587,0.00021258257],"about_ca_topic_score_codex":0.0036275748,"about_ca_topic_score_gemma":0.0039087236,"teacher_disagreement_score":0.016134128,"about_ca_system_score_codex":0.00303763,"about_ca_system_score_gemma":0.0038843749,"threshold_uncertainty_score":0.08532643},"labels":[],"label_agreement":null},{"id":"W1986237474","doi":"10.3138/cmlr.1279","title":"Telecollaboration for Professional Purposes: Towards Developing a Formal Register in the Foreign Language Classroom","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"German; Politeness; Register (sociolinguistics); Foreign language; Psychology; Competence (human resources); Computer science; Linguistics; Pedagogy; Social psychology","score_opus":0.03399573160516841,"score_gpt":0.27035381275780396,"score_spread":0.23635808115263554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986237474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96675605,0.0025165565,0.0024238594,0.0014412041,0.00004439972,0.000095245596,0.000017064383,0.000056747882,0.026648918],"genre_scores_gemma":[0.9934946,0.001067574,0.0019163324,0.0001118508,0.000010867156,0.000031691667,0.000017349279,0.000007976152,0.0033418431],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99795365,0.0012672608,0.00007764128,0.00017067672,0.00033706825,0.00019366268],"domain_scores_gemma":[0.99781007,0.00084158545,0.00038249194,0.00014996825,0.00034579728,0.00047004037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040591215,0.00019789473,0.00022896292,0.00065337325,0.0011080519,0.0021062281,0.00065858226,0.0004983266,0.002345857],"category_scores_gemma":[0.0040729064,0.00012749861,0.000108505934,0.0004515585,0.0011151173,0.0011386772,0.0022052662,0.00063813507,0.00069770386],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020470106,0.0012538903,0.05233158,0.0010707632,0.000017664475,0.0021461388,0.23737499,0.0001616327,0.018806318,0.006198846,0.0036913494,0.676742],"study_design_scores_gemma":[0.00016198846,0.002862075,0.2686068,0.0015735124,0.00012394617,0.0062870514,0.45071706,0.0012481917,0.02698846,0.003695333,0.2376511,0.00008452911],"about_ca_topic_score_codex":0.005448231,"about_ca_topic_score_gemma":0.010397618,"teacher_disagreement_score":0.005448231,"about_ca_system_score_codex":0.001426548,"about_ca_system_score_gemma":0.0049684294,"threshold_uncertainty_score":0.02146691},"labels":[],"label_agreement":null},{"id":"W1986537569","doi":"10.5539/elt.v5n12p94","title":"Discrepancies between L2 Teacher and L2 Learner Beliefs","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Second language; Foreign language; Perception; Section (typography); Pedagogy; Mathematics education; Foreign language teaching; First language; Linguistics; Empirical research; Language teacher; Second-language acquisition; Language education; Epistemology","score_opus":0.020072758308355327,"score_gpt":0.25469181920835854,"score_spread":0.2346190609000032,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986537569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87367547,0.0064785327,0.013137434,0.014042213,0.00022526142,0.000048022386,0.00010939474,0.0000867562,0.09219686],"genre_scores_gemma":[0.99575764,0.0010563479,0.00054522353,0.0005928093,0.000026168284,0.000013303597,0.000025258483,0.00002355506,0.0019596869],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9903976,0.004935718,0.00057549553,0.0006319121,0.0028751872,0.0005840935],"domain_scores_gemma":[0.97383636,0.01908113,0.0027890299,0.0009448277,0.0027786521,0.0005700222],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010763375,0.00027219456,0.00040908635,0.001798684,0.0022328363,0.005829652,0.00097641686,0.0017076608,0.003626424],"category_scores_gemma":[0.029705564,0.00025073168,0.00030553588,0.0010076079,0.005852765,0.0045977333,0.004692115,0.003087657,0.00048600585],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000728878,0.00007299967,0.036453005,0.0004049247,0.00003798031,0.0014184917,0.87006813,0.00021560116,0.001385645,0.03475845,0.0016134111,0.053498436],"study_design_scores_gemma":[0.000014991191,0.00015527739,0.04673531,0.0015298198,0.00004249625,0.0031967454,0.8654483,0.0005491301,0.0021598178,0.025996262,0.05405746,0.00011438447],"about_ca_topic_score_codex":0.0044780397,"about_ca_topic_score_gemma":0.0035492613,"teacher_disagreement_score":0.010763375,"about_ca_system_score_codex":0.0028738817,"about_ca_system_score_gemma":0.0016518869,"threshold_uncertainty_score":0.056922853},"labels":[],"label_agreement":null},{"id":"W1986580709","doi":"10.5539/elt.v2n3p237","title":"Student Experiences of English Language Training: A Comparison of Teaching in UK and Chinese Contexts","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Competence (human resources); Psychology; English language; Mathematics education; Training (meteorology); Language proficiency; Medical education; Pedagogy; Political science; Medicine","score_opus":0.018678024261376956,"score_gpt":0.3151142667430099,"score_spread":0.29643624248163297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986580709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983255,0.00008708944,0.000021156558,0.00009629741,0.000008172105,0.000010085805,0.000014675656,0.0000019572506,0.001434977],"genre_scores_gemma":[0.9981772,0.00017201893,0.000032797187,0.000085871405,0.000005599652,0.000015700673,0.0000290832,0.0000041874596,0.0014776621],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981121,0.0005280475,0.00012716712,0.00009627572,0.00036756217,0.0007689196],"domain_scores_gemma":[0.99479574,0.000889083,0.0007158147,0.00010023693,0.0008788925,0.0026202437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014869983,0.00031002914,0.00048407394,0.0017378987,0.0034630813,0.0031459716,0.0006257155,0.00077177223,0.0029815969],"category_scores_gemma":[0.0042880164,0.00027561607,0.00037829604,0.0019453671,0.0016644694,0.0013885696,0.0029840174,0.00089803775,0.00043707207],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034186183,0.00065837294,0.25206387,0.0001390078,0.00003287836,0.0012782157,0.7207973,0.000071253344,0.0017669656,0.00047249647,0.00093170995,0.021446083],"study_design_scores_gemma":[0.00001594464,0.00042458487,0.20301914,0.000078487596,0.000017713928,0.00046018683,0.79081243,0.00014588328,0.00052223133,0.000042929507,0.0044218297,0.00003862265],"about_ca_topic_score_codex":0.033423305,"about_ca_topic_score_gemma":0.059118282,"teacher_disagreement_score":0.033423305,"about_ca_system_score_codex":0.0028940742,"about_ca_system_score_gemma":0.0030211906,"threshold_uncertainty_score":0.06645751},"labels":[],"label_agreement":null},{"id":"W1988312087","doi":"10.1016/j.acalib.2006.06.009","title":"Language Learning in the Library: An Exploratory Study of ESL Students","year":2006,"lang":"en","type":"article","venue":"The Journal of Academic Librarianship","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Active listening; Reading (process); Learner autonomy; Language acquisition; Mathematics education; Computer science; Pedagogy; Exploratory research; Library instruction; Psychology; Language education; Comprehension approach; Linguistics; Information literacy; Sociology; Communication","score_opus":0.05212212112438381,"score_gpt":0.2862939763242726,"score_spread":0.2341718551998888,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988312087","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99808466,0.00005811618,0.000056452416,0.00015563305,0.0000049491077,0.000027614833,0.000019132485,0.0000054251013,0.0015880006],"genre_scores_gemma":[0.99466276,0.00014546006,0.00019027774,0.00027085553,0.000011721705,0.000055774017,0.00003885575,0.00001199311,0.0046122726],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99697137,0.0011492278,0.00014100528,0.00029782346,0.00050215673,0.0009384314],"domain_scores_gemma":[0.99004376,0.0030553709,0.000992485,0.00030989607,0.0019418924,0.0036566295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034641987,0.00049638643,0.0010912961,0.0029660452,0.0100912545,0.010154372,0.0015591714,0.001563837,0.0072145304],"category_scores_gemma":[0.010289836,0.0005972192,0.00044313082,0.0025313701,0.0033823426,0.0038275295,0.0054602535,0.003031888,0.0021919112],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005291768,0.010365863,0.1444564,0.00014899024,0.000026809765,0.001845944,0.810713,0.000058249843,0.0023112157,0.0008993496,0.00091345515,0.027731495],"study_design_scores_gemma":[0.000047097998,0.001560004,0.055215154,0.000042449265,0.00002407899,0.0005110787,0.93428713,0.00011611919,0.0013482489,0.00028432996,0.0065264595,0.00003799144],"about_ca_topic_score_codex":0.009568794,"about_ca_topic_score_gemma":0.01594618,"teacher_disagreement_score":0.010154372,"about_ca_system_score_codex":0.002226536,"about_ca_system_score_gemma":0.004496749,"threshold_uncertainty_score":0.024134934},"labels":[],"label_agreement":null},{"id":"W1988419877","doi":"10.1111/j.1467-9922.2007.00427.x","title":"Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction","year":2007,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":136,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Salience (neuroscience); Psychology; Corrective feedback; Cognitive psychology; Task (project management); Psycholinguistics; Social psychology; Linguistics; Mathematics education; Cognition","score_opus":0.01832788736365259,"score_gpt":0.25677712832512833,"score_spread":0.23844924096147574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988419877","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98056453,0.00040809554,0.016438397,0.0001756216,0.00001586021,0.00011471625,0.00006404491,0.000089750676,0.0021289485],"genre_scores_gemma":[0.9924523,0.0002707267,0.0064557893,0.000021852862,0.000009851115,0.00013082066,0.0000623278,0.000023472887,0.0005728186],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96995866,0.022919025,0.0014157925,0.001318069,0.003698548,0.00068985904],"domain_scores_gemma":[0.87029004,0.10440967,0.0129058305,0.0040797563,0.00633852,0.0019761433],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010676549,0.0006141997,0.0007554679,0.0014921814,0.0015419085,0.0021255456,0.00068815966,0.0009880094,0.0015678708],"category_scores_gemma":[0.0929088,0.00047588424,0.00030596147,0.0007046044,0.0012978634,0.0018934817,0.003432679,0.0010284289,0.00037727863],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025654784,0.00048482654,0.23682511,0.0015600672,0.00023041053,0.0018437792,0.46385756,0.0010553476,0.0887606,0.0018190457,0.0005272372,0.2004705],"study_design_scores_gemma":[0.00015921022,0.004246588,0.5572371,0.0007662707,0.0004323193,0.0061345664,0.34133118,0.010317189,0.056590144,0.0039768103,0.018325558,0.0004829558],"about_ca_topic_score_codex":0.001365969,"about_ca_topic_score_gemma":0.0021379152,"teacher_disagreement_score":0.010676549,"about_ca_system_score_codex":0.0007417798,"about_ca_system_score_gemma":0.00070905255,"threshold_uncertainty_score":0.05646366},"labels":[],"label_agreement":null},{"id":"W1988780942","doi":"10.1080/13670050.2013.767778","title":"Learning French as a second official language in Canada: comparing monolingual and bilingual students at Grade 6","year":2013,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Immigration; Test (biology); Psychology; Post hoc; Language proficiency; First language; Neuroscience of multilingualism; Multilingualism; Mathematics education; Linguistics; Political science; Pedagogy; Medicine","score_opus":0.017122253035077396,"score_gpt":0.3026839240286231,"score_spread":0.2855616709935457,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988780942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986557,0.000067736546,0.000012617634,0.0000355677,0.000003285391,0.000006968518,0.00005946378,0.0000020745736,0.001156568],"genre_scores_gemma":[0.99719656,0.00010958046,0.000053990218,0.000032397358,0.0000016573823,0.000007317723,0.00016323842,0.0000025089244,0.0024327768],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99914396,0.000052856136,0.000027196307,0.000089845395,0.0003041324,0.00038206388],"domain_scores_gemma":[0.9979804,0.00011579467,0.00020451989,0.000021493237,0.0008096027,0.0008682928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007326472,0.0004245322,0.0004664706,0.0015299844,0.004396937,0.0021022253,0.00063443254,0.00048449796,0.001983637],"category_scores_gemma":[0.0017442203,0.00021925446,0.00041122863,0.0012594392,0.00095868995,0.00055656716,0.0012174805,0.00079043634,0.00037401236],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049451133,0.0006363413,0.9140758,0.000075777796,0.000033673496,0.00052975793,0.053158585,0.00012794927,0.0024065902,0.00033725638,0.00068499666,0.027438745],"study_design_scores_gemma":[0.0000097538805,0.00042375858,0.9304651,0.000037931044,0.000019928339,0.000112042995,0.06585117,0.00014993551,0.00065413123,0.000037959704,0.0022112255,0.000027173322],"about_ca_topic_score_codex":0.9430559,"about_ca_topic_score_gemma":0.9791636,"teacher_disagreement_score":0.056944072,"about_ca_system_score_codex":0.0104332445,"about_ca_system_score_gemma":0.017720198,"threshold_uncertainty_score":0.114558816},"labels":[],"label_agreement":null},{"id":"W1989130092","doi":"10.5539/ach.v6n2p28","title":"Research on the Teaching Mode of Autonomous Learning in University English Teaching","year":2014,"lang":"en","type":"article","venue":"Asian Culture and History","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomous learning; China; Mathematics education; Teaching and learning center; Globalization; College English; Sociology; Mode (computer interface); Pedagogy; Teaching method; Psychology; Political science; Computer science","score_opus":0.035093963955960206,"score_gpt":0.25501318922653876,"score_spread":0.21991922527057856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1989130092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7454222,0.0021972226,0.013061404,0.0024260092,0.000113538044,0.000117799296,0.000045032215,0.000040089242,0.23657677],"genre_scores_gemma":[0.98941106,0.00066270656,0.0015540054,0.0000854355,0.000018270312,0.00003937091,0.000011956759,0.0000076177394,0.008209625],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9991302,0.0003782523,0.00003597633,0.000120858305,0.00020906156,0.00012569925],"domain_scores_gemma":[0.99734604,0.0012889928,0.00028380923,0.0001292673,0.00049182883,0.00046004745],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011570355,0.0001370012,0.0001388772,0.00089702813,0.0014748725,0.003079277,0.00060711143,0.0004629512,0.0073996303],"category_scores_gemma":[0.0033725246,0.00011753167,0.00023452078,0.0007838316,0.0020583693,0.00424476,0.00085027475,0.000562422,0.000520548],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016627718,0.0005927445,0.110719234,0.0008833126,0.00004019988,0.00080421387,0.22322278,0.00060361193,0.005289696,0.34846023,0.0031751422,0.30604255],"study_design_scores_gemma":[0.000114726245,0.00048886344,0.26600423,0.0013922871,0.00017302432,0.0016011341,0.3969298,0.010866028,0.006575943,0.1455065,0.17022038,0.00012705373],"about_ca_topic_score_codex":0.004133169,"about_ca_topic_score_gemma":0.0056111887,"teacher_disagreement_score":0.0073996303,"about_ca_system_score_codex":0.0021771374,"about_ca_system_score_gemma":0.0027970262,"threshold_uncertainty_score":0.024754167},"labels":[],"label_agreement":null},{"id":"W1989740657","doi":"10.3138/cmlr.59.1.53","title":"<i>No Pain, No Gain</i>: Student Playwriting as Critical Ethnographic Language Research","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ethnography; Negotiation; Presentation (obstetrics); Sociology; Pedagogy; Linguistics; Anthropology; Social science; Medicine","score_opus":0.05810974501445686,"score_gpt":0.3155535988019328,"score_spread":0.2574438537874759,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1989740657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5913935,0.036910623,0.060108528,0.07514881,0.0022070198,0.0014804814,0.0002853731,0.00030186857,0.23216392],"genre_scores_gemma":[0.9646908,0.006380985,0.012585622,0.0027646786,0.00029172195,0.0012953068,0.000057836987,0.00010474694,0.011828234],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96306366,0.03347704,0.00034188954,0.0007217247,0.0013170454,0.001078673],"domain_scores_gemma":[0.95904833,0.03469736,0.0014787717,0.0017065075,0.0013399565,0.0017289829],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027558306,0.00087400334,0.0008348942,0.004740882,0.017145962,0.019084059,0.0028395012,0.0034218973,0.0027112],"category_scores_gemma":[0.02350641,0.00068650406,0.0003794097,0.004835269,0.051989958,0.011105944,0.011206121,0.0040343474,0.00032481528],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020733705,0.00004196508,0.0010165323,0.00014764609,0.000005029956,0.00037632952,0.9334802,0.00006211003,0.0003176745,0.04579904,0.003418526,0.015314205],"study_design_scores_gemma":[0.000013729711,0.000047997964,0.0011781224,0.00055581366,0.00000808929,0.00056040194,0.90949875,0.00019638482,0.0005696161,0.012714625,0.074634574,0.000021850918],"about_ca_topic_score_codex":0.020067742,"about_ca_topic_score_gemma":0.05465531,"teacher_disagreement_score":0.027558306,"about_ca_system_score_codex":0.012074307,"about_ca_system_score_gemma":0.0076602395,"threshold_uncertainty_score":0.14574403},"labels":[],"label_agreement":null},{"id":"W1989860540","doi":"10.3138/cmlr.1753","title":"Academic Language Socialization in High School Writing Conferences","year":2014,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Socialization; Constructive; Literacy; Academic writing; Pedagogy; Psychology; Mathematics education; Sociology; Computer science; Developmental psychology","score_opus":0.021860928598964522,"score_gpt":0.24876163329395423,"score_spread":0.2269007046949897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1989860540","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9748917,0.0007369247,0.0003216024,0.0008815474,0.000052286196,0.000030359033,0.000023870656,0.000027594857,0.023034025],"genre_scores_gemma":[0.9979924,0.00017337849,0.000091987065,0.000076679135,0.000016491033,0.000020854992,0.000013749253,0.000009269857,0.0016051559],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9903398,0.0062212013,0.0002897534,0.0007075985,0.0014758839,0.00096577837],"domain_scores_gemma":[0.9859531,0.0076074223,0.0025550646,0.000633343,0.0013699982,0.0018810998],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005495802,0.00034312758,0.0005481481,0.00267677,0.008686318,0.0076628686,0.001553758,0.0014839614,0.006034683],"category_scores_gemma":[0.016162764,0.0003148498,0.0002487971,0.0015883332,0.005409029,0.0028562706,0.0066886684,0.0023587337,0.0007383702],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010011032,0.00053639675,0.042244613,0.00026556427,0.000024977699,0.0012516137,0.898812,0.000085950356,0.0016626663,0.0035604627,0.0019875215,0.049468152],"study_design_scores_gemma":[0.000019281637,0.00014737074,0.072137855,0.00021083809,0.000016418106,0.00088343886,0.8958219,0.00012308436,0.0012289279,0.0013638336,0.02801531,0.00003172124],"about_ca_topic_score_codex":0.003849285,"about_ca_topic_score_gemma":0.008860624,"teacher_disagreement_score":0.008686318,"about_ca_system_score_codex":0.0037364354,"about_ca_system_score_gemma":0.002603506,"threshold_uncertainty_score":0.029064953},"labels":[],"label_agreement":null},{"id":"W1990574668","doi":"10.4000/alsic.343","title":"Application de principes cognitivistes et constructivistes à l'enseignement de l'écrit assisté par ordinateur : perceptions des étudiants","year":2005,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria; Francophone University Association","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.019358935267178162,"score_gpt":0.27756090691711993,"score_spread":0.25820197164994174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990574668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9202182,0.0017137866,0.025887607,0.003903679,0.00013518707,0.00048787965,0.00007764318,0.000082127364,0.047493946],"genre_scores_gemma":[0.98919964,0.00089587603,0.0069604684,0.00030969447,0.000016624332,0.00025374582,0.000044286677,0.000014743111,0.0023049123],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.989618,0.0057590557,0.0006056198,0.0007389666,0.0026972028,0.0005811579],"domain_scores_gemma":[0.96476895,0.021447927,0.0039441553,0.0012001173,0.007083498,0.0015553371],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01590528,0.000864233,0.00044662863,0.0034434618,0.004170486,0.008909543,0.00087771536,0.0014033386,0.0020252138],"category_scores_gemma":[0.03081873,0.00035235882,0.00091421726,0.0020275435,0.008792933,0.0037268288,0.003970746,0.0025414943,0.0002949951],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006449783,0.0001991989,0.13179033,0.00077357364,0.00007409565,0.00028031226,0.778132,0.0005363603,0.0020367738,0.02727114,0.0009305091,0.057911284],"study_design_scores_gemma":[0.000019258023,0.00024738608,0.13094549,0.00077979127,0.00009987068,0.00046711683,0.8163859,0.0019171368,0.0012952428,0.01281695,0.034921825,0.0001039912],"about_ca_topic_score_codex":0.022701867,"about_ca_topic_score_gemma":0.02098186,"teacher_disagreement_score":0.022701867,"about_ca_system_score_codex":0.0056863385,"about_ca_system_score_gemma":0.009425648,"threshold_uncertainty_score":0.08411616},"labels":[],"label_agreement":null},{"id":"W1990659162","doi":"10.5539/ijel.v5n1p22","title":"Evaluating Saudi University Students’ Beliefs about Learning English","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Aptitude; Statement (logic); Mathematics education; Foreign language; Social psychology; Medical education; Developmental psychology; Linguistics; Medicine","score_opus":0.06788854232200428,"score_gpt":0.3388190205305017,"score_spread":0.27093047820849747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990659162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99923646,0.000035120403,0.00007142036,0.0000320255,0.0000033061278,0.00002017603,0.000018226378,0.000001794645,0.0005814212],"genre_scores_gemma":[0.9987846,0.00008600023,0.00021665782,0.000038415932,0.00000470621,0.000033355213,0.000046182064,0.000001257453,0.0007886995],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99895525,0.00031427626,0.00012113194,0.00005231687,0.00039673003,0.00016037736],"domain_scores_gemma":[0.99312216,0.0017218656,0.0015187074,0.00023639915,0.0022361097,0.0011647609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030832055,0.0003187511,0.00038226967,0.00075758126,0.00068565994,0.0011700863,0.00027455203,0.0005022364,0.0028416084],"category_scores_gemma":[0.00808275,0.00015904439,0.00039508185,0.00031408953,0.0005108828,0.00044653856,0.00071307196,0.0006381113,0.00087287306],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00092904567,0.002598428,0.9047502,0.00025215538,0.00007402292,0.00026503266,0.033776972,0.00017598283,0.008806034,0.000245313,0.00046843436,0.04765848],"study_design_scores_gemma":[0.000068512,0.005003991,0.9116142,0.00014418966,0.00013292955,0.00027537602,0.06931471,0.0009787586,0.008360735,0.00026601163,0.0037661702,0.000074338655],"about_ca_topic_score_codex":0.0022271995,"about_ca_topic_score_gemma":0.0032694095,"teacher_disagreement_score":0.0030832055,"about_ca_system_score_codex":0.00063746097,"about_ca_system_score_gemma":0.0009213875,"threshold_uncertainty_score":0.016305685},"labels":[],"label_agreement":null},{"id":"W1990667134","doi":"10.5539/elt.v3n1p200","title":"ESP at the Tertiary Level: Current Situation, Application and Expectation","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Exploit; English for specific purposes; Psychology; Function (biology); Tertiary level; Field (mathematics); Mathematics education; Subject (documents); Pedagogy; Higher education; Computer science; Political science; Library science","score_opus":0.01464958165917549,"score_gpt":0.2601357182284397,"score_spread":0.24548613656926424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990667134","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83275026,0.011777385,0.004376044,0.07773285,0.00048168973,0.000042461787,0.0004732126,0.0001665072,0.072199605],"genre_scores_gemma":[0.9854747,0.0038902208,0.00077050284,0.001699523,0.000118135424,0.000017054084,0.00017461249,0.000011559989,0.007843644],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99781704,0.00054211234,0.00017189473,0.00017273678,0.0006010244,0.00069512485],"domain_scores_gemma":[0.99386144,0.0006868327,0.0006079035,0.00015514901,0.0024677191,0.0022208784],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029868989,0.00014856398,0.00016175867,0.00080852414,0.0012423387,0.0030226144,0.001094729,0.0011004516,0.009233684],"category_scores_gemma":[0.004305543,0.00010964222,0.00020942334,0.0009592372,0.00092259276,0.0023420893,0.001890377,0.0010100299,0.0024192997],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023284786,0.0009570855,0.28222403,0.0011080845,0.000017425102,0.0032420408,0.010676465,0.00075338274,0.004597462,0.036419712,0.01962807,0.6401434],"study_design_scores_gemma":[0.000030195552,0.0014096496,0.6080887,0.002438274,0.00004092395,0.010005232,0.14300895,0.0038783394,0.0066253445,0.026373778,0.1979787,0.000122008794],"about_ca_topic_score_codex":0.004687132,"about_ca_topic_score_gemma":0.005233216,"teacher_disagreement_score":0.009233684,"about_ca_system_score_codex":0.0024204105,"about_ca_system_score_gemma":0.005305082,"threshold_uncertainty_score":0.03088975},"labels":[],"label_agreement":null},{"id":"W1990944323","doi":"10.1037/a0012775","title":"Review of Blackwell handbook of language development.","year":2008,"lang":"en","type":"article","venue":"Canadian Psychology/Psychologie canadienne","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Psychology; Cognitive science; Psychoanalysis; Linguistics; Epistemology; Philosophy","score_opus":0.07399715439115821,"score_gpt":0.293175597866187,"score_spread":0.2191784434750288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990944323","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00014897958,0.9645311,0.0011859747,0.004597331,0.01009564,0.000008794268,0.00036921445,0.0001534736,0.018909605],"genre_scores_gemma":[0.0027749834,0.92779434,0.0014515723,0.0025488124,0.00741613,0.000027523458,0.0005853645,0.000109205204,0.057292085],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99944407,0.00007509406,0.00007776094,0.00008925663,0.00026571055,0.00004803696],"domain_scores_gemma":[0.9976363,0.0009227299,0.00015154028,0.00011242234,0.00089062355,0.0002864247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078400446,0.0011781753,0.0013222925,0.005543825,0.00046726764,0.0016191917,0.0014780373,0.0014264053,0.03822507],"category_scores_gemma":[0.003117786,0.00062425813,0.00040308287,0.006641305,0.0011672871,0.0020359145,0.0010936565,0.0023163666,0.030865977],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028601124,0.000019977962,0.00012430042,0.0015881696,0.00001439037,0.000076881486,0.000061129416,0.00013752886,0.00014716203,0.0027248564,0.6964967,0.29858035],"study_design_scores_gemma":[0.00000315551,0.0000071305208,0.00038402536,0.00059025286,0.000007481735,0.00029821854,0.000030660314,0.000021209542,0.000055189987,0.000903285,0.9976943,0.0000051156835],"about_ca_topic_score_codex":0.009310914,"about_ca_topic_score_gemma":0.019008089,"teacher_disagreement_score":0.03822507,"about_ca_system_score_codex":0.001592186,"about_ca_system_score_gemma":0.0033883275,"threshold_uncertainty_score":0.12787563},"labels":[],"label_agreement":null},{"id":"W1990953067","doi":"10.14434/josotl.v14i3.5033","title":"Finding Your “Spanish Voice” Through Popular Media: Improving Students’ Confidence and Fluency","year":2014,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Arctic Institute of North America; University of Alaska Anchorage; Eli Lilly and Company","keywords":"Fluency; Enthusiasm; Creativity; Curriculum; Interpersonal communication; Psychology; Schema (genetic algorithms); Cognition; Mathematics education; Pedagogy; Computer science; Social psychology","score_opus":0.042601242531375726,"score_gpt":0.296550335024055,"score_spread":0.2539490924926793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990953067","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9955249,0.000054015334,0.0009814712,0.00021544077,0.000018148223,0.000021124748,0.000013711192,0.00004846842,0.0031227726],"genre_scores_gemma":[0.99435645,0.00009302397,0.0023300648,0.00010968253,0.000016014124,0.00004215962,0.000030097211,0.000017310063,0.0030051882],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99945,0.00017929413,0.000029508145,0.00006984541,0.00014041507,0.00013086924],"domain_scores_gemma":[0.99786997,0.000793394,0.00026646428,0.00014129507,0.00025415653,0.00067461195],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013951821,0.00027390337,0.00029523452,0.00042464814,0.00041925564,0.0020694654,0.0006214375,0.00054284785,0.00475682],"category_scores_gemma":[0.005675462,0.00010776619,0.00024295332,0.00016415195,0.00037839054,0.00084972,0.0015836104,0.0006094066,0.0011685948],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009940866,0.018095482,0.105835564,0.00031652578,0.00007034815,0.0007776845,0.028019674,0.0005691374,0.037493818,0.0013736677,0.004975821,0.80147815],"study_design_scores_gemma":[0.0011985331,0.030796712,0.5687628,0.0010000586,0.0007162032,0.0033098874,0.13005231,0.01895637,0.11148348,0.012230405,0.12106783,0.0004253963],"about_ca_topic_score_codex":0.00053065113,"about_ca_topic_score_gemma":0.00093293283,"teacher_disagreement_score":0.00475682,"about_ca_system_score_codex":0.00022713082,"about_ca_system_score_gemma":0.00051681144,"threshold_uncertainty_score":0.015913129},"labels":[],"label_agreement":null},{"id":"W1991497487","doi":"10.5539/elt.v2n2p56","title":"Improving Speaking by Listening Cultivating English Thinking and Expression ------ Probe into the Teaching of Business English Listening","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Education Department of Jilin Province; People's Government of Jilin Province","keywords":"Active listening; Informational listening; Psychology; Class (philosophy); Curriculum; Appreciative listening; Reflective listening; Interpersonal communication; Expression (computer science); Business English; Mathematics education; College English; Pedagogy; Listening comprehension; Communication; Computer science","score_opus":0.007213332379518595,"score_gpt":0.22845309040789943,"score_spread":0.22123975802838083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991497487","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73732173,0.0027053992,0.061507557,0.015531383,0.00071270304,0.00038858916,0.00006402016,0.000681353,0.1810873],"genre_scores_gemma":[0.9378107,0.0025187505,0.039570037,0.0022803363,0.00021231399,0.00017134748,0.00005731064,0.00010966395,0.017269505],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99968076,0.00014562851,0.000020280517,0.00003518317,0.000058822465,0.000059296708],"domain_scores_gemma":[0.9994506,0.00024262627,0.000042722222,0.00003866937,0.00007706761,0.00014824857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007602416,0.00029474124,0.00020974268,0.0002511638,0.0005929481,0.0013521893,0.00034647668,0.00043126816,0.006887942],"category_scores_gemma":[0.0016685368,0.00009887872,0.00026595933,0.00016886902,0.001113043,0.0013828448,0.0011088965,0.0013135844,0.0011248293],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033630233,0.0046605607,0.009033324,0.0013879121,0.000029093064,0.0010816929,0.05039197,0.0008140974,0.15142855,0.038469832,0.013331214,0.7290355],"study_design_scores_gemma":[0.00045491534,0.010835192,0.11593037,0.0022904815,0.00046906015,0.00414462,0.10614271,0.009172273,0.18829443,0.14074965,0.42127022,0.00024609113],"about_ca_topic_score_codex":0.00035819702,"about_ca_topic_score_gemma":0.00088226836,"teacher_disagreement_score":0.006887942,"about_ca_system_score_codex":0.00024877125,"about_ca_system_score_gemma":0.0009757836,"threshold_uncertainty_score":0.02304244},"labels":[],"label_agreement":null},{"id":"W1991701363","doi":"10.1111/1540-4781.00137","title":"Decision Making while Rating ESL/EFL Writing Tasks: A Descriptive Framework","year":2002,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":236,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies","funders":"","keywords":"Test of English as a Foreign Language; Active listening; Psychology; Think aloud protocol; Protocol analysis; Test (biology); Descriptive statistics; Mathematics education; Writing assessment; Reading (process); Exploratory research; Linguistics; Computer science; Language assessment","score_opus":0.04833117962473061,"score_gpt":0.2782858427122726,"score_spread":0.22995466308754198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991701363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66367424,0.0009245861,0.30326572,0.0016981083,0.00005000281,0.0059558093,0.0029872998,0.00042707275,0.021017164],"genre_scores_gemma":[0.75394785,0.00043167456,0.2359814,0.00018386944,0.000030104875,0.0063263867,0.0017453635,0.000053492065,0.0012998375],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.97639036,0.012635007,0.0039652674,0.0021112869,0.0042874664,0.0006105734],"domain_scores_gemma":[0.90746397,0.0610889,0.012288393,0.0056033884,0.012795589,0.0007597557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03973825,0.0010222602,0.00057056936,0.006114862,0.0017250592,0.0042011803,0.0016170425,0.00080614624,0.00087677466],"category_scores_gemma":[0.06349013,0.0006106942,0.0006568199,0.003377922,0.0041494975,0.0029317497,0.0021952363,0.0010349754,0.0003966338],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051065895,0.0015104909,0.45948973,0.0013795197,0.00018896833,0.0008902586,0.1296397,0.010612295,0.011684468,0.07640355,0.0040494595,0.30364093],"study_design_scores_gemma":[0.00022331689,0.0028475292,0.5378613,0.0019274403,0.00024971718,0.0029151677,0.14215046,0.09378235,0.029200794,0.12117019,0.06691433,0.0007574314],"about_ca_topic_score_codex":0.0048817443,"about_ca_topic_score_gemma":0.0054956954,"teacher_disagreement_score":0.03973825,"about_ca_system_score_codex":0.0034965698,"about_ca_system_score_gemma":0.0044606933,"threshold_uncertainty_score":0.21015847},"labels":[],"label_agreement":null},{"id":"W1991701997","doi":"10.1075/lia.1.2.07lys","title":"Interactional feedback as instructional input","year":2010,"lang":"en","type":"article","venue":"Language Interaction and Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Set (abstract data type); Corrective feedback; Variety (cybernetics); Psychology; Peer feedback; Second-language acquisition; Cognitive psychology; Computer science; Mathematics education; Linguistics; Artificial intelligence","score_opus":0.008973039307653754,"score_gpt":0.26404701797561897,"score_spread":0.2550739786679652,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991701997","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22064158,0.0054134848,0.44057226,0.0028911498,0.001013047,0.0011004326,0.00067271746,0.004901357,0.3227939],"genre_scores_gemma":[0.8405223,0.0025707236,0.13739309,0.0006003837,0.00019903784,0.00072985864,0.00029590726,0.0004592131,0.017229537],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9947056,0.0031173965,0.0002246262,0.00037597437,0.001407665,0.00016879072],"domain_scores_gemma":[0.97466147,0.021801066,0.0007418517,0.0009580926,0.0013789824,0.00045853906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031828056,0.0008721315,0.00061378477,0.0009313267,0.00057187054,0.0023414986,0.0013633216,0.0007782413,0.01376727],"category_scores_gemma":[0.020373853,0.00023973349,0.00032026987,0.0005973641,0.0010285181,0.002385999,0.002527572,0.0010780463,0.0019271245],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014993066,0.0010752204,0.005846898,0.005107674,0.000076497636,0.0009320083,0.017150182,0.0037908645,0.05014058,0.05612936,0.0070952466,0.8511562],"study_design_scores_gemma":[0.0011003015,0.008502492,0.04106778,0.009507603,0.0008484441,0.005597411,0.016454162,0.042792298,0.159185,0.13930444,0.57510066,0.00053939596],"about_ca_topic_score_codex":0.00030419047,"about_ca_topic_score_gemma":0.00064595387,"teacher_disagreement_score":0.01376727,"about_ca_system_score_codex":0.0006486112,"about_ca_system_score_gemma":0.0009306764,"threshold_uncertainty_score":0.04605609},"labels":[],"label_agreement":null},{"id":"W1991943807","doi":"10.5539/elt.v2n4p107","title":"The Language Learning Benefits of Extensive Reading: Teachers Should Be Good Role Models","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Reading (process); Mathematics education; Class (philosophy); Language proficiency; Significant difference; Sample (material); Teaching method; Pedagogy; Linguistics; Computer science","score_opus":0.02485138710446891,"score_gpt":0.25845087684818885,"score_spread":0.23359948974371994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991943807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8170113,0.0023885036,0.0045565767,0.050966837,0.00041052606,0.00011347403,0.000052924,0.00027534238,0.1242245],"genre_scores_gemma":[0.97753966,0.00046563137,0.0022682059,0.0018344298,0.00005391848,0.00003479115,0.0000145437725,0.000029639856,0.017759085],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99869543,0.000817511,0.000028523951,0.00008296183,0.00020585916,0.00016964256],"domain_scores_gemma":[0.9942326,0.0016980949,0.0006989401,0.00040891176,0.00059698964,0.002364459],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015976622,0.0001926038,0.00023096651,0.00027142646,0.0015400545,0.0019470323,0.0004355135,0.0011276932,0.007908908],"category_scores_gemma":[0.005682172,0.00014529497,0.00016353923,0.00012219812,0.0016788114,0.0018962665,0.001811153,0.0013636118,0.0020306257],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00055561145,0.0042633964,0.1140594,0.0014999908,0.000047165173,0.008879701,0.18429549,0.00037717028,0.030339133,0.032997407,0.07485593,0.5478295],"study_design_scores_gemma":[0.00033905555,0.0024197043,0.2292741,0.0016208017,0.0001366659,0.011960424,0.33370027,0.00064831297,0.008334156,0.03584961,0.37557945,0.00013751138],"about_ca_topic_score_codex":0.00065578567,"about_ca_topic_score_gemma":0.0022824742,"teacher_disagreement_score":0.007908908,"about_ca_system_score_codex":0.00036356354,"about_ca_system_score_gemma":0.0011585343,"threshold_uncertainty_score":0.026457965},"labels":[],"label_agreement":null},{"id":"W1992141333","doi":"10.5539/ies.v5n2p125","title":"The Effect of Collaboration on Iranian EFL Learners’ Writing Accuracy","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Collaborative writing; Psychology; Mathematics education; Control (management); Pedagogy; Computer science","score_opus":0.06089481002824022,"score_gpt":0.3977924344874739,"score_spread":0.3368976244592337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1992141333","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997815,0.00019942567,0.0002665487,0.00006365517,0.000012055984,0.0000081677235,0.00001555697,0.000010418391,0.0016091234],"genre_scores_gemma":[0.99925905,0.00006941952,0.00031953753,0.000010975459,0.0000123986565,0.000010431629,0.000014188084,0.00000362109,0.0003002811],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9956285,0.0017398063,0.00052926387,0.00048260248,0.0012895998,0.00033028127],"domain_scores_gemma":[0.94786626,0.03108878,0.010855174,0.001882986,0.004967349,0.0033394394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033520206,0.00042107483,0.00046268647,0.0007025506,0.00063409103,0.0014925906,0.00036311985,0.00044623626,0.0025361762],"category_scores_gemma":[0.038925342,0.00012744089,0.00032313075,0.00041355967,0.0005013276,0.0008082103,0.0011329154,0.00041027786,0.00043599636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023662297,0.0014404831,0.7876884,0.0003360388,0.00026062483,0.0011257189,0.02563256,0.00067958614,0.013060816,0.00022055265,0.0006358374,0.16655323],"study_design_scores_gemma":[0.000119807126,0.0034269749,0.97035104,0.00011066177,0.00015334295,0.0012117964,0.015679156,0.0012531145,0.00529121,0.00058425154,0.001762763,0.000055895056],"about_ca_topic_score_codex":0.00080288004,"about_ca_topic_score_gemma":0.00070298027,"teacher_disagreement_score":0.0033520206,"about_ca_system_score_codex":0.00028533235,"about_ca_system_score_gemma":0.00064397557,"threshold_uncertainty_score":0.017727375},"labels":[],"label_agreement":null},{"id":"W1992595951","doi":"10.5539/elt.v4n4p165","title":"Does Gender Play a Role in the Assessment of Oral Proficiency?","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Language proficiency; Significant difference; Language assessment; Second language; Developmental psychology; Mathematics education; Linguistics; Medicine","score_opus":0.032297250495027685,"score_gpt":0.27984845734086916,"score_spread":0.24755120684584148,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1992595951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9863594,0.0029629762,0.0008396455,0.0010974477,0.00018371413,0.000030578634,0.00011920478,0.000006681214,0.008400353],"genre_scores_gemma":[0.9984295,0.00047050687,0.00019797294,0.000064991465,0.000031881267,0.0000057426655,0.000019051247,0.0000034834482,0.0007768641],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99892247,0.00045125696,0.00009902038,0.00011234816,0.0002887031,0.00012628475],"domain_scores_gemma":[0.9955272,0.0024871281,0.0009454201,0.00015100115,0.00045831114,0.0004309481],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002166434,0.00018869324,0.00032296873,0.0006588629,0.0003765605,0.0008876472,0.00033908675,0.00037258884,0.0033923618],"category_scores_gemma":[0.009892533,0.000088796725,0.00028739884,0.00052595796,0.0007720264,0.0009360656,0.0004128477,0.0002909645,0.0004062339],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041743284,0.00014075816,0.9287493,0.00012811899,0.00006939868,0.00080250204,0.0045161624,0.00007122685,0.0019971577,0.00082329946,0.0005236927,0.061760902],"study_design_scores_gemma":[0.000009149314,0.0007358074,0.9845451,0.00013469125,0.000057273264,0.0016799294,0.0077409116,0.00032944852,0.0004942015,0.000864989,0.0033850013,0.00002344497],"about_ca_topic_score_codex":0.0028217435,"about_ca_topic_score_gemma":0.003673582,"teacher_disagreement_score":0.0033923618,"about_ca_system_score_codex":0.00023799286,"about_ca_system_score_gemma":0.00043605606,"threshold_uncertainty_score":0.011457324},"labels":[],"label_agreement":null},{"id":"W1993013634","doi":"10.5539/ies.v1n4p92","title":"The Skills of Teacher’s Questioning in English Classes","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; Task (project management); Psychology; Teaching method; Incentive; Subject (documents); Pedagogy; Raising (metalworking); Computer science","score_opus":0.06179591467145365,"score_gpt":0.3585248724425198,"score_spread":0.2967289577710661,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993013634","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6314916,0.005597939,0.2230079,0.007865614,0.00031228364,0.00094214204,0.00020786849,0.0010982754,0.12947643],"genre_scores_gemma":[0.9586013,0.0013320433,0.031806447,0.00037448588,0.00010453427,0.00014137162,0.000097915174,0.00007176359,0.0074700625],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9931599,0.004415997,0.00044490572,0.0007356854,0.0008656766,0.0003778162],"domain_scores_gemma":[0.97972316,0.014544109,0.0012781098,0.0014011048,0.002302517,0.00075108116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055124126,0.0003770016,0.00030318374,0.0010945231,0.0010883223,0.0023859378,0.0010159787,0.0010154292,0.0029655995],"category_scores_gemma":[0.023911446,0.00023884006,0.00027597658,0.00074250856,0.003002377,0.004274704,0.0018929671,0.0013900237,0.0006527804],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001702596,0.00041747178,0.034416348,0.0011333718,0.000012669397,0.0016208518,0.36922517,0.00093447685,0.022876007,0.03760164,0.0064386516,0.52515304],"study_design_scores_gemma":[0.00007814574,0.00093671883,0.15563935,0.0018691608,0.000057508136,0.008198185,0.18575509,0.01162042,0.033400767,0.07524784,0.52697206,0.00022477533],"about_ca_topic_score_codex":0.0019809674,"about_ca_topic_score_gemma":0.0017634598,"teacher_disagreement_score":0.0055124126,"about_ca_system_score_codex":0.001429375,"about_ca_system_score_gemma":0.0017866819,"threshold_uncertainty_score":0.02915281},"labels":[],"label_agreement":null},{"id":"W1993031964","doi":"10.5539/elt.v1n1p113","title":"Cognitive Transfer and English writing","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cognition; Linguistics; Transfer of training; Cognitive psychology","score_opus":0.02019532910355104,"score_gpt":0.23949867754065782,"score_spread":0.21930334843710678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993031964","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33322185,0.0074023474,0.012512482,0.012001797,0.0004964374,0.000064854954,0.000024885629,0.000110950314,0.6341644],"genre_scores_gemma":[0.97868127,0.0015728282,0.0011888158,0.00045265578,0.0001379184,0.0000299396,0.000011211087,0.000015931857,0.0179095],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99849355,0.00066828984,0.000057009856,0.00013354974,0.00048311692,0.00016438964],"domain_scores_gemma":[0.99284744,0.0054014362,0.0004519299,0.00021489518,0.0007411681,0.00034318544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001533758,0.00025196632,0.00021023439,0.001142825,0.0011655188,0.0027164512,0.00051865977,0.00080036424,0.0074118283],"category_scores_gemma":[0.019270355,0.00007350514,0.00029050463,0.0007072503,0.0039433646,0.0026312284,0.002113529,0.0014225494,0.00056053285],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002576163,0.0012205853,0.018777907,0.0005255859,0.000062348445,0.0022708178,0.06042425,0.003045598,0.0022923294,0.44328502,0.0066900454,0.46114787],"study_design_scores_gemma":[0.0001355515,0.00064934423,0.07160158,0.0007934678,0.00007544224,0.0033165845,0.046689983,0.0068152957,0.005296456,0.77454376,0.090001926,0.0000806231],"about_ca_topic_score_codex":0.0018065717,"about_ca_topic_score_gemma":0.00087653485,"teacher_disagreement_score":0.0074118283,"about_ca_system_score_codex":0.0016659288,"about_ca_system_score_gemma":0.0011138046,"threshold_uncertainty_score":0.024795055},"labels":[],"label_agreement":null},{"id":"W1993260013","doi":"10.1017/s0958344002001313","title":"<i>Computer-assisted second language assessment: to the top of the pyramid</i>","year":2002,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Computer science; Pyramid (geometry); Adaptation (eye); Summit; Language assessment; Task (project management); Field (mathematics); Isosceles triangle; Mathematics education; Psychology; Engineering; Systems engineering","score_opus":0.027353395411344867,"score_gpt":0.24667958514949395,"score_spread":0.21932618973814907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993260013","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06990146,0.021318533,0.41411212,0.09227005,0.0016415602,0.0010409857,0.00049386045,0.0049716486,0.39424974],"genre_scores_gemma":[0.546685,0.013882438,0.3279714,0.010668636,0.00079586497,0.00037634675,0.000513862,0.00051140075,0.09859501],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969195,0.0009796573,0.00016100229,0.00023990347,0.0015075429,0.00019243007],"domain_scores_gemma":[0.9966241,0.0009668716,0.00032112835,0.00038027292,0.0014301849,0.0002773968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039082672,0.000569385,0.00034629388,0.0016582427,0.0014249132,0.006222819,0.0017047192,0.0013449794,0.008026203],"category_scores_gemma":[0.0092213685,0.0002616639,0.00033193492,0.001909824,0.0055459444,0.0043618293,0.002326674,0.0017353888,0.0026815198],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010722742,0.00012948213,0.010421328,0.0009873392,0.00002347694,0.0002584458,0.0067128376,0.0017116086,0.0062074894,0.039715964,0.04824537,0.88547933],"study_design_scores_gemma":[0.000062841005,0.00073467114,0.05814355,0.0022283462,0.00007396689,0.0017074522,0.01809703,0.010413644,0.009295292,0.076850824,0.8221833,0.00020907247],"about_ca_topic_score_codex":0.15476795,"about_ca_topic_score_gemma":0.24739937,"teacher_disagreement_score":0.15476795,"about_ca_system_score_codex":0.006952925,"about_ca_system_score_gemma":0.0077221277,"threshold_uncertainty_score":0.3077342},"labels":[],"label_agreement":null},{"id":"W1994735359","doi":"10.5539/ass.v6n9p137","title":"The Application of Input Hypothesis to the Teaching of Listening and Speaking of College English","year":2010,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Second-language acquisition; College English; Linguistics; Mathematics education; Cognitive psychology; Communication; Philosophy","score_opus":0.014802538593893534,"score_gpt":0.25355184809282766,"score_spread":0.23874930949893414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994735359","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28646323,0.0014710226,0.5057032,0.008606329,0.0008373362,0.00044191303,0.00029804706,0.00077856507,0.19540037],"genre_scores_gemma":[0.95783603,0.0006771542,0.02841519,0.0008913447,0.0002216369,0.00041210427,0.00009701612,0.0000898926,0.011359758],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99865,0.00039697584,0.000073654366,0.00029281885,0.00046013217,0.00012641176],"domain_scores_gemma":[0.99641246,0.0024042947,0.00033943198,0.00023364753,0.000433169,0.00017697633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015025273,0.00053125946,0.00038621083,0.0007886855,0.00062204106,0.0014346623,0.00100387,0.000982052,0.008794201],"category_scores_gemma":[0.0059243483,0.00023343146,0.00089899654,0.0004708143,0.0026906917,0.0028230639,0.0019569304,0.0017674565,0.00095103844],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016529491,0.0010488713,0.016798826,0.0014518235,0.00014907331,0.002356023,0.010330529,0.0088436175,0.029196292,0.6696431,0.003699538,0.25482932],"study_design_scores_gemma":[0.0005001248,0.004189765,0.040000554,0.0004744231,0.00022744497,0.0020225784,0.0025252604,0.03828983,0.063075155,0.8171903,0.031360313,0.00014427598],"about_ca_topic_score_codex":0.0004736222,"about_ca_topic_score_gemma":0.0002575397,"teacher_disagreement_score":0.008794201,"about_ca_system_score_codex":0.0008333756,"about_ca_system_score_gemma":0.0011001466,"threshold_uncertainty_score":0.029419482},"labels":[],"label_agreement":null},{"id":"W1995530240","doi":"10.1080/13670050.2011.573069","title":"Learning a foreign language as leisure and consumption: enjoyment, desire, and the business of<i>eikaiwa</i>","year":2011,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":144,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Consumption (sociology); Mainstream; Sociology; Disadvantaged; Psychology; Gender studies; Social psychology; Social science; Political science","score_opus":0.03678032847119567,"score_gpt":0.3024320820728476,"score_spread":0.26565175360165194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995530240","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9801733,0.00025554656,0.0002886769,0.0004076665,0.000007091431,0.0000052045007,0.000015762973,0.000004483536,0.018842373],"genre_scores_gemma":[0.99878293,0.000087122186,0.000085336935,0.000029616487,0.0000023627513,0.0000034288967,0.000006425682,0.0000019665144,0.0010007583],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9995741,0.00022650299,0.000015443857,0.00003023299,0.00004494198,0.000108689965],"domain_scores_gemma":[0.99947006,0.0001443367,0.000109625915,0.000027845475,0.000051633066,0.00019662429],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00087626727,0.00016347095,0.00020143948,0.0005159931,0.0021964826,0.004497193,0.00028146757,0.0003770043,0.0023103356],"category_scores_gemma":[0.00083683117,0.00011567576,0.00015764657,0.0004945363,0.0037395481,0.0018065614,0.002644774,0.0005990429,0.00014402058],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015323433,0.00035799603,0.115131564,0.00020557904,0.00003343237,0.0013135143,0.82694805,0.00012398459,0.00340984,0.01831673,0.0012729823,0.0327332],"study_design_scores_gemma":[0.000005421247,0.00007549866,0.09432765,0.0000812692,0.000014858885,0.00038205346,0.8875885,0.00022595997,0.00048700362,0.002220186,0.0145662865,0.000025297084],"about_ca_topic_score_codex":0.004058368,"about_ca_topic_score_gemma":0.009825749,"teacher_disagreement_score":0.004497193,"about_ca_system_score_codex":0.0009206683,"about_ca_system_score_gemma":0.000677303,"threshold_uncertainty_score":0.008069456},"labels":[],"label_agreement":null},{"id":"W1995655491","doi":"10.3138/cmlr.1346","title":"Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Service (business); Mathematics education; Psychology; Focus group; Qualitative property; Qualitative research; English language; Pedagogy; Medical education; Computer science; Sociology; Medicine; Business","score_opus":0.039163033577042844,"score_gpt":0.25562293538688274,"score_spread":0.2164599018098399,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995655491","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97912884,0.0027970201,0.00212381,0.0085649025,0.00014918485,0.00010078077,0.000029375846,0.00013326401,0.0069727665],"genre_scores_gemma":[0.99308676,0.0010864458,0.0015704845,0.0006298164,0.000030262077,0.000058254296,0.000017403358,0.00002464037,0.0034959065],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9858116,0.0077013695,0.00094760716,0.00074899045,0.0036964968,0.0010939002],"domain_scores_gemma":[0.9531647,0.024342893,0.0063220854,0.001626586,0.011383993,0.003159834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01190652,0.00030283883,0.00057398604,0.0011305624,0.004451937,0.0037907013,0.0015558589,0.0018075927,0.002775155],"category_scores_gemma":[0.047962356,0.0003006972,0.00019420352,0.0010394898,0.0028352584,0.0019950706,0.002640064,0.0017050073,0.00054035604],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013566508,0.00026900013,0.040669963,0.0007036705,0.000015031878,0.004814334,0.7822799,0.00011458581,0.0027483515,0.00078553957,0.0035312406,0.16393271],"study_design_scores_gemma":[0.00002906324,0.00040403355,0.029332455,0.00062419067,0.000019220128,0.005083399,0.9196552,0.00026017547,0.0016672037,0.0008343395,0.04203743,0.000053297317],"about_ca_topic_score_codex":0.021734977,"about_ca_topic_score_gemma":0.030415794,"teacher_disagreement_score":0.021734977,"about_ca_system_score_codex":0.0037275054,"about_ca_system_score_gemma":0.010079019,"threshold_uncertainty_score":0.06296843},"labels":[],"label_agreement":null},{"id":"W1995757829","doi":"10.5539/elt.v4n3p14","title":"A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Handwriting; Perception; Qualitative research; Mathematics education; Qualitative property; Affect (linguistics); Peer feedback; Pedagogy; Linguistics; Communication","score_opus":0.0472340433534242,"score_gpt":0.34076377135171115,"score_spread":0.29352972799828697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995757829","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98724824,0.0002566479,0.005126633,0.0010215275,0.000047711976,0.0003837703,0.00010012583,0.00003516551,0.005780215],"genre_scores_gemma":[0.9930467,0.00023451504,0.0025541356,0.00026886948,0.000015743386,0.00029367238,0.000032721036,0.000020209318,0.003533409],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9927206,0.004847964,0.0003262339,0.00049647194,0.0007811084,0.00082769914],"domain_scores_gemma":[0.9869458,0.008709562,0.0012168883,0.00041369107,0.0012678114,0.0014462741],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007509518,0.0006937337,0.0009638375,0.0012883929,0.008653974,0.0025632922,0.0014484457,0.0016776082,0.0032284264],"category_scores_gemma":[0.013070305,0.0005803417,0.00049034745,0.0012307257,0.005349233,0.0022534207,0.0030487536,0.0023535453,0.0005842839],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010085707,0.00039758295,0.005579575,0.00023676458,0.000006543318,0.0061563826,0.97107893,0.00012521914,0.0037520346,0.0009349494,0.0005107277,0.011120469],"study_design_scores_gemma":[0.000021431486,0.00036051893,0.004615914,0.00015958067,0.00000816076,0.0024679063,0.975049,0.00033410123,0.0026049514,0.00041839195,0.013922672,0.00003731958],"about_ca_topic_score_codex":0.0034260594,"about_ca_topic_score_gemma":0.0073836315,"teacher_disagreement_score":0.008653974,"about_ca_system_score_codex":0.0029116936,"about_ca_system_score_gemma":0.0023913158,"threshold_uncertainty_score":0.039714575},"labels":[],"label_agreement":null},{"id":"W1995780250","doi":"10.5539/ies.v1n2p142","title":"Emotional Teaching--An Effective Approach to Improve CET","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Personality psychology; Psychology; Process (computing); Teaching method; Mathematics education; Language education; Pedagogy; Social psychology; Personality; Computer science","score_opus":0.07762861907522497,"score_gpt":0.36443009604934273,"score_spread":0.28680147697411773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995780250","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19497563,0.01024463,0.15319288,0.058518864,0.0035902546,0.0014281542,0.00015767934,0.002360715,0.5755312],"genre_scores_gemma":[0.75492704,0.009446004,0.15207334,0.0072456673,0.0009646748,0.0005934484,0.000111444846,0.00034783778,0.07429061],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9980434,0.0010159295,0.00007100184,0.00013133578,0.00056050887,0.00017780764],"domain_scores_gemma":[0.9987452,0.0003722909,0.00013152292,0.00018027113,0.00021571328,0.0003549353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020867446,0.0003796226,0.00032774423,0.00095406966,0.0013074696,0.00319481,0.0008204408,0.0008815683,0.008167504],"category_scores_gemma":[0.0037096103,0.00011890379,0.00046666406,0.0005350515,0.00091531506,0.0017357788,0.0037891027,0.0019846607,0.002225673],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006852088,0.0025464352,0.0032810934,0.00078109925,0.000050171602,0.00065106165,0.010491687,0.00067640975,0.0063054906,0.033821557,0.025275553,0.9160509],"study_design_scores_gemma":[0.00025330542,0.0014786008,0.044850323,0.0031736658,0.00029011577,0.004050433,0.041043166,0.0055279685,0.014004861,0.079653464,0.80557954,0.000094640236],"about_ca_topic_score_codex":0.00038830403,"about_ca_topic_score_gemma":0.00079058966,"teacher_disagreement_score":0.008167504,"about_ca_system_score_codex":0.00076323515,"about_ca_system_score_gemma":0.0018207281,"threshold_uncertainty_score":0.027323008},"labels":[],"label_agreement":null},{"id":"W1995855830","doi":"10.3138/cmlr.1723.462","title":"Experiences with Autonomy: Learners’ Voices on Language Learning","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learner autonomy; Autonomy; Portfolio; Pedagogy; Focus group; Language acquisition; Perception; Psychology; Language education; Mathematics education; Comprehension approach; Sociology; Political science","score_opus":0.014422214502069394,"score_gpt":0.21580729817305694,"score_spread":0.20138508367098754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995855830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9743979,0.0012090934,0.0011365619,0.0036987227,0.00010193171,0.000028124434,0.000024418672,0.000023531093,0.019379739],"genre_scores_gemma":[0.9967546,0.00044722285,0.00016952549,0.0002706582,0.000021524012,0.000016441829,0.000010558637,0.000011950203,0.0022974683],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9862861,0.008984241,0.00036444326,0.0006428019,0.002209458,0.0015129355],"domain_scores_gemma":[0.98935765,0.00697544,0.00091262994,0.00030834955,0.0008024613,0.001643497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010556509,0.00056234153,0.00081635953,0.001426459,0.009395617,0.011757614,0.0015809656,0.0025554553,0.0026952906],"category_scores_gemma":[0.015410866,0.00037583878,0.00052534416,0.0010666222,0.014880024,0.005810625,0.01290294,0.0053423797,0.00037602457],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010111741,0.000018848192,0.0017115915,0.000028580194,0.0000028793543,0.00042711897,0.99248075,0.000019462788,0.00025050264,0.001313568,0.00025944324,0.003477092],"study_design_scores_gemma":[0.0000034064813,0.000038264883,0.0013285436,0.000077371384,0.000004501322,0.0006532979,0.9811959,0.000047529225,0.0002636367,0.0005029275,0.015868131,0.000016359298],"about_ca_topic_score_codex":0.007428594,"about_ca_topic_score_gemma":0.008790028,"teacher_disagreement_score":0.011757614,"about_ca_system_score_codex":0.0031923023,"about_ca_system_score_gemma":0.0034649034,"threshold_uncertainty_score":0.05582881},"labels":[],"label_agreement":null},{"id":"W1996674356","doi":"10.1093/applin/amm041","title":"A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development","year":2007,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":338,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; University of Alberta","funders":"","keywords":"Fluency; Psychology; Mandarin Chinese; Language proficiency; Linguistics; Longitudinal study; Disadvantaged; First language; Mathematics education; Medicine","score_opus":0.061631959900065335,"score_gpt":0.2915984915754579,"score_spread":0.22996653167539258,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1996674356","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998086,0.000027358223,0.000040195006,0.0000072570583,0.000001052761,0.0000044760122,0.000019595724,0.0000010650468,0.00009030733],"genre_scores_gemma":[0.99930227,0.000031400803,0.00014023467,0.000012607202,0.0000028644724,0.000020295238,0.00008180354,0.000001442661,0.0004070549],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993167,0.00024781228,0.000056914687,0.000107409345,0.00015457656,0.00011650004],"domain_scores_gemma":[0.9966266,0.0006310384,0.00097601186,0.00025051748,0.0008830939,0.0006327344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030033418,0.00032990793,0.00038908978,0.001099485,0.0010981335,0.0009986974,0.0003465396,0.00042844302,0.0009519668],"category_scores_gemma":[0.0051774946,0.0002893553,0.0003318359,0.00043730694,0.00042083891,0.0007898822,0.0007820119,0.0006685201,0.00031905694],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028763633,0.0009868434,0.9688163,0.000019319525,0.000047475318,0.00025919988,0.016647417,0.000030959967,0.00197923,0.000054583965,0.000098862256,0.0107721975],"study_design_scores_gemma":[0.000016002596,0.001990049,0.9822143,0.000015614718,0.000037262653,0.00042992292,0.01338182,0.00017049702,0.0010126877,0.00006965598,0.0006421531,0.000020014542],"about_ca_topic_score_codex":0.0041997284,"about_ca_topic_score_gemma":0.005569344,"teacher_disagreement_score":0.0041997284,"about_ca_system_score_codex":0.00034045678,"about_ca_system_score_gemma":0.0004603785,"threshold_uncertainty_score":0.015883386},"labels":[],"label_agreement":null},{"id":"W1997129659","doi":"10.5539/elt.v2n1p112","title":"A Study on the Approaches to Culture Introduction in English Textbooks","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Psychology; Target culture; Language assessment; Set (abstract data type); English as a foreign language; Language education; Comprehension approach; Linguistics; Language proficiency; Language acquisition; Chinese culture; Pedagogy; Sociology; Mathematics education; China; Computer science","score_opus":0.060852161645768996,"score_gpt":0.2533952521972988,"score_spread":0.1925430905515298,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997129659","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97558683,0.0006126509,0.0013608484,0.00035421146,0.000030215433,0.000071735,0.0000203446,0.000007910209,0.021955285],"genre_scores_gemma":[0.9837637,0.0011040552,0.0023919125,0.00032983406,0.000019653176,0.000097529635,0.000053314667,0.000019058143,0.012220912],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99705815,0.0015513197,0.00014824927,0.00030519546,0.0006754147,0.00026166864],"domain_scores_gemma":[0.98928213,0.0053145858,0.0020560492,0.00036324144,0.0020165048,0.00096746034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027429732,0.00036275137,0.00029809968,0.0020626178,0.002283395,0.0054732184,0.0010919388,0.00080631213,0.0024728584],"category_scores_gemma":[0.012988028,0.0003181633,0.00031611245,0.00235592,0.00311055,0.0030920517,0.0025082377,0.0017083172,0.00030339454],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005986297,0.0006142585,0.059109654,0.00062811107,0.000024226396,0.0017916791,0.8418622,0.00013901351,0.007310409,0.019107245,0.0011501213,0.068203315],"study_design_scores_gemma":[0.000031449486,0.00038078663,0.1868871,0.0008552168,0.00007868774,0.0011841722,0.70101774,0.0003668137,0.005097668,0.0024908578,0.10154351,0.00006602379],"about_ca_topic_score_codex":0.0030337207,"about_ca_topic_score_gemma":0.011091516,"teacher_disagreement_score":0.0054732184,"about_ca_system_score_codex":0.005167023,"about_ca_system_score_gemma":0.003601905,"threshold_uncertainty_score":0.037489533},"labels":[],"label_agreement":null},{"id":"W1997176130","doi":"10.5539/elt.v3n1p184","title":"Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":170,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Active listening; Language assessment; Context (archaeology); Test (biology); Mathematics education; Foreign language; Perspective (graphical); Language education; Reading (process); Quality (philosophy); Language proficiency; Linguistics; Computer science; Artificial intelligence","score_opus":0.015650111081401394,"score_gpt":0.2739210513734546,"score_spread":0.2582709402920532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997176130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8290291,0.010698617,0.02593816,0.07350987,0.0018657964,0.0006260044,0.000061685445,0.00016646845,0.058104355],"genre_scores_gemma":[0.9641992,0.008867175,0.01111127,0.0046220594,0.00045366777,0.00016375257,0.000030407215,0.000076687174,0.0104758525],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9879241,0.009535692,0.00039100024,0.00026343227,0.0011860041,0.0006996366],"domain_scores_gemma":[0.9706752,0.022580815,0.0012505628,0.0005048914,0.0028327946,0.0021558164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014781789,0.00044243352,0.00038739986,0.0006522655,0.0026477831,0.0051846365,0.0013509213,0.0016233417,0.0012296776],"category_scores_gemma":[0.028221263,0.00031025772,0.00040389792,0.0008928469,0.004413743,0.00341107,0.0020675687,0.0041889576,0.0002777316],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007211454,0.00071460597,0.008205345,0.0006368542,0.000017346916,0.004064649,0.7986587,0.00063967466,0.0059915795,0.0072207586,0.007372334,0.16640611],"study_design_scores_gemma":[0.000032490738,0.00076423463,0.014588047,0.0010696094,0.000031789765,0.003420812,0.8374436,0.0014711845,0.0076288935,0.0046045533,0.12882571,0.0001191067],"about_ca_topic_score_codex":0.0058740475,"about_ca_topic_score_gemma":0.0077039762,"teacher_disagreement_score":0.014781789,"about_ca_system_score_codex":0.0027545071,"about_ca_system_score_gemma":0.004651415,"threshold_uncertainty_score":0.07817447},"labels":[],"label_agreement":null},{"id":"W1997426847","doi":"10.5539/ijel.v2n1p47","title":"Iranian EFL Learners' Willingness to Communicate across Different Context- and Receiver-Types","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":true,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Context (archaeology); Perception; Psychology; Social psychology","score_opus":0.03819832497299721,"score_gpt":0.30628350167343954,"score_spread":0.26808517670044235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997426847","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979711,0.00007593212,0.00014145082,0.00006876913,0.0000036942201,0.00000768555,0.00000784777,0.0000041998755,0.0017193545],"genre_scores_gemma":[0.9988004,0.000114312235,0.00023668705,0.00005381503,0.0000050192543,0.000010359955,0.00001707874,0.0000026309785,0.0007597084],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99866605,0.0003760363,0.0001390362,0.00010128362,0.0005241815,0.0001934578],"domain_scores_gemma":[0.99537414,0.0015057639,0.0013667108,0.00017092873,0.0010985532,0.00048397048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020172342,0.00031256335,0.00026174623,0.0006951973,0.0007677196,0.0018108848,0.00027181802,0.0005037673,0.0023534668],"category_scores_gemma":[0.007364654,0.00016311531,0.00025208047,0.00022697194,0.00068411045,0.0010271271,0.0007363222,0.00060092,0.00041341854],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033165156,0.00054503686,0.69764626,0.00029479535,0.00007897107,0.0013187552,0.20140266,0.00026662144,0.015265931,0.0007686896,0.0008193697,0.081261314],"study_design_scores_gemma":[0.000044290573,0.0013707541,0.60751,0.00018075181,0.00012530632,0.0026821916,0.37358207,0.00085361453,0.0040134043,0.00086101453,0.008634543,0.00014212885],"about_ca_topic_score_codex":0.0017037546,"about_ca_topic_score_gemma":0.0020427327,"teacher_disagreement_score":0.0023534668,"about_ca_system_score_codex":0.00044837734,"about_ca_system_score_gemma":0.0004997627,"threshold_uncertainty_score":0.010668278},"labels":[],"label_agreement":null},{"id":"W1997475288","doi":"10.1037/0022-0663.94.2.278","title":"Relationships between instructional language and primary students' learning.","year":2002,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Northern British Columbia","funders":"","keywords":"Psychology; Mathematics education; Primary education; Language acquisition; Pedagogy; Cognitive psychology","score_opus":0.07537099887973953,"score_gpt":0.3483785167197073,"score_spread":0.2730075178399678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997475288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99337786,0.0003494259,0.0022093004,0.0002092294,0.00001439642,0.00011153772,0.00047725937,0.00010677764,0.0031442158],"genre_scores_gemma":[0.99772865,0.00008651443,0.0011721187,0.000021148366,0.0000046377468,0.0001123004,0.00014694569,0.000011544677,0.00071622845],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946996,0.0022049386,0.00043328758,0.000885595,0.0012488915,0.0005277121],"domain_scores_gemma":[0.86670744,0.10746578,0.015341005,0.0032201575,0.003245938,0.0040197424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007952862,0.0008070459,0.0009812322,0.0020521288,0.00088252133,0.0030810956,0.0014870769,0.001044259,0.009054001],"category_scores_gemma":[0.0653759,0.00036731877,0.0015471124,0.0018031329,0.00097070273,0.0011056551,0.0022221284,0.003017658,0.00083484396],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029903837,0.0010141311,0.9737342,0.00013146993,0.0005055634,0.00044061747,0.002418007,0.0014163599,0.00033478794,0.0010384257,0.00041385076,0.01825351],"study_design_scores_gemma":[0.00009532961,0.001241348,0.9711959,0.000119432,0.0005941057,0.00032496577,0.0023685456,0.016262194,0.0010688845,0.0050708763,0.0016010194,0.00005744494],"about_ca_topic_score_codex":0.006159839,"about_ca_topic_score_gemma":0.0053248764,"teacher_disagreement_score":0.009054001,"about_ca_system_score_codex":0.0022766113,"about_ca_system_score_gemma":0.002389942,"threshold_uncertainty_score":0.042059302},"labels":[],"label_agreement":null},{"id":"W1998277648","doi":"10.5539/ass.v4n6p69","title":"On Grammatical Differences between Daily British and American English","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; English grammar; British English; Grammar; Psychology; Interpersonal communication; American English; Mood; Communication; Social psychology","score_opus":0.02070561500656573,"score_gpt":0.2604990011280466,"score_spread":0.23979338612148085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998277648","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9508492,0.00047935717,0.00025350772,0.00056383264,0.000046244168,0.0000059321833,0.00008241352,0.0000092180835,0.047710244],"genre_scores_gemma":[0.9976337,0.00016703075,0.00015944116,0.000099857105,0.000011048057,0.0000036098015,0.00006845593,0.000013751575,0.0018431025],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99919194,0.00032407482,0.000062438674,0.00009401105,0.00023490873,0.000092692746],"domain_scores_gemma":[0.99642974,0.0017365722,0.00033812772,0.00012318352,0.001019169,0.00035321238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00090858195,0.00009341492,0.00012033161,0.0010918592,0.00086516363,0.0011540838,0.00014749407,0.0002040729,0.0037992857],"category_scores_gemma":[0.0045306315,0.00007216633,0.00008609772,0.00095978205,0.0013339372,0.00073100196,0.0007012736,0.00045652778,0.00045437718],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065551326,0.00038586825,0.26156196,0.00029066415,0.00005868671,0.0020590546,0.48062155,0.00025403616,0.032936417,0.047425278,0.0091713965,0.16457956],"study_design_scores_gemma":[0.000026314963,0.00020482265,0.81674945,0.000115748306,0.00004177957,0.0018075681,0.11356903,0.00040949116,0.0013736639,0.0043779877,0.061273087,0.00005103712],"about_ca_topic_score_codex":0.028989138,"about_ca_topic_score_gemma":0.057469357,"teacher_disagreement_score":0.028989138,"about_ca_system_score_codex":0.00075384515,"about_ca_system_score_gemma":0.00046512234,"threshold_uncertainty_score":0.05764079},"labels":[],"label_agreement":null},{"id":"W1998641640","doi":"10.5430/ijhe.v2n3p132","title":"Effectiveness of the Remedial Courses on Improving EFL/ESL Students’ Performance at University Level in the Arab World","year":2013,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Remedial education; Mathematics education; English language; English as a second language; Psychology; Second language; Pedagogy; Linguistics","score_opus":0.027696228635001978,"score_gpt":0.2893089926714242,"score_spread":0.2616127640364222,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998641640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978375,0.0002470281,0.000040751223,0.00015254633,0.000027370037,0.000028587318,0.000016091797,0.000013917845,0.0016363281],"genre_scores_gemma":[0.9985599,0.00023565626,0.0002524871,0.00004440528,0.000016959502,0.00001814282,0.000026687785,0.0000013667591,0.0008444666],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996132,0.0001250308,0.000038528666,0.00004757973,0.000093757124,0.00008192207],"domain_scores_gemma":[0.9984382,0.00032529567,0.00025898448,0.000108460685,0.00019868054,0.00067041063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008475702,0.0002561771,0.000334519,0.0004695616,0.00040350942,0.000368329,0.00032742662,0.00032441947,0.002091968],"category_scores_gemma":[0.0031073536,0.00006405768,0.00021413283,0.00022044718,0.00027909197,0.00025742358,0.0004002557,0.00038779355,0.00032822796],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0076856376,0.06680462,0.05855094,0.00085383386,0.00020900446,0.0005345822,0.0030640136,0.0016283238,0.017381182,0.0011046344,0.0028695408,0.8393137],"study_design_scores_gemma":[0.0017790213,0.07129484,0.8895282,0.00043480884,0.00033320466,0.0005230884,0.0032941226,0.0020418367,0.020497287,0.0007896336,0.009391965,0.00009188673],"about_ca_topic_score_codex":0.0014738574,"about_ca_topic_score_gemma":0.002304258,"teacher_disagreement_score":0.002091968,"about_ca_system_score_codex":0.0002563811,"about_ca_system_score_gemma":0.0007812872,"threshold_uncertainty_score":0.00699836},"labels":[],"label_agreement":null},{"id":"W1999729806","doi":"10.5539/ass.v8n3p88","title":"The Effect of Process Writing Practice on the Writing Quality of Form One Students: A Case Study","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pace; Writing process; Professional writing; Quality (philosophy); Task (project management); Process (computing); Second language writing; Mathematics education; Psychology; Scientific writing; Computer science; Pedagogy; Linguistics; Second language","score_opus":0.07322726023085757,"score_gpt":0.4232753144611081,"score_spread":0.35004805423025054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1999729806","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99912316,0.000031509306,0.00033397193,0.000047325793,0.0000021428327,0.00004412562,0.000004392512,0.000005708219,0.00040763651],"genre_scores_gemma":[0.9984138,0.00007213765,0.0010745849,0.000018208144,0.0000047125454,0.0000580234,0.00000699263,0.000004747831,0.00034677572],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99009246,0.0054620393,0.0009058651,0.000757288,0.0019643363,0.0008180251],"domain_scores_gemma":[0.9195193,0.060288116,0.007158693,0.004316968,0.0044276235,0.004289423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072406325,0.00060040446,0.0007138069,0.0016661936,0.0021503137,0.0022247594,0.001121318,0.0016823602,0.0011989299],"category_scores_gemma":[0.04063278,0.00037969285,0.00074427965,0.0011465051,0.0021953052,0.0011393857,0.0016955594,0.0018790577,0.0002831179],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002595683,0.032254726,0.19019157,0.0011149062,0.0003046288,0.015863763,0.474037,0.002956197,0.043611582,0.001327619,0.0007208511,0.23502147],"study_design_scores_gemma":[0.0011481915,0.06933581,0.6047503,0.00048434737,0.0008305504,0.018169053,0.21314281,0.008888786,0.06932821,0.0021942656,0.011259595,0.0004682035],"about_ca_topic_score_codex":0.0011504962,"about_ca_topic_score_gemma":0.0015069403,"teacher_disagreement_score":0.0072406325,"about_ca_system_score_codex":0.0012600663,"about_ca_system_score_gemma":0.0011528949,"threshold_uncertainty_score":0.038292587},"labels":[],"label_agreement":null},{"id":"W2000588663","doi":"10.5539/elt.v3n1p180","title":"Strategies for Preventing and Resolving Temporary Fossilization in Second Language Acquisition","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fossilization; Psychology; China; Linguistics; Phenomenon; Second-language acquisition; Language acquisition; Climax; Mathematics education; History; Epistemology; Philosophy","score_opus":0.010507871435111213,"score_gpt":0.25643799016638413,"score_spread":0.2459301187312729,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2000588663","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40520737,0.05227868,0.16769794,0.19975206,0.0035015603,0.002289644,0.0003168621,0.002340439,0.16661546],"genre_scores_gemma":[0.90661335,0.012796639,0.057389185,0.0037739147,0.00059609156,0.0008544988,0.0001926505,0.000089550405,0.017694125],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976514,0.00061414903,0.00015498353,0.0003187987,0.00054501294,0.0007156094],"domain_scores_gemma":[0.9959919,0.0011003101,0.0009748501,0.0002537716,0.0007279191,0.0009512302],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039994423,0.00083862647,0.0005127276,0.0030825604,0.006065781,0.003220414,0.0023044813,0.0029236805,0.0046054213],"category_scores_gemma":[0.008512816,0.00030470596,0.00050121656,0.0014139405,0.0037985279,0.0038568107,0.00530773,0.00234065,0.00052191556],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000104763196,0.0008891227,0.07987868,0.0025350873,0.000114437746,0.003141347,0.029327868,0.0060652588,0.007911375,0.1740302,0.043672096,0.65232974],"study_design_scores_gemma":[0.00016912955,0.000793812,0.1892501,0.0040956647,0.00037917795,0.0035092435,0.1543798,0.011390227,0.01481705,0.18239251,0.4384242,0.0003989958],"about_ca_topic_score_codex":0.012340679,"about_ca_topic_score_gemma":0.030539637,"teacher_disagreement_score":0.012340679,"about_ca_system_score_codex":0.003242377,"about_ca_system_score_gemma":0.020022254,"threshold_uncertainty_score":0.024537683},"labels":[],"label_agreement":null},{"id":"W2000599582","doi":"10.1353/cml.2005.0013","title":"Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation (review)","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Intonation (linguistics); Linguistics; Phonology; Phonetics; Variety (cybernetics); Resource (disambiguation); Psychology; Stress (linguistics); Connected speech; Computer science; Artificial intelligence; Philosophy","score_opus":0.013274682205502642,"score_gpt":0.24211369920465278,"score_spread":0.22883901699915013,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2000599582","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004778687,0.948107,0.0035319722,0.0070932116,0.005833479,0.00076363096,0.0047974866,0.00079227035,0.028603043],"genre_scores_gemma":[0.0027383587,0.90634143,0.0102758845,0.005699669,0.002201052,0.0011808395,0.0052434183,0.00020663464,0.066112645],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989422,0.000169487,0.0001541042,0.00004930006,0.0006075748,0.000077411205],"domain_scores_gemma":[0.9972064,0.001069155,0.00028856576,0.000079697405,0.0011648615,0.00019134629],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015247312,0.0014099489,0.0026774004,0.006785766,0.00049280294,0.001199036,0.001877378,0.0014597089,0.038072918],"category_scores_gemma":[0.0049484386,0.00065263204,0.0009131286,0.009463691,0.00044617755,0.0019733084,0.001309736,0.001364362,0.018491607],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025124968,0.00004133382,0.000081123035,0.0056257057,0.000028325916,0.00006301206,0.000036002282,0.000114080416,0.00022534154,0.0003430284,0.5378864,0.45553058],"study_design_scores_gemma":[0.000060156646,0.00006224084,0.0019491339,0.006650246,0.000097829165,0.0004335835,0.00010202471,0.00007956619,0.00017583459,0.00046644392,0.98989546,0.00002747422],"about_ca_topic_score_codex":0.052964225,"about_ca_topic_score_gemma":0.15102616,"teacher_disagreement_score":0.052964225,"about_ca_system_score_codex":0.0024842648,"about_ca_system_score_gemma":0.006917946,"threshold_uncertainty_score":0.1273666},"labels":[],"label_agreement":null},{"id":"W2000641564","doi":"10.1007/s10649-007-9097-x","title":"“Just don’t”: The suppression and invitation of dialogue in the mathematics classroom","year":2007,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Dialogic; Set (abstract data type); Focus (optics); Discourse analysis; Linguistics; Word (group theory); Sociology; Pedagogy; Mathematics education; Psychology; Computer science; Philosophy","score_opus":0.1196417882118462,"score_gpt":0.3653256653816457,"score_spread":0.24568387716979947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2000641564","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57401705,0.0017230429,0.03752451,0.039882872,0.0018653143,0.00014812317,0.000118468364,0.00084568805,0.343875],"genre_scores_gemma":[0.98880786,0.00015748762,0.0025572677,0.0017099548,0.0001634579,0.00014056069,0.00003100438,0.0002310042,0.006201258],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9742434,0.021582708,0.00027618738,0.0010240708,0.0019919227,0.00088177563],"domain_scores_gemma":[0.94835716,0.039851446,0.0032774075,0.0027333943,0.0023656236,0.003414922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009711709,0.00057941506,0.0005648591,0.0009928737,0.007927855,0.009740689,0.0020344395,0.005183031,0.0065092603],"category_scores_gemma":[0.06594493,0.0007495733,0.00047798458,0.0006068404,0.018284075,0.011850608,0.009773021,0.008629513,0.0016486878],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036947482,0.00011575139,0.0029609345,0.00018788448,0.000014763327,0.00059951923,0.8412506,0.00020321492,0.0060825194,0.123687126,0.007201645,0.017326498],"study_design_scores_gemma":[0.00023164635,0.0003998579,0.00614255,0.0005156767,0.00006658511,0.0019029086,0.6112847,0.004516288,0.0066071586,0.14968827,0.21846245,0.00018185408],"about_ca_topic_score_codex":0.0015547104,"about_ca_topic_score_gemma":0.001070234,"teacher_disagreement_score":0.009740689,"about_ca_system_score_codex":0.0016748123,"about_ca_system_score_gemma":0.0024509297,"threshold_uncertainty_score":0.051361084},"labels":[],"label_agreement":null},{"id":"W2000704726","doi":"10.1016/s0959-4752(99)00018-3","title":"Building models of adult second-language writing instruction","year":2000,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":102,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Antecedent (behavioral psychology); Explanatory power; Psychology; Mathematics education; Second language writing; Multivariate statistics; Process (computing); Second language; Language proficiency; Writing process; Exploratory research; Linguistics; Computer science; Sociology; Developmental psychology","score_opus":0.011560661933306376,"score_gpt":0.23042787980073187,"score_spread":0.2188672178674255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2000704726","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.054307707,0.0002724568,0.90246046,0.00061714684,0.000034721674,0.00010844147,0.000267952,0.00072239345,0.041208703],"genre_scores_gemma":[0.67718124,0.00042080466,0.30433187,0.000102647966,0.00001884302,0.00038040197,0.00043564787,0.00013070647,0.016997788],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9997191,0.000102914826,0.000014993302,0.00005930984,0.00006768695,0.000035949502],"domain_scores_gemma":[0.998828,0.0007351393,0.00008579008,0.00013346916,0.00013909576,0.000078446756],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004548916,0.00044795676,0.0002921765,0.0005414307,0.00056755176,0.0016839699,0.0013692733,0.0010027813,0.008033416],"category_scores_gemma":[0.002287764,0.0004048144,0.0007332863,0.00034256425,0.0010769899,0.002610972,0.0009594264,0.0010134204,0.001079681],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006094115,0.00014471984,0.0017836089,0.00010129208,0.000035842542,0.00015589749,0.001283175,0.3037737,0.0016837725,0.65110654,0.001658103,0.038212273],"study_design_scores_gemma":[0.000018552933,0.000053283482,0.0003527085,0.000033045613,0.000020773861,0.00005779467,0.00018680026,0.7067174,0.0011345422,0.28237596,0.00903472,0.00001436531],"about_ca_topic_score_codex":0.008130459,"about_ca_topic_score_gemma":0.009440484,"teacher_disagreement_score":0.008130459,"about_ca_system_score_codex":0.0010943641,"about_ca_system_score_gemma":0.0011497069,"threshold_uncertainty_score":0.026874483},"labels":[],"label_agreement":null},{"id":"W2001211642","doi":"10.5430/wjel.v1n1p29","title":"The Effectiveness of Error Correction on the Learning of Morphological and Syntactic Features","year":2011,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Natural language processing; Linguistics; Corrective feedback; Artificial intelligence; Psychology; Mathematics education","score_opus":0.027471794421062987,"score_gpt":0.25615916756562906,"score_spread":0.22868737314456608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001211642","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972696,0.00020882253,0.00095568324,0.000053939464,0.00001671475,0.000047773086,0.0000146064185,0.00005113977,0.0013816293],"genre_scores_gemma":[0.99662125,0.00017154895,0.0024672854,0.000037267757,0.000014172644,0.00003831094,0.000035071407,0.000022485314,0.0005926694],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99297273,0.0037105982,0.00060322165,0.0006573518,0.0017154597,0.00034069366],"domain_scores_gemma":[0.84709156,0.1281024,0.013865317,0.004821447,0.004379885,0.0017393606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051010307,0.00062251434,0.0005188376,0.000566072,0.00022722376,0.00072228175,0.00074829464,0.00063102425,0.0015749295],"category_scores_gemma":[0.09061812,0.00024305991,0.00030944592,0.00028678708,0.00080235425,0.0010642441,0.0006765888,0.0007642206,0.00025175887],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011222172,0.006017446,0.098370716,0.001360899,0.00044070047,0.00072720717,0.01050184,0.0025824131,0.096643746,0.00050239277,0.00061631104,0.77101403],"study_design_scores_gemma":[0.0008346028,0.059263207,0.71255213,0.0005421376,0.0012003863,0.0030061293,0.0060786055,0.008555697,0.19837403,0.002052272,0.0073078414,0.00023300132],"about_ca_topic_score_codex":0.00071261305,"about_ca_topic_score_gemma":0.0007384648,"teacher_disagreement_score":0.0051010307,"about_ca_system_score_codex":0.00029269647,"about_ca_system_score_gemma":0.00083153736,"threshold_uncertainty_score":0.026977122},"labels":[],"label_agreement":null},{"id":"W2001316266","doi":"10.5539/elt.v2n1p156","title":"Repositioning Recitation Input in College English Teaching","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; College English; Mathematics education; Teaching method; Linguistics; Second-language acquisition; Language acquisition","score_opus":0.01070787479990669,"score_gpt":0.24855460182977732,"score_spread":0.2378467270298706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001316266","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95306844,0.00068800594,0.013471266,0.0013083405,0.00028776377,0.000399466,0.00006972198,0.0017536773,0.028953178],"genre_scores_gemma":[0.97669995,0.0003872003,0.013946344,0.00031551896,0.00010467083,0.00021965624,0.00012261313,0.00036988035,0.007834169],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9863766,0.008662157,0.00069239177,0.0010474973,0.0022618973,0.0009595752],"domain_scores_gemma":[0.95526195,0.0320339,0.0034421743,0.0031215057,0.0038098632,0.0023306247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006025429,0.000844844,0.0010018736,0.0014028796,0.0014373543,0.0042184475,0.0021552837,0.0014818897,0.007896563],"category_scores_gemma":[0.06324185,0.00041574796,0.00038272876,0.0012062697,0.0011462764,0.0020913032,0.0028836727,0.002230057,0.002958284],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003738812,0.0049771,0.028324783,0.0017166361,0.000077994606,0.0016544661,0.06595932,0.0021137237,0.041543946,0.0021245996,0.005069447,0.8426991],"study_design_scores_gemma":[0.0016230973,0.022605352,0.37329057,0.0047914702,0.0011615595,0.0075170635,0.17883345,0.024550559,0.17417993,0.009524297,0.20092696,0.0009957807],"about_ca_topic_score_codex":0.0016591604,"about_ca_topic_score_gemma":0.0026665132,"teacher_disagreement_score":0.007896563,"about_ca_system_score_codex":0.0011050507,"about_ca_system_score_gemma":0.0025365297,"threshold_uncertainty_score":0.031865895},"labels":[],"label_agreement":null},{"id":"W2001447260","doi":"10.5539/elt.v1n1p127","title":"Implication of IL Fossilization in Second Language Acquisition","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fossilization; Phenomenon; Psychology; Linguistics; Presentation (obstetrics); Cognitive psychology; Epistemology; Philosophy","score_opus":0.013358447251745533,"score_gpt":0.24549706000367358,"score_spread":0.23213861275192804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001447260","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9516895,0.0009895875,0.0026308966,0.0031538457,0.00004067777,0.000022398808,0.00016012722,0.000044027765,0.04126885],"genre_scores_gemma":[0.9983138,0.00025366843,0.00034057282,0.00005644809,0.000011619907,0.000004082785,0.000038741375,0.0000045228876,0.0009765679],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99938095,0.00013667069,0.000046882622,0.00015027626,0.00009926632,0.00018589782],"domain_scores_gemma":[0.9969452,0.001370927,0.00089624996,0.00016118067,0.00031809276,0.00030838078],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008111688,0.00020143355,0.00013643254,0.0012728536,0.00089966494,0.0010446197,0.00037951424,0.0004076265,0.011978727],"category_scores_gemma":[0.0052493364,0.00016845732,0.00020846984,0.0012716099,0.002807498,0.0018753168,0.0013345598,0.00082182896,0.00020748666],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003383166,0.00025512467,0.78205603,0.0002180645,0.000035780547,0.006183504,0.014398361,0.00091962016,0.0045442907,0.112546936,0.00090686895,0.07759718],"study_design_scores_gemma":[0.00003400315,0.00020126162,0.90213025,0.00014964383,0.00008281127,0.004350248,0.01562534,0.0021613357,0.005781396,0.056602895,0.012842002,0.0000389277],"about_ca_topic_score_codex":0.010640617,"about_ca_topic_score_gemma":0.009812512,"teacher_disagreement_score":0.011978727,"about_ca_system_score_codex":0.0015243479,"about_ca_system_score_gemma":0.002276801,"threshold_uncertainty_score":0.0400728},"labels":[],"label_agreement":null},{"id":"W2001629252","doi":"10.5539/ies.v2n2p59","title":"Policies for Teachers towards Errors in College English Writing","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Grammar; Competence (human resources); Psychology; Linguistic competence; Mathematics education; Corrective feedback; Teaching method; Language acquisition; Pedagogy; Linguistics","score_opus":0.09240686714711366,"score_gpt":0.3978278146655589,"score_spread":0.30542094751844523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001629252","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35347995,0.0027938772,0.07855498,0.20486987,0.002955923,0.004447271,0.00045447185,0.009396184,0.3430475],"genre_scores_gemma":[0.7943392,0.0008647643,0.043518003,0.022936111,0.00092914415,0.0029050992,0.00033804623,0.0009838565,0.13318585],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9131199,0.026627716,0.01320186,0.006739803,0.03134669,0.008964056],"domain_scores_gemma":[0.6245128,0.1534794,0.043967705,0.042810526,0.10621595,0.029013691],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06884136,0.0007081186,0.00063844136,0.005068037,0.009196318,0.010856485,0.004166363,0.0106536215,0.015288784],"category_scores_gemma":[0.25684953,0.0012747834,0.00068930537,0.0018836072,0.005933114,0.009427157,0.010672153,0.008323395,0.008431471],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009413384,0.0024587484,0.13088265,0.001020442,0.00006225526,0.0020410134,0.061665732,0.005955141,0.013922393,0.14865911,0.21578686,0.4166043],"study_design_scores_gemma":[0.0007594072,0.0014469081,0.11090186,0.0046514804,0.00021278203,0.0030269648,0.049231,0.01882836,0.04514107,0.09129071,0.6736065,0.00090287806],"about_ca_topic_score_codex":0.015523946,"about_ca_topic_score_gemma":0.009938676,"teacher_disagreement_score":0.06884136,"about_ca_system_score_codex":0.0071164407,"about_ca_system_score_gemma":0.04190695,"threshold_uncertainty_score":0.36407226},"labels":[],"label_agreement":null},{"id":"W2001793976","doi":"10.1177/1362168807086287","title":"Prompts and recasts: Differential effects on second language morphosyntax","year":2008,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":140,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Possessive; Corrective feedback; Psychology; Task (project management); Linguistics; Grammar; Determiner; Noun; Mathematics education","score_opus":0.05704512924664001,"score_gpt":0.33404643452875754,"score_spread":0.2770013052821175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001793976","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995573,0.000041040446,0.00011859375,0.0000067580963,0.0000046399987,0.00002118444,0.000011338099,0.000009133899,0.00022997105],"genre_scores_gemma":[0.9976169,0.000093337534,0.0011898011,0.000023268894,0.000010077656,0.00009006597,0.00004542817,0.00002640891,0.00090462086],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9970637,0.0013316703,0.00033452542,0.000548573,0.00047620162,0.00024544692],"domain_scores_gemma":[0.9757121,0.01913618,0.0025725148,0.0007986116,0.0006377145,0.001142789],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003156181,0.00061936595,0.00075685966,0.00036360117,0.00024054929,0.0007719182,0.00044604763,0.000551779,0.003393758],"category_scores_gemma":[0.019164342,0.00046744992,0.00021461501,0.0001642509,0.001060666,0.0007866822,0.0007220467,0.00058693567,0.00032414522],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.12206366,0.011885126,0.058626443,0.0016999262,0.00018911122,0.0011356871,0.022500914,0.00047942222,0.61171126,0.0005126173,0.00022885426,0.16896695],"study_design_scores_gemma":[0.0033040256,0.18561569,0.64163136,0.00020444058,0.00045798154,0.0013938964,0.011831945,0.0013164615,0.14899464,0.0009376801,0.004136232,0.00017567966],"about_ca_topic_score_codex":0.00081252994,"about_ca_topic_score_gemma":0.00090566743,"teacher_disagreement_score":0.003393758,"about_ca_system_score_codex":0.00024453315,"about_ca_system_score_gemma":0.0004585963,"threshold_uncertainty_score":0.016691685},"labels":[],"label_agreement":null},{"id":"W2002340817","doi":"10.5539/elt.v5n4p96","title":"The Significance of Pronunciation in English Language Teaching","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Linguistics; Editorial board; Library science; Philosophy; Computer science","score_opus":0.012956712142108332,"score_gpt":0.24948665548714993,"score_spread":0.2365299433450416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2002340817","genre_codex":"editorial","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00361742,0.0793988,0.0008404892,0.38362202,0.51745653,0.000008590822,0.000103756574,0.000064148044,0.014888271],"genre_scores_gemma":[0.14358544,0.08775179,0.0015001657,0.056438778,0.6868853,0.00004096649,0.00016223374,0.00033430028,0.02330097],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98923326,0.0045455797,0.0012712032,0.001037234,0.003323843,0.0005888844],"domain_scores_gemma":[0.85153514,0.11729322,0.003197431,0.001583441,0.022965861,0.0034249816],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010740132,0.00055823725,0.00082069694,0.0024094011,0.0026439808,0.015254013,0.0017319592,0.004789836,0.0050493963],"category_scores_gemma":[0.080127455,0.00034372375,0.00033163032,0.0019179308,0.005875894,0.007534162,0.0018550307,0.010948129,0.0011329359],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003019795,0.000060302256,0.0023699377,0.0015202007,0.000046696692,0.00049903133,0.0037826146,0.00013004994,0.00061532005,0.035661172,0.72454983,0.2304629],"study_design_scores_gemma":[0.000050026767,0.00011761982,0.011381757,0.003188355,0.00011543344,0.00073657243,0.0045019323,0.00072766753,0.0014782074,0.020254042,0.9573549,0.00009357646],"about_ca_topic_score_codex":0.004795629,"about_ca_topic_score_gemma":0.006780189,"teacher_disagreement_score":0.015254013,"about_ca_system_score_codex":0.002682243,"about_ca_system_score_gemma":0.0050873375,"threshold_uncertainty_score":0.05679995},"labels":[],"label_agreement":null},{"id":"W2002394164","doi":"10.5539/ijel.v4n3p88","title":"The Application of Process Writing in Chinese EFL Classrooms in Higher Education","year":2014,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Institute of Education, Nanyang Technological University; Nanyang Technological University","keywords":"Brainstorming; Mathematics education; Process (computing); China; Writing process; Psychology; Computer science; Pedagogy; Political science","score_opus":0.017064237489979435,"score_gpt":0.3056510112664152,"score_spread":0.28858677377643577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2002394164","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98775345,0.00022735001,0.002237646,0.00029501016,0.000020062718,0.00011748085,0.000009305859,0.000022474063,0.009317249],"genre_scores_gemma":[0.99673957,0.00014481961,0.0020667855,0.00005677327,0.000009643318,0.00004518825,0.000009502897,0.0000064561946,0.00092132046],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99362236,0.003178098,0.000425946,0.0005821903,0.0016203916,0.0005710149],"domain_scores_gemma":[0.9864194,0.008530691,0.0018364497,0.0009114864,0.0012982079,0.001003786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064643533,0.000333166,0.00024406289,0.0014800212,0.002233492,0.0025011196,0.00066026836,0.00044947825,0.0014692849],"category_scores_gemma":[0.01679692,0.0002125073,0.00020774598,0.0012675963,0.002018671,0.001818447,0.0022430068,0.0006626977,0.00017001727],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017391959,0.0006214908,0.1526443,0.0011453509,0.000019805351,0.0019998702,0.51884615,0.00023917637,0.01883828,0.005035079,0.00092103885,0.29951555],"study_design_scores_gemma":[0.00009113826,0.0013405281,0.43808421,0.000676722,0.00010208929,0.0041191904,0.49371496,0.0031865078,0.013527846,0.005370613,0.0396573,0.00012898848],"about_ca_topic_score_codex":0.0024973524,"about_ca_topic_score_gemma":0.004310042,"teacher_disagreement_score":0.0064643533,"about_ca_system_score_codex":0.0016606948,"about_ca_system_score_gemma":0.00453572,"threshold_uncertainty_score":0.034187138},"labels":[],"label_agreement":null},{"id":"W2002519705","doi":"10.3138/cmlr.69.3.249","title":"Anticipating a Post-task Activity: The Effects on Accuracy, Complexity, and Fluency of Second Language Performance","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":136,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Operationalization; Fluency; Task (project management); Anticipation (artificial intelligence); Focus (optics); Computer science; Cognitive psychology; Narrative; Task analysis; Psychology; Artificial intelligence; Linguistics; Mathematics education","score_opus":0.020410507845317463,"score_gpt":0.23601302612132502,"score_spread":0.21560251827600757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2002519705","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997405,0.000069133224,0.0005740186,0.000030605825,0.000011848717,0.000026622847,0.000054027772,0.00003071038,0.0017979913],"genre_scores_gemma":[0.9975804,0.0000449929,0.0009206311,0.000034275276,0.0000128088595,0.00007762815,0.00006599025,0.000038313017,0.001224904],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9983725,0.00059523474,0.00013667255,0.00033706942,0.00041557808,0.00014299796],"domain_scores_gemma":[0.9700338,0.023704978,0.003264889,0.0011122971,0.0009737109,0.0009103897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00173603,0.00042211433,0.0004135853,0.00027015133,0.00029244766,0.0015935252,0.0003703377,0.0005682741,0.004827075],"category_scores_gemma":[0.021941075,0.00022489834,0.00015534826,0.00023905285,0.0006970373,0.000647872,0.0006930263,0.000717313,0.00060436456],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03490603,0.0068986584,0.18364654,0.0009991445,0.00023840305,0.00056920934,0.015378773,0.0019129835,0.5866411,0.0011899222,0.0012552103,0.16636398],"study_design_scores_gemma":[0.0002175999,0.00701001,0.94210666,0.000055101933,0.000099799654,0.00021800825,0.001005954,0.002326708,0.044782996,0.000793874,0.0013212678,0.000062085135],"about_ca_topic_score_codex":0.0019987852,"about_ca_topic_score_gemma":0.0013912547,"teacher_disagreement_score":0.004827075,"about_ca_system_score_codex":0.00043540844,"about_ca_system_score_gemma":0.00043337303,"threshold_uncertainty_score":0.01614821},"labels":[],"label_agreement":null},{"id":"W2002652876","doi":"10.3138/cmlr.60.4.457","title":"Using Activity Theory to Explain Differences in Patterns of Dyadic Interactions in an ESL Class","year":2004,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":162,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dyad; Perspective (graphical); Psychology; Class (philosophy); Social psychology; Developmental psychology; Cognitive psychology; Epistemology; Computer science","score_opus":0.06227129454552318,"score_gpt":0.2869584953100239,"score_spread":0.2246872007645007,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2002652876","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9740848,0.00077715656,0.01177125,0.0008486205,0.000012331251,0.000103662096,0.00006953175,0.000021216625,0.012311505],"genre_scores_gemma":[0.9959131,0.00031189085,0.0029907804,0.000026391077,0.000003578654,0.00006944773,0.000038168415,0.00000549736,0.0006410978],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99594927,0.0029607348,0.00015071534,0.00034889588,0.000327289,0.00026302575],"domain_scores_gemma":[0.9931452,0.0050945645,0.00092238846,0.0002149582,0.0003818619,0.00024110016],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033039593,0.00030847156,0.00038497077,0.0026864328,0.0019099215,0.002822539,0.0008664639,0.00059068477,0.0018824637],"category_scores_gemma":[0.00919051,0.00022362778,0.0002654947,0.0019313351,0.0030309544,0.0026446194,0.0019363824,0.00068130874,0.00030916347],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015795555,0.00022595072,0.2205369,0.00032290394,0.000073527575,0.001929219,0.636392,0.0009948296,0.0026332934,0.025954835,0.0010761115,0.109702535],"study_design_scores_gemma":[0.00003626872,0.00022375444,0.33902907,0.00025622066,0.000054369626,0.0013710934,0.60681605,0.006608841,0.0009486913,0.02361456,0.020976098,0.000064884785],"about_ca_topic_score_codex":0.011959317,"about_ca_topic_score_gemma":0.01817489,"teacher_disagreement_score":0.011959317,"about_ca_system_score_codex":0.0028820743,"about_ca_system_score_gemma":0.0010593331,"threshold_uncertainty_score":0.023779392},"labels":[],"label_agreement":null},{"id":"W2003851243","doi":"10.3138/cmlr.58.3.402","title":"Teacher Use of Learners' Native Language in the Foreign Language Classroom","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":132,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Grammar; Foreign language; Sentence; Linguistics; Psychology; Exploratory research; First language; Computer science; Context (archaeology); English as a foreign language; Mathematics education; Natural language processing; Sociology; Biology","score_opus":0.04118951167741934,"score_gpt":0.23676678399748993,"score_spread":0.1955772723200706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2003851243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967558,0.00023886445,0.00017473096,0.00007298967,0.0000028799666,0.0000058558217,0.000009919283,0.000007714022,0.0027312497],"genre_scores_gemma":[0.9980373,0.00021039128,0.00022466716,0.000022996506,0.0000014080176,0.000009211607,0.000011419979,0.0000043892946,0.001478228],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.998511,0.0006759713,0.000058518996,0.00021539447,0.00039648326,0.00014257358],"domain_scores_gemma":[0.99582666,0.002310803,0.0006084275,0.00019437924,0.00062002306,0.00043971502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001500187,0.00022156675,0.00044240613,0.0011966258,0.0012452074,0.0021261182,0.0004757899,0.0004195583,0.0014606438],"category_scores_gemma":[0.006936598,0.00020183632,0.00015974749,0.00036384337,0.001526053,0.0009579157,0.0015303675,0.00055704906,0.00029279164],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001121182,0.00025547243,0.118953116,0.0001879291,0.000014969765,0.0011830422,0.81144977,0.00007251492,0.012960258,0.0005554212,0.0003607552,0.053894673],"study_design_scores_gemma":[0.000026606245,0.00093795266,0.21470109,0.00023125028,0.00004382706,0.0033722015,0.75131637,0.00034943532,0.007019262,0.00042455803,0.021502187,0.0000752841],"about_ca_topic_score_codex":0.011888711,"about_ca_topic_score_gemma":0.029169751,"teacher_disagreement_score":0.011888711,"about_ca_system_score_codex":0.0012289545,"about_ca_system_score_gemma":0.0011549906,"threshold_uncertainty_score":0.023639023},"labels":[],"label_agreement":null},{"id":"W2003970266","doi":"10.1002/tesq.156","title":"Interactive Alignment of Multisyllabic Stress Patterns in a Second Language Classroom","year":2014,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Concordia University; Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Pronunciation; Operationalization; Conversation analysis; Stress (linguistics); Conversation; Syllable; Psychology; Linguistics; Class (philosophy); Mathematics education; Computer science; Communication; Artificial intelligence","score_opus":0.009962391409173911,"score_gpt":0.2376687251253463,"score_spread":0.22770633371617238,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2003970266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988777,0.000023887796,0.0004848789,0.00001800197,0.0000024398523,0.000008799746,0.000008724683,0.000014753437,0.00056084926],"genre_scores_gemma":[0.9985936,0.000028158938,0.0006856137,0.000015159696,0.0000037016116,0.000021952803,0.000026130432,0.00001059417,0.00061509],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9977748,0.0009525541,0.000088329834,0.0004195877,0.00052268035,0.00024201555],"domain_scores_gemma":[0.9949944,0.0023354753,0.0011157333,0.00033958498,0.00060221297,0.00061249384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013875762,0.000429574,0.0003922061,0.0010217251,0.0014155464,0.001958339,0.00047449002,0.0005122252,0.0015132704],"category_scores_gemma":[0.008769832,0.0003287682,0.00015887192,0.0004205017,0.000991401,0.0009165669,0.0023906082,0.00050775777,0.00045584745],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005992768,0.000889831,0.33350384,0.00023405111,0.000057374684,0.0026702431,0.42295125,0.0003740561,0.13543344,0.0006924561,0.00069260073,0.10190161],"study_design_scores_gemma":[0.00004115479,0.0015152668,0.6734556,0.00008775861,0.00005182506,0.002288633,0.28457227,0.0023530163,0.026453793,0.0013352763,0.007714121,0.00013130305],"about_ca_topic_score_codex":0.0020347626,"about_ca_topic_score_gemma":0.004553573,"teacher_disagreement_score":0.0020347626,"about_ca_system_score_codex":0.0005703282,"about_ca_system_score_gemma":0.0006842845,"threshold_uncertainty_score":0.007338345},"labels":[],"label_agreement":null},{"id":"W2004385495","doi":"10.5539/elt.v3n4p132","title":"An Analytical Evaluation of Locally Produced Iranian High School ELT Textbooks from 1970 to the Present","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; English language; Process (computing); Pedagogy; Linguistics; Computer science","score_opus":0.02562228654880623,"score_gpt":0.29844764662480083,"score_spread":0.2728253600759946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2004385495","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996763,0.0002799244,0.00020761328,0.000022032482,0.000011145124,0.00012651521,0.00018874348,0.000008619022,0.0023923893],"genre_scores_gemma":[0.9942561,0.00051928865,0.0016980782,0.000028359107,0.000021349573,0.0001542575,0.00059585075,0.000014162275,0.0027125885],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9942385,0.0015947109,0.0007131158,0.00059061474,0.002591325,0.00027163175],"domain_scores_gemma":[0.96844804,0.008069871,0.0046517584,0.001312881,0.016583927,0.0009335895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067599793,0.0004949742,0.0007777976,0.008818383,0.0013033052,0.0010752098,0.0007401874,0.00036131337,0.0016635616],"category_scores_gemma":[0.02420043,0.0002603949,0.0005424217,0.00813676,0.0012375425,0.0012453573,0.0011040773,0.00047092335,0.00050402596],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020874583,0.0056602363,0.45566857,0.0025252898,0.00028918413,0.0017640296,0.13151488,0.0012293028,0.020535504,0.0010758269,0.0025726864,0.37507698],"study_design_scores_gemma":[0.000054059623,0.0032209868,0.9547631,0.00017085476,0.00016026643,0.00027990682,0.023190908,0.00027913,0.009385844,0.00009077092,0.008358705,0.000045437406],"about_ca_topic_score_codex":0.00480729,"about_ca_topic_score_gemma":0.01763672,"teacher_disagreement_score":0.008818383,"about_ca_system_score_codex":0.0040204097,"about_ca_system_score_gemma":0.0017661175,"threshold_uncertainty_score":0.035750628},"labels":[],"label_agreement":null},{"id":"W2004797503","doi":"10.1017/s0266078414000376","title":"Back to basics: Cracking a nut in using English indefinite articles","year":2014,"lang":"en","type":"article","venue":"English Today","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Linguistics; Grammar; Computer science; Vocabulary; Lexicology; Context (archaeology); Psychology; History","score_opus":0.0365581071593521,"score_gpt":0.24376964989784078,"score_spread":0.20721154273848869,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2004797503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7136481,0.0023513017,0.042690907,0.026273904,0.0003495417,0.00014958938,0.000110949746,0.00030577948,0.21411996],"genre_scores_gemma":[0.9668142,0.0012191331,0.0145897865,0.0033714888,0.00009415822,0.000040523257,0.00007654535,0.00027993464,0.013514274],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9960349,0.0018025766,0.00024572056,0.00053758285,0.0011371088,0.00024209704],"domain_scores_gemma":[0.9872984,0.007621839,0.0011220336,0.0016084695,0.0017488493,0.00060042297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057806494,0.0003419412,0.00042076994,0.0016070962,0.003756181,0.0067238943,0.0010650529,0.002657147,0.0037925455],"category_scores_gemma":[0.021355301,0.00077632227,0.00041442201,0.00084682996,0.018136902,0.029579014,0.006159723,0.0053556324,0.0012010805],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016511288,0.00014683147,0.017794156,0.0003510235,0.00002226916,0.0026035488,0.681443,0.00009078867,0.011956809,0.16405426,0.0052608256,0.11611137],"study_design_scores_gemma":[0.000028860188,0.00038012888,0.031148748,0.0012321299,0.000042684085,0.010450707,0.46503493,0.0010805946,0.011941757,0.15882437,0.31969786,0.00013724195],"about_ca_topic_score_codex":0.006272645,"about_ca_topic_score_gemma":0.011473913,"teacher_disagreement_score":0.0067238943,"about_ca_system_score_codex":0.0019054707,"about_ca_system_score_gemma":0.0016371484,"threshold_uncertainty_score":0.030571401},"labels":[],"label_agreement":null},{"id":"W2005048623","doi":"10.3138/cmlr.2202","title":"Changes in Second-Language Learners’ Oral Skills and Socio-Affective Profiles Following Study Abroad: A Mixed-Methods Approach","year":2014,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Affect (linguistics); Psychology; Pronunciation; Study abroad; Vocabulary; Competence (human resources); German; Willingness to communicate; Grammar; First language; Social psychology; Pedagogy; Mathematics education; Linguistics; Communication","score_opus":0.01512834040458211,"score_gpt":0.2807891959761391,"score_spread":0.265660855571557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005048623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9910988,0.0019756213,0.0010517552,0.0000596324,0.000032569453,0.0035432712,0.00043669663,0.000010294081,0.0017913433],"genre_scores_gemma":[0.96819055,0.0023129364,0.0056514293,0.0003065734,0.000048813097,0.01813618,0.0006723781,0.000009156275,0.004671941],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99824727,0.00090484513,0.0001865341,0.00022295868,0.00028571047,0.00015263198],"domain_scores_gemma":[0.9980872,0.0007286756,0.00039957874,0.00018296213,0.00046912284,0.00013246333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005078165,0.0005539049,0.0009909973,0.001836498,0.0010884772,0.00075888913,0.0007393556,0.0005322402,0.0035952453],"category_scores_gemma":[0.0032644116,0.00030935125,0.0010314097,0.0013703346,0.0004593895,0.0004833376,0.00071146694,0.00034420582,0.00050986605],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009648227,0.01928365,0.61814684,0.0051501077,0.0012037515,0.0011963202,0.039617367,0.00028308984,0.010446324,0.0007192513,0.0020832142,0.29222196],"study_design_scores_gemma":[0.0006842164,0.02290169,0.9163154,0.00072287134,0.0007741894,0.0003362603,0.04519809,0.00035189104,0.0037920815,0.0004579608,0.008376108,0.000089166206],"about_ca_topic_score_codex":0.008563341,"about_ca_topic_score_gemma":0.019877749,"teacher_disagreement_score":0.008563341,"about_ca_system_score_codex":0.0010880412,"about_ca_system_score_gemma":0.0016986696,"threshold_uncertainty_score":0.026856244},"labels":[],"label_agreement":null},{"id":"W2005408543","doi":"10.1191/0265532204lt292oa","title":"Test decisions over time: tracking validity","year":2004,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Test (biology); Psychology; Sample (material); Active listening; Test validity; Applied psychology; Social psychology; Mathematics education; Psychometrics; Developmental psychology","score_opus":0.10042040920656546,"score_gpt":0.29390229656668887,"score_spread":0.1934818873601234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005408543","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95511067,0.00047931416,0.028086279,0.00079529034,0.00012131392,0.0010849611,0.00088304095,0.00016784994,0.01327132],"genre_scores_gemma":[0.9877666,0.00011285198,0.008922825,0.00013660392,0.000038142378,0.0010018806,0.00063416106,0.00005267294,0.001334183],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.90971655,0.04730969,0.008921941,0.0096258735,0.021771917,0.0026540274],"domain_scores_gemma":[0.45331055,0.3706812,0.08062076,0.05320383,0.039509382,0.0026743023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12248519,0.0005251965,0.00076955726,0.0059144855,0.0020404418,0.004325276,0.0026664953,0.001454551,0.0014094851],"category_scores_gemma":[0.4049832,0.00066029263,0.0013999502,0.0059001707,0.0037302775,0.005367981,0.0065129767,0.002184071,0.00052051427],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033918006,0.00021178395,0.92107797,0.00012585787,0.0002026776,0.00007472829,0.011536235,0.0012168828,0.0005204959,0.0031013975,0.00044759255,0.06114526],"study_design_scores_gemma":[0.00008925429,0.0009019149,0.94728976,0.00027196668,0.00016494608,0.0002626238,0.0084279245,0.016031262,0.0041124397,0.012880387,0.00943786,0.00012967475],"about_ca_topic_score_codex":0.015717512,"about_ca_topic_score_gemma":0.0114666885,"teacher_disagreement_score":0.12248519,"about_ca_system_score_codex":0.003582884,"about_ca_system_score_gemma":0.004035691,"threshold_uncertainty_score":0.64777136},"labels":[],"label_agreement":null},{"id":"W2005600038","doi":"10.1080/00085006.2004.11092343","title":"The Role of Motivation among Heritage and Non-Heritage Learners of Russian","year":2004,"lang":"en","type":"article","venue":"Canadian Slavonic Papers","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Heritage language; Curriculum; Psychology; Affect (linguistics); Mathematics education; Pedagogy; Cultural heritage; Russian language; Linguistics; Political science","score_opus":0.007685095429201763,"score_gpt":0.18083393139107498,"score_spread":0.17314883596187322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005600038","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9932989,0.00085645705,0.000047448066,0.0006238469,0.000024075316,0.000010340198,0.00007108215,0.0000025665008,0.005065415],"genre_scores_gemma":[0.9975769,0.00035612765,0.000045570927,0.0000529146,0.0000046392397,0.000010142438,0.000050549228,0.0000023187915,0.0019009104],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955803,0.00008683439,0.000022039863,0.00004720222,0.00012382859,0.00016205451],"domain_scores_gemma":[0.99752456,0.0005265719,0.0004197226,0.00004505152,0.00049977255,0.0009842349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012903769,0.00016609041,0.0003059667,0.000669242,0.001864367,0.0020200433,0.00045898443,0.00056499476,0.0028260776],"category_scores_gemma":[0.0034143154,0.00013413027,0.00021402015,0.00044617074,0.0010297961,0.0010968152,0.0019222943,0.00094956986,0.00031271507],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000439134,0.00048416355,0.7675741,0.00016226248,0.000053973337,0.0004156101,0.14755252,0.000080829624,0.0020668255,0.0035004925,0.0040637455,0.07360635],"study_design_scores_gemma":[0.000015192088,0.00018063784,0.93116814,0.00007821212,0.000025939376,0.00015692621,0.062497,0.00006745078,0.00027860826,0.0006593716,0.0048521603,0.000020373782],"about_ca_topic_score_codex":0.04832789,"about_ca_topic_score_gemma":0.07095105,"teacher_disagreement_score":0.04832789,"about_ca_system_score_codex":0.0011370492,"about_ca_system_score_gemma":0.0024134584,"threshold_uncertainty_score":0.09609318},"labels":[],"label_agreement":null},{"id":"W2005615413","doi":"10.5539/elt.v5n3p16","title":"The Influence of Process Approach on English as Second Language Students’ Performances in Essay Writing","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Test (biology); Mathematics education; Psychology; Curriculum; Control (management); Christian ministry; English language; Significant difference; Language assessment; Pedagogy; Computer science; Political science","score_opus":0.009921167779503005,"score_gpt":0.2738211958496669,"score_spread":0.2639000280701639,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005615413","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99832505,0.000046966554,0.00017196026,0.000016813025,0.0000035602427,0.000015949176,0.0000030971064,0.000003479757,0.0014131522],"genre_scores_gemma":[0.9988053,0.000075322685,0.00033152034,0.0000111102345,0.000003371909,0.000025425128,0.000011001277,0.0000027253402,0.00073422963],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99623895,0.0016672735,0.00019243702,0.00036151038,0.0012467869,0.00029307097],"domain_scores_gemma":[0.9878687,0.005956684,0.0027980148,0.00045039324,0.0011111243,0.0018150607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022823263,0.00035727126,0.000319622,0.00052490697,0.00042955598,0.0021911927,0.0003174068,0.00037045422,0.0013086705],"category_scores_gemma":[0.012032634,0.00014021514,0.0002844797,0.00028176798,0.0005925535,0.00055692164,0.001100848,0.00080567005,0.00025211027],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0034884347,0.016074488,0.5088504,0.0006798661,0.0003184442,0.0016560712,0.086952694,0.00089963234,0.14991145,0.0015419861,0.00045837558,0.22916812],"study_design_scores_gemma":[0.0001163411,0.007497944,0.95520246,0.000095093754,0.00016592605,0.00032757968,0.01908681,0.00077999936,0.013317029,0.00061124284,0.0027521187,0.000047500085],"about_ca_topic_score_codex":0.0005181054,"about_ca_topic_score_gemma":0.0009767007,"teacher_disagreement_score":0.0022823263,"about_ca_system_score_codex":0.00042130132,"about_ca_system_score_gemma":0.00081540475,"threshold_uncertainty_score":0.012070239},"labels":[],"label_agreement":null},{"id":"W2005938614","doi":"10.1080/14926156.2011.595985","title":"Facing the Mathematics: Students’ Critical Awareness of the Elusiveness of Mathematical Objects","year":2011,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Conversation; Class (philosophy); Mathematics education; Phenomenon; Power (physics); Gaze; Pedagogy; Psychology; Computer science; Epistemology; Communication","score_opus":0.038983133391673475,"score_gpt":0.28873824012614124,"score_spread":0.24975510673446777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005938614","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.945289,0.00067406124,0.002236291,0.0188626,0.00027703654,0.00003736567,0.00002197073,0.000046349713,0.032555368],"genre_scores_gemma":[0.99554306,0.00024614652,0.00040102418,0.0010316513,0.000028810682,0.000012604028,0.000010887487,0.000016186268,0.0027095298],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960296,0.0015438918,0.00016441963,0.00046527997,0.0011113477,0.0006854629],"domain_scores_gemma":[0.9800826,0.007558994,0.004273284,0.0010080108,0.0032228031,0.003854458],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005200396,0.0006073175,0.00050132815,0.0016201315,0.005460598,0.016262671,0.0013970361,0.0040622302,0.0052945493],"category_scores_gemma":[0.027853584,0.0005888821,0.0005234019,0.00073181366,0.012793993,0.007831695,0.0072051305,0.01075563,0.00075765996],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018326008,0.00042566718,0.036932137,0.00024220061,0.00004192267,0.0020575747,0.8862015,0.0003331059,0.008260817,0.030628832,0.0112842275,0.023408717],"study_design_scores_gemma":[0.00005140877,0.0002148749,0.019385684,0.0003161701,0.00008718155,0.0019369788,0.83513474,0.0011311996,0.004837455,0.052639984,0.08411472,0.0001496438],"about_ca_topic_score_codex":0.0050581167,"about_ca_topic_score_gemma":0.0055075684,"teacher_disagreement_score":0.9945394,"about_ca_system_score_codex":0.002621032,"about_ca_system_score_gemma":0.0063514733,"threshold_uncertainty_score":0.027502656},"labels":[],"label_agreement":null},{"id":"W2006214905","doi":"10.5539/ijel.v2n2p96","title":"Investigating Performance of the Third- Person Singular –S as a Learnt Property through Orally Repeated Practice Based on Krashen’s Monitor Conditions of Time and Form Focuses","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Property (philosophy); Automaticity; Psychology; Cognition; Computer science; Cognitive psychology; Mathematics education; Epistemology; Psychiatry","score_opus":0.03425420095652023,"score_gpt":0.28395846516439577,"score_spread":0.24970426420787553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006214905","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983063,0.000018335035,0.00078028376,0.000015896125,0.000001886172,0.000018969351,0.000004801576,0.000010405227,0.0008431414],"genre_scores_gemma":[0.99535465,0.000042756088,0.002983991,0.000016434793,0.0000029663722,0.000036520127,0.000022545708,0.000009929799,0.0015302881],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99852055,0.0005201475,0.000085593885,0.000324916,0.0003816413,0.00016718752],"domain_scores_gemma":[0.99518627,0.002374686,0.0007836581,0.0007120177,0.00043560046,0.0005077601],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001817642,0.00031362154,0.0005149085,0.00037826845,0.00042738958,0.00085669087,0.00060467684,0.00060271047,0.002665025],"category_scores_gemma":[0.008668508,0.00026325314,0.0002568695,0.000196028,0.0012912264,0.0006729096,0.0015270261,0.0007344738,0.00044460746],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022266225,0.004931444,0.06867935,0.00091912365,0.000101711325,0.0022655444,0.1761199,0.0012094962,0.54329455,0.00187597,0.00055756286,0.19781879],"study_design_scores_gemma":[0.00036715146,0.046319064,0.5203236,0.00040351495,0.00029377663,0.005555161,0.09908998,0.01148346,0.2931801,0.004034099,0.018711418,0.0002387021],"about_ca_topic_score_codex":0.0007512634,"about_ca_topic_score_gemma":0.0016137826,"teacher_disagreement_score":0.002665025,"about_ca_system_score_codex":0.0004236729,"about_ca_system_score_gemma":0.00073544425,"threshold_uncertainty_score":0.009612739},"labels":[],"label_agreement":null},{"id":"W2006602316","doi":"10.5539/elt.v5n12p70","title":"The Improvement of Foreign Language Teachers’ Affective Variables in Universities for Ethnic Minorities","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ethnic group; Psychology; Foreign language; Quality (philosophy); Atmosphere (unit); Mathematics education; Pedagogy; Sociology","score_opus":0.016084613408794336,"score_gpt":0.261903627607608,"score_spread":0.24581901419881366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006602316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99788994,0.000091759546,0.00012520126,0.00010486058,0.000009341353,0.0000058360215,0.000005336856,0.0000020806378,0.0017656813],"genre_scores_gemma":[0.9995716,0.000044043285,0.00007337513,0.000025754023,0.0000044402245,0.0000046342634,0.000006020115,7.3790557e-7,0.00026944527],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989611,0.00047814043,0.00007818413,0.000059539227,0.00020059489,0.00022239413],"domain_scores_gemma":[0.99690264,0.00063138775,0.0006930997,0.00011053579,0.00069774943,0.0009646584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022979153,0.00012364227,0.00021219408,0.0005481889,0.0015360995,0.001006764,0.00018622221,0.00021286198,0.0015422301],"category_scores_gemma":[0.004604733,0.00007683906,0.00021170886,0.00041060717,0.00048963586,0.0003740931,0.0010012992,0.0004584265,0.00016711887],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039968925,0.00032209425,0.87368846,0.00013848438,0.000030740557,0.00035173728,0.063533016,0.00009520978,0.009430842,0.0005320702,0.00045442084,0.051023234],"study_design_scores_gemma":[0.0000073234783,0.00014383,0.9273629,0.000031669195,0.000017007698,0.00008807618,0.06831655,0.000106565785,0.0019626906,0.0001147971,0.0018359455,0.000012691385],"about_ca_topic_score_codex":0.0056467634,"about_ca_topic_score_gemma":0.009514632,"teacher_disagreement_score":0.0056467634,"about_ca_system_score_codex":0.000892176,"about_ca_system_score_gemma":0.0009908,"threshold_uncertainty_score":0.012152672},"labels":[],"label_agreement":null},{"id":"W2006627680","doi":"10.3138/cmlr.64.4.605","title":"Peer–Peer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":145,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Sociocultural evolution; Task (project management); Recall; Language proficiency; Mathematics education; Second language; Peer feedback; Pedagogy; Cognitive psychology; Linguistics","score_opus":0.08217499552125326,"score_gpt":0.29358417722868324,"score_spread":0.21140918170742998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006627680","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9917143,0.00027350552,0.00048410913,0.00035597352,0.00002116176,0.000034529603,0.000016771652,0.000014696439,0.0070848763],"genre_scores_gemma":[0.99587965,0.0001670041,0.00035693723,0.00008483842,0.000010749509,0.000029914103,0.00001571162,0.000009960289,0.0034451485],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99644214,0.0023297095,0.00008262212,0.0002444371,0.0005096042,0.00039140286],"domain_scores_gemma":[0.9957734,0.0026740518,0.00032849348,0.0001580922,0.00054596737,0.0005201491],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027419485,0.0004356665,0.0005131221,0.00090267585,0.0044808355,0.002907035,0.0008457965,0.0010938675,0.0033705588],"category_scores_gemma":[0.010572793,0.00019541907,0.00024389585,0.00043916798,0.0026387346,0.0015946453,0.003293817,0.0013090757,0.0006547705],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009360372,0.00016179412,0.016107017,0.000077140074,0.000012226419,0.0023600655,0.9518901,0.000062796855,0.0037213003,0.000761537,0.0010572345,0.023695149],"study_design_scores_gemma":[0.000013082467,0.00021661002,0.018121373,0.000051832092,0.000011455249,0.0016063858,0.96191293,0.0002734877,0.0016828197,0.00044004203,0.01563116,0.000038770755],"about_ca_topic_score_codex":0.0067568584,"about_ca_topic_score_gemma":0.0069050314,"teacher_disagreement_score":0.0067568584,"about_ca_system_score_codex":0.0013136619,"about_ca_system_score_gemma":0.001206129,"threshold_uncertainty_score":0.014500976},"labels":[],"label_agreement":null},{"id":"W2006673318","doi":"10.3138/cmlr.59.4.589","title":"Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":320,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Communication apprehension; Psychology; Competence (human resources); Immersion (mathematics); Anxiety; Communicative competence; Social psychology; Pedagogy; Mathematics","score_opus":0.025565436805325272,"score_gpt":0.24696301335615045,"score_spread":0.22139757655082518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006673318","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997088,0.00017811258,0.00010087537,0.000110084155,0.0000022690206,0.000010380988,0.000008871915,0.000001708671,0.002499839],"genre_scores_gemma":[0.9993413,0.0000975699,0.00006885423,0.000025396981,0.0000050522212,0.000009496768,0.000015126434,0.0000014670937,0.00043577136],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99893934,0.00038522654,0.00007998192,0.00009297382,0.00037709027,0.00012532252],"domain_scores_gemma":[0.98997855,0.004858999,0.0031283654,0.00013779805,0.0006351539,0.0012611563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001501075,0.000115946095,0.00019040589,0.00074804504,0.0002478321,0.0012238941,0.00027283764,0.0004883189,0.0035716817],"category_scores_gemma":[0.011368181,0.00009014223,0.00023147112,0.0004672561,0.0006349867,0.0006866359,0.0006749569,0.0006700235,0.00021326667],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005923631,0.00188237,0.8902069,0.00033183148,0.00013048641,0.0006428563,0.018088317,0.00033492208,0.003720349,0.0014128461,0.00053195487,0.08212489],"study_design_scores_gemma":[0.000010024648,0.00066199974,0.98661125,0.000048351572,0.000043437656,0.00043191158,0.0101933945,0.0003594615,0.00042759939,0.00050562655,0.00068925344,0.000017771],"about_ca_topic_score_codex":0.0020328676,"about_ca_topic_score_gemma":0.0026473703,"teacher_disagreement_score":0.0035716817,"about_ca_system_score_codex":0.000478786,"about_ca_system_score_gemma":0.0005805787,"threshold_uncertainty_score":0.011948466},"labels":[],"label_agreement":null},{"id":"W2006776338","doi":"10.5539/ijel.v2n4p73","title":"The Noticing Function of Classroom Pop Quizzes and Formative Tests in the Uptake of Lexical Items of EFL Intermediate Learners","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Formative assessment; Mathematics education; Psychology; Test (biology); Function (biology)","score_opus":0.0291394569540433,"score_gpt":0.2844197634500395,"score_spread":0.2552803064959962,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006776338","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991015,0.000087335524,0.00028775228,0.000017543965,0.000005940752,0.00002231066,0.000011263163,0.00000657427,0.00045973802],"genre_scores_gemma":[0.9970957,0.00012557903,0.0019814942,0.000023559804,0.000012333846,0.00005820046,0.0000338369,0.000005368541,0.0006638608],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981207,0.0007673695,0.00017018156,0.0002945711,0.00047822046,0.00016898496],"domain_scores_gemma":[0.98205674,0.0119116595,0.0025590297,0.00083602034,0.0011362829,0.0015002597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032582097,0.0007122549,0.00058841356,0.00050370995,0.00023352673,0.0006967783,0.00048818582,0.0005213505,0.0011522049],"category_scores_gemma":[0.018804137,0.0001937319,0.00043810697,0.0002777112,0.00045000215,0.0009260331,0.00050053024,0.00066143984,0.0002588624],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015494553,0.018697234,0.4666073,0.0010148323,0.00020732552,0.000727279,0.012256355,0.000993286,0.089520015,0.00042713285,0.0004188138,0.39363593],"study_design_scores_gemma":[0.00020024282,0.03599876,0.9247192,0.00008308708,0.00027903865,0.00039862827,0.0027816251,0.0010760766,0.03307722,0.00037727688,0.00095305656,0.000055685556],"about_ca_topic_score_codex":0.0006478714,"about_ca_topic_score_gemma":0.00088593864,"teacher_disagreement_score":0.0032582097,"about_ca_system_score_codex":0.00026559673,"about_ca_system_score_gemma":0.00055171776,"threshold_uncertainty_score":0.017231286},"labels":[],"label_agreement":null},{"id":"W2006907244","doi":"10.5539/ijel.v1n1p199","title":"Nature of L2 Grammatical Proficiency: A Multi-Dimensional Approach","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammaticality; Judgement; Language proficiency; Stimulus (psychology); Psychology; Grammar; Task (project management); Cognitive psychology; Linguistics; Computer science; Mathematics education","score_opus":0.048487204243864414,"score_gpt":0.2821270183992786,"score_spread":0.2336398141554142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006907244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9945146,0.000038290058,0.0031811988,0.00004193718,0.0000039947354,0.0000976293,0.00017151513,0.000017282793,0.0019335776],"genre_scores_gemma":[0.9964903,0.000015836595,0.0026843492,0.00001651328,0.000004813427,0.00030443285,0.00016517636,0.00000781909,0.00031059125],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99712497,0.0012868932,0.00028538977,0.00039261067,0.0007829191,0.00012717105],"domain_scores_gemma":[0.99064225,0.0058339015,0.0014300408,0.0009740793,0.00089995994,0.00021975461],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028895233,0.00029394144,0.0004340002,0.0017116121,0.0005692195,0.00171156,0.00047901334,0.00048930995,0.0026928126],"category_scores_gemma":[0.010616844,0.00023156869,0.00044661242,0.000829362,0.0012407008,0.0009815795,0.0015677804,0.0006064108,0.00029959006],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002367933,0.0012234593,0.832718,0.00038742542,0.00031497673,0.00045722892,0.026800456,0.002033093,0.048653077,0.0046472186,0.0005831028,0.079814],"study_design_scores_gemma":[0.000059993316,0.0017803146,0.9718897,0.000028819884,0.000057009416,0.0005888652,0.0075960923,0.0064257863,0.0075967945,0.0025723078,0.0013437495,0.000060589227],"about_ca_topic_score_codex":0.00066736405,"about_ca_topic_score_gemma":0.0006004637,"teacher_disagreement_score":0.0028895233,"about_ca_system_score_codex":0.0005347706,"about_ca_system_score_gemma":0.00034048565,"threshold_uncertainty_score":0.015281498},"labels":[],"label_agreement":null},{"id":"W2006986692","doi":"10.5539/elt.v3n2p199","title":"The Effects of Anxiety on Cognitive Processing in English Language Learning","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Cognition; Cognitive psychology; Linguistics; Second-language attrition; Language acquisition; Comprehension approach; Cognitive science; Language education; Mathematics education","score_opus":0.0049356722817432575,"score_gpt":0.23820285212992845,"score_spread":0.23326717984818518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006986692","genre_codex":"editorial","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.047614444,0.012990954,0.00066707394,0.37256742,0.5374182,0.0002838588,0.0017809372,0.00026392145,0.026413327],"genre_scores_gemma":[0.33967236,0.016069582,0.0019910948,0.079752706,0.3589215,0.0015104932,0.0024642127,0.0003349412,0.1992831],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9986865,0.00023773794,0.00023673117,0.0001160903,0.00051172054,0.00021136705],"domain_scores_gemma":[0.9579885,0.024721162,0.0011877399,0.00178581,0.011976361,0.002340451],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004956494,0.0007740175,0.0011259414,0.00071140757,0.0019761277,0.0015476671,0.0030386613,0.0064965095,0.033699665],"category_scores_gemma":[0.04480054,0.0003187827,0.0011967289,0.0005684315,0.0016002915,0.0017661445,0.0012603722,0.005914864,0.004437275],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021851752,0.00035025293,0.0034529858,0.0011301074,0.00010101464,0.00248026,0.00062741904,0.000077000106,0.0018993559,0.004666108,0.8922907,0.09073974],"study_design_scores_gemma":[0.0014947703,0.002809844,0.19591187,0.0012499931,0.00056766986,0.005818594,0.0028897193,0.0010241896,0.0061979727,0.011339573,0.7704512,0.0002446152],"about_ca_topic_score_codex":0.0039075525,"about_ca_topic_score_gemma":0.003546153,"teacher_disagreement_score":0.033699665,"about_ca_system_score_codex":0.0015741197,"about_ca_system_score_gemma":0.0027101198,"threshold_uncertainty_score":0.11273658},"labels":[],"label_agreement":null},{"id":"W2007037347","doi":"10.5539/elt.v3n4p109","title":"An Empirical Study of the Role of Output in Promoting the Acquisition of Linguistic Forms","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Empirical research; Second-language acquisition","score_opus":0.011321208888574073,"score_gpt":0.2772292958420816,"score_spread":0.26590808695350754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007037347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9890793,0.0005057044,0.0012713982,0.00016108967,0.000011592407,0.000045016466,0.000027199028,0.000007457809,0.008891246],"genre_scores_gemma":[0.9946419,0.0008631997,0.002847527,0.00006963586,0.000011206945,0.000033992033,0.000029374198,0.000011176782,0.0014919349],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99799037,0.0011127945,0.00012504238,0.00020648667,0.0004567677,0.00010856496],"domain_scores_gemma":[0.95996326,0.033359483,0.0025462436,0.0008766563,0.0022320244,0.0010224491],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004324417,0.000334068,0.00026062017,0.0004491204,0.0005784106,0.0010586446,0.0005186109,0.00052421924,0.0028336046],"category_scores_gemma":[0.022860963,0.00013616118,0.00012648905,0.0006420439,0.0013104603,0.0011287008,0.0007465382,0.0007862729,0.00032532323],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004230194,0.014057379,0.2616292,0.0067503196,0.00019434013,0.0025019418,0.074634865,0.0014078395,0.09062073,0.0154242655,0.0011220551,0.5274269],"study_design_scores_gemma":[0.0005383333,0.021818817,0.71505654,0.0026603267,0.00067447854,0.0028915203,0.04832515,0.005189013,0.16436906,0.006706126,0.031674612,0.00009603141],"about_ca_topic_score_codex":0.0015058224,"about_ca_topic_score_gemma":0.001911875,"teacher_disagreement_score":0.004324417,"about_ca_system_score_codex":0.00053082063,"about_ca_system_score_gemma":0.0012235944,"threshold_uncertainty_score":0.022870004},"labels":[],"label_agreement":null},{"id":"W2007301848","doi":"10.1353/cml.2006.0038","title":"L'utilisation de strategies d'apprentissage en fonction de la reussite chez des adolescents apprenant l'anglais langue seconde","year":2006,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Psychology","score_opus":0.00879703581603702,"score_gpt":0.2241568724995452,"score_spread":0.21535983668350817,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007301848","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99756694,0.00037107497,0.00032153976,0.0000725822,0.0000048745446,0.000017593797,0.00004375796,0.000006365528,0.0015953481],"genre_scores_gemma":[0.9957118,0.00074765773,0.001198714,0.000026075504,0.0000033082813,0.000047214435,0.00008621029,0.000004968858,0.0021740557],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991043,0.00038072717,0.00006622033,0.00012209079,0.00018261645,0.0001439981],"domain_scores_gemma":[0.9957074,0.0017910282,0.0010730454,0.00013961045,0.00090451137,0.00038438817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017797574,0.00047846962,0.00028924577,0.0011223182,0.0006198871,0.0022540307,0.00054517115,0.0006742644,0.0016023718],"category_scores_gemma":[0.0070050196,0.00034294068,0.00038806445,0.00061513466,0.0006364675,0.00076658564,0.0006632054,0.00057067897,0.00036490947],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075590164,0.00014729924,0.8849397,0.0001551832,0.000052498275,0.00029813492,0.06927208,0.00014906313,0.0017822419,0.0004560479,0.0002820072,0.04239011],"study_design_scores_gemma":[0.000005202627,0.00028323312,0.95309603,0.00016245735,0.00006454371,0.00037644443,0.041583944,0.000603507,0.000579779,0.0001415695,0.003080376,0.000022914735],"about_ca_topic_score_codex":0.049618177,"about_ca_topic_score_gemma":0.08666052,"teacher_disagreement_score":0.049618177,"about_ca_system_score_codex":0.0010042298,"about_ca_system_score_gemma":0.0015483268,"threshold_uncertainty_score":0.09865874},"labels":[],"label_agreement":null},{"id":"W2007382088","doi":"10.1017/s0958344004000229","title":"<i>Intégrer l’ELAO dans une classe de français, deuxième langue étrangère, dans une université de province au Vietnam</i>","year":2004,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vietnamese; Humanities; Library science; Sociology; French; Linguistics; Computer science; Art; Philosophy","score_opus":0.0094018952051827,"score_gpt":0.19875062091154266,"score_spread":0.18934872570635997,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007382088","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9739431,0.00028518794,0.0038496815,0.0024539905,0.000094694245,0.00013817618,0.00006383084,0.00007912302,0.019092191],"genre_scores_gemma":[0.9021975,0.00039329918,0.011808809,0.0007678183,0.000027826718,0.00014067275,0.00016917265,0.00005653242,0.08443833],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989557,0.00045937998,0.000029401184,0.00015741802,0.00011818827,0.0002798959],"domain_scores_gemma":[0.99858814,0.00022862636,0.000083052895,0.00009018668,0.0003374161,0.00067255495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024684598,0.00038215308,0.00022106916,0.00034333993,0.0045368723,0.0028093997,0.0009371476,0.0011086996,0.009968518],"category_scores_gemma":[0.0022367374,0.00019635312,0.00040095838,0.00028688525,0.0012372832,0.0016303764,0.0016679355,0.0013493302,0.0016907678],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056096143,0.006591194,0.08367753,0.00041327276,0.000050467348,0.0024713217,0.45052737,0.00116722,0.033558536,0.009774719,0.014309826,0.39689752],"study_design_scores_gemma":[0.00009129951,0.0033913974,0.085032344,0.00034231652,0.000074498654,0.0009381284,0.46497926,0.0014352086,0.015305286,0.0019239988,0.42637336,0.000112845795],"about_ca_topic_score_codex":0.11027104,"about_ca_topic_score_gemma":0.25338158,"teacher_disagreement_score":0.11027104,"about_ca_system_score_codex":0.004123442,"about_ca_system_score_gemma":0.0049210624,"threshold_uncertainty_score":0.21925837},"labels":[],"label_agreement":null},{"id":"W2007603478","doi":"10.1075/ni.14.1.06lap","title":"Autobiographical memories of early language and literacy development","year":2004,"lang":"en","type":"article","venue":"Narrative Inquiry","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Northern British Columbia","funders":"","keywords":"Narrative; Literacy; Formative assessment; Psychology; Centrality; Language acquisition; Narrative inquiry; Perception; Qualitative research; Pedagogy; Linguistics; Sociology; Mathematics education; Anthropology","score_opus":0.035052864237510084,"score_gpt":0.2970234412483745,"score_spread":0.2619705770108644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007603478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94028246,0.002723414,0.0054294616,0.0024101618,0.0002010668,0.00007941898,0.00028540316,0.00007413486,0.048514567],"genre_scores_gemma":[0.9873935,0.0012595485,0.0009828879,0.00031674092,0.000054245425,0.00004824283,0.00011672567,0.00003668497,0.009791364],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99854964,0.00088321837,0.000053224285,0.000110243855,0.0002808016,0.00012286469],"domain_scores_gemma":[0.99451196,0.0035928653,0.00071438967,0.0003791006,0.00042491194,0.00037679847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017464246,0.00042496357,0.00033371564,0.0017670323,0.0032103823,0.00282713,0.0007062619,0.00090720045,0.005372145],"category_scores_gemma":[0.009239937,0.00026799054,0.0001995776,0.0012512524,0.005539949,0.0038672872,0.0042154137,0.0019360073,0.0006528253],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004057916,0.000021516045,0.002450608,0.00010362706,0.00000488939,0.0011051588,0.9801246,0.000034185487,0.0011248637,0.00554913,0.000679928,0.008760896],"study_design_scores_gemma":[0.000006150389,0.00010410177,0.0069192476,0.0003081067,0.000015945958,0.0037061523,0.8982869,0.00010803636,0.0022218747,0.003059428,0.0852342,0.000029900611],"about_ca_topic_score_codex":0.002189419,"about_ca_topic_score_gemma":0.0049825697,"teacher_disagreement_score":0.005372145,"about_ca_system_score_codex":0.0009904824,"about_ca_system_score_gemma":0.0007162457,"threshold_uncertainty_score":0.017971575},"labels":[],"label_agreement":null},{"id":"W2007771771","doi":"10.3138/cmlr.65.5.869","title":"To Like or Not to Like! Student Perceptions of Technological Activities for Learning French as a Second Language at Five Canadian Universities","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Dalhousie University","keywords":"Active listening; Vocabulary; Grammar; Perception; Everyday life; Psychology; Mathematics education; Pedagogy; Linguistics; Communication","score_opus":0.01650471243259117,"score_gpt":0.2626504195986217,"score_spread":0.24614570716603051,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007771771","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99188507,0.00058506196,0.00008337753,0.0005685254,0.000010674114,0.000018450199,0.00005782083,0.0000081528815,0.0067829196],"genre_scores_gemma":[0.99498475,0.00085986505,0.00019440096,0.00014683953,0.000003856749,0.000011252196,0.000048483995,0.0000030426554,0.0037474644],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99865085,0.00025251397,0.00004808543,0.00007070177,0.000582,0.0003958332],"domain_scores_gemma":[0.9970188,0.00047385306,0.00041025778,0.000033093034,0.00097637554,0.0010875851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017032754,0.00020330441,0.00024365066,0.0011345202,0.0032726277,0.0029403036,0.0004167286,0.00041553436,0.003135684],"category_scores_gemma":[0.0032732142,0.00011962663,0.00019306804,0.0014132976,0.0012486236,0.0004976082,0.0007360725,0.00040389964,0.00026534716],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031233524,0.00026614414,0.5707259,0.0005175555,0.000039877596,0.0007496996,0.22848816,0.00028914883,0.0063570077,0.0019241407,0.0069937357,0.18333627],"study_design_scores_gemma":[0.000012331477,0.0002715195,0.66924644,0.00025260294,0.000029332607,0.00019620238,0.28463048,0.00021518122,0.00085376314,0.00014308236,0.04407052,0.000078442376],"about_ca_topic_score_codex":0.85871947,"about_ca_topic_score_gemma":0.94629544,"teacher_disagreement_score":0.14128053,"about_ca_system_score_codex":0.009882468,"about_ca_system_score_gemma":0.017301215,"threshold_uncertainty_score":0.2842251},"labels":[],"label_agreement":null},{"id":"W2008267095","doi":"10.1075/japc.24.1.03lee","title":"A post-mortem on the Malaysian content-based instruction initiative","year":2014,"lang":"en","type":"article","venue":"Journal of Asian Pacific Communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Indigenous; Neuroscience of multilingualism; Immigration; Indigenous culture; Mathematics education; Population; Pedagogy; Psychology; Sociology; Political science; Biology; Demography","score_opus":0.06269237836549889,"score_gpt":0.24479884288948525,"score_spread":0.18210646452398638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008267095","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020457841,0.013037738,0.0020769425,0.095548056,0.16234514,0.0013999002,0.008425892,0.0017422887,0.69496626],"genre_scores_gemma":[0.019012272,0.0017672165,0.00045381588,0.0064966152,0.0035960819,0.00011748809,0.00079572084,0.0004501696,0.96731055],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9988777,0.00009711988,0.000040279625,0.00007581831,0.00063931604,0.00026983663],"domain_scores_gemma":[0.9974232,0.00031634074,0.00009189865,0.0001945513,0.0014411256,0.00053295895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010675824,0.0005235865,0.00026703306,0.0014829985,0.0036708412,0.0033428036,0.0009576438,0.0020052656,0.098630235],"category_scores_gemma":[0.004671173,0.00033998452,0.00032361323,0.0011844859,0.0012535397,0.0014825248,0.0016264135,0.004052636,0.022793256],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004766216,0.000032412692,0.00029226285,0.000103154394,0.0000022157217,0.00017851296,0.00066483987,0.00003144382,0.00042699915,0.0026114644,0.963392,0.03221706],"study_design_scores_gemma":[0.0000028307504,0.000022905244,0.0029041157,0.00008455731,0.0000015553463,0.000048230013,0.00042202382,0.000017523565,0.00031003993,0.00011935517,0.99605906,0.000007851446],"about_ca_topic_score_codex":0.11005464,"about_ca_topic_score_gemma":0.22063965,"teacher_disagreement_score":0.11005464,"about_ca_system_score_codex":0.005524481,"about_ca_system_score_gemma":0.007012884,"threshold_uncertainty_score":0.329951},"labels":[],"label_agreement":null},{"id":"W2008406176","doi":"10.1353/sls.0.0039","title":"Technology as a Learning Tool for ASL Literacy","year":2010,"lang":"en","type":"article","venue":"Sign language studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"American Sign Language; Literacy; Linguistics; Psychology; Sign language; Mathematics education; Pedagogy","score_opus":0.01854660291788681,"score_gpt":0.3185409304846112,"score_spread":0.2999943275667244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008406176","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25155833,0.0031500035,0.043188315,0.0076687746,0.0002551976,0.00023077003,0.00009141405,0.00079579564,0.69306135],"genre_scores_gemma":[0.92362237,0.0029804613,0.02948713,0.00045601008,0.00007365584,0.00022336666,0.000058213354,0.00008798568,0.04301083],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986872,0.00063479226,0.000050666484,0.00008779675,0.00035310123,0.00018642652],"domain_scores_gemma":[0.99830437,0.0010734644,0.0001326626,0.00010020566,0.00015620385,0.00023297136],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009420432,0.00042352264,0.00025768043,0.0015417138,0.0028134985,0.0053369775,0.00062159216,0.0010204386,0.011947108],"category_scores_gemma":[0.0039317547,0.00012503765,0.0003056195,0.00080242986,0.0040799356,0.003607538,0.0042431806,0.0009849314,0.001980728],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011038392,0.000604845,0.014384766,0.0012560231,0.000017958502,0.0031793572,0.11992764,0.000758565,0.018009078,0.21400289,0.01194456,0.615804],"study_design_scores_gemma":[0.00008172566,0.00080205314,0.017241491,0.0020672937,0.000067052046,0.003915568,0.10576849,0.0025224427,0.013729313,0.07028791,0.78340685,0.000109781926],"about_ca_topic_score_codex":0.0042601624,"about_ca_topic_score_gemma":0.008596724,"teacher_disagreement_score":0.011947108,"about_ca_system_score_codex":0.0017514569,"about_ca_system_score_gemma":0.0029512811,"threshold_uncertainty_score":0.039967},"labels":[],"label_agreement":null},{"id":"W2008501881","doi":"10.5539/ells.v2n1p100","title":"Recasts, Modified Output and L2 Development: A Case of Persian EFL Learners","year":2012,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Persian; Task (project management); Computer science; Psychology; Mathematics education; Linguistics; Engineering","score_opus":0.032112228346207056,"score_gpt":0.26576254192377374,"score_spread":0.2336503135775667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008501881","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984066,0.00012188363,0.00023064383,0.00014408429,0.0000048793922,0.00001689965,0.000005174615,0.0000074295344,0.0010624648],"genre_scores_gemma":[0.99722856,0.00018157267,0.00077617203,0.00010875452,0.0000074647614,0.000017181586,0.000006225548,0.000009507831,0.001664571],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9986506,0.0006219853,0.00009442029,0.00015848127,0.00029990455,0.00017471005],"domain_scores_gemma":[0.9962106,0.002103515,0.000730331,0.0002825975,0.0003373352,0.00033560913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020457697,0.000784684,0.00054384745,0.0011259173,0.0018475605,0.0013026338,0.0006958217,0.0014615915,0.0013872854],"category_scores_gemma":[0.007846392,0.00026051633,0.00028695446,0.0005146264,0.002945667,0.0010669063,0.0010488183,0.0011997753,0.00028294654],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008067221,0.0036742275,0.17537543,0.00051140995,0.00006613035,0.26860943,0.42309836,0.00086511346,0.021027813,0.0033223303,0.0012049626,0.10143808],"study_design_scores_gemma":[0.0003265292,0.00518764,0.14263181,0.00026228811,0.00024882142,0.406466,0.36828846,0.004757841,0.044070315,0.0047216816,0.022779027,0.00025958577],"about_ca_topic_score_codex":0.0050218934,"about_ca_topic_score_gemma":0.006485811,"teacher_disagreement_score":0.0050218934,"about_ca_system_score_codex":0.001109418,"about_ca_system_score_gemma":0.0011304069,"threshold_uncertainty_score":0.010819197},"labels":[],"label_agreement":null},{"id":"W2008864144","doi":"10.1111/j.1540-4781.2009.00825.x","title":"Languaging: University Students Learn the Grammatical Concept of Voice in French","year":2009,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":342,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Linguistics; Psychology; Quality (philosophy); Mathematics education; Epistemology; Philosophy","score_opus":0.017480851935343687,"score_gpt":0.26082797980086636,"score_spread":0.24334712786552268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008864144","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973801,0.00008066244,0.00062287576,0.00009190414,0.0000045665793,0.000015404199,0.000009550975,0.000028502796,0.0017664344],"genre_scores_gemma":[0.9965407,0.00011358437,0.0007820329,0.000099105964,0.0000067891788,0.00001823934,0.00002714535,0.0000071695167,0.002405314],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995431,0.00018270727,0.000016142914,0.000057021527,0.00008400723,0.00011709624],"domain_scores_gemma":[0.9983876,0.00057959143,0.00031169612,0.00010717427,0.00020086997,0.00041309377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013704565,0.000388422,0.00028408426,0.0004893948,0.0009762695,0.0021927592,0.0003457008,0.00066033733,0.0039270516],"category_scores_gemma":[0.003690282,0.000110766865,0.00025877653,0.00021532828,0.00092424947,0.0009114528,0.00096851325,0.0008913861,0.0007656895],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054909324,0.0034620345,0.3503459,0.00030431914,0.000045442743,0.002504664,0.25368997,0.0009540818,0.0906464,0.0046616965,0.002389093,0.2904473],"study_design_scores_gemma":[0.000052001782,0.009093961,0.6572295,0.00022269794,0.000084114,0.0040608793,0.22896633,0.0037317746,0.04030776,0.0053028995,0.05077428,0.00017382961],"about_ca_topic_score_codex":0.0027559053,"about_ca_topic_score_gemma":0.0042898534,"teacher_disagreement_score":0.0039270516,"about_ca_system_score_codex":0.00054750644,"about_ca_system_score_gemma":0.00076392683,"threshold_uncertainty_score":0.013137281},"labels":[],"label_agreement":null},{"id":"W2009021700","doi":"10.3138/cmlr.66.3.445","title":"Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Situated; Sociocultural evolution; Pedagogy; Focus (optics); Psychology; Task (project management); Second language; Mathematics education; Linguistics; Computer science; Sociology","score_opus":0.023143669072719777,"score_gpt":0.27510320519124115,"score_spread":0.2519595361185214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2009021700","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36079907,0.008547278,0.22756898,0.026476609,0.0005396997,0.0005267214,0.000038104226,0.0008109927,0.37469256],"genre_scores_gemma":[0.91187984,0.004047518,0.05681098,0.001647458,0.00009948878,0.0002927034,0.000028170372,0.00008832493,0.025105504],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99668175,0.0024770936,0.000037743062,0.00019857669,0.00038417455,0.00022064087],"domain_scores_gemma":[0.9989648,0.00062050734,0.000095021256,0.000054347267,0.00009711093,0.00016832458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002656394,0.0005284514,0.00032259055,0.0010625032,0.0027787122,0.004314518,0.00091683154,0.0016788194,0.0026792218],"category_scores_gemma":[0.0025088822,0.00018222893,0.00040739327,0.0005022467,0.004994577,0.0023523318,0.0025204038,0.001604404,0.00068365125],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004470788,0.0006437606,0.003746379,0.00074361,0.00001971488,0.0012362055,0.39478776,0.001480048,0.00786746,0.31131518,0.006188432,0.27192673],"study_design_scores_gemma":[0.000075947006,0.0005725116,0.007842653,0.00092358416,0.000037073354,0.0021343206,0.21631365,0.0033233277,0.0068821,0.08260463,0.67921275,0.00007743348],"about_ca_topic_score_codex":0.015110802,"about_ca_topic_score_gemma":0.02907635,"teacher_disagreement_score":0.015110802,"about_ca_system_score_codex":0.0048824903,"about_ca_system_score_gemma":0.0070647923,"threshold_uncertainty_score":0.035425067},"labels":[],"label_agreement":null},{"id":"W2009055943","doi":"10.5539/elt.v4n3p164","title":"The Combined Effect of Instruction and Monitor in Improving Pronunciation of Potential English Teachers","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Linyi University","keywords":"Pronunciation; Psychology; Argument (complex analysis); Focus (optics); Linguistics; Mathematics education; Chemistry","score_opus":0.006180373150704932,"score_gpt":0.20350829996086775,"score_spread":0.1973279268101628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2009055943","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940884,0.00041670506,0.0019679118,0.00014842527,0.000034425186,0.0001472684,0.000026133612,0.00013027014,0.003040528],"genre_scores_gemma":[0.9900592,0.000287174,0.007675976,0.00008101073,0.000037740305,0.00019780578,0.00003809239,0.00002084633,0.0016022017],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9980557,0.0011748652,0.0001378427,0.00022962491,0.00031293885,0.000089007604],"domain_scores_gemma":[0.98038703,0.015710285,0.0013448033,0.00088845816,0.0004594906,0.0012098908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002178532,0.0006604302,0.000705165,0.00049925776,0.00026471846,0.00060702144,0.00054128363,0.00093309686,0.0024831765],"category_scores_gemma":[0.018795775,0.0002453903,0.00027022706,0.00031995552,0.00031898334,0.0005742843,0.00081508554,0.0006029256,0.00034199256],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.031421177,0.028215848,0.062328253,0.0013828621,0.00051251415,0.0003382892,0.003215479,0.0036063557,0.06507649,0.0008625124,0.0010157375,0.8020245],"study_design_scores_gemma":[0.0074495953,0.24114029,0.62268144,0.00064919604,0.0037697812,0.0011309559,0.0029777419,0.01651821,0.09082942,0.0028785504,0.009701919,0.00027291555],"about_ca_topic_score_codex":0.00055341073,"about_ca_topic_score_gemma":0.00097197056,"teacher_disagreement_score":0.0024831765,"about_ca_system_score_codex":0.00022793048,"about_ca_system_score_gemma":0.0005941919,"threshold_uncertainty_score":0.011521339},"labels":[],"label_agreement":null},{"id":"W2009641695","doi":"10.9744/kata.1.1.32-43","title":"CONVERGING LINES: TOWARDS THE INTEGRATION OF SECOND LANGUAGE RESEARCH AND TEACHING","year":2004,"lang":"en","type":"article","venue":"K@ta","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University","keywords":"Bridge (graph theory); Process (computing); Participatory action research; Action research; Computer science; Mathematics education; Citizen journalism; Sample (material); Psychology; Sociology","score_opus":0.1130849652955666,"score_gpt":0.35427053609500103,"score_spread":0.24118557079943442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2009641695","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.050983917,0.20592132,0.22880086,0.34353346,0.0052677807,0.0010378258,0.00015591085,0.00077743095,0.1635215],"genre_scores_gemma":[0.38550082,0.1265122,0.4386589,0.028418826,0.0025024172,0.0024352744,0.0003486633,0.0004049571,0.015217934],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.88355464,0.080273174,0.006434025,0.006834101,0.020354144,0.0025499521],"domain_scores_gemma":[0.7278918,0.17538227,0.011193624,0.025529724,0.050188605,0.009814012],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13498597,0.0018338392,0.003697665,0.022382658,0.0066492273,0.042176876,0.005862998,0.011092406,0.006702235],"category_scores_gemma":[0.11405853,0.0016029968,0.0020165213,0.016869832,0.0381555,0.058276635,0.029724248,0.017226301,0.0025182085],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018996642,0.00041620966,0.004412418,0.005450777,0.00016385979,0.00075712416,0.112963654,0.00036684898,0.0019276951,0.4468075,0.006755914,0.41978803],"study_design_scores_gemma":[0.00011602191,0.0005269435,0.0038522554,0.02073314,0.00012209841,0.0011857479,0.1363204,0.001469067,0.0021711465,0.6035682,0.2298036,0.00013134198],"about_ca_topic_score_codex":0.004081046,"about_ca_topic_score_gemma":0.0034429512,"teacher_disagreement_score":0.13498597,"about_ca_system_score_codex":0.012784198,"about_ca_system_score_gemma":0.03874369,"threshold_uncertainty_score":0.71388257},"labels":[],"label_agreement":null},{"id":"W2009988744","doi":"10.5539/elt.v6n5p148","title":"Encouraging Sudanese Schoolboys to Learn English Effectively – A Case Study of Learning EFL in Eddueim Locality’s Schools","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Locality; Mathematics education; English language; Language acquisition; Foreign language; Pedagogy; Linguistics","score_opus":0.012581033929068767,"score_gpt":0.2613721274164071,"score_spread":0.24879109348733833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2009988744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99872404,0.000092881215,0.00005366399,0.00022308729,0.000005242694,0.000020522864,0.000003871335,0.0000010734512,0.0008756568],"genre_scores_gemma":[0.9973839,0.00038298639,0.0004064787,0.0001379921,0.0000067277474,0.0000395892,0.000008479395,0.0000019767303,0.0016318699],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99748284,0.0015855876,0.000089054636,0.000108254855,0.00015697903,0.00057734404],"domain_scores_gemma":[0.9981908,0.0005147132,0.0003299608,0.000062232684,0.00021544084,0.00068670715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025645532,0.0004519939,0.0005317346,0.0009431855,0.01210242,0.0021218776,0.00097295444,0.0014118064,0.0017137685],"category_scores_gemma":[0.0022043316,0.00037434444,0.00039525836,0.00090039393,0.0024596807,0.0011053565,0.0029236446,0.0015495606,0.00022277738],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002189919,0.004282666,0.120205484,0.00066835113,0.000036962923,0.045974296,0.78528774,0.00037015096,0.004768066,0.0039434885,0.0012307117,0.03301306],"study_design_scores_gemma":[0.000024068158,0.0006221403,0.048230715,0.00020852021,0.000023861303,0.0024704766,0.93816227,0.00021409757,0.001035053,0.00023064319,0.008751511,0.000026657517],"about_ca_topic_score_codex":0.01426673,"about_ca_topic_score_gemma":0.06687233,"teacher_disagreement_score":0.01426673,"about_ca_system_score_codex":0.0037915623,"about_ca_system_score_gemma":0.004487628,"threshold_uncertainty_score":0.0283674},"labels":[],"label_agreement":null},{"id":"W2010095889","doi":"10.5539/ijel.v2n1p213","title":"Favorable and Unfavorable Characteristics of EFL Teachers Perceived by University Students of Thailand","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Mathematics education; Data collection; Affect (linguistics); Trait; Computer science; Sociology","score_opus":0.01650167264642867,"score_gpt":0.2555000949072055,"score_spread":0.23899842226077683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010095889","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994203,0.00002444291,0.000023427874,0.000049978655,0.0000023418415,0.0000024329756,0.00001203187,9.850869e-7,0.00046406573],"genre_scores_gemma":[0.9995377,0.000048552996,0.0000234471,0.000018466008,0.000002754563,0.00000513329,0.000017943416,0.0000010917581,0.00034498386],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916935,0.00021967587,0.00012652007,0.00006896387,0.00020734109,0.00020814227],"domain_scores_gemma":[0.9949243,0.000688898,0.0018900366,0.00011197973,0.0006674857,0.0017172042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080877077,0.00021410464,0.0002362617,0.00075426337,0.0015426942,0.0019527967,0.00016818303,0.00039256478,0.0029385514],"category_scores_gemma":[0.0031785485,0.00018042151,0.00020053823,0.0006336874,0.0008239803,0.00073557533,0.00086999056,0.00064685027,0.00033501748],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009015546,0.00011695468,0.9508859,0.00004860708,0.0000142558665,0.0005609201,0.038796265,0.000048938815,0.0010714974,0.00013083522,0.00026652587,0.007969124],"study_design_scores_gemma":[0.0000072110415,0.0002019002,0.82217926,0.000048659844,0.000013175821,0.00048662376,0.17484891,0.0001878981,0.00040520472,0.00013216928,0.0014632968,0.000025677642],"about_ca_topic_score_codex":0.0072823246,"about_ca_topic_score_gemma":0.009883951,"teacher_disagreement_score":0.0072823246,"about_ca_system_score_codex":0.00053393375,"about_ca_system_score_gemma":0.0009661788,"threshold_uncertainty_score":0.014479876},"labels":[],"label_agreement":null},{"id":"W2010123881","doi":"10.1016/j.system.2014.09.022","title":"Using form-focused tasks to integrate language across the immersion curriculum","year":2014,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Noun; Grammatical gender; Curriculum; Psychology; Linguistics; Psychological intervention; Focus (optics); Computer science; Pedagogy; Artificial intelligence","score_opus":0.03103320195561568,"score_gpt":0.287502548146012,"score_spread":0.2564693461903963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010123881","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41284597,0.0001563856,0.53867495,0.0002480304,0.00020026398,0.0022126492,0.00042447227,0.0069906902,0.0382467],"genre_scores_gemma":[0.5628258,0.0001443575,0.42215106,0.000264573,0.000036962367,0.0017995321,0.00076402473,0.0007189131,0.011294721],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99833775,0.0005661458,0.00015859428,0.00041443168,0.0003775985,0.00014535633],"domain_scores_gemma":[0.9948719,0.003006937,0.00035012153,0.00067864644,0.00059565774,0.0004967347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00216268,0.0020168272,0.0008462967,0.0009341145,0.0005595674,0.0030139377,0.0017651612,0.001110168,0.010285253],"category_scores_gemma":[0.016915215,0.00057423365,0.0005803071,0.0007062531,0.0008056935,0.0033498183,0.0045982157,0.0014487919,0.003041102],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014639336,0.0035597547,0.005101762,0.001000367,0.00006368888,0.00025725897,0.008355319,0.011543956,0.16061683,0.008033197,0.0048853103,0.7951187],"study_design_scores_gemma":[0.0025751416,0.011317065,0.054937433,0.001365822,0.00055412337,0.0018619864,0.013141122,0.378649,0.33710384,0.0750271,0.12269297,0.0007744106],"about_ca_topic_score_codex":0.0016933131,"about_ca_topic_score_gemma":0.001970661,"teacher_disagreement_score":0.010285253,"about_ca_system_score_codex":0.00066181127,"about_ca_system_score_gemma":0.0016544115,"threshold_uncertainty_score":0.034407616},"labels":[],"label_agreement":null},{"id":"W2010311116","doi":"10.5539/elt.v5n10p20","title":"Beliefs about Foreign Language Learning and Their Relationship to Gender","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foreign language; Language acquisition; Mathematics education; First language; Aptitude; Language assessment; English as a foreign language; Arabic; Pedagogy; Linguistics; Developmental psychology","score_opus":0.02502908212319582,"score_gpt":0.26516022013018103,"score_spread":0.2401311380069852,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010311116","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99796695,0.0002159256,0.00005871496,0.00014884473,0.000009720243,0.0000073473284,0.000044765384,0.0000013166454,0.0015463078],"genre_scores_gemma":[0.9993993,0.0000741894,0.000027466209,0.000017789007,0.000003964989,0.000004663023,0.000026382373,8.158001e-7,0.0004454757],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992151,0.00023544666,0.000057096888,0.00009853893,0.0002160207,0.00017777836],"domain_scores_gemma":[0.9911947,0.004666625,0.0022439475,0.00020497192,0.0006388672,0.0010508586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015132028,0.00016875619,0.00025041157,0.0007672057,0.00053056615,0.0010409787,0.00041753342,0.000412892,0.0052660103],"category_scores_gemma":[0.009059783,0.00014436101,0.00030424353,0.0005912179,0.0007560451,0.0006147373,0.0005896127,0.00069655787,0.0003753919],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014416296,0.00018805065,0.9858138,0.000020423735,0.000022964796,0.00021113685,0.0062960135,0.00003754455,0.00026867128,0.00026620724,0.000109830915,0.0066211857],"study_design_scores_gemma":[0.0000037434104,0.0002325292,0.9864687,0.000031095213,0.000013081994,0.00030575122,0.01195268,0.00021897326,0.000098727505,0.00021571659,0.0004497845,0.000009102445],"about_ca_topic_score_codex":0.004864012,"about_ca_topic_score_gemma":0.0045236796,"teacher_disagreement_score":0.0052660103,"about_ca_system_score_codex":0.00044276746,"about_ca_system_score_gemma":0.00042894197,"threshold_uncertainty_score":0.01761657},"labels":[],"label_agreement":null},{"id":"W2010342159","doi":"10.1002/tesq.101","title":"Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Psychology; Corrective feedback; Recall; Second language; Style (visual arts); Test (biology); Language proficiency; Mathematics education; Cognitive psychology; Linguistics","score_opus":0.013086055092003668,"score_gpt":0.2448490268370923,"score_spread":0.23176297174508864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010342159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99798167,0.00007235758,0.00040221013,0.000063504136,0.0000021059896,0.000009666216,0.000005699343,0.000006231213,0.0014563787],"genre_scores_gemma":[0.9993773,0.000050612412,0.00028135377,0.0000109166895,0.0000013133871,0.000009405597,0.000005063039,0.000002022686,0.00026213774],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9974782,0.0013656245,0.0000968533,0.00021256083,0.00062418793,0.00022259896],"domain_scores_gemma":[0.9810574,0.011547124,0.003992753,0.0009024896,0.0013654374,0.0011348842],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036751148,0.00037869404,0.00030238272,0.000704547,0.00067061477,0.0028441455,0.00056605745,0.00060693466,0.0020853588],"category_scores_gemma":[0.01790021,0.00034753972,0.00025085866,0.0002319406,0.0017050228,0.0011195184,0.0012741382,0.0012184996,0.00014818086],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00078984036,0.001919551,0.8086038,0.00023473352,0.00021029823,0.0012246326,0.11458014,0.0004871398,0.019742645,0.0035284152,0.00015025238,0.048528485],"study_design_scores_gemma":[0.00010553906,0.0018795086,0.8598026,0.00033190107,0.00035789007,0.00067664054,0.11041499,0.0026389752,0.018645968,0.0033995681,0.0016553135,0.00009101985],"about_ca_topic_score_codex":0.0027493774,"about_ca_topic_score_gemma":0.002365675,"teacher_disagreement_score":0.0036751148,"about_ca_system_score_codex":0.00085408316,"about_ca_system_score_gemma":0.0012586406,"threshold_uncertainty_score":0.019436121},"labels":[],"label_agreement":null},{"id":"W2011545334","doi":"10.7202/900282ar","title":"Évaluation de matériel pédagogique pour l’enseignement du français langue maternelle en Ontario","year":2009,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Humanities; Philosophy","score_opus":0.23615696126750665,"score_gpt":0.3450107546693361,"score_spread":0.10885379340182946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011545334","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9880177,0.0003542089,0.0004991146,0.0006562681,0.000014009567,0.00030371497,0.00009972558,0.000025880849,0.010029354],"genre_scores_gemma":[0.98957217,0.00052073656,0.0020832927,0.000055857094,0.0000055433748,0.0002457914,0.00009670321,0.000011884442,0.007408082],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9951072,0.0014368807,0.0002935076,0.00033661275,0.0019579604,0.0008679349],"domain_scores_gemma":[0.987921,0.002806885,0.0010007131,0.0004751959,0.0055438373,0.0022523305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010087168,0.0003239605,0.00052434765,0.0013488361,0.0042335954,0.002601627,0.00087514,0.00046075982,0.004115337],"category_scores_gemma":[0.017395671,0.0003622976,0.00033090805,0.0020508012,0.0019632333,0.0009854598,0.0023813716,0.0006330419,0.00043543478],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013259486,0.0013615544,0.29464936,0.0012226265,0.000084661486,0.0011096098,0.32328755,0.0017357168,0.012704185,0.0056327535,0.004534123,0.35235196],"study_design_scores_gemma":[0.00010737777,0.001687614,0.79346246,0.00045583633,0.00010323878,0.0001357017,0.14575222,0.0015215557,0.0038920555,0.00043133562,0.05236009,0.00009056285],"about_ca_topic_score_codex":0.88961643,"about_ca_topic_score_gemma":0.94313926,"teacher_disagreement_score":0.11038357,"about_ca_system_score_codex":0.051720068,"about_ca_system_score_gemma":0.084613614,"threshold_uncertainty_score":0.37525713},"labels":[],"label_agreement":null},{"id":"W201160464","doi":"10.4000/alsic.2173","title":"Représentations et construction des connaissances sur support électronique : l'apprentissage du français langue seconde par les forums de discussions électroniques","year":2003,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"British Columbia Institute of Technology","funders":"","keywords":"Humanities; Political science; Sociology; Philosophy","score_opus":0.024466874368832582,"score_gpt":0.2879494185660691,"score_spread":0.2634825441972365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W201160464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8924797,0.00057627645,0.05951165,0.0020290874,0.000048863567,0.00011604392,0.00027530105,0.00028200622,0.044681087],"genre_scores_gemma":[0.98678166,0.000132469,0.0060819704,0.000028606602,0.000005531413,0.000054152028,0.00009706383,0.000023236164,0.0067953253],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99785644,0.0012410844,0.00008663855,0.00023981517,0.0003525875,0.00022345412],"domain_scores_gemma":[0.99246806,0.0048751407,0.00078324944,0.000639758,0.0009191029,0.00031463773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035420072,0.00049861975,0.00022948397,0.001969164,0.0020827043,0.0054195384,0.0006387794,0.0011250231,0.006227129],"category_scores_gemma":[0.01262574,0.00028011456,0.0003546635,0.0016592985,0.0031246715,0.005446425,0.003627168,0.00074568565,0.0004436435],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005307023,0.0001391368,0.062023766,0.00046879335,0.000060473925,0.001316434,0.5231552,0.0037819229,0.012938944,0.19050805,0.0025179589,0.20255853],"study_design_scores_gemma":[0.000114796065,0.00044601376,0.11347936,0.0008520195,0.00017914322,0.0011001348,0.55651224,0.03527891,0.012519464,0.087158635,0.19214012,0.00021926689],"about_ca_topic_score_codex":0.039838202,"about_ca_topic_score_gemma":0.03248296,"teacher_disagreement_score":0.039838202,"about_ca_system_score_codex":0.0031701184,"about_ca_system_score_gemma":0.0019610426,"threshold_uncertainty_score":0.079212606},"labels":[],"label_agreement":null},{"id":"W2011669336","doi":"10.1111/1540-4781.00157","title":"Reformulation and the Learning of French Pronominal Verbs in a Canadian French Immersion Context","year":2002,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":148,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"French immersion; Linguistics; Task (project management); Psychology; TRACE (psycholinguistics); Context (archaeology); Computer science; History; Mathematics education","score_opus":0.01871197155514498,"score_gpt":0.22278114082548683,"score_spread":0.20406916927034185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011669336","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9902434,0.00020513599,0.0022303837,0.00015933889,0.0000060850307,0.0000274532,0.000022813894,0.000045542387,0.0070599285],"genre_scores_gemma":[0.99563307,0.000107082735,0.0017846237,0.000025899324,0.0000029581438,0.000011685925,0.000039630515,0.000013077533,0.0023819697],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9963223,0.0015617519,0.00008376617,0.00050487753,0.0010332419,0.00049424235],"domain_scores_gemma":[0.99552816,0.0022156213,0.00064797385,0.0002545561,0.00083448226,0.0005191211],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002090385,0.00071661366,0.00038546286,0.0010144487,0.002957921,0.002877534,0.0009991355,0.0013911282,0.0016775859],"category_scores_gemma":[0.010713156,0.00031445295,0.00027369638,0.000542911,0.0038860433,0.001233825,0.0018786498,0.0011832212,0.00025515404],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035264558,0.0003241939,0.052906148,0.00028419224,0.00003304946,0.0029071076,0.7494152,0.0016664958,0.079715885,0.011939105,0.0012173288,0.09923863],"study_design_scores_gemma":[0.00007938101,0.0015246315,0.28831795,0.00028656799,0.000115744144,0.0050774203,0.5257324,0.008033466,0.046204038,0.0055260346,0.11874395,0.00035851245],"about_ca_topic_score_codex":0.28057307,"about_ca_topic_score_gemma":0.35419536,"teacher_disagreement_score":0.71942693,"about_ca_system_score_codex":0.006248497,"about_ca_system_score_gemma":0.0051768045,"threshold_uncertainty_score":0.5578799},"labels":[],"label_agreement":null},{"id":"W2011883009","doi":"10.3138/cmlr.1139","title":"Task Motivation in Process: A Complex Systems Perspective","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":64,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Psychology; Expectancy theory; Perspective (graphical); Cognition; Cognitive psychology; Conversation; Function (biology); Isolation (microbiology); Social psychology; Computer science; Communication","score_opus":0.038775083884804974,"score_gpt":0.2572980544412174,"score_spread":0.21852297055641243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011883009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6994025,0.009106594,0.1596865,0.007712924,0.00012996649,0.00031623404,0.00018531195,0.00014479079,0.12331512],"genre_scores_gemma":[0.9941467,0.0006218238,0.0044506015,0.00007292271,0.000024026887,0.000058796224,0.000016336919,0.000011497198,0.0005972695],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9979321,0.0011784843,0.00008643466,0.00023383544,0.00038911944,0.00017999041],"domain_scores_gemma":[0.99181104,0.005919454,0.00096750737,0.0002097186,0.00061951956,0.00047276347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003157441,0.00046627078,0.00044999976,0.002535425,0.0009954779,0.0061970092,0.0007365556,0.00083706726,0.0030413927],"category_scores_gemma":[0.0054488746,0.00026546002,0.0005237612,0.0014896628,0.0052667223,0.0027339424,0.0020297938,0.0010291939,0.000166817],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025440456,0.00071718416,0.10900972,0.0020518552,0.00039411572,0.0011859258,0.06090088,0.02476661,0.006401347,0.64967245,0.001475613,0.14316987],"study_design_scores_gemma":[0.00014461973,0.0009408172,0.30215424,0.0010533483,0.00028709683,0.0006818029,0.038290422,0.088469855,0.0029470914,0.5265572,0.038284082,0.0001893926],"about_ca_topic_score_codex":0.0038819977,"about_ca_topic_score_gemma":0.0021078605,"teacher_disagreement_score":0.0061970092,"about_ca_system_score_codex":0.003007584,"about_ca_system_score_gemma":0.0020999997,"threshold_uncertainty_score":0.021821678},"labels":[],"label_agreement":null},{"id":"W2011907483","doi":"10.2307/3588241","title":"Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom","year":2002,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":572,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"McGill University","keywords":"Corrective feedback; Psychology; Linguistics; Mathematics education; Pedagogy; Philosophy","score_opus":0.02748736648013322,"score_gpt":0.2293106281620194,"score_spread":0.20182326168188616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011907483","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990809,0.00008413199,0.00028565607,0.000030388548,0.0000014153507,0.000007547187,0.000035511723,0.000017934752,0.00045644335],"genre_scores_gemma":[0.99901557,0.00007263057,0.00033580387,0.000011490873,0.000002283846,0.000015789965,0.000050373732,0.0000073952733,0.000488579],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967309,0.0010815412,0.00040211447,0.0005583903,0.00092633074,0.00030071117],"domain_scores_gemma":[0.9721352,0.015194045,0.0063396874,0.0011758533,0.004116836,0.0010383503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002304918,0.00023785402,0.00045352126,0.0022290768,0.0008455161,0.0013963936,0.0006186152,0.00066176587,0.0011505377],"category_scores_gemma":[0.029703481,0.00036668373,0.0001528514,0.00092701835,0.0010611867,0.0009562811,0.0014138819,0.00069672515,0.000368372],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00072799757,0.0005089702,0.6126413,0.00029051318,0.00004173469,0.0012704352,0.25342774,0.00032760046,0.015800517,0.00027889942,0.0005639323,0.11412025],"study_design_scores_gemma":[0.000022578588,0.00085620885,0.9067295,0.00011154184,0.000029443258,0.0015625084,0.07979995,0.0008192293,0.007342736,0.00023934242,0.0024093948,0.000077530785],"about_ca_topic_score_codex":0.0054099886,"about_ca_topic_score_gemma":0.011219053,"teacher_disagreement_score":0.0054099886,"about_ca_system_score_codex":0.0008128289,"about_ca_system_score_gemma":0.0005884343,"threshold_uncertainty_score":0.012189686},"labels":[],"label_agreement":null},{"id":"W2012190468","doi":"10.5539/elt.v4n2p132","title":"Moving Towards a More Balanced English Teaching: A Case from Taiwanese EFL Classrooms","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Psychology; National curriculum; Pedagogy; Mathematics education; Reading (process); Teaching method; Linguistics","score_opus":0.023742657332626427,"score_gpt":0.24997892718887668,"score_spread":0.22623626985625025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2012190468","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99144626,0.00012127692,0.00026660587,0.0031126044,0.000025024996,0.00002980281,0.000011916878,0.000010446635,0.004976044],"genre_scores_gemma":[0.99012625,0.0002884498,0.00094592676,0.0011645999,0.000023729623,0.000035851648,0.000021338814,0.000032972,0.0073608942],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99813795,0.00081770285,0.00007736385,0.00017808226,0.00023277219,0.0005561652],"domain_scores_gemma":[0.9971276,0.00071060564,0.00035411498,0.00017989763,0.0002817312,0.0013460502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021570493,0.0005091672,0.0005236117,0.001131296,0.012883138,0.004239038,0.0014515138,0.0035360744,0.0032088812],"category_scores_gemma":[0.005879616,0.00041166478,0.00040833047,0.0012354184,0.005396832,0.001911581,0.0038366641,0.0043896576,0.00069340586],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008079045,0.0010636551,0.03235402,0.00013015034,0.000011755205,0.11192762,0.81626576,0.00028997197,0.0032302982,0.008203272,0.003221098,0.023221597],"study_design_scores_gemma":[0.0000632406,0.00030077694,0.02397636,0.00022722766,0.000018835939,0.03402455,0.90303004,0.0009980804,0.0011941391,0.0024465905,0.033641867,0.000078294695],"about_ca_topic_score_codex":0.0411427,"about_ca_topic_score_gemma":0.10255615,"teacher_disagreement_score":0.0411427,"about_ca_system_score_codex":0.00598729,"about_ca_system_score_gemma":0.0034548612,"threshold_uncertainty_score":0.08180642},"labels":[],"label_agreement":null},{"id":"W2012262111","doi":"10.1017/s0958344008000621","title":"Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning","year":2008,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":109,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Workbook; Vocabulary; Grammar; Mathematics education; Perception; Psychology; Set (abstract data type); Computer science; Medical education; Medicine; Linguistics","score_opus":0.05572868000269676,"score_gpt":0.2837008335502486,"score_spread":0.22797215354755185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2012262111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996351,0.000016494581,0.00004836335,0.00001925927,0.0000018311797,0.000007342876,0.0000035744567,0.000002209073,0.00026579984],"genre_scores_gemma":[0.99932075,0.000044088367,0.0001052092,0.000032543154,0.0000037190248,0.000013053679,0.000009890066,0.0000024035635,0.00046842798],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984787,0.00071601296,0.00009612883,0.00012522866,0.00037292272,0.00021099886],"domain_scores_gemma":[0.99224174,0.0032557736,0.0017900259,0.00030295688,0.0009529753,0.0014565137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026546915,0.00032441606,0.00045066257,0.0007814856,0.001133854,0.002335148,0.0005988765,0.00058647967,0.0020477907],"category_scores_gemma":[0.008383672,0.00034408327,0.00040861982,0.0005374892,0.0009571339,0.00092028815,0.001174537,0.0010281374,0.00040546383],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040114485,0.008359832,0.61770064,0.00029370224,0.000098729535,0.0009828041,0.2920741,0.00027007775,0.011574682,0.00020132527,0.0006438926,0.06739912],"study_design_scores_gemma":[0.000055789915,0.004586817,0.59267896,0.00009029468,0.00005679969,0.0006262934,0.39198893,0.00078803045,0.0038634029,0.0001335281,0.0050703115,0.000060785333],"about_ca_topic_score_codex":0.0027164966,"about_ca_topic_score_gemma":0.0034326056,"teacher_disagreement_score":0.0027164966,"about_ca_system_score_codex":0.0005367896,"about_ca_system_score_gemma":0.0005724942,"threshold_uncertainty_score":0.014039516},"labels":[],"label_agreement":null},{"id":"W2012305689","doi":"10.5539/ass.v8n10p3","title":"Group Work in the Secondary ESL Classroom","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Malay; Psychology; Likert scale; Perception; Mathematics education; Work (physics); Group work; East coast; Scale (ratio); Descriptive statistics; Experiential learning; Social psychology; Pedagogy; Geography; Developmental psychology; Engineering; Linguistics; Mathematics; Statistics","score_opus":0.030200302820934756,"score_gpt":0.2659653638230214,"score_spread":0.23576506100208663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2012305689","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99053067,0.00030671907,0.0002462811,0.00036759282,0.000040895327,0.000065532346,0.00002217839,0.000022085793,0.008397973],"genre_scores_gemma":[0.99419975,0.00028206417,0.00039280351,0.00014398833,0.000025305624,0.000043901106,0.000029174578,0.0000072518283,0.0048758104],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977247,0.0008158593,0.00010050896,0.00027494252,0.0004796011,0.0006044414],"domain_scores_gemma":[0.99443674,0.00088891515,0.0005951159,0.0002376571,0.0003435044,0.003498059],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023397473,0.00038283164,0.0006211832,0.0014092025,0.0053018974,0.0037774513,0.00092787767,0.0007626466,0.010261408],"category_scores_gemma":[0.0031848396,0.00023935025,0.00027982786,0.0008598611,0.0016016053,0.001364278,0.0031233486,0.0012104909,0.0022385463],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063499174,0.017054195,0.3135824,0.0013519265,0.00005084625,0.004510063,0.36097547,0.0003508497,0.013936168,0.00392194,0.010122076,0.2735091],"study_design_scores_gemma":[0.00019118545,0.005367922,0.26228872,0.00078161637,0.00004414429,0.0020878476,0.6205511,0.00055136316,0.0036056403,0.0041224402,0.100326724,0.0000813201],"about_ca_topic_score_codex":0.00091186713,"about_ca_topic_score_gemma":0.0025167598,"teacher_disagreement_score":0.010261408,"about_ca_system_score_codex":0.0012107649,"about_ca_system_score_gemma":0.0024279878,"threshold_uncertainty_score":0.034327865},"labels":[],"label_agreement":null},{"id":"W2013052893","doi":"10.1017/s0261444814000184","title":"Research in foreign language education in Hungary (2006–2012)","year":2014,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Publication; Quarter (Canadian coin); Political science; Academic community; Language education; Sociology; German; Library science; Pedagogy; Media studies; Social science; History; Law","score_opus":0.033035800122570465,"score_gpt":0.34610588627562583,"score_spread":0.31307008615305537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2013052893","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24753597,0.7107407,0.00083116774,0.0044307834,0.0015240902,0.00017183191,0.0062143514,0.000044816352,0.028506333],"genre_scores_gemma":[0.50450367,0.48114806,0.001997022,0.001453969,0.00071557646,0.00012237436,0.0034895688,0.000018145438,0.0065516615],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99894375,0.000109081295,0.00021258973,0.00020914697,0.00036577525,0.00015968127],"domain_scores_gemma":[0.99782854,0.00068146345,0.0006016533,0.00006812805,0.00065030844,0.00016986165],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.0022290759,0.00040619713,0.0007397175,0.007805605,0.0005678445,0.0019564107,0.00049536285,0.00058192335,0.003514468],"category_scores_gemma":[0.0033919816,0.00032005284,0.0004497862,0.013994681,0.0006648195,0.0012197823,0.0010297141,0.0005929707,0.0004393244],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041073406,0.00023255148,0.057037223,0.026811697,0.0003412065,0.0034727084,0.018598132,0.00068792095,0.002027682,0.009532356,0.020460337,0.86038744],"study_design_scores_gemma":[0.000034952875,0.00021387394,0.6593191,0.009462714,0.00036581684,0.0022274395,0.0132861715,0.00010103211,0.0023270915,0.00068155414,0.3119327,0.000047539033],"about_ca_topic_score_codex":0.022811186,"about_ca_topic_score_gemma":0.025610672,"teacher_disagreement_score":0.9921944,"about_ca_system_score_codex":0.005343489,"about_ca_system_score_gemma":0.009801034,"threshold_uncertainty_score":0.04535681},"labels":[],"label_agreement":null},{"id":"W2013140910","doi":"10.1353/cml.2005.0037","title":"Comparing Children's Oral Ability in Two ESL Programs","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Publishing; Indigenous; Slavic languages; The Renaissance; Politics; Sociology; Classics; Media studies; History; Library science; Social science; Political science; Art history; Law","score_opus":0.029192016770100873,"score_gpt":0.25621961080181443,"score_spread":0.22702759403171358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2013140910","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98700106,0.0004896385,0.00007951328,0.00019675991,0.000047839523,0.00006387573,0.0015641254,0.000036391823,0.010520823],"genre_scores_gemma":[0.98472255,0.00050608016,0.00021376091,0.00009572405,0.00001183131,0.00016274548,0.0016379579,0.000017873332,0.012631593],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99806064,0.00016642599,0.00024143588,0.00021613295,0.00072054414,0.0005948423],"domain_scores_gemma":[0.9915451,0.002356124,0.0014582336,0.00034296006,0.0025874851,0.0017101972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023739652,0.0006159939,0.00089379895,0.003403937,0.0013120958,0.0030618662,0.0012702649,0.001103477,0.010770571],"category_scores_gemma":[0.011151541,0.00038658732,0.0010984532,0.0016412438,0.0011384777,0.0018627925,0.0027178235,0.0013115241,0.002148382],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001398198,0.0018628961,0.8586225,0.0004775759,0.000114646806,0.0023855227,0.04735949,0.0003794418,0.0022391563,0.0012022969,0.00860809,0.075350195],"study_design_scores_gemma":[0.000039516053,0.0006892087,0.9682862,0.0001737009,0.00007469757,0.00042156203,0.024151085,0.00012658021,0.0010475412,0.00023748804,0.0047114114,0.000041003404],"about_ca_topic_score_codex":0.17829715,"about_ca_topic_score_gemma":0.18568929,"teacher_disagreement_score":0.17829715,"about_ca_system_score_codex":0.0032283647,"about_ca_system_score_gemma":0.0031308061,"threshold_uncertainty_score":0.3545187},"labels":[],"label_agreement":null},{"id":"W2013940973","doi":"10.17507/jltr.0603.21","title":"The Use of L1 as a Consciousness-raising Tool in Teaching Grammar to Beginner and Upper-intermediate EFL Students","year":2015,"lang":"en","type":"article","venue":"Journal of Language Teaching and Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Raising (metalworking); Grammar; Consciousness raising; Consciousness; Psychology; Mathematics education; Computer science; Linguistics; Pedagogy; Engineering; Philosophy; Mechanical engineering","score_opus":0.12674856193510675,"score_gpt":0.41054615008285955,"score_spread":0.2837975881477528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2013940973","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9829947,0.0000760929,0.0069911564,0.00038761436,0.000026080217,0.00006258246,0.000008034355,0.0001954739,0.0092582805],"genre_scores_gemma":[0.99088573,0.00006966288,0.0072841975,0.00011068758,0.000003827707,0.0000593234,0.00000831925,0.00003809508,0.0015400841],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989893,0.00053272484,0.000026780048,0.00015643913,0.00016086474,0.00013389053],"domain_scores_gemma":[0.9947855,0.003400842,0.0003051734,0.0003730345,0.00028310268,0.0008525229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020935803,0.00038242625,0.00035882674,0.00070084305,0.00089133356,0.0022519855,0.0008194665,0.0007449144,0.0024912732],"category_scores_gemma":[0.009344393,0.00026788274,0.00028658455,0.00022463342,0.002229167,0.0014935483,0.0034083757,0.0016877515,0.00067503017],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015801901,0.0073377234,0.03538471,0.00077059446,0.000047399215,0.0022384382,0.2909382,0.0015186167,0.1392674,0.027808694,0.0037617737,0.4893463],"study_design_scores_gemma":[0.0010973362,0.025744278,0.122915514,0.0019160352,0.00084898894,0.0065641613,0.29672465,0.029195126,0.3242885,0.08962017,0.10045921,0.0006261168],"about_ca_topic_score_codex":0.0006971114,"about_ca_topic_score_gemma":0.00083423016,"teacher_disagreement_score":0.0024912732,"about_ca_system_score_codex":0.00077103346,"about_ca_system_score_gemma":0.0015007643,"threshold_uncertainty_score":0.01107204},"labels":[],"label_agreement":null},{"id":"W2014073462","doi":"10.1191/1362168804lr146oa","title":"Corrective feedback and learner uptake in communicative classrooms across instructional settings","year":2004,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":615,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Salient; Context (archaeology); Meaning (existential); Focus on form; Linguistics; Pedagogy; Mathematics education; Grammar; Computer science","score_opus":0.06621506313870192,"score_gpt":0.38856828112228414,"score_spread":0.32235321798358224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014073462","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983706,0.00012705238,0.00045642868,0.000022393977,0.0000018151762,0.000013560915,0.000008974645,0.000014044672,0.000985237],"genre_scores_gemma":[0.9991055,0.000076954944,0.0004184588,0.000009032342,0.000001384254,0.000016525351,0.000017529768,0.000008068067,0.00034641204],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9900844,0.0045050224,0.0008196173,0.00094590656,0.0030673384,0.0005778124],"domain_scores_gemma":[0.9553418,0.028395142,0.006049331,0.0018689106,0.00654674,0.0017980682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068047117,0.00030016786,0.00061891775,0.0021895918,0.0011649993,0.0020675352,0.0008477062,0.0006988778,0.0013292428],"category_scores_gemma":[0.05719459,0.00034202076,0.00037787773,0.00061966147,0.0011397087,0.0015006178,0.0028887554,0.0006907942,0.00025300484],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007931537,0.0005871692,0.6020652,0.0005589503,0.00015811042,0.00087821664,0.2414905,0.00052633305,0.014424268,0.0003849459,0.00016756663,0.13796553],"study_design_scores_gemma":[0.000040071653,0.0014426003,0.86624736,0.0002076359,0.00015151077,0.001352957,0.11438952,0.00083676464,0.012046074,0.00039250962,0.002772825,0.00012004626],"about_ca_topic_score_codex":0.0066272896,"about_ca_topic_score_gemma":0.00935167,"teacher_disagreement_score":0.0068047117,"about_ca_system_score_codex":0.0013137532,"about_ca_system_score_gemma":0.0010640662,"threshold_uncertainty_score":0.03598714},"labels":[],"label_agreement":null},{"id":"W2014309709","doi":"10.5539/elt.v4n1p90","title":"Comparative Effectiveness of Contextual and Structural Method of Teaching Vocabulary","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Vocabulary; Nonprobability sampling; Mathematics education; Population; Teaching method; Linguistics","score_opus":0.032717986386457024,"score_gpt":0.29955229489368157,"score_spread":0.26683430850722456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014309709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98640895,0.001965024,0.004130702,0.000116777985,0.000041412903,0.0002788713,0.000080570935,0.000122042424,0.006855744],"genre_scores_gemma":[0.96889806,0.002665285,0.023248777,0.00007683385,0.000063198364,0.00040914674,0.0001750797,0.0000262505,0.004437368],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984282,0.0006252238,0.00010506873,0.00031467382,0.0004063839,0.00012043903],"domain_scores_gemma":[0.99817777,0.000925401,0.0002504768,0.00014300512,0.00017615192,0.00032723488],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078906066,0.00045843783,0.00048054752,0.0012535845,0.00028102135,0.0006416738,0.00060577283,0.00026393167,0.003761827],"category_scores_gemma":[0.0030504398,0.0001691067,0.0003540343,0.0005734283,0.00023291567,0.0005615007,0.0009220093,0.00031206314,0.00038539123],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00637992,0.015468243,0.021336503,0.0026958052,0.00026764476,0.0005025758,0.0057054986,0.0012623842,0.049125068,0.0015548381,0.00095133594,0.8947503],"study_design_scores_gemma":[0.0057753734,0.2216123,0.5169883,0.0025194285,0.003403044,0.006466773,0.01839334,0.008252716,0.11268252,0.006223312,0.097331345,0.00035158076],"about_ca_topic_score_codex":0.00089325116,"about_ca_topic_score_gemma":0.002579931,"teacher_disagreement_score":0.003761827,"about_ca_system_score_codex":0.00034799826,"about_ca_system_score_gemma":0.0006352766,"threshold_uncertainty_score":0.012584567},"labels":[],"label_agreement":null},{"id":"W2014465595","doi":"10.3138/cmlr.1752","title":"The DELF in Canada: Perceptions of Students, Teachers, and Parents","year":2014,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Respondent; Test (biology); Psychology; Perception; Language proficiency; Medical education; Mathematics education; Medicine; Political science","score_opus":0.011063801304217304,"score_gpt":0.22081675627972602,"score_spread":0.20975295497550872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014465595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9905487,0.0008146782,0.00008005641,0.0023459792,0.000028163347,0.00002378872,0.00012908793,0.000007707055,0.0060218936],"genre_scores_gemma":[0.997021,0.0008109232,0.00008784692,0.00038012245,0.000004283463,0.000011192966,0.000059439073,0.000004678924,0.0016204735],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9970227,0.00050848554,0.00012841247,0.00018023793,0.001180875,0.0009794169],"domain_scores_gemma":[0.99106747,0.0013012999,0.0010219744,0.00011113917,0.0035533633,0.0029448979],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003032498,0.00021785786,0.0004276021,0.0010459402,0.00872105,0.0035920218,0.00092787726,0.0006481622,0.0031428882],"category_scores_gemma":[0.007678319,0.00028642884,0.00028104306,0.0020239912,0.00313747,0.00085138995,0.0018261941,0.001507435,0.00022308982],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009370893,0.00012207004,0.4932109,0.00015651606,0.000020376596,0.0011358133,0.45729625,0.000091806294,0.000645929,0.0014674866,0.0065721977,0.03918695],"study_design_scores_gemma":[0.0000059654963,0.00007008499,0.27587426,0.00023337638,0.000010930096,0.00023504287,0.7076172,0.00014285168,0.00018490065,0.00011988248,0.015463155,0.000042372707],"about_ca_topic_score_codex":0.9809496,"about_ca_topic_score_gemma":0.98517597,"teacher_disagreement_score":0.02835803,"about_ca_system_score_codex":0.02835803,"about_ca_system_score_gemma":0.055943243,"threshold_uncertainty_score":0.20575285},"labels":[],"label_agreement":null},{"id":"W2014684946","doi":"10.5539/ass.v5n1p98","title":"Motivation and Language Learning","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Motivation to learn; Psychology; Goal theory; Order (exchange); Intrinsic motivation; Foreign language; China; English as a foreign language; English language; Pedagogy; Social psychology; Political science","score_opus":0.01983050871181212,"score_gpt":0.26759326617819035,"score_spread":0.24776275746637821,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014684946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48143992,0.026607089,0.0071039847,0.022961881,0.00047375998,0.00020320546,0.0004776743,0.00011834617,0.46061414],"genre_scores_gemma":[0.9793291,0.0045574876,0.0012553954,0.00080248277,0.00017282434,0.000071092334,0.000086245156,0.000014868375,0.013710517],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987675,0.0005825333,0.00004620189,0.00013812094,0.0002295775,0.00023615595],"domain_scores_gemma":[0.99743193,0.000885978,0.00050681835,0.000054075215,0.00030950736,0.0008117508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011861975,0.00021953581,0.00026233486,0.00085392443,0.0011427021,0.0040015187,0.00035283834,0.0007701137,0.007979018],"category_scores_gemma":[0.003541514,0.000069902424,0.00022664518,0.00073642714,0.0022859494,0.0011639888,0.001676189,0.0009276677,0.000683619],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014048617,0.0010533308,0.13532743,0.000701204,0.00019393166,0.0007452158,0.018007811,0.00094630185,0.0009955375,0.4292718,0.015064976,0.39755186],"study_design_scores_gemma":[0.00007066869,0.0005735475,0.46414316,0.001087169,0.000075551616,0.00093546684,0.014206067,0.0014440354,0.0006826923,0.27889058,0.23773736,0.00015366284],"about_ca_topic_score_codex":0.0018319251,"about_ca_topic_score_gemma":0.0017670947,"teacher_disagreement_score":0.007979018,"about_ca_system_score_codex":0.0014225466,"about_ca_system_score_gemma":0.0009826813,"threshold_uncertainty_score":0.02669245},"labels":[],"label_agreement":null},{"id":"W2015170764","doi":"10.1080/2331186x.2015.1030176","title":"Experiencing the needs and challenges of ELLs: Improving knowledge and efficacy of pre-service teachers through the use of a language immersion simulation","year":2015,"lang":"en","type":"article","venue":"Cogent Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Mary's University","funders":"","keywords":"Ell; Psychology; Mathematics education; Descriptive statistics; Pedagogy; Teaching method; Mathematics","score_opus":0.1368442729611829,"score_gpt":0.3274440568287379,"score_spread":0.190599783867555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015170764","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99736893,0.000030628227,0.0008277551,0.00016025957,0.000009191166,0.00009972755,0.000008574433,0.000033215376,0.0014616662],"genre_scores_gemma":[0.9938613,0.00023130297,0.003571772,0.00013188901,0.000006003755,0.0002794243,0.000040364677,0.000012635405,0.001865169],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99884474,0.0005651931,0.000067694345,0.0000735839,0.00016036927,0.00028830563],"domain_scores_gemma":[0.997163,0.0010721859,0.00022593357,0.00022345304,0.00023276181,0.0010826603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025444815,0.00035676785,0.00045472014,0.00043039542,0.0012678867,0.0015251115,0.00091923086,0.00073954265,0.003066984],"category_scores_gemma":[0.006181901,0.00032412205,0.0004864128,0.00019717337,0.0012846054,0.0010080582,0.0035465134,0.001576525,0.0008512691],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012917186,0.035287566,0.0989892,0.0015624983,0.00010615041,0.002260946,0.49749953,0.0030211664,0.037883986,0.0015830031,0.004443216,0.316071],"study_design_scores_gemma":[0.0009211395,0.028261751,0.18262264,0.0013647258,0.00032165094,0.0020089282,0.68759453,0.0076079937,0.03746753,0.0045787157,0.046939608,0.00031081119],"about_ca_topic_score_codex":0.002081542,"about_ca_topic_score_gemma":0.0054761805,"teacher_disagreement_score":0.003066984,"about_ca_system_score_codex":0.0008984199,"about_ca_system_score_gemma":0.00285248,"threshold_uncertainty_score":0.013456643},"labels":[],"label_agreement":null},{"id":"W2015393833","doi":"10.1177/0033688208092186","title":"`Here's the Book, Go Teach the Class'","year":2008,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":116,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Practicum; Language teacher; Class (philosophy); Perception; Pedagogy; Mathematics education; Language education; English language; Psychology; Teacher education; Teaching method; Computer science","score_opus":0.048485902099639766,"score_gpt":0.24156741477597107,"score_spread":0.1930815126763313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015393833","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016623748,0.010616227,0.0076739406,0.076515585,0.017387222,0.00018295491,0.0009935629,0.0019908955,0.8680159],"genre_scores_gemma":[0.059579227,0.005924041,0.00571614,0.012253097,0.0012174369,0.000084962674,0.00040032246,0.00064614584,0.9141787],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99960107,0.00012587043,0.000013619232,0.000050998362,0.00013090076,0.0000775673],"domain_scores_gemma":[0.999371,0.00015365222,0.000042990065,0.00005208058,0.00014331499,0.00023698153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070105714,0.0004041263,0.00038158701,0.0003857838,0.002812498,0.003247965,0.000721306,0.0013963392,0.12803741],"category_scores_gemma":[0.0016480483,0.00024050457,0.00033362434,0.00055843574,0.001634205,0.0026676229,0.0017978838,0.004038383,0.052346595],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040690327,0.00009603743,0.0012632324,0.000452538,0.000005774915,0.000417352,0.013383748,0.00005372681,0.0015421385,0.015715465,0.8222356,0.14479361],"study_design_scores_gemma":[0.000005763185,0.00002694735,0.001111158,0.00014964977,0.0000025493596,0.00025071256,0.0039206315,0.000024013134,0.00019591447,0.000734251,0.9935701,0.000008434405],"about_ca_topic_score_codex":0.006908924,"about_ca_topic_score_gemma":0.026885914,"teacher_disagreement_score":0.12803741,"about_ca_system_score_codex":0.0010233617,"about_ca_system_score_gemma":0.0014282953,"threshold_uncertainty_score":0.4283278},"labels":[],"label_agreement":null},{"id":"W2015582919","doi":"10.1080/00131910500149416","title":"Gender gaps in group listening and speaking: issues in social constructivist approaches to teaching and learning","year":2005,"lang":"en","type":"article","venue":"Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan; University of British Columbia","funders":"","keywords":"Active listening; Psychology; Curriculum; Social constructivism; Constructivist teaching methods; Literacy; Pedagogy; Centrality; Mathematics education; Teaching method","score_opus":0.13020620746604686,"score_gpt":0.3327057533717096,"score_spread":0.20249954590566274,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015582919","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12500216,0.31302017,0.11475634,0.32929492,0.004352101,0.0005843906,0.0003105006,0.00024155776,0.11243789],"genre_scores_gemma":[0.8559858,0.06877358,0.043118503,0.021502128,0.0016209917,0.002056616,0.00012860054,0.00024029157,0.006573362],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.90132034,0.074444704,0.0038648467,0.0046624644,0.013878383,0.001829319],"domain_scores_gemma":[0.70874715,0.2706374,0.0054638814,0.005384638,0.00791765,0.0018492353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.17180571,0.00084354175,0.0022107237,0.0069887326,0.0068379687,0.011834459,0.0045255693,0.0024050314,0.003814139],"category_scores_gemma":[0.13860807,0.00059231237,0.00077017024,0.0064664055,0.04080882,0.013952431,0.009565048,0.004242846,0.0004098817],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000061327155,0.000108741944,0.010213809,0.0039403485,0.00010662851,0.00030410348,0.24086945,0.0003789537,0.00040756303,0.33382598,0.0048709624,0.40491202],"study_design_scores_gemma":[0.000036644647,0.00020958262,0.016608087,0.011116857,0.00012182134,0.0008716447,0.33956978,0.0010444592,0.0009820036,0.5096255,0.119726196,0.00008736471],"about_ca_topic_score_codex":0.015982391,"about_ca_topic_score_gemma":0.037349537,"teacher_disagreement_score":0.17180571,"about_ca_system_score_codex":0.011486667,"about_ca_system_score_gemma":0.016286787,"threshold_uncertainty_score":0.9086063},"labels":[],"label_agreement":null},{"id":"W2016203689","doi":"10.3138/cmlr.59.2.215","title":"New Tools in an Old Trade: Teachers Talk About Use of the Internet in the Teaching of French as a Second or Foreign Language","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"The Internet; Curriculum; Foreign language; Coding (social sciences); Control (management); Foreign language teaching; Mathematics education; Pedagogy; Psychology; Computer science; Sociology; World Wide Web; Artificial intelligence","score_opus":0.05048459313401776,"score_gpt":0.25015747592449555,"score_spread":0.1996728827904778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2016203689","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9542141,0.0025764108,0.001772004,0.0068400158,0.00009894332,0.000038820548,0.00003413587,0.00003662597,0.034388874],"genre_scores_gemma":[0.99137187,0.0016131231,0.00050266203,0.00073330937,0.000041831612,0.000026887192,0.00001974806,0.000023845208,0.005666817],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.994028,0.004092555,0.00014581208,0.00027317612,0.00083936757,0.00062116905],"domain_scores_gemma":[0.9867545,0.010176982,0.0012486114,0.00032847578,0.0006876942,0.0008037245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064788735,0.00051299814,0.00051299843,0.0035026765,0.007820323,0.008881814,0.00086934504,0.0027598408,0.003365776],"category_scores_gemma":[0.011759054,0.00043450706,0.0002973152,0.0018893399,0.010206997,0.007558904,0.0038247576,0.0031067287,0.0005407999],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015694328,0.000030325144,0.0030180258,0.000034138004,0.0000021983014,0.00042494977,0.9880413,0.000012429971,0.00040141572,0.0012248303,0.00030928728,0.006485475],"study_design_scores_gemma":[0.0000044797516,0.000065494394,0.004539707,0.000115864466,0.000006115059,0.00055413734,0.964606,0.000035963756,0.0002801775,0.00030305336,0.029471826,0.000017216411],"about_ca_topic_score_codex":0.028997615,"about_ca_topic_score_gemma":0.045212537,"teacher_disagreement_score":0.028997615,"about_ca_system_score_codex":0.005936357,"about_ca_system_score_gemma":0.0028152447,"threshold_uncertainty_score":0.05765766},"labels":[],"label_agreement":null},{"id":"W2016569507","doi":"10.1080/09658410802146651","title":"Perception of Learner Proficiency: Its Impact on the Interaction Between an ESL Learner and Her Higher and Lower Proficiency Partners","year":2008,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Language proficiency; Psychology; Perception; Metalinguistics; Recall; Task (project management); Affect (linguistics); Second language; Cognitive psychology; Mathematics education; Teaching method; Linguistics; Communication; Vocabulary development","score_opus":0.06948173264537105,"score_gpt":0.3496977994764334,"score_spread":0.28021606683106237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2016569507","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988109,0.000024156125,0.00016728399,0.000036837806,0.000001489034,0.0000032458488,0.0000071281606,0.0000044688604,0.0009444685],"genre_scores_gemma":[0.99957484,0.000020484264,0.00012147925,0.000012339656,0.0000017206538,0.000004607889,0.000010172448,0.0000019731986,0.00025241857],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99808633,0.00096056476,0.00012857425,0.0002378719,0.00039067262,0.00019606053],"domain_scores_gemma":[0.9887138,0.0058295485,0.00234859,0.00037993747,0.0009928044,0.0017353499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018219461,0.00027638415,0.0002586468,0.0006475726,0.0008282721,0.0019576997,0.0003405269,0.00045436464,0.00312437],"category_scores_gemma":[0.011766249,0.00015611955,0.0002564217,0.00018101481,0.0012486123,0.0008490968,0.0020464035,0.00066524185,0.00044253792],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043583172,0.0005041136,0.836422,0.00008972898,0.000090962596,0.0014182992,0.12113354,0.00026043743,0.014581011,0.00023668837,0.00025257727,0.024574729],"study_design_scores_gemma":[0.000015875892,0.0008931467,0.82143617,0.000043266577,0.000057336172,0.0017074657,0.16985509,0.0012154449,0.0031671175,0.00030701043,0.0012368697,0.0000651957],"about_ca_topic_score_codex":0.0023810996,"about_ca_topic_score_gemma":0.0018508496,"teacher_disagreement_score":0.00312437,"about_ca_system_score_codex":0.00032972367,"about_ca_system_score_gemma":0.00034685805,"threshold_uncertainty_score":0.010452032},"labels":[],"label_agreement":null},{"id":"W2016995613","doi":"10.3138/cmlr.64.3.491","title":"Effet de la nature des éléments grammaticaux sur la saisie en français langue seconde","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Task (project management); Operationalization; Psychology; Computer science; Natural language processing; Artificial intelligence; Humanities; Art; Philosophy","score_opus":0.011391400700147533,"score_gpt":0.2255077771714424,"score_spread":0.2141163764712949,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2016995613","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989379,0.0001383114,0.000083617895,0.000056285124,0.0000040826503,0.0000036747792,0.00001869934,0.000005408798,0.0007521736],"genre_scores_gemma":[0.99831367,0.00012948738,0.00023593183,0.00002199975,0.000003900772,0.0000058639566,0.000034231718,0.000007344563,0.0012475991],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984067,0.00071323337,0.0000946203,0.00021700318,0.00046934866,0.00009911301],"domain_scores_gemma":[0.9871163,0.008804042,0.0019145849,0.00026125368,0.00125117,0.00065268157],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018670274,0.0004050759,0.0003305502,0.0004876086,0.00071867806,0.0016731921,0.00030488553,0.000890553,0.0048830626],"category_scores_gemma":[0.013411165,0.00021341535,0.0002572484,0.0003777045,0.000901912,0.00063503056,0.00060241245,0.00078807323,0.00047097253],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0055887904,0.0014538169,0.74678284,0.000641974,0.00039314252,0.0018532868,0.053859115,0.00071046245,0.09616952,0.0006085604,0.00058453117,0.09135398],"study_design_scores_gemma":[0.00003119473,0.0011335104,0.98320353,0.00007640885,0.000091452544,0.00047386513,0.007881823,0.0004438118,0.004187582,0.00016329228,0.0022818288,0.000031628977],"about_ca_topic_score_codex":0.0432706,"about_ca_topic_score_gemma":0.039458007,"teacher_disagreement_score":0.0432706,"about_ca_system_score_codex":0.001298253,"about_ca_system_score_gemma":0.0012185647,"threshold_uncertainty_score":0.08603746},"labels":[],"label_agreement":null},{"id":"W2017285126","doi":"10.3138/cmlr.57.3.424","title":"Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":316,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Intrinsic motivation; Autonomy; Competence (human resources); Perception; Self-determination theory; Learner autonomy; Language acquisition; Second language; English language; Social psychology; Mathematics education; Linguistics; Language education; Comprehension approach","score_opus":0.01653632322174384,"score_gpt":0.22796263662570887,"score_spread":0.21142631340396503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2017285126","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980063,0.00007770375,0.00003461373,0.000058998827,0.0000022754937,0.000007404046,0.000023142951,9.5163125e-7,0.001788702],"genre_scores_gemma":[0.99867946,0.00008613892,0.00006257221,0.000021161253,0.0000014086655,0.000004523457,0.00003819334,0.0000014594762,0.001105014],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988587,0.0001691407,0.000045022894,0.00009544992,0.0004941067,0.0003376144],"domain_scores_gemma":[0.9975611,0.00030434,0.0005705451,0.00006929442,0.0007232795,0.0007714779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014671297,0.00031020652,0.00025869365,0.0011919156,0.0020892671,0.0020023477,0.00037993633,0.00034566736,0.0017492931],"category_scores_gemma":[0.003344569,0.00015588006,0.0002810527,0.00073819567,0.0018965147,0.0003456769,0.0009807994,0.00071278214,0.00014339502],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013035857,0.0002229042,0.9235596,0.000053058928,0.000034615317,0.00024137803,0.050440848,0.00008237457,0.0024099094,0.0014860614,0.0004150219,0.020923799],"study_design_scores_gemma":[0.000005026101,0.00007981083,0.9706752,0.00002538453,0.000012316292,0.000100074474,0.026801005,0.00011423273,0.00025040543,0.00019423249,0.0017210335,0.00002132597],"about_ca_topic_score_codex":0.56170475,"about_ca_topic_score_gemma":0.78807265,"teacher_disagreement_score":0.43829525,"about_ca_system_score_codex":0.005327003,"about_ca_system_score_gemma":0.0069427467,"threshold_uncertainty_score":0.8817529},"labels":[],"label_agreement":null},{"id":"W2017690777","doi":"10.5539/ijel.v2n1p135","title":"The Role of Error Types and Feedback in Iranian EFL Classrooms","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Repetition (rhetorical device); Computer science; Negotiation; Affect (linguistics); Psychology; Rank (graph theory); Error detection and correction; Control (management); Peer feedback; Linguistics; Mathematics education; Communication; Mathematics; Artificial intelligence; Algorithm","score_opus":0.023703752842493073,"score_gpt":0.2759263091604065,"score_spread":0.2522225563179134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2017690777","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99853337,0.00028933192,0.00030078072,0.00011952666,0.000007310132,0.0000092081555,0.000024937866,0.00002358988,0.000692018],"genre_scores_gemma":[0.9990656,0.00013890665,0.00037458772,0.000028018423,0.0000073647457,0.000010760024,0.000024639101,0.00001193975,0.0003382932],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9896235,0.0031345526,0.0010582188,0.0011221822,0.0042704116,0.0007912091],"domain_scores_gemma":[0.9465476,0.027876828,0.014661533,0.0015315347,0.007524318,0.001858215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057035787,0.00056857016,0.00063363067,0.003555951,0.0009545762,0.0018623413,0.0008894407,0.0010470534,0.0010458495],"category_scores_gemma":[0.04635132,0.00037081513,0.00024423187,0.0010933945,0.0014978845,0.0011250334,0.001750806,0.00071607815,0.00024178658],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052245916,0.00026876354,0.80594563,0.00021921536,0.000034030392,0.0009903674,0.063739985,0.00025281202,0.004580721,0.00017119973,0.00024707481,0.1230276],"study_design_scores_gemma":[0.000009410731,0.00031536917,0.95280176,0.00014625564,0.000033635522,0.0015112289,0.041060057,0.0006784122,0.001937094,0.00022819648,0.0012380707,0.000040563446],"about_ca_topic_score_codex":0.0069546415,"about_ca_topic_score_gemma":0.007656141,"teacher_disagreement_score":0.0069546415,"about_ca_system_score_codex":0.0011682665,"about_ca_system_score_gemma":0.0015733197,"threshold_uncertainty_score":0.030163765},"labels":[],"label_agreement":null},{"id":"W2018408578","doi":"10.1075/japc.15.1.08kub","title":"Instruction and reading samples for opinion writing in L1 junior high school textbooks in China and Japan","year":2005,"lang":"en","type":"article","venue":"Journal of Asian Pacific Communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"CLARITY; Reading (process); Mainland China; Statement (logic); Situated; Point (geometry); China; Psychology; Interpretation (philosophy); Linguistics; Mathematics education; Computer science; History; Mathematics; Artificial intelligence","score_opus":0.02619316892146275,"score_gpt":0.26765775292473604,"score_spread":0.24146458400327328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018408578","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928826,0.00002455917,0.000040875246,0.0000082953975,0.0000014489874,0.000014025804,0.000016307346,0.000001598831,0.000604637],"genre_scores_gemma":[0.9983884,0.000056137756,0.00037929017,0.000025218567,0.000004185894,0.00004164331,0.000116390154,0.00000488914,0.0009838099],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991032,0.00022850816,0.00013324314,0.00018835615,0.00023087498,0.00011590239],"domain_scores_gemma":[0.99504757,0.0012840418,0.0011238155,0.0003341656,0.0015444611,0.0006660851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016296105,0.00029082305,0.00038938553,0.0017450042,0.0014413546,0.0009036108,0.00045507072,0.0003734494,0.002659569],"category_scores_gemma":[0.008470268,0.00020557376,0.00022849819,0.0015114385,0.0008157778,0.0007491665,0.0011764113,0.0003750973,0.00039806488],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088908296,0.0016203653,0.7167281,0.0004120109,0.00004545298,0.0026424178,0.16416903,0.00018160847,0.024602357,0.0008335562,0.00090767955,0.086968295],"study_design_scores_gemma":[0.000032682714,0.00053894846,0.96524906,0.000039696366,0.00003317018,0.00022326685,0.028098572,0.00021838167,0.0036283066,0.0001749501,0.0017418703,0.000021007538],"about_ca_topic_score_codex":0.007417081,"about_ca_topic_score_gemma":0.015791342,"teacher_disagreement_score":0.007417081,"about_ca_system_score_codex":0.001116254,"about_ca_system_score_gemma":0.0011044109,"threshold_uncertainty_score":0.014747798},"labels":[],"label_agreement":null},{"id":"W2018415272","doi":"10.5539/elt.v6n12p175","title":"The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Teknologi MARA","keywords":"Corrective feedback; Psychology; Malay; Academic writing; Control (management); Peer feedback; Mathematics education; Higher education; Focus (optics); Computer science; Linguistics; Artificial intelligence","score_opus":0.02909777991858034,"score_gpt":0.2677612048377601,"score_spread":0.23866342491917977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018415272","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980909,0.00004364208,0.0004765252,0.00005104238,0.0000062170543,0.0000785601,0.000010000283,0.000019077728,0.0012240455],"genre_scores_gemma":[0.99281234,0.00014989,0.004779111,0.0000630891,0.000009176823,0.00015431404,0.000020904557,0.000010672931,0.0020004087],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9954692,0.002908768,0.00029813804,0.00033133855,0.0007817536,0.00021085175],"domain_scores_gemma":[0.9784259,0.013951172,0.0031539379,0.0013062358,0.001878341,0.0012843177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052046506,0.0005782477,0.0005337541,0.0006650292,0.0009917581,0.0014502123,0.0008879411,0.0008468275,0.0024102426],"category_scores_gemma":[0.031395797,0.00023590426,0.00027602076,0.00039252287,0.00069510686,0.0011862603,0.0010600706,0.0010061183,0.000606427],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027495802,0.015474104,0.14296852,0.002085851,0.000082621526,0.0020966707,0.20369843,0.0007221138,0.102528,0.0006098646,0.001261016,0.5257232],"study_design_scores_gemma":[0.0008659835,0.054377593,0.565615,0.0017931098,0.0005139757,0.006256614,0.22831902,0.008225383,0.109283686,0.0013728957,0.022772212,0.00060452765],"about_ca_topic_score_codex":0.0012844409,"about_ca_topic_score_gemma":0.0019299309,"teacher_disagreement_score":0.0052046506,"about_ca_system_score_codex":0.0005009567,"about_ca_system_score_gemma":0.0011220381,"threshold_uncertainty_score":0.027525127},"labels":[],"label_agreement":null},{"id":"W2018765701","doi":"10.14746/ssllt.2014.4.2.5","title":"The two faces of Janus? Anxiety and enjoyment in the foreign language classroom","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1583,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Likert scale; Willingness to communicate; Foreign language; Anxiety; Foreign language anxiety; Perception; Social psychology; Scale (ratio); Developmental psychology; Mathematics education","score_opus":0.020323552014635992,"score_gpt":0.3030329937318483,"score_spread":0.2827094417172123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018765701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9963792,0.00024352215,0.00016358412,0.00041188786,0.000035197172,0.000010506616,0.00002345997,0.000005058857,0.0027275817],"genre_scores_gemma":[0.9988998,0.000138176,0.00012486175,0.0002462253,0.000027242533,0.000015179567,0.000022833518,0.0000032216315,0.00052245386],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99884355,0.0004778066,0.000052455143,0.00010744514,0.0003006734,0.00021800771],"domain_scores_gemma":[0.9970656,0.0008214537,0.0010408681,0.00017065206,0.00021661748,0.00068482524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015092015,0.00031037102,0.00045903062,0.0007373688,0.0015431489,0.0030294992,0.00032953545,0.0008681133,0.0027413825],"category_scores_gemma":[0.0050888024,0.000305651,0.0004922394,0.00025553507,0.0019598568,0.0015683935,0.0024054982,0.001600146,0.00025175788],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008988225,0.00069787964,0.709974,0.00026578316,0.0002054356,0.0020224105,0.2041778,0.00017250366,0.01176912,0.003367582,0.003343446,0.06310523],"study_design_scores_gemma":[0.000029772928,0.00044708457,0.71083015,0.00008115054,0.00006422855,0.0023784565,0.2804659,0.0002866722,0.0006591071,0.0013554596,0.003310795,0.00009127168],"about_ca_topic_score_codex":0.0017014684,"about_ca_topic_score_gemma":0.0034280382,"teacher_disagreement_score":0.0030294992,"about_ca_system_score_codex":0.0007290279,"about_ca_system_score_gemma":0.00035740345,"threshold_uncertainty_score":0.00917089},"labels":[],"label_agreement":null},{"id":"W2018791555","doi":"10.5539/elt.v3n4p18","title":"An Evaluation of Jordanian EFL Teachers’ In-Service Training Courses Teaching Techniques Effectiveness","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Teaching method; Training (meteorology); English as a foreign language; Service (business); Foreign language; Pedagogy; Medical education","score_opus":0.03169833238866541,"score_gpt":0.32166770359161706,"score_spread":0.28996937120295163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018791555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99707055,0.00023270295,0.00026185685,0.000058231853,0.000006774532,0.000035808098,0.000024360968,0.000010795011,0.0022988752],"genre_scores_gemma":[0.9956772,0.0005830722,0.00145244,0.000047376834,0.000018758758,0.000050214014,0.000067538516,0.000006754338,0.0020965792],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9966763,0.0016323476,0.0003152164,0.00016495938,0.0009374811,0.0002737016],"domain_scores_gemma":[0.9886692,0.0034841034,0.001986829,0.00035429967,0.004366689,0.0011388968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004352134,0.00032246785,0.00040967445,0.0012768644,0.0006413049,0.00070693356,0.00046949537,0.00030370825,0.0029062969],"category_scores_gemma":[0.009333312,0.0001390838,0.00019970228,0.0009789034,0.0004582629,0.0005484939,0.00064052996,0.0003259954,0.0005400147],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013643716,0.0057793753,0.3338387,0.0020632364,0.00011785315,0.0007070805,0.06356567,0.0004919243,0.031356376,0.00033291834,0.0015131987,0.5588693],"study_design_scores_gemma":[0.00013252975,0.008161075,0.874767,0.0004361476,0.00015756272,0.0012484534,0.07891213,0.0008513944,0.020204024,0.000108872715,0.01495757,0.000063182786],"about_ca_topic_score_codex":0.0015122325,"about_ca_topic_score_gemma":0.0034478647,"teacher_disagreement_score":0.004352134,"about_ca_system_score_codex":0.00088735286,"about_ca_system_score_gemma":0.0014185801,"threshold_uncertainty_score":0.023016572},"labels":[],"label_agreement":null},{"id":"W2018894699","doi":"10.5430/elr.v2n1p86","title":"Performance of Francophone Secondary School Leavers in English Structure and Written Expression","year":2013,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Certificate; Test of English as a Foreign Language; Mathematics education; School Certificate; Test (biology); Subject (documents); French; Pedagogy; English language; Psychology; Sociology; Linguistics; Computer science; Library science","score_opus":0.026091468324700898,"score_gpt":0.27960085858877326,"score_spread":0.2535093902640724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018894699","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995484,0.000018749566,0.000005887789,0.000010919796,0.0000025257968,0.0000021547473,0.00003101906,0.0000013299876,0.00037903147],"genre_scores_gemma":[0.99664813,0.000044083234,0.000028106064,0.000019114937,0.0000031251213,0.000003485899,0.00010220785,0.0000023050673,0.0031494459],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993753,0.00008012564,0.000055077267,0.00010421491,0.00017120762,0.0002141694],"domain_scores_gemma":[0.9964599,0.00038493812,0.00075098354,0.00013363792,0.0010202336,0.0012502762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012012887,0.0004990258,0.0003548688,0.00079527317,0.0009193242,0.0015835032,0.00030560346,0.0005831698,0.0034971747],"category_scores_gemma":[0.0026459477,0.0002013095,0.00030380528,0.0002795708,0.0006287058,0.0004897035,0.0006113589,0.0005098877,0.001674295],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00078273035,0.0006214707,0.9183057,0.00006715865,0.00003596712,0.0012250883,0.042645894,0.00010000219,0.0118337525,0.000075839685,0.00085297646,0.023453364],"study_design_scores_gemma":[0.000007834498,0.0007511237,0.98549926,0.00001873786,0.000009897228,0.00028135232,0.011733522,0.000078068384,0.0005547206,0.0000113702135,0.0010338571,0.000020269423],"about_ca_topic_score_codex":0.05312408,"about_ca_topic_score_gemma":0.057867724,"teacher_disagreement_score":0.05312408,"about_ca_system_score_codex":0.00085045386,"about_ca_system_score_gemma":0.0004908543,"threshold_uncertainty_score":0.10562968},"labels":[],"label_agreement":null},{"id":"W2020191580","doi":"10.1111/j.1540-4781.2006.00426.x","title":"The Use of Reception Strategies by Learners of French as a Foreign Language","year":2006,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Task (project management); Foreign language; Listening comprehension; Comprehension; Active listening; Computer science; Language proficiency; Order (exchange); Psychology; Linguistics; Mathematics education; Communication","score_opus":0.02653816712561072,"score_gpt":0.2507410515178797,"score_spread":0.22420288439226896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020191580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989059,0.00006395039,0.00027183542,0.00002401101,9.836676e-7,0.00000843,0.0000082023325,0.0000068542336,0.00070986355],"genre_scores_gemma":[0.9976865,0.00011734738,0.000687604,0.000024186527,0.000002001644,0.000016627915,0.000018212344,0.000007551885,0.0014398793],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9986047,0.00067418953,0.00007432309,0.00017506878,0.00024484217,0.00022688274],"domain_scores_gemma":[0.9968382,0.0018960913,0.00041383685,0.00016896785,0.00045321297,0.00022958989],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017432054,0.0005642661,0.00056670554,0.0011187455,0.0009455596,0.002304087,0.0005463635,0.00091489387,0.0017906833],"category_scores_gemma":[0.00636332,0.00030586086,0.00035586345,0.00022291229,0.0014367452,0.00084943586,0.0010041547,0.0006664463,0.00048060407],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000568811,0.0006677468,0.1705918,0.0004485655,0.00007906854,0.0036588057,0.58139867,0.00063130684,0.14901593,0.0007226199,0.00037398434,0.09184268],"study_design_scores_gemma":[0.00005669146,0.005144361,0.24736956,0.00023568778,0.00014938091,0.010475917,0.6794289,0.0026272822,0.03997496,0.0009244492,0.013351687,0.000261205],"about_ca_topic_score_codex":0.0040592006,"about_ca_topic_score_gemma":0.00446666,"teacher_disagreement_score":0.0040592006,"about_ca_system_score_codex":0.00053592917,"about_ca_system_score_gemma":0.00054668356,"threshold_uncertainty_score":0.00921911},"labels":[],"label_agreement":null},{"id":"W2020302480","doi":"10.5539/elt.v3n1p32","title":"The Relationship between Teacher and Peer Support and English-Language Learners’ Anxiety","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foreign language anxiety; Anxiety; Foreign language; English as a foreign language; Scale (ratio); Peer support; Mathematics education; Developmental psychology","score_opus":0.020827782322318106,"score_gpt":0.26653287502193856,"score_spread":0.24570509269962046,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020302480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99948263,0.0001055382,0.00001912429,0.00004516592,0.000002312311,0.0000027803671,0.000007870067,7.679473e-7,0.00033368164],"genre_scores_gemma":[0.9997985,0.00006800174,0.000022101707,0.000010031788,0.0000051502884,0.0000035053988,0.00001094456,4.3340108e-7,0.00008144193],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99902296,0.00035753733,0.000109452805,0.000077571625,0.00028585477,0.00014667986],"domain_scores_gemma":[0.9906489,0.0036671455,0.0030128863,0.00016969099,0.0008434615,0.0016579285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009900394,0.0001792478,0.00027323904,0.00071465294,0.00048056696,0.0010582367,0.00023535047,0.0003551585,0.0015936854],"category_scores_gemma":[0.008636613,0.00012574789,0.00021796922,0.0002977912,0.00046231173,0.00035371567,0.00067239994,0.00076582225,0.00011277383],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000656997,0.00029137515,0.9893217,0.000029937653,0.00006431814,0.0002864761,0.003213945,0.00002621501,0.00051260315,0.0000530712,0.0000631452,0.0060714968],"study_design_scores_gemma":[0.0000055596797,0.00017850452,0.99514043,0.0000125564675,0.000027971255,0.00033489647,0.0038984152,0.000092718175,0.00009469017,0.00003859801,0.00016788403,0.00000774816],"about_ca_topic_score_codex":0.0025656524,"about_ca_topic_score_gemma":0.0042192684,"teacher_disagreement_score":0.0025656524,"about_ca_system_score_codex":0.00030058683,"about_ca_system_score_gemma":0.00042736286,"threshold_uncertainty_score":0.005331397},"labels":[],"label_agreement":null},{"id":"W2020522463","doi":"10.5539/elt.v6n6p68","title":"The Survey on Barriers of Oral English Learning for College Students in China","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"China; Psychology; College English; Mathematics education; Medical education; Pedagogy; Medicine; Geography","score_opus":0.013366655076338687,"score_gpt":0.2677798762980859,"score_spread":0.25441322122174725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020522463","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980909,0.000083868305,0.00006509918,0.00027526278,0.0000052897076,0.000065361324,0.00015517815,0.0000042271713,0.001254944],"genre_scores_gemma":[0.998459,0.00017370936,0.000112045294,0.000103201666,0.0000037931047,0.00009431111,0.00014153401,0.0000020263026,0.00091041974],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99844766,0.00032489168,0.0002871592,0.00010681684,0.00046580008,0.00036765804],"domain_scores_gemma":[0.99482346,0.0010899224,0.0012989321,0.00017706842,0.0011630502,0.0014475298],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002450426,0.00022671715,0.00036958008,0.0011097493,0.0014398374,0.00090355607,0.00040081027,0.0004139855,0.0026847634],"category_scores_gemma":[0.0061387,0.00021563545,0.00030687934,0.00144089,0.00044651495,0.0007842698,0.0011111256,0.0005786298,0.00026213683],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004813547,0.00020467574,0.9545698,0.00020735442,0.000018593202,0.0002645326,0.020037044,0.00007633302,0.0010382775,0.00022489419,0.0011436541,0.022166656],"study_design_scores_gemma":[0.0000055721734,0.00015326825,0.95538825,0.00007779704,0.000010588517,0.00012159441,0.03993189,0.00019023058,0.00029779543,0.000055427296,0.0037497373,0.000017779472],"about_ca_topic_score_codex":0.022255061,"about_ca_topic_score_gemma":0.02871572,"teacher_disagreement_score":0.022255061,"about_ca_system_score_codex":0.0017908392,"about_ca_system_score_gemma":0.0045488123,"threshold_uncertainty_score":0.044251025},"labels":[],"label_agreement":null},{"id":"W2020856942","doi":"10.1017/s0958344003000612","title":"<i>Creating a computer-based language learning environment</i>","year":2003,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Learning environment; Language acquisition; Process (computing); Key (lock); Resource (disambiguation); Constructed language; Knowledge management; Multimedia; Mathematics education; Pedagogy; Sociology; Linguistics; Psychology","score_opus":0.01680254031366535,"score_gpt":0.21348279854130692,"score_spread":0.19668025822764157,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020856942","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7121429,0.005522386,0.056644533,0.028188467,0.0002813284,0.0008204053,0.00013160816,0.00042614478,0.1958423],"genre_scores_gemma":[0.96291584,0.0016654287,0.02760914,0.0012937437,0.00005656593,0.00023013522,0.000069120615,0.00003069708,0.006129289],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99503064,0.0032897112,0.00017194405,0.00023933203,0.0006697539,0.00059859117],"domain_scores_gemma":[0.99150264,0.0043708254,0.0016464008,0.0007128402,0.00075162656,0.0010157174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005427775,0.00023694884,0.00020088021,0.0012438074,0.0029320982,0.01182705,0.0014535687,0.0017305954,0.0040312507],"category_scores_gemma":[0.012405259,0.00018024303,0.00037191244,0.0011557825,0.0072146226,0.006042185,0.0044723013,0.0009391892,0.0010148257],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015478527,0.0010078542,0.09952436,0.0030354646,0.000051214498,0.002363959,0.22381225,0.0021019813,0.007993553,0.21612784,0.017274724,0.426552],"study_design_scores_gemma":[0.00006885901,0.001070248,0.11101015,0.0019908557,0.00009789797,0.0035393967,0.41526175,0.0015074748,0.015473827,0.03579294,0.41401485,0.00017175626],"about_ca_topic_score_codex":0.0063891197,"about_ca_topic_score_gemma":0.01568332,"teacher_disagreement_score":0.01182705,"about_ca_system_score_codex":0.0030539786,"about_ca_system_score_gemma":0.0052333004,"threshold_uncertainty_score":0.02870518},"labels":[],"label_agreement":null},{"id":"W2021071733","doi":"10.5539/elt.v1n2p108","title":"Developing CALL to Meet the Needs of Language Teaching and Learning","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Psychology; Teaching method; Language education; Mathematics education; Call to action; Comprehension approach; Linguistics; Computer science; Pedagogy","score_opus":0.0195312178608371,"score_gpt":0.25038939967195945,"score_spread":0.23085818181112233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2021071733","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35473216,0.00039910723,0.5324873,0.011073783,0.0006334194,0.0017510433,0.00012349412,0.006958908,0.09184092],"genre_scores_gemma":[0.5107511,0.0003594756,0.45443252,0.002282369,0.00029213488,0.0011741371,0.00027037933,0.000993654,0.029444225],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9925988,0.0023941062,0.0003909689,0.00057254,0.0029048289,0.0011388347],"domain_scores_gemma":[0.97963184,0.0071925074,0.0009971857,0.0017190309,0.006319054,0.0041404176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007118462,0.00040354196,0.00047646978,0.0008030652,0.002724598,0.0044511193,0.0023265025,0.0024847018,0.0053058346],"category_scores_gemma":[0.022597088,0.00033090363,0.00043191266,0.0005371015,0.0010753127,0.0054360465,0.0049963878,0.00275074,0.0025665895],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040419347,0.001985109,0.024149716,0.0011878241,0.000051882904,0.0015730239,0.03759038,0.00851661,0.06753704,0.04860848,0.025298534,0.7830972],"study_design_scores_gemma":[0.00033953186,0.0023357915,0.04858452,0.0009883179,0.00022953813,0.006809853,0.05069251,0.06934025,0.06445699,0.05397861,0.70173365,0.00051056803],"about_ca_topic_score_codex":0.0020863772,"about_ca_topic_score_gemma":0.004597548,"teacher_disagreement_score":0.007118462,"about_ca_system_score_codex":0.0019325358,"about_ca_system_score_gemma":0.0075625144,"threshold_uncertainty_score":0.037646472},"labels":[],"label_agreement":null},{"id":"W2021383304","doi":"10.5430/elr.v1n2p102","title":"The Innovated Writing Process (IWP) Approach: a Practical Bridge between Recent SLA and Applied Linguistics Theories","year":2012,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Linguistics; Computer science; Process (computing); Bridge (graph theory); Applied linguistics; Context (archaeology); Sociocultural evolution; Corrective feedback; Mathematics education; Psychology; Sociology; Programming language; Philosophy","score_opus":0.19004136119584583,"score_gpt":0.41277251727495057,"score_spread":0.22273115607910474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2021383304","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029237784,0.0012979669,0.8853128,0.0084006535,0.00024934992,0.000393951,0.000033201723,0.00035188562,0.07472234],"genre_scores_gemma":[0.5036471,0.0015992387,0.48128238,0.0011511956,0.00016654171,0.0012473154,0.000038317125,0.00018044989,0.010687456],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9874133,0.009512264,0.00052331603,0.0008538949,0.0013838555,0.00031334886],"domain_scores_gemma":[0.9814542,0.012781641,0.0010653822,0.0029584353,0.0010340583,0.00070627296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010807223,0.00077148835,0.0006270709,0.0027676655,0.001971328,0.008134117,0.0030400513,0.002387733,0.004131052],"category_scores_gemma":[0.0108000785,0.00052578805,0.00092100346,0.0015198895,0.020553738,0.011013535,0.0073388726,0.004774447,0.0007970982],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005675167,0.00026287397,0.0019208743,0.00072202325,0.000020107602,0.00034615412,0.03513307,0.0011801141,0.0014450887,0.80379665,0.0010382093,0.15407805],"study_design_scores_gemma":[0.00009250365,0.00042309155,0.0019119452,0.0008150847,0.000037896643,0.00095877325,0.024963306,0.017541043,0.0037185021,0.8582485,0.09122142,0.00006808132],"about_ca_topic_score_codex":0.00047871438,"about_ca_topic_score_gemma":0.0005698112,"teacher_disagreement_score":0.010807223,"about_ca_system_score_codex":0.0025313932,"about_ca_system_score_gemma":0.0054789237,"threshold_uncertainty_score":0.057154715},"labels":[],"label_agreement":null},{"id":"W2021852342","doi":"10.1111/j.1944-9720.2012.01203.x","title":"Public Internet Forums: Can They Enhance Argumentative Writing Skills of Second Language Learners?","year":2012,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Argumentative; The Internet; Competence (human resources); Set (abstract data type); Psychology; Pedagogy; Linguistic competence; Public university; Intercultural competence; Mathematics education; Linguistics; Computer science; World Wide Web; Political science; Social psychology","score_opus":0.04437830043436149,"score_gpt":0.302917158371795,"score_spread":0.25853885793743353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2021852342","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9891439,0.00032286986,0.0014079518,0.00093464303,0.00018856017,0.00017286414,0.000062073,0.00017235003,0.007594849],"genre_scores_gemma":[0.9921079,0.00026345527,0.004647761,0.00012128889,0.00011035573,0.0003016102,0.000055834542,0.000030682317,0.0023610753],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986058,0.0009563069,0.000053997726,0.00009489087,0.0001584083,0.00013060057],"domain_scores_gemma":[0.98420656,0.010846123,0.0014147474,0.0005774404,0.0005395807,0.0024155455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032482988,0.00033298723,0.0004945269,0.00044967578,0.0005831795,0.0014836829,0.00044220014,0.0006965426,0.012286363],"category_scores_gemma":[0.014004219,0.00015510523,0.00035596048,0.000252591,0.00034386682,0.0013110802,0.00094480003,0.00055908685,0.0009934035],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0064691855,0.06070382,0.03586161,0.0018956211,0.00018397752,0.0007142958,0.013649792,0.0008236106,0.024976933,0.0018194983,0.010245382,0.8426562],"study_design_scores_gemma":[0.014397434,0.12643197,0.5221036,0.0035846198,0.0014987768,0.001541012,0.04928346,0.01519825,0.07048761,0.014232575,0.18082434,0.0004163805],"about_ca_topic_score_codex":0.00021944477,"about_ca_topic_score_gemma":0.00040180917,"teacher_disagreement_score":0.012286363,"about_ca_system_score_codex":0.00024093055,"about_ca_system_score_gemma":0.0005195789,"threshold_uncertainty_score":0.041101992},"labels":[],"label_agreement":null},{"id":"W2022685636","doi":"10.1111/1540-4781.00199","title":"A Functional Approach to Research on Content‐Based Language Learning: Recasts in Causal Explanations","year":2003,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":83,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Linguistics; Perspective (graphical); Meaning (existential); Language acquisition; Psychology; Computer science; Focus (optics); Metaphor; Artificial intelligence; Mathematics education","score_opus":0.27675251286705027,"score_gpt":0.3548718295773179,"score_spread":0.07811931671026762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2022685636","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.035325266,0.008756823,0.81914496,0.013887412,0.00024506298,0.00015410816,0.00016006004,0.000263981,0.12206234],"genre_scores_gemma":[0.83386356,0.0054479754,0.15121861,0.0014032155,0.00035102942,0.0005604846,0.00020411456,0.00019574545,0.0067553218],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9930501,0.0052258787,0.00020476538,0.00057287206,0.0006466911,0.0002996301],"domain_scores_gemma":[0.97346413,0.0218666,0.0013521854,0.0020319333,0.0009331668,0.0003520022],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008517401,0.0011646837,0.0008145475,0.009140248,0.0028406477,0.006690477,0.0029668063,0.003182482,0.0057443446],"category_scores_gemma":[0.01581652,0.0006326845,0.0011892125,0.005334421,0.040425252,0.017985072,0.003991607,0.0050269566,0.0005879301],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009922111,0.000015449517,0.00039735597,0.00009769164,0.0000079373785,0.00005020622,0.004404731,0.00041001357,0.00013261744,0.98750126,0.00018205846,0.006790942],"study_design_scores_gemma":[0.00000989224,0.000038225833,0.00063979113,0.00012314774,0.000015457732,0.00020855526,0.0029926887,0.0024179616,0.0003895881,0.97754705,0.01560357,0.000013945452],"about_ca_topic_score_codex":0.0026907607,"about_ca_topic_score_gemma":0.0020746398,"teacher_disagreement_score":0.009140248,"about_ca_system_score_codex":0.005819237,"about_ca_system_score_gemma":0.002552727,"threshold_uncertainty_score":0.04504484},"labels":[],"label_agreement":null},{"id":"W2022785271","doi":"","title":"Cross-linguistic influence in third language acquisition : psychological perspectives","year":2001,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Linguistics; Interlanguage; Second-language acquisition; Psychology; Sociology; Philosophy","score_opus":0.02636932379109499,"score_gpt":0.3278834309164571,"score_spread":0.30151410712536214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2022785271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71173793,0.05351529,0.005252662,0.011486028,0.00011810377,0.000023186254,0.00028920377,0.000043720036,0.21753387],"genre_scores_gemma":[0.98979086,0.0059075803,0.0006017264,0.00040188382,0.0000505851,0.000020106094,0.00004093015,0.000007816291,0.0031784745],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99978703,0.00009809673,0.000006756672,0.00003077738,0.000053059906,0.000024264233],"domain_scores_gemma":[0.9973888,0.0021065127,0.00016350832,0.000050340357,0.000146167,0.00014477498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010134155,0.00018835925,0.00020055352,0.0008297552,0.0006629488,0.003911792,0.0004054957,0.00086145743,0.0036862518],"category_scores_gemma":[0.0013511671,0.00020462314,0.00021050879,0.0011843132,0.0040555065,0.0030921574,0.00093959697,0.0010114339,0.00021131682],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005845081,0.00081197405,0.12886588,0.0006176849,0.00020970534,0.0027469725,0.18620186,0.0010760715,0.008601523,0.4628151,0.007842423,0.19962631],"study_design_scores_gemma":[0.00007686641,0.000428157,0.5426238,0.00033613932,0.0001507038,0.0025300842,0.11688896,0.0021803286,0.0017125995,0.2838805,0.049070895,0.00012088079],"about_ca_topic_score_codex":0.002650981,"about_ca_topic_score_gemma":0.0033778946,"teacher_disagreement_score":0.003911792,"about_ca_system_score_codex":0.0008105665,"about_ca_system_score_gemma":0.00035927448,"threshold_uncertainty_score":0.012331724},"labels":[],"label_agreement":null},{"id":"W2023117950","doi":"10.5539/elt.v8n4p1","title":"Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language assessment; Vocabulary; Language proficiency; Context (archaeology); First language; Mathematics education; Foreign language; Perception; Test of English as a Foreign Language; Pedagogy; Linguistics","score_opus":0.017270333116407934,"score_gpt":0.26478623120655415,"score_spread":0.2475158980901462,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2023117950","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99959797,0.00001880601,0.000027359973,0.0000293833,0.0000017955973,0.0000051192505,0.000006844822,4.6458973e-7,0.00031233186],"genre_scores_gemma":[0.99959666,0.00004397895,0.000051138108,0.000024625459,0.0000017942358,0.000007886472,0.000015285046,4.885019e-7,0.00025821725],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994394,0.00015226568,0.000070090224,0.000052842835,0.00018417982,0.00010119805],"domain_scores_gemma":[0.99570113,0.0011147754,0.0013391345,0.00010279773,0.0006421103,0.0011000145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014415145,0.0002257168,0.00025782076,0.0006505722,0.00079576974,0.0016100439,0.0002484285,0.000478844,0.0016621724],"category_scores_gemma":[0.0041915043,0.0001999349,0.00036342704,0.0003371776,0.0011063146,0.00079411984,0.0012029117,0.0008329675,0.00021050719],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052134106,0.00025172628,0.91275287,0.000067591674,0.000029791703,0.00037355287,0.07916879,0.000074286276,0.0013056144,0.00011520749,0.00012494663,0.005683472],"study_design_scores_gemma":[0.000011402246,0.0007344929,0.6965838,0.00008367826,0.000039825274,0.0006585644,0.29922888,0.0007276409,0.0005793225,0.0002484654,0.0010591495,0.000044725457],"about_ca_topic_score_codex":0.003981625,"about_ca_topic_score_gemma":0.00481567,"teacher_disagreement_score":0.003981625,"about_ca_system_score_codex":0.00031858098,"about_ca_system_score_gemma":0.0005056315,"threshold_uncertainty_score":0.007916868},"labels":[],"label_agreement":null},{"id":"W2023620581","doi":"10.5539/ijel.v1n2p258","title":"Some Recommendations for Integrating Literature into EFL/ESL Classrooms","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Curriculum; Focus (optics); Psychology; English language; Mathematics education; Computer science; Pedagogy; Linguistics; Artificial intelligence","score_opus":0.047761680027006946,"score_gpt":0.3036908519917817,"score_spread":0.25592917196477477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2023620581","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014448702,0.038881723,0.039877646,0.7925324,0.014944569,0.010042212,0.00086594373,0.0033404692,0.08506639],"genre_scores_gemma":[0.045189418,0.09702591,0.6749199,0.08218591,0.005819088,0.016047576,0.0020256499,0.0005615858,0.07622497],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.970488,0.017061759,0.0051578507,0.0010368869,0.0047868798,0.0014686632],"domain_scores_gemma":[0.81510353,0.09583051,0.009093413,0.011111136,0.05466131,0.014200046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.039727755,0.0021537163,0.0013786027,0.01051474,0.0055709733,0.012922668,0.0047169183,0.011175897,0.01518643],"category_scores_gemma":[0.0939051,0.0017927326,0.0020667561,0.009931888,0.004564601,0.016451554,0.004917767,0.008045912,0.009280793],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024874462,0.0025008582,0.0058776475,0.0099855885,0.00007213239,0.0016237396,0.01563088,0.0013777267,0.0036379548,0.026146496,0.3406912,0.59220695],"study_design_scores_gemma":[0.00028088465,0.00049455994,0.0077855047,0.0247864,0.00026174486,0.0007842658,0.071522035,0.0011248079,0.001906106,0.02449152,0.8662644,0.00029782663],"about_ca_topic_score_codex":0.013204145,"about_ca_topic_score_gemma":0.042167332,"teacher_disagreement_score":0.039727755,"about_ca_system_score_codex":0.0056039323,"about_ca_system_score_gemma":0.022043005,"threshold_uncertainty_score":0.21010298},"labels":[],"label_agreement":null},{"id":"W2024115163","doi":"10.1111/j.1944-9720.2007.tb02882.x","title":"Rethinking Description in the Russian SOPI: Shortcomings of the Simulated Oral Proficiency Interview","year":2007,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"American Council on The Teaching of Foreign Languages","keywords":"Conceptualization; Language proficiency; Psychology; Test (biology); Linguistics; Field (mathematics); Foreign language; Language assessment; Mathematics education","score_opus":0.12000102851934641,"score_gpt":0.31895022306945714,"score_spread":0.19894919455011073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2024115163","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6432457,0.0009776558,0.291655,0.011575793,0.0011761555,0.002003896,0.00054228137,0.00053538836,0.048288196],"genre_scores_gemma":[0.930784,0.00068004604,0.06132581,0.0013473871,0.00010773428,0.0027863265,0.00031087166,0.00012645421,0.002531349],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.7711301,0.20594074,0.008190498,0.0025450394,0.010872514,0.001321132],"domain_scores_gemma":[0.7847637,0.17110424,0.009923799,0.012864465,0.019975625,0.0013681997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.11451712,0.0005479886,0.0006746295,0.0018608759,0.0016284953,0.0047616176,0.0021560243,0.0010610578,0.0012876752],"category_scores_gemma":[0.21578026,0.000589238,0.0005779455,0.001525867,0.006029943,0.0047907797,0.008157807,0.002337093,0.0007884529],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00093913457,0.00026073676,0.059513308,0.0022091942,0.00012224939,0.0008603616,0.45211628,0.0046073957,0.015169406,0.09322842,0.006466345,0.3645071],"study_design_scores_gemma":[0.0002774638,0.0020301645,0.0865434,0.0038784682,0.00014515678,0.0025004381,0.5604545,0.03215832,0.034091096,0.068666145,0.2085452,0.0007096428],"about_ca_topic_score_codex":0.004540716,"about_ca_topic_score_gemma":0.0060532773,"teacher_disagreement_score":0.11451712,"about_ca_system_score_codex":0.0038083745,"about_ca_system_score_gemma":0.0049513862,"threshold_uncertainty_score":0.6056317},"labels":[],"label_agreement":null},{"id":"W2024302640","doi":"10.5539/ies.v1n3p60","title":"Discourse Analysis and Cultivation of Conversational Competence in English Class","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Discourse analysis; Mathematics education; Perspective (graphical); Class (philosophy); Psychology; Database transaction; Teaching method; Pedagogy; Communicative competence; Sociology; Linguistics; Computer science; Social psychology","score_opus":0.07123655030553672,"score_gpt":0.35648005678270883,"score_spread":0.2852435064771721,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2024302640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.957472,0.0008147045,0.003976246,0.00086951256,0.000043702097,0.00003279541,0.000024391338,0.000026906215,0.036739737],"genre_scores_gemma":[0.9981566,0.00013475183,0.0004856743,0.000023119766,0.00001417389,0.000015467689,0.000010270395,0.000008592326,0.0011513664],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975822,0.0016631203,0.00009337194,0.00021053295,0.0002684524,0.00018234988],"domain_scores_gemma":[0.98685,0.010729571,0.0008778827,0.0003236429,0.0007477215,0.000471177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028697732,0.0003194295,0.00027076944,0.0018117608,0.0021641562,0.005409642,0.00039970735,0.00057114824,0.0015082419],"category_scores_gemma":[0.009922683,0.0001676593,0.00016248661,0.00096611807,0.0042278357,0.0024638074,0.0016329305,0.0013143965,0.00015583652],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013173906,0.00023226185,0.012443831,0.00019954095,0.00002249038,0.00063850975,0.885164,0.0001977115,0.019973565,0.03400433,0.00051657745,0.04647554],"study_design_scores_gemma":[0.000035770583,0.00031651472,0.11636978,0.00044268338,0.00004952221,0.0010604728,0.7856179,0.003325075,0.021922754,0.030312998,0.040449135,0.00009740818],"about_ca_topic_score_codex":0.0017226648,"about_ca_topic_score_gemma":0.0012949415,"teacher_disagreement_score":0.005409642,"about_ca_system_score_codex":0.0015628686,"about_ca_system_score_gemma":0.00086584775,"threshold_uncertainty_score":0.015176952},"labels":[],"label_agreement":null},{"id":"W2024949231","doi":"10.3138/cmlr.65.2.249","title":"Students' Views Regarding the Use of the First Language: An Exploratory Study in a Tertiary Context Maximizing Target Language Use","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Preference; Anxiety; Exploratory research; Psychology; Mathematics education; Language education; Second language; Tertiary level; Linguistics; Sociology","score_opus":0.0696322720232278,"score_gpt":0.25936184860399664,"score_spread":0.18972957658076883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2024949231","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99962366,0.000023402246,0.000015317155,0.000026154941,6.1123006e-7,0.0000027360352,0.0000029125858,4.1924616e-7,0.00030479248],"genre_scores_gemma":[0.99941814,0.00007253314,0.000035478748,0.000025768248,0.0000012000932,0.0000048481097,0.0000048173138,8.55641e-7,0.00043640626],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983784,0.0006863019,0.000073206655,0.00010160781,0.00042736687,0.00033312998],"domain_scores_gemma":[0.9963716,0.0013455416,0.00082641136,0.00007062684,0.00056896335,0.000816871],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023984497,0.00019702358,0.0004519525,0.0009487243,0.0020405536,0.002520845,0.00042833746,0.00056822377,0.0016273739],"category_scores_gemma":[0.0047207386,0.00022788398,0.00021979866,0.00079586677,0.0011906566,0.00081803487,0.0012310833,0.0008729871,0.00034524858],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017140928,0.00073547044,0.3882375,0.0001014576,0.000017802126,0.0013058543,0.5860348,0.00006790202,0.0047529014,0.00033767332,0.00030817764,0.017928997],"study_design_scores_gemma":[0.000010997154,0.0007142959,0.26809573,0.00004618315,0.00001641039,0.00050690403,0.7265354,0.00013591237,0.0011656773,0.00009207611,0.0026507098,0.000029728813],"about_ca_topic_score_codex":0.018237002,"about_ca_topic_score_gemma":0.03948685,"teacher_disagreement_score":0.018237002,"about_ca_system_score_codex":0.0016565457,"about_ca_system_score_gemma":0.0018698473,"threshold_uncertainty_score":0.036261678},"labels":[],"label_agreement":null},{"id":"W2025862716","doi":"10.1080/13670050608668641","title":"A Multilingual Child's Literacy Practices and Contrasting Identities in the Figured Worlds of French Immersion Classrooms","year":2006,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":97,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Literacy; Sociology; Pedagogy; Critical literacy; Sociocultural evolution; Identity (music); Construct (python library); Psychology; Computer science","score_opus":0.018622113243452167,"score_gpt":0.3362506512737251,"score_spread":0.31762853803027297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2025862716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9921205,0.0001433278,0.00042658806,0.00033336968,0.0000056992694,0.000008589865,0.000018514993,0.000014725177,0.006928726],"genre_scores_gemma":[0.99800414,0.000091275244,0.00033429472,0.000045361718,0.0000014764572,0.000010232812,0.000011411348,0.000008017179,0.001493805],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984353,0.00070437224,0.000044550015,0.00024245794,0.00017879774,0.0003946064],"domain_scores_gemma":[0.99890924,0.00046438945,0.00020599259,0.000095454474,0.00011180553,0.0002130951],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010094773,0.00042059965,0.00046669968,0.0012047045,0.005383955,0.0046818424,0.00058879086,0.000927613,0.0035463162],"category_scores_gemma":[0.0026473198,0.00029919358,0.00036725504,0.00051925564,0.0069409353,0.0020254923,0.0050324616,0.0014042866,0.00029513912],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003687858,0.00004633098,0.008347729,0.00003064342,0.0000033827378,0.0018967887,0.9785735,0.000037900674,0.0018986609,0.0043360014,0.00016841316,0.004623728],"study_design_scores_gemma":[0.000008727572,0.00011357109,0.018701758,0.00008500234,0.000014530848,0.003291448,0.96052724,0.00016095638,0.0010845553,0.0015950737,0.0143752415,0.000041806936],"about_ca_topic_score_codex":0.037448414,"about_ca_topic_score_gemma":0.058653705,"teacher_disagreement_score":0.037448414,"about_ca_system_score_codex":0.0033418618,"about_ca_system_score_gemma":0.0011617806,"threshold_uncertainty_score":0.074460864},"labels":[],"label_agreement":null},{"id":"W2025930370","doi":"10.1177/136216880000400202","title":"What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals","year":2000,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":107,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Zone of proximal development; Conversation; Psychology; Second language; Mathematics education; Linguistics; Communication","score_opus":0.13901719286799455,"score_gpt":0.46021409811783176,"score_spread":0.32119690524983724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2025930370","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9873344,0.0004033303,0.0033876752,0.0025389264,0.0000428083,0.00007912992,0.0000405864,0.000033038265,0.0061402014],"genre_scores_gemma":[0.99325174,0.00041233885,0.0031720381,0.0003067628,0.000022978486,0.00006688992,0.000020304606,0.000019691443,0.0027273658],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99490595,0.0033537173,0.00019825237,0.00045304527,0.0005035304,0.00058540306],"domain_scores_gemma":[0.99306726,0.004219265,0.0006659813,0.00027404196,0.0003930553,0.0013803495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032809037,0.00055146567,0.00068715075,0.001607146,0.01117036,0.0044968277,0.0015600006,0.0034242284,0.0017140582],"category_scores_gemma":[0.0094462875,0.0006236082,0.00050520606,0.0015963863,0.009238445,0.004189292,0.0052383896,0.0031416381,0.0004310421],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008884343,0.00019020315,0.008991706,0.0001712061,0.000011586102,0.034534298,0.9363178,0.00013853022,0.0027126912,0.0044369157,0.0005098782,0.011896385],"study_design_scores_gemma":[0.000022723441,0.00019720799,0.006608542,0.000118775846,0.000017992323,0.020658284,0.9451629,0.00043884368,0.0016688411,0.00168395,0.023379203,0.00004279051],"about_ca_topic_score_codex":0.007234534,"about_ca_topic_score_gemma":0.015961383,"teacher_disagreement_score":0.01117036,"about_ca_system_score_codex":0.0029158345,"about_ca_system_score_gemma":0.001899672,"threshold_uncertainty_score":0.021155894},"labels":[],"label_agreement":null},{"id":"W2026012541","doi":"10.5539/elt.v7n11p130","title":"Cohesive Errors in Writing among ESL Pre-Service Teachers","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cohesion (chemistry); Psychology; Ellipsis (linguistics); Mathematics education; Academic year; Pedagogy; Linguistics","score_opus":0.010001528265955175,"score_gpt":0.23844309044262668,"score_spread":0.2284415621766715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026012541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993405,0.00007235998,0.0001831882,0.000033457178,0.0000036292402,0.000013929532,0.000016164087,0.0000043414366,0.00033247328],"genre_scores_gemma":[0.99767345,0.00015422319,0.0005231733,0.00003779013,0.000004859728,0.000047525413,0.000060399052,0.000009880244,0.0014886823],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9943164,0.0015165192,0.0010595758,0.00057497754,0.0021095846,0.0004229656],"domain_scores_gemma":[0.95939684,0.019232906,0.011895326,0.0016958171,0.0067895367,0.000989678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039458564,0.00042911377,0.0005643347,0.0016805464,0.0014015082,0.002063139,0.0005744447,0.0006379724,0.0015329185],"category_scores_gemma":[0.029673385,0.00046915872,0.00022677163,0.00093922456,0.0013667647,0.0013070786,0.0022373197,0.0009788964,0.00046776884],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002625723,0.0003230032,0.6958514,0.00027007418,0.00003483737,0.0011980847,0.24477409,0.000113154914,0.0032562101,0.00014280828,0.00034982912,0.053423986],"study_design_scores_gemma":[0.000018608653,0.0005543126,0.7471042,0.00030700723,0.000040811236,0.0023179483,0.24099895,0.0006621365,0.003899048,0.00031901908,0.0037236675,0.000054221633],"about_ca_topic_score_codex":0.0056279297,"about_ca_topic_score_gemma":0.013586847,"teacher_disagreement_score":0.0056279297,"about_ca_system_score_codex":0.0010724212,"about_ca_system_score_gemma":0.0015343196,"threshold_uncertainty_score":0.020867944},"labels":[],"label_agreement":null},{"id":"W2026083700","doi":"10.5539/elt.v3n1p3","title":"Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach of English for Acadmic Purposes (EAP) in Iran","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Psychology; Needs analysis; Perception; Curriculum; Mathematics education; Perspective (graphical); Medical education; Pedagogy; Computer science; Medicine","score_opus":0.018255360446590894,"score_gpt":0.28085989518866494,"score_spread":0.26260453474207407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026083700","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936632,0.00013712521,0.0017295292,0.00071491493,0.00001412061,0.00051496265,0.000035914236,0.000007091396,0.0031831695],"genre_scores_gemma":[0.99436,0.00025908562,0.0034483492,0.000150647,0.000013106118,0.0010294823,0.000044907618,0.0000045712336,0.0006897958],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.993764,0.0038797471,0.00038412923,0.00027484843,0.000826038,0.0008712062],"domain_scores_gemma":[0.99190134,0.004940524,0.0010665646,0.00014284493,0.0012984676,0.00065028074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010023204,0.00043178463,0.00055614294,0.005940247,0.0040011103,0.002565905,0.0010392834,0.0010120132,0.0021598788],"category_scores_gemma":[0.01383403,0.0005233365,0.0006809449,0.0026932547,0.0019222714,0.0032727476,0.0038526964,0.00132221,0.00021142968],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022578938,0.0011330079,0.112393156,0.00075323373,0.000040112915,0.0011661028,0.7682179,0.00035736398,0.0023878198,0.004097259,0.0011525475,0.1080756],"study_design_scores_gemma":[0.0000203152,0.00028626536,0.044990487,0.00014950639,0.0000151093045,0.00020815703,0.9499455,0.00078167394,0.0004310881,0.0008780947,0.0022751011,0.000018685972],"about_ca_topic_score_codex":0.008148348,"about_ca_topic_score_gemma":0.015296807,"teacher_disagreement_score":0.010023204,"about_ca_system_score_codex":0.0075945114,"about_ca_system_score_gemma":0.009096875,"threshold_uncertainty_score":0.05510229},"labels":[],"label_agreement":null},{"id":"W2026107832","doi":"10.1177/1362168810388711","title":"Using pretask modelling to encourage collaborative learning opportunities","year":2011,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":204,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Dynamics (music); Collaborative writing; Mathematics education; English as a foreign language; Foreign language; Collaborative learning; Pedagogy","score_opus":0.5343893535609566,"score_gpt":0.4191744560686952,"score_spread":0.11521489749226144,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026107832","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8914541,0.0003104923,0.0960209,0.00054023,0.000101655496,0.0007650325,0.00009176393,0.001015784,0.009699988],"genre_scores_gemma":[0.89719874,0.0002937436,0.097268626,0.00011507685,0.000050917402,0.001086169,0.00024310616,0.000077194934,0.0036663713],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9961448,0.0020881062,0.00020123018,0.00048882107,0.00078156934,0.0002954013],"domain_scores_gemma":[0.97949994,0.012464896,0.0022121458,0.0028055632,0.0011103421,0.0019070988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032986575,0.0011032211,0.00053883163,0.0009524634,0.0008764993,0.0016855692,0.0019414222,0.00081191584,0.0023448495],"category_scores_gemma":[0.025138734,0.000381307,0.00070182653,0.00036361226,0.00052386604,0.0019022794,0.0031639675,0.0013037826,0.00087675115],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027747864,0.013397996,0.08746943,0.0026017297,0.00023432946,0.0016164245,0.05634932,0.011774177,0.102963574,0.0066170623,0.006927021,0.70727414],"study_design_scores_gemma":[0.0022770872,0.033618588,0.2865578,0.002337702,0.001069346,0.0056797736,0.04335065,0.12834261,0.14656676,0.050013244,0.29900765,0.0011788049],"about_ca_topic_score_codex":0.0005285685,"about_ca_topic_score_gemma":0.0015251095,"teacher_disagreement_score":0.0032986575,"about_ca_system_score_codex":0.00062769634,"about_ca_system_score_gemma":0.0011588217,"threshold_uncertainty_score":0.017445147},"labels":[],"label_agreement":null},{"id":"W2026371758","doi":"10.5539/ies.v5n4p80","title":"Test-Taking Strategies of Arab EFL Learners on Multiple Choice Tests","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Variety (cybernetics); Psychology; Mathematics education; Function (biology); Multiple choice; Linguistics; Computer science","score_opus":0.14504713823476859,"score_gpt":0.4086918803083844,"score_spread":0.26364474207361577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026371758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99768627,0.00009573192,0.00042095262,0.00004998366,0.0000034138288,0.000014852334,0.0000136318295,0.000009722089,0.0017054444],"genre_scores_gemma":[0.9958709,0.00017757158,0.001482382,0.000058080535,0.000004499693,0.00002580412,0.00004035317,0.000009275841,0.0023310813],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981736,0.00087421696,0.00016399832,0.00016481976,0.00042822649,0.00019516428],"domain_scores_gemma":[0.9919818,0.0040989234,0.0012752581,0.00049249834,0.0013678926,0.0007836672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031677117,0.00067314116,0.00045565065,0.0014244221,0.00057647517,0.0025740233,0.0006058063,0.0008995064,0.0022212297],"category_scores_gemma":[0.019333111,0.00019987258,0.00025611118,0.000530617,0.0010082052,0.0009779605,0.0011059084,0.00080715277,0.0008762873],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058390707,0.0017884491,0.51845545,0.00025751273,0.00009697944,0.0031393424,0.22497208,0.0011993564,0.045868933,0.0019955912,0.0013767971,0.2002655],"study_design_scores_gemma":[0.00014462265,0.004256091,0.52446043,0.00048053876,0.00017532767,0.010294621,0.37524602,0.011116607,0.04390882,0.008469048,0.021000698,0.00044709793],"about_ca_topic_score_codex":0.001223606,"about_ca_topic_score_gemma":0.0013754219,"teacher_disagreement_score":0.0031677117,"about_ca_system_score_codex":0.00038976435,"about_ca_system_score_gemma":0.0005067084,"threshold_uncertainty_score":0.01675272},"labels":[],"label_agreement":null},{"id":"W2026450365","doi":"10.1080/09500780902952012","title":"Learning over time: empirical and theoretical investigations of classroom talk and interaction","year":2009,"lang":"en","type":"article","venue":"Language and Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Pedagogy; Sociology; Action (physics); Empirical research; Mathematics education; Psychology; Linguistics; Epistemology; Anthropology","score_opus":0.013581020795973966,"score_gpt":0.29575766806262416,"score_spread":0.2821766472666502,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026450365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97278845,0.00083789683,0.003859563,0.0006179663,0.000022768056,0.00004452428,0.000052983378,0.000022907336,0.021752862],"genre_scores_gemma":[0.9983267,0.00027487607,0.00039553508,0.000041233667,0.000014060056,0.000058565023,0.00001901883,0.00000948757,0.00086059526],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99293655,0.004516975,0.00027393847,0.00079692854,0.0009744675,0.00050116295],"domain_scores_gemma":[0.9120211,0.07814436,0.0050015342,0.0021170315,0.0014608745,0.0012550512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008563114,0.00044940715,0.00055126305,0.0047445176,0.004992554,0.008963406,0.0016621335,0.0017922233,0.0050266944],"category_scores_gemma":[0.035932247,0.00058569206,0.00036634135,0.0035667873,0.0143067725,0.008412524,0.00677265,0.0028859274,0.00042122923],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012292319,0.0004151531,0.041717127,0.000291658,0.00004460984,0.0004250026,0.91353476,0.0004763791,0.0014738063,0.019972116,0.00037103606,0.02115535],"study_design_scores_gemma":[0.000033699944,0.00018497357,0.071154505,0.00034287246,0.00004975886,0.0005217482,0.9059158,0.001820198,0.0010190714,0.010789512,0.00811454,0.000053434953],"about_ca_topic_score_codex":0.004345026,"about_ca_topic_score_gemma":0.004480725,"teacher_disagreement_score":0.008963406,"about_ca_system_score_codex":0.0025719663,"about_ca_system_score_gemma":0.0014812357,"threshold_uncertainty_score":0.045286655},"labels":[],"label_agreement":null},{"id":"W2026538408","doi":"10.5539/ells.v1n1p86","title":"A Quantitative Survey on Iranian English Learners' Attitudes toward Varieties of English: World English or World Englishes?","year":2011,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Stress (linguistics); World Englishes; Persian; American English; Varieties of English; Linguistics; Indian English; Semantic differential; Arabic; Perspective (graphical); Psychology; Variation (astronomy); Scale (ratio); Computer science; Social psychology; Geography; Artificial intelligence; Philosophy","score_opus":0.08188561238079167,"score_gpt":0.3026891847883377,"score_spread":0.220803572407546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026538408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989279,0.000023255297,0.00007791671,0.00003907547,0.0000031661468,0.000035850484,0.0001052475,0.0000023761652,0.0007851856],"genre_scores_gemma":[0.9976489,0.000119713615,0.00035659637,0.00011195695,0.000007775948,0.00018518722,0.00023957604,0.0000021102805,0.0013282474],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990164,0.0003613161,0.000107944434,0.00008406769,0.00026695238,0.00016324136],"domain_scores_gemma":[0.995647,0.0014196176,0.0010799118,0.00016163733,0.0011670518,0.00052472285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028762508,0.00029265825,0.00034077224,0.0011614984,0.0007467104,0.00059196865,0.000240151,0.00040513233,0.0022674978],"category_scores_gemma":[0.004758376,0.0002552711,0.00023777309,0.0008067991,0.00059921533,0.00068248436,0.00049119577,0.0006266757,0.0006588412],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000118742246,0.0013265776,0.91043115,0.00016857518,0.00002863528,0.00018943043,0.057605144,0.0000755128,0.0030125924,0.00025514633,0.0010119836,0.025776535],"study_design_scores_gemma":[0.000019748793,0.001294716,0.8688585,0.000057133857,0.000016225515,0.00022803798,0.12398595,0.00025640294,0.00088305655,0.00008405569,0.004290702,0.000025393334],"about_ca_topic_score_codex":0.0019553103,"about_ca_topic_score_gemma":0.003520276,"teacher_disagreement_score":0.0028762508,"about_ca_system_score_codex":0.00040272277,"about_ca_system_score_gemma":0.0006108141,"threshold_uncertainty_score":0.015211284},"labels":[],"label_agreement":null},{"id":"W2026659616","doi":"10.5539/elt.v7n6p1","title":"Learner Differences among Children Learning a Foreign Language: Language Anxiety, Strategy Use, and Multiple Intelligences","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Worry; Anxiety; Feeling; Foreign language anxiety; Developmental psychology; Context (archaeology); Foreign language; Language acquisition; Language learning strategies; Theory of multiple intelligences; Cognition; Social psychology; Mathematics education; Metacognition","score_opus":0.01565337846473691,"score_gpt":0.22850931107444622,"score_spread":0.2128559326097093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026659616","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99985385,0.000021520016,0.000008211346,0.000004971716,4.4591997e-7,0.0000016122735,0.000010583532,7.9249025e-7,0.00009802043],"genre_scores_gemma":[0.9997662,0.00003551731,0.000030095784,0.0000055739974,0.0000014364264,0.000004590838,0.00004032276,7.267849e-7,0.00011564553],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958867,0.000053393505,0.00006209593,0.000057497415,0.00015708496,0.00008128558],"domain_scores_gemma":[0.99776864,0.0005607991,0.0010382778,0.000059602662,0.00016489562,0.00040792077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005326366,0.00032835754,0.00030566438,0.0012874459,0.00025948684,0.0009560666,0.00019926784,0.0003745779,0.0016056387],"category_scores_gemma":[0.0024846392,0.00019225095,0.00038379343,0.00047611474,0.00044505822,0.00037316847,0.000575769,0.0005520857,0.00017164141],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031642892,0.00014718183,0.9954455,0.000015138777,0.000020520167,0.00021003073,0.0014126403,0.000021601969,0.0008152218,0.000019439001,0.000015569558,0.001845639],"study_design_scores_gemma":[0.0000024229448,0.0001663012,0.99748445,0.0000053009617,0.00001084419,0.00026948572,0.0017442026,0.00006636254,0.00017994846,0.000014473454,0.000052266005,0.000003916057],"about_ca_topic_score_codex":0.0033724525,"about_ca_topic_score_gemma":0.00475573,"teacher_disagreement_score":0.0033724525,"about_ca_system_score_codex":0.0002657568,"about_ca_system_score_gemma":0.00032452555,"threshold_uncertainty_score":0.0067056417},"labels":[],"label_agreement":null},{"id":"W2026767685","doi":"10.5539/ies.v1n3p78","title":"The Three Stages of Coding and Decoding in Listening Courses of College Japanese Specialty","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Decoding methods; Coding (social sciences); Listening comprehension; Psychology; Comprehension; Process (computing); Informational listening; Information processing; Code (set theory); Computer science; Mathematics education; Cognitive psychology; Communication; Sociology","score_opus":0.0965431095259166,"score_gpt":0.3603466600838171,"score_spread":0.2638035505579005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026767685","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9586745,0.0003609917,0.013417336,0.00041561897,0.000025975765,0.00015324948,0.00004297281,0.000051010164,0.02685833],"genre_scores_gemma":[0.9880576,0.00029389223,0.006481548,0.00005325231,0.000009871311,0.000075081116,0.000049051687,0.000021713518,0.0049579255],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988105,0.0005280603,0.000096048694,0.00011599647,0.00025080866,0.0001986419],"domain_scores_gemma":[0.9939412,0.0031847358,0.0006551289,0.0002882082,0.0013874604,0.0005432339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014306859,0.0002486937,0.00017020089,0.0013571706,0.0011703718,0.0021400831,0.00039942857,0.00068484724,0.0022068415],"category_scores_gemma":[0.013764169,0.00026648983,0.00028545968,0.0008686963,0.0020943137,0.002480425,0.0010832491,0.0010739092,0.00041529952],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005838218,0.0004397187,0.14138415,0.0005451224,0.000016333028,0.0009632959,0.45918915,0.00058267376,0.039668545,0.030707479,0.0011582548,0.3247614],"study_design_scores_gemma":[0.000047155558,0.0010122246,0.586111,0.00057435146,0.0000761181,0.0017043174,0.29151738,0.007820332,0.033203457,0.054549832,0.023130152,0.00025359102],"about_ca_topic_score_codex":0.004766277,"about_ca_topic_score_gemma":0.0082560675,"teacher_disagreement_score":0.004766277,"about_ca_system_score_codex":0.0009858744,"about_ca_system_score_gemma":0.0023722267,"threshold_uncertainty_score":0.009477079},"labels":[],"label_agreement":null},{"id":"W2027325286","doi":"10.4000/dse.714","title":"Stratégies d’écoute : les étudiants d’immersion en français au niveau universitaire ont la parole","year":2014,"lang":"fr","type":"article","venue":"Les dossiers des sciences de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.06782557753599991,"score_gpt":0.30406018664670315,"score_spread":0.23623460911070324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027325286","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91309315,0.0018400368,0.005447478,0.013375604,0.00013805975,0.00013511199,0.00007923343,0.00004445682,0.06584686],"genre_scores_gemma":[0.9832786,0.0007021597,0.0011663543,0.0007097884,0.000010506522,0.000060082533,0.000031649313,0.000025134947,0.0140157],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9875744,0.006870874,0.0002838982,0.00076219667,0.0016702333,0.0028384395],"domain_scores_gemma":[0.9871422,0.003922805,0.0011471438,0.00046728,0.004089622,0.0032309517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008896046,0.0006873004,0.0005807545,0.0017607588,0.016550506,0.012121122,0.001675286,0.0022967283,0.0054952675],"category_scores_gemma":[0.01269711,0.00034268835,0.0005921055,0.0023661386,0.014236672,0.0063498,0.008067236,0.0032082635,0.00063563633],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055592544,0.00008193088,0.021459129,0.00021282649,0.000022185004,0.00045123594,0.91049045,0.00022259231,0.001042569,0.027500039,0.0023274133,0.036134105],"study_design_scores_gemma":[0.000004153656,0.000050599672,0.011070156,0.00023286084,0.000009941713,0.00007350038,0.91862,0.00011947641,0.00041860444,0.0024748356,0.06688599,0.000039970837],"about_ca_topic_score_codex":0.36613902,"about_ca_topic_score_gemma":0.45936713,"teacher_disagreement_score":0.36613902,"about_ca_system_score_codex":0.026745714,"about_ca_system_score_gemma":0.04136259,"threshold_uncertainty_score":0.7280157},"labels":[],"label_agreement":null},{"id":"W2027458154","doi":"10.5539/elt.v6n7p88","title":"Pre-Service English Teachers’ Beliefs on Speaking Skill Based on Motivational Orientations","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Deci-; Psychology; Competence (human resources); Perception; Mathematics education; Perspective (graphical); Pedagogy; Social psychology; Autonomy","score_opus":0.012910556250614505,"score_gpt":0.24483449504299937,"score_spread":0.23192393879238488,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027458154","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993074,0.000020975282,0.00003487251,0.000028557712,0.0000017150238,0.000006720836,0.0000028227494,5.733981e-7,0.0005964559],"genre_scores_gemma":[0.9995072,0.00004227193,0.000049265556,0.000016332413,0.0000013271011,0.000006490244,0.000008079844,4.341198e-7,0.00036867932],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994367,0.00012629338,0.00004154844,0.000033284647,0.00017858593,0.0001836046],"domain_scores_gemma":[0.9976452,0.0004855359,0.00066336256,0.00005299772,0.00048238892,0.0006704771],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00118148,0.00018895377,0.00020262806,0.00063001976,0.00079826923,0.001078602,0.00016155027,0.00026512184,0.0014905708],"category_scores_gemma":[0.002751423,0.000238928,0.00024494922,0.00022232499,0.0007300273,0.0003318751,0.0005526356,0.0007372329,0.00022002995],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010041205,0.0006924125,0.91425014,0.000085880754,0.00001864425,0.0004739589,0.06365399,0.000046096888,0.0035933761,0.00033347955,0.00018144563,0.016570123],"study_design_scores_gemma":[0.000008892791,0.00047689222,0.8758043,0.000054932534,0.000020210937,0.00030825453,0.120988235,0.00017935818,0.0007509493,0.00017631515,0.0012137654,0.000017878496],"about_ca_topic_score_codex":0.00516273,"about_ca_topic_score_gemma":0.012180419,"teacher_disagreement_score":0.00516273,"about_ca_system_score_codex":0.00070343993,"about_ca_system_score_gemma":0.0011100248,"threshold_uncertainty_score":0.01026535},"labels":[],"label_agreement":null},{"id":"W2027584227","doi":"10.5539/elt.v3n1p64","title":"Children's Literature in Traditional Arab Classrooms for Teaching English as a Foreign Language","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Mathematics education; English language; Teaching method; Foreign language; Teaching english; Pedagogy","score_opus":0.009340766663769498,"score_gpt":0.23660557975649188,"score_spread":0.2272648130927224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027584227","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9948645,0.00030482098,0.0000777755,0.00008576904,0.0000046516843,0.000020734546,0.000022002287,0.0000046210303,0.00461521],"genre_scores_gemma":[0.9960318,0.00064147206,0.0004384548,0.000037017424,0.00000391612,0.0000332748,0.000035543846,0.0000036463389,0.002774835],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99932826,0.00022821092,0.000047574606,0.000085764565,0.00016853171,0.00014163493],"domain_scores_gemma":[0.9972951,0.0012464004,0.0006001909,0.00012187946,0.00026160505,0.00047497216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012826915,0.00026242164,0.00035590076,0.0013787728,0.002401411,0.0025469663,0.00048493207,0.0004547043,0.0042495416],"category_scores_gemma":[0.00333082,0.00027103262,0.00018728938,0.0006467908,0.0014060744,0.0011159091,0.001749453,0.00072641653,0.0005768209],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008903326,0.0009012556,0.1383155,0.0004494387,0.00002105589,0.004974717,0.7874007,0.000073832634,0.0100574065,0.0028611484,0.0015957077,0.053260207],"study_design_scores_gemma":[0.00003048848,0.00048341975,0.16913289,0.000348039,0.000039140104,0.0047816676,0.776345,0.000109952394,0.0029674906,0.00079767464,0.044934977,0.000029341547],"about_ca_topic_score_codex":0.002152873,"about_ca_topic_score_gemma":0.008201851,"teacher_disagreement_score":0.0042495416,"about_ca_system_score_codex":0.0009671316,"about_ca_system_score_gemma":0.0011458521,"threshold_uncertainty_score":0.014216125},"labels":[],"label_agreement":null},{"id":"W2027693600","doi":"10.3138/cmlr.66.2.299","title":"Producing Multimodal Picture Books and Dramatic Performances in a Core French Classroom: An Exploratory Case Study","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"French immersion; Scripting language; Assertion; Exploratory research; AP French Language; Class (philosophy); Context (archaeology); Mathematics education; Literacy; Pedagogy; Psychology; Computer science; Sociology; Language education; History; Artificial intelligence","score_opus":0.03139862041750492,"score_gpt":0.25554039974430737,"score_spread":0.22414177932680246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027693600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.985239,0.00025044265,0.0026753398,0.00068342773,0.000014762727,0.00019185556,0.00006632913,0.000043247754,0.010835514],"genre_scores_gemma":[0.98220694,0.0005494346,0.0068078768,0.00016261575,0.000019932677,0.00017629379,0.000061949366,0.000044864093,0.009970233],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99410975,0.0036505337,0.00015914424,0.00052770384,0.0006712905,0.00088151963],"domain_scores_gemma":[0.9954821,0.0029412082,0.00036606228,0.00025650748,0.00026626303,0.0006877693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037528118,0.0013542488,0.0008290103,0.0018456349,0.009166915,0.004514072,0.0029283506,0.00385951,0.004281051],"category_scores_gemma":[0.009053163,0.0007191556,0.0006031647,0.0013716847,0.005780581,0.0023560533,0.0038911928,0.0025057874,0.00087496196],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011860326,0.001569892,0.008333555,0.00036042457,0.000020377032,0.035811316,0.9116222,0.00042955665,0.004337888,0.0060308464,0.0014324953,0.029932898],"study_design_scores_gemma":[0.000042554795,0.00079488923,0.011123253,0.00023321052,0.00003465225,0.020422984,0.9121881,0.00093518035,0.0056384685,0.0010444666,0.047470458,0.00007178428],"about_ca_topic_score_codex":0.016437542,"about_ca_topic_score_gemma":0.05784428,"teacher_disagreement_score":0.98356247,"about_ca_system_score_codex":0.0047616945,"about_ca_system_score_gemma":0.0025057765,"threshold_uncertainty_score":0.0345487},"labels":[],"label_agreement":null},{"id":"W2028123867","doi":"10.5539/elt.v1n2p104","title":"An Exploration of Schema Theory in Intensive Reading","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Schema (genetic algorithms); Psychology; Subject matter; Linguistics; Cognitive psychology; Cognitive science; Computer science; Pedagogy; Information retrieval","score_opus":0.04235971868581601,"score_gpt":0.2806634632824197,"score_spread":0.2383037445966037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2028123867","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3119057,0.019358898,0.40373424,0.029119598,0.0004114683,0.0002718882,0.00014096088,0.00031114664,0.23474616],"genre_scores_gemma":[0.9396225,0.0039257393,0.051345903,0.0006098397,0.00011682308,0.00011977585,0.00008110888,0.00005488248,0.004123427],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99710566,0.0021594418,0.00008809887,0.00022714573,0.0002801945,0.00013954914],"domain_scores_gemma":[0.9933275,0.005306382,0.00044801706,0.00034844686,0.00033289677,0.00023687979],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050034546,0.00041263053,0.0005255886,0.0021319957,0.0014375931,0.006449123,0.0015040997,0.0017700486,0.0043128077],"category_scores_gemma":[0.006060885,0.00038580204,0.0011000077,0.0026559278,0.012024734,0.012259801,0.0033264016,0.0032000656,0.00030983027],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019692425,0.000046875404,0.0019653477,0.00023932448,0.00002320213,0.00073678826,0.066236906,0.000856246,0.0008818079,0.90481824,0.00051393424,0.02366149],"study_design_scores_gemma":[0.000021955058,0.000083594234,0.0031528827,0.00034906634,0.000025434576,0.0011728877,0.026280452,0.0072123553,0.00072222453,0.9322483,0.028699713,0.00003114574],"about_ca_topic_score_codex":0.0014624267,"about_ca_topic_score_gemma":0.0012128414,"teacher_disagreement_score":0.006449123,"about_ca_system_score_codex":0.002338719,"about_ca_system_score_gemma":0.0013459449,"threshold_uncertainty_score":0.026461124},"labels":[],"label_agreement":null},{"id":"W2028132657","doi":"10.5539/elt.v5n10p118","title":"The Impact of Task-based Approach on Vocabulary Learning in ESP Courses","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Task (project management); Test (biology); Psychology; Mathematics education; Teaching method; Vocabulary development; Persian; Control (management); Language education; Computer science; Artificial intelligence; Linguistics","score_opus":0.016024381851113836,"score_gpt":0.2744572013100989,"score_spread":0.25843281945898505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2028132657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99727434,0.00009571102,0.0005620235,0.000036094425,0.000010695023,0.000039789804,0.000006307657,0.000009495807,0.0019654823],"genre_scores_gemma":[0.9965389,0.00013887057,0.0019424049,0.000040784253,0.000013995287,0.00005527626,0.000029608476,0.0000045492807,0.0012355747],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99870896,0.00041025778,0.000070001595,0.00020250554,0.00045547367,0.00015273053],"domain_scores_gemma":[0.99774134,0.0009276518,0.00030313773,0.00012372111,0.00024311131,0.00066097244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083995523,0.00028565244,0.00027308956,0.00044111142,0.00035307067,0.0007966609,0.0005085643,0.00027512718,0.0012279465],"category_scores_gemma":[0.004784409,0.00008720213,0.0002906545,0.00021340558,0.00038184537,0.00042734374,0.0010175359,0.00042306326,0.00022284535],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0055156485,0.036932927,0.13606769,0.0007997506,0.00019675007,0.0013673347,0.016394043,0.002285232,0.15946542,0.0020625337,0.0012012619,0.63771147],"study_design_scores_gemma":[0.001294252,0.04985194,0.8747316,0.00029222076,0.00033214598,0.0015616945,0.016700052,0.004750746,0.028303554,0.0049579297,0.017099913,0.00012395727],"about_ca_topic_score_codex":0.00090236234,"about_ca_topic_score_gemma":0.0015261816,"teacher_disagreement_score":0.0012279465,"about_ca_system_score_codex":0.00039546925,"about_ca_system_score_gemma":0.0008377774,"threshold_uncertainty_score":0.0044421554},"labels":[],"label_agreement":null},{"id":"W2028145550","doi":"10.5539/elt.v5n5p129","title":"Studies and Suggestions on English Vocabulary Teaching and Learning","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Vocabulary learning; Competence (human resources); Teaching method; Cognitive style; Linguistic competence; Mathematics education; Vocabulary development; Cognition; Language acquisition; Class (philosophy); Learner autonomy; Autonomy; Task (project management); Language education; Linguistics; Computer science; Comprehension approach; Artificial intelligence","score_opus":0.022840018970908284,"score_gpt":0.27756198843686636,"score_spread":0.2547219694659581,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2028145550","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.045793142,0.4289438,0.018319698,0.4291991,0.014676604,0.001564174,0.0007218578,0.0007453114,0.060036357],"genre_scores_gemma":[0.2656619,0.56386685,0.08496448,0.040183283,0.006547706,0.0032396144,0.0015848284,0.000099182784,0.033852194],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9957716,0.0025834073,0.00047897047,0.0003156841,0.00058246497,0.0002678816],"domain_scores_gemma":[0.95727694,0.026352877,0.0019523595,0.0009758879,0.010785753,0.0026562419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0106595885,0.00097439514,0.00076320645,0.005568187,0.0016334855,0.0026095244,0.0021446866,0.002144952,0.010484574],"category_scores_gemma":[0.022469373,0.0003467007,0.0009055406,0.0052016345,0.001774829,0.005316049,0.0013497223,0.0014802451,0.0015808038],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025331706,0.0012462686,0.03449416,0.017420026,0.00011550496,0.0021203132,0.02257519,0.00095141184,0.0020418232,0.023318874,0.19716461,0.6982986],"study_design_scores_gemma":[0.00027773457,0.00093780714,0.090148196,0.035644885,0.00046263656,0.0019658012,0.2212247,0.002667086,0.002463984,0.05395074,0.5899607,0.0002957146],"about_ca_topic_score_codex":0.016568732,"about_ca_topic_score_gemma":0.026552742,"teacher_disagreement_score":0.016568732,"about_ca_system_score_codex":0.0023904035,"about_ca_system_score_gemma":0.009862244,"threshold_uncertainty_score":0.056373954},"labels":[],"label_agreement":null},{"id":"W2028545329","doi":"10.5539/elt.v5n11p60","title":"Self-efficacy in Second/Foreign Language Learning Contexts","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":231,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Self-efficacy; Affect (linguistics); Foreign language; Empirical research; Language acquisition; Social cognitive theory; Cognition; Language learning strategies; Cognitive psychology; Social psychology; Mathematics education; Metacognition","score_opus":0.011627281051094321,"score_gpt":0.24945204577360847,"score_spread":0.23782476472251415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2028545329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9373568,0.032509834,0.00067587674,0.0007441579,0.00011283111,0.000042881442,0.000066837405,0.0000117592435,0.02847896],"genre_scores_gemma":[0.9949898,0.0042725033,0.000119709446,0.00005701704,0.000032948992,0.000016781452,0.000024366902,0.0000014537292,0.00048541033],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905556,0.000398974,0.000089396715,0.00010867193,0.0002576061,0.00008970381],"domain_scores_gemma":[0.99002695,0.007335945,0.0015834281,0.00016585235,0.00053842197,0.00034935423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020590324,0.00019802742,0.00044520592,0.0024338309,0.00045711128,0.0015735674,0.00023376488,0.00038237465,0.0017824338],"category_scores_gemma":[0.006583011,0.0001262259,0.00045014327,0.0013049962,0.00094571273,0.00090042263,0.00075665093,0.00056737976,0.00013364309],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002560186,0.0011978147,0.6411139,0.0043455246,0.00052342075,0.0015526041,0.022602933,0.00087107724,0.0015102355,0.017846568,0.0018479631,0.30633196],"study_design_scores_gemma":[0.000016909435,0.0003852653,0.96294945,0.0024361003,0.0001954395,0.0010005232,0.013307432,0.0004746533,0.0008981552,0.0030105973,0.015290218,0.000035243364],"about_ca_topic_score_codex":0.0005629202,"about_ca_topic_score_gemma":0.00087180495,"teacher_disagreement_score":0.0024338309,"about_ca_system_score_codex":0.0003726171,"about_ca_system_score_gemma":0.0006384876,"threshold_uncertainty_score":0.010889292},"labels":[],"label_agreement":null},{"id":"W2028824355","doi":"10.1080/15434300801934751","title":"Comments on “Evaluation of the Usefulness of the<i>Versant for English</i>Test: A Response”: The Author Responds","year":2008,"lang":"en","type":"article","venue":"Language Assessment Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"","keywords":"Test (biology); Psychology; English language; Language assessment; Mathematics education; Linguistics; Computer science; Cognitive psychology","score_opus":0.0786983967731293,"score_gpt":0.32736721141316966,"score_spread":0.24866881464004037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2028824355","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005004733,0.00057474565,0.0013359503,0.93617487,0.043371182,0.00025959854,0.0006235459,0.0006279194,0.012027527],"genre_scores_gemma":[0.018849535,0.00049925386,0.0013370401,0.92940253,0.008572477,0.00032517928,0.0002694968,0.00028711243,0.040457405],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9934301,0.0017875625,0.00089692057,0.00056315033,0.0027037375,0.0006185037],"domain_scores_gemma":[0.9502862,0.024037825,0.0019857823,0.0006646313,0.020742591,0.0022830216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007785209,0.0007931348,0.0007018366,0.0008130772,0.0037672084,0.0020682083,0.0020014362,0.017300151,0.0220489],"category_scores_gemma":[0.06828541,0.00051649404,0.0010257586,0.0005715948,0.0018031965,0.0017762132,0.0022297844,0.0113785295,0.010458796],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006607659,0.000022011638,0.00074695575,0.0000810778,0.000007650087,0.0002840449,0.00084096217,0.00007568295,0.0005888028,0.00044351147,0.99211746,0.004725642],"study_design_scores_gemma":[0.0000497866,0.0002185223,0.005076589,0.00037312703,0.000048275124,0.00053524517,0.006613724,0.0003863351,0.002398401,0.0008301411,0.983313,0.00015689859],"about_ca_topic_score_codex":0.014217019,"about_ca_topic_score_gemma":0.017446302,"teacher_disagreement_score":0.0220489,"about_ca_system_score_codex":0.00392913,"about_ca_system_score_gemma":0.004885445,"threshold_uncertainty_score":0.07376087},"labels":[],"label_agreement":null},{"id":"W2029815512","doi":"10.1111/tger.10167","title":"Beyond Grammar: Teaching Interaction in the German Language Classroom","year":2014,"lang":"en","type":"article","venue":"Die Unterrichtspraxis/Teaching German","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"German; Grammar; Citation; Linguistics; Computer science; Library science; Philosophy","score_opus":0.01737522715717835,"score_gpt":0.2984687091694591,"score_spread":0.28109348201228074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2029815512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6526353,0.0016588535,0.039233163,0.009520944,0.00025194391,0.0000900816,0.00008559327,0.00056204817,0.2959621],"genre_scores_gemma":[0.9827026,0.00045050154,0.0053805867,0.0003612422,0.000021042002,0.00004096224,0.000038361304,0.00008915172,0.010915485],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99663603,0.0021502671,0.00004785825,0.0003211475,0.0003428624,0.00050181884],"domain_scores_gemma":[0.99746656,0.0016799635,0.0001167102,0.000115063725,0.00010435189,0.00051726925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016449827,0.0007075065,0.00031553165,0.0008555451,0.0032472133,0.007540144,0.00087233144,0.001746506,0.0063189436],"category_scores_gemma":[0.0038651277,0.0002720384,0.00031401258,0.0007148008,0.0055629434,0.005436328,0.0046387143,0.0019357438,0.0013592811],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002925995,0.0006599726,0.008151032,0.0004973489,0.00002713384,0.0027257164,0.5073177,0.0027435652,0.02394262,0.25125924,0.015393533,0.18698958],"study_design_scores_gemma":[0.00024716518,0.00053946645,0.0147348065,0.00071847864,0.00009707789,0.0016630824,0.40367377,0.011289733,0.014309941,0.16424209,0.38835385,0.00013057963],"about_ca_topic_score_codex":0.005348834,"about_ca_topic_score_gemma":0.010236106,"teacher_disagreement_score":0.007540144,"about_ca_system_score_codex":0.0031040865,"about_ca_system_score_gemma":0.0030501047,"threshold_uncertainty_score":0.022521853},"labels":[],"label_agreement":null},{"id":"W2030114591","doi":"10.1016/j.asw.2008.08.001","title":"ESL students’ perceptions and experiences of standardized English writing tests","year":2008,"lang":"en","type":"article","venue":"Assessing Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Perception; Mathematics education; Report writing; Psychology; Writing assessment; Computer science; Pedagogy; Library science","score_opus":0.046513956045689954,"score_gpt":0.32831528546991157,"score_spread":0.2818013294242216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030114591","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894506,0.000034525936,0.000044498815,0.000068265326,0.000007508552,0.000008279249,0.000010912862,0.0000035921105,0.0008774637],"genre_scores_gemma":[0.9981036,0.00007140529,0.00013640453,0.000086213884,0.0000061286078,0.00001680404,0.00003532331,0.0000039833008,0.0015401163],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9967249,0.0008895974,0.00047146218,0.0002584459,0.0009057829,0.0007498956],"domain_scores_gemma":[0.97678304,0.0062967916,0.0057012336,0.00046998303,0.0039140815,0.0068348977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004223434,0.0004185981,0.00052756694,0.0012207754,0.0012854646,0.0033755233,0.0006092817,0.00087928574,0.0036345583],"category_scores_gemma":[0.0221222,0.00037341882,0.0005686231,0.00057527644,0.0013093256,0.0016700298,0.002834854,0.0018478368,0.0007601576],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086599827,0.005210646,0.71324617,0.0002202732,0.00009965821,0.00172473,0.21505775,0.00038843008,0.008098265,0.00045231736,0.0017433141,0.05289256],"study_design_scores_gemma":[0.00008776219,0.0030873194,0.63105476,0.00014613863,0.000074719865,0.0011732003,0.35249764,0.00087539223,0.004453365,0.00041138296,0.006019424,0.00011885146],"about_ca_topic_score_codex":0.0027872238,"about_ca_topic_score_gemma":0.006148774,"teacher_disagreement_score":0.004223434,"about_ca_system_score_codex":0.00094629946,"about_ca_system_score_gemma":0.0011933055,"threshold_uncertainty_score":0.022335947},"labels":[],"label_agreement":null},{"id":"W2030428498","doi":"10.3138/cmlr.56.4.585","title":"Investigating Experienced ESL Teachers' Pedagogical Knowledge","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Qualitative research; Qualitative analysis; Transition (genetics); Pedagogy; Sociology","score_opus":0.05684285972248916,"score_gpt":0.28756671307572307,"score_spread":0.23072385335323392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030428498","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968695,0.00033284287,0.0005262336,0.00010020431,0.0000043086543,0.000013871111,0.000044161956,0.0000051785273,0.002103722],"genre_scores_gemma":[0.9972269,0.00048721585,0.00040130614,0.00006444077,0.000005864672,0.000025276917,0.00005197152,0.000002970535,0.0017341246],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9982492,0.00047239577,0.00016168696,0.00020009841,0.00068389345,0.00023272465],"domain_scores_gemma":[0.98554116,0.0075167017,0.0028246767,0.00040718072,0.0030119226,0.0006982793],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002664163,0.00012837416,0.00032731768,0.0024690914,0.0004620313,0.001223461,0.0005033886,0.00037062765,0.0017705467],"category_scores_gemma":[0.0165876,0.00017738601,0.00012741452,0.0012038614,0.0009763607,0.0011034796,0.0007511063,0.000358972,0.0002863311],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011026472,0.00020534747,0.453189,0.00046169225,0.000025914065,0.001432414,0.4355497,0.000115204864,0.0071843346,0.0005486518,0.0005806452,0.10059678],"study_design_scores_gemma":[0.000018918194,0.0004607304,0.48135737,0.0002975068,0.000032852655,0.0024250776,0.4974039,0.00035288182,0.002416153,0.00053103984,0.014651016,0.000052614025],"about_ca_topic_score_codex":0.007237737,"about_ca_topic_score_gemma":0.011653005,"teacher_disagreement_score":0.007237737,"about_ca_system_score_codex":0.0010164251,"about_ca_system_score_gemma":0.0011713705,"threshold_uncertainty_score":0.014391184},"labels":[],"label_agreement":null},{"id":"W2030559597","doi":"10.3138/cmlr.58.4.493","title":"Is It Fun? Language Play in a Fifth-Grade Spanish Immersion Classroom","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Laughter; Second-language acquisition; Meaning (existential); Social psychology; Philosophy","score_opus":0.03694330387604825,"score_gpt":0.24332653499682277,"score_spread":0.20638323112077453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030559597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9926968,0.00048309422,0.00024165206,0.00053694355,0.000026847974,0.00002133993,0.000017648958,0.000012791063,0.0059628948],"genre_scores_gemma":[0.9924757,0.0004513236,0.00036013447,0.00014994238,0.0000089435225,0.000030819374,0.000023097971,0.000012430013,0.006487492],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984541,0.00056163385,0.000048558584,0.00020461481,0.00030716616,0.00042390265],"domain_scores_gemma":[0.99863213,0.00031905426,0.00013624087,0.00003607704,0.00016675443,0.0007097364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015758835,0.00053265964,0.0010112119,0.0012170799,0.0052952096,0.005112395,0.0014323872,0.0017533428,0.0023270093],"category_scores_gemma":[0.001995623,0.00030532942,0.00043513937,0.0005457855,0.003763391,0.0012215071,0.004066152,0.0018729782,0.00049372856],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001792913,0.001337192,0.028012244,0.00023521947,0.000019637162,0.0054923124,0.919304,0.00011990989,0.0059205955,0.0064150067,0.0023783098,0.030586317],"study_design_scores_gemma":[0.00003292125,0.000415035,0.023941973,0.00014848317,0.0000160767,0.00070979714,0.9360183,0.00022781723,0.0011742857,0.0010802712,0.036197115,0.000037977323],"about_ca_topic_score_codex":0.038382217,"about_ca_topic_score_gemma":0.07166021,"teacher_disagreement_score":0.038382217,"about_ca_system_score_codex":0.0052443636,"about_ca_system_score_gemma":0.0033512674,"threshold_uncertainty_score":0.07631767},"labels":[],"label_agreement":null},{"id":"W2030695011","doi":"10.5539/hes.v5n2p38","title":"Instructors’ Perceptions and Barriers of Learner-Centered Instruction in English at the University Level","year":2015,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Perception; Context (archaeology); Psychology; Mathematics education; Pedagogy; Medical education; Medicine","score_opus":0.12495820136344692,"score_gpt":0.3021316761351497,"score_spread":0.17717347477170275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030695011","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99834704,0.00011187194,0.0001834151,0.00024717077,0.000007977126,0.000012606615,0.0000054789657,0.0000032189216,0.0010811966],"genre_scores_gemma":[0.99895763,0.00013840412,0.000200763,0.00007617299,0.000004111904,0.000011581916,0.000006836622,0.0000014473867,0.0006030002],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99757,0.00096701976,0.00020177115,0.00013133958,0.0007153511,0.0004144899],"domain_scores_gemma":[0.98903066,0.0038197238,0.0025807098,0.00021005815,0.0022791151,0.0020796524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027563323,0.00011685448,0.00023973259,0.000388861,0.00087906077,0.0016193135,0.00036648786,0.0004826774,0.0021640593],"category_scores_gemma":[0.012081214,0.00015155553,0.00018550393,0.00023086129,0.00047986888,0.0006887137,0.00077867793,0.00060887943,0.0002826613],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026286108,0.001698574,0.6685342,0.0006146154,0.0000611857,0.00136843,0.23517863,0.0004204404,0.0136972405,0.0012423247,0.00127828,0.07564316],"study_design_scores_gemma":[0.000028088847,0.0015326106,0.56339765,0.00049597543,0.000058196725,0.00080196187,0.41465905,0.0010525496,0.0036565918,0.0004080417,0.013836808,0.00007244447],"about_ca_topic_score_codex":0.003378802,"about_ca_topic_score_gemma":0.0046716277,"teacher_disagreement_score":0.003378802,"about_ca_system_score_codex":0.00087143003,"about_ca_system_score_gemma":0.0016719914,"threshold_uncertainty_score":0.014577031},"labels":[],"label_agreement":null},{"id":"W2030933429","doi":"10.1353/cml.2005.0007","title":"Motivational Strategies in the Language Classroom (review)","year":2004,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Action (physics); Goal theory; Psychology; Selection (genetic algorithm); Task (project management); Process (computing); Mathematics education; Motivation to learn; Pedagogy; Computer science; Management","score_opus":0.01984206349698483,"score_gpt":0.23993226375299745,"score_spread":0.2200902002560126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030933429","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00094453513,0.9942563,0.00006666976,0.0023802302,0.00044540095,0.00003240316,0.000060779566,0.000005735753,0.001807972],"genre_scores_gemma":[0.0063469596,0.99135333,0.00033939452,0.0009084792,0.00023157791,0.00007468496,0.000058472324,0.0000025531135,0.0006845172],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991998,0.00022785345,0.000104573905,0.00008033374,0.0002986133,0.00008878408],"domain_scores_gemma":[0.99734074,0.0015300752,0.0002530162,0.000029888959,0.00061441644,0.00023182185],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002094242,0.00062128174,0.0020565172,0.0020186864,0.00071500544,0.0022218905,0.0013893857,0.0012476821,0.0067057176],"category_scores_gemma":[0.0058920295,0.00029671853,0.000754758,0.003180557,0.00080879615,0.0011349613,0.0007147517,0.0013493764,0.0011068659],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015445144,0.00022920675,0.0010865943,0.035021454,0.00022362277,0.00011613397,0.00038359952,0.00007359753,0.00012247467,0.0010994646,0.034560196,0.9269293],"study_design_scores_gemma":[0.00069711125,0.0006801258,0.036202986,0.09763434,0.0020422044,0.0009836293,0.0026313358,0.00011556448,0.00049065636,0.0026076164,0.85579956,0.000114900395],"about_ca_topic_score_codex":0.06274291,"about_ca_topic_score_gemma":0.17552708,"teacher_disagreement_score":0.06274291,"about_ca_system_score_codex":0.0028710656,"about_ca_system_score_gemma":0.011751509,"threshold_uncertainty_score":0.12475544},"labels":[],"label_agreement":null},{"id":"W2031252077","doi":"10.3138/cmlr.68.2.138","title":"A Longitudinal Analysis of the Effects of One Year Abroad","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":100,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Study abroad; Fluency; Perspective (graphical); Longitudinal study; Psychology; Period (music); Mathematics education; Academic year; Statistical analysis; Linguistics; Pedagogy; Computer science; Mathematics; Statistics; Artificial intelligence","score_opus":0.01806787071090491,"score_gpt":0.23691731749324152,"score_spread":0.21884944678233662,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031252077","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99922335,0.00014177844,0.000058200796,0.000044812597,0.000007573291,0.0000057456755,0.00017699285,0.0000026763914,0.00033891664],"genre_scores_gemma":[0.9990194,0.000070737704,0.00006300844,0.000014151819,0.0000046174528,0.000012409746,0.00032438216,0.0000026766952,0.0004886719],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992073,0.00027870128,0.000048852828,0.00013033621,0.00014684662,0.00018795264],"domain_scores_gemma":[0.9937738,0.0012934105,0.001755097,0.00039959175,0.001001385,0.0017766028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024012076,0.00025955512,0.00036027582,0.0010452096,0.0009803791,0.00083306327,0.00034920895,0.0005395025,0.002220338],"category_scores_gemma":[0.0044444324,0.00015826695,0.0005256823,0.0006493924,0.00038719457,0.0006667576,0.0009957801,0.0009716636,0.00060861546],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003433575,0.00039713667,0.9906448,0.00001156999,0.000067646026,0.00019930588,0.001595495,0.00004511572,0.0005156939,0.000060324997,0.00018923603,0.005930358],"study_design_scores_gemma":[0.000003991115,0.0005040003,0.9973053,0.000012360013,0.000029190533,0.000101203696,0.0013216273,0.000067258676,0.00015537633,0.000021321957,0.00047034008,0.00000806625],"about_ca_topic_score_codex":0.011161241,"about_ca_topic_score_gemma":0.0108073,"teacher_disagreement_score":0.011161241,"about_ca_system_score_codex":0.0004341338,"about_ca_system_score_gemma":0.00069229025,"threshold_uncertainty_score":0.022192538},"labels":[],"label_agreement":null},{"id":"W2031283253","doi":"10.5539/ass.v10n13p40","title":"Let’s Talk and Let’s Go Global: A Unique Approach in Language Learning","year":2014,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Comprehension approach; Language acquisition; First language; Computer science; Language assessment; Language transfer; Language education; Mathematics education; Second-language attrition; Constructed language; Psychology; Linguistics; Artificial intelligence","score_opus":0.015906368292129224,"score_gpt":0.26019198424575035,"score_spread":0.24428561595362114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031283253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.74143225,0.0018476485,0.012251986,0.025752222,0.0014033025,0.0006649968,0.000110931665,0.0005824728,0.2159542],"genre_scores_gemma":[0.85806984,0.0020922027,0.022448905,0.007569172,0.00021663052,0.0007354295,0.00013213042,0.00019909948,0.108536676],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99818486,0.00088437175,0.000035998273,0.00019100489,0.0003460615,0.00035768872],"domain_scores_gemma":[0.99849784,0.00018534622,0.00008456032,0.000080065285,0.000094583105,0.0010575869],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018805249,0.0005204424,0.00037655965,0.00070512266,0.005176797,0.004121009,0.0010462143,0.0017758041,0.0052946648],"category_scores_gemma":[0.0013891152,0.00023936165,0.0006292804,0.0005170898,0.0038069657,0.0028337718,0.008382384,0.003327592,0.0018010864],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023796945,0.0048197047,0.019387417,0.0015632301,0.00006921094,0.0034069596,0.3335011,0.0004415251,0.020702474,0.033059135,0.06370854,0.5191027],"study_design_scores_gemma":[0.00007907773,0.0021049671,0.03303905,0.0007153602,0.00010121114,0.003732889,0.2892589,0.0005008258,0.005845962,0.013794223,0.6506886,0.00013895672],"about_ca_topic_score_codex":0.0016404517,"about_ca_topic_score_gemma":0.010426286,"teacher_disagreement_score":0.0052946648,"about_ca_system_score_codex":0.0011919701,"about_ca_system_score_gemma":0.0058187153,"threshold_uncertainty_score":0.017712355},"labels":[],"label_agreement":null},{"id":"W2031470748","doi":"10.1111/0026-7902.00065","title":"Towards Integrating Form‐Focused Instruction and Communicative Interaction in the Second Language Classroom: Some Pedagogical Possibilities","year":2000,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":70,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Focus on form; Focus (optics); Empirical research; Psychology; Communicative language teaching; Computer science; Mathematics education; Linguistics; Language education; Epistemology; Grammar","score_opus":0.05634935009035245,"score_gpt":0.31977610627013253,"score_spread":0.26342675617978006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031470748","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09215924,0.11335996,0.43784776,0.11415364,0.0011891082,0.00089175854,0.000050821014,0.0010773106,0.23927043],"genre_scores_gemma":[0.48402387,0.07938758,0.4103316,0.005156757,0.0008449615,0.0018363948,0.00007711154,0.00018348682,0.018158296],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9966017,0.0024137902,0.0001406447,0.00018657823,0.00045660674,0.0002007121],"domain_scores_gemma":[0.9955627,0.0032185582,0.00016469181,0.00038096137,0.00031646696,0.0003565423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010441735,0.0011731124,0.00076065754,0.0013405476,0.002746629,0.011174437,0.0022199822,0.0055049364,0.0036465616],"category_scores_gemma":[0.0044247597,0.0007477104,0.0010362013,0.0014522639,0.01534058,0.013596679,0.0069711464,0.0039938483,0.0008800685],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016200758,0.00071952946,0.0020935978,0.0023907907,0.000042446267,0.00089704676,0.049057264,0.0015266193,0.0045165764,0.5426891,0.0022794043,0.39362562],"study_design_scores_gemma":[0.00020219674,0.00096052745,0.0056329397,0.0037345754,0.00010550506,0.0027905463,0.03958656,0.008979253,0.0080009345,0.68587244,0.24393922,0.0001953017],"about_ca_topic_score_codex":0.0018012826,"about_ca_topic_score_gemma":0.00179635,"teacher_disagreement_score":0.011174437,"about_ca_system_score_codex":0.0018130117,"about_ca_system_score_gemma":0.0033095824,"threshold_uncertainty_score":0.055221856},"labels":[],"label_agreement":null},{"id":"W2032223470","doi":"10.1177/1362168812455591","title":"Book review: Sanz, C. and Leow, R.P. (Eds.) (2011). <i>Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism</i>","year":2012,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Psychology; Neuroscience of multilingualism; Linguistics; Cognitive psychology; Cognitive science; Philosophy; Neuroscience","score_opus":0.039877742060065856,"score_gpt":0.37614269734149897,"score_spread":0.33626495528143313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032223470","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000054897802,0.9704564,0.00023313805,0.008588502,0.013129083,0.000017654302,0.0003258761,0.00004659427,0.007147692],"genre_scores_gemma":[0.00057996385,0.96638906,0.00039910234,0.004678478,0.0068948055,0.000034537374,0.00054760574,0.00003269786,0.020443648],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993562,0.00006716337,0.00007067517,0.00010463298,0.00034472326,0.000056612593],"domain_scores_gemma":[0.99688596,0.0011616215,0.00030048646,0.0000657864,0.0013225774,0.0002634854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011072767,0.002052879,0.0029552616,0.005579642,0.0006502405,0.0031631826,0.0030336587,0.0029975392,0.041093946],"category_scores_gemma":[0.004097428,0.00074880675,0.00096705,0.007830053,0.0009720928,0.003764709,0.001324835,0.004775716,0.060532324],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030028707,0.000010562429,0.000069547685,0.002703001,0.000024809087,0.000040217845,0.000034798246,0.000052443356,0.00008600944,0.00064455025,0.85478675,0.1415173],"study_design_scores_gemma":[0.000010732259,0.000009968652,0.00020456385,0.0016416842,0.000027153845,0.00027971208,0.000024651248,0.000017341657,0.00004386835,0.00028437388,0.99744606,0.0000099445815],"about_ca_topic_score_codex":0.008820276,"about_ca_topic_score_gemma":0.018436113,"teacher_disagreement_score":0.041093946,"about_ca_system_score_codex":0.0021988614,"about_ca_system_score_gemma":0.0031386765,"threshold_uncertainty_score":0.13747293},"labels":[],"label_agreement":null},{"id":"W2032659271","doi":"10.5539/ass.v4n1p18","title":"Learning English as a Foreign Language: Cultural Values and Strategies in the Chinese Context","year":2007,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Context (archaeology); Language acquisition; Experiential learning; Process (computing); Psychology; Linguistics; Sociology; Computer science; Mathematics education; Cognition; History; Metacognition","score_opus":0.014819319869667153,"score_gpt":0.30193248504003856,"score_spread":0.2871131651703714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032659271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95700365,0.001526432,0.00057546515,0.0007766509,0.000015178341,0.000029785559,0.000011432317,0.0000058841842,0.040055577],"genre_scores_gemma":[0.99654657,0.0005439083,0.00028000324,0.00004655128,0.0000026290625,0.000011280182,0.000005361968,0.0000023539653,0.0025614013],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99928623,0.00029139497,0.000035548637,0.00006682032,0.00012318535,0.00019694747],"domain_scores_gemma":[0.99955994,0.00014421057,0.00005860047,0.000018771681,0.00005699862,0.00016144472],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011249064,0.00047442105,0.0002472343,0.0010875345,0.0036028821,0.0041590193,0.0006684647,0.00051768904,0.0013899218],"category_scores_gemma":[0.001178662,0.00017444101,0.00016897114,0.0010689975,0.0056693116,0.00234114,0.001820736,0.0005734114,0.00011295323],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009548287,0.00012373841,0.055793256,0.0001863924,0.000029702971,0.0025246984,0.7993171,0.0003095906,0.003396383,0.07619688,0.00091587275,0.061110824],"study_design_scores_gemma":[0.000031723528,0.00018142193,0.11601889,0.00033058552,0.00006698626,0.0011921792,0.8190128,0.0017974875,0.0028470804,0.021999715,0.03643691,0.00008415881],"about_ca_topic_score_codex":0.05478424,"about_ca_topic_score_gemma":0.0680787,"teacher_disagreement_score":0.05478424,"about_ca_system_score_codex":0.0046499344,"about_ca_system_score_gemma":0.004142459,"threshold_uncertainty_score":0.10893071},"labels":[],"label_agreement":null},{"id":"W2032879134","doi":"10.1177/0829573507307689","title":"Validation of the TOEFL as a Canadian University Admissions Requirement","year":2007,"lang":"en","type":"article","venue":"Canadian Journal of School Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Test of English as a Foreign Language; Psychology; Test (biology); Medical education; Cutoff; University hospital; Mathematics education; Medicine; Language assessment; Family medicine","score_opus":0.06386377355188116,"score_gpt":0.3001094737526968,"score_spread":0.23624570020081564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032879134","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72173256,0.0011329238,0.016507478,0.011851089,0.0015304297,0.0069710105,0.019129885,0.0010289557,0.22011568],"genre_scores_gemma":[0.89292413,0.0007374179,0.049570795,0.0022661733,0.00015481048,0.0030600952,0.009719484,0.00029897358,0.041268155],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.96741194,0.0043950933,0.0028739432,0.0017644822,0.020035855,0.00351874],"domain_scores_gemma":[0.80666804,0.015197985,0.0058784196,0.0073348377,0.1550127,0.009908062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035646826,0.00068632216,0.00068995735,0.0072549465,0.006911918,0.0033447773,0.00470858,0.0013336169,0.006290549],"category_scores_gemma":[0.10890525,0.00061744277,0.0014942589,0.004809456,0.002061411,0.0016990491,0.004459241,0.0019615775,0.0020042392],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013978932,0.0013239082,0.5639945,0.0007341087,0.00015744727,0.0008528899,0.009470769,0.0041605267,0.0050569847,0.02963773,0.08849625,0.29471695],"study_design_scores_gemma":[0.0002131595,0.0006820369,0.84175086,0.00061660225,0.00009512323,0.0003149014,0.0051799715,0.00948185,0.004816296,0.0017658329,0.13479733,0.00028605238],"about_ca_topic_score_codex":0.9396857,"about_ca_topic_score_gemma":0.97453135,"teacher_disagreement_score":0.9583583,"about_ca_system_score_codex":0.041641742,"about_ca_system_score_gemma":0.12803565,"threshold_uncertainty_score":0.30213338},"labels":[],"label_agreement":null},{"id":"W2033254166","doi":"10.5539/elt.v6n1p67","title":"Thai EFL Students’ Writing Errors in Different Text Types: The Interference of the First Language","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":140,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Division of Chemistry; Office of the Higher Education Commission; Suranaree University of Technology","keywords":"Linguistics; Verb; Plural; Sentence; Modal verb; Infinitive; Contrast (vision); Psychology; Agreement; Gerund; Verb phrase; Pronoun; Computer science; Artificial intelligence; Noun; Noun phrase","score_opus":0.01652994183521134,"score_gpt":0.26518514492248424,"score_spread":0.2486552030872729,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2033254166","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99939966,0.000040507057,0.0002624315,0.000012320092,0.0000026342598,0.0000062557247,0.000018475257,0.000008352107,0.00024932798],"genre_scores_gemma":[0.99868256,0.00006890819,0.0005586647,0.000018622317,0.0000062901195,0.00001584908,0.0000693138,0.000012271315,0.00056755927],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986089,0.00034326702,0.00028464108,0.0001802283,0.0004709176,0.00011207547],"domain_scores_gemma":[0.98793876,0.0055164387,0.004019413,0.00050875166,0.001516416,0.0005002069],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000814504,0.00053262716,0.0004642825,0.0010684248,0.00032021187,0.00087813113,0.00028188218,0.0004075737,0.001555504],"category_scores_gemma":[0.011223205,0.00019936914,0.00023921838,0.00061690365,0.00041617622,0.0005770675,0.0007334939,0.00037850978,0.00043512695],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014008041,0.00092066557,0.6792705,0.000672195,0.00010750064,0.005956976,0.06518689,0.00051876815,0.085092485,0.00011589564,0.00045042482,0.1603069],"study_design_scores_gemma":[0.000056142995,0.0020789201,0.92914665,0.00009977854,0.0001011676,0.007489838,0.029330196,0.00265382,0.026210332,0.00029126255,0.0024805977,0.00006121968],"about_ca_topic_score_codex":0.00068272214,"about_ca_topic_score_gemma":0.00071401714,"teacher_disagreement_score":0.001555504,"about_ca_system_score_codex":0.00014994675,"about_ca_system_score_gemma":0.00026452774,"threshold_uncertainty_score":0.0052036643},"labels":[],"label_agreement":null},{"id":"W2033255062","doi":"10.3138/cmlr.66.6.843","title":"Planning, Recasts, and Learning of L2 Morphology","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Session (web analytics); Notice; Test (biology); Psychology; Computer science; Engineering","score_opus":0.018208349826682076,"score_gpt":0.23407975886504676,"score_spread":0.2158714090383647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2033255062","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9807263,0.0007765966,0.003331994,0.00014799896,0.0000118278,0.00003671061,0.000025872065,0.00007675933,0.014866056],"genre_scores_gemma":[0.9906743,0.0006453812,0.0041500195,0.000052059288,0.0000070410315,0.000039110822,0.000048881066,0.000027789323,0.0043552765],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990916,0.00037541235,0.000038420778,0.00015139142,0.0002782847,0.00006471162],"domain_scores_gemma":[0.9951278,0.0031274313,0.0008923997,0.00035973673,0.0002761711,0.00021637099],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009955163,0.00038870313,0.00031975887,0.00034692007,0.00027861795,0.0013227572,0.00044701283,0.0003956595,0.0047495817],"category_scores_gemma":[0.009819071,0.00016421349,0.0001577386,0.00037064214,0.0008998202,0.0011788881,0.00093357085,0.0007627466,0.0005639502],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015856917,0.0020029675,0.056975238,0.0010134937,0.000064540756,0.0013480467,0.017579818,0.001887535,0.07227399,0.0032849116,0.0012715304,0.8407122],"study_design_scores_gemma":[0.00037374417,0.010654442,0.79809356,0.0005293356,0.00027687752,0.0038903796,0.032271102,0.00499467,0.08336927,0.022749187,0.0425916,0.00020591453],"about_ca_topic_score_codex":0.0026646433,"about_ca_topic_score_gemma":0.003743012,"teacher_disagreement_score":0.0047495817,"about_ca_system_score_codex":0.000411715,"about_ca_system_score_gemma":0.0008213244,"threshold_uncertainty_score":0.015888989},"labels":[],"label_agreement":null},{"id":"W203332948","doi":"10.1007/978-3-642-20850-8_14","title":"Motivation Research and SLA: Bringing it into the Classroom","year":2012,"lang":"en","type":"book-chapter","venue":"Second language learning and teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Likert scale; Psychology; Mathematics education; Scale (ratio); Population; Developmental psychology; Medicine","score_opus":0.04933720235544127,"score_gpt":0.2980682203198224,"score_spread":0.24873101796438113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W203332948","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.024283284,0.0712345,0.13433352,0.1379345,0.0036526553,0.00015257252,0.00011168142,0.0008512906,0.62744594],"genre_scores_gemma":[0.628603,0.040658843,0.07071116,0.012182188,0.003577063,0.0005563953,0.0002006917,0.00083366217,0.24267715],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.997498,0.0014842991,0.00007987634,0.00024767304,0.00046152607,0.00022868624],"domain_scores_gemma":[0.9957902,0.0027285102,0.00016148228,0.00027071114,0.00045217795,0.0005969859],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038910229,0.00067500863,0.0007319591,0.0019517007,0.0018697858,0.0078557925,0.0015040804,0.002467955,0.009122352],"category_scores_gemma":[0.0057447916,0.0003332883,0.0005593459,0.0015017978,0.009671961,0.011128822,0.005000602,0.0061766678,0.0018905236],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018326868,0.00018203203,0.0009790553,0.00035730563,0.000009337855,0.000071095346,0.0071675824,0.00024525615,0.00050309475,0.7700405,0.029111324,0.19131511],"study_design_scores_gemma":[0.000018070032,0.00007201413,0.0012611452,0.000756991,0.0000073571973,0.0001523635,0.0065595135,0.00089463475,0.0005838435,0.6628853,0.3267874,0.00002132576],"about_ca_topic_score_codex":0.0016145917,"about_ca_topic_score_gemma":0.002581928,"teacher_disagreement_score":0.009122352,"about_ca_system_score_codex":0.003511068,"about_ca_system_score_gemma":0.006735872,"threshold_uncertainty_score":0.03051728},"labels":[],"label_agreement":null},{"id":"W2033692989","doi":"10.5539/elt.v6n1p20","title":"Towards the Development of Communicative Language Approach for Adult EFL Students of the Community College, Taif University, KSA","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Oxford; University of Cambridge","keywords":"Psychology; Communicative language teaching; Mathematics education; Process (computing); Quality (philosophy); Foreign language; Communication skills; English language; Language education; Language assessment; English as a foreign language; Pedagogy; Medical education; Computer science","score_opus":0.038782689932298824,"score_gpt":0.28015235381867387,"score_spread":0.24136966388637504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2033692989","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96626306,0.0006097937,0.0033724813,0.002729806,0.00006472728,0.0003144462,0.000030335934,0.00008394292,0.026531374],"genre_scores_gemma":[0.94904846,0.0008427139,0.018706867,0.000508383,0.000013001334,0.00022271636,0.000047329188,0.000025129702,0.030585414],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99941874,0.00023592082,0.000020381867,0.00006817009,0.000112442576,0.00014433824],"domain_scores_gemma":[0.9985317,0.00012450009,0.00009793965,0.000029958088,0.00033505468,0.0008807662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015773072,0.00027397808,0.00012828349,0.0006218129,0.0033248828,0.002298639,0.0007181516,0.0006062649,0.0031939673],"category_scores_gemma":[0.0016071016,0.00018730886,0.00015270003,0.00022439861,0.0010937972,0.0008777844,0.002204363,0.0012126814,0.0007520255],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007066077,0.003339202,0.056976113,0.0004337702,0.0000063838665,0.0046242815,0.5821901,0.00013817,0.02082622,0.008065141,0.008244672,0.31508535],"study_design_scores_gemma":[0.00003507007,0.0010007436,0.1289123,0.0007084271,0.000024949148,0.0044735773,0.6112785,0.00073439535,0.009080311,0.002566841,0.24112241,0.000062555955],"about_ca_topic_score_codex":0.007813915,"about_ca_topic_score_gemma":0.02556162,"teacher_disagreement_score":0.007813915,"about_ca_system_score_codex":0.0021144515,"about_ca_system_score_gemma":0.009049058,"threshold_uncertainty_score":0.015536845},"labels":[],"label_agreement":null},{"id":"W2034433955","doi":"10.5430/ijhe.v2n4p123","title":"The Impact of Motivation on English Language Learning in the Gulf States","year":2013,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":90,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; English language; Motivation theory; Psychology; Field (mathematics); Second-language acquisition; Work (physics); Goal theory; Second language; Intrinsic motivation; Mathematics education; Linguistics; Social psychology; Engineering","score_opus":0.01702148121950838,"score_gpt":0.31426170901365014,"score_spread":0.2972402277941418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034433955","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980475,0.000043494718,0.000014286996,0.00017522858,0.0000031714003,0.0000037700515,0.0000079270685,5.03518e-7,0.0017041456],"genre_scores_gemma":[0.9996402,0.00006530931,0.0000246116,0.000024677667,0.0000020380191,0.0000038216212,0.000008396225,5.5015477e-7,0.00023038042],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991248,0.0004233908,0.00003724388,0.00004516263,0.00012118474,0.00024824977],"domain_scores_gemma":[0.99743205,0.0009039113,0.00063866476,0.000045651475,0.000296486,0.000683176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017182513,0.00014499271,0.00021034127,0.00087688066,0.0018085522,0.0019028535,0.00022994762,0.00038440237,0.0016943759],"category_scores_gemma":[0.0034874885,0.0001349808,0.00020105632,0.0006871655,0.0014903175,0.0005365116,0.0019372285,0.000759604,0.00013736839],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023340793,0.0007338019,0.8923892,0.00009174156,0.000030540545,0.00064380106,0.07604301,0.0002071047,0.0010212609,0.0035156517,0.00080326543,0.024287272],"study_design_scores_gemma":[0.0000070313426,0.00012331537,0.9157025,0.00007400133,0.0000097941775,0.000050774153,0.08131849,0.00024902314,0.00012536619,0.00042286643,0.0019046101,0.000012188667],"about_ca_topic_score_codex":0.017832085,"about_ca_topic_score_gemma":0.02882954,"teacher_disagreement_score":0.017832085,"about_ca_system_score_codex":0.0019327207,"about_ca_system_score_gemma":0.0018036272,"threshold_uncertainty_score":0.035456598},"labels":[],"label_agreement":null},{"id":"W2034479298","doi":"10.1177/136216880607074599","title":"Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners","year":2007,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":508,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Language proficiency; Task (project management); Recall; Affect (linguistics); Test (biology); Contrast (vision); Mathematics education; Cognitive psychology; Communication; Computer science; Artificial intelligence","score_opus":0.03435906384408872,"score_gpt":0.3513133029881351,"score_spread":0.3169542391440464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034479298","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996068,0.000013522322,0.0001301406,0.000007708652,8.1268206e-7,0.00000845876,0.0000052481187,0.0000029735381,0.00022435942],"genre_scores_gemma":[0.9993092,0.000017797245,0.00042388026,0.000008918864,0.000001741832,0.000033914184,0.000014429509,0.0000023762243,0.00018777723],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99553704,0.0024521346,0.00037406993,0.00067823485,0.00066947896,0.00028902187],"domain_scores_gemma":[0.9643884,0.027196113,0.0036314293,0.0012965368,0.0012778866,0.0022094853],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035244564,0.000491042,0.00044111957,0.0005310144,0.00077826245,0.0014544133,0.00043875168,0.0005071302,0.0023922361],"category_scores_gemma":[0.029696707,0.00028869451,0.00024218713,0.00018362483,0.0010571274,0.0011107435,0.002346971,0.00064497645,0.00036165782],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0052748076,0.0050604846,0.6054145,0.00047824605,0.0002983453,0.002345085,0.14540382,0.0010979132,0.10398494,0.00035566097,0.00036380455,0.12992246],"study_design_scores_gemma":[0.00021358991,0.012188612,0.89663243,0.00007198983,0.00015940296,0.0021866672,0.057071466,0.0016948698,0.027100196,0.00072026055,0.0018666482,0.00009392737],"about_ca_topic_score_codex":0.00054814894,"about_ca_topic_score_gemma":0.0006959952,"teacher_disagreement_score":0.0035244564,"about_ca_system_score_codex":0.0003119379,"about_ca_system_score_gemma":0.00034116136,"threshold_uncertainty_score":0.018639326},"labels":[],"label_agreement":null},{"id":"W2034486395","doi":"10.5539/elt.v6n4p64","title":"EFL Students’ Reflections on Peer Scaffolding in Making a Collaborative Oral Presentation","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Zone of proximal development; Peer feedback; Scaffold; Mathematics education; Presentation (obstetrics); Sociocultural evolution; English as a foreign language; Pedagogy; Computer science","score_opus":0.036019527135535176,"score_gpt":0.3568436706240103,"score_spread":0.3208241434884751,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034486395","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99202675,0.00011488695,0.0014200207,0.00042566346,0.00003247056,0.000052790445,0.0000171927,0.00004115066,0.0058690854],"genre_scores_gemma":[0.99465203,0.00013964948,0.000972978,0.00007984649,0.000018381179,0.00003579446,0.000017399665,0.000029505556,0.004054303],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99437743,0.003375211,0.00023032067,0.00040409662,0.00096257054,0.00065038574],"domain_scores_gemma":[0.98324436,0.011386335,0.0011837695,0.0010298126,0.001582167,0.0015736483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069008935,0.00063861965,0.0006832184,0.0010865425,0.0048105125,0.005100856,0.001176849,0.0015700766,0.003907712],"category_scores_gemma":[0.026472514,0.00043754498,0.00044792087,0.0006354837,0.0043829232,0.0024361636,0.0045021246,0.0030221315,0.0009167114],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071561866,0.00045518542,0.0062094806,0.00014166305,0.0000117392565,0.0016993609,0.9574056,0.00026067876,0.008416636,0.0010323941,0.0007253089,0.023570374],"study_design_scores_gemma":[0.000040370327,0.000943844,0.01761932,0.00024036517,0.000039781757,0.0014940698,0.92761266,0.0016141424,0.014315828,0.0018479147,0.03410861,0.00012317848],"about_ca_topic_score_codex":0.0028205186,"about_ca_topic_score_gemma":0.0033879138,"teacher_disagreement_score":0.0069008935,"about_ca_system_score_codex":0.001445444,"about_ca_system_score_gemma":0.0016296664,"threshold_uncertainty_score":0.036495864},"labels":[],"label_agreement":null},{"id":"W2034546924","doi":"10.3138/cmlr.1536","title":"Exploring the Relationship Between Training, Beliefs, and Teachers’ Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Apprenticeship; Psychology; Training (meteorology); Point (geometry); Mathematics education; Teacher education; Pedagogy; Mathematics","score_opus":0.18290512498136458,"score_gpt":0.31163395929435295,"score_spread":0.12872883431298837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034546924","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983602,0.00014362817,0.00026860848,0.00018970601,0.000004356588,0.000019962934,0.000010624583,0.0000026214805,0.0010001698],"genre_scores_gemma":[0.99816304,0.00020083952,0.0004040964,0.00005817686,0.0000043187815,0.000018147999,0.0000099387835,0.0000029125933,0.0011384635],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976931,0.0010873833,0.00016270347,0.00023657102,0.0004210334,0.00039917577],"domain_scores_gemma":[0.9922168,0.0049764435,0.0009689432,0.00023382997,0.0008706183,0.0007332537],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032045282,0.0002867518,0.0004773403,0.0013085222,0.0045148516,0.0021705157,0.0011752112,0.0012885745,0.0021024023],"category_scores_gemma":[0.007977743,0.00042471735,0.00029209405,0.0007937341,0.002717937,0.0012732161,0.0018159818,0.0013619465,0.00026948377],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013904205,0.0012153554,0.12186641,0.00025059332,0.000016704078,0.027089579,0.8189264,0.00015720137,0.0034763345,0.0004936544,0.00040375133,0.025964897],"study_design_scores_gemma":[0.00002600561,0.0006248902,0.08611888,0.00012111882,0.000022881926,0.0095643895,0.89615947,0.00034329126,0.0020906392,0.00016577098,0.0047214236,0.00004121403],"about_ca_topic_score_codex":0.028009895,"about_ca_topic_score_gemma":0.057368565,"teacher_disagreement_score":0.028009895,"about_ca_system_score_codex":0.0029251531,"about_ca_system_score_gemma":0.002714153,"threshold_uncertainty_score":0.055693686},"labels":[],"label_agreement":null},{"id":"W2034760431","doi":"10.3138/cmlr.57.3.377","title":"Interlanguage Development of Spanish Learners: Comprehension, Production, and Interaction","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Interlanguage; Comprehension; Psychology; Grammar; Task (project management); Active listening; Linguistics; Mathematics education; Cognitive psychology; Communication; Engineering","score_opus":0.029645169518521395,"score_gpt":0.2414272591945108,"score_spread":0.2117820896759894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034760431","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980313,0.0002323907,0.00015686474,0.000034735633,0.0000018014724,0.0000072936673,0.00000823199,0.0000043869627,0.0015229728],"genre_scores_gemma":[0.9983072,0.00030627393,0.00030870194,0.000022566548,0.0000036084064,0.000019904865,0.000028121132,0.000005253165,0.000998307],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99882454,0.0005051444,0.0000522655,0.00013455092,0.00034549256,0.00013793902],"domain_scores_gemma":[0.99776936,0.0010899234,0.0004043494,0.00007871595,0.00038754215,0.00027013244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001251899,0.00030398375,0.00038642425,0.0010413091,0.0003631553,0.0011253892,0.00027448658,0.00034437826,0.0014364894],"category_scores_gemma":[0.0061945426,0.00009846875,0.00014609795,0.00040116176,0.0006349764,0.00039709898,0.0007531622,0.00026431066,0.00029734834],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007583711,0.0010218341,0.5796897,0.00026291076,0.000086372835,0.0024849626,0.1552876,0.00020832317,0.047758944,0.00034683314,0.0005451767,0.21154906],"study_design_scores_gemma":[0.000042711265,0.0011542352,0.9123747,0.000044626377,0.00005155078,0.0017643857,0.07400521,0.00033545293,0.0051988508,0.00049620436,0.0045001274,0.000032079504],"about_ca_topic_score_codex":0.004750337,"about_ca_topic_score_gemma":0.005584931,"teacher_disagreement_score":0.004750337,"about_ca_system_score_codex":0.00050682307,"about_ca_system_score_gemma":0.0006034321,"threshold_uncertainty_score":0.009445369},"labels":[],"label_agreement":null},{"id":"W2034764148","doi":"10.30827/digibug.31616","title":"Motivation and second language acquisition","year":2007,"lang":"es","type":"article","venue":"Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":630,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Second-language acquisition; Cognitive psychology; Linguistics; Philosophy","score_opus":0.010586432350312137,"score_gpt":0.2463529589178184,"score_spread":0.23576652656750624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034764148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9661261,0.00036521556,0.00065193634,0.00040787386,0.0000136560575,0.000023823653,0.000031183994,0.000016167525,0.032364067],"genre_scores_gemma":[0.9931605,0.0001366248,0.00031448333,0.000052707775,0.0000064728843,0.000015914327,0.000031300864,0.0000073854935,0.0062745064],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9988525,0.0003513319,0.000037380807,0.00011663064,0.00023475057,0.0004074868],"domain_scores_gemma":[0.9964418,0.0010988399,0.0008242683,0.0001228271,0.0005682279,0.0009440271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012517691,0.00025992337,0.0002907931,0.0012720961,0.001195223,0.0035608455,0.00032481374,0.0005576172,0.006734858],"category_scores_gemma":[0.0039415257,0.0001588036,0.00031169562,0.0005228344,0.0014535196,0.0008353203,0.0017051575,0.0010237274,0.00071562105],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050104794,0.0016645595,0.6126824,0.00030520852,0.00011845731,0.0016717964,0.057694063,0.000997886,0.009961228,0.12455864,0.0023890159,0.1874557],"study_design_scores_gemma":[0.00007078617,0.0007914082,0.92231154,0.00017618416,0.000035579436,0.0011814348,0.016839378,0.001587773,0.0019656047,0.02582948,0.029133877,0.00007690841],"about_ca_topic_score_codex":0.0060797716,"about_ca_topic_score_gemma":0.0064541786,"teacher_disagreement_score":0.006734858,"about_ca_system_score_codex":0.0017905248,"about_ca_system_score_gemma":0.0019319574,"threshold_uncertainty_score":0.022530317},"labels":[],"label_agreement":null},{"id":"W2034872911","doi":"10.1177/0033688214568096","title":"It’s Not <i>Who</i> You Are! It’s <i>How</i> You Teach! Critical Competencies Associated with Effective Teaching","year":2015,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Pedagogy; Sociology; Ethnic group; Mathematics education; Race (biology); Field (mathematics); Point (geometry); Psychology; Gender studies","score_opus":0.04743585490895643,"score_gpt":0.2712525129609766,"score_spread":0.22381665805202014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034872911","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28859803,0.0065650665,0.021464368,0.10594152,0.0011802753,0.00010268322,0.000055130662,0.00011694403,0.575976],"genre_scores_gemma":[0.96338516,0.0028284101,0.0067801154,0.0041459478,0.0002605268,0.00006946589,0.00002823288,0.0000482356,0.022453863],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99618644,0.0018253734,0.00019474639,0.00027316765,0.0010082462,0.00051203213],"domain_scores_gemma":[0.9858897,0.0049397894,0.002020716,0.00085053407,0.0028486785,0.0034506603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004119813,0.00019104782,0.0002228851,0.00096608716,0.0036649324,0.0066406666,0.00045785922,0.0011540821,0.0055335006],"category_scores_gemma":[0.012238906,0.00013787007,0.00017362955,0.0004642832,0.0133665325,0.00480299,0.004264926,0.003016069,0.0010287752],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007282384,0.000399811,0.056017645,0.0008187625,0.0000291599,0.0010476481,0.24939778,0.00045350555,0.00400683,0.40158436,0.030214358,0.25595728],"study_design_scores_gemma":[0.00001750279,0.00024606427,0.06675929,0.002018261,0.000036394267,0.0028897629,0.3292624,0.0006384984,0.004550017,0.19090925,0.40256947,0.00010308341],"about_ca_topic_score_codex":0.0064303414,"about_ca_topic_score_gemma":0.010476632,"teacher_disagreement_score":0.0066406666,"about_ca_system_score_codex":0.0021270318,"about_ca_system_score_gemma":0.007159029,"threshold_uncertainty_score":0.021787941},"labels":[],"label_agreement":null},{"id":"W2035428377","doi":"10.5539/hes.v2n1p27","title":"Using Weblog in Learning English and Encouraging Adaptation among International Students in Perlis","year":2012,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Ministry of Higher Education, Malaysia","keywords":"Adaptation (eye); Bachelor; Psychology; Mathematics education; Sociocultural evolution; Language proficiency; Language acquisition; Geography; Sociology","score_opus":0.11426251031445124,"score_gpt":0.376126203973521,"score_spread":0.26186369365906975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035428377","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99917763,0.00003447925,0.000032759406,0.000046485566,0.0000028381187,0.0000061005812,0.0000034872155,0.0000031649577,0.0006930281],"genre_scores_gemma":[0.99886984,0.00008209084,0.0001391142,0.0000404591,0.0000033497065,0.000008673426,0.000009576093,0.0000020020027,0.00084485445],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990766,0.000377892,0.000053032316,0.00007596645,0.0002052456,0.00021131415],"domain_scores_gemma":[0.9967796,0.0009266879,0.00077206764,0.00014551406,0.00031104044,0.001065126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012626426,0.00023157953,0.00024805666,0.00057013414,0.00071383925,0.0016191016,0.00034525566,0.00039360166,0.0017963577],"category_scores_gemma":[0.004615293,0.00019492517,0.0001782137,0.00033943183,0.0004254934,0.00070577476,0.0010117447,0.0007260833,0.00042445326],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034854736,0.0050811763,0.81473,0.0002210519,0.000033317716,0.0015560844,0.04523175,0.00012291955,0.008587522,0.0001584869,0.0007181619,0.12321108],"study_design_scores_gemma":[0.000013652012,0.0021676389,0.9340855,0.00007368211,0.000039661914,0.0009967881,0.054565888,0.0003294977,0.0031409797,0.00011390101,0.004440336,0.000032434862],"about_ca_topic_score_codex":0.0010695399,"about_ca_topic_score_gemma":0.0024915044,"teacher_disagreement_score":0.0017963577,"about_ca_system_score_codex":0.00035287937,"about_ca_system_score_gemma":0.0005015958,"threshold_uncertainty_score":0.0066776276},"labels":[],"label_agreement":null},{"id":"W2035533280","doi":"10.2167/la419.0","title":"The<i>His</i>/<i>Her</i>Challenge: Making Progress in a ‘Regular’ L2 Programme","year":2007,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Concordia University","keywords":"Interlanguage; Psychology; Possessive; Contrastive analysis; Second-language acquisition; Intervention (counseling); Language acquisition; Linguistics; Mathematics education; Language proficiency","score_opus":0.030677673144755953,"score_gpt":0.30166468892116954,"score_spread":0.2709870157764136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035533280","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99695206,0.000045595967,0.00042555682,0.00010541515,0.00001106126,0.00010818384,0.000014195977,0.000018855875,0.0023189988],"genre_scores_gemma":[0.9886952,0.000173352,0.006073479,0.00019273323,0.000014238939,0.00038692146,0.00009681823,0.000019173931,0.004348004],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99848443,0.000737206,0.00005101641,0.00023980527,0.00019362214,0.00029386292],"domain_scores_gemma":[0.9975552,0.00071408914,0.00019839659,0.00032136583,0.00021470596,0.0009964032],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030131799,0.0004460062,0.0004859646,0.0003486616,0.0012588486,0.0013333109,0.0013029726,0.0009667579,0.0023697882],"category_scores_gemma":[0.0050911424,0.00022996363,0.0003469222,0.00015662501,0.0010531457,0.0010174443,0.0028230743,0.0012072991,0.00068690843],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032804473,0.068544365,0.050476313,0.0023619458,0.00014017845,0.003149016,0.22031799,0.0020848492,0.074647255,0.0022302498,0.0066196746,0.5661477],"study_design_scores_gemma":[0.0035642148,0.08353746,0.48590863,0.0016553788,0.0004960392,0.0042656255,0.18241286,0.004627044,0.08935566,0.0046856953,0.13902743,0.0004639743],"about_ca_topic_score_codex":0.0036170406,"about_ca_topic_score_gemma":0.007798609,"teacher_disagreement_score":0.0036170406,"about_ca_system_score_codex":0.0010740918,"about_ca_system_score_gemma":0.0018203798,"threshold_uncertainty_score":0.015935421},"labels":[],"label_agreement":null},{"id":"W2035624697","doi":"10.1177/1362168810375364","title":"Collaborative and individual output tasks and their effects on learning English phrasal verbs","year":2010,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":211,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Task (project management); Vocabulary; Psychology; Test (biology); Vocabulary learning; Task analysis; Computer science; Cognitive psychology; Linguistics","score_opus":0.029240000233641414,"score_gpt":0.3201116826273423,"score_spread":0.29087168239370087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035624697","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99804014,0.00009722287,0.0007705485,0.000017359069,0.0000064411847,0.00003700147,0.000012049794,0.000030567102,0.0009887104],"genre_scores_gemma":[0.99080515,0.00021597501,0.007188163,0.000029696635,0.000014675126,0.00020242782,0.00006127981,0.000028851726,0.001453821],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9972779,0.001145621,0.0002685226,0.00046159257,0.00062449934,0.0002217991],"domain_scores_gemma":[0.97959226,0.014727251,0.0025851394,0.0009758191,0.00062571774,0.0014939603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021101637,0.00087924214,0.000753196,0.00069123146,0.0005115774,0.0012164639,0.000782502,0.0006113493,0.0019456522],"category_scores_gemma":[0.018780643,0.0003145069,0.00050414057,0.0002723171,0.000633193,0.0009628041,0.0017557315,0.0007334939,0.00030767004],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.019206189,0.057179596,0.050201904,0.0025375588,0.0007030966,0.0014044932,0.015913589,0.005666095,0.23679413,0.0015518527,0.0008761444,0.60796535],"study_design_scores_gemma":[0.005232138,0.18279043,0.5021469,0.00079851557,0.0018566548,0.003356299,0.010773085,0.020847974,0.25038034,0.0060457094,0.015325567,0.00044637185],"about_ca_topic_score_codex":0.0008203373,"about_ca_topic_score_gemma":0.00093014806,"teacher_disagreement_score":0.0021101637,"about_ca_system_score_codex":0.00034494526,"about_ca_system_score_gemma":0.00052989123,"threshold_uncertainty_score":0.011159778},"labels":[],"label_agreement":null},{"id":"W2035872552","doi":"10.1017/s0272263100301061","title":"<b>PROCEEDINGS OF THE 1997 GENERATIVE APPROACHES TO SECONDLANGUAGE ACQUISITION CONFERENCE.</b><i>Silvina Montrul and RoumyanaSlabakova (Eds.)</i>. Montreal: Special Issue of the McGill Working Papers in Linguistics,Vol. 13: 1–2, 1998. Pp. 240. $25.00 paper.","year":2000,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Generative grammar; Linguistics; Library science; Sociology; Order (exchange); Media studies; Cognitive science; Computer science; Psychology; Philosophy","score_opus":0.037200277377779,"score_gpt":0.2442123928787743,"score_spread":0.2070121155009953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035872552","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0033926952,0.58575654,0.0070519256,0.05869688,0.030342644,0.00004677006,0.0013844533,0.0004352057,0.31289288],"genre_scores_gemma":[0.044051588,0.3786435,0.0052467706,0.0061080116,0.0154369045,0.00010029764,0.0031858876,0.0005038305,0.54672325],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99963474,0.00008370121,0.000022121998,0.00007289181,0.00013880603,0.000047606263],"domain_scores_gemma":[0.99883443,0.00057806214,0.0000666092,0.000072504685,0.00025659124,0.00019185875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010742899,0.00092846714,0.0007789752,0.0013234755,0.0008239222,0.003402058,0.00079691404,0.001320162,0.09086047],"category_scores_gemma":[0.0015467773,0.00044464564,0.00034921613,0.0024114547,0.0011179375,0.0029836616,0.001024611,0.0022195566,0.02361632],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059562193,0.000045971174,0.00029852043,0.00033263303,0.000020119933,0.00006634942,0.0003908323,0.00007844826,0.00035798957,0.004962002,0.8441311,0.1492564],"study_design_scores_gemma":[0.000017285249,0.000017156772,0.0027667903,0.000477929,0.000018794999,0.00022326884,0.00036458016,0.00010156238,0.00026555336,0.0054286993,0.99030674,0.000011614877],"about_ca_topic_score_codex":0.01290424,"about_ca_topic_score_gemma":0.03105639,"teacher_disagreement_score":0.09086047,"about_ca_system_score_codex":0.0029628205,"about_ca_system_score_gemma":0.0018781689,"threshold_uncertainty_score":0.30395854},"labels":[],"label_agreement":null},{"id":"W2036346593","doi":"10.5054/tj.2011.251840","title":"Teaching Languages Online","year":2011,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Mathematics education; Computer science; Philosophy","score_opus":0.08452852621107888,"score_gpt":0.28558588284325176,"score_spread":0.2010573566321729,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2036346593","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0056622634,0.08903186,0.0031144843,0.13960855,0.015027124,0.00009534925,0.0022348333,0.0016680891,0.7435574],"genre_scores_gemma":[0.011524328,0.018313762,0.00078631524,0.0043919063,0.0005377972,0.000020885322,0.00037855544,0.0003390973,0.9637073],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99927336,0.00010564116,0.000019822486,0.00010429505,0.00032816036,0.0001687481],"domain_scores_gemma":[0.99678075,0.00031721214,0.000080297,0.00013917584,0.0012981583,0.0013843594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013045892,0.00058788806,0.00031259318,0.0010580004,0.005272473,0.004406788,0.0006036374,0.0012025062,0.14867592],"category_scores_gemma":[0.0024285978,0.00038210134,0.0002093794,0.0015131047,0.0013561337,0.0054679886,0.0023845423,0.0019435514,0.07064875],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012749227,0.000016506972,0.00021023041,0.00006463955,8.9590657e-7,0.000030242285,0.0007043677,0.000013757384,0.0003051812,0.0027163916,0.9515629,0.04436222],"study_design_scores_gemma":[0.0000012803123,0.0000043964524,0.00065029017,0.000061492305,0.0000010007387,0.00003689941,0.0008804272,0.000016078106,0.00012683561,0.00032010998,0.997898,0.0000031848756],"about_ca_topic_score_codex":0.24093118,"about_ca_topic_score_gemma":0.5951803,"teacher_disagreement_score":0.24093118,"about_ca_system_score_codex":0.0059396755,"about_ca_system_score_gemma":0.012870422,"threshold_uncertainty_score":0.49737048},"labels":[],"label_agreement":null},{"id":"W2036434064","doi":"10.1177/13621688110150021002","title":"Book review: Anne Burns (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge. 196 pp. $24.95 (paperback). ISBN 978-0-415-99145-2","year":2011,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Action (physics); Psychology; Action research; Media studies; Sociology; Mathematics education; Physics","score_opus":0.1739784632418413,"score_gpt":0.4022890491773282,"score_spread":0.22831058593548692,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2036434064","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0001243063,0.9308605,0.00071419845,0.01858574,0.014628228,0.00014392045,0.0012141061,0.00016411627,0.03356483],"genre_scores_gemma":[0.0011486111,0.8478169,0.0012775081,0.008936212,0.0043489467,0.0002537247,0.0015025489,0.00014337592,0.1345722],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99889106,0.0001586023,0.00011405537,0.00015279044,0.0005991868,0.000084325795],"domain_scores_gemma":[0.9949582,0.0019854407,0.00044048607,0.00011912768,0.0021623336,0.00033432397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014781908,0.0020189937,0.0028921266,0.0053989203,0.0009786343,0.0033061097,0.0025553398,0.0028551966,0.10433097],"category_scores_gemma":[0.0062285606,0.00094735814,0.00083940994,0.0102302525,0.0008802983,0.0046925494,0.0016841976,0.0041795797,0.094794266],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001370671,0.000010579692,0.000036474932,0.002204664,0.000009079718,0.00003619384,0.00005567085,0.00004013383,0.00005828055,0.0003569524,0.9088665,0.08831175],"study_design_scores_gemma":[0.000010924108,0.000010252448,0.00025114906,0.0041259467,0.000014514969,0.00020252695,0.00006619418,0.000017799874,0.00004129314,0.00038078285,0.9948665,0.00001206797],"about_ca_topic_score_codex":0.01433474,"about_ca_topic_score_gemma":0.033091906,"teacher_disagreement_score":0.10433097,"about_ca_system_score_codex":0.0021755705,"about_ca_system_score_gemma":0.0061282795,"threshold_uncertainty_score":0.34902185},"labels":[],"label_agreement":null},{"id":"W2036932721","doi":"10.5539/ies.v3n1p174","title":"The Relationship between Language Learners’ Anxiety and Learning Strategy in the CLT Classrooms","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foreign language; Language acquisition; Context (archaeology); Mathematics education; Anxiety; Language assessment; Communicative language teaching; Language education; Teaching method; Pedagogy","score_opus":0.10317327710509881,"score_gpt":0.38305978731497087,"score_spread":0.27988651020987204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2036932721","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991966,0.00006474428,0.000046719466,0.00005492266,0.0000026325442,0.0000056715485,0.000005328364,0.000001956505,0.0006214512],"genre_scores_gemma":[0.9995751,0.000067027504,0.000036176112,0.00002408038,0.000003256648,0.000009485755,0.000010540707,8.850617e-7,0.0002734363],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989837,0.00024405675,0.00008893451,0.00009207474,0.00035397554,0.00023732],"domain_scores_gemma":[0.9964736,0.0011477703,0.0011404534,0.000075422904,0.00041230163,0.00075034815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007368308,0.00028259068,0.00026451133,0.0008173006,0.00054452923,0.0022210113,0.00027754708,0.00044843377,0.0015206828],"category_scores_gemma":[0.0040487964,0.0001602404,0.00037831138,0.00030203263,0.0007937752,0.00046508157,0.00087799766,0.0009424422,0.00013749825],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014305944,0.0012595879,0.9025919,0.0001727927,0.00009800474,0.001235108,0.06283585,0.00012758661,0.006202745,0.0004056116,0.00031894346,0.024608845],"study_design_scores_gemma":[0.000010501799,0.0005622136,0.9294525,0.000058328835,0.000061878505,0.000662098,0.06697283,0.0003970077,0.0006760994,0.00019900074,0.0009035591,0.000044029253],"about_ca_topic_score_codex":0.0034011237,"about_ca_topic_score_gemma":0.004509958,"teacher_disagreement_score":0.0034011237,"about_ca_system_score_codex":0.00071034435,"about_ca_system_score_gemma":0.00072577165,"threshold_uncertainty_score":0.0067626834},"labels":[],"label_agreement":null},{"id":"W2037157419","doi":"10.3138/cmlr.60.5.587","title":"Investigating the Effects of Oral Output on the Learning of Relative Clauses in English: Issues in the Psycholinguistic Requirements for Effective Output Tasks","year":2004,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Test (biology); Comprehension; Meaning (existential); Production (economics); Group (periodic table); Computer science; Psychology; Learning effect; Cognitive psychology; Linguistics; Engineering","score_opus":0.037464424911802054,"score_gpt":0.2863155238680585,"score_spread":0.24885109895625643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2037157419","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898165,0.0001362363,0.00031238407,0.00003065824,0.000006436044,0.000014944853,0.000006332734,0.0000028069783,0.00050847937],"genre_scores_gemma":[0.9961825,0.00055736664,0.0019139948,0.00004203035,0.00002477812,0.000054307555,0.00003316337,0.000008225397,0.00118345],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9994634,0.00021166667,0.00004490264,0.00007119704,0.00015723657,0.00005161908],"domain_scores_gemma":[0.99740845,0.001776381,0.00039795437,0.00010048898,0.00011987222,0.00019692695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010587772,0.00042629175,0.0004932821,0.00016702949,0.00019576651,0.0004820279,0.00024281577,0.0004050269,0.0023503823],"category_scores_gemma":[0.005140767,0.00012856626,0.00015017182,0.00012119366,0.0007662701,0.00043362856,0.00055797264,0.000614109,0.00023453173],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.021480262,0.014268725,0.02344821,0.0020942765,0.0001486168,0.0016091937,0.005647772,0.00087541423,0.6380797,0.0011476154,0.00019879105,0.29100147],"study_design_scores_gemma":[0.0027733769,0.2708711,0.2875942,0.00027301567,0.00060849264,0.0021286437,0.006691945,0.0019706606,0.41376397,0.00435207,0.008889764,0.00008280476],"about_ca_topic_score_codex":0.00029843237,"about_ca_topic_score_gemma":0.00040874118,"teacher_disagreement_score":0.0023503823,"about_ca_system_score_codex":0.000113121925,"about_ca_system_score_gemma":0.00028844224,"threshold_uncertainty_score":0.007862866},"labels":[],"label_agreement":null},{"id":"W2037756849","doi":"10.5539/elt.v5n3p202","title":"A Study of the Relationship between Iranian EFL Learners’ Level of Spatial Intelligence and Their Performance on Analytical and Perceptual Cloze Tests","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cloze test; Spatial ability; Perception; Reading (process); Test (biology); Theory of multiple intelligences; Variety (cybernetics); Mathematics education; Literacy; Cognitive psychology; Reading comprehension; Linguistics; Pedagogy; Artificial intelligence; Cognition","score_opus":0.1661136158748589,"score_gpt":0.3150846436695869,"score_spread":0.14897102779472798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2037756849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99924564,0.000072723145,0.000060344824,0.000022890794,0.0000019655745,0.0000037175043,0.000012269759,0.0000012521864,0.0005791156],"genre_scores_gemma":[0.9994899,0.00007134493,0.0001150783,0.000010382354,0.0000029348994,0.000004292809,0.000022929102,6.946032e-7,0.0002824307],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993443,0.00012932214,0.00007191117,0.000102110316,0.00026772774,0.00008464928],"domain_scores_gemma":[0.9954894,0.0012258858,0.0017284349,0.00016062298,0.00092686235,0.00046886018],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010383896,0.00027561816,0.00024236867,0.0012062208,0.00044651987,0.00057214696,0.00022713364,0.00028626094,0.0011531387],"category_scores_gemma":[0.005092548,0.00012797,0.00020438252,0.0008633713,0.0005964604,0.00048821117,0.00041450892,0.0005067026,0.0002269358],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044684664,0.00021315423,0.98657787,0.00002243332,0.000018361896,0.00020276222,0.0029036799,0.000040327828,0.00050149654,0.00008575428,0.00007412283,0.009315399],"study_design_scores_gemma":[0.0000036001938,0.00039424538,0.9940765,0.000013009136,0.000013248183,0.0004761402,0.0037579823,0.000181016,0.00051378505,0.00007478799,0.00048722888,0.000008414531],"about_ca_topic_score_codex":0.0036572774,"about_ca_topic_score_gemma":0.0032690554,"teacher_disagreement_score":0.0036572774,"about_ca_system_score_codex":0.00034108525,"about_ca_system_score_gemma":0.00072730536,"threshold_uncertainty_score":0.007272005},"labels":[],"label_agreement":null},{"id":"W2038202529","doi":"10.3138/cmlr.1768","title":"Attention to Form in Collaborative Writing Tasks: Comparing Pair and Small Group Interaction","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Toronto","keywords":"Collaborative writing; Task (project management); Psychology; Collaborative learning; Mathematics education; Focus (optics); Linguistics; Computer science; Pedagogy","score_opus":0.022904279091459027,"score_gpt":0.23294417345311197,"score_spread":0.21003989436165293,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038202529","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99402606,0.00018796117,0.0017272221,0.000055615663,0.000019568059,0.00008559621,0.000018245022,0.000038269423,0.0038414134],"genre_scores_gemma":[0.9962411,0.00012369518,0.0019577346,0.00004518103,0.000017127408,0.00016472892,0.00004237146,0.00001880423,0.0013894293],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99228877,0.004697747,0.0004160755,0.00102304,0.0012074066,0.00036700992],"domain_scores_gemma":[0.94601476,0.045043662,0.0034068997,0.0020247814,0.0020358132,0.0014740943],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052921567,0.0003961254,0.0009910506,0.0013919696,0.0008727209,0.0022800157,0.0007968534,0.0008399168,0.0036047501],"category_scores_gemma":[0.050399493,0.00023021965,0.0002990353,0.0007460788,0.0008209872,0.0015482635,0.0029881827,0.000609811,0.00074460456],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0045371084,0.0033655758,0.16090381,0.0016814541,0.00038022792,0.0011750229,0.22530577,0.00095156755,0.066448435,0.0010152871,0.0022356585,0.5320001],"study_design_scores_gemma":[0.0006123509,0.009553641,0.8280618,0.00048201962,0.00035617835,0.0018548284,0.11167746,0.0063018207,0.01926076,0.004755455,0.016834106,0.00024961933],"about_ca_topic_score_codex":0.000799507,"about_ca_topic_score_gemma":0.0009008341,"teacher_disagreement_score":0.0052921567,"about_ca_system_score_codex":0.0004564038,"about_ca_system_score_gemma":0.0005246071,"threshold_uncertainty_score":0.027987957},"labels":[],"label_agreement":null},{"id":"W2038351875","doi":"10.1174/1135640042360942","title":"Inmigración y aprendizaje de lenguas en Canadá","year":2004,"lang":"es","type":"article","venue":"Culture and Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science","score_opus":0.011043035992707857,"score_gpt":0.26832273023945435,"score_spread":0.2572796942467465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038351875","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9413341,0.001998851,0.00028236586,0.007844711,0.00009164297,0.000042633998,0.00072283176,0.0000363214,0.047646377],"genre_scores_gemma":[0.97178143,0.0019509069,0.0002069698,0.00054494734,0.000015676904,0.000012225696,0.00020308222,0.000015908374,0.025268737],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99844617,0.00016872518,0.00004211537,0.00011557371,0.0004644983,0.00076281896],"domain_scores_gemma":[0.99688244,0.00025026675,0.00033503317,0.000057800968,0.0013354861,0.0011390101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010068715,0.00025848727,0.00027475285,0.0021147956,0.011938713,0.0040656733,0.001015049,0.0006303843,0.008089493],"category_scores_gemma":[0.0029141258,0.0002125687,0.00016285609,0.004315649,0.003500688,0.0008970188,0.0029906356,0.001370514,0.00041105557],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030363476,0.00018071829,0.33745146,0.0005235577,0.000047374455,0.002328849,0.44530684,0.00066939724,0.0016881875,0.025467725,0.03455952,0.15147284],"study_design_scores_gemma":[0.000011105936,0.000056323624,0.3717374,0.00037144677,0.00003028191,0.00018799481,0.45979658,0.0003782051,0.0007502279,0.00070580636,0.16591126,0.000063417494],"about_ca_topic_score_codex":0.9959926,"about_ca_topic_score_gemma":0.9984933,"teacher_disagreement_score":0.07174127,"about_ca_system_score_codex":0.07174127,"about_ca_system_score_gemma":0.111947,"threshold_uncertainty_score":0.52052176},"labels":[],"label_agreement":null},{"id":"W2038710604","doi":"10.5539/elt.v5n3p95","title":"Developing Cultural Awareness in Foreign Language Teaching","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Intercultural communication; Cultural competence; Language education; Foreign language teaching; Foreign language; Pedagogy; Focus (optics); Teaching method; Communicative language teaching; Comprehension approach; Cultural diversity; Cultural influence; Language assessment; Linguistics; Sociology; Social science","score_opus":0.03490162091937609,"score_gpt":0.30235216188130365,"score_spread":0.26745054096192755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038710604","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9125721,0.003706919,0.0056811953,0.0034456875,0.00011941543,0.00006358214,0.0000062127006,0.000026699006,0.07437821],"genre_scores_gemma":[0.99772197,0.0006112661,0.0007079695,0.000105324565,0.000012706305,0.000009607756,0.0000013563683,0.0000030541407,0.0008267142],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99676204,0.0022815922,0.00009241373,0.0001419925,0.00032598732,0.00039600587],"domain_scores_gemma":[0.993619,0.004066406,0.00076898525,0.0001615179,0.0005468525,0.00083716476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047057676,0.00019025053,0.00017515871,0.0012645893,0.0023154048,0.0046363855,0.00036542505,0.00047656745,0.0013739628],"category_scores_gemma":[0.009704571,0.00019588097,0.00019513196,0.00056551525,0.0036268958,0.0029191705,0.0041594305,0.0015100704,0.00009802047],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011270317,0.0006076533,0.052586984,0.00051922724,0.000030907624,0.0016154789,0.4603437,0.00036807018,0.0049375184,0.05421813,0.0010644011,0.42359522],"study_design_scores_gemma":[0.0000317355,0.0005481505,0.14267491,0.0015318651,0.0001447332,0.002565335,0.7034656,0.001707251,0.012273459,0.058186647,0.07676952,0.00010082214],"about_ca_topic_score_codex":0.0030192665,"about_ca_topic_score_gemma":0.0031657729,"teacher_disagreement_score":0.0047057676,"about_ca_system_score_codex":0.0020648066,"about_ca_system_score_gemma":0.0043054875,"threshold_uncertainty_score":0.024886787},"labels":[],"label_agreement":null},{"id":"W2038789906","doi":"10.7202/602723ar","title":"Le rôle des faits phonétiques dans le décodage perceptif en langue seconde : état de la question","year":2009,"lang":"fr","type":"article","venue":"Revue québécoise de linguistique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Philosophy; Humanities","score_opus":0.010018435664349614,"score_gpt":0.2701295533864433,"score_spread":0.26011111772209367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038789906","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84706277,0.014330331,0.03878286,0.0071603227,0.00031155586,0.00007528644,0.0002555306,0.00017151488,0.091849886],"genre_scores_gemma":[0.9804063,0.0034019763,0.0055855787,0.00055806874,0.000112176866,0.00004712135,0.00008967245,0.000083680425,0.009715462],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99950624,0.00014046114,0.000025882415,0.00013588303,0.000116601615,0.000074860465],"domain_scores_gemma":[0.9973322,0.0016145473,0.00025053372,0.00024379855,0.00045624186,0.00010280353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016526388,0.0004448141,0.0003384134,0.0007055058,0.0009206679,0.003933176,0.00060014334,0.0017402355,0.0053234394],"category_scores_gemma":[0.0041531604,0.00033144036,0.00042789,0.0004825626,0.0037210034,0.007105714,0.0013177478,0.0016328776,0.0007947247],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007927743,0.00014503887,0.059013207,0.0018540152,0.00009243785,0.0051128985,0.28086868,0.0010169662,0.17897311,0.25136408,0.0021880101,0.21857886],"study_design_scores_gemma":[0.00008738611,0.00095306925,0.3793345,0.0016129857,0.00030293563,0.012184742,0.19971152,0.007373527,0.056304,0.16127954,0.18038017,0.00047569198],"about_ca_topic_score_codex":0.011157485,"about_ca_topic_score_gemma":0.008380648,"teacher_disagreement_score":0.011157485,"about_ca_system_score_codex":0.0010176421,"about_ca_system_score_gemma":0.0014814353,"threshold_uncertainty_score":0.022185087},"labels":[],"label_agreement":null},{"id":"W2038989640","doi":"10.1111/j.1467-971x.2007.00488.x","title":"Japanese working women and English study abroad","year":2007,"lang":"en","type":"article","venue":"World Englishes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"TOEIC; Perspective (graphical); Scale (ratio); Contradiction; Study abroad; Psychology; Descriptive research; Pedagogy; Sociology; Public relations; Political science; Social science; Geography","score_opus":0.02030216485490436,"score_gpt":0.24732425546982315,"score_spread":0.2270220906149188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038989640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98718077,0.00084663765,0.0001312715,0.0009925506,0.00005664821,0.000012493987,0.000035912213,0.0000035247897,0.010740176],"genre_scores_gemma":[0.99591917,0.00073841243,0.00007506243,0.000398553,0.000027583787,0.000023356091,0.000029373405,0.000005612667,0.0027828235],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99914694,0.00038127953,0.000044937555,0.00008691274,0.00009400825,0.0002460151],"domain_scores_gemma":[0.99850994,0.00064260326,0.0003147353,0.000053644093,0.0001806499,0.00029839118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016870638,0.00040544002,0.00033121865,0.00094722415,0.0048819412,0.0031779064,0.00046962357,0.00069262984,0.003858643],"category_scores_gemma":[0.0027838675,0.00021340621,0.00019530731,0.0013089654,0.0038958404,0.0015380181,0.0026725752,0.0008397215,0.0002968167],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038297385,0.000024013454,0.055890232,0.00012523742,0.0000067448086,0.00088641304,0.9376605,0.0000066126936,0.00046842257,0.00095313013,0.0005650239,0.0033753004],"study_design_scores_gemma":[0.000002805015,0.000022115692,0.028114984,0.00007149729,0.00001264923,0.00017608599,0.9642187,0.000011598567,0.0001093251,0.0000871176,0.0071671144,0.000005953351],"about_ca_topic_score_codex":0.033976097,"about_ca_topic_score_gemma":0.04291645,"teacher_disagreement_score":0.033976097,"about_ca_system_score_codex":0.0016633866,"about_ca_system_score_gemma":0.0023509983,"threshold_uncertainty_score":0.06755668},"labels":[],"label_agreement":null},{"id":"W2039139328","doi":"10.1016/j.jslw.2014.04.002","title":"Teacher assessment of grammatical ability in second language academic writing: A case study","year":2014,"lang":"en","type":"article","venue":"Journal of Second Language Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Second language writing; Linguistics; Computer science; Academic writing; Writing assessment; Mathematics education; Psychology; Second language; Philosophy","score_opus":0.02830187065077013,"score_gpt":0.3370044620007906,"score_spread":0.3087025913500205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039139328","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99687946,0.00009793466,0.0005841073,0.0001619546,0.000008699342,0.000050981304,0.00001720587,0.000010335988,0.0021892842],"genre_scores_gemma":[0.99704665,0.00012621973,0.00093752367,0.000038129077,0.000008068243,0.000034456476,0.000015996753,0.000009762649,0.0017832163],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9977323,0.0012019662,0.00021703537,0.00019634906,0.00043728185,0.00021501722],"domain_scores_gemma":[0.98788494,0.0076079085,0.000985327,0.0006526584,0.0018574795,0.0010117048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002457031,0.0003092153,0.0004805553,0.0014374317,0.0015237007,0.0010036621,0.0006913929,0.0010692155,0.0019330317],"category_scores_gemma":[0.019657958,0.00028017705,0.00026406936,0.0006344984,0.0010712169,0.00092102285,0.0012463839,0.0013930373,0.00041525936],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007693447,0.009634955,0.43426445,0.0005378752,0.000043634045,0.12907547,0.26601738,0.00072001846,0.015033922,0.0010144982,0.0018021167,0.14108646],"study_design_scores_gemma":[0.0002646851,0.008631428,0.45524386,0.00040566226,0.00018030535,0.3116999,0.17301866,0.0058542634,0.028477658,0.0015229587,0.014485479,0.00021520966],"about_ca_topic_score_codex":0.0037392073,"about_ca_topic_score_gemma":0.0077290474,"teacher_disagreement_score":0.0037392073,"about_ca_system_score_codex":0.001026588,"about_ca_system_score_gemma":0.0012359298,"threshold_uncertainty_score":0.01299423},"labels":[],"label_agreement":null},{"id":"W2039293092","doi":"10.1016/j.system.2013.10.008","title":"Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles","year":2013,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Grammar; Learning styles; Computer science; Linguistics; Mathematics education; Psychology; Natural language processing; Philosophy","score_opus":0.14099009604566276,"score_gpt":0.26775965588469397,"score_spread":0.1267695598390312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039293092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99778396,0.000022241411,0.00049526733,0.000031473162,0.0000036084277,0.000016345964,0.000027328248,0.000017462744,0.001602253],"genre_scores_gemma":[0.99831593,0.000026510972,0.0007389182,0.000018520053,0.000003700589,0.000020505324,0.000034374953,0.00001139139,0.0008301771],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979596,0.000748658,0.00016084935,0.00031591137,0.00061561674,0.00019931958],"domain_scores_gemma":[0.96120137,0.031444192,0.002449987,0.0017713921,0.0012312424,0.0019018112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037108473,0.0002555455,0.00044204146,0.0007678922,0.00024134116,0.0016987029,0.0006142026,0.00050372287,0.0050511984],"category_scores_gemma":[0.032728173,0.0001862659,0.00022955923,0.0004287809,0.0006631798,0.0015111816,0.0011974141,0.0008550896,0.00070509606],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018733354,0.0132151125,0.6109966,0.00048088896,0.00041936204,0.0004287247,0.009139187,0.0041945064,0.048735894,0.005147237,0.00079744804,0.28771177],"study_design_scores_gemma":[0.0014428844,0.017406724,0.867358,0.00012982741,0.0005062649,0.0009775879,0.008807429,0.031147258,0.04865604,0.0207789,0.0026799527,0.000109170396],"about_ca_topic_score_codex":0.0005046336,"about_ca_topic_score_gemma":0.0007170216,"teacher_disagreement_score":0.0050511984,"about_ca_system_score_codex":0.00035268682,"about_ca_system_score_gemma":0.0005991937,"threshold_uncertainty_score":0.019625068},"labels":[],"label_agreement":null},{"id":"W2039515141","doi":"10.1558/wap.v1i1.37","title":"Pedagogical Applications of a Second Language Writing Model at Elementary and Middle School Levels","year":2010,"lang":"en","type":"article","venue":"Writing & Pedagogy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Action research; Mathematics education; Pedagogy; Psychology; Computer science; Sociology","score_opus":0.08888973549768724,"score_gpt":0.34526740756327745,"score_spread":0.2563776720655902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039515141","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5686821,0.00071690104,0.24446577,0.004829756,0.0001513164,0.0013531388,0.00008734541,0.0006101788,0.1791035],"genre_scores_gemma":[0.89717275,0.00019953812,0.09059649,0.00016354932,0.000008242908,0.00062436477,0.000043071035,0.000025988329,0.011166089],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9966164,0.0020280746,0.00012288144,0.00033744655,0.00067597424,0.00021920695],"domain_scores_gemma":[0.9953284,0.0027377545,0.0002634068,0.0005411168,0.0005752835,0.0005540753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032339215,0.0005179773,0.00030627285,0.0010700098,0.0020745362,0.004098053,0.0012338032,0.0013139154,0.0031690141],"category_scores_gemma":[0.005677618,0.00033860994,0.0005182316,0.0005158812,0.0037119426,0.0026300012,0.0029149058,0.0012442874,0.00043212657],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029295217,0.002364276,0.036622405,0.0009580013,0.00004788661,0.0011261009,0.26213107,0.012821161,0.01310815,0.23687679,0.0025850313,0.43106613],"study_design_scores_gemma":[0.0008746766,0.0044810893,0.06241336,0.0017957694,0.0001542951,0.0031847155,0.27845109,0.0753501,0.025621839,0.2364625,0.31099632,0.0002143109],"about_ca_topic_score_codex":0.008486242,"about_ca_topic_score_gemma":0.014339631,"teacher_disagreement_score":0.008486242,"about_ca_system_score_codex":0.004365372,"about_ca_system_score_gemma":0.00997616,"threshold_uncertainty_score":0.031673133},"labels":[],"label_agreement":null},{"id":"W2039553678","doi":"10.1017/s0272263101241060","title":"<b>BACKGROUND SPEAKERS: DIVERSITY AND ITS MANAGEMENT IN THELOTE CLASSROOM.</b><i>Michael Clyne, Sue Fernandez, Imogen Y. Chen, and RenataSummo-O'Connell.</i> Belconnen, ACT, Australia: Language Australia, 1997. Pp. vi +177. A$30.80 paper.","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Chen; Diversity (politics); Foreign language; Perception; Sociology; First language; Psychology; Second language; Linguistics; Pedagogy; Political science; Law; Anthropology","score_opus":0.06783390923840137,"score_gpt":0.31216032626072937,"score_spread":0.244326417022328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039553678","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.041726347,0.2843771,0.0017342976,0.4415358,0.0069061588,0.00010062133,0.00029765087,0.00014586633,0.2231762],"genre_scores_gemma":[0.41424283,0.19582064,0.0023859278,0.025666669,0.005018515,0.00024320162,0.0004620899,0.00015654894,0.35600352],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993919,0.0002020967,0.00002089394,0.000055041844,0.00016776292,0.00016238616],"domain_scores_gemma":[0.9978955,0.0004525265,0.00012404246,0.000029099901,0.00031259336,0.0011861792],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012921294,0.00030622643,0.0002644599,0.0011004076,0.003896081,0.004502582,0.00094830047,0.0016996105,0.024726959],"category_scores_gemma":[0.0022670848,0.0002576947,0.0001305718,0.0014830388,0.001967929,0.0048305835,0.0037257278,0.0020501835,0.0032406775],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003386807,0.00015645659,0.008004186,0.00026912964,0.000008833186,0.00023984941,0.017631616,0.00006672603,0.00021302479,0.011836494,0.7437705,0.21776937],"study_design_scores_gemma":[0.000014358713,0.00009559916,0.050707355,0.0014340252,0.000020368609,0.00043944173,0.09355917,0.00024187686,0.00031950945,0.01130197,0.8418355,0.000030717427],"about_ca_topic_score_codex":0.032408874,"about_ca_topic_score_gemma":0.091151044,"teacher_disagreement_score":0.032408874,"about_ca_system_score_codex":0.0025731432,"about_ca_system_score_gemma":0.0035326688,"threshold_uncertainty_score":0.08271992},"labels":[],"label_agreement":null},{"id":"W2039789961","doi":"10.1111/j.1467-9922.2009.00511.x","title":"Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":233,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Psychology; Task (project management); Linguistics; Degree (music); Cognitive psychology; Mathematics education","score_opus":0.004921858506747019,"score_gpt":0.2269677504165615,"score_spread":0.2220458919098145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039789961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99620384,0.00011775046,0.002728158,0.0000227715,0.000006793891,0.000043133623,0.000020789244,0.000038438582,0.00081839145],"genre_scores_gemma":[0.99507314,0.000119420365,0.0042233025,0.000020049934,0.000008762468,0.000092875365,0.000042976208,0.00002410843,0.00039533884],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9852904,0.010212996,0.000878203,0.00093851454,0.002225583,0.00045429933],"domain_scores_gemma":[0.910749,0.07380467,0.007869143,0.0038116183,0.0022875217,0.001477927],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065236455,0.0008265793,0.00067240954,0.0005777483,0.0005897026,0.0011191069,0.00047369598,0.00057034264,0.0016382141],"category_scores_gemma":[0.056003187,0.00040887698,0.0002963479,0.00025556915,0.0007907553,0.0010659184,0.0018636804,0.0008314601,0.0002453938],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014528676,0.0025496578,0.11919505,0.002061075,0.00043355318,0.0015799016,0.056655753,0.0015053105,0.5582014,0.00073281274,0.00025955637,0.24229725],"study_design_scores_gemma":[0.00039841663,0.020695172,0.7999895,0.00036165898,0.00063739275,0.0024748198,0.021402303,0.0050761215,0.1428784,0.0014688884,0.0043411287,0.0002761127],"about_ca_topic_score_codex":0.00062806526,"about_ca_topic_score_gemma":0.0014241162,"teacher_disagreement_score":0.0065236455,"about_ca_system_score_codex":0.0003538386,"about_ca_system_score_gemma":0.00038973146,"threshold_uncertainty_score":0.034500718},"labels":[],"label_agreement":null},{"id":"W2040356585","doi":"10.3138/cmlr.1273.487","title":"L’intégration du Portfolio européen des langues en milieu ouest-canadien minoritaire et universitaire","year":2013,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Sociology; Art","score_opus":0.011539321880401772,"score_gpt":0.2123541804402797,"score_spread":0.20081485855987793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040356585","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7155881,0.0027858235,0.0097406125,0.0071621435,0.00019597566,0.00008796981,0.00040112526,0.00010911683,0.26392922],"genre_scores_gemma":[0.9496827,0.0008589864,0.003031682,0.00025968385,0.000029010731,0.00003870361,0.00019220044,0.000029628543,0.045877423],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99778,0.00075294793,0.00009610611,0.00027006012,0.0006186544,0.0004822448],"domain_scores_gemma":[0.9964271,0.0005512102,0.00042243567,0.00019970004,0.0012885485,0.0011110683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031805313,0.00042067745,0.00027608575,0.0029661113,0.0039687282,0.012335518,0.0005725695,0.00091422553,0.012880277],"category_scores_gemma":[0.0058251764,0.00016643586,0.00026838225,0.0042815027,0.0018167063,0.004445357,0.0042792284,0.0010943172,0.0010122277],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002676278,0.00025016564,0.14745964,0.00021510497,0.00013872079,0.0015843121,0.08921734,0.0029399614,0.002405411,0.4039455,0.012326566,0.33924967],"study_design_scores_gemma":[0.00003748971,0.00023461448,0.26747638,0.00064330484,0.00011756594,0.00095406815,0.119997494,0.0043394826,0.0017291931,0.034278683,0.57009506,0.00009667944],"about_ca_topic_score_codex":0.156627,"about_ca_topic_score_gemma":0.1852441,"teacher_disagreement_score":0.843373,"about_ca_system_score_codex":0.010241128,"about_ca_system_score_gemma":0.012809975,"threshold_uncertainty_score":0.31143063},"labels":[],"label_agreement":null},{"id":"W2040799564","doi":"10.1080/09571730385200151","title":"SLA research in the classroom/SLA research for the classroom","year":2003,"lang":"en","type":"article","venue":"Language Learning Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Mathematics education; Second-language acquisition; Pedagogy; Linguistics","score_opus":0.22297809518222805,"score_gpt":0.42866316520421016,"score_spread":0.2056850700219821,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040799564","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028558018,0.44086018,0.02117148,0.17061561,0.009063223,0.000118210606,0.002023047,0.00084002205,0.3267502],"genre_scores_gemma":[0.6253467,0.25400725,0.016463203,0.014434395,0.0032872576,0.00031922327,0.0018818724,0.0006891692,0.08357089],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978587,0.0007152948,0.00021325442,0.00022429346,0.0007225155,0.00026592283],"domain_scores_gemma":[0.9836045,0.0057072877,0.0016766127,0.00095906464,0.0066843294,0.0013681296],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0047541508,0.0004865718,0.00046549074,0.0024983885,0.0028542804,0.0038479976,0.001012089,0.0022473563,0.011239509],"category_scores_gemma":[0.01119785,0.0004958402,0.00023528922,0.0028243016,0.0034487923,0.016870921,0.0034619572,0.0043619494,0.004423659],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015644559,0.0002249786,0.003624579,0.0012168742,0.000029025154,0.00016359318,0.016158508,0.0002198,0.0008464389,0.10798753,0.46514875,0.4042234],"study_design_scores_gemma":[0.000083514264,0.00023568314,0.02888142,0.007734801,0.00017093448,0.00058136095,0.058637317,0.0003672342,0.0024917482,0.122054055,0.778686,0.00007593531],"about_ca_topic_score_codex":0.013591372,"about_ca_topic_score_gemma":0.017652208,"teacher_disagreement_score":0.9952459,"about_ca_system_score_codex":0.002346636,"about_ca_system_score_gemma":0.0066749263,"threshold_uncertainty_score":0.03759986},"labels":[],"label_agreement":null},{"id":"W2040939530","doi":"10.1016/s1060-3743(01)00042-x","title":"The effect of corrections and commentaries on the journal writing accuracy of minority- and majority-language students","year":2001,"lang":"en","type":"article","venue":"Journal of Second Language Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":204,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Context (archaeology); Mathematics education; Peer feedback; Significant difference; Psychology; Written language; Second language writing; Pedagogy; Second language; Linguistics; Mathematics","score_opus":0.012515442249322424,"score_gpt":0.28296445903409323,"score_spread":0.2704490167847708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040939530","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9928792,0.00034476235,0.00030519514,0.0019619318,0.0003722801,0.000049848062,0.00027425145,0.00009524423,0.0037172579],"genre_scores_gemma":[0.99473685,0.00016082746,0.0008021941,0.0004356594,0.0001818048,0.000040790906,0.0002508112,0.0001189789,0.003271995],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9417821,0.029489562,0.009367015,0.0049678544,0.0120369615,0.0023564135],"domain_scores_gemma":[0.16457994,0.67666787,0.06981131,0.01949708,0.05911479,0.010329037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038857292,0.0006547144,0.0009630875,0.0029137323,0.0026698858,0.0049237325,0.0015672111,0.0021936733,0.006883722],"category_scores_gemma":[0.50009894,0.0006997068,0.0010821992,0.002008358,0.001755322,0.0025183726,0.002855859,0.0025962244,0.002700218],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.034953088,0.003591309,0.6665441,0.0007810474,0.0010171625,0.0011494901,0.048996884,0.00113716,0.011260429,0.0008777466,0.014738802,0.21495274],"study_design_scores_gemma":[0.0010119271,0.004946162,0.93387645,0.0005484024,0.0010731902,0.0011481355,0.022886168,0.0039408975,0.020354139,0.0013813642,0.008547428,0.00028570316],"about_ca_topic_score_codex":0.0052173184,"about_ca_topic_score_gemma":0.0066518546,"teacher_disagreement_score":0.038857292,"about_ca_system_score_codex":0.0014892805,"about_ca_system_score_gemma":0.0030693626,"threshold_uncertainty_score":0.20549947},"labels":[],"label_agreement":null},{"id":"W2040976585","doi":"10.5539/ass.v5n2p84","title":"Accuracy &amp; Fluency – Inspiration from Error-correction of Interlanguage Theory","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interlanguage; Fluency; Relation (database); Linguistics; Value (mathematics); Computer science; Psychology; Cognitive psychology; Artificial intelligence; Mathematics education; Philosophy; Machine learning","score_opus":0.026977590096661223,"score_gpt":0.29951116396483646,"score_spread":0.2725335738681752,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040976585","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.047256578,0.01918875,0.6464694,0.017258158,0.0011767424,0.00012055472,0.00033984976,0.0007836843,0.26740623],"genre_scores_gemma":[0.88602,0.005418964,0.0862596,0.0014202386,0.00083385326,0.00020264722,0.00013904675,0.00030062464,0.019404903],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9941414,0.0022260658,0.000598434,0.00085596315,0.001906457,0.00027156298],"domain_scores_gemma":[0.97559345,0.01703137,0.0017152259,0.0021448259,0.0032142918,0.00030085945],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050280467,0.00063047354,0.00064015226,0.0038250796,0.001043385,0.00380587,0.0018597497,0.0016039945,0.0024389604],"category_scores_gemma":[0.019248169,0.0002496963,0.0007271421,0.002206095,0.014581215,0.0059036594,0.0021741942,0.0023316005,0.00067422714],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002863935,0.000031913663,0.0022638252,0.00018867142,0.000027476164,0.00026844558,0.0037245813,0.0024475753,0.0003417532,0.9031317,0.0025049273,0.08504054],"study_design_scores_gemma":[0.000011447776,0.000045053024,0.0018507942,0.00016735528,0.000019890284,0.0004824863,0.00047000873,0.0061214357,0.0010750447,0.9626037,0.027114317,0.000038315105],"about_ca_topic_score_codex":0.0024278506,"about_ca_topic_score_gemma":0.000938208,"teacher_disagreement_score":0.0050280467,"about_ca_system_score_codex":0.0025633045,"about_ca_system_score_gemma":0.0014154884,"threshold_uncertainty_score":0.026591182},"labels":[],"label_agreement":null},{"id":"W2041076505","doi":"10.3138/cmlr.57.2.245","title":"Apprendre en sciences, c'est apprendre à «parler sciences»: des élèves de l'immersion nous parlent des réactions chimiques","year":2000,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Physics; Philosophy","score_opus":0.023044676713433066,"score_gpt":0.2580257074510358,"score_spread":0.23498103073760274,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041076505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68881303,0.003952654,0.026999846,0.011723468,0.0006360986,0.00010612063,0.00017278695,0.00030180125,0.2672942],"genre_scores_gemma":[0.91346616,0.0022418005,0.0062131593,0.0012495683,0.00007125732,0.00007311917,0.000099791956,0.00017187932,0.07641329],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955987,0.0014038817,0.00014350488,0.00072283624,0.0015152801,0.00061587297],"domain_scores_gemma":[0.9954607,0.0013894521,0.00046598396,0.00051566906,0.0012484967,0.00091970933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036056906,0.00058321346,0.00042914035,0.0007564437,0.0045344974,0.00737984,0.0007081847,0.0017633296,0.017176451],"category_scores_gemma":[0.00603634,0.00034290517,0.00074387406,0.00063099654,0.006001061,0.0056281723,0.005938369,0.0031017987,0.0027604643],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006382143,0.0003606394,0.033943586,0.0012114362,0.000119298384,0.0013576885,0.44509402,0.002026431,0.047811158,0.23595007,0.012194382,0.21929309],"study_design_scores_gemma":[0.000029178178,0.0006237094,0.037578765,0.0005164883,0.00009617185,0.0007688573,0.16389184,0.0011230229,0.014784557,0.045052648,0.73535216,0.0001825157],"about_ca_topic_score_codex":0.010859834,"about_ca_topic_score_gemma":0.014705596,"teacher_disagreement_score":0.017176451,"about_ca_system_score_codex":0.0036585217,"about_ca_system_score_gemma":0.004915753,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W2041574865","doi":"10.5539/elt.v4n2p55","title":"A Study on the Relationship between University Students’ Chinese Writing Proficiency and Their English Writing Proficiency","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Negative transfer; Grammar; First language; Coherence (philosophical gambling strategy); Pearson product-moment correlation coefficient; Linguistics; Second language writing; Mathematics education; Second language; Statistics; Mathematics","score_opus":0.06331479373653932,"score_gpt":0.27899974455813065,"score_spread":0.21568495082159134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041574865","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995621,0.000016026164,0.000014806889,0.000009606135,0.0000014158595,0.0000041436297,0.000006742897,5.511883e-7,0.00038453247],"genre_scores_gemma":[0.9995334,0.000029257675,0.00003081915,0.0000074396503,0.0000022291913,0.0000103720195,0.00001581482,4.6416824e-7,0.00037024624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991285,0.0002409791,0.00009677403,0.00011661226,0.00025797964,0.00015909786],"domain_scores_gemma":[0.99029,0.0042528035,0.0015503211,0.00038691593,0.0013293248,0.002190496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001596188,0.00025150384,0.0002797177,0.0011778275,0.0011381963,0.00087954674,0.00024700433,0.00032635924,0.0041593215],"category_scores_gemma":[0.0075437026,0.00016206203,0.0003982831,0.001185019,0.0006403438,0.00055212516,0.0006236346,0.0007612453,0.0004524599],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011173855,0.00081257924,0.9719864,0.000039387764,0.000036632748,0.0003331276,0.013264253,0.00003540255,0.001076163,0.00009281296,0.00012153896,0.01208999],"study_design_scores_gemma":[0.0000048043867,0.00042870044,0.9921631,0.000008035971,0.00001317529,0.000107994165,0.0066490625,0.00006639338,0.00027317845,0.000018471535,0.00026015015,0.000006900709],"about_ca_topic_score_codex":0.0053355927,"about_ca_topic_score_gemma":0.006021866,"teacher_disagreement_score":0.0053355927,"about_ca_system_score_codex":0.0005851079,"about_ca_system_score_gemma":0.0012365197,"threshold_uncertainty_score":0.013914347},"labels":[],"label_agreement":null},{"id":"W2041581686","doi":"10.3138/cmlr.67.1.029","title":"Exploring the Testing Process: Three Test Takers’ Observed and Reported Strategy Use over Time and Testing Contexts","year":2011,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Process (computing); Context (archaeology); Psychology; Test strategy; Point (geometry); Test preparation; Computer science; Engineering; Mathematics","score_opus":0.25019475802847396,"score_gpt":0.24608499470000197,"score_spread":0.004109763328471988,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041581686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99931514,0.0000615949,0.00023497804,0.000029557841,0.0000015451012,0.00002181794,0.000021173371,0.0000073875367,0.0003069014],"genre_scores_gemma":[0.99854505,0.000086325424,0.00054657075,0.000033625012,0.000003146164,0.000056362336,0.00007212608,0.0000069266953,0.0006499031],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969194,0.0013387466,0.00031667587,0.0003217404,0.00075841864,0.00034495624],"domain_scores_gemma":[0.97820866,0.011618906,0.0038243062,0.0015411029,0.0030591544,0.0017478578],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005309495,0.00052456156,0.0006214367,0.0019110442,0.0011915262,0.0024295775,0.0010153933,0.0012068972,0.001035916],"category_scores_gemma":[0.03038861,0.00042133406,0.0004975444,0.0009838861,0.0015911948,0.001055106,0.0020892604,0.0012747251,0.00038323406],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004112121,0.00079873716,0.44889498,0.00013604668,0.00009329865,0.0027560336,0.47705632,0.00019504466,0.021029776,0.00023725083,0.00035628275,0.048035067],"study_design_scores_gemma":[0.00003172806,0.002168511,0.7290218,0.000091834634,0.000050218823,0.0024434112,0.25382972,0.0008556702,0.007724499,0.00035980748,0.0032780392,0.0001448329],"about_ca_topic_score_codex":0.008043686,"about_ca_topic_score_gemma":0.0100141615,"teacher_disagreement_score":0.008043686,"about_ca_system_score_codex":0.0010665165,"about_ca_system_score_gemma":0.00061748043,"threshold_uncertainty_score":0.028079629},"labels":[],"label_agreement":null},{"id":"W2041591248","doi":"10.5430/wjel.v4n1p9","title":"The Impact of Computer-Mediated Communication Environments on Foreign Language Learning: A Review of the Literature","year":2014,"lang":"en","type":"review","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Language acquisition; Foreign language; Mathematics education; Psychology","score_opus":0.017124140012059447,"score_gpt":0.2918097920318718,"score_spread":0.2746856520198123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041591248","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00015760596,0.9992312,0.00002489461,0.00011206171,0.000048945913,0.0000031646748,0.00000663232,0.000001532659,0.00041386078],"genre_scores_gemma":[0.0010581377,0.99870515,0.00006082882,0.00006428598,0.000046458048,0.0000045705797,0.000006855837,5.2933035e-7,0.0000533163],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99876934,0.00032543644,0.00023914916,0.00015173569,0.0004507074,0.000063599495],"domain_scores_gemma":[0.9919178,0.006383356,0.00066334667,0.00006655762,0.00082499656,0.00014392812],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019051454,0.0009356144,0.0015952073,0.0055085532,0.0005145535,0.002033573,0.0009255758,0.0016461484,0.003222478],"category_scores_gemma":[0.0063501047,0.00041949673,0.00083782896,0.006389647,0.0008258817,0.0023148046,0.00092573016,0.0010374413,0.0007734424],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053712498,0.00006697448,0.00064476306,0.11601406,0.00020721616,0.00022598286,0.00042677444,0.0001716618,0.00041883052,0.0015036722,0.006868254,0.873398],"study_design_scores_gemma":[0.00003632365,0.00036755097,0.014244591,0.24693988,0.0020156524,0.004160242,0.0023042052,0.0001704134,0.0010351633,0.002172603,0.72645825,0.0000951956],"about_ca_topic_score_codex":0.003461181,"about_ca_topic_score_gemma":0.005542574,"teacher_disagreement_score":0.0055085532,"about_ca_system_score_codex":0.0010821641,"about_ca_system_score_gemma":0.0038515874,"threshold_uncertainty_score":0.010780215},"labels":[],"label_agreement":null},{"id":"W2041664466","doi":"10.1016/j.jslw.2012.05.005","title":"Comparative research, research syntheses, and adopting instruments in second language writing","year":2012,"lang":"en","type":"article","venue":"Journal of Second Language Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Counterfactual thinking; Persuasion; Mediation; Counterfactual conditional; Psychology; Social psychology; Self-efficacy; Developmental psychology; Sociology","score_opus":0.1614281941363826,"score_gpt":0.4024573048907987,"score_spread":0.24102911075441608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041664466","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7301219,0.02335806,0.07422213,0.008087148,0.001210409,0.0029437519,0.00063013163,0.00011211168,0.15931427],"genre_scores_gemma":[0.9551844,0.0032143516,0.03675648,0.00036707873,0.00011639983,0.0020258783,0.00020473606,0.00005029316,0.0020804778],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.8188945,0.15626355,0.011803746,0.0043187407,0.00681059,0.0019089637],"domain_scores_gemma":[0.6259678,0.32292777,0.011439377,0.017962702,0.020324694,0.0013777469],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.14533502,0.0010603145,0.00094418443,0.020069093,0.0060225315,0.014490602,0.0029454567,0.0021474692,0.0056280526],"category_scores_gemma":[0.26845056,0.0006919311,0.0009837155,0.022478616,0.01752827,0.023103464,0.009764626,0.0026834935,0.00044268917],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054049183,0.0008131975,0.036877997,0.0038403573,0.0002759957,0.0004730049,0.31557068,0.0006965551,0.0021141807,0.37731537,0.0022059921,0.25927627],"study_design_scores_gemma":[0.00030196045,0.0013386604,0.041529696,0.007698941,0.0006304392,0.0009932228,0.7402525,0.002929555,0.009973523,0.14880677,0.045398984,0.00014573507],"about_ca_topic_score_codex":0.002199622,"about_ca_topic_score_gemma":0.003596139,"teacher_disagreement_score":0.854665,"about_ca_system_score_codex":0.008767821,"about_ca_system_score_gemma":0.011333025,"threshold_uncertainty_score":0.76861423},"labels":[],"label_agreement":null},{"id":"W2041671028","doi":"10.3138/cmlr.59.2.264","title":"Never Quite a ‘Native Speaker’: Accent and Identity in the L2 - and the L1","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":159,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Stress (linguistics); Identity (music); Linguistics; Second-language acquisition; Metaphor; First language; Appropriation; Sociocultural evolution; Context (archaeology); Psychology; Focus (optics); Language acquisition; Sociology; History","score_opus":0.026606146469877336,"score_gpt":0.24310751625966184,"score_spread":0.21650136978978451,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041671028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9466584,0.0020279472,0.0005824169,0.0025781328,0.000061133556,0.000006601995,0.000016198715,0.0000057521825,0.04806332],"genre_scores_gemma":[0.9969013,0.00043529147,0.00005909858,0.00017049754,0.00001776903,0.000002787239,0.000005890712,0.0000035734458,0.0024037817],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99826956,0.0010417182,0.000045802277,0.0001436117,0.00030122534,0.00019803847],"domain_scores_gemma":[0.9970099,0.0015052826,0.00052561244,0.00013096874,0.00036955051,0.0004588095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027556547,0.00013855433,0.0002764967,0.0007386872,0.002041754,0.004420871,0.00035030214,0.00067278073,0.002134627],"category_scores_gemma":[0.0058907615,0.00012385857,0.000101478574,0.0008246125,0.004383708,0.0024653347,0.002153079,0.0010647409,0.00043920797],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023199385,0.00019033003,0.09777197,0.00009346977,0.00002398923,0.0017229349,0.79830855,0.00007518806,0.0014794949,0.039193086,0.0023789124,0.05853013],"study_design_scores_gemma":[0.000023472658,0.0002367853,0.20627674,0.00019411596,0.000041293824,0.0018882905,0.7487594,0.0003063943,0.0010697772,0.012435032,0.028704869,0.000063778905],"about_ca_topic_score_codex":0.021789359,"about_ca_topic_score_gemma":0.02436089,"teacher_disagreement_score":0.021789359,"about_ca_system_score_codex":0.0012661972,"about_ca_system_score_gemma":0.001109223,"threshold_uncertainty_score":0.043325067},"labels":[],"label_agreement":null},{"id":"W2041888683","doi":"10.5539/ijel.v1n2p155","title":"Self-expressions, Socialization and Learning in Dialogue Journals: Features of Beginner Writers in Second Language Writing","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Socialization; Collaborative writing; Mathematics education; Group (periodic table); Collaborative learning; Computer science; Psychology; Second language writing; Second language; Pedagogy; Linguistics; Social psychology","score_opus":0.025404364897679665,"score_gpt":0.28090346362527735,"score_spread":0.2554990987275977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2041888683","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995376,0.000106225925,0.0005859607,0.00008091584,0.000006605005,0.000014680477,0.00000656606,0.000022577711,0.0038003384],"genre_scores_gemma":[0.9984388,0.00004996825,0.00058297446,0.00001992593,0.0000085070415,0.000016478927,0.000014870329,0.000008339327,0.0008602331],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983885,0.0008210737,0.000079515,0.0001665561,0.00042131322,0.00012304571],"domain_scores_gemma":[0.9928929,0.0037763885,0.0014920979,0.00039628122,0.0005444974,0.0008978884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012801369,0.00021973999,0.0002592282,0.0012178278,0.0018464344,0.0029585923,0.00046802752,0.00071584,0.0009957255],"category_scores_gemma":[0.008910377,0.00018310748,0.00021627253,0.00055537856,0.0019716225,0.0019098251,0.0018016523,0.00060284865,0.00019448147],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029246972,0.00040518554,0.115746334,0.00024515984,0.000034888246,0.0030751151,0.7604433,0.00010942227,0.045335986,0.0020163213,0.0005701077,0.07172575],"study_design_scores_gemma":[0.000033819488,0.0006910326,0.47911495,0.00011028814,0.00005127672,0.013172096,0.47583264,0.00097022887,0.009145446,0.003046895,0.017732877,0.000098436794],"about_ca_topic_score_codex":0.00031661737,"about_ca_topic_score_gemma":0.0006111676,"teacher_disagreement_score":0.0029585923,"about_ca_system_score_codex":0.00042653768,"about_ca_system_score_gemma":0.0004926968,"threshold_uncertainty_score":0.006770134},"labels":[],"label_agreement":null},{"id":"W2043475046","doi":"10.5539/elt.v2n3p44","title":"Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Stress (linguistics); Psychology; Dilemma; Perception; Quarter (Canadian coin); Test (biology); Nest (protein structural motif); First language; Mathematics education; Pedagogy; Social psychology; Linguistics; Chemistry","score_opus":0.01866744266967767,"score_gpt":0.28793079843391794,"score_spread":0.26926335576424026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043475046","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988669,0.00005380471,0.0000333023,0.00016996739,0.00000916529,0.000002501129,0.0000037506954,0.00000224879,0.0008584151],"genre_scores_gemma":[0.99928826,0.000061946455,0.000022228678,0.0000759201,0.00000521488,0.0000027913293,0.000004414518,0.0000016852496,0.00053754274],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988939,0.00045340866,0.000074342846,0.0000795378,0.00028600762,0.00021283876],"domain_scores_gemma":[0.99559104,0.00091344916,0.0011121177,0.00009824166,0.00057202816,0.0017131632],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017243442,0.00018176735,0.00023959157,0.00043715895,0.0016307047,0.0030511285,0.0002346984,0.00057653204,0.0027437666],"category_scores_gemma":[0.0051430888,0.00020695318,0.00024845218,0.00019870151,0.0012945678,0.00077829923,0.0011437088,0.001069996,0.00040666148],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022633548,0.00040760674,0.53902787,0.00013139768,0.00004720272,0.0023922143,0.42839953,0.0000982752,0.008291841,0.0004950333,0.0011944092,0.019288303],"study_design_scores_gemma":[0.00001295724,0.00045529762,0.21750315,0.000052262214,0.000029231185,0.0011118983,0.775999,0.00022998403,0.0011619016,0.0001304345,0.003274982,0.000038939674],"about_ca_topic_score_codex":0.00606393,"about_ca_topic_score_gemma":0.010081246,"teacher_disagreement_score":0.00606393,"about_ca_system_score_codex":0.0004930708,"about_ca_system_score_gemma":0.00076714583,"threshold_uncertainty_score":0.012057304},"labels":[],"label_agreement":null},{"id":"W2043529006","doi":"10.1111/0023-8333.00149","title":"Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":394,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Feeling; Competence (human resources); Path analysis (statistics); Perception; Self-determination theory; Style (visual arts); Autonomy; Intrinsic motivation; Social psychology; Goal theory; Linguistic competence; Linguistics","score_opus":0.012064234573278583,"score_gpt":0.26580420087400064,"score_spread":0.25373996630072204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043529006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997353,0.000012465544,0.000009017511,0.000009836476,0.0000011953537,0.0000018314978,0.000006986211,6.6262277e-7,0.00022270194],"genre_scores_gemma":[0.9988237,0.000052693413,0.000037411293,0.00001776256,0.0000037823866,0.000009857112,0.00004022881,0.0000017637992,0.0010128522],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99974245,0.0000652566,0.000024163879,0.000030929128,0.00007300033,0.00006408585],"domain_scores_gemma":[0.9977391,0.0004592151,0.0008844296,0.00005723427,0.00020637247,0.0006537144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00090548926,0.0003198247,0.00026123042,0.000664695,0.00048524135,0.0016019867,0.00020305374,0.00042423746,0.0023800193],"category_scores_gemma":[0.0024123187,0.00021799315,0.00022148818,0.0002503853,0.0004702115,0.0003755463,0.0006401309,0.00059188885,0.0005277885],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023187464,0.0006259204,0.96672845,0.000029602103,0.000026856647,0.00022855183,0.01948214,0.000060809005,0.0032946966,0.0000793313,0.00015899092,0.009052694],"study_design_scores_gemma":[0.000023187567,0.00041424375,0.9644771,0.0000182434,0.000015109635,0.0002180327,0.03323727,0.00021883742,0.0005704013,0.0000715922,0.00072181795,0.000014096695],"about_ca_topic_score_codex":0.0029921844,"about_ca_topic_score_gemma":0.005919854,"teacher_disagreement_score":0.0029921844,"about_ca_system_score_codex":0.00034617292,"about_ca_system_score_gemma":0.0003279521,"threshold_uncertainty_score":0.007961929},"labels":[],"label_agreement":null},{"id":"W2043579540","doi":"10.5539/elt.v4n4p65","title":"Towards a Class-centred Approach to EFL Teaching in the Palestinian Context","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Context (archaeology); Mathematics education; Psychology; Communicative language teaching; Teaching method; Pedagogy; Language education; Language acquisition; Computer science","score_opus":0.05441039106958862,"score_gpt":0.25001045295268043,"score_spread":0.1956000618830918,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043579540","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53832287,0.010183642,0.060961176,0.047061536,0.0009112949,0.0005847218,0.00006439575,0.0002378968,0.3416724],"genre_scores_gemma":[0.96414554,0.0010842665,0.015611249,0.0022895122,0.00011607873,0.00023032236,0.000017214708,0.000028104665,0.016477808],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99673957,0.0023225497,0.000052504292,0.00030135512,0.0001908111,0.00039322718],"domain_scores_gemma":[0.9987488,0.00046696907,0.0001068834,0.00010144611,0.000116875824,0.0004589227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004531384,0.0004756375,0.00019851518,0.0007893366,0.0092446,0.007913859,0.0016639861,0.0018061721,0.004401515],"category_scores_gemma":[0.001932855,0.00030862805,0.00022540108,0.0005419101,0.010445411,0.0023013526,0.008357995,0.0036028326,0.00051355077],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008923382,0.0009025318,0.011141377,0.0006898293,0.000017238523,0.0021154361,0.5070121,0.0011991159,0.005800296,0.25145578,0.008665446,0.21091166],"study_design_scores_gemma":[0.00008847277,0.00034678783,0.02838194,0.0009845395,0.000017841277,0.0018666517,0.36538112,0.0012389472,0.0029421397,0.07945546,0.519232,0.000064132226],"about_ca_topic_score_codex":0.008008383,"about_ca_topic_score_gemma":0.018773654,"teacher_disagreement_score":0.0092446,"about_ca_system_score_codex":0.008161187,"about_ca_system_score_gemma":0.00864654,"threshold_uncertainty_score":0.059213817},"labels":[],"label_agreement":null},{"id":"W2043804694","doi":"10.1353/lan.2006.0042","title":"Becoming a translator: An introduction to the theory and practice of translation. 2nd edn. By Douglas Robinson. London: Routledge, 2003. Pp. ix, 301. ISBN 0415300339. $32.95.","year":2006,"lang":"en","type":"article","venue":"Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Language acquisition; Foreign language; Feeling; Cognitive psychology; Pleasure; Aptitude; Linguistics; First language; Second-language acquisition; Social psychology; Developmental psychology; Mathematics education","score_opus":0.011989322518140555,"score_gpt":0.2534109511081026,"score_spread":0.24142162858996202,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043804694","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00055522315,0.8994561,0.00871158,0.024532372,0.007841057,0.000100818565,0.00039773836,0.00045941756,0.057945795],"genre_scores_gemma":[0.00847626,0.8284281,0.016627328,0.0069022826,0.0051497603,0.0004368555,0.00060665957,0.000652859,0.13271986],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99819225,0.0006346429,0.00024629434,0.00028609714,0.00052498817,0.00011565193],"domain_scores_gemma":[0.99637187,0.0023435636,0.00032218563,0.00020381786,0.00044002308,0.00031851677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028988174,0.0024610595,0.002181679,0.0047884476,0.0018660163,0.0066872137,0.0022091696,0.005392444,0.056808416],"category_scores_gemma":[0.004743412,0.002242724,0.0012630996,0.006234818,0.005577812,0.012058999,0.00365036,0.0061072186,0.04377717],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048471178,0.00009138626,0.0002593143,0.0037130844,0.00002642414,0.00027716384,0.0044726944,0.00045726084,0.00055818644,0.03397384,0.5801109,0.37601116],"study_design_scores_gemma":[0.0000069342636,0.000038973056,0.00045907666,0.0023319595,0.000005360367,0.00042484546,0.0010823703,0.00010779612,0.000076759956,0.015262731,0.9801799,0.000023338573],"about_ca_topic_score_codex":0.0038871455,"about_ca_topic_score_gemma":0.006649495,"teacher_disagreement_score":0.056808416,"about_ca_system_score_codex":0.002593064,"about_ca_system_score_gemma":0.004776439,"threshold_uncertainty_score":0.19004309},"labels":[],"label_agreement":null},{"id":"W2044367593","doi":"10.1111/j.1944-9720.2004.tb02693.x","title":"What Underlies Immersion Students' Production: The Case Of Avoir Besoin De","year":2004,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Utterance; Psychology; Linguistics; Cognition; Language production; Meaning (existential); Mathematics education; Pedagogy","score_opus":0.04588734222329925,"score_gpt":0.32284809267236236,"score_spread":0.2769607504490631,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2044367593","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98084784,0.00007759439,0.0061454442,0.0008207428,0.000028454277,0.000040739204,0.00003432205,0.00008741461,0.011917481],"genre_scores_gemma":[0.997026,0.000032075717,0.0010869382,0.000068796646,0.000008660654,0.000020878815,0.000024199693,0.000040021143,0.0016923466],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952434,0.0028135793,0.00013933874,0.0005491893,0.00072573574,0.0005288205],"domain_scores_gemma":[0.99068516,0.0061371787,0.0008814827,0.00051116553,0.0007541508,0.0010307522],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027262347,0.0007437305,0.0005574657,0.0011152554,0.005149402,0.0060720774,0.0013968445,0.0033765675,0.00461064],"category_scores_gemma":[0.014599773,0.000698265,0.00054126896,0.0005066398,0.006828348,0.0025542097,0.0045879823,0.0035149842,0.00083857373],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001036956,0.00008937824,0.0098744845,0.000076435776,0.000019944902,0.004642681,0.9630476,0.00023781546,0.009286141,0.0058835787,0.0004714066,0.0062667113],"study_design_scores_gemma":[0.000041574534,0.00034974015,0.019873757,0.00015638587,0.000039999573,0.0074246284,0.9239704,0.0032349022,0.0072115995,0.0066720983,0.030884147,0.0001408169],"about_ca_topic_score_codex":0.0068700057,"about_ca_topic_score_gemma":0.006696818,"teacher_disagreement_score":0.0068700057,"about_ca_system_score_codex":0.0017721284,"about_ca_system_score_gemma":0.0012805845,"threshold_uncertainty_score":0.015424073},"labels":[],"label_agreement":null},{"id":"W2044646783","doi":"10.5539/ijel.v1n2p18","title":"From Perceptions to Practice: Factors Affecting Recast","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Notice; Perception; Affect (linguistics); Psychology; Cognitive psychology; Focus (optics); Social psychology; Computer science; Communication; Political science; Law","score_opus":0.059108779152813984,"score_gpt":0.31787319178388934,"score_spread":0.25876441263107536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2044646783","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9241463,0.032239363,0.0084610535,0.004313257,0.00017940874,0.00019968163,0.00014142839,0.000119763106,0.030199734],"genre_scores_gemma":[0.9882059,0.008550455,0.0015630855,0.00052709074,0.000040254283,0.00004653561,0.000056844074,0.0000345724,0.00097533985],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9751847,0.0115792,0.0030783499,0.0012478665,0.008391942,0.0005179958],"domain_scores_gemma":[0.8344848,0.12046242,0.021977639,0.0023486495,0.018471519,0.0022548886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018231407,0.00025247686,0.0004663008,0.002418393,0.0005247371,0.0040886714,0.000900744,0.0009780253,0.0022587455],"category_scores_gemma":[0.118986644,0.0004101602,0.00045061854,0.0016660357,0.0018008411,0.0047258385,0.0019434644,0.0012908655,0.00043916254],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048734108,0.00035462476,0.16623737,0.015838018,0.0003879291,0.0020672155,0.48536322,0.0004081389,0.0057903826,0.0046311314,0.0025545564,0.3158801],"study_design_scores_gemma":[0.000075366246,0.001654761,0.32334045,0.008499052,0.000521943,0.0054554357,0.5365564,0.0008389367,0.005283486,0.004152044,0.11335451,0.00026766138],"about_ca_topic_score_codex":0.0018885568,"about_ca_topic_score_gemma":0.002151254,"teacher_disagreement_score":0.018231407,"about_ca_system_score_codex":0.0014158707,"about_ca_system_score_gemma":0.0023954737,"threshold_uncertainty_score":0.09641802},"labels":[],"label_agreement":null},{"id":"W2044655202","doi":"10.5539/ijel.v3n2p14","title":"Challenges and Strategies for Teachers and Learners of English as a Second Language: The Case of an Urban Primary School in Kenya","year":2013,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Vocabulary; Mathematics education; Language acquisition; Psychology; Pedagogy; Linguistics; Geography","score_opus":0.02347577456186562,"score_gpt":0.28279024023122623,"score_spread":0.2593144656693606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2044655202","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97396064,0.0006185355,0.00071209425,0.006795687,0.000048952137,0.0001089792,0.000026074216,0.000014332226,0.017714623],"genre_scores_gemma":[0.9865052,0.0008658205,0.0011856206,0.0007371953,0.000020789095,0.000087140994,0.000020521575,0.000018307252,0.010559317],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99656147,0.0018232224,0.00007367893,0.00023102123,0.00023925192,0.0010713921],"domain_scores_gemma":[0.99775773,0.00082961994,0.0002228976,0.00004937082,0.00016039133,0.0009800845],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002400317,0.00081217085,0.00064903044,0.00098518,0.03751768,0.0066512404,0.0022401283,0.005280094,0.0045219064],"category_scores_gemma":[0.0034035393,0.0008298715,0.0004911258,0.000893283,0.009111828,0.0032905058,0.006513545,0.0037985528,0.0007925368],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053568896,0.0004134333,0.011348985,0.00014031885,0.000007652369,0.041775566,0.92922276,0.0002762024,0.0008636624,0.0064423187,0.0021171265,0.0073384354],"study_design_scores_gemma":[0.000011409504,0.00007322469,0.0027568783,0.000072849536,0.000005864988,0.003159835,0.9794662,0.00014760962,0.00015486417,0.00056340656,0.013573177,0.000014704724],"about_ca_topic_score_codex":0.06595571,"about_ca_topic_score_gemma":0.21247047,"teacher_disagreement_score":0.06595571,"about_ca_system_score_codex":0.007717431,"about_ca_system_score_gemma":0.008788404,"threshold_uncertainty_score":0.13114357},"labels":[],"label_agreement":null},{"id":"W2044736179","doi":"10.3138/cmlr.66.4.557","title":"Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Inclusion (mineral); Context (archaeology); Pedagogy; Exploratory research; Scaffold; Mathematics education; Psychology; Special needs; Process (computing); Computer science; Sociology","score_opus":0.041078760065393925,"score_gpt":0.27230150334213155,"score_spread":0.2312227432767376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2044736179","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937577,0.00015413505,0.0010563161,0.00051052886,0.000015345764,0.000105296975,0.00002934067,0.000025807283,0.0043455684],"genre_scores_gemma":[0.99376196,0.0002420191,0.0018451376,0.000103834725,0.000009747354,0.00008201017,0.000022490683,0.0000142280505,0.003918588],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99230593,0.004838661,0.00020894264,0.0005476514,0.000813646,0.0012852853],"domain_scores_gemma":[0.99405354,0.0034449068,0.00062223535,0.00029054584,0.000591816,0.0009969827],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038693468,0.0010474704,0.0010253082,0.001905584,0.011670443,0.0047908453,0.0030112064,0.0038455985,0.0020820312],"category_scores_gemma":[0.010089943,0.00054824696,0.0005148,0.0012192758,0.0054227426,0.0019401227,0.004173057,0.0020833097,0.0005510818],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007872501,0.00073616725,0.010590457,0.00014510323,0.000012554279,0.01637476,0.9481066,0.00032598013,0.0024733152,0.0026110092,0.00069889653,0.017846474],"study_design_scores_gemma":[0.000013149299,0.00045067028,0.0077971364,0.00015609826,0.000019806339,0.00439954,0.9603227,0.0004930842,0.0018703669,0.00050496554,0.02393096,0.000041504965],"about_ca_topic_score_codex":0.048902813,"about_ca_topic_score_gemma":0.12186753,"teacher_disagreement_score":0.048902813,"about_ca_system_score_codex":0.006896633,"about_ca_system_score_gemma":0.003954932,"threshold_uncertainty_score":0.097236335},"labels":[],"label_agreement":null},{"id":"W2044979802","doi":"10.1353/cml.2007.0004","title":"Apprentissage coop�ratif et prises de parole en langue cible dans deux classes d'immersion","year":2006,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Physics; Humanities; Art","score_opus":0.012480642347305582,"score_gpt":0.23340171610329127,"score_spread":0.2209210737559857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2044979802","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972543,0.0001289807,0.0001546358,0.00030080596,0.000027614104,0.0000682657,0.00003263202,0.000006919101,0.002025838],"genre_scores_gemma":[0.9894484,0.00020125463,0.0006376884,0.0001408848,0.000009405052,0.00024237104,0.00005101731,0.000006783799,0.009262156],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99820435,0.0004398654,0.00007817052,0.00024004297,0.00035508207,0.00068248576],"domain_scores_gemma":[0.9972754,0.000347062,0.00024495175,0.00008859914,0.0006219592,0.0014220858],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024388316,0.00042379808,0.00072382385,0.00067879737,0.004089534,0.00213609,0.0009826326,0.001036764,0.006816423],"category_scores_gemma":[0.0036268928,0.00042164305,0.0005715943,0.00036229863,0.0021871335,0.0009953674,0.003505182,0.002209835,0.000908658],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000510026,0.0033197887,0.16955471,0.00034530103,0.000035713954,0.0017578328,0.73036516,0.00012711907,0.008966585,0.0014126793,0.0027399494,0.080865175],"study_design_scores_gemma":[0.000049677736,0.002726812,0.34900787,0.00036418324,0.000042787447,0.00044385472,0.6162693,0.00023783176,0.001978722,0.0005030895,0.028290162,0.00008566591],"about_ca_topic_score_codex":0.059538495,"about_ca_topic_score_gemma":0.15255624,"teacher_disagreement_score":0.059538495,"about_ca_system_score_codex":0.0041912897,"about_ca_system_score_gemma":0.007442544,"threshold_uncertainty_score":0.118383884},"labels":[],"label_agreement":null},{"id":"W2045582681","doi":"10.5539/ass.v10n1p1","title":"Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom","year":2013,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; English studies; Foreign language; Language assessment; Reading (process); Target culture; Context (archaeology); Psychology; Pedagogy; First language; Perception; Sociology; Linguistics; History","score_opus":0.0151334765872064,"score_gpt":0.2976698680576637,"score_spread":0.28253639147045734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2045582681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984623,0.0000828634,0.000044965516,0.00012630799,0.0000037339255,0.000007927535,0.0000055637347,0.0000014990463,0.001264774],"genre_scores_gemma":[0.99830246,0.0002254679,0.000090788504,0.00012707741,0.0000031179948,0.00001454156,0.000014614075,0.0000021429664,0.0012196453],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990472,0.00033478363,0.000070707305,0.00009587806,0.00020465691,0.00024679463],"domain_scores_gemma":[0.9969529,0.0009924425,0.0006815626,0.00007079505,0.0004138363,0.00088841154],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022518313,0.00036162333,0.0004622789,0.0007689617,0.0016732648,0.004194778,0.0005335916,0.00095158233,0.0029328484],"category_scores_gemma":[0.0047578635,0.00033054294,0.00027881406,0.00042563805,0.0019915646,0.0025702226,0.0021563217,0.0017155684,0.00044052754],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082665625,0.0010140307,0.22032289,0.00019543576,0.000024235927,0.0014269487,0.75429606,0.0001092988,0.0050219567,0.0007813406,0.0005832492,0.016141852],"study_design_scores_gemma":[0.0000105855415,0.0003319713,0.07042045,0.00014080942,0.000018008725,0.0003551281,0.92486024,0.00024058603,0.00056988513,0.00028451337,0.0027359612,0.00003182786],"about_ca_topic_score_codex":0.005137793,"about_ca_topic_score_gemma":0.0070722117,"teacher_disagreement_score":0.005137793,"about_ca_system_score_codex":0.00075714535,"about_ca_system_score_gemma":0.00096783164,"threshold_uncertainty_score":0.011908948},"labels":[],"label_agreement":null},{"id":"W2045932813","doi":"10.1080/09658410802146701","title":"Réflexions métasyntaxiques formulées par des élèves de 6<sup>e</sup>année apprenant l'anglais langue seconde","year":2008,"lang":"fr","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Psychology; Philosophy; Art","score_opus":0.030526244001524875,"score_gpt":0.2720610234453473,"score_spread":0.24153477944382246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2045932813","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8746322,0.007820123,0.006621042,0.0043536085,0.00040152366,0.00006872192,0.0011698474,0.00016067656,0.10477211],"genre_scores_gemma":[0.9743851,0.0017314099,0.002486956,0.00025184598,0.000068701054,0.0000496375,0.0004194218,0.00009395731,0.02051313],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987482,0.00038177855,0.00011190184,0.00019967541,0.00043342527,0.00012502878],"domain_scores_gemma":[0.9944792,0.0021582812,0.0009287389,0.00019998956,0.0020425192,0.00019124163],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023673545,0.00044260244,0.0003713918,0.0027920604,0.0021906423,0.003552828,0.0004917903,0.00048870256,0.0096606035],"category_scores_gemma":[0.008010512,0.00030358872,0.0003459441,0.002441197,0.002092668,0.0027188226,0.001416649,0.0014142469,0.00093410374],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036586984,0.00006597444,0.1263397,0.00070442364,0.00010649243,0.003940506,0.5822547,0.00034741545,0.005708673,0.12826844,0.012340098,0.13955772],"study_design_scores_gemma":[0.000030676423,0.00017482809,0.29431972,0.0011067869,0.00024519782,0.004521247,0.35839355,0.0018792477,0.0054280455,0.020262891,0.31350943,0.00012850395],"about_ca_topic_score_codex":0.071040876,"about_ca_topic_score_gemma":0.09552551,"teacher_disagreement_score":0.071040876,"about_ca_system_score_codex":0.003258131,"about_ca_system_score_gemma":0.003472705,"threshold_uncertainty_score":0.14125472},"labels":[],"label_agreement":null},{"id":"W2046294919","doi":"10.1177/1367006910367848","title":"First and second language knowledge in the language classroom","year":2010,"lang":"en","type":"article","venue":"International Journal of Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Variety (cybernetics); AP French Language; Curriculum; Second-language acquisition; Isolation (microbiology); Class (philosophy); Psychology; French; Comprehension approach; Linguistics; Language assessment; Second language; Language acquisition; Language education; Pedagogy; Mathematics education; Computer science; Artificial intelligence","score_opus":0.015946649134141684,"score_gpt":0.29824023625414753,"score_spread":0.28229358712000585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046294919","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99693453,0.00003209324,0.00014700358,0.00006319869,0.0000039915567,0.00010745999,0.0000063220655,0.000006142224,0.0026991516],"genre_scores_gemma":[0.99651355,0.000041005787,0.000949013,0.00005761835,0.0000027436372,0.00016943408,0.000014056648,0.0000017997622,0.0022508213],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9984793,0.000560053,0.00003762201,0.00019555986,0.00030582846,0.00042166509],"domain_scores_gemma":[0.99769527,0.0006758985,0.00022189193,0.00015448773,0.00028419247,0.000968251],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023030096,0.0003007898,0.00036290236,0.00046998434,0.0014685924,0.0014876648,0.0006532805,0.0006171251,0.0037195275],"category_scores_gemma":[0.0036143933,0.00025159257,0.00021753239,0.00019556744,0.0011043614,0.001068259,0.0016304905,0.0006938524,0.0004467881],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002432645,0.05427855,0.23553981,0.00070363394,0.00005026056,0.0024411369,0.24498597,0.0009241692,0.050211705,0.004379976,0.0025125071,0.40153965],"study_design_scores_gemma":[0.0014165714,0.052300986,0.6669065,0.00050290924,0.0001740832,0.0014598818,0.2050444,0.0025249284,0.02337432,0.0023202419,0.0437822,0.00019291484],"about_ca_topic_score_codex":0.03677808,"about_ca_topic_score_gemma":0.09650124,"teacher_disagreement_score":0.03677808,"about_ca_system_score_codex":0.0023491804,"about_ca_system_score_gemma":0.0070195487,"threshold_uncertainty_score":0.073128045},"labels":[],"label_agreement":null},{"id":"W2046587821","doi":"10.3138/cmlr.65.2.195","title":"Pushed Output, Noticing, and Development of Past Tense Morphology in Content-Based Instruction","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Imperfect; Task (project management); Comprehension; Linguistics; Past tense; Active listening; Present tense; Psychology; Morpheme; Listening comprehension; Computer science; Natural language processing; Artificial intelligence; Communication","score_opus":0.050719240298624416,"score_gpt":0.22040390946955588,"score_spread":0.16968466917093145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046587821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99841535,0.00009340628,0.0006689558,0.000017496071,0.0000024197539,0.000011547953,0.00000774992,0.00001198749,0.00077099656],"genre_scores_gemma":[0.9962747,0.00016813616,0.0027390642,0.000020363063,0.000004128297,0.000039258768,0.000050579773,0.000013601604,0.00069014065],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9991818,0.00029109293,0.000051473504,0.00013140973,0.00029536273,0.000048878235],"domain_scores_gemma":[0.9958222,0.00260578,0.0008084233,0.00018636438,0.0002864475,0.00029076537],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011091406,0.00037132084,0.00030970093,0.00032603455,0.00024695558,0.00083843863,0.0003047356,0.0003313001,0.0010239761],"category_scores_gemma":[0.009230025,0.0001855464,0.00014705955,0.00020293567,0.0005016407,0.00046396864,0.0006942645,0.00042160906,0.00021614286],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023773955,0.0027561022,0.16313078,0.0009181117,0.00013525963,0.0014226544,0.038290337,0.0012593098,0.40766522,0.0005504419,0.0004524842,0.3810419],"study_design_scores_gemma":[0.00022101935,0.0076449774,0.88954306,0.00017931769,0.00020199065,0.0015050183,0.013659047,0.0027743222,0.0766974,0.001629351,0.0058764336,0.00006809586],"about_ca_topic_score_codex":0.0009441075,"about_ca_topic_score_gemma":0.001345034,"teacher_disagreement_score":0.0011091406,"about_ca_system_score_codex":0.00024775934,"about_ca_system_score_gemma":0.00045101476,"threshold_uncertainty_score":0.0058657527},"labels":[],"label_agreement":null},{"id":"W2046714899","doi":"10.3138/cmlr.1748","title":"Perceptions of French Fluency in Second Language Speech Production","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Utterance; Psychology; Perception; Task (project management); Cognitive psychology; Context (archaeology); Second language; Linguistics; Mathematics education","score_opus":0.01309585060105114,"score_gpt":0.2215482010997011,"score_spread":0.20845235049864996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046714899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981773,0.000116303854,0.00014512842,0.00001547782,0.0000017708091,0.0000032822643,0.000017878145,0.0000031698562,0.0015195908],"genre_scores_gemma":[0.99961734,0.000054499586,0.000057779955,0.0000058891783,0.0000019315958,0.0000027472659,0.000014020218,8.9667236e-7,0.00024492803],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993692,0.000259138,0.000035965997,0.00005763289,0.00022794359,0.00005015256],"domain_scores_gemma":[0.9963877,0.0017604284,0.0008259807,0.00008807793,0.0006888883,0.00024883464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014410946,0.0001854484,0.00013036914,0.00062513986,0.00023846279,0.0013234837,0.00009905737,0.00024468685,0.0018824922],"category_scores_gemma":[0.0049006105,0.00006655398,0.00011434122,0.0002459602,0.0004794855,0.00028854207,0.00034993497,0.00017298029,0.00020381507],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049694994,0.00017064158,0.8607183,0.00015655339,0.00007535478,0.00040927881,0.06747905,0.00036715233,0.021776361,0.0003207718,0.00043357356,0.047595985],"study_design_scores_gemma":[0.0000054298307,0.00024041708,0.9825655,0.00002627745,0.000012307774,0.00025688534,0.0140760485,0.00026108924,0.0013732425,0.000076163255,0.0010892256,0.000017363001],"about_ca_topic_score_codex":0.0100415405,"about_ca_topic_score_gemma":0.007760473,"teacher_disagreement_score":0.0100415405,"about_ca_system_score_codex":0.0003845937,"about_ca_system_score_gemma":0.00019967392,"threshold_uncertainty_score":0.019966185},"labels":[],"label_agreement":null},{"id":"W2047027303","doi":"10.1017/s026144481200050x","title":"SLA research and L2 pedagogy: Misapplications and questions of relevance","year":2013,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Second-language acquisition; Relevance (law); Argument (complex analysis); Perspective (graphical); Psychology; Context (archaeology); Theoretical linguistics; Pedagogy; Linguistics; Computer science; Political science; Philosophy","score_opus":0.05139599140374735,"score_gpt":0.37475999357344836,"score_spread":0.323364002169701,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2047027303","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03394176,0.11475546,0.039928302,0.7631986,0.007215813,0.00021562741,0.00008430991,0.00017957612,0.040480573],"genre_scores_gemma":[0.807676,0.054864515,0.02095328,0.092734165,0.016531155,0.0008531591,0.00009133115,0.00038993923,0.005906463],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.7362947,0.19949362,0.0134653505,0.013694857,0.033197366,0.0038541255],"domain_scores_gemma":[0.36073533,0.5624588,0.014579834,0.028941337,0.02972199,0.0035627054],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.1993089,0.0010702044,0.0030662024,0.012193742,0.007736069,0.023124235,0.007120289,0.013303893,0.0052884077],"category_scores_gemma":[0.382926,0.0013356572,0.0016195864,0.011602715,0.11049205,0.05420672,0.027390696,0.019666472,0.0013675081],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007446917,0.00011471451,0.008169547,0.0027247877,0.00008864712,0.00044233384,0.09671819,0.0005325839,0.00022977573,0.73261184,0.011874962,0.146418],"study_design_scores_gemma":[0.00003944682,0.00008351768,0.004817358,0.0065602,0.000041365547,0.0008167949,0.086637884,0.0020711524,0.0005406826,0.7953097,0.102963395,0.00011852179],"about_ca_topic_score_codex":0.0059068426,"about_ca_topic_score_gemma":0.004270091,"teacher_disagreement_score":0.8006911,"about_ca_system_score_codex":0.013846031,"about_ca_system_score_gemma":0.015364621,"threshold_uncertainty_score":0.9873947},"labels":[],"label_agreement":null},{"id":"W2047683631","doi":"10.3138/cmlr.65.3.365","title":"Effects of Formal Instruction and a Stay Abroad on the Acquisition of Native-Like Oral Fluency","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Linguistics; Psychology; First language; Second-language acquisition; Computer science; Mathematics education","score_opus":0.010573053275404868,"score_gpt":0.22543435133792813,"score_spread":0.21486129806252327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2047683631","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956566,0.00005290059,0.000011366136,0.000008434762,0.000002311405,0.000003888553,0.000007636928,0.0000023957232,0.00034553037],"genre_scores_gemma":[0.9993125,0.00005841291,0.000080313,0.000008964764,0.0000026732632,0.000012528273,0.000029489936,0.000001591015,0.0004935765],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993749,0.00021436877,0.00007238069,0.000073854455,0.00013647514,0.00012785647],"domain_scores_gemma":[0.99544805,0.0024473274,0.00063974515,0.00015755027,0.00027381539,0.0010335568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007971628,0.0002803927,0.00035496877,0.0002740175,0.00036421485,0.00056147395,0.00020180746,0.00024894683,0.0025801947],"category_scores_gemma":[0.0052343607,0.000095949676,0.00018662092,0.00018923233,0.0005860092,0.00019335176,0.0007578048,0.00050902064,0.00015958399],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.040838987,0.025780825,0.47723904,0.00069311954,0.00044504585,0.0032719127,0.019074563,0.00081402727,0.1303608,0.0006688969,0.0009273651,0.29988542],"study_design_scores_gemma":[0.00012963111,0.017149478,0.9690164,0.000036228143,0.00008314362,0.00037863117,0.0038134705,0.00023179455,0.007984483,0.00014235672,0.0010061443,0.000028248669],"about_ca_topic_score_codex":0.005528407,"about_ca_topic_score_gemma":0.009060233,"teacher_disagreement_score":0.005528407,"about_ca_system_score_codex":0.000549303,"about_ca_system_score_gemma":0.000796254,"threshold_uncertainty_score":0.010992467},"labels":[],"label_agreement":null},{"id":"W2048012908","doi":"10.5539/elt.v2n3p213","title":"How to Teach Aural English More Effectively","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Class (philosophy); Psychology; Comprehension; Informational listening; Mathematics education; Teaching method; Listening comprehension; Appreciative listening; Foreign language; Pedagogy; Linguistics; Communication; Computer science","score_opus":0.010112673844522668,"score_gpt":0.24568346869799473,"score_spread":0.23557079485347207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2048012908","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06775232,0.039261356,0.13250291,0.37086266,0.013216465,0.0012584303,0.0002986938,0.0034667498,0.37138042],"genre_scores_gemma":[0.25477272,0.07594513,0.41803336,0.063377425,0.005045992,0.0017214782,0.00060370413,0.0011004223,0.17939976],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976935,0.00075813115,0.00012246921,0.00024080172,0.00095054635,0.00023454594],"domain_scores_gemma":[0.99765694,0.0004968701,0.00024462776,0.00017868118,0.0005534554,0.00086934434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022135105,0.00055413303,0.0004485039,0.0012211093,0.0016591239,0.005005442,0.001050642,0.0016963312,0.012247929],"category_scores_gemma":[0.0045584133,0.00022326413,0.0005644595,0.000545174,0.0013023695,0.005334859,0.0031179918,0.0032541938,0.0063338745],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037144135,0.0011741794,0.0021533624,0.002318399,0.000037279948,0.0008675443,0.020930959,0.000538346,0.011837121,0.051153466,0.15932433,0.7496278],"study_design_scores_gemma":[0.0000631518,0.00015103628,0.0044036326,0.0018045055,0.000052895142,0.0011338855,0.013242711,0.00080769917,0.0034791545,0.03680463,0.93799907,0.00005763114],"about_ca_topic_score_codex":0.0020152759,"about_ca_topic_score_gemma":0.0036338952,"teacher_disagreement_score":0.012247929,"about_ca_system_score_codex":0.0016910214,"about_ca_system_score_gemma":0.004541649,"threshold_uncertainty_score":0.040973365},"labels":[],"label_agreement":null},{"id":"W2048017630","doi":"10.3138/cmlr.58.4.653","title":"A Practical and Complementary Approach to the Evaluation of ESL Composition Textbooks","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Composition (language); Strengths and weaknesses; Checklist; Computer science; Component (thermodynamics); Mathematics education; Sample (material); Psychology; Linguistics; Cognitive psychology","score_opus":0.10179046363413928,"score_gpt":0.2940034084603041,"score_spread":0.1922129448261648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2048017630","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37429568,0.0016434325,0.34964252,0.0027406195,0.0017820029,0.026950132,0.0029271774,0.0021896756,0.23782864],"genre_scores_gemma":[0.30618095,0.0011613305,0.6123849,0.00087063457,0.00031857166,0.020549519,0.0013157026,0.0005241156,0.0566943],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9583453,0.022032049,0.0031782978,0.0025424673,0.013156835,0.00074508763],"domain_scores_gemma":[0.90877527,0.03790213,0.0045960937,0.0071345484,0.039802782,0.0017893094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019683234,0.0012960797,0.00114576,0.01373334,0.0029376126,0.0032929513,0.0018477584,0.0012142811,0.01588462],"category_scores_gemma":[0.09097957,0.00052640605,0.0006565186,0.006628815,0.002229118,0.0024964998,0.0045682252,0.0013607434,0.0037089952],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005211648,0.0014104971,0.016991127,0.002312101,0.00005613513,0.0005543748,0.038023554,0.0007549857,0.01742669,0.013064986,0.014198514,0.89468586],"study_design_scores_gemma":[0.0009207655,0.0069059855,0.15671143,0.003258357,0.00023830454,0.004693656,0.13509682,0.01406122,0.089049034,0.03461028,0.5537459,0.00070831756],"about_ca_topic_score_codex":0.003248567,"about_ca_topic_score_gemma":0.010957918,"teacher_disagreement_score":0.019683234,"about_ca_system_score_codex":0.0028153774,"about_ca_system_score_gemma":0.0046848743,"threshold_uncertainty_score":0.104096115},"labels":[],"label_agreement":null},{"id":"W2048692026","doi":"10.5539/elt.v6n1p112","title":"Direct versus Indirect Explicit Methods of Enhancing EFL Students’ English Grammatical Competence: A Concept Checking-based Consciousness-raising Tasks Model","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; English grammar; Psychology; Focus on form; Phrase structure rules; Linguistics; Competence (human resources); Mathematics education; Social psychology","score_opus":0.044931737959252725,"score_gpt":0.3469912984318501,"score_spread":0.3020595604725974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2048692026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96832305,0.00015927291,0.025069876,0.00010732994,0.000009506515,0.00021966502,0.000025076497,0.00004856234,0.006037727],"genre_scores_gemma":[0.98275673,0.00015240841,0.015263954,0.000026427966,0.0000036563765,0.00014067916,0.000024666577,0.0000057861466,0.001625722],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99972445,0.000102107275,0.0000161798,0.000056117486,0.00007245228,0.000028630344],"domain_scores_gemma":[0.9994356,0.00031239167,0.00009441461,0.00006189187,0.00003594781,0.000059791924],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008279691,0.00030028666,0.00023089166,0.0002784931,0.00010957805,0.00047542175,0.00053183956,0.00027318383,0.0012451493],"category_scores_gemma":[0.0015148527,0.00013830986,0.00018917858,0.00012094832,0.00050752965,0.0006639884,0.00060453307,0.0004764927,0.00012896862],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002437386,0.019245131,0.05996095,0.0010967228,0.00014072385,0.0004611105,0.008662435,0.010037539,0.15154892,0.033602055,0.00079883565,0.7120082],"study_design_scores_gemma":[0.0029619206,0.027669264,0.42385563,0.0006165956,0.0010216507,0.0014467719,0.0054445025,0.25736317,0.18037418,0.08014691,0.0188786,0.00022080357],"about_ca_topic_score_codex":0.0006423019,"about_ca_topic_score_gemma":0.0007165966,"teacher_disagreement_score":0.0012451493,"about_ca_system_score_codex":0.00031679551,"about_ca_system_score_gemma":0.000671988,"threshold_uncertainty_score":0.0043787956},"labels":[],"label_agreement":null},{"id":"W2048761301","doi":"10.5430/elr.v1n2p145","title":"Do Personality Traits Predict Academic Writing Ability? An EFL Case Study","year":2012,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Extraversion and introversion; Psychology; Personality; Big Five personality traits; Eysenck Personality Questionnaire; Social psychology; Relation (database)","score_opus":0.22028411468402648,"score_gpt":0.4380207506838056,"score_spread":0.2177366359997791,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2048761301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997186,0.00027191918,0.00033650172,0.0003591134,0.0000070847377,0.00003223648,0.000044077042,0.0000068264117,0.0017560868],"genre_scores_gemma":[0.9964108,0.00034550112,0.00075813726,0.000119517514,0.00002157192,0.000023593586,0.000039058566,0.0000053203835,0.0022765493],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987853,0.00051307963,0.0001227606,0.000109463086,0.00026830877,0.00020114689],"domain_scores_gemma":[0.9964478,0.0015363903,0.0006981188,0.00022219412,0.00041916379,0.00067634083],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001682353,0.00043117133,0.00047555772,0.0020610401,0.0025500804,0.0013273269,0.0006375208,0.0011248303,0.002290381],"category_scores_gemma":[0.005345459,0.00023657954,0.00040065023,0.0015117179,0.0010302691,0.0008517279,0.0012764734,0.0011252075,0.00043937043],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025221964,0.0037904729,0.5845994,0.00028859434,0.000060827388,0.2760103,0.07152746,0.00039170828,0.0020349019,0.0017277674,0.0019374635,0.05737901],"study_design_scores_gemma":[0.00010688642,0.0025643106,0.55740654,0.0003511069,0.00012361296,0.32165655,0.09229527,0.004102171,0.004082816,0.0016378955,0.015558919,0.000113858594],"about_ca_topic_score_codex":0.0043777493,"about_ca_topic_score_gemma":0.007802891,"teacher_disagreement_score":0.0043777493,"about_ca_system_score_codex":0.0012373169,"about_ca_system_score_gemma":0.0007177708,"threshold_uncertainty_score":0.008977413},"labels":[],"label_agreement":null},{"id":"W2049843390","doi":"10.3138/cmlr.1274","title":"Chatting in Paragraphs: Towards Academic Discourse in Foreign Language Chat","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Subordination (linguistics); Class (philosophy); Context (archaeology); Foreign language; Computer science; Mathematics education; Linguistics; Sociology; Psychology; Pedagogy; Artificial intelligence","score_opus":0.029997314480024503,"score_gpt":0.274245254986314,"score_spread":0.2442479405062895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2049843390","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95413446,0.0015095057,0.011010501,0.0019551462,0.00011036867,0.00013911993,0.000038268165,0.0001417247,0.0309609],"genre_scores_gemma":[0.9914418,0.00040494566,0.0037293585,0.00018884055,0.000047782763,0.000045939618,0.000029729636,0.000050345305,0.0040612076],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99211687,0.0060131126,0.00021332437,0.0004632012,0.00079418125,0.0003993006],"domain_scores_gemma":[0.9809254,0.013681028,0.0017599412,0.0010827983,0.0012761543,0.001274699],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005911431,0.00053406507,0.0004258519,0.0024767264,0.006658049,0.005916734,0.002128981,0.002361317,0.0029643534],"category_scores_gemma":[0.021800792,0.00031535482,0.00034974105,0.0014330872,0.0065488843,0.0039356034,0.0055845785,0.0022311956,0.0006257981],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008332552,0.00013020147,0.009693088,0.00028918954,0.000012468141,0.0051241843,0.9352616,0.0002439302,0.0056656734,0.005342693,0.000928227,0.037225485],"study_design_scores_gemma":[0.000026752437,0.00027588243,0.02192539,0.0006123069,0.000048572583,0.010909822,0.8691117,0.0028738934,0.009146455,0.004973526,0.08002848,0.00006723805],"about_ca_topic_score_codex":0.002819077,"about_ca_topic_score_gemma":0.0045551383,"teacher_disagreement_score":0.006658049,"about_ca_system_score_codex":0.0022385772,"about_ca_system_score_gemma":0.0017303267,"threshold_uncertainty_score":0.031262994},"labels":[],"label_agreement":null},{"id":"W2050145652","doi":"10.2466/pms.107.1.99-113","title":"Second and Foreign Language Listening: Unraveling the Construct","year":2008,"lang":"en","type":"article","venue":"Perceptual and Motor Skills","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Psychology; Metacognition; Listening comprehension; Construct (python library); Foreign language; Construct validity; Language proficiency; Cognitive psychology; Mathematics education; Developmental psychology; Psychometrics; Cognition; Communication; Computer science","score_opus":0.01846484908432372,"score_gpt":0.22439831123831933,"score_spread":0.2059334621539956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050145652","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974111,0.000314436,0.00095991266,0.00014047461,0.000003649522,0.000008919879,0.0000137935,0.0000061825695,0.0011415677],"genre_scores_gemma":[0.9991334,0.00013482428,0.00054301287,0.000026049956,0.000007096326,0.000008405001,0.000016523387,0.0000013615866,0.00012926589],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99957067,0.0001530375,0.000027122458,0.00007053538,0.000114038536,0.000064518536],"domain_scores_gemma":[0.9944623,0.0030033179,0.0014029072,0.0002782707,0.0004581415,0.0003949338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016821336,0.0004064247,0.00033403328,0.0015876966,0.00034324976,0.0017232398,0.00029798714,0.00035035991,0.0015995291],"category_scores_gemma":[0.0070744217,0.00014842012,0.00041732274,0.00065437006,0.0014878616,0.0016714687,0.0013212853,0.0010295057,0.000105662366],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006840436,0.00014835762,0.9201726,0.00009790785,0.00010937128,0.00015728765,0.0070279655,0.00031261626,0.0019354564,0.0016907741,0.000082199454,0.06819717],"study_design_scores_gemma":[0.0000057602733,0.00015695834,0.98929745,0.000066654706,0.000039391623,0.00028000338,0.0055428273,0.0014608698,0.00053532876,0.002061721,0.0005378711,0.000015138671],"about_ca_topic_score_codex":0.003579231,"about_ca_topic_score_gemma":0.004121627,"teacher_disagreement_score":0.003579231,"about_ca_system_score_codex":0.00043345088,"about_ca_system_score_gemma":0.0010442571,"threshold_uncertainty_score":0.008896053},"labels":[],"label_agreement":null},{"id":"W2050192532","doi":"10.5539/elt.v6n5p1","title":"Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Foreign language anxiety; Listening comprehension; Foreign language; Anxiety; Comprehension; Language assessment; Mathematics education; Linguistics; Communication","score_opus":0.014064340485144471,"score_gpt":0.2427901758647011,"score_spread":0.22872583537955665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050192532","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99887234,0.00007623713,0.000029264378,0.000050480572,0.0000025048378,0.0000036805072,0.000011821487,0.000002234965,0.00095136365],"genre_scores_gemma":[0.9995328,0.00007589669,0.00003064343,0.000018962632,0.000004678962,0.0000043257683,0.000021359681,7.161501e-7,0.0003107811],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99959797,0.00006191273,0.00004905076,0.000035801288,0.00014954837,0.000105745035],"domain_scores_gemma":[0.9967386,0.0011564723,0.0009808125,0.00006767612,0.00053225097,0.00052412436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050217175,0.00023177656,0.00020824019,0.0008253645,0.0003112262,0.0010719534,0.00013668269,0.0003322357,0.002622815],"category_scores_gemma":[0.0034100814,0.000112978865,0.00030715042,0.00031217324,0.00039781336,0.0003329285,0.00033443066,0.00058813544,0.00019651213],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008436505,0.00043269264,0.97630936,0.00006315434,0.000057830668,0.00028959848,0.0049903556,0.000060078717,0.0013253893,0.00011519388,0.00026175496,0.01601021],"study_design_scores_gemma":[0.000005512499,0.0002346045,0.99243027,0.00002171075,0.000032212298,0.00040270234,0.0059982333,0.00015113123,0.00021192021,0.00008366173,0.0004165815,0.000011488781],"about_ca_topic_score_codex":0.0026217352,"about_ca_topic_score_gemma":0.0035642819,"teacher_disagreement_score":0.002622815,"about_ca_system_score_codex":0.0002558644,"about_ca_system_score_gemma":0.0004475351,"threshold_uncertainty_score":0.008774161},"labels":[],"label_agreement":null},{"id":"W2050923384","doi":"10.5539/ass.v8n8p218","title":"An Empirical Study on the Correlation between English Learning Motivation and Strategy","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Correlation; Empirical research; Mathematics education; Goal theory; Mathematics; Statistics","score_opus":0.0873288229903897,"score_gpt":0.3356446463926376,"score_spread":0.2483158234022479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050923384","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988906,0.000030946187,0.000098366756,0.000023469313,0.000001695953,0.00001888865,0.00003263828,7.9164977e-7,0.00090268394],"genre_scores_gemma":[0.99941885,0.000036758425,0.00016856981,0.000012040784,0.0000020812297,0.000029388122,0.00005416883,9.0395315e-7,0.00027729082],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99768186,0.0010424933,0.00022266053,0.00021555946,0.0005635786,0.00027379303],"domain_scores_gemma":[0.9705932,0.019938176,0.004206624,0.00071014813,0.0026470781,0.0019047135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032703064,0.00019994062,0.00034706297,0.0011367686,0.0005065497,0.0012204702,0.00038179822,0.00033321523,0.0030838693],"category_scores_gemma":[0.015756924,0.00020042887,0.00032552367,0.0012829395,0.000699001,0.0007167445,0.00070495025,0.00071595394,0.00028255783],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000077792436,0.00070160103,0.9885876,0.000060505467,0.000045818244,0.000106671614,0.002771231,0.000044927325,0.00025118722,0.0003685237,0.0000781964,0.0069058575],"study_design_scores_gemma":[0.000008683195,0.000386829,0.9927503,0.00002718268,0.000021883534,0.00007480283,0.005735174,0.00029808262,0.00019170572,0.00009963818,0.0003987219,0.0000071024974],"about_ca_topic_score_codex":0.0013452126,"about_ca_topic_score_gemma":0.002263187,"teacher_disagreement_score":0.0032703064,"about_ca_system_score_codex":0.0005662188,"about_ca_system_score_gemma":0.0011831496,"threshold_uncertainty_score":0.017295301},"labels":[],"label_agreement":null},{"id":"W2051046357","doi":"10.1111/j.1944-9720.2011.01143.x","title":"Grammar Teaching and Learning in L2: Necessary, but Boring?","year":2011,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":180,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Grammar; Corrective feedback; Perception; Psychology; Linguistics; Mathematics education","score_opus":0.05635341710952654,"score_gpt":0.27207582006611536,"score_spread":0.21572240295658882,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051046357","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99902785,0.00009505871,0.00008723377,0.00020970246,0.0000029370865,0.0000075454836,0.0000053617155,0.0000015466381,0.0005627675],"genre_scores_gemma":[0.99946815,0.00009073308,0.00010830514,0.00012334182,0.000004605754,0.000013942251,0.0000064640476,0.0000026164605,0.00018184756],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976163,0.0010508511,0.0001463439,0.00024232606,0.0005590974,0.00038504152],"domain_scores_gemma":[0.99124044,0.004941724,0.0021399755,0.000281664,0.0004676892,0.00092858175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004184248,0.0002081433,0.0005026363,0.00068327965,0.0013434439,0.0030500104,0.00051665946,0.0006829037,0.0010345752],"category_scores_gemma":[0.010274473,0.00031951233,0.00022644518,0.0005194613,0.0035454421,0.0016801641,0.0019253514,0.0014789848,0.00012348179],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016395394,0.0009846688,0.4827518,0.00035436498,0.000033753735,0.001444559,0.47046268,0.000109788874,0.0033384236,0.0018524101,0.0006128685,0.037890702],"study_design_scores_gemma":[0.000030473704,0.00057715294,0.4115305,0.00014443486,0.000028146045,0.0015528908,0.5784317,0.00027026402,0.0014822074,0.0018341996,0.0040833917,0.000034654186],"about_ca_topic_score_codex":0.005474163,"about_ca_topic_score_gemma":0.012258728,"teacher_disagreement_score":0.005474163,"about_ca_system_score_codex":0.0013735887,"about_ca_system_score_gemma":0.0023758996,"threshold_uncertainty_score":0.022128701},"labels":[],"label_agreement":null},{"id":"W2051204076","doi":"10.3138/cmlr.56.4.637","title":"Korean Students' Adaptation to Post-secondary Studies in Canada: A Case Study","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Adaptation (eye); Psychology; Medical education; Focus group; English language; Mathematics education; Pedagogy; Medicine; Sociology","score_opus":0.03873890070862647,"score_gpt":0.275204412698699,"score_spread":0.23646551199007254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051204076","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998509,0.00008295472,0.000025156944,0.00014831498,0.0000046922037,0.00003245699,0.000025035004,0.0000024276205,0.0011700054],"genre_scores_gemma":[0.99661946,0.00037616733,0.00016168182,0.0001452622,0.0000034596817,0.000019348963,0.000048203103,0.000004923318,0.0026214372],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99872273,0.00015300789,0.000055245557,0.0000871088,0.00025354058,0.00072830066],"domain_scores_gemma":[0.9969156,0.00019250458,0.00028398042,0.0000907797,0.00079482654,0.0017222682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012044894,0.00045650578,0.00044996096,0.0013589135,0.0097402055,0.0020845642,0.0010303005,0.00062374456,0.00223378],"category_scores_gemma":[0.0021582022,0.00037589757,0.00032648994,0.0027835271,0.0016511692,0.0005585236,0.0023716874,0.0012135024,0.00037671044],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021728991,0.0009551734,0.41987607,0.00019021351,0.000017574836,0.017344689,0.49470413,0.000105290055,0.0033152795,0.0007642269,0.002284483,0.060225554],"study_design_scores_gemma":[0.000015082169,0.0003008232,0.34136227,0.00007385401,0.00002014671,0.002596834,0.64407295,0.00014284474,0.0006461767,0.000060974122,0.010668054,0.000040071445],"about_ca_topic_score_codex":0.8131657,"about_ca_topic_score_gemma":0.9501743,"teacher_disagreement_score":0.18683428,"about_ca_system_score_codex":0.014679819,"about_ca_system_score_gemma":0.02205813,"threshold_uncertainty_score":0.3758691},"labels":[],"label_agreement":null},{"id":"W2051220464","doi":"10.3138/cmlr.987","title":"How Much Exposure to English Do International Graduate Students Really Get? Measuring Language Use in a Naturalistic Setting","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":142,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Concordia University","keywords":"Naturalism; Variation (astronomy); Psychology; Naturalistic observation; Longitudinal study; Quality (philosophy); English language; Mathematics education; Linguistics; Social psychology; Medicine","score_opus":0.03231600275110564,"score_gpt":0.24169027346136399,"score_spread":0.20937427071025835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051220464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982905,0.00007860901,0.00007973932,0.00006979532,0.0000036957338,0.000016365762,0.00004745246,0.0000027084452,0.0014111142],"genre_scores_gemma":[0.9988651,0.00015732285,0.00020416506,0.000067282715,0.0000037908314,0.00004257095,0.00007550549,0.00000196125,0.00058228057],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99818087,0.00064624485,0.00013490386,0.00021006526,0.0005634235,0.00026453505],"domain_scores_gemma":[0.9954091,0.0012060851,0.0015241175,0.00021758364,0.0009291766,0.0007140855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028407504,0.0002119189,0.00026568156,0.0012164974,0.0011591397,0.0021354598,0.00048457214,0.0004925679,0.0014364483],"category_scores_gemma":[0.0077559473,0.00019518108,0.00022526122,0.0007461054,0.0014840503,0.0006302422,0.0011138864,0.00057361444,0.00034906899],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000087443535,0.00035654922,0.8760089,0.000095267664,0.00004318555,0.00019079253,0.10300555,0.00003999389,0.0031366292,0.00010133292,0.00049210055,0.016442224],"study_design_scores_gemma":[0.000003029068,0.0001948752,0.92955196,0.000032960168,0.000010273938,0.00016675255,0.06793315,0.000032371838,0.0005943837,0.0000410932,0.0014204142,0.000018724519],"about_ca_topic_score_codex":0.027929565,"about_ca_topic_score_gemma":0.058290116,"teacher_disagreement_score":0.027929565,"about_ca_system_score_codex":0.0013633136,"about_ca_system_score_gemma":0.0014170288,"threshold_uncertainty_score":0.055534005},"labels":[],"label_agreement":null},{"id":"W2052233561","doi":"10.5539/elt.v2n2p84","title":"The Communicative Ability of Universiti Teknologi MARA Sarawak’s Graduates","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Language proficiency; Linguistics; Curriculum; Class (philosophy); Conversation; Language assessment; Context (archaeology); Language acquisition; Computer science; Mathematics education; Artificial intelligence; Pedagogy; Communication","score_opus":0.016149646029984057,"score_gpt":0.2500197050457965,"score_spread":0.23387005901581245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052233561","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99771345,0.0001602362,0.000012366086,0.00013873956,0.000010130437,0.0000048813545,0.00008248505,0.0000026311948,0.0018751448],"genre_scores_gemma":[0.99590343,0.00033327655,0.00008971839,0.00010411794,0.000008331322,0.0000082018905,0.00012955748,0.0000034127759,0.003420011],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994973,0.000040148014,0.000049402024,0.00006618645,0.00017294615,0.00017384706],"domain_scores_gemma":[0.9986613,0.000084681655,0.00033346788,0.000041534342,0.00035523207,0.00052377325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006309953,0.0002983226,0.0003082837,0.0011458828,0.0011382592,0.0016380254,0.0004411644,0.000428568,0.003459382],"category_scores_gemma":[0.0016688148,0.00018317314,0.00021822228,0.0008640148,0.00060128066,0.0004025263,0.0008581182,0.00066588446,0.0018687102],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013029278,0.00028734247,0.905456,0.000114208466,0.000025207104,0.0012208376,0.04000299,0.00006153204,0.005433336,0.0003302183,0.0017834159,0.04515465],"study_design_scores_gemma":[0.00000281598,0.00031514422,0.9622676,0.000055700315,0.000011786298,0.00062525173,0.031730384,0.000036169335,0.00046166088,0.000030778356,0.004439349,0.000023434666],"about_ca_topic_score_codex":0.037841298,"about_ca_topic_score_gemma":0.08145013,"teacher_disagreement_score":0.037841298,"about_ca_system_score_codex":0.0014281587,"about_ca_system_score_gemma":0.0020311088,"threshold_uncertainty_score":0.07524204},"labels":[],"label_agreement":null},{"id":"W2052491163","doi":"10.5539/ies.v1n1p40","title":"Reflection on Personal ELL Experience and ELT Practice","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reflection (computer programming); English language; Mathematics education; Pedagogy; Language education; Language assessment; Psychology; Teaching method; Language acquisition; Comprehension approach; Computer science","score_opus":0.22120490130042406,"score_gpt":0.44680657768017434,"score_spread":0.2256016763797503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052491163","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65407175,0.0013893555,0.009042084,0.01757182,0.0009875702,0.00011974257,0.000092954695,0.00021287914,0.31651184],"genre_scores_gemma":[0.9514808,0.0007356246,0.0008253676,0.0014051067,0.00011195668,0.0000368423,0.000032641427,0.00008580448,0.045285795],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952419,0.0029831422,0.0001269252,0.0003127156,0.00066076557,0.0006745998],"domain_scores_gemma":[0.9908535,0.0055094413,0.0005799061,0.0007467782,0.00088139455,0.0014289422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004961753,0.00044843103,0.00031994487,0.0010995965,0.004106088,0.007944557,0.0012389643,0.0019287064,0.008347967],"category_scores_gemma":[0.014613109,0.00022599373,0.00041631228,0.0006896598,0.011036453,0.00501183,0.010249299,0.0051535517,0.0014908619],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000061146704,0.00022973496,0.0025917976,0.000107921245,0.0000134068605,0.0020497509,0.9272508,0.00019853313,0.001183885,0.027419413,0.0064672767,0.032426298],"study_design_scores_gemma":[0.000015281925,0.00014052112,0.002708972,0.00031368903,0.000010696437,0.0020893083,0.8308042,0.00025920384,0.0017454504,0.007753128,0.15412368,0.000035854573],"about_ca_topic_score_codex":0.0012446333,"about_ca_topic_score_gemma":0.0015410372,"teacher_disagreement_score":0.008347967,"about_ca_system_score_codex":0.0026096473,"about_ca_system_score_gemma":0.001403439,"threshold_uncertainty_score":0.027926683},"labels":[],"label_agreement":null},{"id":"W2052660788","doi":"10.1111/j.1473-4192.2005.00078.x","title":"Reformulation: the cognitive conflict and L2 learning it generates","year":2005,"lang":"en","type":"article","venue":"International Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":112,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Notice; Recall; Psychology; Cognition; Test (biology); Task (project management); Cognitive psychology; Mathematics education; Social psychology; Political science","score_opus":0.03383040535833512,"score_gpt":0.2907759995700933,"score_spread":0.2569455942117582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052660788","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9435062,0.00034668672,0.02950108,0.0009974722,0.00003597946,0.000085159525,0.000035137822,0.00012507054,0.025367169],"genre_scores_gemma":[0.99506253,0.000054241427,0.00308548,0.00013088231,0.000017161246,0.000035709138,0.00003983741,0.000035332076,0.001538744],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98972416,0.0061882827,0.00025597852,0.00082360476,0.0024662118,0.0005416518],"domain_scores_gemma":[0.96667016,0.024018347,0.004593022,0.0019778064,0.0015730486,0.001167566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052950317,0.0005633453,0.0004252805,0.0011214857,0.0017975227,0.0064533195,0.0011002572,0.001610927,0.004867184],"category_scores_gemma":[0.03751071,0.0003593404,0.00041213128,0.00050276925,0.004145517,0.0036056873,0.00401342,0.0021356123,0.0005992902],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021463411,0.00160486,0.10172588,0.00076972943,0.0002770935,0.0045127436,0.42432907,0.009329246,0.056435358,0.09067127,0.004237746,0.30396068],"study_design_scores_gemma":[0.00057010754,0.0044777906,0.21556549,0.0006738118,0.0003333788,0.0120474445,0.2709861,0.08644208,0.082693025,0.21319164,0.11229112,0.0007280433],"about_ca_topic_score_codex":0.0010337919,"about_ca_topic_score_gemma":0.00068772235,"teacher_disagreement_score":0.0064533195,"about_ca_system_score_codex":0.0014224572,"about_ca_system_score_gemma":0.00090075476,"threshold_uncertainty_score":0.028003156},"labels":[],"label_agreement":null},{"id":"W2052801201","doi":"10.1075/ml.2.3.05ji","title":"Lexical and relational influences on the processing of Chinese modifier-noun compounds","year":2007,"lang":"en","type":"article","venue":"The Mental Lexicon","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Noun; Computer science; Natural language processing; Relation (database); Compound; Representation (politics); Linguistics; Artificial intelligence; Database","score_opus":0.04872314544611183,"score_gpt":0.2857866367114783,"score_spread":0.23706349126536647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052801201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99352515,0.00013632793,0.0005051853,0.00008557551,0.0000071327177,0.000020502272,0.00004294136,0.000014642982,0.005662633],"genre_scores_gemma":[0.9975641,0.0001848345,0.0008188257,0.000056166024,0.000010148016,0.000030149527,0.00010354195,0.000026926942,0.0012054079],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99927765,0.0001531094,0.000065523214,0.00022619883,0.00019770623,0.000079821904],"domain_scores_gemma":[0.9945886,0.00343617,0.00088601984,0.00043340103,0.00031298157,0.00034278646],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009597574,0.00028165788,0.00031814724,0.000432957,0.0005909072,0.001391625,0.0004206075,0.00034410294,0.0065736715],"category_scores_gemma":[0.00715995,0.0004431082,0.00023517596,0.00037165216,0.001242192,0.0015966882,0.0010349917,0.0007016707,0.00041788383],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021872006,0.00039086374,0.024851471,0.00053164305,0.00006873123,0.0015003385,0.008645231,0.00051537954,0.9131646,0.0046658516,0.00021630325,0.043262463],"study_design_scores_gemma":[0.00034321196,0.0015492585,0.79127306,0.00008497867,0.000370012,0.0017704701,0.0053406977,0.0038183134,0.18036099,0.009868925,0.0050661126,0.0001539675],"about_ca_topic_score_codex":0.0064972537,"about_ca_topic_score_gemma":0.008659084,"teacher_disagreement_score":0.0065736715,"about_ca_system_score_codex":0.00089970307,"about_ca_system_score_gemma":0.00070505746,"threshold_uncertainty_score":0.021991134},"labels":[],"label_agreement":null},{"id":"W2053440427","doi":"10.5539/ijel.v2n5p117","title":"An Investigation and Analysis of Teacher Talk in College English Class","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; College English; Psychology; Phenomenon; English as a foreign language; Foreign language; Pedagogy; Computer science; Artificial intelligence","score_opus":0.025087146748325653,"score_gpt":0.2806910392209868,"score_spread":0.2556038924726612,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2053440427","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898237,0.000036409427,0.00036031913,0.000013363404,0.0000030681088,0.000009459304,0.00002946285,0.0000058137143,0.00055976474],"genre_scores_gemma":[0.99841535,0.00006552963,0.00039409305,0.000013676037,0.00000728521,0.00003165043,0.00007751188,0.0000068586996,0.0009881478],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99922526,0.000297598,0.00006198616,0.0001379487,0.00017709516,0.00010014641],"domain_scores_gemma":[0.9965172,0.0018340565,0.0007443462,0.00016314995,0.00044750003,0.0002937901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080328214,0.00021461603,0.00026133878,0.0012360553,0.0007730077,0.00066435896,0.00029749746,0.0003441023,0.0011577455],"category_scores_gemma":[0.0053166924,0.00023107047,0.00017561692,0.00048478346,0.0005427315,0.00036749511,0.0006770239,0.00036634709,0.00022111658],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00073953014,0.0004758496,0.55593324,0.0003301273,0.000046895944,0.0027290585,0.30914322,0.00012632018,0.07325701,0.00032746998,0.0004509808,0.056440357],"study_design_scores_gemma":[0.000010191992,0.00044571084,0.90559566,0.000038802213,0.000030270938,0.0016671461,0.08319224,0.00045561237,0.0057471497,0.00007351578,0.0027101347,0.000033512337],"about_ca_topic_score_codex":0.0016574505,"about_ca_topic_score_gemma":0.004475024,"teacher_disagreement_score":0.0016574505,"about_ca_system_score_codex":0.00042377104,"about_ca_system_score_gemma":0.00039985732,"threshold_uncertainty_score":0.004248202},"labels":[],"label_agreement":null},{"id":"W2053995158","doi":"10.1017/s0958344004000710","title":"<i>What really makes students like a web site? What are the implications for designing web-based language learning sites?</i>","year":2004,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Calgary Firefighters Burn Treatment Society","keywords":"Interactivity; Usability; World Wide Web; Web site; Computer science; Web design; Exploratory research; Web usability; Psychology; Multimedia; Web page; The Internet; Human–computer interaction; Sociology","score_opus":0.038624474284541334,"score_gpt":0.29680200918919697,"score_spread":0.2581775349046556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2053995158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7141598,0.0046966407,0.011692809,0.17568633,0.00063033385,0.0005682464,0.0004392425,0.0004193882,0.09170722],"genre_scores_gemma":[0.9732843,0.0029273035,0.00654005,0.010035807,0.0001669842,0.00030157104,0.00013772893,0.00006900828,0.006537231],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99139446,0.0051375576,0.00039727235,0.00047807285,0.0014841551,0.0011085637],"domain_scores_gemma":[0.9725116,0.015970219,0.0033231783,0.0009639964,0.0037944303,0.0034365335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010167373,0.00035264142,0.0005839176,0.0010314618,0.0025211857,0.015200772,0.0013536466,0.0037371065,0.00881322],"category_scores_gemma":[0.027380362,0.0004887242,0.0005883115,0.001473106,0.0040032067,0.0093392385,0.0020600478,0.0021355757,0.0030867895],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016819806,0.0011494645,0.35495675,0.00329394,0.000106771455,0.001626136,0.19002478,0.0003583622,0.0032696766,0.014238479,0.053006783,0.37780076],"study_design_scores_gemma":[0.000027512557,0.00039263765,0.16562162,0.002454979,0.00008468703,0.0010889068,0.7415517,0.0006009103,0.001422472,0.009480651,0.077117585,0.00015625755],"about_ca_topic_score_codex":0.0047238497,"about_ca_topic_score_gemma":0.009434284,"teacher_disagreement_score":0.015200772,"about_ca_system_score_codex":0.0024488904,"about_ca_system_score_gemma":0.0030476958,"threshold_uncertainty_score":0.05377084},"labels":[],"label_agreement":null},{"id":"W2054247165","doi":"10.3138/cmlr.58.3.465","title":"The Use of E-mail as a Tool to Enhance Second Language Education Programs: An Example from a Core French Classroom","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Linguistics; Sociology; Art; Philosophy","score_opus":0.057559607519956556,"score_gpt":0.2602189647308683,"score_spread":0.20265935721091174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054247165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9726887,0.00048612955,0.0014762307,0.0022712527,0.00005013331,0.00013335227,0.000068557114,0.00014817703,0.022677638],"genre_scores_gemma":[0.971212,0.0006234352,0.005174728,0.00061976514,0.00002418017,0.00008916626,0.00006695985,0.000034779157,0.022154978],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9982944,0.0011536384,0.000031689695,0.000059757607,0.00015824294,0.00030226537],"domain_scores_gemma":[0.9965544,0.0017358853,0.00016399843,0.00013702412,0.00085474766,0.0005540851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021531526,0.00035307152,0.00022649202,0.001022305,0.0032829144,0.0021435276,0.00065057835,0.0013665381,0.003352956],"category_scores_gemma":[0.003672694,0.00011806851,0.00021785246,0.0008019701,0.0007211201,0.0009180694,0.0011659474,0.0005998276,0.0009060195],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00078955514,0.0057577575,0.07193872,0.0008233543,0.00004193566,0.008720277,0.27389953,0.00075262255,0.0146814855,0.007185486,0.0133689735,0.6020404],"study_design_scores_gemma":[0.00032730782,0.0057386407,0.18246679,0.0005784725,0.00016499725,0.0034284247,0.4643258,0.001983656,0.013940204,0.0015171844,0.32538098,0.00014771191],"about_ca_topic_score_codex":0.07093629,"about_ca_topic_score_gemma":0.15896764,"teacher_disagreement_score":0.9290637,"about_ca_system_score_codex":0.002772456,"about_ca_system_score_gemma":0.0033008938,"threshold_uncertainty_score":0.14104682},"labels":[],"label_agreement":null},{"id":"W2054343985","doi":"10.5539/ass.v8n15p189","title":"The Effectiveness of Teaching Formulaic Politeness Strategies in Making Request to Undergraduates in an ESL Classroom","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Kebangsaan Malaysia","keywords":"Politeness; Active listening; Psychology; Lexis; Grammar; Test (biology); Mathematics education; Control (management); Communicative competence; Variety (cybernetics); Competence (human resources); Pedagogy; Computer science; Linguistics; Social psychology; Artificial intelligence","score_opus":0.03346243246500432,"score_gpt":0.33660314190276935,"score_spread":0.30314070943776505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054343985","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99885035,0.00006118743,0.00016900207,0.00005016445,0.000007769825,0.00006109635,0.0000032469864,0.000015881158,0.00078121066],"genre_scores_gemma":[0.99641055,0.00022827252,0.0023024243,0.00004731209,0.00001174555,0.00008617984,0.000014140678,0.0000040255068,0.00089531066],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990097,0.0005103816,0.00007550475,0.000115470015,0.00016166114,0.00012722905],"domain_scores_gemma":[0.9974306,0.001255712,0.00037336216,0.00018833065,0.00016535446,0.00058661494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014577329,0.00043949738,0.00044137746,0.00030259724,0.00045538167,0.00069558003,0.00049709715,0.00053746306,0.0015291091],"category_scores_gemma":[0.0064742803,0.00022728051,0.00026369197,0.00013628355,0.00065218034,0.0005674679,0.0007315009,0.00077639025,0.0002909975],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0047396473,0.07164765,0.035195887,0.0023314303,0.00011640009,0.0007062041,0.051205643,0.0011642814,0.10909361,0.0008868323,0.0013411588,0.72157127],"study_design_scores_gemma":[0.0038774323,0.27260306,0.5200915,0.0014109048,0.0011374908,0.001125005,0.04640071,0.00835817,0.122975595,0.0019724823,0.019758759,0.00028895467],"about_ca_topic_score_codex":0.0008360744,"about_ca_topic_score_gemma":0.0014536516,"teacher_disagreement_score":0.0015291091,"about_ca_system_score_codex":0.00032780078,"about_ca_system_score_gemma":0.0006784206,"threshold_uncertainty_score":0.0077093244},"labels":[],"label_agreement":null},{"id":"W2054380524","doi":"10.1080/09571730185200111","title":"The learning of English at academic high schools in Japan: students caught between exams and internationalisation","year":2001,"lang":"en","type":"article","venue":"Language Learning Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Internationalization; Graduation (instrument); Context (archaeology); Perception; Psychology; Subject (documents); Pedagogy; Perspective (graphical); Mathematics education; Sociology","score_opus":0.021900145651133227,"score_gpt":0.2920768421638656,"score_spread":0.27017669651273235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054380524","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951863,0.000049829177,0.000008211874,0.00005757168,0.0000026996522,0.0000015767654,0.0000015910185,4.433179e-7,0.0003594543],"genre_scores_gemma":[0.99954635,0.00008157008,0.000016522541,0.000050734885,0.0000028926383,0.0000023944935,0.0000054942802,7.767513e-7,0.00029322284],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99925953,0.00018737953,0.000059754202,0.00008021376,0.00014369738,0.00026941946],"domain_scores_gemma":[0.9976591,0.00023018032,0.0007331199,0.000042129595,0.00023964293,0.0010958754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010216136,0.0002925207,0.00041207252,0.00083286205,0.0027025614,0.003347088,0.0004280346,0.00066779833,0.0013583138],"category_scores_gemma":[0.0023245334,0.00042808458,0.00029026295,0.0007427676,0.001718469,0.0014425342,0.0024254322,0.0011871883,0.0002140426],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007167595,0.00031214606,0.7634613,0.00006654176,0.0000152007015,0.0013711962,0.22116345,0.000020310297,0.0021857515,0.00020655367,0.00029870222,0.010827176],"study_design_scores_gemma":[0.000005220099,0.00018483019,0.6063966,0.00003170971,0.00001655887,0.0003301949,0.3912074,0.000047487654,0.00026161314,0.000077710625,0.0014228441,0.000017840865],"about_ca_topic_score_codex":0.012731473,"about_ca_topic_score_gemma":0.028932977,"teacher_disagreement_score":0.012731473,"about_ca_system_score_codex":0.0011964906,"about_ca_system_score_gemma":0.0015375906,"threshold_uncertainty_score":0.025314689},"labels":[],"label_agreement":null},{"id":"W2055039480","doi":"10.5539/elt.v6n3p57","title":"English as a Foreign Language at the University of Yaounde 1: Attitudes and Pedagogic Practices","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Psychology; Situated; English as a foreign language; Foreign language; Space (punctuation); Mathematics education; English language; Pedagogy; Teaching english; College English; Linguistics","score_opus":0.021795070295851746,"score_gpt":0.26477151171966884,"score_spread":0.24297644142381708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2055039480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990459,0.00010296476,0.000019638559,0.00017526792,0.0000021741855,0.0000037151171,0.000004906822,5.2672624e-7,0.00064489734],"genre_scores_gemma":[0.99881244,0.00025123885,0.000071169336,0.00003741672,0.000002006984,0.0000081071275,0.000007714025,5.6982344e-7,0.00080930186],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999265,0.00030273618,0.000034230237,0.00005305588,0.00011693334,0.00022803027],"domain_scores_gemma":[0.9980623,0.00064489804,0.0004892613,0.0000432446,0.0002456098,0.00051471835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001999905,0.00021413076,0.00024281231,0.0010356678,0.0026716893,0.0021758096,0.00028891728,0.00051998615,0.0024980463],"category_scores_gemma":[0.0040724888,0.0001878728,0.00014847306,0.0010183209,0.0013291561,0.0013555011,0.0014764231,0.00064305775,0.00027283063],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012084696,0.0003953323,0.78573596,0.0001212598,0.000014046471,0.001204564,0.1620844,0.00020762831,0.0040607345,0.0022123505,0.00045009804,0.04339282],"study_design_scores_gemma":[0.0000066480748,0.0003929362,0.75655735,0.00019946643,0.00001406579,0.0005277525,0.23517093,0.00033243722,0.0011059134,0.00038988356,0.0052655446,0.000037028676],"about_ca_topic_score_codex":0.010014885,"about_ca_topic_score_gemma":0.016301224,"teacher_disagreement_score":0.010014885,"about_ca_system_score_codex":0.0018134656,"about_ca_system_score_gemma":0.002228924,"threshold_uncertainty_score":0.019913197},"labels":[],"label_agreement":null},{"id":"W2055189139","doi":"10.5539/elt.v8n3p35","title":"Problematic Approach to English Learning and Teaching: A Case in Indonesia","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Indonesian; Curriculum; Subject (documents); Allotment; Grammar; English grammar; Psychology; Mathematics education; Process (computing); Linguistics; Teaching method; Pedagogy; Computer science","score_opus":0.0250240600759799,"score_gpt":0.2597949373862838,"score_spread":0.23477087731030388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2055189139","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78121567,0.0022068445,0.0056421505,0.023353701,0.00025655457,0.00010438318,0.000030739415,0.000054656244,0.18713526],"genre_scores_gemma":[0.9858051,0.0008796503,0.0013516789,0.001395066,0.00003707197,0.000045565488,0.000007891016,0.000031965355,0.010446057],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968568,0.0015147596,0.00012774282,0.00020869788,0.0005554974,0.00073636975],"domain_scores_gemma":[0.9979074,0.0007519146,0.00033224322,0.00011813002,0.00015688088,0.0007334339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021205482,0.0003329361,0.000420872,0.0008274071,0.012882289,0.0055133956,0.0014922686,0.0031698067,0.0028556704],"category_scores_gemma":[0.0042456756,0.00037152463,0.00041559222,0.0013497253,0.007552243,0.0030581902,0.0054940116,0.005257562,0.00053890044],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009405223,0.0006025175,0.028734853,0.00024853778,0.0000150039905,0.21916692,0.43128523,0.0006252841,0.00122452,0.26580107,0.008017484,0.04418464],"study_design_scores_gemma":[0.000043098662,0.00011061471,0.018317426,0.00073714874,0.00004396816,0.11060778,0.6371102,0.0037280452,0.0012237296,0.05272677,0.17526637,0.000084845626],"about_ca_topic_score_codex":0.018263632,"about_ca_topic_score_gemma":0.03570055,"teacher_disagreement_score":0.018263632,"about_ca_system_score_codex":0.006442963,"about_ca_system_score_gemma":0.0044115162,"threshold_uncertainty_score":0.046747208},"labels":[],"label_agreement":null},{"id":"W2055656492","doi":"10.1080/09658416.2012.666247","title":"Language awareness in a content-based language programme","year":2012,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Recall; Language assessment; Comprehension approach; Computer science; Language acquisition; Psychology; Second-language attrition; Premise; Context (archaeology); Test (biology); Empirical research; Language education; Second-language acquisition; Mathematics education; Cognitive psychology; Linguistics","score_opus":0.07587925961504911,"score_gpt":0.302862642352033,"score_spread":0.22698338273698387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2055656492","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995231,0.000037739555,0.0023443655,0.00003116759,0.0000062373474,0.0002131113,0.000012568586,0.00007785617,0.0020459378],"genre_scores_gemma":[0.99179476,0.00008249198,0.0061905314,0.000042587617,0.000010305162,0.00022562302,0.000040490613,0.000011799262,0.0016013929],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99898165,0.000384676,0.00007157491,0.00013418338,0.0003093964,0.000118554846],"domain_scores_gemma":[0.99530435,0.0031185858,0.00043050703,0.00033970145,0.00028325873,0.0005237185],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017596285,0.00025923684,0.00034949824,0.0006597287,0.00027635755,0.0007209517,0.00051207334,0.00032391137,0.0018085402],"category_scores_gemma":[0.010811174,0.0001490481,0.00024205414,0.0003746954,0.00035322522,0.00053962955,0.0010987619,0.0005470445,0.00027709152],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001998831,0.029972376,0.0414623,0.0011442854,0.0000719492,0.001132442,0.041843794,0.0019732027,0.08364167,0.0013964255,0.0009122539,0.7944504],"study_design_scores_gemma":[0.0015087908,0.08530217,0.6928204,0.00080884463,0.00060694106,0.0048621665,0.019200161,0.012003304,0.14542966,0.0055073975,0.03171355,0.00023658876],"about_ca_topic_score_codex":0.0004866978,"about_ca_topic_score_gemma":0.0005656743,"teacher_disagreement_score":0.0018085402,"about_ca_system_score_codex":0.0003918759,"about_ca_system_score_gemma":0.0010585624,"threshold_uncertainty_score":0.009305954},"labels":[],"label_agreement":null},{"id":"W2056052115","doi":"10.1075/eurosla.1.09lig","title":"Input filters in second language acquisition","year":2001,"lang":"en","type":"article","venue":"EUROSLA Yearbook","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Cognition; Variety (cybernetics); Interlanguage; Computer science; Psychology; Cognitive psychology; Second-language acquisition; Linguistics; Speech recognition; Artificial intelligence","score_opus":0.018881164700480114,"score_gpt":0.23508069619478708,"score_spread":0.21619953149430696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056052115","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37086266,0.08698763,0.12801658,0.0048890314,0.00043435078,0.000090047906,0.00022301741,0.0011072523,0.40738943],"genre_scores_gemma":[0.8923436,0.035283167,0.024384055,0.00058724725,0.00028533154,0.00010898699,0.00016698729,0.0003269761,0.04651369],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994783,0.00010463417,0.00004701556,0.000064173844,0.00021554597,0.00009036941],"domain_scores_gemma":[0.99698013,0.002322933,0.00015887753,0.000099067336,0.0003486143,0.000090343194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009435131,0.00041326153,0.00038391585,0.0010707281,0.00065105973,0.0032541242,0.0004872966,0.0007459945,0.00746849],"category_scores_gemma":[0.0033831915,0.00032240825,0.00029175615,0.0007001044,0.0019816887,0.0031789143,0.0010043804,0.0010302175,0.0010386102],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029268384,0.00013506737,0.015526869,0.0012843312,0.000036043068,0.001483082,0.012418507,0.002647808,0.020402707,0.30818373,0.0030976718,0.6344915],"study_design_scores_gemma":[0.00007787447,0.0006795096,0.08727043,0.0021653948,0.0001247124,0.009929839,0.009074514,0.010457831,0.067401506,0.38113704,0.43141076,0.00027054787],"about_ca_topic_score_codex":0.0037782644,"about_ca_topic_score_gemma":0.0025200227,"teacher_disagreement_score":0.00746849,"about_ca_system_score_codex":0.0014360674,"about_ca_system_score_gemma":0.0012266133,"threshold_uncertainty_score":0.024984598},"labels":[],"label_agreement":null},{"id":"W2056063478","doi":"10.5539/elt.v1n1p54","title":"A Study of an ESP Curriculum for Airline Agents in China","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Curriculum; Foreign language; Service (business); Order (exchange); Psychology; Business; Service personnel; Mathematics education; Pedagogy; Marketing; Political science","score_opus":0.033054633637310184,"score_gpt":0.2979937886822543,"score_spread":0.2649391550449441,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056063478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992843,0.000011105263,0.000024937233,0.000048903672,0.0000021412193,0.00005800193,0.000005142949,0.0000011312081,0.00056433096],"genre_scores_gemma":[0.9950747,0.0000948865,0.00029796248,0.00010187652,0.000005455728,0.00013341893,0.000033881348,0.0000035573357,0.0042543244],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985417,0.00039892437,0.00007197487,0.00015409385,0.0002744009,0.00055892963],"domain_scores_gemma":[0.997142,0.00031926192,0.00024373346,0.00008726396,0.00046480162,0.0017429787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00337894,0.0004903668,0.0005304332,0.0010573706,0.0060210703,0.0019324751,0.0011981884,0.0009470631,0.004078088],"category_scores_gemma":[0.0039690956,0.0004010941,0.0003401771,0.0013149388,0.0009789248,0.001263046,0.0016013371,0.0014416175,0.00046696689],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007190359,0.032224808,0.26088703,0.00050154736,0.000045950037,0.0033960966,0.60190773,0.00081087224,0.0100166695,0.0030589073,0.0026302773,0.08380107],"study_design_scores_gemma":[0.00023102676,0.007903384,0.40320647,0.00013678103,0.000043157368,0.0002675074,0.5630968,0.0018845169,0.002215107,0.00024577373,0.020704,0.000065467786],"about_ca_topic_score_codex":0.059829246,"about_ca_topic_score_gemma":0.14604226,"teacher_disagreement_score":0.059829246,"about_ca_system_score_codex":0.0089286165,"about_ca_system_score_gemma":0.01423439,"threshold_uncertainty_score":0.11896199},"labels":[],"label_agreement":null},{"id":"W2056148451","doi":"10.5539/elt.v8n5p168","title":"Efficacy of Task-Based Learning in a Chinese EFL Classroom: A Case Study","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Pronunciation; Language proficiency; Vocabulary; Active listening; Mathematics education; Linguistics; Communication","score_opus":0.02569024121291614,"score_gpt":0.2918144308752084,"score_spread":0.2661241896622923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056148451","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998892,0.00003669258,0.00014379597,0.000041762538,0.0000015969202,0.0000401567,0.0000047662047,0.0000033168826,0.0008358758],"genre_scores_gemma":[0.99875486,0.00006702227,0.00054166204,0.000018587678,0.0000028949132,0.00004139223,0.0000092958035,0.0000026864034,0.000561603],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976267,0.0011731881,0.00013277953,0.00022652635,0.00044168683,0.00039913165],"domain_scores_gemma":[0.995275,0.0023012485,0.0005749932,0.00037199535,0.0005691917,0.00090757414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004135325,0.0004073987,0.00037040794,0.0011966816,0.0021866488,0.0012610868,0.001018583,0.00083607796,0.0013284537],"category_scores_gemma":[0.0074387686,0.0001843673,0.0003381414,0.0006136014,0.001633271,0.00090477895,0.0013645887,0.0006750755,0.00022401169],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064303685,0.019687746,0.32590407,0.00070022146,0.00008168625,0.0244271,0.44179755,0.0013890443,0.01580344,0.0028821,0.0010289983,0.16565502],"study_design_scores_gemma":[0.0004085067,0.012723077,0.41847354,0.000531192,0.00025458084,0.020576563,0.48057535,0.010021846,0.032123208,0.0016670299,0.022391217,0.00025388144],"about_ca_topic_score_codex":0.004513639,"about_ca_topic_score_gemma":0.0060961493,"teacher_disagreement_score":0.004513639,"about_ca_system_score_codex":0.0020431478,"about_ca_system_score_gemma":0.0021235854,"threshold_uncertainty_score":0.021869957},"labels":[],"label_agreement":null},{"id":"W2056383189","doi":"10.1111/1467-9922.00232","title":"Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":495,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Medical Protective Association; University of Ottawa","funders":"","keywords":"Psychology; Active listening; Think aloud protocol; Metacognition; Listening comprehension; Elaboration; Comprehension; Cognitive psychology; Second language; Linguistics; Cognition; Communication; Computer science","score_opus":0.045520599601457774,"score_gpt":0.2550298054063412,"score_spread":0.2095092058048834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056383189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86921275,0.00041265038,0.09527609,0.001381085,0.000020861498,0.00020866405,0.00008551126,0.000267841,0.033134505],"genre_scores_gemma":[0.97462815,0.00019727343,0.023344874,0.00007749305,0.000005279925,0.00015115934,0.00004462789,0.000030600077,0.0015205742],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9985959,0.00063654134,0.00006217866,0.0002645724,0.00028113803,0.00015969876],"domain_scores_gemma":[0.9961718,0.0022257927,0.00061892887,0.00029400995,0.00045527468,0.00023422639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002821208,0.00071835937,0.00031642092,0.002690355,0.000985204,0.0063598687,0.0014567516,0.0013554959,0.0025011732],"category_scores_gemma":[0.0078077987,0.0004133526,0.00047910446,0.0008642405,0.0058156042,0.003987639,0.0020249826,0.0011040284,0.0005867478],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047626946,0.0009646079,0.21026115,0.000616444,0.000106600375,0.0019031675,0.45360893,0.0063790665,0.04811743,0.11414804,0.0010056312,0.16241264],"study_design_scores_gemma":[0.00024260333,0.0033111656,0.26172543,0.0009189941,0.00041403942,0.0051297126,0.34743887,0.14155714,0.034443963,0.16708425,0.03735803,0.00037587408],"about_ca_topic_score_codex":0.0056203455,"about_ca_topic_score_gemma":0.0040355525,"teacher_disagreement_score":0.0063598687,"about_ca_system_score_codex":0.0015873943,"about_ca_system_score_gemma":0.0021710247,"threshold_uncertainty_score":0.014920175},"labels":[],"label_agreement":null},{"id":"W2057027517","doi":"10.1177/136216880100500306","title":"Book Review: Techniques and principles in language teaching. (2nd edn.), How languages are learned. (Rev. edn.)","year":2001,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.07160723714719629,"score_gpt":0.38953073863270854,"score_spread":0.31792350148551224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057027517","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00012543793,0.96489435,0.0006049719,0.00475852,0.007093911,0.000025798805,0.00027409085,0.0001199634,0.022102952],"genre_scores_gemma":[0.0013353011,0.8861415,0.0012063014,0.0038376837,0.0052868947,0.000080840284,0.00061226264,0.00009538804,0.101403885],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99936444,0.00008764874,0.000059469214,0.00006204875,0.00037816275,0.000048339556],"domain_scores_gemma":[0.99823666,0.00062819204,0.00016788059,0.00004897901,0.00073737325,0.00018088351],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008025385,0.0014840531,0.0017369442,0.004512199,0.0006702534,0.0021716128,0.001689302,0.0016486596,0.066430315],"category_scores_gemma":[0.0036123095,0.00056165084,0.0009004068,0.0049733897,0.00081155845,0.003416789,0.0010056616,0.0026541676,0.075212896],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001851759,0.000016074222,0.000060475286,0.001415221,0.000010812036,0.000053353728,0.000050796367,0.00005398491,0.00016641675,0.0007685205,0.8317662,0.16561966],"study_design_scores_gemma":[0.000007398874,0.000020336418,0.0004755205,0.0013920642,0.000018014973,0.0005741673,0.00004721001,0.000025591966,0.00008744662,0.0007940219,0.9965495,0.000008787251],"about_ca_topic_score_codex":0.0064075026,"about_ca_topic_score_gemma":0.020039273,"teacher_disagreement_score":0.066430315,"about_ca_system_score_codex":0.0013704409,"about_ca_system_score_gemma":0.0027979466,"threshold_uncertainty_score":0.22223157},"labels":[],"label_agreement":null},{"id":"W2057793452","doi":"10.1111/j.1467-9922.2009.00512.x","title":"Prompts Versus Recasts in Dyadic Interaction","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":255,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Corrective feedback; Context (archaeology); Class (philosophy); Second-language acquisition; Repeated measures design; Differential effects; Developmental psychology; First language; Linguistics; Mathematics education","score_opus":0.03325365964713289,"score_gpt":0.29566134204111366,"score_spread":0.26240768239398077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057793452","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978561,0.00008702474,0.0009926852,0.00003812366,0.0000115746625,0.00003714341,0.000023728338,0.00003115301,0.00092243514],"genre_scores_gemma":[0.996101,0.0001425445,0.002551418,0.0000440864,0.000012363869,0.000105592684,0.00006455176,0.000019879124,0.00095862895],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99594575,0.0028980076,0.00014100753,0.00038803802,0.00042524547,0.00020183338],"domain_scores_gemma":[0.9878313,0.008322578,0.0015469972,0.00076020195,0.000506429,0.0010325114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021112193,0.00044914542,0.0005526298,0.00030110168,0.0004879311,0.0008834187,0.00036851657,0.00046466614,0.0029126327],"category_scores_gemma":[0.015913507,0.0002545063,0.00017065363,0.00016118206,0.0005321821,0.000773375,0.0012111928,0.0005250165,0.00042741545],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.026556527,0.0052646487,0.14586589,0.0015492504,0.00033557543,0.0030431815,0.12919717,0.0010196429,0.41075337,0.0014422084,0.0016036998,0.2733689],"study_design_scores_gemma":[0.0017305972,0.058314074,0.71461505,0.00036335087,0.00086463505,0.004193235,0.106575035,0.0050815,0.073645055,0.0038733978,0.030358579,0.00038553248],"about_ca_topic_score_codex":0.0005445173,"about_ca_topic_score_gemma":0.001287151,"teacher_disagreement_score":0.0029126327,"about_ca_system_score_codex":0.00026015544,"about_ca_system_score_gemma":0.00036631132,"threshold_uncertainty_score":0.0111653805},"labels":[],"label_agreement":null},{"id":"W2058203403","doi":"10.5539/ass.v4n4p81","title":"Application of Communicative Approach in College English Teaching","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Communicative competence; Foreign language; Foreign language teaching; Psychology; Language education; Computer science; Linguistics; Pedagogy","score_opus":0.023419474377869218,"score_gpt":0.28208464656270005,"score_spread":0.2586651721848308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058203403","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26491296,0.007562323,0.038940046,0.012096106,0.0007081143,0.0003861243,0.000023249639,0.0001579952,0.67521316],"genre_scores_gemma":[0.95751804,0.0039644223,0.018037392,0.00087352225,0.00013306274,0.00023095477,0.00001482093,0.000033173084,0.01919451],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9936237,0.0046495064,0.00016239689,0.00025923393,0.00095164374,0.00035359323],"domain_scores_gemma":[0.99686134,0.0018959083,0.0001621037,0.00015329034,0.0005028419,0.0004245649],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036326798,0.0002532544,0.00017425898,0.0014240885,0.0026531755,0.0044644997,0.0006230551,0.0009814841,0.0030859078],"category_scores_gemma":[0.00514993,0.00012675831,0.00029938333,0.0010855094,0.0040526534,0.0022881613,0.0038935295,0.0014930576,0.0003770262],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007026561,0.00033715693,0.005963036,0.0007884964,0.000017663435,0.001615787,0.25836217,0.00062855514,0.0042827614,0.31009793,0.006661745,0.41117436],"study_design_scores_gemma":[0.000059100425,0.00042551433,0.021854984,0.0020677387,0.0000683261,0.0030206568,0.33353555,0.005134675,0.0064097415,0.08526956,0.5420336,0.00012057947],"about_ca_topic_score_codex":0.00324661,"about_ca_topic_score_gemma":0.00425552,"teacher_disagreement_score":0.0044644997,"about_ca_system_score_codex":0.003967709,"about_ca_system_score_gemma":0.005910467,"threshold_uncertainty_score":0.028787851},"labels":[],"label_agreement":null},{"id":"W2058573116","doi":"10.5539/ass.v5n9p137","title":"The Negative Transfer of Mother Tongue in Non-English Majors’ Compositions from the Perspective of Syntax","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Negative transfer; Sentence; Syntax; Perspective (graphical); Linguistics; First language; Positive transfer; Transfer (computing); Psychology; Computer science; Natural language processing; Artificial intelligence; Philosophy","score_opus":0.013263343599933704,"score_gpt":0.25916587509516914,"score_spread":0.24590253149523544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058573116","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957248,0.000024148572,0.001115338,0.00009135593,0.00000796735,0.000006554651,0.000025025962,0.000011210173,0.0029936633],"genre_scores_gemma":[0.99938214,0.0000151462655,0.00024541188,0.000015348602,0.0000041047474,0.0000042023335,0.000023873708,0.00000720862,0.0003025621],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991646,0.000199983,0.0000739468,0.00013932203,0.0003352389,0.00008687674],"domain_scores_gemma":[0.9948867,0.0026440779,0.0009349263,0.0005179749,0.0007631217,0.00025321913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011857637,0.0002687182,0.00021225336,0.0006985572,0.0005278526,0.0007798753,0.00028380597,0.0002333885,0.002878526],"category_scores_gemma":[0.010030858,0.00011392906,0.00013793673,0.00035780692,0.0011512904,0.0008967184,0.0010318368,0.0006886415,0.00024019885],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015686629,0.00026565403,0.54312307,0.000371031,0.00010887209,0.004850537,0.057454932,0.0008100991,0.21383515,0.010107998,0.0009435763,0.16656041],"study_design_scores_gemma":[0.000029687444,0.00041104885,0.9103031,0.000038105478,0.000120902194,0.0045123454,0.024578827,0.005809757,0.045982953,0.0058215596,0.0023317905,0.00005988844],"about_ca_topic_score_codex":0.0012963958,"about_ca_topic_score_gemma":0.0011050928,"teacher_disagreement_score":0.002878526,"about_ca_system_score_codex":0.0003984981,"about_ca_system_score_gemma":0.00046650664,"threshold_uncertainty_score":0.009629607},"labels":[],"label_agreement":null},{"id":"W2059017598","doi":"10.5539/ijel.v2n4p65","title":"Language Learning Strategies of Two Indonesian Young Learners in the USA","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Indonesian; Syllabus; Sentence; Natural (archaeology); Aptitude; Grammar; Linguistics; Psychology; Language acquisition; First language; Mathematics education; Computer science; Natural language processing; Developmental psychology","score_opus":0.02848091030174273,"score_gpt":0.31148339890412025,"score_spread":0.28300248860237753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059017598","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99857855,0.000030960902,0.000034263012,0.000053000826,0.0000039328743,0.000010042478,0.000010567623,0.0000023643686,0.0012762083],"genre_scores_gemma":[0.99370486,0.00013394348,0.00032692068,0.00013048106,0.0000033795347,0.00002903446,0.000047393456,0.000008254769,0.0056157033],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99968064,0.000075373246,0.000026272532,0.000050879706,0.00007547092,0.000091521746],"domain_scores_gemma":[0.9990921,0.00014845001,0.00008255831,0.000025354595,0.00023667648,0.00041486233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006048333,0.00040431708,0.00055922725,0.0009391793,0.002466625,0.0022323786,0.00039190074,0.0007386397,0.0023547255],"category_scores_gemma":[0.0014500058,0.00030857127,0.00025396916,0.0004906988,0.0007775097,0.000973018,0.0011370226,0.0011185218,0.00078037154],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016680261,0.0019311595,0.26541668,0.00008399272,0.0000141061455,0.0051898244,0.67749435,0.000092266884,0.011151127,0.0007615129,0.00087241974,0.036825683],"study_design_scores_gemma":[0.00002470125,0.0010277481,0.29195812,0.000086444146,0.000042484404,0.0044256067,0.6794262,0.0008612019,0.0048309765,0.00046792382,0.016750617,0.00009795059],"about_ca_topic_score_codex":0.014445015,"about_ca_topic_score_gemma":0.030398406,"teacher_disagreement_score":0.014445015,"about_ca_system_score_codex":0.0011290804,"about_ca_system_score_gemma":0.0011544434,"threshold_uncertainty_score":0.028721869},"labels":[],"label_agreement":null},{"id":"W2059328651","doi":"10.3138/cmlr.60.3.275","title":"Theoretical and Research Foundations of Intensive French","year":2004,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conceptualization; Principal (computer security); Intensive care; Core (optical fiber); Computer science; Epistemology; Sociology; Psychology; Medicine; Artificial intelligence; Philosophy","score_opus":0.0375128729367832,"score_gpt":0.29218892215709236,"score_spread":0.2546760492203092,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059328651","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.030842537,0.024643637,0.0610633,0.022675997,0.0003583705,0.00012549265,0.0001695485,0.00013666366,0.8599844],"genre_scores_gemma":[0.9498995,0.013853813,0.013255942,0.0017872029,0.00044616923,0.0002539397,0.00009811446,0.00005290365,0.020352555],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9968125,0.0018192722,0.00009683962,0.00030669448,0.0005184166,0.00044619868],"domain_scores_gemma":[0.99624556,0.0024279652,0.000329933,0.00027752743,0.0004985709,0.0002204932],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003031567,0.00070383865,0.0004616855,0.0040378533,0.0037185205,0.005696525,0.0011566911,0.0019516997,0.008872161],"category_scores_gemma":[0.004758774,0.00022118176,0.000512851,0.003726009,0.026191095,0.00460625,0.0026525385,0.0024420992,0.0007897125],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000028272882,0.0000058053474,0.00016749837,0.00004600314,0.0000014836306,0.000032183187,0.0026764977,0.00017209873,0.000018615276,0.9889241,0.0004566493,0.007496336],"study_design_scores_gemma":[0.000011317613,0.000032269705,0.0019976376,0.00046526684,0.000007493537,0.00023881948,0.0055008642,0.0010282835,0.00012287304,0.8364428,0.15413065,0.000021684387],"about_ca_topic_score_codex":0.05587827,"about_ca_topic_score_gemma":0.03083627,"teacher_disagreement_score":0.05587827,"about_ca_system_score_codex":0.013003007,"about_ca_system_score_gemma":0.00723511,"threshold_uncertainty_score":0.11110604},"labels":[],"label_agreement":null},{"id":"W2059354555","doi":"10.7202/1012887ar","title":"Tâches à distance et remédiation en anglais langue étrangère : Réflexion sur des entrées à considérer pour la conception d’outils pédagogiques ajustés aux besoins des apprenants","year":2012,"lang":"fr","type":"article","venue":"Revue internationale des technologies en pédagogie universitaire","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Sociology","score_opus":0.05356824634494194,"score_gpt":0.294856127345826,"score_spread":0.24128788100088405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059354555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82587963,0.005717924,0.032639757,0.015187989,0.00033959886,0.00033263204,0.00009234119,0.00023350083,0.11957672],"genre_scores_gemma":[0.9614477,0.002241308,0.013956585,0.001115494,0.000037762733,0.00022251953,0.000049700513,0.00005844223,0.020870639],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98827165,0.007455338,0.00041335457,0.0008867527,0.0020352518,0.00093751884],"domain_scores_gemma":[0.98588073,0.007047444,0.0011587621,0.0009143161,0.0032254073,0.0017733339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0098683825,0.00056386075,0.00065662654,0.0014831497,0.0062842416,0.00921771,0.0012726252,0.0017033281,0.0073228795],"category_scores_gemma":[0.015200421,0.0003800662,0.0005561167,0.0012083431,0.007988603,0.005174612,0.006203079,0.003245121,0.0013832828],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000073877396,0.00021541466,0.021942379,0.00067478133,0.00003326132,0.00070575194,0.83374983,0.00016874474,0.0038537122,0.026652725,0.0021705772,0.10975894],"study_design_scores_gemma":[0.000019040837,0.00030400616,0.036687177,0.0012787523,0.000051939634,0.0006052118,0.7743089,0.00045764522,0.0019042264,0.008476835,0.17579187,0.00011437399],"about_ca_topic_score_codex":0.037274826,"about_ca_topic_score_gemma":0.07763222,"teacher_disagreement_score":0.037274826,"about_ca_system_score_codex":0.0068087634,"about_ca_system_score_gemma":0.013557067,"threshold_uncertainty_score":0.07411575},"labels":[],"label_agreement":null},{"id":"W2059501995","doi":"10.5539/elt.v7n1p1","title":"Developing a Framework for Classroom Lesson Delivery to Improve English Teachers’ Performance in the Foundation Year Programme at a Saudi University","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdulaziz University","keywords":"Psychology; Mathematics education; Teaching method; Faculty development; Process (computing); Quality (philosophy); Pedagogy; Professional development; Medical education; Computer science; Medicine","score_opus":0.023820131177251066,"score_gpt":0.24454197350451612,"score_spread":0.22072184232726505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059501995","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24367818,0.0040169153,0.66416454,0.014177722,0.00055211526,0.020580722,0.0004963316,0.0040195617,0.0483139],"genre_scores_gemma":[0.1652836,0.00063282414,0.8281582,0.00023116065,0.00001607233,0.0026542195,0.00020340855,0.000058216872,0.0027624322],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99421185,0.003385249,0.00042121546,0.00044470277,0.0010655278,0.00047145155],"domain_scores_gemma":[0.9944905,0.0019020416,0.00050526543,0.00026264624,0.0018216021,0.0010179783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010518039,0.00094816997,0.00046302823,0.0030358399,0.0017282285,0.0032843768,0.0024039976,0.0013559168,0.0019956755],"category_scores_gemma":[0.0090036625,0.00042985502,0.00068254385,0.0010681032,0.0012638854,0.0021837654,0.0024474685,0.0015442417,0.00063706946],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022308802,0.0039636744,0.009379131,0.0021369616,0.000059916456,0.00075179996,0.03277822,0.009133834,0.015648002,0.024256224,0.013326862,0.8883424],"study_design_scores_gemma":[0.0017047019,0.010777483,0.10425773,0.013245936,0.00069695053,0.0034637165,0.103643015,0.08765249,0.047693834,0.050524257,0.5754698,0.0008700163],"about_ca_topic_score_codex":0.015185353,"about_ca_topic_score_gemma":0.025884945,"teacher_disagreement_score":0.015185353,"about_ca_system_score_codex":0.007241006,"about_ca_system_score_gemma":0.016664805,"threshold_uncertainty_score":0.05562538},"labels":[],"label_agreement":null},{"id":"W2059854631","doi":"10.1007/s11145-005-3356-y","title":"Differential Reading, Naming, and Transcribing Speeds of Japanese Romaji and Hiragana","year":2005,"lang":"en","type":"article","venue":"Reading and Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Kanji; Writing system; Syllabic verse; Reading (process); Linguistics; Psychology; Chinese characters; Psycholinguistics; Computer science; Cognition; Speech recognition; Artificial intelligence","score_opus":0.02498581772955092,"score_gpt":0.24421819088727795,"score_spread":0.21923237315772703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059854631","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987716,0.00009623924,0.00014249509,0.000017714201,0.000010648481,0.0000060025177,0.000063896194,0.000005803542,0.00088567415],"genre_scores_gemma":[0.9974371,0.00010323181,0.00034463906,0.000031191197,0.000009296704,0.000016625534,0.00018430794,0.000018722241,0.0018548113],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995869,0.00006444867,0.00006707145,0.00015050116,0.00006474111,0.000066354754],"domain_scores_gemma":[0.997343,0.0011121798,0.00038716567,0.00021479542,0.00066962803,0.00027328404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00076824095,0.00041025694,0.00048660015,0.00080908096,0.00062661653,0.00069044577,0.0003282649,0.0005768668,0.00441755],"category_scores_gemma":[0.0045247125,0.0003822542,0.00030787394,0.00050436554,0.00059631374,0.0009892979,0.0004850113,0.0005638204,0.00091824],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0081572,0.00087061216,0.4205839,0.0005865958,0.00032185233,0.0060923,0.043208923,0.00051492814,0.4078815,0.0007627001,0.0015561989,0.10946332],"study_design_scores_gemma":[0.00004932966,0.0005324388,0.9780091,0.000015954172,0.00017016192,0.001531735,0.0057965727,0.0005762106,0.011895468,0.0003068572,0.0010643329,0.000051766798],"about_ca_topic_score_codex":0.0072447746,"about_ca_topic_score_gemma":0.009804904,"teacher_disagreement_score":0.0072447746,"about_ca_system_score_codex":0.00018961958,"about_ca_system_score_gemma":0.0002997915,"threshold_uncertainty_score":0.014778137},"labels":[],"label_agreement":null},{"id":"W2060825509","doi":"10.1111/j.1467-9345.2008.00479.x","title":"Inviting conversation: meaningful talk about texts for English language learners","year":2008,"lang":"en","type":"article","venue":"Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Situated; Ell; Conversation; Literacy; Reading (process); Vocabulary; Proposition; Meaning (existential); Pedagogy; Psychology; Identity (music); Vocabulary development; Task (project management); Linguistics; Teaching method; Mathematics education; Computer science; Communication","score_opus":0.023534161274694085,"score_gpt":0.2590165125037397,"score_spread":0.2354823512290456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060825509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7914055,0.002739182,0.04205564,0.0119099645,0.00058766414,0.00088680803,0.00023914376,0.0010545644,0.14912158],"genre_scores_gemma":[0.97832835,0.0008817247,0.012043217,0.0009986892,0.00015703902,0.0005459992,0.00010092219,0.00018661866,0.0067573623],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9931331,0.0055842265,0.00011592599,0.00027209494,0.00049444963,0.00040026236],"domain_scores_gemma":[0.9887496,0.008501517,0.0007674176,0.0004537966,0.0003203218,0.0012072931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00447916,0.00086740515,0.0005627236,0.0009406436,0.007669815,0.0061650285,0.0017564554,0.003555956,0.005212777],"category_scores_gemma":[0.013618106,0.00036869984,0.0005458783,0.0006155948,0.009875989,0.00680846,0.010735421,0.0036348207,0.0012232699],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012394818,0.00010134895,0.00083687523,0.00031213122,0.000010330428,0.0013446353,0.96208185,0.00012651873,0.007592721,0.010022908,0.0028529186,0.014593882],"study_design_scores_gemma":[0.00007086646,0.00031851017,0.0034510372,0.0007840204,0.00004224702,0.0021806185,0.7645733,0.0008150715,0.005762757,0.018014504,0.20389244,0.00009466472],"about_ca_topic_score_codex":0.0007352746,"about_ca_topic_score_gemma":0.0012086434,"teacher_disagreement_score":0.007669815,"about_ca_system_score_codex":0.0013628632,"about_ca_system_score_gemma":0.00086380244,"threshold_uncertainty_score":0.023688316},"labels":[],"label_agreement":null},{"id":"W2061324598","doi":"10.3138/cmlr.2023","title":"Eliciting Production of L2 Target Structures through Priming Activities","year":2014,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Priming (agriculture); Adverbial; Psychology; Sentence; Context (archaeology); Mathematics education; Prime (order theory); Production (economics); Linguistics; Computer science; Natural language processing; Mathematics; Biology","score_opus":0.02014979841649454,"score_gpt":0.23168099766516337,"score_spread":0.21153119924866884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2061324598","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95492125,0.0007236262,0.023168972,0.00035052898,0.000054597716,0.0006792586,0.00011460397,0.00027603743,0.019711098],"genre_scores_gemma":[0.968919,0.00052377256,0.026811227,0.00018480037,0.000020286527,0.0007346863,0.00008385053,0.000058595077,0.0026637532],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99874675,0.0008183471,0.000043719894,0.00020465702,0.00012235637,0.00006411428],"domain_scores_gemma":[0.9950381,0.0038923142,0.00041786185,0.00024589594,0.00023413327,0.00017161589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022871646,0.00046151172,0.00028939114,0.0003492914,0.00053680904,0.0006621633,0.00048887706,0.00057977333,0.0056188484],"category_scores_gemma":[0.0061356695,0.0002912509,0.00015799087,0.00030556502,0.0005487608,0.00076862576,0.0015624096,0.00067775336,0.0011055908],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029131828,0.0027514752,0.013823056,0.0032438212,0.00003545402,0.0013581975,0.026504459,0.00067326863,0.64375335,0.010879619,0.0026440374,0.29142013],"study_design_scores_gemma":[0.0011474339,0.01246526,0.0914443,0.0009643013,0.00018458853,0.0040138736,0.013223042,0.0048731654,0.78289974,0.014615697,0.07403955,0.000129019],"about_ca_topic_score_codex":0.0003811291,"about_ca_topic_score_gemma":0.0007172303,"teacher_disagreement_score":0.0056188484,"about_ca_system_score_codex":0.00047547685,"about_ca_system_score_gemma":0.0008578001,"threshold_uncertainty_score":0.01879692},"labels":[],"label_agreement":null},{"id":"W2062149873","doi":"10.5539/ies.v2n2p145","title":"A Brief Discussion on Motivation and Ways to Motivate Students in English Language Learning","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enthusiasm; Psychology; Motivation to learn; Goal theory; Mathematics education; Foreign language; English as a foreign language; English language; Language acquisition; Intrinsic motivation; Self-determination theory; Pedagogy; Social psychology","score_opus":0.04883454372165958,"score_gpt":0.3571103066362275,"score_spread":0.30827576291456793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2062149873","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.042564653,0.119083434,0.055860955,0.28896064,0.01605724,0.00096265326,0.0004724583,0.00029780171,0.4757402],"genre_scores_gemma":[0.33048904,0.1982277,0.038837116,0.0828402,0.009269008,0.002313933,0.0005956766,0.00015801488,0.33726937],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985885,0.0008272452,0.00008654135,0.00008969968,0.00025036366,0.00015759774],"domain_scores_gemma":[0.99861884,0.0008967191,0.00011422368,0.000023116712,0.00016570924,0.00018138658],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020152836,0.0005747991,0.00034726388,0.0010229201,0.0024616201,0.002676877,0.00076550414,0.0035376796,0.015814666],"category_scores_gemma":[0.0024180526,0.0001944266,0.00081714836,0.0011747171,0.0017461809,0.0031994737,0.0016020928,0.0029971618,0.0031223258],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006261492,0.0008254712,0.0051479475,0.0026210963,0.000024289147,0.0016110175,0.017113078,0.00072173704,0.0021513363,0.5931938,0.1250303,0.25149733],"study_design_scores_gemma":[0.000008139528,0.00026489294,0.0057396707,0.0017103207,0.000010073065,0.0010738441,0.0055852393,0.00032379094,0.0005427276,0.03891493,0.9457886,0.00003768119],"about_ca_topic_score_codex":0.0013216981,"about_ca_topic_score_gemma":0.002300515,"teacher_disagreement_score":0.015814666,"about_ca_system_score_codex":0.0016999212,"about_ca_system_score_gemma":0.0019626215,"threshold_uncertainty_score":0.05290532},"labels":[],"label_agreement":null},{"id":"W2062678877","doi":"10.3138/cmlr.58.4.526","title":"What Does a Novice Look Like? Describing the Grammar and Discourse of Young Learners of Japanese","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Linguistics; Grammar; Psychology; Word order; Computer science; Mathematics education; Natural language processing; Artificial intelligence","score_opus":0.03199840714668217,"score_gpt":0.22449301532533658,"score_spread":0.1924946081786544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2062678877","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99824536,0.00046474073,0.00012839989,0.00014530214,0.0000046383475,0.0000038414037,0.000016413209,0.0000031588881,0.0009882015],"genre_scores_gemma":[0.99752635,0.00064470543,0.0003128848,0.00010095869,0.000006031374,0.000007657783,0.000058180078,0.0000072733737,0.0013359544],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9995384,0.00016086554,0.000048334972,0.000068084235,0.00011223544,0.00007200159],"domain_scores_gemma":[0.99841857,0.0006132785,0.00042319522,0.00006566285,0.00020611969,0.00027305822],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008277355,0.000282802,0.0003614162,0.0011885416,0.0009964016,0.002109986,0.0003604553,0.0006544661,0.0006468312],"category_scores_gemma":[0.003509692,0.00018341764,0.00017614754,0.0006070484,0.0015600526,0.0012475996,0.001071271,0.00062673184,0.00027396448],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040829436,0.00006034706,0.17995377,0.00011189086,0.000011840552,0.003093505,0.78745264,0.000044999502,0.008404157,0.0006622057,0.0005110657,0.019652732],"study_design_scores_gemma":[0.0000029007915,0.00016434002,0.26940694,0.000092810056,0.000015609494,0.004921604,0.7133186,0.00022076016,0.0012437297,0.00038394483,0.01019185,0.000036855236],"about_ca_topic_score_codex":0.012278091,"about_ca_topic_score_gemma":0.022908144,"teacher_disagreement_score":0.012278091,"about_ca_system_score_codex":0.0008453083,"about_ca_system_score_gemma":0.00093314843,"threshold_uncertainty_score":0.024413228},"labels":[],"label_agreement":null},{"id":"W2062948090","doi":"10.5539/elt.v5n7p164","title":"Exploring the Language Learning Needs across Different Levels: A Case for the Iranian Undergraduate and Postgraduate Genetics Students","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Graduate students; Medical education; Test (biology); Minor (academic); Mathematics education; Foreign language; Pedagogy; Medicine; Humanities","score_opus":0.09140083304928998,"score_gpt":0.31685779100615397,"score_spread":0.225456957956864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2062948090","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978194,0.00006022968,0.000114688264,0.00080255786,0.0000075803487,0.0000138642845,0.0000033851177,0.0000021140415,0.0011760162],"genre_scores_gemma":[0.9978877,0.00015877273,0.0005566592,0.00025650355,0.000008478184,0.000017194796,0.0000044160774,0.0000030493213,0.0011072163],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99826556,0.00066436594,0.000056837474,0.000118003154,0.00035878873,0.00053644244],"domain_scores_gemma":[0.99706286,0.00084094075,0.00035315953,0.00007165086,0.00034445064,0.0013268975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002380111,0.0003163211,0.0003711216,0.0013479391,0.005794217,0.0021886523,0.0008987714,0.0017881613,0.0016908178],"category_scores_gemma":[0.0051042186,0.00038765144,0.00038736477,0.0010254361,0.0026595665,0.0015653394,0.0025487163,0.0019259866,0.00021161603],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062114115,0.0006269858,0.115078464,0.00011378897,0.000009061011,0.050722323,0.79862905,0.000094419614,0.0026031274,0.0020621358,0.0010752841,0.028923249],"study_design_scores_gemma":[0.000008305262,0.00022384113,0.035671677,0.000050820854,0.000010438065,0.016411198,0.94089115,0.0002143817,0.00047006272,0.00053203525,0.005494537,0.000021606238],"about_ca_topic_score_codex":0.010667005,"about_ca_topic_score_gemma":0.031046981,"teacher_disagreement_score":0.010667005,"about_ca_system_score_codex":0.0023898953,"about_ca_system_score_gemma":0.004261596,"threshold_uncertainty_score":0.021209836},"labels":[],"label_agreement":null},{"id":"W2063086621","doi":"10.3138/cmlr.65.4.615","title":"<i>Le cadeau</i> or <i>la cadeau</i>? The Role of Aptitude in Learner Awareness of Gender Distinctions in French","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Humanities; Conscience; Metalinguistic awareness; Trait; Linguistics; Philosophy; Computer science","score_opus":0.0208704011801818,"score_gpt":0.23938634827955815,"score_spread":0.21851594709937636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2063086621","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94657916,0.021672849,0.00074508396,0.002479946,0.0000509986,0.000009531686,0.000059795882,0.000022751152,0.028379874],"genre_scores_gemma":[0.99184763,0.0047091325,0.00024171468,0.00017638192,0.000027595166,0.0000029075607,0.000023057919,0.000003072874,0.0029685372],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99985766,0.000047657537,0.000007294962,0.000020809415,0.0000356136,0.000030916413],"domain_scores_gemma":[0.99950147,0.00024339138,0.00011946343,0.0000147271585,0.00007373839,0.000047201796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005677425,0.00010725011,0.00011386281,0.00032527794,0.00025592514,0.00078709127,0.0001513965,0.00026680072,0.0019922452],"category_scores_gemma":[0.0018416115,0.00004478311,0.00009409222,0.0001844624,0.00068281713,0.0004394205,0.00013960173,0.00015990826,0.000254608],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004816402,0.00014199242,0.3387528,0.00063061,0.000053540352,0.002455908,0.028738646,0.00029347645,0.014643536,0.007651054,0.0042487616,0.60190797],"study_design_scores_gemma":[0.000015208911,0.00050740846,0.92407554,0.00031814707,0.000054610315,0.004348582,0.021194499,0.00037670555,0.0041759564,0.0041280473,0.04077344,0.00003192953],"about_ca_topic_score_codex":0.047543187,"about_ca_topic_score_gemma":0.043320127,"teacher_disagreement_score":0.047543187,"about_ca_system_score_codex":0.00068820623,"about_ca_system_score_gemma":0.00076813926,"threshold_uncertainty_score":0.09453291},"labels":[],"label_agreement":null},{"id":"W2063882921","doi":"10.1017/s0272263103220258","title":"<b>INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE LEARNING: EFFECTS OF APTITUDE, INTELLIGENCE, AND MOTIVATION.</b><i>Steve Cornwell and Peter Robinson (Eds.)</i>. Tokyo: Aoyama Gakuin University, 2000. Pp. ii + 199. $29.00 paper.","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Mathematics education; Construct (python library); Aptitude; Construct validity; Goal theory; Humanities; Developmental psychology; Psychometrics; Computer science","score_opus":0.020847098443285892,"score_gpt":0.23852989411810965,"score_spread":0.21768279567482376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2063882921","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008091857,0.9203207,0.0020339151,0.022405252,0.006554458,0.00003481858,0.00075113366,0.00012700591,0.039680876],"genre_scores_gemma":[0.07015394,0.8300061,0.0028083655,0.0037505198,0.010525824,0.00014606622,0.0018275985,0.00017767434,0.08060389],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99971086,0.000086926804,0.000019084235,0.00005830293,0.00009621837,0.000028599283],"domain_scores_gemma":[0.9975817,0.0019003496,0.0001202877,0.000050087216,0.00019894828,0.00014866672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088440534,0.0011644113,0.0009961649,0.001495676,0.00031331967,0.0016047736,0.00084154063,0.0010458281,0.029490544],"category_scores_gemma":[0.00213107,0.0004325993,0.00046612503,0.0026658892,0.00096235424,0.002195981,0.000785843,0.0014761371,0.006119422],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000158785,0.00013295645,0.008646256,0.0014799156,0.00018518402,0.0001337193,0.0009092379,0.00042952798,0.00041008892,0.0046091513,0.5442725,0.43863267],"study_design_scores_gemma":[0.000076771714,0.000340002,0.25693157,0.0044854446,0.00027976045,0.0009866717,0.002205634,0.0010978404,0.0006968326,0.028009793,0.7048128,0.00007693427],"about_ca_topic_score_codex":0.0077103716,"about_ca_topic_score_gemma":0.009031321,"teacher_disagreement_score":0.029490544,"about_ca_system_score_codex":0.00071607984,"about_ca_system_score_gemma":0.0009868725,"threshold_uncertainty_score":0.09865564},"labels":[],"label_agreement":null},{"id":"W2064246654","doi":"10.3138/cmlr.56.3.496","title":"A Response to Nassaji's ‘Towards Integrating Forum-focused Instruction and Communicative Interaction in the Second Language Classroom’ in Light of Issues Related to Focus on Form","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"Criticism; Focus (optics); Psychology; Empirical research; Empirical evidence; Linguistics; Epistemology; Political science; Philosophy","score_opus":0.015344819548913383,"score_gpt":0.25966937617430563,"score_spread":0.24432455662539226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064246654","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013913406,0.0010820382,0.0009967879,0.9810419,0.012108375,0.000011059245,0.00004241521,0.00004244681,0.00328358],"genre_scores_gemma":[0.026198458,0.0017146883,0.0026673966,0.94542634,0.00870566,0.00009465782,0.000033120486,0.00011412807,0.01504548],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9797482,0.0059297094,0.0016612471,0.0028928008,0.007828408,0.0019396099],"domain_scores_gemma":[0.9355152,0.033862434,0.004732702,0.0017614474,0.018736525,0.0053916844],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01637864,0.0010934044,0.0009878536,0.0012260217,0.012800608,0.011301147,0.0039787367,0.04737811,0.0059894216],"category_scores_gemma":[0.058341753,0.00092697993,0.001045334,0.0020687466,0.014270459,0.0094814,0.0075672325,0.05468788,0.0035313396],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065733664,0.00005271487,0.0007182638,0.0002962652,0.000019724179,0.0006173175,0.015855478,0.00013751764,0.0016035889,0.06775151,0.90081507,0.012066733],"study_design_scores_gemma":[0.00002563033,0.000062749925,0.002249725,0.0005931258,0.000025675517,0.00056788453,0.012576956,0.00029587068,0.0010932636,0.015959047,0.9664056,0.00014448134],"about_ca_topic_score_codex":0.03806638,"about_ca_topic_score_gemma":0.08597121,"teacher_disagreement_score":0.04737811,"about_ca_system_score_codex":0.011607079,"about_ca_system_score_gemma":0.016133908,"threshold_uncertainty_score":0.086619556},"labels":[],"label_agreement":null},{"id":"W2064914668","doi":"10.5539/ijel.v2n3p10","title":"Hesitation Strategies in an Oral L2 Test among Iranian Students Shifted from EFL Context to EIL","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kuala lumpur; Persian; Context (archaeology); Confusion; Test (biology); International language; Psychology; Affect (linguistics); Linguistics; First language; Foreign language; Population; Mathematics education; Medical education; Sociology; Medicine; Geography; Business; Demography; Communication; Marketing","score_opus":0.03762243666646612,"score_gpt":0.3234722290085238,"score_spread":0.28584979234205765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064914668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999721,0.000019063817,0.0000360382,0.0000111110485,0.0000017634721,0.000005461135,0.0000046112928,0.000002912111,0.00019802875],"genre_scores_gemma":[0.9994017,0.00003138156,0.00009419862,0.000035027133,0.0000029603746,0.000009579246,0.00001607628,0.000002999527,0.00040605842],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99886024,0.00028662707,0.000117475356,0.0001493692,0.0004180018,0.00016834679],"domain_scores_gemma":[0.9967231,0.001082512,0.0010376162,0.00015451068,0.0006436932,0.00035864455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014340552,0.00047882274,0.0005165548,0.0006787446,0.00049597566,0.0013176862,0.00042860705,0.0006529014,0.00094164786],"category_scores_gemma":[0.007887923,0.00028441785,0.0002962202,0.00029515685,0.00081700936,0.00049511075,0.000851398,0.0007182727,0.00035036093],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007374465,0.0008291835,0.8018473,0.00016421828,0.000068669,0.0022178825,0.11931863,0.00021269488,0.034172427,0.00013221409,0.00039803446,0.039901305],"study_design_scores_gemma":[0.000017791983,0.0015863451,0.9000291,0.000031232514,0.000044807344,0.0020001207,0.088528946,0.00055999117,0.0054943864,0.000109633154,0.0015343707,0.000063261745],"about_ca_topic_score_codex":0.0016327361,"about_ca_topic_score_gemma":0.0018119911,"teacher_disagreement_score":0.0016327361,"about_ca_system_score_codex":0.00039964376,"about_ca_system_score_gemma":0.0003840253,"threshold_uncertainty_score":0.007584095},"labels":[],"label_agreement":null},{"id":"W2064914802","doi":"10.5539/ijel.v1n1p21","title":"Corrective Feedback in SLA: Classroom Practice and Future Directions","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Dilemma; Second-language acquisition; Realm; Computer science; Error detection and correction; Psychology; Linguistics; Mathematics education; Political science; Epistemology; Algorithm; Law","score_opus":0.025513631638569227,"score_gpt":0.2728502388190069,"score_spread":0.24733660718043765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064914802","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12767392,0.38774648,0.07462229,0.31776625,0.0040755305,0.00056449685,0.00017297083,0.0012941773,0.086083904],"genre_scores_gemma":[0.67239165,0.19899604,0.09954712,0.013775675,0.0018473584,0.00059800834,0.00017340702,0.00018834771,0.012482383],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9842126,0.010544175,0.0008941734,0.0012429946,0.002218176,0.0008878865],"domain_scores_gemma":[0.9248649,0.04962149,0.002593156,0.0034089643,0.01455666,0.0049548508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027944256,0.00076581497,0.001031852,0.0025076559,0.0022831704,0.007025524,0.0031910797,0.0039809654,0.00718765],"category_scores_gemma":[0.04259037,0.00046919048,0.0005093587,0.0026702986,0.00404328,0.0128943,0.0042583765,0.0039579724,0.0014420294],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031165653,0.0018113282,0.0066522495,0.0034464402,0.00003118666,0.00045713005,0.027066993,0.0007294732,0.000901814,0.027946439,0.014675432,0.9159699],"study_design_scores_gemma":[0.00032553985,0.002171624,0.01989538,0.041339155,0.00011693562,0.0027528505,0.29178897,0.008700756,0.004735209,0.13195328,0.49589702,0.0003231376],"about_ca_topic_score_codex":0.0044677607,"about_ca_topic_score_gemma":0.0056891777,"teacher_disagreement_score":0.027944256,"about_ca_system_score_codex":0.0033714462,"about_ca_system_score_gemma":0.009995138,"threshold_uncertainty_score":0.14778507},"labels":[],"label_agreement":null},{"id":"W2065051855","doi":"10.5539/ies.v1n2p18","title":"What ‘Crazy English’ can tell us? Inspiration and Motivation from Li Yang","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Phonetics; Psychology; Linguistics; Foreign language; Mathematics education; China; Philosophy; History","score_opus":0.11789839514221817,"score_gpt":0.32377484558740466,"score_spread":0.2058764504451865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2065051855","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08390797,0.056295738,0.0033600738,0.75536704,0.005280125,0.00008697488,0.00011314252,0.00007856258,0.09551036],"genre_scores_gemma":[0.6651021,0.06699635,0.0070230723,0.15626037,0.003947085,0.00022041741,0.00012778785,0.00019143039,0.100131325],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9986255,0.0008251177,0.000048771606,0.00011960623,0.00024297152,0.00013794322],"domain_scores_gemma":[0.99605644,0.0020836284,0.00016735266,0.00007580734,0.0005381123,0.0010786696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033211207,0.00046562613,0.00057608273,0.0009462472,0.0036940288,0.0036556288,0.0006252362,0.0015046971,0.002304667],"category_scores_gemma":[0.0054315934,0.00028363094,0.00035144817,0.0006842695,0.005022682,0.0052247383,0.0021575873,0.0064108972,0.0006126819],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012364297,0.00025658857,0.008885387,0.000786812,0.000058771224,0.0021679692,0.32024926,0.00018493441,0.0018883388,0.182662,0.34654367,0.13619262],"study_design_scores_gemma":[0.000036695375,0.00015828751,0.007266555,0.001013518,0.000027233717,0.0021160054,0.12316863,0.0005592301,0.00074062287,0.048499294,0.8163026,0.00011126801],"about_ca_topic_score_codex":0.0031322066,"about_ca_topic_score_gemma":0.006780719,"teacher_disagreement_score":0.0036940288,"about_ca_system_score_codex":0.0019808316,"about_ca_system_score_gemma":0.0020786764,"threshold_uncertainty_score":0.017563999},"labels":[],"label_agreement":null},{"id":"W2065098850","doi":"10.3138/cmlr.63.4.455","title":"Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers","year":2007,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":137,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of British Columbia","keywords":"Socialization; Presentation (obstetrics); Salient; Psychology; Discourse analysis; Pedagogy; Qualitative research; Sociology; Linguistics; Social psychology; Social science; Computer science","score_opus":0.017915477453647508,"score_gpt":0.29648801171117756,"score_spread":0.27857253425753004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2065098850","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9941162,0.00014830449,0.00020875744,0.0004509937,0.000020949146,0.000042433494,0.000021842787,0.000009445402,0.0049810125],"genre_scores_gemma":[0.99751115,0.00012864164,0.00015206919,0.00008258859,0.000012757769,0.000026004138,0.000014015035,0.000007226317,0.0020655438],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99384695,0.0031185604,0.00019603224,0.00051482185,0.0011679198,0.0011556603],"domain_scores_gemma":[0.99135685,0.0041564587,0.0009856076,0.00036278748,0.0012924791,0.0018457266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004944773,0.00061399804,0.0007535539,0.002437245,0.013508656,0.0073127686,0.0021080181,0.001486098,0.0036133013],"category_scores_gemma":[0.011512381,0.00032282714,0.00031834442,0.0019369351,0.007600095,0.002182627,0.006623759,0.0019701116,0.00044093755],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019526236,0.00005393418,0.0038657323,0.000036420683,0.0000021193355,0.0010336214,0.9887847,0.000012408625,0.0008582131,0.00035510253,0.00017864491,0.004799495],"study_design_scores_gemma":[0.000002490148,0.000042070376,0.004649107,0.000022153066,0.000002499563,0.0003599024,0.98957235,0.000037043505,0.00039590924,0.00010903965,0.00479836,0.000009104032],"about_ca_topic_score_codex":0.071648635,"about_ca_topic_score_gemma":0.1149527,"teacher_disagreement_score":0.071648635,"about_ca_system_score_codex":0.00937366,"about_ca_system_score_gemma":0.010133085,"threshold_uncertainty_score":0.14246315},"labels":[],"label_agreement":null},{"id":"W2065158256","doi":"10.1111/0023-8333.00137","title":"Field Dependence as a Factor in Second Language Communicative Production","year":2000,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Canadian Psychological Association; York University","keywords":"Psychology; Linguistics; Language proficiency; Foreign language; Cognitive style; Production (economics); Language production; Cognition; Field (mathematics); Language assessment; Independence (probability theory); Style (visual arts); Mathematics education; Mathematics; Economics; Statistics","score_opus":0.016991266149367187,"score_gpt":0.2715674985630817,"score_spread":0.2545762324137145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2065158256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986436,0.000026657995,0.00017379218,0.0000113563665,0.000001746012,0.000003584604,0.000007929776,0.0000032640928,0.001128113],"genre_scores_gemma":[0.99936575,0.000021503316,0.00014334882,0.000009418567,0.0000035162504,0.000003220068,0.000020088035,0.0000018692074,0.00043126647],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995054,0.0001418535,0.000042534382,0.00007019619,0.00018127135,0.000058828075],"domain_scores_gemma":[0.9908091,0.004471255,0.0023757382,0.0005551283,0.0005821008,0.0012067007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001187953,0.00041103893,0.00017214852,0.00083980476,0.0003253043,0.0009908439,0.00022183161,0.00020954337,0.00318046],"category_scores_gemma":[0.0063835587,0.00015644859,0.00018612422,0.00031085193,0.0009249433,0.0004150275,0.00072808826,0.00061821565,0.00033547243],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030062988,0.0003839616,0.9581943,0.00003112905,0.000027623504,0.00041137458,0.0029194439,0.00017515528,0.014992904,0.0002610777,0.000074711104,0.022227606],"study_design_scores_gemma":[0.000009548902,0.00030642792,0.9961817,0.000008699864,0.000010593234,0.00063263864,0.00092195364,0.000353336,0.0010467543,0.00026938127,0.0002484733,0.000010477829],"about_ca_topic_score_codex":0.001766484,"about_ca_topic_score_gemma":0.001775771,"teacher_disagreement_score":0.00318046,"about_ca_system_score_codex":0.0003107512,"about_ca_system_score_gemma":0.00037588392,"threshold_uncertainty_score":0.010639727},"labels":[],"label_agreement":null},{"id":"W2065208198","doi":"10.3138/cmlr.65.5.703b","title":"Assessing AIM: A Study of Grade 8 Students in an Ontario School Board (Enhanced)","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Sample (material); Mathematics education; Test (biology); Medical education; French; Language proficiency; AP French Language; Pedagogy; Medicine; Language education; Humanities","score_opus":0.03141908313522268,"score_gpt":0.2913517887299561,"score_spread":0.2599327055947334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2065208198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985612,0.000069594746,0.000073600626,0.000037368874,0.0000035869925,0.00013566422,0.00006434118,0.0000019175416,0.0010527171],"genre_scores_gemma":[0.99158305,0.00035064074,0.0010967075,0.00018686605,0.000009482449,0.0004600779,0.0001862581,0.0000046928953,0.0061222804],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989072,0.0002210941,0.000055485834,0.00016276761,0.00036129297,0.00029216555],"domain_scores_gemma":[0.99801946,0.00026745338,0.0004221201,0.00008354627,0.0006872031,0.000520187],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016306287,0.00039960488,0.0006109908,0.0011669875,0.0029871103,0.0012250592,0.00087614654,0.00049345137,0.00214369],"category_scores_gemma":[0.0033121174,0.0005699239,0.00029607536,0.0012844187,0.0010145144,0.00046396223,0.0011680996,0.00055242865,0.00057181984],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002958164,0.0028937182,0.5877738,0.00028584443,0.000025227473,0.0012548071,0.34536922,0.00004291354,0.0074302023,0.00022386557,0.0010434989,0.053361103],"study_design_scores_gemma":[0.000022821125,0.00077257777,0.90007806,0.000054120705,0.000014520439,0.00010528708,0.09295524,0.00003268732,0.00038234598,0.00003263107,0.0055367695,0.000012975251],"about_ca_topic_score_codex":0.47025642,"about_ca_topic_score_gemma":0.81403565,"teacher_disagreement_score":0.52974355,"about_ca_system_score_codex":0.006152738,"about_ca_system_score_gemma":0.008178834,"threshold_uncertainty_score":0.93503845},"labels":[],"label_agreement":null},{"id":"W2065569065","doi":"10.1017/s095834400100091x","title":"<i>Error-specific and individualised feedback in a Web-based language tutoring system: Do they read it?</i>","year":2001,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Computer science; German; Grammar; Intelligent tutoring system; Parsing; Remedial education; Vocabulary; Natural language processing; Peer feedback; Error detection and correction; Artificial intelligence; Mathematics education; Linguistics; Psychology","score_opus":0.04108481784067079,"score_gpt":0.25599809337861185,"score_spread":0.21491327553794104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2065569065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9914671,0.00009202597,0.0053168796,0.00024354675,0.000013771975,0.000034640678,0.000033486158,0.00022587826,0.002572711],"genre_scores_gemma":[0.9914602,0.00011190828,0.0046692626,0.00014659691,0.00001641179,0.00003142827,0.00009617829,0.000051108073,0.0034167944],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99756646,0.0014889303,0.00019037406,0.00026353274,0.00035603886,0.0001346095],"domain_scores_gemma":[0.991355,0.006101901,0.0009158514,0.00040181205,0.0009327712,0.00029262155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027291002,0.0004651889,0.00035335674,0.0004325857,0.00031508226,0.0011989727,0.00054856756,0.0010013727,0.0023844321],"category_scores_gemma":[0.026269415,0.00012923207,0.00015771303,0.0002838295,0.000345654,0.00079746253,0.000629608,0.0004714244,0.0010116391],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018231435,0.0021100745,0.23932706,0.00067422225,0.000117391886,0.0016776664,0.060066022,0.0047840835,0.073571324,0.0006356627,0.005404159,0.6098093],"study_design_scores_gemma":[0.00042829526,0.010241976,0.55462945,0.00054322043,0.00072558015,0.0071705887,0.06575943,0.06397366,0.24408278,0.0031209225,0.04892214,0.00040195876],"about_ca_topic_score_codex":0.0012366205,"about_ca_topic_score_gemma":0.0020154305,"teacher_disagreement_score":0.0027291002,"about_ca_system_score_codex":0.00031317066,"about_ca_system_score_gemma":0.00025904164,"threshold_uncertainty_score":0.014433026},"labels":[],"label_agreement":null},{"id":"W2066078359","doi":"10.5539/elt.v8n5p45","title":"Using Pictures Series Technique to Enhance Narrative Writing among Ninth Grade Students at Institucion Educativa Simon Araujo","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Mathematics education; Psychology; Ninth; Test (biology); Series (stratigraphy); Process (computing); Action research; Computer science; Linguistics","score_opus":0.031326802317547274,"score_gpt":0.3369691065221344,"score_spread":0.30564230420458716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2066078359","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988966,0.000089324625,0.0001334843,0.00005456791,0.00000774945,0.00004799623,0.000007679601,0.0000061813703,0.0007565474],"genre_scores_gemma":[0.9909706,0.00048481667,0.003107181,0.000049232298,0.0000061189216,0.000110965215,0.000033149314,0.0000037093814,0.0052342755],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99963224,0.00013103463,0.000025506724,0.000040825762,0.000086599845,0.00008369908],"domain_scores_gemma":[0.99932456,0.00015933819,0.00014640042,0.000033149143,0.00011615605,0.00022040948],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077678467,0.00047094113,0.0003620036,0.0005787053,0.001033202,0.00070151093,0.0007066288,0.00038258795,0.0017438884],"category_scores_gemma":[0.0019265953,0.00018111459,0.00020744077,0.00022039843,0.00040186872,0.0002837467,0.0006641643,0.0006095727,0.0003187286],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010372975,0.021726727,0.25819126,0.0014035922,0.000059303955,0.0063505378,0.14061081,0.00043136254,0.11574401,0.00087347213,0.0020553316,0.45151633],"study_design_scores_gemma":[0.0002480241,0.018444577,0.72043836,0.00057790795,0.00017473398,0.0020671634,0.17608783,0.0007957791,0.04345639,0.00071514025,0.036887806,0.00010626571],"about_ca_topic_score_codex":0.0037974273,"about_ca_topic_score_gemma":0.011150484,"teacher_disagreement_score":0.0037974273,"about_ca_system_score_codex":0.00048733587,"about_ca_system_score_gemma":0.0017396276,"threshold_uncertainty_score":0.007550657},"labels":[],"label_agreement":null},{"id":"W2066237942","doi":"10.5539/ijel.v2n2p41","title":"Effects of Attitude towards Language Learning and Risk-taking on EFL Student's Proficiency","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Significant difference; Positive attitude; Scale (ratio); Mathematics education; Test (biology); Language proficiency; Social psychology; Statistics; Mathematics","score_opus":0.01578002080481692,"score_gpt":0.3154597486177839,"score_spread":0.299679727812967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2066237942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995122,0.000035138408,0.000033518685,0.000020794372,0.0000023741566,0.0000033730216,0.0000071202385,0.0000016806543,0.0003838166],"genre_scores_gemma":[0.99948573,0.00004051858,0.00006683437,0.000014438281,0.0000040900736,0.0000050276626,0.000015673815,8.2065816e-7,0.0003669561],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99889475,0.00034475882,0.00010529422,0.00010318616,0.00039525173,0.00015689599],"domain_scores_gemma":[0.98704845,0.005448462,0.0034485275,0.0003556959,0.00075295084,0.0029458953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011252102,0.00030469697,0.00030826783,0.00057950814,0.0003225558,0.0008642985,0.00016156936,0.0004412525,0.0027598669],"category_scores_gemma":[0.0078448625,0.00014196013,0.00046576327,0.00029063429,0.00039014313,0.00033843276,0.0004731423,0.00092636317,0.00032756836],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005178318,0.0020185313,0.98058045,0.00003212598,0.000088700304,0.00023897385,0.0016929139,0.00009877038,0.0023201006,0.000052130097,0.000070984606,0.012288458],"study_design_scores_gemma":[0.000009364061,0.0014595133,0.9960757,0.000010134625,0.000031158368,0.00013986815,0.0013163171,0.00023971274,0.00049983687,0.000062776955,0.00014228052,0.000013226238],"about_ca_topic_score_codex":0.00071345567,"about_ca_topic_score_gemma":0.0011563915,"teacher_disagreement_score":0.0027598669,"about_ca_system_score_codex":0.00022019491,"about_ca_system_score_gemma":0.00031972653,"threshold_uncertainty_score":0.0092327},"labels":[],"label_agreement":null},{"id":"W2066929599","doi":"10.1007/s10649-010-9240-y","title":"Appraising lexical bundles in mathematics classroom discourse: obligation and choice","year":2010,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":103,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"National Science Foundation","keywords":"Mathematics education; Obligation; Mathematics; Linguistics; Psychology; Pedagogy; Philosophy; Political science","score_opus":0.09299377956636332,"score_gpt":0.3881567981203434,"score_spread":0.2951630185539801,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2066929599","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9125481,0.00043758462,0.039496914,0.0015027118,0.00006177436,0.000085942374,0.00008452044,0.00007772811,0.04570458],"genre_scores_gemma":[0.9939622,0.00007365515,0.005037102,0.000049655104,0.0000290698,0.00003078411,0.00005064601,0.000053292173,0.000713672],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98613524,0.0074685547,0.0010444084,0.001506015,0.003162996,0.0006827935],"domain_scores_gemma":[0.881784,0.08386283,0.011409341,0.0068573593,0.011801744,0.004284587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014588562,0.00036213463,0.0005624678,0.00343419,0.0018179102,0.010509367,0.0010607698,0.0023661093,0.0065172333],"category_scores_gemma":[0.11532584,0.00086334744,0.0004015417,0.0016559836,0.0047704116,0.021174861,0.0059317807,0.0028122573,0.0007676533],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027024783,0.00053361943,0.13684833,0.0006630158,0.0001475933,0.0010524119,0.25108758,0.0029184467,0.042522006,0.39807978,0.0019006929,0.16154395],"study_design_scores_gemma":[0.00018066564,0.00066503213,0.18696569,0.0006104262,0.0001972927,0.001056998,0.13512972,0.043457128,0.015060774,0.59777665,0.018622717,0.00027692755],"about_ca_topic_score_codex":0.0015212029,"about_ca_topic_score_gemma":0.0014849933,"teacher_disagreement_score":0.014588562,"about_ca_system_score_codex":0.0015462383,"about_ca_system_score_gemma":0.0013018183,"threshold_uncertainty_score":0.07715261},"labels":[],"label_agreement":null},{"id":"W2067028427","doi":"10.1075/lplp.37.1.12gre","title":"Review of Tellier (2012): Esperanto as a Starter Language for Child Second-Language Learners in the Primary School","year":2013,"lang":"en","type":"article","venue":"Language Problems & Language Planning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Starter; Linguistics; Psychology; Computer science; Philosophy; Chemistry","score_opus":0.015549679149723604,"score_gpt":0.26183727886792163,"score_spread":0.24628759971819802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2067028427","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00010073191,0.99701464,0.000049974173,0.0016214557,0.00074143213,0.000011279647,0.00004431378,0.0000032376547,0.0004128886],"genre_scores_gemma":[0.0007000578,0.9954157,0.00023664859,0.0025118364,0.00048015735,0.000022579474,0.000044787284,0.000005380175,0.0005828907],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99907887,0.00027015724,0.00026578628,0.00013814583,0.00019103853,0.000055968565],"domain_scores_gemma":[0.9965287,0.0023413263,0.00029880903,0.00006457591,0.0005732258,0.00019349904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002689397,0.0011362539,0.0029759267,0.004113264,0.00058858155,0.0017455393,0.0018548428,0.0025699327,0.005537861],"category_scores_gemma":[0.008391282,0.0003430309,0.00084798626,0.0039507663,0.00087895937,0.0019408541,0.0017409779,0.002701161,0.0020528946],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043801503,0.00011535643,0.00026753705,0.066786125,0.00025876946,0.00026706912,0.0005609232,0.00006389717,0.00048896327,0.0017432403,0.14658822,0.7824219],"study_design_scores_gemma":[0.00010469311,0.00018664311,0.0017921481,0.06193029,0.0009959964,0.0007373727,0.00041579793,0.000022070019,0.00035519918,0.00050519593,0.9329199,0.00003462251],"about_ca_topic_score_codex":0.012757512,"about_ca_topic_score_gemma":0.024499163,"teacher_disagreement_score":0.012757512,"about_ca_system_score_codex":0.0014459264,"about_ca_system_score_gemma":0.0044167927,"threshold_uncertainty_score":0.025366485},"labels":[],"label_agreement":null},{"id":"W2067697031","doi":"10.5539/elt.v3n4p100","title":"The Application of Humorous Song in EFL Classrooms and Its Effects on Listening Comprehension","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Listening comprehension; Active listening; Creativity; Recall; Comprehension; Test (biology); Class (philosophy); Stress (linguistics); Linguistics; Mathematics education; Cognitive psychology; Social psychology; Communication; Computer science","score_opus":0.006898066079008218,"score_gpt":0.24209135605058107,"score_spread":0.23519328997157285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2067697031","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980718,0.0001587189,0.00065848016,0.000026265643,0.000007669053,0.00004552393,0.000010967376,0.000023108014,0.0009973518],"genre_scores_gemma":[0.9966813,0.00020663394,0.002390289,0.000029355653,0.000014977394,0.00006572937,0.000017027609,0.0000053446033,0.00058943935],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9994937,0.00023235819,0.000033942353,0.000068455156,0.00010771952,0.00006381281],"domain_scores_gemma":[0.99737585,0.0016430385,0.00031979667,0.0001304167,0.0001345966,0.00039623573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008168482,0.00039188878,0.00032271666,0.00048508833,0.00037892748,0.00043561496,0.0002902928,0.00037019508,0.0018747993],"category_scores_gemma":[0.0035440861,0.00013982435,0.00017934559,0.00017033954,0.00071091694,0.00039748393,0.0006492943,0.00032612722,0.00021405157],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0068308706,0.01486256,0.035971597,0.0019153586,0.00011412499,0.0012199085,0.014462298,0.0005595139,0.47333893,0.00044074844,0.0003970089,0.44988704],"study_design_scores_gemma":[0.0010073136,0.1389604,0.5934925,0.00033914522,0.00049532444,0.0027432302,0.012734823,0.0017522834,0.23874736,0.001436612,0.008157137,0.00013380502],"about_ca_topic_score_codex":0.00035683642,"about_ca_topic_score_gemma":0.0005250681,"teacher_disagreement_score":0.0018747993,"about_ca_system_score_codex":0.00014489816,"about_ca_system_score_gemma":0.00024169969,"threshold_uncertainty_score":0.006271839},"labels":[],"label_agreement":null},{"id":"W2068157433","doi":"10.5539/elt.v5n9p166","title":"Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Facilitator; Active listening; Grammar; Reading (process); Meaning (existential); Reading comprehension; Mathematics education; Foreign language; Vocabulary; Note-taking; Comprehension; Teaching method; Linguistics","score_opus":0.03325649575898443,"score_gpt":0.3794371686885842,"score_spread":0.34618067292959975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068157433","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42487833,0.0046824454,0.2549876,0.0054983934,0.0020778335,0.009663971,0.00073275145,0.0017278306,0.29575086],"genre_scores_gemma":[0.4474514,0.0043814615,0.4032408,0.0015732191,0.0003282803,0.005951984,0.000562169,0.00066913094,0.1358415],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9959651,0.0018453735,0.00024687682,0.0005277263,0.0011592173,0.00025568923],"domain_scores_gemma":[0.9964341,0.0012220731,0.00031347235,0.00055805204,0.0010443021,0.00042790276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004891056,0.0008248884,0.00025730973,0.002597978,0.0024462873,0.0023572696,0.0017740737,0.0004557527,0.011420132],"category_scores_gemma":[0.0065075886,0.00044368452,0.0005627799,0.0017401528,0.002295709,0.0012354867,0.0036428997,0.0011254852,0.002013447],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026974603,0.0016498376,0.0059373057,0.002118587,0.000048169153,0.0010586183,0.14862874,0.000808195,0.029448612,0.03150025,0.013704603,0.7648274],"study_design_scores_gemma":[0.00047526445,0.003173622,0.03546922,0.0015537653,0.0003978523,0.0043876544,0.108901285,0.0037589148,0.05806134,0.025030352,0.7584967,0.0002939782],"about_ca_topic_score_codex":0.0072420584,"about_ca_topic_score_gemma":0.013302572,"teacher_disagreement_score":0.011420132,"about_ca_system_score_codex":0.0025383993,"about_ca_system_score_gemma":0.005099811,"threshold_uncertainty_score":0.038204134},"labels":[],"label_agreement":null},{"id":"W2068257130","doi":"10.5539/elt.v2n3p219","title":"Encourage Learners in the Large Class to Speak English in Group Work","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Group work; Competence (human resources); College English; Phenomenon; Mathematics education; China; Communicative competence; Pedagogy; Class (philosophy); English language; Political science; Social psychology; Computer science","score_opus":0.011788076669333274,"score_gpt":0.2474597734563954,"score_spread":0.23567169678706212,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068257130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91510355,0.0002219719,0.035062842,0.0040440666,0.0004754732,0.0038306552,0.00008488866,0.0011156031,0.040060833],"genre_scores_gemma":[0.86159253,0.00065470056,0.09952788,0.001943189,0.0003547227,0.006009013,0.0002634296,0.00016908957,0.029485313],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987197,0.00047508487,0.000056082423,0.0002054605,0.00024880978,0.00029491773],"domain_scores_gemma":[0.9959306,0.0009808654,0.00036844175,0.00035796745,0.00050041126,0.0018617727],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024306367,0.0008485476,0.0005643107,0.0007046376,0.0024166487,0.0014876626,0.0017743948,0.0011467503,0.008832148],"category_scores_gemma":[0.006076042,0.0003067723,0.000605436,0.00022733668,0.00085119694,0.0014967218,0.0039417506,0.0017354245,0.0049447143],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009883536,0.045354586,0.036110066,0.0022656263,0.00011014043,0.0027811448,0.16843018,0.0012830318,0.11089522,0.004064352,0.047635604,0.58008176],"study_design_scores_gemma":[0.0027048257,0.017036337,0.18081437,0.001464526,0.00035032703,0.0026827033,0.2277598,0.008958092,0.056207694,0.02645647,0.4750809,0.0004839709],"about_ca_topic_score_codex":0.00046839035,"about_ca_topic_score_gemma":0.0012967316,"teacher_disagreement_score":0.008832148,"about_ca_system_score_codex":0.00035543134,"about_ca_system_score_gemma":0.0011867853,"threshold_uncertainty_score":0.0295465},"labels":[],"label_agreement":null},{"id":"W2068363083","doi":"10.5539/ass.v5n10p140","title":"Role-play in English Language Teaching","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":76,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pace; Facilitator; Variety (cybernetics); Class (philosophy); Atmosphere (unit); Focus (optics); Language education; Language acquisition; Outcome (game theory); Computer science; Production (economics); Psychology; Second-language acquisition; Mathematics education; Pedagogy; Linguistics; Artificial intelligence; Social psychology","score_opus":0.010960821851374385,"score_gpt":0.26626892188983337,"score_spread":0.255308100038459,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068363083","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17830954,0.057043336,0.09193207,0.016661959,0.0020076723,0.00035156947,0.0000714731,0.00030449952,0.65331775],"genre_scores_gemma":[0.9295898,0.010013311,0.019060249,0.0011154846,0.00017329497,0.00021413037,0.000023367864,0.00007278724,0.039737646],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9951946,0.003855455,0.000072465344,0.00020083705,0.00033006337,0.00034658596],"domain_scores_gemma":[0.9960913,0.00285568,0.00021906327,0.000116596646,0.00016715944,0.00055017846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034777862,0.00055171875,0.00026089614,0.00055147905,0.0022149382,0.003962814,0.0009622207,0.0012986673,0.0067179445],"category_scores_gemma":[0.004500095,0.0002674104,0.000336238,0.0004494705,0.0055980603,0.0031425117,0.0021991106,0.001641751,0.0012062782],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050831924,0.0009980674,0.00522173,0.0018873882,0.00003233316,0.0018792851,0.15574914,0.0008003148,0.0051381574,0.54291457,0.015795246,0.2690755],"study_design_scores_gemma":[0.00021294266,0.0011813625,0.0076977643,0.0031310054,0.00008512887,0.0034481057,0.10077787,0.0033326708,0.0058714165,0.13662925,0.7375347,0.000097861135],"about_ca_topic_score_codex":0.0027646325,"about_ca_topic_score_gemma":0.0038368006,"teacher_disagreement_score":0.0067179445,"about_ca_system_score_codex":0.0018880484,"about_ca_system_score_gemma":0.0020510314,"threshold_uncertainty_score":0.022473752},"labels":[],"label_agreement":null},{"id":"W2068378716","doi":"10.3138/cmlr.66.4.583","title":"Oral Fluency: The Neglected Component in the Communicative Language Classroom","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":117,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Fluency; Repetition (rhetorical device); Psychology; Resource (disambiguation); Consciousness; Component (thermodynamics); Raising (metalworking); Consciousness raising; Linguistics; Pedagogy; Cognitive psychology; Mathematics education; Computer science","score_opus":0.021023938926750668,"score_gpt":0.24577090838770332,"score_spread":0.22474696946095266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068378716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66662365,0.1308331,0.020902803,0.013386804,0.00058874924,0.00006849364,0.0001430737,0.00032462156,0.16712865],"genre_scores_gemma":[0.97191805,0.01745386,0.0027978423,0.0011098249,0.00029614737,0.000029767398,0.00004380125,0.000033852022,0.006316859],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99867487,0.00038573547,0.000097809374,0.0001585208,0.0005154104,0.00016767549],"domain_scores_gemma":[0.99567693,0.0026837075,0.0007118214,0.00015666256,0.00056197314,0.00020892394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018051044,0.00027493236,0.00057192455,0.0023029286,0.0010373287,0.0040615513,0.0006128875,0.00057041115,0.0019147168],"category_scores_gemma":[0.0053804577,0.00012492324,0.00015858373,0.0012826046,0.0032098591,0.0024749103,0.0014193436,0.0006499902,0.0003784055],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001113419,0.000117831296,0.037265092,0.0029194707,0.00003146274,0.0037106622,0.04286623,0.00020822663,0.0057231784,0.039764218,0.003901754,0.86338055],"study_design_scores_gemma":[0.00006452001,0.0009820599,0.2729276,0.006465424,0.00035128155,0.040285733,0.12769686,0.0011835102,0.018083505,0.06946698,0.46229932,0.00019326503],"about_ca_topic_score_codex":0.012247561,"about_ca_topic_score_gemma":0.012662201,"teacher_disagreement_score":0.012247561,"about_ca_system_score_codex":0.0017427522,"about_ca_system_score_gemma":0.0042589586,"threshold_uncertainty_score":0.02435255},"labels":[],"label_agreement":null},{"id":"W2068776803","doi":"10.5539/ass.v6n3p122","title":"On the Influential Elements of English Study","year":2010,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; Psychology; Linguistics; Computer science; Artificial intelligence","score_opus":0.02048896640916028,"score_gpt":0.28199072356031507,"score_spread":0.2615017571511548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068776803","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6650799,0.010781976,0.0050497637,0.0073457304,0.00036726674,0.00008577503,0.00010930356,0.000049598388,0.31113073],"genre_scores_gemma":[0.9937138,0.0022110455,0.0005416633,0.00018289499,0.0001627841,0.000014301895,0.000028121458,0.00001906873,0.0031262876],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9957488,0.0023741226,0.00020925689,0.00026700145,0.00096363056,0.00043717027],"domain_scores_gemma":[0.96848786,0.02333637,0.0024566336,0.0006741342,0.0020939743,0.002951012],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042461334,0.00029677254,0.00027919977,0.004750887,0.0050915484,0.005549122,0.00043145072,0.00061933114,0.0032294176],"category_scores_gemma":[0.013096997,0.00017451953,0.00018058451,0.0045879604,0.0052641747,0.0025393784,0.0031559498,0.0012045996,0.00038719754],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002621251,0.00025390618,0.2259467,0.0008519469,0.000096624535,0.002088901,0.3008873,0.0005638933,0.003596783,0.26522502,0.0062033837,0.19402346],"study_design_scores_gemma":[0.000025886142,0.00019540697,0.37198848,0.0016807272,0.00022092076,0.0015533182,0.22399007,0.0013234821,0.0035295414,0.06301725,0.33234617,0.00012868413],"about_ca_topic_score_codex":0.0036306267,"about_ca_topic_score_gemma":0.0103347385,"teacher_disagreement_score":0.005549122,"about_ca_system_score_codex":0.0027169914,"about_ca_system_score_gemma":0.001876541,"threshold_uncertainty_score":0.02245593},"labels":[],"label_agreement":null},{"id":"W2068891039","doi":"10.3138/cmlr.65.2.307","title":"Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":110,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Acculturation; Perception; Immigration; Internationalization; Psychology; Pedagogy; Language proficiency; Mathematics education; Medical education; Sociology; Political science; Business","score_opus":0.04218264096352048,"score_gpt":0.262959793486335,"score_spread":0.22077715252281455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068891039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98595595,0.0019970501,0.00009954766,0.003316389,0.000025991974,0.000022072465,0.000038533482,0.000004208909,0.008540255],"genre_scores_gemma":[0.9970559,0.0014935647,0.00007988611,0.00042829476,0.000007800686,0.000007666766,0.000024949913,0.0000029241303,0.00089905993],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99661475,0.00065508374,0.0001102014,0.00017736762,0.0010388121,0.0014037312],"domain_scores_gemma":[0.99381953,0.0012159947,0.0011958341,0.000099778896,0.0020626427,0.0016062392],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005169229,0.00039548223,0.0005712158,0.0045391233,0.013334179,0.008541217,0.001770031,0.0013021723,0.002404272],"category_scores_gemma":[0.007768662,0.0003444837,0.00034734549,0.0068038474,0.0070577976,0.003296166,0.0034401533,0.0026571732,0.00013680616],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026631555,0.00007658255,0.109198146,0.00012370406,0.000009227181,0.00044037699,0.86664546,0.00003892669,0.00034882233,0.0024828692,0.0008706436,0.019738676],"study_design_scores_gemma":[0.000003015102,0.000033782246,0.1286666,0.0002088526,0.000008512848,0.00012818658,0.8626304,0.00007385106,0.00010859461,0.0003031408,0.00780873,0.000026336626],"about_ca_topic_score_codex":0.964642,"about_ca_topic_score_gemma":0.9756501,"teacher_disagreement_score":0.9616158,"about_ca_system_score_codex":0.038384214,"about_ca_system_score_gemma":0.06651003,"threshold_uncertainty_score":0.2784983},"labels":[],"label_agreement":null},{"id":"W2069653723","doi":"10.1016/j.jeap.2010.11.001","title":"Teaching mathematics and science in English in Malaysian classrooms: The impact of teacher beliefs on classroom practices and student learning","year":2010,"lang":"en","type":"article","venue":"Journal of English for Academic Purposes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":49,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Perception; Comprehension; Psychology; Pedagogy; Computer science","score_opus":0.028780551000523034,"score_gpt":0.3425915200558236,"score_spread":0.3138109690553006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2069653723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994808,0.00005023672,0.000010541452,0.000058444362,0.0000017169776,0.0000020521938,0.0000045551537,5.2026326e-7,0.00039120164],"genre_scores_gemma":[0.99943334,0.00008419619,0.00004623049,0.00001729091,0.0000012270899,0.0000038922008,0.000007995712,0.0000011491387,0.00040469208],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99742377,0.0009457481,0.00018495519,0.0002376213,0.0006971143,0.00051070785],"domain_scores_gemma":[0.98715544,0.0041693803,0.0038483662,0.00036836782,0.0013720352,0.0030865052],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026431647,0.00030165853,0.0003291188,0.0007987444,0.0016301328,0.0032070407,0.0008334844,0.00061914494,0.0017941565],"category_scores_gemma":[0.010441932,0.00050829654,0.0004155831,0.00055651116,0.0015628872,0.0010837751,0.0021446436,0.0019230408,0.00037245656],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002571123,0.0015475734,0.9100436,0.00007156383,0.00005722738,0.00034655764,0.07108966,0.00013761218,0.0019489417,0.00037258264,0.00017813587,0.013949462],"study_design_scores_gemma":[0.000015406362,0.00042956046,0.9177177,0.00009368662,0.000048399073,0.00015908615,0.07959351,0.00023912698,0.00087009434,0.00012805358,0.0006811269,0.000024120862],"about_ca_topic_score_codex":0.03339658,"about_ca_topic_score_gemma":0.07027842,"teacher_disagreement_score":0.03339658,"about_ca_system_score_codex":0.003186975,"about_ca_system_score_gemma":0.00452082,"threshold_uncertainty_score":0.06640434},"labels":[],"label_agreement":null},{"id":"W2069749276","doi":"10.1111/j.1540-4781.2008.00751.x","title":"The Facilitative Role of L1 Influence in Tense–Aspect Marking: A Comparison of Hispanophone and Anglophone Learners of French","year":2008,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":88,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Verb; Linguistics; Psychology; Semantics (computer science); Preference; Past tense; Computer science; Mathematics; Philosophy; Statistics","score_opus":0.0198626481364181,"score_gpt":0.2558778543781949,"score_spread":0.23601520624177677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2069749276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993937,0.0000146591265,0.000023487493,0.0000049799883,4.1169466e-7,0.0000018937268,0.0000058766805,6.9277206e-7,0.00055434485],"genre_scores_gemma":[0.9995227,0.000028519251,0.000050962662,0.000007800113,6.4964655e-7,0.0000027866693,0.000013594949,0.00000142938,0.0003716376],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995371,0.00014439871,0.000027514516,0.00008690515,0.000097193915,0.00010687559],"domain_scores_gemma":[0.9981164,0.00092037144,0.00035807406,0.00008177834,0.00026471025,0.00025878992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009456551,0.0003367532,0.00025857036,0.0005656923,0.0006445463,0.0013105696,0.00024516488,0.00027051655,0.0022516297],"category_scores_gemma":[0.0025581683,0.00021113818,0.00013747571,0.00023831733,0.0009767095,0.000552816,0.0005929707,0.000316605,0.00027953138],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001260475,0.00039448528,0.6846938,0.00013608906,0.00004409254,0.0021132855,0.19231668,0.00017270088,0.086064085,0.00073471625,0.00012549109,0.031944018],"study_design_scores_gemma":[0.0000245986,0.000871296,0.9410303,0.00003137977,0.000033682503,0.0013978644,0.04974775,0.00037853795,0.0043453393,0.00018254998,0.0019156003,0.000041128365],"about_ca_topic_score_codex":0.01508806,"about_ca_topic_score_gemma":0.021150386,"teacher_disagreement_score":0.01508806,"about_ca_system_score_codex":0.0004630613,"about_ca_system_score_gemma":0.00053908385,"threshold_uncertainty_score":0.030000448},"labels":[],"label_agreement":null},{"id":"W2069967308","doi":"10.1075/jicb.1.2.02lys","title":"The effects of biliteracy instruction on morphological awareness","year":2013,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":100,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Neuroscience of multilingualism; Psychology; Dominance (genetics); Focus group; Mathematics education; English language; Linguistics; Pedagogy; Sociology","score_opus":0.017585366060823015,"score_gpt":0.2576370979619828,"score_spread":0.2400517319011598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2069967308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99900025,0.000030354786,0.00014818105,0.000024199215,0.000009095413,0.00009631481,0.000006022759,0.000021022719,0.0006646951],"genre_scores_gemma":[0.99670655,0.00007053317,0.0018098186,0.000036814006,0.000007296118,0.0002451057,0.000027873552,0.0000054947445,0.0010905305],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992866,0.00018317743,0.00005624949,0.00016244354,0.00012078308,0.00019085042],"domain_scores_gemma":[0.99864846,0.0004733357,0.00016602152,0.0000897535,0.00012721666,0.0004951342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006075123,0.00071250135,0.00092849677,0.00055017904,0.0008593852,0.00063270255,0.00064576126,0.00049040164,0.0033468173],"category_scores_gemma":[0.0027904012,0.00023711249,0.00026769965,0.00015447204,0.00047271943,0.0003540318,0.0013342121,0.00092293473,0.0003791922],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.019935278,0.262562,0.061139308,0.0017568645,0.00020561855,0.0021475162,0.03229894,0.0006766172,0.173478,0.00091767014,0.0012284926,0.44365376],"study_design_scores_gemma":[0.009121368,0.20760272,0.6017096,0.0006079111,0.00079529954,0.0012719649,0.024753045,0.0033155894,0.13111876,0.0018257512,0.017708702,0.00016930295],"about_ca_topic_score_codex":0.0016932485,"about_ca_topic_score_gemma":0.0029884668,"teacher_disagreement_score":0.0033468173,"about_ca_system_score_codex":0.0004992387,"about_ca_system_score_gemma":0.0009606869,"threshold_uncertainty_score":0.011196256},"labels":[],"label_agreement":null},{"id":"W2070079028","doi":"10.3138/cmlr.66.6.877","title":"Implicit and Explicit Recasts in L2 Oral French Interaction","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammaticality; Interrogative; Corrective feedback; Intonation (linguistics); Psychology; Utterance; Operationalization; Test (biology); Repetition (rhetorical device); Linguistics; Adjective; Cognitive psychology; Noun; Grammar; Computer science; Natural language processing; Artificial intelligence; Mathematics education","score_opus":0.02047864878267028,"score_gpt":0.24633214304010057,"score_spread":0.2258534942574303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070079028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992174,0.000049942588,0.0002102461,0.000012738487,0.0000025794307,0.0000077756395,0.0000069620587,0.000011779569,0.00048053695],"genre_scores_gemma":[0.9977906,0.00006819696,0.00069610344,0.000034309876,0.000005031059,0.00002992215,0.00002991867,0.000015457876,0.0013305813],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9963146,0.0021682756,0.000134316,0.00038398264,0.0007764556,0.00022246485],"domain_scores_gemma":[0.989302,0.0076130475,0.0014159848,0.0006434843,0.0005624867,0.00046295507],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020082213,0.00066613354,0.00062716147,0.00036258835,0.0003472675,0.0011774724,0.0006002737,0.0009052934,0.002024492],"category_scores_gemma":[0.019342585,0.00024829188,0.0001663589,0.00015742786,0.0008029791,0.00047096872,0.0008479757,0.00067034195,0.00049383723],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009107958,0.007585844,0.12981264,0.00092695217,0.00018043036,0.0017003139,0.047647208,0.0012716643,0.45780948,0.00060603174,0.00055986404,0.34279165],"study_design_scores_gemma":[0.0007452062,0.039530717,0.7644369,0.00017388239,0.00030611636,0.0031235898,0.02079975,0.0053327545,0.1577016,0.001110463,0.00646881,0.00027016594],"about_ca_topic_score_codex":0.0030712353,"about_ca_topic_score_gemma":0.0033613641,"teacher_disagreement_score":0.0030712353,"about_ca_system_score_codex":0.00045483094,"about_ca_system_score_gemma":0.00055142754,"threshold_uncertainty_score":0.010620594},"labels":[],"label_agreement":null},{"id":"W2070136173","doi":"10.5539/elt.v5n6p119","title":"Effects of Negotiated Interaction on Mongolian-nationality EFL Learners’ Spoken Output","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Linguistics; Meaning (existential); Language proficiency; Task (project management); Spoken language; Negotiation; Second-language acquisition; Mathematics education; Sociology","score_opus":0.019541077487097658,"score_gpt":0.26690885531973907,"score_spread":0.2473677778326414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070136173","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981907,0.000034421875,0.00017211512,0.000018987732,0.0000016190414,0.000008415581,0.000005642076,0.0000054447323,0.0015626601],"genre_scores_gemma":[0.998563,0.000045612494,0.0004677495,0.000013468198,0.0000014557698,0.000026028729,0.00002071387,0.00000656482,0.0008554884],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9976712,0.0011969305,0.00018042485,0.00030698063,0.00038636418,0.0002580056],"domain_scores_gemma":[0.99521327,0.0028466575,0.0007445464,0.00022782803,0.00035112997,0.00061648997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019204115,0.00052158657,0.0003990679,0.00034519102,0.0011020341,0.0023098807,0.0005151461,0.0006680246,0.0037384755],"category_scores_gemma":[0.007031818,0.00025889007,0.000277948,0.00016438331,0.0011174473,0.0007185322,0.0020871488,0.0008609162,0.00036992293],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002433853,0.0019050424,0.3071946,0.0005963776,0.0002567656,0.005305125,0.41910124,0.0016588274,0.17380889,0.0017589283,0.00036035577,0.08562004],"study_design_scores_gemma":[0.00017349712,0.00245449,0.7168158,0.0001422759,0.00020333739,0.0017187449,0.2429063,0.0049041295,0.019870967,0.0013901734,0.00925097,0.0001693262],"about_ca_topic_score_codex":0.002528838,"about_ca_topic_score_gemma":0.0028013105,"teacher_disagreement_score":0.0037384755,"about_ca_system_score_codex":0.00079748157,"about_ca_system_score_gemma":0.0006396964,"threshold_uncertainty_score":0.012506425},"labels":[],"label_agreement":null},{"id":"W2070806464","doi":"10.5539/elt.v6n1p35","title":"Effects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-major Undergraduates","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Psychology; Metacognition; Language proficiency; Mathematics education; Cognition; Language acquisition; Foreign language; Language assessment; Test (biology); English language","score_opus":0.010138551911473788,"score_gpt":0.24826359739179252,"score_spread":0.23812504548031874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070806464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99980587,0.000021242435,0.0000048657607,0.000008894927,0.0000010011441,0.0000017215013,0.0000055706737,3.9252697e-7,0.0001504694],"genre_scores_gemma":[0.99942434,0.000040388586,0.000028771174,0.000011902431,0.0000010026021,0.0000039764413,0.00001739273,5.824149e-7,0.0004717541],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99954396,0.0001370403,0.000057430287,0.000054308297,0.00011537981,0.00009183191],"domain_scores_gemma":[0.99724126,0.0007250058,0.000766667,0.00008320858,0.00045786725,0.00072600285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006928028,0.00032709748,0.00020841579,0.00030938105,0.00031625715,0.0010671427,0.00020178591,0.00029839028,0.002243152],"category_scores_gemma":[0.003432516,0.00012126474,0.00027360453,0.00015431318,0.00032236273,0.00023206291,0.0004111324,0.00045539858,0.00043296753],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001192356,0.0024501272,0.93904847,0.000104314764,0.00009952674,0.00040078288,0.017936636,0.000113417955,0.01168172,0.00009871682,0.00022199022,0.026651978],"study_design_scores_gemma":[0.000019375719,0.0016563617,0.9824577,0.00003278278,0.000035833706,0.00012419118,0.013677424,0.00030978865,0.00102644,0.000049608654,0.0005942933,0.000016261654],"about_ca_topic_score_codex":0.005989268,"about_ca_topic_score_gemma":0.00833609,"teacher_disagreement_score":0.005989268,"about_ca_system_score_codex":0.0002506865,"about_ca_system_score_gemma":0.00037656625,"threshold_uncertainty_score":0.01190877},"labels":[],"label_agreement":null},{"id":"W2071377564","doi":"10.3138/cmlr.2102","title":"The Impact of the Webcam on an Online L2 Interaction","year":2014,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Videoconferencing; Perception; Task (project management); Computer science; Computer-mediated communication; Psychology; Multimedia; Online video; Test (biology); Human–computer interaction; The Internet; World Wide Web","score_opus":0.02888378108466291,"score_gpt":0.26793780364621805,"score_spread":0.23905402256155514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071377564","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97513753,0.0012741067,0.0027461294,0.00023589675,0.000056612353,0.000079743986,0.00007244318,0.0000867387,0.0203107],"genre_scores_gemma":[0.99528414,0.00026732747,0.002534439,0.00009498597,0.000022946193,0.000046617733,0.000021257249,0.000009207325,0.001719162],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99905306,0.00054444285,0.00003352039,0.00010062521,0.00020161628,0.00006678212],"domain_scores_gemma":[0.996192,0.0030679542,0.0002200526,0.00013940824,0.00026219088,0.00011841425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081807195,0.00029018076,0.00019735187,0.0004472649,0.000444229,0.0011459717,0.00037164433,0.00059213827,0.0074694194],"category_scores_gemma":[0.005295732,0.000096194926,0.00017105244,0.00029093702,0.00053225394,0.00089785596,0.0013617637,0.00025222858,0.00044140648],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0035022043,0.0011047596,0.053514384,0.0044035446,0.0001014165,0.0028841004,0.026269313,0.0009697005,0.3022894,0.0021988524,0.0035602544,0.59920204],"study_design_scores_gemma":[0.00034642135,0.010741894,0.66201496,0.002026087,0.00055771676,0.0060287258,0.054116536,0.0056596464,0.16677701,0.0015666445,0.08996689,0.00019750808],"about_ca_topic_score_codex":0.0012958557,"about_ca_topic_score_gemma":0.0017674521,"teacher_disagreement_score":0.0074694194,"about_ca_system_score_codex":0.0003385386,"about_ca_system_score_gemma":0.00034071895,"threshold_uncertainty_score":0.024987698},"labels":[],"label_agreement":null},{"id":"W2071405280","doi":"10.5539/ijel.v2n3p59","title":"On the Cultivation of Oral English Communicative Competence in Teaching","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Communicative language teaching; Psychology; Mathematics education; Competence (human resources); China; Pedagogy; Political science; Language education; Social psychology","score_opus":0.04811129002327806,"score_gpt":0.3082281511258952,"score_spread":0.2601168611026171,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071405280","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.70258874,0.002255692,0.0043595983,0.0032056542,0.00007345756,0.00010030293,0.0000147684905,0.000022733486,0.28737912],"genre_scores_gemma":[0.99447435,0.0010602253,0.0012717317,0.00011133536,0.000017271286,0.000033745982,0.000005416748,0.000005288333,0.0030204952],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9985165,0.0008361216,0.00005084237,0.00012418513,0.00029883484,0.00017352482],"domain_scores_gemma":[0.9968088,0.0018887488,0.0003303022,0.00017398401,0.0003785713,0.00041949886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026390222,0.00018319236,0.000120832134,0.00059852214,0.0008963306,0.0020482605,0.00036341973,0.00034497931,0.0019407923],"category_scores_gemma":[0.0043812883,0.000106864434,0.00013143073,0.00048938295,0.0041592093,0.0014305782,0.0018623121,0.0006899981,0.00022399653],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023767716,0.0014463199,0.038857203,0.0010213042,0.00002614273,0.0019843443,0.17952862,0.0006699816,0.03032775,0.2877138,0.0032422966,0.4549445],"study_design_scores_gemma":[0.00014065055,0.0016093648,0.49146846,0.0034830542,0.0002486512,0.0024572718,0.15895016,0.005996513,0.048256423,0.11679545,0.17042397,0.00016996384],"about_ca_topic_score_codex":0.004228197,"about_ca_topic_score_gemma":0.0033576873,"teacher_disagreement_score":0.004228197,"about_ca_system_score_codex":0.0014731712,"about_ca_system_score_gemma":0.002667113,"threshold_uncertainty_score":0.013956666},"labels":[],"label_agreement":null},{"id":"W2071606075","doi":"10.3138/cmlr.63.5.629","title":"Avantages linguistiques, scolaires et cognitifs de l'immersion française","year":2007,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Neuroscience of multilingualism; Psychology; Cognition; French immersion; Metalinguistic awareness; Language proficiency; AP French Language; Flexibility (engineering); Pedagogy; Mathematics education; Linguistics; Language assessment","score_opus":0.01660383276255948,"score_gpt":0.25909302198837864,"score_spread":0.24248918922581916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071606075","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88133156,0.045311365,0.000625649,0.0075203464,0.00013592611,0.0000251172,0.00025675725,0.00002773084,0.064765535],"genre_scores_gemma":[0.9853204,0.010602277,0.00019449132,0.00025288024,0.00003961413,0.00000777111,0.00005211531,0.000004964213,0.003525409],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990363,0.00027545076,0.00004649996,0.00008874348,0.0003743982,0.00017858727],"domain_scores_gemma":[0.99783045,0.00066854345,0.00044964047,0.00004426865,0.0006431819,0.00036396226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011707547,0.0002215978,0.00028674692,0.0012446097,0.0013025712,0.0030726066,0.00031934117,0.00055796484,0.0040114135],"category_scores_gemma":[0.004730589,0.000083617946,0.00024159763,0.0014695486,0.0023363305,0.0011360927,0.00094315584,0.00066225044,0.00024462852],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026153942,0.00027589907,0.41923258,0.0017243965,0.00011979413,0.0032179258,0.091563724,0.0002670404,0.0036257298,0.019305494,0.0065849843,0.4538209],"study_design_scores_gemma":[0.000012957797,0.00019341847,0.81924015,0.0011679243,0.000088738234,0.0033322473,0.061840635,0.00017364576,0.00102228,0.0031926103,0.109670244,0.00006513809],"about_ca_topic_score_codex":0.36125958,"about_ca_topic_score_gemma":0.41319877,"teacher_disagreement_score":0.36125958,"about_ca_system_score_codex":0.005675729,"about_ca_system_score_gemma":0.007897982,"threshold_uncertainty_score":0.71831363},"labels":[],"label_agreement":null},{"id":"W2071887228","doi":"10.1558/sols.v1.i1.47","title":"The dictée in multilingual contexts","year":2008,"lang":"en","type":"article","venue":"Sociolinguistic Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Dictation; Narrative; Literacy; Armenian; Variety (cybernetics); Empowerment; Linguistics; Estonian; Psychology; Pedagogy; Sociology; Task (project management); Computer science; Political science","score_opus":0.11905500051837163,"score_gpt":0.3455957155905458,"score_spread":0.22654071507217416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071887228","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9534888,0.0005388236,0.0023613782,0.0011240576,0.000028041846,0.0000440714,0.000037649093,0.000016965034,0.0423601],"genre_scores_gemma":[0.9962788,0.0002250864,0.00072393665,0.00013845605,0.00000996548,0.000037769707,0.000015119045,0.000011939579,0.002558858],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975313,0.001651201,0.00008465121,0.00020255957,0.00021029585,0.0003200122],"domain_scores_gemma":[0.99418086,0.0041440614,0.000659046,0.00029773827,0.00025419125,0.00046399646],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020306334,0.000396517,0.0003140964,0.0006887577,0.005644937,0.0033003201,0.0005530996,0.0007736304,0.0033905501],"category_scores_gemma":[0.0066998536,0.00022719537,0.00018625276,0.00054132263,0.007586021,0.003522605,0.00581043,0.0015531724,0.0003522139],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000105998166,0.00014690559,0.01935001,0.00023049179,0.0000066498246,0.0018152957,0.9394018,0.00020826515,0.003923857,0.016466083,0.0010122083,0.017332459],"study_design_scores_gemma":[0.000021129117,0.00017107202,0.020796608,0.00018660337,0.000013927297,0.0012960267,0.904309,0.00035288488,0.0049177436,0.004187527,0.063712634,0.00003486318],"about_ca_topic_score_codex":0.0031540436,"about_ca_topic_score_gemma":0.012651743,"teacher_disagreement_score":0.005644937,"about_ca_system_score_codex":0.0012926771,"about_ca_system_score_gemma":0.0012101769,"threshold_uncertainty_score":0.0113425255},"labels":[],"label_agreement":null},{"id":"W2072173259","doi":"10.5539/ass.v4n5p58","title":"The Role of Personality in Second Language Acquisition","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Personality; Aptitude; Psychology; Style (visual arts); Second-language acquisition; Language acquisition; Cognitive psychology; Linguistics; Developmental psychology; Social psychology; Mathematics education","score_opus":0.010863438093983803,"score_gpt":0.26428413961180103,"score_spread":0.2534207015178172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2072173259","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99536777,0.00035923527,0.0001952794,0.0001945745,0.000008741264,0.000005864903,0.000023318684,0.000004307821,0.0038409],"genre_scores_gemma":[0.9992482,0.00017043068,0.00011504587,0.000018673101,0.000006029473,0.0000022099475,0.000011551305,0.0000012959995,0.00042645336],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994831,0.00023533287,0.000034867466,0.00004447063,0.00012872311,0.00007341582],"domain_scores_gemma":[0.9958125,0.001651051,0.0011479926,0.0001109398,0.00034961052,0.00092791324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008223511,0.00013024874,0.0001679047,0.000577051,0.00052034244,0.0010614981,0.00012959214,0.00020634808,0.001372353],"category_scores_gemma":[0.0042938576,0.00009903659,0.00016714756,0.00045861004,0.00057167874,0.0003724656,0.0006231139,0.00048772994,0.00020383763],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000090627174,0.00018289218,0.9524024,0.000047622358,0.000047999845,0.00052830856,0.003712179,0.00023032766,0.0024929142,0.0008968711,0.00016816294,0.03919972],"study_design_scores_gemma":[0.0000015277967,0.000091480695,0.99808854,0.000011724503,0.000006513339,0.0001969128,0.0006912409,0.00016817165,0.000100300815,0.00036622933,0.0002706307,0.0000065729687],"about_ca_topic_score_codex":0.002355102,"about_ca_topic_score_gemma":0.0031621782,"teacher_disagreement_score":0.002355102,"about_ca_system_score_codex":0.00024753454,"about_ca_system_score_gemma":0.00033610134,"threshold_uncertainty_score":0.0046827793},"labels":[],"label_agreement":null},{"id":"W2072516479","doi":"10.1016/j.linged.2006.01.008","title":"A functional perspective on the critical ‘theory/practice’ relation in teaching language and science","year":2005,"lang":"en","type":"article","venue":"Linguistics and Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mainstream; Class (philosophy); Perspective (graphical); Frame (networking); Scientific theory; Mathematics education; Relation (database); Sociology; Learning theory; Pedagogy; Psychology; Epistemology; Computer science","score_opus":0.024777783048159835,"score_gpt":0.33602603188027425,"score_spread":0.31124824883211444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2072516479","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025081446,0.003200911,0.27667275,0.06835895,0.00082854985,0.000094808216,0.00008584319,0.00020219677,0.6254745],"genre_scores_gemma":[0.9352764,0.00093061855,0.042871263,0.0031284897,0.0008727461,0.0002482674,0.00008594781,0.00024114315,0.01634518],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9888781,0.008215457,0.00035050776,0.0007793995,0.0011360588,0.0006405421],"domain_scores_gemma":[0.97542727,0.019230274,0.00082191965,0.0017825416,0.0018696934,0.0008683785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016806971,0.0011850123,0.00081318914,0.007010534,0.0092742415,0.012785564,0.003734877,0.0076585324,0.009728067],"category_scores_gemma":[0.016078385,0.0011532739,0.0011495885,0.0039111157,0.10013514,0.019338474,0.005436008,0.0076763937,0.0011188084],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000034072982,0.0000036500594,0.00003546896,0.000013080007,0.0000010402142,0.000017057513,0.0020114328,0.000053389158,0.000041090043,0.99657285,0.00028261318,0.00096483325],"study_design_scores_gemma":[0.000013532087,0.000014098184,0.00012343517,0.000067745474,0.000005432126,0.00008239887,0.0018031689,0.000595499,0.00019482573,0.98054093,0.016552513,0.000006466664],"about_ca_topic_score_codex":0.0059980806,"about_ca_topic_score_gemma":0.0040978855,"teacher_disagreement_score":0.016806971,"about_ca_system_score_codex":0.009516044,"about_ca_system_score_gemma":0.0066352678,"threshold_uncertainty_score":0.08888483},"labels":[],"label_agreement":null},{"id":"W2072530763","doi":"10.12735/ier.v1i2p65","title":"Students’ Perception on the Use of Humor in the Teaching of English as a Second Language in Nigeria","year":2013,"lang":"en","type":"article","venue":"International Education Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; English language; Linguistics; Mathematics education; Pedagogy; Philosophy","score_opus":0.1286174740474526,"score_gpt":0.4344735703784288,"score_spread":0.3058560963309762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2072530763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99891543,0.00006862407,0.00003635463,0.00008205913,0.0000041452363,0.000004836687,0.0000030278989,6.446425e-7,0.0008849316],"genre_scores_gemma":[0.9991732,0.00015132409,0.00003965633,0.000035321187,0.0000019273011,0.0000033893325,0.0000034728891,6.450672e-7,0.00059105654],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936014,0.00022443266,0.0000581194,0.000038925933,0.00017706655,0.00014133114],"domain_scores_gemma":[0.9972621,0.000901358,0.0007494348,0.000063269945,0.00038376785,0.00064008264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014137573,0.00019532183,0.00027204098,0.0005260988,0.0013588547,0.0020126586,0.0002093824,0.00060008833,0.002285485],"category_scores_gemma":[0.0030642673,0.00021498365,0.00018544223,0.00032864127,0.0010059347,0.000771065,0.0007708398,0.0009879034,0.00029799456],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001696073,0.0008123243,0.5105086,0.00029367732,0.000017838585,0.0017258723,0.44958508,0.00012411019,0.008252531,0.000886962,0.0005268077,0.027096586],"study_design_scores_gemma":[0.000009833821,0.0007855317,0.32548064,0.00024008894,0.000023252238,0.0008237186,0.6651452,0.00030788718,0.0018634975,0.00031075685,0.0049702986,0.00003929022],"about_ca_topic_score_codex":0.0036560372,"about_ca_topic_score_gemma":0.007261155,"teacher_disagreement_score":0.0036560372,"about_ca_system_score_codex":0.000562172,"about_ca_system_score_gemma":0.00088920904,"threshold_uncertainty_score":0.0076456666},"labels":[],"label_agreement":null},{"id":"W2072599746","doi":"10.5539/elt.v7n3p91","title":"English Presentation Skills of Thai Graduate Students","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Psychology; Medical education; Graduate students; Competence (human resources); The arts; Pedagogy; Mathematics education; Medicine","score_opus":0.017069387219297395,"score_gpt":0.2822002322260646,"score_spread":0.2651308450067672,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2072599746","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956358,0.00017787845,0.00006516425,0.00022448359,0.000042141102,0.000018506955,0.000033976354,0.0000073719766,0.003794758],"genre_scores_gemma":[0.99582016,0.0002984702,0.00009242719,0.00019148455,0.00003802897,0.000014559064,0.00004584694,0.0000044815974,0.003494532],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918276,0.00014500358,0.000079970974,0.00006036802,0.00031651402,0.00021547792],"domain_scores_gemma":[0.99251163,0.0009515047,0.0016621795,0.00013075063,0.0016076661,0.0031361606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085762853,0.00025945046,0.00021334314,0.0009809196,0.0006560617,0.0024093473,0.00029198546,0.00055691396,0.007994443],"category_scores_gemma":[0.009798855,0.00019487426,0.00029442133,0.00048150492,0.00040761373,0.0007314358,0.0010869742,0.0009680322,0.0012465483],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002927322,0.0024414414,0.766287,0.0005532917,0.00006144987,0.006327223,0.06929581,0.00020067538,0.014723569,0.00044219184,0.007187147,0.13218749],"study_design_scores_gemma":[0.0000508,0.0041174795,0.8128704,0.00030158763,0.000059477832,0.011065239,0.1463222,0.00052149367,0.0029223308,0.00059470657,0.021072261,0.000101935766],"about_ca_topic_score_codex":0.0010512708,"about_ca_topic_score_gemma":0.00139657,"teacher_disagreement_score":0.007994443,"about_ca_system_score_codex":0.00032664437,"about_ca_system_score_gemma":0.0009439983,"threshold_uncertainty_score":0.026744068},"labels":[],"label_agreement":null},{"id":"W2073356140","doi":"10.3138/cmlr.57.2.325","title":"Differential Linguistic Development of Japanese Language Learners in Elementary School","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sample (material); Mathematics education; Differential (mechanical device); Psychology; Foreign language; Language acquisition; Linguistics","score_opus":0.015882692208096585,"score_gpt":0.23233950630701689,"score_spread":0.2164568140989203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2073356140","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99970067,0.000022207652,0.000006938019,0.0000072028347,5.49193e-7,0.0000012786777,0.0000064228634,6.7032784e-7,0.00025413276],"genre_scores_gemma":[0.9991536,0.000059681635,0.000045226472,0.000009792166,9.982438e-7,0.0000063958714,0.000028162964,0.0000021406697,0.0006940475],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994178,0.0000769953,0.000050358456,0.00008984637,0.00019749838,0.00016750059],"domain_scores_gemma":[0.99850225,0.00021979294,0.00032717615,0.000058895388,0.0004057512,0.00048604503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010154934,0.00021209315,0.0004308102,0.0019776046,0.0012102933,0.0014904715,0.00034928057,0.0003693547,0.0011954858],"category_scores_gemma":[0.0027904185,0.00023026003,0.00025561766,0.0007738457,0.0008417608,0.0006980095,0.0015380672,0.00052352087,0.00036561914],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019277699,0.0002159869,0.8767812,0.000035093206,0.000015572665,0.0011125949,0.08721903,0.000041042596,0.007999419,0.00018759273,0.00016662454,0.026033062],"study_design_scores_gemma":[0.0000029486803,0.0002538726,0.96556604,0.00001237094,0.000008402661,0.0003806386,0.032083083,0.000047151898,0.00079687,0.000049856983,0.0007896687,0.000009084499],"about_ca_topic_score_codex":0.016497634,"about_ca_topic_score_gemma":0.04532054,"teacher_disagreement_score":0.016497634,"about_ca_system_score_codex":0.0007450496,"about_ca_system_score_gemma":0.0008367642,"threshold_uncertainty_score":0.032803237},"labels":[],"label_agreement":null},{"id":"W2073847125","doi":"10.3138/cmlr.66.2.269","title":"From Grade School to University: The Variable Use of <i>on/nous</i> by University FSL Students","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"French immersion; French; AP French Language; Psychology; Immersion (mathematics); First language; Mathematics education; Pedagogy; Linguistics; Philosophy; Mathematics","score_opus":0.01837632313672269,"score_gpt":0.2092938814996991,"score_spread":0.19091755836297641,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2073847125","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988182,0.00011647624,0.000011169659,0.00004363579,0.0000029383923,0.0000020098396,0.000032445496,0.0000015581741,0.0009715101],"genre_scores_gemma":[0.99929535,0.00012713333,0.000018246656,0.00001587091,0.0000019630718,0.0000026280306,0.00006148001,0.0000012764917,0.00047610915],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993855,0.00011386191,0.000048761824,0.00008429371,0.00020920273,0.00015841196],"domain_scores_gemma":[0.99757296,0.00039978747,0.0009733787,0.00006768311,0.00044965735,0.00053654436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053737627,0.00017211554,0.00026606483,0.001667299,0.000872703,0.0022962694,0.00051388156,0.0004903203,0.0024305868],"category_scores_gemma":[0.003589057,0.00013662939,0.00027378823,0.0013548648,0.0006937353,0.0008167474,0.0009081668,0.00052378565,0.0004738098],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004952141,0.00007449445,0.9747083,0.000021691072,0.000016571956,0.00014021322,0.011403298,0.000012621944,0.00042057704,0.000106841864,0.00025965038,0.012786175],"study_design_scores_gemma":[0.0000013467139,0.00007850348,0.9819266,0.00002384748,0.000010950164,0.00016268333,0.016339468,0.000028989532,0.00012664475,0.000032433873,0.0012603316,0.0000081733415],"about_ca_topic_score_codex":0.06325572,"about_ca_topic_score_gemma":0.09390599,"teacher_disagreement_score":0.06325572,"about_ca_system_score_codex":0.0012090574,"about_ca_system_score_gemma":0.0009144141,"threshold_uncertainty_score":0.1257751},"labels":[],"label_agreement":null},{"id":"W2073943345","doi":"10.1080/09658416.2011.639884","title":"Raising language awareness in peer interaction: a cross-context, cross-methodology examination","year":2012,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":88,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Corrective feedback; Mindset; Peer feedback; Reciprocal; Context (archaeology); Language proficiency; Second-language acquisition; Perspective (graphical); Mathematics education; Cognitive psychology; Computer science; Linguistics","score_opus":0.15320962353716328,"score_gpt":0.42297658535184574,"score_spread":0.26976696181468246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2073943345","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98334473,0.0014673598,0.010847058,0.00012333068,0.000064564505,0.001219874,0.000050179082,0.000024279623,0.0028586204],"genre_scores_gemma":[0.98537344,0.00069687294,0.011287937,0.00015255531,0.0000441712,0.0013244196,0.000076892444,0.000018256658,0.0010254774],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9655528,0.026386265,0.0027264652,0.0017394896,0.002340036,0.0012549893],"domain_scores_gemma":[0.95788467,0.02524082,0.0031854862,0.0050392603,0.0077768443,0.0008728407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03934199,0.0006556079,0.0008834629,0.0033464103,0.002710067,0.0020696654,0.001215308,0.00090545,0.0021136235],"category_scores_gemma":[0.035812642,0.0004971545,0.0010931715,0.0018965364,0.0015397319,0.002038984,0.0050504385,0.0007827571,0.00037057998],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013112491,0.007637719,0.3351669,0.0030901716,0.00075628236,0.0038615817,0.40558925,0.00050006615,0.018039834,0.0036977527,0.00067378784,0.21967533],"study_design_scores_gemma":[0.0002205086,0.01910595,0.5903118,0.0024804308,0.0009973041,0.0041369544,0.33168525,0.0014617742,0.020305527,0.0020984337,0.027023477,0.00017252975],"about_ca_topic_score_codex":0.0019683598,"about_ca_topic_score_gemma":0.0032349513,"teacher_disagreement_score":0.03934199,"about_ca_system_score_codex":0.0013415656,"about_ca_system_score_gemma":0.0021638668,"threshold_uncertainty_score":0.20806277},"labels":[],"label_agreement":null},{"id":"W2074027830","doi":"10.3138/cmlr.65.4.587","title":"L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Preference; Linguistics; Verb; Semantics (computer science); Second language; Computer science; Philosophy","score_opus":0.027635569942549457,"score_gpt":0.2687794786783292,"score_spread":0.24114390873577973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074027830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981481,0.00035638272,0.00009722467,0.00001719102,0.000002098241,0.000004124731,0.000066475324,0.0000016759774,0.0013066962],"genre_scores_gemma":[0.99495393,0.0005440219,0.00016387487,0.000015856212,0.000003412339,0.000009379098,0.00009871958,0.0000043482833,0.004206416],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99932325,0.00016909062,0.000037236354,0.00014972287,0.00020272519,0.00011787239],"domain_scores_gemma":[0.99867415,0.0005161969,0.00028271417,0.000050687813,0.00034229615,0.00013402381],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000999067,0.0005267323,0.0002915857,0.0011109012,0.0010266947,0.0015656077,0.00025894854,0.00040314626,0.002951514],"category_scores_gemma":[0.002150411,0.00021510893,0.00031506212,0.0008358016,0.0011205326,0.0006700995,0.0005158896,0.00038971583,0.0003500351],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005012751,0.000204005,0.78528786,0.00020058952,0.00012271479,0.0035086127,0.08628296,0.00032585172,0.015395095,0.0010085689,0.00052024325,0.10664221],"study_design_scores_gemma":[0.000006765078,0.00023001946,0.9755293,0.000027019132,0.00002920718,0.0014001876,0.014454579,0.00009266014,0.0012130078,0.00004623934,0.006949531,0.000021513446],"about_ca_topic_score_codex":0.33637363,"about_ca_topic_score_gemma":0.35486367,"teacher_disagreement_score":0.6636264,"about_ca_system_score_codex":0.0018068677,"about_ca_system_score_gemma":0.0012850618,"threshold_uncertainty_score":0.66883147},"labels":[],"label_agreement":null},{"id":"W2074480302","doi":"10.11139/cj.30.3.i-iii","title":"Computer-assisted Language Learning — The Times They Are A-Changin’","year":2013,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Computer-Assisted Instruction; Computer science; Language acquisition; Linguistics; Mathematics education; Psychology; Multimedia; Philosophy","score_opus":0.023423404485947825,"score_gpt":0.23187818264867946,"score_spread":0.20845477816273164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074480302","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015253376,0.030172266,0.0039085336,0.8298114,0.018335368,0.000021632432,0.00013311571,0.00032256308,0.102041766],"genre_scores_gemma":[0.4171471,0.041331727,0.017740246,0.23610741,0.017132975,0.00010765172,0.0003862662,0.0005192154,0.26952744],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99560237,0.0013849057,0.00022656072,0.0005138267,0.0014820691,0.00079030264],"domain_scores_gemma":[0.9796158,0.0056596403,0.0009500435,0.0011381162,0.0060602506,0.0065761763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006564355,0.0003068466,0.0002508264,0.0011201553,0.0036867002,0.011998009,0.0012516893,0.0048895637,0.028313143],"category_scores_gemma":[0.018927667,0.00023279444,0.00028239406,0.0011583748,0.0051932023,0.014807736,0.004775349,0.0059045665,0.0063016703],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000931626,0.00013828203,0.0039694766,0.00015795753,0.000014364712,0.00035377452,0.0030977665,0.00007559446,0.0005679434,0.039443918,0.5271349,0.42495275],"study_design_scores_gemma":[0.0000069885796,0.00002305142,0.0029982803,0.00025515538,0.000003744679,0.00039791298,0.006346476,0.00012647595,0.00025841972,0.010977456,0.97858787,0.000018190065],"about_ca_topic_score_codex":0.0075051417,"about_ca_topic_score_gemma":0.026592253,"teacher_disagreement_score":0.028313143,"about_ca_system_score_codex":0.00317607,"about_ca_system_score_gemma":0.005673649,"threshold_uncertainty_score":0.09471685},"labels":[],"label_agreement":null},{"id":"W2074489893","doi":"10.5539/elt.v6n10p11","title":"Making Culture Happen in the English Language Classroom","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Target culture; Psychology; Mathematics education; Pedagogy; Object (grammar); CLIPS; Linguistics; Computer science","score_opus":0.01885974517019462,"score_gpt":0.26409001564531603,"score_spread":0.24523027047512141,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074489893","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9513318,0.0010364316,0.0029624356,0.0033132692,0.00019615566,0.000055132303,0.000009543471,0.000047108253,0.041048117],"genre_scores_gemma":[0.99674654,0.00039789593,0.0008175167,0.00032040908,0.00001647593,0.000021836846,0.0000030593014,0.000009464273,0.001666726],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9915799,0.0064919214,0.00016000881,0.00042902248,0.0005877484,0.0007513977],"domain_scores_gemma":[0.9950087,0.0020251488,0.000710278,0.00034608695,0.000566945,0.0013427729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051662824,0.00045012136,0.0003433743,0.0007935949,0.008958934,0.009408806,0.0008674857,0.0011336273,0.001943716],"category_scores_gemma":[0.007047717,0.00028937214,0.0002971562,0.00043841987,0.009263841,0.0040281485,0.006000799,0.0018403559,0.00039885688],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009574487,0.00091486634,0.030294176,0.00038137543,0.00005534908,0.0010363725,0.864724,0.00026774342,0.008418433,0.019204248,0.0019716606,0.07263601],"study_design_scores_gemma":[0.000032958244,0.00028824972,0.027609296,0.00036138328,0.000060350627,0.00036890878,0.8934562,0.00020118066,0.0045147394,0.009521613,0.06352869,0.000056350746],"about_ca_topic_score_codex":0.0030108602,"about_ca_topic_score_gemma":0.0069333604,"teacher_disagreement_score":0.009408806,"about_ca_system_score_codex":0.0023824072,"about_ca_system_score_gemma":0.0034000296,"threshold_uncertainty_score":0.027322233},"labels":[],"label_agreement":null},{"id":"W2074805595","doi":"10.7202/019869ar","title":"Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom","year":2009,"lang":"en","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interpretation (philosophy); Self-assessment; Strengths and weaknesses; Psychology; Mathematics education; Medical education; Graduate students; Pedagogy; Computer science; Medicine; Social psychology","score_opus":0.031483228859418004,"score_gpt":0.2959141275021594,"score_spread":0.2644308986427414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074805595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76483834,0.00048261596,0.18374468,0.0010028811,0.00018329431,0.0006178483,0.00004893676,0.0023197979,0.046761606],"genre_scores_gemma":[0.8770808,0.00025199083,0.11417501,0.00019565191,0.0000596415,0.00031082236,0.000055067812,0.00010595443,0.0077651218],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.990772,0.006552007,0.00025513783,0.00058082415,0.001657136,0.00018290253],"domain_scores_gemma":[0.974655,0.018523237,0.0015340763,0.0019775496,0.0017035063,0.0016066161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072189616,0.00048774388,0.00045083123,0.001512975,0.00073143543,0.0030939644,0.0011628097,0.0007447671,0.002716821],"category_scores_gemma":[0.0197751,0.00026443318,0.00034599606,0.0004487363,0.0016245887,0.0029673735,0.0026085852,0.0010254405,0.0011822208],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038928777,0.0046799006,0.052650698,0.0005030789,0.00004103104,0.0011573546,0.08009387,0.0013155859,0.026354907,0.008126204,0.0043327934,0.8203553],"study_design_scores_gemma":[0.0011332125,0.018410765,0.18759589,0.0035935023,0.00032911912,0.019543804,0.17029276,0.0652372,0.098870546,0.09033457,0.3434449,0.0012137102],"about_ca_topic_score_codex":0.00010874748,"about_ca_topic_score_gemma":0.00025128093,"teacher_disagreement_score":0.0072189616,"about_ca_system_score_codex":0.00035642248,"about_ca_system_score_gemma":0.0009733648,"threshold_uncertainty_score":0.038177967},"labels":[],"label_agreement":null},{"id":"W2074930895","doi":"10.1111/j.1540-4781.2010.01141.x","title":"Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate","year":2011,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":190,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Ambivalence; Feeling; Competence (human resources); Autonomy; Club; Social psychology; Pedagogy","score_opus":0.07885391995338115,"score_gpt":0.36074485766189,"score_spread":0.28189093770850887,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074930895","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99843615,0.00010519901,0.00032492788,0.00023672667,0.000010905639,0.00003233586,0.000015587944,0.0000056814315,0.00083243515],"genre_scores_gemma":[0.9985208,0.00015745741,0.00020722706,0.00017155937,0.000006974198,0.000058384943,0.0000170888,0.000007933301,0.0008526114],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99048316,0.006573839,0.0003299372,0.0004844313,0.0007339983,0.0013946838],"domain_scores_gemma":[0.98492485,0.010258243,0.0014726261,0.0003288431,0.0013456722,0.0016697817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00989024,0.0008208515,0.0012028664,0.0017467837,0.006520587,0.005448944,0.001678431,0.002045871,0.001955398],"category_scores_gemma":[0.01504318,0.00074565405,0.0006331079,0.0009002631,0.007924626,0.0027578361,0.0035737914,0.0032157642,0.00031745888],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025156056,0.00007016147,0.0052848496,0.000044679287,0.000004714762,0.0005570501,0.9909492,0.000017065162,0.0009497537,0.00025578012,0.00008345916,0.001758118],"study_design_scores_gemma":[0.0000027967715,0.00012308641,0.003436817,0.00004135823,0.000004159586,0.00026806997,0.9935017,0.000066811306,0.0003340158,0.000055447817,0.002150166,0.000015467418],"about_ca_topic_score_codex":0.010639603,"about_ca_topic_score_gemma":0.015456817,"teacher_disagreement_score":0.010639603,"about_ca_system_score_codex":0.0037822868,"about_ca_system_score_gemma":0.0028995601,"threshold_uncertainty_score":0.05230522},"labels":[],"label_agreement":null},{"id":"W2075408486","doi":"10.3138/cmlr.58.3.364","title":"The Impact of Attending to Unstressed Words on the Acquisition of Written Grammatical Morphology by French-Speaking ESL Students","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dictation; Psychology; Linguistics; Control (management); Agreement; Morpheme; Focus (optics); Mathematics education; Computer science; Artificial intelligence","score_opus":0.02468217539411691,"score_gpt":0.26485192126700996,"score_spread":0.24016974587289305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2075408486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956423,0.00004481335,0.00002864192,0.000014240587,0.0000014736266,0.0000030082201,0.0000041646235,0.0000031494772,0.00033636502],"genre_scores_gemma":[0.9988617,0.000101866324,0.0002088368,0.000022803573,0.0000029570206,0.000006649199,0.000022794398,0.0000036070928,0.0007688149],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992849,0.00023351153,0.000049285944,0.00012238671,0.00019927675,0.00011058732],"domain_scores_gemma":[0.9961571,0.0017351023,0.0010170853,0.00017540297,0.00041213157,0.00050312653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006760835,0.00033695137,0.0002478496,0.00034090743,0.00045560786,0.0009589695,0.00032821044,0.0005248952,0.0021621326],"category_scores_gemma":[0.0077055036,0.00015371622,0.00012236102,0.00013328217,0.00070634973,0.00035869304,0.00040455285,0.000384944,0.00050377595],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027823239,0.0055455677,0.5094897,0.00041223876,0.00009775201,0.0043576383,0.04437247,0.0005758383,0.1614069,0.00023987683,0.0008280364,0.26989156],"study_design_scores_gemma":[0.00008669744,0.00853962,0.94504213,0.000042980362,0.000087356086,0.0018550747,0.018569103,0.0005645353,0.021288844,0.00038986775,0.0034762106,0.000057694706],"about_ca_topic_score_codex":0.0046486123,"about_ca_topic_score_gemma":0.0063100904,"teacher_disagreement_score":0.9953514,"about_ca_system_score_codex":0.0003631195,"about_ca_system_score_gemma":0.00040587818,"threshold_uncertainty_score":0.009243131},"labels":[],"label_agreement":null},{"id":"W2075542165","doi":"10.3138/cmlr.58.4.555","title":"'It Was Nice to See That Our Predictions Were Right': Developing Metacognition in L2 Listening Comprehension","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":184,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Metacognition; Active listening; Psychology; Task (project management); Formative assessment; Listening comprehension; Comprehension; Mathematics education; Argument (complex analysis); Cognitive psychology; Cognition; Computer science; Communication","score_opus":0.04928307335934561,"score_gpt":0.2502784409937038,"score_spread":0.20099536763435816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2075542165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8422713,0.0063074203,0.0171375,0.05070716,0.0003271755,0.00012532175,0.00008908568,0.0002367955,0.082798146],"genre_scores_gemma":[0.98671365,0.0010931077,0.004405764,0.0021060016,0.00003898783,0.000041661267,0.000025309138,0.000024635368,0.005551031],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99804187,0.0012708241,0.00004723947,0.00016395682,0.00028754305,0.0001885712],"domain_scores_gemma":[0.99725395,0.0015017225,0.00025226345,0.00016913845,0.0006447089,0.0001782401],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041283867,0.0003378723,0.00018201864,0.0004939403,0.0013369318,0.0026869439,0.00043946155,0.0010750956,0.0015635713],"category_scores_gemma":[0.009440128,0.0001335459,0.00021370001,0.0002624812,0.0041789864,0.0024313151,0.0010346447,0.0015307982,0.00034553788],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023963001,0.00024689597,0.07916071,0.0009575191,0.000058447607,0.0029136962,0.38865778,0.00082864356,0.015273245,0.038154904,0.018719053,0.45478955],"study_design_scores_gemma":[0.0001011189,0.0013543126,0.24113986,0.0023529117,0.00018373107,0.006124343,0.38263902,0.0027142095,0.03146759,0.04481248,0.28684554,0.00026487606],"about_ca_topic_score_codex":0.03306453,"about_ca_topic_score_gemma":0.04024974,"teacher_disagreement_score":0.03306453,"about_ca_system_score_codex":0.002179463,"about_ca_system_score_gemma":0.0030837858,"threshold_uncertainty_score":0.06574416},"labels":[],"label_agreement":null},{"id":"W2075725659","doi":"10.5539/ies.v1n4p136","title":"Optimization of Multimedia English Teaching in Context Creation","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interactivity; Multimedia; Computer science; Competence (human resources); Teaching method; Intelligibility (philosophy); Mathematics education; Psychology","score_opus":0.0696415299282191,"score_gpt":0.3498599945476039,"score_spread":0.2802184646193848,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2075725659","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4220616,0.0024784664,0.52318466,0.0005013797,0.000063243904,0.0005050861,0.000042506825,0.0007958717,0.05036727],"genre_scores_gemma":[0.8371928,0.00057944783,0.15933605,0.000030368306,0.000027228361,0.000171433,0.000021971524,0.000056228328,0.0025845168],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990639,0.0005165406,0.00004601611,0.00009452399,0.00020040081,0.000078589226],"domain_scores_gemma":[0.99916375,0.0004012639,0.00013395314,0.00008537192,0.00011508903,0.00010062166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008152393,0.00044284304,0.00027676416,0.00074098003,0.00052099896,0.0016562382,0.0004905131,0.0002908297,0.0018469467],"category_scores_gemma":[0.002139809,0.00018134547,0.00026677505,0.00051167305,0.00052982935,0.0016830676,0.0015477623,0.00030092258,0.00026701245],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048331375,0.0005896185,0.006764324,0.00083054317,0.00005183689,0.0005989802,0.0041531296,0.030406052,0.17329827,0.06567268,0.0008946995,0.7162565],"study_design_scores_gemma":[0.0003352424,0.0024267954,0.028669313,0.0005889672,0.00058696483,0.0028771318,0.011275941,0.21716121,0.4795767,0.089832015,0.16638474,0.00028501567],"about_ca_topic_score_codex":0.00038969022,"about_ca_topic_score_gemma":0.0008916967,"teacher_disagreement_score":0.0018469467,"about_ca_system_score_codex":0.00045347694,"about_ca_system_score_gemma":0.00067908625,"threshold_uncertainty_score":0.0061786175},"labels":[],"label_agreement":null},{"id":"W2075839874","doi":"10.5539/elt.v2n2p30","title":"Paragraph Boundaries: Examining Identification and Production Performance of Iranian EFL Learners","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Paragraph; Psychology; Identification (biology); Perception; Mathematics education; Production (economics); Test (biology); Linguistics; Computer science","score_opus":0.016558250248123487,"score_gpt":0.23899201601031242,"score_spread":0.22243376576218893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2075839874","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991492,0.000040302722,0.000107494416,0.000013473084,0.0000013478461,0.0000036688887,0.000015642694,0.000004630498,0.00066422485],"genre_scores_gemma":[0.99895597,0.00004625267,0.00029501054,0.000010438255,0.000002456736,0.000006190327,0.000049312028,0.0000029344621,0.00063141395],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994319,0.0001295736,0.00008110659,0.00010829233,0.00017991761,0.00006919244],"domain_scores_gemma":[0.99345905,0.0019083698,0.0024871884,0.00035738962,0.0012173186,0.0005707923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011206431,0.0003888951,0.00023922908,0.00075757556,0.00025509056,0.0008458558,0.00030196382,0.0003703331,0.0022427826],"category_scores_gemma":[0.010198854,0.00012909979,0.00017245262,0.00029445867,0.00043419714,0.0007971427,0.0006395558,0.00038755333,0.00086850347],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005013628,0.0008047113,0.8560168,0.0001594483,0.00005033971,0.0007945484,0.024788758,0.00045619317,0.03269213,0.00019714603,0.00030913838,0.08322941],"study_design_scores_gemma":[0.000017090895,0.0014130514,0.97469974,0.00004258813,0.00002727065,0.0012409465,0.011246876,0.00093828107,0.008740126,0.00032108187,0.0012853335,0.000027611797],"about_ca_topic_score_codex":0.0007999593,"about_ca_topic_score_gemma":0.0006538903,"teacher_disagreement_score":0.0022427826,"about_ca_system_score_codex":0.00014068146,"about_ca_system_score_gemma":0.00027557928,"threshold_uncertainty_score":0.007502854},"labels":[],"label_agreement":null},{"id":"W2076490763","doi":"10.5430/wjel.v4n4p12","title":"Teaching the Past Perfect: A Comparison of Two Approaches","year":2014,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Computer science; Scholarship; Inductive method; Inductive reasoning; Linguistics; Mathematics education; Teaching method; Natural language processing; Artificial intelligence; Mathematics; Philosophy; Political science","score_opus":0.035060039611277904,"score_gpt":0.2719223003933037,"score_spread":0.23686226078202577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2076490763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6679881,0.024163755,0.10342616,0.00913709,0.000753741,0.0028230697,0.00027556857,0.00072994456,0.19070266],"genre_scores_gemma":[0.8725459,0.013207044,0.100330904,0.0015420219,0.00012947798,0.0029676484,0.00022276925,0.0002660141,0.008788205],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9552611,0.026184106,0.0018022998,0.0022341209,0.013210276,0.0013080424],"domain_scores_gemma":[0.95098656,0.035638668,0.0031298622,0.003128857,0.0033548307,0.0037611742],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029270837,0.000678025,0.000848413,0.0054832543,0.0023319742,0.006628806,0.0030326291,0.00194614,0.005187109],"category_scores_gemma":[0.044570237,0.00061507896,0.00077504164,0.0034636194,0.0063477606,0.007021387,0.01018688,0.002756584,0.00096534425],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001878421,0.00395102,0.018818704,0.005671894,0.00037126042,0.00029810282,0.12018021,0.0020688868,0.003932969,0.08059363,0.0029518234,0.7592831],"study_design_scores_gemma":[0.0049160533,0.019430153,0.13343099,0.010176416,0.0019623945,0.0033097873,0.2857432,0.013634499,0.019726178,0.124532215,0.3824669,0.00067124027],"about_ca_topic_score_codex":0.0025855384,"about_ca_topic_score_gemma":0.006180547,"teacher_disagreement_score":0.029270837,"about_ca_system_score_codex":0.006240393,"about_ca_system_score_gemma":0.009209836,"threshold_uncertainty_score":0.15480083},"labels":[],"label_agreement":null},{"id":"W2076737083","doi":"10.5539/elt.v4n2p213","title":"Coursebook Development and Evaluation for English for General Purposes Course","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Checklist; Strengths and weaknesses; Curriculum; Psychology; Mathematics education; Task (project management); Course (navigation); Process (computing); English language; Quality (philosophy); Pedagogy; Computer science; Linguistics","score_opus":0.05872177134266605,"score_gpt":0.29384633278214245,"score_spread":0.2351245614394764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2076737083","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9279281,0.0006596686,0.037443396,0.0005100266,0.00043987046,0.008364519,0.0012499818,0.0013697698,0.022034656],"genre_scores_gemma":[0.78839,0.0013757166,0.16702749,0.00022319323,0.00014149597,0.0068102465,0.0039421087,0.0004371076,0.03165272],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9935823,0.0027804035,0.00059304043,0.00050033804,0.002343355,0.00020057437],"domain_scores_gemma":[0.9518326,0.016506119,0.0028518273,0.0025159272,0.023665952,0.0026276624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016249934,0.0006671476,0.00057347916,0.0022027148,0.0006272855,0.0018487384,0.0010408142,0.0003326696,0.0046356153],"category_scores_gemma":[0.040552165,0.00025695033,0.0003916794,0.0009137304,0.0005797145,0.000954658,0.00085401355,0.0007495204,0.0014993865],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013530715,0.0049427217,0.058138,0.0012902679,0.00007169321,0.0008140731,0.016283356,0.0030311528,0.043840658,0.0015210164,0.029921971,0.838792],"study_design_scores_gemma":[0.0007333632,0.019438429,0.6035161,0.0013324158,0.00027778815,0.001184813,0.027137231,0.012919933,0.09693696,0.0013211968,0.23487131,0.0003303425],"about_ca_topic_score_codex":0.0012854915,"about_ca_topic_score_gemma":0.0030658946,"teacher_disagreement_score":0.016249934,"about_ca_system_score_codex":0.0017795397,"about_ca_system_score_gemma":0.0022954086,"threshold_uncertainty_score":0.08593893},"labels":[],"label_agreement":null},{"id":"W2076875244","doi":"10.5539/elt.v7n7p40","title":"Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universidad Técnica Particular de Loja","keywords":"Psychology; Vocabulary; Grammar; First language; Narrative; Test (biology); Mathematics education; Linguistics","score_opus":0.008036093589175555,"score_gpt":0.244304008450095,"score_spread":0.23626791486091944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2076875244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99854386,0.00019206945,0.0000843972,0.00015185628,0.000003286872,0.000007788745,0.000006664685,0.0000036953395,0.0010063706],"genre_scores_gemma":[0.9987457,0.00019767185,0.0001817402,0.00008673098,0.000008015824,0.000011317414,0.000013256001,0.0000055138107,0.00075009925],"study_design_codex":"case_report","study_design_gemma":"observational","domain_scores_codex":[0.9985145,0.00045375025,0.00016282128,0.00015118021,0.00027144607,0.00044632115],"domain_scores_gemma":[0.9977233,0.00070400286,0.00077326153,0.00011265753,0.00024731143,0.00043959054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010517004,0.0008459258,0.00068966177,0.0017851109,0.004819442,0.0019406213,0.0010237772,0.0012935073,0.0018668275],"category_scores_gemma":[0.005064343,0.0005005465,0.00030028235,0.0019419462,0.0014635433,0.00082737365,0.0020068637,0.0009872816,0.00024933758],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017917289,0.00092763844,0.2703818,0.0002258645,0.00003686551,0.39626363,0.29411232,0.00017810965,0.002035144,0.0012190578,0.00088321016,0.0335572],"study_design_scores_gemma":[0.00005985373,0.00043329954,0.3845908,0.00030354693,0.00008729338,0.20787945,0.3901903,0.0009206922,0.0018954684,0.0009268344,0.012650944,0.00006140668],"about_ca_topic_score_codex":0.02161333,"about_ca_topic_score_gemma":0.032847974,"teacher_disagreement_score":0.02161333,"about_ca_system_score_codex":0.0021394081,"about_ca_system_score_gemma":0.0012322753,"threshold_uncertainty_score":0.042975068},"labels":[],"label_agreement":null},{"id":"W2077173913","doi":"10.5539/elt.v1n2p182","title":"Exploring Errors in Target Language* Learning and Use: Practice Meets Theory","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foundation (evidence); Learning theory; Field (mathematics); Pedagogy; Mathematics education","score_opus":0.04906473102292442,"score_gpt":0.27036598744683116,"score_spread":0.22130125642390674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077173913","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.74154115,0.0020031922,0.14388305,0.026048867,0.00024916534,0.00049810973,0.0000687238,0.00033761066,0.08537004],"genre_scores_gemma":[0.96545035,0.0010553515,0.029028852,0.0005720149,0.00003144139,0.00014051612,0.000029132849,0.000072257935,0.0036200483],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.942386,0.042148925,0.0023592506,0.0032489854,0.008125764,0.001731166],"domain_scores_gemma":[0.8230106,0.14631923,0.0077627352,0.0116608385,0.00883299,0.002413644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.040785372,0.0008479866,0.0008818877,0.0031391913,0.0033762725,0.011284973,0.0034279977,0.0036365034,0.002798222],"category_scores_gemma":[0.09913834,0.000668307,0.00056738546,0.001988267,0.016892774,0.016903372,0.012572552,0.0040102573,0.000878532],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015141995,0.001043122,0.055055056,0.0011219224,0.000068720045,0.002514074,0.6088446,0.002712983,0.0017403773,0.055374257,0.002612342,0.2687612],"study_design_scores_gemma":[0.000094574905,0.00071467605,0.013973045,0.002914495,0.00010250903,0.0067804703,0.72734606,0.011513855,0.010574155,0.18153301,0.044320717,0.00013237626],"about_ca_topic_score_codex":0.0029149766,"about_ca_topic_score_gemma":0.0039847353,"teacher_disagreement_score":0.040785372,"about_ca_system_score_codex":0.004111083,"about_ca_system_score_gemma":0.0066164737,"threshold_uncertainty_score":0.21569622},"labels":[],"label_agreement":null},{"id":"W2077235288","doi":"10.3138/cmlr.66.3.421b","title":"<i>Pente</i> or Slope? Using Student Voices to Explore Program Choice and Experiences in Secondary French Immersion Mathematics (Enhanced)","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Mathematics education; Worry; Mathematical anxiety; Pedagogy; Psychology; Anxiety","score_opus":0.040950291060912226,"score_gpt":0.2962269193410628,"score_spread":0.2552766282801506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077235288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98783225,0.00027648057,0.0010097969,0.0019346349,0.000040222294,0.000025611213,0.000037143887,0.000016902248,0.008826836],"genre_scores_gemma":[0.9950545,0.00022857248,0.0003754486,0.00030746704,0.000011105689,0.000023974586,0.00002102194,0.000012207546,0.0039656977],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99773645,0.0014067794,0.000048859878,0.00015054955,0.00025833273,0.0003989971],"domain_scores_gemma":[0.9979169,0.0011445107,0.0002908065,0.00006473855,0.00017861936,0.0004044364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023868266,0.00026631253,0.00031398624,0.00079619297,0.0037562596,0.0045674513,0.00074848934,0.0014435634,0.0020379762],"category_scores_gemma":[0.0050276765,0.00019238904,0.00029857524,0.0006113814,0.0036720692,0.0022268149,0.0022909958,0.0016160974,0.00036187939],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048832702,0.000051755243,0.0071431333,0.000039961633,0.0000043784307,0.0006770329,0.9771532,0.0000370545,0.0012321451,0.00223901,0.0008092891,0.010564243],"study_design_scores_gemma":[0.000003906452,0.000060667455,0.004845407,0.00005770541,0.0000035176731,0.00033183413,0.97150046,0.00008548411,0.00044161966,0.0003664874,0.022283703,0.000019222512],"about_ca_topic_score_codex":0.020551449,"about_ca_topic_score_gemma":0.038906213,"teacher_disagreement_score":0.020551449,"about_ca_system_score_codex":0.0028418691,"about_ca_system_score_gemma":0.001731388,"threshold_uncertainty_score":0.040863633},"labels":[],"label_agreement":null},{"id":"W2077279570","doi":"10.5539/ies.v3n1p136","title":"Arousing the College Students’ Motivation in Speaking English through Role-Play","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Mathematics education; Control (management); Data collection; Teaching method; College English; Beijing; Pedagogy; Sociology","score_opus":0.06410712829100872,"score_gpt":0.365763034999,"score_spread":0.30165590670799125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077279570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99381423,0.00012931295,0.0008530387,0.0003370643,0.000018777859,0.00007946267,0.000009584503,0.000020869831,0.004737721],"genre_scores_gemma":[0.9958403,0.00017401531,0.0013488012,0.00011450818,0.000009054692,0.00008009405,0.000015426955,0.000005659488,0.0024120947],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99915624,0.00033802542,0.000037671216,0.00007168197,0.00019367095,0.00020273986],"domain_scores_gemma":[0.9983242,0.00034238005,0.00028826753,0.0000765046,0.00018040284,0.0007882683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008157394,0.00033057886,0.00025355615,0.0004021159,0.0009327826,0.001646186,0.0003262407,0.00033183434,0.0021081746],"category_scores_gemma":[0.0024149248,0.00013490938,0.00036564856,0.00016573319,0.0005271434,0.000453448,0.0009813514,0.00073018874,0.00033842647],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007587556,0.017694622,0.33924,0.0011412201,0.00016390972,0.0013977909,0.10752044,0.00038168457,0.07702948,0.00548877,0.00770587,0.44147742],"study_design_scores_gemma":[0.0003240238,0.005059281,0.82258826,0.0003146152,0.00027153318,0.0009987657,0.08975105,0.0030488519,0.019727275,0.004016914,0.0537351,0.0001642374],"about_ca_topic_score_codex":0.0007016433,"about_ca_topic_score_gemma":0.001331504,"teacher_disagreement_score":0.0021081746,"about_ca_system_score_codex":0.0003945224,"about_ca_system_score_gemma":0.0008320037,"threshold_uncertainty_score":0.0070526004},"labels":[],"label_agreement":null},{"id":"W2077642106","doi":"10.5539/elt.v6n4p8","title":"Evaluation of Modular EFL Educational Program (Audio-Visual Materials Translation &amp; Translation of Deeds &amp; Documents)","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Modular design; Computer science; Psychology; Qualitative research; Mathematics education; Medical education; Sociology","score_opus":0.04481456668321791,"score_gpt":0.33680172211028564,"score_spread":0.2919871554270677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077642106","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9820271,0.00017516561,0.0053181467,0.00015394196,0.000039955503,0.002519412,0.00031005096,0.0003282307,0.009128021],"genre_scores_gemma":[0.9506689,0.00031522004,0.037748244,0.00014080152,0.00003524415,0.002596011,0.000712523,0.000053700336,0.0077293497],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99607,0.0019546147,0.00025099146,0.00037662475,0.001047192,0.00030056134],"domain_scores_gemma":[0.9920922,0.0028691408,0.0008154786,0.00078431965,0.002132504,0.0013063464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00855042,0.00045654934,0.00038624526,0.0009799827,0.0005102042,0.00081919215,0.0009158057,0.00047619734,0.0066622067],"category_scores_gemma":[0.015088407,0.0001574828,0.00038204927,0.0006860838,0.0005028922,0.0008909336,0.0015585946,0.0005634097,0.0013022163],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0041659577,0.024369037,0.016314412,0.0014720462,0.00006769823,0.0002638954,0.0030297004,0.0019520608,0.014684022,0.0012307656,0.0027837062,0.92966664],"study_design_scores_gemma":[0.006697303,0.18588221,0.5962807,0.0025151402,0.0007361176,0.0021973636,0.008341437,0.013971199,0.10607411,0.0030652913,0.07401292,0.00022625667],"about_ca_topic_score_codex":0.0010203575,"about_ca_topic_score_gemma":0.001788673,"teacher_disagreement_score":0.00855042,"about_ca_system_score_codex":0.0013258443,"about_ca_system_score_gemma":0.0037747552,"threshold_uncertainty_score":0.04521948},"labels":[],"label_agreement":null},{"id":"W2077951615","doi":"10.2143/itl.157.0.2042587","title":"The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL","year":2009,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Task (project management); Grammar; Computer science; Variety (cybernetics); Psychology; Linguistics; Artificial intelligence; Engineering","score_opus":0.009856431590625332,"score_gpt":0.26359386715459954,"score_spread":0.2537374355639742,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077951615","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992537,0.00007605197,0.00014463434,0.00001458664,0.0000049091673,0.000025169824,0.0000058638493,0.0000147486635,0.00046042568],"genre_scores_gemma":[0.9979304,0.00015706234,0.000842376,0.000027133114,0.000019103389,0.000041138916,0.00003384482,0.0000049586984,0.00094380823],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995907,0.00014378573,0.000036930607,0.00007783304,0.000085575535,0.00006516063],"domain_scores_gemma":[0.99752444,0.0014609505,0.0002906763,0.00015525463,0.00011943334,0.00044939242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045167148,0.000457718,0.0006140033,0.0003960589,0.00021509394,0.0003510614,0.0003581617,0.00033601513,0.0030105237],"category_scores_gemma":[0.0024342153,0.00015923346,0.00018705899,0.00014652906,0.0005140545,0.00029296812,0.0007636808,0.0006253267,0.0002866526],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.028616305,0.06903625,0.017663194,0.0012202754,0.00026199175,0.00096534495,0.0043699746,0.0020006266,0.39714634,0.00050364935,0.00060583866,0.47761008],"study_design_scores_gemma":[0.006197174,0.35482773,0.43978846,0.00046492854,0.0006317103,0.0010645555,0.0034124088,0.0035321412,0.17832728,0.0013989067,0.010252298,0.00010238461],"about_ca_topic_score_codex":0.00040225047,"about_ca_topic_score_gemma":0.00069028884,"teacher_disagreement_score":0.0030105237,"about_ca_system_score_codex":0.00015507356,"about_ca_system_score_gemma":0.00032473632,"threshold_uncertainty_score":0.010071158},"labels":[],"label_agreement":null},{"id":"W2078751861","doi":"10.2307/3588365","title":"Reception Classes for Immigrant Students in Vancouver, Canada","year":2002,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Immigration; Sociology; Mathematics education; Geography; Psychology; Archaeology","score_opus":0.025625602056168196,"score_gpt":0.23582153615981227,"score_spread":0.21019593410364407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2078751861","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89744043,0.0013953411,0.00016345136,0.010121689,0.0012196233,0.00042313294,0.00067138835,0.00013234979,0.0884327],"genre_scores_gemma":[0.66840166,0.0012529411,0.0007265771,0.0017684802,0.00012370724,0.00011597174,0.0004053096,0.000084569816,0.32712084],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9991911,0.00007474493,0.00001148129,0.000049053757,0.00007930474,0.0005943439],"domain_scores_gemma":[0.99457586,0.000060740855,0.000050310628,0.00002402951,0.0005492927,0.0047397558],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008305854,0.000538112,0.00043786527,0.0006145756,0.023750467,0.0033886866,0.0017669752,0.0015168699,0.048273943],"category_scores_gemma":[0.0009799639,0.0005334172,0.00028139402,0.00068660645,0.0015841328,0.0005665325,0.0037293949,0.0025786234,0.004782127],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026379852,0.004230853,0.1878043,0.0007531424,0.000065003595,0.011712925,0.15034293,0.0006798186,0.010279022,0.005844716,0.37449056,0.2511587],"study_design_scores_gemma":[0.00017405686,0.0011057857,0.22383147,0.0004832536,0.000029606896,0.00065510697,0.44278324,0.00029165097,0.00088840094,0.00055926427,0.32910356,0.00009454557],"about_ca_topic_score_codex":0.81229204,"about_ca_topic_score_gemma":0.97901523,"teacher_disagreement_score":0.18770796,"about_ca_system_score_codex":0.01813545,"about_ca_system_score_gemma":0.072028846,"threshold_uncertainty_score":0.37762678},"labels":[],"label_agreement":null},{"id":"W2078791050","doi":"10.1177/104687810203300311","title":"Using a Simulation in an ESL Classroom: A Descriptive Analysis","year":2002,"lang":"en","type":"article","venue":"Simulation & Gaming","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia; Capilano University","funders":"","keywords":"Perception; Class (philosophy); English language; Mathematics education; Government (linguistics); Language acquisition; Computer science; Psychology; Pedagogy; Linguistics; Artificial intelligence","score_opus":0.23410696962917843,"score_gpt":0.3462979603580582,"score_spread":0.11219099072887978,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2078791050","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951853,0.00012643897,0.0015205436,0.00011964063,0.0000067331907,0.000337852,0.00022777691,0.000017425638,0.0024582655],"genre_scores_gemma":[0.994749,0.00045554712,0.002191363,0.000101524434,0.000005947197,0.00058933406,0.0003560522,0.000020249136,0.0015309753],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99650156,0.0017060717,0.00047293113,0.00021492677,0.0007295773,0.00037491435],"domain_scores_gemma":[0.9764629,0.018236056,0.0013732176,0.0005867935,0.0025955169,0.000745482],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004729056,0.0004017322,0.00066200714,0.0031401138,0.0018135192,0.0023504503,0.00074987224,0.0007126025,0.0019143214],"category_scores_gemma":[0.018247537,0.0004214341,0.00052919186,0.0020301947,0.0015470653,0.0013401353,0.0012373609,0.0013780751,0.0004873168],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00091953966,0.006813718,0.41827416,0.0010514244,0.00007086149,0.0030740595,0.4681016,0.0019066883,0.0069458443,0.0032302793,0.0021013294,0.087510474],"study_design_scores_gemma":[0.00006923356,0.0029775805,0.20440894,0.0007800477,0.0000941879,0.0028894069,0.7459082,0.0048365784,0.0101222,0.00097344746,0.02675271,0.00018750086],"about_ca_topic_score_codex":0.003957091,"about_ca_topic_score_gemma":0.004987196,"teacher_disagreement_score":0.004729056,"about_ca_system_score_codex":0.0019484913,"about_ca_system_score_gemma":0.0025131567,"threshold_uncertainty_score":0.02500999},"labels":[],"label_agreement":null},{"id":"W2079312711","doi":"10.5539/ies.v4n3p194","title":"Examining Construct Validation of the English Language Teachers Competency Test","year":2011,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct validity; Construct (python library); Test (biology); Test validity; Exploratory factor analysis; Psychology; Context (archaeology); Language assessment; Mathematics education; English language; Predictive validity; Exploratory research; Pedagogy; Psychometrics; Computer science; Developmental psychology; Sociology","score_opus":0.11065552031192338,"score_gpt":0.32752633656808283,"score_spread":0.21687081625615945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079312711","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98537666,0.00015451123,0.006307498,0.00027960044,0.000071111805,0.0002929003,0.00016110585,0.000033746954,0.007322993],"genre_scores_gemma":[0.9914278,0.00009357349,0.0071987743,0.000058148882,0.000015086579,0.0003192402,0.00027257542,0.000017537961,0.0005973149],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9797484,0.0076666824,0.001808282,0.0010149232,0.009103176,0.00065852376],"domain_scores_gemma":[0.87889093,0.07233622,0.007610421,0.005023647,0.034473572,0.0016651708],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03031717,0.00037415177,0.00056435354,0.0022500106,0.000723629,0.0018919099,0.0009481252,0.0005760635,0.0011338174],"category_scores_gemma":[0.09497052,0.0002774897,0.0008716829,0.0014132216,0.0017567321,0.0012815179,0.0025366626,0.0013806499,0.00035820177],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002903614,0.0006878809,0.8603114,0.00023656427,0.00017829344,0.00015395718,0.0107599385,0.0009852005,0.0042475085,0.0039440566,0.00074008276,0.11746472],"study_design_scores_gemma":[0.00009056725,0.0015645626,0.95608306,0.00037156534,0.00013554121,0.00035093035,0.013231248,0.009964033,0.009904858,0.0020215225,0.006213745,0.000068350455],"about_ca_topic_score_codex":0.002503213,"about_ca_topic_score_gemma":0.0028286253,"teacher_disagreement_score":0.03031717,"about_ca_system_score_codex":0.0015007192,"about_ca_system_score_gemma":0.0044085477,"threshold_uncertainty_score":0.16033447},"labels":[],"label_agreement":null},{"id":"W2079583690","doi":"10.2307/3588244","title":"The Personal, Practical, and Professional Rewards of Teaching MA-TESOL Courses Online","year":2002,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Pedagogy; Mathematics education; Online teaching; Professional development; Sociology","score_opus":0.05204763960388164,"score_gpt":0.30802767505779866,"score_spread":0.255980035453917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079583690","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.112473264,0.0025419518,0.0043131183,0.13190861,0.0016959168,0.00006308706,0.0001591199,0.0003516899,0.74649316],"genre_scores_gemma":[0.85454816,0.0017894201,0.0027744062,0.0056183636,0.001474683,0.00011496041,0.00009403776,0.00018754866,0.13339834],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9938036,0.00315398,0.00013160809,0.00023966897,0.0018275678,0.00084359536],"domain_scores_gemma":[0.9621175,0.011179111,0.002309249,0.0021197873,0.00313226,0.019142117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053733937,0.00028731558,0.00022353698,0.00080582633,0.0054609706,0.009638808,0.0004589912,0.0015779344,0.05531439],"category_scores_gemma":[0.031818833,0.00029821138,0.00022215037,0.00059590297,0.004030458,0.006862553,0.007196782,0.0035598322,0.009917888],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003574363,0.0012767309,0.021764398,0.0003254088,0.000039342245,0.0008947544,0.018355956,0.00048401966,0.001910647,0.10451267,0.3457968,0.50428176],"study_design_scores_gemma":[0.00011115904,0.00055884285,0.073928185,0.000570356,0.000038518694,0.002214844,0.03671979,0.00082346937,0.0013267713,0.09086855,0.7927167,0.0001227617],"about_ca_topic_score_codex":0.001056327,"about_ca_topic_score_gemma":0.004537665,"teacher_disagreement_score":0.05531439,"about_ca_system_score_codex":0.002137715,"about_ca_system_score_gemma":0.002891336,"threshold_uncertainty_score":0.18504506},"labels":[],"label_agreement":null},{"id":"W2079877213","doi":"10.5539/elt.v6n9p193","title":"Accent Priority in a Thai University Context: A Common Sense Revisited","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English as a lingua franca; World Englishes; Linguistics; Americanization; American English; Psychology; Lingua franca; Context (archaeology); Varieties of English; First language; Language transfer; Stress (linguistics); Sociology; Language education; Pedagogy; Comprehension approach; History","score_opus":0.011158765115422613,"score_gpt":0.22458287904710564,"score_spread":0.21342411393168303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079877213","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7277605,0.011261319,0.029570585,0.08445639,0.0025585683,0.00009837492,0.000115668954,0.0001015244,0.144077],"genre_scores_gemma":[0.99713874,0.00059056847,0.0007212255,0.0008365312,0.00014262157,0.000011297276,0.0000082867155,0.000015577252,0.0005351424],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9824257,0.011113819,0.001042421,0.0017925678,0.0022237145,0.0014017218],"domain_scores_gemma":[0.96947104,0.018908048,0.0035619498,0.0017269127,0.0030093703,0.003322655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017129352,0.0005692073,0.0009648343,0.0035980481,0.010934727,0.018301753,0.0019830905,0.0039010786,0.0029597064],"category_scores_gemma":[0.02389865,0.0005727455,0.00052097393,0.0047626775,0.045087416,0.016482014,0.010925398,0.00872514,0.00025425773],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036642396,0.000023558996,0.0066383774,0.00019485429,0.00001969239,0.0010010072,0.8380109,0.00007409022,0.00046705303,0.14070845,0.001257235,0.011568205],"study_design_scores_gemma":[0.000017041912,0.0000628511,0.006617354,0.00046887295,0.000027165219,0.0010331341,0.9082318,0.00053844595,0.00027029714,0.06025023,0.022411833,0.000070970586],"about_ca_topic_score_codex":0.011906536,"about_ca_topic_score_gemma":0.009551538,"teacher_disagreement_score":0.018301753,"about_ca_system_score_codex":0.005068525,"about_ca_system_score_gemma":0.0048999595,"threshold_uncertainty_score":0.0905897},"labels":[],"label_agreement":null},{"id":"W2080318616","doi":"10.1017/s0261444810000224","title":"Beyond form-focused instruction: Reflections on past, present and future research","year":2010,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":194,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Second-language acquisition; Language acquisition; Psychology; Second language; Language education; Mathematics education; Linguistics","score_opus":0.05150313928300156,"score_gpt":0.35404736491671057,"score_spread":0.30254422563370903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2080318616","genre_codex":"review","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0023133112,0.7961741,0.000885497,0.19078004,0.0029941038,0.00000946573,0.000035100125,0.000021762407,0.0067865863],"genre_scores_gemma":[0.0486002,0.90303403,0.0030907402,0.036338944,0.0053666923,0.000050932496,0.000049952323,0.00006249539,0.0034060404],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99188656,0.0040380675,0.0006462319,0.001091189,0.0014851425,0.0008528188],"domain_scores_gemma":[0.91968894,0.069055624,0.0016052221,0.0013974089,0.006008754,0.0022439973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03033857,0.00071608875,0.0017650393,0.0029436494,0.0023293565,0.011252065,0.0029692478,0.008920502,0.006391902],"category_scores_gemma":[0.020952042,0.00051313976,0.0010285816,0.0056534926,0.017211067,0.026398337,0.0040086424,0.014861547,0.0013430652],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046656164,0.0008338355,0.002513016,0.010927627,0.00007149249,0.00055171957,0.01632985,0.0006504777,0.0014122336,0.19633184,0.08966379,0.68024766],"study_design_scores_gemma":[0.000049985716,0.00048215373,0.0039335755,0.013655258,0.00004531083,0.00071458897,0.033287033,0.00041284415,0.0013152432,0.11029115,0.83567005,0.00014288073],"about_ca_topic_score_codex":0.006668385,"about_ca_topic_score_gemma":0.011522222,"teacher_disagreement_score":0.03033857,"about_ca_system_score_codex":0.007446765,"about_ca_system_score_gemma":0.009713755,"threshold_uncertainty_score":0.1604476},"labels":[],"label_agreement":null},{"id":"W2080912188","doi":"10.1111/j.1540-4781.2007.00514_13.x","title":"<i>Second Language Teacher Education International Perspectives</i> Edited by TEDICK, DIANE J.","year":2007,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Citation; Library science; Sociology; Linguistics; Computer science; Philosophy","score_opus":0.007773321453067987,"score_gpt":0.2611104057529408,"score_spread":0.25333708429987284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2080912188","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0020282578,0.48104632,0.0012925792,0.14746548,0.16663606,0.000036275967,0.00068184454,0.00020656094,0.20060655],"genre_scores_gemma":[0.03322288,0.33297724,0.0018022204,0.019177627,0.03868647,0.00008382178,0.0010390392,0.00038034195,0.5726304],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996569,0.00009852168,0.000022097987,0.000041051815,0.00012105864,0.000060416714],"domain_scores_gemma":[0.99888116,0.0004428707,0.00005873597,0.000036296784,0.00038819906,0.00019283465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085951714,0.0008454573,0.00057022844,0.001905467,0.0020640355,0.004012364,0.00078439614,0.0018964804,0.021935867],"category_scores_gemma":[0.001766749,0.0002640467,0.0003386103,0.003023918,0.0013243714,0.0030228386,0.0015496793,0.0028827363,0.008529031],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000136137805,0.000010718023,0.00008649275,0.00018454091,0.0000020105524,0.00006268445,0.0011540459,0.000019520732,0.00010923264,0.003680941,0.9636799,0.030996196],"study_design_scores_gemma":[0.0000025354427,0.000005968998,0.0006175825,0.0002933294,0.0000022630627,0.00011213009,0.0012812138,0.000015165695,0.0000795858,0.0007774028,0.99680954,0.0000033471742],"about_ca_topic_score_codex":0.018434452,"about_ca_topic_score_gemma":0.06382689,"teacher_disagreement_score":0.021935867,"about_ca_system_score_codex":0.0015868925,"about_ca_system_score_gemma":0.0033924023,"threshold_uncertainty_score":0.073382854},"labels":[],"label_agreement":null},{"id":"W2080942300","doi":"10.5539/ies.v3n1p38","title":"ICT in Language Learning - Benefits and Methodological Implications","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":81,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Terminology; Blackboard (design pattern); Mathematics education; Feeling; Pedagogy; Language acquisition; Computer science; Psychology; World Wide Web; Linguistics; Social psychology","score_opus":0.2309821725155504,"score_gpt":0.45970159694665896,"score_spread":0.22871942443110857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2080942300","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13753496,0.23259042,0.05409208,0.18286102,0.0057259714,0.0012115681,0.00080342137,0.0001356468,0.38504496],"genre_scores_gemma":[0.9162816,0.048996158,0.01539288,0.0041428045,0.0021317515,0.001071152,0.00012640486,0.000066039145,0.011791279],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9828387,0.013850936,0.00069164153,0.0006023608,0.0014541934,0.0005621735],"domain_scores_gemma":[0.93597543,0.05524047,0.0016407807,0.0015158035,0.0047960384,0.00083147344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023529958,0.0010961619,0.0006767352,0.0069963844,0.0029532206,0.011610657,0.0019237859,0.002786528,0.013850056],"category_scores_gemma":[0.043771412,0.0004697877,0.0007123683,0.010636642,0.009267597,0.016257033,0.0055872463,0.0028795814,0.0013509877],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003923443,0.0005166856,0.014230355,0.0068309125,0.00012296955,0.0010434535,0.010959823,0.0017349484,0.00063164014,0.8112104,0.0048506423,0.14747587],"study_design_scores_gemma":[0.00019912246,0.0005235892,0.015743636,0.010415456,0.00037747077,0.001221752,0.09681575,0.004145745,0.0024922695,0.74584824,0.12213732,0.00007963353],"about_ca_topic_score_codex":0.0029911492,"about_ca_topic_score_gemma":0.00302927,"teacher_disagreement_score":0.023529958,"about_ca_system_score_codex":0.0053343023,"about_ca_system_score_gemma":0.0043791775,"threshold_uncertainty_score":0.124439836},"labels":[],"label_agreement":null},{"id":"W2080998423","doi":"10.1075/jicb.1.1.05swa","title":"A Vygotskian sociocultural perspective on immersion education","year":2013,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":222,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Sociocultural evolution; Sociocultural perspective; Zone of proximal development; Psychology; Immersion (mathematics); Perspective (graphical); Pedagogy; Cognition; Mediation; Learning theory; Activity theory; Mathematics education; Sociology; Computer science","score_opus":0.022163896037986706,"score_gpt":0.27567231364698924,"score_spread":0.25350841760900256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2080998423","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2626508,0.047345493,0.17489302,0.09763588,0.0016513872,0.0001290862,0.00008965576,0.00017757335,0.4154271],"genre_scores_gemma":[0.9831238,0.0055973358,0.0057191574,0.001171563,0.00018477252,0.00008830886,0.000009539576,0.00002665795,0.0040787715],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9979214,0.0012497157,0.000100991936,0.00025683065,0.00027422572,0.00019686407],"domain_scores_gemma":[0.9979631,0.0014020302,0.00016602327,0.0001418137,0.0001514883,0.00017558444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002332245,0.0003828094,0.0004335019,0.0012740708,0.0029799475,0.0065813554,0.0007872363,0.0019249977,0.002174333],"category_scores_gemma":[0.0030006492,0.00016934471,0.00043243705,0.00076652796,0.022330355,0.0069659264,0.0068310294,0.0047293385,0.0002119672],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013434819,0.000025502222,0.00091533805,0.00014896021,0.0000091053425,0.00023376851,0.045438904,0.0002680798,0.00084971223,0.94016254,0.00044393612,0.01149065],"study_design_scores_gemma":[0.000013708382,0.00015223492,0.002965924,0.0006117353,0.000019034202,0.0009515372,0.05396406,0.0011087193,0.0012354546,0.80989814,0.1290331,0.00004639353],"about_ca_topic_score_codex":0.0014714341,"about_ca_topic_score_gemma":0.0010521479,"teacher_disagreement_score":0.0065813554,"about_ca_system_score_codex":0.0028547281,"about_ca_system_score_gemma":0.0023746951,"threshold_uncertainty_score":0.020712674},"labels":[],"label_agreement":null},{"id":"W2081130654","doi":"10.5430/elr.v2n2p31","title":"Code Switching as an Interactive Tool in ESL Classrooms","year":2013,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Code-switching; Mathematics education; Interpretation (philosophy); Meaning (existential); Code (set theory); Sociolinguistics; Psychology; Arabic; Pedagogy; Sociology; Linguistics; Computer science","score_opus":0.08568940080961919,"score_gpt":0.38240352952337653,"score_spread":0.29671412871375735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081130654","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9755138,0.00029475748,0.0062568295,0.00050898065,0.000038050406,0.00005720612,0.000048065365,0.00033591935,0.016946405],"genre_scores_gemma":[0.9928148,0.00013046853,0.0031865772,0.000086452565,0.000018424305,0.000041632975,0.000043673615,0.0000696817,0.0036083125],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99288505,0.0040321513,0.00021418638,0.00092404836,0.0012850019,0.0006594354],"domain_scores_gemma":[0.98000515,0.013774298,0.0020700428,0.0012954269,0.0010329867,0.0018221346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029711484,0.00066564267,0.0004608549,0.0024449562,0.002799883,0.0044521634,0.0016209038,0.0009973102,0.004818079],"category_scores_gemma":[0.015601953,0.0002894665,0.00030566173,0.0011685621,0.0035016462,0.0028049762,0.0058921496,0.001374777,0.0009410895],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039685305,0.0004482009,0.046407055,0.0004043427,0.000019336174,0.003420508,0.7389003,0.0005124129,0.029046202,0.007754704,0.0022267564,0.17046343],"study_design_scores_gemma":[0.00009211017,0.0010239742,0.092911474,0.0008795491,0.00009309485,0.0066012247,0.65632856,0.008220114,0.026506139,0.008885943,0.19821587,0.00024199631],"about_ca_topic_score_codex":0.002078286,"about_ca_topic_score_gemma":0.0030407985,"teacher_disagreement_score":0.004818079,"about_ca_system_score_codex":0.0017831468,"about_ca_system_score_gemma":0.0018180392,"threshold_uncertainty_score":0.01611811},"labels":[],"label_agreement":null},{"id":"W2081247010","doi":"10.4018/ijcallt.2014100102","title":"Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production","year":2014,"lang":"en","type":"article","venue":"International Journal of Computer-Assisted Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Affordance; Language acquisition; Agency (philosophy); Language production; Learner autonomy; Pedagogy; Mobile technology; Mobile device; Language education; Psychology; Computer science; Comprehension approach; Mathematics education; Sociology; Human–computer interaction; Cognition; World Wide Web","score_opus":0.01656871213913204,"score_gpt":0.2915493504491883,"score_spread":0.27498063831005626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081247010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9629301,0.0012633663,0.005181056,0.0006934143,0.000038147846,0.00008966484,0.000026142356,0.00008201832,0.029696112],"genre_scores_gemma":[0.98679906,0.0011144241,0.0061480054,0.00016583886,0.000019753037,0.00006633608,0.000018132216,0.000011033966,0.0056574517],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994124,0.00028386342,0.000027227985,0.000058151163,0.00011440017,0.00010389617],"domain_scores_gemma":[0.9988689,0.0005737219,0.00016167288,0.00004617425,0.0000675773,0.0002818101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013093224,0.00035417257,0.0002021385,0.0005752474,0.0013488883,0.0035999664,0.00036880263,0.00068600144,0.0028100624],"category_scores_gemma":[0.0032037166,0.00016682273,0.00031454352,0.00023768537,0.0012147363,0.0016641533,0.0023919756,0.00051681953,0.0009212655],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019499671,0.0011629065,0.13052563,0.0009319608,0.00006392449,0.0062542316,0.39910638,0.00048413582,0.038224142,0.012167825,0.0031374006,0.4077465],"study_design_scores_gemma":[0.00017378968,0.0042253654,0.13529325,0.0018267885,0.00029604844,0.01106491,0.4687186,0.0018541439,0.029403247,0.012453245,0.3344863,0.0002042582],"about_ca_topic_score_codex":0.0013588804,"about_ca_topic_score_gemma":0.0028669105,"teacher_disagreement_score":0.0035999664,"about_ca_system_score_codex":0.00045917326,"about_ca_system_score_gemma":0.00101638,"threshold_uncertainty_score":0.009400606},"labels":[],"label_agreement":null},{"id":"W2081513394","doi":"10.1111/j.1944-9720.2009.01052.x","title":"The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms","year":2009,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":174,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; Langara College","funders":"","keywords":"German; Conversation; Psychology; Foreign language; Recall; Mathematics education; Audio equipment; Teaching method; Language proficiency; Linguistics; Pedagogy; Communication; Cognitive psychology","score_opus":0.060564688677943485,"score_gpt":0.31944660630962857,"score_spread":0.2588819176316851,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081513394","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99695694,0.0001907559,0.00041011575,0.0002913547,0.000012591223,0.00002022684,0.000019589797,0.00001719943,0.0020812266],"genre_scores_gemma":[0.99855655,0.00014928376,0.000418414,0.000088713976,0.000008508176,0.000021117505,0.000021817288,0.000014792699,0.00072083966],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9931961,0.003641757,0.0004775317,0.00039104943,0.0017932245,0.0005002619],"domain_scores_gemma":[0.94347817,0.036196362,0.010110377,0.0019242978,0.005869412,0.0024212894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009155561,0.00032563572,0.0003360901,0.0017501335,0.0021498166,0.0043244003,0.000885615,0.0012358793,0.0019773713],"category_scores_gemma":[0.038450144,0.0003875982,0.0003475225,0.0006301047,0.0014780352,0.0015591929,0.0018735281,0.0014051661,0.00053626],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039881203,0.0005432522,0.64946526,0.00047392,0.00009654179,0.0010169328,0.25664926,0.00016485578,0.0104291,0.0007497917,0.0015680752,0.078444235],"study_design_scores_gemma":[0.000035323454,0.0005322435,0.65091467,0.0005142258,0.00012246375,0.0018195359,0.3197231,0.0012409221,0.00709542,0.00048037904,0.01737358,0.00014806137],"about_ca_topic_score_codex":0.0038857332,"about_ca_topic_score_gemma":0.006431551,"teacher_disagreement_score":0.009155561,"about_ca_system_score_codex":0.0014482187,"about_ca_system_score_gemma":0.0014555003,"threshold_uncertainty_score":0.048419774},"labels":[],"label_agreement":null},{"id":"W2081894219","doi":"10.3138/cmlr.58.1.64","title":"Are Brief Contact Experiences and Classroom Language Learning Complementary?","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French immersion; Psychology; Perception; Pedagogy; Language acquisition; Language proficiency; Context (archaeology); French; Mathematics education; Linguistics; Geography","score_opus":0.026396485751576305,"score_gpt":0.2448989504261195,"score_spread":0.2185024646745432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081894219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9357473,0.0025394373,0.0013643552,0.003260539,0.00014662297,0.000045371457,0.00005299637,0.000041140083,0.056802318],"genre_scores_gemma":[0.993189,0.00067431765,0.0002794524,0.00026007614,0.0000310916,0.000031735774,0.00004219108,0.000012033439,0.0054800105],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9964897,0.0013348493,0.000087153734,0.00030434443,0.0007099514,0.0010739376],"domain_scores_gemma":[0.99595755,0.0011673053,0.0006913548,0.00021962955,0.00045665813,0.0015075447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017001963,0.00039713702,0.00066769397,0.0009480367,0.0057206806,0.007263692,0.0011098656,0.0019700506,0.0069400445],"category_scores_gemma":[0.0054355697,0.00034332194,0.00043564138,0.00087523414,0.007653787,0.0036182182,0.008085232,0.0018437129,0.0004809879],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020584976,0.00022519946,0.027401246,0.0004241839,0.00003945096,0.0049843495,0.8849691,0.00005308054,0.004964709,0.014921602,0.0020223863,0.059788786],"study_design_scores_gemma":[0.00002153828,0.0003118137,0.04822849,0.0002518867,0.000029781162,0.0023217949,0.8890235,0.00003940873,0.00044854137,0.002479482,0.056814164,0.00002950328],"about_ca_topic_score_codex":0.037204202,"about_ca_topic_score_gemma":0.0904461,"teacher_disagreement_score":0.037204202,"about_ca_system_score_codex":0.0053159734,"about_ca_system_score_gemma":0.004129318,"threshold_uncertainty_score":0.073975325},"labels":[],"label_agreement":null},{"id":"W2081962294","doi":"10.3138/cmlr.56.4.555","title":"Listening to the Voices of Rating Scale Developers: Identifying Salient Features for Second Language Performance Assessment","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Rating scale; Scale (ratio); Sample (material); Christian ministry; Psychology; Test (biology); Salient; Process (computing); Mathematics education; Applied psychology; Computer science; Artificial intelligence; Developmental psychology; Political science; Geography; Communication","score_opus":0.01882278823972086,"score_gpt":0.26098233453978764,"score_spread":0.24215954630006678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081962294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82575434,0.0009300115,0.124881886,0.0033759952,0.0003724826,0.0013467397,0.0001982104,0.0005803087,0.042560004],"genre_scores_gemma":[0.9523837,0.00026268655,0.04370303,0.00022334605,0.00007917259,0.00083981006,0.00012850821,0.00012662257,0.0022531354],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9408999,0.042869676,0.0030295707,0.0020289854,0.010101469,0.001070428],"domain_scores_gemma":[0.82990694,0.11716849,0.020229368,0.00842201,0.021827307,0.0024459276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.056021743,0.0006101688,0.0005236793,0.0041327667,0.0026138993,0.0052925455,0.0011760286,0.0011267854,0.0009817595],"category_scores_gemma":[0.19388808,0.00045203007,0.000279404,0.002450742,0.0036294074,0.0030951148,0.00299441,0.0015636873,0.0005269246],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021355184,0.00010579591,0.06831678,0.00054879935,0.000026772263,0.0009642069,0.6791867,0.00026839788,0.018008698,0.006152484,0.0043985946,0.22180921],"study_design_scores_gemma":[0.00008009318,0.0007081481,0.23769604,0.0009974048,0.000077302146,0.004535124,0.63524956,0.012212507,0.014087185,0.013279164,0.080724865,0.00035260752],"about_ca_topic_score_codex":0.0037398485,"about_ca_topic_score_gemma":0.009178846,"teacher_disagreement_score":0.056021743,"about_ca_system_score_codex":0.0020300199,"about_ca_system_score_gemma":0.0033083495,"threshold_uncertainty_score":0.29627478},"labels":[],"label_agreement":null},{"id":"W2082250946","doi":"10.1080/14926156.2010.524968","title":"First-Grade Latino English-Language Learners’ Performance on Story Problems in English Versus Spanish","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; English language; Emphasis (telecommunications); Linguistics; Psychology; Mathematics education; Computer science; Teaching method","score_opus":0.01712565944589986,"score_gpt":0.2311126930970401,"score_spread":0.21398703365114025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2082250946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977824,0.00004195421,0.000012780896,0.000016495726,0.0000050615054,0.000004590875,0.000051811476,0.0000022455945,0.0020825723],"genre_scores_gemma":[0.993458,0.00010508928,0.000051751995,0.000031429518,0.0000030514768,0.00001503093,0.00020173515,0.0000055346186,0.006128489],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997166,0.000055136232,0.000027088465,0.000064726846,0.00006069296,0.00007581334],"domain_scores_gemma":[0.997235,0.0010072368,0.0004402995,0.0000762273,0.0005713973,0.0006697484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064359757,0.00047553354,0.00039902798,0.0005583275,0.0003948554,0.00193402,0.0004514268,0.0006553512,0.0063917898],"category_scores_gemma":[0.0053402614,0.00023035644,0.00022942488,0.00024513775,0.00043351162,0.001082948,0.00089167536,0.0006746291,0.0019324879],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0034458986,0.0047245766,0.8251318,0.0002596554,0.00014701203,0.002031272,0.0823363,0.0008457498,0.032351688,0.001078098,0.0036284972,0.044019405],"study_design_scores_gemma":[0.00010734769,0.0017326493,0.92994684,0.00009240077,0.00007886772,0.00047544664,0.055876493,0.0010515394,0.0054009682,0.00044977604,0.004740754,0.000046934496],"about_ca_topic_score_codex":0.017535094,"about_ca_topic_score_gemma":0.02152135,"teacher_disagreement_score":0.017535094,"about_ca_system_score_codex":0.00045970298,"about_ca_system_score_gemma":0.0004711391,"threshold_uncertainty_score":0.034866035},"labels":[],"label_agreement":null},{"id":"W2082354633","doi":"10.5539/elt.v4n2p13","title":"A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":140,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Communicative competence; Communicative language teaching; Fluency; Linguistics; Computer science; Traditional grammar; Psychology; English grammar; Natural language processing; Artificial intelligence; Mathematics education; Language education; Pedagogy","score_opus":0.050990658718886625,"score_gpt":0.28540102878894213,"score_spread":0.2344103700700555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2082354633","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988257,0.0003477841,0.0024442323,0.00018890544,0.00003593443,0.00016834046,0.0000061971023,0.0000045895335,0.008547044],"genre_scores_gemma":[0.99496526,0.00022828841,0.0030860554,0.00009297898,0.00001861155,0.00020906152,0.000007785013,0.0000073698156,0.0013846412],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99360985,0.004744512,0.0002342114,0.00041180753,0.0007836601,0.00021599726],"domain_scores_gemma":[0.98066473,0.016399564,0.00092458096,0.00040105908,0.001103998,0.0005059941],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009943077,0.00031332957,0.00029764898,0.0009771195,0.0010466819,0.0017107724,0.00059865793,0.00048153792,0.0026475138],"category_scores_gemma":[0.02247049,0.00022273447,0.00034962836,0.0006185156,0.0018209525,0.00182998,0.0011493936,0.001246939,0.00018111062],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0039181868,0.012385867,0.12585364,0.0023194272,0.0002122982,0.0017018805,0.53713197,0.00050644163,0.046643615,0.04002069,0.0008739043,0.22843198],"study_design_scores_gemma":[0.003316242,0.039637025,0.48503733,0.0018921705,0.0015215542,0.0026288894,0.34634414,0.0084835505,0.043799642,0.016033845,0.05106048,0.00024513996],"about_ca_topic_score_codex":0.0012329251,"about_ca_topic_score_gemma":0.0021018253,"teacher_disagreement_score":0.009943077,"about_ca_system_score_codex":0.0018390381,"about_ca_system_score_gemma":0.0017782416,"threshold_uncertainty_score":0.052584648},"labels":[],"label_agreement":null},{"id":"W2082767250","doi":"10.1177/0265532208101010","title":"An investigation into native and non-native teachers' judgments of oral English performance: A mixed methods approach","year":2009,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":137,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Pronunciation; Rasch model; Consistency (knowledge bases); Grammar; Mathematics education; First language; Internal consistency; Multimethodology; Linguistics; Psychometrics; Developmental psychology; Computer science; Artificial intelligence","score_opus":0.04154220340015909,"score_gpt":0.3200407438186342,"score_spread":0.2784985404184751,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2082767250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98794484,0.00016721556,0.009387945,0.00007053011,0.000019203977,0.00093060563,0.00007954667,0.000016855382,0.0013832542],"genre_scores_gemma":[0.9609865,0.00022902407,0.033741903,0.00017243021,0.000022918564,0.0033989227,0.00012088211,0.000021556667,0.0013058294],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9665099,0.024289452,0.0022471102,0.0019282856,0.004367743,0.0006575187],"domain_scores_gemma":[0.93909216,0.044640586,0.004326257,0.003399726,0.0076838788,0.0008573094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.041703705,0.00064800656,0.00085434725,0.0031159103,0.0026031258,0.0029566824,0.0013061234,0.0006082811,0.0010263015],"category_scores_gemma":[0.05004807,0.0006764524,0.00058158895,0.0016199735,0.0016998346,0.0013668395,0.0018598904,0.0005619381,0.00026819375],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013902712,0.003530941,0.3214507,0.000972909,0.0003686852,0.0008487219,0.47385812,0.00048383742,0.017294414,0.0015844926,0.00028131308,0.17793564],"study_design_scores_gemma":[0.0004271279,0.0130927265,0.38849658,0.0005438776,0.0004753736,0.0014547174,0.5517167,0.0056561385,0.026214054,0.0025887564,0.009041518,0.00029242638],"about_ca_topic_score_codex":0.0045669223,"about_ca_topic_score_gemma":0.015367123,"teacher_disagreement_score":0.041703705,"about_ca_system_score_codex":0.0016276458,"about_ca_system_score_gemma":0.0022548318,"threshold_uncertainty_score":0.22055286},"labels":[],"label_agreement":null},{"id":"W2082771419","doi":"10.1016/s0889-4906(00)00002-8","title":"Using student performance data to develop an English course for clinical training","year":2001,"lang":"en","type":"article","venue":"English for Specific Purposes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University Grants Committee","keywords":"Curriculum; Cognition; Verb; Psychology; Construct (python library); Medical education; Cognitive skill; Mathematics education; Computer science; Pedagogy; Medicine; Artificial intelligence","score_opus":0.5362012932142817,"score_gpt":0.44955736525714074,"score_spread":0.08664392795714093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2082771419","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98636186,0.000031158484,0.0029683288,0.0001616852,0.000028592878,0.0002104176,0.0049020415,0.00016356845,0.0051723295],"genre_scores_gemma":[0.97282547,0.00006191089,0.009892762,0.000045124667,0.0000136292565,0.00035330435,0.012147399,0.00004926387,0.004611024],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967719,0.001054587,0.00038737428,0.00034681414,0.0011538722,0.00028547324],"domain_scores_gemma":[0.9770289,0.0061229183,0.0026286307,0.0013749311,0.010950832,0.0018937857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054776664,0.00041865016,0.0004098393,0.0032843922,0.00065686245,0.0013592953,0.00056826574,0.00062784564,0.0017378109],"category_scores_gemma":[0.021749804,0.00021395038,0.00041954132,0.002185305,0.00022152218,0.00091044203,0.0009835543,0.0008538902,0.002743524],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036322718,0.0020229088,0.89261574,0.00007524379,0.00009290899,0.0001246377,0.0017919772,0.0016165393,0.0018653814,0.00027063533,0.0072232145,0.091937646],"study_design_scores_gemma":[0.00003977795,0.0010920374,0.9710509,0.00004883746,0.00005981871,0.00009183174,0.0030965456,0.008875056,0.005010229,0.00025951347,0.010326525,0.00004884291],"about_ca_topic_score_codex":0.011645578,"about_ca_topic_score_gemma":0.026778322,"teacher_disagreement_score":0.011645578,"about_ca_system_score_codex":0.0012876212,"about_ca_system_score_gemma":0.0016497634,"threshold_uncertainty_score":0.02896899},"labels":[],"label_agreement":null},{"id":"W2083085943","doi":"10.5430/elr.v2n2p53","title":"Participating in a Blog: Jordanian EFL Learners' Voices","year":2013,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Social media; Mathematics education; English language; Pedagogy; Computer science; World Wide Web","score_opus":0.12310613458192717,"score_gpt":0.374070784439786,"score_spread":0.2509646498578588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2083085943","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9925257,0.0003913814,0.00015031418,0.0012432508,0.000045131896,0.000012479292,0.000024606192,0.0000109316525,0.0055963444],"genre_scores_gemma":[0.994612,0.00046619275,0.0001928633,0.00047493802,0.000026744912,0.000013181373,0.000022279222,0.000009689497,0.004182142],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99898905,0.00047843388,0.000045605375,0.000078825025,0.00021586825,0.00019211954],"domain_scores_gemma":[0.9976672,0.0007724504,0.0004633412,0.0000742388,0.00045882526,0.0005639125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024129981,0.00033562616,0.00036621946,0.00088488875,0.00425545,0.004489461,0.0005486285,0.00094794953,0.002766051],"category_scores_gemma":[0.004054979,0.00018365846,0.00015857285,0.00059746974,0.0017958678,0.0031965172,0.002661357,0.0012445209,0.0006990207],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057724395,0.00013544029,0.04317294,0.00010015115,0.000005940341,0.0020855563,0.92281884,0.000021869755,0.0027553076,0.0006448515,0.001954581,0.026246829],"study_design_scores_gemma":[0.0000024512642,0.00004475103,0.0073352815,0.00004426439,0.0000044414905,0.0004326322,0.979711,0.00004109308,0.0003121926,0.00008258509,0.011980315,0.000009025471],"about_ca_topic_score_codex":0.0031021896,"about_ca_topic_score_gemma":0.006603217,"teacher_disagreement_score":0.004489461,"about_ca_system_score_codex":0.00094422087,"about_ca_system_score_gemma":0.0010303991,"threshold_uncertainty_score":0.012761354},"labels":[],"label_agreement":null},{"id":"W2083375741","doi":"10.4018/ijcallt.2013070104","title":"Questionnaires to Inform a Usability Test Conducted on a CALL Dictionary Prototype","year":2013,"lang":"en","type":"article","venue":"International Journal of Computer-Assisted Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Usability; Computer science; Task (project management); Context (archaeology); Test (biology); Class (philosophy); Human–computer interaction; Applied psychology; Psychology; Natural language processing; Artificial intelligence; Engineering","score_opus":0.016294459959060308,"score_gpt":0.2844383561440846,"score_spread":0.26814389618502427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2083375741","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.64845616,0.0003770916,0.11572991,0.0012221636,0.00065774494,0.19540894,0.0064878576,0.002031212,0.029628888],"genre_scores_gemma":[0.47750318,0.000720201,0.26825878,0.0022810625,0.00027854167,0.22392213,0.00570919,0.00065108127,0.020675827],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9892631,0.0054587238,0.002075925,0.00057030714,0.001942647,0.0006893012],"domain_scores_gemma":[0.9504642,0.03199961,0.0014352079,0.003959763,0.011176968,0.00096414494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021071834,0.0009912467,0.0008722362,0.0021246842,0.0009062112,0.000982191,0.00096438406,0.0014540179,0.0118815545],"category_scores_gemma":[0.042100474,0.000510425,0.0007176548,0.0013431644,0.0008211147,0.0014081696,0.000999734,0.0016965009,0.0040986445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002584523,0.02729696,0.036456183,0.0065129003,0.000106094245,0.0020275225,0.076435775,0.005575746,0.12577942,0.00845757,0.06089672,0.64787054],"study_design_scores_gemma":[0.0017273916,0.05438992,0.206576,0.0018886065,0.00020748276,0.0012155902,0.04864752,0.01677492,0.057973474,0.0057734693,0.6041539,0.0006717238],"about_ca_topic_score_codex":0.00090199144,"about_ca_topic_score_gemma":0.0009609002,"teacher_disagreement_score":0.021071834,"about_ca_system_score_codex":0.0010647223,"about_ca_system_score_gemma":0.0017317225,"threshold_uncertainty_score":0.11143988},"labels":[],"label_agreement":null},{"id":"W2083453083","doi":"10.3138/cmlr.65.2.275","title":"Negotiating Differences: Instructors' Reflections on Challenges in International Telecollaboration","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Affordance; Negotiation; Pedagogy; Sociology; Facilitation; Psychology","score_opus":0.08183429274793862,"score_gpt":0.2685163100308394,"score_spread":0.1866820172829008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2083453083","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89458513,0.0016785478,0.009202873,0.031174144,0.0012511462,0.000229923,0.00007005698,0.00017866761,0.061629526],"genre_scores_gemma":[0.98387384,0.00063699135,0.0014970945,0.0021510178,0.00016860441,0.00009825702,0.000024090863,0.00013616448,0.011413799],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9701489,0.020888276,0.00061062525,0.0016267268,0.002768594,0.0039568553],"domain_scores_gemma":[0.95756483,0.031420395,0.0020140002,0.0013618644,0.0032361373,0.0044027623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018765332,0.0010396146,0.0011428659,0.0018627758,0.02152903,0.012651707,0.00399627,0.0060707135,0.003919555],"category_scores_gemma":[0.051560357,0.0008048456,0.0006425716,0.0017551633,0.014096664,0.007849952,0.012153689,0.013051453,0.0006933114],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027804579,0.000056609148,0.00059634686,0.000036578767,0.000004421017,0.0012769381,0.9851097,0.00006443879,0.00047630697,0.0029115297,0.0016914343,0.0077480064],"study_design_scores_gemma":[0.0000084997155,0.00004969658,0.0003868359,0.00008069421,0.0000059731315,0.00044426898,0.9549014,0.00013405376,0.00041532633,0.0007476779,0.04280337,0.000022201852],"about_ca_topic_score_codex":0.0118529415,"about_ca_topic_score_gemma":0.018441163,"teacher_disagreement_score":0.02152903,"about_ca_system_score_codex":0.008530228,"about_ca_system_score_gemma":0.0065825745,"threshold_uncertainty_score":0.09924173},"labels":[],"label_agreement":null},{"id":"W2084191738","doi":"10.1002/tesq.103","title":"Do They Make a Difference? The Impact of English Language Programs on Second Language Students in Canadian Universities","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia; Queen's University; Carleton University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"English for academic purposes; Psychology; Language assessment; Mediation; Reading (process); Language proficiency; Structural equation modeling; Anxiety; Pedagogy; Mathematics education; Sociology; Linguistics; Computer science","score_opus":0.011667746189756783,"score_gpt":0.2528987067693583,"score_spread":0.2412309605796015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084191738","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9928173,0.0004198189,0.00002408635,0.001312819,0.000023439901,0.000022802258,0.000070214606,0.0000044198628,0.0053050853],"genre_scores_gemma":[0.9978116,0.0005781932,0.000058105987,0.00025657399,0.000008458835,0.000011846496,0.000051320087,0.000003729461,0.0012202209],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9958354,0.000592567,0.00007796545,0.00021742372,0.0009297066,0.0023468295],"domain_scores_gemma":[0.9938399,0.00063087227,0.00061655935,0.00007499521,0.0009324964,0.003905161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022953628,0.00036973343,0.0005294664,0.001394935,0.008801444,0.0042815614,0.0015056933,0.0008915531,0.0036726817],"category_scores_gemma":[0.008109801,0.00025837222,0.00057655486,0.0023052138,0.0024951773,0.0011512975,0.004230649,0.0017284934,0.00018685755],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056562,0.0015662446,0.65065295,0.00040822785,0.00012144925,0.0005929815,0.19607772,0.00029708442,0.00208322,0.0032701844,0.0052611884,0.13910314],"study_design_scores_gemma":[0.000024582414,0.00020320532,0.80040103,0.00023862059,0.00005245924,0.00005691378,0.18862918,0.0001963665,0.00034783848,0.00023709508,0.009556486,0.000056174376],"about_ca_topic_score_codex":0.95833266,"about_ca_topic_score_gemma":0.985808,"teacher_disagreement_score":0.041667342,"about_ca_system_score_codex":0.038318355,"about_ca_system_score_gemma":0.06759596,"threshold_uncertainty_score":0.27802038},"labels":[],"label_agreement":null},{"id":"W2084414223","doi":"10.1075/jicb.2.2.05pal","title":"Classroom interaction in one-way, two-way, and indigenous immersion contexts","year":2014,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Immersion (mathematics); Indigenous; Psychology; French immersion; Sociology; Participant observation; Pedagogy; Social science; Mathematics","score_opus":0.030156921410861803,"score_gpt":0.27761791996365404,"score_spread":0.24746099855279224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084414223","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8403475,0.017174374,0.02842357,0.0048550675,0.00026792867,0.00028077664,0.00011399605,0.00015896276,0.10837776],"genre_scores_gemma":[0.98447025,0.0053300355,0.0056874123,0.00026857902,0.000042734624,0.00017411991,0.000041499767,0.000029448403,0.003955887],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9957743,0.0023150686,0.00027183478,0.000433909,0.00065325917,0.0005516242],"domain_scores_gemma":[0.99571323,0.002752463,0.00045935257,0.00020102259,0.0004078652,0.00046607264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028947406,0.00038021532,0.00062781153,0.0013769167,0.0026946599,0.006310282,0.000981615,0.0010624035,0.0029963097],"category_scores_gemma":[0.0056923754,0.00021746148,0.0006828903,0.0010663114,0.0052805124,0.005657628,0.007431573,0.0014790243,0.00030258513],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020237316,0.00035492572,0.035757493,0.0045950757,0.00013747017,0.0013029143,0.6663448,0.00085666374,0.010267374,0.0747862,0.0018645916,0.20353004],"study_design_scores_gemma":[0.00004182273,0.0006272222,0.07035586,0.003014647,0.00021722844,0.0017735801,0.7506936,0.0015458084,0.0065956153,0.030488787,0.13450225,0.00014359936],"about_ca_topic_score_codex":0.0048075616,"about_ca_topic_score_gemma":0.009557079,"teacher_disagreement_score":0.006310282,"about_ca_system_score_codex":0.0025671145,"about_ca_system_score_gemma":0.0023489783,"threshold_uncertainty_score":0.018625796},"labels":[],"label_agreement":null},{"id":"W2084614868","doi":"10.1111/0023-8333.00172","title":"Recasts as Feedback to Language Learners","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Interlanguage; Psychology; Corrective feedback; Utterance; Linguistics; Meaning (existential); Second-language acquisition; Psycholinguistics; Cognitive psychology; Mathematics education; Cognition","score_opus":0.01905615745150375,"score_gpt":0.27068845188508434,"score_spread":0.2516322944335806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084614868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73619425,0.016936345,0.08545335,0.006479985,0.00083539,0.0007772775,0.00056975055,0.0051216856,0.14763196],"genre_scores_gemma":[0.913931,0.008358424,0.052500434,0.0008046531,0.00019823556,0.00040907832,0.00026003429,0.00046750213,0.023070656],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9944179,0.0037444867,0.0002583661,0.0002969332,0.001121907,0.00016051391],"domain_scores_gemma":[0.96957797,0.024484286,0.0018830319,0.0012414537,0.002136679,0.0006765581],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044415616,0.00069598656,0.000615052,0.00093452615,0.00033655568,0.0021146133,0.000985181,0.0013158702,0.0075637884],"category_scores_gemma":[0.033346985,0.00021500107,0.00023603925,0.00051968097,0.0011834111,0.0034345002,0.0018281325,0.0013237213,0.0016800201],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026292815,0.0016046055,0.0065854983,0.0059989267,0.00008473375,0.0009996201,0.04081943,0.0013230195,0.036432452,0.016641231,0.009088784,0.87779236],"study_design_scores_gemma":[0.0017741125,0.020736024,0.075365305,0.008301249,0.0008646618,0.0059453077,0.065140754,0.0112164635,0.173794,0.075110875,0.56108755,0.0006636468],"about_ca_topic_score_codex":0.00037016865,"about_ca_topic_score_gemma":0.00055031595,"teacher_disagreement_score":0.0075637884,"about_ca_system_score_codex":0.0005277721,"about_ca_system_score_gemma":0.0005972856,"threshold_uncertainty_score":0.025303423},"labels":[],"label_agreement":null},{"id":"W2085044896","doi":"10.5430/wje.v2n1p70","title":"The Effects of Planned Focus on Form on Iranian EFL Learners’ Oral Accuracy","year":2012,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Focus on form; Corrective feedback; Session (web analytics); Psychology; Task (project management); Mathematics education; Control (management); Focus (optics); Meaning (existential); Class (philosophy); Computer science; Linguistics; Grammar; Artificial intelligence","score_opus":0.02806802537378196,"score_gpt":0.29551504965758174,"score_spread":0.2674470242837998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2085044896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99829835,0.00009109238,0.00035495416,0.0000391098,0.000009220337,0.00002141363,0.000010124473,0.000015379375,0.0011604468],"genre_scores_gemma":[0.998251,0.000102320206,0.0010557314,0.000024091363,0.0000068052427,0.00003405933,0.000017138802,0.00000764401,0.00050106365],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986155,0.00048243458,0.00014321401,0.00018909281,0.00047256504,0.00009708781],"domain_scores_gemma":[0.98557866,0.0089781815,0.0023509164,0.0008961812,0.001343264,0.00085282465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016714567,0.00047394822,0.0003054252,0.00031555208,0.00022766051,0.0006987226,0.00037604984,0.00038332577,0.0015821583],"category_scores_gemma":[0.019330485,0.00017552184,0.00020158419,0.00015301982,0.0005737831,0.00054229324,0.00054151384,0.00048529226,0.00022127331],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009341828,0.0075425357,0.25812587,0.0011176828,0.00015124318,0.0012415282,0.031638682,0.0016883705,0.16644737,0.00073362165,0.0012668945,0.5207044],"study_design_scores_gemma":[0.00047199562,0.020440357,0.9248294,0.00022848546,0.00026766793,0.00084714714,0.00840636,0.0024463367,0.037104193,0.001119283,0.0037282615,0.00011052101],"about_ca_topic_score_codex":0.0010221282,"about_ca_topic_score_gemma":0.00093014806,"teacher_disagreement_score":0.0016714567,"about_ca_system_score_codex":0.00022103502,"about_ca_system_score_gemma":0.0004610849,"threshold_uncertainty_score":0.008839667},"labels":[],"label_agreement":null},{"id":"W2085768465","doi":"10.1177/1362168807086298","title":"Book review: Robert DeKeyser, editor, 2007: Practice in a second language: Perspectives from applied linguistics and cognititive psychology. New York: Cambridge University Press. 323 pp. $36.00 (PB). ISBN 978—0—521—86529—6","year":2008,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Cognitive science; Linguistics; Philosophy","score_opus":0.03899873090702403,"score_gpt":0.33992061588990796,"score_spread":0.3009218849828839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2085768465","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000059064863,0.9549144,0.00020283743,0.01621823,0.023658484,0.000026426127,0.00021527102,0.000040647566,0.0046645887],"genre_scores_gemma":[0.00066726276,0.948355,0.00037636835,0.006873422,0.015083057,0.00005136352,0.0004599573,0.000044023174,0.028089544],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99915934,0.000104483945,0.0001069097,0.000106574575,0.000467592,0.000055018594],"domain_scores_gemma":[0.9961991,0.0013464097,0.00034057963,0.00006932776,0.0017734311,0.00027124776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013940638,0.0016352324,0.0035180151,0.00545285,0.0006730847,0.0030567674,0.0028722645,0.0028148752,0.03198393],"category_scores_gemma":[0.00516357,0.00093372556,0.00086974405,0.0062974794,0.00100216,0.0038285952,0.0013073394,0.003753851,0.037851386],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016957261,0.000005281391,0.00002525136,0.0015681193,0.000013534473,0.00003290855,0.000024236935,0.000033213884,0.000051483155,0.00026071802,0.9311353,0.06683302],"study_design_scores_gemma":[0.000015311443,0.000009163559,0.000160258,0.0017240717,0.000022399257,0.0003448668,0.00003125388,0.000019405345,0.000044637207,0.00029699126,0.9973212,0.000010351066],"about_ca_topic_score_codex":0.0063314443,"about_ca_topic_score_gemma":0.012998876,"teacher_disagreement_score":0.03198393,"about_ca_system_score_codex":0.00194071,"about_ca_system_score_gemma":0.003875831,"threshold_uncertainty_score":0.10699695},"labels":[],"label_agreement":null},{"id":"W2086444013","doi":"10.5539/ies.v5n2p159","title":"The Effect of Anxiety on Reading Comprehension among Distance EFL Learners","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Likert scale; Psychology; Moderation; Reading (process); Anxiety; Foreign language; Test (biology); Construct validity; Developmental psychology; Mathematics education; Psychometrics; Social psychology; Linguistics","score_opus":0.044435221946054516,"score_gpt":0.3529831578473316,"score_spread":0.30854793590127705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2086444013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995421,0.00006692743,0.00001880695,0.000018126511,0.0000016287897,0.0000024655521,0.000010615464,0.0000017425106,0.0003375182],"genre_scores_gemma":[0.99976736,0.000051916722,0.000023494797,0.000010820555,0.0000039277716,0.0000025404647,0.000015357477,5.290006e-7,0.00012410861],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99962723,0.00008644955,0.000033089495,0.000038309587,0.0001381821,0.00007666585],"domain_scores_gemma":[0.99725527,0.0009139331,0.0010379008,0.000075575714,0.00027019056,0.0004470764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00030225358,0.00023886967,0.0002518664,0.0004976656,0.0002324908,0.00065806275,0.00012516028,0.0002348468,0.0014357078],"category_scores_gemma":[0.0027761343,0.00011815354,0.00027127485,0.00019279137,0.00029392744,0.00022598942,0.00030188035,0.00042218217,0.00017454152],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016163015,0.0004181512,0.98253894,0.000037512586,0.000052602492,0.0003001589,0.0022485808,0.000033301472,0.0025485929,0.000028288965,0.000079257676,0.011552965],"study_design_scores_gemma":[0.0000030694764,0.00039118732,0.9975241,0.0000064555547,0.000020281026,0.00025096792,0.0014218931,0.000056678116,0.00021245508,0.000020789896,0.00008649406,0.0000057594298],"about_ca_topic_score_codex":0.001460575,"about_ca_topic_score_gemma":0.0019915777,"teacher_disagreement_score":0.001460575,"about_ca_system_score_codex":0.00019012667,"about_ca_system_score_gemma":0.0002420837,"threshold_uncertainty_score":0.0048028827},"labels":[],"label_agreement":null},{"id":"W2086739964","doi":"10.5539/elt.v8n2p1","title":"English Language and Literature: Towards a Model for Implementation of the English/Spanish Bilingual Curriculum in Spain","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Grammar; Psychology; Process (computing); Element (criminal law); Mathematics education; Face (sociological concept); Linguistics; English language; Pedagogy; Computer science","score_opus":0.01896992986333836,"score_gpt":0.2884572953641753,"score_spread":0.26948736550083696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2086739964","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36607417,0.0017710195,0.12487904,0.024337659,0.00020446525,0.0019407512,0.00018566896,0.0008665355,0.4797407],"genre_scores_gemma":[0.83825934,0.0010426018,0.13820222,0.0009592554,0.000029863633,0.0014462363,0.00020092823,0.000106416956,0.019753108],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9948679,0.0032927573,0.00022791477,0.00039236675,0.0007099446,0.0005090534],"domain_scores_gemma":[0.995387,0.001613612,0.00045647685,0.00040613482,0.0010273056,0.0011094408],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009738942,0.00050209736,0.00039627004,0.0028527973,0.0019950657,0.009829424,0.001905195,0.0022384578,0.003555898],"category_scores_gemma":[0.006048124,0.00036146873,0.0005190582,0.0015083445,0.0043509975,0.004417663,0.0047810315,0.0013747298,0.0008661935],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017009821,0.002174576,0.027513152,0.00077313284,0.000040969633,0.0008548317,0.12287683,0.0057546976,0.002405751,0.58114874,0.005240896,0.25104636],"study_design_scores_gemma":[0.00044133412,0.0013489872,0.032374,0.0058289673,0.00017931999,0.00082528655,0.28203237,0.030713806,0.0026482763,0.22286151,0.42062113,0.00012500168],"about_ca_topic_score_codex":0.015305089,"about_ca_topic_score_gemma":0.01574777,"teacher_disagreement_score":0.015305089,"about_ca_system_score_codex":0.013355036,"about_ca_system_score_gemma":0.03100209,"threshold_uncertainty_score":0.09689802},"labels":[],"label_agreement":null},{"id":"W2087009310","doi":"10.1558/wap.v3i2.331","title":"Effective Second Language Writing Susan Kasten (ed.) (2010)","year":2011,"lang":"en","type":"article","venue":"Writing & Pedagogy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Linguistics; Sociology; Psychology; Philosophy","score_opus":0.03817141809532562,"score_gpt":0.28664138375386006,"score_spread":0.24846996565853444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087009310","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015681162,0.8020931,0.005425892,0.014217919,0.005830088,0.0000619531,0.00027143047,0.00062300096,0.16990854],"genre_scores_gemma":[0.015437191,0.6667208,0.007620313,0.001710025,0.0014266222,0.00009545389,0.00057708315,0.00018319221,0.3062293],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999315,0.00012491828,0.000049672002,0.00008498352,0.00036165302,0.00006369684],"domain_scores_gemma":[0.99919266,0.0002792338,0.000059165424,0.00003255767,0.0002814818,0.00015495038],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010067545,0.0010222669,0.00060135283,0.0015866901,0.00096185546,0.0047935788,0.0007257921,0.0017639054,0.041619413],"category_scores_gemma":[0.002088662,0.0004520637,0.00027294277,0.0015951222,0.0007789499,0.003983944,0.0016236092,0.0019455077,0.031283446],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011894212,0.0000326276,0.00009467221,0.00037255048,0.0000026458376,0.00009111207,0.00060091144,0.000116515555,0.00022993161,0.0028298919,0.36249486,0.63312244],"study_design_scores_gemma":[0.000004381441,0.00001555345,0.0005417003,0.0011723171,0.000004181514,0.0007523472,0.00072284753,0.00007945983,0.00036535645,0.0033297143,0.99300086,0.000011361505],"about_ca_topic_score_codex":0.005762385,"about_ca_topic_score_gemma":0.011259415,"teacher_disagreement_score":0.041619413,"about_ca_system_score_codex":0.0013246881,"about_ca_system_score_gemma":0.0033790057,"threshold_uncertainty_score":0.13923085},"labels":[],"label_agreement":null},{"id":"W2087168181","doi":"10.3138/cmlr.1555","title":"Preparing an L2 Role-play: How Students Manage L2 Deficits","year":2013,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Task (project management); Foreign language; Class (philosophy); Variation (astronomy); Psychology; Second language; Mathematics education; Pedagogy; Computer science; Linguistics; Engineering","score_opus":0.016215178174211437,"score_gpt":0.22987387727621264,"score_spread":0.2136586991020012,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087168181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98559237,0.00087335246,0.0017669616,0.0012911664,0.000030092593,0.000065441796,0.00002113278,0.00006378128,0.010295628],"genre_scores_gemma":[0.9916231,0.0007379908,0.0026167112,0.00027354088,0.0000061908845,0.000053716933,0.000038125752,0.00002360753,0.0046269903],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984579,0.0007852793,0.00004447631,0.00016619083,0.00022389092,0.00032216962],"domain_scores_gemma":[0.9979715,0.0006717378,0.00031438173,0.00009431101,0.00026571457,0.0006822101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024784058,0.0004563614,0.00029862905,0.00055752235,0.0017127449,0.0043158047,0.0012910548,0.00095443026,0.0025976102],"category_scores_gemma":[0.006608258,0.00018625666,0.00021923333,0.0002855144,0.0013171805,0.0015997719,0.0020126165,0.0013035038,0.0008271829],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003342285,0.004413525,0.15517443,0.0006938495,0.00005956268,0.0018189653,0.41525862,0.00064856093,0.020619182,0.0062601613,0.014703756,0.38001508],"study_design_scores_gemma":[0.00012773844,0.0015625658,0.17891976,0.0007285223,0.00008256967,0.0024560115,0.64960927,0.0025239855,0.009302276,0.0065586087,0.14797385,0.00015480132],"about_ca_topic_score_codex":0.0059625893,"about_ca_topic_score_gemma":0.009572527,"teacher_disagreement_score":0.0059625893,"about_ca_system_score_codex":0.0013789454,"about_ca_system_score_gemma":0.0027122921,"threshold_uncertainty_score":0.01310724},"labels":[],"label_agreement":null},{"id":"W2087503316","doi":"10.1075/japc.19.1.03sze","title":"Functions and genres of ESL children’s English writing at home and at school","year":2009,"lang":"en","type":"article","venue":"Journal of Asian Pacific Communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Sociocultural perspective; Sociocultural evolution; Literacy; Home language; Situated; Perspective (graphical); Psychology; Context (archaeology); Pedagogy; Mathematics education; Sociology; History; Visual arts","score_opus":0.013196883669472382,"score_gpt":0.22388583862713804,"score_spread":0.21068895495766565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087503316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979144,0.0000683582,0.00006631357,0.000016693271,0.000001776548,0.0000040023597,0.000030945856,0.000004594719,0.0018929364],"genre_scores_gemma":[0.99846727,0.000108072825,0.00034989693,0.000007425084,0.0000020980253,0.000009554513,0.00004794948,0.0000062746017,0.0010013927],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993624,0.00016158717,0.0000786211,0.00012051758,0.00016752919,0.000109347864],"domain_scores_gemma":[0.9967866,0.00090548786,0.0009249188,0.0002452128,0.0007115489,0.00042620397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008349009,0.00031034704,0.00040653007,0.003622217,0.0010987541,0.0018854575,0.0003591188,0.00026649082,0.001501677],"category_scores_gemma":[0.0037019588,0.000256387,0.00025703068,0.0010649479,0.0015826275,0.0008414596,0.0012563086,0.0005122874,0.00022050185],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001404221,0.00014022496,0.5955449,0.0001408975,0.0000332252,0.0027544447,0.31798276,0.00007260692,0.015328448,0.0006101031,0.00029875129,0.06695332],"study_design_scores_gemma":[0.000004212945,0.00009001156,0.8967374,0.00004594706,0.000017211789,0.0014065815,0.09796214,0.000082803046,0.0014341713,0.00016536866,0.0020334776,0.000020692789],"about_ca_topic_score_codex":0.006799644,"about_ca_topic_score_gemma":0.018889282,"teacher_disagreement_score":0.006799644,"about_ca_system_score_codex":0.0007497575,"about_ca_system_score_gemma":0.00043442362,"threshold_uncertainty_score":0.013520122},"labels":[],"label_agreement":null},{"id":"W2087885519","doi":"10.3138/cmlr.2307","title":"Les effets de l’enseignement des phénomènes d’enchaînement sur la production orale des élèves dans un cours d’espagnol langue étrangère au Québec","year":2014,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.014731965362023097,"score_gpt":0.2231633494865533,"score_spread":0.20843138412453022,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087885519","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996813,0.00009094366,0.0002661503,0.000073230854,0.000011116278,0.00007684451,0.000052504452,0.000009586379,0.0026065686],"genre_scores_gemma":[0.9841552,0.00025781355,0.002153124,0.00013051459,0.000008289958,0.00036106442,0.00014671392,0.00001973573,0.012767512],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99773705,0.00085998274,0.00008229002,0.00042008434,0.0006404314,0.0002600394],"domain_scores_gemma":[0.9923464,0.0032734063,0.0007216585,0.0004426085,0.002483455,0.0007325233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027197797,0.00065585354,0.00052602135,0.00045067674,0.0028015291,0.0024089403,0.00072402495,0.0007749699,0.006455585],"category_scores_gemma":[0.008191152,0.00043488704,0.0003737226,0.00041752408,0.002054073,0.0007001754,0.0015802898,0.0012058405,0.00056221266],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0042468403,0.0036216122,0.2810949,0.001686905,0.00032142716,0.0013116573,0.4412526,0.0008183716,0.14905332,0.0014512361,0.0026052948,0.11253587],"study_design_scores_gemma":[0.00008545752,0.0025691418,0.8859387,0.00024100594,0.00018088613,0.00010342973,0.09008483,0.0005742795,0.007775661,0.00028972942,0.012035717,0.00012105072],"about_ca_topic_score_codex":0.41471115,"about_ca_topic_score_gemma":0.6848296,"teacher_disagreement_score":0.5852889,"about_ca_system_score_codex":0.0054704184,"about_ca_system_score_gemma":0.0060092867,"threshold_uncertainty_score":0.8245945},"labels":[],"label_agreement":null},{"id":"W2088470070","doi":"10.5430/wje.v2n2p49","title":"The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High- proficient L2 Learners","year":2012,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":74,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Control (management); Psychology; Mathematics education; Grammar; Test (biology); Statistical analysis; Teaching method; Computer science; Linguistics; Artificial intelligence; Mathematics; Statistics","score_opus":0.013771531465231022,"score_gpt":0.27107896565641604,"score_spread":0.257307434191185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088470070","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994399,0.00004977804,0.00018164881,0.000012130535,0.0000040724026,0.000020258814,0.000010865915,0.0000144833075,0.000266895],"genre_scores_gemma":[0.996985,0.00010572118,0.0019494687,0.000035964127,0.000006801741,0.000055788823,0.000041575055,0.000006383505,0.00081333314],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99905187,0.00035643336,0.000111386806,0.00018380613,0.00022358677,0.000072944065],"domain_scores_gemma":[0.9922891,0.0043801493,0.0010360848,0.00049640145,0.00101066,0.00078751455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011281181,0.0005045701,0.00040675956,0.0003656566,0.00024357563,0.00040710403,0.00032923368,0.0004921528,0.002311644],"category_scores_gemma":[0.0107649295,0.00016287784,0.00015855441,0.00012315971,0.00028569522,0.00041690224,0.0005016701,0.00046420068,0.00033244735],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020129256,0.021061076,0.12094902,0.0015167036,0.00029003207,0.0017050749,0.015401998,0.0013747661,0.3597559,0.00018838598,0.0008824646,0.45674542],"study_design_scores_gemma":[0.0022935525,0.11953191,0.6516723,0.0002608963,0.0005613345,0.0023854722,0.0061322865,0.003779291,0.2083966,0.0005996625,0.0042450516,0.00014166118],"about_ca_topic_score_codex":0.0007998164,"about_ca_topic_score_gemma":0.0009131835,"teacher_disagreement_score":0.002311644,"about_ca_system_score_codex":0.0001388539,"about_ca_system_score_gemma":0.00032317697,"threshold_uncertainty_score":0.007733226},"labels":[],"label_agreement":null},{"id":"W2088605763","doi":"10.5539/elt.v5n7p64","title":"Textbook Evaluation: EFL Teachers’ Perspectives on “Pacesetter Series”","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foreign language; Mathematics education; Series (stratigraphy); Curriculum; Salient; Pedagogy; Computer science; Artificial intelligence","score_opus":0.025209294613063652,"score_gpt":0.28227944428853363,"score_spread":0.25707014967547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088605763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9812811,0.0008575294,0.0009844566,0.0010898807,0.00012940005,0.00011429462,0.000059393293,0.00004377466,0.015440219],"genre_scores_gemma":[0.98844296,0.00079533097,0.0013867485,0.00043893204,0.00007986186,0.00007235307,0.00013055012,0.000028928738,0.008624385],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9935267,0.0032235205,0.00047425536,0.00027796143,0.0021516045,0.00034598648],"domain_scores_gemma":[0.97795314,0.005893614,0.0037609807,0.00048096926,0.010421023,0.0014902328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00598369,0.0002789555,0.0005001771,0.0014242635,0.00117199,0.0022409896,0.0005706754,0.00066022493,0.0030452758],"category_scores_gemma":[0.034512434,0.00014663459,0.0002915079,0.0010595057,0.0007683361,0.001222914,0.0013919604,0.0010079478,0.00069945847],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008509932,0.0030302338,0.26559615,0.0012340788,0.000056962832,0.0059186234,0.26980874,0.0008797575,0.027748741,0.0027773224,0.030665293,0.39143303],"study_design_scores_gemma":[0.00011726837,0.005013746,0.4859622,0.00085285347,0.00011956348,0.0058235317,0.30373576,0.0016961333,0.020683143,0.001504227,0.1742727,0.00021877453],"about_ca_topic_score_codex":0.001207537,"about_ca_topic_score_gemma":0.0028404994,"teacher_disagreement_score":0.00598369,"about_ca_system_score_codex":0.0019120505,"about_ca_system_score_gemma":0.00085337175,"threshold_uncertainty_score":0.03164518},"labels":[],"label_agreement":null},{"id":"W2088734567","doi":"10.5539/elt.v3n1p28","title":"Interactive Cultural Cultivating in FLT","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Introspection; Psychology; Pedagogy; Raising (metalworking); Foreign language; Contrastive analysis; Cultural competence; Target culture; Foreign language teaching; Cultural influence; Linguistics; English as a foreign language; Mathematics education; Cognitive psychology; Sociology; Anthropology","score_opus":0.0108419978336766,"score_gpt":0.271260909822836,"score_spread":0.2604189119891594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088734567","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9826261,0.00004118576,0.0047502094,0.00011463873,0.000005412979,0.000052024425,0.000034842473,0.000081654354,0.012294057],"genre_scores_gemma":[0.99576354,0.00002518582,0.003143131,0.000030126641,0.000003507879,0.0000336111,0.000016651988,0.000012158491,0.0009719941],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980252,0.0013079727,0.00004752394,0.0002329995,0.0001803347,0.00020600251],"domain_scores_gemma":[0.99715924,0.0019439255,0.000250168,0.0002714248,0.00011946183,0.00025577127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017932745,0.0003361723,0.0002042822,0.0007997204,0.0016842666,0.0020966958,0.0006450582,0.000561721,0.003049016],"category_scores_gemma":[0.005317701,0.00017453851,0.00023359753,0.0004853987,0.0026425738,0.0018205331,0.0037701784,0.0006712442,0.00019971447],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006257679,0.0015560619,0.0481057,0.00048125177,0.000043471508,0.0031936585,0.61712104,0.0019627528,0.0943489,0.016060257,0.0014671495,0.21503407],"study_design_scores_gemma":[0.0002957465,0.0026751438,0.29839674,0.0005432094,0.00015356937,0.006326319,0.45684168,0.0116997855,0.08599754,0.02272722,0.11409458,0.00024848682],"about_ca_topic_score_codex":0.002006076,"about_ca_topic_score_gemma":0.0037121838,"teacher_disagreement_score":0.003049016,"about_ca_system_score_codex":0.001384397,"about_ca_system_score_gemma":0.00074336596,"threshold_uncertainty_score":0.010199964},"labels":[],"label_agreement":null},{"id":"W2088909735","doi":"10.5296/ijl.v6i3.5567","title":"Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style","year":2014,"lang":"en","type":"article","venue":"International Journal of Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognitive style; Psychology; Independence (probability theory); Field dependence; Style (visual arts); Cognition; Field (mathematics); Convention; Test (biology); Interpersonal communication; Linguistics; Social psychology; Sociology; Mathematics; Social science; Statistics; History","score_opus":0.017488892047328296,"score_gpt":0.26045807302406954,"score_spread":0.24296918097674125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088909735","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993723,0.000014149071,0.00003956502,0.0000072414296,0.000001148178,0.0000024903147,0.0000048686625,0.0000013704539,0.0005568062],"genre_scores_gemma":[0.99920255,0.000040726536,0.00012937633,0.000014587408,0.0000027396595,0.0000036794565,0.000025665162,0.0000035946712,0.00057708495],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990165,0.00023251562,0.00010997368,0.00016654663,0.0003589799,0.000115541625],"domain_scores_gemma":[0.98475665,0.0053869938,0.004699599,0.00077351526,0.001959114,0.0024241148],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012645309,0.00033294276,0.00018629325,0.0009204245,0.000295557,0.0018917801,0.00030545142,0.00028065775,0.0017934018],"category_scores_gemma":[0.010545388,0.0002007611,0.00027016603,0.00039183142,0.0006928972,0.00073317275,0.0008067891,0.00066910975,0.00037940807],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029830888,0.00054415135,0.9693155,0.000034188448,0.00006207009,0.00038027955,0.00551122,0.000101621554,0.008809801,0.00009830899,0.000094800416,0.014749718],"study_design_scores_gemma":[0.000007511196,0.00035779228,0.9949056,0.000008406687,0.000020835167,0.0002277991,0.0027681065,0.00037107294,0.0009501238,0.0001411907,0.00022640562,0.00001528437],"about_ca_topic_score_codex":0.0033647125,"about_ca_topic_score_gemma":0.007309688,"teacher_disagreement_score":0.0033647125,"about_ca_system_score_codex":0.00032783393,"about_ca_system_score_gemma":0.0004139466,"threshold_uncertainty_score":0.0066902637},"labels":[],"label_agreement":null},{"id":"W2089196804","doi":"10.7202/014716ar","title":"Le fonctionnement spécifique de la mémoire de travail en traduction","year":2007,"lang":"fr","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Physics; Philosophy","score_opus":0.02711663409421679,"score_gpt":0.26873493047118147,"score_spread":0.24161829637696466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2089196804","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7228677,0.0016846813,0.1943134,0.00070848875,0.00033797507,0.00043093032,0.0006192831,0.0015912175,0.0774463],"genre_scores_gemma":[0.9320743,0.00050227495,0.045740116,0.000121524805,0.000022392274,0.00029639367,0.00028445,0.000394832,0.020563686],"study_design_codex":"bench_or_experimental","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99822634,0.00030801032,0.00012339138,0.0007183223,0.00046993943,0.00015395266],"domain_scores_gemma":[0.99475336,0.0021248872,0.00062869315,0.0012412976,0.0009694064,0.00028226004],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018910499,0.0011597223,0.00067099417,0.00072785513,0.00090410514,0.0049043465,0.0015957459,0.0016497934,0.015343627],"category_scores_gemma":[0.009994954,0.00085131405,0.0010221335,0.0005546271,0.0018953544,0.0054525915,0.0022450031,0.0014812936,0.0024798538],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026407256,0.0004013246,0.029484676,0.0020720633,0.00025365062,0.0015210608,0.033414148,0.01570621,0.42517424,0.097661,0.0019953565,0.3896756],"study_design_scores_gemma":[0.00049605535,0.004767495,0.23667677,0.0013626004,0.0014098301,0.00390121,0.019844532,0.12386039,0.32058486,0.15763576,0.12853369,0.000926889],"about_ca_topic_score_codex":0.0054627424,"about_ca_topic_score_gemma":0.0034548303,"teacher_disagreement_score":0.015343627,"about_ca_system_score_codex":0.0017124254,"about_ca_system_score_gemma":0.001672814,"threshold_uncertainty_score":0.051329553},"labels":[],"label_agreement":null},{"id":"W2089590462","doi":"10.7202/602593ar","title":"La loquacité, la variété et la grammaticalité dans l’acquisition d’une langue seconde","year":2009,"lang":"fr","type":"article","venue":"Revue québécoise de linguistique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Philosophy; Physics","score_opus":0.013209522921023367,"score_gpt":0.28501537610357314,"score_spread":0.2718058531825498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2089590462","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9434261,0.001058855,0.011614157,0.00064988394,0.000031911255,0.000048210022,0.0003379574,0.00012065335,0.042712256],"genre_scores_gemma":[0.9912453,0.00026627514,0.0027358,0.00005060622,0.000006945921,0.000029501742,0.00012773197,0.00004880454,0.0054889885],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99855345,0.00047063464,0.00008277255,0.00018886355,0.00055882876,0.00014548274],"domain_scores_gemma":[0.99222374,0.0041203094,0.000881672,0.0004359121,0.0019447417,0.00039356688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029226216,0.0004682004,0.00029936535,0.0025313003,0.0010363844,0.0028524664,0.0003230091,0.0005180044,0.005485015],"category_scores_gemma":[0.010532624,0.00025072356,0.00020642819,0.0016330448,0.002408708,0.0017947134,0.0011995495,0.0012205453,0.00064503116],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043086617,0.00014148504,0.42313316,0.0006644542,0.0001489062,0.0012324355,0.16863325,0.001839517,0.07142631,0.03157844,0.002418673,0.29835257],"study_design_scores_gemma":[0.00001022918,0.00022375473,0.9288589,0.00014794136,0.000052823118,0.00083873427,0.02373939,0.0020256133,0.010064274,0.004250719,0.029673515,0.000114038856],"about_ca_topic_score_codex":0.12844792,"about_ca_topic_score_gemma":0.1906271,"teacher_disagreement_score":0.12844792,"about_ca_system_score_codex":0.0035118356,"about_ca_system_score_gemma":0.002810264,"threshold_uncertainty_score":0.25540054},"labels":[],"label_agreement":null},{"id":"W2089601465","doi":"10.5539/ells.v1n2p61","title":"Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form","year":2011,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Introspection; Second language; Context (archaeology); Test (biology); Point (geometry); Positive attitude; Social psychology; Mathematics education; Cognitive psychology; Linguistics; Mathematics","score_opus":0.030124664242255423,"score_gpt":0.27784735293457846,"score_spread":0.24772268869232303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2089601465","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985241,0.000025022327,0.00013205755,0.000027604474,0.0000024397818,0.0000064280734,0.000009261749,0.0000048021016,0.0012684582],"genre_scores_gemma":[0.99922967,0.000040999654,0.00023959641,0.000016513983,0.0000036714105,0.000012608499,0.000015365988,0.0000038393578,0.00043774312],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984623,0.0006929048,0.00008280605,0.00012954298,0.0005032147,0.00012918052],"domain_scores_gemma":[0.983897,0.008631194,0.0040487745,0.00044084492,0.001561278,0.0014210787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015190192,0.00029650275,0.00022629755,0.00057740894,0.0003626136,0.0011206489,0.00019114131,0.0002969438,0.002107272],"category_scores_gemma":[0.011857338,0.00012438075,0.00025644468,0.00023946758,0.00048758212,0.00029300526,0.0005459233,0.0006502951,0.00021213805],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009957065,0.003212507,0.8625547,0.00027063568,0.00013634826,0.00063260546,0.018036934,0.00030228123,0.04595504,0.00041865537,0.0003212228,0.06716328],"study_design_scores_gemma":[0.000014074875,0.00083560613,0.99165756,0.000021023608,0.00003345122,0.00014230137,0.0036366459,0.00034820443,0.0026699859,0.00014645376,0.00047500376,0.000019657946],"about_ca_topic_score_codex":0.0010831296,"about_ca_topic_score_gemma":0.0013880745,"teacher_disagreement_score":0.002107272,"about_ca_system_score_codex":0.00042185548,"about_ca_system_score_gemma":0.00036413816,"threshold_uncertainty_score":0.008033454},"labels":[],"label_agreement":null},{"id":"W2090076291","doi":"10.5539/elt.v2n3p194","title":"An Experimental Study of the Effects of Listening on Speaking for College Students","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Class (philosophy); Informational listening; College English; Mathematics education; Foreign language; Pedagogy; Linguistics; Listening comprehension; Communication; Computer science","score_opus":0.011509105893279376,"score_gpt":0.2992307727516313,"score_spread":0.28772166685835193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2090076291","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99758756,0.000016839585,0.0002989982,0.000040756757,0.000026956843,0.00034139762,0.000034605084,0.000009857323,0.0016430566],"genre_scores_gemma":[0.9915638,0.0001110075,0.00387436,0.00011909514,0.000043617336,0.0012350929,0.000076435914,0.0000111864,0.0029653904],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.9985385,0.00048022944,0.00017153166,0.00033697582,0.00024430233,0.00022846178],"domain_scores_gemma":[0.9859037,0.0106175,0.00080442434,0.0010283075,0.0005040045,0.0011421965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023188794,0.00070816686,0.00072414504,0.00041427862,0.0012591352,0.00088512234,0.00085495354,0.00084809616,0.009260975],"category_scores_gemma":[0.008658328,0.00059683004,0.00056283275,0.00038588938,0.0010392735,0.0007383159,0.00096997607,0.0016973919,0.0006427045],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03306942,0.42580047,0.030254474,0.0019755212,0.00026915132,0.0012676574,0.060945187,0.0010870317,0.3007142,0.003701486,0.0017813763,0.13913402],"study_design_scores_gemma":[0.0094193835,0.5857289,0.23992275,0.0003118355,0.00060371665,0.00059883203,0.03385436,0.005256191,0.11098916,0.004194705,0.0087916525,0.0003285194],"about_ca_topic_score_codex":0.00044727282,"about_ca_topic_score_gemma":0.0006280707,"teacher_disagreement_score":0.009260975,"about_ca_system_score_codex":0.00034043504,"about_ca_system_score_gemma":0.00082624104,"threshold_uncertainty_score":0.030981064},"labels":[],"label_agreement":null},{"id":"W2091501489","doi":"10.1017/s0958344004001521","title":"<i>Évaluation et multimédia dans l’apprentissage d’une L2</i>","year":2004,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Computer science; Formative assessment; Certification; Function (biology); Component (thermodynamics)","score_opus":0.06284341348235693,"score_gpt":0.27048043747322986,"score_spread":0.20763702399087292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091501489","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22820958,0.053293683,0.3504436,0.014593385,0.0035285593,0.0009997198,0.0008915756,0.0036420906,0.34439775],"genre_scores_gemma":[0.6203332,0.01732625,0.22194487,0.0018943662,0.002318998,0.0010713495,0.00093613425,0.0006169551,0.13355784],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99476284,0.003079949,0.0001780526,0.0005137838,0.0012596361,0.00020582927],"domain_scores_gemma":[0.9951728,0.0031603605,0.00027870035,0.0002438965,0.0008231499,0.00032107136],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046049426,0.0013353366,0.0005682763,0.002360815,0.0009468132,0.007997129,0.0010751812,0.0029198327,0.016324654],"category_scores_gemma":[0.009652277,0.00033116178,0.0007511625,0.0019283463,0.00218046,0.004485569,0.0014618901,0.0019796414,0.0028078558],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011804242,0.00053849677,0.005171381,0.0013740626,0.00009217699,0.0017980825,0.005776797,0.004065771,0.02686615,0.0895087,0.02031834,0.8433097],"study_design_scores_gemma":[0.00042254778,0.002424828,0.038356412,0.0016519829,0.0001338722,0.006934685,0.0061800927,0.03405253,0.063904114,0.020965124,0.82461345,0.00036026145],"about_ca_topic_score_codex":0.01403904,"about_ca_topic_score_gemma":0.00760587,"teacher_disagreement_score":0.016324654,"about_ca_system_score_codex":0.0027974318,"about_ca_system_score_gemma":0.0015261554,"threshold_uncertainty_score":0.054611444},"labels":[],"label_agreement":null},{"id":"W2091595567","doi":"10.1007/s11519-007-0021-1","title":"Academic spaces, computer technologies, and difference: toward a multidisciplinary approach to academic participation of nonnative English speaking students","year":2007,"lang":"en","type":"article","venue":"Learning Inquiry","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Multidisciplinary approach; Mathematics education; Psychology; Sociology; Computer science; Social science","score_opus":0.09598302478832378,"score_gpt":0.3568207649387948,"score_spread":0.260837740150471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091595567","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97730505,0.00039575846,0.0022485622,0.0037799426,0.00003485924,0.00004209385,0.000011504932,0.000009057675,0.016173175],"genre_scores_gemma":[0.9966409,0.00022358519,0.0008481761,0.0003144672,0.000010443982,0.000043773074,0.00000658673,0.0000061484075,0.0019059054],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99536645,0.002907124,0.00014108176,0.00033080773,0.0005718637,0.00068272254],"domain_scores_gemma":[0.9939667,0.0024541307,0.0006445099,0.00022490653,0.0007435603,0.0019662387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070408257,0.0003799767,0.00042411557,0.0025982526,0.008006617,0.013553732,0.0015005313,0.0016099731,0.0024616271],"category_scores_gemma":[0.009020143,0.00026366534,0.000314378,0.0013152612,0.008279628,0.0066332687,0.013817192,0.0025834169,0.00021848046],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005016994,0.00029099215,0.05178462,0.000075962635,0.000008801535,0.0003922232,0.90804297,0.00005670217,0.0012708171,0.014052097,0.00048581525,0.023488821],"study_design_scores_gemma":[0.000003768397,0.000032995,0.01223563,0.00004567632,0.0000051098805,0.00015780806,0.9793632,0.00016830474,0.00023632367,0.003481673,0.004261968,0.0000075970615],"about_ca_topic_score_codex":0.0060845544,"about_ca_topic_score_gemma":0.01469487,"teacher_disagreement_score":0.013553732,"about_ca_system_score_codex":0.0022825208,"about_ca_system_score_gemma":0.0067419014,"threshold_uncertainty_score":0.037235916},"labels":[],"label_agreement":null},{"id":"W2091845533","doi":"10.5539/ass.v10n13p46","title":"Students’ Motivational Orientations and Attitude toward English Learning: A Study in the Deep South of Thailand","year":2014,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Positive attitude; Significant difference; Orientation (vector space); Social psychology; Mathematics education","score_opus":0.03190340914286044,"score_gpt":0.2980767103204961,"score_spread":0.26617330117763566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091845533","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996779,0.000014984094,0.000015830024,0.000017574086,0.000001030518,0.000005340955,0.000012861842,4.0704387e-7,0.00025404943],"genre_scores_gemma":[0.99923885,0.000069350026,0.000034179597,0.00003104286,0.0000028134693,0.000014687918,0.00002784753,0.0000012921973,0.0005798585],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999632,0.000098620556,0.00003085307,0.000041210515,0.000079875346,0.00011750178],"domain_scores_gemma":[0.99848664,0.00023330918,0.0002948717,0.00003796704,0.00016723797,0.00077992777],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006085116,0.00032712365,0.00032130908,0.00073108135,0.0016593887,0.0016319705,0.00027040127,0.0004176996,0.0017353665],"category_scores_gemma":[0.0011718264,0.0004299138,0.0004254338,0.0009025249,0.00060640037,0.0005847541,0.000679849,0.00094374595,0.0003889648],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014504408,0.0010630487,0.9073011,0.00008721701,0.00003615884,0.0015887768,0.080189124,0.00006583014,0.0017503351,0.00012163465,0.0002190303,0.0074327504],"study_design_scores_gemma":[0.000016464768,0.0008907083,0.8829214,0.000045033576,0.00003111977,0.00091769936,0.113323875,0.00024491627,0.00033814987,0.00007383185,0.0011694971,0.000027280297],"about_ca_topic_score_codex":0.016554924,"about_ca_topic_score_gemma":0.023628043,"teacher_disagreement_score":0.016554924,"about_ca_system_score_codex":0.000603044,"about_ca_system_score_gemma":0.0011513946,"threshold_uncertainty_score":0.032917142},"labels":[],"label_agreement":null},{"id":"W2091877844","doi":"10.1016/j.system.2009.12.013","title":"Willingness to communicate and action control","year":2010,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":221,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Competence (human resources); Action (physics); Computer science; Trait; Psychology; Anxiety; Control (management); Social psychology; Cognitive psychology; Artificial intelligence","score_opus":0.03516978025886711,"score_gpt":0.25429257320683535,"score_spread":0.21912279294796824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091877844","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7923103,0.00013653071,0.10953183,0.0011202915,0.000068220026,0.0001983436,0.00014623546,0.0006955935,0.09579272],"genre_scores_gemma":[0.9916021,0.000014672148,0.0037798453,0.000047470618,0.000012593226,0.000049049668,0.000051527888,0.00003833444,0.0044042794],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972204,0.0010999268,0.00025236013,0.0006309626,0.0005313557,0.00026501066],"domain_scores_gemma":[0.9739199,0.016258124,0.0027341007,0.0026573825,0.0029536583,0.0014768551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00528039,0.00049579225,0.0002546165,0.0011462567,0.00065861456,0.004590945,0.0006514868,0.001221609,0.02016613],"category_scores_gemma":[0.029854918,0.00029417724,0.00032100783,0.000365463,0.0014549604,0.0032604327,0.0016131327,0.0010973195,0.0015606374],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027189925,0.0023359705,0.15730482,0.0007098218,0.0003843844,0.0016039371,0.02038045,0.03295374,0.119205356,0.32573834,0.004138021,0.33252618],"study_design_scores_gemma":[0.00047250788,0.0033176134,0.22029786,0.00025757027,0.00058427063,0.0029835168,0.017249428,0.37665963,0.08330123,0.26721707,0.027237566,0.00042170135],"about_ca_topic_score_codex":0.00088780536,"about_ca_topic_score_gemma":0.00035574677,"teacher_disagreement_score":0.02016613,"about_ca_system_score_codex":0.00086432777,"about_ca_system_score_gemma":0.00085790147,"threshold_uncertainty_score":0.067462444},"labels":[],"label_agreement":null},{"id":"W2092271682","doi":"10.7202/045079ar","title":"Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety","year":2010,"lang":"en","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Interpreter; Foreign language anxiety; Interpretation (philosophy); Foreign language; Trait anxiety; Clinical psychology; Developmental psychology; Cognitive psychology; Linguistics; Mathematics education; Psychiatry; Computer science","score_opus":0.036933545507147725,"score_gpt":0.29318802838523395,"score_spread":0.2562544828780862,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092271682","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7420291,0.11762201,0.0458951,0.056954477,0.0016680405,0.0015359082,0.000869943,0.00017415719,0.03325138],"genre_scores_gemma":[0.9634791,0.013953626,0.01816012,0.001968168,0.0005206521,0.0011461569,0.00020324849,0.000012412717,0.0005564326],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98578936,0.009477738,0.0010508057,0.001218692,0.0021577673,0.00030557744],"domain_scores_gemma":[0.895531,0.08723814,0.0077788895,0.0028400712,0.005112498,0.0014993902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03781319,0.0010052114,0.0014852019,0.00466119,0.0012356455,0.0046714414,0.0024971694,0.0016878702,0.0022378305],"category_scores_gemma":[0.079849444,0.00054041063,0.0014938583,0.0041160565,0.0061984626,0.0055346633,0.0024889105,0.0033246235,0.00016551906],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032024196,0.0011006938,0.7156126,0.0023240072,0.0011616683,0.0005779667,0.011079634,0.0010396304,0.00070250285,0.043225702,0.001847591,0.22100785],"study_design_scores_gemma":[0.00011249587,0.0010181436,0.87248516,0.0051470185,0.0011039119,0.0005330829,0.01716927,0.007485823,0.0007087607,0.088080436,0.0059535657,0.0002023692],"about_ca_topic_score_codex":0.013815042,"about_ca_topic_score_gemma":0.015097912,"teacher_disagreement_score":0.03781319,"about_ca_system_score_codex":0.0035466466,"about_ca_system_score_gemma":0.00962274,"threshold_uncertainty_score":0.19997764},"labels":[],"label_agreement":null},{"id":"W2092279273","doi":"10.1017/s0261444811000334","title":"Research in the Doctoral Program in Second Language Acquisition at the University of Wisconsin-Madison","year":2011,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia; American Educational Research Association","keywords":"Second-language acquisition; Vocabulary; Foreign language; Linguistics; Psychology; Language assessment; Sociology; Pedagogy","score_opus":0.0859448287497175,"score_gpt":0.3234990219678282,"score_spread":0.23755419321811072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092279273","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1581639,0.055563238,0.005117709,0.2800954,0.014973377,0.00075235806,0.0030713999,0.00041714107,0.4818455],"genre_scores_gemma":[0.20599689,0.05249967,0.0069402573,0.009891216,0.0017353591,0.0005956406,0.00087372994,0.00020604568,0.72126126],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985286,0.00038748473,0.000079119774,0.00018715697,0.0005341764,0.00028331153],"domain_scores_gemma":[0.9929269,0.0007473485,0.00025357833,0.000115829214,0.0016708073,0.0042855386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037032692,0.0009290733,0.0007865368,0.002814328,0.006150074,0.0058202217,0.0006731681,0.0011816887,0.050682258],"category_scores_gemma":[0.004648374,0.0004969013,0.00035853832,0.0019139698,0.0019279547,0.0025772096,0.0015731055,0.0031173592,0.0081463335],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023335975,0.0009164385,0.01786872,0.0009101878,0.000036060334,0.0007826684,0.028612234,0.00021072589,0.004519407,0.05610642,0.53465694,0.35514683],"study_design_scores_gemma":[0.000023213137,0.00022978267,0.018151864,0.00092112046,0.000024717845,0.00043596714,0.023016162,0.00017578443,0.0017753962,0.00665021,0.9485646,0.0000311115],"about_ca_topic_score_codex":0.010348321,"about_ca_topic_score_gemma":0.04143165,"teacher_disagreement_score":0.050682258,"about_ca_system_score_codex":0.004846053,"about_ca_system_score_gemma":0.021780273,"threshold_uncertainty_score":0.16954905},"labels":[],"label_agreement":null},{"id":"W2092345677","doi":"10.5539/elt.v7n1p19","title":"An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":86,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Stratified sampling; Mathematics education; Language proficiency; Sample (material); Public speaking; Public university; English language; Medical education; Pedagogy; Linguistics","score_opus":0.00791293654654315,"score_gpt":0.22275754963673183,"score_spread":0.21484461309018868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092345677","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996495,0.000039601444,0.000020652196,0.00004420431,0.000001684962,0.0000055049604,0.0000050956082,6.4861524e-7,0.00023306513],"genre_scores_gemma":[0.99902916,0.0001361764,0.000102717655,0.000064506516,0.000005736139,0.0000118380785,0.000018670324,7.6623405e-7,0.0006304397],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99870336,0.00042059264,0.0001265097,0.000089105466,0.0003067109,0.00035364277],"domain_scores_gemma":[0.9959304,0.0007928318,0.0012982591,0.000095792835,0.00071941916,0.0011633232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019516244,0.00023741696,0.00035103897,0.0011375075,0.0014346357,0.001842512,0.00045090014,0.00060940685,0.0016555366],"category_scores_gemma":[0.005277918,0.00027759073,0.00016691662,0.0008374833,0.0009313533,0.0008383496,0.0013158608,0.00070171955,0.00042780573],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008959715,0.000807751,0.76623374,0.00015620733,0.000010956728,0.0022500495,0.18852763,0.000036664183,0.00459868,0.00023119722,0.0003935562,0.036663998],"study_design_scores_gemma":[0.000007815015,0.0010394191,0.6112363,0.000066845336,0.000010084478,0.002056136,0.3816245,0.000116350304,0.0008440277,0.00014190741,0.0028339874,0.000022589851],"about_ca_topic_score_codex":0.0016239779,"about_ca_topic_score_gemma":0.0037586745,"teacher_disagreement_score":0.0019516244,"about_ca_system_score_codex":0.000589536,"about_ca_system_score_gemma":0.0013569839,"threshold_uncertainty_score":0.0103212595},"labels":[],"label_agreement":null},{"id":"W2093005530","doi":"10.3138/k2u7-h14l-5471-61w0","title":"Training Non-native Second Language Teachers: The Case of Anglophone FSL Teacher Candidates","year":2007,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second language; Psychology; Pedagogy; Mathematics education; Teacher education; Quality (philosophy); Medical education; Medicine; Linguistics","score_opus":0.023739293339100836,"score_gpt":0.25432966476516333,"score_spread":0.2305903714260625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093005530","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937272,0.00022305081,0.00017721891,0.002287599,0.000068041,0.000038309467,0.000009844392,0.000007792584,0.0034609179],"genre_scores_gemma":[0.9893203,0.00035389676,0.00031321176,0.00095953734,0.000041436062,0.000039006147,0.000015861775,0.00001480574,0.008941992],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99723864,0.0009992191,0.000076178745,0.00015401462,0.00029497588,0.0012370095],"domain_scores_gemma":[0.9955983,0.00094530504,0.00047444814,0.00008220075,0.0005227363,0.0023770102],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021934144,0.0004956269,0.0005237098,0.00083148817,0.014272646,0.0037387507,0.001282565,0.0023503844,0.0051582674],"category_scores_gemma":[0.00507559,0.0005410678,0.0003204742,0.0005468258,0.0029160203,0.0009399501,0.0025187717,0.0028681743,0.0010968032],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016536476,0.0012182592,0.04412143,0.00022684419,0.000013296096,0.07726547,0.84266424,0.00017332923,0.0027372735,0.0017394183,0.005459711,0.024215253],"study_design_scores_gemma":[0.000016702548,0.00048807115,0.014204067,0.00010592317,0.000008422358,0.016363436,0.94709915,0.00019043565,0.00052201294,0.00011973366,0.02085335,0.000028733612],"about_ca_topic_score_codex":0.041366722,"about_ca_topic_score_gemma":0.1159888,"teacher_disagreement_score":0.041366722,"about_ca_system_score_codex":0.004407813,"about_ca_system_score_gemma":0.006404573,"threshold_uncertainty_score":0.08225191},"labels":[],"label_agreement":null},{"id":"W2093300757","doi":"10.3138/cmlr.65.3.395","title":"Perceptions of L2 Fluency by Native and Non-native Speakers of English","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":188,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Pronunciation; Psychology; Vocabulary; First language; Linguistics; Perception; Repetition (rhetorical device); Second language; Grammar; Audiology; Mathematics education; Medicine","score_opus":0.009540866247340136,"score_gpt":0.22255817207438608,"score_spread":0.21301730582704595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093300757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993857,0.000038280286,0.000020588683,0.000009992773,0.000001418008,0.0000021938317,0.000009343925,0.0000010983662,0.00053129025],"genre_scores_gemma":[0.99918526,0.00005661138,0.000031495612,0.000020409487,0.0000032407263,0.0000039721704,0.00001816558,0.000001337977,0.0006794805],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.999482,0.00015958122,0.000038295293,0.000047423004,0.00018158373,0.000091234135],"domain_scores_gemma":[0.9974618,0.000995862,0.00055798556,0.00008442957,0.00044708262,0.00045277242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010512026,0.00020862136,0.00027257425,0.00065441744,0.00048337306,0.0011018799,0.00013485871,0.00030906298,0.002246976],"category_scores_gemma":[0.0047464767,0.0001414808,0.00015230174,0.00021043855,0.00067831454,0.00047964277,0.0005707733,0.00034486598,0.0003654071],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010199961,0.00033972436,0.7477345,0.00009092019,0.00006341637,0.0021190392,0.1995207,0.0001361282,0.018695455,0.000143527,0.00050863,0.029627994],"study_design_scores_gemma":[0.000013445153,0.0010045031,0.8259029,0.000018313276,0.000018048897,0.001965425,0.16804007,0.00018101568,0.0013645602,0.000077073244,0.0013762249,0.00003847726],"about_ca_topic_score_codex":0.01038979,"about_ca_topic_score_gemma":0.012197361,"teacher_disagreement_score":0.01038979,"about_ca_system_score_codex":0.00027367863,"about_ca_system_score_gemma":0.00018091006,"threshold_uncertainty_score":0.020658672},"labels":[],"label_agreement":null},{"id":"W2094508621","doi":"10.5539/elt.v6n7p46","title":"Use of Communication Strategies by Tourism-Oriented EFL Learners in Relation to Gender and Perceived Language Ability","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Yunnan Normal University; Guangxi University; Yunnan University; Guangxi University for Nationalities","keywords":"Psychology; Data collection; Tourism; Relation (database); Variance (accounting); Mathematics education; Social psychology; Computer science; Statistics","score_opus":0.02267311270041027,"score_gpt":0.25971499497746825,"score_spread":0.23704188227705797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094508621","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994029,0.00005232709,0.000027277576,0.000016972443,0.0000016178939,0.0000026142716,0.000008597262,5.9197737e-7,0.0004870391],"genre_scores_gemma":[0.99878603,0.00011486814,0.00008156254,0.000023956369,0.0000024876151,0.00000601668,0.000023523367,0.0000011068832,0.0009604185],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997118,0.00006915072,0.00003574975,0.000029109364,0.00008002934,0.000074107],"domain_scores_gemma":[0.99786735,0.00061515666,0.00067902217,0.000042461597,0.00030457313,0.00049145863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059288455,0.00030168987,0.00021978168,0.0007027639,0.00041098663,0.001107809,0.00018592308,0.00029696585,0.0028773134],"category_scores_gemma":[0.002943633,0.000097405515,0.00017525828,0.00029916392,0.00037424633,0.0004642555,0.00048213595,0.00037018908,0.00031617485],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014708219,0.000363358,0.9450375,0.0000832813,0.00003484212,0.000822937,0.02793757,0.00006578657,0.005177182,0.0001460916,0.00011959032,0.020064771],"study_design_scores_gemma":[0.000011858232,0.0005453068,0.90032077,0.00006191826,0.00003769444,0.0011705782,0.094606616,0.00037172015,0.0010057897,0.00022755605,0.0016089773,0.000031278174],"about_ca_topic_score_codex":0.0018570041,"about_ca_topic_score_gemma":0.003256784,"teacher_disagreement_score":0.0028773134,"about_ca_system_score_codex":0.00021029172,"about_ca_system_score_gemma":0.00040018454,"threshold_uncertainty_score":0.009625614},"labels":[],"label_agreement":null},{"id":"W2095654012","doi":"","title":"Investigation into the Roles of Iranian Professors Teaching TEFL: A Study Based on Goffman's Footing Theory","year":2011,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Principal (computer security); Ideal (ethics); Checklist; Mathematics education; Foreign language teaching; Pedagogy; Foreign language; Psychology; Sociology; Linguistics; Computer science; Epistemology; Philosophy; Cognitive psychology","score_opus":0.11638798792713717,"score_gpt":0.31140080644923873,"score_spread":0.19501281852210156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2095654012","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9952886,0.000095948366,0.0003722675,0.00045410756,0.000014653816,0.000017285229,0.0000026107623,0.0000015800845,0.003752774],"genre_scores_gemma":[0.99885726,0.000116151125,0.00029188363,0.00011919496,0.000008716935,0.000012239132,0.0000028537484,0.0000011049012,0.00059055333],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968273,0.0019501997,0.00008226415,0.00018088806,0.0005292281,0.00043011544],"domain_scores_gemma":[0.99376374,0.0031680835,0.0014280985,0.00018763133,0.00065102504,0.0008015393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051665325,0.00020660718,0.0002423333,0.0013435974,0.0041381475,0.0021194245,0.0006403606,0.0006850855,0.0015075426],"category_scores_gemma":[0.008904295,0.00023934522,0.00019530917,0.00078409154,0.0035103909,0.0018297101,0.001088004,0.0011008616,0.0002149855],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013595942,0.00070679694,0.18409184,0.00013293563,0.00000881927,0.001737222,0.7485265,0.00008846095,0.0033474609,0.01775842,0.0012602769,0.04220526],"study_design_scores_gemma":[0.000026721174,0.0003168179,0.06249912,0.000075540105,0.000011886388,0.0011609435,0.91975075,0.00047207173,0.0007820258,0.001719877,0.013161044,0.000023153405],"about_ca_topic_score_codex":0.0028060034,"about_ca_topic_score_gemma":0.0062015126,"teacher_disagreement_score":0.0051665325,"about_ca_system_score_codex":0.001872379,"about_ca_system_score_gemma":0.0028801893,"threshold_uncertainty_score":0.027323544},"labels":[],"label_agreement":null},{"id":"W2095836097","doi":"10.5430/elr.v2n2p43","title":"A Study on the Perceptions of Secondary School Students regarding the Form-focused and Communication-focused English Instruction","year":2013,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ninth; Psychology; Perception; Mathematics education; Multivariate analysis of variance; Grammar; Curriculum; Preference; Constructive; Pedagogy; Linguistics","score_opus":0.08396648728393907,"score_gpt":0.3528653770415817,"score_spread":0.26889888975764265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2095836097","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997582,0.0000088514325,0.000029727053,0.000010482985,0.000001309914,0.000007087706,0.000009828525,9.4907006e-7,0.00017356058],"genre_scores_gemma":[0.99931574,0.000031016807,0.00007656291,0.00002832366,0.000002591661,0.000016043286,0.000030149633,9.365068e-7,0.00049856555],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994079,0.00014347413,0.000045813547,0.00006504094,0.00017363584,0.00016414428],"domain_scores_gemma":[0.9967924,0.00090863754,0.00068826886,0.000111656715,0.0005393152,0.000959778],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011450584,0.0003565076,0.0003677527,0.0006381825,0.0011804563,0.0010158278,0.00025504484,0.0004196303,0.0018384448],"category_scores_gemma":[0.0026631965,0.00027068943,0.00039129335,0.00049825676,0.0007543097,0.0005601344,0.0004927076,0.0009673168,0.00051205116],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016015535,0.0016814442,0.87227494,0.000101660175,0.000031559957,0.0003864492,0.09697356,0.00004352355,0.0103184655,0.00013625708,0.0002894924,0.017602498],"study_design_scores_gemma":[0.000011617234,0.0020120994,0.91647536,0.000019690113,0.000018598168,0.00019166729,0.07798959,0.00010880765,0.0016157391,0.000051609135,0.0014893229,0.000015838707],"about_ca_topic_score_codex":0.005962753,"about_ca_topic_score_gemma":0.008823323,"teacher_disagreement_score":0.005962753,"about_ca_system_score_codex":0.000528495,"about_ca_system_score_gemma":0.00072987017,"threshold_uncertainty_score":0.011856079},"labels":[],"label_agreement":null},{"id":"W2095870804","doi":"10.5539/elt.v5n3p3","title":"Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Sociocultural perspective; Psychology; Perspective (graphical); Perception; Interpretation (philosophy); Peer feedback; Qualitative research; Pedagogy; Semi-structured interview; Mathematics education; Linguistics; Sociology; Computer science","score_opus":0.021300143585995662,"score_gpt":0.266128540287367,"score_spread":0.24482839670137133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2095870804","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802596,0.0005836348,0.004765417,0.003755225,0.000114850336,0.00011980417,0.00005921761,0.00004348311,0.010298726],"genre_scores_gemma":[0.99803,0.00019714404,0.00061454263,0.00027462092,0.000019884614,0.000034399534,0.00001273668,0.000016449856,0.00080016826],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97306246,0.021692175,0.0011758243,0.0004475523,0.0026251406,0.0009968438],"domain_scores_gemma":[0.9479719,0.037320733,0.0045683505,0.0011416803,0.007602681,0.0013947742],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022337254,0.0007807572,0.0005994862,0.0017572172,0.0043769637,0.0041661393,0.0008165661,0.0014824288,0.0017584865],"category_scores_gemma":[0.04480725,0.00036238634,0.0004228385,0.0010033562,0.0063377265,0.0028412829,0.0031155592,0.0021678333,0.0003004937],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006471413,0.000016725444,0.002966975,0.00012508426,0.0000078041185,0.00053860364,0.9862243,0.00007061129,0.0022409568,0.0006728954,0.00027894968,0.006792384],"study_design_scores_gemma":[0.000009175828,0.0001009204,0.0035117986,0.0002158398,0.000013284416,0.00041746913,0.98107564,0.00045006204,0.0018099132,0.0005059064,0.011850852,0.00003910324],"about_ca_topic_score_codex":0.005051977,"about_ca_topic_score_gemma":0.004750513,"teacher_disagreement_score":0.022337254,"about_ca_system_score_codex":0.0030913344,"about_ca_system_score_gemma":0.0025151381,"threshold_uncertainty_score":0.118132114},"labels":[],"label_agreement":null},{"id":"W2096139728","doi":"10.1002/tesq.222","title":"Is There a Better Time to Focus on Form? Teacher and Learner Views","year":2015,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; York University","funders":"Social Sciences and Humanities Research Council of Canada; University of Toronto; York University","keywords":"Psychology; Preference; Meaning (existential); Second-language acquisition; Value (mathematics); Mathematics education; Pedagogy; Linguistics","score_opus":0.056779360619806936,"score_gpt":0.2649235642635537,"score_spread":0.20814420364374675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096139728","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8868742,0.005086288,0.007542157,0.04791496,0.0002307308,0.000031989333,0.00007639902,0.000060399838,0.052182823],"genre_scores_gemma":[0.99222624,0.0014858091,0.0008991619,0.0020233418,0.000044975226,0.000015774334,0.000021235413,0.000027791744,0.0032557785],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99571145,0.0023722432,0.00025060578,0.00033633693,0.0008792138,0.00045017674],"domain_scores_gemma":[0.9891995,0.005256192,0.0012354731,0.00039395073,0.0021019795,0.0018128422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059685213,0.00015385362,0.00042521927,0.0007658624,0.0015949013,0.004146929,0.0005934372,0.0015912418,0.0035032288],"category_scores_gemma":[0.016675366,0.00020692124,0.00037506386,0.00047323978,0.0046423413,0.0057816855,0.0019901101,0.002485593,0.0005529544],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000168045,0.00018126328,0.07530008,0.0005154692,0.000044057273,0.0015648146,0.7892639,0.00023494534,0.0055283816,0.029155845,0.0065475553,0.09149558],"study_design_scores_gemma":[0.000045432338,0.0003111299,0.030798312,0.0007218041,0.000055760127,0.0027503388,0.8138494,0.00041107042,0.0020671005,0.009444824,0.13944618,0.00009862407],"about_ca_topic_score_codex":0.0029244188,"about_ca_topic_score_gemma":0.003279242,"teacher_disagreement_score":0.0059685213,"about_ca_system_score_codex":0.0017719091,"about_ca_system_score_gemma":0.0017425847,"threshold_uncertainty_score":0.03156495},"labels":[],"label_agreement":null},{"id":"W2096614241","doi":"10.3138/cmlr.64.2.297","title":"Modes of Engagement in Foreign Language Writing: An Activity Theoretical Perspective","year":2007,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Argument (complex analysis); Foreign language; Heuristic; Sociology; Activity theory; Mathematics education; Psychology; Pedagogy; Learning theory; Linguistics; Computer science; Artificial intelligence; Chemistry","score_opus":0.025665918145317112,"score_gpt":0.2754670824541341,"score_spread":0.249801164308817,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096614241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.45746404,0.007769826,0.13646045,0.019014575,0.0002563782,0.0002657787,0.00007735531,0.00015650946,0.3785351],"genre_scores_gemma":[0.9906617,0.00064047734,0.00483958,0.00015979006,0.000038460006,0.00008958197,0.000010198276,0.000011018051,0.0035492533],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9955557,0.0033824507,0.00011459932,0.00027691264,0.00041171486,0.0002585739],"domain_scores_gemma":[0.99340844,0.0049911514,0.00047186666,0.00029344755,0.0004251531,0.00040994294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031302331,0.0003867084,0.00035962244,0.0029139263,0.0024786615,0.008182309,0.0012095371,0.0020142358,0.0027031025],"category_scores_gemma":[0.005503634,0.0002284679,0.0004293249,0.0013635915,0.017089337,0.005650792,0.0033858402,0.0018613826,0.00032281852],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059687532,0.00011777807,0.0099218525,0.00038414006,0.000015633139,0.0006989516,0.3139147,0.001022214,0.0011909971,0.6307286,0.0008242038,0.0411213],"study_design_scores_gemma":[0.00007205268,0.00026029005,0.017205713,0.0010667129,0.00003705408,0.0021917804,0.4298292,0.007933717,0.0020693485,0.39076117,0.14851062,0.00006229143],"about_ca_topic_score_codex":0.002866251,"about_ca_topic_score_gemma":0.0026956713,"teacher_disagreement_score":0.008182309,"about_ca_system_score_codex":0.003836219,"about_ca_system_score_gemma":0.002244499,"threshold_uncertainty_score":0.02783382},"labels":[],"label_agreement":null},{"id":"W2096881740","doi":"10.1558/cj.v26i2.337-362","title":"Virtual Immersion","year":2009,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Immersion (mathematics); Virtual reality; Target culture; Variety (cybernetics); Everyday life; Computer science; Metaverse; Resource (disambiguation); Multimedia; Human–computer interaction; Mixed reality; Pedagogy; Psychology","score_opus":0.028537830801095822,"score_gpt":0.24944782770850496,"score_spread":0.22090999690740915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096881740","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06624702,0.0045082155,0.15794656,0.0032118766,0.002780195,0.00053792686,0.001144266,0.0016897105,0.76193416],"genre_scores_gemma":[0.7627796,0.003614686,0.05280364,0.0023182335,0.00067673996,0.0010117582,0.0016138379,0.00057615706,0.1746054],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991524,0.00025022283,0.000039234565,0.00012272061,0.00032316608,0.00011226337],"domain_scores_gemma":[0.99934596,0.00017131334,0.000032098513,0.00014806294,0.00016143495,0.00014115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064338173,0.0005713285,0.00038108462,0.00048292452,0.00073667424,0.0035279233,0.0008369631,0.00085555046,0.058659922],"category_scores_gemma":[0.003583732,0.0001929753,0.0005502748,0.00032973438,0.0007730953,0.0018395651,0.004641368,0.0010096845,0.0067833816],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000875741,0.00046837056,0.00302089,0.00142869,0.00010116365,0.00071660045,0.0075674923,0.0054238467,0.032900408,0.22398347,0.08690189,0.63661146],"study_design_scores_gemma":[0.000114708826,0.0006706732,0.00420627,0.00043524263,0.000044787845,0.0015845294,0.0024130181,0.0039604795,0.0055842735,0.0562268,0.92466277,0.0000963884],"about_ca_topic_score_codex":0.0008001823,"about_ca_topic_score_gemma":0.0008910351,"teacher_disagreement_score":0.058659922,"about_ca_system_score_codex":0.0004570723,"about_ca_system_score_gemma":0.00063082424,"threshold_uncertainty_score":0.19623703},"labels":[],"label_agreement":null},{"id":"W2097022611","doi":"","title":"Teachers' Roles in Designing Meaningful Tasks for Mediating Language Learning through the Use of ICT: A Reflection on Authentic Learning for Young ELLs.","year":2014,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Reflection (computer programming); Mathematics education; Psychology; Information and Communications Technology; Educational technology; Authentic learning; Pedagogy; Teaching method; Vocabulary development; Computer science; World Wide Web","score_opus":0.03794282188299569,"score_gpt":0.26784056398197836,"score_spread":0.22989774209898267,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097022611","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6571392,0.0046715206,0.07205204,0.037236653,0.00069604215,0.0005839111,0.000109651046,0.00035168199,0.22715944],"genre_scores_gemma":[0.96064293,0.0014185788,0.013434863,0.0010417952,0.000021400501,0.00012005572,0.000020016732,0.000077641496,0.023222685],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9935766,0.0045157326,0.00020462595,0.00030480456,0.00067427434,0.00072397885],"domain_scores_gemma":[0.98709875,0.007800175,0.0006973728,0.00068949733,0.0015753398,0.0021388922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0106387,0.0003579062,0.00023693667,0.00068629277,0.0039037347,0.0068907673,0.0015919768,0.0021066053,0.0031073713],"category_scores_gemma":[0.02146043,0.00041041104,0.0002638562,0.00031321545,0.0084232185,0.0061734077,0.006026426,0.0031202948,0.0014356894],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006687896,0.00028527444,0.0056998706,0.00029316155,0.0000057290727,0.0012975072,0.9042634,0.00021139247,0.0023836822,0.036769927,0.0054845763,0.043238696],"study_design_scores_gemma":[0.00004186093,0.00012138001,0.0035427022,0.00069258764,0.000020963977,0.0008342601,0.8154163,0.00044595147,0.0031610392,0.010097345,0.16559027,0.000035371468],"about_ca_topic_score_codex":0.005911447,"about_ca_topic_score_gemma":0.009612179,"teacher_disagreement_score":0.0106387,"about_ca_system_score_codex":0.00190334,"about_ca_system_score_gemma":0.0062492164,"threshold_uncertainty_score":0.056263506},"labels":[],"label_agreement":null},{"id":"W2097481067","doi":"10.3138/cmlr.2666","title":"The Link between Pronunciation Anxiety and Willingness to Communicate in the Foreign-Language Classroom: The Polish EFL Context","year":2014,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Pronunciation; Psychology; Embarrassment; Communication apprehension; Anxiety; Fear of negative evaluation; Context (archaeology); Situational ethics; Foreign language; Perception; Social psychology; Linguistics; Mathematics education","score_opus":0.022315762003066997,"score_gpt":0.23606619265929127,"score_spread":0.21375043065622426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097481067","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951988,0.0026156143,0.00008033894,0.00032337097,0.00000999237,0.0000046254177,0.000015618545,0.0000016763213,0.0017499725],"genre_scores_gemma":[0.99819523,0.0015048346,0.000036801302,0.00003984653,0.0000067151555,0.0000032428518,0.000010820347,9.315377e-7,0.00020174847],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991678,0.0002934743,0.000064014996,0.00009832549,0.00019699984,0.00017939981],"domain_scores_gemma":[0.99858475,0.0005772542,0.00045176523,0.000036124005,0.00016835798,0.00018184057],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011588582,0.00021380844,0.00035306852,0.0007428575,0.0005977884,0.0019686064,0.0003022092,0.00033508838,0.0014072257],"category_scores_gemma":[0.0031121387,0.00015517682,0.00015437456,0.00090953725,0.0013709611,0.0006046745,0.0010881025,0.00061408844,0.000107989414],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018399082,0.00046349916,0.832029,0.0011266065,0.00010514179,0.003263123,0.06805276,0.00013020626,0.0023036543,0.0018670077,0.0008327175,0.089642204],"study_design_scores_gemma":[0.000006083346,0.00012604726,0.94736874,0.00022744924,0.000056143756,0.0006384461,0.047470864,0.00010981893,0.00035148926,0.00032526764,0.0033047686,0.000014929941],"about_ca_topic_score_codex":0.025795378,"about_ca_topic_score_gemma":0.03539423,"teacher_disagreement_score":0.025795378,"about_ca_system_score_codex":0.0012111265,"about_ca_system_score_gemma":0.0019820763,"threshold_uncertainty_score":0.051290452},"labels":[],"label_agreement":null},{"id":"W2097765129","doi":"10.18806/tesl.v31i0.1185","title":"An Exploratory Study into Trade-off Effects of Complexity, Accuracy, and Fluency on Young Learners’ Oral Task Repetition","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":183,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Mirroring; Repetition (rhetorical device); Task (project management); Psychology; Task analysis; Cognitive psychology; Linguistics; Mathematics education; Social psychology","score_opus":0.05565307095773519,"score_gpt":0.27857855297255885,"score_spread":0.22292548201482365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097765129","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999424,0.00003313275,0.00018482168,0.000004712925,9.773629e-7,0.000022223832,0.00002891952,0.0000034048574,0.00029781475],"genre_scores_gemma":[0.9977768,0.000050409533,0.0010806279,0.000014562733,0.000006519109,0.00008689725,0.00007063106,0.0000084076155,0.00090511155],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99869674,0.00034476508,0.0001433622,0.00031499716,0.00033994933,0.0001602987],"domain_scores_gemma":[0.98905504,0.00762193,0.001251735,0.0006570395,0.0008206284,0.0005935761],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025307056,0.0005680989,0.0007279772,0.00079029397,0.00045624742,0.0011947124,0.0006165392,0.00065007695,0.0026055078],"category_scores_gemma":[0.0085647665,0.00031388417,0.0004448716,0.0003214672,0.0007848555,0.0007784969,0.0011947886,0.00072155346,0.0006239839],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024044593,0.006358828,0.7078162,0.0005528395,0.00015970912,0.0033119037,0.079947375,0.0004945616,0.10103536,0.00044053092,0.00033665248,0.0971415],"study_design_scores_gemma":[0.00003284932,0.00793547,0.9575361,0.0000395552,0.000066384164,0.000888079,0.012132518,0.0006087551,0.019146519,0.00034560513,0.001196933,0.00007122219],"about_ca_topic_score_codex":0.00061749364,"about_ca_topic_score_gemma":0.0011239857,"teacher_disagreement_score":0.0026055078,"about_ca_system_score_codex":0.00025874222,"about_ca_system_score_gemma":0.00027729344,"threshold_uncertainty_score":0.013383806},"labels":[],"label_agreement":null},{"id":"W2097994346","doi":"10.5539/ass.v8n13p181","title":"English Language Proficiency Levels and Needs of International Postgraduate Students: Implications and Recommendations","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Needs analysis; Medical education; Descriptive statistics; Psychology; Mathematics education; Language proficiency; Medicine","score_opus":0.03963749738618035,"score_gpt":0.34227546786199375,"score_spread":0.3026379704758134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097994346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48944217,0.024229666,0.0019674487,0.44783252,0.0013955386,0.00062948564,0.0014173238,0.00016668676,0.032919146],"genre_scores_gemma":[0.9459163,0.02809351,0.0067537753,0.00907155,0.0004146374,0.00057783304,0.0007391697,0.000031317566,0.0084019145],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9979505,0.00083937123,0.00022744336,0.00014541071,0.00036414352,0.0004731745],"domain_scores_gemma":[0.9905466,0.0041270154,0.00071899063,0.00011336305,0.0016112047,0.0028827698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004588039,0.0007209456,0.0006809258,0.0015224628,0.0019012197,0.0028027482,0.0016904491,0.0024276068,0.006104811],"category_scores_gemma":[0.0121614365,0.00033204033,0.0005302161,0.0015060474,0.0010225241,0.0031360744,0.0023273604,0.0022661004,0.0010265743],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043041195,0.0019967342,0.43022877,0.004399687,0.000102839535,0.0067430185,0.043958787,0.0011964283,0.0021083248,0.005271687,0.06587503,0.43768835],"study_design_scores_gemma":[0.0000704605,0.0008898276,0.28865033,0.0069146226,0.00017212807,0.0016116522,0.6481897,0.0015793334,0.0014188492,0.0063687214,0.043972515,0.00016182123],"about_ca_topic_score_codex":0.018582718,"about_ca_topic_score_gemma":0.027655471,"teacher_disagreement_score":0.018582718,"about_ca_system_score_codex":0.0021247044,"about_ca_system_score_gemma":0.01267423,"threshold_uncertainty_score":0.036949158},"labels":[],"label_agreement":null},{"id":"W2098002955","doi":"10.5539/ies.v8n5p158","title":"Improving Efficiency of Teaching the Tatar Language to a Foreign Audience","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tatar; Inefficiency; Foreign language; Language education; Teaching method; Linguistics; The Republic; Mathematics education; Psychology","score_opus":0.08184106567078545,"score_gpt":0.3807719258853372,"score_spread":0.29893086021455173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098002955","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9329594,0.0018345425,0.019562362,0.0026812067,0.00009720448,0.00023199871,0.00016025316,0.0007750767,0.041697998],"genre_scores_gemma":[0.968826,0.0010605393,0.020797487,0.00027519168,0.00006122953,0.00009928059,0.00018102778,0.00014990535,0.008549422],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9922478,0.0038203078,0.00053303427,0.00069485646,0.0021266853,0.00057730987],"domain_scores_gemma":[0.98391366,0.0055890875,0.0027289025,0.0017155175,0.0048052003,0.0012475401],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052914363,0.00044943643,0.0004951922,0.0025850823,0.0011083425,0.00348939,0.0012719393,0.0006168663,0.007523438],"category_scores_gemma":[0.018058129,0.00021289059,0.00043259232,0.0015722788,0.0008407496,0.002277078,0.0016048859,0.00074504997,0.002553118],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043560428,0.0016277948,0.12980431,0.0012839014,0.00014323597,0.00034716504,0.020791486,0.0034093081,0.027244443,0.0060449643,0.005302224,0.80356544],"study_design_scores_gemma":[0.00016937402,0.0020372088,0.76497227,0.0017417021,0.0005709528,0.0015089867,0.03938682,0.013864874,0.054109983,0.011355879,0.11007636,0.00020561524],"about_ca_topic_score_codex":0.004634467,"about_ca_topic_score_gemma":0.004949019,"teacher_disagreement_score":0.007523438,"about_ca_system_score_codex":0.002749712,"about_ca_system_score_gemma":0.0048406227,"threshold_uncertainty_score":0.027984083},"labels":[],"label_agreement":null},{"id":"W2098089244","doi":"10.5539/elt.v5n7p25","title":"The Relationship between Willingness to Communicate and Multiple Intelligences among Learners of English as a Foreign Language","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Foreign language; English as a foreign language; Scale (ratio); Mathematics education; Social psychology","score_opus":0.044130643687476864,"score_gpt":0.2928666720218837,"score_spread":0.24873602833440683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098089244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99962735,0.00002693479,0.000015884785,0.000015277354,9.2208865e-7,0.0000019634956,0.00000512238,5.1821155e-7,0.000306068],"genre_scores_gemma":[0.9997135,0.00002954679,0.000027192615,0.000009215039,0.000002413668,0.0000033730573,0.000010194692,4.803332e-7,0.00020400101],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999329,0.00017341643,0.00009220992,0.00006606811,0.00024203426,0.00009731064],"domain_scores_gemma":[0.9906719,0.0038319614,0.003104136,0.00023432689,0.0007393505,0.0014182173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001154042,0.00021403606,0.0003231332,0.0011586469,0.0004461652,0.0013687277,0.00025034783,0.00047120018,0.0030799725],"category_scores_gemma":[0.007380616,0.00018843183,0.00020348401,0.0004805663,0.00059619837,0.00060400635,0.00064523803,0.0007934576,0.0003282211],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074199226,0.00024794787,0.9845537,0.000026193471,0.000026830467,0.00025069408,0.0073376414,0.000045784895,0.0011683309,0.00007502563,0.00004129317,0.0061523714],"study_design_scores_gemma":[0.00000451011,0.00040163516,0.9814647,0.000013523991,0.000019114837,0.0006823807,0.016358335,0.00025805648,0.00033661147,0.00011082317,0.00033371858,0.00001667407],"about_ca_topic_score_codex":0.0010698043,"about_ca_topic_score_gemma":0.001198008,"teacher_disagreement_score":0.0030799725,"about_ca_system_score_codex":0.00023282043,"about_ca_system_score_gemma":0.00027882203,"threshold_uncertainty_score":0.010303557},"labels":[],"label_agreement":null},{"id":"W2098247896","doi":"10.5539/elt.v4n1p190","title":"Effectiveness of Teaching Approaches of In-service Training Courses for EFL Teachers in Jordanian Schools","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Government (linguistics); Sample (material); Mathematics education; Training (meteorology); Teaching method; Service (business); Medical education; Pedagogy","score_opus":0.07400496912989783,"score_gpt":0.27171507528055133,"score_spread":0.1977101061506535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098247896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998309,0.00012851233,0.00008206321,0.00008726075,0.0000043081245,0.00003322541,0.000008446376,0.0000073105393,0.0013397653],"genre_scores_gemma":[0.99760604,0.00023600597,0.0007209544,0.00007340033,0.000009258865,0.00004652834,0.000023939183,0.0000047226113,0.0012790683],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9963632,0.0019721328,0.00016817354,0.00024396548,0.0005445514,0.00070796924],"domain_scores_gemma":[0.9899248,0.0032761425,0.0018703176,0.00038781183,0.0011973754,0.0033435123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032065092,0.0002717325,0.00033185678,0.00074076257,0.0011302459,0.0013629574,0.000982211,0.0006272858,0.0026075],"category_scores_gemma":[0.010206791,0.00020581344,0.00021722296,0.000533479,0.00063578296,0.0009276236,0.0014352083,0.0006196644,0.00041224106],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025629443,0.019851519,0.21529987,0.0013407101,0.00011179678,0.0005551901,0.118224524,0.0021042908,0.011010458,0.00090458937,0.0021722156,0.62586194],"study_design_scores_gemma":[0.0005104467,0.010697678,0.8355072,0.00062799914,0.0001608301,0.0004648876,0.13046809,0.0018741403,0.0059868577,0.00050887966,0.013115127,0.000077716526],"about_ca_topic_score_codex":0.005550151,"about_ca_topic_score_gemma":0.015294838,"teacher_disagreement_score":0.005550151,"about_ca_system_score_codex":0.002791978,"about_ca_system_score_gemma":0.003703769,"threshold_uncertainty_score":0.020257235},"labels":[],"label_agreement":null},{"id":"W2098398792","doi":"10.5539/elt.v1n2p3","title":"Probing EFL Students’ Language Skill Development in Tertiary Classrooms","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Psychology; Active listening; Reading (process); Mathematics education; Context (archaeology); Test (biology); Affect (linguistics); Foreign language; English as a foreign language; Pedagogy; Linguistics","score_opus":0.014001094510353548,"score_gpt":0.25138387201524665,"score_spread":0.2373827775048931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098398792","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997087,0.00001017843,0.000010884781,0.000009935946,3.7962639e-7,0.0000017560311,0.0000043757723,8.6392646e-7,0.0002528902],"genre_scores_gemma":[0.9994999,0.000023785615,0.000045464632,0.000011177186,7.7694483e-7,0.000004789379,0.0000119142915,6.486431e-7,0.0004013675],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99953926,0.00008655992,0.000039801558,0.000067085144,0.00013097234,0.0001363377],"domain_scores_gemma":[0.9982121,0.00034642278,0.00050137006,0.00007699972,0.00042376554,0.00043937788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009101597,0.00024967635,0.00026459305,0.0014158855,0.0007109396,0.0009029136,0.00032498813,0.00026693175,0.0015142484],"category_scores_gemma":[0.0030481117,0.00018558957,0.00015074036,0.0006592482,0.0007323422,0.00059108663,0.0009996593,0.00060777954,0.00041026104],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007017536,0.0007579937,0.9066459,0.00005865994,0.000009925201,0.0007194494,0.04746283,0.00007287215,0.009766035,0.00016104148,0.00019187028,0.034083262],"study_design_scores_gemma":[0.000005085905,0.00034574835,0.971668,0.000021283484,0.0000062469285,0.00019581114,0.024492308,0.00016590199,0.0023148083,0.0000801559,0.00069479895,0.000009870441],"about_ca_topic_score_codex":0.0050442056,"about_ca_topic_score_gemma":0.0099058375,"teacher_disagreement_score":0.0050442056,"about_ca_system_score_codex":0.0008225325,"about_ca_system_score_gemma":0.0010915056,"threshold_uncertainty_score":0.010029674},"labels":[],"label_agreement":null},{"id":"W2098617271","doi":"10.3138/cmlr.66.6.907","title":"The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Focus (optics); Psychology; Second language; Test (biology); Language proficiency; Mathematics education; Scale (ratio); Linguistics; Developmental psychology; Biology; Geography","score_opus":0.009084376054294154,"score_gpt":0.21897408648637387,"score_spread":0.2098897104320797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098617271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99798113,0.0001382211,0.0001881317,0.000022185317,0.0000017854791,0.0000072193598,0.000013257101,0.000013036641,0.0016350185],"genre_scores_gemma":[0.99859864,0.00011933515,0.00037813975,0.000012937269,0.000001988698,0.000011833023,0.000023442191,0.000005231079,0.00084849546],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99865806,0.0003340786,0.00010230699,0.00026809864,0.0005048363,0.00013259826],"domain_scores_gemma":[0.9947218,0.0022276544,0.0013159967,0.00030899068,0.0007366397,0.0006889956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014948209,0.00023847418,0.00030972602,0.0010267984,0.00042910807,0.0013190819,0.00040658336,0.00037450826,0.0016355265],"category_scores_gemma":[0.009884129,0.00019637335,0.000115784016,0.0002988948,0.0010904975,0.00069393375,0.0012169078,0.00039132262,0.00032650674],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054314546,0.001403347,0.54447997,0.0004985597,0.00005483605,0.0014390597,0.12401407,0.00035543353,0.07181222,0.000942213,0.0009742464,0.25348294],"study_design_scores_gemma":[0.000020857418,0.0012247858,0.96325904,0.000079103454,0.0000241642,0.00091975613,0.0211545,0.00032038643,0.008581556,0.0005770972,0.003795719,0.000043153697],"about_ca_topic_score_codex":0.0025780813,"about_ca_topic_score_gemma":0.004418328,"teacher_disagreement_score":0.0025780813,"about_ca_system_score_codex":0.0004678069,"about_ca_system_score_gemma":0.00048477302,"threshold_uncertainty_score":0.007905483},"labels":[],"label_agreement":null},{"id":"W2098633133","doi":"10.5539/elt.v4n1p26","title":"The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":77,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Mathematics education; Cognition; Listening comprehension; Language proficiency; Descriptive statistics; Test (biology); Communication","score_opus":0.06220765338497025,"score_gpt":0.2741800067689594,"score_spread":0.21197235338398912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098633133","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994143,0.000042024392,0.00003211351,0.000013484822,0.0000015517597,0.0000031701786,0.000010895553,0.0000010784901,0.00048136673],"genre_scores_gemma":[0.99906355,0.00008509617,0.00009550938,0.000019168063,0.000004268961,0.000005802958,0.00004151641,9.76081e-7,0.00068407453],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997315,0.000035046378,0.000036761787,0.000034246612,0.00010080172,0.00006171031],"domain_scores_gemma":[0.9972203,0.00070778903,0.0010173167,0.00009307345,0.00051838707,0.00044309246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059712364,0.00029623206,0.00019912976,0.0009262308,0.00029595458,0.0009778263,0.00016733972,0.00029121537,0.004195238],"category_scores_gemma":[0.0034238817,0.00012665549,0.00017897284,0.0003582064,0.00035904147,0.0003813399,0.00033989834,0.00047168558,0.000599916],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007581947,0.0003329757,0.9733382,0.000028253553,0.000033177006,0.00021950288,0.002888728,0.000035204794,0.0036938407,0.000049437982,0.00009128077,0.019213626],"study_design_scores_gemma":[0.0000032295766,0.0003251562,0.9944009,0.0000082219385,0.000012578551,0.00030128958,0.0041211713,0.000069535046,0.00043490983,0.000045306006,0.00027169476,0.000005959563],"about_ca_topic_score_codex":0.0012284693,"about_ca_topic_score_gemma":0.0021782024,"teacher_disagreement_score":0.004195238,"about_ca_system_score_codex":0.00016034234,"about_ca_system_score_gemma":0.00025365673,"threshold_uncertainty_score":0.01403451},"labels":[],"label_agreement":null},{"id":"W2098666347","doi":"10.3968/j.hess.1927024020130403.3133","title":"The Application of Intercultural Communication Context Theory in Oral English Teaching","year":2013,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Context (archaeology); Class (philosophy); Comprehension; Psychology; Teaching method; Communicative language teaching; Mathematics education; Intercultural relations; Test (biology); Pedagogy; Language education; Computer science","score_opus":0.022764357291106162,"score_gpt":0.3042938628601867,"score_spread":0.2815295055690806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098666347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4784596,0.022434786,0.25387302,0.007510632,0.0011230961,0.0009864855,0.00008950598,0.00012916842,0.23539361],"genre_scores_gemma":[0.9652403,0.0035780058,0.028633023,0.00033061585,0.00009052661,0.00041871818,0.000015924084,0.000011041806,0.0016817846],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99558467,0.0035284637,0.00010902826,0.00022126884,0.00039175586,0.00016481345],"domain_scores_gemma":[0.9955077,0.0034928676,0.00029212306,0.0001752871,0.00029200604,0.00023984718],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030301171,0.00047506185,0.0003704113,0.0015871411,0.001862376,0.0033240754,0.00071652187,0.0007465136,0.0029679649],"category_scores_gemma":[0.0058064256,0.00030038116,0.0005602943,0.001010209,0.0031659475,0.0035448223,0.0022531685,0.0011613076,0.00021542113],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019033159,0.0007045064,0.029363867,0.0013494072,0.00013952359,0.002011215,0.051757738,0.003709485,0.0038980204,0.54267406,0.0015006003,0.36270124],"study_design_scores_gemma":[0.00022069202,0.0018665241,0.10895909,0.0043590097,0.0004496466,0.003509926,0.12309216,0.042932,0.0063636363,0.61978704,0.08815475,0.00030554674],"about_ca_topic_score_codex":0.0023604836,"about_ca_topic_score_gemma":0.0030690983,"teacher_disagreement_score":0.0033240754,"about_ca_system_score_codex":0.0021056042,"about_ca_system_score_gemma":0.0030162456,"threshold_uncertainty_score":0.016025007},"labels":[],"label_agreement":null},{"id":"W2098709122","doi":"10.5539/elt.v1n2p21","title":"What Can We Tell from These Temporal Measures? Temporal Measures as Indices of Oral Proficiency","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Style (visual arts); China; Language proficiency; Interpretation (philosophy); Test (biology); Linguistics; Class (philosophy); Mathematics education; History; Computer science; Artificial intelligence; Philosophy","score_opus":0.04134491252834157,"score_gpt":0.262785068659578,"score_spread":0.22144015613123644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098709122","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5578333,0.076936,0.09596593,0.13221662,0.006171843,0.00044483395,0.006546695,0.00045513327,0.123429716],"genre_scores_gemma":[0.93545544,0.01912828,0.03105879,0.005342557,0.0019407156,0.00053880323,0.0019619898,0.00016072251,0.0044126045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973736,0.0012081674,0.000326716,0.00041225823,0.0005128577,0.00016651455],"domain_scores_gemma":[0.9505717,0.030056467,0.008303393,0.0030521564,0.0059157065,0.0021005059],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011491676,0.0008374282,0.0007641456,0.004872864,0.0010333355,0.005159151,0.0015001305,0.0014156502,0.0056545865],"category_scores_gemma":[0.0594029,0.00047966198,0.001076973,0.004917739,0.004281655,0.013766758,0.0027663445,0.00387464,0.00084150175],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048194756,0.0002491025,0.5149408,0.0012547647,0.0006890783,0.00028376136,0.018064676,0.0011800805,0.00095446786,0.09013694,0.014647202,0.35711724],"study_design_scores_gemma":[0.000042520882,0.00060887303,0.7783801,0.0022517846,0.0005300181,0.0005860721,0.04261806,0.003801032,0.001054447,0.11944766,0.05041051,0.00026893255],"about_ca_topic_score_codex":0.0111822905,"about_ca_topic_score_gemma":0.013589359,"teacher_disagreement_score":0.011491676,"about_ca_system_score_codex":0.0013770217,"about_ca_system_score_gemma":0.0016889266,"threshold_uncertainty_score":0.060774505},"labels":[],"label_agreement":null},{"id":"W2099334334","doi":"10.1111/j.1467-9922.2006.00390.x","title":"Second Language Learning and Cultural Representations: Beyond Competence and Identity","year":2006,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; McGill University; University of Ottawa","funders":"","keywords":"Vitality; Psychology; Linguistics; Cultural identity; Language acquisition; Second language; First language; Competence (human resources); Social psychology; Mathematics education; Feeling","score_opus":0.01011573562709796,"score_gpt":0.2772842349079334,"score_spread":0.26716849928083547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099334334","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9725982,0.00062451675,0.0015965955,0.0015427609,0.000010233437,0.000008257147,0.0000134372785,0.000005108627,0.023601012],"genre_scores_gemma":[0.99944013,0.00012815378,0.0001279762,0.000030182156,0.0000021649835,0.0000017931919,0.0000036961455,9.618396e-7,0.00026499483],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99858487,0.0007734216,0.000035821566,0.000110580906,0.00023475639,0.00026053403],"domain_scores_gemma":[0.9962314,0.0015713872,0.00090986124,0.00025270873,0.00033229342,0.00070235576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019738635,0.00024369037,0.00020986628,0.001311298,0.001492337,0.006782161,0.00045638118,0.0005930185,0.0023876135],"category_scores_gemma":[0.0050745597,0.00010495932,0.00018123449,0.0009604901,0.008163473,0.005436699,0.0041763163,0.0011154833,0.000106952706],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014586348,0.00035687804,0.1994708,0.00018460004,0.000062749634,0.00083811337,0.44096288,0.00087207445,0.0017580566,0.23347321,0.00062299956,0.1212518],"study_design_scores_gemma":[0.000029150799,0.0002929846,0.27075982,0.00057878136,0.000064247186,0.0010912272,0.53884834,0.0037688247,0.001842158,0.15832207,0.024293875,0.00010849475],"about_ca_topic_score_codex":0.01030595,"about_ca_topic_score_gemma":0.0071662953,"teacher_disagreement_score":0.01030595,"about_ca_system_score_codex":0.0018713617,"about_ca_system_score_gemma":0.0017166826,"threshold_uncertainty_score":0.020491898},"labels":[],"label_agreement":null},{"id":"W2099548339","doi":"10.1017/s0958344004001429","title":"<i>A principle-based approach to teaching grammar on the web</i>","year":2004,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Grammar; Computer science; Presentation (obstetrics); Adaptability; Class (philosophy); Instructional design; Multimedia; Mathematics education; World Wide Web; Linguistics; Artificial intelligence; Psychology","score_opus":0.050396105947200905,"score_gpt":0.2557167965334401,"score_spread":0.2053206905862392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099548339","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0049663577,0.00068490254,0.63174886,0.011035044,0.0007084189,0.0006871069,0.00013747618,0.001662217,0.34836966],"genre_scores_gemma":[0.093490064,0.0020624509,0.74364924,0.005308228,0.00057648274,0.0012971604,0.00029182507,0.0006321828,0.15269242],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99819994,0.0010422928,0.00006825527,0.00016458819,0.00045210653,0.0000728101],"domain_scores_gemma":[0.99822503,0.00087735074,0.000121324345,0.00030080948,0.00031349863,0.00016197473],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002734339,0.0005529209,0.00025909822,0.0013828132,0.0018672532,0.005844168,0.0016804994,0.0021145912,0.02055076],"category_scores_gemma":[0.0035857179,0.0004510599,0.00075948995,0.0011244987,0.004874927,0.0028050481,0.0026784865,0.0031164612,0.00853427],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034852146,0.00031262706,0.0010315154,0.0006847307,0.00002569554,0.00031691915,0.0065666824,0.0026268773,0.007860448,0.6661817,0.08036861,0.23398922],"study_design_scores_gemma":[0.000036386853,0.00014123778,0.0011396089,0.00041405164,0.000021740909,0.0014483024,0.0017872461,0.006433819,0.004950372,0.22204186,0.76153874,0.00004667755],"about_ca_topic_score_codex":0.0011365494,"about_ca_topic_score_gemma":0.004228322,"teacher_disagreement_score":0.02055076,"about_ca_system_score_codex":0.0015900831,"about_ca_system_score_gemma":0.0021594872,"threshold_uncertainty_score":0.06874913},"labels":[],"label_agreement":null},{"id":"W2099886492","doi":"10.18806/tesl.v30i7.1157","title":"Is It Rude Language? Children Learning Pragmatics Through Visual Narrative","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Formality; Pragmatics; Dialogic; Context (archaeology); Narrative; Psychology; Rubric; Linguistics; Foreign language; Politeness; Language acquisition; Language education; Pedagogy; Mathematics education","score_opus":0.016405565631508454,"score_gpt":0.26793074186073873,"score_spread":0.25152517622923026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099886492","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98964757,0.00060542766,0.0012656539,0.00038131519,0.000016564049,0.000031647985,0.00005415151,0.00007415835,0.007923509],"genre_scores_gemma":[0.98883003,0.001295175,0.0045421715,0.00010620176,0.0000064234728,0.000057837562,0.000065593624,0.000023743798,0.005073043],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9996389,0.00008388176,0.000023889637,0.00007997636,0.000081780156,0.000091666065],"domain_scores_gemma":[0.9994723,0.00019410154,0.000106606334,0.000043623248,0.00005263057,0.00013067662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010990079,0.0006356385,0.00053426466,0.000512984,0.0010589609,0.0026616696,0.0004751873,0.00068865827,0.0019414767],"category_scores_gemma":[0.0015764574,0.00038341383,0.00036452943,0.00022542839,0.0027589065,0.0016068026,0.0019630755,0.001098595,0.00038146516],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002811232,0.0017205913,0.10435865,0.0012197418,0.00006477842,0.017469049,0.6233888,0.0007981465,0.08504236,0.02453919,0.0060228584,0.13509476],"study_design_scores_gemma":[0.00014729536,0.0018548429,0.24372925,0.0013919967,0.0003478089,0.020101503,0.46425217,0.0021982966,0.041646954,0.025362993,0.19866617,0.00030068477],"about_ca_topic_score_codex":0.011027905,"about_ca_topic_score_gemma":0.019201877,"teacher_disagreement_score":0.011027905,"about_ca_system_score_codex":0.0009214397,"about_ca_system_score_gemma":0.0020927757,"threshold_uncertainty_score":0.021927416},"labels":[],"label_agreement":null},{"id":"W2100040014","doi":"10.3138/cmlr.58.4.623","title":"L'alternance de codes chez deux enseignants de français langue seconde, niveau débutant, dans l'enseignement assisté par ordinateur","year":2002,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.0187110913342313,"score_gpt":0.2151187565988199,"score_spread":0.1964076652645886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100040014","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9935574,0.0005865737,0.00041019253,0.00081796246,0.000021306936,0.000011436574,0.00008052489,0.0000052336136,0.0045094336],"genre_scores_gemma":[0.9936201,0.00044447964,0.00033831518,0.00013486155,0.0000052021755,0.000013621546,0.000050510615,0.0000065666345,0.005386183],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99686676,0.0010030399,0.00022287447,0.00033363394,0.0007752835,0.00079846923],"domain_scores_gemma":[0.9896242,0.0035916658,0.0023565493,0.000357811,0.0030916226,0.0009782088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002768258,0.00025968137,0.00026985246,0.001611711,0.0040370324,0.0026744823,0.00041637974,0.0006513629,0.004097432],"category_scores_gemma":[0.009914123,0.00019351703,0.00018263095,0.0025890528,0.0024123231,0.0012038803,0.0016512218,0.00097468065,0.0003603634],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014359028,0.00005253669,0.23643108,0.0001992335,0.000020524356,0.0013270365,0.6880877,0.00009602932,0.0038751205,0.0054553817,0.0016988779,0.06261285],"study_design_scores_gemma":[0.0000067211836,0.000121410754,0.3945507,0.00018684908,0.000029454233,0.0011448371,0.54128677,0.00021166031,0.0011301115,0.0004135044,0.0608595,0.000058388003],"about_ca_topic_score_codex":0.5219474,"about_ca_topic_score_gemma":0.6950146,"teacher_disagreement_score":0.5219474,"about_ca_system_score_codex":0.0057614236,"about_ca_system_score_gemma":0.005920786,"threshold_uncertainty_score":0.9617359},"labels":[],"label_agreement":null},{"id":"W2100103181","doi":"10.5539/elt.v7n9p144","title":"Providing Business English Instruction: Thai Instructors’ Practices and Students’ Perceptions","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Business English; Psychology; Perception; Medical education; Metropolitan area; Business education; Pedagogy; Higher education; Mathematics education; Medicine; Political science","score_opus":0.015695887723047693,"score_gpt":0.2697850297058292,"score_spread":0.2540891419827815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100103181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99885905,0.00005185665,0.000063632324,0.00011493758,0.0000050826225,0.0000054589673,0.0000052357573,0.0000024738806,0.0008923638],"genre_scores_gemma":[0.999015,0.00013378037,0.00009977513,0.000065399,0.0000051839747,0.0000067350106,0.000008630952,0.0000019874697,0.00066351454],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99866736,0.00048511857,0.00012293074,0.000100887635,0.00042148636,0.00020228363],"domain_scores_gemma":[0.9932554,0.0018028899,0.0016173644,0.0001252828,0.0011016704,0.002097415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015532433,0.00013967017,0.00016211643,0.0006210334,0.001324929,0.0023602075,0.00027509284,0.0004338275,0.0021756978],"category_scores_gemma":[0.0070649027,0.00017676436,0.00014500735,0.00054519216,0.0006278064,0.00076909974,0.0008043012,0.000639536,0.00032055093],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011462022,0.0007819555,0.639777,0.00022091159,0.0000213751,0.001585503,0.29893047,0.00008707033,0.0064446274,0.00026801907,0.0009498798,0.05081849],"study_design_scores_gemma":[0.000018442544,0.000890252,0.3139032,0.00020440403,0.000043857654,0.0010013401,0.6715898,0.00061262667,0.0023266384,0.00015832823,0.009196994,0.00005409844],"about_ca_topic_score_codex":0.004071224,"about_ca_topic_score_gemma":0.0063944072,"teacher_disagreement_score":0.004071224,"about_ca_system_score_codex":0.0005518934,"about_ca_system_score_gemma":0.0012103439,"threshold_uncertainty_score":0.008214414},"labels":[],"label_agreement":null},{"id":"W2100236170","doi":"10.3138/cmlr.58.1.44","title":"Integrating Language and Content Teaching through Collaborative Tasks","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":231,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Content (measure theory); Focus (optics); Immersion (mathematics); Mathematics education; Collaborative learning; Multimedia; Psychology; Knowledge management","score_opus":0.03211004112191456,"score_gpt":0.2535478502267263,"score_spread":0.22143780910481176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100236170","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22858086,0.001895215,0.63634783,0.0023173152,0.00035750022,0.0016140844,0.00011498519,0.0019709298,0.12680127],"genre_scores_gemma":[0.6540172,0.00096964766,0.3175082,0.00034385046,0.00018169549,0.0013958095,0.00019366376,0.0002672393,0.025122706],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98979414,0.0066495584,0.00038838352,0.0009484725,0.0012987705,0.00092063204],"domain_scores_gemma":[0.9821547,0.012919224,0.0010024374,0.0015533853,0.0010026081,0.0013676347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062524634,0.0012616772,0.00087432226,0.0020318253,0.002075019,0.0059219534,0.00256543,0.0023590904,0.0060489066],"category_scores_gemma":[0.02553749,0.0003782396,0.0010358819,0.0013178042,0.0031385154,0.0037609695,0.006896856,0.0015541621,0.0028284425],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054489105,0.0016242824,0.0030938792,0.0016043939,0.00007771534,0.00066099287,0.04843866,0.0058752624,0.024431854,0.054742627,0.0057143806,0.8531912],"study_design_scores_gemma":[0.00083015184,0.004465301,0.016168948,0.0016516234,0.00023033675,0.00282572,0.041922826,0.035155136,0.047340423,0.25060028,0.5983043,0.0005048762],"about_ca_topic_score_codex":0.0019380961,"about_ca_topic_score_gemma":0.0021029937,"teacher_disagreement_score":0.0062524634,"about_ca_system_score_codex":0.0016857071,"about_ca_system_score_gemma":0.0028920867,"threshold_uncertainty_score":0.03306663},"labels":[],"label_agreement":null},{"id":"W2100343230","doi":"10.3138/cmlr.63.5.605","title":"Linguistic, Academic, and Cognitive Benefits of French Immersion","year":2007,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":160,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Neuroscience of multilingualism; Cognition; Psychology; Language proficiency; AP French Language; Flexibility (engineering); French immersion; Cognitive flexibility; Metalinguistic awareness; Bilingual education; Linguistics; Mathematics education; Pedagogy; Language assessment","score_opus":0.023019937543369545,"score_gpt":0.24968330510578862,"score_spread":0.2266633675624191,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100343230","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8844134,0.06495579,0.00029618753,0.002962097,0.00011408553,0.000034027908,0.00028343656,0.0000648772,0.046876147],"genre_scores_gemma":[0.98365706,0.012659281,0.00027272647,0.00026157603,0.000074805845,0.000011467045,0.00008424815,0.000005719097,0.0029731612],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994228,0.00016734656,0.000025366955,0.00003974784,0.00023828515,0.000106434956],"domain_scores_gemma":[0.9988794,0.00034058755,0.00024350632,0.000020298494,0.00030420907,0.00021196224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008282627,0.00018337218,0.00026738056,0.0009778547,0.00050059345,0.0012403848,0.0002204272,0.00031507804,0.0047510494],"category_scores_gemma":[0.0024889745,0.000038208265,0.00022376877,0.00087782834,0.00040485163,0.0002665137,0.0005365154,0.00025600544,0.00027584843],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00066348526,0.00077308883,0.11751611,0.0033383376,0.00016963019,0.0012831159,0.0068315966,0.00016380772,0.0075755995,0.002218667,0.005571362,0.8538952],"study_design_scores_gemma":[0.000065888285,0.0018539903,0.90328807,0.001356171,0.0002945132,0.0020689534,0.0087886425,0.000105733234,0.004187278,0.0010359955,0.076920226,0.00003450369],"about_ca_topic_score_codex":0.041037656,"about_ca_topic_score_gemma":0.08164443,"teacher_disagreement_score":0.9589623,"about_ca_system_score_codex":0.0015362442,"about_ca_system_score_gemma":0.0026806134,"threshold_uncertainty_score":0.08159757},"labels":[],"label_agreement":null},{"id":"W2100741612","doi":"10.1177/1046878107308497","title":"It's COWANBUNGA time: Setting up shop in a foreign country","year":2007,"lang":"en","type":"article","venue":"Simulation & Gaming","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Negotiation; Government (linguistics); Class (philosophy); Set (abstract data type); Cross-cultural; Public relations; International business; Business; Pairing; Front (military); Political science; Psychology; Marketing; Computer science; Engineering; Law","score_opus":0.027117982573669878,"score_gpt":0.2895951771082409,"score_spread":0.262477194534571,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100741612","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.855556,0.00037481642,0.008348181,0.012995118,0.0013369744,0.00025008287,0.00018639908,0.0005152348,0.12043721],"genre_scores_gemma":[0.94001126,0.0004051025,0.008944808,0.00282952,0.00011185264,0.000180678,0.00023871251,0.00020832078,0.047069795],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990252,0.0005187405,0.000015354495,0.000066969806,0.000062425046,0.00031131337],"domain_scores_gemma":[0.9972589,0.00035731585,0.00009237536,0.00007673846,0.000094330986,0.0021203412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014203057,0.000660163,0.00041980276,0.00032011513,0.008429681,0.0044964864,0.0012188839,0.0026669696,0.013414681],"category_scores_gemma":[0.0025188928,0.00034540726,0.0007954001,0.00022752727,0.002679154,0.0033306046,0.003605259,0.0033408185,0.003209374],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013506733,0.0056662816,0.02908806,0.0006155871,0.00012048986,0.01493013,0.59830034,0.0028509982,0.012325826,0.038072873,0.21826285,0.078415975],"study_design_scores_gemma":[0.0001497799,0.0013179256,0.009610473,0.00030078515,0.00004909377,0.0026096583,0.6526412,0.0035807423,0.0032353585,0.007232633,0.31907302,0.00019928768],"about_ca_topic_score_codex":0.0036203847,"about_ca_topic_score_gemma":0.010724579,"teacher_disagreement_score":0.013414681,"about_ca_system_score_codex":0.0010449562,"about_ca_system_score_gemma":0.0014193449,"threshold_uncertainty_score":0.044876575},"labels":[],"label_agreement":null},{"id":"W2101513170","doi":"10.3138/cmlr.2081.1","title":"Plurilingual Learners’ Beliefs and Practices Toward Native and Nonnative Language Mediation during Learner-Learner Interaction","year":2015,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mediation; Context (archaeology); Second-language acquisition; Task (project management); Psychology; Class (philosophy); Cognition; Language acquisition; First language; Language proficiency; Linguistics; Pedagogy; Computer science; Mathematics education; Sociology; Artificial intelligence","score_opus":0.04472286632563776,"score_gpt":0.2881427102432687,"score_spread":0.24341984391763094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101513170","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99414116,0.0007229171,0.00037962082,0.00019279939,0.000004858092,0.000010948589,0.0000054698357,0.0000043312816,0.004537909],"genre_scores_gemma":[0.99870586,0.00037062122,0.000170332,0.00003255916,0.0000015602379,0.000008098628,0.0000043212494,0.0000016341722,0.00070505106],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997264,0.0017588531,0.00009882657,0.00015715127,0.00043181132,0.00028944155],"domain_scores_gemma":[0.9952429,0.0030965123,0.0006357874,0.00018850739,0.00050535315,0.00033095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005779227,0.00027066463,0.0002961335,0.001035394,0.002495797,0.0034069018,0.00074549206,0.0006465698,0.001669363],"category_scores_gemma":[0.007741121,0.00012533643,0.00015022294,0.00049968937,0.0028068267,0.0013295112,0.0025141144,0.0006738109,0.0001783905],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006586809,0.00012535547,0.06783088,0.00012781947,0.0000127423245,0.0010912984,0.8829034,0.000045698784,0.0021636775,0.0016276202,0.00024223533,0.043763384],"study_design_scores_gemma":[0.0000059708786,0.00013598718,0.047322355,0.00017329564,0.000018005234,0.0010738546,0.93728733,0.000110824934,0.0012678859,0.0006188314,0.011964689,0.00002092617],"about_ca_topic_score_codex":0.013163895,"about_ca_topic_score_gemma":0.018911643,"teacher_disagreement_score":0.013163895,"about_ca_system_score_codex":0.0013840813,"about_ca_system_score_gemma":0.0020557882,"threshold_uncertainty_score":0.030563831},"labels":[],"label_agreement":null},{"id":"W2101523914","doi":"10.1016/j.system.2008.06.002","title":"Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction","year":2009,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Cronbach's alpha; Construct validity; Construct (python library); Psychology; Reliability (semiconductor); Internal consistency; Content validity; Item analysis; Measure (data warehouse); Consistency (knowledge bases); Mathematics education; Computer science; Psychometrics; Artificial intelligence; Developmental psychology; Data mining","score_opus":0.04311493425480153,"score_gpt":0.2716716348659804,"score_spread":0.22855670061117886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101523914","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98363554,0.000048481907,0.0070199575,0.00033981455,0.00007526604,0.00404822,0.00059273635,0.00011788144,0.004122128],"genre_scores_gemma":[0.9048902,0.0003321479,0.05871191,0.0016898623,0.00006644935,0.014288011,0.0014280865,0.000097087934,0.018496215],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998336,0.000498174,0.00030221083,0.0001785203,0.00035307606,0.00033203964],"domain_scores_gemma":[0.9804299,0.01212526,0.0013079629,0.0006666785,0.0037957008,0.0016745876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006681167,0.00053410704,0.00063057785,0.00088165776,0.0008206028,0.0010683048,0.0006039741,0.0010888381,0.009935542],"category_scores_gemma":[0.014884371,0.00048400727,0.0007494082,0.00041184181,0.00048749126,0.0007591586,0.00080960814,0.0014826335,0.0030677025],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025551405,0.018916342,0.44099894,0.0017759033,0.00012507003,0.001949362,0.119678885,0.0025877904,0.12488133,0.0016563596,0.014075185,0.27079967],"study_design_scores_gemma":[0.0011370195,0.022214234,0.67771536,0.0004310411,0.00019611837,0.0018245644,0.12987489,0.009300962,0.0573587,0.0011946458,0.09831677,0.00043578283],"about_ca_topic_score_codex":0.0013961723,"about_ca_topic_score_gemma":0.0017678662,"teacher_disagreement_score":0.009935542,"about_ca_system_score_codex":0.00085588475,"about_ca_system_score_gemma":0.0015982989,"threshold_uncertainty_score":0.03533387},"labels":[],"label_agreement":null},{"id":"W2102317795","doi":"10.19173/irrodl.v7i2.297","title":"\"It's a unique role!\" Perspectives on tutor attributes and expertise in distance language teaching","year":2006,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"TUTOR; Distance education; Perspective (graphical); Context (archaeology); Computer science; Reflection (computer programming); Professional development; Field (mathematics); Face (sociological concept); Mathematics education; Pedagogy; Engineering ethics; Psychology; Sociology; Engineering; Artificial intelligence","score_opus":0.05568922707019436,"score_gpt":0.3998499830480734,"score_spread":0.34416075597787904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102317795","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.62674487,0.031324606,0.02986816,0.083268106,0.0008383437,0.0000596431,0.00004010516,0.00010327185,0.22775291],"genre_scores_gemma":[0.9926399,0.0023698518,0.0010010416,0.0011266993,0.00008497593,0.000014478836,0.0000035305045,0.000010703754,0.00274897],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9882288,0.009105747,0.00026160854,0.00054140907,0.0010552582,0.00080704613],"domain_scores_gemma":[0.9840739,0.012073635,0.00090711645,0.00034336673,0.0009369773,0.0016650347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00854276,0.0001774608,0.0003208423,0.0014728345,0.004403122,0.007918881,0.0008645185,0.0023883407,0.0027797285],"category_scores_gemma":[0.015703458,0.0001726644,0.00020746133,0.0010957286,0.016080324,0.008613341,0.0065306774,0.0024227304,0.00032563508],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004535358,0.00006494661,0.006020108,0.0003014311,0.000008699943,0.0009859445,0.7149179,0.00032506677,0.00056308304,0.22815785,0.0027928944,0.045816764],"study_design_scores_gemma":[0.00002978673,0.00018686953,0.010247738,0.0009821035,0.000024965362,0.002799227,0.6695008,0.0010579865,0.0009333324,0.12920657,0.18495904,0.00007157776],"about_ca_topic_score_codex":0.0023480442,"about_ca_topic_score_gemma":0.0024049892,"teacher_disagreement_score":0.00854276,"about_ca_system_score_codex":0.0035436957,"about_ca_system_score_gemma":0.0023005807,"threshold_uncertainty_score":0.04517895},"labels":[],"label_agreement":null},{"id":"W2102542423","doi":"10.5539/elt.v8n11p117","title":"Instructors’ Perceived Effectiveness of Current Professional Development Programs at Taif University English Language Center","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Taif University","keywords":"Likert scale; Psychology; Professional development; Perception; Descriptive statistics; Medical education; Scale (ratio); Mathematics education; Pedagogy; Medicine","score_opus":0.02604067726460522,"score_gpt":0.26117184559454176,"score_spread":0.23513116832993655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102542423","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99765694,0.00014090848,0.0002457991,0.00024890958,0.000012809794,0.00001736103,0.000014430127,0.000012727306,0.0016499986],"genre_scores_gemma":[0.9984402,0.0001568949,0.0004005745,0.000062662184,0.000010474857,0.00001553759,0.000016555286,0.000002902683,0.0008940818],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9968321,0.0013138632,0.00021144954,0.0001940942,0.0009749319,0.00047365116],"domain_scores_gemma":[0.97902054,0.005466425,0.0036611066,0.00033032705,0.0052003884,0.0063212295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004115515,0.00013974104,0.00019158305,0.0007277712,0.0010080516,0.0015908828,0.00050004886,0.00040867162,0.0026384061],"category_scores_gemma":[0.015045695,0.00012271425,0.00015902225,0.00034217324,0.00045482352,0.0006420405,0.00064074306,0.0004968584,0.0003303536],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031879317,0.0047213826,0.67175394,0.0007518161,0.00008574574,0.00095433864,0.09048682,0.00044982476,0.010821116,0.0004192436,0.0025396938,0.2166972],"study_design_scores_gemma":[0.000035032226,0.0021244716,0.87534785,0.00023959456,0.000053995453,0.00041521495,0.10860953,0.00092604314,0.00292564,0.00009306021,0.009174694,0.00005487799],"about_ca_topic_score_codex":0.0034139354,"about_ca_topic_score_gemma":0.006126415,"teacher_disagreement_score":0.004115515,"about_ca_system_score_codex":0.0013075765,"about_ca_system_score_gemma":0.0015630554,"threshold_uncertainty_score":0.021765232},"labels":[],"label_agreement":null},{"id":"W2102667937","doi":"10.1558/cj.v22i2.269-284","title":"Using German Web Sites to Teach Culture in German Courses","year":2005,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"German; Foreign language; Computer science; Web application; Foreign language teaching; Element (criminal law); Language education; Mathematics education; Teaching method; Computer-Assisted Instruction; World Wide Web; Pedagogy; Linguistics; Multimedia; Psychology; Political science","score_opus":0.06072384604292124,"score_gpt":0.3460615034743621,"score_spread":0.28533765743144085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102667937","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9065687,0.00079972314,0.0045579677,0.001900928,0.00016137738,0.00010818597,0.0001368918,0.000174223,0.08559199],"genre_scores_gemma":[0.96111965,0.0014077303,0.010080912,0.0003801968,0.000028720377,0.000077300545,0.00017784662,0.00005134664,0.026676247],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996835,0.00013910396,0.000012203666,0.00002915171,0.000061123756,0.000074977565],"domain_scores_gemma":[0.9993826,0.0002099945,0.000038990973,0.000048502985,0.000041724314,0.00027823943],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077775837,0.00029539387,0.00009820273,0.00056337536,0.0007928745,0.00137009,0.0002681173,0.00027896374,0.006247852],"category_scores_gemma":[0.0011607679,0.00014555843,0.00013783103,0.00056895916,0.00041864184,0.0007276211,0.00085896405,0.0005674276,0.0014138186],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003501549,0.007462381,0.0345665,0.00049778604,0.00003812147,0.0010755897,0.021348653,0.0026915565,0.037207056,0.02825335,0.04473551,0.8217734],"study_design_scores_gemma":[0.00038997526,0.0038502524,0.20159914,0.0009019934,0.00015220935,0.001431157,0.04022969,0.005473716,0.10045021,0.016118508,0.62926286,0.0001402768],"about_ca_topic_score_codex":0.0020208133,"about_ca_topic_score_gemma":0.011779192,"teacher_disagreement_score":0.006247852,"about_ca_system_score_codex":0.0011407238,"about_ca_system_score_gemma":0.0010549694,"threshold_uncertainty_score":0.020901144},"labels":[],"label_agreement":null},{"id":"W2102772383","doi":"10.1177/1362168808097160","title":"Becoming a teacher of English in Thailand","year":2008,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Interview; Privilege (computing); Psychology; Subject (documents); Pedagogy; Government (linguistics); Perception; Foreign language; Mathematics education; State (computer science); Teaching method; Sociology; Political science; Linguistics","score_opus":0.11286021827385656,"score_gpt":0.3645814715056915,"score_spread":0.2517212532318349,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102772383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99797183,0.00007573626,0.000029467734,0.00021676433,0.0000071513164,0.00000448374,0.000004725992,0.0000016536515,0.0016882179],"genre_scores_gemma":[0.99750525,0.00016196695,0.00004084966,0.000058967522,0.000005599486,0.0000060257444,0.000009681413,0.0000029305304,0.002208732],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989806,0.00035687492,0.00005090482,0.00009811468,0.00017560278,0.0003379433],"domain_scores_gemma":[0.9963174,0.00058594183,0.00096282316,0.000046521538,0.0003422201,0.0017450354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079922786,0.00012690283,0.00020348905,0.0005220929,0.0043110675,0.0029902204,0.00027540987,0.0005245471,0.0025111889],"category_scores_gemma":[0.0026660769,0.00030649663,0.00011110612,0.0005439026,0.0014405855,0.0011975945,0.0014694156,0.0010032543,0.00032291026],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009427247,0.00017535372,0.2313299,0.00013949121,0.0000070046362,0.007241097,0.7415852,0.000107981505,0.004190265,0.0008658225,0.00083319785,0.013430388],"study_design_scores_gemma":[0.000006263742,0.00015160903,0.15331514,0.000053727177,0.0000058492724,0.0019532454,0.83509886,0.00012271164,0.00039775032,0.00012250351,0.008753721,0.000018679475],"about_ca_topic_score_codex":0.01626209,"about_ca_topic_score_gemma":0.043509375,"teacher_disagreement_score":0.01626209,"about_ca_system_score_codex":0.0015090716,"about_ca_system_score_gemma":0.003118951,"threshold_uncertainty_score":0.032334864},"labels":[],"label_agreement":null},{"id":"W2103148192","doi":"10.1007/978-1-4614-3549-5_10","title":"From Creation to Critique","year":2012,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Reading (process); Mathematics education; Psychology; School teachers; Pedagogy; Linguistics; Philosophy","score_opus":0.04594613627023733,"score_gpt":0.2684186637547537,"score_spread":0.22247252748451637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103148192","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011787028,0.006302025,0.0053398535,0.007275586,0.0009841897,0.000021178019,0.000032787208,0.00011174745,0.978754],"genre_scores_gemma":[0.06395734,0.0032194767,0.0026937164,0.0020330618,0.0007402388,0.000070843445,0.000059211445,0.00034518505,0.92688096],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987664,0.0005623418,0.000031641397,0.00016740117,0.00036503468,0.00010710753],"domain_scores_gemma":[0.99903536,0.00044989414,0.000034124536,0.00022903392,0.00016745312,0.00008406071],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014999228,0.00059829914,0.00039151573,0.0014063778,0.0040894793,0.012246194,0.0009425985,0.0022783894,0.03501335],"category_scores_gemma":[0.0031690653,0.0002878255,0.00025421966,0.0010307481,0.014327168,0.008571303,0.0041449894,0.004012555,0.009325903],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000047782023,0.000009534525,0.000036985308,0.00003990931,0.0000011457005,0.000032064578,0.004417209,0.00004902473,0.00008093256,0.90539443,0.05643795,0.033496052],"study_design_scores_gemma":[0.00000327736,0.0000041652156,0.000056579094,0.0001457979,0.0000013778758,0.000058219048,0.0015408002,0.000070057074,0.00014051955,0.18486683,0.81310827,0.000004062769],"about_ca_topic_score_codex":0.0028278534,"about_ca_topic_score_gemma":0.0058611883,"teacher_disagreement_score":0.03501335,"about_ca_system_score_codex":0.0042488617,"about_ca_system_score_gemma":0.0031100386,"threshold_uncertainty_score":0.11713129},"labels":[],"label_agreement":null},{"id":"W2103179973","doi":"10.5539/ies.v7n11p19","title":"Second Language Grammatical Proficiency and Third Language Acquisition","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language proficiency; Psychology; Persian; Language assessment; Descriptive statistics; Test (biology); Mathematics education; Linguistics; Mathematics; Statistics","score_opus":0.0307458790216902,"score_gpt":0.3479874864572902,"score_spread":0.31724160743560004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103179973","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985514,0.000053625503,0.00003700511,0.00002095242,0.0000021950107,0.0000028634397,0.000018621682,0.000001758725,0.0013116479],"genre_scores_gemma":[0.99945813,0.000039033323,0.00005197784,0.000008235256,0.000002867795,0.000002805892,0.000028602824,0.0000010468887,0.00040734117],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997179,0.000049170747,0.000023072738,0.00005476094,0.0000868303,0.00006818723],"domain_scores_gemma":[0.99736124,0.0007917427,0.0010469174,0.00011796261,0.00032430395,0.00035780933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042021734,0.00023609394,0.0001996088,0.00086952274,0.00023193595,0.0007432692,0.00013567944,0.00022041293,0.00481668],"category_scores_gemma":[0.0034836512,0.00010806739,0.00022680797,0.0003648684,0.00044816564,0.0003317856,0.00038407487,0.00039941617,0.0004099436],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012033785,0.000173084,0.988086,0.000023522603,0.000023449227,0.0004992013,0.0013899199,0.00004706677,0.001990622,0.0002069765,0.000087871274,0.007351915],"study_design_scores_gemma":[0.0000029981113,0.0002457443,0.9976618,0.0000069900493,0.000008618966,0.0004906763,0.00088198466,0.00009137072,0.0002974658,0.000102552614,0.0002064925,0.0000032515493],"about_ca_topic_score_codex":0.002944831,"about_ca_topic_score_gemma":0.004194194,"teacher_disagreement_score":0.00481668,"about_ca_system_score_codex":0.00020639334,"about_ca_system_score_gemma":0.0005135072,"threshold_uncertainty_score":0.0161134},"labels":[],"label_agreement":null},{"id":"W2103187573","doi":"10.3138/cmlr.66.3.343","title":"Non-native English–Speaking Teachers' Negotiations of Program Discourses in Their Construction of Professional Identities within a TESOL Program","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":95,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Negotiation; Pedagogy; Identity (music); Construct (python library); Dialogical self; Sociology; Teacher education; Sociocultural evolution; Professional development; Mathematics education; Psychology; Social science; Social psychology","score_opus":0.013942416179349416,"score_gpt":0.264353748341109,"score_spread":0.25041133216175954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103187573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93448997,0.0004738145,0.0015689165,0.002930953,0.000044049822,0.00005569529,0.000019367964,0.000028468898,0.060388807],"genre_scores_gemma":[0.993486,0.0001671438,0.000281411,0.00013952606,0.0000070589076,0.00002249675,0.000008144923,0.000014422944,0.00587376],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.992226,0.0049074073,0.00017895152,0.00042300482,0.0012149813,0.0010496321],"domain_scores_gemma":[0.9902474,0.0061094495,0.0007391504,0.00039145228,0.0010491387,0.0014633014],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00803117,0.00023199808,0.00028467015,0.0014969234,0.012937926,0.007343946,0.0011393032,0.0011697214,0.002736104],"category_scores_gemma":[0.015257903,0.00024158265,0.00014920197,0.0011187972,0.0140337,0.003548258,0.0065839747,0.0027773278,0.00024011],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014106968,0.000028042377,0.0012734701,0.000016280203,8.608729e-7,0.00013974946,0.9865442,0.000018741099,0.00023914255,0.005997984,0.00030279733,0.005424541],"study_design_scores_gemma":[0.00000459628,0.000022172268,0.0027793755,0.000045137098,0.0000029881794,0.00008346599,0.97144955,0.000081386686,0.00033496454,0.0012248276,0.023962302,0.00000922162],"about_ca_topic_score_codex":0.07661744,"about_ca_topic_score_gemma":0.1469841,"teacher_disagreement_score":0.07661744,"about_ca_system_score_codex":0.013244953,"about_ca_system_score_gemma":0.014242207,"threshold_uncertainty_score":0.15234298},"labels":[],"label_agreement":null},{"id":"W2103298009","doi":"10.1177/1362168813519373","title":"The noticeability and effectiveness of corrective feedback in relation to target type","year":2014,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Carleton University","funders":"","keywords":"Corrective feedback; Psychology; Recall; Test (biology); Past tense; Language proficiency; Cognitive psychology; Mathematics education; Linguistics; Verb","score_opus":0.03567956959772531,"score_gpt":0.3526574880722396,"score_spread":0.3169779184745143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103298009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987903,0.00005743517,0.0004941021,0.000012675276,0.000009810512,0.00017016991,0.000016686558,0.00001399716,0.00043477022],"genre_scores_gemma":[0.99555176,0.00008146031,0.0029627527,0.000026116308,0.000022255488,0.0004729379,0.00003412588,0.000014701874,0.00083389506],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9927127,0.0036893294,0.00066704635,0.0011061246,0.0014783236,0.00034644178],"domain_scores_gemma":[0.923972,0.05897408,0.008981598,0.0038238026,0.0024993832,0.0017490216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076820366,0.00053371064,0.00078102143,0.0004964725,0.0003624456,0.00078804133,0.0006799077,0.00075514434,0.0020691305],"category_scores_gemma":[0.059748348,0.0003687891,0.00025752006,0.00023761105,0.00075579184,0.00085291365,0.00055990944,0.0007640782,0.00024817474],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.07100791,0.09380327,0.14665988,0.0022845601,0.00047205298,0.0004879683,0.03929552,0.001636207,0.26917326,0.00071487273,0.0005681142,0.37389633],"study_design_scores_gemma":[0.003602656,0.32711497,0.57607,0.00021710152,0.0004167487,0.0006173351,0.007224151,0.0029504765,0.07780101,0.00072048407,0.0030758732,0.00018929233],"about_ca_topic_score_codex":0.0005132838,"about_ca_topic_score_gemma":0.0004827257,"teacher_disagreement_score":0.0076820366,"about_ca_system_score_codex":0.00032582326,"about_ca_system_score_gemma":0.00048748683,"threshold_uncertainty_score":0.040627003},"labels":[],"label_agreement":null},{"id":"W2103490517","doi":"","title":"Cultural Awareness of English Words: A Case Study of EFL Learners in China","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Connotation; China; Cultural competence; Competence (human resources); Reading (process); Meaning (existential); Cultural background; Sociology; Social psychology; Pedagogy; History; Research methodology","score_opus":0.0229865190775934,"score_gpt":0.31368446204503686,"score_spread":0.29069794296744345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103490517","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983285,0.00016457829,0.00008306765,0.00030213362,0.0000058282776,0.000020734993,0.000007775956,0.0000021435742,0.0010851955],"genre_scores_gemma":[0.99673957,0.0004656189,0.00031816427,0.00020947708,0.000008679578,0.000021532085,0.000013739499,0.0000072060475,0.0022160022],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99860066,0.0005393561,0.00009694925,0.00014206042,0.00020689271,0.00041413185],"domain_scores_gemma":[0.99810153,0.00063826505,0.0003204896,0.00008962157,0.00022705276,0.00062302704],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016870413,0.0008159139,0.00073683006,0.0018360338,0.011451202,0.0021212182,0.0015478086,0.0022272652,0.003089905],"category_scores_gemma":[0.0037869255,0.00054343545,0.00052700425,0.0016110122,0.004140567,0.002179767,0.0033293653,0.0021037664,0.00034755698],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004610277,0.000533887,0.048083328,0.00016038223,0.000020545436,0.0693255,0.86650133,0.00008371197,0.001494485,0.00077913,0.0005608027,0.012410861],"study_design_scores_gemma":[0.00001309045,0.00021774536,0.027000744,0.000156634,0.00003722378,0.020918392,0.9442544,0.00029737267,0.0009687738,0.0004528117,0.0056406506,0.000042162217],"about_ca_topic_score_codex":0.03428127,"about_ca_topic_score_gemma":0.08540611,"teacher_disagreement_score":0.03428127,"about_ca_system_score_codex":0.004785508,"about_ca_system_score_gemma":0.0041220086,"threshold_uncertainty_score":0.068163455},"labels":[],"label_agreement":null},{"id":"W2103545744","doi":"10.5539/elt.v4n4p121","title":"ESP Needs Analysis of Iranian MA Students: A Case Study of the University of Isfahan","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Needs analysis; Foreign language; Test (biology); English for specific purposes; Subject (documents); Medical education; Pedagogy; Library science; Medicine; Computer science","score_opus":0.024503697702786653,"score_gpt":0.2399816486562299,"score_spread":0.21547795095344324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103545744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983151,0.0000677526,0.00016949257,0.00045941977,0.0000068087434,0.00003962371,0.000006743836,0.0000027047922,0.00093240035],"genre_scores_gemma":[0.9977062,0.00023198221,0.0005633978,0.00021188012,0.000011630657,0.000056117056,0.000013947022,0.0000032745825,0.0012016499],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99775827,0.001122919,0.000100797326,0.0001096814,0.00032657123,0.0005816883],"domain_scores_gemma":[0.99693906,0.0011759707,0.00030882296,0.00007558217,0.0007449397,0.0007555852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003619255,0.00039395638,0.00042288523,0.002064132,0.005939946,0.001870221,0.0012459666,0.0018880607,0.0025847442],"category_scores_gemma":[0.0048392974,0.0003390766,0.00040552948,0.0014072976,0.0013673408,0.0017804125,0.0018019163,0.00161122,0.0003553485],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020963803,0.00301563,0.09479088,0.00042510347,0.000028863153,0.031094586,0.806686,0.0003696723,0.0047873817,0.0029221883,0.00223984,0.053430285],"study_design_scores_gemma":[0.000011092155,0.0003209571,0.023725325,0.00007403537,0.000008412208,0.002400172,0.9652362,0.00047572062,0.0006110162,0.00023306343,0.006884738,0.000019260144],"about_ca_topic_score_codex":0.0049130768,"about_ca_topic_score_gemma":0.009772467,"teacher_disagreement_score":0.005939946,"about_ca_system_score_codex":0.002785749,"about_ca_system_score_gemma":0.0033886093,"threshold_uncertainty_score":0.020212054},"labels":[],"label_agreement":null},{"id":"W2103561691","doi":"10.1525/aeq.2003.34.1.50","title":"\"Quit Talking and Learn English!\": Conflicting Language Ideologies in an ESL Classroom","year":2003,"lang":"en","type":"article","venue":"Anthropology & Education Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Trent University","funders":"","keywords":"Ideology; Pedagogy; Curriculum; Ethnography; Sociology; English as a second language; Language ideology; Order (exchange); Mathematics education; Psychology; Political science; Politics","score_opus":0.019984838436904306,"score_gpt":0.3254150823340485,"score_spread":0.3054302438971442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103561691","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9568826,0.0004600591,0.0008651298,0.0074007823,0.00005985807,0.00002134344,0.000009911603,0.000016170014,0.03428411],"genre_scores_gemma":[0.99695086,0.00016079498,0.00026708117,0.00072460226,0.000012625848,0.000019657798,0.0000056105673,0.000015387424,0.0018432608],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98057127,0.01077222,0.00042612184,0.0010958582,0.0034608378,0.0036736946],"domain_scores_gemma":[0.98714685,0.007079392,0.0019006865,0.0004142004,0.0012563687,0.0022024866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015807727,0.00053879875,0.00087109086,0.0029917704,0.038336262,0.018481258,0.0026563534,0.0031173711,0.0020768305],"category_scores_gemma":[0.015785791,0.00080333505,0.00033068826,0.0014087323,0.06162141,0.006545885,0.013817271,0.007815024,0.00032290656],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017412744,0.000048526286,0.0032915086,0.000014592635,0.0000016944058,0.00032687545,0.9823104,0.000019427727,0.000233853,0.01094201,0.00041462958,0.002379027],"study_design_scores_gemma":[0.000009466429,0.000012871579,0.0018519994,0.000049847695,0.000003961647,0.00011363891,0.98974824,0.000074782736,0.0001707825,0.002152626,0.005799364,0.000012459879],"about_ca_topic_score_codex":0.09827131,"about_ca_topic_score_gemma":0.19129415,"teacher_disagreement_score":0.09827131,"about_ca_system_score_codex":0.019324498,"about_ca_system_score_gemma":0.018667283,"threshold_uncertainty_score":0.19539863},"labels":[],"label_agreement":null},{"id":"W2103570721","doi":"10.3138/cmlr.63.2.199","title":"‘Like Pulling Teeth’: Oral Discourse Practices in a Culturally Diverse Language Arts Classroom","year":2006,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Argument (complex analysis); The arts; Literacy; Sociology; Qualitative research; Language arts; Mathematics education; Psychology; Political science; Social science; Medicine","score_opus":0.03298189136965052,"score_gpt":0.27536336174287346,"score_spread":0.24238147037322294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103570721","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99274373,0.0004055238,0.0002571707,0.00036886233,0.000010099654,0.000023069202,0.000012397778,0.000014970271,0.0061642057],"genre_scores_gemma":[0.99824095,0.00015201696,0.0002501281,0.000055163273,0.0000030462468,0.000008089456,0.000007159838,0.000007252642,0.0012761449],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976064,0.0008449413,0.00010730131,0.00034786438,0.00060710555,0.00048643304],"domain_scores_gemma":[0.9964181,0.0016320087,0.00040312615,0.00012963136,0.0005314378,0.0008857107],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026147894,0.00041850316,0.0006636891,0.0019621088,0.014578659,0.0076809246,0.0014714887,0.0012585057,0.002623822],"category_scores_gemma":[0.004035961,0.0003512266,0.00021067928,0.001449584,0.010382811,0.001272653,0.005775214,0.0014985086,0.00029629364],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012213188,0.00003635171,0.0049233655,0.000051610303,0.0000028875327,0.00058519654,0.98541117,0.000015280919,0.0012156857,0.00043045988,0.00018531267,0.0071305986],"study_design_scores_gemma":[0.0000042213173,0.00003083598,0.008683396,0.00006326293,0.000007945949,0.0003856296,0.98142654,0.000055235774,0.00047168165,0.00016929458,0.008689692,0.000012203901],"about_ca_topic_score_codex":0.33977833,"about_ca_topic_score_gemma":0.5782507,"teacher_disagreement_score":0.33977833,"about_ca_system_score_codex":0.008614012,"about_ca_system_score_gemma":0.015427666,"threshold_uncertainty_score":0.67560124},"labels":[],"label_agreement":null},{"id":"W2103956168","doi":"10.11591/edulearn.v8i3.262","title":"Attitudes and Motivation toward Learning the English Language among Students from Islamic Education System Background: Exploring the Views of Teachers","year":2014,"lang":"en","type":"article","venue":"Journal of Education and Learning (EduLearn)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Mathematics education; Qualitative research; Islam; Motivation to learn; Pedagogy; English language; Sociology; Social science","score_opus":0.041702871413304664,"score_gpt":0.28944763136356305,"score_spread":0.24774475995025838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103956168","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99920815,0.000048191476,0.000024127185,0.00015269616,0.0000038042026,0.0000058689866,0.0000073675956,7.0497964e-7,0.00054917537],"genre_scores_gemma":[0.9990853,0.00010172281,0.00004551756,0.00009531072,0.000004598895,0.000012040278,0.000009162662,0.0000010927782,0.000645159],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989178,0.0004309626,0.000064492815,0.000067315465,0.00024815978,0.00027119595],"domain_scores_gemma":[0.99627304,0.0011572458,0.000975354,0.000077777986,0.0005047356,0.0010118678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020424519,0.000248388,0.0004099026,0.00085902464,0.0025360761,0.002892026,0.0005335509,0.0009607826,0.0019796847],"category_scores_gemma":[0.0047879205,0.00038508404,0.00037434802,0.0004705305,0.0016381558,0.0013539683,0.001442537,0.0017812619,0.00037603444],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009292416,0.0007019504,0.46199873,0.00010121145,0.000019246578,0.0005727262,0.5239952,0.000032387492,0.001873266,0.0004020274,0.00043305897,0.009777305],"study_design_scores_gemma":[0.0000069941534,0.00041529073,0.2525342,0.0000732706,0.000014209668,0.00029793946,0.74456406,0.00012249786,0.00031201332,0.00011305757,0.001523951,0.000022528066],"about_ca_topic_score_codex":0.0071301395,"about_ca_topic_score_gemma":0.01167693,"teacher_disagreement_score":0.0071301395,"about_ca_system_score_codex":0.0011816915,"about_ca_system_score_gemma":0.0011310886,"threshold_uncertainty_score":0.014177263},"labels":[],"label_agreement":null},{"id":"W2104209819","doi":"10.1177/0265532212436659","title":"Topical knowledge and ESL writing","year":2012,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":77,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Impromptu; Cohesion (chemistry); Language proficiency; Psychology; Test (biology); Mathematics education; Language assessment; Second language writing; Test of English as a Foreign Language; English for academic purposes; Task (project management); Pedagogy; Second language; Linguistics; Computer science","score_opus":0.061547222700138966,"score_gpt":0.29217058559962256,"score_spread":0.2306233628994836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104209819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99303716,0.00020001444,0.00041369023,0.00007272478,0.0000062274817,0.0000100093375,0.000026538006,0.000017031913,0.0062165135],"genre_scores_gemma":[0.9978923,0.0001324444,0.00039984894,0.000019513152,0.00000897995,0.000009183703,0.00004872256,0.000008146099,0.0014809008],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973273,0.0007975129,0.00020764527,0.0003107834,0.0011699852,0.00018670908],"domain_scores_gemma":[0.94951856,0.030754382,0.0111277895,0.0019071433,0.003928151,0.0027640124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017523984,0.00030343072,0.00035464356,0.0011746974,0.0005090172,0.0019282273,0.00039443892,0.0003298881,0.00416008],"category_scores_gemma":[0.042420156,0.00013033347,0.0001709647,0.0006123751,0.00110405,0.0010705921,0.001222518,0.0006481987,0.000538443],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00084325374,0.0022312964,0.7010803,0.00026937877,0.00012375845,0.001686136,0.012763438,0.00074395415,0.020715559,0.00086836366,0.00096543756,0.25770906],"study_design_scores_gemma":[0.000026606553,0.0009517952,0.98318696,0.0000791755,0.000053428586,0.0009848257,0.0055111796,0.00082446926,0.0049808193,0.001491023,0.0018764877,0.000033294844],"about_ca_topic_score_codex":0.0014374425,"about_ca_topic_score_gemma":0.00199298,"teacher_disagreement_score":0.00416008,"about_ca_system_score_codex":0.00052286783,"about_ca_system_score_gemma":0.0005677603,"threshold_uncertainty_score":0.01391685},"labels":[],"label_agreement":null},{"id":"W2104353012","doi":"10.5539/elt.v3n4p152","title":"English Language Learning Strategy Use by Chinese Senior High School Students","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Mathematics education; Affect (linguistics); Chinese language; Language acquisition; China; Pedagogy; Metacognition; Cognition; Linguistics","score_opus":0.00760337179549663,"score_gpt":0.25962325859909385,"score_spread":0.2520198868035972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104353012","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997162,0.000017713919,0.0000056438967,0.00000649989,7.8575914e-7,0.000002202846,0.000014124572,6.693303e-7,0.0002361367],"genre_scores_gemma":[0.9992435,0.000050988285,0.00002782016,0.000013888018,0.000001076643,0.0000061823316,0.00006712633,7.8266817e-7,0.00058868015],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99971527,0.000032219952,0.00004223624,0.00003451129,0.00009613212,0.0000796676],"domain_scores_gemma":[0.99918133,0.00010671158,0.00023240654,0.000031608022,0.00018285988,0.00026511957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043624995,0.00031424078,0.00030981906,0.0011943892,0.00041785976,0.00095621054,0.00018973062,0.00028751587,0.0014156443],"category_scores_gemma":[0.0011928787,0.00014785002,0.00023031209,0.00081374217,0.00030307856,0.00036599176,0.00043403887,0.0003089931,0.00024752913],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055596494,0.00022742797,0.9753668,0.000025524012,0.000024557185,0.0001395578,0.0074162325,0.000027796063,0.002023534,0.000048895952,0.00017353267,0.014470575],"study_design_scores_gemma":[0.000005708396,0.00021462701,0.9922367,0.000009596192,0.00001225837,0.0000892745,0.006523302,0.0001541544,0.00031084355,0.000033253644,0.00040070963,0.000009464163],"about_ca_topic_score_codex":0.013464938,"about_ca_topic_score_gemma":0.01968827,"teacher_disagreement_score":0.013464938,"about_ca_system_score_codex":0.0004179006,"about_ca_system_score_gemma":0.00049185334,"threshold_uncertainty_score":0.026773095},"labels":[],"label_agreement":null},{"id":"W2104373049","doi":"10.1002/j.1545-7249.2008.tb00115.x","title":"Form‐Focused Instruction: Isolated or Integrated?","year":2008,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":386,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; University of Toronto","funders":"Office of International Science and Engineering","keywords":"Fluency; Automaticity; Interlanguage; Psychology; Second-language acquisition; Context (archaeology); Language acquisition; Mathematics education; Cognition; Empirical research; Computer science; Cognitive psychology; Pedagogy; Linguistics","score_opus":0.041512455326080076,"score_gpt":0.23041738806837592,"score_spread":0.18890493274229583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104373049","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3859062,0.25252974,0.071578726,0.037574347,0.0031694132,0.0006834165,0.00035206668,0.0010401297,0.24716602],"genre_scores_gemma":[0.9288959,0.03712174,0.019133443,0.0043141344,0.0013565035,0.00033297105,0.00019779075,0.00012381727,0.008523762],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974946,0.00048818436,0.00026734383,0.0004330547,0.0011015489,0.00021526079],"domain_scores_gemma":[0.99517196,0.0020813912,0.00090489787,0.00033879056,0.00081098045,0.000691937],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021128946,0.000512495,0.0010253105,0.0020317112,0.0005700331,0.005099811,0.0013161803,0.0022282784,0.0063196383],"category_scores_gemma":[0.009146145,0.00030661147,0.0006506562,0.0016327174,0.003677698,0.005542543,0.003211022,0.0020283842,0.00090958964],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042471828,0.00057038834,0.0074057425,0.0023940958,0.00012485182,0.00023247176,0.0049805534,0.00018364075,0.0022045728,0.025964502,0.0051607364,0.95035374],"study_design_scores_gemma":[0.001406916,0.0064917305,0.15150595,0.02575595,0.0024167574,0.018253943,0.038742226,0.00661196,0.015552347,0.30540735,0.42756137,0.0002935341],"about_ca_topic_score_codex":0.00079108065,"about_ca_topic_score_gemma":0.0014234484,"teacher_disagreement_score":0.0063196383,"about_ca_system_score_codex":0.0010855626,"about_ca_system_score_gemma":0.0017680093,"threshold_uncertainty_score":0.02114129},"labels":[],"label_agreement":null},{"id":"W2104589610","doi":"10.5539/ies.v3n2p17","title":"Phonics and Semiotics for Early Intervention","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Phonics; Semiotics; Spelling; Reading (process); Literacy; Intervention (counseling); Psychology; Storytelling; Variety (cybernetics); Pedagogy; Mathematics education; Linguistics; Primary education; Narrative; Computer science","score_opus":0.07165625600567817,"score_gpt":0.39198247373023287,"score_spread":0.3203262177245547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104589610","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14420696,0.04794241,0.21681626,0.09187708,0.0027575924,0.0005855275,0.00008569374,0.0012809003,0.4944476],"genre_scores_gemma":[0.8712484,0.015287791,0.08793157,0.002833959,0.00024346673,0.00054856134,0.000048341928,0.00014977579,0.021708027],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982362,0.0011792848,0.000087662076,0.00010424972,0.00025536347,0.00013716088],"domain_scores_gemma":[0.9974389,0.0017175734,0.00019402074,0.00019954528,0.00016650704,0.00028339826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021177894,0.0006414182,0.00033055144,0.0013810279,0.0015109414,0.0032930172,0.0006967019,0.0015229696,0.0071923514],"category_scores_gemma":[0.0037661793,0.00017646089,0.00034804258,0.000516322,0.012161196,0.0027790878,0.0038961787,0.0028125448,0.0009187913],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011484369,0.0006047583,0.0031885684,0.0018523454,0.0000133272415,0.001844063,0.04992828,0.0008180436,0.0060007637,0.39110807,0.014021652,0.5305053],"study_design_scores_gemma":[0.00008137311,0.00053108076,0.008850093,0.0035290818,0.000050695657,0.005361596,0.065075964,0.0017132792,0.009266534,0.3346276,0.57082444,0.0000883012],"about_ca_topic_score_codex":0.0011721076,"about_ca_topic_score_gemma":0.0020461767,"teacher_disagreement_score":0.0071923514,"about_ca_system_score_codex":0.0018372603,"about_ca_system_score_gemma":0.004153099,"threshold_uncertainty_score":0.024060786},"labels":[],"label_agreement":null},{"id":"W2104756343","doi":"10.5539/ijel.v3n2p32","title":"Foreign Language Anxiety and Achievement: Systematic Review","year":2013,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":70,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Foreign language; Psychology; Foreign language anxiety; Linguistics; Systematic review; Cognitive psychology; Mathematics education; Political science; MEDLINE; Philosophy; Law","score_opus":0.014922510067882392,"score_gpt":0.25943261937752965,"score_spread":0.24451010930964726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104756343","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001657644,0.99682945,0.00014727277,0.00018909441,0.00009704976,0.00035598216,0.0004447283,0.0000073748342,0.00027135987],"genre_scores_gemma":[0.017926263,0.9797396,0.0006551,0.00035996173,0.00008672645,0.0007941322,0.00027877832,0.0000046258365,0.00015483118],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9920482,0.0024593077,0.0032358232,0.0006643833,0.0013523921,0.0002397815],"domain_scores_gemma":[0.9507888,0.03527203,0.009151749,0.0006376846,0.0035949918,0.00055467023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00813501,0.0015035436,0.006600491,0.013874526,0.0007499937,0.0028733066,0.0015121037,0.0018307755,0.00505459],"category_scores_gemma":[0.0566682,0.0011115136,0.0063657598,0.0138954725,0.0010993137,0.002653505,0.0019584545,0.00117548,0.0003543727],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016523084,0.000026685095,0.001465748,0.9547903,0.0055917585,0.00016846112,0.00031513258,0.000076849734,0.000090002264,0.00019632635,0.0014963251,0.03561727],"study_design_scores_gemma":[0.00018469531,0.00023932231,0.007575508,0.9379983,0.038576026,0.0005944261,0.00065636844,0.000052388852,0.00013291804,0.00030499848,0.013641313,0.000043728087],"about_ca_topic_score_codex":0.012005998,"about_ca_topic_score_gemma":0.038133122,"teacher_disagreement_score":0.013874526,"about_ca_system_score_codex":0.0036548944,"about_ca_system_score_gemma":0.015499623,"threshold_uncertainty_score":0.043022513},"labels":[],"label_agreement":null},{"id":"W2104920423","doi":"10.5539/elt.v2n3p93","title":"An Analysis on the Importance of Motivation and Strategy in Postgraduates English Acquisition","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Government of Jiangsu Province","keywords":"Psychology; Process (computing); Outcome (game theory); Mathematics education; Second-language acquisition; Goal theory; Pedagogy; Linguistics; Computer science","score_opus":0.014756733340834396,"score_gpt":0.2547104172254671,"score_spread":0.23995368388463273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104920423","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99605054,0.000118846896,0.00016036887,0.00018180374,0.0000042664906,0.000010916549,0.00004228013,0.000002048557,0.003428897],"genre_scores_gemma":[0.9991918,0.000062906845,0.00009186471,0.000012502676,0.00000421972,0.0000055507544,0.000039534796,0.0000013298645,0.0005903208],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989285,0.00024934928,0.00007563915,0.00007977514,0.00043163355,0.0002351406],"domain_scores_gemma":[0.99099815,0.0037123745,0.0014203509,0.00018309265,0.0012150354,0.0024710156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016075148,0.00016472551,0.00027193155,0.0016940138,0.00067634997,0.0013386792,0.00030845008,0.0002917392,0.00449026],"category_scores_gemma":[0.008482572,0.000112366775,0.0006114038,0.0013251228,0.00068015786,0.00077174575,0.0013179973,0.000746445,0.0002692126],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011691972,0.00027702926,0.96263653,0.000054803142,0.00003983604,0.00025162057,0.005157002,0.00012929237,0.000450237,0.0015971189,0.00023843661,0.029051248],"study_design_scores_gemma":[0.0000023959876,0.00008773813,0.9966813,0.0000145098065,0.000012291352,0.000055155982,0.0022032105,0.000171194,0.000074398646,0.00020296994,0.0004908901,0.000003951891],"about_ca_topic_score_codex":0.0067408765,"about_ca_topic_score_gemma":0.0074426043,"teacher_disagreement_score":0.0067408765,"about_ca_system_score_codex":0.0010977482,"about_ca_system_score_gemma":0.0023483033,"threshold_uncertainty_score":0.015021384},"labels":[],"label_agreement":null},{"id":"W2104954849","doi":"10.5539/elt.v6n9p30","title":"From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":88,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Psychology; Active listening; Context (archaeology); Comprehension; Mathematics education; Test (biology); Pedagogy; Linguistics; Communication","score_opus":0.013760720615911489,"score_gpt":0.2751440885805274,"score_spread":0.2613833679646159,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104954849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99859697,0.00006393445,0.00008504792,0.00006121836,0.00001631908,0.000022169917,0.000020039415,0.000016394502,0.0011179196],"genre_scores_gemma":[0.99846447,0.000071969305,0.00037761815,0.000032427724,0.000017155566,0.000022763052,0.000032858195,0.00000462552,0.00097615324],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991823,0.00033984016,0.00007587478,0.00010310195,0.00018814126,0.00011063767],"domain_scores_gemma":[0.9888392,0.007875934,0.00089488627,0.0004992039,0.00052989373,0.0013608737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014356128,0.00026168933,0.00039869602,0.00030970274,0.0005796186,0.00091523916,0.00037339726,0.0004890861,0.005169052],"category_scores_gemma":[0.01401232,0.00011381983,0.0002714063,0.00016084017,0.00041405865,0.0004528411,0.0008510428,0.0005905553,0.00050246937],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01815292,0.019568957,0.170668,0.0018224542,0.00022227045,0.0010588671,0.0665359,0.0007823525,0.098282814,0.00032354658,0.003517433,0.6190645],"study_design_scores_gemma":[0.0007392141,0.024409264,0.87935233,0.00037195857,0.0005031589,0.00047527897,0.052716795,0.0017098984,0.028945863,0.00037956308,0.010270031,0.00012668516],"about_ca_topic_score_codex":0.0012122408,"about_ca_topic_score_gemma":0.0020254527,"teacher_disagreement_score":0.005169052,"about_ca_system_score_codex":0.0003214307,"about_ca_system_score_gemma":0.0004946245,"threshold_uncertainty_score":0.017292261},"labels":[],"label_agreement":null},{"id":"W2104968365","doi":"10.1111/0023-8333.00119","title":"The Role of Gender and Immersion in Communication and Second Language Orientations","year":2000,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Linguistics; Immersion (mathematics)","score_opus":0.008729470974904936,"score_gpt":0.23923611508817194,"score_spread":0.23050664411326702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104968365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987991,0.000080091435,0.00007527927,0.00003831386,0.000006602693,0.0000047253698,0.0000123178215,0.0000020249406,0.0009816064],"genre_scores_gemma":[0.9992592,0.000054259126,0.000045801444,0.000012688751,0.000006149305,0.000005708075,0.000014949205,0.0000017824779,0.0005993776],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999564,0.00014102389,0.000021392802,0.00005197576,0.000114775656,0.00010683841],"domain_scores_gemma":[0.99761236,0.0010069464,0.0005563194,0.00005258305,0.00011806919,0.00065371714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072572986,0.00025347856,0.0002139661,0.00030308665,0.00025093328,0.0009365933,0.00019257625,0.00024750456,0.0042434987],"category_scores_gemma":[0.005177323,0.000086545435,0.0002669888,0.00014957374,0.00052957766,0.0004065144,0.00065500615,0.00044354115,0.000247569],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003951488,0.0019288565,0.8960621,0.00016426275,0.00017117754,0.00066289934,0.0139211025,0.00021027224,0.017890181,0.0010841239,0.00032586115,0.06362775],"study_design_scores_gemma":[0.000027885666,0.0020102635,0.9895516,0.000030202185,0.000031744785,0.0003875396,0.0055040475,0.00024269655,0.0010490837,0.0003833219,0.0007678335,0.000013760899],"about_ca_topic_score_codex":0.0010352831,"about_ca_topic_score_gemma":0.0014886128,"teacher_disagreement_score":0.0042434987,"about_ca_system_score_codex":0.00028835176,"about_ca_system_score_gemma":0.0003443302,"threshold_uncertainty_score":0.014195919},"labels":[],"label_agreement":null},{"id":"W2105088257","doi":"10.3138/cmlr.57.3.402","title":"Using the First Language in the Classroom","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1386,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Class (philosophy); Computer science; Meaning (existential); Comprehension approach; Linguistics; Analogy; Language education; Mathematics education; Language acquisition; Pedagogy; Psychology; Artificial intelligence","score_opus":0.04024706425114337,"score_gpt":0.25586715793959847,"score_spread":0.21562009368845508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105088257","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06521267,0.09290855,0.012173259,0.12131582,0.001648039,0.00006424644,0.00007464653,0.00027392956,0.7063289],"genre_scores_gemma":[0.81419295,0.045220878,0.0052935155,0.016197788,0.00072153815,0.0000920715,0.00005332289,0.00013700205,0.118090935],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99547344,0.0016795744,0.00009766268,0.0005094871,0.0015706784,0.00066905835],"domain_scores_gemma":[0.9952382,0.002351532,0.0005284522,0.00028375548,0.0009681951,0.00062983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036389036,0.00032344018,0.00069960946,0.0019581525,0.0047416477,0.007957985,0.0011567809,0.0020198144,0.0052541015],"category_scores_gemma":[0.0059150434,0.00018952215,0.00025083547,0.0009921195,0.011676313,0.005197828,0.0034746625,0.0025941113,0.0017618454],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037379425,0.00012741872,0.0030673263,0.0008268841,0.0000114905,0.00076613016,0.09104371,0.00019078265,0.0014056534,0.53835416,0.04057088,0.32359815],"study_design_scores_gemma":[0.000014107918,0.000075610275,0.0020118607,0.00086592295,0.0000112007465,0.00055174716,0.021449108,0.00007120765,0.0009247723,0.031889636,0.9421076,0.000027121103],"about_ca_topic_score_codex":0.11151159,"about_ca_topic_score_gemma":0.1648273,"teacher_disagreement_score":0.11151159,"about_ca_system_score_codex":0.011981119,"about_ca_system_score_gemma":0.019169923,"threshold_uncertainty_score":0.22172505},"labels":[],"label_agreement":null},{"id":"W2105223078","doi":"10.5539/ijel.v1n1p115","title":"The Effectiveness of Audio and Video Documents in Developing Listening Comprehension Skill in a Foreign Language","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Comprehension; Computer science; Multimedia; Foreign language; Psychology; Communication; Mathematics education","score_opus":0.02174065821042409,"score_gpt":0.27868202815767973,"score_spread":0.25694136994725564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105223078","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969469,0.0003204628,0.0006612944,0.000049800175,0.000019539615,0.00006586575,0.000020701993,0.000030039979,0.001885481],"genre_scores_gemma":[0.99263704,0.0005620245,0.0048160055,0.00006846559,0.00003153238,0.00013500518,0.000077637334,0.000016008738,0.0016564021],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988931,0.00048393238,0.00008276059,0.00014116178,0.00028844114,0.0001106718],"domain_scores_gemma":[0.98693115,0.009924714,0.0010608631,0.00029470836,0.00072886015,0.0010596632],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015589158,0.0004257421,0.00033570823,0.0005823847,0.00019729258,0.00088417873,0.0003630657,0.0006069353,0.002435647],"category_scores_gemma":[0.01760344,0.00013087096,0.00025588684,0.00023199632,0.00026929012,0.0009490398,0.0005459194,0.00050083356,0.0004312293],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011359935,0.011050754,0.05501139,0.0018005543,0.00016302861,0.001463236,0.024665724,0.00068735075,0.20875181,0.00048100852,0.0013033318,0.68326193],"study_design_scores_gemma":[0.0014708894,0.12806496,0.6698901,0.0012082797,0.0011096187,0.003886388,0.035329804,0.004526184,0.13109471,0.002160979,0.020939948,0.00031801933],"about_ca_topic_score_codex":0.00052171433,"about_ca_topic_score_gemma":0.00068818784,"teacher_disagreement_score":0.002435647,"about_ca_system_score_codex":0.00018965919,"about_ca_system_score_gemma":0.00037188127,"threshold_uncertainty_score":0.008244455},"labels":[],"label_agreement":null},{"id":"W2105254360","doi":"","title":"The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario","year":2011,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Corrective feedback; Psychology; Pedagogy; Perception; Promotion (chess); Autonomy; Mathematics education; Political science","score_opus":0.08244995425308393,"score_gpt":0.30401530608399807,"score_spread":0.22156535183091414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105254360","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9926966,0.0001576631,0.00017804271,0.00081819313,0.000009503714,0.00003607783,0.00002222737,0.0000072128137,0.0060745515],"genre_scores_gemma":[0.9970233,0.00020417337,0.00015433303,0.00011901437,0.0000024055828,0.000017298915,0.000016804031,0.000007394123,0.0024552413],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9945005,0.0019282984,0.00027398503,0.00042523097,0.001559555,0.001312403],"domain_scores_gemma":[0.9902534,0.0032231333,0.0015821689,0.00025439993,0.0025057634,0.0021810848],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005397339,0.0003485195,0.00043109714,0.00090061745,0.011860064,0.0046196016,0.0010431916,0.0009415012,0.0026649614],"category_scores_gemma":[0.011036224,0.00055925234,0.00030763628,0.0010520794,0.007060181,0.0013967821,0.0031214564,0.0014978388,0.00021011656],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005390327,0.000043561417,0.022858713,0.00006240986,0.000005508688,0.0005826997,0.96889615,0.000057775473,0.001681306,0.00060807186,0.00042760296,0.004722283],"study_design_scores_gemma":[0.000009363456,0.000086140055,0.038622946,0.00008724925,0.000010683342,0.00015264229,0.9386503,0.0001782783,0.00046764154,0.00013578447,0.02156425,0.000034730485],"about_ca_topic_score_codex":0.9175816,"about_ca_topic_score_gemma":0.9632232,"teacher_disagreement_score":0.08241838,"about_ca_system_score_codex":0.03745542,"about_ca_system_score_gemma":0.046094276,"threshold_uncertainty_score":0.2717594},"labels":[],"label_agreement":null},{"id":"W2105328183","doi":"10.1177/1362168814541722","title":"Exploring teacher beliefs and classroom practices through reflective practice: A case study","year":2014,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":236,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Reading (process); Meaning (existential); Pedagogy; Teacher education; Mathematics education; Linguistics","score_opus":0.3945722342600789,"score_gpt":0.48726837175656507,"score_spread":0.09269613749648614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105328183","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97624654,0.0004814971,0.0107419975,0.0023125487,0.000053529402,0.00030330147,0.000030263876,0.00006389326,0.009766385],"genre_scores_gemma":[0.98177505,0.0008956523,0.010841053,0.0003366781,0.000027502052,0.00021893482,0.000024368186,0.000042237207,0.0058385013],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98343384,0.012203459,0.00047779927,0.0010087998,0.0017133706,0.0011626895],"domain_scores_gemma":[0.9656764,0.025540384,0.0026975789,0.0022646608,0.0016709482,0.0021500543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011629452,0.0007235649,0.0007459547,0.0018533292,0.0124877,0.005218507,0.0035593214,0.004227017,0.0024860662],"category_scores_gemma":[0.029601939,0.0010088466,0.00055602926,0.0014600251,0.009013488,0.004504318,0.005477144,0.005258889,0.0006796988],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079574,0.0011998478,0.008311701,0.00019833063,0.00001472829,0.0128816245,0.949938,0.00029291693,0.0027471823,0.003176557,0.00058394874,0.020575562],"study_design_scores_gemma":[0.00005091262,0.0006138578,0.004037994,0.00036989982,0.000034570443,0.010756448,0.9537437,0.0010430778,0.003480864,0.001332404,0.024477594,0.000058618287],"about_ca_topic_score_codex":0.0052271774,"about_ca_topic_score_gemma":0.014864654,"teacher_disagreement_score":0.0124877,"about_ca_system_score_codex":0.004022824,"about_ca_system_score_gemma":0.0037567143,"threshold_uncertainty_score":0.061503112},"labels":[],"label_agreement":null},{"id":"W2105668795","doi":"10.5539/ies.v5n4p257","title":"Integrating EAP with EOP: An Eclectic Approach toward the Instruction of Iranian Engineering Undergraduates","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Shahid Chamran University of Ahvaz","keywords":"Syllabus; Vocabulary; Mathematics education; Graduation (instrument); English for academic purposes; Reading (process); Plan (archaeology); Pedagogy; Task (project management); Psychology; Computer science; Engineering; Linguistics; Mechanical engineering","score_opus":0.09542939419840317,"score_gpt":0.32643603020259726,"score_spread":0.23100663600419408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105668795","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71632284,0.0009098983,0.1931017,0.00646336,0.00019363283,0.0022843068,0.000038661692,0.0004357944,0.08024974],"genre_scores_gemma":[0.7223386,0.00070209795,0.26293978,0.0013973062,0.000048115817,0.001029055,0.000054442353,0.000044531655,0.011445978],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99697566,0.0017989227,0.0001217972,0.00029828039,0.0005338782,0.00027141703],"domain_scores_gemma":[0.9982657,0.00066397805,0.00017399386,0.00011415683,0.00035173228,0.00043044967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034243455,0.00041691915,0.0003237305,0.0012014958,0.001961203,0.0023264284,0.0015021225,0.0010806477,0.0017328796],"category_scores_gemma":[0.004233766,0.00029943243,0.00032987335,0.0006629229,0.0022439684,0.0016069211,0.0054665906,0.0022863843,0.00044060667],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017159147,0.005759343,0.010665694,0.0007050362,0.000024733681,0.001058522,0.21227014,0.0016406206,0.024718078,0.044498473,0.0034450023,0.6950428],"study_design_scores_gemma":[0.0006134697,0.0050147427,0.06816469,0.002744979,0.00018685544,0.004289893,0.3737386,0.022655863,0.047589295,0.13919911,0.33550498,0.00029757473],"about_ca_topic_score_codex":0.0013315527,"about_ca_topic_score_gemma":0.0030667942,"teacher_disagreement_score":0.0034243455,"about_ca_system_score_codex":0.0026116513,"about_ca_system_score_gemma":0.0077939513,"threshold_uncertainty_score":0.018948972},"labels":[],"label_agreement":null},{"id":"W2105919635","doi":"10.5539/ijel.v5n2p8","title":"Language Proficiency Level and Intake of Nominal Group Use in Scientific English: A Web Classroom Empirical Study","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Grammar; Competence (human resources); English for specific purposes; Notice; Computer science; Mathematics education; Noun; Psychology; Linguistics; Natural language processing; Political science","score_opus":0.1099600644709,"score_gpt":0.3364440594846215,"score_spread":0.22648399501372152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105919635","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99963677,0.000008516924,0.000034976816,0.0000049164946,6.0426555e-7,0.000007052326,0.000004612105,9.209188e-7,0.00030155908],"genre_scores_gemma":[0.9990903,0.000028951166,0.00011878573,0.000010835773,0.000001590185,0.000016500786,0.000024971798,0.000002848304,0.0007052021],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984244,0.00041117676,0.00014384276,0.00028884356,0.00046810487,0.0002636369],"domain_scores_gemma":[0.9950536,0.0021068798,0.00085472944,0.00025062345,0.0008773,0.00085679593],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019724006,0.00034013236,0.00058452954,0.001040657,0.00066030934,0.0016767596,0.00046985038,0.0006094591,0.0022579192],"category_scores_gemma":[0.0070179533,0.0002677867,0.0002540774,0.00037268156,0.0008962947,0.00080539566,0.0015042365,0.0006675505,0.00069644966],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008784533,0.018660573,0.7976171,0.0002414726,0.000084305255,0.0021891252,0.102252364,0.00028744744,0.026132273,0.00031906928,0.0003593095,0.05097855],"study_design_scores_gemma":[0.000036115947,0.0041350853,0.9365319,0.00004887877,0.000044377815,0.00079420704,0.04996232,0.00057216204,0.005885551,0.00018736807,0.0017683179,0.000033777993],"about_ca_topic_score_codex":0.001226892,"about_ca_topic_score_gemma":0.0013773699,"teacher_disagreement_score":0.0022579192,"about_ca_system_score_codex":0.000372599,"about_ca_system_score_gemma":0.0004520346,"threshold_uncertainty_score":0.01043123},"labels":[],"label_agreement":null},{"id":"W2106470464","doi":"","title":"Oral Competency of ESL Technical Students in Workplace Internships.","year":2009,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Internship; Slang; Face (sociological concept); Pedagogy; Medical education; Psychology; Unit (ring theory); Sociology; Mathematics education; Linguistics; Medicine","score_opus":0.03985833426023714,"score_gpt":0.31242893942077704,"score_spread":0.2725706051605399,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106470464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98831546,0.0001781312,0.00018401824,0.00039823411,0.00004724357,0.000029221621,0.000036749632,0.000015993966,0.010794929],"genre_scores_gemma":[0.9867867,0.00016014988,0.00040521665,0.00035246016,0.000011404944,0.000029334895,0.00006597696,0.000010265865,0.012178484],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983917,0.0003008115,0.00010456479,0.00013986592,0.0006200783,0.00044286225],"domain_scores_gemma":[0.9922471,0.0013394695,0.0012894986,0.00039995406,0.0019509547,0.002772879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034959903,0.00038536958,0.00043969078,0.0011574731,0.0017589638,0.006457417,0.00087192503,0.0010336628,0.009083835],"category_scores_gemma":[0.012377255,0.00026677735,0.0002816756,0.00034522623,0.0016982203,0.001446434,0.0040696217,0.0016426014,0.0028147148],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024547364,0.0032303927,0.4229455,0.00044652665,0.000041410447,0.005334064,0.3024814,0.00033557005,0.021577494,0.0026509538,0.011798258,0.22891302],"study_design_scores_gemma":[0.00005114569,0.0025639038,0.3808032,0.00052162755,0.000046686167,0.0076031764,0.5385037,0.00087629404,0.008460544,0.0027532103,0.05768561,0.00013092048],"about_ca_topic_score_codex":0.0019582168,"about_ca_topic_score_gemma":0.0038742481,"teacher_disagreement_score":0.009083835,"about_ca_system_score_codex":0.0008338363,"about_ca_system_score_gemma":0.0022609206,"threshold_uncertainty_score":0.030388474},"labels":[],"label_agreement":null},{"id":"W2106903498","doi":"10.5539/jel.v1n1p43","title":"The Use of Authentic Texts with Postgraduate Students","year":2012,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Psychology; Mathematics education; Action research; Pedagogy; Action (physics); Teaching method; Computer science; Artificial intelligence","score_opus":0.057524347370888414,"score_gpt":0.307121000102541,"score_spread":0.2495966527316526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106903498","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9088153,0.0008495023,0.026356554,0.0026945288,0.00026934908,0.00074278156,0.00011244566,0.00025969953,0.059899833],"genre_scores_gemma":[0.96556413,0.000641359,0.01835404,0.0008205454,0.00013790393,0.00048233167,0.00009082977,0.00007788957,0.013830966],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9892777,0.006404686,0.0006653871,0.0011887084,0.0020285372,0.00043494516],"domain_scores_gemma":[0.970347,0.015718427,0.0038379116,0.0048415633,0.0023196249,0.0029353988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009821825,0.0005187001,0.0006341399,0.0010021329,0.0034921467,0.004527209,0.0014243779,0.0016458632,0.00982684],"category_scores_gemma":[0.040982343,0.00027811422,0.00041425155,0.00095481996,0.0040089125,0.004607761,0.0073820413,0.0020961093,0.0036120778],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042727913,0.0024434845,0.01995189,0.0015575292,0.000038725877,0.0032062582,0.53310037,0.00040981884,0.0235095,0.010146938,0.004804565,0.40040365],"study_design_scores_gemma":[0.0002755089,0.0073679714,0.036538925,0.0018304746,0.000099719546,0.014955728,0.42337838,0.0014409529,0.039913487,0.018823994,0.45507842,0.00029647254],"about_ca_topic_score_codex":0.00016180093,"about_ca_topic_score_gemma":0.00030986723,"teacher_disagreement_score":0.00982684,"about_ca_system_score_codex":0.00085954653,"about_ca_system_score_gemma":0.0014583964,"threshold_uncertainty_score":0.05194336},"labels":[],"label_agreement":null},{"id":"W2106966663","doi":"10.5539/ass.v7n3p253","title":"The Personality-based Variables and Their Correlations Underlying Willingness to Communicate","year":2011,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Personality; Psychology; Social psychology; Willingness to accept; Big Five personality traits; Willingness to pay; Microeconomics; Economics","score_opus":0.13495766759406078,"score_gpt":0.2974903618582851,"score_spread":0.16253269426422431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106966663","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98909515,0.0002764776,0.0010453337,0.00028160895,0.000025281945,0.000022219823,0.00006117715,0.0000067146866,0.009186116],"genre_scores_gemma":[0.9988771,0.00015306512,0.0004203107,0.000023722283,0.00001621709,0.00000981069,0.00003080908,0.0000020205132,0.00046683892],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905545,0.0005314255,0.0000688212,0.000059466594,0.00020499379,0.000079824094],"domain_scores_gemma":[0.9864661,0.008694792,0.0024636919,0.00053840573,0.00091727887,0.00091978465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001645998,0.00013757577,0.00014019027,0.0010694977,0.00031956256,0.001138707,0.00013404856,0.00035907503,0.0032237237],"category_scores_gemma":[0.012843854,0.000100810474,0.00020029457,0.0008260844,0.0007043519,0.00038123704,0.0005520034,0.0008470854,0.00035157148],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000093418166,0.00013278831,0.96112823,0.0000625443,0.00010570614,0.00031516096,0.0034223602,0.0005040289,0.001030665,0.0033630573,0.00031293064,0.029529128],"study_design_scores_gemma":[0.0000049995447,0.00010874703,0.9931739,0.000021359388,0.000021234968,0.00031556282,0.0025616435,0.0008303807,0.00017866014,0.001745274,0.0010225548,0.000015596639],"about_ca_topic_score_codex":0.0005943292,"about_ca_topic_score_gemma":0.00044307992,"teacher_disagreement_score":0.0032237237,"about_ca_system_score_codex":0.00019027866,"about_ca_system_score_gemma":0.00020889484,"threshold_uncertainty_score":0.010784388},"labels":[],"label_agreement":null},{"id":"W2107692641","doi":"10.1111/modl.12186","title":"The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach","year":2015,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":83,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Utterance; Psychology; Task (project management); Operationalization; Task analysis; Cognitive psychology; Language proficiency; Context (archaeology); Linguistics; Mathematics education","score_opus":0.08701851117703963,"score_gpt":0.3340690691211261,"score_spread":0.24705055794408648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2107692641","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9500571,0.002204059,0.03237322,0.00019209256,0.0000933995,0.010318053,0.0011981708,0.00009850015,0.0034653675],"genre_scores_gemma":[0.8830612,0.0009784093,0.054269433,0.00040471007,0.00008909839,0.05569955,0.0009262784,0.00008371871,0.004487658],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.97827554,0.015729465,0.0013765555,0.0018375291,0.0021539347,0.0006268867],"domain_scores_gemma":[0.95418376,0.03539275,0.0039590397,0.0029444268,0.0031545046,0.0003655254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026253328,0.0012010267,0.0016382103,0.004319441,0.0017409241,0.0026087365,0.001782405,0.0010337357,0.004338215],"category_scores_gemma":[0.03346784,0.00077520445,0.0026732576,0.0027973615,0.001179638,0.0010059979,0.0015151051,0.00078410463,0.0005336148],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014490815,0.009754056,0.5767894,0.006859727,0.007907799,0.0012300467,0.07790516,0.002356178,0.011109845,0.006224959,0.002157375,0.28321472],"study_design_scores_gemma":[0.0026361486,0.045230445,0.8292354,0.0017091082,0.005208573,0.00084341393,0.060240474,0.0146135995,0.011986139,0.006678726,0.021070613,0.0005474461],"about_ca_topic_score_codex":0.010580737,"about_ca_topic_score_gemma":0.012600086,"teacher_disagreement_score":0.026253328,"about_ca_system_score_codex":0.0022922363,"about_ca_system_score_gemma":0.0022619274,"threshold_uncertainty_score":0.13884252},"labels":[],"label_agreement":null},{"id":"W2107923714","doi":"10.1177/1362168807084493","title":"Interacting inside and outside of the language classroom","year":2008,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Class (philosophy); First language; Second language; Language acquisition; Mathematics education; Linguistics; Language proficiency; Process (computing); Pedagogy; Computer science","score_opus":0.09220231173483384,"score_gpt":0.36483373670166447,"score_spread":0.2726314249668306,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2107923714","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97318774,0.0003428045,0.0023179424,0.00026288294,0.000028186592,0.00002246147,0.000024935669,0.000039355295,0.023773665],"genre_scores_gemma":[0.9924759,0.00021319286,0.001203306,0.00010009163,0.00000887986,0.000029522373,0.000022561191,0.00001261843,0.005933953],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9984896,0.0007364243,0.000056492452,0.00020040771,0.00024552943,0.00027139502],"domain_scores_gemma":[0.99855727,0.0005725654,0.00018758155,0.00012156791,0.00013773321,0.00042325683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00084779836,0.00032158918,0.00034508226,0.0005890889,0.0024961627,0.0045182155,0.00046097024,0.0008574038,0.0049421224],"category_scores_gemma":[0.0025654717,0.0001780632,0.00029772872,0.0001874627,0.00235347,0.0015352104,0.0034001556,0.00064828957,0.0007733068],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029759808,0.00046125564,0.07690775,0.00036898372,0.000043133896,0.0022470567,0.74271077,0.00025729238,0.053871587,0.005881466,0.0019831823,0.114969835],"study_design_scores_gemma":[0.00004568255,0.0011238958,0.14746436,0.00029848656,0.000079793674,0.0036924507,0.7479343,0.0006987031,0.011321329,0.0029357395,0.08428755,0.000117756805],"about_ca_topic_score_codex":0.0018962134,"about_ca_topic_score_gemma":0.0031882036,"teacher_disagreement_score":0.0049421224,"about_ca_system_score_codex":0.00044614775,"about_ca_system_score_gemma":0.00077837857,"threshold_uncertainty_score":0.016533017},"labels":[],"label_agreement":null},{"id":"W2108033921","doi":"10.5539/elt.v5n11p1","title":"The Effect of an Intensive English Program on Malaysian Secondary School Students’ Language Proficiency","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Test (biology); Curriculum; English language; Language proficiency; Medical education; Pedagogy; Medicine","score_opus":0.007503822740721642,"score_gpt":0.28589592007759224,"score_spread":0.2783920973368706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108033921","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995919,0.00002088746,0.000018048684,0.000014831243,0.00000620446,0.00006678883,0.000008351674,0.0000025634415,0.00027031993],"genre_scores_gemma":[0.9979547,0.000106192194,0.00054679747,0.00003095655,0.000016415974,0.00022427631,0.000038626265,0.0000016205137,0.0010802962],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.999398,0.00019209135,0.000052435935,0.000100467565,0.00013194668,0.00012499778],"domain_scores_gemma":[0.99716395,0.0009913013,0.00038542013,0.00013370313,0.00017939108,0.0011462216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009162032,0.00038317783,0.00065599044,0.0003801095,0.0004852858,0.0003929242,0.00039844261,0.00039300814,0.0033144853],"category_scores_gemma":[0.0021816595,0.00017845412,0.0004360876,0.00018838153,0.00034057593,0.00034323192,0.0005587395,0.00070013874,0.00022473479],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.056932814,0.41603145,0.07293839,0.0016477373,0.00048175754,0.0009049678,0.00546547,0.0013295704,0.06356221,0.00038006174,0.0010738552,0.37925166],"study_design_scores_gemma":[0.0032804855,0.3247647,0.6556034,0.00013546625,0.00030660024,0.000094669405,0.002244694,0.00066498865,0.011010058,0.00014648303,0.0017012346,0.000047262238],"about_ca_topic_score_codex":0.0010802344,"about_ca_topic_score_gemma":0.0023241055,"teacher_disagreement_score":0.0033144853,"about_ca_system_score_codex":0.00037587478,"about_ca_system_score_gemma":0.0008810309,"threshold_uncertainty_score":0.011088073},"labels":[],"label_agreement":null},{"id":"W2108106812","doi":"10.5539/hes.v2n4p31","title":"Teaching Strategies for Enhancing Peer Interaction among Diverse Learners","year":2012,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Mainland; Cultural diversity; Context (archaeology); Psychology; Multicultural education; Mathematics education; Multiculturalism; Promotion (chess); Higher education; Teaching method; Mainland China; Diversity (politics); Sociology; Political science; Geography","score_opus":0.12226418258657086,"score_gpt":0.38786802012623334,"score_spread":0.2656038375396625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108106812","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9420907,0.00066198467,0.032737967,0.0012073879,0.00012451116,0.0015511878,0.000035110177,0.0005059369,0.0210851],"genre_scores_gemma":[0.90106386,0.0008002522,0.089191385,0.00021550248,0.00006907694,0.0009754894,0.000048361824,0.00006876585,0.0075673065],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99865985,0.00082334754,0.00006235343,0.00013414158,0.00019710597,0.00012313656],"domain_scores_gemma":[0.996725,0.001771956,0.00030207096,0.00022782905,0.00036951678,0.0006036601],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002078909,0.0006665686,0.00037967783,0.000856755,0.0014422019,0.0016434361,0.0013131892,0.0005608096,0.004188116],"category_scores_gemma":[0.005961233,0.00019434025,0.0003669481,0.0003581518,0.00064032676,0.0014465855,0.002415172,0.00057055603,0.0008615075],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038132677,0.0056480835,0.014860702,0.001853105,0.00007054058,0.0025250474,0.14780568,0.0007833097,0.07160194,0.0037358531,0.005070269,0.7456642],"study_design_scores_gemma":[0.0014433064,0.012556466,0.11487331,0.002371769,0.001156559,0.0053544855,0.44760323,0.018503468,0.11411713,0.017605595,0.26403242,0.00038227096],"about_ca_topic_score_codex":0.0005450542,"about_ca_topic_score_gemma":0.0018181587,"teacher_disagreement_score":0.004188116,"about_ca_system_score_codex":0.00037366184,"about_ca_system_score_gemma":0.0010060286,"threshold_uncertainty_score":0.014010668},"labels":[],"label_agreement":null},{"id":"W2108300670","doi":"10.5539/elt.v5n9p59","title":"Experimenting with Dogme in a Mainstream ESL Context","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mainstream; Reputation; Context (archaeology); Mathematics education; Psychology; Pedagogy; Sociology; Political science; Social science; History","score_opus":0.013935467015020063,"score_gpt":0.24071032459276703,"score_spread":0.22677485757774696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108300670","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9858445,0.00005375853,0.0028739078,0.0004969464,0.000022994727,0.00007472934,0.000015059341,0.0000393624,0.010578735],"genre_scores_gemma":[0.99002904,0.00008313251,0.0045827697,0.00027633776,0.00001249792,0.000107489264,0.00001913861,0.00003077602,0.0048588812],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99233365,0.005253503,0.00015197368,0.0006825661,0.00078323897,0.00079501193],"domain_scores_gemma":[0.9893365,0.0066439905,0.00092173816,0.00096702,0.0007999067,0.0013309238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008432093,0.00068958034,0.0006616596,0.0007758418,0.004585063,0.005558332,0.0018497022,0.00232262,0.004389039],"category_scores_gemma":[0.014026057,0.00038488657,0.00030250353,0.00040224646,0.007201035,0.005507947,0.009273326,0.0032884674,0.0008687749],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007903461,0.010568458,0.031608988,0.0006886283,0.00003291217,0.0021631767,0.78239167,0.0011998706,0.032141533,0.026446052,0.002392608,0.10957578],"study_design_scores_gemma":[0.00031475964,0.007134303,0.025418663,0.0004267337,0.000046860132,0.001785098,0.77516145,0.004039887,0.02339826,0.017904261,0.14417614,0.00019350638],"about_ca_topic_score_codex":0.0011292471,"about_ca_topic_score_gemma":0.0041745557,"teacher_disagreement_score":0.008432093,"about_ca_system_score_codex":0.001921473,"about_ca_system_score_gemma":0.002000004,"threshold_uncertainty_score":0.04459369},"labels":[],"label_agreement":null},{"id":"W2108306568","doi":"10.5539/elt.v7n10p22","title":"The Efficacy of Written Corrective Feedback and Language Analytic Ability on Chinese Learners’ Explicit and Implicit Knowledge of English Articles","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Social Science Fund of China; Guangdong University of Foreign Studies; Ministry of Education, India","keywords":"Corrective feedback; Psychology; Linguistics; Mathematics education; Cognitive psychology","score_opus":0.009784265912871425,"score_gpt":0.25624140302039633,"score_spread":0.2464571371075249,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108306568","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997825,0.000027228722,0.00003083403,0.0000038692633,0.0000011838213,0.000006013523,0.000002405415,0.0000012942079,0.00014471501],"genre_scores_gemma":[0.9993906,0.000050989427,0.00023257318,0.0000061263236,0.0000027224626,0.000011998032,0.000009738976,0.0000010911613,0.00029419272],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99926704,0.000257525,0.00007323618,0.00010758864,0.00021723534,0.0000773605],"domain_scores_gemma":[0.9916449,0.0058516082,0.0012150448,0.00032003052,0.00050278445,0.0004656421],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013323558,0.000320334,0.0003014935,0.00025054745,0.00019614224,0.0003447393,0.00026508217,0.0003069645,0.0007832279],"category_scores_gemma":[0.01009996,0.00014092501,0.00015388869,0.00013522092,0.0003436009,0.00035879065,0.00030215157,0.0003992968,0.00010574179],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015487237,0.02353323,0.25281808,0.00080952223,0.00025540224,0.00069530285,0.014768193,0.0011170486,0.23958005,0.00019283801,0.0002350737,0.45050797],"study_design_scores_gemma":[0.0005987505,0.033724878,0.88074154,0.00006368364,0.00029621393,0.0003549804,0.0025188595,0.0019979593,0.07834706,0.00022511205,0.0010694056,0.000061504536],"about_ca_topic_score_codex":0.001110761,"about_ca_topic_score_gemma":0.0016792126,"teacher_disagreement_score":0.0013323558,"about_ca_system_score_codex":0.00018327952,"about_ca_system_score_gemma":0.00044499818,"threshold_uncertainty_score":0.0070462823},"labels":[],"label_agreement":null},{"id":"W2108489144","doi":"10.5539/elt.v6n12p1","title":"The Effect of Pre-Task Planning Time on L2 Learners’ Narrative Writing Performance","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Task (project management); Psychology; Narrative; Test (biology); Plan (archaeology); Mathematics education; Linguistics","score_opus":0.006209737381209983,"score_gpt":0.2348407432890325,"score_spread":0.22863100590782254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108489144","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99921656,0.00007791559,0.00015844441,0.000011012296,0.00000352144,0.000009198871,0.000024874098,0.0000069593248,0.00049149815],"genre_scores_gemma":[0.9982844,0.00009731151,0.00059416506,0.000009642774,0.00000347859,0.00003763964,0.00007005944,0.000005882122,0.0008975878],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99939525,0.00014627555,0.00009881606,0.00012220239,0.00016532913,0.00007219383],"domain_scores_gemma":[0.98919314,0.0063944138,0.0022919322,0.00046534569,0.0005423994,0.0011127412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00074295735,0.00045319108,0.00029203447,0.00028247325,0.00026880862,0.0009118445,0.00029635552,0.00029134256,0.002736898],"category_scores_gemma":[0.009247899,0.000151067,0.00024368899,0.00017672962,0.00024367713,0.00041362553,0.0004658936,0.0005435878,0.00041568076],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014679899,0.009358473,0.4457253,0.0009539145,0.0003307735,0.0029981278,0.02759203,0.0025982761,0.245977,0.00042640872,0.0009310567,0.24842873],"study_design_scores_gemma":[0.000118789765,0.015123764,0.93226725,0.00008703369,0.00017257323,0.0009224271,0.0077003413,0.001550837,0.038611036,0.0006255738,0.0027224603,0.000097883916],"about_ca_topic_score_codex":0.00095800834,"about_ca_topic_score_gemma":0.0013010523,"teacher_disagreement_score":0.002736898,"about_ca_system_score_codex":0.00023268751,"about_ca_system_score_gemma":0.00038202447,"threshold_uncertainty_score":0.00915581},"labels":[],"label_agreement":null},{"id":"W2108674394","doi":"","title":"Multimedia Instruction & Language Learning Attitudes: A Study with University Students","year":2015,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Language proficiency; Second language; Mathematics education; Psychology; Language acquisition; Test (biology); Second-language acquisition; Computer science; Linguistics","score_opus":0.2606469679647508,"score_gpt":0.5205474551345018,"score_spread":0.25990048716975106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108674394","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998361,0.000015988771,0.000014272676,0.000007075264,8.40676e-7,0.0000066228044,0.000002724461,6.250008e-7,0.000115729854],"genre_scores_gemma":[0.9991037,0.000062319596,0.00010559714,0.00004564311,0.0000055675846,0.000027056838,0.000013360655,0.0000012485638,0.0006353563],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994906,0.00017029523,0.000022107148,0.0000650526,0.000109671666,0.00014223855],"domain_scores_gemma":[0.99824286,0.00059173984,0.00023936937,0.0000742126,0.00021586874,0.00063596194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011954785,0.00049454946,0.0005179383,0.000776421,0.0016843837,0.0015339062,0.00041186475,0.0007445797,0.0025603592],"category_scores_gemma":[0.0025127898,0.0003538103,0.00041827757,0.00048594797,0.000622795,0.00068829185,0.00080962776,0.0008962798,0.00060654373],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014722213,0.037221014,0.75460416,0.00022211262,0.000102326994,0.0018680921,0.11207269,0.00017277506,0.032452054,0.00026046092,0.00034298774,0.05920902],"study_design_scores_gemma":[0.00028537604,0.029981287,0.83452386,0.00006716184,0.00015617622,0.0016633524,0.11590326,0.0006144282,0.011915569,0.0002505292,0.004550433,0.000088611036],"about_ca_topic_score_codex":0.002009991,"about_ca_topic_score_gemma":0.002952405,"teacher_disagreement_score":0.0025603592,"about_ca_system_score_codex":0.00041400385,"about_ca_system_score_gemma":0.00064273516,"threshold_uncertainty_score":0.008565187},"labels":[],"label_agreement":null},{"id":"W2108722309","doi":"10.5539/elt.v5n4p57","title":"A Qualitative Study of ESL College Students’Attitudes about Computer-Assisted Writing Classes","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Brainstorming; Psychology; Class (philosophy); Mathematics education; Qualitative research; Qualitative property; Sample (material); Second language writing; Pedagogy; Computer science; Second language; Linguistics","score_opus":0.04150496701954462,"score_gpt":0.36819523807397053,"score_spread":0.32669027105442594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108722309","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937856,0.00013019136,0.0016334131,0.0010642329,0.000040357565,0.00023103821,0.000084680614,0.00001666953,0.0030136618],"genre_scores_gemma":[0.9947791,0.00021502025,0.00084743294,0.00063509366,0.000017905413,0.00031650628,0.000044748915,0.0000166094,0.003127609],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9938122,0.003874526,0.00019795116,0.0004035262,0.0006290254,0.0010826284],"domain_scores_gemma":[0.97579986,0.016511144,0.0016710084,0.00048758124,0.0027450898,0.0027852464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010400075,0.00050582865,0.0008419228,0.0017540315,0.009498418,0.003868768,0.0017536092,0.0014078196,0.0037561487],"category_scores_gemma":[0.017769033,0.0006266168,0.00036989243,0.0014729692,0.0066938563,0.0026483296,0.0031511935,0.0027730362,0.0004332053],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004823446,0.00014696384,0.005253049,0.000080419864,0.0000033552085,0.00064895424,0.9870113,0.000026171756,0.0015478889,0.000574097,0.0002780232,0.0043814857],"study_design_scores_gemma":[0.000006451439,0.00007456276,0.0016521654,0.000060292656,0.0000021302887,0.00013579337,0.9943785,0.000081623184,0.00040222192,0.00011152738,0.0030849886,0.000009663905],"about_ca_topic_score_codex":0.008111174,"about_ca_topic_score_gemma":0.011511714,"teacher_disagreement_score":0.010400075,"about_ca_system_score_codex":0.0047843843,"about_ca_system_score_gemma":0.0049271258,"threshold_uncertainty_score":0.055001497},"labels":[],"label_agreement":null},{"id":"W2108733535","doi":"10.5539/ies.v6n8p21","title":"Relationship between Reading Proficiency, Strategic Competence, and Reading Comprehension Test Performance: A Study of Iranian EFL Learners","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Psychology; Competence (human resources); Language proficiency; Metacognition; Curriculum; Test (biology); Mathematics education; Linguistic competence; Language learning strategies; Comprehension; Reading (process); Pedagogy; Linguistics; Cognition; Social psychology","score_opus":0.18197814685807914,"score_gpt":0.3665417687277353,"score_spread":0.18456362186965616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108733535","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99977833,0.000034851335,0.000029044995,0.000009777752,5.7395835e-7,0.000002714407,0.000007611712,5.211318e-7,0.00013641856],"genre_scores_gemma":[0.99974054,0.000033270044,0.000075219206,0.000012525814,0.0000021370874,0.0000055409205,0.00001691613,7.386084e-7,0.00011312456],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936193,0.00017001417,0.00006618001,0.000110335415,0.00019921665,0.000092269],"domain_scores_gemma":[0.9965958,0.0014777147,0.00093323534,0.00013074429,0.00055798615,0.00030455686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011565335,0.00033930276,0.00034081386,0.00081925106,0.0003845354,0.0006551957,0.00028299782,0.00043822016,0.001044563],"category_scores_gemma":[0.0057162372,0.00017470168,0.0002312664,0.0005952995,0.0005201061,0.00049598276,0.0003209775,0.00049457425,0.00022931861],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008849943,0.00041893378,0.978218,0.000033804045,0.000031989097,0.00039939326,0.009948257,0.000053313768,0.0012558446,0.00004277211,0.00006176012,0.009447311],"study_design_scores_gemma":[0.0000072092116,0.0007877736,0.9892078,0.000010238933,0.000024588922,0.0007793308,0.00789694,0.00022529908,0.00067333505,0.000077464065,0.00029828213,0.000011699675],"about_ca_topic_score_codex":0.0029519056,"about_ca_topic_score_gemma":0.0029981863,"teacher_disagreement_score":0.0029519056,"about_ca_system_score_codex":0.00028490368,"about_ca_system_score_gemma":0.00058012846,"threshold_uncertainty_score":0.00611645},"labels":[],"label_agreement":null},{"id":"W2108834597","doi":"10.5539/elt.v7n5p89","title":"What Do Teachers Need to Support English Learners?","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cultural diversity; Perception; Diversity (politics); Mathematics education; Pedagogy; Cultural competence; Teacher preparation; Qualitative research; Teaching method; Teacher education; Sociology","score_opus":0.01351399465949662,"score_gpt":0.25140206968959516,"score_spread":0.23788807503009854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108834597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53727865,0.032390837,0.0012307258,0.3959597,0.0035515872,0.00020840866,0.0002858512,0.00017637345,0.0289179],"genre_scores_gemma":[0.9376723,0.023588508,0.0027917216,0.027435046,0.0006466144,0.0003096079,0.0002220449,0.000057726505,0.007276341],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.996962,0.0010826124,0.00022264803,0.00023634401,0.0005827427,0.0009136468],"domain_scores_gemma":[0.98398954,0.0032297617,0.0017163346,0.0001995919,0.002083148,0.008781688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004032244,0.00029255307,0.00058804016,0.0006570381,0.0038718435,0.0058301687,0.0010072307,0.0029718108,0.0041925753],"category_scores_gemma":[0.020443281,0.00031447454,0.00033091533,0.0005814726,0.001546745,0.006104715,0.0029147577,0.0025973406,0.0018412354],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024530495,0.0011541969,0.1769102,0.004787087,0.00008471144,0.0040045814,0.29736257,0.00012194294,0.0028794515,0.0035957962,0.091060445,0.41779372],"study_design_scores_gemma":[0.000068995585,0.00027123737,0.046618182,0.002561184,0.000060699498,0.0019378205,0.8031431,0.0001033824,0.00050807634,0.0021964153,0.1424696,0.00006129944],"about_ca_topic_score_codex":0.0049657,"about_ca_topic_score_gemma":0.011998127,"teacher_disagreement_score":0.0058301687,"about_ca_system_score_codex":0.0022147833,"about_ca_system_score_gemma":0.011273183,"threshold_uncertainty_score":0.021324754},"labels":[],"label_agreement":null},{"id":"W2108999821","doi":"10.5539/ijel.v2n5p131","title":"Examination of Relationships between Factors Affecting on Oral Participation of ELT Students and Language Development: A Structural Equation Modeling Approach","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"LISREL; Structural equation modeling; Class (philosophy); Psychology; Goodness of fit; Foreign language; Mathematics education; Interpretation (philosophy); Construct (python library); Process (computing); Computer science; Mathematics; Artificial intelligence; Statistics","score_opus":0.1572152664344195,"score_gpt":0.35222586688942176,"score_spread":0.19501060045500226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108999821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98491293,0.00012561714,0.011948987,0.00052914495,0.00003295626,0.000413081,0.0003965782,0.000048255,0.0015924112],"genre_scores_gemma":[0.9869588,0.00017879132,0.010441479,0.000047567886,0.000015295216,0.0008675224,0.00046735074,0.000013132129,0.0010100943],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969472,0.0018577216,0.00019912422,0.00034068074,0.0003656051,0.0002897478],"domain_scores_gemma":[0.9906052,0.0075727315,0.0007909313,0.0002537661,0.00054052635,0.00023690403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006347394,0.0010359525,0.00091249374,0.002073197,0.0010458854,0.0015626439,0.0011591132,0.00082694524,0.0049267863],"category_scores_gemma":[0.010176438,0.00063692074,0.0025678766,0.0017039712,0.00076792476,0.0011039012,0.0017061626,0.0020493923,0.00035336567],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026861992,0.002372002,0.9041649,0.0005140149,0.0011311198,0.0006461454,0.02220504,0.01093617,0.0020093152,0.007900978,0.0012880435,0.04656368],"study_design_scores_gemma":[0.00021321129,0.004727855,0.58776665,0.00097532844,0.001779497,0.0005087423,0.032290574,0.35302263,0.0035570937,0.0082807075,0.0067151296,0.00016258234],"about_ca_topic_score_codex":0.011540197,"about_ca_topic_score_gemma":0.010473073,"teacher_disagreement_score":0.011540197,"about_ca_system_score_codex":0.0016945356,"about_ca_system_score_gemma":0.0043884744,"threshold_uncertainty_score":0.03356862},"labels":[],"label_agreement":null},{"id":"W2109095714","doi":"10.3138/cmlr.68.1.078","title":"Second/Foreign Language Teacher Efficacy and its Relationship to Professional Attrition","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":86,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attrition; Economic shortage; Foreign language; Psychology; Pedagogy; Social cognitive theory; Cognition; Professional development; Mathematics education; Sociology; Social psychology; Linguistics; Medicine","score_opus":0.039575146735738566,"score_gpt":0.26648990327271266,"score_spread":0.2269147565369741,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109095714","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970137,0.00016959042,0.00004968207,0.0003094245,0.0000076510805,0.0000136520575,0.000031271335,0.0000020245154,0.002403089],"genre_scores_gemma":[0.9994721,0.00007208482,0.000031377458,0.000026157857,0.0000036849165,0.000008001668,0.000028788467,0.0000013346978,0.0003565299],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99467355,0.0012831974,0.00036278498,0.0003125263,0.0023095915,0.001058314],"domain_scores_gemma":[0.96408606,0.011187603,0.00989377,0.0013160117,0.00835448,0.005162103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008970838,0.00009453127,0.00038056145,0.0018462595,0.002851988,0.0017969367,0.0008858074,0.00039691504,0.0019219979],"category_scores_gemma":[0.03208839,0.00015072327,0.00036829268,0.0011692523,0.0023501338,0.0004303903,0.0018781403,0.0013913043,0.00017210012],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005298838,0.000116449715,0.9793519,0.000029613215,0.000014459027,0.000050137205,0.012116797,0.000045467183,0.000070685244,0.0002438363,0.0003264104,0.007581312],"study_design_scores_gemma":[0.0000033959748,0.000051746127,0.98652065,0.000035370776,0.000006730716,0.000038544815,0.012579438,0.000084814485,0.000045801873,0.0000610611,0.0005665718,0.0000058098362],"about_ca_topic_score_codex":0.26189107,"about_ca_topic_score_gemma":0.2940286,"teacher_disagreement_score":0.26189107,"about_ca_system_score_codex":0.0045193033,"about_ca_system_score_gemma":0.008150399,"threshold_uncertainty_score":0.52073336},"labels":[],"label_agreement":null},{"id":"W2109139503","doi":"10.5539/ies.v2n2p184","title":"Necessity of Grammar Teaching","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":81,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Computer science; Traditional grammar; Language education; Teaching method; Field (mathematics); Mathematics education; Psychology; Philosophy; Mathematics","score_opus":0.0871628006473797,"score_gpt":0.39894136445115147,"score_spread":0.3117785638037718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109139503","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14550912,0.012818195,0.072904624,0.08989277,0.0018181419,0.00012366813,0.00017258416,0.0003827541,0.67637813],"genre_scores_gemma":[0.96887946,0.0018045952,0.010440468,0.0027433808,0.00044907336,0.00007093944,0.000056852678,0.00010059562,0.01545467],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9918704,0.0041846107,0.00034567612,0.0008935784,0.0021265042,0.00057909515],"domain_scores_gemma":[0.9833394,0.011023711,0.0011413975,0.0015247281,0.001961026,0.001009755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060111065,0.0002473713,0.00043849033,0.0015123398,0.0031461946,0.004374963,0.0008441363,0.0020267323,0.006403724],"category_scores_gemma":[0.015094107,0.00022254788,0.00032300354,0.0008657521,0.018789308,0.0066094943,0.002952071,0.0031161087,0.0007645368],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020388443,0.000017322862,0.0010953253,0.00013008053,0.0000037383118,0.00018140212,0.0049497895,0.000103411774,0.00052650395,0.9654974,0.0023822812,0.025092298],"study_design_scores_gemma":[0.000022473338,0.000078885794,0.004296727,0.00034851633,0.000017748771,0.0011675806,0.0075094323,0.0008971209,0.0015224223,0.71630025,0.267812,0.000026826465],"about_ca_topic_score_codex":0.0010792017,"about_ca_topic_score_gemma":0.0010966226,"teacher_disagreement_score":0.006403724,"about_ca_system_score_codex":0.0035983643,"about_ca_system_score_gemma":0.0047856625,"threshold_uncertainty_score":0.031790197},"labels":[],"label_agreement":null},{"id":"W2109217500","doi":"","title":"Proportion of Using English in College Instructional Design in China","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; China; First language; Mathematics education; Computer science; English language; Process (computing); Language assessment; Psychology; Linguistics; Geography","score_opus":0.026372143672484537,"score_gpt":0.28399092515467084,"score_spread":0.2576187814821863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109217500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99831855,0.00013186639,0.00008004175,0.000063047264,0.0000022399674,0.000014233342,0.000014240308,0.000004402834,0.0013714924],"genre_scores_gemma":[0.99784267,0.00020923406,0.00023872868,0.000034739867,0.0000024599683,0.000013345726,0.000034939017,0.0000031497912,0.0016206494],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99745196,0.0004745456,0.0003532062,0.00034115821,0.0010329544,0.00034623835],"domain_scores_gemma":[0.9946346,0.0012792844,0.0010651065,0.00032737548,0.0013897133,0.0013038816],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034309358,0.00016738263,0.0002362964,0.0016269269,0.00090063585,0.0011734858,0.00044788313,0.0002672646,0.0028525817],"category_scores_gemma":[0.006791643,0.00019585538,0.00025532075,0.0014123754,0.00051359483,0.00092962495,0.000795532,0.00025993277,0.00025574077],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017899703,0.0006688634,0.8332588,0.00038444847,0.000036572394,0.00047129675,0.038717423,0.00030641613,0.0061699557,0.0009317048,0.00077469106,0.11810075],"study_design_scores_gemma":[0.000015578435,0.00047660503,0.9752964,0.00008688273,0.00003514453,0.0002396668,0.014537181,0.0006459881,0.0023791615,0.00019881378,0.006062614,0.000025913409],"about_ca_topic_score_codex":0.011256877,"about_ca_topic_score_gemma":0.01625714,"teacher_disagreement_score":0.011256877,"about_ca_system_score_codex":0.0017554808,"about_ca_system_score_gemma":0.0029224493,"threshold_uncertainty_score":0.022382677},"labels":[],"label_agreement":null},{"id":"W2109591027","doi":"10.5539/ijel.v1n2p73","title":"A Phonological Contrastive Analysis of Kurdish and English","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intonation (linguistics); Linguistics; Phonology; Stress (linguistics); Contrast (vision); Contrastive analysis; Psychology; Computer science; Artificial intelligence; Philosophy","score_opus":0.038412647860072764,"score_gpt":0.26733709149645407,"score_spread":0.22892444363638131,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109591027","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9826936,0.00043494347,0.0017910647,0.000038487087,0.000021818178,0.00001545415,0.00006797544,0.000019684912,0.01491706],"genre_scores_gemma":[0.99831957,0.000068075504,0.0009342533,0.00001365079,0.0000057960606,0.000006585886,0.000059950966,0.000010774304,0.0005811813],"study_design_codex":"bench_or_experimental","study_design_gemma":"not_applicable","domain_scores_codex":[0.99975365,0.000067994544,0.000024232364,0.00004430857,0.00007387259,0.00003598443],"domain_scores_gemma":[0.9994598,0.00027276078,0.00006137459,0.000035721554,0.00014066747,0.000029685012],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00024983587,0.00018156276,0.00015414935,0.0012184068,0.00038025738,0.0010653676,0.00019393965,0.00012524193,0.0030788176],"category_scores_gemma":[0.0014899543,0.00010008404,0.0001195459,0.0005450275,0.0006663193,0.00043011407,0.00061905436,0.00032857392,0.00021360305],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0037270435,0.00022839989,0.095172495,0.0015213633,0.00021400773,0.0033432574,0.042576537,0.0014047336,0.4926896,0.041789632,0.0009723687,0.31636056],"study_design_scores_gemma":[0.0001293219,0.0012087503,0.8801747,0.00016638867,0.00028441497,0.003856404,0.026400698,0.0034393973,0.045116924,0.0060513164,0.033070333,0.00010129973],"about_ca_topic_score_codex":0.002013173,"about_ca_topic_score_gemma":0.0030288354,"teacher_disagreement_score":0.0030788176,"about_ca_system_score_codex":0.00040142573,"about_ca_system_score_gemma":0.00023165594,"threshold_uncertainty_score":0.010299683},"labels":[],"label_agreement":null},{"id":"W2109664640","doi":"10.3138/cmlr.64.3.377","title":"Adolescent ESL Students’ Interpretation and Appreciation of Literary Texts: A Case Study of Multimodality","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":97,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multimodality; Interpretation (philosophy); Linguistics; Psychology; Pedagogy; Lived experience; Mathematics education; Sociology; Philosophy","score_opus":0.02622973767135103,"score_gpt":0.259240576835372,"score_spread":0.23301083916402096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109664640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99620616,0.00013055191,0.00035752228,0.00023663015,0.000008266043,0.000030213245,0.000009100959,0.000006821297,0.0030146977],"genre_scores_gemma":[0.99719656,0.00020581049,0.00062298746,0.000071122944,0.0000064277724,0.000032936525,0.00000891626,0.0000075237626,0.0018476667],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.9987896,0.0006560705,0.00005394538,0.00009704159,0.00020656848,0.00019679929],"domain_scores_gemma":[0.99799395,0.0010591312,0.00029605188,0.00013788334,0.00017917434,0.0003338542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021917422,0.0005918367,0.00060289574,0.001108351,0.0042878008,0.003264264,0.0009664012,0.001606615,0.003229025],"category_scores_gemma":[0.0047189114,0.0003809983,0.00045182288,0.0006343431,0.0035856857,0.0015410028,0.0027697196,0.0028788983,0.0005008982],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057006633,0.00086997764,0.03175407,0.00015824653,0.000014586899,0.03238581,0.9096822,0.000093992,0.0033554013,0.0024906113,0.00066619704,0.018471824],"study_design_scores_gemma":[0.000031134376,0.00044993238,0.029717343,0.00021006353,0.000043905748,0.03770789,0.9084731,0.0007693168,0.0030296715,0.0011416291,0.018378666,0.000047439124],"about_ca_topic_score_codex":0.0025727665,"about_ca_topic_score_gemma":0.007807917,"teacher_disagreement_score":0.0042878008,"about_ca_system_score_codex":0.0011300143,"about_ca_system_score_gemma":0.0010120783,"threshold_uncertainty_score":0.011591136},"labels":[],"label_agreement":null},{"id":"W2109771444","doi":"10.19030/ctms.v4i6.5558","title":"Preparing Students For Class: A Hybrid Enhancement To Language Learning","year":2008,"lang":"en","type":"article","venue":"College Teaching Methods & Styles Journal (CTMS)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Mathematics education; Class (philosophy); Computer science; Teaching method; Psychology; Multimedia; Artificial intelligence","score_opus":0.05053221462169981,"score_gpt":0.3842652139749302,"score_spread":0.33373299935323036,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109771444","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8576471,0.00019733414,0.06928908,0.0017755823,0.0002716669,0.00084919046,0.000120034994,0.0025529023,0.06729707],"genre_scores_gemma":[0.8135855,0.00026344784,0.14764456,0.00083411817,0.00008970451,0.0007637248,0.00019699257,0.0002420373,0.036379807],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991666,0.00034915502,0.000024411853,0.00015887739,0.00018708089,0.000113882146],"domain_scores_gemma":[0.9989699,0.00025227494,0.00006667379,0.00020776522,0.00008391304,0.00041946195],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085080846,0.00039988878,0.00018347222,0.00045149052,0.0010036071,0.0018227397,0.0012165137,0.0006076,0.004966136],"category_scores_gemma":[0.0015536967,0.00018732208,0.0003662212,0.00026586247,0.00067489763,0.001100666,0.0041541406,0.00075117534,0.0012331606],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008749068,0.0117482245,0.010935726,0.00032192116,0.000042158445,0.0013094848,0.021800553,0.0010825945,0.06576815,0.006742267,0.0118089905,0.867565],"study_design_scores_gemma":[0.0017459122,0.0416546,0.14933103,0.0004985007,0.00042805015,0.010039648,0.048789475,0.014897176,0.08382371,0.017467272,0.63092685,0.00039768097],"about_ca_topic_score_codex":0.0006914812,"about_ca_topic_score_gemma":0.0025993835,"teacher_disagreement_score":0.004966136,"about_ca_system_score_codex":0.00045240318,"about_ca_system_score_gemma":0.0010567271,"threshold_uncertainty_score":0.016613364},"labels":[],"label_agreement":null},{"id":"W2109863812","doi":"10.1191/0265532204lt278oa","title":"A teacher-verification study of speaking and writing prototype tasks for a new TOEFL","year":2004,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Test of English as a Foreign Language; Active listening; Psychology; Formative assessment; Mathematics education; Test (biology); CLARITY; Reading (process); Second language writing; Language proficiency; Presentation (obstetrics); Language assessment; Pedagogy; Computer science; Second language; Linguistics; Communication","score_opus":0.08046825576428888,"score_gpt":0.31140587081200116,"score_spread":0.23093761504771226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109863812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99863905,0.000017137567,0.0007689169,0.000027168646,0.000008696666,0.000121520374,0.000015089303,0.000015538253,0.00038687454],"genre_scores_gemma":[0.9916943,0.000060485447,0.0055071004,0.0001148041,0.000016144633,0.0003316253,0.0001041072,0.00002439609,0.0021471211],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.992465,0.004347793,0.0007357041,0.0007294015,0.0013268987,0.00039522877],"domain_scores_gemma":[0.8910272,0.07368827,0.006842709,0.009079237,0.016200839,0.0031617335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018614706,0.0006208867,0.0009603996,0.001292594,0.0018530082,0.0017354285,0.0015650115,0.0009866271,0.0017019438],"category_scores_gemma":[0.08789999,0.0007758045,0.00048413186,0.00055526715,0.0011569269,0.0018612868,0.0012331499,0.0018890181,0.0007459284],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028559384,0.03294211,0.23885012,0.00083844777,0.00007237328,0.0026155207,0.44075152,0.001073167,0.044423956,0.00064287765,0.0020232373,0.23291063],"study_design_scores_gemma":[0.0018267004,0.05766236,0.61407197,0.00039747462,0.00014089353,0.0052338615,0.22544582,0.0105841365,0.053408824,0.001231481,0.029559772,0.0004366987],"about_ca_topic_score_codex":0.0032719078,"about_ca_topic_score_gemma":0.009383092,"teacher_disagreement_score":0.018614706,"about_ca_system_score_codex":0.0016311512,"about_ca_system_score_gemma":0.0018221535,"threshold_uncertainty_score":0.09844518},"labels":[],"label_agreement":null},{"id":"W2109870329","doi":"10.1111/j.1467-9922.2004.00247.x","title":"Integrative Motivation: Changes During a Year‐Long Intermediate‐Level Language Course","year":2004,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":322,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Language acquisition; Anxiety; Second-language acquisition; Developmental psychology; Cognitive psychology; Social psychology; Linguistics; Mathematics education","score_opus":0.02244251986772433,"score_gpt":0.2587314138973241,"score_spread":0.2362888940295998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109870329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994018,0.000036727764,0.00002062903,0.00003954774,0.0000046076098,0.000009097264,0.000054583375,0.000005248564,0.00042771935],"genre_scores_gemma":[0.9988821,0.000023263814,0.000033860175,0.000027115148,0.0000057430884,0.000013941798,0.0001339095,0.0000017315465,0.0008782636],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99968624,0.00006087383,0.000011972933,0.000050152972,0.00006710774,0.00012369789],"domain_scores_gemma":[0.9980521,0.00023846724,0.00035401835,0.00006508832,0.00022897482,0.001061199],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005583575,0.00024736326,0.00036027926,0.00073897373,0.0011151057,0.0012661127,0.00037827567,0.0007117277,0.0018832593],"category_scores_gemma":[0.0025476897,0.00017160247,0.0002536207,0.0004281005,0.00041150156,0.00028954487,0.0007744672,0.0010078221,0.00047683352],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00216356,0.009462965,0.91555494,0.000060171602,0.00012795652,0.0007536271,0.008505191,0.0003028042,0.013787442,0.0003334075,0.0010681073,0.047879852],"study_design_scores_gemma":[0.000004943732,0.00036196414,0.9981536,0.0000022520198,0.000005920248,0.000025896834,0.0007739256,0.00007177619,0.0002475852,0.000019865525,0.00032451484,0.000007723935],"about_ca_topic_score_codex":0.011982554,"about_ca_topic_score_gemma":0.022647267,"teacher_disagreement_score":0.011982554,"about_ca_system_score_codex":0.0010324557,"about_ca_system_score_gemma":0.00060195953,"threshold_uncertainty_score":0.023825645},"labels":[],"label_agreement":null},{"id":"W2110145142","doi":"10.5539/elt.v8n3p193","title":"A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Vocational education; Foreign language; Foreign language anxiety; Mathematics education; Pedagogy","score_opus":0.03719486821117704,"score_gpt":0.3136052535096818,"score_spread":0.2764103852985048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110145142","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99986064,0.000022426524,0.0000056430918,0.0000060704397,9.671654e-7,0.0000024821281,0.000007840264,3.147965e-7,0.00009355709],"genre_scores_gemma":[0.9998196,0.000022299606,0.0000142545805,0.000010934557,0.0000023047712,0.0000048621537,0.000021414768,2.6874662e-7,0.00010422575],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99964464,0.00007798838,0.000031348685,0.00003983868,0.00007729959,0.00012887524],"domain_scores_gemma":[0.9988393,0.00014452389,0.000317497,0.000029273906,0.00013947273,0.00053007284],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004691793,0.00020294535,0.0003672389,0.0011079087,0.00072800077,0.0011185793,0.00020549989,0.00043429175,0.0012239955],"category_scores_gemma":[0.0014844638,0.00023124237,0.0003935195,0.0005527112,0.00034825664,0.00036693027,0.0005519347,0.0005176177,0.00018671934],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010883014,0.000786486,0.9879622,0.000027741486,0.000038253067,0.00017590237,0.004800774,0.000010979606,0.00075971667,0.00004265571,0.00005865775,0.0052278694],"study_design_scores_gemma":[0.0000059381796,0.00036962255,0.99402916,0.0000053755193,0.000009548708,0.000111417416,0.005245926,0.000026160431,0.00006224153,0.000012320986,0.00011773625,0.000004494474],"about_ca_topic_score_codex":0.0037798928,"about_ca_topic_score_gemma":0.0067313914,"teacher_disagreement_score":0.0037798928,"about_ca_system_score_codex":0.00042964134,"about_ca_system_score_gemma":0.00052951707,"threshold_uncertainty_score":0.007515788},"labels":[],"label_agreement":null},{"id":"W2110303391","doi":"10.5539/ells.v3n2p54","title":"An Empirical Study on the Writing Ability of College Students with the Error Analysis Approach","year":2013,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Carelessness; Error analysis; Computer science; Collocation (remote sensing); Negative transfer; Predicate (mathematical logic); First language; Linguistics; Psychology; Natural language processing; Mathematics education; Programming language; Mathematics","score_opus":0.024488072641226356,"score_gpt":0.3134924858234296,"score_spread":0.2890044131822032,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110303391","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995301,0.000018445711,0.00006726095,0.000013493537,0.0000014822118,0.000014059965,0.000015302712,0.0000014085806,0.0003384899],"genre_scores_gemma":[0.9987915,0.00005372574,0.00022072847,0.000020947626,0.0000036174667,0.00002670192,0.000045654575,0.0000032502337,0.0008338901],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974553,0.00072109536,0.00042543453,0.00027494668,0.00078282895,0.00034037099],"domain_scores_gemma":[0.984151,0.00608723,0.0035299852,0.00086929643,0.003922578,0.0014398493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027437157,0.00034818493,0.0004001319,0.0017288226,0.0009489688,0.0013324731,0.0005135684,0.00052303786,0.002219645],"category_scores_gemma":[0.01586094,0.00026142178,0.00028393208,0.0013409058,0.0008199801,0.0009645435,0.001118109,0.0008604968,0.00074482535],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011724333,0.001642056,0.9063114,0.000091953756,0.00002430577,0.00063038897,0.05624823,0.00006693614,0.0019675323,0.00008561524,0.00023900882,0.032575384],"study_design_scores_gemma":[0.000018294133,0.0016386015,0.9181854,0.00005147714,0.000030376987,0.0011130011,0.073399045,0.00061396655,0.0027566582,0.00012978727,0.002029804,0.000033561948],"about_ca_topic_score_codex":0.0022756832,"about_ca_topic_score_gemma":0.002956795,"teacher_disagreement_score":0.0027437157,"about_ca_system_score_codex":0.00039071857,"about_ca_system_score_gemma":0.00068335416,"threshold_uncertainty_score":0.014510334},"labels":[],"label_agreement":null},{"id":"W2110369205","doi":"10.5539/elt.v7n11p92","title":"Exploring EFL Learners’ Perceptions of Integrated Skills Approach: A Grounded Theory","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grounded theory; Credibility; Syllabus; Psychology; Constructivist grounded theory; Perception; Qualitative research; Data collection; Mathematics education; Pedagogy; Medical education; Sociology","score_opus":0.03656178561611176,"score_gpt":0.24262120045551006,"score_spread":0.2060594148393983,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110369205","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.911518,0.00040687685,0.05731988,0.00466351,0.000053227213,0.0017692383,0.00017127622,0.000053146206,0.024044888],"genre_scores_gemma":[0.96776843,0.00045569366,0.027723676,0.00075224065,0.000008678886,0.0010227277,0.000055817633,0.000019324856,0.0021934195],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99257725,0.0050300374,0.00024903603,0.0003465242,0.0012408977,0.0005562787],"domain_scores_gemma":[0.9889636,0.008530034,0.00053546,0.00040180804,0.0009921341,0.0005768201],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018218959,0.00042245592,0.0004558957,0.0019486294,0.003349134,0.0041004336,0.001340429,0.0011465155,0.0021146284],"category_scores_gemma":[0.014408802,0.00032761678,0.0002858012,0.0015434618,0.0074488376,0.0050393594,0.003413019,0.0020522675,0.0002657188],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034572044,0.0002621802,0.0037191908,0.00031046342,0.000007472709,0.0003646862,0.9471997,0.00025549106,0.0022668608,0.012986439,0.0004710471,0.032121833],"study_design_scores_gemma":[0.000038943985,0.00018108742,0.0028219053,0.0008408953,0.000014336189,0.00043270228,0.9618428,0.0015930878,0.0021218392,0.011409122,0.018667998,0.00003527767],"about_ca_topic_score_codex":0.00248011,"about_ca_topic_score_gemma":0.0032967536,"teacher_disagreement_score":0.018218959,"about_ca_system_score_codex":0.0045804475,"about_ca_system_score_gemma":0.006433239,"threshold_uncertainty_score":0.09635222},"labels":[],"label_agreement":null},{"id":"W2110554553","doi":"10.5539/ijel.v1n2p295","title":"Technology as an Assessment Tool in Language Learning","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Measure (data warehouse); Pencil (optics); Language assessment; Language acquisition; Language proficiency; Mathematics education; Natural language processing; Psychology; Engineering; Data mining","score_opus":0.025632349028001,"score_gpt":0.32358276819988113,"score_spread":0.29795041917188014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110554553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40926573,0.021510754,0.39079317,0.0029869261,0.00093497214,0.000871492,0.00021217433,0.001051965,0.17237286],"genre_scores_gemma":[0.8544822,0.0046874294,0.13226417,0.00021155934,0.00010843228,0.0004360683,0.00007911308,0.00006853454,0.0076626223],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98874575,0.007323186,0.00056684954,0.00045520524,0.0026826253,0.00022638548],"domain_scores_gemma":[0.9891678,0.008566355,0.0005833607,0.00041153005,0.0010463112,0.00022467138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042408723,0.0007579225,0.0004325012,0.0038756633,0.00074751454,0.005300208,0.00070264336,0.0013133597,0.0020267593],"category_scores_gemma":[0.013831235,0.00022457776,0.00039954073,0.0024406258,0.0017335536,0.004796685,0.0024310942,0.00076458923,0.00078962935],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032620254,0.0006769266,0.033216882,0.0016794225,0.00007746674,0.0010189627,0.010348704,0.0063898643,0.016258698,0.07617721,0.002705582,0.85112405],"study_design_scores_gemma":[0.00023592524,0.009168733,0.13852327,0.00764103,0.00062206766,0.014239054,0.0356927,0.096517496,0.08729458,0.16704565,0.4422066,0.0008128929],"about_ca_topic_score_codex":0.0006921511,"about_ca_topic_score_gemma":0.00056217355,"teacher_disagreement_score":0.005300208,"about_ca_system_score_codex":0.0010064777,"about_ca_system_score_gemma":0.0010584303,"threshold_uncertainty_score":0.022428155},"labels":[],"label_agreement":null},{"id":"W2110838903","doi":"","title":"Towards Humanizing ELT: A Pedagogical Look","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanism; Operationalization; Democracy; Class (philosophy); Sociology; Pedagogy; Mathematics education; Epistemology; Psychology; Political science; Philosophy; Law","score_opus":0.2476358201435375,"score_gpt":0.3837556345522915,"score_spread":0.136119814408754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110838903","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.043956675,0.01664642,0.16484712,0.3766078,0.0031898546,0.00019098358,0.00003480824,0.00049310894,0.3940332],"genre_scores_gemma":[0.8401283,0.0095040975,0.05899754,0.04305056,0.0017794251,0.00034311027,0.0000378291,0.00026461825,0.045894537],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98694825,0.011000556,0.00013616298,0.0004919309,0.00091141945,0.00051173026],"domain_scores_gemma":[0.9917378,0.0055066696,0.00043218283,0.0007686746,0.0005692792,0.0009854111],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013814769,0.00059832906,0.00047298401,0.0011020624,0.0045075,0.011747616,0.0019479897,0.004831489,0.0049964706],"category_scores_gemma":[0.0065783383,0.0002869044,0.00046093465,0.0006731373,0.040199876,0.0097782975,0.010707655,0.009112617,0.0011228203],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018992234,0.0001712047,0.0006766126,0.0002642902,0.0000079202155,0.0001906465,0.103827015,0.0003230642,0.00091723906,0.8498121,0.009439542,0.034351353],"study_design_scores_gemma":[0.00003407633,0.00011062548,0.00048787237,0.0008630566,0.000009887211,0.00049857603,0.09205032,0.00092070125,0.002136772,0.5219761,0.3808757,0.000036189304],"about_ca_topic_score_codex":0.00067014416,"about_ca_topic_score_gemma":0.0010412093,"teacher_disagreement_score":0.013814769,"about_ca_system_score_codex":0.0032893883,"about_ca_system_score_gemma":0.0038506582,"threshold_uncertainty_score":0.073060334},"labels":[],"label_agreement":null},{"id":"W2111028300","doi":"10.5430/elr.v1n1p60","title":"Re-examining the Influence of Native Language and Culture on L2 Learning: A Multidisciplinary Perspective","year":2012,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Value (mathematics); Perspective (graphical); Second language; Context (archaeology); Linguistics; Sociology; Grammar; First language; Language acquisition; Pedagogy; Epistemology; Psychology; Computer science; Philosophy; History; Artificial intelligence","score_opus":0.08575705423735835,"score_gpt":0.3903067509356542,"score_spread":0.30454969669829585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111028300","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9212742,0.01200229,0.004286271,0.012190991,0.00018369326,0.00003670171,0.00004244953,0.000023331804,0.049959973],"genre_scores_gemma":[0.99581367,0.0019333136,0.0006986053,0.00051005173,0.000041246574,0.000023619146,0.000008705404,0.000015673824,0.00095512293],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9907725,0.0065068398,0.00023285604,0.0008115331,0.000885464,0.00079079025],"domain_scores_gemma":[0.9712209,0.021421751,0.0021618588,0.0014807243,0.0023071794,0.001407522],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013746605,0.0008228328,0.00097085815,0.0034750905,0.0041181287,0.011227682,0.0019161417,0.0015388421,0.0029376992],"category_scores_gemma":[0.018179698,0.0003814888,0.00066174037,0.0021911082,0.010473538,0.011403832,0.010211681,0.003004523,0.00028839876],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023998969,0.00057343737,0.14982803,0.0011042858,0.000382265,0.0018579556,0.61775225,0.00062495924,0.003121652,0.07933721,0.0022648408,0.14291316],"study_design_scores_gemma":[0.00001874711,0.00026160135,0.13245803,0.0014992862,0.00029204387,0.0004985729,0.7988717,0.0012596914,0.002938999,0.04357411,0.018243173,0.000084073385],"about_ca_topic_score_codex":0.010459596,"about_ca_topic_score_gemma":0.015567051,"teacher_disagreement_score":0.013746605,"about_ca_system_score_codex":0.003931553,"about_ca_system_score_gemma":0.0045794887,"threshold_uncertainty_score":0.072699845},"labels":[],"label_agreement":null},{"id":"W2111141828","doi":"10.5539/elt.v2n1p75","title":"Communicative Teacher Talk in the English Classroom","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Communicative language teaching; Focus (optics); Pedagogy; Linguistics; Communicative competence; Mathematics education; Language education","score_opus":0.017762644164814437,"score_gpt":0.26288677986000303,"score_spread":0.2451241356951886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111141828","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.52961636,0.01254126,0.05202024,0.021859203,0.0014004281,0.00018344096,0.000071288116,0.00031304985,0.38199472],"genre_scores_gemma":[0.9775188,0.0018796211,0.0035182417,0.0004735072,0.00017664504,0.00009091164,0.000018269375,0.00009600022,0.016228026],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99131495,0.0068785427,0.00013948057,0.000261376,0.0010339267,0.00037184427],"domain_scores_gemma":[0.99420714,0.0041152416,0.0005163016,0.0002791451,0.00047371967,0.00040852086],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045568617,0.00034284865,0.00037493536,0.0010949068,0.006843839,0.005942694,0.0006212036,0.0016507753,0.0023708402],"category_scores_gemma":[0.009416862,0.0002812666,0.0002222332,0.0007283797,0.009141557,0.004423514,0.004785719,0.0026390825,0.0005443964],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072838855,0.000076972574,0.0034936902,0.0004812365,0.000013029381,0.0017865241,0.7752859,0.00024848094,0.0038188007,0.14921293,0.0062407693,0.05926881],"study_design_scores_gemma":[0.000050941297,0.00020423258,0.013107927,0.000930297,0.000043590313,0.004555935,0.60079366,0.0011460584,0.0052949134,0.031800307,0.3419981,0.00007402865],"about_ca_topic_score_codex":0.0019585877,"about_ca_topic_score_gemma":0.0037787755,"teacher_disagreement_score":0.006843839,"about_ca_system_score_codex":0.0022015488,"about_ca_system_score_gemma":0.0023852068,"threshold_uncertainty_score":0.02409929},"labels":[],"label_agreement":null},{"id":"W2111297065","doi":"10.1017/s0272263101003035","title":"WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, ANDLANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":626,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Friendship; Psychology; Situated; French immersion; Social psychology; Comprehension; Reading (process); Mathematics education; Linguistics","score_opus":0.04452180729787452,"score_gpt":0.36532091734588185,"score_spread":0.3207991100480073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111297065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99970055,0.000009523649,0.000007675571,0.000013378648,5.467629e-7,0.0000017082292,0.000008555707,5.064128e-7,0.00025753526],"genre_scores_gemma":[0.9997186,0.000013390595,0.000021060298,0.000007689205,0.0000012314548,0.000004452565,0.000025176518,5.0924206e-7,0.00020788999],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958426,0.000110167435,0.00003658473,0.000043341573,0.00010770288,0.000117987314],"domain_scores_gemma":[0.99593925,0.0010181996,0.0014728293,0.00012002989,0.00028149155,0.0011681903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006713319,0.0002719401,0.00020484843,0.0007488186,0.00059449294,0.001760567,0.00018169715,0.0004569046,0.0027217953],"category_scores_gemma":[0.003926561,0.0001642578,0.00023421666,0.00039367616,0.0006788374,0.00036682255,0.00070713775,0.00083658675,0.00026002672],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009727839,0.0005809254,0.9882031,0.000013817893,0.000028105824,0.00012863398,0.005335802,0.000047195692,0.0012504678,0.00012866856,0.000061092134,0.004124958],"study_design_scores_gemma":[0.000004870641,0.00024332026,0.9923435,0.00000659597,0.000010677825,0.000097063414,0.0065639107,0.00019817635,0.0002175512,0.000091099275,0.00021465441,0.000008620786],"about_ca_topic_score_codex":0.004735306,"about_ca_topic_score_gemma":0.008866916,"teacher_disagreement_score":0.004735306,"about_ca_system_score_codex":0.0004523596,"about_ca_system_score_gemma":0.00040762324,"threshold_uncertainty_score":0.009415448},"labels":[],"label_agreement":null},{"id":"W2111353204","doi":"10.1017/s0272263109990519","title":"EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":343,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Past tense; Psychology; Control (management); Mathematics education; Linguistics; Computer science; Verb; Artificial intelligence","score_opus":0.00924998366632261,"score_gpt":0.2710516176968373,"score_spread":0.26180163403051465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111353204","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997352,0.000024860654,0.00006492941,0.000006682991,0.0000042661068,0.000060614962,0.0000065017744,0.0000066648267,0.00009029511],"genre_scores_gemma":[0.99713993,0.00010579782,0.0018085578,0.000024706938,0.000011965146,0.00028352765,0.000036663416,0.000004614915,0.000584234],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987889,0.0003838338,0.00017546883,0.00029686102,0.00022048742,0.00013443582],"domain_scores_gemma":[0.9953833,0.0025288002,0.0007422205,0.0003537176,0.00031675654,0.00067528407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016797492,0.0009399998,0.0009545166,0.00038054818,0.00044464946,0.0003594141,0.0006511391,0.00065121823,0.0015691029],"category_scores_gemma":[0.008246855,0.00038164703,0.00030720254,0.00022392391,0.00062873337,0.0004444187,0.0005409861,0.0006613463,0.00016661592],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.090172045,0.12721708,0.033622254,0.0022788872,0.00031673707,0.0008222554,0.019785104,0.0019355556,0.35792586,0.00022846821,0.0004876055,0.36520824],"study_design_scores_gemma":[0.013496982,0.4640028,0.39436284,0.0001705886,0.00061850157,0.0004596423,0.0044822693,0.004582199,0.11450053,0.0003972614,0.002717952,0.00020840761],"about_ca_topic_score_codex":0.0020712682,"about_ca_topic_score_gemma":0.003485388,"teacher_disagreement_score":0.0020712682,"about_ca_system_score_codex":0.00040581182,"about_ca_system_score_gemma":0.0008405658,"threshold_uncertainty_score":0.008883476},"labels":[],"label_agreement":null},{"id":"W2111360201","doi":"","title":"Sequential Patterns of Multi-Party Talk in TESOL Classrooms","year":2008,"lang":"en","type":"article","venue":"응용언어학","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conversation; Conversation analysis; Mathematics education; Pedagogy; Sociology; Linguistics; Psychology; Communication","score_opus":0.08105516726765531,"score_gpt":0.2664430124175715,"score_spread":0.1853878451499162,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111360201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971861,0.000102336,0.0011405584,0.000022023996,0.000004754219,0.000019921097,0.000059817376,0.000027963424,0.0014364668],"genre_scores_gemma":[0.99853635,0.000047126905,0.00057304447,0.000009513529,0.0000060856514,0.000030420453,0.00007639501,0.000013821117,0.00070729916],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99895203,0.0003462165,0.000070467264,0.00022168909,0.00026459908,0.00014492516],"domain_scores_gemma":[0.99696785,0.0018084571,0.00043132037,0.00013866469,0.00033170858,0.00032201144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064624706,0.00021269986,0.00032787924,0.0016227799,0.0009181122,0.0010838798,0.0003576826,0.00033082574,0.0019313635],"category_scores_gemma":[0.0038763299,0.00023488264,0.00019696122,0.0006270625,0.00074778596,0.0005574793,0.0013759409,0.00036802012,0.0004189646],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002047265,0.0002862248,0.3139867,0.00075826695,0.0001603626,0.0033778506,0.3782518,0.0007822239,0.15686454,0.0011988666,0.0011236198,0.14116235],"study_design_scores_gemma":[0.000029086845,0.00045282952,0.8166436,0.00012439222,0.000070873706,0.0023021046,0.15502337,0.001936992,0.014046907,0.0006650649,0.008614734,0.00009000245],"about_ca_topic_score_codex":0.0016743278,"about_ca_topic_score_gemma":0.004936081,"teacher_disagreement_score":0.0019313635,"about_ca_system_score_codex":0.00034602263,"about_ca_system_score_gemma":0.00027864636,"threshold_uncertainty_score":0.006461084},"labels":[],"label_agreement":null},{"id":"W21113766","doi":"10.1017/cbo9781139524810.007","title":"Experienced ESL/EFL writing instructors' conceptualizations of their teaching: Curriculum options and implications","year":2003,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Curriculum; Variety (cybernetics); Pedagogy; Process (computing); Psychology; English as a foreign language; Professional development; English language; Mathematics education; Medical education; Computer science; Medicine","score_opus":0.03445591309171533,"score_gpt":0.22498638078964817,"score_spread":0.19053046769793283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W21113766","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80742323,0.005633723,0.024125941,0.013169298,0.00015823932,0.00009950205,0.000051447998,0.000084200066,0.14925435],"genre_scores_gemma":[0.9783151,0.00218226,0.0066299685,0.0006884389,0.000017066744,0.00008321956,0.00003434693,0.000018686143,0.01203091],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99777335,0.0014300941,0.00007149878,0.00016898238,0.00037646195,0.00017958666],"domain_scores_gemma":[0.99679404,0.0019711794,0.00027712414,0.00011356352,0.0004379256,0.00040623968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045390627,0.0002726889,0.00016119498,0.00094246643,0.0020661002,0.0051721623,0.0016372006,0.0010027942,0.0018214136],"category_scores_gemma":[0.005407241,0.00017854688,0.00013217841,0.0010344584,0.0061470526,0.004626335,0.0017005403,0.0019762472,0.00022788398],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025115907,0.00026003385,0.014799991,0.00022998065,0.0000047362632,0.0011157511,0.72070414,0.00053291477,0.0012310201,0.16011885,0.0054996633,0.095477775],"study_design_scores_gemma":[0.000019724856,0.00008290816,0.016683983,0.0013028894,0.000009875957,0.0013369685,0.82708377,0.0019451098,0.0010910764,0.050450936,0.099956736,0.000035999015],"about_ca_topic_score_codex":0.0027976832,"about_ca_topic_score_gemma":0.005322919,"teacher_disagreement_score":0.0051721623,"about_ca_system_score_codex":0.003376189,"about_ca_system_score_gemma":0.0024212203,"threshold_uncertainty_score":0.024496078},"labels":[],"label_agreement":null},{"id":"W2112630243","doi":"10.1017/s0142716414000551","title":"The impact of first language background and visual information on the effectiveness of low-variability input","year":2014,"lang":"en","type":"article","venue":"Applied Psycholinguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Canada Research Chairs","keywords":"Transitive relation; Security token; Psychology; Noun; Task (project management); Natural language processing; Cognitive psychology; Artificial intelligence; Linguistics; Computer science; Mathematics","score_opus":0.01581502784333015,"score_gpt":0.2972706574292484,"score_spread":0.28145562958591824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112630243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99845386,0.000066235625,0.0003188282,0.000012287428,0.0000024438575,0.0000055424725,0.000021382884,0.000014419275,0.0011050056],"genre_scores_gemma":[0.9987587,0.00007093979,0.0006053064,0.000018332588,0.0000029157798,0.00000785992,0.000053553835,0.000021997113,0.00046036724],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99955636,0.00013851639,0.000030756906,0.00010285569,0.00010845259,0.000063097694],"domain_scores_gemma":[0.9943877,0.0038869686,0.00061669626,0.00022850385,0.00039229705,0.00048794696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005896346,0.00030586403,0.00031689974,0.0002738271,0.00018872294,0.0010287777,0.0002822786,0.00031566762,0.0054530697],"category_scores_gemma":[0.0060486547,0.00017644475,0.0001398538,0.000121527286,0.0002911146,0.00048461248,0.00077564747,0.00036822318,0.00055043766],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032151758,0.00030666054,0.018130701,0.00025745947,0.000034244316,0.0003820385,0.0008610257,0.00026480173,0.9536775,0.00013573398,0.000073164505,0.02266153],"study_design_scores_gemma":[0.00021990224,0.0062532527,0.5844969,0.0001600621,0.00022890567,0.0017269622,0.0026707847,0.004154793,0.3968771,0.00078203727,0.0023612734,0.000067933426],"about_ca_topic_score_codex":0.00091992004,"about_ca_topic_score_gemma":0.0009486724,"teacher_disagreement_score":0.0054530697,"about_ca_system_score_codex":0.0002288407,"about_ca_system_score_gemma":0.0002332975,"threshold_uncertainty_score":0.01824236},"labels":[],"label_agreement":null},{"id":"W2112730059","doi":"10.5539/ies.v5n5p173","title":"Second Language Learners’ Performance and Strategies When Writing Direct and Translated Essays","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Arabic; Qualitative research; Data collection; Academic writing; Pedagogy; Linguistics; Sociology","score_opus":0.05522886539354021,"score_gpt":0.3360723132422919,"score_spread":0.2808434478487517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112730059","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99686015,0.00013077796,0.0003854043,0.000030582516,0.0000069783205,0.000019976444,0.000017999153,0.000014017769,0.00253398],"genre_scores_gemma":[0.99218327,0.00025525695,0.0015798718,0.000044960456,0.0000053463677,0.000054502223,0.000058903533,0.000015746222,0.0058021937],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99863964,0.0004796364,0.00014943478,0.00021593891,0.00036254124,0.0001528464],"domain_scores_gemma":[0.9919917,0.0040515247,0.0013189854,0.0004550814,0.0014478411,0.00073489506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002237559,0.0008376936,0.000706057,0.0010879149,0.0004025961,0.003600827,0.0005611128,0.0006793736,0.0036572167],"category_scores_gemma":[0.0144651905,0.00022255402,0.0003430736,0.0005015886,0.00073067565,0.0014548365,0.0013136276,0.0007307878,0.0017905077],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013933922,0.00275367,0.29586568,0.0009714212,0.00016928223,0.004476232,0.27407846,0.0007113847,0.09953504,0.0012339909,0.001541774,0.3172697],"study_design_scores_gemma":[0.0002640597,0.008218395,0.5499095,0.0006432606,0.00023790137,0.008370911,0.3376477,0.0041331816,0.06505601,0.0030192395,0.022217046,0.00028279546],"about_ca_topic_score_codex":0.000424481,"about_ca_topic_score_gemma":0.00061166985,"teacher_disagreement_score":0.0036572167,"about_ca_system_score_codex":0.0002583966,"about_ca_system_score_gemma":0.0005322899,"threshold_uncertainty_score":0.012234628},"labels":[],"label_agreement":null},{"id":"W2112968374","doi":"10.5539/elt.v4n3p33","title":"Motivating Students in the EFL Classroom: A Case Study of Perspectives","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":87,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Syllabus; Mathematics education; Interview; Perception; Pedagogy; Exploratory research","score_opus":0.040879325025974,"score_gpt":0.2943492934642846,"score_spread":0.2534699684383106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112968374","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9867682,0.00031991198,0.0012875252,0.0037514584,0.00008126133,0.00013970416,0.00003366087,0.00002811484,0.0075900555],"genre_scores_gemma":[0.9905641,0.00064265623,0.0013879205,0.0012502715,0.000054172822,0.00015098593,0.000027752598,0.00004037717,0.005881611],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98947424,0.0072364137,0.00021775499,0.00059759594,0.00085344544,0.001620634],"domain_scores_gemma":[0.99108666,0.003617035,0.0008150516,0.00023320639,0.0008295662,0.0034185408],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007129924,0.0011670681,0.0010412536,0.0018101231,0.019572875,0.0072799297,0.0025914242,0.005246387,0.0032336186],"category_scores_gemma":[0.011612042,0.0006898939,0.0008705192,0.001376423,0.0062579853,0.0034513809,0.006886823,0.006682189,0.0008250567],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000789152,0.0016662949,0.011396815,0.00016616762,0.000018948607,0.012419574,0.95444626,0.00011478622,0.0017687506,0.0024331422,0.0019848156,0.013505506],"study_design_scores_gemma":[0.000028997454,0.00057462126,0.004313809,0.00012720354,0.000019857811,0.0045732697,0.96264017,0.00026242365,0.001200181,0.00067265786,0.025540696,0.0000462301],"about_ca_topic_score_codex":0.0037243313,"about_ca_topic_score_gemma":0.009953969,"teacher_disagreement_score":0.019572875,"about_ca_system_score_codex":0.004267663,"about_ca_system_score_gemma":0.0034140474,"threshold_uncertainty_score":0.03770709},"labels":[],"label_agreement":null},{"id":"W2113035355","doi":"10.5539/ies.v6n10p90","title":"The Motivation of Learners of English as a Foreign Language Revisited","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; English as a foreign language; Perspective (graphical); Foreign language; Intrinsic motivation; Pedagogy; Contrast (vision); Social psychology","score_opus":0.044960039378949206,"score_gpt":0.33648647560222433,"score_spread":0.2915264362232751,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113035355","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926,0.000052667085,0.000014954251,0.00005299953,0.0000021380656,0.0000021314734,0.000006702992,7.691394e-7,0.0006076026],"genre_scores_gemma":[0.9995828,0.000039613537,0.000020948273,0.000011630041,0.0000023513153,0.00000337007,0.000009914061,5.8393e-7,0.00032874598],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9997223,0.00009002138,0.000016588878,0.000027735927,0.00007353409,0.00006976816],"domain_scores_gemma":[0.99860173,0.00030677387,0.0004021859,0.000034512916,0.0001894579,0.00046516964],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052919646,0.00016285578,0.0002316524,0.0006590736,0.00050666154,0.0016243521,0.00023178672,0.00032054083,0.0015556937],"category_scores_gemma":[0.0021656621,0.00010403332,0.00023247219,0.00028381572,0.00048573446,0.00047096895,0.0007192478,0.00056055846,0.00014751178],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012521802,0.0003289301,0.9462976,0.0000796996,0.000045684603,0.00030483032,0.026502073,0.000049189897,0.0035872005,0.0007993874,0.00029828027,0.021582007],"study_design_scores_gemma":[0.000007773192,0.0002031965,0.96764475,0.000034344193,0.000015365184,0.00018908773,0.029581249,0.00018166951,0.00045373203,0.00034281056,0.0013321664,0.000013774048],"about_ca_topic_score_codex":0.0023078015,"about_ca_topic_score_gemma":0.0036687125,"teacher_disagreement_score":0.0023078015,"about_ca_system_score_codex":0.00047766714,"about_ca_system_score_gemma":0.00063578907,"threshold_uncertainty_score":0.0052042603},"labels":[],"label_agreement":null},{"id":"W2113062694","doi":"","title":"The Contribution of Email Exchanges to Second Language Acquisition: A Case of Cross-Cultural Communication between Africa and North America.","year":2012,"lang":"en","type":"article","venue":"˜The œreading matrix","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Appropriation; Multiculturalism; Literacy; Language acquisition; Linguistics; Order (exchange); Psychology; First language; Second-language acquisition; Sociology; Pedagogy; Political science; Mathematics education; Business","score_opus":0.030217512787386477,"score_gpt":0.3117263478131475,"score_spread":0.281508835025761,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113062694","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9858992,0.00023027527,0.00078203186,0.0013987536,0.00001788831,0.00002074552,0.000008893865,0.000012081567,0.011630171],"genre_scores_gemma":[0.99757,0.00016993072,0.000564235,0.00012922903,0.000009498551,0.000019707053,0.0000071650015,0.000008673365,0.0015216296],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.993802,0.004936445,0.00011040584,0.00021105907,0.0002696908,0.00067045167],"domain_scores_gemma":[0.9844223,0.012056011,0.001355259,0.0005652945,0.000647961,0.0009531211],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003911896,0.00053102203,0.0002403404,0.0015778795,0.011229228,0.005256667,0.001047378,0.001993901,0.003098016],"category_scores_gemma":[0.015153968,0.00041996848,0.0002065593,0.0015539024,0.004892676,0.0050332663,0.0059828847,0.0019718092,0.00028788476],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004420484,0.000079456106,0.012987861,0.000050175844,0.000007502359,0.009550159,0.95736593,0.000048264774,0.000778645,0.0047819787,0.00044024462,0.013865561],"study_design_scores_gemma":[0.000007104989,0.00005645185,0.012970968,0.00009698943,0.000015856012,0.0038544757,0.96901435,0.0002549224,0.00050497055,0.0012473617,0.0119602345,0.00001623492],"about_ca_topic_score_codex":0.01580146,"about_ca_topic_score_gemma":0.028054167,"teacher_disagreement_score":0.01580146,"about_ca_system_score_codex":0.0031417771,"about_ca_system_score_gemma":0.0021254313,"threshold_uncertainty_score":0.03141898},"labels":[],"label_agreement":null},{"id":"W2113111607","doi":"10.1111/j.1944-9720.2009.01022.x","title":"An International Comparison of Socially Constructed Language Learning Motivation and Beliefs","year":2009,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Value (mathematics); Psychology; Foreign language; Motivation to learn; Politics; Language acquisition; Social psychology; Pedagogy; Mathematics education; Political science","score_opus":0.04143950369000307,"score_gpt":0.33597161952377963,"score_spread":0.2945321158337766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113111607","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967085,0.00004915709,0.000067689754,0.00003330328,0.0000063942903,0.000007773688,0.000057977024,0.0000019392378,0.0030671747],"genre_scores_gemma":[0.9996295,0.000021318154,0.00004480128,0.0000056343833,0.0000016339919,0.0000052712517,0.000061628736,0.0000013790568,0.00022877748],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991536,0.00033897543,0.000060861017,0.000079469,0.00021160391,0.00015545601],"domain_scores_gemma":[0.996053,0.0013260404,0.00088379765,0.0001798001,0.0008934833,0.0006638259],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00202219,0.00016939655,0.00015970712,0.0019536929,0.0005104141,0.0014588431,0.00021258695,0.00031321813,0.0021297308],"category_scores_gemma":[0.0049796863,0.000093509654,0.00027151342,0.0010459129,0.0008555129,0.00067244034,0.0011508205,0.0004368773,0.0002438754],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019665023,0.0002154966,0.96031094,0.000038843376,0.00011155012,0.00008258186,0.013653214,0.00011752314,0.0007065248,0.0011490965,0.0003473406,0.023070285],"study_design_scores_gemma":[0.00000879112,0.00014846877,0.98828095,0.000022080334,0.00001643162,0.000063783984,0.009880546,0.00015653904,0.00020612316,0.00021526337,0.0009910286,0.000009959669],"about_ca_topic_score_codex":0.0036776124,"about_ca_topic_score_gemma":0.0040690457,"teacher_disagreement_score":0.0036776124,"about_ca_system_score_codex":0.0007103132,"about_ca_system_score_gemma":0.00043168542,"threshold_uncertainty_score":0.010694504},"labels":[],"label_agreement":null},{"id":"W2113667873","doi":"10.64152/10125/25186","title":"Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in a High School Class","year":2003,"lang":"en","type":"article","venue":"Language learning & technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":73,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Affordance; Context (archaeology); Sociocultural evolution; Pedagogy; Activity theory; Class (philosophy); Educational technology; Computer science; Semiotics; Situated; Language acquisition; Mathematics education; Zone of proximal development; Teaching method; Multimedia; Sociology; Psychology; Linguistics; Human–computer interaction","score_opus":0.030750405192583694,"score_gpt":0.2996442211962066,"score_spread":0.2688938160036229,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113667873","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.965728,0.0004125674,0.00086203683,0.0022692443,0.00002340813,0.000031047457,0.000013159604,0.000025257346,0.03063534],"genre_scores_gemma":[0.99426526,0.00016223449,0.00062743196,0.00014691707,0.000007453184,0.000014952976,0.000007186829,0.0000053742797,0.0047631944],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989812,0.0004332346,0.00002366591,0.00011460956,0.00018288898,0.00026432358],"domain_scores_gemma":[0.9983026,0.00078879,0.00013304029,0.00005352259,0.00015709082,0.00056497625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014074423,0.00015738973,0.00022150698,0.0014368485,0.006881884,0.0071377996,0.00091041514,0.001701465,0.0034850168],"category_scores_gemma":[0.0030838621,0.0001458121,0.00020652269,0.0008633524,0.007109029,0.0028089387,0.002582326,0.0016965694,0.00025260303],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001031629,0.0011578588,0.03161073,0.00011370561,0.000011592574,0.0023373424,0.8053361,0.00033314258,0.0037487461,0.058151513,0.0029754285,0.09412075],"study_design_scores_gemma":[0.000062049105,0.0007429068,0.090457015,0.00026339124,0.000053030104,0.0011925056,0.69478726,0.0021682591,0.004317386,0.017577996,0.18829484,0.00008336841],"about_ca_topic_score_codex":0.077034935,"about_ca_topic_score_gemma":0.11671954,"teacher_disagreement_score":0.077034935,"about_ca_system_score_codex":0.008235046,"about_ca_system_score_gemma":0.004787182,"threshold_uncertainty_score":0.15317309},"labels":[],"label_agreement":null},{"id":"W2113751464","doi":"10.21810/sfuer.v3i.344","title":"The Role of Local Communities and the Shift of L2 Learners’ Frame of Reference in Second Language Acquisition","year":2009,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Focus (optics); Sociocultural evolution; Second-language acquisition; Frame (networking); Identity (music); Language acquisition; Linguistics; First language; Second language; Psychology; Computer science; Mathematics education; Pedagogy; Sociology","score_opus":0.02010148836605857,"score_gpt":0.29008407723311713,"score_spread":0.26998258886705856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113751464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89431816,0.009031228,0.0028217328,0.003406457,0.000053500753,0.000031808497,0.000010021729,0.000018828412,0.0903082],"genre_scores_gemma":[0.99711275,0.0010308754,0.00033468724,0.000060047365,0.000005841529,0.0000061577452,0.0000023622897,0.0000029512996,0.0014443528],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9980108,0.0014078394,0.000046003745,0.00012283774,0.0002106871,0.0002017797],"domain_scores_gemma":[0.997399,0.0012915006,0.00049332954,0.00010461605,0.00028385027,0.00042783804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026985018,0.0001592403,0.00025836483,0.0011018211,0.0033302438,0.0031549702,0.0006115073,0.0007363451,0.002517811],"category_scores_gemma":[0.0038413028,0.00013662888,0.00012560264,0.00064969546,0.004928718,0.002945013,0.003056615,0.0006666467,0.00022468998],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011868113,0.00028977788,0.03830287,0.00069838035,0.000034648696,0.004153944,0.6396265,0.00036055976,0.003323743,0.10474407,0.0018707451,0.20647615],"study_design_scores_gemma":[0.00003520135,0.00033431378,0.08616818,0.0010504146,0.000063127736,0.0022182295,0.7775332,0.00057705434,0.0022065437,0.028091755,0.10165668,0.00006531874],"about_ca_topic_score_codex":0.013395371,"about_ca_topic_score_gemma":0.027310498,"teacher_disagreement_score":0.013395371,"about_ca_system_score_codex":0.002035275,"about_ca_system_score_gemma":0.0027461932,"threshold_uncertainty_score":0.026634812},"labels":[],"label_agreement":null},{"id":"W2113764808","doi":"10.5539/elt.v1n2p128","title":"The Impact of Strategies-based Instruction on Listening Comprehension","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Mathematics education; Competence (human resources); Reading comprehension; Comprehension; Test (biology); Note-taking; Set (abstract data type); Lesson plan; Listening comprehension; English language; Computer science; Reading (process); Linguistics","score_opus":0.02173258462491731,"score_gpt":0.2762902566696376,"score_spread":0.25455767204472024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113764808","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988877,0.00085899746,0.0022353497,0.00018334218,0.000040829935,0.00013672539,0.00004075905,0.0001393172,0.0074877087],"genre_scores_gemma":[0.9933107,0.0007129377,0.004062797,0.00006557754,0.00003715672,0.00008942629,0.00007432183,0.000026668024,0.0016204636],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990701,0.00039583378,0.00007299321,0.00009399815,0.00027929916,0.00008775028],"domain_scores_gemma":[0.98737526,0.010729376,0.0006371766,0.00025840342,0.00052343734,0.00047637385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009484284,0.00057921826,0.00030503527,0.00068110035,0.00017092639,0.0007746262,0.00047925266,0.0003444499,0.004071081],"category_scores_gemma":[0.011776655,0.00012428495,0.00031761112,0.00024974562,0.00025294357,0.00058812986,0.00068940024,0.00054894626,0.00040387368],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002070313,0.01118506,0.023946801,0.0015960423,0.0002306712,0.00045496525,0.0045225057,0.0015623728,0.06981431,0.0010481066,0.0010246447,0.8825443],"study_design_scores_gemma":[0.0014772223,0.06443345,0.71277136,0.0015197521,0.0018506012,0.001720163,0.008032132,0.011189953,0.16856925,0.0064675575,0.021759842,0.00020872554],"about_ca_topic_score_codex":0.00051396043,"about_ca_topic_score_gemma":0.00075888843,"teacher_disagreement_score":0.004071081,"about_ca_system_score_codex":0.00023747538,"about_ca_system_score_gemma":0.00053765473,"threshold_uncertainty_score":0.013619125},"labels":[],"label_agreement":null},{"id":"W2113966093","doi":"10.5539/elt.v2n2p69","title":"The Predicaments of Language Learners in Traditional Learning Environments","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Language acquisition; Mathematics education; Psychology; Educational technology; Learning environment; Experiential learning; Pedagogy; Computer science","score_opus":0.014380395081410386,"score_gpt":0.23124898487195356,"score_spread":0.21686858979054316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113966093","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.921802,0.00037674108,0.00116631,0.0040053045,0.000057619898,0.000029957531,0.000026972286,0.000023102104,0.07251213],"genre_scores_gemma":[0.996711,0.00014965727,0.00027344917,0.00030587026,0.000018800527,0.000018985078,0.0000097617085,0.000011249853,0.0025012076],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9929387,0.0030478816,0.00025594977,0.00092786195,0.0016858004,0.0011438362],"domain_scores_gemma":[0.98532015,0.005756476,0.0021608649,0.00094448426,0.0021021492,0.0037158343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004241732,0.00024979588,0.00023752065,0.0017561871,0.0068404595,0.0118050845,0.0010708418,0.0012835725,0.004120386],"category_scores_gemma":[0.019991795,0.0002564371,0.00023164092,0.0008487154,0.01780755,0.0073351846,0.007489777,0.0019354342,0.00077811826],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00059202185,0.0010996175,0.28640324,0.00028289232,0.00008320919,0.0021323673,0.4309568,0.00059996493,0.0027149299,0.16014779,0.006520298,0.10846686],"study_design_scores_gemma":[0.00007317257,0.00050224224,0.17933016,0.00032952506,0.00006695554,0.0019113856,0.6431547,0.0010879919,0.0022683637,0.10254686,0.06858713,0.00014146951],"about_ca_topic_score_codex":0.0030806311,"about_ca_topic_score_gemma":0.0043603405,"teacher_disagreement_score":0.0118050845,"about_ca_system_score_codex":0.00212149,"about_ca_system_score_gemma":0.00167941,"threshold_uncertainty_score":0.022432685},"labels":[],"label_agreement":null},{"id":"W2114045556","doi":"10.1017/s0267190505000115","title":"TRENDS IN ASSESSMENT SCALES AND CRITERION-REFERENCED LANGUAGE ASSESSMENT","year":2005,"lang":"en","type":"article","venue":"Annual Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Trait; Computer science; Scale (ratio); Task (project management); Benchmark (surveying); Language assessment; Foreign language; Test (biology); Cognitive psychology; Psychology; Natural language processing; Geography; Mathematics education; Engineering; Ecology","score_opus":0.02217392143505261,"score_gpt":0.3520408991979247,"score_spread":0.3298669777628721,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114045556","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.040421702,0.28422835,0.27944705,0.13428572,0.004995832,0.0010670054,0.0015080632,0.0034204074,0.25062588],"genre_scores_gemma":[0.29342008,0.14001799,0.5044286,0.019588817,0.0046086693,0.0030310324,0.0028372214,0.0017994153,0.030268136],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.85852134,0.03664769,0.0112737855,0.010421528,0.0814166,0.0017190923],"domain_scores_gemma":[0.7882298,0.076064624,0.008471338,0.009630846,0.11259804,0.0050053974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09179102,0.0010015235,0.0016922534,0.013292612,0.0019655956,0.009588391,0.0060746195,0.0035439024,0.0029281196],"category_scores_gemma":[0.15313278,0.0008084679,0.0011646149,0.01685818,0.010323742,0.009882514,0.004902434,0.008876228,0.0019354444],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000102857986,0.00019917249,0.009495406,0.002426774,0.000060363956,0.00005828522,0.0042905672,0.0013761761,0.0012155835,0.39381146,0.030125663,0.5568377],"study_design_scores_gemma":[0.000051336807,0.00043475573,0.058960047,0.0055423426,0.000065787826,0.0008267944,0.0050559784,0.0071291504,0.00218069,0.1359679,0.78353465,0.0002505563],"about_ca_topic_score_codex":0.052574605,"about_ca_topic_score_gemma":0.031729545,"teacher_disagreement_score":0.09179102,"about_ca_system_score_codex":0.031036688,"about_ca_system_score_gemma":0.031225491,"threshold_uncertainty_score":0.48544312},"labels":[],"label_agreement":null},{"id":"W2114065895","doi":"10.1017/s0261444808005028","title":"Non-native English-speaking English language teachers: History and research","year":2008,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":609,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"English language; Pedagogy; Identity (music); First language; Perception; Sociology; Graduate students; Linguistics; Psychology; Mathematics education; Art","score_opus":0.05522483229316918,"score_gpt":0.3030193217344271,"score_spread":0.2477944894412579,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114065895","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03924933,0.88460535,0.00033179924,0.018204857,0.00077516516,0.000027822118,0.00013958622,0.000014381999,0.056651752],"genre_scores_gemma":[0.24225412,0.7434774,0.00035993877,0.0032133597,0.0010631559,0.00005052003,0.0001403341,0.00002347176,0.0094177425],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99752206,0.0009261814,0.0002300629,0.0005655581,0.00050389953,0.0002520958],"domain_scores_gemma":[0.9745594,0.019580642,0.0015796875,0.0005613314,0.0020538827,0.0016650403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043623075,0.0002529219,0.00068617467,0.006284581,0.0042889593,0.00801171,0.0009391695,0.0017855196,0.0057845837],"category_scores_gemma":[0.011241206,0.00059770525,0.00014501205,0.012733271,0.011115391,0.006663718,0.002486823,0.0023620662,0.0010801593],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013671629,0.00045905964,0.032396384,0.008194878,0.000034037384,0.0018159834,0.15723722,0.00008434317,0.0006453631,0.07583448,0.022428578,0.70073295],"study_design_scores_gemma":[0.000010759998,0.0001990523,0.05500554,0.01999763,0.00003845924,0.0021733856,0.14090176,0.000057147365,0.0005627251,0.0110120615,0.7699839,0.00005755648],"about_ca_topic_score_codex":0.009867949,"about_ca_topic_score_gemma":0.021804806,"teacher_disagreement_score":0.009867949,"about_ca_system_score_codex":0.0039869957,"about_ca_system_score_gemma":0.007410944,"threshold_uncertainty_score":0.028927863},"labels":[],"label_agreement":null},{"id":"W2114139295","doi":"10.5430/wjel.v2n4p1","title":"The Link between English Language Proficiency and Academic Performance: A Pedagogical Perspective in Tanzanian Secondary Schools","year":2012,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Blame; Perspective (graphical); Tanzania; English language; Language proficiency; Mathematics education; Academic achievement; Test (biology); Psychology; Computer science; Sociology; Social psychology","score_opus":0.03595223621221888,"score_gpt":0.3086628172086378,"score_spread":0.2727105809964189,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114139295","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989712,0.00022281098,0.000016824342,0.00021775774,0.0000024869046,0.0000017134857,0.000012896756,4.5948258e-7,0.00055371586],"genre_scores_gemma":[0.9997862,0.00008282354,0.000015725653,0.000016065907,0.0000031163663,0.0000012665832,0.000006088186,2.0025584e-7,0.00008855247],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991967,0.0003494743,0.00004764616,0.00008523871,0.00009880416,0.00022224494],"domain_scores_gemma":[0.9970208,0.0011465042,0.0007936859,0.000047625308,0.0002796536,0.00071173406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010697658,0.00022672061,0.00028746735,0.0017040037,0.0011380943,0.0015439491,0.00029507975,0.00038844402,0.0021559997],"category_scores_gemma":[0.0030303379,0.00021763572,0.000281811,0.0012443098,0.001273497,0.00066688977,0.0010171483,0.00087321666,0.00018711107],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026921316,0.00015279058,0.9849364,0.000040524912,0.000021946025,0.00060718396,0.009880084,0.00004471058,0.000227251,0.00041762297,0.00011445373,0.0035299938],"study_design_scores_gemma":[0.0000015835901,0.00013341158,0.98153025,0.00003949247,0.00001666291,0.00012791778,0.017624795,0.00013410654,0.000050247676,0.00011807861,0.0002182422,0.0000052628056],"about_ca_topic_score_codex":0.016790416,"about_ca_topic_score_gemma":0.034710694,"teacher_disagreement_score":0.016790416,"about_ca_system_score_codex":0.0008562196,"about_ca_system_score_gemma":0.0014466757,"threshold_uncertainty_score":0.033385396},"labels":[],"label_agreement":null},{"id":"W2114143367","doi":"","title":"DO SECONDARY SECOND LANGUAGE STUDENTS BENEFIT FROM E-MAIL TANDEM PARTNER FEEDBACK?","year":2011,"lang":"en","type":"article","venue":"INTED2011 Proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Task (project management); Psychology; Tandem; Medical education; Mathematics education; Pedagogy; Computer science; Medicine; Engineering","score_opus":0.039802965365439376,"score_gpt":0.2611274088409604,"score_spread":0.22132444347552105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114143367","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980348,0.000120188866,0.00006629001,0.00035239285,0.000013385825,0.00001839995,0.000031374977,0.000015599415,0.0013475555],"genre_scores_gemma":[0.9983746,0.00015285917,0.000131332,0.00023663849,0.000013406329,0.0000212906,0.000040837993,0.0000043980367,0.0010244434],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978702,0.0008578211,0.00011331821,0.00016366945,0.000623949,0.00037099118],"domain_scores_gemma":[0.98471695,0.005690981,0.0034253648,0.0006289251,0.00209526,0.0034424858],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029764997,0.0002690789,0.00053863646,0.00093637744,0.0008698124,0.0029116413,0.00059469615,0.0011721238,0.0051271184],"category_scores_gemma":[0.027051268,0.00023948768,0.0002824003,0.0008831548,0.0005980204,0.0013103898,0.0011684736,0.0008337839,0.0013619633],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006947711,0.0043382095,0.74485666,0.00031251583,0.000058879687,0.001136961,0.07218207,0.00007896568,0.002773757,0.00016124213,0.003568347,0.16983756],"study_design_scores_gemma":[0.00017801396,0.004199069,0.838505,0.00022635571,0.0000914354,0.0023785294,0.135429,0.0005765464,0.0021863696,0.0004161136,0.015750308,0.00006328558],"about_ca_topic_score_codex":0.0035657452,"about_ca_topic_score_gemma":0.006819635,"teacher_disagreement_score":0.0051271184,"about_ca_system_score_codex":0.0005918082,"about_ca_system_score_gemma":0.0013630288,"threshold_uncertainty_score":0.017151952},"labels":[],"label_agreement":null},{"id":"W2114277009","doi":"10.18806/tesl.v24i2.141","title":"Diary of an Edu-Tourist in Costa Rica: An Autoethnographical Account of Learning Spanish","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Tourism; Experiential learning; Curiosity; Context (archaeology); Language acquisition; Pedagogy; Language education; Psychology; Sociology; Linguistics; Mathematics education; Geography; Social psychology","score_opus":0.018898895182226816,"score_gpt":0.24920280147928364,"score_spread":0.23030390629705683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114277009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9631627,0.0017624585,0.0017397968,0.0044338806,0.00021070414,0.00014331056,0.0008804996,0.00007051905,0.027596194],"genre_scores_gemma":[0.976101,0.002042445,0.0014483572,0.001234196,0.00008839216,0.00020117917,0.00043782362,0.00013396476,0.018312607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989135,0.00072362216,0.00003139631,0.00010429399,0.000103658196,0.00012354748],"domain_scores_gemma":[0.99816775,0.00096722424,0.00014618802,0.0001594328,0.00024746952,0.00031177286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001376423,0.0006347737,0.0006401562,0.000965221,0.0061872434,0.0022742373,0.000839928,0.0012032395,0.0027766386],"category_scores_gemma":[0.0035362977,0.00029251265,0.00026847646,0.0013365898,0.003907844,0.0013215918,0.003286888,0.002404162,0.00040402578],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009631772,0.00007419817,0.0034734686,0.00017566634,0.000014392437,0.0018765077,0.9761086,0.00016989492,0.0022155507,0.0021303066,0.006122158,0.007542926],"study_design_scores_gemma":[0.0000066920375,0.00003815964,0.0073606907,0.00020500134,0.000009240288,0.0006852391,0.8986253,0.00017204546,0.0006272113,0.0002741738,0.091966115,0.000030137971],"about_ca_topic_score_codex":0.037644368,"about_ca_topic_score_gemma":0.12305153,"teacher_disagreement_score":0.037644368,"about_ca_system_score_codex":0.0035179313,"about_ca_system_score_gemma":0.0016289589,"threshold_uncertainty_score":0.0748505},"labels":[],"label_agreement":null},{"id":"W2114448935","doi":"10.1017/s0272263106060268","title":"ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":543,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; Université de Montréal","funders":"","keywords":"Corrective feedback; Grammar; Psychology; Possessive; Intervention (counseling); Mathematics education; Language proficiency; Grammaticality; Linguistics","score_opus":0.035646953775110554,"score_gpt":0.2867695289804893,"score_spread":0.25112257520537873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114448935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968407,0.000093543276,0.0005321398,0.0003593424,0.00003925583,0.0006945596,0.000028513203,0.000015025417,0.0013970413],"genre_scores_gemma":[0.988761,0.00017564581,0.0043940046,0.0005858502,0.000058469337,0.0027706507,0.000038453927,0.000019893854,0.0031959822],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9916347,0.0057467697,0.00030302745,0.0010313699,0.0008512904,0.00043294355],"domain_scores_gemma":[0.97849894,0.014970252,0.002765882,0.0013875285,0.00054975925,0.0018275438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011971104,0.0005512767,0.0009165045,0.00036793033,0.0015935905,0.0020733085,0.0017406571,0.0012786868,0.0058754957],"category_scores_gemma":[0.027574778,0.0006840527,0.00036391,0.0002586739,0.0030033104,0.0027129657,0.0015262833,0.0014245877,0.00069121865],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.058873545,0.2664878,0.06667124,0.0026491696,0.00029683075,0.0010084904,0.2207523,0.0010027478,0.0316278,0.0073853205,0.0046913903,0.33855334],"study_design_scores_gemma":[0.04044063,0.57943386,0.16548376,0.0010583516,0.0005424667,0.0011329382,0.11622859,0.0049837353,0.025532193,0.012916749,0.051489703,0.00075702637],"about_ca_topic_score_codex":0.0015114595,"about_ca_topic_score_gemma":0.0015543543,"teacher_disagreement_score":0.011971104,"about_ca_system_score_codex":0.0007443123,"about_ca_system_score_gemma":0.0022304973,"threshold_uncertainty_score":0.06330997},"labels":[],"label_agreement":null},{"id":"W2114558271","doi":"10.1191/026765800677556046","title":"Missing Surface Inflection or Impairment in second language acquisition? Evidence from tense and agreement","year":2000,"lang":"en","type":"article","venue":"Second language Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":861,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Université Laval","funders":"","keywords":"Inflection; Linguistics; Psychology; German; Past tense; Second-language acquisition; Feature (linguistics); Language acquisition; Verb; Philosophy","score_opus":0.06885479596568268,"score_gpt":0.3685641880680884,"score_spread":0.2997093921024057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114558271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957159,0.0006260165,0.0008321592,0.00024995385,0.0000062575623,0.0000036643314,0.00007461052,0.000024292238,0.0024671583],"genre_scores_gemma":[0.9988349,0.00025534735,0.0003623556,0.000058551712,0.0000075044886,0.000006602961,0.00006884999,0.0000064523415,0.00039943063],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99924916,0.00012697103,0.00012277358,0.0001519853,0.00023683292,0.000112291586],"domain_scores_gemma":[0.9900197,0.0048378413,0.002128963,0.0015633923,0.0008429277,0.0006072713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022525126,0.00032600536,0.00046955288,0.0013927083,0.00028252415,0.0010238508,0.0005003392,0.0009454285,0.002312537],"category_scores_gemma":[0.0072981985,0.00028978655,0.00023027475,0.0005914696,0.0028436587,0.0029193815,0.0014468381,0.0007576066,0.0004201953],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020648723,0.0006434979,0.7276186,0.00089597714,0.00020039594,0.005255862,0.045699567,0.0007218012,0.07108085,0.009884123,0.00058112823,0.13535334],"study_design_scores_gemma":[0.000051707,0.0012654284,0.9267379,0.00014744866,0.00011245719,0.014077864,0.0077931634,0.0009892398,0.031642795,0.013075667,0.0040308745,0.00007534008],"about_ca_topic_score_codex":0.001619568,"about_ca_topic_score_gemma":0.001221595,"teacher_disagreement_score":0.002312537,"about_ca_system_score_codex":0.00022245772,"about_ca_system_score_gemma":0.0003390696,"threshold_uncertainty_score":0.011912584},"labels":[],"label_agreement":null},{"id":"W2114580211","doi":"10.5539/ijel.v2n3p22","title":"Reflections on the What of Learner Autonomy","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conceptualization; Autonomy; Learner autonomy; Language acquisition; Epistemology; Independence (probability theory); Field (mathematics); Psychology; Ideology; Pedagogy; Mathematics education; Sociology; Language education; Linguistics; Political science; Comprehension approach; Politics; Philosophy; Mathematics","score_opus":0.07858599639633308,"score_gpt":0.34259914586621476,"score_spread":0.2640131494698817,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114580211","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010957788,0.0066248453,0.003588284,0.93073547,0.002311058,0.000021746942,0.000027379438,0.000023376499,0.045710057],"genre_scores_gemma":[0.66877574,0.012183294,0.0037437857,0.28002122,0.006087286,0.00018233273,0.000044691762,0.00019329603,0.02876827],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.95835084,0.02988295,0.001068572,0.0025837752,0.0045835064,0.003530346],"domain_scores_gemma":[0.9160004,0.0709294,0.0020174985,0.002362301,0.0047640814,0.0039263377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.039931234,0.0006338723,0.0007407703,0.0010118227,0.008582044,0.015327448,0.0038784898,0.014294405,0.0053411378],"category_scores_gemma":[0.04651751,0.0003685605,0.0011223952,0.0011516415,0.058805384,0.035826266,0.015058929,0.034186676,0.0010886514],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003406945,0.00005154435,0.0007349039,0.00015446421,0.000007952217,0.0005010147,0.13286883,0.00025375423,0.00019943989,0.8080596,0.041724227,0.015410214],"study_design_scores_gemma":[0.000023350458,0.00004134973,0.0005650404,0.00089737703,0.000008029047,0.00046557633,0.11835666,0.00036637028,0.0005235599,0.3203076,0.558399,0.000046054138],"about_ca_topic_score_codex":0.006100528,"about_ca_topic_score_gemma":0.0045443834,"teacher_disagreement_score":0.039931234,"about_ca_system_score_codex":0.010024738,"about_ca_system_score_gemma":0.007812588,"threshold_uncertainty_score":0.21117908},"labels":[],"label_agreement":null},{"id":"W2114703192","doi":"10.5430/wjel.v2n3p1","title":"Developing Plurilingual Children: Parents’ Beliefs and Attitudes towards English Language Learning and Multilingual Learning","year":2012,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English as a lingua franca; Multilingualism; Psychology; English as a foreign language; Foreign language; Dominance (genetics); Competence (human resources); Lingua franca; Linguistics; Language acquisition; Pedagogy; Mathematics education; Social psychology","score_opus":0.017650522203262128,"score_gpt":0.27887173600357834,"score_spread":0.2612212138003162,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114703192","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999047,0.00013680717,0.000029128398,0.000055780547,0.000002228353,0.00000248738,0.000004194587,3.457608e-7,0.00072197616],"genre_scores_gemma":[0.9995554,0.00015627361,0.00002981991,0.000019056442,0.000001009733,0.0000030243539,0.0000047366525,2.5584743e-7,0.000230409],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993774,0.0003195233,0.000038015736,0.00004911192,0.000106917636,0.00010904387],"domain_scores_gemma":[0.9980013,0.00080054405,0.00062836293,0.000072806724,0.00018938028,0.00030760834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001978016,0.0001913731,0.00023929594,0.00046098477,0.0010271026,0.0015402018,0.0002085752,0.00039165682,0.0014849006],"category_scores_gemma":[0.003657783,0.00022746371,0.00017327562,0.0003433645,0.0010088288,0.00075632764,0.0010223439,0.00071240356,0.00014700221],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008989769,0.00020435394,0.61301285,0.00007059152,0.000025939617,0.0024626297,0.36268443,0.000064403655,0.0013569545,0.0008323626,0.0001600643,0.019035598],"study_design_scores_gemma":[0.000010746173,0.00039385995,0.43082106,0.00010660628,0.00003927328,0.0017582928,0.56248987,0.000120400735,0.000602258,0.00031049864,0.0033229035,0.000024218376],"about_ca_topic_score_codex":0.005597856,"about_ca_topic_score_gemma":0.007490352,"teacher_disagreement_score":0.005597856,"about_ca_system_score_codex":0.0005024646,"about_ca_system_score_gemma":0.00053917785,"threshold_uncertainty_score":0.011130571},"labels":[],"label_agreement":null},{"id":"W2114836220","doi":"10.5539/elt.v2n2p155","title":"Comparing and Contrasting First and Second Language Acquisition: Implications for Language Teachers","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Comprehension approach; Psychology; Language acquisition; Second-language attrition; Language assessment; Developmental linguistics; Linguistics; Process (computing); Language education; Foreign language; Language transfer; First language; Language pedagogy; Mathematics education; Computer science","score_opus":0.01796636464754301,"score_gpt":0.261735013220356,"score_spread":0.24376864857281302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114836220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9414792,0.0076718517,0.0053368667,0.010261355,0.00026465493,0.00019257599,0.00010577745,0.00003663311,0.034651063],"genre_scores_gemma":[0.99181867,0.0022368748,0.0032807183,0.00077516196,0.00006814205,0.00016595393,0.00006950843,0.000017998425,0.0015669257],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9936173,0.004007054,0.00035888152,0.0006242692,0.00091753877,0.00047497306],"domain_scores_gemma":[0.9413839,0.050572317,0.0027816133,0.00092544156,0.0029857727,0.001350893],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013240385,0.00037431697,0.0006608889,0.0025128233,0.0017930877,0.0056662047,0.00088630803,0.0012274665,0.0044536325],"category_scores_gemma":[0.060437534,0.00028845735,0.00046414754,0.003125214,0.004344215,0.0092539,0.0035634148,0.0022350024,0.0003897443],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088191486,0.0013342082,0.38357338,0.0011212692,0.00019598959,0.001536245,0.26834777,0.00063800043,0.0056420085,0.048421636,0.003553531,0.2847541],"study_design_scores_gemma":[0.0001028203,0.00095281325,0.6056826,0.0006822433,0.0001107957,0.0009948065,0.31206492,0.001554014,0.0030953693,0.061644137,0.012999198,0.00011630717],"about_ca_topic_score_codex":0.012708073,"about_ca_topic_score_gemma":0.015971025,"teacher_disagreement_score":0.013240385,"about_ca_system_score_codex":0.0020075918,"about_ca_system_score_gemma":0.003771366,"threshold_uncertainty_score":0.07002264},"labels":[],"label_agreement":null},{"id":"W2114931004","doi":"10.1111/j.1944-9720.2004.tb02177.x","title":"Language Awareness and Its Multiple Possibilities for the L2 Classroom","year":2004,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; Université du Québec à Montréal","funders":"","keywords":"Psychology; Foreign language; Second-language attrition; Metalinguistics; Comprehension approach; Second-language acquisition; Language acquisition; Language assessment; Language education; Linguistics; Pedagogy; Teaching method; Mathematics education; Vocabulary development","score_opus":0.06267872451504822,"score_gpt":0.30895886750716556,"score_spread":0.24628014299211734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114931004","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68057984,0.008728613,0.013127034,0.020202953,0.0002655731,0.00005820124,0.000023074721,0.00017922834,0.2768355],"genre_scores_gemma":[0.9927146,0.0008447561,0.0017657052,0.00032009382,0.000034885856,0.000030917883,0.0000037868583,0.000015449004,0.004269772],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99881387,0.0007460154,0.00003194483,0.000088023015,0.00017065043,0.00014954469],"domain_scores_gemma":[0.9985845,0.00075818284,0.00010539068,0.00008371556,0.00008670036,0.00038159368],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015932187,0.00033779533,0.00022792091,0.00048363648,0.0024042628,0.0060667046,0.0005047308,0.001372738,0.0063938503],"category_scores_gemma":[0.0019980948,0.00018758535,0.00025345632,0.0002305929,0.0039921096,0.004214255,0.0074255317,0.002047177,0.000518889],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031630573,0.001504009,0.019653246,0.0012874344,0.000020770905,0.004908769,0.2647184,0.0005304014,0.019684836,0.26799795,0.009687114,0.40969077],"study_design_scores_gemma":[0.000112380825,0.0012054812,0.034070056,0.0019748975,0.00008953725,0.008921345,0.26722702,0.0027434751,0.016469827,0.22711475,0.43991855,0.00015267191],"about_ca_topic_score_codex":0.0005331844,"about_ca_topic_score_gemma":0.0008434315,"teacher_disagreement_score":0.0063938503,"about_ca_system_score_codex":0.0007831973,"about_ca_system_score_gemma":0.0021687772,"threshold_uncertainty_score":0.021389544},"labels":[],"label_agreement":null},{"id":"W2114961836","doi":"10.1177/1362168813519883","title":"Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge","year":2014,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Grammar; Second-language acquisition; Task (project management); Test (biology); Focus on form; Linguistics; Second language; Task analysis; Mathematics education","score_opus":0.035119965273061125,"score_gpt":0.3282492670963163,"score_spread":0.2931293018232552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114961836","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851173,0.00013975125,0.00038191755,0.000012759196,0.0000051324587,0.00004605107,0.00002512503,0.000024180645,0.00085328973],"genre_scores_gemma":[0.993156,0.00022819405,0.003970951,0.00006498173,0.000017032327,0.00020046196,0.00012760525,0.000024744719,0.002210049],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99946994,0.000076576034,0.00005147857,0.00016745727,0.00014937643,0.000085160595],"domain_scores_gemma":[0.996646,0.002024519,0.00035541927,0.00020292036,0.00017805977,0.0005929956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043340315,0.0006421743,0.0009479283,0.00059742905,0.00022508562,0.00053371396,0.0005220745,0.0004925287,0.0043837577],"category_scores_gemma":[0.0033468653,0.00019761303,0.00035475363,0.00031362002,0.00054867135,0.000627235,0.0009806462,0.0008589014,0.00027348794],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.032565072,0.03518169,0.021206079,0.0018149521,0.00040201432,0.00069801416,0.005636482,0.0014997707,0.41628113,0.0006444878,0.0004151704,0.48365507],"study_design_scores_gemma":[0.0035240438,0.18369658,0.57176834,0.00038557695,0.0013515077,0.0017543843,0.0030710474,0.004660163,0.21970055,0.0021531205,0.0077788555,0.00015592837],"about_ca_topic_score_codex":0.000690945,"about_ca_topic_score_gemma":0.0009153263,"teacher_disagreement_score":0.0043837577,"about_ca_system_score_codex":0.00026107382,"about_ca_system_score_gemma":0.0004926405,"threshold_uncertainty_score":0.014665186},"labels":[],"label_agreement":null},{"id":"W2115056161","doi":"10.5539/jedp.v1n1p162","title":"A Qualitative Analysis on the Occurrence of Learned Helplessness among EFL Students","year":2011,"lang":"en","type":"article","venue":"Journal of Educational and Developmental Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Neuroticism; Openness to experience; Learned helplessness; Extraversion and introversion; Big Five personality traits; Agreeableness; Personality; Social psychology; Amotivation; Trait; Intrinsic motivation; Developmental psychology","score_opus":0.19442668612458852,"score_gpt":0.44166104313952476,"score_spread":0.24723435701493623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115056161","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99219453,0.00024166549,0.0015419618,0.0011734874,0.000026041422,0.00022841709,0.0003682582,0.000016439397,0.0042092362],"genre_scores_gemma":[0.9964799,0.00033596458,0.00069551764,0.00020975151,0.000010145313,0.00026908185,0.00012010375,0.000007595823,0.0018719613],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.994325,0.0036310535,0.00024768847,0.00026747154,0.00071063626,0.00081818504],"domain_scores_gemma":[0.9830542,0.012064841,0.0016292196,0.0002902112,0.0018633368,0.001098238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075859525,0.00036799698,0.0005000777,0.003034211,0.0043709623,0.0019762632,0.0010836533,0.0008279604,0.003907482],"category_scores_gemma":[0.014930749,0.0003682925,0.00032672376,0.0023107214,0.0036078808,0.0021324574,0.0027399776,0.0010699659,0.00031049442],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006084266,0.00007708665,0.016241375,0.00027988985,0.0000045042425,0.0009011531,0.9697758,0.000039188453,0.001106151,0.0010801891,0.0006087519,0.009825029],"study_design_scores_gemma":[0.0000031514207,0.0000524088,0.009742901,0.00015252622,0.0000024404462,0.00019410564,0.98520064,0.000072983064,0.00041434527,0.00015037936,0.0040025725,0.000011609633],"about_ca_topic_score_codex":0.0064237276,"about_ca_topic_score_gemma":0.010905753,"teacher_disagreement_score":0.0075859525,"about_ca_system_score_codex":0.0051776497,"about_ca_system_score_gemma":0.0037651688,"threshold_uncertainty_score":0.040118873},"labels":[],"label_agreement":null},{"id":"W2115185623","doi":"10.3138/cmlr.1152","title":"Target-Language Community Involvement: Second-Language Linguistic Self-Confidence and Other Perceived Benefits","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Canadian Council on Learning; Université Laval","keywords":"Perception; Psychology; Self-confidence; Medical education; Social psychology; Medicine","score_opus":0.028709220783733135,"score_gpt":0.23928362460320524,"score_spread":0.2105744038194721,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115185623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99646217,0.000089964306,0.000029533836,0.00017591946,0.0000041775183,0.00001819447,0.000015068822,0.0000028573395,0.003202137],"genre_scores_gemma":[0.9992354,0.00003389516,0.000043012446,0.000032634074,0.0000014942372,0.000010065724,0.000010466199,6.2566505e-7,0.000632448],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987721,0.00058113993,0.000038312315,0.000060490365,0.00028059082,0.0002672972],"domain_scores_gemma":[0.9955445,0.0011706145,0.0007014238,0.00009155618,0.0008349772,0.0016569698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025503265,0.0001664706,0.00020090031,0.0006705716,0.0016769408,0.0014674509,0.00037696154,0.00046399338,0.0053326883],"category_scores_gemma":[0.0052563897,0.00007515563,0.00014553012,0.0003804626,0.0006910968,0.00041071972,0.0011125533,0.00050368736,0.00023997818],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037470635,0.0027954092,0.81834316,0.00031925837,0.00008736458,0.0010576203,0.08983297,0.00009381436,0.0020232243,0.00042918895,0.0019852556,0.08265805],"study_design_scores_gemma":[0.000033211163,0.0005573577,0.901065,0.00010324859,0.000038646544,0.00024700633,0.0934155,0.00020396932,0.0003602888,0.00008947367,0.0038688623,0.000017451954],"about_ca_topic_score_codex":0.061542984,"about_ca_topic_score_gemma":0.15723741,"teacher_disagreement_score":0.061542984,"about_ca_system_score_codex":0.0018591868,"about_ca_system_score_gemma":0.0030582906,"threshold_uncertainty_score":0.12236953},"labels":[],"label_agreement":null},{"id":"W2115240126","doi":"10.5070/l4182005336","title":"The Practice of Theory in the Language Classroom","year":2011,"lang":"en","type":"article","venue":"Issues in Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Stress (linguistics); Identity (music); Pedagogy; Language policy; Sociology; Race (biology); Mathematics education; Investment (military); Psychology; Linguistics; Political science; Gender studies","score_opus":0.02827062801473832,"score_gpt":0.2945103138439832,"score_spread":0.26623968582924484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115240126","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.019690936,0.030570397,0.33394268,0.1873695,0.0048479484,0.0003665639,0.00007561869,0.00039150388,0.42274484],"genre_scores_gemma":[0.7770142,0.015255489,0.17341511,0.012388317,0.0024154822,0.0013756606,0.000072450406,0.0003896768,0.01767363],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9096616,0.07864161,0.0015575672,0.0040387777,0.004603545,0.0014969595],"domain_scores_gemma":[0.8841744,0.10077363,0.0019760814,0.008133918,0.0023892622,0.0025527484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08079565,0.0014522244,0.0021665588,0.0063790656,0.011590313,0.028196543,0.00479898,0.0078027872,0.0056537343],"category_scores_gemma":[0.048321124,0.0010840188,0.0013578202,0.0045355135,0.1609796,0.025688015,0.013162155,0.017413205,0.0017332324],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000061211313,0.000027821043,0.00012570598,0.000093049974,0.000009038943,0.000058809535,0.018282458,0.00035239314,0.00004385919,0.972659,0.0019175587,0.0064242487],"study_design_scores_gemma":[0.00001872644,0.000022091204,0.0000560166,0.0003835103,0.0000040182304,0.00006614414,0.007787225,0.00072802947,0.00011390273,0.936049,0.054760523,0.00001082925],"about_ca_topic_score_codex":0.0048207687,"about_ca_topic_score_gemma":0.0034317852,"teacher_disagreement_score":0.08079565,"about_ca_system_score_codex":0.015757611,"about_ca_system_score_gemma":0.019740127,"threshold_uncertainty_score":0.42729336},"labels":[],"label_agreement":null},{"id":"W2115404662","doi":"10.7202/019873ar","title":"Teacher Feedback in Online Education for Trainee Translators","year":2009,"lang":"en","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Portuguese; German; Computer science; Strengths and weaknesses; Proxy (statistics); Mathematics education; Computer-mediated communication; Psychology; Pedagogy; World Wide Web; The Internet","score_opus":0.06580348840643672,"score_gpt":0.2968184136225577,"score_spread":0.23101492521612094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115404662","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92605346,0.0013201778,0.020270376,0.0034161198,0.00029041863,0.00064548,0.0002334968,0.0009635415,0.0468069],"genre_scores_gemma":[0.97612894,0.00056250434,0.009421568,0.00047096246,0.00008243033,0.000228881,0.00012253092,0.00019355922,0.012788605],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9580698,0.035777844,0.0011680407,0.0012182749,0.0027323398,0.0010336471],"domain_scores_gemma":[0.7930656,0.17374574,0.007355271,0.0072773523,0.01283651,0.0057195406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021008695,0.0005644662,0.0007660325,0.0010845719,0.0015709223,0.0034375386,0.0011984913,0.0015505931,0.018598104],"category_scores_gemma":[0.12249363,0.00038186173,0.00032344513,0.00085837574,0.0009775534,0.0028174114,0.003547629,0.0011601974,0.003581286],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005054557,0.004917197,0.033788707,0.002446246,0.00005833807,0.0026768637,0.115598194,0.0010564371,0.011174829,0.001632104,0.017222516,0.80437416],"study_design_scores_gemma":[0.0034923726,0.03170038,0.1845078,0.0065259985,0.0005381675,0.0075068614,0.31566003,0.013004498,0.093330905,0.011586334,0.33159006,0.00055661943],"about_ca_topic_score_codex":0.0008432419,"about_ca_topic_score_gemma":0.0014158114,"teacher_disagreement_score":0.021008695,"about_ca_system_score_codex":0.0011614807,"about_ca_system_score_gemma":0.0015971344,"threshold_uncertainty_score":0.11110598},"labels":[],"label_agreement":null},{"id":"W2115408135","doi":"10.3138/cmlr.59.2.189","title":"The Cross-linguistic Development of Address Form Use in Telecollaborative Language Learning: Two Case Studies","year":2002,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":177,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"German; Linguistics; Language acquisition; Psychology; Sociocultural evolution; Perspective (graphical); Competence (human resources); Focus (optics); Computer science; Sociology; Social psychology; Artificial intelligence","score_opus":0.05838905267260292,"score_gpt":0.300155364475847,"score_spread":0.2417663118032441,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115408135","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.984521,0.00048114432,0.0011682569,0.00045579034,0.000014110619,0.0000613878,0.000037464968,0.000013227313,0.013247709],"genre_scores_gemma":[0.99251974,0.0007263578,0.0019783168,0.00015359708,0.000010288391,0.000093504466,0.000034615307,0.000013062153,0.004470504],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972656,0.001573017,0.00013285913,0.0002672809,0.0004053909,0.00035588804],"domain_scores_gemma":[0.99568236,0.0027082993,0.00044968154,0.0004507962,0.00037959163,0.00032918155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026556472,0.0005378351,0.0004309256,0.0019150621,0.004155188,0.0021674237,0.0011265203,0.0022613173,0.002763477],"category_scores_gemma":[0.0071551492,0.00031960098,0.00030464496,0.0017232216,0.0040793447,0.002173314,0.00454546,0.0014568653,0.0003926612],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002632276,0.0016281734,0.055369064,0.0003935722,0.000025416855,0.071300395,0.72408044,0.00071208226,0.005889275,0.024774795,0.0018370273,0.11372659],"study_design_scores_gemma":[0.00012118239,0.0012393098,0.077385545,0.00042396234,0.0000833774,0.10586389,0.66904587,0.0018379117,0.015220533,0.008345655,0.120284796,0.00014797944],"about_ca_topic_score_codex":0.012465955,"about_ca_topic_score_gemma":0.025892448,"teacher_disagreement_score":0.012465955,"about_ca_system_score_codex":0.003366931,"about_ca_system_score_gemma":0.0011834325,"threshold_uncertainty_score":0.02478677},"labels":[],"label_agreement":null},{"id":"W2115560497","doi":"10.5539/elt.v6n5p111","title":"A Study on Change in the Attitude of Students towards English Language Learning","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Tamil; Class (philosophy); Positive attitude; Mathematics education; Attitude change; English language; Pedagogy; Social psychology; Linguistics","score_opus":0.035766036439387534,"score_gpt":0.3139794344375568,"score_spread":0.2782133979981693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115560497","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99943215,0.000026500324,0.000025316851,0.000038357673,0.0000049661035,0.000008815848,0.000008874812,8.9602935e-7,0.00045399964],"genre_scores_gemma":[0.99836737,0.00007434456,0.00007655513,0.000082652616,0.000008231268,0.000018945597,0.000023853767,0.0000010506432,0.0013470273],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99940383,0.0001781096,0.000039919018,0.00006264591,0.00016385475,0.00015164279],"domain_scores_gemma":[0.9967167,0.0007473043,0.0006856048,0.00011917422,0.0006514524,0.0010797738],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095235417,0.00017972871,0.0003178686,0.00059903064,0.0009774147,0.0011419904,0.0002542022,0.00052579655,0.00248086],"category_scores_gemma":[0.0030417542,0.00016304005,0.00037351777,0.0005042475,0.00054229144,0.0005568959,0.0005282175,0.0012188468,0.00063151633],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052918465,0.0054997876,0.84897083,0.00021072869,0.000044222725,0.0011962526,0.09232376,0.00004640738,0.010716317,0.0002101381,0.00042833984,0.039824083],"study_design_scores_gemma":[0.000022385331,0.005271736,0.91491574,0.000040963158,0.000029878021,0.0005095573,0.074105486,0.00009417039,0.0021724997,0.000072293406,0.0027369326,0.000028395032],"about_ca_topic_score_codex":0.0018573923,"about_ca_topic_score_gemma":0.0027919714,"teacher_disagreement_score":0.00248086,"about_ca_system_score_codex":0.00045302333,"about_ca_system_score_gemma":0.00065198774,"threshold_uncertainty_score":0.008299291},"labels":[],"label_agreement":null},{"id":"W2115746875","doi":"10.1080/0958822042000334244","title":"Application of a CALL System in the Acquisition of Adverbs in English","year":2004,"lang":"en","type":"article","venue":"Computer Assisted Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Grammar; Intuition; Sentence; Computer science; Significant difference; Mathematics education; Computer-Assisted Instruction; Task (project management); Teaching method; Focus on form; Psychology; Linguistics; Natural language processing; Mathematics","score_opus":0.010003273710881605,"score_gpt":0.22643164539590616,"score_spread":0.21642837168502455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115746875","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99874085,0.000046507317,0.00071432855,0.000023586299,0.000005188862,0.000021582562,0.000003207374,0.00002522942,0.00041940738],"genre_scores_gemma":[0.99610007,0.00013853265,0.0027946853,0.000035521236,0.000010760268,0.000026254836,0.000020868918,0.000008094895,0.00086512574],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9997204,0.000089315035,0.00001560594,0.00004603941,0.00008596046,0.000042692656],"domain_scores_gemma":[0.99903107,0.00053992425,0.00011613301,0.000073836796,0.00006841257,0.00017066232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003922657,0.00027128882,0.00019312881,0.00022047618,0.0002179102,0.00024374311,0.00035379728,0.0003782158,0.0020320525],"category_scores_gemma":[0.0029504674,0.000091493566,0.00014100269,0.00008241781,0.00029193258,0.00024101969,0.00037832253,0.0003150504,0.00030108675],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0033970608,0.0132619925,0.04221351,0.0005248836,0.00005319766,0.0019225242,0.0049151555,0.000967961,0.5240219,0.00022842624,0.00041062533,0.40808257],"study_design_scores_gemma":[0.00047304464,0.09111929,0.5307716,0.000112299625,0.0004276768,0.0042624436,0.0034473906,0.006003395,0.35346296,0.0006809937,0.00914842,0.00009037644],"about_ca_topic_score_codex":0.0007600695,"about_ca_topic_score_gemma":0.001128424,"teacher_disagreement_score":0.0020320525,"about_ca_system_score_codex":0.0001353995,"about_ca_system_score_gemma":0.00022653134,"threshold_uncertainty_score":0.00679785},"labels":[],"label_agreement":null},{"id":"W2115836394","doi":"","title":"The Influence of Krashen's Input Hypothesis on Teaching College English Listening in China","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; College English; Listening comprehension; China; Psychology; Informational listening; Obstacle; Mathematics education; Task (project management); Linguistics; Pedagogy; Communication; Political science; Engineering","score_opus":0.010588136294283478,"score_gpt":0.2502350695662585,"score_spread":0.23964693327197503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115836394","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9625801,0.0003409116,0.0009434214,0.0027501201,0.000048422102,0.00008032423,0.00004656495,0.000017943623,0.033192214],"genre_scores_gemma":[0.9986915,0.00013776959,0.00017699585,0.0000802324,0.000011909208,0.00001977438,0.000015553791,0.00000317057,0.00086313346],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9953086,0.0013818074,0.0003462444,0.00058756897,0.0016399676,0.0007358073],"domain_scores_gemma":[0.97193843,0.017022483,0.0037841918,0.0009195858,0.0035948378,0.0027405343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062276367,0.00029092925,0.00041554507,0.0017416865,0.0017901695,0.0028150226,0.0010208553,0.00061018043,0.0077315858],"category_scores_gemma":[0.01688176,0.00017321219,0.0005531737,0.0016220872,0.003346555,0.0017105232,0.0019136673,0.0008412111,0.00038486582],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012764598,0.001031979,0.74593526,0.00080092094,0.00021553718,0.0029598207,0.042870916,0.0034122167,0.0036629566,0.05766733,0.003078756,0.1370879],"study_design_scores_gemma":[0.00019316252,0.0006468268,0.9272868,0.00035176822,0.0002701523,0.00025930663,0.038046718,0.008077193,0.0037349968,0.014144497,0.006919032,0.00006953857],"about_ca_topic_score_codex":0.018275434,"about_ca_topic_score_gemma":0.014919512,"teacher_disagreement_score":0.018275434,"about_ca_system_score_codex":0.0038540931,"about_ca_system_score_gemma":0.008573241,"threshold_uncertainty_score":0.03633815},"labels":[],"label_agreement":null},{"id":"W2116233480","doi":"10.5539/elt.v7n6p74","title":"The Effects of Communicative Grammar Teaching on Students’ Achievement of Grammatical Knowledge and Oral Production","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Communicative competence; Psychology; Communicative language teaching; Linguistics; Traditional grammar; Competence (human resources); Teaching method; Relational grammar; Mathematics education; Emergent grammar; Pedagogy; Language education","score_opus":0.010922994235635294,"score_gpt":0.27920299806442617,"score_spread":0.26828000382879086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116233480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990964,0.000026871621,0.000034556826,0.000028657143,0.0000056048893,0.000010467867,0.0000032887158,0.0000045491097,0.00078968675],"genre_scores_gemma":[0.99794537,0.00007004627,0.00032183542,0.000020121275,0.0000055569735,0.000028771974,0.000011420997,0.000003699159,0.0015931629],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990723,0.0003242617,0.00006290579,0.00011714137,0.00023717068,0.00018619628],"domain_scores_gemma":[0.9963658,0.0014857341,0.000466795,0.00017419616,0.00034007477,0.0011674685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011516134,0.00047216847,0.00041174135,0.0004463688,0.0004696359,0.00082747376,0.0003435842,0.0004719473,0.0026075433],"category_scores_gemma":[0.0050054328,0.00016628992,0.00043476623,0.0002028138,0.0006860864,0.00034120362,0.00080645434,0.0011002697,0.0003471161],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0093219895,0.09740404,0.18891683,0.0012696895,0.00048379277,0.0035573374,0.05381242,0.0026641183,0.15888453,0.0020385694,0.0024684588,0.47917816],"study_design_scores_gemma":[0.0010263396,0.0409328,0.87386924,0.00019839864,0.000701158,0.0005392155,0.018170262,0.0037107042,0.051835433,0.002013813,0.0068334867,0.00016926586],"about_ca_topic_score_codex":0.0012883832,"about_ca_topic_score_gemma":0.0019724926,"teacher_disagreement_score":0.0026075433,"about_ca_system_score_codex":0.00039979693,"about_ca_system_score_gemma":0.0010071814,"threshold_uncertainty_score":0.00872314},"labels":[],"label_agreement":null},{"id":"W2116334677","doi":"10.5539/elt.v3n1p113","title":"Direct Spoken English Testing Is still a Real Challenge to be Worth Bothering About","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Section (typography); Presentation (obstetrics); Reliability (semiconductor); Psychology; Spoken language; Linguistics; Natural language processing; Computer science","score_opus":0.024734900466030038,"score_gpt":0.25730639004992656,"score_spread":0.2325714895838965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116334677","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47985965,0.03077842,0.3263402,0.07961382,0.009919287,0.0019852265,0.0011348113,0.0029958906,0.067372635],"genre_scores_gemma":[0.72458607,0.010630703,0.22480465,0.009432564,0.004529697,0.0013978299,0.00067045394,0.000997193,0.02295078],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9567166,0.021683432,0.0033814092,0.0025191547,0.015098244,0.0006011531],"domain_scores_gemma":[0.73462194,0.18769325,0.011116445,0.019854292,0.042258564,0.004455615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.042512827,0.000673538,0.0014196599,0.0012541177,0.0010282956,0.0033495382,0.002798262,0.0012865579,0.0044424646],"category_scores_gemma":[0.13693218,0.00033653146,0.0004810803,0.00059271645,0.003791409,0.0044815294,0.0028576439,0.002572376,0.0035270837],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033619,0.0006711852,0.06940297,0.0018852967,0.00015794701,0.001060167,0.011618034,0.00067740347,0.010856337,0.006223868,0.017912416,0.87919825],"study_design_scores_gemma":[0.00025675102,0.012145842,0.29103133,0.0075259074,0.000288574,0.030898953,0.08313371,0.005425326,0.047176998,0.09478506,0.42642197,0.00090960204],"about_ca_topic_score_codex":0.0015607056,"about_ca_topic_score_gemma":0.0043731155,"teacher_disagreement_score":0.042512827,"about_ca_system_score_codex":0.0009214442,"about_ca_system_score_gemma":0.0021253393,"threshold_uncertainty_score":0.22483194},"labels":[],"label_agreement":null},{"id":"W2116753181","doi":"10.18806/tesl.v31i0.1194","title":"Task-Based Language Teaching and Expansive Learning Theory","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language education; Psychology; Second-language acquisition; Learning theory; Language acquisition; CLARITY; Pedagogy; Teaching method; Mathematics education; Linguistics; Philosophy","score_opus":0.019055700280989338,"score_gpt":0.22504575911578417,"score_spread":0.20599005883479482,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116753181","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08462702,0.0034961463,0.5620628,0.0061919773,0.0002573145,0.00035766646,0.00008922963,0.00025490648,0.3426629],"genre_scores_gemma":[0.90205836,0.0021923925,0.081039995,0.00069828774,0.00016681873,0.0006438161,0.00008494653,0.000090593945,0.013024855],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99588096,0.0024946514,0.00019573556,0.0004139093,0.00076731347,0.0002474943],"domain_scores_gemma":[0.9876936,0.009528642,0.0007401998,0.0007185921,0.00073078164,0.00058806094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040327287,0.0006565048,0.0004067264,0.0018239695,0.0012848189,0.0045962036,0.0015577148,0.0010578093,0.0044700494],"category_scores_gemma":[0.008635642,0.0002776924,0.0008186822,0.00082204444,0.015389955,0.004578797,0.0037240859,0.0020307493,0.0007284811],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019157153,0.000101402824,0.001088197,0.0002822914,0.000016779604,0.0001802067,0.011521467,0.003976024,0.0004276631,0.94462425,0.00057836,0.037184387],"study_design_scores_gemma":[0.00003655532,0.000075157084,0.00087829627,0.00026867393,0.00001273672,0.00019965161,0.0026379498,0.0060538934,0.00062113587,0.96123177,0.027961794,0.000022368868],"about_ca_topic_score_codex":0.0021751255,"about_ca_topic_score_gemma":0.0011655831,"teacher_disagreement_score":0.0045962036,"about_ca_system_score_codex":0.002570484,"about_ca_system_score_gemma":0.0024064104,"threshold_uncertainty_score":0.021327376},"labels":[],"label_agreement":null},{"id":"W2117390062","doi":"10.47678/cjhe.v35i4.183519","title":"Anxiety and Perceived English and French Language Competence of Education Students","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta; University of Ottawa","funders":"","keywords":"Competence (human resources); French immersion; Anxiety; AP French Language; Psychology; French; Heritage language; Perception; First language; Foreign language; English language; Language proficiency; Pedagogy; Mathematics education; Linguistics; Humanities; Social psychology; Art","score_opus":0.010628592957208922,"score_gpt":0.2617310628537849,"score_spread":0.251102469896576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2117390062","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996697,0.000041766198,0.000007982546,0.000019969224,0.0000017662276,0.0000030272854,0.000018625866,7.7829463e-7,0.00023648584],"genre_scores_gemma":[0.99977285,0.000031208234,0.000010684468,0.000012739371,0.0000022841807,0.000002609206,0.000030149416,2.6593776e-7,0.0001372297],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993525,0.00014297884,0.000055347493,0.00004664666,0.00019599013,0.00020654402],"domain_scores_gemma":[0.9964234,0.00055499276,0.0012956964,0.00009834395,0.00045677545,0.001170759],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008117797,0.00029311536,0.00031612965,0.0008647747,0.00060511264,0.0014744365,0.00020860645,0.0005173008,0.0009843657],"category_scores_gemma":[0.003417019,0.00021401423,0.00043529412,0.00039239362,0.0005801384,0.00033656243,0.0005789646,0.0008283278,0.00015189768],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008250891,0.00026983206,0.9926958,0.0000134661395,0.000036326725,0.00008064741,0.0035230652,0.000024816207,0.00039397686,0.000027886712,0.00007270637,0.002779078],"study_design_scores_gemma":[0.0000033151819,0.00021092022,0.99614954,0.000005670031,0.0000087169155,0.00007509454,0.0033245871,0.000045165074,0.00004185249,0.0000115873545,0.000115676405,0.000007902779],"about_ca_topic_score_codex":0.016419804,"about_ca_topic_score_gemma":0.02729029,"teacher_disagreement_score":0.016419804,"about_ca_system_score_codex":0.00076108385,"about_ca_system_score_gemma":0.00045844133,"threshold_uncertainty_score":0.032648444},"labels":[],"label_agreement":null},{"id":"W2117696956","doi":"10.1111/j.1540-4781.2013.12031.x","title":"Form‐focused instruction and learner investment in L2 communication","year":2013,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Socialization; Psychology; Meaning (existential); Perspective (graphical); Pedagogy; Investment (military); Foreign language; Social psychology; Mathematics education","score_opus":0.01941404460366101,"score_gpt":0.22895295923430697,"score_spread":0.20953891463064597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2117696956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99647623,0.000067260844,0.00036143928,0.00004735439,0.0000018204646,0.000009289191,0.000006422505,0.000007029144,0.0030231685],"genre_scores_gemma":[0.9984397,0.00007501838,0.0006401617,0.000014268764,0.0000022250413,0.000013610455,0.0000099965855,0.000004896424,0.0008000526],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99885094,0.000545348,0.000052940206,0.000121913465,0.0002901754,0.00013863106],"domain_scores_gemma":[0.9948172,0.0023504228,0.0013696429,0.00027900384,0.00044768027,0.0007360657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012163074,0.0002693371,0.00024127305,0.00047460833,0.00046436198,0.0017155863,0.00036440868,0.00032586645,0.0029580772],"category_scores_gemma":[0.00663815,0.0001347384,0.00018686877,0.00026009788,0.0007443048,0.00072112354,0.0013874434,0.0006492922,0.0002560411],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006340193,0.0058961962,0.6777575,0.00057341147,0.00013035479,0.0010632082,0.07150283,0.0009705534,0.04026405,0.0051493715,0.0009168208,0.19514173],"study_design_scores_gemma":[0.000056377936,0.0015935815,0.9411952,0.00014534632,0.00010957346,0.00081683317,0.03123259,0.0017919169,0.012465718,0.00332918,0.0072113876,0.00005230836],"about_ca_topic_score_codex":0.00070605567,"about_ca_topic_score_gemma":0.00080159766,"teacher_disagreement_score":0.0029580772,"about_ca_system_score_codex":0.00060329126,"about_ca_system_score_gemma":0.00053704315,"threshold_uncertainty_score":0.009895802},"labels":[],"label_agreement":null},{"id":"W2118020891","doi":"10.18806/tesl.v27i2.1056","title":"Implementing Communication Strategy Instruction in the ESL Oral Classroom: What Do Low-Proficiency Learners Tell Us?","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Task (project management); Recall; Language proficiency; Psychology; Affect (linguistics); Intervention (counseling); Mathematics education; Pedagogy; Computer science; Cognitive psychology; Communication","score_opus":0.02680083819749378,"score_gpt":0.2612024720687219,"score_spread":0.2344016338712281,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118020891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99293995,0.0016720438,0.00017909156,0.0032444529,0.000036024092,0.000034233137,0.000022881977,0.000009251169,0.0018621697],"genre_scores_gemma":[0.9950054,0.0027765343,0.0006124247,0.0005677309,0.00003175176,0.00007246401,0.000046233487,0.0000041588514,0.0008832159],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9987313,0.0005018577,0.00008938304,0.00010136436,0.00036742297,0.00020863417],"domain_scores_gemma":[0.9940055,0.0038602634,0.00091628544,0.00011823675,0.00045884142,0.0006408866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031428733,0.00033252372,0.00050687115,0.0005015002,0.00097086874,0.0024198454,0.0006890295,0.0017654258,0.0012626643],"category_scores_gemma":[0.014983328,0.0001847104,0.00017094646,0.00037996765,0.0012302663,0.0025656815,0.00094979425,0.001379685,0.00031799715],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005924724,0.0050715264,0.19442432,0.0015651345,0.00006665813,0.0009609226,0.20693313,0.00012653002,0.0065946607,0.0010800879,0.0027200617,0.57986444],"study_design_scores_gemma":[0.0002110929,0.0061804694,0.36137992,0.0019535802,0.00024413057,0.001420398,0.5982564,0.0005580067,0.00999955,0.0030589502,0.016630506,0.00010697382],"about_ca_topic_score_codex":0.0033224723,"about_ca_topic_score_gemma":0.006693298,"teacher_disagreement_score":0.0033224723,"about_ca_system_score_codex":0.00103818,"about_ca_system_score_gemma":0.0024672975,"threshold_uncertainty_score":0.016621351},"labels":[],"label_agreement":null},{"id":"W2118310720","doi":"10.5539/ies.v2n4p99","title":"A Tentative Exploration into the Features of the English Corner at Renmin University of China","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Popularity; China; Matching (statistics); Ideal (ethics); Matriculation; Evening; Mathematics education; Duration (music); Psychology; History; Mathematics; Social psychology; Political science; Statistics; Law; Art; Literature","score_opus":0.0483469997377491,"score_gpt":0.31470804457268775,"score_spread":0.26636104483493867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118310720","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98760253,0.00012976823,0.00031729354,0.0005812459,0.000011053814,0.000018867066,0.000044333734,0.0000061915985,0.011288647],"genre_scores_gemma":[0.9971366,0.00011117274,0.0002911908,0.000049691986,0.000004349103,0.000008663977,0.000026588792,0.0000039503793,0.0023678546],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994137,0.00024344196,0.000024433171,0.00006634262,0.00009197936,0.00016014751],"domain_scores_gemma":[0.99914956,0.00026938933,0.00017878016,0.00006640819,0.0001598478,0.00017599213],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010783939,0.00016897824,0.00019408263,0.0012837487,0.0039784494,0.0017457047,0.0006042361,0.0003442839,0.006678715],"category_scores_gemma":[0.0015693031,0.00010830312,0.0001575196,0.0021088135,0.0017278938,0.002020121,0.0011888988,0.00035144415,0.00027478536],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023784305,0.00009297619,0.2504075,0.00039797975,0.0000211783,0.0093923,0.60613966,0.00026984364,0.00972773,0.03221961,0.0038257006,0.087267675],"study_design_scores_gemma":[0.0000056603044,0.00008652349,0.30869037,0.00014146391,0.000012774137,0.0010447457,0.6513671,0.00048323683,0.0011017863,0.0015028076,0.035526,0.000037518505],"about_ca_topic_score_codex":0.035022907,"about_ca_topic_score_gemma":0.09757581,"teacher_disagreement_score":0.035022907,"about_ca_system_score_codex":0.0023321342,"about_ca_system_score_gemma":0.0032153057,"threshold_uncertainty_score":0.06963813},"labels":[],"label_agreement":null},{"id":"W2118429257","doi":"10.5539/elt.v4n1p135","title":"The Use of Persian in the EFL Classroom–The Case of English Teaching and Learning at Pre-university Level in Iran","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Persian; Psychology; Perception; Mathematics education; Teaching method; Class (philosophy); Pedagogy; Linguistics","score_opus":0.06067198843472242,"score_gpt":0.2375518090632989,"score_spread":0.1768798206285765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118429257","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972799,0.00007470648,0.0000508059,0.00034158526,0.0000033581366,0.0000055102096,0.0000036403696,0.0000022004933,0.0022384154],"genre_scores_gemma":[0.9990088,0.00013471852,0.000104761115,0.000052063588,0.0000033737767,0.0000031573209,0.0000041831136,0.0000028536097,0.000686131],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983077,0.00083404675,0.00004345746,0.000107189204,0.0002260614,0.00048145183],"domain_scores_gemma":[0.9980921,0.00070694735,0.0003873896,0.0000940856,0.00024297168,0.00047647738],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018236336,0.0002740068,0.00026898272,0.001447304,0.0074098287,0.0023349195,0.0010634703,0.0011799632,0.0018199811],"category_scores_gemma":[0.0031584818,0.00031648943,0.0002516684,0.0012051717,0.003690908,0.0018190416,0.0017823873,0.001368117,0.00031169207],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000102915204,0.00055936776,0.120371535,0.00010773415,0.000011593729,0.019639814,0.8245752,0.00015632292,0.0024366234,0.004057549,0.0011203844,0.026860934],"study_design_scores_gemma":[0.000010178848,0.00013559415,0.07815136,0.000045472396,0.000010268283,0.003386802,0.9085852,0.00029445652,0.0007145303,0.00052242546,0.008122107,0.000021597276],"about_ca_topic_score_codex":0.038682155,"about_ca_topic_score_gemma":0.10939823,"teacher_disagreement_score":0.038682155,"about_ca_system_score_codex":0.0042766347,"about_ca_system_score_gemma":0.0027568908,"threshold_uncertainty_score":0.07691401},"labels":[],"label_agreement":null},{"id":"W2118437554","doi":"10.14527/c2s4m5","title":"PLT (Program of Training Lecturer) research asssistants' opinions about domestic and outland language training","year":2012,"lang":"en","type":"article","venue":"Pegem Journal of Education and Instruction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Turkish; Presentation (obstetrics); Training (meteorology); Language barrier; Foreign language; Medical education; Pedagogy; Psychology; Class (philosophy); First language; Face (sociological concept); Sociology; Medicine; Computer science; Political science; Linguistics","score_opus":0.1186062742245357,"score_gpt":0.4077104509884788,"score_spread":0.2891041767639431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118437554","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96241206,0.0011308325,0.0036998934,0.0080827745,0.00046957086,0.0005519127,0.00034874585,0.00018704924,0.023117125],"genre_scores_gemma":[0.9597017,0.0017679831,0.0045415442,0.0043154582,0.0003495319,0.0010855512,0.0002910525,0.00006467553,0.027882563],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99285465,0.00418384,0.0005278877,0.0005161829,0.0009764401,0.0009410665],"domain_scores_gemma":[0.9711345,0.010796578,0.003359875,0.0009747395,0.0063327933,0.0074016713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010465317,0.00020249924,0.0002530847,0.00072379626,0.0018687913,0.0022755435,0.00068857986,0.00091758976,0.01732284],"category_scores_gemma":[0.020441096,0.00033059745,0.000307514,0.00070619764,0.00079904817,0.0017014982,0.001465821,0.0013159617,0.0026163394],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011317353,0.0014324904,0.20370512,0.0024896585,0.00007038274,0.0052376613,0.35524443,0.00032726736,0.02829863,0.002556227,0.058516223,0.34099025],"study_design_scores_gemma":[0.00009606892,0.003579755,0.24490266,0.00054831756,0.000058906033,0.0051762224,0.56012046,0.0005984431,0.0034306217,0.00041772364,0.18094316,0.00012778582],"about_ca_topic_score_codex":0.002116535,"about_ca_topic_score_gemma":0.0035281896,"teacher_disagreement_score":0.01732284,"about_ca_system_score_codex":0.0014707134,"about_ca_system_score_gemma":0.0026652908,"threshold_uncertainty_score":0.057950675},"labels":[],"label_agreement":null},{"id":"W2118643047","doi":"10.3968/j.ccc.1923670020130903.3058","title":"How Chinese Exchange Students Adapt to Their Academic Course Learningin a US University: A Fresh Look at College English Teaching in China","year":2013,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Tracking (education); Mathematics education; Curriculum; Face (sociological concept); Diligence; Psychology; Pedagogy; Sociology; Medical education; Political science; Medicine; Social science; Social psychology","score_opus":0.024372886601816187,"score_gpt":0.29565573422077784,"score_spread":0.27128284761896165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118643047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99925894,0.000025904748,0.00001850436,0.000094782845,0.0000019671645,0.0000031732216,0.000004854406,9.103049e-7,0.00059099786],"genre_scores_gemma":[0.99881613,0.000095003496,0.000033007764,0.00005659689,0.000002000597,0.000004345959,0.000019017558,0.000002055111,0.00097178284],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99946135,0.0001201689,0.000020207304,0.000057814206,0.00009039193,0.00025001462],"domain_scores_gemma":[0.99946195,0.000087448556,0.00010646807,0.000037809812,0.00007755378,0.00022870357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008315658,0.00035074644,0.0002552173,0.0011137988,0.0041616415,0.0022714357,0.00057920004,0.00065786584,0.001608595],"category_scores_gemma":[0.0012638284,0.00026646518,0.00028610026,0.001287842,0.001946494,0.0014981135,0.0023289598,0.0007737849,0.0001793733],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064040454,0.00016276597,0.21437672,0.00003714417,0.000012536784,0.001168942,0.7620051,0.000066886096,0.0031910532,0.0006097647,0.00042282668,0.017882178],"study_design_scores_gemma":[0.0000036115377,0.00010673741,0.31698114,0.00002029696,0.000010871661,0.00033003866,0.67898095,0.00017714324,0.0005648986,0.00012327958,0.0026744083,0.000026580674],"about_ca_topic_score_codex":0.06255426,"about_ca_topic_score_gemma":0.1404489,"teacher_disagreement_score":0.06255426,"about_ca_system_score_codex":0.0024167935,"about_ca_system_score_gemma":0.0020666036,"threshold_uncertainty_score":0.12438035},"labels":[],"label_agreement":null},{"id":"W2118706135","doi":"10.5539/ijel.v1n2p281","title":"Investigating Language-Related Episodes during Mechanical and Meaningful Output Activities","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Meaning (existential); Grammar; Lexis; Set (abstract data type); Linguistics; Psychology; Outcome (game theory); Focus (optics); Principal (computer security); Computer science; Natural language processing; Mathematics; Physics; Philosophy","score_opus":0.03289131806998236,"score_gpt":0.25633987535846664,"score_spread":0.22344855728848428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118706135","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99792624,0.00005574752,0.0010153719,0.000018376288,0.0000017433706,0.000014074401,0.000017114151,0.000010888755,0.0009403668],"genre_scores_gemma":[0.99780625,0.000088871035,0.0012964412,0.000017370285,0.0000035415903,0.000033631615,0.00006045464,0.000009434742,0.000684115],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987399,0.00056370837,0.00006925705,0.00019094149,0.00030184622,0.0001343126],"domain_scores_gemma":[0.9946795,0.0033055674,0.0011552542,0.00021387904,0.00036255838,0.00028317462],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011206574,0.00031040979,0.0003425881,0.0007169645,0.0005441381,0.0013091286,0.00041771797,0.0005621023,0.0011938108],"category_scores_gemma":[0.010271321,0.00018243321,0.00018265478,0.00040444196,0.00092915434,0.0009219654,0.0014750276,0.00046852342,0.00021497361],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007184042,0.000655654,0.2839557,0.00073952985,0.000105582716,0.0026144749,0.4470356,0.00070031127,0.13835202,0.001389116,0.00047171334,0.123261884],"study_design_scores_gemma":[0.000037653608,0.0012542623,0.7131431,0.00016289776,0.00006894323,0.0020752815,0.24627823,0.0020599996,0.023303175,0.0020625421,0.009445578,0.00010840356],"about_ca_topic_score_codex":0.00065047987,"about_ca_topic_score_gemma":0.0011742361,"teacher_disagreement_score":0.0013091286,"about_ca_system_score_codex":0.00033210206,"about_ca_system_score_gemma":0.00026623282,"threshold_uncertainty_score":0.0059266686},"labels":[],"label_agreement":null},{"id":"W2118735598","doi":"10.18806/tesl.v31i2.1175","title":"Facebook: Facilitating Social Access and Language Acquisition for International Students?","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Social connectedness; Language proficiency; Psychology; Sociology; Pedagogy; Social psychology; Humanities","score_opus":0.02768233860210553,"score_gpt":0.31102273707217415,"score_spread":0.28334039847006864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118735598","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.961767,0.0011961161,0.00011009625,0.004949373,0.00009421649,0.00006009705,0.00009052557,0.000028326122,0.03170409],"genre_scores_gemma":[0.9939697,0.0011565649,0.00025812307,0.0003239587,0.00003151807,0.000040209663,0.00004222409,0.0000061450532,0.0041716327],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99928373,0.0002645492,0.000017412007,0.00005261412,0.000091815615,0.0002899362],"domain_scores_gemma":[0.99664634,0.0005167358,0.00040192506,0.00006912776,0.00018108528,0.0021847296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000665841,0.0002845399,0.00023694366,0.0005898339,0.0026637083,0.0037872544,0.00059094414,0.00066012965,0.010327792],"category_scores_gemma":[0.003467201,0.0002129704,0.00028471224,0.00040254393,0.00087331154,0.0022657304,0.0020588946,0.0008344547,0.0007332363],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036142665,0.0024333226,0.59267133,0.00057326956,0.00009975242,0.0011313626,0.09171696,0.00007106996,0.0030329924,0.004493793,0.022301013,0.2811137],"study_design_scores_gemma":[0.000044398566,0.00049689604,0.67706203,0.0006251411,0.0001210193,0.00044289487,0.25349796,0.00042830617,0.00088470354,0.00090203405,0.06543612,0.00005848752],"about_ca_topic_score_codex":0.027585283,"about_ca_topic_score_gemma":0.09410652,"teacher_disagreement_score":0.027585283,"about_ca_system_score_codex":0.0013468945,"about_ca_system_score_gemma":0.002169066,"threshold_uncertainty_score":0.054849386},"labels":[],"label_agreement":null},{"id":"W2119098705","doi":"10.5539/elt.v2n2p119","title":"Creating a Global Cultural Consciousness in a Japanese EFL Classroom","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Consciousness; Psychology; Intercultural communication; Pedagogy; Context (archaeology); Ethnography; Cultural identity; Ideal (ethics); Plan (archaeology); Sociology; Social psychology; Epistemology; Feeling; Anthropology","score_opus":0.012633432159777585,"score_gpt":0.27087531385548236,"score_spread":0.2582418816957048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119098705","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.944466,0.0005845538,0.003889733,0.0031888357,0.00009149468,0.00008044709,0.000005788915,0.000066859,0.047626317],"genre_scores_gemma":[0.9928912,0.00029926663,0.0029164995,0.00046329357,0.00001692866,0.00003631212,0.000004976832,0.000017924516,0.0033535252],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99889946,0.0005438366,0.00004709933,0.00013006799,0.00011272453,0.0002667168],"domain_scores_gemma":[0.99907506,0.00014765961,0.00010110377,0.000064737455,0.00008017708,0.0005312297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026165098,0.0005217467,0.00039999536,0.0008080712,0.009184265,0.0075085233,0.0005162568,0.0011680151,0.0017237755],"category_scores_gemma":[0.0011650188,0.00031364337,0.0003252029,0.00044823656,0.013251954,0.003578136,0.009500649,0.0022718138,0.00026739103],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026056083,0.00032775523,0.007949253,0.00017123649,0.000006523066,0.0017568319,0.9309871,0.00011431127,0.009997353,0.01949649,0.0013022309,0.027864842],"study_design_scores_gemma":[0.00003415326,0.00027387816,0.0155464625,0.00018248952,0.00003126094,0.00080417545,0.90655273,0.0005163551,0.0037622352,0.010229806,0.061996736,0.000069740985],"about_ca_topic_score_codex":0.0044866465,"about_ca_topic_score_gemma":0.008051253,"teacher_disagreement_score":0.009184265,"about_ca_system_score_codex":0.002451367,"about_ca_system_score_gemma":0.0037705007,"threshold_uncertainty_score":0.017785966},"labels":[],"label_agreement":null},{"id":"W2119129233","doi":"10.18806/tesl.v29i1.1090","title":"An International Graduate Student’s ESL Learning Experience Beyond the Classroom","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":95,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Alberta","keywords":"Sociocultural evolution; Pedagogy; Adaptation (eye); Graduate students; Language acquisition; Psychology; Study abroad; Language proficiency; Mathematics education; Sociology","score_opus":0.05478499701997059,"score_gpt":0.2980267004143244,"score_spread":0.2432417033943538,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119129233","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83290625,0.0006276995,0.0007959163,0.015893914,0.0008152122,0.00005758664,0.00012982523,0.00011733833,0.14865628],"genre_scores_gemma":[0.91012603,0.0010724047,0.0012984354,0.004005967,0.00020573926,0.000041573334,0.00016317696,0.00006171212,0.08302493],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991015,0.00022121768,0.000020686555,0.00008232,0.00022365889,0.00035060837],"domain_scores_gemma":[0.99555004,0.000126941,0.00009045051,0.00008242166,0.00052326184,0.0036269613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011919711,0.0004507019,0.00042996544,0.00040507247,0.0098223025,0.0047764527,0.0008426307,0.001220447,0.010765142],"category_scores_gemma":[0.001742549,0.00017417011,0.00042743966,0.000457718,0.0028437073,0.0018091422,0.0053462447,0.004147859,0.0023027302],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001932523,0.0032151437,0.038744014,0.00019370289,0.000027302041,0.008980808,0.6752387,0.00021488282,0.0071711545,0.008934567,0.13354562,0.12354092],"study_design_scores_gemma":[0.000024653113,0.00085250824,0.020587962,0.00018321765,0.000022062835,0.0031685655,0.7363909,0.00013999236,0.0014241333,0.0008987714,0.23623452,0.00007277657],"about_ca_topic_score_codex":0.028480403,"about_ca_topic_score_gemma":0.1031907,"teacher_disagreement_score":0.028480403,"about_ca_system_score_codex":0.0028510059,"about_ca_system_score_gemma":0.007948805,"threshold_uncertainty_score":0.0566293},"labels":[],"label_agreement":null},{"id":"W2119348886","doi":"10.1017/s0958344005000418","title":"<i>Inspectable learner reports for web-based language learning</i>","year":2005,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Journaling file system; Computer science; German; World Wide Web; Web application; Multimedia; Interface (matter); Tracking (education); Psychology; Database; Pedagogy; Linguistics","score_opus":0.017469129711092553,"score_gpt":0.24739086632083834,"score_spread":0.2299217366097458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119348886","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15302731,0.0010847028,0.5977211,0.00278261,0.00044651874,0.0016506715,0.0053696306,0.21227401,0.025643496],"genre_scores_gemma":[0.4326923,0.0007032948,0.5259522,0.0008825584,0.00069491426,0.0016372973,0.006930377,0.010577782,0.019929243],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9965411,0.0017255085,0.00038453413,0.0003216085,0.0009217486,0.00010550583],"domain_scores_gemma":[0.9670255,0.016913647,0.0035955845,0.008652914,0.0025914493,0.0012209578],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006751123,0.0009754075,0.0005182521,0.001680021,0.00052738795,0.003653896,0.0020449744,0.0009894624,0.017370544],"category_scores_gemma":[0.028958907,0.0004994034,0.00044398446,0.0008307303,0.0005694019,0.0030385256,0.0024570592,0.00089359295,0.0072596665],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014606413,0.00088854454,0.027608674,0.0011735468,0.00008100511,0.0015899324,0.0065644695,0.0011952462,0.03723226,0.003959812,0.06958964,0.8486562],"study_design_scores_gemma":[0.00055456755,0.0043450533,0.1029167,0.0011946065,0.00038815316,0.0075978115,0.0035442212,0.044702172,0.17997666,0.0057446864,0.6482882,0.00074715866],"about_ca_topic_score_codex":0.000600141,"about_ca_topic_score_gemma":0.0008449543,"teacher_disagreement_score":0.017370544,"about_ca_system_score_codex":0.00036560255,"about_ca_system_score_gemma":0.00058877707,"threshold_uncertainty_score":0.058110297},"labels":[],"label_agreement":null},{"id":"W2119757315","doi":"10.5539/elt.v8n1p155","title":"Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personality; Language learning strategies; Relation (database); Personality type; Mathematics education; Variation (astronomy); Service (business); Language acquisition; Applied psychology; Social psychology; Cognition; Metacognition","score_opus":0.010298478810588907,"score_gpt":0.25599339255649456,"score_spread":0.24569491374590566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119757315","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997242,0.00003057911,0.000013857104,0.0000059539466,7.345782e-7,0.0000020812859,0.0000049594505,4.424017e-7,0.00021712239],"genre_scores_gemma":[0.9991935,0.000074338626,0.00005577548,0.000009980632,9.0653054e-7,0.000004724194,0.000024194987,5.9882024e-7,0.00063590263],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997234,0.00004268647,0.000038022514,0.000034303008,0.00007805784,0.00008354354],"domain_scores_gemma":[0.99847394,0.00033155386,0.00046714608,0.000050390274,0.00027544016,0.0004015481],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004175543,0.00027004626,0.00021814095,0.00063276134,0.00043217355,0.0007204277,0.00013897974,0.00017228795,0.0012149799],"category_scores_gemma":[0.0019912282,0.00015100249,0.00014124492,0.0004410536,0.0003739979,0.0003563044,0.00039807722,0.00022454692,0.00017804197],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008168416,0.000121774974,0.95468056,0.000050097748,0.000016487116,0.0004376232,0.021720003,0.00005133912,0.004707132,0.00005106674,0.00008593487,0.01799631],"study_design_scores_gemma":[0.000004013816,0.00014521726,0.98176414,0.000013446529,0.00000791644,0.00023614221,0.016983675,0.00014593308,0.00029737456,0.000039070943,0.00035397877,0.000008976826],"about_ca_topic_score_codex":0.008247694,"about_ca_topic_score_gemma":0.022730459,"teacher_disagreement_score":0.008247694,"about_ca_system_score_codex":0.00038588108,"about_ca_system_score_gemma":0.00053379487,"threshold_uncertainty_score":0.016399384},"labels":[],"label_agreement":null},{"id":"W2120222267","doi":"10.18806/tesl.v18i1.897","title":"Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Graduation (instrument); Mainstream; Mathematics education; Process (computing); Diversity (politics); Plan (archaeology); Language proficiency; Software deployment; Pedagogy; Psychology; Computer science; Sociology; Political science; Engineering","score_opus":0.02601479702768461,"score_gpt":0.2569997681666705,"score_spread":0.23098497113898586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120222267","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8482314,0.0027212265,0.009924141,0.029578121,0.0006242722,0.0004704903,0.00010211131,0.00029410596,0.10805412],"genre_scores_gemma":[0.9885522,0.0005260397,0.0060334397,0.000875586,0.00006270318,0.00019467331,0.00004723092,0.00006341429,0.0036447004],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9934614,0.0029518607,0.00038647492,0.00043602916,0.0014589563,0.001305313],"domain_scores_gemma":[0.97373307,0.0067307595,0.0032582625,0.00078451325,0.003972847,0.011520524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012553942,0.00031074823,0.00044642494,0.0014783589,0.009213452,0.008509118,0.0018389104,0.0015361675,0.002988697],"category_scores_gemma":[0.03601761,0.0004661759,0.000319551,0.0010752544,0.0055318847,0.0038027796,0.0064936327,0.0034386038,0.00058383105],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071643037,0.0021946165,0.26374042,0.00040718462,0.0000870462,0.001971736,0.22081901,0.0014555693,0.0051221284,0.06827629,0.024957888,0.41025168],"study_design_scores_gemma":[0.00007352935,0.00091946713,0.49762517,0.0007494531,0.000045991335,0.0006482841,0.37067053,0.00093924114,0.00200855,0.048882272,0.077210926,0.0002266082],"about_ca_topic_score_codex":0.019165538,"about_ca_topic_score_gemma":0.037405167,"teacher_disagreement_score":0.019165538,"about_ca_system_score_codex":0.0052374103,"about_ca_system_score_gemma":0.016561221,"threshold_uncertainty_score":0.06639242},"labels":[],"label_agreement":null},{"id":"W2120326549","doi":"10.3968/j.hess.1927024020130503.2956","title":"Affective Factors in Oral English Teaching and Learning","year":2013,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Psychology; Mathematics education; College English; Computer science; Artificial intelligence","score_opus":0.022364870779312287,"score_gpt":0.2924961477366075,"score_spread":0.2701312769572952,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120326549","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9553881,0.0037234274,0.0010995006,0.0006545625,0.00014760833,0.000041300515,0.000025302033,0.000013718117,0.038906496],"genre_scores_gemma":[0.99672616,0.0009437716,0.0002497419,0.00008969127,0.000043240198,0.0000101734995,0.0000073213405,0.0000037716657,0.0019262234],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996131,0.00016610186,0.000017777427,0.000026933842,0.00010845533,0.000067654866],"domain_scores_gemma":[0.99887806,0.0004524486,0.00021795787,0.000016117858,0.00011120526,0.0003242698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048236075,0.00016217024,0.000152411,0.00028435118,0.0007071542,0.0015996273,0.00012822723,0.00023640411,0.0027635426],"category_scores_gemma":[0.0019173649,0.00008136291,0.0001224175,0.00017207008,0.00067536347,0.00023815241,0.0005663383,0.00057715253,0.00019231439],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013146963,0.0025851158,0.3780805,0.0012678253,0.00017512875,0.00505474,0.07448452,0.0009988361,0.05980587,0.014189008,0.0036760587,0.45836768],"study_design_scores_gemma":[0.000032316508,0.0006049192,0.942955,0.00018950549,0.0000807293,0.001041923,0.034224253,0.0005802358,0.0023266256,0.0037509087,0.014153789,0.00005970213],"about_ca_topic_score_codex":0.0012302452,"about_ca_topic_score_gemma":0.0017311473,"teacher_disagreement_score":0.0027635426,"about_ca_system_score_codex":0.0005490975,"about_ca_system_score_gemma":0.00035939077,"threshold_uncertainty_score":0.009244978},"labels":[],"label_agreement":null},{"id":"W2121006312","doi":"10.5539/ijel.v2n2p75","title":"The Chinese Bouyei College Students’ Classroom Anxiety in Foreign Language Learning: A Survey Study","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; China; Foreign language; Social psychology; Developmental psychology; Mathematics education; Political science","score_opus":0.021552628740323314,"score_gpt":0.31532563122737733,"score_spread":0.293773002487054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121006312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951804,0.00002796847,0.000038843853,0.000044348344,0.0000017195391,0.00003247919,0.000048258356,0.0000013099641,0.0002869948],"genre_scores_gemma":[0.9989485,0.00013636371,0.00013976706,0.00008891696,0.000006012026,0.000095682066,0.0001406571,0.0000012650055,0.0004428186],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99948394,0.000078881145,0.000058091246,0.00006883024,0.00011118383,0.00019899716],"domain_scores_gemma":[0.9987429,0.00017428584,0.0002187788,0.00004547346,0.00028455193,0.0005340062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009146133,0.00037478705,0.0003665408,0.0018056864,0.0018007135,0.0008587087,0.00031355215,0.00043270635,0.001535225],"category_scores_gemma":[0.0013326596,0.0003944882,0.00031556474,0.0018321683,0.0006202656,0.00069829327,0.00078734255,0.00062143424,0.00026683812],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049149687,0.00035781207,0.94498676,0.00011503793,0.00001792899,0.0004707908,0.041643877,0.000040291055,0.0018827071,0.00009889689,0.00044441997,0.009892317],"study_design_scores_gemma":[0.00000903379,0.00029921826,0.9224781,0.00002723949,0.000020120111,0.00039964917,0.07430894,0.00022722656,0.00038212753,0.000032833417,0.0017867963,0.000028706258],"about_ca_topic_score_codex":0.038939483,"about_ca_topic_score_gemma":0.045875236,"teacher_disagreement_score":0.038939483,"about_ca_system_score_codex":0.00137684,"about_ca_system_score_gemma":0.0018029397,"threshold_uncertainty_score":0.07742566},"labels":[],"label_agreement":null},{"id":"W2121143301","doi":"10.5539/elt.v3n4p40","title":"Iranian EFL Students’ Writing Strategies for Error Correction: An MI Approach","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intrapersonal communication; Psychology; Interpersonal communication; Mathematics education; Relation (database); Writing process; Social psychology","score_opus":0.02505890688146162,"score_gpt":0.299605144060123,"score_spread":0.2745462371786614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121143301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99535865,0.00012070285,0.0019270839,0.00005422555,0.0000045074953,0.00003818542,0.000017530008,0.000011093499,0.0024679427],"genre_scores_gemma":[0.99644876,0.00009489463,0.002643024,0.000016132815,0.000005116192,0.000040713217,0.000025225947,0.0000035120843,0.0007225302],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999126,0.00028953404,0.000090076464,0.00010395033,0.0003015143,0.00008899673],"domain_scores_gemma":[0.99588203,0.0014407904,0.0009909106,0.00018460029,0.0012313712,0.0002702996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001800944,0.0005091538,0.00034825646,0.0022502837,0.00046177726,0.0013230981,0.00047058347,0.00023740747,0.0010857349],"category_scores_gemma":[0.0070290007,0.00016078772,0.00022410163,0.00086321414,0.00050647755,0.00064310525,0.0005336676,0.0005143726,0.00018982473],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040451327,0.000874956,0.60088915,0.00023336223,0.00009655329,0.00031831212,0.060330763,0.00052840833,0.010825488,0.0017196003,0.0003981033,0.32338083],"study_design_scores_gemma":[0.000049231847,0.0010538939,0.9288595,0.00008540584,0.000118777985,0.0009543884,0.05195357,0.00438945,0.0060995137,0.0023121368,0.004072191,0.000051962856],"about_ca_topic_score_codex":0.0016857386,"about_ca_topic_score_gemma":0.003304641,"teacher_disagreement_score":0.0022502837,"about_ca_system_score_codex":0.0006046411,"about_ca_system_score_gemma":0.0011197653,"threshold_uncertainty_score":0.009524405},"labels":[],"label_agreement":null},{"id":"W2121170563","doi":"10.1177/1362168807086286","title":"Looking beyond teachers' classroom behaviour: Novice and experienced ESL teachers' pedagogical knowledge","year":2008,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":232,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Mathematics education; Knowledge level; Pedagogy; Teacher education; Procedural knowledge; Teaching method; Body of knowledge","score_opus":0.13595101846099886,"score_gpt":0.41377106797809,"score_spread":0.27782004951709116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121170563","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99877423,0.000092272356,0.00011164296,0.000038824943,0.0000022275706,0.0000049457963,0.000012180293,0.0000030135288,0.00096059585],"genre_scores_gemma":[0.99883527,0.00011607106,0.00011333222,0.00003797454,0.0000031848342,0.000006818986,0.00002187906,0.0000025949623,0.00086274],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99897134,0.0002498513,0.00013145462,0.00015582124,0.0002783234,0.00021322626],"domain_scores_gemma":[0.9872372,0.006794836,0.0024278064,0.0005549336,0.0014562622,0.0015289263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016182769,0.00016430997,0.00035601377,0.0013905745,0.00056292745,0.0019830263,0.0004063075,0.00060635677,0.0018448416],"category_scores_gemma":[0.012526234,0.00024035096,0.00023257193,0.00036461945,0.0013175255,0.0015443608,0.0014544153,0.0008634445,0.00033818715],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014222295,0.00032557113,0.67445093,0.00019915566,0.00002998857,0.0010813192,0.28172827,0.0001121372,0.0066697886,0.00016601736,0.0002145834,0.034880046],"study_design_scores_gemma":[0.0000147047185,0.000645611,0.732907,0.00012185241,0.000030457613,0.0015610293,0.25957477,0.00029465416,0.0019809774,0.00032463096,0.0025006142,0.000043687472],"about_ca_topic_score_codex":0.002919895,"about_ca_topic_score_gemma":0.005584094,"teacher_disagreement_score":0.002919895,"about_ca_system_score_codex":0.00044362806,"about_ca_system_score_gemma":0.000382213,"threshold_uncertainty_score":0.0085583925},"labels":[],"label_agreement":null},{"id":"W2121204114","doi":"","title":"On Promotion of Students' Autonomy in China's College English Classroom","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; China; Promotion (chess); Context (archaeology); College English; Pedagogy; Psychology; Learner autonomy; Sociology; Mathematics education; Political science; Geography; Language education","score_opus":0.012443619976869665,"score_gpt":0.28027141305161224,"score_spread":0.2678277930747426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121204114","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9869262,0.00010428092,0.00014803665,0.0008435135,0.000009478425,0.000013566215,0.0000028624152,0.0000037342472,0.011948253],"genre_scores_gemma":[0.99889565,0.000073502226,0.000080555445,0.000030860403,0.000002600664,0.000005202382,0.0000024583735,7.578757e-7,0.0009084146],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99887747,0.00038470892,0.000049184306,0.00010092118,0.00028295274,0.00030475788],"domain_scores_gemma":[0.9987514,0.00020946916,0.00015106185,0.00005309419,0.00018615085,0.0006488529],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013619361,0.0001569222,0.000098608856,0.0005751566,0.0030664855,0.0015198056,0.00046601795,0.00028289072,0.0013451081],"category_scores_gemma":[0.0016530376,0.00009441435,0.00014534885,0.0004003253,0.0019268704,0.00095080555,0.00209984,0.0006588353,0.00008079379],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012315047,0.00070866244,0.25224674,0.00026307124,0.000020990787,0.0013971269,0.50935024,0.0003299168,0.0122557245,0.028261855,0.0035969669,0.1914456],"study_design_scores_gemma":[0.000035885034,0.0004345899,0.61087936,0.0003112906,0.000044933746,0.00023995721,0.3294974,0.001189137,0.0045922794,0.005148485,0.04757366,0.000052997024],"about_ca_topic_score_codex":0.019831315,"about_ca_topic_score_gemma":0.049651433,"teacher_disagreement_score":0.019831315,"about_ca_system_score_codex":0.0025084862,"about_ca_system_score_gemma":0.0074917977,"threshold_uncertainty_score":0.03943175},"labels":[],"label_agreement":null},{"id":"W2121432195","doi":"10.5539/elt.v3n3p47","title":"Lexical Attrition of General and Special English Words after Years of Non-Exposure: The Case of Iranian Teachers","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Attrition; Psychology; Vocabulary; Persian; Context (archaeology); Lexicon; Nonprobability sampling; English vocabulary; Linguistics; Mathematics education; Demography; Medicine; History; Sociology; Population","score_opus":0.00836145171856987,"score_gpt":0.23713364126094444,"score_spread":0.22877218954237458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121432195","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99972504,0.000047504887,0.000018401357,0.000033620407,0.0000012052119,0.0000020029718,0.000005097509,9.611437e-7,0.00016610828],"genre_scores_gemma":[0.9994855,0.00007211474,0.00003251591,0.000027646656,0.0000025410131,0.0000034529544,0.000018614019,0.0000021473154,0.00035555474],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998417,0.00038257698,0.00016013281,0.0001661143,0.00048593053,0.00038820188],"domain_scores_gemma":[0.9913878,0.002338217,0.00355175,0.0006525846,0.001410405,0.0006593021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016860137,0.00018686663,0.000402689,0.0010887982,0.0013541069,0.0012315449,0.00065529183,0.0006742326,0.0018488888],"category_scores_gemma":[0.014322672,0.0003219736,0.00030215704,0.00072852895,0.00089417124,0.0013606404,0.001077267,0.00085604424,0.00045160158],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020622046,0.00023284041,0.91552824,0.00003956443,0.000014599774,0.0036807163,0.057933174,0.000030163112,0.0014434438,0.000100538906,0.00019276564,0.020597765],"study_design_scores_gemma":[0.0000065148665,0.0003102194,0.9088357,0.000038988976,0.00002553124,0.007312187,0.08057856,0.00017047006,0.00093765504,0.00013780186,0.0016254387,0.000020967465],"about_ca_topic_score_codex":0.008775205,"about_ca_topic_score_gemma":0.012622477,"teacher_disagreement_score":0.008775205,"about_ca_system_score_codex":0.0005107212,"about_ca_system_score_gemma":0.0009944523,"threshold_uncertainty_score":0.017448246},"labels":[],"label_agreement":null},{"id":"W2121549952","doi":"10.1177/0261927x03022002003","title":"Willingness to Communicate in a Second Language","year":2003,"lang":"en","type":"article","venue":"Journal of Language and Social Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":436,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University; University of Ottawa","funders":"","keywords":"Willingness to communicate; Psychology; Vitality; Context (archaeology); Social psychology; Identity (music); Social identity theory; Social environment; Linguistics; Social group; Sociology","score_opus":0.041540911610942574,"score_gpt":0.3500438422645386,"score_spread":0.308502930653596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121549952","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957776,0.000053263844,0.00012316149,0.00012025363,0.0000074895424,0.000007450489,0.000028301489,0.000004348999,0.003878151],"genre_scores_gemma":[0.99779654,0.000053243417,0.00010071491,0.00006354851,0.00000689855,0.0000066538055,0.000045964047,0.000002444635,0.0019241101],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99938405,0.000198135,0.000045062086,0.00005378484,0.00019131662,0.00012765697],"domain_scores_gemma":[0.9941369,0.0023415615,0.0014538012,0.00031601975,0.0008583883,0.0008933734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012780153,0.00015321984,0.0001772866,0.0006286057,0.0005210705,0.0014850597,0.00020524765,0.00042075187,0.007361343],"category_scores_gemma":[0.0079924585,0.00008022506,0.00015845586,0.0002037387,0.00052417925,0.0004752784,0.0005723679,0.00063198205,0.0008986789],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002659244,0.00050137436,0.8709068,0.00013909483,0.000080923426,0.0010917851,0.044788256,0.00024771658,0.011150602,0.0014387738,0.0014616431,0.067927085],"study_design_scores_gemma":[0.000025055013,0.00088961126,0.927274,0.00006767641,0.000050953124,0.002622174,0.051395603,0.0010007567,0.0026233974,0.0009428613,0.013025279,0.0000825674],"about_ca_topic_score_codex":0.004318209,"about_ca_topic_score_gemma":0.005219103,"teacher_disagreement_score":0.007361343,"about_ca_system_score_codex":0.00033171885,"about_ca_system_score_gemma":0.0004666841,"threshold_uncertainty_score":0.024626195},"labels":[],"label_agreement":null},{"id":"W2121689794","doi":"10.1111/j.1467-9922.2010.00575.x","title":"Disfluency Markers in L1 Attrition","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Linguistics; Psychology; Attrition; Interlanguage; Norm (philosophy); Sentence; Context (archaeology); Psycholinguistics; History","score_opus":0.009548054132695081,"score_gpt":0.23624694768207383,"score_spread":0.22669889354937875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121689794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991335,0.000049529743,0.00018678234,0.0000053508143,8.848656e-7,0.0000054606494,0.000030210444,0.000003432633,0.0005848795],"genre_scores_gemma":[0.9994324,0.00004124711,0.0001556789,0.00000838635,0.0000018047929,0.0000121401545,0.00008506219,0.0000074272443,0.0002558002],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99920624,0.00025881964,0.00009721911,0.00018924961,0.00014375318,0.0001047129],"domain_scores_gemma":[0.994327,0.00281831,0.0015334573,0.00037105562,0.0007569419,0.00019316767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011551715,0.00029495376,0.00026869206,0.0010931664,0.0005159449,0.00089497707,0.00028074713,0.00033659194,0.0016763717],"category_scores_gemma":[0.0064598983,0.00020736028,0.000115815485,0.00069329614,0.0008826152,0.00047841878,0.0011055798,0.00034047628,0.0003272266],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019645544,0.0001297718,0.71994805,0.00039269272,0.00010014254,0.002024565,0.072411686,0.00025446594,0.1448909,0.00035909962,0.0002539991,0.05727004],"study_design_scores_gemma":[0.000007987594,0.00014042489,0.9783942,0.000029284409,0.00003042896,0.0011904738,0.009828362,0.00023315025,0.009360226,0.00010976654,0.00065799063,0.000017609269],"about_ca_topic_score_codex":0.0026935402,"about_ca_topic_score_gemma":0.0039271316,"teacher_disagreement_score":0.0026935402,"about_ca_system_score_codex":0.00026844422,"about_ca_system_score_gemma":0.0002014539,"threshold_uncertainty_score":0.006109178},"labels":[],"label_agreement":null},{"id":"W212190275","doi":"","title":"How Can Chinese English Teachers Meet the Challenge of Creating a Learner-Centered, Communicative, Intercultural Classroom to Achieve Optimal Student Learning Outcomes?/COMMENT LES PROFESSEURS CHINOIS D'ANGLAIS PEUVENT-ILS RELEVER LE DÉFI DE CRÉER UNE AMBIANCE CENTRÉE SUR L'APPRENANT, COMMUNICATIVE ET INTERCULTURELLE POUR ATTEINDRE LES RÉSULTATS OPTIMAUX DE L'APPRENTISSAGE DES ÉLÈVES?","year":2009,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; China; Psychology; Context (archaeology); Humanities; Sociology; Political science; Art; History","score_opus":0.04156645543677369,"score_gpt":0.31431310160170195,"score_spread":0.2727466461649283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W212190275","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8498941,0.0014032341,0.017521935,0.023600722,0.0002665026,0.00030515622,0.00007405184,0.00028108692,0.106653206],"genre_scores_gemma":[0.971867,0.0011753171,0.009075951,0.00067120075,0.00003548852,0.00017364701,0.000037789443,0.000031230287,0.016932372],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99940634,0.00022500819,0.00002669528,0.000060527855,0.00013474912,0.00014672271],"domain_scores_gemma":[0.99902976,0.00019661602,0.00010731616,0.00007439764,0.00025992302,0.00033192552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023674446,0.00031355667,0.0002332955,0.00029182376,0.001938112,0.0035618069,0.0005219586,0.0009678823,0.004097498],"category_scores_gemma":[0.002791208,0.00012288614,0.00022936147,0.00031380937,0.0012574927,0.0027901689,0.0016465301,0.0009559878,0.0009610339],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029783978,0.0011642914,0.06888661,0.0022452022,0.00007050926,0.00154455,0.24333173,0.0030896773,0.037982043,0.058411226,0.024428055,0.5585482],"study_design_scores_gemma":[0.0002402662,0.0011109539,0.14032538,0.0015443641,0.00031738196,0.0009265721,0.46932378,0.01559729,0.037997235,0.040642835,0.29170406,0.00026994938],"about_ca_topic_score_codex":0.010246595,"about_ca_topic_score_gemma":0.017452661,"teacher_disagreement_score":0.010246595,"about_ca_system_score_codex":0.0016559662,"about_ca_system_score_gemma":0.0065958896,"threshold_uncertainty_score":0.02037394},"labels":[],"label_agreement":null},{"id":"W2122036115","doi":"10.18806/tesl.v27i2.1054","title":"Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Language proficiency; Mathematics education","score_opus":0.038256889064130696,"score_gpt":0.2569447034474533,"score_spread":0.2186878143833226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122036115","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99215126,0.00023831084,0.0040343893,0.00050586317,0.000016225607,0.000050470684,0.000021558055,0.000051401676,0.002930597],"genre_scores_gemma":[0.98986304,0.00019641349,0.007677599,0.00007833604,0.0000060083034,0.0000524806,0.000023227085,0.00002860227,0.0020741925],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9903092,0.0061746365,0.00058918935,0.0009089705,0.0015874936,0.00043052828],"domain_scores_gemma":[0.96706086,0.02159209,0.0032183921,0.0021705613,0.0040509254,0.0019072215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0086862855,0.0003381191,0.0004902728,0.00070291053,0.0015326003,0.0021405495,0.0008763103,0.0009961402,0.0018219504],"category_scores_gemma":[0.05659529,0.0004030256,0.00030953446,0.00030126135,0.0010736688,0.0014867625,0.0016869659,0.00090603816,0.00044124367],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020099548,0.0009901844,0.27756986,0.00043093003,0.00010989978,0.0026725137,0.30604345,0.0015290347,0.04637489,0.001942516,0.001900397,0.35842636],"study_design_scores_gemma":[0.0006921096,0.006906933,0.27292675,0.0011677808,0.00040670906,0.014902712,0.52806056,0.013776181,0.062424004,0.0071236887,0.0910564,0.00055627874],"about_ca_topic_score_codex":0.0031242662,"about_ca_topic_score_gemma":0.00486382,"teacher_disagreement_score":0.0086862855,"about_ca_system_score_codex":0.0009654974,"about_ca_system_score_gemma":0.0019546482,"threshold_uncertainty_score":0.045938015},"labels":[],"label_agreement":null},{"id":"W2122079366","doi":"10.5539/elt.v4n1p141","title":"An Evaluation of Classroom Activities and Exercises in ELT Classroom for General Purposes Course","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Reading (process); Task (project management); Mathematics education; Insider; Pedagogy; Linguistics; Communication","score_opus":0.04876137846251368,"score_gpt":0.30475406564198215,"score_spread":0.2559926871794685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122079366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99497837,0.00014389333,0.0011278542,0.00003931968,0.000020096973,0.00062496454,0.0001295521,0.00006866793,0.0028673536],"genre_scores_gemma":[0.9909314,0.0002609546,0.00471156,0.000027848699,0.000021753114,0.00059968984,0.0003974602,0.000025456498,0.003023875],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9944989,0.0024575929,0.0005775209,0.0005281876,0.0014863078,0.00045155754],"domain_scores_gemma":[0.98669946,0.0049913153,0.0011917943,0.00067591,0.0035717618,0.0028697506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004369616,0.0007334981,0.00089455215,0.0013516428,0.00066611357,0.0007950641,0.00082968606,0.00046458867,0.0020866096],"category_scores_gemma":[0.0116390595,0.0002272333,0.00054469303,0.0006520548,0.0003977341,0.00059633394,0.0008293806,0.00060944085,0.0006379116],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.012573949,0.06713563,0.080483444,0.0035481525,0.0002745929,0.0010904082,0.022865124,0.005151876,0.08184848,0.00047193718,0.0033670354,0.7211893],"study_design_scores_gemma":[0.0018744892,0.13742664,0.76858467,0.00072781066,0.00041707765,0.0007790039,0.018099543,0.0073238485,0.04537271,0.00031730597,0.018863391,0.00021350932],"about_ca_topic_score_codex":0.0009558238,"about_ca_topic_score_gemma":0.0023376534,"teacher_disagreement_score":0.004369616,"about_ca_system_score_codex":0.0009343166,"about_ca_system_score_gemma":0.00080422807,"threshold_uncertainty_score":0.023109019},"labels":[],"label_agreement":null},{"id":"W2122287849","doi":"10.5539/elt.v8n9p167","title":"The Effects of CMC Applications on ESL Writing Anxiety among Postgraduate Students","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Second language writing; Writing process; English language; Graduate students; Medical education; Mathematics education; Pedagogy; Second language; Linguistics","score_opus":0.0106147212723064,"score_gpt":0.2642872487066345,"score_spread":0.2536725274343281,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122287849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99890864,0.00014589497,0.000033516728,0.00009454598,0.000005908453,0.0000097299635,0.00001027933,0.0000046991836,0.00078673067],"genre_scores_gemma":[0.9991322,0.00021646572,0.00009086969,0.000079654026,0.000016585032,0.000019578656,0.000016720276,0.0000017903261,0.00042616786],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99867636,0.00039619245,0.00010501479,0.00007824165,0.00049582514,0.00024829034],"domain_scores_gemma":[0.9890304,0.0044902125,0.0031544855,0.00023418415,0.0011176799,0.0019730395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00076975784,0.0002636804,0.00029232472,0.00063608633,0.0006049604,0.0014975622,0.00022643522,0.00042510036,0.0017558311],"category_scores_gemma":[0.011535607,0.00018021675,0.00035169048,0.00041002998,0.0004149086,0.00041647127,0.00077860145,0.0010843483,0.0002749198],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008947969,0.0059678163,0.7450959,0.0006678801,0.00016613043,0.0019409996,0.052096024,0.0001631563,0.0149783995,0.00016969908,0.0011866948,0.17667252],"study_design_scores_gemma":[0.00003177364,0.0030196405,0.9661924,0.00012802737,0.00009294642,0.00076569145,0.026180878,0.00024575737,0.0014839947,0.00009579065,0.0017193115,0.000043788914],"about_ca_topic_score_codex":0.0011527088,"about_ca_topic_score_gemma":0.0019641921,"teacher_disagreement_score":0.0017558311,"about_ca_system_score_codex":0.000351638,"about_ca_system_score_gemma":0.0007848488,"threshold_uncertainty_score":0.005873859},"labels":[],"label_agreement":null},{"id":"W2122539145","doi":"10.18806/tesl.v30i7.1149","title":"To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Fluency; Pragmatics; Active listening; Psychology; Scope (computer science); Linguistics; Mathematics education; Computer science; Communication","score_opus":0.01779684478867609,"score_gpt":0.2123501132407958,"score_spread":0.19455326845211973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122539145","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96514666,0.0015281193,0.0025170243,0.00082193833,0.00005576099,0.00015228376,0.0004435061,0.000091534086,0.02924302],"genre_scores_gemma":[0.9856769,0.0019901788,0.0060118698,0.00046179877,0.000038940107,0.00009803976,0.00041354907,0.000055005654,0.0052536847],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9963744,0.0006859971,0.00033184548,0.00024461496,0.0020487532,0.00031432588],"domain_scores_gemma":[0.9792418,0.0068477965,0.0054756054,0.00088638754,0.00623036,0.0013181712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029906684,0.00021077711,0.00041391051,0.0027003658,0.00062091835,0.0032939406,0.00065921334,0.00055417424,0.0022491512],"category_scores_gemma":[0.024283055,0.0002519846,0.0001740987,0.0028112517,0.0010403785,0.003122538,0.0013126819,0.00052604766,0.00063159794],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028439632,0.0011154154,0.45920056,0.0022841548,0.000117122116,0.001092697,0.05181941,0.0005556995,0.010565925,0.0056838,0.0071123973,0.46016842],"study_design_scores_gemma":[0.0000459299,0.00048887345,0.8997856,0.0010837778,0.00014499485,0.0009268186,0.038374484,0.00073670916,0.0035150216,0.0019154578,0.05290832,0.00007411462],"about_ca_topic_score_codex":0.02353748,"about_ca_topic_score_gemma":0.093122095,"teacher_disagreement_score":0.02353748,"about_ca_system_score_codex":0.0032038123,"about_ca_system_score_gemma":0.004155437,"threshold_uncertainty_score":0.04680097},"labels":[],"label_agreement":null},{"id":"W2122572374","doi":"10.1017/s0959269504001826","title":"Research on form-focused instruction in immersion classrooms: implications for theory and practice","year":2004,"lang":"en","type":"article","venue":"Journal of French Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Interlanguage; Psychology; Imperfect; Mathematics education; Linguistics; Pedagogy","score_opus":0.12342536983093713,"score_gpt":0.4242652946059394,"score_spread":0.3008399247750023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122572374","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90500265,0.016462455,0.026572686,0.00517999,0.00020110379,0.0012668885,0.00009984245,0.0000725845,0.045141786],"genre_scores_gemma":[0.9806362,0.005395219,0.010799879,0.0006302103,0.00005313894,0.0011384861,0.000059149475,0.000028603445,0.0012590613],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98291266,0.01158986,0.0007716414,0.001552378,0.0023587716,0.0008146563],"domain_scores_gemma":[0.8152327,0.16588792,0.005221866,0.0052154884,0.006176702,0.002265413],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023691744,0.0006834483,0.001350554,0.003373988,0.002887153,0.0058632703,0.0026872952,0.001793144,0.005212514],"category_scores_gemma":[0.083151825,0.00053043594,0.00056402007,0.0042048045,0.011821557,0.0070217033,0.004061023,0.0020509348,0.00034966852],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065912225,0.0057554175,0.06794268,0.006475574,0.00024338244,0.0006639871,0.34984156,0.0015422155,0.0032410957,0.094889864,0.0013923284,0.46735275],"study_design_scores_gemma":[0.0005280933,0.0077574705,0.26391327,0.013482127,0.000468281,0.001759779,0.5419639,0.0046807295,0.008829923,0.10209639,0.054297794,0.00022228547],"about_ca_topic_score_codex":0.005923163,"about_ca_topic_score_gemma":0.006532129,"teacher_disagreement_score":0.023691744,"about_ca_system_score_codex":0.0061647044,"about_ca_system_score_gemma":0.008327308,"threshold_uncertainty_score":0.1252954},"labels":[],"label_agreement":null},{"id":"W2122624095","doi":"10.1111/j.1540-4781.2008.00785.x","title":"What Does Metalinguistic Activity in Learners' Interaction During a Collaborative L2 Writing Task Look Like?","year":2008,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Linguistics; Metalinguistics; Psychology; Metalinguistic awareness; Task (project management); Speech production; Teaching method; Mathematics education; Philosophy; Vocabulary development","score_opus":0.019705312591538238,"score_gpt":0.270302971186507,"score_spread":0.25059765859496874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122624095","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936273,0.0001256906,0.0020575584,0.00018561273,0.0000062847153,0.0000188997,0.00002138125,0.000027277334,0.0039300104],"genre_scores_gemma":[0.9977863,0.000096078395,0.001531294,0.000037710222,0.000006004997,0.000026564461,0.000034251047,0.000011214425,0.00047065332],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974982,0.0011423328,0.00012751042,0.0004897941,0.00051040977,0.00023183567],"domain_scores_gemma":[0.99400336,0.0034501874,0.0014883871,0.00027956048,0.00036166067,0.00041680198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018469458,0.0003117411,0.00038016803,0.0008711461,0.0012473946,0.0034426716,0.00053108326,0.0011771708,0.00093308656],"category_scores_gemma":[0.012520861,0.00028878974,0.00035516886,0.0005977306,0.0016181536,0.0022677463,0.0013460629,0.00066606887,0.00028191606],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008199596,0.00055925344,0.35042655,0.0005786504,0.0001315082,0.0014734817,0.4521639,0.00080287876,0.0776847,0.0031307065,0.0005241414,0.111704335],"study_design_scores_gemma":[0.000050373197,0.0009102959,0.7942689,0.00019315527,0.000111187364,0.0021590062,0.1763655,0.0034369358,0.01192445,0.0045637,0.0058662724,0.00015036808],"about_ca_topic_score_codex":0.002084584,"about_ca_topic_score_gemma":0.002994275,"teacher_disagreement_score":0.0034426716,"about_ca_system_score_codex":0.0007139858,"about_ca_system_score_gemma":0.0006256024,"threshold_uncertainty_score":0.009767652},"labels":[],"label_agreement":null},{"id":"W2122787503","doi":"10.25071/1916-4467.16898","title":"I’ll Get There, It Better Be Worth the Trip: Understanding WhoWe Are as Language Practitioners","year":2004,"lang":"en","type":"article","venue":"Journal of the Canadian Association for Curriculum Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology; Psychology; Linguistics; Philosophy","score_opus":0.06304799433324745,"score_gpt":0.2945355767618837,"score_spread":0.23148758242863623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122787503","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04621718,0.01868719,0.004141737,0.8074979,0.0037841755,0.00005441578,0.00009610641,0.00013375262,0.11938762],"genre_scores_gemma":[0.612267,0.024479842,0.004977382,0.21252395,0.0011679748,0.0001900525,0.000149521,0.0003961412,0.14384815],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9845487,0.0077317795,0.0002613564,0.0010817271,0.002167689,0.004208728],"domain_scores_gemma":[0.9710326,0.009931938,0.0019235522,0.001108209,0.0065982775,0.009405343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01793101,0.0005090898,0.0007754512,0.0020813786,0.04175665,0.032039095,0.0024146573,0.008725706,0.01517896],"category_scores_gemma":[0.028853144,0.00065194425,0.00040525358,0.0028449113,0.05175402,0.03872505,0.009501958,0.012577835,0.003749565],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014833428,0.000027507376,0.0030511245,0.00009652393,0.00000625012,0.00021170346,0.8117395,0.00001803816,0.00028207633,0.08192675,0.07863384,0.023991762],"study_design_scores_gemma":[0.0000042253782,0.000011372033,0.0011000049,0.00050781603,0.000006164368,0.00016140699,0.6395413,0.000029231893,0.00011346571,0.021202497,0.3372961,0.000026391192],"about_ca_topic_score_codex":0.2463297,"about_ca_topic_score_gemma":0.3237075,"teacher_disagreement_score":0.2463297,"about_ca_system_score_codex":0.017444601,"about_ca_system_score_gemma":0.051226944,"threshold_uncertainty_score":0.4897918},"labels":[],"label_agreement":null},{"id":"W2123012719","doi":"10.1177/026553220101800302","title":"Examining dialogue: another approach to content specification and to validating inferences drawn from test scores","year":2001,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":162,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Construct (python library); Psychology; Test (biology); Sociocultural evolution; Point (geometry); Cognition; Cognitive psychology; Content (measure theory); Mathematics education; Inference; Construct validity; Linguistics; Natural language processing; Social psychology; Computer science; Artificial intelligence; Psychometrics; Developmental psychology","score_opus":0.24408084356114834,"score_gpt":0.27518337385510755,"score_spread":0.031102530293959207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2123012719","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12087889,0.00036422894,0.84470457,0.002643687,0.00028124233,0.0028102396,0.0012719521,0.001939338,0.025105888],"genre_scores_gemma":[0.33061194,0.00017012769,0.65932876,0.0008451003,0.00018413231,0.0040144753,0.0011918945,0.00043173737,0.0032218755],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.78463984,0.15800653,0.017984757,0.0113404,0.025277993,0.0027504282],"domain_scores_gemma":[0.34976852,0.49968186,0.032480165,0.052570634,0.062539235,0.0029596556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.16165599,0.002729091,0.002763749,0.027303629,0.0036116983,0.015623417,0.005862653,0.0043938966,0.0041745673],"category_scores_gemma":[0.40974957,0.00080237404,0.0022233923,0.015087536,0.009089683,0.016914358,0.009106664,0.0051659076,0.0015367124],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00109646,0.0015009136,0.112669386,0.0024299538,0.0007175228,0.0010875316,0.10910203,0.0051302053,0.018363861,0.13031873,0.0048890617,0.61269444],"study_design_scores_gemma":[0.00057415955,0.0052031293,0.12797916,0.0033057965,0.0010046263,0.0021552749,0.11094303,0.09504624,0.0782926,0.45944402,0.11471744,0.0013344862],"about_ca_topic_score_codex":0.0053348895,"about_ca_topic_score_gemma":0.0039410265,"teacher_disagreement_score":0.16165599,"about_ca_system_score_codex":0.0037531971,"about_ca_system_score_gemma":0.0064892257,"threshold_uncertainty_score":0.85492885},"labels":[],"label_agreement":null},{"id":"W2123485405","doi":"10.5206/cie-eci.v39i2.9155","title":"The Language Learning Beliefs of Self-identified, Successful Learners of Spanish as a Foreign Language","year":2010,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Psychology; Stress (linguistics); Foreign language; Pedagogy; Sociology; Humanities; Linguistics; Philosophy","score_opus":0.027488825616224278,"score_gpt":0.3347955985309095,"score_spread":0.3073067729146852,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2123485405","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99914694,0.000044334625,0.00007421262,0.00008185177,0.0000026255639,0.000012990276,0.000008352958,0.000001398739,0.00062738894],"genre_scores_gemma":[0.997766,0.000109462184,0.00021222002,0.000056299355,0.0000026780142,0.000018860548,0.000021888885,0.000002362341,0.0018101613],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99792814,0.0006739654,0.00007445493,0.00020525909,0.0006047082,0.0005134633],"domain_scores_gemma":[0.9959025,0.0011938297,0.0006496589,0.0001654501,0.0012903509,0.00079818314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024248934,0.00043151202,0.00038578914,0.0013652516,0.0032222942,0.0031389662,0.0013507997,0.0010908118,0.0011063346],"category_scores_gemma":[0.007649127,0.0002806013,0.00022341807,0.00048545192,0.004094102,0.000854055,0.0018487506,0.0010683663,0.000256149],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006732122,0.00027253784,0.12495426,0.000065626715,0.000010135352,0.0029448562,0.85040516,0.00007655313,0.0026215247,0.00047208558,0.0002903733,0.017819628],"study_design_scores_gemma":[0.0000059786867,0.00017514125,0.034217123,0.00003889332,0.0000071112095,0.0007855396,0.9592375,0.00012925307,0.00081387843,0.00013703549,0.0044311853,0.000021394191],"about_ca_topic_score_codex":0.059826523,"about_ca_topic_score_gemma":0.11943451,"teacher_disagreement_score":0.059826523,"about_ca_system_score_codex":0.0037613714,"about_ca_system_score_gemma":0.0033375048,"threshold_uncertainty_score":0.118956566},"labels":[],"label_agreement":null},{"id":"W2123633354","doi":"10.5539/elt.v4n2p73","title":"Exploring Students’ Perceptions of ESL Writing","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Focus group; Perception; Mathematics education; Qualitative research; Qualitative property; Academic writing; Second language writing; Writing assessment; Data collection; Pedagogy; English for academic purposes; Professional writing; Medical education; Second language; Linguistics; Computer science","score_opus":0.10921833700455143,"score_gpt":0.2817339105879538,"score_spread":0.17251557358340236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2123633354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988329,0.000023963208,0.00009642429,0.00008760747,0.0000035393357,0.000007250419,0.000005311303,0.0000025481115,0.00094053696],"genre_scores_gemma":[0.9990006,0.000064584514,0.00011057789,0.00004256897,0.000003736117,0.000012161707,0.000009488987,0.0000015192213,0.00075474585],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99774075,0.0008251599,0.0001757859,0.00015288369,0.0007670415,0.0003383841],"domain_scores_gemma":[0.9900357,0.0039841114,0.002159548,0.00023838828,0.0017780543,0.0018041033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033340917,0.00028019602,0.00041302427,0.0008704848,0.0010395398,0.0024760126,0.00044619179,0.0006439771,0.0029153286],"category_scores_gemma":[0.012482039,0.000245835,0.00028714084,0.00056919514,0.001015417,0.0012839822,0.0017601781,0.0012921521,0.000416881],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026034642,0.001582418,0.44659454,0.00033811055,0.000043729575,0.0018315346,0.47082585,0.00029906107,0.01559064,0.0006990416,0.0007940845,0.06114066],"study_design_scores_gemma":[0.000030662184,0.001505167,0.3255229,0.00014296829,0.00003472387,0.0010857929,0.6588052,0.0010616556,0.00348414,0.0004804361,0.0077745304,0.00007177375],"about_ca_topic_score_codex":0.0011029757,"about_ca_topic_score_gemma":0.0014901579,"teacher_disagreement_score":0.0033340917,"about_ca_system_score_codex":0.00060794817,"about_ca_system_score_gemma":0.0007979859,"threshold_uncertainty_score":0.017632544},"labels":[],"label_agreement":null},{"id":"W2124948539","doi":"10.3138/cmlr.59.3.337","title":"The Role of Peer Support in ESL Students' Accomplishment of Oral Academic Tasks","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":111,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Foreign Affairs and International Trade Canada; Department of Foreign Affairs and Trade, Australian Government","keywords":"Presentation (obstetrics); Task (project management); Contextualization; Psychology; Rehearsing; Class (philosophy); Perspective (graphical); Mathematics education; Sociocultural perspective; Sociocultural evolution; Pedagogy; Computer science; Sociology","score_opus":0.02026051809276105,"score_gpt":0.2664171268025058,"score_spread":0.24615660870974473,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2124948539","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98456246,0.00054459,0.00034755687,0.00068625814,0.000027793743,0.000035550573,0.000016802065,0.00002182634,0.013757197],"genre_scores_gemma":[0.9983114,0.00021430409,0.00023184661,0.00004181324,0.0000071361837,0.00001978528,0.000010196737,0.000005002483,0.001158496],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9958295,0.0020673743,0.00012648017,0.0003355694,0.00088521617,0.00075590366],"domain_scores_gemma":[0.99339163,0.0018118317,0.0011752219,0.00034434025,0.0011224704,0.002154519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034825557,0.00041813767,0.00039733975,0.0010944647,0.0050194706,0.004213331,0.0010818127,0.00064317597,0.0022720161],"category_scores_gemma":[0.015837869,0.00021620613,0.0001726341,0.00072583806,0.002242408,0.0011680495,0.0033876596,0.0008863646,0.00033015685],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023342282,0.0009115463,0.12660189,0.00032962218,0.00005766534,0.0016782259,0.677325,0.00021454388,0.0055514346,0.0026810456,0.0033090508,0.18110651],"study_design_scores_gemma":[0.000058777478,0.00054869533,0.3628956,0.00021314759,0.00007963696,0.00069546263,0.60189664,0.00046992977,0.0020392777,0.001860812,0.02915802,0.00008410705],"about_ca_topic_score_codex":0.053737115,"about_ca_topic_score_gemma":0.0735772,"teacher_disagreement_score":0.053737115,"about_ca_system_score_codex":0.0024118952,"about_ca_system_score_gemma":0.006300933,"threshold_uncertainty_score":0.10684866},"labels":[],"label_agreement":null},{"id":"W2124974066","doi":"10.5539/elt.v6n4p110","title":"Transforming Passive Listeners into Active Speakers: A Study with Portuguese Undergraduates in ‘English for the Social Sciences’","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Embarrassment; Pedagogy; Class (philosophy); Context (archaeology); Mathematics education; Social psychology","score_opus":0.02279358020899301,"score_gpt":0.28438507512651456,"score_spread":0.26159149491752154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2124974066","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982551,0.00016132656,0.000122032834,0.0002075431,0.00002607595,0.00006426933,0.000013069726,0.0000033768947,0.0011472658],"genre_scores_gemma":[0.9949616,0.00048316544,0.00028931358,0.00065399345,0.000053431042,0.00011862835,0.00003001695,0.000019099996,0.0033907774],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9968953,0.0012480998,0.00016298926,0.0004281484,0.0004539683,0.00081139297],"domain_scores_gemma":[0.9942188,0.0024940842,0.00065470906,0.00018278719,0.00059809827,0.0018515211],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053913034,0.0010851595,0.0016204462,0.0017493922,0.008065813,0.007926174,0.0018174301,0.0035334039,0.0040976615],"category_scores_gemma":[0.0094395885,0.0015560521,0.0008830353,0.0009421276,0.0045386534,0.0036898088,0.0037241299,0.0042921593,0.0013528262],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010109113,0.0012331416,0.009895856,0.00011758939,0.000009158705,0.0022743316,0.9787668,0.000009173128,0.002442311,0.00017070124,0.00014842552,0.0048314687],"study_design_scores_gemma":[0.000017188953,0.0009460197,0.01375126,0.000051621595,0.000014335878,0.0008170461,0.9806388,0.000033485903,0.00034384168,0.00006193995,0.003298608,0.000025899379],"about_ca_topic_score_codex":0.006319797,"about_ca_topic_score_gemma":0.01209402,"teacher_disagreement_score":0.008065813,"about_ca_system_score_codex":0.0012472692,"about_ca_system_score_gemma":0.0016847886,"threshold_uncertainty_score":0.02851224},"labels":[],"label_agreement":null},{"id":"W2125094262","doi":"10.3968/j.ccc.1923670020130901.2890","title":"Research on Fostering Intercultural Communication Competence of Foreign Language Learners","year":2013,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Psychology; Intercultural relations; Foreign language; Communicative competence; Intercultural competence; Curriculum; Cross-cultural communication; Cultural competence; Competence (human resources); Pedagogy; Globalization; Sociology; Social psychology; Communication; Political science","score_opus":0.14867247627880584,"score_gpt":0.40639759475613385,"score_spread":0.25772511847732804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125094262","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86553514,0.01441661,0.009271881,0.0034186996,0.00014877859,0.0002030911,0.00001530633,0.000032684347,0.10695777],"genre_scores_gemma":[0.97218084,0.01564827,0.008649844,0.00034497576,0.000038419388,0.00019559207,0.000017261409,0.00000853609,0.0029163251],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998089,0.0013163626,0.000084117986,0.000117633885,0.00024280253,0.000149986],"domain_scores_gemma":[0.99507856,0.0032723546,0.00046897674,0.00014789864,0.0004928868,0.00053930783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004370699,0.00026480708,0.00028785295,0.00092922465,0.0009005419,0.0022255566,0.0004181995,0.00043544747,0.0022966594],"category_scores_gemma":[0.007442403,0.00008908093,0.00017769243,0.00057985925,0.0013115123,0.0025005236,0.002366672,0.00083856727,0.00026232784],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098315286,0.0022561594,0.035486367,0.003967372,0.000059161655,0.0004783932,0.17778851,0.0005476573,0.007220447,0.06189821,0.0018359169,0.70836353],"study_design_scores_gemma":[0.00011913666,0.0027129839,0.27423698,0.011226206,0.00033362504,0.0020801814,0.3398447,0.0015827939,0.029910766,0.04753288,0.29029724,0.00012257496],"about_ca_topic_score_codex":0.00083898695,"about_ca_topic_score_gemma":0.0014655462,"teacher_disagreement_score":0.004370699,"about_ca_system_score_codex":0.0009950153,"about_ca_system_score_gemma":0.00327624,"threshold_uncertainty_score":0.02311474},"labels":[],"label_agreement":null},{"id":"W2125303169","doi":"10.3968/j.css.1923669720100601.009","title":"Teacher-Learner Autonomy in Second Language Acquisition","year":2010,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Learner autonomy; Language acquisition; Second-language acquisition; Pedagogy; Psychology; Linguistics; Sociology; Humanities; Language education; Mathematics education; Political science; Philosophy; Comprehension approach; Law","score_opus":0.011794626019934274,"score_gpt":0.24284137844126868,"score_spread":0.2310467524213344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125303169","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8902864,0.0010810222,0.02829694,0.0028531533,0.000039403225,0.000040210627,0.00004311647,0.00010442106,0.077255376],"genre_scores_gemma":[0.997531,0.00008706826,0.00068684213,0.000028076873,0.0000069515886,0.000013406963,0.0000063401862,0.0000075623893,0.0016328337],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952903,0.003022989,0.00016191091,0.00039829317,0.00077500264,0.0003514957],"domain_scores_gemma":[0.9907878,0.0060619144,0.0010982405,0.00032851883,0.00064179406,0.0010817641],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003433281,0.0001500131,0.00021829283,0.00048344178,0.0014391807,0.0021493142,0.00030964278,0.0004673514,0.0025075497],"category_scores_gemma":[0.0110121425,0.00013517414,0.0002074465,0.0002672032,0.0028632432,0.001534004,0.0033726802,0.0007544804,0.0002271683],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004158704,0.0003351,0.1996833,0.00043015383,0.00008266841,0.002382481,0.39866042,0.0048646643,0.014311987,0.15391245,0.002326885,0.22259393],"study_design_scores_gemma":[0.00017265983,0.0012353701,0.39842677,0.00038644343,0.00009653966,0.0061433204,0.20672148,0.015583105,0.014239824,0.1845313,0.17222235,0.00024076765],"about_ca_topic_score_codex":0.0021161444,"about_ca_topic_score_gemma":0.0023914,"teacher_disagreement_score":0.003433281,"about_ca_system_score_codex":0.0012318334,"about_ca_system_score_gemma":0.0019647242,"threshold_uncertainty_score":0.018157184},"labels":[],"label_agreement":null},{"id":"W2125322109","doi":"","title":"Anxiety and second/foreign language learning revisited","year":2008,"lang":"en","type":"article","venue":"ePrints Soton (University of Southampton)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":170,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Anxiety; Psychology; Linguistics; Foreign language anxiety; Cognitive psychology; Philosophy; Psychiatry","score_opus":0.01791016323795607,"score_gpt":0.18778993073034772,"score_spread":0.16987976749239164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125322109","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11193649,0.7463007,0.0016316583,0.09162168,0.0022732615,0.000019007583,0.000032542663,0.000015491582,0.0461691],"genre_scores_gemma":[0.64564294,0.3339786,0.00035679506,0.011364766,0.002968868,0.000032383476,0.00001793631,0.0000109882485,0.0056267884],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99865484,0.0006644818,0.00006497763,0.00012490434,0.0003177343,0.00017305056],"domain_scores_gemma":[0.9962374,0.0028223314,0.00048198205,0.000033085016,0.00024234795,0.00018285759],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015356073,0.00035438497,0.0006012534,0.0014760471,0.00081792544,0.0030865886,0.00055729493,0.0016324618,0.002846953],"category_scores_gemma":[0.0031948162,0.00012373274,0.00053275895,0.00092365796,0.0059305127,0.0024732396,0.0021498995,0.0028797828,0.0001984181],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002705614,0.00025365094,0.032638256,0.0059901914,0.00022166426,0.00824657,0.08603398,0.0005253064,0.0017410096,0.40570515,0.01577679,0.44259694],"study_design_scores_gemma":[0.000087165085,0.000806454,0.1457698,0.014468142,0.00033187642,0.022036657,0.14492753,0.00057758804,0.0012525638,0.18018559,0.4893559,0.00020074514],"about_ca_topic_score_codex":0.004973847,"about_ca_topic_score_gemma":0.0050568376,"teacher_disagreement_score":0.004973847,"about_ca_system_score_codex":0.003098355,"about_ca_system_score_gemma":0.0028598406,"threshold_uncertainty_score":0.02248025},"labels":[],"label_agreement":null},{"id":"W2125400901","doi":"10.1080/09658416.2010.486439","title":"Language awareness and second language pronunciation: a classroom study","year":2010,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":132,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Concordia University","keywords":"Pronunciation; Psychology; Metalinguistics; Fluency; Active listening; Context (archaeology); Language assessment; Language acquisition; Linguistics; Qualitative research; Set (abstract data type); Class (philosophy); Quality (philosophy); Language education; Mathematics education; Teaching method; Computer science; Vocabulary development; Communication; Artificial intelligence","score_opus":0.017520642679241676,"score_gpt":0.27827345775468654,"score_spread":0.26075281507544484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125400901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995975,0.000031580174,0.00010132618,0.0000135901855,0.000002415838,0.000013914643,0.000005475333,0.0000030614376,0.00023115118],"genre_scores_gemma":[0.9992379,0.00004423704,0.0002469357,0.000023675875,0.000007736735,0.000030035766,0.000011767673,0.0000031546465,0.00039454905],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998002,0.00067255064,0.00014179529,0.0004201556,0.0005298053,0.00023372406],"domain_scores_gemma":[0.98133,0.011038954,0.002902809,0.00052401813,0.0017882801,0.0024158976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024526522,0.00060028397,0.0009462549,0.0013943199,0.0012691058,0.0022525298,0.00052658323,0.000508733,0.001782132],"category_scores_gemma":[0.01125397,0.00040807406,0.00033151053,0.00047277444,0.0011575734,0.0009705247,0.0015162374,0.0011461534,0.00031570377],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008365558,0.01238493,0.66041565,0.00042451668,0.00011894816,0.0029507386,0.22472118,0.00023042437,0.046779677,0.0002154855,0.00033540395,0.050586514],"study_design_scores_gemma":[0.000117334275,0.0100085195,0.87770194,0.00008403699,0.000114450086,0.0019240268,0.09667528,0.00060527126,0.009842087,0.00035582093,0.0024788221,0.000092424125],"about_ca_topic_score_codex":0.0016219227,"about_ca_topic_score_gemma":0.0033451603,"teacher_disagreement_score":0.0024526522,"about_ca_system_score_codex":0.00071783684,"about_ca_system_score_gemma":0.0007840377,"threshold_uncertainty_score":0.012971044},"labels":[],"label_agreement":null},{"id":"W2125507422","doi":"10.5054/tq.2010.222215","title":"Do Language Proficiency Test Scores Differ by Gender?","year":2010,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Psychology; Test (biology); Language assessment; Language proficiency; Linguistics; Mathematics education","score_opus":0.015602571945114259,"score_gpt":0.24362053604573564,"score_spread":0.2280179641006214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125507422","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96772665,0.01086496,0.0022036762,0.003949175,0.0006278299,0.00007139494,0.0053092367,0.000065882785,0.009181143],"genre_scores_gemma":[0.9960808,0.00084774714,0.0002107826,0.0006677383,0.000113834765,0.000035534984,0.001208602,0.000024375715,0.0008105546],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99483806,0.0012330012,0.00075005804,0.001330457,0.001324553,0.0005237582],"domain_scores_gemma":[0.97961295,0.0110776145,0.0057497285,0.0011474376,0.0017582326,0.0006540247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076301047,0.00046631947,0.00095798186,0.0018244896,0.0003305316,0.0012809187,0.001097769,0.001035726,0.006058906],"category_scores_gemma":[0.034880534,0.00023323769,0.0016313111,0.0022925166,0.0012179561,0.0020198366,0.0008916788,0.00060402765,0.0015865813],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044902897,0.000053165462,0.9542782,0.00024027935,0.0007741304,0.00021209575,0.0009407183,0.00007565486,0.00027848955,0.00046351558,0.0025036023,0.03973127],"study_design_scores_gemma":[0.000037197984,0.00029259175,0.9920183,0.00018043187,0.0002985744,0.000667245,0.0012159741,0.00017383283,0.00028542543,0.0019236909,0.0028803865,0.000026369222],"about_ca_topic_score_codex":0.0035731685,"about_ca_topic_score_gemma":0.0036019257,"teacher_disagreement_score":0.0076301047,"about_ca_system_score_codex":0.0004363296,"about_ca_system_score_gemma":0.00047875525,"threshold_uncertainty_score":0.040352345},"labels":[],"label_agreement":null},{"id":"W2125841054","doi":"10.1017/s0142716409090109","title":"Aptitude, phonological memory, and second language proficiency in nonnovice adult learners","year":2009,"lang":"en","type":"article","venue":"Applied Psycholinguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":134,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Aptitude; Psychology; Language proficiency; Second language; Regression analysis; Exploratory research; Exploratory factor analysis; First language; Developmental psychology; Linguistics; Mathematics education; Psychometrics; Statistics; Mathematics","score_opus":0.018414875796489736,"score_gpt":0.27387334002588387,"score_spread":0.2554584642293941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125841054","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998173,0.000016657883,0.000008300723,0.0000040604345,4.830389e-7,8.354366e-7,0.000009885416,7.244457e-7,0.00014177184],"genre_scores_gemma":[0.9997763,0.000011350073,0.000016938544,0.000004906534,9.214656e-7,0.0000012546711,0.000022372875,3.9292885e-7,0.00016551587],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99985874,0.000025046933,0.000020891122,0.000025774567,0.000036415455,0.00003310685],"domain_scores_gemma":[0.99843544,0.00046993347,0.00039681996,0.00006142634,0.00021194846,0.00042434203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038056943,0.00028259068,0.00026440393,0.00070193096,0.00030742784,0.0007983776,0.00017491203,0.00032764144,0.00360941],"category_scores_gemma":[0.0026452546,0.00010751081,0.00014456695,0.00023450087,0.00031242214,0.0004125143,0.00045672478,0.00031720562,0.0005090597],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011235514,0.00020610262,0.99242955,0.000011810587,0.000013672536,0.0003000503,0.0012323827,0.000044314987,0.0018436533,0.00002464495,0.000051264804,0.0037302556],"study_design_scores_gemma":[0.000004374601,0.00037754944,0.99702114,0.0000049143323,0.000005804437,0.0006016411,0.0011721591,0.00018370141,0.00046390702,0.000053603664,0.00010812357,0.000003039662],"about_ca_topic_score_codex":0.002481283,"about_ca_topic_score_gemma":0.0033912514,"teacher_disagreement_score":0.00360941,"about_ca_system_score_codex":0.0001530118,"about_ca_system_score_gemma":0.00017380214,"threshold_uncertainty_score":0.012074709},"labels":[],"label_agreement":null},{"id":"W2125936070","doi":"10.14483/22487085.96","title":"Blogging: A way to foster EFL writing","year":2011,"lang":"en","type":"article","venue":"Colombian Applied Linguistics Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Argumentative; Writing process; Action research; Collaborative writing; Process (computing); Professional writing; Pedagogy; Action (physics); Psychology; Mathematics education; Computer science; Linguistics","score_opus":0.06741001807455274,"score_gpt":0.25783356638813193,"score_spread":0.1904235483135792,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125936070","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9120021,0.00066256034,0.033061933,0.003013988,0.00068089407,0.00094435416,0.00013196317,0.0016725626,0.047829665],"genre_scores_gemma":[0.93478787,0.0003773879,0.054760035,0.00048002627,0.00015197025,0.0007723606,0.00010212535,0.0001827487,0.008385454],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99579287,0.002769534,0.00015044324,0.0004117672,0.0005478814,0.00032755543],"domain_scores_gemma":[0.97969306,0.013118407,0.001606713,0.0024676956,0.0010831184,0.0020310737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005117246,0.0007587029,0.000522472,0.0018089965,0.0045475406,0.0040039863,0.0012460029,0.0012510272,0.003285699],"category_scores_gemma":[0.019641556,0.00035063908,0.00028073508,0.001100298,0.0024845353,0.0025431134,0.005138894,0.001399657,0.00091312075],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006319434,0.0045250757,0.027549274,0.0018051373,0.00004804485,0.0038638033,0.34734032,0.0005537446,0.04400501,0.0075916355,0.013406964,0.54867905],"study_design_scores_gemma":[0.0008749956,0.0051858663,0.07753258,0.0022951453,0.00026485638,0.0073082102,0.3567921,0.0048951195,0.041644365,0.016095173,0.48679793,0.0003136812],"about_ca_topic_score_codex":0.0004462841,"about_ca_topic_score_gemma":0.0016113045,"teacher_disagreement_score":0.005117246,"about_ca_system_score_codex":0.0007029015,"about_ca_system_score_gemma":0.001590801,"threshold_uncertainty_score":0.027062953},"labels":[],"label_agreement":null},{"id":"W2126039749","doi":"10.5539/elt.v4n1p33","title":"Theme-based Group Teaching of College Oral English: Endorsed by Students in Chinese EFL Context","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Theme (computing); Context (archaeology); Mathematics education; Qualitative research; Teaching method; College English; Control (management); Pedagogy; Computer science","score_opus":0.017573041836616236,"score_gpt":0.2578565642531419,"score_spread":0.24028352241652567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126039749","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998481,0.000026133292,0.0003844374,0.00008501631,0.0000088161305,0.000051745395,0.0000037986833,0.0000047645167,0.00095428113],"genre_scores_gemma":[0.9948565,0.000107180895,0.0026069684,0.000059770413,0.0000097701295,0.00010823591,0.000014015846,0.0000031692084,0.0022344545],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99933285,0.00023798575,0.000029578894,0.00010286956,0.00016977057,0.00012697828],"domain_scores_gemma":[0.9990081,0.00025843538,0.00019606015,0.000106142004,0.00010353195,0.00032779394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001088496,0.0002577119,0.00028469542,0.00040101935,0.0010875791,0.0008069005,0.0005454276,0.00027521615,0.0016513184],"category_scores_gemma":[0.001996748,0.000120285265,0.0003299045,0.00027807843,0.0006823936,0.00038969694,0.0012154458,0.00053668214,0.00020621139],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000970734,0.026233256,0.16459858,0.0009510885,0.00014559725,0.0014823737,0.19842046,0.00077172037,0.07281646,0.0038827138,0.0017196197,0.5280073],"study_design_scores_gemma":[0.0008681247,0.022521406,0.58786446,0.00038117703,0.0004185784,0.0017838033,0.2994982,0.0048638536,0.03073468,0.0060301996,0.04487078,0.00016477946],"about_ca_topic_score_codex":0.001449598,"about_ca_topic_score_gemma":0.0040615085,"teacher_disagreement_score":0.0016513184,"about_ca_system_score_codex":0.00058640953,"about_ca_system_score_gemma":0.001425266,"threshold_uncertainty_score":0.0057566166},"labels":[],"label_agreement":null},{"id":"W2126293187","doi":"10.5539/elt.v7n5p17","title":"Postmethod Pedagogy and Its Influence on EFL Teaching Strategies","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Teaching method; Pedagogy; Object (grammar); Teaching english; Computer science","score_opus":0.014614137868653683,"score_gpt":0.30013101619650767,"score_spread":0.285516878327854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126293187","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9221684,0.0017261847,0.016670994,0.00130229,0.000058108973,0.00021526612,0.000057455203,0.00009470549,0.05770658],"genre_scores_gemma":[0.9915826,0.0005116606,0.0035408668,0.000120347046,0.000022480945,0.00016612819,0.00002417018,0.000048717615,0.0039830175],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98577577,0.009325751,0.00061495515,0.00089740823,0.0025640118,0.00082200987],"domain_scores_gemma":[0.9250751,0.0563583,0.009475011,0.002018378,0.0039609475,0.003112162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008986698,0.00051796396,0.0004055786,0.001892179,0.0013653642,0.005368557,0.0008455418,0.000723103,0.0052752155],"category_scores_gemma":[0.029531738,0.00034674548,0.00037519174,0.0011776537,0.0033049076,0.0025167323,0.002901466,0.0017277013,0.0005483478],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047130528,0.0020490284,0.38250718,0.0009796772,0.00014884377,0.0019011091,0.26993138,0.0005945291,0.011117779,0.05269057,0.0012519835,0.27635664],"study_design_scores_gemma":[0.00016812973,0.0013802043,0.6828091,0.0011618567,0.00015684601,0.002467693,0.17891261,0.0038844224,0.010935759,0.04510261,0.07287173,0.00014912413],"about_ca_topic_score_codex":0.0016506119,"about_ca_topic_score_gemma":0.0019821923,"teacher_disagreement_score":0.008986698,"about_ca_system_score_codex":0.0030307167,"about_ca_system_score_gemma":0.00455465,"threshold_uncertainty_score":0.047526777},"labels":[],"label_agreement":null},{"id":"W2126511817","doi":"10.22215/etd/2005-07781","title":"The Influence of the social interactional context on test performance : a sociocultural view","year":2005,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Test (biology); Sociocultural evolution; Psychology; Humanities; Context (archaeology); Linguistics; Sociology; Art; Philosophy; Geography","score_opus":0.02074876279334132,"score_gpt":0.2799137229039831,"score_spread":0.2591649601106418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126511817","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9582579,0.00090730475,0.0009978182,0.00077704753,0.000028186189,0.000017064871,0.00007091862,0.000012585258,0.03893112],"genre_scores_gemma":[0.9990808,0.00021373174,0.00014372074,0.000041281583,0.000013680233,0.000007647994,0.000012662323,0.000010054017,0.0004764227],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99190605,0.0061837644,0.00016579012,0.0003925004,0.0009860136,0.00036583314],"domain_scores_gemma":[0.94303644,0.044366054,0.005269685,0.0020601605,0.0027312406,0.002536391],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004687221,0.0002703268,0.00019030641,0.0011535424,0.00082561304,0.0032517817,0.00039390533,0.00046877202,0.004827921],"category_scores_gemma":[0.031890787,0.00016023994,0.00021574814,0.0005431962,0.0024457972,0.000967816,0.001860859,0.0006930563,0.0005295673],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018547566,0.0013765541,0.744489,0.00033141163,0.00053210964,0.0011963781,0.057246555,0.0010574592,0.02747902,0.008232834,0.0016725364,0.1545314],"study_design_scores_gemma":[0.000019979721,0.0004140868,0.97382,0.00008711102,0.000119004995,0.00020900494,0.016873455,0.0005459558,0.0026176707,0.0018082247,0.003444808,0.000040774725],"about_ca_topic_score_codex":0.004181009,"about_ca_topic_score_gemma":0.004674338,"teacher_disagreement_score":0.004827921,"about_ca_system_score_codex":0.0010478562,"about_ca_system_score_gemma":0.0007006159,"threshold_uncertainty_score":0.024788678},"labels":[],"label_agreement":null},{"id":"W2126712469","doi":"10.5539/ies.v5n4p179","title":"Distribution of Hesitation Discourse Markers Used by Iranian EFL Learners during an Oral L2 Test","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kuala lumpur; Linguistics; Test (biology); Psychology; First language; Mathematics education","score_opus":0.0657705037825997,"score_gpt":0.37582375307113547,"score_spread":0.3100532492885358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126712469","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999595,0.0000485769,0.00009232353,0.0000060099587,0.0000015208908,0.000006853339,0.00001613198,0.000007959161,0.00022570278],"genre_scores_gemma":[0.9993382,0.000070653936,0.00023963799,0.000009992078,0.0000032287678,0.000016899023,0.000042020027,0.000005814953,0.00027355202],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99902904,0.0003098156,0.00013696006,0.00014034468,0.00026361525,0.000120152894],"domain_scores_gemma":[0.99504834,0.0025041846,0.0012506967,0.00019976424,0.0006858718,0.00031115024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001239365,0.00042085518,0.00049034087,0.0015652329,0.00039642796,0.0009172671,0.00035107494,0.0005882089,0.0009332974],"category_scores_gemma":[0.008463318,0.00021967232,0.0001827466,0.00053220824,0.00066190906,0.0005805892,0.00073192525,0.0004313179,0.0003565428],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001899184,0.00031856736,0.60054314,0.00039842233,0.00009135416,0.003306731,0.17417744,0.00019377946,0.12960553,0.00015856505,0.00033909007,0.08896812],"study_design_scores_gemma":[0.000019227744,0.0016053964,0.862606,0.00009783968,0.000067510824,0.0044243936,0.10227943,0.0006406202,0.026042357,0.000111854766,0.0020125748,0.00009273316],"about_ca_topic_score_codex":0.0009225176,"about_ca_topic_score_gemma":0.0009770143,"teacher_disagreement_score":0.0015652329,"about_ca_system_score_codex":0.00026896477,"about_ca_system_score_gemma":0.00023928225,"threshold_uncertainty_score":0.0065544248},"labels":[],"label_agreement":null},{"id":"W2127143709","doi":"10.5539/elt.v4n2p66","title":"Learners' Performance in Doing Task with and without Teacher’s Presence","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Fluency; Psychology; Task (project management); Realm; Mathematics education; Language education; Task analysis; Pedagogy","score_opus":0.017368026740473393,"score_gpt":0.22531684909617816,"score_spread":0.20794882235570478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127143709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994159,0.000021448439,0.00007297704,0.000004730376,0.0000023765372,0.0000047842927,0.00002044884,0.000005911408,0.00045146715],"genre_scores_gemma":[0.9981724,0.0000371672,0.0002756762,0.000004714278,0.0000023724442,0.000016291853,0.000059623144,0.0000040389905,0.001427607],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989773,0.00024844808,0.00016547872,0.00019847185,0.00024803446,0.00016222795],"domain_scores_gemma":[0.99166566,0.0039972523,0.0013850887,0.00076207565,0.0010560267,0.0011338018],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014137803,0.0004123128,0.0005631652,0.0006079247,0.00029208374,0.00081626466,0.00039466872,0.00040577393,0.0025623643],"category_scores_gemma":[0.0097679235,0.000191594,0.00033693496,0.00016452694,0.00044114148,0.0004752743,0.0009852491,0.00041898957,0.0010580674],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0064611193,0.006339952,0.58836436,0.0007195468,0.00026218043,0.0019431879,0.064123794,0.0018673274,0.13101843,0.00024282088,0.0010582999,0.19759895],"study_design_scores_gemma":[0.00010989849,0.010470119,0.931604,0.000073375515,0.00012442067,0.0012870186,0.019485548,0.0020090984,0.03191135,0.00024715066,0.002564085,0.00011397128],"about_ca_topic_score_codex":0.000996894,"about_ca_topic_score_gemma":0.0010436062,"teacher_disagreement_score":0.0025623643,"about_ca_system_score_codex":0.00016796205,"about_ca_system_score_gemma":0.00023516116,"threshold_uncertainty_score":0.008571982},"labels":[],"label_agreement":null},{"id":"W2127157283","doi":"10.3138/cmlr.66.5.739","title":"Teaching Pragmatics to L2 Learners for the Workplace: The Job Interview","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Job interview; Psychology; Competence (human resources); Semi-structured interview; Pedagogy; Intervention (counseling); Medical education; Qualitative research; Linguistics; Social psychology; Sociology","score_opus":0.026231734338571226,"score_gpt":0.2593212000708016,"score_spread":0.23308946573223038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127157283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8349245,0.0025274428,0.06004766,0.014920477,0.0008535303,0.0013411944,0.00012973127,0.0003291779,0.08492623],"genre_scores_gemma":[0.93160754,0.0019251583,0.0499086,0.00158213,0.00017955729,0.0012922332,0.0000860238,0.00007172076,0.013346982],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9891355,0.009712849,0.00017521117,0.00017905889,0.00046794504,0.0003293736],"domain_scores_gemma":[0.98524886,0.010172095,0.0009231423,0.0007280658,0.001326277,0.0016014837],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015438918,0.0003504555,0.00032685712,0.0010968946,0.005002204,0.002444939,0.0008486806,0.0008950607,0.0029072836],"category_scores_gemma":[0.01788275,0.0002752059,0.00021826371,0.0005750259,0.0030422069,0.0015898038,0.004090305,0.0013504776,0.0007627774],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017557302,0.0005061265,0.012249226,0.0006074601,0.00000797585,0.001915014,0.6871318,0.00014879629,0.007264305,0.005921887,0.010145376,0.2739263],"study_design_scores_gemma":[0.00007499374,0.0005126295,0.021651385,0.00053882296,0.000012683309,0.0022050499,0.8023955,0.00053277257,0.003819086,0.004708093,0.16346064,0.000088342735],"about_ca_topic_score_codex":0.0044179964,"about_ca_topic_score_gemma":0.02166187,"teacher_disagreement_score":0.015438918,"about_ca_system_score_codex":0.0019432978,"about_ca_system_score_gemma":0.007933396,"threshold_uncertainty_score":0.08164978},"labels":[],"label_agreement":null},{"id":"W2127281180","doi":"10.3138/cmlr.58.1.84","title":"The Development of Oral Production in Content-based Second Language Courses at the University of Ottawa","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Pronunciation; Task (project management); Vocabulary; Imitation; Adjunct; Psychology; Production (economics); Mathematics education; Linguistics; Computer science","score_opus":0.03033676116179415,"score_gpt":0.22012299593445978,"score_spread":0.18978623477266562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127281180","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974916,0.00008668307,0.00009147771,0.000072046685,0.0000058943915,0.000018323688,0.000045451583,0.0000072995813,0.0021811165],"genre_scores_gemma":[0.99213624,0.0001627844,0.0005037752,0.00004902655,0.0000037163343,0.000020022546,0.0000642809,0.000009481552,0.007050784],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99875796,0.00023284392,0.000062837564,0.00020653731,0.0004723594,0.00026752704],"domain_scores_gemma":[0.99535817,0.001165389,0.0009129638,0.00021321376,0.0011876116,0.001162627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010143622,0.00034836357,0.00029199632,0.0012861534,0.0025004619,0.0027783383,0.00081249897,0.00052191556,0.0024027138],"category_scores_gemma":[0.006872791,0.0003449627,0.00015928039,0.0006869717,0.0016902819,0.0004690981,0.0016530275,0.00070131675,0.00057383947],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031995578,0.00069041806,0.33639058,0.00029044368,0.000024242529,0.0022477407,0.49469766,0.00016661081,0.0519001,0.00056409475,0.0013912581,0.111316845],"study_design_scores_gemma":[0.000012829535,0.0007682393,0.7324359,0.0000856862,0.000028556882,0.00089038693,0.23982446,0.00021462869,0.009673912,0.00015287226,0.015825773,0.00008670427],"about_ca_topic_score_codex":0.25902206,"about_ca_topic_score_gemma":0.52166826,"teacher_disagreement_score":0.74097794,"about_ca_system_score_codex":0.0075969235,"about_ca_system_score_gemma":0.0076476936,"threshold_uncertainty_score":0.5150288},"labels":[],"label_agreement":null},{"id":"W2127337275","doi":"10.5539/elt.v4n1p167","title":"Towards Transformation: The Power of Phonetic Symbols Embedded in a Multimedia Learning Management System","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Competence (human resources); Computer science; Linguistics; Psychology; Multimedia; Natural language processing","score_opus":0.01572734908654394,"score_gpt":0.22539534794936683,"score_spread":0.2096679988628229,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127337275","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3418688,0.00035699405,0.53467447,0.0021535328,0.0001941156,0.0003236755,0.00008826882,0.005207565,0.115132555],"genre_scores_gemma":[0.88192326,0.00015588163,0.103818275,0.00019413294,0.00005309562,0.000101437116,0.00007557198,0.00013246154,0.013545874],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994692,0.00019452881,0.000028678884,0.00006760605,0.00019564119,0.000044251123],"domain_scores_gemma":[0.9993444,0.00027785066,0.000052547453,0.0001193481,0.00012236819,0.000083527804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005779915,0.00018070819,0.000115930285,0.00039335503,0.00034736184,0.002141337,0.0005802305,0.00046105508,0.004248563],"category_scores_gemma":[0.0025250223,0.000119550125,0.00015888372,0.00023493817,0.0011442809,0.002310371,0.0015444498,0.000539798,0.0010509017],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003134348,0.0003417406,0.0047141835,0.00024028926,0.000021156719,0.00086531974,0.0101693515,0.006137936,0.09410087,0.12801282,0.0038456914,0.75123715],"study_design_scores_gemma":[0.00023704224,0.0018265276,0.017059598,0.00029616608,0.0001334528,0.0028117294,0.00879625,0.2325324,0.22798608,0.17065522,0.3374681,0.00019753266],"about_ca_topic_score_codex":0.0006094193,"about_ca_topic_score_gemma":0.0003111176,"teacher_disagreement_score":0.004248563,"about_ca_system_score_codex":0.0003222515,"about_ca_system_score_gemma":0.0005693443,"threshold_uncertainty_score":0.014212847},"labels":[],"label_agreement":null},{"id":"W2127698044","doi":"10.5539/elt.v5n8p49","title":"Research on: Motivation to Learn English among College Students in Sudan","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Pearson product-moment correlation coefficient; Sample (material); Descriptive statistics; Test (biology); Motivation to learn; Simple random sample; Statistical analysis; The arts; Statistics; Population; Mathematics","score_opus":0.05414110637586796,"score_gpt":0.348415612791754,"score_spread":0.29427450641588604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127698044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992211,0.000051720974,0.000015892902,0.00008002073,0.0000037042553,0.000013593297,0.000015866626,5.3785914e-7,0.0005975119],"genre_scores_gemma":[0.9992766,0.000100587175,0.00007231161,0.000049565897,0.0000045420697,0.000020707255,0.000028415376,5.9819195e-7,0.0004466878],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993261,0.00017657269,0.00005756191,0.000045438006,0.00020455949,0.00018980482],"domain_scores_gemma":[0.99823123,0.00032325202,0.00048753357,0.00003264356,0.00026538962,0.00066001917],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013175933,0.00017872726,0.0003346054,0.0007988715,0.0015692583,0.0017824399,0.0003450472,0.0003978871,0.0016073916],"category_scores_gemma":[0.002214408,0.00017356267,0.0003249203,0.0006235039,0.00036132423,0.00045327513,0.00068601454,0.0008037489,0.00019919129],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052351483,0.0011542684,0.96934366,0.000106814645,0.000027799924,0.00018469949,0.014621485,0.000033807977,0.0011040344,0.00026456502,0.00027204424,0.012834454],"study_design_scores_gemma":[0.0000047393314,0.00029186343,0.9749844,0.00004196315,0.000009689437,0.00011410129,0.023171416,0.000094396026,0.0001691515,0.00007785152,0.00103139,0.000009128377],"about_ca_topic_score_codex":0.00274878,"about_ca_topic_score_gemma":0.0060451864,"teacher_disagreement_score":0.00274878,"about_ca_system_score_codex":0.0007245447,"about_ca_system_score_gemma":0.0016058076,"threshold_uncertainty_score":0.0069681406},"labels":[],"label_agreement":null},{"id":"W2128096435","doi":"10.5539/elt.v7n4p11","title":"The Effects of Multimedia Task-Based Language Teaching on EFL Learners’ Oral L2 Production","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Task (project management); Psychology; Context (archaeology); Test (biology); Task analysis; Mathematics education; Teaching method; Computer-Assisted Instruction; Language acquisition; Computer science; Multimedia","score_opus":0.0073164097396433815,"score_gpt":0.23715111728297025,"score_spread":0.22983470754332688,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128096435","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993438,0.000049333903,0.00020520986,0.000007501656,0.0000018691912,0.000014124158,0.0000075955572,0.000006550453,0.00036393054],"genre_scores_gemma":[0.99691296,0.000103364,0.0021399767,0.000015892525,0.0000065044637,0.000045893048,0.000031058593,0.0000060775715,0.0007382616],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99923897,0.00023126887,0.0000723569,0.00010874102,0.0002711978,0.000077550074],"domain_scores_gemma":[0.9934864,0.004406473,0.0009291931,0.00021238987,0.00037157323,0.00059401133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008720484,0.00063166535,0.00042424517,0.00048590743,0.0003533522,0.0010272498,0.00035821783,0.00026683786,0.0016012731],"category_scores_gemma":[0.008527357,0.00022513003,0.00024062155,0.00020291092,0.0004964763,0.0004859026,0.0011174856,0.00039995744,0.00022088292],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063392483,0.00985308,0.15516308,0.0011579136,0.00025417158,0.0017171076,0.021746617,0.003748234,0.373013,0.00035546042,0.0004295767,0.4262226],"study_design_scores_gemma":[0.0005263783,0.02472908,0.84234476,0.00018867038,0.00034708218,0.0014846014,0.0103619,0.004211804,0.108650416,0.001124469,0.0058315885,0.00019930187],"about_ca_topic_score_codex":0.0009669859,"about_ca_topic_score_gemma":0.0019863925,"teacher_disagreement_score":0.0016012731,"about_ca_system_score_codex":0.00044876026,"about_ca_system_score_gemma":0.0004802155,"threshold_uncertainty_score":0.0053567886},"labels":[],"label_agreement":null},{"id":"W2128187707","doi":"10.5539/elt.v5n5p62","title":"Study on Reform of College English Stratified Teaching Based on School-based Characteristics","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sichuan Agricultural University","keywords":"Status quo; College English; Mathematics education; Stratified sampling; Psychology; Teaching and learning center; Competence (human resources); Stratification (seeds); Teaching method; Process (computing); Pedagogy; Computer science; Political science","score_opus":0.023492024093291246,"score_gpt":0.2692289182005577,"score_spread":0.24573689410726648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128187707","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983708,0.00003002035,0.00014812866,0.00009818926,0.0000024850972,0.000028342061,0.000012256574,0.000001499528,0.0013082392],"genre_scores_gemma":[0.99921834,0.000017849849,0.000097855795,0.000016865764,0.000002331564,0.000015401301,0.000018080487,0.0000010536256,0.00061208656],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973787,0.0010942976,0.00014805105,0.00026248096,0.0005496023,0.0005668064],"domain_scores_gemma":[0.9923808,0.0020433047,0.0020417448,0.00051100797,0.0017953462,0.0012277525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019737207,0.00009381762,0.00025555526,0.0009390881,0.0011969791,0.0014228664,0.00040985338,0.00022611034,0.0025750215],"category_scores_gemma":[0.0101394905,0.00013425182,0.00025075919,0.001466839,0.0010102008,0.0010795442,0.001154588,0.0005390805,0.00022560406],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033625975,0.0013326437,0.8596048,0.00008194031,0.000031939326,0.00041590762,0.074769266,0.0002781273,0.0015054172,0.007254624,0.0008246626,0.053564418],"study_design_scores_gemma":[0.000015687972,0.00044067358,0.9392735,0.00002970299,0.000023359768,0.000083387786,0.054120254,0.00075863814,0.0006692797,0.00027869322,0.004296109,0.000010771321],"about_ca_topic_score_codex":0.012751873,"about_ca_topic_score_gemma":0.016875794,"teacher_disagreement_score":0.012751873,"about_ca_system_score_codex":0.0038032655,"about_ca_system_score_gemma":0.0036654442,"threshold_uncertainty_score":0.027594745},"labels":[],"label_agreement":null},{"id":"W2128231682","doi":"10.5539/ies.v3n3p100","title":"Language Learning Strategies and Its Training Model","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Qingdao University; Qingdao University of Science and Technology; Department of Education of Shandong Province","keywords":"Language learning strategies; Language acquisition; Psychology; Training (meteorology); Experiential learning; Language assessment; Mathematics education; Computer science; Metacognition; Cognition","score_opus":0.12414631438184241,"score_gpt":0.3935484269859104,"score_spread":0.269402112604068,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128231682","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09775454,0.00848195,0.20053405,0.012596761,0.00045828323,0.00039424925,0.00018445608,0.0007218139,0.67887384],"genre_scores_gemma":[0.8823261,0.004847647,0.060653612,0.00129899,0.0001363731,0.00063715497,0.00016796397,0.000085918604,0.049846083],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995285,0.00019130176,0.000030236512,0.00005666806,0.00015183116,0.00004148455],"domain_scores_gemma":[0.99914,0.00041977013,0.00006205315,0.000056851088,0.0002057996,0.00011546282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00065241224,0.0004331702,0.00021160714,0.0008848247,0.0002784058,0.0016317376,0.0008955056,0.0006175817,0.0039753895],"category_scores_gemma":[0.0015428322,0.00010529093,0.0003044008,0.00035981517,0.0014968372,0.0015490545,0.00056248606,0.000850795,0.0013659865],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086413624,0.00047153226,0.0043223067,0.00067908806,0.000032424028,0.00033635818,0.0042279833,0.0059488486,0.0037445496,0.50916266,0.0074706706,0.46351707],"study_design_scores_gemma":[0.00011230277,0.0011577911,0.0137244,0.0021493712,0.00014728872,0.0018852418,0.0040633823,0.06786682,0.008248678,0.65232646,0.24822251,0.00009574695],"about_ca_topic_score_codex":0.0013546242,"about_ca_topic_score_gemma":0.00088496675,"teacher_disagreement_score":0.0039753895,"about_ca_system_score_codex":0.0011105472,"about_ca_system_score_gemma":0.001537338,"threshold_uncertainty_score":0.013298988},"labels":[],"label_agreement":null},{"id":"W2128344594","doi":"10.5539/elt.v7n2p11","title":"Pragmatic Comprehension Development through Telecollaboration","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Comprehension; Test (biology); Foreign language; Mathematics education; Pedagogy; Linguistics","score_opus":0.012401355798656269,"score_gpt":0.24024192242093326,"score_spread":0.22784056662227697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128344594","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968604,0.000041294104,0.0010397835,0.00004443819,0.00000568748,0.00006562148,0.000011121749,0.000032704196,0.001898998],"genre_scores_gemma":[0.9952545,0.000082111495,0.0031223546,0.000027290545,0.000005697336,0.00015719818,0.000024597557,0.000007897772,0.0013184261],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99865305,0.0006974145,0.00005517473,0.00021448152,0.00019142516,0.0001884441],"domain_scores_gemma":[0.99655116,0.0018395591,0.00044940202,0.00030472683,0.0003385978,0.0005165226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016231207,0.000439383,0.0002871036,0.00041215503,0.00040535576,0.000735317,0.00035526295,0.00036014858,0.0047113365],"category_scores_gemma":[0.006396283,0.00016643728,0.00024664827,0.00021408996,0.0006083043,0.00060715195,0.001263374,0.00053948787,0.00048490387],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024745,0.014973008,0.07712531,0.0006286133,0.000045363086,0.0017801463,0.08896794,0.00046396285,0.18804577,0.001689414,0.0017801243,0.6220259],"study_design_scores_gemma":[0.0007203748,0.042566173,0.71583045,0.00032960178,0.00027605548,0.0046708146,0.07084729,0.002491511,0.120848164,0.0042443103,0.036992192,0.00018307158],"about_ca_topic_score_codex":0.0005779342,"about_ca_topic_score_gemma":0.0008071593,"teacher_disagreement_score":0.0047113365,"about_ca_system_score_codex":0.00031292564,"about_ca_system_score_gemma":0.0009130077,"threshold_uncertainty_score":0.015760958},"labels":[],"label_agreement":null},{"id":"W2128388767","doi":"10.3138/cmlr.65.5.841","title":"Le maintien du français chez les fonctionnaires fédéraux anglophones : Impact d'un programme de formation linguistique","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Political science; Exploratory research; Sociology; History; Social science","score_opus":0.014827703757402328,"score_gpt":0.22755760977051828,"score_spread":0.21272990601311595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128388767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99884206,0.00015079963,0.000023817134,0.00014293334,0.0000048730176,0.0000074809045,0.000020709858,0.0000018291094,0.00080555846],"genre_scores_gemma":[0.99571145,0.0004036232,0.00012402773,0.000089713074,0.0000074446953,0.000021826489,0.000042618605,0.0000024950928,0.003596794],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989796,0.0003520424,0.000030536674,0.00007692823,0.000119518634,0.00044130033],"domain_scores_gemma":[0.998218,0.00051883975,0.00033406547,0.000046808735,0.00032017537,0.0005620277],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012627514,0.0003143936,0.00026796447,0.000542618,0.001448136,0.0014297733,0.000593239,0.0007569322,0.002494769],"category_scores_gemma":[0.003792996,0.0001871084,0.0003262152,0.00051744626,0.00089705386,0.00053814513,0.00097298046,0.00079107156,0.000324216],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019420079,0.00315388,0.64226294,0.00023590187,0.00009460678,0.0023585544,0.09301925,0.0008116474,0.005154087,0.0019597833,0.0018015617,0.24720578],"study_design_scores_gemma":[0.00006225254,0.0021968146,0.9504528,0.00012594633,0.0000498856,0.00022765996,0.037753597,0.000416334,0.0008998473,0.00008214068,0.007704437,0.000028192107],"about_ca_topic_score_codex":0.5537974,"about_ca_topic_score_gemma":0.57058907,"teacher_disagreement_score":0.99475276,"about_ca_system_score_codex":0.005247208,"about_ca_system_score_gemma":0.0065233954,"threshold_uncertainty_score":0.89766073},"labels":[],"label_agreement":null},{"id":"W2128506348","doi":"10.5539/elt.v7n8p14","title":"In-Service EFL Teachers’ Beliefs about Teaching Reading Strategies","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Deanship of Scientific Research, King Saud University; King Saud University","keywords":"Psychology; Reading (process); Vocabulary; Mathematics education; Meaning (existential); Reading comprehension; Arabic; Teaching english; Comprehension; Pedagogy; Linguistics","score_opus":0.0119719268990233,"score_gpt":0.2554382803772312,"score_spread":0.24346635347820791,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128506348","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987804,0.00008957611,0.00006114907,0.000075684584,0.0000016978305,0.0000042825677,0.000008521648,0.0000026564098,0.00097609905],"genre_scores_gemma":[0.99907756,0.00015661867,0.00007096122,0.000038485992,0.0000025287711,0.0000044028207,0.000011946339,0.0000010835298,0.0006364127],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99949384,0.00011558933,0.000057555706,0.000040385967,0.0001642168,0.00012841122],"domain_scores_gemma":[0.9939711,0.002204917,0.0019262731,0.00019161592,0.0011365663,0.0005695462],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010482351,0.00024079182,0.00026746318,0.00070750003,0.0005747538,0.0012008745,0.00023794567,0.00042218677,0.0023186433],"category_scores_gemma":[0.004648394,0.00016825151,0.00017430852,0.0004097389,0.00078376464,0.00053832977,0.0003794088,0.0004771274,0.00036532644],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012645686,0.0005491051,0.8070311,0.00032762712,0.000031874235,0.0011727386,0.14554021,0.00008571126,0.006747168,0.00023463788,0.0003677256,0.037785634],"study_design_scores_gemma":[0.000014291157,0.000491371,0.8104311,0.00019885188,0.000040895233,0.00095625385,0.18325195,0.00018702385,0.0013081246,0.0001872705,0.0029097337,0.000023143097],"about_ca_topic_score_codex":0.0069644786,"about_ca_topic_score_gemma":0.010307337,"teacher_disagreement_score":0.0069644786,"about_ca_system_score_codex":0.00091154,"about_ca_system_score_gemma":0.00080269296,"threshold_uncertainty_score":0.0138478875},"labels":[],"label_agreement":null},{"id":"W2129113236","doi":"10.5539/elt.v5n2p68","title":"Are Modal Auxiliaries in Malaysian English Language Textbooks in Line with Their Usage in Real Language?","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Modal verb; Modal; Linguistics; GRASP; Presentation (obstetrics); Verb; Psychology; Computer science; Artificial intelligence","score_opus":0.017706266482732987,"score_gpt":0.24972055610241653,"score_spread":0.23201428961968354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129113236","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98367196,0.00087532896,0.0012711935,0.00041397384,0.00003465605,0.000026183221,0.0001435013,0.00006518586,0.013498048],"genre_scores_gemma":[0.9952775,0.00055402075,0.0012841303,0.00008580784,0.000008605899,0.000021468906,0.00018174895,0.000032491145,0.0025541417],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99746823,0.0011494805,0.00026922187,0.00028441162,0.0007160453,0.00011261499],"domain_scores_gemma":[0.9930688,0.003699828,0.001549089,0.0003633168,0.0011159292,0.00020311296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001966391,0.00018418227,0.00025196202,0.0022450832,0.0005944035,0.0028755781,0.0005889306,0.00045984934,0.0030245634],"category_scores_gemma":[0.014449556,0.00024105921,0.00014988214,0.0021188094,0.0013580363,0.0024739017,0.0010309279,0.000580345,0.0005603814],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028673135,0.0003062402,0.18991333,0.0024700703,0.00006370458,0.0032824727,0.4963714,0.00043769137,0.02597903,0.030584393,0.005791541,0.24451339],"study_design_scores_gemma":[0.00002294924,0.00029525452,0.5296052,0.0015856525,0.00008951814,0.0047975574,0.314219,0.0015460099,0.009814037,0.0043335436,0.13358718,0.000104056686],"about_ca_topic_score_codex":0.0013905201,"about_ca_topic_score_gemma":0.0026992885,"teacher_disagreement_score":0.0030245634,"about_ca_system_score_codex":0.0013836365,"about_ca_system_score_gemma":0.0009624789,"threshold_uncertainty_score":0.010399401},"labels":[],"label_agreement":null},{"id":"W2129185733","doi":"10.7202/008745ar","title":"Encouraging the Use of E-mail and Mailing Lists Among Translation Students1","year":2004,"lang":"en","type":"article","venue":"Meta Journal des traducteurs","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Key (lock); Computer science; Autonomy; World Wide Web; Computer security; Artificial intelligence; Political science","score_opus":0.1364866302550624,"score_gpt":0.27748031172689386,"score_spread":0.14099368147183144,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129185733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9821805,0.00028152028,0.0031995017,0.0014918991,0.00009763658,0.00055069977,0.000117328935,0.0003675164,0.011713435],"genre_scores_gemma":[0.9610321,0.00043474033,0.014496039,0.00063851854,0.000116732874,0.0007625603,0.0002171609,0.00012916408,0.022172896],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9954122,0.0027356162,0.00022111619,0.00028725268,0.0006608415,0.0006830717],"domain_scores_gemma":[0.9758493,0.012701439,0.0026282163,0.001596493,0.004181753,0.0030428322],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072843693,0.00047468502,0.0004370054,0.001316542,0.0021272374,0.0022741368,0.0009405141,0.0013182599,0.013905858],"category_scores_gemma":[0.02528318,0.00029424342,0.00032179404,0.0009860342,0.00074878003,0.001461405,0.0021668267,0.0013961557,0.0063039665],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065692165,0.011055131,0.08371597,0.0011498566,0.000024903786,0.0011249793,0.06464545,0.00029649364,0.021227645,0.00065096334,0.0092387805,0.8062129],"study_design_scores_gemma":[0.00035170408,0.017659305,0.6466528,0.0010179927,0.00011821424,0.0017258788,0.1028633,0.0017323281,0.08179631,0.0017510307,0.14399076,0.00034038234],"about_ca_topic_score_codex":0.0013543081,"about_ca_topic_score_gemma":0.0032855554,"teacher_disagreement_score":0.013905858,"about_ca_system_score_codex":0.0009558931,"about_ca_system_score_gemma":0.0025067602,"threshold_uncertainty_score":0.046519697},"labels":[],"label_agreement":null},{"id":"W2129429408","doi":"10.1111/j.0026-7902.2004.00235.x","title":"Strategy Use by Nonnative English‐Speaking Students in an MBA Program: Not Business as Usual!","year":2004,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; Université Laval","funders":"","keywords":"Situated; Context (archaeology); Phenomenon; Qualitative research; Pedagogy; Identity (music); English for academic purposes; Class (philosophy); Psychology; Reading (process); Sociology; Mathematics education; Linguistics; Computer science","score_opus":0.04302594388556532,"score_gpt":0.3310980022498319,"score_spread":0.2880720583642666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129429408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990152,0.000044844128,0.000025943275,0.00017651304,0.000005290972,0.000005833083,0.000009986926,0.0000019170727,0.00071447267],"genre_scores_gemma":[0.9976533,0.00010915087,0.000083008614,0.0002159257,0.0000039679867,0.000012362723,0.000025647227,0.0000045872216,0.0018919919],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9990158,0.00026996428,0.000045068173,0.00009820118,0.00022646932,0.00034444564],"domain_scores_gemma":[0.9970643,0.0006069354,0.00051589945,0.00006845053,0.00036547234,0.0013789613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015966834,0.00027760793,0.00043773418,0.00076122535,0.0030242212,0.0045188186,0.00080102263,0.0008777459,0.0022985416],"category_scores_gemma":[0.004691612,0.0003502055,0.0002163678,0.00063541107,0.001613711,0.0015839648,0.0017949637,0.0013801049,0.00059090834],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012070755,0.0008946563,0.27102324,0.000081821534,0.000019334493,0.0016041901,0.7003322,0.000033531043,0.0026521066,0.00050000456,0.0014826404,0.021255627],"study_design_scores_gemma":[0.0000088881725,0.0002389864,0.08531135,0.000046456116,0.000011394859,0.00035394198,0.90914625,0.00012885724,0.00041065764,0.00012604117,0.0041890494,0.000028077355],"about_ca_topic_score_codex":0.039416756,"about_ca_topic_score_gemma":0.10609515,"teacher_disagreement_score":0.039416756,"about_ca_system_score_codex":0.0014397228,"about_ca_system_score_gemma":0.0027748132,"threshold_uncertainty_score":0.078374684},"labels":[],"label_agreement":null},{"id":"W2129478630","doi":"10.1177/136216880000400304","title":"Task-based second language learning: the uses of the first language","year":2000,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":681,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Jigsaw; Task (project management); Psychology; Coding (social sciences); Task analysis; Exploratory research; Linguistics; Computer science; Mathematics education; Natural language processing","score_opus":0.038620756585867985,"score_gpt":0.32722893627211147,"score_spread":0.28860817968624347,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129478630","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940739,0.000089056535,0.0023176353,0.00002234582,0.000003931791,0.00005201914,0.00006284312,0.000021447198,0.0033568856],"genre_scores_gemma":[0.99530965,0.00010178966,0.0023349202,0.000018372803,0.000004149729,0.00009939397,0.00019146416,0.000018816054,0.0019214059],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975775,0.0010501905,0.00016579713,0.00034574652,0.0006631398,0.00019771613],"domain_scores_gemma":[0.98898077,0.0051035527,0.0029493778,0.0010566213,0.0012634335,0.00064621016],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016030113,0.00058738847,0.00037166345,0.0011742153,0.00072650274,0.0024216338,0.0006292375,0.00048628944,0.0015800633],"category_scores_gemma":[0.018204102,0.00017002717,0.00029914622,0.0007977122,0.0012034567,0.00079900055,0.0021292202,0.0007462096,0.0004324439],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006905751,0.0011937919,0.42513084,0.00076310115,0.00019737081,0.0009531936,0.17400283,0.002171895,0.071972184,0.0017537717,0.0008037556,0.32036665],"study_design_scores_gemma":[0.000036239067,0.0017612717,0.9095961,0.00012995307,0.00007645262,0.0017068933,0.04649668,0.0027850627,0.026458498,0.0022133281,0.008587344,0.00015225966],"about_ca_topic_score_codex":0.0042998902,"about_ca_topic_score_gemma":0.007045071,"teacher_disagreement_score":0.0042998902,"about_ca_system_score_codex":0.0007712612,"about_ca_system_score_gemma":0.0006526685,"threshold_uncertainty_score":0.00854969},"labels":[],"label_agreement":null},{"id":"W2129494605","doi":"10.5539/elt.v3n1p41","title":"Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Teaching method; Class (philosophy); Linguistics; Comprehension; Mathematics education; Computer science; Artificial intelligence; Communication","score_opus":0.013641877334923514,"score_gpt":0.3161770320584234,"score_spread":0.3025351547234999,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129494605","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34922028,0.0012459509,0.48460183,0.0013289653,0.0006476112,0.004340445,0.00079272833,0.005512487,0.15230973],"genre_scores_gemma":[0.4400391,0.0011075509,0.49570012,0.0006521085,0.000113900205,0.004870924,0.0005490089,0.0007575315,0.05620971],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99867517,0.00056109903,0.00008870666,0.0002455385,0.00031688827,0.00011255401],"domain_scores_gemma":[0.99790925,0.001336594,0.00010181841,0.00029048274,0.000120302066,0.00024160261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015579514,0.00070266443,0.0003139036,0.0006236967,0.00083234,0.0011919786,0.0013305144,0.00062813837,0.011012215],"category_scores_gemma":[0.0043339664,0.000258287,0.00035598595,0.0003563007,0.0012651477,0.0011889169,0.004276062,0.001346681,0.0031576785],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021629734,0.003597582,0.006157426,0.0017957616,0.00003857765,0.0020362523,0.03703266,0.0026318552,0.110447556,0.024414225,0.022409717,0.7872755],"study_design_scores_gemma":[0.0014190964,0.008442422,0.029142214,0.001254921,0.00017770207,0.013259013,0.015527132,0.01785549,0.22721882,0.025417546,0.65960115,0.0006845086],"about_ca_topic_score_codex":0.00046563207,"about_ca_topic_score_gemma":0.0016579586,"teacher_disagreement_score":0.011012215,"about_ca_system_score_codex":0.0005199792,"about_ca_system_score_gemma":0.0011890235,"threshold_uncertainty_score":0.036839545},"labels":[],"label_agreement":null},{"id":"W2129511203","doi":"10.5539/elt.v5n8p91","title":"Promoting CLT within a Computer Assisted Learning Environment: A Survey of the Communicative English Course of FLTC","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Certificate; Language education; Language acquisition; Language assessment; Psychology; Mathematics education; Course (navigation); Christian ministry; Computer science; Foreign language; Teaching method; Pedagogy; Engineering","score_opus":0.026917668610896155,"score_gpt":0.2518652437353662,"score_spread":0.22494757512447003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129511203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992508,0.000056131354,0.00006548872,0.000117846655,0.0000031755662,0.000027287399,0.000034489203,0.0000019505858,0.00044274738],"genre_scores_gemma":[0.9978696,0.0003163049,0.00021908256,0.00018626731,0.0000066876996,0.00006243804,0.00007235594,0.0000030591696,0.0012642505],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986779,0.00048763354,0.00009880099,0.00009158912,0.0003229809,0.000321074],"domain_scores_gemma":[0.99593675,0.0010232574,0.0009030595,0.000071425246,0.0008900183,0.0011756206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017454937,0.00014632939,0.00025915282,0.00070824416,0.00084943505,0.0011071217,0.00026344496,0.00060622534,0.0017376142],"category_scores_gemma":[0.004948845,0.00020881399,0.00016106837,0.0006086279,0.00045015852,0.00067070295,0.00068785244,0.00065527495,0.00044030312],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009064733,0.0007038271,0.8044723,0.00031476823,0.000017583785,0.0011368308,0.14897265,0.00010931653,0.006291536,0.00021519019,0.0013245902,0.036350835],"study_design_scores_gemma":[0.0000064933583,0.0010677876,0.7283667,0.00012503647,0.000011178653,0.0005845224,0.25772095,0.0003154116,0.00073164207,0.000038183243,0.010996817,0.000035359524],"about_ca_topic_score_codex":0.0049609477,"about_ca_topic_score_gemma":0.0077418354,"teacher_disagreement_score":0.0049609477,"about_ca_system_score_codex":0.00075094565,"about_ca_system_score_gemma":0.0010751007,"threshold_uncertainty_score":0.0098641515},"labels":[],"label_agreement":null},{"id":"W2129520028","doi":"10.5430/wjel.v3n2p57","title":"Applications of Communicative Language Teaching Techniques in Reading Classes: A Special Focus on Junior Colleges in Telangana Region (India)","year":2013,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Reading (process); Presentation (obstetrics); Focus (optics); Mathematics education; Class (philosophy); Psychology; Pedagogy; Computer science; Linguistics; Language education; Artificial intelligence","score_opus":0.01400756841271529,"score_gpt":0.2680423081768357,"score_spread":0.25403473976412044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129520028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9883929,0.00084404554,0.00076873176,0.0006114091,0.000032430144,0.00014275566,0.000018847944,0.000024634406,0.009164366],"genre_scores_gemma":[0.98740953,0.0016456478,0.002983355,0.00024549643,0.000041455147,0.000089032976,0.000037399994,0.000010652636,0.007537458],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9993456,0.00028830554,0.00002674365,0.00007507362,0.00010016984,0.00016416286],"domain_scores_gemma":[0.9989091,0.00039444686,0.00010039726,0.000055867124,0.00012604773,0.00041410374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007364482,0.00033377958,0.00019502074,0.0008950419,0.0018781099,0.0014350013,0.0008006209,0.0006573228,0.0032785174],"category_scores_gemma":[0.0010710143,0.00015469168,0.00027007845,0.00073693186,0.00062961277,0.0005130402,0.0012254746,0.00071373925,0.00046116606],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038796954,0.004835797,0.08450727,0.0019425006,0.000037003756,0.0086555695,0.16526079,0.0003610548,0.04824962,0.0024848266,0.0036717018,0.67960584],"study_design_scores_gemma":[0.00010085959,0.008069206,0.5815447,0.0006280864,0.00014299974,0.0116209425,0.26400647,0.000660209,0.020471074,0.001214126,0.111406446,0.00013489812],"about_ca_topic_score_codex":0.0020117357,"about_ca_topic_score_gemma":0.009355404,"teacher_disagreement_score":0.0032785174,"about_ca_system_score_codex":0.0007898159,"about_ca_system_score_gemma":0.002085489,"threshold_uncertainty_score":0.0109677315},"labels":[],"label_agreement":null},{"id":"W2129600004","doi":"10.5539/elt.v6n7p96","title":"A Study of Discourse in Relation to Language Learning in English Classes Co-Taught by Native English-Speaking Teachers and Local Teachers in Taiwan","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Science Council","keywords":"Psychology; Sociocultural evolution; Context (archaeology); Mathematics education; Linguistics; Discourse analysis; Relation (database); Language assessment; Pedagogy; Sociology; Computer science","score_opus":0.011218103280768794,"score_gpt":0.27556114043308283,"score_spread":0.26434303715231405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129600004","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979431,0.00016999297,0.00018231811,0.00014816507,0.000006294196,0.000009612379,0.0000050474246,0.0000028030684,0.0015326269],"genre_scores_gemma":[0.99884206,0.00012326159,0.000161473,0.000026531725,0.000005926648,0.000017430904,0.0000102101685,0.0000031739949,0.0008099737],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975305,0.0016420002,0.00010329437,0.00026439273,0.00019475195,0.00026499628],"domain_scores_gemma":[0.9920608,0.005523,0.0010136161,0.0001962417,0.0005453483,0.000661054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026858055,0.0003049085,0.0004543157,0.0017191668,0.004768687,0.0036292076,0.00084705715,0.0010981236,0.0012054789],"category_scores_gemma":[0.00900917,0.00027614055,0.00022524447,0.0012390097,0.0042411806,0.0019215014,0.002886029,0.0013034175,0.00012666128],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032001284,0.00010185848,0.016613128,0.000070041104,0.0000054766338,0.0007542929,0.97491497,0.00002533993,0.0018424367,0.00061388407,0.00009528123,0.004931211],"study_design_scores_gemma":[0.0000068157383,0.00010339184,0.029672291,0.00007180167,0.000008667392,0.0002541823,0.96630234,0.00011456795,0.00068043335,0.00015328765,0.0026219077,0.000010269506],"about_ca_topic_score_codex":0.009284687,"about_ca_topic_score_gemma":0.017767703,"teacher_disagreement_score":0.009284687,"about_ca_system_score_codex":0.0029959239,"about_ca_system_score_gemma":0.0021519186,"threshold_uncertainty_score":0.02173704},"labels":[],"label_agreement":null},{"id":"W2129611519","doi":"10.1017/s0267190501000034","title":"New themes and approaches in second language motivation research","year":2001,"lang":"en","type":"article","venue":"Annual Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":501,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; Variety (cybernetics); Point (geometry); Field (mathematics); The Renaissance; Psychology; Epistemology; Sociology; Computer science; Political science; Artificial intelligence; History; Philosophy","score_opus":0.11604771157431965,"score_gpt":0.3424175885617524,"score_spread":0.22636987698743277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129611519","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12284167,0.1537432,0.17748848,0.27389452,0.0039208625,0.00029546654,0.0002298293,0.00018723556,0.26739877],"genre_scores_gemma":[0.8841804,0.048372835,0.036953606,0.008369435,0.0043058726,0.0008770206,0.000121858364,0.00012321498,0.01669564],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9924136,0.0052028336,0.00024046669,0.000773272,0.00096574053,0.0004041001],"domain_scores_gemma":[0.9902289,0.007253863,0.000491237,0.00047444162,0.00073514006,0.0008164422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0137203,0.00088035583,0.0010725729,0.007618484,0.0037653726,0.0117332665,0.0021940616,0.0029853457,0.0047583375],"category_scores_gemma":[0.008042867,0.00039474736,0.0008417155,0.00765533,0.037670314,0.014260622,0.006442615,0.0074536623,0.000498881],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001049405,0.000041462998,0.00084179925,0.00017073084,0.000007432063,0.0000409849,0.0193685,0.00010983243,0.00008227598,0.9628438,0.0010188769,0.015463885],"study_design_scores_gemma":[0.000013963552,0.000034618908,0.0014867698,0.00039774916,0.000005497676,0.00009997405,0.023455633,0.00094470504,0.000100318066,0.9021196,0.07131886,0.00002219711],"about_ca_topic_score_codex":0.0029414922,"about_ca_topic_score_gemma":0.0035314066,"teacher_disagreement_score":0.0137203,"about_ca_system_score_codex":0.009381745,"about_ca_system_score_gemma":0.004988311,"threshold_uncertainty_score":0.07256079},"labels":[],"label_agreement":null},{"id":"W2129767665","doi":"10.5539/elt.v5n9p33","title":"Estimating the Effectiveness and Feasibility of a Game-based Project for Early Foreign Language Learning","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychomotor learning; Psychology; Creativity; Test (biology); Mathematics education; Dance; Pedagogy; Cognition; Social psychology","score_opus":0.030091056044663184,"score_gpt":0.3047422526408828,"score_spread":0.2746511965962196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129767665","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912186,0.000030644966,0.00452656,0.00003875268,0.000011104608,0.0026390615,0.00007387447,0.000067869616,0.0013935475],"genre_scores_gemma":[0.9490271,0.00010735777,0.043390006,0.000026602147,0.000016205353,0.006011065,0.00029653488,0.000020431344,0.0011047398],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.987983,0.007476835,0.0011636482,0.00085015944,0.0014045221,0.0011218595],"domain_scores_gemma":[0.97068316,0.01730332,0.002001884,0.0019060966,0.0038208752,0.0042846515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0148394825,0.0014244798,0.0006348511,0.0022171417,0.0010357068,0.0013752098,0.0016279162,0.0016855419,0.0020769353],"category_scores_gemma":[0.03860008,0.0007222339,0.00071785634,0.0007151391,0.00084496476,0.0019180897,0.0018650513,0.00089322263,0.0007194693],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015787646,0.10287904,0.32615542,0.0022851056,0.00030242186,0.0024442568,0.019651927,0.014593654,0.044927474,0.0021601608,0.0010763401,0.46773666],"study_design_scores_gemma":[0.0053840885,0.29870912,0.5547116,0.0004852144,0.0006761298,0.0016943408,0.025750702,0.040978942,0.057234574,0.0020233693,0.011969665,0.00038226024],"about_ca_topic_score_codex":0.0015561574,"about_ca_topic_score_gemma":0.0023049617,"teacher_disagreement_score":0.0148394825,"about_ca_system_score_codex":0.0010355642,"about_ca_system_score_gemma":0.0018508814,"threshold_uncertainty_score":0.07847965},"labels":[],"label_agreement":null},{"id":"W2130020500","doi":"10.5539/elt.v8n3p71","title":"A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Grammar; Mathematics education; Competence (human resources); Task (project management); Correctness; Focus on form; Pedagogy; Computer science; Linguistics","score_opus":0.022585237724775754,"score_gpt":0.29061814905335387,"score_spread":0.2680329113285781,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130020500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9955943,0.00007875452,0.00085726066,0.00014424903,0.000016844546,0.0002572638,0.000010410523,0.000007387723,0.0030333882],"genre_scores_gemma":[0.992272,0.00032215472,0.002832474,0.00021425815,0.00001153446,0.00038206737,0.00002837976,0.0000047116096,0.003932328],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979601,0.001183478,0.00013005863,0.00026211672,0.00025516775,0.00020907675],"domain_scores_gemma":[0.993374,0.0041504237,0.0005933763,0.00055046385,0.0006836203,0.00064816396],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043937964,0.00039537405,0.00041320268,0.00067266467,0.0023776102,0.0011528577,0.000878391,0.0005122203,0.002103396],"category_scores_gemma":[0.008713995,0.00023259057,0.00041156806,0.00082694326,0.0015572201,0.0014598054,0.0014926391,0.0012372837,0.00030459877],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007769201,0.036448143,0.08535855,0.002089415,0.0000673068,0.0024212012,0.5299781,0.0007540445,0.032532293,0.007589655,0.0017617462,0.3002226],"study_design_scores_gemma":[0.0008734607,0.03210489,0.37725306,0.0010066471,0.00041139548,0.0013864571,0.4851198,0.0036403053,0.048798665,0.004712518,0.044501767,0.00019106687],"about_ca_topic_score_codex":0.004051803,"about_ca_topic_score_gemma":0.008499959,"teacher_disagreement_score":0.0043937964,"about_ca_system_score_codex":0.0015669619,"about_ca_system_score_gemma":0.0043715956,"threshold_uncertainty_score":0.02323693},"labels":[],"label_agreement":null},{"id":"W2130184058","doi":"10.5539/elt.v5n3p30","title":"Foreign Language Identity and its Relationship with Travelling and Educational Level","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Psychology; Personality; Variance (accounting); Foreign language; Factoring; Social psychology; Rest (music); Mathematics education; Acculturation; Scale (ratio); Law; Political science; Economics; Ethnic group","score_opus":0.05314869630106275,"score_gpt":0.28569742928579994,"score_spread":0.2325487329847372,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130184058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979843,0.000029062083,0.000039449264,0.00005331594,0.000004013159,0.00000314599,0.000013676509,7.8895846e-7,0.0018721226],"genre_scores_gemma":[0.9995915,0.000026269137,0.000040868472,0.00000784145,0.0000021360415,0.0000021271437,0.000017415028,3.848321e-7,0.00031143072],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996557,0.000111668196,0.000025080588,0.000027142387,0.0000826368,0.00009784636],"domain_scores_gemma":[0.9977623,0.00056834804,0.0007438745,0.00008062596,0.0002667111,0.0005782118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004519086,0.00009253154,0.00013411467,0.0005157895,0.00068020064,0.00089420495,0.0002817656,0.00022981215,0.004338804],"category_scores_gemma":[0.0033782881,0.000068927395,0.0002576802,0.00051352876,0.00051073794,0.0003763721,0.0005703279,0.00050976424,0.00036947726],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005529964,0.000208848,0.9887511,0.000010396006,0.00001667472,0.00013831208,0.0021608232,0.000052289135,0.00013996262,0.00035317845,0.00008536589,0.008027748],"study_design_scores_gemma":[0.0000023898476,0.00009872244,0.98991907,0.000009940829,0.0000101758305,0.00018321956,0.0090013305,0.00016000106,0.00008727959,0.00013211177,0.00039022142,0.000005450959],"about_ca_topic_score_codex":0.0056563434,"about_ca_topic_score_gemma":0.006307505,"teacher_disagreement_score":0.0056563434,"about_ca_system_score_codex":0.00039973768,"about_ca_system_score_gemma":0.0005554002,"threshold_uncertainty_score":0.014514744},"labels":[],"label_agreement":null},{"id":"W2130372131","doi":"10.1017/s0272263109990520","title":"ORAL FEEDBACK IN CLASSROOM SLA","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":788,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Foreign language; Mathematics education; Second language; Second-language acquisition; Developmental psychology; Linguistics","score_opus":0.031121856353179662,"score_gpt":0.3122535723202192,"score_spread":0.28113171596703956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130372131","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19394146,0.7938077,0.0045639058,0.0009057033,0.001001943,0.00063154224,0.00043063675,0.00013266494,0.004584448],"genre_scores_gemma":[0.8479601,0.14048392,0.008701085,0.0007376839,0.00041599048,0.0007341103,0.00024263584,0.000036038604,0.0006884651],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9835791,0.010988539,0.0018799972,0.0009602538,0.002381427,0.00021072374],"domain_scores_gemma":[0.94756305,0.045446053,0.0040592537,0.0010252723,0.0015595474,0.0003468407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01990312,0.00067934644,0.0029802322,0.0019257573,0.00034004435,0.0014758271,0.0009827473,0.0009452799,0.0021326533],"category_scores_gemma":[0.0555787,0.0003469546,0.0028930823,0.0013129101,0.00069813157,0.00086527294,0.00075181876,0.0015226724,0.00016035886],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.012110694,0.0013457321,0.009749595,0.12758526,0.032430723,0.00022496638,0.0010731599,0.0018143663,0.0020709452,0.0008655854,0.001581001,0.809148],"study_design_scores_gemma":[0.04376641,0.07917356,0.17476974,0.27721524,0.30245483,0.003940511,0.0032750946,0.00540012,0.024946906,0.0053142817,0.07935309,0.0003902631],"about_ca_topic_score_codex":0.0023990371,"about_ca_topic_score_gemma":0.002813295,"teacher_disagreement_score":0.01990312,"about_ca_system_score_codex":0.00095257873,"about_ca_system_score_gemma":0.0013576477,"threshold_uncertainty_score":0.10525906},"labels":[],"label_agreement":null},{"id":"W2130739749","doi":"10.5539/elt.v8n12p79","title":"Grammar and Grammaring: Toward Modes for English Grammar Teaching in China","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"People's Government of Jilin Province","keywords":"Grammar; Linguistics; Traditional grammar; Emergent grammar; Perspective (graphical); Relational grammar; Teaching method; Computer science; Psychology; Mathematics education; Artificial intelligence","score_opus":0.0328701989328263,"score_gpt":0.2651387431395136,"score_spread":0.23226854420668727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130739749","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94501287,0.002121011,0.00911279,0.005766297,0.00005470764,0.00016061062,0.000033255867,0.00009568126,0.037642717],"genre_scores_gemma":[0.9834979,0.0010037139,0.006848624,0.00018312159,0.000017121609,0.000059498863,0.000030342133,0.000018281213,0.008341461],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99900645,0.00032107646,0.00010469655,0.00018286779,0.0001871976,0.00019775835],"domain_scores_gemma":[0.9992162,0.00020804963,0.00009203137,0.00006161172,0.0001025819,0.0003194391],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024060018,0.00034173115,0.00016218508,0.0013856172,0.0037583408,0.0023209322,0.0008123255,0.000593369,0.0017696855],"category_scores_gemma":[0.0012652478,0.00022599394,0.00032599227,0.0014103458,0.0033772734,0.0025203223,0.0023621966,0.00076968234,0.00010801557],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009427602,0.00018561933,0.13610604,0.000705601,0.000024831967,0.002177809,0.25392103,0.0014100027,0.015299371,0.21921302,0.0034371607,0.36742526],"study_design_scores_gemma":[0.00015334976,0.0005187597,0.4100831,0.0007850552,0.00014551618,0.0029870416,0.19907811,0.018109387,0.0121442685,0.14366895,0.21209331,0.00023316266],"about_ca_topic_score_codex":0.030781873,"about_ca_topic_score_gemma":0.041879416,"teacher_disagreement_score":0.030781873,"about_ca_system_score_codex":0.00588677,"about_ca_system_score_gemma":0.013845075,"threshold_uncertainty_score":0.061205387},"labels":[],"label_agreement":null},{"id":"W2130778687","doi":"10.3968/5332","title":"Feasibility of Strategy Instruction in Teaching Listening Comprehension for High-Proficiency and Low-Proficiency Iranian EFL Learners","year":2014,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Mathematics education; Class (philosophy); Active listening; Curriculum; Significant difference; Psychology; Comprehension; Language proficiency; Test (biology); Computer science; Pedagogy; Mathematics; Artificial intelligence; Communication","score_opus":0.0443974960234725,"score_gpt":0.3268757659780543,"score_spread":0.2824782699545818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130778687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99698156,0.00011909374,0.0007211726,0.00008795427,0.000012599317,0.00021155951,0.000009341719,0.000021157493,0.001835556],"genre_scores_gemma":[0.99006224,0.0003212681,0.008017033,0.00006520301,0.000022032422,0.00033948504,0.000049142818,0.0000063592825,0.0011172758],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99911815,0.00034255267,0.000048959748,0.00013214923,0.00023471628,0.00012344428],"domain_scores_gemma":[0.99846387,0.0006730333,0.0001541946,0.00007676029,0.00019896665,0.00043323083],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022340722,0.00048770857,0.00027598866,0.0005614643,0.0002748045,0.00054859533,0.0006914812,0.00044511788,0.0022010144],"category_scores_gemma":[0.0054108608,0.00018093958,0.00028659712,0.00019890965,0.00024133103,0.00069714896,0.0005561082,0.00048556758,0.0004175977],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004888598,0.055001166,0.113064215,0.0009984359,0.00009585231,0.0005736466,0.012987753,0.0008057342,0.04790434,0.0007910788,0.0009364319,0.7619527],"study_design_scores_gemma":[0.0046033054,0.16083127,0.7229448,0.0008950332,0.00078426686,0.0020270003,0.027075538,0.006032214,0.0524972,0.0026513888,0.019491326,0.00016676949],"about_ca_topic_score_codex":0.0008617542,"about_ca_topic_score_gemma":0.0016601407,"teacher_disagreement_score":0.0022340722,"about_ca_system_score_codex":0.00029740162,"about_ca_system_score_gemma":0.0014540373,"threshold_uncertainty_score":0.0118150115},"labels":[],"label_agreement":null},{"id":"W2130986104","doi":"10.18806/tesl.v19i2.930","title":"From Context to Curriculum: A Case Study of Communicative Language Teaching in China","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Context (archaeology); Communicative language teaching; Process (computing); Language education; China; Pedagogy; Institution; Mathematics education; Sociology; Computer science; Psychology; Political science; History; Social science","score_opus":0.029945406075106037,"score_gpt":0.2639794259824151,"score_spread":0.23403401990730904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130986104","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9948891,0.00013107834,0.0006168561,0.0004644674,0.000010126209,0.000097454125,0.000013305195,0.0000071960585,0.0037705535],"genre_scores_gemma":[0.9948237,0.00029133022,0.0018324708,0.00015155699,0.000007033741,0.00010213466,0.000017833701,0.000008402693,0.0027655512],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995522,0.0026979416,0.00014092255,0.00028901064,0.0004836603,0.0008666009],"domain_scores_gemma":[0.9975817,0.0009678814,0.0002850735,0.00015543154,0.0002385527,0.0007713923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030821562,0.000539349,0.00063098,0.0016082496,0.012782055,0.0021354042,0.0019730155,0.0020082823,0.0021069953],"category_scores_gemma":[0.006505271,0.0004374245,0.0003541467,0.0032251428,0.0037541275,0.0018880274,0.0034289472,0.0019256592,0.00019340302],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011785287,0.0011310105,0.047656506,0.00028969266,0.00003284403,0.02242809,0.856955,0.0017635413,0.003324063,0.009717319,0.0013125001,0.05527163],"study_design_scores_gemma":[0.00011345439,0.0010284039,0.06169678,0.00034587563,0.00007819133,0.0032228427,0.8725522,0.0044765417,0.0039323154,0.002292385,0.05015817,0.000102819205],"about_ca_topic_score_codex":0.14974801,"about_ca_topic_score_gemma":0.3451554,"teacher_disagreement_score":0.14974801,"about_ca_system_score_codex":0.01551312,"about_ca_system_score_gemma":0.014230831,"threshold_uncertainty_score":0.2977528},"labels":[],"label_agreement":null},{"id":"W2131120832","doi":"10.1177/1362168811401153","title":"Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning","year":2011,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":193,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Ell; Mathematics education; Context (archaeology); Cognitively Guided Instruction; Psychology; Language education; Professional development; Teaching method; Sheltered instruction; Pedagogy; Language assessment; Comprehension approach; Vocabulary development","score_opus":0.2176118136138417,"score_gpt":0.4037970018436801,"score_spread":0.18618518822983843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131120832","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99741626,0.00009533462,0.00015916774,0.00009863911,0.0000022290483,0.000011642068,0.000010793379,0.000002130247,0.0022038515],"genre_scores_gemma":[0.9983725,0.00017943062,0.00027924762,0.000060353937,0.0000024370768,0.000017691103,0.000014927453,0.0000018454324,0.001071583],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99780613,0.00079106685,0.00020804611,0.00023898714,0.0006821283,0.00027359012],"domain_scores_gemma":[0.9855005,0.007053957,0.0044263727,0.0005148512,0.0013775191,0.0011268859],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035386193,0.00018483443,0.00033133646,0.001339538,0.0014885474,0.0032695245,0.00041199534,0.0005376342,0.0019885453],"category_scores_gemma":[0.013455495,0.00034132335,0.00019380655,0.0008645411,0.0022685328,0.001580143,0.0014948067,0.00088349445,0.00036240986],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011132618,0.0005097027,0.4467461,0.0002644144,0.000026892116,0.00046763185,0.5123719,0.00017048352,0.0037866642,0.0013478906,0.0002637123,0.03393318],"study_design_scores_gemma":[0.000029077688,0.00050765934,0.53211004,0.0003458435,0.000036392306,0.00053556246,0.45583066,0.00041194196,0.0018528437,0.00088947907,0.0073988927,0.000051594423],"about_ca_topic_score_codex":0.009586942,"about_ca_topic_score_gemma":0.018292703,"teacher_disagreement_score":0.009586942,"about_ca_system_score_codex":0.0014464656,"about_ca_system_score_gemma":0.0021121176,"threshold_uncertainty_score":0.01906228},"labels":[],"label_agreement":null},{"id":"W2131511590","doi":"10.1111/j.1540-4781.2005.00308.x","title":"Conditions and Challenges in Developing School‐Based SLA Research Programs","year":2005,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Nature","keywords":"Variety (cybernetics); Curriculum; Relevance (law); Educational research; Value (mathematics); Psychology; Cognition; Pedagogy; Sociology; Mathematics education; Computer science; Political science","score_opus":0.26436033983706,"score_gpt":0.37716286823448525,"score_spread":0.11280252839742527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131511590","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7611916,0.0023565954,0.05348177,0.046995766,0.0013945731,0.045683645,0.002068769,0.0015727608,0.08525449],"genre_scores_gemma":[0.8109855,0.00078461395,0.13530833,0.0040446576,0.00025681566,0.03918157,0.00062411954,0.00020463752,0.008609783],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.86637485,0.077718325,0.010092528,0.01223888,0.014087731,0.019487688],"domain_scores_gemma":[0.74409926,0.0808322,0.011205808,0.024825195,0.0746004,0.06443715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.16338715,0.0005404413,0.0014596046,0.0042730845,0.02559008,0.014803429,0.00980971,0.0042028865,0.010483045],"category_scores_gemma":[0.1265039,0.00212345,0.0008787748,0.0039111194,0.011361768,0.010193262,0.018733962,0.0066512246,0.002959308],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029866097,0.017706752,0.117193244,0.0060530063,0.00015891911,0.0038971852,0.23026952,0.005851713,0.024786416,0.13556124,0.023972651,0.4315627],"study_design_scores_gemma":[0.0021149416,0.007471444,0.20201585,0.0046808277,0.00017933619,0.0012414332,0.49760634,0.004710981,0.018328277,0.055044323,0.20595331,0.0006528802],"about_ca_topic_score_codex":0.14936653,"about_ca_topic_score_gemma":0.31230357,"teacher_disagreement_score":0.16338715,"about_ca_system_score_codex":0.038739473,"about_ca_system_score_gemma":0.21407942,"threshold_uncertainty_score":0.8640842},"labels":[],"label_agreement":null},{"id":"W2131544174","doi":"10.18806/tesl.v31i0.1191","title":"Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Brock University","keywords":"Task (project management); Language education; Computer science; Linguistics; Meaning (existential); Task analysis; Pedagogy; Psychology; Engineering; Philosophy","score_opus":0.0367279710790354,"score_gpt":0.30135416152693434,"score_spread":0.2646261904478989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131544174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9846066,0.000056168206,0.0058865715,0.00015037041,0.0000059408703,0.00022757304,0.00007047692,0.000029572831,0.008966675],"genre_scores_gemma":[0.98727125,0.00007699463,0.008066172,0.00006903235,0.000008656991,0.00049423287,0.00027359228,0.00003765406,0.0037023283],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99458957,0.0029715959,0.00018939225,0.0002609989,0.0014587353,0.0005298341],"domain_scores_gemma":[0.9796708,0.013532381,0.0020840557,0.0006273369,0.0031000338,0.0009853229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046510445,0.0004366094,0.00032026498,0.0020086886,0.0018687227,0.0033569245,0.00085947616,0.00065498776,0.001966244],"category_scores_gemma":[0.024137665,0.00025517546,0.00036465595,0.0016922164,0.0019048332,0.001646382,0.0023863134,0.0008910996,0.00030536205],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000987298,0.0023090816,0.3148013,0.0010632401,0.000114425675,0.0013333323,0.43567538,0.0044934913,0.015878905,0.013944729,0.0018977006,0.20750105],"study_design_scores_gemma":[0.0000625909,0.0008895595,0.7318575,0.00035536088,0.00010598443,0.00028058732,0.22423607,0.014270901,0.0049541933,0.0038755871,0.018997708,0.00011399634],"about_ca_topic_score_codex":0.031896032,"about_ca_topic_score_gemma":0.05197918,"teacher_disagreement_score":0.031896032,"about_ca_system_score_codex":0.0047095655,"about_ca_system_score_gemma":0.0065306863,"threshold_uncertainty_score":0.06342071},"labels":[],"label_agreement":null},{"id":"W2131551131","doi":"10.1177/0033688208101448","title":"Shifts in Beliefs about Second Language Learning","year":2009,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Quarter (Canadian coin); Period (music); English language; Second language; Mathematics education; Language acquisition; Pedagogy; Linguistics","score_opus":0.013663714064873959,"score_gpt":0.2494783879631106,"score_spread":0.23581467389823663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131551131","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99938154,0.000030643907,0.000033823708,0.00005791493,0.0000021227336,0.0000030467943,0.000014375391,0.0000013030026,0.00047514547],"genre_scores_gemma":[0.9995534,0.000022926248,0.000021941883,0.000018205317,0.000001533007,0.0000027430376,0.000019101657,5.8213135e-7,0.00035959677],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99942076,0.00014790338,0.000045358225,0.000054187738,0.00021768377,0.000114101495],"domain_scores_gemma":[0.9957963,0.0011424118,0.0014888353,0.00020236277,0.00071652036,0.0006535197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013159667,0.00015199228,0.00023107555,0.0007851237,0.00092697993,0.0019220865,0.00033623335,0.00036935997,0.002038236],"category_scores_gemma":[0.00440675,0.00018891541,0.00021804385,0.0004726192,0.0009709173,0.00058959983,0.00095816574,0.0012951344,0.000243854],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014108175,0.0003131899,0.8955243,0.000038164308,0.000031791667,0.0002765966,0.08077913,0.000068111905,0.0026531254,0.00030795712,0.00018814731,0.019678418],"study_design_scores_gemma":[0.0000056498466,0.00028272832,0.9358205,0.00002157473,0.000009563435,0.0002574062,0.061182145,0.00014723517,0.00077647856,0.00014398669,0.0013348176,0.000017871553],"about_ca_topic_score_codex":0.009000188,"about_ca_topic_score_gemma":0.008721298,"teacher_disagreement_score":0.009000188,"about_ca_system_score_codex":0.0010301066,"about_ca_system_score_gemma":0.00051728426,"threshold_uncertainty_score":0.01789558},"labels":[],"label_agreement":null},{"id":"W2131734233","doi":"10.1002/tesj.139","title":"Blended Learning: An Evolving Praxis","year":2014,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Learner autonomy; World Englishes; Language acquisition; Context (archaeology); Praxis; Critical thinking; Computer science; Blended learning; Autonomy; Pedagogy; Entertainment; Language education; Educational technology; Comprehension approach; Mathematics education; Psychology; Linguistics","score_opus":0.027422437049235637,"score_gpt":0.25407658561082214,"score_spread":0.2266541485615865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131734233","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04041076,0.10753631,0.454188,0.15708044,0.0064834733,0.0007385867,0.00024193965,0.0017185532,0.231602],"genre_scores_gemma":[0.28712827,0.11752237,0.43722138,0.02478073,0.0063486383,0.0013797617,0.0003378312,0.00088485406,0.124396145],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98993903,0.00432554,0.0007583905,0.0011182831,0.003562628,0.00029612743],"domain_scores_gemma":[0.98968863,0.005057146,0.00046685795,0.0013640655,0.001754847,0.0016684533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016917728,0.0006891727,0.0009378586,0.0027119736,0.0031291605,0.021441454,0.0036865128,0.0042078784,0.0043359813],"category_scores_gemma":[0.013664622,0.00051631115,0.0006157297,0.0028577338,0.011935806,0.0190473,0.012179765,0.009927758,0.0021090133],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004708515,0.00025112045,0.0014361243,0.00079416734,0.00002322459,0.00020568185,0.016463315,0.00046689404,0.0012969514,0.3102423,0.013310013,0.65546316],"study_design_scores_gemma":[0.000019032479,0.00021925113,0.0009770956,0.0021257258,0.000015494796,0.0014534071,0.009843947,0.002176003,0.0011430325,0.17511411,0.80684006,0.000072840485],"about_ca_topic_score_codex":0.0007892674,"about_ca_topic_score_gemma":0.0011060475,"teacher_disagreement_score":0.021441454,"about_ca_system_score_codex":0.0037789142,"about_ca_system_score_gemma":0.0053129485,"threshold_uncertainty_score":0.089470506},"labels":[],"label_agreement":null},{"id":"W2131839367","doi":"10.3968/j.css.1923669720130906.c768","title":"Motivation’s Influence on Strategies for English Learning and Improving","year":2013,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Praise; Psychology; Enthusiasm; Creativity; Autonomy; CONTEST; Criticism; Autonomous learning; Mathematics education; Social psychology; Political science","score_opus":0.018759606030873874,"score_gpt":0.2320331215829723,"score_spread":0.21327351555209842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131839367","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96824247,0.00029870443,0.00064831454,0.0003268999,0.000018225448,0.00004272776,0.00004489247,0.000009561084,0.030368207],"genre_scores_gemma":[0.9966696,0.00011917552,0.00031560563,0.000028426375,0.0000059792806,0.000012434645,0.000020360876,0.000005195176,0.0028232625],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871397,0.0005359482,0.000065225904,0.00011700582,0.00032204273,0.00024579055],"domain_scores_gemma":[0.9948797,0.002282765,0.0008937425,0.000118338256,0.00067122263,0.0011541229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014210436,0.00017800837,0.00015668715,0.0008190376,0.00072625355,0.001771807,0.00021046403,0.00032561738,0.005175881],"category_scores_gemma":[0.0059529087,0.0001141361,0.00035235932,0.00039493482,0.0004971602,0.00039679263,0.000713179,0.00044900607,0.00039863068],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044601114,0.0015778108,0.82212317,0.00023300404,0.0002254722,0.00039960496,0.009587652,0.00040748433,0.00749508,0.01199941,0.001280131,0.1442252],"study_design_scores_gemma":[0.000019541041,0.00025838183,0.98449755,0.000051955118,0.000066393586,0.0001817321,0.0038292045,0.00059086684,0.001016081,0.0016668161,0.007797447,0.000023955294],"about_ca_topic_score_codex":0.0044085914,"about_ca_topic_score_gemma":0.00629844,"teacher_disagreement_score":0.005175881,"about_ca_system_score_codex":0.00083798415,"about_ca_system_score_gemma":0.0015200856,"threshold_uncertainty_score":0.01731509},"labels":[],"label_agreement":null},{"id":"W2132005207","doi":"10.5539/jel.v2n2p126","title":"Singular-Plural Distinction in Izon and its Influence on the Teaching/Learning of Plural Formation in English","year":2013,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Plural; Possessive; Linguistics; Pronoun; Psychology; Mathematics education; Reflexivity; Reflexive pronoun; Sociology; Philosophy","score_opus":0.015457949020692162,"score_gpt":0.2501579189224503,"score_spread":0.23469996990175815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132005207","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9917086,0.00014469647,0.0004094429,0.000060487015,0.000005610213,0.00000773683,0.0000031973527,0.0000045547154,0.0076557905],"genre_scores_gemma":[0.99847454,0.000079211066,0.00032755765,0.0000117869195,0.0000015035331,0.000003975709,0.0000037447626,0.000002683857,0.0010950122],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987501,0.00047284918,0.0000708548,0.00019460513,0.0002923688,0.00021916674],"domain_scores_gemma":[0.99748623,0.0012150992,0.0005713593,0.00013438627,0.00020676968,0.00038610894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014755868,0.00028024358,0.00027315388,0.0005881391,0.0015053821,0.002370881,0.00025385563,0.00030727545,0.0022579976],"category_scores_gemma":[0.0042378185,0.00018036236,0.00010461837,0.00034542521,0.0020078141,0.001212604,0.0017921858,0.0006216798,0.0002553541],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015494188,0.0011027514,0.35461456,0.0004127599,0.000020663223,0.0060408157,0.3589965,0.00031640503,0.091467984,0.025813177,0.00040059665,0.15926448],"study_design_scores_gemma":[0.00003145452,0.00080893375,0.71925396,0.00025240757,0.000048450558,0.0029294665,0.22079211,0.0011164154,0.01872903,0.010203393,0.025760038,0.00007430457],"about_ca_topic_score_codex":0.003622513,"about_ca_topic_score_gemma":0.009334736,"teacher_disagreement_score":0.003622513,"about_ca_system_score_codex":0.0009890312,"about_ca_system_score_gemma":0.0010455482,"threshold_uncertainty_score":0.007803738},"labels":[],"label_agreement":null},{"id":"W2132052518","doi":"10.18806/tesl.v27i1.1035","title":"Chinese-Western “Contact Zone”: Students’ Resistance and Teachers’ Adaptation to Local Needs","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia","keywords":"Expatriate; Resistance (ecology); Disadvantaged; China; Mainland China; Pedagogy; Foreign language; Medium of instruction; Sociology; First language; Psychology; Teaching method; Mathematics education; Political science; Linguistics","score_opus":0.016915153065011335,"score_gpt":0.2513955656200732,"score_spread":0.23448041255506186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132052518","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99745876,0.00003832387,0.00003603458,0.0002963831,0.0000060700004,0.000013269434,0.000005185301,0.000003932625,0.0021420233],"genre_scores_gemma":[0.9988385,0.000044049193,0.00002930919,0.000095055286,0.000002318739,0.000012293708,0.0000072202233,0.0000028817544,0.00096843095],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99816364,0.0006103987,0.00008372561,0.00015619019,0.00029279434,0.00069322763],"domain_scores_gemma":[0.99704283,0.00063456106,0.0006172083,0.00017715247,0.0004659741,0.0010623134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019619379,0.00030651822,0.00048458343,0.0009654596,0.0066632763,0.0037323106,0.0009036646,0.0009629701,0.0043708775],"category_scores_gemma":[0.0050714114,0.0002930821,0.0002859429,0.0010751816,0.0029939273,0.0012361112,0.003281225,0.0014473778,0.00032914392],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006411021,0.00020370142,0.11055424,0.00005652486,0.000016442158,0.0016074318,0.8733978,0.000035494682,0.0014434074,0.00073582644,0.001060471,0.010824539],"study_design_scores_gemma":[0.000012029611,0.000106890526,0.07969543,0.00003315425,0.000012893513,0.0005040116,0.91298765,0.00013357913,0.00038389082,0.00017617806,0.0059301364,0.000024235494],"about_ca_topic_score_codex":0.026074233,"about_ca_topic_score_gemma":0.0355149,"teacher_disagreement_score":0.97392577,"about_ca_system_score_codex":0.0023118332,"about_ca_system_score_gemma":0.0033644086,"threshold_uncertainty_score":0.051844895},"labels":[],"label_agreement":null},{"id":"W2132104890","doi":"10.1017/s026144481500004x","title":"Replication research in L2 listening comprehension: A conceptual replication of Graham &amp; Macaro (2008) and an approximate replication of Vandergrift &amp; Tafaghodtari (2010) and Brett (1997)","year":2015,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Replication (statistics); Active listening; Listening comprehension; Comprehension; Metacognition; Computer science; Psychology; Cognitive psychology; Robustness (evolution); Cognitive science; Cognition; Biology; Communication; Genetics; Neuroscience","score_opus":0.179598796215395,"score_gpt":0.38911786506568447,"score_spread":0.20951906885028945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132104890","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"reproducibility","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"reproducibility","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24774861,0.064549476,0.49726838,0.07422562,0.0050008562,0.018547477,0.0015117357,0.00051280577,0.09063505],"genre_scores_gemma":[0.8124821,0.006286175,0.15309106,0.007883461,0.0007161534,0.015490194,0.00043860867,0.00018469857,0.0034275637],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.8560477,0.101994626,0.010516293,0.013712862,0.016636286,0.0010922655],"domain_scores_gemma":[0.6590354,0.19643512,0.016505724,0.08711451,0.039740317,0.0011689836],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.15209557,0.0012257514,0.0014106211,0.0050455406,0.0036994587,0.0068991478,0.004380839,0.0033864668,0.0050141225],"category_scores_gemma":[0.34270436,0.0010682076,0.002001198,0.007718932,0.016403932,0.015621093,0.009265938,0.00416966,0.00086664263],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058535783,0.00045887308,0.040354308,0.010384945,0.0008837384,0.0009227873,0.20769697,0.00091248413,0.0032176252,0.47446224,0.00938949,0.25073123],"study_design_scores_gemma":[0.0014104206,0.0022652838,0.054063622,0.01854781,0.0018764556,0.0033344084,0.13073131,0.008730108,0.0072795358,0.58488536,0.18640077,0.00047501997],"about_ca_topic_score_codex":0.005746946,"about_ca_topic_score_gemma":0.0047950167,"teacher_disagreement_score":0.84790444,"about_ca_system_score_codex":0.004273821,"about_ca_system_score_gemma":0.0072471276,"threshold_uncertainty_score":0.8043679},"labels":[],"label_agreement":null},{"id":"W2132229198","doi":"10.1111/j.1540-4781.2007.00623.x","title":"Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process","year":2007,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":651,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Willingness to communicate; Process (computing); Argument (complex analysis); Psychology; Focus (optics); Cognitive psychology; Frame (networking); Trait; Anxiety; Social psychology; Computer science","score_opus":0.05152272556339464,"score_gpt":0.3305614217282141,"score_spread":0.27903869616481947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132229198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9677287,0.000221873,0.006670087,0.002128745,0.000020726731,0.00004333451,0.000012739556,0.000012869754,0.023160964],"genre_scores_gemma":[0.9983133,0.00009090724,0.0008692549,0.00009443459,0.000011869022,0.000021590507,0.0000073643396,0.000005193675,0.0005861372],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9953229,0.0029163393,0.00019238809,0.00033992055,0.00072915433,0.0004994529],"domain_scores_gemma":[0.97973984,0.013331119,0.003440855,0.00053466036,0.0010654798,0.0018879926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007969542,0.000275277,0.00029354097,0.0015828137,0.0014325612,0.009639122,0.0007779488,0.0019438631,0.0022799075],"category_scores_gemma":[0.024149366,0.00028743665,0.00040597108,0.0007302716,0.008799124,0.004811899,0.0027040425,0.0023447839,0.00030589875],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005794944,0.0010453325,0.1496411,0.0005139039,0.0001312674,0.0028666446,0.47308308,0.0033778504,0.017797595,0.26858017,0.0007938373,0.081589796],"study_design_scores_gemma":[0.00006926556,0.0011360926,0.24001229,0.00044803447,0.00010205485,0.0024854166,0.45832026,0.018533817,0.0033891043,0.26204854,0.013145152,0.00030992352],"about_ca_topic_score_codex":0.0008867414,"about_ca_topic_score_gemma":0.0008281379,"teacher_disagreement_score":0.009639122,"about_ca_system_score_codex":0.0011741521,"about_ca_system_score_gemma":0.0015749391,"threshold_uncertainty_score":0.042147458},"labels":[],"label_agreement":null},{"id":"W2132283529","doi":"10.5539/elt.v3n1p159","title":"Theories Analyzing Communicative Approach in China’s EFL Classes","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; China; Psychology; Class (philosophy); Mathematics education; Teaching method; Communicative competence; Pedagogy; Linguistics; Language education; Computer science; Geography; Artificial intelligence; Philosophy","score_opus":0.012017291100971307,"score_gpt":0.2589961954965529,"score_spread":0.2469789043955816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132283529","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90117645,0.00073817914,0.0038878466,0.0015245468,0.000021669479,0.00013090897,0.000061274055,0.000013920729,0.09244523],"genre_scores_gemma":[0.99766797,0.00025917392,0.00047820486,0.00004459315,0.00000894757,0.000039871655,0.000023968607,0.0000027788815,0.0014744672],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99806136,0.0006566377,0.000100826226,0.00023303951,0.0005221,0.0004260988],"domain_scores_gemma":[0.99393964,0.00333594,0.0011770977,0.00020896953,0.0007660295,0.00057238876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029385583,0.00045428216,0.00028353822,0.0050041624,0.002696484,0.0032870437,0.0014308275,0.00062648254,0.004827034],"category_scores_gemma":[0.0054111737,0.00029013955,0.00049675565,0.0033100448,0.0053638457,0.002307223,0.0018879556,0.0010342214,0.00017845123],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000101306985,0.0006935572,0.31413606,0.00045983263,0.00011039398,0.001458255,0.116841674,0.0046908045,0.0011010474,0.4693168,0.0018452646,0.08924502],"study_design_scores_gemma":[0.000109575136,0.00019064281,0.7254144,0.0006274762,0.00024264351,0.0003309324,0.10911312,0.025142536,0.0015085934,0.10534978,0.031870868,0.000099518904],"about_ca_topic_score_codex":0.0420432,"about_ca_topic_score_gemma":0.035608467,"teacher_disagreement_score":0.0420432,"about_ca_system_score_codex":0.008481088,"about_ca_system_score_gemma":0.009371884,"threshold_uncertainty_score":0.083597004},"labels":[],"label_agreement":null},{"id":"W2132322024","doi":"10.1111/0026-7902.00084","title":"Foreign Language Teacher Development: <i>MLJ</i> Perspectives—1916–1999","year":2000,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":101,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Certification; Foreign language; Quarter (Canadian coin); Teacher education; Pedagogy; Political science; Language education; Sociology; Engineering ethics; Mathematics education; Psychology; History; Engineering; Law","score_opus":0.01401404597909189,"score_gpt":0.2346520876778517,"score_spread":0.2206380416987598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132322024","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023797708,0.2638512,0.0003047702,0.54476213,0.0043932577,0.000015240529,0.00024455087,0.000045174333,0.16258591],"genre_scores_gemma":[0.45734933,0.3519318,0.0006976255,0.10356674,0.010393751,0.000049099785,0.0003739772,0.00007373675,0.075564],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99874216,0.00035367033,0.00008096595,0.00013145656,0.00026413184,0.00042764697],"domain_scores_gemma":[0.9976739,0.000818328,0.00035390648,0.000030062862,0.0004982445,0.00062554976],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.002996277,0.00023500896,0.00022126043,0.00238433,0.004920388,0.008297604,0.0006253902,0.0041629,0.012078585],"category_scores_gemma":[0.0037869469,0.00018740159,0.00020931952,0.0029150096,0.0026172814,0.0039058896,0.0029857035,0.004875288,0.0010341529],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029770448,0.0002576091,0.010829032,0.0018944329,0.000022997734,0.002447809,0.053153314,0.00022657623,0.0007058078,0.19638461,0.40405962,0.32972056],"study_design_scores_gemma":[0.000008127641,0.00003625751,0.0072085285,0.00066122646,0.0000048880506,0.00030448387,0.010698715,0.000027456832,0.00015375626,0.0013733694,0.9795151,0.000008269414],"about_ca_topic_score_codex":0.034464527,"about_ca_topic_score_gemma":0.09154214,"teacher_disagreement_score":0.9976157,"about_ca_system_score_codex":0.014338836,"about_ca_system_score_gemma":0.006753559,"threshold_uncertainty_score":0.10403603},"labels":[],"label_agreement":null},{"id":"W2132371539","doi":"10.11648/j.ijll.20150306.19","title":"The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners","year":2015,"lang":"en","type":"article","venue":"International Journal of Language and Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Laurentian University","funders":"","keywords":"Vocabulary; Linguistics; Psychology; English vocabulary; Abstraction; Computer science","score_opus":0.0280446069863241,"score_gpt":0.27874902416547187,"score_spread":0.25070441717914776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132371539","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9959621,0.00004496762,0.00042311128,0.000029454366,0.0000038869957,0.0000061534497,0.00001753351,0.000004437146,0.0035084048],"genre_scores_gemma":[0.99779737,0.000048263802,0.0005107606,0.000015553507,0.0000028376355,0.00000932075,0.000038543825,0.000007597029,0.0015696954],"study_design_codex":"bench_or_experimental","study_design_gemma":"qualitative","domain_scores_codex":[0.9998306,0.00004104337,0.000015754995,0.00002834036,0.000054315213,0.000029883358],"domain_scores_gemma":[0.9991774,0.00029966555,0.00020649385,0.000055482164,0.00011817651,0.00014277406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00029232554,0.0001540296,0.00014516727,0.00033314695,0.00032101024,0.00097653223,0.00015605912,0.00024590743,0.0020937705],"category_scores_gemma":[0.0024507735,0.00008224431,0.00012881253,0.00015242785,0.0012106299,0.00075906306,0.0007016319,0.00044498232,0.00027601892],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007672048,0.00023382786,0.20753966,0.00043202544,0.00004236921,0.0020105683,0.32894257,0.00027872677,0.38540253,0.008961186,0.0012143939,0.06417503],"study_design_scores_gemma":[0.000031969375,0.0006658264,0.7643165,0.00008925994,0.00004670586,0.002481785,0.17843348,0.0011054244,0.029740663,0.0028217046,0.020192828,0.00007395846],"about_ca_topic_score_codex":0.00075478817,"about_ca_topic_score_gemma":0.0009864705,"teacher_disagreement_score":0.0020937705,"about_ca_system_score_codex":0.00026932504,"about_ca_system_score_gemma":0.00015699792,"threshold_uncertainty_score":0.0070043206},"labels":[],"label_agreement":null},{"id":"W2132378253","doi":"10.3138/cmlr.64.1.039","title":"Research on Integrated Performance Assessment at the Post-Secondary Level: Student Performance Across the Modes of Communication","year":2007,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Presentational and representational acting; Interpersonal communication; Foreign language; Mathematics education; Psychology; Computer science; Pedagogy; Linguistics; Social psychology","score_opus":0.06813232057384086,"score_gpt":0.3480986700821206,"score_spread":0.2799663495082797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132378253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9860854,0.00063808105,0.0015379932,0.0001816347,0.000023993245,0.000110468856,0.0001007694,0.000037419508,0.011284217],"genre_scores_gemma":[0.99701905,0.00022943846,0.001159675,0.000039424493,0.000013583729,0.00010309284,0.000107281616,0.000009221923,0.0013192749],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98724,0.004290205,0.00084286655,0.0013704409,0.0054513314,0.00080517866],"domain_scores_gemma":[0.9484049,0.015633062,0.009778844,0.0025776639,0.020415692,0.003189867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01156284,0.00061498664,0.0007882768,0.0046345065,0.0014391176,0.004237517,0.0012938073,0.0006703617,0.002670592],"category_scores_gemma":[0.030700594,0.00024364765,0.00042336097,0.004121678,0.0016218757,0.0026719463,0.0040268647,0.0010713617,0.0009883262],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004176472,0.0019071882,0.63866556,0.0005889509,0.00025367862,0.00014362491,0.040442195,0.00051919447,0.004088905,0.001325628,0.0010796115,0.3105677],"study_design_scores_gemma":[0.000025234023,0.001815806,0.97190565,0.0002570649,0.00007444335,0.0001743399,0.015816793,0.00063605706,0.004728308,0.0006422184,0.003880573,0.00004349321],"about_ca_topic_score_codex":0.007945452,"about_ca_topic_score_gemma":0.008933014,"teacher_disagreement_score":0.01156284,"about_ca_system_score_codex":0.0021340249,"about_ca_system_score_gemma":0.0045298506,"threshold_uncertainty_score":0.06115085},"labels":[],"label_agreement":null},{"id":"W2132559639","doi":"10.1002/tesq.203","title":"Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background","year":2014,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":189,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Psychology; Linguistics; Fluency; Prosody; Lexis; Intonation (linguistics); Grammar; Stress (linguistics); Hindi","score_opus":0.01998902819790846,"score_gpt":0.24819757203201062,"score_spread":0.22820854383410216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132559639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99833554,0.00007062237,0.00033328152,0.000020936644,0.000004301539,0.000011671383,0.00002155809,0.000010706086,0.0011913835],"genre_scores_gemma":[0.9990748,0.00003607503,0.00031073467,0.000028306033,0.0000067604087,0.000022031689,0.00003462067,0.000014203674,0.00047238084],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974986,0.0011912249,0.0001696255,0.0005423299,0.00044507688,0.00015326052],"domain_scores_gemma":[0.95681703,0.033011608,0.00469027,0.0016259969,0.0020936816,0.001761317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004435957,0.0005684735,0.0005530234,0.0005912993,0.00038973923,0.0018480029,0.0004157771,0.00042095527,0.0041106534],"category_scores_gemma":[0.02402252,0.00023148196,0.00035823323,0.00028441192,0.0007924066,0.0009962033,0.001319619,0.0008956754,0.00049942126],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0077129533,0.0015768582,0.75584006,0.0005271083,0.00052753347,0.0012635123,0.052716907,0.00052653154,0.1305142,0.0004932123,0.00026419523,0.04803687],"study_design_scores_gemma":[0.00005087187,0.0023707282,0.9823914,0.00004445077,0.00010949003,0.0003280617,0.004791161,0.0006415979,0.008653156,0.00020970433,0.000378775,0.00003055246],"about_ca_topic_score_codex":0.0010117461,"about_ca_topic_score_gemma":0.0012812414,"teacher_disagreement_score":0.004435957,"about_ca_system_score_codex":0.00027113318,"about_ca_system_score_gemma":0.00030047307,"threshold_uncertainty_score":0.023459852},"labels":[],"label_agreement":null},{"id":"W2132680406","doi":"10.3138/cmlr.68.2.111","title":"Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners’ Perspectives","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":133,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Study abroad; Language proficiency; Psychology; Second language; Foreign language; First language; Mathematics education; Linguistics; Pedagogy","score_opus":0.02550679863952349,"score_gpt":0.2606792380876322,"score_spread":0.23517243944810873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132680406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975777,0.00057357945,0.000014904749,0.00019288757,0.000004380409,0.000002710396,0.00003557067,5.1746184e-7,0.0015977803],"genre_scores_gemma":[0.99866927,0.0007684714,0.000022302878,0.00003337621,0.0000063411408,0.000005022253,0.000031868098,4.762995e-7,0.00046281485],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9997485,0.00008691151,0.000015678552,0.000023123184,0.00006766268,0.000058002763],"domain_scores_gemma":[0.999213,0.00018899316,0.00017206365,0.0000111489535,0.0001461132,0.00026855068],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00068517553,0.000099634395,0.00018575705,0.0006711691,0.00077756424,0.0008672986,0.0001454326,0.00021526548,0.0014944993],"category_scores_gemma":[0.0011314309,0.00007613231,0.00014738805,0.00059898756,0.00036357847,0.00048549633,0.00057077303,0.0003185348,0.000110269124],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042153057,0.00011078961,0.9260776,0.00007634862,0.000022529728,0.00041434067,0.058222495,0.000023488934,0.0004743963,0.00015234022,0.0005066915,0.01387677],"study_design_scores_gemma":[0.0000023997068,0.00008842386,0.8790762,0.000045639103,0.00001824298,0.00036504024,0.11721561,0.00004556717,0.00010525558,0.000032912667,0.0029977646,0.0000071001555],"about_ca_topic_score_codex":0.023029415,"about_ca_topic_score_gemma":0.04534979,"teacher_disagreement_score":0.023029415,"about_ca_system_score_codex":0.00043658775,"about_ca_system_score_gemma":0.000743174,"threshold_uncertainty_score":0.045790732},"labels":[],"label_agreement":null},{"id":"W2132775121","doi":"10.1177/1362168809353872","title":"Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university","year":2010,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":64,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Conversation; Psychology; Class (philosophy); Negotiation; English for academic purposes; Group work; Task (project management); Pedagogy; Citizen journalism; Peer feedback; Mathematics education; Sociology; Computer science","score_opus":0.03901358708643383,"score_gpt":0.3464494612407028,"score_spread":0.307435874154269,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132775121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99723685,0.000056172023,0.00018986575,0.0003948477,0.000018643264,0.000039880662,0.0000103377615,0.000008973674,0.0020444014],"genre_scores_gemma":[0.99513406,0.00009464506,0.00043432467,0.00029603686,0.000011856616,0.000026072159,0.000023239358,0.000012411781,0.0039672805],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9943969,0.0017002262,0.00019840509,0.00046711895,0.0012868787,0.001950403],"domain_scores_gemma":[0.98947936,0.0014803617,0.0012908312,0.00024123181,0.0021383627,0.00536981],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004493418,0.00088945386,0.0007175923,0.0020434745,0.027690021,0.0056667663,0.0024076104,0.0021148762,0.0043038605],"category_scores_gemma":[0.010008608,0.00059573713,0.00053730945,0.001455672,0.008223057,0.0015510943,0.005209254,0.0031288704,0.00069817086],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010602696,0.00035175268,0.034796454,0.00006366105,0.000011125245,0.0026588996,0.94354343,0.000105383195,0.0035315568,0.0008261736,0.0011365142,0.01286907],"study_design_scores_gemma":[0.000010154347,0.0001886183,0.0109642595,0.00002473563,0.000010645583,0.0004765283,0.97710115,0.0003352533,0.0007659197,0.00013621266,0.009923395,0.00006308115],"about_ca_topic_score_codex":0.2638589,"about_ca_topic_score_gemma":0.40192935,"teacher_disagreement_score":0.2638589,"about_ca_system_score_codex":0.016182855,"about_ca_system_score_gemma":0.020413455,"threshold_uncertainty_score":0.52464616},"labels":[],"label_agreement":null},{"id":"W2132859570","doi":"10.5539/elt.v5n7p110","title":"Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language proficiency; Syllabus; Psychology; Language learning strategies; Test of English as a Foreign Language; Mathematics education; Language acquisition; Language assessment; Test (biology); Comprehension approach; Focus on form; Identification (biology); Focus (optics); Language education; Pedagogy; Linguistics; Metacognition; Grammar; Cognition","score_opus":0.02829707634179689,"score_gpt":0.2952528503048585,"score_spread":0.2669557739630616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132859570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969015,0.00022990225,0.00036352253,0.0002040513,0.000007821898,0.000010480762,0.00013143921,0.000013873979,0.002137372],"genre_scores_gemma":[0.9993594,0.00008235634,0.0001163468,0.000035834037,0.000004977942,0.000010368048,0.00009335222,0.0000054442803,0.0002919059],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987355,0.00029471406,0.00014434551,0.00038185233,0.00020534368,0.00023832849],"domain_scores_gemma":[0.97679,0.013090246,0.0065096193,0.0006062967,0.0011487405,0.0018551839],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020917472,0.00024072455,0.00029781988,0.0014994664,0.0002435949,0.0014412228,0.00054962083,0.0011608182,0.0057554175],"category_scores_gemma":[0.023860138,0.0002398725,0.00037729446,0.0010631623,0.0010547041,0.001666108,0.0008855522,0.00086036185,0.0012832241],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000073587005,0.00006361353,0.9912335,0.000022598415,0.000040727216,0.00009131652,0.0007696775,0.00007167078,0.00055902096,0.00009075186,0.00007713698,0.00690632],"study_design_scores_gemma":[0.0000022257734,0.00010915411,0.99838734,0.000011256143,0.000010166227,0.0001448999,0.00068007543,0.00019603889,0.00013413835,0.00018941198,0.00012923738,0.000006111046],"about_ca_topic_score_codex":0.0022046976,"about_ca_topic_score_gemma":0.0019223848,"teacher_disagreement_score":0.0057554175,"about_ca_system_score_codex":0.0002143986,"about_ca_system_score_gemma":0.00035400866,"threshold_uncertainty_score":0.01925379},"labels":[],"label_agreement":null},{"id":"W2133052031","doi":"10.5539/elt.v7n11p28","title":"Experiences of Intensive English Learners: Motivations, Imagined Communities, and Identities","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hankuk University of Foreign Studies","keywords":"Psychology; Negotiation; Pedagogy; Curriculum; Identity (music); Set (abstract data type); Population; Mathematics education; Sociology","score_opus":0.013892287650691875,"score_gpt":0.23979377207711444,"score_spread":0.22590148442642258,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133052031","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961635,0.00013069167,0.00033555372,0.00050174026,0.000014765414,0.000023924247,0.000007873069,0.000007740239,0.0028143253],"genre_scores_gemma":[0.99773467,0.00016499241,0.000237462,0.00015069723,0.000008517645,0.00002234235,0.000009318334,0.000008469273,0.0016634705],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9964573,0.002090488,0.00012730886,0.00023987984,0.00042988628,0.0006550799],"domain_scores_gemma":[0.9961339,0.0012870978,0.00053268444,0.0001352004,0.0002861789,0.0016249546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044116126,0.00069640385,0.00067698484,0.0011886911,0.009947701,0.007437114,0.0013143184,0.0017315132,0.0022815394],"category_scores_gemma":[0.006346495,0.0004698533,0.0004900995,0.00056963443,0.009178378,0.004583348,0.01102883,0.0035644849,0.0003297573],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028462777,0.0001266779,0.014697573,0.00003525369,0.0000067285537,0.0013926467,0.97706133,0.000042608666,0.00064191886,0.0015445714,0.00035830087,0.004063949],"study_design_scores_gemma":[0.0000030160127,0.000056236404,0.0022398266,0.000027083608,0.000004295605,0.0006680175,0.9932193,0.00009312543,0.00015538804,0.00034295124,0.0031744675,0.000016388576],"about_ca_topic_score_codex":0.0033628806,"about_ca_topic_score_gemma":0.0055921227,"teacher_disagreement_score":0.009947701,"about_ca_system_score_codex":0.0014612977,"about_ca_system_score_gemma":0.0018982062,"threshold_uncertainty_score":0.023331106},"labels":[],"label_agreement":null},{"id":"W2133128016","doi":"10.1017/s0272263106060128","title":"INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":508,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Pedagogy; Mathematics education; Immersion (mathematics)","score_opus":0.01784910289532613,"score_gpt":0.2811062125811725,"score_spread":0.26325710968584637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133128016","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9892356,0.00022918696,0.006023158,0.000078716934,0.000013230433,0.00003996205,0.000033153883,0.00011502514,0.004232009],"genre_scores_gemma":[0.9980434,0.00006524493,0.0014219586,0.000013279719,0.0000058317446,0.00002543177,0.000028415003,0.000021669668,0.00037475466],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9936504,0.003042439,0.0004147785,0.0006619411,0.0018405098,0.0003899636],"domain_scores_gemma":[0.96965593,0.021326233,0.004089528,0.001590754,0.002119801,0.0012176465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002082968,0.00043065497,0.0005354487,0.001205948,0.000560942,0.0015302327,0.0004819218,0.00046258216,0.0023137718],"category_scores_gemma":[0.025486218,0.00024225548,0.00023615945,0.0004677592,0.0011525748,0.0010082071,0.0015591995,0.00059952156,0.0002217284],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005681218,0.0010346001,0.15963438,0.0015062548,0.00022064974,0.0016018333,0.060657192,0.002557409,0.28612313,0.0048127305,0.00036613844,0.47580448],"study_design_scores_gemma":[0.00035672425,0.0071024215,0.83687955,0.00037126435,0.00051325245,0.0036363462,0.030117543,0.006451503,0.095908135,0.0050876946,0.013395881,0.00017977192],"about_ca_topic_score_codex":0.0006118282,"about_ca_topic_score_gemma":0.0007080832,"teacher_disagreement_score":0.0023137718,"about_ca_system_score_codex":0.00052843505,"about_ca_system_score_gemma":0.0006097072,"threshold_uncertainty_score":0.011015952},"labels":[],"label_agreement":null},{"id":"W2133306892","doi":"10.5539/ijel.v2n6p40","title":"A Comparative Study of Activity Preferences of Learners and Teachers in College English Teaching and Its Implications for Curriculum Design","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Flexibility (engineering); Curriculum; Mathematics education; Negotiation; Psychology; Adaptation (eye); Empirical research; Point (geometry); Pedagogy; Sociology","score_opus":0.09363947471992666,"score_gpt":0.35338926442692054,"score_spread":0.25974978970699386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133306892","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99934584,0.00002480636,0.00017196038,0.000021152586,8.524898e-7,0.000004588422,0.0000050328013,8.4317935e-7,0.00042494573],"genre_scores_gemma":[0.9995648,0.000035236568,0.00014354826,0.000008169135,9.1766935e-7,0.000008640382,0.000011807073,8.9577316e-7,0.00022595935],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998004,0.001097967,0.00016881812,0.0001748107,0.0002859603,0.0002683903],"domain_scores_gemma":[0.9965436,0.001919561,0.00041844277,0.000120951576,0.00042518228,0.0005722877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002174841,0.00012270652,0.0002660037,0.0009540507,0.0006601036,0.0011492267,0.0002517615,0.00032064688,0.001057563],"category_scores_gemma":[0.008656052,0.00014461354,0.00020775924,0.0006294541,0.0004524478,0.0008919881,0.0007544391,0.00030897543,0.00014204679],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005493748,0.00080493826,0.63533443,0.00018315634,0.000040619496,0.000769995,0.25840625,0.00039702433,0.009589937,0.00089920027,0.0003177509,0.092707284],"study_design_scores_gemma":[0.000026177122,0.00095325126,0.6243964,0.0000557252,0.000021232567,0.00079874636,0.36545295,0.0011219926,0.0022709228,0.00056201,0.004298597,0.000042030988],"about_ca_topic_score_codex":0.0014366898,"about_ca_topic_score_gemma":0.0031778112,"teacher_disagreement_score":0.002174841,"about_ca_system_score_codex":0.0005103377,"about_ca_system_score_gemma":0.0004878506,"threshold_uncertainty_score":0.011501789},"labels":[],"label_agreement":null},{"id":"W2133346045","doi":"10.1109/ithet.2005.1560245","title":"Cognitive Style and ICT Mediated Testing: Listening Comprehension and Speaking Ability In L2","year":2005,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Cognitive style; Active listening; Information and Communications Technology; Cognition; Listening comprehension; Psychology; Style (visual arts); Comprehension; Computer science; Field (mathematics); Cognitive psychology; Communication","score_opus":0.05955785181066362,"score_gpt":0.2711533832273777,"score_spread":0.21159553141671408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133346045","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99908304,0.00001687416,0.00006123525,0.000011159523,0.0000013209392,0.000006779834,0.000012799203,0.000002540489,0.0008041856],"genre_scores_gemma":[0.9989103,0.000022828794,0.000109945424,0.000019513174,0.00000332527,0.000016973027,0.000039281997,0.000003425493,0.0008744447],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999027,0.00038071602,0.00007953838,0.00013006265,0.0002899676,0.00009262355],"domain_scores_gemma":[0.9913195,0.0042881314,0.0020777339,0.00037704167,0.0006473702,0.0012901884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018141554,0.00042313687,0.00021075421,0.00082982203,0.0002750126,0.0012757642,0.00034339426,0.00039925743,0.0035487977],"category_scores_gemma":[0.009041437,0.00015288856,0.00036891905,0.0002841181,0.00054996466,0.00060667965,0.00085716404,0.0007038792,0.0005799593],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00075009046,0.002488911,0.9451744,0.00007097063,0.00012031661,0.00038807135,0.00715752,0.00019555145,0.012225044,0.00012331523,0.00016531296,0.031140491],"study_design_scores_gemma":[0.000014315952,0.0012571294,0.993929,0.00001352146,0.00002595901,0.00021203268,0.0014428484,0.00035691465,0.0024587768,0.000104898245,0.00016927983,0.000015296504],"about_ca_topic_score_codex":0.0014852597,"about_ca_topic_score_gemma":0.002196466,"teacher_disagreement_score":0.0035487977,"about_ca_system_score_codex":0.00027940105,"about_ca_system_score_gemma":0.0003635878,"threshold_uncertainty_score":0.011871934},"labels":[],"label_agreement":null},{"id":"W2133384666","doi":"10.1017/s0272263112000356","title":"PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":244,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Fluency; Corrective feedback; Psychology; Context (archaeology); Control (management); Peer feedback; Second language; Intervention (counseling); Peer group; Mathematics education; Developmental psychology; Pedagogy; Linguistics; Computer science; Artificial intelligence","score_opus":0.05367314576425078,"score_gpt":0.3443162921514894,"score_spread":0.29064314638723865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133384666","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987784,0.000042404292,0.00041323813,0.000020464877,0.0000118768285,0.00014066666,0.000008241885,0.000010521846,0.0005741715],"genre_scores_gemma":[0.9952226,0.000058557016,0.0031082942,0.000022005544,0.000017217355,0.0005810121,0.000019653353,0.0000060955804,0.0009645875],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9965263,0.001903473,0.00019801775,0.0005374615,0.00051971717,0.0003149953],"domain_scores_gemma":[0.9920283,0.004857861,0.0009950335,0.0005413842,0.00038141044,0.001196086],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025823126,0.0004259934,0.0005943301,0.00039638334,0.00079202646,0.00059876323,0.00065998844,0.00046518559,0.0032363322],"category_scores_gemma":[0.01077699,0.0002582587,0.00023086698,0.00016297321,0.0006350424,0.0005769927,0.0008672841,0.00060044654,0.0002760239],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.023462288,0.1762903,0.1204772,0.0013818056,0.00018362731,0.0012922869,0.051108275,0.00083743467,0.14044866,0.0013300548,0.0014393013,0.48174873],"study_design_scores_gemma":[0.0070084427,0.31073317,0.5770976,0.00026482737,0.0004853583,0.0013020699,0.017141996,0.004792213,0.0667246,0.0018000568,0.012431256,0.00021835678],"about_ca_topic_score_codex":0.0006650504,"about_ca_topic_score_gemma":0.0010870177,"teacher_disagreement_score":0.0032363322,"about_ca_system_score_codex":0.0003385686,"about_ca_system_score_gemma":0.0009575087,"threshold_uncertainty_score":0.013656735},"labels":[],"label_agreement":null},{"id":"W2133702744","doi":"10.7202/1006398ar","title":"Formation en ligne : types d’interaction souhaités chez des directions d’école et des enseignants franco-canadiens","year":2011,"lang":"fr","type":"article","venue":"Revue internationale des technologies en pédagogie universitaire","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"Humanities; Political science; Ligne; Philosophy","score_opus":0.06795392666831748,"score_gpt":0.2588481664842152,"score_spread":0.19089423981589773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133702744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9418679,0.0005720619,0.006843495,0.0014035173,0.000085737585,0.000111131965,0.00013943153,0.00012420045,0.04885255],"genre_scores_gemma":[0.9496089,0.00036780318,0.0033088592,0.00013933779,0.000018713461,0.00009199852,0.00018654777,0.000051098148,0.046226643],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99697137,0.0013719437,0.000107503845,0.00034751894,0.0006340178,0.00056755805],"domain_scores_gemma":[0.9939908,0.0023224172,0.0006023404,0.00039574676,0.0012606629,0.0014281531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031866778,0.00049227546,0.00024247616,0.0016685422,0.0065556415,0.004671335,0.0007086209,0.0013942012,0.01338975],"category_scores_gemma":[0.0072311475,0.0003012246,0.00038226528,0.0011688994,0.0029921771,0.0031187937,0.004867512,0.0013573595,0.001750291],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001434127,0.00016832461,0.043705553,0.00014370104,0.000017791468,0.0013504003,0.8724909,0.00022677828,0.005304617,0.011683498,0.0034249914,0.06134008],"study_design_scores_gemma":[0.000015998741,0.00018612774,0.08828381,0.0002532396,0.000027163513,0.00083884876,0.7338558,0.0005470267,0.0021693779,0.0018960439,0.17184754,0.000079052326],"about_ca_topic_score_codex":0.07729099,"about_ca_topic_score_gemma":0.12143006,"teacher_disagreement_score":0.922709,"about_ca_system_score_codex":0.0044308486,"about_ca_system_score_gemma":0.00506796,"threshold_uncertainty_score":0.15368217},"labels":[],"label_agreement":null},{"id":"W2133714132","doi":"10.5539/elt.v2n4p215","title":"An Overview of English Writing Research in Taiwan","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Graduate students; Qualitative research; Data collection; Collaborative writing; Multimethodology; Pedagogy; Sociology","score_opus":0.09726487303031489,"score_gpt":0.3835989896321543,"score_spread":0.2863341166018394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133714132","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.51513535,0.41583142,0.009389326,0.0047550127,0.0009089921,0.0012158368,0.0017079595,0.00028660428,0.05076952],"genre_scores_gemma":[0.62705946,0.33352852,0.021485686,0.0011542129,0.0006797042,0.0014412245,0.0032887675,0.00008992469,0.011272589],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972938,0.00083495677,0.0008261182,0.0003864468,0.000413666,0.00024506304],"domain_scores_gemma":[0.9911334,0.0038491332,0.0016118155,0.00048264745,0.0022100161,0.00071301317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004963705,0.00038521123,0.00043660586,0.017537083,0.0019468552,0.0031297691,0.0006261601,0.00065387634,0.0019939723],"category_scores_gemma":[0.0071911393,0.0004837515,0.00052183995,0.026481524,0.0006315368,0.0031031584,0.0015544764,0.000623459,0.0004452201],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017150182,0.00036898247,0.16465358,0.011786918,0.0000959683,0.0043055625,0.043192443,0.00059012685,0.008882427,0.0034932245,0.006042999,0.7564163],"study_design_scores_gemma":[0.000040242747,0.0008855647,0.54947233,0.013034648,0.00021641233,0.006635123,0.07736229,0.0012634324,0.0043760226,0.0018579589,0.34470412,0.00015186108],"about_ca_topic_score_codex":0.011463657,"about_ca_topic_score_gemma":0.013835391,"teacher_disagreement_score":0.017537083,"about_ca_system_score_codex":0.002727735,"about_ca_system_score_gemma":0.008569424,"threshold_uncertainty_score":0.026250899},"labels":[],"label_agreement":null},{"id":"W2133918661","doi":"10.5539/ass.v6n11p72","title":"An Analysis of “Jordan Opportunities” Objectives in the General Secondary Certificate Examination of English: A Case Study in Jordan between 2008 and 2010","year":2010,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Mathematics education; Reading (process); Sample (material); Descriptive statistics; Certificate; Linguistics; Statistics; Mathematics","score_opus":0.09632492614689196,"score_gpt":0.32102413896492005,"score_spread":0.22469921281802807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133918661","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9976459,0.00010886667,0.000070072485,0.00035983862,0.00000577629,0.000023522882,0.00001514242,0.0000016775178,0.0017690153],"genre_scores_gemma":[0.9962286,0.00034054846,0.00026761228,0.00019753598,0.000011208317,0.000020612753,0.000037063666,0.000004346987,0.0028926227],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99781597,0.00088951905,0.00012192659,0.00013745925,0.00045836926,0.00057681976],"domain_scores_gemma":[0.99617577,0.00061592675,0.0010112134,0.00008751418,0.00082279614,0.0012868008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027480584,0.00028372018,0.00026950947,0.0019808789,0.003111485,0.0018924457,0.00083833165,0.0010414614,0.0016820079],"category_scores_gemma":[0.0051234956,0.00028498462,0.00023803848,0.0018627049,0.001367835,0.0012009963,0.0023803464,0.0010324031,0.0002533592],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002150559,0.0014307742,0.425917,0.0004081157,0.000027074062,0.11821812,0.39075664,0.0003854036,0.0030417438,0.0026481294,0.0036656244,0.053286374],"study_design_scores_gemma":[0.000010447085,0.0002778175,0.26822993,0.00018353145,0.000012041469,0.013886008,0.6945115,0.00036369148,0.0012069086,0.00022072873,0.021062233,0.000035204514],"about_ca_topic_score_codex":0.01713694,"about_ca_topic_score_gemma":0.052725274,"teacher_disagreement_score":0.01713694,"about_ca_system_score_codex":0.004349409,"about_ca_system_score_gemma":0.004061582,"threshold_uncertainty_score":0.034074366},"labels":[],"label_agreement":null},{"id":"W2134113284","doi":"10.1111/1467-9922.00226","title":"Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":273,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; French immersion; Competence (human resources); Anxiety; Foreign language; First language; Developmental psychology; AP French Language; Communicative competence; Social psychology; Pedagogy; Linguistics","score_opus":0.010611648709764688,"score_gpt":0.24016907743379573,"score_spread":0.22955742872403104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134113284","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99965954,0.000033732664,0.0000055826004,0.000009440249,0.0000018060744,0.0000031589257,0.000021954198,6.868789e-7,0.0002641348],"genre_scores_gemma":[0.99951863,0.000028388153,0.000013152858,0.000010720757,0.0000021666574,0.000004850031,0.000029929442,5.468125e-7,0.00039150703],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995827,0.00008375227,0.000034712048,0.000052780248,0.00010587742,0.00014018615],"domain_scores_gemma":[0.9982741,0.00032621386,0.0005217709,0.00005752945,0.00014246731,0.000678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005380933,0.00029756755,0.00028490505,0.0007116989,0.0006623028,0.0011792469,0.00027904462,0.00051298965,0.0025310752],"category_scores_gemma":[0.0014834136,0.00019637991,0.00043629238,0.0003347378,0.00042021216,0.00021842067,0.0004869263,0.0005425776,0.00031303542],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011658257,0.00029340034,0.994148,0.000010406053,0.00002501227,0.00012296053,0.002353912,0.000010465098,0.00059301796,0.000027591563,0.0000549383,0.0022436008],"study_design_scores_gemma":[0.0000016089386,0.0002011824,0.99758494,0.0000047474964,0.000005432126,0.000049141745,0.0020039787,0.000020965363,0.0000407303,0.000004774494,0.00007984537,0.0000027024403],"about_ca_topic_score_codex":0.0253041,"about_ca_topic_score_gemma":0.040444095,"teacher_disagreement_score":0.0253041,"about_ca_system_score_codex":0.00044071756,"about_ca_system_score_gemma":0.0004824787,"threshold_uncertainty_score":0.05031365},"labels":[],"label_agreement":null},{"id":"W2134440926","doi":"10.5539/elt.v5n12p87","title":"Communicative Language Teaching: Possibilities and Problems","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Retraining; Mathematics education; Government (linguistics); Psychology; English language; State (computer science); Teaching method; Language education; Pedagogy; Computer science; Linguistics; Political science","score_opus":0.022009242763401476,"score_gpt":0.267580539742481,"score_spread":0.24557129697907956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134440926","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30398422,0.13848773,0.028193844,0.37991092,0.0024823176,0.00035730598,0.00030676246,0.00049239234,0.14578454],"genre_scores_gemma":[0.95259523,0.023974111,0.013276185,0.0037529895,0.001525119,0.0003679026,0.000058888225,0.00008280284,0.0043668374],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.94939584,0.037991796,0.0015394122,0.0024592862,0.00654752,0.0020661212],"domain_scores_gemma":[0.92623,0.062356025,0.0028310984,0.002582513,0.0042405124,0.0017598533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.028151408,0.0011841721,0.0011866473,0.0057741473,0.009056629,0.017143294,0.006163478,0.0070782653,0.003893317],"category_scores_gemma":[0.038684975,0.001070616,0.00093760714,0.0060230703,0.02937436,0.026322274,0.010904452,0.0060335365,0.0007289706],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029035733,0.0005836343,0.030109342,0.00413673,0.000103286184,0.0045614373,0.1500079,0.002008887,0.0005827427,0.38894743,0.012022257,0.4066459],"study_design_scores_gemma":[0.0001046103,0.0002859112,0.0130931595,0.003036535,0.000087381675,0.009824673,0.4751141,0.004546581,0.0007811079,0.4093249,0.08355038,0.0002506371],"about_ca_topic_score_codex":0.0058242735,"about_ca_topic_score_gemma":0.006826292,"teacher_disagreement_score":0.028151408,"about_ca_system_score_codex":0.0066795503,"about_ca_system_score_gemma":0.0065677175,"threshold_uncertainty_score":0.14888066},"labels":[],"label_agreement":null},{"id":"W2134459294","doi":"10.21810/sfuer.v4i.351","title":"Writer's Voice: The Gateway to Dialogue","year":2010,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia, Okanagan Campus; Okanagan College","funders":"","keywords":"Utterance; Conceptualization; Term (time); Gateway (web page); Focus (optics); Meaning (existential); Linguistics; Composition (language); Rhetoric; Literacy; Computer science; Psychology; Pedagogy; Philosophy","score_opus":0.033916379662483336,"score_gpt":0.31757884985643886,"score_spread":0.2836624701939555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134459294","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02015479,0.35659972,0.04723414,0.02737087,0.003222176,0.00009324635,0.000099366116,0.00027345013,0.54495215],"genre_scores_gemma":[0.7293598,0.18170099,0.012623929,0.006846707,0.0046504815,0.00019526869,0.00010472553,0.00019705805,0.06432096],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.994572,0.0035621792,0.00026050935,0.00040173644,0.0009583453,0.00024532923],"domain_scores_gemma":[0.99395096,0.004230937,0.00056163815,0.0003224039,0.00067519007,0.00025897135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034915793,0.00036079035,0.0006955774,0.0016833905,0.0015946219,0.009491176,0.0009818681,0.0024583908,0.0040149568],"category_scores_gemma":[0.006724161,0.0001935087,0.00031619956,0.0011570139,0.008923002,0.008357181,0.0034435305,0.0025429463,0.0016581536],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009875948,0.00003990967,0.0008948213,0.0023078704,0.000024887268,0.00072532875,0.045038793,0.00019340226,0.0023504116,0.6491066,0.011279716,0.28793943],"study_design_scores_gemma":[0.000030545045,0.00012832685,0.0018638755,0.0031256613,0.00003669578,0.002556185,0.014207043,0.00022558136,0.0018444074,0.14374356,0.8321992,0.000038784205],"about_ca_topic_score_codex":0.0009054129,"about_ca_topic_score_gemma":0.000877238,"teacher_disagreement_score":0.009491176,"about_ca_system_score_codex":0.001349606,"about_ca_system_score_gemma":0.002957668,"threshold_uncertainty_score":0.01846546},"labels":[],"label_agreement":null},{"id":"W2134612376","doi":"","title":"Motivation in ESL: A Literature Review","year":2012,"lang":"en","type":"review","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Second-language acquisition; Chen; Goal theory; Second language; Intrinsic motivation; Linguistics; Language acquisition; English language; Pedagogy; Mathematics education; Social psychology; Philosophy","score_opus":0.5437466191608208,"score_gpt":0.5949426686667899,"score_spread":0.05119604950596912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134612376","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00022669535,0.998792,0.0000446649,0.00036208687,0.000060728442,0.000008004302,0.00002410235,0.000002680331,0.00047902516],"genre_scores_gemma":[0.0015418568,0.9980363,0.00011071648,0.00013312092,0.00005418327,0.000012635787,0.000025199965,9.234586e-7,0.00008502133],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989323,0.00031242316,0.00023259626,0.00014812492,0.00031797658,0.00005660472],"domain_scores_gemma":[0.99344045,0.0048603895,0.00068582356,0.000058682162,0.0008065594,0.0001480631],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023772053,0.0010269084,0.0021711737,0.0072941617,0.0007027904,0.002643333,0.0013760863,0.0015940131,0.004966942],"category_scores_gemma":[0.0067723966,0.0005562916,0.001283383,0.0090724975,0.0009412824,0.0027305344,0.0011074129,0.0012872756,0.0007820007],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000068089124,0.00013476647,0.0015401276,0.15041952,0.00029910225,0.00030974846,0.00076717674,0.00024294357,0.00019105722,0.0035265754,0.020063544,0.8224373],"study_design_scores_gemma":[0.000041935735,0.00020000331,0.015941106,0.33791324,0.0016956234,0.0025741942,0.0023963065,0.00019868305,0.00033729247,0.0053149047,0.63329655,0.000090173155],"about_ca_topic_score_codex":0.0058769444,"about_ca_topic_score_gemma":0.009083256,"teacher_disagreement_score":0.0072941617,"about_ca_system_score_codex":0.0019040476,"about_ca_system_score_gemma":0.006647171,"threshold_uncertainty_score":0.016616106},"labels":[],"label_agreement":null},{"id":"W2134621875","doi":"10.5539/ies.v6n9p135","title":"Investigating the Language Learning Strategies of Students in the Foundation Program of United Arab Emirates University","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Metacognition; Language proficiency; Curriculum; Psychology; Mathematics education; Foreign language; Cognition; Foundation (evidence); Language acquisition; Semitic languages; Pedagogy; Arabic; Linguistics; Political science","score_opus":0.06969576711582816,"score_gpt":0.37647845502739186,"score_spread":0.3067826879115637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134621875","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996679,0.000032802305,0.000013367409,0.000022170592,0.000001126112,0.0000031354691,0.0000059296367,4.40563e-7,0.00025320883],"genre_scores_gemma":[0.9987016,0.00017463001,0.000094026494,0.000030458265,0.0000018374972,0.000010156168,0.000025544952,0.0000010368582,0.0009607189],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996344,0.00009039955,0.000027293732,0.00003228045,0.00008642537,0.00012919065],"domain_scores_gemma":[0.99893254,0.00019475467,0.000246848,0.000027926959,0.00031352552,0.00028437402],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008685209,0.00034273343,0.00027035875,0.0010317793,0.0010119115,0.0012883248,0.0003431068,0.00039608023,0.0012058027],"category_scores_gemma":[0.0024137578,0.00022023162,0.00022268904,0.00059087627,0.00037488836,0.0005990509,0.00065078767,0.0005570732,0.00036584295],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000719557,0.0008536464,0.8996961,0.0000805165,0.000024188907,0.00048828183,0.059609555,0.000046201207,0.0039710663,0.00018834612,0.00035519464,0.034614984],"study_design_scores_gemma":[0.0000061814308,0.00063482043,0.88645935,0.000059254442,0.000020197336,0.00046562936,0.10793873,0.00022706148,0.0014649577,0.00008405667,0.0026204758,0.000019267874],"about_ca_topic_score_codex":0.0066087,"about_ca_topic_score_gemma":0.013321593,"teacher_disagreement_score":0.0066087,"about_ca_system_score_codex":0.0004835118,"about_ca_system_score_gemma":0.00095163175,"threshold_uncertainty_score":0.01314044},"labels":[],"label_agreement":null},{"id":"W2134769043","doi":"10.7202/502014ar","title":"Relations entre l’explicitation, l’anticipation et la performance","year":2008,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Cégep de Rimouski; Université du Québec à Rimouski","funders":"","keywords":"Humanities; Anticipation (artificial intelligence); Philosophy; Psychology; Computer science; Artificial intelligence","score_opus":0.3917431443472028,"score_gpt":0.3986402804219026,"score_spread":0.006897136074699772,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134769043","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98303705,0.0004443456,0.0047567594,0.00023769912,0.000028423325,0.00004062707,0.00007703886,0.00002781634,0.011350199],"genre_scores_gemma":[0.99533975,0.00022177355,0.0012621179,0.00003631519,0.000017643539,0.000034111257,0.00004540841,0.000009156665,0.0030335856],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99783725,0.00068307534,0.00017719153,0.00040891246,0.0006122948,0.0002812617],"domain_scores_gemma":[0.95724565,0.031519856,0.005475792,0.0019790535,0.0028634884,0.00091601216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00436493,0.0004267539,0.00032351236,0.00063742144,0.0003493207,0.001993918,0.00039622415,0.0008197742,0.007332039],"category_scores_gemma":[0.033606876,0.0002643888,0.00024074133,0.00039167888,0.0011292079,0.0013566738,0.0015774611,0.0012253888,0.00071545196],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024076586,0.0013467091,0.67890257,0.0009986022,0.00035359268,0.00073838234,0.032249585,0.00318827,0.03584325,0.009286278,0.0007371515,0.23394793],"study_design_scores_gemma":[0.000037850525,0.0013893245,0.97520804,0.00015558294,0.000118231976,0.00048202914,0.0052523725,0.0017183755,0.0071710264,0.005354181,0.0030232754,0.000089719455],"about_ca_topic_score_codex":0.0024107033,"about_ca_topic_score_gemma":0.0025711749,"teacher_disagreement_score":0.007332039,"about_ca_system_score_codex":0.00051123596,"about_ca_system_score_gemma":0.00071763335,"threshold_uncertainty_score":0.024528086},"labels":[],"label_agreement":null},{"id":"W2135014433","doi":"10.5539/elt.v5n9p155","title":"The Effects of Controlled Language Processing on Listening Comprehension and Recall","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Recall; Syllabus; Comprehension; Metacognition; Listening comprehension; Cognitive psychology; Cognition; Informational listening; Note-taking; Linguistics; Mathematics education; Communication","score_opus":0.007651885978497983,"score_gpt":0.24243461843063688,"score_spread":0.2347827324521389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135014433","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99816054,0.00012319148,0.00088918454,0.000019032299,0.000003684126,0.000019795765,0.000016899596,0.000022639404,0.00074503454],"genre_scores_gemma":[0.9985869,0.00007093713,0.0008170278,0.000016942871,0.000009323963,0.000031898155,0.00003927362,0.000023541297,0.00040429574],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9986798,0.0005678046,0.00011289929,0.00024277603,0.00027862957,0.000118135475],"domain_scores_gemma":[0.97894716,0.017578363,0.0015141427,0.000983575,0.00054153637,0.0004351886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013961936,0.00041194723,0.00025412295,0.0004435145,0.00023839029,0.00085941755,0.0003411864,0.0002670532,0.002278216],"category_scores_gemma":[0.017912352,0.00022902469,0.00019200733,0.00015837942,0.00087837887,0.0006664314,0.00065937766,0.00048030893,0.00018859972],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011389669,0.0019463185,0.04240326,0.00041937808,0.00014381766,0.0010670323,0.007125672,0.0010318225,0.7961113,0.00071718293,0.00017899045,0.13746564],"study_design_scores_gemma":[0.0006020202,0.020982023,0.52960384,0.000097429096,0.00029759502,0.0019797983,0.0024527567,0.0050910055,0.43350947,0.002806876,0.0024548476,0.00012234946],"about_ca_topic_score_codex":0.0005967799,"about_ca_topic_score_gemma":0.00042745395,"teacher_disagreement_score":0.002278216,"about_ca_system_score_codex":0.00022379862,"about_ca_system_score_gemma":0.00030241758,"threshold_uncertainty_score":0.007621348},"labels":[],"label_agreement":null},{"id":"W2135126284","doi":"10.18806/tesl.v23i2.52","title":"A Report of an ESL Classroom Observation in Two Language Schools in Auckland","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Auckland","keywords":"Psychology; Context (archaeology); Value (mathematics); Mathematics education; Context effect; Pedagogy; Empirical research; Linguistics; Computer science; Mathematics","score_opus":0.019341073273259388,"score_gpt":0.25748649040729626,"score_spread":0.23814541713403686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135126284","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962154,0.00017560119,0.0012559518,0.00020372387,0.00002927552,0.00012880443,0.0001591243,0.00003553043,0.0017964165],"genre_scores_gemma":[0.9928999,0.0002768604,0.0021845764,0.00014746383,0.000034029134,0.00013432253,0.00020196746,0.00003597979,0.0040848986],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99627954,0.0014066066,0.00024046871,0.00085454044,0.0005891447,0.00062959705],"domain_scores_gemma":[0.9919985,0.00231567,0.0017652748,0.0005523298,0.0020297929,0.0013384928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024187013,0.00085490674,0.0010898095,0.0023584387,0.007158836,0.0016436654,0.0015071731,0.0013762986,0.0015473062],"category_scores_gemma":[0.0072676614,0.00089417165,0.0005140998,0.0015596286,0.0038194926,0.0011890251,0.0035934371,0.002766956,0.00048746643],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044775096,0.0016860598,0.12701467,0.00046563326,0.00006658614,0.013575109,0.783476,0.00019421952,0.040488474,0.00027672047,0.0014255289,0.03088321],"study_design_scores_gemma":[0.000049177426,0.00159394,0.39733872,0.00015273727,0.00007857518,0.0020185956,0.5691385,0.00047023155,0.010877755,0.00017660022,0.017978385,0.00012666665],"about_ca_topic_score_codex":0.043743398,"about_ca_topic_score_gemma":0.15322793,"teacher_disagreement_score":0.043743398,"about_ca_system_score_codex":0.0042584026,"about_ca_system_score_gemma":0.0020413548,"threshold_uncertainty_score":0.0869776},"labels":[],"label_agreement":null},{"id":"W2135345761","doi":"","title":"Immigrant teachers in Canada: learning the language and culture of a new professional community","year":2006,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Acculturation; Pedagogy; Immigration; Community of practice; Sociology; Negotiation; Professional learning community; Identity (music); Participant observation; Narrative; Professional development; Social science; Political science; Ethnic group; Linguistics; Anthropology","score_opus":0.0158707437655406,"score_gpt":0.230509238545605,"score_spread":0.21463849478006441,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135345761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98720425,0.00067496294,0.00026285503,0.001811741,0.00004353396,0.00004232643,0.000054819724,0.0000089416435,0.009896597],"genre_scores_gemma":[0.99284863,0.00076030736,0.00028268545,0.00038532983,0.000007558132,0.00001959819,0.000041555693,0.000011350515,0.005642863],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982974,0.00043536763,0.000035625068,0.00015945823,0.00035415633,0.00071800186],"domain_scores_gemma":[0.9976357,0.00037935787,0.00022652386,0.00007411959,0.0006311008,0.0010530958],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015569074,0.0003622689,0.00044301426,0.001015523,0.03487219,0.0056301607,0.0013103674,0.0010419064,0.0023058052],"category_scores_gemma":[0.0034883374,0.00035738642,0.00023682439,0.0016776769,0.0076519833,0.0018553503,0.005633662,0.0024482918,0.00022247575],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034015204,0.000026492457,0.01622493,0.00003898579,0.0000030190465,0.0010883043,0.9727614,0.000034374505,0.0004491131,0.0019811965,0.0010502866,0.006307898],"study_design_scores_gemma":[0.0000031585191,0.00001690557,0.007926933,0.000045364694,0.0000046713285,0.00014362816,0.9745423,0.000036418896,0.00009957241,0.00012594997,0.017043632,0.000011460468],"about_ca_topic_score_codex":0.97925466,"about_ca_topic_score_gemma":0.99389786,"teacher_disagreement_score":0.046005506,"about_ca_system_score_codex":0.046005506,"about_ca_system_score_gemma":0.08265766,"threshold_uncertainty_score":0.33379483},"labels":[],"label_agreement":null},{"id":"W2135376058","doi":"10.1017/s030500090400604x","title":"The development of discourse referencing in Cantonese-speaking children","year":2004,"lang":"en","type":"article","venue":"Journal of Child Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychology; Linguistics; Language development; Language acquisition; Developmental psychology; Mathematics education","score_opus":0.015196953768852169,"score_gpt":0.2648739521342978,"score_spread":0.24967699836544566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135376058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992787,0.000101306716,0.00004497255,0.000012730695,0.0000014522786,0.000005691223,0.000025344681,0.0000078732955,0.00052201445],"genre_scores_gemma":[0.99883157,0.00017593478,0.0003895902,0.000009504406,0.0000014560753,0.000017643573,0.000091441216,0.0000040992954,0.00047873933],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998912,0.00013732823,0.00013518911,0.00026173098,0.00029823647,0.00025557194],"domain_scores_gemma":[0.99560213,0.001090186,0.0017296465,0.00025840185,0.0008156826,0.00050400046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014830282,0.0008385473,0.00045062733,0.0017900756,0.00092501065,0.0017303283,0.00066251843,0.0007782558,0.001837953],"category_scores_gemma":[0.006228194,0.0007344353,0.00035678982,0.00053640775,0.001969221,0.0008647743,0.0012757989,0.00080877496,0.00041756287],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005846446,0.00036844707,0.5401609,0.00041556335,0.000054923144,0.009013174,0.16766879,0.00042875452,0.2204388,0.000817185,0.0003860543,0.05966282],"study_design_scores_gemma":[0.000015215208,0.0008010434,0.9732429,0.00005287534,0.000042389725,0.0024863444,0.013227343,0.00033748642,0.00810414,0.00025184025,0.0013947376,0.00004361819],"about_ca_topic_score_codex":0.036138423,"about_ca_topic_score_gemma":0.04844521,"teacher_disagreement_score":0.036138423,"about_ca_system_score_codex":0.0010946784,"about_ca_system_score_gemma":0.00085412135,"threshold_uncertainty_score":0.07185614},"labels":[],"label_agreement":null},{"id":"W2136011965","doi":"10.5070/l2219061","title":"L2 French Learners’ Processing of Object Clitics: Data from the Classroom","year":2010,"lang":"en","type":"article","venue":"L2 Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Clitic; Animacy; Linguistics; Psychology; Object (grammar); Comprehension; Variation (astronomy); Dictation; Cognitive psychology","score_opus":0.07893098420293307,"score_gpt":0.2929500736207098,"score_spread":0.21401908941777673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136011965","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99917394,0.000047737856,0.00011548426,0.000011042112,0.0000010133116,0.0000050234107,0.000054564687,0.000008189103,0.00058292184],"genre_scores_gemma":[0.99731064,0.0001363431,0.0004510957,0.000039924937,0.0000045989646,0.000030050538,0.00030838847,0.00001455282,0.0017043797],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994574,0.0001581245,0.000043549022,0.000113454196,0.00014513213,0.000082272476],"domain_scores_gemma":[0.99635315,0.001658281,0.00043481487,0.0002908674,0.0010071875,0.00025562034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093717047,0.0006791231,0.0005533255,0.00088843703,0.00056761724,0.0013762134,0.00033020467,0.00073044,0.0030013695],"category_scores_gemma":[0.0045417096,0.00020489005,0.00020015158,0.00036829006,0.00068173127,0.00077195204,0.0007513658,0.00054017326,0.0013943511],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015513857,0.0024156377,0.5496942,0.00074391766,0.00012910871,0.004495616,0.15901284,0.0005764259,0.10574605,0.00046430627,0.0019689149,0.17320159],"study_design_scores_gemma":[0.00009685581,0.0038477047,0.84804785,0.00013221108,0.00010712365,0.005560561,0.07618133,0.0015075605,0.047859613,0.0007723606,0.015724422,0.00016238715],"about_ca_topic_score_codex":0.010835751,"about_ca_topic_score_gemma":0.01124849,"teacher_disagreement_score":0.010835751,"about_ca_system_score_codex":0.000370292,"about_ca_system_score_gemma":0.00035304393,"threshold_uncertainty_score":0.02154535},"labels":[],"label_agreement":null},{"id":"W2136062467","doi":"10.5539/elt.v5n2p174","title":"The Relationship between Iranian EFL Learners’ Self-efficacy Beliefs and Use of Vocabulary Learning Strategies","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Self-efficacy; Vocabulary; Vocabulary learning; Vocabulary development; Point (geometry); Mathematics education; Teaching method; Social psychology; Linguistics","score_opus":0.04524023861190346,"score_gpt":0.2766303771416578,"score_spread":0.23139013852975432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136062467","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99901795,0.0000424657,0.000032167027,0.000020932563,0.0000021669766,0.0000023702187,0.000009423607,0.0000011232868,0.0008713795],"genre_scores_gemma":[0.9996482,0.000035806024,0.000035296085,0.000007217619,0.0000020998618,0.0000021089836,0.000017988388,4.7891234e-7,0.00025072807],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996908,0.000052701598,0.000035688437,0.00003175912,0.00012288374,0.00006629074],"domain_scores_gemma":[0.99703455,0.00089002016,0.00096631557,0.00011197606,0.0005405478,0.0004565866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078391744,0.00018239616,0.00017518242,0.00071733654,0.00023495092,0.00066634786,0.00015089582,0.00021569159,0.0017594753],"category_scores_gemma":[0.0032057164,0.0000840668,0.000186622,0.00027641605,0.00037492014,0.00019704801,0.00024574946,0.00041831948,0.00021817797],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004013238,0.00031910528,0.9857218,0.00001896528,0.000033009415,0.00008380028,0.0018413614,0.00005694705,0.0009191507,0.000118946424,0.00008795226,0.010758845],"study_design_scores_gemma":[0.0000030867145,0.00013446526,0.9971782,0.000009022883,0.000010745607,0.00011384286,0.0018406383,0.00011969275,0.00024964934,0.00007312429,0.00026280485,0.000004816483],"about_ca_topic_score_codex":0.0011312383,"about_ca_topic_score_gemma":0.0015483504,"teacher_disagreement_score":0.0017594753,"about_ca_system_score_codex":0.00016733189,"about_ca_system_score_gemma":0.00026475507,"threshold_uncertainty_score":0.0058860183},"labels":[],"label_agreement":null},{"id":"W2136166917","doi":"","title":"Development Status of Communicative Listening Test and Teaching","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Test (biology); Bridging (networking); Informational listening; Reflective listening; Appreciative listening; Communicative language teaching; Linguistics; Cognitive psychology; Mathematics education; Language education; Listening comprehension; Communication; Computer science","score_opus":0.04017021736571319,"score_gpt":0.32970435514518637,"score_spread":0.2895341377794732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136166917","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2520068,0.053524118,0.009290913,0.016888948,0.00077360764,0.00014153973,0.00023548427,0.00016586046,0.6669727],"genre_scores_gemma":[0.9672711,0.011843275,0.0035533821,0.00041263434,0.00025440386,0.00009364781,0.000118380114,0.000028920133,0.01642436],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974247,0.00095628784,0.00022984244,0.00036201437,0.0007578875,0.00026931646],"domain_scores_gemma":[0.99272037,0.0027942914,0.00072423223,0.00040295202,0.0021829724,0.0011752894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036256728,0.00024273174,0.00017517891,0.0026158267,0.0022888964,0.0035445457,0.00075282285,0.0010592898,0.0049826056],"category_scores_gemma":[0.009030805,0.00010474955,0.00012666527,0.0015008335,0.0053794063,0.003947424,0.002510994,0.0011095469,0.00062365097],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098590135,0.00017423606,0.021814903,0.00052625954,0.000005943433,0.0009017135,0.032156177,0.00012424783,0.0025185503,0.2961625,0.0036860108,0.6418309],"study_design_scores_gemma":[0.000018535418,0.00047845804,0.08718813,0.0016992958,0.000025426676,0.004497671,0.040068273,0.0008687074,0.006539796,0.04980204,0.80873823,0.000075433665],"about_ca_topic_score_codex":0.0044546556,"about_ca_topic_score_gemma":0.002221605,"teacher_disagreement_score":0.0049826056,"about_ca_system_score_codex":0.003366728,"about_ca_system_score_gemma":0.005943672,"threshold_uncertainty_score":0.024427414},"labels":[],"label_agreement":null},{"id":"W2136423155","doi":"10.1177/0033688213488463","title":"Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study","year":2013,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":137,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Variety (cybernetics); Psychology; Context (archaeology); Set (abstract data type); Grammar; Mathematics education; Pedagogy; Teaching method; Context effect; Linguistics; Computer science","score_opus":0.16790170028135845,"score_gpt":0.38544470788509133,"score_spread":0.21754300760373288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136423155","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99408495,0.00012793916,0.0015480646,0.0005413471,0.000013277007,0.000077874065,0.00002960658,0.000015645137,0.003561333],"genre_scores_gemma":[0.99294245,0.0003848763,0.0025051842,0.00019985903,0.000012150726,0.00008146895,0.000025309704,0.000020278894,0.003828431],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9935103,0.0039849835,0.00029352744,0.0005919976,0.0008180006,0.00080118276],"domain_scores_gemma":[0.98708445,0.008537571,0.0012765746,0.00077992544,0.00096539845,0.0013561263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047792187,0.0005615941,0.0006587069,0.0015019573,0.010595843,0.0031656884,0.0023186377,0.0029572602,0.003006735],"category_scores_gemma":[0.013117271,0.0007113453,0.00040952122,0.001241591,0.005583088,0.0028063287,0.0040095868,0.003458294,0.00062635745],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006795306,0.0007614639,0.018297823,0.00012983913,0.0000100947345,0.01938743,0.9426669,0.00021453817,0.0028021736,0.001463003,0.0004194419,0.013779268],"study_design_scores_gemma":[0.000022090002,0.00039823237,0.008608138,0.00016288045,0.0000180595,0.009559577,0.9665409,0.0004820055,0.0024024525,0.00038986484,0.011376383,0.00003946473],"about_ca_topic_score_codex":0.010506437,"about_ca_topic_score_gemma":0.030275669,"teacher_disagreement_score":0.010595843,"about_ca_system_score_codex":0.0036733358,"about_ca_system_score_gemma":0.0022417435,"threshold_uncertainty_score":0.026651978},"labels":[],"label_agreement":null},{"id":"W2136611862","doi":"10.1017/s0261444810000108","title":"Symposium – Perspectives on Motivation for Second Language Learning on the 50th Anniversary of Gardner &amp; Lambert (1959)","year":2010,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Association (psychology); Psychology; Second language; Applied linguistics; Philosophy; Linguistics; Psychotherapist","score_opus":0.019163301180304106,"score_gpt":0.257371368092668,"score_spread":0.23820806691236387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136611862","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020763047,0.20856492,0.0025227559,0.6067167,0.019131018,0.000019685896,0.00017424255,0.000028829907,0.1420788],"genre_scores_gemma":[0.6394358,0.13497758,0.0019746374,0.042646274,0.02616257,0.00010731105,0.00018015373,0.00010345604,0.15441217],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99927455,0.00036820176,0.000018510365,0.00011844471,0.00010141321,0.00011896545],"domain_scores_gemma":[0.999049,0.00040986008,0.000056324137,0.000022076463,0.00014884492,0.00031384747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00205548,0.00042518566,0.00040456827,0.0009799337,0.002830956,0.0069320304,0.0008154647,0.0037048499,0.007832569],"category_scores_gemma":[0.0016781403,0.00016648648,0.00046643792,0.0011173434,0.005967104,0.0037191687,0.002540605,0.0039373273,0.0009630275],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005357264,0.00010488694,0.0010023162,0.00018070579,0.000013580142,0.00023826884,0.015826805,0.00012324934,0.0004842025,0.7904978,0.15458739,0.036887333],"study_design_scores_gemma":[0.0000080018835,0.000046557634,0.0030527262,0.00054924074,0.000007953663,0.000116764255,0.008888329,0.00017002194,0.00019458473,0.09730479,0.889637,0.000024107665],"about_ca_topic_score_codex":0.005871116,"about_ca_topic_score_gemma":0.008618794,"teacher_disagreement_score":0.007832569,"about_ca_system_score_codex":0.0059074275,"about_ca_system_score_gemma":0.0024261798,"threshold_uncertainty_score":0.04286164},"labels":[],"label_agreement":null},{"id":"W2136852860","doi":"10.1177/026553220101800303","title":"Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing","year":2001,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":117,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychology; Multivariate analysis of variance; First language; Foreign language; English as a foreign language; Point (geometry); Language assessment; Language proficiency; Linguistics; Mathematics education","score_opus":0.06659189121337757,"score_gpt":0.33968104876054345,"score_spread":0.2730891575471659,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136852860","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995974,0.000013718931,0.000025722702,0.0000042368874,0.0000012383878,0.0000039168253,0.0000055911296,0.0000012403818,0.00034700328],"genre_scores_gemma":[0.9992281,0.000030065505,0.000081554295,0.000007730022,0.000002611948,0.00001089476,0.000028374516,0.000001664512,0.0006089127],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990682,0.0002329998,0.00014813547,0.00010419183,0.0003455208,0.000100912155],"domain_scores_gemma":[0.9929945,0.0021279461,0.0015640828,0.0003610742,0.0018077357,0.0011447375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019739086,0.00029276288,0.00028800723,0.00083909166,0.00055978214,0.0006305817,0.00019197234,0.00022219423,0.0015877427],"category_scores_gemma":[0.009412385,0.00013832186,0.0002044293,0.00031725765,0.0005758541,0.0003604811,0.00062077364,0.00024655892,0.00036413557],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009907834,0.0005527464,0.8243179,0.00022504892,0.00010223757,0.0007832336,0.07450287,0.00027949488,0.048594587,0.0000966666,0.0003880839,0.049166396],"study_design_scores_gemma":[0.0000319511,0.0006257896,0.974772,0.00001409444,0.000014496788,0.00032945676,0.019725742,0.000351763,0.0034640278,0.000042288302,0.0006046671,0.00002365589],"about_ca_topic_score_codex":0.0033808742,"about_ca_topic_score_gemma":0.0077884733,"teacher_disagreement_score":0.0033808742,"about_ca_system_score_codex":0.00044305183,"about_ca_system_score_gemma":0.0004686286,"threshold_uncertainty_score":0.0104391575},"labels":[],"label_agreement":null},{"id":"W2137461215","doi":"10.3138/cmlr.65.5.731","title":"Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisant <i>AIM</i>","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Psychology; Humanities; Pedagogy; Mathematics education; Art; Geography","score_opus":0.03504398128566415,"score_gpt":0.25978014978126024,"score_spread":0.22473616849559608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137461215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99816775,0.00014661062,0.00032644116,0.00001915979,0.000006970589,0.000038767565,0.000028591625,0.0000078621715,0.0012577479],"genre_scores_gemma":[0.99428636,0.00035600594,0.001378724,0.000020740585,0.000010527862,0.00006989542,0.00008916192,0.0000068042377,0.003781721],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979808,0.0006578511,0.00015133202,0.00019181402,0.0007310241,0.00028722893],"domain_scores_gemma":[0.99505746,0.0016768452,0.000591154,0.00017871837,0.0020140882,0.00048173245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029581827,0.0005344541,0.0004551445,0.0011944307,0.0010532747,0.0010338514,0.0004699149,0.0007635699,0.0021247952],"category_scores_gemma":[0.00814458,0.00020224029,0.00047385137,0.0004422231,0.000811555,0.0005122379,0.0008302084,0.00044454902,0.0005578878],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017408072,0.0015009415,0.5622968,0.00065173965,0.00022417301,0.0019097422,0.084691145,0.00041684747,0.051673755,0.00022003462,0.00054154196,0.29413253],"study_design_scores_gemma":[0.000033577446,0.005615397,0.9568475,0.0000771394,0.00015439573,0.00088337244,0.023373926,0.00034500993,0.008354403,0.00003858653,0.004222664,0.000054153465],"about_ca_topic_score_codex":0.030272337,"about_ca_topic_score_gemma":0.041702833,"teacher_disagreement_score":0.030272337,"about_ca_system_score_codex":0.0009158022,"about_ca_system_score_gemma":0.0011908386,"threshold_uncertainty_score":0.060192287},"labels":[],"label_agreement":null},{"id":"W2137606156","doi":"10.18806/tesl.v31i0.1193","title":"Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Intercultural competence; Psychology; Task (project management); Intercultural communication; Sociology; Engineering","score_opus":0.26365700135644593,"score_gpt":0.3357253674689451,"score_spread":0.07206836611249917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137606156","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96150655,0.0001700141,0.011795063,0.0038608667,0.00011403784,0.002181142,0.00036602997,0.000122029654,0.019884266],"genre_scores_gemma":[0.92376524,0.0005783793,0.03662932,0.0011550819,0.00007332078,0.0058682845,0.00043639378,0.00010867063,0.0313853],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960955,0.0021929517,0.0001462029,0.00029893935,0.0005353656,0.00073105213],"domain_scores_gemma":[0.9919592,0.0025401597,0.00044495752,0.0005008301,0.0014564059,0.0030985125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008623163,0.00050654466,0.00024427354,0.0007273122,0.0070779365,0.0033427528,0.0013075616,0.0016522857,0.0024510673],"category_scores_gemma":[0.0099444715,0.0003733727,0.00028767408,0.00064142735,0.0023985535,0.0016859021,0.0060100867,0.0028738177,0.0008341773],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037480367,0.0041004973,0.041142877,0.0009867827,0.000028800829,0.007797661,0.7388323,0.0020394549,0.01747844,0.0111718755,0.023076076,0.15297043],"study_design_scores_gemma":[0.000105501116,0.0021514294,0.052956413,0.00029249996,0.00002128708,0.0011581342,0.7160895,0.0011485446,0.009542552,0.0025572847,0.21384072,0.00013618515],"about_ca_topic_score_codex":0.011230971,"about_ca_topic_score_gemma":0.0378827,"teacher_disagreement_score":0.011230971,"about_ca_system_score_codex":0.004960924,"about_ca_system_score_gemma":0.009974398,"threshold_uncertainty_score":0.04560423},"labels":[],"label_agreement":null},{"id":"W2137728088","doi":"10.5430/wjel.v4n1p20","title":"Task-Based Writing to Improve Young Teenage Learners’ Reading Skills","year":2014,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Reading (process); Computer science; Reading comprehension; Reciprocal; Mathematics education; Psychology; Linguistics","score_opus":0.0071491122483258954,"score_gpt":0.2326309755469705,"score_spread":0.22548186329864459,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137728088","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98859555,0.0007588825,0.0061115846,0.00015845268,0.000096513475,0.00019982595,0.00007533061,0.00023221284,0.0037716099],"genre_scores_gemma":[0.9684455,0.0010032341,0.023317171,0.00011205614,0.000032841206,0.00020588355,0.00019437268,0.000039789513,0.006649264],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9997967,0.000071803544,0.00002693432,0.00003188881,0.00004994615,0.000022780665],"domain_scores_gemma":[0.99910337,0.0003847205,0.00013373113,0.00006381893,0.00011317889,0.00020113651],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048953015,0.0002586389,0.0002232141,0.0003293165,0.0001923817,0.00036990512,0.00032325124,0.00019831897,0.0028468217],"category_scores_gemma":[0.0023044958,0.000069258946,0.0002057318,0.00012261084,0.00010550832,0.0002557793,0.0005020823,0.00047501293,0.00046492956],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001268677,0.020031827,0.020060847,0.0014262752,0.00007983144,0.0012053379,0.0072705257,0.0009278206,0.09077477,0.00089469034,0.0036988098,0.85236067],"study_design_scores_gemma":[0.0030436127,0.0786814,0.5325781,0.0018184349,0.0007375134,0.010472127,0.01525388,0.01769263,0.21822912,0.01224831,0.109077945,0.00016691361],"about_ca_topic_score_codex":0.00024799825,"about_ca_topic_score_gemma":0.0005651375,"teacher_disagreement_score":0.0028468217,"about_ca_system_score_codex":0.0000783295,"about_ca_system_score_gemma":0.00032232463,"threshold_uncertainty_score":0.009523511},"labels":[],"label_agreement":null},{"id":"W2137797137","doi":"10.1177/1362168812460818","title":"Cooperative learning tasks in a Grade 6 intensive ESL class: Role of scaffolding","year":2013,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; Cégep Limoilou","funders":"","keywords":"Psychology; Class (philosophy); Mathematics education; Perspective (graphical); Variety (cybernetics); Sociocultural perspective; Sociocultural evolution; Scaffold; Negotiation; Cooperative learning; Meaning (existential); Language acquisition; Pedagogy; Teaching method","score_opus":0.053161434908849975,"score_gpt":0.35015536138284414,"score_spread":0.29699392647399414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137797137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989353,0.00002163924,0.00016885597,0.000008958098,0.0000012073784,0.000018922905,0.0000105017825,0.0000052507385,0.0008294267],"genre_scores_gemma":[0.9980252,0.000053117703,0.00089185825,0.000008435774,0.000002104734,0.000039533214,0.00003782307,0.000003974519,0.0009379539],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984022,0.0004073703,0.00015094756,0.00040671232,0.0003187339,0.00031409416],"domain_scores_gemma":[0.99159825,0.0039163986,0.0018911738,0.0005519735,0.0007286599,0.0013134731],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018315493,0.00064727577,0.00079297833,0.0011055188,0.0014198973,0.003061191,0.0011236864,0.0007092546,0.0016397733],"category_scores_gemma":[0.011203162,0.0003745447,0.00029754257,0.00042854247,0.0016113926,0.0009275144,0.0025070307,0.00093323505,0.00048745476],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063946814,0.0045524864,0.4354777,0.0004994816,0.000107181804,0.0044319085,0.40460688,0.0009787809,0.05315326,0.0013597481,0.00046288565,0.09373016],"study_design_scores_gemma":[0.00005593879,0.0025771484,0.83729875,0.00017033162,0.0000687019,0.0012090337,0.14087893,0.0016479396,0.00843052,0.0012868192,0.0062363786,0.00013955634],"about_ca_topic_score_codex":0.0076381243,"about_ca_topic_score_gemma":0.01191185,"teacher_disagreement_score":0.0076381243,"about_ca_system_score_codex":0.0009493437,"about_ca_system_score_gemma":0.00086533645,"threshold_uncertainty_score":0.015187323},"labels":[],"label_agreement":null},{"id":"W2137810840","doi":"10.5539/elt.v7n1p57","title":"LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Mathematics education; Perception; Relevance (law); Curriculum; Triangulation; Pedagogy; Exploratory research; Sociology","score_opus":0.05848116860687411,"score_gpt":0.2743476231094988,"score_spread":0.21586645450262468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137810840","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998072,0.000040310213,0.00010594591,0.00014554009,0.000003826872,0.000008105198,0.000009469721,0.000002121408,0.0016126861],"genre_scores_gemma":[0.9991768,0.000037823076,0.0001373585,0.000037292873,0.0000014739843,0.000011856019,0.000011267214,0.000002607655,0.00058349106],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.996496,0.001982589,0.00015147551,0.0002481209,0.0006261061,0.0004956239],"domain_scores_gemma":[0.99310315,0.0025294533,0.001330441,0.00022724029,0.0007289492,0.0020808182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004755324,0.00023390913,0.00042055556,0.0008037515,0.002618103,0.0040725083,0.0006269864,0.0005617483,0.0029174502],"category_scores_gemma":[0.010586829,0.00022719971,0.00032368326,0.00059917883,0.0012534246,0.0017950356,0.0026106192,0.00091326656,0.0003169877],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031569332,0.0010527127,0.64257616,0.0001473744,0.0000922409,0.0004176239,0.30685747,0.00011900759,0.0015996257,0.0014187545,0.0008762964,0.044527013],"study_design_scores_gemma":[0.00003692059,0.0005351632,0.31627908,0.000117158525,0.000066545406,0.00021536463,0.6733459,0.0005221369,0.001190937,0.0006497188,0.006994214,0.000046840727],"about_ca_topic_score_codex":0.0053142365,"about_ca_topic_score_gemma":0.013693992,"teacher_disagreement_score":0.0053142365,"about_ca_system_score_codex":0.0015928798,"about_ca_system_score_gemma":0.0022776362,"threshold_uncertainty_score":0.025148809},"labels":[],"label_agreement":null},{"id":"W2137853422","doi":"10.1017/s027226311200071x","title":"COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":229,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; McGill University","funders":"","keywords":"Corrective feedback; Counterpoint; Variety (cybernetics); Representation (politics); Linguistics; Computer science; Psychology; Cognitive psychology; Cognitive science; Mathematics education; Artificial intelligence; Political science; Pedagogy; Philosophy","score_opus":0.08911202397848735,"score_gpt":0.38352183591673294,"score_spread":0.2944098119382456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137853422","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007720144,0.008647096,0.033343993,0.88988596,0.03511824,0.00026620267,0.00017348076,0.00025447545,0.024590438],"genre_scores_gemma":[0.3604703,0.007672912,0.08107461,0.49309748,0.03342658,0.0029282782,0.0001680521,0.0011369135,0.020024976],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.8684485,0.07435156,0.00807831,0.022239529,0.024469446,0.0024125888],"domain_scores_gemma":[0.5100133,0.4056613,0.01096599,0.039238904,0.030931285,0.003189197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13808775,0.0019314232,0.0033009255,0.006251281,0.009089568,0.017547043,0.011300865,0.025928752,0.017099617],"category_scores_gemma":[0.3423034,0.0012110671,0.0026084203,0.00382201,0.061178,0.04139085,0.016147735,0.036917966,0.002574812],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005707274,0.00010684594,0.0015212178,0.0012309091,0.00019507635,0.0006627351,0.027609805,0.00019477464,0.00062152365,0.85374683,0.07118759,0.042351972],"study_design_scores_gemma":[0.00043649995,0.00028756034,0.0014628853,0.0035259826,0.00023383954,0.0008063045,0.025585614,0.0015248632,0.0015519192,0.52070785,0.44365582,0.00022083138],"about_ca_topic_score_codex":0.0052773072,"about_ca_topic_score_gemma":0.0038738379,"teacher_disagreement_score":0.13808775,"about_ca_system_score_codex":0.0070615183,"about_ca_system_score_gemma":0.006572037,"threshold_uncertainty_score":0.73028654},"labels":[],"label_agreement":null},{"id":"W2137984677","doi":"10.1177/0265532207071510","title":"A confirmatory approach to differential item functioning on an ESL reading assessment","year":2006,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education","funders":"","keywords":"Differential item functioning; Psychology; Reading (process); Test (biology); Language proficiency; Item response theory; Flagging; Cognitive psychology; Psychometrics; Developmental psychology; Linguistics; Mathematics education","score_opus":0.04018946173988295,"score_gpt":0.27198873090135683,"score_spread":0.2317992691614739,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137984677","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18895237,0.00054675527,0.7808871,0.0018418662,0.00029171392,0.0053907954,0.0009454471,0.00095068116,0.02019334],"genre_scores_gemma":[0.5546777,0.00020232823,0.4369658,0.00057719136,0.00009771049,0.005045694,0.00084963086,0.00011627434,0.001467605],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9245896,0.0522566,0.0052260407,0.005923046,0.011005518,0.0009991938],"domain_scores_gemma":[0.7379405,0.13970426,0.015761303,0.035857424,0.06920537,0.0015310865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09328806,0.0025263785,0.0014458975,0.011437383,0.0025732499,0.0029258775,0.0018708629,0.0010225889,0.002979851],"category_scores_gemma":[0.21079837,0.00068340136,0.001965057,0.0048000664,0.0022236228,0.0027508251,0.003253985,0.0027228312,0.0010023563],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009849996,0.0010358886,0.33873257,0.0017209174,0.0009467673,0.0010172545,0.038044807,0.0030444742,0.016804757,0.076645434,0.006040409,0.51498175],"study_design_scores_gemma":[0.0008131514,0.006222638,0.46995762,0.00280176,0.002017147,0.004852135,0.047376968,0.11503453,0.042144183,0.26245436,0.045472257,0.00085320644],"about_ca_topic_score_codex":0.0067551173,"about_ca_topic_score_gemma":0.0094355,"teacher_disagreement_score":0.09328806,"about_ca_system_score_codex":0.0019602177,"about_ca_system_score_gemma":0.0050235637,"threshold_uncertainty_score":0.49336028},"labels":[],"label_agreement":null},{"id":"W2138571716","doi":"10.5539/elt.v4n1p58","title":"Determining the Evaluative Criteria of an Argumentative Writing Scale","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Psychology; Class (philosophy); Scale (ratio); Mathematics education; Task (project management); Control (management); Pedagogy; Linguistics; Computer science; Artificial intelligence","score_opus":0.04512309759106961,"score_gpt":0.31529913461841574,"score_spread":0.27017603702734616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138571716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.934816,0.00025168687,0.02397658,0.00075140677,0.00022723619,0.0035141888,0.0004562953,0.00015420314,0.03585237],"genre_scores_gemma":[0.9526629,0.00014129022,0.040721145,0.00009568575,0.00006805374,0.003777622,0.00046388266,0.000039035873,0.002030431],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97498995,0.010530698,0.004041313,0.00049158174,0.009338869,0.00060742436],"domain_scores_gemma":[0.84964293,0.08801067,0.012575722,0.0038990385,0.042345103,0.0035265747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03312706,0.0005425794,0.00069399655,0.004200989,0.0009836344,0.002293291,0.00096014654,0.00080764096,0.0026518914],"category_scores_gemma":[0.1122327,0.00026681344,0.0009987154,0.0015579589,0.0015399328,0.0015682158,0.001976503,0.00097083073,0.000609397],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019503557,0.0025102338,0.61391777,0.0016835178,0.00049518986,0.0010548958,0.03297505,0.00391177,0.023155155,0.013126157,0.011677048,0.29354286],"study_design_scores_gemma":[0.00034649414,0.0034557332,0.89559543,0.0008146121,0.00016850549,0.0008137719,0.027634213,0.02269478,0.01113918,0.010628371,0.026457481,0.00025152852],"about_ca_topic_score_codex":0.00030466847,"about_ca_topic_score_gemma":0.00058145926,"teacher_disagreement_score":0.03312706,"about_ca_system_score_codex":0.001229085,"about_ca_system_score_gemma":0.0011768456,"threshold_uncertainty_score":0.17519468},"labels":[],"label_agreement":null},{"id":"W2138750934","doi":"10.5539/ijel.v2n2p33","title":"Teaching of Oral College English: Design and Evaluation --- Exploration of Educational Reform in College English in Capital University of Physical Education and Sports","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Competence (human resources); Train; Mathematics education; Oral examination; Medical education; Physical education; Psychology; Political science; Medicine; History; Dentistry","score_opus":0.03246067381843535,"score_gpt":0.2915206532289319,"score_spread":0.2590599794104965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138750934","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9556599,0.00033659086,0.0049633714,0.00011179669,0.00007405401,0.035056118,0.00045895032,0.00007382287,0.0032654025],"genre_scores_gemma":[0.9264815,0.0004740651,0.023829434,0.00016387377,0.00008395075,0.044628687,0.0007580865,0.000050829967,0.0035296283],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.97088706,0.020118894,0.0030772395,0.0012669076,0.0034036932,0.0012462268],"domain_scores_gemma":[0.9705914,0.014579899,0.002858305,0.002504107,0.007685312,0.0017809997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027194235,0.000953089,0.0011836372,0.0021867517,0.001260628,0.0015538239,0.0012311356,0.00090787315,0.0033142557],"category_scores_gemma":[0.04058864,0.00063541107,0.0017074967,0.0014861518,0.0020483532,0.0011181915,0.0019712257,0.0007752979,0.0007391851],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.06290295,0.11551701,0.1241113,0.0067302897,0.00081367575,0.00042646044,0.033872698,0.00878652,0.014676105,0.0030299681,0.0024060882,0.6267269],"study_design_scores_gemma":[0.03091192,0.43259978,0.4145203,0.0012207768,0.0031288848,0.00037392514,0.030661598,0.0072217626,0.055100273,0.002804,0.02095134,0.00050533866],"about_ca_topic_score_codex":0.0038347396,"about_ca_topic_score_gemma":0.0048562675,"teacher_disagreement_score":0.027194235,"about_ca_system_score_codex":0.0057708956,"about_ca_system_score_gemma":0.0058348966,"threshold_uncertainty_score":0.14381856},"labels":[],"label_agreement":null},{"id":"W2138941564","doi":"10.3138/cmlr.57.4.531","title":"There is a Role for the L1 in Second and Foreign Language Teaching, But…","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":360,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Aside; Foreign language teaching; Foreign language; Mathematics education; Language education; Linguistics; Pedagogy; Psychology; Sociology; Philosophy","score_opus":0.017334097436926963,"score_gpt":0.23119749170551554,"score_spread":0.21386339426858858,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138941564","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016256573,0.5281073,0.004437179,0.156757,0.0026842563,0.000035264202,0.00014051922,0.00011386768,0.29146805],"genre_scores_gemma":[0.5621726,0.3177551,0.004929415,0.03811536,0.0023850373,0.00009021902,0.00011450799,0.000116804316,0.074320905],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968624,0.0009969388,0.00010113628,0.00033552703,0.0012200045,0.00048410162],"domain_scores_gemma":[0.99513865,0.002244752,0.0005659693,0.00015464597,0.0013679796,0.0005278985],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004232114,0.0003311719,0.00068131945,0.0016312865,0.0043946663,0.0062398813,0.0011570211,0.0018102893,0.007165624],"category_scores_gemma":[0.0057648337,0.00018353485,0.0002816471,0.0017692753,0.011078234,0.0040742685,0.002850533,0.0024288693,0.0015619203],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013788736,0.000048775106,0.006224555,0.005303809,0.000060771978,0.00064351194,0.029039802,0.00017409015,0.0012302038,0.32856902,0.08421027,0.54435724],"study_design_scores_gemma":[0.000013697819,0.00007505245,0.012936207,0.0028152294,0.00005792109,0.0006721601,0.012188956,0.000041878688,0.0005538311,0.021772383,0.9488354,0.00003728403],"about_ca_topic_score_codex":0.43767798,"about_ca_topic_score_gemma":0.5476361,"teacher_disagreement_score":0.43767798,"about_ca_system_score_codex":0.013452306,"about_ca_system_score_gemma":0.02156835,"threshold_uncertainty_score":0.87026083},"labels":[],"label_agreement":null},{"id":"W2139069978","doi":"10.7202/1029075ar","title":"Le sentiment d’autoefficacité et les stratégies d’apprentissage chez les étudiants de français langue seconde venant d’immersion","year":2015,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Humanities; Philosophy","score_opus":0.21842817160246625,"score_gpt":0.34699837115129845,"score_spread":0.1285701995488322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139069978","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99253184,0.0002494734,0.00042518644,0.00031585907,0.000022653925,0.000023213495,0.00014204322,0.000009459623,0.006280398],"genre_scores_gemma":[0.99305314,0.00019027971,0.0002478612,0.00011724805,0.000010396188,0.000056064648,0.000108176115,0.000009044526,0.006207614],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977558,0.00074449,0.00012356031,0.00025138652,0.00061743055,0.0005073012],"domain_scores_gemma":[0.98994094,0.0029565715,0.0018358786,0.00031095863,0.0034978543,0.001457775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028896155,0.00044397326,0.00044414046,0.0009545734,0.0017737368,0.0035851027,0.00033720315,0.00076297845,0.008392183],"category_scores_gemma":[0.009714093,0.00019657472,0.00041848002,0.00086264266,0.0013755803,0.0014669555,0.0014558709,0.0010769705,0.0009001263],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006012749,0.00026680066,0.6430136,0.00073870143,0.000237137,0.0006806616,0.275028,0.0003226992,0.009157251,0.0032802913,0.003907773,0.06276588],"study_design_scores_gemma":[0.000010145532,0.00019035659,0.7856923,0.00017341573,0.00005018895,0.00014140745,0.19179508,0.00033715376,0.0008147975,0.00038552063,0.020338135,0.00007153822],"about_ca_topic_score_codex":0.058837473,"about_ca_topic_score_gemma":0.097926676,"teacher_disagreement_score":0.058837473,"about_ca_system_score_codex":0.0029211435,"about_ca_system_score_gemma":0.0025787447,"threshold_uncertainty_score":0.11699003},"labels":[],"label_agreement":null},{"id":"W2139248229","doi":"10.5539/ass.v7n5p240","title":"No Extreme any More, Strike a Balance","year":2011,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Curriculum; Presentation (obstetrics); Computer science; Subject (documents); Linguistics; Head-driven phrase structure grammar; Work (physics); Emergent grammar; Balance (ability); Mathematics education; Sociology; Pedagogy; Psychology; Engineering; World Wide Web","score_opus":0.07239063454770997,"score_gpt":0.2647195416000366,"score_spread":0.1923289070523266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139248229","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0019483836,0.007689362,0.004610872,0.94962776,0.011545224,0.000028135206,0.00008999986,0.00013801933,0.024322297],"genre_scores_gemma":[0.13722995,0.013442382,0.016512854,0.7306257,0.019506402,0.00020651573,0.00023658274,0.0008157094,0.081424005],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.98401016,0.0052086455,0.0008267555,0.0028558816,0.0055304,0.0015681478],"domain_scores_gemma":[0.9707444,0.009300566,0.0016646063,0.0033143489,0.009621726,0.005354403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019095676,0.0014039937,0.0017990745,0.0026710301,0.0109051615,0.018005077,0.0035910287,0.011054381,0.023239998],"category_scores_gemma":[0.056504827,0.0004983012,0.0009592317,0.0012201471,0.027842164,0.03149375,0.013287503,0.022269938,0.020091822],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016648068,0.00012116914,0.0028768945,0.00065347494,0.00016172111,0.00025452688,0.011558309,0.00027303048,0.0009376335,0.43690675,0.45380712,0.09228292],"study_design_scores_gemma":[0.000040214087,0.000072527146,0.0011620125,0.0010211745,0.000037679874,0.00022443717,0.020521827,0.00018391512,0.00034615304,0.36692637,0.60939133,0.00007235927],"about_ca_topic_score_codex":0.006306859,"about_ca_topic_score_gemma":0.008752058,"teacher_disagreement_score":0.023239998,"about_ca_system_score_codex":0.006073016,"about_ca_system_score_gemma":0.00759706,"threshold_uncertainty_score":0.100988805},"labels":[],"label_agreement":null},{"id":"W2139600195","doi":"10.3138/cmlr.60.2.105","title":"\"It's Like Chicken but Bigger\": Effects of Communication Strategy in the ESL Classroom","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Abandonment (legal); Task (project management); Test (biology); Narrative; Class (philosophy); Psychology; Object (grammar); Paraphrase; Linguistics; Computer science; Artificial intelligence","score_opus":0.01924395563353903,"score_gpt":0.23312404279661783,"score_spread":0.2138800871630788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139600195","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987042,0.00007388377,0.00004106427,0.00004781285,0.000004695843,0.000014234157,0.0000085751435,0.00000933141,0.0010963007],"genre_scores_gemma":[0.9972409,0.0001659123,0.00047712369,0.00006587645,0.0000084549965,0.00007140088,0.000035870755,0.00001089835,0.0019235788],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99825865,0.0007304247,0.00010048183,0.00021973514,0.0004503279,0.00024040791],"domain_scores_gemma":[0.9919676,0.0048533967,0.0010203941,0.00024337543,0.0005041957,0.0014110234],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014343391,0.00055635,0.0005573544,0.00055722805,0.0008658684,0.0013309523,0.0005448597,0.000442377,0.0029603],"category_scores_gemma":[0.010587689,0.0002221618,0.00017543635,0.00037729373,0.0009852396,0.0005449065,0.000933497,0.00087786553,0.0005138485],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.012575823,0.049591493,0.19264832,0.0012108738,0.00029133994,0.003225459,0.103484,0.0011774881,0.13335109,0.0010925691,0.0033001131,0.49805146],"study_design_scores_gemma":[0.0011100507,0.032232124,0.8793515,0.00023346745,0.00031712578,0.0005888759,0.052902184,0.001354875,0.021398589,0.0009078729,0.009476756,0.000126636],"about_ca_topic_score_codex":0.0090724295,"about_ca_topic_score_gemma":0.011591493,"teacher_disagreement_score":0.0090724295,"about_ca_system_score_codex":0.00082352385,"about_ca_system_score_gemma":0.001559443,"threshold_uncertainty_score":0.018039227},"labels":[],"label_agreement":null},{"id":"W2139670376","doi":"10.18806/tesl.v26i1.131","title":"Toward Exploring Errors in Grammar: A Systematic Approach for Language Teachers","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Mathematics education; Psychology; Pedagogy; English language; Face (sociological concept); English grammar; Sociology; Linguistics","score_opus":0.1336121832950647,"score_gpt":0.23889251264509,"score_spread":0.10528032935002532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139670376","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08939827,0.007471688,0.8603217,0.016117932,0.00053430424,0.0050381934,0.00024397322,0.0024069112,0.018466964],"genre_scores_gemma":[0.13590626,0.004725386,0.84792566,0.001675865,0.000109982204,0.004083493,0.0002517549,0.00042112608,0.0049004853],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.93804616,0.04115563,0.004402571,0.0047906158,0.01038558,0.0012194925],"domain_scores_gemma":[0.8922753,0.067613766,0.007218564,0.01303406,0.016084956,0.0037733526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.055658862,0.0022394795,0.002422174,0.013106053,0.007469929,0.014277752,0.0065051042,0.0048539815,0.00133248],"category_scores_gemma":[0.08402335,0.0019296382,0.0011967899,0.004845042,0.019999895,0.014057255,0.016559815,0.006817427,0.0010386553],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075941694,0.00062658597,0.016004866,0.0031990749,0.00010883998,0.0018928666,0.5043509,0.00078979635,0.012249527,0.026373047,0.0070533487,0.42727527],"study_design_scores_gemma":[0.00015269192,0.0008087191,0.010473127,0.008835294,0.00028149152,0.008310897,0.5899354,0.00457238,0.013241053,0.15129407,0.21174267,0.00035210306],"about_ca_topic_score_codex":0.0039176918,"about_ca_topic_score_gemma":0.012739944,"teacher_disagreement_score":0.055658862,"about_ca_system_score_codex":0.0046859616,"about_ca_system_score_gemma":0.028431766,"threshold_uncertainty_score":0.2943557},"labels":[],"label_agreement":null},{"id":"W2139814868","doi":"10.5539/elt.v6n9p136","title":"The Study of Student Motivation on English Learning in Junior Middle School -- A Case Study of No.5 Middle School in Gejiu","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Goal theory; Motivation to learn; Class (philosophy); Intrinsic motivation; Pedagogy; Foreign language; Social psychology","score_opus":0.0312886469458073,"score_gpt":0.2668025824738614,"score_spread":0.2355139355280541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139814868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987135,0.000060482835,0.000037647056,0.00014964023,0.000003496776,0.0000094410425,0.0000040601626,8.074932e-7,0.0010209829],"genre_scores_gemma":[0.99886864,0.000100705314,0.000068538124,0.000035434903,0.000003043303,0.000009712006,0.000006616434,0.0000010191202,0.0009062541],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99908686,0.00039018545,0.000033699358,0.000059635036,0.00011330186,0.0003163065],"domain_scores_gemma":[0.9988882,0.00026996277,0.00013757954,0.000019399742,0.000100774734,0.00058419886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013685204,0.00025732027,0.0004196039,0.0010202962,0.006279467,0.0023610652,0.00078999356,0.0010376149,0.001472909],"category_scores_gemma":[0.0014099409,0.00023280799,0.00043764556,0.0010370234,0.001679586,0.0009007015,0.0017758557,0.0010382284,0.00014136093],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000102898295,0.0018044511,0.39367685,0.00020181794,0.00003111335,0.013818323,0.55228245,0.00015091411,0.001720511,0.004353603,0.0013179927,0.030539049],"study_design_scores_gemma":[0.000010153341,0.00040046044,0.3154954,0.00010494446,0.000023583212,0.001161724,0.6726709,0.00030054018,0.0004613177,0.00030608737,0.009039797,0.00002498573],"about_ca_topic_score_codex":0.013873848,"about_ca_topic_score_gemma":0.02912224,"teacher_disagreement_score":0.013873848,"about_ca_system_score_codex":0.0034074476,"about_ca_system_score_gemma":0.0028318684,"threshold_uncertainty_score":0.027586162},"labels":[],"label_agreement":null},{"id":"W2139869532","doi":"10.5539/elt.v4n2p3","title":"Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":123,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Situational ethics; Psychology; Curriculum; Context (archaeology); English as a foreign language; Mathematics education; Pedagogy; Foreign language; Communicative competence; Language education; Social psychology","score_opus":0.037339832990041226,"score_gpt":0.301043569166005,"score_spread":0.26370373617596377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139869532","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987676,0.000029252633,0.00005424645,0.00015651932,0.0000025862187,0.000018736795,0.0000085320125,0.0000027744702,0.0009597581],"genre_scores_gemma":[0.999527,0.000032914875,0.000093097835,0.000027375674,0.000002583773,0.000021021067,0.000015095592,0.0000020128452,0.0002789649],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9967152,0.0013097348,0.0003774606,0.00021294523,0.000588715,0.0007959402],"domain_scores_gemma":[0.98510104,0.0037668953,0.004994077,0.00045567067,0.0022263185,0.0034560482],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027312408,0.00014500873,0.00015075863,0.0004874613,0.0012817638,0.0022303148,0.00056877994,0.00038515212,0.0019032338],"category_scores_gemma":[0.019216897,0.00020136384,0.00016518637,0.00059190183,0.00081452925,0.000553807,0.0010928067,0.0008384055,0.00020160973],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001334747,0.0009882831,0.9162175,0.00013676852,0.000039578434,0.00082335365,0.040033408,0.0005140636,0.0034813848,0.0005058325,0.0005929017,0.036533486],"study_design_scores_gemma":[0.000013932393,0.00021948843,0.9565296,0.0000674921,0.0000145003905,0.000107141335,0.040199082,0.0003987444,0.000668171,0.00007425541,0.0016868797,0.000020691687],"about_ca_topic_score_codex":0.036507934,"about_ca_topic_score_gemma":0.04725174,"teacher_disagreement_score":0.036507934,"about_ca_system_score_codex":0.0023816084,"about_ca_system_score_gemma":0.0065618306,"threshold_uncertainty_score":0.07259089},"labels":[],"label_agreement":null},{"id":"W2140205112","doi":"","title":"Do You Speak Global?: The Spread of English and the Implications for English Language Teaching","year":2008,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Linguistics; English language; Computer science; Mathematics education; Sociology; Psychology; Philosophy","score_opus":0.19393812152745266,"score_gpt":0.4921297753034724,"score_spread":0.29819165377601975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140205112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47966298,0.021826988,0.0005752012,0.45239082,0.001127609,0.000021814953,0.00005600708,0.000018646759,0.04431995],"genre_scores_gemma":[0.9788461,0.010557183,0.00017091313,0.007902032,0.0004211323,0.000020281508,0.000017995035,0.000014730493,0.0020496584],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99671185,0.0020963573,0.000109875364,0.0002721639,0.00042576296,0.0003839825],"domain_scores_gemma":[0.9851362,0.009326898,0.0016710706,0.0002863664,0.0012595259,0.002320013],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056046527,0.00022796678,0.00030775715,0.0013186063,0.0054560467,0.0070916093,0.0008568432,0.0022067598,0.0040614973],"category_scores_gemma":[0.017408554,0.00022515794,0.00018270305,0.0019991335,0.012277381,0.013108921,0.0036945832,0.0051124026,0.00037965935],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012049649,0.00020979857,0.06261339,0.0004162187,0.000034812707,0.0036260681,0.66342616,0.00010127062,0.0004059592,0.077029005,0.034646973,0.15736985],"study_design_scores_gemma":[0.00001484991,0.00003959493,0.059704922,0.0007495847,0.000017264601,0.00081534195,0.88800037,0.00020802881,0.00012691383,0.01939503,0.030889455,0.000038742535],"about_ca_topic_score_codex":0.022649474,"about_ca_topic_score_gemma":0.030084006,"teacher_disagreement_score":0.022649474,"about_ca_system_score_codex":0.0035091615,"about_ca_system_score_gemma":0.003417885,"threshold_uncertainty_score":0.045035243},"labels":[],"label_agreement":null},{"id":"W2140292502","doi":"10.1111/lang.12129","title":"Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Construct (python library); Imitation; Task (project management); Construct validity; Cognitive psychology; Implicit knowledge; Measure (data warehouse); Linguistics; Social psychology; Psychometrics; Cognitive science; Developmental psychology; Computer science","score_opus":0.11381846318981549,"score_gpt":0.358364187344584,"score_spread":0.2445457241547685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140292502","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9828441,0.00023196756,0.013357393,0.00004738828,0.000042526488,0.0002938635,0.00012022376,0.00003421854,0.0030282803],"genre_scores_gemma":[0.98842174,0.00021556194,0.00912691,0.00011157299,0.000027616383,0.0006387103,0.00039528473,0.00005202708,0.0010104963],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97296673,0.015622144,0.00348943,0.0016093781,0.0054845363,0.0008277009],"domain_scores_gemma":[0.76949215,0.16435327,0.016404027,0.020405453,0.02786137,0.0014838169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.045026504,0.0007000723,0.00074670574,0.0013442182,0.00081004837,0.0016199951,0.0015615886,0.0014066189,0.00096600666],"category_scores_gemma":[0.15495618,0.00032923368,0.00081898214,0.00077180716,0.0020837649,0.0024120845,0.0023673477,0.001119093,0.0004710372],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0050421096,0.0045885732,0.6955329,0.0014490432,0.00087572535,0.0005416373,0.03340916,0.002732383,0.0609636,0.003809912,0.00048021978,0.19057472],"study_design_scores_gemma":[0.000316564,0.01018303,0.8456078,0.0005393441,0.00052316167,0.001596671,0.0071241907,0.013317239,0.11104163,0.003081019,0.0064511895,0.00021814407],"about_ca_topic_score_codex":0.0014877015,"about_ca_topic_score_gemma":0.0019481676,"teacher_disagreement_score":0.045026504,"about_ca_system_score_codex":0.0006421256,"about_ca_system_score_gemma":0.0012643599,"threshold_uncertainty_score":0.23812574},"labels":[],"label_agreement":null},{"id":"W2140515241","doi":"10.1017/s0958344012000262","title":"Evaluating a web-based video corpus through an analysis of user interactions","year":2013,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Computer science; Process (computing); Context (archaeology); Quality (philosophy); World Wide Web; Sample (material); Multimedia; Human–computer interaction","score_opus":0.11399584524962596,"score_gpt":0.36381977825938167,"score_spread":0.2498239330097557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140515241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99163693,0.00006829245,0.0051534167,0.00003195359,0.000009825446,0.0002817812,0.0007785502,0.00017829608,0.0018609483],"genre_scores_gemma":[0.9820639,0.00008180009,0.014765457,0.000028728338,0.000013430459,0.00027964974,0.0014405373,0.000058081067,0.0012683325],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99852115,0.0007069515,0.00008507294,0.00018753755,0.00041789914,0.00008130919],"domain_scores_gemma":[0.98933184,0.007028283,0.000672151,0.00050249905,0.002090724,0.00037452337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017513885,0.00037787794,0.00030300606,0.00287843,0.00063128886,0.0010408722,0.0004998406,0.00056284346,0.002096674],"category_scores_gemma":[0.008779773,0.00010406289,0.00021035009,0.0015896623,0.00034955956,0.0007179504,0.00059266755,0.0002917637,0.00071984436],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022561909,0.0041472064,0.20701212,0.0022776735,0.00025959968,0.0021473933,0.04891377,0.0070664296,0.19431508,0.0010562798,0.0051529477,0.5253953],"study_design_scores_gemma":[0.00012004885,0.0036218367,0.8099814,0.00031544795,0.00023016374,0.001254103,0.027500918,0.06412989,0.07656783,0.00078377814,0.015276259,0.00021839667],"about_ca_topic_score_codex":0.0052691833,"about_ca_topic_score_gemma":0.008667808,"teacher_disagreement_score":0.0052691833,"about_ca_system_score_codex":0.000621333,"about_ca_system_score_gemma":0.00040621936,"threshold_uncertainty_score":0.010477006},"labels":[],"label_agreement":null},{"id":"W2140681662","doi":"10.5539/ass.v7n1p194","title":"A Research and Counter-measures of English Cultural Hegemony in China","year":2010,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Hegemony; Ideology; China; Cultural hegemony; Marxist philosophy; Value (mathematics); Sociology; Social science; Political science; Media studies; Law; Politics","score_opus":0.061978578764827194,"score_gpt":0.341750681445787,"score_spread":0.2797721026809598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140681662","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9798039,0.00029912565,0.00011654847,0.00093956845,0.000018850644,0.000017118587,0.000009526585,0.000002346796,0.018793026],"genre_scores_gemma":[0.9989532,0.00013826328,0.000043547567,0.0000544799,0.000003944783,0.000006973081,0.000004875168,6.5542747e-7,0.0007939713],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9964546,0.0012217975,0.00015291582,0.0003272131,0.0011036441,0.00073989003],"domain_scores_gemma":[0.99643815,0.0012061292,0.0008657347,0.00031346196,0.0008044916,0.00037200504],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004575421,0.00042399167,0.00030660766,0.0026327982,0.0056787296,0.0031248797,0.0007523947,0.0005128112,0.0019476467],"category_scores_gemma":[0.0047723637,0.00015512503,0.00025759175,0.003708579,0.007843225,0.0021082486,0.0026354338,0.0010906439,0.000067572655],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026913176,0.00034994443,0.30687058,0.00041596917,0.00017467853,0.0017537357,0.28815448,0.0010466313,0.0025974405,0.32697645,0.0027020958,0.068689],"study_design_scores_gemma":[0.00007658232,0.00046854277,0.5040972,0.00041552255,0.0002870694,0.00034883022,0.41099742,0.0052912426,0.0041248067,0.030156622,0.04363833,0.00009779701],"about_ca_topic_score_codex":0.07001531,"about_ca_topic_score_gemma":0.07100078,"teacher_disagreement_score":0.07001531,"about_ca_system_score_codex":0.01240245,"about_ca_system_score_gemma":0.012955854,"threshold_uncertainty_score":0.13921553},"labels":[],"label_agreement":null},{"id":"W2140686867","doi":"10.5539/ies.v1n1p31","title":"Effective Classroom-based Evaluation on English for Specific Purposes Teaching in China","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Evaluation methods; Key (lock); Simple (philosophy); China; Teaching method; Psychology; Computer science; Pedagogy; Management science; Political science; Computer security; Epistemology; Engineering; Law","score_opus":0.09732068655882199,"score_gpt":0.3999743449307547,"score_spread":0.3026536583719327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140686867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9914282,0.0001675886,0.00066965027,0.00017350177,0.000014072628,0.0002844551,0.000087397646,0.000042681797,0.007132474],"genre_scores_gemma":[0.9962722,0.00008332584,0.0010216907,0.00001763541,0.000005683978,0.000106521096,0.000119971344,0.000005917638,0.0023669924],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99363047,0.0035040807,0.0004994117,0.0003872037,0.0014619848,0.0005167785],"domain_scores_gemma":[0.9933888,0.0013064349,0.0006206832,0.00040872605,0.0030247506,0.0012507226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008132817,0.0003681533,0.0005057047,0.0019806216,0.0014962159,0.0012004387,0.00063653785,0.00027538676,0.0024090803],"category_scores_gemma":[0.010329367,0.00016422475,0.00025399166,0.001561225,0.00053278153,0.0011035353,0.0012492613,0.00030014385,0.000302687],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017001147,0.0046498613,0.28845128,0.00086926494,0.00010696991,0.0007845623,0.028765671,0.007075396,0.011353815,0.004078857,0.00816704,0.6439971],"study_design_scores_gemma":[0.00026894832,0.00301525,0.92743576,0.00032170457,0.00014234633,0.00012117792,0.02259585,0.014539813,0.014054205,0.0012413005,0.016133422,0.00013019775],"about_ca_topic_score_codex":0.05909973,"about_ca_topic_score_gemma":0.095495395,"teacher_disagreement_score":0.05909973,"about_ca_system_score_codex":0.007906349,"about_ca_system_score_gemma":0.010686491,"threshold_uncertainty_score":0.11751145},"labels":[],"label_agreement":null},{"id":"W2140899088","doi":"10.5539/elt.v4n2p97","title":"Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Task (project management); Meaning (existential); Metalinguistics; Test (biology); Second-language acquisition; Control (management); Linguistics; Mathematics education; Teaching method; Computer science; Vocabulary development; Artificial intelligence","score_opus":0.014346467316753035,"score_gpt":0.2227844496597288,"score_spread":0.20843798234297575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140899088","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99967,0.000028717657,0.00014284419,0.0000065404106,0.0000022417598,0.000013168041,0.0000047330545,0.0000047657795,0.00012704256],"genre_scores_gemma":[0.9976235,0.00010001477,0.0018492204,0.000016340686,0.0000049361893,0.000035886533,0.000028594273,0.0000051638744,0.0003362531],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990595,0.00035902922,0.00010977857,0.00013903277,0.00024843815,0.00008418428],"domain_scores_gemma":[0.9918201,0.0052150744,0.0013734414,0.00037358818,0.0008843536,0.00033348412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001522676,0.0005427982,0.00037559398,0.00029306283,0.00020022584,0.00029697438,0.00039507812,0.00038530744,0.0009874672],"category_scores_gemma":[0.016015511,0.00018379929,0.0001509043,0.00013268947,0.000355683,0.0004534575,0.00029587926,0.00042503228,0.00015619876],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014081621,0.008328482,0.15622562,0.0012539122,0.00018263387,0.0009086681,0.024967318,0.0008998174,0.346329,0.00024043968,0.00029451295,0.44628796],"study_design_scores_gemma":[0.00082573626,0.04860431,0.69644046,0.00012799863,0.00041416025,0.0017993089,0.012945218,0.0023058495,0.23209949,0.0005472418,0.0037624692,0.00012773536],"about_ca_topic_score_codex":0.0011058695,"about_ca_topic_score_gemma":0.0013420404,"teacher_disagreement_score":0.001522676,"about_ca_system_score_codex":0.00016467652,"about_ca_system_score_gemma":0.00057238044,"threshold_uncertainty_score":0.008052766},"labels":[],"label_agreement":null},{"id":"W2140919369","doi":"10.5430/ijhe.v4n1p136","title":"EFL College Students’ Perceptions of the Difficulties in Oral Presentation as a Form of Assessment","year":2015,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Presentation (obstetrics); Psychology; Perception; Nationality; Medical education; Mathematics education; Scale (ratio); Point (geometry); Pedagogy; Medicine; Immigration; Developmental psychology","score_opus":0.042950569326362854,"score_gpt":0.3986602415550735,"score_spread":0.35570967222871064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140919369","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999373,0.000017885704,0.000029777786,0.000030661828,0.0000016588326,0.0000042786933,0.0000075338226,0.0000011402566,0.0005340788],"genre_scores_gemma":[0.99916935,0.000050007624,0.00008404048,0.000045280394,0.0000030230185,0.000006092774,0.000019122017,0.000001010409,0.0006221624],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993988,0.00013064471,0.000068158915,0.00004946759,0.00022201889,0.00013079155],"domain_scores_gemma":[0.99628097,0.00086151174,0.0013886689,0.00012128558,0.0006021033,0.0007455307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012702722,0.00024003173,0.00024032805,0.00057208724,0.0005640177,0.0015389271,0.00018395585,0.00036803875,0.0029323464],"category_scores_gemma":[0.0042506154,0.00015441254,0.00014932264,0.00039283806,0.00058759365,0.00070291123,0.0007904243,0.00061165827,0.00043832502],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015553921,0.00066871964,0.9116323,0.00009840337,0.000018806135,0.00080276973,0.038669698,0.00008046353,0.010309705,0.00013334674,0.00058519625,0.036844935],"study_design_scores_gemma":[0.000011152334,0.0006887825,0.8847084,0.000050151513,0.000013757433,0.00079880434,0.10882176,0.00021872319,0.0019238327,0.00013835066,0.002594288,0.000031893596],"about_ca_topic_score_codex":0.0014293268,"about_ca_topic_score_gemma":0.0037230738,"teacher_disagreement_score":0.0029323464,"about_ca_system_score_codex":0.0003077284,"about_ca_system_score_gemma":0.0003501726,"threshold_uncertainty_score":0.009809673},"labels":[],"label_agreement":null},{"id":"W2140934896","doi":"10.3138/cmlr.60.2.205","title":"What my Students Heard that I Didn't Know I Said: Reflections on Learner Feedback in a Spanish Composition Course","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Composition (language); Professionalization; Contradiction; Psychology; Pedagogy; Mathematics education; Focus group; Sociology; Linguistics","score_opus":0.03928099795653256,"score_gpt":0.29295326479435996,"score_spread":0.2536722668378274,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140934896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951475,0.00016838119,0.0010592733,0.0008866987,0.00006921931,0.000048627153,0.000026324607,0.00005147123,0.0025425286],"genre_scores_gemma":[0.9922569,0.0002931026,0.0013471306,0.00041417155,0.0000625886,0.000057224202,0.00004811088,0.00009593336,0.0054249573],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9898066,0.0066024014,0.0003457635,0.00064897025,0.0018840787,0.00071213953],"domain_scores_gemma":[0.95390964,0.03466448,0.0029831058,0.00096266496,0.005287336,0.0021928162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011736511,0.00095291605,0.0010744076,0.001533419,0.0045974865,0.0035433234,0.0015374925,0.0023206328,0.0014711315],"category_scores_gemma":[0.055029742,0.0004568462,0.0004447056,0.0007004861,0.0029192802,0.0017046259,0.002715622,0.0031839663,0.0006634235],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002558725,0.00045567378,0.009952341,0.00017119394,0.000023897148,0.0032269922,0.9425736,0.00016365612,0.007757773,0.0002356347,0.001505512,0.033677824],"study_design_scores_gemma":[0.00004991765,0.0015356273,0.028874468,0.0003225439,0.00006136574,0.0025180345,0.9203942,0.00097465527,0.011741029,0.000530551,0.032844454,0.0001531097],"about_ca_topic_score_codex":0.003712059,"about_ca_topic_score_gemma":0.00703672,"teacher_disagreement_score":0.011736511,"about_ca_system_score_codex":0.0020739883,"about_ca_system_score_gemma":0.0016908781,"threshold_uncertainty_score":0.062069356},"labels":[],"label_agreement":null},{"id":"W2141255449","doi":"10.5539/ies.v7n6p145","title":"A Needs-Based Approach to the Development of a Diagnostic College English Speaking Test","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Department of Education of Zhejiang Province","keywords":"Psychology; Fluency; Vocabulary; Mathematics education; College English; Test (biology); Medical education; Teaching method; Vocabulary development; English vocabulary; Pedagogy; Medicine; Linguistics","score_opus":0.06799337972928159,"score_gpt":0.3196208420226127,"score_spread":0.2516274622933311,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141255449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43663996,0.0006670655,0.42074218,0.0133134695,0.00030699765,0.020307085,0.00079812546,0.000859865,0.10636522],"genre_scores_gemma":[0.51171565,0.0002195391,0.4760969,0.00045457465,0.000021717815,0.0071923607,0.00041697014,0.000044433524,0.003837878],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99158245,0.005377099,0.0008782331,0.00030107296,0.0015221135,0.00033895168],"domain_scores_gemma":[0.98230803,0.0061464985,0.00084330107,0.00055381726,0.009089469,0.0010589092],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019085072,0.00059919455,0.0005654257,0.007413849,0.0023933267,0.0022436855,0.0019845718,0.0007342576,0.0025891021],"category_scores_gemma":[0.03589485,0.0005197842,0.0005883443,0.0025377015,0.0015709492,0.0026154164,0.003587964,0.0015303429,0.00050793524],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001860033,0.0015849804,0.11103413,0.0010461884,0.000074504525,0.0016190198,0.101333275,0.0030487264,0.007226107,0.057035796,0.008516186,0.7072951],"study_design_scores_gemma":[0.0002994027,0.0022232695,0.18921493,0.0027526256,0.00024390737,0.003282475,0.4397044,0.082968295,0.01402953,0.13888864,0.12596582,0.00042682214],"about_ca_topic_score_codex":0.010595784,"about_ca_topic_score_gemma":0.020138709,"teacher_disagreement_score":0.019085072,"about_ca_system_score_codex":0.005595884,"about_ca_system_score_gemma":0.0153767085,"threshold_uncertainty_score":0.10093266},"labels":[],"label_agreement":null},{"id":"W2141260218","doi":"10.1177/1362168814541721","title":"Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?","year":2014,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Victoria University of Wellington; University of Victoria","keywords":"Psychology; Vocabulary; Vocabulary learning; Lag; Test (biology); Affect (linguistics); Corrective feedback; Learning effect; Cognitive psychology; Computer science; Mathematics education; Communication; Linguistics","score_opus":0.022608358550980368,"score_gpt":0.31050155728036577,"score_spread":0.2878931987293854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141260218","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99846375,0.00036690617,0.0006394278,0.000042406988,0.00001860865,0.00004848779,0.000015824678,0.0000097469765,0.00039495592],"genre_scores_gemma":[0.9963977,0.00040094816,0.002776793,0.000040834977,0.000022910432,0.00009965885,0.000022407006,0.0000069697035,0.00023191383],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9981431,0.0008786155,0.0002289612,0.00025275553,0.0003867962,0.00010978986],"domain_scores_gemma":[0.97201115,0.021733657,0.0038461494,0.00077928323,0.0005491132,0.0010806009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022418683,0.00046732917,0.00051763473,0.0003176072,0.00019884591,0.0004928328,0.00038411116,0.00063391274,0.001658625],"category_scores_gemma":[0.018943073,0.0002588328,0.0002803328,0.00024968205,0.00045663357,0.0008535498,0.00044275902,0.0004612799,0.00014624333],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.06896093,0.021708043,0.0977931,0.002145374,0.00047562603,0.00053956965,0.0020730444,0.0025093723,0.47037414,0.0010126499,0.0002467018,0.3321615],"study_design_scores_gemma":[0.0045600794,0.19354682,0.60128,0.00037858178,0.0009514627,0.0007727474,0.0010952617,0.0057807923,0.18589379,0.0021316886,0.0035005314,0.00010827011],"about_ca_topic_score_codex":0.0007724237,"about_ca_topic_score_gemma":0.0007742314,"teacher_disagreement_score":0.0022418683,"about_ca_system_score_codex":0.00029817727,"about_ca_system_score_gemma":0.00054275524,"threshold_uncertainty_score":0.011856258},"labels":[],"label_agreement":null},{"id":"W2141626376","doi":"10.5539/ass.v8n6p115","title":"Culture-Integrated Teaching for the Enhancement of EFL Learner Tolerance","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Lexicon; Gesture; Grammar; Psychology; Linguistics; Language education; Computer science; Pedagogy; Artificial intelligence","score_opus":0.03404671556156368,"score_gpt":0.30393539333882214,"score_spread":0.26988867777725845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141626376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90178853,0.0009843805,0.02118522,0.0026030606,0.0001862651,0.00018645632,0.000020718455,0.0002654199,0.07277997],"genre_scores_gemma":[0.97838837,0.00046275085,0.014951042,0.0002586328,0.00003489915,0.00011825194,0.000008588596,0.000038767274,0.0057387883],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99869066,0.0006195014,0.000048273803,0.00011853026,0.000337833,0.00018522437],"domain_scores_gemma":[0.9984326,0.00051171705,0.00020792375,0.0001425413,0.00018446584,0.0005206928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014439876,0.00031645683,0.0002981889,0.000643127,0.001337936,0.0023896464,0.0007509742,0.00063378224,0.0042832675],"category_scores_gemma":[0.0029347425,0.00015235577,0.00036123637,0.00037248567,0.0010448153,0.0013413433,0.0041631553,0.0012819105,0.0005959802],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032532256,0.006860376,0.016645268,0.0009400315,0.00006850098,0.0013675891,0.10523071,0.00093331496,0.050613914,0.028956147,0.003705974,0.78435284],"study_design_scores_gemma":[0.00082871446,0.008175282,0.1890336,0.0029051495,0.0008448781,0.0064884033,0.24606758,0.013258095,0.12230517,0.11351663,0.2962069,0.00036957578],"about_ca_topic_score_codex":0.0004711869,"about_ca_topic_score_gemma":0.00089445245,"teacher_disagreement_score":0.0042832675,"about_ca_system_score_codex":0.0008119858,"about_ca_system_score_gemma":0.0016876694,"threshold_uncertainty_score":0.014329016},"labels":[],"label_agreement":null},{"id":"W2142140880","doi":"10.1558/cj.v21i2.245-263","title":"The Computerized Mini-AMTB","year":2004,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Session (web analytics); Psychology; Anxiety; Orientation (vector space); Reliability (semiconductor); Computer science; World Wide Web","score_opus":0.03108226855751902,"score_gpt":0.23938741250580678,"score_spread":0.20830514394828775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142140880","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9529133,0.0009201149,0.011227675,0.0002611962,0.00033431657,0.0031785497,0.004402989,0.002041514,0.024720281],"genre_scores_gemma":[0.90500927,0.0013619259,0.042165436,0.00068899844,0.0003339684,0.010385742,0.0074727507,0.00018682127,0.032394975],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990902,0.00018685887,0.00009850312,0.0001666409,0.0003599879,0.00009774587],"domain_scores_gemma":[0.99825305,0.00051969633,0.00031288018,0.0001875371,0.00052597583,0.00020091819],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012629571,0.0008197755,0.00067766395,0.0010321897,0.00028823136,0.0006273602,0.00093982567,0.0006074358,0.00834822],"category_scores_gemma":[0.005547023,0.0001851011,0.0006754945,0.00044548823,0.0002175212,0.00080093986,0.00075551146,0.0005451717,0.0045265043],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0035114014,0.0049671326,0.14104357,0.0006539311,0.00027156205,0.00033453837,0.0011816277,0.0022245238,0.028652329,0.0013802426,0.027699487,0.78807956],"study_design_scores_gemma":[0.0005576926,0.008000945,0.9360019,0.00011247123,0.00015038304,0.0017136417,0.00038938344,0.008395228,0.006981004,0.0015045757,0.036041003,0.0001516821],"about_ca_topic_score_codex":0.0024400544,"about_ca_topic_score_gemma":0.0036910449,"teacher_disagreement_score":0.00834822,"about_ca_system_score_codex":0.0003280978,"about_ca_system_score_gemma":0.00051920564,"threshold_uncertainty_score":0.027927577},"labels":[],"label_agreement":null},{"id":"W2142530829","doi":"10.3138/cmlr.56.3.437","title":"In Search of the Knowledge Base of Language Teaching: Explanations by Experienced Teachers","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":204,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Knowledge base; Mathematics education; Curriculum; Process (computing); Descriptive knowledge; Teacher education; Pedagogy; Language education; Psychology; Computer science; Linguistics; Knowledge management; Artificial intelligence; Programming language","score_opus":0.020769869898155956,"score_gpt":0.2601096081772156,"score_spread":0.23933973827905966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142530829","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94518113,0.005529119,0.021057237,0.00678378,0.00007540916,0.000081148406,0.00006508331,0.00006947693,0.021157732],"genre_scores_gemma":[0.99090856,0.0024857908,0.0031777087,0.00031051988,0.000015843696,0.00003160809,0.000045836947,0.000016928469,0.0030072704],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99496365,0.0034448463,0.00017308093,0.00031957406,0.00077061844,0.00032827235],"domain_scores_gemma":[0.9682548,0.027339125,0.0020670563,0.00059152127,0.0013476997,0.0003998523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006988054,0.00032734766,0.0003417346,0.0019003808,0.0014225373,0.003278787,0.0012525873,0.0017426288,0.0016329896],"category_scores_gemma":[0.03099212,0.00028622194,0.00019203294,0.0012000679,0.005194358,0.0045169718,0.0018481084,0.0021431514,0.00030705438],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030959134,0.000073449904,0.014473867,0.0002220016,0.000009271395,0.0019191626,0.9310424,0.00036704418,0.0013098888,0.010506971,0.0013578628,0.038687244],"study_design_scores_gemma":[0.00003781776,0.00012139215,0.010385405,0.00082647364,0.00003313705,0.0022252663,0.88688076,0.0016045654,0.002194636,0.014737258,0.08090021,0.00005302952],"about_ca_topic_score_codex":0.007139087,"about_ca_topic_score_gemma":0.011695639,"teacher_disagreement_score":0.007139087,"about_ca_system_score_codex":0.002849575,"about_ca_system_score_gemma":0.0027315826,"threshold_uncertainty_score":0.036956787},"labels":[],"label_agreement":null},{"id":"W2142681250","doi":"10.5539/ijel.v1n2p230","title":"Performance of Mediation and Situational Constraints of China’s Secondary School EFL Teachers","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mediation; Situational ethics; Curriculum; English as a foreign language; Psychology; China; Mathematics education; School teachers; Foreign language; Data collection; Pedagogy; Political science; Sociology; Social psychology","score_opus":0.022676448878055214,"score_gpt":0.2478020810360028,"score_spread":0.22512563215794756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142681250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979664,0.00005346376,0.00008953794,0.00010506802,0.000001488073,0.000009694936,0.000008598359,0.0000041544067,0.0017615999],"genre_scores_gemma":[0.9995865,0.00002405355,0.000045970246,0.000009346346,6.4911706e-7,0.000006567859,0.0000073155747,0.0000012930908,0.0003184225],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9955468,0.0019758584,0.0002383139,0.00060221215,0.0004944892,0.0011422673],"domain_scores_gemma":[0.99378246,0.0022816178,0.0016487038,0.0005050564,0.0006484614,0.0011336494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030701829,0.0003699081,0.0005178393,0.0009032372,0.0042727985,0.0036624367,0.0007487725,0.0006750276,0.0034613097],"category_scores_gemma":[0.008639953,0.00043389137,0.00019214944,0.0008426098,0.002889346,0.0015106429,0.003730834,0.0008119073,0.00027381536],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015670688,0.00036719735,0.4492966,0.00010465114,0.000029616844,0.0017971802,0.5238582,0.00019336761,0.003024579,0.0017636779,0.0004145774,0.018993638],"study_design_scores_gemma":[0.000020061372,0.00015500415,0.3089996,0.00009650363,0.000028523755,0.00032914046,0.68112046,0.00071029615,0.0017400797,0.0007318732,0.0060126004,0.00005588239],"about_ca_topic_score_codex":0.037103523,"about_ca_topic_score_gemma":0.054085046,"teacher_disagreement_score":0.037103523,"about_ca_system_score_codex":0.0030819674,"about_ca_system_score_gemma":0.0054824585,"threshold_uncertainty_score":0.07377511},"labels":[],"label_agreement":null},{"id":"W2142761927","doi":"10.1111/j.1944-9720.2008.tb03323.x","title":"Exchanging Second Language Messages Online: Developing an Intercultural Communicative Competence?","year":2008,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria","funders":"","keywords":"German; Communicative competence; Intercultural communication; Psychology; Intercultural competence; Competence (human resources); Pedagogy; Mathematics education; Linguistics; Social psychology","score_opus":0.10645896087648148,"score_gpt":0.32763737874516974,"score_spread":0.22117841786868825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142761927","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99045116,0.00007049278,0.0010826198,0.00019309763,0.000011408857,0.000078137404,0.0000083475825,0.000020181154,0.0080845775],"genre_scores_gemma":[0.99709094,0.00006780058,0.001516514,0.000041976946,0.00000482631,0.000041415595,0.0000093001445,0.000009072932,0.0012181564],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99514234,0.003018137,0.0002055462,0.00031213075,0.0009290609,0.00039273748],"domain_scores_gemma":[0.98809904,0.0070274156,0.0014872804,0.0006590744,0.0016809483,0.0010462801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075221206,0.0004867126,0.00033954124,0.0011217742,0.001958366,0.0058226613,0.0006482654,0.0009219259,0.0026554149],"category_scores_gemma":[0.015752036,0.00024442523,0.00020264642,0.00049617805,0.0024962742,0.0027966977,0.0038574864,0.0012443596,0.0005528674],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016181459,0.0014801896,0.0705851,0.00036321688,0.000025506524,0.0014153023,0.8172931,0.000151178,0.028700316,0.0027066034,0.0005880218,0.07652963],"study_design_scores_gemma":[0.000052282267,0.000930797,0.18285815,0.00028484478,0.000056819063,0.0023527492,0.7585452,0.0016225989,0.029462976,0.0020548468,0.02167036,0.00010838996],"about_ca_topic_score_codex":0.0021674444,"about_ca_topic_score_gemma":0.001747671,"teacher_disagreement_score":0.0075221206,"about_ca_system_score_codex":0.001022057,"about_ca_system_score_gemma":0.0017311143,"threshold_uncertainty_score":0.039781272},"labels":[],"label_agreement":null},{"id":"W2142793872","doi":"10.1017/s0958344004001120","title":"<i>Corrective feedback and learner uptake in CALL</i>","year":2004,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":141,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Corrective feedback; Mistake; Repetition (rhetorical device); Second-language acquisition; Computer science; Mathematics education; Psychology; Linguistics","score_opus":0.021449384928703352,"score_gpt":0.22569880048687777,"score_spread":0.2042494155581744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142793872","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974377,0.000081490194,0.00049471407,0.000075169715,0.000007954477,0.00004475189,0.000021204614,0.00004382278,0.0017931521],"genre_scores_gemma":[0.99787474,0.000076575394,0.00067161216,0.000081382655,0.000011369017,0.000052257743,0.000044641372,0.000027667276,0.0011596724],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98726314,0.005529681,0.00084539066,0.00070749916,0.004850732,0.0008035624],"domain_scores_gemma":[0.86637676,0.093237475,0.018955726,0.0048318575,0.012539657,0.004058494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008693701,0.0005050737,0.00070985977,0.000809563,0.0009071282,0.0026755128,0.0010737968,0.0013097972,0.0022541324],"category_scores_gemma":[0.11683106,0.00028465333,0.000535767,0.00040155335,0.0010354789,0.0010704268,0.0017722407,0.0017542455,0.00055627915],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0034216698,0.0049906434,0.5644209,0.0013432621,0.00034852818,0.0011286155,0.15114337,0.0014933059,0.043739133,0.00051389943,0.0015206732,0.225936],"study_design_scores_gemma":[0.00012224088,0.006919396,0.91820186,0.00037030497,0.00033008528,0.0008697439,0.0366563,0.0018658688,0.028472612,0.0004906184,0.0054549198,0.0002459303],"about_ca_topic_score_codex":0.008125062,"about_ca_topic_score_gemma":0.007798089,"teacher_disagreement_score":0.008693701,"about_ca_system_score_codex":0.0014636904,"about_ca_system_score_gemma":0.0013750951,"threshold_uncertainty_score":0.045977175},"labels":[],"label_agreement":null},{"id":"W2142933243","doi":"10.5539/elt.v7n11p1","title":"Korean EFL Learners’ Perspectives on Speaking Tasks: Discussion, Summary, and Information-Exchange Tasks","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Seoul; Hankuk University of Foreign Studies","keywords":"Task (project management); Preference; Psychology; Qualitative property; Mathematics education; Task analysis; Foreign language; Computer science","score_opus":0.009436074749618597,"score_gpt":0.23361646340791278,"score_spread":0.22418038865829418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142933243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99858737,0.00007682392,0.0002030767,0.00003104408,0.0000027321666,0.0000067134833,0.000014951869,0.0000036071206,0.0010736469],"genre_scores_gemma":[0.99774796,0.00022231734,0.000371097,0.00004642485,0.000005002502,0.000017891909,0.000064646534,0.000008053662,0.001516523],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990257,0.0004314171,0.000105576204,0.00007736933,0.00019472474,0.00016519394],"domain_scores_gemma":[0.99555355,0.002018254,0.0010172023,0.00013155876,0.0005823769,0.0006970876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021441816,0.00048997457,0.0003664552,0.00079170236,0.0009563823,0.0018882414,0.0002966031,0.00045221022,0.0021594327],"category_scores_gemma":[0.005622454,0.00016492905,0.00030274125,0.00042584154,0.00050298905,0.0014668034,0.00087506446,0.0005149728,0.000461141],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007369405,0.0008371301,0.340637,0.00057710364,0.000052680774,0.0014781066,0.5403891,0.00036081066,0.041130867,0.0007177582,0.0012614783,0.07182113],"study_design_scores_gemma":[0.000045043733,0.00085939106,0.24441715,0.00017211409,0.00006634418,0.0014324598,0.73252237,0.0012802369,0.00648704,0.0005564825,0.012040449,0.000120953926],"about_ca_topic_score_codex":0.0013165546,"about_ca_topic_score_gemma":0.002285743,"teacher_disagreement_score":0.0021594327,"about_ca_system_score_codex":0.00034345745,"about_ca_system_score_gemma":0.00049903867,"threshold_uncertainty_score":0.011339664},"labels":[],"label_agreement":null},{"id":"W2142993471","doi":"","title":"The Integration of Language and Content: Form-Focused Instruction in a Content-Based Language Program","year":2010,"lang":"en","type":"article","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Content (measure theory); Computer science; Comprehension approach; Sheltered instruction; Language education; Mathematics education; Linguistics; Psychology; Mathematics; Philosophy","score_opus":0.05215455554705651,"score_gpt":0.308160210212517,"score_spread":0.2560056546654605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142993471","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99943835,0.00005081821,0.00020503873,0.000010499949,0.0000045803868,0.000057236142,0.0000047981493,0.000007010455,0.00022166442],"genre_scores_gemma":[0.9936957,0.00019906735,0.0045073587,0.000034207053,0.000021456712,0.00019081273,0.000048731054,0.000003876202,0.0012987223],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996381,0.00011333626,0.000027486765,0.00007244478,0.00009073431,0.000057902624],"domain_scores_gemma":[0.99906653,0.0004189492,0.00012845428,0.00005571109,0.00010289905,0.00022748133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052824843,0.0002875052,0.00035956042,0.00035237442,0.00024914532,0.00026815844,0.00035349437,0.00031436572,0.0020998348],"category_scores_gemma":[0.0015542198,0.00014184567,0.00023384801,0.00015192419,0.00019800098,0.00019437766,0.0004465005,0.00023575316,0.00020857382],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010569771,0.08510836,0.058225174,0.0015771441,0.0002291135,0.0010029164,0.013928051,0.0008498915,0.20129439,0.0002525885,0.00061951985,0.6263431],"study_design_scores_gemma":[0.0046539875,0.28548867,0.60707265,0.0004091014,0.00063997734,0.0016038443,0.005721992,0.002413622,0.081406444,0.00026443793,0.0102666505,0.000058607744],"about_ca_topic_score_codex":0.0011086451,"about_ca_topic_score_gemma":0.0019494272,"teacher_disagreement_score":0.0020998348,"about_ca_system_score_codex":0.00017703795,"about_ca_system_score_gemma":0.00037613805,"threshold_uncertainty_score":0.007024646},"labels":[],"label_agreement":null},{"id":"W2143631206","doi":"10.1111/modl.12185","title":"Does a Speaking Task Affect Second Language Comprehensibility?","year":2015,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":117,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture; Japan Society for the Promotion of Science; European Commission","keywords":"Pronunciation; Psychology; Fluency; Linguistics; Task (project management); Grammar; Affect (linguistics); Stress (linguistics); Language proficiency; Communication","score_opus":0.0336418225907879,"score_gpt":0.2779918570762092,"score_spread":0.2443500344854213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2143631206","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999171,0.00005006841,0.0002244041,0.000011908927,0.0000033953813,0.0000062641193,0.000019609819,0.0000062974586,0.00050695747],"genre_scores_gemma":[0.99909306,0.000056496356,0.00035413707,0.000022539814,0.0000071371,0.000014451202,0.000054762273,0.000010086516,0.00038737358],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994266,0.00021461552,0.00006233504,0.00011883205,0.00012224006,0.000055400604],"domain_scores_gemma":[0.98674923,0.009509776,0.0021269047,0.00045544692,0.0005903473,0.00056823035],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013689473,0.00035304626,0.00023047024,0.00029394455,0.0001517833,0.0010493102,0.00017961238,0.00038490415,0.00269633],"category_scores_gemma":[0.014005431,0.0001719397,0.00018383277,0.00010565018,0.00027510096,0.0005196309,0.00041468674,0.00027997492,0.00045904636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0050100526,0.00077928446,0.650353,0.00049933785,0.00026846575,0.0013437887,0.021746209,0.00039132935,0.25771034,0.00017983657,0.00040593403,0.061312456],"study_design_scores_gemma":[0.000020794052,0.0009859515,0.9899677,0.000021052994,0.00004499764,0.00040123673,0.0023610233,0.00041622983,0.005355071,0.00010450977,0.00029940452,0.000022174938],"about_ca_topic_score_codex":0.0005144898,"about_ca_topic_score_gemma":0.00062066,"teacher_disagreement_score":0.00269633,"about_ca_system_score_codex":0.00009060605,"about_ca_system_score_gemma":0.00010613,"threshold_uncertainty_score":0.00902015},"labels":[],"label_agreement":null},{"id":"W2144202886","doi":"10.5539/elt.v6n8p10","title":"English Language Learners’ Perceptions of Motivational Changes","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Affect (linguistics); Mathematics education; English language; Qualitative research; Dynamics (music); Pedagogy","score_opus":0.014268354506434284,"score_gpt":0.24153551328189346,"score_spread":0.22726715877545917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144202886","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99838924,0.00005247756,0.00004843934,0.00010448728,0.0000051754537,0.00000844369,0.000004064174,0.000002181154,0.0013856469],"genre_scores_gemma":[0.9994624,0.00004962426,0.000034994333,0.000029456018,0.0000028140398,0.0000062306462,0.000006229553,8.078375e-7,0.00040735418],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99922764,0.00028465586,0.000044370103,0.000041930918,0.00021042339,0.0001909555],"domain_scores_gemma":[0.9974825,0.0006749557,0.0006480588,0.000047308095,0.00040234494,0.00074482424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018334561,0.0001865099,0.000246058,0.0006289869,0.0010000966,0.0023204752,0.00025203146,0.00050398347,0.0014941591],"category_scores_gemma":[0.004421297,0.00014177049,0.00027799836,0.0002869668,0.00089225674,0.0006614582,0.0012921146,0.00083265605,0.000120135905],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020747821,0.0010196762,0.59254164,0.00026871514,0.00006650697,0.0012462478,0.3511968,0.00015259121,0.007459254,0.0015297668,0.00073668046,0.04357466],"study_design_scores_gemma":[0.000023440965,0.00060007157,0.60770184,0.00007991716,0.00002795373,0.0003495978,0.3837189,0.00036394497,0.0010194229,0.00035490375,0.0057103597,0.000049682487],"about_ca_topic_score_codex":0.0021984975,"about_ca_topic_score_gemma":0.0033385807,"teacher_disagreement_score":0.0023204752,"about_ca_system_score_codex":0.00066687964,"about_ca_system_score_gemma":0.00074486784,"threshold_uncertainty_score":0.009696364},"labels":[],"label_agreement":null},{"id":"W2144258681","doi":"10.1177/1362168809353875","title":"Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching","year":2010,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":146,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Practicum; Disposition; Language education; Psychology; Task (project management); Teacher education; Curriculum; Mathematics education; Pedagogy; Teaching method; Language teacher; Social psychology","score_opus":0.07122597506108135,"score_gpt":0.3861273178153886,"score_spread":0.31490134275430726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144258681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978734,0.00003805741,0.0003378277,0.00018014744,0.0000029546952,0.00001765518,0.0000018087061,0.000002742206,0.0015453581],"genre_scores_gemma":[0.9981012,0.00009814702,0.0010444503,0.000062719926,0.0000027813321,0.00003481528,0.000004140005,0.0000030879073,0.00064863707],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9970143,0.0020105685,0.00008018364,0.00018469122,0.00030787435,0.00040235117],"domain_scores_gemma":[0.9856404,0.009460693,0.0024393748,0.0005571577,0.0006358536,0.0012665149],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051391725,0.0002443388,0.0002495176,0.00052804337,0.0020643452,0.002309662,0.00074385735,0.0006699286,0.0010564966],"category_scores_gemma":[0.015434331,0.0002477376,0.00024097004,0.00036684965,0.0025413323,0.001403139,0.001364803,0.001346154,0.00015349154],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047977053,0.01484492,0.2965079,0.0006669637,0.0000459891,0.0007844081,0.5068736,0.0003416419,0.00932643,0.0047157803,0.00050814665,0.16490439],"study_design_scores_gemma":[0.00024899602,0.003859236,0.602258,0.0004351838,0.00012333524,0.0005238891,0.3713883,0.0017872371,0.0061042616,0.0034391794,0.0097723715,0.000060001807],"about_ca_topic_score_codex":0.0069276635,"about_ca_topic_score_gemma":0.013304232,"teacher_disagreement_score":0.0069276635,"about_ca_system_score_codex":0.001684075,"about_ca_system_score_gemma":0.004542421,"threshold_uncertainty_score":0.027178884},"labels":[],"label_agreement":null},{"id":"W2144759621","doi":"10.1080/09658411003746612","title":"Awareness of L1/L2 differences: does it matter?","year":2010,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Université de Montréal","funders":"","keywords":"Grammaticality; Psychology; Judgement; Noun; Linguistics; Metalinguistic awareness; Sentence; Task (project management); Subject (documents); Metalinguistics; Pronoun; Grammar; Mathematics education; Teaching method; Vocabulary development; Computer science","score_opus":0.022158141548022602,"score_gpt":0.2722940426348858,"score_spread":0.25013590108686323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144759621","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99821234,0.0002465851,0.00009195567,0.0002166161,0.00000617332,0.000004152713,0.000018188226,0.000003754108,0.0012001786],"genre_scores_gemma":[0.99956983,0.00007324329,0.000029483608,0.00008757074,0.000008008007,0.000002507921,0.000013473641,0.000002629507,0.00021316709],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989563,0.000288141,0.00006593384,0.00024259464,0.0002597706,0.00018727855],"domain_scores_gemma":[0.98719424,0.0064892285,0.003869932,0.00061988924,0.00096105225,0.00086577685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023298662,0.00017618583,0.00031992106,0.00047219187,0.00040054996,0.0016182831,0.00026541777,0.0006743287,0.0027878257],"category_scores_gemma":[0.012916095,0.000193309,0.00019911079,0.0003033312,0.001580891,0.001569413,0.000519868,0.0005708411,0.0002995021],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00078411854,0.00035526522,0.90422994,0.00018302456,0.000116373885,0.000611026,0.027158592,0.00009465155,0.008913336,0.00051291805,0.00052881235,0.05651187],"study_design_scores_gemma":[0.000011111832,0.00026946576,0.9916232,0.000037808506,0.00003323701,0.0003660523,0.005486059,0.00012875129,0.00086594064,0.0003581664,0.00079842313,0.000021723652],"about_ca_topic_score_codex":0.007138408,"about_ca_topic_score_gemma":0.007619872,"teacher_disagreement_score":0.007138408,"about_ca_system_score_codex":0.0005452998,"about_ca_system_score_gemma":0.0005880021,"threshold_uncertainty_score":0.014193714},"labels":[],"label_agreement":null},{"id":"W2145010117","doi":"10.5539/ass.v10n4p153","title":"Perception of Malaysian Learners on the Use of Written Communication Strategies in Mandarin, French and Japanese","year":2014,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mandarin Chinese; Perception; Psychology; Appeal; Medical education; Mathematics education; Linguistics; Medicine","score_opus":0.047344279812173054,"score_gpt":0.27583837830336166,"score_spread":0.22849409849118862,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145010117","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989955,0.00011973227,0.00004987001,0.00003621922,0.0000024337744,0.0000037752702,0.000009820278,0.0000012853975,0.0007815242],"genre_scores_gemma":[0.9983858,0.0003212539,0.00013565758,0.000056215722,0.0000033157742,0.00000769024,0.000022461307,0.0000017784487,0.0010657838],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993327,0.00020954011,0.00007296186,0.00005561757,0.00022105669,0.00010812917],"domain_scores_gemma":[0.9974861,0.00066945306,0.00083375466,0.00006167525,0.0005157043,0.00043326954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011138296,0.0003223649,0.00027743835,0.0005253124,0.00047265884,0.0012493011,0.00018301758,0.00044893482,0.001874703],"category_scores_gemma":[0.003651626,0.00014761365,0.00018948944,0.00025969945,0.0004274615,0.0007776083,0.00048567817,0.00046556263,0.00039249368],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002888998,0.00035939526,0.7432927,0.00030820817,0.000046116882,0.001348197,0.1839123,0.00015335207,0.018279832,0.00026539472,0.0005197981,0.05122596],"study_design_scores_gemma":[0.000018570396,0.0015964721,0.67522216,0.00022481785,0.000061520426,0.0025563985,0.31008434,0.00047678736,0.0027579814,0.00019148093,0.006727468,0.00008193001],"about_ca_topic_score_codex":0.0034857953,"about_ca_topic_score_gemma":0.004138248,"teacher_disagreement_score":0.0034857953,"about_ca_system_score_codex":0.00029115682,"about_ca_system_score_gemma":0.00039902763,"threshold_uncertainty_score":0.006931007},"labels":[],"label_agreement":null},{"id":"W2145055698","doi":"10.1177/0265532210368717","title":"Explaining ESL essay holistic scores: A multilevel modeling approach","year":2010,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":64,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Educational Testing Service","keywords":"Psychology; Argumentation theory; Context (archaeology); Multilevel model; Set (abstract data type); Multilevel modelling; Social psychology; Epistemology; Statistics; Computer science","score_opus":0.11955947065560128,"score_gpt":0.29601648065408587,"score_spread":0.17645700999848457,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145055698","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76555216,0.00025073683,0.22892831,0.00065238384,0.00006473838,0.000614025,0.0014296919,0.00037415337,0.0021338845],"genre_scores_gemma":[0.9431535,0.00006960533,0.054540806,0.000043033488,0.000026406058,0.00073400786,0.00068767654,0.000053124826,0.000691813],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9846848,0.011020328,0.0006814038,0.001720024,0.0013865868,0.0005068664],"domain_scores_gemma":[0.9512467,0.037976887,0.0038238165,0.0037781019,0.0026731992,0.0005012836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021438377,0.0011499575,0.0012520392,0.0033859422,0.0012768504,0.0025000514,0.0017552436,0.00089326175,0.003217856],"category_scores_gemma":[0.05999744,0.00055656745,0.0031972695,0.0029715425,0.0007871265,0.0013548617,0.0027149622,0.0021105714,0.00051269995],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044578902,0.00043049207,0.8650311,0.00024046886,0.0028346872,0.00033035595,0.0073590237,0.019431919,0.0019551911,0.011329178,0.001978673,0.08863313],"study_design_scores_gemma":[0.00010454703,0.001206616,0.41788724,0.00021167213,0.0011079794,0.0003594108,0.0033120343,0.5430786,0.0021646325,0.025901716,0.0044748317,0.0001907043],"about_ca_topic_score_codex":0.012747144,"about_ca_topic_score_gemma":0.009672363,"teacher_disagreement_score":0.021438377,"about_ca_system_score_codex":0.0012194099,"about_ca_system_score_gemma":0.0012447229,"threshold_uncertainty_score":0.113378346},"labels":[],"label_agreement":null},{"id":"W2145278137","doi":"10.5539/elt.v5n4p173","title":"Output Tasks, Noticing, and Learning: Teaching English Past Tense to Iranian EFL Students","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Past tense; Mathematics education; Comprehension; Cued speech; Linguistics; Cognitive psychology; Artificial intelligence; Computer science; Verb","score_opus":0.01574859001751903,"score_gpt":0.26584444728764767,"score_spread":0.2500958572701286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145278137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997222,0.000023880466,0.00009479812,0.000013359672,0.000001854767,0.000008970919,0.0000036259135,0.0000022129386,0.00012912169],"genre_scores_gemma":[0.9979589,0.000117885815,0.0012591102,0.000022036185,0.0000051619177,0.000029954554,0.00002064517,0.0000023711768,0.0005840381],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99970335,0.00009596774,0.000027132577,0.000047148293,0.000072179515,0.000054148244],"domain_scores_gemma":[0.99873906,0.00046417376,0.0003079934,0.000075536074,0.00014546455,0.00026778664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009331075,0.00043649206,0.00040740802,0.00032168487,0.00034525123,0.000346052,0.00029712246,0.0002480233,0.0012356725],"category_scores_gemma":[0.0029668657,0.00013929895,0.00017750447,0.00015514516,0.00039024823,0.00036667625,0.00036011028,0.0005019112,0.0002530244],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0069952463,0.0450494,0.18892191,0.0009163392,0.00008803557,0.0011987307,0.042394076,0.00073062227,0.19658415,0.00035072328,0.0006570266,0.5161136],"study_design_scores_gemma":[0.0011548426,0.09264512,0.7117759,0.00015799946,0.00025849554,0.0019279801,0.03166741,0.0026273993,0.14775759,0.00119756,0.008720818,0.00010885937],"about_ca_topic_score_codex":0.00081944,"about_ca_topic_score_gemma":0.0012570196,"teacher_disagreement_score":0.0012356725,"about_ca_system_score_codex":0.00019985905,"about_ca_system_score_gemma":0.0005061298,"threshold_uncertainty_score":0.0049348474},"labels":[],"label_agreement":null},{"id":"W2145350231","doi":"10.3968/j.css.1923669720130903.1125","title":"The Magic of Popular Songs: A Case Study of Music Mediated Early Language Development","year":2013,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Girl; MAGIC (telescope); Mediation; Ethnography; Language acquisition; Language development; Psychology; Linguistics; Sociology; Developmental psychology; Mathematics education; Anthropology; Social science","score_opus":0.029641449519255993,"score_gpt":0.2435695729646326,"score_spread":0.21392812344537662,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145350231","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98598665,0.00046247506,0.0010159834,0.00082672236,0.000024200734,0.000063695894,0.000041958523,0.000017228154,0.011561028],"genre_scores_gemma":[0.9897379,0.00095832435,0.0021124624,0.00021020738,0.000021277641,0.000079681166,0.000027741882,0.00002932078,0.0068231686],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99734527,0.0015960002,0.00008282897,0.00023006776,0.0002951597,0.000450587],"domain_scores_gemma":[0.99692696,0.0019758034,0.00029826298,0.00020331409,0.00012738525,0.00046818133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002728171,0.0009084434,0.00087565626,0.0017678107,0.014524437,0.0030376748,0.0022275373,0.0021780615,0.004106375],"category_scores_gemma":[0.0050826506,0.0007389558,0.0004601008,0.00136166,0.008969923,0.0030560452,0.005651014,0.0025697665,0.0004579253],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005258721,0.00014044295,0.0062980773,0.00012532706,0.000009838232,0.020709634,0.9567921,0.00004237422,0.001973933,0.0046109213,0.00042123688,0.008823422],"study_design_scores_gemma":[0.00001940746,0.00018344964,0.0071053957,0.0001392734,0.000026701782,0.014104593,0.9545677,0.00017753776,0.0019270485,0.0009830792,0.020729553,0.00003619334],"about_ca_topic_score_codex":0.019606967,"about_ca_topic_score_gemma":0.06864209,"teacher_disagreement_score":0.019606967,"about_ca_system_score_codex":0.0031464875,"about_ca_system_score_gemma":0.002192829,"threshold_uncertainty_score":0.03898573},"labels":[],"label_agreement":null},{"id":"W2145382971","doi":"10.5430/wjel.v1n2p30","title":"Reflection on the Computer and Network-based College English Teaching Model From the Perspective of Learning Styles","year":2011,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Zhejiang Ocean University","keywords":"Perspective (graphical); College English; Mathematics education; Reflection (computer programming); Teaching and learning center; Curriculum; Learning styles; Computer science; Order (exchange); Learning effect; Teaching method; Psychology; Pedagogy; Artificial intelligence","score_opus":0.03117482223602422,"score_gpt":0.2453410858708309,"score_spread":0.21416626363480668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145382971","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9570682,0.00012716292,0.0069861114,0.0032898025,0.00007353409,0.00008551379,0.000015567219,0.000018470862,0.032335557],"genre_scores_gemma":[0.9890354,0.00018094663,0.0026047905,0.00053329696,0.000013658379,0.000036651203,0.000010719338,0.00001008509,0.007574343],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989673,0.00057414046,0.000025319945,0.000086172215,0.00021399808,0.00013306235],"domain_scores_gemma":[0.99856013,0.0006499405,0.00013152663,0.0001605099,0.00027268133,0.00022513155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015545432,0.00017942718,0.000119769764,0.00020537454,0.00069739245,0.0014953163,0.00050493795,0.00042693902,0.0018530576],"category_scores_gemma":[0.002296585,0.000091588015,0.00023964756,0.00012600042,0.0015002555,0.0012377247,0.0008662653,0.0013318863,0.0002678087],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00061432616,0.0035385913,0.09197965,0.00035165143,0.000056224475,0.0023519308,0.4946335,0.0023472847,0.067300506,0.07097174,0.009691227,0.2561633],"study_design_scores_gemma":[0.00030527593,0.003264188,0.1622057,0.00039274243,0.00013644228,0.0031641037,0.55647856,0.013737743,0.032196287,0.0366053,0.19131097,0.00020274328],"about_ca_topic_score_codex":0.0023052448,"about_ca_topic_score_gemma":0.0024978516,"teacher_disagreement_score":0.0023052448,"about_ca_system_score_codex":0.001199525,"about_ca_system_score_gemma":0.0009967487,"threshold_uncertainty_score":0.008703232},"labels":[],"label_agreement":null},{"id":"W2145523583","doi":"10.1177/026553220101800206","title":"ESL/EFL instructors' practices for writing assessment: specific purposes or general purposes?","year":2001,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Interview; Psychology; Mathematics education; English for academic purposes; Pedagogy; Writing assessment; Language assessment; Process (computing); Sociology; Computer science","score_opus":0.14286572258107863,"score_gpt":0.3633483596418732,"score_spread":0.22048263706079455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145523583","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97547865,0.00039750908,0.01141316,0.0023278657,0.00005320139,0.00015128547,0.00002671045,0.00006892504,0.010082726],"genre_scores_gemma":[0.99277,0.00018011025,0.004997498,0.000271631,0.000016822538,0.00014136556,0.000018449708,0.00002392397,0.0015801595],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9851059,0.009808451,0.0011393175,0.0009636215,0.0020744242,0.00090818986],"domain_scores_gemma":[0.9687103,0.015769469,0.0047081625,0.0024289899,0.0059704925,0.0024125318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01512459,0.000282616,0.00039075283,0.0011887159,0.0017875265,0.0032574728,0.0010288253,0.0008897464,0.00096649956],"category_scores_gemma":[0.056308385,0.00031893895,0.00022310195,0.0010108212,0.0029415258,0.0032747923,0.002297257,0.0016169401,0.00035831006],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054604054,0.00019561438,0.10680001,0.00027518944,0.000014788402,0.0005099837,0.77563334,0.00015710355,0.004662677,0.004665891,0.0014438173,0.10558694],"study_design_scores_gemma":[0.000037260193,0.00037626005,0.15309411,0.0007481105,0.000026243537,0.001507744,0.7893734,0.0019095712,0.0039159968,0.005431462,0.04346956,0.000110344095],"about_ca_topic_score_codex":0.0015784537,"about_ca_topic_score_gemma":0.0037876503,"teacher_disagreement_score":0.01512459,"about_ca_system_score_codex":0.0013912002,"about_ca_system_score_gemma":0.0022678669,"threshold_uncertainty_score":0.07998741},"labels":[],"label_agreement":null},{"id":"W2145740102","doi":"10.1177/13670069060100010501","title":"Language learners' use of discourse markers as evidence for a mixed code","year":2006,"lang":"en","type":"article","venue":"International Journal of Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo; University of Alberta","funders":"","keywords":"German; Code-switching; Neuroscience of multilingualism; Linguistics; Focus (optics); Language transfer; First language; Code (set theory); Psychology; Computer science; Comprehension approach; Natural language","score_opus":0.07795135994697912,"score_gpt":0.37343671999502365,"score_spread":0.29548536004804454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145740102","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99488646,0.00007244968,0.0010759927,0.000108204185,0.0000032081493,0.00001391867,0.000023865885,0.00001322507,0.0038026809],"genre_scores_gemma":[0.9988263,0.00004396145,0.00064180087,0.000020067027,0.0000024951166,0.000022748185,0.000024012965,0.000008573084,0.00040999852],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9934915,0.0031889041,0.00049560855,0.0007454987,0.001569032,0.00050944596],"domain_scores_gemma":[0.962234,0.025306147,0.0053787255,0.003035336,0.0027317074,0.0013140072],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065615196,0.00032759868,0.00071719545,0.0026234689,0.0019760807,0.0046438887,0.0006619062,0.0008402614,0.0030263097],"category_scores_gemma":[0.02651129,0.0004159945,0.0001931071,0.0012505911,0.0047508464,0.0036458205,0.0053915335,0.0016329942,0.00031589495],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005521806,0.00021322309,0.25153172,0.00027698526,0.000046351255,0.0010135111,0.66923267,0.00016223818,0.030010303,0.010511755,0.00024457282,0.036204387],"study_design_scores_gemma":[0.000074156815,0.0008861256,0.45342177,0.00028329718,0.000096954405,0.0032030798,0.49060038,0.0025521962,0.023048151,0.011402476,0.014290265,0.00014113469],"about_ca_topic_score_codex":0.0023908415,"about_ca_topic_score_gemma":0.0037247776,"teacher_disagreement_score":0.0065615196,"about_ca_system_score_codex":0.0006274308,"about_ca_system_score_gemma":0.0011359806,"threshold_uncertainty_score":0.03470105},"labels":[],"label_agreement":null},{"id":"W2145780480","doi":"10.5539/elt.v4n1p201","title":"Literature in EFL/ESL Classroom","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":148,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Grammar; Psychology; Language education; Linguistics; Mathematics education; Teaching method; Class (philosophy); Computer science; Artificial intelligence; Philosophy","score_opus":0.02190635004476937,"score_gpt":0.23218248857134527,"score_spread":0.2102761385265759,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145780480","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02599772,0.77449185,0.004382218,0.037728973,0.002477231,0.00005668907,0.00018086158,0.00010133115,0.15458317],"genre_scores_gemma":[0.27600956,0.6914616,0.005655322,0.008509463,0.002386186,0.00014157052,0.0003365158,0.00007838559,0.015421391],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967115,0.0012814361,0.0003848971,0.00045873455,0.0009521226,0.0002114383],"domain_scores_gemma":[0.97111243,0.022857362,0.0013671122,0.00068626384,0.0032386375,0.0007382103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040952065,0.0004169579,0.0009112348,0.018146696,0.0035249726,0.008837475,0.0012957656,0.0022551375,0.007136962],"category_scores_gemma":[0.0172738,0.00033890916,0.00032991674,0.021459503,0.0060928445,0.009632692,0.0026115992,0.0022293474,0.0013931786],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030913332,0.00015766364,0.0034877725,0.012260726,0.000042283067,0.001675387,0.04382569,0.0006377424,0.000855221,0.25064892,0.036904488,0.64947325],"study_design_scores_gemma":[0.000011516093,0.000051003546,0.005734849,0.04922529,0.000047573954,0.0014256596,0.054057088,0.0003447666,0.0007685454,0.10057594,0.7877091,0.00004862241],"about_ca_topic_score_codex":0.0034358648,"about_ca_topic_score_gemma":0.005129099,"teacher_disagreement_score":0.018146696,"about_ca_system_score_codex":0.0050349166,"about_ca_system_score_gemma":0.008781022,"threshold_uncertainty_score":0.03653109},"labels":[],"label_agreement":null},{"id":"W2146239592","doi":"10.1017/s0958344009990176","title":"The effects of task type in Synchronous Computer-Mediated Communication","year":2009,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":86,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Jigsaw; Focus on form; Operationalization; Computer science; Task (project management); Grammar; Focus (optics); Mathematics education; Teaching method; Psychology; Linguistics","score_opus":0.009518147185940002,"score_gpt":0.2255684949350427,"score_spread":0.2160503477491027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146239592","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99573994,0.000083156636,0.0015322351,0.000044835728,0.000025183397,0.00007981286,0.000039916875,0.0000505492,0.0024043417],"genre_scores_gemma":[0.99689084,0.000052755157,0.00199633,0.000038323607,0.000027470684,0.0001879138,0.00006796648,0.000038861166,0.00069944136],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9870155,0.0084658675,0.0011777317,0.0010057259,0.001892078,0.00044318242],"domain_scores_gemma":[0.77442944,0.1935397,0.013618904,0.00816232,0.005367918,0.004881778],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00695642,0.00048297353,0.0005671389,0.00076116767,0.00063210254,0.0025203235,0.00092880154,0.00078981323,0.0030113196],"category_scores_gemma":[0.105465606,0.00042691338,0.00031064634,0.00043527564,0.00076665543,0.00150192,0.002155139,0.0006659276,0.0006574713],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.024338648,0.005533992,0.47029,0.0024650702,0.0005281929,0.0017668211,0.029893043,0.006968398,0.16258454,0.0019679305,0.0017292207,0.29193422],"study_design_scores_gemma":[0.0015621977,0.014228461,0.9089909,0.00046639828,0.0004815008,0.0019082305,0.016053533,0.017430458,0.027509924,0.004236894,0.0068792375,0.00025220527],"about_ca_topic_score_codex":0.00065896584,"about_ca_topic_score_gemma":0.0008271616,"teacher_disagreement_score":0.00695642,"about_ca_system_score_codex":0.00062452175,"about_ca_system_score_gemma":0.0005110404,"threshold_uncertainty_score":0.036789477},"labels":[],"label_agreement":null},{"id":"W2146466838","doi":"10.5539/elt.v7n2p110","title":"Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Institute of Education, Nanyang Technological University; Nanyang Technological University","keywords":"Fluency; Psychology; Competence (human resources); Linguistics; Cognition; Language proficiency; Communicative competence; Mathematics education; Pedagogy; Social psychology","score_opus":0.012167381858912144,"score_gpt":0.2601699541391697,"score_spread":0.24800257228025757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146466838","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99924004,0.000021893104,0.00005469198,0.000008047949,0.0000011827367,0.0000036151002,0.000013268547,0.0000015359369,0.0006555838],"genre_scores_gemma":[0.9993007,0.000026786889,0.000105729916,0.0000070369238,0.0000011339562,0.0000072224348,0.000029324012,0.0000012158371,0.00052069366],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99961084,0.000060372,0.000058097623,0.00006706877,0.00011219669,0.00009139438],"domain_scores_gemma":[0.9985139,0.0005269885,0.0002482348,0.000064500746,0.0004410723,0.00020541776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082748797,0.00026559772,0.00023773183,0.0006877548,0.0003920799,0.0010077236,0.00022743706,0.00027217667,0.0015943713],"category_scores_gemma":[0.003530593,0.000121285324,0.0001678138,0.00028485587,0.00042923176,0.0006576897,0.0004130589,0.0002858889,0.00027800765],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002356475,0.00033216557,0.9003205,0.000101553225,0.00003306709,0.00059983216,0.03170766,0.00027567227,0.013608979,0.0002429428,0.000239622,0.052302342],"study_design_scores_gemma":[0.000008229785,0.00027554372,0.98851156,0.000017195583,0.00002923213,0.0003187593,0.0073266686,0.0007593795,0.0022613937,0.00014411575,0.0003269056,0.000021032456],"about_ca_topic_score_codex":0.019661242,"about_ca_topic_score_gemma":0.012131691,"teacher_disagreement_score":0.019661242,"about_ca_system_score_codex":0.00044003295,"about_ca_system_score_gemma":0.0006233158,"threshold_uncertainty_score":0.039093614},"labels":[],"label_agreement":null},{"id":"W2146568298","doi":"10.5539/ijel.v5n5p75","title":"A Survey of English Phonetics Instruction in China","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Government of Jiangsu Province","keywords":"Phonetics; Pronunciation; China; Intelligibility (philosophy); Psychology; Linguistics; Status quo; Perception; Salient; Computer science; Political science; Philosophy; Artificial intelligence","score_opus":0.04309012821693077,"score_gpt":0.2851039485206583,"score_spread":0.24201382030372753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146568298","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988147,0.00006200089,0.00003408698,0.00011085092,0.000002770973,0.00002710714,0.00025484274,0.0000030504782,0.0006906387],"genre_scores_gemma":[0.99805367,0.0002021786,0.00012193215,0.00016064588,0.0000057000475,0.00005171151,0.0004445506,0.0000019890824,0.0009576348],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990331,0.00016467764,0.0001787322,0.00013188843,0.0003009528,0.00019060432],"domain_scores_gemma":[0.997267,0.00038778744,0.00076523615,0.00011653538,0.0006867577,0.0007766992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014687022,0.00022877961,0.00029892044,0.0015693712,0.0008567419,0.0005148339,0.0003093961,0.00035041757,0.0022220258],"category_scores_gemma":[0.002533084,0.00024090275,0.00017949304,0.002453637,0.0004499933,0.0005689071,0.00062128593,0.0003075621,0.00034545123],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013418682,0.00009064407,0.98492557,0.000059121423,0.000008471624,0.0001435898,0.004936587,0.0000350337,0.0007573318,0.00007316384,0.00053716387,0.008419871],"study_design_scores_gemma":[0.0000017473747,0.0000487931,0.99536705,0.000009134378,0.00000258228,0.000039896375,0.0035469972,0.00007945511,0.00007561088,0.000009592412,0.00081444386,0.0000045934303],"about_ca_topic_score_codex":0.06000182,"about_ca_topic_score_gemma":0.07145221,"teacher_disagreement_score":0.06000182,"about_ca_system_score_codex":0.00151008,"about_ca_system_score_gemma":0.003436255,"threshold_uncertainty_score":0.119305134},"labels":[],"label_agreement":null},{"id":"W2146817195","doi":"10.3968/j.css.1923669720090502.009","title":"“Chinese All-Dimensional Cultural Introduction” for Foreign Experts Who Works in the Fields of Culture & Education in China","year":2009,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Meaning (existential); Chinese culture; Key (lock); Sociology; Work (physics); Social science; Public relations; Political science; Epistemology; Computer science; Law; Engineering; Philosophy","score_opus":0.01415400607937052,"score_gpt":0.2887283962215607,"score_spread":0.2745743901421902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146817195","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9778878,0.00029858277,0.0005312327,0.0019803576,0.00013674772,0.000070971386,0.000026005118,0.000012123087,0.019056197],"genre_scores_gemma":[0.99076676,0.00024153739,0.0005211926,0.0007463348,0.00005471992,0.000058920494,0.00003602545,0.0000052284345,0.0075693056],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99757046,0.0009986378,0.00010028757,0.00019363576,0.0004080979,0.00072887744],"domain_scores_gemma":[0.99660134,0.0007195034,0.00059490505,0.00016222935,0.00065181206,0.0012703078],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031399524,0.0006422471,0.00023205008,0.0011486936,0.008710989,0.0027869204,0.0006239381,0.0012926758,0.0060021505],"category_scores_gemma":[0.0041136295,0.00016572655,0.00026638238,0.00093016314,0.0033623385,0.0013864223,0.0030412683,0.0013418262,0.00040457462],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023402847,0.0003077385,0.14061743,0.0005532609,0.000019308454,0.0041535213,0.76241857,0.00019570829,0.0073572565,0.008185643,0.010742717,0.06521478],"study_design_scores_gemma":[0.000020123478,0.00027274428,0.14381127,0.00020930506,0.000021575222,0.0014719844,0.78806984,0.00045379766,0.0018294785,0.00069511135,0.0630426,0.0001020704],"about_ca_topic_score_codex":0.038603757,"about_ca_topic_score_gemma":0.08823466,"teacher_disagreement_score":0.038603757,"about_ca_system_score_codex":0.0042043356,"about_ca_system_score_gemma":0.0062998347,"threshold_uncertainty_score":0.07675809},"labels":[],"label_agreement":null},{"id":"W2147105123","doi":"10.5539/elt.v4n2p161","title":"Impact of Self-Correction on Extrovert and Introvert Students in EFL Writing Progress","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personality psychology; Extraversion and introversion; Personality; Eysenck Personality Questionnaire; Test (biology); Big Five personality traits; Mathematics education; Social psychology","score_opus":0.014381238419286232,"score_gpt":0.2821698950813541,"score_spread":0.26778865666206786,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2147105123","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960536,0.00004304602,0.000067222856,0.0000084343255,0.000004126052,0.00000690516,0.00000686292,0.0000063675225,0.00025168541],"genre_scores_gemma":[0.99910283,0.00003912878,0.00026935642,0.0000071700797,0.0000044378544,0.000009245023,0.000019091352,0.0000022379827,0.00054651994],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989767,0.00033345044,0.00010012503,0.00012592289,0.00036755324,0.00009633835],"domain_scores_gemma":[0.9924345,0.0028508033,0.0018539806,0.00061729254,0.0009900997,0.0012533568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010568092,0.0002898274,0.0002678664,0.00041592692,0.00014124074,0.00044632264,0.00020813795,0.00020051662,0.0015124499],"category_scores_gemma":[0.008005099,0.00008707416,0.00026626125,0.0001436011,0.00021175045,0.00024376753,0.00036627986,0.00034553756,0.00023048167],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004127577,0.00853627,0.7495213,0.00021224818,0.00022771495,0.000525277,0.0027032576,0.00053641753,0.027177243,0.000077660676,0.00027754417,0.20607743],"study_design_scores_gemma":[0.000058334022,0.008593617,0.9816294,0.000023438532,0.00006156485,0.00027391905,0.000722107,0.00066377904,0.007505114,0.00003718613,0.00041604156,0.000015570886],"about_ca_topic_score_codex":0.00028764282,"about_ca_topic_score_gemma":0.00040808844,"teacher_disagreement_score":0.0015124499,"about_ca_system_score_codex":0.00012099608,"about_ca_system_score_gemma":0.0001969368,"threshold_uncertainty_score":0.0055890083},"labels":[],"label_agreement":null},{"id":"W2147127067","doi":"10.33524/cjar.v16i1.178","title":"ENHANCING CLASSROOM PARTICIPATION OF RURAL TRAINEE TEACHERS OF ENGLISH THROUGH USE OF ACTION RESEARCH: A REFLECTON FROM A CHINESE TEACHER TRAINER’S PERSPECTIVE","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Trainer; Psychology; Action research; Class (philosophy); Perspective (graphical); Pedagogy; Mathematics education; Coping (psychology); Action (physics); Medical education; Medicine; Computer science","score_opus":0.5340224104524511,"score_gpt":0.47141747057158256,"score_spread":0.06260493988086857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2147127067","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98028517,0.00018466207,0.0033387954,0.003166832,0.00002867398,0.0002647239,0.000015155095,0.00003301633,0.012682904],"genre_scores_gemma":[0.9867019,0.00040176595,0.0065864483,0.0005582427,0.000012991037,0.00025474603,0.000019003897,0.000017782382,0.005447188],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99025095,0.0071627945,0.00014746112,0.00042703302,0.0005742821,0.0014374965],"domain_scores_gemma":[0.99211085,0.004546084,0.00054993527,0.00042318102,0.000715977,0.0016538948],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012409839,0.0005869561,0.0003878394,0.00089570094,0.0064072683,0.0037688853,0.001727962,0.0016426102,0.0025374903],"category_scores_gemma":[0.008700142,0.00040016943,0.0004209713,0.00046210774,0.005845179,0.0023674548,0.0052060434,0.0022325357,0.0002920648],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006836204,0.0013679098,0.0079651605,0.00024767677,0.000011906763,0.0008415132,0.9462301,0.0001511333,0.0065166014,0.002278449,0.0008388383,0.033482354],"study_design_scores_gemma":[0.000080204445,0.00080402795,0.015465284,0.000297294,0.000041507858,0.0005404682,0.94391453,0.00085014215,0.004539348,0.0014712937,0.03192878,0.00006712302],"about_ca_topic_score_codex":0.01564406,"about_ca_topic_score_gemma":0.044019222,"teacher_disagreement_score":0.01564406,"about_ca_system_score_codex":0.0042443536,"about_ca_system_score_gemma":0.008337221,"threshold_uncertainty_score":0.06563026},"labels":[],"label_agreement":null},{"id":"W2147959689","doi":"","title":"Permeating the Boundaries of Traditional Second Language Professional Development","year":2014,"lang":"en","type":"article","venue":"The Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Curriculum; Professional development; Grammar; Pedagogy; Psychology; Mathematics education; Sociology; Linguistics","score_opus":0.025411277992420628,"score_gpt":0.24757091203452553,"score_spread":0.2221596340421049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2147959689","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20878719,0.051849503,0.08078336,0.19238937,0.002009833,0.00018259381,0.00003518537,0.00027183886,0.46369112],"genre_scores_gemma":[0.9485692,0.006822864,0.014184902,0.0100243,0.000323223,0.00015280211,0.0000103193415,0.000077661534,0.019834794],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.97878474,0.0135090165,0.000560562,0.0016867867,0.0032720394,0.002186915],"domain_scores_gemma":[0.9754866,0.015711613,0.0012212672,0.0016047859,0.0031382195,0.0028375497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018506898,0.00034825565,0.00046770216,0.0021149204,0.008661353,0.014411918,0.0013511395,0.0024663564,0.002126277],"category_scores_gemma":[0.016091153,0.0003864224,0.00034371397,0.0012811659,0.04542778,0.008547748,0.011442942,0.0060887714,0.00040985318],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003758283,0.000110251596,0.002943241,0.00031526203,0.00001529944,0.0004148644,0.13216968,0.00044677375,0.00048332041,0.7324407,0.0056891553,0.12493392],"study_design_scores_gemma":[0.00004099376,0.00013340551,0.0050798776,0.0012590353,0.000007968906,0.0010000253,0.097927004,0.00133607,0.00083250925,0.26947993,0.62284887,0.00005434418],"about_ca_topic_score_codex":0.034459047,"about_ca_topic_score_gemma":0.038902596,"teacher_disagreement_score":0.034459047,"about_ca_system_score_codex":0.03008408,"about_ca_system_score_gemma":0.03871107,"threshold_uncertainty_score":0.21827632},"labels":[],"label_agreement":null},{"id":"W2148098684","doi":"10.1111/1467-9922.00212","title":"Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":949,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Meta-analysis; Need for achievement; Test (biology); Population; Social psychology; Developmental psychology; Goal orientation","score_opus":0.04916018276360422,"score_gpt":0.2925952057193369,"score_spread":0.24343502295573266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148098684","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07839847,0.9159195,0.0027049645,0.0006975064,0.000309418,0.00042301966,0.0009410447,0.00005954325,0.00054647017],"genre_scores_gemma":[0.6664081,0.3252335,0.0049310317,0.00052576506,0.0002721923,0.0011656556,0.001055228,0.000041974505,0.00036656755],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.99115163,0.005605034,0.0014726475,0.00080858945,0.00085704355,0.00010494975],"domain_scores_gemma":[0.97318405,0.021656249,0.0029737975,0.00072884146,0.0011331764,0.00032385462],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01826863,0.0020079194,0.0072849514,0.005424334,0.00051895203,0.002291206,0.001408643,0.0013221137,0.0016220709],"category_scores_gemma":[0.037385616,0.0010637242,0.020298103,0.0046399403,0.000646369,0.0011028901,0.0008668896,0.0011442935,0.00016914523],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032740263,0.0000991607,0.024303043,0.07180618,0.87242216,0.00020986034,0.00026267793,0.000783536,0.0006080465,0.00013396038,0.0005503328,0.025546972],"study_design_scores_gemma":[0.000844664,0.0006910435,0.0145496745,0.005759243,0.975659,0.00015388681,0.000097502256,0.00025549452,0.0004397234,0.00023009919,0.0012932717,0.000026342925],"about_ca_topic_score_codex":0.0033203918,"about_ca_topic_score_gemma":0.0065892446,"teacher_disagreement_score":0.01826863,"about_ca_system_score_codex":0.0013777195,"about_ca_system_score_gemma":0.001685351,"threshold_uncertainty_score":0.0966149},"labels":[],"label_agreement":null},{"id":"W2148128389","doi":"","title":"The Effect of Translation Tasks on Listening Comprehension of Iranian Intermediate EFL Learners","year":2014,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Meaning (existential); Listening comprehension; Psychology; Comprehension; Significant difference; Test (biology); Mathematics education; Linguistics; Computer science; Communication; Mathematics","score_opus":0.03758328059241529,"score_gpt":0.29659125316775903,"score_spread":0.25900797257534375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148128389","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994972,0.000034659788,0.00006180808,0.000014838582,0.000003045447,0.0000083882605,0.0000054320435,0.0000033057165,0.00037121793],"genre_scores_gemma":[0.9989441,0.0000725094,0.00034886875,0.000020986181,0.000006521683,0.000028242985,0.000026190308,0.0000037833981,0.0005487319],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99931824,0.00026987118,0.00007177404,0.00008975787,0.00015452196,0.00009589802],"domain_scores_gemma":[0.9950911,0.0031267747,0.000528292,0.00020946197,0.0005004769,0.0005439666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011472398,0.00049301697,0.0003938794,0.00034388073,0.0003190974,0.00056578586,0.00023959477,0.00034103973,0.002682368],"category_scores_gemma":[0.0085898535,0.00013300616,0.00032431743,0.00015487526,0.00042473356,0.00045398844,0.00046952575,0.0006193509,0.0005025601],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.013751077,0.019674717,0.25327936,0.0009824983,0.00017426592,0.0017118093,0.063907236,0.0010075965,0.23193502,0.00034318186,0.00094665686,0.41228655],"study_design_scores_gemma":[0.00045812366,0.07230612,0.8358655,0.00016499341,0.0002870139,0.0009141251,0.022521392,0.0017342587,0.06134226,0.0010599832,0.003245089,0.00010115033],"about_ca_topic_score_codex":0.0005576148,"about_ca_topic_score_gemma":0.0006212868,"teacher_disagreement_score":0.002682368,"about_ca_system_score_codex":0.00013429114,"about_ca_system_score_gemma":0.00038617753,"threshold_uncertainty_score":0.00897336},"labels":[],"label_agreement":null},{"id":"W2148177023","doi":"10.5539/elt.v5n7p33","title":"A Study on Students’ Affective Factors in Junior High School English Teaching","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Affect (linguistics); Boredom; Feeling; Mood; Anxiety; English language; Mathematics education; Process (computing); Social psychology; Developmental psychology","score_opus":0.019923078319493234,"score_gpt":0.2899640303619841,"score_spread":0.27004095204249084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148177023","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993901,0.000037622078,0.000022929022,0.000027279622,0.000005474166,0.000008612728,0.000007456923,6.2415387e-7,0.000499935],"genre_scores_gemma":[0.99863905,0.000096799515,0.000060547984,0.00004867413,0.0000068939794,0.000014381708,0.00001921998,9.480502e-7,0.0011134068],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996238,0.00007567707,0.000033532342,0.000035033983,0.000100810954,0.00013120245],"domain_scores_gemma":[0.9986119,0.00021339279,0.00018944286,0.00004157818,0.00020362723,0.00073997275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006968845,0.000223702,0.00039904856,0.00056972133,0.0016618551,0.0010848101,0.00018067131,0.00035656916,0.0018517227],"category_scores_gemma":[0.0013671011,0.00024159487,0.0005501565,0.0004963133,0.00045353983,0.0004253898,0.0005069132,0.00093089684,0.00039932784],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002763501,0.0047787144,0.8319318,0.00019384465,0.000052095616,0.0014090623,0.116977245,0.00006107777,0.008966967,0.00032210152,0.0007579394,0.034272857],"study_design_scores_gemma":[0.00001029896,0.0010186243,0.94203854,0.000022948383,0.000025344658,0.0002842117,0.0535366,0.00007289227,0.0007226927,0.0000580451,0.0021931536,0.000016730402],"about_ca_topic_score_codex":0.0033011104,"about_ca_topic_score_gemma":0.008251473,"teacher_disagreement_score":0.0033011104,"about_ca_system_score_codex":0.0005801293,"about_ca_system_score_gemma":0.0006343428,"threshold_uncertainty_score":0.0065637827},"labels":[],"label_agreement":null},{"id":"W2148302181","doi":"10.5054/tq.2011.240858","title":"An Intensive Look at Intensity and Language Learning","year":2011,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":98,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Concordia University","keywords":"Psychology; Comprehension; Language acquisition; Longitudinal study; Mathematics education; Language proficiency; Second-language acquisition; Intensive care; Linguistics; Medicine","score_opus":0.032198479225847544,"score_gpt":0.23483697311239293,"score_spread":0.2026384938865454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148302181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99784946,0.00023352481,0.00039372942,0.00010013984,0.000008588797,0.000012071645,0.00004600543,0.00000537868,0.0013510296],"genre_scores_gemma":[0.99741024,0.00010064673,0.0005847157,0.00007432551,0.000021124362,0.000032571046,0.000061821665,0.00000889914,0.0017055849],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99932456,0.00018594088,0.000031177555,0.00016359241,0.00019614658,0.00009846535],"domain_scores_gemma":[0.99674726,0.0011779935,0.0008056265,0.00028367667,0.00033560203,0.00064987893],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011504337,0.00020621257,0.00028208087,0.0004176491,0.00041320224,0.0008424384,0.0004504667,0.00032932157,0.0042285807],"category_scores_gemma":[0.004064683,0.00013589243,0.00022403838,0.00023515287,0.00042724313,0.0007487651,0.0007479877,0.00074475893,0.00034149698],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011850846,0.00237114,0.8747039,0.00009108847,0.000088489796,0.00022839529,0.0053948457,0.00024740447,0.03608881,0.0010468668,0.00035151627,0.078202374],"study_design_scores_gemma":[0.000015763595,0.0026425137,0.9913635,0.000025548266,0.000028953431,0.00015743996,0.00095080526,0.00014565498,0.0024098242,0.00039499294,0.0018518773,0.000013098025],"about_ca_topic_score_codex":0.0010741553,"about_ca_topic_score_gemma":0.0016578631,"teacher_disagreement_score":0.0042285807,"about_ca_system_score_codex":0.00026711507,"about_ca_system_score_gemma":0.000266654,"threshold_uncertainty_score":0.01414603},"labels":[],"label_agreement":null},{"id":"W2148389292","doi":"10.5539/ells.v2n1p94","title":"Review of PhD Theses on the Role of Personality in SLA","year":2012,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Personality; Extraversion and introversion; Psychology; Second-language acquisition; Empathy; Anxiety; Second language; Facet (psychology); Social psychology; Big Five personality traits; Linguistics","score_opus":0.029403013447968796,"score_gpt":0.27911786823212587,"score_spread":0.24971485478415706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148389292","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009408846,0.98318094,0.0004871488,0.004693305,0.0030915374,0.000049175145,0.0002465247,0.00001674206,0.0072936355],"genre_scores_gemma":[0.0032166226,0.9909451,0.0003660482,0.0009697083,0.0016532501,0.000047334408,0.00028471157,0.000008543021,0.0025086787],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.9987753,0.00028187237,0.00038018695,0.00011794378,0.00036687194,0.00007786008],"domain_scores_gemma":[0.98750895,0.007122102,0.0012195972,0.00023675733,0.0032058111,0.00070684805],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037220216,0.0005290686,0.0013298183,0.008014583,0.00053159805,0.0017273313,0.0008536454,0.0010545066,0.014398303],"category_scores_gemma":[0.011793586,0.00036438956,0.00083468616,0.0071016913,0.00061866565,0.0015050531,0.0012636761,0.0012467437,0.003251601],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017636226,0.00013736036,0.00085038156,0.044785973,0.00012471607,0.0003016174,0.00044364645,0.00017071932,0.000494959,0.0025633126,0.08082369,0.8691273],"study_design_scores_gemma":[0.000034065266,0.00022555556,0.007029688,0.039739676,0.0002530561,0.0009283198,0.00049649493,0.000053407588,0.0003927218,0.001742415,0.9490782,0.00002643358],"about_ca_topic_score_codex":0.0026107435,"about_ca_topic_score_gemma":0.005440449,"teacher_disagreement_score":0.014398303,"about_ca_system_score_codex":0.0015331251,"about_ca_system_score_gemma":0.0063163186,"threshold_uncertainty_score":0.04816711},"labels":[],"label_agreement":null},{"id":"W2148674447","doi":"10.5539/elt.v7n11p53","title":"From Language Learners to Language Teachers to Language Teacher Trainers: Narrative Stories of Four Instructional Coaches","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Psychology; Context (archaeology); Mathematics education; Pedagogy; English language; Linguistics","score_opus":0.018145354649746093,"score_gpt":0.2631635494157596,"score_spread":0.2450181947660135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148674447","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98466635,0.00076862884,0.0018412002,0.003726328,0.00008721629,0.0000746604,0.000047218764,0.000019464445,0.008769002],"genre_scores_gemma":[0.9936621,0.000627272,0.00076539797,0.0004574268,0.00002861042,0.000062081985,0.00003470767,0.000029028894,0.0043332656],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99400383,0.0043910854,0.00015776673,0.00034117643,0.00041195983,0.0006941961],"domain_scores_gemma":[0.9924452,0.0046140477,0.00095464755,0.00017257665,0.0005201699,0.0012934069],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036301075,0.0009872749,0.0006170271,0.001364718,0.0127693545,0.0060576224,0.0019503959,0.0026676408,0.002065529],"category_scores_gemma":[0.011273821,0.0008301633,0.00035495812,0.000761718,0.010894766,0.0054237093,0.0061673312,0.0057438244,0.0003323678],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021921955,0.0000439633,0.002674514,0.000036865866,0.0000058123474,0.0015105024,0.991601,0.000039577517,0.0003254771,0.00111254,0.0007197738,0.0019080414],"study_design_scores_gemma":[0.0000026744285,0.000025315563,0.0011172388,0.000075132324,0.0000059822237,0.0006302768,0.98667336,0.000090108326,0.0004000465,0.0002490917,0.010718216,0.000012550159],"about_ca_topic_score_codex":0.010224504,"about_ca_topic_score_gemma":0.027927112,"teacher_disagreement_score":0.0127693545,"about_ca_system_score_codex":0.003968928,"about_ca_system_score_gemma":0.0024334197,"threshold_uncertainty_score":0.028796673},"labels":[],"label_agreement":null},{"id":"W2148674593","doi":"10.5539/ies.v7n2p10","title":"Oral Academic Discourse Socialisation: Challenges Faced by International Undergraduate Students in a Malaysian Public University","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Sains Malaysia","keywords":"Presentation (obstetrics); Content analysis; Psychology; Qualitative research; Pedagogy; Semi-structured interview; Public speaking; Face (sociological concept); Socialization; Medical education; Sociology; Mathematics education; Medicine; Political science; Social science; Developmental psychology","score_opus":0.13013592291878015,"score_gpt":0.3989461785140455,"score_spread":0.2688102555952654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148674593","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950701,0.0003438801,0.0004367311,0.0011031923,0.000043159216,0.000042155534,0.0000133093545,0.000015296813,0.0029322053],"genre_scores_gemma":[0.99736506,0.00033512665,0.0002783785,0.00023420814,0.000021061956,0.000038206967,0.000012654425,0.000010591212,0.0017047597],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98758984,0.007213394,0.00057455234,0.0006747158,0.0017424922,0.0022050233],"domain_scores_gemma":[0.9856308,0.004952868,0.0024347492,0.0005676918,0.0014134673,0.0050004045],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010908818,0.000743631,0.00130583,0.0020473094,0.013094617,0.011722997,0.0020366944,0.002588564,0.0025334272],"category_scores_gemma":[0.017452113,0.00068624207,0.0005248352,0.0020146172,0.008897682,0.0048295865,0.012440664,0.003779431,0.00044134507],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002762778,0.00007140613,0.0074656503,0.000065554515,0.000004510193,0.0006987449,0.9831436,0.000025206218,0.0008717311,0.000460593,0.00027586616,0.0068895184],"study_design_scores_gemma":[0.0000014112272,0.0000555783,0.0024277663,0.000038687027,0.000002472344,0.0002613082,0.993869,0.000032071817,0.00017057556,0.000086463115,0.0030417214,0.000013082493],"about_ca_topic_score_codex":0.005069704,"about_ca_topic_score_gemma":0.00773627,"teacher_disagreement_score":0.013094617,"about_ca_system_score_codex":0.0047496203,"about_ca_system_score_gemma":0.005685581,"threshold_uncertainty_score":0.05769199},"labels":[],"label_agreement":null},{"id":"W2148883986","doi":"10.1111/modl.12084","title":"The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety","year":2014,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":305,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Reinterpretation; Anxiety; Foreign language anxiety; Social psychology; Class (philosophy); Presentation (obstetrics); Foreign language; Adaptation (eye); Cognitive psychology; Developmental psychology; Mathematics education; Artificial intelligence; Computer science","score_opus":0.021707856498902958,"score_gpt":0.27397764702988453,"score_spread":0.2522697905309816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148883986","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9946256,0.00015482117,0.0014649363,0.00045557186,0.000010529847,0.000028946077,0.00001791857,0.000008118953,0.0032334444],"genre_scores_gemma":[0.9990244,0.00012560339,0.00040004592,0.00004374243,0.000006934225,0.000021866137,0.000006393044,0.0000033635908,0.00036762335],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99785066,0.0014438698,0.00007730243,0.00013670251,0.00019888296,0.00029257443],"domain_scores_gemma":[0.99604934,0.0028147798,0.00044363373,0.00024812063,0.00017274727,0.0002713581],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028626907,0.00040975492,0.00038857828,0.0013456169,0.0034576484,0.002974966,0.0007681216,0.0010686951,0.0014967859],"category_scores_gemma":[0.005811173,0.00028333717,0.0004116605,0.00090467645,0.004613054,0.001534297,0.0034285772,0.0017001316,0.00017881216],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000097623546,0.00020079745,0.045874603,0.00013433304,0.00002597401,0.026732532,0.9057284,0.00022938134,0.0023892464,0.005240441,0.00048686948,0.012859859],"study_design_scores_gemma":[0.000015450829,0.0001824581,0.03089397,0.000098193144,0.000025510213,0.023007108,0.9339005,0.00075966003,0.0013258856,0.002833825,0.00690554,0.00005195321],"about_ca_topic_score_codex":0.0031576017,"about_ca_topic_score_gemma":0.00644532,"teacher_disagreement_score":0.0034576484,"about_ca_system_score_codex":0.0016818221,"about_ca_system_score_gemma":0.0007533823,"threshold_uncertainty_score":0.01513952},"labels":[],"label_agreement":null},{"id":"W2148984478","doi":"10.3138/cmlr.60.2.143","title":"Cognitive Conflict, Disagreement and Repetition in Collaborative Groups: Affective and Social Dimensions from an Insider's Perspective","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Insider; Repetition (rhetorical device); Perspective (graphical); Psychology; Cognition; Sociocultural evolution; Social psychology; Collaborative learning; Sociocultural perspective; Point (geometry); Group work; Cognitive psychology; Sociology; Epistemology; Pedagogy; Computer science","score_opus":0.019507497677877593,"score_gpt":0.25837335983269416,"score_spread":0.23886586215481656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148984478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89119875,0.0025849205,0.02060375,0.0040608956,0.0001412387,0.00008031224,0.00002815149,0.00005876043,0.08124332],"genre_scores_gemma":[0.9970692,0.0003142344,0.0012744445,0.00016707208,0.000055995934,0.00003786498,0.0000112360085,0.000013591059,0.0010564377],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9810721,0.012185738,0.00054015877,0.0009888717,0.004339938,0.0008731849],"domain_scores_gemma":[0.9702392,0.019856628,0.0055906796,0.0014140285,0.0016298365,0.0012695261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007954289,0.0003905832,0.00062923273,0.002241752,0.0045056543,0.008820776,0.0013669899,0.0020968874,0.0012823194],"category_scores_gemma":[0.029637441,0.00029731827,0.00040822153,0.0015443137,0.015795877,0.0065058814,0.0074091097,0.0028482652,0.00017955058],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009800159,0.00013063221,0.020694276,0.0002132843,0.000053322343,0.0007067166,0.884947,0.00051962596,0.0027329721,0.04739885,0.0007502576,0.041755136],"study_design_scores_gemma":[0.000044421824,0.0002729827,0.0620668,0.00028858057,0.00006505252,0.0018086084,0.8105884,0.0024760335,0.0016896521,0.09072693,0.029772628,0.00019980416],"about_ca_topic_score_codex":0.0023923395,"about_ca_topic_score_gemma":0.002215755,"teacher_disagreement_score":0.008820776,"about_ca_system_score_codex":0.0021527645,"about_ca_system_score_gemma":0.0014937453,"threshold_uncertainty_score":0.042066753},"labels":[],"label_agreement":null},{"id":"W2149183522","doi":"10.1002/tesq.37","title":"<scp>TESOL</scp> Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom","year":2012,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":148,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University; Western University","funders":"","keywords":"Preparedness; Practicum; Accreditation; Psychology; Perception; Classroom management; Teacher education; Pedagogy; Medical education; Mathematics education; Medicine; Political science","score_opus":0.02045808475996214,"score_gpt":0.26528955741045573,"score_spread":0.2448314726504936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149183522","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995824,0.00006357337,0.00006692228,0.00019717029,0.0000048438865,0.000014894433,0.00007085564,0.0000052410082,0.0037524875],"genre_scores_gemma":[0.9971636,0.00010172399,0.000079787984,0.00008876875,0.0000033124918,0.000013795155,0.00012432098,0.0000033005786,0.0024214438],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9997681,0.000060673174,0.000022242619,0.0000150533815,0.000090997346,0.000042881664],"domain_scores_gemma":[0.9973086,0.0006181274,0.00057739025,0.00015014123,0.00072046625,0.0006252211],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063169753,0.00007376692,0.0000736289,0.00030072875,0.0006804042,0.0006715619,0.0002082096,0.00015260019,0.0047653387],"category_scores_gemma":[0.0033244607,0.00005739115,0.000057393667,0.00030091917,0.00055301026,0.00040879144,0.00046133663,0.00031906122,0.00053805154],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010635231,0.00039460242,0.8514672,0.00017549269,0.000010091301,0.0010244944,0.07590842,0.0001720552,0.0043806056,0.0002845663,0.010932021,0.05514398],"study_design_scores_gemma":[0.0000049350347,0.00016073027,0.9359878,0.000051267885,0.0000028866239,0.00024196724,0.05356013,0.00008859885,0.0008296773,0.0000496525,0.009016159,0.0000061623955],"about_ca_topic_score_codex":0.07513525,"about_ca_topic_score_gemma":0.1927117,"teacher_disagreement_score":0.07513525,"about_ca_system_score_codex":0.0009355542,"about_ca_system_score_gemma":0.0012362843,"threshold_uncertainty_score":0.14939582},"labels":[],"label_agreement":null},{"id":"W2149207805","doi":"10.5054/tq.2010.235997","title":"Influence of Teacher‐Contact Time and Other Variables on ESL Students' Attitudes Towards Native‐ and Nonnative‐English‐Speaking Teachers","year":2010,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"ECW Press (Canada); University of Alberta","funders":"","keywords":"Context (archaeology); Psychology; English as a second language; Language proficiency; Mathematics education; English language; Pedagogy","score_opus":0.013964459823042058,"score_gpt":0.2692716971677677,"score_spread":0.25530723734472566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149207805","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995204,0.000024176628,0.000015090959,0.00002347287,0.0000022428142,0.0000021254596,0.0000045880292,0.0000010046041,0.00040685135],"genre_scores_gemma":[0.99956185,0.000026989386,0.000015885214,0.000014619623,0.0000032610023,0.000006383418,0.000011208869,0.0000014572898,0.00035846443],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99796164,0.0010681419,0.00012069716,0.00017669082,0.00040450794,0.00026830568],"domain_scores_gemma":[0.9752484,0.01369284,0.0046483274,0.00045746335,0.0013662499,0.0045866645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00199331,0.00021829223,0.0003101758,0.00070477766,0.00086842023,0.0014072894,0.0002614402,0.00039628666,0.0038528922],"category_scores_gemma":[0.009557526,0.00017036877,0.00030496955,0.00046074577,0.0007616905,0.0003986759,0.0005917007,0.00074023614,0.000475087],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004220562,0.001294339,0.96724373,0.000033364875,0.00004058838,0.0004004291,0.019279536,0.00009740538,0.0019542638,0.00008145985,0.00016585273,0.008986949],"study_design_scores_gemma":[0.000018135757,0.00049631856,0.9777424,0.00001557593,0.000022348353,0.00009607797,0.020313634,0.0002501791,0.00060564326,0.00003098176,0.00039972633,0.000009215216],"about_ca_topic_score_codex":0.005225928,"about_ca_topic_score_gemma":0.008868764,"teacher_disagreement_score":0.005225928,"about_ca_system_score_codex":0.00064825214,"about_ca_system_score_gemma":0.00068759854,"threshold_uncertainty_score":0.012889266},"labels":[],"label_agreement":null},{"id":"W2149289174","doi":"10.5206/cie-eci.v40i2.9178","title":"Language, Thought and Culture: Links to Intercultural Communicative Competence","year":2011,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Sociology; Intercultural competence; Politics; Communicative competence; Openness to experience; Cultural diversity; Epistemology; Humanities; Political science; Psychology; Social psychology; Pedagogy; Anthropology; Philosophy","score_opus":0.16891479604909967,"score_gpt":0.37765229464919947,"score_spread":0.2087374986000998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149289174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7165193,0.01099853,0.009590071,0.01086602,0.00013520155,0.000073245814,0.000047477955,0.00006907785,0.2517011],"genre_scores_gemma":[0.99702615,0.0010413119,0.0008913815,0.00025533332,0.000022756047,0.000020224037,0.0000072532307,0.0000105352065,0.00072509656],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9923051,0.0052210344,0.0003354438,0.0005196644,0.00089847774,0.000720263],"domain_scores_gemma":[0.98033375,0.012985063,0.0029330782,0.00079379196,0.0013946638,0.0015596689],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047910702,0.00039564364,0.00040273796,0.0037034785,0.0025441428,0.011791665,0.0006931729,0.0010828504,0.0023830319],"category_scores_gemma":[0.016322019,0.00024940225,0.0003631349,0.0021916255,0.02781367,0.0064494773,0.007424597,0.0028230208,0.00024859555],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039420505,0.00020656305,0.03309997,0.00039504076,0.000082382525,0.0009894524,0.7197041,0.0004460998,0.0010205744,0.19818683,0.0007672264,0.045062352],"study_design_scores_gemma":[0.000030183874,0.00013366585,0.09866621,0.001524587,0.00008531003,0.0017337489,0.5866949,0.0012545008,0.0012079775,0.26081958,0.04766681,0.0001824918],"about_ca_topic_score_codex":0.0062498595,"about_ca_topic_score_gemma":0.0032237482,"teacher_disagreement_score":0.011791665,"about_ca_system_score_codex":0.0028782825,"about_ca_system_score_gemma":0.0029760273,"threshold_uncertainty_score":0.025337875},"labels":[],"label_agreement":null},{"id":"W2149289676","doi":"10.1017/s0261444807004338","title":"Recent developments in second and foreign language listening comprehension research","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":774,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Informational listening; Psychology; Listening comprehension; Perception; Foreign language; Appreciative listening; Reflective listening; Process (computing); Metacognition; Cognition; Cognitive psychology; Pedagogy; Computer science; Communication","score_opus":0.0639176624538387,"score_gpt":0.3518812140641817,"score_spread":0.28796355161034304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149289676","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022798348,0.9250548,0.008797733,0.013766308,0.001227866,0.00003601364,0.0000757576,0.0001174662,0.028125668],"genre_scores_gemma":[0.1032902,0.87247336,0.010741336,0.002879634,0.0048184018,0.000107824664,0.00015506906,0.000052953663,0.0054811984],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99772424,0.00083617953,0.0002572407,0.0006094302,0.00046791,0.000104941995],"domain_scores_gemma":[0.9486298,0.045368683,0.0016555071,0.00060160685,0.0029322675,0.000812189],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067082657,0.00055705995,0.0010768637,0.00473505,0.00072865566,0.0051771384,0.0010432468,0.0026159026,0.0067566023],"category_scores_gemma":[0.013161058,0.00034690814,0.00059496827,0.0059057004,0.003112137,0.0064696386,0.0011439616,0.0017692619,0.0013314049],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015206153,0.0002152911,0.004171448,0.0069570593,0.000056932437,0.00027871528,0.004047222,0.0004411832,0.002466067,0.011241855,0.003716124,0.9662561],"study_design_scores_gemma":[0.00006822393,0.0015642961,0.05830261,0.020040432,0.0004675511,0.0083323885,0.022491068,0.0051428783,0.009681386,0.07048589,0.80311596,0.00030732673],"about_ca_topic_score_codex":0.0017366384,"about_ca_topic_score_gemma":0.0017260531,"teacher_disagreement_score":0.0067566023,"about_ca_system_score_codex":0.0014606995,"about_ca_system_score_gemma":0.002452889,"threshold_uncertainty_score":0.0354771},"labels":[],"label_agreement":null},{"id":"W2149680402","doi":"10.5539/elt.v4n3p84","title":"Developing Saudi EFL Students’ Oral Skills: An Integrative Approach","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Psychology; Mathematics education; Communication skills; Pedagogy; Medical education","score_opus":0.03925863204300042,"score_gpt":0.29419988497849703,"score_spread":0.25494125293549663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149680402","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94150925,0.0013139443,0.016215604,0.0015592788,0.000045066692,0.00062038697,0.00002794697,0.00011860116,0.038589854],"genre_scores_gemma":[0.9395924,0.0021939732,0.050271507,0.00023227844,0.000026769005,0.00041021625,0.000059424594,0.000026416117,0.0071869413],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990621,0.00043564796,0.00005970919,0.00008661956,0.00027560056,0.00008034382],"domain_scores_gemma":[0.99837434,0.0005185096,0.00018839905,0.00013203321,0.00053364533,0.00025307754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025588851,0.0006078792,0.00036411386,0.0015969299,0.0010822467,0.0022611066,0.00087220134,0.00041785117,0.0018299947],"category_scores_gemma":[0.0024191837,0.00021769838,0.000318642,0.00049955933,0.0011415298,0.001663446,0.0031376607,0.00078573666,0.00032843646],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012290828,0.001940788,0.024529334,0.0007502582,0.000043634882,0.0007170234,0.1173113,0.00044112728,0.020581406,0.008000939,0.0011049332,0.82445633],"study_design_scores_gemma":[0.00015922754,0.0039664214,0.18700379,0.0024606413,0.00053750374,0.004852777,0.5993364,0.0055861645,0.04461446,0.019050837,0.13227127,0.000160516],"about_ca_topic_score_codex":0.0010966919,"about_ca_topic_score_gemma":0.0032587985,"teacher_disagreement_score":0.0025588851,"about_ca_system_score_codex":0.001051093,"about_ca_system_score_gemma":0.0035055666,"threshold_uncertainty_score":0.013532877},"labels":[],"label_agreement":null},{"id":"W2149746537","doi":"10.3138/cmlr.64.4.663","title":"Exploration through Virtual Reality: Encounters with the Target Culture","year":2008,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Virtual reality; German; Target culture; Virtual world; German culture; Computer science; Human–computer interaction; Multimedia; Psychology; Pedagogy; Linguistics","score_opus":0.03513152522994919,"score_gpt":0.2305053759849484,"score_spread":0.19537385075499922,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149746537","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9701441,0.0006089692,0.003087364,0.0005124676,0.00003331697,0.000028751445,0.000015921118,0.000022907267,0.025546279],"genre_scores_gemma":[0.9959335,0.00034521113,0.00081491936,0.000110919005,0.00000677336,0.000015469413,0.000007811413,0.000013961743,0.0027514969],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958187,0.0030833974,0.0000671344,0.00022391092,0.00047829837,0.00032854849],"domain_scores_gemma":[0.99744725,0.0017162476,0.0002799403,0.0001653848,0.00020733026,0.00018392054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025459128,0.00048674998,0.0003871276,0.0009234762,0.0034919328,0.0063198484,0.0007619773,0.0013695309,0.003105704],"category_scores_gemma":[0.0051420596,0.00026802733,0.00046083535,0.0006272431,0.0050695613,0.002758538,0.006268206,0.0017448732,0.0003859464],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098123855,0.0001350211,0.0074623646,0.00023373359,0.000025607784,0.001967232,0.9566053,0.0002067213,0.0074084946,0.0067849834,0.0006964639,0.018375894],"study_design_scores_gemma":[0.000031872376,0.00045614355,0.010230655,0.00028477004,0.000047932877,0.005346789,0.9186712,0.0005457848,0.005326602,0.0020091576,0.05696302,0.000086017346],"about_ca_topic_score_codex":0.0034730316,"about_ca_topic_score_gemma":0.0040312274,"teacher_disagreement_score":0.0063198484,"about_ca_system_score_codex":0.0010162905,"about_ca_system_score_gemma":0.0012131591,"threshold_uncertainty_score":0.013464212},"labels":[],"label_agreement":null},{"id":"W2150037669","doi":"10.1017/s0261444812000365","title":"Oral corrective feedback in second language classrooms","year":2012,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":731,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Focus on form; Second-language acquisition; Second language; Mathematics education; Focus (optics); Pedagogy; Linguistics; Grammar","score_opus":0.019793034654054877,"score_gpt":0.2719224443624114,"score_spread":0.25212940970835657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150037669","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78645766,0.1191719,0.018938111,0.0041191773,0.0010785854,0.00038730368,0.00015353718,0.0010797818,0.068613894],"genre_scores_gemma":[0.9491522,0.028119039,0.012167599,0.00047534396,0.00019437852,0.00017776585,0.000092064736,0.00012246375,0.009499114],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9942233,0.0022487151,0.0002642326,0.00039985104,0.0026274615,0.00023641289],"domain_scores_gemma":[0.9842592,0.011394544,0.0013801692,0.00047147568,0.0016754061,0.00081915234],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038238317,0.0005037323,0.0007072328,0.0015396256,0.00075324194,0.0023862408,0.00083330105,0.00080532813,0.002501761],"category_scores_gemma":[0.02308079,0.0001910442,0.00021971714,0.00071418216,0.0008742415,0.00093802926,0.0013111663,0.0009962622,0.0006396491],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003847131,0.0008086195,0.011658828,0.002872796,0.000036806556,0.0009782277,0.02355532,0.00047254132,0.009950402,0.0014249088,0.0037982007,0.9440586],"study_design_scores_gemma":[0.00064412394,0.011287783,0.2884986,0.022006163,0.0005650723,0.023305181,0.09571131,0.0043981234,0.07064356,0.011492629,0.47086605,0.0005813312],"about_ca_topic_score_codex":0.0027445247,"about_ca_topic_score_gemma":0.0038298718,"teacher_disagreement_score":0.0038238317,"about_ca_system_score_codex":0.0011267108,"about_ca_system_score_gemma":0.0023524167,"threshold_uncertainty_score":0.020222604},"labels":[],"label_agreement":null},{"id":"W2150090897","doi":"10.18806/tesl.v30i1.1125","title":"Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Social Sciences and Humanities Research Council of Canada; Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Interculturality; Sociology; Context (archaeology); Pedagogy; Intercultural communication; Cultural competence; Intercultural competence; History","score_opus":0.019943558559507916,"score_gpt":0.22869372413954026,"score_spread":0.20875016558003234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150090897","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98944926,0.00048189785,0.00028980582,0.0012862624,0.00003171911,0.00009232658,0.00015396549,0.000009638265,0.008205231],"genre_scores_gemma":[0.99201715,0.0005618385,0.00043504543,0.00041640628,0.000010773793,0.000051612617,0.000070859074,0.000008608717,0.0064277765],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985316,0.0005160138,0.00004204517,0.00013253975,0.00024579722,0.00053204014],"domain_scores_gemma":[0.9982534,0.00043499508,0.00016695035,0.000060768092,0.0005225935,0.0005611531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012553235,0.000551627,0.00041246595,0.0011953361,0.018546626,0.0027409326,0.0016410375,0.0015452295,0.004349496],"category_scores_gemma":[0.00224849,0.0002797636,0.0002651092,0.0023286561,0.004246774,0.0011097414,0.0026563357,0.001765014,0.0002779297],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004256122,0.000256046,0.044474285,0.0001629346,0.000014909805,0.015739406,0.91683865,0.00015947032,0.0013339953,0.0028314788,0.0030240756,0.015122182],"study_design_scores_gemma":[0.0000049009623,0.00005913705,0.033831097,0.00014550539,0.000012054614,0.0010711605,0.94816905,0.00020663964,0.00026558145,0.000118539545,0.016095046,0.000021226999],"about_ca_topic_score_codex":0.9548243,"about_ca_topic_score_gemma":0.98771125,"teacher_disagreement_score":0.04517567,"about_ca_system_score_codex":0.038015295,"about_ca_system_score_gemma":0.021482252,"threshold_uncertainty_score":0.2758215},"labels":[],"label_agreement":null},{"id":"W2150184189","doi":"10.1017/s0261444809990073","title":"Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)","year":2009,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Université de Genève; Universiteit van Amsterdam","keywords":"Pedagogy; Multilingualism; Literacy; Curriculum; Sociology; Applied linguistics; Foreign language; Language education; Diversity (politics); Language industry; Language policy; Political science; Linguistics; Comprehension approach","score_opus":0.07352384858108527,"score_gpt":0.34827913788578996,"score_spread":0.2747552893047047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150184189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.59988904,0.013359014,0.0038610152,0.038599778,0.0010595397,0.000986805,0.005008165,0.00034044933,0.33689615],"genre_scores_gemma":[0.7988533,0.0058388324,0.0064627607,0.0014032568,0.00010714044,0.00036795269,0.0008636731,0.00011105509,0.18599203],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99744177,0.00049803493,0.0000751349,0.00030822554,0.00089522667,0.00078157376],"domain_scores_gemma":[0.98765,0.0015039128,0.00076496805,0.0004520721,0.0041483403,0.0054807644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025493102,0.0003667708,0.00046134766,0.0020005857,0.011113751,0.004477389,0.0007612994,0.0008657966,0.02137595],"category_scores_gemma":[0.005445751,0.00036470636,0.0002396126,0.0039110435,0.00400551,0.0017335544,0.00198924,0.0012618521,0.0011687725],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004831382,0.00025967002,0.15110905,0.0017903147,0.000052092953,0.0022141428,0.29364622,0.0004814265,0.009523681,0.11555577,0.17922011,0.24566433],"study_design_scores_gemma":[0.000035497083,0.00019618138,0.28969654,0.0006253227,0.000024890953,0.0002810439,0.0741377,0.00031696522,0.0018859274,0.0018167747,0.6308987,0.000084398285],"about_ca_topic_score_codex":0.92082953,"about_ca_topic_score_gemma":0.97992706,"teacher_disagreement_score":0.92082953,"about_ca_system_score_codex":0.05908312,"about_ca_system_score_gemma":0.1387464,"threshold_uncertainty_score":0.42868006},"labels":[],"label_agreement":null},{"id":"W2150800265","doi":"10.5539/elt.v4n2p46","title":"Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Grammar; Communicative language teaching; Language education; Mathematics education; Teaching method; Foreign language; Language acquisition; Foreign language teaching; Language assessment; Pedagogy; Linguistics","score_opus":0.016800987193852552,"score_gpt":0.25530787553381346,"score_spread":0.2385068883399609,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150800265","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99882036,0.00011792673,0.00003524187,0.00009452266,0.000003422932,0.0000037919017,0.0000047290905,0.0000011196938,0.0009186744],"genre_scores_gemma":[0.9996159,0.000095459254,0.00003454665,0.000037881295,0.0000025756624,0.0000028326074,0.000005241904,6.3579927e-7,0.0002048035],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991385,0.00021333965,0.000073940144,0.000061954306,0.00033870127,0.00017353224],"domain_scores_gemma":[0.9942486,0.0019384676,0.0019055502,0.00013568334,0.0010818891,0.00068987935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001748832,0.00016430009,0.00029681416,0.00096341514,0.00088780496,0.0015720766,0.0002438663,0.00041000245,0.0012770382],"category_scores_gemma":[0.0073764245,0.0001797126,0.00018936952,0.0005582064,0.001551601,0.0006806351,0.00048552707,0.0007021369,0.00018545408],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017928693,0.0005312026,0.8260499,0.000093863826,0.000043514283,0.00036618998,0.13108806,0.00011812986,0.0024376407,0.00056320423,0.00031808217,0.03821092],"study_design_scores_gemma":[0.000049545204,0.00075788365,0.79770786,0.00010058421,0.00005168066,0.0007590584,0.19539341,0.00031205645,0.0011952511,0.00042388646,0.0032105295,0.000038196325],"about_ca_topic_score_codex":0.006263052,"about_ca_topic_score_gemma":0.007114066,"teacher_disagreement_score":0.006263052,"about_ca_system_score_codex":0.00087614363,"about_ca_system_score_gemma":0.0009822424,"threshold_uncertainty_score":0.012453198},"labels":[],"label_agreement":null},{"id":"W2150805776","doi":"10.1111/lang.12000","title":"The Development of L2 Oral Language Skills in Two L1 Groups: A 7‐Year Study","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":256,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; University of Alberta","funders":"","keywords":"Psychology; Fluency; Mandarin Chinese; Linguistics; Stress (linguistics); Slavic languages; First language; Pronunciation; Second-language acquisition; Willingness to communicate; Language proficiency; Second language; Second-language attrition; Comprehension approach; Language education; Mathematics education","score_opus":0.01261753738426511,"score_gpt":0.2793180611876823,"score_spread":0.2667005238034172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150805776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996245,0.000025476287,0.000029672665,0.000018054334,0.0000035813114,0.000025379868,0.000026491574,0.0000031569896,0.0002436989],"genre_scores_gemma":[0.9976502,0.00007750856,0.00018087501,0.000058910995,0.000010747137,0.00013728905,0.00024010082,0.000004743919,0.0016396933],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985613,0.0003208055,0.000090098816,0.00016678315,0.00034534684,0.00051571534],"domain_scores_gemma":[0.99579644,0.0005774888,0.00061417103,0.00027670214,0.0011672705,0.0015679221],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045740292,0.00070885825,0.001147042,0.0019341083,0.002722567,0.0016132793,0.00092879357,0.0011944801,0.0012013722],"category_scores_gemma":[0.003546421,0.000522475,0.000988943,0.00051182666,0.0013563625,0.0013358728,0.0027617812,0.002013245,0.0009330208],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020502252,0.020953601,0.8083567,0.00011277455,0.000111533736,0.00391611,0.10066393,0.00022645961,0.009455771,0.0002820438,0.00092389784,0.052946877],"study_design_scores_gemma":[0.00015739344,0.020630172,0.92093194,0.000060343675,0.00014565485,0.0011022398,0.045499988,0.00048491664,0.0060288426,0.00017894711,0.004647189,0.00013247576],"about_ca_topic_score_codex":0.013493858,"about_ca_topic_score_gemma":0.013531531,"teacher_disagreement_score":0.013493858,"about_ca_system_score_codex":0.0011287911,"about_ca_system_score_gemma":0.0016659256,"threshold_uncertainty_score":0.026830673},"labels":[],"label_agreement":null},{"id":"W2150899636","doi":"","title":"Communication support for international students","year":2014,"lang":"en","type":"article","venue":"Saint Mary's University Institutional Repository (Saint Mary's University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Universidad Panamericana; Université de Moncton; Western Kentucky University","keywords":"Pedagogy; Intercultural communication; Psychology; Facilitation; Medical education; Medicine","score_opus":0.01411541086366309,"score_gpt":0.21409049160975313,"score_spread":0.19997508074609005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150899636","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5585653,0.0071226982,0.0035487134,0.042952184,0.0018958083,0.0002243156,0.00020565756,0.00057636254,0.3849088],"genre_scores_gemma":[0.89928895,0.00608087,0.0061454037,0.006230344,0.00074130436,0.00027942494,0.00023668443,0.00015914475,0.080837876],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.997426,0.001294473,0.00010953639,0.00016851693,0.00034980848,0.00065166864],"domain_scores_gemma":[0.9897517,0.001828832,0.0009675559,0.0005307839,0.0014133007,0.005507896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034410493,0.00042868304,0.00038027822,0.0009939498,0.006926735,0.0065764943,0.0011939035,0.0013179898,0.030998211],"category_scores_gemma":[0.011575447,0.00014764264,0.00029451482,0.0009982217,0.00103957,0.0024876667,0.008397872,0.0029371558,0.004824066],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012978952,0.0012579319,0.025934087,0.0006308384,0.000018731704,0.0015594487,0.210457,0.00013977921,0.0026636706,0.0073231626,0.072234705,0.6776509],"study_design_scores_gemma":[0.000045910736,0.0006083775,0.029947175,0.0015686266,0.00004428776,0.0024648996,0.28438428,0.00013350682,0.0019205447,0.00296967,0.6758491,0.00006371122],"about_ca_topic_score_codex":0.0013258114,"about_ca_topic_score_gemma":0.0034702653,"teacher_disagreement_score":0.030998211,"about_ca_system_score_codex":0.001587547,"about_ca_system_score_gemma":0.006402838,"threshold_uncertainty_score":0.10369933},"labels":[],"label_agreement":null},{"id":"W2151396505","doi":"10.5539/elt.v6n6p86","title":"Motivation and Interlanguage Pragmatics in Iranian English Language Learners","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Interlanguage; Psychology; Task (project management); Language acquisition; Linguistics; Mathematics education","score_opus":0.010999045713069375,"score_gpt":0.22907014744881782,"score_spread":0.21807110173574845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151396505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99943095,0.000042628835,0.00003002198,0.000018970302,0.0000012981083,0.0000033280917,0.0000017817373,8.393935e-7,0.00047010244],"genre_scores_gemma":[0.9995235,0.00006649218,0.00008594697,0.000010883004,0.0000013743969,0.000007467491,0.000005554647,0.0000010869576,0.00029760052],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995197,0.00013135205,0.000038291513,0.000051345763,0.00016924746,0.000090110836],"domain_scores_gemma":[0.9988217,0.00025480756,0.0003733496,0.00003539865,0.00020917965,0.00030543772],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086011714,0.00021350734,0.00024134024,0.0006649655,0.0005091633,0.0010808855,0.00016313257,0.00026349418,0.001002193],"category_scores_gemma":[0.0027332068,0.00016654714,0.00025606647,0.00018987467,0.0005753855,0.0003327197,0.0007077621,0.00043149677,0.00012423981],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025244296,0.0014248705,0.8633838,0.0001423031,0.00006512322,0.0010215421,0.053910766,0.00015893266,0.021233289,0.0009956866,0.00025790036,0.057153393],"study_design_scores_gemma":[0.000016698323,0.00048591412,0.9788866,0.000028245588,0.000031906544,0.0004992518,0.016933186,0.0002950621,0.0012453467,0.00042844613,0.0011294098,0.000019810204],"about_ca_topic_score_codex":0.0018767515,"about_ca_topic_score_gemma":0.0025159293,"teacher_disagreement_score":0.0018767515,"about_ca_system_score_codex":0.00034252132,"about_ca_system_score_gemma":0.0006604418,"threshold_uncertainty_score":0.0045487285},"labels":[],"label_agreement":null},{"id":"W2151534828","doi":"10.5430/elr.v3n1p66","title":"Adapting English Newspapers to Develop Language Proficiency in Low-Level EFL Learners","year":2014,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Newspaper; Adaptation (eye); Comprehension; Reading (process); Reading comprehension; Language proficiency; Computer science; Nothing; Psychology; Mathematics education; Linguistics; Pedagogy; Sociology; Media studies","score_opus":0.10058555654115582,"score_gpt":0.35528941724246643,"score_spread":0.2547038607013106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151534828","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99514693,0.000035789802,0.0005715805,0.00012887738,0.000010306568,0.00006147432,0.00001216823,0.000037457667,0.003995383],"genre_scores_gemma":[0.98748964,0.00019867033,0.006291296,0.00014292066,0.000011650875,0.000081849204,0.000042334224,0.00002575605,0.0057159383],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994448,0.00021900775,0.000041316514,0.00007309304,0.0001327321,0.0000890596],"domain_scores_gemma":[0.99856514,0.0004342326,0.0002166662,0.00013406773,0.00029516724,0.00035476944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011832139,0.00032012915,0.00026992068,0.0004145332,0.000608741,0.001763578,0.00044703687,0.00051893626,0.0036154205],"category_scores_gemma":[0.0047142776,0.00019387013,0.0001987629,0.00020392607,0.0005876099,0.00078812166,0.0011060465,0.00075063045,0.001361024],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039947487,0.01999693,0.15734734,0.0007653568,0.000047332138,0.007836868,0.17337185,0.0010621287,0.15003726,0.0025540935,0.005386465,0.48119494],"study_design_scores_gemma":[0.00033423034,0.012722145,0.52121675,0.00058059784,0.00014548775,0.0099043865,0.24005483,0.0042122714,0.11164727,0.0066707106,0.09229718,0.00021420504],"about_ca_topic_score_codex":0.0005165196,"about_ca_topic_score_gemma":0.00086695066,"teacher_disagreement_score":0.0036154205,"about_ca_system_score_codex":0.00027940347,"about_ca_system_score_gemma":0.00062390656,"threshold_uncertainty_score":0.012094736},"labels":[],"label_agreement":null},{"id":"W2151595354","doi":"10.5539/elt.v6n9p42","title":"The Exploration of an Appropriate Strategy of College English Instruction in China","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Psychology; Competence (human resources); Mathematics education; China; Language proficiency; Inefficiency; Context (archaeology); Pedagogy; English studies; Reading (process); Medical education; Political science; Linguistics","score_opus":0.015011663354989924,"score_gpt":0.23566977070190306,"score_spread":0.22065810734691313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151595354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94692266,0.0010242828,0.0037321427,0.0032585964,0.000041157607,0.00013188482,0.00002698837,0.000042237672,0.044820044],"genre_scores_gemma":[0.99204034,0.0005315447,0.002081311,0.00015842206,0.000007333743,0.000029385177,0.00001956299,0.0000066295297,0.0051254374],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994678,0.00014655705,0.00004913454,0.00008912037,0.00011161368,0.00013577392],"domain_scores_gemma":[0.99963176,0.00006960753,0.000057848054,0.000029952103,0.0000698637,0.00014099943],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006435258,0.00026778824,0.00014739002,0.00071742514,0.0022310906,0.0016166045,0.00052913517,0.00037353576,0.0016586785],"category_scores_gemma":[0.0011057336,0.00011078514,0.00015266801,0.0010230235,0.0010263425,0.0012454736,0.0009197911,0.0003969911,0.00013337193],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000116497846,0.0004668508,0.18402077,0.00084576075,0.000044007254,0.002297026,0.08540497,0.0020578357,0.02529163,0.1112463,0.005147949,0.58306044],"study_design_scores_gemma":[0.00006110259,0.0006054674,0.6979161,0.00054330664,0.00011740275,0.0011731529,0.098057054,0.01099983,0.017104259,0.03271853,0.14056434,0.00013950646],"about_ca_topic_score_codex":0.034112506,"about_ca_topic_score_gemma":0.070393175,"teacher_disagreement_score":0.034112506,"about_ca_system_score_codex":0.0038241872,"about_ca_system_score_gemma":0.008502274,"threshold_uncertainty_score":0.06782794},"labels":[],"label_agreement":null},{"id":"W2151610555","doi":"10.5539/elt.v7n10p100","title":"Teachers’ Beliefs in Teaching English for Kids at a Kindergarten: A Case Study of Students from the Department of Applied English","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Viewpoints; Psychology; Class (philosophy); Curriculum; Mathematics education; Constructive; Lesson plan; Plan (archaeology); Teaching method; Pedagogy; Computer science","score_opus":0.015540553662974218,"score_gpt":0.26646525484395445,"score_spread":0.2509247011809802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151610555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994593,0.00006244526,0.000059285492,0.00007829104,0.0000039729644,0.000014955679,0.0000050624217,0.0000014339861,0.00031526358],"genre_scores_gemma":[0.9984106,0.00024104421,0.0002409833,0.0000886086,0.00000519212,0.000026618625,0.000012238853,0.0000044833596,0.0009700811],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99749905,0.0009529704,0.0001875458,0.00024873947,0.00037747077,0.00073422946],"domain_scores_gemma":[0.9955035,0.0016815381,0.0008047041,0.00017873711,0.0006616791,0.0011698275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024275654,0.000698216,0.0009629737,0.001577824,0.008039912,0.0032152217,0.0016921867,0.0016674546,0.0016388756],"category_scores_gemma":[0.005221106,0.0011164715,0.00066769967,0.0010114276,0.003391841,0.001674004,0.0023413752,0.002759165,0.0003362821],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006907769,0.0011382803,0.09656771,0.00015128948,0.000017225324,0.01779904,0.8747844,0.000058342644,0.001854037,0.00019527835,0.00019591014,0.0071693184],"study_design_scores_gemma":[0.000012422082,0.0003277535,0.032149885,0.00006146618,0.000020088159,0.003637265,0.96127164,0.00006189642,0.00062829035,0.00004200361,0.0017605319,0.000026679189],"about_ca_topic_score_codex":0.01832856,"about_ca_topic_score_gemma":0.061125506,"teacher_disagreement_score":0.01832856,"about_ca_system_score_codex":0.003783268,"about_ca_system_score_gemma":0.0027073529,"threshold_uncertainty_score":0.03644371},"labels":[],"label_agreement":null},{"id":"W2151744449","doi":"10.1017/s0261444807004508","title":"Second language socialization as sociocultural theory: Insights and issues","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":394,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Socialization; Sociocultural evolution; Sociology; Indexicality; Psychology; Pedagogy; Epistemology; Social psychology","score_opus":0.01126236850599662,"score_gpt":0.28565745445662144,"score_spread":0.27439508595062484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151744449","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20387703,0.04580234,0.096505694,0.24597046,0.0017974706,0.00014368276,0.00010560276,0.00016986021,0.40562782],"genre_scores_gemma":[0.984083,0.0058995467,0.0049909954,0.0018504693,0.0006364071,0.00012335338,0.000021565993,0.00003224153,0.0023622606],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9948926,0.0037923176,0.00011916459,0.0003415523,0.00039357462,0.000460798],"domain_scores_gemma":[0.98722714,0.009795299,0.00068514753,0.0007489252,0.0007673833,0.0007761047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007247093,0.0007985245,0.0009321047,0.0037841164,0.0065502436,0.013168338,0.0023322094,0.003131428,0.005953343],"category_scores_gemma":[0.006374132,0.0003141042,0.0007020858,0.0038463948,0.061605506,0.021308234,0.009226393,0.0048972378,0.00034284062],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000384914,0.000019383775,0.00060068414,0.000050186667,0.000004035561,0.000095669406,0.014611207,0.0001251627,0.000033695625,0.9795741,0.0003662843,0.004515786],"study_design_scores_gemma":[0.00000535034,0.00002052625,0.00079793466,0.00018854502,0.00000383811,0.00019683554,0.04765324,0.0010549757,0.00009386956,0.9288964,0.021077659,0.000010918399],"about_ca_topic_score_codex":0.005052217,"about_ca_topic_score_gemma":0.00408512,"teacher_disagreement_score":0.013168338,"about_ca_system_score_codex":0.0053500747,"about_ca_system_score_gemma":0.0040551024,"threshold_uncertainty_score":0.038817644},"labels":[],"label_agreement":null},{"id":"W2151867669","doi":"10.5539/ies.v5n3p205","title":"Reflective Classroom Practice for Effective Classroom Instruction","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Blame; Psychology; Mathematics education; Context (archaeology); Task (project management); Test (biology); Classroom management; Pedagogy; Teaching method; Social psychology","score_opus":0.07940493394416963,"score_gpt":0.41957327351869367,"score_spread":0.340168339574524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151867669","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014325177,0.053119354,0.35861912,0.080374,0.0031818016,0.0014952793,0.00013313908,0.0012497716,0.4875024],"genre_scores_gemma":[0.33783373,0.03058825,0.5582476,0.0077359485,0.0013465479,0.0029278,0.0001625105,0.00045502282,0.06070259],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98783964,0.007373897,0.00060671696,0.0008212106,0.0029315522,0.00042696806],"domain_scores_gemma":[0.9790037,0.0136176,0.0012009636,0.00251791,0.0019334762,0.001726451],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013319344,0.0006697049,0.00075996853,0.0014972641,0.0021085667,0.008394814,0.0018700244,0.0031231348,0.015162296],"category_scores_gemma":[0.02190087,0.0005034788,0.0006215489,0.0011058769,0.006657342,0.0053724893,0.004832711,0.0045681777,0.004462472],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047344052,0.00053760136,0.0014155954,0.0024284027,0.00005048099,0.0004923752,0.01755324,0.0010238802,0.0015000972,0.3097614,0.061554126,0.6036354],"study_design_scores_gemma":[0.00010417363,0.00024113554,0.0044325525,0.005789064,0.000040188566,0.0018378396,0.012096749,0.0014326737,0.0011396054,0.27162617,0.70117396,0.00008595452],"about_ca_topic_score_codex":0.0012407558,"about_ca_topic_score_gemma":0.0018368389,"teacher_disagreement_score":0.015162296,"about_ca_system_score_codex":0.0026012622,"about_ca_system_score_gemma":0.009328022,"threshold_uncertainty_score":0.07044023},"labels":[],"label_agreement":null},{"id":"W2151920387","doi":"10.18806/tesl.v19i1.922","title":"Reexamining Notions of the L2 Syllabus","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Linguistics; Sociology; Pedagogy; Mathematics education; Psychology; Philosophy","score_opus":0.025950219395519867,"score_gpt":0.18601891287995273,"score_spread":0.16006869348443287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151920387","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11953499,0.0074929106,0.46604544,0.054124724,0.001966685,0.0002654269,0.00033155968,0.00051168795,0.34972665],"genre_scores_gemma":[0.838963,0.0018573953,0.13450071,0.0050302045,0.00078452076,0.00030071413,0.000292458,0.00062703,0.0176439],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9930393,0.0043944516,0.00032289556,0.00056642265,0.0011990768,0.00047786676],"domain_scores_gemma":[0.9815314,0.009073279,0.00160138,0.0014298727,0.0048307725,0.0015333055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009284881,0.0006860384,0.00035578271,0.0036049027,0.005606008,0.012452843,0.0027110092,0.0029057816,0.0039611016],"category_scores_gemma":[0.018288964,0.0007409157,0.000489852,0.002404394,0.02761241,0.015340919,0.004872515,0.01072073,0.0011791195],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015978681,0.000016595597,0.0005182688,0.000046658915,0.0000018463306,0.000047535956,0.012799909,0.00023875847,0.00025369984,0.9750269,0.001684765,0.009349113],"study_design_scores_gemma":[0.00002247347,0.000070182294,0.0038637633,0.0005905545,0.000017939727,0.0004217823,0.02670924,0.008180109,0.0016548915,0.6919625,0.2664086,0.00009798734],"about_ca_topic_score_codex":0.06395317,"about_ca_topic_score_gemma":0.045148913,"teacher_disagreement_score":0.06395317,"about_ca_system_score_codex":0.009536366,"about_ca_system_score_gemma":0.008534944,"threshold_uncertainty_score":0.1271618},"labels":[],"label_agreement":null},{"id":"W2151953163","doi":"10.5539/elt.v4n1p120","title":"The Effects of Planning on Writing Narrative Task Performance with Low and High EFL Proficiency","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Operationalization; Task (project management); Language proficiency; Narrative; Test (biology); Plan (archaeology); Mathematics education; Linguistics","score_opus":0.007825735132437568,"score_gpt":0.21161559989348172,"score_spread":0.20378986476104416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151953163","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994708,0.000027800548,0.000062938205,0.0000050531744,7.495711e-7,0.0000032708524,0.000016273407,0.0000025547843,0.00041058406],"genre_scores_gemma":[0.9993674,0.000025004369,0.00011627585,0.0000032712285,0.000001524036,0.000008016655,0.000024161518,0.0000021441479,0.00045214605],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994168,0.00013044411,0.00008827453,0.00013179195,0.00013409572,0.000098554105],"domain_scores_gemma":[0.9927085,0.003853063,0.0017235324,0.00029549812,0.0006362749,0.00078318146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007871715,0.00034490053,0.0002445539,0.0006118711,0.0002541603,0.0010751473,0.00024467308,0.00024976776,0.0033529848],"category_scores_gemma":[0.008694485,0.00014404173,0.00013728131,0.0002569109,0.0006645831,0.00053382793,0.0006946394,0.00041297462,0.00051142095],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029882984,0.0013880705,0.8295943,0.00026468493,0.000109613844,0.0025382761,0.022272792,0.0009548907,0.054416925,0.00023145863,0.00022923312,0.08501141],"study_design_scores_gemma":[0.000031530722,0.002862081,0.9802428,0.00002319088,0.000037315043,0.0011472068,0.006100717,0.00075270026,0.007910636,0.0003314932,0.0005350695,0.000025261676],"about_ca_topic_score_codex":0.0011334254,"about_ca_topic_score_gemma":0.0009936747,"teacher_disagreement_score":0.0033529848,"about_ca_system_score_codex":0.00020750564,"about_ca_system_score_gemma":0.00027212064,"threshold_uncertainty_score":0.011216819},"labels":[],"label_agreement":null},{"id":"W2152100244","doi":"10.3968/j.hess.1927024020120302.2005","title":"Teacher-Student Relationship and Quality Education in College and University English Teaching","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructive; Quality (philosophy); Mathematics education; China; Process (computing); College English; Psychology; Pedagogy; Sociology; Computer science; Political science","score_opus":0.05110979724270479,"score_gpt":0.3427069676423637,"score_spread":0.2915971703996589,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152100244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9868253,0.00047011764,0.00034727913,0.0014335201,0.00002788354,0.000011401953,0.000014128116,0.0000080883265,0.01086231],"genre_scores_gemma":[0.99867344,0.000119602046,0.000066010536,0.00005254218,0.0000067883093,0.0000034052932,0.00000552643,0.0000024925162,0.0010700981],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99684036,0.0018040342,0.00015461553,0.00020814843,0.00056159927,0.00043120474],"domain_scores_gemma":[0.9889875,0.0036551866,0.0025272346,0.00021214368,0.0009627595,0.0036551484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024409567,0.00006942213,0.0001980412,0.00073075853,0.0017220498,0.0028825186,0.00027936776,0.00047060812,0.006333932],"category_scores_gemma":[0.010221971,0.000110433175,0.00017159854,0.00066495984,0.0013134367,0.0010179189,0.0016305574,0.0010928364,0.00041472903],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009081787,0.0010738279,0.8810333,0.00007434369,0.00003733789,0.000533379,0.06466347,0.000108682514,0.00046101728,0.009413195,0.0017607142,0.040749896],"study_design_scores_gemma":[0.000028349774,0.0002794369,0.8792766,0.000104242536,0.000034074797,0.0007916405,0.102609485,0.00067914056,0.00037485303,0.00241543,0.0133806495,0.000026078334],"about_ca_topic_score_codex":0.0040114284,"about_ca_topic_score_gemma":0.0065954337,"teacher_disagreement_score":0.006333932,"about_ca_system_score_codex":0.0014760661,"about_ca_system_score_gemma":0.0015051191,"threshold_uncertainty_score":0.021189094},"labels":[],"label_agreement":null},{"id":"W2152222162","doi":"10.1177/1362168806072473","title":"Book Review: Learning and teaching from experience: perspectives on non-native English-speaking professionals","year":2006,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Pedagogy; Linguistics; Mathematics education","score_opus":0.029387370115046194,"score_gpt":0.3876621922224495,"score_spread":0.3582748221074033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152222162","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008087602,0.9428101,0.00023295569,0.021980641,0.019404184,0.00004033511,0.00017688783,0.000027427654,0.014518648],"genre_scores_gemma":[0.005292254,0.8825974,0.0005517916,0.016558379,0.012864912,0.00013019273,0.00038774696,0.00007604778,0.08154136],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99878937,0.00035353852,0.00010104286,0.00009212797,0.0005745588,0.0000892705],"domain_scores_gemma":[0.99033374,0.005989071,0.00043340435,0.00011091188,0.00260552,0.0005273399],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015994216,0.0005116596,0.0019567441,0.0028487945,0.0009304428,0.0026428292,0.0011218811,0.0020920169,0.022476327],"category_scores_gemma":[0.008806821,0.00027773425,0.00041035237,0.0070944265,0.00070772326,0.0017987397,0.0008546192,0.0018351664,0.006031812],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037348225,0.000030256304,0.00015165853,0.0036150066,0.000018071345,0.00012418731,0.00023541295,0.00004992038,0.00021495165,0.00082435505,0.91262776,0.08207103],"study_design_scores_gemma":[0.000011214915,0.00003462917,0.0008734364,0.0021270218,0.000024898796,0.00046456096,0.00020050764,0.000017293818,0.00006700938,0.00023945636,0.99593216,0.000007701762],"about_ca_topic_score_codex":0.009333567,"about_ca_topic_score_gemma":0.038396914,"teacher_disagreement_score":0.022476327,"about_ca_system_score_codex":0.0023609912,"about_ca_system_score_gemma":0.0045732846,"threshold_uncertainty_score":0.07519078},"labels":[],"label_agreement":null},{"id":"W2152249756","doi":"10.1111/j.1944-9720.2000.tb01998.x","title":"A Study of Cross‐Cultural Adaptation by English‐Speaking Sojourners in Spain","year":2000,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Generalitat de Catalunya","keywords":"Psychology; Personality psychology; Recreation; Adaptation (eye); Extraversion and introversion; Agreeableness; Personality; Language proficiency; Perception; Social psychology; Pedagogy; Medical education; Mathematics education; Applied psychology; Big Five personality traits","score_opus":0.05978487465647737,"score_gpt":0.32526864922963483,"score_spread":0.26548377457315747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152249756","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998166,0.000020939988,0.0000142795725,0.000007202626,0.0000018659799,0.0000031046577,0.000005850491,5.977246e-7,0.00012952264],"genre_scores_gemma":[0.999253,0.00005015706,0.00003829514,0.000027793429,0.0000018991278,0.000008874541,0.00003661801,0.0000029521957,0.0005802974],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994849,0.00018337741,0.000023976516,0.00007991204,0.000091899994,0.00013599008],"domain_scores_gemma":[0.998982,0.00023850624,0.00021148908,0.000072660354,0.0002532748,0.00024195162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095032016,0.00031024116,0.00047793813,0.00069303485,0.0013372259,0.0011873625,0.00045042697,0.0004529799,0.0012581006],"category_scores_gemma":[0.002075974,0.0002906304,0.00025245256,0.000444478,0.0006428864,0.00026072754,0.000874989,0.00052900705,0.00028873142],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027340054,0.00070505444,0.8582919,0.000047762016,0.000039868315,0.00090573047,0.11813454,0.00006374743,0.0042810044,0.000074631294,0.0003196795,0.01686258],"study_design_scores_gemma":[0.000013303725,0.00029351466,0.89967275,0.00002621812,0.000015844947,0.00032842078,0.0969714,0.00014051341,0.00061558525,0.000027208584,0.0018780961,0.000017138846],"about_ca_topic_score_codex":0.03708176,"about_ca_topic_score_gemma":0.06582363,"teacher_disagreement_score":0.03708176,"about_ca_system_score_codex":0.00088400766,"about_ca_system_score_gemma":0.0005443759,"threshold_uncertainty_score":0.07373184},"labels":[],"label_agreement":null},{"id":"W2152308735","doi":"10.5539/ells.v4n2p6","title":"An Empirical Study on Questioning Style in Higher Vocational College English Classroom in China","year":2014,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Vocational education; Style (visual arts); Perspective (graphical); Mathematics education; Grammar; Class (philosophy); China; Task (project management); Psychology; College English; Empirical research; Focus (optics); Pedagogy; Computer science; Linguistics; Political science; Engineering; Artificial intelligence","score_opus":0.01904486581752034,"score_gpt":0.29964452718043305,"score_spread":0.2805996613629127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152308735","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994184,0.00003439791,0.00009022079,0.000027178623,0.0000011228393,0.000015633172,0.000007971958,9.864011e-7,0.00040421583],"genre_scores_gemma":[0.9992507,0.000060846094,0.00018572317,0.000021572461,0.0000023858904,0.000021318776,0.000030576026,0.0000014445152,0.00042538717],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972312,0.0010867192,0.00023116326,0.00038610684,0.0006530103,0.00041171987],"domain_scores_gemma":[0.9909719,0.004455734,0.0016493318,0.00051958027,0.0013322327,0.0010711665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004222493,0.00024647618,0.00038007833,0.00096867065,0.0014889798,0.0008495948,0.00048279495,0.00027006224,0.0012464605],"category_scores_gemma":[0.009823926,0.00021636554,0.00023442598,0.0017754727,0.001165535,0.00085818395,0.0010130255,0.00047131747,0.00009509963],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000093572984,0.00062984234,0.71256137,0.00020672649,0.000019950368,0.00030392868,0.24268174,0.00010419734,0.00702107,0.00034939722,0.00016851073,0.03585968],"study_design_scores_gemma":[0.000011713201,0.0002210802,0.9087516,0.000038949507,0.000017471937,0.000081220256,0.08757202,0.00033898526,0.0012415362,0.000079451,0.0016302621,0.00001569492],"about_ca_topic_score_codex":0.03628874,"about_ca_topic_score_gemma":0.055158824,"teacher_disagreement_score":0.03628874,"about_ca_system_score_codex":0.0023378592,"about_ca_system_score_gemma":0.0035006893,"threshold_uncertainty_score":0.07215506},"labels":[],"label_agreement":null},{"id":"W2152349018","doi":"10.5539/elt.v5n10p72","title":"On the Effects of Focus on Form, Focus on Meaning, and Focus on Forms on Learners’ Vocabulary Learning in ESP Context","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Focus on form; Vocabulary; Meaning (existential); Psychology; Focus (optics); Focus group; Task (project management); Mathematics education; Context (archaeology); Linguistics; Reading (process); Vocabulary development; Negotiation; Teaching method; Grammar; Sociology; Management","score_opus":0.010695926270094839,"score_gpt":0.22925984345042769,"score_spread":0.21856391718033286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152349018","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986846,0.00010574578,0.00019078275,0.00001800522,0.0000032010637,0.00001733356,0.0000041461085,0.00000276188,0.00097351085],"genre_scores_gemma":[0.9981862,0.00021998963,0.0010753737,0.000026147884,0.000006845651,0.00004629577,0.000016020138,0.0000033425843,0.0004197319],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99885654,0.00050499203,0.00007919703,0.00016124897,0.00028327433,0.00011478318],"domain_scores_gemma":[0.9853467,0.0119311055,0.0010092786,0.000264402,0.0005304291,0.00091815094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017684503,0.00031455132,0.00029432564,0.00036002038,0.00028523823,0.00055142806,0.00030279582,0.00035780895,0.0019619481],"category_scores_gemma":[0.012214666,0.00016650712,0.0002959684,0.00015497985,0.00055580033,0.00078647566,0.0006939344,0.00044582234,0.00017689519],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011447573,0.016962403,0.23812205,0.0016834768,0.0003780868,0.0012609675,0.035838217,0.0011368503,0.21907355,0.0013714393,0.00067281356,0.47205254],"study_design_scores_gemma":[0.00086826435,0.033725973,0.8739281,0.00029999376,0.00087356183,0.0006772835,0.014455702,0.0015288632,0.06676666,0.0016666821,0.005107867,0.00010094463],"about_ca_topic_score_codex":0.0005656325,"about_ca_topic_score_gemma":0.00071838434,"teacher_disagreement_score":0.0019619481,"about_ca_system_score_codex":0.0001989897,"about_ca_system_score_gemma":0.00046878168,"threshold_uncertainty_score":0.009352624},"labels":[],"label_agreement":null},{"id":"W2152396756","doi":"10.18806/tesl.v17i2.887","title":"Bringing Life to Research: Life History Research and ESL","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Reinterpretation; Sociology; Framing (construction); Life history; Afterlife; Everyday life; Epistemology; Aesthetics; History","score_opus":0.3497694527264726,"score_gpt":0.3423183374850685,"score_spread":0.0074511152414040716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152396756","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08277425,0.116747774,0.05287891,0.24297887,0.0029999723,0.00032457346,0.00033994656,0.00022135074,0.5007344],"genre_scores_gemma":[0.8563948,0.05732037,0.021824004,0.016342338,0.0015837223,0.00052495464,0.00020926948,0.00018000354,0.045620568],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9801344,0.016699538,0.00032274716,0.00068174634,0.0014895538,0.0006719403],"domain_scores_gemma":[0.9608554,0.028808126,0.0020584075,0.0025665702,0.0026842908,0.0030271409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016457621,0.0005781124,0.0006764998,0.0055572223,0.01584902,0.017294437,0.0020052963,0.0029699353,0.009812004],"category_scores_gemma":[0.029279903,0.00030004483,0.00025568882,0.009317809,0.07491948,0.015711596,0.010400739,0.005049588,0.00097157055],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017414377,0.00004295041,0.0028979643,0.0005476,0.000009582316,0.0004566045,0.3033262,0.00011417061,0.000174062,0.597943,0.009522915,0.084947616],"study_design_scores_gemma":[0.000005454043,0.00004140681,0.002996216,0.0019704534,0.0000065013055,0.00040248767,0.3580356,0.00016310353,0.00032144322,0.16739829,0.4686292,0.000029860947],"about_ca_topic_score_codex":0.037274174,"about_ca_topic_score_gemma":0.0723894,"teacher_disagreement_score":0.037274174,"about_ca_system_score_codex":0.02563157,"about_ca_system_score_gemma":0.0197151,"threshold_uncertainty_score":0.1859709},"labels":[],"label_agreement":null},{"id":"W2152446010","doi":"","title":"Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish.","year":2012,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Explicit knowledge; Second-language acquisition; Psychology; Implicit knowledge; Language proficiency; Second language; Linguistics; Procedural knowledge; Mathematics education; Computer science; Body of knowledge; Artificial intelligence; Cognitive science; Knowledge management","score_opus":0.21649440335023631,"score_gpt":0.5199466596666442,"score_spread":0.30345225631640793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152446010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986785,0.0001046058,0.00008392288,0.0000397861,0.0000026831385,0.000005549856,0.000028048064,0.000002807567,0.0010539477],"genre_scores_gemma":[0.99814737,0.00009702156,0.00012334797,0.000018913734,0.0000040526943,0.000013584623,0.00007097728,0.0000031665281,0.001521582],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988471,0.00027605915,0.000093154995,0.00020518321,0.00045120786,0.00012733275],"domain_scores_gemma":[0.98266834,0.0066889813,0.0055716266,0.0011277768,0.0027344972,0.0012088184],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027493485,0.0005186573,0.0004584101,0.0012221792,0.00049737963,0.0033108126,0.00056202005,0.00093327294,0.002706408],"category_scores_gemma":[0.01708065,0.00022410032,0.00030624395,0.0007207409,0.0014057786,0.0015485031,0.0020973394,0.0011542602,0.0004583092],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046143663,0.0011651501,0.9229535,0.00021552564,0.00013620294,0.00064299535,0.036908437,0.0005665314,0.003991612,0.0009482057,0.00038086408,0.03162951],"study_design_scores_gemma":[0.000027623351,0.0006275236,0.98112696,0.00009487087,0.00004910799,0.00042015468,0.011558768,0.0011591642,0.0013719199,0.0018547486,0.0016636271,0.00004552388],"about_ca_topic_score_codex":0.0085927015,"about_ca_topic_score_gemma":0.007164433,"teacher_disagreement_score":0.0085927015,"about_ca_system_score_codex":0.00059694354,"about_ca_system_score_gemma":0.0006756879,"threshold_uncertainty_score":0.017085373},"labels":[],"label_agreement":null},{"id":"W2152586077","doi":"10.5539/elt.v2n4p75","title":"Activating Strategies to Fossilization for English Learners in China","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fossilization; China; Psychology; Linguistics; Blocking (statistics); Process (computing); Computer science; History; Philosophy","score_opus":0.014459587291744526,"score_gpt":0.2749179887711726,"score_spread":0.26045840147942806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152586077","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9890911,0.00018865748,0.00090864336,0.00040733616,0.0000073700057,0.000022486262,0.0000044839253,0.000014189647,0.009355674],"genre_scores_gemma":[0.9947748,0.00030562127,0.0013544626,0.00006784116,0.0000019317267,0.000022396638,0.0000102134645,0.0000047020776,0.003457996],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9992009,0.00032104648,0.00003569262,0.00007369709,0.0001546058,0.00021403751],"domain_scores_gemma":[0.99929774,0.00024569343,0.00013167526,0.000041046304,0.00011689046,0.00016702781],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001360759,0.00037538598,0.00021588313,0.0006661431,0.0020175772,0.0012673693,0.00069126976,0.0006336732,0.0023146493],"category_scores_gemma":[0.0024131644,0.00016421129,0.00019405987,0.0005096083,0.0019841027,0.0012764813,0.0015607085,0.00087675627,0.00017515237],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024797162,0.00064020825,0.15375973,0.00052047416,0.000029608093,0.00233255,0.5406435,0.0012814652,0.031170508,0.029669115,0.0019161854,0.23778865],"study_design_scores_gemma":[0.00012809619,0.0009897865,0.1605776,0.0004425436,0.0001700459,0.0022284163,0.69045544,0.007119775,0.035361335,0.029900167,0.07244444,0.00018236495],"about_ca_topic_score_codex":0.008425652,"about_ca_topic_score_gemma":0.013090324,"teacher_disagreement_score":0.008425652,"about_ca_system_score_codex":0.0014077177,"about_ca_system_score_gemma":0.003174997,"threshold_uncertainty_score":0.016753197},"labels":[],"label_agreement":null},{"id":"W2152592372","doi":"10.5539/ies.v6n3p15","title":"Teaching Immigrants Norwegian Culture to Support Their Language Learning","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Norwegian; Immigration; Psychology; Pedagogy; Mathematics education; Perception; Class (philosophy); Qualitative research; Sociology; Social science; Linguistics; Political science; Computer science","score_opus":0.041761626123112364,"score_gpt":0.3499073213636902,"score_spread":0.30814569524057783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152592372","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99235743,0.0003506072,0.00018976905,0.0005161028,0.000080377875,0.000035709127,0.000011399756,0.000008121763,0.006450403],"genre_scores_gemma":[0.9928582,0.00077104894,0.0012822824,0.0004502012,0.000031553005,0.000046717156,0.000021351867,0.0000093795625,0.0045292825],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99915063,0.00043978344,0.000030429734,0.000057725447,0.00011351243,0.00020790884],"domain_scores_gemma":[0.99856806,0.00031082655,0.00015706067,0.00005930249,0.00019326514,0.0007114232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018615146,0.00031623576,0.00022707974,0.00028828304,0.0027987808,0.0018574938,0.0006020172,0.0004365499,0.0032771248],"category_scores_gemma":[0.0027455534,0.00015015449,0.0002895388,0.00019302903,0.001112353,0.00071201567,0.0025748904,0.00077999575,0.0005132393],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022725764,0.0023110944,0.09617077,0.0006483606,0.00003172392,0.0032827985,0.72988945,0.00019149463,0.011054589,0.0018845341,0.005217157,0.14909077],"study_design_scores_gemma":[0.000051422558,0.0011836858,0.06726628,0.00043312996,0.000047007965,0.00089828,0.8648152,0.00013173932,0.0019962483,0.00046427292,0.06266933,0.00004349666],"about_ca_topic_score_codex":0.0067174355,"about_ca_topic_score_gemma":0.022854269,"teacher_disagreement_score":0.0067174355,"about_ca_system_score_codex":0.0010503838,"about_ca_system_score_gemma":0.003188878,"threshold_uncertainty_score":0.013356686},"labels":[],"label_agreement":null},{"id":"W2152926248","doi":"","title":"A Closer Examination of Communicative Language Teaching","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Construct (python library); Selection (genetic algorithm); Curriculum; Communicative competence; Linguistics; Mathematics education; Psychology; Computer science; Pedagogy; Sociology; Language education; Artificial intelligence; Philosophy","score_opus":0.026015752909055986,"score_gpt":0.3120324558038571,"score_spread":0.2860167028948011,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152926248","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23192613,0.018462392,0.02215897,0.022067964,0.0006405704,0.00006671626,0.00007363669,0.00008192704,0.70452183],"genre_scores_gemma":[0.95546097,0.00990688,0.005111093,0.0016157635,0.00036432318,0.00006162932,0.00006128961,0.00007199024,0.027345944],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9968479,0.0016369745,0.000100276506,0.00023169315,0.0009242324,0.0002587997],"domain_scores_gemma":[0.99062294,0.0069510825,0.0005635639,0.00031836168,0.001215973,0.00032811443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002921096,0.00021863716,0.00028462565,0.005359449,0.00304968,0.0057511795,0.00058837014,0.0008778952,0.00905014],"category_scores_gemma":[0.0111582,0.00012290818,0.0003174664,0.0033765193,0.0063097076,0.00644133,0.0037056361,0.0024307542,0.00047440364],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004243875,0.000110033354,0.0059323143,0.00072613975,0.000014413358,0.00094671675,0.23158333,0.00048135634,0.0030546377,0.583612,0.003491451,0.17000513],"study_design_scores_gemma":[0.000013264823,0.00019963541,0.03499583,0.0016240517,0.000019119934,0.0026878628,0.279598,0.001494813,0.0032315995,0.11570287,0.56039065,0.0000423967],"about_ca_topic_score_codex":0.00809239,"about_ca_topic_score_gemma":0.009831211,"teacher_disagreement_score":0.00905014,"about_ca_system_score_codex":0.0053289616,"about_ca_system_score_gemma":0.0034944273,"threshold_uncertainty_score":0.03866458},"labels":[],"label_agreement":null},{"id":"W2153222346","doi":"10.5539/ies.v4n4p206","title":"Willingness to Communicate and Language Learning Orientations in Iranian EFL Context","year":2011,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Likert scale; Context (archaeology); Mathematics education; Pedagogy; Social psychology; Developmental psychology","score_opus":0.1570974608452551,"score_gpt":0.38884765584240255,"score_spread":0.23175019499714744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153222346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993036,0.000026367474,0.0000131103325,0.000025314559,0.0000015260081,0.000002127024,0.0000035759442,3.7119008e-7,0.00062397134],"genre_scores_gemma":[0.9995877,0.000056844892,0.000031926895,0.000025693107,0.000004059948,0.0000036883382,0.000010184838,5.9546466e-7,0.0002793354],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99953926,0.00012398815,0.000034127912,0.000035926794,0.00015126524,0.00011558731],"domain_scores_gemma":[0.99642974,0.0008093124,0.0016927456,0.000090502464,0.0003996962,0.00057799823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083278347,0.00025208457,0.00022394824,0.0007146499,0.00069519004,0.0016331394,0.00019349986,0.00041094312,0.0027648127],"category_scores_gemma":[0.0032847747,0.00015355508,0.00018360277,0.00038759323,0.00093120104,0.00054194394,0.0005060813,0.0007785607,0.00031082053],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012416451,0.0007103566,0.9461339,0.000050276343,0.000024022851,0.0007674863,0.034512848,0.00006443622,0.0027171075,0.00031522635,0.0001950424,0.014385107],"study_design_scores_gemma":[0.000009763287,0.00036403083,0.91969216,0.000029746443,0.000018135144,0.00085063,0.07706206,0.00016149473,0.00054898596,0.00019829666,0.0010420536,0.00002256387],"about_ca_topic_score_codex":0.0023563718,"about_ca_topic_score_gemma":0.0033543187,"teacher_disagreement_score":0.0027648127,"about_ca_system_score_codex":0.00040152104,"about_ca_system_score_gemma":0.00043306864,"threshold_uncertainty_score":0.00924927},"labels":[],"label_agreement":null},{"id":"W2153298655","doi":"10.5539/elt.v8n2p14","title":"An Integrated Approach to Teaching Literature in an EFL Classroom","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":120,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Reading (process); Mathematics education; English as a foreign language; Critical thinking; Test (biology); Foreign language; Teaching method; Control (management); Achievement test; Pedagogy; Standardized test; Linguistics; Computer science","score_opus":0.02483399172004108,"score_gpt":0.2758963872937638,"score_spread":0.25106239557372273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153298655","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96250606,0.00064061186,0.021871245,0.0003414414,0.000061068204,0.0004797881,0.000029473482,0.00020475595,0.0138655845],"genre_scores_gemma":[0.87857914,0.0009538626,0.10920514,0.0003059639,0.000076859666,0.00075824425,0.000094057876,0.000027148357,0.009999465],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99855596,0.00036123447,0.00006143117,0.0003580685,0.00052607374,0.00013731176],"domain_scores_gemma":[0.997758,0.00065457646,0.00034092527,0.0002555914,0.00032317673,0.0006678899],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015977762,0.0005308709,0.0007826948,0.0024452563,0.0011228685,0.0023261153,0.0013162406,0.0005066446,0.0028888995],"category_scores_gemma":[0.002414871,0.0003119061,0.00048077753,0.0013553139,0.0010238137,0.0015093144,0.004130954,0.0009321003,0.000600155],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006122495,0.03628037,0.021590484,0.0009479849,0.00010828201,0.0009766836,0.025018534,0.0013166331,0.08169571,0.005748736,0.0012612939,0.8244429],"study_design_scores_gemma":[0.006966063,0.06502431,0.48321313,0.0024404677,0.0019684026,0.010229703,0.08185687,0.02121664,0.09727841,0.0656285,0.16356722,0.0006103439],"about_ca_topic_score_codex":0.0010373303,"about_ca_topic_score_gemma":0.0042530946,"teacher_disagreement_score":0.0028888995,"about_ca_system_score_codex":0.0008350863,"about_ca_system_score_gemma":0.0033514872,"threshold_uncertainty_score":0.009664297},"labels":[],"label_agreement":null},{"id":"W2153313588","doi":"10.21810/sfuer.v3i.347","title":"Pedagogical Approaches to Foreign Language Education: A discussion of poetic forms and culture","year":2009,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Poetry; Reading (process); Foreign language; Linguistics; Sociology; Language education; Literature; Psychology; Philosophy; Art","score_opus":0.1920789965643962,"score_gpt":0.36654104677361393,"score_spread":0.17446205020921773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153313588","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.062564746,0.33314836,0.017610788,0.09281803,0.003032138,0.00010863445,0.000018351531,0.000065720116,0.4906332],"genre_scores_gemma":[0.7909562,0.17285584,0.0034728053,0.005941317,0.0016242021,0.00019953283,0.000010757027,0.00003628309,0.024903027],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974739,0.0018752882,0.0000666198,0.00009513214,0.0002753798,0.0002137273],"domain_scores_gemma":[0.9975069,0.001965877,0.00015044288,0.00006156172,0.00014733564,0.0001679639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037611448,0.000539412,0.0006848925,0.0029409525,0.0054102424,0.008282569,0.001196958,0.0023514347,0.0026899802],"category_scores_gemma":[0.0043228404,0.00016259882,0.0003603268,0.0035146598,0.018327901,0.0047591147,0.0035763513,0.0038789045,0.00031414581],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001414609,0.00005684066,0.0004705905,0.0007724302,0.0000080307655,0.0008640209,0.09390384,0.00024977478,0.00025722836,0.8379816,0.0034931197,0.06192841],"study_design_scores_gemma":[0.000017409677,0.00014376456,0.0022541373,0.0031261786,0.000013444999,0.0019510769,0.1325314,0.0005118358,0.0006710666,0.11227989,0.74647564,0.00002421776],"about_ca_topic_score_codex":0.0024529102,"about_ca_topic_score_gemma":0.0029651823,"teacher_disagreement_score":0.008282569,"about_ca_system_score_codex":0.004426371,"about_ca_system_score_gemma":0.003393992,"threshold_uncertainty_score":0.032115757},"labels":[],"label_agreement":null},{"id":"W2153564391","doi":"10.1558/cj.v20i3.437-450","title":"Grammatical Errors and Feedback","year":2003,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Computer science; Grammar; German; Parsing; Dialog box; Natural language processing; Linguistics; Relevance (law); Artificial intelligence; World Wide Web","score_opus":0.03604364875005453,"score_gpt":0.2406427214086211,"score_spread":0.20459907265856658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153564391","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2359782,0.0043457802,0.48256645,0.050876837,0.00324317,0.0006926159,0.0008636127,0.01630784,0.20512556],"genre_scores_gemma":[0.8870302,0.0017532128,0.069930375,0.0041589607,0.0006690851,0.0003265905,0.00047685605,0.0023890384,0.03326565],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.96913034,0.017936863,0.0013407704,0.0014203705,0.009172976,0.0009986805],"domain_scores_gemma":[0.8461868,0.11332947,0.005701733,0.0103070615,0.022236194,0.0022386652],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015737427,0.0010679358,0.0007581059,0.0011985302,0.0011574146,0.0041993516,0.0013344346,0.0034293043,0.017556697],"category_scores_gemma":[0.21338919,0.00036965008,0.00039449663,0.00061040756,0.0028212578,0.0067083263,0.0041117743,0.0026073535,0.0040081628],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001207188,0.0005013344,0.01469948,0.0015582698,0.00006153861,0.0017164099,0.044172287,0.005687092,0.014486049,0.07248071,0.05395406,0.7894756],"study_design_scores_gemma":[0.0005827322,0.0028786426,0.024225095,0.0040006223,0.00026296225,0.006887674,0.03363183,0.039032266,0.05893682,0.28794095,0.54110104,0.00051939074],"about_ca_topic_score_codex":0.00064398843,"about_ca_topic_score_gemma":0.00049957435,"teacher_disagreement_score":0.017556697,"about_ca_system_score_codex":0.0010199468,"about_ca_system_score_gemma":0.0015595515,"threshold_uncertainty_score":0.08322847},"labels":[],"label_agreement":null},{"id":"W2154065682","doi":"10.18806/tesl.v27i1.1033","title":"Mentoring EFL Preservice Teachers in EFL Writing","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Psychology; Cronbach's alpha; English as a foreign language; Mathematics education; Perception; Pedagogy; Professional development; Medical education; Psychometrics; Medicine","score_opus":0.02520588491521517,"score_gpt":0.24172786233778046,"score_spread":0.2165219774225653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154065682","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97594607,0.00058672356,0.0033066003,0.005806912,0.00012328514,0.0002000564,0.000030749707,0.00014137056,0.013858189],"genre_scores_gemma":[0.98605967,0.0004749209,0.005118569,0.00090054644,0.00005058224,0.000077723176,0.00004563571,0.000014890338,0.007257494],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9953589,0.0028234904,0.00014127241,0.0001746156,0.000731886,0.0007698335],"domain_scores_gemma":[0.97936183,0.004748832,0.0024995296,0.0013916105,0.0029540886,0.009044145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00810362,0.00025260326,0.00022187857,0.0007999247,0.0026874652,0.0035860075,0.0008468255,0.000856775,0.0037687565],"category_scores_gemma":[0.030347493,0.00022455357,0.00027410008,0.0004185113,0.00090505107,0.0017300952,0.0040323646,0.00148868,0.0011164997],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016103822,0.004045631,0.18961208,0.00039961893,0.000045806682,0.0021786746,0.11626451,0.00061004737,0.009100405,0.0015731625,0.015356373,0.66065264],"study_design_scores_gemma":[0.0002295616,0.0034404434,0.3433088,0.0013456714,0.00013844295,0.006012449,0.4519067,0.002892434,0.018223904,0.0059791277,0.16634895,0.0001734308],"about_ca_topic_score_codex":0.0022845264,"about_ca_topic_score_gemma":0.008685896,"teacher_disagreement_score":0.00810362,"about_ca_system_score_codex":0.0011764265,"about_ca_system_score_gemma":0.005399917,"threshold_uncertainty_score":0.042856574},"labels":[],"label_agreement":null},{"id":"W2154282867","doi":"10.5539/elt.v7n2p103","title":"Relationship between Cultural Distance and Pragmatic Comprehension","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Comprehension; Psychology; German; Cultural diversity; Linguistics; Test (biology); Foreign language; Intercultural communication; Target culture; Language assessment; Pedagogy; Sociology","score_opus":0.024205174690812157,"score_gpt":0.267063835510823,"score_spread":0.24285866082001087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154282867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99792624,0.00009119373,0.00013250021,0.000042490312,0.0000037220539,0.000008386507,0.000015326446,0.0000023294642,0.0017777295],"genre_scores_gemma":[0.9996768,0.00004473415,0.0000632142,0.000010229866,0.0000019173124,0.0000064494466,0.000015319956,0.0000016482367,0.0001797202],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980015,0.0008029425,0.00026254717,0.00024380146,0.00051447254,0.00017471741],"domain_scores_gemma":[0.98072684,0.010322416,0.0033864866,0.00075421436,0.0027287847,0.0020812384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016941371,0.0002593545,0.00030071268,0.0010779564,0.00057301443,0.0016263353,0.00029834732,0.00039269187,0.00352382],"category_scores_gemma":[0.020048833,0.00017904726,0.0003105948,0.00058896147,0.0012557481,0.0008258274,0.0019278252,0.00077063235,0.00023312186],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023523765,0.00040940772,0.9549927,0.00013170605,0.00019128478,0.00053223217,0.023122616,0.00022881285,0.0026198707,0.00044095557,0.0001393139,0.016955858],"study_design_scores_gemma":[0.000015262174,0.0004319818,0.9749909,0.00004183812,0.000053074884,0.0005606346,0.02119922,0.00044249342,0.0007208306,0.00060198386,0.0009064793,0.000035398003],"about_ca_topic_score_codex":0.0022938368,"about_ca_topic_score_gemma":0.0022723847,"teacher_disagreement_score":0.00352382,"about_ca_system_score_codex":0.00034351804,"about_ca_system_score_gemma":0.00049799803,"threshold_uncertainty_score":0.011788368},"labels":[],"label_agreement":null},{"id":"W2154480850","doi":"10.3138/cmlr.62.3.449","title":"L'alternance codique chez les professeurs de français langue étrangère pendant des leçons orientées vers le développement des connaissances grammaticales","year":2006,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Political science","score_opus":0.03405752778835488,"score_gpt":0.25529680598952703,"score_spread":0.22123927820117215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154480850","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9794663,0.0010161634,0.0010304902,0.00060788164,0.000020866848,0.0000149351235,0.000119031574,0.000019292625,0.017705042],"genre_scores_gemma":[0.9889404,0.0005513683,0.00083699106,0.00008232041,0.0000056467566,0.00001010083,0.00007076087,0.000011783686,0.00949055],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993017,0.0001756011,0.00004039195,0.0001406585,0.00018650865,0.00015511262],"domain_scores_gemma":[0.99687225,0.00087295985,0.0004918479,0.00012596801,0.0013148908,0.00032206625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014634418,0.00027686864,0.00018522963,0.0007772556,0.0019394894,0.0018560905,0.00033662692,0.00033785522,0.004427186],"category_scores_gemma":[0.0031000916,0.000117216616,0.00014399957,0.0010431395,0.0014350674,0.0009035208,0.00087607524,0.00068962696,0.00042374397],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021881601,0.000089307236,0.35807577,0.0004529491,0.000049426602,0.001177051,0.34266713,0.00039602513,0.019979993,0.012991398,0.0027771913,0.261125],"study_design_scores_gemma":[0.000010133946,0.000191188,0.7922117,0.00022715506,0.00006468062,0.00085818255,0.11432853,0.00056035136,0.0031239085,0.0014952647,0.086866625,0.00006230409],"about_ca_topic_score_codex":0.3800252,"about_ca_topic_score_gemma":0.58148974,"teacher_disagreement_score":0.3800252,"about_ca_system_score_codex":0.004108901,"about_ca_system_score_gemma":0.004717995,"threshold_uncertainty_score":0.75562644},"labels":[],"label_agreement":null},{"id":"W2154493731","doi":"10.18806/tesl.v28i2.1069","title":"Second-Language Acquisition and the Information Age: How Social Software has Created a New Mode of Learning","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Curriculum; Computer science; Social learning; Paradigm shift; Mode (computer interface); Software; Psychology; Knowledge management; Mathematics education; Pedagogy; Human–computer interaction; Epistemology","score_opus":0.02530176846862886,"score_gpt":0.2031824498370104,"score_spread":0.17788068136838153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154493731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49766892,0.009265692,0.005740285,0.06545818,0.00035727263,0.000035021618,0.00010019954,0.00012765167,0.4212468],"genre_scores_gemma":[0.96782595,0.0033288277,0.0013570248,0.0018882399,0.00012692357,0.000016775488,0.000026008462,0.000042943648,0.025387488],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985611,0.0006113119,0.000033248383,0.00014376383,0.00037884022,0.0002717255],"domain_scores_gemma":[0.9972687,0.001142295,0.00023131991,0.00014177666,0.0005429498,0.00067298074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023591544,0.00022991035,0.00022416958,0.0017044621,0.005499788,0.009063299,0.0006836773,0.0016163728,0.0070169573],"category_scores_gemma":[0.004159871,0.00014916823,0.00017866967,0.0008926249,0.01390816,0.007998695,0.003916222,0.002045318,0.00094970607],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047883357,0.00016454923,0.014160255,0.00013779357,0.000013065637,0.0017074209,0.37322763,0.00021614062,0.001488485,0.46498668,0.011892987,0.13195704],"study_design_scores_gemma":[0.000027393593,0.00015013464,0.019967869,0.0004590113,0.00001713404,0.001989274,0.19965659,0.00078317977,0.0017216972,0.18685982,0.5882892,0.00007877674],"about_ca_topic_score_codex":0.075457536,"about_ca_topic_score_gemma":0.10338596,"teacher_disagreement_score":0.075457536,"about_ca_system_score_codex":0.006669933,"about_ca_system_score_gemma":0.006638593,"threshold_uncertainty_score":0.15003663},"labels":[],"label_agreement":null},{"id":"W2154800011","doi":"10.18806/tesl.v30i1.1136","title":"Managing Change in English Language Teaching: Lessons from Experience","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Language education; Language assessment; Linguistics; Comprehension approach; Psychology; Language transfer; Sheltered instruction; Sociology; Pedagogy; Philosophy","score_opus":0.03870112146471026,"score_gpt":0.26562878461010636,"score_spread":0.22692766314539609,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154800011","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.610393,0.014344545,0.0088626975,0.08020614,0.0021006663,0.00043885043,0.0001272413,0.00035963603,0.28316733],"genre_scores_gemma":[0.87732565,0.010095105,0.007578148,0.011875479,0.00033444824,0.00026366304,0.00010520218,0.00026259103,0.09215967],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99209774,0.0049510594,0.00014696381,0.0004046816,0.00079191825,0.0016075784],"domain_scores_gemma":[0.9906419,0.004283788,0.00032181077,0.00029098397,0.0010550959,0.0034064744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007939121,0.0006433106,0.00060035527,0.00074735674,0.010530289,0.012259224,0.0035646271,0.004739175,0.0037028173],"category_scores_gemma":[0.011722273,0.00045471996,0.00049890124,0.0014028725,0.008348023,0.009249818,0.0077478304,0.006011044,0.0011983676],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005508034,0.0014337645,0.0030631286,0.0004275424,0.000015097008,0.0033930389,0.8223707,0.0002593481,0.00048137023,0.016188972,0.05418347,0.0981285],"study_design_scores_gemma":[0.000036073987,0.0002306628,0.002002794,0.0004444658,0.000009612215,0.0007891158,0.7444095,0.00018489402,0.00039209906,0.003807336,0.24766222,0.00003123379],"about_ca_topic_score_codex":0.008035799,"about_ca_topic_score_gemma":0.030639984,"teacher_disagreement_score":0.012259224,"about_ca_system_score_codex":0.0071287216,"about_ca_system_score_gemma":0.007431576,"threshold_uncertainty_score":0.051722705},"labels":[],"label_agreement":null},{"id":"W2154909015","doi":"10.14483/udistrital.jour.calj.2015.1.a10","title":"World Englishes and English Language Teaching: A pragmatic and humanistic approach","year":2015,"lang":"en","type":"article","venue":"Colombian Applied Linguistics Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Humanism; Argument (complex analysis); Analogy; Humanistic psychology; Sociology; Linguistics; Teaching english; Order (exchange); Computer science; Mathematics education; Pedagogy; Psychology; Political science; Philosophy; Law; Business","score_opus":0.028343783962464505,"score_gpt":0.2479769304590637,"score_spread":0.21963314649659918,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154909015","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.054632366,0.018939314,0.05645227,0.08242856,0.00084365066,0.00012681102,0.00010456439,0.00009031662,0.78638214],"genre_scores_gemma":[0.9689525,0.00402076,0.006956863,0.003593046,0.00034795632,0.0001133996,0.000025312042,0.000060191218,0.015930017],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99541,0.0033839382,0.00009564523,0.0002273532,0.0004995405,0.0003834914],"domain_scores_gemma":[0.99722135,0.0018836543,0.00024150676,0.00011081212,0.00024005439,0.00030257722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032633427,0.0004223333,0.00037255159,0.001862969,0.0040914062,0.008856379,0.0009558749,0.0027938238,0.0029175556],"category_scores_gemma":[0.0027801371,0.00023546988,0.0002191303,0.0011850975,0.02515244,0.007364309,0.0039933305,0.0034628888,0.0002497992],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000042402758,0.0000142488725,0.00018656139,0.000037964506,0.000002290055,0.0001247819,0.020063372,0.00007684225,0.00010135034,0.9748787,0.0010264724,0.0034831064],"study_design_scores_gemma":[0.000014308724,0.000039431845,0.0014354723,0.00026956477,0.000008563724,0.00038693217,0.069108166,0.000780442,0.0003682952,0.6224895,0.30507156,0.000027761553],"about_ca_topic_score_codex":0.0071974397,"about_ca_topic_score_gemma":0.0068986975,"teacher_disagreement_score":0.008856379,"about_ca_system_score_codex":0.005237005,"about_ca_system_score_gemma":0.002368168,"threshold_uncertainty_score":0.037997246},"labels":[],"label_agreement":null},{"id":"W2154932196","doi":"10.1111/1540-4781.00196","title":"Conversational Repair as a Role‐Defining Mechanism in Classroom Interaction","year":2003,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":92,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; University of Waterloo","funders":"","keywords":"German; Negotiation; Conversation analysis; Meaning (existential); Class (philosophy); Conversation; Foreign language; Resource (disambiguation); Psychology; Order (exchange); Pedagogy; Mathematics education; Computer science; Linguistics; Sociology; Communication; Business","score_opus":0.016233405871485095,"score_gpt":0.25378426820444744,"score_spread":0.23755086233296235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154932196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.64660305,0.001514221,0.27984285,0.0026266596,0.00013461102,0.00027657332,0.0000643019,0.00081062695,0.06812702],"genre_scores_gemma":[0.98737735,0.00011269525,0.009943894,0.000048124133,0.000009169335,0.00007843191,0.000012593765,0.00006230506,0.0023553376],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98281926,0.013491705,0.00047651946,0.0010694115,0.0014125512,0.00073064986],"domain_scores_gemma":[0.9845563,0.010289235,0.0018066987,0.0018602172,0.00076939876,0.00071816595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00792623,0.0007174993,0.000641749,0.0019039062,0.00456174,0.0065972055,0.0017675305,0.0021158736,0.0030353854],"category_scores_gemma":[0.018157281,0.00066411024,0.0005382695,0.0006734196,0.013926554,0.008580267,0.0068596997,0.0021112263,0.00050966704],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013639637,0.00007622158,0.0047379304,0.00035996095,0.000025086641,0.0011821636,0.8219228,0.0007432016,0.018946001,0.11433162,0.00045390186,0.037084788],"study_design_scores_gemma":[0.00007851091,0.0004459206,0.009838056,0.00074822525,0.00010688068,0.005641382,0.75415426,0.008963373,0.022185765,0.08676678,0.11087243,0.00019836711],"about_ca_topic_score_codex":0.0012181127,"about_ca_topic_score_gemma":0.0009883266,"teacher_disagreement_score":0.00792623,"about_ca_system_score_codex":0.0014536994,"about_ca_system_score_gemma":0.0016666568,"threshold_uncertainty_score":0.041918397},"labels":[],"label_agreement":null},{"id":"W2155046657","doi":"10.5539/ijel.v1n1p219","title":"Principles of Constructing Multiple-choice in Reading Comprehension of CET-4 and Their Enlightening to General College English Teaching","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; College English; Comprehension; Reading (process); Mathematics education; Multiple choice; Computer science; China; Psychology; Linguistics; Political science","score_opus":0.05140525053081084,"score_gpt":0.2699316560639065,"score_spread":0.21852640553309566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155046657","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11889654,0.0002179834,0.8111152,0.0019033576,0.00007982848,0.0024671855,0.00031174958,0.000643205,0.064364985],"genre_scores_gemma":[0.23788245,0.0001081949,0.7533325,0.00018029328,0.00002186876,0.0025520488,0.00017544557,0.000084358275,0.0056628264],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99003625,0.006002814,0.0008190192,0.0010250206,0.0018297713,0.0002870097],"domain_scores_gemma":[0.98107934,0.010526497,0.0009923737,0.0020193572,0.0049847285,0.00039778955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01714965,0.00055795215,0.0003676959,0.0019969882,0.0011761334,0.002626314,0.0011863246,0.0009273289,0.003394158],"category_scores_gemma":[0.026347645,0.0006824749,0.000779632,0.0011565175,0.0051920544,0.0031205676,0.001555353,0.0022818258,0.0009141332],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023059572,0.00067020394,0.0363977,0.00037142882,0.000044707285,0.00027182506,0.039305154,0.003926741,0.009512065,0.5270259,0.0061699613,0.3760737],"study_design_scores_gemma":[0.00014597914,0.00069905067,0.08874469,0.0005376802,0.00007038446,0.0007089906,0.01371288,0.048329372,0.023665773,0.6897962,0.13335992,0.00022912474],"about_ca_topic_score_codex":0.0038693084,"about_ca_topic_score_gemma":0.006240393,"teacher_disagreement_score":0.01714965,"about_ca_system_score_codex":0.0023642497,"about_ca_system_score_gemma":0.0029563943,"threshold_uncertainty_score":0.09069705},"labels":[],"label_agreement":null},{"id":"W2155467288","doi":"10.5430/wje.v2n4p85","title":"The Role of Refusal Instruction in Pragmatic Development","year":2012,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English as a foreign language; Comprehension; Psychology; Speech act; Control (management); Set (abstract data type); Explicit knowledge; Mathematics education; Linguistics; Computer science; Artificial intelligence","score_opus":0.014674572892760031,"score_gpt":0.26061203954592416,"score_spread":0.24593746665316413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155467288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981521,0.00011831132,0.00064769835,0.000064928565,0.000006891781,0.000026538692,0.000003958326,0.000010245794,0.0009692534],"genre_scores_gemma":[0.99769706,0.00013225683,0.0016530915,0.000025548943,0.0000071805885,0.000030064419,0.000007492202,0.0000052403752,0.00044210255],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984902,0.00072383514,0.000091826216,0.00014150038,0.00041742454,0.0001352211],"domain_scores_gemma":[0.9953891,0.002439815,0.0009594831,0.00045584986,0.00041360644,0.00034204978],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001975489,0.00031589463,0.00032553019,0.00031616882,0.00042054735,0.0005965229,0.00039065507,0.00038739745,0.0011394834],"category_scores_gemma":[0.008780565,0.00020652308,0.00015893797,0.000108003,0.0011584222,0.00052584894,0.00068125356,0.0006458604,0.00016482857],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036875785,0.0114222225,0.14841995,0.0017517634,0.00009621082,0.001357248,0.051503677,0.0006394434,0.22236395,0.0054806992,0.0004687642,0.5528086],"study_design_scores_gemma":[0.00093434996,0.04012717,0.7397171,0.00071893743,0.00048625094,0.0039294953,0.03640633,0.0038174791,0.13751432,0.013688193,0.022477115,0.00018330255],"about_ca_topic_score_codex":0.00050378917,"about_ca_topic_score_gemma":0.0006795235,"teacher_disagreement_score":0.001975489,"about_ca_system_score_codex":0.000246428,"about_ca_system_score_gemma":0.001214184,"threshold_uncertainty_score":0.010447502},"labels":[],"label_agreement":null},{"id":"W2155975159","doi":"10.3968/j.ccc.1923670020090502.010","title":"Study on Effects of Chinese Thought and Culture on Japanese Writing:Research on the Second Language Writing by Think Aloud","year":2009,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sentence; Vocabulary; Chinese as a foreign language; Chinese culture; Think aloud protocol; Second language; Psychology; Chinese language; Computer science; History; China; Philosophy","score_opus":0.044016537751363084,"score_gpt":0.3853648755217303,"score_spread":0.3413483377703672,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155975159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99845624,0.000055933895,0.00023269058,0.000033601507,0.000009286008,0.000028313174,0.000007204717,0.0000021321755,0.0011746547],"genre_scores_gemma":[0.9979292,0.00017621054,0.0006074689,0.000050346745,0.000009444215,0.000071475304,0.000019014846,0.0000073270603,0.0011295563],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99867815,0.0005994863,0.00011347325,0.00018761499,0.00030562197,0.00011562857],"domain_scores_gemma":[0.974899,0.018796291,0.0021911461,0.0007230369,0.002292586,0.0010979301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026716283,0.0005789221,0.00036127598,0.0005232435,0.0011235687,0.0013780652,0.0003114262,0.00031979848,0.0021008672],"category_scores_gemma":[0.016571622,0.00025103666,0.0004232587,0.0005531747,0.0012824795,0.0012765598,0.0007066372,0.001048658,0.00019739778],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013052435,0.002854632,0.19794363,0.0011509506,0.00023161086,0.0013577403,0.6626025,0.00026781988,0.061441176,0.0010708336,0.00048697006,0.0692868],"study_design_scores_gemma":[0.00026942327,0.0050364356,0.7133441,0.00022849898,0.00043735426,0.00089067925,0.23722067,0.0013074058,0.035473555,0.0007856923,0.0048571387,0.00014894584],"about_ca_topic_score_codex":0.003957271,"about_ca_topic_score_gemma":0.004488758,"teacher_disagreement_score":0.003957271,"about_ca_system_score_codex":0.0008275593,"about_ca_system_score_gemma":0.0014614821,"threshold_uncertainty_score":0.014129102},"labels":[],"label_agreement":null},{"id":"W2156123198","doi":"10.5539/ass.v4n11p17","title":"Personality and Second Language Learning","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Personality; Psychology; Language learning strategies; Big Five personality traits; Language acquisition; Second language; Test (biology); Applied psychology; Social psychology; Mathematics education; Linguistics; Cognition","score_opus":0.01970456280703485,"score_gpt":0.2771411205578586,"score_spread":0.25743655775082375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156123198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9933488,0.00055471866,0.00019514852,0.00018187882,0.000016119326,0.000008012069,0.000030573035,0.00000596083,0.005658915],"genre_scores_gemma":[0.9986908,0.00019527323,0.00011815039,0.000028517672,0.000009924947,0.000002532437,0.000016019345,8.968295e-7,0.00093795534],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995394,0.00019210386,0.000026387179,0.000039573333,0.00011731512,0.00008528957],"domain_scores_gemma":[0.99518114,0.0018076468,0.001453132,0.00015576226,0.00037325284,0.0010289897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007173523,0.00015230973,0.0001970871,0.0007777695,0.00047765533,0.001381143,0.000121835925,0.0001897639,0.0024608267],"category_scores_gemma":[0.0047924328,0.000064133965,0.00020105937,0.0005900484,0.00050687336,0.00032528632,0.00051545404,0.00041717774,0.00031147967],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010007739,0.00021736183,0.91931885,0.000060876642,0.000049135273,0.00043458497,0.0032692887,0.00020375116,0.00086218235,0.0010178711,0.00028163494,0.074184254],"study_design_scores_gemma":[0.0000040869377,0.00020351792,0.9959222,0.00002264627,0.000011404344,0.00041722285,0.0012161845,0.00023067012,0.00014008887,0.00072475773,0.001097251,0.000010026401],"about_ca_topic_score_codex":0.0028323196,"about_ca_topic_score_gemma":0.003465763,"teacher_disagreement_score":0.0028323196,"about_ca_system_score_codex":0.00035855506,"about_ca_system_score_gemma":0.0003108816,"threshold_uncertainty_score":0.0082322955},"labels":[],"label_agreement":null},{"id":"W2156231838","doi":"10.5206/entrehojas.v1i1.6116","title":"Empirical study: a mixed methodology to improve linguistic and communicative competence in Spanish as a FL/SL","year":2011,"lang":"en","type":"article","venue":"Entrehojas Revista de Estudios Hispánicos","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Foreign language; Competence (human resources); Empirical research; Psychology; Linguistic competence; Computer science; Language acquisition; Language education; Task (project management); Communicative language teaching; Mathematics education; Linguistics; Pedagogy; Engineering","score_opus":0.13104748903739033,"score_gpt":0.3454669659620568,"score_spread":0.21441947692466645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156231838","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67108727,0.00560686,0.2631302,0.0025825766,0.00027389338,0.042256452,0.00044292322,0.00015303375,0.014466762],"genre_scores_gemma":[0.5805325,0.0020161248,0.3749811,0.00076936616,0.000052950854,0.038750987,0.0001638675,0.00004265597,0.0026905043],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.8844867,0.101971634,0.0045788377,0.0027300087,0.005258557,0.0009743577],"domain_scores_gemma":[0.9388847,0.04149565,0.0042257966,0.0040743495,0.010377717,0.000941808],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.099641755,0.00074849895,0.0010262809,0.003985182,0.0018971276,0.0036459782,0.002273468,0.0012354509,0.0028286832],"category_scores_gemma":[0.06952754,0.00048705627,0.0012520761,0.0023846237,0.0018297528,0.002294031,0.0039447453,0.0009373812,0.00033327084],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014560475,0.0071758656,0.048369087,0.011986165,0.0007359072,0.00076447986,0.13505158,0.0029893282,0.010664376,0.034703434,0.0025589059,0.7435449],"study_design_scores_gemma":[0.0037381887,0.04043782,0.12051191,0.029837908,0.0028071532,0.0013305616,0.512993,0.037889376,0.050786503,0.049654167,0.14951877,0.00049461285],"about_ca_topic_score_codex":0.0015761438,"about_ca_topic_score_gemma":0.0025236655,"teacher_disagreement_score":0.099641755,"about_ca_system_score_codex":0.004878035,"about_ca_system_score_gemma":0.0081572635,"threshold_uncertainty_score":0.5269623},"labels":[],"label_agreement":null},{"id":"W2156257627","doi":"10.1111/1540-4781.00184","title":"The Effect of Synchronous and Asynchronous CMC on Oral Performance in German","year":2003,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":412,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Celiac Association","keywords":"Asynchronous communication; German; Computer science; Language proficiency; Lexical diversity; Diversity (politics); Natural language processing; Linguistics; Control (management); Psychology; Mathematics education; Artificial intelligence; Vocabulary; Sociology; Telecommunications","score_opus":0.007689059811354461,"score_gpt":0.243666285118741,"score_spread":0.23597722530738655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156257627","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990815,0.000056477118,0.000061214014,0.000011568118,0.000004089894,0.000005610806,0.000008123182,0.000003408563,0.00076802104],"genre_scores_gemma":[0.99901366,0.00005516629,0.0001675915,0.000009967223,0.000011025801,0.000009176135,0.000019433697,0.0000032437347,0.00071073923],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985306,0.0005229132,0.00014545696,0.00018503299,0.00045013754,0.00016576289],"domain_scores_gemma":[0.99238527,0.003996268,0.0016231542,0.00037704298,0.00063828664,0.0009800122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020097548,0.00050655816,0.00032754152,0.00076040137,0.00037816496,0.0011831963,0.0003037158,0.0004117529,0.00160711],"category_scores_gemma":[0.0105451895,0.00013357353,0.00021320119,0.00028050874,0.0005014612,0.0005111814,0.00084628543,0.0003105486,0.00041444667],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015586149,0.0075528515,0.32856244,0.0010306387,0.00057444046,0.0017176371,0.025889885,0.003375664,0.25343734,0.0009760735,0.0009961734,0.36030066],"study_design_scores_gemma":[0.0003606814,0.018895328,0.93673426,0.000120166784,0.00043352038,0.00043230617,0.0071472432,0.0024281156,0.029973289,0.0006977484,0.00266446,0.00011276122],"about_ca_topic_score_codex":0.0008461117,"about_ca_topic_score_gemma":0.0007452292,"teacher_disagreement_score":0.0020097548,"about_ca_system_score_codex":0.00032296198,"about_ca_system_score_gemma":0.00026474902,"threshold_uncertainty_score":0.0106287},"labels":[],"label_agreement":null},{"id":"W2156325318","doi":"10.5539/ijel.v2n3p27","title":"The Hindrance of Doubt: Causes of Language Anxiety","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":73,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Categorization; Psychology; Process (computing); Foreign language; Cognitive psychology; Linguistics; Developmental psychology; Computer science; Mathematics education; Philosophy; Psychiatry","score_opus":0.020822294300214504,"score_gpt":0.28398009465812724,"score_spread":0.26315780035791275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156325318","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94832766,0.015065523,0.003361496,0.0063141636,0.00012562424,0.000058818947,0.00009295125,0.000090144305,0.02656355],"genre_scores_gemma":[0.99765694,0.0015455415,0.000165801,0.00022460124,0.000043119326,0.0000068129816,0.000017531702,0.000005032036,0.00033443028],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99837744,0.0005281476,0.00012871432,0.00014925713,0.00052599446,0.00029039657],"domain_scores_gemma":[0.9930132,0.003663776,0.0018414849,0.00024931057,0.00065087713,0.0005814678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011742846,0.00025849073,0.0003781776,0.0017963526,0.0008879149,0.001980891,0.0005938072,0.0011471426,0.002458806],"category_scores_gemma":[0.01051449,0.0002432985,0.0005046735,0.00063639827,0.0033509792,0.0014930606,0.0017972566,0.0014151509,0.00020784386],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069153606,0.0006583129,0.5628472,0.0017371492,0.00032861324,0.04374086,0.07275241,0.00046467426,0.009150062,0.04763841,0.0053340117,0.25465682],"study_design_scores_gemma":[0.00011914989,0.00078286865,0.70116,0.0015265954,0.00047660005,0.12955682,0.0920777,0.0016202901,0.0036530765,0.045784857,0.022977654,0.00026438758],"about_ca_topic_score_codex":0.0015200604,"about_ca_topic_score_gemma":0.0010814535,"teacher_disagreement_score":0.002458806,"about_ca_system_score_codex":0.00091697223,"about_ca_system_score_gemma":0.0009580909,"threshold_uncertainty_score":0.00822556},"labels":[],"label_agreement":null},{"id":"W2156666223","doi":"10.5539/ass.v4n4p77","title":"Causal Attribution and its Conceptions by Non-English Major Postgraduates in China: A Case Study","year":2009,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Attribution; Psychology; Causality (physics); Class (philosophy); Social psychology; Causal model; China; Developmental psychology; Epistemology","score_opus":0.021747970424401037,"score_gpt":0.29183644254444274,"score_spread":0.2700884721200417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156666223","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99865365,0.000054692006,0.00021325034,0.00015376435,0.0000020619534,0.0000144750875,0.000003858111,0.000001702065,0.0009024496],"genre_scores_gemma":[0.9991254,0.000080396734,0.00025242395,0.00002159668,0.0000020427942,0.0000090274925,0.0000057438524,0.0000010227318,0.00050232204],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99584204,0.002064626,0.000252056,0.0002857907,0.00066871464,0.000886804],"domain_scores_gemma":[0.99457186,0.0023368204,0.001161002,0.00049210154,0.00041227523,0.0010260639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065989215,0.0003356796,0.0005106216,0.0018042807,0.009237502,0.0019617865,0.0015481358,0.0011076496,0.0017064022],"category_scores_gemma":[0.0078200465,0.00034974504,0.0004539733,0.001917135,0.0052190833,0.001809005,0.0032919687,0.0016629368,0.000093636634],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000779634,0.0005662071,0.281121,0.00007656234,0.000016061891,0.012991182,0.6734366,0.00021162839,0.00097654184,0.0064123366,0.00033593448,0.02377812],"study_design_scores_gemma":[0.000026936616,0.00042213706,0.20395857,0.00012282346,0.000035939935,0.008507562,0.77251184,0.0028437353,0.0012466643,0.002398818,0.007865564,0.000059325044],"about_ca_topic_score_codex":0.06552393,"about_ca_topic_score_gemma":0.08576786,"teacher_disagreement_score":0.06552393,"about_ca_system_score_codex":0.007685004,"about_ca_system_score_gemma":0.0070228297,"threshold_uncertainty_score":0.13028508},"labels":[],"label_agreement":null},{"id":"W2156739532","doi":"10.5539/ies.v2n2p113","title":"Causes for Ineffective College English Teaching and Relevant Countermeasures","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Mathematics education; Teaching method; Competence (human resources); Psychology; Foreign language teaching; Teaching and learning center; Intercultural competence; Pedagogy; Foreign language; Medical education; Medicine","score_opus":0.05678666464436374,"score_gpt":0.3659558996212264,"score_spread":0.30916923497686266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156739532","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9671177,0.0026251862,0.0030541257,0.015173164,0.00023695319,0.000517026,0.00018058503,0.00020104683,0.010894282],"genre_scores_gemma":[0.994341,0.0009972815,0.002043506,0.00096601,0.00010306823,0.000112347174,0.00006206614,0.000023498547,0.0013512276],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.98989534,0.0037232914,0.001018446,0.0006838117,0.0032987713,0.001380148],"domain_scores_gemma":[0.94670796,0.018440649,0.022284063,0.0019049584,0.006889128,0.003773228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058806865,0.00059696403,0.0004944472,0.0041683954,0.0026119058,0.0014107339,0.0013472358,0.0017216032,0.004474151],"category_scores_gemma":[0.04134388,0.0005322881,0.0007646818,0.0016913426,0.0020046923,0.0015321516,0.0015044966,0.0023840272,0.00037251995],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020503455,0.0016971164,0.81383175,0.0009155209,0.00018640715,0.0051734624,0.015879309,0.00077326933,0.0023940345,0.0047945213,0.006482259,0.14766742],"study_design_scores_gemma":[0.00005747693,0.0006158139,0.9284872,0.0011800325,0.00023751115,0.0057369303,0.040460944,0.0024300483,0.0033318345,0.0019710697,0.015353603,0.00013756662],"about_ca_topic_score_codex":0.004514676,"about_ca_topic_score_gemma":0.0070522735,"teacher_disagreement_score":0.0058806865,"about_ca_system_score_codex":0.0037961106,"about_ca_system_score_gemma":0.006636635,"threshold_uncertainty_score":0.031100392},"labels":[],"label_agreement":null},{"id":"W2157084486","doi":"10.1111/j.1944-9720.2009.01009.x","title":"Second Language Anxiety and Distance Language Learning","year":2009,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":161,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Anxiety; Psychology; Foreign language anxiety; Reading (process); Foreign language; Distance education; Mathematics education; Developmental psychology; Linguistics","score_opus":0.018137564342754594,"score_gpt":0.26621685656395405,"score_spread":0.24807929222119945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157084486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992642,0.00008874958,0.00003134031,0.000017409722,0.0000020767006,0.0000034946124,0.000012538868,0.000002317726,0.00057795196],"genre_scores_gemma":[0.9996767,0.00003975373,0.00002462271,0.000011305408,0.0000025975198,0.0000029969378,0.000020067571,5.732857e-7,0.00022136107],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995515,0.00008323099,0.000029091707,0.000040000374,0.00019692724,0.00009925012],"domain_scores_gemma":[0.99674475,0.00076855195,0.00090576377,0.00007142247,0.00044612365,0.0010632561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036061773,0.00021931969,0.00020812624,0.00052546314,0.00028349092,0.001169805,0.00016078251,0.00021758238,0.0022899562],"category_scores_gemma":[0.0022732096,0.000068072404,0.00024661206,0.00026709115,0.0003307551,0.0002256617,0.0006277966,0.00057055656,0.00018371029],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000261737,0.0008188519,0.9687311,0.000101638085,0.00007715953,0.00025920925,0.0048569953,0.00007370012,0.0027914036,0.00013599797,0.00019672884,0.021695368],"study_design_scores_gemma":[0.00000877479,0.00060766976,0.99551976,0.00001941792,0.000022918008,0.0005123667,0.0023787227,0.00011729203,0.00038290196,0.00006624055,0.0003540685,0.000009774621],"about_ca_topic_score_codex":0.002571054,"about_ca_topic_score_gemma":0.002804444,"teacher_disagreement_score":0.002571054,"about_ca_system_score_codex":0.0004320648,"about_ca_system_score_gemma":0.0004088918,"threshold_uncertainty_score":0.0076606274},"labels":[],"label_agreement":null},{"id":"W2157210314","doi":"10.1186/2191-5059-3-4","title":"‘Language is only a tool’: Japanese expatriates working in China and implications for language teaching","year":2013,"lang":"en","type":"article","venue":"Multilingual Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Subsidiary; Mandarin Chinese; China; Lingua franca; Work (physics); Linguistics; Language proficiency; English as a lingua franca; Language barrier; Sociology; Psychology; Qualitative research; Pedagogy; Political science; Multinational corporation; Engineering; Social science","score_opus":0.025801369213883346,"score_gpt":0.3269708094510833,"score_spread":0.30116944023719994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157210314","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9897265,0.0004999187,0.00029624093,0.004895899,0.00004516938,0.000034816356,0.000007381847,0.0000048317283,0.004489259],"genre_scores_gemma":[0.996197,0.00043637672,0.0001703269,0.0008713296,0.000010904803,0.00004505447,0.0000068756126,0.000007091399,0.0022550244],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99284196,0.0042126942,0.00021075866,0.000304468,0.00046302236,0.0019671472],"domain_scores_gemma":[0.9931716,0.0029011937,0.00071437994,0.00023592194,0.0005332146,0.0024437117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011388633,0.0006268175,0.0007253333,0.0013194223,0.02408478,0.004933938,0.0020471534,0.0019425165,0.002872139],"category_scores_gemma":[0.007957481,0.00051490235,0.00037723835,0.0023425182,0.0199799,0.005154574,0.008902128,0.003023875,0.00020529289],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009591655,0.000017740806,0.0031414456,0.00004177824,0.0000013301113,0.0008962802,0.99319386,0.000009254612,0.00019773688,0.0008364523,0.00015883363,0.001495764],"study_design_scores_gemma":[0.0000012389995,0.000009503413,0.0014773457,0.000031854783,0.0000013507117,0.00006267301,0.9971635,0.000011968258,0.000038860344,0.00007704584,0.0011201848,0.0000043490754],"about_ca_topic_score_codex":0.1003586,"about_ca_topic_score_gemma":0.1469416,"teacher_disagreement_score":0.1003586,"about_ca_system_score_codex":0.009556492,"about_ca_system_score_gemma":0.018865772,"threshold_uncertainty_score":0.1995489},"labels":[],"label_agreement":null},{"id":"W2157259964","doi":"10.5070/l4161005092","title":"\"Crêpes on Friday\": Examining Gender Differences in Extrinsic Motivation in the French as a Second Language Classroom","year":2008,"lang":"en","type":"article","venue":"Issues in Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Intrinsic motivation; Motivation theory; Second language; Developmental psychology; Scale (ratio); Goal theory; Social psychology; Linguistics","score_opus":0.08329924205352564,"score_gpt":0.28190950950707727,"score_spread":0.19861026745355165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157259964","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987883,0.000060541846,0.000031816442,0.00007518541,0.000005001609,0.0000091221555,0.000018921546,9.3154654e-7,0.0010102647],"genre_scores_gemma":[0.99857664,0.00007056503,0.00007658498,0.00006116791,0.000003738166,0.000024542122,0.000040167266,0.0000016706333,0.0011448801],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99855906,0.00056018773,0.00006747456,0.00013688621,0.00028098104,0.00039545703],"domain_scores_gemma":[0.9961583,0.0011465343,0.0010319409,0.0001131114,0.0006451673,0.00090498396],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026481422,0.0004536084,0.00052303384,0.0016390388,0.0030774584,0.0029094145,0.0006167226,0.0008306001,0.0030533688],"category_scores_gemma":[0.0042927465,0.00024649594,0.0004592645,0.00066424254,0.0011312616,0.00090111356,0.0012385165,0.0008643381,0.00037132262],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002227066,0.0008423966,0.8626899,0.000060341004,0.00004874759,0.0003117965,0.117735334,0.000032385964,0.0016378713,0.0007068657,0.00046958524,0.015242003],"study_design_scores_gemma":[0.0000061828327,0.00028374858,0.89065385,0.00003746916,0.000014193235,0.00011034929,0.10697497,0.0000941223,0.00025468264,0.00008597971,0.0014710132,0.000013427867],"about_ca_topic_score_codex":0.036328882,"about_ca_topic_score_gemma":0.077573426,"teacher_disagreement_score":0.036328882,"about_ca_system_score_codex":0.0023211562,"about_ca_system_score_gemma":0.0018844778,"threshold_uncertainty_score":0.07223487},"labels":[],"label_agreement":null},{"id":"W2157513991","doi":"10.5539/elt.v8n3p46","title":"Chinese University EFL Learners’ Foreign Language Writing Anxiety: Pattern, Effect and Causes","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Tsinghua University","keywords":"Psychology; Second language writing; Anxiety; Apprehension; Foreign language; English as a foreign language; Foreign language anxiety; Communication apprehension; Test (biology); Language assessment; Language proficiency; Mathematics education; Linguistics; Second language","score_opus":0.011394607425560116,"score_gpt":0.24156188923088026,"score_spread":0.23016728180532015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157513991","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996165,0.000038486378,0.000029318819,0.00001340998,0.0000012238459,0.000010385639,0.000015853162,0.0000017628103,0.00027316954],"genre_scores_gemma":[0.9997745,0.00004003701,0.000029484809,0.000008231864,0.0000032057246,0.000007820554,0.000027903303,6.9562446e-7,0.00010812488],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936897,0.00009946261,0.00007283686,0.000088116634,0.0002240185,0.00014676426],"domain_scores_gemma":[0.99794024,0.0007032952,0.0006103879,0.00010440982,0.00030845404,0.0003331397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00084623264,0.00035286942,0.00042623671,0.0014699236,0.0007345701,0.000643781,0.00023544653,0.0002730458,0.0013674424],"category_scores_gemma":[0.0025318193,0.00016939185,0.00046179112,0.00076897343,0.0006233473,0.00027704344,0.00063777476,0.00034768358,0.00010972339],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014984533,0.00024759167,0.97659326,0.000061342405,0.000038479462,0.000390705,0.0053899297,0.000029155057,0.0014506759,0.00002289832,0.00006049895,0.015565602],"study_design_scores_gemma":[0.000003786492,0.00014369561,0.9967374,0.0000035199464,0.00001651057,0.00022101669,0.0024861938,0.000036052847,0.00026080728,0.000009687236,0.00007499748,0.0000063486054],"about_ca_topic_score_codex":0.0073915515,"about_ca_topic_score_gemma":0.009686949,"teacher_disagreement_score":0.0073915515,"about_ca_system_score_codex":0.0005033715,"about_ca_system_score_gemma":0.00078900275,"threshold_uncertainty_score":0.014697015},"labels":[],"label_agreement":null},{"id":"W2157608204","doi":"10.5539/elt.v5n7p81","title":"Ability Grouping as a Way towards More Academic Success in Teaching EFL - A Case of Iranian Undergraduates","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Test (biology); Teaching english; College English; Academic year; Teaching method","score_opus":0.02410804249961366,"score_gpt":0.30930585970655383,"score_spread":0.28519781720694015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157608204","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993074,0.000019546656,0.000041870207,0.00010546285,0.0000024783028,0.0000048150437,0.0000012205445,0.0000011100008,0.0005160017],"genre_scores_gemma":[0.99958235,0.000024382889,0.0001323133,0.0000152480225,0.0000029159812,0.0000022584309,0.0000021191263,6.265548e-7,0.00023786022],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991061,0.0003317581,0.000048160415,0.00006704175,0.00017595747,0.00027097508],"domain_scores_gemma":[0.9983552,0.00031782832,0.00037314286,0.0000950722,0.00014826159,0.0007104147],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001695871,0.0002929064,0.00020341865,0.0013580685,0.0020250317,0.0012490388,0.0004563066,0.00058326655,0.0015815663],"category_scores_gemma":[0.0034025852,0.0001374331,0.00029537783,0.00071559416,0.0026178404,0.00055678125,0.0012475566,0.00070947193,0.00017633407],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002587043,0.0019790095,0.79503876,0.000069943584,0.000016426182,0.024167778,0.10433714,0.00021128084,0.0056794793,0.002108865,0.00045551136,0.06567715],"study_design_scores_gemma":[0.000041161496,0.002058492,0.7536211,0.000060325332,0.00004041798,0.020921502,0.21483728,0.00065463764,0.002576838,0.0016005351,0.003546587,0.000041062573],"about_ca_topic_score_codex":0.0041455408,"about_ca_topic_score_gemma":0.004916087,"teacher_disagreement_score":0.0041455408,"about_ca_system_score_codex":0.0009352752,"about_ca_system_score_gemma":0.0012847999,"threshold_uncertainty_score":0.008968711},"labels":[],"label_agreement":null},{"id":"W2157868014","doi":"10.1111/j.1540-4781.2010.01017.x","title":"Prompting in CALL: A Longitudinal Study of Learner Uptake","year":2010,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"German; Spelling; Grammar; Second-language acquisition; Computer science; Language acquisition; Parsing; Mathematics education; Longitudinal study; Corrective feedback; Psychology; Linguistics; Natural language processing; Mathematics; Statistics","score_opus":0.042258558573168646,"score_gpt":0.29522066786275203,"score_spread":0.2529621092895834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157868014","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991602,0.000060481387,0.00019217297,0.00005575267,0.0000042011156,0.000029660438,0.000079662714,0.000012885351,0.00040513455],"genre_scores_gemma":[0.99853814,0.000056572997,0.0002520274,0.00004192933,0.0000037873467,0.00005194733,0.00016656645,0.000012263248,0.0008766731],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99531364,0.0017398659,0.00035336244,0.00057261175,0.0014706434,0.0005498438],"domain_scores_gemma":[0.97483563,0.008701346,0.0052092993,0.0019986813,0.006522361,0.0027326318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009000655,0.0002733649,0.0006319565,0.0015525807,0.0018694389,0.0021333385,0.0008796473,0.00127563,0.0017296835],"category_scores_gemma":[0.035437763,0.0005297405,0.00058002095,0.0008924548,0.0007253575,0.0018273913,0.0016911324,0.0016821665,0.00095260324],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004303295,0.0018041873,0.9321124,0.000054791555,0.0000736544,0.00025761614,0.038752276,0.00011736573,0.0020861176,0.00009791031,0.00030048462,0.023912832],"study_design_scores_gemma":[0.000020648942,0.0022616764,0.96967435,0.00006295161,0.000086080836,0.0003519268,0.021146815,0.00076183403,0.0030682345,0.00014315173,0.0023208868,0.00010150175],"about_ca_topic_score_codex":0.014042862,"about_ca_topic_score_gemma":0.014989297,"teacher_disagreement_score":0.014042862,"about_ca_system_score_codex":0.0010792624,"about_ca_system_score_gemma":0.0015298686,"threshold_uncertainty_score":0.047600627},"labels":[],"label_agreement":null},{"id":"W2157931313","doi":"10.3138/cmlr.66.3.371","title":"Phonological Memory and Implications for the Second Language Classroom","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Cognitive psychology; Psychology; Cognition; Context (archaeology); Second-language acquisition; Linguistics; Working memory; Language acquisition; Cognitive science; Computer science; Mathematics education; History; Artificial intelligence","score_opus":0.022572063873447894,"score_gpt":0.24488795915277242,"score_spread":0.22231589527932452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157931313","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016982175,0.7273817,0.0011987847,0.14844468,0.001957243,0.00001798297,0.00012818328,0.00007846208,0.10381081],"genre_scores_gemma":[0.4453288,0.50526994,0.001974842,0.011882002,0.0036181537,0.00003715553,0.00009490729,0.00002748116,0.031766605],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996803,0.00007044832,0.000020414576,0.000046408597,0.00012232579,0.000060245173],"domain_scores_gemma":[0.99874604,0.00059612736,0.000105340696,0.00003234827,0.00036386846,0.00015620264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008578614,0.0002473911,0.00033098346,0.0017816331,0.0011626945,0.0034056862,0.0007256502,0.0017353254,0.0062360736],"category_scores_gemma":[0.0026482819,0.000079782265,0.00018048707,0.0014459223,0.004629988,0.00190443,0.0009394796,0.0018487682,0.0006535268],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000067003275,0.00007688303,0.004551113,0.001970806,0.00001718179,0.0023963992,0.009718982,0.00044085286,0.0017356743,0.30121332,0.036805075,0.64100677],"study_design_scores_gemma":[0.000014916863,0.00007878673,0.015554405,0.0020141127,0.000021256283,0.0024588918,0.009513904,0.00016921447,0.0007486898,0.11862658,0.8507585,0.000040652856],"about_ca_topic_score_codex":0.13234475,"about_ca_topic_score_gemma":0.13161394,"teacher_disagreement_score":0.13234475,"about_ca_system_score_codex":0.0076306174,"about_ca_system_score_gemma":0.0097078765,"threshold_uncertainty_score":0.26314884},"labels":[],"label_agreement":null},{"id":"W2158336348","doi":"10.5539/ies.v8n4p179","title":"Creating a Communicative Language Teaching Environment for Improving Students’ Communicative Competence at EFL/EAP University Level","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Communicative language teaching; Psychology; Mathematics education; Perception; Language proficiency; Competence (human resources); Pedagogy; Language education; Social psychology","score_opus":0.19161187713838687,"score_gpt":0.39425774283078713,"score_spread":0.20264586569240026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158336348","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9464672,0.00050385535,0.02435935,0.0019386222,0.00009648399,0.0004898714,0.000040728395,0.00082929543,0.025274565],"genre_scores_gemma":[0.8860609,0.00050686067,0.10511465,0.00027415305,0.00004190171,0.00051237975,0.00004606038,0.000050385013,0.0073927254],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99831045,0.0008418413,0.000058295263,0.00018262751,0.00027967562,0.00032705374],"domain_scores_gemma":[0.9976284,0.0005136476,0.00029071743,0.00014379031,0.00025317003,0.001170268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024031228,0.0003385562,0.00029913825,0.0008555949,0.0023502626,0.003102362,0.0010440955,0.0008594986,0.0041842144],"category_scores_gemma":[0.004052136,0.0002322079,0.00035066035,0.00046302314,0.00090124016,0.0014937437,0.0036994186,0.0011022761,0.0012254898],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022517062,0.0099194115,0.03562349,0.0013813856,0.000031977248,0.0029478765,0.068347625,0.0016176801,0.07266596,0.0061327736,0.008464754,0.79264194],"study_design_scores_gemma":[0.00046132598,0.010050713,0.31691527,0.0025192818,0.00033610288,0.005625018,0.22172841,0.010847644,0.10622356,0.012212169,0.31260157,0.00047891188],"about_ca_topic_score_codex":0.0005298432,"about_ca_topic_score_gemma":0.0017323078,"teacher_disagreement_score":0.0041842144,"about_ca_system_score_codex":0.0009179119,"about_ca_system_score_gemma":0.005236367,"threshold_uncertainty_score":0.013997614},"labels":[],"label_agreement":null},{"id":"W2158356378","doi":"10.5539/elt.v5n12p111","title":"The Elaboration of Cultivating Learners’ English Communicative Competence in China","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Psychology; Communicative language teaching; Elaboration; China; Competence (human resources); Pedagogy; Mathematics education; Language education; Social psychology; Political science; Humanities","score_opus":0.015246928746413363,"score_gpt":0.2606384344931668,"score_spread":0.24539150574675345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158356378","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99377185,0.000093500275,0.00021636319,0.00016520591,0.000001895029,0.00002310964,0.0000036594793,0.000003402858,0.0057209646],"genre_scores_gemma":[0.9988771,0.00012297239,0.00044786412,0.000009378922,0.000001301116,0.000009782624,0.0000052054916,7.7550163e-7,0.0005255999],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99916637,0.00034148886,0.0000829329,0.00008122977,0.00016685016,0.0001612015],"domain_scores_gemma":[0.9993185,0.00021805147,0.00012297195,0.00006775623,0.00012461435,0.0001481388],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002801541,0.00027473347,0.00022683498,0.0006532074,0.0014508374,0.00094472343,0.00033876993,0.00023143405,0.00062177255],"category_scores_gemma":[0.0021110494,0.00014832645,0.00018111839,0.00076693384,0.0010161472,0.0008585574,0.0015401623,0.00025880686,0.000046513593],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013081272,0.0004670207,0.27697685,0.00076591567,0.000045615194,0.0019606992,0.41574168,0.0015696591,0.031803522,0.028219664,0.0011169052,0.24120158],"study_design_scores_gemma":[0.00004707318,0.0007465731,0.8182072,0.0003500346,0.000105638865,0.00045201826,0.12890013,0.006128941,0.0136762,0.0053575803,0.02597109,0.000057434576],"about_ca_topic_score_codex":0.024474045,"about_ca_topic_score_gemma":0.029835638,"teacher_disagreement_score":0.024474045,"about_ca_system_score_codex":0.0020644236,"about_ca_system_score_gemma":0.0074978108,"threshold_uncertainty_score":0.0486632},"labels":[],"label_agreement":null},{"id":"W2158604910","doi":"10.5539/ies.v8n1p59","title":"An Analytical Framework for Analysing Secondary EFL Writing Curriculum: Approaches for Writing and Preparation for Higher Education","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Mathematics education; Context (archaeology); Psychology; Academic writing; Face (sociological concept); Pedagogy; Academic achievement; Higher education; Process (computing); Computer science; Sociology","score_opus":0.13828869964753343,"score_gpt":0.4278851877105879,"score_spread":0.2895964880630545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158604910","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06455089,0.0025455528,0.8034777,0.0058664805,0.00030501673,0.003158614,0.00051851134,0.00045214972,0.11912517],"genre_scores_gemma":[0.21120632,0.0012190274,0.7758997,0.00046691406,0.00006551887,0.0038916373,0.00041098823,0.00009357243,0.0067464253],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99388325,0.0039698756,0.00043082688,0.0005447983,0.00080127985,0.00037005745],"domain_scores_gemma":[0.9909129,0.005330217,0.0010219222,0.00060261507,0.0016051102,0.0005272705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009288733,0.0012142053,0.0006717092,0.0104139885,0.0034003574,0.0075565656,0.0019640445,0.0015667358,0.003367848],"category_scores_gemma":[0.0109371375,0.00037010582,0.0009522648,0.006749163,0.009414559,0.0047396496,0.003511001,0.002339793,0.000866935],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040404073,0.00055974117,0.008268005,0.0010189334,0.000037500962,0.00060510245,0.09963355,0.0018801747,0.0029288284,0.70372957,0.004449194,0.17684896],"study_design_scores_gemma":[0.00006362962,0.00028121306,0.01742344,0.003042416,0.00006712281,0.0008423842,0.18103033,0.015272166,0.0024989157,0.54296947,0.23640282,0.00010608866],"about_ca_topic_score_codex":0.006932431,"about_ca_topic_score_gemma":0.007140405,"teacher_disagreement_score":0.0104139885,"about_ca_system_score_codex":0.0057628085,"about_ca_system_score_gemma":0.012174384,"threshold_uncertainty_score":0.049124062},"labels":[],"label_agreement":null},{"id":"W2158607869","doi":"10.5539/ijps.v3n2p238","title":"Understanding Students’ Learning Strategies as an Input Context to Design English Classroom Activities","year":2011,"lang":"en","type":"article","venue":"International Journal of Psychological Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Autonomy; Curriculum; Context (archaeology); Mathematics education; Foreign language; Learner autonomy; Cognition; Promotion (chess); Pedagogy; Language education; Comprehension approach","score_opus":0.4809918489270249,"score_gpt":0.4287450299303823,"score_spread":0.052246818996642574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158607869","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9288417,0.00052502775,0.034188397,0.00067925174,0.00003015222,0.0002865897,0.000077794866,0.000211842,0.03515928],"genre_scores_gemma":[0.9662398,0.00033388796,0.028113915,0.00008072357,0.0000045547545,0.00014102775,0.000069604714,0.000025009189,0.004991371],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988945,0.00061303703,0.00008354627,0.00012318874,0.00019214937,0.00009346304],"domain_scores_gemma":[0.9974081,0.0014951149,0.0003047557,0.00018579555,0.0003079331,0.0002982763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012704217,0.0005779446,0.00030650597,0.00063013984,0.0004878906,0.0034929798,0.000597232,0.00043034964,0.0042032115],"category_scores_gemma":[0.004734989,0.0002217999,0.00033638199,0.0002896926,0.00041584665,0.001422821,0.0008847551,0.00065111433,0.0007891238],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023676276,0.004643508,0.20957342,0.0016589465,0.0001221084,0.0012086866,0.09095352,0.0030873015,0.05454606,0.011981208,0.0039261626,0.61806226],"study_design_scores_gemma":[0.00024510728,0.00314658,0.4206141,0.002296005,0.0005236289,0.0020806391,0.20812152,0.027822295,0.08974953,0.03295431,0.2121292,0.0003171714],"about_ca_topic_score_codex":0.0005437197,"about_ca_topic_score_gemma":0.0020821155,"teacher_disagreement_score":0.0042032115,"about_ca_system_score_codex":0.00059336534,"about_ca_system_score_gemma":0.00087915675,"threshold_uncertainty_score":0.014061093},"labels":[],"label_agreement":null},{"id":"W2158698645","doi":"10.5539/elt.v5n10p92","title":"Sources and Suggestions to Lower Listening Comprehension Anxiety in the EFL Classroom: A Case Study","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Anxiety; Listening comprehension; Foreign language; Class (philosophy); Foreign language anxiety; Informational listening; Comprehension; Appreciative listening; Pedagogy; Linguistics; Mathematics education; Communication","score_opus":0.021171406854824968,"score_gpt":0.2763631853985665,"score_spread":0.25519177854374153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158698645","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99553347,0.00024265364,0.0003820519,0.0006827563,0.000013642857,0.000071659495,0.000013935747,0.000011324303,0.0030484241],"genre_scores_gemma":[0.9931443,0.00068610575,0.001284417,0.00029362336,0.000019157094,0.00007677629,0.000015179895,0.000013418766,0.004467033],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99863106,0.0007595448,0.000070781934,0.000089809306,0.00020812261,0.00024057881],"domain_scores_gemma":[0.9975896,0.0013333699,0.0003574645,0.000074136246,0.00017956077,0.00046591804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017114287,0.000577004,0.00043607698,0.0010867486,0.0043752585,0.0019735985,0.0010881138,0.0022093125,0.0034041796],"category_scores_gemma":[0.0052848873,0.00031793045,0.00039895214,0.0006441824,0.0017587905,0.0011996963,0.0016117586,0.0017902018,0.00043268033],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023946297,0.008873725,0.04835731,0.0010099899,0.000040504176,0.13026702,0.721955,0.00024438236,0.009478056,0.0031132214,0.0026855937,0.07373576],"study_design_scores_gemma":[0.0001273344,0.0024486217,0.036836985,0.0005070684,0.000120310615,0.069945104,0.85902804,0.0009957113,0.004744878,0.001225729,0.023913966,0.000106244755],"about_ca_topic_score_codex":0.0023475774,"about_ca_topic_score_gemma":0.007246177,"teacher_disagreement_score":0.0043752585,"about_ca_system_score_codex":0.0014559252,"about_ca_system_score_gemma":0.0012562309,"threshold_uncertainty_score":0.011388063},"labels":[],"label_agreement":null},{"id":"W2159076487","doi":"10.5539/ijel.v4n2p1","title":"A Descriptive Overview of Pronunciation Instruction in Iranian High Schools","year":2014,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Syllabus; Variety (cybernetics); Context (archaeology); Psychology; Mathematics education; Exploratory research; Diversity (politics); International language; Pedagogy; Linguistics; Sociology; Computer science; Geography; Social science","score_opus":0.03870902219028455,"score_gpt":0.27595935444760555,"score_spread":0.237250332257321,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159076487","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98573166,0.003067543,0.00050034706,0.0004165356,0.00003468238,0.00028871308,0.003130919,0.00004412847,0.0067854994],"genre_scores_gemma":[0.9834342,0.006658758,0.002184439,0.00028497019,0.000033093187,0.0006385875,0.0033155072,0.000017047425,0.0034334797],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99934334,0.0000976795,0.00016368147,0.000072160125,0.0001808162,0.00014224568],"domain_scores_gemma":[0.9984451,0.00047486456,0.00043884595,0.00003528825,0.00046300827,0.0001429733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007864232,0.00027322993,0.00038194674,0.0027220324,0.0009846827,0.000774061,0.000404372,0.00026824183,0.003144045],"category_scores_gemma":[0.0018215976,0.0002657226,0.00024858228,0.0047579966,0.00046386558,0.00074365083,0.00042622208,0.0005292229,0.000507654],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024744513,0.00083188975,0.76687115,0.002117216,0.00003404037,0.0015969907,0.0773379,0.00024533484,0.0029900216,0.0014288306,0.0062021078,0.14009708],"study_design_scores_gemma":[0.0000075053063,0.0003796883,0.89313275,0.00035277652,0.0000220392,0.0013145914,0.07883724,0.00010300658,0.00050365814,0.00016137506,0.025158001,0.000027353546],"about_ca_topic_score_codex":0.010368323,"about_ca_topic_score_gemma":0.018996546,"teacher_disagreement_score":0.010368323,"about_ca_system_score_codex":0.0011762539,"about_ca_system_score_gemma":0.0024986987,"threshold_uncertainty_score":0.020615935},"labels":[],"label_agreement":null},{"id":"W2159521804","doi":"10.3968/j.css.1923669720110706.042","title":"The Relationship Between Cognitive Style of Impulsivity and Display, Referential, and Inferential Reading Comprehension Questions Among Iranian EFL University Students","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Psychology; Cognitive style; Comprehension; Cognition; Impulsivity; Test (biology); Reading (process); Humanities; Developmental psychology; Linguistics; Art; Philosophy","score_opus":0.0677464235402802,"score_gpt":0.282827746579384,"score_spread":0.21508132303910377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159521804","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99980265,0.000020653903,0.000021102218,0.000006026838,9.103382e-7,0.0000019277045,0.000009170797,6.8383895e-7,0.00013680047],"genre_scores_gemma":[0.99962413,0.000028849687,0.00006246282,0.000009060503,0.0000030618844,0.000004078152,0.00003778718,7.411852e-7,0.00022977046],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996195,0.00008104928,0.00006803795,0.00005549708,0.000121714984,0.000054278433],"domain_scores_gemma":[0.9965167,0.0012228249,0.0013125354,0.0001412832,0.00044023836,0.00036638332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000722679,0.00033174639,0.00023979752,0.0010599848,0.00023783224,0.00076498935,0.0001847724,0.00036254342,0.0014763015],"category_scores_gemma":[0.004085948,0.00018885417,0.00031126058,0.00049937126,0.0002742619,0.0002528616,0.00035578135,0.000492954,0.00020764953],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075391654,0.00012776906,0.9954169,0.000008453443,0.00003123394,0.000059389236,0.0006281119,0.000021481988,0.0009486076,0.000009900792,0.000016897753,0.0026559676],"study_design_scores_gemma":[0.0000034236875,0.00019496518,0.99873894,0.0000027334363,0.00001148182,0.00016684846,0.00050556427,0.00008063942,0.00022493856,0.00001995737,0.000047746704,0.000002832874],"about_ca_topic_score_codex":0.001590554,"about_ca_topic_score_gemma":0.0022528255,"teacher_disagreement_score":0.001590554,"about_ca_system_score_codex":0.0001529937,"about_ca_system_score_gemma":0.00016779876,"threshold_uncertainty_score":0.004938662},"labels":[],"label_agreement":null},{"id":"W2159580035","doi":"10.5539/ies.v7n5p85","title":"Investigating Mixed-Ability Teaching in Taiwanese Primary Schools","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Multimethodology; Class (philosophy); Psychology; Class size; Teaching method; Pedagogy; Computer science","score_opus":0.06401109799660487,"score_gpt":0.3564280657040491,"score_spread":0.29241696770744424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159580035","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995152,0.000025503057,0.00001681627,0.00002776972,9.250589e-7,0.000005776796,0.0000033621989,3.2074905e-7,0.0004044439],"genre_scores_gemma":[0.9995741,0.000045401932,0.00004322885,0.000037283804,0.0000015986891,0.000011334928,0.000008262261,5.5430075e-7,0.00027819347],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99861383,0.00039929044,0.000101273494,0.00015183537,0.0002977627,0.00043599476],"domain_scores_gemma":[0.9956797,0.001055282,0.0010953201,0.00014352737,0.0008013143,0.0012249555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022477647,0.00024154532,0.00040330196,0.0017264105,0.002136513,0.0022886633,0.000530682,0.0004705193,0.0018449383],"category_scores_gemma":[0.0043607466,0.00046124475,0.00025561862,0.001140142,0.0013116247,0.0010793868,0.0019243913,0.00086524733,0.00025735635],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006517054,0.00047581745,0.7717225,0.00007201892,0.000018549264,0.00096974405,0.21792075,0.000022503596,0.0012867493,0.00031012608,0.0001438759,0.006992206],"study_design_scores_gemma":[0.000012689403,0.00031983192,0.6406068,0.000064027256,0.000017233673,0.0002685162,0.356767,0.0001257157,0.00036643998,0.00012105143,0.0013195118,0.000011168228],"about_ca_topic_score_codex":0.028035397,"about_ca_topic_score_gemma":0.079756446,"teacher_disagreement_score":0.028035397,"about_ca_system_score_codex":0.0021494513,"about_ca_system_score_gemma":0.0026146837,"threshold_uncertainty_score":0.05574441},"labels":[],"label_agreement":null},{"id":"W2159800897","doi":"","title":"A Comparison Between the Impact of Rhetorical Argumentation and Narrating Stories as Communicative Tasks on Achieving the Mastery of Fluency and Accuracy","year":2014,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Argumentation theory; Rhetorical question; Task (project management); Psychology; Context (archaeology); Linguistics; Cognitive psychology; Computer science; Mathematics education","score_opus":0.09035087413481525,"score_gpt":0.4171594463584132,"score_spread":0.32680857222359794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159800897","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9942813,0.00015940017,0.0016168539,0.00006951416,0.0000117700265,0.00008243783,0.00002684281,0.000054703167,0.0036972158],"genre_scores_gemma":[0.99443793,0.00017647613,0.0034373454,0.00003282186,0.000020938885,0.00014754808,0.00009272901,0.000043594177,0.0016106113],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9898747,0.005547334,0.0010313903,0.00085330283,0.0019971498,0.00069614925],"domain_scores_gemma":[0.8480412,0.121947564,0.009513282,0.008210905,0.0075619714,0.0047251326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009750113,0.0007711014,0.00078672305,0.0016484156,0.00048829446,0.0028989785,0.000966152,0.0008977135,0.0022487415],"category_scores_gemma":[0.099447705,0.00030189732,0.000655781,0.0007015958,0.0010761941,0.0036875953,0.0022398608,0.0012192223,0.0006831263],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010532142,0.008932714,0.15057877,0.0016617746,0.00058547984,0.00058728753,0.05993857,0.0053995424,0.055193506,0.0025492294,0.0009645141,0.7030766],"study_design_scores_gemma":[0.001022329,0.032070328,0.82676685,0.0007239946,0.0011489982,0.0014664052,0.028467728,0.016995754,0.069931194,0.009208866,0.011828963,0.0003685512],"about_ca_topic_score_codex":0.000763368,"about_ca_topic_score_gemma":0.00071894145,"teacher_disagreement_score":0.009750113,"about_ca_system_score_codex":0.0006076823,"about_ca_system_score_gemma":0.001002874,"threshold_uncertainty_score":0.051564157},"labels":[],"label_agreement":null},{"id":"W2159966605","doi":"10.5430/wjel.v3n3p20","title":"Using Pyramid Discussions in the Task-based Classroom to Extend Student Talking Time","year":2013,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Pyramid (geometry); Computer science; Communicative language teaching; Language education; Mathematics education; Task analysis; Psychology; Management","score_opus":0.019934633828743217,"score_gpt":0.2815230852933516,"score_spread":0.2615884514646084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159966605","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60755026,0.00031385344,0.32451406,0.0025847908,0.00030833352,0.0014288981,0.000104458544,0.0021318598,0.061063506],"genre_scores_gemma":[0.8742369,0.00017546481,0.11566093,0.00029933912,0.00007922603,0.00095396786,0.000092088216,0.00015702845,0.0083450405],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9950354,0.0030512405,0.00017362114,0.00061583635,0.0007711338,0.00035272064],"domain_scores_gemma":[0.98822814,0.0075614974,0.00096150197,0.001111022,0.0006417623,0.0014960091],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057285167,0.00078752445,0.00037139002,0.0012924661,0.002006163,0.002901211,0.0016929714,0.0010850556,0.006063281],"category_scores_gemma":[0.017265983,0.00034868452,0.00043747766,0.0006992802,0.0016505065,0.005316717,0.007725472,0.001483161,0.001284277],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013915548,0.005308432,0.010437901,0.0011664293,0.00006519832,0.0014179796,0.29739574,0.0067533343,0.07687607,0.061116148,0.008719709,0.5293515],"study_design_scores_gemma":[0.001825196,0.013251284,0.03145923,0.0014427489,0.0003242842,0.002404733,0.15380967,0.064665936,0.0764229,0.1499267,0.50388026,0.00058709417],"about_ca_topic_score_codex":0.00049912714,"about_ca_topic_score_gemma":0.0011336997,"teacher_disagreement_score":0.006063281,"about_ca_system_score_codex":0.0009916637,"about_ca_system_score_gemma":0.0017279084,"threshold_uncertainty_score":0.03029561},"labels":[],"label_agreement":null},{"id":"W2160001975","doi":"10.5539/ies.v4n1p55","title":"Nature of L2 Grammatical Proficiency: A Multi-Dimensional Approach","year":2011,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammaticality; Language proficiency; Task (project management); Psychology; Judgement; Grammar; Task analysis; Cognitive psychology; Linguistics; Point (geometry); Mathematics education; Mathematics","score_opus":0.1775141817225094,"score_gpt":0.3774831789359373,"score_spread":0.1999689972134279,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160001975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99431396,0.000039751107,0.0034268626,0.00003971742,0.0000033607987,0.00008582579,0.00015839312,0.000016647517,0.0019156014],"genre_scores_gemma":[0.9964244,0.000015539557,0.002888839,0.000014320448,0.0000040313325,0.0002488272,0.00013902967,0.000006055084,0.00025892985],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99748933,0.001128658,0.00025508023,0.00033889717,0.0006737924,0.0001142661],"domain_scores_gemma":[0.99116665,0.005518243,0.0013836401,0.00088591006,0.00083396235,0.00021171155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027408013,0.00027582634,0.0003799014,0.0017964209,0.00053077884,0.0015695326,0.00043550765,0.00045805037,0.002389983],"category_scores_gemma":[0.009859524,0.00019871855,0.00040213624,0.0008330894,0.0012320827,0.0009002082,0.001495886,0.00056510494,0.00025763572],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016820162,0.0009373372,0.8549058,0.0003192994,0.00023327519,0.00037819403,0.02095587,0.0016812038,0.0360538,0.004146764,0.00043507747,0.07827139],"study_design_scores_gemma":[0.00005047383,0.0014505954,0.9730906,0.000027878628,0.000050017363,0.0006194672,0.0071310815,0.0059064557,0.0077145235,0.0026710639,0.0012315447,0.000056252557],"about_ca_topic_score_codex":0.0006272269,"about_ca_topic_score_gemma":0.00055579,"teacher_disagreement_score":0.0027408013,"about_ca_system_score_codex":0.000532378,"about_ca_system_score_gemma":0.00034255232,"threshold_uncertainty_score":0.014494896},"labels":[],"label_agreement":null},{"id":"W21600870","doi":"10.1016/j.bbamem.2011.05.004","title":"A Study of Learners' Attitudes toward World Englishes","year":2004,"lang":"en","type":"article","venue":"Medical Entomology and Zoology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Institutes of Health Research; Alberta Innovates - Health Solutions; Heart and Stroke Foundation of Canada","keywords":"World Englishes; Linguistics; Political science; Psychology; Philosophy","score_opus":0.0420107288241699,"score_gpt":0.29454317551418135,"score_spread":0.25253244669001146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W21600870","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983316,0.000066801265,0.000034023284,0.00006407095,0.0000102654785,0.000011140309,0.00006040386,0.0000028465781,0.0014189536],"genre_scores_gemma":[0.99560636,0.00017601546,0.00008334387,0.000118278964,0.000012575124,0.000038610262,0.00012128347,0.000004947579,0.0038385505],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989802,0.00026646507,0.00007545645,0.00014880927,0.00029975877,0.00022920349],"domain_scores_gemma":[0.99451137,0.0010594313,0.0012722557,0.00016938047,0.0013333145,0.0016543539],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013939668,0.00048716308,0.00058704364,0.001463278,0.0013852174,0.0026192477,0.00041903747,0.00087786507,0.003834904],"category_scores_gemma":[0.0054597096,0.000274573,0.0004848421,0.0006630746,0.0009148573,0.0013183936,0.0014740644,0.0011630589,0.0014581978],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029054112,0.0016091983,0.91073364,0.000073724754,0.000055868706,0.00090541365,0.06556415,0.000046689485,0.0019674094,0.00023216283,0.00079337804,0.017727781],"study_design_scores_gemma":[0.000019008447,0.001642636,0.8784257,0.000061540755,0.000033504726,0.0007775828,0.11035045,0.00020423635,0.00075863115,0.00021992675,0.0074495566,0.00005719372],"about_ca_topic_score_codex":0.00652228,"about_ca_topic_score_gemma":0.005655163,"teacher_disagreement_score":0.00652228,"about_ca_system_score_codex":0.0007074677,"about_ca_system_score_gemma":0.0007191169,"threshold_uncertainty_score":0.0129686},"labels":[],"label_agreement":null},{"id":"W2160336906","doi":"10.5539/elt.v6n1p153","title":"Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; English language; Mathematics education; Public university; English for academic purposes; Pedagogy; Medical education; Metacognition; Cognition","score_opus":0.02193667054210843,"score_gpt":0.255281200712369,"score_spread":0.23334453017026055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160336906","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997278,0.00003329142,0.000017353219,0.000016530206,5.1321786e-7,0.000003863661,0.0000061901846,9.2492485e-7,0.00019352225],"genre_scores_gemma":[0.9987697,0.0001087195,0.00013219159,0.000022689024,8.334318e-7,0.000009494034,0.00001533937,9.990838e-7,0.000940022],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995633,0.0001084852,0.000046469017,0.000046621717,0.00009906803,0.00013607793],"domain_scores_gemma":[0.99841917,0.0003209826,0.00043203146,0.00004235534,0.00021306003,0.00057235797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081809843,0.00042114934,0.00037835087,0.001022322,0.0010255484,0.001744834,0.0004969598,0.0005101555,0.0015422184],"category_scores_gemma":[0.0018560305,0.00032017526,0.00027867,0.0005409332,0.00058353954,0.0008906794,0.0008670019,0.00056237535,0.00045951238],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017630149,0.0012532196,0.7728407,0.0002003449,0.000023542269,0.0012450338,0.16487195,0.00010689485,0.00815962,0.00028792868,0.00037595208,0.050458502],"study_design_scores_gemma":[0.000013025397,0.0016359501,0.7307134,0.0001370639,0.000024688457,0.0016232498,0.25981697,0.00040740837,0.0023775063,0.0002735406,0.0029258805,0.000051254854],"about_ca_topic_score_codex":0.0034757424,"about_ca_topic_score_gemma":0.008246921,"teacher_disagreement_score":0.0034757424,"about_ca_system_score_codex":0.00082773913,"about_ca_system_score_gemma":0.0012758195,"threshold_uncertainty_score":0.0069110394},"labels":[],"label_agreement":null},{"id":"W2160396835","doi":"10.5539/ass.v10n3p174","title":"Revisiting English Language Learning among Malaysian Children","year":2014,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Kebangsaan Malaysia","keywords":"Obstacle; English language; Ethnography; Language acquisition; Language policy; Psychology; Psychological intervention; Grounded theory; Point (geometry); Mathematics education; Pedagogy; Sociology; Qualitative research; Political science; Social science","score_opus":0.007703560051114255,"score_gpt":0.23346312702374203,"score_spread":0.22575956697262778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160396835","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99727434,0.0005095223,0.00001957183,0.0002448667,0.0000069130137,0.000012514568,0.000048622263,0.0000012300371,0.0018824667],"genre_scores_gemma":[0.99709964,0.001494044,0.00012343879,0.00011777713,0.0000058886485,0.000025196248,0.000050078623,0.0000027942242,0.0010811058],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985833,0.00037604457,0.00013230035,0.00016394911,0.00031377238,0.0004306786],"domain_scores_gemma":[0.99820435,0.00054410385,0.000536672,0.000081383994,0.00041064338,0.000222795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024471472,0.00044105697,0.0005006815,0.0020243968,0.0026079859,0.0029012356,0.00073089363,0.00062250067,0.0011504041],"category_scores_gemma":[0.0035968344,0.0005332009,0.00037085774,0.0017199118,0.0024571177,0.0025755384,0.0027580066,0.0016466939,0.00023784018],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023468696,0.00010236754,0.1955461,0.0003292378,0.000009964763,0.002406715,0.7817039,0.000032237345,0.0011382934,0.0005160618,0.0003944634,0.017797215],"study_design_scores_gemma":[0.0000014977472,0.00008562431,0.22193709,0.00030153643,0.000015524141,0.0009161901,0.7711943,0.000027947479,0.0004765995,0.00011298174,0.004915291,0.000015426618],"about_ca_topic_score_codex":0.084274076,"about_ca_topic_score_gemma":0.17352197,"teacher_disagreement_score":0.084274076,"about_ca_system_score_codex":0.0042633754,"about_ca_system_score_gemma":0.005808001,"threshold_uncertainty_score":0.16756713},"labels":[],"label_agreement":null},{"id":"W2160452362","doi":"10.1111/j.1540-4781.2007.00671.x","title":"“New” Mainstream SLA Theory: Expanded and Enriched","year":2007,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":208,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"The Wilson Centre; University of Toronto","funders":"","keywords":"Firth; Sociocultural evolution; Second-language acquisition; Mainstream; Sociology; Situated; Agency (philosophy); Linguistics; Epistemology; Psychology; Computer science; Political science","score_opus":0.013388925655235856,"score_gpt":0.24930167730080663,"score_spread":0.23591275164557077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160452362","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09560426,0.016545782,0.28751582,0.04623625,0.0015997327,0.00011185073,0.0001605467,0.00039162723,0.55183417],"genre_scores_gemma":[0.94207513,0.0041847643,0.034106772,0.0023425648,0.00068427075,0.000107764645,0.000105000276,0.00016496996,0.016228795],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9959733,0.0022607115,0.00018756457,0.0004725896,0.0007992614,0.00030647687],"domain_scores_gemma":[0.9963658,0.001960781,0.00021977889,0.00055298116,0.00065786066,0.00024283589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00532929,0.0005765381,0.0006937033,0.004093628,0.0026300675,0.008219658,0.0020339224,0.0019882405,0.005893789],"category_scores_gemma":[0.005068335,0.00026784034,0.0007002605,0.0023133087,0.02407884,0.01704677,0.007159767,0.004000489,0.0008820695],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009216097,0.000022346592,0.00028149388,0.00007342625,0.0000040200225,0.00004846537,0.006933746,0.00017329273,0.00009184901,0.97297287,0.0007740823,0.018615128],"study_design_scores_gemma":[0.000009978766,0.000033196888,0.00043821172,0.00027618936,0.000009177986,0.00014506736,0.0071240016,0.003143813,0.00026604827,0.91720694,0.071333565,0.000013682583],"about_ca_topic_score_codex":0.0022452543,"about_ca_topic_score_gemma":0.00236078,"teacher_disagreement_score":0.008219658,"about_ca_system_score_codex":0.0046769744,"about_ca_system_score_gemma":0.0038263008,"threshold_uncertainty_score":0.033933938},"labels":[],"label_agreement":null},{"id":"W2161131305","doi":"10.5539/elt.v5n2p112","title":"ESP Practitioner Professionalization through Apprenticeship of Practice: the Case of Two Iranian ESP Practitioners","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professionalization; Context (archaeology); English for specific purposes; Apprenticeship; Pedagogy; Psychology; Discipline; Practitioner research; Mathematics education; Medical education; Sociology; Social science; Linguistics; Medicine","score_opus":0.02733240750987474,"score_gpt":0.3363027550589485,"score_spread":0.30897034754907376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161131305","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9826598,0.00035009667,0.001669975,0.0062167337,0.000090581416,0.00007360995,0.000011549814,0.00002088764,0.008906817],"genre_scores_gemma":[0.98871547,0.0004620523,0.0016406629,0.001310209,0.00004612552,0.000048938233,0.000014607435,0.000023095805,0.0077388533],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9927723,0.0041950517,0.0001863254,0.0004983816,0.00082372996,0.0015243046],"domain_scores_gemma":[0.98898137,0.004018231,0.0014716585,0.0005762532,0.0013541944,0.0035983655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005549704,0.00053916965,0.00047532958,0.0017113547,0.01704602,0.0046229004,0.002368268,0.004938334,0.0042535914],"category_scores_gemma":[0.016238185,0.00086544064,0.00045674824,0.0010105011,0.00795934,0.00377001,0.006486877,0.006486757,0.0009388407],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039347673,0.00023658575,0.0068412637,0.000069682756,0.000004203025,0.017578367,0.95969284,0.000059676535,0.00075321144,0.003618195,0.0014363212,0.0096702725],"study_design_scores_gemma":[0.000011474806,0.00013569565,0.0040964033,0.00008578735,0.0000049104638,0.010222907,0.96550614,0.00031532283,0.0003061152,0.0007567412,0.018537883,0.000020706106],"about_ca_topic_score_codex":0.011337899,"about_ca_topic_score_gemma":0.029758312,"teacher_disagreement_score":0.01704602,"about_ca_system_score_codex":0.0045836507,"about_ca_system_score_gemma":0.005876019,"threshold_uncertainty_score":0.03325689},"labels":[],"label_agreement":null},{"id":"W2161387323","doi":"10.5539/elt.v1n2p188","title":"Analogous Study of the Linguistic Knowledge between Monolingual and Bilingual Students in the Minority Region of Northwestern China","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Psychology; Vocabulary; China; Reading (process); Population; Autonomy; Sociology; Geography","score_opus":0.030702520999952434,"score_gpt":0.2882968869105203,"score_spread":0.2575943659105679,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161387323","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99979085,0.00000783624,0.000005166843,0.000011252323,5.7820796e-7,0.0000020810198,0.0000062412887,1.3247568e-7,0.00017584731],"genre_scores_gemma":[0.99936086,0.000019039438,0.000018588513,0.00002407001,0.0000017864035,0.000007282734,0.000031961594,3.7309061e-7,0.00053615595],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99967325,0.00006313921,0.000026156438,0.000061989354,0.00007470594,0.00010078412],"domain_scores_gemma":[0.9987332,0.0002622468,0.00024546872,0.00007309172,0.00023155978,0.00045441397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007011921,0.00026207836,0.00029316035,0.0011814598,0.0020529795,0.00068742945,0.00029044537,0.00034342048,0.0020936402],"category_scores_gemma":[0.0015335461,0.0001197137,0.00028220512,0.00064703677,0.00070199877,0.0005750059,0.00088141207,0.0005845758,0.00028930453],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024874238,0.0011266534,0.8559333,0.000044269036,0.00003481433,0.0007018119,0.12397651,0.000045023884,0.005811931,0.00026408382,0.00019151754,0.011621323],"study_design_scores_gemma":[0.00001023693,0.00041953466,0.95464534,0.000009983832,0.000014422033,0.00020109212,0.04332986,0.0000934035,0.00063259096,0.00007945853,0.00055530726,0.000008698166],"about_ca_topic_score_codex":0.029200459,"about_ca_topic_score_gemma":0.047486734,"teacher_disagreement_score":0.029200459,"about_ca_system_score_codex":0.0009796931,"about_ca_system_score_gemma":0.0012819489,"threshold_uncertainty_score":0.058061004},"labels":[],"label_agreement":null},{"id":"W2161721872","doi":"10.5539/elt.v5n7p90","title":"Communicative Approach: An Alternative Method Used in Improving Students’ Academic Reading Achievement","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Reading (process); Pronunciation; Vocabulary; Communicative language teaching; Active listening; Mathematics education; Teaching method; Reading comprehension; Syllabus; Linguistics; Pedagogy; Language education; Communication","score_opus":0.05700105982511614,"score_gpt":0.3567980035473233,"score_spread":0.2997969437222071,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161721872","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65934277,0.015846753,0.15620439,0.00852848,0.0017880317,0.0034915116,0.00051797304,0.0021075124,0.15217257],"genre_scores_gemma":[0.6802521,0.009610278,0.24366672,0.001652013,0.00043590151,0.0028476852,0.00027414178,0.00024958418,0.061011594],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9974953,0.0010845395,0.00015420787,0.0003177315,0.0008217297,0.00012658171],"domain_scores_gemma":[0.99860615,0.0004971778,0.00021165967,0.00013697874,0.0003521347,0.00019591137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001867206,0.00056853116,0.0006670859,0.0018741756,0.00081134,0.0015173076,0.0009253628,0.00094814016,0.0063416194],"category_scores_gemma":[0.002718964,0.00016112583,0.00073875935,0.0011395937,0.00080484716,0.0010570704,0.0018570864,0.0013183703,0.0016072409],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054848666,0.0026233247,0.005087286,0.003899631,0.00009636284,0.0010716586,0.013149081,0.00046353295,0.07567797,0.009150341,0.008056025,0.8801762],"study_design_scores_gemma":[0.0010933995,0.019240059,0.15811384,0.004880995,0.0014703736,0.007987132,0.02335263,0.0046062465,0.10619284,0.024517,0.6479417,0.00060376804],"about_ca_topic_score_codex":0.00053889427,"about_ca_topic_score_gemma":0.0012260579,"teacher_disagreement_score":0.0063416194,"about_ca_system_score_codex":0.00045273232,"about_ca_system_score_gemma":0.0016329382,"threshold_uncertainty_score":0.021214783},"labels":[],"label_agreement":null},{"id":"W2162107240","doi":"10.1558/cj.v24i1.59-75","title":"A Comparison of Chat Room Productivity","year":2007,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Task (project management); Vocabulary; Chat room; Quarter (Canadian coin); Duration (music); Online chat; Mathematics education; Psychology; Productivity; Computer science; Medical education; World Wide Web; The Internet; Artificial intelligence; Linguistics; Medicine; Engineering","score_opus":0.08510132683981071,"score_gpt":0.34352417636247123,"score_spread":0.25842284952266054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162107240","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962741,0.00014115575,0.0012817341,0.00002577366,0.000012663302,0.000023350716,0.00011435143,0.000066623295,0.0020601994],"genre_scores_gemma":[0.99700254,0.000086564825,0.0010049613,0.000011468418,0.000017360993,0.00003552996,0.0002046272,0.0000344382,0.001602535],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99721706,0.0012063626,0.00022613489,0.00049838953,0.00061645836,0.00023560436],"domain_scores_gemma":[0.96960515,0.02013353,0.0025970999,0.0014347848,0.0044233995,0.0018060673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025839712,0.0005110725,0.00046426745,0.0017176986,0.00044680428,0.001965794,0.00059703196,0.00045703136,0.0031673154],"category_scores_gemma":[0.021012574,0.00017917296,0.00032863126,0.0005925233,0.0004130593,0.00064966816,0.00095261284,0.0003099083,0.0009754281],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0055922093,0.0011164538,0.36103222,0.00091047905,0.00029860702,0.0016901647,0.06426877,0.0009096172,0.19711211,0.0003990488,0.000948982,0.36572134],"study_design_scores_gemma":[0.00013343802,0.004169358,0.91896063,0.00011706442,0.00018574968,0.001123865,0.029924192,0.0034804994,0.035756495,0.0005667869,0.0054614684,0.00012047949],"about_ca_topic_score_codex":0.0009122756,"about_ca_topic_score_gemma":0.00089697825,"teacher_disagreement_score":0.0031673154,"about_ca_system_score_codex":0.0004229552,"about_ca_system_score_gemma":0.00043108402,"threshold_uncertainty_score":0.013665497},"labels":[],"label_agreement":null},{"id":"W2162220665","doi":"10.5539/elt.v3n4p168","title":"The Effect of Error Correction vs. Error Detection on Iranian Pre-Intermediate EFL Learners' Writing Achievement","year":2010,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Error detection and correction; Psychology; Corrective feedback; Error analysis; Mathematics education; Computer science; Algorithm; Mathematics","score_opus":0.008652413510867783,"score_gpt":0.2608669030337489,"score_spread":0.2522144895228811,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162220665","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99808216,0.00020319785,0.00066088425,0.00005639066,0.000021821985,0.00003269018,0.000009126892,0.000023836561,0.0009100037],"genre_scores_gemma":[0.9975418,0.00015213552,0.0016952159,0.0000322753,0.000017041106,0.000036374156,0.000015330173,0.000007586996,0.000502364],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9953011,0.0017904034,0.0005370247,0.0004632653,0.0016128798,0.00029528938],"domain_scores_gemma":[0.9478891,0.03871242,0.0070486953,0.0015257916,0.0030234295,0.0018005475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035674095,0.0006122555,0.00053149066,0.00052798697,0.00024244978,0.0005113057,0.00044553875,0.000619536,0.0015030554],"category_scores_gemma":[0.040000815,0.00016771078,0.00036001144,0.00023263271,0.0006202242,0.0006914875,0.0005602078,0.0006340354,0.00023043246],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015722737,0.011832531,0.22659126,0.0012508009,0.00044072658,0.0004524098,0.0065657743,0.0015754176,0.055566214,0.0004299594,0.0006327707,0.6789394],"study_design_scores_gemma":[0.0011118383,0.055784136,0.87715137,0.0003144072,0.00072728895,0.0011208064,0.0038740225,0.0038065158,0.051846962,0.00073886255,0.0034091591,0.00011467635],"about_ca_topic_score_codex":0.00051502266,"about_ca_topic_score_gemma":0.00054072234,"teacher_disagreement_score":0.0035674095,"about_ca_system_score_codex":0.00020986529,"about_ca_system_score_gemma":0.00070306764,"threshold_uncertainty_score":0.01886648},"labels":[],"label_agreement":null},{"id":"W2162826006","doi":"10.5539/ijel.v2n4p23","title":"Stress Shifts of English Utterances Made by Indonesian Speakers of English (ISE)","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Indonesian; Stress (linguistics); Linguistics; Syllable; Vocabulary; Psychology; Phonology; Word list; Test (biology); English language; Mathematics education; Computer science; Artificial intelligence","score_opus":0.018273727382037495,"score_gpt":0.2621153042267802,"score_spread":0.2438415768447427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162826006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994874,0.000037451042,0.00006726282,0.000015867026,0.0000033186411,0.0000024543701,0.000012330131,0.0000023087346,0.0003716709],"genre_scores_gemma":[0.9990669,0.00009108594,0.00014301215,0.000015457319,0.0000037916586,0.0000049988553,0.000033184082,0.0000031580917,0.00063844817],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99965596,0.00009997434,0.00004078766,0.0000454176,0.00010204187,0.000055840796],"domain_scores_gemma":[0.998744,0.00047697,0.00038121812,0.000049594408,0.000215798,0.00013231584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00039906264,0.00023998803,0.00020425708,0.0003295794,0.0004205602,0.00069703494,0.00016645601,0.00032098545,0.0011501717],"category_scores_gemma":[0.0026703302,0.00014722117,0.00013446591,0.00017930182,0.00046923498,0.00037371917,0.0006664441,0.00041166207,0.0003013498],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006440478,0.00025290233,0.34456626,0.00024375168,0.000041651136,0.003052061,0.46810484,0.00014368004,0.12099968,0.0002561128,0.0005497832,0.061145235],"study_design_scores_gemma":[0.0000056871804,0.00059317506,0.66469,0.000077295175,0.000033940523,0.0028270313,0.3185448,0.0003172717,0.008935122,0.00012883014,0.0037940058,0.000052805222],"about_ca_topic_score_codex":0.0010342913,"about_ca_topic_score_gemma":0.0022205715,"teacher_disagreement_score":0.0011501717,"about_ca_system_score_codex":0.00017558075,"about_ca_system_score_gemma":0.00019391156,"threshold_uncertainty_score":0.0038476586},"labels":[],"label_agreement":null},{"id":"W2162827881","doi":"10.5430/ijhe.v2n1p44","title":"Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition","year":2012,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Mathematics education; Perception; Psychology; Foreign language; Language acquisition; English language; Language assessment; Pedagogy","score_opus":0.014108673092870025,"score_gpt":0.3100020615503028,"score_spread":0.2958933884574328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162827881","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9565481,0.0035929177,0.00048441728,0.0048970836,0.000060343453,0.00003393209,0.00003990178,0.00003203811,0.034311306],"genre_scores_gemma":[0.9954594,0.0014968929,0.0003944916,0.00018758581,0.000008513497,0.000011849164,0.000014005535,0.000005354622,0.002421954],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986872,0.0003525504,0.00007285272,0.00012727048,0.0002482369,0.0005119286],"domain_scores_gemma":[0.998409,0.00032559433,0.00038905191,0.000096832424,0.00020952597,0.0005701246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009917757,0.00043684235,0.0004944689,0.00081127515,0.0034506477,0.0054133865,0.00073412707,0.00069436606,0.005745856],"category_scores_gemma":[0.0023186002,0.00036419838,0.00020174724,0.00087558787,0.005967161,0.0038827404,0.0039922553,0.0023499418,0.00034871028],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015803933,0.0008394013,0.36696485,0.0008589769,0.00007562855,0.004484856,0.2669025,0.0002739781,0.0033486069,0.08057068,0.0033686403,0.2721538],"study_design_scores_gemma":[0.000015177479,0.00029896066,0.45093903,0.0014210446,0.00008645381,0.0011338213,0.49345857,0.00020180941,0.0012867578,0.011594871,0.039470237,0.00009334647],"about_ca_topic_score_codex":0.06264001,"about_ca_topic_score_gemma":0.13683872,"teacher_disagreement_score":0.06264001,"about_ca_system_score_codex":0.0044153715,"about_ca_system_score_gemma":0.008998652,"threshold_uncertainty_score":0.12455082},"labels":[],"label_agreement":null},{"id":"W2162999376","doi":"10.5539/elt.v8n3p13","title":"Teaching and Learning English in Thailand and the Integration of Conversation Analysis (CA) into the Classroom","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Communicative competence; Psychology; Communicative language teaching; Teaching method; Conversation analysis; Pedagogy; Competence (human resources); Mathematics education; Language education; Language acquisition; Linguistics; Communication; Social psychology","score_opus":0.015053950964415872,"score_gpt":0.24685422008824834,"score_spread":0.23180026912383248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162999376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7504167,0.018304123,0.031033456,0.009597054,0.00030686666,0.00026993477,0.000067424124,0.0003340722,0.18967049],"genre_scores_gemma":[0.9796197,0.0055328403,0.008080752,0.00032591043,0.00005826103,0.0001271349,0.000021789125,0.000039002076,0.006194537],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9951568,0.003479613,0.00019494964,0.00025123867,0.0005589496,0.00035842948],"domain_scores_gemma":[0.99440825,0.003179512,0.00067999866,0.00015012865,0.0003733448,0.0012088276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030812994,0.00032257027,0.00024638642,0.0007193057,0.0034175226,0.0064100195,0.0006549094,0.0008069751,0.002032326],"category_scores_gemma":[0.004742795,0.00027652623,0.0002203831,0.0008494783,0.0033826674,0.0029121353,0.0044548186,0.0019773592,0.0004473453],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012038376,0.00034055446,0.019364376,0.0015418662,0.000023208064,0.0037291965,0.5887299,0.0009058193,0.008607643,0.020428278,0.0026087794,0.35360005],"study_design_scores_gemma":[0.000036029534,0.00082477665,0.045245886,0.0027688898,0.0000833404,0.0071465075,0.69359934,0.003532919,0.006928819,0.0162683,0.22339748,0.00016772645],"about_ca_topic_score_codex":0.008701124,"about_ca_topic_score_gemma":0.012732228,"teacher_disagreement_score":0.008701124,"about_ca_system_score_codex":0.0022440122,"about_ca_system_score_gemma":0.008624415,"threshold_uncertainty_score":0.017300963},"labels":[],"label_agreement":null},{"id":"W2163433152","doi":"10.18806/tesl.v31i0.1189","title":"A Task-Based Language Teaching Approach to the Police Traffic Stop","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Officer; Task (project management); Obstacle; Task force; Domain (mathematical analysis); Pedagogy; Computer science; Humanities; Sociology; Psychology; Political science; Management; Philosophy; Law","score_opus":0.0374356102963838,"score_gpt":0.23949098611123723,"score_spread":0.20205537581485344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163433152","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09652529,0.00080063794,0.7224666,0.008616848,0.00044497623,0.0013644518,0.00018000213,0.0012899424,0.16831134],"genre_scores_gemma":[0.57281375,0.00080746744,0.3765635,0.0021569037,0.00012755123,0.0027990232,0.00022302748,0.00029905944,0.044209696],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9955479,0.0029199212,0.00012541028,0.00048312702,0.0006706212,0.00025294174],"domain_scores_gemma":[0.9953075,0.0024205754,0.00031782623,0.0005638176,0.0006613842,0.0007288956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031036953,0.0006667424,0.00032712895,0.001144226,0.0026702718,0.0044504516,0.002105666,0.0019880042,0.0063411808],"category_scores_gemma":[0.0067997472,0.00036234423,0.0005915727,0.0006149641,0.0050010406,0.0027491082,0.0045655915,0.0037265278,0.0019082434],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023631932,0.0020030022,0.0035571267,0.0020705755,0.000038013528,0.0009752065,0.2030799,0.0067067165,0.024645561,0.44558185,0.01609717,0.2950086],"study_design_scores_gemma":[0.0002447482,0.0011451137,0.005135245,0.001188207,0.000052125804,0.0014367142,0.068553865,0.018830473,0.01385152,0.23556712,0.6538397,0.00015507429],"about_ca_topic_score_codex":0.0026976243,"about_ca_topic_score_gemma":0.004670905,"teacher_disagreement_score":0.0063411808,"about_ca_system_score_codex":0.003186484,"about_ca_system_score_gemma":0.0054358505,"threshold_uncertainty_score":0.023119628},"labels":[],"label_agreement":null},{"id":"W2164384023","doi":"10.5539/ies.v5n1p181","title":"Demotivating Factors Affecting EFL Learning of Iranian Seminary Students","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Test (biology); Mathematics education; Psychology; Islam; Teaching method; Theology","score_opus":0.10185228976668616,"score_gpt":0.40318725958907725,"score_spread":0.3013349698223911,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2164384023","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99925405,0.00009164266,0.000049971768,0.000060917013,0.0000044268077,0.000005734225,0.000010727346,0.0000023067323,0.0005202254],"genre_scores_gemma":[0.99948823,0.00008553413,0.00007892995,0.00002918181,0.000005251842,0.000005537822,0.000021230544,0.0000010343758,0.00028504743],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99918956,0.00011673365,0.000100411075,0.000066628185,0.000335239,0.00019144143],"domain_scores_gemma":[0.9960037,0.0005832422,0.0017168425,0.00011508952,0.0006242024,0.00095687347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072584156,0.00035577017,0.00024189518,0.0011479515,0.0006806488,0.0010466913,0.00029242394,0.0004911103,0.0018444923],"category_scores_gemma":[0.0046984903,0.00011906467,0.00029420052,0.0004653213,0.00062646606,0.00035313447,0.00071504404,0.00067358394,0.00032597987],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010543927,0.0005121952,0.9633447,0.0000758247,0.000021456002,0.0008926754,0.0078014717,0.0000661739,0.002857707,0.00013438385,0.00023283354,0.023955245],"study_design_scores_gemma":[0.0000066076555,0.0003573726,0.98289675,0.000028998671,0.000013921067,0.0008563779,0.013431401,0.00015488357,0.0007599159,0.00020712096,0.0012667734,0.000019960988],"about_ca_topic_score_codex":0.001217085,"about_ca_topic_score_gemma":0.0016387104,"teacher_disagreement_score":0.0018444923,"about_ca_system_score_codex":0.00038612983,"about_ca_system_score_gemma":0.0006625967,"threshold_uncertainty_score":0.0061704516},"labels":[],"label_agreement":null},{"id":"W2165143267","doi":"10.5539/elt.v8n11p183","title":"Variations of Language Learning Strategy Use among Three Colleges at a Private Four-year Technology University in Taiwan","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Psychology; Mathematics education; Cognition; Significant difference; Humanity; Cognitive strategy; Test (biology); Language learning strategies","score_opus":0.025954639115309486,"score_gpt":0.22706196396729741,"score_spread":0.20110732485198793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165143267","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99991524,0.0000049232276,0.000007609198,0.000004335338,2.7282164e-7,0.0000012691554,0.000007622903,6.74774e-7,0.000058055546],"genre_scores_gemma":[0.9998467,0.0000058855717,0.00001409131,0.000004836507,4.393553e-7,0.0000027690257,0.000026032803,4.6772695e-7,0.00009871863],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995492,0.00007097557,0.000060012502,0.000080867016,0.0001080733,0.00013073716],"domain_scores_gemma":[0.99722207,0.00044051072,0.0008499804,0.0001014727,0.00036509923,0.0010208851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045411044,0.00019939919,0.00022120307,0.0012835524,0.0005592659,0.0009198091,0.0002915782,0.00039502897,0.0012181764],"category_scores_gemma":[0.0020008779,0.00015934434,0.00024697254,0.0010175664,0.00045627303,0.00036761793,0.0006613394,0.00034300835,0.0002465535],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086046915,0.0001843142,0.9879452,0.00001062466,0.000026952974,0.00021654174,0.0035003787,0.00004767877,0.0026761468,0.000024043677,0.00005553869,0.005226351],"study_design_scores_gemma":[0.000002978602,0.000103391874,0.9964071,0.0000027983829,0.0000049770524,0.00008091311,0.0029543473,0.00012536228,0.00022473099,0.000011421807,0.000075654585,0.000006307348],"about_ca_topic_score_codex":0.0087712,"about_ca_topic_score_gemma":0.016769443,"teacher_disagreement_score":0.0087712,"about_ca_system_score_codex":0.00064951467,"about_ca_system_score_gemma":0.0005955018,"threshold_uncertainty_score":0.017440319},"labels":[],"label_agreement":null},{"id":"W2165217521","doi":"10.5539/elt.v6n4p74","title":"Study on Correlation of English Pronunciation Self-Concept to English Learning","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Linguistics; Constructive; English language; Class (philosophy); Mathematics education; Process (computing); Computer science; Artificial intelligence","score_opus":0.011031131355317922,"score_gpt":0.2380791124227936,"score_spread":0.22704798106747567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165217521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992887,0.000069636546,0.000066839166,0.000024498708,0.000005982074,0.000009554497,0.000022111682,6.1405524e-7,0.00051203906],"genre_scores_gemma":[0.9995788,0.000046091667,0.00007137891,0.000010762882,0.0000035037328,0.000011359773,0.00003536226,7.54325e-7,0.00024203406],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99913245,0.00030169915,0.00007428993,0.00010027921,0.00025532406,0.00013592243],"domain_scores_gemma":[0.9916905,0.004759022,0.001290504,0.0002438066,0.0009948452,0.001021327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018612808,0.00018117194,0.0003002692,0.0009584402,0.00038567293,0.00067865726,0.00025095817,0.00021385308,0.002090016],"category_scores_gemma":[0.008201102,0.00016076872,0.00038758156,0.00072460924,0.0005956577,0.00042133822,0.00051163987,0.0008440989,0.00024495972],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064076834,0.00028003656,0.9886525,0.000024743076,0.000041959018,0.00010595025,0.00321165,0.000036484606,0.00021537984,0.00019297449,0.00012929182,0.007045058],"study_design_scores_gemma":[0.00000695905,0.0004484575,0.99326766,0.000015907122,0.000020842785,0.00028014564,0.004539942,0.00027395715,0.00017928329,0.000119149925,0.000839911,0.000007802906],"about_ca_topic_score_codex":0.0016075401,"about_ca_topic_score_gemma":0.001433371,"teacher_disagreement_score":0.002090016,"about_ca_system_score_codex":0.00030641744,"about_ca_system_score_gemma":0.00075139414,"threshold_uncertainty_score":0.009843469},"labels":[],"label_agreement":null},{"id":"W2165241618","doi":"10.33524/cjar.v14i1.72","title":"WEB 2.0 AND LANGUAGE LEARNERS’ MOTIVATION: AN ACTION RESEARCH STUDY","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Action research; Mathematics education; Class (philosophy); Language acquisition; Call to action; Web application; Psychology; Computer science; Pedagogy; World Wide Web; Artificial intelligence","score_opus":0.4011242656043545,"score_gpt":0.4416899864801145,"score_spread":0.04056572087575999,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165241618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99693775,0.00003084521,0.00050547015,0.00028590878,0.0000109664115,0.0006015193,0.000032753396,0.0000113415535,0.0015834387],"genre_scores_gemma":[0.9891794,0.00016461505,0.0057044276,0.00031077422,0.000015787535,0.0017243704,0.000053205193,0.000012408287,0.0028350204],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99199414,0.0053872913,0.00025389157,0.00061409053,0.00063758803,0.0011129312],"domain_scores_gemma":[0.98537123,0.008875861,0.0012528279,0.00062722014,0.001230734,0.0026420935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01691049,0.0009838954,0.0011271578,0.0016642316,0.005555952,0.004443865,0.0020403108,0.0032130906,0.0027502365],"category_scores_gemma":[0.01344412,0.0009522158,0.0008805232,0.0008636062,0.0034367545,0.0022308368,0.0032316335,0.0039794208,0.00063091534],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005427077,0.046410102,0.0553325,0.00056349876,0.00007531847,0.0018248404,0.83352953,0.0008012481,0.008504221,0.0022890079,0.001434073,0.0486929],"study_design_scores_gemma":[0.0008714659,0.023626888,0.058636673,0.00043838695,0.00014985286,0.00077164464,0.8826923,0.004015531,0.006097355,0.0017682808,0.020720718,0.00021086518],"about_ca_topic_score_codex":0.0034504987,"about_ca_topic_score_gemma":0.00681662,"teacher_disagreement_score":0.01691049,"about_ca_system_score_codex":0.0025371716,"about_ca_system_score_gemma":0.0037569073,"threshold_uncertainty_score":0.0894323},"labels":[],"label_agreement":null},{"id":"W2165306226","doi":"10.18806/tesl.v29i1.1088","title":"ESL Teacher-Candidates’ Beliefs About Language","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Practicum; Bachelor; Grammar; Psychology; Pedagogy; Teacher education; Language education; Syntax; Qualitative research; Phonology; Linguistics; Mathematics education; Sociology","score_opus":0.0259715807437317,"score_gpt":0.2083485103959311,"score_spread":0.1823769296521994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165306226","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9953868,0.000075518474,0.00013774916,0.0008905849,0.000009960251,0.0000090157655,0.000009682279,0.0000038315725,0.0034769024],"genre_scores_gemma":[0.9977457,0.0000839397,0.00005523195,0.00015468498,0.0000038128546,0.00000838375,0.000010125935,0.0000030429385,0.0019350187],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967816,0.00137869,0.00016150993,0.00021727776,0.00072468136,0.00073621375],"domain_scores_gemma":[0.99119097,0.003111235,0.0017761296,0.00022677767,0.0016191088,0.0020756267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050991047,0.00018583004,0.00035039452,0.0011203608,0.004583163,0.0045454493,0.00075873797,0.0011424446,0.0042560943],"category_scores_gemma":[0.0121945515,0.00028179027,0.00020429079,0.00064884487,0.004638611,0.0015865111,0.0019172736,0.0019601022,0.00066850544],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079524485,0.00022981434,0.105890475,0.0001073358,0.000007723049,0.0016622418,0.87659013,0.000061487815,0.0019767687,0.0018262257,0.0010217445,0.010546558],"study_design_scores_gemma":[0.00000840988,0.00010051157,0.038576856,0.000086276654,0.000004985333,0.0004337156,0.95442027,0.000116128926,0.00031985826,0.00019569724,0.005715576,0.000021694199],"about_ca_topic_score_codex":0.027825192,"about_ca_topic_score_gemma":0.039942957,"teacher_disagreement_score":0.027825192,"about_ca_system_score_codex":0.0031447369,"about_ca_system_score_gemma":0.0032943178,"threshold_uncertainty_score":0.05532646},"labels":[],"label_agreement":null},{"id":"W2165470683","doi":"10.1080/09658410903197280","title":"‘It's vocabulary’/‘it's gender’: learner awareness and incidental learning","year":2009,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Grammar; Psychology; Noun; Linguistics; Task (project management); Meaning (existential); Vocabulary; Think aloud protocol; Cognitive psychology; Computer science","score_opus":0.03314260809501523,"score_gpt":0.2899893106770524,"score_spread":0.2568467025820372,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165470683","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980178,0.00009693813,0.0006295607,0.000028867265,0.0000020712207,0.0000044531826,0.0000029037692,0.0000071899694,0.0012103686],"genre_scores_gemma":[0.99923384,0.00005355643,0.00035762676,0.000016605238,0.0000024033727,0.000004245279,0.0000080024,0.0000024229503,0.00032141825],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99927753,0.00027532605,0.00004571017,0.00012154774,0.00019667436,0.00008318977],"domain_scores_gemma":[0.99444336,0.0033693193,0.0009398033,0.0004709355,0.00041691805,0.00035964377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012386352,0.00017817835,0.00022945266,0.00044487647,0.00022486167,0.0012160654,0.00030136676,0.00029227984,0.0011802078],"category_scores_gemma":[0.008400377,0.00016282224,0.00014253429,0.00016325506,0.0010441168,0.0011959107,0.00087958237,0.00047239265,0.0001612002],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00095008477,0.0022390718,0.5421871,0.00046888937,0.00009872042,0.0019804875,0.06933547,0.000510244,0.082861625,0.0033878367,0.0006193736,0.29536113],"study_design_scores_gemma":[0.00007194555,0.0040152255,0.8935643,0.00017796966,0.00017294065,0.0049841194,0.03395686,0.0026016778,0.043942027,0.0104327155,0.005987126,0.00009321462],"about_ca_topic_score_codex":0.00080050534,"about_ca_topic_score_gemma":0.00088395923,"teacher_disagreement_score":0.0012386352,"about_ca_system_score_codex":0.00019430688,"about_ca_system_score_gemma":0.0003941074,"threshold_uncertainty_score":0.0065505505},"labels":[],"label_agreement":null},{"id":"W2165848477","doi":"10.5539/elt.v6n10p57","title":"Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Psychology; Mathematics education; Curriculum; Needs analysis; Quality (philosophy); Vocabulary; English for specific purposes; Pedagogy; Medical education; Linguistics","score_opus":0.015165165351979757,"score_gpt":0.235269852849261,"score_spread":0.22010468749728124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165848477","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926525,0.00004853689,0.000021443388,0.000049566184,0.0000019926445,0.0000073365477,0.000014941527,7.862875e-7,0.0005900825],"genre_scores_gemma":[0.99821645,0.00021524962,0.00016376046,0.00007019197,0.000004354029,0.000032491134,0.00006603925,0.0000011622448,0.0012302356],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995437,0.00008752363,0.00005678788,0.000036666588,0.0001225088,0.00015269093],"domain_scores_gemma":[0.99799514,0.00027503094,0.00043678578,0.000030068468,0.00050067256,0.0007624656],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007452431,0.00020416615,0.00024866595,0.00096424896,0.0006506748,0.0011689372,0.00025995608,0.0002919643,0.0014282377],"category_scores_gemma":[0.0026773098,0.00013806649,0.0001867544,0.0004526469,0.0002645769,0.0007510522,0.00090922834,0.0003829523,0.0002922431],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006451352,0.0008002225,0.92098695,0.00015464748,0.000011025474,0.00046351724,0.042568102,0.000033351316,0.0031359482,0.00018525534,0.0003417271,0.031254686],"study_design_scores_gemma":[0.0000062595986,0.0005858558,0.8461775,0.00009270301,0.00001538359,0.0005033698,0.14690842,0.00014758679,0.0009336245,0.00014383944,0.0044679358,0.000017568325],"about_ca_topic_score_codex":0.003945538,"about_ca_topic_score_gemma":0.009818135,"teacher_disagreement_score":0.003945538,"about_ca_system_score_codex":0.0006074217,"about_ca_system_score_gemma":0.0012300038,"threshold_uncertainty_score":0.007845104},"labels":[],"label_agreement":null},{"id":"W2165877478","doi":"10.5539/elt.v1n1p83","title":"Influence of Planning on Students’ Language Performance in Task-based Language Teaching","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Language education; Psychology; Mathematics education; Communicative language teaching; Language assessment; Teaching method; Comprehension approach; Task analysis","score_opus":0.014807745829771108,"score_gpt":0.2698304330544192,"score_spread":0.2550226872246481,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165877478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986077,0.000046654503,0.0001229771,0.00003616675,0.0000060518337,0.0000076226556,0.000014308395,0.000010382463,0.0011482054],"genre_scores_gemma":[0.9991009,0.000057143036,0.0001508026,0.000007056213,0.0000034629184,0.000012250504,0.000025258234,0.000004813333,0.00063842547],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99868435,0.0005749626,0.00007821228,0.00012096497,0.0003135376,0.00022795929],"domain_scores_gemma":[0.9878643,0.006464518,0.0015777528,0.00035462674,0.0008816896,0.0028570625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012905833,0.00028345172,0.00027880474,0.000283325,0.00044098633,0.0012913223,0.0003096106,0.0002863756,0.0027314292],"category_scores_gemma":[0.012887371,0.00010416525,0.0003361944,0.00030731913,0.00038329142,0.0003152418,0.00056876155,0.00076549867,0.00055993267],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00823298,0.013806471,0.6312898,0.00044138357,0.00033982753,0.0013397945,0.019051116,0.009574537,0.032324642,0.0010892795,0.0023070662,0.2802032],"study_design_scores_gemma":[0.00017918966,0.006474378,0.96587634,0.000072596835,0.00023436513,0.000172423,0.0068027587,0.005574071,0.010986359,0.00096305745,0.0025857936,0.00007861479],"about_ca_topic_score_codex":0.0038202023,"about_ca_topic_score_gemma":0.0030871667,"teacher_disagreement_score":0.0038202023,"about_ca_system_score_codex":0.00040897113,"about_ca_system_score_gemma":0.0011429426,"threshold_uncertainty_score":0.009137571},"labels":[],"label_agreement":null},{"id":"W2166021602","doi":"10.1007/978-3-319-22960-7_4","title":"Identifying Pedagogical Uses of Serious Games for Learning English as a Second Language","year":2015,"lang":"en","type":"book-chapter","venue":"Lecture notes in computer science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Computer science; Taxonomy (biology); Context (archaeology); Language acquisition; English language; English as a second language; Mathematics education; Artificial intelligence; Linguistics; Multimedia; Natural language processing; Psychology","score_opus":0.08805196069414571,"score_gpt":0.32468139335596063,"score_spread":0.2366294326618149,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166021602","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9217144,0.0013316877,0.016867118,0.00049562805,0.000064771084,0.0002083263,0.00017220808,0.00033408124,0.058811814],"genre_scores_gemma":[0.95372,0.0013794847,0.0263958,0.00014567726,0.00001451073,0.00020947157,0.00044845743,0.00014316852,0.017543348],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9971048,0.0013125124,0.0001887281,0.00029246198,0.0008276949,0.00027383832],"domain_scores_gemma":[0.98773986,0.009055741,0.0009078746,0.0005500683,0.0009228076,0.0008237073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002195977,0.0006917999,0.0002593199,0.0025710736,0.0008127475,0.005312994,0.0011359748,0.0006888729,0.0024030851],"category_scores_gemma":[0.017778233,0.00038732047,0.00047459546,0.0014033981,0.00084422884,0.0039386665,0.0032947892,0.0012887107,0.00078310136],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007069481,0.0016477293,0.13919917,0.0011971719,0.00014902902,0.0012665637,0.13077432,0.0007157515,0.017620608,0.028237952,0.0065633804,0.6719214],"study_design_scores_gemma":[0.00023135603,0.0026887404,0.4240711,0.0035644153,0.0006356839,0.0092506455,0.198497,0.017961312,0.03362015,0.03976202,0.26943374,0.00028385627],"about_ca_topic_score_codex":0.0027393561,"about_ca_topic_score_gemma":0.008821488,"teacher_disagreement_score":0.005312994,"about_ca_system_score_codex":0.0011484737,"about_ca_system_score_gemma":0.0015390847,"threshold_uncertainty_score":0.011613607},"labels":[],"label_agreement":null},{"id":"W2166155486","doi":"10.3138/cmlr.57.2.217","title":"Assessing Language Proficiency of FSL Teacher Candidates: What Makes a Successful Candidate?","year":2000,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Psychology; Language proficiency; Mathematics education; Test (biology); Order (exchange); Medical education; Pedagogy; Computer science; Medicine; Artificial intelligence; Business","score_opus":0.017447941829983223,"score_gpt":0.255454741460254,"score_spread":0.23800679963027077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166155486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995248,0.00020328803,0.00014456072,0.0005147429,0.0000179647,0.000020831587,0.000037821486,0.00000808083,0.0038047305],"genre_scores_gemma":[0.99728906,0.00018621274,0.00035639436,0.000056460376,0.000012251073,0.000014411303,0.00005447391,0.0000051209554,0.0020255705],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984048,0.000421393,0.000115535644,0.00012494957,0.00048560818,0.0004476912],"domain_scores_gemma":[0.99375015,0.0011098919,0.0014219107,0.0001255874,0.0017767239,0.0018157122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026724504,0.0002578269,0.00040247047,0.0016639631,0.0013021834,0.0018219546,0.00048574994,0.00064868847,0.0034979144],"category_scores_gemma":[0.012129479,0.00013448065,0.00023115247,0.0006453638,0.0011347288,0.0006385256,0.0007289533,0.00043889723,0.0022537925],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015801951,0.00016865408,0.9332058,0.00009561626,0.000013827753,0.001373006,0.009169647,0.00007208119,0.0024460203,0.0002272382,0.0015010944,0.05156906],"study_design_scores_gemma":[0.00000923693,0.00078474346,0.96243054,0.00009912403,0.000016265363,0.0015576852,0.028930616,0.0002927234,0.0015019451,0.0001477496,0.0042007053,0.000028682061],"about_ca_topic_score_codex":0.017294178,"about_ca_topic_score_gemma":0.045993235,"teacher_disagreement_score":0.017294178,"about_ca_system_score_codex":0.0009372141,"about_ca_system_score_gemma":0.0018677178,"threshold_uncertainty_score":0.034386992},"labels":[],"label_agreement":null},{"id":"W2166249030","doi":"10.3138/cmlr.65.5.703","title":"Assessing AIM: A Study of Grade 8 Students in an Ontario School Board","year":2009,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Sample (material); Test (biology); Mathematics education; Medical education; French; Language proficiency; Pedagogy; AP French Language; Language education; Medicine; Humanities","score_opus":0.039990058939723405,"score_gpt":0.2966461545881899,"score_spread":0.2566560956484665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166249030","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985512,0.00006719354,0.00007604933,0.0000369286,0.0000032527196,0.00012214729,0.000059477064,0.0000021628782,0.0010815724],"genre_scores_gemma":[0.99161655,0.00037988077,0.001016861,0.00017513362,0.000009970647,0.00038198655,0.0001745204,0.0000058327896,0.0062392424],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988527,0.00021481838,0.00005527636,0.00017439779,0.00036780562,0.0003349531],"domain_scores_gemma":[0.99807787,0.00025463436,0.00040898198,0.0000779385,0.00064183545,0.0005388553],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014781675,0.00046180523,0.0006545241,0.001320164,0.0036049641,0.0014442268,0.000964906,0.00052133354,0.0022403372],"category_scores_gemma":[0.0032878267,0.0006431377,0.0003091331,0.0013867961,0.0011700791,0.0005447182,0.0012302621,0.0005885238,0.0006340554],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026229394,0.0024190801,0.5346418,0.00023228806,0.00002343982,0.0014245295,0.4072681,0.000036738515,0.007090164,0.00020225986,0.00090668665,0.04549259],"study_design_scores_gemma":[0.000020587722,0.0007070136,0.87413055,0.00005664527,0.000015606087,0.00012391014,0.11890758,0.000038948692,0.0004176414,0.000034278804,0.0055326726,0.000014651462],"about_ca_topic_score_codex":0.5185591,"about_ca_topic_score_gemma":0.8353207,"teacher_disagreement_score":0.4814409,"about_ca_system_score_codex":0.00696815,"about_ca_system_score_gemma":0.008627216,"threshold_uncertainty_score":0.9685524},"labels":[],"label_agreement":null},{"id":"W2166451711","doi":"10.5539/elt.v7n10p69","title":"The Effect of Metadiscourse Instruction on Iranian EFL Learners’ Speaking Ability","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metadiscourse; Psychology; Linguistics; Mathematics education","score_opus":0.008328803052363084,"score_gpt":0.2459445666263231,"score_spread":0.23761576357396003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166451711","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997235,0.0010189087,0.00050705427,0.000079172205,0.000025753016,0.00003864039,0.000018316005,0.00004057132,0.0010366327],"genre_scores_gemma":[0.9949309,0.0010057332,0.0031619829,0.00005148712,0.00002416612,0.000054821136,0.000037150945,0.000005726692,0.0007280523],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99977416,0.000055202017,0.00003265388,0.000038134043,0.00007231292,0.00002747465],"domain_scores_gemma":[0.9991335,0.00041713237,0.00015970248,0.000055038006,0.000109138025,0.00012547677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042086557,0.0003492887,0.00045129238,0.00054762856,0.00022417534,0.0003222933,0.0003366739,0.00029334766,0.0018898895],"category_scores_gemma":[0.0019753943,0.00009632003,0.0003458773,0.00015646902,0.00015797853,0.0003727407,0.00043784396,0.0004094414,0.00017604025],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005996336,0.017757418,0.03129412,0.0026795776,0.00033522982,0.0007835646,0.0034202703,0.0007484509,0.09685352,0.00046832397,0.0008015999,0.8388616],"study_design_scores_gemma":[0.002516013,0.1018995,0.69509786,0.0016802639,0.003397209,0.0033682105,0.008633332,0.0054586898,0.152713,0.0026001118,0.022411993,0.00022390211],"about_ca_topic_score_codex":0.0003583847,"about_ca_topic_score_gemma":0.00096231943,"teacher_disagreement_score":0.0018898895,"about_ca_system_score_codex":0.00018214712,"about_ca_system_score_gemma":0.00040264273,"threshold_uncertainty_score":0.0063222647},"labels":[],"label_agreement":null},{"id":"W2166495690","doi":"10.3968/j.ccc.1923670020130906.3913","title":"Prospects and Application of MUD/MOO/VR in Foreign Language Teaching","year":2013,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructivism (international relations); Foreign language teaching; Social constructivism; Mathematics education; Foreign language; Computer science; Pedagogy; Psychology; Political science; International relations","score_opus":0.019169656963894527,"score_gpt":0.30513230386654655,"score_spread":0.28596264690265205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166495690","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49415872,0.024034647,0.1760604,0.00935176,0.0004382433,0.00031602738,0.0002170103,0.0014459305,0.29397726],"genre_scores_gemma":[0.89178616,0.008634415,0.088633426,0.00044235765,0.00012789396,0.00009938928,0.00009560717,0.00010484374,0.010075928],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99858034,0.0007565798,0.000052470336,0.000127393,0.0003013335,0.00018187915],"domain_scores_gemma":[0.9982963,0.001013772,0.00009568948,0.00021846191,0.00016637087,0.00020937811],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017586857,0.00025401468,0.00021429457,0.00153265,0.0006186046,0.0017784662,0.0008565419,0.0005951256,0.0055271965],"category_scores_gemma":[0.0034391184,0.00014597138,0.00042870754,0.0012312798,0.0012538866,0.0015286257,0.0029709295,0.0006170821,0.00058769336],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011289859,0.00026926817,0.008206736,0.0006627861,0.00002042547,0.000812181,0.0058841347,0.0012582856,0.006180029,0.04153424,0.0026015467,0.93245745],"study_design_scores_gemma":[0.00012171743,0.0010011854,0.059517752,0.003053386,0.00016312339,0.011451931,0.028094368,0.01856534,0.027446045,0.07490712,0.77547675,0.00020121661],"about_ca_topic_score_codex":0.0013778356,"about_ca_topic_score_gemma":0.0017542596,"teacher_disagreement_score":0.0055271965,"about_ca_system_score_codex":0.0007133928,"about_ca_system_score_gemma":0.00097515533,"threshold_uncertainty_score":0.018490314},"labels":[],"label_agreement":null},{"id":"W2166944918","doi":"10.5539/ies.v7n6p117","title":"The Evolution of Iranian French Learners’ Spoken Interlanguage from a Cognitive Point of View","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Noun; Interlanguage; Linguistics; Psychology; Set (abstract data type); Cognition; Point (geometry); Computer science; Mathematics","score_opus":0.03953757954669223,"score_gpt":0.3313275102732083,"score_spread":0.29178993072651604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166944918","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981675,0.000111705245,0.00011699042,0.000045020068,0.0000018254058,0.0000019711347,0.000029330424,0.0000074573527,0.0015181471],"genre_scores_gemma":[0.9993424,0.00006336335,0.0001431747,0.000009370727,0.0000017814892,0.000002606752,0.000035439305,0.0000035112123,0.0003984037],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99929285,0.00022584961,0.000033325592,0.00014252064,0.0001996923,0.00010577387],"domain_scores_gemma":[0.9977429,0.0009825219,0.0003458268,0.0000862657,0.0006994583,0.00014292276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00091869064,0.0002856576,0.00017280735,0.0017626866,0.0005739015,0.0018646482,0.00032962908,0.0004736985,0.0015274355],"category_scores_gemma":[0.004019192,0.00013284545,0.00014150456,0.0006594763,0.00096288155,0.0007693329,0.00048279078,0.0003062743,0.00032156496],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026605188,0.000137045,0.60357374,0.00012518352,0.000060607577,0.0015788509,0.2532395,0.0005341721,0.025792684,0.0010464947,0.00045949945,0.11318609],"study_design_scores_gemma":[0.000005511464,0.00018848934,0.86706316,0.00002869484,0.0000194047,0.0015138051,0.1215008,0.00069470034,0.0030482484,0.00018285417,0.0057104235,0.000043979646],"about_ca_topic_score_codex":0.024528762,"about_ca_topic_score_gemma":0.0202606,"teacher_disagreement_score":0.024528762,"about_ca_system_score_codex":0.0010564061,"about_ca_system_score_gemma":0.000615542,"threshold_uncertainty_score":0.048771977},"labels":[],"label_agreement":null},{"id":"W2167314412","doi":"10.3138/cmlr.59.3.425","title":"From Prediction Through Reflection: Guiding Students: Through the Process of L2 Listening","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":189,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Psychology; Task (project management); Metacognition; Listening comprehension; Process (computing); Mathematics education; Scale (ratio); Pedagogy; Computer science; Cognition; Communication","score_opus":0.03886295206988837,"score_gpt":0.2857143093710046,"score_spread":0.24685135730111624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167314412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85009205,0.0006522162,0.09019212,0.0057362327,0.00013504371,0.00053940626,0.000048855698,0.00076445256,0.051839612],"genre_scores_gemma":[0.9624451,0.0005668083,0.03059732,0.00061495777,0.000041503572,0.00021929295,0.00005236621,0.00010231171,0.005360334],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.994783,0.0037649737,0.00009579387,0.0004341243,0.0005303755,0.00039172312],"domain_scores_gemma":[0.98510855,0.011185866,0.001224359,0.00095574587,0.0007862441,0.0007393134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005309447,0.0007681052,0.00045237105,0.0006812331,0.0012788713,0.0041574044,0.0012458373,0.0013633675,0.0026836337],"category_scores_gemma":[0.027700853,0.00032687894,0.00036501593,0.00034317665,0.0025514136,0.0029623641,0.0036841843,0.002030646,0.001153459],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004388926,0.0021837763,0.03407582,0.0007897838,0.000051427385,0.0010539201,0.35968146,0.002523197,0.029479062,0.011636437,0.0071299933,0.5509562],"study_design_scores_gemma":[0.0004581574,0.0074317367,0.09755581,0.0024917675,0.0002467418,0.003507621,0.4223299,0.022588028,0.08391493,0.11369786,0.24525692,0.0005205338],"about_ca_topic_score_codex":0.0012893786,"about_ca_topic_score_gemma":0.0017182954,"teacher_disagreement_score":0.005309447,"about_ca_system_score_codex":0.000732503,"about_ca_system_score_gemma":0.0022786928,"threshold_uncertainty_score":0.02807939},"labels":[],"label_agreement":null},{"id":"W2167516857","doi":"10.3138/cmlr.57.4.573","title":"In Search of Fluency: What is it and How Can we Teach It?","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":122,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Computer science; Competence (human resources); Construct (python library); Phenomenon; Point (geometry); Linguistics; Natural language processing; Psychology; Mathematics education; Programming language","score_opus":0.03224442494956826,"score_gpt":0.2561373310143,"score_spread":0.22389290606473172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167516857","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.034919687,0.32402286,0.022874353,0.52401036,0.0041137217,0.00008128074,0.00014391569,0.0004726277,0.089361235],"genre_scores_gemma":[0.6582133,0.24324572,0.025164148,0.041959815,0.0044146073,0.00022029884,0.00017761556,0.00021479906,0.026389701],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9981833,0.0007083685,0.00006140438,0.00015704223,0.00056038966,0.0003294864],"domain_scores_gemma":[0.9940241,0.0033090094,0.00042661122,0.0003196254,0.0008219375,0.0010987705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004322346,0.00041430644,0.0008100013,0.0017917413,0.0020790168,0.00494769,0.0010570785,0.0022724625,0.004623106],"category_scores_gemma":[0.01125276,0.0001119753,0.0002929801,0.0013269339,0.01015768,0.006246212,0.0017634227,0.0031090453,0.0012442939],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053401975,0.000114645736,0.0059408573,0.0011866546,0.000029192213,0.00031369957,0.011686578,0.0001777718,0.0010136946,0.12491097,0.041474406,0.81309813],"study_design_scores_gemma":[0.000039078226,0.0002633003,0.02147291,0.004964034,0.00007075276,0.0012328672,0.030793346,0.00034406112,0.0017143073,0.29869172,0.64032066,0.00009295256],"about_ca_topic_score_codex":0.033468913,"about_ca_topic_score_gemma":0.03366876,"teacher_disagreement_score":0.033468913,"about_ca_system_score_codex":0.00512961,"about_ca_system_score_gemma":0.008517514,"threshold_uncertainty_score":0.06654817},"labels":[],"label_agreement":null},{"id":"W2167616956","doi":"10.18806/tesl.v30i7.1152","title":"Pragmatic Rating of L2 Refusal: Criteria of Native and Non-native English Teachers","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Interlanguage; Politeness; Pragmatics; Variation (astronomy); Rating scale; Task (project management); First language; Task analysis; Linguistics; Mathematics education; Developmental psychology","score_opus":0.012162793062760824,"score_gpt":0.23586172011982512,"score_spread":0.2236989270570643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167616956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.991958,0.00025575576,0.0028610972,0.00009065387,0.000025118705,0.00019062661,0.00007044191,0.000035666846,0.0045126677],"genre_scores_gemma":[0.9958776,0.00013301894,0.002805897,0.00003220394,0.000010658025,0.00019878731,0.000121840465,0.000026237061,0.00079378893],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98155963,0.008414328,0.002816257,0.0011076379,0.0055012656,0.0006009026],"domain_scores_gemma":[0.94187623,0.023076318,0.008019774,0.0025575964,0.021971574,0.002498544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024358956,0.00043770185,0.0007465503,0.002755297,0.001030381,0.0019828482,0.000590292,0.00058640196,0.0011269131],"category_scores_gemma":[0.084653385,0.00039637202,0.0005297488,0.0010375467,0.0014732996,0.0011241254,0.0030952678,0.00060511957,0.0004754521],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010418509,0.0002697548,0.6619447,0.0006585913,0.00017176938,0.0005254228,0.23072404,0.00040075384,0.024468735,0.0006572735,0.0010642335,0.07807286],"study_design_scores_gemma":[0.0000770137,0.000966882,0.87160176,0.00022462945,0.000067908506,0.001097745,0.11146785,0.002531696,0.005898688,0.000824362,0.0050818063,0.00015959481],"about_ca_topic_score_codex":0.003929481,"about_ca_topic_score_gemma":0.0070359698,"teacher_disagreement_score":0.9960705,"about_ca_system_score_codex":0.0009726,"about_ca_system_score_gemma":0.0011701793,"threshold_uncertainty_score":0.128824},"labels":[],"label_agreement":null},{"id":"W2167663879","doi":"10.1111/j.1540-4781.2011.01275.x","title":"The First Language in Science Class: A Quasi‐Experimental Study in Late French Immersion","year":2011,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Moncton; University of Prince Edward Island","funders":"","keywords":"Science class; Class (philosophy); Mathematics education; French immersion; Literacy; Psychology; Second language; Scientific literacy; Science education; Linguistics; Computer science; Pedagogy; Artificial intelligence","score_opus":0.033855260437286774,"score_gpt":0.279262115393251,"score_spread":0.24540685495596426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167663879","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949804,0.00005125975,0.0003682654,0.00015192978,0.00004839389,0.0032470408,0.00012697962,0.000024380526,0.0010014134],"genre_scores_gemma":[0.9698646,0.0002004325,0.0037930268,0.00063836423,0.000101405065,0.014181585,0.0004320124,0.000022255224,0.01076639],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9917602,0.003075478,0.00027356355,0.0011152109,0.0010996438,0.002675956],"domain_scores_gemma":[0.99112964,0.0024427783,0.0008339018,0.00056861626,0.0020996453,0.0029253815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009127168,0.0019304676,0.0019820265,0.0017482876,0.009741613,0.002597883,0.0024465385,0.0023312555,0.005187429],"category_scores_gemma":[0.009901111,0.0013377494,0.001109928,0.0009912343,0.0039419997,0.0013337726,0.001613132,0.0028435627,0.0013220488],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018319951,0.44374338,0.07028507,0.0011378331,0.00026270028,0.0014874316,0.32555544,0.00078660366,0.029871374,0.0019002619,0.0051957946,0.10145416],"study_design_scores_gemma":[0.0107987365,0.3674788,0.3701153,0.0003466358,0.0003080638,0.0003134985,0.2044552,0.0015193672,0.008586771,0.0012418661,0.034263723,0.0005720762],"about_ca_topic_score_codex":0.25926414,"about_ca_topic_score_gemma":0.4015368,"teacher_disagreement_score":0.25926414,"about_ca_system_score_codex":0.0109568285,"about_ca_system_score_gemma":0.020335967,"threshold_uncertainty_score":0.5155101},"labels":[],"label_agreement":null},{"id":"W2167669002","doi":"10.3968/j.css.1923669720110705.430","title":"From Trash to Treasure: Grammar Practice for the Malaysian ESL Learners","year":2011,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Humanities; Linguistics; Traditional grammar; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.07813733854933379,"score_gpt":0.27476240244228695,"score_spread":0.19662506389295314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167669002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889847,0.0006980788,0.00038179712,0.0016566679,0.000024938665,0.00002197868,0.000011936866,0.000025848778,0.008193858],"genre_scores_gemma":[0.98581415,0.0010836552,0.0015410815,0.00043056242,0.000009828564,0.000025199066,0.000021998161,0.000021739135,0.011051796],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99883157,0.0005418584,0.00006531202,0.0001579705,0.00021414374,0.00018913933],"domain_scores_gemma":[0.99820864,0.00045194582,0.00030951042,0.00010221561,0.00020807168,0.0007195413],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020164242,0.000514657,0.00032053317,0.0006996812,0.003288936,0.003720793,0.0010466918,0.0015775529,0.0023603847],"category_scores_gemma":[0.0033670927,0.00031544443,0.00035759274,0.000306822,0.004113186,0.002461461,0.0037692634,0.001886338,0.0009023224],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004449933,0.00037481953,0.034991402,0.00033671502,0.000009053866,0.004058219,0.89040834,0.00017394451,0.0067816023,0.0023901765,0.00333651,0.057094675],"study_design_scores_gemma":[0.000023539911,0.0005828432,0.038761746,0.0008097257,0.000026681313,0.0064370106,0.8482419,0.0004417256,0.0031540797,0.0029038377,0.09852874,0.00008816416],"about_ca_topic_score_codex":0.0028082964,"about_ca_topic_score_gemma":0.0072669284,"teacher_disagreement_score":0.003720793,"about_ca_system_score_codex":0.0017317614,"about_ca_system_score_gemma":0.0030403994,"threshold_uncertainty_score":0.012564898},"labels":[],"label_agreement":null},{"id":"W2167740562","doi":"10.5539/elt.v6n12p79","title":"Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Psychology; Metacognition; Language acquisition; Mathematics education; Cognition; Multivariate analysis of variance; English language; Pedagogy","score_opus":0.010319353348036965,"score_gpt":0.2620536559038865,"score_spread":0.25173430255584955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167740562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99957114,0.00009625806,0.000010993839,0.000031172254,0.0000024794956,0.0000030667538,0.000007936793,5.4898044e-7,0.00027636334],"genre_scores_gemma":[0.999493,0.00009637564,0.000026974045,0.000047462527,0.0000034089658,0.000006178505,0.000023603096,9.512147e-7,0.0003020257],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988595,0.00027957335,0.00009342002,0.00011822807,0.00029992612,0.0003493104],"domain_scores_gemma":[0.9940678,0.0016402241,0.0016002837,0.00012894417,0.0005879142,0.0019749599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015223266,0.00034235543,0.00087955676,0.0019345327,0.0012288579,0.0033621392,0.0006315386,0.0010902757,0.0025970382],"category_scores_gemma":[0.0065328125,0.0004115253,0.00053197064,0.0010687287,0.0017022921,0.0017479174,0.0014413773,0.001581957,0.0005067055],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019798124,0.0012265416,0.93859714,0.00005888239,0.000069921094,0.00029709822,0.04671001,0.000016907197,0.0010362322,0.00017815993,0.00008677615,0.011524133],"study_design_scores_gemma":[0.000015332813,0.0005750546,0.9164961,0.000028232549,0.00002809029,0.00022025131,0.0819656,0.00006368909,0.00019087465,0.00010249506,0.00029674536,0.00001752449],"about_ca_topic_score_codex":0.008030946,"about_ca_topic_score_gemma":0.015615294,"teacher_disagreement_score":0.008030946,"about_ca_system_score_codex":0.0008720081,"about_ca_system_score_gemma":0.00084605167,"threshold_uncertainty_score":0.015968382},"labels":[],"label_agreement":null},{"id":"W2168162292","doi":"10.11139/cj.28.3.588-605","title":"Creating Podcasts for Academic Listening in French","year":2011,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Focus group; Perception; Psychology; Mathematics education; Academic year; Pedagogy; Focus (optics); Sociology; Communication","score_opus":0.11741479255246542,"score_gpt":0.29663145633704224,"score_spread":0.17921666378457682,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168162292","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86027527,0.0012290356,0.07712365,0.0012695037,0.0018836973,0.002326351,0.0008516696,0.004446976,0.050593834],"genre_scores_gemma":[0.8372558,0.001495397,0.13901359,0.00041720632,0.00059051975,0.0012344223,0.0010639015,0.00048211802,0.018447071],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984623,0.0008396231,0.00006991146,0.00012344623,0.00024295428,0.00026185028],"domain_scores_gemma":[0.9934012,0.0036304004,0.00032089525,0.0008318775,0.0005714568,0.0012440527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003454044,0.0007489399,0.00033927042,0.0011684847,0.0014455939,0.0029105379,0.0011787955,0.0012023682,0.005566205],"category_scores_gemma":[0.009314992,0.00019992728,0.0006764038,0.00039391883,0.00082154863,0.0012385973,0.0023910701,0.0011046776,0.001222242],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013751987,0.004562588,0.012284425,0.0025377616,0.00008317009,0.0032355643,0.067005016,0.0026533902,0.056719877,0.0056599337,0.023296319,0.82058674],"study_design_scores_gemma":[0.00078904355,0.007791087,0.047804862,0.0013507991,0.00026732803,0.0046667526,0.04382022,0.0042861057,0.04955274,0.00352576,0.83580995,0.00033532974],"about_ca_topic_score_codex":0.00088582514,"about_ca_topic_score_gemma":0.002750774,"teacher_disagreement_score":0.005566205,"about_ca_system_score_codex":0.0006476102,"about_ca_system_score_gemma":0.0010372828,"threshold_uncertainty_score":0.018620849},"labels":[],"label_agreement":null},{"id":"W2168614628","doi":"10.1093/applin/amq045","title":"Theorizing Qualitative Research Interviews in Applied Linguistics","year":2010,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":234,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Applied linguistics; Sociology; Linguistics; Qualitative research; Media studies; Philosophy; Social science","score_opus":0.15790127442567622,"score_gpt":0.43189892259853285,"score_spread":0.27399764817285666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168614628","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.030936323,0.0035754095,0.8182966,0.018449523,0.0013044592,0.021575315,0.002098483,0.00039103202,0.10337284],"genre_scores_gemma":[0.26289755,0.003753425,0.66887546,0.005548877,0.00035580253,0.041799188,0.0015287235,0.00030503896,0.014935879],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.90979016,0.07771251,0.0022908256,0.0040419903,0.0045798407,0.001584714],"domain_scores_gemma":[0.91866434,0.06757784,0.0023568599,0.0040329066,0.0064704805,0.00089763064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08756095,0.0013411038,0.0014976755,0.00538854,0.0053919656,0.010263805,0.0044497293,0.0028979229,0.0104986075],"category_scores_gemma":[0.06559716,0.0012073582,0.0011530756,0.0055836015,0.018499864,0.010020096,0.006809015,0.0048323995,0.0018724691],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075981305,0.00008999868,0.00068113225,0.0018294477,0.000034193414,0.0005558317,0.3306353,0.0016377884,0.0009995525,0.6198328,0.010132678,0.03349537],"study_design_scores_gemma":[0.00014962003,0.000092218055,0.00053029915,0.004609237,0.000028743241,0.00042663002,0.2132239,0.004512435,0.001064193,0.51090187,0.2643871,0.00007368247],"about_ca_topic_score_codex":0.002487503,"about_ca_topic_score_gemma":0.002440894,"teacher_disagreement_score":0.08756095,"about_ca_system_score_codex":0.008501309,"about_ca_system_score_gemma":0.009260232,"threshold_uncertainty_score":0.46307212},"labels":[],"label_agreement":null},{"id":"W2168714900","doi":"10.5430/wjel.v2n1p2","title":"Projects for Special Purposes: A Progress Report","year":2012,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Task (project management); Context (archaeology); Autonomy; Computer science; Foreign language; Learner autonomy; Mathematics education; Pedagogy; Engineering ethics; Language education; Sociology; Psychology; Political science; Comprehension approach; Engineering","score_opus":0.028670008378349206,"score_gpt":0.2827404921549577,"score_spread":0.2540704837766085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168714900","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09638538,0.021034196,0.079206996,0.01803421,0.016031716,0.022336222,0.023039917,0.010614751,0.7133166],"genre_scores_gemma":[0.22331947,0.027121473,0.14241461,0.0017511606,0.0025136604,0.016952677,0.06317011,0.005286981,0.51746994],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9865476,0.004401993,0.0016555651,0.001044885,0.0048095663,0.0015404597],"domain_scores_gemma":[0.9614727,0.003399819,0.0019158063,0.0062231123,0.016044552,0.010944006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025716117,0.0012097964,0.0005183124,0.005645818,0.0023686106,0.005468927,0.002389393,0.0014509803,0.058780298],"category_scores_gemma":[0.02314497,0.0007211049,0.0009175766,0.0042841034,0.00080736005,0.00464846,0.008443415,0.0021592705,0.04288213],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002870498,0.0017337978,0.010357823,0.0013314106,0.00003019892,0.0003138561,0.0031737376,0.0004391577,0.0037482425,0.011048435,0.18040088,0.78713536],"study_design_scores_gemma":[0.000044215998,0.0007089922,0.015241266,0.00056543335,0.000015872934,0.0003782855,0.0017789571,0.00021740186,0.0026465529,0.0011641923,0.97720087,0.000037918322],"about_ca_topic_score_codex":0.0035845137,"about_ca_topic_score_gemma":0.0024257656,"teacher_disagreement_score":0.058780298,"about_ca_system_score_codex":0.0014013528,"about_ca_system_score_gemma":0.01575702,"threshold_uncertainty_score":0.19663966},"labels":[],"label_agreement":null},{"id":"W2169077375","doi":"10.1111/j.1467-9922.2006.00373.x","title":"The Metacognitive Awareness Listening Questionnaire: Development and Validation","year":2006,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":564,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Active listening; Metacognition; Confirmatory factor analysis; Exploratory factor analysis; Listening comprehension; Reliability (semiconductor); Sample (material); Comprehension; Psychometrics; Cognitive psychology; Developmental psychology; Structural equation modeling; Cognition; Linguistics; Communication","score_opus":0.013317450723317801,"score_gpt":0.24524693072303766,"score_spread":0.23192947999971986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169077375","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84461063,0.00093211466,0.086167976,0.0011171252,0.00042222868,0.04475274,0.0051879208,0.0006435632,0.016165692],"genre_scores_gemma":[0.5934954,0.001842522,0.2745206,0.0011056681,0.0001877354,0.1103289,0.008883136,0.00038947788,0.009246519],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9910753,0.0031476407,0.0017765372,0.000488075,0.003211385,0.0003010332],"domain_scores_gemma":[0.9772509,0.010583553,0.0012950908,0.0012719651,0.008897757,0.0007007557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024691114,0.0005624359,0.00061308936,0.0025066158,0.0006256552,0.0008455697,0.0011246611,0.00071632623,0.0028868786],"category_scores_gemma":[0.0314086,0.00051926303,0.0006999156,0.0010093523,0.0008122942,0.0009115982,0.0018097656,0.001282868,0.0016231472],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008250349,0.003300401,0.22888528,0.001084641,0.00011284027,0.00048356602,0.011037524,0.0021600004,0.014533367,0.0029594223,0.006509323,0.7281086],"study_design_scores_gemma":[0.0010124119,0.00852903,0.85414654,0.00097175036,0.00012905702,0.0019832554,0.007457813,0.010491567,0.016361209,0.0035241034,0.09516285,0.00023047859],"about_ca_topic_score_codex":0.0011466624,"about_ca_topic_score_gemma":0.0015110989,"teacher_disagreement_score":0.024691114,"about_ca_system_score_codex":0.0006972602,"about_ca_system_score_gemma":0.0031937882,"threshold_uncertainty_score":0.13058066},"labels":[],"label_agreement":null},{"id":"W2169117916","doi":"10.5430/elr.v3n2p1","title":"Collaborative Writing in Group Assignments in an EFL/ESL Classroom","year":2014,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Mathematics education; Perception; Task (project management); Pedagogy; English language; Medical education; Medicine; Engineering","score_opus":0.07123604218174233,"score_gpt":0.3724479233981833,"score_spread":0.30121188121644094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169117916","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9819279,0.00029418623,0.007051298,0.0005153193,0.00007700083,0.00023411665,0.000016440657,0.000112042166,0.009771597],"genre_scores_gemma":[0.98178065,0.0002141187,0.012245146,0.00011492196,0.00003345185,0.00013640529,0.000027669792,0.000026927324,0.0054206606],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98898953,0.0070315218,0.0004852777,0.0013808563,0.0013133286,0.0007994588],"domain_scores_gemma":[0.970974,0.018316679,0.0031241595,0.0020852224,0.0015345773,0.00396527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010596508,0.0005281533,0.00094123033,0.0015538455,0.0047060447,0.0050863144,0.0020318397,0.001156625,0.0038618685],"category_scores_gemma":[0.022346796,0.00032823393,0.000325659,0.0013061421,0.0031410588,0.002909687,0.0048043095,0.0013252243,0.0012738385],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004214271,0.0047650887,0.026911873,0.00090777624,0.000040367417,0.0035439895,0.55527496,0.0008904751,0.013014438,0.0048553166,0.004383112,0.38499114],"study_design_scores_gemma":[0.000624187,0.003973006,0.061905943,0.0011762341,0.00010298227,0.004701162,0.76807857,0.005231869,0.014617785,0.028143112,0.11122274,0.00022236831],"about_ca_topic_score_codex":0.00046274668,"about_ca_topic_score_gemma":0.0012758395,"teacher_disagreement_score":0.010596508,"about_ca_system_score_codex":0.0013970642,"about_ca_system_score_gemma":0.002985817,"threshold_uncertainty_score":0.056040406},"labels":[],"label_agreement":null},{"id":"W2169148266","doi":"10.3968/j.css.1923669720120805.5893","title":"Analysis on the Feature of Network: based Language Learning in China","year":2012,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Feature (linguistics); Language acquisition; Comprehension approach; Key (lock); Extension (predicate logic); China; Universal Networking Language; Artificial intelligence; Language education; Natural language processing; Natural language; Linguistics; Mathematics education; Psychology; Programming language; History","score_opus":0.01607585391415917,"score_gpt":0.243421970791111,"score_spread":0.22734611687695183,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169148266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99527574,0.00003763996,0.00038650617,0.00017865056,0.000002263264,0.00001295049,0.00011931625,0.000008586142,0.003978381],"genre_scores_gemma":[0.9988747,0.000024923896,0.00008698275,0.000006234202,0.000001999677,0.0000039831602,0.00008855211,0.000001482037,0.0009109913],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995165,0.00007923771,0.000023931723,0.00006750564,0.00016329178,0.00014961135],"domain_scores_gemma":[0.99866664,0.00024727863,0.00024023591,0.000058390913,0.00048172876,0.00030577034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00066437485,0.00012890986,0.00017527498,0.0016273584,0.00077121716,0.00075896614,0.0007128372,0.00025712507,0.0035732668],"category_scores_gemma":[0.0017012067,0.000058107118,0.00019985142,0.0021376486,0.00045253037,0.0007821144,0.00071122526,0.00021266317,0.00019035251],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013615926,0.00017501012,0.92349374,0.0000637028,0.0000442246,0.00068710465,0.0028395285,0.0078007034,0.00085289014,0.0123947,0.0020377345,0.04947451],"study_design_scores_gemma":[0.000008274683,0.000053243304,0.9641349,0.000010308356,0.000025093552,0.0001060167,0.0021463265,0.028598718,0.00031187807,0.0017603098,0.0028333482,0.0000116806295],"about_ca_topic_score_codex":0.10517132,"about_ca_topic_score_gemma":0.09312083,"teacher_disagreement_score":0.10517132,"about_ca_system_score_codex":0.0037441147,"about_ca_system_score_gemma":0.0019526883,"threshold_uncertainty_score":0.2091183},"labels":[],"label_agreement":null},{"id":"W2169170255","doi":"10.14705/rpnet.2011.000009","title":"Developing sociolinguistic competence through intercultural online exchange","year":2011,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria","funders":"","keywords":"Intercultural competence; Psychology; Competence (human resources); Sociology; Linguistics; Pedagogy; Social psychology; Philosophy","score_opus":0.20851149531373844,"score_gpt":0.293539313175475,"score_spread":0.08502781786173655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169170255","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8867396,0.001439949,0.006608871,0.0007870463,0.000023958946,0.00008985415,0.00002622497,0.000049234084,0.10423536],"genre_scores_gemma":[0.9866506,0.0009197795,0.0038289092,0.00009490904,0.000007840061,0.00006832138,0.000027205513,0.00000990674,0.008392464],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988159,0.00075725204,0.000022272014,0.000077449346,0.00020348652,0.0001236982],"domain_scores_gemma":[0.9988444,0.00065473915,0.00011898434,0.000087590095,0.00013714959,0.00015717592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014760843,0.0003548664,0.00021335715,0.0006003804,0.0015574781,0.004123136,0.0005575351,0.0005805054,0.0029933425],"category_scores_gemma":[0.0018195715,0.00010282093,0.00012963392,0.000490692,0.0026045735,0.0021729781,0.0029138695,0.0007957584,0.00045176045],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007545828,0.0006097685,0.022155458,0.0003492391,0.000011543882,0.0023164593,0.6714325,0.00040716102,0.01695905,0.030227385,0.001862812,0.25359318],"study_design_scores_gemma":[0.000025768582,0.000419248,0.0985393,0.00083961425,0.00003114631,0.0038055396,0.6737827,0.0021570872,0.013230495,0.01746781,0.18962896,0.00007238172],"about_ca_topic_score_codex":0.00810867,"about_ca_topic_score_gemma":0.016521271,"teacher_disagreement_score":0.00810867,"about_ca_system_score_codex":0.0020827744,"about_ca_system_score_gemma":0.002532666,"threshold_uncertainty_score":0.016122937},"labels":[],"label_agreement":null},{"id":"W2169615647","doi":"10.18806/tesl.v30i1.1131","title":"Mind the Gap: How a Project in Alberta Attempted to Narrow the Gap Between Classroom Teachers and Language Education Research","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English language; Humanities; Language education; Pedagogy; Sociology; Political science; Library science; Psychology; Mathematics education; Computer science; Philosophy","score_opus":0.08012499979540304,"score_gpt":0.3244572067482094,"score_spread":0.24433220695280633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169615647","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37616566,0.007823886,0.068462014,0.40959623,0.0060843164,0.0020027652,0.00035141277,0.0010384835,0.12847516],"genre_scores_gemma":[0.8217078,0.0025356112,0.052355226,0.0407166,0.00024896528,0.0011322647,0.00021526738,0.0006355917,0.08045261],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.91517115,0.04574194,0.0023830829,0.006920536,0.017235424,0.012547801],"domain_scores_gemma":[0.8739763,0.05602991,0.0035854687,0.009138216,0.02739979,0.029870348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.084909305,0.0009356804,0.0008747489,0.0034139631,0.055771653,0.02633719,0.008793586,0.012674876,0.004711748],"category_scores_gemma":[0.07896777,0.0019919,0.00089817215,0.0045314766,0.040285654,0.011113845,0.03139394,0.017510533,0.0007021072],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012979869,0.00025714925,0.009180857,0.00036668862,0.000039125316,0.0038019693,0.80416656,0.000648492,0.0030689908,0.08452711,0.022728408,0.07108486],"study_design_scores_gemma":[0.000054432116,0.00014285614,0.0043311752,0.0007346339,0.000035761514,0.00067767006,0.53603673,0.00062307715,0.0015749006,0.015141953,0.44053227,0.00011449721],"about_ca_topic_score_codex":0.7501294,"about_ca_topic_score_gemma":0.85152984,"teacher_disagreement_score":0.2498706,"about_ca_system_score_codex":0.10732317,"about_ca_system_score_gemma":0.31630963,"threshold_uncertainty_score":0.7786877},"labels":[],"label_agreement":null},{"id":"W2169759709","doi":"10.5539/ies.v5n2p190","title":"The Effects of Warm-Up Tasks on the Iranian EFL Students' Writing Ability","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Mathematics education; English as a foreign language; Arabic; Foreign language; Linguistics","score_opus":0.06410180548345543,"score_gpt":0.3905027112925895,"score_spread":0.32640090580913406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169759709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99924433,0.00019368746,0.000093692404,0.000013691843,0.0000108337435,0.000013374928,0.000010006759,0.000005935745,0.0004144304],"genre_scores_gemma":[0.9987062,0.00018989015,0.0003637403,0.000022411677,0.000018331642,0.00003112565,0.000032329066,0.000002237549,0.0006337056],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995741,0.0001249041,0.00004665825,0.000063845466,0.00010412805,0.000086283784],"domain_scores_gemma":[0.9980108,0.0006166067,0.00054814573,0.00015350457,0.00014924728,0.0005218227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00056943257,0.00052587275,0.0003946548,0.0002928137,0.000250109,0.00036834655,0.00012917539,0.0001802568,0.0018849558],"category_scores_gemma":[0.0033424336,0.00011171443,0.0002255823,0.00009767619,0.00023649925,0.00019823031,0.00043190768,0.0004374549,0.00025735438],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015371469,0.02610374,0.20692113,0.0010352696,0.00040611182,0.00086864823,0.007243932,0.0007377333,0.29066005,0.00022566976,0.0009351347,0.44949102],"study_design_scores_gemma":[0.00024672374,0.03160464,0.9432853,0.000070144066,0.00016984962,0.00032947963,0.0017064087,0.00023028061,0.020217927,0.00023762858,0.0018660133,0.000035628127],"about_ca_topic_score_codex":0.00017042336,"about_ca_topic_score_gemma":0.00032325523,"teacher_disagreement_score":0.0018849558,"about_ca_system_score_codex":0.000094103176,"about_ca_system_score_gemma":0.00015569942,"threshold_uncertainty_score":0.006305814},"labels":[],"label_agreement":null},{"id":"W2169839793","doi":"10.5539/elt.v8n11p99","title":"Teacher and Learner Views on Effective English Teaching in the Thai Context: The Case of Engineering Students","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Mathematics education; Qualitative research; Qualitative property; Teaching method; Teaching english; Pedagogy","score_opus":0.02236472167811395,"score_gpt":0.2835327121165833,"score_spread":0.2611679904384694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169839793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99636084,0.00010305013,0.00011418397,0.0005265844,0.000009376412,0.0000071193203,0.0000051560014,0.0000022847782,0.002871443],"genre_scores_gemma":[0.99849856,0.00014693949,0.000061087994,0.00008224036,0.00000617582,0.000005633099,0.0000047620742,0.0000030673398,0.0011915882],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960198,0.0026155785,0.00018163212,0.00016628634,0.00049709785,0.00051951077],"domain_scores_gemma":[0.9937302,0.0022875548,0.0011764155,0.00013361951,0.00079114374,0.0018811385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028140484,0.00022661255,0.00031082853,0.00088170153,0.0051057735,0.0056235255,0.0005056544,0.0010129658,0.003391986],"category_scores_gemma":[0.0050193206,0.00026858857,0.00030005226,0.00073430553,0.0026780677,0.0018103024,0.0020788051,0.0016326134,0.00037015433],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043636217,0.00021347804,0.04612277,0.00009199342,0.000008879349,0.006229227,0.9381581,0.00008821595,0.0010442443,0.0007505861,0.00047180717,0.006777056],"study_design_scores_gemma":[0.0000046182704,0.00008155411,0.013811384,0.00004376373,0.000009350559,0.0010863475,0.98063385,0.000093557195,0.00036180773,0.000094987285,0.0037645365,0.000014279291],"about_ca_topic_score_codex":0.009893495,"about_ca_topic_score_gemma":0.015633175,"teacher_disagreement_score":0.009893495,"about_ca_system_score_codex":0.0019704031,"about_ca_system_score_gemma":0.0025127647,"threshold_uncertainty_score":0.019671857},"labels":[],"label_agreement":null},{"id":"W2170061155","doi":"10.1558/cj.v24i2.313-330","title":"Using the French Tutor Multimedia Package or a Textbook to Teach Two French Past Tense Verbs","year":2007,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Acadia University","funders":"","keywords":"TUTOR; Grammar; Computer science; Variety (cybernetics); Verb; Mathematics education; Modal verb; Multimedia; Psychology; Linguistics; Artificial intelligence","score_opus":0.06819377950829064,"score_gpt":0.3167475988609965,"score_spread":0.24855381935270587,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170061155","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9914199,0.00014967508,0.0035063056,0.000108541106,0.000031708474,0.00011877911,0.000060584276,0.00013726654,0.004467309],"genre_scores_gemma":[0.9648963,0.00040008404,0.015870899,0.000266086,0.000025277577,0.00030331517,0.0004446398,0.00004553641,0.017747885],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991547,0.0002909299,0.00007215428,0.0001803342,0.00017741685,0.00012438213],"domain_scores_gemma":[0.99648076,0.002096868,0.0003798585,0.0002508551,0.00026819156,0.00052336726],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011374116,0.0005267717,0.00075537426,0.00060330326,0.0003332988,0.0011748082,0.00051485526,0.0007708072,0.009117948],"category_scores_gemma":[0.006824637,0.0001744613,0.0004236951,0.00034821845,0.00031801834,0.00089013134,0.00077786134,0.0005682647,0.0024581603],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0038728707,0.025674405,0.09149892,0.0010441834,0.00017936857,0.0018451702,0.020073267,0.0027703643,0.08676408,0.004128803,0.006601465,0.75554717],"study_design_scores_gemma":[0.0020280618,0.1189026,0.40954265,0.00076672225,0.0009122844,0.00733074,0.037133887,0.020501114,0.16717453,0.007927808,0.22724381,0.00053575914],"about_ca_topic_score_codex":0.000669855,"about_ca_topic_score_gemma":0.0012927911,"teacher_disagreement_score":0.009117948,"about_ca_system_score_codex":0.00045284498,"about_ca_system_score_gemma":0.00047893912,"threshold_uncertainty_score":0.030502617},"labels":[],"label_agreement":null},{"id":"W2170279631","doi":"10.5539/elt.v1n1p25","title":"An Action Research Plan for Developing and Implementing The Students’ Listening Comprehension Skills","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Action research; Plan (archaeology); Action plan; Comprehension; Action (physics); Mathematics education; Lesson plan; Pedagogy; Informational listening; Linguistics; Communication","score_opus":0.11529954070218955,"score_gpt":0.3992569763294223,"score_spread":0.28395743562723275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170279631","genre_codex":"protocol","genre_gemma":"protocol","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"protocol","genre_consensus":"protocol","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.087612905,0.0009740341,0.3792626,0.042334817,0.0016583644,0.41105792,0.0020953466,0.002743089,0.07226092],"genre_scores_gemma":[0.071131244,0.00044931786,0.79005784,0.0020307316,0.000058620124,0.12626104,0.00070864154,0.00003985991,0.00926279],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.96801054,0.023975624,0.001460921,0.0015321122,0.003189503,0.0018312526],"domain_scores_gemma":[0.95972997,0.014073441,0.0027521185,0.0032029196,0.010798526,0.009443037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06643949,0.0024506685,0.0009304734,0.0024844017,0.006008885,0.003905278,0.0041228347,0.005622721,0.0117985625],"category_scores_gemma":[0.034303993,0.000851962,0.0018779276,0.0012844849,0.0020582627,0.0037678115,0.0032577578,0.004913333,0.0024097508],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003347755,0.036100388,0.016168222,0.004426413,0.0002678588,0.001730957,0.043014925,0.0134294,0.018195204,0.04749287,0.061868083,0.7539579],"study_design_scores_gemma":[0.016945757,0.057534486,0.06113364,0.008322999,0.0011689258,0.0018506198,0.16564535,0.05111807,0.035771642,0.093042865,0.50603926,0.0014263937],"about_ca_topic_score_codex":0.006071977,"about_ca_topic_score_gemma":0.013202263,"teacher_disagreement_score":0.06643949,"about_ca_system_score_codex":0.00576265,"about_ca_system_score_gemma":0.04469336,"threshold_uncertainty_score":0.3513698},"labels":[],"label_agreement":null},{"id":"W2170407728","doi":"10.1017/s0958344003000727","title":"<i>Examining a mailing list in an elementary Japanese language class</i>","year":2003,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Class (philosophy); Context (archaeology); Content analysis; Perception; Foreign language; Computer science; Mathematics education; First language; Psychology; Linguistics; Sociology; Artificial intelligence","score_opus":0.04737286156508921,"score_gpt":0.26974993276333803,"score_spread":0.22237707119824882,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170407728","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966888,0.00005393407,0.001368046,0.00021701214,0.000018621793,0.00013650533,0.000023236053,0.00003576436,0.0014581231],"genre_scores_gemma":[0.9904621,0.00016142555,0.005475547,0.00024278877,0.000050495975,0.00025558958,0.00009407916,0.000044162993,0.0032137826],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99324244,0.0044420925,0.00028299427,0.0004336008,0.00092707935,0.0006717239],"domain_scores_gemma":[0.96803945,0.021706875,0.0048066927,0.0010538194,0.002808046,0.0015850957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008300931,0.00069311116,0.0004570283,0.0022542763,0.0051766573,0.0025199244,0.0016153359,0.0019985228,0.0028739392],"category_scores_gemma":[0.021905396,0.0004337878,0.00069957983,0.0011783391,0.0014831489,0.0022696662,0.0021419688,0.001583357,0.0010207867],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071641704,0.0037710874,0.13340418,0.0007964012,0.000058299724,0.008438582,0.73218316,0.00036564266,0.030223824,0.0006971188,0.0019480828,0.08739717],"study_design_scores_gemma":[0.000072215385,0.0056814803,0.18820496,0.00034964932,0.0001598731,0.0023367167,0.7493789,0.0018978332,0.027517686,0.00046476568,0.023748726,0.00018728888],"about_ca_topic_score_codex":0.003606619,"about_ca_topic_score_gemma":0.007218538,"teacher_disagreement_score":0.008300931,"about_ca_system_score_codex":0.0024107127,"about_ca_system_score_gemma":0.001728964,"threshold_uncertainty_score":0.043900013},"labels":[],"label_agreement":null},{"id":"W2171047784","doi":"10.5539/elt.v2n1p37","title":"Age Effects in Foreign Language Learning for Children in China","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; China; Foreign language; Mathematics education; English as a foreign language; Pedagogy","score_opus":0.006522041670497436,"score_gpt":0.23965339638073604,"score_spread":0.2331313547102386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171047784","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987907,0.0002652339,0.000011685137,0.00014235967,0.000006653604,0.000004629618,0.00011108615,0.0000022438198,0.0006654131],"genre_scores_gemma":[0.99929285,0.00012437822,0.000021585183,0.000026670848,0.000006631717,0.000005588195,0.00010468942,0.0000020106165,0.0004155066],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983845,0.00024027686,0.00015478327,0.0002844379,0.0003086914,0.00062721106],"domain_scores_gemma":[0.99432385,0.0007073093,0.0019536878,0.00023185663,0.0008586566,0.0019246666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001721369,0.0003291348,0.0004731806,0.0018169216,0.00113719,0.000706312,0.0005198457,0.00047506165,0.0032293226],"category_scores_gemma":[0.0041114734,0.00019765619,0.0007906544,0.0019036299,0.00070459227,0.00088534836,0.0013158339,0.0007889321,0.00019925873],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008923004,0.00008880074,0.9926717,0.000018070445,0.000029404186,0.00031587377,0.001890467,0.00007082042,0.00015850928,0.00014475525,0.00017316907,0.0043493165],"study_design_scores_gemma":[0.0000028293186,0.00004427728,0.99881244,0.0000062179547,0.00000898523,0.000035725254,0.0008300444,0.000030091802,0.00003301923,0.00001996752,0.00017319129,0.0000031792383],"about_ca_topic_score_codex":0.13799007,"about_ca_topic_score_gemma":0.17023896,"teacher_disagreement_score":0.13799007,"about_ca_system_score_codex":0.0022642682,"about_ca_system_score_gemma":0.0027321295,"threshold_uncertainty_score":0.2743737},"labels":[],"label_agreement":null},{"id":"W2171178794","doi":"10.3138/cmlr.63.1.35","title":"Breaking up is not so Hard to do: Individual Differences in L2 Memorization","year":2006,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Arts and Humanities Research Board","keywords":"Memorization; Repetition (rhetorical device); Conversation; Psychology; Salient; Aptitude; Cognitive psychology; Social psychology; Developmental psychology; Linguistics; Communication; Computer science; Artificial intelligence","score_opus":0.02962441656039941,"score_gpt":0.23168655160370005,"score_spread":0.20206213504330064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171178794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996538,0.000020403564,0.000012469284,0.000013064371,9.712963e-7,0.0000024714755,0.00000860093,8.6358324e-7,0.0002873548],"genre_scores_gemma":[0.99971133,0.000015621268,0.000019735518,0.000008268022,0.0000010007307,0.0000029122164,0.000016547867,0.0000013683534,0.00022335318],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992349,0.00020229303,0.000085037995,0.0001436589,0.00020638917,0.00012771573],"domain_scores_gemma":[0.9920353,0.0035152945,0.0025236197,0.00037226055,0.00066620985,0.00088730955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012327231,0.00017229354,0.00021683454,0.000630744,0.00044867108,0.0012548855,0.00029086022,0.00051521044,0.0033624156],"category_scores_gemma":[0.00809582,0.00017587432,0.00014970331,0.00034739217,0.0008842335,0.0004677113,0.00061706186,0.0005436984,0.00044259004],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005533858,0.00047274728,0.95742804,0.000041392967,0.00006809457,0.00036179912,0.025185263,0.0001571361,0.005483737,0.000097869786,0.00022473169,0.0099258125],"study_design_scores_gemma":[0.0000064011006,0.0002735393,0.9927471,0.0000070039073,0.000010046086,0.00023111684,0.0058613922,0.00015929194,0.00038006244,0.00006655599,0.00024701472,0.000010601091],"about_ca_topic_score_codex":0.0065579335,"about_ca_topic_score_gemma":0.0077824355,"teacher_disagreement_score":0.0065579335,"about_ca_system_score_codex":0.00038931353,"about_ca_system_score_gemma":0.00030953978,"threshold_uncertainty_score":0.013039529},"labels":[],"label_agreement":null},{"id":"W2171280975","doi":"10.1017/s0272263113000041","title":"THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":128,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Grammaticality; Psychology; Cognitive psychology; Construct validity; Stimulus (psychology); Construct (python library); Linguistics; Grammar; Psychometrics; Developmental psychology; Computer science","score_opus":0.07662801396268411,"score_gpt":0.33400884107110945,"score_spread":0.25738082710842536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171280975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9464544,0.001410477,0.02423352,0.00043829135,0.00016563301,0.0003425498,0.0004598206,0.0001174263,0.026377894],"genre_scores_gemma":[0.9846762,0.00056516903,0.011952297,0.00017678908,0.00007182695,0.0004323333,0.00043832255,0.00005938829,0.0016276683],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.98249924,0.006966145,0.0015089883,0.0014876429,0.0071040276,0.00043395182],"domain_scores_gemma":[0.8320907,0.12696083,0.016845128,0.008795997,0.013857249,0.0014501063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021304755,0.000695649,0.0005285383,0.002843245,0.0005350857,0.002824067,0.0008674072,0.0011003929,0.0018387651],"category_scores_gemma":[0.102363236,0.00035029263,0.0008042633,0.0018635793,0.0028302048,0.00313477,0.0018472439,0.0016450306,0.0005085325],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008305179,0.0010686631,0.73225015,0.00074124796,0.00053296686,0.00015294198,0.011475523,0.0025047404,0.008385494,0.01092941,0.0015524903,0.22957578],"study_design_scores_gemma":[0.000120322424,0.0017869041,0.93851566,0.00061128696,0.00018664272,0.0004668745,0.004349815,0.01047176,0.0097557185,0.024944598,0.0086303,0.00016015038],"about_ca_topic_score_codex":0.0016000132,"about_ca_topic_score_gemma":0.002292378,"teacher_disagreement_score":0.021304755,"about_ca_system_score_codex":0.0006269021,"about_ca_system_score_gemma":0.0012619549,"threshold_uncertainty_score":0.11267167},"labels":[],"label_agreement":null},{"id":"W2171351095","doi":"10.33524/cjar.v13i3.62","title":"Goswami, D., Lewis, C., Rutherford, M., &amp; Waff, D. (2009). Teacher inquiry: Approaches to language and literacy research. New York: Teachers College.","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Literacy; Action research; Mathematics education; Pedagogy; Teacher education; Sociology; Psychology","score_opus":0.5108848472947967,"score_gpt":0.4020375111286665,"score_spread":0.10884733616613018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171351095","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00834304,0.5635701,0.015318343,0.088958025,0.0070144245,0.0002664073,0.0023235814,0.0006718061,0.31353426],"genre_scores_gemma":[0.079223074,0.6786591,0.040539935,0.016298901,0.0012304247,0.00052387064,0.0011549102,0.0008464706,0.18152331],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995586,0.000048645135,0.00003146234,0.000052269203,0.00027449807,0.00003445347],"domain_scores_gemma":[0.99686533,0.0014528258,0.00027434545,0.00010539844,0.0010014174,0.0003005496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001219418,0.00079512736,0.00045994163,0.0031964504,0.0029744613,0.0038995245,0.0016096322,0.0019619921,0.011199882],"category_scores_gemma":[0.0047762105,0.0008632755,0.00029300695,0.0043534837,0.0034684895,0.0053658583,0.0016050257,0.003979466,0.006579248],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037989634,0.000040044273,0.0019412783,0.0013127251,0.000016566632,0.00021154065,0.008880611,0.0001535786,0.00085055665,0.030428076,0.66943467,0.28669238],"study_design_scores_gemma":[0.000013803305,0.00002055857,0.008801916,0.0012107084,0.000041993826,0.00043528696,0.004398461,0.000043132262,0.0006761908,0.013717135,0.9706132,0.00002770043],"about_ca_topic_score_codex":0.0471697,"about_ca_topic_score_gemma":0.26310512,"teacher_disagreement_score":0.0471697,"about_ca_system_score_codex":0.0027736905,"about_ca_system_score_gemma":0.0064192344,"threshold_uncertainty_score":0.09379023},"labels":[],"label_agreement":null},{"id":"W2171381813","doi":"10.1177/1362168812436903","title":"The relationship between SLA research and language pedagogy: Teachers’ perspectives","year":2012,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":165,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Second-language acquisition; Psychology; Language education; Context (archaeology); Pedagogy; Foreign language; Empirical research; Language assessment; Mathematics education; Language acquisition; Comprehension approach; Linguistics","score_opus":0.27253684012272755,"score_gpt":0.4913147216961071,"score_spread":0.21877788157337957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171381813","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80409527,0.023687446,0.004438531,0.12281772,0.00093046325,0.000141481,0.00009416328,0.000058584978,0.04373635],"genre_scores_gemma":[0.9827686,0.007404624,0.0010493946,0.0049180808,0.0001772761,0.000079384,0.00002574043,0.00002937256,0.0035475278],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96816516,0.023507383,0.0013279651,0.0012669809,0.0029079497,0.002824591],"domain_scores_gemma":[0.9201271,0.0629889,0.0040285927,0.0008075213,0.006356616,0.005691315],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030650517,0.00034888135,0.0008283013,0.0036162299,0.011597378,0.015121912,0.0012749953,0.0034750453,0.0024795532],"category_scores_gemma":[0.036614023,0.0007619388,0.00052760815,0.003017938,0.018990029,0.009203424,0.009526736,0.007566442,0.00049743865],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012304789,0.00006960569,0.007974855,0.00026918855,0.000004373388,0.0007963648,0.9750881,0.000031907035,0.00043247791,0.0074800737,0.0010886199,0.006752131],"study_design_scores_gemma":[0.0000029793296,0.00003196118,0.002319613,0.00029666928,0.0000031483512,0.00027384618,0.97918725,0.000044390716,0.000097471115,0.0010088222,0.016724147,0.000009696745],"about_ca_topic_score_codex":0.0096833175,"about_ca_topic_score_gemma":0.010636256,"teacher_disagreement_score":0.030650517,"about_ca_system_score_codex":0.008702215,"about_ca_system_score_gemma":0.011785848,"threshold_uncertainty_score":0.16209733},"labels":[],"label_agreement":null},{"id":"W2171801698","doi":"10.5539/elt.v4n1p3","title":"The Predictive Evaluation of Language Learning Tasks","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Fluency; Psychology; Selection (genetic algorithm); Affect (linguistics); Mathematics education; Teaching method; Task analysis; Predictive validity; Cognitive psychology; Computer science; Artificial intelligence; Communication; Developmental psychology","score_opus":0.03458307952423726,"score_gpt":0.27038750160790403,"score_spread":0.23580442208366678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171801698","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3359799,0.00035963184,0.64502865,0.00026619752,0.0000903122,0.0029925425,0.00047817727,0.0018279764,0.012976551],"genre_scores_gemma":[0.7564725,0.00022256385,0.23841827,0.000060693666,0.000039166975,0.0025175775,0.00055181136,0.00022874902,0.0014886771],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.95723855,0.02754685,0.0023860654,0.00233224,0.009986013,0.00051027886],"domain_scores_gemma":[0.72638017,0.21289885,0.016790718,0.017369712,0.025260901,0.0012995852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035758797,0.001634317,0.0007380212,0.0026959775,0.0009781134,0.0028778787,0.0016154466,0.0009237573,0.0016994285],"category_scores_gemma":[0.24608701,0.00055695215,0.00066817744,0.001623736,0.0015182969,0.0032010784,0.002117743,0.0014379703,0.0007238914],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0041617737,0.0012291309,0.0719975,0.0009827914,0.00018387902,0.00016727421,0.0068782535,0.035904393,0.032022145,0.014765024,0.0022856449,0.82942224],"study_design_scores_gemma":[0.00053324207,0.006341735,0.24170506,0.00090773473,0.00041130785,0.00067345495,0.0036090948,0.5697678,0.12787633,0.035410974,0.011997916,0.000765478],"about_ca_topic_score_codex":0.002889434,"about_ca_topic_score_gemma":0.0032707648,"teacher_disagreement_score":0.035758797,"about_ca_system_score_codex":0.0015112514,"about_ca_system_score_gemma":0.0026893432,"threshold_uncertainty_score":0.18911284},"labels":[],"label_agreement":null},{"id":"W2171807710","doi":"10.5539/elt.v5n6p158","title":"The Effects of Pre-task, On-line, and both Pre-task and On-line Planning on Fluency, Complexity, and Accuracy – The Case of Iranian EFL Learners’ Written Production","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Task (project management); Narrative; Context (archaeology); Syllabus; Cognitive psychology; Task analysis; Linguistics; Mathematics education","score_opus":0.030496258438600838,"score_gpt":0.2986952400898031,"score_spread":0.26819898165120226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171807710","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985423,0.00004392892,0.00047341068,0.000011974343,0.000002133614,0.000013114983,0.000014563652,0.000007824051,0.00089069654],"genre_scores_gemma":[0.9984646,0.00004160437,0.0011462664,0.000008750732,0.000002900521,0.000022132588,0.000039693372,0.0000088768975,0.0002652424],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982533,0.00074234576,0.0001815917,0.00023068408,0.0004729179,0.00011914641],"domain_scores_gemma":[0.9402738,0.04881622,0.005554409,0.002043426,0.002251738,0.0010603996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002149213,0.00044188224,0.0002714319,0.00035327554,0.00026000766,0.0009405087,0.00032857174,0.00028954432,0.0014152579],"category_scores_gemma":[0.031360332,0.00022686787,0.00026602857,0.00027864875,0.0005643828,0.000740265,0.0005772774,0.0004903724,0.00019009224],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0062657986,0.0018658129,0.6388604,0.00039874393,0.00033771576,0.0016236024,0.022129003,0.005419797,0.060120847,0.00049201265,0.00041873133,0.26206738],"study_design_scores_gemma":[0.00007355956,0.0024064789,0.97262686,0.00002874698,0.00011058764,0.00062143913,0.004308017,0.0030046552,0.015095192,0.00072060124,0.0009332818,0.000070668444],"about_ca_topic_score_codex":0.003002798,"about_ca_topic_score_gemma":0.0031967422,"teacher_disagreement_score":0.003002798,"about_ca_system_score_codex":0.00043183402,"about_ca_system_score_gemma":0.0006293572,"threshold_uncertainty_score":0.011366248},"labels":[],"label_agreement":null},{"id":"W2171933221","doi":"10.1558/cj.v22i2.237-250","title":"Challenge of Developing and Implementing Multimedia Courseware for a Japanese Language Program","year":2005,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Royal Roads University; University of Alberta","funders":"","keywords":"Computer science; Nomothetic and idiographic; Curriculum; Process (computing); Multimedia; Benchmark (surveying); Language acquisition; Technology integration; Educational technology; Mathematics education; Programming language; Pedagogy; Psychology","score_opus":0.046937613318681536,"score_gpt":0.33303137601147437,"score_spread":0.28609376269279285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171933221","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8812817,0.0009561181,0.050268278,0.0205276,0.00027241049,0.0014072796,0.000089009285,0.001655047,0.043542657],"genre_scores_gemma":[0.79749155,0.0008132301,0.17603335,0.0020084842,0.00009856018,0.0004691587,0.00019841638,0.000412925,0.022474317],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9885506,0.0041404874,0.000619269,0.0008189187,0.004291007,0.0015797472],"domain_scores_gemma":[0.9768759,0.005646745,0.0016582791,0.0023954283,0.008843679,0.0045800637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01956766,0.0005639693,0.0003304979,0.0009114054,0.0042657447,0.007105206,0.0047168313,0.002994158,0.0025388543],"category_scores_gemma":[0.031482104,0.0006848563,0.00033063054,0.0005858565,0.0021262546,0.0025416238,0.0026912868,0.002485721,0.0015954322],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020294056,0.002395449,0.020886915,0.0009238313,0.00004892285,0.0022451694,0.05895584,0.0078107077,0.037931506,0.008548531,0.011878667,0.84817153],"study_design_scores_gemma":[0.0004186248,0.0068070577,0.14533949,0.0018710521,0.00037933132,0.006088461,0.24504292,0.03556954,0.06969955,0.0086179525,0.47954473,0.000621254],"about_ca_topic_score_codex":0.063317694,"about_ca_topic_score_gemma":0.09436841,"teacher_disagreement_score":0.063317694,"about_ca_system_score_codex":0.008268864,"about_ca_system_score_gemma":0.02269073,"threshold_uncertainty_score":0.1258983},"labels":[],"label_agreement":null},{"id":"W2172247371","doi":"10.5539/elt.v7n11p119","title":"Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Active listening; Mathematics education; Reading (process); Grammar; Syllabus; Pedagogy; Linguistics; Communication","score_opus":0.012718433444219173,"score_gpt":0.2714362071256772,"score_spread":0.258717773681458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2172247371","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99614525,0.000031136955,0.00092040934,0.000109533954,0.000001983235,0.0000161331,0.000002565484,0.000006678263,0.0027662292],"genre_scores_gemma":[0.9982047,0.000028550448,0.0013057869,0.000026625527,0.0000023456228,0.000019006187,0.0000039552597,0.0000024359863,0.00040646442],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99633694,0.0019793925,0.00009429097,0.0002733708,0.0008362533,0.00047970196],"domain_scores_gemma":[0.99442416,0.0026995204,0.0014263802,0.00035288002,0.0004362934,0.0006608747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002738326,0.00041249068,0.00029687668,0.0010447935,0.002229953,0.0029554218,0.0008246813,0.00042465806,0.0012342482],"category_scores_gemma":[0.006823881,0.0004466584,0.00016183256,0.00051026203,0.0037051593,0.0013070076,0.0030160474,0.0012325171,0.0001406423],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003478637,0.0016964482,0.3352231,0.00034049124,0.00005239655,0.0019217018,0.44323838,0.0004926082,0.060198016,0.0067668743,0.00038838974,0.1493337],"study_design_scores_gemma":[0.000045055236,0.0013378835,0.64580035,0.00025627683,0.00008171882,0.0011699091,0.3217719,0.0044260845,0.010477366,0.003597616,0.010955954,0.00007994694],"about_ca_topic_score_codex":0.011472673,"about_ca_topic_score_gemma":0.029718734,"teacher_disagreement_score":0.011472673,"about_ca_system_score_codex":0.0017057477,"about_ca_system_score_gemma":0.0032446973,"threshold_uncertainty_score":0.02281177},"labels":[],"label_agreement":null},{"id":"W2173985776","doi":"10.1234/ajal.v1i1.45.g14","title":"Language knowledge and self-efficacy of pre-service teachers in the United Arab Emirates: An exploratory study","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Rubric; Reading (process); Psychology; Arabic; Pedagogy; Mathematics education; English-language learner; English language; Relevance (law); Medical education; Medicine; Linguistics; Political science","score_opus":0.07941636180799362,"score_gpt":0.3127055109579941,"score_spread":0.23328914915000049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2173985776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995617,0.000027042046,0.0000075037137,0.000019713849,0.0000011883508,0.0000039789493,0.000005632744,4.1584042e-7,0.00037284673],"genre_scores_gemma":[0.9991843,0.00008803761,0.00004338174,0.000033479235,0.0000029263426,0.000015180994,0.0000174502,8.105873e-7,0.0006143839],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99945754,0.0001789784,0.000033282424,0.00003638137,0.00012092984,0.0001729053],"domain_scores_gemma":[0.99770737,0.00065779133,0.0004846425,0.000070910755,0.0005980819,0.00048106548],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014174553,0.00035381177,0.00048498937,0.0012026826,0.002122459,0.0014510521,0.00032680508,0.00050490664,0.0016631196],"category_scores_gemma":[0.002551854,0.00037413932,0.00026135324,0.0006463591,0.0010300959,0.00060665794,0.00070959126,0.0008971564,0.00043663854],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000998308,0.0018279604,0.72806907,0.00010681578,0.00003607201,0.0010517817,0.2505526,0.000045016583,0.0025325671,0.00019252914,0.00026162268,0.015224203],"study_design_scores_gemma":[0.000008285577,0.0005272252,0.7395555,0.00005127667,0.000014331493,0.0003705096,0.25768697,0.0001025707,0.00029720465,0.000033073666,0.001341435,0.000011527985],"about_ca_topic_score_codex":0.014917486,"about_ca_topic_score_gemma":0.03215007,"teacher_disagreement_score":0.014917486,"about_ca_system_score_codex":0.00066412694,"about_ca_system_score_gemma":0.00091496017,"threshold_uncertainty_score":0.029661298},"labels":[],"label_agreement":null},{"id":"W2174299866","doi":"10.5539/elt.v8n12p158","title":"The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Listening comprehension; Autonomy; Comprehension; Test (biology); Developmental psychology; Linguistics; Communication","score_opus":0.03371511763229709,"score_gpt":0.262420330457073,"score_spread":0.22870521282477593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2174299866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990062,0.00003120025,0.000036639776,0.000022782224,0.0000018805373,0.0000037003235,0.0000075118055,0.0000010167693,0.0008890357],"genre_scores_gemma":[0.9996685,0.000026668638,0.0000404894,0.000007785346,0.0000028933007,0.0000036005374,0.0000136607105,3.8115942e-7,0.0002360518],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99966574,0.000062529194,0.000041640953,0.000037541588,0.00012301291,0.000069569214],"domain_scores_gemma":[0.99700874,0.0010437923,0.00083019777,0.00010153347,0.00055387145,0.0004619418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00087883597,0.00016590189,0.00017361663,0.0006742451,0.00026669088,0.00058541296,0.00013841804,0.00023236357,0.0017852462],"category_scores_gemma":[0.0037830146,0.000083761355,0.0001994121,0.00019771687,0.00033104408,0.00028468156,0.00032800838,0.00037584003,0.00019003081],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004615496,0.00034208424,0.9798871,0.000021762506,0.00002548457,0.00015228211,0.0035292031,0.00008506531,0.0011387242,0.00014277789,0.00010926634,0.014520063],"study_design_scores_gemma":[0.0000045814304,0.00014996846,0.9948954,0.000010385857,0.000011606875,0.00017598407,0.0037013858,0.00025374835,0.00032911153,0.00010392798,0.00035738637,0.000006614925],"about_ca_topic_score_codex":0.0010906621,"about_ca_topic_score_gemma":0.0013336196,"teacher_disagreement_score":0.0017852462,"about_ca_system_score_codex":0.00015792249,"about_ca_system_score_gemma":0.00029445643,"threshold_uncertainty_score":0.005972266},"labels":[],"label_agreement":null},{"id":"W2176583914","doi":"10.5539/elt.v8n12p144","title":"Learning English as Thai Adult Learners: An Insight into Experience in Using Learning Strategies","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Context (archaeology); Language acquisition; Preference; Qualitative property; Qualitative research; Mathematics education; Pedagogy; Medical education; Cognition; Metacognition","score_opus":0.037932646005373195,"score_gpt":0.3062161342062677,"score_spread":0.2682834882008945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2176583914","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9903437,0.0006183151,0.0007949726,0.0007047357,0.000029054883,0.000040341518,0.000029386048,0.000015994678,0.0074234623],"genre_scores_gemma":[0.99397874,0.00082130457,0.00053419126,0.0002653042,0.000011500585,0.000034680932,0.000025574167,0.00001664352,0.0043120473],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976609,0.0013790036,0.000106405416,0.00013669085,0.00029509998,0.000421925],"domain_scores_gemma":[0.99668956,0.0015418988,0.0003780143,0.000066468834,0.00030182235,0.0010222229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027795488,0.0006941384,0.00047789642,0.0011321832,0.0038331498,0.006320941,0.00080589735,0.0012199107,0.0024819532],"category_scores_gemma":[0.0057404656,0.00046815758,0.0003799747,0.0007353692,0.0037218926,0.0046103466,0.0036530353,0.0025002146,0.0004684381],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014137427,0.00005347303,0.004852919,0.000066226006,0.0000029594908,0.0011643957,0.9878703,0.000017647364,0.000736853,0.00032090858,0.00023459039,0.0046657114],"study_design_scores_gemma":[0.0000022654003,0.00010450534,0.002621799,0.00007275138,0.000005244697,0.00088380795,0.989922,0.000073469666,0.00024657615,0.00011898381,0.0059339907,0.000014549623],"about_ca_topic_score_codex":0.0058428682,"about_ca_topic_score_gemma":0.009549355,"teacher_disagreement_score":0.006320941,"about_ca_system_score_codex":0.0012553092,"about_ca_system_score_gemma":0.0019625495,"threshold_uncertainty_score":0.014699817},"labels":[],"label_agreement":null},{"id":"W2177853956","doi":"10.5539/ijps.v7n4p130","title":"An Analysis of the Learners’ Factors in Second Language Teaching and Learning","year":2015,"lang":"en","type":"article","venue":"International Journal of Psychological Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Behaviorism; Learning theory; Aptitude; Cognition; Mathematics education; Language acquisition; Presentation (obstetrics); Second language; Language education; Linguistics; Developmental psychology","score_opus":0.12211106223493735,"score_gpt":0.4088012441183422,"score_spread":0.28669018188340484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2177853956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994505,0.00011703946,0.0008856928,0.00011180558,0.000006159126,0.000027708258,0.000037348884,0.000010594675,0.004298685],"genre_scores_gemma":[0.9985891,0.000058027563,0.00033986653,0.000009310762,0.000004266287,0.000012940502,0.00003189497,0.000004350631,0.00095017644],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99838686,0.00058813684,0.0000863157,0.00016455652,0.0005835068,0.00019060986],"domain_scores_gemma":[0.9904851,0.006015277,0.00082955294,0.0002381265,0.0013382251,0.0010937367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021379488,0.00020022909,0.00027462427,0.0013001455,0.0008344818,0.0018486821,0.00026696615,0.000285055,0.0031048553],"category_scores_gemma":[0.008547975,0.00013660673,0.00048394178,0.0010376435,0.00086496223,0.0009689485,0.0008800359,0.0005052872,0.0002954888],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023542064,0.00034404785,0.88965833,0.00010680022,0.0000485228,0.0005363606,0.03384293,0.0005303834,0.0022229517,0.0030761147,0.0004500391,0.06894802],"study_design_scores_gemma":[0.000010883601,0.00028876323,0.95070314,0.000052211602,0.00003937806,0.00032655944,0.038910817,0.0016079262,0.0025227424,0.0011355947,0.0043709464,0.000031080137],"about_ca_topic_score_codex":0.007112749,"about_ca_topic_score_gemma":0.005801993,"teacher_disagreement_score":0.007112749,"about_ca_system_score_codex":0.0016290311,"about_ca_system_score_gemma":0.0024739217,"threshold_uncertainty_score":0.014142692},"labels":[],"label_agreement":null},{"id":"W2179097176","doi":"10.5539/ies.v8n12p56","title":"The Relationship between WTC and Oral Proficiency Measurements in the Study Abroad Context","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Language proficiency; Willingness to communicate; Psychology; Context (archaeology); Task (project management); Class (philosophy); Second-language acquisition; Mathematics education; Context effect; Linguistics; Social psychology; Computer science","score_opus":0.5170032701363605,"score_gpt":0.4761364582865902,"score_spread":0.04086681184977031,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2179097176","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986896,0.000019358335,0.00008526478,0.000015810121,0.000002057961,0.000005502155,0.00004683701,0.000002888679,0.0011327112],"genre_scores_gemma":[0.99937963,0.000010130657,0.00008742667,0.00000722129,0.0000017380835,0.000009907415,0.000050262595,0.0000032528085,0.00045032694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99822026,0.0006107391,0.00022472336,0.0002963741,0.0004454694,0.00020243057],"domain_scores_gemma":[0.9805822,0.0094358325,0.0042536673,0.001192681,0.0029228851,0.0016127457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023029537,0.00019001433,0.00024389631,0.001550331,0.0006336627,0.0017034805,0.00041606076,0.00037606168,0.00291136],"category_scores_gemma":[0.018149864,0.00018091213,0.00014007496,0.0010068532,0.0010934585,0.0006734257,0.0013691344,0.00079996657,0.00054513244],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014150162,0.00011525358,0.9775049,0.000029479812,0.000021383135,0.00017170014,0.009834066,0.00011109481,0.0029160923,0.000102543265,0.00012969163,0.0089222295],"study_design_scores_gemma":[0.0000017410632,0.00012675943,0.9934104,0.000006803127,0.0000044438284,0.00010056859,0.0053610783,0.00015171971,0.00055861584,0.00004996614,0.00021973156,0.000008214806],"about_ca_topic_score_codex":0.0065609724,"about_ca_topic_score_gemma":0.0054125777,"teacher_disagreement_score":0.0065609724,"about_ca_system_score_codex":0.00046324477,"about_ca_system_score_gemma":0.00029356952,"threshold_uncertainty_score":0.013045609},"labels":[],"label_agreement":null},{"id":"W2179154645","doi":"10.5539/elt.v8n12p191","title":"Traditional &amp; Socio-Cultural Barriers to EFL Learning: A Case Study","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdulaziz University","keywords":"Prestige; Psychology; Curriculum; Prosperity; Qualitative research; Context (archaeology); Pedagogy; Language acquisition; English language; Mathematics education; Sociology; Social science; Linguistics; Political science","score_opus":0.0711166470568478,"score_gpt":0.3024786009035722,"score_spread":0.23136195384672442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2179154645","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9925551,0.00074431964,0.00065883406,0.0013939939,0.000030603576,0.00019722902,0.00004066854,0.0000075462904,0.0043715774],"genre_scores_gemma":[0.99322623,0.0016805193,0.00092460966,0.00051057164,0.000021523285,0.00014252524,0.000025448915,0.0000083422565,0.0034601877],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975337,0.00140893,0.00010499522,0.00012885574,0.00026242284,0.0005610573],"domain_scores_gemma":[0.9957742,0.0020455462,0.00054675597,0.00016726853,0.0003715955,0.0010946513],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033325187,0.0006130975,0.00052341085,0.0014651868,0.008467182,0.0024484023,0.0019580557,0.003013694,0.0031417783],"category_scores_gemma":[0.0057435436,0.00048481324,0.00049696566,0.0016269021,0.0028659387,0.0020332113,0.003548378,0.002479473,0.0004399635],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001584883,0.004006276,0.059230044,0.0008735524,0.000043132295,0.19262196,0.6893798,0.0004676003,0.0020792019,0.0064790756,0.0035184845,0.04114241],"study_design_scores_gemma":[0.000027102482,0.000606221,0.018173186,0.00055372255,0.00003419083,0.035102025,0.92886996,0.0007067082,0.0009323697,0.00085360114,0.014094348,0.00004647049],"about_ca_topic_score_codex":0.016479207,"about_ca_topic_score_gemma":0.039225314,"teacher_disagreement_score":0.016479207,"about_ca_system_score_codex":0.0039524403,"about_ca_system_score_gemma":0.003060286,"threshold_uncertainty_score":0.03276652},"labels":[],"label_agreement":null},{"id":"W2179477399","doi":"10.3138/cmlr.2701","title":"A Comparison of L2 and L3 Learners’ Strategy Use in School Settings","year":2015,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"German; Norwegian; Mathematics education; Context (archaeology); Psychology; Second language; Pedagogy; Linguistics; Geography","score_opus":0.06764158528733931,"score_gpt":0.2845126716312387,"score_spread":0.2168710863438994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2179477399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99789065,0.00037394796,0.0000726467,0.000030534095,0.0000018197085,0.000010735507,0.000037632974,0.000002573997,0.001579563],"genre_scores_gemma":[0.99852353,0.0005342516,0.00014171496,0.00003980273,0.000001376256,0.000021561738,0.00008521914,0.0000037769757,0.0006486897],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993518,0.00016690849,0.00008503367,0.00008696207,0.00017494046,0.00013433045],"domain_scores_gemma":[0.9975018,0.001124779,0.00057548215,0.00009185892,0.0003767362,0.000329279],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001313884,0.0002725189,0.00039143028,0.0018647629,0.0008795643,0.0019846824,0.00044690567,0.0005274309,0.0021472843],"category_scores_gemma":[0.0037122087,0.0001466638,0.00036990634,0.0012149011,0.0009952228,0.0011297168,0.0014336503,0.0004106831,0.0004087716],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001974741,0.00037757074,0.77555776,0.00034497082,0.000071854556,0.0007944676,0.14470786,0.00006920237,0.0026387284,0.0005398689,0.00043487566,0.0742653],"study_design_scores_gemma":[0.00001561271,0.0003816009,0.8954924,0.00019445484,0.000033257944,0.001040889,0.098398335,0.00011980712,0.00080603285,0.00041317378,0.0030735526,0.000030857787],"about_ca_topic_score_codex":0.015690189,"about_ca_topic_score_gemma":0.028083976,"teacher_disagreement_score":0.015690189,"about_ca_system_score_codex":0.0008462382,"about_ca_system_score_gemma":0.001086363,"threshold_uncertainty_score":0.031197727},"labels":[],"label_agreement":null},{"id":"W2179733709","doi":"10.5539/elt.v8n12p209","title":"Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Foreign language anxiety; Communication apprehension; Test anxiety; Fear of negative evaluation; Foreign language; Self-regulated learning; Cognition; Apprehension; English as a foreign language; Developmental psychology; Social psychology; Mathematics education; Cognitive psychology; Social anxiety","score_opus":0.030555131744095826,"score_gpt":0.2588070877246606,"score_spread":0.22825195598056477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2179733709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851185,0.00007297294,0.00047257027,0.000044704095,0.0000046877,0.00002069194,0.000007824156,0.000030533818,0.0008341569],"genre_scores_gemma":[0.9974064,0.00011388705,0.001375344,0.000038404105,0.000006904217,0.000050382456,0.000026514872,0.000004202337,0.0009779687],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99980384,0.000067853434,0.000014289675,0.000027843409,0.00004813429,0.000037972193],"domain_scores_gemma":[0.9995789,0.00014427892,0.00009709615,0.000031632182,0.00004111357,0.00010693684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00028827452,0.00016047726,0.00018684525,0.00019329113,0.00009593897,0.0004032512,0.00014759225,0.00014566992,0.0011130914],"category_scores_gemma":[0.001447284,0.000054939337,0.00015028096,0.00007797848,0.00012803126,0.00018566231,0.00022478362,0.0003254436,0.0002145121],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024659391,0.031714436,0.095023215,0.000344878,0.00016569314,0.0002164858,0.0023394206,0.00072558626,0.14186668,0.000563502,0.0014166568,0.72315747],"study_design_scores_gemma":[0.0010257603,0.04969339,0.84986526,0.00012936741,0.00033385892,0.000688858,0.002239533,0.006870823,0.08074858,0.0011730671,0.007157705,0.00007386038],"about_ca_topic_score_codex":0.00030703066,"about_ca_topic_score_gemma":0.0004160076,"teacher_disagreement_score":0.0011130914,"about_ca_system_score_codex":0.000080230486,"about_ca_system_score_gemma":0.00020215662,"threshold_uncertainty_score":0.0037236214},"labels":[],"label_agreement":null},{"id":"W2180374193","doi":"10.5539/ijel.v5n5p147","title":"A Comparative Study of Metacognitive Strategy Use between Language High Achievers and Low Achievers of English in College","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Psychology; Mathematics education; English language; Language learning strategies; Cognition","score_opus":0.06570697991824062,"score_gpt":0.3182923270405954,"score_spread":0.2525853471223548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2180374193","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997681,0.000011731739,0.0000128573,0.0000051382694,5.72352e-7,0.0000015066947,0.0000052275445,7.1819704e-7,0.00019409103],"genre_scores_gemma":[0.9995552,0.000013447102,0.000029301731,0.0000042641473,6.00708e-7,0.00000272078,0.000016898792,5.743448e-7,0.00037699053],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99947613,0.000094042174,0.000059888,0.00009962774,0.00013426018,0.00013600911],"domain_scores_gemma":[0.99801445,0.0003403269,0.00039224562,0.000105823674,0.000333066,0.0008139626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006240392,0.0002060365,0.00026201815,0.0011179189,0.00053047034,0.0007882493,0.0002565819,0.00020363792,0.0013385465],"category_scores_gemma":[0.0026580368,0.00012690404,0.00021232502,0.00039496174,0.00037645982,0.00047187015,0.0007163983,0.00035320214,0.00025752987],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002577296,0.00070578896,0.95519537,0.000040605937,0.000049815193,0.00029687077,0.017621048,0.000053038722,0.003650499,0.00019176397,0.00017571778,0.0217617],"study_design_scores_gemma":[0.0000064498176,0.00047651047,0.99135286,0.000007226802,0.000014600408,0.00011524242,0.0071811844,0.00012686512,0.0003392826,0.0000668647,0.00030417694,0.000008668838],"about_ca_topic_score_codex":0.004332016,"about_ca_topic_score_gemma":0.0073421136,"teacher_disagreement_score":0.004332016,"about_ca_system_score_codex":0.00034148904,"about_ca_system_score_gemma":0.0004360612,"threshold_uncertainty_score":0.008613586},"labels":[],"label_agreement":null},{"id":"W2180587330","doi":"10.3138/cmlr.2717","title":"Laying Down Pale Memories:Learners Reflecting on Language, Self, and Other in the Middle-School Drama-Languages Classroom","year":2015,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Drama; Pedagogy; Disengagement theory; Learner autonomy; Psychology; Foreign language; Comprehension approach; Sociology; Language education; Visual arts; Art","score_opus":0.06829152725110771,"score_gpt":0.2915805244379224,"score_spread":0.22328899718681466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2180587330","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68016,0.067236595,0.01802503,0.020865204,0.0010582578,0.00025919196,0.000097145785,0.00022782665,0.21207082],"genre_scores_gemma":[0.9669434,0.017191788,0.0028404286,0.0012879715,0.00012185607,0.00010037775,0.000039676455,0.000059731326,0.011414828],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99775416,0.0014367498,0.000064393855,0.00018195463,0.00025616903,0.0003065828],"domain_scores_gemma":[0.9986052,0.00086978887,0.00013821563,0.00009089262,0.00009535955,0.00020062004],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003523817,0.000494491,0.0005836213,0.0014096684,0.0045680213,0.0063788327,0.0015073365,0.0019635276,0.0024503912],"category_scores_gemma":[0.005187414,0.00029851036,0.00042148164,0.0008425709,0.01263965,0.007038459,0.006712156,0.0027191746,0.00049318763],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004189325,0.00008637624,0.0018346576,0.0007241563,0.000018770712,0.0008418758,0.8831708,0.00008010147,0.0013361506,0.04554831,0.0029252172,0.0633917],"study_design_scores_gemma":[0.000020617075,0.00009392111,0.004406341,0.0009284744,0.00003451545,0.001595174,0.7776228,0.0000905929,0.0015622164,0.011920682,0.20168523,0.000039331106],"about_ca_topic_score_codex":0.00690772,"about_ca_topic_score_gemma":0.013721662,"teacher_disagreement_score":0.00690772,"about_ca_system_score_codex":0.0021578737,"about_ca_system_score_gemma":0.0031202903,"threshold_uncertainty_score":0.018635929},"labels":[],"label_agreement":null},{"id":"W2180655451","doi":"","title":"The multiple roles and functions of English in South Korea","year":2013,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Nonprobability sampling; Context (archaeology); Meaning (existential); Identity (music); Social identity theory; Psychology; Focus group; Sociology; Qualitative research; Relevance (law); Gender studies; Social psychology; Linguistics; Social group; Social science; Geography; Political science; Population; Anthropology","score_opus":0.19207696769037425,"score_gpt":0.4504927999013438,"score_spread":0.25841583221096953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2180655451","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9883101,0.0007558714,0.00021170602,0.0007313989,0.000013292816,0.000009235411,0.000014858001,0.000002683959,0.009950859],"genre_scores_gemma":[0.99671304,0.00039435233,0.00014881075,0.00014602243,0.0000023316077,0.0000061578603,0.000006734221,0.0000032506791,0.0025792972],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99912256,0.00041993958,0.000037557526,0.000098951285,0.00008624069,0.00023477507],"domain_scores_gemma":[0.99946815,0.000123838,0.00010317118,0.00002246941,0.00006513338,0.0002172602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012896077,0.00024850597,0.00018624956,0.0006407794,0.0034274354,0.0030434914,0.00042926226,0.00033877284,0.0021135702],"category_scores_gemma":[0.0006545126,0.0002196252,0.00014205507,0.0005780642,0.0025524185,0.0025799002,0.0027980185,0.0005175181,0.00020941475],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011315804,0.000086464584,0.06338956,0.00029705866,0.000015675321,0.0037312969,0.8674972,0.00007517304,0.0077865124,0.014333025,0.0011221563,0.04155255],"study_design_scores_gemma":[0.000003373875,0.000049866805,0.033126865,0.00011081057,0.000010246089,0.0008401676,0.94520813,0.000058403923,0.00036758865,0.0007794211,0.019425914,0.000019124807],"about_ca_topic_score_codex":0.007181507,"about_ca_topic_score_gemma":0.023335677,"teacher_disagreement_score":0.007181507,"about_ca_system_score_codex":0.001541066,"about_ca_system_score_gemma":0.0018321683,"threshold_uncertainty_score":0.014279366},"labels":[],"label_agreement":null},{"id":"W2181684389","doi":"10.18806/tesl.v32i2.1209","title":"Sociocultural Theory, the L2 Writing Process, and Google Drive: Strange Bedfellows?","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Ottawa","keywords":"Affordance; Sociocultural evolution; Bildung; Pedagogy; Humanities; Sociology; Computer science; Art; Human–computer interaction","score_opus":0.02884175677885924,"score_gpt":0.2402358894144611,"score_spread":0.21139413263560186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2181684389","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36558345,0.02390452,0.0386378,0.120788865,0.0012599272,0.00012911487,0.00013357254,0.00024671116,0.4493161],"genre_scores_gemma":[0.9834448,0.0033758231,0.00244515,0.0018898846,0.0001826098,0.000082142295,0.000026255155,0.0000714197,0.008481903],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99311876,0.004722622,0.00019353203,0.0006406423,0.00085156696,0.00047286498],"domain_scores_gemma":[0.9858438,0.010719024,0.0010946877,0.00087682286,0.0006975451,0.00076819805],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005299398,0.00070993317,0.0004769919,0.0029657967,0.007660501,0.014270453,0.0015227462,0.0030370108,0.0055057276],"category_scores_gemma":[0.011382096,0.00036540985,0.00053102203,0.0020009466,0.039359123,0.01994427,0.0076591847,0.003933432,0.0006675056],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030731993,0.00005786689,0.004296152,0.00026332898,0.000014734084,0.0010893309,0.37174517,0.00020263222,0.00027386844,0.58929044,0.0029544104,0.02978131],"study_design_scores_gemma":[0.000019617813,0.00006407258,0.0047244322,0.00081580156,0.000017637696,0.0011757567,0.46351948,0.00084849156,0.00051899557,0.35360134,0.17463423,0.00006014655],"about_ca_topic_score_codex":0.006628106,"about_ca_topic_score_gemma":0.0051021003,"teacher_disagreement_score":0.9933719,"about_ca_system_score_codex":0.004522243,"about_ca_system_score_gemma":0.0027374849,"threshold_uncertainty_score":0.032811344},"labels":[],"label_agreement":null},{"id":"W2181947503","doi":"10.5539/elt.v9n1p41","title":"College Students’ Possible L2 Self Development in an EFL Context during the Transition Year","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Transition (genetics); Second language; Mathematics education; Focus group; Process (computing); English for academic purposes; Pedagogy; Linguistics; Sociology","score_opus":0.01960811136765508,"score_gpt":0.25834053370309185,"score_spread":0.23873242233543676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2181947503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99939644,0.000019107876,0.000032554282,0.000040560964,0.0000019540728,0.0000045478373,0.000003177477,0.0000017800554,0.0004998968],"genre_scores_gemma":[0.99944204,0.000018855835,0.000042929903,0.00001498563,8.8802796e-7,0.0000047262974,0.000007253229,8.939522e-7,0.0004674726],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993249,0.0002517802,0.000025317346,0.00006660252,0.00012150414,0.00020988607],"domain_scores_gemma":[0.99849033,0.00030800333,0.00023712251,0.00006128857,0.00021253478,0.00069068896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016404345,0.00027247812,0.0002778346,0.0008573021,0.00277904,0.0038429417,0.00042200953,0.00046300635,0.0012480018],"category_scores_gemma":[0.002565523,0.00020571258,0.00020156073,0.00037243048,0.0019395475,0.0010435042,0.0028139146,0.00093105924,0.00017044562],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019116706,0.0008614758,0.27637106,0.000080340425,0.000023262342,0.0014667069,0.67787904,0.00011085425,0.006973491,0.0016239579,0.0006456284,0.03377302],"study_design_scores_gemma":[0.0000116890715,0.0003972458,0.3605964,0.000033227152,0.00001491243,0.00033669634,0.630406,0.00037876153,0.0017662543,0.0005349104,0.0054738135,0.000050124207],"about_ca_topic_score_codex":0.0051897424,"about_ca_topic_score_gemma":0.010490774,"teacher_disagreement_score":0.0051897424,"about_ca_system_score_codex":0.0011725287,"about_ca_system_score_gemma":0.0013103973,"threshold_uncertainty_score":0.010319054},"labels":[],"label_agreement":null},{"id":"W2184336441","doi":"10.64152/10125/44341","title":"The development of advanced learner oral proficiency using iPads","year":2013,"lang":"en","type":"article","venue":"Language learning & technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conversation; Active listening; German; Task (project management); Class (philosophy); Quarter (Canadian coin); Language proficiency; Psychology; Computer science; Multimedia; Mathematics education; Linguistics; Communication; Artificial intelligence","score_opus":0.018101854008558717,"score_gpt":0.2643721339574546,"score_spread":0.24627027994889591,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2184336441","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99376076,0.00009486853,0.0011196159,0.000059699345,0.0000060360762,0.000022750995,0.000033339613,0.00005321774,0.0048497543],"genre_scores_gemma":[0.9933407,0.00015122515,0.0019140512,0.000025909472,0.0000041243125,0.00002903816,0.0000414048,0.000016866741,0.004476547],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99939597,0.00011991148,0.000033712193,0.00009578748,0.00028550727,0.00006911978],"domain_scores_gemma":[0.9986771,0.0004894978,0.00015937061,0.000065108026,0.0003681252,0.00024081531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007075537,0.0003331587,0.00024845955,0.0005055252,0.00037521138,0.0017351585,0.00036638568,0.00040586578,0.003454689],"category_scores_gemma":[0.00377741,0.0001485821,0.00018302807,0.000112432586,0.0004734044,0.00069497275,0.001488444,0.00067417475,0.0010690062],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000632714,0.0016364693,0.23286538,0.000368847,0.000054106848,0.00422466,0.06294383,0.00077362143,0.3351724,0.0010947989,0.001847416,0.35838586],"study_design_scores_gemma":[0.00003679319,0.0058367047,0.7950439,0.00025643356,0.000085871885,0.0066332384,0.04588637,0.0028953876,0.118754044,0.00073317427,0.023717085,0.00012105512],"about_ca_topic_score_codex":0.0007048102,"about_ca_topic_score_gemma":0.0005217696,"teacher_disagreement_score":0.003454689,"about_ca_system_score_codex":0.00020400036,"about_ca_system_score_gemma":0.0003179659,"threshold_uncertainty_score":0.011557102},"labels":[],"label_agreement":null},{"id":"W2184641620","doi":"10.18806/tesl.v32i2.1208","title":"The Effect of Writing Task and Task Conditions on Colombian EFL Learners’ Language Use","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Canada Research Chairs; Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Operationalization; Paragraph; Task (project management); Second language writing; Psychology; Humanities; Linguistics; Pedagogy; Second language; Computer science; Art; Philosophy","score_opus":0.02136709820754248,"score_gpt":0.2457077597475302,"score_spread":0.22434066153998772,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2184641620","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99855787,0.000082797465,0.00015861473,0.000020558899,0.0000034536934,0.000016805821,0.000034518052,0.000011098577,0.0011142553],"genre_scores_gemma":[0.997681,0.00008569851,0.000851967,0.000024013216,0.000005398408,0.000057460027,0.00008222735,0.000015083686,0.0011972244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979517,0.00074815744,0.00028998053,0.00044703568,0.00036415056,0.00019894238],"domain_scores_gemma":[0.9851537,0.009830521,0.0023636615,0.0006252466,0.0013048209,0.0007219944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017638936,0.0005867145,0.00059368665,0.0007847968,0.00074202573,0.00222666,0.00036810522,0.0003900245,0.0025057504],"category_scores_gemma":[0.0149831865,0.0002226249,0.00019027648,0.0005051796,0.00057051086,0.0007931462,0.001258251,0.00041866576,0.0006360075],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016455647,0.0020071655,0.5554661,0.001158008,0.00009528226,0.0014433988,0.141213,0.0005349203,0.094985686,0.00028031,0.0010215268,0.20014898],"study_design_scores_gemma":[0.00005649606,0.0011203842,0.9370259,0.00012992971,0.000053477204,0.00045911287,0.04614796,0.00064672815,0.0077436334,0.0002776321,0.006272466,0.00006638794],"about_ca_topic_score_codex":0.004515962,"about_ca_topic_score_gemma":0.009658286,"teacher_disagreement_score":0.004515962,"about_ca_system_score_codex":0.0006840044,"about_ca_system_score_gemma":0.00048385345,"threshold_uncertainty_score":0.009328485},"labels":[],"label_agreement":null},{"id":"W2185822362","doi":"10.13140/rg.2.2.29561.16484","title":"Innovative language teaching: teachers' beliefs and practices","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Linguistic Association","funders":"","keywords":"Grammar; Curriculum; Communicative language teaching; Pedagogy; Tacit knowledge; Language education; Portuguese; Context (archaeology); Professional development; Mathematics education; Linguistics; Psychology; Computer science; Knowledge management","score_opus":0.0316020792642507,"score_gpt":0.3013638411264575,"score_spread":0.2697617618622068,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2185822362","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9575562,0.0036514858,0.0050918846,0.007599692,0.00012137842,0.000082757964,0.000024927604,0.00007553337,0.025796248],"genre_scores_gemma":[0.99380773,0.00115244,0.0012894843,0.000546724,0.000022579576,0.00003208152,0.000009315382,0.000017749757,0.0031218636],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9944798,0.0023810037,0.00031649254,0.0006551502,0.0017175653,0.00044999953],"domain_scores_gemma":[0.98367035,0.0097731585,0.0018645474,0.00075710705,0.0020903659,0.0018444178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01010916,0.00019456846,0.00036181783,0.002329648,0.0027956737,0.0075490843,0.0012623233,0.002013105,0.0015168159],"category_scores_gemma":[0.02047695,0.00036578125,0.00027411862,0.0013585978,0.0077214553,0.0035861048,0.0031195665,0.002366868,0.0004304896],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027288488,0.00016184781,0.023424853,0.00029746655,0.000017384984,0.0006205524,0.9115522,0.000099969955,0.0018066011,0.010297877,0.0012472052,0.050446887],"study_design_scores_gemma":[0.000052987343,0.0001959428,0.031363074,0.0010242152,0.000053715776,0.0015796825,0.8615596,0.0009168979,0.0021440461,0.013173924,0.087815695,0.00012024153],"about_ca_topic_score_codex":0.003452915,"about_ca_topic_score_gemma":0.0027580669,"teacher_disagreement_score":0.01010916,"about_ca_system_score_codex":0.003384372,"about_ca_system_score_gemma":0.003521092,"threshold_uncertainty_score":0.053462982},"labels":[],"label_agreement":null},{"id":"W2185891515","doi":"10.5539/ijel.v5n6p59","title":"Investigating Motivation among Libyan High School Students","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affect (linguistics); Psychology; Focus group; Social psychology; Foreign language; Developmental psychology; Mathematics education; Business; Marketing; Communication","score_opus":0.049129413945925564,"score_gpt":0.29838160064954816,"score_spread":0.2492521867036226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2185891515","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989856,0.00007165708,0.0000105438785,0.00007741184,0.00000366024,0.000008795671,0.000012350542,4.4767424e-7,0.00082955],"genre_scores_gemma":[0.9991291,0.00015119856,0.00003995679,0.000044253193,0.0000032439734,0.000019540279,0.000020042544,6.8021956e-7,0.00059194595],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994722,0.00014460747,0.00003506577,0.00004000804,0.00013767809,0.00017049181],"domain_scores_gemma":[0.998987,0.00017729236,0.0002561846,0.0000181542,0.00020908103,0.00035224046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010183641,0.00021889039,0.0003366545,0.0011574025,0.0020144158,0.0023362858,0.00038227206,0.00052691135,0.0018380029],"category_scores_gemma":[0.0015460742,0.00022192387,0.00025713854,0.00079949974,0.0006998062,0.00059593166,0.0013955701,0.00077409425,0.00022526528],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035717774,0.0004019988,0.88263535,0.00015139076,0.000019601426,0.0003482082,0.09978507,0.000026661522,0.0010912074,0.0004647589,0.00041498535,0.014624972],"study_design_scores_gemma":[0.000003333205,0.00017017157,0.7947401,0.00011534629,0.000011006099,0.000118489996,0.20189613,0.00008366968,0.0002346071,0.00011520029,0.0024968043,0.0000151094055],"about_ca_topic_score_codex":0.0061513856,"about_ca_topic_score_gemma":0.0124216555,"teacher_disagreement_score":0.0061513856,"about_ca_system_score_codex":0.0009890194,"about_ca_system_score_gemma":0.0015982875,"threshold_uncertainty_score":0.012231171},"labels":[],"label_agreement":null},{"id":"W2186083606","doi":"10.5539/ijel.v5n6p95","title":"Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Theoretical linguistics; Linguistics; Second-language acquisition; Applied linguistics; Universal grammar; Cognitive linguistics; Psychological nativism; Linguistic relativity; Linguistic description; Sociocultural linguistics; Sociology; Quantitative linguistics; Psychology; Philosophy; Cognition; Political science","score_opus":0.048903411118243416,"score_gpt":0.3867252271496506,"score_spread":0.33782181603140715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2186083606","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06536253,0.17262049,0.09425384,0.17201146,0.0040183724,0.00014080014,0.00022887555,0.0003315995,0.49103212],"genre_scores_gemma":[0.8615651,0.07795835,0.025698936,0.011423884,0.002455967,0.00035604875,0.0002283389,0.00021784822,0.020095564],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99299014,0.0036848902,0.00039159742,0.00089185615,0.0016841023,0.0003574607],"domain_scores_gemma":[0.9606351,0.03148394,0.0014299796,0.0022911364,0.0031862473,0.000973597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013569348,0.0008570799,0.0009145405,0.007459563,0.003235997,0.009414692,0.0022523166,0.0031430752,0.00486827],"category_scores_gemma":[0.017150864,0.0005630084,0.0008470979,0.004414045,0.022798259,0.012315238,0.0069957413,0.0074471706,0.0008906251],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012248493,0.000043939068,0.001826872,0.00051615614,0.000026892578,0.000095788324,0.011265686,0.0003024781,0.00008280591,0.94529104,0.0023249376,0.038211122],"study_design_scores_gemma":[0.000012157943,0.0000516077,0.0037902973,0.0015135265,0.000058782356,0.000273437,0.013389901,0.0017569558,0.00038223152,0.8259861,0.15274109,0.000043962806],"about_ca_topic_score_codex":0.004673551,"about_ca_topic_score_gemma":0.0072779893,"teacher_disagreement_score":0.013569348,"about_ca_system_score_codex":0.007708216,"about_ca_system_score_gemma":0.0077839685,"threshold_uncertainty_score":0.07176238},"labels":[],"label_agreement":null},{"id":"W2186293749","doi":"10.21083/ajote.v4i2.3064","title":"The Perceived Importance of Communication Skills Course among University Students: The Case of Two Universities in Tanzania","year":2016,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Thematic analysis; Tanzania; Medical education; Communication skills; Schedule; Psychology; Course (navigation); Qualitative research; Medicine; Engineering; Computer science; Sociology; Social science","score_opus":0.013112579771956748,"score_gpt":0.28217640166144387,"score_spread":0.26906382188948713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2186293749","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995858,0.000027335203,0.000022236823,0.00013770544,0.000001910957,0.0000032508585,0.0000016219908,4.906214e-7,0.0002197142],"genre_scores_gemma":[0.999635,0.00007570953,0.000050942297,0.000052485146,0.0000035336147,0.000003385215,0.0000019197057,4.594508e-7,0.00017642624],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988636,0.0005357504,0.000045814584,0.000047473633,0.00012129756,0.00038609104],"domain_scores_gemma":[0.99522734,0.0018473078,0.000898718,0.000079205725,0.00037672822,0.0015708009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019866007,0.0002079277,0.00023949567,0.00090694503,0.004655764,0.0024254275,0.00045578557,0.0011073854,0.0020265789],"category_scores_gemma":[0.0044575054,0.000263901,0.00016565026,0.0006484619,0.0014067623,0.00089031586,0.0013693424,0.0011633758,0.00018763401],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022632962,0.000789051,0.3842962,0.00021760903,0.000018612955,0.014129107,0.5670261,0.00017263944,0.0070200628,0.0012279216,0.0006483683,0.024227979],"study_design_scores_gemma":[0.000009658192,0.0004425739,0.17834106,0.000089801346,0.00001548486,0.0019406963,0.815489,0.00032341928,0.0005635946,0.000090889014,0.0026673689,0.000026487647],"about_ca_topic_score_codex":0.010269223,"about_ca_topic_score_gemma":0.024085654,"teacher_disagreement_score":0.010269223,"about_ca_system_score_codex":0.002197737,"about_ca_system_score_gemma":0.002020197,"threshold_uncertainty_score":0.020418882},"labels":[],"label_agreement":null},{"id":"W2186540090","doi":"10.5539/ells.v5n4p135","title":"Teaching Strategies from the Perspective of Learners’ Individual Factors","year":2015,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Cognition; Phenomenon; China; Mathematics education; Language education; Psychology; Second language; Computer science; Linguistics; Artificial intelligence; Epistemology","score_opus":0.04066893903975188,"score_gpt":0.2930566717425626,"score_spread":0.25238773270281073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2186540090","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8578051,0.002029857,0.025180709,0.0016982327,0.000037032336,0.00015921859,0.00004555863,0.000095178446,0.11294911],"genre_scores_gemma":[0.9912798,0.0005312127,0.0046947203,0.00005468876,0.0000065209238,0.000035567962,0.0000137616935,0.000008574454,0.0033751493],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994524,0.00020193591,0.00003520151,0.00006458292,0.00016486889,0.00008106495],"domain_scores_gemma":[0.9991634,0.00037355427,0.00010534985,0.000047827216,0.00017207366,0.00013786399],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007669806,0.00025221534,0.0001518386,0.0008478686,0.0004728657,0.0023178027,0.00048336247,0.00041172147,0.002626705],"category_scores_gemma":[0.0017033443,0.00009153807,0.0002515801,0.00043676113,0.000826961,0.0013165603,0.00066382706,0.0004488865,0.00033674616],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000090444744,0.00060324994,0.1255805,0.0008867124,0.00014227354,0.0011960831,0.0874152,0.0039771236,0.014904262,0.07701704,0.0021651888,0.68602186],"study_design_scores_gemma":[0.00019808798,0.0012512552,0.37497035,0.0013005276,0.0006127559,0.002576504,0.25317323,0.04693536,0.036077764,0.13796702,0.14475937,0.00017774808],"about_ca_topic_score_codex":0.0020090146,"about_ca_topic_score_gemma":0.0032783789,"teacher_disagreement_score":0.002626705,"about_ca_system_score_codex":0.0010273864,"about_ca_system_score_gemma":0.001291401,"threshold_uncertainty_score":0.008787215},"labels":[],"label_agreement":null},{"id":"W2187077059","doi":"10.5539/elt.v9n1p1","title":"English Teachers' Use of Learners' L1 (Arabic) in College Classrooms in Kuwait","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; English as a foreign language; Data collection; Teaching method; Foreign language; Language education; Arabic; Pedagogy; Linguistics; Sociology","score_opus":0.04045505264306475,"score_gpt":0.2573156170145768,"score_spread":0.21686056437151202,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2187077059","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99971074,0.00003204003,0.0000070845313,0.000022384362,7.1047043e-7,0.0000023179657,0.0000053182885,6.607324e-7,0.00021870427],"genre_scores_gemma":[0.99932337,0.00012849159,0.000040533483,0.000024851053,0.0000015112183,0.0000068020686,0.000014340583,0.0000014155605,0.00045863158],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993932,0.00016689219,0.000058998106,0.00009884396,0.00011178654,0.000170265],"domain_scores_gemma":[0.99843603,0.0003257131,0.00061536464,0.000038642538,0.00023625909,0.0003479958],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006588381,0.00034049118,0.00030303176,0.0012568651,0.0026784763,0.0021323296,0.00049294817,0.0003955799,0.0016342135],"category_scores_gemma":[0.0014698264,0.0003863139,0.00019336503,0.001019941,0.0014047727,0.00088062056,0.001327215,0.00066400104,0.0002964906],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065950946,0.0003078064,0.4727325,0.00010956832,0.000014511354,0.0010433408,0.5075318,0.00004425867,0.0047741346,0.00011190136,0.00016988878,0.013094336],"study_design_scores_gemma":[0.0000040777977,0.00013743113,0.5738317,0.00006708553,0.000017006794,0.0002770945,0.4233755,0.000108674365,0.0006199281,0.000018517247,0.001521985,0.000021090804],"about_ca_topic_score_codex":0.114540264,"about_ca_topic_score_gemma":0.273161,"teacher_disagreement_score":0.114540264,"about_ca_system_score_codex":0.0021123176,"about_ca_system_score_gemma":0.0018156533,"threshold_uncertainty_score":0.22774714},"labels":[],"label_agreement":null},{"id":"W2187150291","doi":"10.82308/30380","title":"The effects of outlets for English use in anglophone learners of French in the study abroad environment /","year":2004,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Study abroad; Linguistics; Political science; Mathematics education; Sociology; Pedagogy; Psychology","score_opus":0.017584700304269393,"score_gpt":0.241188650600563,"score_spread":0.2236039502962936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2187150291","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989072,0.000031626456,0.000004564521,0.000034210603,0.0000021925619,0.000004062128,0.000014844072,6.9552493e-7,0.0010005626],"genre_scores_gemma":[0.9979461,0.00005960388,0.000026997099,0.000051547944,0.0000031204952,0.00000951294,0.00003923401,0.0000024165022,0.0018614848],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990062,0.0002997677,0.000047405894,0.00011123439,0.00020583406,0.00032963284],"domain_scores_gemma":[0.99684477,0.00068633404,0.0006782836,0.00008040945,0.0005105745,0.0011995531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081612234,0.00033775507,0.0003362965,0.00080887903,0.002692846,0.0029441353,0.00056507747,0.0008183713,0.005364825],"category_scores_gemma":[0.0028434072,0.00027828952,0.00044119888,0.00036877644,0.0013929709,0.00058175606,0.0012089285,0.00093082414,0.0006181711],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042352753,0.0009514428,0.95435137,0.000024396057,0.000046390334,0.00049452076,0.034752406,0.000020413783,0.0025735763,0.00011139346,0.00024830876,0.0060021365],"study_design_scores_gemma":[0.000008319765,0.00028519204,0.9484412,0.000021220763,0.000017990138,0.00011284895,0.05017301,0.000048024696,0.0001789308,0.000019285479,0.0006823213,0.0000116307365],"about_ca_topic_score_codex":0.23806135,"about_ca_topic_score_gemma":0.4572888,"teacher_disagreement_score":0.23806135,"about_ca_system_score_codex":0.0028777146,"about_ca_system_score_gemma":0.0018411664,"threshold_uncertainty_score":0.47335142},"labels":[],"label_agreement":null},{"id":"W2187357724","doi":"10.11575/prism/31644","title":"Portfolios to Assess Literacy and Second Languages: An Annotated Bibliography","year":2011,"lang":"en","type":"article","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Ottawa; Georgetown University; George Washington University","keywords":"Annotated bibliography; Foreign language; Bibliography; Literacy; The arts; Computer science; Library science; Linguistics; Sociology; Pedagogy; Art; Visual arts","score_opus":0.12894055234904322,"score_gpt":0.35008517321628224,"score_spread":0.22114462086723902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2187357724","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0060762665,0.791401,0.033771124,0.0058429698,0.0052375947,0.0008777006,0.007151184,0.00063169823,0.14901048],"genre_scores_gemma":[0.020661065,0.87202734,0.054397304,0.0018542181,0.0010029034,0.0012302147,0.0095273005,0.00033204316,0.03896774],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981218,0.00053208764,0.00045141715,0.00012398828,0.0007239214,0.00004671263],"domain_scores_gemma":[0.99246347,0.0047968547,0.00044871191,0.00025799114,0.0018941024,0.00013879339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024210727,0.0008934896,0.0010762371,0.018773716,0.0007050628,0.0022008764,0.000769209,0.0009151808,0.010946828],"category_scores_gemma":[0.011485974,0.00034775617,0.00038309488,0.02529209,0.0006056386,0.002619584,0.0011110568,0.0010826194,0.003497281],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027074135,0.0000885242,0.0008405834,0.0063954554,0.000030087065,0.00013218755,0.00087052205,0.0006734062,0.00047030926,0.00697366,0.1047219,0.8787763],"study_design_scores_gemma":[0.000011701988,0.00008031457,0.006423214,0.025400963,0.00006789933,0.000519283,0.0013346534,0.00033274514,0.0005672157,0.0074317,0.9577927,0.00003770372],"about_ca_topic_score_codex":0.0048076324,"about_ca_topic_score_gemma":0.008534222,"teacher_disagreement_score":0.018773716,"about_ca_system_score_codex":0.0009805738,"about_ca_system_score_gemma":0.0026219087,"threshold_uncertainty_score":0.036620855},"labels":[],"label_agreement":null},{"id":"W2187742800","doi":"10.37546/jaltjj29.2-3","title":"Mastering the English formula: Fluency development of Japanese learners in a study abroad context","year":2007,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"University of Victoria","keywords":"Fluency; Context (archaeology); Linguistics; Psychology; Narrative; Perception; Language proficiency; Mathematics education; History","score_opus":0.038458417833356136,"score_gpt":0.28958500824021866,"score_spread":0.2511265904068625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2187742800","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998609,0.000009715231,0.000008396358,0.0000034954624,3.0001425e-7,0.0000015945366,0.0000025535428,3.171539e-7,0.00011260341],"genre_scores_gemma":[0.999373,0.00003842222,0.00007771019,0.0000092898545,8.256624e-7,0.0000070757383,0.000017197874,0.000001247228,0.00047518173],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99976116,0.000048544218,0.00002622563,0.000048404745,0.00005807174,0.000057620753],"domain_scores_gemma":[0.99920183,0.00013009371,0.0001651671,0.000029088244,0.00023654023,0.00023726636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055363256,0.0003323108,0.00033468707,0.0006209272,0.000954357,0.0012091404,0.00022545717,0.00040342347,0.0009346882],"category_scores_gemma":[0.0015347997,0.00020363735,0.00024555248,0.0002884403,0.0007002825,0.00052391697,0.0006438614,0.00045497876,0.00018781246],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024030915,0.00060254126,0.6909732,0.00006835707,0.000030833755,0.002242147,0.26835805,0.00006970768,0.02109576,0.0000970794,0.000115730785,0.016106227],"study_design_scores_gemma":[0.000013464503,0.00083007157,0.8276368,0.000025368718,0.000042510383,0.001112615,0.16656876,0.00020606762,0.002360775,0.000070236056,0.0010959172,0.000037352635],"about_ca_topic_score_codex":0.02595253,"about_ca_topic_score_gemma":0.041058265,"teacher_disagreement_score":0.02595253,"about_ca_system_score_codex":0.0005447571,"about_ca_system_score_gemma":0.0006463881,"threshold_uncertainty_score":0.0516029},"labels":[],"label_agreement":null},{"id":"W2188787936","doi":"10.24046/neuroed.20120101.85","title":"A new paradigm for the learning of a second or foreign language: the neurolinguistic approach","year":2012,"lang":"en","type":"article","venue":"Neuroeducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Memorial University of Newfoundland","funders":"","keywords":"Linguistics; Computer science; Paradigm shift; Cognitive science; Natural language processing; Psychology; Philosophy; Epistemology","score_opus":0.06286237401453154,"score_gpt":0.2977713162419985,"score_spread":0.23490894222746694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2188787936","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.019175753,0.010530034,0.54090995,0.035556614,0.001014695,0.00012073976,0.0000573356,0.00026572513,0.39236912],"genre_scores_gemma":[0.65857047,0.009170984,0.29631028,0.0047759325,0.00059045095,0.0006428516,0.00004722632,0.00016162134,0.029730132],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9985215,0.0008364683,0.00006001767,0.0002289089,0.00027941822,0.00007371303],"domain_scores_gemma":[0.998711,0.0007569242,0.00010032289,0.0001699143,0.00014786658,0.000113936105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022181545,0.0006922702,0.00041158218,0.0016531416,0.0021840339,0.0042257146,0.0015870678,0.001435677,0.0023677128],"category_scores_gemma":[0.0019369114,0.00020376027,0.0005724931,0.00048244256,0.03019954,0.0061472883,0.0030080243,0.003071396,0.0006064195],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008789305,0.000014693748,0.00017320675,0.000102397644,0.000004269258,0.00006780398,0.0030096183,0.00040480483,0.00047815003,0.98092824,0.00052667304,0.014281255],"study_design_scores_gemma":[0.000012472242,0.000043648924,0.00035037176,0.00013397049,0.00000630855,0.00036765792,0.0020404735,0.0015950317,0.0005396126,0.92510694,0.06978258,0.00002085153],"about_ca_topic_score_codex":0.0052799615,"about_ca_topic_score_gemma":0.008148144,"teacher_disagreement_score":0.0056633954,"about_ca_system_score_codex":0.0056633954,"about_ca_system_score_gemma":0.0059831287,"threshold_uncertainty_score":0.041091025},"labels":[],"label_agreement":null},{"id":"W2189038849","doi":"10.5539/elt.v9n1p22","title":"Learner Perceptions of Chinese EFL College Classroom Environments","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Illinois at Urbana-Champaign","keywords":"Psychology; Mathematics education; Presentation (obstetrics); Perception; English language; Selection (genetic algorithm); Atmosphere (unit); Pedagogy; Computer science","score_opus":0.01635105097024853,"score_gpt":0.25383197555520753,"score_spread":0.237480924584959,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2189038849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999278,0.00001520128,0.000024155763,0.000014140843,9.120063e-7,0.0000031654295,0.000008628829,0.0000016077593,0.00065418595],"genre_scores_gemma":[0.99931383,0.000035157307,0.000036400015,0.00001330408,0.0000013478535,0.00000437856,0.000020317357,0.0000010538571,0.00057432044],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995883,0.00009015914,0.000043343483,0.000050133185,0.00014024753,0.00008774918],"domain_scores_gemma":[0.9986345,0.00026292398,0.00036939658,0.000047043657,0.0002652043,0.00042080297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067850464,0.00019390082,0.00022142906,0.0005722078,0.0007582533,0.0014096422,0.00019635988,0.00019298303,0.002473435],"category_scores_gemma":[0.0019680115,0.00009282274,0.00016651952,0.0004771561,0.0004193018,0.00042084613,0.0008237075,0.00024756807,0.00019023348],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022342551,0.00064608647,0.83722204,0.00016048276,0.00003586671,0.00081671233,0.10177725,0.0003325126,0.012203577,0.0003449617,0.0005956139,0.04564139],"study_design_scores_gemma":[0.000020759819,0.00053344667,0.88495326,0.000035077777,0.000029883136,0.00029864802,0.10820969,0.0006224045,0.0020426053,0.00008674956,0.003127892,0.00003960428],"about_ca_topic_score_codex":0.0071038906,"about_ca_topic_score_gemma":0.007943798,"teacher_disagreement_score":0.0071038906,"about_ca_system_score_codex":0.0006876309,"about_ca_system_score_gemma":0.00057391875,"threshold_uncertainty_score":0.014125109},"labels":[],"label_agreement":null},{"id":"W2189287958","doi":"10.7146/hjlcb.v16i31.25735","title":"Using WebCT to teach grammar selectively","year":2017,"lang":"en","type":"article","venue":"HERMES - Journal of Language and Communication in Business","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"British Columbia Institute of Technology","funders":"British Columbia Institute of Technology","keywords":"Grammar; Computer science; Component (thermodynamics); Mathematics education; Multimedia; Psychology; Linguistics","score_opus":0.06062920213745168,"score_gpt":0.3294925554101078,"score_spread":0.2688633532726561,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2189287958","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12690729,0.00088252156,0.6475827,0.00091188843,0.00069274235,0.0014395275,0.002885326,0.05959864,0.15909933],"genre_scores_gemma":[0.26987597,0.00076803134,0.627797,0.00080436206,0.00015001379,0.0025305753,0.003916185,0.008554216,0.08560369],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99954945,0.00008224436,0.000036706613,0.00012398316,0.00014919041,0.000058407815],"domain_scores_gemma":[0.9979316,0.0012125156,0.000105072766,0.0002842731,0.000239376,0.00022726798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00062880287,0.00086902495,0.0003777987,0.001357329,0.00026220208,0.0012443601,0.0010172339,0.00067146175,0.03425558],"category_scores_gemma":[0.0030483,0.00033485304,0.00048486827,0.000759364,0.0003967024,0.0013076314,0.0015089097,0.0011240424,0.00948643],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000535534,0.0018011717,0.003602113,0.0007629554,0.000026843356,0.0011803003,0.001537466,0.0061544958,0.09515218,0.011278219,0.05398141,0.8239873],"study_design_scores_gemma":[0.00069390243,0.0015345903,0.023490507,0.000816153,0.00009406374,0.00472341,0.0005979588,0.059064947,0.24108714,0.033231057,0.6344734,0.0001928127],"about_ca_topic_score_codex":0.000689511,"about_ca_topic_score_gemma":0.0013660085,"teacher_disagreement_score":0.03425558,"about_ca_system_score_codex":0.00049679016,"about_ca_system_score_gemma":0.0010536516,"threshold_uncertainty_score":0.11459637},"labels":[],"label_agreement":null},{"id":"W2189731061","doi":"","title":"An Investigation of Method Effects on Reading Comprehension Test Performance","year":2015,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Test (biology); Multiple choice; Cloze test; Reading (process); Psychology; Mathematics education; Computer science; Comprehension; Language proficiency; Linguistics; Programming language","score_opus":0.10004454040574577,"score_gpt":0.3430308961778147,"score_spread":0.2429863557720689,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2189731061","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9952553,0.00042474866,0.0021442983,0.00006253251,0.00003333604,0.000102752776,0.000107409614,0.000039572697,0.001830008],"genre_scores_gemma":[0.9940598,0.00019753292,0.0036090717,0.000060982013,0.000041610037,0.0002171528,0.00017189147,0.0000480821,0.0015938532],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98993087,0.0052722087,0.00069483067,0.0014163613,0.0024062626,0.00027943976],"domain_scores_gemma":[0.8771832,0.098048694,0.015745372,0.0045685396,0.0033586537,0.0010955888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065579866,0.0007587062,0.00048847136,0.0007985343,0.0003860752,0.0009070781,0.00050259486,0.00045600458,0.004321718],"category_scores_gemma":[0.047058623,0.00031294802,0.0006900872,0.0006022118,0.00055558316,0.0008598603,0.0007870924,0.0005391776,0.00051410473],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018339362,0.0051162816,0.7378809,0.0008122488,0.0011643013,0.000611778,0.008003206,0.0003836918,0.05941011,0.00026957964,0.0005298048,0.16747867],"study_design_scores_gemma":[0.00023962004,0.013745847,0.96966064,0.00005038632,0.00027218487,0.00044116267,0.0006949351,0.0005411195,0.01298963,0.00015879991,0.0011632846,0.000042267868],"about_ca_topic_score_codex":0.0007509524,"about_ca_topic_score_gemma":0.00106387,"teacher_disagreement_score":0.0065579866,"about_ca_system_score_codex":0.00037555207,"about_ca_system_score_gemma":0.00037281573,"threshold_uncertainty_score":0.034682333},"labels":[],"label_agreement":null},{"id":"W2193673172","doi":"10.17791/jcs.2014.15.4.421","title":"A Longitudinal Case Study on A Chinese Returnee’s L2-attrition in the Aspect of Oral Fluency","year":2014,"lang":"en","type":"article","venue":"Journal of Cognitive Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Attrition; Psychology; Longitudinal study; Medicine; Mathematics education; Mathematics; Statistics; Dentistry","score_opus":0.07224313156379542,"score_gpt":0.35020776147286153,"score_spread":0.2779646299090661,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2193673172","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99802244,0.00017286216,0.00023015196,0.0004315652,0.0000153905,0.000045222943,0.000036434398,0.000006681666,0.0010392892],"genre_scores_gemma":[0.99601954,0.00023363493,0.00050890667,0.00023588247,0.000020419913,0.0000384388,0.000068907284,0.000010946704,0.0028634137],"study_design_codex":"case_report","study_design_gemma":"qualitative","domain_scores_codex":[0.9983614,0.0003974774,0.0001312669,0.00022371967,0.0003744053,0.00051167764],"domain_scores_gemma":[0.99722326,0.0004576599,0.0005285003,0.0002021827,0.00079079176,0.00079760613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017674201,0.0007523936,0.00075067265,0.001449034,0.0084375,0.0013066205,0.0015038362,0.0016413508,0.0019489346],"category_scores_gemma":[0.003955954,0.00039614463,0.00063752686,0.0011164561,0.0014536849,0.0009876507,0.002127798,0.0021212325,0.00040707804],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031028598,0.0014654762,0.2660666,0.00021467704,0.00006041271,0.3808399,0.3131646,0.00024955635,0.004984967,0.0012762347,0.0027061456,0.028661115],"study_design_scores_gemma":[0.000029769162,0.0019465397,0.18580742,0.00021810897,0.00010293742,0.39925876,0.3890601,0.0011302128,0.004277065,0.00059329823,0.017363463,0.00021232889],"about_ca_topic_score_codex":0.056131024,"about_ca_topic_score_gemma":0.10253693,"teacher_disagreement_score":0.056131024,"about_ca_system_score_codex":0.003792477,"about_ca_system_score_gemma":0.0030225238,"threshold_uncertainty_score":0.111608624},"labels":[],"label_agreement":null},{"id":"W2193863684","doi":"","title":"A Retrospective-Comparative Evaluation of Textbooks Developed by Native and Non-native English Speakers","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; First language; Mathematics education; Linguistics; Computer science; Psychology","score_opus":0.11588809406589508,"score_gpt":0.3549296313873561,"score_spread":0.23904153732146105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2193863684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993717,0.0001975017,0.00002972041,0.0000066961506,0.0000038079795,0.000022779737,0.00003990468,9.640052e-7,0.00032706157],"genre_scores_gemma":[0.9987814,0.00031407506,0.00012502685,0.00002842354,0.000009759901,0.000052912794,0.00018159267,0.0000024009948,0.000504459],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99826163,0.00057553133,0.00031269164,0.00020454962,0.000496143,0.00014943678],"domain_scores_gemma":[0.9919226,0.0026077833,0.0019241824,0.0004202991,0.002511897,0.0006131415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022269133,0.00026540912,0.0005317238,0.0024398805,0.0007262782,0.0007678779,0.00036235337,0.00037436516,0.0017517288],"category_scores_gemma":[0.010212949,0.00021775422,0.00046912406,0.0013719407,0.00060303684,0.0011415135,0.000808156,0.000358991,0.00042656678],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007070466,0.0014418433,0.93961346,0.00037847226,0.00010747434,0.0016464108,0.031057376,0.000047568763,0.0026413936,0.00013491273,0.00032559363,0.021898435],"study_design_scores_gemma":[0.000027081593,0.0023699577,0.9558103,0.00005472986,0.000059893668,0.002425357,0.035953082,0.000057625824,0.0011760148,0.000041823365,0.0019965938,0.000027436385],"about_ca_topic_score_codex":0.0014176152,"about_ca_topic_score_gemma":0.0032860318,"teacher_disagreement_score":0.0024398805,"about_ca_system_score_codex":0.00059574255,"about_ca_system_score_gemma":0.0004470957,"threshold_uncertainty_score":0.011777222},"labels":[],"label_agreement":null},{"id":"W2193959233","doi":"","title":"The Effect of CALL on the Vocabulary Learning of Iranian EFL Learners","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Test (biology); Vocabulary learning; Significant difference; Mathematics education; Computer science; Descriptive statistics; Control (management); Psychology; Linguistics; Artificial intelligence; Mathematics","score_opus":0.027263085483896696,"score_gpt":0.26911237892815065,"score_spread":0.24184929344425396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2193959233","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928206,0.00008552946,0.000033019,0.000028741355,0.0000054594198,0.00000781609,0.0000048528427,0.0000047715503,0.0005477796],"genre_scores_gemma":[0.9986964,0.00019163347,0.0003515357,0.000038732836,0.00001282791,0.000020971294,0.000018461677,0.000002435994,0.0006669474],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99959594,0.00010366472,0.000024878156,0.000046926038,0.00015110901,0.000077483885],"domain_scores_gemma":[0.99843174,0.0006160158,0.00023717644,0.00006742724,0.00020360797,0.0004438817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041617497,0.0003223111,0.00032581144,0.00026393545,0.0002799373,0.0003933005,0.00029149815,0.00030932325,0.0015772907],"category_scores_gemma":[0.003265434,0.0000748211,0.00029084494,0.000121296085,0.00029608014,0.00030075136,0.00040345656,0.00047532184,0.00022958244],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0075567644,0.03269788,0.23001736,0.001270757,0.0002313379,0.0018522604,0.022252949,0.0008874635,0.08816735,0.0004508784,0.0020305547,0.6125845],"study_design_scores_gemma":[0.00037724723,0.03735047,0.923389,0.00015594756,0.00031413083,0.0008812731,0.012786011,0.0007532488,0.018144112,0.0006066255,0.005167686,0.000074198215],"about_ca_topic_score_codex":0.00094339804,"about_ca_topic_score_gemma":0.0013838921,"teacher_disagreement_score":0.0015772907,"about_ca_system_score_codex":0.00016450419,"about_ca_system_score_gemma":0.00040423343,"threshold_uncertainty_score":0.005276561},"labels":[],"label_agreement":null},{"id":"W2194985120","doi":"10.1017/s0261444815000403","title":"Research Timeline: Form-focused instruction and second language acquisition","year":2015,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Timeline; Second-language acquisition; Language acquisition; Psychology; Developmental linguistics; Comprehension approach; Meaning (existential); Naturalism; Linguistics; Cognitive psychology; Language education; Mathematics education; Epistemology","score_opus":0.05274298907302998,"score_gpt":0.32853768265114475,"score_spread":0.27579469357811476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2194985120","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.019916363,0.5816579,0.016555917,0.12537193,0.015390329,0.0006973583,0.0024766969,0.00017119841,0.23776242],"genre_scores_gemma":[0.1507508,0.6601303,0.024738766,0.046748735,0.020469617,0.003342813,0.0037655614,0.00047620066,0.08957719],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99712497,0.0010788428,0.00021792545,0.0007274879,0.0007138601,0.0001369545],"domain_scores_gemma":[0.9821156,0.011001003,0.0018412847,0.00087400817,0.0028199544,0.001348141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042588417,0.00083995564,0.00088600954,0.003891827,0.0020355044,0.004445207,0.0015046785,0.0039250785,0.032616004],"category_scores_gemma":[0.010440213,0.00048512412,0.0005239584,0.008124444,0.003222146,0.010640728,0.0036084296,0.0055891965,0.010029281],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041972112,0.0007735282,0.00812007,0.006727086,0.0000437039,0.00041477135,0.008989216,0.00018771351,0.0022227622,0.3816853,0.10534828,0.4850679],"study_design_scores_gemma":[0.00006623074,0.0006603885,0.019326663,0.010443843,0.000058906277,0.001011987,0.008786004,0.0002747878,0.0015881952,0.067452386,0.8902621,0.00006847822],"about_ca_topic_score_codex":0.0034909905,"about_ca_topic_score_gemma":0.0034055891,"teacher_disagreement_score":0.032616004,"about_ca_system_score_codex":0.0039643673,"about_ca_system_score_gemma":0.0034928075,"threshold_uncertainty_score":0.10911137},"labels":[],"label_agreement":null},{"id":"W2196503392","doi":"","title":"The Relationship between Self-Efficacy and Self-Regulation in Vocabulary Acquisition of Iranian EFL Learners","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Computer science; Psychology; Linguistics","score_opus":0.05286014017269395,"score_gpt":0.2939846174733981,"score_spread":0.24112447730070416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2196503392","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994823,0.000022804059,0.000010947247,0.000014671881,0.000001740679,0.000002040801,0.0000063838957,5.854922e-7,0.0004584242],"genre_scores_gemma":[0.9996394,0.000019309175,0.000023644856,0.000007135155,0.000001612266,0.0000035659264,0.000017424865,4.5638976e-7,0.00028729255],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995895,0.00008666545,0.000048527785,0.000055529825,0.00011738367,0.00010240915],"domain_scores_gemma":[0.9967685,0.0010883168,0.0008898951,0.00013584571,0.00050525734,0.00061230897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083986676,0.00018621208,0.00023877676,0.0005897563,0.00043076748,0.0011018625,0.000263554,0.00044133328,0.0014051447],"category_scores_gemma":[0.0029390194,0.00017037544,0.00038735574,0.0003105442,0.00061367365,0.00027312053,0.00043109368,0.0008886466,0.00026870563],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000095710006,0.0006307504,0.9908941,0.000012596553,0.00003738983,0.00008130266,0.0025678643,0.000074994154,0.0013628366,0.00009868218,0.00005569331,0.0040881624],"study_design_scores_gemma":[0.0000047308163,0.00016941715,0.9971535,0.0000051427805,0.00001728264,0.00005688141,0.0019500604,0.00018313382,0.0002923009,0.000053369702,0.0001086549,0.000005524717],"about_ca_topic_score_codex":0.0032511945,"about_ca_topic_score_gemma":0.003941406,"teacher_disagreement_score":0.0032511945,"about_ca_system_score_codex":0.00030734958,"about_ca_system_score_gemma":0.00051418657,"threshold_uncertainty_score":0.006464541},"labels":[],"label_agreement":null},{"id":"W2197808469","doi":"","title":"Text Book Evaluation: A Retrospective Study","year":2011,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Summit; Vocabulary; Subject matter; Mathematics education; Subject (documents); Computer science; Psychology; Medical education; Pedagogy; Library science; Curriculum; Medicine; Linguistics; Geography; Cartography","score_opus":0.15312145631195204,"score_gpt":0.3385395600478845,"score_spread":0.18541810373593245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2197808469","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9945973,0.000706673,0.0005101502,0.00021867879,0.000023756687,0.00044380943,0.0004111691,0.000020119283,0.0030683656],"genre_scores_gemma":[0.98914963,0.0017036397,0.0009563514,0.0006815469,0.000074807744,0.0005272649,0.00088827126,0.00003625991,0.0059822146],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99675614,0.001044259,0.00055517757,0.00032020386,0.001046593,0.00027768317],"domain_scores_gemma":[0.98070747,0.0062760958,0.0041730036,0.0010229578,0.0062656417,0.0015548728],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031713303,0.00027881138,0.00080586434,0.003745641,0.00157288,0.0017202148,0.0005264743,0.0005851681,0.0031714765],"category_scores_gemma":[0.018060619,0.0003983317,0.00039064483,0.002611024,0.00082477205,0.0016276652,0.00096423016,0.0010214575,0.0017207806],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043674844,0.004081577,0.81970865,0.0010025833,0.00005908273,0.009835724,0.07267505,0.00011243433,0.0026026133,0.0005800119,0.004292797,0.08461272],"study_design_scores_gemma":[0.000059914106,0.0065911305,0.70760685,0.0007703523,0.00016681103,0.023517393,0.18758109,0.00073744234,0.005569297,0.00041505092,0.06683169,0.0001529756],"about_ca_topic_score_codex":0.0018227736,"about_ca_topic_score_gemma":0.002412896,"teacher_disagreement_score":0.003745641,"about_ca_system_score_codex":0.0013816468,"about_ca_system_score_gemma":0.0010943448,"threshold_uncertainty_score":0.016771793},"labels":[],"label_agreement":null},{"id":"W2198983198","doi":"10.5539/elt.v9n1p188","title":"Acculturation and Perceived Social Distance among Arabs and Saudi Arabians in an ESL Situation","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Acculturation; Psychology; Perception; Social psychology; Semi-structured interview; Immigration; Medical education; Qualitative research; Sociology; Social science; Medicine","score_opus":0.028019057658951175,"score_gpt":0.2680375443624349,"score_spread":0.2400184867034837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2198983198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99974304,0.000028536668,0.000004353055,0.00002791102,0.0000015251629,0.0000012876604,0.000003085848,1.6697614e-7,0.00019006792],"genre_scores_gemma":[0.99971074,0.00006814326,0.000012890151,0.000022488372,0.0000023124105,0.0000020548282,0.00000761339,2.5157476e-7,0.00017346448],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99964464,0.00014309498,0.0000241293,0.000023473372,0.00007010568,0.00009470159],"domain_scores_gemma":[0.99880004,0.00024042591,0.00035271788,0.00003420596,0.00023743731,0.0003351663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00069092953,0.00022009121,0.00017368485,0.0006922514,0.0016304656,0.0012941443,0.0002804419,0.00040277847,0.0014895485],"category_scores_gemma":[0.0018225375,0.00015585584,0.00014278105,0.00042435518,0.0010563094,0.00060728216,0.00076727226,0.000522128,0.00017871108],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010635541,0.0003027306,0.74963325,0.000052786403,0.000030725354,0.0007661279,0.23732384,0.000049048434,0.0016112529,0.00029033935,0.00022621853,0.009607404],"study_design_scores_gemma":[0.000005646792,0.00025716398,0.5531048,0.000039852697,0.000013516334,0.00038350775,0.4446768,0.00013696706,0.00017967893,0.00006037006,0.0011254937,0.000016139364],"about_ca_topic_score_codex":0.030633088,"about_ca_topic_score_gemma":0.03743214,"teacher_disagreement_score":0.030633088,"about_ca_system_score_codex":0.00062512857,"about_ca_system_score_gemma":0.00044300323,"threshold_uncertainty_score":0.06090957},"labels":[],"label_agreement":null},{"id":"W2200406130","doi":"10.1007/s40593-015-0061-0","title":"Web Delivery of Adaptive and Interactive Language Tutoring: Revisited","year":2015,"lang":"en","type":"article","venue":"International Journal of Artificial Intelligence in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"TUTOR; German; Computer science; Component (thermodynamics); Computer-Assisted Instruction; Intelligent tutoring system; Multimedia; Web application; Mathematics education; Psychology; Linguistics; World Wide Web; Programming language","score_opus":0.07278990481683474,"score_gpt":0.3546448105130077,"score_spread":0.281854905696173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2200406130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57361805,0.041031502,0.08069546,0.083058566,0.0019501764,0.0003485078,0.0008765898,0.003009956,0.21541119],"genre_scores_gemma":[0.965424,0.0059636845,0.0120800445,0.0026826796,0.0009657078,0.000099892255,0.00016389806,0.00027760555,0.012342448],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9964405,0.0016678317,0.00016935624,0.00044150595,0.0010428588,0.0002380009],"domain_scores_gemma":[0.9704977,0.020378182,0.0017448652,0.0019584193,0.0041230135,0.0012977585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005199582,0.00025437653,0.0004551753,0.0011905436,0.0005335705,0.0060158097,0.0017597625,0.0024466724,0.016655931],"category_scores_gemma":[0.029719483,0.00030470858,0.00023294744,0.0012640625,0.0009727413,0.0062805354,0.0014320463,0.001550328,0.0032820937],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008191283,0.0013736052,0.015007989,0.0008703416,0.0000668809,0.00021691866,0.0025270479,0.0024125979,0.0028391709,0.03944142,0.013851506,0.9205735],"study_design_scores_gemma":[0.0014737096,0.005244453,0.15142693,0.006781114,0.00089389906,0.004767303,0.014362245,0.11929281,0.028022652,0.10184595,0.565583,0.00030590725],"about_ca_topic_score_codex":0.0059794514,"about_ca_topic_score_gemma":0.0050279605,"teacher_disagreement_score":0.016655931,"about_ca_system_score_codex":0.0021245647,"about_ca_system_score_gemma":0.0024248427,"threshold_uncertainty_score":0.055719614},"labels":[],"label_agreement":null},{"id":"W2202050980","doi":"10.5430/wje.v5n6p108","title":"A Case Study of Chinese Mongolian Students in ELT under the Background of MOOCs","year":2015,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Teaching method; Psychology; Pedagogy","score_opus":0.09289392158186174,"score_gpt":0.37431275325414076,"score_spread":0.281418831672279,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2202050980","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966714,0.00012981078,0.00029029566,0.000433689,0.00001683017,0.000068595386,0.000016743656,0.000005026681,0.002367656],"genre_scores_gemma":[0.99179614,0.00026835833,0.0007610033,0.00022858965,0.000014262199,0.000044044267,0.00002375627,0.0000064545115,0.0068573663],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990884,0.00034990866,0.000032804284,0.000085075495,0.000110494526,0.00033330935],"domain_scores_gemma":[0.9988381,0.00018129255,0.00010097179,0.000047940488,0.00013304733,0.00069863553],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010570483,0.0004958721,0.0003305111,0.00083843863,0.008383779,0.0011998867,0.001103906,0.0017584196,0.0033290822],"category_scores_gemma":[0.0010740177,0.0002119977,0.00034118976,0.0008117762,0.0018969029,0.0005178721,0.0019239794,0.00096932705,0.0003386663],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025820817,0.0026170933,0.12412015,0.00051560247,0.000055358814,0.13213894,0.6722032,0.0011304452,0.011245544,0.0044545014,0.003397752,0.0478632],"study_design_scores_gemma":[0.00003478118,0.0013063087,0.081269756,0.00016023622,0.000040805888,0.016670132,0.8657793,0.0011431571,0.0031278252,0.000489912,0.029927934,0.00004990515],"about_ca_topic_score_codex":0.027956402,"about_ca_topic_score_gemma":0.07740824,"teacher_disagreement_score":0.027956402,"about_ca_system_score_codex":0.0035232594,"about_ca_system_score_gemma":0.0033431675,"threshold_uncertainty_score":0.05558735},"labels":[],"label_agreement":null},{"id":"W2202154050","doi":"10.5539/elt.v9n1p133","title":"An Application of Project-Based Learning on the Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Research Council of Thailand","keywords":"Psychology; Nonprobability sampling; Tourism; Focus group; Pedagogy; Sociology; Geography; Population","score_opus":0.026231453657246412,"score_gpt":0.27884799391550524,"score_spread":0.25261654025825886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2202154050","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9868334,0.00004539534,0.0021714256,0.0002007032,0.000012144467,0.00045375366,0.000015135626,0.000036615977,0.010231473],"genre_scores_gemma":[0.982932,0.00020284824,0.01249091,0.00007394432,0.000007116926,0.00029558555,0.000034267254,0.0000065195322,0.0039568753],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99840814,0.0010648075,0.000045896355,0.000112683265,0.00015454725,0.00021384629],"domain_scores_gemma":[0.99798906,0.0007040091,0.00013984258,0.00016300041,0.00025935305,0.0007447543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021807898,0.0004144224,0.00017925157,0.0004557193,0.0013685778,0.0009618634,0.0010379268,0.00048666738,0.0026340995],"category_scores_gemma":[0.0027270166,0.00019183621,0.00027577742,0.0005096491,0.00087333476,0.00056212617,0.0025038384,0.0005689681,0.0002733399],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000511953,0.010877244,0.044505287,0.0016383186,0.000048029528,0.0058119344,0.28389776,0.0027282103,0.022549,0.002618767,0.003649586,0.62116385],"study_design_scores_gemma":[0.00044903852,0.021192826,0.22276968,0.0009119883,0.0001784652,0.0033985078,0.6002469,0.0069820485,0.025933884,0.0021981457,0.115567364,0.00017126695],"about_ca_topic_score_codex":0.0026694073,"about_ca_topic_score_gemma":0.008692771,"teacher_disagreement_score":0.0026694073,"about_ca_system_score_codex":0.00090128015,"about_ca_system_score_gemma":0.0031693082,"threshold_uncertainty_score":0.01153326},"labels":[],"label_agreement":null},{"id":"W2202250206","doi":"","title":"Teaching Grammar and Punctuation in the Twenty-First Century","year":2015,"lang":"en","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Punctuation; Grammar; Linguistics; Psychology; Philosophy","score_opus":0.061230142168843864,"score_gpt":0.2601896049912037,"score_spread":0.19895946282235982,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2202250206","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.159845,0.018600715,0.0077961152,0.036171038,0.00086336903,0.000024622104,0.000059625945,0.00016741066,0.7764722],"genre_scores_gemma":[0.96039957,0.0028838674,0.0017333752,0.00083725236,0.00018798077,0.000012530192,0.000015126064,0.00006787376,0.033862516],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978217,0.0011166483,0.00010678633,0.0002081069,0.00048030092,0.0002664834],"domain_scores_gemma":[0.99486154,0.003300708,0.0002753956,0.0002827687,0.0005834989,0.0006960977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034720302,0.0003098049,0.00025658458,0.0016240072,0.004398893,0.0070192995,0.0006757334,0.0011955354,0.0050402246],"category_scores_gemma":[0.008697029,0.00021325039,0.00017726193,0.0010745289,0.020127583,0.0036506809,0.0029899718,0.0024091066,0.00043134773],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003838252,0.00003190589,0.0021481656,0.000082094055,0.000003862861,0.00024372753,0.08538382,0.0003210828,0.0003574761,0.8420663,0.0061177397,0.06320547],"study_design_scores_gemma":[0.000026134805,0.00004868564,0.00515918,0.00048207704,0.000009648038,0.00031776784,0.02916882,0.00047628442,0.0014778648,0.3431543,0.6196339,0.00004528571],"about_ca_topic_score_codex":0.029648436,"about_ca_topic_score_gemma":0.052262567,"teacher_disagreement_score":0.029648436,"about_ca_system_score_codex":0.013588648,"about_ca_system_score_gemma":0.013507664,"threshold_uncertainty_score":0.098593056},"labels":[],"label_agreement":null},{"id":"W2203020613","doi":"10.11575/ajer.v60i1.55810","title":"Intercultural Communicative Competence: Beliefs and Practices of Adult English as a Second Language Instructors","year":2014,"lang":"en","type":"article","venue":"University of Calgary","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Communicative competence; Pedagogy; Communicative language teaching; Psychology; Intercultural communication; Competence (human resources); Humanities; Sociology; Language education; Social psychology; Philosophy","score_opus":0.011469529547810524,"score_gpt":0.22286132084414081,"score_spread":0.2113917912963303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2203020613","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984754,0.00012390887,0.00009680673,0.00009075713,0.0000033298058,0.0000067047845,0.0000068190393,0.0000025854522,0.0011936617],"genre_scores_gemma":[0.99776554,0.00020155759,0.0001645765,0.00005333781,0.0000023605921,0.000008390628,0.0000117503105,0.0000021167439,0.0017904812],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989392,0.000303937,0.00007692408,0.00012287698,0.00033979685,0.00021726289],"domain_scores_gemma":[0.9968405,0.00067926786,0.00064587645,0.000088481735,0.0010576933,0.0006881502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016475344,0.00021886887,0.00019426724,0.000760426,0.0019138041,0.002015698,0.00035465113,0.0003449094,0.0014913795],"category_scores_gemma":[0.0040193503,0.00017668078,0.00014900434,0.00039352418,0.0015652209,0.0005983821,0.001097379,0.00061899796,0.00022221945],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038484806,0.0001206222,0.27976555,0.00006267819,0.000010199745,0.0005555923,0.685133,0.000032840257,0.0035109073,0.00023102888,0.00030761314,0.030231507],"study_design_scores_gemma":[0.000004759832,0.00016382425,0.3280913,0.00010250618,0.000016718042,0.0004659407,0.6620785,0.00015769195,0.0012403267,0.0000874487,0.007558707,0.000032391494],"about_ca_topic_score_codex":0.2126944,"about_ca_topic_score_gemma":0.27078858,"teacher_disagreement_score":0.2126944,"about_ca_system_score_codex":0.0020782582,"about_ca_system_score_gemma":0.0031297705,"threshold_uncertainty_score":0.42291278},"labels":[],"label_agreement":null},{"id":"W2203202643","doi":"10.12735/ier.v3i2p47","title":"Using Task-Based Instruction to Foster Clear Communications on Chinese Ocean-Going Vessels","year":2015,"lang":"en","type":"article","venue":"International Education Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Computer science; Oceanography; Geology; Engineering; Systems engineering","score_opus":0.377667866865233,"score_gpt":0.5029424081751492,"score_spread":0.12527454130991622,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2203202643","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97508574,0.00006432211,0.016366944,0.0001963124,0.000029451954,0.00033716732,0.00003006488,0.00027140605,0.0076184995],"genre_scores_gemma":[0.9519015,0.0001554057,0.041102808,0.00010068531,0.00001415728,0.0003567964,0.0001186303,0.00003430451,0.006215742],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995271,0.00015626861,0.000047493937,0.00008535394,0.000099329045,0.00008441805],"domain_scores_gemma":[0.99870026,0.0005713644,0.00015262786,0.00012083096,0.00023189202,0.0002229516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010133663,0.00056436233,0.00024960612,0.0005417358,0.0011561228,0.0006988342,0.0009757027,0.00039470673,0.0020808806],"category_scores_gemma":[0.0038236536,0.00012163974,0.00027706038,0.00031312977,0.0005958382,0.00074835843,0.0015829274,0.0007254968,0.00040444234],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004924629,0.008464308,0.023090811,0.0012419848,0.00004064908,0.001189989,0.08453233,0.007660094,0.10849927,0.008498474,0.0063160504,0.7499735],"study_design_scores_gemma":[0.0015159801,0.013088501,0.26704255,0.001151763,0.0006146686,0.001538599,0.08110474,0.12973925,0.31953448,0.034851022,0.14917839,0.00064019766],"about_ca_topic_score_codex":0.0049403827,"about_ca_topic_score_gemma":0.0065038656,"teacher_disagreement_score":0.0049403827,"about_ca_system_score_codex":0.00067035627,"about_ca_system_score_gemma":0.0029675628,"threshold_uncertainty_score":0.009823263},"labels":[],"label_agreement":null},{"id":"W2205985933","doi":"10.5539/hes.v6n1p53","title":"To Speak Like a TED Speaker—A Case Study of TED Motivated English Public Speaking Study in EFL Teaching","year":2015,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Public speaking; Psychology; Class (philosophy); Mathematics education; Teaching method; Listening comprehension; Pedagogy; Computer science; Linguistics; Artificial intelligence; Communication","score_opus":0.19915568777828593,"score_gpt":0.3796777078735914,"score_spread":0.18052202009530546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2205985933","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967063,0.00005244924,0.00046887473,0.0006698196,0.000019255474,0.000052666877,0.0000090374515,0.000009520677,0.0020121501],"genre_scores_gemma":[0.9946883,0.00011901145,0.00089728605,0.00033525517,0.000020712256,0.000056694378,0.000013941456,0.000011770712,0.003857082],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973603,0.0015466365,0.00009289372,0.00021082886,0.00025605838,0.0005332266],"domain_scores_gemma":[0.9954919,0.0014976152,0.00047946608,0.00023350939,0.00029073074,0.0020068258],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034259895,0.00046427545,0.0004155629,0.0007461662,0.0077553606,0.0023128022,0.0012191603,0.002227178,0.0024377191],"category_scores_gemma":[0.0049013733,0.00036843296,0.0005123722,0.0005175484,0.002674471,0.0013303948,0.0029205296,0.0020427192,0.00046458133],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003708744,0.006288987,0.06764402,0.0003634854,0.000049901442,0.08062496,0.7767171,0.00034161293,0.012389794,0.003335819,0.0032128126,0.048660588],"study_design_scores_gemma":[0.00007323258,0.0013568155,0.03724392,0.00012493509,0.00004046733,0.016151382,0.9165649,0.0011602734,0.0048724157,0.0006624456,0.021674056,0.00007529741],"about_ca_topic_score_codex":0.0046309005,"about_ca_topic_score_gemma":0.01843995,"teacher_disagreement_score":0.0077553606,"about_ca_system_score_codex":0.002736268,"about_ca_system_score_gemma":0.0021353299,"threshold_uncertainty_score":0.019853115},"labels":[],"label_agreement":null},{"id":"W2206944281","doi":"","title":"Cultivating Junior High School Students’ Cross-Cultural Awareness in EFL Context: Evidence From an Empirical Studies","year":2015,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Pedagogy; Psychology; Target culture; Mathematics education; Teaching english; Cultural knowledge; Teaching method; Cultural competence; Sociology","score_opus":0.2451864916985498,"score_gpt":0.48720315612778453,"score_spread":0.24201666442923472,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2206944281","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979101,0.00029804077,0.000049066944,0.00006632379,0.0000042249185,0.000016605904,0.000010786187,7.666908e-7,0.0016440668],"genre_scores_gemma":[0.99875224,0.0005620636,0.0001360705,0.00006654664,0.000003646756,0.000013936502,0.000014882632,9.25286e-7,0.0004495694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99858284,0.0004821695,0.00012041036,0.00015652708,0.0003822623,0.00027574273],"domain_scores_gemma":[0.9925343,0.0035710824,0.001308908,0.00037597868,0.0010952158,0.0011145136],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003802209,0.0002486202,0.0005516617,0.0012821173,0.0016940129,0.0025448678,0.00055593305,0.00058354787,0.0027327896],"category_scores_gemma":[0.006747744,0.00029068638,0.0003006413,0.0012228872,0.0016461344,0.0016139953,0.0016220192,0.00095904944,0.0003309276],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026528919,0.0064758365,0.5238445,0.0021072358,0.00015285466,0.001869893,0.35125217,0.00013335336,0.0029648852,0.0027812666,0.0009010452,0.10725164],"study_design_scores_gemma":[0.000026996919,0.0010042092,0.59624076,0.0009436206,0.00015319423,0.00036626437,0.38994703,0.00017625604,0.001469091,0.00061069534,0.009021965,0.000039923525],"about_ca_topic_score_codex":0.004525625,"about_ca_topic_score_gemma":0.010114907,"teacher_disagreement_score":0.004525625,"about_ca_system_score_codex":0.0009651037,"about_ca_system_score_gemma":0.0023397862,"threshold_uncertainty_score":0.020108223},"labels":[],"label_agreement":null},{"id":"W2207419359","doi":"10.5539/elt.v8n12p7","title":"The Cultivation of Cross-cultural Communication Competence in Oral English Teaching Practice","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Competence (human resources); Cultural competence; Cross-cultural communication; Communicative competence; College English; Pedagogy; Cross-cultural; Mathematics education; Sociology; Social psychology; Communication","score_opus":0.036468194085661924,"score_gpt":0.34092652136939483,"score_spread":0.3044583272837329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2207419359","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9607947,0.0012756058,0.0015939393,0.0015356814,0.000047397953,0.000025640189,0.000005114431,0.000022482303,0.03469948],"genre_scores_gemma":[0.9987116,0.00022306111,0.00036707215,0.000055582845,0.000008918275,0.0000070221195,0.0000021052358,0.0000032878913,0.00062133255],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958034,0.0022425016,0.00022456101,0.00027430005,0.0009805794,0.00047462824],"domain_scores_gemma":[0.98880893,0.0054550213,0.0015918709,0.0005050673,0.0014796818,0.0021593585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004930222,0.00019290576,0.00022431412,0.001185299,0.0019041055,0.004098625,0.00040605466,0.00048481743,0.0018210877],"category_scores_gemma":[0.013099012,0.0002168846,0.0001880395,0.00051481376,0.0040631234,0.002136833,0.004582067,0.0012186947,0.00018083333],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007948932,0.000541408,0.1729192,0.00049723365,0.00004432326,0.0024449772,0.49514553,0.00024356798,0.0072399564,0.011614663,0.0012621386,0.30796757],"study_design_scores_gemma":[0.000028445105,0.00033280542,0.4661401,0.0009789964,0.000061342784,0.0047647175,0.485881,0.0012028678,0.0044830805,0.0075898482,0.028421193,0.00011555689],"about_ca_topic_score_codex":0.003852764,"about_ca_topic_score_gemma":0.0026941614,"teacher_disagreement_score":0.004930222,"about_ca_system_score_codex":0.0012461885,"about_ca_system_score_gemma":0.0030040785,"threshold_uncertainty_score":0.026073873},"labels":[],"label_agreement":null},{"id":"W2207503824","doi":"","title":"Reconciling language anxiety and the ‘Montréal switch’: An autoethnography of learning French in Montréal and negotiating my Canadian identity through language","year":2015,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Autoethnography; Negotiation; Identity (music); Anxiety; Psychology; Linguistics; Sociology; Language acquisition; Psychoanalysis; Art; Aesthetics; Gender studies; Mathematics education; Philosophy; Social science","score_opus":0.16679747995005045,"score_gpt":0.4650481637725106,"score_spread":0.29825068382246017,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2207503824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91902,0.0018694486,0.002977756,0.022850811,0.00046879824,0.0002597638,0.00036623795,0.0000944714,0.052092716],"genre_scores_gemma":[0.97646457,0.0007154295,0.001251049,0.002305156,0.00005003065,0.00011539099,0.000091202775,0.00011416548,0.018893031],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9912088,0.0048243613,0.000110126144,0.0006595022,0.0008219645,0.0023753394],"domain_scores_gemma":[0.9922925,0.0031704109,0.0004890172,0.00025555474,0.0013303506,0.002462212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059125233,0.0015784259,0.00084026856,0.0024072279,0.052086353,0.010618267,0.004614879,0.005413584,0.0063398946],"category_scores_gemma":[0.011138882,0.0010146435,0.00094879343,0.003099732,0.035597187,0.005425165,0.010015878,0.013644189,0.00048822188],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015863074,0.000021833537,0.0009537112,0.000022778433,0.000004533868,0.0005133464,0.9919521,0.00006558297,0.00031022026,0.002937728,0.0019398327,0.0012623412],"study_design_scores_gemma":[0.00000400632,0.00001511792,0.0015547106,0.00007170595,0.0000064648953,0.00013715954,0.96747094,0.00006550505,0.00015059017,0.00025189112,0.030232562,0.00003926083],"about_ca_topic_score_codex":0.94306815,"about_ca_topic_score_gemma":0.9757454,"teacher_disagreement_score":0.09599309,"about_ca_system_score_codex":0.09599309,"about_ca_system_score_gemma":0.07871673,"threshold_uncertainty_score":0.6964818},"labels":[],"label_agreement":null},{"id":"W2207890556","doi":"10.5539/elt.v9n1p142","title":"An Action Research on Improving Non-English Majors’ English Writing by Basic Sentence Pattern Translation Drills","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sentence; Psychology; Mathematics education; Action research; Test (biology); Action (physics); Vocational education; Plan (archaeology); Linguistics; Pedagogy","score_opus":0.07799142985156465,"score_gpt":0.34289535947360006,"score_spread":0.2649039296220354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2207890556","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9813548,0.00014629142,0.004947656,0.00085307314,0.000096602584,0.008409897,0.00008998771,0.000069170164,0.0040324135],"genre_scores_gemma":[0.90605825,0.0006112974,0.07474966,0.0005891501,0.00003426052,0.011949336,0.00017345513,0.00001457332,0.005820002],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9935767,0.00406805,0.0004362801,0.0005775034,0.00053048815,0.00081108016],"domain_scores_gemma":[0.9920548,0.004008483,0.00060736446,0.00065230636,0.0012650229,0.0014119351],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009025801,0.0009944779,0.0006343594,0.00088383124,0.0018747476,0.00094666786,0.0017189385,0.0012534866,0.002661734],"category_scores_gemma":[0.009104478,0.0005902588,0.00095986616,0.0005560894,0.001306811,0.0017791333,0.0013982654,0.0017930118,0.00037366204],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0047608297,0.17350167,0.025446659,0.0049133934,0.00017249728,0.0012597373,0.13500169,0.0026867874,0.051814344,0.006136753,0.005948116,0.5883575],"study_design_scores_gemma":[0.013752768,0.2883491,0.21199302,0.0020050865,0.0009276927,0.0013194851,0.32305005,0.009653445,0.07715686,0.007916111,0.06347909,0.00039730355],"about_ca_topic_score_codex":0.0023573965,"about_ca_topic_score_gemma":0.004456054,"teacher_disagreement_score":0.009025801,"about_ca_system_score_codex":0.0016802081,"about_ca_system_score_gemma":0.0067813993,"threshold_uncertainty_score":0.047733545},"labels":[],"label_agreement":null},{"id":"W2208195844","doi":"10.5539/jel.v5n1p95","title":"Foreign Language Learning, Motivation and the Market Economy","year":2015,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Attrition; Psychology; Context (archaeology); Motivation to learn; Test (biology); Face (sociological concept); English as a foreign language; Pedagogy; Mathematics education; Social psychology; Social science; Sociology","score_opus":0.026345362485223598,"score_gpt":0.2586130563483584,"score_spread":0.2322676938631348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2208195844","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9619636,0.00045006734,0.00018384194,0.0012523762,0.000012209365,0.0000057322677,0.000027854014,0.0000042503316,0.0361002],"genre_scores_gemma":[0.99867284,0.00010493734,0.000027636088,0.000035750938,0.0000067026326,0.0000018744944,0.0000063308853,0.0000010766369,0.0011428915],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996867,0.0001266874,0.00000910596,0.000020471576,0.00005768101,0.00009944054],"domain_scores_gemma":[0.99760264,0.00081128953,0.0006399722,0.00004652521,0.00015036452,0.00074928586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007982757,0.000088812725,0.000092118804,0.0008681638,0.00055094867,0.0030075798,0.000147686,0.00036439218,0.005883177],"category_scores_gemma":[0.0027521804,0.000052417363,0.00012454002,0.00040413346,0.0012367978,0.0010842289,0.0008321746,0.0004313878,0.00034446712],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017639676,0.000979962,0.81737256,0.00007460225,0.000041101433,0.00086064276,0.012642537,0.0007042482,0.00080908835,0.08010014,0.0024620104,0.083776675],"study_design_scores_gemma":[0.000024855726,0.0002116746,0.9385198,0.00008695181,0.000010747755,0.0003696092,0.019567234,0.0015188621,0.00029902533,0.021035591,0.018322311,0.000033447737],"about_ca_topic_score_codex":0.0016582105,"about_ca_topic_score_gemma":0.002674724,"teacher_disagreement_score":0.005883177,"about_ca_system_score_codex":0.00079905306,"about_ca_system_score_gemma":0.00046514766,"threshold_uncertainty_score":0.019681215},"labels":[],"label_agreement":null},{"id":"W2209329056","doi":"10.5539/elt.v9n1p148","title":"Students’ Preferences on the Use of Mother Tongue in English as a Foreign Language Classrooms: Is it the Time to Re-examine English-only Policies?","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Psychology; Inclusion (mineral); Perception; Foreign language; First language; Phenomenon; Mathematics education; Language proficiency; English as a foreign language; German; Pedagogy; Linguistics; Social psychology","score_opus":0.0651559168950889,"score_gpt":0.29743899093491294,"score_spread":0.23228307403982404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2209329056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99937147,0.00004146569,0.000011615635,0.000071626,0.000002520629,0.000002488893,0.000005140112,5.7615046e-7,0.0004930763],"genre_scores_gemma":[0.99937016,0.000107840126,0.000034290824,0.000043749766,0.0000017744561,0.0000050298627,0.00001090841,0.0000011718612,0.00042523825],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999079,0.0002952791,0.00007204829,0.00008204211,0.00024275797,0.00022893144],"domain_scores_gemma":[0.99678135,0.0009732762,0.0009772229,0.000093552255,0.0004261231,0.000748499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018659517,0.00017225428,0.00027839912,0.00053068175,0.0011418577,0.0029219352,0.00043250096,0.0006289551,0.0022049472],"category_scores_gemma":[0.004350219,0.00026702546,0.00029760614,0.00039472064,0.0011155215,0.0009942316,0.0009646446,0.0010148595,0.0005053272],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022613507,0.0006008463,0.7787166,0.000121145305,0.000028081555,0.0014810696,0.1870575,0.00008680601,0.0049985438,0.0005108484,0.00065524393,0.025517091],"study_design_scores_gemma":[0.000010892648,0.00034008932,0.60660887,0.00014474858,0.000022013704,0.00037243264,0.38832054,0.00018373669,0.0012583545,0.0001523402,0.0025501251,0.000035977348],"about_ca_topic_score_codex":0.010305358,"about_ca_topic_score_gemma":0.018746806,"teacher_disagreement_score":0.010305358,"about_ca_system_score_codex":0.0009025661,"about_ca_system_score_gemma":0.0013013312,"threshold_uncertainty_score":0.020490706},"labels":[],"label_agreement":null},{"id":"W2209793051","doi":"","title":"Contrastive Study on Learning Vocabulary through Role-play and Memorization among EFL Female Learners","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Memorization; Vocabulary; Psychology; Vocabulary learning; Control (management); Test (biology); Promotion (chess); Significant difference; Mathematics education; Linguistics; Computer science; Artificial intelligence; Mathematics; Statistics","score_opus":0.038786909177806514,"score_gpt":0.2862768607190148,"score_spread":0.2474899515412083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2209793051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99925405,0.00009472012,0.000085732434,0.000024201923,0.0000034813413,0.000014501702,0.000005571737,0.0000010418357,0.00051676313],"genre_scores_gemma":[0.9982243,0.00017517224,0.00028520465,0.00004374172,0.000007989369,0.000033558736,0.00001579444,0.0000014793033,0.0012128631],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996295,0.000092371985,0.000028291755,0.00005986532,0.00010022821,0.000089802605],"domain_scores_gemma":[0.999081,0.00034215124,0.00020849238,0.00004052249,0.00016346833,0.0001642824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007547098,0.00036538916,0.00041438584,0.00053650874,0.0005670132,0.0006495775,0.00041242762,0.00034793542,0.0021232865],"category_scores_gemma":[0.0023792305,0.00014006668,0.00025894213,0.00012307096,0.00048611194,0.0006851224,0.00049911026,0.0005535716,0.00023551949],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028247624,0.019039277,0.51168776,0.000976948,0.000115562805,0.005526177,0.21393022,0.00018424595,0.10643388,0.0016654239,0.0008311394,0.13678463],"study_design_scores_gemma":[0.00024996555,0.022824181,0.77841634,0.00024096931,0.00017061799,0.0065485514,0.15160441,0.0006106937,0.025845002,0.0012104923,0.012199422,0.00007942749],"about_ca_topic_score_codex":0.0005250083,"about_ca_topic_score_gemma":0.0008459331,"teacher_disagreement_score":0.0021232865,"about_ca_system_score_codex":0.00025997468,"about_ca_system_score_gemma":0.0003479561,"threshold_uncertainty_score":0.007103145},"labels":[],"label_agreement":null},{"id":"W2209900816","doi":"","title":"The Effect of Cooperative and Individualistic Instruction on Vocabulary and Pronunciation Learning: A Case of Low-Intermediate Iranian EFL Learners","year":2015,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Vocabulary; Psychology; Mathematics education; Significant difference; Test (biology); Vocabulary learning; Linguistics; Mathematics; Statistics","score_opus":0.03752657441097546,"score_gpt":0.2973381186536828,"score_spread":0.25981154424270736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2209900816","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993781,0.00011289368,0.00009115273,0.000055359997,0.0000030356698,0.00001254495,0.0000015496436,0.0000020888958,0.0003433213],"genre_scores_gemma":[0.9988035,0.0001828744,0.000546804,0.000034772656,0.000007666505,0.000017381743,0.0000047710855,0.0000010663796,0.00040119706],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99935514,0.00026896517,0.000043424472,0.00007597096,0.00014385386,0.0001125763],"domain_scores_gemma":[0.9990558,0.00039398612,0.00015660464,0.00006546096,0.00011064265,0.00021755365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009353176,0.0002987791,0.00031101113,0.00045945897,0.0007108824,0.00042142507,0.0004635352,0.0006732181,0.00073910475],"category_scores_gemma":[0.0030644333,0.00009357361,0.00036609592,0.00015205826,0.00067576393,0.0004337148,0.00057273626,0.00047976416,0.00011344945],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003458966,0.02952566,0.32760525,0.0011661092,0.00023404948,0.050878365,0.08316647,0.0012090151,0.051386572,0.0013378832,0.0011586511,0.44887307],"study_design_scores_gemma":[0.0012747205,0.05351514,0.7149588,0.0003339505,0.0007479142,0.060699895,0.09659912,0.0051859445,0.048585948,0.0023639256,0.015531986,0.00020263661],"about_ca_topic_score_codex":0.001662982,"about_ca_topic_score_gemma":0.0029648058,"teacher_disagreement_score":0.001662982,"about_ca_system_score_codex":0.00034468967,"about_ca_system_score_gemma":0.0006370385,"threshold_uncertainty_score":0.0049464703},"labels":[],"label_agreement":null},{"id":"W2211279904","doi":"10.5430/elr.v4n4p23","title":"Towards the Improvement of the Writing Process Using the Focus on Form Episodes: With Reference to Taif University Preparatory Year","year":2015,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Popularity; Focus (optics); Focus on form; Process (computing); Mathematics education; Computer science; Psychology; Emphasis (telecommunications); Linguistics; Foreign language; Grammar; Programming language; Philosophy; Social psychology","score_opus":0.18068645686468926,"score_gpt":0.36468068499830353,"score_spread":0.18399422813361427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2211279904","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8817487,0.012773147,0.012628899,0.0063893604,0.00087101554,0.0002613818,0.00008934228,0.00023887583,0.08499931],"genre_scores_gemma":[0.9559395,0.006003974,0.015292213,0.0005003535,0.00020075016,0.00007973153,0.00013780918,0.00006686209,0.021778818],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994105,0.0002388114,0.000027084381,0.00006758338,0.0001285918,0.00012753964],"domain_scores_gemma":[0.99858814,0.00046931667,0.00015600378,0.0001143091,0.00037978342,0.0002923983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015327475,0.00026722968,0.00021231652,0.0011735125,0.0017992664,0.0027021912,0.0005632508,0.0007020981,0.002633572],"category_scores_gemma":[0.004140833,0.00008060672,0.0001778528,0.0012013138,0.0005635072,0.0010193761,0.0011012827,0.00083551765,0.0003450222],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011588234,0.0010118168,0.019690223,0.0008211519,0.000012691411,0.0017480807,0.07879342,0.0004065078,0.00839118,0.012078626,0.00980997,0.86712044],"study_design_scores_gemma":[0.00005648654,0.0013552161,0.37530783,0.001701847,0.00009588728,0.002961599,0.09748052,0.0026191736,0.01932186,0.0073879827,0.4916092,0.00010234714],"about_ca_topic_score_codex":0.009596182,"about_ca_topic_score_gemma":0.012089657,"teacher_disagreement_score":0.009596182,"about_ca_system_score_codex":0.0017550221,"about_ca_system_score_gemma":0.0028870488,"threshold_uncertainty_score":0.019080639},"labels":[],"label_agreement":null},{"id":"W2211429096","doi":"10.5539/hes.v6n1p87","title":"Teachers’ and Students’ Perceptions of Classroom Activities Commonly Used in English Speaking Classes","year":2015,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Brainstorming; Mathematics education; Pedagogy; Computer science","score_opus":0.1177696562523153,"score_gpt":0.37280885635830013,"score_spread":0.25503920010598485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2211429096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991798,0.000042687803,0.000062902065,0.00003061097,0.0000023260372,0.0000046737377,0.000008696795,0.0000016622995,0.0006665649],"genre_scores_gemma":[0.99928695,0.000087456254,0.000080583,0.000017091215,0.0000022655151,0.000011490608,0.000014316134,0.0000016268186,0.0004981815],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9977689,0.000754816,0.00032610632,0.00021747926,0.00054314185,0.00038964025],"domain_scores_gemma":[0.9918412,0.0032035252,0.0024777611,0.00020305523,0.0009419106,0.0013325439],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021838122,0.00023750254,0.00048989797,0.0009054668,0.00076850166,0.0022430557,0.00034003897,0.0005951424,0.0018684071],"category_scores_gemma":[0.0061528287,0.00026375055,0.00041464172,0.0005501424,0.0009558011,0.0010108385,0.0010176096,0.00069227244,0.00033382318],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033887054,0.0011733581,0.66547805,0.00029969178,0.00006354584,0.00093653915,0.29245645,0.00029354886,0.011014284,0.00036025455,0.00033569377,0.027249763],"study_design_scores_gemma":[0.000019646794,0.0005692413,0.71095383,0.00008812836,0.00004016988,0.0003380352,0.28419605,0.00035186487,0.001145758,0.00009449906,0.0021465574,0.000056269655],"about_ca_topic_score_codex":0.0047007143,"about_ca_topic_score_gemma":0.008118213,"teacher_disagreement_score":0.0047007143,"about_ca_system_score_codex":0.0006215285,"about_ca_system_score_gemma":0.0004969297,"threshold_uncertainty_score":0.011549234},"labels":[],"label_agreement":null},{"id":"W2213101197","doi":"","title":"The Effect of Input Flooding and Explicit Instruction on Learning Adverb Placement in L3 French","year":2015,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Adverb; Arabic; Humanities; Exposition (narrative); French; Psychology; Linguistics; Art; Philosophy; Literature; Verb","score_opus":0.21840584165373603,"score_gpt":0.49473136397622197,"score_spread":0.276325522322486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2213101197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994343,0.000017581922,0.00010997519,0.000024501951,0.0000015530034,0.0000134096845,0.000004150483,0.000012256918,0.00038225565],"genre_scores_gemma":[0.9981665,0.00007040131,0.00083414954,0.00003289488,0.0000055692735,0.000048160666,0.000019088418,0.0000057494044,0.0008174783],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99920577,0.00035265274,0.000045690198,0.00010806193,0.00017240044,0.00011546635],"domain_scores_gemma":[0.9928517,0.005400347,0.0006688406,0.00022302949,0.00036390166,0.00049214956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081794173,0.00046348525,0.0003920231,0.00026724956,0.00040088614,0.00048549098,0.00038468043,0.0006527443,0.0035337445],"category_scores_gemma":[0.0073858825,0.0001874064,0.00023441727,0.00017534068,0.0006898965,0.00036660457,0.000643443,0.0006630054,0.0003157185],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020418547,0.032741766,0.075572,0.0015449283,0.00022456428,0.0013760823,0.044431213,0.0029933099,0.36315802,0.0005396038,0.00097243063,0.45602763],"study_design_scores_gemma":[0.0017803137,0.12214134,0.64292985,0.00038240373,0.0005678753,0.0007143902,0.02435946,0.0052199205,0.18882088,0.0011456806,0.0117415795,0.00019631795],"about_ca_topic_score_codex":0.0043500373,"about_ca_topic_score_gemma":0.004140937,"teacher_disagreement_score":0.0043500373,"about_ca_system_score_codex":0.0005458562,"about_ca_system_score_gemma":0.0005304767,"threshold_uncertainty_score":0.011821568},"labels":[],"label_agreement":null},{"id":"W2221803264","doi":"","title":"Post Method Pedagogy and ELT Teachers","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Mathematics education; Computer science; Sociology; Psychology","score_opus":0.07623639342665468,"score_gpt":0.3839090875529623,"score_spread":0.30767269412630766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2221803264","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2283889,0.007099812,0.21333249,0.05117132,0.0019464423,0.0007185434,0.000066381086,0.00068610726,0.49659002],"genre_scores_gemma":[0.8728779,0.0021285906,0.0337805,0.004018082,0.00035642373,0.00089360675,0.000034001354,0.0003963859,0.08551458],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.96905106,0.022132615,0.00094825315,0.0014847469,0.005141246,0.0012420055],"domain_scores_gemma":[0.9429437,0.037373275,0.0057634716,0.0052202526,0.005723809,0.0029755337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027471524,0.00055114855,0.0004093438,0.0017566035,0.0054912795,0.009621549,0.0014964195,0.0025318337,0.0116032725],"category_scores_gemma":[0.039787628,0.00057399395,0.00043097575,0.00094611966,0.021326285,0.011401531,0.010821465,0.006411973,0.0016559574],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013887754,0.0007359865,0.007354032,0.0005874546,0.000016476042,0.0006907551,0.27340192,0.00027567876,0.0017071587,0.5876713,0.006024198,0.12139619],"study_design_scores_gemma":[0.00019562323,0.0005662411,0.0074689924,0.001513759,0.00001892827,0.0017681762,0.13713221,0.001711131,0.0053057605,0.38649434,0.45775786,0.00006697343],"about_ca_topic_score_codex":0.0012087259,"about_ca_topic_score_gemma":0.0017184281,"teacher_disagreement_score":0.027471524,"about_ca_system_score_codex":0.0060787178,"about_ca_system_score_gemma":0.009643093,"threshold_uncertainty_score":0.14528507},"labels":[],"label_agreement":null},{"id":"W2224332236","doi":"10.5539/elt.v9n2p43","title":"English Perceptive Teaching of Middle School in China —Based on an Empirical Study","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Empirical research; Meaning (existential); Perception; Cognition; Mathematics education; Process (computing); Teaching method; Teaching english; Pedagogy; Computer science; Epistemology","score_opus":0.02409776667027349,"score_gpt":0.29199662924400227,"score_spread":0.2678988625737288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2224332236","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99917114,0.00005028312,0.00002168195,0.00003540516,0.0000012744209,0.000012379549,0.000011808852,0.0000010222716,0.00069501577],"genre_scores_gemma":[0.99861073,0.00012408155,0.00007810262,0.000027041682,0.0000023493044,0.000011788584,0.000031277134,9.850703e-7,0.001113481],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993407,0.00010577974,0.000060018298,0.00010596654,0.00017286267,0.00021458541],"domain_scores_gemma":[0.99906343,0.00016947668,0.00017402167,0.000045267607,0.00017385281,0.00037399633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011639971,0.00033584988,0.00039399375,0.0019043249,0.0029762946,0.001272473,0.00059491745,0.00037945437,0.0025006474],"category_scores_gemma":[0.0013621716,0.00034250546,0.00028202063,0.0019154532,0.0010540626,0.0013595601,0.0008902561,0.0005374372,0.00025907648],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011928782,0.003063531,0.6886399,0.00036321135,0.000034721754,0.002193477,0.24718781,0.00024503467,0.004179834,0.002462834,0.001070634,0.050439786],"study_design_scores_gemma":[0.000010292783,0.00020765647,0.9007427,0.00007823198,0.000024381205,0.00012846614,0.09371861,0.00038504557,0.0007234857,0.00017881111,0.0037852689,0.000017022383],"about_ca_topic_score_codex":0.058282826,"about_ca_topic_score_gemma":0.12261637,"teacher_disagreement_score":0.058282826,"about_ca_system_score_codex":0.0041110637,"about_ca_system_score_gemma":0.0038452079,"threshold_uncertainty_score":0.115887165},"labels":[],"label_agreement":null},{"id":"W2225747719","doi":"","title":"The Use and Benefits of Assistive Technologies as a Vocabulary Strategy for English as a Second Language Adult Students","year":2011,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Vocabulary; Assistive technology; Linguistics; English language; Psychology; Computer science; Mathematics education; Human–computer interaction","score_opus":0.12541874904248068,"score_gpt":0.30456912890336546,"score_spread":0.17915037986088478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2225747719","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957932,0.00009786882,0.000093766714,0.00007432094,0.0000059751846,0.000013337457,0.000020313506,0.0000066807565,0.0038945975],"genre_scores_gemma":[0.99808013,0.0001464358,0.00040252783,0.000030928983,0.0000033344609,0.000016117488,0.000026092946,0.000003582011,0.0012909636],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99938416,0.00019894788,0.00006029261,0.000074977856,0.00017914662,0.00010240813],"domain_scores_gemma":[0.99669504,0.0020963678,0.00023849799,0.00010966153,0.00043282314,0.0004276162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010786256,0.00018858569,0.00015853113,0.0006902066,0.00041124685,0.0012773721,0.00028957136,0.00047251402,0.0026308706],"category_scores_gemma":[0.008717658,0.00010145719,0.00026673207,0.00029012296,0.00034083752,0.0015620237,0.00074162567,0.00033279046,0.00047782695],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003822909,0.010722411,0.32062137,0.0005803749,0.00013913157,0.002152311,0.04138992,0.0005120608,0.02604322,0.002931938,0.002299917,0.5887844],"study_design_scores_gemma":[0.0005204111,0.013562227,0.8601087,0.0003466905,0.00061949814,0.0025179936,0.07844665,0.0030746907,0.020349171,0.0026239033,0.017714532,0.000115680654],"about_ca_topic_score_codex":0.0016998387,"about_ca_topic_score_gemma":0.0032701804,"teacher_disagreement_score":0.0026308706,"about_ca_system_score_codex":0.00029438792,"about_ca_system_score_gemma":0.00054432586,"threshold_uncertainty_score":0.008801103},"labels":[],"label_agreement":null},{"id":"W2226045079","doi":"10.1007/978-3-319-21308-8_11","title":"Chinese Language Teachers’ Pedagogical Adjustment and Classroom Management in Cross-Cultural Contexts","year":2015,"lang":"en","type":"book-chapter","venue":"Multilingual education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"China; Classroom management; Face (sociological concept); Pedagogy; Psychology; Mathematics education; Foreign language; Sociology; Political science; Social science","score_opus":0.09629531331724141,"score_gpt":0.4153088814455843,"score_spread":0.3190135681283429,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2226045079","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99345934,0.00038540474,0.000043631215,0.0001442544,0.000008852704,0.0000051142474,0.000012842156,0.000003314987,0.00593714],"genre_scores_gemma":[0.99659914,0.00016363864,0.000038222108,0.00001822243,0.000001936495,0.000006328437,0.000018483215,0.000001781742,0.0031523034],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9996228,0.00007136551,0.000020141953,0.000060630406,0.0000714657,0.00015348499],"domain_scores_gemma":[0.9994161,0.00009821149,0.000095499534,0.000021445847,0.00009212408,0.00027661314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005408636,0.00016784485,0.00016149129,0.0007813679,0.0018025829,0.0019541301,0.00047645136,0.00025858244,0.0017498268],"category_scores_gemma":[0.0012622151,0.00012291392,0.00017489903,0.0011971524,0.0010895116,0.00095259014,0.0011986956,0.00046465755,0.00011970035],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015065375,0.000339689,0.45905852,0.00009432076,0.000033069373,0.0010154324,0.44264033,0.00025219447,0.003285842,0.007565957,0.002563111,0.0830009],"study_design_scores_gemma":[0.000005515977,0.00004423912,0.8635011,0.000035203124,0.000016618045,0.00009359859,0.13003643,0.00018796006,0.00040111548,0.0005951795,0.0050639133,0.000019170167],"about_ca_topic_score_codex":0.09959845,"about_ca_topic_score_gemma":0.1679651,"teacher_disagreement_score":0.09959845,"about_ca_system_score_codex":0.0029672156,"about_ca_system_score_gemma":0.0038036413,"threshold_uncertainty_score":0.1980375},"labels":[],"label_agreement":null},{"id":"W2226813013","doi":"10.5206/cie-eci.v40i3.9189","title":"Teacher Perceptions of Strategies for Improving ESOL Students’ Academic English Skills: A K-12 Perspective","year":2011,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Pedagogy; Perception; English language; Mathematics education","score_opus":0.12329117064275569,"score_gpt":0.3985458471069005,"score_spread":0.2752546764641448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2226813013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99370015,0.00022987972,0.00017187567,0.0008027574,0.000011652186,0.000009586455,0.000008436482,0.000005477267,0.0050602998],"genre_scores_gemma":[0.9950058,0.00056454237,0.00037907402,0.00023344587,0.0000050357985,0.0000140363445,0.000014726947,0.000004384818,0.0037790562],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99873775,0.00052521244,0.00008229709,0.000088783476,0.00024332789,0.00032262062],"domain_scores_gemma":[0.99715936,0.00061597605,0.0006154752,0.00006661925,0.0007553195,0.00078720617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016638031,0.0002482507,0.00023050803,0.0006130353,0.0025816627,0.0026478926,0.0004974204,0.0006320824,0.0018986813],"category_scores_gemma":[0.002356448,0.0002096267,0.0001836306,0.00048108623,0.0017475653,0.0013322751,0.0018527287,0.0011005611,0.0003474677],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008606991,0.00062803034,0.23840012,0.00031677834,0.000026438616,0.0013117436,0.7129217,0.00014040059,0.0047283364,0.0014353482,0.0013820213,0.038622983],"study_design_scores_gemma":[0.000009200695,0.0001585192,0.07192914,0.00013574105,0.000012642682,0.00020064788,0.9125384,0.000094406685,0.00063147314,0.00018890297,0.014085255,0.00001560408],"about_ca_topic_score_codex":0.01187617,"about_ca_topic_score_gemma":0.03187788,"teacher_disagreement_score":0.01187617,"about_ca_system_score_codex":0.0012899535,"about_ca_system_score_gemma":0.0024784578,"threshold_uncertainty_score":0.023614049},"labels":[],"label_agreement":null},{"id":"W2227452373","doi":"","title":"A Proposed Framework for Cultivating Students’ Cross-Cultural Awareness in High School English Teaching","year":2016,"lang":"en","type":"article","venue":"Studies in sociology of science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cultural knowledge; Status quo; Cultural competence; Pedagogy; China; Cross-cultural; Psychology; Communicative competence; Cross-cultural communication; Chinese culture; Cultural diversity; Mathematics education; Sociology; Political science","score_opus":0.09893016177940894,"score_gpt":0.44273506990087247,"score_spread":0.3438049081214635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2227452373","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12481555,0.0022554344,0.49158219,0.03339341,0.00046708377,0.002501807,0.00042385375,0.0007048149,0.34385586],"genre_scores_gemma":[0.71821225,0.00077668315,0.26986524,0.0007738297,0.000040534815,0.0017194519,0.00018707677,0.000036866808,0.008388015],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978873,0.0011219584,0.00008934516,0.00036266408,0.0002744348,0.00026429212],"domain_scores_gemma":[0.9980082,0.0005931869,0.00021651026,0.00011440385,0.000515768,0.0005520069],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038091757,0.0009984904,0.00040965923,0.0024789446,0.0031540033,0.005057332,0.002261,0.0020964732,0.005407862],"category_scores_gemma":[0.0023491906,0.00040160064,0.0008686036,0.0016638499,0.0074910955,0.00415504,0.0030131668,0.0020173187,0.0006756892],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033166598,0.00059224706,0.0077433647,0.00041820708,0.0000415176,0.0005423141,0.03624553,0.0028096128,0.0016814742,0.89489055,0.003196021,0.051806007],"study_design_scores_gemma":[0.00019134914,0.00052263297,0.018869704,0.0014185938,0.00017234377,0.0009360175,0.07370792,0.038103223,0.0019047948,0.76129925,0.10274121,0.0001329531],"about_ca_topic_score_codex":0.0115999915,"about_ca_topic_score_gemma":0.02216057,"teacher_disagreement_score":0.0115999915,"about_ca_system_score_codex":0.005722354,"about_ca_system_score_gemma":0.012281116,"threshold_uncertainty_score":0.041518807},"labels":[],"label_agreement":null},{"id":"W2229769364","doi":"","title":"Can chat deliver the goods? An example from an online task in second language teacher education","year":2008,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Task (project management); Computer science; Psychology; Internet privacy; Pedagogy; Mathematics education; Engineering","score_opus":0.05293107601115197,"score_gpt":0.30295047186951185,"score_spread":0.25001939585835986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2229769364","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7405174,0.00054443674,0.022656793,0.017876783,0.00041546466,0.00033057897,0.0013942054,0.00080953096,0.21545488],"genre_scores_gemma":[0.9281637,0.00022118438,0.016494533,0.0011314325,0.00009420879,0.00016478998,0.0007368567,0.00032848903,0.052664798],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9976283,0.0015555699,0.00007835552,0.00011000167,0.00032966924,0.00029817154],"domain_scores_gemma":[0.9810069,0.015343822,0.00031538107,0.00063204626,0.0011433283,0.0015584464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024388072,0.00065204734,0.00048551228,0.0018414397,0.011039049,0.0032261882,0.0017204719,0.0051898067,0.01339297],"category_scores_gemma":[0.011203395,0.0003381285,0.00058398384,0.001832936,0.0023539786,0.0052346885,0.0028491046,0.0026101812,0.0026373658],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022009346,0.002605872,0.028627874,0.0011549346,0.00007203137,0.02021385,0.6180509,0.003141522,0.010128948,0.085106835,0.11621233,0.11248402],"study_design_scores_gemma":[0.00036100336,0.00082993996,0.045402065,0.00056776224,0.00009789818,0.0055159684,0.4864111,0.019401656,0.0068612155,0.046314277,0.38793766,0.0002993716],"about_ca_topic_score_codex":0.028370375,"about_ca_topic_score_gemma":0.052673988,"teacher_disagreement_score":0.028370375,"about_ca_system_score_codex":0.0014582548,"about_ca_system_score_gemma":0.0018540819,"threshold_uncertainty_score":0.05641049},"labels":[],"label_agreement":null},{"id":"W2229794902","doi":"10.5539/elt.v9n2p20","title":"EFL Teachers’ Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Cognition; Mathematics education; Metacognition; English language; Qualitative research; Teaching method; Linguistics","score_opus":0.014205833853167168,"score_gpt":0.26106028508126605,"score_spread":0.24685445122809888,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2229794902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99304575,0.00016576704,0.0032200355,0.00007607557,0.000015977268,0.0017475111,0.00012420115,0.000018773508,0.0015859805],"genre_scores_gemma":[0.96308696,0.00042817552,0.019404605,0.00022587572,0.000027725393,0.0127003435,0.00025020697,0.0000294071,0.0038466789],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99369884,0.0033226,0.00060809223,0.00081665127,0.0010053837,0.0005484536],"domain_scores_gemma":[0.98894346,0.007159688,0.001231048,0.00082347397,0.0014972955,0.00034504378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011766543,0.0011231129,0.0014428948,0.0041715973,0.0029105672,0.003606299,0.0014456105,0.0010183312,0.00372736],"category_scores_gemma":[0.012918357,0.0011865941,0.0011618768,0.002800389,0.0023550135,0.0021831007,0.0024973478,0.0014706946,0.00056775357],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001632447,0.012621926,0.083646655,0.0018016236,0.00023771239,0.00087815756,0.7657993,0.00045201028,0.011975231,0.002293387,0.0004669884,0.11819459],"study_design_scores_gemma":[0.0015271476,0.01720731,0.19412194,0.0008510778,0.0004930621,0.0007354174,0.75115246,0.0029746296,0.0124234045,0.0046127387,0.013640107,0.00026073036],"about_ca_topic_score_codex":0.00479839,"about_ca_topic_score_gemma":0.008444761,"teacher_disagreement_score":0.011766543,"about_ca_system_score_codex":0.002539323,"about_ca_system_score_gemma":0.003265712,"threshold_uncertainty_score":0.062228143},"labels":[],"label_agreement":null},{"id":"W2234278633","doi":"10.3138/cmlr.2494","title":"L2 Academic Discourse Socialization through Oral Presentations: An Undergraduate Student’s Learning Trajectory in Study Abroad","year":2015,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Foreign Affairs and International Trade Canada","keywords":"Socialization; Appropriation; Sophistication; Context (archaeology); Psychology; Presentation (obstetrics); Citizen journalism; Pedagogy; Qualitative research; Mathematics education; Sociology; Social psychology; Political science; Social science; Linguistics","score_opus":0.06471311758929556,"score_gpt":0.35398365695099576,"score_spread":0.2892705393617002,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2234278633","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996452,0.0001017844,0.00017701373,0.00044283597,0.000009375732,0.000023543986,0.000025305882,0.000009800396,0.0027583165],"genre_scores_gemma":[0.9964211,0.00013699221,0.00018036245,0.000117782096,0.0000070133947,0.000024310437,0.000034725395,0.000011697115,0.0030660036],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99752146,0.0009510507,0.0000677358,0.00023691004,0.00055070606,0.0006721102],"domain_scores_gemma":[0.9952063,0.0012593098,0.00048688523,0.00018833605,0.0010493498,0.0018097953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040202495,0.00049903226,0.0006801251,0.00209665,0.009806519,0.0070615886,0.0016915769,0.0019591267,0.002718091],"category_scores_gemma":[0.009714245,0.00048754772,0.00030084743,0.0015758361,0.0053469315,0.0028326078,0.008899158,0.0029070198,0.0005691913],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041472507,0.00021273825,0.016709518,0.000034924822,0.0000037982675,0.0010673839,0.96750367,0.00003420626,0.0014158501,0.0008865886,0.0005147652,0.011575119],"study_design_scores_gemma":[0.0000028968743,0.00010397664,0.016287595,0.000037308884,0.0000033662322,0.00035800156,0.9757909,0.00008947103,0.0006202574,0.00023206622,0.0064469017,0.000027236505],"about_ca_topic_score_codex":0.058435254,"about_ca_topic_score_gemma":0.116380684,"teacher_disagreement_score":0.058435254,"about_ca_system_score_codex":0.0064636213,"about_ca_system_score_gemma":0.0058816345,"threshold_uncertainty_score":0.116190255},"labels":[],"label_agreement":null},{"id":"W2237745289","doi":"","title":"How should EIL adapt to the electronic era?---- From the perspective of ELT in Japan","year":2006,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Foreign language; Language education; Language assessment; Applied linguistics; Sociology; Constructive; Language industry; Comprehension approach; Second-language acquisition; China; Linguistics; Pedagogy; Computer science; Political science; Process (computing)","score_opus":0.07735401830486621,"score_gpt":0.28248336888943365,"score_spread":0.20512935058456744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2237745289","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4001665,0.016043777,0.008587977,0.28569326,0.002247498,0.00015413709,0.00016001116,0.0003083108,0.28663853],"genre_scores_gemma":[0.926783,0.0074803424,0.0046100216,0.022822877,0.00043189162,0.00009082533,0.00009350802,0.00015281173,0.037534755],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99715865,0.0010730528,0.0001820324,0.0003589967,0.00037904776,0.0008481992],"domain_scores_gemma":[0.9967159,0.000496202,0.00042903403,0.0002690024,0.0007712154,0.0013185645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00504737,0.00030056393,0.00034247688,0.0008507724,0.0053607505,0.010980096,0.0013074859,0.003347263,0.004525219],"category_scores_gemma":[0.0054755085,0.0003383268,0.00041347492,0.0015340756,0.0084332535,0.01226303,0.0067898254,0.0034650401,0.0015355758],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001828778,0.0004768963,0.06536686,0.0016092664,0.000052684656,0.012514459,0.43978608,0.00058812083,0.005679177,0.16709721,0.06426377,0.2423827],"study_design_scores_gemma":[0.00003429813,0.00017598315,0.048444707,0.00097495405,0.000052751482,0.0022871757,0.45195633,0.0006198539,0.0011113385,0.020640219,0.47357348,0.00012881041],"about_ca_topic_score_codex":0.023620548,"about_ca_topic_score_gemma":0.025219027,"teacher_disagreement_score":0.023620548,"about_ca_system_score_codex":0.0051876577,"about_ca_system_score_gemma":0.0055332175,"threshold_uncertainty_score":0.046966136},"labels":[],"label_agreement":null},{"id":"W2237829323","doi":"10.25071/1916-4467.22578","title":"The Reader Response Approach in Modern Language Acquisition","year":2010,"lang":"en","type":"article","venue":"Journal of the Canadian Association for Curriculum Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Class (philosophy); Focus (optics); Focus group; Sociology; Linguistics; Language acquisition; Qualitative analysis; Qualitative research; Pedagogy; Psychology; Mathematics education; Computer science; Artificial intelligence; Social science; Anthropology","score_opus":0.021298039550447553,"score_gpt":0.2719952783105491,"score_spread":0.2506972387601015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2237829323","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5138183,0.002646078,0.21007459,0.027605481,0.00095868774,0.0012170569,0.000043445794,0.0011332141,0.2425031],"genre_scores_gemma":[0.889444,0.00084041926,0.060995553,0.004467464,0.00018694793,0.0009449467,0.000025462634,0.000391533,0.04270368],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.90906745,0.08016803,0.0010070046,0.0037112006,0.0041147447,0.0019315957],"domain_scores_gemma":[0.9563779,0.032763604,0.0023996616,0.003351068,0.0033948096,0.0017128424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04843063,0.0007633232,0.00067953876,0.002088656,0.0058109174,0.0065191565,0.0032815947,0.003658235,0.009828506],"category_scores_gemma":[0.03864804,0.0007174022,0.00059709576,0.00086488173,0.017214576,0.006209096,0.011948526,0.0047084196,0.002794046],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016783732,0.00056676875,0.004447819,0.0007163354,0.000035330067,0.0019089839,0.7555873,0.0003149475,0.0071426304,0.05306855,0.00404855,0.17199492],"study_design_scores_gemma":[0.00015468537,0.0015063011,0.007307319,0.0012828988,0.00007007012,0.006850328,0.5787508,0.0012951463,0.01101492,0.04661591,0.3448717,0.00028004014],"about_ca_topic_score_codex":0.0018155687,"about_ca_topic_score_gemma":0.003071637,"teacher_disagreement_score":0.04843063,"about_ca_system_score_codex":0.0038897586,"about_ca_system_score_gemma":0.0062262174,"threshold_uncertainty_score":0.25612873},"labels":[],"label_agreement":null},{"id":"W2238627023","doi":"10.5539/ijps.v8n1p92","title":"The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University","year":2016,"lang":"en","type":"article","venue":"International Journal of Psychological Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Curriculum; Test (biology); Anxiety; Foreign language; Mathematics education; Test anxiety; Significant difference; English as a foreign language; Social psychology; Pedagogy","score_opus":0.04336576522976819,"score_gpt":0.3573668600412852,"score_spread":0.314001094811517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2238627023","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99909925,0.00007604979,0.00017533898,0.00003866555,0.000012420804,0.00012844207,0.000013528353,0.000011344182,0.00044499722],"genre_scores_gemma":[0.9957371,0.00032297953,0.0020994775,0.000064202846,0.000028952347,0.00026013041,0.000057011013,0.0000031498362,0.0014269811],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9998479,0.00004391627,0.0000142677,0.00002329988,0.000036932466,0.000033628454],"domain_scores_gemma":[0.999668,0.00008384884,0.000043280805,0.000022803577,0.00003579782,0.00014630807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035413442,0.00031103424,0.00027252073,0.00031540834,0.00031084957,0.00023772934,0.00033317774,0.0003503394,0.002438559],"category_scores_gemma":[0.0008415057,0.00008383959,0.00043884257,0.000119311764,0.00012793313,0.00018851289,0.00038394437,0.0003856141,0.0001759077],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.012491407,0.17682967,0.03266703,0.0019223697,0.00028837577,0.0005405146,0.0036206269,0.0010256883,0.055694163,0.00042136473,0.0008569639,0.71364176],"study_design_scores_gemma":[0.0066885888,0.37230918,0.56000525,0.00043449926,0.001072096,0.00056198443,0.004369145,0.0035836156,0.03973162,0.00029319094,0.010862067,0.000088709894],"about_ca_topic_score_codex":0.0009295909,"about_ca_topic_score_gemma":0.0016577874,"teacher_disagreement_score":0.002438559,"about_ca_system_score_codex":0.00016404883,"about_ca_system_score_gemma":0.0005220489,"threshold_uncertainty_score":0.00815773},"labels":[],"label_agreement":null},{"id":"W2240198969","doi":"10.18192/olbiwp.v7i0.1361","title":"Canadian English teachers: Volunteering to teach their mother tongue in a foreign country","year":2015,"lang":"en","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Feeling; First language; English language; Pedagogy; Situated; Experiential learning; Psychology; Qualitative research; English as a foreign language; Foreign language; Teaching english; Mathematics education; Sociology; Medicine; Social psychology; Social science","score_opus":0.027986626662342952,"score_gpt":0.22827424112240757,"score_spread":0.20028761446006463,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2240198969","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9903784,0.00032561913,0.00018554085,0.0017429974,0.000065021115,0.000100773344,0.00004883138,0.000015294483,0.0071374043],"genre_scores_gemma":[0.9892686,0.0004825732,0.00040398136,0.00047014945,0.000015754094,0.000055147735,0.000049349324,0.000013783095,0.009240658],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983494,0.00045860076,0.0000217143,0.0001249207,0.00026311429,0.00078222115],"domain_scores_gemma":[0.9962804,0.00048704128,0.0002199301,0.00011061458,0.0005474762,0.0023544603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022795724,0.00034343975,0.0003317524,0.00060067896,0.015963428,0.0026685265,0.0011009963,0.0008085962,0.0034153957],"category_scores_gemma":[0.0036891603,0.00029978808,0.00019126873,0.00073047477,0.0048565622,0.0006175152,0.0029496357,0.0014046511,0.00031998544],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013369728,0.00019989233,0.03356906,0.00013499477,0.00000674903,0.0043742643,0.9198868,0.000065533575,0.0024475737,0.0015295096,0.009055315,0.028596565],"study_design_scores_gemma":[0.0000121229,0.00009115826,0.017225163,0.00006566377,0.0000056126732,0.00038026393,0.9401581,0.0000530479,0.00018403029,0.00006765765,0.041738667,0.000018444836],"about_ca_topic_score_codex":0.75649726,"about_ca_topic_score_gemma":0.91617376,"teacher_disagreement_score":0.24350274,"about_ca_system_score_codex":0.014336842,"about_ca_system_score_gemma":0.044494446,"threshold_uncertainty_score":0.48987353},"labels":[],"label_agreement":null},{"id":"W2240322568","doi":"10.82308/54019","title":"The piecing of identity : an autobiographical investigation of culture and values in language education","year":2000,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Narrative; Identity (music); Narrative inquiry; Psychology; Language education; Perception; Negotiation; Sociology; Linguistics; Aesthetics; Social science","score_opus":0.015604502073043019,"score_gpt":0.24928669742625456,"score_spread":0.23368219535321155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2240322568","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9477521,0.0018352845,0.0043308646,0.004863943,0.00024766076,0.00006883748,0.00007871885,0.000036355428,0.040786356],"genre_scores_gemma":[0.99249035,0.0005887253,0.0005778201,0.00029221192,0.000038776358,0.000025355666,0.000028175635,0.000029003235,0.005929567],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99774915,0.00152424,0.00005208867,0.0001537101,0.00025223522,0.00026853164],"domain_scores_gemma":[0.9955391,0.0024673566,0.000638607,0.00033873235,0.00041925325,0.0005969014],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029660885,0.0004633993,0.0004067202,0.0019286907,0.011510906,0.005993414,0.0008651818,0.0011829461,0.002364291],"category_scores_gemma":[0.008377228,0.00038723776,0.00026939414,0.0016022857,0.0151055595,0.0069622328,0.005670505,0.0032735378,0.0003300155],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006465422,0.000009130741,0.0011760998,0.00001657062,0.0000015728515,0.0002104983,0.99343663,0.000010452964,0.0002008313,0.0025355893,0.00027156025,0.0021245002],"study_design_scores_gemma":[0.0000011379518,0.000012538431,0.002019413,0.000060371018,0.000003435635,0.00028285518,0.97705555,0.00005724514,0.00020433147,0.00078095024,0.019514212,0.0000079277415],"about_ca_topic_score_codex":0.019431256,"about_ca_topic_score_gemma":0.03797893,"teacher_disagreement_score":0.019431256,"about_ca_system_score_codex":0.0037577834,"about_ca_system_score_gemma":0.0029253433,"threshold_uncertainty_score":0.038636327},"labels":[],"label_agreement":null},{"id":"W2246374726","doi":"10.18192/olbiwp.v7i0.1359","title":"Engaging the hidden curriculum within the Canadian Language Benchmarks (2000 and 2012) as a complicated conversation","year":2015,"lang":"en","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Conversation; Curriculum; Context (archaeology); Computer science; Mathematics education; Pedagogy; Sociology; Linguistics; Psychology; Communication; History","score_opus":0.02749671559159559,"score_gpt":0.24572222969814914,"score_spread":0.21822551410655355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2246374726","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3353265,0.0016767373,0.011276945,0.02953107,0.0011503394,0.00027070954,0.0006233169,0.0003921593,0.6197523],"genre_scores_gemma":[0.94608957,0.00061117596,0.005922927,0.002441959,0.000060783048,0.00018338305,0.00028259453,0.00015968738,0.044247907],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98572886,0.0034130877,0.00022948447,0.000735369,0.0061412677,0.0037518535],"domain_scores_gemma":[0.98734343,0.0027820016,0.00065032416,0.00068112195,0.0030796095,0.0054634754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009165014,0.0006301227,0.00045994297,0.002266248,0.023544855,0.01300734,0.002433876,0.002349566,0.0058957175],"category_scores_gemma":[0.022658544,0.0004456392,0.00025299567,0.0028380393,0.013318517,0.0045680148,0.009633639,0.006043204,0.000842642],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014751349,0.00024034595,0.0078922305,0.00021293042,0.000011655953,0.0007639901,0.41276684,0.0012095113,0.002461647,0.3695587,0.07217657,0.13255809],"study_design_scores_gemma":[0.000025345911,0.00007796986,0.018890962,0.00050820026,0.000013826368,0.00018693636,0.25383154,0.0008351772,0.0015309358,0.019540878,0.7043904,0.00016783384],"about_ca_topic_score_codex":0.9067863,"about_ca_topic_score_gemma":0.9679307,"teacher_disagreement_score":0.094745114,"about_ca_system_score_codex":0.094745114,"about_ca_system_score_gemma":0.15032399,"threshold_uncertainty_score":0.68742716},"labels":[],"label_agreement":null},{"id":"W2248118242","doi":"10.4018/978-1-59904-895-6.ch010","title":"A Computer-Based Reading Tutor for Young Language Learners","year":2008,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"TUTOR; Reading (process); Computer science; Literacy; Dimension (graph theory); Mathematics education; Software; Psychology; Multimedia; Pedagogy; Linguistics","score_opus":0.03293788575948208,"score_gpt":0.2527626391678971,"score_spread":0.219824753408415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2248118242","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.666921,0.009552127,0.11673026,0.002652145,0.0013950975,0.002541564,0.0014541493,0.013093417,0.18566021],"genre_scores_gemma":[0.49233195,0.0052226596,0.22668755,0.0016077636,0.0002858651,0.0016138367,0.0017890586,0.0005807367,0.2698806],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99978095,0.000076664175,0.000014646149,0.00004573394,0.00005890033,0.00002307802],"domain_scores_gemma":[0.9997304,0.00007935473,0.00001330422,0.000017830644,0.000039030107,0.000120043616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004954153,0.0003192949,0.0003698175,0.0003012151,0.00038120686,0.0008502428,0.0007367413,0.0007044993,0.015407847],"category_scores_gemma":[0.00087565166,0.00011349814,0.00021300958,0.00021271895,0.00013126842,0.00076716556,0.0008263872,0.00060825533,0.00778757],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027171083,0.0027761657,0.0045106993,0.0005673524,0.000009689991,0.0013671517,0.0045534754,0.0003393525,0.022584857,0.0021481842,0.02969518,0.9311762],"study_design_scores_gemma":[0.00066588965,0.017551087,0.035634752,0.00065597316,0.00015603047,0.01689597,0.007216211,0.0074162977,0.04979979,0.004064779,0.8597828,0.00016035793],"about_ca_topic_score_codex":0.00029552684,"about_ca_topic_score_gemma":0.00090956106,"teacher_disagreement_score":0.015407847,"about_ca_system_score_codex":0.00028713976,"about_ca_system_score_gemma":0.00073633593,"threshold_uncertainty_score":0.051544428},"labels":[],"label_agreement":null},{"id":"W2254152513","doi":"10.5070/l28128107","title":"Researching Vocabulary Development: A Conversation Analytic Approach","year":2016,"lang":"en","type":"article","venue":"L2 Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Conversation; Conversation analysis; Vocabulary; German; Construct (python library); Psychology; Appropriation; Language acquisition; Meaning (existential); Lexical item; Linguistics; Object (grammar); Computer science; Cognitive psychology; Mathematics education; Natural language processing; Communication; Artificial intelligence","score_opus":0.060394305288548604,"score_gpt":0.24718348626401884,"score_spread":0.18678918097547023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2254152513","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24784988,0.007996778,0.6164158,0.009884897,0.00032083387,0.0017711628,0.0007496586,0.00033883145,0.114672154],"genre_scores_gemma":[0.8158524,0.004227094,0.17094456,0.0007320701,0.00010770996,0.0019322395,0.00034982464,0.000120640594,0.0057334946],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9839824,0.0133064,0.00034386336,0.0007747285,0.0010889183,0.0005037794],"domain_scores_gemma":[0.9763356,0.020504018,0.0009275663,0.0006753967,0.0010600492,0.0004973523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01670164,0.0010193542,0.00091868936,0.0070438967,0.004884226,0.010305372,0.002592747,0.0018233125,0.0031167695],"category_scores_gemma":[0.02119855,0.0005734138,0.00065753364,0.005307005,0.009686309,0.012180275,0.0060207616,0.0024001729,0.00060360035],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011091572,0.00019090204,0.007011203,0.0010965902,0.000091422735,0.00080683257,0.63578004,0.001387414,0.0031713492,0.25197148,0.0020880932,0.09629381],"study_design_scores_gemma":[0.000050101553,0.00018792125,0.00491647,0.0012250638,0.00007659767,0.00097470917,0.68167627,0.008151549,0.0029098094,0.20204975,0.09770056,0.00008119203],"about_ca_topic_score_codex":0.0030381875,"about_ca_topic_score_gemma":0.0034470472,"teacher_disagreement_score":0.01670164,"about_ca_system_score_codex":0.0037587904,"about_ca_system_score_gemma":0.0038201096,"threshold_uncertainty_score":0.088327765},"labels":[],"label_agreement":null},{"id":"W2256568518","doi":"10.5539/elt.v9n2p178","title":"Influence of Songs in Primary School Students' Motivation for Learning English in Lima, Peru","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Class (philosophy); Mathematics education; Grammar; Vocabulary; Metropolitan area; Subject (documents); Pedagogy; Linguistics","score_opus":0.009658197636296098,"score_gpt":0.2464647403016759,"score_spread":0.2368065426653798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2256568518","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99912804,0.000047516558,0.0000145685135,0.000052594227,0.0000018003949,0.00000785107,0.000012887762,0.0000023740747,0.0007323979],"genre_scores_gemma":[0.9994442,0.00004877111,0.00003572791,0.000015394824,0.0000019366892,0.000011356283,0.000013256445,0.0000012724566,0.00042804432],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99942833,0.00021958009,0.000033843102,0.00006695563,0.00010219489,0.0001490499],"domain_scores_gemma":[0.9981692,0.0005154745,0.00045040523,0.00004231571,0.00015815791,0.000664521],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006072657,0.00020241506,0.0003553268,0.0007505729,0.0010943115,0.0017564605,0.00037402267,0.0005607164,0.0033884628],"category_scores_gemma":[0.0024917023,0.0002475822,0.00030249284,0.0003791264,0.00058127916,0.00027197457,0.0009880606,0.0005895964,0.00035294364],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014479335,0.0016905189,0.95075345,0.00011597527,0.00007117811,0.0009035619,0.02951536,0.000048504,0.0038617013,0.00017112106,0.00029552015,0.012428421],"study_design_scores_gemma":[0.000004621294,0.00015574029,0.9841801,0.000015562693,0.000011491967,0.000050555733,0.014824113,0.000059715847,0.00010849462,0.000022830018,0.00056170527,0.0000050293092],"about_ca_topic_score_codex":0.008754773,"about_ca_topic_score_gemma":0.02013582,"teacher_disagreement_score":0.008754773,"about_ca_system_score_codex":0.00061860227,"about_ca_system_score_gemma":0.0005218076,"threshold_uncertainty_score":0.017407596},"labels":[],"label_agreement":null},{"id":"W2257345304","doi":"10.82308/9968","title":"Multimedia environments in the foreign language classroom : effects on the acquisition of the French perfective and imperfective distinction","year":2007,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; Foreign language; Computer science; Psychology; Mathematics education; Philosophy","score_opus":0.010810866149390435,"score_gpt":0.2125435286554675,"score_spread":0.20173266250607705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2257345304","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99973685,0.000029403249,0.00006226633,0.0000075890794,0.0000010880048,0.000011702041,0.000004914634,0.0000047681897,0.000141389],"genre_scores_gemma":[0.99784076,0.0001556866,0.0012158187,0.000017463237,0.0000042727565,0.000073027666,0.000023167135,0.0000030203323,0.0006666773],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99966395,0.00012164927,0.00001718001,0.00006990314,0.00004665239,0.00008069933],"domain_scores_gemma":[0.9988507,0.00055593107,0.00019122784,0.000042752723,0.000092317714,0.00026706824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044155755,0.0004704469,0.00032249707,0.00036443316,0.00053589087,0.0005876155,0.00030539843,0.00036356272,0.0014339117],"category_scores_gemma":[0.001975682,0.0002131585,0.00028302075,0.00014578068,0.00033295993,0.00032666864,0.00065009214,0.00032802118,0.00013682705],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010299575,0.045112446,0.18622503,0.0013274202,0.00023630368,0.0030795878,0.049370408,0.0020278455,0.31699544,0.0006781176,0.0006803926,0.3839674],"study_design_scores_gemma":[0.00091682747,0.09151693,0.75036633,0.00022890606,0.0005767004,0.0007952115,0.029044215,0.0020402719,0.1131865,0.00053945713,0.010639295,0.00014940143],"about_ca_topic_score_codex":0.0029858893,"about_ca_topic_score_gemma":0.005345474,"teacher_disagreement_score":0.0029858893,"about_ca_system_score_codex":0.00043374847,"about_ca_system_score_gemma":0.0005262523,"threshold_uncertainty_score":0.00593704},"labels":[],"label_agreement":null},{"id":"W2257419660","doi":"","title":"COMPARATIVE EDUCATION REVIEW ON ENGLISH LANGUAGE TEACHERS' TRAINING IN BELGIUM AND CANADA","year":2015,"lang":"en","type":"article","venue":"EDULEARN15 Proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Training (meteorology); Linguistics; History; Pedagogy; Political science; Medical education; Sociology; Geography; Medicine","score_opus":0.051091498914803114,"score_gpt":0.28518429431025477,"score_spread":0.23409279539545166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2257419660","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007945369,0.98397416,0.00003446032,0.0020171264,0.00032147227,0.000047655896,0.0010473575,0.0000064062087,0.0046059936],"genre_scores_gemma":[0.09822021,0.8963291,0.00035281453,0.0022129575,0.00018474802,0.00012775171,0.0012543804,0.000017292792,0.0013006718],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99181795,0.002037013,0.0018142551,0.0006455743,0.0024460277,0.0012390589],"domain_scores_gemma":[0.96322,0.016606173,0.0039415536,0.00047724758,0.0134855965,0.0022693228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00957937,0.0006617656,0.0032458415,0.018331328,0.002946308,0.005639066,0.0022799985,0.0015222823,0.0093958825],"category_scores_gemma":[0.033138264,0.000581615,0.001689721,0.042638596,0.0020082137,0.0013551881,0.0023123447,0.0014915917,0.00038054076],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021453798,0.00048626977,0.033245422,0.3095878,0.0064830068,0.000925153,0.009053213,0.0006868852,0.0006922415,0.0067454306,0.080684364,0.5492649],"study_design_scores_gemma":[0.0004252318,0.00040030156,0.22323108,0.42861012,0.0119750695,0.0008211838,0.017870713,0.000086464606,0.00048270184,0.0006309139,0.31534943,0.0001167845],"about_ca_topic_score_codex":0.8825045,"about_ca_topic_score_gemma":0.9612137,"teacher_disagreement_score":0.11749548,"about_ca_system_score_codex":0.053703,"about_ca_system_score_gemma":0.15552121,"threshold_uncertainty_score":0.38964432},"labels":[],"label_agreement":null},{"id":"W2258383902","doi":"10.1002/tesq.290","title":"The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness","year":2016,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":123,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University; University of Toronto","funders":"","keywords":"Fluency; Drama; Psychology; Teaching method; Linguistics; Mathematics education","score_opus":0.027234242819774653,"score_gpt":0.27582828413065097,"score_spread":0.2485940413108763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2258383902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99201,0.00070505927,0.0023625293,0.00010758433,0.000029084458,0.00010677317,0.000022268203,0.00008030492,0.004576378],"genre_scores_gemma":[0.98686093,0.0007112818,0.011035533,0.00005399702,0.00002209658,0.00011039654,0.000042416024,0.000017674987,0.0011456008],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992667,0.00031651644,0.00005330519,0.00011843858,0.00018761959,0.000057468864],"domain_scores_gemma":[0.9974255,0.001851026,0.00031795385,0.00015516493,0.000080015765,0.00017028538],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010796238,0.00044071567,0.00030390956,0.00046485424,0.00033892598,0.00054173736,0.0005414529,0.00026148956,0.001264582],"category_scores_gemma":[0.0052767117,0.0001517477,0.0002836077,0.00016013913,0.0004579524,0.00038057414,0.00072182383,0.0004102728,0.0001872876],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016607606,0.010547727,0.049035724,0.0013867939,0.00025034096,0.0006410018,0.015135634,0.0009223308,0.13989142,0.0012888059,0.0009571506,0.7782824],"study_design_scores_gemma":[0.0008540372,0.048328556,0.77151906,0.0006949156,0.0011481349,0.00408923,0.0146100735,0.0032708568,0.13090988,0.0016726181,0.022719659,0.00018304476],"about_ca_topic_score_codex":0.0006637606,"about_ca_topic_score_gemma":0.0015110731,"teacher_disagreement_score":0.001264582,"about_ca_system_score_codex":0.00030404492,"about_ca_system_score_gemma":0.00046274866,"threshold_uncertainty_score":0.005709648},"labels":[],"label_agreement":null},{"id":"W2259890203","doi":"","title":"\"It's Like All of Campus Life Inside a Little Classroom\": How an English for Academic Purposes (EAP) Program Operates within a University Setting","year":2014,"lang":"en","type":"dissertation","venue":"UWSpace (University of Waterloo)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Pedagogy; Sociology; Psychology; Medical education; Engineering; Medicine","score_opus":0.02146906829566172,"score_gpt":0.23240989489872166,"score_spread":0.21094082660305993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2259890203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87908316,0.0011007527,0.0022611744,0.027677221,0.00038266557,0.00015969164,0.00006399332,0.00007375997,0.089197546],"genre_scores_gemma":[0.9811491,0.0008211742,0.0009789506,0.00358537,0.000042447115,0.00007129527,0.00003634973,0.00008288887,0.013232418],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9848354,0.010802553,0.00016011513,0.0006710669,0.0013191095,0.0022117305],"domain_scores_gemma":[0.992353,0.0029519028,0.000621653,0.00023612214,0.001006344,0.0028309256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009480396,0.0005155037,0.00051488105,0.0013101746,0.033293165,0.013854252,0.0032774329,0.0032867286,0.0040349374],"category_scores_gemma":[0.014714345,0.0005147588,0.0004983138,0.001437257,0.026361357,0.009410567,0.009263167,0.005686209,0.000749047],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011425773,0.000046953326,0.0031436244,0.000044665252,0.0000029541598,0.00047204373,0.9824029,0.00003323582,0.00016444494,0.00571398,0.0033358159,0.00462794],"study_design_scores_gemma":[0.0000022467984,0.000014322528,0.0023656865,0.00008258245,0.0000043682326,0.00011017911,0.9827687,0.00006144093,0.000042714215,0.00045177547,0.014083029,0.000012961025],"about_ca_topic_score_codex":0.2575426,"about_ca_topic_score_gemma":0.46220142,"teacher_disagreement_score":0.7424574,"about_ca_system_score_codex":0.026156362,"about_ca_system_score_gemma":0.026464412,"threshold_uncertainty_score":0.5120871},"labels":[],"label_agreement":null},{"id":"W2260382803","doi":"","title":"Language arts in a Canadian primary school and its implications for children＇s English teaching in China","year":2009,"lang":"en","type":"article","venue":"美中外语","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"China; The arts; English language; Mathematics education; Pedagogy; History; Linguistics; Psychology; Visual arts; Art; Philosophy","score_opus":0.01204281699991303,"score_gpt":0.24896820247240792,"score_spread":0.2369253854724949,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2260382803","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.990754,0.00043043774,0.00004134628,0.0015900951,0.00002360556,0.000018655754,0.00012063574,0.000005410227,0.0070159286],"genre_scores_gemma":[0.995861,0.00033062315,0.00008326252,0.00016816509,0.00000488958,0.0000075625417,0.000068056645,0.0000038478584,0.0034725377],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99815995,0.00012933911,0.000038409522,0.00016917735,0.0002419827,0.0012610782],"domain_scores_gemma":[0.99757844,0.00016206384,0.00018000626,0.00003337411,0.00063334807,0.0014127082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007342859,0.00038109947,0.00045486062,0.002441176,0.022463031,0.0036441009,0.0019794917,0.000753065,0.004774703],"category_scores_gemma":[0.0013958047,0.0004077398,0.0004946697,0.0054925997,0.003594007,0.00092560623,0.0025802082,0.0019827283,0.00019690453],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029709065,0.0006530745,0.66519654,0.00021336181,0.000061887156,0.009392071,0.2570577,0.0004566636,0.0018344473,0.014338368,0.007795669,0.04270309],"study_design_scores_gemma":[0.000019201396,0.000061047176,0.63381034,0.00014880407,0.000043725835,0.00046387664,0.35095936,0.00036266953,0.00030302058,0.00043276275,0.013334377,0.000060839335],"about_ca_topic_score_codex":0.99475056,"about_ca_topic_score_gemma":0.99843496,"teacher_disagreement_score":0.07589824,"about_ca_system_score_codex":0.07589824,"about_ca_system_score_gemma":0.12650545,"threshold_uncertainty_score":0.55068284},"labels":[],"label_agreement":null},{"id":"W2261861056","doi":"10.55016/ojs/ajer.v60i3.55947","title":"Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition","year":2015,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Attrition; Perspective (graphical); Mathematics education; Psychology; Pedagogy; Teacher education; Sociology; Art; Visual arts; Medicine","score_opus":0.36910604711528466,"score_gpt":0.4500026611637673,"score_spread":0.08089661404848264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2261861056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96797895,0.0012957065,0.0018744307,0.007306823,0.00015110814,0.000053595508,0.00008177226,0.000016058897,0.02124149],"genre_scores_gemma":[0.99145424,0.0016363626,0.0008112446,0.000726692,0.000050954997,0.000089066736,0.00007474287,0.00002311069,0.0051336014],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99582386,0.002437566,0.00018710196,0.00018377746,0.00049442466,0.00087328686],"domain_scores_gemma":[0.9914665,0.0032538876,0.00155462,0.00030699157,0.0012497044,0.0021682882],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004729994,0.00036861672,0.000569752,0.002294593,0.014891583,0.010156701,0.0014722975,0.001466869,0.0030371882],"category_scores_gemma":[0.011636108,0.00043066364,0.00041356127,0.00284321,0.006732354,0.010982705,0.012414059,0.005323535,0.00043419856],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018177712,0.0000730641,0.025840422,0.00009286503,0.0000037501923,0.00084493845,0.9619754,0.000043872824,0.00017510628,0.003036399,0.0007769083,0.0071192114],"study_design_scores_gemma":[7.9572214e-7,0.000033803517,0.0062231706,0.00006822849,0.000002922474,0.00032291232,0.98713845,0.000055959037,0.00006650042,0.0004473247,0.0056317956,0.000008085232],"about_ca_topic_score_codex":0.020044444,"about_ca_topic_score_gemma":0.039046988,"teacher_disagreement_score":0.020044444,"about_ca_system_score_codex":0.0041826135,"about_ca_system_score_gemma":0.0073199365,"threshold_uncertainty_score":0.03985554},"labels":[],"label_agreement":null},{"id":"W2262459148","doi":"","title":"Bimodal text and speech conversation during on-line lectures","year":2005,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of Toronto","funders":"","keywords":"Conversation; Linguistics; Line (geometry); Computer science; Speech recognition; Communication; Psychology; Natural language processing; Philosophy; Mathematics","score_opus":0.0385748559874542,"score_gpt":0.26381136270741196,"score_spread":0.22523650671995776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2262459148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98947656,0.00014477989,0.0012249163,0.000059464088,0.000060225077,0.00006550501,0.00040345232,0.00009701771,0.008468106],"genre_scores_gemma":[0.99514896,0.000056985224,0.00071668206,0.000057519916,0.00004173277,0.00006232651,0.00032563895,0.00006737753,0.0035227279],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9994386,0.00021110101,0.00001675529,0.00011461885,0.000108384906,0.00011047076],"domain_scores_gemma":[0.99694675,0.002326438,0.00012178531,0.00007508457,0.00021476558,0.00031520906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044242592,0.0003592207,0.00044166303,0.0004464207,0.00082818646,0.0013689781,0.0004294084,0.00095644785,0.01084877],"category_scores_gemma":[0.0069328747,0.00023941621,0.00013772029,0.00031932472,0.00038228644,0.0006493999,0.0011819882,0.00054505165,0.0015646121],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.031514563,0.00085664116,0.05475029,0.00093962264,0.0001604808,0.005126336,0.09765622,0.0015821564,0.68695706,0.002095408,0.00871487,0.10964634],"study_design_scores_gemma":[0.00069675036,0.0032429555,0.77773994,0.0006241944,0.00041431753,0.003344274,0.07968459,0.018883616,0.08795464,0.0027414532,0.02439636,0.0002769592],"about_ca_topic_score_codex":0.001960477,"about_ca_topic_score_gemma":0.0034364967,"teacher_disagreement_score":0.01084877,"about_ca_system_score_codex":0.00031377198,"about_ca_system_score_gemma":0.00024277573,"threshold_uncertainty_score":0.03629273},"labels":[],"label_agreement":null},{"id":"W2263307192","doi":"10.5861/ijrsll.2016.1262","title":"Understanding the choice of Chinese graduate students’ English language learning in a Canadian post-secondary context","year":2016,"lang":"en","type":"article","venue":"International Journal of Research Studies in Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Context (archaeology); Psychology; Mathematics education; Pedagogy; English language; Sociology; History","score_opus":0.1836472480677456,"score_gpt":0.4447887565043683,"score_spread":0.26114150843662265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2263307192","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99280435,0.000085410575,0.00007493329,0.00023744469,0.000005398665,0.00000952004,0.000041398314,0.000002795648,0.006738644],"genre_scores_gemma":[0.997526,0.000114178576,0.0000991784,0.00006559325,0.0000012564171,0.0000073417364,0.000051920615,0.0000034487493,0.0021309743],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99861574,0.00015779589,0.000026007649,0.00014807319,0.00032639148,0.00072594796],"domain_scores_gemma":[0.99695957,0.00034696743,0.00031947452,0.0000523052,0.000927997,0.0013938274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011986175,0.00036128442,0.00030432068,0.0012025887,0.0065235095,0.004562829,0.00095839915,0.0006104847,0.0027495278],"category_scores_gemma":[0.0034420027,0.00019780928,0.00023820376,0.0019181644,0.003243331,0.0012952073,0.0028628104,0.0014225419,0.00027793873],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002480967,0.00019858005,0.35481524,0.000082760154,0.000026311169,0.00089074083,0.59183383,0.00029254644,0.004301367,0.0079302965,0.0022973744,0.03708282],"study_design_scores_gemma":[0.000008177106,0.00006784741,0.39769384,0.000066758344,0.00001484343,0.00006428934,0.59187394,0.0003040571,0.0005725944,0.00057502737,0.008706731,0.00005190099],"about_ca_topic_score_codex":0.9378801,"about_ca_topic_score_gemma":0.980011,"teacher_disagreement_score":0.0621199,"about_ca_system_score_codex":0.02199703,"about_ca_system_score_gemma":0.051361166,"threshold_uncertainty_score":0.15960038},"labels":[],"label_agreement":null},{"id":"W2263617044","doi":"10.29173/mruer318","title":"Language acquisition through digital games","year":2015,"lang":"en","type":"article","venue":"Mount Royal Undergraduate Education Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Contrast (vision); Conjunction (astronomy); Multimedia; Language acquisition; Mathematics education; Field (mathematics); Language education; Psychology; Artificial intelligence","score_opus":0.03762650607989013,"score_gpt":0.2999802437859053,"score_spread":0.26235373770601517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2263617044","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1574736,0.6629244,0.00466064,0.004938977,0.0007154354,0.0002643428,0.00013799423,0.000097383265,0.16878729],"genre_scores_gemma":[0.41158286,0.55772144,0.005632751,0.001596851,0.0002922627,0.00018246997,0.0001283238,0.000025080113,0.022837903],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99903035,0.00044356624,0.00009887593,0.000058963415,0.00029232423,0.00007591325],"domain_scores_gemma":[0.9985292,0.0010669457,0.00013143929,0.00002600207,0.00018795893,0.000058508787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014910884,0.00022038288,0.00033866803,0.0013217625,0.00018758839,0.0012261402,0.00043510375,0.00032362124,0.004259456],"category_scores_gemma":[0.0035273938,0.000083635576,0.00027400837,0.0007584438,0.00042084832,0.0011213062,0.0010240781,0.0005305133,0.00068293884],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008257258,0.00022791128,0.0011739009,0.0077216597,0.000052959665,0.00019558588,0.0012681702,0.00016418638,0.0015872861,0.0068016797,0.0037810507,0.9769429],"study_design_scores_gemma":[0.00011150632,0.0018909913,0.02749933,0.0213223,0.00026437998,0.0028192115,0.0058128685,0.00034637377,0.006619804,0.00428376,0.92899096,0.000038467257],"about_ca_topic_score_codex":0.0021056682,"about_ca_topic_score_gemma":0.0054681567,"teacher_disagreement_score":0.004259456,"about_ca_system_score_codex":0.00067713385,"about_ca_system_score_gemma":0.0013290833,"threshold_uncertainty_score":0.014249325},"labels":[],"label_agreement":null},{"id":"W2266193723","doi":"10.5539/elt.v9n9p185","title":"Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Foreign language; Foreign language anxiety; Institution; Scope (computer science); Perception; Focus group; Language assessment; Medical education; Pedagogy; Developmental psychology; Social psychology; Sociology; Medicine; Social science; Psychiatry","score_opus":0.022039110405936077,"score_gpt":0.2983213993573807,"score_spread":0.27628228895144463,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2266193723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99856395,0.00012437736,0.00008428363,0.00037506185,0.000010524573,0.000014916198,0.0000072895405,0.0000028647048,0.0008168458],"genre_scores_gemma":[0.99805,0.00035475724,0.0001828993,0.00032904925,0.000014445314,0.00002150267,0.000008313762,0.0000032703294,0.0010358177],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981913,0.0008918391,0.00006460843,0.0000882207,0.0001957848,0.0005683366],"domain_scores_gemma":[0.99781585,0.0006707549,0.0003854327,0.00005933891,0.00021575007,0.00085285655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017144766,0.0007871654,0.0005632588,0.0010838639,0.008728548,0.0027232985,0.0010839568,0.0020023412,0.0015383961],"category_scores_gemma":[0.0030745629,0.0006064241,0.0005673454,0.00075128954,0.003347236,0.0013591484,0.0033454308,0.0027717524,0.00024286279],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043446205,0.00068967376,0.029447226,0.00013279257,0.000022775768,0.023619859,0.9351443,0.00006785531,0.0019329719,0.0006075467,0.0006265649,0.0076648695],"study_design_scores_gemma":[0.0000050277386,0.00034162137,0.018256806,0.00005026015,0.000012818422,0.008172504,0.9700917,0.00008778869,0.0002707935,0.000064029184,0.0026269886,0.00001965151],"about_ca_topic_score_codex":0.01820585,"about_ca_topic_score_gemma":0.05927676,"teacher_disagreement_score":0.01820585,"about_ca_system_score_codex":0.0022796122,"about_ca_system_score_gemma":0.0021425406,"threshold_uncertainty_score":0.03619975},"labels":[],"label_agreement":null},{"id":"W2266911305","doi":"10.1177/0734282915608575","title":"Validation Through Understanding Test-Taking Strategies","year":2015,"lang":"en","type":"article","venue":"Journal of Psychoeducational Assessment","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Test (biology); Psychology; Meaning (existential); Test score; Reading comprehension; Test validity; Task (project management); Congruence (geometry); Cognitive psychology; Reading (process); Social psychology; Psychometrics; Standardized test; Developmental psychology; Mathematics education; Linguistics","score_opus":0.29240623154744294,"score_gpt":0.42727535111569515,"score_spread":0.1348691195682522,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2266911305","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37036535,0.000918685,0.60648835,0.0023706814,0.00023409302,0.0025067842,0.00022655711,0.0006293061,0.016260201],"genre_scores_gemma":[0.70104206,0.00026578625,0.29138666,0.00061818986,0.00009562015,0.004007273,0.00040309218,0.0001738267,0.0020075124],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.70565313,0.23207559,0.01879356,0.011543877,0.028771333,0.0031624853],"domain_scores_gemma":[0.29240128,0.5454515,0.028549101,0.07077657,0.06088808,0.0019334356],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.27526182,0.0018835893,0.0014689469,0.0062733884,0.0020030579,0.0078971945,0.005162615,0.0020886648,0.0016538043],"category_scores_gemma":[0.5566875,0.0009213156,0.0018754321,0.0034770377,0.005543749,0.007781155,0.006471965,0.0028597713,0.00058312534],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00061342755,0.0009271622,0.22649907,0.0009981007,0.00058214314,0.0002521336,0.087025985,0.0034329633,0.0049052257,0.037534166,0.0018361856,0.6353934],"study_design_scores_gemma":[0.00079426996,0.006707635,0.4588983,0.0051242886,0.0011523977,0.0014483876,0.08248297,0.12790088,0.071844466,0.16151841,0.08111135,0.0010166863],"about_ca_topic_score_codex":0.0042417743,"about_ca_topic_score_gemma":0.0038892305,"teacher_disagreement_score":0.27526182,"about_ca_system_score_codex":0.0040846253,"about_ca_system_score_gemma":0.0067460374,"threshold_uncertainty_score":0.89373124},"labels":[],"label_agreement":null},{"id":"W2269418310","doi":"10.4018/ijbide.2016010104","title":"French Immersion “So Why Would You do Something Like That to a Child?”","year":2016,"lang":"en","type":"article","venue":"International Journal of Bias Identity and Diversities in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Popularity; French immersion; Mythology; Sociocultural evolution; Psychology; Immersion (mathematics); Pedagogy; Sociology; Mathematics education; Social psychology","score_opus":0.04394295305227109,"score_gpt":0.2962940429162546,"score_spread":0.2523510898639835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2269418310","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.59351385,0.008247206,0.010198251,0.08399223,0.002301711,0.00019223244,0.0008117033,0.0006077192,0.30013514],"genre_scores_gemma":[0.84202725,0.0046548476,0.0035394402,0.012077976,0.00019490847,0.00008241398,0.0002778651,0.0001775063,0.13696775],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99899894,0.0004524943,0.000024181949,0.00007436712,0.0001903437,0.00025977203],"domain_scores_gemma":[0.99911433,0.00016462321,0.00008584136,0.000046822755,0.00026912228,0.00031910848],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013406441,0.00032317266,0.00022930065,0.00029705733,0.003978899,0.0016949349,0.00039299033,0.001100037,0.016974373],"category_scores_gemma":[0.0036250735,0.00009323106,0.00044713766,0.00023915544,0.002904809,0.0017604756,0.0021497253,0.001982382,0.0032919436],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015420884,0.00030099895,0.051557515,0.0006851475,0.00006438867,0.0051591904,0.3700127,0.00023485467,0.007831424,0.03548905,0.25202036,0.2764903],"study_design_scores_gemma":[0.000010702632,0.00023820935,0.02443856,0.0004391095,0.000015582815,0.003749359,0.18049796,0.00014201386,0.0008994498,0.0023699494,0.78711426,0.000084777144],"about_ca_topic_score_codex":0.06513009,"about_ca_topic_score_gemma":0.11254706,"teacher_disagreement_score":0.06513009,"about_ca_system_score_codex":0.002799481,"about_ca_system_score_gemma":0.0026501315,"threshold_uncertainty_score":0.129502},"labels":[],"label_agreement":null},{"id":"W2271539932","doi":"10.5539/elt.v9n3p49","title":"The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Blackboard (design pattern); Psychology; Mathematics education; Test (biology); Teaching method; Achievement test; Significant difference; Computer science; Standardized test; Mathematics","score_opus":0.014160869657142085,"score_gpt":0.32733332422557926,"score_spread":0.3131724545684372,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2271539932","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994592,0.000027099008,0.0000580206,0.000013229528,0.00000693762,0.000028333672,0.00000944558,0.000008999661,0.00038877613],"genre_scores_gemma":[0.9973809,0.000114014874,0.0012360486,0.000023640217,0.000011773752,0.0001053451,0.00004469398,0.000004142197,0.0010793954],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994331,0.00013945957,0.000050635124,0.00012996631,0.00013233593,0.00011448691],"domain_scores_gemma":[0.99753654,0.0009779059,0.00040302862,0.00013252364,0.00014047005,0.00080960686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005774562,0.0005307032,0.0005720052,0.00042296245,0.000404229,0.00040891618,0.00048142296,0.0004153732,0.002901469],"category_scores_gemma":[0.0029204616,0.00019263904,0.00033489167,0.00020655674,0.00026617217,0.00028544824,0.0007181417,0.0007106463,0.0003567553],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03138877,0.23619859,0.068368964,0.0010207172,0.00026965034,0.0006183923,0.008050395,0.0010342778,0.09724054,0.0002751555,0.0012711574,0.5542634],"study_design_scores_gemma":[0.0034419135,0.18302488,0.7257207,0.00026619094,0.0005309938,0.00025858072,0.005333546,0.0016181654,0.074369475,0.00029893083,0.0050485753,0.00008805404],"about_ca_topic_score_codex":0.0013145229,"about_ca_topic_score_gemma":0.0022082238,"teacher_disagreement_score":0.002901469,"about_ca_system_score_codex":0.0002866939,"about_ca_system_score_gemma":0.00055982964,"threshold_uncertainty_score":0.009706378},"labels":[],"label_agreement":null},{"id":"W2273154336","doi":"10.5539/elt.v9n3p74","title":"Investigating the Application of Needs Analysis on EAP Business Administration Materials","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Needs analysis; Syllabus; English for academic purposes; Content analysis; Psychology; Medical education; English for specific purposes; Process (computing); Needs assessment; Descriptive statistics; Special needs; Administration (probate law); Pedagogy; Mathematics education; Sociology; Computer science; Medicine; Political science","score_opus":0.01514629158788968,"score_gpt":0.2545408705086946,"score_spread":0.23939457892080493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2273154336","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9703315,0.000081205144,0.010290027,0.0016416763,0.000020807447,0.0017902398,0.000035429373,0.000048147107,0.01576085],"genre_scores_gemma":[0.9760627,0.00019972399,0.020880526,0.00018376797,0.000009045178,0.0011898703,0.00004821512,0.0000147998435,0.0014112619],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9654207,0.026289593,0.0012817174,0.00058343925,0.0047997925,0.0016247059],"domain_scores_gemma":[0.9339464,0.046822473,0.0038921048,0.0013171751,0.01240521,0.0016168145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.033129178,0.0006647152,0.0004989735,0.006276115,0.003901429,0.0038783688,0.0017090052,0.0012923871,0.0019532784],"category_scores_gemma":[0.07526283,0.0007338893,0.00066297915,0.0023670245,0.0017695676,0.0049062157,0.0044676163,0.0017011798,0.00036983177],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030564936,0.0030017912,0.057889987,0.0012737304,0.000035373352,0.0016566354,0.6267725,0.0010962639,0.011068562,0.007908934,0.0014622295,0.28752837],"study_design_scores_gemma":[0.00006034261,0.0016259047,0.06887067,0.0008727576,0.000048826776,0.000541105,0.8910529,0.0097991275,0.008091106,0.0038082858,0.015121302,0.000107626714],"about_ca_topic_score_codex":0.0040486194,"about_ca_topic_score_gemma":0.004980549,"teacher_disagreement_score":0.033129178,"about_ca_system_score_codex":0.0070102955,"about_ca_system_score_gemma":0.010404174,"threshold_uncertainty_score":0.17520589},"labels":[],"label_agreement":null},{"id":"W2275626681","doi":"10.5539/elt.v9n3p197","title":"Effectiveness of Proactive Intensive FFI in Cultivating Grammatical Knowledge of Iranian EFL Learners at Different Proficiency Levels","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Grammar; Mathematics education; Language proficiency; Corrective feedback; Control (management); Test (biology); Linguistics; Computer science","score_opus":0.02548335885698901,"score_gpt":0.28041568753658214,"score_spread":0.25493232867959315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2275626681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991373,0.000058650818,0.00014465528,0.000023426668,0.0000036308354,0.000020551906,0.0000061809733,0.000011876203,0.00059380784],"genre_scores_gemma":[0.9963211,0.00019882881,0.0024326136,0.000040751078,0.000009823886,0.00005070519,0.00003677388,0.000004028901,0.00090534554],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9998191,0.000047111324,0.000015061819,0.000043096676,0.00004573586,0.00002992425],"domain_scores_gemma":[0.99935323,0.00023953304,0.00012939608,0.000069426525,0.00006610512,0.00014233257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045157765,0.00034265243,0.00029549867,0.00021972721,0.00020786784,0.00031245046,0.00030983207,0.0002433319,0.0011538579],"category_scores_gemma":[0.0017262455,0.00011364326,0.00020556788,0.00010113013,0.00024788218,0.00029920528,0.00041419608,0.00043166836,0.00015846372],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003120659,0.02624956,0.056794636,0.0009010571,0.00011483187,0.0006061943,0.016192878,0.0010677676,0.23085997,0.0007330937,0.00077143556,0.66258794],"study_design_scores_gemma":[0.00081553555,0.08980855,0.7627895,0.00028299578,0.0005613181,0.0014229338,0.0090261055,0.0026309006,0.11778348,0.0026120392,0.012145559,0.00012110512],"about_ca_topic_score_codex":0.0004435185,"about_ca_topic_score_gemma":0.0007686715,"teacher_disagreement_score":0.0011538579,"about_ca_system_score_codex":0.00012559282,"about_ca_system_score_gemma":0.00042680107,"threshold_uncertainty_score":0.0038600564},"labels":[],"label_agreement":null},{"id":"W2275764942","doi":"10.1017/s0261444815000245","title":"Tutorial computer-assisted language learning","year":2015,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo; Simon Fraser University","funders":"","keywords":"Timeline; Language acquisition; Cognitive science; Computer science; Comprehension approach; Process (computing); Focus (optics); Linguistics; Psychology; Mathematics education; Artificial intelligence; Natural language; Programming language; Philosophy; History","score_opus":0.03610154075179299,"score_gpt":0.2761992285479878,"score_spread":0.24009768779619478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2275764942","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06570958,0.0127016185,0.40203643,0.0038604338,0.0011230914,0.0008419861,0.0009251938,0.011191146,0.5016106],"genre_scores_gemma":[0.51620835,0.010203949,0.22202747,0.0026716732,0.0005469742,0.0008203212,0.0020178237,0.0005364956,0.24496694],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99915934,0.00031113013,0.000035158075,0.00015676388,0.00027101432,0.00006662007],"domain_scores_gemma":[0.9982779,0.00077876437,0.0000969254,0.00029421065,0.00031080234,0.00024142073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010791447,0.00036728638,0.0002447914,0.00069550215,0.00041223443,0.0019003312,0.0012547056,0.0008059634,0.030731302],"category_scores_gemma":[0.0049235434,0.0001151059,0.00027377153,0.0005209764,0.0005824696,0.0020155436,0.0023648005,0.000835966,0.007089215],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005778903,0.00025249322,0.0006602953,0.0004623658,0.000014399471,0.00013160332,0.000778799,0.0006551059,0.0034453939,0.021091642,0.031561088,0.9408891],"study_design_scores_gemma":[0.00005738238,0.00069458684,0.005134319,0.0006423823,0.000023880215,0.0020104193,0.00088960124,0.006619863,0.009580834,0.049237233,0.92503554,0.00007397728],"about_ca_topic_score_codex":0.00049252284,"about_ca_topic_score_gemma":0.0009937515,"teacher_disagreement_score":0.030731302,"about_ca_system_score_codex":0.0005138507,"about_ca_system_score_gemma":0.0010061638,"threshold_uncertainty_score":0.10280639},"labels":[],"label_agreement":null},{"id":"W2276115093","doi":"10.5539/elt.v9n3p167","title":"The Concordance between EFL Learners’ Linguistic Sequential Development and the Curricula of Formal and Informal Learning Settings: An Analytical Study","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Curriculum; Content analysis; Needs analysis; Mathematics education; Formal learning; Economic shortage; Concordance; Linguistics; Matching (statistics); Pedagogy; Sociology","score_opus":0.0167957306378434,"score_gpt":0.2727095785833587,"score_spread":0.2559138479455153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2276115093","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99795556,0.000023276483,0.00020314302,0.00001244524,9.977316e-7,0.000006608955,0.000015313968,0.0000026229382,0.001780123],"genre_scores_gemma":[0.9992268,0.000017338123,0.00021930334,0.0000049354026,8.0623573e-7,0.0000122864485,0.000020726988,0.0000020010611,0.00049572455],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985312,0.00057852437,0.00014402767,0.00022630788,0.0003685874,0.00015132928],"domain_scores_gemma":[0.98607004,0.008707523,0.0017005674,0.00061700057,0.0021956605,0.0007092367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027286976,0.00013711595,0.00016780067,0.0015696146,0.0005887617,0.0020085415,0.00038503757,0.00028918043,0.0022244027],"category_scores_gemma":[0.016038641,0.00015740083,0.00011328082,0.0009693884,0.00096252747,0.0009257694,0.0017552593,0.00038272055,0.00030137337],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020140366,0.00043595347,0.7250941,0.00009533789,0.000019710593,0.0007354481,0.20475914,0.00021093922,0.003931132,0.0017128636,0.00018958413,0.06261446],"study_design_scores_gemma":[0.000007524314,0.00031516174,0.8556359,0.0000498908,0.000015350743,0.0005858596,0.13714288,0.0007934379,0.0022071511,0.00066047534,0.002565631,0.000020838876],"about_ca_topic_score_codex":0.0024311582,"about_ca_topic_score_gemma":0.0026272596,"teacher_disagreement_score":0.0027286976,"about_ca_system_score_codex":0.0008614045,"about_ca_system_score_gemma":0.00091299124,"threshold_uncertainty_score":0.01443094},"labels":[],"label_agreement":null},{"id":"W2276155829","doi":"10.5539/ells.v6n1p47","title":"Vocabulary Learning Strategies Employed by Undergraduate EFL Jordanian Students","year":2016,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Metacognition; Language learning strategies; Mathematics education; Vocabulary learning; Psychology; Curriculum; Cognition; Computer science; Pedagogy; Linguistics","score_opus":0.009183773097002019,"score_gpt":0.26568516986762986,"score_spread":0.25650139677062783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2276155829","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99950635,0.00009606163,0.000027000477,0.000022864517,0.0000013359648,0.0000057125485,0.000010779995,0.0000014986102,0.00032835896],"genre_scores_gemma":[0.9979849,0.00026666504,0.0002568088,0.000057713605,0.0000026341104,0.000015182795,0.000049793678,0.0000018235755,0.0013644861],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99960977,0.00005984536,0.00004552938,0.0000449814,0.00014378667,0.000096081836],"domain_scores_gemma":[0.99888605,0.0001321509,0.00032878388,0.000031070664,0.0003505498,0.00027138914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006382804,0.00035977573,0.00037894503,0.001202591,0.0005538405,0.0016198362,0.0003749838,0.00042942006,0.0016327035],"category_scores_gemma":[0.0021592684,0.00019077987,0.00022380332,0.0006331315,0.0004893351,0.0006689098,0.00065810035,0.0003894691,0.0005122757],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000107235806,0.00084318384,0.8429874,0.0001787457,0.000026039472,0.0010755983,0.06647726,0.000088534245,0.010561502,0.00023001143,0.000521674,0.07690296],"study_design_scores_gemma":[0.000031139374,0.0018131835,0.8126746,0.00014930502,0.00005227252,0.0027663466,0.16807088,0.0006951186,0.00439842,0.0006169905,0.0086671505,0.000064723936],"about_ca_topic_score_codex":0.002083397,"about_ca_topic_score_gemma":0.0036436475,"teacher_disagreement_score":0.002083397,"about_ca_system_score_codex":0.0003532907,"about_ca_system_score_gemma":0.00067797984,"threshold_uncertainty_score":0.0054618716},"labels":[],"label_agreement":null},{"id":"W2278064026","doi":"10.14705/rpnet.2015.000317","title":"Set super-chicken to 3! Student and teacher perceptions of Spaceteam ESL","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Perception; Set (abstract data type); Computer science; Mathematics education; Pedagogy; Psychology; Programming language","score_opus":0.0716427172294256,"score_gpt":0.31526204582441947,"score_spread":0.24361932859499386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2278064026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996714,0.000017611375,0.0001159741,0.00011003667,0.000004866857,0.000008567258,0.000015043679,0.000012219488,0.0030017286],"genre_scores_gemma":[0.9966275,0.000037604983,0.0001581812,0.000061054176,0.000003131402,0.000019731291,0.000025466654,0.000008411975,0.0030589656],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99920255,0.0003438775,0.00004288026,0.00008872168,0.00018263717,0.00013934207],"domain_scores_gemma":[0.99629575,0.0011103367,0.0006972907,0.00010175553,0.00049226085,0.0013026112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009236003,0.00021134542,0.00026608005,0.00048877386,0.0009988829,0.0022850991,0.00036991658,0.0005476003,0.012537739],"category_scores_gemma":[0.0047224597,0.00016582661,0.00023964826,0.00018644537,0.00077772455,0.0011275294,0.001395475,0.0009226424,0.001248082],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005395618,0.002893195,0.5272542,0.00031340664,0.00004501761,0.0011327517,0.39070094,0.00028407376,0.008333486,0.002263661,0.006405152,0.05983462],"study_design_scores_gemma":[0.000038113907,0.0016758034,0.4092064,0.00014599021,0.00003049831,0.000499222,0.56269336,0.0012933942,0.0013233195,0.0005199436,0.022503031,0.00007091421],"about_ca_topic_score_codex":0.0035648695,"about_ca_topic_score_gemma":0.006423938,"teacher_disagreement_score":0.012537739,"about_ca_system_score_codex":0.00052099203,"about_ca_system_score_gemma":0.00042966983,"threshold_uncertainty_score":0.041942954},"labels":[],"label_agreement":null},{"id":"W2278483842","doi":"","title":"Where ELSE?: Crossing the Form-Content Divide","year":2005,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Computer science","score_opus":0.04960768808375249,"score_gpt":0.3014976272849231,"score_spread":0.2518899392011706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2278483842","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09006093,0.0080929585,0.096041694,0.114610866,0.0018111952,0.00012413031,0.00022223174,0.000907122,0.6881289],"genre_scores_gemma":[0.8822263,0.0036329636,0.029122213,0.009111143,0.000925114,0.00014818617,0.00019654538,0.0014349766,0.073202655],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99333054,0.0033780884,0.00020160561,0.0006588525,0.0018635853,0.00056725054],"domain_scores_gemma":[0.9834651,0.009178895,0.0007884773,0.0022934962,0.0024651212,0.0018089291],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006578229,0.0005295645,0.0006183659,0.0030448341,0.00571637,0.02343585,0.0019243393,0.004418416,0.024060518],"category_scores_gemma":[0.029639844,0.0007622303,0.00042113572,0.0028069653,0.017036363,0.053874236,0.01433189,0.0045254645,0.005542824],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010214521,0.00006878317,0.0032136946,0.00018760667,0.0000070363267,0.00022070439,0.035922512,0.00021392298,0.0009433137,0.72741526,0.022487836,0.20921719],"study_design_scores_gemma":[0.000025813219,0.00003930412,0.0020800082,0.00038001372,0.000023903307,0.00061896926,0.043316685,0.0010809675,0.0008881127,0.7241597,0.2273531,0.00003339979],"about_ca_topic_score_codex":0.0033575932,"about_ca_topic_score_gemma":0.004077867,"teacher_disagreement_score":0.024060518,"about_ca_system_score_codex":0.0033191957,"about_ca_system_score_gemma":0.0043308376,"threshold_uncertainty_score":0.08049047},"labels":[],"label_agreement":null},{"id":"W2279574808","doi":"","title":"An Assessment of Synchronous Online Audio Conferencing for English Language Instruction","year":2002,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Computer science; Multimedia","score_opus":0.08380879953786588,"score_gpt":0.32853508030274564,"score_spread":0.24472628076487976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2279574808","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98943883,0.00048669276,0.002573553,0.000087588545,0.000056495777,0.00040724452,0.00014109371,0.00012988027,0.006678581],"genre_scores_gemma":[0.99361104,0.00029363477,0.0035658292,0.00004528003,0.000041608473,0.00015766258,0.00014745422,0.000025404981,0.002112034],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9956774,0.0018594684,0.00036673184,0.0002314776,0.0016909677,0.00017400211],"domain_scores_gemma":[0.9625871,0.025984619,0.0013378306,0.0012488614,0.0069895517,0.0018519955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004916199,0.0004125782,0.00034239542,0.0008099716,0.000549007,0.0009986849,0.00083860767,0.00074308686,0.0060668336],"category_scores_gemma":[0.036612295,0.00016952548,0.00041468636,0.00038459204,0.00021658742,0.0007623135,0.00064794766,0.00037449738,0.00079062727],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.030075487,0.017989924,0.054671984,0.0033372538,0.0005238129,0.000674283,0.006671523,0.0032320719,0.0568096,0.00093678286,0.0025783712,0.8224989],"study_design_scores_gemma":[0.005152058,0.24664047,0.59703344,0.0008111027,0.0034162332,0.002955494,0.012591938,0.038246114,0.06991898,0.001378417,0.021569243,0.00028645986],"about_ca_topic_score_codex":0.0022885916,"about_ca_topic_score_gemma":0.0038533479,"teacher_disagreement_score":0.0060668336,"about_ca_system_score_codex":0.0005458364,"about_ca_system_score_gemma":0.0012230992,"threshold_uncertainty_score":0.025999665},"labels":[],"label_agreement":null},{"id":"W2280621506","doi":"10.82308/32817","title":"Maturing metalinguistically : negotiation of form and the refinement of repair","year":2005,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Notice; Recall; Terminology; Comprehension; Negotiation; Fluency; Language production; Psychology; First language; Corrective feedback; Second language; Reading (process); Computer science; Linguistics; Mathematics education; Cognitive psychology; Programming language","score_opus":0.01962627303515807,"score_gpt":0.2216536655597718,"score_spread":0.20202739252461374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2280621506","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9886445,0.00013160288,0.005490766,0.000089490335,0.0000028262002,0.000016040143,0.000010061261,0.000066958964,0.0055478713],"genre_scores_gemma":[0.9953884,0.00006797091,0.0031251626,0.000006644422,0.000001041595,0.000008943094,0.000014095813,0.000012227772,0.0013755391],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9984108,0.00063147245,0.000057364636,0.00023412616,0.00043455965,0.0002316648],"domain_scores_gemma":[0.9963767,0.0011068073,0.0012071873,0.0004883381,0.00044443132,0.00037661247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018623741,0.00033320603,0.00018054112,0.00053838163,0.00063260214,0.0022590507,0.0006782396,0.0004490549,0.0018197984],"category_scores_gemma":[0.012356701,0.00025891128,0.0001531547,0.00020477598,0.0032019415,0.0011343813,0.0014037711,0.00062242063,0.00034560674],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054512976,0.00030297297,0.23146266,0.00032048573,0.000040629406,0.0036819798,0.26579997,0.0034494556,0.17958042,0.017416127,0.0008166516,0.29658344],"study_design_scores_gemma":[0.000060752598,0.0021440326,0.65784025,0.000306909,0.000103004786,0.0073455395,0.16024123,0.011950155,0.100461006,0.015262809,0.044033896,0.00025034376],"about_ca_topic_score_codex":0.014280404,"about_ca_topic_score_gemma":0.01365227,"teacher_disagreement_score":0.014280404,"about_ca_system_score_codex":0.0012801235,"about_ca_system_score_gemma":0.0014682603,"threshold_uncertainty_score":0.02839458},"labels":[],"label_agreement":null},{"id":"W2281511730","doi":"10.5539/elt.v9n3p258","title":"Pakistani Government Secondary Schools Students’ Attitudes towards Communicative Language Teaching and Grammar Translation in Quetta, Balochistan","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Grammar; Communicative language teaching; Psychology; Mathematics education; Pedagogy; Language education; Linguistics","score_opus":0.015986419431214406,"score_gpt":0.2860863053980321,"score_spread":0.27009988596681767,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2281511730","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987243,0.00003269861,0.00000718439,0.00013300678,0.0000027960987,0.0000056877448,0.000013041908,0.0000011154275,0.0010802201],"genre_scores_gemma":[0.9990876,0.000088316,0.000025420091,0.00006386906,0.0000016443066,0.0000056501785,0.000012662275,4.9419276e-7,0.0007143841],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99948573,0.00011656576,0.00002819052,0.00005635037,0.00010952825,0.00020356299],"domain_scores_gemma":[0.99827003,0.0002717523,0.00041419655,0.000036250778,0.00035079246,0.00065687427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010637373,0.00023797221,0.00019262437,0.0004936958,0.00358786,0.0018039682,0.000245347,0.000428691,0.003043487],"category_scores_gemma":[0.0012517071,0.00022249843,0.0001430929,0.0008848955,0.0014618482,0.00045039156,0.00039933887,0.0006573344,0.00040904465],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012809002,0.0005193848,0.90554565,0.00008418135,0.000013526813,0.000816283,0.06524255,0.000077981946,0.0020883426,0.0004625193,0.0012665043,0.023755025],"study_design_scores_gemma":[0.000011953415,0.00029325444,0.8928843,0.00006980792,0.000014438634,0.00016831435,0.10301561,0.00009192869,0.0005172131,0.0000417327,0.0028746806,0.000016776283],"about_ca_topic_score_codex":0.23366547,"about_ca_topic_score_gemma":0.46213326,"teacher_disagreement_score":0.23366547,"about_ca_system_score_codex":0.0027638136,"about_ca_system_score_gemma":0.004730867,"threshold_uncertainty_score":0.46461076},"labels":[],"label_agreement":null},{"id":"W2282107150","doi":"10.5539/elt.v9n2p205","title":"An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Rubric; Stress (linguistics); Psychology; Test (biology); Class (philosophy); Mathematics education; Linguistics; Computer science; Artificial intelligence","score_opus":0.016132191005607106,"score_gpt":0.25563373225144004,"score_spread":0.23950154124583292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2282107150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99899095,0.00006132129,0.00019588559,0.000018396984,0.000004940854,0.000108427426,0.000012220429,0.0000066372672,0.0006012643],"genre_scores_gemma":[0.9963741,0.00017979307,0.0024226205,0.000027150827,0.000008188904,0.00018962081,0.000030907224,0.0000037651807,0.0007638903],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99724776,0.0017478112,0.00022666392,0.00020657085,0.00032100588,0.00025018826],"domain_scores_gemma":[0.988494,0.008100663,0.0010486396,0.00041910284,0.0010835049,0.00085405126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004203537,0.00031950074,0.00039606701,0.00040793035,0.0003839023,0.0007329859,0.00043951807,0.00042284996,0.002132507],"category_scores_gemma":[0.011941964,0.00016258146,0.00033409346,0.00031805626,0.00032455218,0.00086348766,0.00053828256,0.00041384538,0.00030056393],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.007487733,0.058843844,0.104599975,0.0040961383,0.0002600656,0.0010886968,0.04322283,0.00095190573,0.048137393,0.00042970822,0.00072206906,0.73015964],"study_design_scores_gemma":[0.0016227999,0.2167099,0.6100443,0.00110516,0.0012220289,0.0010496706,0.05887494,0.0039881812,0.093947716,0.00027095448,0.010995871,0.00016843443],"about_ca_topic_score_codex":0.00076221727,"about_ca_topic_score_gemma":0.0011746627,"teacher_disagreement_score":0.004203537,"about_ca_system_score_codex":0.00038120724,"about_ca_system_score_gemma":0.00090663525,"threshold_uncertainty_score":0.022230744},"labels":[],"label_agreement":null},{"id":"W2282354477","doi":"","title":"Implementing Tasks with Interactive Technologies in Classroom Computer Assisted Language Learning (CALL): Towards a Developmental Framework","year":2014,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer-Assisted Instruction; Language acquisition; Computer science; Educational technology; Teaching method; Computer-mediated communication; Audio equipment; Instructional design; Psychology; Mathematics education; Multimedia; Human–computer interaction; The Internet; World Wide Web","score_opus":0.010117024712809102,"score_gpt":0.2377274818198981,"score_spread":0.22761045710708902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2282354477","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5890068,0.00090082275,0.26678136,0.0029787414,0.000068655296,0.0008356027,0.0002336154,0.0008140025,0.13838042],"genre_scores_gemma":[0.81369555,0.0005638425,0.17807642,0.00012823317,0.00000587244,0.00039872868,0.0001234218,0.00006873351,0.0069391476],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9959841,0.0015550448,0.0003585581,0.00046364334,0.001070682,0.0005679886],"domain_scores_gemma":[0.9915394,0.0035606625,0.0011011247,0.00061734335,0.0022438788,0.0009375081],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049325223,0.0007600185,0.00025595786,0.001420648,0.0019446653,0.007572435,0.0022445226,0.0022391982,0.0017160323],"category_scores_gemma":[0.0111889625,0.00062696275,0.00038711043,0.0008496677,0.006852651,0.005204169,0.0050139157,0.0021690778,0.00056483055],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001105526,0.0016289677,0.07623407,0.0008867852,0.000026116193,0.0026243199,0.16074976,0.00843147,0.026588174,0.38305527,0.0025021692,0.33716235],"study_design_scores_gemma":[0.00005006424,0.0018343502,0.11713815,0.0025106608,0.00014366282,0.006573194,0.3004971,0.047846477,0.11428572,0.24258107,0.16606916,0.00047037218],"about_ca_topic_score_codex":0.015271365,"about_ca_topic_score_gemma":0.01898535,"teacher_disagreement_score":0.015271365,"about_ca_system_score_codex":0.0026846423,"about_ca_system_score_gemma":0.009994279,"threshold_uncertainty_score":0.03036493},"labels":[],"label_agreement":null},{"id":"W2283908883","doi":"10.5539/ies.v9n3p1","title":"EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Feeling; Psychology; Turkish; Foreign language; Mathematics education; Class (philosophy); Anxiety; Social psychology; Linguistics","score_opus":0.0637761808165006,"score_gpt":0.3775994472973024,"score_spread":0.3138232664808018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2283908883","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99954104,0.00004864363,0.000009870789,0.00005385263,0.0000032689898,0.00000250302,0.000006072373,6.992148e-7,0.0003341524],"genre_scores_gemma":[0.9993482,0.000085976746,0.000018945773,0.000054024524,0.000004535041,0.000006020503,0.0000144317655,8.092287e-7,0.00046701345],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99950576,0.000114656956,0.000037883518,0.000042596384,0.00013562235,0.0001635018],"domain_scores_gemma":[0.9980605,0.0003950755,0.00056699483,0.000047584766,0.0002776822,0.00065207394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007774371,0.00023055113,0.0003180147,0.0007020269,0.001128676,0.0014848305,0.00021592678,0.0006091215,0.001873802],"category_scores_gemma":[0.0019049947,0.00024520484,0.00043855785,0.0003624271,0.0009125668,0.00076302607,0.00091955677,0.0009166114,0.00027193362],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014307101,0.00089267426,0.85154414,0.000099713594,0.0000307091,0.0011230464,0.12676696,0.00004280795,0.0022438644,0.00012498324,0.00052943424,0.01645874],"study_design_scores_gemma":[0.000007646939,0.0003720404,0.80408996,0.00003771188,0.000019007844,0.00038131193,0.19353153,0.000066973684,0.000296951,0.000035463,0.0011432241,0.00001818499],"about_ca_topic_score_codex":0.004703983,"about_ca_topic_score_gemma":0.010719541,"teacher_disagreement_score":0.004703983,"about_ca_system_score_codex":0.00056429836,"about_ca_system_score_gemma":0.00058326987,"threshold_uncertainty_score":0.009353161},"labels":[],"label_agreement":null},{"id":"W2286322518","doi":"10.5539/elt.v9n3p160","title":"What If There Is Nobody Around to Speak English? Then Keep Your Voice Diary","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pronunciation; Fluency; nobody; Anxiety; Class (philosophy); Perception; Medical education; Pedagogy; Mathematics education; Linguistics; Medicine","score_opus":0.019431386475836136,"score_gpt":0.2602553894214864,"score_spread":0.24082400294565026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2286322518","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86371374,0.004043549,0.025422381,0.012548325,0.0019046712,0.0031205965,0.016731841,0.0013189737,0.07119587],"genre_scores_gemma":[0.89381504,0.0039406247,0.039708566,0.0027650965,0.00054722204,0.0027597116,0.0075515388,0.00023865268,0.048673484],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990108,0.0003763473,0.00015707771,0.00015098124,0.00023657778,0.00006813602],"domain_scores_gemma":[0.99705374,0.00070564036,0.0005199901,0.00022684816,0.0009850519,0.00050867844],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001197396,0.00022986323,0.00039333757,0.0006758683,0.00062985014,0.0009537311,0.0004721063,0.00050140696,0.0062648295],"category_scores_gemma":[0.0049603926,0.00013519038,0.00022293482,0.00038147462,0.00025171784,0.0010879334,0.00070630765,0.0011122592,0.005245107],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011151627,0.0011081567,0.14525926,0.0020518769,0.00011263442,0.0014711096,0.04132115,0.00030388596,0.02252629,0.0010661364,0.1248018,0.6588626],"study_design_scores_gemma":[0.00012294325,0.0024090505,0.35366076,0.001290539,0.00011025156,0.0035753697,0.078593545,0.0021076454,0.0153811155,0.0011479162,0.5412335,0.00036740146],"about_ca_topic_score_codex":0.000897796,"about_ca_topic_score_gemma":0.0022293155,"teacher_disagreement_score":0.0062648295,"about_ca_system_score_codex":0.00023342745,"about_ca_system_score_gemma":0.00030401853,"threshold_uncertainty_score":0.020957947},"labels":[],"label_agreement":null},{"id":"W228831741","doi":"","title":"A Case Study in the Application of Authentic Material Texts: Findings after Using the New York Times Monday Weekly on the United Daily News/ETUDE DE CAS DE LA APPLICATION DES MATERIELS AUTHENTIQUES : DÉCOUVERTE APRÈS L'UTILISATION DE NEW YORK TIME MONDAY WEEKLY CHEZ UNITED DAILY NEWS","year":2006,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Art; Reading (process); Sociology; Philosophy; Linguistics","score_opus":0.032276674729521164,"score_gpt":0.26754676383446113,"score_spread":0.23527008910493996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W228831741","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949215,0.0001965433,0.0005220654,0.0005113256,0.000031151307,0.00015299993,0.00002734033,0.000011026032,0.003626101],"genre_scores_gemma":[0.9891671,0.00051244674,0.0015120965,0.00025339946,0.000031661024,0.00027104298,0.000046843394,0.000032522352,0.008172825],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98802257,0.008016452,0.0005656387,0.00080412143,0.0015986483,0.0009925778],"domain_scores_gemma":[0.9719321,0.01857892,0.0035198592,0.0011619724,0.0030219657,0.001785232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009379919,0.0006338529,0.0005998714,0.0023782176,0.008876136,0.00463882,0.0021406524,0.0025752627,0.0031678516],"category_scores_gemma":[0.03308951,0.00067663233,0.0006635395,0.0025353248,0.0041765105,0.0041107903,0.0044876817,0.0029703546,0.0007708406],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059799924,0.0006186283,0.012630884,0.00021644335,0.000008128079,0.00715906,0.96038854,0.00003764053,0.0013485533,0.0006315788,0.00073162135,0.016169162],"study_design_scores_gemma":[0.000010503967,0.0003319368,0.016321631,0.00015569678,0.000015276142,0.0023482882,0.96408457,0.00016570707,0.0016781962,0.00012465582,0.014730971,0.00003262502],"about_ca_topic_score_codex":0.009701621,"about_ca_topic_score_gemma":0.022949774,"teacher_disagreement_score":0.009701621,"about_ca_system_score_codex":0.0042613354,"about_ca_system_score_gemma":0.0027665247,"threshold_uncertainty_score":0.049606383},"labels":[],"label_agreement":null},{"id":"W2288655711","doi":"10.82308/47952","title":"Forbidden fruit : identity, power and investment issues in learning a second language through computer mediated communication","year":2005,"lang":"en","type":"article","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Identity (music); Power (physics); Communication; Investment (military); Computer science; Linguistics; Psychology; Sociology; Internet privacy; Political science; Law; Art; Aesthetics; Philosophy","score_opus":0.04768993723879764,"score_gpt":0.32815242306159914,"score_spread":0.2804624858228015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2288655711","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73637706,0.0011233747,0.012230599,0.010694071,0.00010846784,0.00012156605,0.00003261003,0.000034063865,0.23927817],"genre_scores_gemma":[0.9941128,0.00017005226,0.0007373998,0.00019832625,0.000015436777,0.000037469843,0.0000073016986,0.00001142443,0.004709804],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99348253,0.004267982,0.00012866146,0.0004863843,0.0011093391,0.00052515685],"domain_scores_gemma":[0.99009657,0.0071704257,0.0009694053,0.0005619703,0.00047101863,0.000730588],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006380302,0.0003834672,0.00037655278,0.0021350961,0.012298939,0.013906453,0.002125046,0.0024583358,0.0041179527],"category_scores_gemma":[0.014176317,0.00032824455,0.0002498168,0.0019347648,0.02823633,0.016337875,0.008116336,0.0030939365,0.0003047135],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049660095,0.000085254454,0.009939225,0.00006110108,0.000011124755,0.0010302615,0.67645514,0.00017120082,0.00039546157,0.2856213,0.0010393857,0.025140846],"study_design_scores_gemma":[0.00001924071,0.00009014711,0.007967805,0.00017265273,0.0000137619445,0.0009317467,0.79639655,0.001025197,0.0007009475,0.12575561,0.06688791,0.00003846269],"about_ca_topic_score_codex":0.006212893,"about_ca_topic_score_gemma":0.0070291576,"teacher_disagreement_score":0.013906453,"about_ca_system_score_codex":0.0048675556,"about_ca_system_score_gemma":0.0027641037,"threshold_uncertainty_score":0.035316765},"labels":[],"label_agreement":null},{"id":"W2289233763","doi":"10.18806/tesl.v32i0.1219","title":"Test de Francais Laval-Montreal: Does It Measure What It Should Measure?","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Construct validity; Task (project management); Test validity; Construct (python library); Pedagogy; Social psychology; Psychometrics; Developmental psychology; Computer science","score_opus":0.03451480174865623,"score_gpt":0.2311048938086571,"score_spread":0.19659009206000086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2289233763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65637577,0.031888086,0.036193,0.06879696,0.004822027,0.0031499919,0.015701735,0.0014472615,0.18162516],"genre_scores_gemma":[0.9559551,0.003609555,0.021801403,0.004242352,0.00040893248,0.0024518992,0.0029257257,0.00023904743,0.008365996],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97891027,0.006320973,0.0012339683,0.0016647296,0.010561905,0.0013083034],"domain_scores_gemma":[0.90558696,0.02989892,0.010215225,0.006476117,0.0424013,0.005421489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025676923,0.00086574303,0.0009656294,0.0043278555,0.0024249223,0.0042108684,0.0026103363,0.0018455092,0.0033328512],"category_scores_gemma":[0.11274657,0.0003373422,0.0011120759,0.004900685,0.0042866506,0.0036338158,0.0017400758,0.0019212334,0.0014144738],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024450218,0.00019085666,0.6704596,0.0004719468,0.0003187353,0.00008747409,0.002869217,0.0010115689,0.0005938693,0.010758298,0.031646598,0.28134727],"study_design_scores_gemma":[0.00006445509,0.00039014083,0.8942094,0.0012442697,0.00012219943,0.00018002007,0.002794048,0.002705032,0.0012455703,0.005178305,0.09169808,0.0001684033],"about_ca_topic_score_codex":0.6028625,"about_ca_topic_score_gemma":0.6502145,"teacher_disagreement_score":0.6028625,"about_ca_system_score_codex":0.02024679,"about_ca_system_score_gemma":0.028494319,"threshold_uncertainty_score":0.7989527},"labels":[],"label_agreement":null},{"id":"W2289558485","doi":"10.3138/cmlr.2344","title":"The Effectiveness of Study-Abroad on Second Language Learning: A Meta-Analysis","year":2016,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":64,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Study abroad; Linguistics; Meta-analysis; Second language; Psychology; Term (time); Mathematics education; Pedagogy","score_opus":0.03086870613818452,"score_gpt":0.2657255765160527,"score_spread":0.2348568703778682,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2289558485","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02405735,0.97204757,0.0011719048,0.0005883543,0.00023873727,0.00044557572,0.00039835222,0.000025907286,0.0010263313],"genre_scores_gemma":[0.55069584,0.43929222,0.0059430916,0.0008478675,0.00025713077,0.0017897767,0.00067545567,0.00004379042,0.00045474144],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.9678508,0.020837352,0.006022795,0.0019614066,0.0028615273,0.00046608818],"domain_scores_gemma":[0.89858043,0.0871868,0.006388932,0.0022986648,0.0045818263,0.00096336735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0429198,0.0017502578,0.007605373,0.008552248,0.0011525737,0.0046442193,0.0019216503,0.001700622,0.0027727305],"category_scores_gemma":[0.093255304,0.0008641853,0.022576798,0.009652254,0.0011941554,0.0027510016,0.002014762,0.0017072643,0.00017597328],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020291335,0.00013383146,0.020760737,0.26746023,0.65776205,0.00022429765,0.0017163975,0.0004674675,0.00039218913,0.0006499856,0.00078731717,0.0476163],"study_design_scores_gemma":[0.00046234965,0.000641762,0.015821666,0.061498486,0.9142559,0.00015079208,0.0009496461,0.00024918356,0.00041328243,0.0005533614,0.0049584648,0.000045153574],"about_ca_topic_score_codex":0.010323991,"about_ca_topic_score_gemma":0.026995797,"teacher_disagreement_score":0.0429198,"about_ca_system_score_codex":0.0042315614,"about_ca_system_score_gemma":0.005638076,"threshold_uncertainty_score":0.22698432},"labels":[],"label_agreement":null},{"id":"W2289983200","doi":"","title":"Gender and Facilitator Talk in CMC","year":2000,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Facilitator; Computer science; Communication; Sociology; Psychology; Social psychology","score_opus":0.050379138017274526,"score_gpt":0.2610560729608169,"score_spread":0.21067693494354237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2289983200","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8189684,0.0023376972,0.007743623,0.0024753718,0.0002464197,0.00008798656,0.00012934075,0.00027535929,0.16773586],"genre_scores_gemma":[0.99024147,0.00017410264,0.0007283308,0.000085306514,0.000039091232,0.000035043995,0.000019322371,0.00009655954,0.008580795],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99150544,0.0056153988,0.00018488284,0.0006515651,0.001124444,0.00091838534],"domain_scores_gemma":[0.94983774,0.043392666,0.0015359381,0.0015625826,0.0018675304,0.0018035797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008361197,0.0005056476,0.0005630168,0.0017247144,0.0048097414,0.007939274,0.0010794104,0.0028363776,0.025701078],"category_scores_gemma":[0.04511785,0.00065577636,0.0003253093,0.00077176304,0.0027208768,0.005302629,0.0034204507,0.0017714485,0.0028030935],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0051791663,0.000832542,0.034810722,0.0006516705,0.00012557919,0.0026980587,0.54763377,0.0011431336,0.03670044,0.2314136,0.0089510195,0.12986034],"study_design_scores_gemma":[0.0011563889,0.002500169,0.10631547,0.0019785662,0.0009269493,0.0032645504,0.4860378,0.008753511,0.055291682,0.16984327,0.16356012,0.00037154058],"about_ca_topic_score_codex":0.0019485246,"about_ca_topic_score_gemma":0.0033003497,"teacher_disagreement_score":0.025701078,"about_ca_system_score_codex":0.0021616144,"about_ca_system_score_gemma":0.0017596888,"threshold_uncertainty_score":0.08597869},"labels":[],"label_agreement":null},{"id":"W2290034550","doi":"10.3138/cmlr.2096","title":"Project-Based Learning through the Eyes of Teachers and Students in Adult ESL Classrooms","year":2016,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Project-based learning; Pedagogy; Foreign language; Meaning (existential)","score_opus":0.01968185119230008,"score_gpt":0.2574084809828603,"score_spread":0.2377266297905602,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2290034550","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9435521,0.011248838,0.0027145375,0.008218226,0.00013280733,0.00015525031,0.000044297252,0.0000388255,0.033895176],"genre_scores_gemma":[0.98522514,0.0059911986,0.0012707326,0.0009596111,0.000042379776,0.00013652403,0.00002436701,0.00001049022,0.0063394704],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9887527,0.008716874,0.00025045266,0.00052421185,0.0010562718,0.0006995126],"domain_scores_gemma":[0.99242544,0.0046424186,0.0008625753,0.00027600644,0.0007091038,0.0010844081],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009638626,0.00027863865,0.0004909844,0.001204689,0.0040619816,0.004970424,0.0009998078,0.0013361266,0.0029628992],"category_scores_gemma":[0.014972598,0.00025248385,0.00020203905,0.00097610115,0.0062983544,0.0044808146,0.00697825,0.001679758,0.00048666715],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060072744,0.00028918247,0.01369795,0.00049953314,0.000013750137,0.0008500737,0.80007106,0.00007293613,0.00067961455,0.0059047197,0.0055357837,0.17232539],"study_design_scores_gemma":[0.000033915792,0.00030326273,0.016703615,0.0007887272,0.000013038757,0.0009973261,0.8543199,0.0000818307,0.00051089056,0.0031375973,0.12307881,0.000031059724],"about_ca_topic_score_codex":0.00739048,"about_ca_topic_score_gemma":0.016877132,"teacher_disagreement_score":0.009638626,"about_ca_system_score_codex":0.0023819255,"about_ca_system_score_gemma":0.0040188218,"threshold_uncertainty_score":0.05097449},"labels":[],"label_agreement":null},{"id":"W2290295761","doi":"10.1017/9781108672146.032","title":"Dissemination of Research Findings","year":2025,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Business","score_opus":0.05610341046077783,"score_gpt":0.2748513866332287,"score_spread":0.2187479761724509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2290295761","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01138054,0.007524255,0.20356853,0.07278599,0.021313842,0.084401235,0.060367685,0.015157745,0.52350014],"genre_scores_gemma":[0.0718417,0.016512834,0.4194763,0.01919032,0.0041116825,0.16255179,0.03689113,0.01633031,0.25309393],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9172107,0.04436013,0.011032804,0.0058879456,0.019719534,0.0017888516],"domain_scores_gemma":[0.7433198,0.10239373,0.0067729554,0.07770028,0.06358237,0.0062308093],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.12050016,0.0020624667,0.003314002,0.009659947,0.0033096864,0.015908921,0.0044687064,0.0035953857,0.0922449],"category_scores_gemma":[0.3229765,0.0019159145,0.0022171724,0.0099596465,0.0031150824,0.011278142,0.0127391955,0.009024133,0.08327317],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018478063,0.000168527,0.0005594208,0.006330475,0.00008658982,0.00024796693,0.014070984,0.0003056001,0.002262801,0.01892992,0.4875763,0.46927667],"study_design_scores_gemma":[0.0001971175,0.00016380764,0.0012774145,0.007336505,0.000058335652,0.00022254966,0.009370924,0.00044421238,0.0013184794,0.01609509,0.9634229,0.0000927128],"about_ca_topic_score_codex":0.0011553031,"about_ca_topic_score_gemma":0.0010287964,"teacher_disagreement_score":0.9840911,"about_ca_system_score_codex":0.004431669,"about_ca_system_score_gemma":0.03178358,"threshold_uncertainty_score":0.6372734},"labels":[],"label_agreement":null},{"id":"W2290696759","doi":"10.18192/olbiwp.v6i0.1133","title":"Étudier à l’université en français dans le contexte minoritaire ouest-canadien : ce que peut nous apprendre le dessin réflexif","year":2015,"lang":"fr","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Art","score_opus":0.024138043163136114,"score_gpt":0.22973018952800325,"score_spread":0.20559214636486714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2290696759","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9422182,0.002181315,0.0011523634,0.013926508,0.0002266668,0.000046313482,0.00017163949,0.000022974662,0.040054023],"genre_scores_gemma":[0.9833883,0.00078784645,0.0002881358,0.0009053095,0.000022067174,0.00002978289,0.000051353145,0.000020655558,0.014506658],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99511,0.0021434324,0.00012587839,0.00050270703,0.0007994647,0.0013185898],"domain_scores_gemma":[0.99171525,0.0026081223,0.0009268796,0.00037794007,0.001848152,0.0025236972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055658543,0.0005907051,0.0005299801,0.001513898,0.020940324,0.0099853985,0.0010839114,0.0017750553,0.010612412],"category_scores_gemma":[0.0076127937,0.00032573473,0.00032299123,0.0026839108,0.012369626,0.0049082506,0.0061551933,0.003436384,0.0009354139],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042858654,0.00003343427,0.018010758,0.00011019107,0.000013755788,0.00072743837,0.9587968,0.000039971907,0.0008112747,0.009855766,0.0024066898,0.009151144],"study_design_scores_gemma":[0.0000022431825,0.000022764581,0.015829166,0.0001312963,0.0000077949735,0.000120129844,0.93897885,0.00003199757,0.00017760154,0.0006812612,0.04399456,0.000022312845],"about_ca_topic_score_codex":0.4647554,"about_ca_topic_score_gemma":0.62660325,"teacher_disagreement_score":0.5352446,"about_ca_system_score_codex":0.02018218,"about_ca_system_score_gemma":0.021876212,"threshold_uncertainty_score":0.9241004},"labels":[],"label_agreement":null},{"id":"W2291062670","doi":"10.5539/ijel.v6n1p86","title":"Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Intervention (counseling); Psychology; Mediation; Context (archaeology); Comprehension; Psychological intervention; Listening comprehension; Control (management); Mathematics education; Linguistics; Communication; Computer science; Political science","score_opus":0.042577334506757714,"score_gpt":0.3196549909945463,"score_spread":0.2770776564877886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2291062670","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9470966,0.0032496743,0.02134154,0.004823429,0.00013360774,0.0023429007,0.00005712749,0.00014963627,0.020805469],"genre_scores_gemma":[0.975571,0.0012661702,0.020172395,0.000460118,0.000032209035,0.0013192381,0.000044823963,0.000011078426,0.0011229159],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99102706,0.0075945836,0.0001565887,0.00021292306,0.000769467,0.00023940633],"domain_scores_gemma":[0.9960679,0.0025587466,0.00037077998,0.00017545333,0.00039758405,0.00042949175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052230977,0.00024401354,0.00031594827,0.0006683602,0.00089861127,0.00059074955,0.0009911347,0.0005469126,0.0009591303],"category_scores_gemma":[0.012557668,0.00016047648,0.00021263458,0.000340788,0.001675688,0.00052301015,0.0011550979,0.0007117792,0.00010528731],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012680783,0.016043555,0.03686556,0.002798809,0.00006155351,0.00157499,0.11799157,0.0018604887,0.010686099,0.009673813,0.003652929,0.79752254],"study_design_scores_gemma":[0.0053875274,0.055619318,0.41124716,0.007847393,0.0005921786,0.008940911,0.23345965,0.026533643,0.052842364,0.050224964,0.14689812,0.0004068014],"about_ca_topic_score_codex":0.0021546574,"about_ca_topic_score_gemma":0.005209227,"teacher_disagreement_score":0.0052230977,"about_ca_system_score_codex":0.0015093783,"about_ca_system_score_gemma":0.0046975007,"threshold_uncertainty_score":0.0276227},"labels":[],"label_agreement":null},{"id":"W2291576406","doi":"10.5539/elt.v9n4p1","title":"Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Intercultural communication; Psychology; Communicative language teaching; Pedagogy; Intercultural relations; Intercultural competence; Negotiation; Foreign language; Language education; Cultural competence; Sociology","score_opus":0.04954881554543652,"score_gpt":0.3090238863414647,"score_spread":0.2594750707960282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2291576406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91076714,0.00049681106,0.00492042,0.04881562,0.0003429949,0.00012468598,0.000006544059,0.000072462695,0.034453295],"genre_scores_gemma":[0.9923463,0.00019471708,0.0017072704,0.0018894516,0.00004411167,0.00004861242,0.000002847272,0.000023243598,0.0037434343],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96226203,0.027644379,0.0007288608,0.0010376939,0.0030036177,0.0053234175],"domain_scores_gemma":[0.97390294,0.009080859,0.0019916045,0.0007604176,0.0021770678,0.012087103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023783874,0.0003744026,0.00045214558,0.00088626833,0.027775323,0.014972205,0.0019534335,0.0039315475,0.0034696832],"category_scores_gemma":[0.025910266,0.00045767767,0.00049588585,0.00068199117,0.021523235,0.0068939263,0.0148456665,0.00825686,0.00039167478],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053897955,0.00044918025,0.007836997,0.00007366668,0.0000070451047,0.0023408998,0.9273773,0.00018517999,0.003031062,0.025172882,0.002622989,0.030848904],"study_design_scores_gemma":[0.000016911958,0.00019551825,0.002474266,0.00010226234,0.000011148844,0.00061226875,0.9605542,0.00024371472,0.0013490784,0.0033785522,0.031030266,0.000031803655],"about_ca_topic_score_codex":0.008647121,"about_ca_topic_score_gemma":0.018079897,"teacher_disagreement_score":0.027775323,"about_ca_system_score_codex":0.009274802,"about_ca_system_score_gemma":0.03406344,"threshold_uncertainty_score":0.12578267},"labels":[],"label_agreement":null},{"id":"W2291819231","doi":"10.14288/1.0072227","title":"Students' attitudes toward their instructors' accents in L2 Spanish and French","year":2011,"lang":"en","type":"article","venue":"Open Collections","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychology; Mathematics education; Pedagogy; Social psychology; Linguistics","score_opus":0.09228507519895819,"score_gpt":0.28957988036578924,"score_spread":0.19729480516683107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2291819231","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993666,0.00002635048,0.000015393762,0.00002963594,0.00000231639,0.000003020033,0.0000065557892,0.0000010073101,0.00054919254],"genre_scores_gemma":[0.99888414,0.00005931696,0.000026623306,0.000041650674,0.0000028333804,0.0000046153177,0.000014502128,9.377169e-7,0.00096530456],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999458,0.00013401035,0.000036598605,0.000061240826,0.00016509119,0.00014504007],"domain_scores_gemma":[0.9967213,0.0007457426,0.00079984794,0.00006833399,0.00071078166,0.0009539061],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001563718,0.00025884266,0.00026279298,0.0006549597,0.00084482593,0.0017310748,0.0002534626,0.00060483994,0.0027091934],"category_scores_gemma":[0.003239761,0.00015946457,0.00036246667,0.00026504198,0.0006630196,0.00040509464,0.0005601021,0.0007144136,0.00053289963],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002988282,0.0005968706,0.9193237,0.000057745812,0.000033494965,0.0004938324,0.060606264,0.000103356004,0.0058612465,0.00014479826,0.00029434517,0.012185401],"study_design_scores_gemma":[0.000022136652,0.0010815447,0.8835169,0.00004487157,0.000035518173,0.00036216926,0.11047262,0.00026570508,0.0018310933,0.00007332327,0.0022559012,0.000038150345],"about_ca_topic_score_codex":0.01557289,"about_ca_topic_score_gemma":0.01902625,"teacher_disagreement_score":0.01557289,"about_ca_system_score_codex":0.0007216343,"about_ca_system_score_gemma":0.00055182027,"threshold_uncertainty_score":0.030964434},"labels":[],"label_agreement":null},{"id":"W2292140119","doi":"10.5539/elt.v9n2p136","title":"Testing the Noticing Function of the Output Hypothesis","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Paragraph; Lexis; Grammar; Linguistics; Function (biology); Notice; Sentence; Second-language acquisition; Psychology; Foreign language; Language acquisition; Computer science; Mathematics education; Natural language processing","score_opus":0.03492135752830059,"score_gpt":0.21485928804098353,"score_spread":0.17993793051268295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2292140119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9529661,0.00015314175,0.017861858,0.00098078,0.00017434932,0.00064588693,0.00067348516,0.000078213496,0.026466224],"genre_scores_gemma":[0.98817515,0.000052972347,0.007514105,0.0003374806,0.00007254977,0.000860958,0.00036570933,0.00010576082,0.0025152268],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97769517,0.00930655,0.0019032583,0.0050942674,0.0043096254,0.0016910278],"domain_scores_gemma":[0.5484606,0.40301245,0.019446693,0.015510516,0.00979033,0.0037794127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02455021,0.0020343019,0.0012665759,0.0017798734,0.0013075878,0.0035619384,0.0038899975,0.003703171,0.02730411],"category_scores_gemma":[0.17032237,0.0007202396,0.0018014541,0.0011554104,0.0057762414,0.008677516,0.00467161,0.004993321,0.002356586],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.04024882,0.009241017,0.63026136,0.0032451483,0.0015491272,0.0054758,0.0399494,0.0063256393,0.05464619,0.07567865,0.0035663596,0.12981251],"study_design_scores_gemma":[0.0032751316,0.0243685,0.7202691,0.0005999145,0.0022549077,0.0036143109,0.028492754,0.07772595,0.04558722,0.079841025,0.01361095,0.00036022894],"about_ca_topic_score_codex":0.0023961153,"about_ca_topic_score_gemma":0.0005404101,"teacher_disagreement_score":0.02730411,"about_ca_system_score_codex":0.0013111107,"about_ca_system_score_gemma":0.0020113976,"threshold_uncertainty_score":0.12983549},"labels":[],"label_agreement":null},{"id":"W2292203941","doi":"10.14288/1.0078223","title":"Academic reading strategies used by Chinese EFL learners : five case studies","year":2009,"lang":"en","type":"article","venue":"Open Collections","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Reading (process); Linguistics; Extensive reading; Mathematics education; Psychology; Computer science; Pedagogy; Philosophy","score_opus":0.062122984246117695,"score_gpt":0.35479367946317014,"score_spread":0.29267069521705247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2292203941","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982974,0.00013067969,0.00021949002,0.00004390734,0.000001492322,0.000053355052,0.00001823984,0.000004748654,0.0012306558],"genre_scores_gemma":[0.9961047,0.00048126432,0.0011978566,0.000048102498,0.000004750486,0.00009822843,0.000041538075,0.000008952483,0.0020146589],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99842,0.0006435144,0.00015471381,0.00015372562,0.00026971992,0.00035829848],"domain_scores_gemma":[0.9974769,0.001286152,0.00037855125,0.00021867847,0.00026675587,0.00037291524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021381776,0.0009315521,0.00071020355,0.0029284954,0.0050094044,0.0015170982,0.0018455118,0.0016893912,0.0019373972],"category_scores_gemma":[0.0047219447,0.00039854008,0.00056364044,0.0032248392,0.002606757,0.0011994947,0.0020104148,0.0010036215,0.00040920978],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019496203,0.0022201627,0.1153271,0.0005195201,0.000041924002,0.096427724,0.70918727,0.0008038623,0.004031169,0.001765298,0.00083336135,0.06864765],"study_design_scores_gemma":[0.00009042792,0.001778054,0.1711627,0.00042768221,0.0001669826,0.055260852,0.73246986,0.0043992633,0.013265161,0.0013559773,0.01946043,0.00016274062],"about_ca_topic_score_codex":0.02503966,"about_ca_topic_score_gemma":0.046957556,"teacher_disagreement_score":0.02503966,"about_ca_system_score_codex":0.0046054763,"about_ca_system_score_gemma":0.0017775426,"threshold_uncertainty_score":0.04978788},"labels":[],"label_agreement":null},{"id":"W2292406636","doi":"","title":"Reflections on Observing ESL Reading and Writing Course at University of Ottawa","year":2015,"lang":"en","type":"article","venue":"海外英语","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading (process); Class (philosophy); Course (navigation); Grammar; Mathematics education; Extensive reading; Pedagogy; Computer science; Linguistics; Psychology; Engineering; Artificial intelligence; Philosophy","score_opus":0.1359088493246419,"score_gpt":0.31352242147499315,"score_spread":0.17761357215035126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2292406636","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90311915,0.0014245523,0.0012013117,0.02686213,0.0014111887,0.00025528128,0.0009793798,0.0002424758,0.06450446],"genre_scores_gemma":[0.90513426,0.0014075973,0.0013410788,0.0046464475,0.00024846374,0.00012092112,0.00023789365,0.00033253356,0.08653075],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950258,0.0019851965,0.00019890483,0.00059797807,0.00094328367,0.0012487883],"domain_scores_gemma":[0.98727846,0.0035799108,0.0008656641,0.00042969745,0.0031765122,0.004669723],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030113882,0.0010009606,0.0011395535,0.00140226,0.031488486,0.0071778027,0.0026971304,0.004278629,0.008784878],"category_scores_gemma":[0.012454268,0.0011623617,0.0007812857,0.0017587678,0.0128578935,0.0025909103,0.0051455344,0.011017731,0.002328468],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016007616,0.00015370622,0.0048593883,0.00012286323,0.000015476933,0.0038440027,0.9671047,0.00017780853,0.005014854,0.00062861084,0.011717354,0.006201217],"study_design_scores_gemma":[0.000007937734,0.00014171885,0.011764878,0.00020093177,0.000022896533,0.00041358083,0.9065451,0.000082766506,0.0020413366,0.00019196351,0.07846905,0.00011778187],"about_ca_topic_score_codex":0.54052436,"about_ca_topic_score_gemma":0.83183455,"teacher_disagreement_score":0.54052436,"about_ca_system_score_codex":0.032860294,"about_ca_system_score_gemma":0.013376874,"threshold_uncertainty_score":0.92436314},"labels":[],"label_agreement":null},{"id":"W2293183341","doi":"10.1080/09571736.2016.1146914","title":"Motivated by visions: a tale of a rural learner of English","year":2016,"lang":"en","type":"article","venue":"Language Learning Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test of English as a Foreign Language; Narrative; Identity (music); Vision; Sociology; Language acquisition; Pedagogy; Psychology; Variety (cybernetics); Ethnic group; Language assessment; Linguistics; Mathematics education; Computer science","score_opus":0.00772789529147571,"score_gpt":0.2274167468659151,"score_spread":0.21968885157443938,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2293183341","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9397389,0.0015955558,0.0019355838,0.02827343,0.0006899417,0.00010890093,0.000043140568,0.00009157208,0.027522927],"genre_scores_gemma":[0.950429,0.0014588551,0.002063817,0.006575049,0.00015961453,0.00008640031,0.00004106209,0.0001243142,0.039061844],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967513,0.0016481604,0.0000451309,0.0003468561,0.00040323383,0.0008052626],"domain_scores_gemma":[0.9967859,0.00050666573,0.00027356466,0.00008754423,0.0002451736,0.0021012512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027726039,0.001367893,0.0009740977,0.0015954177,0.028689435,0.00935501,0.0027485602,0.004293279,0.0041969554],"category_scores_gemma":[0.004842026,0.0006872346,0.000898285,0.00058577076,0.012066193,0.006264518,0.010335544,0.009973536,0.0013650696],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005490798,0.0003481884,0.004103339,0.00007604419,0.00001325858,0.010110012,0.9647089,0.000049257276,0.0013412891,0.0053108092,0.005505296,0.008378666],"study_design_scores_gemma":[0.0000068846366,0.00020375612,0.0012285032,0.000059362676,0.0000103832945,0.0050247726,0.96567833,0.00014736255,0.00025704576,0.0012420886,0.02610941,0.00003210332],"about_ca_topic_score_codex":0.010957417,"about_ca_topic_score_gemma":0.023362605,"teacher_disagreement_score":0.028689435,"about_ca_system_score_codex":0.0037451412,"about_ca_system_score_gemma":0.0037442283,"threshold_uncertainty_score":0.027172983},"labels":[],"label_agreement":null},{"id":"W2293639500","doi":"10.5539/elt.v9n4p119","title":"Evaluating Integrated Task Based Activities and Computer Assisted Language Learning (CALL)","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Class (philosophy); Mathematics education; Psychology; Multimedia; Diversity (politics); Computer science; Engineering; Artificial intelligence","score_opus":0.02389460098949073,"score_gpt":0.28373130934664154,"score_spread":0.2598367083571508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2293639500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9873054,0.00013067163,0.007838662,0.000028724602,0.000021493104,0.0011549974,0.00009033569,0.00012653104,0.0033031292],"genre_scores_gemma":[0.9731406,0.00015396047,0.022395438,0.000045890716,0.000021059914,0.0017453871,0.00039344665,0.000024457013,0.002079772],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98884505,0.0066664526,0.0009048645,0.0008440118,0.0021640698,0.0005756141],"domain_scores_gemma":[0.9674422,0.020847304,0.0032077942,0.0012058885,0.004550199,0.0027465797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057884566,0.00074592413,0.00073515903,0.0012371872,0.00036771066,0.0014606112,0.0010303756,0.00080591347,0.0014872738],"category_scores_gemma":[0.025558064,0.00030639465,0.00055820536,0.0008967381,0.0005099426,0.001194239,0.0015475183,0.00051408046,0.0005127144],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01799148,0.032724522,0.062453017,0.0025332132,0.0005690445,0.0003184941,0.007814457,0.018665504,0.040212914,0.0008066931,0.0013098381,0.8146008],"study_design_scores_gemma":[0.0051414566,0.27739802,0.5448888,0.0007555546,0.0014580837,0.00074376696,0.011352298,0.07419495,0.064463794,0.0013859584,0.017810848,0.00040649448],"about_ca_topic_score_codex":0.0021712687,"about_ca_topic_score_gemma":0.002491905,"teacher_disagreement_score":0.0057884566,"about_ca_system_score_codex":0.0012884346,"about_ca_system_score_gemma":0.0015454649,"threshold_uncertainty_score":0.030612648},"labels":[],"label_agreement":null},{"id":"W2294066308","doi":"10.18192/olbiwp.v5i0.1124","title":"Cours de correction phonétique par Internet : une expérience avec l’application Lab de langues dans un environnement Moodle","year":2013,"lang":"fr","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Humanities; Art; Philosophy","score_opus":0.007869159397689418,"score_gpt":0.21818683123638533,"score_spread":0.2103176718386959,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2294066308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8325904,0.00082693034,0.099011585,0.0026626287,0.00094769883,0.0006753732,0.00027390072,0.004421048,0.05859052],"genre_scores_gemma":[0.8958885,0.00038860986,0.032790095,0.0009994782,0.00020254223,0.00025312972,0.0002748043,0.0010942774,0.06810858],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9973123,0.0012955215,0.00010583155,0.00033002088,0.0007404567,0.00021591775],"domain_scores_gemma":[0.991736,0.0050267954,0.00031854102,0.0008661329,0.0014250514,0.000627511],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023223283,0.0007557563,0.00047781196,0.00085831323,0.0023117056,0.0027421152,0.0010467706,0.0018510292,0.009255683],"category_scores_gemma":[0.014200768,0.00033779326,0.0003908929,0.0005959802,0.0021119255,0.0026331237,0.0019834493,0.001945804,0.0029202243],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013000165,0.0015442239,0.01233859,0.0007824025,0.00006244264,0.010031757,0.28387657,0.002474118,0.08009115,0.010263134,0.025868356,0.5713673],"study_design_scores_gemma":[0.0002184025,0.0037907362,0.03440758,0.00044439363,0.00015698752,0.0076716673,0.10752164,0.021816099,0.083505504,0.005822645,0.73413515,0.00050910446],"about_ca_topic_score_codex":0.0037106588,"about_ca_topic_score_gemma":0.005109808,"teacher_disagreement_score":0.009255683,"about_ca_system_score_codex":0.0010793766,"about_ca_system_score_gemma":0.0011163891,"threshold_uncertainty_score":0.030963302},"labels":[],"label_agreement":null},{"id":"W2294685347","doi":"","title":"Unit 11 Peoples and Countries说课设计","year":2014,"lang":"zh","type":"article","venue":"新课程：小学","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Tower; History; Opera; Visual arts; Art history; Art; Archaeology","score_opus":0.024752381317487252,"score_gpt":0.2330717061782775,"score_spread":0.20831932486079024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2294685347","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005955457,0.0012712016,0.0014553246,0.018769553,0.0074098557,0.00013328934,0.00067452766,0.0007409128,0.9635898],"genre_scores_gemma":[0.014602935,0.0005135336,0.00062816136,0.0018482413,0.00027127488,0.00006593049,0.0003003894,0.00021517237,0.9815544],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995105,0.00008788111,0.000019713385,0.00006819989,0.00016809112,0.00014562176],"domain_scores_gemma":[0.999106,0.000045485438,0.000028195751,0.00003887026,0.00024052916,0.00054084754],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000423809,0.0006550608,0.00040326887,0.00044193593,0.0047430047,0.005015262,0.0005574033,0.0016214363,0.3189843],"category_scores_gemma":[0.0012922667,0.00027709972,0.0003067948,0.00056136504,0.0012700676,0.0034418765,0.003535463,0.0038220426,0.1270341],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020751038,0.000047057914,0.00038717999,0.00007914686,0.0000011442006,0.00009987655,0.0025056205,0.000016080028,0.00028320614,0.007179165,0.95250916,0.036871575],"study_design_scores_gemma":[0.0000027370525,0.00001642606,0.0007070547,0.000040726525,6.2905514e-7,0.000042898653,0.0030617353,0.000008006361,0.00012975936,0.0003939015,0.9955916,0.0000045451943],"about_ca_topic_score_codex":0.016318513,"about_ca_topic_score_gemma":0.04613667,"teacher_disagreement_score":0.3189843,"about_ca_system_score_codex":0.0021607382,"about_ca_system_score_gemma":0.002687267,"threshold_uncertainty_score":0.97138625},"labels":[],"label_agreement":null},{"id":"W2294818208","doi":"10.14288/1.0072883","title":"Characterizing oral proficiency and language use of long-time learners of Chinese as an additional language using computer technology","year":2012,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Linguistics; Natural language processing; Comprehension approach; Language assessment; Language proficiency; Artificial intelligence; Mathematics education; Psychology; Natural language","score_opus":0.01576200664347578,"score_gpt":0.20924000968000003,"score_spread":0.19347800303652424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2294818208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894196,0.000017751454,0.000035712994,0.0000096097665,5.8926656e-7,0.000005029986,0.00001969255,0.0000013885184,0.0009682445],"genre_scores_gemma":[0.9985008,0.000053586034,0.00013872344,0.000009905275,6.5127836e-7,0.000008926961,0.00005183444,0.0000019472175,0.0012336529],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99935097,0.00008209514,0.00004695598,0.00009104573,0.00025466413,0.00017419415],"domain_scores_gemma":[0.99696666,0.00083764695,0.00057363394,0.00010831385,0.0010918513,0.0004218669],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00087000505,0.0002675754,0.00024187421,0.0011229449,0.0012718467,0.002088326,0.0003879039,0.0002741461,0.0018766561],"category_scores_gemma":[0.0040551815,0.00012419338,0.00012991359,0.00078377104,0.0010728672,0.00061470974,0.00083060405,0.00041971312,0.00026662453],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011495992,0.00016956356,0.6761325,0.00012175165,0.00001914386,0.00064653676,0.27200934,0.00012302164,0.015116636,0.0005247234,0.0003160896,0.03470579],"study_design_scores_gemma":[0.0000030283297,0.00021150851,0.8081145,0.00004338298,0.000016623222,0.00035789,0.18614544,0.00033267486,0.002383224,0.000094735275,0.0022595413,0.000037378144],"about_ca_topic_score_codex":0.25180367,"about_ca_topic_score_gemma":0.3807209,"teacher_disagreement_score":0.25180367,"about_ca_system_score_codex":0.0018407843,"about_ca_system_score_gemma":0.002902102,"threshold_uncertainty_score":0.50067604},"labels":[],"label_agreement":null},{"id":"W2296114211","doi":"10.5539/elt.v9n4p92","title":"Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Deci-; Psychology; Self-determination theory; Mathematics education; Intrinsic motivation; Statistical analysis; Pedagogy; Social psychology","score_opus":0.010626412312349044,"score_gpt":0.2850942054264816,"score_spread":0.27446779311413255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2296114211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992914,0.000015778365,0.00004787227,0.00006235777,8.344208e-7,0.000009034816,0.000013371082,5.911881e-7,0.0005586858],"genre_scores_gemma":[0.9995827,0.000028729555,0.000076959324,0.000013981866,0.0000010260435,0.000011340043,0.000032054173,6.0097494e-7,0.0002525525],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996222,0.000064202555,0.00003100461,0.000053277894,0.00009593306,0.00013334656],"domain_scores_gemma":[0.9988908,0.0003852701,0.00026115772,0.000036288828,0.00014658216,0.00027988062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010046695,0.00021933747,0.00023158437,0.0017538345,0.0011110065,0.0014748788,0.00041287564,0.00043625993,0.0014213042],"category_scores_gemma":[0.0019647211,0.00016561788,0.0004001006,0.0013569762,0.00079165294,0.0008416774,0.0012120988,0.00046010452,0.00012289142],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005283642,0.0002478138,0.94153047,0.00005309813,0.000026634896,0.00023669412,0.035307482,0.00010371412,0.0012506447,0.0018134189,0.00019464453,0.019182537],"study_design_scores_gemma":[0.000004929367,0.00006015436,0.9470202,0.000019952537,0.000015703954,0.000058515056,0.050374057,0.0010677915,0.00026608535,0.0004610284,0.00063818076,0.00001338513],"about_ca_topic_score_codex":0.015944565,"about_ca_topic_score_gemma":0.026112461,"teacher_disagreement_score":0.015944565,"about_ca_system_score_codex":0.0013737744,"about_ca_system_score_gemma":0.0024097278,"threshold_uncertainty_score":0.03170353},"labels":[],"label_agreement":null},{"id":"W2296858223","doi":"10.14288/1.0104164","title":"An experimental study of two approaches to teaching speech in terms of reducing speech anxiety","year":2011,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Speech recognition; Anxiety; Computer science; Psychology; Linguistics; Philosophy","score_opus":0.07374160286871563,"score_gpt":0.224492463137397,"score_spread":0.1507508602686814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2296858223","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99819714,0.00010776071,0.00057169964,0.000053930195,0.00004452966,0.0004056313,0.00001378193,0.000015046623,0.00059060386],"genre_scores_gemma":[0.9800607,0.0007491984,0.013210809,0.0002551449,0.00021795598,0.0025636614,0.000093473616,0.00001029157,0.0028386537],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99843234,0.00056228746,0.00013753616,0.00027724574,0.0003422183,0.0002482796],"domain_scores_gemma":[0.996439,0.0019568861,0.0004149022,0.00022190204,0.00010790154,0.0008594596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014684309,0.000901955,0.0007898645,0.00071391714,0.0006811669,0.0006161597,0.00081399817,0.0009866421,0.003421265],"category_scores_gemma":[0.00393264,0.0004061404,0.0005034649,0.00039344485,0.0011700017,0.0005361923,0.0008521106,0.0015091684,0.00028062993],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.055947967,0.5984448,0.0066760127,0.0017223887,0.00033808628,0.000751098,0.007449413,0.00086249167,0.10168749,0.0014862141,0.00062774954,0.2240063],"study_design_scores_gemma":[0.018698933,0.9204535,0.03381406,0.00012043872,0.00035409036,0.0004075804,0.0021452317,0.0014047235,0.019393696,0.0006082702,0.002519614,0.0000797902],"about_ca_topic_score_codex":0.0005184085,"about_ca_topic_score_gemma":0.0013928654,"teacher_disagreement_score":0.003421265,"about_ca_system_score_codex":0.00038900354,"about_ca_system_score_gemma":0.00083877915,"threshold_uncertainty_score":0.011445284},"labels":[],"label_agreement":null},{"id":"W2297813731","doi":"10.14288/1.0104984","title":"An experimental study of two methods of teaching oral French","year":2011,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Computer science","score_opus":0.05187392352051769,"score_gpt":0.2745723569100707,"score_spread":0.22269843338955303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2297813731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947108,0.00017263182,0.0021633168,0.00008996923,0.00010052225,0.00122805,0.00007856773,0.000047627247,0.0014085224],"genre_scores_gemma":[0.9582599,0.0006663768,0.026167894,0.00032017563,0.0002721328,0.0063140616,0.00035120797,0.000039439878,0.0076088174],"study_design_codex":"nonrandomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.9961792,0.001467958,0.000305229,0.00093406136,0.00067561195,0.00043797656],"domain_scores_gemma":[0.9866019,0.009153636,0.0013268727,0.0013223971,0.00047987406,0.0011153002],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003058904,0.001301825,0.0011958907,0.00081624056,0.0006421537,0.0009072155,0.0016492272,0.0016273988,0.009625698],"category_scores_gemma":[0.015378693,0.00084025064,0.00083310367,0.00039811723,0.001067039,0.0010107456,0.0010126724,0.0013582478,0.0009549154],"study_design_candidate":"randomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.052961987,0.43494025,0.012823091,0.0026868165,0.0003889129,0.0006822653,0.011797339,0.0011935423,0.06702423,0.0016214962,0.0013359826,0.4125442],"study_design_scores_gemma":[0.027400237,0.84327656,0.056615915,0.0003666463,0.00048781806,0.0009295856,0.0047668773,0.0044893236,0.040387724,0.0016503459,0.019331547,0.0002975614],"about_ca_topic_score_codex":0.00053532363,"about_ca_topic_score_gemma":0.0006640792,"teacher_disagreement_score":0.009625698,"about_ca_system_score_codex":0.0005166267,"about_ca_system_score_gemma":0.00065221766,"threshold_uncertainty_score":0.03220117},"labels":[],"label_agreement":null},{"id":"W2298442292","doi":"10.5539/hes.v6n2p19","title":"Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach","year":2016,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Postponement; Process (computing); Curriculum; Computer science; Delphi method; Mathematics education; English for specific purposes; Pedagogy; Psychology; Engineering","score_opus":0.45074759818552207,"score_gpt":0.5036792364009112,"score_spread":0.0529316382153891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2298442292","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7271395,0.001238778,0.19169231,0.004156803,0.00043242957,0.015268659,0.00027902343,0.0012236309,0.058569003],"genre_scores_gemma":[0.46218827,0.0015975459,0.5047749,0.00062982657,0.0001453231,0.008195304,0.00038799306,0.00011269275,0.021968087],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9924517,0.0045551374,0.00061511045,0.00052493374,0.0014814677,0.00037160204],"domain_scores_gemma":[0.9725822,0.012682811,0.0040468345,0.0019333528,0.0055472525,0.0032075902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017392378,0.0004633684,0.00036334994,0.002313946,0.0013996263,0.0029229883,0.0016263811,0.00067383464,0.004894485],"category_scores_gemma":[0.029017042,0.0002750742,0.00042033795,0.0011599903,0.00076173904,0.002420178,0.0027618415,0.0012017041,0.001517799],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011733148,0.003788618,0.013462474,0.0014619795,0.000013946587,0.00036263966,0.025999157,0.00058400095,0.016362622,0.0038062294,0.0053605097,0.9286805],"study_design_scores_gemma":[0.0009516363,0.0113653885,0.20748731,0.0055343825,0.00017606052,0.0028323205,0.20419355,0.017223626,0.09638329,0.036800776,0.41676673,0.0002850136],"about_ca_topic_score_codex":0.0004262148,"about_ca_topic_score_gemma":0.00089272356,"teacher_disagreement_score":0.017392378,"about_ca_system_score_codex":0.0016870094,"about_ca_system_score_gemma":0.0075515574,"threshold_uncertainty_score":0.091980815},"labels":[],"label_agreement":null},{"id":"W2298447089","doi":"10.1080/14675986.2015.1109777","title":"Identity as a site of difference: toward a complex understanding of identity in multilingual, multicultural classrooms","year":2015,"lang":"en","type":"article","venue":"Intercultural Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"Office of International Science and Engineering; Simon Fraser University","keywords":"Pedagogy; Multiculturalism; Multilingualism; Literacy; Sociology; Context (archaeology); Negotiation; Identity (music); Power structure; Multicultural education; Mathematics education; Psychology; Ethnography; Social science","score_opus":0.2152805606022311,"score_gpt":0.3918224511377572,"score_spread":0.1765418905355261,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2298447089","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87093174,0.0026887846,0.009455171,0.010937152,0.00008750427,0.0000528416,0.000017952354,0.000031525786,0.105797365],"genre_scores_gemma":[0.9981377,0.00022586387,0.0005030832,0.00013473001,0.0000055161063,0.000007411224,0.0000031629845,0.00000515266,0.0009773533],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99686253,0.0015857083,0.00009318205,0.00035285897,0.000494251,0.00061153946],"domain_scores_gemma":[0.9983701,0.0006385562,0.00025829347,0.00011735771,0.0002327038,0.00038301205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004391682,0.00048946904,0.00051843445,0.003407436,0.012491163,0.01557096,0.0018726554,0.0017726388,0.0013993451],"category_scores_gemma":[0.0030630615,0.00034313495,0.0002925355,0.0015984275,0.048542105,0.011767436,0.009036798,0.0037386122,0.00014237482],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000817689,0.000023195058,0.0036595117,0.000029736388,0.00000292388,0.0002238689,0.8802162,0.00007177238,0.00032257018,0.10957553,0.00015289773,0.0057136486],"study_design_scores_gemma":[0.000005738233,0.000018777833,0.005369819,0.00012875507,0.000008110795,0.0001872909,0.93320024,0.00046558236,0.00024291321,0.046055987,0.014298489,0.00001829018],"about_ca_topic_score_codex":0.11318288,"about_ca_topic_score_gemma":0.110463254,"teacher_disagreement_score":0.11318288,"about_ca_system_score_codex":0.012081645,"about_ca_system_score_gemma":0.009984259,"threshold_uncertainty_score":0.22504812},"labels":[],"label_agreement":null},{"id":"W2298464684","doi":"10.1075/lia.6.2.03gue","title":"Interactions verbales et résolution de malentendus en français L2 entre locuteurs de L1 commune et différente","year":2015,"lang":"en","type":"article","venue":"Language Interaction and Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université du Québec à Montréal","funders":"","keywords":"Repertoire; Linguistics; Vocabulary; Psychology; Comprehension; Task (project management); Computer science; Art; Philosophy","score_opus":0.027656289485871285,"score_gpt":0.30890433150395874,"score_spread":0.28124804201808745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2298464684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99719834,0.0006734597,0.00053617917,0.00014987143,0.00000821373,0.000006669823,0.00003129157,0.0000098199225,0.0013861345],"genre_scores_gemma":[0.9971534,0.0004409122,0.0005100443,0.00005495529,0.000011785668,0.000017227527,0.0000770652,0.000012424212,0.0017222331],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99496955,0.0032011468,0.00022239005,0.0004458637,0.0007184078,0.00044261088],"domain_scores_gemma":[0.9922522,0.0051041306,0.0012750211,0.0001425065,0.0008763297,0.00034979705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034643305,0.00076830905,0.00042619283,0.0015982898,0.0025155593,0.0027344376,0.0005519705,0.0012761396,0.0014680065],"category_scores_gemma":[0.015434759,0.00026415623,0.00030486257,0.00090158207,0.0026587192,0.0016670441,0.0019085439,0.0008735944,0.00029131395],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002372809,0.00010686554,0.07793718,0.00020804175,0.000047266298,0.00519907,0.85079026,0.0003234066,0.012084287,0.00079921325,0.0005289416,0.051738176],"study_design_scores_gemma":[0.000024368286,0.00063707517,0.24735752,0.00013662234,0.000046595174,0.008693212,0.6979719,0.0007312969,0.007256436,0.00045458862,0.036573164,0.00011725627],"about_ca_topic_score_codex":0.047133353,"about_ca_topic_score_gemma":0.05300907,"teacher_disagreement_score":0.047133353,"about_ca_system_score_codex":0.002459378,"about_ca_system_score_gemma":0.0013630482,"threshold_uncertainty_score":0.09371799},"labels":[],"label_agreement":null},{"id":"W2300878040","doi":"10.14288/1.0165523","title":"Authenticating \"non-native speaker teacher\" professional identity in French as a second language (FSL) education","year":2013,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Identity (music); Linguistics; First language; Psychology; Pedagogy; Communication","score_opus":0.008377039387518418,"score_gpt":0.21619878375820858,"score_spread":0.20782174437069018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2300878040","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988953,0.00017633739,0.0012896557,0.0017714131,0.00002586257,0.00006038168,0.000020613224,0.0000136777835,0.0076890667],"genre_scores_gemma":[0.9953265,0.000120140816,0.00050078443,0.00022320429,0.000005592774,0.00003217207,0.000014016519,0.000009120201,0.0037683675],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98894227,0.006952197,0.00017361375,0.00073916913,0.0010858447,0.0021068307],"domain_scores_gemma":[0.99180764,0.003996822,0.0007777654,0.00035929622,0.0015017028,0.0015568318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070400825,0.00040444042,0.00063158554,0.0013131578,0.024236213,0.006844588,0.0018696345,0.0022548342,0.0030962757],"category_scores_gemma":[0.008923462,0.0003918482,0.00028464192,0.0009939318,0.014667727,0.0027864473,0.005695288,0.0022004198,0.00040861883],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009847912,0.000017257798,0.002529744,0.000020966665,0.000001013049,0.0008414787,0.9924097,0.000022199662,0.00038968585,0.0012815534,0.0002258566,0.002250721],"study_design_scores_gemma":[0.0000011919444,0.000016149594,0.0009493798,0.000024534354,0.0000012574503,0.00028593835,0.9923679,0.000045498295,0.00017621276,0.00010633188,0.006020479,0.0000051585703],"about_ca_topic_score_codex":0.2410811,"about_ca_topic_score_gemma":0.39692846,"teacher_disagreement_score":0.2410811,"about_ca_system_score_codex":0.019535823,"about_ca_system_score_gemma":0.018440137,"threshold_uncertainty_score":0.47935575},"labels":[],"label_agreement":null},{"id":"W2300906137","doi":"10.14288/1.0090887","title":"Teachers’ decisions in conducting read alouds","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Computer science","score_opus":0.04273372045678565,"score_gpt":0.21509023675318395,"score_spread":0.1723565162963983,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2300906137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89558077,0.0010588965,0.06815681,0.0053961384,0.0004441624,0.00068194035,0.00013452863,0.0008377744,0.027708977],"genre_scores_gemma":[0.9529766,0.0004860066,0.03906538,0.0007731497,0.000067630106,0.00036144507,0.00010262315,0.00032043338,0.00584677],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.90137845,0.07052755,0.0053709745,0.0058206683,0.0140526015,0.002849829],"domain_scores_gemma":[0.7603276,0.18376267,0.017688671,0.0088963965,0.024415335,0.0049093757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.045917597,0.0008468437,0.0006987506,0.0018355263,0.0034337838,0.006302011,0.0017438625,0.0021740007,0.0024965082],"category_scores_gemma":[0.16084363,0.0012610273,0.000653647,0.0009101216,0.0038637067,0.0039736037,0.0021298898,0.0029208837,0.0020984216],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00089532655,0.00052674126,0.044437103,0.0007834232,0.0001148116,0.0025878288,0.69101113,0.0008510092,0.075422086,0.006216968,0.0060945638,0.17105894],"study_design_scores_gemma":[0.00029716687,0.0014819673,0.06655884,0.0015846875,0.00025811154,0.0039920653,0.6343002,0.0048686746,0.08892815,0.022338353,0.17467627,0.0007155457],"about_ca_topic_score_codex":0.0017362408,"about_ca_topic_score_gemma":0.005339935,"teacher_disagreement_score":0.045917597,"about_ca_system_score_codex":0.0025554881,"about_ca_system_score_gemma":0.0038987636,"threshold_uncertainty_score":0.24283838},"labels":[],"label_agreement":null},{"id":"W2303825165","doi":"10.1080/09571736.2016.1146915","title":"Writing for the (virtual) other: Bakhtinian intertextuality within online L2 writing exchanges","year":2016,"lang":"en","type":"article","venue":"Language Learning Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intertextuality; Second language writing; Computer-mediated communication; Linguistics; Sociology; Pedagogy; Second language; Computer science; Psychology; Mathematics education; World Wide Web; The Internet","score_opus":0.043503922583580275,"score_gpt":0.2966297790491231,"score_spread":0.2531258564655428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2303825165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7984919,0.0020869211,0.021207355,0.0060182945,0.00017304774,0.000083603205,0.00004810658,0.00010933298,0.17178136],"genre_scores_gemma":[0.9950192,0.00019717673,0.00094999856,0.00014739377,0.00002322963,0.000029468745,0.00001127623,0.000023680994,0.0035985394],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.992983,0.005020551,0.00016061863,0.000572101,0.0007193212,0.0005443528],"domain_scores_gemma":[0.9895286,0.0069260043,0.0014410554,0.0008019083,0.00047760108,0.0008248992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041012145,0.00043247498,0.00033229016,0.0018045729,0.0117924595,0.011063033,0.001059313,0.0015809626,0.005846836],"category_scores_gemma":[0.010988632,0.00031685716,0.00026137466,0.001501627,0.017779298,0.012342847,0.011886247,0.0028133004,0.00076537835],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046146866,0.000026856895,0.0016823952,0.00009203589,0.000005771349,0.00074009644,0.94189465,0.00007328831,0.0016740854,0.041596707,0.00041867548,0.011749257],"study_design_scores_gemma":[0.000021679662,0.00009043683,0.0072197174,0.00033228679,0.000019071535,0.0020064795,0.8338579,0.00069931266,0.002752178,0.033154704,0.1197958,0.000050359733],"about_ca_topic_score_codex":0.0015964493,"about_ca_topic_score_gemma":0.0021319787,"teacher_disagreement_score":0.0117924595,"about_ca_system_score_codex":0.0029522984,"about_ca_system_score_gemma":0.0020258867,"threshold_uncertainty_score":0.021689594},"labels":[],"label_agreement":null},{"id":"W2306060535","doi":"10.3968/8224","title":"The Necessity of the Role Change for English Teachers in China’s Junior High Schools","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Mathematics education; Pedagogy; English language; Process (computing); Psychology; Political science; Sociology; Computer science","score_opus":0.017601125947768206,"score_gpt":0.2739123970481102,"score_spread":0.256311271100342,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2306060535","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9891784,0.00034300395,0.00022682478,0.004258675,0.000033600412,0.000020482541,0.000007601305,0.000009060703,0.005922317],"genre_scores_gemma":[0.99857736,0.0000845952,0.000109697976,0.00013114836,0.0000055780306,0.0000068374816,0.0000035646897,0.0000012028426,0.001080053],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976017,0.00057215116,0.000118087635,0.0002566196,0.0004070798,0.0010443558],"domain_scores_gemma":[0.9964232,0.00030857074,0.00043199875,0.00012590479,0.00043769128,0.0022726243],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026731393,0.00016348372,0.00024996453,0.00079924194,0.0066851717,0.0026032485,0.0007530374,0.00086046435,0.0015259192],"category_scores_gemma":[0.002405915,0.00018345997,0.00017890288,0.0006351456,0.0036562956,0.001853631,0.0019615458,0.0009248128,0.00012331412],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022822802,0.00035335668,0.43664685,0.00031834163,0.0000158556,0.0031288806,0.41919842,0.000264606,0.006609264,0.026141023,0.003930723,0.10316441],"study_design_scores_gemma":[0.0000472358,0.0002322014,0.6201775,0.00022235698,0.000025502857,0.00047951183,0.34416917,0.00061346183,0.0014926519,0.0034016785,0.02907251,0.00006613146],"about_ca_topic_score_codex":0.054907355,"about_ca_topic_score_gemma":0.09331008,"teacher_disagreement_score":0.054907355,"about_ca_system_score_codex":0.0051422347,"about_ca_system_score_gemma":0.016041651,"threshold_uncertainty_score":0.1091755},"labels":[],"label_agreement":null},{"id":"W2306240197","doi":"","title":"When Language Instruction and Second Language Acquisition Meet: An Interdisciplinary Approach","year":2016,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Second-language acquisition; Computer science; Grammar; Foreign language; Comprehension approach; Language acquisition; Language industry; Language education; Language assessment; Linguistics; Mathematics education; Psychology","score_opus":0.060025115316916886,"score_gpt":0.3012111751522937,"score_spread":0.24118605983537678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2306240197","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.078377925,0.2042201,0.033682864,0.4474649,0.007716564,0.00018720866,0.00008777738,0.00023334949,0.22802928],"genre_scores_gemma":[0.8737113,0.05879922,0.014081969,0.020101557,0.0041164234,0.00035108492,0.00007000075,0.00019833498,0.028570088],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9888095,0.0063421247,0.0004630394,0.0012486895,0.0012456815,0.0018909337],"domain_scores_gemma":[0.9847067,0.010137486,0.00077198935,0.000424465,0.0014068332,0.002552503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012756995,0.0008830324,0.0017609206,0.0051132487,0.009622994,0.030474858,0.0031213167,0.013934394,0.007464832],"category_scores_gemma":[0.013810189,0.00075715804,0.0009383802,0.0032422643,0.026502816,0.0308884,0.014281652,0.012364624,0.0009054129],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013023584,0.000439673,0.005715731,0.0012483262,0.0000522212,0.0029604393,0.29585794,0.0005950089,0.0013790133,0.48144555,0.027438806,0.1827371],"study_design_scores_gemma":[0.000022259172,0.00014819471,0.0048028603,0.0030319856,0.000033856835,0.0016071426,0.4440533,0.0009836209,0.00074748375,0.30016384,0.24430676,0.00009876482],"about_ca_topic_score_codex":0.003994742,"about_ca_topic_score_gemma":0.004311473,"teacher_disagreement_score":0.030474858,"about_ca_system_score_codex":0.01256605,"about_ca_system_score_gemma":0.011611346,"threshold_uncertainty_score":0.09117347},"labels":[],"label_agreement":null},{"id":"W2306503583","doi":"10.1017/s0261444815000452","title":"International teaching assistants at universities: A research agenda","year":2016,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Presentation (obstetrics); Vocabulary; Turkish; Pedagogy; Mathematics education; Population; Face (sociological concept); Psychology; Sociology; Social science; Linguistics; Medicine","score_opus":0.07541691345091171,"score_gpt":0.35976550677051583,"score_spread":0.2843485933196041,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2306503583","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15772083,0.197724,0.0030813043,0.53154534,0.0040060724,0.0012634787,0.0007717636,0.00012614914,0.10376115],"genre_scores_gemma":[0.6818027,0.2468381,0.008859285,0.03732875,0.0043460415,0.0028987138,0.0007984306,0.000048110673,0.017079856],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9678219,0.019592019,0.0014041929,0.0021046586,0.0028797358,0.0061974684],"domain_scores_gemma":[0.8628633,0.06842458,0.010901382,0.0028003238,0.026678327,0.028332055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.050908636,0.00075011275,0.0016850476,0.0057475646,0.011886784,0.02431367,0.0037850244,0.008194709,0.017638382],"category_scores_gemma":[0.04002905,0.0007332531,0.0008628782,0.012310547,0.007084441,0.04192173,0.0066289534,0.007966942,0.0028105206],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054196065,0.006589868,0.18738087,0.014189542,0.00021595463,0.0011712201,0.18790615,0.000301288,0.0004690095,0.18003209,0.10083862,0.3203635],"study_design_scores_gemma":[0.00007393196,0.00058371737,0.049262743,0.013246487,0.00012782961,0.0003851754,0.7952155,0.00039120694,0.00019158157,0.012659647,0.12778407,0.00007820793],"about_ca_topic_score_codex":0.021065447,"about_ca_topic_score_gemma":0.03186079,"teacher_disagreement_score":0.050908636,"about_ca_system_score_codex":0.011273183,"about_ca_system_score_gemma":0.05087721,"threshold_uncertainty_score":0.26923382},"labels":[],"label_agreement":null},{"id":"W2309264259","doi":"10.5539/elt.v9n4p224","title":"Panel Discussion and the Development of Students’ Self Confidence","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Panel discussion; Reading (process); Class (philosophy); Qualitative research; Mathematics education; Subject (documents); Pedagogy; Sociology","score_opus":0.01884464310838224,"score_gpt":0.2554030611422262,"score_spread":0.23655841803384398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2309264259","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9723208,0.00025447787,0.0073240576,0.0013420341,0.00006787853,0.00012094634,0.00003956662,0.00006326395,0.018466966],"genre_scores_gemma":[0.9970202,0.0000661571,0.0012474195,0.00007839623,0.000008598067,0.00005725131,0.000019815963,0.0000072370744,0.0014949916],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98735076,0.009080062,0.0005605906,0.0005661405,0.0018267999,0.0006156434],"domain_scores_gemma":[0.94615775,0.03625892,0.007112595,0.003146144,0.004237637,0.003086967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011999609,0.00023680613,0.00022988253,0.0012919182,0.0013156803,0.0033877946,0.0006233274,0.00084653223,0.0038960883],"category_scores_gemma":[0.040961754,0.00024319204,0.00048465247,0.0003724324,0.001411387,0.0020473348,0.0039726812,0.00152475,0.00039594492],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006438387,0.001507673,0.2022303,0.00051664864,0.00013879576,0.0011018327,0.4848301,0.00065350824,0.01590334,0.010011602,0.0031818242,0.2792805],"study_design_scores_gemma":[0.00011585374,0.0031797525,0.3524357,0.0010358574,0.0002332836,0.0029827885,0.51111203,0.0057159998,0.027134089,0.017745277,0.0779808,0.00032854552],"about_ca_topic_score_codex":0.00030598772,"about_ca_topic_score_gemma":0.0002370476,"teacher_disagreement_score":0.011999609,"about_ca_system_score_codex":0.0007713263,"about_ca_system_score_gemma":0.0009463667,"threshold_uncertainty_score":0.06346077},"labels":[],"label_agreement":null},{"id":"W2310840311","doi":"","title":"On the Reform of Traditional Chunk Approach: From the Perspective of Language Awareness","year":2016,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Computer science; China; Mode (computer interface); Linguistics; Artificial intelligence; Human–computer interaction; Political science; Philosophy","score_opus":0.09178621089893793,"score_gpt":0.32066235000828763,"score_spread":0.2288761391093497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2310840311","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12469475,0.008672799,0.40756917,0.068678685,0.0017098142,0.00019853908,0.00010792819,0.00030582378,0.3880626],"genre_scores_gemma":[0.94922113,0.0028251223,0.03311321,0.00287158,0.00033945078,0.00015852752,0.000024571553,0.000054161625,0.011392249],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99831307,0.00081622635,0.0000791365,0.00027940204,0.00037491272,0.00013727929],"domain_scores_gemma":[0.99753666,0.0011274243,0.00025746084,0.00035031638,0.00055045314,0.00017772414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033886638,0.00032162535,0.00034957053,0.0011170981,0.0016960423,0.003232549,0.0011100797,0.0017319114,0.002778879],"category_scores_gemma":[0.0036578337,0.00017411349,0.0003828364,0.0007276887,0.016313914,0.009267304,0.002896752,0.0032529612,0.000466169],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001210096,0.000014322851,0.00032749912,0.000057515193,0.0000030060773,0.000054442506,0.0047702533,0.00026321466,0.00026908197,0.98069364,0.0007465697,0.01278824],"study_design_scores_gemma":[0.00001896538,0.00007355514,0.0012574265,0.00016718265,0.000015488231,0.00013023712,0.0034215879,0.004418436,0.00081208476,0.9505328,0.039123204,0.00002900916],"about_ca_topic_score_codex":0.0032476794,"about_ca_topic_score_gemma":0.0031533616,"teacher_disagreement_score":0.0033886638,"about_ca_system_score_codex":0.0033651027,"about_ca_system_score_gemma":0.0037206514,"threshold_uncertainty_score":0.024415612},"labels":[],"label_agreement":null},{"id":"W2313008895","doi":"10.1016/j.cedpsych.2016.03.004","title":"Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom","year":2016,"lang":"en","type":"article","venue":"Contemporary Educational Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":212,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Language acquisition; Second-language attrition; Second-language acquisition; Linguistic competence; Comprehension approach; Language assessment; Cognitive psychology; Social psychology; Language education; Mathematics education; Linguistics; Epistemology","score_opus":0.04866213201318486,"score_gpt":0.36402960504611925,"score_spread":0.3153674730329344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2313008895","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98944867,0.00003314174,0.0009916485,0.00039732025,0.000014015494,0.000013099796,0.000017822722,0.00001551584,0.009068786],"genre_scores_gemma":[0.9983279,0.000027363232,0.0005900729,0.00009356864,0.000002953454,0.000021493957,0.000022608676,0.000015497706,0.00089847867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99822336,0.0007050459,0.000047271365,0.0002676795,0.00047371935,0.0002829584],"domain_scores_gemma":[0.99423283,0.002061384,0.0010123242,0.00042845914,0.0007283301,0.0015366871],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021870723,0.00036754837,0.0002787848,0.0010460698,0.0012984007,0.005173306,0.00059252186,0.0010991305,0.0027709617],"category_scores_gemma":[0.011053213,0.0003054619,0.00035182445,0.00047363847,0.0029161978,0.0014656193,0.0024607528,0.0031440957,0.00034741272],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014511901,0.0046231057,0.5051876,0.00032140178,0.00015676994,0.0009428577,0.28185666,0.0025281173,0.057108734,0.046468496,0.0022585606,0.09709654],"study_design_scores_gemma":[0.000120212186,0.00054937496,0.7947361,0.00015709951,0.000074923795,0.00026345596,0.14185868,0.0035084966,0.0058826874,0.04847173,0.004244137,0.00013313333],"about_ca_topic_score_codex":0.0030462113,"about_ca_topic_score_gemma":0.0041041425,"teacher_disagreement_score":0.005173306,"about_ca_system_score_codex":0.0015211703,"about_ca_system_score_gemma":0.0012134464,"threshold_uncertainty_score":0.01156646},"labels":[],"label_agreement":null},{"id":"W2313423682","doi":"10.18192/olbiwp.v1i1.1061","title":"University level immersion: Students' perceptions of language activities","year":2010,"lang":"en","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Vocabulary; Active listening; Psychology; Perception; Mathematics education; Pedagogy; Immersion (mathematics); Linguistics; Communication","score_opus":0.024217610946911432,"score_gpt":0.2678755684882884,"score_spread":0.24365795754137698,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2313423682","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99711007,0.000106426305,0.00025176397,0.000092776405,0.000007937497,0.000013798493,0.000014678673,0.000011148527,0.0023913502],"genre_scores_gemma":[0.9991394,0.00009364148,0.0000977067,0.000031169966,0.000004839903,0.000012812297,0.000016350852,0.0000036978536,0.0006002215],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985361,0.0005591333,0.000115803916,0.00010039595,0.0003601276,0.0003284315],"domain_scores_gemma":[0.9946532,0.0019048145,0.00081957836,0.000115775045,0.00069849927,0.0018080858],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016891903,0.0002525845,0.0003824583,0.00087860355,0.0009657843,0.0030260002,0.00043544418,0.0006034479,0.004049277],"category_scores_gemma":[0.008895159,0.00018390272,0.00036886227,0.0004888519,0.0010297504,0.0013213225,0.0030458798,0.0010494716,0.0004018055],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041311685,0.0010671756,0.41535357,0.0006076352,0.00008792318,0.0008342715,0.48654258,0.00031601478,0.013743611,0.0011703274,0.0011018188,0.07876197],"study_design_scores_gemma":[0.000021068137,0.0019486645,0.3612607,0.00019549551,0.000045709912,0.0006425689,0.6219531,0.0005739448,0.002510333,0.0006313273,0.010111618,0.000105428924],"about_ca_topic_score_codex":0.001816752,"about_ca_topic_score_gemma":0.0022573553,"teacher_disagreement_score":0.004049277,"about_ca_system_score_codex":0.00064215314,"about_ca_system_score_gemma":0.0006986341,"threshold_uncertainty_score":0.013546169},"labels":[],"label_agreement":null},{"id":"W2316211744","doi":"10.14288/1.0067133","title":"Language through literature : real language experiences in an ESL adult classroom","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Linguistics; Comprehension approach; Computer science; Psychology; Sociology; Language education; Philosophy","score_opus":0.009803726273135546,"score_gpt":0.20477499963149476,"score_spread":0.1949712733583592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2316211744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99575555,0.00031315192,0.0002531615,0.00053438114,0.000026352802,0.000050895276,0.000057147725,0.000018155595,0.0029912046],"genre_scores_gemma":[0.990794,0.0009718619,0.0008464204,0.00043406914,0.000034022014,0.00011820875,0.0001156962,0.000041995965,0.0066436334],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9958806,0.002110689,0.00018246728,0.00059512607,0.0006018404,0.00062930415],"domain_scores_gemma":[0.99437016,0.0027849616,0.00063304906,0.00022807725,0.00055469916,0.0014292209],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003828684,0.0012892957,0.0017320936,0.0039870255,0.016298562,0.008503488,0.0029522157,0.0033887897,0.00416446],"category_scores_gemma":[0.0076538627,0.0010560106,0.0006223281,0.0026593695,0.009532659,0.00689776,0.010566684,0.004435645,0.0012564857],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029346147,0.00029056153,0.0030313667,0.00008222109,0.000005005322,0.0034924361,0.98700154,0.000020040678,0.0011234005,0.00049218204,0.00038417912,0.0040477086],"study_design_scores_gemma":[0.0000065392564,0.00016885775,0.002684256,0.000062667605,0.0000053805798,0.0010314848,0.9858935,0.0000453762,0.00035813262,0.00015035973,0.009575461,0.00001802785],"about_ca_topic_score_codex":0.0064655324,"about_ca_topic_score_gemma":0.024732074,"teacher_disagreement_score":0.016298562,"about_ca_system_score_codex":0.0042868196,"about_ca_system_score_gemma":0.0023072262,"threshold_uncertainty_score":0.031103253},"labels":[],"label_agreement":null},{"id":"W2316242953","doi":"10.5539/elt.v9n5p33","title":"Willingness to Communicate in English among Iranian EFL Students","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Communicative competence; Competence (human resources); Anxiety; Structural equation modeling; Communicative language teaching; Foreign language; Social psychology; Mathematics education; Pedagogy; Language education","score_opus":0.015916453132241777,"score_gpt":0.26849754930504355,"score_spread":0.2525810961728018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2316242953","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991836,0.00003602797,0.000014622093,0.00008123822,0.000002644936,0.0000028470545,0.000005538378,7.2604564e-7,0.00067279494],"genre_scores_gemma":[0.9991135,0.0000807752,0.000031230986,0.00005104339,0.0000034210739,0.000004318156,0.0000115602825,7.0080256e-7,0.00070342806],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99960786,0.000083150946,0.000038506936,0.000030368903,0.00012792103,0.00011222054],"domain_scores_gemma":[0.998033,0.00048807194,0.00070180505,0.00004945486,0.00033894918,0.00038871667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007874303,0.00019369459,0.00025075776,0.00054817717,0.00060602947,0.0018335816,0.00026094515,0.0006346467,0.0029865764],"category_scores_gemma":[0.0031755643,0.0001621925,0.00023927106,0.00032581456,0.0005643584,0.00053201575,0.0004615568,0.0009215762,0.00052532816],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079463076,0.0008749438,0.93017465,0.00009644356,0.000030431798,0.00071993325,0.044410225,0.000106057676,0.0031018076,0.0003711947,0.00052872044,0.01950624],"study_design_scores_gemma":[0.000012640867,0.00066386035,0.87988454,0.00007324668,0.000043554526,0.000891486,0.11386659,0.00058313616,0.00094276044,0.00024355348,0.0027572513,0.00003736375],"about_ca_topic_score_codex":0.0026782153,"about_ca_topic_score_gemma":0.003547761,"teacher_disagreement_score":0.0029865764,"about_ca_system_score_codex":0.0003258248,"about_ca_system_score_gemma":0.00065862713,"threshold_uncertainty_score":0.009991109},"labels":[],"label_agreement":null},{"id":"W2319606882","doi":"10.20360/g2dw2x","title":"The Effect of Negotiating Pedagogies in Saudi College EFL Writing Classrooms","year":2016,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"TUTOR; Negotiation; Pedagogy; Mathematics education; Agency (philosophy); Literacy; Sociology; Construct (python library); Psychology; Computer science","score_opus":0.010428790208144068,"score_gpt":0.27484371796508905,"score_spread":0.264414927756945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2319606882","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99193233,0.000078750694,0.00024241334,0.00025896722,0.000011641633,0.000033374698,0.000005256887,0.000014684593,0.0074226],"genre_scores_gemma":[0.9983668,0.000044332806,0.00025342847,0.000051006995,0.0000043623745,0.00002692526,0.0000052599557,0.000009505892,0.0012383186],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9833325,0.010063499,0.0008006212,0.0014849355,0.0026325465,0.0016858198],"domain_scores_gemma":[0.94885397,0.028392479,0.009250664,0.0019463191,0.0045266487,0.0070299846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010345221,0.0005348389,0.00058148196,0.001332633,0.008632185,0.010001415,0.0020041915,0.0021098654,0.0067388522],"category_scores_gemma":[0.047868807,0.0005790634,0.00044700937,0.00071693613,0.005498886,0.002818442,0.008065775,0.0040753484,0.0008516147],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009696684,0.0027043286,0.07367069,0.00026743684,0.000059428967,0.0013290255,0.8544423,0.00083629985,0.009376902,0.0070385383,0.00084154675,0.048463892],"study_design_scores_gemma":[0.00016825963,0.0010795458,0.06293276,0.00029012165,0.00006229907,0.00040229346,0.9102006,0.0017724612,0.003526591,0.0025010004,0.0169539,0.000110121444],"about_ca_topic_score_codex":0.008339713,"about_ca_topic_score_gemma":0.00998323,"teacher_disagreement_score":0.010345221,"about_ca_system_score_codex":0.006232842,"about_ca_system_score_gemma":0.0051891096,"threshold_uncertainty_score":0.0547114},"labels":[],"label_agreement":null},{"id":"W2320558018","doi":"10.1111/0023-8333.00224","title":"The Role of Gender and Immersion in Communication and Second Language Orientations","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":103,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Willingness to communicate; French immersion; Communicative competence; Grammar; Conversation; Competence (human resources); Linguistics; First language; Language proficiency; Language acquisition; Pedagogy; Mathematics education; Social psychology; Communication","score_opus":0.010719129786501141,"score_gpt":0.24373008448169514,"score_spread":0.233010954695194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2320558018","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975454,0.000060971102,0.0000837048,0.000054721153,0.0000062691197,0.000007080238,0.000011478494,0.0000012195015,0.0022291287],"genre_scores_gemma":[0.99901485,0.00004359588,0.000049247068,0.000016833084,0.000003086001,0.000006285315,0.000012432647,0.0000018414563,0.0008516985],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993005,0.000198544,0.000032791908,0.00008421952,0.00023208252,0.00015194267],"domain_scores_gemma":[0.99706846,0.0011840359,0.00070376834,0.000075435266,0.00020871354,0.0007596527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010499711,0.00025125145,0.00023430421,0.00046183716,0.0008194572,0.0019156374,0.00035578373,0.00033546574,0.0037891744],"category_scores_gemma":[0.0051034484,0.00013132913,0.00027700435,0.00026008053,0.001644264,0.00067068887,0.0013485535,0.00068294693,0.00019806255],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007107905,0.000737331,0.8542801,0.00012744257,0.00009272678,0.0008205668,0.10816174,0.00011294447,0.007222324,0.0020519337,0.00030788162,0.025374198],"study_design_scores_gemma":[0.000010481892,0.00044911227,0.94063234,0.000054147324,0.000016260377,0.00027768055,0.056321982,0.00018036358,0.0004120036,0.00048209462,0.0011456012,0.000017913935],"about_ca_topic_score_codex":0.010073126,"about_ca_topic_score_gemma":0.0137519855,"teacher_disagreement_score":0.010073126,"about_ca_system_score_codex":0.00088355335,"about_ca_system_score_gemma":0.0008751717,"threshold_uncertainty_score":0.020029008},"labels":[],"label_agreement":null},{"id":"W2320895196","doi":"10.3115/1610028.1610032","title":"Generated narratives for computer-aided language teaching","year":2004,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Computer science; Narrative; Natural language processing; Artificial intelligence; Comprehension; Natural language; Architecture; Control (management); Linguistics; Programming language","score_opus":0.032678321420230944,"score_gpt":0.27372341563563946,"score_spread":0.2410450942154085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2320895196","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.035627972,0.0025558155,0.8536791,0.0015858269,0.0003297643,0.00054904737,0.0012394361,0.008633046,0.09579998],"genre_scores_gemma":[0.27455887,0.0011605954,0.6819859,0.00017148537,0.000051906394,0.0006109971,0.0016176499,0.00085201324,0.038990542],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99935836,0.00037442334,0.00003146396,0.00008232547,0.00012783802,0.000025577749],"domain_scores_gemma":[0.9981186,0.0013213699,0.00006923437,0.00026407395,0.00011771379,0.00010902071],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010037381,0.0005074549,0.00019593553,0.0005432845,0.00066441315,0.0025557105,0.0012241593,0.00057346985,0.024919674],"category_scores_gemma":[0.004262319,0.00029086077,0.00034744982,0.00036427844,0.00081130955,0.0014761201,0.001781997,0.0008792024,0.0026550763],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029288974,0.0002677007,0.0011120383,0.0005324603,0.00002641384,0.0007062094,0.0057499628,0.012648895,0.012186708,0.43927863,0.03423707,0.49296105],"study_design_scores_gemma":[0.0001700256,0.00021028201,0.0010100701,0.00033208253,0.000030390383,0.0011617434,0.0016594732,0.06805809,0.023937859,0.16615212,0.7372146,0.00006330542],"about_ca_topic_score_codex":0.0006439903,"about_ca_topic_score_gemma":0.001561811,"teacher_disagreement_score":0.024919674,"about_ca_system_score_codex":0.0010857991,"about_ca_system_score_gemma":0.00086598966,"threshold_uncertainty_score":0.08336455},"labels":[],"label_agreement":null},{"id":"W2321028805","doi":"10.18192/olbiwp.v4i0.1107","title":"Trois ans plus tard : comment les étudiants évaluent-ils le Régime d’immersion en français de l’Université d’Ottawa?","year":2012,"lang":"fr","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.021815032612629643,"score_gpt":0.23204601931027613,"score_spread":0.21023098669764648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2321028805","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9906855,0.00044722747,0.00033491576,0.0017240668,0.000050877192,0.000046105164,0.00011553315,0.000008937467,0.006586837],"genre_scores_gemma":[0.98809,0.0004595009,0.00031388854,0.00049574877,0.000014076645,0.000070215356,0.0000914512,0.000015110032,0.010450082],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9930813,0.0021560336,0.00035551665,0.0005950843,0.0017789213,0.0020330998],"domain_scores_gemma":[0.9862598,0.0032742375,0.0019959714,0.0005702591,0.00551672,0.0023829637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074194833,0.00033498651,0.0005008388,0.00084102957,0.005299401,0.006198489,0.0009768566,0.0010543866,0.005568063],"category_scores_gemma":[0.01893632,0.00033717373,0.0004610131,0.0014852519,0.0036890479,0.0024283645,0.0026275932,0.0017370401,0.0009794398],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039870583,0.00023155365,0.28184944,0.00031418042,0.000064499,0.000443497,0.6595719,0.00014010834,0.003141193,0.0015455235,0.0023451888,0.049954183],"study_design_scores_gemma":[0.000009449882,0.00025681796,0.29563376,0.00018976541,0.000032248383,0.00007921712,0.6779123,0.00011191665,0.0012586116,0.00025567602,0.024192262,0.00006801774],"about_ca_topic_score_codex":0.46228752,"about_ca_topic_score_gemma":0.59184486,"teacher_disagreement_score":0.53771245,"about_ca_system_score_codex":0.014405011,"about_ca_system_score_gemma":0.01532188,"threshold_uncertainty_score":0.9191934},"labels":[],"label_agreement":null},{"id":"W2321246868","doi":"10.2304/csee.2013.12.2.101","title":"A Canadian ESL Teacher in China: A Stranger in a Strange Land","year":2013,"lang":"en","type":"article","venue":"Citizenship Social and Economics Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Okanagan University College; University of British Columbia, Okanagan Campus; University of British Columbia","funders":"","keywords":"Pedagogy; China; Diversity (politics); Teacher education; Cultural diversity; Mathematics education; Psychology; Teaching method; Sociology; Political science; Law","score_opus":0.026075560041129396,"score_gpt":0.22970548481797512,"score_spread":0.20362992477684572,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2321246868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9842284,0.0002706136,0.00029625185,0.004514528,0.00007396103,0.000030417998,0.000056882032,0.000024209654,0.010504713],"genre_scores_gemma":[0.98380786,0.00029486025,0.00031465603,0.00084678875,0.000012123652,0.0000132700725,0.000042382508,0.000025654319,0.01464254],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985474,0.0002676237,0.000025987769,0.00022422448,0.00030601764,0.0006287475],"domain_scores_gemma":[0.99802774,0.00019518303,0.00013395303,0.000075650125,0.000472418,0.0010949994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010952537,0.000635296,0.0006126086,0.0014190179,0.049675457,0.0034864396,0.0013684827,0.0017974894,0.0043147374],"category_scores_gemma":[0.0024685548,0.00047250322,0.00036140255,0.00204649,0.011440816,0.0018161581,0.0029698762,0.0031853982,0.00040059522],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006919942,0.00006867702,0.01773587,0.000049597427,0.000005812121,0.0050243265,0.9598489,0.00008900919,0.0014533137,0.0029195612,0.0039634863,0.008772222],"study_design_scores_gemma":[0.0000048313573,0.00004967668,0.011442795,0.000029584025,0.0000064966225,0.00067958503,0.96573466,0.00011888176,0.00026641146,0.00014398653,0.021486098,0.000036994035],"about_ca_topic_score_codex":0.9481962,"about_ca_topic_score_gemma":0.9821921,"teacher_disagreement_score":0.9481962,"about_ca_system_score_codex":0.042350847,"about_ca_system_score_gemma":0.03504107,"threshold_uncertainty_score":0.30727834},"labels":[],"label_agreement":null},{"id":"W2322195287","doi":"10.5746/leia/14/v5/i1/a02/sun","title":"Major Trends in the Global ELT Field: A Non-Native English-Speaking Professional's Perspective","year":2014,"lang":"en","type":"article","venue":"Language Education in Asia","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Field (mathematics); Sociology; Mathematics education; Psychology; Computer science; Mathematics; Artificial intelligence","score_opus":0.009672780486661607,"score_gpt":0.324414486027872,"score_spread":0.3147417055412104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2322195287","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47527254,0.04456417,0.0007604134,0.3510844,0.0026481708,0.000043299147,0.0022009588,0.00010125463,0.123324834],"genre_scores_gemma":[0.9016197,0.045417648,0.0006598063,0.02666358,0.0014932215,0.00003163838,0.0010096105,0.0000587033,0.023046207],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994522,0.00005340994,0.0000340941,0.000060477316,0.00007692645,0.00032289175],"domain_scores_gemma":[0.9979996,0.0002450303,0.00030416908,0.0000350449,0.0005301814,0.00088591635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009759598,0.00021849941,0.00020078101,0.0018376216,0.0022579816,0.0043478752,0.0005705484,0.0014274884,0.01182657],"category_scores_gemma":[0.0012225291,0.00013323719,0.00033755452,0.0030222624,0.0020569966,0.0049012736,0.0023705955,0.003022459,0.0010983951],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042494867,0.0006359409,0.35651407,0.0026584151,0.00006209667,0.006280319,0.09508224,0.0004200679,0.0034463902,0.08295481,0.13572803,0.31579268],"study_design_scores_gemma":[0.000017314189,0.00022265989,0.2978641,0.0010790047,0.000039538234,0.0032966007,0.30452475,0.0002385682,0.0008459333,0.006335077,0.38548118,0.000055223354],"about_ca_topic_score_codex":0.032973517,"about_ca_topic_score_gemma":0.06152805,"teacher_disagreement_score":0.032973517,"about_ca_system_score_codex":0.002647267,"about_ca_system_score_gemma":0.0051483987,"threshold_uncertainty_score":0.0655632},"labels":[],"label_agreement":null},{"id":"W2323161403","doi":"","title":"The role of grammar instruction in second language learning and teaching","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Grammar; Computer science; Second-language acquisition; Linguistics; Meaning (existential); Variety (cybernetics); Language acquisition; Mathematics education; Intervention (counseling); Psychology; Artificial intelligence","score_opus":0.005823394653048298,"score_gpt":0.2122429283375223,"score_spread":0.20641953368447402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2323161403","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18360046,0.4775338,0.06097585,0.07226572,0.0018312049,0.0003434657,0.00013629445,0.0005244114,0.20278892],"genre_scores_gemma":[0.82815427,0.12935977,0.029953524,0.00468377,0.00062096305,0.000352606,0.00006904661,0.0001557376,0.0066502756],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99411833,0.0035757038,0.0001827954,0.0004492874,0.0012777828,0.00039622144],"domain_scores_gemma":[0.98343486,0.013731505,0.00088692136,0.0005085087,0.0007828002,0.00065541395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006529004,0.00046010324,0.0008794596,0.0019014076,0.0014547588,0.005533065,0.0012479936,0.0018654242,0.0021574444],"category_scores_gemma":[0.013959832,0.00023307606,0.00048250466,0.0012289919,0.010365975,0.0038608506,0.0032365706,0.0031627826,0.0005699562],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011052989,0.0005059802,0.006108489,0.0041884375,0.00006765654,0.0005225349,0.028951999,0.0008011029,0.0027846568,0.2079734,0.0048552216,0.74312997],"study_design_scores_gemma":[0.0001716121,0.0011042793,0.03140724,0.011978863,0.00028439844,0.002151553,0.022553245,0.0018943916,0.009775599,0.55414593,0.3643184,0.00021447116],"about_ca_topic_score_codex":0.0034103163,"about_ca_topic_score_gemma":0.0027021628,"teacher_disagreement_score":0.006529004,"about_ca_system_score_codex":0.0031560173,"about_ca_system_score_gemma":0.008374143,"threshold_uncertainty_score":0.03452909},"labels":[],"label_agreement":null},{"id":"W2325889849","doi":"10.5539/ijel.v6n2p43","title":"The Role of Traditional and Virtual Scaffolding in Developing Speaking Ability of Iranian EFL Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Fluency; Grammar; Lexicon; Mathematics education; Psychology; Reciprocal; Test (biology); Linguistics; Computer science; Artificial intelligence; Biology","score_opus":0.03000733177343323,"score_gpt":0.26119033255883045,"score_spread":0.23118300078539722,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2325889849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992593,0.000052838248,0.00006727192,0.000013357779,0.0000015436731,0.000004593993,0.000004204154,0.0000029052696,0.00059391465],"genre_scores_gemma":[0.9992493,0.000085913234,0.00041808264,0.0000060958423,0.0000031490886,0.0000074458817,0.000007984563,0.0000012350063,0.00022086037],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999605,0.00013330867,0.000038895872,0.00004409973,0.00011821063,0.00006056148],"domain_scores_gemma":[0.9973291,0.0011764274,0.0006536313,0.0001225938,0.0002854243,0.00043278057],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082877895,0.00030826163,0.0001855887,0.00043804623,0.00021161421,0.0007412996,0.00025557794,0.00022049238,0.0011094492],"category_scores_gemma":[0.0051571247,0.000081898,0.00019551486,0.0001781099,0.0003734893,0.00042099238,0.00033460796,0.00026903505,0.00015990812],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009341562,0.003516117,0.6247616,0.0003880836,0.00012358709,0.0012177617,0.024889981,0.0009263341,0.03693894,0.0005813648,0.00039110202,0.30533108],"study_design_scores_gemma":[0.000049593073,0.0031639189,0.96823454,0.000066665,0.00015277928,0.0007096226,0.013440162,0.001303709,0.0104814125,0.0006354455,0.0017231081,0.000039074115],"about_ca_topic_score_codex":0.0010711296,"about_ca_topic_score_gemma":0.0015128108,"teacher_disagreement_score":0.0011094492,"about_ca_system_score_codex":0.00015671061,"about_ca_system_score_gemma":0.00042821234,"threshold_uncertainty_score":0.0043830276},"labels":[],"label_agreement":null},{"id":"W2325923846","doi":"10.5539/elt.v9n5p98","title":"Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Fluency; Psychology; First language; Language proficiency; Mathematics education; Vocabulary; Pearson product-moment correlation coefficient; Test (biology); Rating scale; Significant difference; Linguistics; Developmental psychology; Statistics; Mathematics","score_opus":0.04161681684629527,"score_gpt":0.36449778654030796,"score_spread":0.3228809696940127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2325923846","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99756503,0.00016253682,0.0007388975,0.000027319227,0.000014809304,0.000018792105,0.000020514575,0.000010756031,0.0014412769],"genre_scores_gemma":[0.99865854,0.00007628174,0.00068171433,0.000024217205,0.0000064134883,0.000028612149,0.000048569636,0.000007238356,0.0004684413],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.989714,0.004769861,0.0018518339,0.00086681085,0.002449646,0.00034777846],"domain_scores_gemma":[0.9722411,0.014797565,0.0037921832,0.001956838,0.006104208,0.0011081395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0114087295,0.00021205148,0.0003603825,0.001108729,0.00033036462,0.0008957697,0.00037641264,0.0004066006,0.00077918416],"category_scores_gemma":[0.03844482,0.0002113827,0.00035230376,0.00047027314,0.0007218582,0.0007146431,0.0011611516,0.00030825252,0.00043273254],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065949804,0.00017915042,0.8451427,0.00030129758,0.0002503745,0.00053433276,0.05966347,0.00017509538,0.020760406,0.00017713672,0.00039926695,0.071757264],"study_design_scores_gemma":[0.00001776916,0.0007727612,0.9611692,0.00006778449,0.000053637184,0.00096772367,0.03118042,0.0006403917,0.0038048741,0.00017027796,0.0011153414,0.000039887153],"about_ca_topic_score_codex":0.0010580865,"about_ca_topic_score_gemma":0.0017542262,"teacher_disagreement_score":0.0114087295,"about_ca_system_score_codex":0.00018428925,"about_ca_system_score_gemma":0.00028482734,"threshold_uncertainty_score":0.060335875},"labels":[],"label_agreement":null},{"id":"W2326355964","doi":"10.1515/cercles-2015-0003","title":"Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge","year":2015,"lang":"en","type":"article","venue":"Language Learning in Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"First language; Linguistics; Foreign language; Second-language acquisition; Developmental linguistics; Language acquisition; Psychology; Cognition; Comprehension approach; Second-language attrition; Multilingualism; Process (computing); Computer science; Language education; Mathematics education; Pedagogy","score_opus":0.020585441193065223,"score_gpt":0.29789439905386444,"score_spread":0.27730895786079923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2326355964","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98882335,0.0002649238,0.00013770646,0.00024486307,0.0000038220032,0.0000070856113,0.000034664645,0.000003997758,0.010479558],"genre_scores_gemma":[0.9989899,0.00015923819,0.00012361337,0.00003319922,0.0000037903828,0.000009943716,0.000021155742,0.0000054505467,0.0006536868],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979929,0.000992086,0.00006530955,0.00025114813,0.00047808216,0.00022049184],"domain_scores_gemma":[0.9582151,0.034363385,0.0028506424,0.0008376243,0.0012692391,0.0024640183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027930003,0.00028884152,0.0007149391,0.0010018866,0.001158803,0.0042263484,0.000884941,0.0010221968,0.013047837],"category_scores_gemma":[0.01720035,0.0003401685,0.00042966654,0.0008532318,0.0020393566,0.0031264354,0.0028774107,0.0019514423,0.0007977977],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014641124,0.007329483,0.8424021,0.00045433323,0.00027481405,0.0022215075,0.07427358,0.0014182804,0.006896548,0.015811,0.0007924007,0.046661846],"study_design_scores_gemma":[0.00006462882,0.0007104701,0.93474686,0.0003260944,0.0001827414,0.00059801165,0.0440081,0.002149952,0.0014498302,0.012892629,0.002810789,0.00005978215],"about_ca_topic_score_codex":0.0068414705,"about_ca_topic_score_gemma":0.010492229,"teacher_disagreement_score":0.013047837,"about_ca_system_score_codex":0.0010094354,"about_ca_system_score_gemma":0.0014908314,"threshold_uncertainty_score":0.043649375},"labels":[],"label_agreement":null},{"id":"W2326469393","doi":"10.1111/j.1540-4781.2014.12084.x","title":"The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety","year":2014,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Anxiety; Foreign language anxiety; Motion (physics); Cognitive psychology; Linguistics; Computer science; Artificial intelligence; Philosophy","score_opus":0.021707856498902958,"score_gpt":0.27397764702988453,"score_spread":0.2522697905309816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2326469393","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98366433,0.00017633005,0.0013215552,0.0009290289,0.000026460271,0.000033697597,0.00004564301,0.000016254755,0.013786743],"genre_scores_gemma":[0.9980427,0.00009202908,0.00033387527,0.00006867588,0.000008035163,0.000015108392,0.000010436234,0.000006847396,0.0014222139],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9995252,0.000231108,0.000017794337,0.000043962013,0.00007325845,0.00010870081],"domain_scores_gemma":[0.9983999,0.0012147714,0.00010835283,0.00007150125,0.000052280953,0.00015324636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007276502,0.00032578318,0.00022928318,0.000792148,0.0025517729,0.0024754885,0.00063520187,0.001876498,0.0030509126],"category_scores_gemma":[0.0041181585,0.00022151523,0.00029606267,0.00051510043,0.0042461576,0.0015236144,0.0024880772,0.0019893262,0.00031705052],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029575927,0.0004358036,0.031654377,0.00019653437,0.000039111346,0.05283406,0.8568252,0.00079080136,0.007913371,0.025719685,0.002218067,0.02107718],"study_design_scores_gemma":[0.00009532612,0.0004200422,0.04060787,0.00013910561,0.000059992446,0.06511678,0.84703034,0.0025047339,0.0038019863,0.013121595,0.026986044,0.000116276875],"about_ca_topic_score_codex":0.0032604856,"about_ca_topic_score_gemma":0.004385011,"teacher_disagreement_score":0.0032604856,"about_ca_system_score_codex":0.00097033696,"about_ca_system_score_gemma":0.0005181417,"threshold_uncertainty_score":0.010206342},"labels":[],"label_agreement":null},{"id":"W2326507464","doi":"10.1017/s0959269510000591","title":"Attention et production d'autoreformulations autoamorcées en français langue seconde, quelle relation?","year":2011,"lang":"fr","type":"article","venue":"Journal of French Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.04075777823916847,"score_gpt":0.29473256706187406,"score_spread":0.2539747888227056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2326507464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994327,0.00039306775,0.00032915035,0.000098836026,0.0000048398956,0.000010710521,0.00005344485,0.000010029012,0.0047728145],"genre_scores_gemma":[0.997384,0.00019132729,0.00023611732,0.000040220773,0.0000034194147,0.000010346547,0.0000334148,0.000004062561,0.002096938],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991597,0.00029189934,0.000046413723,0.00013379465,0.00020115168,0.00016703214],"domain_scores_gemma":[0.99302316,0.0029691788,0.0014191465,0.00033200163,0.001860538,0.00039598884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017403689,0.0004476381,0.00024323656,0.00085673697,0.0007910957,0.001945518,0.00033294788,0.00048773226,0.005808992],"category_scores_gemma":[0.00738317,0.00018322204,0.0002156636,0.00057213986,0.0012086895,0.0008079034,0.0009166009,0.00033654412,0.00042440635],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006581814,0.00019953451,0.5265954,0.00087661785,0.00014954896,0.0022061353,0.2825127,0.00057434215,0.06710272,0.0031679582,0.0012243701,0.11473255],"study_design_scores_gemma":[0.000007914999,0.00021790154,0.94315,0.00010294167,0.000049836148,0.0005757576,0.04624816,0.00028373516,0.002909696,0.0003694525,0.006044125,0.000040434825],"about_ca_topic_score_codex":0.11654724,"about_ca_topic_score_gemma":0.10667082,"teacher_disagreement_score":0.11654724,"about_ca_system_score_codex":0.0019100714,"about_ca_system_score_gemma":0.0011061798,"threshold_uncertainty_score":0.23173767},"labels":[],"label_agreement":null},{"id":"W2327399869","doi":"10.1177/0267658313518215","title":"Locatives and existentials in L2 Spanish: The acquisition of the semantic contrasts among <i>ser, estar</i> and <i>haber</i>","year":2014,"lang":"en","type":"article","venue":"Second language Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Centres de Recerca de Catalunya","keywords":"Locative case; Linguistics; Morpheme; Syntax; Existentialism; Semantics (computer science); Computer science; Cognate; Lexical semantics; Psychology; Lexical item; Philosophy","score_opus":0.027724810474021894,"score_gpt":0.2938114624024997,"score_spread":0.2660866519284778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2327399869","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99916136,0.000027752982,0.000097511496,0.000011150461,8.090072e-7,0.0000030713875,0.00000907282,0.0000025019926,0.00068676285],"genre_scores_gemma":[0.99923146,0.000035204903,0.00016111763,0.000018809804,0.0000010772566,0.0000073265246,0.000029487206,0.000007630553,0.000507948],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99956864,0.00012177254,0.00002406581,0.00011762372,0.00009510191,0.000072837865],"domain_scores_gemma":[0.9980715,0.0009279969,0.0005122775,0.00012267639,0.00023210279,0.00013345177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00091100996,0.0003992346,0.0002867666,0.00042848795,0.0003614515,0.0013328019,0.00022023059,0.0004123645,0.0015203485],"category_scores_gemma":[0.0033415314,0.00022458738,0.00011085213,0.00020725728,0.0010861616,0.0006440016,0.0012044568,0.00059046474,0.00031919265],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016463808,0.0004590142,0.31112242,0.0003111021,0.000074368414,0.002898035,0.23222046,0.00030408532,0.39447162,0.001403814,0.00035225047,0.054736454],"study_design_scores_gemma":[0.0000676542,0.0010951862,0.8467389,0.000068031455,0.00005915791,0.0029487123,0.10645105,0.00086861965,0.033329375,0.0014647287,0.0068329037,0.000075772],"about_ca_topic_score_codex":0.0036424552,"about_ca_topic_score_gemma":0.003098642,"teacher_disagreement_score":0.0036424552,"about_ca_system_score_codex":0.0003691493,"about_ca_system_score_gemma":0.00037079165,"threshold_uncertainty_score":0.0072425604},"labels":[],"label_agreement":null},{"id":"W2331605993","doi":"10.18192/olbiwp.v5i0.1117","title":"Innovation in techniques for teacher commentary on ESL writers’ drafts","year":2013,"lang":"en","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Presentation (obstetrics); Strengths and weaknesses; Mathematics education; The Internet; Teacher preparation; Psychology; Pedagogy; Computer science; Teacher education; World Wide Web","score_opus":0.03921976304118468,"score_gpt":0.28019858546380444,"score_spread":0.24097882242261975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2331605993","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04720958,0.0009208554,0.85487825,0.0068901046,0.0017161976,0.0049464847,0.00044114646,0.004175438,0.078821935],"genre_scores_gemma":[0.12846519,0.0005595737,0.84504604,0.00071265706,0.0005772572,0.0060933367,0.00017829821,0.0012467804,0.017120847],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8690913,0.1053686,0.0043150596,0.0055684564,0.013799105,0.001857495],"domain_scores_gemma":[0.60532653,0.3258789,0.009613977,0.03610188,0.020327002,0.0027517488],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05810223,0.0015570052,0.0010076415,0.008125685,0.0058171297,0.009126306,0.0041781846,0.002936138,0.015857575],"category_scores_gemma":[0.15777302,0.0013179736,0.0011794195,0.0042880224,0.011903244,0.007152291,0.011852763,0.005169052,0.0059923576],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043079318,0.0005225354,0.001312761,0.002832076,0.00007278938,0.0010266049,0.4506083,0.0006856707,0.023587719,0.048437342,0.01929854,0.45118487],"study_design_scores_gemma":[0.00052125007,0.00090852863,0.004547556,0.0037463726,0.00016113445,0.0036684533,0.2056984,0.010003689,0.032794718,0.08019375,0.6572839,0.0004722416],"about_ca_topic_score_codex":0.0010175054,"about_ca_topic_score_gemma":0.0038159022,"teacher_disagreement_score":0.05810223,"about_ca_system_score_codex":0.0024892834,"about_ca_system_score_gemma":0.0046965308,"threshold_uncertainty_score":0.30727768},"labels":[],"label_agreement":null},{"id":"W2332466022","doi":"10.5539/elt.v9n5p22","title":"Situated Task-based Language Teaching in Chinese Colleges: Teacher Education","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language education; Psychology; Mathematics education; Curriculum; Class (philosophy); Context (archaeology); Pedagogy; Professional development; Teaching method; Communicative competence; Communicative language teaching; Task (project management); Computer science; Engineering","score_opus":0.007739985764595155,"score_gpt":0.25576795181997736,"score_spread":0.24802796605538222,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2332466022","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99709773,0.000063223924,0.00037703346,0.00014395319,0.0000050448853,0.000027703349,0.000005267628,0.000007414079,0.0022727752],"genre_scores_gemma":[0.9985532,0.00006756135,0.00032089898,0.0000517006,0.00000224121,0.000012449321,0.000007888435,0.0000014997133,0.0009825138],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99918157,0.00026527647,0.000054165936,0.00010673827,0.00017158828,0.00022057263],"domain_scores_gemma":[0.9973558,0.0006168323,0.00043590588,0.00017941138,0.00029680112,0.0011153828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014527929,0.00019739177,0.0001722004,0.00052023726,0.0028922434,0.0017404817,0.00045038536,0.000319276,0.0024424363],"category_scores_gemma":[0.0027546147,0.00017633609,0.00016279057,0.0007395039,0.0012220651,0.0009988053,0.0015477904,0.0005275292,0.00021953518],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016484785,0.0016717361,0.39209095,0.00059977843,0.000020625455,0.0015268335,0.43744665,0.0005559436,0.012253456,0.00316446,0.0015751201,0.14892969],"study_design_scores_gemma":[0.000094029594,0.0007687519,0.5123034,0.0002649303,0.00005411471,0.0006621739,0.4422028,0.003073678,0.00550397,0.0012441291,0.03372458,0.00010340712],"about_ca_topic_score_codex":0.037699826,"about_ca_topic_score_gemma":0.07198715,"teacher_disagreement_score":0.037699826,"about_ca_system_score_codex":0.0025954563,"about_ca_system_score_gemma":0.009286863,"threshold_uncertainty_score":0.07496077},"labels":[],"label_agreement":null},{"id":"W2333285575","doi":"","title":"Input for Instructed L2 Learners: The Relevance of Relevance (review)","year":2008,"lang":"en","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Relevance (law); Psychology; Computer science; Political science","score_opus":0.04176234546993093,"score_gpt":0.2368592990401118,"score_spread":0.19509695357018086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2333285575","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011703423,0.9955446,0.00012999872,0.0018411663,0.0003869167,0.00006944766,0.00007064464,0.000010814445,0.00077609206],"genre_scores_gemma":[0.020173235,0.97430533,0.0009879174,0.0029797605,0.00060338195,0.00018700816,0.00016154337,0.000019847514,0.0005820126],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99338186,0.0028051648,0.0014110823,0.00041665262,0.0017925476,0.00019271222],"domain_scores_gemma":[0.9485637,0.039465006,0.003127179,0.0006388236,0.007629242,0.00057610456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011523227,0.0008060095,0.0046395333,0.0031705964,0.00075799366,0.0036054493,0.0024549249,0.0030040815,0.006890757],"category_scores_gemma":[0.057160184,0.0006773108,0.0014413298,0.0026917206,0.0019341183,0.0037129936,0.0019967726,0.0020785597,0.0013389367],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009812451,0.00010625762,0.0006637018,0.18231748,0.0005263594,0.00022983407,0.0007718014,0.000058116253,0.00047102256,0.00040438588,0.024009153,0.7894606],"study_design_scores_gemma":[0.0023975277,0.0014598108,0.018187074,0.55691546,0.007828554,0.002761449,0.0030595034,0.00026842154,0.002532538,0.0025940486,0.40179384,0.00020178671],"about_ca_topic_score_codex":0.016538939,"about_ca_topic_score_gemma":0.040435012,"teacher_disagreement_score":0.016538939,"about_ca_system_score_codex":0.0029835366,"about_ca_system_score_gemma":0.010960099,"threshold_uncertainty_score":0.0609414},"labels":[],"label_agreement":null},{"id":"W2334001614","doi":"10.4992/jjpsy.84.488","title":"Psychological processes predicting the English communication behavior of Japanese high school students","year":2013,"lang":"en","type":"article","venue":"The Japanese journal of psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Expectancy theory; Perspective (graphical); Construct (python library); Value (mathematics); Foreign language; Social psychology; Mathematics education; Statistics; Artificial intelligence; Computer science","score_opus":0.04336552537262623,"score_gpt":0.3399967473913611,"score_spread":0.2966312220187349,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2334001614","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991793,0.0000268107,0.0001081857,0.000044606433,0.0000019933968,0.0000041976436,0.0000071763347,0.0000018623629,0.0006257771],"genre_scores_gemma":[0.99958295,0.000040861534,0.00012749572,0.000014128401,0.0000023886262,0.0000039064507,0.000017383336,8.4067483e-7,0.00021004822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999721,0.00008567652,0.00002534596,0.00003011432,0.00008128083,0.00005657744],"domain_scores_gemma":[0.99741554,0.0006810629,0.00086577726,0.00009571863,0.00034705052,0.0005948911],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005872286,0.00028203247,0.00018506615,0.0007664337,0.0004964638,0.0009787896,0.00014376674,0.0004534588,0.0015358097],"category_scores_gemma":[0.0035300094,0.0001692196,0.00028673623,0.00031225244,0.0003964724,0.00043643863,0.00045131665,0.00065179105,0.00020741584],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040513067,0.0003121647,0.9861878,0.000022569571,0.000026483207,0.00009853519,0.004791878,0.00013442305,0.0012343823,0.00019723685,0.000102344944,0.0068516056],"study_design_scores_gemma":[0.000008621367,0.00015244592,0.99037397,0.00001427874,0.000034858946,0.00007121934,0.007139183,0.0014578295,0.0002256966,0.00024460893,0.00026691248,0.000010407032],"about_ca_topic_score_codex":0.005081787,"about_ca_topic_score_gemma":0.0059137847,"teacher_disagreement_score":0.005081787,"about_ca_system_score_codex":0.0002746319,"about_ca_system_score_gemma":0.00047269964,"threshold_uncertainty_score":0.010104358},"labels":[],"label_agreement":null},{"id":"W2335266995","doi":"10.1515/cercles-2015-0008","title":"Learner beliefs about sociolinguistic competence: A qualitative case study of four university second language learners","year":2015,"lang":"en","type":"article","venue":"Language Learning in Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"","keywords":"Psychology; Competence (human resources); Language proficiency; Qualitative research; Second language; Language acquisition; Pedagogy; Linguistics; Mathematics education; Sociology; Social psychology","score_opus":0.08567115042705205,"score_gpt":0.3503083409983468,"score_spread":0.26463719057129476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2335266995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975382,0.000094494186,0.00059819757,0.0003393664,0.000009064684,0.00006753144,0.000025356625,0.0000070143574,0.0013207754],"genre_scores_gemma":[0.99725384,0.00015331617,0.0004798271,0.0001249028,0.0000049260143,0.00009631098,0.000016322376,0.000011712608,0.0018589221],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99294287,0.00493859,0.00019396575,0.00042453822,0.00052297587,0.0009770364],"domain_scores_gemma":[0.9899127,0.007153028,0.0006587994,0.00028926376,0.0008851552,0.0011010824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010998022,0.00078319316,0.0011773648,0.002030244,0.013668602,0.005256215,0.0023717484,0.0022987516,0.0043052523],"category_scores_gemma":[0.011849859,0.0006696318,0.00048574465,0.0013506982,0.0088190455,0.0035890979,0.005623059,0.003547865,0.0005805718],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023118308,0.00012416783,0.0033535836,0.00003834918,0.0000026508037,0.001030693,0.9919219,0.000038453956,0.0005676943,0.0005311889,0.00011749092,0.0022507112],"study_design_scores_gemma":[0.0000027032117,0.00005668883,0.00082871027,0.00003488513,0.0000023256232,0.00021267732,0.99652594,0.000096426076,0.00039605805,0.00009684031,0.0017365089,0.000010159454],"about_ca_topic_score_codex":0.012724534,"about_ca_topic_score_gemma":0.01914359,"teacher_disagreement_score":0.013668602,"about_ca_system_score_codex":0.0053221514,"about_ca_system_score_gemma":0.0037784849,"threshold_uncertainty_score":0.05816382},"labels":[],"label_agreement":null},{"id":"W2335860159","doi":"","title":"Characteristics of Pre-School Children in Chinese Learning","year":2016,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology","score_opus":0.0197764084913968,"score_gpt":0.3050400011461692,"score_spread":0.2852635926547724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2335860159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99888045,0.000052019088,0.0000098708615,0.000025308931,0.0000024062213,0.000011436202,0.00016317885,0.0000015294202,0.0008538406],"genre_scores_gemma":[0.9985562,0.00011484171,0.000034212353,0.000023976017,0.0000028141762,0.000025716135,0.0003067631,0.0000018261653,0.0009336561],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99965954,0.000019139188,0.000047594094,0.000059902817,0.00007092507,0.00014301075],"domain_scores_gemma":[0.99896955,0.00010100434,0.00027877477,0.0000281516,0.00018776585,0.00043468198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00025070133,0.00032521624,0.00033916903,0.0015167812,0.0009515597,0.0008212572,0.00035719224,0.0005038576,0.0030301474],"category_scores_gemma":[0.0010694034,0.00021484493,0.0002880962,0.0014586276,0.00057379977,0.0005052138,0.00059851387,0.0005259061,0.00046826107],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009648896,0.00016341356,0.9872677,0.00004527568,0.000010857533,0.0010286106,0.0058698975,0.000052695454,0.0016490102,0.00013173795,0.00021955058,0.0034649624],"study_design_scores_gemma":[0.00000196658,0.00009403163,0.99379843,0.0000063495477,0.000004812406,0.0004265471,0.0050914553,0.000031511223,0.00011620983,0.000026437356,0.00039641137,0.0000058498285],"about_ca_topic_score_codex":0.032526087,"about_ca_topic_score_gemma":0.033123616,"teacher_disagreement_score":0.032526087,"about_ca_system_score_codex":0.0008256433,"about_ca_system_score_gemma":0.0011662878,"threshold_uncertainty_score":0.06467348},"labels":[],"label_agreement":null},{"id":"W2335867240","doi":"10.5539/elt.v9n5p179","title":"Pragmatic Variations in Giving Advice in L2 by Malaysian Postgraduate Students: The Situational Effects","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Situational ethics; Respondent; Social psychology; Categorization; Obligation; Performative utterance; Medical education","score_opus":0.004663470212039968,"score_gpt":0.24099395396075182,"score_spread":0.23633048374871185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2335867240","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99808866,0.000097421114,0.00017351183,0.00009126921,0.000004668006,0.000019928633,0.000011372983,0.000006696214,0.0015064212],"genre_scores_gemma":[0.9989826,0.00010438211,0.0004034751,0.000067497065,0.00000483757,0.000015907577,0.000015213795,0.000004948206,0.00040110448],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99411386,0.0033392482,0.0003748148,0.00044322642,0.0013870021,0.0003417714],"domain_scores_gemma":[0.98697066,0.0067935777,0.0034076518,0.00038316622,0.0009977223,0.0014471537],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002761177,0.00028077097,0.00033413203,0.0008723971,0.0013013337,0.0030187732,0.00050718966,0.0009952001,0.0017316773],"category_scores_gemma":[0.018167438,0.00045776126,0.00034486846,0.00055189943,0.001426584,0.0007916175,0.0019815369,0.0010184762,0.00025048797],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035771655,0.0007442098,0.38342872,0.0007373164,0.00013640542,0.002501446,0.54209566,0.00022808474,0.012782209,0.0005791442,0.0006119325,0.055797167],"study_design_scores_gemma":[0.0000383713,0.0007136538,0.7031632,0.00018519342,0.00008942106,0.0013914645,0.28633142,0.0007188334,0.0012081853,0.00043815243,0.005618383,0.000103689315],"about_ca_topic_score_codex":0.0058689876,"about_ca_topic_score_gemma":0.014069784,"teacher_disagreement_score":0.0058689876,"about_ca_system_score_codex":0.0010800317,"about_ca_system_score_gemma":0.001540295,"threshold_uncertainty_score":0.014602661},"labels":[],"label_agreement":null},{"id":"W2335931916","doi":"","title":"A Study on the Communication Strategies used by the Oversea EFL Learners","year":2014,"lang":"en","type":"article","venue":"海外英语","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Study abroad; Psychology; Mathematics education; China; Medical education; Pedagogy; Medicine; Political science","score_opus":0.08107780808053329,"score_gpt":0.28963020346440477,"score_spread":0.2085523953838715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2335931916","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928564,0.000039448376,0.000024455589,0.000029740984,0.0000018209337,0.000009402062,0.000005131648,7.5468796e-7,0.00060366665],"genre_scores_gemma":[0.9977398,0.00020832493,0.0001633766,0.00008026702,0.0000043447635,0.000034270586,0.000017479333,0.0000025050679,0.0017494768],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99915886,0.00033952945,0.0000527122,0.00008842107,0.00013359131,0.00022683897],"domain_scores_gemma":[0.99755484,0.0009881854,0.0004212361,0.00007496111,0.00044541238,0.0005153297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018107746,0.0005116106,0.00048669148,0.0013478999,0.0030366066,0.0022198323,0.000536961,0.0006124612,0.0017223998],"category_scores_gemma":[0.0039809938,0.00027794958,0.00023893686,0.00092347845,0.0017887785,0.0014645339,0.0012479733,0.0011491001,0.00027922],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041756484,0.00032340048,0.08275672,0.00007455373,0.000007511756,0.0012553048,0.8992906,0.000017960167,0.0028454089,0.00015691458,0.00015091566,0.013078829],"study_design_scores_gemma":[0.0000074277527,0.00032854773,0.07433767,0.000046983765,0.00000785761,0.0005978225,0.92093253,0.000059771643,0.0005744191,0.00005615353,0.0030332585,0.000017479917],"about_ca_topic_score_codex":0.016891593,"about_ca_topic_score_gemma":0.02712817,"teacher_disagreement_score":0.016891593,"about_ca_system_score_codex":0.001347316,"about_ca_system_score_gemma":0.002204755,"threshold_uncertainty_score":0.03358656},"labels":[],"label_agreement":null},{"id":"W2336009464","doi":"","title":"Effects of L1 Transfer on English Writing of Chinese EFL Students","year":2016,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Negative transfer; First language; Transfer of learning; Competence (human resources); Process (computing); Psychology; Transfer of training; Computer science; Positive transfer; Mathematics education; Linguistics; Artificial intelligence; Cognitive psychology; Social psychology","score_opus":0.020676909740906118,"score_gpt":0.32485385134261147,"score_spread":0.30417694160170533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2336009464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989737,0.00004079642,0.000027899572,0.000048655722,0.0000091034235,0.000014758261,0.000009285868,0.0000046621935,0.0008712396],"genre_scores_gemma":[0.99751925,0.00006852567,0.00009053181,0.000045725137,0.0000058665646,0.000053177475,0.000030501398,0.000005689058,0.0021807766],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99783844,0.0005790536,0.00026459215,0.0002835099,0.00064717134,0.00038724646],"domain_scores_gemma":[0.9896069,0.0038143117,0.001810398,0.000544439,0.0014907274,0.0027332322],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001635838,0.00071343424,0.00058363634,0.00068345875,0.0014026099,0.0013023199,0.00048275283,0.0006575979,0.007745471],"category_scores_gemma":[0.01347088,0.00022088946,0.0006313515,0.00037800043,0.0008548944,0.0007706875,0.0017032282,0.0013933271,0.00089683715],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017936531,0.042313877,0.48383123,0.0011217999,0.000579251,0.00605153,0.11055155,0.0015616957,0.06884432,0.0013733227,0.0030622217,0.2627726],"study_design_scores_gemma":[0.0003936563,0.013630345,0.939804,0.0002082264,0.00031819995,0.0004479916,0.028938599,0.0016711646,0.011365664,0.0008616426,0.0022323201,0.00012823551],"about_ca_topic_score_codex":0.0037327933,"about_ca_topic_score_gemma":0.003266991,"teacher_disagreement_score":0.007745471,"about_ca_system_score_codex":0.0007451884,"about_ca_system_score_gemma":0.0015768958,"threshold_uncertainty_score":0.025911212},"labels":[],"label_agreement":null},{"id":"W2336412167","doi":"","title":"The Question of Re-Presentation In EFL Course Books: Are Learners of English Taught about New Zealand?","year":2015,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Disadvantage; Intercultural communication; Pedagogy; English language; Foreign language; English as a foreign language; Psychology; Sociology; Medium of instruction; Course (navigation); Mathematics education; Linguistics; Political science; Engineering","score_opus":0.25451417538121524,"score_gpt":0.5224249177445788,"score_spread":0.26791074236336354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2336412167","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9896389,0.00046679843,0.00028852565,0.002277977,0.0000370271,0.00003439201,0.000024581113,0.0000059696395,0.0072257663],"genre_scores_gemma":[0.9959066,0.0006475041,0.000264259,0.00032336617,0.000020561354,0.000024238589,0.000021286494,0.0000070165684,0.0027852324],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99710876,0.001059638,0.00021765172,0.00028550383,0.0010509278,0.0002776506],"domain_scores_gemma":[0.9868139,0.0053743543,0.0039882595,0.00059715105,0.002195805,0.0010305144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006286919,0.00018241409,0.0003859942,0.0007013134,0.0021084694,0.0052611046,0.00090608996,0.0009686586,0.003002978],"category_scores_gemma":[0.033883024,0.00024170314,0.00028438368,0.0009496929,0.0043850443,0.0054748827,0.002003868,0.001889821,0.00045366614],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009050518,0.00014960983,0.106410384,0.00037810116,0.000020283918,0.0007953583,0.8327161,0.0000474479,0.004024855,0.001651719,0.0014702096,0.052245446],"study_design_scores_gemma":[0.000008761047,0.00012642206,0.103828624,0.00030972908,0.000028480428,0.0007455869,0.8742708,0.00011225312,0.0010318657,0.0005895333,0.018911406,0.00003658871],"about_ca_topic_score_codex":0.026127862,"about_ca_topic_score_gemma":0.021556212,"teacher_disagreement_score":0.026127862,"about_ca_system_score_codex":0.0032242064,"about_ca_system_score_gemma":0.0040884893,"threshold_uncertainty_score":0.051951587},"labels":[],"label_agreement":null},{"id":"W2336425866","doi":"10.5539/elt.v9n5p154","title":"The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Metacognition; Test (biology); Phonological awareness; Cognition; Mathematics education; Cognitive psychology; Pedagogy; Literacy; Communication","score_opus":0.060776675186738814,"score_gpt":0.3111596694050196,"score_spread":0.2503829942182808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2336425866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994766,0.000044865097,0.00013822297,0.000009393004,0.0000028614827,0.000019094743,0.000006182111,0.000005927456,0.000296868],"genre_scores_gemma":[0.9984012,0.00006991126,0.00092111493,0.000017546688,0.000004179302,0.000048978207,0.000018099778,0.0000033630672,0.0005155614],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995394,0.00015840855,0.00004867023,0.00008152098,0.00009670807,0.00007535296],"domain_scores_gemma":[0.997894,0.0013541335,0.0001956371,0.00010086615,0.0001491638,0.00030621956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007400587,0.0003241511,0.00039269918,0.00037233336,0.00015278174,0.0004630907,0.00024666754,0.0002532754,0.0017404965],"category_scores_gemma":[0.004022501,0.000093692724,0.0002933496,0.000097870485,0.00020778837,0.00037569655,0.0004890101,0.00033975093,0.000265269],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014174319,0.03739701,0.09057502,0.0009925298,0.00028216615,0.0005487604,0.008473861,0.0009682337,0.21449587,0.00020506266,0.00033418636,0.63155293],"study_design_scores_gemma":[0.0010103337,0.110209614,0.736734,0.00023417147,0.00079055794,0.00090139924,0.0071247895,0.003455272,0.13539064,0.00066156033,0.0033907166,0.00009695569],"about_ca_topic_score_codex":0.00031660197,"about_ca_topic_score_gemma":0.0004331442,"teacher_disagreement_score":0.0017404965,"about_ca_system_score_codex":0.0001296228,"about_ca_system_score_gemma":0.00025457935,"threshold_uncertainty_score":0.0058224797},"labels":[],"label_agreement":null},{"id":"W2336803832","doi":"10.5539/elt.v9n5p141","title":"Vietnamese EFL Students’ Perceptions of Noticing-Based Collaborative Feedback on Their Writing Performance","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Peer feedback; Perception; Mathematics education; Vietnamese; Collaborative writing; Viewpoints; Quality (philosophy); Corrective feedback; English as a foreign language; Collaborative learning; Pedagogy","score_opus":0.011346584701519672,"score_gpt":0.25699208017171193,"score_spread":0.24564549547019227,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2336803832","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985857,0.00003250796,0.000041164712,0.000046075522,0.000002497784,0.0000027472222,0.000007184983,0.0000015868072,0.0012805283],"genre_scores_gemma":[0.9987784,0.00006558955,0.00005269238,0.000019775931,0.0000015926051,0.0000047067647,0.000011026232,0.0000018761538,0.001064455],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99891865,0.0004135743,0.00010412826,0.000092950984,0.00033058238,0.0001402489],"domain_scores_gemma":[0.99468946,0.0021217822,0.0012861958,0.00014101647,0.0008567156,0.0009047904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019400351,0.00022547503,0.00025041754,0.00044775975,0.0007494879,0.0017694707,0.00022681596,0.00032314737,0.0037747247],"category_scores_gemma":[0.006072495,0.00012855412,0.00013363405,0.00031476247,0.00093535415,0.0006321938,0.0007867834,0.00062530674,0.00044343335],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017339864,0.0006767942,0.37632015,0.00027113754,0.000029136914,0.0015874464,0.5582603,0.00021195748,0.011297843,0.0004946126,0.0007751944,0.04990198],"study_design_scores_gemma":[0.000015704572,0.0010076278,0.52085555,0.0002306195,0.000031433403,0.0005547103,0.46553057,0.00058649183,0.003975833,0.00030310283,0.0068448544,0.00006354259],"about_ca_topic_score_codex":0.0052877357,"about_ca_topic_score_gemma":0.0068734875,"teacher_disagreement_score":0.0052877357,"about_ca_system_score_codex":0.0005926111,"about_ca_system_score_gemma":0.00072593003,"threshold_uncertainty_score":0.012627721},"labels":[],"label_agreement":null},{"id":"W2337327307","doi":"10.5539/elt.v9n5p166","title":"How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Psychology; Conversation; Qualitative research; Mathematics education; Teaching method; Conversation analysis; Pedagogy; Linguistics; Communication","score_opus":0.02484239527781833,"score_gpt":0.2921209489933159,"score_spread":0.2672785537154976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2337327307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94814825,0.0017239155,0.028200064,0.0009304199,0.0001315028,0.0105740335,0.0002498762,0.00008338032,0.00995862],"genre_scores_gemma":[0.8310812,0.002520786,0.12789916,0.0012533874,0.000089849374,0.028137742,0.00021494686,0.00006312963,0.008739742],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99261683,0.0049794517,0.0004122396,0.000777625,0.00080298964,0.00041077833],"domain_scores_gemma":[0.99133414,0.005456777,0.00087999325,0.00046442176,0.001551981,0.000312717],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013618318,0.00089256716,0.00078195083,0.002841738,0.0028073378,0.0027962453,0.0015621172,0.00084657414,0.0033883532],"category_scores_gemma":[0.0100631835,0.00064476556,0.00077721453,0.0019123381,0.0014096729,0.001833999,0.0019078436,0.0008490166,0.00041237118],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007069957,0.008108843,0.025298858,0.003241309,0.00018017965,0.0006883963,0.4645281,0.0004319331,0.009982359,0.0054391567,0.0014104501,0.4799834],"study_design_scores_gemma":[0.0015860288,0.0116822375,0.06598036,0.004173848,0.0006926601,0.00093617564,0.79509026,0.003571248,0.018879766,0.008278849,0.08891318,0.00021544262],"about_ca_topic_score_codex":0.0032521526,"about_ca_topic_score_gemma":0.008134063,"teacher_disagreement_score":0.013618318,"about_ca_system_score_codex":0.00324931,"about_ca_system_score_gemma":0.0048894803,"threshold_uncertainty_score":0.072021425},"labels":[],"label_agreement":null},{"id":"W2337713988","doi":"10.14288/1.0055020","title":"The perceptions of female Japanese students on homestays and learning English in Greater Vancouver","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Gender studies; Sociology","score_opus":0.00966632063426959,"score_gpt":0.189713187237083,"score_spread":0.1800468666028134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2337713988","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99825567,0.00006573897,0.000016079559,0.00015378388,0.000007386013,0.0000052177943,0.000007027071,0.000001092201,0.0014879978],"genre_scores_gemma":[0.99642533,0.00025031544,0.00003757689,0.00013913645,0.000004188778,0.000007968455,0.000014739324,0.00000303919,0.003117766],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99905604,0.00020955862,0.00003837982,0.000066962864,0.00025530308,0.00037372654],"domain_scores_gemma":[0.99732435,0.0002798588,0.00025441663,0.000031579173,0.00048174284,0.0016280776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082324096,0.00032846993,0.00043798087,0.0005244454,0.0070036794,0.002771095,0.0005378882,0.00062322646,0.0038495446],"category_scores_gemma":[0.0016363466,0.00031770833,0.00021411465,0.0006130321,0.0022243168,0.0005713745,0.0021570309,0.0016553513,0.00041664162],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014510789,0.0002785131,0.20273855,0.000102594415,0.00001816129,0.001912906,0.77334744,0.00004163009,0.0039248597,0.00038584555,0.0011084066,0.015995976],"study_design_scores_gemma":[0.000002897674,0.00010017973,0.07858585,0.000038061702,0.0000064151805,0.00020244253,0.91764903,0.000033396507,0.00013010864,0.000020684534,0.0032170461,0.000013839371],"about_ca_topic_score_codex":0.37971622,"about_ca_topic_score_gemma":0.6388556,"teacher_disagreement_score":0.6202838,"about_ca_system_score_codex":0.0031337438,"about_ca_system_score_gemma":0.0038838808,"threshold_uncertainty_score":0.75501204},"labels":[],"label_agreement":null},{"id":"W2338476366","doi":"10.5430/wje.v6n2p50","title":"Language Models and the Teaching of English Language to Secondary School Students in Cameroon","year":2016,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English language; Competence (human resources); Mathematics education; Language proficiency; Linguistic competence; Psychology; Pedagogy; Language education; Language assessment; Sociology; Linguistics","score_opus":0.012622269622042957,"score_gpt":0.2909255322802839,"score_spread":0.27830326265824096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2338476366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9931083,0.0006295004,0.00013468311,0.001041021,0.000017268101,0.000018920713,0.000008949998,0.0000032041446,0.005038213],"genre_scores_gemma":[0.9987424,0.00032844485,0.00008408232,0.0000653376,0.0000018859309,0.000010109233,0.0000037012805,0.000001390866,0.00076273206],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99778664,0.0013198502,0.000047139554,0.00008982326,0.00016663755,0.0005899133],"domain_scores_gemma":[0.99770206,0.0008109523,0.00057202537,0.00004960801,0.00018531829,0.00068000547],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002568408,0.00045887902,0.00028917493,0.0011210936,0.0057421173,0.004455798,0.0007231595,0.0005956582,0.0027584303],"category_scores_gemma":[0.0032018793,0.00037255159,0.00018774354,0.00083434145,0.0042079743,0.0022124862,0.0032894944,0.001610861,0.00024478906],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016797801,0.0006392222,0.14246361,0.00029689935,0.000008387366,0.0035295484,0.79907405,0.0003592321,0.0020104556,0.015594004,0.0015596981,0.034296922],"study_design_scores_gemma":[0.000014427494,0.00023050747,0.08249549,0.00044505694,0.000010630803,0.00057083805,0.90162313,0.0005714015,0.00056313776,0.001473269,0.011974749,0.000027364502],"about_ca_topic_score_codex":0.052181054,"about_ca_topic_score_gemma":0.08862625,"teacher_disagreement_score":0.052181054,"about_ca_system_score_codex":0.0069511384,"about_ca_system_score_gemma":0.007274693,"threshold_uncertainty_score":0.1037547},"labels":[],"label_agreement":null},{"id":"W2338615805","doi":"","title":"The Role of Identity in Language Acquisition: A Cross- Generational Perspective.","year":2004,"lang":"en","type":"article","venue":"SIT Digital Collections (SIT Graduate Institute)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Perspective (graphical); Second-language acquisition; Process (computing); Language acquisition; Sociology; Psychology; Cultural identity; Identity formation; Social psychology; Linguistics; Self-concept; Computer science; Aesthetics; Mathematics education","score_opus":0.026725179078828633,"score_gpt":0.2896078251664554,"score_spread":0.26288264608762674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2338615805","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9073961,0.0076573547,0.002764898,0.010016791,0.00015718429,0.000022333348,0.000025348956,0.000009650906,0.07195033],"genre_scores_gemma":[0.995974,0.0015441236,0.00033942919,0.00021256034,0.000012237812,0.000005505178,0.0000053627573,0.0000031752688,0.0019035424],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990336,0.0004812696,0.000026864422,0.00008601462,0.00015380116,0.00021848214],"domain_scores_gemma":[0.9974395,0.0011820623,0.00039454832,0.00010545955,0.00029626605,0.0005821739],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027305838,0.00020972287,0.0002083228,0.001267195,0.0027565446,0.0041207382,0.00046083407,0.0008397963,0.00256832],"category_scores_gemma":[0.0035286306,0.00015872125,0.0002263297,0.0005849668,0.005580947,0.0034022615,0.0033079893,0.0015427206,0.00014615676],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054839424,0.00021458465,0.14469914,0.00014272543,0.000046003686,0.0038330834,0.57090104,0.00020920941,0.0016668846,0.19609867,0.0010542262,0.081079625],"study_design_scores_gemma":[0.0000149735815,0.0005243455,0.25746232,0.0006764268,0.00010412774,0.007051588,0.5862468,0.0012836448,0.0018367023,0.078097895,0.06659471,0.000106420724],"about_ca_topic_score_codex":0.013247471,"about_ca_topic_score_gemma":0.014248655,"teacher_disagreement_score":0.013247471,"about_ca_system_score_codex":0.0013995323,"about_ca_system_score_gemma":0.0014028577,"threshold_uncertainty_score":0.026340723},"labels":[],"label_agreement":null},{"id":"W2339806767","doi":"","title":"An Investigation of Speaking Strategies Employed by Iranian EFL Students","year":2015,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Likert scale; Mathematics education; Test (biology); Feeling; Metacognition; Scale (ratio); Language proficiency; Developmental psychology; Cognition; Social psychology","score_opus":0.10087421451802678,"score_gpt":0.3528993280539751,"score_spread":0.25202511353594836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2339806767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99965334,0.0000641786,0.000020633612,0.000015551526,0.0000015607772,0.0000040707137,0.000008428603,8.4458344e-7,0.0002314535],"genre_scores_gemma":[0.9992204,0.00015703787,0.000109387074,0.00003295427,0.0000030921747,0.000008915945,0.00002428501,0.0000011390879,0.00044292267],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99960977,0.00007136942,0.00004921703,0.000045646375,0.00013083102,0.000093193135],"domain_scores_gemma":[0.9987925,0.00021932281,0.0004267966,0.000036376725,0.00031000408,0.00021489375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005062876,0.00039585907,0.00036177316,0.0009779652,0.00058679754,0.0011060575,0.00024206916,0.00042491907,0.0009237498],"category_scores_gemma":[0.0020061133,0.00019781795,0.00024811912,0.0005053925,0.00040436813,0.00037685822,0.00030912805,0.00045622064,0.00028946233],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015089383,0.00070218876,0.8775997,0.00013499167,0.000045724115,0.0012337909,0.05772582,0.000062450395,0.011190969,0.00011394747,0.00029835393,0.05074118],"study_design_scores_gemma":[0.000011850143,0.001246846,0.93487436,0.000041369112,0.000039147246,0.0016691351,0.058607083,0.0002272729,0.0014738175,0.0001122944,0.0016655615,0.000031340172],"about_ca_topic_score_codex":0.001997283,"about_ca_topic_score_gemma":0.00303513,"teacher_disagreement_score":0.001997283,"about_ca_system_score_codex":0.00026988465,"about_ca_system_score_gemma":0.0005510172,"threshold_uncertainty_score":0.0039713383},"labels":[],"label_agreement":null},{"id":"W2340773507","doi":"","title":"The Impact of Computer Assisted Language Learning on Iranian EFL Learners’ Task-Based Listening Skill and Motivation","year":2012,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Active listening; Conversation; Listening comprehension; Control (management); Mathematics education; Psychology; Comprehension; Foreign language; English as a foreign language; Test (biology); Note-taking; Computer science; Artificial intelligence; Communication; Engineering","score_opus":0.04633128244548246,"score_gpt":0.3163164751167846,"score_spread":0.26998519267130217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2340773507","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986358,0.000045293524,0.00003524124,0.000043389326,0.000003870543,0.000011924317,0.000005682698,0.0000027426504,0.0012159898],"genre_scores_gemma":[0.99932015,0.00005664868,0.00016028821,0.00001858437,0.000005557273,0.0000135784485,0.000010733797,0.0000010116155,0.00041340684],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99952245,0.00015491286,0.000021941372,0.000049004695,0.00014465407,0.00010706448],"domain_scores_gemma":[0.9980165,0.00081451325,0.00028954394,0.000058334703,0.0002512566,0.00056981674],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007290752,0.00023036305,0.00019607642,0.00032554756,0.00038977733,0.0006524514,0.00021648605,0.0002889817,0.00196937],"category_scores_gemma":[0.0036425446,0.00006623797,0.00021543817,0.00014022276,0.00035377097,0.00023755258,0.0004247947,0.00043381882,0.00018167534],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023398383,0.033263214,0.41172108,0.00067660154,0.0001653642,0.0010094556,0.025921049,0.0007987599,0.05713149,0.0011722505,0.0015814264,0.4642195],"study_design_scores_gemma":[0.0000996715,0.00686379,0.97610676,0.00005967144,0.00010468221,0.00018273188,0.0073486567,0.0006352892,0.005817573,0.00034342406,0.0024069285,0.000030825595],"about_ca_topic_score_codex":0.0011053523,"about_ca_topic_score_gemma":0.0014744252,"teacher_disagreement_score":0.00196937,"about_ca_system_score_codex":0.00031092338,"about_ca_system_score_gemma":0.0005904993,"threshold_uncertainty_score":0.006588161},"labels":[],"label_agreement":null},{"id":"W2340995446","doi":"10.17169/fqs-17.2.2387","title":"Lasting Impact of Study Abroad Experiences: A Collaborative Autoethnography","year":2015,"lang":"en","type":"article","venue":"Forum: Qualitative Social Research (Freie Universität Berlin)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Wilfrid Laurier University","funders":"","keywords":"Autoethnography; Study abroad; Grounded theory; Multiculturalism; Identity (music); Narrative inquiry; Narrative; Sociology; Pedagogy; Qualitative research; Linguistics; Gender studies; Social science; Aesthetics; Art","score_opus":0.32466711198819725,"score_gpt":0.5237470292941488,"score_spread":0.1990799173059516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2340995446","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96167505,0.0006033526,0.011322193,0.002739715,0.00024352949,0.000433285,0.00039363536,0.00013419495,0.022455147],"genre_scores_gemma":[0.98049223,0.0007584987,0.0057180524,0.00090204366,0.00009360793,0.00044951955,0.00024978214,0.00019040063,0.011145813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9915587,0.00627925,0.00017734186,0.00071567675,0.0006260146,0.0006431224],"domain_scores_gemma":[0.98793775,0.008187147,0.0006396361,0.0011650862,0.0007477484,0.0013226301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006972246,0.0009432385,0.0009055199,0.0021288553,0.008908293,0.004843387,0.0012921614,0.002064625,0.0029769144],"category_scores_gemma":[0.01267287,0.0005864688,0.0006114574,0.0014061119,0.0076697897,0.0038615658,0.009514525,0.0041301735,0.0007952823],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047041074,0.00012164092,0.002929327,0.00007927503,0.000012273435,0.0013394348,0.97954,0.00008330579,0.0017076578,0.0018144202,0.0013322979,0.010993351],"study_design_scores_gemma":[0.000012848928,0.00011075544,0.0044942433,0.00023976325,0.000020332758,0.0012029754,0.9412522,0.00030838634,0.001720638,0.0015247657,0.049056027,0.000057014408],"about_ca_topic_score_codex":0.0020945978,"about_ca_topic_score_gemma":0.0051787547,"teacher_disagreement_score":0.008908293,"about_ca_system_score_codex":0.0020412158,"about_ca_system_score_gemma":0.0016886661,"threshold_uncertainty_score":0.03687316},"labels":[],"label_agreement":null},{"id":"W2341603521","doi":"10.14288/1.0078158","title":"A study of the second-language socialization of university-level students : a developmental pragmatics perspective","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Pragmatics; Perspective (graphical); Socialization; Psychology; Linguistics; Sociology; Social psychology; Computer science; Artificial intelligence; Philosophy","score_opus":0.018857578100251016,"score_gpt":0.2134692464792435,"score_spread":0.1946116683789925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2341603521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99764663,0.00009776916,0.00006320831,0.000112296526,0.000002215939,0.00000634596,0.0000072661937,0.0000013577983,0.00206283],"genre_scores_gemma":[0.9990119,0.00009929706,0.000079613674,0.000032771153,0.0000016297276,0.000009833897,0.000010370176,0.0000014298312,0.0007530321],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99916816,0.00028547077,0.000022174094,0.00010319119,0.00017465578,0.00024648223],"domain_scores_gemma":[0.9975931,0.0003979457,0.00040479843,0.000057132755,0.00041539938,0.0011316026],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001224922,0.000247946,0.00036183937,0.0013169968,0.004132718,0.003035029,0.00049484725,0.0004852243,0.0011364785],"category_scores_gemma":[0.0026306054,0.00023611645,0.00025610992,0.0013215006,0.00346342,0.0012097884,0.0022037863,0.0009785728,0.00010870021],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005146755,0.00029737674,0.24486877,0.00007500105,0.00001358847,0.0007730764,0.728936,0.000057338828,0.004919283,0.0027164049,0.00031762457,0.01697404],"study_design_scores_gemma":[0.000005267127,0.00012993091,0.6003567,0.00002731725,0.000009447227,0.00020021087,0.39409766,0.00011757909,0.00040452866,0.00032044324,0.0043094084,0.000021508915],"about_ca_topic_score_codex":0.2815922,"about_ca_topic_score_gemma":0.43161577,"teacher_disagreement_score":0.2815922,"about_ca_system_score_codex":0.00618181,"about_ca_system_score_gemma":0.0073309187,"threshold_uncertainty_score":0.55990624},"labels":[],"label_agreement":null},{"id":"W2341706033","doi":"10.18192/olbiwp.v5i0.1125","title":"Logiciel d’annotation de vidéos FSL : Outil d’aide à la compréhension orale des documents authentiques","year":2013,"lang":"en","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec en Outaouais","funders":"","keywords":"Pronunciation; Computer science; Software; Multimedia; Vocabulary; Listening comprehension; Annotation; Feature (linguistics); Active listening; World Wide Web; Artificial intelligence; Psychology; Linguistics; Communication","score_opus":0.0479613370020495,"score_gpt":0.2745175935721829,"score_spread":0.22655625657013342,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2341706033","genre_codex":"methods","genre_gemma":"software","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"software","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01107623,0.00039897588,0.9441509,0.0005690926,0.00036432673,0.00063907437,0.002219367,0.027373882,0.013208172],"genre_scores_gemma":[0.12723368,0.00086901797,0.82531565,0.00036218527,0.0005396319,0.0009324745,0.0068284306,0.0039419327,0.033977],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9957196,0.0010655446,0.0003703394,0.0008733924,0.0017674502,0.00020365279],"domain_scores_gemma":[0.9931854,0.0033058568,0.0003839647,0.00062378956,0.0021670652,0.00033399637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031803742,0.0015343049,0.00079046533,0.004900585,0.0013043773,0.00510371,0.0015983102,0.0016134568,0.029252592],"category_scores_gemma":[0.012902818,0.00070371456,0.0010966549,0.0011553564,0.0017161358,0.0037277462,0.002304361,0.0016892891,0.012627345],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011020728,0.00025591758,0.005472683,0.001305367,0.0000880966,0.0018217077,0.0016732648,0.0044599674,0.09898181,0.032118008,0.047477376,0.80524373],"study_design_scores_gemma":[0.00026028993,0.00050724746,0.014406882,0.0009048927,0.00010367401,0.0042567314,0.0019368217,0.25789294,0.22031845,0.02238401,0.4766502,0.0003778213],"about_ca_topic_score_codex":0.011707224,"about_ca_topic_score_gemma":0.0076010516,"teacher_disagreement_score":0.029252592,"about_ca_system_score_codex":0.0016333456,"about_ca_system_score_gemma":0.002500727,"threshold_uncertainty_score":0.09785968},"labels":[],"label_agreement":null},{"id":"W2341768564","doi":"10.11575/ajer.v59i4.55842","title":"Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community","year":2014,"lang":"en","type":"article","venue":"University of Calgary","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Pedagogy; Humanities; Library science; Sociology; Philosophy","score_opus":0.04493472425263064,"score_gpt":0.28584760532253073,"score_spread":0.24091288106990008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2341768564","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75218236,0.008088356,0.05237461,0.04783712,0.0021374642,0.0033433845,0.00027433925,0.0012087078,0.13255356],"genre_scores_gemma":[0.9284879,0.0037988299,0.044421505,0.0049847746,0.0011685089,0.0021631026,0.00016594189,0.00027525585,0.014534189],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.8639855,0.10402193,0.0063771205,0.005864243,0.017634612,0.0021165826],"domain_scores_gemma":[0.44891304,0.4101755,0.038422294,0.039210424,0.040114213,0.023164518],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.14987767,0.000627962,0.0010293572,0.0070482437,0.0065922416,0.015437377,0.0034798144,0.0030963097,0.010992287],"category_scores_gemma":[0.2880938,0.00079497544,0.00080270215,0.0028017994,0.0066951844,0.010810863,0.0122010615,0.0025091697,0.0029851724],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014920704,0.001356321,0.024249008,0.0034259972,0.00013940346,0.0021204678,0.50897205,0.00022317894,0.010949718,0.009044461,0.0159523,0.42341784],"study_design_scores_gemma":[0.00031881293,0.0028628574,0.076275386,0.0065216115,0.00024587457,0.0038516133,0.38290173,0.0009501598,0.009307483,0.038441904,0.47803,0.00029252065],"about_ca_topic_score_codex":0.0007332199,"about_ca_topic_score_gemma":0.0030387233,"teacher_disagreement_score":0.14987767,"about_ca_system_score_codex":0.0037289434,"about_ca_system_score_gemma":0.013222592,"threshold_uncertainty_score":0.7926383},"labels":[],"label_agreement":null},{"id":"W2342399959","doi":"10.15402/esj.v1i1.42","title":"Ukrainian Language Education Network: A Case of Engaged Scholarship","year":2015,"lang":"en","type":"article","venue":"Engaged Scholar Journal Community-Engaged Research Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scholarship; Ukrainian; Reciprocity (cultural anthropology); Sociology; Pedagogy; Political science; Public relations; Social science; Linguistics","score_opus":0.25707054759845865,"score_gpt":0.4102390841621443,"score_spread":0.15316853656368562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2342399959","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8991587,0.001161783,0.008381506,0.007250118,0.00014019292,0.00015568487,0.00008475264,0.000090028516,0.083577216],"genre_scores_gemma":[0.99222964,0.00027675004,0.0013141802,0.0002544236,0.000015277328,0.00008396315,0.000026369256,0.000017911821,0.0057815136],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9891481,0.007848323,0.00023117231,0.0006716174,0.00080124725,0.0012995973],"domain_scores_gemma":[0.99195474,0.004224083,0.0007509574,0.0008805223,0.00065084785,0.0015388115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064849015,0.00042664973,0.00051941175,0.0020208769,0.028271483,0.009128453,0.0027644732,0.0040337304,0.0041548703],"category_scores_gemma":[0.011090512,0.00036970238,0.0004432618,0.0029756734,0.015411956,0.00972049,0.015723303,0.003174161,0.00060416065],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057656216,0.00012610629,0.00758832,0.000085951266,0.000009026133,0.013306827,0.8654828,0.0005236847,0.00033967648,0.0962285,0.0017239916,0.014527396],"study_design_scores_gemma":[0.000020836425,0.00009197847,0.0039391695,0.00022348798,0.000015643522,0.005543538,0.86219275,0.0012532457,0.00052978087,0.018038291,0.108114496,0.000036722453],"about_ca_topic_score_codex":0.01943544,"about_ca_topic_score_gemma":0.027553026,"teacher_disagreement_score":0.028271483,"about_ca_system_score_codex":0.010599603,"about_ca_system_score_gemma":0.007543531,"threshold_uncertainty_score":0.07690585},"labels":[],"label_agreement":null},{"id":"W2342782763","doi":"10.14288/1.0088582","title":"Japanese interactional particles yo, ne and yone : their functions and acquisition by Japanese language learners","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Linguistics; Psychology; Language acquisition; Second-language acquisition; Communication; Philosophy","score_opus":0.009583552779458953,"score_gpt":0.18117898358021658,"score_spread":0.17159543080075762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2342782763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99648106,0.00015091493,0.0005562895,0.000034256384,0.000003415068,0.000009792441,0.000014613142,0.000007483349,0.0027421054],"genre_scores_gemma":[0.997558,0.00019871963,0.00096507854,0.000015190897,0.0000026239995,0.000017801469,0.00003213761,0.0000097321,0.0012007436],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991277,0.00029543575,0.000101980164,0.00014049622,0.00024852648,0.000085853964],"domain_scores_gemma":[0.99706393,0.0013889931,0.00051698356,0.00018457999,0.00056826934,0.00027720077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013471453,0.00041365626,0.00037711265,0.0006723845,0.00096505915,0.0027372895,0.0003520501,0.00050390227,0.001560222],"category_scores_gemma":[0.004487,0.0004818713,0.00028180183,0.0003525253,0.0011861908,0.0017698448,0.0015283186,0.00083675224,0.00029385992],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002016099,0.0001646032,0.32647488,0.0002676954,0.000044783043,0.0012427783,0.5552269,0.0001402013,0.05715868,0.003037206,0.0003118837,0.055728752],"study_design_scores_gemma":[0.000017221457,0.00041902377,0.6364875,0.00012144823,0.000073769144,0.0021761348,0.3398288,0.0017769812,0.005720566,0.0013521828,0.0119247725,0.00010155598],"about_ca_topic_score_codex":0.004547748,"about_ca_topic_score_gemma":0.0062350133,"teacher_disagreement_score":0.004547748,"about_ca_system_score_codex":0.00038526652,"about_ca_system_score_gemma":0.0006988931,"threshold_uncertainty_score":0.009042561},"labels":[],"label_agreement":null},{"id":"W2343135580","doi":"10.5539/ies.v9n5p147","title":"The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Academic achievement; Language proficiency; Abu dhabi; Self-esteem; Fluency; Test (biology); Pearson product-moment correlation coefficient; Mathematics education; Scale (ratio); Social psychology; Mathematics; Statistics","score_opus":0.07842721301544509,"score_gpt":0.3974204709334277,"score_spread":0.3189932579179826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2343135580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99931645,0.00003768157,0.000005901881,0.00001918623,0.0000019447848,0.0000015829123,0.000017861612,3.386217e-7,0.0005992522],"genre_scores_gemma":[0.9994887,0.000039520677,0.00001437075,0.0000088627285,0.0000020327725,0.0000022037439,0.000031945634,2.9749438e-7,0.00041200052],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998018,0.000037641814,0.00002432105,0.000025668802,0.000061258324,0.0000493104],"domain_scores_gemma":[0.99875474,0.00026796662,0.00035307626,0.00003663848,0.00017053247,0.0004170027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032253304,0.00014935256,0.00016059206,0.0005487865,0.0003547893,0.00076254306,0.00015064712,0.00023972639,0.0026106888],"category_scores_gemma":[0.0014491321,0.00011040843,0.00017307301,0.00037056,0.0003002921,0.00023277894,0.0003691808,0.0005606098,0.0004203135],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004148275,0.0002875179,0.99390185,0.000013982648,0.000019519377,0.00012816065,0.0012557242,0.000020956577,0.00061844086,0.00006588136,0.00008997875,0.0035565419],"study_design_scores_gemma":[0.000001592745,0.000107113214,0.99756384,0.000005113942,0.0000049564514,0.00010815694,0.0018457702,0.00006611085,0.00009254754,0.000025877804,0.00017629594,0.0000027291162],"about_ca_topic_score_codex":0.0019526539,"about_ca_topic_score_gemma":0.0034463282,"teacher_disagreement_score":0.0026106888,"about_ca_system_score_codex":0.00015660291,"about_ca_system_score_gemma":0.0002127794,"threshold_uncertainty_score":0.00873363},"labels":[],"label_agreement":null},{"id":"W2343464780","doi":"10.3968/8278","title":"The Application of Scaffolding Theory Into Oral English Teaching in Middle School","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Constructivism (international relations); Teaching english; Teaching method; Scaffold; Pedagogy; College English; Task (project management); Psychology; Computer science; Engineering; Political science","score_opus":0.01655885123081772,"score_gpt":0.2900782836788638,"score_spread":0.27351943244804605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2343464780","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7803288,0.0044469466,0.08418136,0.003301181,0.00020653919,0.00018386959,0.00004419975,0.00016168183,0.1271454],"genre_scores_gemma":[0.99044305,0.00059966615,0.007872107,0.00003824164,0.000015277754,0.000051939485,0.000008319729,0.000006848043,0.0009645001],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99847716,0.0008446367,0.000082571656,0.00018200713,0.0002472994,0.00016625],"domain_scores_gemma":[0.9936522,0.004906133,0.000407,0.00025918405,0.0004198327,0.00035563216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026899395,0.0003203581,0.0003762995,0.002823574,0.00185845,0.0037797166,0.00086107134,0.0005775999,0.0021169663],"category_scores_gemma":[0.005924014,0.00019172393,0.00045919098,0.0015714497,0.004724805,0.0034936606,0.0016503086,0.0008340032,0.00012090601],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009773544,0.00081534835,0.04580055,0.0007302842,0.000055139222,0.0011320779,0.15992697,0.002605139,0.0016116933,0.4770556,0.0012936704,0.30887574],"study_design_scores_gemma":[0.000105441184,0.00080194196,0.08787104,0.0020973112,0.00021008594,0.0005827162,0.21600114,0.023220474,0.0037947495,0.6106171,0.05457713,0.00012092004],"about_ca_topic_score_codex":0.005321768,"about_ca_topic_score_gemma":0.0064843516,"teacher_disagreement_score":0.005321768,"about_ca_system_score_codex":0.0032576385,"about_ca_system_score_gemma":0.0043656677,"threshold_uncertainty_score":0.023635864},"labels":[],"label_agreement":null},{"id":"W2343890723","doi":"10.5430/wjel.v6n2p1","title":"How Tanzanian Universities Can Respond to Increasing Market Demands of Specialized Forms of English Language Learning and Communication Skills","year":2016,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Outreach; Tanzania; Exploit; Revenue; Public relations; Mathematics education; Medical education; Pedagogy; Computer science; Psychology; Political science; Sociology; Business; Medicine","score_opus":0.006583448985969818,"score_gpt":0.22870122713116695,"score_spread":0.22211777814519712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2343890723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90179735,0.002078235,0.0016617527,0.04385585,0.00029892699,0.000104813116,0.00006424125,0.00007658353,0.050062247],"genre_scores_gemma":[0.99056923,0.0008032716,0.00070064876,0.0020652204,0.000033131557,0.000021812022,0.000019815536,0.000007931285,0.0057788887],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99762374,0.0008821272,0.000051874376,0.000090675574,0.00024382911,0.0011078238],"domain_scores_gemma":[0.9971226,0.00061151903,0.00045624387,0.00008885013,0.00038611525,0.0013346949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034917654,0.00017877364,0.00012908944,0.00071027427,0.004059669,0.0068000853,0.00087054656,0.0017587461,0.011788698],"category_scores_gemma":[0.0063023847,0.00022715508,0.00018933196,0.0006789817,0.001355818,0.0037377314,0.003999689,0.0012608381,0.0013130609],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003299798,0.0010251977,0.20407352,0.001424101,0.00006077751,0.011361329,0.3006436,0.0022532356,0.014706985,0.06584811,0.083077155,0.315196],"study_design_scores_gemma":[0.000040101695,0.00039098188,0.12644595,0.0007828782,0.000038974755,0.00096112496,0.5794588,0.0018820757,0.0017677345,0.010181452,0.27794045,0.000109508794],"about_ca_topic_score_codex":0.0077643925,"about_ca_topic_score_gemma":0.021300662,"teacher_disagreement_score":0.011788698,"about_ca_system_score_codex":0.0027030588,"about_ca_system_score_gemma":0.006672259,"threshold_uncertainty_score":0.039437115},"labels":[],"label_agreement":null},{"id":"W2344069675","doi":"10.1177/1362168816644940","title":"Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research","year":2016,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":213,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Second-language acquisition; Psychology; Language acquisition; Empirical research; Focus (optics); Object (grammar); Second language; Focus on form; Mathematics education; Linguistics; Pedagogy; Grammar; Epistemology","score_opus":0.08657089210223114,"score_gpt":0.40208679037634076,"score_spread":0.31551589827410964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2344069675","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0037221685,0.9039874,0.0015644999,0.022503616,0.025963234,0.000046949837,0.0008790532,0.000112072215,0.04122093],"genre_scores_gemma":[0.040153526,0.89202815,0.0038488854,0.0047920304,0.02454589,0.00015101407,0.001948321,0.00015926188,0.03237294],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.9990695,0.00015612988,0.00015679015,0.00014516423,0.0004067706,0.00006574671],"domain_scores_gemma":[0.9920316,0.004261016,0.0006734108,0.00019307624,0.002196086,0.0006448715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002792484,0.00049808086,0.0009082595,0.0062346556,0.0007652317,0.0030912417,0.0007377927,0.0011608182,0.03020458],"category_scores_gemma":[0.007586613,0.0002613089,0.00032644946,0.0061682435,0.0009971567,0.0033366324,0.0021946994,0.0018833489,0.004292109],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018694316,0.000087577566,0.0016281335,0.01180896,0.000051016938,0.0002618748,0.0011981141,0.00037562184,0.0011917644,0.011154533,0.17475288,0.7973026],"study_design_scores_gemma":[0.0000066247267,0.00014208179,0.008471188,0.008718893,0.000053338834,0.000369722,0.0009989365,0.00013002583,0.000444045,0.0038239523,0.9768093,0.000031803575],"about_ca_topic_score_codex":0.0020508762,"about_ca_topic_score_gemma":0.0059202015,"teacher_disagreement_score":0.03020458,"about_ca_system_score_codex":0.0022191172,"about_ca_system_score_gemma":0.002286788,"threshold_uncertainty_score":0.10104436},"labels":[],"label_agreement":null},{"id":"W2344288441","doi":"","title":"A Study of Effective Classroom Management in English Teaching","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Classroom management; Mathematics education; Curriculum; China; Subject (documents); Field (mathematics); Pedagogy; Foreign language teaching; Foreign language; Psychology; Computer science; Political science; Library science; Mathematics","score_opus":0.022327436890264375,"score_gpt":0.3138876375239648,"score_spread":0.2915602006337004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2344288441","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9469958,0.0020481388,0.0011380253,0.0024302625,0.000056524073,0.00007212034,0.000011799253,0.000006446451,0.047240946],"genre_scores_gemma":[0.99333656,0.0012510803,0.0006844504,0.00019308827,0.000026834086,0.000050736977,0.0000077462955,0.0000034142242,0.004445972],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99781346,0.0013741782,0.000083411454,0.00014041689,0.00038254395,0.00020601696],"domain_scores_gemma":[0.99742633,0.0013642636,0.0004083601,0.000071090435,0.00027425544,0.00045563464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021583182,0.00013984261,0.00018759143,0.00074250466,0.0026445566,0.0027331533,0.0005362255,0.00043370447,0.001178498],"category_scores_gemma":[0.0043666777,0.00013312417,0.00013933376,0.00061484595,0.0023088183,0.001813343,0.0010261392,0.0008989722,0.00012004853],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051444626,0.0022278787,0.05644876,0.0005455368,0.000018710089,0.001490587,0.7632236,0.00018202925,0.003067717,0.053810146,0.0033707756,0.115562834],"study_design_scores_gemma":[0.00004141097,0.000570076,0.15002608,0.00075041817,0.000043164786,0.0007143723,0.7263308,0.0006707324,0.001979912,0.008331223,0.11050441,0.000037436963],"about_ca_topic_score_codex":0.0048278244,"about_ca_topic_score_gemma":0.008790806,"teacher_disagreement_score":0.0048278244,"about_ca_system_score_codex":0.0028564823,"about_ca_system_score_gemma":0.0029442247,"threshold_uncertainty_score":0.02072531},"labels":[],"label_agreement":null},{"id":"W2345012290","doi":"10.20381/ruor-5755","title":"Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada","year":2016,"lang":"en","type":"dissertation","venue":"uO Research (University of Ottawa)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Pedagogy; Mathematics education; Sociology; Psychology; Library science; Geography; Computer science; Archaeology","score_opus":0.11932559821018343,"score_gpt":0.3900968761040139,"score_spread":0.2707712778938305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2345012290","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99638003,0.00037588965,0.00026783935,0.00019664213,0.000010477117,0.0002979788,0.0001363496,0.0000055142755,0.002329329],"genre_scores_gemma":[0.99417216,0.0008544673,0.001841854,0.0002470875,0.0000058671835,0.0002928227,0.00019619367,0.000010838288,0.0023786344],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99501294,0.0010884128,0.00034664664,0.0005217908,0.002126646,0.00090361334],"domain_scores_gemma":[0.9815341,0.002212865,0.0012608309,0.00046497243,0.012198641,0.002328509],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007217929,0.00046097135,0.000835739,0.0030264852,0.0074182507,0.0025900258,0.0012714348,0.0005622853,0.0009866914],"category_scores_gemma":[0.014546375,0.00056961575,0.00041720323,0.004132031,0.0015330622,0.00077039667,0.002628892,0.001111953,0.00012876623],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034374883,0.0009711062,0.58444804,0.00086756184,0.000098449345,0.0009264893,0.29258394,0.00024046791,0.0025559536,0.0009920669,0.0014654123,0.11450679],"study_design_scores_gemma":[0.000033276232,0.0005209475,0.82813776,0.0005008408,0.0000973641,0.0002571377,0.15722226,0.0005771328,0.0015736999,0.00011693366,0.010866672,0.000096061245],"about_ca_topic_score_codex":0.97360885,"about_ca_topic_score_gemma":0.98951095,"teacher_disagreement_score":0.04594436,"about_ca_system_score_codex":0.04594436,"about_ca_system_score_gemma":0.10558857,"threshold_uncertainty_score":0.33335125},"labels":[],"label_agreement":null},{"id":"W2345398193","doi":"10.5539/elt.v9n6p61","title":"A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ambiguity tolerance; Ambiguity; Psychology; Mathematics education; English language; Contrast (vision); Language proficiency; Population; TOEIC; English as a foreign language; Significant difference; Linguistics; Medicine; Mathematics; Computer science; Statistics","score_opus":0.01674746452954202,"score_gpt":0.253060398137421,"score_spread":0.23631293360787897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2345398193","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99953246,0.00003216224,0.00007515164,0.000019361005,0.0000014336424,0.000003663131,0.000009223243,8.302558e-7,0.00032580036],"genre_scores_gemma":[0.99971443,0.000024859759,0.000076236225,0.000008397921,0.0000021089666,0.000007083909,0.000015152762,9.590119e-7,0.00015060465],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988619,0.0005430564,0.00009018922,0.00014992688,0.00023167708,0.0001232865],"domain_scores_gemma":[0.9847512,0.008130196,0.0042258557,0.00045803844,0.0006674982,0.0017672746],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018906029,0.00025735635,0.00025751637,0.0009508871,0.0005536988,0.0011523986,0.00032445288,0.00019114204,0.0025379488],"category_scores_gemma":[0.009736611,0.00021185183,0.00032415913,0.0006386291,0.0006923216,0.00069749745,0.0007560563,0.000550883,0.0001972104],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000562468,0.0003432314,0.98791856,0.000017260398,0.000050342955,0.00015155747,0.0043318127,0.00004143153,0.00038682847,0.00007445836,0.000061066035,0.0065671653],"study_design_scores_gemma":[0.0000053681747,0.00030802266,0.9934181,0.00001074292,0.000016424967,0.0001160045,0.0055252686,0.00020350455,0.00015592987,0.000068628084,0.00016458234,0.0000074542163],"about_ca_topic_score_codex":0.0025249838,"about_ca_topic_score_gemma":0.0035117117,"teacher_disagreement_score":0.0025379488,"about_ca_system_score_codex":0.00028501236,"about_ca_system_score_gemma":0.0006267907,"threshold_uncertainty_score":0.00999856},"labels":[],"label_agreement":null},{"id":"W2345917688","doi":"10.5539/elt.v9n6p42","title":"From Bakhtin to See the Co-construction of EFL Adult Learners’ Utterances","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Psychology; Dialogical self; Perception; English as a foreign language; Computer-mediated communication; Metalinguistics; Pedagogy; Foreign language; Mathematics education; Linguistics; Teaching method; Vocabulary development; Social psychology; Computer science","score_opus":0.01043679369059721,"score_gpt":0.24440861554987808,"score_spread":0.23397182185928087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2345917688","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8871967,0.0028891752,0.017431373,0.0054232976,0.00014777537,0.000045362292,0.00006901163,0.00014632393,0.08665104],"genre_scores_gemma":[0.99065053,0.0002883266,0.002065122,0.00033973862,0.00001363494,0.000018098106,0.000016833306,0.00002674242,0.006580938],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99871266,0.0007899686,0.000033661814,0.00018664615,0.00017507233,0.00010196134],"domain_scores_gemma":[0.998747,0.00079897646,0.00013196339,0.00006787448,0.0001143541,0.00013995999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011436794,0.00035521132,0.0001993051,0.00047098915,0.0021894772,0.0037327893,0.00031472137,0.0008439219,0.0032726373],"category_scores_gemma":[0.0023106039,0.00018594986,0.00017382932,0.0002508357,0.004920953,0.004623495,0.0032613766,0.0019149636,0.0006291515],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008728397,0.000064491134,0.0046047326,0.00014302567,0.000009831139,0.0016658835,0.91320384,0.000152435,0.013657142,0.036359105,0.0015396695,0.028512582],"study_design_scores_gemma":[0.000031394386,0.00029299856,0.019605529,0.00041122825,0.00003908369,0.004285268,0.7099661,0.0014490538,0.018884182,0.031775594,0.2131703,0.00008922055],"about_ca_topic_score_codex":0.0018893732,"about_ca_topic_score_gemma":0.0018195817,"teacher_disagreement_score":0.0037327893,"about_ca_system_score_codex":0.0010300487,"about_ca_system_score_gemma":0.0008179745,"threshold_uncertainty_score":0.010948002},"labels":[],"label_agreement":null},{"id":"W2346197575","doi":"","title":"High School Students’ Autonomy in English Learning: The Study of Previewing","year":2016,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Psychology; Mathematics education; Autonomous learning; Pedagogy; Learner autonomy; Political science; Language education","score_opus":0.031554561424531224,"score_gpt":0.27065542106190155,"score_spread":0.23910085963737032,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2346197575","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998604,0.00007085626,0.00014051353,0.000036222016,0.0000018442099,0.0000050980902,0.0000025207985,0.000001297524,0.0011377288],"genre_scores_gemma":[0.99946445,0.00005236306,0.0000957407,0.000010276363,0.0000016895525,0.00000467305,0.000004636202,0.0000010064878,0.00036533526],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99882346,0.00047017258,0.000059037844,0.0001353949,0.00026841322,0.0002435359],"domain_scores_gemma":[0.9971771,0.0008636088,0.0006616345,0.00013214254,0.0002979787,0.00086749165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017133525,0.000174721,0.00032001472,0.0007185843,0.0012806864,0.0020455478,0.0005016135,0.00036927953,0.0007110941],"category_scores_gemma":[0.00423962,0.0001448617,0.00023986815,0.0004654122,0.002027858,0.0009869698,0.0013781072,0.00078707584,0.00010844862],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000104954954,0.0012127609,0.49950767,0.00014870192,0.00003253285,0.00077011937,0.439878,0.00015285617,0.005250424,0.0027693396,0.00035812685,0.049814515],"study_design_scores_gemma":[0.00001223189,0.00054591574,0.7152087,0.00006399445,0.000027770458,0.00048014522,0.273608,0.00050110184,0.0014788787,0.0013512239,0.006692949,0.000029109518],"about_ca_topic_score_codex":0.004050489,"about_ca_topic_score_gemma":0.004785935,"teacher_disagreement_score":0.004050489,"about_ca_system_score_codex":0.00065334403,"about_ca_system_score_gemma":0.0010040288,"threshold_uncertainty_score":0.009061158},"labels":[],"label_agreement":null},{"id":"W2346304749","doi":"10.7202/1035702ar","title":"Fiabilité et validité du Modèle d’acceptation de la technologie (TAM) dans le contexte d’apprenants vietnamiens du français comme langue étrangère face aux TIC","year":2014,"lang":"fr","type":"article","venue":"Revue internationale des technologies en pédagogie universitaire","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.03576619632430523,"score_gpt":0.2594719971416264,"score_spread":0.22370580081732117,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2346304749","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96562904,0.0009546707,0.01790376,0.0024682467,0.00026712668,0.000921272,0.001045225,0.00008931663,0.0107211545],"genre_scores_gemma":[0.9894076,0.00034768303,0.00677048,0.00021193789,0.000033449698,0.0012988608,0.00061661477,0.0000317987,0.0012814811],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9584484,0.02730119,0.002434163,0.0042355014,0.005711145,0.0018695759],"domain_scores_gemma":[0.7931437,0.1690535,0.012348404,0.008155366,0.014878273,0.0024207663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.043927282,0.0016342992,0.0016869041,0.0035144745,0.002885221,0.008111697,0.0026839247,0.0022265087,0.0061122538],"category_scores_gemma":[0.13939959,0.0011503509,0.0051160324,0.004041646,0.0041063046,0.0053547025,0.0050165374,0.004000468,0.00083789957],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052329444,0.00049824885,0.9138572,0.00087469915,0.0019019173,0.00032954448,0.031292383,0.0040857997,0.00034225563,0.009161904,0.0013866419,0.03574602],"study_design_scores_gemma":[0.00025001928,0.0018331364,0.81136817,0.0027680793,0.0028715364,0.0005152681,0.06764803,0.073553115,0.0014295025,0.021233207,0.016183607,0.0003463364],"about_ca_topic_score_codex":0.043142926,"about_ca_topic_score_gemma":0.029524066,"teacher_disagreement_score":0.043927282,"about_ca_system_score_codex":0.0072127064,"about_ca_system_score_gemma":0.010550206,"threshold_uncertainty_score":0.23231244},"labels":[],"label_agreement":null},{"id":"W2346511343","doi":"","title":"The Selection Criteria of Advance Organizers in Junior High School English Class","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Selection (genetic algorithm); Class (philosophy); Mathematics education; Humanism; Computer science; Psychology; Political science; Artificial intelligence","score_opus":0.013563674154066433,"score_gpt":0.2895494215307482,"score_spread":0.27598574737668174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2346511343","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97989595,0.0003387547,0.0026468984,0.00072052085,0.0001285099,0.00050794694,0.00023482546,0.000022260017,0.015504367],"genre_scores_gemma":[0.98871124,0.00010060102,0.002283418,0.00013793953,0.00007413088,0.00032083708,0.00023379289,0.000014710657,0.008123296],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99670815,0.0010449031,0.00032840262,0.0003581518,0.00090508984,0.00065525644],"domain_scores_gemma":[0.98826385,0.0026883143,0.0018279976,0.00046818744,0.0021434438,0.0046082693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00477052,0.00023541824,0.00040607437,0.0014793652,0.0016482476,0.0013157969,0.00061894313,0.00045734842,0.007836935],"category_scores_gemma":[0.014263477,0.00014838814,0.0002525602,0.000669658,0.00070767204,0.00048397266,0.0012768322,0.0005479128,0.0013956924],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0030557471,0.00089449773,0.82780725,0.0003169158,0.000051035917,0.0013752934,0.022050519,0.00034793315,0.007153471,0.007742784,0.010790217,0.11841426],"study_design_scores_gemma":[0.0001592161,0.00093946146,0.949824,0.00016077151,0.00006110619,0.00046842918,0.021587035,0.00092357263,0.0022091342,0.002199375,0.021407897,0.000060153605],"about_ca_topic_score_codex":0.0029448003,"about_ca_topic_score_gemma":0.006753918,"teacher_disagreement_score":0.007836935,"about_ca_system_score_codex":0.0008667335,"about_ca_system_score_gemma":0.001311034,"threshold_uncertainty_score":0.026217163},"labels":[],"label_agreement":null},{"id":"W2346609899","doi":"10.5539/elt.v9n6p30","title":"The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Indonesian; Psychology; Sentence; Intelligibility (philosophy); Perception; Mathematics education; Teaching method; Linguistics","score_opus":0.007646929964792687,"score_gpt":0.23284559090191773,"score_spread":0.22519866093712504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2346609899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999228,0.00010293001,0.000024923324,0.000060839662,0.0000056000385,0.0000042677425,0.00000471241,0.0000010840082,0.0005675509],"genre_scores_gemma":[0.9990268,0.00019390142,0.000049841005,0.00006457734,0.0000050196063,0.0000074447066,0.00001034677,0.0000014736268,0.00064071896],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988028,0.00036155537,0.00011815587,0.00011651099,0.00034801578,0.00025299544],"domain_scores_gemma":[0.99562305,0.0009086039,0.0012092816,0.00008571133,0.00084650464,0.0013268618],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016486924,0.00029138505,0.00047084974,0.0006946771,0.0015178198,0.0025808269,0.00034741056,0.00073756947,0.0017316905],"category_scores_gemma":[0.0037226845,0.0003558412,0.00033520596,0.00044556955,0.0010794912,0.0010123724,0.0010815674,0.0010911063,0.00038074015],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013992871,0.0007581606,0.52031577,0.00023676844,0.000031914547,0.0014556593,0.44891617,0.00009305062,0.007972701,0.0002680005,0.00046501492,0.019346856],"study_design_scores_gemma":[0.000012985143,0.00051997177,0.37024304,0.00009711201,0.000025532969,0.00074853183,0.6229762,0.00021477511,0.00089927536,0.00008062493,0.0041397507,0.000042252315],"about_ca_topic_score_codex":0.0047377674,"about_ca_topic_score_gemma":0.00683988,"teacher_disagreement_score":0.0047377674,"about_ca_system_score_codex":0.00073399517,"about_ca_system_score_gemma":0.00088449044,"threshold_uncertainty_score":0.009420395},"labels":[],"label_agreement":null},{"id":"W2352710047","doi":"","title":"Language, Environment, Cultural Teaching and the Attitude of \"To take it First\"——Some revelation from the Language Course in St. John's University","year":2001,"lang":"en","type":"article","venue":"Journal of Shangrao Teachers College","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Revelation; Relation (database); Course (navigation); Mathematics education; Language education; Psychology; Pedagogy; Linguistics; Computer science; Engineering; Philosophy; Theology","score_opus":0.01944414832859693,"score_gpt":0.24457045484563872,"score_spread":0.2251263065170418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2352710047","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3041724,0.015289685,0.0014915194,0.49601057,0.0017876374,0.000010195158,0.000030319208,0.000024345425,0.18118334],"genre_scores_gemma":[0.9572854,0.00342161,0.00044641676,0.018281206,0.00041035342,0.0000073978445,0.000007523422,0.000022701635,0.020117318],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99890995,0.00063739344,0.000017220242,0.00007482616,0.00018458397,0.00017601924],"domain_scores_gemma":[0.9981719,0.00071985525,0.0001894775,0.000059094615,0.00020199113,0.00065768353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014527986,0.00014781083,0.00011908716,0.00041064338,0.0053548072,0.0068288916,0.000363092,0.0017610749,0.0028351194],"category_scores_gemma":[0.001957165,0.00015044499,0.0000985705,0.00033556376,0.02275271,0.004795877,0.002387642,0.0041273343,0.00019976131],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098595905,0.00015941987,0.016771521,0.00018094621,0.000024107692,0.0008414793,0.16409631,0.0001842281,0.0013074093,0.6945444,0.046481606,0.07531011],"study_design_scores_gemma":[0.000026833302,0.0002042343,0.054214567,0.00050349673,0.00002149309,0.0006779438,0.24870731,0.00038658627,0.0014908388,0.179256,0.5143995,0.00011114387],"about_ca_topic_score_codex":0.042563807,"about_ca_topic_score_gemma":0.093336985,"teacher_disagreement_score":0.042563807,"about_ca_system_score_codex":0.0037865906,"about_ca_system_score_gemma":0.002968696,"threshold_uncertainty_score":0.0846321},"labels":[],"label_agreement":null},{"id":"W2357002108","doi":"10.5430/jct.v5n1p87","title":"Needs Analysis of Saudi EFL Female Students: A Case Study of Qassim University","year":2016,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Active listening; Needs analysis; Curriculum; Preference; Mathematics education; Reading (process); Psychology; Medical education; Pedagogy; Medicine; Linguistics; Mathematics","score_opus":0.021995904072403354,"score_gpt":0.27647502197166907,"score_spread":0.2544791178992657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2357002108","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99777126,0.000119613265,0.00012649482,0.0006074752,0.00000633356,0.000031783256,0.000012221326,0.000002382794,0.001322574],"genre_scores_gemma":[0.99678,0.00040976264,0.00032428312,0.00020909157,0.000011096168,0.000030338086,0.000017869706,0.0000033443243,0.0022143184],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986707,0.00055617397,0.000060508803,0.000078917,0.00024755643,0.00038620908],"domain_scores_gemma":[0.9980959,0.0005660222,0.00024947457,0.000047060992,0.00050465035,0.0005369025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001833299,0.00046470246,0.0003499131,0.0018748367,0.005515689,0.001892897,0.0007259145,0.0012715746,0.003531992],"category_scores_gemma":[0.0027911656,0.0002727427,0.00029095868,0.0009782452,0.0012039302,0.0013494651,0.0021103192,0.0010685632,0.00045070963],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021997876,0.002019009,0.11439999,0.0003830677,0.000020154752,0.03220807,0.77533513,0.00025230815,0.004361037,0.0028618972,0.0030692024,0.0648702],"study_design_scores_gemma":[0.0000069965154,0.0003279334,0.024272826,0.00009516763,0.000008384201,0.003551767,0.9604385,0.00037260732,0.0008087427,0.00022976435,0.009867916,0.000019404726],"about_ca_topic_score_codex":0.006844377,"about_ca_topic_score_gemma":0.015843837,"teacher_disagreement_score":0.006844377,"about_ca_system_score_codex":0.0027069424,"about_ca_system_score_gemma":0.0022912193,"threshold_uncertainty_score":0.019640326},"labels":[],"label_agreement":null},{"id":"W2360263296","doi":"","title":"Reflections on Observing ESL Reading and Writing Course at University of Ottawa","year":2015,"lang":"en","type":"article","venue":"Overseas English","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading (process); Class (philosophy); Course (navigation); Grammar; Mathematics education; Computer science; College English; Pedagogy; Psychology; Linguistics; Engineering; Artificial intelligence; Philosophy","score_opus":0.08143859089382471,"score_gpt":0.2886223956807052,"score_spread":0.20718380478688048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2360263296","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9038228,0.0013764213,0.0011328516,0.02619636,0.0014195191,0.00025249604,0.0009320534,0.00023136842,0.06463614],"genre_scores_gemma":[0.90184194,0.0013924714,0.0012917183,0.004824376,0.000265643,0.00012051092,0.00023512209,0.000329367,0.08969897],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995191,0.0019211705,0.00019049358,0.00055498653,0.00089943974,0.0012428538],"domain_scores_gemma":[0.9874949,0.0035223307,0.0008862408,0.00041083505,0.0030856826,0.0046001542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029456445,0.0009916697,0.0010894425,0.0013737744,0.030574273,0.0071534356,0.0026365006,0.004300766,0.008867188],"category_scores_gemma":[0.012382933,0.0011433918,0.000779336,0.0017249247,0.011943782,0.0024878914,0.0049288254,0.010970374,0.0023492565],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016930104,0.00015765143,0.0053341063,0.00012694304,0.000015752197,0.004125421,0.96541417,0.00018138214,0.0052093267,0.0006023896,0.012207503,0.006456162],"study_design_scores_gemma":[0.000007829859,0.00014418487,0.012236613,0.00019689795,0.000022979375,0.00040995862,0.90677255,0.000081595,0.0019964494,0.00017629092,0.07784039,0.00011429231],"about_ca_topic_score_codex":0.5323489,"about_ca_topic_score_gemma":0.8277894,"teacher_disagreement_score":0.46765113,"about_ca_system_score_codex":0.03142598,"about_ca_system_score_gemma":0.012733379,"threshold_uncertainty_score":0.94081044},"labels":[],"label_agreement":null},{"id":"W2364905466","doi":"","title":"On Non major English Teaching and Cultural Approach","year":2000,"lang":"en","type":"article","venue":"Hu'nan Shifan Daxue shehui kexue xuebao","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Prairie Improvement Network","funders":"","keywords":"Cultural competence; Comprehension; Target culture; Reading (process); Reading comprehension; College English; Sociology; Cultural knowledge; Pedagogy; Psychology; Language education; Teaching method; Cultural diversity; Linguistics; Mathematics education; Anthropology","score_opus":0.017743856363248278,"score_gpt":0.23024511043669124,"score_spread":0.21250125407344297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2364905466","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.042467963,0.021587301,0.0044546067,0.0444952,0.0021939904,0.000045831795,0.000017204487,0.000033631914,0.88470423],"genre_scores_gemma":[0.75625527,0.018675623,0.0026550926,0.017920235,0.0010140404,0.00009333481,0.000033642187,0.000060688275,0.20329209],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980692,0.0010650048,0.000045624212,0.00015555587,0.000428607,0.00023614528],"domain_scores_gemma":[0.9981893,0.00060924777,0.00014265627,0.00010689496,0.00037480262,0.0005770977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014114119,0.0002749932,0.0001680612,0.0007776613,0.0031816806,0.004767449,0.0009059587,0.0010770438,0.010493269],"category_scores_gemma":[0.0021469023,0.00008519299,0.00021106147,0.00075051957,0.008098003,0.0025431218,0.0042113364,0.0020823663,0.0010426571],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029646688,0.00019442412,0.0033967402,0.00037769097,0.000010375235,0.0012444318,0.036817424,0.00011040437,0.0008052629,0.75654244,0.029707108,0.17076394],"study_design_scores_gemma":[0.000014374268,0.000079597965,0.0068523865,0.00084852614,0.000011979746,0.0012582613,0.043793,0.00022529722,0.0007258188,0.16578595,0.7803914,0.000013389376],"about_ca_topic_score_codex":0.0066237147,"about_ca_topic_score_gemma":0.013507194,"teacher_disagreement_score":0.010493269,"about_ca_system_score_codex":0.0044106306,"about_ca_system_score_gemma":0.0052559236,"threshold_uncertainty_score":0.0351035},"labels":[],"label_agreement":null},{"id":"W236811459","doi":"","title":"Second Language Motivation; The Role of Teachers in Learners’ Motivation","year":2013,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Goal theory; Psychology; Motivation to learn; Process (computing); Intrinsic motivation; Mathematics education; Motivation theory; Self-determination theory; Pedagogy; Computer science; Social psychology","score_opus":0.03358038269863468,"score_gpt":0.2643253067470599,"score_spread":0.23074492404842523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W236811459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9062127,0.0036101101,0.006735437,0.0049655167,0.00008635684,0.00009682232,0.000064263644,0.000046326757,0.07818256],"genre_scores_gemma":[0.9975629,0.00030231304,0.00052118,0.00006572731,0.000013446716,0.000029046956,0.0000064888222,0.000005532881,0.0014933966],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9970612,0.0017300161,0.00009907237,0.00024391018,0.00049519417,0.0003706213],"domain_scores_gemma":[0.9850868,0.0092259105,0.0027062371,0.00026344392,0.0010172735,0.001700324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003487139,0.00023158109,0.0003382913,0.0011039843,0.0013649851,0.004313973,0.0004368369,0.0011133187,0.0038745112],"category_scores_gemma":[0.010083588,0.00017320625,0.0002918819,0.0006534371,0.0029703546,0.0016669695,0.001929022,0.001435183,0.00027984602],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003739759,0.0016953197,0.4272639,0.0012682229,0.00014767927,0.0014999465,0.21121338,0.0007158145,0.003302483,0.16952023,0.0037563678,0.17924266],"study_design_scores_gemma":[0.00017158351,0.0010714995,0.6388172,0.0015833093,0.00018218989,0.0023058732,0.13644949,0.0042062714,0.0035561256,0.112290844,0.099167116,0.00019848194],"about_ca_topic_score_codex":0.0010184064,"about_ca_topic_score_gemma":0.0013072198,"teacher_disagreement_score":0.004313973,"about_ca_system_score_codex":0.0014495654,"about_ca_system_score_gemma":0.0025776105,"threshold_uncertainty_score":0.018441975},"labels":[],"label_agreement":null},{"id":"W2369221194","doi":"","title":"A Review of Research into the Output Hypothesis","year":2013,"lang":"en","type":"review","venue":"Foreign Language and Literature","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psycholinguistics; Foundation (evidence); Function (biology); Foreign language; Foreign language teaching; Second-language acquisition; Linguistics; Order (exchange); Experimental research; Psychology; Computer science; Cognitive science; Epistemology; Mathematics education; Philosophy; Cognition; Political science; Economics","score_opus":0.09945792676253794,"score_gpt":0.36232581574949385,"score_spread":0.2628678889869559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2369221194","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00013055411,0.99844486,0.00007773106,0.00036651437,0.00008631668,0.000004063369,0.000017019858,0.0000021871415,0.000870704],"genre_scores_gemma":[0.0011625071,0.9983412,0.00013136693,0.00016705757,0.000059402886,0.0000060212433,0.000016938075,0.0000010520746,0.0001143483],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990159,0.0002599152,0.00021644363,0.00017648893,0.00027588787,0.000055370503],"domain_scores_gemma":[0.9931391,0.005459887,0.000454077,0.0000799787,0.0007641321,0.000102929705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029941553,0.0010137536,0.0018483672,0.006604219,0.00057620025,0.0022472367,0.0014288892,0.001530356,0.0051631588],"category_scores_gemma":[0.0076026423,0.00055327755,0.00083671795,0.009131775,0.0016937201,0.0036230863,0.0010172859,0.0016361441,0.0011019444],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007203729,0.000079475794,0.000817418,0.11275886,0.00022406096,0.00026364502,0.0007250325,0.00025965465,0.0003983249,0.010298188,0.018481445,0.85562176],"study_design_scores_gemma":[0.000022878941,0.00012311246,0.005411651,0.12430172,0.00070323196,0.001471397,0.0016423537,0.0001246893,0.0004715968,0.0070735007,0.85859776,0.000056103127],"about_ca_topic_score_codex":0.005261511,"about_ca_topic_score_gemma":0.00783132,"teacher_disagreement_score":0.006604219,"about_ca_system_score_codex":0.0017414453,"about_ca_system_score_gemma":0.006501066,"threshold_uncertainty_score":0.017272472},"labels":[],"label_agreement":null},{"id":"W2369742881","doi":"10.5539/elt.v9n7p59","title":"Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Metacognition; Context (archaeology); Mathematics education; Set (abstract data type); Aptitude; Foreign language; Academic achievement; Cognition; Test (biology); Developmental psychology","score_opus":0.010344038388261412,"score_gpt":0.2405275727063586,"score_spread":0.23018353431809718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2369742881","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99985254,0.000017173896,0.0000050888334,0.0000053054955,0.0000011305946,0.000002253722,0.000006739564,3.453931e-7,0.00010958288],"genre_scores_gemma":[0.99972385,0.000025178428,0.000020744299,0.0000065195204,0.0000014371944,0.0000037642737,0.000024170206,5.1973603e-7,0.00019378116],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961674,0.00007162793,0.000054579865,0.00006076277,0.00012067052,0.000075602526],"domain_scores_gemma":[0.99738437,0.00040937914,0.0006030021,0.00007772949,0.00039076587,0.0011347121],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083208975,0.0002943186,0.0003159353,0.0012925201,0.000438589,0.0014531445,0.0004131682,0.00062918,0.0013293175],"category_scores_gemma":[0.002977557,0.00016743437,0.00043304305,0.00048575393,0.00052538497,0.00071134354,0.001000942,0.00065737515,0.00055062526],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015172503,0.00064948545,0.9877751,0.00002686837,0.000030775376,0.00020291186,0.0046509956,0.000050977094,0.00091258984,0.00003061764,0.00005396705,0.005464003],"study_design_scores_gemma":[0.000010115812,0.000949419,0.98964345,0.000015151104,0.000017956929,0.00019735575,0.00822804,0.00020955043,0.00045726396,0.000044777757,0.00021650353,0.000010461526],"about_ca_topic_score_codex":0.003954511,"about_ca_topic_score_gemma":0.004145074,"teacher_disagreement_score":0.003954511,"about_ca_system_score_codex":0.00034847832,"about_ca_system_score_gemma":0.0003769793,"threshold_uncertainty_score":0.007862985},"labels":[],"label_agreement":null},{"id":"W2370869163","doi":"10.5539/hes.v6n2p142","title":"An Empirical Study on Business English Teaching and Development in China—A Needs Analysis Approach","year":2016,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business English; Curriculum; Status quo; Business education; Vocational education; Needs analysis; Mathematics education; China; Business analysis; Teaching method; Psychology; Pedagogy; Business model; Higher education; Marketing; Business; Political science","score_opus":0.08733066727322747,"score_gpt":0.35989401980079205,"score_spread":0.2725633525275646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2370869163","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996479,0.000077473625,0.000112010195,0.00033994022,0.0000027280573,0.000086264125,0.000056897115,0.0000025299219,0.00284328],"genre_scores_gemma":[0.9974712,0.00023800932,0.0004215323,0.00007880259,0.000003920489,0.00012813378,0.00009469369,0.0000019292197,0.0015618384],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99781007,0.00063563045,0.00022591531,0.00015125952,0.0005849814,0.00059214287],"domain_scores_gemma":[0.994825,0.0021018176,0.0006850767,0.00014520378,0.0011269752,0.0011159333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048612775,0.00026580977,0.0003148168,0.0047449563,0.0037238433,0.0015411606,0.00065926864,0.0005469702,0.003277363],"category_scores_gemma":[0.005786418,0.00046167537,0.00030035738,0.006450464,0.0012866588,0.0034423922,0.001762009,0.00076150213,0.00019669136],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006579857,0.0010178208,0.5440488,0.00039424835,0.000018948525,0.0015651351,0.37722185,0.00034801138,0.0013066336,0.0064416355,0.0017987025,0.06577251],"study_design_scores_gemma":[0.000012386198,0.00023487004,0.5201484,0.00015368641,0.000011016555,0.0001513733,0.47144467,0.0013308972,0.0004699509,0.00034743964,0.005670845,0.000024520159],"about_ca_topic_score_codex":0.08669446,"about_ca_topic_score_gemma":0.10259682,"teacher_disagreement_score":0.08669446,"about_ca_system_score_codex":0.009933446,"about_ca_system_score_gemma":0.016545966,"threshold_uncertainty_score":0.17237967},"labels":[],"label_agreement":null},{"id":"W2372049343","doi":"10.5539/elt.v9n7p48","title":"Assessment Practices of Preparatory Year English Program (PYEP): Investigating Student Advancement through Third and Fourth Levels","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grading (engineering); Psychology; Mathematics education; English as a foreign language; Grading scale; Likert scale; Survey research; English language; Context (archaeology); Pedagogy; Medical education; Developmental psychology","score_opus":0.04086480189543483,"score_gpt":0.359720410596237,"score_spread":0.31885560870080215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2372049343","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992306,0.00002297189,0.00005471531,0.000050211267,0.0000022071497,0.000013725124,0.000011543558,0.0000018357358,0.0006121565],"genre_scores_gemma":[0.9980889,0.000053853833,0.0004084989,0.000030200477,0.0000021682347,0.00003382322,0.000030813255,0.0000016482147,0.0013501146],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985424,0.0005266438,0.00011877177,0.00015212338,0.0003336082,0.00032632708],"domain_scores_gemma":[0.9923424,0.001461448,0.0017897482,0.0002678067,0.0020810843,0.0020575137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029802434,0.00015663548,0.00022917062,0.0010438398,0.0015601098,0.0018116281,0.00065285974,0.000377252,0.0012528403],"category_scores_gemma":[0.008111259,0.0001815375,0.00022623777,0.00062600203,0.0005555684,0.0008688316,0.00237672,0.00091011723,0.00031244868],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019960497,0.0009128657,0.7643084,0.0001375882,0.00001807505,0.00047961512,0.13188967,0.00012115212,0.0033887215,0.00047581922,0.0005931262,0.097475305],"study_design_scores_gemma":[0.0000069677108,0.0010600454,0.8289698,0.000092461574,0.000012148775,0.00021900069,0.16194624,0.00036417172,0.002329407,0.00014689137,0.0048252787,0.00002763755],"about_ca_topic_score_codex":0.0057135657,"about_ca_topic_score_gemma":0.013356499,"teacher_disagreement_score":0.0057135657,"about_ca_system_score_codex":0.0011192919,"about_ca_system_score_gemma":0.0030228659,"threshold_uncertainty_score":0.015761256},"labels":[],"label_agreement":null},{"id":"W2374008605","doi":"10.21083/nrsc.v0i9.3677","title":"Outwit, Outlast, Outplay: Survival Techniques (for Teachers and Students) in the Large Language Classroom","year":2016,"lang":"en","type":"article","venue":"Nouvelle Revue Synergies Canada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Class size; Mathematics education; Class (philosophy); Affect (linguistics); Norm (philosophy); Psychology; Pedagogy; Computer science; Communication; Political science; Artificial intelligence","score_opus":0.013631730965470667,"score_gpt":0.24255384305680577,"score_spread":0.22892211209133512,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2374008605","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76176775,0.003413571,0.06259533,0.00920481,0.00070563436,0.00033227296,0.00006521171,0.0009110433,0.16100442],"genre_scores_gemma":[0.9062038,0.001953751,0.021886509,0.0010399763,0.00009281183,0.00016516932,0.0000384134,0.0001730108,0.06844662],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984133,0.0010469268,0.00002225875,0.00012395509,0.00023613886,0.00015739918],"domain_scores_gemma":[0.9972242,0.0017301752,0.00016981302,0.00022671562,0.00013384531,0.00051525125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028390558,0.00047679394,0.00023035711,0.0004912103,0.0032911503,0.003216368,0.00084247737,0.0007673465,0.008380798],"category_scores_gemma":[0.0042929933,0.0001590829,0.00020885898,0.0003276171,0.0065455255,0.0025476252,0.003417336,0.0016611811,0.0013409785],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034825836,0.0011193753,0.004285526,0.00051714614,0.000010721926,0.00064666575,0.20960762,0.00020964413,0.013120208,0.0401786,0.013371156,0.71658516],"study_design_scores_gemma":[0.00019386668,0.0037444034,0.032518953,0.0011950281,0.0000822601,0.0022454916,0.35184467,0.0012684398,0.019906444,0.032568246,0.5543103,0.00012181707],"about_ca_topic_score_codex":0.004202934,"about_ca_topic_score_gemma":0.018591003,"teacher_disagreement_score":0.008380798,"about_ca_system_score_codex":0.0015975123,"about_ca_system_score_gemma":0.0026495177,"threshold_uncertainty_score":0.028036594},"labels":[],"label_agreement":null},{"id":"W2391004293","doi":"","title":"On the Multi-dimensional Construction of “Natural Language Environment”for English Acquisition in the E-Campus","year":2014,"lang":"en","type":"article","venue":"Sichuan University of Arts and Science Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Naturalism; Language acquisition; Construct (python library); Context (archaeology); Learning environment; Foreign language; Natural (archaeology); Computer science; The Internet; English as a foreign language; Psychology; Natural language; Mathematics education; Pedagogy; Linguistics; World Wide Web; Natural language processing; Geography","score_opus":0.012625028996203705,"score_gpt":0.1962864270923323,"score_spread":0.18366139809612858,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2391004293","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79520434,0.00048047182,0.036348924,0.0020755283,0.000036742225,0.00013479876,0.000077642624,0.00008188536,0.16555966],"genre_scores_gemma":[0.99152935,0.000091090275,0.0072169346,0.00003465253,0.0000028175305,0.000025729923,0.000014784728,0.000007645575,0.0010770571],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9988361,0.00071240054,0.00003790857,0.00014188902,0.00015692852,0.0001148463],"domain_scores_gemma":[0.9990564,0.00033579455,0.00014619416,0.00010688094,0.00015596086,0.0001986724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010230425,0.0002113958,0.00010660316,0.00087885896,0.0024579335,0.0034378588,0.0003960227,0.0002539413,0.0021923827],"category_scores_gemma":[0.001711573,0.00012501107,0.00032126653,0.00046555,0.0066696107,0.001477694,0.0027978069,0.0005977269,0.00016053511],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019552668,0.0005321961,0.15735294,0.00044141395,0.000058181326,0.0021348142,0.101160794,0.0042704223,0.021605644,0.5019641,0.002433911,0.20785002],"study_design_scores_gemma":[0.000029257626,0.0004936182,0.49048224,0.00042456618,0.00008035361,0.0014398863,0.23570229,0.012722228,0.009822745,0.15413813,0.09448336,0.00018127696],"about_ca_topic_score_codex":0.007058884,"about_ca_topic_score_gemma":0.019775456,"teacher_disagreement_score":0.007058884,"about_ca_system_score_codex":0.0017889122,"about_ca_system_score_gemma":0.0029676796,"threshold_uncertainty_score":0.014035583},"labels":[],"label_agreement":null},{"id":"W2393616140","doi":"","title":"Foreign Language Immersion and the Environmental Construction","year":2005,"lang":"en","type":"article","venue":"Media in Foreign Language Instruction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Immersion (mathematics); Psychology; Computer science; Linguistics; Mathematics education; Mathematics; Philosophy","score_opus":0.00787016795800402,"score_gpt":0.19910996439734088,"score_spread":0.19123979643933686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2393616140","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.45209634,0.0032870292,0.006255068,0.00513614,0.00013885961,0.00004289172,0.0001712241,0.00006555086,0.53280693],"genre_scores_gemma":[0.99099606,0.00059604924,0.00040148274,0.000105639556,0.000022334129,0.0000089205705,0.000021983991,0.000015743046,0.007831819],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991013,0.00028933943,0.000020430633,0.0000907407,0.00019437785,0.00030386052],"domain_scores_gemma":[0.99917275,0.00022493821,0.00013292317,0.000052510877,0.00018450561,0.00023232456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005353239,0.0002885883,0.00018400954,0.0015775182,0.002891681,0.005353055,0.0004470388,0.00057003123,0.008971652],"category_scores_gemma":[0.0016853678,0.00015357014,0.00033713257,0.0015574107,0.014724767,0.0025782664,0.005881473,0.00106277,0.00028791168],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007783626,0.00015130077,0.03154312,0.00013864913,0.000037649996,0.00089379476,0.031564005,0.0010851511,0.0009979226,0.8738441,0.0019917313,0.057674874],"study_design_scores_gemma":[0.000031784155,0.00016507064,0.16989262,0.00039017128,0.00005228485,0.0008071906,0.11614212,0.0013426504,0.0011978518,0.45881462,0.2510616,0.00010204322],"about_ca_topic_score_codex":0.054442346,"about_ca_topic_score_gemma":0.058220446,"teacher_disagreement_score":0.054442346,"about_ca_system_score_codex":0.005431166,"about_ca_system_score_gemma":0.003999849,"threshold_uncertainty_score":0.108250916},"labels":[],"label_agreement":null},{"id":"W2395338557","doi":"10.5539/ells.v6n2p177","title":"Developing EFL Learner’s Speaking Ability, Accuracy and Fluency","year":2016,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":142,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Foreign language; Competence (human resources); Psychology; English as a foreign language; Transactional leadership; Imitation; Interpersonal communication; Computer science; Mathematics education; Pedagogy; Communication; Social psychology","score_opus":0.027146726656662085,"score_gpt":0.2915851692868915,"score_spread":0.2644384426302294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2395338557","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.947582,0.0017067677,0.0026206512,0.0007088689,0.000052952542,0.000069779606,0.00034044485,0.00009242215,0.04682597],"genre_scores_gemma":[0.9871803,0.001400974,0.0032269408,0.00012764563,0.00002258621,0.000067790395,0.00023933394,0.000012683279,0.007721777],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995358,0.000075983095,0.00006298548,0.000056855224,0.00018219021,0.000086168475],"domain_scores_gemma":[0.9982838,0.00043894036,0.000317164,0.00007196363,0.0007207974,0.00016730193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013840417,0.00023360802,0.0002703624,0.0010707653,0.00038123978,0.0019426745,0.00032308826,0.00040378724,0.0038790004],"category_scores_gemma":[0.003875378,0.0000719016,0.00021137082,0.00038487412,0.00042992263,0.0015809912,0.00080454774,0.00047308367,0.001571683],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013160097,0.0011904327,0.34515882,0.0007916949,0.000035686593,0.0015909869,0.021679465,0.00034126264,0.013753159,0.0036106536,0.0056974613,0.6060188],"study_design_scores_gemma":[0.000029190694,0.0011292537,0.8949586,0.0012521711,0.00018368715,0.004031192,0.036206175,0.002502344,0.021298448,0.0054338872,0.032850593,0.00012448135],"about_ca_topic_score_codex":0.001872183,"about_ca_topic_score_gemma":0.0018213175,"teacher_disagreement_score":0.0038790004,"about_ca_system_score_codex":0.00040523137,"about_ca_system_score_gemma":0.0006571703,"threshold_uncertainty_score":0.012976587},"labels":[],"label_agreement":null},{"id":"W2395746401","doi":"10.1017/s0272263115000509","title":"LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Aptitude; Grammaticality; Psychology; Linguistics; Foreign language; Cognitive psychology; Grammar; Mathematics education; Developmental psychology","score_opus":0.02983781606060974,"score_gpt":0.30341229367008704,"score_spread":0.2735744776094773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2395746401","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986401,0.0000439543,0.00007354701,0.000020446438,0.0000031505442,0.000008790341,0.000023445893,0.0000044183494,0.0011821163],"genre_scores_gemma":[0.9992731,0.00002682887,0.0001032867,0.000011360762,0.0000044400626,0.00001031448,0.000042445856,0.0000022142472,0.00052601716],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936134,0.00012286668,0.000060555147,0.00013246949,0.00024178096,0.00008097018],"domain_scores_gemma":[0.9852961,0.0065349303,0.0043985886,0.0006326365,0.0007292734,0.0024084747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079515536,0.0002488232,0.00029865268,0.00075422594,0.00023658246,0.00088881725,0.00030626587,0.00033247808,0.005516421],"category_scores_gemma":[0.012012691,0.00012141644,0.00024251475,0.0004091926,0.00077974156,0.00062942976,0.0008529734,0.001009083,0.0005263647],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052547094,0.0015427653,0.9728546,0.000049581093,0.000060804705,0.00039112166,0.0019959593,0.00023856165,0.006712622,0.0005383971,0.00014590367,0.014944119],"study_design_scores_gemma":[0.000014872285,0.0007597263,0.9965932,0.0000074312757,0.000012106959,0.0003846338,0.00037805486,0.00027470695,0.0006770327,0.00060194114,0.00028752713,0.000008781755],"about_ca_topic_score_codex":0.00050596154,"about_ca_topic_score_gemma":0.00054803974,"teacher_disagreement_score":0.005516421,"about_ca_system_score_codex":0.0002575748,"about_ca_system_score_gemma":0.00022652096,"threshold_uncertainty_score":0.018454254},"labels":[],"label_agreement":null},{"id":"W2396843232","doi":"","title":"Instrução-focada-na-forma, lingualização e aprendizagem de ILE por aprendizes brasileiros Form-focused instruction, languaging and the learning of English as a foreign language (EFL) by Brazilian learners","year":2010,"lang":"pt","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Linguistics; Humanities; Pedagogy; Philosophy","score_opus":0.07677396499950086,"score_gpt":0.44571164625439774,"score_spread":0.3689376812548969,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2396843232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.962522,0.00089172716,0.0036671578,0.00057538506,0.000035121044,0.00012951528,0.00006589455,0.00008414181,0.03202917],"genre_scores_gemma":[0.985185,0.0006790661,0.0042550424,0.00013443643,0.0000074300397,0.00008832158,0.000054318265,0.000029900486,0.009566604],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99697185,0.0015594412,0.00015459051,0.00037697455,0.00054194353,0.0003951513],"domain_scores_gemma":[0.9946827,0.0023787036,0.0005732388,0.0005985223,0.001000463,0.0007663788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030893409,0.0005053236,0.0005246771,0.0011693097,0.00195622,0.0029704692,0.0006996292,0.0006812649,0.0038153096],"category_scores_gemma":[0.009639154,0.0002685343,0.00040015785,0.0007685631,0.0023081638,0.001397617,0.0036301524,0.0011284621,0.0006924312],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047707834,0.0011471189,0.075689055,0.0011221177,0.000037269794,0.0014107017,0.550948,0.00056547154,0.029595047,0.011387562,0.0022400776,0.32538047],"study_design_scores_gemma":[0.0000621008,0.0020587647,0.27998817,0.0020189346,0.0001792885,0.0016682227,0.48489827,0.0011656495,0.022271872,0.0052932906,0.20023248,0.00016291713],"about_ca_topic_score_codex":0.01590898,"about_ca_topic_score_gemma":0.05431891,"teacher_disagreement_score":0.01590898,"about_ca_system_score_codex":0.0027610653,"about_ca_system_score_gemma":0.0040785237,"threshold_uncertainty_score":0.03163278},"labels":[],"label_agreement":null},{"id":"W2397239782","doi":"10.5539/ijel.v6n3p21","title":"Factors Underlying Low Achievement of Saudi EFL Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":152,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learning styles; Mathematics education; Curriculum; Sociocultural evolution; Arabic; Autonomy; Style (visual arts); Control (management); Foreign language; Pedagogy; Sociology; Political science; Linguistics; Geography; Computer science","score_opus":0.06750700053735832,"score_gpt":0.30579618173101675,"score_spread":0.23828918119365844,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2397239782","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99866366,0.00010531041,0.000031508305,0.0001818246,0.0000031044124,0.0000033520284,0.00003882846,0.0000027295598,0.0009697206],"genre_scores_gemma":[0.9995747,0.00007572454,0.000033136927,0.000020577932,0.0000025740705,0.0000024722983,0.000040409886,0.0000010716068,0.0002493103],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940693,0.000084434876,0.00010311864,0.00004895877,0.00021433066,0.00014212604],"domain_scores_gemma":[0.9969042,0.00030412048,0.0013433987,0.00008191742,0.00080103526,0.00056535576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005173109,0.00023156207,0.00022752707,0.00084717904,0.000804133,0.0013704181,0.00038230192,0.00035439042,0.002173244],"category_scores_gemma":[0.0037197645,0.00010666549,0.00014766377,0.00064665824,0.00055168197,0.00037312042,0.00085362146,0.00051078736,0.0004580515],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034054447,0.00007103102,0.98496705,0.00004232873,0.000011837396,0.0002880416,0.004701428,0.000049825423,0.00068304525,0.00021902268,0.0002650857,0.008667213],"study_design_scores_gemma":[0.0000023142618,0.00007955807,0.9833129,0.00003887514,0.00001470408,0.00043539982,0.014066571,0.00022638278,0.00036889987,0.00023249221,0.0012110875,0.000010866206],"about_ca_topic_score_codex":0.019873198,"about_ca_topic_score_gemma":0.013863023,"teacher_disagreement_score":0.019873198,"about_ca_system_score_codex":0.00057103095,"about_ca_system_score_gemma":0.0009341247,"threshold_uncertainty_score":0.039515078},"labels":[],"label_agreement":null},{"id":"W2398088003","doi":"10.5430/wjel.v7n1p11","title":"Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model","year":2017,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Tertiary level; Perception; Variety (cybernetics); Grammar; Mathematics education; English as a second language; Intervention (counseling); Psychology; English language; English grammar; Pedagogy; Computer science; Linguistics","score_opus":0.025870503385445835,"score_gpt":0.307986579916874,"score_spread":0.2821160765314282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2398088003","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99469995,0.000112692105,0.0015231248,0.0005930853,0.000015773958,0.0004668798,0.000025106192,0.000015154657,0.002548229],"genre_scores_gemma":[0.9954081,0.00015958873,0.0028123988,0.0001228792,0.000004211196,0.00079159846,0.000019887397,0.0000030779343,0.0006782479],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9929073,0.005075541,0.000272775,0.0003529949,0.0007212446,0.00067020557],"domain_scores_gemma":[0.99187917,0.0049959566,0.0012893992,0.00028220806,0.0007409808,0.0008121447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008411295,0.00048429065,0.00048698034,0.0005651588,0.001589265,0.001913425,0.0012301755,0.0007482936,0.0049118735],"category_scores_gemma":[0.016948303,0.00031178838,0.00046302177,0.0005967123,0.0011746371,0.0011268079,0.0014528193,0.001156121,0.000318728],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063971635,0.038187817,0.21825801,0.0029733095,0.00026452792,0.0010490057,0.316756,0.002143998,0.01583114,0.0068630762,0.0014319705,0.38984403],"study_design_scores_gemma":[0.0021848953,0.023195604,0.5195121,0.0022071532,0.0005981774,0.00029596148,0.41316253,0.010247546,0.010595857,0.002660353,0.015146407,0.00019345168],"about_ca_topic_score_codex":0.014474812,"about_ca_topic_score_gemma":0.026532847,"teacher_disagreement_score":0.014474812,"about_ca_system_score_codex":0.0045574023,"about_ca_system_score_gemma":0.005740206,"threshold_uncertainty_score":0.04448366},"labels":[],"label_agreement":null},{"id":"W2398330390","doi":"10.18806/tesl.v33i1.1225","title":"Switches to English during French Service Encounters: Relationships with L2 French Speakers’ Willingness to Communicate and Motivation","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Humanities; Psychology; Second language; Linguistics; Political science; Sociology; Art; Philosophy","score_opus":0.03340815335582548,"score_gpt":0.19122414885167605,"score_spread":0.15781599549585057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2398330390","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989189,0.000081329934,0.00002457349,0.00014723004,0.000003928299,0.000005805705,0.000015579233,0.0000015601719,0.00080117193],"genre_scores_gemma":[0.99917704,0.00008011952,0.000048770766,0.00007792744,0.0000047697204,0.000011301116,0.000022479753,0.0000023041187,0.00057536014],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769044,0.0010202327,0.00008655115,0.00019827706,0.0003979511,0.0006064964],"domain_scores_gemma":[0.9934501,0.0022573303,0.0017299944,0.000118620184,0.0008207726,0.001623087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023720532,0.00037364385,0.0003849778,0.001108189,0.0035571742,0.003970478,0.0006477652,0.0011946714,0.0044602947],"category_scores_gemma":[0.0077898805,0.0003248602,0.00037916165,0.00076341705,0.0020500321,0.0010790362,0.0016937429,0.0015220605,0.0003793636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016860032,0.00024983962,0.6427551,0.000082877625,0.000049787766,0.0014806637,0.34271833,0.00006941856,0.0015815443,0.0003211929,0.00058631017,0.009936257],"study_design_scores_gemma":[0.000008544234,0.00021625019,0.57433003,0.000057771987,0.000015568126,0.00038896684,0.4220189,0.00016042573,0.00014566265,0.0000703969,0.002542153,0.000045365607],"about_ca_topic_score_codex":0.18720011,"about_ca_topic_score_gemma":0.2507381,"teacher_disagreement_score":0.18720011,"about_ca_system_score_codex":0.0038343426,"about_ca_system_score_gemma":0.0028192822,"threshold_uncertainty_score":0.372221},"labels":[],"label_agreement":null},{"id":"W2399548413","doi":"10.1111/tger.10207","title":"Effect of Different Teaching Techniques on the Acquisition of Grammatical Gender by Beginning German Second Language Learners","year":2016,"lang":"en","type":"article","venue":"Die Unterrichtspraxis/Teaching German","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"German; Vocabulary; Coding (social sciences); Noun; Psychology; Grammatical gender; Language acquisition; Test (biology); Linguistics; Grammatical category; Vocabulary learning; Computer science; Cognitive psychology; Natural language processing; Mathematics education; Sociology","score_opus":0.014351272779627602,"score_gpt":0.2904767001142117,"score_spread":0.2761254273345841,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2399548413","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992906,0.000047025384,0.0002828153,0.000010868022,0.0000045485185,0.000024435823,0.0000070364567,0.000018346342,0.00031435146],"genre_scores_gemma":[0.9926335,0.0002452629,0.0059174905,0.000018416587,0.000009575032,0.00008520617,0.000040603776,0.000018711138,0.0010311943],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9991598,0.00027659943,0.000070469214,0.00016941514,0.00020669511,0.000117035044],"domain_scores_gemma":[0.9957289,0.0027800733,0.0005104818,0.00021162907,0.00026223002,0.0005066232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008005088,0.0006370212,0.0005904135,0.00052383856,0.00022405248,0.00050500553,0.00039245197,0.00034262758,0.0017781206],"category_scores_gemma":[0.0058826525,0.00021010994,0.00025492694,0.0002564315,0.0004316179,0.00038804833,0.0006440596,0.0006080414,0.00027377022],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011261798,0.027387012,0.035985727,0.0013173437,0.00016916188,0.0011664253,0.01968704,0.0011592354,0.453858,0.0004558672,0.0004490411,0.44710338],"study_design_scores_gemma":[0.0018211567,0.123877645,0.3941643,0.00034704205,0.00097579986,0.0019392018,0.012698667,0.0054929876,0.44735903,0.0011426582,0.0099915,0.00018994822],"about_ca_topic_score_codex":0.00054830307,"about_ca_topic_score_gemma":0.0010080636,"teacher_disagreement_score":0.0017781206,"about_ca_system_score_codex":0.00021950858,"about_ca_system_score_gemma":0.00038086413,"threshold_uncertainty_score":0.0059484243},"labels":[],"label_agreement":null},{"id":"W2399822444","doi":"10.18806/tesl.v33i1.1227","title":"Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Signi cance","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Test of English as a Foreign Language; Psychology; Context (archaeology); Test (biology); Pedagogy; Mathematics education; Language education","score_opus":0.011917527949395632,"score_gpt":0.27666855576938204,"score_spread":0.2647510278199864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2399822444","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99812514,0.000058814447,0.00003896554,0.000266056,0.0000040356726,0.000005550961,0.000011819833,0.0000011418507,0.0014883454],"genre_scores_gemma":[0.99928313,0.00008060398,0.00004973602,0.00006702658,0.0000022050313,0.0000039569545,0.000013343749,9.339522e-7,0.00049905264],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99846715,0.0003035869,0.00008838337,0.000096057986,0.0005755888,0.000469143],"domain_scores_gemma":[0.994422,0.0013410683,0.0008663317,0.00013847862,0.0012927603,0.001939331],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002439631,0.00030708188,0.00032965108,0.0011855649,0.0029963353,0.0029670536,0.0005057532,0.00064761244,0.0021243838],"category_scores_gemma":[0.0053701713,0.00015856558,0.00026378804,0.0016557004,0.0028699017,0.00092297135,0.0012128437,0.0010248877,0.00014243877],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015242903,0.00018221125,0.6060376,0.00013600597,0.000032695858,0.001046267,0.35533527,0.00017500657,0.0032126412,0.0027853372,0.0017028827,0.029201608],"study_design_scores_gemma":[0.000014885679,0.00016819936,0.5103651,0.00009541005,0.000040070165,0.00022635404,0.4798821,0.00081123447,0.000842694,0.0006470628,0.006820489,0.00008644334],"about_ca_topic_score_codex":0.28038847,"about_ca_topic_score_gemma":0.36366487,"teacher_disagreement_score":0.7196115,"about_ca_system_score_codex":0.00684311,"about_ca_system_score_gemma":0.008719072,"threshold_uncertainty_score":0.5575129},"labels":[],"label_agreement":null},{"id":"W2399878741","doi":"10.30827/digibug.53891","title":"Cooperation and Autonomy in Language Learning: An Application of the Collage Method","year":2016,"lang":"en","type":"article","venue":"Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Trent University","funders":"","keywords":"Autonomy; Computer science; Linguistics; Art; Political science; Philosophy","score_opus":0.008172721408887099,"score_gpt":0.2504967633451267,"score_spread":0.24232404193623963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2399878741","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34408408,0.0020481162,0.521107,0.0026483294,0.00036498514,0.0052632396,0.0002883041,0.0002567778,0.12393915],"genre_scores_gemma":[0.77886754,0.0008639293,0.20987648,0.00020595199,0.00008742539,0.0049725324,0.00008363035,0.00008287522,0.004959586],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.94232625,0.050640967,0.00091002765,0.0018565555,0.0035638167,0.0007024477],"domain_scores_gemma":[0.90546423,0.08361593,0.002754282,0.0038092295,0.0034922203,0.00086417247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029844405,0.0009499359,0.0008217472,0.0050460915,0.0025200215,0.0037857217,0.0014248291,0.0011279715,0.007892992],"category_scores_gemma":[0.04352161,0.0005560197,0.0008470502,0.0032458634,0.008424063,0.0047263997,0.007602145,0.0011696651,0.0005093774],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008632999,0.0008541772,0.025284337,0.0025364156,0.00019063907,0.00072533544,0.36812055,0.002328534,0.0033712832,0.1834166,0.0032999641,0.4090089],"study_design_scores_gemma":[0.0013438186,0.0032059983,0.079420805,0.0039255284,0.0006241844,0.0022014582,0.45210472,0.031118805,0.007543368,0.22398709,0.19405867,0.00046546655],"about_ca_topic_score_codex":0.0025653301,"about_ca_topic_score_gemma":0.0035562397,"teacher_disagreement_score":0.029844405,"about_ca_system_score_codex":0.0029942137,"about_ca_system_score_gemma":0.0039429115,"threshold_uncertainty_score":0.15783417},"labels":[],"label_agreement":null},{"id":"W2400064074","doi":"10.3968/8402","title":"The Analysis About the Factors of Silence in College English Classroom","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Silence; Atmosphere (unit); Phenomenon; Obstacle; Psychology; Mathematics education; Affect (linguistics); Pedagogy; Aesthetics; Communication; History; Art; Epistemology","score_opus":0.01918064523182097,"score_gpt":0.2817250636842198,"score_spread":0.26254441845239884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2400064074","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98936474,0.0012160442,0.0014726958,0.00088297436,0.000037153004,0.000041923504,0.000039582752,0.000008926676,0.006936067],"genre_scores_gemma":[0.9988192,0.00048932055,0.00018158136,0.00003690724,0.000016635031,0.000017456505,0.00002804966,0.0000037643335,0.00040691928],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9963649,0.0011009595,0.00037289242,0.00032643473,0.0012773284,0.00055755686],"domain_scores_gemma":[0.98214483,0.009642314,0.0039594797,0.00041021022,0.00229569,0.0015474804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021844243,0.00021314752,0.00037524378,0.0018534017,0.0022717253,0.002591137,0.00058852264,0.00045513368,0.0022650526],"category_scores_gemma":[0.010613013,0.0002024085,0.00056186505,0.0015247545,0.0022875867,0.0016548353,0.001437064,0.0010169074,0.00020728931],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013471213,0.00020813209,0.6408632,0.0004237274,0.00008599708,0.00129909,0.2795278,0.00026256347,0.002256165,0.0057640257,0.0010523653,0.06812226],"study_design_scores_gemma":[0.000005489107,0.00007971458,0.72006935,0.0002800095,0.00009718695,0.00031419133,0.2705469,0.00057249574,0.0006517187,0.0010592754,0.0062792166,0.00004438917],"about_ca_topic_score_codex":0.0142615,"about_ca_topic_score_gemma":0.015250684,"teacher_disagreement_score":0.0142615,"about_ca_system_score_codex":0.002783248,"about_ca_system_score_gemma":0.0035473497,"threshold_uncertainty_score":0.028357029},"labels":[],"label_agreement":null},{"id":"W2400554150","doi":"10.1093/applin/amv028","title":"Explicit and Implicit Learning: Exploring Their Simultaneity and Immediate Effectiveness","year":2015,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Simultaneity; Psychology; Cognitive psychology; Linguistics; Cognitive science; Epistemology; Philosophy","score_opus":0.09035329244016282,"score_gpt":0.25846178412378235,"score_spread":0.16810849168361952,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2400554150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966246,0.00024221727,0.00097423326,0.000024821336,0.000005073643,0.000019106941,0.000018055754,0.00001593445,0.002075922],"genre_scores_gemma":[0.9969664,0.00015445026,0.0018748688,0.000018462502,0.0000065878253,0.000029413744,0.00004438032,0.00000972158,0.000895793],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9975842,0.00066090614,0.00022184628,0.0005971761,0.0007933741,0.0001425622],"domain_scores_gemma":[0.9730315,0.017343571,0.0044839038,0.002468413,0.0014965886,0.001176092],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036898644,0.00039558575,0.00041875936,0.0006589009,0.0002598245,0.0016322783,0.0005515571,0.0006327104,0.0016169194],"category_scores_gemma":[0.02550642,0.0003727082,0.0002141365,0.00029419153,0.0009513643,0.0024506547,0.0019121352,0.00084319175,0.00030191027],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0057906588,0.0036912998,0.38980106,0.0008619766,0.00032366044,0.0002942393,0.013775647,0.0010741681,0.11629845,0.0019934312,0.00014501975,0.46595043],"study_design_scores_gemma":[0.00020595323,0.0133842565,0.8968143,0.00020985573,0.0004080749,0.001057872,0.0038990024,0.0053735618,0.07205491,0.004396525,0.0020646513,0.0001311185],"about_ca_topic_score_codex":0.00060588884,"about_ca_topic_score_gemma":0.0010364515,"teacher_disagreement_score":0.0036898644,"about_ca_system_score_codex":0.00029678558,"about_ca_system_score_gemma":0.0005864212,"threshold_uncertainty_score":0.019514143},"labels":[],"label_agreement":null},{"id":"W2400587101","doi":"10.5539/elt.v9n7p120","title":"Using Games as a Tool in Teaching Vocabulary to Young Learners","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":174,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Mathematics education; Face (sociological concept); Subject (documents); Teaching english; Teaching method; Psychology; Vocabulary development; English vocabulary; Computer science; Pedagogy; Linguistics; World Wide Web","score_opus":0.02144401230339439,"score_gpt":0.27931609383515377,"score_spread":0.2578720815317594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2400587101","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6264323,0.030435065,0.10907796,0.007247348,0.0011454499,0.0010692603,0.00027064336,0.001835733,0.22248621],"genre_scores_gemma":[0.8155638,0.020483177,0.1336148,0.0010843669,0.00012320599,0.0006520895,0.00024582364,0.00014799023,0.028084723],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99887186,0.0006710301,0.000074916694,0.00007986067,0.00020722994,0.000095147705],"domain_scores_gemma":[0.99851316,0.0010089227,0.00011325775,0.00004537741,0.00013783354,0.00018144041],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013358912,0.0006308408,0.0003292588,0.001156219,0.0007518284,0.002989736,0.0007746126,0.0006939568,0.0031442388],"category_scores_gemma":[0.0037518512,0.00025620472,0.00044721673,0.0005497597,0.0011005785,0.0027819406,0.0017232298,0.000875436,0.0009246776],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003529361,0.0012523391,0.015262175,0.0044829603,0.00012975623,0.0029651462,0.0462451,0.0030703342,0.017890526,0.05257479,0.024613548,0.83116025],"study_design_scores_gemma":[0.0002517555,0.003023385,0.029495629,0.0052525653,0.00036244254,0.0048775305,0.06113275,0.008986024,0.020454515,0.0437521,0.82218397,0.00022734283],"about_ca_topic_score_codex":0.001565759,"about_ca_topic_score_gemma":0.004413209,"teacher_disagreement_score":0.0031442388,"about_ca_system_score_codex":0.00077008107,"about_ca_system_score_gemma":0.00074257224,"threshold_uncertainty_score":0.010518491},"labels":[],"label_agreement":null},{"id":"W2401438398","doi":"10.5539/ijel.v6n3p176","title":"Types of Recasts (Full and Partial) and Grammatical Structures by Basic Level EFL Iranian Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Simple (philosophy); Test (biology); Mathematics education; Linguistics; Psychology; Function (biology); Mathematics; Computer science; Philosophy","score_opus":0.03430777833291169,"score_gpt":0.27113741885408765,"score_spread":0.23682964052117597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2401438398","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993801,0.000025135803,0.00006868716,0.000012587136,0.0000011249227,0.0000044425205,0.00001104793,0.0000037836273,0.0004930571],"genre_scores_gemma":[0.99847823,0.000051986637,0.00021813362,0.000013734882,0.000002071044,0.000009180335,0.000037603102,0.000006548544,0.0011825566],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992563,0.00023186894,0.00009177371,0.00009590416,0.00022582714,0.00009834864],"domain_scores_gemma":[0.9965473,0.0015590618,0.000762641,0.00024348518,0.00059563207,0.00029185807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012492256,0.00029968205,0.00029436467,0.0005471775,0.00030403564,0.0009962127,0.00036037387,0.0005356368,0.0027044206],"category_scores_gemma":[0.0066419276,0.00019225133,0.00019974398,0.0002221972,0.00077626074,0.0008422694,0.0006125129,0.00063815486,0.000558686],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013053666,0.0012689059,0.6941202,0.00032493423,0.000058416612,0.0017989585,0.117940046,0.00083935814,0.06807277,0.00089134224,0.0005751059,0.11280463],"study_design_scores_gemma":[0.00007757661,0.0053776046,0.81197405,0.000119837154,0.00014501749,0.0057258666,0.13881075,0.0023839,0.026899418,0.0014141413,0.0069354516,0.00013635779],"about_ca_topic_score_codex":0.0010161317,"about_ca_topic_score_gemma":0.001212854,"teacher_disagreement_score":0.0027044206,"about_ca_system_score_codex":0.000224786,"about_ca_system_score_gemma":0.00026052576,"threshold_uncertainty_score":0.009047151},"labels":[],"label_agreement":null},{"id":"W2402380858","doi":"10.5539/elt.v9n7p97","title":"The Right Approach in Practice: A Discussion of the Applicability of EFL Writing Practices in a Saudi Context","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Process (computing); Product (mathematics); Relation (database); Mathematics education; Psychology; Teaching method; Computer science; Linguistics; Pedagogy; Mathematics; History","score_opus":0.01588537873320769,"score_gpt":0.28343996052991155,"score_spread":0.2675545817967039,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2402380858","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4721546,0.015364769,0.029559938,0.24130884,0.0012328203,0.00026574373,0.00005733543,0.00012059716,0.23993541],"genre_scores_gemma":[0.9891529,0.0017825366,0.0032456352,0.0031590417,0.000046254223,0.000035066514,0.0000063835173,0.00002922366,0.0025430364],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9476304,0.040445045,0.0026972736,0.0016188875,0.0053052,0.0023032026],"domain_scores_gemma":[0.942106,0.036548436,0.0041205883,0.0032850017,0.011729639,0.0022103265],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035884537,0.0005936651,0.0003794902,0.0031688153,0.011538989,0.01704026,0.0022378997,0.00537527,0.003554096],"category_scores_gemma":[0.05023753,0.00041850592,0.0004984772,0.0028210043,0.022670811,0.014286252,0.008298824,0.005855288,0.0005435013],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039040184,0.000058077243,0.0036408876,0.00038418378,0.0000129781265,0.0024409005,0.7851605,0.00025033046,0.0007212547,0.15828346,0.0017352832,0.04727307],"study_design_scores_gemma":[0.000021129194,0.00009007023,0.0035167183,0.0012988544,0.000016039667,0.0014001265,0.86433715,0.00093988254,0.0011219855,0.023123357,0.104091264,0.000043486383],"about_ca_topic_score_codex":0.019420061,"about_ca_topic_score_gemma":0.016999137,"teacher_disagreement_score":0.035884537,"about_ca_system_score_codex":0.013092874,"about_ca_system_score_gemma":0.011085801,"threshold_uncertainty_score":0.18977785},"labels":[],"label_agreement":null},{"id":"W2402756891","doi":"10.5539/ijel.v6n3p127","title":"The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Morpheme; Corrective feedback; Verb; Linguistics; Grammatical category; Simple (philosophy); Simple past; Computer science; Psychology; Mathematics; Natural language processing; Artificial intelligence; Mathematics education; Noun; Philosophy","score_opus":0.013189896997190038,"score_gpt":0.25966792818448126,"score_spread":0.24647803118729122,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2402756891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99727243,0.0001693795,0.001398403,0.000031519252,0.000023206685,0.000048452846,0.000033870343,0.000044379845,0.0009783121],"genre_scores_gemma":[0.99569196,0.00012298682,0.003379133,0.00003423455,0.000014147146,0.000051584964,0.00003653449,0.000042045725,0.0006274449],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99619764,0.0017436097,0.00036796494,0.0005921808,0.00090483855,0.0001937793],"domain_scores_gemma":[0.9506266,0.03900247,0.0056013544,0.001885529,0.0019688103,0.00091528415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036103071,0.000713265,0.0004894345,0.0004435054,0.00020735593,0.00093984854,0.0005207242,0.0007726784,0.0018554742],"category_scores_gemma":[0.049423072,0.00028186283,0.000147323,0.00017891516,0.00056536135,0.0008221047,0.00060075533,0.0006150579,0.00027854036],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02232971,0.0031907617,0.07152495,0.0013571319,0.00014566461,0.0008423345,0.007379207,0.0014593555,0.5340744,0.00064062397,0.00029820605,0.3567575],"study_design_scores_gemma":[0.0009873635,0.023621533,0.6524106,0.00057265273,0.0006076572,0.0022539643,0.005302198,0.008952211,0.29865032,0.0020600013,0.004332959,0.00024848853],"about_ca_topic_score_codex":0.0010307217,"about_ca_topic_score_gemma":0.0008644711,"teacher_disagreement_score":0.0036103071,"about_ca_system_score_codex":0.00031315067,"about_ca_system_score_gemma":0.0006470115,"threshold_uncertainty_score":0.019093394},"labels":[],"label_agreement":null},{"id":"W2402783720","doi":"10.5539/ijel.v6n3p194","title":"The Effect of Metalanguage on Grammar Noticing of the Iranian EFL Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metalanguage; Grammar; Control (management); Task (project management); Linguistics; Mathematics education; Psychology; Computer science; Point (geometry); Mathematics; Artificial intelligence; Philosophy; Engineering","score_opus":0.012161164011351585,"score_gpt":0.25778428773650863,"score_spread":0.24562312372515704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2402783720","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99952924,0.000028229924,0.000025230993,0.000015314687,0.0000014944428,0.0000013663127,0.0000044399603,0.0000016068267,0.00039305363],"genre_scores_gemma":[0.99932134,0.000049554033,0.00010348415,0.00001283415,0.0000011271698,0.0000029115245,0.000008880593,0.0000019383801,0.00049811637],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961287,0.00008878961,0.000048228885,0.00007374352,0.00011004279,0.0000664006],"domain_scores_gemma":[0.99793756,0.00066068326,0.000651922,0.00009735993,0.00031646888,0.00033606045],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004919685,0.00029868458,0.00021812432,0.00025400645,0.00030846568,0.00083029264,0.0002168763,0.0002966987,0.0018065649],"category_scores_gemma":[0.0032962128,0.00013162287,0.00016578693,0.0001223497,0.000554367,0.00036628774,0.00038559592,0.0004707039,0.00028621318],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014771122,0.0015179442,0.74385846,0.00032093746,0.000077104654,0.0035978272,0.07122647,0.00043685266,0.105390154,0.00041429122,0.00051885494,0.07116403],"study_design_scores_gemma":[0.000037738024,0.0030198928,0.9256772,0.00007849259,0.00009744071,0.0024321831,0.047188304,0.00067385746,0.017584532,0.0004944895,0.002654022,0.00006181205],"about_ca_topic_score_codex":0.0022563685,"about_ca_topic_score_gemma":0.002772211,"teacher_disagreement_score":0.0022563685,"about_ca_system_score_codex":0.00025223434,"about_ca_system_score_gemma":0.00042921072,"threshold_uncertainty_score":0.0060435534},"labels":[],"label_agreement":null},{"id":"W2405902424","doi":"10.5539/ies.v9n6p168","title":"Task Based Language Teaching: Development of CALL","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Class (philosophy); Computer science; Variety (cybernetics); Product (mathematics); Task analysis; Multimedia; Mathematics education; Psychology; Artificial intelligence; Engineering","score_opus":0.07017856379397755,"score_gpt":0.37194320475293075,"score_spread":0.30176464095895317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2405902424","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61806655,0.00024211044,0.2600037,0.0010393679,0.00023183096,0.006856951,0.0006428299,0.007607264,0.10530949],"genre_scores_gemma":[0.50740266,0.00028494687,0.45016766,0.00026661274,0.000037808066,0.0032498098,0.0010983029,0.00053003576,0.0369621],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983473,0.00052222965,0.000089424284,0.00022581588,0.0006640574,0.00015126217],"domain_scores_gemma":[0.9975987,0.00087721006,0.00013763223,0.00028358455,0.0005025547,0.0006003766],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016276272,0.0005551523,0.00025799364,0.0006733291,0.00065725483,0.0017633011,0.0023866144,0.0007052547,0.0053980732],"category_scores_gemma":[0.0044841636,0.00028907706,0.0004080023,0.00030217174,0.00040237108,0.0010796742,0.0018878138,0.00081554236,0.0018784282],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034834465,0.005016118,0.007444255,0.00079834356,0.000019210771,0.0007813917,0.014577849,0.0031387159,0.041295405,0.005136391,0.010084591,0.9113594],"study_design_scores_gemma":[0.00071223784,0.011258374,0.15348072,0.0016027599,0.00026278928,0.005292244,0.03321353,0.08363929,0.14824887,0.0100130765,0.5517415,0.00053461693],"about_ca_topic_score_codex":0.00204714,"about_ca_topic_score_gemma":0.0025940607,"teacher_disagreement_score":0.0053980732,"about_ca_system_score_codex":0.00089936715,"about_ca_system_score_gemma":0.002790275,"threshold_uncertainty_score":0.0180583},"labels":[],"label_agreement":null},{"id":"W2406099966","doi":"10.5539/elt.v9n7p70","title":"The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Jeddah","keywords":"Grammar; Psychology; Context (archaeology); Mathematics education; Grammar school; Teaching method; Pedagogy; Linguistics","score_opus":0.04823485986098848,"score_gpt":0.29083473130787285,"score_spread":0.24259987144688439,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2406099966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991104,0.00007515143,0.000029452214,0.00008800425,0.0000016133719,0.000001390726,0.0000061448313,5.840416e-7,0.0006871713],"genre_scores_gemma":[0.9997352,0.000075756776,0.000027195874,0.000016354736,0.000001095607,0.0000012226495,0.0000081886255,5.713047e-7,0.00013443029],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991351,0.00029633867,0.00007971467,0.00008552396,0.0002729318,0.00013047889],"domain_scores_gemma":[0.99294573,0.0020722025,0.0028275275,0.00025367725,0.0011920024,0.0007088203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011635725,0.00013729258,0.00016256783,0.0006145381,0.00082158466,0.0016024627,0.00030792828,0.00036375094,0.0014361085],"category_scores_gemma":[0.005506495,0.0001521872,0.00014823512,0.00045061315,0.0011157098,0.00056365115,0.0007853351,0.0007273749,0.00016474153],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056828918,0.00013233397,0.8751883,0.000057827318,0.000024496932,0.00041966783,0.109525725,0.000098283,0.0010075357,0.00048753127,0.00023993412,0.012761455],"study_design_scores_gemma":[0.0000067620317,0.00009302722,0.8839273,0.0000865007,0.00002044186,0.0002788293,0.112854086,0.00035583114,0.00033152325,0.00018764615,0.0018375791,0.000020476315],"about_ca_topic_score_codex":0.044633057,"about_ca_topic_score_gemma":0.058621846,"teacher_disagreement_score":0.044633057,"about_ca_system_score_codex":0.0012933267,"about_ca_system_score_gemma":0.0011162105,"threshold_uncertainty_score":0.08874655},"labels":[],"label_agreement":null},{"id":"W2406237046","doi":"10.1177/1362168816651462","title":"Learner attention to form in ACCESS task-based interaction","year":2016,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Operationalization; Task (project management); Focus on form; Psychology; Class (philosophy); Focus (optics); Task analysis; Linguistics; Cognitive psychology; Computer science; Grammar; Artificial intelligence","score_opus":0.13909865524039555,"score_gpt":0.44723937961504123,"score_spread":0.3081407243746457,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2406237046","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99696976,0.000048455146,0.0014119567,0.000017379209,0.000002840847,0.000025235287,0.000019739744,0.000019655585,0.0014849738],"genre_scores_gemma":[0.9981086,0.000047759688,0.0009611947,0.000017085558,0.000004608314,0.000042214837,0.000047225963,0.000008780393,0.0007625065],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967619,0.0013210312,0.000182646,0.00044155782,0.0010542787,0.0002384983],"domain_scores_gemma":[0.98455775,0.010734146,0.0021315836,0.0010573207,0.00090909965,0.0006100939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019700506,0.000323996,0.0004817273,0.00076477573,0.00034570013,0.0012862221,0.00043996706,0.00042750328,0.0015559366],"category_scores_gemma":[0.022547852,0.00017629674,0.0002264333,0.00033700082,0.00055193494,0.0007507882,0.0017915819,0.0004478957,0.00023409275],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002940347,0.0017843342,0.3771763,0.0007614517,0.00017065527,0.0011913931,0.077663325,0.0016083586,0.2658119,0.0013327022,0.00060628465,0.26895288],"study_design_scores_gemma":[0.0000633532,0.002838989,0.9488647,0.000065308544,0.00009541748,0.00088284333,0.01150452,0.0029412033,0.027166298,0.0013151279,0.0041940934,0.00006811848],"about_ca_topic_score_codex":0.0009296108,"about_ca_topic_score_gemma":0.00102065,"teacher_disagreement_score":0.0019700506,"about_ca_system_score_codex":0.0004105596,"about_ca_system_score_gemma":0.0003273723,"threshold_uncertainty_score":0.010418773},"labels":[],"label_agreement":null},{"id":"W2407081637","doi":"","title":"Teaching ESL to Elderly Chinese Learners in Canada","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Linguistics; Pedagogy; Psychology; Computer science; Medical education; History; Medicine; Philosophy","score_opus":0.015232843366124715,"score_gpt":0.2292852792578595,"score_spread":0.21405243589173478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2407081637","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9874198,0.0005243928,0.00006581836,0.0016722436,0.00004605716,0.00004657981,0.00011519997,0.000013763176,0.01009613],"genre_scores_gemma":[0.98048764,0.0009657896,0.0003347354,0.0005431034,0.000014760109,0.000022794982,0.00008979886,0.000010518036,0.017530974],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.999448,0.000052439256,0.000019631554,0.00004332385,0.000095872616,0.00034064206],"domain_scores_gemma":[0.9974269,0.00009154368,0.000087456625,0.000020620277,0.00063963066,0.0017338077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006470849,0.0002869482,0.00028961693,0.0007481085,0.0093461685,0.0017069199,0.0008051865,0.0004642243,0.007487963],"category_scores_gemma":[0.0011576043,0.00021807775,0.00021147123,0.0015842649,0.0013005902,0.00071051426,0.001762363,0.0009826228,0.000758964],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008513345,0.002409266,0.41973615,0.0006640239,0.00003913329,0.0049229776,0.2819548,0.00067479216,0.0055325646,0.0039689364,0.03586056,0.24338551],"study_design_scores_gemma":[0.00016345132,0.00075397204,0.37197307,0.00055129325,0.00007204863,0.0008195043,0.5317958,0.0008778811,0.0021793072,0.0006135065,0.09011061,0.000089598354],"about_ca_topic_score_codex":0.9634717,"about_ca_topic_score_gemma":0.9918618,"teacher_disagreement_score":0.03652829,"about_ca_system_score_codex":0.030113744,"about_ca_system_score_gemma":0.086496696,"threshold_uncertainty_score":0.2184915},"labels":[],"label_agreement":null},{"id":"W2410828217","doi":"10.5539/elt.v9n8p1","title":"A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Linguistic competence; Linguistics; Communicative language teaching; Teaching method; English grammar; Sentence; Communicative competence; Mathematics education; Language education; Pedagogy","score_opus":0.019298167607413406,"score_gpt":0.2939427788629369,"score_spread":0.2746446112555235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2410828217","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997117,0.000030881256,0.0000079890815,0.000021883767,0.0000011420798,0.000003895402,0.00000484602,2.555472e-7,0.00021721555],"genre_scores_gemma":[0.999551,0.00006587615,0.000022256248,0.000024516174,0.0000011367839,0.000008529548,0.000015080457,5.353491e-7,0.00031104856],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9989166,0.00022502107,0.000100716396,0.00011988415,0.00026176838,0.00037602946],"domain_scores_gemma":[0.9975897,0.0008138405,0.0004190982,0.00007551812,0.00040262638,0.0006992268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018315555,0.0002972344,0.0005228915,0.0016747708,0.0030707126,0.0013970329,0.0005614142,0.0005817963,0.0018283589],"category_scores_gemma":[0.0033552577,0.00039630875,0.00036133832,0.0017494339,0.0016594494,0.0010071717,0.0010424521,0.00081371854,0.00013953305],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053866224,0.00042554332,0.49779987,0.00010387671,0.000023479148,0.0008565613,0.48954123,0.000031258227,0.0012422701,0.00038447988,0.00017287773,0.009364733],"study_design_scores_gemma":[0.000007750998,0.00022231645,0.6062738,0.00005113054,0.00001596428,0.00018117637,0.39195022,0.000102264836,0.000179033,0.00005707038,0.0009451802,0.000014074381],"about_ca_topic_score_codex":0.062619165,"about_ca_topic_score_gemma":0.109896794,"teacher_disagreement_score":0.062619165,"about_ca_system_score_codex":0.00274961,"about_ca_system_score_gemma":0.0030754355,"threshold_uncertainty_score":0.124509335},"labels":[],"label_agreement":null},{"id":"W2411056538","doi":"10.5539/ach.v8n2p57","title":"A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL","year":2016,"lang":"en","type":"article","venue":"Asian Culture and History","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"School of Liberal Arts; Mae Fah Luang University","keywords":"Pragmatics; Facilitator; Psychology; Pedagogy; Context (archaeology); Mathematics education; Linguistics; Sociology; Social psychology","score_opus":0.029433126588098255,"score_gpt":0.26884031692905846,"score_spread":0.2394071903409602,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2411056538","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.040026296,0.027297812,0.008316814,0.865825,0.0024445618,0.00012510111,0.000032395994,0.00015414461,0.055777878],"genre_scores_gemma":[0.7653094,0.046773843,0.022105744,0.1340035,0.0023526514,0.0006071929,0.00007084227,0.00018639158,0.028590435],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99357754,0.0037049814,0.00022945472,0.0005030038,0.0008798776,0.0011052084],"domain_scores_gemma":[0.95840615,0.021462336,0.001980884,0.0012811571,0.0036048337,0.013264624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014461785,0.00036929306,0.0005886918,0.001075984,0.006132559,0.009420031,0.0017165224,0.0074785,0.011330237],"category_scores_gemma":[0.010002157,0.00036460796,0.00052902143,0.0010627214,0.019313544,0.0157313,0.011895082,0.008616525,0.001488561],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015352451,0.0010133266,0.0058232844,0.0073147453,0.000030290246,0.0032511742,0.34672087,0.00033549342,0.0061248876,0.23352341,0.0878168,0.30789217],"study_design_scores_gemma":[0.000053154003,0.00025311412,0.007298413,0.0054349536,0.000027002674,0.0026412653,0.3223894,0.00029553514,0.0015277616,0.06426648,0.5957261,0.00008683995],"about_ca_topic_score_codex":0.0075133396,"about_ca_topic_score_gemma":0.015088684,"teacher_disagreement_score":0.014461785,"about_ca_system_score_codex":0.00457139,"about_ca_system_score_gemma":0.032304462,"threshold_uncertainty_score":0.07648212},"labels":[],"label_agreement":null},{"id":"W2411060569","doi":"10.1002/tesj.254","title":"Dialogue Journals in Short‐Term Study Abroad: “Today I Wrote My Mind”","year":2016,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Popularity; Feeling; Study abroad; Conversation; Pedagogy; Class (philosophy); Psychology; Variety (cybernetics); Journal writing; Bridge (graph theory); Higher education; Term (time); Intercultural communication; Mathematics education; Teaching method; Social psychology; Political science; Communication; Computer science","score_opus":0.06662305893133602,"score_gpt":0.32091481099310903,"score_spread":0.254291752061773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2411060569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8742546,0.0052825883,0.010377713,0.00785345,0.002387872,0.00034198686,0.00016874498,0.0004718514,0.0988612],"genre_scores_gemma":[0.9685214,0.0012954321,0.0053253435,0.001650384,0.00046634933,0.0001901709,0.0001112675,0.0001841095,0.02225553],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9944623,0.004070094,0.00019696605,0.00025851518,0.0006865637,0.00032559736],"domain_scores_gemma":[0.9783667,0.011606523,0.0025564383,0.0013537152,0.0021238131,0.003992858],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057170126,0.0003705492,0.00031398534,0.0011009271,0.005339486,0.0055669122,0.0008523628,0.0012166979,0.004830531],"category_scores_gemma":[0.021731196,0.00022302476,0.00021971611,0.001059845,0.004347506,0.002940575,0.0048747007,0.0021562797,0.0009952228],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034159183,0.00044563852,0.014013094,0.0010430369,0.000032265878,0.0027720972,0.7736538,0.000105968815,0.012937857,0.006668864,0.019769784,0.16821596],"study_design_scores_gemma":[0.00007382488,0.00070639455,0.03360322,0.0008274096,0.00004045578,0.005333206,0.49031872,0.00023911826,0.0062256576,0.0024525719,0.4600617,0.00011783745],"about_ca_topic_score_codex":0.001812206,"about_ca_topic_score_gemma":0.005115493,"teacher_disagreement_score":0.0057170126,"about_ca_system_score_codex":0.0012960543,"about_ca_system_score_gemma":0.0026098546,"threshold_uncertainty_score":0.030234814},"labels":[],"label_agreement":null},{"id":"W2411488754","doi":"10.5539/elt.v2n1p88","title":"Using English Songs: an Enjoyable and Effective Approach to ELTUsing English Songs: an Enjoyable and Effective Approach to ELT","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Lyrics; Kaleidoscope; Psychology; English language; Teaching english; Linguistics; Pedagogy; Mathematics education; Visual arts; Literature; Art","score_opus":0.01770542401451042,"score_gpt":0.2677073304247068,"score_spread":0.2500019064101964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2411488754","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42305467,0.0038221676,0.1527766,0.019420473,0.001260467,0.00081417535,0.00015137471,0.0019137383,0.3967863],"genre_scores_gemma":[0.7673629,0.0038544969,0.13245004,0.0037481613,0.00073484844,0.0005279495,0.00011306696,0.00029951148,0.09090902],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992736,0.0003647957,0.0000254257,0.000041310777,0.00019360469,0.00010132456],"domain_scores_gemma":[0.99925846,0.00026718594,0.00005705038,0.00006319841,0.00007942369,0.00027458448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013456123,0.00036792402,0.00025474906,0.00043754312,0.0009777993,0.00207681,0.0007489645,0.0007603404,0.008027566],"category_scores_gemma":[0.0019042271,0.00009052919,0.0003141563,0.00018238382,0.0016936798,0.0021300185,0.002771817,0.001036448,0.001833964],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018043496,0.00178395,0.0046868487,0.00160998,0.000040601524,0.002633964,0.06996753,0.00037052235,0.062971294,0.035057176,0.036715664,0.78398204],"study_design_scores_gemma":[0.00028722914,0.0019528348,0.026270034,0.0010574408,0.00011354115,0.009442609,0.08805593,0.0027727508,0.031243073,0.025168823,0.8134024,0.00023322851],"about_ca_topic_score_codex":0.00022862175,"about_ca_topic_score_gemma":0.0009266651,"teacher_disagreement_score":0.008027566,"about_ca_system_score_codex":0.00026770198,"about_ca_system_score_gemma":0.00047061933,"threshold_uncertainty_score":0.026854813},"labels":[],"label_agreement":null},{"id":"W2411723762","doi":"10.5539/elt.v9n8p28","title":"How Successful Learners Employ Learning Strategies in an EFL Setting in the Indonesian Context","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Psychology; Indonesian; Cronbach's alpha; Metacognition; Context (archaeology); Active listening; Foreign language; Language assessment; Mathematics education; Language acquisition; Language proficiency; Reading (process); Cognition; Linguistics; Psychometrics; Developmental psychology","score_opus":0.015757662720505355,"score_gpt":0.2564799539391458,"score_spread":0.24072229121864044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2411723762","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981887,0.000058860947,0.00008569691,0.00002710294,0.0000013225298,0.00000713185,0.000007080433,0.0000025009565,0.0016216467],"genre_scores_gemma":[0.9987305,0.00015381903,0.0002977884,0.000016789805,9.132921e-7,0.000011294577,0.000016591872,0.00000236499,0.0007698756],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916446,0.00030030822,0.00008146172,0.0001158348,0.00021015317,0.00012780992],"domain_scores_gemma":[0.9982906,0.00051323697,0.00045056612,0.00007400857,0.00036911268,0.00030248193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011567952,0.00035108466,0.00031423537,0.0008093355,0.0004981134,0.0030327141,0.000493005,0.00039327834,0.0010279425],"category_scores_gemma":[0.0043025957,0.00017149483,0.00016988486,0.0004066609,0.0005921707,0.0013948599,0.0010850799,0.00043515264,0.00048570163],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007952808,0.0011903177,0.79466534,0.00021622816,0.00006591475,0.0014181868,0.091583,0.000617397,0.010192082,0.0005053413,0.0004260377,0.09904075],"study_design_scores_gemma":[0.000013857101,0.0006402936,0.8208587,0.00021584728,0.00006917914,0.0012740087,0.16329534,0.002423641,0.0059430315,0.00069598126,0.00450082,0.000069351416],"about_ca_topic_score_codex":0.0025950416,"about_ca_topic_score_gemma":0.004385931,"teacher_disagreement_score":0.0030327141,"about_ca_system_score_codex":0.00048107753,"about_ca_system_score_gemma":0.0006058181,"threshold_uncertainty_score":0.006117761},"labels":[],"label_agreement":null},{"id":"W2416968794","doi":"","title":"Investigating Tasks in Formal Language Learning (review)","year":2008,"lang":"en","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Computer science; Natural language processing; Formal learning; Formal language; Object language; Natural language; Artificial intelligence; Psychology; Mathematics education; Programming language; Philosophy","score_opus":0.035491328393849934,"score_gpt":0.2335275369775605,"score_spread":0.19803620858371057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2416968794","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00044339048,0.99811745,0.00013972647,0.00044397207,0.00011631386,0.000025044072,0.00004716832,0.00000732425,0.000659691],"genre_scores_gemma":[0.0058296868,0.99229527,0.00055182446,0.0006744193,0.00017889251,0.00006516579,0.00012197199,0.00000675809,0.00027604055],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99706334,0.0009158414,0.0006405724,0.0003754464,0.00086213404,0.00014270737],"domain_scores_gemma":[0.9662743,0.024146214,0.0027193923,0.0006619695,0.0056638587,0.00053433207],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076149665,0.0010656167,0.0034589106,0.0036128536,0.0005541629,0.0026269597,0.0022380594,0.0013013057,0.0037392888],"category_scores_gemma":[0.030005595,0.000608737,0.0009998454,0.0066578533,0.002483232,0.0028082402,0.0011767839,0.0011902178,0.0014762621],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024067273,0.00006710934,0.0009377094,0.05492093,0.00036282494,0.00005581341,0.00024097037,0.000107908374,0.00020444767,0.0004663725,0.013513141,0.928882],"study_design_scores_gemma":[0.00085257273,0.0011900702,0.047135644,0.1891299,0.006181173,0.0015556214,0.0016243481,0.00019891623,0.0018841518,0.006714554,0.74331784,0.00021516981],"about_ca_topic_score_codex":0.0389242,"about_ca_topic_score_gemma":0.098903574,"teacher_disagreement_score":0.0389242,"about_ca_system_score_codex":0.0030935127,"about_ca_system_score_gemma":0.011285962,"threshold_uncertainty_score":0.07739526},"labels":[],"label_agreement":null},{"id":"W2421365481","doi":"10.3138/cmlr.2319","title":"Beyond Integrativeness: A Validation of the L2 Self Model among Francophone Learners of ESL","year":2016,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); French; Cognitive reframing; Psychology; Ideal (ethics); Second language; Social psychology; Internal consistency; Consistency (knowledge bases); Construct validity; Measure (data warehouse); Mathematics education; Linguistics; Computer science; Psychometrics; Developmental psychology; Artificial intelligence; Epistemology","score_opus":0.013384904524983678,"score_gpt":0.21151162948605887,"score_spread":0.1981267249610752,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2421365481","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986817,0.000023952496,0.00011561862,0.00006278167,0.000003300296,0.000029697509,0.000018736058,0.0000015766145,0.0010625826],"genre_scores_gemma":[0.9989423,0.00002911246,0.0002440059,0.000029599074,0.0000018072365,0.00004029061,0.000046103363,0.0000020116047,0.00066486734],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978986,0.0006636823,0.0001357425,0.0002325961,0.00079857797,0.00027082392],"domain_scores_gemma":[0.9894191,0.003038421,0.0016499548,0.00088574504,0.0040363516,0.0009704021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010804853,0.00035471862,0.00034364563,0.0014951007,0.0021346684,0.0022163466,0.0006941004,0.000392536,0.0014068305],"category_scores_gemma":[0.011922063,0.0001534033,0.00035194083,0.00084921287,0.002604456,0.0009475342,0.0016546336,0.00082874735,0.00016932581],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011317368,0.000244792,0.83290434,0.00005662335,0.000028032144,0.00022221815,0.13658644,0.00012102561,0.0017853924,0.0011336536,0.00045875926,0.026345592],"study_design_scores_gemma":[0.000009885313,0.0002225128,0.91617686,0.0000757266,0.0000138788955,0.00012915234,0.07744985,0.0009130013,0.0006269278,0.0002893434,0.0040628314,0.00002997404],"about_ca_topic_score_codex":0.25444844,"about_ca_topic_score_gemma":0.29099616,"teacher_disagreement_score":0.25444844,"about_ca_system_score_codex":0.0054166378,"about_ca_system_score_gemma":0.0065571265,"threshold_uncertainty_score":0.5059348},"labels":[],"label_agreement":null},{"id":"W242178174","doi":"10.4000/reperes.145","title":"Appropriation de pratiques pédagogiques sur l’apprentissage par la lecture en classe de français du secondaire en milieu défavorisé au Québec","year":2012,"lang":"fr","type":"article","venue":"Repères","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.009489723768335035,"score_gpt":0.23976100138407527,"score_spread":0.23027127761574023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W242178174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9595181,0.00052085734,0.0022885085,0.0019283757,0.000055594417,0.00006755308,0.000059632497,0.000032372784,0.035529044],"genre_scores_gemma":[0.98165303,0.000413488,0.00086938817,0.00020188824,0.000011998334,0.00004586387,0.000036503985,0.000013504815,0.016754301],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99567455,0.001713146,0.00017024699,0.0003845469,0.0012737632,0.0007837069],"domain_scores_gemma":[0.9847948,0.0063027935,0.0013099626,0.0004748967,0.0047638956,0.0023538088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063887504,0.00035464374,0.00040073003,0.0014603526,0.0058097956,0.005781167,0.0007716784,0.00093573035,0.008457263],"category_scores_gemma":[0.0113182245,0.00023765703,0.00029122565,0.0012437286,0.0042882,0.0016829898,0.0031952611,0.0021762715,0.0008542695],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010907599,0.00022411202,0.10848867,0.00036184184,0.000031521377,0.00052206445,0.8070344,0.00025309392,0.005473472,0.008126859,0.0025344375,0.06684052],"study_design_scores_gemma":[0.000013643784,0.00025945372,0.34297767,0.00051795476,0.000041273295,0.00022006934,0.5661808,0.00056467386,0.0021254793,0.0013193871,0.08567028,0.00010919373],"about_ca_topic_score_codex":0.37770352,"about_ca_topic_score_gemma":0.60958433,"teacher_disagreement_score":0.62229645,"about_ca_system_score_codex":0.0130992895,"about_ca_system_score_gemma":0.01705271,"threshold_uncertainty_score":0.75101006},"labels":[],"label_agreement":null},{"id":"W24219268","doi":"10.1075/lald.47.04goa","title":"Prosodic transfer and the representation of determiners in Turkish-English interlanguage","year":2008,"lang":"en","type":"book-chapter","venue":"Language acquisition & language disorders","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Interlanguage; Turkish; Linguistics; Representation (politics); Transfer (computing); Computer science; Mathematics; Political science; Philosophy","score_opus":0.009486116992167299,"score_gpt":0.22383374273309023,"score_spread":0.21434762574092292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W24219268","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88693863,0.0014618291,0.0051471796,0.0004933015,0.000028531165,0.0000123831005,0.0000520497,0.00008789886,0.10577815],"genre_scores_gemma":[0.991475,0.0005438948,0.0012131358,0.00006706441,0.000010258436,0.000010336992,0.00005552665,0.000037187114,0.0065876623],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99985135,0.000032959015,0.00000804334,0.000034159446,0.000048121707,0.00002535664],"domain_scores_gemma":[0.99977344,0.00009233164,0.00004308542,0.000029942068,0.000042839343,0.000018317642],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020235467,0.00028364448,0.00013272515,0.00047138147,0.0003157706,0.0011266603,0.00042900883,0.00048480308,0.0024415164],"category_scores_gemma":[0.0009279878,0.00021865529,0.00012550602,0.00030704736,0.0011304714,0.00121918,0.00067787094,0.00069678726,0.0005005942],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060834334,0.00023752471,0.031766716,0.00040489598,0.00004367896,0.011052548,0.11074995,0.0017998853,0.32028967,0.1193001,0.0035488773,0.40019777],"study_design_scores_gemma":[0.000089060486,0.0013104617,0.6125086,0.00037486,0.00010436095,0.03022732,0.051651545,0.0077852304,0.07676898,0.12262002,0.096332796,0.00022691353],"about_ca_topic_score_codex":0.002508807,"about_ca_topic_score_gemma":0.0027984227,"teacher_disagreement_score":0.002508807,"about_ca_system_score_codex":0.00066936965,"about_ca_system_score_gemma":0.0002773886,"threshold_uncertainty_score":0.008167744},"labels":[],"label_agreement":null},{"id":"W2425083098","doi":"10.5539/elt.v9n8p73","title":"Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Grammar; Vocabulary; Mathematics education; Class (philosophy); English as a foreign language; Foreign language; Pedagogy; Linguistics","score_opus":0.012587872306654013,"score_gpt":0.2552906586233645,"score_spread":0.24270278631671047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2425083098","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926466,0.000027515018,0.000102826256,0.00004481056,0.0000033187753,0.000005803451,0.000008677634,0.0000055006158,0.00053694064],"genre_scores_gemma":[0.9992816,0.000038930822,0.00011513598,0.000020564421,0.0000029563826,0.000007080464,0.00001873373,0.0000029675289,0.0005119986],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997463,0.0010553815,0.0002709025,0.00021295568,0.0007457682,0.00025202028],"domain_scores_gemma":[0.9860195,0.0042301207,0.004187348,0.000376119,0.0029503386,0.002236636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026649397,0.00019129079,0.0002826489,0.00054993085,0.00056217815,0.0009422837,0.00024775745,0.00026284636,0.0019194658],"category_scores_gemma":[0.013257771,0.00018307728,0.0002432317,0.00027680266,0.00047910243,0.0006104553,0.00068367046,0.00056996464,0.00036801523],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003759583,0.0014070042,0.8246235,0.00024691218,0.000055749042,0.00083461194,0.11210467,0.00032781676,0.01233626,0.00007478824,0.0008335815,0.046779078],"study_design_scores_gemma":[0.000041260435,0.0016500909,0.88261765,0.00007588927,0.000040839284,0.00068245654,0.10718931,0.0010136794,0.0036501617,0.00006326253,0.0029210497,0.000054409888],"about_ca_topic_score_codex":0.0023207467,"about_ca_topic_score_gemma":0.003639215,"teacher_disagreement_score":0.0026649397,"about_ca_system_score_codex":0.00049514027,"about_ca_system_score_gemma":0.00055290246,"threshold_uncertainty_score":0.014093697},"labels":[],"label_agreement":null},{"id":"W2425196908","doi":"10.3138/cmlr.3605","title":"Grammar Correction in the Writing Centre: Expectations and Experiences of Monolingual and Multilingual Writers","year":2016,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; TUTOR; Linguistics; Craft; English grammar; Computer science; Psychology; Pedagogy; History","score_opus":0.016817924405797952,"score_gpt":0.2343015177456532,"score_spread":0.21748359333985523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2425196908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99702245,0.00014353204,0.00010947934,0.0005022835,0.000013446111,0.0000105242525,0.000015181844,0.000009281884,0.0021738093],"genre_scores_gemma":[0.9968964,0.00019545289,0.000121991645,0.00026561445,0.00000859622,0.000014876697,0.000021550348,0.000013188862,0.00246235],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99512035,0.002178535,0.0002527521,0.000365206,0.0010718373,0.0010112496],"domain_scores_gemma":[0.98573303,0.0042111254,0.0018563715,0.00029148394,0.0023001698,0.005607823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005703124,0.00032762365,0.0005074153,0.0013358766,0.0050152643,0.006484947,0.0012599654,0.0013655976,0.0019557804],"category_scores_gemma":[0.022281656,0.00042222222,0.0002926362,0.00069482607,0.0032266593,0.002627902,0.004446866,0.0023342618,0.00071467954],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000069530775,0.00020014161,0.056078963,0.000040360203,0.0000058425694,0.0017006246,0.9287829,0.00004717267,0.0008209062,0.00029353698,0.0009812259,0.010978823],"study_design_scores_gemma":[0.000007007165,0.00016584409,0.01973356,0.000044202425,0.000004677546,0.0010290941,0.97430134,0.0001570658,0.0002931025,0.00018545479,0.0040455875,0.000033083863],"about_ca_topic_score_codex":0.019244352,"about_ca_topic_score_gemma":0.028853524,"teacher_disagreement_score":0.019244352,"about_ca_system_score_codex":0.0026899446,"about_ca_system_score_gemma":0.0035866413,"threshold_uncertainty_score":0.038264632},"labels":[],"label_agreement":null},{"id":"W2429023075","doi":"10.5539/elt.v9n8p53","title":"Facebook Activities and the Investment of L2 Learners","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Utara Malaysia","keywords":"Psychology; Thematic analysis; Reading (process); English as a foreign language; Cyberpsychology; Language proficiency; Coding (social sciences); Foreign language; Mathematics education; Social media; Pedagogy; Linguistics; Qualitative research; Sociology; Computer science; World Wide Web","score_opus":0.011286322711098593,"score_gpt":0.22297101489679036,"score_spread":0.21168469218569178,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2429023075","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98946136,0.00015747496,0.00014724648,0.00026875036,0.000009014023,0.0000135392675,0.000028180768,0.0000075055855,0.009906948],"genre_scores_gemma":[0.99754554,0.00013838812,0.0001337432,0.000046947964,0.0000057756374,0.00001457582,0.000021349946,0.0000036096271,0.0020901174],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99858224,0.00088403805,0.00005499096,0.000086279826,0.00018960459,0.00020287067],"domain_scores_gemma":[0.9955531,0.0017703098,0.001130069,0.00015574232,0.00030162482,0.001089067],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008738826,0.00034043114,0.00016842585,0.0008522535,0.001851113,0.004081393,0.00035868137,0.0006281287,0.004694875],"category_scores_gemma":[0.0046299445,0.00018785812,0.00020747755,0.00034610377,0.0011073722,0.0020195828,0.002709889,0.000688973,0.0005100116],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028362562,0.00058219314,0.4495068,0.00024175853,0.00007805397,0.0016012451,0.47334507,0.00017180367,0.004669206,0.0029185365,0.0017474509,0.064854346],"study_design_scores_gemma":[0.000012024928,0.00031454608,0.30097502,0.00018617781,0.00004907216,0.0012059738,0.6707441,0.00051859283,0.0010952854,0.0007181153,0.024123814,0.00005727927],"about_ca_topic_score_codex":0.0024578387,"about_ca_topic_score_gemma":0.0044842213,"teacher_disagreement_score":0.004694875,"about_ca_system_score_codex":0.0008328072,"about_ca_system_score_gemma":0.00047849197,"threshold_uncertainty_score":0.015705943},"labels":[],"label_agreement":null},{"id":"W2430696731","doi":"10.4236/jss.2016.46014","title":"An Investigation of Academic Preparation 5 Students’ and Instructors’ Preference of ESL Writing Feedback","year":2016,"lang":"en","type":"article","venue":"Open Journal of Social Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Vancouver Island University","funders":"","keywords":"Preference; Mathematics education; Psychology; Academic year; Steering committee; Pedagogy; Engineering; Mathematics; Engineering management","score_opus":0.16560564069363654,"score_gpt":0.3929752071791995,"score_spread":0.22736956648556295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2430696731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984528,0.00004194702,0.00012267235,0.000088511326,0.000009530095,0.000012089685,0.000014895744,0.000004122364,0.0012534896],"genre_scores_gemma":[0.9984427,0.000073300376,0.00020230893,0.000097164,0.000007766529,0.000025000061,0.000021896005,0.0000030380681,0.0011268476],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99660504,0.0012532328,0.00035897453,0.00022766391,0.0011856479,0.00036937965],"domain_scores_gemma":[0.97880566,0.006868831,0.005087705,0.0005307031,0.0057203392,0.002986763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004288495,0.00018923703,0.0002895043,0.001081757,0.00093290437,0.0022635756,0.0004437139,0.000481971,0.004730214],"category_scores_gemma":[0.020386467,0.0001931034,0.00026718384,0.00077699346,0.0005247531,0.0006745675,0.0008085696,0.0008212004,0.0010144685],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064448756,0.0020873891,0.8071042,0.0002804502,0.000055043067,0.0009451768,0.07372159,0.00008772234,0.009135946,0.00027587783,0.0013203447,0.104341716],"study_design_scores_gemma":[0.000043496093,0.0030045484,0.824717,0.0001239391,0.00004257226,0.000989186,0.15813851,0.0005435729,0.0037591574,0.0001665888,0.008410656,0.000060770974],"about_ca_topic_score_codex":0.0014735585,"about_ca_topic_score_gemma":0.0023085512,"teacher_disagreement_score":0.004730214,"about_ca_system_score_codex":0.0005998174,"about_ca_system_score_gemma":0.00085370435,"threshold_uncertainty_score":0.022679985},"labels":[],"label_agreement":null},{"id":"W2443925006","doi":"10.1515/iral-2016-9991","title":"Second language fluency and its underlying cognitive and social determinants","year":2016,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":162,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Fluency; Utterance; Psychology; Cognitive psychology; Perspective (graphical); Context (archaeology); Cognition; Verbal fluency test; Linguistics; Computer science","score_opus":0.0385517790055524,"score_gpt":0.3482721103270022,"score_spread":0.3097203313214498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2443925006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9475803,0.018519528,0.003952977,0.0020798508,0.000031799584,0.000012862304,0.000087441054,0.000032005435,0.027703186],"genre_scores_gemma":[0.99757093,0.0017950049,0.00022459947,0.00003016193,0.00002237252,0.000004451533,0.000016074875,0.000002127771,0.0003342873],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996418,0.000120858975,0.000024983152,0.000049457063,0.00008899259,0.00007383467],"domain_scores_gemma":[0.99639195,0.0022830595,0.0007300455,0.00006616935,0.00032506953,0.0002037118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00084942085,0.000133684,0.00024441918,0.0016642577,0.00035088655,0.0017540642,0.00026486185,0.00042512687,0.0020758968],"category_scores_gemma":[0.0031207544,0.000060635848,0.00017469768,0.0008957031,0.002362917,0.00073881715,0.00061825244,0.00037748023,0.00014531547],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023972007,0.0003089389,0.43694472,0.0010020045,0.00023908241,0.0033292186,0.021985775,0.0026988103,0.0061690714,0.13785733,0.0020956718,0.38712966],"study_design_scores_gemma":[0.000011211203,0.00012437899,0.9033203,0.00036606975,0.00006735593,0.0017805963,0.00883503,0.0026396918,0.0012263925,0.07074088,0.010839758,0.000048355116],"about_ca_topic_score_codex":0.0033746006,"about_ca_topic_score_gemma":0.0021000467,"teacher_disagreement_score":0.0033746006,"about_ca_system_score_codex":0.0007302726,"about_ca_system_score_gemma":0.0004674902,"threshold_uncertainty_score":0.006944597},"labels":[],"label_agreement":null},{"id":"W2460454704","doi":"","title":"First language transfer in second language writing: An examination of current research","year":2013,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Linguistics; Current (fluid); Computer science; Language transfer; Transfer (computing); Comprehension approach; Natural language processing; Natural language; Engineering; Philosophy; Electrical engineering","score_opus":0.41144185416603113,"score_gpt":0.570774931686812,"score_spread":0.1593330775207809,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2460454704","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34191,0.539826,0.0030362702,0.032875787,0.00066596153,0.00013408238,0.00009957175,0.000054278593,0.08139802],"genre_scores_gemma":[0.68730026,0.3057095,0.0015594291,0.0023193604,0.0005101372,0.00010470525,0.000078516394,0.000028490038,0.0023896096],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9932354,0.0024584555,0.0008217171,0.0012063637,0.0019445667,0.0003335157],"domain_scores_gemma":[0.9195615,0.066575244,0.00561199,0.0015186971,0.0056802225,0.0010523612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0121126585,0.00028289962,0.00085111085,0.004076647,0.0017339407,0.007101359,0.0014361044,0.0017766731,0.0046735774],"category_scores_gemma":[0.036196757,0.00052086817,0.00040417368,0.006417142,0.005423856,0.00759001,0.0024827477,0.002455198,0.00077689055],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001769556,0.0010384163,0.034844827,0.008351398,0.000085502674,0.00026104823,0.037377216,0.00017415601,0.00084965426,0.019450236,0.0014991626,0.89589137],"study_design_scores_gemma":[0.00013104806,0.0018017312,0.46949926,0.05449662,0.0005106553,0.0049805334,0.22626226,0.0015950964,0.00724788,0.058534026,0.17473173,0.0002091965],"about_ca_topic_score_codex":0.003700039,"about_ca_topic_score_gemma":0.0042304825,"teacher_disagreement_score":0.0121126585,"about_ca_system_score_codex":0.002866815,"about_ca_system_score_gemma":0.005317292,"threshold_uncertainty_score":0.06405866},"labels":[],"label_agreement":null},{"id":"W2462152379","doi":"","title":"Conceptual and Psychometric Properties of a Foreign Language Learning Motivation Questionnaire","year":2006,"lang":"en","type":"article","venue":"SSRN Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Perspective (graphical); Consistency (knowledge bases); Construct (python library); Construct validity; Foreign language; Social psychology; Language acquisition; Second language; Internal consistency; Cognitive psychology; Linguistics; Psychometrics; Mathematics education; Developmental psychology","score_opus":0.016976694894923247,"score_gpt":0.21697883388611436,"score_spread":0.20000213899119113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2462152379","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98370695,0.00021499822,0.00527994,0.0004695512,0.0000742987,0.0015425677,0.0007350342,0.000071174414,0.007905444],"genre_scores_gemma":[0.98728937,0.0001887887,0.00910614,0.0000878207,0.0000296864,0.0016635286,0.0007534126,0.000017416256,0.00086370244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946307,0.0021297028,0.0007229435,0.00029258974,0.0019230777,0.00030101018],"domain_scores_gemma":[0.9622778,0.024056489,0.0032751355,0.0011746902,0.0076947836,0.0015210742],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015917629,0.000417951,0.0005822767,0.0030925896,0.00072860013,0.0013444211,0.0006953189,0.0006745665,0.0029729232],"category_scores_gemma":[0.043504562,0.0002352946,0.0011605042,0.0017771713,0.0008302357,0.0011181032,0.0013252704,0.0008704118,0.0005741943],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005935278,0.001790447,0.7844299,0.00024479008,0.00019314617,0.0001710358,0.0039576543,0.0018197667,0.0018611009,0.0026504428,0.0017641004,0.20052405],"study_design_scores_gemma":[0.000120740406,0.0020079082,0.9827031,0.00016760427,0.00008979274,0.00020688257,0.0022034636,0.0043301797,0.000994402,0.0014365907,0.0056895153,0.000049837447],"about_ca_topic_score_codex":0.0010742996,"about_ca_topic_score_gemma":0.00080755673,"teacher_disagreement_score":0.015917629,"about_ca_system_score_codex":0.00094129035,"about_ca_system_score_gemma":0.0017409688,"threshold_uncertainty_score":0.08418149},"labels":[],"label_agreement":null},{"id":"W2463465777","doi":"10.1177/1362168816657851","title":"Situated willingness to communicate in an L2: Interplay of individual characteristics and context","year":2016,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":204,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Japan Society for the Promotion of Science","keywords":"Willingness to communicate; Situated; Psychology; Context (archaeology); Trait; Context effect; Social psychology; Silence; Language proficiency; Active listening; Class (philosophy); Mathematics education; Linguistics; Communication","score_opus":0.09789800044642556,"score_gpt":0.39966329681324336,"score_spread":0.3017652963668178,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2463465777","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988262,0.000028314267,0.00021654106,0.00002463207,0.0000010438706,0.000003712062,0.0000046435302,0.0000030056892,0.0008918219],"genre_scores_gemma":[0.9997726,0.000013325571,0.00009144622,0.000006998796,9.623147e-7,0.0000028825027,0.0000045182965,0.0000016186623,0.00010569928],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99868876,0.0007288756,0.00006849415,0.00016633773,0.00020531664,0.00014221868],"domain_scores_gemma":[0.9950663,0.0030109338,0.00083837967,0.0002111835,0.00029658072,0.000576662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014439003,0.00015358084,0.00024880562,0.0006434893,0.00065962126,0.0022755512,0.00022899151,0.00039930406,0.0011048407],"category_scores_gemma":[0.0056945835,0.00014718638,0.00012782059,0.00030754186,0.0011978699,0.00066990376,0.0012502566,0.00045537492,0.00013388928],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032262396,0.00043035834,0.7639511,0.0001952241,0.00013157421,0.0012181967,0.1653943,0.0005023885,0.024788681,0.0012106772,0.00016039211,0.041694503],"study_design_scores_gemma":[0.000007140104,0.00034878726,0.8940633,0.000026765805,0.000042018062,0.0007672014,0.10007133,0.00085619336,0.0017678232,0.0008392,0.0011570742,0.00005319037],"about_ca_topic_score_codex":0.0012295535,"about_ca_topic_score_gemma":0.0019033508,"teacher_disagreement_score":0.0022755512,"about_ca_system_score_codex":0.00037050666,"about_ca_system_score_gemma":0.0003222389,"threshold_uncertainty_score":0.0076361895},"labels":[],"label_agreement":null},{"id":"W2463793587","doi":"","title":"Teaching Languages Online, 2nd Edition","year":2016,"lang":"en","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Affordance; Conversation; Context (archaeology); Computer science; Language acquisition; Asynchronous communication; Sociocultural evolution; Dialogic; Mathematics education; Pedagogy; Linguistics; Psychology; Sociology; Communication; Human–computer interaction","score_opus":0.04286779770638745,"score_gpt":0.2776867683493979,"score_spread":0.2348189706430105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2463793587","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017226416,0.26880705,0.011761815,0.019908903,0.08236237,0.00032600996,0.0029604505,0.003717501,0.6084333],"genre_scores_gemma":[0.0035959475,0.13642445,0.0038833383,0.0030397747,0.008598411,0.00027468638,0.0017811937,0.0012888093,0.8411134],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99893636,0.000090411064,0.00007400554,0.00011943256,0.00068666256,0.00009323407],"domain_scores_gemma":[0.99841154,0.0003762098,0.00010440166,0.000121085985,0.0005938507,0.0003928304],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013362239,0.0020749834,0.0014022266,0.003546372,0.0016536626,0.007042276,0.0015468216,0.0016312235,0.14607388],"category_scores_gemma":[0.00259308,0.0008949149,0.000840919,0.0035000974,0.0012548969,0.005597203,0.0037146448,0.0037490074,0.10658019],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016078062,0.00004685692,0.00007417481,0.00046066745,0.0000028647116,0.000051583967,0.00022714185,0.00016801727,0.0005835661,0.002889392,0.84420294,0.15127678],"study_design_scores_gemma":[0.0000023057842,0.00001326065,0.00024252955,0.0002832128,0.0000011322371,0.00009526812,0.00009077838,0.000042404346,0.000058527152,0.00055261806,0.99861205,0.0000058467426],"about_ca_topic_score_codex":0.010267589,"about_ca_topic_score_gemma":0.018338932,"teacher_disagreement_score":0.14607388,"about_ca_system_score_codex":0.0033724783,"about_ca_system_score_gemma":0.005766802,"threshold_uncertainty_score":0.48866582},"labels":[],"label_agreement":null},{"id":"W2463982938","doi":"10.1080/13603116.2016.1184330","title":"French second-language teacher candidates’ positions towards Allophone students and implications for inclusion","year":2016,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Inclusion (mineral); Mathematics education; Perception; Population; Psychology; Pedagogy; Second language; First language; Linguistics; Sociology; Social psychology","score_opus":0.014876689150596232,"score_gpt":0.34865453089998066,"score_spread":0.3337778417493844,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2463982938","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9772394,0.00027096286,0.00019750565,0.005075634,0.000053114247,0.000023327104,0.000017654578,0.0000058667347,0.01711654],"genre_scores_gemma":[0.99730396,0.00013271987,0.0000594999,0.00035466434,0.000009011431,0.000010807201,0.000009281484,0.0000031995266,0.002116781],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98939824,0.004186384,0.00021787536,0.0004983546,0.0019939262,0.0037052748],"domain_scores_gemma":[0.98833466,0.0033268372,0.0018825673,0.0003095252,0.002265525,0.003880852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068098046,0.0002948382,0.00038662343,0.0017329504,0.016960662,0.007743191,0.0013770714,0.0014531375,0.005340079],"category_scores_gemma":[0.013989347,0.00022304474,0.00026725442,0.0016762535,0.00900482,0.0021756545,0.00572243,0.0018101403,0.0004028397],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000119706114,0.00015160351,0.120194525,0.00009470409,0.0000092057335,0.0015642256,0.8441171,0.00004934695,0.00091940304,0.007005811,0.0019607795,0.023813557],"study_design_scores_gemma":[0.000003908176,0.00005910619,0.05521302,0.00009430579,0.000003871123,0.0001524791,0.93675935,0.000034037486,0.00015024417,0.00035723596,0.0071560694,0.000016376782],"about_ca_topic_score_codex":0.36010674,"about_ca_topic_score_gemma":0.4602592,"teacher_disagreement_score":0.36010674,"about_ca_system_score_codex":0.010069295,"about_ca_system_score_gemma":0.018768333,"threshold_uncertainty_score":0.71602136},"labels":[],"label_agreement":null},{"id":"W2465383224","doi":"10.5539/ijel.v6n4p41","title":"Language Curriculum Planning for the Third Millennium: A Future Perspective","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Context (archaeology); Witness; Sociology; Perspective (graphical); Epistemology; Millennium Development Goals; Linguistics; Pedagogy; Engineering ethics; Computer science; Poverty; History; Political science; Philosophy; Artificial intelligence; Engineering; Law","score_opus":0.01776174360979963,"score_gpt":0.29678957066672973,"score_spread":0.2790278270569301,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2465383224","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020497859,0.09456262,0.0047208327,0.7515091,0.0039658356,0.000069076996,0.00033055106,0.00019330197,0.12415082],"genre_scores_gemma":[0.67156917,0.13352154,0.028795078,0.09300535,0.0019631076,0.00043283592,0.00096335955,0.00013529554,0.06961432],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978611,0.0006648914,0.00012395601,0.00014187387,0.00038437976,0.00082389265],"domain_scores_gemma":[0.9954857,0.0005141723,0.0002753144,0.000078344434,0.0006079802,0.0030384795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049658036,0.0005008405,0.00044109687,0.0022876717,0.0036211107,0.0098014595,0.0017497804,0.0046866625,0.011530965],"category_scores_gemma":[0.004285497,0.00018645267,0.00063300715,0.0016881211,0.003979438,0.0068725855,0.0073061697,0.0065236674,0.0013558936],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006000381,0.0004295268,0.0028864427,0.000945613,0.000020245387,0.0005706328,0.007230342,0.0013743683,0.0006420627,0.6918633,0.089063644,0.20491377],"study_design_scores_gemma":[0.000026938336,0.00018768624,0.004070938,0.0028698486,0.000022278464,0.00037098848,0.025361372,0.0011418011,0.0008471981,0.10873186,0.85632,0.00004907181],"about_ca_topic_score_codex":0.017447462,"about_ca_topic_score_gemma":0.017312486,"teacher_disagreement_score":0.017447462,"about_ca_system_score_codex":0.013572538,"about_ca_system_score_gemma":0.04699379,"threshold_uncertainty_score":0.09847611},"labels":[],"label_agreement":null},{"id":"W2465498508","doi":"10.5070/b5.36439","title":"Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language..","year":2001,"lang":"en","type":"article","venue":"˜The œCATESOL journal.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":85,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychological nativism; Construct (python library); Immigration; Linguistics; First language; Psychology; Computer science; Political science; Philosophy","score_opus":0.011892065751411296,"score_gpt":0.2306374831393353,"score_spread":0.218745417387924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2465498508","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.970486,0.0011270309,0.00028215462,0.006211174,0.00008601849,0.000015314834,0.000007823849,0.0000065850563,0.02177784],"genre_scores_gemma":[0.9974446,0.0002300909,0.00005644156,0.0002818095,0.0000113629785,0.000014139864,0.0000036566335,0.000003995344,0.0019538691],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99587363,0.002598237,0.00009698527,0.00024330996,0.00063977693,0.00054805353],"domain_scores_gemma":[0.99626005,0.0017612707,0.0006649423,0.00012784277,0.00032617792,0.00085974706],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005361485,0.0003182904,0.0003655571,0.0009786945,0.012524015,0.0060507506,0.00087187847,0.0012061215,0.002181591],"category_scores_gemma":[0.0053321775,0.00022864965,0.00019597885,0.00040361003,0.014162569,0.0030793373,0.0062663024,0.002635459,0.00017417641],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019022093,0.00003947529,0.0159107,0.000023260169,0.0000045184534,0.00023374814,0.9712669,0.0000069579887,0.00022953897,0.008399299,0.0003573617,0.0035092344],"study_design_scores_gemma":[0.0000050830563,0.000028231705,0.0068849027,0.00005173417,0.0000057610773,0.00016031352,0.98585725,0.000025299812,0.00010647931,0.0011743774,0.0056954664,0.0000051311667],"about_ca_topic_score_codex":0.02217867,"about_ca_topic_score_gemma":0.050874986,"teacher_disagreement_score":0.02217867,"about_ca_system_score_codex":0.0034582447,"about_ca_system_score_gemma":0.0040561347,"threshold_uncertainty_score":0.044099152},"labels":[],"label_agreement":null},{"id":"W2469624524","doi":"10.5539/elt.v9n9p1","title":"Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Class (philosophy); Context (archaeology); Pedagogy; Teaching method; Qualitative research; Linguistics; Sociology; Computer science","score_opus":0.09971282685133227,"score_gpt":0.32630841253457205,"score_spread":0.2265955856832398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2469624524","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9916483,0.00021428936,0.0018997302,0.0007256212,0.000043779837,0.00011079612,0.000029114835,0.000022587677,0.0053058197],"genre_scores_gemma":[0.9933882,0.00027712097,0.0019216427,0.00024747304,0.000023561886,0.00013598581,0.00002508449,0.000023754388,0.003957121],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.988694,0.007887518,0.00027938568,0.0008190281,0.0011412766,0.0011787944],"domain_scores_gemma":[0.9817121,0.011960281,0.0019273032,0.0004647765,0.0013434365,0.0025921075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00665419,0.00054415903,0.00071280665,0.0017115535,0.008454576,0.005712482,0.00214267,0.0018318081,0.0028428677],"category_scores_gemma":[0.01814424,0.00060017727,0.00043573254,0.0009882451,0.00750971,0.0021817219,0.005801207,0.00357469,0.0005817176],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046524154,0.00021022232,0.0080195675,0.00018176525,0.0000090932035,0.0014185989,0.97567254,0.00006144007,0.003411609,0.00037326978,0.00033193335,0.010263519],"study_design_scores_gemma":[0.000014053445,0.00024034841,0.011070032,0.00022351633,0.00001184008,0.00077165983,0.9760331,0.0002163772,0.0012914506,0.00015968994,0.009940256,0.000027660382],"about_ca_topic_score_codex":0.004765802,"about_ca_topic_score_gemma":0.014886456,"teacher_disagreement_score":0.008454576,"about_ca_system_score_codex":0.004166889,"about_ca_system_score_gemma":0.0037957088,"threshold_uncertainty_score":0.03519112},"labels":[],"label_agreement":null},{"id":"W2470631341","doi":"10.5539/ijel.v6n4p207","title":"A Study on Schema Theory-based Listening Teaching Mode for English Majors","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Scheme (mathematics); Schema (genetic algorithms); Mathematics education; Psychology; College English; Computer science; Mode (computer interface); Mathematics; Communication; Human–computer interaction; Machine learning","score_opus":0.03350164349394164,"score_gpt":0.3174421454262625,"score_spread":0.28394050193232084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2470631341","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973078,0.000026173377,0.000370099,0.00009322562,0.000008212094,0.000030221398,0.000007783445,0.0000025261293,0.0021539882],"genre_scores_gemma":[0.9973259,0.00006190623,0.00056312344,0.000079705365,0.000004794519,0.00004517772,0.000016420108,0.000003907299,0.0018990625],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99883634,0.00058456307,0.00006500605,0.0001560634,0.00020043638,0.0001576337],"domain_scores_gemma":[0.9963415,0.0015232499,0.0005376243,0.00021604236,0.00056502485,0.0008165383],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024040123,0.00020113512,0.00021533095,0.0006555226,0.0010146594,0.0019002479,0.0005180229,0.0004274303,0.0031296262],"category_scores_gemma":[0.0065741455,0.0001693518,0.0002950865,0.00032892684,0.0010357023,0.001062443,0.0011430068,0.0009195655,0.00036513424],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003434115,0.0038442442,0.28193372,0.00037048725,0.000030025858,0.00112713,0.58061564,0.00011324801,0.018593661,0.005071275,0.0013029291,0.106654264],"study_design_scores_gemma":[0.0000738751,0.0025268053,0.26901084,0.00020006801,0.00006251565,0.0011166286,0.7072316,0.001097355,0.0040863045,0.0012373622,0.013296001,0.000060696522],"about_ca_topic_score_codex":0.0012810767,"about_ca_topic_score_gemma":0.0032733078,"teacher_disagreement_score":0.0031296262,"about_ca_system_score_codex":0.00095239223,"about_ca_system_score_gemma":0.0015564486,"threshold_uncertainty_score":0.01271385},"labels":[],"label_agreement":null},{"id":"W2471964449","doi":"10.1016/j.system.2016.06.007","title":"Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners","year":2016,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Corrective feedback; Pronunciation; Psychology; Interlanguage; Linguistics; Focus on form; Computer science; Mathematics education; Grammar","score_opus":0.011001661094047111,"score_gpt":0.2065474571754613,"score_spread":0.1955457960814142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2471964449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99786913,0.00007896097,0.00045426292,0.000038014045,0.000037940557,0.00008179942,0.000061835955,0.00007854384,0.0012994938],"genre_scores_gemma":[0.99223715,0.00019723806,0.003770885,0.00007780035,0.00001621824,0.00029979626,0.00016101726,0.00012353946,0.0031164545],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99712247,0.0011627633,0.0004803151,0.00066030986,0.00031628457,0.00025781576],"domain_scores_gemma":[0.9691759,0.023256658,0.0020707527,0.00094608084,0.0020619794,0.002488719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029469274,0.0009437689,0.0010924861,0.0003735963,0.0006861103,0.0016537067,0.0011138221,0.0009476755,0.0074311225],"category_scores_gemma":[0.034040716,0.0007781086,0.00035860925,0.0003729229,0.00093834667,0.0020356898,0.0018350466,0.0018934185,0.0014463603],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.16212285,0.036925685,0.033745687,0.0038060383,0.00025530256,0.0032522,0.079302356,0.002527728,0.42106557,0.0011464149,0.0016602188,0.25418994],"study_design_scores_gemma":[0.013494732,0.17998819,0.31015694,0.0014343999,0.0028517675,0.002566537,0.11804749,0.0117495125,0.3383927,0.0039140484,0.016555116,0.0008486122],"about_ca_topic_score_codex":0.0021585359,"about_ca_topic_score_gemma":0.0032285566,"teacher_disagreement_score":0.0074311225,"about_ca_system_score_codex":0.0004736407,"about_ca_system_score_gemma":0.00118816,"threshold_uncertainty_score":0.024859548},"labels":[],"label_agreement":null},{"id":"W2472073237","doi":"10.5539/elt.v9n7p16","title":"The Effect of Teaching Structural Discourse Markers in an EFL Classroom Setting","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Presentation (obstetrics); English as a foreign language; Mathematics education; Test (biology); Foreign language; Task (project management); Language education; Teaching method; Foreign language teaching; Scale (ratio); Pedagogy","score_opus":0.0057674664422747626,"score_gpt":0.2646379838123073,"score_spread":0.2588705173700325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472073237","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990507,0.00005804004,0.00022768021,0.000039419774,0.000009195538,0.000044361568,0.000008038394,0.000016804528,0.00054577575],"genre_scores_gemma":[0.9959552,0.00014019899,0.002527863,0.000043583226,0.000012129409,0.00009756982,0.00002493635,0.000007323775,0.001191305],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982394,0.00084125693,0.00012932462,0.00034457893,0.00026399663,0.00018149501],"domain_scores_gemma":[0.992067,0.004642499,0.0010649918,0.00047435702,0.00047052355,0.0012806082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015235288,0.0004969408,0.0005484293,0.00034017809,0.00063027523,0.0010132085,0.0006743373,0.00064162334,0.0022841154],"category_scores_gemma":[0.011129546,0.0002965474,0.00030907444,0.00023650241,0.0006242207,0.00081163313,0.0014034363,0.00088415557,0.00040566156],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011685956,0.06474245,0.06269509,0.0032458003,0.0002266006,0.002059111,0.08795391,0.0019619355,0.24813724,0.0008865589,0.0011858414,0.51521957],"study_design_scores_gemma":[0.0036148468,0.16523324,0.5350834,0.0010358403,0.0009336746,0.0014824652,0.06926063,0.0046481444,0.19087908,0.0019918664,0.025491126,0.00034566544],"about_ca_topic_score_codex":0.0010338608,"about_ca_topic_score_gemma":0.0017076114,"teacher_disagreement_score":0.0022841154,"about_ca_system_score_codex":0.0005741948,"about_ca_system_score_gemma":0.000837803,"threshold_uncertainty_score":0.008057237},"labels":[],"label_agreement":null},{"id":"W2472116096","doi":"10.5539/elt.v9n8p170","title":"A Linguistic Analysis on Errors Committed by Jordanian EFL Undergraduate Students: A Case of News Headlines in Jordanian Newspapers","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Newspaper; Arabic; Psychology; Linguistics; Test (biology); Content analysis; Media studies; Sociology; Social science","score_opus":0.011676308729900234,"score_gpt":0.28102791582469705,"score_spread":0.26935160709479683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472116096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989801,0.00006467712,0.00013344035,0.000135126,0.0000056890717,0.000008183666,0.000012990995,0.000004306673,0.00065530045],"genre_scores_gemma":[0.9983411,0.00015540543,0.0004151758,0.00012375454,0.000011083075,0.000010852313,0.000036479832,0.000006568527,0.00089961285],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99777466,0.00088264275,0.0002540055,0.0001925955,0.000669398,0.00022659387],"domain_scores_gemma":[0.9878619,0.0050094966,0.0033660212,0.0003841451,0.0029155973,0.0004629178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018990664,0.00038716558,0.00029463336,0.0018175547,0.0018634542,0.0014875188,0.0005620501,0.00069927715,0.0011729811],"category_scores_gemma":[0.010439932,0.00022044845,0.00020137515,0.0014127822,0.0014035446,0.0010111275,0.0010876128,0.00076788745,0.00030674713],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023941687,0.0005589601,0.32872242,0.00025799652,0.000026143132,0.015169443,0.58782923,0.0001304743,0.010058111,0.0004737519,0.0013527176,0.055181272],"study_design_scores_gemma":[0.0000112810785,0.00038364448,0.3068892,0.00013592113,0.000044582357,0.006750108,0.66915596,0.0007613473,0.0073694414,0.00029621247,0.008141786,0.000060561673],"about_ca_topic_score_codex":0.0057801395,"about_ca_topic_score_gemma":0.009231573,"teacher_disagreement_score":0.0057801395,"about_ca_system_score_codex":0.00094372215,"about_ca_system_score_gemma":0.0009796317,"threshold_uncertainty_score":0.011492968},"labels":[],"label_agreement":null},{"id":"W2472138794","doi":"10.5539/ies.v9n7p170","title":"Willingness to Communicate in English among Saudi Female University Students","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Deanship of Scientific Research, King Saud University","keywords":"Willingness to communicate; English language; Psychology; Class (philosophy); Private school; Medical education; Mathematics education; Pedagogy; Medicine; Social psychology","score_opus":0.07956810279868232,"score_gpt":0.3567995763540266,"score_spread":0.2772314735553443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472138794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99924964,0.000035849447,0.0000056128156,0.00007086313,0.000003925719,0.000002491494,0.000009620264,4.806817e-7,0.00062148],"genre_scores_gemma":[0.9988997,0.00007129192,0.0000116068195,0.00005789286,0.0000042605584,0.000003898903,0.000014960881,6.162304e-7,0.0009357506],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996151,0.000083475876,0.000035566645,0.000031663752,0.00012346068,0.000110781584],"domain_scores_gemma":[0.9983028,0.00030648295,0.00051877194,0.000053947737,0.00033006963,0.00048781434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005430274,0.00018997936,0.00021778226,0.0005175706,0.0008010524,0.001402835,0.00022256677,0.00053477543,0.0065927133],"category_scores_gemma":[0.0022732366,0.00013516228,0.00025571906,0.0003131253,0.00039585037,0.00046395665,0.00046631013,0.0006110822,0.0008771318],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022124885,0.0007077948,0.93246984,0.00008852659,0.000032193955,0.0008036456,0.04322856,0.000043804535,0.0036681585,0.0002554934,0.00096794515,0.017512782],"study_design_scores_gemma":[0.000009018871,0.00058148167,0.9057657,0.000061821236,0.000029963669,0.00067590113,0.08932938,0.0002498203,0.0005893012,0.00006209718,0.0026171918,0.000028254362],"about_ca_topic_score_codex":0.005353697,"about_ca_topic_score_gemma":0.0069848383,"teacher_disagreement_score":0.0065927133,"about_ca_system_score_codex":0.0003309639,"about_ca_system_score_gemma":0.00036689828,"threshold_uncertainty_score":0.022054851},"labels":[],"label_agreement":null},{"id":"W2472211083","doi":"","title":"From Teacher Candidates to ESL Ambassadors in Teacher Education.","year":2005,"lang":"en","type":"article","venue":"Teaching English as a Second or Foreign Language--TESL-EJ","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Professional development; Teacher education; Pedagogy; Curriculum; Session (web analytics); Context (archaeology); Faculty development; Mathematics education; Psychology; Sociology; Computer science","score_opus":0.010766268100121903,"score_gpt":0.2659990424521056,"score_spread":0.2552327743519837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472211083","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9056761,0.0013684621,0.0013111082,0.029451633,0.0013401507,0.00031376746,0.00011425889,0.00015052213,0.060273983],"genre_scores_gemma":[0.89526623,0.0006717179,0.0009784919,0.0031404237,0.00018276842,0.00019651659,0.00013208645,0.00007338121,0.0993583],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963643,0.0014768398,0.00008652517,0.00030434705,0.00040352056,0.0013645574],"domain_scores_gemma":[0.9920981,0.0006924104,0.00073173054,0.00020204777,0.0009817195,0.005293957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033895173,0.0004446047,0.0002968218,0.0009344692,0.017030576,0.0062740454,0.0011101115,0.0018225542,0.028312014],"category_scores_gemma":[0.010939655,0.00046925084,0.0002326702,0.00052148517,0.0024893142,0.001858716,0.008289027,0.0036202027,0.00555211],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046982052,0.0011430158,0.07922772,0.0002160355,0.00001674667,0.010138174,0.6641395,0.00012121256,0.003002278,0.010740053,0.09389085,0.13689457],"study_design_scores_gemma":[0.000044775203,0.00039077076,0.019903252,0.00017823675,0.000008933178,0.0013853816,0.7770832,0.00012336847,0.0007444415,0.0008568824,0.19925606,0.00002470136],"about_ca_topic_score_codex":0.011898137,"about_ca_topic_score_gemma":0.036030915,"teacher_disagreement_score":0.028312014,"about_ca_system_score_codex":0.0037065132,"about_ca_system_score_gemma":0.00880717,"threshold_uncertainty_score":0.09471315},"labels":[],"label_agreement":null},{"id":"W2472400981","doi":"","title":"Korean efl inservice teachers' experiences with native-speaking teachers of efl using two computer-mediated communication modes: a qualitative case study","year":2004,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Intrapersonal communication; Conversation; Asynchronous communication; Computer-mediated communication; Qualitative research; Pedagogy; Mathematics education; First language; Interpersonal communication; The Internet; Linguistics; Communication; Computer science; Sociology","score_opus":0.09865273698385672,"score_gpt":0.36321078170447085,"score_spread":0.2645580447206141,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472400981","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.993816,0.0005074044,0.0011598209,0.0006793675,0.00002554054,0.0001374623,0.00004321707,0.000012865317,0.003618231],"genre_scores_gemma":[0.9953557,0.0005796626,0.0009847082,0.00029216788,0.000010868489,0.00016200187,0.000033331264,0.00001543949,0.0025660007],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949999,0.0028946977,0.00024705823,0.00045801816,0.00045722234,0.00094312505],"domain_scores_gemma":[0.99310595,0.004024517,0.0008114035,0.00027357528,0.0006848608,0.0010996364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006083617,0.00085532427,0.0009302598,0.0014925972,0.012905109,0.005064307,0.0018341936,0.00218859,0.002285161],"category_scores_gemma":[0.00684276,0.0007258768,0.0005816521,0.0016611867,0.0072762533,0.004304768,0.0054318253,0.0019572927,0.00045660746],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002959021,0.00007657124,0.0036384384,0.00013004158,0.000003316357,0.0042581325,0.98710465,0.000026585145,0.0013992591,0.00048344376,0.00021597488,0.0026338769],"study_design_scores_gemma":[0.000002965147,0.000046194647,0.0010011949,0.00005990621,0.0000040120117,0.0008028127,0.9944483,0.00003162226,0.00027364763,0.00005015008,0.0032702538,0.000008890136],"about_ca_topic_score_codex":0.00946898,"about_ca_topic_score_gemma":0.021949958,"teacher_disagreement_score":0.012905109,"about_ca_system_score_codex":0.0039497283,"about_ca_system_score_gemma":0.00363427,"threshold_uncertainty_score":0.032173634},"labels":[],"label_agreement":null},{"id":"W2472839231","doi":"10.1057/9781137440068_8","title":"Creative Enactments of Language Teacher Education Policy: A Singapore Case Study","year":2015,"lang":"en","type":"book-chapter","venue":"Palgrave Macmillan UK eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Mathematics education; Pedagogy; Sociology; Political science; Psychology; Linguistics; Philosophy","score_opus":0.054289364494504756,"score_gpt":0.31084362766257867,"score_spread":0.2565542631680739,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472839231","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8018228,0.0010095619,0.0020653007,0.022037411,0.0001433727,0.00023420728,0.000077680554,0.000044396118,0.1725653],"genre_scores_gemma":[0.96844417,0.00063801534,0.000894497,0.0019698394,0.000025994615,0.00010942138,0.000028590699,0.000020587413,0.027868932],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9922254,0.005681334,0.0002508512,0.00026902682,0.0005992902,0.00097401295],"domain_scores_gemma":[0.99370277,0.0031768852,0.00074860326,0.00034056228,0.0004685843,0.001562514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008100083,0.00028948442,0.00035886094,0.00069949677,0.010607562,0.00753795,0.0017184289,0.0043280753,0.0067348643],"category_scores_gemma":[0.008709771,0.00032250874,0.00044956995,0.002286913,0.006432063,0.0038724008,0.0064208796,0.005158257,0.00078195194],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009187977,0.0007797805,0.012500349,0.00029568127,0.000023126177,0.026807928,0.68368196,0.001572999,0.0008018249,0.23444495,0.013404159,0.025595453],"study_design_scores_gemma":[0.00007074887,0.00028986376,0.011921147,0.0005016356,0.000027816,0.0026557914,0.69243383,0.0024465176,0.001107596,0.012704201,0.27579293,0.000048000682],"about_ca_topic_score_codex":0.025873905,"about_ca_topic_score_gemma":0.061350025,"teacher_disagreement_score":0.025873905,"about_ca_system_score_codex":0.014514366,"about_ca_system_score_gemma":0.009759749,"threshold_uncertainty_score":0.105309606},"labels":[],"label_agreement":null},{"id":"W2473084130","doi":"10.5539/ijel.v6n4p153","title":"Predictors of Language Learners’ Preferences for Isolated/Integrated FFI: Big Five NEO-FFI Personality Traits","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Agreeableness; Openness to experience; Big Five personality traits; Psychology; Conscientiousness; Extraversion and introversion; Neuroticism; Trait; Personality; Big Five personality traits and culture; Hierarchical structure of the Big Five; Social psychology; Computer science","score_opus":0.034288799800748566,"score_gpt":0.2776119484582535,"score_spread":0.24332314865750493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2473084130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994924,0.00003080093,0.000064343534,0.00003631972,0.0000034687218,0.000003650496,0.00003242092,0.000001052634,0.0003355103],"genre_scores_gemma":[0.99949014,0.000028251065,0.00012467345,0.00001102088,0.0000025636668,0.0000048740308,0.000059928316,7.197882e-7,0.00027773538],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99978596,0.000046243003,0.00002781722,0.000029816352,0.000068157235,0.000042102885],"domain_scores_gemma":[0.99843687,0.0004071648,0.0005071123,0.00007529024,0.00020555379,0.00036796328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007633382,0.0001937526,0.000131391,0.00038762056,0.00026493965,0.0005001785,0.00011547649,0.00024084807,0.002184865],"category_scores_gemma":[0.0023114746,0.00009211046,0.00025849542,0.0002692819,0.0001628887,0.00023646995,0.0002943433,0.00047944777,0.00025630926],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019364219,0.00003281226,0.99565375,0.000004710323,0.000010184383,0.000032859858,0.000204964,0.00003720993,0.00025871582,0.000019006295,0.00008328157,0.003643021],"study_design_scores_gemma":[0.0000013022493,0.000052153177,0.998898,0.0000040544696,0.0000044390354,0.0000691094,0.00053024455,0.00022345984,0.00007506176,0.00003382286,0.00010603258,0.0000022420888],"about_ca_topic_score_codex":0.0015238937,"about_ca_topic_score_gemma":0.0031177548,"teacher_disagreement_score":0.002184865,"about_ca_system_score_codex":0.00012816855,"about_ca_system_score_gemma":0.00019523804,"threshold_uncertainty_score":0.007309139},"labels":[],"label_agreement":null},{"id":"W2473379555","doi":"10.5539/elt.v9n8p190","title":"The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":70,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language anxiety; Psychology; Foreign language; Anxiety; Test anxiety; Test (biology); Correlation; Fear of negative evaluation; Mathematics education; Developmental psychology","score_opus":0.008170770855540951,"score_gpt":0.2220925423161699,"score_spread":0.21392177146062896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2473379555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996568,0.000024600815,0.000014884025,0.000009886808,0.0000018411238,0.0000036775643,0.000023356646,0.0000015174005,0.00026345556],"genre_scores_gemma":[0.9995944,0.000028046199,0.000026194139,0.0000068531253,0.0000038310795,0.0000071819322,0.00005843685,6.7143185e-7,0.00027448643],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996263,0.000049840437,0.000044352557,0.0000410058,0.00013739394,0.000101155405],"domain_scores_gemma":[0.9985258,0.0003818985,0.00047245141,0.00004807913,0.00016334337,0.0004084435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037895225,0.00023292923,0.00027820596,0.0006353623,0.0002584646,0.00073137414,0.00018740425,0.000265161,0.0023083517],"category_scores_gemma":[0.0019073052,0.000108394546,0.00024447837,0.00026587566,0.00029262225,0.00020789856,0.00041114475,0.0005320198,0.00028195584],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007968148,0.00034275628,0.992394,0.000016633128,0.000021982589,0.00012343664,0.000490178,0.000020701367,0.0009075051,0.000026153635,0.00008485788,0.005492266],"study_design_scores_gemma":[0.0000023708462,0.00019632037,0.99881554,0.0000026659675,0.0000069495823,0.00014314603,0.00050668186,0.00006550841,0.00015321033,0.000014335826,0.000089883644,0.0000034372658],"about_ca_topic_score_codex":0.0014178845,"about_ca_topic_score_gemma":0.0017161261,"teacher_disagreement_score":0.0023083517,"about_ca_system_score_codex":0.00022780598,"about_ca_system_score_gemma":0.00020549577,"threshold_uncertainty_score":0.0077221394},"labels":[],"label_agreement":null},{"id":"W2473533155","doi":"10.5539/elt.v9n8p122","title":"Exploring the Construct of Learner Autonomy in Writing: The Roles of Motivation and the Teacher","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Construct (python library); Autonomy; Learner autonomy; Nature versus nurture; Mathematics education; Metacognition; Construct validity; Pedagogy; Social psychology; Developmental psychology; Language education; Psychometrics; Cognition","score_opus":0.03630218092328877,"score_gpt":0.23087571160651643,"score_spread":0.19457353068322766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2473533155","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99456763,0.0000915379,0.0011339713,0.00022656043,0.000004570348,0.000022041246,0.0000040938653,0.0000032943196,0.0039462056],"genre_scores_gemma":[0.99919504,0.000040856354,0.00042409342,0.000012168204,0.0000020517361,0.000012107306,0.00000271737,9.4561716e-7,0.00031000274],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9977197,0.0015716134,0.0001000475,0.00013640226,0.0002871543,0.00018510962],"domain_scores_gemma":[0.9900394,0.005677561,0.0018358511,0.000357099,0.00079098326,0.0012991445],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046996525,0.00016319995,0.0002195779,0.0008077441,0.0011563892,0.0025088405,0.00032865413,0.0002932568,0.0007662417],"category_scores_gemma":[0.009154203,0.00012746349,0.00025006037,0.00031763202,0.0028333284,0.0014645953,0.0016870341,0.0008286759,0.000069355374],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001626626,0.0010154656,0.6132648,0.00027773797,0.00005780681,0.000712045,0.27401248,0.00044318003,0.0052572675,0.013524329,0.00026345477,0.091008745],"study_design_scores_gemma":[0.000037374502,0.0006391366,0.8033511,0.00020826788,0.000055361084,0.0006022355,0.17544633,0.002398586,0.0029013911,0.006895671,0.007404685,0.000059896716],"about_ca_topic_score_codex":0.0018560587,"about_ca_topic_score_gemma":0.0028872588,"teacher_disagreement_score":0.0046996525,"about_ca_system_score_codex":0.0010131033,"about_ca_system_score_gemma":0.0021572998,"threshold_uncertainty_score":0.024854422},"labels":[],"label_agreement":null},{"id":"W2474317670","doi":"10.1515/applirev-2015-2004","title":"Accent stigmatization as a moderator of the relationship between perceived L2 proficiency and L2 use anxiety","year":2016,"lang":"en","type":"article","venue":"Applied Linguistics Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Willingness to communicate; Anxiety; Stress (linguistics); Slovak; Context (archaeology); Moderation; Stigma (botany); Language proficiency; Social psychology; Linguistics","score_opus":0.09291203734961584,"score_gpt":0.29886906836721616,"score_spread":0.20595703101760032,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2474317670","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99755126,0.0014478829,0.00006615157,0.00011643827,0.000008890439,0.000006572839,0.000024208794,0.0000013150267,0.00077720813],"genre_scores_gemma":[0.9990656,0.00067255215,0.000048164984,0.000020902518,0.0000052251216,0.000006937779,0.000019278408,4.6151064e-7,0.00016091479],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99929285,0.0003730608,0.00006211409,0.0000721856,0.00011058524,0.00008929625],"domain_scores_gemma":[0.99751675,0.0009913242,0.0009501206,0.00006966511,0.00021694566,0.0002552929],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009815183,0.0002298045,0.00027481627,0.00041690204,0.00041811174,0.00096671743,0.00023309585,0.0002974589,0.0022962466],"category_scores_gemma":[0.002851924,0.00014961697,0.00048355214,0.00045064665,0.0004810968,0.00026637907,0.00061287376,0.0005197226,0.00012912108],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017651328,0.00017088423,0.9802863,0.0002761763,0.00034228776,0.00024028684,0.0026145552,0.000059160186,0.0005740516,0.00014994381,0.0001280373,0.014981658],"study_design_scores_gemma":[0.0000045741886,0.00006379487,0.99738175,0.000084143154,0.00010590567,0.00009090811,0.001762836,0.00006655294,0.00009478341,0.000043464628,0.00029716568,0.0000041970748],"about_ca_topic_score_codex":0.0058374116,"about_ca_topic_score_gemma":0.0093014315,"teacher_disagreement_score":0.0058374116,"about_ca_system_score_codex":0.0003637362,"about_ca_system_score_gemma":0.0010201616,"threshold_uncertainty_score":0.011606872},"labels":[],"label_agreement":null},{"id":"W2475292519","doi":"10.5539/elt.v9n8p241","title":"The Effect of Digital Dialogued Journaling on Improving English Writing: A Linguistic Communicative Approach","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Journaling file system; Vocabulary; Psychology; Sentence; Asynchronous communication; Rubric; Mathematics education; Fluency; Computer science; Pedagogy; Linguistics; Natural language processing","score_opus":0.012074259249505519,"score_gpt":0.24206957456448264,"score_spread":0.2299953153149771,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2475292519","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99013174,0.00065428007,0.0014683815,0.00039912158,0.000118359,0.00034003783,0.000035096098,0.000053545173,0.0067994017],"genre_scores_gemma":[0.9864732,0.0007710401,0.009297451,0.00031185447,0.00011678716,0.00047870676,0.000028523356,0.000014097467,0.002508353],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985696,0.00085252133,0.00012356736,0.000160166,0.00019966389,0.000094486226],"domain_scores_gemma":[0.99073166,0.00705113,0.0006972033,0.0002356051,0.00051121955,0.000773196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016911188,0.00039662851,0.00038792353,0.00061011617,0.000549409,0.0010334123,0.00046402746,0.00057444116,0.0031124537],"category_scores_gemma":[0.008790876,0.00014557662,0.00041846206,0.0003757435,0.00045608197,0.0009177107,0.0010159255,0.00070264266,0.0002637991],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015774734,0.054077428,0.014088605,0.00816028,0.00027098556,0.0010572874,0.02056959,0.0013362089,0.10207591,0.0023965258,0.0018517972,0.77834064],"study_design_scores_gemma":[0.015508226,0.28874308,0.398325,0.0025933145,0.003445958,0.0020038704,0.042402726,0.012366008,0.16204411,0.006192945,0.0660255,0.00034926544],"about_ca_topic_score_codex":0.000356406,"about_ca_topic_score_gemma":0.00046689014,"teacher_disagreement_score":0.0031124537,"about_ca_system_score_codex":0.0002975074,"about_ca_system_score_gemma":0.00067694194,"threshold_uncertainty_score":0.010412216},"labels":[],"label_agreement":null},{"id":"W2475633324","doi":"10.1075/lsse.2.07ham","title":"Video screen capture to document and scaffold the L2 writing process","year":2016,"lang":"en","type":"book-chapter","venue":"Language studies, science and engineering","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Process (computing); Computer science; Writing process; Scaffold; Computer graphics (images); Psychology; Programming language; Mathematics education","score_opus":0.01816941118212593,"score_gpt":0.25306614262051436,"score_spread":0.23489673143838843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2475633324","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12530974,0.035570305,0.21309052,0.0027228673,0.0017560505,0.00075140747,0.0029488492,0.0035914744,0.61425877],"genre_scores_gemma":[0.5327923,0.027540673,0.15514499,0.0015019069,0.00083255104,0.0007677877,0.002789855,0.0013007656,0.27732912],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9997534,0.00006869624,0.000009780792,0.00004538003,0.000099366036,0.000023397004],"domain_scores_gemma":[0.99864334,0.0010262493,0.000040879033,0.00010369639,0.00014076935,0.000045213113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006561176,0.00047805315,0.00024918834,0.0013389859,0.0005301249,0.0025695392,0.0007003189,0.0007371391,0.02112814],"category_scores_gemma":[0.0016455037,0.0001688903,0.00023267574,0.0012331253,0.0006606867,0.0016819793,0.0008560511,0.0007728906,0.0031897135],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019029585,0.000116391435,0.0017508796,0.0015796096,0.000015748621,0.0004992943,0.0106584765,0.001167051,0.04198421,0.03524853,0.040095963,0.86669344],"study_design_scores_gemma":[0.000046825997,0.00033989875,0.012558361,0.0016150279,0.00003472218,0.002278321,0.00665137,0.0049444814,0.035629034,0.010636196,0.92518264,0.000083106366],"about_ca_topic_score_codex":0.003273762,"about_ca_topic_score_gemma":0.0063713146,"teacher_disagreement_score":0.02112814,"about_ca_system_score_codex":0.00070150755,"about_ca_system_score_gemma":0.0007422016,"threshold_uncertainty_score":0.07068068},"labels":[],"label_agreement":null},{"id":"W247650763","doi":"","title":"\"Chinese All-Dimensional Cultural Introduction\" for Foreign Experts Who Works in the Fields of Culture & Education in China \"L'INTRODUCTION DE LA CULTURE CHINOISE DANS TOUTES LES DIMENSIONS\"POUR LES EXPERTS ETRANGERS QUI TRAVAILLENT DANS LE DOMAINE DE LA CULTURE&EDUCATION EN CHINE","year":2009,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Meaning (existential); Chinese culture; Sociology; Social science; Epistemology; Political science; Law; Philosophy","score_opus":0.006326605508180908,"score_gpt":0.2766176514950519,"score_spread":0.270291045986871,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W247650763","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9084579,0.0006640441,0.0031434586,0.008322032,0.0005437953,0.00017402999,0.00007077613,0.00005807977,0.0785659],"genre_scores_gemma":[0.9736941,0.00053983845,0.0016220264,0.0019588813,0.00013700283,0.00012859797,0.000055402794,0.000013950281,0.021850301],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974674,0.0012236566,0.000117067015,0.0002140988,0.00052015675,0.00045760084],"domain_scores_gemma":[0.9951479,0.001126551,0.00076389045,0.00033801253,0.0011410095,0.0014827502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036165528,0.00063315313,0.00021403423,0.00089426496,0.0073264637,0.0036164809,0.0005754209,0.0013145648,0.005903808],"category_scores_gemma":[0.004843876,0.000194348,0.00033133646,0.00080649735,0.0043789507,0.0017953799,0.004158052,0.0019389524,0.00043392778],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015555133,0.00024885236,0.0879542,0.000657805,0.000027326663,0.0021966128,0.754169,0.00019489179,0.011976412,0.023693217,0.018315846,0.100410305],"study_design_scores_gemma":[0.00002640054,0.00037735843,0.15185545,0.0003957984,0.00005593964,0.0015700703,0.65140265,0.0007184111,0.0037993547,0.001994444,0.18764478,0.00015930827],"about_ca_topic_score_codex":0.016396618,"about_ca_topic_score_gemma":0.039898198,"teacher_disagreement_score":0.016396618,"about_ca_system_score_codex":0.0034156183,"about_ca_system_score_gemma":0.006791061,"threshold_uncertainty_score":0.03260237},"labels":[],"label_agreement":null},{"id":"W2476759072","doi":"10.4018/978-1-4666-8668-7.ch007","title":"Pedagogical Challenges in Cross-Cultural Chinese Language Teaching","year":2015,"lang":"en","type":"book-chapter","venue":"Advances in linguistics and communication studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Pedagogy; Chinese language; China; Psychology; Immersion (mathematics); Professional development; French immersion; Chinese as a foreign language; Mathematics education; Political science; Linguistics","score_opus":0.2931150657565409,"score_gpt":0.47107531329850183,"score_spread":0.17796024754196094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2476759072","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6109197,0.025678955,0.02711836,0.033872172,0.0015828445,0.00043871152,0.000047616366,0.00018463998,0.30015698],"genre_scores_gemma":[0.9410789,0.007969781,0.0060493285,0.0019011064,0.00018179044,0.00031398353,0.000038875736,0.000050827555,0.04241549],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99674267,0.0017536378,0.000146599,0.00026176154,0.0006645935,0.0004307749],"domain_scores_gemma":[0.9984976,0.0009402634,0.000082396815,0.00008492535,0.00017369835,0.00022111958],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051684664,0.00046979933,0.00033561687,0.00086679374,0.0076097106,0.007918443,0.0013591284,0.0015050891,0.0033846886],"category_scores_gemma":[0.0029711116,0.00033795912,0.00035494965,0.0015682725,0.009305167,0.0056389137,0.0070884298,0.002444268,0.00035873475],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013969257,0.00005266722,0.0030953921,0.00047399322,0.000009074578,0.0021684123,0.77267045,0.00030451943,0.0019981524,0.13002461,0.0032360826,0.08595268],"study_design_scores_gemma":[0.000009859112,0.000062437255,0.0035320902,0.00060835766,0.000012042439,0.0025755737,0.70537937,0.00068808533,0.0014320225,0.027621575,0.25804186,0.000036551377],"about_ca_topic_score_codex":0.010589846,"about_ca_topic_score_gemma":0.016495213,"teacher_disagreement_score":0.010589846,"about_ca_system_score_codex":0.006060643,"about_ca_system_score_gemma":0.008436918,"threshold_uncertainty_score":0.043973267},"labels":[],"label_agreement":null},{"id":"W2476861039","doi":"10.4018/978-1-61520-883-8.ch027","title":"Addressing Cross-Linguistic Influence and Related Cultural Factors Using Computer-Assisted Language Learning (CALL)","year":2010,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université TÉLUQ; Université du Québec à Montréal; Université de Sherbrooke","funders":"","keywords":"Linguistics; Computer science; Ontology; Relation (database); Language acquisition; Foreign language; Work (physics); Natural language processing; Engineering","score_opus":0.058491973490843924,"score_gpt":0.3111187724774766,"score_spread":0.25262679898663265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2476861039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.62969285,0.004752581,0.06411071,0.004738314,0.00016551145,0.00013588723,0.000037794012,0.00026170688,0.29610464],"genre_scores_gemma":[0.965615,0.0020277307,0.017446375,0.0004422562,0.000024553168,0.000046972687,0.00003841888,0.000037014295,0.014321812],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99871016,0.0007209884,0.00004336409,0.00010746727,0.00031564405,0.00010247422],"domain_scores_gemma":[0.99722654,0.0020943086,0.00016021146,0.00015747783,0.00022825737,0.00013317373],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017434708,0.0003278108,0.00021877457,0.0006933762,0.0012139868,0.005150768,0.0006868587,0.0005780796,0.0040742396],"category_scores_gemma":[0.0031172405,0.000101159254,0.00021907328,0.00085859705,0.0020066795,0.0029381714,0.0033971758,0.0009496016,0.0004240551],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006800966,0.00046792775,0.020648982,0.00075628137,0.000047891903,0.0014532912,0.07471388,0.0018868715,0.008023304,0.08618336,0.0040007206,0.8017495],"study_design_scores_gemma":[0.000040480474,0.0006797191,0.070725895,0.0021132026,0.0002559648,0.0049381885,0.2909809,0.023661872,0.02724113,0.1266721,0.45249775,0.00019273903],"about_ca_topic_score_codex":0.0032770995,"about_ca_topic_score_gemma":0.006310838,"teacher_disagreement_score":0.005150768,"about_ca_system_score_codex":0.001536716,"about_ca_system_score_gemma":0.0017626296,"threshold_uncertainty_score":0.0136297345},"labels":[],"label_agreement":null},{"id":"W2479708610","doi":"10.5539/elt.v9n9p116","title":"High School Students’ Topic Preferences and Oral Development in an English-only Short-term Intensive Language Program","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Mathematics education; Chen; Preference; Pedagogy","score_opus":0.022903274644223807,"score_gpt":0.2942052593908596,"score_spread":0.2713019847466358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2479708610","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99979275,0.0000072511257,0.000005711227,0.000007840276,0.0000013902617,0.00000449026,0.000007645827,7.108405e-7,0.00017217317],"genre_scores_gemma":[0.9988073,0.000024368539,0.000027105645,0.000018454872,0.0000023897471,0.000014559698,0.00003876533,9.973841e-7,0.0010660681],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997279,0.00003671432,0.000026641295,0.000043139742,0.00006370815,0.000101824844],"domain_scores_gemma":[0.9988427,0.00008584585,0.00024111726,0.000028476077,0.00012264175,0.00067921093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000512666,0.00029495853,0.00029429057,0.00048559072,0.00090128696,0.0012648869,0.00034289376,0.00042917658,0.0024486831],"category_scores_gemma":[0.0013249405,0.00018957186,0.00037619294,0.00032766708,0.00030969267,0.0005289617,0.0009682199,0.00081821886,0.00057896075],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012615806,0.018209847,0.9246746,0.00007810427,0.00006113625,0.0009536188,0.013475975,0.0002026288,0.006218503,0.00013895246,0.0007993172,0.0339258],"study_design_scores_gemma":[0.000040411145,0.00329588,0.9752356,0.000020038575,0.00003856165,0.0001271902,0.018382294,0.0003698716,0.0014580097,0.00007237292,0.0009360336,0.000023632048],"about_ca_topic_score_codex":0.0045195394,"about_ca_topic_score_gemma":0.009024995,"teacher_disagreement_score":0.0045195394,"about_ca_system_score_codex":0.0005869198,"about_ca_system_score_gemma":0.0005004651,"threshold_uncertainty_score":0.008986473},"labels":[],"label_agreement":null},{"id":"W2480235620","doi":"10.14288/1.0300350","title":"Japanese students’ reconceptualization of racialized English and English speakers through study abroad","year":2016,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Study abroad; Linguistics; Sociology; Psychology; History; Pedagogy","score_opus":0.01631889438542099,"score_gpt":0.21758442288115412,"score_spread":0.20126552849573312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2480235620","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99581605,0.0001564178,0.00020701547,0.00040508012,0.000026198335,0.000008692078,0.000004101968,0.000004089469,0.0033722895],"genre_scores_gemma":[0.99686146,0.00029552367,0.00023321772,0.00031563177,0.0000094217385,0.000012503196,0.000011678838,0.0000075208254,0.002253173],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984282,0.0007239662,0.000059281516,0.00015454402,0.0003243133,0.00030966796],"domain_scores_gemma":[0.99863714,0.00019270409,0.00037405535,0.00012010633,0.00022233685,0.00045356282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027653396,0.00051769195,0.0004413131,0.0007766463,0.0063974736,0.005190395,0.0006711467,0.0009740298,0.0018286792],"category_scores_gemma":[0.0029818777,0.00031541465,0.0005176244,0.00047311455,0.0045691705,0.00336615,0.0074753505,0.0023601311,0.00028166003],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036631915,0.00013539514,0.035260964,0.00004603672,0.000013412982,0.0007269771,0.9510645,0.000022333414,0.002157534,0.0020599458,0.00050633244,0.007969961],"study_design_scores_gemma":[0.0000076648275,0.00008886596,0.04177538,0.00006213044,0.000040886975,0.00041565124,0.94620436,0.00013761834,0.00051179325,0.0007411926,0.009980721,0.000033585817],"about_ca_topic_score_codex":0.011903059,"about_ca_topic_score_gemma":0.027936568,"teacher_disagreement_score":0.011903059,"about_ca_system_score_codex":0.0014614175,"about_ca_system_score_gemma":0.0025953467,"threshold_uncertainty_score":0.023667514},"labels":[],"label_agreement":null},{"id":"W2480980971","doi":"10.1075/lsse.2.04sch","title":"CALL theory","year":2016,"lang":"en","type":"book-chapter","venue":"Language studies, science and engineering","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Sketch; Computer science; Complex adaptive system; Cognitive science; Cognate; Artificial intelligence; Linguistics; Psychology; Algorithm","score_opus":0.02394701018277414,"score_gpt":0.2368989736617533,"score_spread":0.21295196347897916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2480980971","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0048650852,0.0030242244,0.14980544,0.008465194,0.0005861303,0.00015264364,0.00030511254,0.0004329098,0.8323633],"genre_scores_gemma":[0.44937894,0.007357547,0.103898965,0.009309171,0.0019354076,0.0012663732,0.0010003932,0.0008835682,0.42496973],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9977514,0.00061645696,0.000108796805,0.00039276073,0.000836381,0.00029417302],"domain_scores_gemma":[0.99849975,0.0007232631,0.00009765421,0.00021631445,0.0003142645,0.00014878763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015342348,0.0007056567,0.0005151643,0.002074168,0.0030861984,0.006356483,0.0025563233,0.003478844,0.046517253],"category_scores_gemma":[0.0042876503,0.00027455072,0.00088001066,0.0016372598,0.0070129945,0.007613892,0.003754035,0.0034660744,0.011202862],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004206363,0.0000057045872,0.000059309525,0.000030480676,0.00000164556,0.000021052203,0.0002916167,0.00022952278,0.00005184675,0.98845506,0.0040756622,0.006773945],"study_design_scores_gemma":[0.000008916728,0.000015857086,0.0002677323,0.00010264936,0.00000764772,0.00018901077,0.00038417085,0.0025853936,0.00018109818,0.7293788,0.26686284,0.000015767362],"about_ca_topic_score_codex":0.0043201777,"about_ca_topic_score_gemma":0.0022720927,"teacher_disagreement_score":0.046517253,"about_ca_system_score_codex":0.004354988,"about_ca_system_score_gemma":0.0026705042,"threshold_uncertainty_score":0.15561569},"labels":[],"label_agreement":null},{"id":"W2481652518","doi":"10.1017/cbo9781107447257.008","title":"Processing perspectives on instructed second language acquisition","year":2015,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Computer science; Content (measure theory); Multimedia; Natural language processing; Mathematics","score_opus":0.03391627495006485,"score_gpt":0.21685276949582954,"score_spread":0.1829364945457647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2481652518","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026458666,0.0088774655,0.020401483,0.004547312,0.0003118644,0.000023071429,0.00022408165,0.00027980199,0.9388763],"genre_scores_gemma":[0.71699786,0.015026219,0.009760547,0.0019643677,0.0007841934,0.00013235483,0.0007945253,0.00055602915,0.25398403],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99970895,0.00007832942,0.000010226215,0.00007492415,0.00009454884,0.000033040233],"domain_scores_gemma":[0.9989648,0.0007587161,0.000039722956,0.00011330098,0.000088579865,0.000034811517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005111227,0.00046902188,0.00024786755,0.0006726092,0.00059523655,0.0043944954,0.0009166928,0.0010809905,0.032016616],"category_scores_gemma":[0.0018154236,0.00035740345,0.00024873565,0.0007850766,0.002964146,0.006445127,0.0010338032,0.0027497916,0.0037820335],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082344406,0.000038267346,0.0003013743,0.00024978825,0.000009700483,0.00047459197,0.007856908,0.00041287427,0.004653486,0.90926445,0.012391174,0.0642651],"study_design_scores_gemma":[0.000032430937,0.000077620425,0.0028872085,0.00043954237,0.000019405497,0.00084242964,0.0027859167,0.0022223701,0.0052597052,0.8051906,0.18020914,0.000033543987],"about_ca_topic_score_codex":0.002218068,"about_ca_topic_score_gemma":0.0027153562,"teacher_disagreement_score":0.032016616,"about_ca_system_score_codex":0.0019369334,"about_ca_system_score_gemma":0.0010264927,"threshold_uncertainty_score":0.10710621},"labels":[],"label_agreement":null},{"id":"W2481929441","doi":"10.1057/9780230299481_7","title":"Intercultural Competence and EFL Teaching in China","year":2011,"lang":"en","type":"book-chapter","venue":"Palgrave Macmillan UK eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intercultural competence; China; Pedagogy; Competence (human resources); Psychology; Intercultural communication; English as a foreign language; Mediation; Foreign language; Foreign language teaching; Mathematics education; Sociology; Political science; Social psychology; Social science","score_opus":0.03211756909516667,"score_gpt":0.22602578333497433,"score_spread":0.19390821423980767,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2481929441","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6482192,0.022497486,0.00080038304,0.0037136688,0.00015386462,0.000055694618,0.000056140914,0.000038066515,0.32446548],"genre_scores_gemma":[0.9453102,0.009365886,0.0006330459,0.00024014426,0.000040574538,0.00004019878,0.00005414478,0.000013681878,0.0443022],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994948,0.00010573321,0.000028622266,0.000056993056,0.00016464129,0.00014925041],"domain_scores_gemma":[0.99973136,0.00008957371,0.00003829535,0.000020767297,0.000035398196,0.00008464694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072338805,0.0004768567,0.00027806382,0.001366118,0.0037270624,0.0022332135,0.00048964424,0.00045984847,0.0061467174],"category_scores_gemma":[0.000655676,0.00014819809,0.00018439928,0.003887546,0.0027417892,0.0015605747,0.0018455962,0.0010072436,0.0003070169],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005943269,0.0002492653,0.035158936,0.00080089795,0.00001969909,0.0025967637,0.30934787,0.0010124216,0.0036224057,0.21967907,0.008789561,0.41866365],"study_design_scores_gemma":[0.000041091855,0.00030405074,0.27122828,0.0016207761,0.000042428605,0.0021664493,0.15695214,0.0024989825,0.004423809,0.04099189,0.51962423,0.00010591489],"about_ca_topic_score_codex":0.059171338,"about_ca_topic_score_gemma":0.08772629,"teacher_disagreement_score":0.059171338,"about_ca_system_score_codex":0.007757857,"about_ca_system_score_gemma":0.009591303,"threshold_uncertainty_score":0.11765385},"labels":[],"label_agreement":null},{"id":"W2482507321","doi":"","title":"Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom","year":2016,"lang":"en","type":"article","venue":"Theory and Practice of Second Language Acquisition (University of Silesia Press)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":232,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Anxiety; Foreign language anxiety; Foreign language; Developmental psychology; Mathematics education","score_opus":0.017727710904631083,"score_gpt":0.24157573231036283,"score_spread":0.22384802140573176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2482507321","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990584,0.000100808145,0.00002026333,0.000056139655,0.0000041882913,0.0000016868233,0.000020924987,0.0000011551397,0.00073639315],"genre_scores_gemma":[0.9994019,0.00008959245,0.000019637802,0.000020431871,0.0000044003373,0.000002914187,0.00001821956,0.0000011551093,0.00044168482],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996549,0.000097801865,0.000023238157,0.000041473017,0.000081541984,0.00010103768],"domain_scores_gemma":[0.99887615,0.00030600923,0.00035872209,0.00003813607,0.00007440394,0.0003464683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006202308,0.00016887837,0.00027106726,0.00059841096,0.0004663097,0.0011171147,0.00015871368,0.00023049903,0.0026666427],"category_scores_gemma":[0.0018410174,0.00014393259,0.00023065029,0.00024047383,0.0006445091,0.0005190357,0.00069673406,0.00038963227,0.0002830809],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011470133,0.0001626101,0.94714975,0.000042321837,0.00003632719,0.00060757744,0.029011704,0.000029973666,0.001260854,0.00020789544,0.00055598945,0.02082022],"study_design_scores_gemma":[0.0000037350387,0.0001934712,0.94215935,0.000028699451,0.000015019026,0.0008700196,0.05468159,0.00006408053,0.00023597137,0.00007981891,0.0016562752,0.000011899477],"about_ca_topic_score_codex":0.0027575162,"about_ca_topic_score_gemma":0.0045669377,"teacher_disagreement_score":0.0027575162,"about_ca_system_score_codex":0.00028134117,"about_ca_system_score_gemma":0.00017931208,"threshold_uncertainty_score":0.008920848},"labels":[],"label_agreement":null},{"id":"W2483185435","doi":"10.4018/978-1-61520-751-0.ch003","title":"Blogging for Effective Teacher Education Course in English as a Second Language","year":2010,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Pedagogy; Space (punctuation); Mathematics education; Teacher education; Psychology; Sociology; Computer science","score_opus":0.010053621055562753,"score_gpt":0.26265774526552754,"score_spread":0.2526041242099648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2483185435","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22880948,0.021102114,0.031121135,0.04131328,0.0037939434,0.00078887923,0.00028134335,0.001458607,0.6713312],"genre_scores_gemma":[0.7905972,0.009675842,0.06994046,0.0021076486,0.0005576517,0.0006990638,0.0002760376,0.00022267947,0.12592348],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99961567,0.00020702659,0.00001570286,0.000027120988,0.00009270243,0.000041665044],"domain_scores_gemma":[0.998569,0.00089248974,0.000077839024,0.00011018944,0.000074236494,0.00027619526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013983586,0.00025122415,0.0001589945,0.00052126055,0.0020752945,0.0050371387,0.00052816316,0.0010749225,0.009002565],"category_scores_gemma":[0.002111593,0.00016025048,0.00015747681,0.00057051657,0.0010890451,0.0034209103,0.002200046,0.0014098657,0.0014642774],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010799648,0.0008508396,0.003942111,0.0012309925,0.000008607911,0.0015006309,0.037854306,0.0002216935,0.0061509516,0.044261586,0.105660684,0.7982095],"study_design_scores_gemma":[0.00006179163,0.0002382674,0.013705734,0.0020260601,0.000018800345,0.0013694523,0.0606107,0.00087056484,0.001506527,0.0141556505,0.90540975,0.00002671571],"about_ca_topic_score_codex":0.0005775988,"about_ca_topic_score_gemma":0.0031277554,"teacher_disagreement_score":0.009002565,"about_ca_system_score_codex":0.00097212015,"about_ca_system_score_gemma":0.0024906867,"threshold_uncertainty_score":0.030116558},"labels":[],"label_agreement":null},{"id":"W2483582084","doi":"10.1057/9781137317193_1","title":"Introduction: From Practices to Principles","year":2013,"lang":"en","type":"book-chapter","venue":"Palgrave Macmillan UK eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Active listening; Pedagogy; Field (mathematics); Mathematics education; Psychology; Sociology; Communication","score_opus":0.06123211775677398,"score_gpt":0.25339203978724234,"score_spread":0.19215992203046836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2483582084","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028318767,0.017048549,0.01152125,0.024152255,0.002862094,0.00011771724,0.00020191575,0.00027134223,0.94099295],"genre_scores_gemma":[0.10518548,0.026789527,0.022759903,0.012609133,0.0016412069,0.0003905021,0.0004710208,0.00069772213,0.8294555],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99837446,0.00071698497,0.00008047242,0.00024329645,0.00044336464,0.00014145333],"domain_scores_gemma":[0.99920315,0.00027885297,0.000043711058,0.00017512008,0.0001867925,0.00011239763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016062342,0.00059175544,0.00034400963,0.00075907685,0.0029790609,0.007849016,0.0013764815,0.00234696,0.031632036],"category_scores_gemma":[0.0029385986,0.00031059777,0.00029915254,0.0011516545,0.008314099,0.0074278344,0.00364576,0.0041590016,0.0140042],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010756371,0.000030495123,0.00013984558,0.00019830304,0.0000016207773,0.0001044574,0.0147509305,0.00013637592,0.00020778728,0.7361802,0.16928218,0.07895723],"study_design_scores_gemma":[0.0000013983239,0.0000059599574,0.00009675567,0.00033820796,4.892446e-7,0.000081391794,0.0021034724,0.000029454859,0.000044485176,0.047204424,0.9500913,0.0000026861173],"about_ca_topic_score_codex":0.003809853,"about_ca_topic_score_gemma":0.004184785,"teacher_disagreement_score":0.031632036,"about_ca_system_score_codex":0.0046133106,"about_ca_system_score_gemma":0.003907803,"threshold_uncertainty_score":0.1058197},"labels":[],"label_agreement":null},{"id":"W2488030667","doi":"10.5539/elt.v9n9p52","title":"Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Psychology; Anxiety; Language proficiency; Limited English proficiency; English language; Language learning strategies; Second language writing; Mathematics education; Metacognition; Developmental psychology; Teaching method; Linguistics; Vocabulary development; Second language; Cognition","score_opus":0.011738001261871214,"score_gpt":0.24321652680665623,"score_spread":0.231478525544785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2488030667","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993795,0.00018032196,0.00007531878,0.00004737262,0.0000021502822,0.000018517007,0.000005145568,0.00000428311,0.0002874069],"genre_scores_gemma":[0.9981438,0.00031214172,0.001020819,0.00004855516,0.000003846482,0.000036587935,0.000020188558,0.0000011207082,0.00041299075],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9998759,0.00004837726,0.000015172648,0.00000982228,0.000022357995,0.000028279008],"domain_scores_gemma":[0.99957114,0.000108536966,0.00013296185,0.00000926508,0.0000408084,0.00013733318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002379309,0.00024412968,0.0001452401,0.0002489117,0.00019209467,0.00041393892,0.00021213015,0.00019702884,0.00069736753],"category_scores_gemma":[0.0016146824,0.000068904,0.00016235621,0.00008824248,0.00014816686,0.00017732177,0.00039405818,0.000255119,0.00010912477],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008797643,0.008738958,0.45749956,0.001123879,0.00015625799,0.0021876951,0.01170375,0.00039254944,0.035256684,0.00015390353,0.00097397104,0.48093304],"study_design_scores_gemma":[0.000364688,0.013309705,0.94596493,0.00039943127,0.00033306374,0.0024717972,0.02298711,0.0013600201,0.008489105,0.00033798756,0.0039338907,0.000048249858],"about_ca_topic_score_codex":0.0005870101,"about_ca_topic_score_gemma":0.0016635435,"teacher_disagreement_score":0.00069736753,"about_ca_system_score_codex":0.00011455522,"about_ca_system_score_gemma":0.00033349713,"threshold_uncertainty_score":0.0023329258},"labels":[],"label_agreement":null},{"id":"W2489374928","doi":"10.5539/ies.v9n8p144","title":"The Research on Strategies of College English Teachers Classroom Questioning","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Class (philosophy); Psychology; Competence (human resources); Teaching method; Pedagogy; Socratic questioning; Quality (philosophy); Computer science; Social psychology","score_opus":0.18833741967119683,"score_gpt":0.45109108570919687,"score_spread":0.26275366603800004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2489374928","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9323683,0.005659056,0.01816438,0.0008708344,0.000048310227,0.00044656568,0.0000920694,0.00010208896,0.042248454],"genre_scores_gemma":[0.9874062,0.0019011977,0.006208975,0.00017264849,0.00001383782,0.0001705699,0.00008564451,0.000026090946,0.004014824],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.995494,0.002593007,0.0004320918,0.00055810594,0.00065071136,0.00027216025],"domain_scores_gemma":[0.95964664,0.030393153,0.003360026,0.0013017579,0.0045277136,0.000770816],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00339416,0.00038131716,0.00022990312,0.0015616481,0.0007184199,0.0023800386,0.0007081429,0.0006025801,0.002665873],"category_scores_gemma":[0.023764707,0.00023336559,0.00034638733,0.001126525,0.0012632597,0.002603033,0.0008980386,0.0006732887,0.0004904435],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015831344,0.00071258115,0.17400882,0.0022232893,0.00006468811,0.00048236645,0.3270502,0.00026888787,0.019447237,0.012594837,0.0011832515,0.4618055],"study_design_scores_gemma":[0.000051466843,0.00065656187,0.46704993,0.0021083853,0.0002624074,0.0024615072,0.34130082,0.003504498,0.025320165,0.010366115,0.14676793,0.00015024394],"about_ca_topic_score_codex":0.00466979,"about_ca_topic_score_gemma":0.0042266217,"teacher_disagreement_score":0.00466979,"about_ca_system_score_codex":0.0017515786,"about_ca_system_score_gemma":0.0021195998,"threshold_uncertainty_score":0.017950237},"labels":[],"label_agreement":null},{"id":"W2490551131","doi":"10.1075/lald.46.04mei","title":"Child second language acquisition or successive first language acquisition?","year":2008,"lang":"en","type":"book-chapter","venue":"Language acquisition & language disorders","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":152,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"German; Linguistics; Rule-based machine translation; Language acquisition; Second-language acquisition; Subject (documents); Computer science; Psychology; Natural language processing; Artificial intelligence; Philosophy","score_opus":0.009016544783667391,"score_gpt":0.23101804106792473,"score_spread":0.22200149628425733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2490551131","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4686101,0.025597787,0.0106853815,0.019411953,0.0004852748,0.00006871622,0.0005616978,0.00039386583,0.47418517],"genre_scores_gemma":[0.9541517,0.007405436,0.0026088322,0.0024484163,0.00018840077,0.00005217082,0.00019297418,0.00005759186,0.032894496],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997105,0.00004399978,0.000011919904,0.00009710996,0.000054881257,0.000081530896],"domain_scores_gemma":[0.99952304,0.00017321372,0.00009344055,0.0000682213,0.00005814013,0.00008399249],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046775298,0.00018624654,0.00024689248,0.00049733697,0.00026457387,0.0011753289,0.00046696464,0.00094966806,0.007475548],"category_scores_gemma":[0.00129193,0.000101604055,0.00022243969,0.0005332263,0.0030478523,0.002611096,0.0009814388,0.0008830703,0.001272023],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020989755,0.0001261445,0.03714573,0.0005482959,0.000022337477,0.004008973,0.023113003,0.00016311783,0.005159748,0.64998007,0.014728724,0.26479396],"study_design_scores_gemma":[0.0000693442,0.0008090413,0.121830724,0.0008775175,0.00005035856,0.041374687,0.016866317,0.0010638721,0.005676769,0.1969889,0.6143182,0.00007433504],"about_ca_topic_score_codex":0.0035540154,"about_ca_topic_score_gemma":0.0029235359,"teacher_disagreement_score":0.007475548,"about_ca_system_score_codex":0.0008396368,"about_ca_system_score_gemma":0.0006534253,"threshold_uncertainty_score":0.025008202},"labels":[],"label_agreement":null},{"id":"W2492113204","doi":"10.1075/lllt.34.20ch15","title":"15. Language production opportunities during whole-group interaction in conversation group settings","year":2013,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Conversation; Production (economics); Psychology; Group (periodic table); Linguistics; Conversation analysis; Computer science; Communication","score_opus":0.019199240808672274,"score_gpt":0.24082707145087495,"score_spread":0.22162783064220268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2492113204","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8209879,0.0046415613,0.02353575,0.00125023,0.00013604414,0.00019062757,0.00013569326,0.0003429059,0.14877926],"genre_scores_gemma":[0.97262096,0.00084080524,0.007146402,0.00014899649,0.00004077193,0.00017760754,0.00008259801,0.00005724148,0.018884562],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985328,0.0009508706,0.0000344277,0.0001487978,0.00021655177,0.0001165753],"domain_scores_gemma":[0.99764663,0.0017076104,0.00021703039,0.00011919979,0.00012495223,0.00018445744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014440687,0.00024958447,0.00017317239,0.0005522062,0.0013324254,0.0020006523,0.00051143434,0.00054062286,0.004400888],"category_scores_gemma":[0.0026346259,0.00014812208,0.00021178539,0.000378761,0.0016757,0.0017298673,0.0024051208,0.00048719815,0.0008799034],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020297625,0.00021595154,0.014579403,0.000836113,0.00002315321,0.0027947433,0.5825649,0.00032389583,0.037007947,0.012762592,0.005901507,0.34278673],"study_design_scores_gemma":[0.00008438143,0.0010685644,0.16368897,0.0015086038,0.00007577345,0.012255211,0.42124605,0.002492238,0.023197217,0.022596011,0.35166335,0.00012371216],"about_ca_topic_score_codex":0.00049297116,"about_ca_topic_score_gemma":0.001204739,"teacher_disagreement_score":0.004400888,"about_ca_system_score_codex":0.0005387862,"about_ca_system_score_gemma":0.00062220235,"threshold_uncertainty_score":0.014722407},"labels":[],"label_agreement":null},{"id":"W2502811295","doi":"10.5539/elt.v9n9p64","title":"Promoting the Audience Awareness of EFL Writing in Chinese Communicative Context: A Case Study of “NOTICE”","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Notice; Psychology; Communicative language teaching; Context (archaeology); Foreign language; Set (abstract data type); Pedagogy; Language education; Teaching method; Linguistics; Computer science; Political science","score_opus":0.026346052774164956,"score_gpt":0.3047510896695113,"score_spread":0.27840503689534635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2502811295","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99456304,0.00009705514,0.0006985332,0.0004742317,0.000013446653,0.000049312715,0.000008284337,0.000010369603,0.0040857047],"genre_scores_gemma":[0.99442816,0.00020187246,0.0011794498,0.00017557661,0.000020570831,0.00004750527,0.000012738829,0.000011899185,0.0039222213],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99727684,0.001667262,0.000103185215,0.00020987481,0.00034006854,0.0004028703],"domain_scores_gemma":[0.99603075,0.0020863623,0.0005003895,0.00025427158,0.00025711287,0.00087121205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032741015,0.0006509741,0.0004997732,0.0010408959,0.008431315,0.0021722494,0.0012285777,0.0018811857,0.0025108543],"category_scores_gemma":[0.0069434107,0.00032339856,0.00045772456,0.0008038679,0.004466166,0.002035586,0.0031374313,0.0020281002,0.0002740951],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059889266,0.0005759404,0.007668298,0.00018952767,0.000008749532,0.016614156,0.9513869,0.00009032409,0.00485176,0.001679754,0.00056662346,0.016308092],"study_design_scores_gemma":[0.000038513666,0.00090251915,0.023276579,0.00018271463,0.000043460575,0.017739503,0.9230822,0.00088234746,0.0075154575,0.0008729307,0.02539276,0.00007110042],"about_ca_topic_score_codex":0.0058216704,"about_ca_topic_score_gemma":0.013624846,"teacher_disagreement_score":0.008431315,"about_ca_system_score_codex":0.002728856,"about_ca_system_score_gemma":0.0022271655,"threshold_uncertainty_score":0.019799292},"labels":[],"label_agreement":null},{"id":"W2503776223","doi":"10.1017/cbo9780511809835.012","title":"Simple typing, Curry-style in CL","year":2012,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Curry; Simple (philosophy); Style (visual arts); Computer science; Typing; Programming language; Art; Speech recognition; Philosophy; Epistemology; Literature","score_opus":0.04179592414007369,"score_gpt":0.21270353892052585,"score_spread":0.17090761478045216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2503776223","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010435228,0.0018096063,0.22979403,0.0015330472,0.0022035418,0.00059668,0.026765013,0.080315396,0.6559392],"genre_scores_gemma":[0.014600905,0.0032518897,0.14718057,0.0014710167,0.000985399,0.00088769937,0.03838728,0.08984083,0.70339435],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989524,0.00014005743,0.00017275562,0.00021772685,0.0003850762,0.00013191903],"domain_scores_gemma":[0.99826235,0.00058285316,0.0000768765,0.00048699317,0.0005001217,0.000090805726],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012928027,0.002572676,0.0019346101,0.0027500717,0.0015014926,0.006896966,0.0035181104,0.0014495937,0.4609569],"category_scores_gemma":[0.0067837094,0.0016980424,0.0017150906,0.0047099413,0.0010990173,0.010249439,0.003944011,0.003468569,0.4468524],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008604624,0.000033434095,0.00014835745,0.0010174201,0.000017006905,0.0001451401,0.00035432845,0.00019276228,0.0017720493,0.05312396,0.7464017,0.19670784],"study_design_scores_gemma":[0.000020434678,0.000011175132,0.00014585238,0.00014240458,0.000009155947,0.000239763,0.00006148211,0.00031357803,0.0011983819,0.012667996,0.98516685,0.00002287733],"about_ca_topic_score_codex":0.0025897599,"about_ca_topic_score_gemma":0.0030916268,"teacher_disagreement_score":0.4609569,"about_ca_system_score_codex":0.00095387705,"about_ca_system_score_gemma":0.0017064356,"threshold_uncertainty_score":0.76887953},"labels":[],"label_agreement":null},{"id":"W2505675718","doi":"10.1075/lllt.45.08mcd","title":"7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality","year":2016,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Quality (philosophy); Psychology; Collaborative writing; Computer science; Linguistics; Mathematics education; Philosophy; Epistemology","score_opus":0.028590821589117178,"score_gpt":0.30956542379555446,"score_spread":0.2809746022064373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2505675718","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98202294,0.0005032909,0.0013517289,0.00024371654,0.0000073624738,0.00002632287,0.000064932756,0.000025308927,0.015754422],"genre_scores_gemma":[0.9946607,0.0005079948,0.0008272077,0.000032454787,0.000009385153,0.000028206889,0.00006102184,0.00001351537,0.0038596003],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985738,0.00041482074,0.0001269554,0.00014831215,0.0006270246,0.00010913317],"domain_scores_gemma":[0.9913231,0.0051364433,0.0018347024,0.00016452024,0.0010294545,0.0005118717],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014407118,0.00021094883,0.00026267924,0.0008477831,0.0010528644,0.003447488,0.0003054022,0.0004729371,0.0037430655],"category_scores_gemma":[0.010534478,0.00014583615,0.00019391598,0.0009664168,0.00087473687,0.0011293095,0.0016195177,0.00076258276,0.0006116576],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002798058,0.00049004477,0.25792173,0.001016311,0.000055870398,0.003208332,0.5236056,0.0008397629,0.019764993,0.002315054,0.0015538608,0.18894866],"study_design_scores_gemma":[0.0000217105,0.0005967175,0.73079234,0.00053566496,0.00005980848,0.004112608,0.22646193,0.0023745687,0.0112743415,0.0027984357,0.02088517,0.00008675103],"about_ca_topic_score_codex":0.0017755724,"about_ca_topic_score_gemma":0.0016333044,"teacher_disagreement_score":0.0037430655,"about_ca_system_score_codex":0.00072153733,"about_ca_system_score_gemma":0.00049194315,"threshold_uncertainty_score":0.012521744},"labels":[],"label_agreement":null},{"id":"W2509738815","doi":"10.21432/t2xw4v","title":"Être indigène numérique, utilisateur de Facebook et futur enseignant de FLE ou comment la scénarisation pédagogique chez les apprentis enseignants inhibe l'exploitation des fonctionnalités des outils | Being a Digital Native, a Facebook User and a Future Teacher of French: When the Design of Pedagogical Scenarios Curbs the Use of Tools’ Features","year":2016,"lang":"fr","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Art","score_opus":0.09457105992931243,"score_gpt":0.27810777780674084,"score_spread":0.18353671787742842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2509738815","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7135036,0.0013867598,0.017036319,0.0064809597,0.00020680393,0.00012906984,0.0004630923,0.00024184283,0.26055166],"genre_scores_gemma":[0.9709745,0.00055218633,0.0041030603,0.00024637903,0.00004197222,0.00013253203,0.00012733684,0.00007724055,0.023744768],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9948403,0.0029401868,0.00020225297,0.00064418284,0.0010483759,0.00032467538],"domain_scores_gemma":[0.9904516,0.0059546847,0.0011241189,0.00079344964,0.0011496753,0.00052644685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003799477,0.0003523086,0.00027290944,0.0014509535,0.0027469168,0.0082743205,0.00054161914,0.0011841304,0.0111039765],"category_scores_gemma":[0.015680553,0.00020392842,0.00033784445,0.0010659741,0.003269071,0.006892053,0.0022017162,0.000970471,0.0016736065],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024257896,0.00013630188,0.09928373,0.0005481918,0.00005183693,0.0010295667,0.58432776,0.0004967945,0.006717365,0.13757685,0.006779005,0.16281006],"study_design_scores_gemma":[0.000028199993,0.00027645892,0.11800673,0.0007936306,0.00007919019,0.001428957,0.3603722,0.0023479473,0.004302299,0.02507348,0.4871217,0.00016919011],"about_ca_topic_score_codex":0.0060793627,"about_ca_topic_score_gemma":0.01097832,"teacher_disagreement_score":0.0111039765,"about_ca_system_score_codex":0.0023149136,"about_ca_system_score_gemma":0.0015929008,"threshold_uncertainty_score":0.03714657},"labels":[],"label_agreement":null},{"id":"W2510195618","doi":"10.5539/elt.v9n10p47","title":"Chinese University EFL Undergraduate Students’ Perceptions towards EGAP Reading and Writing Courses","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Reading (process); Mathematics education; Academic writing; Perception; English for academic purposes; Higher education; Academic year; Pedagogy; Linguistics","score_opus":0.012512118390197745,"score_gpt":0.27548622270856854,"score_spread":0.2629741043183708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2510195618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992322,0.000018431423,0.000017577913,0.00006149553,0.0000027569927,0.000004295387,0.000005364265,0.0000010649507,0.0006568017],"genre_scores_gemma":[0.9986987,0.000062897925,0.000035973895,0.00009713212,0.00000445264,0.000008994546,0.000015000928,0.0000010156948,0.0010759248],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99924135,0.0001592438,0.00006623061,0.000063172505,0.0002420128,0.00022800051],"domain_scores_gemma":[0.9968746,0.00045361955,0.00068950554,0.000063733845,0.00051754,0.0014009939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001483005,0.00027753465,0.0002761105,0.00078662595,0.0016611124,0.0017341082,0.00027194427,0.00059358624,0.0035838904],"category_scores_gemma":[0.0032709546,0.00016025706,0.00023497624,0.0007163272,0.00095412246,0.00069685496,0.0009978993,0.00068390206,0.00042425806],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001324987,0.0007972738,0.7611825,0.00014044093,0.000024469622,0.0011772272,0.19504498,0.0001481281,0.008447086,0.0004945412,0.0009864692,0.031424403],"study_design_scores_gemma":[0.0000136446515,0.000515795,0.75876504,0.00005261036,0.000019137071,0.00031526867,0.23569003,0.00037465867,0.0010661964,0.00013140234,0.003017682,0.00003860769],"about_ca_topic_score_codex":0.012567682,"about_ca_topic_score_gemma":0.018655403,"teacher_disagreement_score":0.012567682,"about_ca_system_score_codex":0.0010404384,"about_ca_system_score_gemma":0.0013623312,"threshold_uncertainty_score":0.024989009},"labels":[],"label_agreement":null},{"id":"W2510942637","doi":"10.3968/8161","title":"Needs Assessment in ESP: A Review","year":2016,"lang":"en","type":"review","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cornerstone; Needs analysis; English for specific purposes; Lingua franca; English as a lingua franca; Field (mathematics); English language; Needs assessment; Psychology; Domain (mathematical analysis); Pedagogy; Linguistics; Computer science; Engineering ethics; Mathematics education; Sociology; Engineering","score_opus":0.06156573852516886,"score_gpt":0.4127256622222297,"score_spread":0.35115992369706084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2510942637","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00021181795,0.9985689,0.00010185463,0.00037168295,0.00006842972,0.000017226515,0.000020295029,0.0000030338365,0.0006366777],"genre_scores_gemma":[0.0017277498,0.99768615,0.0002428812,0.00016379525,0.00004592838,0.000024987645,0.000021709871,0.0000011604237,0.00008566709],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980325,0.0005937645,0.00060184515,0.00018829414,0.00051801803,0.000065510634],"domain_scores_gemma":[0.9886622,0.009117811,0.000836853,0.00012565058,0.0011117156,0.0001456865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037442322,0.0009553149,0.0017581115,0.008705799,0.00060650246,0.0021731062,0.001489221,0.0017395051,0.0038813483],"category_scores_gemma":[0.011335499,0.0004976089,0.0013850393,0.009389108,0.0010795313,0.0035257766,0.001498742,0.0014382236,0.0006247033],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005423074,0.00011574146,0.0007483724,0.19537108,0.00023525169,0.0002473478,0.0009627036,0.0002236409,0.000214249,0.0034057554,0.012203639,0.7862179],"study_design_scores_gemma":[0.000025719915,0.00014100429,0.0066420054,0.42283025,0.0014043844,0.002508849,0.002542923,0.00019311639,0.0003642786,0.004153366,0.55913115,0.00006301148],"about_ca_topic_score_codex":0.0050142435,"about_ca_topic_score_gemma":0.008364796,"teacher_disagreement_score":0.008705799,"about_ca_system_score_codex":0.0020652018,"about_ca_system_score_gemma":0.0065747523,"threshold_uncertainty_score":0.019801617},"labels":[],"label_agreement":null},{"id":"W2511199504","doi":"10.2991/icsshe-16.2016.42","title":"An Investigative Study on the Listening Comprehension Strategies Employed in International English Language Testing System (IELTS)","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Listening comprehension; Natural language processing; Language assessment; Active listening; Linguistics; Artificial intelligence; Psychology; Communication","score_opus":0.07767572923676751,"score_gpt":0.2866536055639237,"score_spread":0.2089778763271562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2511199504","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997614,0.00011985233,0.0007952571,0.000053649146,0.000006760671,0.00004820558,0.000017886468,0.000005555976,0.00133889],"genre_scores_gemma":[0.99546933,0.00034617636,0.0020768887,0.000110869114,0.000022101493,0.0000820284,0.000053944368,0.0000057317916,0.0018330095],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973865,0.0013414653,0.00027594084,0.00024356385,0.0004592359,0.00029336824],"domain_scores_gemma":[0.99259007,0.0041369568,0.0015061847,0.00034857556,0.0010340272,0.0003841941],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033774215,0.0004737247,0.00024992522,0.0012600302,0.00083265605,0.0009815473,0.000492787,0.00055021164,0.0011528889],"category_scores_gemma":[0.012007085,0.00021500517,0.00035046265,0.0004984682,0.00071364635,0.0010478562,0.0008836679,0.00068612007,0.00028913358],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034004968,0.0027475066,0.43127015,0.00065026287,0.0000726012,0.00463079,0.3837017,0.00016433836,0.049146987,0.00085199066,0.00075851835,0.12566504],"study_design_scores_gemma":[0.000028349505,0.0064993748,0.5310112,0.00046109073,0.00022592509,0.010808531,0.40017617,0.0010823879,0.032893218,0.00069392734,0.016001455,0.00011829486],"about_ca_topic_score_codex":0.00052068575,"about_ca_topic_score_gemma":0.0012546369,"teacher_disagreement_score":0.0033774215,"about_ca_system_score_codex":0.0003681865,"about_ca_system_score_gemma":0.0005271391,"threshold_uncertainty_score":0.017861724},"labels":[],"label_agreement":null},{"id":"W2511533599","doi":"10.14746/ssllt.2016.6.1.8","title":"Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":76,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"University of Victoria","keywords":"Corrective feedback; Peer feedback; Perception; Psychology; Context (archaeology); Repetition (rhetorical device); English as a foreign language; Foreign language; Mathematics education; Linguistics","score_opus":0.019204863599600313,"score_gpt":0.30053463183033685,"score_spread":0.2813297682307365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2511533599","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995907,0.00002763304,0.000039015427,0.000016537446,0.0000012818077,0.000007637817,0.000004180978,0.0000027563567,0.00031016188],"genre_scores_gemma":[0.9994562,0.000054555956,0.00010806757,0.000012784096,0.000001825376,0.000017235381,0.0000122954825,0.0000023410546,0.00033466396],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9961533,0.0013075622,0.00032398687,0.0003644065,0.0014560047,0.00039479975],"domain_scores_gemma":[0.9876474,0.0057759467,0.002467247,0.00027848958,0.0021444326,0.0016864197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004615895,0.00039122062,0.0005733007,0.0014534468,0.001353822,0.0020215183,0.00058888487,0.00060237566,0.0012704991],"category_scores_gemma":[0.015137593,0.000300494,0.00030768322,0.0005670494,0.001397126,0.00093222375,0.0019226978,0.00079841644,0.00018114291],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005297454,0.0009601686,0.44205925,0.000298639,0.000038958435,0.0010569412,0.50922424,0.00018454286,0.014897263,0.00018964637,0.0002657962,0.03029474],"study_design_scores_gemma":[0.000022790171,0.0013161164,0.73851156,0.000094140676,0.000043728738,0.0003571734,0.25433552,0.0007067449,0.0032850367,0.00009237821,0.0011491185,0.000085619],"about_ca_topic_score_codex":0.016117658,"about_ca_topic_score_gemma":0.018784989,"teacher_disagreement_score":0.016117658,"about_ca_system_score_codex":0.0018195896,"about_ca_system_score_gemma":0.0017274249,"threshold_uncertainty_score":0.03204769},"labels":[],"label_agreement":null},{"id":"W2512225975","doi":"10.5539/elt.v9n9p179","title":"A Study on Anxiety in Chinese EFL University Students","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Foreign language; Summer camp; Pedagogy; Mathematics education; Developmental psychology","score_opus":0.013078837924376622,"score_gpt":0.26467922899040747,"score_spread":0.2516003910660308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2512225975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99943763,0.00003548607,0.000017933678,0.00006001708,0.000004730993,0.00002324902,0.000012848735,9.3629416e-7,0.00040705648],"genre_scores_gemma":[0.9990527,0.00013343147,0.00005371535,0.00014124077,0.000014758526,0.00005924431,0.000028775234,8.377997e-7,0.00051518716],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994704,0.00012572574,0.000035746132,0.0000496195,0.00008607496,0.00023254938],"domain_scores_gemma":[0.99861467,0.00024702138,0.00019794397,0.000042455158,0.00019255224,0.00070535525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008552594,0.0005334627,0.000497291,0.0011326467,0.0030735896,0.0014774407,0.00037307295,0.00067933544,0.0014908584],"category_scores_gemma":[0.001391845,0.00038934118,0.0005725561,0.0009996621,0.0011416047,0.000706848,0.0009870972,0.0012162605,0.00022944917],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017924975,0.0026120427,0.52766126,0.00021925045,0.00003609906,0.0018896039,0.43746677,0.00003985222,0.0071784193,0.00026699374,0.00073653663,0.021713965],"study_design_scores_gemma":[0.00003133951,0.002747926,0.729793,0.000043467513,0.000036311263,0.00076333934,0.26331228,0.00009104324,0.0006623645,0.00007157026,0.002407,0.000040319905],"about_ca_topic_score_codex":0.016594842,"about_ca_topic_score_gemma":0.023323007,"teacher_disagreement_score":0.016594842,"about_ca_system_score_codex":0.0016554499,"about_ca_system_score_gemma":0.001951213,"threshold_uncertainty_score":0.032996476},"labels":[],"label_agreement":null},{"id":"W2512342973","doi":"10.5539/elt.v9n9p156","title":"Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Intrinsic motivation; Class (philosophy); Social psychology; Mathematics education; Significant difference; Group work","score_opus":0.022263031205673748,"score_gpt":0.27643721195212084,"score_spread":0.2541741807464471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2512342973","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99978477,0.00001897528,0.000016881553,0.00002928407,0.0000022833997,0.0000057585667,0.000005000873,4.2789523e-7,0.00013662178],"genre_scores_gemma":[0.99938023,0.000033900524,0.00003842308,0.000063226245,0.000004888316,0.0000133140275,0.000024277802,0.0000014521809,0.0004402681],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992505,0.000090452435,0.00006680022,0.000113684546,0.00016398967,0.0003144546],"domain_scores_gemma":[0.9984591,0.00010233188,0.00033272538,0.000044581848,0.00024282193,0.0008184446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00076230185,0.00030985716,0.00052107224,0.0014356246,0.002228871,0.0017112902,0.00036818243,0.0007638791,0.0015009635],"category_scores_gemma":[0.001527021,0.00036742524,0.0005772257,0.0008700706,0.0011602942,0.00089326856,0.0019479194,0.00069106714,0.0002641474],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031907638,0.0008170436,0.9140403,0.000064767446,0.000042641004,0.00079360756,0.06926175,0.00002345753,0.0030761824,0.00013302147,0.00020323279,0.0112249255],"study_design_scores_gemma":[0.000018397912,0.0003622211,0.9379157,0.000017510498,0.00002332622,0.00033688935,0.06020555,0.00008167361,0.00027935076,0.00006310218,0.00067655614,0.000019719506],"about_ca_topic_score_codex":0.011369435,"about_ca_topic_score_gemma":0.018442992,"teacher_disagreement_score":0.011369435,"about_ca_system_score_codex":0.0010050931,"about_ca_system_score_gemma":0.0012634745,"threshold_uncertainty_score":0.022606492},"labels":[],"label_agreement":null},{"id":"W2514339545","doi":"10.3968/8530","title":"On Teacher Talk From the Perspective of Dialogue Theory","year":2016,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Mathematics education; Quality (philosophy); English as a foreign language; Pedagogy; Foreign language; College English; Psychology; Computer science","score_opus":0.039577539787835375,"score_gpt":0.3146849647887038,"score_spread":0.2751074250008684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2514339545","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.049920265,0.03222459,0.2511524,0.035353865,0.0019288765,0.00026852058,0.00016624553,0.00025528422,0.62873006],"genre_scores_gemma":[0.953851,0.009476851,0.015865518,0.002416218,0.0009845794,0.00043294422,0.000076132805,0.00014559587,0.016751263],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98663807,0.0108669475,0.00032049854,0.00074761297,0.0008625521,0.00056425174],"domain_scores_gemma":[0.98953116,0.008962041,0.00043707728,0.00025105942,0.00047818452,0.00034052128],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062918486,0.0010355312,0.00080832926,0.00419861,0.00515862,0.010248201,0.0014716038,0.004135415,0.0058073234],"category_scores_gemma":[0.0069759344,0.00040071653,0.0010002867,0.0020427075,0.030326886,0.014206263,0.004417808,0.0047855214,0.00085694564],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002358325,0.000023904517,0.00028231688,0.00024403752,0.000010406752,0.00034924838,0.06485663,0.00048527244,0.00020459111,0.9247202,0.0010415221,0.007758208],"study_design_scores_gemma":[0.00006366875,0.00014960566,0.00084306655,0.00091740326,0.000031539726,0.001042641,0.069621064,0.0033937017,0.00055902405,0.774643,0.14868332,0.00005201609],"about_ca_topic_score_codex":0.0020122728,"about_ca_topic_score_gemma":0.00085809606,"teacher_disagreement_score":0.010248201,"about_ca_system_score_codex":0.0050678304,"about_ca_system_score_gemma":0.002998985,"threshold_uncertainty_score":0.036769807},"labels":[],"label_agreement":null},{"id":"W2516586907","doi":"10.5539/elt.v9n10p39","title":"Foreign Language Teachers’ Professional Development through Peer Observation Programme","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Professional development; Peer feedback; Mathematics education; Pedagogy; Perception; Peer review; Foreign language; Process (computing); English as a foreign language; Medical education; Political science; Medicine; Computer science","score_opus":0.04056332403184305,"score_gpt":0.277949743931284,"score_spread":0.23738641989944098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2516586907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98515874,0.00020213891,0.0043005096,0.0005212271,0.000049125887,0.0010761948,0.00006544265,0.00011360786,0.008512963],"genre_scores_gemma":[0.986452,0.00032567178,0.00793559,0.00007057549,0.000026920912,0.0007659045,0.000051138974,0.00001653174,0.004355693],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98881125,0.008234067,0.0003939839,0.0006715046,0.0012104131,0.00067874335],"domain_scores_gemma":[0.9831466,0.0071030497,0.0017775032,0.0018954122,0.003563664,0.0025138094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011391785,0.0003551187,0.0004205127,0.0008609265,0.002057216,0.001394381,0.0011772413,0.00042033955,0.0030942687],"category_scores_gemma":[0.01764858,0.00041967133,0.00034219248,0.0005042737,0.00083562004,0.0013942802,0.0030437286,0.00091815856,0.0006131653],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00075755233,0.005519066,0.12167817,0.00095712236,0.00008128896,0.0018140988,0.33872184,0.0007306413,0.012275773,0.0008328778,0.007899698,0.5087318],"study_design_scores_gemma":[0.0006754076,0.013052985,0.4128889,0.0011047424,0.00029966785,0.002060433,0.46160406,0.006088956,0.01672984,0.0011850111,0.08403384,0.00027625382],"about_ca_topic_score_codex":0.0054486264,"about_ca_topic_score_gemma":0.009426511,"teacher_disagreement_score":0.011391785,"about_ca_system_score_codex":0.0013818535,"about_ca_system_score_gemma":0.005218989,"threshold_uncertainty_score":0.06024623},"labels":[],"label_agreement":null},{"id":"W2518618574","doi":"10.3917/ls.157.0039","title":"L’investissement dans la littératie : identités sociales et capital symbolique","year":2016,"lang":"fr","type":"article","venue":"Langage et société","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Art; Sociology","score_opus":0.049374185747891756,"score_gpt":0.3299373424479339,"score_spread":0.2805631567000421,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2518618574","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8453224,0.0037716092,0.008723657,0.0055381996,0.0001431183,0.000052663137,0.00009013438,0.00004032797,0.13631798],"genre_scores_gemma":[0.97667307,0.001473575,0.0021077062,0.00024455984,0.00003678682,0.000041118736,0.00003425689,0.00002158613,0.019367348],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9948539,0.002877302,0.00020883288,0.00037879663,0.0011069184,0.00057414506],"domain_scores_gemma":[0.99118525,0.004905744,0.0014633413,0.0006062128,0.00090987573,0.00092954363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005178772,0.00031677436,0.00032697743,0.0016962747,0.0037098303,0.00769945,0.0005993727,0.0007974113,0.0066338317],"category_scores_gemma":[0.009948219,0.00021913575,0.00022223532,0.0021269498,0.007928968,0.005727004,0.0041224454,0.0016472748,0.00065599795],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000715673,0.00012403088,0.051378723,0.00033009014,0.00003769886,0.00095104816,0.63226634,0.0002701773,0.002752739,0.19171967,0.0025375122,0.117560364],"study_design_scores_gemma":[0.000016259826,0.00018905175,0.10283,0.0009561486,0.00005560216,0.0013361652,0.42329732,0.0007232698,0.0022013795,0.030991249,0.43730968,0.00009393066],"about_ca_topic_score_codex":0.013960633,"about_ca_topic_score_gemma":0.024989575,"teacher_disagreement_score":0.013960633,"about_ca_system_score_codex":0.004581165,"about_ca_system_score_gemma":0.0069088293,"threshold_uncertainty_score":0.03323883},"labels":[],"label_agreement":null},{"id":"W2521110206","doi":"10.5539/ijel.v6n5p121","title":"A Study on Science Students’ Understanding of Three Lemmas: State Verb, Action Verb and Noun in the State Run Colleges in Pakistan","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Noun; Verb; Lemma (botany); Linguistics; Action (physics); Grammar; Psychology; Computer science; Test (biology); Natural language processing; Mathematics; Philosophy","score_opus":0.09065979369549719,"score_gpt":0.36341113383610857,"score_spread":0.27275134014061136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2521110206","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994885,0.000013649605,0.000024967365,0.000045946323,0.0000018380018,0.000006610723,0.0000091092525,5.3275085e-7,0.00040889793],"genre_scores_gemma":[0.998212,0.000091192705,0.00009063037,0.00007999986,0.0000024428089,0.000012774807,0.000029524845,0.0000016102003,0.0014797295],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9994118,0.00014177705,0.00005222944,0.00009181285,0.00012936344,0.0001730069],"domain_scores_gemma":[0.99774534,0.00088634086,0.00045704786,0.00007120377,0.00035728293,0.0004826711],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001189532,0.00028827038,0.00041324832,0.0007908221,0.0022426322,0.0019879283,0.0004440232,0.0008528917,0.0027931319],"category_scores_gemma":[0.0033294682,0.00041851273,0.00037571127,0.00080118567,0.0017216712,0.0016017297,0.00071829703,0.001889857,0.00070940534],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009435185,0.0013504773,0.26320332,0.00012504049,0.000012205083,0.002743954,0.711154,0.000059489095,0.006207271,0.00040674323,0.0004197337,0.014223563],"study_design_scores_gemma":[0.000011588224,0.0012575246,0.32840192,0.0000618392,0.000015846988,0.001154538,0.6624807,0.00026250648,0.0015123121,0.00023947815,0.0045636436,0.000038124486],"about_ca_topic_score_codex":0.015116381,"about_ca_topic_score_gemma":0.031013874,"teacher_disagreement_score":0.015116381,"about_ca_system_score_codex":0.0010092335,"about_ca_system_score_gemma":0.0017604866,"threshold_uncertainty_score":0.030056834},"labels":[],"label_agreement":null},{"id":"W2521169015","doi":"10.5539/elt.v9n10p142","title":"Exploring Instructors’ Rationale and Perspectives in Using Blogs as a Tool for Teaching English as a Second Language","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Popularity; Psychology; Lagging; Checklist; Qualitative research; Higher education; Perspective (graphical); Pedagogy; Language education; Mathematics education; Electronic publishing; The Internet; Sociology; World Wide Web; Social psychology; Social science; Computer science","score_opus":0.05640413941012884,"score_gpt":0.2731367289697492,"score_spread":0.21673258955962038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2521169015","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9683714,0.00035227937,0.0048888237,0.008509562,0.00022401469,0.0001663674,0.00003675144,0.000041507803,0.017409367],"genre_scores_gemma":[0.98992425,0.00046026855,0.0026627341,0.0013919302,0.000035255045,0.00010402451,0.000021114965,0.000020391995,0.0053799995],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9920826,0.005317758,0.0002671054,0.0004096358,0.0012790735,0.0006438048],"domain_scores_gemma":[0.9708345,0.018291347,0.0021424515,0.00057826913,0.0047526923,0.0034008257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010644036,0.00027774958,0.00020816117,0.0011158134,0.0040395567,0.007513792,0.0010275469,0.0016037662,0.0019189342],"category_scores_gemma":[0.031051489,0.00035450648,0.000264089,0.0006067178,0.0031371315,0.0031575477,0.002197343,0.002897913,0.00048198432],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009991311,0.0005723035,0.05931512,0.0003231084,0.000018682136,0.0028361906,0.87246066,0.000141054,0.00790593,0.0070277615,0.003418979,0.04588025],"study_design_scores_gemma":[0.000021226082,0.0002663024,0.009315686,0.00038558998,0.000017846782,0.0007517994,0.94112664,0.00052989356,0.0023472044,0.0010487691,0.044149958,0.0000390196],"about_ca_topic_score_codex":0.0019985875,"about_ca_topic_score_gemma":0.005120451,"teacher_disagreement_score":0.010644036,"about_ca_system_score_codex":0.0023420579,"about_ca_system_score_gemma":0.0042499695,"threshold_uncertainty_score":0.0562917},"labels":[],"label_agreement":null},{"id":"W2521235515","doi":"10.5539/ijel.v6n5p170","title":"Perception of EFL Teachers’ Satisfaction on Pedagogical Process","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Northern Illinois University","keywords":"Competence (human resources); Curriculum; Perception; Psychology; Mathematics education; Pedagogy; Social psychology","score_opus":0.06263344026604911,"score_gpt":0.3419141229708132,"score_spread":0.2792806827047641,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2521235515","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99901986,0.000022161716,0.000044953442,0.00007064572,0.00000219749,0.0000024890496,0.000016197351,0.0000027660553,0.00081884296],"genre_scores_gemma":[0.9994593,0.000021075848,0.00002436427,0.000020675754,0.000002394527,0.0000034206525,0.000025435034,0.000001582411,0.00044174938],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985891,0.0004269018,0.00014360932,0.00009445851,0.00043463268,0.00031138436],"domain_scores_gemma":[0.99223304,0.0022790646,0.0024627526,0.00016575858,0.0016695983,0.0011897425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014079731,0.00013573599,0.00028977133,0.000599255,0.00078178686,0.0014371928,0.00026711685,0.00042425183,0.0036003771],"category_scores_gemma":[0.0061484626,0.00012971528,0.00018027707,0.0006212951,0.0005895461,0.00052783097,0.000669266,0.0005545076,0.0004666343],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016287774,0.00036116436,0.9049516,0.00008511136,0.000019931651,0.0005554586,0.06869918,0.00011655387,0.0030711798,0.00015800419,0.0006092123,0.021209847],"study_design_scores_gemma":[0.0000071813442,0.00027430174,0.87555814,0.000020901745,0.000008885927,0.00028864839,0.12138131,0.00024590947,0.00050618395,0.00003997765,0.0016556883,0.000012781099],"about_ca_topic_score_codex":0.0044081016,"about_ca_topic_score_gemma":0.0043751462,"teacher_disagreement_score":0.0044081016,"about_ca_system_score_codex":0.0006971732,"about_ca_system_score_gemma":0.0004912777,"threshold_uncertainty_score":0.012044489},"labels":[],"label_agreement":null},{"id":"W2521657698","doi":"10.5539/ijel.v6n5p156","title":"Effects of Interactive Text Chat and Independent Writing on Iranian EFL Language Learning","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":true,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Foreign language; Computer science; Psychology; Production (economics); Mathematics education; Linguistics","score_opus":0.009536169934879705,"score_gpt":0.2626434580569878,"score_spread":0.2531072881221081,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2521657698","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99801105,0.00008053101,0.00029748506,0.000026731048,0.000013205183,0.000029634464,0.000009520157,0.000017851113,0.0015140208],"genre_scores_gemma":[0.9967288,0.000098775505,0.0017055473,0.000027491322,0.000028212726,0.000108857384,0.00003006774,0.0000093189765,0.001263066],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9967908,0.0017959976,0.00021641285,0.00036299232,0.00057964865,0.00025410065],"domain_scores_gemma":[0.9752917,0.019107906,0.0018714493,0.0006839346,0.00083944836,0.0022055332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022118937,0.000563555,0.0005943805,0.0006491334,0.0005478752,0.0009693414,0.00067884394,0.0004340999,0.004252212],"category_scores_gemma":[0.016958237,0.00021153734,0.00047563072,0.0003304481,0.00064745656,0.00069278927,0.0012576915,0.0006514318,0.0003537723],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.035027005,0.032768164,0.10322103,0.0024636756,0.00048120707,0.002436111,0.03744419,0.0025805891,0.09941183,0.0009651776,0.001279906,0.6819211],"study_design_scores_gemma":[0.0025613687,0.12814519,0.7581346,0.0005019091,0.0013945578,0.0017593951,0.02796888,0.006515255,0.062317465,0.002123003,0.008361787,0.00021647308],"about_ca_topic_score_codex":0.000621479,"about_ca_topic_score_gemma":0.0007235073,"teacher_disagreement_score":0.004252212,"about_ca_system_score_codex":0.0003110841,"about_ca_system_score_gemma":0.0006596259,"threshold_uncertainty_score":0.014225125},"labels":[],"label_agreement":null},{"id":"W2523344412","doi":"10.5539/ijel.v6n5p74","title":"The Effect of Working Memory on EFL Learners’ Oral Fluency","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Working memory; Psychology; Task (project management); Competence (human resources); Affect (linguistics); Cognitive psychology; Cognition; Memory span; Test (biology); Second language; Short-term memory; Mathematics education; Linguistics; Social psychology; Communication","score_opus":0.028060524718148884,"score_gpt":0.27801808014753737,"score_spread":0.2499575554293885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2523344412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996171,0.000040002353,0.000056002667,0.0000066616817,0.0000010708961,0.0000019635634,0.000007770696,0.0000013546644,0.00026808318],"genre_scores_gemma":[0.99973696,0.000019040266,0.0000625039,0.0000032205546,0.000002109416,0.0000048217785,0.0000127302665,0.0000012208865,0.00015743134],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99935156,0.00021194697,0.000080558166,0.00010526704,0.00017474098,0.000075882715],"domain_scores_gemma":[0.9909374,0.0055943416,0.001724691,0.00042041816,0.0004648096,0.0008583591],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000899623,0.00027833172,0.00028122155,0.00044722055,0.00022628804,0.0008326184,0.00022520625,0.0002584109,0.0016870679],"category_scores_gemma":[0.0060831816,0.000116049734,0.00021577963,0.00019741718,0.00047995328,0.0003707701,0.00061640085,0.00029993444,0.00019444068],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023536745,0.0011607059,0.90607995,0.000090106114,0.00015873421,0.0008737058,0.006355467,0.000525033,0.033374786,0.00017337808,0.00011214849,0.048742346],"study_design_scores_gemma":[0.000016132328,0.0008542145,0.9928814,0.000011172107,0.000038798225,0.00024761257,0.0011587794,0.00042456985,0.003944952,0.0001973697,0.00021155765,0.000013537862],"about_ca_topic_score_codex":0.0006296493,"about_ca_topic_score_gemma":0.0006458234,"teacher_disagreement_score":0.0016870679,"about_ca_system_score_codex":0.00019953535,"about_ca_system_score_gemma":0.0002271995,"threshold_uncertainty_score":0.0056438446},"labels":[],"label_agreement":null},{"id":"W2523523591","doi":"10.5539/ijel.v6n5p146","title":"Classroom Ideologies and Teaching Practices of Native and Non-native English Teachers in EFL Classrooms","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ideology; Divergence (linguistics); Convergence (economics); Context (archaeology); Set (abstract data type); Mathematics education; Class (philosophy); Variety (cybernetics); Pedagogy; Sociology; Psychology; Linguistics; Political science; Computer science; Geography; Politics; Philosophy","score_opus":0.028618963815442947,"score_gpt":0.3097456416178328,"score_spread":0.28112667780238987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2523523591","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999111,0.000033719556,0.00004118134,0.00003209636,0.0000017631594,0.0000035206047,0.000003591217,0.0000011864258,0.0007719492],"genre_scores_gemma":[0.99902165,0.00005644272,0.00007096917,0.000019832503,0.00000156586,0.000011563355,0.000008124554,0.0000025357438,0.0008073524],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976291,0.0010560208,0.000182654,0.0002973993,0.00040644006,0.00042829625],"domain_scores_gemma":[0.9934162,0.0033167074,0.0012204709,0.00027414452,0.0009070885,0.0008653716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003677588,0.00023004937,0.0006681032,0.0023209464,0.004037993,0.004487004,0.0005692304,0.0007128847,0.0012501368],"category_scores_gemma":[0.0076666432,0.00038315187,0.0002821379,0.00077142037,0.0042016013,0.0015313209,0.0030527578,0.001153281,0.000282785],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006137495,0.00017560195,0.07262063,0.000030725147,0.000007193756,0.00060029206,0.91653866,0.000040072235,0.0023724777,0.00040650382,0.000093340415,0.0070530293],"study_design_scores_gemma":[0.000008904461,0.00012476066,0.06513479,0.000060078837,0.000006190734,0.00045167204,0.9317395,0.00011518883,0.0006870251,0.00022264635,0.0014265111,0.000022704273],"about_ca_topic_score_codex":0.0069590686,"about_ca_topic_score_gemma":0.013846716,"teacher_disagreement_score":0.0069590686,"about_ca_system_score_codex":0.0017759638,"about_ca_system_score_gemma":0.0013025965,"threshold_uncertainty_score":0.019449174},"labels":[],"label_agreement":null},{"id":"W2524881597","doi":"10.26083/tuprints-00012044","title":"Vocabulary Skills of French Immersion Students in their Second Language","year":2023,"lang":"en","type":"article","venue":"TUbilio (Technical University of Darmstadt)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Immersion (mathematics); Mathematics education; Psychology; Linguistics; Computer science; Mathematics; Philosophy","score_opus":0.012612951384455234,"score_gpt":0.23470234828093864,"score_spread":0.2220893968964834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2524881597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990319,0.000104956845,0.000038455433,0.000025755317,0.0000043039404,0.0000047536346,0.000038640163,0.000005316522,0.00074597483],"genre_scores_gemma":[0.99709463,0.00008318785,0.000057183333,0.000029516417,0.000002754082,0.000010224024,0.000084130486,0.0000025117372,0.0026359307],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996995,0.00003315905,0.00001945698,0.00006693293,0.0000770051,0.000104018116],"domain_scores_gemma":[0.9989918,0.00018158088,0.0001628466,0.000037367165,0.00023749082,0.00038897933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045633572,0.0004952977,0.0004820066,0.0010543771,0.00037760893,0.002104321,0.0003287914,0.00093477237,0.004565223],"category_scores_gemma":[0.002087406,0.00013649957,0.00037606567,0.00032427753,0.0006689576,0.0008241719,0.00082156353,0.00074975507,0.0012072163],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00076294446,0.0030237045,0.7633278,0.00022329869,0.00009384919,0.0029009215,0.083817914,0.00034197737,0.04025866,0.0012922669,0.0017256232,0.10223104],"study_design_scores_gemma":[0.000033665783,0.004809321,0.9502608,0.00007394901,0.000049812727,0.0024802485,0.031154342,0.0007127655,0.003088828,0.0007152018,0.0065524667,0.00006857538],"about_ca_topic_score_codex":0.009806882,"about_ca_topic_score_gemma":0.008445264,"teacher_disagreement_score":0.009806882,"about_ca_system_score_codex":0.0005268646,"about_ca_system_score_gemma":0.0005289493,"threshold_uncertainty_score":0.0194996},"labels":[],"label_agreement":null},{"id":"W2525957763","doi":"10.5539/ies.v9n10p202","title":"The Development and Proposal to Incorporate Multi-Integrated Instructional Strategies into Immigrant Chinese Language Classes","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Immigration; Class (philosophy); Mathematics education; Situated; Language acquisition; Globalization; Pedagogy; Psychology; Teaching method; Sociology; Computer science; Political science; Artificial intelligence","score_opus":0.037820859708218905,"score_gpt":0.35229279407924957,"score_spread":0.31447193437103066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2525957763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6654873,0.0013897199,0.19029316,0.009440768,0.0004968176,0.0072741574,0.00012125162,0.0017031564,0.12379369],"genre_scores_gemma":[0.59401476,0.0011921582,0.3785128,0.0007367629,0.00004033481,0.003175545,0.00012598252,0.000051197494,0.022150343],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99926335,0.00035066082,0.00005106853,0.00011306841,0.000115227354,0.00010666905],"domain_scores_gemma":[0.99931264,0.00015121435,0.00006312883,0.000047837184,0.00016891863,0.00025626837],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015298366,0.00047510193,0.00020773448,0.00088715897,0.0008771414,0.001777393,0.0016819783,0.0009177917,0.0025742794],"category_scores_gemma":[0.0016633978,0.00017301427,0.00046792268,0.00048461065,0.00081685634,0.0015473776,0.0013366612,0.0007727944,0.0004976502],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000120353114,0.005816204,0.012363365,0.0011103745,0.000044145785,0.0006995094,0.023113983,0.0017216171,0.01686808,0.04043349,0.0065513784,0.8911575],"study_design_scores_gemma":[0.0014997508,0.008897347,0.11480463,0.002928641,0.0012028957,0.002646397,0.111048885,0.066094376,0.07217846,0.040449325,0.57788473,0.0003645502],"about_ca_topic_score_codex":0.0038326455,"about_ca_topic_score_gemma":0.0049460093,"teacher_disagreement_score":0.0038326455,"about_ca_system_score_codex":0.0012637097,"about_ca_system_score_gemma":0.007551096,"threshold_uncertainty_score":0.009168863},"labels":[],"label_agreement":null},{"id":"W2529004914","doi":"10.2139/ssrn.2847467","title":"Weblogs on Language Learning: A Technology-Enhanced Instruction in a Tertiary-Level EFL Classroom in China","year":2016,"lang":"en","type":"article","venue":"SSRN Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lambton College","funders":"","keywords":"Affordance; English for academic purposes; Reading (process); Mathematics education; Language acquisition; Psychology; Pedagogy; Computer science; Linguistics","score_opus":0.008197336595530635,"score_gpt":0.22806674550854228,"score_spread":0.21986940891301165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2529004914","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99501747,0.00006887119,0.00016730504,0.00022162034,0.000013502075,0.000046947265,0.000024554858,0.000025411306,0.0044143754],"genre_scores_gemma":[0.990957,0.00014283611,0.00059049705,0.00008632726,0.0000144013975,0.000028894758,0.00005898039,0.0000098087885,0.008111139],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99970156,0.00006114339,0.000022421436,0.00005408735,0.00006776417,0.00009292736],"domain_scores_gemma":[0.99929166,0.0000915991,0.000047890135,0.000030375168,0.00009363441,0.00044485967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059614435,0.00024118059,0.00024255221,0.0008591085,0.0020670325,0.0010161196,0.00053411373,0.00046586362,0.00656782],"category_scores_gemma":[0.0007329827,0.0001504216,0.00020854837,0.00063830503,0.0005451636,0.0009617378,0.0013400211,0.00042033734,0.0005889904],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007603104,0.0126078185,0.32006773,0.0010043399,0.000039675633,0.0049051167,0.055545084,0.0022150637,0.020467639,0.007252861,0.011612095,0.56352234],"study_design_scores_gemma":[0.0003164011,0.003210775,0.83507526,0.00038510398,0.00018287213,0.00082987145,0.07884579,0.010605203,0.01218663,0.003540501,0.054693196,0.00012843993],"about_ca_topic_score_codex":0.02107596,"about_ca_topic_score_gemma":0.048544973,"teacher_disagreement_score":0.02107596,"about_ca_system_score_codex":0.0015499797,"about_ca_system_score_gemma":0.007850413,"threshold_uncertainty_score":0.041906595},"labels":[],"label_agreement":null},{"id":"W2532554194","doi":"10.5539/elt.v9n11p85","title":"Corrective Feedback in SLA: Theoretical Relevance and Empirical Research","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Social Science Fund of China; Guangdong University of Foreign Studies","keywords":"Corrective feedback; Second-language acquisition; Psychology; Relevance (law); Empirical research; Language production; Cognitive psychology; Sociocultural evolution; Language acquisition; Theoretical linguistics; Language proficiency; Cognition; Linguistics; Cognitive science; Epistemology; Mathematics education; Sociology","score_opus":0.04085447156159751,"score_gpt":0.34753122998462704,"score_spread":0.30667675842302955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2532554194","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65111446,0.13837902,0.02235414,0.04110986,0.00050866755,0.0005514499,0.00040628298,0.00010074533,0.14547531],"genre_scores_gemma":[0.97428495,0.020458257,0.0023878242,0.0010952762,0.00024458664,0.00014985928,0.000096490854,0.000025197996,0.0012575914],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9859291,0.0077394457,0.00087499694,0.001672669,0.002859713,0.00092411623],"domain_scores_gemma":[0.71422577,0.25741154,0.013572986,0.003354413,0.009692906,0.0017423347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015319712,0.0007324321,0.0010330367,0.0068354923,0.002517472,0.006672869,0.0023146812,0.00343227,0.01421655],"category_scores_gemma":[0.0711533,0.0008013284,0.0005097067,0.008568759,0.0113867,0.012089486,0.0037889874,0.0041387253,0.0010993063],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000436058,0.003990425,0.15606496,0.008317212,0.00019936099,0.0016577932,0.06541671,0.003493806,0.0006608329,0.47528592,0.0046362635,0.27984077],"study_design_scores_gemma":[0.00026622866,0.00094115525,0.24878235,0.026460126,0.00048139767,0.0030370436,0.23471752,0.02116441,0.0014600327,0.4116875,0.05073575,0.00026649525],"about_ca_topic_score_codex":0.008753456,"about_ca_topic_score_gemma":0.006370479,"teacher_disagreement_score":0.015319712,"about_ca_system_score_codex":0.005384621,"about_ca_system_score_gemma":0.0062655485,"threshold_uncertainty_score":0.0810194},"labels":[],"label_agreement":null},{"id":"W2532600142","doi":"10.5539/elt.v9n11p59","title":"Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Psychology; Mathematics education; Positive attitude; Language proficiency; Social psychology","score_opus":0.02370729758354775,"score_gpt":0.26274513579520103,"score_spread":0.23903783821165328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2532600142","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991454,0.00008202254,0.000017801574,0.00008740635,0.0000037681496,0.000004301975,0.00001571743,0.0000014931966,0.000642057],"genre_scores_gemma":[0.99825615,0.00017227634,0.000056803776,0.000047873873,0.000002481825,0.0000074210934,0.00002259205,0.0000012117779,0.0014331507],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958926,0.00007868119,0.000046082478,0.00004357529,0.00014422952,0.00009821595],"domain_scores_gemma":[0.9975293,0.0003125961,0.00058286247,0.00005843259,0.0008583667,0.0006583966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00073053397,0.000298264,0.00024730642,0.00050469517,0.0016356332,0.0014942994,0.00023482686,0.00045347112,0.004397759],"category_scores_gemma":[0.0017955678,0.0001757895,0.00020185056,0.00040954852,0.00038502418,0.00040358407,0.00050615205,0.00046942174,0.0008611833],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003491737,0.0008194614,0.8996073,0.00015339961,0.000026832104,0.0010223085,0.04972959,0.000117239164,0.008050069,0.00024504212,0.0013011215,0.038578317],"study_design_scores_gemma":[0.000017998365,0.0008504173,0.876802,0.00011486082,0.000038864975,0.00067922234,0.11184908,0.00048275964,0.0029307841,0.000100072626,0.0060837595,0.000050096543],"about_ca_topic_score_codex":0.019466672,"about_ca_topic_score_gemma":0.026806379,"teacher_disagreement_score":0.019466672,"about_ca_system_score_codex":0.00080260006,"about_ca_system_score_gemma":0.0011558374,"threshold_uncertainty_score":0.03870672},"labels":[],"label_agreement":null},{"id":"W253612476","doi":"","title":"Students Attitude in English and Vernacular Medium in Secondary Schools","year":2012,"lang":"en","type":"article","venue":"Researchers World – Journal of Arts Science & Commerce","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vernacular; Psychology; Medium of instruction; Institution; Mathematics education; Social psychology; Pedagogy; Sociology; Social science; Literature; Art","score_opus":0.1040921841830493,"score_gpt":0.37723271218058746,"score_spread":0.2731405279975382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W253612476","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99882215,0.00004762103,0.000015929429,0.00007357718,0.00001021421,0.00000624253,0.000008785949,0.0000012419661,0.0010140829],"genre_scores_gemma":[0.99884653,0.000059781025,0.000022302243,0.000067406705,0.000005174255,0.0000044773597,0.000012293632,9.573572e-7,0.0009809796],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99928457,0.00015064645,0.000049480146,0.00006463634,0.00029981864,0.00015095017],"domain_scores_gemma":[0.9974547,0.00028619944,0.0008072092,0.000047081736,0.00049924024,0.0009054888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00073024444,0.00018823252,0.00024171697,0.0006824674,0.0008446673,0.0015883802,0.00017642001,0.00044843482,0.0044204197],"category_scores_gemma":[0.0024198557,0.0001252522,0.00034125877,0.00038755723,0.00054704375,0.0004013756,0.0008064259,0.0008832125,0.00049861503],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001400867,0.0007975078,0.9506054,0.0001010612,0.00003478189,0.00058124354,0.03006993,0.00003393349,0.004418331,0.0002506841,0.0006179686,0.012349047],"study_design_scores_gemma":[0.000006531585,0.0005522982,0.9418325,0.000044825323,0.000018215225,0.00023966705,0.05475546,0.00007664421,0.0006468462,0.00007703465,0.0017371941,0.000012730594],"about_ca_topic_score_codex":0.0024208736,"about_ca_topic_score_gemma":0.004575104,"teacher_disagreement_score":0.0044204197,"about_ca_system_score_codex":0.00043498471,"about_ca_system_score_gemma":0.0004911866,"threshold_uncertainty_score":0.014787793},"labels":[],"label_agreement":null},{"id":"W2538001271","doi":"10.5206/cie-eci.v45i2.9294","title":"Book Review: Language acquisition in study abroad and formal instruction contexts","year":2016,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Linguistics; Computer science; Mathematics education; Psychology; Philosophy","score_opus":0.03855465128098263,"score_gpt":0.3731812342237591,"score_spread":0.3346265829427765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2538001271","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00020058033,0.9660135,0.00012823765,0.011055906,0.01438771,0.000029385024,0.00025604165,0.000021161888,0.007907556],"genre_scores_gemma":[0.0020301125,0.9458317,0.00028516326,0.00802952,0.0120080365,0.000115363466,0.0004611776,0.00003875622,0.031200107],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991611,0.00015847039,0.000105513005,0.000105711326,0.00040159802,0.00006756394],"domain_scores_gemma":[0.99509287,0.002592653,0.0003455496,0.00007602816,0.0015911683,0.00030161886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096898584,0.0007837434,0.002389976,0.0044320016,0.0005289264,0.0022769265,0.0011713387,0.002237059,0.029582167],"category_scores_gemma":[0.005576445,0.00045135798,0.0005803904,0.006446084,0.0008817196,0.0017573995,0.0011901667,0.0022504947,0.009059814],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004064805,0.00003430854,0.00017065051,0.0052883844,0.00003474837,0.00008760567,0.000046576923,0.000056808174,0.00016050864,0.00066265004,0.8494161,0.14400108],"study_design_scores_gemma":[0.00002536774,0.00004038188,0.0013996932,0.004371577,0.00005699735,0.00038660574,0.00007733438,0.000018212495,0.00007518206,0.00040193004,0.99313533,0.000011387386],"about_ca_topic_score_codex":0.011489185,"about_ca_topic_score_gemma":0.028850785,"teacher_disagreement_score":0.029582167,"about_ca_system_score_codex":0.0021631133,"about_ca_system_score_gemma":0.0060987496,"threshold_uncertainty_score":0.09896225},"labels":[],"label_agreement":null},{"id":"W2540120824","doi":"10.5539/jel.v5n4p259","title":"Understanding Written Corrective Feedback in Second-Language Grammar Acquisition","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"George Mason University","keywords":"Corrective feedback; Grammar; Computer science; Competence (human resources); Second-language acquisition; Binary number; Test (biology); Psychology; Linguistics; Contrast (vision); Mathematics education; Artificial intelligence; Arithmetic; Mathematics; Social psychology","score_opus":0.04594155670712963,"score_gpt":0.27632880484746714,"score_spread":0.2303872481403375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2540120824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99178046,0.00017551288,0.0022126993,0.00014982506,0.000011338066,0.00003618913,0.000015576346,0.0000799686,0.0055384077],"genre_scores_gemma":[0.99586475,0.000110177294,0.0023485287,0.000053483214,0.0000037324928,0.00002497597,0.000027584727,0.000019086712,0.0015476538],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99711776,0.001497339,0.000117821175,0.0003685026,0.0007361296,0.00016253615],"domain_scores_gemma":[0.9781805,0.015281715,0.003288775,0.0006979099,0.0016770489,0.00087397796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033622698,0.00035748878,0.0002902588,0.0006179682,0.00029670465,0.0018882144,0.00051052525,0.0006664539,0.0018695171],"category_scores_gemma":[0.039392617,0.0002470943,0.00015033514,0.0002654332,0.0007429871,0.0016688639,0.001134162,0.0010472863,0.00029071936],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012082844,0.0048882673,0.2114156,0.00064129406,0.00007713607,0.0009808755,0.045847807,0.004729799,0.0541187,0.003937126,0.0023902752,0.6697649],"study_design_scores_gemma":[0.00028592392,0.005122097,0.8754628,0.00066619244,0.00013559236,0.0017494448,0.020434525,0.029716652,0.042138115,0.01284394,0.011288319,0.00015635918],"about_ca_topic_score_codex":0.0037509103,"about_ca_topic_score_gemma":0.0028472198,"teacher_disagreement_score":0.0037509103,"about_ca_system_score_codex":0.0007825818,"about_ca_system_score_gemma":0.0017017372,"threshold_uncertainty_score":0.017781615},"labels":[],"label_agreement":null},{"id":"W2541048562","doi":"10.1075/sar.1.2.04sch","title":"Linguistic advances and learning strategies in a short-term study abroad experience","year":2016,"lang":"en","type":"article","venue":"Study Abroad Research in Second Language Acquisition and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Wilfrid Laurier University","funders":"","keywords":"Fluency; Comprehension; Counterintuitive; Linguistics; Psychology; Production (economics); Argument (complex analysis); Computer science; Mathematics education","score_opus":0.05699799833320419,"score_gpt":0.4494529712370659,"score_spread":0.3924549729038617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2541048562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995264,0.000026355625,0.000016582353,0.00002104673,0.0000019663514,0.0000015024726,0.0000045531424,0.0000014643739,0.00040009004],"genre_scores_gemma":[0.9985189,0.000058818572,0.000052447,0.00003324685,0.000003642255,0.000006227828,0.00002756135,0.0000033038514,0.0012958067],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958915,0.00012352238,0.000024855457,0.00005694595,0.00010705354,0.00009843724],"domain_scores_gemma":[0.9974631,0.00077650865,0.00048285173,0.00009506935,0.00027923816,0.0009032359],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009205179,0.00029600394,0.0002966928,0.00093559665,0.00069465296,0.002110215,0.00036145325,0.0006024646,0.002810335],"category_scores_gemma":[0.004492089,0.0002016107,0.00019762188,0.0003110372,0.00083269895,0.0012987222,0.0016475588,0.00093884126,0.0005094592],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047087946,0.0021919576,0.6484441,0.00010382175,0.000044883087,0.004101727,0.27335292,0.00014406389,0.019368624,0.00044295486,0.00083651976,0.050497454],"study_design_scores_gemma":[0.00002276183,0.0014292982,0.80875754,0.000044132783,0.00003402858,0.0022365663,0.17933813,0.00030527046,0.0021414065,0.00041130764,0.00523136,0.000048200534],"about_ca_topic_score_codex":0.0016940645,"about_ca_topic_score_gemma":0.0030326953,"teacher_disagreement_score":0.002810335,"about_ca_system_score_codex":0.00030708598,"about_ca_system_score_gemma":0.0003033367,"threshold_uncertainty_score":0.0094015},"labels":[],"label_agreement":null},{"id":"W2541359813","doi":"10.1075/lllt.38.14fri","title":"Chapter 10. Control and representation in bilingualism","year":2013,"lang":"en","type":"article","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Neuroscience of multilingualism; Representation (politics); Control (management); Psychology; Cognition; Isolation (microbiology); Cognitive psychology; Disadvantage; Cognitive science; Linguistics; Mental representation; Lexical access; Computer science; Artificial intelligence","score_opus":0.010926533487620968,"score_gpt":0.26447951356986116,"score_spread":0.2535529800822402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2541359813","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.068358146,0.22341804,0.008602516,0.018815773,0.0013736547,0.000057821297,0.00027060782,0.00007342049,0.67902994],"genre_scores_gemma":[0.7129388,0.13219492,0.0041520833,0.002523738,0.0014261098,0.0000913025,0.00022855085,0.000079224505,0.1463653],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99978,0.00007040437,0.000013102555,0.000043852444,0.000051015566,0.000041592288],"domain_scores_gemma":[0.9998006,0.0001256728,0.000018924275,0.000009732413,0.000023833602,0.000021257138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00031184158,0.0001881819,0.00015672899,0.00038871277,0.00068149576,0.0021706035,0.0002498323,0.0006422716,0.010660736],"category_scores_gemma":[0.00044723676,0.00009442821,0.00018146826,0.00048304262,0.001650208,0.00097157847,0.00062057667,0.0009251001,0.00069413777],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010273735,0.0001348227,0.006763883,0.001251782,0.00003278495,0.0005925891,0.02020751,0.0005153954,0.0051788925,0.7129588,0.033112213,0.21914865],"study_design_scores_gemma":[0.000020601063,0.00013920678,0.040925384,0.0019157106,0.00003190901,0.0018141682,0.0070590507,0.0005349689,0.0033476667,0.22963549,0.71454304,0.00003283393],"about_ca_topic_score_codex":0.0044517345,"about_ca_topic_score_gemma":0.006153418,"teacher_disagreement_score":0.010660736,"about_ca_system_score_codex":0.001613579,"about_ca_system_score_gemma":0.0010187032,"threshold_uncertainty_score":0.035663724},"labels":[],"label_agreement":null},{"id":"W2541956776","doi":"10.1007/978-94-6300-663-7_9","title":"Beyond Silos of ‘Sexuality’, ‘Ethnicity’, and ‘Language’","year":2016,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Human sexuality; Ethnic group; Gender studies; Position (finance); Sociology; Immigration; Power (physics); Psychology; Social psychology; Political science; Business; Anthropology","score_opus":0.029334275619863417,"score_gpt":0.2425688096367096,"score_spread":0.21323453401684617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2541956776","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029031217,0.01355648,0.002210437,0.0075127836,0.0005812373,0.000022657765,0.000058530382,0.000031294712,0.9469954],"genre_scores_gemma":[0.49770495,0.0131895775,0.0023213841,0.0032705155,0.00040949162,0.000053378015,0.00010674671,0.00013229415,0.48281166],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996475,0.00012942062,0.000007153534,0.000032352684,0.000099100565,0.000084420644],"domain_scores_gemma":[0.9996561,0.00018044001,0.00002246001,0.000019078385,0.00005780755,0.000064192376],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035246683,0.00032165725,0.00022515794,0.0004969328,0.003970587,0.005246558,0.0003692906,0.00057292817,0.0059745787],"category_scores_gemma":[0.00068612763,0.00011270867,0.00014581557,0.0009204412,0.010502002,0.0023471073,0.0015415613,0.0024691115,0.0007148863],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025610761,0.000022036731,0.0018263065,0.00022615398,0.000004909885,0.00039391773,0.2602506,0.00010662391,0.00083473464,0.6385054,0.027332017,0.07047166],"study_design_scores_gemma":[0.0000031533812,0.00001731324,0.0035305286,0.0005639348,0.000005719933,0.00034652278,0.07666251,0.00009318604,0.00032871318,0.034810185,0.8836261,0.000012103407],"about_ca_topic_score_codex":0.08596448,"about_ca_topic_score_gemma":0.2354281,"teacher_disagreement_score":0.08596448,"about_ca_system_score_codex":0.00456687,"about_ca_system_score_gemma":0.0062893927,"threshold_uncertainty_score":0.17092818},"labels":[],"label_agreement":null},{"id":"W2543690031","doi":"10.3968/8806","title":"Studies on Culture Introduction in College English Class Based on the Whorf Hypothesis","year":2016,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Class (philosophy); Mathematics education; English language; Linguistics; China; English studies; English culture; Psychology; Sociology; Computer science; History; Philosophy; Artificial intelligence; Archaeology","score_opus":0.06468212070529351,"score_gpt":0.31161037762543914,"score_spread":0.24692825692014564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2543690031","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9918583,0.00015384835,0.0001646141,0.00015012489,0.00001777476,0.000032187196,0.000009395323,0.0000010878489,0.0076126372],"genre_scores_gemma":[0.9989471,0.00013399372,0.00009631115,0.00008013157,0.000010780356,0.000034332512,0.000010051608,0.0000011501799,0.00068616983],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976265,0.0010076542,0.00013801803,0.00027805212,0.00055263523,0.00039709316],"domain_scores_gemma":[0.9894571,0.0059488555,0.001980821,0.0005088139,0.00090990664,0.0011946055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045483327,0.0003024228,0.00034431295,0.0011206601,0.0013241784,0.002417121,0.00048170434,0.0005031684,0.00493483],"category_scores_gemma":[0.00796499,0.00017983328,0.00040645723,0.0008261679,0.0027019985,0.0020138668,0.0014782865,0.0010171303,0.00024339547],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00062227936,0.0023273248,0.6124371,0.0006397266,0.0001438989,0.0010566247,0.30016324,0.00018260258,0.005508951,0.01311376,0.0007004921,0.06310387],"study_design_scores_gemma":[0.000053970198,0.0007908532,0.7940169,0.00025294707,0.00008828363,0.0001984827,0.19753034,0.0002793042,0.0014077324,0.0011290706,0.0042174677,0.000034669833],"about_ca_topic_score_codex":0.0034374816,"about_ca_topic_score_gemma":0.0032525284,"teacher_disagreement_score":0.00493483,"about_ca_system_score_codex":0.0011953879,"about_ca_system_score_gemma":0.0016700545,"threshold_uncertainty_score":0.02405411},"labels":[],"label_agreement":null},{"id":"W2543765078","doi":"10.15496/publikation-15280","title":"Variability in second language learning:the roles of individual differences, learning conditions, and linguistic complexity","year":2016,"lang":"en","type":"article","venue":"Lancaster EPrints (Lancaster University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Grammaticality; Psychology; Task (project management); Variety (cybernetics); Cognitive psychology; Linguistic sequence complexity; Sentence; Explicit knowledge; Implicit learning; Linguistics; Cognition; Variance (accounting); Language acquisition; Artificial intelligence; Computer science; Grammar; Mathematics education","score_opus":0.032662607846463694,"score_gpt":0.22440758263125177,"score_spread":0.19174497478478808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2543765078","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990048,0.00007175968,0.00041483773,0.000018434506,0.000002884709,0.0000059354197,0.000022590242,0.000007299842,0.00045164503],"genre_scores_gemma":[0.9996551,0.000016147958,0.00012187381,0.000008316513,0.0000027380945,0.000006147942,0.00003302525,0.000006992462,0.00014951342],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99805534,0.0006165484,0.00015239233,0.00048249355,0.000588941,0.000104305705],"domain_scores_gemma":[0.98672265,0.0094725,0.0015437946,0.0011124283,0.00041443168,0.00073418376],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022035346,0.00013248238,0.00031915886,0.00051061774,0.00023872418,0.0008881565,0.00022821774,0.00036643006,0.0012213052],"category_scores_gemma":[0.01062447,0.00015815065,0.00018684666,0.00025294092,0.0005743103,0.00045453815,0.0006424791,0.00043304058,0.0001818816],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012397055,0.0007351046,0.9113325,0.00007007807,0.00036726936,0.00027993324,0.004596589,0.0008907788,0.039591048,0.00033845217,0.00018800083,0.040370498],"study_design_scores_gemma":[0.000007641255,0.00031572013,0.99617493,0.000004883552,0.000018945213,0.00012913237,0.00034652665,0.00047110632,0.0020526892,0.00029859162,0.00016606181,0.000013803548],"about_ca_topic_score_codex":0.0005956193,"about_ca_topic_score_gemma":0.00072104693,"teacher_disagreement_score":0.0022035346,"about_ca_system_score_codex":0.00018560726,"about_ca_system_score_gemma":0.00016547975,"threshold_uncertainty_score":0.0116535425},"labels":[],"label_agreement":null},{"id":"W2543794556","doi":"10.3968/8755","title":"A Comparative Study on English Metacognitive Language Learning Strategy by Chinese EFL Learners of Different Age Groups","year":2016,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Language learning strategies; Mathematics education; Psychology; English language; Second language; Language acquisition; Linguistics; Cognition","score_opus":0.033377270260341124,"score_gpt":0.29489657922064494,"score_spread":0.26151930896030384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2543794556","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997658,0.00003146193,0.00000839294,0.000005009857,7.003659e-7,0.0000043592695,0.000005775363,2.1103733e-7,0.00017824635],"genre_scores_gemma":[0.99945134,0.00008881507,0.000047526042,0.000015488537,0.0000015011437,0.00001359105,0.000030478805,4.9021634e-7,0.00035066827],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995173,0.00007815131,0.00005858982,0.00008149345,0.00010401464,0.00016037122],"domain_scores_gemma":[0.9983992,0.00052186946,0.00020826368,0.00004978898,0.0004328472,0.0003879799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001178695,0.00033958638,0.000430757,0.0017191423,0.0011934657,0.000565952,0.00034663244,0.0004127096,0.0019066936],"category_scores_gemma":[0.0025899224,0.00020133851,0.00040050494,0.0013783999,0.00057700346,0.001044094,0.00058547215,0.00034827608,0.00015612312],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004877606,0.0014867542,0.7952951,0.0001770524,0.00006985679,0.0012472443,0.15830956,0.00006658792,0.0039670854,0.00023685067,0.00021132136,0.038444806],"study_design_scores_gemma":[0.000020122514,0.0011087208,0.9435324,0.000023841763,0.000041794545,0.00041070703,0.05316082,0.00015051068,0.00073908054,0.00005168676,0.0007379403,0.000022308373],"about_ca_topic_score_codex":0.02657241,"about_ca_topic_score_gemma":0.042590003,"teacher_disagreement_score":0.02657241,"about_ca_system_score_codex":0.0011187627,"about_ca_system_score_gemma":0.0012340255,"threshold_uncertainty_score":0.052835464},"labels":[],"label_agreement":null},{"id":"W2544105350","doi":"10.5539/ass.v12n12p90","title":"Voicing up in Debate Competition: Oral Development of Two Malaysian ESL Learners","year":2016,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Putra Malaysia","keywords":"Voice; Competition (biology); Psychology; Emphasis (telecommunications); Task (project management); Pedagogy; Language proficiency; Mathematics education; Linguistics; Computer science; Management","score_opus":0.03818410254391921,"score_gpt":0.29195183981022116,"score_spread":0.253767737266302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2544105350","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9963613,0.000118639444,0.00036190683,0.00035464505,0.000030925934,0.00006468759,0.00002057712,0.000008510823,0.0026788402],"genre_scores_gemma":[0.99079263,0.0001962119,0.0010933655,0.00022085979,0.000019026025,0.000082551545,0.00003264994,0.000025165516,0.007537702],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99628925,0.0018291055,0.00018664767,0.0004772954,0.0006232175,0.0005944948],"domain_scores_gemma":[0.9932406,0.0025726568,0.0007767147,0.00026240994,0.0009564871,0.0021911378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041767526,0.0008715292,0.0014201312,0.0018698187,0.009080698,0.007600667,0.0018025984,0.0034723436,0.0037762402],"category_scores_gemma":[0.012166582,0.0006979147,0.00063593267,0.00054473925,0.006124929,0.0030739696,0.006835421,0.004504346,0.0010400267],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007601716,0.00048509563,0.007380629,0.000099339384,0.000005281737,0.0028964947,0.9773467,0.00004324237,0.0038034818,0.0007750202,0.00028146626,0.0068071983],"study_design_scores_gemma":[0.0000129515465,0.00052959705,0.008339279,0.00010244105,0.000012242367,0.0026079544,0.9745573,0.00025861207,0.0025402012,0.00040595277,0.010570892,0.00006267138],"about_ca_topic_score_codex":0.0027298736,"about_ca_topic_score_gemma":0.0052847993,"teacher_disagreement_score":0.009080698,"about_ca_system_score_codex":0.0023107359,"about_ca_system_score_gemma":0.002113527,"threshold_uncertainty_score":0.022089005},"labels":[],"label_agreement":null},{"id":"W2546516440","doi":"10.1075/sibil.40.03cha","title":"Chapter 2. Consciousness in L2 appropriation","year":2008,"lang":"en","type":"book-chapter","venue":"Studies in bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Appropriation; Consciousness; Psychology; Cognitive science; Sociology; Philosophy; Epistemology; Neuroscience","score_opus":0.1364723165933693,"score_gpt":0.32206239205936954,"score_spread":0.18559007546600023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2546516440","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004751147,0.023862401,0.0034163655,0.004318915,0.000557121,0.000034014596,0.00006499521,0.000057860332,0.9629372],"genre_scores_gemma":[0.11272467,0.022839058,0.0023371347,0.002251475,0.0008760002,0.00012921816,0.00015478478,0.0002356176,0.85845214],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9998927,0.00003319422,0.0000035181147,0.000020257365,0.00003025399,0.000019936268],"domain_scores_gemma":[0.9998771,0.00008144197,0.0000053453573,0.000010550913,0.000013354202,0.00001219286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00016314627,0.00046246164,0.00022342424,0.0006154481,0.0014244228,0.0034167676,0.00050030655,0.0014851127,0.02772452],"category_scores_gemma":[0.0002645933,0.00015066851,0.00025948562,0.00085955556,0.002387801,0.0026452434,0.0011849699,0.0020454524,0.0037921006],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022724442,0.000088447894,0.0002548258,0.00035994538,0.000004210556,0.00020707233,0.0110715395,0.00016951808,0.001531448,0.8034464,0.0729492,0.10989472],"study_design_scores_gemma":[0.0000052990413,0.000018922854,0.00092677114,0.00039648495,0.0000038081976,0.00040179226,0.0025303953,0.00016972552,0.0013094895,0.12998192,0.8642476,0.00000775966],"about_ca_topic_score_codex":0.0027084218,"about_ca_topic_score_gemma":0.004393148,"teacher_disagreement_score":0.02772452,"about_ca_system_score_codex":0.001909129,"about_ca_system_score_gemma":0.0013293712,"threshold_uncertainty_score":0.09274781},"labels":[],"label_agreement":null},{"id":"W2547786801","doi":"10.3968/8886","title":"Comparative Research on the Dominant Culture in the Chinese College English Class Teaching","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Target culture; Sociology; Chinese culture; Psychology; Mathematics education; Pedagogy; China; Political science; Philosophy; Epistemology","score_opus":0.07385270060355742,"score_gpt":0.39766758946518965,"score_spread":0.32381488886163223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2547786801","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9900878,0.0010548412,0.000050580784,0.00011211482,0.000017593475,0.000008058046,0.000011166064,7.6281964e-7,0.008657088],"genre_scores_gemma":[0.9983297,0.00069576653,0.000048618884,0.000022686883,0.000005374032,0.0000044664216,0.000010766463,0.0000010740348,0.00088167493],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99872977,0.0004043447,0.000083215564,0.00014068409,0.0003060677,0.00033586234],"domain_scores_gemma":[0.99740404,0.0010523906,0.00026479698,0.00012359663,0.000564626,0.00059053046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002112967,0.00020841994,0.0002577355,0.002392309,0.0033280838,0.0018340634,0.00042594085,0.00018837166,0.0046796165],"category_scores_gemma":[0.0033805815,0.00009739102,0.00021940879,0.0026923937,0.0018015597,0.0012262798,0.0009675628,0.0004204127,0.00014386987],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040985976,0.0006407923,0.22717643,0.00074711116,0.00013515752,0.0017365497,0.6141085,0.000095210984,0.005223948,0.011052623,0.00085946714,0.13781434],"study_design_scores_gemma":[0.000022481358,0.00025432758,0.60002863,0.0003125135,0.0001285344,0.0002851402,0.38623077,0.000104510684,0.0015657278,0.00051046314,0.010528143,0.000028727642],"about_ca_topic_score_codex":0.064357355,"about_ca_topic_score_gemma":0.15165621,"teacher_disagreement_score":0.064357355,"about_ca_system_score_codex":0.004287846,"about_ca_system_score_gemma":0.0042254576,"threshold_uncertainty_score":0.12796545},"labels":[],"label_agreement":null},{"id":"W2548020428","doi":"10.1075/tblt.8.06moh","title":"Tasks, experiential learning, and meaning making activities","year":2015,"lang":"en","type":"book-chapter","venue":"Task-based language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Experiential learning; Meaning (existential); Psychology; Discipline; Context (archaeology); Active learning (machine learning); Pedagogy; Mathematics education; Computer science; Sociology; Artificial intelligence","score_opus":0.029379365220778955,"score_gpt":0.27963587922551836,"score_spread":0.2502565140047394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2548020428","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11127689,0.003714653,0.19660415,0.0026142206,0.0001362897,0.00018845109,0.000094217314,0.00029134226,0.68507975],"genre_scores_gemma":[0.8551449,0.0023271905,0.07558378,0.00039412396,0.00009694339,0.000410034,0.00019189648,0.00010484099,0.06574624],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99897987,0.000577024,0.000044787197,0.00012206509,0.00018101058,0.000095236894],"domain_scores_gemma":[0.9986223,0.0008042859,0.00009996683,0.0002219101,0.000060833176,0.000190737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013983812,0.00060823647,0.00018691599,0.00077981513,0.0009332133,0.0041080364,0.0013359669,0.0007633512,0.0038775692],"category_scores_gemma":[0.0023897567,0.0001787767,0.00029107992,0.00097207056,0.009037298,0.0038610375,0.003224873,0.0014009245,0.00075059466],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039629096,0.0001637908,0.0009780102,0.00028720437,0.0000047897074,0.00016147012,0.021003582,0.0012381974,0.0023526107,0.8169545,0.0019580352,0.1548581],"study_design_scores_gemma":[0.000017916891,0.00011740513,0.0029418536,0.00032422776,0.0000052728133,0.0004305006,0.009170412,0.0018896607,0.0035142992,0.82583016,0.15573345,0.000024815596],"about_ca_topic_score_codex":0.00069445174,"about_ca_topic_score_gemma":0.00065908144,"teacher_disagreement_score":0.0041080364,"about_ca_system_score_codex":0.0012686526,"about_ca_system_score_gemma":0.0014239737,"threshold_uncertainty_score":0.012971818},"labels":[],"label_agreement":null},{"id":"W2548185649","doi":"10.3968/8863","title":"Domestication of Audiolingualism in ELT in China: From the Perspective of Cultural Accommodation","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scrutiny; China; Domestication; Perspective (graphical); Chinese culture; Resistance (ecology); Chinese as a foreign language; Chinese language; Accommodation; Sociology; Aesthetics; Linguistics; Literature; Pedagogy; Psychology; Philosophy; Political science; Art; Law; Visual arts; Biology","score_opus":0.02371657126384215,"score_gpt":0.33090780463734226,"score_spread":0.3071912333735001,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2548185649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9788165,0.00035777572,0.00067442167,0.0014680453,0.000022463128,0.000013844291,0.0000074470486,0.0000054201532,0.018634012],"genre_scores_gemma":[0.9978644,0.0001278689,0.00013767046,0.00007694823,0.0000068829913,0.0000050472954,0.0000043335117,0.0000033414494,0.0017735529],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99814487,0.00073010405,0.00008629346,0.00023176527,0.0003333838,0.00047365544],"domain_scores_gemma":[0.99813795,0.0006878263,0.00045339554,0.00019605609,0.00022383519,0.0003010366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002778143,0.00023497424,0.00022359216,0.0011424201,0.004877336,0.0028409625,0.0007843326,0.0005731854,0.0023602645],"category_scores_gemma":[0.0025692254,0.00021559885,0.00019023166,0.0016602514,0.00893719,0.001960826,0.0040822127,0.001191288,0.00015079328],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008207716,0.00012457186,0.049653873,0.00015128295,0.000012670499,0.0021629476,0.83684033,0.00011763628,0.0038907276,0.053004287,0.0005935189,0.053366076],"study_design_scores_gemma":[0.000028336168,0.00025688432,0.19471638,0.00026783958,0.000035153083,0.0016843922,0.74534017,0.00093167013,0.0038859337,0.009993561,0.04279222,0.000067473935],"about_ca_topic_score_codex":0.018615084,"about_ca_topic_score_gemma":0.02663106,"teacher_disagreement_score":0.018615084,"about_ca_system_score_codex":0.0051060137,"about_ca_system_score_gemma":0.0049461736,"threshold_uncertainty_score":0.03704691},"labels":[],"label_agreement":null},{"id":"W2548397040","doi":"10.55016/ojs/ajer.v52i1.55115","title":"Are They Ready to Teach Reading and Writing? The Preparation of Preservice Elementary Language Arts Teachers in Canadian Universities","year":2006,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"The King's University; U15 Group of Canadian Research Universities","funders":"","keywords":"Reading (process); Mathematics education; Language arts; Pedagogy; The arts; Psychology; Linguistics; Visual arts; Art","score_opus":0.0499089596514994,"score_gpt":0.3740654485471479,"score_spread":0.3241564888956485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2548397040","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9783877,0.0021173852,0.00008349922,0.009864848,0.00018095115,0.00017025198,0.00019554813,0.000019892848,0.008979936],"genre_scores_gemma":[0.9894419,0.0017008455,0.00041964877,0.0013716714,0.000023145463,0.00004697784,0.00012851218,0.000018706374,0.0068486673],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9907831,0.00089622906,0.000348796,0.00048761812,0.0020631922,0.005421083],"domain_scores_gemma":[0.9571858,0.0027865707,0.002398873,0.00033628326,0.013047193,0.024245389],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069328747,0.0004642314,0.0007224232,0.0019205969,0.026690522,0.0070666624,0.004145051,0.002595285,0.0058760275],"category_scores_gemma":[0.026012855,0.001045126,0.00048719003,0.0028016798,0.004332738,0.0022020661,0.004070399,0.0037812858,0.00080215617],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000926838,0.00096126954,0.35894212,0.0007099702,0.000036930494,0.0033948414,0.45945066,0.00048709265,0.0031602175,0.0037508062,0.035699084,0.13248028],"study_design_scores_gemma":[0.000054846954,0.00030412513,0.3567993,0.0008441659,0.000031836058,0.0003703701,0.5985874,0.00022883137,0.00089845696,0.0004589311,0.041275356,0.00014638485],"about_ca_topic_score_codex":0.98545074,"about_ca_topic_score_gemma":0.99631846,"teacher_disagreement_score":0.88782954,"about_ca_system_score_codex":0.11217045,"about_ca_system_score_gemma":0.36009994,"threshold_uncertainty_score":0.8138574},"labels":[],"label_agreement":null},{"id":"W2548520319","doi":"10.5539/elt.v9n12p16","title":"Investigating the Washback Effects of Task-based Instruction on the Iranian EFL Learners’ Vocabulary Learning","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Psychology; Vocabulary; Mathematics education; Task (project management); Class (philosophy); Test (biology); Vocabulary learning; Control (management); Teaching method; Linguistics; Computer science","score_opus":0.011714814611398637,"score_gpt":0.21686421693082633,"score_spread":0.2051494023194277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2548520319","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99929357,0.00009813344,0.00016687697,0.00001820923,0.0000116141755,0.000029000335,0.000013263729,0.000009894193,0.00035955283],"genre_scores_gemma":[0.99758613,0.0001714655,0.0014056006,0.00003283671,0.000011023199,0.00007929531,0.00005161503,0.0000036925273,0.00065822306],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996817,0.000058895268,0.000035821264,0.00005417114,0.00012176552,0.000047553953],"domain_scores_gemma":[0.9987225,0.00052834116,0.00027317158,0.00011021625,0.00017693044,0.00018893875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005193739,0.0003007012,0.00038019088,0.00027886828,0.0001763445,0.0002669081,0.0003450112,0.00025489338,0.0016573961],"category_scores_gemma":[0.0032350651,0.00008710829,0.0002277124,0.00014711692,0.00023299074,0.0002921428,0.00033928853,0.00041214816,0.00026246646],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0132274795,0.025635548,0.08169238,0.0014957618,0.00016600195,0.00067579903,0.009378609,0.0008260795,0.21814989,0.00038495075,0.00088933914,0.64747816],"study_design_scores_gemma":[0.0010687272,0.10435043,0.7618642,0.00029308454,0.0004204852,0.00074951723,0.0078039286,0.0019513039,0.11390202,0.000909536,0.0066174413,0.000069277805],"about_ca_topic_score_codex":0.000815084,"about_ca_topic_score_gemma":0.0011116634,"teacher_disagreement_score":0.0016573961,"about_ca_system_score_codex":0.00016516431,"about_ca_system_score_gemma":0.0005285275,"threshold_uncertainty_score":0.0055445433},"labels":[],"label_agreement":null},{"id":"W2548558551","doi":"10.1017/s0261444816000100","title":"Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR)","year":2016,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":112,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Mediation; Variety (cybernetics); Process (computing); Epistemology; Object (grammar); Reflection (computer programming); Meaning (existential); Focus (optics); Space (punctuation); Psychology; Computer science; Sociology; Cognitive science; Linguistics; Artificial intelligence; Social science; Philosophy","score_opus":0.060353354856277325,"score_gpt":0.2987739835547547,"score_spread":0.23842062869847738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2548558551","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014568336,0.007813581,0.5463329,0.010726675,0.0010171474,0.0007753422,0.0004669359,0.00040798716,0.41789103],"genre_scores_gemma":[0.54552984,0.004987797,0.41137126,0.002163828,0.00039878534,0.002946937,0.00092608586,0.00042442587,0.031251013],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933802,0.0047451723,0.00034351877,0.00034642112,0.0006657875,0.0005189079],"domain_scores_gemma":[0.99415576,0.0037551166,0.0005709219,0.000697233,0.0006696591,0.00015130117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007094591,0.0010019157,0.00066032284,0.004487526,0.0036459104,0.0072599896,0.0019544694,0.0049553933,0.0112296995],"category_scores_gemma":[0.015407217,0.0003882465,0.0009950522,0.005969922,0.009778071,0.011306194,0.0045051216,0.004741204,0.002245171],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004547264,0.00000347078,0.00006854202,0.000030483752,0.0000015031352,0.00012041619,0.0031164007,0.00013195915,0.00011497921,0.99242014,0.0010241835,0.0029634614],"study_design_scores_gemma":[0.000011016389,0.000030827534,0.0005666416,0.00036712634,0.000010899379,0.0010102062,0.0070649106,0.0027562168,0.00045696017,0.5629631,0.4247173,0.000044771146],"about_ca_topic_score_codex":0.0070070764,"about_ca_topic_score_gemma":0.0067618494,"teacher_disagreement_score":0.0112296995,"about_ca_system_score_codex":0.0034779648,"about_ca_system_score_gemma":0.0020220783,"threshold_uncertainty_score":0.03756708},"labels":[],"label_agreement":null},{"id":"W2548901046","doi":"10.5539/elt.v9n12p47","title":"Saudi EFL Preparatory Year Students’ Perception about Corrective Feedback in Oral Communication","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Perception; Repetition (rhetorical device); Mathematics education; Linguistics","score_opus":0.014440221204795222,"score_gpt":0.28157515341823114,"score_spread":0.2671349322134359,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2548901046","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996321,0.00004723125,0.00001937884,0.000051497045,0.0000034209959,0.0000022943311,0.00000481501,0.0000010980975,0.0002380854],"genre_scores_gemma":[0.9992843,0.000109331806,0.000050334354,0.000057222136,0.0000044623775,0.0000030081635,0.000010314134,0.0000010113189,0.0004800948],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99931204,0.00014468002,0.00006823305,0.000042265856,0.00030196612,0.00013080791],"domain_scores_gemma":[0.9947339,0.0008876659,0.0022270114,0.00013781303,0.0011699793,0.0008437064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012228086,0.00030512223,0.00025418669,0.00056387926,0.0006640036,0.0013071949,0.00021426026,0.00061399746,0.001999787],"category_scores_gemma":[0.004621748,0.00018272169,0.0002026553,0.00025829833,0.00050758815,0.0003585949,0.00047121927,0.0006252427,0.00054707314],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004883486,0.0006899339,0.8820058,0.00016712052,0.00003308916,0.0011153765,0.0540599,0.00010501341,0.01801348,0.00012620611,0.00053983426,0.04265597],"study_design_scores_gemma":[0.000033617755,0.0018570862,0.8800368,0.00011196977,0.00004555662,0.0014117601,0.10725014,0.00046208108,0.003421966,0.00008929528,0.005228966,0.000050835166],"about_ca_topic_score_codex":0.0050632907,"about_ca_topic_score_gemma":0.0053735366,"teacher_disagreement_score":0.0050632907,"about_ca_system_score_codex":0.00047363125,"about_ca_system_score_gemma":0.0005576826,"threshold_uncertainty_score":0.010067642},"labels":[],"label_agreement":null},{"id":"W2549967219","doi":"10.5539/elt.v9n12p98","title":"Error Correction in Oral Classroom English Teaching","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Competence (human resources); Mathematics education; Pedagogy; Social psychology","score_opus":0.016562763546342577,"score_gpt":0.25788212033458924,"score_spread":0.24131935678824668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2549967219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4929219,0.023717515,0.18659182,0.04639026,0.009212853,0.0008609845,0.00032957725,0.00368658,0.23628844],"genre_scores_gemma":[0.9319084,0.003718075,0.025858782,0.0017850114,0.00046675,0.00021252602,0.00013981691,0.00041981708,0.035490915],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.970738,0.015276344,0.0014823464,0.0019168971,0.0092550125,0.0013313899],"domain_scores_gemma":[0.9198593,0.053196702,0.007451136,0.005292336,0.012300503,0.0019000225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01056828,0.00053478766,0.0006104992,0.001355973,0.0017729257,0.0046360223,0.002114393,0.00210917,0.0063388976],"category_scores_gemma":[0.11077646,0.00046212823,0.00038604336,0.0009806266,0.0031288199,0.004830519,0.004367982,0.0027330846,0.001979809],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004016033,0.0003276403,0.032258846,0.001143691,0.000052984415,0.002545096,0.055569604,0.0028446314,0.0020782168,0.031895436,0.042216998,0.8286653],"study_design_scores_gemma":[0.00032573708,0.0014298998,0.07056338,0.009190327,0.0003790068,0.013005301,0.1188211,0.052748926,0.03046592,0.18443233,0.5180269,0.0006111825],"about_ca_topic_score_codex":0.0078269085,"about_ca_topic_score_gemma":0.005698786,"teacher_disagreement_score":0.01056828,"about_ca_system_score_codex":0.0025523894,"about_ca_system_score_gemma":0.0058227885,"threshold_uncertainty_score":0.055891037},"labels":[],"label_agreement":null},{"id":"W2550284771","doi":"10.1515/jolace-2016-0033","title":"Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers","year":2016,"lang":"en","type":"article","venue":"Journal of language and cultural education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"York University","keywords":"Narrative; Interview; Narrative inquiry; Adventure; Immigration; Pedagogy; English as a second language; Psychology; Mathematics education; Sociology; Linguistics; Computer science; History","score_opus":0.01990959653733961,"score_gpt":0.2826383133904714,"score_spread":0.2627287168531318,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2550284771","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9348783,0.0018092727,0.001000944,0.0089408085,0.00018761032,0.000058631416,0.00013126586,0.00003039258,0.05296279],"genre_scores_gemma":[0.9934336,0.00072974275,0.0003172911,0.0003326806,0.000012181572,0.000012497546,0.000033335724,0.000013908767,0.0051147086],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99759644,0.0010738844,0.00004915989,0.00016918105,0.00040949683,0.0007019264],"domain_scores_gemma":[0.99545467,0.0014754051,0.00036013455,0.00014088747,0.000849892,0.0017189229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045779585,0.0006236257,0.00049088686,0.0016907115,0.031122344,0.012688225,0.0019854428,0.0021174005,0.0040305057],"category_scores_gemma":[0.0061447835,0.00033465738,0.00045665816,0.0014125837,0.018169224,0.0048902994,0.005420053,0.0032706438,0.00029071714],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000111551635,0.000007869122,0.0022556554,0.000024010375,0.0000019679917,0.0006548444,0.9916366,0.000020007425,0.00016328019,0.0025943795,0.00064428715,0.0019859718],"study_design_scores_gemma":[6.7540356e-7,0.000005202231,0.0010804185,0.000058453872,0.0000028789514,0.00015048613,0.98680973,0.00002171304,0.00005541299,0.00015723219,0.011648818,0.0000089991645],"about_ca_topic_score_codex":0.79952663,"about_ca_topic_score_gemma":0.8821068,"teacher_disagreement_score":0.20047337,"about_ca_system_score_codex":0.03003335,"about_ca_system_score_gemma":0.031547494,"threshold_uncertainty_score":0.40330797},"labels":[],"label_agreement":null},{"id":"W2551339363","doi":"10.1515/iral-2015-0028","title":"Prime Repetition and Korean EFL Learners’ Comprehension and Production of Passives","year":2016,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Repetition (rhetorical device); Psychology; Linguistics; Variety (cybernetics); Prime (order theory); Comprehension; Priming (agriculture); Production (economics); Language production; Computer science; Cognition; Mathematics; Artificial intelligence","score_opus":0.017414443500998012,"score_gpt":0.28726559679822267,"score_spread":0.26985115329722464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2551339363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99902844,0.00009431767,0.00019607929,0.00001796248,0.0000034780337,0.0000075862476,0.00001305824,0.000007847788,0.00063130114],"genre_scores_gemma":[0.99796546,0.00015123375,0.0007362848,0.000036805497,0.000003436978,0.000029583753,0.00002806784,0.000013115171,0.0010359196],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99963284,0.000119054646,0.00003826259,0.00010364442,0.00006876169,0.00003742157],"domain_scores_gemma":[0.99756014,0.001062203,0.0008221343,0.00013073593,0.00027686515,0.00014801275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010132446,0.0003802677,0.0002904977,0.00018909272,0.00018402288,0.00058796676,0.00021667167,0.00037516365,0.003972502],"category_scores_gemma":[0.0031886962,0.00018620126,0.00013249578,0.00012281515,0.00035414757,0.0005317886,0.0004870071,0.00045688,0.0006851367],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002079903,0.0024277335,0.13415186,0.001022401,0.000065816304,0.0022935972,0.03988538,0.00010857733,0.7504662,0.0014078938,0.00048626077,0.065604374],"study_design_scores_gemma":[0.00032068632,0.010510789,0.6905735,0.0003535663,0.00031802052,0.0049892855,0.04125076,0.0013464603,0.23600487,0.0029158446,0.011301966,0.00011420168],"about_ca_topic_score_codex":0.00038166065,"about_ca_topic_score_gemma":0.00041721255,"teacher_disagreement_score":0.003972502,"about_ca_system_score_codex":0.0001559315,"about_ca_system_score_gemma":0.00033050164,"threshold_uncertainty_score":0.013289332},"labels":[],"label_agreement":null},{"id":"W2551600907","doi":"10.5539/elt.v9n12p89","title":"Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Test (biology); Mathematics education; Linguistics","score_opus":0.03311779831091916,"score_gpt":0.29771357510260593,"score_spread":0.2645957767916868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2551600907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994235,0.000043783322,0.000046448207,0.000017235769,0.0000027946642,0.0000047486506,0.0000055637506,0.0000011957641,0.00045472497],"genre_scores_gemma":[0.998607,0.000105321014,0.00022956185,0.000031812884,0.0000034989048,0.000010126831,0.000016383694,0.0000018049988,0.0009945907],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993604,0.00020212847,0.00004986668,0.0000911978,0.00019805248,0.000098433105],"domain_scores_gemma":[0.99835986,0.00040301387,0.0003151565,0.000056285502,0.00026267226,0.0006029769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010626054,0.00013453633,0.00020270747,0.0002437022,0.00035495625,0.000744474,0.00018653285,0.0002613809,0.0018329734],"category_scores_gemma":[0.0026087489,0.00009833607,0.0002867335,0.00014753907,0.00021819213,0.00040642606,0.00040693252,0.00028271144,0.00035852773],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015292916,0.0033011695,0.8089939,0.0003087209,0.00010565908,0.0014325267,0.038460273,0.00020250698,0.030971365,0.00027970943,0.0007083843,0.11370656],"study_design_scores_gemma":[0.000094623036,0.003485113,0.921674,0.000057821664,0.00011536194,0.0012524946,0.060625114,0.0007671154,0.007011077,0.00017406298,0.0046855565,0.00005764201],"about_ca_topic_score_codex":0.001494009,"about_ca_topic_score_gemma":0.0035844743,"teacher_disagreement_score":0.0018329734,"about_ca_system_score_codex":0.00023821011,"about_ca_system_score_gemma":0.00032232678,"threshold_uncertainty_score":0.0061318874},"labels":[],"label_agreement":null},{"id":"W2551634951","doi":"10.5539/elt.v9n12p109","title":"Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professional development; Psychology; Pedagogy; Context (archaeology); Language education; Mathematics education","score_opus":0.07006961141251959,"score_gpt":0.2936844907008216,"score_spread":0.22361487928830198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2551634951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9946203,0.00026877446,0.0005537708,0.0006240864,0.000016807664,0.00005809075,0.000028567196,0.000009205906,0.0038204195],"genre_scores_gemma":[0.9941876,0.0005254831,0.0006088388,0.00019801497,0.000014137227,0.00006190831,0.000039184855,0.000015481224,0.004349333],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99591464,0.0018812201,0.00018364073,0.00039677674,0.0005010029,0.0011226863],"domain_scores_gemma":[0.99555826,0.001997362,0.00047133383,0.00023514403,0.00050833565,0.0012296286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040727016,0.00080166943,0.0006628652,0.002307618,0.016447458,0.0033162897,0.002070016,0.0020813707,0.0027913435],"category_scores_gemma":[0.006808157,0.000752636,0.00044145485,0.0022796264,0.0075012073,0.0032838616,0.006767158,0.0025800378,0.00046738773],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015917944,0.00005534686,0.0047487817,0.00006374401,0.0000023107093,0.0039673657,0.98573166,0.000032813266,0.0005309223,0.00051603786,0.0003174227,0.0040176404],"study_design_scores_gemma":[0.0000044335025,0.000054315882,0.0052461624,0.00007962498,0.0000042537486,0.0010335861,0.98500746,0.000105670915,0.0005129146,0.00016435578,0.0077750986,0.0000121579105],"about_ca_topic_score_codex":0.03735069,"about_ca_topic_score_gemma":0.08430625,"teacher_disagreement_score":0.03735069,"about_ca_system_score_codex":0.009183449,"about_ca_system_score_gemma":0.004728369,"threshold_uncertainty_score":0.07426655},"labels":[],"label_agreement":null},{"id":"W2552604999","doi":"10.5539/ijel.v6n6p32","title":"A Conversational Analysis Model for Promoting Practices of Interactional Competence in the EFL Context","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Conversation analysis; Psychology; Situational ethics; Linguistics; Competence (human resources); Memorization; Salient; Converse; Communicative competence; Computer science; Pedagogy; Mathematics education; Social psychology; Communication; Artificial intelligence","score_opus":0.05840055549398412,"score_gpt":0.33262707426680177,"score_spread":0.2742265187728177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2552604999","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07235167,0.0008109046,0.7099415,0.005185888,0.00013767758,0.0013569137,0.00032089243,0.00082801835,0.20906645],"genre_scores_gemma":[0.7648718,0.0005067534,0.21940185,0.00027490628,0.000061205195,0.0019847378,0.00017310843,0.00012512202,0.012600587],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99594456,0.0028414165,0.00014378848,0.00050366006,0.0003945074,0.00017202567],"domain_scores_gemma":[0.995233,0.0030955928,0.00047715966,0.00030004687,0.0005920725,0.00030217646],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036671702,0.0010979667,0.00028540933,0.0033515575,0.0031639403,0.005171422,0.0016577566,0.0014484387,0.004579808],"category_scores_gemma":[0.0058239894,0.00050596945,0.00076970767,0.0014922852,0.007335118,0.0054554055,0.0021330665,0.0015641386,0.0009912995],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008442388,0.00022420904,0.0060658236,0.00047061013,0.000050881765,0.0007397434,0.16258673,0.0054029427,0.00611037,0.74565387,0.0023617197,0.07024875],"study_design_scores_gemma":[0.00011559285,0.00038308854,0.012456868,0.000937119,0.00019348238,0.0018966249,0.107699506,0.16871567,0.0058285766,0.53140956,0.17019121,0.00017271642],"about_ca_topic_score_codex":0.00940145,"about_ca_topic_score_gemma":0.0070285653,"teacher_disagreement_score":0.00940145,"about_ca_system_score_codex":0.004382193,"about_ca_system_score_gemma":0.0040152157,"threshold_uncertainty_score":0.031795204},"labels":[],"label_agreement":null},{"id":"W2552892046","doi":"","title":"Teaching it \"Write\": Teacher Perspectives on Writing Instruction Within English and French Immersion Classrooms","year":2015,"lang":"en","type":"dissertation","venue":"QSpace (Queen's University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Immersion (mathematics); French immersion; Pedagogy; Computer science; Psychology; Mathematics","score_opus":0.011160549096952153,"score_gpt":0.20888618468732048,"score_spread":0.19772563559036832,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2552892046","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97411263,0.0015978885,0.0016194091,0.0065382225,0.00013335785,0.000072244235,0.00002606655,0.00003493556,0.015865337],"genre_scores_gemma":[0.9923097,0.0011214995,0.0006063107,0.00089863315,0.00004656426,0.00005442014,0.000017012719,0.000027789945,0.004918138],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9924285,0.00524937,0.00021275514,0.00040072593,0.00059193023,0.00111686],"domain_scores_gemma":[0.9908528,0.0058008074,0.00085159397,0.0001997786,0.0010318842,0.0012631201],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005875465,0.0006320604,0.000711311,0.001624745,0.012306587,0.007079904,0.0016052382,0.0028380665,0.0014596552],"category_scores_gemma":[0.010142541,0.0007165665,0.00054032303,0.0009563427,0.010927232,0.0042461636,0.004632349,0.005570466,0.00038751547],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000108520735,0.000029981202,0.0016017959,0.00004022172,0.0000018961916,0.00067088584,0.99441564,0.000011466109,0.00053726527,0.0004943371,0.0002234409,0.0019621477],"study_design_scores_gemma":[0.0000042699317,0.00006330499,0.001789132,0.00008517521,0.000006637201,0.00043321346,0.9886531,0.000037312668,0.00032681366,0.00014481304,0.00844782,0.00000836359],"about_ca_topic_score_codex":0.023291286,"about_ca_topic_score_gemma":0.045024037,"teacher_disagreement_score":0.023291286,"about_ca_system_score_codex":0.00579877,"about_ca_system_score_gemma":0.004399484,"threshold_uncertainty_score":0.046311438},"labels":[],"label_agreement":null},{"id":"W2553432723","doi":"10.1121/1.4970628","title":"Reaction time of Japanese listeners to retroflex and bunched /r/pronunciation by native English speakers","year":2016,"lang":"en","type":"article","venue":"The Journal of the Acoustical Society of America","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Linguistics; Perception; Psychology; First language; Speech recognition; Audiology; Computer science; Philosophy; Medicine","score_opus":0.011395957599222156,"score_gpt":0.22455525611729982,"score_spread":0.21315929851807766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2553432723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989029,0.00005869956,0.0003868423,0.0000066488074,0.000009598253,0.0000074191557,0.000048279093,0.000014908744,0.0005647042],"genre_scores_gemma":[0.99844164,0.0000763839,0.00037630796,0.000018198496,0.0000099835715,0.000019098941,0.00013284796,0.000020968306,0.0009045299],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99957126,0.000094058305,0.000046974757,0.00014903709,0.000093771065,0.000044918324],"domain_scores_gemma":[0.9981894,0.0009503534,0.0002419174,0.00011473626,0.00029450626,0.00020904285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006534359,0.0004214901,0.00032583228,0.00023292545,0.000115000796,0.00058528996,0.00013899762,0.00031352942,0.0023626147],"category_scores_gemma":[0.004994428,0.00016444491,0.0002720423,0.00011612756,0.00020912064,0.00033142837,0.0002545313,0.0002952027,0.00063791644],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0070817936,0.0003174811,0.22454923,0.00029956398,0.00027397726,0.00072120497,0.014313137,0.0004913517,0.7115291,0.00016532754,0.0002955766,0.03996228],"study_design_scores_gemma":[0.000098390956,0.002092217,0.9636984,0.000016815538,0.00017338514,0.0010126026,0.0040548574,0.0022729498,0.025394844,0.000118362484,0.0009882777,0.0000787675],"about_ca_topic_score_codex":0.0016202712,"about_ca_topic_score_gemma":0.0011020168,"teacher_disagreement_score":0.0023626147,"about_ca_system_score_codex":0.00011402731,"about_ca_system_score_gemma":0.00011388018,"threshold_uncertainty_score":0.007903695},"labels":[],"label_agreement":null},{"id":"W2553883214","doi":"10.1111/flan.12238","title":"The Unique Skills and Traits of Principals in One‐Way and Two‐Way Dual Immersion Schools","year":2016,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakeridge Health","funders":"","keywords":"Immersion (mathematics); Dual language; Psychology; Foreign language; Mathematics education; Pedagogy; French immersion; Dual role; Mathematics","score_opus":0.028365917989803927,"score_gpt":0.2751615303006109,"score_spread":0.246795612310807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2553883214","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99904615,0.000035008157,0.00012504295,0.000108691,0.000008252023,0.000011731119,0.0000061451574,0.0000029643213,0.00065593526],"genre_scores_gemma":[0.99939895,0.00004916842,0.00010357256,0.000024254352,0.000003637717,0.0000109699,0.00000778295,0.0000014544646,0.00040001614],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970252,0.0011485799,0.00013021652,0.0002433614,0.00072483625,0.00072776445],"domain_scores_gemma":[0.9931195,0.0010820207,0.0013962857,0.00022592976,0.0012382877,0.0029380766],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003945945,0.00028348333,0.0004734114,0.00116749,0.0028657494,0.003105403,0.0005201158,0.00058177416,0.0025650507],"category_scores_gemma":[0.0083169425,0.00040617466,0.0003478107,0.00069802476,0.0025919678,0.0014492217,0.003084214,0.0015309812,0.00027862165],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024504258,0.0007287718,0.51606476,0.00022827294,0.00003941687,0.00070501264,0.43897307,0.00009507989,0.0048466153,0.0011872657,0.0011997278,0.035687044],"study_design_scores_gemma":[0.000016703669,0.00063102326,0.28421405,0.00008791766,0.000020166866,0.00031403423,0.70947254,0.00017648438,0.00076475006,0.0003816863,0.0038896317,0.00003104964],"about_ca_topic_score_codex":0.0028821689,"about_ca_topic_score_gemma":0.007758124,"teacher_disagreement_score":0.003945945,"about_ca_system_score_codex":0.0011787894,"about_ca_system_score_gemma":0.0018795334,"threshold_uncertainty_score":0.02086842},"labels":[],"label_agreement":null},{"id":"W2554049617","doi":"10.5539/ijel.v6n6p183","title":"A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Significant difference; Mathematics education; Psychology; Test (biology); Homogeneity (statistics); Mathematics; Statistics","score_opus":0.034532674288772595,"score_gpt":0.31949346277874946,"score_spread":0.28496078848997686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2554049617","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99818784,0.00024870218,0.0004628009,0.00004434604,0.000007764094,0.000026127385,0.000014140848,0.000013787165,0.0009945668],"genre_scores_gemma":[0.9977436,0.0002779376,0.0012938451,0.000020314239,0.0000052582263,0.00002663161,0.00002333786,0.0000051816746,0.00060403073],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986344,0.00045341064,0.00014070125,0.00013829365,0.00051128434,0.000121808946],"domain_scores_gemma":[0.99654657,0.0013819378,0.000794388,0.00016352143,0.00085642183,0.00025711773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017438609,0.0003030537,0.00032376227,0.0007625231,0.0002282985,0.00054385647,0.0003414952,0.00027808585,0.0009850046],"category_scores_gemma":[0.008729129,0.00009499684,0.0002715274,0.0003149714,0.00025677742,0.00042035175,0.00036138776,0.0002676841,0.0001947498],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013248444,0.003224757,0.2650261,0.0011254633,0.00019606118,0.0004934316,0.028406782,0.0008071031,0.040396143,0.000270037,0.00072320463,0.65800613],"study_design_scores_gemma":[0.00009889897,0.0051177437,0.96143025,0.00018435204,0.00020557133,0.0007161424,0.01430513,0.0012176905,0.012970769,0.00024148323,0.003464041,0.000047929574],"about_ca_topic_score_codex":0.0014265983,"about_ca_topic_score_gemma":0.0019882102,"teacher_disagreement_score":0.0017438609,"about_ca_system_score_codex":0.00029858205,"about_ca_system_score_gemma":0.00074896915,"threshold_uncertainty_score":0.009222567},"labels":[],"label_agreement":null},{"id":"W2556595959","doi":"10.5539/ijel.v6n6p129","title":"The Effect of Oral Summary of Short Stories on Iranian Intermediate EFL Learners’ Vocabulary Learning: With a Focus on Gender","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Test (biology); Vocabulary learning; Mathematics education; Psychology; Language proficiency; Control (management); Pedagogy; Computer science; Linguistics; Artificial intelligence","score_opus":0.02154520441068069,"score_gpt":0.2699135087694479,"score_spread":0.24836830435876722,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2556595959","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99867564,0.00014700508,0.00015637345,0.000035365403,0.000012696176,0.000013277465,0.000022239514,0.000011833009,0.00092551473],"genre_scores_gemma":[0.9973658,0.00027675842,0.0008669457,0.000028004093,0.000012084529,0.00003075888,0.00005501781,0.000007548219,0.0013571598],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99951804,0.00017950137,0.000050065548,0.00007523934,0.000118773816,0.000058364276],"domain_scores_gemma":[0.9950093,0.0031632315,0.0008589208,0.0001571602,0.00029282062,0.0005185976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006504909,0.00043124656,0.00037828827,0.00022538626,0.00022235466,0.0006036648,0.00029533502,0.00030483145,0.0050270753],"category_scores_gemma":[0.007314236,0.00012311239,0.00032064534,0.00011551372,0.0002690186,0.00055522396,0.000546296,0.00039370934,0.00043844664],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010869864,0.009214377,0.17337368,0.0021370582,0.00025281773,0.0027287733,0.048441302,0.00057045015,0.15426178,0.0006661286,0.001961372,0.5955224],"study_design_scores_gemma":[0.000536346,0.06258333,0.79310477,0.0006005338,0.0007736275,0.002482914,0.055602178,0.0013916374,0.06325299,0.0014044434,0.018138934,0.00012834278],"about_ca_topic_score_codex":0.00032649556,"about_ca_topic_score_gemma":0.000520491,"teacher_disagreement_score":0.0050270753,"about_ca_system_score_codex":0.0001221944,"about_ca_system_score_gemma":0.00018921465,"threshold_uncertainty_score":0.016817272},"labels":[],"label_agreement":null},{"id":"W2557428830","doi":"10.1002/tesq.341","title":"Developing Mutual Intelligibility and Conviviality in the 21st Century Classroom: Insights from English as a Lingua Franca and Intercultural Communication","year":2016,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Michigan State University","keywords":"English as a lingua franca; Lingua franca; Sociology; Citation; Library science; Media studies; Humanities; Art; Computer science","score_opus":0.027769905552354073,"score_gpt":0.25770302060242883,"score_spread":0.22993311505007477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2557428830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87069446,0.0022359497,0.0016780631,0.008996419,0.00007339341,0.00003167455,0.000020426454,0.000013966573,0.11625563],"genre_scores_gemma":[0.99660885,0.00037637056,0.00017881616,0.00031736647,0.000011051369,0.000009115202,0.000005922947,0.000007042372,0.0024855412],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99591666,0.0025085723,0.00011695147,0.0002825796,0.00050707354,0.00066820154],"domain_scores_gemma":[0.9962599,0.0019356986,0.00042465326,0.0001982433,0.00043975026,0.0007417316],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006321456,0.0004928445,0.00045433003,0.001766601,0.011242945,0.012698647,0.00110218,0.0019053039,0.0020913868],"category_scores_gemma":[0.0041361437,0.0002959653,0.00033497758,0.00071597815,0.025973843,0.0088192085,0.008956148,0.0040971944,0.0002643258],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005760752,0.00002783207,0.001888643,0.000022021513,0.0000024933818,0.000410808,0.9783278,0.0000138947835,0.00018494022,0.01603979,0.00025135776,0.0028246513],"study_design_scores_gemma":[0.0000030066499,0.000018427381,0.003646707,0.00009272557,0.0000051071047,0.0003585055,0.9744527,0.00006120428,0.0001558197,0.004847721,0.016348107,0.000010073106],"about_ca_topic_score_codex":0.02213645,"about_ca_topic_score_gemma":0.02766714,"teacher_disagreement_score":0.02213645,"about_ca_system_score_codex":0.005925449,"about_ca_system_score_gemma":0.0055611157,"threshold_uncertainty_score":0.04401523},"labels":[],"label_agreement":null},{"id":"W2557919857","doi":"10.5539/ijel.v6n7p105","title":"Developing Content-Based Criteria for EFL Textbooks: The Case of Iranian Junior &amp; Senior High School Levels","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Islamic Azad University","keywords":"Curriculum; Delphi method; Psychology; Mathematics education; Rank (graph theory); Population; Medical education; Content validity; Pedagogy; Medicine; Mathematics; Statistics; Environmental health; Clinical psychology","score_opus":0.11015660326139168,"score_gpt":0.3364782786833448,"score_spread":0.2263216754219531,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2557919857","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95191056,0.00025526632,0.008862645,0.0015888445,0.000042207426,0.0011350684,0.00016776446,0.000049359078,0.03598821],"genre_scores_gemma":[0.9709138,0.00009306869,0.025864022,0.00011742634,0.000008714546,0.00029123228,0.00010934238,0.000013154055,0.0025891142],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933154,0.0026093475,0.000876102,0.00029118577,0.0024004956,0.00050751097],"domain_scores_gemma":[0.9764055,0.00919476,0.002530378,0.00078334915,0.009826151,0.0012598089],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00905286,0.00023670135,0.00028113148,0.005294929,0.0019088056,0.0029463994,0.0009979388,0.00083135033,0.002306345],"category_scores_gemma":[0.026938267,0.00019186312,0.0002486221,0.0040696315,0.0016029312,0.0017904115,0.001570073,0.0007291183,0.00038434265],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010804387,0.0008296539,0.29021904,0.0014005345,0.00002198449,0.0047431733,0.24033116,0.0012773373,0.0072126174,0.02599331,0.009938469,0.4179247],"study_design_scores_gemma":[0.000042120282,0.00044229388,0.39467496,0.001428199,0.000040408984,0.0032632134,0.48123115,0.006115002,0.007337758,0.0093172295,0.095990725,0.000116730625],"about_ca_topic_score_codex":0.0102494,"about_ca_topic_score_gemma":0.016589513,"teacher_disagreement_score":0.0102494,"about_ca_system_score_codex":0.0053858673,"about_ca_system_score_gemma":0.008138204,"threshold_uncertainty_score":0.047876656},"labels":[],"label_agreement":null},{"id":"W2557986318","doi":"10.5539/ies.v9n12p254","title":"Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Tarbiat Modares University","keywords":"Inductive reasoning; Class (philosophy); Deductive method; Set (abstract data type); Psychology; Inductive method; Deductive reasoning; Foreign language; Learning styles; Mathematics education; Teaching method; Computer science; Artificial intelligence; Qualitative research","score_opus":0.09372008855311545,"score_gpt":0.3503033897899989,"score_spread":0.25658330123688344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2557986318","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936795,0.00016147738,0.0009023301,0.00043357737,0.0000066758835,0.000038396032,0.000009368585,0.0000053352396,0.0047632153],"genre_scores_gemma":[0.99734336,0.00015890753,0.0012827935,0.000059557315,0.000004481041,0.000015645457,0.000007524332,0.0000031362256,0.0011246444],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99607855,0.0027697263,0.00007648182,0.00018258764,0.00037825227,0.0005143164],"domain_scores_gemma":[0.9951497,0.0034700176,0.00035361588,0.00015814786,0.0005044238,0.000364172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065154578,0.00032659018,0.00022065116,0.0011727208,0.00404463,0.00235718,0.001045722,0.00091927947,0.0017975741],"category_scores_gemma":[0.006156565,0.0001537712,0.00036437064,0.0008369779,0.002969753,0.0014925665,0.0016141882,0.00079585763,0.00022243672],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012339854,0.00068613805,0.08400202,0.00014739856,0.0000143352645,0.01035907,0.8230125,0.00034759298,0.0014681655,0.008926118,0.0007609874,0.07015244],"study_design_scores_gemma":[0.000013051458,0.00024066522,0.02104556,0.000094954594,0.00001642377,0.0029945942,0.95118845,0.0010035686,0.0019298852,0.002016652,0.019431697,0.000024504132],"about_ca_topic_score_codex":0.011484063,"about_ca_topic_score_gemma":0.024295243,"teacher_disagreement_score":0.011484063,"about_ca_system_score_codex":0.0027602331,"about_ca_system_score_gemma":0.002743375,"threshold_uncertainty_score":0.034457445},"labels":[],"label_agreement":null},{"id":"W2558124037","doi":"10.5539/ijel.v6n7p36","title":"The Acquisition of French (L3) Wh-question by Persian (L1) Learners of English (L2) as a Foreign Language: Optimality Theory","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Interrogative word; Persian; Verb; Interrogative; Grammar; Second-language acquisition; Psychology; First language; Natural language processing; Computer science; Artificial intelligence; Philosophy","score_opus":0.010793199168225975,"score_gpt":0.26999538494702646,"score_spread":0.2592021857788005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2558124037","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985,0.00003994001,0.0003053728,0.000040822953,6.450999e-7,0.0000028361155,0.000012688763,0.0000039848223,0.0010937261],"genre_scores_gemma":[0.99906415,0.00004419292,0.00032408096,0.000021956213,8.7375315e-7,0.0000037362192,0.000021912434,0.0000016163526,0.0005176074],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9998272,0.000054985216,0.000008916028,0.000043983433,0.00003454341,0.000030347424],"domain_scores_gemma":[0.9992532,0.00034336373,0.00014685084,0.000071904884,0.00012688765,0.00005774811],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006055705,0.0001594857,0.0001127177,0.00028212764,0.00023606129,0.0007870027,0.00021220135,0.00034444296,0.0012619465],"category_scores_gemma":[0.0015352338,0.000102456055,0.00011264518,0.00013528361,0.0007081017,0.0006056955,0.00039386514,0.00031273387,0.00017549506],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007712307,0.00052242266,0.72181433,0.00017519614,0.00006462555,0.001513126,0.05662988,0.0014937806,0.08477954,0.016503504,0.00069037406,0.11504205],"study_design_scores_gemma":[0.000042351876,0.0009772877,0.94403857,0.00003603538,0.00003982383,0.0014710857,0.01828424,0.0049722833,0.015970122,0.009079646,0.0050391373,0.000049390423],"about_ca_topic_score_codex":0.008266183,"about_ca_topic_score_gemma":0.0050704614,"teacher_disagreement_score":0.008266183,"about_ca_system_score_codex":0.00031717026,"about_ca_system_score_gemma":0.00029306114,"threshold_uncertainty_score":0.01643616},"labels":[],"label_agreement":null},{"id":"W2558492723","doi":"10.5539/ijel.v6n7p1","title":"The Relationship between English Language Learners’ Perceptions towards Classroom Oral Error Corrections and Their Pronunciation Accuracy","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Perception; First language; Psychology; English language; Error analysis; Language assessment; Mathematics education; Linguistics; Mathematics","score_opus":0.055792491678933256,"score_gpt":0.31552331444212595,"score_spread":0.2597308227631927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2558492723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989374,0.000027988259,0.0000733034,0.00003242357,0.0000022790637,0.0000029775042,0.000007803773,0.0000016617172,0.00091423094],"genre_scores_gemma":[0.99894637,0.00006431365,0.00007653323,0.000021002448,0.0000019969275,0.000005044155,0.000013905261,0.0000018550111,0.00086902175],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990363,0.0002537334,0.00012823865,0.000088079585,0.0003642131,0.00012939786],"domain_scores_gemma":[0.9904731,0.0039879647,0.0027280406,0.0002565142,0.0016108847,0.0009433999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014083091,0.00020048373,0.00017766618,0.0004904701,0.0003699751,0.0016096676,0.00022821884,0.00033582523,0.0040704915],"category_scores_gemma":[0.007903473,0.00015951552,0.00023215078,0.00020009014,0.00073338556,0.00057609624,0.00063112704,0.0007148307,0.0004992728],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011972544,0.00035307524,0.9234355,0.00008742159,0.000045474604,0.0005314244,0.056514055,0.00014107724,0.004811603,0.00020658509,0.0002067471,0.013547355],"study_design_scores_gemma":[0.000007907311,0.00037979442,0.90228117,0.000060143917,0.00004076039,0.00051765604,0.09291885,0.00043201903,0.0016605945,0.00014343609,0.0015255046,0.000032160773],"about_ca_topic_score_codex":0.0039399536,"about_ca_topic_score_gemma":0.0042571025,"teacher_disagreement_score":0.0040704915,"about_ca_system_score_codex":0.00026201515,"about_ca_system_score_gemma":0.0003953812,"threshold_uncertainty_score":0.013617158},"labels":[],"label_agreement":null},{"id":"W2558608676","doi":"10.1353/cjl.2016.0024","title":"Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Linguistics / La revue canadienne de linguistique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; French; Foreign language; Linguistics; Context (archaeology); Second-language acquisition; Humanities; Sociology; Mathematics education; Philosophy; History","score_opus":0.02206845662796192,"score_gpt":0.26587756439195226,"score_spread":0.24380910776399034,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2558608676","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99719197,0.000151904,0.00007151505,0.000073699186,0.0000036066585,0.0000030790807,0.000029586827,0.0000027535,0.002472053],"genre_scores_gemma":[0.9986663,0.00011135487,0.000055825054,0.000020493026,0.0000017808596,0.0000027260942,0.000047081332,0.000004792221,0.0010896373],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989735,0.00033748292,0.00006882095,0.00014406274,0.00019941042,0.00027675496],"domain_scores_gemma":[0.9967169,0.0010380803,0.00046762978,0.00013334975,0.0009866564,0.000657315],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018217231,0.00020834067,0.00039391604,0.0016518498,0.0015658552,0.004069154,0.0005613348,0.00088792463,0.002876672],"category_scores_gemma":[0.005293613,0.00014080372,0.00030552072,0.0013842658,0.0010286306,0.0018833885,0.0011487489,0.0006468068,0.00043206333],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026142687,0.0002891446,0.628185,0.000056586232,0.00003785599,0.0012711408,0.34089163,0.00019086676,0.0021463728,0.0020562187,0.00040401597,0.024209695],"study_design_scores_gemma":[0.000008814257,0.00032223924,0.6149998,0.000075760174,0.00003326761,0.0010735086,0.37225693,0.00039729918,0.0008045474,0.000491621,0.009480062,0.000056158722],"about_ca_topic_score_codex":0.10425742,"about_ca_topic_score_gemma":0.14430226,"teacher_disagreement_score":0.10425742,"about_ca_system_score_codex":0.0019005536,"about_ca_system_score_gemma":0.0015634595,"threshold_uncertainty_score":0.20730114},"labels":[],"label_agreement":null},{"id":"W2558672841","doi":"10.5539/ijel.v6n7p113","title":"A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"First language; Persian; Test (biology); Vocabulary; Meaning (existential); Psychology; Vocabulary learning; Control (management); Foreign language; Mathematics education; Linguistics; Computer science; Artificial intelligence","score_opus":0.019899634471958333,"score_gpt":0.26930432710472124,"score_spread":0.2494046926327629,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2558672841","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99930227,0.00009883165,0.000016668302,0.00004355535,0.0000029175615,0.000009981119,0.00003140934,0.000001721432,0.0004927465],"genre_scores_gemma":[0.99829525,0.0005022556,0.00011643536,0.00006490066,0.000005502747,0.000024260604,0.00007520386,0.0000016924805,0.0009145778],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99932504,0.00019409938,0.00008442876,0.000045680226,0.0002418658,0.000108950415],"domain_scores_gemma":[0.9974141,0.0006888644,0.00077659305,0.000057741305,0.000596271,0.00046640955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014380252,0.0001839192,0.00029039942,0.0004810076,0.00038767786,0.00047500528,0.0002570834,0.0002981858,0.0018371791],"category_scores_gemma":[0.0044363295,0.00015653021,0.0002697406,0.00031167126,0.00023897126,0.0004801386,0.00032136947,0.00041791314,0.000410951],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019421252,0.00080429256,0.9259255,0.0002623724,0.000026812435,0.00064454257,0.021221654,0.00004709298,0.0023624871,0.000056221834,0.00082549616,0.04762927],"study_design_scores_gemma":[0.0000112725875,0.0019417548,0.9616121,0.00008820949,0.00003226952,0.00057923584,0.03157465,0.000119394106,0.0009666999,0.000024417153,0.0030317951,0.000018162462],"about_ca_topic_score_codex":0.0022554274,"about_ca_topic_score_gemma":0.003322019,"teacher_disagreement_score":0.0022554274,"about_ca_system_score_codex":0.00030911245,"about_ca_system_score_gemma":0.00061256514,"threshold_uncertainty_score":0.007605076},"labels":[],"label_agreement":null},{"id":"W2558853548","doi":"10.5539/ijel.v6n7p138","title":"The Effect of Content-Based Approach in Student vs. Teacher-Centered Environment on Improving Speaking among Iranian Intermediate EFL Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Psychology; Mathematics education; Context (archaeology); English as a foreign language; Foreign language; Learning environment; Process (computing); Control (management); Pedagogy; Computer science","score_opus":0.022847935874036922,"score_gpt":0.25452943186299853,"score_spread":0.23168149598896162,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2558853548","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99945885,0.000036021607,0.00007372126,0.000023650959,0.000004061922,0.000019587895,0.0000037171628,0.000004766359,0.00037565458],"genre_scores_gemma":[0.99818724,0.0001037881,0.0010870699,0.00003206686,0.000005454203,0.000047463218,0.000016060389,0.000002562152,0.00051817694],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99964166,0.00012360344,0.000022977,0.000055156608,0.00008547093,0.00007113935],"domain_scores_gemma":[0.9989994,0.00023462393,0.00013901127,0.000026553675,0.00014322523,0.00045712857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047012302,0.00027027217,0.00032030346,0.00021785287,0.0003487053,0.0005729967,0.00031578352,0.00026630922,0.0012816626],"category_scores_gemma":[0.0015307815,0.000085509266,0.00027386786,0.00010811924,0.0002267833,0.0002506485,0.0004232623,0.00034375326,0.00015691142],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005920131,0.051427856,0.3536496,0.0014581302,0.00031414902,0.0011619858,0.035353754,0.0010542886,0.096958324,0.00059786666,0.0020457066,0.4500583],"study_design_scores_gemma":[0.0005550919,0.026688214,0.9256395,0.00019472181,0.0004249888,0.00036197482,0.024415333,0.0017437148,0.015170462,0.0004151483,0.0043287813,0.0000620566],"about_ca_topic_score_codex":0.0010810745,"about_ca_topic_score_gemma":0.002525697,"teacher_disagreement_score":0.0012816626,"about_ca_system_score_codex":0.00025980765,"about_ca_system_score_gemma":0.00063750497,"threshold_uncertainty_score":0.004287541},"labels":[],"label_agreement":null},{"id":"W2559326838","doi":"10.5206/cie-eci.v45i2.9289","title":"Maintaining the Japan Connection: The Impact of Study Abroad on Japanese Language Learners’ Life Trajectories and Ongoing Interaction with Japanese Speakers","year":2016,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Study abroad; Psychology; Pedagogy; Sociology","score_opus":0.06809043742482289,"score_gpt":0.37682905770750363,"score_spread":0.30873862028268073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2559326838","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99805886,0.0001003163,0.00006924013,0.00023142595,0.0000079514175,0.000004236221,0.000009134691,0.0000017270021,0.0015170447],"genre_scores_gemma":[0.99875045,0.00017700663,0.00008331353,0.0000643268,0.000004768903,0.000011255888,0.000020448386,0.0000033970184,0.000884961],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9990257,0.00049783586,0.000041640178,0.00007430389,0.000116143674,0.0002443763],"domain_scores_gemma":[0.99782467,0.0006332066,0.00032496962,0.00008295544,0.00022974829,0.00090454187],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021582937,0.00029438626,0.00034306542,0.0007039748,0.0054616393,0.0047018807,0.0005325924,0.0007409288,0.0022116294],"category_scores_gemma":[0.0037458052,0.0002514475,0.0002660968,0.0005287557,0.0032136785,0.0026478563,0.005544017,0.0013722759,0.0002868158],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060439397,0.00007010236,0.08093219,0.000038852606,0.000012341335,0.0010047941,0.90850043,0.000024123374,0.0013026746,0.0006454245,0.00030400913,0.0071045808],"study_design_scores_gemma":[0.0000016969122,0.000048052916,0.042468395,0.000021027507,0.0000069494217,0.00018175911,0.9545353,0.00002339122,0.00015096553,0.000118569355,0.0024308283,0.000012924648],"about_ca_topic_score_codex":0.007930668,"about_ca_topic_score_gemma":0.019350862,"teacher_disagreement_score":0.007930668,"about_ca_system_score_codex":0.0010298054,"about_ca_system_score_gemma":0.0016967125,"threshold_uncertainty_score":0.015769005},"labels":[],"label_agreement":null},{"id":"W2559463210","doi":"10.5539/ijel.v6n6p245","title":"Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Corrective feedback; Perception; Psychology; Class (philosophy); Presentation (obstetrics); Preference; Mathematics education; Medical education; Computer science; Mathematics; Medicine; Linguistics","score_opus":0.02870681178275796,"score_gpt":0.2988284769652522,"score_spread":0.27012166518249425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2559463210","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987375,0.0000828811,0.00020249763,0.00011959158,0.000008226769,0.000009440001,0.000008151965,0.000007881484,0.00082392414],"genre_scores_gemma":[0.9993656,0.00006941096,0.00012093891,0.000033901066,0.0000040862137,0.000008210476,0.0000084469675,0.0000033236083,0.0003861059],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99431723,0.0022082168,0.0005611099,0.0003655269,0.0019628163,0.00058510166],"domain_scores_gemma":[0.9752528,0.010883808,0.0058862534,0.00052444596,0.004387298,0.0030654809],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045599975,0.00025902732,0.00047534972,0.0007077624,0.0006938603,0.0019503457,0.00041412853,0.0008357044,0.0022868346],"category_scores_gemma":[0.023447748,0.00025178288,0.0003939408,0.00038793,0.0009262957,0.0009938319,0.001140885,0.0011502869,0.00035930495],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00055106735,0.0010252434,0.47771487,0.0005344157,0.00007391628,0.0016574993,0.43685833,0.00047635246,0.017281866,0.00034854613,0.00085540034,0.06262249],"study_design_scores_gemma":[0.000055330678,0.002310859,0.50466925,0.00023628151,0.00008177726,0.0015947017,0.47671986,0.0011390675,0.0049296347,0.0002697038,0.007860454,0.00013311373],"about_ca_topic_score_codex":0.0023504882,"about_ca_topic_score_gemma":0.002497481,"teacher_disagreement_score":0.0045599975,"about_ca_system_score_codex":0.000725835,"about_ca_system_score_gemma":0.0009896014,"threshold_uncertainty_score":0.02411586},"labels":[],"label_agreement":null},{"id":"W2559517890","doi":"10.5539/ijel.v6n7p59","title":"The Effect of Explicit Instruction through Combined Input-Output Tasks on the Acquisition of Indirect Reported Speech in English","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Automaticity; Focus on form; Computer science; Implicit knowledge; Explicit knowledge; Grammar; Second-language acquisition; Focus (optics); Implicit learning; Subject (documents); Linguistics; Psychology; Cognitive psychology; Mathematics education; Artificial intelligence; Cognition; Knowledge management","score_opus":0.024824782319485962,"score_gpt":0.27220267087425004,"score_spread":0.24737788855476409,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2559517890","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99939203,0.000026299336,0.00013538958,0.000014736405,0.0000038349385,0.000015808693,0.0000066220477,0.000008289369,0.00039700436],"genre_scores_gemma":[0.99722904,0.0000991869,0.0014707681,0.00003396704,0.00000842362,0.00007250201,0.0000373113,0.000012385617,0.0010363548],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9987978,0.00044953244,0.00016522697,0.0002598612,0.00021690504,0.00011067243],"domain_scores_gemma":[0.97182155,0.023287414,0.0021655418,0.0013227684,0.00056727265,0.0008354056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015129462,0.00048567334,0.00040951418,0.0001946282,0.00027679343,0.0009571348,0.0005594683,0.0007138178,0.0021939406],"category_scores_gemma":[0.020950934,0.00049373135,0.00017602363,0.00013251195,0.00085590355,0.0009368441,0.0012674249,0.0013001417,0.0004361481],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.025651695,0.0491425,0.061450366,0.0021996882,0.00029299763,0.0011165426,0.04768092,0.0015456745,0.4996411,0.001026823,0.00071316643,0.30953866],"study_design_scores_gemma":[0.001868586,0.067035384,0.66733366,0.00037656788,0.00066347944,0.0011947665,0.007681259,0.0050481786,0.24273781,0.001956555,0.0038570256,0.00024662973],"about_ca_topic_score_codex":0.0006615036,"about_ca_topic_score_gemma":0.0012028585,"teacher_disagreement_score":0.0021939406,"about_ca_system_score_codex":0.00026972388,"about_ca_system_score_gemma":0.0004943501,"threshold_uncertainty_score":0.0080013275},"labels":[],"label_agreement":null},{"id":"W2559585100","doi":"","title":"The Application of PBL Teaching Methodology in College Business English Teaching","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business English; Constructivist teaching methods; Mathematics education; Value (mathematics); Style (visual arts); Teaching method; Quality (philosophy); Computer science; College English; Problem-based learning; Pedagogy; Psychology; Epistemology","score_opus":0.06327077152294815,"score_gpt":0.3569597442264128,"score_spread":0.29368897270346467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2559585100","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10298459,0.0038733399,0.7808894,0.0054288525,0.000825322,0.002096548,0.000052001426,0.00054547796,0.10330447],"genre_scores_gemma":[0.45460927,0.0034631179,0.5237305,0.00069489056,0.00014576147,0.0010919524,0.00007043591,0.00009587702,0.016098265],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99652654,0.00255483,0.0001204149,0.0001816088,0.00049177586,0.00012471556],"domain_scores_gemma":[0.9982886,0.001048533,0.00007047105,0.0001365575,0.00032831845,0.00012751072],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004181122,0.00020633687,0.00017963379,0.0007067702,0.0006042335,0.0020669803,0.00058565603,0.0005252741,0.00249113],"category_scores_gemma":[0.005840725,0.0001597964,0.00022452186,0.0008388486,0.0007847426,0.0015487389,0.0016476436,0.00095046964,0.00062034634],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058254016,0.00056436047,0.0023718886,0.00049702625,0.000009092382,0.00014764596,0.004764661,0.0013377166,0.0046186154,0.04392286,0.002349748,0.9393581],"study_design_scores_gemma":[0.0005969337,0.0033548686,0.024935707,0.003388436,0.00011770925,0.004042592,0.020936143,0.07706772,0.047185138,0.22771466,0.5904705,0.00018965459],"about_ca_topic_score_codex":0.0005486008,"about_ca_topic_score_gemma":0.00052393397,"teacher_disagreement_score":0.004181122,"about_ca_system_score_codex":0.0009130943,"about_ca_system_score_gemma":0.0027668865,"threshold_uncertainty_score":0.022112131},"labels":[],"label_agreement":null},{"id":"W2559760056","doi":"10.5206/cie-eci.v45i2.9290","title":"Cultural Discovery as a Post-Year Abroad Agent of Change for UK Modern Language Students","year":2016,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Realia; Pedagogy; Agency (philosophy); Curriculum; Identity (music); Situated; Language acquisition; Sociology; Mathematics education; Psychology; Social science","score_opus":0.17550228405795298,"score_gpt":0.44146571081623726,"score_spread":0.26596342675828427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2559760056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.977599,0.00019788572,0.0005134043,0.0032655224,0.00007752739,0.000035331166,0.000007538828,0.000042754753,0.018261096],"genre_scores_gemma":[0.99362385,0.00009618204,0.0002844455,0.00022658776,0.000013515852,0.000015498408,0.000006355477,0.000010922602,0.0057225847],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9933416,0.0041034212,0.00012832892,0.00047636143,0.0007440656,0.0012061085],"domain_scores_gemma":[0.9869004,0.0040100305,0.0014750691,0.00089354697,0.0008161985,0.0059047095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075381747,0.00038408313,0.0005324825,0.0011823693,0.012287474,0.01517181,0.0015486659,0.0026748383,0.00556364],"category_scores_gemma":[0.0101111885,0.00034681475,0.00044351237,0.0006439571,0.01045809,0.0053452076,0.0132582905,0.003924404,0.0007761817],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001264911,0.00046420962,0.01399557,0.000059242913,0.0000086668715,0.0014032222,0.9440576,0.000043545722,0.0010505836,0.0054264227,0.0016367987,0.031727657],"study_design_scores_gemma":[0.000023480918,0.0003983365,0.0077958186,0.000037330017,0.000011150792,0.0007820955,0.94997126,0.0001654387,0.0006890798,0.0016271211,0.03845726,0.00004163126],"about_ca_topic_score_codex":0.0047511305,"about_ca_topic_score_gemma":0.009157474,"teacher_disagreement_score":0.01517181,"about_ca_system_score_codex":0.0038495774,"about_ca_system_score_gemma":0.005095274,"threshold_uncertainty_score":0.03986615},"labels":[],"label_agreement":null},{"id":"W2560273668","doi":"10.3138/cmlr.3086","title":"Two Expatriate English Instructors in China: Their Experiences, and Perspectives of Local Students and Teachers","year":2016,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Expatriate; China; Style (visual arts); Disadvantaged; Curriculum; Psychology; Mathematics education; Pedagogy; Process (computing); Sociology; Computer science; Political science; Literature; Art","score_opus":0.0157473039562581,"score_gpt":0.23604465968599217,"score_spread":0.22029735572973408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2560273668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961571,0.00026983334,0.0000794045,0.0009896932,0.000029609839,0.000017169119,0.000012708766,0.000006905223,0.002437634],"genre_scores_gemma":[0.9865914,0.0005219501,0.0001317624,0.0009199659,0.000029837016,0.000059048398,0.000036444082,0.00001557261,0.011693908],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981027,0.0007501019,0.00006481906,0.00018603528,0.00029278288,0.00060352794],"domain_scores_gemma":[0.996443,0.00054747413,0.0003305685,0.000105040875,0.00049669994,0.0020773087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002338116,0.00056433305,0.00072286325,0.0013048876,0.015879394,0.0039236043,0.0014959133,0.001544022,0.0053765727],"category_scores_gemma":[0.0033296042,0.0004545072,0.00025487712,0.0018509809,0.0041717654,0.002558637,0.00514356,0.0025344964,0.0007745096],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040586467,0.00015961507,0.017291611,0.000053119213,0.0000037648322,0.0019904173,0.9703875,0.000011961772,0.00068760646,0.00045574573,0.0011574051,0.007760689],"study_design_scores_gemma":[0.00000422775,0.00006895488,0.007377591,0.00003074468,0.0000033043275,0.0003424323,0.98579097,0.000026318843,0.0001319169,0.00003738583,0.0061731767,0.000012897938],"about_ca_topic_score_codex":0.041229643,"about_ca_topic_score_gemma":0.109216265,"teacher_disagreement_score":0.041229643,"about_ca_system_score_codex":0.0039920183,"about_ca_system_score_gemma":0.0063316906,"threshold_uncertainty_score":0.081979334},"labels":[],"label_agreement":null},{"id":"W2560552421","doi":"10.5539/elt.v10n1p1","title":"Attitude towards and Perception of Literature in EFL Setting: A Case Study on QU Male Undergraduate Students","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Curriculum; Qualitative research; Positive attitude; Mathematics education; Selection (genetic algorithm); Qualitative property; Pedagogy; Social psychology; Sociology","score_opus":0.01550409426200432,"score_gpt":0.29588157588596853,"score_spread":0.2803774816239642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2560552421","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99910104,0.00006806723,0.00004449566,0.00014410519,0.0000031682662,0.000011736721,0.0000049031587,0.0000013233044,0.00062106055],"genre_scores_gemma":[0.998295,0.00020766305,0.000111753936,0.0001698607,0.000008076018,0.0000135599275,0.000005753743,0.0000013303685,0.0011870691],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985638,0.0006737326,0.00006610042,0.00010905853,0.00025807958,0.00032928615],"domain_scores_gemma":[0.99744993,0.0008391507,0.00044691638,0.00007553022,0.00037221587,0.00081619405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00180869,0.00027996823,0.00046765,0.00141117,0.0049212025,0.00252566,0.0007126405,0.0012155697,0.002986991],"category_scores_gemma":[0.0026352159,0.00028223338,0.00026848668,0.000818784,0.0017132645,0.0011754754,0.0013974088,0.0011825676,0.0005886677],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016780703,0.0050063343,0.22438636,0.00030325464,0.000029546063,0.029286873,0.69391733,0.00009240955,0.0063989507,0.0011343346,0.0009115756,0.038365237],"study_design_scores_gemma":[0.000017762744,0.0014488851,0.082244195,0.000091244394,0.000022563388,0.008960028,0.8991088,0.0001863851,0.0015765792,0.00018645338,0.0061284187,0.0000285633],"about_ca_topic_score_codex":0.002559433,"about_ca_topic_score_gemma":0.006930127,"teacher_disagreement_score":0.0049212025,"about_ca_system_score_codex":0.0012457727,"about_ca_system_score_gemma":0.0010760034,"threshold_uncertainty_score":0.00999248},"labels":[],"label_agreement":null},{"id":"W2561912313","doi":"10.7359/791-2016-popp","title":"Enriching the University ELT Curriculum with Insights from ELF","year":2016,"lang":"en","type":"book-chapter","venue":"Lingue culture mediazioni","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Jyväskylän Yliopisto; University of Cambridge; University of Ottawa","keywords":"Curriculum; Mathematics education; Sociology; Pedagogy; Psychology","score_opus":0.011008548784961335,"score_gpt":0.1784488171715036,"score_spread":0.16744026838654227,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2561912313","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13396402,0.055661317,0.008404387,0.055131827,0.004804331,0.00008838784,0.0002691088,0.00021720785,0.7414594],"genre_scores_gemma":[0.6795279,0.033588145,0.01024065,0.008240754,0.0013415501,0.00015335227,0.00034900667,0.0003396071,0.26621908],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9993291,0.00028521332,0.000019240362,0.000058989932,0.00012288836,0.00018449947],"domain_scores_gemma":[0.99922454,0.00039881573,0.000041148527,0.00002837168,0.00007982459,0.00022740322],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017986806,0.00044437443,0.00030859275,0.0016791391,0.004567319,0.010773641,0.0008654869,0.0017817002,0.008593875],"category_scores_gemma":[0.0021499575,0.00012812579,0.00020359695,0.0024013608,0.0051467577,0.0072050965,0.0049472204,0.0028658446,0.0010865607],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044698758,0.00034309513,0.0020375208,0.00066297693,0.0000057000916,0.001398607,0.21502118,0.0003870412,0.0012179851,0.2886384,0.12632276,0.36392],"study_design_scores_gemma":[0.0000052826235,0.000021949765,0.002939305,0.0009110589,0.0000032824903,0.00041129388,0.08434902,0.00012241394,0.0004501878,0.020466927,0.8903054,0.00001389383],"about_ca_topic_score_codex":0.0051321164,"about_ca_topic_score_gemma":0.026042012,"teacher_disagreement_score":0.010773641,"about_ca_system_score_codex":0.0068033068,"about_ca_system_score_gemma":0.0074016857,"threshold_uncertainty_score":0.049361646},"labels":[],"label_agreement":null},{"id":"W2562101045","doi":"","title":"All Students Are English Language Learners: Strategies To Better Accommodate English Language Learners in Traditional Secondary Classrooms","year":2014,"lang":"en","type":"article","venue":"TSpace (University of Toronto)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"University of Toronto","keywords":"English language; Language assessment; Linguistics; Comprehension approach; Computer science; Mathematics education; Psychology; Language education","score_opus":0.02351392013323706,"score_gpt":0.24823576379133444,"score_spread":0.2247218436580974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2562101045","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82702434,0.002376305,0.0062081437,0.04842488,0.00064249657,0.00094230135,0.00009515087,0.0006245222,0.11366181],"genre_scores_gemma":[0.92270297,0.002776013,0.024632117,0.004784708,0.00009753103,0.00037525888,0.00012132726,0.000071886214,0.044438235],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984067,0.0002994607,0.000033897068,0.00013182336,0.00038668068,0.00074141513],"domain_scores_gemma":[0.996865,0.00019160577,0.00012333173,0.000067376604,0.00046046425,0.0022921485],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023507567,0.0006950914,0.00043652454,0.0009883887,0.013026522,0.00526387,0.002659273,0.001349257,0.007395894],"category_scores_gemma":[0.0038211006,0.0002440587,0.00044069428,0.0007473112,0.002756213,0.002620136,0.0062888674,0.002077033,0.001315327],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023857063,0.0018801005,0.028282778,0.0005878531,0.000024402645,0.0021261075,0.41814423,0.0003041078,0.012183762,0.008304118,0.06290861,0.4650153],"study_design_scores_gemma":[0.00007686623,0.00040081673,0.055317327,0.0005369903,0.00009273516,0.00041427303,0.7339904,0.0003234091,0.0018010625,0.0039483737,0.2029971,0.00010070109],"about_ca_topic_score_codex":0.5117392,"about_ca_topic_score_gemma":0.85573506,"teacher_disagreement_score":0.5117392,"about_ca_system_score_codex":0.0086758295,"about_ca_system_score_gemma":0.053138174,"threshold_uncertainty_score":0.98227257},"labels":[],"label_agreement":null},{"id":"W2562163848","doi":"","title":"The Influence of Gender and Culture on First and Second Language Writing of Chinese and Japanese-speaking University Students","year":2011,"lang":"en","type":"dissertation","venue":"TSpace (University of Toronto)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Gender studies; Philosophy","score_opus":0.013629166628002854,"score_gpt":0.2425261180811574,"score_spread":0.22889695145315456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2562163848","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99924064,0.00007280889,0.0000164463,0.000027435148,0.000005028866,0.0000023125733,0.000007691806,6.058659e-7,0.0006270172],"genre_scores_gemma":[0.99948704,0.000063437765,0.000024538649,0.000020230056,0.0000032908806,0.0000045527895,0.000008817559,0.0000014714836,0.0003865347],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99853504,0.000484661,0.00017105178,0.00016162533,0.00034241675,0.00030514016],"domain_scores_gemma":[0.9927435,0.0026841944,0.0017324197,0.00025435103,0.00108536,0.0015001998],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016342173,0.0002734363,0.00033807757,0.00084332994,0.0013458219,0.0019265668,0.00029194538,0.00030908477,0.001957181],"category_scores_gemma":[0.00685133,0.00015329453,0.00032584067,0.0006613501,0.0009889558,0.0005910244,0.0009117676,0.00040916746,0.00028709293],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033225355,0.00015129615,0.8782377,0.000051869065,0.00006006563,0.00068352773,0.094175175,0.000039596896,0.0028631438,0.00016521222,0.00016713786,0.023073051],"study_design_scores_gemma":[0.0000072173107,0.00022863262,0.9067732,0.000034011093,0.0000250308,0.00032632423,0.091075584,0.00012886441,0.00057147996,0.00008119924,0.00072592637,0.000022472606],"about_ca_topic_score_codex":0.013425262,"about_ca_topic_score_gemma":0.027251836,"teacher_disagreement_score":0.013425262,"about_ca_system_score_codex":0.0006184619,"about_ca_system_score_gemma":0.0009483755,"threshold_uncertainty_score":0.026694238},"labels":[],"label_agreement":null},{"id":"W2563464687","doi":"10.1515/cjal-2015-0025","title":"Identity, Investment, and Faces of English Internationally","year":2015,"lang":"en","type":"article","venue":"Chinese Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":87,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"Beijing Foreign Studies University; American Educational Research Association","keywords":"Construct (python library); Identity (music); Sociology; Ideology; Investment (military); Pedagogy; Literacy; Learner autonomy; Language education; Political science; Comprehension approach; Politics; Computer science; Law","score_opus":0.034089770557720174,"score_gpt":0.28054556551849585,"score_spread":0.2464557949607757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2563464687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9594416,0.000093433075,0.00015201945,0.00081232714,0.000023661934,0.0000054828315,0.000016960328,0.0000027332123,0.039451864],"genre_scores_gemma":[0.9971699,0.000049011152,0.000046272064,0.000047910748,0.000005582943,0.0000030526312,0.000010243349,0.0000021340616,0.0026659153],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988809,0.0003974556,0.000037580114,0.00008267219,0.000332366,0.00026898397],"domain_scores_gemma":[0.9976029,0.0005519559,0.00071104884,0.000103221595,0.00037186098,0.0006590164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013778192,0.00018402972,0.00019980417,0.0006089886,0.0033457219,0.0056416597,0.0003875607,0.0004508905,0.008439624],"category_scores_gemma":[0.0043606777,0.00008683817,0.000091603906,0.0004467138,0.0024919666,0.002469163,0.003809236,0.0012010759,0.00043578737],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020416643,0.0004376252,0.29050016,0.000070852126,0.000026554246,0.0012759722,0.5782744,0.00022788871,0.0020961033,0.06360125,0.0045143683,0.058770582],"study_design_scores_gemma":[0.000006738811,0.0001206344,0.20870647,0.0001189497,0.000012893735,0.0005429335,0.75206685,0.00036608282,0.00078039663,0.0057488075,0.03149465,0.000034481247],"about_ca_topic_score_codex":0.0064144945,"about_ca_topic_score_gemma":0.008994627,"teacher_disagreement_score":0.008439624,"about_ca_system_score_codex":0.0016618605,"about_ca_system_score_gemma":0.00061946095,"threshold_uncertainty_score":0.02823335},"labels":[],"label_agreement":null},{"id":"W2564108147","doi":"10.1007/978-3-319-38893-9","title":"Handbook of Research and Practice in Heritage Language Education","year":2016,"lang":"en","type":"book","venue":"Springer international handbooks of education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Heritage language; Sociology; History; Pedagogy","score_opus":0.05665723891125082,"score_gpt":0.38945572840034487,"score_spread":0.3327984894890941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2564108147","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009021316,0.31750667,0.013409907,0.0068617663,0.004559208,0.00012554508,0.00033155046,0.00046487735,0.6558384],"genre_scores_gemma":[0.009028243,0.23578261,0.021531828,0.0029974072,0.0014536876,0.0002360336,0.0005677151,0.0002675221,0.728135],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991358,0.00015769569,0.0000722711,0.000068814785,0.0005162655,0.000049221944],"domain_scores_gemma":[0.9985227,0.00083772145,0.000050109273,0.00010711684,0.00032657155,0.00015576596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011673861,0.0006414329,0.0006697496,0.0027420747,0.000956544,0.004806814,0.0014437959,0.0015266648,0.046490643],"category_scores_gemma":[0.0022270891,0.00036609103,0.00033125305,0.0038154868,0.0018946652,0.003035886,0.0017878014,0.0022996978,0.017006174],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012431429,0.00007601279,0.000120250596,0.0011774984,0.000005081478,0.00008979373,0.0014656845,0.00024608045,0.00054478203,0.076783456,0.39288577,0.5265931],"study_design_scores_gemma":[0.0000016936294,0.0000058624933,0.00013611643,0.00062089035,0.0000012684493,0.00012245835,0.0002562854,0.00003564112,0.000045660043,0.006952207,0.9918183,0.000003550357],"about_ca_topic_score_codex":0.003253116,"about_ca_topic_score_gemma":0.010284908,"teacher_disagreement_score":0.046490643,"about_ca_system_score_codex":0.0014449146,"about_ca_system_score_gemma":0.0063128658,"threshold_uncertainty_score":0.1555267},"labels":[],"label_agreement":null},{"id":"W2564493261","doi":"10.18806/tesl.v33i2.1235","title":"Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Psychology; Corrective feedback; Humanities; Test (biology); Second language; Wilcoxon signed-rank test; Social psychology; Linguistics; Pedagogy; Mathematics education; Philosophy","score_opus":0.013103979050247927,"score_gpt":0.2430557431104869,"score_spread":0.22995176406023896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2564493261","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992324,0.00006748073,0.000031029518,0.00004213475,0.000002218617,0.0000031188044,0.0000030200106,5.526948e-7,0.0006179926],"genre_scores_gemma":[0.9993562,0.00013152181,0.000045044635,0.000032706725,0.000001968546,0.0000050366807,0.000007696525,0.0000013997179,0.00041827475],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99802184,0.00085214473,0.000091594964,0.00016491373,0.0004356619,0.0004338747],"domain_scores_gemma":[0.99521035,0.0020060008,0.0007600528,0.00013088716,0.0009886337,0.00090417796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027250396,0.0004190247,0.00048464534,0.0010810678,0.003689225,0.003669309,0.00056437554,0.00063272065,0.0012424487],"category_scores_gemma":[0.0056244964,0.0003206842,0.0002711983,0.00082741777,0.0029085875,0.0011330065,0.002029844,0.0013280571,0.00014898245],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013181631,0.00022606335,0.16992778,0.00005244411,0.00001241481,0.00075637765,0.81727916,0.000044269094,0.0022039488,0.00021537713,0.000115799405,0.009034548],"study_design_scores_gemma":[0.000008657093,0.00026950645,0.07951683,0.00005912067,0.000018855959,0.00032871627,0.9169077,0.000074663156,0.0008548295,0.000055870973,0.0018802985,0.000025062936],"about_ca_topic_score_codex":0.097420484,"about_ca_topic_score_gemma":0.16504996,"teacher_disagreement_score":0.097420484,"about_ca_system_score_codex":0.0027338918,"about_ca_system_score_gemma":0.002794164,"threshold_uncertainty_score":0.19370687},"labels":[],"label_agreement":null},{"id":"W2565125740","doi":"","title":"A Case Study on Multi-level Language Ability Groupings in an ESL Secondary School Classroom: Are We Making the Right Choices?","year":2010,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering; University of Toronto","keywords":"Mathematics education; Psychology; Computer science; Pedagogy","score_opus":0.08356858220766386,"score_gpt":0.3792910174117396,"score_spread":0.2957224352040757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2565125740","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98743093,0.00026179722,0.0014802403,0.0026116534,0.00004528321,0.00011428101,0.000029013527,0.000013353281,0.008013368],"genre_scores_gemma":[0.9901598,0.00037958033,0.0024762596,0.0004988805,0.000023491117,0.000090643356,0.000022871396,0.000014106133,0.006334324],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949663,0.0029107747,0.00017251879,0.00046434466,0.0005910139,0.00089489244],"domain_scores_gemma":[0.9954633,0.0015114164,0.0006078454,0.00018849611,0.00039926326,0.0018296931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003823472,0.00059625576,0.00067760196,0.0013143226,0.015117857,0.003714262,0.0020787527,0.0031544953,0.0039958367],"category_scores_gemma":[0.00555704,0.0005205366,0.00067251595,0.0013851976,0.0061539924,0.0027428626,0.005505662,0.0026923965,0.0005866698],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010381887,0.0012538859,0.035291985,0.00023743603,0.000020803971,0.07896582,0.84800476,0.00041280565,0.0024385876,0.008071212,0.003151047,0.022047797],"study_design_scores_gemma":[0.00001962761,0.0003198008,0.0078094993,0.00017977202,0.00001413589,0.015213583,0.94839704,0.00050808414,0.00090709695,0.0011220477,0.025476225,0.00003307171],"about_ca_topic_score_codex":0.01267756,"about_ca_topic_score_gemma":0.047337275,"teacher_disagreement_score":0.015117857,"about_ca_system_score_codex":0.005270488,"about_ca_system_score_gemma":0.0042555323,"threshold_uncertainty_score":0.038240194},"labels":[],"label_agreement":null},{"id":"W2565728820","doi":"10.18806/tesl.v33i2.1237","title":"Where Good Pedagogical Ideas Come From: The Story of an EAP Task","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Language education; Task (project management); English for academic purposes; Pedagogy; Humanities; English language; Psychology; Mathematics education; Art; Engineering","score_opus":0.05491224273761397,"score_gpt":0.2617406422240737,"score_spread":0.20682839948645976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2565728820","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25653142,0.005387721,0.14204928,0.2408887,0.004122267,0.0004629651,0.00063600304,0.0013542242,0.34856746],"genre_scores_gemma":[0.8618093,0.0021852558,0.039707165,0.01297511,0.0008215911,0.0005245076,0.0003287573,0.0014243679,0.08022399],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9847638,0.012111801,0.00019161002,0.00073490303,0.0013008956,0.00089699886],"domain_scores_gemma":[0.9873782,0.007878568,0.0007082513,0.00058816076,0.0010649535,0.0023818219],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067202454,0.0012694073,0.00060522574,0.0014140232,0.016595824,0.014909655,0.002746227,0.006692794,0.005319789],"category_scores_gemma":[0.02022952,0.00079468347,0.0010335166,0.00091326615,0.018377727,0.015846187,0.009775934,0.015746353,0.0029437055],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009396953,0.0000866828,0.001316249,0.00017105935,0.000012016978,0.0021353902,0.86336964,0.00034042812,0.0011569301,0.0897226,0.026576426,0.015018581],"study_design_scores_gemma":[0.00003588747,0.00010866075,0.0014309583,0.0004170765,0.00001680673,0.0014211935,0.39720938,0.0015819158,0.0013541447,0.037436534,0.55888134,0.00010614768],"about_ca_topic_score_codex":0.0064486703,"about_ca_topic_score_gemma":0.008697186,"teacher_disagreement_score":0.016595824,"about_ca_system_score_codex":0.00591922,"about_ca_system_score_gemma":0.0033823233,"threshold_uncertainty_score":0.042947114},"labels":[],"label_agreement":null},{"id":"W2566273175","doi":"10.5206/cie-eci.v45i2.9293","title":"Book Review: Social and Cultural Aspects of Language Learning in Study Abroad","year":2016,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Variety (cybernetics); Study abroad; Language acquisition; Sociology; Pedagogy; Psychology; Social science; Mathematics education; Computer science","score_opus":0.07879828679194219,"score_gpt":0.41469717052801236,"score_spread":0.3358988837360702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2566273175","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00010336835,0.990794,0.000055657103,0.0028124917,0.0037072867,0.000007035398,0.000051248746,0.0000054530415,0.0024633813],"genre_scores_gemma":[0.0008192716,0.9899967,0.00011538347,0.0018082728,0.003148389,0.000019555391,0.00008962307,0.000009221883,0.003993683],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992704,0.00020026433,0.000099846235,0.00008288745,0.0003011328,0.00004553294],"domain_scores_gemma":[0.9960699,0.002640654,0.00036162316,0.000059514234,0.0006829959,0.00018535314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008123891,0.000819278,0.0018102016,0.0036951606,0.00061996625,0.0030497015,0.0009244182,0.0016212711,0.013528146],"category_scores_gemma":[0.0041513126,0.00040032036,0.00060104684,0.008025265,0.0009014751,0.0021614023,0.0009383283,0.0022685241,0.0048264754],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057307938,0.000046847395,0.00036681048,0.023384197,0.00009406503,0.00020160046,0.00037745445,0.0001407982,0.00026695244,0.0021741458,0.6802684,0.29262134],"study_design_scores_gemma":[0.000011171361,0.000035155987,0.0014220093,0.011990306,0.00007209737,0.0008028938,0.00024404255,0.00001859435,0.000054581466,0.00058342394,0.98475164,0.000014091922],"about_ca_topic_score_codex":0.005149959,"about_ca_topic_score_gemma":0.013833829,"teacher_disagreement_score":0.013528146,"about_ca_system_score_codex":0.0013457476,"about_ca_system_score_gemma":0.0037409642,"threshold_uncertainty_score":0.045256138},"labels":[],"label_agreement":null},{"id":"W2566378196","doi":"","title":"Second language fluency and its underlying cognitive and social determinants","year":2016,"lang":"en","type":"article","venue":"QUT ePrints (Queensland University of Technology)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Fluency; Utterance; Cognitive psychology; Psychology; Perspective (graphical); Context (archaeology); Cognition; Verbal fluency test; Linguistics; Computer science","score_opus":0.026462317458831208,"score_gpt":0.24200528145196426,"score_spread":0.21554296399313305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2566378196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9821323,0.0003900939,0.0029200735,0.0005424123,0.0000070258293,0.00001092148,0.00005854431,0.000018668108,0.013920008],"genre_scores_gemma":[0.9994467,0.00005749802,0.00021506936,0.000010179178,0.000006943232,0.000004971113,0.000011560785,0.000002613175,0.0002444802],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999318,0.00020050893,0.000040407172,0.00010203802,0.00014093648,0.0001980949],"domain_scores_gemma":[0.99619603,0.0021652943,0.0008047181,0.00014389983,0.0002969967,0.0003930581],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009937553,0.00020279968,0.00019299921,0.001944175,0.00058285083,0.0020321975,0.00027752353,0.00042789994,0.0029115137],"category_scores_gemma":[0.0048620524,0.00010992017,0.00021901459,0.0007784064,0.003024579,0.0011169198,0.0010134561,0.0004640905,0.00018959933],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024130015,0.00044242883,0.7622428,0.00013222183,0.00014549633,0.001907403,0.022506133,0.0024792058,0.0061537363,0.10584106,0.00057700486,0.09733112],"study_design_scores_gemma":[0.000010532456,0.00012900299,0.9277447,0.00003321536,0.000034082423,0.0009095205,0.008209764,0.003497185,0.0012108716,0.055904113,0.0022759177,0.00004111446],"about_ca_topic_score_codex":0.006298784,"about_ca_topic_score_gemma":0.0032653583,"teacher_disagreement_score":0.006298784,"about_ca_system_score_codex":0.00092080387,"about_ca_system_score_gemma":0.00061425264,"threshold_uncertainty_score":0.012524247},"labels":[],"label_agreement":null},{"id":"W2567357141","doi":"10.5539/elt.v10n1p112","title":"Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Jiangsu University","keywords":"Psychology; Residence; Mathematics education; Period (music); Qualitative research; Pedagogy","score_opus":0.03591282729147689,"score_gpt":0.2981783616643689,"score_spread":0.262265534372892,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2567357141","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99858534,0.000062337844,0.00022087916,0.00017583337,0.000005032791,0.000060465674,0.000028896686,0.000002618024,0.00085863116],"genre_scores_gemma":[0.9980293,0.00015816168,0.00034623797,0.000071079296,0.000004554086,0.00012920926,0.000033532535,0.00000407952,0.0012239121],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99760795,0.0012926247,0.00010538104,0.00022636639,0.00033317902,0.00043449935],"domain_scores_gemma":[0.99551815,0.0026644035,0.00048610693,0.00015098334,0.00062662526,0.0005538554],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005779967,0.0005133687,0.00062549603,0.001973671,0.007656793,0.0020656118,0.0013090078,0.0010072244,0.0016462981],"category_scores_gemma":[0.0067024506,0.00037843816,0.0004155443,0.0016388795,0.0045525017,0.0018413996,0.0028189418,0.0012214872,0.00016585524],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031039344,0.00006417612,0.010910513,0.0000651653,0.000003359194,0.000788257,0.983511,0.000022235006,0.0012130713,0.0004042985,0.000107349086,0.0028795705],"study_design_scores_gemma":[0.0000038231365,0.00007555786,0.0078850435,0.000047476882,0.000005021317,0.00018408925,0.9890458,0.0001070206,0.00056320836,0.000065658576,0.0020040115,0.000013289436],"about_ca_topic_score_codex":0.016186127,"about_ca_topic_score_gemma":0.028624646,"teacher_disagreement_score":0.016186127,"about_ca_system_score_codex":0.0050724605,"about_ca_system_score_gemma":0.0036362854,"threshold_uncertainty_score":0.036803424},"labels":[],"label_agreement":null},{"id":"W2567609816","doi":"10.5539/ies.v10n1p255","title":"How do Teachers Make Sense of Peer Observation Professional Development in an Urban School","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Acknowledgement; Yardstick; Professional development; Psychology; Faculty development; Mathematics education; Pedagogy; Process (computing); Peer feedback; Collegiality; Computer science","score_opus":0.1265004441692294,"score_gpt":0.3733866354742476,"score_spread":0.2468861913050182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2567609816","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9926997,0.00027220583,0.000846363,0.0013641595,0.000035333196,0.00006542323,0.000009128058,0.000028001175,0.004679765],"genre_scores_gemma":[0.9980102,0.00023420124,0.00047472768,0.00009985612,0.000009560527,0.00003394781,0.0000086242535,0.000011486712,0.0011173501],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9736224,0.019047773,0.00069403957,0.0016577793,0.0029152688,0.0020626232],"domain_scores_gemma":[0.9660312,0.013985303,0.006456959,0.0027569167,0.0052286778,0.005540909],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013032231,0.00029364118,0.00074180024,0.001544989,0.0069208853,0.005899251,0.001967268,0.0012727476,0.0017609466],"category_scores_gemma":[0.040116727,0.0007197154,0.00034651265,0.0010738218,0.005941616,0.0050210855,0.0065278937,0.0020319007,0.00042433816],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007181838,0.00034110429,0.06613035,0.00014242055,0.000016975951,0.00072090677,0.90695065,0.000069924674,0.0006997331,0.0007894295,0.00091521343,0.023151517],"study_design_scores_gemma":[0.000014199155,0.00020350944,0.042912643,0.00012699068,0.000016845903,0.00025132866,0.9471013,0.0002274863,0.0003520975,0.00032357805,0.008440237,0.000029654264],"about_ca_topic_score_codex":0.013681703,"about_ca_topic_score_gemma":0.022757841,"teacher_disagreement_score":0.013681703,"about_ca_system_score_codex":0.004400846,"about_ca_system_score_gemma":0.0059459684,"threshold_uncertainty_score":0.068921804},"labels":[],"label_agreement":null},{"id":"W2568289999","doi":"10.46538/hlj.7.2.2","title":"\"There is no space for being German\": Portraits of Willing and Reluctant Heritage Language Learners of German","year":2010,"lang":"en","type":"article","venue":"Heritage Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"German; Space (punctuation); Heritage language; Inheritance (genetic algorithm); Portrait; Psychology; Linguistics; Study abroad; History; Pedagogy; Art history; Philosophy","score_opus":0.011099062802622055,"score_gpt":0.26849290389716496,"score_spread":0.2573938410945429,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2568289999","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93430513,0.0016806987,0.0011060552,0.010533595,0.00026764366,0.00003839561,0.000082054416,0.000043142554,0.05194342],"genre_scores_gemma":[0.9915018,0.00077958265,0.00032608578,0.0012754278,0.000047265617,0.00003172728,0.000043697124,0.000036693436,0.005957637],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99795145,0.0011997173,0.000046612106,0.00014544358,0.00025791887,0.00039884902],"domain_scores_gemma":[0.99871945,0.0005550176,0.00021458048,0.0000552083,0.00008989566,0.00036591498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017468793,0.0008498657,0.00053397653,0.0020559358,0.012164759,0.0059814835,0.0016898521,0.0029281727,0.0035234722],"category_scores_gemma":[0.0028093702,0.0004966363,0.0006266931,0.0010843591,0.0154738,0.0043153027,0.0048532975,0.006373664,0.0008024601],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038614264,0.000020346328,0.0023666515,0.00003182366,0.0000060466673,0.0020138707,0.9853563,0.000029374169,0.00055921596,0.0057109133,0.0020568436,0.0018100913],"study_design_scores_gemma":[0.0000052541,0.00002483091,0.003895565,0.00007104273,0.0000072405064,0.0013630334,0.9730972,0.00010610947,0.00014448514,0.00090389245,0.02036484,0.000016516315],"about_ca_topic_score_codex":0.019063504,"about_ca_topic_score_gemma":0.040110998,"teacher_disagreement_score":0.019063504,"about_ca_system_score_codex":0.0037420434,"about_ca_system_score_gemma":0.0012383148,"threshold_uncertainty_score":0.037905097},"labels":[],"label_agreement":null},{"id":"W2570622002","doi":"10.5539/elt.v10n2p33","title":"Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Eclecticism; Mainstream; Psychology; Applied linguistics; Mathematics education; Professional writing; Teaching method; Language education; Pedagogy; Linguistics","score_opus":0.018066861940596306,"score_gpt":0.3067238653169935,"score_spread":0.2886570033763972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2570622002","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.124474086,0.0020659706,0.7712162,0.0073766387,0.00046494888,0.004088711,0.00004848752,0.00030657128,0.08995842],"genre_scores_gemma":[0.26395682,0.00128109,0.72341675,0.0015142717,0.000052673815,0.0036805107,0.00003684688,0.0001200344,0.0059410715],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.93771666,0.050699197,0.0017481574,0.0023811676,0.006877181,0.00057760626],"domain_scores_gemma":[0.9392253,0.050206758,0.001652926,0.003203825,0.0047811214,0.00093006756],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.041727677,0.00079236727,0.000942299,0.0040469933,0.003616369,0.008954011,0.0029949597,0.002539858,0.0024088167],"category_scores_gemma":[0.04154516,0.0008600714,0.0012951615,0.002755335,0.018013963,0.00635362,0.016239807,0.006115149,0.00064152153],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018552497,0.00096602255,0.0049051,0.0021686954,0.000075487864,0.0005356829,0.31118497,0.001943296,0.005196487,0.33277038,0.002551303,0.33751705],"study_design_scores_gemma":[0.0005780754,0.0017053031,0.006083517,0.0050994433,0.00018380233,0.0043346444,0.16856122,0.026918199,0.015198216,0.55595714,0.21509641,0.000283949],"about_ca_topic_score_codex":0.00088712724,"about_ca_topic_score_gemma":0.001323386,"teacher_disagreement_score":0.041727677,"about_ca_system_score_codex":0.0048810053,"about_ca_system_score_gemma":0.009405795,"threshold_uncertainty_score":0.2206797},"labels":[],"label_agreement":null},{"id":"W2572738028","doi":"10.5539/ijel.v7n1p142","title":"The Relationship between Iranian EFL Learners’ Use and Preferences of Language Learning Strategies and Their Meta-Knowledge and Tasks of Pragmatic Competence","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Competence (human resources); Cognition; Mathematics education; Metacognition; Social psychology","score_opus":0.11376326884361676,"score_gpt":0.32883380491078723,"score_spread":0.21507053606717047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2572738028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99882704,0.000189073,0.000094667725,0.000037390408,0.0000026587009,0.0000045605825,0.000019510318,0.0000016727536,0.0008234328],"genre_scores_gemma":[0.9990963,0.00018161962,0.00019985207,0.000023025781,0.000003544316,0.0000075259277,0.00004289353,0.0000014143994,0.00044394232],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994153,0.000097519354,0.000089751695,0.00007154237,0.00024588598,0.00008011035],"domain_scores_gemma":[0.99677366,0.0010833901,0.00093519955,0.00010867174,0.00075697404,0.0003421134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00090459455,0.00037896272,0.00029143674,0.0008955,0.00025754707,0.0010003686,0.00021015984,0.00036770484,0.0015838614],"category_scores_gemma":[0.004748225,0.000130526,0.00023383688,0.00039441258,0.00031936247,0.0005386093,0.00040821236,0.00041562848,0.00023403269],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001240286,0.0003115023,0.9407261,0.0001165403,0.0000966577,0.0004038148,0.007757278,0.00014423672,0.0025949269,0.00017005389,0.00025029483,0.0473046],"study_design_scores_gemma":[0.000011880705,0.0002799597,0.98909307,0.00004094969,0.000041311032,0.0008433971,0.007150501,0.00041091835,0.0005827734,0.00037113644,0.001152115,0.000021972117],"about_ca_topic_score_codex":0.0019501853,"about_ca_topic_score_gemma":0.0025951613,"teacher_disagreement_score":0.0019501853,"about_ca_system_score_codex":0.00022840603,"about_ca_system_score_gemma":0.0003370836,"threshold_uncertainty_score":0.0052986145},"labels":[],"label_agreement":null},{"id":"W2572751428","doi":"10.5539/ijel.v7n2p117","title":"Exploring the Motivational Strategies Practiced by Pakistani EFL Teachers to Motivate Students in Learning English Language","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Context (archaeology); Mathematics education; Significant difference; Autonomy; Motivation to learn; English as a foreign language; Pedagogy","score_opus":0.056934712096683486,"score_gpt":0.3402242688544857,"score_spread":0.2832895567578022,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2572751428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985108,0.00007646623,0.00018914313,0.000091277085,0.0000028114302,0.000023369596,0.000006540899,0.0000014283523,0.001098081],"genre_scores_gemma":[0.99824154,0.0002618201,0.0007808875,0.00005809644,0.0000024899039,0.000025927882,0.0000113866645,9.414141e-7,0.00061690103],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9996006,0.0001396292,0.00001945643,0.00003452122,0.00009698091,0.00010884823],"domain_scores_gemma":[0.99895096,0.00034222534,0.0003306946,0.000024461204,0.00019781584,0.00015386136],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009801054,0.00024750645,0.00018322292,0.0005529894,0.00082367525,0.0011546962,0.00019954315,0.00034673407,0.0009015386],"category_scores_gemma":[0.0022324433,0.00019020175,0.00013676417,0.00026459154,0.0004913351,0.00043044979,0.00039004348,0.00040929407,0.00016950657],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012491235,0.0020160426,0.6772676,0.00050982734,0.00003912702,0.00087950414,0.17276368,0.00017793252,0.016789397,0.0011058471,0.00060648174,0.12771958],"study_design_scores_gemma":[0.000028149816,0.00087023125,0.7862429,0.00024825984,0.000041451367,0.00066281814,0.1998082,0.0004957317,0.003542421,0.00050208636,0.0075175073,0.00004020678],"about_ca_topic_score_codex":0.0024306166,"about_ca_topic_score_gemma":0.007448947,"teacher_disagreement_score":0.0024306166,"about_ca_system_score_codex":0.00048625263,"about_ca_system_score_gemma":0.0015688227,"threshold_uncertainty_score":0.0051833987},"labels":[],"label_agreement":null},{"id":"W2573043419","doi":"10.5539/ijel.v7n1p69","title":"Factors Influencing College-Level EFL Students’ Language Learning Strategies in Saudi Arabia","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multivariate analysis of variance; Psychology; Significant difference; Nationality; Han nationality; Language learning strategies; Mathematics education; Metacognition; Cognition; Immigration; Geography; Mathematics; Statistics","score_opus":0.05484984845115359,"score_gpt":0.3319161033576586,"score_spread":0.277066254906505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2573043419","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995795,0.000075742384,0.000016653268,0.000030380266,0.0000014331604,0.000002075641,0.000011027922,9.593709e-7,0.00028224493],"genre_scores_gemma":[0.99960417,0.00007562104,0.000033792938,0.00001671929,0.0000013433155,0.0000019109066,0.00001764537,5.701452e-7,0.0002482436],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99969125,0.000053095366,0.000045457728,0.000031071515,0.000098532684,0.00008063951],"domain_scores_gemma":[0.9978199,0.00039366295,0.0007112673,0.000048531718,0.00045460148,0.0005719485],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004957053,0.00023095527,0.00017766822,0.0006017545,0.00046561344,0.0010776113,0.00020454785,0.00028359122,0.002265405],"category_scores_gemma":[0.0020895905,0.00010942936,0.00014018091,0.00040668124,0.00027316978,0.00030090625,0.00044101154,0.0003181909,0.00040003844],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007197492,0.0002503423,0.9729724,0.000054444146,0.000020232284,0.00017252339,0.0061327643,0.000036924364,0.0018423506,0.00006160541,0.00014603716,0.018238477],"study_design_scores_gemma":[0.0000045781157,0.0001696773,0.9813851,0.000033854387,0.000013720935,0.00018144233,0.016438348,0.00016962504,0.00042877032,0.000058848203,0.0011057124,0.000010494634],"about_ca_topic_score_codex":0.008330143,"about_ca_topic_score_gemma":0.012117983,"teacher_disagreement_score":0.008330143,"about_ca_system_score_codex":0.00035238467,"about_ca_system_score_gemma":0.00058602873,"threshold_uncertainty_score":0.016563296},"labels":[],"label_agreement":null},{"id":"W2573164937","doi":"10.5539/ijel.v7n2p99","title":"Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Context (archaeology); Descriptive statistics; Significant difference; English language; Foreign language; Mathematics education; Glory; Medical education; Geography; Medicine; Statistics; Mathematics","score_opus":0.050616874828174535,"score_gpt":0.2979030138582339,"score_spread":0.2472861390300594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2573164937","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99944574,0.00008228218,0.000011114326,0.00014712053,0.0000036346241,0.0000065767235,0.0000083824,5.73115e-7,0.0002944731],"genre_scores_gemma":[0.99961394,0.00018313996,0.000021063835,0.00004741226,0.000003695012,0.0000052236787,0.00001104331,2.230565e-7,0.00011441582],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995229,0.00008112473,0.000039128732,0.000028897046,0.00012859794,0.00019941965],"domain_scores_gemma":[0.99869746,0.00021414625,0.00045372217,0.00002782435,0.0001920946,0.00041469015],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004583522,0.00021291172,0.0002630065,0.0005822168,0.0016263323,0.0010327982,0.00028655695,0.0004798211,0.0013772957],"category_scores_gemma":[0.0017579609,0.00024214739,0.00025878887,0.00050847145,0.000826434,0.0004006382,0.0008530937,0.00066172675,0.00011936546],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036199734,0.0002785576,0.9555205,0.00012574736,0.000017791212,0.0015630516,0.030046873,0.000020834716,0.0010457557,0.00013658172,0.00034538272,0.010862826],"study_design_scores_gemma":[0.0000031594288,0.00021247561,0.90632766,0.00005795939,0.000014783089,0.00083635777,0.091722354,0.0000369802,0.00012702426,0.000052534357,0.00059756264,0.00001108838],"about_ca_topic_score_codex":0.011115769,"about_ca_topic_score_gemma":0.019842682,"teacher_disagreement_score":0.011115769,"about_ca_system_score_codex":0.0005817447,"about_ca_system_score_gemma":0.0018406346,"threshold_uncertainty_score":0.022102118},"labels":[],"label_agreement":null},{"id":"W2574017388","doi":"10.5539/ijel.v7n1p178","title":"How EFL Learners Fill in the Blanks of an X-test: Think-Aloud Protocol","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Introspection; Think aloud protocol; Protocol analysis; Cognition; Psychology; Protocol (science); Mathematics education; Computer science; Cognitive psychology; Cognitive science; Medicine","score_opus":0.04154453535772734,"score_gpt":0.3231309304868556,"score_spread":0.28158639512912825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2574017388","genre_codex":"protocol","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.085821375,0.00046281432,0.06679667,0.0012668826,0.0009266616,0.82570726,0.0042140875,0.001039355,0.01376483],"genre_scores_gemma":[0.031231986,0.00038428183,0.07137064,0.000509678,0.00012240637,0.8883465,0.001130851,0.00008008108,0.006823583],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9955497,0.002009617,0.00082248927,0.00061073084,0.00064330216,0.00036423223],"domain_scores_gemma":[0.9916521,0.0026709007,0.0006191624,0.0012572764,0.003092565,0.00070796465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00957975,0.0013058678,0.0015004006,0.0010781176,0.0015785978,0.0011021086,0.0013386952,0.0017795508,0.030465735],"category_scores_gemma":[0.017323783,0.0009565322,0.0010292919,0.0005320046,0.00091367774,0.00077861635,0.001292602,0.0027430723,0.011774207],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03147892,0.042573854,0.014458853,0.017109457,0.00020214541,0.0032181302,0.04179022,0.0058154343,0.07942092,0.015240783,0.09482206,0.6538694],"study_design_scores_gemma":[0.014581324,0.03728896,0.0799277,0.0069005666,0.00034981794,0.0014608256,0.032429736,0.011753728,0.075275846,0.028179293,0.7110943,0.00075786194],"about_ca_topic_score_codex":0.00081963406,"about_ca_topic_score_gemma":0.0013839053,"teacher_disagreement_score":0.030465735,"about_ca_system_score_codex":0.0008335417,"about_ca_system_score_gemma":0.0049252934,"threshold_uncertainty_score":0.10191798},"labels":[],"label_agreement":null},{"id":"W2574677044","doi":"10.5539/ijel.v7n2p81","title":"Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Government (linguistics); Descriptive statistics; Test (biology); English language; Narrative","score_opus":0.06880332421025388,"score_gpt":0.31904751680209753,"score_spread":0.25024419259184366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2574677044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99948186,0.000048298047,0.000027275802,0.000072826886,0.0000027297622,0.000012535417,0.000012521785,6.788827e-7,0.0003412317],"genre_scores_gemma":[0.99962664,0.0000738244,0.000046759727,0.000032608765,0.000002247592,0.000010456785,0.000017283586,3.8772717e-7,0.0001898277],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988819,0.00029086933,0.00007576304,0.00006397587,0.00034424185,0.00034327735],"domain_scores_gemma":[0.99664503,0.0007884294,0.0012461477,0.0000897169,0.0004636909,0.00076686585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001582825,0.00029161517,0.00028984345,0.0008555582,0.0023373133,0.0015743581,0.00036998923,0.00048257114,0.0013655149],"category_scores_gemma":[0.0035621063,0.0002234349,0.0003443166,0.0006112246,0.0013080045,0.000442513,0.0008785596,0.0007053901,0.00014779843],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065432214,0.0002744881,0.9391882,0.00010179459,0.000020796544,0.0005442696,0.046558235,0.000037926617,0.0018107225,0.00022831728,0.00021660807,0.0109532215],"study_design_scores_gemma":[0.0000036261927,0.00019372479,0.9295843,0.00003620621,0.0000092688015,0.00025892063,0.06825437,0.000087119224,0.00032091214,0.000083638995,0.0011486224,0.000019378733],"about_ca_topic_score_codex":0.01942707,"about_ca_topic_score_gemma":0.04863096,"teacher_disagreement_score":0.01942707,"about_ca_system_score_codex":0.0014071922,"about_ca_system_score_gemma":0.0026480313,"threshold_uncertainty_score":0.038627982},"labels":[],"label_agreement":null},{"id":"W2574758868","doi":"10.1177/1362168816683562","title":"Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks","year":2016,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":95,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Task (project management); Cognitive psychology; Utterance; Anxiety; Task analysis; Cognition; Perception; Conceptualization; Linguistics; Mathematics education","score_opus":0.046490942509380614,"score_gpt":0.3461506821304001,"score_spread":0.2996597396210195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2574758868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997346,0.000012607293,0.000054507385,0.0000023410814,4.97666e-7,0.000006798368,0.000010191505,6.937338e-7,0.00017776106],"genre_scores_gemma":[0.9994042,0.000026176818,0.00019294555,0.000008584673,0.00000189636,0.000024966712,0.000030534244,0.0000010293696,0.00030961167],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99922025,0.00035073768,0.00004072061,0.00010717756,0.00017046835,0.00011058522],"domain_scores_gemma":[0.99762887,0.0011518291,0.0006345796,0.000087763445,0.0002718641,0.00022511945],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014263531,0.00045678788,0.00025819885,0.00047622685,0.0005742679,0.0015570096,0.00020980446,0.00029653386,0.001018142],"category_scores_gemma":[0.0044866167,0.00017688946,0.0002739522,0.00020070444,0.00055366085,0.00027254905,0.0004031555,0.00032042564,0.0001370451],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014646904,0.0014397496,0.8283877,0.00017759495,0.000108148066,0.0004364852,0.09170657,0.00030263222,0.045007594,0.00015608978,0.00012259936,0.030690225],"study_design_scores_gemma":[0.000015613417,0.00097294955,0.9753652,0.000011723668,0.00002659556,0.00012954752,0.020054383,0.00023265842,0.0027710872,0.000053512707,0.0003408445,0.000025899695],"about_ca_topic_score_codex":0.016779557,"about_ca_topic_score_gemma":0.026770493,"teacher_disagreement_score":0.016779557,"about_ca_system_score_codex":0.0007028623,"about_ca_system_score_gemma":0.0006272042,"threshold_uncertainty_score":0.03336376},"labels":[],"label_agreement":null},{"id":"W2575300346","doi":"10.5539/elt.v10n2p73","title":"Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Stratified sampling; Significant difference; Test anxiety; Academic achievement; Foreign language; Test (biology); Population; Pearson product-moment correlation coefficient; Mathematics education; Clinical psychology; Demography; Statistics; Sociology","score_opus":0.016020770900315343,"score_gpt":0.2821227092710431,"score_spread":0.26610193837072776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2575300346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99908304,0.00018503933,0.00001178757,0.00006546543,0.000005054988,0.0000027566334,0.000023901048,8.60338e-7,0.00062210363],"genre_scores_gemma":[0.99961853,0.00009884935,0.000010270823,0.000021740556,0.0000050471067,0.0000027263472,0.000019523508,4.027872e-7,0.00022290794],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996382,0.00007792297,0.00003512709,0.000039215287,0.00008949535,0.00011995942],"domain_scores_gemma":[0.9989882,0.0002471397,0.00039193957,0.00002746528,0.00009343607,0.00025181109],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004024129,0.00024154395,0.00028266505,0.0005799949,0.00049001916,0.0009959086,0.0001481725,0.00034726138,0.0029983758],"category_scores_gemma":[0.0014509963,0.00012095651,0.00029814118,0.00035554857,0.00039659673,0.00035747126,0.00041823654,0.00044383534,0.00024020113],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017820636,0.00033795962,0.9860234,0.000048043385,0.000031510324,0.00049418135,0.0037499212,0.000020236193,0.00073637726,0.00009217167,0.00016871998,0.008119222],"study_design_scores_gemma":[0.000003704736,0.00034158447,0.99081564,0.000030656087,0.000015732692,0.000316653,0.007890868,0.000044502372,0.00014100508,0.000047803802,0.0003435882,0.0000082785455],"about_ca_topic_score_codex":0.002494368,"about_ca_topic_score_gemma":0.003712159,"teacher_disagreement_score":0.0029983758,"about_ca_system_score_codex":0.00031113747,"about_ca_system_score_gemma":0.00035734876,"threshold_uncertainty_score":0.010030568},"labels":[],"label_agreement":null},{"id":"W2575708703","doi":"10.5539/ijel.v7n1p25","title":"Investigating Characteristics of a Dialogic Discourse Pattern in Japanese Academic English Classrooms","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Mathematics education; Mode (computer interface); Sociology; Pedagogy; Psychology; Linguistics; Computer science","score_opus":0.04346805910515932,"score_gpt":0.3176029737725233,"score_spread":0.27413491466736395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2575708703","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968855,0.00013483496,0.0010061519,0.000047654874,0.000004724388,0.000027310098,0.000030698455,0.0000137851675,0.0018493737],"genre_scores_gemma":[0.9984877,0.00007248435,0.00075912406,0.000010112498,0.000003893498,0.00003799533,0.000052107294,0.000007177758,0.0005693998],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981651,0.00064621674,0.00020563763,0.00038595207,0.0004096931,0.00018749535],"domain_scores_gemma":[0.9937131,0.0033809927,0.0011664213,0.00029263025,0.000866443,0.00058035913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015504807,0.0002377343,0.0003258099,0.003311003,0.0024455565,0.0024769031,0.00051756715,0.00070074585,0.0011855339],"category_scores_gemma":[0.008760506,0.00031105353,0.00018996141,0.0017924545,0.002053303,0.0013991599,0.0019465606,0.0005006617,0.0001931756],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016957361,0.0001335115,0.098548755,0.00028756942,0.000023686725,0.0014240785,0.8348598,0.000101992046,0.03452479,0.0016833784,0.00025019754,0.027992746],"study_design_scores_gemma":[0.000020527277,0.00025365764,0.39879045,0.000114553346,0.000055545574,0.0019740874,0.5790199,0.0016898813,0.006453792,0.00096587365,0.010574764,0.000086863154],"about_ca_topic_score_codex":0.0040344163,"about_ca_topic_score_gemma":0.0083127,"teacher_disagreement_score":0.0040344163,"about_ca_system_score_codex":0.0010260454,"about_ca_system_score_gemma":0.0009457457,"threshold_uncertainty_score":0.008199811},"labels":[],"label_agreement":null},{"id":"W2575830020","doi":"10.5539/elt.v10n2p100","title":"Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pronunciation; Active listening; Autonomy; Learner autonomy; Language acquisition; English language; Foreign language; Mathematics education; Pedagogy; English as a foreign language; Language education; Linguistics; Comprehension approach","score_opus":0.01812323461244881,"score_gpt":0.29163042452801813,"score_spread":0.2735071899155693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2575830020","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960154,0.000035994126,0.000034935078,0.000037903483,0.0000011217863,0.0000064518467,0.0000026978555,3.6883242e-7,0.00027908498],"genre_scores_gemma":[0.9995086,0.00006153959,0.000074400734,0.000024321964,0.0000023043335,0.000013927784,0.000005554617,6.9584416e-7,0.00030866606],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99882156,0.00057958096,0.000065543165,0.00012223888,0.00013778069,0.00027340953],"domain_scores_gemma":[0.9982368,0.00093878596,0.00029130865,0.000051121846,0.00017509576,0.00030699093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016602246,0.00030847272,0.0003367842,0.0014788652,0.0031813176,0.0019298309,0.00077161746,0.0006758883,0.0018861335],"category_scores_gemma":[0.0033841596,0.00022849992,0.00022007673,0.0009287923,0.0012755024,0.0010220766,0.0015963705,0.0006213721,0.00012823114],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014275039,0.0018780109,0.28714263,0.0001378265,0.000021188325,0.010080878,0.67064905,0.00007924831,0.0018801596,0.00079381396,0.00031906232,0.026875405],"study_design_scores_gemma":[0.000015702146,0.00037093114,0.16281125,0.000060212227,0.000020128527,0.0017067592,0.83120555,0.00023258902,0.0005600792,0.00011493465,0.0028830983,0.000018725796],"about_ca_topic_score_codex":0.009023438,"about_ca_topic_score_gemma":0.016100941,"teacher_disagreement_score":0.009023438,"about_ca_system_score_codex":0.0015758555,"about_ca_system_score_gemma":0.0009888617,"threshold_uncertainty_score":0.017941833},"labels":[],"label_agreement":null},{"id":"W2576533612","doi":"10.5539/ijel.v7n2p142","title":"The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Task (project management); Context (archaeology); Test (biology); English language; Creative writing; Psychology; Set (abstract data type); Pedagogy; Computer science; Engineering; Literature; Art","score_opus":0.028846426454286207,"score_gpt":0.34391557527244343,"score_spread":0.31506914881815723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2576533612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982886,0.000053112824,0.000014421551,0.00008707741,0.0000052550918,0.0000105411145,0.0000068546506,0.0000016808572,0.0015324089],"genre_scores_gemma":[0.9988153,0.00014492591,0.000068047695,0.00003102588,0.0000041187354,0.0000102023905,0.0000084659705,0.0000011893152,0.000916674],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982152,0.0006636621,0.00011558026,0.00013538991,0.0004287915,0.00044150845],"domain_scores_gemma":[0.9872569,0.0064094537,0.0020736333,0.00023942169,0.0009388518,0.003081919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018531184,0.00025141536,0.0002885195,0.00058998854,0.0019763685,0.0019143615,0.00044910153,0.000453054,0.0055921073],"category_scores_gemma":[0.009457047,0.00019410948,0.00029864415,0.0005364597,0.0012624273,0.0007965132,0.0011882326,0.0008564415,0.00052294036],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022035206,0.016902722,0.63414,0.00088939053,0.000110630026,0.0051582134,0.1679967,0.0005701324,0.00822084,0.0016261399,0.0019797625,0.16020194],"study_design_scores_gemma":[0.00016651295,0.007321918,0.8455602,0.00035747822,0.0001113358,0.00052040233,0.13542308,0.00043608504,0.0027095608,0.0005445096,0.006800486,0.000048479294],"about_ca_topic_score_codex":0.008931697,"about_ca_topic_score_gemma":0.015167045,"teacher_disagreement_score":0.008931697,"about_ca_system_score_codex":0.0013598638,"about_ca_system_score_gemma":0.0039115692,"threshold_uncertainty_score":0.018707454},"labels":[],"label_agreement":null},{"id":"W2576836739","doi":"10.5539/ijel.v7n2p21","title":"An Empirical Investigation of Foreign Language Anxiety in Pakistani University","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Communication apprehension; Psychology; Feeling; Fear of negative evaluation; Apprehension; Focus group; Foreign language; Class (philosophy); English language; Foreign language anxiety; Clinical psychology; Social psychology; Medical education; Applied psychology; Mathematics education; Medicine; Psychiatry; Cognitive psychology; Social anxiety","score_opus":0.032648287824102624,"score_gpt":0.311309415481545,"score_spread":0.2786611276574424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2576836739","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968459,0.000234157,0.00007466222,0.00029609315,0.000011232667,0.00003260451,0.000022875056,0.0000010899608,0.0024812128],"genre_scores_gemma":[0.99896204,0.00046409588,0.00008813966,0.0001228136,0.000010759853,0.000022298484,0.000012126458,4.5032274e-7,0.00031732078],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.998621,0.000518156,0.00009726062,0.000082050356,0.0003069267,0.00037468912],"domain_scores_gemma":[0.9955367,0.002031672,0.0009984646,0.00009241745,0.0006374427,0.00070335553],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020855682,0.00021941464,0.0002814238,0.0011642993,0.003086295,0.0029271217,0.0004475063,0.0005725632,0.001958737],"category_scores_gemma":[0.004814276,0.00030090308,0.00023285016,0.0012273998,0.001804079,0.0012134531,0.0012318704,0.0011583511,0.00018314413],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079030004,0.0010384434,0.39781266,0.00074958696,0.000028760101,0.0024068577,0.55848444,0.00008170596,0.0013947675,0.002010718,0.0012219663,0.03469118],"study_design_scores_gemma":[0.0000065750146,0.00042764863,0.2148018,0.00028557895,0.00001334888,0.0007110093,0.7789733,0.000108710585,0.00025473555,0.00017552823,0.004223299,0.000018450604],"about_ca_topic_score_codex":0.005574472,"about_ca_topic_score_gemma":0.008858673,"teacher_disagreement_score":0.005574472,"about_ca_system_score_codex":0.0019857245,"about_ca_system_score_gemma":0.003775397,"threshold_uncertainty_score":0.0144075155},"labels":[],"label_agreement":null},{"id":"W2577648427","doi":"10.1177/2158244015607936","title":"Individual Consultations","year":2015,"lang":"en","type":"article","venue":"SAGE Open","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Griffith University","keywords":"Punctuation; Psychology; Grammar; Attendance; Lexical diversity; Vocabulary; Competence (human resources); Lexico; Academic writing; Wilcoxon signed-rank test; Plural; Medical education; Mathematics education; Linguistics; Medicine; Pedagogy; Social psychology","score_opus":0.1691409133824551,"score_gpt":0.32937477566682827,"score_spread":0.16023386228437317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2577648427","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7056872,0.0025981856,0.016868684,0.029413505,0.0033210677,0.0068208477,0.0057283766,0.0018012963,0.22776082],"genre_scores_gemma":[0.9006512,0.0009382761,0.010851148,0.009418182,0.00076044817,0.003828307,0.00093434635,0.00030387205,0.07231421],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99135184,0.0048451894,0.0005508909,0.001129831,0.00095061946,0.00117155],"domain_scores_gemma":[0.9670671,0.014676906,0.0035763092,0.002591819,0.0042986944,0.007789158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050719385,0.0003418074,0.00040649713,0.0006438955,0.0027833513,0.0014468163,0.001543894,0.0015860293,0.08928417],"category_scores_gemma":[0.027304946,0.0002888407,0.00041543934,0.00086472894,0.00069839513,0.0011020945,0.0051371297,0.0017246866,0.008918816],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006075475,0.0020620327,0.044563383,0.0036991972,0.00017315678,0.00609305,0.07124037,0.00078226835,0.012863191,0.008020847,0.19295019,0.6514768],"study_design_scores_gemma":[0.00089843886,0.0040246756,0.069088705,0.0012061716,0.00011032848,0.004013497,0.067440085,0.0015234009,0.004279599,0.0069652125,0.8403081,0.00014177174],"about_ca_topic_score_codex":0.0036755428,"about_ca_topic_score_gemma":0.011308065,"teacher_disagreement_score":0.08928417,"about_ca_system_score_codex":0.002892462,"about_ca_system_score_gemma":0.0051175565,"threshold_uncertainty_score":0.2986853},"labels":[],"label_agreement":null},{"id":"W2577659957","doi":"10.5539/ijel.v7n2p106","title":"Interactions in Non-English Major Large Classes in Vietnam","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business English; Sociocultural evolution; Mathematics education; Vocabulary; Vocabulary learning; Psychology; Pedagogy; Computer science; Linguistics; Sociology","score_opus":0.02896388620526352,"score_gpt":0.32248267262368335,"score_spread":0.29351878641841983,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2577659957","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99691427,0.00006572706,0.000078448706,0.000100448,0.000009474554,0.000018399352,0.000034403147,0.0000040130526,0.0027747639],"genre_scores_gemma":[0.99554247,0.000085320135,0.00009920469,0.00007091327,0.0000057558004,0.0000237486,0.00005327092,0.000007665151,0.004111752],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989637,0.00042381132,0.00003211471,0.00015923525,0.00010117689,0.00031980677],"domain_scores_gemma":[0.99744487,0.00067991536,0.00026885045,0.000053734566,0.00018435543,0.0013683073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00058799423,0.00027552198,0.00042296466,0.00062881876,0.0049922694,0.0021613345,0.0007043516,0.00051364134,0.0059319185],"category_scores_gemma":[0.0014597762,0.00028359634,0.00014240306,0.00060641376,0.0015696753,0.0010488279,0.0015459623,0.0007909535,0.0006979386],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029913595,0.0013241495,0.15840082,0.00017383038,0.00002240601,0.0039609843,0.79927725,0.00008811153,0.006739294,0.00085170486,0.0024497737,0.026412582],"study_design_scores_gemma":[0.00001474015,0.00030305845,0.19301695,0.000054166365,0.000009526781,0.00043665146,0.79055655,0.00019153711,0.0005454605,0.00015913215,0.014685886,0.000026420563],"about_ca_topic_score_codex":0.030409785,"about_ca_topic_score_gemma":0.07807901,"teacher_disagreement_score":0.030409785,"about_ca_system_score_codex":0.0024206315,"about_ca_system_score_gemma":0.0018452967,"threshold_uncertainty_score":0.060465574},"labels":[],"label_agreement":null},{"id":"W2578392891","doi":"10.20381/ruor-538","title":"Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL","year":2016,"lang":"en","type":"article","venue":"uO Research (University of Ottawa)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Psychology; Medical education; Engineering ethics; Medicine; Engineering; Computer science; Artificial intelligence","score_opus":0.11880461836480136,"score_gpt":0.35648956598993586,"score_spread":0.2376849476251345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2578392891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93219787,0.0013425137,0.0028715613,0.039976686,0.00022876088,0.00012146745,0.000057554127,0.000075824435,0.023127757],"genre_scores_gemma":[0.9882522,0.0006736909,0.0019565367,0.0031129636,0.000035518115,0.000037415426,0.000020951435,0.000023421477,0.005887205],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9863172,0.007937935,0.0002914448,0.0008143388,0.0016264465,0.0030125468],"domain_scores_gemma":[0.9904178,0.0024591044,0.0009011635,0.0001989947,0.001412493,0.004610491],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00676602,0.000546694,0.00056180125,0.0017013411,0.022733627,0.008695755,0.002399682,0.0052150693,0.0040233075],"category_scores_gemma":[0.011247583,0.0005002374,0.00072014215,0.0013496901,0.01288879,0.0037488616,0.0069049266,0.0071002264,0.0006657404],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033692748,0.00021933294,0.017050458,0.00007759645,0.000011308358,0.0077098953,0.9482887,0.00012883556,0.00093929237,0.00527975,0.0059933676,0.014267784],"study_design_scores_gemma":[0.000009647281,0.00010138318,0.0035609708,0.00015483536,0.000011149358,0.0023256172,0.94831675,0.00025306633,0.0002424458,0.00079141965,0.044195056,0.00003757286],"about_ca_topic_score_codex":0.111144066,"about_ca_topic_score_gemma":0.24052697,"teacher_disagreement_score":0.111144066,"about_ca_system_score_codex":0.01495245,"about_ca_system_score_gemma":0.024314668,"threshold_uncertainty_score":0.2209943},"labels":[],"label_agreement":null},{"id":"W2578520155","doi":"10.5539/ijel.v7n2p151","title":"University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Nonprobability sampling; Grammar; Mathematics education; Psychology; Qualitative research; Pedagogy; Language education; Computer science; Linguistics; Sociology; Population","score_opus":0.028591017794741783,"score_gpt":0.353285070519187,"score_spread":0.32469405272444524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2578520155","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851876,0.00013846316,0.000028897872,0.00018455373,0.000004048627,0.000008704205,0.000010271301,0.0000012757394,0.0011049664],"genre_scores_gemma":[0.9987729,0.00023914159,0.00006425969,0.00005540842,0.0000017702966,0.000008879266,0.000009547326,8.593691e-7,0.0008471411],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992494,0.00023032661,0.000058269237,0.000096053605,0.000113812326,0.0002521824],"domain_scores_gemma":[0.9980082,0.0007887119,0.0003906342,0.00004427688,0.0002846153,0.000483619],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015178663,0.00022796394,0.00025844882,0.0006306352,0.005027691,0.0018247925,0.0003748435,0.00053158565,0.002365406],"category_scores_gemma":[0.0022427293,0.0003130841,0.00013352437,0.0011403066,0.002683237,0.00088735286,0.0006196393,0.00064071896,0.00023252869],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021969306,0.000580506,0.62701356,0.00030705502,0.000016284497,0.0030121496,0.3189506,0.00021065376,0.0036009478,0.0017685777,0.00087328214,0.0434467],"study_design_scores_gemma":[0.000018340264,0.0004179399,0.56773823,0.00026558316,0.000022544456,0.0007394254,0.42443755,0.00023287185,0.00088107225,0.0002165293,0.0049848263,0.000045095687],"about_ca_topic_score_codex":0.1788633,"about_ca_topic_score_gemma":0.33941478,"teacher_disagreement_score":0.1788633,"about_ca_system_score_codex":0.003642524,"about_ca_system_score_gemma":0.007142996,"threshold_uncertainty_score":0.35564435},"labels":[],"label_agreement":null},{"id":"W2579723775","doi":"10.5539/ijel.v7n1p215","title":"The Study of the Metalinguistic Knowledge of English by Students in an Intensive and a Traditional Course","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Mathematics education; Psychology; Sample (material); Metalinguistic awareness; Language proficiency; Linguistics","score_opus":0.050008647334288336,"score_gpt":0.3390454260099249,"score_spread":0.28903677867563654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2579723775","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995815,0.00003991127,0.000024672427,0.00001644554,0.0000010370525,0.0000027857175,0.0000023975526,2.865452e-7,0.0003308724],"genre_scores_gemma":[0.9993839,0.00006255051,0.00009734764,0.000020208166,0.0000023800153,0.0000049777836,0.000007794807,3.958616e-7,0.0004203199],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99952924,0.00009608573,0.000027968115,0.000077226425,0.00015397494,0.00011554526],"domain_scores_gemma":[0.998259,0.0004432411,0.00056225073,0.00006237919,0.00023610798,0.0004370277],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00069147797,0.00020524864,0.00023140252,0.00048515975,0.0006040979,0.001054908,0.00030458512,0.00033316316,0.0011408329],"category_scores_gemma":[0.0026554302,0.00012757632,0.00020333681,0.00026028694,0.00050355296,0.00067821634,0.00047245075,0.00056436105,0.00019058006],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021010988,0.0026841727,0.9037043,0.00013264385,0.00004692985,0.0007763557,0.040704112,0.00010315272,0.006120912,0.00045327528,0.00021591377,0.044848114],"study_design_scores_gemma":[0.000009231164,0.0013781358,0.95861095,0.000039019553,0.000022446462,0.00059770816,0.03555257,0.00012343294,0.0016720302,0.0003619136,0.0016153803,0.000017173656],"about_ca_topic_score_codex":0.0018343219,"about_ca_topic_score_gemma":0.0033424892,"teacher_disagreement_score":0.0018343219,"about_ca_system_score_codex":0.00041694715,"about_ca_system_score_gemma":0.00091137155,"threshold_uncertainty_score":0.0038164854},"labels":[],"label_agreement":null},{"id":"W2580428183","doi":"10.5430/elr.v6n1p14","title":"L2 Listening Comprehension: Is it a Language Problem or Listening Problem?","year":2017,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Mathematics education; Informational listening; Psychology; Listening comprehension; Test (biology); Foreign language; Comprehension; English language; Pedagogy; Linguistics; Communication","score_opus":0.17016263104357154,"score_gpt":0.4114186780243503,"score_spread":0.24125604698077874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2580428183","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947502,0.0004486284,0.00089766545,0.0009492193,0.00001688415,0.00005560954,0.000025354526,0.000017152082,0.0028393406],"genre_scores_gemma":[0.9980268,0.00030716736,0.0003622564,0.00023792623,0.000026177288,0.000038257956,0.000032783548,0.0000073113583,0.00096128817],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99815065,0.0006573183,0.00017577091,0.00023873859,0.00045273395,0.00032474517],"domain_scores_gemma":[0.9947286,0.0024324015,0.0018217411,0.00015317551,0.00045913275,0.00040489333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022601234,0.0004462894,0.00061370584,0.0010368258,0.00083710195,0.0020153872,0.00069464336,0.0015752832,0.0023027488],"category_scores_gemma":[0.00797122,0.00018706791,0.0003383118,0.000518777,0.0030000727,0.0021188124,0.001267874,0.00123412,0.00046636173],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040668776,0.0015152082,0.6013352,0.0012924394,0.00008938122,0.011596835,0.2171096,0.0001939853,0.030909235,0.0016420668,0.0020519954,0.1318574],"study_design_scores_gemma":[0.000038352635,0.0016247784,0.5208587,0.0005459559,0.000120204146,0.021692257,0.43609858,0.00087929016,0.00898494,0.002372058,0.0066835093,0.000101332815],"about_ca_topic_score_codex":0.002140079,"about_ca_topic_score_gemma":0.001716059,"teacher_disagreement_score":0.0023027488,"about_ca_system_score_codex":0.000641465,"about_ca_system_score_gemma":0.0011513387,"threshold_uncertainty_score":0.011952817},"labels":[],"label_agreement":null},{"id":"W2581085749","doi":"10.5539/ells.v7n1p36","title":"The Soft Power of Teacher’s Instructional Decision Making: An Empirical Study of 4 Chinese EFL Teachers and Native English Teachers","year":2017,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Class (philosophy); Perception; Power (physics); Mathematics education; Psychology; Stress (linguistics); Pedagogy; Computer science; Linguistics","score_opus":0.01791936003874393,"score_gpt":0.33163095972598794,"score_spread":0.313711599687244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2581085749","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999561,0.000018577119,0.000043487544,0.000017202045,6.449373e-7,0.0000058333144,0.0000031488455,4.519191e-7,0.00034970965],"genre_scores_gemma":[0.9991708,0.000041302825,0.00009284446,0.00002013154,0.0000012973347,0.000017660594,0.0000096940275,0.0000015108016,0.00064472307],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979614,0.00073728303,0.00018231345,0.00024286273,0.00034339336,0.0005328917],"domain_scores_gemma":[0.9911698,0.0050243777,0.0014775379,0.00032126455,0.0012399745,0.0007670799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038183208,0.00036975948,0.0005072455,0.0018863676,0.0041172314,0.002305295,0.0008755044,0.00058556366,0.0021337923],"category_scores_gemma":[0.010372581,0.0005162083,0.0002301266,0.0013040625,0.0033605734,0.0019744132,0.002018916,0.0011029863,0.0002548516],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006076287,0.0002934778,0.12150551,0.00005197314,0.000008780812,0.0006575007,0.8692882,0.000034917215,0.0013921786,0.0002822239,0.00005768076,0.006366626],"study_design_scores_gemma":[0.000010513047,0.00017510419,0.13121662,0.00003392527,0.000012886112,0.00023754084,0.8659125,0.00017607056,0.0008308245,0.0001268093,0.0012478773,0.000019369194],"about_ca_topic_score_codex":0.034182735,"about_ca_topic_score_gemma":0.049027704,"teacher_disagreement_score":0.034182735,"about_ca_system_score_codex":0.003036738,"about_ca_system_score_gemma":0.0031711494,"threshold_uncertainty_score":0.067967534},"labels":[],"label_agreement":null},{"id":"W2581676175","doi":"10.14746/ssllt.2016.6.1.2","title":"The role of extensive recasts in error detection and correction by adult ESL students","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada; University of Victoria","keywords":"Corrective feedback; Error detection and correction; Test (biology); Type I and type II errors; Task (project management); Psychology; Significant difference; Error analysis; Mathematics education; Audiology; Statistics; Computer science; Mathematics; Algorithm","score_opus":0.011613864885298546,"score_gpt":0.2914221363686515,"score_spread":0.27980827148335297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2581676175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994192,0.000041691274,0.00025044222,0.00001512082,0.000001197715,0.0000103865605,0.000007404833,0.000013658255,0.0002408794],"genre_scores_gemma":[0.9981641,0.000057522673,0.0013012652,0.000014386224,0.0000021534734,0.000011627188,0.000020135936,0.0000044601143,0.00042426965],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99826616,0.0007412114,0.00020924264,0.00026452108,0.00039165275,0.00012732182],"domain_scores_gemma":[0.9834995,0.008418447,0.0039213724,0.0012636496,0.001596562,0.0013003101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022016242,0.00048986386,0.00031857853,0.0005437606,0.00024226216,0.00095196493,0.0006224766,0.0005636861,0.0010048681],"category_scores_gemma":[0.016918212,0.00024768445,0.00019580776,0.00016481522,0.00061364233,0.00074496446,0.00088059955,0.00055423577,0.0003267185],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025815798,0.0060044886,0.5628669,0.0005760651,0.00010866182,0.0014258442,0.03716282,0.0015984954,0.08018061,0.0001898462,0.00054878,0.3067559],"study_design_scores_gemma":[0.00021627096,0.01699599,0.8840904,0.00020310556,0.00016677607,0.0031188105,0.02082906,0.0056406674,0.06451693,0.00064975466,0.0034292669,0.0001429615],"about_ca_topic_score_codex":0.00096287,"about_ca_topic_score_gemma":0.0013042005,"teacher_disagreement_score":0.0022016242,"about_ca_system_score_codex":0.00022563503,"about_ca_system_score_gemma":0.00048117107,"threshold_uncertainty_score":0.011643469},"labels":[],"label_agreement":null},{"id":"W2583499034","doi":"","title":"Teaching Systematic Synthetic Phonics and Early English (Critical Teaching)","year":2017,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Phonics; Computer science; Reading (process); Linguistics; Philosophy","score_opus":0.02861160203954348,"score_gpt":0.2722560029160686,"score_spread":0.2436444008765251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2583499034","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5509668,0.0013395055,0.07594134,0.0021107644,0.0007334942,0.00039291562,0.00013625274,0.00054902624,0.3678298],"genre_scores_gemma":[0.92703635,0.0007169482,0.031977855,0.00035826713,0.0000819237,0.00012423655,0.00007852182,0.000113824106,0.03951209],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999493,0.00015806907,0.000027243897,0.0000779697,0.00016481633,0.00007886239],"domain_scores_gemma":[0.99869835,0.00049931003,0.00011401946,0.00009761189,0.00022853584,0.00036205494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080722314,0.00053791254,0.0001719697,0.0005623673,0.0006528212,0.0017012691,0.00039251783,0.00047620165,0.012469385],"category_scores_gemma":[0.0034156651,0.00017176846,0.00019339989,0.00022100194,0.0014628174,0.0009689203,0.00246726,0.0009979169,0.0018586427],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00067114405,0.0018066466,0.007858305,0.0012308111,0.000019569243,0.0014635037,0.028433941,0.00158637,0.13187417,0.1065762,0.0097873015,0.7086921],"study_design_scores_gemma":[0.00043934805,0.0038827334,0.048809517,0.0024001333,0.00009223025,0.0053492165,0.038380694,0.006191509,0.23943348,0.1513083,0.50356644,0.00014630353],"about_ca_topic_score_codex":0.0006055266,"about_ca_topic_score_gemma":0.0020176875,"teacher_disagreement_score":0.012469385,"about_ca_system_score_codex":0.0007863517,"about_ca_system_score_gemma":0.002099765,"threshold_uncertainty_score":0.04171425},"labels":[],"label_agreement":null},{"id":"W2586087559","doi":"10.5539/elt.v10n3p63","title":"Chinese Secondary EFL Learners’ and Teachers’ Preferences for Types of Written Corrective Feedback","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies; China Scholarship Council; University of Queensland","keywords":"Corrective feedback; Preference; Psychology; Mathematics education; Teaching method; Pedagogy; Mathematics","score_opus":0.019275170519392447,"score_gpt":0.27893248639621865,"score_spread":0.2596573158768262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586087559","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99812394,0.000051438823,0.00017718888,0.000025829813,0.0000020760845,0.0000061932933,0.000019925099,0.0000028389543,0.0015905928],"genre_scores_gemma":[0.99883884,0.00008123048,0.0002668194,0.000026821199,0.0000018949889,0.00000977809,0.0000354,0.0000031128436,0.00073604734],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999268,0.0001536427,0.00010463851,0.00010641554,0.00028518715,0.00008218717],"domain_scores_gemma":[0.9967073,0.0013360851,0.0008681607,0.0001213376,0.0006706406,0.00029641725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010830712,0.000209506,0.00015732882,0.0004671405,0.00026182886,0.00093656435,0.00016067522,0.00032070468,0.0021558641],"category_scores_gemma":[0.0060667647,0.00009184988,0.00015479555,0.00022681877,0.00039342573,0.0004960298,0.00030965047,0.0002610905,0.00030512165],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005689192,0.00030548414,0.80670446,0.00036841567,0.000087966255,0.0008536466,0.05240578,0.0004645079,0.047057293,0.0005736471,0.000792768,0.08981724],"study_design_scores_gemma":[0.000039980336,0.00056730903,0.93270737,0.00010096112,0.00006543941,0.0013545408,0.051431827,0.0015324255,0.007794755,0.000533477,0.0038035836,0.00006829163],"about_ca_topic_score_codex":0.002669152,"about_ca_topic_score_gemma":0.00427857,"teacher_disagreement_score":0.002669152,"about_ca_system_score_codex":0.0002794221,"about_ca_system_score_gemma":0.00032550565,"threshold_uncertainty_score":0.0072121024},"labels":[],"label_agreement":null},{"id":"W2586098631","doi":"10.5539/ijel.v7n3p85","title":"An Analysis of Errors in Writing Skill of Adult Iranian EFL Learners Preparing for the IELTS","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mistake; Psychology; Verb; Cohesion (chemistry); Linguistics; Mathematics education; Political science","score_opus":0.02804863041694376,"score_gpt":0.3286231933316466,"score_spread":0.3005745629147028,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586098631","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999343,0.0001064153,0.00012899285,0.00002524983,0.0000041630506,0.000007350776,0.00006350229,0.0000039852093,0.00031742058],"genre_scores_gemma":[0.99848336,0.00018138949,0.0004398818,0.000031843,0.000009441983,0.000015340034,0.00015690467,0.0000034100751,0.00067845365],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99909866,0.000120161036,0.00021558168,0.00009541432,0.00038676313,0.00008347462],"domain_scores_gemma":[0.99397355,0.0012877694,0.0026311313,0.00019935616,0.0016137159,0.00029446665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009218327,0.0003448721,0.00032652417,0.0015335456,0.00031757992,0.000539174,0.000282473,0.00037929756,0.001375737],"category_scores_gemma":[0.007547123,0.00012256514,0.00018427942,0.0006337219,0.0002886824,0.0005274731,0.0003759694,0.00029917306,0.00043663045],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001392891,0.00018832824,0.94484246,0.00012085327,0.000020858972,0.0007572522,0.009358566,0.00004885657,0.002266762,0.00002869942,0.00026142725,0.041966718],"study_design_scores_gemma":[0.000005405432,0.00049784576,0.9820144,0.000053714775,0.00002300851,0.0027178228,0.011881739,0.00023048643,0.0014331456,0.0000695731,0.0010572469,0.000015552754],"about_ca_topic_score_codex":0.0011213068,"about_ca_topic_score_gemma":0.001509131,"teacher_disagreement_score":0.0015335456,"about_ca_system_score_codex":0.0001707897,"about_ca_system_score_gemma":0.00039008644,"threshold_uncertainty_score":0.004875183},"labels":[],"label_agreement":null},{"id":"W2586298742","doi":"","title":"A Case Study of Compact Core French Models: A Pedagogic Perspective","year":2011,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Core (optical fiber); Epistemology; Mathematics education; Psychology; Computer science; Philosophy; Artificial intelligence; Telecommunications","score_opus":0.28442789783549527,"score_gpt":0.40885412685563305,"score_spread":0.12442622902013778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586298742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.973457,0.0009619803,0.0066411505,0.0029417991,0.00007436724,0.00023729981,0.00008280709,0.00006932272,0.015534254],"genre_scores_gemma":[0.98122495,0.0010167902,0.0067659747,0.00038219936,0.00003563385,0.000110239496,0.00004151361,0.000034896406,0.010387696],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966543,0.0018844997,0.000075371005,0.0002596967,0.000456293,0.00066977215],"domain_scores_gemma":[0.99753463,0.00081442983,0.00025454888,0.00019676825,0.00020811667,0.0009914975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026424583,0.0008296789,0.0006471484,0.0013715057,0.007240286,0.0031344083,0.0025815377,0.004174655,0.004128677],"category_scores_gemma":[0.0051260293,0.000506126,0.00075960654,0.0014069015,0.003471268,0.0017637435,0.0032084147,0.0025604602,0.0005631652],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006044191,0.0056438376,0.06730202,0.00064224214,0.00007065074,0.2267445,0.47338635,0.00508366,0.00889595,0.05521326,0.010019036,0.14639406],"study_design_scores_gemma":[0.00013489605,0.00470902,0.033814594,0.0007318168,0.00009039994,0.14430295,0.6191798,0.008964928,0.00664115,0.00866801,0.17256625,0.00019627615],"about_ca_topic_score_codex":0.03791545,"about_ca_topic_score_gemma":0.100900464,"teacher_disagreement_score":0.03791545,"about_ca_system_score_codex":0.006176829,"about_ca_system_score_gemma":0.003922218,"threshold_uncertainty_score":0.075389504},"labels":[],"label_agreement":null},{"id":"W2586304061","doi":"10.5539/ijel.v7n3p11","title":"Pronunciation of English Dental Fricatives by Slovak University EFL Students","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Slovak; Linguistics; Context (archaeology); Psychology; History; Czech","score_opus":0.02111081631015761,"score_gpt":0.2849889673651216,"score_spread":0.263878151054964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586304061","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99946874,0.00012203599,0.000025128564,0.000018900826,0.0000025991574,0.0000017693352,0.000018899402,0.000001848035,0.0003400222],"genre_scores_gemma":[0.9987198,0.00019220372,0.00008164881,0.000031844316,0.0000020859554,0.0000028636848,0.00004755643,0.0000037487484,0.0009183244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99926263,0.00015917401,0.00009756083,0.00009012607,0.00020804124,0.00018247215],"domain_scores_gemma":[0.99883693,0.00026140874,0.00032565906,0.000059437825,0.0003497979,0.00016669623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008733818,0.00031808173,0.00043957992,0.0008975519,0.000846999,0.0015743341,0.00028741665,0.0005366425,0.0019282555],"category_scores_gemma":[0.0024323564,0.00018663924,0.00018721832,0.00053710764,0.0006780011,0.0004658856,0.00096774223,0.0004896844,0.0009243367],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033663967,0.00022987612,0.8073323,0.00020124057,0.000036049627,0.0028290066,0.11100551,0.00010993305,0.024707474,0.00017673335,0.0005434242,0.052491885],"study_design_scores_gemma":[0.000012233048,0.00052899565,0.8323831,0.00013186781,0.00003947792,0.0059935343,0.14781784,0.00021694455,0.0056679067,0.00009195643,0.007055404,0.000060735976],"about_ca_topic_score_codex":0.005505069,"about_ca_topic_score_gemma":0.008559286,"teacher_disagreement_score":0.005505069,"about_ca_system_score_codex":0.000547551,"about_ca_system_score_gemma":0.0007337281,"threshold_uncertainty_score":0.010946035},"labels":[],"label_agreement":null},{"id":"W2586776011","doi":"","title":"Effective Strategies for Enhancing the Language Learning Experience in the FSL Classroom","year":2016,"lang":"en","type":"other","venue":"TSpace (University of Toronto)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Language acquisition; Linguistics; Mathematics education","score_opus":0.01705210502848372,"score_gpt":0.26603513602385676,"score_spread":0.24898303099537303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586776011","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8294101,0.0032216613,0.0065798927,0.00629463,0.00012469752,0.00059301546,0.000090461406,0.0003580726,0.15332752],"genre_scores_gemma":[0.94965035,0.0023959004,0.015727429,0.00048499752,0.000024098503,0.00029426295,0.00006473044,0.000038482714,0.03131981],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99881315,0.0005305111,0.000032042262,0.00009358921,0.0002608972,0.0002698143],"domain_scores_gemma":[0.99894613,0.00032176572,0.00014353631,0.00004529995,0.00012785611,0.0004154902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013220758,0.0004992899,0.0002481882,0.001176618,0.0041584787,0.003145399,0.0011942544,0.00068850047,0.004365998],"category_scores_gemma":[0.0022449007,0.0001315521,0.00028054215,0.00069336843,0.0031022632,0.0012752339,0.0031117317,0.00059150986,0.0006149292],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008343174,0.0012928972,0.01638747,0.0018638965,0.000029180543,0.0015863054,0.4224108,0.00022300189,0.009205713,0.011397845,0.0135691855,0.52195024],"study_design_scores_gemma":[0.00010104255,0.0005243891,0.08419221,0.0014710447,0.00007681342,0.00082161,0.45128652,0.0005468746,0.003673966,0.0059972676,0.45123467,0.00007360998],"about_ca_topic_score_codex":0.08619481,"about_ca_topic_score_gemma":0.31570655,"teacher_disagreement_score":0.08619481,"about_ca_system_score_codex":0.0072500547,"about_ca_system_score_gemma":0.013991814,"threshold_uncertainty_score":0.17138618},"labels":[],"label_agreement":null},{"id":"W2586815998","doi":"","title":"Reducing Second Language Anxiety in Core French Classrooms in Ontario","year":2016,"lang":"en","type":"article","venue":"TSpace (University of Toronto)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Core (optical fiber); Linguistics; Psychology; Anxiety; Computer science; Telecommunications; Philosophy","score_opus":0.023108608839945793,"score_gpt":0.21951280669835804,"score_spread":0.19640419785841226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586815998","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98784804,0.00032531942,0.00021320752,0.0008496936,0.00001700637,0.00007586251,0.00008574938,0.000030648127,0.010554518],"genre_scores_gemma":[0.9925788,0.0005067766,0.0005597631,0.00019510645,0.0000054181396,0.00006088088,0.00006278865,0.0000109927705,0.006019585],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99884486,0.0002179261,0.000033887984,0.00010411729,0.00030752382,0.0004915801],"domain_scores_gemma":[0.997898,0.00030261627,0.00028615908,0.000056821475,0.00063225237,0.0008240693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001139573,0.00033471675,0.00034582723,0.0007331148,0.0060590347,0.0017054221,0.0010455546,0.00040816274,0.003279144],"category_scores_gemma":[0.0027754675,0.00023648955,0.00025981362,0.0009666769,0.0018667316,0.0005177766,0.0023076192,0.00056979357,0.00022447885],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000805126,0.00072176225,0.1749596,0.0009262092,0.000058814712,0.006390167,0.5871127,0.0004907152,0.020726204,0.0034093228,0.012473377,0.19192596],"study_design_scores_gemma":[0.00008369853,0.0009284023,0.44146037,0.00027324018,0.000055844215,0.0005119544,0.45608905,0.00046973958,0.0029526618,0.0005518143,0.096541494,0.00008160269],"about_ca_topic_score_codex":0.9347253,"about_ca_topic_score_gemma":0.98476416,"teacher_disagreement_score":0.065274715,"about_ca_system_score_codex":0.041177094,"about_ca_system_score_gemma":0.06322349,"threshold_uncertainty_score":0.29876214},"labels":[],"label_agreement":null},{"id":"W2586897951","doi":"10.5539/elt.v10n3p101","title":"An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":129,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Rajamangala University of Technology Srivijaya","keywords":"Punctuation; Grammar; Carelessness; Psychology; Spelling; Vocabulary; Linguistics; Subject (documents); Sentence; Verb; First language; Mathematics education; Computer science","score_opus":0.027278943652244068,"score_gpt":0.3314467029762129,"score_spread":0.30416775932396883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586897951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984775,0.000101213715,0.0006790504,0.0001341804,0.000008578471,0.000037763064,0.000025454141,0.000011163518,0.0005250203],"genre_scores_gemma":[0.9966893,0.00024736376,0.0017585797,0.00011690833,0.000019839676,0.000037536658,0.000052288433,0.000026745442,0.0010513917],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.995622,0.0019236346,0.00059298775,0.00034023047,0.0011329032,0.00038837048],"domain_scores_gemma":[0.9754891,0.014672873,0.0047911387,0.0008019085,0.0033432744,0.00090174493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022196907,0.00087453733,0.0005744266,0.00287631,0.0032043697,0.0016733403,0.0011282864,0.0015340991,0.0012687359],"category_scores_gemma":[0.023784367,0.0005636372,0.00043546676,0.0019810465,0.0019749657,0.0015194541,0.0017532627,0.0013688443,0.0003817096],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026222566,0.0010762699,0.1323705,0.0006657465,0.00005424658,0.18571705,0.62247425,0.0003435621,0.009230611,0.0003359479,0.0008938671,0.046575688],"study_design_scores_gemma":[0.00005047185,0.001513806,0.15920669,0.0004148242,0.00013675114,0.21517275,0.59027225,0.0035129844,0.018422443,0.0007215491,0.010402536,0.00017291812],"about_ca_topic_score_codex":0.0030806374,"about_ca_topic_score_gemma":0.005565083,"teacher_disagreement_score":0.0032043697,"about_ca_system_score_codex":0.0010139222,"about_ca_system_score_gemma":0.0009705224,"threshold_uncertainty_score":0.011739016},"labels":[],"label_agreement":null},{"id":"W2587082844","doi":"10.5539/elt.v10n3p54","title":"Visual Learning: A Learner Centered Approach to Enhance English Language Teaching","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Process (computing); Selection (genetic algorithm); Mathematics education; Language acquisition; Empirical research; Visual learning; Teaching method; Experiential learning; Pedagogy; Computer science; Artificial intelligence","score_opus":0.01834691053455444,"score_gpt":0.2995178830616588,"score_spread":0.2811709725271043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2587082844","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7129201,0.0012876957,0.17834432,0.0026449405,0.0002551643,0.001565834,0.00014387048,0.0016745331,0.10116366],"genre_scores_gemma":[0.8482222,0.0008734991,0.12228397,0.00077493006,0.00008315788,0.00069213856,0.00009501058,0.00014069924,0.026834436],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99829286,0.0009796335,0.00003678521,0.00019127365,0.00036247238,0.00013702316],"domain_scores_gemma":[0.9984378,0.00080753374,0.000119321965,0.00010995579,0.00013862118,0.0003866113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018830881,0.00046217645,0.00031636964,0.0010177182,0.00088264,0.0029473954,0.0012379816,0.00082949235,0.0043965736],"category_scores_gemma":[0.0024481635,0.0001668975,0.0004691435,0.00036496998,0.0009146137,0.001453815,0.003234587,0.0008939889,0.00091411575],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006002429,0.007582342,0.014277913,0.0019972245,0.00008417222,0.0014509611,0.06212978,0.0016205206,0.058679353,0.016184056,0.007674112,0.8277194],"study_design_scores_gemma":[0.0013109414,0.021758031,0.09100907,0.0026412017,0.0005969282,0.010924822,0.1167653,0.015674297,0.11167285,0.042307496,0.58487785,0.00046118672],"about_ca_topic_score_codex":0.00040701573,"about_ca_topic_score_gemma":0.0012740636,"teacher_disagreement_score":0.0043965736,"about_ca_system_score_codex":0.00059099315,"about_ca_system_score_gemma":0.0014783759,"threshold_uncertainty_score":0.014708042},"labels":[],"label_agreement":null},{"id":"W2587093211","doi":"10.5539/elt.v10n3p74","title":"Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven Study","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Mathematics education; Grammar; Psychological intervention; Test (biology); Data collection; Teaching method; Pedagogy; Linguistics","score_opus":0.14232366856582673,"score_gpt":0.35247711665025266,"score_spread":0.21015344808442593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2587093211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9869222,0.00004719443,0.008857091,0.00013877168,0.0000058877113,0.0017627772,0.00031228038,0.00003836346,0.001915295],"genre_scores_gemma":[0.94668865,0.00025092417,0.04499116,0.00015500339,0.000011689256,0.004766677,0.00070193247,0.000042574015,0.0023914222],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98423034,0.0089414045,0.0013961643,0.0013960031,0.003128168,0.00090785447],"domain_scores_gemma":[0.88468313,0.08784991,0.006393425,0.0068858457,0.011910332,0.002277361],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023421006,0.0005310691,0.00066451886,0.00316215,0.0018688892,0.0029905434,0.0020363901,0.0011578574,0.0017168346],"category_scores_gemma":[0.08983206,0.0006075053,0.00051082025,0.0018405434,0.0022770662,0.0019149,0.0025651448,0.0021197675,0.00096387],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010158812,0.008977085,0.16736878,0.0016945996,0.00004558468,0.0019724017,0.47214517,0.0017717587,0.026017003,0.0037575369,0.0014219953,0.31381217],"study_design_scores_gemma":[0.00065010897,0.011811216,0.37504876,0.0021435437,0.00015513501,0.0026561376,0.44059744,0.010820229,0.09896567,0.0062786588,0.050525,0.0003481364],"about_ca_topic_score_codex":0.0010131757,"about_ca_topic_score_gemma":0.0019477839,"teacher_disagreement_score":0.023421006,"about_ca_system_score_codex":0.0023865167,"about_ca_system_score_gemma":0.0043384107,"threshold_uncertainty_score":0.12386358},"labels":[],"label_agreement":null},{"id":"W2587966370","doi":"10.5539/elt.v10n3p128","title":"A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hubei University; Hubei University of Technology","keywords":"Psychology; Mathematics education; Competence (human resources); Curriculum; Communicative competence; Empirical research; English as a foreign language; Pedagogy; Process (computing); Class (philosophy); Questionnaire; Foreign language; College English; Sociology; Social psychology","score_opus":0.017134222315104333,"score_gpt":0.28322844393337127,"score_spread":0.26609422161826696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2587966370","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99940073,0.000022523825,0.0000960077,0.000052249732,0.0000037083926,0.00006662015,0.00004272054,0.0000024151668,0.00031307418],"genre_scores_gemma":[0.99855584,0.000085181106,0.0002500379,0.00012834663,0.0000046740674,0.00022858648,0.00008387841,0.0000022084964,0.00066127075],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983407,0.0005942584,0.00018738069,0.00014491317,0.00028201533,0.00045065192],"domain_scores_gemma":[0.99376583,0.0022233708,0.001014791,0.00025625186,0.0013711632,0.0013686325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034019495,0.0004386835,0.0005462213,0.001664307,0.00254213,0.0010526648,0.0004879715,0.00067280984,0.0015638095],"category_scores_gemma":[0.0067352345,0.00037824464,0.00047891634,0.0011732745,0.0010925698,0.00075005984,0.0010643677,0.0010066858,0.000405196],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000099700235,0.0008661966,0.5770962,0.0002815917,0.000028968332,0.0013875077,0.3946289,0.00009352537,0.0040570265,0.00026487498,0.0008906607,0.020304818],"study_design_scores_gemma":[0.0000159828,0.0010099674,0.5230599,0.00006900558,0.00002182874,0.0005658137,0.46905503,0.0003472863,0.0010596043,0.00007863119,0.004643886,0.000072995856],"about_ca_topic_score_codex":0.011372501,"about_ca_topic_score_gemma":0.017915625,"teacher_disagreement_score":0.011372501,"about_ca_system_score_codex":0.001874107,"about_ca_system_score_gemma":0.002718974,"threshold_uncertainty_score":0.022612631},"labels":[],"label_agreement":null},{"id":"W2589194774","doi":"","title":"Teachers’ Perspectives on How Stakeholders Can Ameliorate Students’ Attitudes towards Core French","year":2015,"lang":"en","type":"article","venue":"TSpace (University of Toronto)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Core (optical fiber); Public relations; Political science; Pedagogy; Business; Mathematics education; Sociology; Psychology; Computer science","score_opus":0.1475450571091172,"score_gpt":0.292914014196897,"score_spread":0.1453689570877798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589194774","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9498403,0.0003007253,0.0011561074,0.013449795,0.000049980652,0.000053531072,0.00003595771,0.000024441042,0.03508915],"genre_scores_gemma":[0.99601835,0.00016198159,0.00022462787,0.0004036729,0.0000042409015,0.000015371581,0.000010670006,0.0000059172817,0.0031551658],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9904612,0.005766035,0.00019255985,0.00034293736,0.00131058,0.0019266225],"domain_scores_gemma":[0.9940936,0.0017176566,0.0008535588,0.00016249245,0.00130431,0.00186837],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074005444,0.00038424775,0.00026599737,0.0009825798,0.014261742,0.0064655356,0.000937797,0.0019649,0.0041744485],"category_scores_gemma":[0.00861477,0.00037917722,0.00034338428,0.0007873305,0.0058919345,0.0028078773,0.004647505,0.0022976615,0.00029920213],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002884455,0.0000613964,0.026629196,0.00006487437,0.0000061689834,0.0008616066,0.95441324,0.00009070893,0.0019156364,0.0043337997,0.0017825718,0.009811931],"study_design_scores_gemma":[0.0000062136546,0.0000519433,0.012331129,0.000076616336,0.000010110411,0.000075547876,0.96015716,0.00009621735,0.0005553293,0.00050337013,0.026117347,0.000019018407],"about_ca_topic_score_codex":0.3185736,"about_ca_topic_score_gemma":0.603328,"teacher_disagreement_score":0.3185736,"about_ca_system_score_codex":0.020295704,"about_ca_system_score_gemma":0.02221703,"threshold_uncertainty_score":0.6334386},"labels":[],"label_agreement":null},{"id":"W2589452096","doi":"10.5539/elt.v10n3p164","title":"Integrating True Short Stories into English Classes: The Case of Foundation Students in Oman","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Class (philosophy); Mathematics education; Stern; Psychology; Context (archaeology); Foundation (evidence); Perception; Pedagogy; English language; Linguistics; Computer science; Artificial intelligence","score_opus":0.02143007114573695,"score_gpt":0.3250352698416567,"score_spread":0.30360519869591973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589452096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957646,0.0000734258,0.0002952427,0.0012376166,0.00003175838,0.000040871037,0.000017475499,0.000011699735,0.0025273373],"genre_scores_gemma":[0.9917352,0.0002679432,0.0010056149,0.00059082016,0.000029062177,0.000040407027,0.000026574435,0.000028249948,0.0062760212],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99762803,0.0010380818,0.000067686655,0.00017948585,0.00020999298,0.0008767583],"domain_scores_gemma":[0.9963271,0.00077183044,0.00039328492,0.00011394807,0.00023566611,0.0021581592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017647117,0.0009401974,0.0006265449,0.0009912688,0.018692847,0.004567796,0.002789555,0.004351004,0.0040481235],"category_scores_gemma":[0.0041760164,0.0007346841,0.00061250996,0.00081058696,0.0043667355,0.0026863893,0.0049889754,0.0042848154,0.0009675872],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016158196,0.0021161556,0.022131495,0.00017177443,0.000027104657,0.09447469,0.8525742,0.00022315647,0.0031676863,0.0024908443,0.002800797,0.019660445],"study_design_scores_gemma":[0.000013963442,0.0005339079,0.012060957,0.00011186686,0.000021353218,0.0130880885,0.9536015,0.00037518426,0.00096285983,0.00068982237,0.018495474,0.00004497728],"about_ca_topic_score_codex":0.01249837,"about_ca_topic_score_gemma":0.05003989,"teacher_disagreement_score":0.018692847,"about_ca_system_score_codex":0.004551972,"about_ca_system_score_gemma":0.003306661,"threshold_uncertainty_score":0.033027053},"labels":[],"label_agreement":null},{"id":"W2589691180","doi":"10.5539/ijel.v7n2p186","title":"A Study on Listening Strategies Instructed by Teachers and Strategies Used by Students","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Constructive; Listening comprehension; Psychology; Affect (linguistics); Mathematics education; Empirical research; Process (computing); Informational listening; Pedagogy; Computer science; Communication; Mathematics","score_opus":0.0347835084254146,"score_gpt":0.33736192695870576,"score_spread":0.30257841853329115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589691180","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99769455,0.0001227618,0.0003528606,0.000032140535,0.000007918781,0.00003959247,0.00001765111,0.000005001395,0.0017275165],"genre_scores_gemma":[0.99666554,0.0002854559,0.0007338678,0.00007909893,0.000011100324,0.000117831994,0.00004926206,0.000008979899,0.0020488594],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987534,0.0005022892,0.00012395144,0.00022143015,0.0002368579,0.00016213652],"domain_scores_gemma":[0.9910287,0.0060299225,0.0010591915,0.00028975925,0.00094423257,0.00064820325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013254932,0.00028574478,0.00038553565,0.0009161365,0.00087451434,0.0013889194,0.00028184615,0.000514568,0.0018970201],"category_scores_gemma":[0.011001616,0.00023270548,0.0003118157,0.0005315836,0.0006548614,0.00087436853,0.000533145,0.0010040279,0.00040727912],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005002507,0.0053190147,0.41267788,0.00069103396,0.000077802804,0.0012619342,0.42047274,0.00014228545,0.03238673,0.00085147994,0.0009588971,0.124659844],"study_design_scores_gemma":[0.00007636127,0.0043065157,0.72502136,0.00025091035,0.00012948638,0.0011901782,0.24492851,0.00032134462,0.009685974,0.00042306274,0.013580145,0.00008622198],"about_ca_topic_score_codex":0.0012001849,"about_ca_topic_score_gemma":0.002588505,"teacher_disagreement_score":0.0018970201,"about_ca_system_score_codex":0.00042640252,"about_ca_system_score_gemma":0.00088568375,"threshold_uncertainty_score":0.0070099235},"labels":[],"label_agreement":null},{"id":"W2592419104","doi":"10.1007/978-3-319-38893-9_2-1","title":"Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation","year":2017,"lang":"en","type":"book-chapter","venue":"Springer international handbooks of education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Course (navigation); Professional development; Mathematics education; Medical education; Pedagogy; Psychology; Engineering ethics; Computer science; Engineering; Medicine","score_opus":0.043562817945309584,"score_gpt":0.3216808256752425,"score_spread":0.2781180077299329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592419104","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94199365,0.0030955693,0.0017505226,0.0055140695,0.00013779606,0.00013458965,0.00022004507,0.00014811075,0.04700569],"genre_scores_gemma":[0.9625827,0.001967015,0.003982611,0.0004979415,0.00003962006,0.00008053423,0.00032825564,0.00004352018,0.030477813],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974952,0.00072864693,0.0001232915,0.0001362586,0.0010476367,0.00046898567],"domain_scores_gemma":[0.9846095,0.0026451997,0.0011422676,0.00031709098,0.0057838466,0.005502008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005473294,0.000121771234,0.0002470168,0.0011400963,0.0012626925,0.003194593,0.0008799173,0.0006504516,0.005733573],"category_scores_gemma":[0.017852759,0.00014303015,0.00016536177,0.00096270733,0.000424481,0.0016823891,0.0019015906,0.00074654137,0.001342551],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021927457,0.0013565306,0.23003915,0.0001930938,0.000007215137,0.0004962505,0.034867473,0.00012666275,0.0012847808,0.0015564288,0.01615833,0.71369475],"study_design_scores_gemma":[0.00009345858,0.0018099603,0.6766145,0.0016597478,0.000045233974,0.0033589273,0.17791155,0.0023711703,0.0048639546,0.0041586594,0.12700485,0.00010803124],"about_ca_topic_score_codex":0.00802994,"about_ca_topic_score_gemma":0.015756695,"teacher_disagreement_score":0.00802994,"about_ca_system_score_codex":0.0015201473,"about_ca_system_score_gemma":0.006759899,"threshold_uncertainty_score":0.028945923},"labels":[],"label_agreement":null},{"id":"W2592550148","doi":"","title":"Using Classroom-Based Research to Explore Mathematics and Language in Secondary French Immersion","year":2017,"lang":"en","type":"article","venue":"Antistasis","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Mathematics education; Immersion (mathematics); Pedagogy; Mathematics; Computer science; Psychology","score_opus":0.3274502875727441,"score_gpt":0.41183396243372455,"score_spread":0.08438367486098047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592550148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9887876,0.0001419966,0.0007510904,0.00023222803,0.000012111796,0.00005209778,0.00003587406,0.000017578064,0.00996948],"genre_scores_gemma":[0.99464005,0.00013879963,0.001022973,0.000086660424,0.0000053516433,0.00007947775,0.000038155667,0.000008779219,0.003979757],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997324,0.0016016633,0.00005806618,0.0003042828,0.00024183748,0.00047024034],"domain_scores_gemma":[0.9963553,0.0019962138,0.0003290185,0.0001852055,0.0005877814,0.0005464644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024788233,0.00060942664,0.00044627837,0.002063092,0.0050480315,0.0053973873,0.00092128007,0.001049652,0.0033880502],"category_scores_gemma":[0.0054926206,0.00027753864,0.00036698347,0.0010506766,0.0035638278,0.0025325948,0.0034257534,0.001686991,0.0005413404],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015407967,0.0016147265,0.056636225,0.00017629979,0.00003672054,0.00083101715,0.8918929,0.0002342939,0.0065533062,0.007624908,0.0006915415,0.03355402],"study_design_scores_gemma":[0.000034384673,0.00064535456,0.056740727,0.00013018945,0.000029394423,0.0002742498,0.9216959,0.0003770523,0.0021460655,0.0015801887,0.016303107,0.00004343464],"about_ca_topic_score_codex":0.051429227,"about_ca_topic_score_gemma":0.11430713,"teacher_disagreement_score":0.051429227,"about_ca_system_score_codex":0.005893639,"about_ca_system_score_gemma":0.0042987326,"threshold_uncertainty_score":0.102259696},"labels":[],"label_agreement":null},{"id":"W2592990655","doi":"10.5539/elt.v10n4p45","title":"Student-Teachers’ Beliefs on the Use of L1 in EFL Classroom: A Global Perspective","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Perspective (graphical); Context (archaeology); Mathematics education; Point (geometry); English language; Scale (ratio); Reflection (computer programming); Pedagogy; Applied linguistics; Linguistics","score_opus":0.06016683927469467,"score_gpt":0.3211893568569137,"score_spread":0.261022517582219,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592990655","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99327177,0.00025089266,0.00024376676,0.0006443837,0.0000065527233,0.0000048463644,0.000009727802,0.0000036542388,0.0055643916],"genre_scores_gemma":[0.99916613,0.00017985672,0.00005508055,0.00007922104,0.000002837921,0.0000027936833,0.000006150656,0.000002179145,0.0005057504],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978217,0.0011050008,0.00011600381,0.00015475224,0.00045737563,0.0003452915],"domain_scores_gemma":[0.99497885,0.0020702241,0.0012570244,0.00017722651,0.0008607469,0.00065591605],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003127373,0.00022367213,0.00039413577,0.00107961,0.0015661633,0.004060263,0.00047961783,0.00074643607,0.0016173074],"category_scores_gemma":[0.005068717,0.00020075862,0.00020209013,0.00083470717,0.0039578783,0.0023228475,0.002354354,0.0018985042,0.0003076146],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037462672,0.00015275276,0.16247922,0.00013711891,0.000019222163,0.0004683681,0.81515795,0.0000971164,0.0016763535,0.002512826,0.0003197772,0.016941892],"study_design_scores_gemma":[0.0000048596316,0.00014838125,0.08578667,0.00017181547,0.00002161284,0.00036025557,0.9062523,0.00013801943,0.0005896727,0.00084037014,0.005663625,0.000022419894],"about_ca_topic_score_codex":0.0031052702,"about_ca_topic_score_gemma":0.0047194264,"teacher_disagreement_score":0.004060263,"about_ca_system_score_codex":0.00094224745,"about_ca_system_score_gemma":0.0008649114,"threshold_uncertainty_score":0.016539276},"labels":[],"label_agreement":null},{"id":"W2593035158","doi":"","title":"Lesson Plan About Teaching the Function of Giving Opinion/Agreeing and Disagreeing for Mongolian Lower English Level Students","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Plan (archaeology); Mathematics education; Class (philosophy); Function (biology); Lesson plan; Psychology; Computer science; Geography; Artificial intelligence","score_opus":0.05645307428465283,"score_gpt":0.3298817185342962,"score_spread":0.27342864424964336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2593035158","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15619881,0.007246376,0.09685465,0.16956276,0.040488873,0.018703766,0.005806302,0.0074269436,0.49771145],"genre_scores_gemma":[0.27887848,0.00741424,0.15489966,0.02248841,0.0032033867,0.012772072,0.004967786,0.000454683,0.5149213],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99974686,0.000055729146,0.000015128936,0.00004285945,0.00007066464,0.00006869193],"domain_scores_gemma":[0.9987999,0.00018225325,0.00008768348,0.000033047858,0.00038567267,0.0005114925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005664388,0.0009242063,0.00056992174,0.0003903926,0.0014927194,0.0011284036,0.0011490985,0.0016224108,0.03356164],"category_scores_gemma":[0.0016020293,0.00026319316,0.00047620005,0.00024261652,0.00057636696,0.0012250417,0.0011210932,0.0030296408,0.0076836874],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031138008,0.0024540408,0.0024471185,0.0012641274,0.000014515645,0.00048880803,0.0064545213,0.0015082904,0.00432117,0.011720288,0.7831236,0.18589213],"study_design_scores_gemma":[0.00039328777,0.0013010389,0.01314145,0.000880911,0.000044676384,0.00048928044,0.009346466,0.0019120194,0.0037816456,0.016728023,0.9519055,0.000075771306],"about_ca_topic_score_codex":0.0028698605,"about_ca_topic_score_gemma":0.0067589288,"teacher_disagreement_score":0.03356164,"about_ca_system_score_codex":0.001160748,"about_ca_system_score_gemma":0.0028835684,"threshold_uncertainty_score":0.112274885},"labels":[],"label_agreement":null},{"id":"W2593175614","doi":"10.1007/978-3-319-51789-6","title":"Innovative Practices in Language Teacher Education","year":2017,"lang":"en","type":"book","venue":"Educational linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Pedagogy; Mathematics education; Sociology; Psychology; Computer science","score_opus":0.06260665473083676,"score_gpt":0.3725005187073133,"score_spread":0.30989386397647656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2593175614","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010656473,0.06778571,0.014772235,0.04417445,0.004461937,0.0000686825,0.00001800556,0.00018839215,0.8578742],"genre_scores_gemma":[0.23911603,0.051605545,0.021689903,0.007750542,0.0027015372,0.0002960018,0.000074034084,0.00014517207,0.67662126],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9984114,0.0006325282,0.000051465904,0.00016122077,0.00061485375,0.00012850235],"domain_scores_gemma":[0.99815136,0.0011162602,0.00008344464,0.00019735462,0.00020727805,0.0002442519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020014609,0.0004351829,0.0002109082,0.00093571655,0.0021496273,0.0072560906,0.0013768013,0.0030741654,0.0079205],"category_scores_gemma":[0.0027162149,0.00018822102,0.0002540205,0.0011696005,0.010869956,0.005857697,0.0036600549,0.0043956656,0.0016821112],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009729095,0.00010678175,0.00020412168,0.00024334328,0.0000038050953,0.00017999076,0.016612623,0.00020033457,0.00035476356,0.68675363,0.053748213,0.2415826],"study_design_scores_gemma":[0.000010231548,0.000021106776,0.00040073285,0.0007770465,0.0000034569418,0.00037847675,0.006612872,0.00021351597,0.0002669161,0.17883928,0.81246763,0.0000087236],"about_ca_topic_score_codex":0.0017149772,"about_ca_topic_score_gemma":0.005988048,"teacher_disagreement_score":0.0079205,"about_ca_system_score_codex":0.0035493288,"about_ca_system_score_gemma":0.0042863046,"threshold_uncertainty_score":0.026496708},"labels":[],"label_agreement":null},{"id":"W2593335611","doi":"10.5539/elt.v10n4p15","title":"Investigating Factors that Contribute to Effective Teaching-Learning Practices: EFL/ESL Classroom Context","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conceptualization; Psychology; Mathematics education; Context (archaeology); Classroom management; Pedagogy; Teaching method; Diversity (politics); Linguistics; Sociology","score_opus":0.034976582545205706,"score_gpt":0.3037605537866744,"score_spread":0.2687839712414687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2593335611","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98523,0.0004984728,0.00086817966,0.0007910457,0.000010207879,0.00002700346,0.000024162568,0.000007519687,0.012543359],"genre_scores_gemma":[0.99899703,0.00012400284,0.00027870692,0.000052364285,0.000003908993,0.00001153164,0.000007051026,0.000002965247,0.00052227406],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99549437,0.0023606305,0.00024229841,0.00058870425,0.0006633087,0.0006507174],"domain_scores_gemma":[0.99130803,0.005764615,0.001306598,0.00025259043,0.00060460594,0.0007635272],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033013741,0.00024933473,0.00046881312,0.0013091642,0.0034909688,0.006294198,0.00073648925,0.0006496883,0.0032856818],"category_scores_gemma":[0.0075514675,0.0001866437,0.00015496509,0.0012444728,0.0068847747,0.0020943326,0.0045710364,0.0013358906,0.00030386727],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000084074985,0.0006672861,0.1445992,0.00051567244,0.000026586711,0.001928761,0.7889646,0.00023849714,0.0030742856,0.013135152,0.0005660667,0.046199746],"study_design_scores_gemma":[0.00001489615,0.000095625976,0.12707071,0.00025047423,0.000016259166,0.00042136706,0.85430014,0.0002496698,0.0011981798,0.0040605376,0.012295679,0.000026479267],"about_ca_topic_score_codex":0.006299852,"about_ca_topic_score_gemma":0.009627817,"teacher_disagreement_score":0.006299852,"about_ca_system_score_codex":0.002762978,"about_ca_system_score_gemma":0.0030002769,"threshold_uncertainty_score":0.02004689},"labels":[],"label_agreement":null},{"id":"W2593550593","doi":"10.5430/elr.v6n1p58","title":"A Case Study on the Relationship between Individual Differences and English Pragmatic Competence of Non-English-Major Chinese Postgraduates","year":2017,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Psychology; Pragmatics; The Internet; China; Mathematics education; Pedagogy; Social psychology; Linguistics; Computer science; Political science; World Wide Web","score_opus":0.22847205436144785,"score_gpt":0.40217217387361337,"score_spread":0.17370011951216552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2593550593","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99622005,0.00019252296,0.00031323795,0.00053165737,0.0000256095,0.00005683949,0.000020613166,0.0000029576697,0.002636564],"genre_scores_gemma":[0.99556303,0.00033663306,0.00058996514,0.00019183425,0.000019470872,0.000042551823,0.000020619384,0.0000034618597,0.0032323615],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99791795,0.0008871556,0.00012065988,0.00022005662,0.0003719057,0.00048235862],"domain_scores_gemma":[0.99719954,0.0008259937,0.0002672372,0.00012723201,0.00027072275,0.0013092877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023313663,0.0003888043,0.00048769783,0.0010073177,0.005928494,0.0014595824,0.00096681644,0.0012717891,0.0040587727],"category_scores_gemma":[0.0043295794,0.00033011308,0.00054329226,0.0009895029,0.002434997,0.0014716983,0.003579624,0.0018035166,0.00026023135],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010261191,0.00075217785,0.11279775,0.00031450478,0.000024528812,0.11363728,0.73639214,0.00012643817,0.003198422,0.0033808677,0.00217097,0.02710226],"study_design_scores_gemma":[0.00002405732,0.00061424874,0.11639701,0.00017725187,0.000037820777,0.030636368,0.8319228,0.0005161515,0.001083355,0.00061044766,0.017919773,0.0000605836],"about_ca_topic_score_codex":0.020887543,"about_ca_topic_score_gemma":0.034187157,"teacher_disagreement_score":0.020887543,"about_ca_system_score_codex":0.0027575279,"about_ca_system_score_gemma":0.0035465874,"threshold_uncertainty_score":0.04153192},"labels":[],"label_agreement":null},{"id":"W2593595907","doi":"10.5539/ijel.v6n7p185","title":"Investigating the Relationship between Tolerance of Ambiguity, Individual Characteristics and Listening Comprehension Ability among Iranian EFL Learners","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ambiguity; Ambiguity tolerance; Psychology; Active listening; Significant difference; Listening comprehension; Test (biology); Comprehension; Mathematics education; Mathematics; Linguistics; Statistics; Communication","score_opus":0.08788697448390839,"score_gpt":0.31737935439135034,"score_spread":0.22949237990744195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2593595907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996233,0.00003710508,0.000028295439,0.000015136446,0.0000011150952,0.0000016117957,0.00000717151,5.937376e-7,0.0002856117],"genre_scores_gemma":[0.99967444,0.00003704807,0.000046748275,0.00000978866,0.0000028510867,0.0000025634108,0.000018272021,5.784252e-7,0.0002077403],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996921,0.000048919897,0.000042817723,0.000038980295,0.00011755548,0.000059729522],"domain_scores_gemma":[0.997239,0.0010709075,0.00093739474,0.0000925377,0.0003117009,0.00034846712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006500887,0.00022478942,0.0002358008,0.0007601311,0.00026764147,0.00088214903,0.00018724421,0.00036951387,0.0020383543],"category_scores_gemma":[0.0035012786,0.0001269263,0.00023376242,0.00033123948,0.00029394482,0.0004811647,0.00034143907,0.00042232085,0.00024551526],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007140014,0.00021677921,0.9834005,0.000022835791,0.000034295885,0.0001829474,0.0047111516,0.000061240215,0.0019716497,0.000049433576,0.000052740335,0.009225065],"study_design_scores_gemma":[0.0000027149329,0.00027230152,0.9933907,0.000008032421,0.0000132036,0.00028239697,0.0052654925,0.0001829702,0.00029831417,0.00007578116,0.00020012705,0.000007894153],"about_ca_topic_score_codex":0.0011564592,"about_ca_topic_score_gemma":0.0012892466,"teacher_disagreement_score":0.0020383543,"about_ca_system_score_codex":0.00011301152,"about_ca_system_score_gemma":0.0002311564,"threshold_uncertainty_score":0.00681901},"labels":[],"label_agreement":null},{"id":"W2594106661","doi":"10.5539/elt.v10n4p78","title":"Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature","year":2017,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":146,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Psychology; Mathematics education; Teaching method; Affect (linguistics); Process (computing); Language education; Pedagogy; Language acquisition; English language; Coping (psychology); Computer science","score_opus":0.03061469397553829,"score_gpt":0.3161882463840061,"score_spread":0.2855735524084678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594106661","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00048356483,0.9989324,0.000038447273,0.0001961762,0.000035185207,0.0000050530593,0.000015774955,0.0000014252087,0.00029202588],"genre_scores_gemma":[0.003820227,0.99587715,0.00008396143,0.00009559743,0.000028423094,0.00000862267,0.000021207728,8.012045e-7,0.00006389283],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985714,0.00039962167,0.00035943027,0.00017912113,0.00042788306,0.000062645195],"domain_scores_gemma":[0.9939824,0.004562048,0.00064981653,0.000059991147,0.0006354734,0.000110246256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025059066,0.0007170714,0.0014059612,0.0042293696,0.0004478844,0.001962274,0.000983595,0.0011401583,0.0022350259],"category_scores_gemma":[0.008135302,0.00045388783,0.0009980601,0.0046161516,0.00087357534,0.0022204078,0.000908839,0.0011913832,0.00035445864],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008750139,0.00011527723,0.0037287117,0.19082089,0.0005512163,0.00030863736,0.002218654,0.00017464657,0.00029171107,0.0018769578,0.008531358,0.7912945],"study_design_scores_gemma":[0.00006476845,0.00026287299,0.045220222,0.51142734,0.004622057,0.005064545,0.0067290473,0.00022016895,0.000675434,0.003000007,0.42259935,0.00011426452],"about_ca_topic_score_codex":0.0062291124,"about_ca_topic_score_gemma":0.011219475,"teacher_disagreement_score":0.0062291124,"about_ca_system_score_codex":0.0013191855,"about_ca_system_score_gemma":0.0038308036,"threshold_uncertainty_score":0.0132526755},"labels":[],"label_agreement":null},{"id":"W2594149358","doi":"10.25073/2588-1159/vnuer.3844","title":"The Acquisition of English Speaking Skills of Small Traders in Hanoi’s Old Quarter","year":2016,"lang":"en","type":"article","venue":"VNU Journal of Science Education Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vietnamese; Quarter (Canadian coin); Tourism; Context (archaeology); Foreign language; Sociology; Linguistics; Business; Psychology; Political science; History; Pedagogy","score_opus":0.06819757343238037,"score_gpt":0.35970322795574583,"score_spread":0.29150565452336547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594149358","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992306,0.00001507722,0.000010756446,0.000018132721,0.0000012988361,0.0000028789623,0.0000058641504,2.346949e-7,0.0007150289],"genre_scores_gemma":[0.998792,0.00003199615,0.000028789957,0.000014390579,0.0000010949733,0.000003823502,0.000008454462,3.7613225e-7,0.0011190973],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99985147,0.000039379578,0.000008669723,0.000016464484,0.000026823158,0.000057115707],"domain_scores_gemma":[0.99913305,0.00024678736,0.0001816781,0.000021915846,0.000145951,0.00027067063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004583734,0.00011849271,0.00011217664,0.0002818889,0.0010652448,0.00091978017,0.00017909659,0.00017531894,0.0035497807],"category_scores_gemma":[0.0012621153,0.00010211204,0.000058751677,0.00028069975,0.00063533534,0.00053358375,0.0005242599,0.00035837034,0.0002137367],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017199181,0.00032014074,0.6150662,0.00009902565,0.0000109886405,0.0032514331,0.34818247,0.00005860628,0.0057877065,0.0003554171,0.0005994173,0.026096707],"study_design_scores_gemma":[0.000005824764,0.00025698825,0.59871614,0.000051873933,0.000008213951,0.000572392,0.39516845,0.00013557695,0.00095583353,0.00009850103,0.0040167863,0.000013400861],"about_ca_topic_score_codex":0.0129252905,"about_ca_topic_score_gemma":0.029005324,"teacher_disagreement_score":0.0129252905,"about_ca_system_score_codex":0.00046023703,"about_ca_system_score_gemma":0.00072094897,"threshold_uncertainty_score":0.025700152},"labels":[],"label_agreement":null},{"id":"W2594445198","doi":"10.14746/ssllt.2016.6.1.7","title":"Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Interactivity; Psychology; Task (project management); Mathematics education; Meaning (existential); Curriculum; Scale (ratio); Computer science; Pedagogy; Multimedia","score_opus":0.06794436911568483,"score_gpt":0.36493211802730063,"score_spread":0.29698774891161583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594445198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989875,0.0000320677,0.00018327881,0.000022070957,6.316284e-7,0.000014186459,0.000043528173,0.000009509952,0.0007071128],"genre_scores_gemma":[0.998212,0.000057440022,0.00065352704,0.00001482394,0.0000031160087,0.000033432654,0.000058205685,0.0000049799755,0.0009625193],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992698,0.00022675817,0.000036262798,0.00016578342,0.00014876228,0.00015273834],"domain_scores_gemma":[0.9978277,0.0008296504,0.00053366803,0.00010332938,0.0003011779,0.00040452564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000731729,0.00037072873,0.0003377174,0.0016514953,0.0012635124,0.001123891,0.00044960485,0.00031932504,0.0016807354],"category_scores_gemma":[0.0029476942,0.00029280726,0.00023066302,0.0006908897,0.0013562333,0.00042062695,0.0012025114,0.00047409104,0.0002705679],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030507531,0.00045352924,0.7301824,0.00018995217,0.00003584599,0.0008229049,0.17804928,0.000254856,0.04099699,0.00016283862,0.00035890087,0.048187383],"study_design_scores_gemma":[0.000007719615,0.00021267588,0.9681401,0.000016661526,0.000012033211,0.00011821346,0.02743028,0.00019121316,0.0025341222,0.00003883701,0.0012782611,0.000019923005],"about_ca_topic_score_codex":0.04521836,"about_ca_topic_score_gemma":0.14019942,"teacher_disagreement_score":0.04521836,"about_ca_system_score_codex":0.0021932162,"about_ca_system_score_gemma":0.0010877816,"threshold_uncertainty_score":0.08991027},"labels":[],"label_agreement":null},{"id":"W2594530340","doi":"10.5539/elt.v10n4p53","title":"An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Language learning strategies; Psychology; Mathematics education; Learning styles; Pearson product-moment correlation coefficient; Descriptive statistics; Language acquisition; Pedagogy; Metacognition; Linguistics; Statistics; Cognition","score_opus":0.0332331580069944,"score_gpt":0.30860585789712347,"score_spread":0.2753726998901291,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594530340","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997507,0.000021633494,0.000023173721,0.000009922423,9.722431e-7,0.0000034170516,0.000008999418,5.1077933e-7,0.00018064959],"genre_scores_gemma":[0.9994747,0.000041164953,0.00009130962,0.000015373287,0.000002019177,0.000007247243,0.0000330403,7.287242e-7,0.00033442926],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99966395,0.00006134927,0.000035168687,0.000056872927,0.000110317094,0.00007237898],"domain_scores_gemma":[0.99766797,0.00061083474,0.0006522826,0.00010236065,0.00049256976,0.00047386214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007184942,0.00029942417,0.00025274928,0.0008462213,0.0005333702,0.0009793699,0.0003132283,0.00027906112,0.002195229],"category_scores_gemma":[0.0027479723,0.00016114934,0.0002818427,0.00050500437,0.00036985485,0.00055014866,0.00039495854,0.00047675465,0.00027588842],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000087363806,0.0005747505,0.9744299,0.000032445867,0.000026683312,0.00024081973,0.008507829,0.000025136984,0.0017493479,0.000083932864,0.00011091021,0.0141308],"study_design_scores_gemma":[0.000005697534,0.00091390614,0.9809787,0.000018308006,0.000023658498,0.00025561784,0.016262157,0.00012148603,0.00078033074,0.000086610686,0.0005401017,0.000013287526],"about_ca_topic_score_codex":0.0029616966,"about_ca_topic_score_gemma":0.005346118,"teacher_disagreement_score":0.0029616966,"about_ca_system_score_codex":0.00043559945,"about_ca_system_score_gemma":0.00076049956,"threshold_uncertainty_score":0.0073438287},"labels":[],"label_agreement":null},{"id":"W2594659362","doi":"10.5539/elt.v10n4p35","title":"An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Psychology; Context (archaeology); Generalization; Mathematics education; English as a foreign language; Language acquisition; Foreign language; Academic achievement; Social psychology; Linguistics","score_opus":0.03506363672134524,"score_gpt":0.28848370946112795,"score_spread":0.25342007273978273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594659362","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997726,0.000012618718,0.000015111849,0.0000094053785,7.044158e-7,0.0000023977277,0.0000067271976,3.31159e-7,0.00018012781],"genre_scores_gemma":[0.9997614,0.000019159366,0.000038525595,0.000006647519,9.765729e-7,0.0000062027198,0.000018682513,3.3655664e-7,0.00014819528],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99957305,0.00011611172,0.000034190245,0.000038877122,0.00012430019,0.000113443835],"domain_scores_gemma":[0.99864537,0.00032899473,0.00038046023,0.00003570232,0.0002594323,0.00035009856],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00075089553,0.00018917353,0.00022203095,0.00067333906,0.0005853474,0.00083409384,0.00020790848,0.0002955683,0.0011352797],"category_scores_gemma":[0.0018844994,0.00010766378,0.00031812902,0.00037679373,0.00024261189,0.0002949827,0.00043258077,0.00034106313,0.00016951885],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008521084,0.00045298508,0.97419524,0.000043970416,0.000025872305,0.0001960484,0.0093723135,0.000066058856,0.0014247958,0.00011362231,0.00013335938,0.013890623],"study_design_scores_gemma":[0.0000036005722,0.00024808018,0.98574543,0.000015780482,0.000011206057,0.00009752296,0.012863858,0.00019975976,0.00032800942,0.0000438486,0.00043427676,0.000008688223],"about_ca_topic_score_codex":0.0022929672,"about_ca_topic_score_gemma":0.0033716047,"teacher_disagreement_score":0.0022929672,"about_ca_system_score_codex":0.00043187165,"about_ca_system_score_gemma":0.0005527378,"threshold_uncertainty_score":0.0045592785},"labels":[],"label_agreement":null},{"id":"W2594767877","doi":"10.5539/elt.v10n4p1","title":"Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; TOEIC; Mathematics education; Read aloud; Memorization; Cloze test; Grammar; Teaching method; Think aloud protocol; Reading (process); Pedagogy; Reading comprehension; Linguistics; Computer science; Usability","score_opus":0.015747513762928367,"score_gpt":0.27215017209980447,"score_spread":0.2564026583368761,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594767877","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99983275,0.00001684142,0.00001760108,0.0000075766093,7.405697e-7,0.000004887881,0.0000019834138,0.000001513245,0.00011610899],"genre_scores_gemma":[0.99947983,0.000040266106,0.00015494732,0.000016118249,0.0000021881103,0.000012351304,0.000011784763,0.0000015454885,0.00028103316],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996884,0.00009924119,0.0000315903,0.00004726833,0.000071204384,0.0000623484],"domain_scores_gemma":[0.9986815,0.00043945582,0.0002950035,0.0000613492,0.00017098666,0.0003517246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005387908,0.00023988691,0.0002342095,0.0002802361,0.0002806061,0.0004205331,0.00020179457,0.00026603567,0.00073396123],"category_scores_gemma":[0.0029434592,0.00012153157,0.00020075824,0.0001229907,0.00018445415,0.0002459126,0.00030721893,0.00032803338,0.00014534776],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016427541,0.02419387,0.6642492,0.00030105602,0.00014586377,0.00045843306,0.017818702,0.00031601998,0.05974617,0.00012783555,0.0003637527,0.23063634],"study_design_scores_gemma":[0.0001032832,0.004693341,0.98433775,0.00003087862,0.00010349854,0.00012900283,0.0032022188,0.0007067815,0.005868571,0.000073621035,0.00072407036,0.000026859576],"about_ca_topic_score_codex":0.0018592089,"about_ca_topic_score_gemma":0.0026436877,"teacher_disagreement_score":0.0018592089,"about_ca_system_score_codex":0.00019058098,"about_ca_system_score_gemma":0.00039049887,"threshold_uncertainty_score":0.0036967397},"labels":[],"label_agreement":null},{"id":"W2595494732","doi":"10.5430/ijhe.v6n2p89","title":"An Investigation of Learner Autonomy in Turkish EFL Context","year":2017,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Learner autonomy; Autonomy; Context (archaeology); Perception; Psychology; English as a foreign language; Pedagogy; Mathematics education; English language; Foreign language; Language education; Political science; Linguistics","score_opus":0.04203226497476936,"score_gpt":0.33948168057433925,"score_spread":0.2974494155995699,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595494732","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988148,0.00009350997,0.00007170649,0.00005629413,0.0000024497263,0.000004968292,0.0000074062086,7.9513677e-7,0.0009480118],"genre_scores_gemma":[0.99965894,0.000073910545,0.000052853076,0.000020702142,0.0000020848809,0.0000048158377,0.0000066644834,5.63005e-7,0.00017963783],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9983261,0.00076057535,0.000110717585,0.00014986603,0.00037010614,0.00028263262],"domain_scores_gemma":[0.9975101,0.00088845973,0.000677277,0.00008449504,0.00048803046,0.0003515973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015914752,0.00022343299,0.00026240488,0.00083787285,0.0018161988,0.001471268,0.00042251832,0.00037121607,0.0010755125],"category_scores_gemma":[0.003088178,0.00012747041,0.00018969226,0.0005335247,0.0015629795,0.00094160216,0.0017435314,0.0005628161,0.00011413914],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015013925,0.0003120722,0.29551998,0.00020466272,0.000014301645,0.0021156892,0.6695065,0.00013570135,0.0041132546,0.0014296314,0.00041465292,0.026083468],"study_design_scores_gemma":[0.0000124720455,0.00043381797,0.22203153,0.000103586055,0.000016060614,0.0012282105,0.7642694,0.00027634116,0.0016073041,0.0004991891,0.009482046,0.00004005338],"about_ca_topic_score_codex":0.0053711794,"about_ca_topic_score_gemma":0.0072352225,"teacher_disagreement_score":0.0053711794,"about_ca_system_score_codex":0.0013610136,"about_ca_system_score_gemma":0.0012946392,"threshold_uncertainty_score":0.010679841},"labels":[],"label_agreement":null},{"id":"W2595600573","doi":"10.1515/jelf-2017-0004","title":"Using stimulated recall to explore the use of communication strategies in English lingua franca interactions","year":2017,"lang":"en","type":"article","venue":"Journal of English as a Lingua Franca","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Recall; Psychology; Feeling; English as a lingua franca; Context (archaeology); Cognitive psychology; Relation (database); Lingua franca; Social psychology; Linguistics; Computer science","score_opus":0.21219657045216442,"score_gpt":0.3692834890047023,"score_spread":0.1570869185525379,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595600573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99771994,0.0001027588,0.00080113276,0.000033009386,0.0000031618174,0.00002743766,0.000040362338,0.000008994477,0.0012630733],"genre_scores_gemma":[0.997322,0.00011618138,0.0013170192,0.000036557114,0.0000039218135,0.000065170665,0.0000649579,0.000005902952,0.0010681931],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99767596,0.0014140515,0.00013469964,0.00023476672,0.0003534906,0.0001869893],"domain_scores_gemma":[0.98967135,0.006685947,0.0015395446,0.00065026147,0.0011249327,0.00032803343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028253268,0.0005594533,0.00040965396,0.0015628552,0.0015262652,0.0025260686,0.00064258755,0.000812868,0.0018892544],"category_scores_gemma":[0.012577828,0.00026827762,0.0003211517,0.00051380193,0.0013024271,0.0011525984,0.0014184369,0.00061051815,0.00031700972],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064677093,0.00040080023,0.13908353,0.00049346924,0.00013830127,0.002980029,0.7586305,0.0003049049,0.035665207,0.0006529442,0.00036337052,0.06064013],"study_design_scores_gemma":[0.000059381895,0.0015535853,0.28875482,0.0002610498,0.00012885239,0.004609858,0.6809383,0.0013509258,0.01282516,0.00094713114,0.008339839,0.00023120375],"about_ca_topic_score_codex":0.008190462,"about_ca_topic_score_gemma":0.014336647,"teacher_disagreement_score":0.008190462,"about_ca_system_score_codex":0.0009405387,"about_ca_system_score_gemma":0.00067131943,"threshold_uncertainty_score":0.016285539},"labels":[],"label_agreement":null},{"id":"W2595780488","doi":"10.1017/s0272263114000035","title":"BRIDGING THE GAP","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":140,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Bridging (networking); Cognition; Sociocultural evolution; Psychology; Cognitive linguistics; Applied linguistics; Ethnography; Qualitative research; Educational research; Sociology; Epistemology; Cognitive science; Linguistics; Pedagogy; Social science; Computer science","score_opus":0.042095214661895405,"score_gpt":0.30496916186043316,"score_spread":0.26287394719853774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595780488","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0034986048,0.029921373,0.0081423735,0.84707284,0.027485423,0.000059130743,0.0003013036,0.00020546535,0.08331337],"genre_scores_gemma":[0.20892686,0.078284025,0.025135681,0.5750982,0.025667628,0.00066822104,0.0015101327,0.0008356659,0.0838736],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9875311,0.005015105,0.0011562911,0.0020206904,0.002635628,0.001641247],"domain_scores_gemma":[0.9595405,0.024554528,0.0013690243,0.0032588579,0.005669917,0.0056072283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01928917,0.0007575925,0.0012608664,0.0028484194,0.0075429594,0.013980812,0.0034414728,0.010416558,0.059977192],"category_scores_gemma":[0.040810533,0.00046139912,0.0009007251,0.0026024834,0.012452502,0.02702101,0.021547418,0.014826736,0.012783138],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004989763,0.00007181039,0.0006575984,0.0011959185,0.000022749942,0.00040703733,0.016889205,0.00010150364,0.00034973785,0.5307586,0.27762896,0.171867],"study_design_scores_gemma":[0.000005732226,0.000017259876,0.00025379317,0.0011793966,0.0000055798587,0.0002446426,0.011908429,0.00004706738,0.000059227,0.098822266,0.88744587,0.000010625949],"about_ca_topic_score_codex":0.0021420566,"about_ca_topic_score_gemma":0.0024888525,"teacher_disagreement_score":0.059977192,"about_ca_system_score_codex":0.005556814,"about_ca_system_score_gemma":0.017648226,"threshold_uncertainty_score":0.20064366},"labels":[],"label_agreement":null},{"id":"W2597674811","doi":"","title":"L2 Learners of Japanese: Socialization of Private Assessments in a Host Family Setting","year":2016,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Socialization; Host (biology); Psychology; Developmental psychology; Biology; Genetics","score_opus":0.2836981722917449,"score_gpt":0.5443793267559672,"score_spread":0.26068115446422235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2597674811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992866,0.000014374519,0.0001568163,0.000016972539,0.0000018285295,0.0000065254126,0.000005375916,0.0000030232409,0.00050850847],"genre_scores_gemma":[0.9988586,0.000027175423,0.00026606466,0.000013166742,0.000002119679,0.000015223416,0.000011159761,0.000002769705,0.00080377643],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988036,0.00066883065,0.000041165844,0.00016654989,0.00017885909,0.00014101515],"domain_scores_gemma":[0.998237,0.0006230555,0.0004032832,0.00014066538,0.00020858682,0.0003873919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011467886,0.00045146706,0.00033373726,0.000499762,0.0019360938,0.00201134,0.0004120028,0.0005693731,0.0021946046],"category_scores_gemma":[0.0029864744,0.00026744074,0.00024142215,0.00025381835,0.0015610704,0.00089448184,0.0021358512,0.0006465119,0.00028737774],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025057246,0.0005395845,0.14127314,0.00012938614,0.00003353169,0.0032445972,0.7857576,0.00013545502,0.043280512,0.00028346883,0.00034982953,0.02472232],"study_design_scores_gemma":[0.000015345582,0.00071625266,0.26849815,0.000047858477,0.000029872504,0.0010905963,0.71706647,0.00053419144,0.0050912397,0.00022657044,0.0066143377,0.00006904185],"about_ca_topic_score_codex":0.005765919,"about_ca_topic_score_gemma":0.0110238595,"teacher_disagreement_score":0.005765919,"about_ca_system_score_codex":0.0005391308,"about_ca_system_score_gemma":0.0005344167,"threshold_uncertainty_score":0.011464715},"labels":[],"label_agreement":null},{"id":"W2600407712","doi":"10.5539/ies.v10n4p31","title":"The Implementation of the Mixed Techniques in Teaching English in Public Elementary Schools","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Mathematics education; Vocabulary; Grammar; Teaching method; Communicative language teaching; Reading (process); Qualitative research; Pedagogy; Linguistics; Language education; Sociology","score_opus":0.0776051488305177,"score_gpt":0.41467539393302466,"score_spread":0.33707024510250694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2600407712","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9754894,0.00040129767,0.012998072,0.000884341,0.00003025027,0.0009884278,0.000024675568,0.00006534339,0.009118193],"genre_scores_gemma":[0.94547737,0.00037607102,0.047710683,0.0002938124,0.000013530818,0.0016265097,0.000022611157,0.000033578995,0.0044458797],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9887503,0.00807787,0.00043317914,0.000781583,0.0012851503,0.0006720052],"domain_scores_gemma":[0.99183226,0.004218075,0.0007624708,0.001142035,0.0012064496,0.00083866995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015032282,0.0006297901,0.0004713754,0.001898087,0.0069578593,0.0036216632,0.002135839,0.00087452144,0.0019517062],"category_scores_gemma":[0.0119631495,0.0008829512,0.00040189116,0.0011072689,0.0046035484,0.0022074024,0.0067569287,0.0015487537,0.00043146982],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039221457,0.0027230722,0.02383646,0.0010543193,0.00004135232,0.0012638813,0.49262884,0.0006584169,0.013543326,0.006649512,0.0009868533,0.45622176],"study_design_scores_gemma":[0.00057140377,0.011559627,0.1432577,0.0024293358,0.0002797514,0.0038933386,0.64145577,0.004215741,0.02716939,0.008599307,0.15627263,0.00029609847],"about_ca_topic_score_codex":0.01183564,"about_ca_topic_score_gemma":0.04017843,"teacher_disagreement_score":0.015032282,"about_ca_system_score_codex":0.0046295947,"about_ca_system_score_gemma":0.010764862,"threshold_uncertainty_score":0.079499245},"labels":[],"label_agreement":null},{"id":"W2600953650","doi":"","title":"Oral Fluency: A Case Study of L2 Learners in Canada","year":2016,"lang":"en","type":"article","venue":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.01694640606706789,"score_gpt":0.2823780638335368,"score_spread":0.26543165776646893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2600953650","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99165404,0.00025828296,0.00021256701,0.0006851174,0.00002126675,0.000063319654,0.00019860058,0.00001660314,0.0068901647],"genre_scores_gemma":[0.9891543,0.00038421465,0.0006074007,0.00030666668,0.000012347534,0.000023938352,0.000099579374,0.00003840258,0.009373],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986364,0.00014333124,0.00005495137,0.0001587734,0.0003620194,0.00064441113],"domain_scores_gemma":[0.9976767,0.0005556564,0.00016972925,0.000070865506,0.0007371164,0.00078990584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006705432,0.0007671461,0.000715942,0.0021105332,0.016369216,0.0040900544,0.0019625747,0.0026645951,0.0044777314],"category_scores_gemma":[0.0033928747,0.0004847125,0.00043057025,0.003145508,0.0034724786,0.0010729041,0.0024842576,0.0021815475,0.00072594354],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021129142,0.0009456321,0.1334068,0.00029690072,0.000038901617,0.11028336,0.68904716,0.00045950597,0.0036032572,0.0029939758,0.004840341,0.053872917],"study_design_scores_gemma":[0.000024284675,0.0002100338,0.097368285,0.00023517154,0.000051901312,0.029848438,0.84466195,0.0007897136,0.0021421239,0.00066729257,0.023870323,0.00013046233],"about_ca_topic_score_codex":0.9358907,"about_ca_topic_score_gemma":0.97504336,"teacher_disagreement_score":0.064109325,"about_ca_system_score_codex":0.023657113,"about_ca_system_score_gemma":0.03566178,"threshold_uncertainty_score":0.17164516},"labels":[],"label_agreement":null},{"id":"W2601107053","doi":"10.1075/aral.39.3.01zha","title":"Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education","year":2016,"lang":"en","type":"article","venue":"Australian Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":85,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Ministry of Education of the People's Republic of China; Ministry of Education - Singapore","keywords":"Pedagogy; Globalization; Context (archaeology); Teacher education; China; Sociology; Task (project management); Second language writing; Psychology; Mathematics education; Political science; Second language; Linguistics; History; Engineering","score_opus":0.2681461862815437,"score_gpt":0.47184438651447547,"score_spread":0.20369820023293178,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2601107053","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.51014715,0.010317118,0.005850098,0.3312689,0.003237677,0.00022296453,0.000055429195,0.0001061398,0.1387945],"genre_scores_gemma":[0.9242432,0.00467157,0.0031335696,0.035435088,0.00033262232,0.00015031762,0.00002316165,0.00012847308,0.03188199],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9788952,0.015789595,0.00065138424,0.00094581797,0.001889031,0.0018289605],"domain_scores_gemma":[0.9851194,0.008450648,0.001217354,0.0009455931,0.0025057744,0.0017612629],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02617456,0.00061284396,0.00049124775,0.0010857013,0.015651729,0.010076689,0.0014289505,0.003916834,0.0025199233],"category_scores_gemma":[0.014117376,0.000526242,0.00053300324,0.0019117084,0.029188855,0.008567581,0.007592039,0.012194219,0.00046232805],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022157197,0.0000596781,0.002121898,0.00013834388,0.0000071814684,0.00074746495,0.94364035,0.00006538562,0.00057654694,0.033232696,0.007422783,0.011965463],"study_design_scores_gemma":[0.000013412035,0.00008095159,0.0045141657,0.0006283505,0.00001570528,0.00048141895,0.7461169,0.000205444,0.00093485124,0.005741061,0.24121661,0.000051112143],"about_ca_topic_score_codex":0.043922696,"about_ca_topic_score_gemma":0.07511134,"teacher_disagreement_score":0.043922696,"about_ca_system_score_codex":0.011170007,"about_ca_system_score_gemma":0.011284248,"threshold_uncertainty_score":0.13842595},"labels":[],"label_agreement":null},{"id":"W2602495433","doi":"10.1177/1362168817699642","title":"Incidental focus on form and the role of learner extraversion","year":2017,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Extraversion and introversion; Psychology; Class (philosophy); Personality; Trait; Focus (optics); Big Five personality traits; Developmental psychology; Mathematics education; Social psychology; Computer science","score_opus":0.04565256332884814,"score_gpt":0.3537757735104894,"score_spread":0.30812321018164124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2602495433","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997919,0.00005714488,0.00039272048,0.0000142861245,0.0000021631465,0.0000056214335,0.000008167609,0.00000685941,0.001594035],"genre_scores_gemma":[0.9993507,0.000034377947,0.00025618676,0.000008740284,0.0000018588138,0.0000038450044,0.000011563646,0.0000025354907,0.00033010996],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982899,0.00073299324,0.00014391338,0.00018510732,0.00050064083,0.00014743286],"domain_scores_gemma":[0.9815642,0.011392321,0.0030958122,0.0017095883,0.0011461482,0.0010919131],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00160508,0.0002829533,0.00023797221,0.00049624784,0.00031852114,0.0014166617,0.00030458716,0.00020638785,0.0015622199],"category_scores_gemma":[0.013552405,0.0001446574,0.00019832597,0.00022283687,0.0006462282,0.0005008705,0.0011190329,0.0003871693,0.00018897268],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006327541,0.0005598353,0.86370003,0.00012775787,0.00008499381,0.0006810024,0.014960467,0.00030549677,0.020122116,0.00033472292,0.00013710943,0.09835372],"study_design_scores_gemma":[0.000010474409,0.0007764724,0.98881835,0.000028525965,0.000028015764,0.00085197814,0.0042197276,0.000418116,0.0037873348,0.0002836197,0.00076186046,0.000015526495],"about_ca_topic_score_codex":0.00052758225,"about_ca_topic_score_gemma":0.00084064744,"teacher_disagreement_score":0.00160508,"about_ca_system_score_codex":0.00021773741,"about_ca_system_score_gemma":0.00019242665,"threshold_uncertainty_score":0.0084885955},"labels":[],"label_agreement":null},{"id":"W2602803390","doi":"","title":"“Can you hear me? Wait, are you listening to me?” An evaluation of the use of audio-journals as a data-collection method in interpretive inquiry and the implications for classroom assessment.","year":2017,"lang":"en","type":"article","venue":"2017 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Dialogic; Active listening; Psychology; Competence (human resources); Mathematics education; Audio equipment; Pedagogy; Social psychology","score_opus":0.35813323620493914,"score_gpt":0.4580207002827779,"score_spread":0.09988746407783877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2602803390","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8985699,0.002597504,0.04289758,0.007747256,0.0008164169,0.009491087,0.0005925399,0.0006340889,0.036653697],"genre_scores_gemma":[0.92443347,0.0014920677,0.061245117,0.0017167357,0.00011151272,0.006165293,0.0002549027,0.00026394895,0.004316865],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.62767965,0.32582372,0.014716007,0.003959922,0.025692625,0.0021280388],"domain_scores_gemma":[0.380931,0.49369025,0.015606421,0.018872658,0.08413742,0.0067622466],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.27497125,0.0007978939,0.0008088643,0.003096382,0.0044994582,0.0065767774,0.0029969253,0.002215523,0.0021296912],"category_scores_gemma":[0.4645252,0.0008662439,0.000767815,0.0032019033,0.0042359275,0.005496639,0.0042874245,0.0024219584,0.00096739514],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004022723,0.0044661,0.053581372,0.005981423,0.00023051885,0.0011062784,0.42240205,0.0007448375,0.01123726,0.004530225,0.009241015,0.4824562],"study_design_scores_gemma":[0.002097157,0.027775798,0.2009807,0.010877677,0.00081002945,0.0031274143,0.5397703,0.009223726,0.027426666,0.004922216,0.17229794,0.000690394],"about_ca_topic_score_codex":0.0069829836,"about_ca_topic_score_gemma":0.01656272,"teacher_disagreement_score":0.72502875,"about_ca_system_score_codex":0.0059075174,"about_ca_system_score_gemma":0.0072922073,"threshold_uncertainty_score":0.8940895},"labels":[],"label_agreement":null},{"id":"W2603367688","doi":"10.5539/elt.v10n4p111","title":"Language Learning Strategies Use and Challenges Faced by Adult Arab Learners of Finnish as a Second Language in Finland","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Reading (process); Language acquisition; Literacy; Adult education; Mathematics education; Pedagogy; Linguistics; Metacognition","score_opus":0.023202573423419245,"score_gpt":0.26181736823661345,"score_spread":0.2386147948131942,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2603367688","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994722,0.00011847988,0.000021128364,0.000025285868,0.000002222782,0.0000037026145,0.0000048361253,9.942299e-7,0.0003511573],"genre_scores_gemma":[0.9987984,0.00032203709,0.0001266539,0.000038757036,0.000002681447,0.000014322898,0.000016373026,9.0810994e-7,0.00067987357],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994081,0.00014087191,0.00007471997,0.00006916335,0.0001285085,0.00017857639],"domain_scores_gemma":[0.9988042,0.00029640924,0.00024810052,0.000029418516,0.00023992326,0.0003819336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096965727,0.0003802942,0.00042754624,0.00070578547,0.0016099265,0.0019396038,0.0003691463,0.0008163463,0.0012304685],"category_scores_gemma":[0.0024300413,0.00022820121,0.0002986937,0.00034952024,0.000839132,0.00079811865,0.0010704292,0.0005610203,0.00031683146],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023708135,0.0007513574,0.418481,0.00028822065,0.000026526073,0.006314631,0.51368964,0.00011908677,0.007242678,0.00031440705,0.00059686287,0.05193852],"study_design_scores_gemma":[0.000019115201,0.0015777174,0.19163059,0.00017410592,0.000034052915,0.006999307,0.7926948,0.00025173026,0.0018423016,0.00017806771,0.0045364937,0.00006171087],"about_ca_topic_score_codex":0.0038134323,"about_ca_topic_score_gemma":0.0063240714,"teacher_disagreement_score":0.0038134323,"about_ca_system_score_codex":0.00048068815,"about_ca_system_score_gemma":0.00087543513,"threshold_uncertainty_score":0.0075824857},"labels":[],"label_agreement":null},{"id":"W2604267137","doi":"10.5539/elt.v10n5p28","title":"Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Communication apprehension; Psychology; Fear of negative evaluation; Test anxiety; Foreign language anxiety; Foreign language; Tertiary level; Test (biology); Developmental psychology; Clinical psychology; Social psychology; Mathematics education; Psychiatry; Social anxiety","score_opus":0.01788549358831513,"score_gpt":0.28056010155889494,"score_spread":0.2626746079705798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2604267137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990928,0.00021748849,0.000039749382,0.00024336588,0.00000862626,0.0000106400075,0.0000069395824,0.000001541758,0.0003789057],"genre_scores_gemma":[0.99834895,0.0005100487,0.000061832536,0.0001645663,0.000014601159,0.000006670721,0.00000870417,0.0000019326528,0.0008826069],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994444,0.00016424674,0.000032154836,0.00004078829,0.000113740665,0.0002045437],"domain_scores_gemma":[0.99898404,0.00016275483,0.00020776616,0.0000236262,0.00012938122,0.0004923637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046727233,0.0005123419,0.00042120815,0.00084395456,0.0038761974,0.0016191569,0.0006031205,0.001192259,0.0020588809],"category_scores_gemma":[0.0011825439,0.0003444484,0.00045027307,0.00043624372,0.0011858597,0.00062445836,0.0012963457,0.0012979493,0.00031550907],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024316472,0.0027726807,0.35779715,0.0005871951,0.00006314948,0.12867348,0.46878347,0.00016327815,0.0079593975,0.0010842881,0.002127959,0.029744849],"study_design_scores_gemma":[0.000017310944,0.0013356747,0.12857947,0.00017106322,0.000052274576,0.05861523,0.80360293,0.00028920927,0.0014548065,0.00018110003,0.0056460155,0.00005483346],"about_ca_topic_score_codex":0.010132826,"about_ca_topic_score_gemma":0.026210604,"teacher_disagreement_score":0.010132826,"about_ca_system_score_codex":0.0015247675,"about_ca_system_score_gemma":0.0013043322,"threshold_uncertainty_score":0.020147681},"labels":[],"label_agreement":null},{"id":"W2604394978","doi":"10.18853/jjell.2008.50.3.007","title":"Reconsideration of the Development of Rating Criteria in Operational Language Testing Contexts","year":2008,"lang":"en","type":"article","venue":"The Jungang Journal of English Language and Literature","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Language assessment; Linguistics; Computer science; Mathematics education; Philosophy","score_opus":0.0236169268155502,"score_gpt":0.2502907647183861,"score_spread":0.22667383790283593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2604394978","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14047249,0.005355904,0.76340383,0.03169798,0.0023504568,0.0015888388,0.00019887653,0.00047699857,0.054454718],"genre_scores_gemma":[0.6761166,0.000821308,0.31822136,0.0018770566,0.00039610648,0.001227323,0.00010684966,0.0002013322,0.00103211],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.65786755,0.25536826,0.034371853,0.007893356,0.041283704,0.0032152408],"domain_scores_gemma":[0.33453813,0.5091822,0.02244642,0.029612105,0.099056974,0.0051641986],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.29624283,0.0011719486,0.0018621242,0.005503049,0.0036247803,0.010584666,0.006927748,0.0026241676,0.0010708591],"category_scores_gemma":[0.5261641,0.0011977023,0.0013960486,0.0045209443,0.020707553,0.012272529,0.0063557094,0.0072493264,0.00047161855],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027534028,0.00047828426,0.05707985,0.0024230988,0.0002194254,0.000593843,0.09642006,0.0034314909,0.004348188,0.47574252,0.008927797,0.35006014],"study_design_scores_gemma":[0.00033700012,0.0016336486,0.07903237,0.00904836,0.00031854812,0.0021883494,0.10573835,0.046171747,0.007852331,0.5879406,0.15871148,0.0010271388],"about_ca_topic_score_codex":0.009370795,"about_ca_topic_score_gemma":0.007987844,"teacher_disagreement_score":0.29624283,"about_ca_system_score_codex":0.0059881588,"about_ca_system_score_gemma":0.011943922,"threshold_uncertainty_score":0.8678579},"labels":[],"label_agreement":null},{"id":"W2604469563","doi":"10.14746/ssllt.2017.7.1.4","title":"Positive and negative emotions underlie motivation for L2 learning","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":333,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Ella ja Georg Ehrnroothin Säätiö; Suomen Kulttuurirahasto","keywords":"Psychology; Pride; Social psychology; Anger; Sadness; Gratitude; Feeling; Contempt; Context (archaeology); German; Amusement; Developmental psychology; Linguistics","score_opus":0.057476929031922266,"score_gpt":0.3445837769680076,"score_spread":0.2871068479360854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2604469563","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988342,0.00033716115,0.0012977831,0.00031055705,0.000011030308,0.000022301308,0.000029532068,0.000012966152,0.009636546],"genre_scores_gemma":[0.99909127,0.00010227926,0.00027235324,0.000034906025,0.0000066480825,0.000010683438,0.000014470994,0.0000027045264,0.0004647774],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994562,0.000208075,0.000024065903,0.000054522618,0.00015532508,0.000101693644],"domain_scores_gemma":[0.997486,0.00083578896,0.0010301245,0.0000888354,0.00024621421,0.00031295329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093723554,0.0002520144,0.00019915501,0.0004715988,0.0004372002,0.0016027953,0.00018292268,0.00046666272,0.0016761379],"category_scores_gemma":[0.0034286573,0.00014266756,0.0002803018,0.00023506542,0.0009982988,0.00048661916,0.0008672862,0.0006723224,0.00018895576],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035428593,0.0005669924,0.8374253,0.00036995506,0.00014888878,0.00051923696,0.014285555,0.0005842118,0.010963827,0.006419188,0.0009971246,0.12736548],"study_design_scores_gemma":[0.000009504066,0.0001335634,0.98735344,0.000055355293,0.000039896364,0.0002835449,0.0053567323,0.0006130373,0.00078317453,0.0035382851,0.0018081377,0.000025310459],"about_ca_topic_score_codex":0.0006786757,"about_ca_topic_score_gemma":0.0008467146,"teacher_disagreement_score":0.0016761379,"about_ca_system_score_codex":0.00055992784,"about_ca_system_score_gemma":0.00042467305,"threshold_uncertainty_score":0.0056072474},"labels":[],"label_agreement":null},{"id":"W2605015945","doi":"10.5539/elt.v10n6p1","title":"Decoding the Myths of the Native and Non-Native English Speakers Teachers (NESTs &amp; NNESTs) on Saudi EFL Tertiary Students","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; First language; Mathematics education; Stress (linguistics); Competence (human resources); Pedagogy; Linguistics; Social psychology","score_opus":0.017132711773253664,"score_gpt":0.2899851551563285,"score_spread":0.27285244338307485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605015945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9960679,0.00041253626,0.00008951815,0.0015552824,0.00003797822,0.000007980508,0.000006638554,0.00000242851,0.00181973],"genre_scores_gemma":[0.998374,0.0004907443,0.000084508385,0.00037411498,0.000012492789,0.00001163316,0.000008020059,0.0000030064725,0.00064152456],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956073,0.002044501,0.0002502758,0.00021768842,0.0012804,0.0005997463],"domain_scores_gemma":[0.9880839,0.0048363083,0.0028642279,0.00038180492,0.002447123,0.0013865159],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066246716,0.00061720214,0.00050896633,0.0010546182,0.0046123867,0.0046390863,0.00087486015,0.001399659,0.0010698589],"category_scores_gemma":[0.011387233,0.00040110174,0.00046312905,0.00045830477,0.007824401,0.0024240399,0.0045822086,0.0028338458,0.00035052313],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083158244,0.00012527454,0.047002908,0.00013045887,0.000016157439,0.00063728576,0.93714803,0.000046510595,0.0018333431,0.001285836,0.0006666015,0.011024307],"study_design_scores_gemma":[0.000004692223,0.00010017385,0.029100243,0.00018771064,0.0000155807,0.00027702365,0.964659,0.00012240732,0.0008096138,0.00036497338,0.0043354477,0.000023179646],"about_ca_topic_score_codex":0.011724246,"about_ca_topic_score_gemma":0.0151408715,"teacher_disagreement_score":0.011724246,"about_ca_system_score_codex":0.0032210695,"about_ca_system_score_gemma":0.002847217,"threshold_uncertainty_score":0.035035014},"labels":[],"label_agreement":null},{"id":"W2605080081","doi":"10.1177/0033688217694755","title":"Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research","year":2017,"lang":"en","type":"review","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Language proficiency; Psychology; Mathematics education; Language assessment; Language education; Pedagogy","score_opus":0.3113796550101096,"score_gpt":0.5136983035014523,"score_spread":0.20231864849134268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605080081","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007078828,0.99857867,0.00012212039,0.00016497614,0.00004721789,0.000013150429,0.00007969231,0.000003974433,0.00028239208],"genre_scores_gemma":[0.006015204,0.99325776,0.0003607166,0.00011379536,0.000057093603,0.0000372955,0.000092649265,0.000003210595,0.0000623408],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99628276,0.001054893,0.0010215724,0.00062177103,0.0009202507,0.00009872951],"domain_scores_gemma":[0.97401786,0.021389531,0.002184735,0.0003514517,0.001873242,0.00018313968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064589344,0.0010912436,0.0028302087,0.009881941,0.00044595514,0.002537717,0.0014561857,0.0011210227,0.0026836134],"category_scores_gemma":[0.021293417,0.0006866679,0.0019661644,0.010829946,0.0012206575,0.0020899752,0.0012520452,0.0014750565,0.0005095393],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000107732165,0.00011021788,0.009059063,0.22594431,0.001569651,0.00016913158,0.0012968004,0.00022562957,0.00025541493,0.0016577886,0.00650333,0.75310105],"study_design_scores_gemma":[0.00005357863,0.00039901314,0.09536189,0.5889454,0.009767085,0.0032271338,0.0044122124,0.0003448284,0.0008101184,0.0037352087,0.2927174,0.00022614031],"about_ca_topic_score_codex":0.0059622503,"about_ca_topic_score_gemma":0.009348495,"teacher_disagreement_score":0.009881941,"about_ca_system_score_codex":0.0015518544,"about_ca_system_score_gemma":0.0047741323,"threshold_uncertainty_score":0.034158528},"labels":[],"label_agreement":null},{"id":"W2605214299","doi":"10.5539/elt.v10n5p16","title":"Grammar Errors Made by ESL Tertiary Students in Writing","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":82,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Verb; Psychology; Sentence; Subject (documents); Tertiary level; English grammar; Context (archaeology); Mathematics education; Agreement; Linguistics; Higher education; Pedagogy; Computer science","score_opus":0.013347279360233624,"score_gpt":0.2847214356801518,"score_spread":0.2713741563199182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605214299","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991744,0.00006669323,0.00007220437,0.0000664786,0.000008156948,0.0000064266674,0.000012466906,0.000008027576,0.0005851581],"genre_scores_gemma":[0.99815065,0.000118790864,0.00020386206,0.00008894437,0.00000600833,0.00000869674,0.000029946768,0.00000841884,0.001384714],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99651587,0.0008688768,0.0006203226,0.0002890573,0.0012958802,0.00040988697],"domain_scores_gemma":[0.9825088,0.005611491,0.006758288,0.0007869725,0.0031193134,0.0012150523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018877392,0.00045279408,0.0005725179,0.0014116794,0.0011771495,0.0023258773,0.0005722733,0.0008397992,0.002333961],"category_scores_gemma":[0.020057192,0.00028266018,0.0003133373,0.00080544286,0.0016127317,0.0009238014,0.0018960481,0.0014245774,0.0009946333],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027359114,0.0009063409,0.66403776,0.0002973752,0.000042288415,0.01651472,0.22077315,0.00019842092,0.018545764,0.00036265372,0.0015689068,0.076478936],"study_design_scores_gemma":[0.000047491907,0.0017372508,0.61734617,0.00043588612,0.000096447075,0.03494937,0.31369025,0.0016848549,0.017233094,0.0012051557,0.011432881,0.00014112376],"about_ca_topic_score_codex":0.0012625398,"about_ca_topic_score_gemma":0.0021722824,"teacher_disagreement_score":0.002333961,"about_ca_system_score_codex":0.0006531765,"about_ca_system_score_gemma":0.0009180182,"threshold_uncertainty_score":0.00998342},"labels":[],"label_agreement":null},{"id":"W2605336786","doi":"10.5430/elr.v6n2p16","title":"Exploring Planning Decisions and Interactive Decisions in EFL Teaching Practice——A Multi-case Study of 2 Chinese EFL Teachers and 2 Native English Teachers","year":2017,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Plan (archaeology); Mathematics education; Psychology; Pedagogy","score_opus":0.3371272735198119,"score_gpt":0.47456426444370414,"score_spread":0.13743699092389222,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605336786","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99861753,0.000034181518,0.0003704619,0.00010203508,0.000001788254,0.000024172901,0.0000063618363,0.0000026944929,0.000840779],"genre_scores_gemma":[0.9984358,0.000051014555,0.0006666875,0.000030264237,0.0000014292261,0.000029813848,0.0000093894,0.0000035922312,0.0007720299],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99638784,0.0018073058,0.00021189499,0.00042488158,0.000464821,0.00070335896],"domain_scores_gemma":[0.9927965,0.0043305433,0.0011366579,0.00029093376,0.0006512578,0.0007941401],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004557405,0.000458219,0.00044737643,0.0012913112,0.0064277006,0.002922473,0.0014412784,0.0011308107,0.0017469458],"category_scores_gemma":[0.008894789,0.0007059345,0.00032864223,0.0010809865,0.004203282,0.0023262326,0.0025596363,0.0016948574,0.00019890034],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000068729336,0.0004107276,0.044722944,0.00006877268,0.0000095143405,0.0062955716,0.9354852,0.00020538604,0.0017333985,0.00084111514,0.00018715562,0.0099715665],"study_design_scores_gemma":[0.000017565686,0.00013745658,0.028680112,0.000044366167,0.000011764298,0.0015712517,0.96303046,0.0007900271,0.0013829712,0.00046524158,0.003830029,0.000038785533],"about_ca_topic_score_codex":0.027273472,"about_ca_topic_score_gemma":0.061531328,"teacher_disagreement_score":0.027273472,"about_ca_system_score_codex":0.0056722583,"about_ca_system_score_gemma":0.00392865,"threshold_uncertainty_score":0.05422944},"labels":[],"label_agreement":null},{"id":"W2605454536","doi":"10.5539/elt.v10n5p76","title":"A Survey of Grammar Instruction from Scholastic Perspective","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Viewpoints; English grammar; Traditional grammar; Linguistics; Psychology; Emergent grammar; Language education; Perspective (graphical); Mathematics education; Computer science; Artificial intelligence; Philosophy","score_opus":0.0297491760151681,"score_gpt":0.2828890541801883,"score_spread":0.2531398781650202,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605454536","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7232603,0.22243972,0.0031300492,0.0071595353,0.0002451715,0.000089390545,0.0035292949,0.00014409557,0.040002383],"genre_scores_gemma":[0.81366104,0.17232849,0.0016110202,0.0014422786,0.00023615027,0.00008915563,0.0038733706,0.000059191698,0.0066992855],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986065,0.0002855463,0.00026524972,0.00016236148,0.00054162054,0.00013875174],"domain_scores_gemma":[0.99550915,0.0017816367,0.0007573126,0.0000952384,0.001429363,0.00042742566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012942313,0.00019608802,0.00040264428,0.0047429684,0.00039893214,0.0009264034,0.00036282037,0.00036761898,0.0030679244],"category_scores_gemma":[0.005223284,0.0001354815,0.00019615066,0.006845833,0.0004636945,0.0017788106,0.00062802184,0.00050667045,0.0006208855],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012276754,0.00023828042,0.4232751,0.003201592,0.000058996822,0.00041254013,0.014416891,0.00025994622,0.0011433648,0.0071039195,0.018878818,0.5308877],"study_design_scores_gemma":[0.0000052370033,0.00022874957,0.80581814,0.0014214786,0.000036275957,0.0009185614,0.010273773,0.0002908761,0.0005878695,0.0013278206,0.17906244,0.000028720518],"about_ca_topic_score_codex":0.0034188922,"about_ca_topic_score_gemma":0.0034108448,"teacher_disagreement_score":0.0047429684,"about_ca_system_score_codex":0.0007877316,"about_ca_system_score_gemma":0.0015899439,"threshold_uncertainty_score":0.010263205},"labels":[],"label_agreement":null},{"id":"W2605541544","doi":"10.5539/jel.v6n2p334","title":"A Longitudinal Study of Motivation in Foreign and Second Language Learning Context","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nomothetic and idiographic; Psychology; German; Foreign language; Context (archaeology); Phenomenology (philosophy); Longitudinal study; English as a foreign language; Mathematics education; Social psychology; Linguistics; Epistemology","score_opus":0.05682537065897413,"score_gpt":0.3211438149240194,"score_spread":0.26431844426504525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605541544","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926573,0.000120776305,0.00011294625,0.00008454605,0.0000060155753,0.0000263073,0.000053045747,0.0000016954575,0.0003289584],"genre_scores_gemma":[0.9990246,0.00009274513,0.0001757821,0.000032062133,0.000004030836,0.00004977378,0.00009512106,0.0000013953331,0.00052434846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99884015,0.0005024627,0.000061237115,0.00015232392,0.00018644884,0.0002574231],"domain_scores_gemma":[0.9968162,0.0006332403,0.00068771315,0.00020267806,0.0007597228,0.00090051774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038834694,0.00022343767,0.00045054336,0.0011317477,0.0031197385,0.0017965228,0.00043969514,0.0006300194,0.0010751309],"category_scores_gemma":[0.005065405,0.00026585287,0.00037073705,0.00074762746,0.000755452,0.0011171295,0.0016398287,0.0013467696,0.0003246704],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022082169,0.00151435,0.8708074,0.00006367779,0.000037275142,0.0008517987,0.10727101,0.000075958225,0.0015409695,0.00058433553,0.0005039122,0.016528549],"study_design_scores_gemma":[0.000018224204,0.0024965801,0.85648143,0.00011772519,0.00004380302,0.0008302188,0.1331305,0.00042968022,0.0007479248,0.00039960182,0.0052453633,0.000058909794],"about_ca_topic_score_codex":0.0077541354,"about_ca_topic_score_gemma":0.0141595,"teacher_disagreement_score":0.0077541354,"about_ca_system_score_codex":0.0010753388,"about_ca_system_score_gemma":0.0019105696,"threshold_uncertainty_score":0.020537972},"labels":[],"label_agreement":null},{"id":"W2606560474","doi":"","title":"TESOL, A Profession That Eats its Young: The Importance of Reflective Practice in Language Teacher Education","year":2016,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Pedagogy; Language teacher; Psychology; Sociology; Mathematics education; Medical education; Language education; Medicine","score_opus":0.2578706821603215,"score_gpt":0.5682843155608114,"score_spread":0.3104136334004899,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2606560474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65741867,0.015202314,0.02254911,0.15663654,0.0017755947,0.00021628385,0.000033795757,0.00037144785,0.14579625],"genre_scores_gemma":[0.9568957,0.004481839,0.011551526,0.004538771,0.000092427355,0.000044371034,0.000015125737,0.00006248969,0.022317762],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9933776,0.0036780846,0.00023049385,0.00034399898,0.0012712734,0.0010985802],"domain_scores_gemma":[0.9791413,0.009856477,0.0014085171,0.0008681591,0.002348459,0.0063770767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009569432,0.00017589612,0.00020204541,0.0009936431,0.011996064,0.013331249,0.0010744153,0.001991915,0.0014172669],"category_scores_gemma":[0.016768957,0.00023646948,0.0002029765,0.00087231066,0.02193131,0.0042801877,0.0064473357,0.0038347545,0.00034850324],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004915326,0.00014904873,0.01428431,0.00029849162,0.0000110768415,0.002314464,0.7386813,0.00013798407,0.0018166401,0.027843807,0.011580158,0.20283356],"study_design_scores_gemma":[0.000011492097,0.00009969602,0.012097183,0.0005244328,0.000011213717,0.0011169105,0.79525256,0.00023571178,0.00088403356,0.01163732,0.17807516,0.000054204404],"about_ca_topic_score_codex":0.12860925,"about_ca_topic_score_gemma":0.33296585,"teacher_disagreement_score":0.12860925,"about_ca_system_score_codex":0.012634409,"about_ca_system_score_gemma":0.050887443,"threshold_uncertainty_score":0.25572133},"labels":[],"label_agreement":null},{"id":"W2606754670","doi":"10.5539/ijel.v7n3p226","title":"Making Communicative Language Teaching Work in Pakistan","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Developing country; Context (archaeology); Work (physics); Mathematics education; Psychology; Computer science; Language education; Economic growth; Engineering; Economics; Geography","score_opus":0.05807423065232372,"score_gpt":0.3874575055054615,"score_spread":0.3293832748531378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2606754670","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90612704,0.00076629536,0.0013600129,0.0125387935,0.00015579344,0.000077655845,0.00005526379,0.000060371425,0.078858785],"genre_scores_gemma":[0.99540555,0.00053673337,0.00065280375,0.0002614585,0.00001640696,0.000014975752,0.000013194721,0.0000073446963,0.0030915295],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99801815,0.0006632126,0.00008129319,0.00013099409,0.00040822188,0.0006981552],"domain_scores_gemma":[0.99533385,0.0010453773,0.0007259817,0.00025304075,0.0008506532,0.001791048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028469504,0.00021769214,0.00015703206,0.0007148025,0.011382981,0.0040044826,0.0007338291,0.0010600853,0.0041845124],"category_scores_gemma":[0.0045839488,0.00027441097,0.00012767965,0.0010327032,0.0047318577,0.0022024834,0.0033064287,0.0013239717,0.0009883948],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027539037,0.0010560441,0.15294436,0.00077145844,0.000027015203,0.010556315,0.3534363,0.001896455,0.006088569,0.089053765,0.014769811,0.36912456],"study_design_scores_gemma":[0.00010530153,0.0008650043,0.14935191,0.00060852355,0.000038771792,0.0030970199,0.62540954,0.0016031581,0.005646206,0.014794545,0.19836453,0.00011551057],"about_ca_topic_score_codex":0.03461534,"about_ca_topic_score_gemma":0.035903953,"teacher_disagreement_score":0.03461534,"about_ca_system_score_codex":0.0044400888,"about_ca_system_score_gemma":0.025873838,"threshold_uncertainty_score":0.06882769},"labels":[],"label_agreement":null},{"id":"W2607152768","doi":"10.20360/g2kp45","title":"Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada","year":2017,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Heritage language; Mandarin Chinese; Literacy; Pedagogy; Multilingualism; Multiculturalism; Language acquisition; Perspective (graphical); Sociology; Linguistics; Psychology; Mathematics education; Visual arts; Art","score_opus":0.013017900651028291,"score_gpt":0.2700974926282792,"score_spread":0.2570795919772509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2607152768","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9899838,0.00025648705,0.00029502338,0.000978743,0.000019967374,0.000083416984,0.00007535925,0.000009970447,0.008297332],"genre_scores_gemma":[0.9903869,0.0004912521,0.0011078416,0.00029210222,0.0000068988147,0.000045895813,0.00006028221,0.000018260553,0.0075906804],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99764365,0.0005396893,0.00006706701,0.00025747172,0.00046072662,0.0010313712],"domain_scores_gemma":[0.9980438,0.00041276723,0.00016890957,0.00008390442,0.0004554678,0.0008351852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016917717,0.0008424605,0.0006317655,0.0014053656,0.028478535,0.0033594333,0.002830941,0.0015847431,0.0023413985],"category_scores_gemma":[0.0026047656,0.0005964854,0.0005394781,0.002235848,0.008305502,0.001347529,0.0037195222,0.0026935823,0.0002430518],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028354758,0.000102596474,0.016097413,0.00008203782,0.000008401529,0.012154841,0.95870614,0.00009928915,0.0011987614,0.0013071549,0.0010896666,0.009125225],"study_design_scores_gemma":[0.000003133287,0.000037459376,0.013443382,0.00007176637,0.000012470031,0.0010425443,0.97277594,0.000088975314,0.00038666883,0.00010864359,0.012009429,0.000019556956],"about_ca_topic_score_codex":0.93505013,"about_ca_topic_score_gemma":0.9899312,"teacher_disagreement_score":0.06494987,"about_ca_system_score_codex":0.052087203,"about_ca_system_score_gemma":0.058267936,"threshold_uncertainty_score":0.37792087},"labels":[],"label_agreement":null},{"id":"W2607189591","doi":"","title":"Task-Based Approach to Grammar Teaching","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Task (project management); Computer science; Context (archaeology); Linguistics; Engineering; History; Philosophy","score_opus":0.03717993190139571,"score_gpt":0.30149483181084324,"score_spread":0.26431489990944756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2607189591","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.032389082,0.012893825,0.6438259,0.013392019,0.001003668,0.0002652467,0.000091746384,0.00076090026,0.29537776],"genre_scores_gemma":[0.7748152,0.015552244,0.15873523,0.003420125,0.00079989806,0.00061720674,0.0001809654,0.00035199625,0.04552717],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99632025,0.0023044825,0.00014905275,0.0002771285,0.0007635886,0.0001854772],"domain_scores_gemma":[0.99622345,0.0024458363,0.0002607608,0.00031177333,0.0004931632,0.00026492254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032751272,0.0006490131,0.00038945684,0.001551711,0.0011371494,0.0029659844,0.0014188827,0.001096402,0.0034081908],"category_scores_gemma":[0.0054845153,0.00016640205,0.0005352923,0.0011901985,0.0045688218,0.0020203125,0.0019310153,0.0026721216,0.0011204915],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030206667,0.00015434966,0.0011055238,0.0008660342,0.000021812622,0.00019341812,0.01500945,0.0036273734,0.003324079,0.7638037,0.007646228,0.20421785],"study_design_scores_gemma":[0.000031132637,0.00015421852,0.0031594269,0.0006253172,0.000028264956,0.0005363396,0.003938688,0.008945359,0.0034683899,0.5342831,0.4447816,0.00004814519],"about_ca_topic_score_codex":0.0031299922,"about_ca_topic_score_gemma":0.0037254412,"teacher_disagreement_score":0.004071406,"about_ca_system_score_codex":0.004071406,"about_ca_system_score_gemma":0.003211022,"threshold_uncertainty_score":0.029540181},"labels":[],"label_agreement":null},{"id":"W2607451219","doi":"10.5539/elt.v10n5p139","title":"Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Task (project management); Mathematics education; Grounded theory; Strengths and weaknesses; Pedagogy; Qualitative research; Social psychology","score_opus":0.008762884150680352,"score_gpt":0.26067374725979164,"score_spread":0.2519108631091113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2607451219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9789155,0.0002832726,0.011765085,0.00025047307,0.000031052878,0.00041326004,0.00002308389,0.00015723355,0.00816106],"genre_scores_gemma":[0.95541245,0.0003510449,0.040546726,0.00011343529,0.000022970515,0.00054367475,0.000049495706,0.000020162244,0.0029400142],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99812263,0.0010379822,0.00010233262,0.00025676392,0.00031149606,0.00016876996],"domain_scores_gemma":[0.99484444,0.0030930934,0.00073872926,0.00032553676,0.00032926042,0.0006689252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002609322,0.0006475846,0.00038671022,0.0011510815,0.0007948951,0.001399487,0.0010773013,0.0005420018,0.0017662959],"category_scores_gemma":[0.0064878273,0.00015400641,0.0004331702,0.0003375811,0.0007214036,0.0008834452,0.0019626326,0.00050277886,0.00039035335],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005484991,0.01909568,0.029967573,0.002108564,0.00020732393,0.0013556,0.107300974,0.0014168154,0.0382615,0.0041684164,0.0032960186,0.792273],"study_design_scores_gemma":[0.0032211235,0.037321404,0.39128146,0.0032505412,0.0017524614,0.007219277,0.23118088,0.021531893,0.11285779,0.030162716,0.15961583,0.00060463],"about_ca_topic_score_codex":0.00046483785,"about_ca_topic_score_gemma":0.001383827,"teacher_disagreement_score":0.002609322,"about_ca_system_score_codex":0.00046727725,"about_ca_system_score_gemma":0.0010513754,"threshold_uncertainty_score":0.013799608},"labels":[],"label_agreement":null},{"id":"W2607681670","doi":"10.5430/wjel.v7n1p20","title":"The Impact of Cross-Cultural Background Knowledge upon Iranian EFL Students’ Productive Skills","year":2017,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Schema (genetic algorithms); Class (philosophy); Mathematics education; Test (biology); Foreign language; Psychology; Variety (cybernetics); Context (archaeology); Pedagogy; Computer science; Artificial intelligence","score_opus":0.028308676233922744,"score_gpt":0.3687408257267945,"score_spread":0.34043214949287176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2607681670","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986765,0.0002020048,0.000029944034,0.00004925166,0.0000063104194,0.0000025845281,0.000006117948,0.0000013651522,0.0010258553],"genre_scores_gemma":[0.9993882,0.00012460355,0.000030285451,0.000020670519,0.000004303895,0.0000021642331,0.000011127367,8.18364e-7,0.00041780373],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991799,0.0002042999,0.000060208527,0.000081092636,0.0003059336,0.00016860956],"domain_scores_gemma":[0.9957129,0.0012355151,0.0011640122,0.00016165341,0.0004787696,0.0012471842],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009154703,0.00023263202,0.00023935756,0.0007028081,0.00070091983,0.001043221,0.00020332419,0.00025241091,0.003336498],"category_scores_gemma":[0.0036527938,0.00011201278,0.00019998103,0.00035633583,0.0005703263,0.00032738355,0.0007685965,0.00045874956,0.00027208222],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039041333,0.0020178154,0.9157198,0.00012662433,0.00010373009,0.00085346925,0.008786751,0.00018225369,0.003900927,0.00033356406,0.0003014278,0.06728318],"study_design_scores_gemma":[0.000008997118,0.00052845676,0.99226284,0.000043331383,0.000040273364,0.0003026806,0.0048685116,0.0001368389,0.0009551806,0.00014498114,0.00069729326,0.000010663892],"about_ca_topic_score_codex":0.0038519497,"about_ca_topic_score_gemma":0.0070254644,"teacher_disagreement_score":0.0038519497,"about_ca_system_score_codex":0.00064265914,"about_ca_system_score_gemma":0.00084155065,"threshold_uncertainty_score":0.011161685},"labels":[],"label_agreement":null},{"id":"W2607778605","doi":"10.5539/ies.v10n5p129","title":"Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Vocabulary; Scripting language; Foreign language; Mathematics education; Teaching method; Psychology; Control (management); Pedagogy; Computer science; Linguistics; Artificial intelligence; Communication","score_opus":0.06162319331340733,"score_gpt":0.43199526498187835,"score_spread":0.370372071668471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2607778605","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94924855,0.0008773777,0.030860538,0.00015659924,0.000070343165,0.0010463569,0.00012584591,0.00016336663,0.01745094],"genre_scores_gemma":[0.90479743,0.0012172087,0.07805762,0.00014346799,0.000075855016,0.0017745381,0.00015749289,0.00003493301,0.013741512],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99884063,0.000511809,0.000059524722,0.0002122382,0.00029090332,0.000084922445],"domain_scores_gemma":[0.99856,0.00091745844,0.00015606366,0.00013465415,0.00013467393,0.000097242075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015855695,0.00050433376,0.00036459859,0.0005552187,0.00027103157,0.00077763275,0.00063190947,0.0002562103,0.0052345246],"category_scores_gemma":[0.0029998387,0.00011123502,0.00035962692,0.00027342275,0.00046618035,0.0005744113,0.0007493144,0.00035893076,0.00097107544],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014227857,0.005845077,0.016383102,0.0018891661,0.00008169494,0.00093004457,0.02087905,0.0006290105,0.12016324,0.0022037083,0.0018245181,0.8277486],"study_design_scores_gemma":[0.0022945716,0.08751357,0.41382864,0.0021346097,0.00082801323,0.015981914,0.057517264,0.007239751,0.25868022,0.01010289,0.14349955,0.00037906007],"about_ca_topic_score_codex":0.0002404789,"about_ca_topic_score_gemma":0.0005120336,"teacher_disagreement_score":0.0052345246,"about_ca_system_score_codex":0.00018060156,"about_ca_system_score_gemma":0.0006573322,"threshold_uncertainty_score":0.017511189},"labels":[],"label_agreement":null},{"id":"W2609502527","doi":"10.5430/wje.v7n2p74","title":"The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context","year":2017,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Grammar; Psychology; Context (archaeology); Mathematics education; Contradiction; Control (management); Class (philosophy); Pedagogy; Computer science; Linguistics","score_opus":0.03236952240131349,"score_gpt":0.35314020717651784,"score_spread":0.3207706847752044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2609502527","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989814,0.00002788024,0.00030222224,0.00001827864,0.0000021670878,0.00006408393,0.000030098643,0.0000047167046,0.0005691603],"genre_scores_gemma":[0.99815196,0.000042093565,0.000965156,0.000016278475,0.0000058367746,0.00025115247,0.00004470286,0.000004080621,0.00051861396],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9932886,0.0030421682,0.00080030994,0.0005926444,0.0019246513,0.00035171432],"domain_scores_gemma":[0.94604343,0.03994057,0.00499117,0.0014384766,0.006657001,0.0009293156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009389964,0.00041634007,0.00045793058,0.001787148,0.0011920455,0.0009605679,0.00052475836,0.000455069,0.0021149144],"category_scores_gemma":[0.030449042,0.00025199805,0.0005032768,0.001141744,0.0014975215,0.00088685297,0.00072317914,0.00065476715,0.00020061895],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010960895,0.0030411556,0.6006589,0.0012256783,0.00019485189,0.00074528286,0.19691938,0.0006898159,0.031213386,0.00049759995,0.00068440917,0.16303355],"study_design_scores_gemma":[0.000044224693,0.002499869,0.94993454,0.00008521899,0.0000929292,0.0002001769,0.035661016,0.0012047894,0.008949214,0.0001861915,0.0010788003,0.000062895895],"about_ca_topic_score_codex":0.0014504492,"about_ca_topic_score_gemma":0.0021191067,"teacher_disagreement_score":0.009389964,"about_ca_system_score_codex":0.000883417,"about_ca_system_score_gemma":0.0011071359,"threshold_uncertainty_score":0.04965949},"labels":[],"label_agreement":null},{"id":"W2609814095","doi":"10.5430/ijhe.v6n3p1","title":"Investigate the “Issues” in Chinese Students’ English Writing and Their “Reasons”: Revisiting the Recent Evidence in Chinese Academia","year":2017,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Psychology; Mathematics education; Pedagogy; Political science; Medical education; Medicine; Law","score_opus":0.052145245634226005,"score_gpt":0.38793851474251473,"score_spread":0.3357932691082887,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2609814095","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86640143,0.104933076,0.0008907946,0.01342815,0.0007070299,0.00023067882,0.00045415515,0.000014588654,0.012940039],"genre_scores_gemma":[0.959591,0.036776718,0.0008191437,0.0015024417,0.00025081873,0.00013487368,0.00024877908,0.000010197985,0.0006660264],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98898983,0.003046792,0.0029108925,0.0011114336,0.0032261,0.00071497535],"domain_scores_gemma":[0.86127526,0.09492132,0.01911582,0.0025751048,0.020294433,0.0018180781],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027793184,0.0005871183,0.0010101247,0.011550503,0.0022998562,0.00580026,0.0015691313,0.0012353779,0.0033386012],"category_scores_gemma":[0.0809779,0.00054444774,0.00096839434,0.01158703,0.0043781693,0.006584405,0.002363947,0.0016198717,0.00026514535],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029264056,0.0002670605,0.40738752,0.047277138,0.0012043286,0.0018425488,0.24079736,0.00018176723,0.0011079204,0.012381279,0.0040651346,0.2831953],"study_design_scores_gemma":[0.00008232669,0.0003224642,0.62867415,0.037433363,0.0019994879,0.00081455725,0.2812104,0.00056585466,0.0017049193,0.0033219117,0.043732136,0.00013840653],"about_ca_topic_score_codex":0.031235695,"about_ca_topic_score_gemma":0.05723034,"teacher_disagreement_score":0.031235695,"about_ca_system_score_codex":0.004491722,"about_ca_system_score_gemma":0.022888849,"threshold_uncertainty_score":0.14698619},"labels":[],"label_agreement":null},{"id":"W2610112016","doi":"10.5539/elt.v10n5p222","title":"Exploring the Unknown: The Autonomy of Saudi EFL Learners","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learner autonomy; Autonomy; Mathematics education; Test (biology); Achievement test; English language; Sample (material); Language acquisition; English as a foreign language; Pedagogy; Language education; Standardized test","score_opus":0.07397472082642646,"score_gpt":0.27203393095793316,"score_spread":0.19805921013150668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610112016","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99817824,0.00013288208,0.00008448433,0.00025214572,0.000003910836,0.0000017960043,0.0000057062093,0.0000011343277,0.0013397431],"genre_scores_gemma":[0.9995403,0.00009661202,0.000053323347,0.000044153352,0.00000204466,9.95856e-7,0.0000049093956,5.2179047e-7,0.00025710062],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991658,0.000333664,0.000059302794,0.000058511483,0.000246138,0.00013670108],"domain_scores_gemma":[0.9966804,0.0008617005,0.0010806533,0.00012396483,0.00063071714,0.0006227327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013379718,0.0001581443,0.00020953578,0.00044998326,0.0012308295,0.0021860308,0.00034821598,0.0003344794,0.001051385],"category_scores_gemma":[0.0041419184,0.0000819316,0.00014362136,0.0002221618,0.001840384,0.001190652,0.0015787774,0.00066423364,0.00013091341],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012973667,0.00012710522,0.54622155,0.00011628666,0.000027700087,0.0011091619,0.38975692,0.00015365132,0.00485433,0.003145142,0.0007602948,0.05359817],"study_design_scores_gemma":[0.0000089875275,0.00023018528,0.29462615,0.00012637604,0.000026876107,0.0016564871,0.68271583,0.00062254845,0.001521683,0.0024828902,0.015933864,0.0000480917],"about_ca_topic_score_codex":0.006153753,"about_ca_topic_score_gemma":0.006974537,"teacher_disagreement_score":0.006153753,"about_ca_system_score_codex":0.0006436773,"about_ca_system_score_gemma":0.0012291723,"threshold_uncertainty_score":0.01223588},"labels":[],"label_agreement":null},{"id":"W2610330713","doi":"","title":"On the Interrelated Nature of Study Abroad Learners’ Language Contact, Perceptions of Culture, and Personal Outcomes","year":2016,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto; Wilfrid Laurier University","funders":"","keywords":"Study abroad; Psychology; Pedagogy; Perception; Qualitative research; Sociology; Humanities; Art; Social science","score_opus":0.013374899504714152,"score_gpt":0.25921938088656943,"score_spread":0.24584448138185527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610330713","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99836653,0.00008148794,0.00016007111,0.0000550286,0.0000046408936,0.000015657939,0.000014095982,0.0000027066735,0.0012998374],"genre_scores_gemma":[0.99876606,0.00009739097,0.00018821469,0.00003338874,0.0000035646938,0.00003678265,0.000021690199,0.000003408514,0.0008495045],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976198,0.0013167983,0.00010596964,0.00020676324,0.00042140175,0.0003292492],"domain_scores_gemma":[0.9935091,0.0036625147,0.00079414714,0.00029172545,0.0008918867,0.00085056305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005197468,0.000356589,0.0004399224,0.00087461516,0.0022752308,0.0035681622,0.0004983126,0.00046682628,0.0034604904],"category_scores_gemma":[0.008133991,0.00019978952,0.0003490131,0.000568687,0.0018578115,0.0010563416,0.0026484723,0.00074055884,0.00034535967],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026852355,0.00057807897,0.2768279,0.00026886567,0.000077295925,0.0010783033,0.6729102,0.0001330588,0.004532062,0.00045820244,0.0004381527,0.042429328],"study_design_scores_gemma":[0.000010630261,0.00044919504,0.22445375,0.0001338499,0.000031752294,0.00033419183,0.76951855,0.00012964087,0.0012685,0.00022230893,0.0034131159,0.000034549226],"about_ca_topic_score_codex":0.004843773,"about_ca_topic_score_gemma":0.008641012,"teacher_disagreement_score":0.005197468,"about_ca_system_score_codex":0.0010839404,"about_ca_system_score_gemma":0.0012884965,"threshold_uncertainty_score":0.027487159},"labels":[],"label_agreement":null},{"id":"W2610921644","doi":"10.18806/tesl.v34i1.1256","title":"Promoting Process-Oriented Listening Instruction in the ESL Classroom","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Process (computing); Mathematics education; Comprehension; Product (mathematics); Pedagogy; Linguistics; Computer science; Communication","score_opus":0.023470992735501878,"score_gpt":0.252409904032551,"score_spread":0.2289389112970491,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610921644","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5497655,0.029912239,0.32314053,0.0096533,0.000989734,0.0051580784,0.00035087057,0.0035321685,0.07749761],"genre_scores_gemma":[0.42231068,0.034589846,0.525924,0.0019250152,0.00030441798,0.0035669769,0.00041204097,0.00020756038,0.010759392],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.996985,0.0013870478,0.00024927224,0.0003278616,0.0008982856,0.00015258472],"domain_scores_gemma":[0.9928998,0.0042458274,0.0010916685,0.0002742077,0.0010571356,0.00043148475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004320403,0.00074762426,0.0005976204,0.004482978,0.00079071283,0.002824138,0.0014856191,0.001232213,0.002458634],"category_scores_gemma":[0.0095120305,0.00037188444,0.00061077334,0.0019303573,0.0009242042,0.0026879637,0.0029351125,0.0017415888,0.0010679221],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013365892,0.003119622,0.0073006833,0.011107491,0.000054703363,0.0007465549,0.021616947,0.0009424311,0.033146393,0.005869682,0.0065127513,0.90944904],"study_design_scores_gemma":[0.0016027036,0.0067325057,0.1675722,0.03607705,0.0011030589,0.0059689716,0.034040462,0.009489101,0.118771665,0.036592763,0.5815849,0.00046454844],"about_ca_topic_score_codex":0.0008631184,"about_ca_topic_score_gemma":0.0031029873,"teacher_disagreement_score":0.004482978,"about_ca_system_score_codex":0.000922784,"about_ca_system_score_gemma":0.0033160313,"threshold_uncertainty_score":0.022848725},"labels":[],"label_agreement":null},{"id":"W2610999181","doi":"","title":"Conceptualizations, Images, and Evaluations of Culture in Study Abroad Students","year":2016,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Waterloo","funders":"","keywords":"Operationalization; Interculturality; Intercultural learning; Intercultural competence; Cultural competence; Study abroad; Sociology; Humanities; Pedagogy; Psychology; Epistemology; Philosophy","score_opus":0.027097714778692966,"score_gpt":0.3138633222003863,"score_spread":0.2867656074216933,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610999181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9901946,0.00013915934,0.00028878215,0.00025648883,0.000013670867,0.000008163527,0.000008362844,0.0000038894027,0.009086859],"genre_scores_gemma":[0.99905163,0.00008156097,0.000075463584,0.00003406916,0.000003022256,0.0000050816543,0.0000066400953,0.000002728738,0.0007399615],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982041,0.0009596929,0.000053103162,0.00010421178,0.00038194738,0.00029687342],"domain_scores_gemma":[0.9966994,0.0009907557,0.0007362145,0.00018672219,0.0006494592,0.00073748006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002687161,0.0003772389,0.0003164722,0.0016107062,0.003383587,0.006555685,0.00078531227,0.0008508669,0.002718952],"category_scores_gemma":[0.0053326506,0.00019964382,0.00027866682,0.0008058329,0.00936906,0.002045981,0.0033596156,0.0016323739,0.00019479159],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055482004,0.00006206737,0.035419155,0.000057307156,0.000015031108,0.00045484529,0.9501405,0.00009037331,0.0017209044,0.0042060716,0.00038664724,0.007391628],"study_design_scores_gemma":[0.000003384818,0.000046641115,0.024880854,0.000055577915,0.000008127597,0.0001829319,0.9693517,0.00012886476,0.00032460433,0.00052271923,0.0044698287,0.000024651945],"about_ca_topic_score_codex":0.028474847,"about_ca_topic_score_gemma":0.026502892,"teacher_disagreement_score":0.028474847,"about_ca_system_score_codex":0.003002861,"about_ca_system_score_gemma":0.0017667003,"threshold_uncertainty_score":0.056618214},"labels":[],"label_agreement":null},{"id":"W2611144459","doi":"10.4000/communiquer.2018","title":"Recherche et pratique : sensibiliser les enseignants en école professionnelle aux dimensions identitaires négociées dans l’interaction","year":2016,"lang":"fr","type":"article","venue":"Communiquer Revue de communication sociale et publique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Art","score_opus":0.17932730525069102,"score_gpt":0.3959687867510873,"score_spread":0.2166414815003963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611144459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7116105,0.011410936,0.07645799,0.04519332,0.0017690939,0.0015275003,0.00030965175,0.0005686081,0.15115243],"genre_scores_gemma":[0.9167588,0.006553263,0.038942926,0.0049216966,0.00021624859,0.0021068202,0.0001704414,0.0001359655,0.03019382],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98168796,0.013082438,0.0004558909,0.0014846479,0.0023342539,0.00095481495],"domain_scores_gemma":[0.97428143,0.016450109,0.0019134323,0.0015165213,0.0038526426,0.0019858312],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01708595,0.0007691742,0.0008398371,0.0015558545,0.0049539357,0.0074382345,0.0013870193,0.0028170003,0.014993466],"category_scores_gemma":[0.0385518,0.00044388103,0.00087424647,0.00084108725,0.008314336,0.0053768354,0.0073056063,0.003906697,0.0029195563],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037313814,0.000982372,0.01740817,0.0027047275,0.00010088262,0.0007837988,0.6357245,0.00033945046,0.011054864,0.02054221,0.007897259,0.3020887],"study_design_scores_gemma":[0.00016922079,0.0016351215,0.05091236,0.0044229846,0.00023595865,0.0013603998,0.62413365,0.0007620076,0.008665286,0.029517528,0.2779754,0.00021008703],"about_ca_topic_score_codex":0.005634824,"about_ca_topic_score_gemma":0.008977946,"teacher_disagreement_score":0.01708595,"about_ca_system_score_codex":0.0034233676,"about_ca_system_score_gemma":0.011274214,"threshold_uncertainty_score":0.090360224},"labels":[],"label_agreement":null},{"id":"W2611323150","doi":"","title":"How to Teach les Êtres Humains: An Investigation into Teachers’ Understandings of Learner Empowerment in Ontario Secondary School Core-French Classrooms","year":2017,"lang":"en","type":"article","venue":"TSpace (University of Toronto)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Sociology; Mathematics education; Psychology","score_opus":0.05576129513433023,"score_gpt":0.2580891680378292,"score_spread":0.202327872903499,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611323150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.974922,0.00074920745,0.00082164945,0.002977529,0.000022518454,0.00009118888,0.000030802043,0.000013214129,0.020371811],"genre_scores_gemma":[0.99361926,0.00070162374,0.00034861505,0.00021654631,0.0000055115706,0.000032192784,0.000012853598,0.000006820995,0.005056489],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9954405,0.0022594729,0.00013375019,0.00033722568,0.0009388097,0.0008902835],"domain_scores_gemma":[0.9935987,0.0039073457,0.0006859449,0.0001535504,0.001011696,0.0006428502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005486157,0.00040693465,0.00041516795,0.001634847,0.012984862,0.0048855054,0.0011570113,0.0012823407,0.0021004104],"category_scores_gemma":[0.0076182284,0.0003470403,0.00035601342,0.0012232623,0.012269899,0.002223021,0.0038845246,0.0017155536,0.00013374278],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010099351,0.000017148506,0.0032211153,0.00004201819,0.0000012821896,0.00028114696,0.9904151,0.000022626575,0.0003687605,0.0016343757,0.00019188711,0.0037943986],"study_design_scores_gemma":[0.00000431018,0.000031030635,0.0069506457,0.0001040684,0.000004448722,0.00009613177,0.9664343,0.00009068848,0.0002622502,0.00032966232,0.025682464,0.0000100116595],"about_ca_topic_score_codex":0.49451172,"about_ca_topic_score_gemma":0.74343693,"teacher_disagreement_score":0.5054883,"about_ca_system_score_codex":0.029564634,"about_ca_system_score_gemma":0.032119334,"threshold_uncertainty_score":0.9832667},"labels":[],"label_agreement":null},{"id":"W2611789256","doi":"10.18806/tesl.v34i1.1259","title":"Beyond Methodology: English Language Learners K–12 (Myles, 2015)","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Language assessment; Comprehension approach; Language education; Pedagogy; Philosophy","score_opus":0.06751507101301,"score_gpt":0.30013669389613923,"score_spread":0.2326216228831292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611789256","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53537035,0.019886894,0.01670594,0.07744791,0.0013698898,0.0002595655,0.0004947719,0.0002662059,0.3481984],"genre_scores_gemma":[0.8181323,0.009119641,0.011035972,0.0059811147,0.000120907134,0.00018601104,0.0002054943,0.00020586069,0.15501262],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99730384,0.0015431737,0.00013314733,0.00017633068,0.00045178598,0.00039175592],"domain_scores_gemma":[0.9933368,0.0021705169,0.00043864193,0.00040906048,0.0018948402,0.0017501325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00886581,0.00033946408,0.00031956867,0.0010096254,0.008897056,0.012755674,0.000808869,0.0016302647,0.008327717],"category_scores_gemma":[0.010295576,0.00026024895,0.00027892942,0.0018047334,0.0054028835,0.010451194,0.005441337,0.0023306345,0.0017093299],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011359565,0.00036297066,0.022089213,0.00039015806,0.00001532224,0.0007907331,0.52676374,0.00014537836,0.0009381863,0.13275962,0.057994813,0.2576363],"study_design_scores_gemma":[0.000025863526,0.00011363848,0.02124726,0.0014034534,0.00002026133,0.00064503006,0.4004124,0.0001719156,0.0011619491,0.03688247,0.5378582,0.000057565892],"about_ca_topic_score_codex":0.12378503,"about_ca_topic_score_gemma":0.2728447,"teacher_disagreement_score":0.12378503,"about_ca_system_score_codex":0.008041506,"about_ca_system_score_gemma":0.03245579,"threshold_uncertainty_score":0.24612904},"labels":[],"label_agreement":null},{"id":"W2611914815","doi":"10.1177/0265532217703433","title":"Developing a user-oriented second language comprehensibility scale for English-medium universities","year":2017,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta; Concordia University","funders":"","keywords":"Operationalization; Formative assessment; Psychology; Construct (python library); English for academic purposes; Scale (ratio); Language proficiency; Point (geometry); Task (project management); Focus (optics); Rating scale; Mathematics education; Linguistics; Computer science","score_opus":0.04907756014366304,"score_gpt":0.29045579136247907,"score_spread":0.24137823121881602,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611914815","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95698214,0.00010317702,0.029787308,0.00032272155,0.00009236213,0.004272165,0.00071722263,0.00034954207,0.007373238],"genre_scores_gemma":[0.8324381,0.00022455941,0.15175007,0.00015851633,0.000030493644,0.01059772,0.0016824603,0.00008426433,0.003033924],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9965264,0.0010463748,0.0006784603,0.0002134978,0.001347456,0.00018776146],"domain_scores_gemma":[0.98024803,0.009440136,0.0018520966,0.00094509457,0.0066388273,0.0008756489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0117777595,0.00055275677,0.0005555551,0.002307403,0.00062745024,0.0020271577,0.0011172232,0.00080933125,0.0022197699],"category_scores_gemma":[0.032071617,0.00047580624,0.0013739177,0.0007732368,0.0005265892,0.002107647,0.0022958324,0.0016283233,0.0009028001],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060565694,0.0021794718,0.5337923,0.0009707609,0.0002595792,0.00057711883,0.05831706,0.002789708,0.029148106,0.0045168754,0.00966571,0.35717764],"study_design_scores_gemma":[0.00015010679,0.0031439003,0.91505826,0.00052464363,0.000091417794,0.0006516168,0.021776421,0.014358906,0.012185832,0.004114476,0.027676763,0.00026771196],"about_ca_topic_score_codex":0.00091306644,"about_ca_topic_score_gemma":0.0015929003,"teacher_disagreement_score":0.0117777595,"about_ca_system_score_codex":0.0008873254,"about_ca_system_score_gemma":0.0017266949,"threshold_uncertainty_score":0.06228751},"labels":[],"label_agreement":null},{"id":"W261200128","doi":"","title":"Having an IM-PACT: A Model for Improving Instructional Presentations.","year":2000,"lang":"en","type":"article","venue":"Teacher librarian","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pact; Psychology; Computer science; Mathematics education; Pedagogy; Political science","score_opus":0.06088959353022576,"score_gpt":0.2671449198058522,"score_spread":0.20625532627562643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W261200128","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06252154,0.0014891637,0.6252165,0.02100045,0.0023679738,0.0016960388,0.000565298,0.033521537,0.25162145],"genre_scores_gemma":[0.19545321,0.0010103189,0.6794878,0.0018883805,0.0006290245,0.0009075427,0.00070135394,0.0021942114,0.117728114],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99479216,0.0023909404,0.00023363918,0.0006440175,0.0016422909,0.00029693395],"domain_scores_gemma":[0.97853947,0.005359977,0.0013361208,0.0046472037,0.0056628166,0.004454411],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006482312,0.0007840639,0.00040426504,0.0019441231,0.0024213963,0.007493525,0.0035565724,0.0024337578,0.04347929],"category_scores_gemma":[0.035365302,0.0005742684,0.00055948104,0.0014107816,0.0010277476,0.015656218,0.005346303,0.0029842544,0.024020396],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003886907,0.0017773856,0.0034446241,0.00057608663,0.000031892607,0.00025267815,0.0045348,0.0021246802,0.009867723,0.028585995,0.123526774,0.82488865],"study_design_scores_gemma":[0.00036406872,0.0022258738,0.0058924234,0.00065057655,0.00022586017,0.001993589,0.0057183485,0.04474086,0.025198711,0.0673262,0.8453337,0.00032969788],"about_ca_topic_score_codex":0.0010289497,"about_ca_topic_score_gemma":0.0025564618,"teacher_disagreement_score":0.04347929,"about_ca_system_score_codex":0.0012615619,"about_ca_system_score_gemma":0.0033157065,"threshold_uncertainty_score":0.14545274},"labels":[],"label_agreement":null},{"id":"W2612208173","doi":"","title":"Misuses of English Intonation for Chinese Students in Cross-Cultural Communication","year":2017,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intonation (linguistics); Psychology; China; Linguistics; Cross-cultural communication; Root (linguistics); Communication; History","score_opus":0.06052869106168377,"score_gpt":0.4126159289332807,"score_spread":0.3520872378715969,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2612208173","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9903018,0.0004672541,0.0020984297,0.00059687754,0.00005034471,0.000032212807,0.000020975753,0.000035287936,0.006396838],"genre_scores_gemma":[0.9974439,0.00036131789,0.00058394193,0.00013188097,0.000018741324,0.000018813937,0.000030465024,0.000019796329,0.0013910908],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99463284,0.0017880575,0.0005693278,0.000350548,0.0021643492,0.0004948774],"domain_scores_gemma":[0.98761255,0.0056186873,0.002597501,0.0011833758,0.0023381733,0.0006497147],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045164875,0.0009998288,0.00048405988,0.0012262757,0.0021213968,0.0027860857,0.0006553377,0.0011100724,0.0023405121],"category_scores_gemma":[0.01928596,0.00040747327,0.0004004799,0.0008492335,0.0029228523,0.0034080676,0.0027087617,0.0015891078,0.0005059458],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006376176,0.00021368323,0.23791899,0.00074056024,0.000119494594,0.005088714,0.5508967,0.00034667377,0.04302416,0.00365586,0.001961929,0.15539561],"study_design_scores_gemma":[0.000053178053,0.00094234647,0.3754405,0.0009501161,0.00046924455,0.013228042,0.5273832,0.008461964,0.031480435,0.006112998,0.035082284,0.0003956407],"about_ca_topic_score_codex":0.005206021,"about_ca_topic_score_gemma":0.0040559536,"teacher_disagreement_score":0.005206021,"about_ca_system_score_codex":0.0010183083,"about_ca_system_score_gemma":0.001812312,"threshold_uncertainty_score":0.023885727},"labels":[],"label_agreement":null},{"id":"W2614115469","doi":"","title":"A Touch of … Class!","year":2003,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Computer science; Artificial intelligence","score_opus":0.01871180297352751,"score_gpt":0.22911788252625995,"score_spread":0.21040607955273244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2614115469","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0031477234,0.040418364,0.0007536536,0.5352774,0.047830522,0.00004453911,0.0007889079,0.0003272698,0.3714115],"genre_scores_gemma":[0.05611037,0.019701518,0.0009500668,0.09871419,0.006543571,0.000060377904,0.00046525625,0.00038553224,0.81706905],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99765414,0.000316625,0.000056322795,0.00023117398,0.0009034575,0.0008382642],"domain_scores_gemma":[0.9969999,0.00033967776,0.00009628489,0.00022000163,0.0011515361,0.0011925091],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023381093,0.00068351044,0.0006957597,0.0018073888,0.012513094,0.0100592375,0.0017396698,0.0041460646,0.093965694],"category_scores_gemma":[0.0067680688,0.000322375,0.0005388141,0.002013475,0.00816333,0.006930042,0.0050711925,0.010029664,0.019548846],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002672124,0.000015420133,0.00020964674,0.00008486164,0.0000036196632,0.00006712294,0.0023042245,0.000012469934,0.00011327339,0.07158041,0.88108957,0.044492718],"study_design_scores_gemma":[0.0000025332727,0.0000031011914,0.00026904076,0.00006746969,0.0000013646887,0.000015809555,0.0013967671,0.0000034152265,0.000018186882,0.0013470075,0.99687046,0.0000047478893],"about_ca_topic_score_codex":0.5270688,"about_ca_topic_score_gemma":0.6794975,"teacher_disagreement_score":0.5270688,"about_ca_system_score_codex":0.014088298,"about_ca_system_score_gemma":0.02831292,"threshold_uncertainty_score":0.95143276},"labels":[],"label_agreement":null},{"id":"W2614800933","doi":"10.64152/10125/44321","title":"Review of Contemporary Computer-Assisted Language Learning","year":2013,"lang":"en","type":"article","venue":"Language learning & technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer assisted learning; Language acquisition; Computer science; Linguistics; Mathematics education; Psychology; Philosophy","score_opus":0.017172633590422613,"score_gpt":0.25208957582810976,"score_spread":0.23491694223768714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2614800933","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000105128776,0.9957781,0.0001440958,0.0010328977,0.00055379164,0.0000061561163,0.000022377722,0.000008573085,0.0023488328],"genre_scores_gemma":[0.0009839664,0.99629325,0.00023877181,0.00090775435,0.00068946666,0.00001074735,0.00006355367,0.000005442172,0.0008070847],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985524,0.0003519076,0.00028299232,0.00018062469,0.0005628957,0.00006915436],"domain_scores_gemma":[0.9936684,0.004289426,0.0004238072,0.00010407526,0.0013063995,0.00020784614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020691531,0.000673211,0.0010351395,0.006777107,0.0006012179,0.0027911046,0.0014681198,0.001963097,0.007839776],"category_scores_gemma":[0.0060025174,0.0005370081,0.0006764898,0.0095514655,0.0013082911,0.0036522644,0.0012430252,0.0021133218,0.002690084],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048485294,0.000048385147,0.00022685503,0.0370033,0.00006459285,0.0001856054,0.00042259623,0.00024057773,0.00027575062,0.0065564355,0.10896248,0.84596485],"study_design_scores_gemma":[0.0000039931056,0.000034527522,0.0009937106,0.013502932,0.00003831866,0.0005224293,0.00017262527,0.00005144203,0.000083376515,0.0009844953,0.9835987,0.00001338515],"about_ca_topic_score_codex":0.0028982013,"about_ca_topic_score_gemma":0.004805555,"teacher_disagreement_score":0.007839776,"about_ca_system_score_codex":0.0020469967,"about_ca_system_score_gemma":0.0032441511,"threshold_uncertainty_score":0.02622664},"labels":[],"label_agreement":null},{"id":"W2614859191","doi":"10.1111/1467-9922.53225","title":"Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Feeling; Social psychology; Perception; Autonomy; Competence (human resources); Context (archaeology); Self-determination theory","score_opus":0.01331880722625385,"score_gpt":0.26197310715299515,"score_spread":0.24865429992674132,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2614859191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989875,0.00006225907,0.000035407633,0.00003818851,0.000004249789,0.0000067533483,0.000011699605,0.0000017480866,0.00085213094],"genre_scores_gemma":[0.9984458,0.0001877032,0.0000845697,0.00003845454,0.000005509732,0.000021496886,0.000036846082,0.0000041265516,0.0011756276],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99901485,0.00035001172,0.00008674195,0.00010967384,0.00028793843,0.00015075596],"domain_scores_gemma":[0.9946524,0.0019684713,0.0014829343,0.00014040654,0.00063441676,0.0011213906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024808166,0.00041800435,0.00039776784,0.0010604504,0.0009910917,0.004215602,0.0004320368,0.0007334226,0.00255903],"category_scores_gemma":[0.0060006254,0.0003006043,0.00043356017,0.00039833458,0.0009689744,0.0010030852,0.0013691892,0.0010169607,0.0005172978],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003674398,0.00088800484,0.6941007,0.00014800503,0.00007370976,0.0011866742,0.27601647,0.000109373475,0.0064374595,0.00034315363,0.00040250586,0.019926408],"study_design_scores_gemma":[0.00004510468,0.0009431852,0.4552713,0.000099151745,0.000042596388,0.00088498066,0.5371728,0.00032348948,0.001237611,0.0003108425,0.0036021876,0.00006675627],"about_ca_topic_score_codex":0.0042035608,"about_ca_topic_score_gemma":0.006451222,"teacher_disagreement_score":0.004215602,"about_ca_system_score_codex":0.0007888799,"about_ca_system_score_gemma":0.0007138936,"threshold_uncertainty_score":0.013119996},"labels":[],"label_agreement":null},{"id":"W2615159824","doi":"10.1111/1467-9922.53223","title":"Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":194,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Psychology; Self-determination theory; Context (archaeology); Competence (human resources); Intrinsic motivation; Mathematics education; Perspective (graphical); Pedagogy; Social psychology; Autonomy","score_opus":0.009781302700794945,"score_gpt":0.23810918907957546,"score_spread":0.22832788637878051,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2615159824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.976582,0.0010463109,0.002440122,0.0047517405,0.00006626917,0.00009771342,0.000039115628,0.0000074343643,0.014969321],"genre_scores_gemma":[0.9975293,0.0004281595,0.0008065682,0.00039686117,0.000019797855,0.000052865118,0.000022125652,0.0000031516952,0.00074123073],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99694854,0.001795566,0.00010003712,0.00023497552,0.00052102376,0.00039986047],"domain_scores_gemma":[0.99122965,0.004366708,0.0017569441,0.00027543816,0.00079336256,0.0015778403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069589764,0.00026176122,0.00043858978,0.0016248618,0.0018139724,0.0049035465,0.0005776057,0.00086252525,0.0014048978],"category_scores_gemma":[0.010783875,0.00025056966,0.0004490215,0.0010180227,0.0040110573,0.0019693119,0.0014988355,0.0023463059,0.00018485365],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014354452,0.0014023208,0.74272823,0.000211066,0.00014042793,0.00048760863,0.09414548,0.00040868323,0.0005713677,0.077141225,0.002938089,0.07968198],"study_design_scores_gemma":[0.00008171742,0.0005234962,0.67263496,0.00049335026,0.00010209915,0.00078578223,0.17813562,0.004167437,0.0006162419,0.11969856,0.022608623,0.00015217996],"about_ca_topic_score_codex":0.0040636444,"about_ca_topic_score_gemma":0.005411977,"teacher_disagreement_score":0.0069589764,"about_ca_system_score_codex":0.002151034,"about_ca_system_score_gemma":0.001968655,"threshold_uncertainty_score":0.036803007},"labels":[],"label_agreement":null},{"id":"W2615798405","doi":"10.1515/iral-2015-0116","title":"Korean L2 speakers’ regulatory focus and oral task performance","year":2017,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Regulatory focus theory; Psychology; Fluency; Promotion (chess); Task (project management); Situational ethics; Cognitive psychology; Trait; Social psychology; Computer science; Mathematics education","score_opus":0.021381157296766807,"score_gpt":0.3040321196586514,"score_spread":0.2826509623618846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2615798405","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988305,0.00014397867,0.00012295129,0.000014469935,0.0000026622747,0.0000038294806,0.00002093021,0.0000035687199,0.0008572291],"genre_scores_gemma":[0.9991798,0.00013032429,0.00010538997,0.000011074426,0.0000024828826,0.0000058268597,0.000026796704,0.0000035291,0.000534729],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999706,0.00009505785,0.000031920714,0.000052197,0.00007934885,0.000035458077],"domain_scores_gemma":[0.9983114,0.0005762998,0.0005875419,0.00007329898,0.00027150346,0.00017995377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008627027,0.00020091928,0.00014264618,0.00026429782,0.00019812149,0.00077495776,0.00012658002,0.00019960024,0.0020513174],"category_scores_gemma":[0.0025321613,0.00008116817,0.000106247666,0.00015449649,0.00022131317,0.00022420486,0.00039146852,0.00021655356,0.00028158777],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009813482,0.0006098376,0.8131634,0.00043336107,0.00013186524,0.0007370405,0.015248582,0.00021981828,0.08657141,0.00036753452,0.00048317283,0.08105266],"study_design_scores_gemma":[0.000009160017,0.0003515634,0.9898398,0.000031104413,0.00003682886,0.00025946673,0.004152216,0.00023895128,0.004129537,0.00010268457,0.0008334101,0.000015339425],"about_ca_topic_score_codex":0.0012385236,"about_ca_topic_score_gemma":0.0013651274,"teacher_disagreement_score":0.0020513174,"about_ca_system_score_codex":0.000113773276,"about_ca_system_score_gemma":0.00019164919,"threshold_uncertainty_score":0.0068623424},"labels":[],"label_agreement":null},{"id":"W2616973545","doi":"10.5539/elt.v10n7p1","title":"Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Foreign language anxiety; Foreign language; Language acquisition; Language assessment; English language; Second-language acquisition; Mathematics education; Linguistics","score_opus":0.018700506766148334,"score_gpt":0.2772654325623849,"score_spread":0.2585649257962366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2616973545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986406,0.00033659625,0.00007497046,0.00035962797,0.000008979727,0.000018808005,0.000007524669,0.0000014548364,0.00055138115],"genre_scores_gemma":[0.99805224,0.0006477701,0.00014928737,0.00022392656,0.0000128244665,0.000009527308,0.0000072071743,0.0000021772719,0.0008950266],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991571,0.00035889656,0.000045854536,0.000059524275,0.00012585844,0.000252721],"domain_scores_gemma":[0.99873465,0.00034039535,0.00023948638,0.00003590835,0.00016102892,0.0004883855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00097309164,0.00057016057,0.0005304918,0.0009848084,0.0055015306,0.0019510438,0.0010488523,0.001772794,0.0015195915],"category_scores_gemma":[0.0019727508,0.00035585565,0.00045753788,0.00062624045,0.0018792187,0.00097363646,0.0019450901,0.0016197345,0.000233427],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011064299,0.001730444,0.11663785,0.00039860647,0.000055657558,0.15316184,0.7027039,0.00016056649,0.0026218311,0.0014586503,0.0012048575,0.01975514],"study_design_scores_gemma":[0.000014875835,0.00060983043,0.05975417,0.00020162479,0.00005021299,0.06005263,0.8731259,0.00037557774,0.0006490305,0.000275232,0.004844991,0.000045960496],"about_ca_topic_score_codex":0.02232336,"about_ca_topic_score_gemma":0.057811853,"teacher_disagreement_score":0.02232336,"about_ca_system_score_codex":0.002548332,"about_ca_system_score_gemma":0.0017161546,"threshold_uncertainty_score":0.044386864},"labels":[],"label_agreement":null},{"id":"W2617322947","doi":"10.5539/elt.v10n7p43","title":"Factors Affecting the Quality of English Language Teaching in Preparatory Year, University of Jeddah","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Excellence; Quality (philosophy); Psychology; The Internet; Mathematics education; General partnership; Medical education; Pedagogy; Computer science; World Wide Web; Political science; Medicine","score_opus":0.03493196369960825,"score_gpt":0.29545270335665075,"score_spread":0.2605207396570425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2617322947","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992673,0.00007713362,0.000022749437,0.00022712878,0.000006228402,0.000007873295,0.000021086253,0.0000021089782,0.00036844917],"genre_scores_gemma":[0.99946743,0.00007008563,0.00005954907,0.00004074125,0.0000051373463,0.000006811443,0.000024031586,0.0000010386244,0.00032523993],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987047,0.0002767061,0.0001435149,0.00008715292,0.00033128657,0.0004566578],"domain_scores_gemma":[0.9884179,0.0015501356,0.0030409414,0.00020212123,0.0021232471,0.0046656653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017554574,0.00014183039,0.00019451635,0.00069385703,0.0020476992,0.0016821792,0.0004543287,0.0003683606,0.0023474235],"category_scores_gemma":[0.007117162,0.00017582855,0.00016651761,0.0007265979,0.00062649447,0.00055076805,0.0009486661,0.00057578133,0.00023214877],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012880666,0.00038380062,0.9645841,0.00010025171,0.00001341326,0.00033703845,0.0131980805,0.00011335192,0.001496453,0.00023626324,0.00095519045,0.018453168],"study_design_scores_gemma":[0.0000040544905,0.00013086789,0.9776824,0.000037014117,0.000004305495,0.000083615305,0.020259408,0.000091026806,0.00030875104,0.0000322805,0.0013563544,0.000009837517],"about_ca_topic_score_codex":0.03361099,"about_ca_topic_score_gemma":0.058093734,"teacher_disagreement_score":0.03361099,"about_ca_system_score_codex":0.0025695309,"about_ca_system_score_gemma":0.004198263,"threshold_uncertainty_score":0.066830695},"labels":[],"label_agreement":null},{"id":"W2617706326","doi":"10.5539/elt.v10n6p93","title":"Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Psychology; Mathematics education; Lesson plan; Context (archaeology); Plan (archaeology); Pedagogy; English as a foreign language; Teaching method; Linguistics","score_opus":0.021045507408231853,"score_gpt":0.283100097766031,"score_spread":0.26205459035779916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2617706326","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5242035,0.029990938,0.029108027,0.29083475,0.0012477824,0.0001541763,0.000037292448,0.00007926452,0.12434426],"genre_scores_gemma":[0.9802281,0.0048336335,0.004963957,0.007137553,0.00012124879,0.000046310284,0.000008306652,0.000014993081,0.0026457675],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9693973,0.024014097,0.0009344511,0.00087149156,0.0027792426,0.0020034597],"domain_scores_gemma":[0.95384663,0.032551456,0.0027021165,0.0012480459,0.007594442,0.0020573672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.041110322,0.0005227951,0.00051637465,0.0019087818,0.0073024496,0.008815037,0.0016667515,0.004572944,0.0027871178],"category_scores_gemma":[0.029086487,0.00039764238,0.0003694743,0.0024071545,0.020372946,0.00814863,0.0072824485,0.006947558,0.00037627437],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040676703,0.0001399204,0.007996228,0.0005325897,0.000014014003,0.0025288435,0.7913486,0.00057086407,0.001299005,0.13853252,0.004939915,0.052056894],"study_design_scores_gemma":[0.000014279357,0.000078680634,0.0027139825,0.0010158152,0.000007890753,0.0008241301,0.85801107,0.0012854512,0.0006271361,0.036072828,0.09931831,0.000030460214],"about_ca_topic_score_codex":0.010382228,"about_ca_topic_score_gemma":0.0090909805,"teacher_disagreement_score":0.041110322,"about_ca_system_score_codex":0.009632815,"about_ca_system_score_gemma":0.011263917,"threshold_uncertainty_score":0.21741474},"labels":[],"label_agreement":null},{"id":"W2617710434","doi":"","title":"But what do You mean? A multiple case study of semiotic demands and supports in elementary classroom curricula","year":2017,"lang":"en","type":"article","venue":"2017 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Semiotics; Curriculum; Meaning (existential); Mathematics education; Pedagogy; Multimodality; Ethnography; Social semiotics; Psychology; The arts; Meaning-making; Sociology; Computer science; Linguistics; Visual arts; Art","score_opus":0.05931320864461793,"score_gpt":0.3047519748064748,"score_spread":0.2454387661618569,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2617710434","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9773955,0.0005980886,0.0027272124,0.0056545455,0.00007357636,0.00010841109,0.000041351905,0.000011682431,0.013389646],"genre_scores_gemma":[0.9941403,0.0006466196,0.0015290962,0.00035444673,0.000017888626,0.00009545164,0.000015263584,0.000013368326,0.0031876168],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9886696,0.0087734675,0.00030724163,0.0005587842,0.00095019536,0.0007407183],"domain_scores_gemma":[0.9876823,0.009306202,0.0010440109,0.0004141135,0.0006460085,0.00090738287],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0079879,0.0005523075,0.0007002218,0.0011385465,0.014121877,0.0070121638,0.0013360917,0.0025892747,0.0022518998],"category_scores_gemma":[0.016794086,0.00059131003,0.0004615579,0.0016877467,0.012097137,0.007973875,0.005765298,0.0047751223,0.00044712232],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002568645,0.00009258024,0.0044107144,0.000067567664,0.000005286149,0.0028553624,0.977503,0.000045741377,0.00042748003,0.006544534,0.0007834848,0.0072385906],"study_design_scores_gemma":[0.00000627102,0.000051706076,0.0018960905,0.000111398986,0.000007540468,0.001263316,0.9820695,0.00011025665,0.00036958605,0.0014102525,0.0126883285,0.000015659627],"about_ca_topic_score_codex":0.007290444,"about_ca_topic_score_gemma":0.018536584,"teacher_disagreement_score":0.014121877,"about_ca_system_score_codex":0.0051174667,"about_ca_system_score_gemma":0.0033588172,"threshold_uncertainty_score":0.042244554},"labels":[],"label_agreement":null},{"id":"W2618471092","doi":"10.5539/elt.v10n6p28","title":"Female Teachers’ Perceptions of Teaching Culture in EFL Classrooms at a Saudi University","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Multiculturalism; Perception; Intercultural competence; Cultural competence; Pedagogy; Competence (human resources); Intercultural communication; Mathematics education; Interdependence; Foreign language; Language education; Multicultural education; Sociology; Social psychology","score_opus":0.016294077933311658,"score_gpt":0.2570722070883865,"score_spread":0.24077812915507485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2618471092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990821,0.000074542724,0.000033539527,0.00010916498,0.000004961146,0.0000031664695,0.0000058054907,0.0000010308855,0.00068564765],"genre_scores_gemma":[0.9988269,0.00010137628,0.000029886432,0.000046561785,0.0000026157295,0.000003545889,0.0000057272114,0.0000011911088,0.0009821993],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991592,0.00026263148,0.00007190114,0.000080704434,0.00020410775,0.00022136954],"domain_scores_gemma":[0.99705374,0.0006455589,0.0008740177,0.00006337501,0.0005537473,0.00080965424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011025912,0.00028115776,0.00029726472,0.0005844404,0.0023427957,0.0021194415,0.00026276516,0.00047674734,0.003370027],"category_scores_gemma":[0.0022547974,0.00023002458,0.00017682403,0.00028906355,0.0011175117,0.00078959396,0.00084207766,0.0005993247,0.0003880674],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022302872,0.0004970233,0.37119994,0.00018698479,0.000023280521,0.0015536104,0.5918247,0.0001172687,0.011922139,0.0006441069,0.00080499233,0.021002905],"study_design_scores_gemma":[0.000007826757,0.00040405974,0.22538702,0.00008347306,0.000013228042,0.00068169023,0.7666191,0.00014828819,0.0011515543,0.000089232126,0.005387001,0.000027567712],"about_ca_topic_score_codex":0.010431226,"about_ca_topic_score_gemma":0.01746841,"teacher_disagreement_score":0.010431226,"about_ca_system_score_codex":0.0011831598,"about_ca_system_score_gemma":0.000899461,"threshold_uncertainty_score":0.020741045},"labels":[],"label_agreement":null},{"id":"W2619048902","doi":"10.5539/elt.v10n6p12","title":"Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Mathematics education; Language proficiency; Language assessment; English as a foreign language; Foreign language; Language education; Test (biology); English language; First language; IBM; Pedagogy; Linguistics","score_opus":0.048024525100332394,"score_gpt":0.280473635741447,"score_spread":0.23244911064111462,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2619048902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99854654,0.0001332727,0.000028614942,0.00013702085,0.0000044496783,0.0000031319996,0.000009219921,0.0000011893717,0.0011365551],"genre_scores_gemma":[0.9987778,0.00019325799,0.000029873052,0.000057868296,0.0000032543205,0.0000031643249,0.000009922812,0.0000014837202,0.0009234721],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905413,0.00026113194,0.00008717053,0.00006713052,0.00033337608,0.00019701631],"domain_scores_gemma":[0.99542195,0.001080983,0.001680909,0.00010539087,0.0010164141,0.0006943099],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013669118,0.0002702598,0.00027407735,0.0007572562,0.0014503105,0.0018218195,0.0002496435,0.0005283784,0.0033324647],"category_scores_gemma":[0.0034091368,0.0002057422,0.0002045147,0.0004135995,0.0011511698,0.00072440313,0.0007957982,0.00055449473,0.0005214516],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019741555,0.00031333193,0.49255952,0.0002498717,0.000023838751,0.0013366196,0.47497633,0.000116942305,0.007485382,0.00060504774,0.00076317147,0.021372493],"study_design_scores_gemma":[0.000010089295,0.0003683252,0.43055135,0.00016440584,0.000023499379,0.0011244158,0.557835,0.00021628226,0.0010920195,0.000118976845,0.008455046,0.00004058354],"about_ca_topic_score_codex":0.020896168,"about_ca_topic_score_gemma":0.025534146,"teacher_disagreement_score":0.020896168,"about_ca_system_score_codex":0.001014513,"about_ca_system_score_gemma":0.00081599015,"threshold_uncertainty_score":0.041549087},"labels":[],"label_agreement":null},{"id":"W2619092557","doi":"","title":"Self-reflecting upon the teaching practice in classes of Portuguese at a Canadian university","year":2017,"lang":"en","type":"article","venue":"2017 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Portuguese; Reflection (computer programming); Presentation (obstetrics); Self-reflection; Pedagogy; Critical reflection; Sociology; Mathematics education; Psychology; Linguistics; Computer science; Medicine; Philosophy","score_opus":0.08271315499173117,"score_gpt":0.32589404208077516,"score_spread":0.243180887089044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2619092557","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67537856,0.0043843393,0.0074483845,0.12582183,0.0042576334,0.00060080836,0.0003479361,0.0002803352,0.18148021],"genre_scores_gemma":[0.9368322,0.0029490425,0.0038599242,0.010214037,0.00025236007,0.00014049893,0.00007522518,0.00026135254,0.045415435],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9844936,0.006884125,0.00024710703,0.0015773346,0.003694485,0.0031032187],"domain_scores_gemma":[0.9739715,0.006152968,0.0012114941,0.0008021811,0.008625793,0.009236139],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013582751,0.0012397321,0.0006955078,0.0023294506,0.055325057,0.012281429,0.0041359947,0.004423447,0.0048103738],"category_scores_gemma":[0.026058666,0.00067693775,0.0008560756,0.0019799392,0.033602238,0.0042730095,0.008929405,0.011890935,0.0007269297],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026555263,0.000042038995,0.0009893316,0.000056594472,0.0000065014688,0.00053713523,0.9762102,0.00007122651,0.0012474465,0.0042345687,0.009483886,0.007094619],"study_design_scores_gemma":[0.0000047938893,0.000031655665,0.0014662392,0.00019430173,0.000009436609,0.00023174175,0.87151915,0.00006362211,0.0005466081,0.00040830372,0.12546356,0.000060592844],"about_ca_topic_score_codex":0.81837237,"about_ca_topic_score_gemma":0.91429895,"teacher_disagreement_score":0.81837237,"about_ca_system_score_codex":0.06865402,"about_ca_system_score_gemma":0.09865669,"threshold_uncertainty_score":0.49812216},"labels":[],"label_agreement":null},{"id":"W2619157491","doi":"10.5539/elt.v10n6p21","title":"Towards Understanding Listening Comprehension in EFL Classroom: The Case of the Saudi Learners","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Listening comprehension; Active listening; Class (philosophy); Comprehension; Context (archaeology); Mathematics education; Process (computing); Foreign language; English as a foreign language; Pedagogy; Linguistics; Computer science; Communication","score_opus":0.04925842615900008,"score_gpt":0.2894987067007162,"score_spread":0.24024028054171612,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2619157491","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949419,0.000197275,0.0006360898,0.00091596413,0.000009011977,0.00001564865,0.000007891,0.0000070175306,0.0032691166],"genre_scores_gemma":[0.99723107,0.00030171254,0.00054891605,0.00017704134,0.00000739438,0.0000066094312,0.0000089876,0.000006764053,0.0017115038],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99866796,0.0007611497,0.00005436564,0.00011799872,0.00018946108,0.00020903799],"domain_scores_gemma":[0.9971836,0.0013806106,0.00042025893,0.00011587481,0.0005718258,0.0003278487],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024072279,0.0005514998,0.00031567787,0.0007917609,0.0033443146,0.0037189568,0.0010512562,0.0023611472,0.0018444652],"category_scores_gemma":[0.0055273925,0.0002532201,0.00026877198,0.00043814938,0.00384535,0.0022733135,0.002180985,0.002170368,0.00042992487],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027147209,0.00013335515,0.014782151,0.000077622484,0.0000053475146,0.0076624895,0.96011466,0.00015685138,0.003721712,0.0014760196,0.00036292546,0.011479707],"study_design_scores_gemma":[0.000004849942,0.00008916704,0.011392889,0.00008985062,0.00001678372,0.0044569685,0.9700969,0.0008218497,0.002110258,0.0009181692,0.009976317,0.000026122227],"about_ca_topic_score_codex":0.018574886,"about_ca_topic_score_gemma":0.020562688,"teacher_disagreement_score":0.018574886,"about_ca_system_score_codex":0.0016926489,"about_ca_system_score_gemma":0.0020258345,"threshold_uncertainty_score":0.03693354},"labels":[],"label_agreement":null},{"id":"W2620029901","doi":"10.5539/elt.v10n6p160","title":"The Anxiety Factors among Saudi EFL Learners: A Study from English Language Teachers’ Perspective","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Perspective (graphical); Scope (computer science); Foreign language; English as a foreign language; English language; Foreign language anxiety; Language proficiency; Language assessment; Mathematics education; Pedagogy","score_opus":0.018067374099129518,"score_gpt":0.2735641472733061,"score_spread":0.2554967731741766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620029901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994925,0.00015165162,0.000017725311,0.000068879155,0.0000027164974,0.0000063669127,0.0000063236944,3.370847e-7,0.00025347262],"genre_scores_gemma":[0.99924624,0.000368501,0.00003850912,0.00007422729,0.0000063296525,0.000008748518,0.000012799061,4.1632566e-7,0.00024420006],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99972516,0.00007250245,0.000027983206,0.00001921796,0.000072905976,0.000082192004],"domain_scores_gemma":[0.99934703,0.0001352979,0.00017971011,0.000014731414,0.00015489764,0.00016826074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005199304,0.00023564325,0.00028864553,0.000593889,0.0011571794,0.0011791526,0.00017597766,0.00043360732,0.0009199695],"category_scores_gemma":[0.0009948015,0.00019275572,0.00031947365,0.00036639025,0.0005942938,0.0005657438,0.00050707627,0.00054919487,0.00014698583],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012155548,0.0010279632,0.76242447,0.0003295054,0.000035847224,0.0037566873,0.20754966,0.000051764295,0.003430926,0.0003863856,0.0005121387,0.020373037],"study_design_scores_gemma":[0.000013805019,0.00094348285,0.54116,0.00018114809,0.000059175298,0.0042513045,0.44829583,0.00016667641,0.0005871359,0.00013257666,0.004173974,0.000034846333],"about_ca_topic_score_codex":0.0073995315,"about_ca_topic_score_gemma":0.011490165,"teacher_disagreement_score":0.0073995315,"about_ca_system_score_codex":0.0005871791,"about_ca_system_score_gemma":0.00084243965,"threshold_uncertainty_score":0.01471293},"labels":[],"label_agreement":null},{"id":"W2620093162","doi":"10.5539/elt.v10n6p174","title":"Second Language Writing and Assessment: Voices from Within the Saudi EFL Context","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Likert scale; Mathematics education; Feeling; Scale (ratio); English as a foreign language; English language; Pedagogy; Foreign language","score_opus":0.018682549454404764,"score_gpt":0.2835747032634002,"score_spread":0.2648921538089954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620093162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.975446,0.0035386796,0.0006899452,0.011371406,0.00019196852,0.000039972812,0.000031651238,0.000012491517,0.008677934],"genre_scores_gemma":[0.99463177,0.001484591,0.00038913242,0.0013670296,0.00008874541,0.000014184296,0.000011309839,0.000013637887,0.0019996609],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9902074,0.005669193,0.0005658381,0.0004614325,0.0021079995,0.0009881827],"domain_scores_gemma":[0.9633125,0.0196378,0.004415399,0.0011387645,0.00785917,0.0036364095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01308765,0.00031377646,0.0004531235,0.0013622417,0.005835309,0.009441283,0.0009392527,0.0016416424,0.001526553],"category_scores_gemma":[0.036872163,0.00031237688,0.00022340658,0.0012675637,0.0058060903,0.0041243895,0.005649465,0.0033252805,0.00029566605],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003913692,0.00007191821,0.017624322,0.00016008581,0.000005845379,0.0010490107,0.9492392,0.000030826504,0.0010208167,0.0013572961,0.0010344022,0.028367078],"study_design_scores_gemma":[0.0000034824361,0.000076542325,0.010128714,0.00019058734,0.000004047486,0.00096670474,0.9678618,0.00010715018,0.00046505762,0.00035861874,0.01981897,0.000018394036],"about_ca_topic_score_codex":0.012333463,"about_ca_topic_score_gemma":0.023898467,"teacher_disagreement_score":0.01308765,"about_ca_system_score_codex":0.0037956617,"about_ca_system_score_gemma":0.006202562,"threshold_uncertainty_score":0.06921494},"labels":[],"label_agreement":null},{"id":"W2620211284","doi":"10.5539/elt.v10n6p135","title":"The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Class (philosophy); Mathematics education; Interpersonal interaction; Foreign language; Pedagogy; English language; Linguistics; Social psychology; Computer science","score_opus":0.018915283956658303,"score_gpt":0.348161850248127,"score_spread":0.3292465662914687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620211284","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.983331,0.00056277274,0.009261266,0.00056905363,0.000026060146,0.00022948495,0.00007172568,0.000046478992,0.0059021404],"genre_scores_gemma":[0.9922438,0.0003336783,0.006166471,0.000063615604,0.000019442876,0.00014810947,0.00005782856,0.000026626329,0.0009405274],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.981184,0.015712557,0.00070533954,0.00070093066,0.0012892075,0.0004080538],"domain_scores_gemma":[0.87363505,0.11725576,0.0034836237,0.001363574,0.0035644337,0.00069744675],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01513569,0.00047827789,0.0006162011,0.0029142865,0.0023237374,0.0031221623,0.00086991437,0.00081083685,0.0012100079],"category_scores_gemma":[0.051444836,0.0002601956,0.00031274045,0.0016352884,0.003435744,0.0030455322,0.0031730582,0.0011946253,0.00017042401],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001988346,0.00020849615,0.019679062,0.00062925025,0.000021630034,0.00052967796,0.9146101,0.00026392122,0.015062768,0.003085012,0.00028094833,0.04543027],"study_design_scores_gemma":[0.00006897798,0.00079424866,0.08165528,0.0010492945,0.00014021996,0.0011448977,0.84004635,0.0045926548,0.027808506,0.004337836,0.038231853,0.00012985972],"about_ca_topic_score_codex":0.0012698566,"about_ca_topic_score_gemma":0.0016351779,"teacher_disagreement_score":0.01513569,"about_ca_system_score_codex":0.0022225862,"about_ca_system_score_gemma":0.00138083,"threshold_uncertainty_score":0.08004612},"labels":[],"label_agreement":null},{"id":"W2620655994","doi":"","title":"Finding one’s own voice – Balancing the views of the researcher within narrative inquiry when exploring race and teacher identity in an EFL context","year":2010,"lang":"en","type":"article","venue":"Research Explorer (The University of Manchester)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Narrative; Context (archaeology); Identity (music); Narrative inquiry; Race (biology); Sociology; Pedagogy; Psychology; Gender studies; Social psychology; Linguistics","score_opus":0.3184151195387051,"score_gpt":0.3569868083662153,"score_spread":0.03857168882751022,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620655994","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7636968,0.007243386,0.043932363,0.06523565,0.0010444042,0.00039437172,0.00009481263,0.000103939536,0.118254274],"genre_scores_gemma":[0.99011713,0.0011671019,0.0031265137,0.0011346405,0.00009011421,0.00014620062,0.000011711861,0.000056694706,0.0041500162],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9275381,0.06468849,0.0010089509,0.0018916585,0.0027923181,0.0020804147],"domain_scores_gemma":[0.9266914,0.062011644,0.003659681,0.002166898,0.0030830964,0.0023872552],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.047897503,0.00069189287,0.0012179038,0.003159749,0.021624213,0.02481237,0.0031636187,0.005216185,0.002640289],"category_scores_gemma":[0.06478187,0.0010496851,0.0007120014,0.0019070775,0.06319364,0.02223262,0.014388562,0.005952858,0.0004914864],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008863617,0.000004714674,0.00031982263,0.000039809573,0.0000024564836,0.0002277019,0.9892294,0.000013296783,0.00012450932,0.008402536,0.00017859168,0.0014481987],"study_design_scores_gemma":[0.0000041085464,0.000012714974,0.0001808251,0.0001801813,0.0000050970193,0.00031453557,0.98601276,0.00006990235,0.00020265496,0.004600757,0.00840724,0.000009210842],"about_ca_topic_score_codex":0.0060017486,"about_ca_topic_score_gemma":0.009059291,"teacher_disagreement_score":0.9521025,"about_ca_system_score_codex":0.0061792643,"about_ca_system_score_gemma":0.006121319,"threshold_uncertainty_score":0.25330925},"labels":[],"label_agreement":null},{"id":"W2620748125","doi":"10.20581/arele.20.0_81","title":"Improving Japanese University Students' Second Language Writing Accuracy : Effects of Languaging","year":2009,"lang":"en","type":"article","venue":"ARELE: Annual Review of English Language Education in Japan","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Linguistics; Mathematics education; Higher education; Computer science; Academic writing; Pedagogy; Psychology; Natural language processing; Philosophy","score_opus":0.004560655814634006,"score_gpt":0.2739031908717643,"score_spread":0.2693425350571303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620748125","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98955625,0.0064000743,0.0005612926,0.0003757081,0.00009745879,0.000040822615,0.00007637601,0.00008438556,0.0028075604],"genre_scores_gemma":[0.989778,0.005028503,0.0021937191,0.000277368,0.00008851183,0.00006111514,0.00014333591,0.00003291715,0.0023966185],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992687,0.0002805122,0.00010591181,0.00014956172,0.00012669481,0.00006854426],"domain_scores_gemma":[0.9967038,0.0015340555,0.00046763054,0.00020258813,0.0005423934,0.0005494696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010665654,0.00041896658,0.000658801,0.0005441756,0.00065607234,0.0009973709,0.00040851466,0.00046487877,0.0025005024],"category_scores_gemma":[0.006443167,0.00012494945,0.00054709014,0.00065667037,0.00044332218,0.0008420283,0.00076074095,0.0007204878,0.000557859],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006655719,0.008712346,0.060330536,0.0027206552,0.0004840105,0.00035132043,0.005790566,0.00045825276,0.03994402,0.00036500007,0.0032007038,0.8709868],"study_design_scores_gemma":[0.0021485437,0.054522812,0.8526409,0.001023512,0.0060484125,0.00086039706,0.008016999,0.0028616544,0.042397317,0.0012245022,0.028042251,0.00021271128],"about_ca_topic_score_codex":0.0040725837,"about_ca_topic_score_gemma":0.0071525113,"teacher_disagreement_score":0.0040725837,"about_ca_system_score_codex":0.0002498559,"about_ca_system_score_gemma":0.0009778967,"threshold_uncertainty_score":0.008365035},"labels":[],"label_agreement":null},{"id":"W2620755551","doi":"10.20581/arele.17.0_11","title":"Explicit and Implicit Second Language Knowledge on a Grammaticality Judgment Task","year":2006,"lang":"en","type":"article","venue":"ARELE: Annual Review of English Language Education in Japan","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Grammaticality; Task (project management); Implicit knowledge; Computer science; Implicit learning; Natural language processing; Cognitive psychology; Linguistics; Psychology; Artificial intelligence; Grammar; Cognitive science; Philosophy","score_opus":0.008518277222367308,"score_gpt":0.2860058330755918,"score_spread":0.2774875558532245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620755551","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9640559,0.00026553628,0.0043012425,0.00021930267,0.00020111741,0.00045727138,0.00069774257,0.00017900909,0.029622883],"genre_scores_gemma":[0.9649922,0.00046045933,0.007200395,0.0005303452,0.00012935317,0.0007295179,0.0019152579,0.0002038245,0.02383871],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99694926,0.00056621333,0.00029076735,0.0008891652,0.0010837947,0.00022081462],"domain_scores_gemma":[0.95994884,0.030317588,0.0030406301,0.0030336988,0.0025003515,0.0011588576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00393355,0.001028231,0.0013575036,0.0008217519,0.0006183379,0.0035795663,0.0013832162,0.0021185575,0.01197295],"category_scores_gemma":[0.037228316,0.0009432026,0.00044971265,0.00076758093,0.0009260954,0.005740457,0.0017019479,0.0022384056,0.0037728606],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.016021585,0.019252902,0.14094734,0.001864889,0.0006815449,0.00121295,0.018134588,0.004248473,0.3485847,0.010253369,0.012757232,0.4260404],"study_design_scores_gemma":[0.00242911,0.008442052,0.80354255,0.00051034073,0.0009331888,0.0023026115,0.0038639673,0.039810684,0.086885005,0.029312527,0.02116213,0.00080578506],"about_ca_topic_score_codex":0.0032517943,"about_ca_topic_score_gemma":0.004599761,"teacher_disagreement_score":0.01197295,"about_ca_system_score_codex":0.0006960936,"about_ca_system_score_gemma":0.0014961881,"threshold_uncertainty_score":0.040053546},"labels":[],"label_agreement":null},{"id":"W2621199597","doi":"10.5539/elt.v10n7p89","title":"Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Vocabulary; Class (philosophy); Mathematics education; Session (web analytics); Teaching method; Linguistics; Computer science; Artificial intelligence","score_opus":0.05673912128086038,"score_gpt":0.3860573033629145,"score_spread":0.3293181820820541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2621199597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99712914,0.000112291484,0.0012793264,0.000058978632,0.000004521968,0.000023974997,0.000024833595,0.00003233902,0.0013345765],"genre_scores_gemma":[0.9984357,0.000060647522,0.0006991237,0.0000106265925,0.000005409916,0.000028511964,0.000048611757,0.000019963833,0.0006914846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9857788,0.004624704,0.0014796335,0.001252698,0.0060305316,0.0008335645],"domain_scores_gemma":[0.8589539,0.097761765,0.01776277,0.007869239,0.013401297,0.0042510424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009246833,0.0003507877,0.0005963922,0.002713843,0.0010438865,0.00338868,0.001320784,0.0010789509,0.0016344392],"category_scores_gemma":[0.08649268,0.00057895604,0.0005437023,0.00096123724,0.0017509285,0.0029921844,0.0037595744,0.0020089813,0.00037519672],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006868836,0.0009273021,0.7223508,0.00032989422,0.00014270702,0.0006966223,0.13917515,0.0006316596,0.013438177,0.0010074192,0.000177424,0.12043602],"study_design_scores_gemma":[0.000015907144,0.001333767,0.9358383,0.0001599023,0.000061847095,0.0007231517,0.04561666,0.0020073855,0.01030903,0.001035754,0.0027754435,0.00012297582],"about_ca_topic_score_codex":0.0023614517,"about_ca_topic_score_gemma":0.0027916804,"teacher_disagreement_score":0.009246833,"about_ca_system_score_codex":0.0017770004,"about_ca_system_score_gemma":0.0010829025,"threshold_uncertainty_score":0.048902452},"labels":[],"label_agreement":null},{"id":"W2621264892","doi":"10.1111/modl.12387","title":"The Effectiveness of Extensive Versus Intensive Recasts for Learning L2 Grammar","year":2017,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":80,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Grammaticality; Grammar; Focus on form; Task (project management); Corrective feedback; Operationalization; Psychology; Linguistics; Control (management); Computer science; Storytelling; Cognitive psychology; Natural language processing; Artificial intelligence; Mathematics education; Narrative","score_opus":0.045440412559360585,"score_gpt":0.3117551183101817,"score_spread":0.2663147057508211,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2621264892","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989195,0.000072220035,0.00030581155,0.000016573043,0.000003685191,0.000043263746,0.000008953694,0.000027979218,0.00060203485],"genre_scores_gemma":[0.99463403,0.00018994627,0.0033772348,0.00003732802,0.000015968762,0.00010504986,0.00006359025,0.000022833703,0.0015540606],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99767476,0.0009478771,0.00025552648,0.000401014,0.000564185,0.00015649827],"domain_scores_gemma":[0.9918968,0.004156068,0.0015106201,0.0006678826,0.00048827584,0.0012804008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020465439,0.00079086015,0.0007075402,0.0005816264,0.00021677853,0.00070509274,0.00063239207,0.00056192366,0.002026958],"category_scores_gemma":[0.011573456,0.00028254543,0.00026224132,0.00019763752,0.0006107087,0.0011386485,0.0012974087,0.00065622735,0.0004227216],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.033026237,0.039702393,0.040399972,0.0016026996,0.00042454695,0.0007173528,0.009220287,0.0018191161,0.20975763,0.0005112384,0.0005901701,0.6622284],"study_design_scores_gemma":[0.004713859,0.2848935,0.55401224,0.00038337166,0.0014314415,0.002052852,0.008191189,0.00494747,0.12772565,0.0018739299,0.009476399,0.00029822154],"about_ca_topic_score_codex":0.00055847544,"about_ca_topic_score_gemma":0.0013078562,"teacher_disagreement_score":0.0020465439,"about_ca_system_score_codex":0.00018629698,"about_ca_system_score_gemma":0.00041081506,"threshold_uncertainty_score":0.01082325},"labels":[],"label_agreement":null},{"id":"W2622103114","doi":"10.5539/mas.v11n7p51","title":"The Impact of Social Support on EFL Learners’ Motivation at Iraqi Kurdistan Universities","year":2017,"lang":"en","type":"article","venue":"Modern Applied Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Foreign language; Scale (ratio); Mathematics education; English as a foreign language; Motivation to learn; English language; Factor (programming language); Pedagogy; Social psychology; Computer science; Developmental psychology","score_opus":0.0473710634611621,"score_gpt":0.2945325908898061,"score_spread":0.247161527428644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2622103114","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99909663,0.000042223674,0.000006963727,0.0001216345,0.000003046652,0.000003367002,0.000008058322,7.4205263e-7,0.0007173343],"genre_scores_gemma":[0.9997379,0.000043244927,0.000011626678,0.000019415003,0.0000032315752,0.0000032398545,0.0000071871773,4.936794e-7,0.00017361251],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99903774,0.00039140802,0.000046203197,0.000045983496,0.00015444764,0.00032426132],"domain_scores_gemma":[0.9975412,0.0004559373,0.000529769,0.000047083304,0.0002739621,0.0011520976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009997579,0.00025713167,0.00030164586,0.0006529718,0.0014130413,0.0018403472,0.000294596,0.0004032783,0.0025890602],"category_scores_gemma":[0.0029085476,0.0001027243,0.00031091835,0.00043985026,0.00060073275,0.00038285012,0.0012545491,0.0005264964,0.00018936917],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015401772,0.0011351199,0.93713266,0.00012140297,0.000099875455,0.00069482,0.02574464,0.00014321842,0.0014568712,0.0006157569,0.0007647912,0.03193684],"study_design_scores_gemma":[0.0000075603366,0.00022328012,0.96167797,0.000048459468,0.000020329799,0.000097807206,0.03619045,0.00016614654,0.00013193178,0.00010610555,0.0013160231,0.000013931471],"about_ca_topic_score_codex":0.0041960645,"about_ca_topic_score_gemma":0.007912366,"teacher_disagreement_score":0.0041960645,"about_ca_system_score_codex":0.00073730317,"about_ca_system_score_gemma":0.0011073552,"threshold_uncertainty_score":0.008661211},"labels":[],"label_agreement":null},{"id":"W2622574151","doi":"","title":"Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms","year":2012,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; English language; Computer science; Pedagogy; Linguistics; Psychology; Philosophy","score_opus":0.24574941059766536,"score_gpt":0.38654190262603816,"score_spread":0.1407924920283728,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2622574151","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9917995,0.00009456805,0.00057379843,0.00040632716,0.000006047511,0.000033166347,0.000004574785,0.0000051379016,0.0070768744],"genre_scores_gemma":[0.9974553,0.000121883924,0.00087921706,0.000095578594,0.000002751793,0.000028223652,0.000006243334,0.0000041242743,0.0014066988],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960329,0.0019511558,0.00012433002,0.0003923601,0.00073552295,0.0007636538],"domain_scores_gemma":[0.9969901,0.00095661066,0.0005924267,0.00012942946,0.00036732672,0.0009640141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040812963,0.00037266256,0.00028681388,0.0012264246,0.006167708,0.009518209,0.0012447746,0.0010320059,0.0013277549],"category_scores_gemma":[0.005097095,0.0004661306,0.00039173747,0.00052374846,0.011013763,0.0021652828,0.0063802656,0.0017078919,0.0001946195],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032401174,0.00014043752,0.032847356,0.00007216967,0.0000066779235,0.00046385662,0.94711405,0.00005643439,0.0046033054,0.0053007724,0.00014999865,0.00921249],"study_design_scores_gemma":[0.000014571041,0.0001006846,0.035996158,0.000110545705,0.000021508129,0.00028324084,0.9450348,0.00017994115,0.0012406718,0.0015825242,0.015403849,0.000031594554],"about_ca_topic_score_codex":0.06523256,"about_ca_topic_score_gemma":0.14857422,"teacher_disagreement_score":0.06523256,"about_ca_system_score_codex":0.0061906134,"about_ca_system_score_gemma":0.009044552,"threshold_uncertainty_score":0.12970579},"labels":[],"label_agreement":null},{"id":"W2623060285","doi":"10.5539/elt.v10n7p123","title":"How Does the First Language Have an Influence on Language Learning? A Case study in an English ESL Classroom","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foreign language; Punctuation; Handwriting; Linguistics; Language acquisition; Language assessment; Language education; Mathematics education","score_opus":0.018463613392649895,"score_gpt":0.2873117312124788,"score_spread":0.2688481178198289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2623060285","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99422646,0.00028637797,0.0006262086,0.00076794665,0.00001965455,0.00003583125,0.0000131939305,0.000010909753,0.0040133884],"genre_scores_gemma":[0.9950664,0.00044699325,0.001058046,0.0001544103,0.00001613864,0.000031010117,0.000010201047,0.000010682238,0.0032061327],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99591714,0.002454071,0.00012607063,0.00028938218,0.0006335222,0.0005798187],"domain_scores_gemma":[0.9904522,0.005904157,0.0008309657,0.00021426985,0.00073412585,0.0018642745],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026981656,0.00052917673,0.0005878032,0.0012670864,0.0070301923,0.0032996312,0.0014236763,0.0028351424,0.0021067106],"category_scores_gemma":[0.0070377793,0.00036665366,0.00053909415,0.0007649018,0.0037154143,0.001897469,0.0022170362,0.0019934012,0.0004494801],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024262854,0.0026558521,0.0639775,0.0006171035,0.00004375299,0.13586123,0.7405515,0.0009550729,0.008165054,0.0038103396,0.0018139677,0.041305996],"study_design_scores_gemma":[0.000044202858,0.0011433254,0.024044938,0.00033558387,0.00005759995,0.029950395,0.90730923,0.0014795567,0.007385071,0.0008751361,0.02728463,0.000090280526],"about_ca_topic_score_codex":0.010415468,"about_ca_topic_score_gemma":0.02631781,"teacher_disagreement_score":0.010415468,"about_ca_system_score_codex":0.0032686095,"about_ca_system_score_gemma":0.0021288453,"threshold_uncertainty_score":0.023715556},"labels":[],"label_agreement":null},{"id":"W2623108750","doi":"10.5539/elt.v10n7p150","title":"College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Reading (process); Psychology; Mainland China; Perspective (graphical); Language assessment; Mathematics education; Professional writing; Comprehension approach; Language education; Written language; Language acquisition; Computer science; Linguistics; Pedagogy; China; Artificial intelligence","score_opus":0.01686451270322753,"score_gpt":0.2504608468581511,"score_spread":0.2335963341549236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2623108750","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99431074,0.00008863414,0.0001403214,0.00060135435,0.00000508517,0.000019420952,0.000011313663,0.000004730543,0.0048184292],"genre_scores_gemma":[0.99803954,0.0000991569,0.00022018694,0.000057070574,0.0000026665216,0.000011042237,0.000016509106,0.0000013896885,0.0015525254],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99958473,0.00011006362,0.000027062171,0.00005423536,0.00008122381,0.00014264864],"domain_scores_gemma":[0.9991321,0.0002450951,0.00017053378,0.000038081907,0.00013590668,0.00027827235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007182132,0.00023459435,0.00014344919,0.0007176207,0.0015612111,0.0012882486,0.0005607428,0.00026082475,0.003115469],"category_scores_gemma":[0.0015301694,0.000101244084,0.00015428363,0.0005205376,0.0012861841,0.0007919284,0.0010539949,0.00047153336,0.00018373271],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018649544,0.0015008083,0.6472398,0.000703721,0.00005016432,0.0025756124,0.105442315,0.0009496815,0.010065425,0.015209594,0.0022990296,0.21377735],"study_design_scores_gemma":[0.00007109406,0.0005705662,0.88584644,0.00018197823,0.000047323865,0.00027656666,0.09449933,0.003156029,0.0047334856,0.0032139332,0.007373549,0.0000295969],"about_ca_topic_score_codex":0.03650807,"about_ca_topic_score_gemma":0.09468785,"teacher_disagreement_score":0.03650807,"about_ca_system_score_codex":0.0020419864,"about_ca_system_score_gemma":0.006984061,"threshold_uncertainty_score":0.072591186},"labels":[],"label_agreement":null},{"id":"W2623215819","doi":"10.5539/elt.v10n7p104","title":"Communicative Competence of the Fourth Year Students: Basis for Proposed English Language Program","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Communicative competence; Grammar; Competence (human resources); Communicative language teaching; Noun; Adverb; Verb; Linguistic competence; Language assessment; Language education; Mathematics education; Pedagogy","score_opus":0.024653528752974246,"score_gpt":0.31420262486314726,"score_spread":0.289549096110173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2623215819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981731,0.000030108211,0.00007015466,0.00010518483,0.0000050175086,0.000040526153,0.000020291338,0.000003362709,0.0015522556],"genre_scores_gemma":[0.99781847,0.000054103653,0.0002993839,0.000017652123,0.0000029885782,0.000041491927,0.000039383023,0.000001441159,0.0017251451],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99951947,0.000120319804,0.000033611377,0.00004276275,0.0001280159,0.00015584593],"domain_scores_gemma":[0.99811375,0.00019156424,0.00019568822,0.000039351944,0.00038705103,0.0010725483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010875723,0.0001716658,0.00018798464,0.0005991819,0.00069456856,0.00084958883,0.00034417727,0.00030115392,0.0028152755],"category_scores_gemma":[0.0035083496,0.00012289154,0.00020638508,0.00021464589,0.00025108623,0.0002794549,0.0005604978,0.000482913,0.00034028868],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029040125,0.0021459477,0.8271442,0.00027556746,0.000020090823,0.0016592605,0.068167485,0.00022603555,0.011323086,0.0017561505,0.0013725802,0.08561917],"study_design_scores_gemma":[0.00001711518,0.0012183262,0.9275962,0.00012864229,0.000021480497,0.00038276077,0.05822784,0.0007333128,0.0035672565,0.00022240097,0.007857584,0.000027027607],"about_ca_topic_score_codex":0.0046286616,"about_ca_topic_score_gemma":0.0073287976,"teacher_disagreement_score":0.0046286616,"about_ca_system_score_codex":0.0008518699,"about_ca_system_score_gemma":0.0027316422,"threshold_uncertainty_score":0.009418011},"labels":[],"label_agreement":null},{"id":"W2624058899","doi":"10.1515/iral-2017-0066","title":"Impacts of task complexity on the development of L2 oral performance over time","year":2017,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Task (project management); Task analysis; Computer science; Linguistics; Production (economics); Psychology; Cognitive psychology; Engineering; Philosophy","score_opus":0.052820812080125026,"score_gpt":0.3414118408711567,"score_spread":0.2885910287910317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2624058899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9963707,0.00022353223,0.000635164,0.000056523404,0.000013236996,0.00004295213,0.00018580031,0.00003318621,0.002438954],"genre_scores_gemma":[0.99655056,0.00008245273,0.0007138378,0.00002989916,0.0000116609635,0.000119715674,0.00024433967,0.000051327082,0.0021961252],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971787,0.00090562546,0.0002572855,0.00051898207,0.000872029,0.00026747896],"domain_scores_gemma":[0.9502633,0.034298718,0.0073184487,0.00197572,0.0039035503,0.0022402238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033291662,0.0004979249,0.0004905213,0.00060455175,0.0003855342,0.0027496729,0.000572563,0.000478601,0.0070747435],"category_scores_gemma":[0.039858498,0.00029929998,0.00038416058,0.00043175003,0.00045567888,0.00093379186,0.0019113263,0.00091527496,0.0011293327],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0149198845,0.003931987,0.59554636,0.00096861087,0.0006881052,0.0011393385,0.019487599,0.0058470923,0.12193752,0.0007548861,0.0027596129,0.23201896],"study_design_scores_gemma":[0.000060540642,0.0022659965,0.9867361,0.00006550975,0.000093214745,0.00018153558,0.0016173574,0.0019356946,0.0050823945,0.0006353178,0.0012557837,0.00007058396],"about_ca_topic_score_codex":0.0038451839,"about_ca_topic_score_gemma":0.0025758946,"teacher_disagreement_score":0.0070747435,"about_ca_system_score_codex":0.00064532075,"about_ca_system_score_gemma":0.0006129243,"threshold_uncertainty_score":0.023667395},"labels":[],"label_agreement":null},{"id":"W2624260506","doi":"10.1093/oxfordhb/9780195384253.013.0003","title":"Research Approaches in Applied Linguistics","year":2010,"lang":"en","type":"book","venue":"Oxford University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Applied linguistics; Linguistics; Computer science; Philosophy","score_opus":0.1664485286047707,"score_gpt":0.2649020142171044,"score_spread":0.09845348561233372,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2624260506","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0031457387,0.19537744,0.08397618,0.025264204,0.004436535,0.00008924582,0.00064446015,0.0006953459,0.6863709],"genre_scores_gemma":[0.17158772,0.17618191,0.060505368,0.004308196,0.0071515795,0.00074194855,0.0017593253,0.0017087223,0.5760552],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9971329,0.0015688849,0.00024088778,0.00033471684,0.00061292434,0.00010971504],"domain_scores_gemma":[0.9936911,0.004632454,0.00015950318,0.0008698141,0.00045235574,0.00019474162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038513625,0.001268849,0.0016660223,0.004816868,0.002150547,0.009269673,0.0014001715,0.0026990294,0.037027135],"category_scores_gemma":[0.0067781857,0.0010433428,0.00051104574,0.006303101,0.010829236,0.013754463,0.003331768,0.0042615132,0.011213764],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011945085,0.0000345099,0.00019229291,0.00070315454,0.00001589083,0.00009106145,0.0039144713,0.00030261427,0.00017276786,0.79789716,0.075126395,0.12153776],"study_design_scores_gemma":[0.0000094710895,0.000011381067,0.00034766152,0.0009390909,0.000013220476,0.00016451038,0.001989382,0.00040364073,0.00014502021,0.4648195,0.5311487,0.000008504822],"about_ca_topic_score_codex":0.002799859,"about_ca_topic_score_gemma":0.0055901716,"teacher_disagreement_score":0.037027135,"about_ca_system_score_codex":0.0035497288,"about_ca_system_score_gemma":0.004149153,"threshold_uncertainty_score":0.12386817},"labels":[],"label_agreement":null},{"id":"W2625425842","doi":"10.5539/elt.v10n7p216","title":"Consonant Cluster Acquisition by L2 Thai Speakers","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Naresuan University","keywords":"Psychology; Active listening; Consonant cluster; Coda; Markedness; German; Phonetics; Consonant; Second-language acquisition; Value (mathematics); Linguistics; Cluster (spacecraft); Communication; Statistics","score_opus":0.012280177977860244,"score_gpt":0.2550937965944607,"score_spread":0.24281361861660045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625425842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961996,0.00001041426,0.000031133517,0.0000057522443,0.0000011090125,0.000002235806,0.000013082755,0.0000020155796,0.00031431176],"genre_scores_gemma":[0.99894387,0.000022797189,0.00006359211,0.0000075440726,0.0000015791533,0.0000048849424,0.000036355534,0.0000048006896,0.0009147078],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997173,0.000056589102,0.000026821554,0.00006371458,0.00006966144,0.00006587982],"domain_scores_gemma":[0.9989899,0.00030694346,0.0002219126,0.00006615613,0.00019431392,0.00022080242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037512823,0.00036085618,0.00024017916,0.00035967372,0.00051260006,0.0011298674,0.0001733384,0.00034618826,0.0029722333],"category_scores_gemma":[0.0018129487,0.00027665123,0.00024773806,0.00021131721,0.00032243622,0.0005135836,0.000712089,0.0004271841,0.0007457706],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029690317,0.0005899843,0.6689969,0.00022219817,0.00009281317,0.005724743,0.080577314,0.00031698527,0.19248958,0.00030512782,0.0005454766,0.047169812],"study_design_scores_gemma":[0.000049231232,0.0026888242,0.94153994,0.000033502743,0.00007204132,0.0052416925,0.034770116,0.0012445399,0.012413471,0.00017481775,0.0016857012,0.0000859501],"about_ca_topic_score_codex":0.0074089803,"about_ca_topic_score_gemma":0.0050636437,"teacher_disagreement_score":0.0074089803,"about_ca_system_score_codex":0.00017404078,"about_ca_system_score_gemma":0.00031394372,"threshold_uncertainty_score":0.014731705},"labels":[],"label_agreement":null},{"id":"W2625636145","doi":"10.6000/1929-7092.2017.06.31","title":"Taxi Drivers' Cross-Cultural Communication Problems and Challenges in Bangkok, Thailand","year":2017,"lang":"en","type":"article","venue":"Journal of Reviews on Global Economics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business; Economic growth; Socioeconomics; Geography; Sociology; Economics","score_opus":0.1786327293670605,"score_gpt":0.33332987659520436,"score_spread":0.15469714722814384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625636145","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9960867,0.00097074604,0.00004609252,0.0002656684,0.000012776429,0.000012664724,0.00007424606,0.000002070658,0.0025290167],"genre_scores_gemma":[0.9969271,0.0017507403,0.00005964321,0.00006790442,0.000004689651,0.000022452481,0.00007643441,0.0000018416888,0.0010893404],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995116,0.00016335578,0.00006265719,0.000047774305,0.000093108385,0.00012158909],"domain_scores_gemma":[0.9983419,0.0004064478,0.0005553735,0.000036722668,0.0003041681,0.00035530172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080209965,0.0002468859,0.00024909285,0.00079132034,0.0021844201,0.0024954847,0.00033282916,0.00043347714,0.0019090088],"category_scores_gemma":[0.0014944075,0.000241817,0.00018401165,0.0014862084,0.0007333485,0.0014233746,0.0015084536,0.0006569455,0.00025276543],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019950782,0.00014548302,0.6534051,0.0009345497,0.00009967169,0.0054587782,0.27955404,0.000323248,0.0010239236,0.0005885593,0.0016816986,0.05658547],"study_design_scores_gemma":[0.000006134404,0.00011696243,0.34952134,0.0002860129,0.000038023707,0.0013294107,0.6422811,0.00020230681,0.0002481844,0.00013381575,0.0058023706,0.000034394692],"about_ca_topic_score_codex":0.09663316,"about_ca_topic_score_gemma":0.13188186,"teacher_disagreement_score":0.09663316,"about_ca_system_score_codex":0.001607133,"about_ca_system_score_gemma":0.0027689585,"threshold_uncertainty_score":0.19214141},"labels":[],"label_agreement":null},{"id":"W2625637360","doi":"10.5539/elt.v10n7p210","title":"A Comparison of Students’ Performances Using Audio Only and Video Media Methods","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Test (biology); Mathematics education; Audio equipment; Sample (material); Multimedia; Computer science; Communication","score_opus":0.07124550119411627,"score_gpt":0.420738775569749,"score_spread":0.3494932743756327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625637360","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99659914,0.00011542638,0.0007970971,0.000023930603,0.0000150741125,0.000031490068,0.000079721525,0.00001679677,0.0023214086],"genre_scores_gemma":[0.99519956,0.00014948363,0.0012382923,0.000012567685,0.000010254355,0.00003963011,0.00010594781,0.000009168394,0.0032351373],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9990408,0.0001825949,0.000117692616,0.00014745613,0.00037687796,0.00013454154],"domain_scores_gemma":[0.9973028,0.0010119047,0.00040131775,0.00012523419,0.00077576167,0.00038297457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079214916,0.00038017746,0.00038141554,0.0010442511,0.00024046029,0.00084559387,0.00028753176,0.00037783923,0.004275002],"category_scores_gemma":[0.0038270096,0.000102200596,0.0003405902,0.0004245295,0.00027413276,0.00054629263,0.00070871203,0.00033793948,0.0011018047],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032286663,0.0036843054,0.39358434,0.0011494677,0.00020827306,0.0013272216,0.03017423,0.0005949068,0.14955133,0.00043398474,0.0014554322,0.41460776],"study_design_scores_gemma":[0.000047841222,0.0106256455,0.9198266,0.0001331413,0.00012010467,0.0012665908,0.021580506,0.00116668,0.039212033,0.00027591147,0.00565416,0.000090792484],"about_ca_topic_score_codex":0.0005099263,"about_ca_topic_score_gemma":0.00095811015,"teacher_disagreement_score":0.004275002,"about_ca_system_score_codex":0.00015671136,"about_ca_system_score_gemma":0.0002529947,"threshold_uncertainty_score":0.0143013},"labels":[],"label_agreement":null},{"id":"W2625669447","doi":"","title":"Examining Identity and Communication Experiences of International Teaching Assistants","year":2017,"lang":"en","type":"article","venue":"2017 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Identity (music); Social identity theory; Linguistics; Language acquisition; Psychology; Sociology; Pedagogy; Social psychology; Mathematics education; Social group","score_opus":0.1695787844063336,"score_gpt":0.3537116929409816,"score_spread":0.184132908534648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625669447","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994547,0.0001264835,0.00012489909,0.00019262792,0.000020933734,0.0000063571,0.0000068744184,0.0000027737071,0.004972059],"genre_scores_gemma":[0.99689436,0.0001530179,0.00012031274,0.00009580785,0.000014344511,0.0000075835114,0.000010531395,0.0000036668212,0.002700405],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9971011,0.001357116,0.00011523314,0.00020376853,0.00062750856,0.00059535046],"domain_scores_gemma":[0.99231404,0.0026963742,0.001639561,0.00029130199,0.0012817776,0.0017769232],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026160483,0.00022146557,0.00034452605,0.0009275772,0.0052728835,0.0051452783,0.0005849526,0.0006494338,0.0020358418],"category_scores_gemma":[0.011617066,0.00019794662,0.00019115406,0.00055198837,0.0020666067,0.0018314003,0.0036492224,0.001400101,0.00049331854],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075405806,0.00020103171,0.07622698,0.000030527193,0.0000068015024,0.000394644,0.9011805,0.000019265271,0.00095228147,0.00062916183,0.0004949881,0.019788308],"study_design_scores_gemma":[0.0000056928443,0.00011238102,0.03066459,0.00003162732,0.000006492956,0.00031405373,0.96299124,0.00006169305,0.00024790416,0.00011437154,0.0054367087,0.000013260366],"about_ca_topic_score_codex":0.017679226,"about_ca_topic_score_gemma":0.023699956,"teacher_disagreement_score":0.017679226,"about_ca_system_score_codex":0.0018771618,"about_ca_system_score_gemma":0.0024861535,"threshold_uncertainty_score":0.035152614},"labels":[],"label_agreement":null},{"id":"W2625836817","doi":"","title":"Why Can't Tertiary Learners Write a 'Decent' Business Letter?","year":2018,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); The arts; Test (biology); Quarter (Canadian coin); Globalization; Perception; Psychology; Dream; Higher education; Task (project management); Medical education; Pedagogy; Management; Political science; History; Medicine","score_opus":0.026358484185842447,"score_gpt":0.23280372771974409,"score_spread":0.20644524353390165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625836817","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91973776,0.0013795518,0.0018538609,0.052457985,0.00081352313,0.00009190546,0.00010730848,0.00019015468,0.023367945],"genre_scores_gemma":[0.97288257,0.001162001,0.0006831619,0.0119890645,0.00019288053,0.000043167853,0.000056803277,0.000050739163,0.012939684],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99609286,0.001275631,0.00025134697,0.00032807532,0.0012153735,0.00083665183],"domain_scores_gemma":[0.98100233,0.00493039,0.0030412064,0.0011153632,0.0040610814,0.005849536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046572913,0.00034226733,0.0005646201,0.00060829445,0.0042088376,0.008888944,0.0014101907,0.0030113598,0.007135819],"category_scores_gemma":[0.03785177,0.00031243646,0.00036688798,0.00065083295,0.0036016228,0.0040811934,0.002365836,0.0036291727,0.0052244286],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003560039,0.0020426367,0.23405686,0.0008927893,0.00005479694,0.006832496,0.3518076,0.00019456052,0.0057970462,0.0063247923,0.10170895,0.28993142],"study_design_scores_gemma":[0.00006268053,0.0006544087,0.0764857,0.00074672303,0.000046533638,0.0053535737,0.8186482,0.0005199196,0.0038968325,0.005570269,0.08786697,0.00014814996],"about_ca_topic_score_codex":0.0045227474,"about_ca_topic_score_gemma":0.008489019,"teacher_disagreement_score":0.008888944,"about_ca_system_score_codex":0.0013788622,"about_ca_system_score_gemma":0.0028732328,"threshold_uncertainty_score":0.024630427},"labels":[],"label_agreement":null},{"id":"W2625908027","doi":"10.63997/jct.v26i2.192","title":"(Im)Possibilities of \"Undoing\" Identity in a Third Space","year":2010,"lang":"en","type":"article","venue":"Journal of Curriculum Theorizing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Undoing; Identity (music); Space (punctuation); Epistemology; Sociology; Psychoanalysis; Aesthetics; Art; Philosophy; Psychology; Linguistics","score_opus":0.012181459769063839,"score_gpt":0.27229880993484623,"score_spread":0.2601173501657824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625908027","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13561322,0.0022604566,0.09728725,0.036719494,0.0019641295,0.000097957476,0.000047780053,0.00029255045,0.72571725],"genre_scores_gemma":[0.9645774,0.00041489548,0.0066183656,0.0011217776,0.00008851762,0.00008027892,0.000014794978,0.000087947454,0.026996117],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99515414,0.0026362494,0.00015566224,0.0003351252,0.0010549076,0.00066395686],"domain_scores_gemma":[0.995154,0.002112398,0.0005378435,0.00086552,0.0009058029,0.00042441877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038914739,0.00057490263,0.00048877293,0.001132159,0.0075736633,0.010073735,0.001601983,0.0023009377,0.003912351],"category_scores_gemma":[0.007459789,0.00028944525,0.00079113414,0.0008351814,0.046964396,0.012141999,0.007398657,0.0051452583,0.00050672627],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011206204,0.0000072035086,0.00025399396,0.000029537201,0.0000030034794,0.00023338401,0.08854898,0.00009127464,0.00024435937,0.9047311,0.0015198505,0.0043260977],"study_design_scores_gemma":[0.000020472555,0.00006526267,0.0011249264,0.00034786452,0.00002508113,0.0010745317,0.26828057,0.0011517472,0.0023406125,0.37130067,0.35421452,0.000053825304],"about_ca_topic_score_codex":0.007224729,"about_ca_topic_score_gemma":0.0065801986,"teacher_disagreement_score":0.010073735,"about_ca_system_score_codex":0.0039076675,"about_ca_system_score_gemma":0.0051240744,"threshold_uncertainty_score":0.02835226},"labels":[],"label_agreement":null},{"id":"W2626467555","doi":"10.5539/elt.v10n7p247","title":"Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Mathematics education; Qualitative research; Foreign language; Qualitative property; Cognition; Sample (material); English as a foreign language; Pedagogy; Medical education","score_opus":0.018486899216451205,"score_gpt":0.24654965712803015,"score_spread":0.22806275791157893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2626467555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998898,0.00014830685,0.00007937196,0.00011494864,0.000005461935,0.0000075182797,0.000004363676,0.0000027945855,0.00073924084],"genre_scores_gemma":[0.99888223,0.0001936291,0.00021720037,0.00005903693,0.000004942121,0.000008805099,0.000008583071,0.0000021438325,0.0006233978],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99801743,0.00092760776,0.00013717008,0.00013038701,0.000429948,0.00035744425],"domain_scores_gemma":[0.9944952,0.0016921142,0.001290043,0.00019980557,0.0006629935,0.0016598463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003224257,0.0003454763,0.00037023693,0.0007045107,0.0019244537,0.002056798,0.00062793243,0.0006194294,0.0025662137],"category_scores_gemma":[0.0060400427,0.00018840523,0.00025898535,0.0003647446,0.001293716,0.0011261437,0.002008274,0.00061121385,0.00042565344],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047204367,0.002169356,0.350835,0.0007262255,0.00006210252,0.0023009775,0.5072829,0.00037978205,0.007812639,0.00096555764,0.0014363072,0.1255571],"study_design_scores_gemma":[0.000061548504,0.0015224201,0.31754127,0.0003532996,0.00004647104,0.0013700515,0.6640856,0.0006026088,0.0011928411,0.0007775116,0.012385106,0.000061289844],"about_ca_topic_score_codex":0.0035142372,"about_ca_topic_score_gemma":0.0058144247,"teacher_disagreement_score":0.0035142372,"about_ca_system_score_codex":0.0010432731,"about_ca_system_score_gemma":0.0012643376,"threshold_uncertainty_score":0.017051697},"labels":[],"label_agreement":null},{"id":"W268703208","doi":"","title":"Case Study of Factors Affecting Chinese Students' English Communication Performance/ETUDES SUR LES FACTEURS AFFECTANT LE NIVEAU D'ANGLAIS DES ÉTUDIANTS CHINOIS PERFORMANCE DE COMMUNICATION","year":2009,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Deci-; Humanities; Psychology; Communicative competence; Competence (human resources); Sociology; Pedagogy; Social psychology; Political science; Philosophy","score_opus":0.03484879960406028,"score_gpt":0.2819934947941146,"score_spread":0.24714469519005433,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W268703208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996798,0.000009671866,0.000064719155,0.000019163468,8.6706433e-7,0.000008322298,0.000009219625,8.7183867e-7,0.00020749134],"genre_scores_gemma":[0.99938285,0.000022014785,0.00015629106,0.000005734165,0.0000019825102,0.000018325056,0.000016873044,8.256595e-7,0.00039493002],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986628,0.0005332795,0.00013213712,0.00015149712,0.0002979773,0.00022228384],"domain_scores_gemma":[0.99598926,0.0020128689,0.0007833777,0.00015244308,0.00062761694,0.0004344731],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023342574,0.00035608592,0.0002507881,0.001563956,0.001968538,0.0007326877,0.0004308408,0.00040907736,0.002283168],"category_scores_gemma":[0.0039000837,0.00019931098,0.0003320068,0.0011982688,0.00062743586,0.00049954624,0.000677467,0.00045164136,0.0001738537],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011807146,0.00054879277,0.87527907,0.00007956367,0.000049677645,0.0062730494,0.096471265,0.00030381212,0.0031713974,0.00040950812,0.0003118691,0.016983971],"study_design_scores_gemma":[0.00000985253,0.00038993295,0.88207644,0.000027326594,0.00004235115,0.0011028177,0.11109492,0.0019175444,0.0019601078,0.00009119878,0.0012551523,0.00003236169],"about_ca_topic_score_codex":0.028863313,"about_ca_topic_score_gemma":0.024393642,"teacher_disagreement_score":0.028863313,"about_ca_system_score_codex":0.0016700036,"about_ca_system_score_gemma":0.0018193593,"threshold_uncertainty_score":0.05739063},"labels":[],"label_agreement":null},{"id":"W272267948","doi":"","title":"Understanding the Choice of Chinese Graduate Students' English Learning Strategies in a Canadian Context","year":2015,"lang":"en","type":"article","venue":"University Library - University of Saskatchewan (University of Saskatchewan)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Graduate students; Mathematics education; Psychology; Pedagogy; Sociology; History","score_opus":0.05036167927564549,"score_gpt":0.21103651413987218,"score_spread":0.16067483486422668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W272267948","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98059803,0.00019544469,0.00016791456,0.0004908217,0.0000069070265,0.000015863627,0.000077898905,0.0000061062865,0.01844103],"genre_scores_gemma":[0.9962631,0.00015169219,0.00017905526,0.0000957041,0.0000011893495,0.000011889917,0.000060301358,0.0000083255845,0.003228777],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986822,0.00020922984,0.00003379901,0.00020547926,0.00029095626,0.0005782881],"domain_scores_gemma":[0.996366,0.00099357,0.00029997592,0.000082955135,0.0011556982,0.0011017523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018228439,0.0004291641,0.00038969264,0.0016287761,0.008319845,0.0072554275,0.0013929054,0.0009209803,0.005270526],"category_scores_gemma":[0.005323717,0.00031880854,0.0003259084,0.0029481328,0.0029074235,0.0025124599,0.0022435018,0.0014966932,0.00033672096],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042773786,0.00027305083,0.25833383,0.00012463139,0.000043082222,0.00089523813,0.659325,0.0007268049,0.0033938491,0.022500783,0.0045920787,0.049363896],"study_design_scores_gemma":[0.000031396437,0.00005877324,0.32666093,0.00014246929,0.000059186037,0.00008156861,0.6496238,0.0015487868,0.0008548125,0.0023305356,0.018492619,0.00011508186],"about_ca_topic_score_codex":0.98107255,"about_ca_topic_score_gemma":0.99314547,"teacher_disagreement_score":0.05143861,"about_ca_system_score_codex":0.05143861,"about_ca_system_score_gemma":0.06357409,"threshold_uncertainty_score":0.37321502},"labels":[],"label_agreement":null},{"id":"W2727138975","doi":"10.3968/9674","title":"A Study on the Roles of Teachers in CLT Classrooms by Metaphor Analysis","year":2017,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metaphor; Psychology; Mathematics education; Class (philosophy); Communicative language teaching; Perception; Cognition; Pedagogy; Language education; Linguistics; Computer science","score_opus":0.0524103589485746,"score_gpt":0.2972466686915162,"score_spread":0.24483630974294163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2727138975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995272,0.00018491384,0.0014081448,0.00025191315,0.00001495439,0.000048118833,0.000014328954,0.000008308272,0.0027974634],"genre_scores_gemma":[0.9958476,0.00019289748,0.001717872,0.00009986158,0.0000064747683,0.00008756431,0.0000135643395,0.000009160427,0.0020249456],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966539,0.0023255816,0.00009271778,0.00027831245,0.00030675007,0.00034269138],"domain_scores_gemma":[0.99425805,0.0034633165,0.00077358476,0.00023618137,0.0006526335,0.00061625463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031673503,0.0004438184,0.0005421974,0.0017113376,0.0034930725,0.0024907058,0.0007819534,0.0009341932,0.002499525],"category_scores_gemma":[0.008072893,0.00041917033,0.00032820858,0.0008697531,0.0026882577,0.0025066088,0.0018167357,0.001582748,0.0004424388],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079026424,0.0005350708,0.023135569,0.00020098861,0.0000039754173,0.0014333426,0.9474152,0.000051499497,0.008819294,0.0024423997,0.0004893677,0.015394307],"study_design_scores_gemma":[0.000030155095,0.00045889404,0.026399063,0.00014238602,0.00000824241,0.0013742442,0.9524939,0.00046440054,0.0019964802,0.000691964,0.015910393,0.000029909896],"about_ca_topic_score_codex":0.0016830427,"about_ca_topic_score_gemma":0.0035304471,"teacher_disagreement_score":0.0034930725,"about_ca_system_score_codex":0.0015968347,"about_ca_system_score_gemma":0.0015557159,"threshold_uncertainty_score":0.016750753},"labels":[],"label_agreement":null},{"id":"W2727363449","doi":"","title":"'We Can All Count to 10 but We Do It in Different Ways': Learner Diversity in the Language Classroom","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Diversity (politics); Pedagogy; Government (linguistics); Cultural diversity; Teacher education; German; Sociology; Language education; Psychology; Linguistics","score_opus":0.06853226220893331,"score_gpt":0.25443227907137766,"score_spread":0.18590001686244434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2727363449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75410676,0.008047847,0.024570627,0.07722226,0.0006196215,0.00020584508,0.000056722663,0.00012432547,0.13504595],"genre_scores_gemma":[0.9900177,0.001157843,0.003326539,0.0018569425,0.00004324423,0.00007493655,0.000013448997,0.000024630563,0.0034847073],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97646844,0.018729601,0.000359181,0.0010939046,0.001777862,0.0015709716],"domain_scores_gemma":[0.9916358,0.004223549,0.0008961544,0.000469008,0.00083105237,0.0019444088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015990138,0.00064441696,0.0005526756,0.0017640953,0.01668213,0.012205326,0.0026383533,0.0029743297,0.0022353043],"category_scores_gemma":[0.012425388,0.00036386523,0.00054213795,0.0009757534,0.034683757,0.012313283,0.020957509,0.0059123635,0.00034759592],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012178156,0.00003650544,0.004713247,0.00009547562,0.000006170165,0.00065920723,0.95349884,0.000077746925,0.00023298344,0.026889699,0.0019216929,0.011856371],"study_design_scores_gemma":[0.000011422905,0.000061746105,0.0023801578,0.00057707675,0.000013527132,0.0011260898,0.9200057,0.00028195803,0.00026973395,0.019139867,0.056097146,0.000035593526],"about_ca_topic_score_codex":0.016007066,"about_ca_topic_score_gemma":0.022666296,"teacher_disagreement_score":0.01668213,"about_ca_system_score_codex":0.008003748,"about_ca_system_score_gemma":0.009591022,"threshold_uncertainty_score":0.084564924},"labels":[],"label_agreement":null},{"id":"W2727432456","doi":"10.7275/10008981.0","title":"Let’s Take an Adventure: Exploring Beginner Writing in Chinese by Non-Heritage Learner","year":2021,"lang":"en","type":"article","venue":"Scholarworks (University of Massachusetts Amherst)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"National Security Agency","keywords":"Adventure; Mathematics education; Visual arts; History; Psychology; Art; Art history","score_opus":0.02990410430004331,"score_gpt":0.2187174514910029,"score_spread":0.1888133471909596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2727432456","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98236793,0.0014430743,0.00018746573,0.0021821714,0.00013574281,0.000055176617,0.00017931813,0.000022726215,0.013426358],"genre_scores_gemma":[0.97028214,0.0031253858,0.0007641672,0.0017735695,0.00009415477,0.00013335921,0.0005631401,0.00006900121,0.023195129],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991334,0.00024581872,0.000034496272,0.00011793882,0.0002228614,0.0002454966],"domain_scores_gemma":[0.9974017,0.000531103,0.0004316591,0.000091965405,0.00032974934,0.0012139094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014867038,0.00063717336,0.00072439207,0.0021062854,0.0071496265,0.0061681,0.0012535679,0.0007774108,0.008674181],"category_scores_gemma":[0.0036452697,0.00040542518,0.000399869,0.0027755194,0.00260793,0.004265169,0.0044610444,0.0016328177,0.0015613047],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040454368,0.00018119917,0.13198021,0.00024845364,0.000019877873,0.0012095639,0.82477045,0.000023611097,0.000478314,0.00087134744,0.008305149,0.03187149],"study_design_scores_gemma":[0.0000040928967,0.000055965276,0.10576263,0.00018248912,0.000018127033,0.00030553568,0.87191945,0.000092876064,0.000098524484,0.00034779086,0.021184731,0.000027740087],"about_ca_topic_score_codex":0.032794528,"about_ca_topic_score_gemma":0.10371351,"teacher_disagreement_score":0.032794528,"about_ca_system_score_codex":0.0025170364,"about_ca_system_score_gemma":0.0040215403,"threshold_uncertainty_score":0.0652073},"labels":[],"label_agreement":null},{"id":"W2727958739","doi":"10.1057/978-1-137-58322-2_8","title":"Moving Between Diverse Cultural Contexts: How Important is Intercultural Learning to Chinese Heritage Language Learners?","year":2017,"lang":"en","type":"book-chapter","venue":"Palgrave Macmillan UK eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intercultural learning; Cultural heritage; Heritage language; Psychology; Linguistics; Sociology; Pedagogy; Geography; Archaeology; Philosophy","score_opus":0.032207874545298346,"score_gpt":0.269425923182732,"score_spread":0.23721804863743368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2727958739","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98198825,0.0014255871,0.00027212515,0.004343891,0.00007079594,0.000050929902,0.000013369417,0.0000076184488,0.011827421],"genre_scores_gemma":[0.9962974,0.0015017093,0.00023032083,0.0004948276,0.000018414818,0.00003177471,0.000014176391,0.0000056173267,0.001405767],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959682,0.0017318045,0.00014684764,0.00029881022,0.00093079417,0.00092343084],"domain_scores_gemma":[0.9959189,0.0013377935,0.00051261764,0.00016438114,0.0006013994,0.0014648372],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005851761,0.0007361633,0.00080570736,0.0013040048,0.011780618,0.009752751,0.0015297964,0.0016509765,0.003079258],"category_scores_gemma":[0.0059661884,0.0003681107,0.0005995136,0.0015592008,0.011046528,0.0061153662,0.0069402186,0.00334264,0.00023371026],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003018925,0.00008239562,0.028792527,0.00016577967,0.00002779687,0.00069106586,0.949196,0.000036767076,0.0006982537,0.0020347065,0.00057877245,0.01766575],"study_design_scores_gemma":[0.0000034658635,0.00003654868,0.014739673,0.00011017827,0.000020448879,0.00013822694,0.97914827,0.000056712048,0.00016022865,0.00049638154,0.005069223,0.000020552636],"about_ca_topic_score_codex":0.04996158,"about_ca_topic_score_gemma":0.07504509,"teacher_disagreement_score":0.04996158,"about_ca_system_score_codex":0.0065164026,"about_ca_system_score_gemma":0.008242484,"threshold_uncertainty_score":0.09934151},"labels":[],"label_agreement":null},{"id":"W2728515049","doi":"10.1075/sar.2.1.01ben","title":"Sleeping with strangers","year":2017,"lang":"en","type":"article","venue":"Study Abroad Research in Second Language Acquisition and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Narrative; Perspective (graphical); Psychology; Social psychology; Developmental psychology; Art; Visual arts; Literature","score_opus":0.08400217003189579,"score_gpt":0.4390424289382229,"score_spread":0.35504025890632707,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2728515049","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89903384,0.003835535,0.004645591,0.008462846,0.0028176105,0.0001803017,0.0006554474,0.00022842298,0.08014047],"genre_scores_gemma":[0.9503372,0.0013214139,0.0009591086,0.002749081,0.00024693934,0.000045067296,0.00021279384,0.00007768217,0.044050764],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99825317,0.0009209357,0.000090132366,0.00019299278,0.00022934552,0.00031351464],"domain_scores_gemma":[0.99731976,0.00056465075,0.00055116473,0.00034243276,0.0003794852,0.0008425343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014026158,0.00077352463,0.0006968075,0.0005470682,0.01005253,0.0037867022,0.0010741604,0.0014189706,0.012248172],"category_scores_gemma":[0.0034337947,0.00047608753,0.00083561806,0.00057222554,0.0065207602,0.003343525,0.0049556475,0.0030855793,0.002912786],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016477614,0.00009961426,0.033380534,0.0003666427,0.000114056034,0.009717144,0.9011501,0.00014625056,0.002160104,0.0063918806,0.021248361,0.025060518],"study_design_scores_gemma":[0.000007652848,0.00014217485,0.014192418,0.00025367367,0.000042869204,0.005581252,0.8595017,0.00010850476,0.00059450406,0.00084834447,0.11865619,0.00007075665],"about_ca_topic_score_codex":0.021108214,"about_ca_topic_score_gemma":0.031356104,"teacher_disagreement_score":0.021108214,"about_ca_system_score_codex":0.0018994043,"about_ca_system_score_gemma":0.0011961159,"threshold_uncertainty_score":0.04197067},"labels":[],"label_agreement":null},{"id":"W2728595622","doi":"10.5430/wjel.v7n2p31","title":"Listening Strategy Use for Different Text Types","year":2017,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Active listening; Comprehension; Computer science; Natural language processing; Psychology; Communication; Programming language","score_opus":0.04029355888901389,"score_gpt":0.28348984750013934,"score_spread":0.24319628861112544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2728595622","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9820387,0.00078403315,0.007018443,0.00009718608,0.000031802436,0.00019213193,0.00014165528,0.0002475847,0.009448433],"genre_scores_gemma":[0.9818318,0.00082871877,0.012263045,0.00015742172,0.000028834182,0.00024687525,0.0003917337,0.00016016707,0.004091488],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984975,0.0004118503,0.00025709585,0.0002727498,0.0004757113,0.00008509567],"domain_scores_gemma":[0.9835681,0.0129582705,0.0013684226,0.00042593488,0.0012645791,0.00041478407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017486529,0.00064339733,0.0004238977,0.0024469527,0.00038748386,0.0021841677,0.0006868162,0.00090112817,0.003728681],"category_scores_gemma":[0.02799636,0.00014751458,0.00042013885,0.000748531,0.00045553214,0.0030786989,0.0011139617,0.0005682866,0.0010608268],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018179166,0.0008756126,0.13767661,0.0028545726,0.00028410662,0.004017194,0.0984345,0.0011732707,0.18991408,0.0030683752,0.0015114605,0.55837244],"study_design_scores_gemma":[0.00037824482,0.0087508885,0.6279427,0.0033995272,0.0012622888,0.019093404,0.13334063,0.015592647,0.11924533,0.01665218,0.05378156,0.0005606006],"about_ca_topic_score_codex":0.00025779838,"about_ca_topic_score_gemma":0.00038868608,"teacher_disagreement_score":0.003728681,"about_ca_system_score_codex":0.00027419862,"about_ca_system_score_gemma":0.00022473156,"threshold_uncertainty_score":0.012473702},"labels":[],"label_agreement":null},{"id":"W2729685819","doi":"10.5430/wjel.v7n2p39","title":"Fifty Years of the Evolution of Listening Comprehension Skill across Different Pedagogical Perspectives in EFL and ESL Contexts: A Theoretical Review","year":2017,"lang":"en","type":"review","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Phenomenon; Listening comprehension; Foreign language; Comprehension; Language acquisition; Psychology; Informational listening; Appreciative listening; Linguistics; Mathematics education; Cognitive psychology; Epistemology; Communication","score_opus":0.07131020882677827,"score_gpt":0.37945651968842325,"score_spread":0.308146310861645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2729685819","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00028163788,0.998988,0.000064557105,0.0002667519,0.000059624643,0.0000035642922,0.000008370926,0.0000014068396,0.00032611142],"genre_scores_gemma":[0.0023460826,0.99715376,0.00014142167,0.00017007215,0.00007082148,0.00001203558,0.000015245773,0.000001777047,0.00008874053],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986418,0.00039988122,0.00030229267,0.00029199605,0.00029901718,0.00006499363],"domain_scores_gemma":[0.9892023,0.008777119,0.000732664,0.00013271887,0.0009934456,0.00016162587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037023232,0.0008846818,0.002004466,0.0068216543,0.00060168136,0.0024285112,0.0013309187,0.001839109,0.0026955046],"category_scores_gemma":[0.010585501,0.00059049734,0.001032205,0.0068750535,0.0018558722,0.004036975,0.0015388539,0.0018155264,0.00054287584],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000103913255,0.00007200285,0.0013767832,0.07456477,0.00029569093,0.00018611201,0.0020416728,0.00020708666,0.00040096283,0.0063973204,0.0049012084,0.9094526],"study_design_scores_gemma":[0.000039875154,0.00032887154,0.021702295,0.21227445,0.0022257285,0.0032080272,0.005885005,0.00025292984,0.0009477947,0.007611954,0.7453726,0.00015055027],"about_ca_topic_score_codex":0.0047852513,"about_ca_topic_score_gemma":0.0079627745,"teacher_disagreement_score":0.0068216543,"about_ca_system_score_codex":0.00196009,"about_ca_system_score_gemma":0.0051334607,"threshold_uncertainty_score":0.019580007},"labels":[],"label_agreement":null},{"id":"W2730806386","doi":"10.3390/languages2030008","title":"I Can’t Program! Customizable Mobile Language-Learning Resources for Researchers and Practitioners","year":2017,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Adaptation (eye); Context (archaeology); Language acquisition; Computer science; Shopping mall; Mobile device; Field (mathematics); Mathematics education; Multimedia; Human–computer interaction; World Wide Web; Psychology","score_opus":0.04215125301050628,"score_gpt":0.35763876000543815,"score_spread":0.3154875069949319,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2730806386","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.176882,0.0030833115,0.50556207,0.03266028,0.0016954194,0.0025979914,0.0012046782,0.022720054,0.25359416],"genre_scores_gemma":[0.4189985,0.0027879984,0.4718246,0.0046499977,0.0006355499,0.0038898455,0.0013001558,0.0020130477,0.093900315],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99835205,0.0009023793,0.00008347781,0.0002262211,0.00028157214,0.00015436814],"domain_scores_gemma":[0.99417794,0.0023454665,0.00030960175,0.0017264123,0.00049002765,0.00095055596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037835322,0.0005723169,0.0002692778,0.00096930494,0.0008457546,0.003397129,0.0021149304,0.0018728096,0.027511844],"category_scores_gemma":[0.011341711,0.00035881085,0.0005858729,0.0005498517,0.0011813792,0.006472342,0.0053598736,0.0013233703,0.01101847],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024503158,0.0008361978,0.0065569235,0.001091444,0.000029050712,0.0009177454,0.018349312,0.0011732132,0.017897004,0.042706896,0.07505485,0.83514243],"study_design_scores_gemma":[0.00019568572,0.0008133201,0.0068722684,0.00081855693,0.000047551992,0.0011615758,0.011496521,0.0027232303,0.007101699,0.03621381,0.93242335,0.00013249296],"about_ca_topic_score_codex":0.00048863015,"about_ca_topic_score_gemma":0.0011800757,"teacher_disagreement_score":0.027511844,"about_ca_system_score_codex":0.000663946,"about_ca_system_score_gemma":0.0013128683,"threshold_uncertainty_score":0.09203625},"labels":[],"label_agreement":null},{"id":"W2734287146","doi":"10.7939/r3bv79x9d","title":"Extending the heritage language classroom: Effects of digital asynchronous interactions in Alberta community schools","year":2013,"lang":"en","type":"article","venue":"University of Alberta Library","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Asynchronous communication; Heritage language; Mathematics education; Computer science; Pedagogy; Psychology; Multimedia; Telecommunications","score_opus":0.010263000600576668,"score_gpt":0.1958188005846798,"score_spread":0.18555579998410313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2734287146","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98910564,0.000050818442,0.00011409608,0.00017180611,0.000013619441,0.000035056484,0.000041480722,0.000069434485,0.010398082],"genre_scores_gemma":[0.9937354,0.00005887102,0.00042028888,0.000049454666,0.0000056855592,0.000030966832,0.00005625006,0.000015546693,0.0056275986],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99724483,0.00093519513,0.00006159252,0.00031611742,0.00054400973,0.0008982652],"domain_scores_gemma":[0.9860293,0.0042105494,0.00068147376,0.0005562764,0.0017658005,0.0067566223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002270997,0.0005709512,0.0004951592,0.0013614952,0.0059268256,0.004919832,0.002056341,0.0011694863,0.012959055],"category_scores_gemma":[0.00942595,0.000388327,0.0003462592,0.0018032058,0.0017824441,0.001950747,0.005515744,0.0013807775,0.0009872942],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015451767,0.04090222,0.13562626,0.00094658334,0.00014123492,0.0032445206,0.36325914,0.007968698,0.024982812,0.009669566,0.012314187,0.38549307],"study_design_scores_gemma":[0.0012530918,0.00617945,0.4935009,0.0005512678,0.0003089108,0.00015724533,0.42419526,0.0056039733,0.0059966524,0.003590675,0.05843829,0.00022426719],"about_ca_topic_score_codex":0.47610158,"about_ca_topic_score_gemma":0.72068614,"teacher_disagreement_score":0.5238984,"about_ca_system_score_codex":0.00944701,"about_ca_system_score_gemma":0.015516243,"threshold_uncertainty_score":0.9466607},"labels":[],"label_agreement":null},{"id":"W2734537114","doi":"10.3917/dbu.jquin.2015.01.0209","title":"Agir dans la diversité des langues","year":2015,"lang":"fr","type":"book-chapter","venue":"Champs linguistiques. Manuels","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Humanities; Sociology; Political science; Philosophy","score_opus":0.06881456633006601,"score_gpt":0.27676655608167156,"score_spread":0.20795198975160556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2734537114","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.581051,0.0030044592,0.041290414,0.0045124125,0.00013279538,0.00007345739,0.00041428764,0.00041834987,0.36910278],"genre_scores_gemma":[0.96807355,0.00091652287,0.008161726,0.00020417992,0.000016616903,0.00003035034,0.00014059992,0.00013988331,0.02231659],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99866104,0.0005512171,0.00004855934,0.0002716045,0.00030555614,0.00016191434],"domain_scores_gemma":[0.99863213,0.00055664807,0.00013611009,0.000195108,0.00037095082,0.00010905517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014379963,0.0005600412,0.00024110677,0.0013904611,0.0026330722,0.006524032,0.00062684057,0.00076382526,0.006282021],"category_scores_gemma":[0.0028865626,0.00030413942,0.0002593728,0.001138315,0.00670134,0.0045775734,0.0026648424,0.0014322285,0.00094723544],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072983814,0.000017449123,0.018925557,0.0002726357,0.000026814954,0.000858808,0.67400783,0.00056881364,0.010525037,0.21057633,0.0017754884,0.08237226],"study_design_scores_gemma":[0.000014650717,0.00011571212,0.071630485,0.00078381586,0.00010361818,0.0025726033,0.42504257,0.0029519834,0.0060106223,0.062254153,0.42837715,0.00014266916],"about_ca_topic_score_codex":0.060557354,"about_ca_topic_score_gemma":0.079325,"teacher_disagreement_score":0.060557354,"about_ca_system_score_codex":0.0034113568,"about_ca_system_score_gemma":0.0025502683,"threshold_uncertainty_score":0.12040979},"labels":[],"label_agreement":null},{"id":"W2734587644","doi":"10.5539/ijel.v7n4p166","title":"A Study of Probable Reasons for Saudi Learners’ Weakness in Listening Comprehension","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Significant difference; Active listening; Psychology; Comprehension; Mathematics education; Aggression; Medical education; Developmental psychology; Linguistics; Medicine; Mathematics; Communication; Statistics","score_opus":0.06402501105164583,"score_gpt":0.3302253038923278,"score_spread":0.266200292840682,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2734587644","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999519,0.0000759335,0.000053034855,0.00004133945,0.0000025284917,0.0000051030197,0.000008802701,0.0000010003531,0.00029335773],"genre_scores_gemma":[0.9996018,0.00008048917,0.00005729761,0.00001936534,0.0000041849657,0.0000036360445,0.000015973823,7.2131854e-7,0.0002165181],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990157,0.00027227498,0.00014646478,0.00005986937,0.00038579205,0.00011991502],"domain_scores_gemma":[0.99306834,0.0025583333,0.0022655495,0.00020244953,0.0014268489,0.00047852876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016505027,0.0003024291,0.00021722252,0.0012402843,0.00062698725,0.0011603207,0.00035476967,0.0005148167,0.0016816988],"category_scores_gemma":[0.0085146995,0.0001746637,0.00026061173,0.00048887404,0.0005992913,0.0006431932,0.00058663,0.00042438248,0.0002724524],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026780597,0.00025751579,0.90686,0.00016254518,0.000049424973,0.0017677986,0.061061513,0.000052798387,0.005380638,0.00017078836,0.00023644594,0.023732858],"study_design_scores_gemma":[0.00001878509,0.0008124428,0.8157056,0.00009740025,0.00008572097,0.0043441355,0.17305934,0.00049804075,0.0026814577,0.00019594608,0.0024586301,0.00004257265],"about_ca_topic_score_codex":0.0027662774,"about_ca_topic_score_gemma":0.0028933727,"teacher_disagreement_score":0.0027662774,"about_ca_system_score_codex":0.00032011513,"about_ca_system_score_gemma":0.00073867704,"threshold_uncertainty_score":0.008728743},"labels":[],"label_agreement":null},{"id":"W2734950984","doi":"10.5539/ijel.v7n5p1","title":"Effect of Age in Second Language Acquisition: A Critical Review from the Perspective of Critical Period Hypothesis and Ultimate Attainment","year":2017,"lang":"en","type":"review","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Period (music); Scope (computer science); Contrast (vision); Second-language acquisition; Psychology; Econometrics; Linguistics; Computer science; Economics; Artificial intelligence; Philosophy","score_opus":0.06121905502967447,"score_gpt":0.3944718607688242,"score_spread":0.3332528057391497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2734950984","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00014263418,0.99916697,0.000052999494,0.00034386787,0.000107906664,0.000005512398,0.000009677254,0.000001254867,0.00016922824],"genre_scores_gemma":[0.0020732353,0.9973003,0.00014772758,0.00021994622,0.00015384945,0.000017755236,0.000013976626,0.0000013825543,0.00007187107],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980118,0.00068781024,0.00048595088,0.00032016053,0.00042194786,0.000072236275],"domain_scores_gemma":[0.964721,0.030384138,0.0016706965,0.00027680403,0.0027274387,0.00021999229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061063995,0.0010170038,0.0022865497,0.007906993,0.000784574,0.0023631104,0.0016675481,0.0020250394,0.002822802],"category_scores_gemma":[0.021021713,0.00055612944,0.0015919632,0.0072415997,0.0018168999,0.0034262678,0.0010822847,0.0018778908,0.00050726894],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022363065,0.00011133878,0.0022774786,0.2722733,0.0009791111,0.00044217048,0.0021224113,0.00029589623,0.00043289302,0.012641443,0.016044084,0.69215614],"study_design_scores_gemma":[0.00003836646,0.0004351241,0.015238401,0.4186673,0.0058722603,0.002210607,0.0033958028,0.00021433854,0.00080864766,0.008020789,0.5449668,0.00013156293],"about_ca_topic_score_codex":0.0054259324,"about_ca_topic_score_gemma":0.00934498,"teacher_disagreement_score":0.007906993,"about_ca_system_score_codex":0.0023754034,"about_ca_system_score_gemma":0.006990046,"threshold_uncertainty_score":0.032294154},"labels":[],"label_agreement":null},{"id":"W2735123938","doi":"10.5539/elt.v10n8p123","title":"The Benefits of the Proprioceptive Method Used in Learning English via Facebook by Thai Government Officials","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Pronunciation; Perception; Government (linguistics); Training (meteorology); Test (biology); Applied psychology; Medical education; Communication; Linguistics","score_opus":0.014782471348555369,"score_gpt":0.2613027943840423,"score_spread":0.24652032303548693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735123938","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99078333,0.00014214878,0.00037764828,0.0004532942,0.000022237848,0.00004452686,0.000018788916,0.000021406926,0.008136689],"genre_scores_gemma":[0.99777764,0.00017474887,0.000784812,0.00008138389,0.000016757509,0.00003576995,0.000013440085,0.000004540644,0.0011109558],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977875,0.0015110853,0.00008848095,0.000079261255,0.0003287099,0.000204885],"domain_scores_gemma":[0.992963,0.0034947507,0.0011862214,0.00041412888,0.0006574485,0.0012845244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017765379,0.00027037243,0.0001371081,0.00039595435,0.0009759783,0.0016559267,0.00024157712,0.00042478376,0.004368075],"category_scores_gemma":[0.009424379,0.00013605865,0.00027357452,0.00023171866,0.0006019212,0.0013651834,0.0013245298,0.00043741908,0.00067798496],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00093928725,0.0034358916,0.42403713,0.0015680392,0.00010189485,0.0029309692,0.09146606,0.0003649364,0.023922447,0.0009101662,0.0028138647,0.44750938],"study_design_scores_gemma":[0.0000859058,0.005358828,0.7669085,0.0006422696,0.00024675165,0.0024690146,0.1919315,0.0014112676,0.0088212425,0.0005099458,0.021495584,0.00011929957],"about_ca_topic_score_codex":0.0009981133,"about_ca_topic_score_gemma":0.0033248889,"teacher_disagreement_score":0.004368075,"about_ca_system_score_codex":0.00032926444,"about_ca_system_score_gemma":0.0006461303,"threshold_uncertainty_score":0.014612615},"labels":[],"label_agreement":null},{"id":"W2735539601","doi":"10.5539/elt.v10n8p100","title":"Exploring the Effects of the Continuation Task on Syntactic Complexity in Second Language Writing","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Social Science Fund of China","keywords":"Continuation; Task (project management); Phrase; Linguistics; Phrase structure rules; Computer science; Natural language processing; Comprehension; Syntax; Linguistic sequence complexity; Production (economics); Second language writing; Psychology; Artificial intelligence; Second language; Programming language; Generative grammar","score_opus":0.056182287446272655,"score_gpt":0.2755499468416423,"score_spread":0.21936765939536965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735539601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981501,0.00002651438,0.00087021745,0.000017758573,0.0000037479751,0.000024723642,0.000013363799,0.0000096779395,0.0008839829],"genre_scores_gemma":[0.99711263,0.00003558998,0.002159355,0.000016367729,0.000008721974,0.00007404895,0.000056478977,0.000012502578,0.00052432256],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9979115,0.00104861,0.00014499764,0.0003197119,0.00044855912,0.00012654098],"domain_scores_gemma":[0.9679405,0.024833873,0.00422047,0.001039179,0.0009395957,0.0010263843],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026862973,0.0005287792,0.0003973023,0.00042762718,0.00050367654,0.0015095492,0.00034945543,0.00042411374,0.0026786916],"category_scores_gemma":[0.03041866,0.00020153844,0.00023054893,0.00029596023,0.00054494385,0.0012623401,0.0010467765,0.00074731157,0.00036154283],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010229883,0.0054591773,0.296835,0.000748974,0.00026190386,0.0011518792,0.040986415,0.001953401,0.33171895,0.0015070058,0.0006294258,0.3085181],"study_design_scores_gemma":[0.00020264713,0.0062961075,0.95653117,0.00006756602,0.0001518753,0.00036607482,0.00554634,0.005679863,0.021979686,0.0016009861,0.0015017213,0.000076037475],"about_ca_topic_score_codex":0.00080677675,"about_ca_topic_score_gemma":0.0010448442,"teacher_disagreement_score":0.0026862973,"about_ca_system_score_codex":0.0002934889,"about_ca_system_score_gemma":0.00068015076,"threshold_uncertainty_score":0.014206648},"labels":[],"label_agreement":null},{"id":"W2735568505","doi":"10.5539/elt.v10n8p107","title":"Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Psychology; Amotivation; Mathematics education; Sample (material); Process (computing); Pedagogy; Intrinsic motivation; Social psychology","score_opus":0.05971868708296034,"score_gpt":0.36638081330197675,"score_spread":0.3066621262190164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735568505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980108,0.00021668785,0.00038071707,0.0000479383,0.000010904216,0.0005858104,0.000054247957,0.000004544296,0.0006883285],"genre_scores_gemma":[0.9920288,0.0006830325,0.0023772488,0.00013963187,0.000016830158,0.0030734455,0.00015228297,0.000010223107,0.0015185942],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99552345,0.0019869332,0.00053384766,0.00051128794,0.0008267756,0.0006176975],"domain_scores_gemma":[0.9945201,0.002739681,0.0009920083,0.00033660475,0.0010270366,0.00038465936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077178655,0.00078581343,0.0016095365,0.0021121546,0.002365927,0.003019119,0.001063862,0.0010467282,0.0024054572],"category_scores_gemma":[0.006350167,0.00075262267,0.0014058374,0.0013946008,0.0015114573,0.0010846402,0.0015676013,0.001215253,0.000419893],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015745147,0.012690891,0.25572282,0.0041287984,0.0003816987,0.002154877,0.58424836,0.00032210207,0.008143294,0.001915458,0.0012113187,0.12750588],"study_design_scores_gemma":[0.0002495585,0.010258851,0.39771122,0.001092053,0.00046423275,0.0009590653,0.5682424,0.00094276207,0.005369907,0.0009511554,0.013570913,0.00018787177],"about_ca_topic_score_codex":0.0012576915,"about_ca_topic_score_gemma":0.0026312785,"teacher_disagreement_score":0.0077178655,"about_ca_system_score_codex":0.0018400485,"about_ca_system_score_gemma":0.002259917,"threshold_uncertainty_score":0.040816426},"labels":[],"label_agreement":null},{"id":"W2735855387","doi":"10.5539/ijel.v7n4p83","title":"Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enthusiasm; Psychology; Social media; Comprehension; Competence (human resources); Mathematics education; English as a foreign language; Target culture; Microblogging; Pedagogy; Social psychology; Computer science","score_opus":0.037642199973498644,"score_gpt":0.29204860638603514,"score_spread":0.2544064064125365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735855387","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99636227,0.00011469807,0.00008863374,0.00023417023,0.000016196545,0.0000068517925,0.000014826897,0.0000044854146,0.0031579265],"genre_scores_gemma":[0.99789435,0.00016076016,0.00015332368,0.00013150903,0.000008015166,0.000009047343,0.000018154087,0.0000032462242,0.0016217538],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993216,0.00022323566,0.000033298023,0.00006731943,0.00017896533,0.00017561432],"domain_scores_gemma":[0.9981571,0.00030815907,0.00045198752,0.00009330778,0.00034700593,0.00064238976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009903192,0.00046805694,0.00026225083,0.0005079476,0.003275876,0.0044865077,0.00038566746,0.00052862876,0.0033595501],"category_scores_gemma":[0.002327459,0.00014906771,0.00024724394,0.00034854078,0.0011308085,0.0014033287,0.003326142,0.0008113122,0.00083303265],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031870103,0.0012151222,0.4595473,0.0003980364,0.000068493886,0.002066632,0.41047993,0.00015394321,0.01280964,0.0020067059,0.0023784528,0.10855701],"study_design_scores_gemma":[0.0000115202765,0.00040248796,0.18788819,0.00015345917,0.000054588505,0.00046789128,0.7837137,0.00025262972,0.0036296705,0.0005599733,0.022824273,0.000041744872],"about_ca_topic_score_codex":0.004722623,"about_ca_topic_score_gemma":0.009647291,"teacher_disagreement_score":0.004722623,"about_ca_system_score_codex":0.0010268013,"about_ca_system_score_gemma":0.0013361354,"threshold_uncertainty_score":0.011238813},"labels":[],"label_agreement":null},{"id":"W2735882487","doi":"10.5539/ijel.v7n4p67","title":"Acceptability of Stative Verbs in Progressive Form within Linguistic Context","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Linguistics; Verb; Psychology; Perception; Margin (machine learning); Dependency (UML); Object (grammar); Bachelor; Computer science; History; Artificial intelligence","score_opus":0.037747149140207256,"score_gpt":0.331456312547829,"score_spread":0.2937091634076217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735882487","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9801246,0.00011107207,0.001253771,0.00013816802,0.000008949194,0.000016124011,0.000016211097,0.000007854283,0.018323325],"genre_scores_gemma":[0.9992029,0.000045368757,0.00027008797,0.000020002568,0.0000038675216,0.0000043522055,0.000012599771,0.000005224664,0.000435689],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9968676,0.0016375104,0.0002333206,0.00021962447,0.0008367446,0.0002052405],"domain_scores_gemma":[0.9942741,0.00327595,0.0010443942,0.00024375734,0.00093951076,0.00022228845],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017792848,0.00018818477,0.00020751398,0.00077617867,0.0009704867,0.0027931426,0.00027872343,0.00048722114,0.0022711968],"category_scores_gemma":[0.009354498,0.00019791095,0.00019758267,0.00044177353,0.0024836443,0.0020846128,0.0015114745,0.0009875859,0.00020978085],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006549739,0.00024264352,0.2397372,0.00029630243,0.00004903944,0.0039406293,0.5688649,0.00042163418,0.058484733,0.07139663,0.0007633661,0.05514806],"study_design_scores_gemma":[0.000050760507,0.0005922524,0.47934908,0.00036965858,0.00008474511,0.005262829,0.42270255,0.00231867,0.009487749,0.046760667,0.03283852,0.00018253796],"about_ca_topic_score_codex":0.0015911631,"about_ca_topic_score_gemma":0.0018825738,"teacher_disagreement_score":0.0027931426,"about_ca_system_score_codex":0.000525791,"about_ca_system_score_gemma":0.00047756176,"threshold_uncertainty_score":0.0094099045},"labels":[],"label_agreement":null},{"id":"W2736304363","doi":"10.5539/elt.v10n8p69","title":"Modern English Drama and the Students’ Fluency and Accuracy of Speaking","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Utterance; Linguistics; Comprehension; Vocabulary; Mean length of utterance; Drama; Memorization; Spoken language; Mathematics education; Language acquisition","score_opus":0.01490733145208681,"score_gpt":0.2783625990071286,"score_spread":0.2634552675550418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2736304363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99887866,0.000040075327,0.00008988428,0.000012646959,0.0000029757932,0.000004206919,0.000013836105,0.0000033413833,0.00095438905],"genre_scores_gemma":[0.99899,0.00005263704,0.000106761276,0.0000067130336,0.0000036176095,0.000004464962,0.000027441296,0.00000181694,0.00080660265],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99953294,0.00008838831,0.000066309985,0.00003915996,0.00019276973,0.00008041051],"domain_scores_gemma":[0.9970419,0.0009922013,0.00096397224,0.00012553477,0.0005671553,0.0003092129],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005685824,0.0002322617,0.00020388718,0.0005314742,0.00020434278,0.0010428623,0.00016004342,0.0002460972,0.0024893545],"category_scores_gemma":[0.0051855,0.00010380016,0.00023056344,0.00017844987,0.00026554783,0.00030652262,0.00037006103,0.0003457931,0.00042882343],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005907697,0.002140928,0.86938417,0.00021806594,0.00012551453,0.0007938788,0.015941508,0.00037134613,0.028143328,0.0003013796,0.0005076503,0.081481464],"study_design_scores_gemma":[0.00001460123,0.0010045248,0.9850472,0.000028917799,0.000056347784,0.00052482187,0.0065360405,0.0003654777,0.005306769,0.00017128205,0.0009201437,0.00002377119],"about_ca_topic_score_codex":0.00064564956,"about_ca_topic_score_gemma":0.0008186767,"teacher_disagreement_score":0.0024893545,"about_ca_system_score_codex":0.00016154611,"about_ca_system_score_gemma":0.00017023204,"threshold_uncertainty_score":0.008327723},"labels":[],"label_agreement":null},{"id":"W2736332872","doi":"","title":"The Effects of Informal Use of Computer-Mediated Communication on EFL.pdf","year":2012,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Social psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.019088311472892652,"score_gpt":0.27520860555302884,"score_spread":0.2561202940801362,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2736332872","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.973224,0.0005526364,0.00023215076,0.00045822165,0.00005001344,0.000047416393,0.00025689125,0.000062391184,0.025116308],"genre_scores_gemma":[0.99178433,0.00027122494,0.00026188858,0.00008611249,0.000026748601,0.00006247687,0.00011667053,0.00002786831,0.0073627024],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99731654,0.0016005008,0.00015038016,0.0001517582,0.00041155802,0.00036925828],"domain_scores_gemma":[0.9039372,0.08356367,0.0040758383,0.0020276078,0.003022529,0.0033731207],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034063319,0.00031902106,0.00026004383,0.001041197,0.0014175086,0.002563063,0.0007227844,0.00088154903,0.02328788],"category_scores_gemma":[0.04328681,0.00017415266,0.00032133423,0.00060289836,0.0010353694,0.0018354885,0.0024651156,0.0013674052,0.0011072013],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017053925,0.02070072,0.2555524,0.0015405675,0.00033233743,0.004079924,0.103008665,0.0013893719,0.01555638,0.007925213,0.01087641,0.56198406],"study_design_scores_gemma":[0.00082072045,0.0071252477,0.895408,0.0008191706,0.00032227288,0.0013281966,0.05083724,0.0011063239,0.008261078,0.004971192,0.028878117,0.00012249155],"about_ca_topic_score_codex":0.0035324018,"about_ca_topic_score_gemma":0.002644959,"teacher_disagreement_score":0.02328788,"about_ca_system_score_codex":0.0007772197,"about_ca_system_score_gemma":0.0010212244,"threshold_uncertainty_score":0.077905774},"labels":[],"label_agreement":null},{"id":"W2737115110","doi":"10.3138/cmlr.2016-0010","title":"Non-Native Speakers of the Language of Instruction: Self-Perceptions of Teaching Ability","year":2017,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Mathematics education; Psychology; Thematic analysis; First language; Exploratory research; Population; Second language; Pedagogy; Qualitative research; Linguistics; Medicine; Sociology","score_opus":0.015361167823025431,"score_gpt":0.24650016869929856,"score_spread":0.23113900087627312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2737115110","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98623985,0.002041625,0.00008876643,0.0010983218,0.000024956407,0.000016107306,0.00007389172,0.0000058476717,0.010410639],"genre_scores_gemma":[0.997584,0.0010465123,0.000052581305,0.00013267715,0.0000055043047,0.0000058762353,0.000041456824,0.0000022850145,0.0011292096],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99780864,0.00034557012,0.00008655388,0.00016809547,0.0012050587,0.00038603728],"domain_scores_gemma":[0.9942426,0.0018127009,0.0009316686,0.0001327964,0.0015689272,0.0013112584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040788585,0.0001682536,0.00036265387,0.0013497736,0.002465757,0.0027296671,0.00072635326,0.00039465705,0.0021474876],"category_scores_gemma":[0.008389018,0.0001230049,0.00018355306,0.0013489691,0.0038423704,0.0008289653,0.0012350108,0.0007754021,0.00015691502],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060166934,0.00015297203,0.5226902,0.00027322667,0.000034504435,0.0005071198,0.41515845,0.00006853786,0.00064946315,0.0020015358,0.0029444909,0.05545933],"study_design_scores_gemma":[0.0000043094174,0.000065823064,0.7243626,0.00024684533,0.000019123023,0.00015692059,0.26527217,0.00008507957,0.00015128977,0.00031816465,0.009289222,0.000028486264],"about_ca_topic_score_codex":0.76754427,"about_ca_topic_score_gemma":0.7917548,"teacher_disagreement_score":0.76754427,"about_ca_system_score_codex":0.006208637,"about_ca_system_score_gemma":0.013237308,"threshold_uncertainty_score":0.4676494},"labels":[],"label_agreement":null},{"id":"W2738432224","doi":"10.22055/rals.2017.12932","title":"The Effect of Natural and Classroom Settings on Iranian Learners’ Pragmatic Competence: Length of Residence Versus Intervention","year":2017,"lang":"en","type":"article","venue":"Journal of research in applied linguistic studies/Journal of research in applied linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Syllabus; Snowball sampling; Implicature; Residence; Competence (human resources); Psychology; Mathematics education; Pedagogy; Mathematics; Social psychology; Linguistics; Pragmatics; Statistics; Sociology; Demography","score_opus":0.12002367275091204,"score_gpt":0.4502489164340028,"score_spread":0.33022524368309075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2738432224","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990282,0.00015881466,0.00008083457,0.00006771531,0.000015063488,0.00011688022,0.00001629564,0.0000065533195,0.00050958514],"genre_scores_gemma":[0.9975241,0.0002360791,0.0011224333,0.000056456018,0.00001710701,0.000497583,0.000034392688,0.0000029280238,0.00050890195],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987878,0.00058175897,0.000098052726,0.0001731591,0.00016594939,0.00019319377],"domain_scores_gemma":[0.9970337,0.0010213576,0.0006183524,0.00011961345,0.00022562029,0.0009812686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013201771,0.0003741582,0.00062895,0.0003065393,0.001001375,0.000638781,0.00049035327,0.0004293736,0.0032941876],"category_scores_gemma":[0.006424321,0.00016526514,0.0004576426,0.00021244469,0.0007048458,0.00046841,0.0009956866,0.00058979396,0.0002070886],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.033720084,0.13070779,0.24874812,0.0038060304,0.00058649055,0.0016496803,0.0485926,0.001088803,0.03533493,0.0013763793,0.002126874,0.49226227],"study_design_scores_gemma":[0.0029429807,0.07601487,0.87502545,0.0005051538,0.00049067504,0.00025488727,0.028494468,0.0006966992,0.005860004,0.00058662804,0.0090090735,0.00011913868],"about_ca_topic_score_codex":0.003808968,"about_ca_topic_score_gemma":0.009793193,"teacher_disagreement_score":0.003808968,"about_ca_system_score_codex":0.0010073425,"about_ca_system_score_gemma":0.0021673103,"threshold_uncertainty_score":0.011020184},"labels":[],"label_agreement":null},{"id":"W2738508575","doi":"10.1017/s0266078416000481","title":"To do or not to do: willingness to communicate in the ESL context","year":2016,"lang":"en","type":"article","venue":"English Today","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Construct (python library); Context (archaeology); Psychology; Foreign language; Language acquisition; Pedagogy; Linguistics; Mathematics education; Computer science; Social psychology","score_opus":0.05128727065014842,"score_gpt":0.28484816757435105,"score_spread":0.23356089692420262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2738508575","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97825795,0.00040815547,0.00018590149,0.0036291443,0.000027134529,0.000010659366,0.000022785109,0.000004292151,0.017453989],"genre_scores_gemma":[0.9975381,0.00029381437,0.00006929131,0.00044468424,0.000010720197,0.000006982261,0.000014087832,0.000004341951,0.001618125],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99778277,0.0010178081,0.000063998305,0.00017326737,0.00041845397,0.00054373656],"domain_scores_gemma":[0.99434173,0.0020316266,0.0010876019,0.00015289515,0.0006194525,0.0017666927],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002792627,0.00022625201,0.0002795327,0.00077720307,0.00457472,0.006462908,0.0007150123,0.001676892,0.0038771068],"category_scores_gemma":[0.0061665336,0.000249305,0.00015768851,0.0007325414,0.006353821,0.004213669,0.004175095,0.0037042988,0.0005594405],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055107495,0.00026321074,0.04466601,0.000067156085,0.000008416247,0.0015536003,0.9304435,0.000046502446,0.0008005959,0.008702043,0.0017934149,0.011600324],"study_design_scores_gemma":[0.0000057269735,0.00006223396,0.05025031,0.00009431694,0.000007776341,0.00059500017,0.93173164,0.00013390766,0.00018840258,0.0017888194,0.015109318,0.000032499836],"about_ca_topic_score_codex":0.024793511,"about_ca_topic_score_gemma":0.035733953,"teacher_disagreement_score":0.024793511,"about_ca_system_score_codex":0.0035002537,"about_ca_system_score_gemma":0.0031520803,"threshold_uncertainty_score":0.049298406},"labels":[],"label_agreement":null},{"id":"W2738766633","doi":"10.3138/cmlr.3818","title":"Indicators of an “Immigrant Advantage” in the Writing of L3 French Learners","year":2017,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Immigration; Vocabulary; Linguistics; Psychology; AP French Language; Mathematics education; Computer science; Geography; Language education","score_opus":0.018853629698571735,"score_gpt":0.2563136777671066,"score_spread":0.23746004806853488,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2738766633","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979159,0.00012359841,0.000020189937,0.00007639458,0.0000031960142,0.0000026951304,0.000016324553,0.0000014118127,0.0018401952],"genre_scores_gemma":[0.9995493,0.00009963362,0.00004112584,0.000024484845,0.000003968686,0.000002524133,0.000019052077,0.0000011086952,0.00025883023],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999071,0.00023988186,0.000082545,0.00010793263,0.00029954137,0.00019902652],"domain_scores_gemma":[0.99635625,0.0010349427,0.0012548774,0.00012965422,0.0006419674,0.0005824025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014446175,0.00023698952,0.00020285597,0.0016104601,0.0013596442,0.0019203293,0.00028577176,0.00045363067,0.002222142],"category_scores_gemma":[0.0057657054,0.00008577574,0.00019719292,0.0008521423,0.0015551532,0.0005577009,0.0012984544,0.00044035833,0.00017520647],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017276025,0.00012540237,0.9056011,0.000082020626,0.000043912944,0.00082354835,0.06529605,0.000044451343,0.0025708487,0.0005290024,0.00022766524,0.024483245],"study_design_scores_gemma":[0.0000040588484,0.00013777123,0.96352714,0.000030119636,0.000016509961,0.00051413494,0.034030315,0.00004082741,0.0002875156,0.000110334564,0.0012892561,0.000012055779],"about_ca_topic_score_codex":0.07640032,"about_ca_topic_score_gemma":0.11286654,"teacher_disagreement_score":0.07640032,"about_ca_system_score_codex":0.0010005606,"about_ca_system_score_gemma":0.0014193442,"threshold_uncertainty_score":0.1519112},"labels":[],"label_agreement":null},{"id":"W2739615368","doi":"10.5539/ijel.v7n5p84","title":"The L2 Motivational Self System and Religious Interest among Saudi Military Cadets: A Structural Equation Modelling Approach","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mediation; Structural equation modeling; Psychology; Salient; Language acquisition; Perception; Context (archaeology); Mathematics education; Process (computing); Set (abstract data type); English language; Social psychology; Computer science; Sociology; Artificial intelligence; Social science","score_opus":0.042071609982511395,"score_gpt":0.26146531154297387,"score_spread":0.21939370156046248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2739615368","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989912,0.000032747455,0.0003868473,0.0001240261,0.0000033732413,0.000036290912,0.000063655614,0.0000024108433,0.00035947113],"genre_scores_gemma":[0.9988036,0.000044128632,0.00072393357,0.000018073895,0.0000020685427,0.000058104877,0.00009920178,0.0000010663867,0.0002499297],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999275,0.00038436393,0.00004382975,0.00007325367,0.00010308094,0.000120494056],"domain_scores_gemma":[0.9978649,0.0013425369,0.00030535532,0.00007814237,0.0002486594,0.00016044267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022593774,0.00053667347,0.0004153423,0.0014390711,0.0011030298,0.0013571118,0.00058872096,0.0006261781,0.0027346264],"category_scores_gemma":[0.004138352,0.00033005959,0.0010883994,0.00086406176,0.00052217406,0.0006735159,0.0010591212,0.0011163014,0.0002245814],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007381886,0.00056835666,0.9791936,0.000052445394,0.00014604403,0.00015056765,0.0088009825,0.001011235,0.00033826198,0.001360375,0.00023842842,0.008065768],"study_design_scores_gemma":[0.000041379863,0.0007843759,0.91435057,0.00022857876,0.0002870678,0.00015123299,0.03467638,0.04568052,0.00049487565,0.0012761618,0.0019798917,0.00004899199],"about_ca_topic_score_codex":0.025135595,"about_ca_topic_score_gemma":0.022805553,"teacher_disagreement_score":0.025135595,"about_ca_system_score_codex":0.0018877174,"about_ca_system_score_gemma":0.0018695127,"threshold_uncertainty_score":0.049978614},"labels":[],"label_agreement":null},{"id":"W2739622734","doi":"10.5539/ijel.v7n5p152","title":"The Impact of Discourse Marker Instruction on Fluency, Accuracy, and Complexity Improvement of Iranian Intermediate EFL Learners","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Computer science; Syllabus; Mathematics education; Intervention (counseling); Discourse marker; Psychology; Linguistics","score_opus":0.04104833374044753,"score_gpt":0.3395544952749377,"score_spread":0.29850616153449017,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2739622734","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99826306,0.00042258733,0.00025437356,0.000066928354,0.000014203128,0.000034605935,0.000015661946,0.000017998596,0.00091055845],"genre_scores_gemma":[0.9951769,0.0005616958,0.0031572874,0.00004963975,0.000018092705,0.00007469454,0.00004360843,0.000005760511,0.00091234065],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.999592,0.00013025018,0.000046388923,0.00005283931,0.00012174449,0.000056816036],"domain_scores_gemma":[0.9986351,0.00050975225,0.00029466476,0.00006431961,0.00029598904,0.00020024317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006797483,0.0003998257,0.00046516117,0.0004723969,0.000269845,0.00048100145,0.00032755808,0.0003390003,0.001506165],"category_scores_gemma":[0.0042768926,0.0000932188,0.00029959122,0.0001797102,0.00021394569,0.00037180696,0.00042385852,0.00049967505,0.0002983988],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0035181541,0.018549638,0.09285306,0.0021125611,0.00016822595,0.0009920491,0.014381604,0.0007121284,0.064084925,0.00038084274,0.0014772863,0.80076957],"study_design_scores_gemma":[0.0008872892,0.041437883,0.85783523,0.00087223813,0.00076788,0.0016709935,0.013333934,0.0025186848,0.06811628,0.001585381,0.0108615635,0.00011263379],"about_ca_topic_score_codex":0.00066138915,"about_ca_topic_score_gemma":0.00094974856,"teacher_disagreement_score":0.001506165,"about_ca_system_score_codex":0.00019886848,"about_ca_system_score_gemma":0.0005477638,"threshold_uncertainty_score":0.0050386786},"labels":[],"label_agreement":null},{"id":"W2739731765","doi":"10.5539/ijel.v7n5p196","title":"Selection and Gradation of Materials: A Review of the Second Semester’s English Materials of Preparatory Year, Najran University","year":2017,"lang":"en","type":"review","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Najran University","keywords":"Gradation; Grading (engineering); Selection (genetic algorithm); Mathematics education; Psychology; Medical education; Computer science; Engineering; Medicine; Civil engineering; Artificial intelligence","score_opus":0.06031143012612973,"score_gpt":0.3244630930896928,"score_spread":0.26415166296356307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2739731765","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028765945,0.9613633,0.0009444421,0.0022082776,0.0006094823,0.00079205126,0.0002637384,0.00002839568,0.005024344],"genre_scores_gemma":[0.07123793,0.92055863,0.0039746705,0.0010795452,0.0002557265,0.00041639354,0.00049137644,0.000022415228,0.0019633467],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99567944,0.0012600629,0.0011318072,0.00023748232,0.0015655026,0.00012581093],"domain_scores_gemma":[0.9880691,0.0041749906,0.00195392,0.00023973203,0.0051702675,0.00039187446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006876642,0.00038703662,0.0009591267,0.0061931424,0.00082088314,0.0012369992,0.0011069345,0.0005643459,0.0014371524],"category_scores_gemma":[0.018147213,0.00029225674,0.00059349486,0.004925443,0.0004829344,0.0016096199,0.00076408667,0.00065391,0.00048838824],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001264971,0.00017469257,0.0052860538,0.07135998,0.00010889113,0.0011248349,0.0036436517,0.00007518595,0.002485301,0.0005668031,0.009126285,0.90592176],"study_design_scores_gemma":[0.000050268878,0.0013816193,0.07652926,0.10250103,0.0009202902,0.007045606,0.012814548,0.00012110046,0.0046297186,0.00040178435,0.79350746,0.000097213],"about_ca_topic_score_codex":0.003888774,"about_ca_topic_score_gemma":0.013314175,"teacher_disagreement_score":0.006876642,"about_ca_system_score_codex":0.0011092684,"about_ca_system_score_gemma":0.007862191,"threshold_uncertainty_score":0.036367595},"labels":[],"label_agreement":null},{"id":"W2740340932","doi":"10.5539/ijel.v7n5p184","title":"The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universitas Negeri Medan","keywords":"Active listening; Significant difference; Control (management); Null hypothesis; Mathematics education; Psychology; Analysis of covariance; Test (biology); Mathematics; Computer science; Statistics; Artificial intelligence; Communication","score_opus":0.02592742137156375,"score_gpt":0.3262945129649062,"score_spread":0.30036709159334246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2740340932","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973412,0.00011765757,0.0004949791,0.000041739633,0.000009126121,0.000020202591,0.00001644465,0.00001565844,0.0019428993],"genre_scores_gemma":[0.9979371,0.00015074102,0.00094959495,0.000019881494,0.0000097519305,0.000019685693,0.000017609424,0.000004325338,0.0008913999],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993567,0.00019528475,0.00004783783,0.00007581937,0.00022422287,0.00010010343],"domain_scores_gemma":[0.99730116,0.0015940404,0.00038758054,0.00016102091,0.000258408,0.00029774758],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009282429,0.00030728366,0.00026906224,0.00036094186,0.00031092603,0.00048117683,0.00020099536,0.00023828824,0.0038199334],"category_scores_gemma":[0.003241474,0.00007952158,0.00029133004,0.00016693509,0.00037154587,0.00033102007,0.0005923039,0.00033444213,0.00031652654],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027400379,0.00854735,0.19932042,0.0013856562,0.0001705117,0.0017367305,0.02034994,0.0011122953,0.29430395,0.0007328027,0.0009903333,0.46861],"study_design_scores_gemma":[0.00009827545,0.01644366,0.89015096,0.0001744392,0.00028704977,0.00079450104,0.013840992,0.000992387,0.07063943,0.00069132267,0.0058288174,0.00005815613],"about_ca_topic_score_codex":0.00037302688,"about_ca_topic_score_gemma":0.00068089104,"teacher_disagreement_score":0.0038199334,"about_ca_system_score_codex":0.00014979296,"about_ca_system_score_gemma":0.0003742838,"threshold_uncertainty_score":0.012778997},"labels":[],"label_agreement":null},{"id":"W2740871184","doi":"10.4148/2470-6353.1151","title":"\"Kiss My Donkey!\" or Raising the Level of Authentic Communication in My Core French Classroom","year":2003,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cancer Care Nova Scotia","funders":"","keywords":"KISS (TNC); Conversation; Passion; Vocabulary; Action (physics); Action research; Donkey; Raising (metalworking); Psychology; Pedagogy; Media studies; Sociology; Social psychology; Communication; Linguistics; History; Engineering; Philosophy; Computer science","score_opus":0.5701745953009995,"score_gpt":0.4686999575604068,"score_spread":0.10147463774059268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2740871184","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23040108,0.0024097506,0.045674983,0.06447119,0.0018601265,0.00016028434,0.00014919143,0.001619423,0.65325403],"genre_scores_gemma":[0.87688565,0.000727652,0.0079155695,0.0053939126,0.00017805999,0.0000946625,0.00004304094,0.00032777895,0.108433805],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99412847,0.00421286,0.000053085085,0.0003760925,0.00052284787,0.0007066896],"domain_scores_gemma":[0.9962684,0.0013166333,0.0004179649,0.00041878567,0.00056084944,0.0010174017],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003795788,0.00078365754,0.00037920053,0.0006689535,0.010557042,0.0072788163,0.0008907315,0.0036065783,0.02915664],"category_scores_gemma":[0.009226702,0.00022952181,0.00049034576,0.0002654623,0.010259259,0.005117593,0.005362632,0.0042088516,0.008022054],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016876633,0.00024165025,0.0070712813,0.00036409145,0.000032070246,0.0019413144,0.5256495,0.0002777372,0.009928848,0.25048888,0.09962935,0.10420652],"study_design_scores_gemma":[0.000019229492,0.00019490955,0.0032744599,0.00036429774,0.000016597896,0.0016498963,0.19354825,0.00056074833,0.0024160258,0.018338414,0.77952355,0.000093680464],"about_ca_topic_score_codex":0.015481037,"about_ca_topic_score_gemma":0.02365704,"teacher_disagreement_score":0.02915664,"about_ca_system_score_codex":0.004100975,"about_ca_system_score_gemma":0.0024503644,"threshold_uncertainty_score":0.09753871},"labels":[],"label_agreement":null},{"id":"W2741405618","doi":"10.5539/ijel.v7n5p65","title":"ESP Course Evaluation of Business Communication for Masters in Commerce of a Pakistani University","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business English; Business communication; English for specific purposes; Course (navigation); Graduate students; Medical education; Mathematics education; Psychology; Pedagogy; Engineering; Medicine","score_opus":0.07820918635479926,"score_gpt":0.34425688680451305,"score_spread":0.2660477004497138,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2741405618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99155444,0.00006339735,0.00018679438,0.0002275173,0.00006826242,0.00034919105,0.00010952574,0.00001443126,0.0074263983],"genre_scores_gemma":[0.9836188,0.00026362643,0.0012412985,0.00015196303,0.00006701507,0.00051643705,0.00037897183,0.000009613056,0.013752213],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987594,0.00023311934,0.000100474346,0.00011696416,0.0005462917,0.00024378981],"domain_scores_gemma":[0.989943,0.0009509974,0.0005945761,0.00020526905,0.0049028397,0.003403349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026988317,0.0003417489,0.00048792482,0.0010560856,0.0011858309,0.0011509401,0.00049390434,0.000501988,0.00919524],"category_scores_gemma":[0.0073678447,0.00014867252,0.0003446348,0.00053616776,0.0003547154,0.0007462316,0.00083702494,0.00096248573,0.0013396089],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0045581344,0.056235634,0.26711676,0.0012923018,0.000080741986,0.0015446728,0.027846875,0.001953373,0.025625061,0.0020938735,0.029009452,0.5826431],"study_design_scores_gemma":[0.00030530102,0.028552592,0.8948992,0.00029637403,0.00007991196,0.00032986188,0.024894973,0.002136695,0.018676315,0.00048546775,0.029267102,0.00007610381],"about_ca_topic_score_codex":0.0019566556,"about_ca_topic_score_gemma":0.0047934745,"teacher_disagreement_score":0.00919524,"about_ca_system_score_codex":0.0016956684,"about_ca_system_score_gemma":0.0025724948,"threshold_uncertainty_score":0.030761123},"labels":[],"label_agreement":null},{"id":"W2741545893","doi":"10.5539/ies.v10n8p21","title":"Students’ Personal Initiative towards their Speaking Performance","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pearson product-moment correlation coefficient; Mathematics education; English language; Pedagogy; Mathematics","score_opus":0.2039735418069118,"score_gpt":0.420427973771381,"score_spread":0.21645443196446923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2741545893","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99687576,0.00006194246,0.00018960415,0.000059771053,0.000006271726,0.000009639018,0.000026720816,0.0000074688196,0.0027628841],"genre_scores_gemma":[0.9991726,0.00006428744,0.00014367953,0.000016082806,0.0000037801192,0.0000066080543,0.000031324293,0.000001829926,0.00055967225],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984549,0.00041356747,0.00016359288,0.0001186975,0.0006251111,0.00022408337],"domain_scores_gemma":[0.9935959,0.0011108515,0.0023132337,0.00026250933,0.001025775,0.0016917799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015473571,0.00022184516,0.00028782085,0.00077213784,0.0005765642,0.0019769527,0.00028242182,0.00028240998,0.0015312772],"category_scores_gemma":[0.0057427627,0.00011647834,0.00035026623,0.00044244892,0.00043883736,0.00057663233,0.0008684625,0.00063397136,0.000391149],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011013091,0.00041016642,0.9277776,0.000103206825,0.00008963371,0.00029467867,0.027746132,0.00013161862,0.0029496476,0.0002413136,0.00040784696,0.039737865],"study_design_scores_gemma":[0.0000045404227,0.0003871973,0.96234554,0.000038049136,0.000034501172,0.00032322496,0.03335673,0.00029600062,0.0009321907,0.00014379356,0.002093688,0.00004460842],"about_ca_topic_score_codex":0.0008958017,"about_ca_topic_score_gemma":0.0015895496,"teacher_disagreement_score":0.0019769527,"about_ca_system_score_codex":0.0002467419,"about_ca_system_score_gemma":0.0003855715,"threshold_uncertainty_score":0.0081833005},"labels":[],"label_agreement":null},{"id":"W2743421069","doi":"10.4018/978-1-5225-2933-0.ch002","title":"Beyond Determinism and Instrumentalism","year":2017,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Instrumentalism; Section (typography); Determinism; Technological determinism; Mediation; Epistemology; Field (mathematics); Heuristic; Set (abstract data type); Sociology; Computer science; Philosophy; Mathematics; Social science; Pure mathematics","score_opus":0.02335403418776568,"score_gpt":0.2552196791012848,"score_spread":0.2318656449135191,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2743421069","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017071187,0.023007706,0.15820318,0.029663637,0.0010246008,0.000099013865,0.0000930213,0.00024600016,0.77059156],"genre_scores_gemma":[0.83619976,0.019122167,0.0316871,0.005407199,0.0017844413,0.0004930509,0.00015521787,0.0004219299,0.10472922],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9928744,0.0034262165,0.00022808758,0.00090160675,0.0018422013,0.0007276163],"domain_scores_gemma":[0.9916242,0.0058338027,0.00046251353,0.0010231304,0.0007415653,0.0003148022],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005502525,0.00095322065,0.0009531561,0.0025050524,0.0036469935,0.009958787,0.0019695773,0.003125838,0.008817892],"category_scores_gemma":[0.0099299,0.00045900568,0.0012512858,0.0019864268,0.030827977,0.016390298,0.006245528,0.007102408,0.002106198],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000040332984,0.0000048231173,0.000078732824,0.000043195017,0.00000252394,0.000014152049,0.0007657054,0.000100255435,0.00003578794,0.9950847,0.00048600626,0.003379972],"study_design_scores_gemma":[0.000005687484,0.000014667648,0.00018727007,0.00015876027,0.000007540364,0.00006369306,0.0008366067,0.00048440808,0.0002635979,0.9265663,0.07140077,0.0000106335665],"about_ca_topic_score_codex":0.0020142703,"about_ca_topic_score_gemma":0.0015861616,"teacher_disagreement_score":0.009958787,"about_ca_system_score_codex":0.005504498,"about_ca_system_score_gemma":0.0048357276,"threshold_uncertainty_score":0.03993815},"labels":[],"label_agreement":null},{"id":"W2744153125","doi":"10.5539/elt.v10n9p86","title":"English for Tourism and Hospitality Purposes (ETP)","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":129,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tourism; Hospitality; Curriculum; English for specific purposes; Hospitality management studies; Hospitality industry; English language; Service (business); Psychology; Pedagogy; Marketing; Sociology; Business; Mathematics education; Political science","score_opus":0.0187948840895805,"score_gpt":0.27037818419145815,"score_spread":0.2515833001018776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2744153125","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.035441764,0.007931183,0.004101695,0.009323546,0.0029630717,0.00036213457,0.0013636202,0.00064162764,0.93787134],"genre_scores_gemma":[0.26665857,0.012998579,0.012251815,0.00526745,0.00096274837,0.0003278457,0.0020854636,0.0003981303,0.6990495],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994685,0.00008407301,0.000047882444,0.000045813224,0.00020203895,0.00015170047],"domain_scores_gemma":[0.99890864,0.000110358815,0.000086450964,0.000065594526,0.00031972385,0.0005091798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00076791306,0.00023225482,0.00012068807,0.00063289044,0.0013005196,0.002118755,0.00034481572,0.00071115646,0.036474187],"category_scores_gemma":[0.0016316599,0.000094868104,0.00016045859,0.00062207546,0.000775258,0.0013399319,0.0025801002,0.0012049874,0.016312001],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004265133,0.00013357075,0.0025929015,0.0008467903,0.0000035166481,0.00058729,0.0057205386,0.000099147444,0.0053746765,0.051471837,0.34221306,0.5909141],"study_design_scores_gemma":[0.0000025478666,0.000039653078,0.007271055,0.0002306737,0.0000013386384,0.00051374873,0.0012666587,0.0000337938,0.00063957006,0.0008321659,0.98916024,0.000008608879],"about_ca_topic_score_codex":0.0033163165,"about_ca_topic_score_gemma":0.006625597,"teacher_disagreement_score":0.036474187,"about_ca_system_score_codex":0.0009043339,"about_ca_system_score_gemma":0.0038060632,"threshold_uncertainty_score":0.12201834},"labels":[],"label_agreement":null},{"id":"W2745353075","doi":"10.1016/j.asw.2010.10.002","title":"","year":2010,"lang":"en","type":"article","venue":"Assessing Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Task (project management); Computer science; Construct (python library); Test (biology); Term (time); Programming language; Engineering; Systems engineering","score_opus":0.03534371897042751,"score_gpt":0.29557694435065646,"score_spread":0.26023322538022897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2745353075","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.046239965,0.0004239378,0.045244828,0.0016126776,0.0006882496,0.0011233672,0.003485864,0.0047127726,0.8964684],"genre_scores_gemma":[0.19023423,0.0006677546,0.06447882,0.0012046666,0.00018480362,0.0011796859,0.006238899,0.00080829643,0.7350029],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99746406,0.00043518553,0.0002121805,0.00030544668,0.001443746,0.0001394508],"domain_scores_gemma":[0.99002564,0.0021845528,0.00043648158,0.0016499024,0.004787701,0.0009157871],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0022642154,0.00046339844,0.00024715863,0.0023146968,0.0011144234,0.0027225967,0.0007006681,0.00070602464,0.14887752],"category_scores_gemma":[0.016123125,0.00019407932,0.00031445234,0.0010555484,0.00052081206,0.0013063456,0.0017540659,0.0006911008,0.08899621],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017092061,0.00041697163,0.011559621,0.00018553628,0.000009840604,0.00013976608,0.0015928234,0.00016060456,0.0059474804,0.008084458,0.074392445,0.89733964],"study_design_scores_gemma":[0.00006262784,0.00032205464,0.046619706,0.0004310996,0.00003994018,0.0017650883,0.0026152874,0.0014411096,0.026502486,0.013565901,0.9065839,0.000050923067],"about_ca_topic_score_codex":0.0013119327,"about_ca_topic_score_gemma":0.0028716254,"teacher_disagreement_score":0.8511225,"about_ca_system_score_codex":0.0006928606,"about_ca_system_score_gemma":0.002144801,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W2745364443","doi":"10.1111/modl.12416","title":"Commentary: Motivation for Learning Languages Other Than English in an English‐Dominant World","year":2017,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Foreign language; Sociocultural evolution; Linguistics; Language acquisition; Comprehension approach; Language assessment; Psychology; Language education; Sociology; Mathematics education","score_opus":0.03564104787678106,"score_gpt":0.2968269419938226,"score_spread":0.2611858941170415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2745364443","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0001484543,0.0014125253,0.00007545838,0.9439599,0.053287398,0.000012174731,0.0000590929,0.000013665801,0.0010314146],"genre_scores_gemma":[0.0033670864,0.0019431724,0.00015733647,0.9242379,0.06569701,0.000091626025,0.000033656448,0.000038958104,0.004433254],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99211204,0.0026097826,0.0006886155,0.0012505429,0.002634635,0.00070440787],"domain_scores_gemma":[0.93198603,0.045749124,0.0026624594,0.0008477262,0.015899098,0.0028556283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008385087,0.0013492717,0.0014064937,0.0014390567,0.0072169965,0.0039305617,0.0066203177,0.047103614,0.006363661],"category_scores_gemma":[0.0647363,0.00073374,0.0014556936,0.001724996,0.009551723,0.005899751,0.003332533,0.050272796,0.00562239],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016350512,0.000004312873,0.000049498027,0.00014876503,0.0000059393697,0.00017925519,0.0008288925,0.000015580119,0.000066090426,0.0014510653,0.99567246,0.0015618061],"study_design_scores_gemma":[0.000045560908,0.00003788597,0.0006695248,0.0016401968,0.000035223497,0.00069751084,0.0034214037,0.00015925828,0.0003182571,0.0062523396,0.986655,0.00006787604],"about_ca_topic_score_codex":0.032220304,"about_ca_topic_score_gemma":0.030713163,"teacher_disagreement_score":0.047103614,"about_ca_system_score_codex":0.009340051,"about_ca_system_score_gemma":0.016122535,"threshold_uncertainty_score":0.06776708},"labels":[],"label_agreement":null},{"id":"W2745554484","doi":"10.3968/9754","title":"The Influence of Language Aptitude on EFL Learners in SLA","year":2017,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Aptitude; Foreign language; Second-language acquisition; Language acquisition; Psychology; Linguistics; Comprehension approach; Language assessment; Second-language attrition; Mathematics education; Language education; Computer science; Developmental psychology","score_opus":0.02947151761158548,"score_gpt":0.34316930217386776,"score_spread":0.31369778456228226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2745554484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980058,0.00011917756,0.00003774238,0.00009945443,0.0000037558664,0.0000039478095,0.000009467197,0.0000029346586,0.0017175911],"genre_scores_gemma":[0.999134,0.00008897257,0.000042833177,0.000025292697,0.000004016614,0.0000040922464,0.000011368512,0.0000017288888,0.00068776787],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99898344,0.00030598955,0.0000765087,0.00009769443,0.00028801395,0.00024845454],"domain_scores_gemma":[0.99473554,0.0022719104,0.00090541074,0.00009870263,0.0005391739,0.0014492429],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008870401,0.00018149111,0.00023895598,0.0009508111,0.00064153684,0.0011990223,0.00023680927,0.00032045558,0.002852861],"category_scores_gemma":[0.005944123,0.000082152364,0.0002457462,0.00044851564,0.0006586823,0.00055778754,0.00090607564,0.0006887278,0.0004657817],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010215848,0.00057930674,0.9615024,0.00003726103,0.00002366588,0.0010349152,0.009558895,0.00009764145,0.0016604628,0.0002889516,0.00023678738,0.024877673],"study_design_scores_gemma":[0.000006273458,0.00036377413,0.9817554,0.000040708437,0.000025469442,0.00078735553,0.013934539,0.00035075922,0.0009895741,0.0004748631,0.0012555887,0.000015676325],"about_ca_topic_score_codex":0.002106408,"about_ca_topic_score_gemma":0.0023530526,"teacher_disagreement_score":0.002852861,"about_ca_system_score_codex":0.00038813343,"about_ca_system_score_gemma":0.00071525975,"threshold_uncertainty_score":0.0095437765},"labels":[],"label_agreement":null},{"id":"W2745571957","doi":"10.5539/ies.v10n9p1","title":"A Language Teacher’s Reflection on Maladaptive Immunity, Possible Selves and Motivation","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nomothetic and idiographic; Psychology; Class (philosophy); Mathematics education; Teacher education; Reflection (computer programming); Pedagogy; Social psychology","score_opus":0.16600517441755525,"score_gpt":0.420399064722326,"score_spread":0.2543938903047708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2745571957","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99254745,0.00017975416,0.0010595706,0.0008350087,0.000021659045,0.000014166848,0.000011431445,0.000019336769,0.0053116013],"genre_scores_gemma":[0.9970319,0.00015407096,0.00039329036,0.000063567684,0.0000056213553,0.000009184704,0.000011042235,0.000005868314,0.0023253688],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99850285,0.0009551802,0.00005082936,0.000090558446,0.00023569158,0.00016486658],"domain_scores_gemma":[0.9964799,0.0019540694,0.00052709255,0.0002361099,0.00041009235,0.00039275826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019610892,0.00027035645,0.0003402579,0.0005940993,0.0012168272,0.0017321167,0.0003989753,0.0007350543,0.001274702],"category_scores_gemma":[0.006673251,0.00021244897,0.00026612953,0.00020296121,0.0019321626,0.0009280448,0.0014250728,0.0016049691,0.00030151074],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011335141,0.00043082412,0.0802829,0.00015703135,0.00002338677,0.0029155537,0.851324,0.0002618451,0.014444851,0.0021827277,0.0015152901,0.04634826],"study_design_scores_gemma":[0.000020808035,0.00090531213,0.15019926,0.00024812698,0.000035922145,0.0049298033,0.797354,0.00085371,0.008526934,0.0017842053,0.035048526,0.000093382936],"about_ca_topic_score_codex":0.0009467297,"about_ca_topic_score_gemma":0.001608994,"teacher_disagreement_score":0.0019610892,"about_ca_system_score_codex":0.00084600045,"about_ca_system_score_gemma":0.0006409819,"threshold_uncertainty_score":0.010371327},"labels":[],"label_agreement":null},{"id":"W2745841170","doi":"10.1177/1362168817727203","title":"Language instruction and language acquisition: A complex interplay","year":2017,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Comprehension approach; Linguistics; Second-language acquisition; Developmental linguistics; Language acquisition; Language assessment; Second-language attrition; Language education; Mathematics education","score_opus":0.08442653236262476,"score_gpt":0.4142171902462106,"score_spread":0.32979065788358586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2745841170","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9128229,0.01356594,0.008641246,0.004761207,0.000106108244,0.000053233867,0.00017004469,0.000111354566,0.05976802],"genre_scores_gemma":[0.9852475,0.003962669,0.004394173,0.00044832446,0.000062656836,0.000057796547,0.00007590484,0.000076279284,0.0056747263],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99339175,0.00304773,0.0002170431,0.0009938326,0.0018159837,0.0005337073],"domain_scores_gemma":[0.96319115,0.028831264,0.0031444128,0.00073292304,0.0024726107,0.0016277357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042062486,0.0003249339,0.00068937265,0.0013696529,0.0010029944,0.006473504,0.0011554742,0.0011822253,0.00880665],"category_scores_gemma":[0.022835672,0.00060220086,0.00021476443,0.0010187164,0.0035165492,0.0041888165,0.0029240698,0.0017934719,0.0010077602],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088171335,0.003320704,0.2803788,0.0012895559,0.00038089545,0.0019790763,0.027190048,0.002533378,0.032845143,0.1264733,0.0035277552,0.51919967],"study_design_scores_gemma":[0.00010171778,0.00091357186,0.8087808,0.0010631875,0.00020763074,0.0014691617,0.027159646,0.0029376133,0.0117265405,0.12131563,0.024121154,0.00020329676],"about_ca_topic_score_codex":0.005851525,"about_ca_topic_score_gemma":0.009266657,"teacher_disagreement_score":0.00880665,"about_ca_system_score_codex":0.0014727027,"about_ca_system_score_gemma":0.0047189714,"threshold_uncertainty_score":0.029461145},"labels":[],"label_agreement":null},{"id":"W2746232720","doi":"10.1080/17501229.2017.1361959","title":"A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing","year":2017,"lang":"en","type":"article","venue":"Innovation in Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Narrative; Focus on form; Psychology; Focus (optics); Second-language acquisition; Mathematics education; Test (biology); Pedagogy; Linguistics; Grammar","score_opus":0.04307671769085903,"score_gpt":0.3404952930537688,"score_spread":0.2974185753629098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2746232720","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99971384,0.000032217813,0.00006804626,0.0000044407802,0.0000018614355,0.000020050256,0.000008576906,0.0000019070817,0.00014897154],"genre_scores_gemma":[0.9982786,0.00010969194,0.00087514945,0.000012525725,0.0000057223206,0.00013647373,0.00003349041,0.0000036748136,0.0005446973],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998329,0.0007401321,0.00022536897,0.00029313483,0.00029996014,0.000112387796],"domain_scores_gemma":[0.98868316,0.0077709598,0.0015907519,0.0005802949,0.0006027796,0.0007720993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023212745,0.00043186202,0.00065470627,0.00040286276,0.00030266508,0.0005593104,0.000550831,0.00042245592,0.0016639584],"category_scores_gemma":[0.011603524,0.00032793646,0.00044146855,0.00023183004,0.00051855476,0.0008377854,0.00067923765,0.00057679147,0.00027045672],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.07907273,0.059981387,0.21067628,0.0026423358,0.0007101015,0.0014891331,0.11445139,0.0014789741,0.17387946,0.00079549255,0.0006457599,0.35417697],"study_design_scores_gemma":[0.0033184616,0.20378248,0.7105497,0.00018082539,0.0006591352,0.00079368445,0.016257765,0.0020723185,0.058006022,0.00045743567,0.0037389416,0.00018323261],"about_ca_topic_score_codex":0.0009553878,"about_ca_topic_score_gemma":0.0015978295,"teacher_disagreement_score":0.0023212745,"about_ca_system_score_codex":0.00042190176,"about_ca_system_score_gemma":0.000520825,"threshold_uncertainty_score":0.012276232},"labels":[],"label_agreement":null},{"id":"W2747271064","doi":"10.3968/9716","title":"A Case Study on the Impact of Mother-Tongue Negative Transfer on Chinese-English Interpretation","year":2017,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Negative transfer; First language; Psychology; Focus (optics); Test (biology); Interpretation (philosophy); Quality (philosophy); Tongue; Linguistics; Social psychology; Cognitive psychology; Epistemology; Philosophy","score_opus":0.06792244320740409,"score_gpt":0.38627778950491937,"score_spread":0.3183553462975153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2747271064","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9847223,0.0003142839,0.0014803091,0.0015651098,0.00007206071,0.00009903596,0.000022906906,0.000017616276,0.0117063],"genre_scores_gemma":[0.99053204,0.00047512486,0.0016324841,0.0004219827,0.000034317698,0.000060931725,0.000021282693,0.000021785258,0.0068000364],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9948736,0.0029009406,0.00028088051,0.00027684515,0.00097282353,0.00069491286],"domain_scores_gemma":[0.9902942,0.005703057,0.0012661216,0.0007286301,0.000952902,0.0010551063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003887273,0.00073366094,0.00039961992,0.0011846568,0.009162178,0.0018871471,0.001564741,0.0022879045,0.0044760415],"category_scores_gemma":[0.014693503,0.00042142646,0.0006324138,0.0011750505,0.0036530022,0.0017466166,0.0033278116,0.0029735577,0.00043377804],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015944769,0.00078866904,0.050760202,0.0004069147,0.000040312727,0.24071443,0.6411918,0.00043576586,0.004576274,0.0058109155,0.0036769905,0.051438328],"study_design_scores_gemma":[0.00003319815,0.0005462171,0.034042865,0.00044545476,0.00010748407,0.108856164,0.81388843,0.0016445944,0.008109906,0.0021161037,0.030091478,0.00011810492],"about_ca_topic_score_codex":0.01128791,"about_ca_topic_score_gemma":0.024586365,"teacher_disagreement_score":0.01128791,"about_ca_system_score_codex":0.003702937,"about_ca_system_score_gemma":0.0034051358,"threshold_uncertainty_score":0.026866853},"labels":[],"label_agreement":null},{"id":"W274732519","doi":"","title":"The Canadian Language Benchmarks Placement Test (review)","year":2007,"lang":"en","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test (biology); Computer science; Linguistics; Natural language processing; Geology; Philosophy","score_opus":0.01852533602939226,"score_gpt":0.22864227379363766,"score_spread":0.2101169377642454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W274732519","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009056341,0.8991922,0.0009367607,0.02294223,0.0049939966,0.001347002,0.021068923,0.00020148851,0.04026108],"genre_scores_gemma":[0.10230679,0.8290151,0.0068502584,0.011114259,0.0010754275,0.0028405192,0.024663271,0.0001367555,0.021997673],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9928001,0.0006900552,0.0008354073,0.00033715946,0.004985646,0.00035162785],"domain_scores_gemma":[0.9717843,0.002694417,0.0017096878,0.00024952876,0.022164073,0.0013980772],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073377886,0.0011308312,0.002887009,0.00497346,0.0019178488,0.0020453443,0.0044478094,0.0011572245,0.008402034],"category_scores_gemma":[0.024255214,0.0005598886,0.0015041635,0.01026136,0.0016054881,0.0010402392,0.0012104005,0.0013614097,0.001805218],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004355766,0.00011065024,0.010742862,0.0149954725,0.0003973542,0.00019765316,0.0002697032,0.0002717104,0.00014531666,0.0013777863,0.47439414,0.4966618],"study_design_scores_gemma":[0.0010042932,0.00026730233,0.1498303,0.03641391,0.0028116612,0.0008170198,0.0009277756,0.00020908931,0.00052694493,0.0011117413,0.8058515,0.00022846644],"about_ca_topic_score_codex":0.8921875,"about_ca_topic_score_gemma":0.95271814,"teacher_disagreement_score":0.107812524,"about_ca_system_score_codex":0.026446769,"about_ca_system_score_gemma":0.124168366,"threshold_uncertainty_score":0.21689487},"labels":[],"label_agreement":null},{"id":"W2748518474","doi":"10.5430/ijhe.v6n4p229","title":"The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom","year":2017,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Ideal (ethics); Foreign language; Psychology; Scale (ratio); Mathematics education; Descriptive statistics; Curriculum; English as a foreign language; Social psychology; Pedagogy; Mathematics; Political science","score_opus":0.08780240980181149,"score_gpt":0.36839909711209234,"score_spread":0.28059668731028087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2748518474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985758,0.00002956827,0.00009679394,0.000074472424,0.0000022758131,0.0000035660648,0.000008949291,0.000002428943,0.0012062866],"genre_scores_gemma":[0.99964917,0.000021798918,0.00007718282,0.000012332597,0.0000023364319,0.0000038024314,0.000012881923,0.0000013343029,0.00021900992],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989618,0.000485833,0.00008139163,0.000086684995,0.00022896616,0.0001553008],"domain_scores_gemma":[0.9868318,0.0052135726,0.004034175,0.00044242924,0.0011790424,0.0022989074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015165688,0.00013622585,0.00015496051,0.0008880808,0.00046709686,0.0015848639,0.0002406679,0.00040294186,0.0033014999],"category_scores_gemma":[0.008284281,0.0001212755,0.00020865399,0.00025666386,0.0008561197,0.00047793562,0.00078003586,0.00075439527,0.0002921999],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009403887,0.00030645393,0.97945595,0.000040111423,0.00003262607,0.00021779594,0.008241496,0.00012449552,0.0012082513,0.0005871144,0.0001812047,0.009510429],"study_design_scores_gemma":[0.0000048547777,0.00017295836,0.98121566,0.000025236879,0.000011283767,0.00034814305,0.016095756,0.0004525681,0.00039662104,0.0003536665,0.00090180227,0.000021371248],"about_ca_topic_score_codex":0.0008072689,"about_ca_topic_score_gemma":0.000985327,"teacher_disagreement_score":0.0033014999,"about_ca_system_score_codex":0.00030694692,"about_ca_system_score_gemma":0.0004228639,"threshold_uncertainty_score":0.0110446215},"labels":[],"label_agreement":null},{"id":"W2748554916","doi":"10.5539/elt.v10n9p218","title":"Integration of Three CBI Models and WeChat Mobile Learning in Business English Teaching","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Business English; Psychology; Teaching method; Mathematics education; Language education; Computer science","score_opus":0.025437941396562868,"score_gpt":0.2647069816503358,"score_spread":0.23926904025377294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2748554916","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31150523,0.0021731686,0.52392656,0.0049426076,0.00042329574,0.0071528987,0.00066076353,0.007918059,0.14129739],"genre_scores_gemma":[0.5450941,0.0013075307,0.41834494,0.0007518309,0.00007554972,0.0068248734,0.00083158014,0.0004451754,0.026324432],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99472934,0.001273331,0.00041299916,0.00062416587,0.002428096,0.0005320503],"domain_scores_gemma":[0.99540484,0.0016577662,0.00037601055,0.00052147615,0.0012348491,0.0008051087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037875513,0.00096583366,0.00070049375,0.0030796416,0.0009068819,0.004323805,0.0021085558,0.0014753169,0.0058904653],"category_scores_gemma":[0.008709853,0.00042598692,0.0010254913,0.00214079,0.0016567332,0.003880213,0.004620338,0.0017040896,0.0028061687],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011923491,0.0024115487,0.009174788,0.00087755214,0.00006539271,0.00017611252,0.00581897,0.0024625715,0.0144914845,0.02659701,0.0045160516,0.9322161],"study_design_scores_gemma":[0.0021574984,0.014899407,0.1489053,0.007057092,0.0022012822,0.0046438235,0.02972111,0.16169442,0.13537161,0.10791976,0.38377392,0.0016547691],"about_ca_topic_score_codex":0.0050901934,"about_ca_topic_score_gemma":0.004998472,"teacher_disagreement_score":0.0058904653,"about_ca_system_score_codex":0.0032580257,"about_ca_system_score_gemma":0.006576142,"threshold_uncertainty_score":0.023638725},"labels":[],"label_agreement":null},{"id":"W2748644877","doi":"10.5539/elt.v10n9p208","title":"Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Class (philosophy); Self-efficacy; Teaching method; Task (project management); Pedagogy; Teacher education; Computer science","score_opus":0.02094135219833742,"score_gpt":0.3004022345352933,"score_spread":0.2794608823369559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2748644877","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99852645,0.000043379154,0.0001656146,0.000038775466,0.0000026100818,0.000013217497,0.000011176091,0.0000026939672,0.0011960554],"genre_scores_gemma":[0.9993892,0.000040314244,0.0001354114,0.000009589391,0.0000026239572,0.000015432548,0.000015405582,0.00000239074,0.00038971176],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99671257,0.0013676652,0.00032273805,0.00017941353,0.0011765144,0.00024108263],"domain_scores_gemma":[0.9605487,0.022567512,0.007470778,0.0015685961,0.0058381073,0.0020063557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00491818,0.00017706698,0.00041456264,0.00141174,0.0007501342,0.0012468232,0.00037618738,0.00035426812,0.0018268992],"category_scores_gemma":[0.029296484,0.00022003059,0.00038180896,0.0004425919,0.0008990686,0.0003593168,0.00070038333,0.0006779733,0.00034028903],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018873216,0.0004930289,0.94312876,0.00011122079,0.00007357011,0.00029833682,0.03094674,0.00014802627,0.0021777998,0.00027247993,0.00018629033,0.021975096],"study_design_scores_gemma":[0.000023999419,0.0005506417,0.9646307,0.000097572025,0.000065898625,0.00039484538,0.030308759,0.00080083904,0.0015776623,0.00021509915,0.0013124555,0.000021598828],"about_ca_topic_score_codex":0.0015560448,"about_ca_topic_score_gemma":0.002121612,"teacher_disagreement_score":0.00491818,"about_ca_system_score_codex":0.0006652076,"about_ca_system_score_gemma":0.0007667161,"threshold_uncertainty_score":0.026010096},"labels":[],"label_agreement":null},{"id":"W2751563822","doi":"10.5539/elt.v10n10p43","title":"The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Rajamangala University of Technology Srivijaya","keywords":"Corrective feedback; Psychology; Class (philosophy); Mathematics education; Pedagogy; Computer science; Artificial intelligence","score_opus":0.018765527573805233,"score_gpt":0.3152715134216906,"score_spread":0.29650598584788534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2751563822","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98081553,0.0023825078,0.0053783753,0.0008815754,0.0002346342,0.000226501,0.00008801972,0.0002894493,0.009703541],"genre_scores_gemma":[0.9887778,0.001157392,0.0067025227,0.00016763466,0.00005867472,0.00012806233,0.00005377336,0.00007445755,0.0028797295],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9912157,0.005268023,0.00048234581,0.00053395703,0.0022428546,0.00025709512],"domain_scores_gemma":[0.9148306,0.06508338,0.005597745,0.0022609946,0.010194932,0.0020323624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071261404,0.00043157185,0.0006499261,0.0007504455,0.00046693152,0.0011659403,0.0005935701,0.00058307895,0.0033807165],"category_scores_gemma":[0.0808506,0.00013887176,0.00026018993,0.00036815664,0.00034276646,0.0007741499,0.0008543306,0.0009080898,0.0005979084],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002481512,0.004093371,0.03661973,0.0031653931,0.0001280435,0.0005855218,0.020534946,0.00081279833,0.020781787,0.00039218093,0.0031414235,0.9072634],"study_design_scores_gemma":[0.0018250942,0.03926469,0.73780894,0.00619827,0.0017670813,0.004156909,0.041395586,0.012275232,0.09598879,0.0030014534,0.055976465,0.0003415301],"about_ca_topic_score_codex":0.0006496629,"about_ca_topic_score_gemma":0.0010571762,"teacher_disagreement_score":0.0071261404,"about_ca_system_score_codex":0.00057800685,"about_ca_system_score_gemma":0.0012360488,"threshold_uncertainty_score":0.037687063},"labels":[],"label_agreement":null},{"id":"W2751610847","doi":"10.5539/jel.v7n1p38","title":"The Relationship between Enhancing Efficiency and Reducing Anxiety in the Class during the Assessment","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Class (philosophy); The Republic; Mathematics education; English language; Study skills; Pedagogy; Developmental psychology","score_opus":0.04280305499148715,"score_gpt":0.33725382233980683,"score_spread":0.29445076734831965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2751610847","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940519,0.00014202029,0.000922256,0.00016039562,0.00001025242,0.000026735892,0.000016845575,0.000016182537,0.004653343],"genre_scores_gemma":[0.99914205,0.000056650304,0.00040199384,0.00002198657,0.00000730993,0.000010601494,0.000013558354,0.0000034148215,0.00034246958],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99797386,0.00079808733,0.00015290147,0.00016575896,0.0005351285,0.00037431024],"domain_scores_gemma":[0.9887251,0.006030148,0.00206343,0.0004651581,0.0015323437,0.0011837749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012261086,0.00023017904,0.00020399647,0.00043465185,0.00045922908,0.0014489479,0.00024557146,0.00030500154,0.0017364508],"category_scores_gemma":[0.010475589,0.000083317325,0.00031663032,0.00021270169,0.0005427708,0.00040134517,0.00062835176,0.00069326215,0.00012988361],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00066582486,0.0029462778,0.7725948,0.0004958746,0.00036684406,0.00058459415,0.01726114,0.0007952801,0.032178164,0.0022747668,0.0008822832,0.16895412],"study_design_scores_gemma":[0.000008705572,0.0006658547,0.990798,0.000041034757,0.00008533809,0.00016533962,0.0040989234,0.000288093,0.0020399047,0.00028121306,0.0015027121,0.000024875833],"about_ca_topic_score_codex":0.0011654389,"about_ca_topic_score_gemma":0.0018566693,"teacher_disagreement_score":0.0017364508,"about_ca_system_score_codex":0.0005555745,"about_ca_system_score_gemma":0.00089944387,"threshold_uncertainty_score":0.0064843893},"labels":[],"label_agreement":null},{"id":"W2752569956","doi":"10.5539/elt.v10n10p87","title":"Relationship between Social Context and L2 Learning of EFL Students in Tertiary Level","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Socioeconomic status; Pronunciation; Context (archaeology); Mathematics education; Higher education; Social environment; Social psychology; Linguistics; Social science; Sociology; Demography","score_opus":0.05877074391621266,"score_gpt":0.32591801053589403,"score_spread":0.26714726661968136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2752569956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994703,0.000035965313,0.000008514482,0.000027084736,0.0000015454223,0.000001554458,0.000007528379,3.9264788e-7,0.00044698236],"genre_scores_gemma":[0.99975544,0.000029726858,0.000010321369,0.000007746369,0.0000017422742,0.0000017339646,0.000009762546,4.5803566e-7,0.00018293476],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995018,0.00015508792,0.0000362623,0.000057185156,0.000088843524,0.00016074801],"domain_scores_gemma":[0.99836606,0.00030457397,0.00044048033,0.00003881841,0.000154451,0.0006955829],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003326417,0.00017864378,0.00023981601,0.00067872554,0.0014358856,0.0009907613,0.0002110156,0.00028282948,0.0032048281],"category_scores_gemma":[0.0014570389,0.000118419506,0.00019323418,0.00039239193,0.00062843773,0.0003340094,0.0011133081,0.00057725894,0.00028278286],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041250078,0.00032210525,0.9900035,0.000012292452,0.000015306347,0.00029307802,0.0047555678,0.000019117777,0.00044432323,0.00008750073,0.000053929594,0.003952053],"study_design_scores_gemma":[0.0000019496385,0.000114400624,0.98597986,0.000009568767,0.000007819452,0.000112408634,0.01324781,0.000049192444,0.00010289896,0.00005995356,0.00030846632,0.0000056733634],"about_ca_topic_score_codex":0.008868689,"about_ca_topic_score_gemma":0.018853141,"teacher_disagreement_score":0.008868689,"about_ca_system_score_codex":0.0006848899,"about_ca_system_score_gemma":0.00068619364,"threshold_uncertainty_score":0.017634153},"labels":[],"label_agreement":null},{"id":"W2753621228","doi":"10.5539/elt.v10n10p50","title":"Effective Behavior of EFL Teachers as Perceived by Undergraduate Students in Indonesia","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Indonesian; Reciprocity (cultural anthropology); Mathematics education; English as a foreign language; Foreign language; Diversity (politics); Pedagogy; Social psychology","score_opus":0.010407135623844328,"score_gpt":0.29495219563460906,"score_spread":0.28454506001076474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2753621228","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99945074,0.000039980896,0.00002627784,0.000043183223,0.0000023838022,0.0000026468247,0.0000052553523,0.0000018364887,0.00042763422],"genre_scores_gemma":[0.9993111,0.00009160246,0.0000754305,0.000044382145,0.0000027297253,0.000004575377,0.000013962078,0.0000012841651,0.00045490958],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994199,0.00016253682,0.00006287447,0.00004926215,0.00019630021,0.000109005145],"domain_scores_gemma":[0.99677414,0.00041482568,0.001180745,0.00007671858,0.0005169861,0.0010364982],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007778265,0.00017843676,0.00025922497,0.00040577742,0.00052214944,0.0012272514,0.00018958215,0.00036423712,0.0009620796],"category_scores_gemma":[0.0032868532,0.00015231017,0.0001353707,0.00020955675,0.00037818245,0.0003948377,0.00039569454,0.00062195124,0.00027992527],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010362104,0.00086513045,0.9221699,0.000078017685,0.000022860331,0.000409871,0.041249763,0.00006990486,0.009321471,0.000093276416,0.0003291266,0.025287135],"study_design_scores_gemma":[0.000009893162,0.00052538485,0.92515737,0.000044002187,0.000018450632,0.0005318122,0.0700845,0.00030221947,0.0015005367,0.000060895603,0.0017405278,0.000024351864],"about_ca_topic_score_codex":0.0017450409,"about_ca_topic_score_gemma":0.0032105546,"teacher_disagreement_score":0.0017450409,"about_ca_system_score_codex":0.00037505777,"about_ca_system_score_gemma":0.0004951443,"threshold_uncertainty_score":0.004113555},"labels":[],"label_agreement":null},{"id":"W2754603463","doi":"10.1111/lang.12254","title":"Talking It Through: Collaborative Dialogue and Second Language Learning","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Montréal","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Dictation; Psychology; Intervention (counseling); Linguistics; Language proficiency; Second language; Mathematics education","score_opus":0.018924205289123294,"score_gpt":0.2795275600101328,"score_spread":0.2606033547210095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2754603463","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978928,0.000043229997,0.000781244,0.000069504335,0.000012778323,0.00012397069,0.000006510186,0.0000116756,0.0010583132],"genre_scores_gemma":[0.9972029,0.0000486487,0.0018059995,0.00004260631,0.000008319105,0.00026326792,0.000009441536,0.0000036698627,0.0006152048],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9935353,0.0047897776,0.00016711,0.00057280366,0.0005260088,0.00040907727],"domain_scores_gemma":[0.9859812,0.010362257,0.0012426261,0.00066473766,0.00031320815,0.0014359381],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006565067,0.0004179669,0.0006251962,0.0004127694,0.0013500012,0.0017703049,0.0008331978,0.0007057172,0.003323175],"category_scores_gemma":[0.01656109,0.00029842582,0.0002824463,0.00019295249,0.0021633583,0.0011115501,0.001735769,0.0010089498,0.00034066068],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009062068,0.095927455,0.0736312,0.0017562166,0.00019213792,0.0011540083,0.42954156,0.0013507734,0.07227674,0.005714745,0.0018751083,0.30751798],"study_design_scores_gemma":[0.0141125675,0.18098065,0.35465658,0.0011673585,0.00077976496,0.002835417,0.2832255,0.016725658,0.08246632,0.01379455,0.048630018,0.0006256738],"about_ca_topic_score_codex":0.000994821,"about_ca_topic_score_gemma":0.0008475747,"teacher_disagreement_score":0.006565067,"about_ca_system_score_codex":0.00060712267,"about_ca_system_score_gemma":0.0014513258,"threshold_uncertainty_score":0.034719765},"labels":[],"label_agreement":null},{"id":"W2754679021","doi":"10.25439/rmt.27589419","title":"The social language strategies of Saudi students in an English as a second language context","year":2017,"lang":"en","type":"dissertation","venue":"RMIT Research Repository (RMIT University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Comprehension approach; Language assessment; English language; Context (archaeology); Linguistics; Language transfer; Language education; Language industry; Language acquisition; Psychology; Pedagogy; Mathematics education; History","score_opus":0.029833510131525635,"score_gpt":0.3291027217026084,"score_spread":0.29926921157108277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2754679021","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99888533,0.000068630834,0.000013864872,0.00008958766,0.000004866657,0.0000074934674,0.000005797653,7.5772186e-7,0.00092365645],"genre_scores_gemma":[0.99863833,0.00017326022,0.00004353313,0.00010254223,0.000003639302,0.00001005385,0.000013193916,0.000001326165,0.0010140743],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993044,0.00020230518,0.000038584265,0.00004512532,0.00019740782,0.00021216307],"domain_scores_gemma":[0.99835,0.00018912261,0.00042236064,0.000036291734,0.0003500384,0.00065224187],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010666467,0.0004173118,0.00035706817,0.00082124496,0.0023772144,0.0036012377,0.00042793812,0.00065528625,0.002043323],"category_scores_gemma":[0.0020316627,0.00020492794,0.0003272915,0.00039790722,0.0014976135,0.0009041969,0.0019122688,0.0009586959,0.00047721842],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013193686,0.0011433325,0.35679895,0.00015718145,0.0000345849,0.001063822,0.615278,0.00006639291,0.0044533107,0.0007684269,0.0007032775,0.01940076],"study_design_scores_gemma":[0.000011047864,0.00047291588,0.16004458,0.000068064735,0.000023086503,0.00042343786,0.83154196,0.00018657537,0.0005727227,0.0001671059,0.006455142,0.00003334964],"about_ca_topic_score_codex":0.020464238,"about_ca_topic_score_gemma":0.035565164,"teacher_disagreement_score":0.020464238,"about_ca_system_score_codex":0.0014787666,"about_ca_system_score_gemma":0.0018030875,"threshold_uncertainty_score":0.040690243},"labels":[],"label_agreement":null},{"id":"W2754999243","doi":"10.5539/elt.v10n10p134","title":"The Connotations of Language Teacher Autonomy","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Learner autonomy; Autonomy; Psychology; Pedagogy; Foreign language; Language acquisition; Language education; Language teacher; Focus (optics); Language assessment; Linguistics; Mathematics education; Comprehension approach; Political science","score_opus":0.017503166887536,"score_gpt":0.2774963962391313,"score_spread":0.2599932293515953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2754999243","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20897533,0.02792352,0.040007703,0.09028181,0.0031532247,0.000075902215,0.00012291956,0.00021690683,0.6292426],"genre_scores_gemma":[0.9889014,0.0022117766,0.0014912252,0.002122519,0.00057852076,0.000050122337,0.000022344615,0.000045909914,0.004576356],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9843873,0.009813797,0.0008352417,0.001216845,0.0027125587,0.0010342305],"domain_scores_gemma":[0.9793515,0.013739563,0.0023167788,0.0010916201,0.0019763669,0.0015241158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007375758,0.00032948863,0.0004008158,0.002095878,0.0037710848,0.004729698,0.00080934435,0.0022058655,0.002014787],"category_scores_gemma":[0.019901207,0.0001866905,0.00031161512,0.0014164236,0.046880502,0.0062549044,0.0067454367,0.0044414103,0.00037514418],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060050555,0.000014960543,0.0028309259,0.00011767806,0.0000068684185,0.00020916852,0.11695614,0.00017290907,0.00040401734,0.8614785,0.0026179475,0.015130826],"study_design_scores_gemma":[0.000050809223,0.00012058923,0.014620865,0.00075885333,0.000023959525,0.001230019,0.072814494,0.00083441864,0.00091339846,0.5765567,0.33198375,0.000092134265],"about_ca_topic_score_codex":0.00238646,"about_ca_topic_score_gemma":0.0014473005,"teacher_disagreement_score":0.007375758,"about_ca_system_score_codex":0.0030304878,"about_ca_system_score_gemma":0.0019290607,"threshold_uncertainty_score":0.039007246},"labels":[],"label_agreement":null},{"id":"W2755000596","doi":"10.1558/lst.26454","title":"Exploring the social nature of L2 writing","year":2017,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Affordance; Academic writing; Task (project management); Psychology; Composition (language); Writing process; Context (archaeology); Second language writing; Mediation; Class (philosophy); Division of labour; English for academic purposes; Process (computing); Basic writing; Pedagogy; Mathematics education; Sociology; Higher education; Linguistics; Computer science; Second language; Cognitive psychology; History; Political science; Engineering; Social science","score_opus":0.06537367451526394,"score_gpt":0.3020306440716953,"score_spread":0.23665696955643134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2755000596","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9781139,0.0001610608,0.009186653,0.00034439733,0.0000068554677,0.000060983537,0.000020653859,0.000026851889,0.01207864],"genre_scores_gemma":[0.9975236,0.00005201783,0.0018738621,0.000017603925,0.000004312509,0.000028981618,0.000008220202,0.0000042763386,0.0004871958],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.997283,0.0019018933,0.00009604834,0.00028289412,0.00027307638,0.00016310086],"domain_scores_gemma":[0.9947174,0.0038598222,0.0007005517,0.00022450101,0.00026387678,0.00023383627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022787894,0.0003115946,0.00029030305,0.0021605983,0.0020644728,0.0044934093,0.00049286144,0.0005484696,0.0017336219],"category_scores_gemma":[0.0059064305,0.00022936889,0.00022889461,0.0009318171,0.00478509,0.0027171993,0.0026884251,0.0005881139,0.00012528099],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011952371,0.00022796137,0.13939779,0.00035430022,0.000044563196,0.0014152101,0.71847564,0.0012855073,0.020082256,0.030029891,0.00024912404,0.08831831],"study_design_scores_gemma":[0.00006390037,0.00041572735,0.26293683,0.00024696713,0.000043393422,0.0014247906,0.6377643,0.014574494,0.0063752034,0.042160675,0.03390663,0.00008714343],"about_ca_topic_score_codex":0.002573059,"about_ca_topic_score_gemma":0.0033622205,"teacher_disagreement_score":0.0044934093,"about_ca_system_score_codex":0.0014618441,"about_ca_system_score_gemma":0.0012960205,"threshold_uncertainty_score":0.012051523},"labels":[],"label_agreement":null},{"id":"W2755112336","doi":"10.5539/elt.v10n10p92","title":"Explicit and Implicit Grammar Instructions in Higher Learning Institutions","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Dilemma; Mathematics education; Psychology; Teaching method; Linguistics; Pedagogy","score_opus":0.04886982820569382,"score_gpt":0.29137494248442397,"score_spread":0.24250511427873014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2755112336","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9849225,0.00028738787,0.0021513174,0.00089312176,0.0000057828056,0.000013383775,0.000008432224,0.0000127352405,0.011705281],"genre_scores_gemma":[0.9986125,0.000077767334,0.000512121,0.00007805123,0.0000013335601,0.0000043343125,0.0000029267635,0.000002666155,0.0007082316],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9915523,0.005212394,0.0006295357,0.00039633273,0.0015282182,0.0006811817],"domain_scores_gemma":[0.9809791,0.011590636,0.0038180603,0.0011622885,0.001272558,0.0011774414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067284266,0.00012692546,0.00013159639,0.0007976666,0.0013061796,0.003066227,0.00055371097,0.0007319905,0.001713899],"category_scores_gemma":[0.017634714,0.00019958768,0.00010591304,0.000596041,0.0060767066,0.0026703747,0.0035713185,0.0013144711,0.00015795202],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014823492,0.00037304836,0.23070394,0.0005798802,0.000022063432,0.0014549178,0.5191343,0.0012753465,0.006861236,0.06759253,0.0007888025,0.17106575],"study_design_scores_gemma":[0.0000651633,0.000575956,0.33025122,0.0018966552,0.000058464953,0.0017702804,0.54775035,0.004726935,0.013073624,0.0398319,0.0598298,0.00016969425],"about_ca_topic_score_codex":0.003604315,"about_ca_topic_score_gemma":0.008231055,"teacher_disagreement_score":0.0067284266,"about_ca_system_score_codex":0.0031213448,"about_ca_system_score_gemma":0.004862313,"threshold_uncertainty_score":0.035583735},"labels":[],"label_agreement":null},{"id":"W2755977304","doi":"10.5539/elt.v10n10p140","title":"Personal and Academic Aspects that Contributed to the Development of the English Language Competence of Students from a Language Teacher Education Program","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Competence (human resources); Language proficiency; Curriculum; Mathematics education; Foreign language; Pedagogy; English as a foreign language; Qualitative research; Medical education; Sociology","score_opus":0.022354644791156893,"score_gpt":0.30911823866450183,"score_spread":0.28676359387334494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2755977304","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992169,0.000026881064,0.000028302013,0.00006300328,0.0000017251008,0.00000565064,0.000005642923,8.393882e-7,0.0006510689],"genre_scores_gemma":[0.9993206,0.00004724378,0.00004006905,0.000025065367,0.0000019255076,0.000006175896,0.000009980342,8.242927e-7,0.0005480683],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99929476,0.00025744006,0.0000462978,0.000060020175,0.00012145563,0.00021986483],"domain_scores_gemma":[0.9979461,0.0005612715,0.0003284704,0.00007548942,0.00021273682,0.00087604305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00097003614,0.00018453084,0.0002506141,0.00062304793,0.00205033,0.0018736083,0.00029446316,0.00037593,0.001514909],"category_scores_gemma":[0.0036964214,0.00019035178,0.00019548132,0.0004150065,0.0011413079,0.0006777711,0.0014914044,0.0007333943,0.00021791602],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013900157,0.0013355792,0.5941547,0.00014650203,0.000029855804,0.0015910504,0.36278725,0.000165245,0.0044636265,0.00043571318,0.0005319493,0.03421952],"study_design_scores_gemma":[0.000009916388,0.0004247384,0.6037016,0.00005450494,0.00002484656,0.0009909654,0.38923502,0.00017058552,0.0013358514,0.00020188431,0.0038147867,0.00003528355],"about_ca_topic_score_codex":0.0029335094,"about_ca_topic_score_gemma":0.0074005444,"teacher_disagreement_score":0.0029335094,"about_ca_system_score_codex":0.00064454536,"about_ca_system_score_gemma":0.0010864058,"threshold_uncertainty_score":0.005832851},"labels":[],"label_agreement":null},{"id":"W2756573308","doi":"10.5539/ijel.v7n6p198","title":"Techniques and Applications in Instructional L2 Learning","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sentence; Computer science; Process (computing); Context (archaeology); Natural language processing; Sentence processing; Second language; Artificial intelligence; Linguistics; Programming language","score_opus":0.02240533470689827,"score_gpt":0.29772771100163176,"score_spread":0.2753223762947335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2756573308","genre_codex":"methods","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011112403,0.054579396,0.88770723,0.002782436,0.0004595746,0.000491168,0.00019911522,0.0010678549,0.041600738],"genre_scores_gemma":[0.07186528,0.039928477,0.8786933,0.0005310223,0.000388989,0.0010682778,0.00016199074,0.00023103323,0.0071317474],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99624795,0.0020583805,0.0002302356,0.0004871044,0.000848959,0.00012731878],"domain_scores_gemma":[0.99058163,0.0075894836,0.00035549913,0.0007976472,0.0005364888,0.00013933753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00358763,0.0010942828,0.00080661726,0.005748993,0.000975082,0.002714096,0.0017996149,0.0016858532,0.007015462],"category_scores_gemma":[0.009754511,0.00053767546,0.001095333,0.006965781,0.0034336369,0.0043860083,0.0021979483,0.0023178216,0.0021425723],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000736907,0.00017830574,0.0016979049,0.0030099053,0.00007196732,0.00022441038,0.0055134916,0.0017377089,0.006136879,0.14440799,0.0039396835,0.8330081],"study_design_scores_gemma":[0.00006628882,0.00058253855,0.0075669386,0.0034680562,0.00015035017,0.0026636359,0.0057849684,0.015555353,0.011954702,0.45168543,0.5003357,0.0001860549],"about_ca_topic_score_codex":0.00094269274,"about_ca_topic_score_gemma":0.0010019009,"teacher_disagreement_score":0.007015462,"about_ca_system_score_codex":0.0010431778,"about_ca_system_score_gemma":0.0011291067,"threshold_uncertainty_score":0.02346909},"labels":[],"label_agreement":null},{"id":"W2757432027","doi":"10.5539/ijel.v7n6p59","title":"The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Language acquisition; Psychology; Reading (process); Context (archaeology); Learner autonomy; Mathematics education; Competence (human resources); Cognition; Pedagogy; Metacognition; Language education; Computer science; Comprehension approach; Linguistics; Social psychology","score_opus":0.043227750349653885,"score_gpt":0.29598256900205044,"score_spread":0.2527548186523966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2757432027","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995123,0.00014645963,0.000024304525,0.000050303795,0.0000016699995,0.0000075914354,0.000008674992,0.0000011389722,0.00024743116],"genre_scores_gemma":[0.998882,0.00039872405,0.00018256066,0.00004705859,0.0000022262093,0.000009083198,0.000015201024,7.9160674e-7,0.00046221598],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996537,0.000106230655,0.000041307383,0.000035242323,0.00009044054,0.000072979026],"domain_scores_gemma":[0.99902403,0.0002536362,0.00021928603,0.000030677616,0.0002533304,0.00021911752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000713005,0.00026149032,0.0002492242,0.00038209022,0.000475631,0.00078007265,0.00028457926,0.00035928047,0.00091046107],"category_scores_gemma":[0.0022628317,0.00013455993,0.0002447447,0.00021921808,0.00028333743,0.00049488735,0.00055868336,0.00040800596,0.00022597755],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021952255,0.0013119639,0.7995992,0.00042426813,0.00004639487,0.000764901,0.07837916,0.00008575713,0.0059136003,0.00010572437,0.0004157307,0.11273382],"study_design_scores_gemma":[0.000017734326,0.0021181733,0.92406565,0.00018406281,0.000117878175,0.00059726904,0.06676662,0.00043000173,0.00202628,0.00008257966,0.003559968,0.0000337304],"about_ca_topic_score_codex":0.008445966,"about_ca_topic_score_gemma":0.016436918,"teacher_disagreement_score":0.008445966,"about_ca_system_score_codex":0.0003145582,"about_ca_system_score_gemma":0.0006849291,"threshold_uncertainty_score":0.016793609},"labels":[],"label_agreement":null},{"id":"W2757461657","doi":"10.1177/0033688217730144","title":"Exploring an EAP Teacher’s Beliefs and Practices in Teaching L2 Speaking: A Case Study","year":2017,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Divergence (linguistics); Psychology; Class (philosophy); Pedagogy; English for academic purposes; Mathematics education; Teaching method; Linguistics; Computer science","score_opus":0.43647486138102476,"score_gpt":0.4122092584940618,"score_spread":0.024265602886962945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2757461657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99063885,0.00020275202,0.0024676307,0.0013922469,0.000025831561,0.00010545917,0.000024566463,0.000023770135,0.00511879],"genre_scores_gemma":[0.9886485,0.0005986281,0.003912179,0.00045951057,0.000021057247,0.000112957794,0.000023214696,0.000037057416,0.006186809],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946331,0.0032717302,0.00018621304,0.00045597038,0.00070495537,0.0007480043],"domain_scores_gemma":[0.9912668,0.005128792,0.0009341169,0.00046412525,0.00084165984,0.0013644138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044063963,0.0006442174,0.0005731196,0.0012471789,0.013398875,0.0037091854,0.0024990446,0.0032621704,0.0030854018],"category_scores_gemma":[0.011307899,0.0008047336,0.0004732312,0.0009552153,0.00545531,0.002675995,0.0037728893,0.0040189377,0.00075993524],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007516274,0.0008597045,0.011202095,0.0001915232,0.0000104509245,0.02949304,0.9358118,0.00023679817,0.003916801,0.0016144544,0.0007377507,0.01585035],"study_design_scores_gemma":[0.000018854036,0.0004014448,0.0050634784,0.00021575205,0.00001461433,0.014693185,0.9618601,0.0005629162,0.0025226723,0.00037876714,0.014232012,0.000036172747],"about_ca_topic_score_codex":0.012302983,"about_ca_topic_score_gemma":0.035728894,"teacher_disagreement_score":0.013398875,"about_ca_system_score_codex":0.0046952716,"about_ca_system_score_gemma":0.003201543,"threshold_uncertainty_score":0.034066677},"labels":[],"label_agreement":null},{"id":"W2759629465","doi":"10.3968/9829","title":"On the Integration of Cultural Knowledge Into College English Teaching","year":2017,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Cultural knowledge; Active listening; Vocabulary; Quality (philosophy); Psychology; Mathematics education; Pedagogy; Sociology; Linguistics; Epistemology; Communication","score_opus":0.03958815211544612,"score_gpt":0.34489769539377413,"score_spread":0.305309543278328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2759629465","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6502498,0.016851265,0.009914911,0.01682737,0.00020718032,0.00012675567,0.000028348468,0.00003318035,0.3057611],"genre_scores_gemma":[0.98507565,0.0071375133,0.0044085667,0.00055782887,0.000051487004,0.000029316217,0.000012697295,0.000008790564,0.002718107],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9970879,0.0017342649,0.00012709334,0.00014333327,0.00061428704,0.0002931848],"domain_scores_gemma":[0.9940375,0.0034710667,0.00055386615,0.00024121188,0.001116176,0.00058017776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033309164,0.00019455956,0.0001939047,0.0019458095,0.0019165465,0.0057782303,0.00061489234,0.0005311701,0.0021276441],"category_scores_gemma":[0.0072598974,0.00016041513,0.0003231212,0.0021513524,0.0028733243,0.0050538587,0.0032211533,0.0010845467,0.0001461222],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000069446054,0.00056102,0.05792702,0.0008398115,0.00006705015,0.0013179722,0.1488412,0.0003808356,0.0028182252,0.084593706,0.0017565599,0.7008272],"study_design_scores_gemma":[0.000047754846,0.00055118767,0.34157208,0.0086266445,0.0006177288,0.0014971601,0.3892764,0.0025105732,0.0062240837,0.07819868,0.17076184,0.00011588529],"about_ca_topic_score_codex":0.0133719975,"about_ca_topic_score_gemma":0.02495058,"teacher_disagreement_score":0.0133719975,"about_ca_system_score_codex":0.002488051,"about_ca_system_score_gemma":0.0069215377,"threshold_uncertainty_score":0.02658832},"labels":[],"label_agreement":null},{"id":"W2761323249","doi":"10.1515/cercles-2017-0016","title":"Classroom assistants for foreign language pedagogy","year":2017,"lang":"en","type":"article","venue":"Language Learning in Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Foreign language; Applied linguistics; Language assessment; Pedagogy; Language education; English as a foreign language; Language proficiency; Psychology; Mathematics education; Linguistics","score_opus":0.0536791088350193,"score_gpt":0.36011189311504443,"score_spread":0.30643278428002513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2761323249","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48747888,0.037875853,0.07777284,0.025225062,0.0055265245,0.0018731247,0.00033511213,0.003907395,0.36000517],"genre_scores_gemma":[0.87525624,0.0055204583,0.046692558,0.0025019369,0.00058275164,0.00057336164,0.00015063622,0.00027870812,0.068443455],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9926651,0.0052356133,0.00021603734,0.00046057688,0.0010195771,0.00040307065],"domain_scores_gemma":[0.98622584,0.006876103,0.0013319083,0.00119205,0.0015002599,0.0028737902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005426673,0.000400407,0.0003415535,0.00059013785,0.0028591745,0.00455165,0.0014009092,0.0009831538,0.023150073],"category_scores_gemma":[0.015580891,0.00023704601,0.00036854713,0.00033823133,0.0012829265,0.0020683352,0.0051287604,0.0018997083,0.005949521],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040373066,0.0019412664,0.008734608,0.0020118826,0.00004014897,0.0023747766,0.09280414,0.0005248895,0.006750229,0.035291545,0.065206684,0.78391606],"study_design_scores_gemma":[0.00013147865,0.0012472871,0.0052800747,0.000927417,0.000037160735,0.0017288633,0.035141233,0.00048582916,0.003860483,0.007300682,0.9438227,0.00003691532],"about_ca_topic_score_codex":0.0005550737,"about_ca_topic_score_gemma":0.0011888959,"teacher_disagreement_score":0.023150073,"about_ca_system_score_codex":0.0014371208,"about_ca_system_score_gemma":0.005644461,"threshold_uncertainty_score":0.07744473},"labels":[],"label_agreement":null},{"id":"W2762374988","doi":"10.5007/2175-8026.2017v70n3p201","title":"The Role of Training in Shaping Teacher Cognition Related to L2 Pronunciation","year":2017,"lang":"en","type":"article","venue":"Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"Coordenação de Aperfeiçoamento de Pessoal de Nível Superior","keywords":"Pronunciation; Psychology; Cognition; Phonology; Point (geometry); Mathematics education; Linguistics","score_opus":0.028774843977980243,"score_gpt":0.29811402951382887,"score_spread":0.2693391855358486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2762374988","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99891305,0.00005851409,0.000067233144,0.000027204185,0.0000021422698,0.000005861476,0.000008775083,0.0000027040362,0.00091448595],"genre_scores_gemma":[0.9991922,0.000066600725,0.00013171711,0.000018446566,0.0000014177901,0.000005673427,0.000012324655,0.0000017408875,0.0005700078],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999373,0.00017829599,0.000018815517,0.0000738875,0.00016419742,0.00019183868],"domain_scores_gemma":[0.9974623,0.00096343603,0.0005474705,0.000094657815,0.00043752327,0.0004946057],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008198262,0.00022859866,0.00018923216,0.00047803222,0.0006773669,0.0011092568,0.00025048104,0.0002994136,0.0010016031],"category_scores_gemma":[0.0051558134,0.000107608146,0.00014668255,0.00028781535,0.00081282307,0.00032011236,0.0005975497,0.0004572307,0.00012359193],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00070642814,0.0014318423,0.74054056,0.00026372002,0.000048417984,0.0007608124,0.116414465,0.00022796377,0.030605849,0.0003592816,0.00039463033,0.10824605],"study_design_scores_gemma":[0.0000047371936,0.00023353592,0.97364163,0.00003105325,0.000012966505,0.00007402688,0.023867019,0.000085156404,0.0010585022,0.00007526617,0.00090285647,0.000013298705],"about_ca_topic_score_codex":0.059904985,"about_ca_topic_score_gemma":0.10076964,"teacher_disagreement_score":0.059904985,"about_ca_system_score_codex":0.0016618313,"about_ca_system_score_gemma":0.0022071651,"threshold_uncertainty_score":0.11911261},"labels":[],"label_agreement":null},{"id":"W2762948131","doi":"10.5539/ijel.v7n6p228","title":"Evaluating TESL Students’ Beliefs about Foreign Language Learning","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Data collection; Mathematics education; Psychology; Descriptive statistics; Statistical analysis; Foreign language teaching; Measure (data warehouse); Computer science; Mathematics; Statistics","score_opus":0.05819329294810666,"score_gpt":0.3879834193527408,"score_spread":0.3297901264046341,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2762948131","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991534,0.000020015408,0.00003724441,0.00002724147,0.0000017208866,0.000009745034,0.000009766609,0.0000013464386,0.0007395589],"genre_scores_gemma":[0.9987496,0.00007061907,0.00012705567,0.000028206829,0.0000026593643,0.000019102703,0.000032644475,0.0000010976221,0.0009690372],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99908316,0.00022389209,0.000094359806,0.00004718816,0.00039159387,0.00015983611],"domain_scores_gemma":[0.99371606,0.0017628134,0.0016952602,0.00019050461,0.0014363857,0.001198972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024759104,0.00025583294,0.00044373446,0.00085308956,0.00067820697,0.0019370579,0.0003332613,0.00057069,0.0026370313],"category_scores_gemma":[0.006622491,0.0002149275,0.00041616784,0.00046635728,0.00070938474,0.000627519,0.00091208523,0.0011856084,0.0006959086],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022024992,0.0022134287,0.91298515,0.00016043002,0.00005028488,0.00047719886,0.049218334,0.00020608092,0.0045592627,0.0002844649,0.00040813404,0.029217009],"study_design_scores_gemma":[0.00003446777,0.0033148879,0.83547,0.00017043535,0.00006821664,0.00037973188,0.15254717,0.00094069,0.0038656113,0.00033422108,0.0028142051,0.00006034962],"about_ca_topic_score_codex":0.0019352186,"about_ca_topic_score_gemma":0.0038429252,"teacher_disagreement_score":0.0026370313,"about_ca_system_score_codex":0.0005889199,"about_ca_system_score_gemma":0.0007853197,"threshold_uncertainty_score":0.013094068},"labels":[],"label_agreement":null},{"id":"W2763061404","doi":"10.5539/elt.v10n11p60","title":"EFL Learners’ Grammatical Awareness through Accumulating Formulaic Sequences of Morphological Structure (-ing)","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Morpheme; Grammar; Chunking (psychology); Psychology; Linguistics; Explication; Recall; Notice; Phrase structure rules; Meaning (existential); Phenomenon; Cognitive psychology","score_opus":0.05504423421283657,"score_gpt":0.3286702038510079,"score_spread":0.2736259696381714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2763061404","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983943,0.000031657008,0.0005053093,0.000021676624,0.0000010363,0.00000450536,0.000012728006,0.00001741495,0.0010112748],"genre_scores_gemma":[0.9970535,0.00007668871,0.0014432978,0.000018066039,0.0000015616667,0.0000056231556,0.000033732624,0.0000044516896,0.0013630223],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9998485,0.000025922604,0.000016139333,0.00004436195,0.00004507082,0.000020096071],"domain_scores_gemma":[0.9987991,0.0003597741,0.00039069218,0.00014271784,0.00022823956,0.000079526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005420917,0.00016028303,0.00013280402,0.0004919865,0.00013849765,0.0006736645,0.00021595931,0.00017782464,0.0021418324],"category_scores_gemma":[0.0023066765,0.0001558646,0.00008057905,0.00016472914,0.00040524584,0.0007463618,0.00054003246,0.00040600746,0.00036460222],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031891093,0.0008748537,0.35539398,0.00035088867,0.00003612802,0.0009452489,0.027912814,0.00055005704,0.24380977,0.0013550044,0.00075831363,0.36769408],"study_design_scores_gemma":[0.000039837647,0.0014805879,0.8770392,0.00010882124,0.00008017221,0.0023883847,0.013487844,0.0027035412,0.09053968,0.0031619011,0.008920317,0.000049741193],"about_ca_topic_score_codex":0.0010697305,"about_ca_topic_score_gemma":0.0013414576,"teacher_disagreement_score":0.0021418324,"about_ca_system_score_codex":0.00013388033,"about_ca_system_score_gemma":0.00023447182,"threshold_uncertainty_score":0.007165134},"labels":[],"label_agreement":null},{"id":"W2763364112","doi":"10.5539/elt.v10n11p22","title":"English Grammar and Thai University Students: An Insurmountable Linguistic Battle?","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Psychology; English grammar; Test (biology); Sentence; Traditional grammar","score_opus":0.016369883557648037,"score_gpt":0.26465556310163224,"score_spread":0.2482856795439842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2763364112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877809,0.0009887727,0.00008834925,0.007268569,0.00005908149,0.0000067934798,0.000011331848,0.0000035078092,0.0037926023],"genre_scores_gemma":[0.99684465,0.0008090955,0.000055999717,0.0009712026,0.00003746808,0.0000070467663,0.000009491001,0.000003619389,0.0012615093],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9976914,0.0010569408,0.00008850407,0.00016577242,0.00045503888,0.00054241385],"domain_scores_gemma":[0.9945458,0.0015684712,0.0010595196,0.00012888714,0.00054226787,0.0021549664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019880296,0.00023173547,0.00043261482,0.0011219548,0.0044057206,0.0054141004,0.0005765263,0.0015559982,0.003054385],"category_scores_gemma":[0.0056112707,0.0002517567,0.00019750584,0.0010335639,0.0045775413,0.0037115847,0.0025881627,0.0019923076,0.00041655565],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006116132,0.0003782737,0.19241811,0.00017107847,0.00001914482,0.004938058,0.76278776,0.000028102308,0.0010332989,0.0021964898,0.0020382083,0.03393033],"study_design_scores_gemma":[0.000006435176,0.00015105357,0.074437246,0.00012436506,0.000010840586,0.0021101278,0.9152903,0.00008326002,0.00012420303,0.0010351532,0.006601855,0.000025171246],"about_ca_topic_score_codex":0.011367795,"about_ca_topic_score_gemma":0.018189143,"teacher_disagreement_score":0.011367795,"about_ca_system_score_codex":0.0010795976,"about_ca_system_score_gemma":0.002172402,"threshold_uncertainty_score":0.022603273},"labels":[],"label_agreement":null},{"id":"W2763514418","doi":"10.5539/elt.v10n11p119","title":"The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Reading (process); Task (project management); Mathematics education; Psychology; Test (biology); Comprehension; Language education; Reciprocal teaching; Significant difference; Computer science; Linguistics; Statistics; Mathematics","score_opus":0.014236552971693787,"score_gpt":0.2918876196114318,"score_spread":0.277651066639738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2763514418","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99955136,0.00006486531,0.000092284725,0.000030678122,0.000005719074,0.0000111406525,0.0000054690686,0.000007729388,0.00023082658],"genre_scores_gemma":[0.9975932,0.00017960819,0.001371882,0.000032426076,0.000014740354,0.000035757814,0.000028284332,0.00000451964,0.0007394953],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995517,0.00016275152,0.00004138151,0.00008022849,0.00010453165,0.00005945677],"domain_scores_gemma":[0.99833506,0.0006458727,0.00031391764,0.00008838365,0.0002233748,0.00039341138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007499998,0.00034686035,0.00036470496,0.00021037276,0.00023830666,0.00037550784,0.0003339731,0.0003044957,0.0016168007],"category_scores_gemma":[0.003796089,0.00011018745,0.0002692131,0.00012695002,0.0002298641,0.00031343292,0.0003076659,0.00045910454,0.00023558126],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01721819,0.04252654,0.12436632,0.0016830136,0.0002249334,0.0011136216,0.020571798,0.0008827213,0.17724046,0.00037628823,0.0013390697,0.612457],"study_design_scores_gemma":[0.0013327932,0.119939886,0.79893285,0.00025461512,0.0006711728,0.0010494108,0.013019408,0.0022528388,0.05300502,0.0006690479,0.0087793935,0.00009359248],"about_ca_topic_score_codex":0.0009803766,"about_ca_topic_score_gemma":0.001625508,"teacher_disagreement_score":0.0016168007,"about_ca_system_score_codex":0.0001909493,"about_ca_system_score_gemma":0.000563206,"threshold_uncertainty_score":0.005408764},"labels":[],"label_agreement":null},{"id":"W2763783130","doi":"10.36510/learnland.v9i2.785","title":"Close Reading and Movement: A Lesson on Student Engagement and the Four Cs","year":2016,"lang":"en","type":"article","venue":"LEARNing Landscapes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Reading (process); Meaning (existential); Movement (music); Psychology; Mathematics education; Pedagogy; Linguistics; Art","score_opus":0.029342344156749783,"score_gpt":0.25505784304268814,"score_spread":0.22571549888593836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2763783130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60662454,0.0015247504,0.13286702,0.010537899,0.00097266363,0.0012625011,0.00042571416,0.0033519792,0.2424329],"genre_scores_gemma":[0.8218834,0.0010382152,0.10554647,0.0015727333,0.00012025598,0.0007554813,0.00039030515,0.00037509121,0.06831811],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9996177,0.00014692277,0.000014136843,0.0000712791,0.00007550742,0.000074287454],"domain_scores_gemma":[0.99939144,0.0002478932,0.000034500932,0.000078219906,0.0000356136,0.00021231575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006413033,0.00059250154,0.00035675408,0.0003941046,0.0012416443,0.0015724613,0.0011510163,0.0014369984,0.007762056],"category_scores_gemma":[0.0015376682,0.00020591,0.00048720764,0.00027734155,0.0013041763,0.001470035,0.0041089654,0.0022088196,0.0015498844],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00067853264,0.0070781736,0.00609407,0.0011027602,0.00005066578,0.0025825484,0.06818456,0.0024998353,0.077297375,0.035739455,0.076632306,0.72205985],"study_design_scores_gemma":[0.00039251556,0.0058664493,0.03092634,0.0009477464,0.000071561386,0.0042675706,0.039024983,0.004132583,0.042469256,0.06358475,0.8081462,0.00017010169],"about_ca_topic_score_codex":0.00052188174,"about_ca_topic_score_gemma":0.0019372246,"teacher_disagreement_score":0.007762056,"about_ca_system_score_codex":0.00049248646,"about_ca_system_score_gemma":0.00074127276,"threshold_uncertainty_score":0.025966644},"labels":[],"label_agreement":null},{"id":"W2765416764","doi":"10.1080/09588221.2017.1395348","title":"Learning a minority language through authentic conversation using an online social learning method","year":2017,"lang":"en","type":"article","venue":"Computer Assisted Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Yorkville University","funders":"Llywodraeth Cymru","keywords":"Conversation; Computer science; Welsh; Vignette; Language acquisition; Blended learning; Asynchronous communication; Educational technology; Experiential learning; Synchronous learning; Teaching method; Mathematics education; Cooperative learning; Psychology; Linguistics","score_opus":0.10160298533517216,"score_gpt":0.35593388077246635,"score_spread":0.2543308954372942,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765416764","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83543545,0.0002738746,0.102968074,0.0018133289,0.00013985051,0.0018297422,0.0000693499,0.00023672414,0.057233624],"genre_scores_gemma":[0.93916976,0.0002517875,0.048556786,0.00026307002,0.000053737695,0.0009749743,0.000033690012,0.000032723874,0.01066355],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9918926,0.0066093155,0.00015293907,0.00041035196,0.0006444271,0.00029050038],"domain_scores_gemma":[0.9937505,0.0040747863,0.00037800087,0.00060397224,0.00045207745,0.0007406285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068432074,0.00056675577,0.00032121324,0.0013850841,0.004756915,0.004136228,0.0014462225,0.000868067,0.0048751514],"category_scores_gemma":[0.008425075,0.00023395642,0.00036632564,0.00063471164,0.0033887029,0.0041950927,0.006762003,0.00096265087,0.0011216806],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000299246,0.0020466004,0.006543761,0.00059816014,0.00002545748,0.001286536,0.70500237,0.00047533176,0.014799109,0.03630233,0.0026721787,0.2299489],"study_design_scores_gemma":[0.00020792682,0.0028528427,0.005816289,0.00058711687,0.000060038572,0.0026321588,0.7899619,0.006502747,0.018886102,0.021471431,0.15085836,0.00016313203],"about_ca_topic_score_codex":0.0006072596,"about_ca_topic_score_gemma":0.0013105507,"teacher_disagreement_score":0.0068432074,"about_ca_system_score_codex":0.0009891165,"about_ca_system_score_gemma":0.0019187515,"threshold_uncertainty_score":0.036190808},"labels":[],"label_agreement":null},{"id":"W2765680768","doi":"10.5539/ijel.v8n1p44","title":"Investigating Changes in Demotivation among Chinese EFL Learners from an Activity Theory Perspective","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hubei University; Hubei University of Technology; Hubei Provincial Department of Education","keywords":"Perspective (graphical); Psychology; China; Class (philosophy); Mathematics education; English as a foreign language; Pedagogy; Epistemology; Computer science; Political science","score_opus":0.03364151800840596,"score_gpt":0.32015160910602763,"score_spread":0.28651009109762166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765680768","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99850583,0.0000578633,0.00031025548,0.0000720354,0.0000027225803,0.000012340479,0.000008733253,0.0000019415659,0.0010283357],"genre_scores_gemma":[0.9993311,0.00007397719,0.00018313373,0.000020156825,0.0000013718607,0.000015156647,0.000019355037,0.0000010380294,0.00035466897],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985215,0.000695897,0.00010620844,0.00014380612,0.00027061903,0.0002621219],"domain_scores_gemma":[0.9954614,0.0017470497,0.00094958046,0.00025826553,0.0008546966,0.0007289985],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003008944,0.00035820383,0.00032526554,0.0017181049,0.0017160616,0.0018960292,0.0005484837,0.00048422624,0.0007474291],"category_scores_gemma":[0.0060469313,0.00018022998,0.0003301461,0.00079871924,0.0023971903,0.0013035118,0.0019160606,0.0007290189,0.00011251914],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007558507,0.0001326013,0.3418416,0.00013517626,0.000019292369,0.00070010277,0.6259976,0.000111077956,0.0057549905,0.0010380324,0.00014566876,0.02404829],"study_design_scores_gemma":[0.000006140959,0.00020500312,0.3191799,0.00006183881,0.000015275366,0.0005518039,0.6722977,0.000518016,0.0018944687,0.00067026407,0.0045504468,0.00004913889],"about_ca_topic_score_codex":0.0060339826,"about_ca_topic_score_gemma":0.011376024,"teacher_disagreement_score":0.0060339826,"about_ca_system_score_codex":0.0015670432,"about_ca_system_score_gemma":0.0014156833,"threshold_uncertainty_score":0.01591301},"labels":[],"label_agreement":null},{"id":"W2765741248","doi":"10.5539/elt.v10n11p204","title":"EFL Teachers’ Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grounded theory; Psychology; Conceptualization; Curriculum; Mathematics education; Perception; Limiting; Merge (version control); Pedagogy; Language acquisition; Language learning strategies; Teaching method; Qualitative research; Cognition; Metacognition; Sociology; Linguistics","score_opus":0.024361875177431765,"score_gpt":0.29062792856399217,"score_spread":0.2662660533865604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765741248","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99719054,0.000096986725,0.000935999,0.00036536946,0.0000073637916,0.00008137355,0.000019207704,0.000004071371,0.0012992171],"genre_scores_gemma":[0.9983657,0.0001714261,0.00093820324,0.00012313294,0.000002069399,0.00007127271,0.000018013052,0.0000027250396,0.00030756576],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966673,0.0018044394,0.00018256181,0.00028620983,0.00055637467,0.0005030536],"domain_scores_gemma":[0.99216545,0.005822557,0.00062045944,0.0002702577,0.0005947629,0.00052640634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009458132,0.00041898616,0.0005588383,0.0023623046,0.0037892626,0.0037284065,0.0011496745,0.0010282838,0.0010194081],"category_scores_gemma":[0.008237501,0.00044811287,0.0002891501,0.0014076508,0.005828204,0.0030923395,0.002734573,0.0023074448,0.00012260873],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016582308,0.000293193,0.012318244,0.00007469419,0.000004593561,0.00045411094,0.97767794,0.000057584053,0.0009084606,0.0013125464,0.00014187192,0.0067402143],"study_design_scores_gemma":[0.000011155347,0.000081274105,0.006035616,0.00009721264,0.000005998858,0.00018069458,0.9906632,0.00025682588,0.00024666128,0.0005602608,0.001852062,0.000009071863],"about_ca_topic_score_codex":0.005223584,"about_ca_topic_score_gemma":0.00859323,"teacher_disagreement_score":0.009458132,"about_ca_system_score_codex":0.0044341227,"about_ca_system_score_gemma":0.0050476217,"threshold_uncertainty_score":0.05002004},"labels":[],"label_agreement":null},{"id":"W2766109190","doi":"10.5539/ijel.v8n1p15","title":"Motivation to Learn English Language: A Study of Shah Abdul Latif University, Khairpur, Sindh","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nonprobability sampling; Likert scale; Psychology; Bachelor; Mathematics education; English language; Test (biology); Motivation to learn; Pedagogy; Population; Developmental psychology; Sociology","score_opus":0.03301337432388385,"score_gpt":0.28706365158210206,"score_spread":0.2540502772582182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766109190","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992586,0.000078603865,0.000013317462,0.00014919779,0.0000047585327,0.000010501475,0.000013179428,7.6622297e-7,0.00047111252],"genre_scores_gemma":[0.99892896,0.00018976849,0.000036422105,0.00013455137,0.000007624046,0.000017118595,0.000019940313,0.0000011754339,0.00066453044],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994305,0.000108754284,0.00003411375,0.000053643187,0.00014943165,0.00022364272],"domain_scores_gemma":[0.99861884,0.00029110294,0.00027201013,0.000027122122,0.00019348299,0.00059748103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012144841,0.0002709466,0.0004622091,0.0009924652,0.0047522807,0.0017644698,0.00048201074,0.00073777226,0.002457253],"category_scores_gemma":[0.0017076074,0.00037774214,0.0002774426,0.0009448684,0.00082306296,0.0009655364,0.0008118384,0.0009294562,0.0003839356],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000108896136,0.0017665687,0.7236704,0.00028239662,0.000027057937,0.0031348795,0.24183099,0.00004778764,0.0019913428,0.0007406971,0.0015235064,0.024875492],"study_design_scores_gemma":[0.00001204069,0.00066959753,0.6984897,0.00010466388,0.000017140568,0.0009037718,0.2938849,0.00009826731,0.00030416416,0.00009549133,0.0053951265,0.00002509103],"about_ca_topic_score_codex":0.009838789,"about_ca_topic_score_gemma":0.024344597,"teacher_disagreement_score":0.009838789,"about_ca_system_score_codex":0.0011045971,"about_ca_system_score_gemma":0.0025948973,"threshold_uncertainty_score":0.01956302},"labels":[],"label_agreement":null},{"id":"W2766188719","doi":"10.5539/elt.v10n12p58","title":"The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Strategic Wisdom and Research Institute, Srinakharinwirot University","keywords":"Psychology; Mathematics education; Active listening; Reciprocal; Reading (process); Vocational education; Class (philosophy); Teaching method; English language; Pedagogy; Linguistics; Computer science; Communication","score_opus":0.023067428983087793,"score_gpt":0.3220752958433825,"score_spread":0.29900786686029474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766188719","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985202,0.0000757817,0.0004183178,0.000037669288,0.00003358194,0.00044892903,0.000021580263,0.000028255698,0.00041569542],"genre_scores_gemma":[0.9902955,0.00025512386,0.005944952,0.00008478066,0.0001046562,0.0018069446,0.00009868974,0.00001092562,0.0013982862],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99879897,0.0004412353,0.00010649733,0.0002649676,0.00018175595,0.00020651803],"domain_scores_gemma":[0.9957587,0.002415085,0.00047890673,0.0004082512,0.00018833154,0.00075073715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012109875,0.0007783222,0.00092580426,0.0007003549,0.00076894154,0.0004939366,0.001267935,0.00091868977,0.0031008094],"category_scores_gemma":[0.00531436,0.00042509363,0.0005343573,0.00037976867,0.00086039386,0.0005502412,0.0009080531,0.0013070736,0.0003213388],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.060415518,0.61128294,0.0052870596,0.001521203,0.00020104625,0.00055271614,0.004428247,0.0014828033,0.091798946,0.0007096302,0.00056488207,0.22175497],"study_design_scores_gemma":[0.030636292,0.790027,0.102470145,0.0002856364,0.00061312236,0.00043930145,0.002982857,0.0036698063,0.062179375,0.00077445677,0.0057756733,0.00014631216],"about_ca_topic_score_codex":0.0008002117,"about_ca_topic_score_gemma":0.0013092995,"teacher_disagreement_score":0.0031008094,"about_ca_system_score_codex":0.0004424295,"about_ca_system_score_gemma":0.0011171482,"threshold_uncertainty_score":0.010373235},"labels":[],"label_agreement":null},{"id":"W2766958152","doi":"10.5539/hes.v7n4p35","title":"The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes","year":2017,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Necmettin Erbakan Üniversitesi","keywords":"Reading comprehension; Mathematics education; Psychology; Learning styles; Test (biology); Self-efficacy; Perception; Reading (process); Foreign language; Social psychology; Linguistics","score_opus":0.023142532086791606,"score_gpt":0.3373350749622203,"score_spread":0.3141925428754287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766958152","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968326,0.000026724994,0.000015780204,0.0000064542137,0.0000022706258,0.000009843867,0.0000053104386,0.0000014782926,0.00024899188],"genre_scores_gemma":[0.9993369,0.000055233686,0.00010673369,0.00001103566,0.000004627668,0.000022915296,0.000017977025,8.149987e-7,0.0004437396],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99943227,0.00017970966,0.00004888116,0.000078979065,0.00013512737,0.00012507933],"domain_scores_gemma":[0.9974995,0.0009488542,0.00047036688,0.00011242139,0.00015292983,0.0008158627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083789317,0.00035311765,0.00036962115,0.00034445396,0.0002462284,0.00051939394,0.00021461786,0.00028988544,0.0017705484],"category_scores_gemma":[0.0026961532,0.00012142709,0.0004843848,0.00014529206,0.00023813992,0.00020813716,0.00037306585,0.00054978987,0.00023184331],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006671832,0.1183277,0.59882915,0.00061029877,0.0005894161,0.000791026,0.009649594,0.00066494633,0.059866264,0.00024346175,0.0005549427,0.20320137],"study_design_scores_gemma":[0.000084549225,0.011411659,0.9833546,0.000024641038,0.0000812743,0.00004573895,0.00145363,0.00019940741,0.002881504,0.00004465257,0.00040516726,0.000013155216],"about_ca_topic_score_codex":0.00045057537,"about_ca_topic_score_gemma":0.0009494961,"teacher_disagreement_score":0.0017705484,"about_ca_system_score_codex":0.00014011691,"about_ca_system_score_gemma":0.00023979269,"threshold_uncertainty_score":0.0059230924},"labels":[],"label_agreement":null},{"id":"W2767040413","doi":"10.1075/dujal.6.1.05wol","title":"The multilingual experience","year":2017,"lang":"en","type":"article","venue":"Dutch Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"Operationalization; Multilingualism; German; Dimension (graph theory); Psychology; Linguistics; Foreign language; First language; Language acquisition; Diversity (politics); Literacy; Computer science; Sociology; Mathematics education; Pedagogy; Mathematics","score_opus":0.04569040570940205,"score_gpt":0.3102492250412479,"score_spread":0.2645588193318459,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767040413","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9783262,0.00086855225,0.00026470557,0.0007881109,0.00004251225,0.0000050888675,0.00006197388,0.000013485643,0.019629318],"genre_scores_gemma":[0.9965978,0.00025570262,0.00004528618,0.000092628696,0.000010148837,0.0000024971614,0.000018565479,0.0000044906874,0.0029729127],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992372,0.00030399114,0.000026815165,0.00009601809,0.00010637268,0.0002296397],"domain_scores_gemma":[0.99860483,0.0003996905,0.00025437938,0.000074412885,0.00017725311,0.0004894087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059515884,0.00024240195,0.00029255726,0.00069771585,0.0026695519,0.0031609295,0.0002643346,0.0003556474,0.011132407],"category_scores_gemma":[0.001957029,0.00012454607,0.00017028043,0.00052515144,0.0023319677,0.0020180189,0.0038090711,0.00090195617,0.0006386464],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017022535,0.00019966143,0.11980948,0.00021211732,0.00004335957,0.0050045727,0.7824645,0.00011732824,0.005161267,0.009773262,0.004966347,0.072077885],"study_design_scores_gemma":[0.000012480661,0.00020862171,0.101038985,0.0001813545,0.000027450766,0.004332731,0.7996485,0.00013536737,0.000643247,0.002079312,0.09163873,0.000053224445],"about_ca_topic_score_codex":0.0185712,"about_ca_topic_score_gemma":0.0280342,"teacher_disagreement_score":0.0185712,"about_ca_system_score_codex":0.0012664878,"about_ca_system_score_gemma":0.0011374592,"threshold_uncertainty_score":0.037241638},"labels":[],"label_agreement":null},{"id":"W2767278181","doi":"10.5430/elr.v6n4p1","title":"Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language","year":2017,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Self-esteem; English language; Mathematics education; English as a foreign language; Test (biology); Data collection; Foreign language; Language acquisition; Developmental psychology; Mathematics; Statistics","score_opus":0.10487034053937846,"score_gpt":0.3700733300717198,"score_spread":0.26520298953234134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767278181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99932945,0.000056111207,0.000018299907,0.000018693168,0.000002017505,0.0000020339708,0.000009481199,5.321177e-7,0.00056346325],"genre_scores_gemma":[0.9996301,0.000053542524,0.000028530232,0.0000064353953,0.0000012162251,0.0000016623002,0.000014632896,3.233241e-7,0.0002635923],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997558,0.000057697976,0.000027056196,0.00001748431,0.00009721499,0.00004470374],"domain_scores_gemma":[0.9981756,0.00034601503,0.0005635016,0.00006261141,0.00048465037,0.0003675286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086501986,0.00018509175,0.0001996046,0.00061603,0.0003500688,0.00091769284,0.00014816856,0.00018079177,0.0013563591],"category_scores_gemma":[0.002487954,0.00006932277,0.00019318923,0.00026377346,0.00038661514,0.0002739799,0.00039192106,0.00043114604,0.00019578611],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005159904,0.00019415398,0.9779889,0.00002893643,0.000029425659,0.00011463708,0.0077835578,0.000054412194,0.0009002564,0.00021830901,0.000117177806,0.012518548],"study_design_scores_gemma":[0.0000031809725,0.00022908345,0.9816808,0.000027462433,0.000013714603,0.00019601778,0.016168224,0.00034899055,0.00035242882,0.00010619592,0.0008632,0.0000106842845],"about_ca_topic_score_codex":0.002669774,"about_ca_topic_score_gemma":0.003009731,"teacher_disagreement_score":0.002669774,"about_ca_system_score_codex":0.0001842462,"about_ca_system_score_gemma":0.00028212523,"threshold_uncertainty_score":0.0053084493},"labels":[],"label_agreement":null},{"id":"W2767654463","doi":"10.3968/9868","title":"Comparison and Contrast Between the Audiolingual Method and Total Physical Response to Improve Efficiency of College Students English Learning","year":2017,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Contrast (vision); Mathematics education; Psychology; Linguistics; Pedagogy; Computer science; Artificial intelligence; Philosophy","score_opus":0.0242128215065645,"score_gpt":0.388886887799843,"score_spread":0.3646740662932785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767654463","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8949079,0.005799464,0.03276743,0.0008117738,0.00030656467,0.00048139732,0.00013814864,0.00018978523,0.06459762],"genre_scores_gemma":[0.9736979,0.002199534,0.017495256,0.00025816457,0.00009224026,0.00032677024,0.0000791019,0.00008446524,0.0057665287],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9938346,0.0031994889,0.0003423517,0.0006300623,0.0018372503,0.00015618638],"domain_scores_gemma":[0.98802686,0.008464744,0.00091822393,0.0005010412,0.0016974593,0.00039159792],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052184993,0.00027797848,0.00039871183,0.0015642979,0.00038794702,0.0012756938,0.0006372945,0.0003166228,0.0042391773],"category_scores_gemma":[0.01603883,0.00012476325,0.00035328616,0.0008186732,0.00093432545,0.0012611919,0.0012929185,0.00040699402,0.0004832584],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029396054,0.0017106086,0.031958036,0.0037501978,0.00023493124,0.00031965354,0.021519626,0.0005554788,0.030208496,0.010671542,0.0015763411,0.89455545],"study_design_scores_gemma":[0.0008381999,0.02333571,0.7617791,0.0022426043,0.0015099496,0.0026068992,0.065347515,0.004683214,0.041636392,0.012044907,0.08371742,0.00025806593],"about_ca_topic_score_codex":0.001034721,"about_ca_topic_score_gemma":0.0018447145,"teacher_disagreement_score":0.0052184993,"about_ca_system_score_codex":0.0007569614,"about_ca_system_score_gemma":0.0010350656,"threshold_uncertainty_score":0.02759844},"labels":[],"label_agreement":null},{"id":"W2767664748","doi":"10.18488/journal.1.2017.710.855.875","title":"The Correlation Between Saudi EFL Students Motivational and Attitudinal Behaviors and their Performance and Academic Achievement in English Language","year":2017,"lang":"en","type":"article","venue":"International Journal of Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Mathematics education; Positive correlation; Point (geometry); Language acquisition; Correlation; Academic achievement","score_opus":0.031113660010739584,"score_gpt":0.33968085586452296,"score_spread":0.3085671958537834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767664748","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994916,0.000017310596,0.000011549568,0.000024796804,0.0000011593881,0.000001823398,0.000011128274,5.0914196e-7,0.0004401677],"genre_scores_gemma":[0.9996147,0.000031407177,0.000024621253,0.000009893201,0.0000015092346,0.0000022453844,0.00002198785,3.8576704e-7,0.00029317578],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997209,0.00004510591,0.000037508333,0.000019448975,0.0001048219,0.00007208723],"domain_scores_gemma":[0.9980233,0.00026584725,0.0007179047,0.000053563264,0.0005190438,0.0004203794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005885252,0.00017377398,0.000108967026,0.0005572349,0.00034412806,0.0006794125,0.00013146219,0.00025673996,0.0020497697],"category_scores_gemma":[0.0020676956,0.00008387102,0.00016535215,0.00026799002,0.0002322185,0.00021458328,0.00033478154,0.00034733274,0.00034548648],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033573087,0.00013748842,0.9929646,0.000014845378,0.0000129617865,0.000061737985,0.001814013,0.000025992704,0.0006794312,0.00006635298,0.00007339306,0.004115582],"study_design_scores_gemma":[0.0000019531226,0.00009615473,0.9953644,0.00001067052,0.000008013715,0.00008254944,0.0036105288,0.00016409247,0.00020759778,0.000038634804,0.0004106857,0.00000474215],"about_ca_topic_score_codex":0.005600585,"about_ca_topic_score_gemma":0.00857813,"teacher_disagreement_score":0.005600585,"about_ca_system_score_codex":0.00026408295,"about_ca_system_score_gemma":0.00038859068,"threshold_uncertainty_score":0.011135936},"labels":[],"label_agreement":null},{"id":"W2767928698","doi":"10.5539/elt.v10n12p151","title":"Salience of Student Written Feedback by Peer-Revision in EFL Writing Class","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Peer feedback; Salience (neuroscience); Psychology; Class (philosophy); Composition (language); Peer evaluation; Mathematics education; Qualitative research; Second language writing; Qualitative property; Pedagogy; Higher education; Computer science; Linguistics; Second language; Cognitive psychology","score_opus":0.02078438656284877,"score_gpt":0.30432807421327035,"score_spread":0.2835436876504216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767928698","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949674,0.00021141056,0.0010097855,0.00036095362,0.000034528814,0.000052232157,0.0000071676996,0.000032307093,0.003324238],"genre_scores_gemma":[0.999005,0.00006939102,0.00048236648,0.00005890993,0.000018971807,0.000017760382,0.000006203036,0.000008389369,0.00033298318],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9241654,0.05584807,0.002933404,0.0019669137,0.013310785,0.0017754772],"domain_scores_gemma":[0.7568778,0.165841,0.04001636,0.00633008,0.02353116,0.007403614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023810282,0.00031501707,0.00058201706,0.0014744358,0.0021821193,0.004757125,0.0011425137,0.0012023522,0.0014149743],"category_scores_gemma":[0.18793194,0.00040094974,0.0003497764,0.0006836949,0.0018913534,0.0019734446,0.0030668569,0.0017760382,0.00031601122],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013770325,0.0013356691,0.34829366,0.0008005142,0.00017258922,0.0015876861,0.3500076,0.0003633714,0.015170579,0.00083270593,0.0009111234,0.27914754],"study_design_scores_gemma":[0.000116850126,0.0045713503,0.61222094,0.00087915687,0.00020832734,0.0033044668,0.3468394,0.003653037,0.01148833,0.0010983975,0.0153866,0.00023310495],"about_ca_topic_score_codex":0.0013645731,"about_ca_topic_score_gemma":0.0014817668,"teacher_disagreement_score":0.023810282,"about_ca_system_score_codex":0.0018590984,"about_ca_system_score_gemma":0.0026495,"threshold_uncertainty_score":0.12592232},"labels":[],"label_agreement":null},{"id":"W2767994915","doi":"10.5430/wjel.v7n3p49","title":"Graduate Employability and Communication Skills: An Investigation of Nigerian Graduates’ Proficiencies and Areas of Deficiencies in Written English","year":2017,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Punctuation; Lexis; Grammar; Employability; Spelling; Syllabus; Cohesion (chemistry); Computer science; Linguistics; Psychology; Medical education; Mathematics education; Pedagogy; Medicine; Artificial intelligence","score_opus":0.034297588695463975,"score_gpt":0.273510095234714,"score_spread":0.23921250653925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767994915","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961543,0.000028168375,0.000013758132,0.000020054098,0.0000012696826,0.0000035755322,0.000013995531,3.565125e-7,0.00030324695],"genre_scores_gemma":[0.9993185,0.000087864726,0.000055591696,0.000019998986,0.0000030104247,0.00000655223,0.00003453611,5.6764907e-7,0.00047344124],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996307,0.00007843885,0.000059536025,0.000034481,0.000116973235,0.0000797387],"domain_scores_gemma":[0.99749017,0.00060837565,0.0009371226,0.000076666285,0.00043135663,0.00045626127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009814738,0.00018815321,0.00015071075,0.0009102556,0.0005161087,0.000670958,0.0001962354,0.00029628602,0.0015731227],"category_scores_gemma":[0.0044568726,0.0001456598,0.00012090071,0.00045709888,0.00045482573,0.00039335317,0.00067198003,0.00034887987,0.00032942582],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029197061,0.00014302811,0.97167754,0.000044008997,0.000005121979,0.0005432694,0.017430488,0.000015749536,0.0012147584,0.000050110048,0.00009844616,0.008748304],"study_design_scores_gemma":[0.0000015075934,0.00031236396,0.9734807,0.000031965817,0.000003994727,0.0005281669,0.02458977,0.000041293297,0.00023669646,0.000035553687,0.000733242,0.0000048225324],"about_ca_topic_score_codex":0.0015420979,"about_ca_topic_score_gemma":0.0031280452,"teacher_disagreement_score":0.0015731227,"about_ca_system_score_codex":0.0001942891,"about_ca_system_score_gemma":0.00046152997,"threshold_uncertainty_score":0.0052626133},"labels":[],"label_agreement":null},{"id":"W2768371931","doi":"10.5539/ijel.v8n1p257","title":"The Prioritization of Verb over Subject in Teaching the Sentence Structure","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Subject (documents); Verb; Sine qua non; Sentence; Linguistics; Class (philosophy); Focus (optics); Computer science; Part of speech; Psychology; Mathematics education; Artificial intelligence; Philosophy; World Wide Web","score_opus":0.017252271026633834,"score_gpt":0.29149228164751106,"score_spread":0.2742400106208772,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2768371931","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49544954,0.0011583798,0.16317321,0.0047138697,0.00052359863,0.00033932625,0.00015112179,0.00042581954,0.33406505],"genre_scores_gemma":[0.9753562,0.0003558743,0.0155356,0.00025632713,0.00006636727,0.000050268158,0.000049001246,0.00012517754,0.008205129],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99783236,0.0014003762,0.00006965965,0.00026450955,0.00027162535,0.00016139196],"domain_scores_gemma":[0.996505,0.0021873987,0.0003167523,0.00018986852,0.0005080563,0.00029296838],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024149627,0.0002449401,0.00020511932,0.000522487,0.0012218003,0.0026439594,0.00038382068,0.000528907,0.0063071703],"category_scores_gemma":[0.004460369,0.00023972047,0.00016309385,0.0003956282,0.0016767891,0.0032579915,0.0009419655,0.0013235202,0.00087586907],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005321975,0.0003004161,0.0241644,0.0011545978,0.000030509345,0.0011474551,0.13001128,0.00054801675,0.101951346,0.44695592,0.0059792763,0.28722474],"study_design_scores_gemma":[0.00015461382,0.002336139,0.13241583,0.0014350638,0.00022357138,0.0036607857,0.14131127,0.012619069,0.06853416,0.22296654,0.4141947,0.00014827025],"about_ca_topic_score_codex":0.0020318078,"about_ca_topic_score_gemma":0.005003699,"teacher_disagreement_score":0.0063071703,"about_ca_system_score_codex":0.0014358322,"about_ca_system_score_gemma":0.0023117638,"threshold_uncertainty_score":0.021099627},"labels":[],"label_agreement":null},{"id":"W2769286624","doi":"10.3138/cmlr.596","title":"<scp>rémi a. van compernolle et janice mcgregor (dirs.)</scp> <i>Authenticity, Language and Interaction in Second Language Contexts</i>","year":2017,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Linguistics; Humanities; Psychology; Art; Philosophy","score_opus":0.019786260063004244,"score_gpt":0.2578432521461259,"score_spread":0.23805699208312167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2769286624","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000975758,0.27849165,0.009821209,0.29566017,0.085163616,0.000216108,0.008009318,0.0019363493,0.31972587],"genre_scores_gemma":[0.012403486,0.15473886,0.0064584976,0.033782408,0.013594511,0.00033102956,0.0030913283,0.0021010991,0.7734988],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985045,0.00034795233,0.00009201934,0.00023740147,0.0007259685,0.00009213763],"domain_scores_gemma":[0.9937,0.002002819,0.00028083858,0.0002485644,0.003127671,0.0006401073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026399936,0.00086983177,0.0008781658,0.002074768,0.0022870458,0.0026844686,0.0011746024,0.001754364,0.21490023],"category_scores_gemma":[0.01236714,0.00049531896,0.00040751213,0.0023220466,0.0010030402,0.0031462605,0.0020851456,0.0031714826,0.1030317],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000105260815,0.0000029080009,0.00006375433,0.00013666334,0.0000018295145,0.000037688016,0.00013817754,0.000012948858,0.000061135775,0.0013416493,0.9451971,0.052995723],"study_design_scores_gemma":[0.0000019031578,0.0000027179133,0.00032340726,0.00017382225,0.0000017571579,0.00010574884,0.00019083358,0.000018536299,0.00006440575,0.00058981683,0.9985221,0.000004933771],"about_ca_topic_score_codex":0.05101499,"about_ca_topic_score_gemma":0.08656528,"teacher_disagreement_score":0.21490023,"about_ca_system_score_codex":0.0019901358,"about_ca_system_score_gemma":0.0041583087,"threshold_uncertainty_score":0.71891284},"labels":[],"label_agreement":null},{"id":"W2770028797","doi":"10.5539/ies.v10n12p130","title":"On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Al-Balqa' Applied University","keywords":"Active listening; Psychology; Mathematics education; Relation (database); Test (biology); English as a foreign language; Sample (material); Statistical analysis; Foreign language; Computer science; Mathematics; Communication; Statistics","score_opus":0.11874630787283103,"score_gpt":0.3846048255908613,"score_spread":0.26585851771803026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2770028797","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99877197,0.000030791383,0.000018653382,0.000022960909,0.0000037386583,0.0000026564887,0.000016059286,7.840862e-7,0.0011323888],"genre_scores_gemma":[0.9991652,0.000036880403,0.00002391414,0.000010716321,0.0000052000205,0.0000039369384,0.000031706477,9.2281095e-7,0.0007215184],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992853,0.0001395837,0.00008941198,0.00008303853,0.0002607573,0.00014195243],"domain_scores_gemma":[0.99356467,0.0026433861,0.0015553068,0.00014530889,0.0008868778,0.0012044371],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007927608,0.00019749472,0.00017736304,0.0010927478,0.0003877296,0.0010535643,0.00022859036,0.0004215713,0.004848892],"category_scores_gemma":[0.0050827754,0.0001011992,0.00027209806,0.0005963655,0.00039078825,0.00037595216,0.00053985254,0.00062241114,0.00084874325],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000934955,0.0002555592,0.98733807,0.000020977095,0.000023449764,0.00019149153,0.0031445879,0.000040093357,0.0012897586,0.00008680349,0.00009444588,0.0074212565],"study_design_scores_gemma":[0.0000016729974,0.00027944506,0.9942537,0.000010063164,0.000012282597,0.000104433435,0.004699113,0.00007301135,0.00027040145,0.000035376495,0.00025501748,0.0000054257816],"about_ca_topic_score_codex":0.0023680902,"about_ca_topic_score_gemma":0.0036233566,"teacher_disagreement_score":0.004848892,"about_ca_system_score_codex":0.00021169794,"about_ca_system_score_gemma":0.00043377533,"threshold_uncertainty_score":0.016221166},"labels":[],"label_agreement":null},{"id":"W2770341132","doi":"10.3968/9948","title":"University Success Oral Communication","year":2017,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Consciousness; Psychology; Point (geometry); Linguistics; Epistemology; Communication; Philosophy","score_opus":0.043011329380968445,"score_gpt":0.32689280971414114,"score_spread":0.2838814803331727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2770341132","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.046646234,0.06623251,0.0005726168,0.04881246,0.005154724,0.000048047008,0.0005739721,0.00026786153,0.83169156],"genre_scores_gemma":[0.3175937,0.07186815,0.00067650556,0.0047894055,0.0037820025,0.00012034434,0.00083915994,0.00023047383,0.6001003],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977506,0.0005310053,0.00006963521,0.00021414999,0.0009634843,0.0004711671],"domain_scores_gemma":[0.99515766,0.00086375314,0.0004677943,0.00017613893,0.0011967353,0.002137929],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017194623,0.0004328782,0.0005426831,0.0017007459,0.0036872379,0.007975019,0.0007255176,0.0011982094,0.13176341],"category_scores_gemma":[0.008977883,0.00015509457,0.00024865835,0.0023889963,0.0012891588,0.004459103,0.0047168313,0.0018630347,0.03874005],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002508152,0.00013639792,0.005392415,0.0004353164,0.000011167581,0.00021343958,0.0028888814,0.00004690942,0.00013503697,0.034204677,0.54805243,0.40845832],"study_design_scores_gemma":[0.000003398417,0.000056148343,0.012303469,0.00064070825,0.000008671096,0.00029161718,0.006265088,0.000034523273,0.00025298112,0.0024551898,0.9776724,0.000015797545],"about_ca_topic_score_codex":0.002438153,"about_ca_topic_score_gemma":0.0054661944,"teacher_disagreement_score":0.13176341,"about_ca_system_score_codex":0.0021731714,"about_ca_system_score_gemma":0.0036133614,"threshold_uncertainty_score":0.44079256},"labels":[],"label_agreement":null},{"id":"W2771428201","doi":"10.5539/elt.v11n1p93","title":"Construction of EFL Student Teachers’ Beliefs about Method: Insights from Postmethod","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Education Department of Sichuan Province","keywords":"Practicum; Construct (python library); Psychology; Transcendence (philosophy); Mathematics education; Teaching method; Student teacher; Pedagogy; Language education; Teacher education; Epistemology; Computer science","score_opus":0.019225086597724986,"score_gpt":0.3166661574953365,"score_spread":0.2974410708976115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2771428201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9899357,0.00011573673,0.0041146106,0.00042639702,0.000008398152,0.000042744825,0.000016405444,0.000013635292,0.005326416],"genre_scores_gemma":[0.9971148,0.0001065997,0.0010322897,0.00008081783,0.000003614171,0.000043988446,0.000015481266,0.000018495317,0.0015840551],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9943541,0.0037029157,0.0002448263,0.0003587367,0.0009094636,0.0004300571],"domain_scores_gemma":[0.9617675,0.028419694,0.0038809658,0.0019772567,0.0030127144,0.00094186753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010691972,0.0003077648,0.000368912,0.0016604253,0.0027253677,0.005698916,0.0010575398,0.0007873695,0.0022074287],"category_scores_gemma":[0.020974994,0.00060126313,0.0002217225,0.0011888638,0.008403861,0.0038295262,0.0029122268,0.0028990668,0.00029032354],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039195034,0.00025165823,0.035022724,0.00006594382,0.00000607308,0.0003069884,0.9428414,0.00003119347,0.0013996693,0.004975399,0.00011210331,0.0149476295],"study_design_scores_gemma":[0.000017256143,0.00018113134,0.06237604,0.00015600373,0.00001253632,0.00039909978,0.91971236,0.0006285722,0.0027470288,0.00520702,0.008532067,0.000030933825],"about_ca_topic_score_codex":0.0039911806,"about_ca_topic_score_gemma":0.007326946,"teacher_disagreement_score":0.010691972,"about_ca_system_score_codex":0.003133906,"about_ca_system_score_gemma":0.0031866506,"threshold_uncertainty_score":0.056545198},"labels":[],"label_agreement":null},{"id":"W2771647780","doi":"10.7203/caplletra.63.10398","title":"Com integrar un focus en la gramàtica a les classes comunicatives de llengua","year":2017,"lang":"ca","type":"article","venue":"Caplletra Revista Internacional de Filologia","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Humanities; Philosophy; Focus (optics); Political science; Physics","score_opus":0.0360359105132254,"score_gpt":0.30595688554305195,"score_spread":0.26992097502982654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2771647780","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09374641,0.0043015527,0.053460345,0.012749632,0.0006664611,0.00012763962,0.00017160807,0.00038353854,0.8343929],"genre_scores_gemma":[0.85692436,0.0013223717,0.006828889,0.0012928852,0.00027895506,0.00015555133,0.000090598354,0.00022711571,0.13287935],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99744284,0.0014507577,0.00006224141,0.00031831375,0.00036802737,0.00035783654],"domain_scores_gemma":[0.99819773,0.00081476883,0.00018743819,0.00021885446,0.00035158105,0.00022961422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019739405,0.00073428696,0.00037509462,0.0016915101,0.0054474687,0.006866255,0.00086024095,0.0018111202,0.025665129],"category_scores_gemma":[0.0031797527,0.00023393902,0.00029659946,0.001625083,0.009099653,0.008761077,0.004561337,0.0028241621,0.0034053994],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050630366,0.00003107198,0.0015410673,0.00019807358,0.0000066533667,0.00020346326,0.15233429,0.00009567558,0.0019200101,0.7844853,0.0051385127,0.053995155],"study_design_scores_gemma":[0.000017148632,0.00010162095,0.006379334,0.00039205147,0.000023568062,0.00029828917,0.101774246,0.00041775513,0.0023695047,0.081611834,0.80656654,0.000048139456],"about_ca_topic_score_codex":0.013623334,"about_ca_topic_score_gemma":0.02444493,"teacher_disagreement_score":0.025665129,"about_ca_system_score_codex":0.0055676303,"about_ca_system_score_gemma":0.0030804367,"threshold_uncertainty_score":0.085858405},"labels":[],"label_agreement":null},{"id":"W2771654969","doi":"10.5539/elt.v11n1p33","title":"Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Apprehension; Anxiety; Mathematics education; Communication apprehension; Competition (biology); Empirical research; Test anxiety; Pedagogy; Cognition; Cognitive psychology","score_opus":0.03284443328429221,"score_gpt":0.34104524313233486,"score_spread":0.30820080984804266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2771654969","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99680954,0.00022173829,0.00041690475,0.0009040591,0.00003087297,0.000035281148,0.000024026678,0.0000060285633,0.0015514004],"genre_scores_gemma":[0.99756444,0.00026578153,0.00019015773,0.00045664568,0.000015057175,0.000042146818,0.00001822047,0.000008305376,0.0014392941],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9943626,0.0038210964,0.00023054688,0.00031608064,0.0005918035,0.0006778085],"domain_scores_gemma":[0.98498213,0.010410987,0.0014877324,0.00030297073,0.0013333397,0.0014829594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008675875,0.000615293,0.00061839976,0.0011931526,0.0056038364,0.0036266223,0.0014705404,0.0014976114,0.0015045245],"category_scores_gemma":[0.015600107,0.0005846432,0.00038601743,0.00073553005,0.0064655077,0.0026344527,0.0033729032,0.0030859136,0.0002207665],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013309303,0.00002254414,0.003653032,0.000047824127,0.0000029062135,0.00093296246,0.99240315,0.000008822537,0.00079103716,0.0002087713,0.0001743069,0.001741268],"study_design_scores_gemma":[0.0000013498378,0.000029015655,0.0014222678,0.000047371024,0.0000026676826,0.00023577538,0.9961249,0.00002783997,0.0002009347,0.000047420883,0.0018540361,0.00000639629],"about_ca_topic_score_codex":0.0054231277,"about_ca_topic_score_gemma":0.0109508205,"teacher_disagreement_score":0.008675875,"about_ca_system_score_codex":0.002614338,"about_ca_system_score_gemma":0.0030544067,"threshold_uncertainty_score":0.04588294},"labels":[],"label_agreement":null},{"id":"W2771779299","doi":"10.23977/aetp.2017.12003","title":"Explicit Feedback, Implicit Feedback and Learner Beliefs on Corrective Feedback: Does Cultural Factor Influence Learner’s Preference of Corrective Feedback?","year":2017,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Corrective feedback; Preference; Pairwise comparison; Context (archaeology); Psychology; Factor (programming language); Variance (accounting); English as a foreign language; Social psychology; Mathematics education; Computer science; Developmental psychology; Mathematics; Statistics","score_opus":0.034426564005016244,"score_gpt":0.34450583294051557,"score_spread":0.3100792689354993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2771779299","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994356,0.00005147911,0.00015297189,0.000012469071,0.0000018436344,0.000004170001,0.0000069291514,9.820872e-7,0.0003336071],"genre_scores_gemma":[0.99950826,0.00006533995,0.00016500316,0.000015991258,0.0000015769656,0.0000041903413,0.000013115045,0.0000016872352,0.00022481683],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988803,0.00043355333,0.00011326634,0.00011785903,0.00036063933,0.00009437889],"domain_scores_gemma":[0.9825714,0.011006318,0.0028109436,0.0006927362,0.002239899,0.0006787009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002594838,0.00023549212,0.00028917106,0.00035001273,0.00022856574,0.0008524972,0.0002412144,0.00033552456,0.0014157507],"category_scores_gemma":[0.01668551,0.00011964295,0.00022997394,0.0002558522,0.00048388712,0.00051223516,0.00032048216,0.00041818412,0.00020003044],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016818348,0.0006636094,0.92017543,0.00019395728,0.0002284144,0.00027817377,0.012706365,0.0004913017,0.021007804,0.00018928293,0.00009247904,0.042291433],"study_design_scores_gemma":[0.00004638421,0.0017662084,0.97268766,0.00007818716,0.00017298406,0.00040965306,0.0120694125,0.0018138215,0.010022082,0.00029494383,0.0005863701,0.00005232294],"about_ca_topic_score_codex":0.0028995988,"about_ca_topic_score_gemma":0.0037717314,"teacher_disagreement_score":0.0028995988,"about_ca_system_score_codex":0.00023633108,"about_ca_system_score_gemma":0.00040340231,"threshold_uncertainty_score":0.013723016},"labels":[],"label_agreement":null},{"id":"W2771865800","doi":"10.1002/tesj.333","title":"Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives","year":2017,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Affordance; Task (project management); Information gap; Language education; Psychology; Likert scale; Task analysis; Perception; Mathematics education; Information technology; Pedagogy; Computer science; Cognitive psychology; Engineering; Developmental psychology","score_opus":0.04808392658620156,"score_gpt":0.2746097163230945,"score_spread":0.22652578973689294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2771865800","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8936648,0.0017106518,0.027398136,0.001340931,0.000052760766,0.00006903222,0.00007163807,0.000072506286,0.07561958],"genre_scores_gemma":[0.9948896,0.00037765797,0.0025767141,0.000037073947,0.0000116977635,0.000032176784,0.000022139193,0.000016613876,0.0020362951],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977418,0.0012278408,0.00013106827,0.00020182767,0.00048296913,0.00021440724],"domain_scores_gemma":[0.99448264,0.0039832233,0.00041003412,0.00027767537,0.00039706373,0.0004493387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002602783,0.0004863342,0.00022058806,0.0011217368,0.0011955411,0.00485656,0.00061748014,0.0010851517,0.0031638262],"category_scores_gemma":[0.009446788,0.0002120226,0.0004186476,0.00044546826,0.002851272,0.0047615995,0.0027541982,0.0007197308,0.00032498286],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003699,0.00036260608,0.0798098,0.0010831367,0.000067728586,0.0039308076,0.633743,0.0023041845,0.02962374,0.08775845,0.001976885,0.15896977],"study_design_scores_gemma":[0.00007691193,0.0012623586,0.12370933,0.0010093327,0.0001475478,0.0060697747,0.61788464,0.009056677,0.018823197,0.062289402,0.15943559,0.00023526355],"about_ca_topic_score_codex":0.0014922303,"about_ca_topic_score_gemma":0.0015092001,"teacher_disagreement_score":0.00485656,"about_ca_system_score_codex":0.0006702547,"about_ca_system_score_gemma":0.0007530047,"threshold_uncertainty_score":0.013765037},"labels":[],"label_agreement":null},{"id":"W2773452329","doi":"10.5539/elt.v11n1p21","title":"Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Psychology; Perspective (graphical); Meaning (existential); Mathematics education; Value (mathematics); Pedagogy; Limiting; Experiential learning; Situated; Teaching method; Vocabulary development","score_opus":0.021395788534644238,"score_gpt":0.2675848585578722,"score_spread":0.24618907002322793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2773452329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9759281,0.00036869934,0.0017380533,0.0009051157,0.00003781134,0.000011292091,0.00002925311,0.0000107341575,0.020970894],"genre_scores_gemma":[0.9973694,0.00033715795,0.00021617531,0.00015450561,0.000012629246,0.000007931101,0.000028427079,0.000012479873,0.0018613711],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99644405,0.0021008179,0.00018256443,0.00021016585,0.0006257551,0.00043665856],"domain_scores_gemma":[0.99390584,0.0031670458,0.00074899365,0.00022207774,0.0008738457,0.0010821534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040666233,0.00028355527,0.0004235295,0.0016674402,0.00203696,0.006111883,0.00047279382,0.00065499777,0.0034774193],"category_scores_gemma":[0.010292162,0.00023523155,0.00032702077,0.00068539236,0.0035158494,0.004700453,0.0057075224,0.001492998,0.0005608329],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007108587,0.00006129703,0.027824227,0.00011846013,0.00001765368,0.0006975065,0.9453866,0.000057191435,0.0018475502,0.0033034699,0.00044674677,0.020168277],"study_design_scores_gemma":[0.0000035579596,0.00004862934,0.014993964,0.00009810309,0.000009521003,0.00036550316,0.9751267,0.00006754123,0.00042840638,0.0007483759,0.008097424,0.000012270612],"about_ca_topic_score_codex":0.0020859505,"about_ca_topic_score_gemma":0.004192633,"teacher_disagreement_score":0.006111883,"about_ca_system_score_codex":0.0011016909,"about_ca_system_score_gemma":0.0010308302,"threshold_uncertainty_score":0.021506608},"labels":[],"label_agreement":null},{"id":"W2773641757","doi":"10.5539/elt.v11n1p150","title":"The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Multilingualism; Neuroscience of multilingualism; Immediacy; Metalinguistic awareness; Reading (process); Meaning (existential); Linguistics; Interactionism; Reading comprehension; Pedagogy; Sociology; Epistemology","score_opus":0.025781562876388893,"score_gpt":0.32552022739448383,"score_spread":0.29973866451809494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2773641757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99624485,0.00013724138,0.00004150918,0.00016267039,0.000008157515,0.0000030127624,0.000007837903,0.000002372293,0.0033921795],"genre_scores_gemma":[0.9992939,0.00008777447,0.000026274143,0.0000563567,0.0000038933285,0.000002770471,0.000008937792,0.000002863236,0.0005171318],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998237,0.00062518695,0.00010952764,0.00019627441,0.0003820678,0.00044990864],"domain_scores_gemma":[0.99615604,0.0010958367,0.00087996334,0.00015019544,0.00040218292,0.0013158196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020494391,0.00024689792,0.00042527623,0.0019082078,0.0034010685,0.0054980177,0.00034402963,0.00055215467,0.0029420014],"category_scores_gemma":[0.004150014,0.000266714,0.00020794496,0.0010944299,0.004808931,0.0017951492,0.0039217076,0.0015574723,0.00021684985],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001944862,0.00012509603,0.07809321,0.00009391142,0.000014708594,0.00083282834,0.902521,0.000011384472,0.0036790238,0.002037333,0.00027837933,0.012118523],"study_design_scores_gemma":[0.000008985998,0.0000812607,0.041455127,0.000049706225,0.000010485317,0.000568009,0.954778,0.00003246811,0.00044740638,0.00031993573,0.002233847,0.000014766629],"about_ca_topic_score_codex":0.013351253,"about_ca_topic_score_gemma":0.0289528,"teacher_disagreement_score":0.013351253,"about_ca_system_score_codex":0.0015456215,"about_ca_system_score_gemma":0.002182023,"threshold_uncertainty_score":0.026547074},"labels":[],"label_agreement":null},{"id":"W2773895317","doi":"","title":"L2 pragmatic input in EFL classrooms in France: An acquisitional issue","year":2017,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Linguistic Association","funders":"","keywords":"Computer science; Linguistics; Programming language","score_opus":0.02033502047312148,"score_gpt":0.2590165237657356,"score_spread":0.23868150329261412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2773895317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.907097,0.0024480266,0.003608679,0.005068205,0.00014142561,0.000043984768,0.00035380712,0.00027263493,0.0809663],"genre_scores_gemma":[0.99250925,0.00034454366,0.00078459625,0.0002564864,0.000039968047,0.000016668853,0.00014614686,0.00009314454,0.0058090673],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98836994,0.006258514,0.00036863974,0.0011914326,0.002568265,0.0012431035],"domain_scores_gemma":[0.9806621,0.009944646,0.0010153496,0.0011067096,0.005737754,0.0015334355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007326842,0.0008185679,0.0009019704,0.0019669253,0.0026914403,0.008912159,0.0015333986,0.0025158573,0.016939353],"category_scores_gemma":[0.025014173,0.0004712635,0.00027633278,0.0016480915,0.0028591212,0.0065219216,0.004140693,0.0025971753,0.0025722855],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013557706,0.0018538185,0.09271652,0.0014815684,0.00016224569,0.0046611866,0.32599756,0.0022373993,0.013513418,0.054777477,0.026925217,0.4743179],"study_design_scores_gemma":[0.000205046,0.0011654176,0.4291118,0.0020125273,0.00014341834,0.0034422372,0.2750065,0.0082830945,0.017875254,0.02224373,0.24011499,0.00039591236],"about_ca_topic_score_codex":0.074840285,"about_ca_topic_score_gemma":0.058096856,"teacher_disagreement_score":0.074840285,"about_ca_system_score_codex":0.007291155,"about_ca_system_score_gemma":0.006851645,"threshold_uncertainty_score":0.14880931},"labels":[],"label_agreement":null},{"id":"W2774173042","doi":"10.4000/alsic.3164","title":"Anxiété langagière, communication médiée par les technologies et élicitation des clitiques objets du français L2","year":2017,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Collège de Maisonneuve; Concordia University","funders":"","keywords":"Humanities; Philosophy","score_opus":0.0666265496181949,"score_gpt":0.31918115960619153,"score_spread":0.2525546099879966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2774173042","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98592895,0.00017891092,0.0020487255,0.00026770897,0.000014493935,0.000050445666,0.00011090424,0.000055183467,0.011344649],"genre_scores_gemma":[0.98010796,0.00026473159,0.0021748655,0.00016015154,0.0000121339135,0.00014612034,0.00014284057,0.000029644303,0.016961494],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99766916,0.0009966035,0.00010719586,0.0003596518,0.00059270946,0.00027465937],"domain_scores_gemma":[0.993306,0.0036040398,0.0006714813,0.00041377856,0.0014556972,0.0005489546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028338335,0.000716682,0.0002738548,0.0005914552,0.0020854264,0.0028672281,0.00042711874,0.0010673495,0.006909372],"category_scores_gemma":[0.006796933,0.0002961544,0.00029838205,0.00045226217,0.0013706648,0.0012558952,0.0023991866,0.0007845545,0.0012147189],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010294869,0.0003248884,0.123980984,0.0011539134,0.000084857544,0.0027025433,0.6247905,0.00069796824,0.105508424,0.0027086174,0.0038615575,0.13315628],"study_design_scores_gemma":[0.00006346857,0.0015353757,0.4236899,0.00043192474,0.00013496503,0.0013959785,0.44928947,0.0015682257,0.01854587,0.0010302562,0.10206443,0.00025007842],"about_ca_topic_score_codex":0.055119153,"about_ca_topic_score_gemma":0.07099884,"teacher_disagreement_score":0.055119153,"about_ca_system_score_codex":0.0019941565,"about_ca_system_score_gemma":0.0019295857,"threshold_uncertainty_score":0.10959667},"labels":[],"label_agreement":null},{"id":"W2775205288","doi":"10.7202/1042677ar","title":"Evolution of Self-Repair Behaviour in Narration Among Adult Learners of French as a Second Language","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Université du Québec à Chicoutimi","keywords":"Correctness; Narrative; Psychology; Linguistics; Computer science; Programming language; Philosophy","score_opus":0.009894019635306917,"score_gpt":0.22685882543594166,"score_spread":0.21696480580063474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2775205288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996307,0.000029457577,0.000121216275,0.000012853878,8.855424e-7,0.0000042794945,0.0000132348905,0.000004735975,0.00018265324],"genre_scores_gemma":[0.9991248,0.00004010849,0.00028266944,0.000012118953,0.0000017601211,0.000009652743,0.000040515653,0.0000028634722,0.00048545602],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940443,0.00027383846,0.00003441108,0.00011856589,0.00011514585,0.00005362645],"domain_scores_gemma":[0.9965467,0.001503962,0.00088686595,0.00020008201,0.000581807,0.0002807316],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013495025,0.00024124546,0.0002255963,0.00056125375,0.000450984,0.0011349104,0.00026606204,0.00064768334,0.0010282035],"category_scores_gemma":[0.00824135,0.00017378226,0.00015424965,0.00016755158,0.0006427688,0.00048618353,0.00066682877,0.0002825624,0.0002953263],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005958143,0.00033463645,0.48162228,0.00016319365,0.000052266532,0.0010960426,0.40934974,0.00022441524,0.07296542,0.00016708135,0.00027064537,0.033158485],"study_design_scores_gemma":[0.000010854035,0.00088633195,0.88281214,0.00003468141,0.000027502865,0.0011575655,0.1038292,0.00065234734,0.0077469423,0.00014346968,0.00264259,0.000056413333],"about_ca_topic_score_codex":0.003288061,"about_ca_topic_score_gemma":0.0046502277,"teacher_disagreement_score":0.003288061,"about_ca_system_score_codex":0.0004885873,"about_ca_system_score_gemma":0.0002090094,"threshold_uncertainty_score":0.007136941},"labels":[],"label_agreement":null},{"id":"W2775592029","doi":"10.17507/tpls.0712.01","title":"The Coupling of Second Language Learning Motivation and Achievement According to Gender","year":2017,"lang":"en","type":"article","venue":"Theory and Practice in Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nipissing University","funders":"","keywords":"Psychology; Reading (process); Test (biology); Second language; Regression analysis; Social psychology; Developmental psychology; Mathematics education; Linguistics","score_opus":0.06661840272725834,"score_gpt":0.36740514413105696,"score_spread":0.30078674140379863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2775592029","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99601907,0.00022993544,0.00037878793,0.00010588964,0.000010784429,0.000010077551,0.00007701336,0.000006288804,0.0031621328],"genre_scores_gemma":[0.99911505,0.00003133946,0.00007383329,0.000013238411,0.0000040989257,0.000005737978,0.000030627994,0.0000042994575,0.0007218229],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987244,0.00036583515,0.00006308926,0.00026798403,0.00033054076,0.00024817776],"domain_scores_gemma":[0.99373734,0.0033655982,0.001209746,0.000321224,0.0005540839,0.0008120433],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001793809,0.00020715417,0.0003289814,0.0012258616,0.00039208215,0.0009185218,0.00035165763,0.00032758244,0.005145764],"category_scores_gemma":[0.0084338635,0.00012479335,0.00039732596,0.0005219765,0.00070897955,0.000579348,0.0009809765,0.00042412832,0.00045547955],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034764982,0.0001525399,0.9658392,0.000047323476,0.00010161241,0.00012405001,0.005657708,0.00012433271,0.0021847342,0.0011599428,0.00020813654,0.02405277],"study_design_scores_gemma":[0.0000025599995,0.0001738939,0.9967078,0.000011198502,0.000011298308,0.00008551904,0.0018089864,0.00015558653,0.00020751727,0.00042948985,0.00039849334,0.000007665946],"about_ca_topic_score_codex":0.0021511836,"about_ca_topic_score_gemma":0.0021027846,"teacher_disagreement_score":0.005145764,"about_ca_system_score_codex":0.00035341823,"about_ca_system_score_gemma":0.00033210556,"threshold_uncertainty_score":0.017214298},"labels":[],"label_agreement":null},{"id":"W2775685299","doi":"10.1558/cj.33156","title":"Synthesizing the Practice of SCMC-based Telecollaboration: A Scoping Review","year":2017,"lang":"en","type":"review","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":107,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Celiac Association","keywords":"Pedagogy; Diversification (marketing strategy); Set (abstract data type); Computer-mediated communication; Intercultural communication; Psychology; Mathematics education; Computer science; The Internet; Business; World Wide Web","score_opus":0.25283329783851094,"score_gpt":0.45472190625085196,"score_spread":0.20188860841234102,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2775685299","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001345246,0.9877132,0.0038551942,0.002247065,0.0008336679,0.0010459345,0.0002105263,0.000028422812,0.00272067],"genre_scores_gemma":[0.015255485,0.9714865,0.009607182,0.00086621736,0.00021414658,0.0017518711,0.00029973837,0.000025042802,0.0004938067],"study_design_codex":"systematic_review","study_design_gemma":"not_applicable","domain_scores_codex":[0.9512507,0.022591375,0.014980636,0.002505278,0.0080396645,0.00063229696],"domain_scores_gemma":[0.801858,0.15378417,0.01273434,0.006171788,0.024510983,0.00094070303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.054914247,0.0018889802,0.0037267546,0.029407099,0.0022180215,0.0064097983,0.0031264888,0.003460961,0.0028636286],"category_scores_gemma":[0.16452551,0.0014587583,0.0031290697,0.028433556,0.002637005,0.007520483,0.004514993,0.0027293388,0.0008394799],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007241803,0.000057701567,0.0010455995,0.49578857,0.0011636617,0.00034129093,0.006839996,0.00049417454,0.0011347191,0.008434997,0.008009611,0.47661722],"study_design_scores_gemma":[0.000020600335,0.00007513675,0.001415683,0.8281661,0.0023675116,0.0003339209,0.004933052,0.00020326741,0.000814451,0.002803043,0.15881923,0.00004797781],"about_ca_topic_score_codex":0.008994656,"about_ca_topic_score_gemma":0.019603387,"teacher_disagreement_score":0.054914247,"about_ca_system_score_codex":0.0065946626,"about_ca_system_score_gemma":0.036494184,"threshold_uncertainty_score":0.2904178},"labels":[],"label_agreement":null},{"id":"W2775854915","doi":"10.36510/learnland.v6i1.587","title":"Creative Literacies and Learning With Latino Emergent Bilinguals","year":2012,"lang":"en","type":"article","venue":"LEARNing Landscapes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Creativity; Expansive; Sociocultural evolution; Pedagogy; Psychology; Literacy; Translanguaging; Mathematics education; Privilege (computing); Sociology; Social psychology; Computer science","score_opus":0.019419556962811727,"score_gpt":0.24478173153685986,"score_spread":0.22536217457404814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2775854915","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9497645,0.00032072465,0.0006280756,0.0006214822,0.000018333103,0.000021728536,0.000012089255,0.000011891107,0.048601132],"genre_scores_gemma":[0.99501544,0.00017694812,0.0005829692,0.000100188336,0.000005877113,0.000016190037,0.000010750746,0.000007722137,0.004083932],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99905056,0.000497083,0.000038917067,0.000106307794,0.00012740641,0.00017965559],"domain_scores_gemma":[0.99759066,0.0012960053,0.00029227792,0.00014812546,0.00011748526,0.00055546226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024171926,0.00029289103,0.00021977392,0.0010293488,0.003960558,0.009149416,0.00050059083,0.00066813955,0.005734323],"category_scores_gemma":[0.0035999753,0.00017955177,0.00028878922,0.00039673536,0.005648378,0.0026132218,0.0067453412,0.0013378412,0.0004336321],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010560479,0.00073746353,0.03158769,0.00015067925,0.000014625875,0.0023218368,0.8933584,0.00014186629,0.0032327133,0.024610091,0.0008861179,0.042852927],"study_design_scores_gemma":[0.00007059251,0.00019056124,0.021880366,0.000246898,0.000016881397,0.0027766654,0.90780663,0.00043942485,0.0019656757,0.023561176,0.04101257,0.000032518277],"about_ca_topic_score_codex":0.0017634378,"about_ca_topic_score_gemma":0.0038180018,"teacher_disagreement_score":0.009149416,"about_ca_system_score_codex":0.0015987159,"about_ca_system_score_gemma":0.0016823162,"threshold_uncertainty_score":0.019183218},"labels":[],"label_agreement":null},{"id":"W2776601674","doi":"10.5539/ells.v7n4p98","title":"On the Application of Situational Language Teaching Method to Mongolian English Majors","year":2017,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Situational ethics; Inner mongolia; Class (philosophy); Computer science; Parsing; Mathematics education; Meaning (existential); Communicative language teaching; Questionnaire; Situation analysis; College English; Language education; Psychology; Artificial intelligence; Sociology; China; Geography","score_opus":0.016098963745595274,"score_gpt":0.31353689785188843,"score_spread":0.29743793410629316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2776601674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9839819,0.00019117945,0.0024436733,0.00081542163,0.000023428027,0.00016813014,0.000016399288,0.000024641782,0.012335078],"genre_scores_gemma":[0.9920935,0.0003594322,0.004546013,0.00018069611,0.00000873398,0.00010768157,0.000020320638,0.000006073084,0.002677601],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997965,0.0015596161,0.0000673447,0.0000997548,0.0001298706,0.00017843199],"domain_scores_gemma":[0.9969332,0.0019217634,0.00019614991,0.00016486728,0.0004351145,0.00034897175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042414987,0.00017719905,0.0001454419,0.0007359876,0.0016586011,0.0013094429,0.00038127156,0.00027433538,0.0028403413],"category_scores_gemma":[0.004674007,0.00010518305,0.00015196158,0.0005952235,0.0008828683,0.00081433053,0.0014154884,0.00041751313,0.00028879032],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001280152,0.0008776145,0.061981373,0.00073766505,0.00001355907,0.0010171839,0.4544306,0.0002017545,0.010665574,0.0045190393,0.0021610346,0.46326652],"study_design_scores_gemma":[0.00006214404,0.0020196028,0.179564,0.00079548993,0.00007820804,0.0011530166,0.7038124,0.0016179286,0.007643658,0.0021094885,0.10108729,0.00005673771],"about_ca_topic_score_codex":0.0049438486,"about_ca_topic_score_gemma":0.011620074,"teacher_disagreement_score":0.0049438486,"about_ca_system_score_codex":0.0014496262,"about_ca_system_score_gemma":0.0029129996,"threshold_uncertainty_score":0.022431433},"labels":[],"label_agreement":null},{"id":"W2777772855","doi":"10.5539/ies.v11n1p141","title":"‘Professionalism’ in Second and Foreign Language Teaching: A qualitative research synthesis","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Qualitative research; Foreign language; Pedagogy; Psychology; Mathematics education; Teaching method; Sociology; Social science","score_opus":0.44309287711574424,"score_gpt":0.5999323052283488,"score_spread":0.1568394281126046,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2777772855","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80300885,0.021772228,0.068568565,0.03930545,0.0014587952,0.01425614,0.002431904,0.00015537822,0.04904271],"genre_scores_gemma":[0.93562615,0.010021714,0.03418958,0.00348575,0.00008918479,0.010936021,0.00034552708,0.00008087467,0.0052251336],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.94809926,0.04284268,0.0026441622,0.0013909949,0.0031890671,0.0018338105],"domain_scores_gemma":[0.8812109,0.1061198,0.0025172208,0.0022281795,0.0068006557,0.0011232822],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07816326,0.00055963866,0.0016606561,0.0057836673,0.007330793,0.008247885,0.001977715,0.0027381943,0.0036332775],"category_scores_gemma":[0.08241861,0.0008461363,0.001035546,0.007839223,0.009682796,0.0076924,0.00523194,0.0024472068,0.00030268528],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054548145,0.000045748213,0.0010194614,0.004164936,0.000018198702,0.00031169067,0.9550702,0.00018905103,0.0005221022,0.018515196,0.0013310062,0.018757822],"study_design_scores_gemma":[0.000023763736,0.00007320131,0.0011119087,0.006142362,0.0000268773,0.0002168763,0.9579821,0.00026384444,0.00058906054,0.005966736,0.027577996,0.000025218396],"about_ca_topic_score_codex":0.007267283,"about_ca_topic_score_gemma":0.009284188,"teacher_disagreement_score":0.07816326,"about_ca_system_score_codex":0.011727533,"about_ca_system_score_gemma":0.0183601,"threshold_uncertainty_score":0.41337174},"labels":[],"label_agreement":null},{"id":"W2778059744","doi":"10.5539/ijel.v8n2p153","title":"Realizing Learner Autonomy in Pakistan: EFL Teachers’ Beliefs about Their Practices","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Facilitator; Promotion (chess); Incentive; Psychology; Pedagogy; Autonomy; Resource (disambiguation); Space (punctuation); Mathematics education; Preference; Qualitative research; Political science; Sociology; Social psychology; Computer science","score_opus":0.05729808070578558,"score_gpt":0.3612723453414331,"score_spread":0.30397426463564753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2778059744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9960729,0.00014424558,0.00008738463,0.0005715629,0.0000076121505,0.0000078262865,0.000008143283,0.0000022617978,0.0030980988],"genre_scores_gemma":[0.99922025,0.00015613856,0.00004724435,0.000108502274,0.000002840425,0.000003741378,0.000004172336,9.140991e-7,0.00045603726],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982925,0.00063293433,0.00014000922,0.00014403429,0.00042825195,0.00036224484],"domain_scores_gemma":[0.99353194,0.0027922052,0.0015569533,0.00021417126,0.0008734641,0.0010312393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030396422,0.00017401374,0.00028511102,0.0007372469,0.004827829,0.0032198525,0.00045905903,0.00070924073,0.0015552316],"category_scores_gemma":[0.0071955724,0.00027767225,0.0001405254,0.0006053114,0.0042614588,0.0017185279,0.0019925048,0.0012880592,0.00026854916],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043106575,0.00014412598,0.124890715,0.00008257907,0.000007317324,0.0007818772,0.85611093,0.000066363005,0.001318633,0.0014928944,0.000412073,0.014649423],"study_design_scores_gemma":[0.000011452627,0.00022884534,0.06551531,0.00016003917,0.00001166957,0.000607174,0.92126197,0.00013814868,0.00056200067,0.00073734374,0.010721624,0.00004442182],"about_ca_topic_score_codex":0.019580916,"about_ca_topic_score_gemma":0.0185128,"teacher_disagreement_score":0.019580916,"about_ca_system_score_codex":0.0023506808,"about_ca_system_score_gemma":0.0037980461,"threshold_uncertainty_score":0.038933873},"labels":[],"label_agreement":null},{"id":"W2778385372","doi":"10.7202/1042672ar","title":"Regard sur le développement de la compétence de communication à l’oral : récit rétrospectif d’un apprenant de français langue seconde","year":2017,"lang":"fr","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université Laval; Canadian Linguistic Association","funders":"","keywords":"Psychology; Humanities; Communicative competence; Linguistics; Philosophy","score_opus":0.02846243196614786,"score_gpt":0.25071820168985376,"score_spread":0.2222557697237059,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2778385372","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9746071,0.0061866925,0.00022023743,0.00465824,0.00010970493,0.00002896774,0.0004933981,0.0000065790205,0.0136892],"genre_scores_gemma":[0.98644906,0.0031735473,0.00016562722,0.0006645763,0.0000528281,0.000033065095,0.00024140367,0.0000137538555,0.009206169],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980627,0.00051470846,0.00013464062,0.00027455084,0.0005385938,0.00047479634],"domain_scores_gemma":[0.9869893,0.004620861,0.0011760574,0.00038190515,0.005608139,0.0012235886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048754523,0.00045137,0.0003585125,0.002569368,0.0028843237,0.0029288991,0.0006551541,0.0016534628,0.0034318115],"category_scores_gemma":[0.011322414,0.00031757567,0.00035230676,0.0016540524,0.0032664011,0.002322822,0.0024343021,0.0017499037,0.0007202959],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042818856,0.00022386713,0.19968475,0.00046173393,0.000048261423,0.008087601,0.7098608,0.000099519464,0.0029839817,0.00368867,0.00510754,0.06932507],"study_design_scores_gemma":[0.000010616723,0.00035542512,0.54830974,0.0006568957,0.000059071266,0.0034102383,0.3382606,0.000060408467,0.0016790481,0.000480276,0.10662609,0.00009153239],"about_ca_topic_score_codex":0.33527493,"about_ca_topic_score_gemma":0.31199133,"teacher_disagreement_score":0.33527493,"about_ca_system_score_codex":0.0049429242,"about_ca_system_score_gemma":0.004870215,"threshold_uncertainty_score":0.66664684},"labels":[],"label_agreement":null},{"id":"W2778446778","doi":"10.3968/10050","title":"The Influence of Cultural Differences on Chinese College Students’ Listening Comprehension","year":2017,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Task (project management); Informational listening; Cultural knowledge; Cultural background; Psychology; Western culture; Cultural diversity; Comprehension; Teaching method; Pedagogy; Mathematics education; Sociology; Linguistics; Communication; History; Engineering; Research methodology","score_opus":0.05234571939280218,"score_gpt":0.3708648646995073,"score_spread":0.3185191453067051,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2778446778","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99813724,0.000110464105,0.000052590603,0.00007605079,0.000009643505,0.0000072182443,0.000018544022,0.0000013113757,0.0015868868],"genre_scores_gemma":[0.99953985,0.00006208195,0.000028665734,0.000024211085,0.0000044496333,0.0000050529798,0.000019292545,0.0000021905948,0.00031432527],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99875855,0.00030102537,0.00016236112,0.00017506418,0.0003521179,0.0002508772],"domain_scores_gemma":[0.9948655,0.0021448927,0.0009247355,0.0002523832,0.0008772203,0.000935346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013122339,0.0002781089,0.00022938794,0.0008079696,0.00084227585,0.0011271262,0.0002490983,0.00031380725,0.0045530978],"category_scores_gemma":[0.006138485,0.00012701881,0.00040065194,0.0007187709,0.0008420247,0.0005393876,0.0006878826,0.00047377616,0.00029354155],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037638217,0.00032595365,0.930608,0.000106493426,0.00016331646,0.00062270305,0.03587092,0.00011081488,0.0036286875,0.00039370963,0.00038617747,0.027406912],"study_design_scores_gemma":[0.000007568963,0.00010859843,0.99009293,0.000029241084,0.000046291378,0.000096304866,0.008507329,0.00014363525,0.0004194496,0.00014976281,0.0003835069,0.000015445721],"about_ca_topic_score_codex":0.017338164,"about_ca_topic_score_gemma":0.026951749,"teacher_disagreement_score":0.017338164,"about_ca_system_score_codex":0.0006756551,"about_ca_system_score_gemma":0.0013077778,"threshold_uncertainty_score":0.034474492},"labels":[],"label_agreement":null},{"id":"W2779015682","doi":"10.5539/ijel.v8n2p25","title":"Self-Assessed Professional Competence of the High School EFL Teachers in Toraja Indonesia","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universitas Indonesia; Northern Illinois University","keywords":"Competence (human resources); Christian ministry; Psychology; Foreign language; Pedagogy; Communicative competence; Mathematics education; Medical education; Political science; Medicine; Social psychology","score_opus":0.02003424297754807,"score_gpt":0.2909517800207705,"score_spread":0.2709175370432224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2779015682","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99958867,0.000021473415,0.000007591045,0.000013972564,0.0000012744916,0.000004731122,0.000016018172,9.168803e-7,0.00034528354],"genre_scores_gemma":[0.9994043,0.000037527938,0.00003269813,0.000009497105,8.755657e-7,0.0000075859907,0.000027351985,7.473949e-7,0.000479432],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996927,0.00005532453,0.000039005638,0.000043146494,0.00008411096,0.00008575485],"domain_scores_gemma":[0.9987571,0.00017937807,0.00036953218,0.000045040517,0.00025128652,0.0003975923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060591835,0.00019476727,0.00030081245,0.00062004663,0.00061886554,0.0008912588,0.00019289069,0.00026333294,0.0012737681],"category_scores_gemma":[0.0015054666,0.00023084234,0.00014040565,0.00034248293,0.0005019062,0.00033421486,0.00048227108,0.00040563042,0.0003243833],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000090483474,0.00047441316,0.96558213,0.00006373038,0.000010322963,0.00046890735,0.022814162,0.000056800025,0.0018980374,0.000051754214,0.00032568723,0.008163598],"study_design_scores_gemma":[0.0000048181946,0.00013626824,0.98045015,0.000014910044,0.0000045693555,0.00019369212,0.01850411,0.00009174383,0.00015621354,0.000015072037,0.0004224396,0.0000060586162],"about_ca_topic_score_codex":0.0075141573,"about_ca_topic_score_gemma":0.014281927,"teacher_disagreement_score":0.0075141573,"about_ca_system_score_codex":0.0005028814,"about_ca_system_score_gemma":0.00050498656,"threshold_uncertainty_score":0.014940798},"labels":[],"label_agreement":null},{"id":"W2779351940","doi":"10.26522/brocked.v26i2.609","title":"Exploring Native and Non-Native EFL Teachers’ Oral Corrective Feedback Practices: An Observational Study","year":2017,"lang":"en","type":"article","venue":"Brock Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Psychology; Context (archaeology); Class (philosophy); Affect (linguistics); Phenomenon; Observational study; Mathematics education; Pedagogy; Linguistics; Mathematics; Communication; Geography; Computer science; Physics","score_opus":0.4927911559052897,"score_gpt":0.4189371879648594,"score_spread":0.07385396794043031,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2779351940","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994367,0.00002613479,0.00015925292,0.000014116057,0.000001612059,0.000022705433,0.00002928175,0.0000031548257,0.00030700138],"genre_scores_gemma":[0.997724,0.000114648545,0.0006085702,0.000036834936,0.0000061019446,0.000089574,0.000069776805,0.0000053779263,0.0013451427],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99878436,0.00044832315,0.000118877615,0.00022796863,0.00020038219,0.00022011141],"domain_scores_gemma":[0.9952226,0.0019343278,0.000888662,0.0003761678,0.00093656743,0.0006417167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020022793,0.00038832513,0.0005017541,0.0009455227,0.0019455595,0.0012827147,0.0006045737,0.0005826998,0.0017901167],"category_scores_gemma":[0.006466268,0.00047130173,0.00023004609,0.00044589074,0.0014620745,0.0008875402,0.0017105116,0.00091085676,0.0005039952],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002586429,0.0015624767,0.20533198,0.00018637725,0.000018832287,0.002335681,0.75834954,0.00008245609,0.012880007,0.00011488679,0.00031406683,0.018564958],"study_design_scores_gemma":[0.00002452446,0.0012134168,0.29119346,0.00008897112,0.000026033651,0.001543953,0.6959265,0.0003722802,0.0034416174,0.000120500714,0.0059819957,0.00006685922],"about_ca_topic_score_codex":0.007581089,"about_ca_topic_score_gemma":0.020803224,"teacher_disagreement_score":0.007581089,"about_ca_system_score_codex":0.0008361059,"about_ca_system_score_gemma":0.0010389631,"threshold_uncertainty_score":0.015073895},"labels":[],"label_agreement":null},{"id":"W2779701294","doi":"10.3846/23450479.2017.1365778","title":"CREATIVE METHODS IN TRANSFORMING EDUCATION USING HUMAN RESOURCES / KŪRYBINIAI METODAI PERTVARKANT ŠVIETIMĄ PASITELKUS ŽMOGIŠKUOSIUS IŠTEKLIUS","year":2017,"lang":"en","type":"article","venue":"Creativity Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Autonomy; Learner autonomy; Bachelor; Perception; Psychology; Pedagogy; Control (management); Mathematics education; Language education; Political science; Computer science","score_opus":0.2390878461360655,"score_gpt":0.48469718708516946,"score_spread":0.24560934094910394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2779701294","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3940348,0.022729453,0.124727376,0.006701718,0.00073591474,0.0010218022,0.00015388371,0.00032807636,0.4495669],"genre_scores_gemma":[0.8827407,0.006185624,0.07023754,0.00030393776,0.00007113464,0.00043805141,0.000057899153,0.00007189865,0.039893273],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980557,0.0010662446,0.000108612665,0.00019048668,0.00040715167,0.00017181011],"domain_scores_gemma":[0.9988458,0.000677975,0.00011247644,0.00012960387,0.000092505245,0.00014150798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003327018,0.00040401617,0.0002578687,0.0017719512,0.0020221274,0.005630914,0.00069640286,0.0005664874,0.008932769],"category_scores_gemma":[0.0020933384,0.00022713041,0.00035010502,0.0013537968,0.0037993125,0.0028548124,0.0040289615,0.00073072553,0.00092639803],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014991777,0.00059091934,0.0063849906,0.001396389,0.000035208413,0.0012860862,0.07705767,0.0013955868,0.0049377987,0.22459513,0.005127772,0.6770426],"study_design_scores_gemma":[0.00017117016,0.00070750096,0.025144957,0.0029010302,0.00011339365,0.002862668,0.15926997,0.0040171305,0.010961088,0.17388593,0.6198487,0.000116401534],"about_ca_topic_score_codex":0.000992484,"about_ca_topic_score_gemma":0.0022527194,"teacher_disagreement_score":0.008932769,"about_ca_system_score_codex":0.0014413141,"about_ca_system_score_gemma":0.0032297277,"threshold_uncertainty_score":0.029883087},"labels":[],"label_agreement":null},{"id":"W2780781776","doi":"10.5539/elt.v11n2p5","title":"A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Goal orientation; Goal theory; Metacognition; Cognitive strategy; Need for achievement; Cognition; Excellence; Context (archaeology); Conversation; Goal setting; Social psychology","score_opus":0.017313823777275302,"score_gpt":0.2607205082283989,"score_spread":0.24340668445112357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2780781776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993407,0.00004746308,0.00009408684,0.000016231552,0.0000014375345,0.00000855682,0.000013493413,0.0000016318819,0.00047644053],"genre_scores_gemma":[0.99962354,0.000036493268,0.00014821965,0.000005708208,0.0000017382921,0.000010008801,0.000023367631,9.955942e-7,0.00014986843],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990011,0.0003975474,0.00007959855,0.00014056686,0.00023722931,0.00014407097],"domain_scores_gemma":[0.9949728,0.0026289532,0.0010882268,0.00020284764,0.00044241294,0.00066471106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014131354,0.00031170307,0.0003326179,0.0010564096,0.00050744135,0.001008859,0.0002511274,0.00039480138,0.0015753816],"category_scores_gemma":[0.004337501,0.00018300467,0.00047827855,0.00076028943,0.0004850962,0.00037667254,0.0007579492,0.000775343,0.00019799023],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006256902,0.00047680174,0.98915124,0.000035661604,0.000085669635,0.00014159248,0.0018116821,0.00008744976,0.00057350646,0.00018421901,0.000055726305,0.0073338575],"study_design_scores_gemma":[0.0000039374186,0.0002656146,0.99710613,0.00001215004,0.000031845782,0.000091642716,0.0015202622,0.00047501194,0.0001815014,0.00008652488,0.00021837736,0.000007064814],"about_ca_topic_score_codex":0.0023753333,"about_ca_topic_score_gemma":0.0031708616,"teacher_disagreement_score":0.0023753333,"about_ca_system_score_codex":0.00043006157,"about_ca_system_score_gemma":0.0008027263,"threshold_uncertainty_score":0.007473469},"labels":[],"label_agreement":null},{"id":"W2780811256","doi":"10.5430/wjel.v7n4p18","title":"Identity, Motivation and English Learning in a Japanese Context","year":2017,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Identity (music); Context (archaeology); Intrinsic motivation; Social psychology; Motivation to learn; Goal theory; Mathematics education; Pedagogy","score_opus":0.022407069073190292,"score_gpt":0.2643675764794202,"score_spread":0.24196050740622993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2780811256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99588674,0.00013111047,0.00034022066,0.0002782234,0.000008172505,0.000012648436,0.0000047015324,0.0000016089394,0.0033365772],"genre_scores_gemma":[0.99883837,0.00007172672,0.0001739307,0.000045419467,0.0000020995979,0.000011907687,0.0000032479197,0.0000011847601,0.0008520582],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987877,0.0006318042,0.000043217835,0.00008329018,0.00013866473,0.0003153072],"domain_scores_gemma":[0.9991992,0.00034455373,0.00013305557,0.0000352388,0.00007498078,0.0002130785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002231134,0.0002362054,0.00030698176,0.0006691346,0.0073511554,0.003040362,0.0003911943,0.00061087986,0.0013178324],"category_scores_gemma":[0.0015807984,0.00016124878,0.00021438736,0.00058108586,0.0050314898,0.0018581456,0.003649068,0.00060124195,0.00007869666],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003293795,0.000117441035,0.03358836,0.000098587436,0.000004879345,0.0016702127,0.94847256,0.00005657401,0.0020152472,0.0063880915,0.00017177497,0.007383337],"study_design_scores_gemma":[0.000006574699,0.000069735965,0.023902372,0.000055087774,0.000011062849,0.0004310025,0.96677464,0.00018499164,0.00057848444,0.00096161093,0.00700442,0.000020049929],"about_ca_topic_score_codex":0.012110958,"about_ca_topic_score_gemma":0.02098953,"teacher_disagreement_score":0.012110958,"about_ca_system_score_codex":0.0022869753,"about_ca_system_score_gemma":0.0023691773,"threshold_uncertainty_score":0.024080932},"labels":[],"label_agreement":null},{"id":"W2781577318","doi":"10.4000/praxematique.4577","title":"Interaction orale et production écrite : inférer pour mieux communiquer","year":2017,"lang":"fr","type":"article","venue":"Cahiers de praxématique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Political science; Humanities; Philosophy; Sociology","score_opus":0.0366327007367391,"score_gpt":0.3178834852358739,"score_spread":0.2812507844991348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2781577318","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40723243,0.0023713287,0.37043816,0.007607231,0.00031306836,0.00044085114,0.0006444977,0.00085119804,0.21010117],"genre_scores_gemma":[0.9084201,0.0006923841,0.072290994,0.0004055097,0.00007674367,0.000170664,0.00031391726,0.00021108448,0.017418679],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9873144,0.0073872795,0.0005025269,0.0017897576,0.002385628,0.00062044704],"domain_scores_gemma":[0.97844976,0.014668482,0.0014414862,0.0019250249,0.0030288617,0.0004863573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008913814,0.0013460226,0.00054129836,0.0025017278,0.0028390477,0.010815668,0.0011071803,0.002243252,0.013070637],"category_scores_gemma":[0.033538446,0.00066231005,0.00084603427,0.0013667203,0.006174847,0.010661173,0.0055202683,0.0021830322,0.0022458525],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035255504,0.0001856376,0.054838877,0.00124002,0.00017750749,0.0022576705,0.40704674,0.0019427807,0.017250726,0.19871685,0.0043006884,0.31169],"study_design_scores_gemma":[0.00009065955,0.00058895885,0.064991035,0.0016960567,0.00053102407,0.003223823,0.36464018,0.02231895,0.022075493,0.19846335,0.320983,0.00039753964],"about_ca_topic_score_codex":0.017481435,"about_ca_topic_score_gemma":0.01598428,"teacher_disagreement_score":0.017481435,"about_ca_system_score_codex":0.0028889822,"about_ca_system_score_gemma":0.0041188975,"threshold_uncertainty_score":0.047141314},"labels":[],"label_agreement":null},{"id":"W2781682890","doi":"10.4000/rdlc.2562","title":"Pratiques et représentations linguistiques des étudiants de la faculté des Langues appliquées de l’Université française d’Égypte et de leur famille","year":2013,"lang":"fr","type":"article","venue":"Recherches en didactique des langues et des cultures","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Francophone University Association","funders":"","keywords":"Sociology","score_opus":0.06400640175468453,"score_gpt":0.37385104055582763,"score_spread":0.3098446388011431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2781682890","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97724015,0.00079261017,0.0009468524,0.0025391104,0.000024195444,0.000015829582,0.00005743522,0.000012228956,0.018371567],"genre_scores_gemma":[0.9914147,0.00042931119,0.00027427688,0.00014897408,0.0000057530197,0.000013052612,0.000026696744,0.000006219643,0.007680865],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975218,0.0012786542,0.00011455865,0.00019611024,0.00033618358,0.0005526687],"domain_scores_gemma":[0.9963946,0.0013974885,0.0006251842,0.00018986827,0.00086867536,0.0005243151],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004613523,0.00032700735,0.00034840044,0.0019053837,0.008223985,0.0074504493,0.0005340704,0.001088416,0.0062188753],"category_scores_gemma":[0.0056522037,0.00024150274,0.00025431227,0.0026406392,0.0079666255,0.0034007565,0.0035107143,0.0023109985,0.0006670045],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033477,0.000028329827,0.017864853,0.000045541314,0.0000067156593,0.00025529033,0.95919967,0.00006155156,0.0009966152,0.009612008,0.0005797499,0.011316153],"study_design_scores_gemma":[0.0000033439599,0.000027584278,0.023653287,0.0000705586,0.000007540158,0.00014562055,0.94375545,0.00012973307,0.0004919474,0.0011334064,0.030555205,0.000026395357],"about_ca_topic_score_codex":0.12142258,"about_ca_topic_score_gemma":0.16352765,"teacher_disagreement_score":0.12142258,"about_ca_system_score_codex":0.008912066,"about_ca_system_score_gemma":0.0068343855,"threshold_uncertainty_score":0.24143165},"labels":[],"label_agreement":null},{"id":"W2781830569","doi":"10.3138/cmlr.3831","title":"Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study","year":2018,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":118,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Task (project management); Grammar; Computer science; Mathematics education; Second language; Exploratory research; Control (management); Second-language acquisition; Psychology; Linguistics; Artificial intelligence; Engineering","score_opus":0.0525771257780558,"score_gpt":0.2760852346725935,"score_spread":0.2235081088945377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2781830569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992737,0.000036567122,0.00019777937,0.000012245404,0.0000018100735,0.00009846353,0.000012752674,0.0000040334103,0.00036268236],"genre_scores_gemma":[0.99485934,0.00018907036,0.002732795,0.00005569239,0.000009567818,0.00043405368,0.000090664886,0.000007997337,0.0016208229],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998064,0.0008297745,0.00008152768,0.00033727085,0.0003791004,0.00030846108],"domain_scores_gemma":[0.9959279,0.0022208297,0.00035556627,0.0002810315,0.0005154368,0.000699264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030154597,0.0007850231,0.0011337277,0.0006870158,0.0012157822,0.001262101,0.0010662976,0.0008726278,0.0017027241],"category_scores_gemma":[0.00693335,0.00028484935,0.00047869817,0.00036606222,0.0008609084,0.0007575142,0.00096769055,0.0010435813,0.000503691],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008364056,0.12557589,0.13500874,0.0020940984,0.0002447385,0.003944113,0.31151894,0.0018366403,0.124989495,0.0016783113,0.00097082416,0.2837742],"study_design_scores_gemma":[0.0033360035,0.14437208,0.5419056,0.0005206204,0.0004405568,0.0026846258,0.17272659,0.003408121,0.09704963,0.002795164,0.030418413,0.00034255246],"about_ca_topic_score_codex":0.0031729648,"about_ca_topic_score_gemma":0.0057743853,"teacher_disagreement_score":0.0031729648,"about_ca_system_score_codex":0.0010288743,"about_ca_system_score_gemma":0.001789671,"threshold_uncertainty_score":0.015947461},"labels":[],"label_agreement":null},{"id":"W2782098115","doi":"10.5539/elt.v11n2p26","title":"Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Mathematics education; Psychology; Test (biology); Class (philosophy); Significant difference; Academic year; Linguistics; Computer science; Artificial intelligence; Mathematics; Statistics","score_opus":0.013181297471475997,"score_gpt":0.2664897234061445,"score_spread":0.2533084259346685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2782098115","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98521763,0.0012881577,0.008359479,0.00025636758,0.000111979265,0.00039689327,0.0000582071,0.00015395094,0.0041574347],"genre_scores_gemma":[0.9528954,0.0014785095,0.040933903,0.00014901062,0.000056380984,0.0005533983,0.00008737189,0.000018842878,0.0038271702],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99939,0.00027340604,0.000043854485,0.000087394736,0.00013578885,0.00006956654],"domain_scores_gemma":[0.99880135,0.000694751,0.00015908218,0.000059858696,0.0001185408,0.00016634252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011148549,0.00034786976,0.00046503395,0.00041729986,0.00028944275,0.00038203617,0.00044185718,0.00041778726,0.003423947],"category_scores_gemma":[0.0028576127,0.00011408126,0.00034595994,0.00019612916,0.00029054674,0.00054185226,0.0005842221,0.0005457264,0.00041385033],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002261453,0.023502655,0.022266272,0.003354761,0.000112404756,0.001319582,0.007879848,0.0014233217,0.17983887,0.0014578053,0.002715654,0.7538674],"study_design_scores_gemma":[0.003986169,0.18871866,0.4189443,0.002574893,0.0010696127,0.007847085,0.017039528,0.012884045,0.26131558,0.005962598,0.079323046,0.00033445086],"about_ca_topic_score_codex":0.00023740089,"about_ca_topic_score_gemma":0.000487262,"teacher_disagreement_score":0.003423947,"about_ca_system_score_codex":0.00014639903,"about_ca_system_score_gemma":0.00053436146,"threshold_uncertainty_score":0.011454284},"labels":[],"label_agreement":null},{"id":"W2782191338","doi":"10.5539/elt.v11n2p44","title":"A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Curriculum; China; Mathematics education; Foreign language; English as a foreign language; College English; Needs analysis; Quality (philosophy); Teaching method; Perspective (graphical); Pedagogy; Sociology; Psychology; Computer science; Political science; Physics","score_opus":0.018087912955359043,"score_gpt":0.2760661290607524,"score_spread":0.25797821610539334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2782191338","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99857414,0.000017628281,0.00008485162,0.000083310646,0.0000024433969,0.000045550103,0.000013884433,0.0000019245886,0.0011762605],"genre_scores_gemma":[0.99862254,0.00006112903,0.00033018447,0.000050668663,0.000004248131,0.00006301885,0.00004608056,0.0000016385333,0.0008204375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981133,0.00045378468,0.00013887406,0.00022054304,0.00064422656,0.0004294217],"domain_scores_gemma":[0.99653167,0.00074303715,0.00044400772,0.000120264725,0.0008974465,0.0012635521],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031268974,0.00022621965,0.00027051655,0.0015102682,0.0018176057,0.0012597824,0.0007136012,0.00044573226,0.0021336623],"category_scores_gemma":[0.0056835217,0.00019574896,0.00035964508,0.0017903381,0.000656188,0.0013857834,0.0009337505,0.00067630416,0.00014713685],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033529568,0.004632734,0.7975122,0.0003607163,0.000046100584,0.000714649,0.074987054,0.0012727972,0.0074282866,0.0068200217,0.0021647252,0.10372539],"study_design_scores_gemma":[0.00007622827,0.00166965,0.9446732,0.00008425943,0.000046401175,0.000082652725,0.041467305,0.0035674053,0.0020540995,0.00050552725,0.0057315407,0.00004170158],"about_ca_topic_score_codex":0.03654399,"about_ca_topic_score_gemma":0.043710414,"teacher_disagreement_score":0.03654399,"about_ca_system_score_codex":0.006983026,"about_ca_system_score_gemma":0.01080068,"threshold_uncertainty_score":0.07266259},"labels":[],"label_agreement":null},{"id":"W2782263452","doi":"10.17239/l1esll-2018.18.04.01","title":"Working on grammar at school in L1 education: empirical research across linguistic regions. Introduction to the special issue","year":2018,"lang":"en","type":"article","venue":"L1 Educational Studies in Language and Literature","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Grammar; Empirical research; Linguistics; Neglect; Context (archaeology); Foreign language; Psychology; Computer science; Mathematics education; Geography; Epistemology","score_opus":0.08537656499489282,"score_gpt":0.4508003218080578,"score_spread":0.36542375681316497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2782263452","genre_codex":"review","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04173303,0.40486896,0.0031501134,0.21779215,0.22676694,0.00028066966,0.0027271218,0.00023225076,0.102448784],"genre_scores_gemma":[0.18318011,0.36233148,0.003410523,0.06133966,0.3208136,0.0016412584,0.00568859,0.00085972087,0.06073505],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978871,0.00078708463,0.00020795011,0.00041395376,0.00045905553,0.00024493376],"domain_scores_gemma":[0.9738588,0.020061813,0.0015714807,0.0006744998,0.0021114745,0.0017220005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031455322,0.0009602706,0.0015941474,0.00445038,0.002489031,0.007817453,0.001395,0.003723974,0.016671307],"category_scores_gemma":[0.018295176,0.0005330571,0.00086395687,0.0066238497,0.002680477,0.006851681,0.0052988604,0.0056774644,0.0046412093],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007196016,0.00038554744,0.011504209,0.0026091689,0.000053583197,0.00025965698,0.010159513,0.00016401274,0.00022516958,0.014384779,0.8470187,0.11316368],"study_design_scores_gemma":[0.000030856634,0.00030227943,0.103854775,0.00963957,0.00010208695,0.000756648,0.019820558,0.00038091908,0.00017232721,0.011396826,0.8534601,0.0000831962],"about_ca_topic_score_codex":0.0029230204,"about_ca_topic_score_gemma":0.0044867634,"teacher_disagreement_score":0.016671307,"about_ca_system_score_codex":0.0022152995,"about_ca_system_score_gemma":0.002522541,"threshold_uncertainty_score":0.055771053},"labels":[],"label_agreement":null},{"id":"W2782381814","doi":"","title":"Exploring the Principles and Practices of One Teacher of L2 Speaking: The Importance of Reflecting on Practice","year":2018,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Pedagogy; Mathematics education; Psychology; Sociology; Linguistics; Philosophy","score_opus":0.7695976354985871,"score_gpt":0.6093529593175666,"score_spread":0.16024467618102045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2782381814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8800309,0.0023047812,0.031326633,0.028640205,0.00017051706,0.00030861137,0.00002743539,0.000137113,0.057053965],"genre_scores_gemma":[0.9827399,0.0012040911,0.010713669,0.0009999431,0.00002498449,0.00009406155,0.000010474721,0.000041102205,0.004171819],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9844244,0.011841357,0.0004560876,0.0008515948,0.001702829,0.00072385767],"domain_scores_gemma":[0.9743509,0.01776998,0.0024869794,0.0014280218,0.0022192274,0.0017449915],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011523266,0.00046333772,0.0005088506,0.0012937166,0.009827016,0.010556937,0.0016899937,0.0033513582,0.0013532097],"category_scores_gemma":[0.023758573,0.0006645312,0.00040039708,0.0008321247,0.021640427,0.008368083,0.005906344,0.005271158,0.00054784626],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014505412,0.000114490984,0.004233841,0.00013829622,0.000006843278,0.0012986067,0.9719793,0.00009946247,0.0020467113,0.0051874667,0.0006227314,0.014257844],"study_design_scores_gemma":[0.000008488884,0.00014650375,0.0032114617,0.00036267182,0.000013974933,0.0019228761,0.9590906,0.00031532292,0.0016019483,0.00726319,0.026012233,0.000050669656],"about_ca_topic_score_codex":0.0044919974,"about_ca_topic_score_gemma":0.007712908,"teacher_disagreement_score":0.011523266,"about_ca_system_score_codex":0.0041931607,"about_ca_system_score_gemma":0.00786228,"threshold_uncertainty_score":0.060941577},"labels":[],"label_agreement":null},{"id":"W2783025422","doi":"10.5539/elt.v11n2p99","title":"A Psycho-Pragmatic Study of Self-Identity of Kurdish EFL Learners in Kurdistan Region","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Identity (music); Likert scale; Focus (optics); Linguistics; Mathematics education; Pedagogy; Developmental psychology","score_opus":0.016661919520826216,"score_gpt":0.28766754537835904,"score_spread":0.2710056258575328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2783025422","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991037,0.00003980027,0.000022139471,0.000096345175,0.000003930165,0.000008180153,0.000004131268,5.124061e-7,0.0007212085],"genre_scores_gemma":[0.99891293,0.00007763265,0.000036124715,0.00007026366,0.0000025648267,0.000011020221,0.0000052022783,0.0000012984924,0.0008830237],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99865216,0.0007062406,0.000037925412,0.00011054185,0.000152959,0.00034009822],"domain_scores_gemma":[0.9985697,0.0005815291,0.0002356096,0.00004490804,0.00019488196,0.00037338468],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024026851,0.00029508988,0.00060312875,0.00097365835,0.008110008,0.0030860794,0.0006253893,0.0007159557,0.0021816408],"category_scores_gemma":[0.0022950757,0.00024953543,0.00024441778,0.0006942548,0.004744657,0.0016014781,0.0026826602,0.0015764176,0.00027531717],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036162346,0.00021603979,0.019687224,0.00004407381,0.0000042514207,0.00071886764,0.97428983,0.000018284305,0.0009237959,0.0007814561,0.00023004774,0.003049997],"study_design_scores_gemma":[0.0000016281481,0.00006806013,0.01255301,0.000015293293,0.0000018951223,0.00007055541,0.9856995,0.000025137428,0.00011741592,0.0000571651,0.0013852193,0.0000050990507],"about_ca_topic_score_codex":0.010809033,"about_ca_topic_score_gemma":0.020512689,"teacher_disagreement_score":0.010809033,"about_ca_system_score_codex":0.0024774428,"about_ca_system_score_gemma":0.0018038566,"threshold_uncertainty_score":0.021492243},"labels":[],"label_agreement":null},{"id":"W2784123720","doi":"10.1017/s0958344017000386","title":"Investigating research approaches: Classroom-based interaction studies in physical and virtual contexts","year":2018,"lang":"en","type":"article","venue":"ReCALL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Computer science; Space (punctuation); Human–computer interaction; Data science","score_opus":0.46534500331627326,"score_gpt":0.43106231316292826,"score_spread":0.03428269015334501,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2784123720","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7745595,0.017138105,0.087141216,0.0073982244,0.00045976366,0.0014774218,0.0002280629,0.00015329431,0.11144445],"genre_scores_gemma":[0.9710942,0.0039252215,0.018909331,0.0006733249,0.000069825706,0.0014031243,0.000058755308,0.00003785295,0.00382844],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9539194,0.038950425,0.0015203566,0.002002634,0.002643129,0.0009640732],"domain_scores_gemma":[0.9399507,0.05093313,0.0029242344,0.0023999147,0.002749606,0.0010424162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026706519,0.00055180554,0.00073639344,0.0046113557,0.005455302,0.014032461,0.0017353708,0.0016126604,0.0039745285],"category_scores_gemma":[0.037674196,0.00046047333,0.00059392065,0.0034946266,0.011299612,0.00873324,0.01173404,0.0020923852,0.00049674785],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006416376,0.00024826778,0.011280031,0.0017373478,0.000051295672,0.00048027182,0.85970575,0.0002702931,0.001638819,0.05211274,0.0009967135,0.07141434],"study_design_scores_gemma":[0.000046693676,0.0002857796,0.010233439,0.0023122653,0.00005133107,0.00068376574,0.91376734,0.0004415052,0.0018130892,0.0112424875,0.05907946,0.00004294708],"about_ca_topic_score_codex":0.001780805,"about_ca_topic_score_gemma":0.0027743832,"teacher_disagreement_score":0.026706519,"about_ca_system_score_codex":0.0039510475,"about_ca_system_score_gemma":0.0039092437,"threshold_uncertainty_score":0.14123923},"labels":[],"label_agreement":null},{"id":"W2784922267","doi":"10.5539/ies.v11n2p1","title":"The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Metacognition; Psychology; Turkish; Foreign language; Cognition; Mathematics education; Academic achievement; Affect (linguistics); Language acquisition; Language proficiency; English as a foreign language; Linguistics","score_opus":0.21719782120432662,"score_gpt":0.40908790846636234,"score_spread":0.1918900872620357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2784922267","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992943,0.00005184487,0.00004034911,0.000008098965,0.0000011261851,0.0000034994503,0.000023522682,0.0000014821816,0.0005758888],"genre_scores_gemma":[0.9992368,0.000055760564,0.000087622255,0.0000055304386,0.0000014719334,0.000007494489,0.000050007948,0.0000012075103,0.00055412936],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958366,0.000059327147,0.00006111264,0.000069383685,0.00014131004,0.00008513585],"domain_scores_gemma":[0.99701357,0.0009874067,0.0010807187,0.000092151255,0.0003860403,0.00044006572],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00066977734,0.00034124576,0.00028089414,0.0009264431,0.0002643089,0.000997654,0.00027548915,0.00027379868,0.002604078],"category_scores_gemma":[0.00321949,0.000120041885,0.00020024646,0.0004885703,0.00027283686,0.0003644483,0.000534975,0.00046336796,0.00041835877],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046508678,0.0003327433,0.98784316,0.000023642931,0.00002614502,0.00013058343,0.0016037624,0.000033686905,0.0014717947,0.000056043704,0.000044428223,0.008387597],"study_design_scores_gemma":[0.0000020937136,0.00021169538,0.99668235,0.0000083499735,0.0000137666075,0.00018807975,0.0019624967,0.00012876002,0.00046577118,0.000069927,0.00026140816,0.0000053755352],"about_ca_topic_score_codex":0.0012701015,"about_ca_topic_score_gemma":0.001628555,"teacher_disagreement_score":0.002604078,"about_ca_system_score_codex":0.00021668679,"about_ca_system_score_gemma":0.00028439425,"threshold_uncertainty_score":0.008711457},"labels":[],"label_agreement":null},{"id":"W2785327121","doi":"10.3138/cmlr.3906","title":"Learner Variables Important for Success in L2 Listening Comprehension in French Immersion Classrooms","year":2018,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Vocabulary; Listening comprehension; Psychology; Metacognition; Comprehension; Second language; Vocabulary development; First language; Foreign language; Cognitive psychology; Linguistics; Mathematics education; Teaching method; Cognition; Communication","score_opus":0.021872773264,"score_gpt":0.2478531761070561,"score_spread":0.2259804028430561,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2785327121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99901164,0.00015006981,0.000059489852,0.00004784796,0.0000017084477,0.0000052811424,0.000019537909,0.0000040527043,0.0007004048],"genre_scores_gemma":[0.9993819,0.00010448469,0.000096171854,0.0000094680345,0.0000021215765,0.0000072421894,0.00003689776,0.0000021084256,0.00035957864],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99930525,0.0002265265,0.000055083387,0.0000901141,0.0001950097,0.00012802471],"domain_scores_gemma":[0.99330634,0.003974934,0.0013101648,0.0001334664,0.0004903637,0.00078471657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014036474,0.00028954598,0.00032301337,0.0009817993,0.00050888624,0.0016544084,0.0003212708,0.00043139252,0.0034823455],"category_scores_gemma":[0.008852775,0.00011568933,0.00034858615,0.00045316693,0.0006989098,0.0004797287,0.0006217699,0.0005807929,0.00037899305],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007231294,0.0002116399,0.98216176,0.000030629682,0.0000326106,0.0002026545,0.0029236332,0.00008392721,0.00063414715,0.000099512545,0.00011616601,0.013431114],"study_design_scores_gemma":[0.0000037404134,0.00020730669,0.9947255,0.00003245056,0.000032229884,0.00014578352,0.003636731,0.000263731,0.00040867503,0.00011753279,0.00041618632,0.000010035932],"about_ca_topic_score_codex":0.014440487,"about_ca_topic_score_gemma":0.02027909,"teacher_disagreement_score":0.9855595,"about_ca_system_score_codex":0.0006784125,"about_ca_system_score_gemma":0.0013976203,"threshold_uncertainty_score":0.028712869},"labels":[],"label_agreement":null},{"id":"W2785342939","doi":"10.21083/nrsc.v0i11.4002","title":"Encourager les réflexions/interactions affectives par l’usage scénarisé des outils du Web 2.0 : en quoi est-ce significatif ?","year":2018,"lang":"fr","type":"article","venue":"Nouvelle Revue Synergies Canada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Humanities; Philosophy","score_opus":0.017275134538084144,"score_gpt":0.23305622059385867,"score_spread":0.2157810860557745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2785342939","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93717,0.00040407298,0.0067300205,0.003105307,0.00007244456,0.00008850314,0.00008838463,0.00014141547,0.052199855],"genre_scores_gemma":[0.9863262,0.00026589385,0.0014837739,0.0003183608,0.000013974237,0.00006095511,0.000036431262,0.0000542238,0.011440088],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99674326,0.0018390286,0.000059595834,0.00030076137,0.00066651456,0.00039091785],"domain_scores_gemma":[0.994097,0.0028834494,0.0006590281,0.000310364,0.0012512944,0.0007989072],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031868445,0.00049368874,0.00032021158,0.00074678723,0.003991425,0.0067593995,0.00060045626,0.0013253582,0.006040933],"category_scores_gemma":[0.007043553,0.00031489154,0.00032995513,0.0006182024,0.00440689,0.0031242634,0.0025264001,0.0016814291,0.0008997516],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015127195,0.00020382575,0.047403645,0.0004410005,0.00004933322,0.0013829116,0.874507,0.00035460232,0.018656537,0.012206638,0.0033527224,0.041290484],"study_design_scores_gemma":[0.000020868698,0.00020887742,0.10325483,0.00030413782,0.000065093795,0.00044901142,0.785382,0.0011978035,0.0039672824,0.003588433,0.101446114,0.0001156463],"about_ca_topic_score_codex":0.07525476,"about_ca_topic_score_gemma":0.12377944,"teacher_disagreement_score":0.07525476,"about_ca_system_score_codex":0.0040999586,"about_ca_system_score_gemma":0.0033092552,"threshold_uncertainty_score":0.14963347},"labels":[],"label_agreement":null},{"id":"W2785609287","doi":"10.21083/ajote.v7i1.3765","title":"All Together Now: Using Conversational Analysis and Muted Group Theory to Understand Gendered Classroom Discourse in a Cameroonian Primary Classroom","year":2018,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Princess Margaret Cancer Centre; Trinity Western University; Western University","funders":"","keywords":"Space (punctuation); Sociology; Pedagogy; Psychology; Gender studies; Linguistics","score_opus":0.03963397812330809,"score_gpt":0.30183537820328915,"score_spread":0.26220140007998105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2785609287","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.962943,0.0019284072,0.015349718,0.0023196777,0.00008220729,0.00015425352,0.000079733065,0.000030496485,0.017112479],"genre_scores_gemma":[0.9959352,0.00038533343,0.0026553757,0.00013440219,0.000013568535,0.0000785914,0.000016092057,0.000011008966,0.00077053974],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.996843,0.002522491,0.0000629386,0.00016491838,0.00013375994,0.00027280548],"domain_scores_gemma":[0.99644285,0.0029229221,0.00022091325,0.00014234164,0.00014834668,0.00012263515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048372103,0.00066688884,0.0002926214,0.0024442005,0.004738651,0.005458017,0.000711408,0.0009843736,0.0021920123],"category_scores_gemma":[0.005987954,0.00030176612,0.00021196577,0.0015787383,0.007711904,0.006569986,0.0030117033,0.0017937424,0.0002579169],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041220235,0.000028017665,0.004355315,0.00008711058,0.0000051825737,0.00093782693,0.96462923,0.000095808755,0.0014435896,0.012302399,0.00022784532,0.015846461],"study_design_scores_gemma":[0.0000110463525,0.000057919337,0.009115867,0.00032206436,0.000016732709,0.0005234996,0.9685301,0.00084924186,0.0014687451,0.0068371417,0.012245625,0.000021936201],"about_ca_topic_score_codex":0.009249323,"about_ca_topic_score_gemma":0.011312555,"teacher_disagreement_score":0.009249323,"about_ca_system_score_codex":0.0022980452,"about_ca_system_score_gemma":0.0018471393,"threshold_uncertainty_score":0.025581956},"labels":[],"label_agreement":null},{"id":"W2786901181","doi":"10.21083/nrsc.v0i11.4004","title":"Can all voices be heard? Active learning strategies enhance FSL oral production","year":2018,"lang":"en","type":"article","venue":"Nouvelle Revue Synergies Canada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Presentation (obstetrics); Reading (process); Theme (computing); Active learning (machine learning); Mathematics education; Production (economics); Face (sociological concept); Computer science; Pedagogy; Language acquisition; Psychology; Multimedia; Medical education; Sociology; World Wide Web; Linguistics; Medicine; Artificial intelligence","score_opus":0.022947070722760622,"score_gpt":0.24492544051555964,"score_spread":0.22197836979279903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2786901181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6839659,0.0020295572,0.07064769,0.0060110525,0.0006462739,0.0007016866,0.0001453645,0.0022211792,0.23363134],"genre_scores_gemma":[0.8926337,0.0014605162,0.060761783,0.0006844121,0.00021868135,0.00032161493,0.00013667591,0.0003896456,0.04339302],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998946,0.00043466984,0.000028117987,0.00013355598,0.00032286675,0.0001348108],"domain_scores_gemma":[0.99708563,0.0020563193,0.00017329861,0.00015545147,0.00015833708,0.00037095463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015857092,0.0005945794,0.0003202204,0.0008197505,0.00087053573,0.0038578014,0.0011964479,0.0010985819,0.017682564],"category_scores_gemma":[0.006025283,0.00016316479,0.00038759786,0.00029068915,0.001046446,0.0026854442,0.0035853176,0.0009892503,0.003211423],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004214462,0.0030330762,0.0036212201,0.0014557467,0.000036951995,0.0011717563,0.042798776,0.0006932436,0.046246957,0.00998187,0.0118238665,0.8787151],"study_design_scores_gemma":[0.001097408,0.008700947,0.060956825,0.0040904786,0.00038327638,0.0049223965,0.14224571,0.0108263865,0.06848851,0.066946626,0.6310347,0.00030668252],"about_ca_topic_score_codex":0.00033418456,"about_ca_topic_score_gemma":0.00080625265,"teacher_disagreement_score":0.017682564,"about_ca_system_score_codex":0.00049291784,"about_ca_system_score_gemma":0.0007740304,"threshold_uncertainty_score":0.059154034},"labels":[],"label_agreement":null},{"id":"W2787354521","doi":"10.3138/cmlr.3770","title":"The Effects of Task Complexity on Heritage and L2 Spanish Development","year":2018,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Second language; Psychology; Cognition; Cognitive psychology; Affect (linguistics); Heritage language; Focus on form; Linguistics; Task analysis; Simple (philosophy); Cognitive complexity; Language proficiency; Second language writing; Corrective feedback; Computer science; Mathematics education; Grammar; Communication; Pedagogy","score_opus":0.01986067795378185,"score_gpt":0.22338264161222826,"score_spread":0.2035219636584464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2787354521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99829906,0.00014243378,0.0002205395,0.000024628696,0.0000028097352,0.00001612679,0.00002069639,0.0000065495105,0.0012671568],"genre_scores_gemma":[0.9975962,0.00020146671,0.0008746705,0.000030237634,0.0000053811673,0.00005802102,0.00007022895,0.000013064314,0.0011507593],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871683,0.00045322778,0.000115662835,0.00021404464,0.0003552674,0.00014504022],"domain_scores_gemma":[0.9912033,0.005561991,0.0014708773,0.000533762,0.00048180443,0.0007482768],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015831476,0.0004487378,0.00027434714,0.0004432586,0.00029255,0.0011788,0.00040164814,0.0002793422,0.0030042971],"category_scores_gemma":[0.0095985485,0.00016317662,0.0001960095,0.00023131493,0.00057935214,0.00046309727,0.0011052707,0.00037328177,0.0003430116],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063344217,0.004190494,0.58835196,0.0008006543,0.0002834588,0.0024582776,0.016734144,0.0014805029,0.10874536,0.0010883446,0.0008690456,0.2686633],"study_design_scores_gemma":[0.00010143765,0.0035485146,0.97590363,0.00008295175,0.00007367756,0.00073360617,0.003134456,0.0007930873,0.011800777,0.0008615025,0.002931074,0.000035171714],"about_ca_topic_score_codex":0.0037836847,"about_ca_topic_score_gemma":0.005208795,"teacher_disagreement_score":0.0037836847,"about_ca_system_score_codex":0.0005120719,"about_ca_system_score_gemma":0.0006110528,"threshold_uncertainty_score":0.010050356},"labels":[],"label_agreement":null},{"id":"W2787529514","doi":"10.3138/cmlr.3302","title":"A Resource-Oriented Functional Approach to English Language Learning","year":2018,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Vocabulary; Computer science; English as a second language; Language learning strategies; Language proficiency; Language acquisition; English language; Psychology; Pedagogy; Linguistics; Metacognition","score_opus":0.019139817250840123,"score_gpt":0.21461376297925225,"score_spread":0.19547394572841212,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2787529514","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10637217,0.029876314,0.1255992,0.025952494,0.0005152768,0.0005339717,0.00013214194,0.00027634963,0.710742],"genre_scores_gemma":[0.90229374,0.013863492,0.04454941,0.0019836891,0.00008640237,0.00038767082,0.000098007506,0.000055138058,0.036682446],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99811184,0.00093106704,0.00007123733,0.00019277453,0.00046801192,0.00022513008],"domain_scores_gemma":[0.9988814,0.00043741093,0.00009573186,0.00008560979,0.00032644594,0.00017347702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002459296,0.00066614687,0.00026716397,0.0037446413,0.0033346463,0.003853304,0.0025422303,0.0011692703,0.0027629752],"category_scores_gemma":[0.0022238123,0.00014177657,0.0003552845,0.0023500277,0.014343495,0.0026668124,0.0024380728,0.0011133729,0.00035646206],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000245817,0.00010415036,0.0054087555,0.0011781332,0.000019804009,0.0012324249,0.055200227,0.0009972075,0.0014912606,0.73035103,0.0051804306,0.19881204],"study_design_scores_gemma":[0.000028462791,0.00020885527,0.021592544,0.0018187613,0.00007072612,0.004395876,0.12493701,0.002395504,0.0014252797,0.19369869,0.6493532,0.00007511373],"about_ca_topic_score_codex":0.15183924,"about_ca_topic_score_gemma":0.28155428,"teacher_disagreement_score":0.15183924,"about_ca_system_score_codex":0.015111101,"about_ca_system_score_gemma":0.018755281,"threshold_uncertainty_score":0.30191088},"labels":[],"label_agreement":null},{"id":"W2787925292","doi":"10.5430/elr.v7n1p44","title":"Reading to Write: A Strategy for Improving the Writing Performance of Students of English Language: A Case Study of Ogba/Egbema/Ndoni Local Government Area of Rivers State","year":2018,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Test (biology); Mathematics education; Class (philosophy); Population; Local government area; Computer science; Psychology; Local government; Linguistics; Sociology; Artificial intelligence; Political science","score_opus":0.07116244666982524,"score_gpt":0.3716100681033444,"score_spread":0.30044762143351916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2787925292","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9976986,0.000101959566,0.0001622117,0.00013727005,0.000004942355,0.000030177758,0.000004594685,0.0000041117337,0.0018559347],"genre_scores_gemma":[0.9919425,0.00038193085,0.001424564,0.000103487684,0.000008658259,0.000041177078,0.000016736825,0.00000946355,0.0060715037],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.99877053,0.00074310525,0.000057142286,0.00010636013,0.00014301664,0.00017982547],"domain_scores_gemma":[0.99877316,0.00042435728,0.00018129649,0.00008125901,0.00016160899,0.0003783666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013989246,0.00033384864,0.00031804777,0.00055803324,0.0028788655,0.0012585956,0.00080275687,0.00081972545,0.0015033238],"category_scores_gemma":[0.0021590916,0.00017291911,0.00023849009,0.0005113805,0.00095316337,0.0007307516,0.0011575895,0.00080433424,0.00037231046],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003607875,0.007762355,0.109828524,0.0009289024,0.00004608979,0.043809537,0.5968446,0.0008187073,0.026453849,0.0019553883,0.0030597923,0.20813145],"study_design_scores_gemma":[0.00009720797,0.0046453327,0.181694,0.00027429376,0.000082898485,0.009318555,0.74128824,0.0011937263,0.013347399,0.0005107917,0.047473926,0.000073641284],"about_ca_topic_score_codex":0.0043083625,"about_ca_topic_score_gemma":0.020798638,"teacher_disagreement_score":0.0043083625,"about_ca_system_score_codex":0.00087695004,"about_ca_system_score_gemma":0.0014607309,"threshold_uncertainty_score":0.008566618},"labels":[],"label_agreement":null},{"id":"W2788114391","doi":"10.18806/tesl.v34i2.1267","title":"A Three-Stage Model for Implementing Focused Written Corrective Feedback","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Operationalization; Focus (optics); Computer science; Mathematics education; Pedagogy; Linguistics; Psychology; Humanities; Philosophy; Epistemology; Physics","score_opus":0.08640172024718545,"score_gpt":0.281232044605208,"score_spread":0.19483032435802256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788114391","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03690275,0.0005714088,0.90787375,0.0033421393,0.00016219114,0.005666896,0.00023526046,0.0042925747,0.040953103],"genre_scores_gemma":[0.2843189,0.0005290114,0.69220954,0.000746405,0.000034958102,0.004037023,0.00032535862,0.00022754495,0.017571209],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9817661,0.009744014,0.0010549474,0.00247563,0.0041068997,0.00085242087],"domain_scores_gemma":[0.97511077,0.011569123,0.0026943407,0.0035111115,0.0058915736,0.0012229244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01621376,0.0021392503,0.00071024516,0.0024737734,0.0018966618,0.006158695,0.0046407795,0.00465187,0.011095905],"category_scores_gemma":[0.031035958,0.001813615,0.0019936773,0.0014187963,0.004769164,0.007000812,0.0034134279,0.002756103,0.004755972],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013745477,0.0023592338,0.022825094,0.0033861583,0.0003503464,0.0020847954,0.0418878,0.062501736,0.052005574,0.27068725,0.007980942,0.53255653],"study_design_scores_gemma":[0.0012579891,0.008308788,0.023160547,0.0034023966,0.0006224636,0.0033213461,0.013295418,0.46380618,0.061555885,0.2610693,0.15917715,0.0010225673],"about_ca_topic_score_codex":0.008641358,"about_ca_topic_score_gemma":0.006942993,"teacher_disagreement_score":0.01621376,"about_ca_system_score_codex":0.0048556775,"about_ca_system_score_gemma":0.013849327,"threshold_uncertainty_score":0.0857476},"labels":[],"label_agreement":null},{"id":"W2788140767","doi":"10.3968/10113","title":"An Empirical Study of Using Stories to Promote Learners’ Motivation Towards English","year":2018,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Pedagogy; Empirical research; Motivation to learn; Epistemology","score_opus":0.09991177524210251,"score_gpt":0.34619331613141663,"score_spread":0.24628154088931412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788140767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99499196,0.00016942223,0.00062412076,0.00021123943,0.000012955146,0.00023766805,0.000020464899,0.000003428316,0.0037287702],"genre_scores_gemma":[0.99592614,0.00041105557,0.0013871103,0.00009223309,0.000008986065,0.00023873437,0.000029873901,0.000004945715,0.0019008768],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9949844,0.0035781688,0.00020698842,0.00026816962,0.0005488325,0.00041350548],"domain_scores_gemma":[0.96378565,0.030043725,0.0021739001,0.0007368558,0.0017324009,0.0015276135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074896393,0.000393929,0.00040781565,0.001003871,0.0030612724,0.002315147,0.0011393641,0.0011057631,0.0035207022],"category_scores_gemma":[0.024222989,0.0003956408,0.00025012714,0.00091057864,0.0023783827,0.003024115,0.0019979246,0.0014275836,0.00031908735],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004511716,0.0094802175,0.049099613,0.0012508805,0.000048447397,0.002618165,0.8611599,0.00013053157,0.0037822956,0.006616855,0.0010181824,0.06434378],"study_design_scores_gemma":[0.00017331855,0.0037422795,0.057648372,0.00083531416,0.000078213976,0.001592262,0.9029098,0.000578502,0.0045547234,0.001124022,0.026717782,0.00004547603],"about_ca_topic_score_codex":0.0018188546,"about_ca_topic_score_gemma":0.0043284185,"teacher_disagreement_score":0.0074896393,"about_ca_system_score_codex":0.0016570828,"about_ca_system_score_gemma":0.0019359537,"threshold_uncertainty_score":0.039609432},"labels":[],"label_agreement":null},{"id":"W2788184623","doi":"10.18806/tesl.v34i2.1265","title":"Learners’ Attitudes Toward “English-Only” Institutional Policies: Language Use Outside the Classroom","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Feeling; Psychology; Agency (philosophy); Language proficiency; Pedagogy; Language policy; Mathematics education; Test of English as a Foreign Language; English language; Language assessment; Sociology; Social psychology","score_opus":0.06122454623527319,"score_gpt":0.2754336529404977,"score_spread":0.21420910670522453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788184623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998558,0.000031481813,0.00007468382,0.00024002497,0.000004323401,0.0000062667273,0.000004248926,0.000002380238,0.0010787541],"genre_scores_gemma":[0.9993456,0.00006819455,0.00007494737,0.00014450177,0.0000025377951,0.000008474675,0.0000065371346,0.0000016834924,0.0003474486],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969831,0.0014266529,0.00021818223,0.00025095386,0.00061895547,0.0005020714],"domain_scores_gemma":[0.9912129,0.002645443,0.0029480234,0.00031546492,0.00097610557,0.0019020288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054090363,0.0002303257,0.00033969292,0.0006499673,0.0030193413,0.004320719,0.0007337445,0.0010103206,0.0019266017],"category_scores_gemma":[0.00863935,0.00026599687,0.0003595772,0.00047576337,0.0032026812,0.0022691467,0.002633497,0.0017635494,0.00023002767],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012253092,0.00086865807,0.5581693,0.00013880746,0.00004672074,0.0007014049,0.40601572,0.00019134668,0.0032948824,0.0019143028,0.0008194988,0.027716791],"study_design_scores_gemma":[0.000012627594,0.0004975509,0.19028343,0.00015044808,0.00003457208,0.00032672827,0.8016755,0.00036206155,0.0015309132,0.00042916255,0.004644049,0.00005299549],"about_ca_topic_score_codex":0.005980398,"about_ca_topic_score_gemma":0.00868656,"teacher_disagreement_score":0.005980398,"about_ca_system_score_codex":0.0014573482,"about_ca_system_score_gemma":0.002015745,"threshold_uncertainty_score":0.028606057},"labels":[],"label_agreement":null},{"id":"W2788290794","doi":"10.5539/elt.v11n3p60","title":"Exploring Language Teachers’ Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Presentation (obstetrics); Grounded theory; Psychology; Mathematics education; Perception; Context (archaeology); Remedial education; Population; Pedagogy; Qualitative research; Sociology; Social science","score_opus":0.055811497276416794,"score_gpt":0.3062481089583701,"score_spread":0.2504366116819533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788290794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9158546,0.00081410207,0.05742528,0.0038193841,0.000049823684,0.0018418441,0.00014479627,0.000046836096,0.020003343],"genre_scores_gemma":[0.9586984,0.0005921904,0.03897525,0.0003647534,0.000006155052,0.0006481049,0.00006482844,0.00001014129,0.0006400767],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9934843,0.004588244,0.00030369172,0.00047870912,0.0007912475,0.00035386003],"domain_scores_gemma":[0.99041533,0.0075567844,0.0006377542,0.00039342884,0.0006899181,0.000306755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011922305,0.0004454313,0.0004334292,0.002633219,0.0027591782,0.0039402815,0.0015119553,0.00091900537,0.00092529046],"category_scores_gemma":[0.00835154,0.00039807436,0.0003992919,0.0017506424,0.008738831,0.0036389574,0.0024517283,0.001743192,0.00011197444],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060124305,0.0010171912,0.014325489,0.0010768926,0.0000251959,0.0005983347,0.86828977,0.00090480223,0.00431463,0.040380742,0.00064019085,0.068366714],"study_design_scores_gemma":[0.00010912742,0.00035887785,0.017696831,0.0017488201,0.000056427245,0.00048199954,0.9160123,0.0046783267,0.0028402372,0.033608034,0.022331005,0.00007801224],"about_ca_topic_score_codex":0.0038470584,"about_ca_topic_score_gemma":0.0067180716,"teacher_disagreement_score":0.011922305,"about_ca_system_score_codex":0.007628683,"about_ca_system_score_gemma":0.0073939757,"threshold_uncertainty_score":0.06305188},"labels":[],"label_agreement":null},{"id":"W2788324768","doi":"10.5539/elt.v11n3p119","title":"Effect of X-Word Grammar and Traditional Grammar Instruction on Grammatical Accuracy","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Verb; Computer science; Sentence; Psychology; Natural language processing; English grammar; Word grammar; Part of speech; Artificial intelligence; Emergent grammar; Relational grammar","score_opus":0.015695260373619877,"score_gpt":0.2578905020444202,"score_spread":0.24219524167080034,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788324768","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995701,0.000034279274,0.0001238269,0.000014041512,0.000003976266,0.0000102960885,0.0000037700747,0.000017234055,0.00022241661],"genre_scores_gemma":[0.9975683,0.00007321872,0.0014180208,0.000031799893,0.000010629761,0.000038721864,0.000030879353,0.000013268512,0.0008152119],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982494,0.00054088084,0.00023289278,0.00035116464,0.00046444888,0.00016118509],"domain_scores_gemma":[0.989096,0.0068298886,0.0017585175,0.0005649488,0.00043757516,0.0013131594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012542568,0.00037597833,0.000517882,0.00050774374,0.0001907724,0.0006421476,0.0005153197,0.00042035,0.0014813127],"category_scores_gemma":[0.009884652,0.00018695503,0.0002970715,0.00024675316,0.0005912142,0.00062923273,0.0010156358,0.0005904324,0.0002171569],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.024209986,0.044438828,0.2346425,0.00076286495,0.0006743042,0.0012408983,0.009828365,0.0038302399,0.2497051,0.0008603013,0.00089619076,0.42891034],"study_design_scores_gemma":[0.0016582988,0.09887077,0.81568354,0.00010973351,0.0004709951,0.0008240051,0.0019872608,0.006920536,0.06909134,0.0009114749,0.003409311,0.00006280335],"about_ca_topic_score_codex":0.00059915025,"about_ca_topic_score_gemma":0.0009230667,"teacher_disagreement_score":0.0014813127,"about_ca_system_score_codex":0.00028894068,"about_ca_system_score_gemma":0.0004230197,"threshold_uncertainty_score":0.006633222},"labels":[],"label_agreement":null},{"id":"W2788686552","doi":"10.5539/ijel.v8n3p210","title":"Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Self-esteem; Psychology; Scale (ratio); Language proficiency; English language; Second language; Sample (material); Mathematics education; Developmental psychology; Linguistics; Geography","score_opus":0.035071594735131814,"score_gpt":0.3162162197088309,"score_spread":0.2811446249736991,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788686552","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986651,0.00004066916,0.00002348656,0.000017328493,0.0000020521468,0.0000018796227,0.000008421925,0.0000012344914,0.0012398812],"genre_scores_gemma":[0.9994863,0.000033091266,0.000023250797,0.0000059248177,0.0000012389081,0.000001570897,0.0000110988785,5.43422e-7,0.0004370289],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999564,0.00011743464,0.000029159291,0.00003974739,0.00016664632,0.000082889754],"domain_scores_gemma":[0.9971359,0.00088152895,0.00069693493,0.00011094569,0.00050594076,0.0006688597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00084228144,0.0001828693,0.00020880823,0.00050585106,0.00031355544,0.0010792676,0.00014824148,0.00016956136,0.0029292223],"category_scores_gemma":[0.00342087,0.000074297604,0.00016993689,0.00021067365,0.0005614999,0.00028038575,0.0006390334,0.000561854,0.00031246504],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013206524,0.00051317277,0.96082735,0.00004364446,0.000040172705,0.00044393676,0.008970267,0.000086309214,0.0031370055,0.00028047248,0.00018098028,0.025344566],"study_design_scores_gemma":[0.000003162012,0.0003270865,0.98771733,0.000021213333,0.00001449239,0.00020509487,0.010027942,0.00018168752,0.0007356633,0.00011585308,0.0006399299,0.000010512304],"about_ca_topic_score_codex":0.0009079592,"about_ca_topic_score_gemma":0.0012514305,"teacher_disagreement_score":0.0029292223,"about_ca_system_score_codex":0.00018066684,"about_ca_system_score_gemma":0.00027603417,"threshold_uncertainty_score":0.009799182},"labels":[],"label_agreement":null},{"id":"W2788736922","doi":"10.5539/ijel.v8n3p318","title":"EFL Learners’ Attitude towards Developing Speaking Skills at the University of Taif, Saudi Arabia","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Taif University","keywords":"Psychology; Affect (linguistics); Mathematics education; Positive attitude; Learning environment; Variety (cybernetics); Medical education; Pedagogy; Social psychology; Computer science; Medicine; Communication","score_opus":0.02786528929275337,"score_gpt":0.2735212624878335,"score_spread":0.24565597319508012,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788736922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994097,0.000041199706,0.000015329628,0.00009180293,0.000002948477,0.000002602325,0.000007159633,9.0136234e-7,0.0004283082],"genre_scores_gemma":[0.998767,0.00014717551,0.00004696069,0.00006450079,0.0000046596815,0.000004802592,0.000014690115,5.26159e-7,0.00094960874],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996381,0.00008487838,0.00003961459,0.000022199465,0.00012811634,0.00008719712],"domain_scores_gemma":[0.9980258,0.0003168097,0.00047340206,0.000038975082,0.0006289563,0.0005160177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010406966,0.0002155446,0.00018807303,0.00046262937,0.001214583,0.0010855147,0.0001537731,0.00039021234,0.002740766],"category_scores_gemma":[0.0020232361,0.00010273097,0.00017879563,0.00024573097,0.0004150067,0.0004691232,0.00047186314,0.0004016753,0.0005313643],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001836241,0.0004961365,0.90404993,0.00013884938,0.000029015479,0.0008754938,0.04969091,0.00013734093,0.007028842,0.00023261922,0.0007564204,0.03638083],"study_design_scores_gemma":[0.000011685589,0.00080047746,0.8704877,0.00010212429,0.000034565222,0.0006845554,0.12085886,0.00044592662,0.0022442858,0.00010945737,0.0041891527,0.00003112756],"about_ca_topic_score_codex":0.008512728,"about_ca_topic_score_gemma":0.010785239,"teacher_disagreement_score":0.008512728,"about_ca_system_score_codex":0.0005973305,"about_ca_system_score_gemma":0.0009241276,"threshold_uncertainty_score":0.016926348},"labels":[],"label_agreement":null},{"id":"W2788970100","doi":"10.18806/tesl.v34i2.1266","title":"Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Grammar; Turkish; Linguistics; Philosophy","score_opus":0.015909662424637563,"score_gpt":0.21107396747925636,"score_spread":0.1951643050546188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788970100","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9976057,0.00012557031,0.0007056018,0.000031111347,0.000007612647,0.000052939296,0.0000091912,0.000011483829,0.0014507711],"genre_scores_gemma":[0.9948531,0.00033126643,0.0038041857,0.000041964613,0.000016457652,0.000097901175,0.00004738505,0.000014904311,0.0007929515],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982804,0.0007315707,0.00015032581,0.00026881072,0.00043305708,0.00013583642],"domain_scores_gemma":[0.9855576,0.011620083,0.0015238461,0.00058618514,0.0003438697,0.0003684788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002069752,0.00045106228,0.0005517377,0.0004881758,0.00022713754,0.0006841622,0.00044687244,0.0003841247,0.0019818367],"category_scores_gemma":[0.014631192,0.00019815378,0.00028150028,0.00031319633,0.00072924857,0.0009474308,0.0008846144,0.00060376286,0.0002546029],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014183931,0.016392466,0.06577377,0.00180152,0.00047132172,0.000399865,0.009226091,0.0016929937,0.101403594,0.0015993547,0.00034838566,0.7867066],"study_design_scores_gemma":[0.003933001,0.099888586,0.6982933,0.0004915321,0.0017365449,0.00092009065,0.004465,0.006629674,0.17266358,0.0034376557,0.007318616,0.00022242182],"about_ca_topic_score_codex":0.0009118588,"about_ca_topic_score_gemma":0.00085713627,"teacher_disagreement_score":0.002069752,"about_ca_system_score_codex":0.00036385033,"about_ca_system_score_gemma":0.00073774206,"threshold_uncertainty_score":0.010946035},"labels":[],"label_agreement":null},{"id":"W2789042788","doi":"10.5539/ijel.v8n3p177","title":"English Language Teaching and Cultural Implications in Saudi Arabia","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Target culture; Language education; Foreign language; First language; Psychology; English language; Language assessment; Pedagogy; Mathematics education; Sociology; Linguistics","score_opus":0.022872536351325464,"score_gpt":0.30575253299695565,"score_spread":0.2828799966456302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789042788","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9883886,0.0027000802,0.000048313883,0.0022094862,0.000038653943,0.000006363978,0.000014878069,0.000002094716,0.006591626],"genre_scores_gemma":[0.997027,0.0017149708,0.000056263663,0.00022550025,0.0000098575265,0.0000021274811,0.000007516667,0.0000010799032,0.00095566036],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99956304,0.00018097673,0.000031443462,0.00002454262,0.000081614235,0.000118364944],"domain_scores_gemma":[0.9987118,0.00034169146,0.0002684001,0.000028223953,0.00037050378,0.00027939075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00094521506,0.00015950305,0.00009043635,0.0005259504,0.002720693,0.0016418236,0.00021859506,0.00029123703,0.0022444082],"category_scores_gemma":[0.0014292471,0.000111833164,0.000086375105,0.0007484383,0.0012548896,0.0008554661,0.0009812275,0.0004903439,0.00018549261],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002489353,0.00036884032,0.23284976,0.000706199,0.000032307194,0.0056248517,0.59802824,0.00029140475,0.005493247,0.016678771,0.0043022786,0.13537514],"study_design_scores_gemma":[0.000013910835,0.00014146652,0.18430054,0.0006031062,0.000024032743,0.0013397933,0.75801206,0.00026170135,0.0011867291,0.00078063307,0.05331504,0.000020974447],"about_ca_topic_score_codex":0.05679649,"about_ca_topic_score_gemma":0.08144827,"teacher_disagreement_score":0.05679649,"about_ca_system_score_codex":0.0031882431,"about_ca_system_score_gemma":0.0031587384,"threshold_uncertainty_score":0.11293179},"labels":[],"label_agreement":null},{"id":"W2789114583","doi":"","title":"Focus on form in the New Zealand ESL classroom","year":2013,"lang":"en","type":"article","venue":"ResearchSpace (University of Auckland)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Focus (optics); Pedagogy; Mathematics education; Computer science; Sociology; Psychology","score_opus":0.03383373770314702,"score_gpt":0.2390353315904516,"score_spread":0.20520159388730458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789114583","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9930143,0.00024453303,0.00040555582,0.00021322798,0.000006429618,0.000051808765,0.000019915778,0.000013235832,0.006031126],"genre_scores_gemma":[0.99432015,0.00040205993,0.0014431943,0.000081960825,0.0000041595913,0.00007719999,0.00002335106,0.000014638076,0.0036332079],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99598664,0.001149271,0.0003262697,0.0006222553,0.0014435296,0.00047197865],"domain_scores_gemma":[0.9942029,0.0021494539,0.0012755466,0.0006723351,0.0010588852,0.00064100965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002421727,0.00032877384,0.0005714118,0.0016320444,0.0029442431,0.001876389,0.0008171109,0.0005097049,0.0022192292],"category_scores_gemma":[0.008435003,0.00038092225,0.00018868173,0.0014743557,0.0054644654,0.0015669551,0.004144303,0.0011169417,0.00023772275],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018292779,0.00075230375,0.08374348,0.0005927318,0.000011376299,0.002017488,0.71789306,0.00021621873,0.01610308,0.0014535863,0.0007650046,0.17626862],"study_design_scores_gemma":[0.00004665536,0.00087770337,0.5121799,0.0005141345,0.000041562245,0.0019286192,0.40667325,0.00042225813,0.007536138,0.0010866541,0.068581514,0.000111568406],"about_ca_topic_score_codex":0.10415525,"about_ca_topic_score_gemma":0.26297748,"teacher_disagreement_score":0.10415525,"about_ca_system_score_codex":0.0065996903,"about_ca_system_score_gemma":0.0074655567,"threshold_uncertainty_score":0.207098},"labels":[],"label_agreement":null},{"id":"W2789818072","doi":"10.5539/elt.v11n4p74","title":"English Oral Communication Needs of Bhutanese Students: As Perceived by the Teachers and Students","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Conversation; Descriptive statistics; Storytelling; Perspective (graphical); Communication skills; Mathematics education; Pedagogy; Medical education; Narrative; Communication; Linguistics; Medicine","score_opus":0.012876036169958317,"score_gpt":0.301810993275882,"score_spread":0.2889349571059237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789818072","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994338,0.000053276694,0.000011066145,0.00004756865,0.0000024480394,0.0000041758753,0.000007055791,6.5570396e-7,0.00043991607],"genre_scores_gemma":[0.99909675,0.00015629073,0.000038672828,0.00003208604,0.0000052272935,0.000011173968,0.000018193026,0.0000012097983,0.00064042263],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992581,0.00015903704,0.000078282595,0.000055352924,0.00025115832,0.00019810625],"domain_scores_gemma":[0.99773043,0.00046120456,0.00068657764,0.000039222956,0.00039010675,0.00069237914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00071896653,0.00026546937,0.0004927729,0.0009272533,0.0011445263,0.002059019,0.00022547308,0.0006760455,0.0021577443],"category_scores_gemma":[0.0028703217,0.00027745476,0.00020632507,0.000495831,0.00062698184,0.0008455056,0.0009590527,0.0008627796,0.0004072558],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001862352,0.0006796095,0.74159706,0.00023557653,0.000027188424,0.0019125798,0.22476433,0.0000620834,0.007815562,0.00023626635,0.00038071082,0.022102771],"study_design_scores_gemma":[0.000010860685,0.000632461,0.6002364,0.00008502601,0.000027644104,0.0010794393,0.39439708,0.00015762744,0.0007003911,0.00012568271,0.0025091646,0.00003822815],"about_ca_topic_score_codex":0.0033212423,"about_ca_topic_score_gemma":0.0051767947,"teacher_disagreement_score":0.0033212423,"about_ca_system_score_codex":0.00046703505,"about_ca_system_score_gemma":0.0007284547,"threshold_uncertainty_score":0.007218361},"labels":[],"label_agreement":null},{"id":"W2790051860","doi":"10.5539/hes.v8n2p1","title":"Identity Transition and Career Development of Chinese BE Teachers under the Context of BELF","year":2018,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Status quo; Identity (music); Context (archaeology); China; Pedagogy; English as a lingua franca; Sociology; Christian ministry; Transition (genetics); Career development; Professional development; Public relations; Political science; Lingua franca; Linguistics","score_opus":0.09506779431667375,"score_gpt":0.3477482380685252,"score_spread":0.2526804437518514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790051860","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985592,0.00006423081,0.000022486793,0.0003564899,0.0000056068197,0.0000052532387,0.0000069938487,7.882477e-7,0.0009789435],"genre_scores_gemma":[0.9986706,0.00010131799,0.000033671986,0.00005014624,0.0000023252378,0.0000068533245,0.000015631802,0.0000010212412,0.0011184785],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99900085,0.0001749706,0.00003429542,0.00008072582,0.000090447866,0.0006188321],"domain_scores_gemma":[0.99790716,0.00021742188,0.0003782904,0.000054588356,0.0002707457,0.0011717562],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001343108,0.00017015301,0.00033439652,0.0009032001,0.00891076,0.0025306093,0.0005681585,0.0005562222,0.0025388447],"category_scores_gemma":[0.0028538909,0.0002026182,0.0001937308,0.00086108735,0.0015785694,0.0017719808,0.0034516223,0.0012594536,0.00026974623],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020063284,0.00048193778,0.36270496,0.00005664795,0.000005117835,0.0022006866,0.60865396,0.000073815594,0.0010340875,0.0029213184,0.0012289085,0.020437896],"study_design_scores_gemma":[0.00000940288,0.0001073147,0.26525724,0.000057324196,0.0000061822575,0.00030700187,0.72974455,0.0003055001,0.00022135451,0.000527052,0.0034402572,0.00001676136],"about_ca_topic_score_codex":0.07691216,"about_ca_topic_score_gemma":0.10482085,"teacher_disagreement_score":0.07691216,"about_ca_system_score_codex":0.003394513,"about_ca_system_score_gemma":0.0077476874,"threshold_uncertainty_score":0.15292895},"labels":[],"label_agreement":null},{"id":"W2790179573","doi":"10.5539/elt.v11n3p78","title":"Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Turkish; Class (philosophy); Likert scale; Tourism; Mathematics education; Significant difference; Medical education; Social psychology; Linguistics; Developmental psychology; Medicine","score_opus":0.044316678389587576,"score_gpt":0.2816362147971267,"score_spread":0.2373195364075391,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790179573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99877137,0.00004988546,0.000059939728,0.000043060056,0.0000031837499,0.0000066489592,0.000013034913,0.0000014121918,0.00105144],"genre_scores_gemma":[0.998536,0.00013364192,0.00015307238,0.000063220454,0.0000039753777,0.000020269004,0.00002887556,0.0000022137033,0.0010586692],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990478,0.00024110652,0.000095051546,0.000072572,0.0003009377,0.00024250119],"domain_scores_gemma":[0.99563855,0.0014003003,0.0009930453,0.00011786257,0.0011093317,0.00074083294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002305745,0.0002993702,0.0004529199,0.0007696754,0.0007077695,0.002300293,0.00033728962,0.00058569986,0.005166552],"category_scores_gemma":[0.0055003306,0.00016593054,0.000364021,0.0004565702,0.00067276915,0.0009751962,0.0007741636,0.00081785215,0.0009351933],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021172884,0.0014949864,0.76353794,0.00056764664,0.00006588098,0.0018024383,0.1679395,0.00017136565,0.010661606,0.0006146062,0.0008398151,0.052092407],"study_design_scores_gemma":[0.000014673505,0.0012375955,0.5967447,0.00026621635,0.00006948788,0.0011484835,0.39120564,0.00048907415,0.0032728235,0.00037276803,0.005091674,0.00008694946],"about_ca_topic_score_codex":0.0014710228,"about_ca_topic_score_gemma":0.002409102,"teacher_disagreement_score":0.005166552,"about_ca_system_score_codex":0.00050697435,"about_ca_system_score_gemma":0.00083155354,"threshold_uncertainty_score":0.017283857},"labels":[],"label_agreement":null},{"id":"W2790433851","doi":"10.1177/0033688217746205","title":"Drama for L2 Speaking and Language Anxiety: Evidence from Brazilian EFL Learners","year":2018,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Drama; Anxiety; Psychology; Foreign language anxiety; Foreign language; Pedagogy; Literature; Art","score_opus":0.038977553204164905,"score_gpt":0.29890874212613455,"score_spread":0.25993118892196965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790433851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9894588,0.0056340005,0.00010803599,0.0004430168,0.00001931183,0.0000496962,0.0000732058,0.0000054129487,0.0042084265],"genre_scores_gemma":[0.991743,0.0068921666,0.00026166398,0.0002673373,0.000019795909,0.00006257099,0.000044900793,0.000008045396,0.0007004565],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989459,0.00043804807,0.00008814605,0.000104345825,0.00028726688,0.00013640421],"domain_scores_gemma":[0.9952232,0.0030286086,0.00091325544,0.0001286505,0.00038462746,0.00032161077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017635629,0.00039024616,0.0007052258,0.0008075059,0.0011099417,0.0014781111,0.00048001303,0.00057275203,0.0033096184],"category_scores_gemma":[0.009847601,0.00022798179,0.00040108393,0.00077449484,0.0012149608,0.00060127437,0.0011405776,0.0006076562,0.0002825492],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00066907605,0.00369074,0.42116353,0.007448088,0.0002941043,0.0014737345,0.21751736,0.00011589902,0.0052684234,0.0014352129,0.0017636855,0.33916014],"study_design_scores_gemma":[0.00009735156,0.002682741,0.7808511,0.0045407787,0.00046082976,0.0018296386,0.180733,0.00018415136,0.0018582247,0.0008622888,0.025814734,0.0000851921],"about_ca_topic_score_codex":0.012508045,"about_ca_topic_score_gemma":0.022193836,"teacher_disagreement_score":0.012508045,"about_ca_system_score_codex":0.00078112073,"about_ca_system_score_gemma":0.0016305867,"threshold_uncertainty_score":0.024870455},"labels":[],"label_agreement":null},{"id":"W2791197970","doi":"10.1080/13670050.2018.1447545","title":"When ‘domestic’ and ‘international’ students study abroad: reflections on language learning, contact, and culture","year":2018,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Study abroad; Acculturation; Psychology; Intercultural communication; Language acquisition; Pedagogy; Perception; Language proficiency; Foreign language; Language barrier; Target culture; Multilingualism; Intercultural learning; Sociology; Mathematics education; Linguistics; Ethnic group","score_opus":0.03719830089134637,"score_gpt":0.4373767716739621,"score_spread":0.40017847078261576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791197970","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9794104,0.00081796234,0.00037088542,0.0032429623,0.00016859577,0.000021076792,0.00003138909,0.000015881235,0.015920967],"genre_scores_gemma":[0.9944922,0.0005550879,0.00011814266,0.0007882181,0.000032501317,0.000015912236,0.00002521616,0.000023582541,0.0039491784],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949995,0.0023075407,0.00011187056,0.00033857053,0.0004907601,0.001751837],"domain_scores_gemma":[0.9945874,0.0015946467,0.00046172744,0.00018172566,0.0006245305,0.002550001],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005713308,0.00060202234,0.00079688063,0.0012532914,0.0148397265,0.01407859,0.0017713811,0.0023152286,0.0035209884],"category_scores_gemma":[0.008978531,0.0004924686,0.00058372726,0.0012942121,0.013122136,0.005718067,0.01027825,0.006250037,0.00059170695],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027753526,0.000039657618,0.0046131094,0.000026484136,0.000004344902,0.000501151,0.9893538,0.000008982383,0.0004217534,0.00070077204,0.00047065582,0.0038314953],"study_design_scores_gemma":[0.0000010410695,0.000012122699,0.0019496558,0.00002131237,0.0000027210563,0.000083013176,0.9945949,0.000003856447,0.00006962486,0.00005381937,0.0032017832,0.0000061629676],"about_ca_topic_score_codex":0.05023272,"about_ca_topic_score_gemma":0.09895962,"teacher_disagreement_score":0.05023272,"about_ca_system_score_codex":0.006623982,"about_ca_system_score_gemma":0.006339135,"threshold_uncertainty_score":0.099880636},"labels":[],"label_agreement":null},{"id":"W2791272352","doi":"10.5539/ijel.v8n3p158","title":"Arab EFL Learners’ Identification of English Sentence Patterns","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sentence; Transitive relation; Dative case; Linguistics; Object (grammar); Significant difference; Test (biology); Psychology; Mathematics; Mathematics education; Computer science; Natural language processing; Artificial intelligence; Statistics; Combinatorics; Biology","score_opus":0.028594181395207086,"score_gpt":0.2858821162057322,"score_spread":0.2572879348105251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791272352","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99901557,0.000038037757,0.00009779666,0.000015476704,0.000002208759,0.0000047299836,0.000019581224,0.0000038215944,0.0008026403],"genre_scores_gemma":[0.99858344,0.0000881498,0.00033173544,0.000016391215,0.00000259413,0.00000830782,0.00007109096,0.000003585417,0.00089464936],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99962914,0.00007813285,0.000057661957,0.000059635946,0.00012577149,0.000049693586],"domain_scores_gemma":[0.9955937,0.0017693398,0.001204365,0.00018109789,0.0009889925,0.0002624556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009543848,0.00041118532,0.00026007905,0.00092153985,0.00038265597,0.0014858645,0.00021825766,0.00044700765,0.0036330132],"category_scores_gemma":[0.007987738,0.00021445361,0.00016916684,0.00032776457,0.00038125846,0.0010641939,0.0006240871,0.00051119603,0.00084174273],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005081197,0.00054813555,0.7555336,0.00032017776,0.000071055845,0.0026088124,0.091949776,0.00039216806,0.07319089,0.00048692527,0.0008203459,0.07357008],"study_design_scores_gemma":[0.000038741564,0.0012995141,0.8524296,0.00014202585,0.00007760896,0.006557934,0.11582664,0.0037327318,0.013279507,0.0009353142,0.0055761896,0.00010427693],"about_ca_topic_score_codex":0.0013683907,"about_ca_topic_score_gemma":0.001456502,"teacher_disagreement_score":0.0036330132,"about_ca_system_score_codex":0.00015315806,"about_ca_system_score_gemma":0.00021097255,"threshold_uncertainty_score":0.012153685},"labels":[],"label_agreement":null},{"id":"W2791345225","doi":"10.1075/lab.00015.mei","title":"On first language attrition in second language learners","year":2017,"lang":"en","type":"article","venue":"Linguistic Approaches to Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Attrition; Computer science; Linguistics; Natural language processing; Philosophy; Medicine","score_opus":0.13996851746771624,"score_gpt":0.29570178197041413,"score_spread":0.1557332645026979,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791345225","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8671617,0.023681317,0.0003484554,0.04963431,0.00055230403,0.00012662618,0.0013702483,0.000051752093,0.057073314],"genre_scores_gemma":[0.95692486,0.020138111,0.0001740501,0.003117972,0.0002554029,0.00026599425,0.0007807533,0.000032719832,0.018310197],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970835,0.0008319276,0.00015292496,0.00017699353,0.0010523162,0.0007022811],"domain_scores_gemma":[0.9816253,0.007847947,0.0025966275,0.00037738413,0.0046094474,0.0029431656],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066022165,0.00017131832,0.00055791915,0.0020885456,0.0024731972,0.0023034206,0.00084244803,0.0013616787,0.013302071],"category_scores_gemma":[0.030301994,0.00015310301,0.00030459647,0.0022514649,0.0010173091,0.003612989,0.0037536141,0.0017261171,0.0022181957],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00079624227,0.0010392511,0.4386301,0.00082125486,0.000054055316,0.0012619866,0.04830969,0.00016964662,0.0004363168,0.007409478,0.08677044,0.4143015],"study_design_scores_gemma":[0.00009170827,0.0008419286,0.83452153,0.0034729075,0.000115570045,0.001798338,0.093396656,0.00035973635,0.001443214,0.0058889673,0.057982676,0.00008669725],"about_ca_topic_score_codex":0.020568589,"about_ca_topic_score_gemma":0.026592307,"teacher_disagreement_score":0.020568589,"about_ca_system_score_codex":0.0030234966,"about_ca_system_score_gemma":0.006085613,"threshold_uncertainty_score":0.044499815},"labels":[],"label_agreement":null},{"id":"W2791453744","doi":"10.5539/mas.v12n4p1","title":"Analysis of the Types of Classroom Questions Which Jordanian English Language Teachers Ask","year":2018,"lang":"en","type":"article","venue":"Modern Applied Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ask price; Descriptive statistics; Mathematics education; Sample (material); Psychology; Test (biology); Closed-ended question; Statistics; Mathematics","score_opus":0.015144303678976092,"score_gpt":0.2502680359608252,"score_spread":0.2351237322818491,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791453744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99590224,0.00016995949,0.001182027,0.0001233177,0.0000059511003,0.00009357936,0.00017829328,0.000022447182,0.0023221194],"genre_scores_gemma":[0.994306,0.00018910131,0.0029475554,0.000083705316,0.000008000768,0.00016429876,0.00046466332,0.000009908729,0.0018267455],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977666,0.0010739098,0.00025856876,0.00024600085,0.00047076904,0.00018407858],"domain_scores_gemma":[0.98199546,0.010873989,0.0028574178,0.00041504804,0.003327791,0.00053033105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024674453,0.00026023728,0.00028269552,0.0018174974,0.0005710549,0.00077646243,0.00034219603,0.0003719206,0.0014418084],"category_scores_gemma":[0.012658046,0.00014914463,0.00019039008,0.0009690107,0.0005140444,0.0009609213,0.00075727125,0.00045345363,0.00036308973],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002662945,0.0005266578,0.7392751,0.0006584871,0.000033659035,0.0008160506,0.11934682,0.00027417578,0.014496402,0.0006643688,0.0017072429,0.12193476],"study_design_scores_gemma":[0.000016512455,0.0003378677,0.80086404,0.00023085203,0.00003393284,0.0008708925,0.17716564,0.0010531951,0.005863975,0.000627528,0.012896101,0.000039475748],"about_ca_topic_score_codex":0.0012487058,"about_ca_topic_score_gemma":0.0039308826,"teacher_disagreement_score":0.0024674453,"about_ca_system_score_codex":0.00058879476,"about_ca_system_score_gemma":0.0007205128,"threshold_uncertainty_score":0.013049245},"labels":[],"label_agreement":null},{"id":"W2791504596","doi":"10.1017/s026144481800006x","title":"Focus on form and corrective feedback research at the University of Victoria, Canada","year":2018,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria; Simon Fraser University","funders":"","keywords":"Applied linguistics; Corrective feedback; Empirical research; Focus (optics); Linguistics; Sociology; Pedagogy; Psychology; Mathematics education; Epistemology; Philosophy","score_opus":0.025016023329429992,"score_gpt":0.2634221723973708,"score_spread":0.23840614906794083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791504596","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7102739,0.014076973,0.008433379,0.015088634,0.00066957576,0.0015538303,0.0020910609,0.00043435665,0.24737823],"genre_scores_gemma":[0.88923234,0.005576086,0.006655575,0.0016322254,0.000065426575,0.0004339032,0.00062428723,0.00024049418,0.0955396],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.97874075,0.0033259538,0.00071211584,0.002182633,0.013093106,0.0019454476],"domain_scores_gemma":[0.93421054,0.007843692,0.003214207,0.0030247006,0.044098705,0.007608053],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00966844,0.00057920086,0.00083653786,0.003051951,0.011981464,0.0072084297,0.0027171606,0.0012219347,0.010395837],"category_scores_gemma":[0.040634323,0.0007020205,0.00039143773,0.0061694593,0.006242253,0.0023856733,0.0037229252,0.0025712056,0.0014256149],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005680345,0.0009893602,0.07674613,0.0016281944,0.00004976815,0.0007834866,0.3167619,0.0010108267,0.0065499605,0.03090506,0.038159642,0.5258476],"study_design_scores_gemma":[0.000056761088,0.0005637609,0.28433096,0.0019052099,0.000060022598,0.0005525058,0.20747684,0.0008493812,0.0072802138,0.0029280197,0.4938008,0.00019558788],"about_ca_topic_score_codex":0.94055647,"about_ca_topic_score_gemma":0.9676233,"teacher_disagreement_score":0.94055647,"about_ca_system_score_codex":0.09652156,"about_ca_system_score_gemma":0.15034847,"threshold_uncertainty_score":0.7003162},"labels":[],"label_agreement":null},{"id":"W2791527737","doi":"10.18806/tesl.v34i3.1272","title":"Building Speaking Fluency with Multiword Expressions","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Victoria University; Victoria University of Wellington","keywords":"Fluency; Psychology; Humanities; Linguistics; Art; Philosophy; Mathematics education","score_opus":0.02138506624090293,"score_gpt":0.23537657942889526,"score_spread":0.2139915131879923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791527737","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9811368,0.0002140785,0.014959856,0.00008218102,0.000035907295,0.0002395849,0.000054834545,0.00031007634,0.002966576],"genre_scores_gemma":[0.96245325,0.00039583008,0.032389298,0.00007813577,0.00003199153,0.0005664449,0.00021172118,0.00009061781,0.0037826463],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978102,0.0007062457,0.0002096385,0.00039068467,0.0006428307,0.00024050924],"domain_scores_gemma":[0.9936661,0.0038867735,0.0008088337,0.00064740126,0.0005582555,0.0004326224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002218449,0.0009996217,0.0007551497,0.0007607159,0.00035502375,0.0014116021,0.00094151776,0.0005431217,0.00457571],"category_scores_gemma":[0.010207253,0.00036192322,0.0005896189,0.00021934396,0.0006352176,0.001229061,0.0018160561,0.00076403713,0.00088046776],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003139553,0.012395439,0.03466223,0.0012877636,0.00015551766,0.0006336657,0.013022227,0.0025820949,0.269884,0.0012644165,0.0012724196,0.65970075],"study_design_scores_gemma":[0.0016347796,0.041334447,0.37716314,0.0007885306,0.0012544101,0.003002768,0.009575018,0.026826115,0.49757937,0.009578843,0.030850809,0.00041172226],"about_ca_topic_score_codex":0.00069800514,"about_ca_topic_score_gemma":0.00077062025,"teacher_disagreement_score":0.00457571,"about_ca_system_score_codex":0.0005184959,"about_ca_system_score_gemma":0.00071209273,"threshold_uncertainty_score":0.015307248},"labels":[],"label_agreement":null},{"id":"W2791576026","doi":"10.5539/elt.v11n3p67","title":"Creating Curriculum of English for Conservative Tourism for Junior Guides to Promote Tourist Attractions in Thailand","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Office of the Higher Education Commission","keywords":"Tourism; Curriculum; Context (archaeology); Commission; Sociology; Pedagogy; Psychology; Public relations; Political science; Geography","score_opus":0.022282919621087336,"score_gpt":0.2968813583274409,"score_spread":0.27459843870635353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791576026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9100343,0.0011568837,0.0040368834,0.0027680725,0.00027004027,0.001188634,0.00043264643,0.00016737515,0.07994524],"genre_scores_gemma":[0.87580097,0.00335566,0.030019976,0.000883039,0.00006315832,0.0007882613,0.00089960604,0.00005471748,0.088134676],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99976486,0.000068554225,0.000014701987,0.000023768289,0.000064809836,0.00006337333],"domain_scores_gemma":[0.9989753,0.000053458432,0.000065710985,0.000017993758,0.00020374738,0.00068375387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00062729954,0.00022744593,0.000116718606,0.00047539777,0.0010307968,0.0009818895,0.000538222,0.00029289132,0.00687116],"category_scores_gemma":[0.0007800578,0.00010809542,0.00018661558,0.0004501553,0.00030456536,0.0007401899,0.0012022863,0.0006244414,0.000888088],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035621686,0.0046351207,0.098181985,0.008513291,0.000032177133,0.0060737575,0.089013554,0.00273714,0.025646782,0.011350324,0.101598166,0.65186155],"study_design_scores_gemma":[0.000096280746,0.0015606543,0.34321713,0.0022114795,0.000060523067,0.0019031093,0.12741968,0.0021965308,0.007273817,0.0015950396,0.51239187,0.00007391245],"about_ca_topic_score_codex":0.0077828034,"about_ca_topic_score_gemma":0.02688312,"teacher_disagreement_score":0.0077828034,"about_ca_system_score_codex":0.0012128236,"about_ca_system_score_gemma":0.007965958,"threshold_uncertainty_score":0.022986352},"labels":[],"label_agreement":null},{"id":"W2791628575","doi":"10.3968/10111","title":"English Stories Teaching and Learners’ Attitude Towards English","year":2017,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Positive attitude; Teaching english; Mathematics education; Cognition; Pedagogy; Social psychology","score_opus":0.032656129627334565,"score_gpt":0.32341109705950477,"score_spread":0.2907549674321702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791628575","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981797,0.00007182709,0.0000613914,0.000042399206,0.00000252998,0.0000052915248,0.000002295402,0.0000010066128,0.0016336907],"genre_scores_gemma":[0.99900913,0.00011048913,0.00007244478,0.000015332356,0.0000027816593,0.000005488401,0.000003349394,6.3457156e-7,0.00078036636],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99910814,0.00041802158,0.000049734757,0.00006354824,0.00021964063,0.00014087948],"domain_scores_gemma":[0.99693596,0.0016877785,0.00061298336,0.00006633086,0.00025594822,0.00044098258],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013189819,0.00018795615,0.00020961052,0.0006107646,0.0010340845,0.0017504293,0.0002631422,0.0005805411,0.0029254006],"category_scores_gemma":[0.0036686065,0.00013997187,0.00022619205,0.00022139908,0.0011186166,0.0007514811,0.00079272373,0.00067015504,0.00028393074],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001763118,0.0025439714,0.38079146,0.0002806936,0.000051049803,0.006870721,0.55895984,0.00015569912,0.010128503,0.0014539422,0.00028017853,0.038307756],"study_design_scores_gemma":[0.000022077604,0.0012772775,0.3118147,0.00017076473,0.000097597775,0.0041738944,0.6693063,0.0002917396,0.004461611,0.0006001069,0.0077323546,0.000051562474],"about_ca_topic_score_codex":0.0015450176,"about_ca_topic_score_gemma":0.002122445,"teacher_disagreement_score":0.0029254006,"about_ca_system_score_codex":0.00045807572,"about_ca_system_score_gemma":0.00030728953,"threshold_uncertainty_score":0.009786427},"labels":[],"label_agreement":null},{"id":"W2791695807","doi":"10.5296/gjes.v4i1.12224","title":"The Effect of Using Blogs to Enhance the Writing Skill of English Language Learners at a Saudi University","year":2018,"lang":"en","type":"article","venue":"Global Journal of Educational Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Test (biology); Psychology; Curriculum; Mathematics education; Sample (material); Quarter (Canadian coin); Computer science; Pedagogy; Linguistics","score_opus":0.015973013165569233,"score_gpt":0.32321333368427124,"score_spread":0.307240320518702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791695807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985582,0.00017398079,0.000059092457,0.00010716847,0.000025433364,0.000038578513,0.000012611182,0.000008746079,0.0010162209],"genre_scores_gemma":[0.99573416,0.0005482405,0.0013491199,0.00013580728,0.00002375007,0.00007539138,0.000029771427,0.00000410149,0.0020996395],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99965644,0.00015055484,0.00003277764,0.000030413596,0.00007684238,0.000052980977],"domain_scores_gemma":[0.99699867,0.0013507978,0.00036115557,0.00013472995,0.00036977232,0.0007849108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008278886,0.00032412237,0.00031147047,0.00029595202,0.0005132584,0.00074636925,0.00028338068,0.00042888845,0.0026144835],"category_scores_gemma":[0.003849859,0.00010119553,0.0003297268,0.00013604412,0.00021009453,0.0005188771,0.0005874383,0.0005113466,0.00042800073],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0057380823,0.044635724,0.091835305,0.0040975288,0.00024975356,0.0016385433,0.025400165,0.00056720315,0.047831755,0.00030285993,0.0033181787,0.7743849],"study_design_scores_gemma":[0.001823439,0.109043516,0.72932285,0.0018805965,0.0012977916,0.0016006548,0.07555958,0.0017746829,0.04301152,0.00069511967,0.03383356,0.00015663935],"about_ca_topic_score_codex":0.0006035029,"about_ca_topic_score_gemma":0.0016685002,"teacher_disagreement_score":0.0026144835,"about_ca_system_score_codex":0.00019057878,"about_ca_system_score_gemma":0.00067885715,"threshold_uncertainty_score":0.008746386},"labels":[],"label_agreement":null},{"id":"W2791957275","doi":"10.1075/sibil.54.04whi","title":"Formal linguistics and second language acquisition","year":2018,"lang":"en","type":"book-chapter","venue":"Studies in bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; Applied linguistics; Clinical linguistics; Computer science; Sociology; Philosophy","score_opus":0.06179079597126887,"score_gpt":0.32476295960261675,"score_spread":0.2629721636313479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791957275","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03552464,0.066537745,0.023620274,0.02221885,0.0005713762,0.000032138316,0.00009084765,0.00024760247,0.85115653],"genre_scores_gemma":[0.8947568,0.015919197,0.0055073653,0.0015241901,0.0004572025,0.00004683428,0.000118732394,0.00014884939,0.08152092],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9993857,0.0003410442,0.000024929419,0.00007780996,0.000115641335,0.000054861754],"domain_scores_gemma":[0.9981304,0.0014818955,0.00007084441,0.00011352604,0.00014129946,0.00006200363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012917251,0.00029759307,0.0003057865,0.0010643764,0.0011274683,0.0031667014,0.00044032073,0.00080422114,0.0078105438],"category_scores_gemma":[0.0017298565,0.00012266978,0.00019687937,0.00082920754,0.009579162,0.0027474547,0.0015752284,0.0016661151,0.0006919796],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000037786851,0.00000829887,0.00011866928,0.000050159157,0.0000016734841,0.00007274683,0.0016898095,0.00018270526,0.00012442542,0.981964,0.0022235652,0.013560248],"study_design_scores_gemma":[0.000007725191,0.00001617989,0.00049878063,0.00020032666,0.000001792173,0.00026417203,0.001006689,0.0007029146,0.00030170073,0.81430936,0.18268178,0.000008521968],"about_ca_topic_score_codex":0.002989264,"about_ca_topic_score_gemma":0.0025595303,"teacher_disagreement_score":0.0078105438,"about_ca_system_score_codex":0.0037066364,"about_ca_system_score_gemma":0.0014980957,"threshold_uncertainty_score":0.026893616},"labels":[],"label_agreement":null},{"id":"W2792039953","doi":"10.5539/elt.v11n3p24","title":"Strategies for Better Learning of English Grammar: Chinese vs. Thais","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Metacognition; Psychology; Language acquisition; Cognition; Linguistics; Context (archaeology); Mathematics education","score_opus":0.011444835030704205,"score_gpt":0.2574867222133777,"score_spread":0.2460418871826735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2792039953","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99491996,0.00013573325,0.00011564529,0.0001129486,0.0000074737627,0.0000148401805,0.000023924755,0.0000024505418,0.0046669925],"genre_scores_gemma":[0.9981805,0.00012662205,0.00017370512,0.000043054286,0.0000030846147,0.000012100135,0.000032091553,0.0000037471748,0.0014251912],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99952567,0.000062893785,0.00007265103,0.000086206564,0.00012965548,0.00012290891],"domain_scores_gemma":[0.9986206,0.0003299811,0.0003076818,0.000054491273,0.00020347683,0.00048373398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007248724,0.00028841224,0.00023876925,0.000801246,0.0006689885,0.0015507546,0.0002537472,0.00025398174,0.0034094625],"category_scores_gemma":[0.0020175714,0.00011952743,0.00019032128,0.0007013217,0.00090236065,0.0008450087,0.0008038396,0.00044210826,0.00022709143],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003527726,0.00035513003,0.7147487,0.0005384144,0.00010586898,0.0022116953,0.17076387,0.00026995016,0.015670735,0.0058201044,0.00074734434,0.08841533],"study_design_scores_gemma":[0.000063074105,0.0004959862,0.8803321,0.00013768298,0.0001238689,0.0019678094,0.10613126,0.001371841,0.0023284357,0.0020267388,0.00497104,0.000050063838],"about_ca_topic_score_codex":0.01124737,"about_ca_topic_score_gemma":0.019558756,"teacher_disagreement_score":0.01124737,"about_ca_system_score_codex":0.00060486904,"about_ca_system_score_gemma":0.0012480435,"threshold_uncertainty_score":0.022363782},"labels":[],"label_agreement":null},{"id":"W2793248580","doi":"10.5539/ijel.v8n4p39","title":"Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personality psychology; Aptitude; Test (biology); Foreign language; Language acquisition; Sample (material); First language; Social psychology; Mathematics education; Developmental psychology; Linguistics; Personality","score_opus":0.025052478078335376,"score_gpt":0.27020356224513875,"score_spread":0.24515108416680337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793248580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982779,0.00016721003,0.000036236648,0.00023009958,0.0000075146945,0.0000043750674,0.000016529688,0.0000017984393,0.0012583744],"genre_scores_gemma":[0.9989391,0.00014195808,0.000031626045,0.000090628,0.0000033311173,0.0000024890144,0.000014094814,5.968373e-7,0.000776235],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995602,0.00007971102,0.00004118045,0.00003263749,0.00018134387,0.00010490744],"domain_scores_gemma":[0.9975452,0.00048013302,0.0007471185,0.000082567625,0.0005653509,0.00057958387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009530663,0.0002280844,0.00020765964,0.000708989,0.00089213985,0.0013564206,0.00017832895,0.00041240186,0.0034511692],"category_scores_gemma":[0.0025418072,0.00012760553,0.0002044646,0.00030550704,0.00070844806,0.0005772161,0.0005869142,0.00047920085,0.0005196988],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022240767,0.00038349562,0.8786004,0.0001014013,0.00003120089,0.0005308189,0.07515701,0.00010769477,0.0045284387,0.0010343426,0.0009863819,0.038316328],"study_design_scores_gemma":[0.000016323287,0.00082012924,0.87133676,0.00015051356,0.000035019733,0.0008283758,0.116851754,0.00049852056,0.001187676,0.0007451171,0.0074801166,0.000049855265],"about_ca_topic_score_codex":0.007551196,"about_ca_topic_score_gemma":0.009355554,"teacher_disagreement_score":0.007551196,"about_ca_system_score_codex":0.0005618977,"about_ca_system_score_gemma":0.0005392251,"threshold_uncertainty_score":0.01501447},"labels":[],"label_agreement":null},{"id":"W2793488688","doi":"10.5430/wje.v8n1p86","title":"Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Grammar; Psychology; Foreign language; Training (meteorology); Blame; Mathematics education; Intervention (counseling); Professional development; English as a foreign language; Control (management); Action (physics); Action research; Pedagogy; Computer science; Linguistics; Social psychology","score_opus":0.07104714834957895,"score_gpt":0.33697170124898207,"score_spread":0.2659245528994031,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793488688","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98919654,0.000116951865,0.0005083133,0.00049341214,0.000023141842,0.000077827426,0.000026321512,0.000023800034,0.009533716],"genre_scores_gemma":[0.97958434,0.00052105583,0.0013535515,0.00068136764,0.000018591074,0.000087828616,0.00005415522,0.000060255366,0.01763878],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99843186,0.0008016073,0.000044457593,0.00015909309,0.0001718272,0.000391039],"domain_scores_gemma":[0.99772817,0.0012655223,0.00010387124,0.00016008766,0.00017056883,0.00057181786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020091534,0.00051605434,0.00045953496,0.0005124049,0.007069456,0.0025563086,0.0017728733,0.0018100861,0.004623855],"category_scores_gemma":[0.0044269427,0.0005019449,0.00027902226,0.00046542508,0.0032383958,0.001776619,0.003911504,0.0030208344,0.0010287748],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056069213,0.00073382445,0.004078776,0.00018068733,0.000005728661,0.007426311,0.9580269,0.00007934704,0.0030939712,0.0006973626,0.0008601265,0.024760962],"study_design_scores_gemma":[0.000046245485,0.0010404956,0.022010202,0.00022527752,0.000026467069,0.0056721573,0.8981182,0.00033423977,0.0036448925,0.0005103697,0.068320304,0.00005121775],"about_ca_topic_score_codex":0.008538403,"about_ca_topic_score_gemma":0.036373332,"teacher_disagreement_score":0.008538403,"about_ca_system_score_codex":0.0016617641,"about_ca_system_score_gemma":0.0024486003,"threshold_uncertainty_score":0.01697737},"labels":[],"label_agreement":null},{"id":"W2793671039","doi":"10.5539/elt.v11n4p117","title":"Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Mathematics education; Pedagogy; Teacher education; Recall","score_opus":0.020565348334739914,"score_gpt":0.26569227804233864,"score_spread":0.24512692970759872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793671039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99658775,0.00070033985,0.000108365035,0.00077734503,0.000048299396,0.000008547232,0.00001523016,0.0000046884347,0.0017493826],"genre_scores_gemma":[0.9978119,0.00041184336,0.0000875271,0.00030803253,0.000012918561,0.000009335226,0.000017265642,0.000007229337,0.0013338419],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976344,0.00089889846,0.00012917661,0.0002294225,0.00037167774,0.0007364654],"domain_scores_gemma":[0.9948003,0.0014488875,0.0009676736,0.00013145695,0.00074269186,0.0019088817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026345868,0.0004257352,0.0007384106,0.00079702534,0.006148349,0.00627379,0.0011760702,0.0018897213,0.0013737868],"category_scores_gemma":[0.0057820966,0.0004594077,0.00031436182,0.00052755355,0.0038601002,0.0028841111,0.004314448,0.0029626514,0.0004331428],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058531317,0.00007007773,0.03394526,0.000116283045,0.0000054389416,0.0027364201,0.9518357,0.00004014972,0.0015509966,0.00043062042,0.0009854749,0.00822513],"study_design_scores_gemma":[0.0000013745827,0.000034535406,0.006818001,0.00004420804,0.0000019498134,0.0006294313,0.9889247,0.00002053956,0.00013389542,0.000044548266,0.0033361707,0.000010645342],"about_ca_topic_score_codex":0.0122512765,"about_ca_topic_score_gemma":0.025661085,"teacher_disagreement_score":0.0122512765,"about_ca_system_score_codex":0.0027513169,"about_ca_system_score_gemma":0.003626884,"threshold_uncertainty_score":0.024359941},"labels":[],"label_agreement":null},{"id":"W2793916248","doi":"","title":"Motivations, beliefs, and Chinese language learning: a phenomenological study in a Canadian university","year":2011,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Epistemology; Pedagogy; Linguistics; Sociology; Philosophy","score_opus":0.019561532022094364,"score_gpt":0.20872354573930166,"score_spread":0.18916201371720728,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793916248","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9942774,0.0003961524,0.00026603567,0.0012412369,0.000031254294,0.00020980489,0.00009854714,0.000007956003,0.003471512],"genre_scores_gemma":[0.9939784,0.0009234564,0.0005481524,0.0006557685,0.00001517262,0.00012272214,0.00006745956,0.00001526887,0.0036736587],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99595827,0.0012767011,0.00013009044,0.00040837858,0.0006323722,0.0015941226],"domain_scores_gemma":[0.99340594,0.0023219385,0.0004591158,0.00016020596,0.0013101631,0.002342651],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006059262,0.0009612055,0.0011204595,0.0035300294,0.04945366,0.0067569707,0.0032069846,0.0021520415,0.0022810337],"category_scores_gemma":[0.007917644,0.00082290097,0.0007353885,0.0051286095,0.015091441,0.0029583077,0.0060057277,0.0041874205,0.00030755653],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026570484,0.000073580115,0.005141153,0.00004846911,0.0000031435777,0.00059347635,0.99057275,0.000031859596,0.0004731683,0.0006443115,0.0003733116,0.0020181555],"study_design_scores_gemma":[0.0000028645065,0.000032779164,0.004388283,0.00004949624,0.0000048438524,0.00008832777,0.9908511,0.00005806565,0.000100691635,0.00007231447,0.0043294546,0.00002172175],"about_ca_topic_score_codex":0.86967844,"about_ca_topic_score_gemma":0.9307851,"teacher_disagreement_score":0.13032156,"about_ca_system_score_codex":0.0686927,"about_ca_system_score_gemma":0.069619015,"threshold_uncertainty_score":0.49840277},"labels":[],"label_agreement":null},{"id":"W2794056974","doi":"10.5539/ijel.v8n4p122","title":"Error Analysis in EFL Writing Classroom","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Error analysis; Grammar; Perception; Misinformation; Presentation (obstetrics); Categorical variable; Preference; Psychology; Error detection and correction; Computer science; Mathematics education; Linguistics; Statistics; Mathematics; Algorithm","score_opus":0.03201429950602171,"score_gpt":0.30931122861917276,"score_spread":0.27729692911315107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794056974","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9854929,0.00046212974,0.0070106615,0.00051272265,0.000047759502,0.00005964372,0.0001129791,0.00012115758,0.0061800173],"genre_scores_gemma":[0.9919402,0.00024691233,0.0039926493,0.00006730865,0.000012659301,0.00002658018,0.000079049816,0.000031725845,0.0036030044],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9869717,0.0049747885,0.0015085995,0.0012613245,0.004732968,0.0005506334],"domain_scores_gemma":[0.93221277,0.03796682,0.010247672,0.0029599885,0.015801659,0.00081100594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060666585,0.00034339933,0.00045556034,0.0030896491,0.0018184573,0.0026123594,0.0007372533,0.0007015497,0.0019806402],"category_scores_gemma":[0.049403273,0.00018775446,0.00019830215,0.0021010642,0.0016783247,0.002007903,0.0022502334,0.0011332786,0.00055299705],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037807453,0.0003855694,0.3268593,0.00063505484,0.000040327348,0.0028221859,0.37034744,0.0010335579,0.009365541,0.004215392,0.0028232844,0.28109425],"study_design_scores_gemma":[0.000036538953,0.0009022583,0.4121358,0.001164396,0.00010343648,0.008114101,0.47472623,0.013162855,0.031032022,0.012036761,0.046328083,0.00025745228],"about_ca_topic_score_codex":0.003222809,"about_ca_topic_score_gemma":0.0036533822,"teacher_disagreement_score":0.0060666585,"about_ca_system_score_codex":0.0014525882,"about_ca_system_score_gemma":0.0017791832,"threshold_uncertainty_score":0.03208399},"labels":[],"label_agreement":null},{"id":"W2794119612","doi":"10.4018/ijcallt.2018010101","title":"Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments","year":2018,"lang":"en","type":"article","venue":"International Journal of Computer-Assisted Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Affordance; Avatar; Metaverse; Language acquisition; Autonomy; Computer science; Process (computing); Relevance (law); Human–computer interaction; Psychology; Virtual reality; Mathematics education","score_opus":0.023462459401186797,"score_gpt":0.30132936685947703,"score_spread":0.27786690745829024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794119612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5892744,0.004453199,0.1763697,0.01789091,0.00050558924,0.0003378336,0.0001126403,0.00047810443,0.21057762],"genre_scores_gemma":[0.97677237,0.0010496264,0.012966992,0.0005554104,0.000038956383,0.0001418096,0.000020104344,0.00005179965,0.008402911],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9930133,0.005709096,0.000115259885,0.00023523669,0.00055797707,0.00036907507],"domain_scores_gemma":[0.99576724,0.0032995974,0.00021678647,0.00015378592,0.00014915125,0.00041355527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003928688,0.00047352267,0.00023558058,0.0010903198,0.0028890069,0.007655098,0.0016269874,0.0015534156,0.0047342903],"category_scores_gemma":[0.0066625723,0.00036916425,0.00036862883,0.0005292943,0.010382913,0.0075458228,0.0067990357,0.0020044872,0.0004814567],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004821636,0.00017285906,0.0020522326,0.00053903786,0.000012315268,0.001987702,0.77316296,0.0011003603,0.0043027434,0.18015534,0.0013762384,0.03508998],"study_design_scores_gemma":[0.000041555326,0.00023493599,0.0024497965,0.00076353585,0.00002073533,0.002841751,0.6516781,0.0028370342,0.0030402078,0.058823217,0.2772095,0.000059677586],"about_ca_topic_score_codex":0.0009883177,"about_ca_topic_score_gemma":0.0020082654,"teacher_disagreement_score":0.007655098,"about_ca_system_score_codex":0.0014168533,"about_ca_system_score_gemma":0.001519527,"threshold_uncertainty_score":0.020777166},"labels":[],"label_agreement":null},{"id":"W2794428932","doi":"10.5539/elt.v11n3p40","title":"The Effect of EFL Teachers’ Training in Rural West China: Evidence From Phonics-oriented Program","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"MOE Research Center for Online Education; Ministry of Education, India; Ford Foundation","keywords":"Phonics; Psychology; Curriculum; China; Christian ministry; Mathematics education; Teacher education; Professional development; Perception; Pedagogy; Medical education; Primary education; Political science; Medicine","score_opus":0.013892814599734285,"score_gpt":0.2788146479239172,"score_spread":0.2649218333241829,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794428932","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99964714,0.00005230076,0.000007039773,0.00003826044,0.0000011584345,0.0000071140184,0.0000076958595,5.55646e-7,0.0002386828],"genre_scores_gemma":[0.99964225,0.00010521746,0.000027379745,0.000026542344,0.0000019275183,0.000011052937,0.000013447209,5.605831e-7,0.00017158473],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986198,0.0006051221,0.000080292855,0.00015795942,0.00021317501,0.00032362432],"domain_scores_gemma":[0.99562436,0.0013734904,0.0015243244,0.00017636291,0.0003307874,0.0009706874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018358844,0.00031635095,0.00030262294,0.0006743721,0.00093712757,0.0005065384,0.00044535255,0.00034588441,0.0018665796],"category_scores_gemma":[0.0042807786,0.00020040902,0.00030958228,0.00091831875,0.0010161574,0.00044906815,0.0006355476,0.00040934968,0.00013904853],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011176815,0.0056137005,0.93465906,0.00043147232,0.00019717334,0.00079412066,0.017338095,0.00026740768,0.0018683751,0.00031864023,0.00038485436,0.037009414],"study_design_scores_gemma":[0.00010217602,0.001505189,0.9900664,0.000047023364,0.000064244574,0.00005215243,0.0073443437,0.00014272284,0.00023371715,0.000034240613,0.00040128457,0.0000064754845],"about_ca_topic_score_codex":0.02749532,"about_ca_topic_score_gemma":0.05092238,"teacher_disagreement_score":0.02749532,"about_ca_system_score_codex":0.0008977277,"about_ca_system_score_gemma":0.0021287713,"threshold_uncertainty_score":0.054670572},"labels":[],"label_agreement":null},{"id":"W2794455407","doi":"10.21083/ajote.v7i2.3920","title":"Language Anxiety and Achievement among First Year Students of Addis Ababa University, Ethiopia","year":2018,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Descriptive statistics; Academic achievement; Foreign language anxiety; Foreign language; Mathematics education; Clinical psychology; Developmental psychology; Statistics; Mathematics; Psychiatry","score_opus":0.01415505515607002,"score_gpt":0.2630513814479358,"score_spread":0.24889632629186575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794455407","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960357,0.000038985352,0.000004858457,0.00003482896,0.0000029832881,0.0000024565052,0.000013624202,6.006735e-7,0.0002981866],"genre_scores_gemma":[0.9995127,0.000055577,0.000014926382,0.000016828628,0.0000026404284,0.000002821012,0.000014517621,2.0023809e-7,0.00037980257],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997671,0.000037551807,0.00001822667,0.000016993596,0.00007236332,0.000087745124],"domain_scores_gemma":[0.9991314,0.00011752249,0.00020122233,0.000016596665,0.0001452854,0.0003880068],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045116397,0.00024200337,0.00020820087,0.0009270174,0.0010254737,0.0016031631,0.0002620736,0.0002916316,0.0024278667],"category_scores_gemma":[0.00084270054,0.0001805728,0.00016569464,0.00038379527,0.00033668612,0.00024412153,0.00040040052,0.00058902096,0.00028466908],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008342863,0.00086943584,0.9849262,0.000040660176,0.000018609853,0.0004290248,0.005530718,0.000029405033,0.0014319182,0.00012476256,0.00026226274,0.0062534907],"study_design_scores_gemma":[0.0000038361923,0.00034353812,0.98038906,0.000030269015,0.000010968462,0.00021995437,0.017989222,0.00008288219,0.0003945406,0.00003797704,0.000489631,0.000008119941],"about_ca_topic_score_codex":0.008443822,"about_ca_topic_score_gemma":0.015423024,"teacher_disagreement_score":0.008443822,"about_ca_system_score_codex":0.0006350232,"about_ca_system_score_gemma":0.0008563612,"threshold_uncertainty_score":0.016789377},"labels":[],"label_agreement":null},{"id":"W2794508905","doi":"10.5539/elt.v11n4p138","title":"Students’ Perception of Peer Review in an EFL Classroom","year":2011,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Pontificia Universidad Católica del Ecuador","keywords":"Psychology; Perception; Perspective (graphical); Quality (philosophy); Peer feedback; Composition (language); Peer review; Peer assessment; Mathematics education; Peer evaluation; Pedagogy; Higher education; Epistemology; Computer science; Linguistics","score_opus":0.047475710707133516,"score_gpt":0.31063610839799133,"score_spread":0.2631603976908578,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794508905","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9945268,0.00025439105,0.00046025208,0.00089076976,0.000030606403,0.00004300106,0.0000056083813,0.000012274177,0.003776432],"genre_scores_gemma":[0.9987809,0.0001234856,0.00019032319,0.00009941081,0.000020540952,0.000018576417,0.0000042565143,0.000004296286,0.0007581873],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9632886,0.023102017,0.0014101624,0.0013622433,0.008810134,0.002026922],"domain_scores_gemma":[0.91152287,0.041099247,0.01820403,0.0023941025,0.013610363,0.013169405],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.016238285,0.00027306977,0.00062428316,0.0010853362,0.0037160888,0.006697928,0.00090656965,0.0011790476,0.00284998],"category_scores_gemma":[0.066787206,0.0002530157,0.00026156937,0.0006968636,0.0028595454,0.0018600718,0.0027558801,0.0014820619,0.0005061506],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042604498,0.0015260342,0.18101573,0.00058968394,0.000108296525,0.0028391504,0.6981823,0.00036763295,0.01407889,0.001841775,0.003524051,0.09550036],"study_design_scores_gemma":[0.00008239641,0.0018222888,0.16801338,0.0002762001,0.000065833,0.0018522925,0.79575497,0.001163755,0.0034976772,0.0010163683,0.026305867,0.00014891574],"about_ca_topic_score_codex":0.0018506689,"about_ca_topic_score_gemma":0.0017883716,"teacher_disagreement_score":0.9837617,"about_ca_system_score_codex":0.0018036419,"about_ca_system_score_gemma":0.0024348209,"threshold_uncertainty_score":0.0858773},"labels":[],"label_agreement":null},{"id":"W2794748840","doi":"10.5539/ies.v11n4p1","title":"Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Deci-; Situational ethics; Psychology; Self-determination theory; Autonomy; Social psychology; Learner autonomy; Mathematics education; Language education; Comprehension approach","score_opus":0.12564373082309493,"score_gpt":0.34207911702132054,"score_spread":0.2164353861982256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794748840","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9821206,0.0001284208,0.010202974,0.00013028787,0.000032295164,0.00037917073,0.00008510818,0.000022914597,0.006898228],"genre_scores_gemma":[0.9928047,0.000057412613,0.0064536426,0.00003734424,0.000006283077,0.00032107407,0.00006307052,0.0000031199174,0.00025336005],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99557143,0.0019945882,0.00056638557,0.0004738179,0.0011526399,0.00024119687],"domain_scores_gemma":[0.9924339,0.0023283549,0.0016753422,0.0005841312,0.0022816353,0.0006966311],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064636427,0.00030093754,0.00034974056,0.0015179162,0.0013122038,0.0016736399,0.00046519446,0.00029366778,0.0009055772],"category_scores_gemma":[0.014710743,0.00022885947,0.0005659355,0.0010525971,0.0013253657,0.0009148665,0.001830582,0.0008725459,0.000117881194],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000081596125,0.0004882612,0.8777872,0.00034573325,0.00014127952,0.00010874716,0.031861544,0.0006068936,0.0035848275,0.0039627664,0.00054546015,0.080485806],"study_design_scores_gemma":[0.000019766914,0.0005446186,0.96358913,0.00010858746,0.00008683576,0.00014821326,0.02385042,0.0033323045,0.00204367,0.0029035178,0.0033056347,0.00006737683],"about_ca_topic_score_codex":0.004887147,"about_ca_topic_score_gemma":0.00635879,"teacher_disagreement_score":0.0064636427,"about_ca_system_score_codex":0.0011459242,"about_ca_system_score_gemma":0.0021081634,"threshold_uncertainty_score":0.034183443},"labels":[],"label_agreement":null},{"id":"W2794958685","doi":"10.21083/ajote.v7i2.3948","title":"Responding to English Grammatical Challenges: The Design and Development of Exemplary Material for Form One Learners in Tanzania","year":2018,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Competence (human resources); Curriculum; Mathematics education; Tanzania; Psychology; Pedagogy; Computer science; Linguistics; Sociology","score_opus":0.08318537758489979,"score_gpt":0.300414799986507,"score_spread":0.2172294224016072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794958685","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9733406,0.00025638967,0.019420182,0.00042502247,0.000034184537,0.0017261831,0.000053698852,0.00012503409,0.0046186955],"genre_scores_gemma":[0.7204877,0.0007884591,0.27243155,0.00021697082,0.000013494572,0.0020437131,0.000191494,0.00006826398,0.0037584475],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99851376,0.0010054255,0.00008959106,0.00009912742,0.00017109269,0.0001209938],"domain_scores_gemma":[0.997566,0.00151695,0.00022620925,0.00014337547,0.00023592944,0.00031155164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034555392,0.00046122624,0.00022177833,0.00088842947,0.0010446396,0.0012062087,0.0013269864,0.0007132677,0.0012873705],"category_scores_gemma":[0.006796544,0.000226562,0.00027631645,0.0003245896,0.0011148767,0.0009441633,0.0017166375,0.0005490096,0.00026710285],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007244527,0.0074146544,0.03388253,0.0065529235,0.000041530566,0.008044053,0.29966593,0.005941634,0.10973374,0.011906015,0.0051090536,0.5109834],"study_design_scores_gemma":[0.001077921,0.035025004,0.108357824,0.004712208,0.00046873573,0.00992236,0.3080276,0.01440352,0.16339242,0.01307202,0.3411705,0.00036990337],"about_ca_topic_score_codex":0.00045873385,"about_ca_topic_score_gemma":0.0018335476,"teacher_disagreement_score":0.0034555392,"about_ca_system_score_codex":0.0007368985,"about_ca_system_score_gemma":0.0017144945,"threshold_uncertainty_score":0.018274844},"labels":[],"label_agreement":null},{"id":"W2795161244","doi":"10.5539/ach.v10n2p1","title":"Communicative Language Teaching (CLT) in EFL Context in Asia","year":2018,"lang":"en","type":"article","venue":"Asian Culture and History","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Context (archaeology); Communicative language teaching; China; Mathematics education; Pedagogy; English as a foreign language; Sociology; Foreign language; Psychology; Language education; Political science; Geography; Law","score_opus":0.025759761780463013,"score_gpt":0.25432691230812116,"score_spread":0.22856715052765814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2795161244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87966365,0.0022068808,0.0030832158,0.0040492723,0.000087056,0.000040390823,0.000021835496,0.000046827947,0.110801],"genre_scores_gemma":[0.99516785,0.00062175916,0.00067596545,0.00026260415,0.000010412566,0.0000137493325,0.000006035758,0.000008985837,0.0032326132],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984471,0.0007580453,0.00010605296,0.00016493349,0.00018722951,0.00033665428],"domain_scores_gemma":[0.9979797,0.00072812126,0.00036964862,0.00019624217,0.00026158945,0.00046470214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025114622,0.0002809734,0.00021928686,0.00059435534,0.00530103,0.0042615477,0.0007270534,0.0007162553,0.002461488],"category_scores_gemma":[0.0018317412,0.0001956758,0.00015312973,0.0010273888,0.008117749,0.0025352754,0.0056531015,0.0018631065,0.00032255118],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047465648,0.00014562366,0.03479418,0.0005757144,0.000011599987,0.0038093214,0.77379704,0.0003625883,0.005642922,0.089130566,0.0011968941,0.090486236],"study_design_scores_gemma":[0.000019738032,0.00026376548,0.057993438,0.0009779816,0.0000326464,0.003053357,0.78029644,0.0009577259,0.0060207476,0.015271633,0.13505405,0.000058528003],"about_ca_topic_score_codex":0.010541822,"about_ca_topic_score_gemma":0.016020622,"teacher_disagreement_score":0.010541822,"about_ca_system_score_codex":0.004717026,"about_ca_system_score_gemma":0.008383319,"threshold_uncertainty_score":0.03422457},"labels":[],"label_agreement":null},{"id":"W2795484282","doi":"10.5539/elt.v11n5p1","title":"Non-Native English Teachers’ Beliefs on Grammar Instruction","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Likert scale; Mathematics education; English grammar; Teaching method; Linguistics","score_opus":0.012593103215633335,"score_gpt":0.24678539707995292,"score_spread":0.23419229386431958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2795484282","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99943465,0.000033880457,0.000028292337,0.000018109979,0.0000010749058,0.0000028386457,0.0000055364476,9.004775e-7,0.00047463647],"genre_scores_gemma":[0.9995127,0.000057321955,0.000029690773,0.0000179399,0.0000013443844,0.0000039688966,0.000012412606,8.8819917e-7,0.00036392087],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988649,0.00031665785,0.00011565395,0.00011217746,0.0004097091,0.00018088637],"domain_scores_gemma":[0.9906927,0.004409169,0.0024544077,0.00038948326,0.0011870156,0.0008673159],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018646998,0.00018687075,0.00025324474,0.00070625584,0.0005966779,0.0014478093,0.00025670964,0.00034639344,0.0018788502],"category_scores_gemma":[0.0081214355,0.00022896793,0.00024143183,0.00030054356,0.0011431157,0.00052424945,0.00062742876,0.0005020184,0.0003028755],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013020192,0.00026291053,0.8516772,0.00007556674,0.000033545395,0.0007141894,0.13084067,0.000073774994,0.004013396,0.00023939829,0.00013878758,0.011800376],"study_design_scores_gemma":[0.000013613617,0.0003475638,0.884693,0.000051713636,0.000028617926,0.0005134632,0.112349845,0.00018304987,0.00074967503,0.00018839817,0.0008619268,0.000019015713],"about_ca_topic_score_codex":0.010393732,"about_ca_topic_score_gemma":0.016938718,"teacher_disagreement_score":0.010393732,"about_ca_system_score_codex":0.0005576414,"about_ca_system_score_gemma":0.0006529279,"threshold_uncertainty_score":0.02066648},"labels":[],"label_agreement":null},{"id":"W2795785341","doi":"10.5539/ijel.v8n4p181","title":"Experiential Study in Learning English Writing: An Inquiry into Saudi Learners’ Concerns","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Psychology; Mathematics education; Qualitative research; Pedagogy; Perception; Focus group; Medical education; Foreign language; Sociology; Medicine","score_opus":0.05812379245894861,"score_gpt":0.351161190493632,"score_spread":0.29303739803468337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2795785341","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995751,0.00031486462,0.0002862291,0.0007650455,0.000020500836,0.000030151208,0.0000058536248,0.0000022810182,0.0028238874],"genre_scores_gemma":[0.99825877,0.000356975,0.00014368728,0.00026443388,0.000012017337,0.000018775712,0.000005297918,0.0000018625111,0.000938211],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99609935,0.0024579929,0.00020035588,0.00016232526,0.0006314427,0.00044847533],"domain_scores_gemma":[0.9896988,0.0058530383,0.0011705746,0.00029824325,0.0014047184,0.0015745796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007573434,0.0002941015,0.00038249078,0.00089839246,0.0039751553,0.0038505667,0.0007083454,0.0010558229,0.0012843118],"category_scores_gemma":[0.01240357,0.00022702041,0.00033852458,0.00052654685,0.0036996137,0.0028030481,0.00300894,0.0018018846,0.00022649246],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047629583,0.00034943773,0.021292262,0.00013735797,0.000007632953,0.0012283656,0.9658464,0.000032834007,0.0009839876,0.0013654932,0.00025346773,0.008455124],"study_design_scores_gemma":[0.0000043465493,0.00017601487,0.009854871,0.000080283404,0.000005626017,0.00073836994,0.98270977,0.00006437598,0.0003555005,0.0002914695,0.0057077273,0.000011709713],"about_ca_topic_score_codex":0.0021841782,"about_ca_topic_score_gemma":0.0032299135,"teacher_disagreement_score":0.007573434,"about_ca_system_score_codex":0.0018124146,"about_ca_system_score_gemma":0.0021464291,"threshold_uncertainty_score":0.040052652},"labels":[],"label_agreement":null},{"id":"W2797743543","doi":"10.3968/10112","title":"A Case Study of the Effects of English Stories Teaching on Learners’ English Proficiency","year":2017,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; English as a foreign language; Psychology; English language; Pedagogy; Autonomous learning","score_opus":0.03421112504803771,"score_gpt":0.3250559670842245,"score_spread":0.2908448420361868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2797743543","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98898506,0.0003102368,0.0015724201,0.0005962869,0.000023785533,0.00018389548,0.000033419405,0.000014488258,0.008280321],"genre_scores_gemma":[0.9934424,0.0004487848,0.0024375215,0.00008423431,0.000011728791,0.00011283056,0.000018300929,0.00000757212,0.0034366352],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9962291,0.002652179,0.00012857032,0.00020293165,0.0003566483,0.00043055133],"domain_scores_gemma":[0.99215055,0.005585268,0.00060481834,0.00032438725,0.00040762604,0.00092733774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00374959,0.00045394604,0.00037431196,0.00084860297,0.005646391,0.0016283495,0.001423641,0.002050642,0.004086391],"category_scores_gemma":[0.0069820248,0.00032979032,0.0004999414,0.000722111,0.0024601559,0.0021559033,0.0023679954,0.0014830931,0.0003873297],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000388327,0.00292398,0.033530086,0.00074080937,0.000044297805,0.07178266,0.8059176,0.0009744448,0.008148409,0.007846405,0.0021804068,0.065522574],"study_design_scores_gemma":[0.00009898458,0.0023866913,0.02621347,0.0004998957,0.00008617392,0.023083942,0.8942113,0.0014362026,0.008233539,0.0015202943,0.042149253,0.00008017827],"about_ca_topic_score_codex":0.0031622536,"about_ca_topic_score_gemma":0.009802885,"teacher_disagreement_score":0.005646391,"about_ca_system_score_codex":0.0018680799,"about_ca_system_score_gemma":0.0015112557,"threshold_uncertainty_score":0.019829988},"labels":[],"label_agreement":null},{"id":"W2797812400","doi":"10.5430/wje.v8n2p95","title":"Teacher Educators’ Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professional development; Mathematics education; Psychology; Task (project management); Intervention (counseling); Faculty development; Pedagogy; Teaching method; Teacher education; Language acquisition; Computer science","score_opus":0.08546571069671313,"score_gpt":0.3100762757324767,"score_spread":0.22461056503576357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2797812400","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9720081,0.0008116587,0.006649101,0.0007909546,0.000018033505,0.000055898905,0.000009246785,0.00005503988,0.019601867],"genre_scores_gemma":[0.99432206,0.0005845011,0.0024756636,0.0001287498,0.0000028884622,0.000027841257,0.000010282843,0.0000069629764,0.0024410354],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974809,0.0013052756,0.00013238324,0.00023482874,0.0006014397,0.0002451944],"domain_scores_gemma":[0.99519217,0.002537172,0.0006655926,0.00036312322,0.0008122315,0.00042977638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024614283,0.00024021076,0.0001995382,0.0006004397,0.0009483832,0.003314289,0.0005513361,0.00063427957,0.0015340209],"category_scores_gemma":[0.00953706,0.0002417557,0.00018519025,0.00021082978,0.0017198487,0.0016691866,0.0014116801,0.001155017,0.00022048208],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006434471,0.0007787568,0.07954019,0.00048600385,0.000019651674,0.00087536697,0.7973995,0.00027998412,0.015940838,0.0044112364,0.00086030975,0.09934368],"study_design_scores_gemma":[0.00008895146,0.0008109538,0.23239729,0.0013604357,0.00011321357,0.0035058137,0.63284403,0.0018187704,0.014489776,0.0073429216,0.10512776,0.000100024175],"about_ca_topic_score_codex":0.0034414236,"about_ca_topic_score_gemma":0.0044195824,"teacher_disagreement_score":0.0034414236,"about_ca_system_score_codex":0.0011614475,"about_ca_system_score_gemma":0.0021113527,"threshold_uncertainty_score":0.013017476},"labels":[],"label_agreement":null},{"id":"W2797931954","doi":"10.2307/4126467","title":"Organizing and Managing the Language Arts Block: A Professional Development Guide","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language arts; Professional development; Block (permutation group theory); The arts; Pedagogy; Sociology; Visual arts; Psychology; Art","score_opus":0.03691655059155804,"score_gpt":0.2678436579233131,"score_spread":0.23092710733175506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2797931954","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008351911,0.0026305078,0.49111146,0.027681144,0.0014886797,0.006457378,0.0014844324,0.011708373,0.44908616],"genre_scores_gemma":[0.017194947,0.0028492394,0.48363742,0.0025788657,0.00019470358,0.0026241755,0.0011258327,0.0011614413,0.4886334],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99786854,0.0004941048,0.00014612942,0.00015554209,0.0010818373,0.0002539776],"domain_scores_gemma":[0.9956312,0.0007266233,0.00016679152,0.00021355881,0.0020268601,0.0012349993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034932222,0.0009693377,0.0004034148,0.0016841671,0.0028930136,0.003860986,0.0021074284,0.0021021992,0.033193134],"category_scores_gemma":[0.0040810015,0.0009967373,0.00040129662,0.0009965027,0.0013241764,0.0033361777,0.002979586,0.0023642406,0.038221896],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022764068,0.0004097187,0.00070604053,0.00017219846,0.0000024330488,0.00029857628,0.002911823,0.0010689247,0.0025318984,0.010936769,0.5208324,0.46010637],"study_design_scores_gemma":[0.0000217334,0.000060513164,0.00093371427,0.00017131593,0.0000029255377,0.00032201855,0.002865267,0.0012713182,0.00086051633,0.0063978736,0.98706937,0.000023462975],"about_ca_topic_score_codex":0.012682408,"about_ca_topic_score_gemma":0.046766467,"teacher_disagreement_score":0.033193134,"about_ca_system_score_codex":0.002902636,"about_ca_system_score_gemma":0.020859487,"threshold_uncertainty_score":0.11104214},"labels":[],"label_agreement":null},{"id":"W2798240828","doi":"10.7939/r3013b","title":"A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers","year":2011,"lang":"en","type":"article","venue":"University of Alberta Library","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Epistemology; Linguistics; Sociology; Psychology; Social psychology; Philosophy","score_opus":0.0385902932954139,"score_gpt":0.19818229391853562,"score_spread":0.15959200062312173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2798240828","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72778106,0.010630098,0.016797101,0.10197435,0.0016148206,0.0002413121,0.000066412176,0.00007252831,0.14082232],"genre_scores_gemma":[0.98691595,0.0009509064,0.00094192725,0.002827561,0.00009379482,0.00005656387,0.000008104134,0.00002842122,0.008176762],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9658382,0.026928216,0.0004942054,0.0015524946,0.002977467,0.0022094965],"domain_scores_gemma":[0.98246336,0.011685173,0.0012689132,0.0006653739,0.002035873,0.0018813492],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018708002,0.0004958419,0.0007645673,0.0014116835,0.035273034,0.021972055,0.0020576457,0.0032245985,0.0015151644],"category_scores_gemma":[0.021283746,0.00061789545,0.00037161706,0.0017899428,0.06775852,0.010333735,0.0064264582,0.008890897,0.00024839936],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000003863182,0.000009304069,0.00036574792,0.000010984461,0.000001329771,0.00016970895,0.97328705,0.000015048439,0.00010325489,0.024068942,0.0008055138,0.0011592907],"study_design_scores_gemma":[0.0000017290446,0.000007059701,0.00031025932,0.000039294748,0.0000012464536,0.00012921462,0.97170347,0.000055006316,0.00006571482,0.004491684,0.023186363,0.000008947998],"about_ca_topic_score_codex":0.06262198,"about_ca_topic_score_gemma":0.06854144,"teacher_disagreement_score":0.06262198,"about_ca_system_score_codex":0.017350249,"about_ca_system_score_gemma":0.015322281,"threshold_uncertainty_score":0.12588543},"labels":[],"label_agreement":null},{"id":"W2799413461","doi":"10.5539/ijel.v8n4p289","title":"Perceptive Determination of Motivating and Demotivating Factors in Learning EFL Among Saudi Freshmen Studying at Taif University","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Vocabulary; Likert scale; Affect (linguistics); Grammar; Foreign language; Scale (ratio); Mathematics education; Descriptive statistics; English language; Developmental psychology; Linguistics; Communication","score_opus":0.025969245894694185,"score_gpt":0.2564501791761489,"score_spread":0.2304809332814547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2799413461","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997284,0.000027075044,0.000022414279,0.000027179767,0.0000013189642,0.000003072568,0.00000638537,4.7579172e-7,0.0001836773],"genre_scores_gemma":[0.999522,0.000054304717,0.000055922304,0.000023042689,0.000002419372,0.000004481652,0.000017380118,4.6330587e-7,0.00032000008],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995653,0.0000957795,0.00004382062,0.000035510242,0.00014754958,0.00011198858],"domain_scores_gemma":[0.9977533,0.00039466663,0.0007990772,0.0000685407,0.00043463643,0.00054980355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011250451,0.00021856485,0.00015216268,0.00057721854,0.0007452843,0.00086498604,0.00021547123,0.00032002054,0.0015993523],"category_scores_gemma":[0.0027451878,0.00015150612,0.00023519817,0.00027745846,0.0004713053,0.0003386834,0.0005223901,0.00039809998,0.000225258],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008134028,0.0002437714,0.97094023,0.000056156467,0.000017253427,0.00024454168,0.014477357,0.00003409185,0.002870062,0.000096703756,0.0001198297,0.010818699],"study_design_scores_gemma":[0.0000025434822,0.00025428567,0.95883495,0.000022058184,0.000010742081,0.00016790626,0.038665388,0.00012439155,0.0006664171,0.000046151683,0.0011912294,0.000013878873],"about_ca_topic_score_codex":0.0036858248,"about_ca_topic_score_gemma":0.0077787074,"teacher_disagreement_score":0.0036858248,"about_ca_system_score_codex":0.00051217614,"about_ca_system_score_gemma":0.0007607257,"threshold_uncertainty_score":0.0073287487},"labels":[],"label_agreement":null},{"id":"W2799452929","doi":"10.5539/ijel.v8n4p232","title":"A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition","year":2018,"lang":"en","type":"review","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":64,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mediation; Activity theory; Zone of proximal development; Language acquisition; Sociology; Learning theory; Semiotics; Epistemology; Psychology; Cognitive science; Pedagogy; Social science; Mathematics education","score_opus":0.04815754245848806,"score_gpt":0.3727130350415244,"score_spread":0.32455549258303634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2799452929","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025126887,0.8969387,0.00413272,0.07099737,0.0048147165,0.000026570202,0.00003766988,0.000015327405,0.020524355],"genre_scores_gemma":[0.08910921,0.87981856,0.0031112279,0.014264625,0.007326267,0.00010228463,0.000063772895,0.000045056622,0.0061590187],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99607253,0.0019751822,0.00035250574,0.0005466757,0.00086924265,0.00018392365],"domain_scores_gemma":[0.9827266,0.014347958,0.0004088423,0.00031135546,0.0019615868,0.00024364986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077486266,0.00074741343,0.0010655228,0.0059179096,0.0036065695,0.0051757116,0.0014594224,0.0050827153,0.0026646687],"category_scores_gemma":[0.013035268,0.00044890534,0.000597771,0.005185613,0.012527046,0.008798849,0.0033861496,0.008626992,0.00061111455],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050703246,0.0000715729,0.0008080846,0.0034814102,0.000044693086,0.00073377683,0.017214026,0.0006499799,0.00030427435,0.72024286,0.05643971,0.19995886],"study_design_scores_gemma":[0.000006985138,0.000046713423,0.0018388137,0.007915547,0.000017646422,0.0007176861,0.005980458,0.00044576914,0.00031875705,0.14005366,0.84260774,0.00005018309],"about_ca_topic_score_codex":0.0073814015,"about_ca_topic_score_gemma":0.0061444314,"teacher_disagreement_score":0.009040672,"about_ca_system_score_codex":0.009040672,"about_ca_system_score_gemma":0.008657816,"threshold_uncertainty_score":0.06559497},"labels":[],"label_agreement":null},{"id":"W2800048394","doi":"","title":"The Effects of Attendance at English Medium Early Childhood Programs on the Development of Young Children’s Sociolinguistic Competence in Classrooms","year":2012,"lang":"en","type":"article","venue":"Early childhood education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Attendance; Psychology; Competence (human resources); Early childhood; Developmental psychology; Pedagogy; Medium of instruction; Sociology; Social psychology; Political science","score_opus":0.010530716920601644,"score_gpt":0.2217881541527034,"score_spread":0.21125743723210175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2800048394","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991141,0.00005548256,0.0000046397067,0.000024331803,0.0000028421957,0.0000033872027,0.000024282728,0.0000011716168,0.0007697579],"genre_scores_gemma":[0.99900645,0.00008414193,0.000029291932,0.000011034031,0.0000024342698,0.000009818456,0.000047488174,0.0000017344992,0.00080765964],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905616,0.00025774067,0.00004647708,0.000097125376,0.0001553608,0.00038719102],"domain_scores_gemma":[0.9952129,0.0016444275,0.0006528501,0.00017999057,0.0004351672,0.0018745632],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011177149,0.00028335283,0.00031012227,0.000575853,0.0010437205,0.00094481255,0.00055469084,0.0003899526,0.0028946223],"category_scores_gemma":[0.006021121,0.00027028608,0.0004585552,0.00041978052,0.00058103044,0.00045326646,0.0011724884,0.0009339592,0.00025936143],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0052401703,0.0066055194,0.9271185,0.00013951315,0.00024897748,0.0014228014,0.016898923,0.00026551657,0.007663052,0.00044753548,0.0006080866,0.03334145],"study_design_scores_gemma":[0.000017089498,0.0004833826,0.99569654,0.000014654119,0.0000351409,0.000044746426,0.0029842644,0.000030977182,0.00038157805,0.000021692877,0.0002844694,0.00000535718],"about_ca_topic_score_codex":0.04713153,"about_ca_topic_score_gemma":0.10195956,"teacher_disagreement_score":0.04713153,"about_ca_system_score_codex":0.0011844119,"about_ca_system_score_gemma":0.0011944245,"threshold_uncertainty_score":0.093714416},"labels":[],"label_agreement":null},{"id":"W2800483696","doi":"10.5430/wjel.v8n1p37","title":"Taiwanese University Students’ Expectations of Ideal English Class Lessons","year":2018,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Class (philosophy); Preference; Scrutiny; Ideal (ethics); Mathematics education; Hospitality; Psychology; Tourism; Population; Medical education; Computer science; Linguistics; Sociology; Medicine; Political science; Mathematics; Demography","score_opus":0.018360639830203026,"score_gpt":0.27123496473759307,"score_spread":0.25287432490739004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2800483696","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894816,0.000027323314,0.00002688837,0.000080159174,0.0000041791077,0.0000044154153,0.000017717957,0.0000014346174,0.00088966213],"genre_scores_gemma":[0.9991615,0.00004256247,0.00003656884,0.000041226016,0.0000028913755,0.000008060842,0.000035261943,0.0000013635896,0.00067058165],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99938345,0.00012746894,0.00007078799,0.000048046648,0.00019682487,0.00017338469],"domain_scores_gemma":[0.9964541,0.0005748876,0.0008161284,0.00008725608,0.0006080553,0.0014594685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011065602,0.00020877278,0.00020293704,0.0006768223,0.0006976756,0.0018442984,0.00027303593,0.0005092584,0.003023064],"category_scores_gemma":[0.0035578217,0.00015420846,0.0002785943,0.00038506163,0.00049286895,0.00041058895,0.00070181186,0.00068511645,0.0005400144],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015901572,0.0003709736,0.92874235,0.00007148211,0.000029182002,0.0010996686,0.045855347,0.00015338311,0.0038353533,0.00033226135,0.0012057609,0.018145092],"study_design_scores_gemma":[0.000013453464,0.00045437043,0.88374794,0.00005570523,0.000018970091,0.0005961686,0.11019501,0.00068023166,0.00077288656,0.00018345223,0.0032295168,0.00005233486],"about_ca_topic_score_codex":0.0056452053,"about_ca_topic_score_gemma":0.0083118435,"teacher_disagreement_score":0.0056452053,"about_ca_system_score_codex":0.00054650876,"about_ca_system_score_gemma":0.00057528354,"threshold_uncertainty_score":0.011224687},"labels":[],"label_agreement":null},{"id":"W2800513054","doi":"10.5430/wje.v8n2p174","title":"Attitudes and Motivation of Chadian Learners of English","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Intrinsic motivation; Mathematics education; Language acquisition; Pedagogy; Social psychology","score_opus":0.029315118797030366,"score_gpt":0.2803952349288543,"score_spread":0.25108011613182396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2800513054","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993444,0.00003694754,0.0000059382755,0.000021510794,0.00000248026,0.0000051744596,0.00000799337,2.7585946e-7,0.00057527074],"genre_scores_gemma":[0.99846625,0.00008374868,0.000026898066,0.00003758472,0.000002680075,0.000010005854,0.000025705753,5.7896716e-7,0.0013466021],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995276,0.00008844687,0.000029432074,0.000048561487,0.00016260981,0.00014332104],"domain_scores_gemma":[0.9987698,0.00020617628,0.00026664353,0.00003220366,0.00024759021,0.00047759502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009160243,0.00026091107,0.00029500437,0.0009665752,0.0016453016,0.00183913,0.00022642186,0.00058484165,0.002141013],"category_scores_gemma":[0.0017154587,0.00023479575,0.00027628668,0.0003770566,0.0008012975,0.00048534918,0.0009654924,0.00083023333,0.00044340757],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013265769,0.0016058281,0.936687,0.000036828682,0.000020767464,0.00025848352,0.047405127,0.000036724025,0.0018761127,0.00028308187,0.0002633118,0.011394092],"study_design_scores_gemma":[0.000012583247,0.0006948274,0.92640054,0.000044318764,0.000015250872,0.00026407157,0.069526196,0.00017941775,0.00040208813,0.0001019789,0.0023325223,0.000026131866],"about_ca_topic_score_codex":0.010899865,"about_ca_topic_score_gemma":0.0143572595,"teacher_disagreement_score":0.010899865,"about_ca_system_score_codex":0.0008897434,"about_ca_system_score_gemma":0.00061015075,"threshold_uncertainty_score":0.021672845},"labels":[],"label_agreement":null},{"id":"W2800726830","doi":"10.5539/ijel.v8n4p273","title":"Pedagogical Practices Employed in Teaching and Learning Speaking Skills at Taif University","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Psychology; Mathematics education; Storytelling; Communication skills; Foreign language; Medical education; Pedagogy; Computer science; Narrative; Linguistics; Medicine","score_opus":0.054000633426035165,"score_gpt":0.3342177796716428,"score_spread":0.2802171462456076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2800726830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970688,0.00037985801,0.00045322406,0.00021856838,0.0000088999805,0.00002924761,0.000008219543,0.000010052131,0.0018231828],"genre_scores_gemma":[0.99582446,0.00072434667,0.001420751,0.000082120765,0.000011192376,0.000040738574,0.000019592568,0.000004637525,0.0018722479],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9982691,0.000573725,0.00016215653,0.00015184318,0.0004082003,0.00043500483],"domain_scores_gemma":[0.9971643,0.0009390478,0.0006309271,0.00013532878,0.00045674448,0.00067367754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015190503,0.0002573048,0.00029495935,0.0012454713,0.0029428448,0.001490551,0.00047953601,0.00060746016,0.0013829843],"category_scores_gemma":[0.0046620327,0.00022792027,0.00027012327,0.0010312466,0.0008543766,0.0006994545,0.0009411833,0.00064247975,0.00031114873],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000102532285,0.0011080137,0.3841769,0.0005991939,0.000028832214,0.003817159,0.3391296,0.00030699724,0.020309614,0.00085982704,0.00093167316,0.24862975],"study_design_scores_gemma":[0.00001865901,0.0012939258,0.5879603,0.000658314,0.00007021095,0.0046138526,0.37323663,0.0009628028,0.008739807,0.0006314423,0.021719797,0.000094290226],"about_ca_topic_score_codex":0.004694077,"about_ca_topic_score_gemma":0.010503314,"teacher_disagreement_score":0.004694077,"about_ca_system_score_codex":0.0017395738,"about_ca_system_score_gemma":0.004125079,"threshold_uncertainty_score":0.012621582},"labels":[],"label_agreement":null},{"id":"W2801001831","doi":"10.1558/japl.27025","title":"Multilinguals’ and monolinguals’ use of awareness-raising activities","year":2014,"lang":"en","type":"article","venue":"Journal of Applied Linguistics and Professional Practice","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Multilingualism; Psychology; Active listening; Raising (metalworking); Consciousness raising; Cognitive psychology; Metalinguistics; Mathematics education; Pedagogy; Teaching method; Communication; Mathematics","score_opus":0.062493167541753214,"score_gpt":0.3396412939835896,"score_spread":0.2771481264418364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2801001831","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99801886,0.00008833855,0.00008892524,0.000009345795,0.0000025001068,0.0000055076443,0.000018744402,0.0000041217904,0.0017636517],"genre_scores_gemma":[0.9983937,0.00006293252,0.00023301797,0.000009503067,0.0000030638837,0.000011537444,0.00003244222,0.0000036878625,0.0012500206],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99917775,0.00017468013,0.000113097536,0.00018735671,0.00019878126,0.00014824922],"domain_scores_gemma":[0.9964283,0.0016023078,0.00063242635,0.0002216744,0.00045216616,0.0006631027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00097272557,0.000247026,0.00029108324,0.0012942238,0.0004698119,0.000964312,0.00025166047,0.00022277079,0.0040581753],"category_scores_gemma":[0.0056567374,0.00013547014,0.0002757806,0.00029142562,0.00053750863,0.0005855427,0.0015454473,0.00030579872,0.00042454232],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010087944,0.0007379,0.6632929,0.00032812066,0.000097412405,0.0013597552,0.15255643,0.00017406426,0.037266135,0.0005451274,0.00022918622,0.14240417],"study_design_scores_gemma":[0.00002249579,0.0007658662,0.925985,0.000053726268,0.000056362558,0.0017374664,0.06392233,0.00020988936,0.0041602454,0.00033751907,0.0027033205,0.000045774043],"about_ca_topic_score_codex":0.0016792685,"about_ca_topic_score_gemma":0.0030102246,"teacher_disagreement_score":0.0040581753,"about_ca_system_score_codex":0.00024581485,"about_ca_system_score_gemma":0.00036876957,"threshold_uncertainty_score":0.013575971},"labels":[],"label_agreement":null},{"id":"W2801440922","doi":"10.7939/r3xp6vb83","title":"Impact of English Interaction upon Chinese EFL Teachers' Pragmatic Competence in a Study-Abroad Context","year":2015,"lang":"en","type":"article","venue":"University of Alberta Library","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Linguistics; Psychology; Pedagogy; Study abroad; Context (archaeology); Mathematics education; Sociology; Social psychology; Philosophy; History","score_opus":0.0163926325022965,"score_gpt":0.24089757712069246,"score_spread":0.22450494461839596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2801440922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99965477,0.000012493448,0.000015150846,0.000010499109,5.3763864e-7,0.0000030392885,0.0000034213995,8.322728e-7,0.0002992891],"genre_scores_gemma":[0.99947554,0.000022622171,0.000042238193,0.000008918536,0.0000010545524,0.0000075965,0.000012215285,0.0000012615624,0.0004286186],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99923813,0.00025323636,0.00005323904,0.00012442598,0.00014905109,0.00018195054],"domain_scores_gemma":[0.99877006,0.0003064779,0.0002619862,0.00007645385,0.00015568617,0.0004292824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008918802,0.00036524425,0.0003034142,0.0005223709,0.0018623936,0.0012244153,0.00027249605,0.0003385767,0.0019279885],"category_scores_gemma":[0.0023959524,0.00026582295,0.00023487456,0.0003145015,0.00083318155,0.00065962377,0.0019277977,0.00043518268,0.00015694973],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002949144,0.000912479,0.58004713,0.00010731679,0.000039791557,0.003625965,0.3740841,0.00009567746,0.018880878,0.000209739,0.00022606125,0.02147588],"study_design_scores_gemma":[0.000016733647,0.00051730167,0.8857902,0.000021411193,0.000037262736,0.00062649825,0.10881096,0.00019339538,0.002065055,0.000066694935,0.0018171637,0.00003727212],"about_ca_topic_score_codex":0.017900933,"about_ca_topic_score_gemma":0.029511109,"teacher_disagreement_score":0.017900933,"about_ca_system_score_codex":0.0009614607,"about_ca_system_score_gemma":0.0012211819,"threshold_uncertainty_score":0.03559351},"labels":[],"label_agreement":null},{"id":"W2801988940","doi":"10.5430/wjel.v8n1p8","title":"The Effect of Comparative FonF Structure on Learning L2 Verb Components","year":2018,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Salience (neuroscience); Verb; Novelty; Task (project management); Test (biology); Cognitive psychology; Social psychology","score_opus":0.014691743619699849,"score_gpt":0.2664355335598177,"score_spread":0.25174378994011787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2801988940","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99838483,0.0000994463,0.0005547211,0.000032130458,0.000010757677,0.000040988827,0.0000161261,0.00003161516,0.00082939473],"genre_scores_gemma":[0.9931899,0.00029137314,0.004996296,0.00006350802,0.000023836097,0.000109651686,0.000071774375,0.00001807467,0.0012356114],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99951565,0.00013032807,0.000043942393,0.00015281279,0.000107504515,0.000049817907],"domain_scores_gemma":[0.9960121,0.0027836727,0.0004861747,0.00022261206,0.00014675247,0.0003487052],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064137485,0.0004433638,0.00048292708,0.00034859462,0.00021767555,0.00053569145,0.000489581,0.0004911389,0.0025578397],"category_scores_gemma":[0.005728424,0.00021659838,0.00017312319,0.00015472382,0.00044824425,0.0005823014,0.00058950426,0.00060397125,0.00022523674],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015641056,0.022603264,0.015308787,0.0012869476,0.00014826193,0.00039577257,0.0027551702,0.0011740475,0.59453744,0.0010943358,0.00039380195,0.34466115],"study_design_scores_gemma":[0.0025997749,0.16728945,0.30670512,0.00034794473,0.0007030828,0.0015476107,0.0020463285,0.0059182425,0.49870148,0.0031273542,0.010846201,0.00016733],"about_ca_topic_score_codex":0.00032186953,"about_ca_topic_score_gemma":0.00041630556,"teacher_disagreement_score":0.0025578397,"about_ca_system_score_codex":0.00021628405,"about_ca_system_score_gemma":0.00040263316,"threshold_uncertainty_score":0.008556843},"labels":[],"label_agreement":null},{"id":"W2802955899","doi":"10.3138/cmlr.2016-0002","title":"What and Who in the L2 Motivational Self System: The Interlinked Roles of Target Language and Heritage Learner Status","year":2018,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Heritage language; Context (archaeology); Psychology; Indigenous; First language; Second language; Foreign language; Language acquisition; Linguistics; Mathematics education; Pedagogy; Geography","score_opus":0.01343968566681835,"score_gpt":0.2219875588194204,"score_spread":0.20854787315260204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2802955899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41653758,0.40856668,0.0014993062,0.047560316,0.0005248214,0.00009845202,0.00022049568,0.000033649274,0.124958724],"genre_scores_gemma":[0.90879375,0.08197691,0.0006615893,0.0019345263,0.00012507154,0.00003066852,0.00007673988,0.00001110574,0.006389666],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992255,0.00027739984,0.000027099906,0.00009505884,0.00018488578,0.00018997949],"domain_scores_gemma":[0.9990965,0.00034090987,0.000130875,0.000021731626,0.0002446226,0.00016538502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022737482,0.00024099718,0.00043875058,0.0017039606,0.002410246,0.0055571217,0.0007159533,0.00081504043,0.0019594876],"category_scores_gemma":[0.002534235,0.00013079635,0.00023368288,0.0022408296,0.0060019395,0.0027343312,0.001515041,0.0008680699,0.00019284507],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017947798,0.0001505342,0.117768385,0.0030599127,0.00009321048,0.00081865996,0.17888582,0.00015972179,0.0018304362,0.106858455,0.01202809,0.57816744],"study_design_scores_gemma":[0.000028138307,0.00013577055,0.4255981,0.005538123,0.00018830398,0.0007940537,0.31878567,0.00026298378,0.0010882639,0.022546683,0.22494668,0.00008715881],"about_ca_topic_score_codex":0.3880989,"about_ca_topic_score_gemma":0.49252546,"teacher_disagreement_score":0.3880989,"about_ca_system_score_codex":0.009257398,"about_ca_system_score_gemma":0.016555909,"threshold_uncertainty_score":0.7716798},"labels":[],"label_agreement":null},{"id":"W2803016192","doi":"10.4018/978-1-5225-5463-9.ch018","title":"Examining International Telecollaboration in Language Teacher Education","year":2018,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Pedagogy; Situated; Teacher education; Relevance (law); Action research; Language teacher; Psychology; Language education; Mathematics education; Political science; Computer science","score_opus":0.021639724553875177,"score_gpt":0.2635305919078328,"score_spread":0.24189086735395762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803016192","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90942764,0.0011146594,0.0030250412,0.0032283831,0.00009908413,0.00011827137,0.00003014216,0.00003148525,0.082925245],"genre_scores_gemma":[0.9895139,0.00083837815,0.0013509424,0.00027110023,0.000019392768,0.00011884859,0.00003270007,0.000024655548,0.007830154],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98789006,0.008736159,0.00021940633,0.0006532802,0.0010753239,0.0014258409],"domain_scores_gemma":[0.985277,0.0101315,0.0016253951,0.00054694887,0.0009983632,0.0014207192],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008111757,0.00040394106,0.00038969243,0.0013617086,0.011087557,0.008816974,0.0016948549,0.0017321958,0.006251429],"category_scores_gemma":[0.013785429,0.00036752402,0.0002741764,0.0021406717,0.007943279,0.006690452,0.011422506,0.0036235375,0.000439146],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036002195,0.0002297423,0.0071581407,0.00012767929,0.000004412307,0.000653458,0.94851726,0.000102279024,0.00066533923,0.01255988,0.0009760487,0.028969752],"study_design_scores_gemma":[0.000007137169,0.00005706521,0.0057348497,0.00018282562,0.0000058164396,0.00019328861,0.9635494,0.00008918906,0.0003516628,0.00092362904,0.028898016,0.0000071699433],"about_ca_topic_score_codex":0.009664136,"about_ca_topic_score_gemma":0.029448155,"teacher_disagreement_score":0.011087557,"about_ca_system_score_codex":0.0082922615,"about_ca_system_score_gemma":0.0068782833,"threshold_uncertainty_score":0.06016481},"labels":[],"label_agreement":null},{"id":"W2803272862","doi":"10.5539/elt.v11n6p33","title":"The Effects of Direct and Indirect Corrective Feedback on Accuracy in Second Language Writing","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Second language writing; Test (biology); Psychology; Foreign language; Mathematics education; Language assessment; Second-language acquisition; Academic writing; Value (mathematics); Linguistics; Second language; Computer science","score_opus":0.006920133735498951,"score_gpt":0.24434227946232423,"score_spread":0.23742214572682527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803272862","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99264926,0.0005453336,0.0010125116,0.00014558207,0.00005843976,0.00007933857,0.000043230888,0.000069594775,0.005396749],"genre_scores_gemma":[0.9951898,0.00042495225,0.0026098997,0.000076672346,0.000034418357,0.00008032304,0.000046959958,0.000037601912,0.0014994026],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98977214,0.005536227,0.0008243315,0.00080841867,0.0027193304,0.000339573],"domain_scores_gemma":[0.7310837,0.23832051,0.014470714,0.0047848495,0.0077737286,0.0035665475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056880023,0.00072180835,0.00057496014,0.0007053189,0.00049813045,0.0016473087,0.0007941069,0.00080780254,0.0040971907],"category_scores_gemma":[0.13104163,0.00028732023,0.00041313312,0.0004768414,0.00069761317,0.0010794264,0.00096298975,0.0011427711,0.00056512],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018323973,0.009006822,0.15977241,0.0023654269,0.00066327985,0.00083472085,0.018685644,0.003638665,0.06259535,0.000840505,0.001413812,0.7218595],"study_design_scores_gemma":[0.0011353608,0.027861899,0.92580706,0.0007422269,0.00074507366,0.00095074513,0.0051897513,0.005351546,0.02688764,0.00155527,0.00359463,0.00017886695],"about_ca_topic_score_codex":0.0017024388,"about_ca_topic_score_gemma":0.0018242951,"teacher_disagreement_score":0.0056880023,"about_ca_system_score_codex":0.0005487438,"about_ca_system_score_gemma":0.00084111537,"threshold_uncertainty_score":0.030081332},"labels":[],"label_agreement":null},{"id":"W2803344247","doi":"10.20360/langandlit29182","title":"Visual Aids as Response Facilitators in Dialogue Journals","year":2018,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Fluency; Psychology; Visual literacy; Pedagogy; Linguistics; Mathematics education","score_opus":0.016550659607654648,"score_gpt":0.32074656508977256,"score_spread":0.3041959054821179,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803344247","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6498772,0.005270163,0.23944545,0.0028393492,0.0012859867,0.0034205087,0.00043815633,0.0088001685,0.088622935],"genre_scores_gemma":[0.7528823,0.0010929551,0.22325382,0.0009667645,0.00039877364,0.001777407,0.0001930463,0.0006536218,0.018781254],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98455137,0.012627585,0.0005748806,0.0006949041,0.0012204942,0.0003307897],"domain_scores_gemma":[0.91480976,0.07224296,0.0037618615,0.0047037224,0.003232198,0.0012494583],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011061458,0.0009446271,0.00044474486,0.0017969735,0.00071750034,0.0024193595,0.0013930332,0.0013116747,0.007508335],"category_scores_gemma":[0.049797513,0.00038555823,0.00034897303,0.00063053216,0.0014308275,0.0032805859,0.003095756,0.0010517004,0.0021979297],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0038121366,0.0011226751,0.005367583,0.0073085222,0.00010133638,0.0021988365,0.103916116,0.0011997491,0.14644092,0.012189725,0.010302925,0.70603955],"study_design_scores_gemma":[0.0015174706,0.011362002,0.027086075,0.0068302755,0.0006129277,0.009136441,0.07628885,0.010512631,0.23032449,0.019657616,0.6061305,0.0005406401],"about_ca_topic_score_codex":0.00011069833,"about_ca_topic_score_gemma":0.00021635191,"teacher_disagreement_score":0.011061458,"about_ca_system_score_codex":0.0003169529,"about_ca_system_score_gemma":0.0004751588,"threshold_uncertainty_score":0.058499277},"labels":[],"label_agreement":null},{"id":"W2803362604","doi":"10.5539/elt.v11n6p102","title":"Comments on Jason Anderson’s “Affordance, Learning Opportunities, and the Lesson Plan Pro Forma”","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Education Department of Sichuan Province","keywords":"Affordance; Jargon; Psychology; Plan (archaeology); Conversation; Pedagogy; Linguistics; Cognitive psychology; Communication","score_opus":0.048177681416827024,"score_gpt":0.26234071367746936,"score_spread":0.21416303226064234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803362604","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0018408839,0.001825864,0.0005251727,0.9771996,0.012642331,0.0000108060885,0.00004360706,0.00007091962,0.0058407593],"genre_scores_gemma":[0.02012923,0.0015934855,0.0006435652,0.9444531,0.006978203,0.000037639355,0.00003224003,0.00012746837,0.026004976],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99743146,0.00077880267,0.00016921115,0.00046488288,0.0008386419,0.0003169878],"domain_scores_gemma":[0.98923725,0.00532363,0.0006482563,0.00018669726,0.003207917,0.0013962791],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040299506,0.0009268457,0.0004388926,0.00061946484,0.007010282,0.003875242,0.0019423714,0.012987748,0.008191125],"category_scores_gemma":[0.019799965,0.00060802954,0.00063103926,0.0008905669,0.004448844,0.0053929556,0.0022232293,0.017891001,0.0030523702],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017356553,0.000010356246,0.00024565842,0.000027311395,0.0000027347635,0.00026713032,0.002407206,0.000053659365,0.00012463618,0.0034467399,0.99071443,0.0026828267],"study_design_scores_gemma":[0.000012706752,0.000030932213,0.0010141348,0.00019545437,0.00000891174,0.0006143963,0.0076640374,0.00017305963,0.0004305807,0.0025610507,0.9872385,0.000056267883],"about_ca_topic_score_codex":0.029454732,"about_ca_topic_score_gemma":0.049654424,"teacher_disagreement_score":0.029454732,"about_ca_system_score_codex":0.004761356,"about_ca_system_score_gemma":0.0039981375,"threshold_uncertainty_score":0.05856657},"labels":[],"label_agreement":null},{"id":"W2803561576","doi":"10.5539/elt.v11n6p67","title":"What Are the Factors Affecting the Use of English Language in English-only Classrooms: Student’s Perspectives in Pakistan","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Urdu; Psychology; Medium of instruction; Language proficiency; Mathematics education; Qualitative research; English language; Pedagogy; Applied linguistics; Linguistics; Sociology","score_opus":0.03320327233907729,"score_gpt":0.3062796119257468,"score_spread":0.27307633958666955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803561576","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99689364,0.00045926115,0.000037427846,0.0010621175,0.000015706168,0.000008446299,0.00002514841,0.0000011859815,0.0014970003],"genre_scores_gemma":[0.9980804,0.0009952937,0.00005561503,0.00024003239,0.000007298807,0.000007590535,0.000023706798,0.0000019308693,0.0005881778],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99888164,0.00029232784,0.00010531693,0.00008720994,0.00026353236,0.00037000672],"domain_scores_gemma":[0.9967727,0.0008399628,0.0008148306,0.000043802665,0.0005332726,0.0009954354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016382835,0.00024150229,0.00045891813,0.0007877602,0.004332378,0.003190109,0.0006305111,0.0009089724,0.0019733207],"category_scores_gemma":[0.0038826428,0.00039932688,0.00032368203,0.00080450636,0.0019904806,0.0018925609,0.0014484733,0.0012504363,0.00029834476],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005130317,0.0002821583,0.36126545,0.00037271882,0.000020672918,0.003300826,0.61587775,0.00003643248,0.0011278493,0.0006282551,0.0011226833,0.015913913],"study_design_scores_gemma":[0.0000032721932,0.00009433925,0.08451109,0.0001436244,0.000011973615,0.0007065913,0.91128063,0.000035810965,0.00014140081,0.00010769432,0.002943476,0.000020052854],"about_ca_topic_score_codex":0.019902447,"about_ca_topic_score_gemma":0.04450286,"teacher_disagreement_score":0.019902447,"about_ca_system_score_codex":0.0013007425,"about_ca_system_score_gemma":0.003017496,"threshold_uncertainty_score":0.039573193},"labels":[],"label_agreement":null},{"id":"W2803740303","doi":"10.5539/elt.v11n6p115","title":"Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Psychology; Self-efficacy; Academic writing; Writing process; Mathematics education; Graduate students; Process (computing); Pedagogy; Computer science","score_opus":0.07572461809233218,"score_gpt":0.2988747977586618,"score_spread":0.22315017966632966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803740303","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99828076,0.000027761173,0.00019190388,0.00002022517,0.0000024824806,0.000012989963,0.000005570187,0.000002980369,0.0014554292],"genre_scores_gemma":[0.9990711,0.000031630047,0.0002472882,0.000009949286,0.000002492163,0.000015239351,0.000010403936,0.0000013068733,0.00061054714],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991968,0.0002810664,0.000047233065,0.00009515598,0.0002732698,0.000106478416],"domain_scores_gemma":[0.99574053,0.0019252868,0.00095300656,0.0002561582,0.000614617,0.0005103868],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021575955,0.00023185347,0.00028395944,0.000853963,0.0003558058,0.0011383404,0.00024018786,0.00027797345,0.0014504436],"category_scores_gemma":[0.005605612,0.00011644125,0.00028542403,0.00028058336,0.00059104525,0.00050819165,0.0006712161,0.00069238397,0.00023598142],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004099315,0.005320356,0.8030033,0.00020625473,0.00008662213,0.00039802727,0.047645133,0.00030427388,0.02926089,0.0008434495,0.0002961927,0.11222554],"study_design_scores_gemma":[0.000020150621,0.001337761,0.9742594,0.00006149282,0.00003961656,0.00020345913,0.016982311,0.00080250774,0.0045641693,0.00043073698,0.0012758774,0.000022544264],"about_ca_topic_score_codex":0.0003218272,"about_ca_topic_score_gemma":0.0004923283,"teacher_disagreement_score":0.0021575955,"about_ca_system_score_codex":0.00027872526,"about_ca_system_score_gemma":0.00029991555,"threshold_uncertainty_score":0.011410594},"labels":[],"label_agreement":null},{"id":"W2803818034","doi":"10.1007/s10936-018-9587-2","title":"Factors Influencing L2 Self-repair Behavior: The Role of L2 Proficiency, Attentional Control and L1 Self-repair Behavior","year":2018,"lang":"en","type":"article","venue":"Journal of Psycholinguistic Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":55,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psycholinguistics; Psychology; Language proficiency; Cognition; Attentional control; Control (management); Cognitive psychology; Self-control; Developmental psychology; Computer science; Artificial intelligence; Neuroscience","score_opus":0.08154389099083796,"score_gpt":0.3874788569532682,"score_spread":0.30593496596243025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803818034","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99899846,0.000053791577,0.000094747564,0.000041193158,0.0000018346007,0.0000067127,0.000025993162,0.0000042553843,0.00077296206],"genre_scores_gemma":[0.9992249,0.000025236111,0.00010674504,0.00002232112,0.0000017256,0.0000075487715,0.000035945923,0.0000061925844,0.0005693848],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993569,0.00020874476,0.000050837963,0.00014335616,0.00013497447,0.000105144594],"domain_scores_gemma":[0.99143434,0.0044423994,0.0021965313,0.00042151564,0.00068182877,0.0008234762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011552975,0.00028939667,0.00022258544,0.00040241235,0.00048850535,0.001491655,0.00037886537,0.0006696756,0.0044241776],"category_scores_gemma":[0.0077973073,0.00018921141,0.0003131435,0.00024447372,0.00060881296,0.00071499974,0.00054560567,0.00072968163,0.0005033142],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058775453,0.000740022,0.98236495,0.000045055913,0.00010250421,0.0003458508,0.003095653,0.00023435157,0.0054751323,0.00017935915,0.00015920085,0.0066703185],"study_design_scores_gemma":[0.000008544003,0.00020805912,0.9958883,0.000017659222,0.00003968243,0.00017335087,0.0015378474,0.00061681966,0.0011311813,0.000116122836,0.00025170282,0.000010813174],"about_ca_topic_score_codex":0.012384665,"about_ca_topic_score_gemma":0.010510899,"teacher_disagreement_score":0.012384665,"about_ca_system_score_codex":0.00043447808,"about_ca_system_score_gemma":0.00093776704,"threshold_uncertainty_score":0.024625123},"labels":[],"label_agreement":null},{"id":"W2804149209","doi":"10.1007/978-3-319-77134-2_5","title":"Student Awareness of Teaching and Learning Approaches in Second Language Study Abroad","year":2018,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Saint Mary's University","funders":"","keywords":"Mathematics education; Study abroad; Psychology; Pedagogy; Computer science","score_opus":0.0636259804471371,"score_gpt":0.30012979822271196,"score_spread":0.23650381777557486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804149209","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8043823,0.00563799,0.0025073462,0.007164128,0.00031744406,0.000043757278,0.000055045944,0.00006843377,0.17982344],"genre_scores_gemma":[0.9585853,0.0022960224,0.0008253427,0.00083065743,0.000054210337,0.000031169115,0.000051801224,0.000027308055,0.037298203],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99851924,0.0005961085,0.000053405907,0.00013578497,0.00045387488,0.00024153045],"domain_scores_gemma":[0.99624604,0.0016043287,0.00037225478,0.00012861812,0.0004687552,0.001180026],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020593924,0.00018969337,0.00023739725,0.00077864307,0.0013291637,0.0058827084,0.0005976261,0.0009787471,0.00585511],"category_scores_gemma":[0.006135219,0.00018155758,0.00024086254,0.00064266403,0.0009803388,0.0032563226,0.0031779367,0.0025870414,0.00070650456],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024307141,0.0013277091,0.06982213,0.0004783684,0.000026768026,0.0006288603,0.43810672,0.00027762435,0.0044982433,0.029284898,0.01755853,0.4377471],"study_design_scores_gemma":[0.00003827207,0.0006231404,0.13353892,0.0019256496,0.00005381438,0.002576579,0.5264484,0.0012679518,0.0036843647,0.0238756,0.3058777,0.00008969034],"about_ca_topic_score_codex":0.0016137372,"about_ca_topic_score_gemma":0.0036761626,"teacher_disagreement_score":0.0058827084,"about_ca_system_score_codex":0.0016339973,"about_ca_system_score_gemma":0.0031103343,"threshold_uncertainty_score":0.019587278},"labels":[],"label_agreement":null},{"id":"W2804199040","doi":"10.5861/ijrse.2018.3006","title":"Iranian EFL teachers’ attitudes towards use of first language in EFL classes","year":2018,"lang":"en","type":"article","venue":"International Journal of Research Studies in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Mathematics education; Linguistics; Pedagogy; Philosophy","score_opus":0.2525559292545138,"score_gpt":0.5121131766199435,"score_spread":0.2595572473654297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804199040","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991437,0.000059146507,0.000019471776,0.000074905794,0.0000024653145,0.0000028731934,0.000005004391,0.00000136754,0.000691115],"genre_scores_gemma":[0.99933785,0.00009498317,0.000038763996,0.000050920306,0.0000021617932,0.0000040464333,0.0000081727885,8.7993214e-7,0.00046224045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99929595,0.00014568995,0.000052885258,0.0000691511,0.0002234572,0.00021287285],"domain_scores_gemma":[0.9966472,0.0007278338,0.0013268972,0.000079707126,0.0007245608,0.0004937229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013649267,0.00020264988,0.00020010845,0.000741177,0.0009457943,0.001068299,0.00024996765,0.00042515123,0.0016089182],"category_scores_gemma":[0.0038891605,0.00016898564,0.00016622951,0.0005035839,0.00085897394,0.0006187753,0.00042089488,0.00052579376,0.00024112011],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012049205,0.00039785722,0.78086156,0.0001042715,0.000012913841,0.0005389945,0.1826852,0.0001042539,0.0029699372,0.00030753115,0.0007019872,0.031195153],"study_design_scores_gemma":[0.000014886864,0.00033086416,0.7527943,0.0000920442,0.000016956317,0.0006185658,0.24108386,0.00017063244,0.0006871551,0.00011623533,0.004048227,0.000026215865],"about_ca_topic_score_codex":0.014272063,"about_ca_topic_score_gemma":0.018725412,"teacher_disagreement_score":0.014272063,"about_ca_system_score_codex":0.0009191231,"about_ca_system_score_gemma":0.0010299718,"threshold_uncertainty_score":0.02837801},"labels":[],"label_agreement":null},{"id":"W2804237070","doi":"10.5430/ijhe.v7n3p79","title":"A Study on Reducing the Sleeping in Class Phenomenon in Japanese Universities through Student Motivation","year":2018,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Vocabulary; Phenomenon; Mathematics education; Psychology; Test (biology); Foreign language; Pedagogy; Medical education; Medicine; Computer science; Linguistics","score_opus":0.05165196274195134,"score_gpt":0.35236880176048374,"score_spread":0.3007168390185324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804237070","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990404,0.000084046944,0.000088115055,0.0001333629,0.00001010604,0.00003653771,0.0000048932766,0.0000018252937,0.0006005445],"genre_scores_gemma":[0.99843615,0.00022177606,0.00027241823,0.00014634604,0.000015802943,0.00007978078,0.000013733608,0.000002082267,0.0008118167],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990086,0.00041666534,0.000070419854,0.00008971593,0.00016207946,0.0002526256],"domain_scores_gemma":[0.9977715,0.00057572505,0.0004296781,0.00007233351,0.00033196775,0.00081888866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018711184,0.00026399636,0.0003684953,0.00058645196,0.002187935,0.001310564,0.0005561726,0.0007814037,0.0013833625],"category_scores_gemma":[0.0037937022,0.0001906115,0.00055099773,0.0004695439,0.0005477904,0.00073883927,0.001052546,0.0008093285,0.00014515981],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005493336,0.012130338,0.535606,0.0014563543,0.00015914007,0.0014038886,0.29640898,0.00013035403,0.012663397,0.0009545372,0.0017195882,0.1368181],"study_design_scores_gemma":[0.00009620902,0.0042956593,0.8033171,0.00020330463,0.00019334504,0.0002562393,0.18053669,0.00030307253,0.0014087759,0.00016342763,0.0091638155,0.0000622586],"about_ca_topic_score_codex":0.0038279842,"about_ca_topic_score_gemma":0.0068076416,"teacher_disagreement_score":0.0038279842,"about_ca_system_score_codex":0.0010228072,"about_ca_system_score_gemma":0.0022607592,"threshold_uncertainty_score":0.009895563},"labels":[],"label_agreement":null},{"id":"W2805123498","doi":"10.5539/ijel.v8n5p166","title":"Efficacy of Written Corrective Feedback as a Tool to Reduce Learners’ Errors on L2 Writing","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Control (management); Computer science; Statistical analysis; Mathematics education; Psychology; Order (exchange); Statistics; Mathematics; Artificial intelligence","score_opus":0.0314257642676029,"score_gpt":0.313316500851019,"score_spread":0.28189073658341607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2805123498","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9953407,0.00035026396,0.0015918259,0.00012409466,0.00004139253,0.00016400267,0.000027053411,0.00011536179,0.002245239],"genre_scores_gemma":[0.98848957,0.00040928862,0.008841911,0.000075226206,0.000046809837,0.00021536056,0.00005728362,0.000023931254,0.0018407067],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997147,0.0013662403,0.00019334123,0.00033349486,0.000827625,0.00013223472],"domain_scores_gemma":[0.98785365,0.008596034,0.0013728458,0.0006297079,0.0008399325,0.00070791086],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032320605,0.00060844695,0.000555526,0.0007698037,0.00028951067,0.000655034,0.0006057994,0.000548731,0.0020071876],"category_scores_gemma":[0.017574478,0.00015496626,0.00026149704,0.00022959731,0.00041610084,0.00057788874,0.0005904445,0.0005429312,0.00027876886],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0044682724,0.017654369,0.033762608,0.0021234788,0.00016003128,0.00036730702,0.009554712,0.00089690223,0.06360476,0.00027669105,0.0014777931,0.8656531],"study_design_scores_gemma":[0.002076652,0.12688662,0.72539127,0.0014821375,0.0009605528,0.0013878543,0.010484805,0.008167351,0.10923127,0.0013631724,0.012347077,0.00022122641],"about_ca_topic_score_codex":0.00038928937,"about_ca_topic_score_gemma":0.0006069061,"teacher_disagreement_score":0.0032320605,"about_ca_system_score_codex":0.00019287762,"about_ca_system_score_gemma":0.00056166743,"threshold_uncertainty_score":0.017093003},"labels":[],"label_agreement":null},{"id":"W2805152799","doi":"10.3968/10299","title":"A Study of Reading Strategy Use of Chinese College Students","year":2018,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Mathematics education; Psychology; Computer science; Language proficiency; Linguistics","score_opus":0.10095021401861327,"score_gpt":0.397390789829797,"score_spread":0.2964405758111837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2805152799","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99972874,0.000014453641,0.000009540563,0.0000066165703,5.9225226e-7,0.000005982255,0.000015134536,6.7613604e-7,0.00021826502],"genre_scores_gemma":[0.99931955,0.000043656655,0.000050262828,0.000017960057,0.0000018247731,0.000013321969,0.00005887764,9.1748007e-7,0.0004936793],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996991,0.00004095735,0.000037892616,0.000052929907,0.0000728191,0.00009633569],"domain_scores_gemma":[0.9982774,0.0003593169,0.00042728172,0.00008156564,0.00029062122,0.0005638855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043830668,0.0004581967,0.0003444328,0.002120057,0.0011525166,0.0009995988,0.00031161273,0.00038526594,0.0016483042],"category_scores_gemma":[0.001710747,0.00025549924,0.0002673561,0.0017690901,0.000513738,0.0004751887,0.0004688645,0.00046716683,0.00030111117],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007705645,0.00070269377,0.95534015,0.000039047292,0.000028090237,0.00034415355,0.025653146,0.000016261398,0.0041275294,0.00006368277,0.00011815857,0.013489951],"study_design_scores_gemma":[0.0000046080586,0.00028956178,0.9894839,0.0000044660487,0.0000101820915,0.00015438112,0.009372926,0.00006395743,0.00031172522,0.000019417866,0.00027699224,0.0000079820065],"about_ca_topic_score_codex":0.020413715,"about_ca_topic_score_gemma":0.041897953,"teacher_disagreement_score":0.020413715,"about_ca_system_score_codex":0.00076988735,"about_ca_system_score_gemma":0.0012629626,"threshold_uncertainty_score":0.04058981},"labels":[],"label_agreement":null},{"id":"W2805600709","doi":"10.5539/ijel.v8n5p151","title":"Suggestion and Refusal Strategies in English by Kurdish Undergraduate Students","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Competence (human resources); Task (project management); Mathematics education; Linguistics; Social psychology","score_opus":0.016247160413450094,"score_gpt":0.30184850004969876,"score_spread":0.2856013396362487,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2805600709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99977845,0.00003655309,0.000015002188,0.00001658848,0.000001103554,0.0000020473424,0.0000027944573,9.579453e-7,0.00014659157],"genre_scores_gemma":[0.9994529,0.00007255227,0.00007058217,0.000028360228,0.000002185407,0.000004953898,0.00000961393,0.0000014295719,0.0003574397],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990042,0.00034086406,0.000098659715,0.0000901331,0.00029331938,0.00017296059],"domain_scores_gemma":[0.99737287,0.0007958109,0.00090449187,0.00009408973,0.00037659015,0.00045626308],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001162962,0.00046620212,0.00047324196,0.000938449,0.0008978602,0.0015910752,0.0003659073,0.00047682325,0.0011169992],"category_scores_gemma":[0.0054063927,0.00029411667,0.0001604788,0.000384632,0.0010156987,0.0006199669,0.0009984819,0.00057054026,0.00030533088],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002935803,0.0004953764,0.4899777,0.00017780022,0.000033299177,0.002208261,0.4417624,0.000058588415,0.026383774,0.00029612807,0.00031673507,0.03799636],"study_design_scores_gemma":[0.000032091986,0.0007431687,0.5742307,0.0000678074,0.000034114564,0.0034265108,0.4139023,0.00038846326,0.002774319,0.0002424271,0.0040868535,0.00007114794],"about_ca_topic_score_codex":0.002287369,"about_ca_topic_score_gemma":0.0046479483,"teacher_disagreement_score":0.002287369,"about_ca_system_score_codex":0.0004386086,"about_ca_system_score_gemma":0.0006088113,"threshold_uncertainty_score":0.0061504245},"labels":[],"label_agreement":null},{"id":"W2805808733","doi":"10.5539/ijel.v8n5p142","title":"Exploring the Factors of Foreign Language Anxiety Among Chinese Undergraduate English Majors and Non-English Majors","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Foreign language; First language; Foreign language anxiety; English language; Mathematics education; English as a foreign language; Linguistics","score_opus":0.027825247311522104,"score_gpt":0.2604817639884697,"score_spread":0.23265651667694756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2805808733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999741,0.00003606822,0.0000068788377,0.000026675178,0.0000017591519,0.000003143882,0.000006596785,3.700918e-7,0.00017750844],"genre_scores_gemma":[0.9997241,0.000051235525,0.000012050228,0.000018337189,0.0000032741098,0.0000038211547,0.000021020222,2.9368064e-7,0.00016601736],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99967396,0.000043996995,0.00003208658,0.00003202825,0.000100938,0.00011699649],"domain_scores_gemma":[0.998985,0.00016025906,0.000279585,0.000026462587,0.00011994679,0.00042873644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037359184,0.00022626152,0.00024503516,0.0007589137,0.00066679984,0.0009524781,0.00016284801,0.00025697163,0.0015076589],"category_scores_gemma":[0.001416746,0.00014570855,0.00034718425,0.00041599316,0.00044035472,0.0002915012,0.00050262,0.00039599588,0.00011172849],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056440178,0.00015479594,0.985408,0.000030458696,0.000025011763,0.000280415,0.008271633,0.000010976408,0.00091850635,0.00004986204,0.000113717586,0.004680221],"study_design_scores_gemma":[0.0000023305681,0.00009794179,0.98889846,0.000007882165,0.000008783905,0.00013351878,0.010618931,0.000033416192,0.000054582364,0.000014117753,0.00012594639,0.000004131592],"about_ca_topic_score_codex":0.0120800305,"about_ca_topic_score_gemma":0.019108152,"teacher_disagreement_score":0.0120800305,"about_ca_system_score_codex":0.00056363695,"about_ca_system_score_gemma":0.0007731801,"threshold_uncertainty_score":0.02401948},"labels":[],"label_agreement":null},{"id":"W2806231512","doi":"10.1177/1362168818773525","title":"Exploring the benefits of collaborative prewriting in a Thai EFL context","year":2018,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Canada Research Chairs","keywords":"Prewriting; Collaborative writing; Psychology; Task (project management); Mathematics education; Rubric; Context (archaeology); Teaching method; Linguistics; Cooperative learning","score_opus":0.23457883047620556,"score_gpt":0.38585068473609846,"score_spread":0.1512718542598929,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2806231512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950394,0.0001310939,0.0007981861,0.00017546015,0.0000067432875,0.000045117537,0.000011939348,0.000016461834,0.003775432],"genre_scores_gemma":[0.9976672,0.00011394139,0.0015893647,0.000038049286,0.000008140401,0.000037383194,0.000010914286,0.00000736269,0.00052767905],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9900641,0.007165781,0.000349696,0.00062421797,0.0011428461,0.00065336557],"domain_scores_gemma":[0.95415205,0.03322911,0.0057233092,0.0014591216,0.0025561901,0.0028801698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062569026,0.0004891565,0.00046326063,0.001104179,0.0030015106,0.004518668,0.0009277853,0.00074147095,0.0024435867],"category_scores_gemma":[0.040143453,0.00034753312,0.0002374138,0.00082947145,0.0022290926,0.0023689487,0.0041525387,0.0011603201,0.00032424476],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008092353,0.0014721741,0.09819977,0.0012824633,0.000060896327,0.0030820656,0.67122823,0.000845913,0.017055977,0.0012877628,0.00077120704,0.20390435],"study_design_scores_gemma":[0.00018064414,0.0047307103,0.3152808,0.0005972615,0.00012191143,0.002664091,0.6410891,0.0030113359,0.0120274145,0.0040002526,0.016132133,0.00016435902],"about_ca_topic_score_codex":0.002176579,"about_ca_topic_score_gemma":0.0042674625,"teacher_disagreement_score":0.0062569026,"about_ca_system_score_codex":0.0012536902,"about_ca_system_score_gemma":0.001678181,"threshold_uncertainty_score":0.033090115},"labels":[],"label_agreement":null},{"id":"W2806911187","doi":"10.1111/flan.12340","title":"“I wouldn't want to impose!” Intercultural mediation in French immersion","year":2018,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Crandall University","funders":"","keywords":"Intercultural competence; Pedagogy; Multiculturalism; French immersion; Curriculum; Sociology; Cultural competence; Foreign language; Multicultural education; Language education; Dialectic; Psychology","score_opus":0.036176725609715854,"score_gpt":0.3040627107978572,"score_spread":0.26788598518814133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2806911187","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7999439,0.0018638269,0.0062352405,0.0146109,0.00024829633,0.000043151875,0.00002942029,0.00009977835,0.17692544],"genre_scores_gemma":[0.9923515,0.0003160207,0.0003023144,0.00058578135,0.00001479717,0.000010543129,0.000007858583,0.000017509708,0.0063937404],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9932521,0.004464471,0.000068974514,0.00025681232,0.00059879565,0.0013587652],"domain_scores_gemma":[0.99733007,0.0012152184,0.00029204832,0.00012903528,0.0003884586,0.00064522563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032400892,0.0005215781,0.00027149686,0.0006926588,0.0151577685,0.007615234,0.00091798144,0.0018494222,0.0036758638],"category_scores_gemma":[0.0048103663,0.0002090983,0.00051099557,0.00042155723,0.022462146,0.003588982,0.0067491666,0.0032678063,0.00036971172],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024064018,0.000032146352,0.004767762,0.000038819635,0.000009165266,0.00079506444,0.9573756,0.0000669916,0.0010199304,0.026528403,0.0017137522,0.007628318],"study_design_scores_gemma":[0.000007496777,0.000044950986,0.004245626,0.000106109015,0.000010884863,0.000580049,0.9113352,0.00011648773,0.00048712306,0.003371184,0.079653345,0.000041469833],"about_ca_topic_score_codex":0.16362232,"about_ca_topic_score_gemma":0.18302551,"teacher_disagreement_score":0.16362232,"about_ca_system_score_codex":0.009732823,"about_ca_system_score_gemma":0.007229471,"threshold_uncertainty_score":0.32533985},"labels":[],"label_agreement":null},{"id":"W2807435825","doi":"10.5539/elt.v11n7p48","title":"Analysis the Educational Factor of Graduate Students from a Bachelor’s Degree in English as a Foreign Language","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Employability; Bachelor; Curriculum; Mathematics education; Foreign language; Psychology; Population; Scope (computer science); Pedagogy; Process (computing); Perception; English language; Bachelor degree; Medical education; Sociology; Political science; Computer science","score_opus":0.0413303372094451,"score_gpt":0.31051508787546156,"score_spread":0.26918475066601644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807435825","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998577,0.00005694284,0.00004504352,0.00012004906,0.000013259465,0.000009685154,0.000041644067,0.00000179893,0.0011346565],"genre_scores_gemma":[0.99867946,0.00005573307,0.000054998203,0.000043732165,0.000013404656,0.000014524455,0.000082682,0.0000012573652,0.0010541815],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992912,0.00012708576,0.000052199634,0.0000631659,0.00021990556,0.00024647499],"domain_scores_gemma":[0.99588996,0.00079150253,0.0006911006,0.0001664614,0.0007615687,0.0016994776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001007285,0.00023439537,0.00022937523,0.0009552531,0.00072446803,0.0008934026,0.000311709,0.0004026988,0.0059844134],"category_scores_gemma":[0.0048435912,0.00009896937,0.0006015088,0.00062485784,0.00047294187,0.00042123362,0.0009462107,0.0008656832,0.0009492049],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008061208,0.0004260834,0.9822741,0.000030131752,0.00002620715,0.00014405715,0.0034698858,0.000032732736,0.00061691913,0.00012993111,0.0005565524,0.012212781],"study_design_scores_gemma":[0.000004129243,0.00018392803,0.9918108,0.000016630931,0.0000080426225,0.00006404026,0.0069028432,0.000035349294,0.0001003854,0.000025769132,0.0008454149,0.0000026897926],"about_ca_topic_score_codex":0.004751144,"about_ca_topic_score_gemma":0.008223177,"teacher_disagreement_score":0.0059844134,"about_ca_system_score_codex":0.00052864465,"about_ca_system_score_gemma":0.0014234736,"threshold_uncertainty_score":0.020019889},"labels":[],"label_agreement":null},{"id":"W2807606447","doi":"10.5539/elt.v11n7p61","title":"A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities; Beijing Foreign Studies University","keywords":"Psychology; Foreign language; Language learning strategies; Anxiety; Style (visual arts); Foreign language anxiety; Language proficiency; Language acquisition; Self-efficacy; Cognitive psychology; Mathematics education; Social psychology; Metacognition; Cognition","score_opus":0.01678294216575488,"score_gpt":0.28249331338888434,"score_spread":0.26571037122312946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807606447","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997974,0.00002709714,0.000049968865,0.0000161088,0.000001645423,0.000007697978,0.000031701828,0.0000011301044,0.0000671704],"genre_scores_gemma":[0.99940944,0.000030112515,0.000107907326,0.000016322316,0.0000021790854,0.00002780547,0.00012263482,7.471742e-7,0.00028291316],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996327,0.000091532886,0.000023996625,0.00005415113,0.00008795818,0.00010972179],"domain_scores_gemma":[0.99656564,0.0005572657,0.0007725761,0.00027579183,0.00080738857,0.0010214449],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018587542,0.00028629508,0.00036639356,0.00077062246,0.0013166682,0.000604978,0.00027680717,0.00044682683,0.0008290369],"category_scores_gemma":[0.0041920063,0.00023280621,0.000461464,0.0005697433,0.0003463551,0.000503278,0.0005044807,0.00097517204,0.0001886605],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012973255,0.0005915961,0.98947155,0.000008477981,0.000036829133,0.00009049677,0.003581115,0.00003616408,0.000716098,0.00003555984,0.000089390516,0.0052130045],"study_design_scores_gemma":[0.0000060992134,0.0006337913,0.99599624,0.0000056697963,0.000022324512,0.000068390305,0.0025807712,0.00021896005,0.00023011201,0.00002751485,0.00019881061,0.000011467118],"about_ca_topic_score_codex":0.020877391,"about_ca_topic_score_gemma":0.028089864,"teacher_disagreement_score":0.020877391,"about_ca_system_score_codex":0.0007327893,"about_ca_system_score_gemma":0.0012818902,"threshold_uncertainty_score":0.041511714},"labels":[],"label_agreement":null},{"id":"W2807620812","doi":"10.5539/ijel.v8n5p192","title":"Students’ Self and Group-Driven Motivation on Target-Oriented Activity in Grammar Learning","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Task (project management); Intrinsic motivation; Motivation to learn; Goal theory; Grammar; Social psychology; Scale (ratio); Disposition; Group (periodic table); Cognitive psychology; Mathematics education; Linguistics; Management","score_opus":0.019412132199693493,"score_gpt":0.27977834590384676,"score_spread":0.26036621370415325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807620812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998946,0.00001334739,0.00013898782,0.000016251017,0.0000013281585,0.000007463575,0.000003394089,0.0000015273429,0.0008717436],"genre_scores_gemma":[0.9993973,0.000012894112,0.00013828331,0.000004574227,8.412613e-7,0.000008034605,0.0000067220562,0.0000011854096,0.00043022496],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989242,0.00043058576,0.000051594627,0.000109802655,0.00032592798,0.00015788664],"domain_scores_gemma":[0.9970709,0.001159376,0.0005356406,0.00012545477,0.00040425023,0.0007043589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016869996,0.00015899254,0.00017778954,0.00064153655,0.0003946249,0.0011710146,0.00018687164,0.00029706524,0.0012988768],"category_scores_gemma":[0.0048924135,0.00009917107,0.00030953152,0.00025262233,0.00050301594,0.00044769593,0.000863375,0.00047432634,0.00017206008],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003174431,0.00262872,0.88460195,0.0001124208,0.000103217244,0.00019753208,0.031093154,0.0005842625,0.009211185,0.0028129537,0.0003069752,0.06803018],"study_design_scores_gemma":[0.000012482964,0.00054423785,0.98687625,0.000020862906,0.000028919432,0.000081431754,0.007363892,0.0010696604,0.0017345513,0.0009629993,0.0012837945,0.000020959968],"about_ca_topic_score_codex":0.00048555693,"about_ca_topic_score_gemma":0.0009795901,"teacher_disagreement_score":0.0016869996,"about_ca_system_score_codex":0.0004787929,"about_ca_system_score_gemma":0.00054383394,"threshold_uncertainty_score":0.008921862},"labels":[],"label_agreement":null},{"id":"W2807647216","doi":"","title":"Experiências De Desenvolvimento Profissional Internacional De Professoras Mexicanas De Inglês No Canadá","year":2017,"lang":"pt","type":"article","venue":"Gláuks - Revista de Letras e Artes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Humanities; Art","score_opus":0.04457123703517156,"score_gpt":0.31723719943342815,"score_spread":0.2726659623982566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807647216","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9320409,0.0011731571,0.00067255826,0.019163271,0.00021075533,0.0001363243,0.00022808393,0.00005100951,0.046323907],"genre_scores_gemma":[0.95194143,0.0013637451,0.00050238014,0.0016628129,0.000035357694,0.00007679769,0.00008747475,0.000024282546,0.04430564],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950749,0.0015074416,0.00007179781,0.00031544158,0.0008256287,0.0022048345],"domain_scores_gemma":[0.9906777,0.0006628865,0.00035161243,0.00014613838,0.0018955998,0.006266161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033147314,0.0003309538,0.0004597536,0.0007509091,0.019772697,0.0049272566,0.0014680919,0.0013316484,0.008367957],"category_scores_gemma":[0.0054324465,0.0003153813,0.00030338153,0.0015507835,0.005171969,0.0013057049,0.0052991924,0.0029464806,0.0007327641],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003538132,0.0004174671,0.034723762,0.00025194464,0.000025318957,0.0011899372,0.87097585,0.00038057275,0.0032710996,0.009583617,0.03618928,0.042637397],"study_design_scores_gemma":[0.000022273216,0.00016714045,0.033673808,0.00013466408,0.000014460738,0.00017476006,0.77353805,0.00016400225,0.0004961856,0.00034483997,0.19121468,0.000055096574],"about_ca_topic_score_codex":0.83052105,"about_ca_topic_score_gemma":0.9522823,"teacher_disagreement_score":0.16947895,"about_ca_system_score_codex":0.04412138,"about_ca_system_score_gemma":0.09481792,"threshold_uncertainty_score":0.34095407},"labels":[],"label_agreement":null},{"id":"W2807825088","doi":"10.21810/sfuer.v10i2.316","title":"A Program Aimed Towards the Struggling Science Teachers of English Language Learners: A Proposition","year":2018,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Multitude; Christian ministry; Set (abstract data type); Pedagogy; Proposition; Mathematics education; Perspective (graphical); Face (sociological concept); English language; Sociology; Psychology; Computer science; Political science","score_opus":0.044762610070178364,"score_gpt":0.35465257384805016,"score_spread":0.3098899637778718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807825088","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65221894,0.054513622,0.02210335,0.06892083,0.0027602518,0.019819576,0.00038917694,0.00049355626,0.17878075],"genre_scores_gemma":[0.8058792,0.03064326,0.069370076,0.012115337,0.00033524714,0.014814837,0.00043236933,0.000034016975,0.06637566],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99903166,0.00049125165,0.000041159812,0.00008353734,0.00020077711,0.0001515363],"domain_scores_gemma":[0.9985852,0.0003984209,0.000102273676,0.000070389004,0.00037468533,0.00046904996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024432833,0.0002216498,0.00019854582,0.0010123425,0.0019735207,0.0014374104,0.0010072466,0.0010758323,0.0024772142],"category_scores_gemma":[0.002587364,0.00012648193,0.00022689295,0.0005445643,0.0009528511,0.0006877384,0.0019702034,0.0011616483,0.00025006273],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032260866,0.0033542428,0.0039985087,0.0061702584,0.000025370853,0.0005503098,0.010291201,0.00048445025,0.0040917983,0.013737032,0.01512322,0.94185096],"study_design_scores_gemma":[0.0021471293,0.008888305,0.12051004,0.010506887,0.00057182595,0.0012284551,0.03536018,0.002183186,0.009852471,0.006321197,0.8023494,0.000080870384],"about_ca_topic_score_codex":0.050027907,"about_ca_topic_score_gemma":0.110210724,"teacher_disagreement_score":0.050027907,"about_ca_system_score_codex":0.003545095,"about_ca_system_score_gemma":0.02314775,"threshold_uncertainty_score":0.09947342},"labels":[],"label_agreement":null},{"id":"W2807926375","doi":"10.5539/elt.v11n7p116","title":"The Relationship Between EFL Learners’ Satisfaction Within the Classroom Environment and Their Speaking Skills","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Facilitator; Psychology; Mathematics education; Pedagogy; Social psychology","score_opus":0.02198811482360257,"score_gpt":0.24639813262822324,"score_spread":0.22441001780462067,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807926375","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99882954,0.000050005878,0.00006880688,0.00002019526,0.0000024368558,0.0000031919371,0.000027715625,0.0000020860336,0.0009960779],"genre_scores_gemma":[0.9992273,0.00004480615,0.0000645696,0.000012968225,0.000003429225,0.00000420244,0.000060589082,0.0000013705517,0.00058071903],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993736,0.00012898598,0.000088546665,0.000059406273,0.00021145762,0.00013808186],"domain_scores_gemma":[0.9962793,0.0010281858,0.0012095796,0.000096585616,0.00067921577,0.0007070204],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007290398,0.00017875948,0.00033395848,0.0005416023,0.00041481943,0.0009879958,0.0002197314,0.0002965084,0.003186681],"category_scores_gemma":[0.0025684994,0.00010058549,0.0002616669,0.00049959717,0.00035373625,0.0003536968,0.0005000658,0.0005543087,0.00038321945],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000094800846,0.0004169378,0.98037004,0.000042935062,0.000037070025,0.00019483543,0.0027583623,0.000059183523,0.0014621308,0.00006608321,0.00013533246,0.01436234],"study_design_scores_gemma":[0.0000022178522,0.00018238893,0.9940367,0.0000064619776,0.000010809861,0.0001574285,0.0047208965,0.00011314305,0.00032099703,0.00002424935,0.00041884257,0.0000058350097],"about_ca_topic_score_codex":0.0015363115,"about_ca_topic_score_gemma":0.002072685,"teacher_disagreement_score":0.003186681,"about_ca_system_score_codex":0.00025486472,"about_ca_system_score_gemma":0.000225925,"threshold_uncertainty_score":0.0106604695},"labels":[],"label_agreement":null},{"id":"W2808054567","doi":"10.1002/tesj.386","title":"Selecting and adapting tasks for mixed‐level English as a second language classes","year":2018,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Task (project management); Language education; Computer science; Selection (genetic algorithm); Mathematics education; Process (computing); Teaching method; Task analysis; Language assessment; Face (sociological concept); Language proficiency; Psychology; Linguistics; Artificial intelligence; Programming language","score_opus":0.049777157901112076,"score_gpt":0.28639790772883283,"score_spread":0.23662074982772074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2808054567","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6595452,0.00020995669,0.31538388,0.00061550277,0.00014588978,0.0034674439,0.00028910788,0.002717447,0.017625548],"genre_scores_gemma":[0.44492614,0.00021745123,0.5451049,0.00014183955,0.000017835015,0.002228939,0.00047511118,0.00045444252,0.0064332807],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973572,0.0013201202,0.00025900183,0.00030312565,0.0004450872,0.00031547024],"domain_scores_gemma":[0.99186265,0.0042097727,0.0005305203,0.00094548595,0.001246752,0.001204871],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00491327,0.0009483795,0.0004869421,0.0014517247,0.0013115567,0.003288222,0.0026525687,0.0009089906,0.003405225],"category_scores_gemma":[0.017048186,0.00047853464,0.0006870093,0.0005182239,0.0006139793,0.002198441,0.0029508052,0.0010231015,0.0023692474],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009471228,0.004604418,0.0290317,0.001631177,0.000044627675,0.001210518,0.066070795,0.008961558,0.06851309,0.009386466,0.011761539,0.79783714],"study_design_scores_gemma":[0.0010632232,0.0063368217,0.1231018,0.0023076877,0.00034062326,0.0028897324,0.109502554,0.076002136,0.13750769,0.03508734,0.5045569,0.0013034015],"about_ca_topic_score_codex":0.00096927764,"about_ca_topic_score_gemma":0.0025293867,"teacher_disagreement_score":0.00491327,"about_ca_system_score_codex":0.0010066072,"about_ca_system_score_gemma":0.002039869,"threshold_uncertainty_score":0.025984168},"labels":[],"label_agreement":null},{"id":"W2808315942","doi":"10.1002/9781118784235.eelt0813","title":"Strengths of<scp>NESTs</scp>and<scp>NNESTs</scp>","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Stress (linguistics); Linguistics; Subject (documents); First language; English language; Psychology; Second language; English as a second language; Mathematics education; Pedagogy; Computer science; World Wide Web","score_opus":0.008302478447225948,"score_gpt":0.23548705713222404,"score_spread":0.22718457868499808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2808315942","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16115724,0.004012965,0.004407582,0.023179848,0.0009083276,0.00020828689,0.0017398514,0.0005024937,0.8038835],"genre_scores_gemma":[0.7159285,0.006941839,0.021266876,0.0060546724,0.0005062529,0.00070015097,0.003014644,0.00075627235,0.24483071],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99467707,0.001458518,0.00038345595,0.00028361526,0.002825016,0.00037233336],"domain_scores_gemma":[0.9646834,0.010876529,0.001670054,0.0029947232,0.013041053,0.0067342855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009190555,0.00029449575,0.00043921047,0.0018113038,0.0025573836,0.0060485136,0.0008011227,0.00071033556,0.017492158],"category_scores_gemma":[0.0277715,0.0003323811,0.0002203524,0.0020615277,0.0026021034,0.0054323096,0.0059789694,0.00140494,0.00764404],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016107051,0.00027609593,0.050639354,0.000910246,0.00004122974,0.001043432,0.042265173,0.00013664039,0.0024083238,0.02571139,0.1767635,0.69964355],"study_design_scores_gemma":[0.000013303775,0.000101300415,0.06662512,0.0012819911,0.000027703712,0.0030670129,0.044544566,0.00013532063,0.0016747726,0.0086459955,0.8738175,0.000065437656],"about_ca_topic_score_codex":0.0063060285,"about_ca_topic_score_gemma":0.027593616,"teacher_disagreement_score":0.017492158,"about_ca_system_score_codex":0.0010960203,"about_ca_system_score_gemma":0.005510818,"threshold_uncertainty_score":0.05851704},"labels":[],"label_agreement":null},{"id":"W2808616578","doi":"10.5539/elt.v11n7p76","title":"The Learning Experience of International Students in Canada: Progressive Educational Theory and Passive Learning Styles","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Psychology; Style (visual arts); Learning styles; Qualitative research; Pedagogy; Mathematics education; Sociology; Social science","score_opus":0.00705304481342573,"score_gpt":0.27684464206508885,"score_spread":0.26979159725166313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2808616578","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.990829,0.00016717504,0.0003425903,0.0008106703,0.000027224414,0.000025258434,0.000045065834,0.000008930914,0.007744133],"genre_scores_gemma":[0.99422437,0.00026064616,0.0001983313,0.00025050467,0.0000064447386,0.000009589226,0.00003251755,0.00001232706,0.005005246],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981306,0.00047994498,0.00004958513,0.0001488084,0.00045888082,0.0007321016],"domain_scores_gemma":[0.99637514,0.0009254496,0.00026055315,0.000097819975,0.00082034373,0.0015205725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019548787,0.0004870338,0.0004076722,0.00096146384,0.012266174,0.0058610965,0.0011845699,0.00086895784,0.0024906062],"category_scores_gemma":[0.0044001904,0.00025982055,0.00025766104,0.0014620806,0.007885842,0.0015016763,0.0037598475,0.0027171734,0.00023920606],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036004858,0.000042381023,0.010540647,0.00004154331,0.0000029580951,0.00064691517,0.97954386,0.000037105925,0.0010628355,0.0010580076,0.00053447357,0.006453254],"study_design_scores_gemma":[0.0000017873045,0.000029732528,0.0051650004,0.000042399366,0.0000041897024,0.00017049344,0.9866512,0.00005617346,0.00037907402,0.000066614055,0.007416475,0.000016826554],"about_ca_topic_score_codex":0.77563643,"about_ca_topic_score_gemma":0.84973717,"teacher_disagreement_score":0.22436357,"about_ca_system_score_codex":0.01877199,"about_ca_system_score_gemma":0.031881474,"threshold_uncertainty_score":0.45136976},"labels":[],"label_agreement":null},{"id":"W2809150147","doi":"10.5539/elt.v11n7p125","title":"Language Attitude of Sellers in Traditional Market Toward Karonese Language","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Indonesian; Psychology; nobody; Documentation; Identity (music); Social psychology; Linguistics; Computer science","score_opus":0.02606834823166457,"score_gpt":0.2586541163410436,"score_spread":0.23258576810937906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2809150147","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99632806,0.000051566163,0.000037067406,0.00008629615,0.0000066511516,0.000003802872,0.0000137254865,0.0000012289496,0.0034715252],"genre_scores_gemma":[0.9963505,0.000103931205,0.000050224353,0.00009769627,0.0000101991145,0.0000028345048,0.000018276216,0.0000023235445,0.0033639031],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9997764,0.000059299327,0.000016900563,0.000024373234,0.0000842557,0.000038669474],"domain_scores_gemma":[0.9986625,0.00036625145,0.0005237954,0.000037423633,0.0002079151,0.00020219374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005075925,0.000113338305,0.00014735827,0.000311556,0.000625268,0.001245845,0.0000973253,0.00022066821,0.0059136865],"category_scores_gemma":[0.0019359364,0.000096282565,0.00009430349,0.00025532927,0.00043432385,0.00066024734,0.00029354435,0.00033792402,0.00065737165],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031207633,0.00048508035,0.9079335,0.00013989446,0.000032117692,0.0033419896,0.056279436,0.00010097421,0.0072486163,0.00090515683,0.0015111498,0.021709949],"study_design_scores_gemma":[0.000017854183,0.00053943327,0.8566177,0.000072723065,0.000031553976,0.0019458722,0.13046104,0.0004910879,0.0013075804,0.0002693253,0.008209091,0.00003670025],"about_ca_topic_score_codex":0.0015064606,"about_ca_topic_score_gemma":0.0022026561,"teacher_disagreement_score":0.0059136865,"about_ca_system_score_codex":0.00018034189,"about_ca_system_score_gemma":0.00016467323,"threshold_uncertainty_score":0.019783199},"labels":[],"label_agreement":null},{"id":"W2809366168","doi":"10.1002/9781118784235.eelt0922","title":"Second Language Teacher Education and Future Directions","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Teacher education; Perspective (graphical); Narrative; Mathematics education; Pedagogy; Identity (music); Language teacher; Second language; Psychology; Language education; Sociology; Computer science; Linguistics","score_opus":0.005904309553793364,"score_gpt":0.2375593221452821,"score_spread":0.23165501259148874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2809366168","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003677667,0.19972697,0.002578048,0.57290566,0.009608157,0.00010366235,0.00047393958,0.00033800188,0.21058796],"genre_scores_gemma":[0.086639695,0.54770213,0.01968922,0.07963971,0.0066130343,0.0009942831,0.0022578689,0.00017946627,0.25628462],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968541,0.0010355276,0.00021536912,0.00029297656,0.00083224004,0.000769846],"domain_scores_gemma":[0.99121463,0.0021169928,0.00033601097,0.00022913137,0.002745599,0.0033575345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063136015,0.00044288143,0.000487895,0.0025644226,0.004010815,0.007763643,0.0016642008,0.0059892596,0.065774284],"category_scores_gemma":[0.005887027,0.00025639727,0.0005978286,0.0028451695,0.0022949553,0.010270527,0.004575443,0.004345461,0.009653805],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010386333,0.00047512862,0.002062691,0.0022034184,0.000007831223,0.00043949296,0.0031233153,0.0002826719,0.00026486057,0.15393387,0.29137418,0.54572856],"study_design_scores_gemma":[0.000014598169,0.000071248294,0.0013034855,0.0041184532,0.000008080966,0.00044725562,0.016962795,0.00015909421,0.00013128773,0.025171336,0.951591,0.000021322856],"about_ca_topic_score_codex":0.008066992,"about_ca_topic_score_gemma":0.025878187,"teacher_disagreement_score":0.065774284,"about_ca_system_score_codex":0.0050449045,"about_ca_system_score_gemma":0.01909287,"threshold_uncertainty_score":0.22003692},"labels":[],"label_agreement":null},{"id":"W2809639468","doi":"10.5539/ijel.v8n5p205","title":"English for Doctors: An ESP Approach to Needs Analysis and Course Design For Medical Students","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Medical education; Needs analysis; English for specific purposes; English language; Psychology; Communicative language teaching; Medical profession; Survey research; Course (navigation); Mathematics education; Medicine; Language education; Engineering; Applied psychology","score_opus":0.04240828901748619,"score_gpt":0.3478829130526282,"score_spread":0.30547462403514203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2809639468","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73886573,0.00019446215,0.18682282,0.0046611624,0.00013329026,0.027745623,0.0012248311,0.00045478053,0.039897263],"genre_scores_gemma":[0.51153266,0.00026017486,0.45360163,0.00046950404,0.000027630924,0.022882208,0.0006943272,0.000084923166,0.010446963],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9895717,0.00809081,0.0005068754,0.00051273924,0.00077050086,0.0005473114],"domain_scores_gemma":[0.9852622,0.009387505,0.0007711489,0.00063018384,0.0031451432,0.0008038338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021590903,0.0005741382,0.0006220236,0.004043547,0.002534963,0.004131376,0.0020720412,0.0010984668,0.0095382575],"category_scores_gemma":[0.0242502,0.0006828178,0.0010005011,0.002551893,0.0015576272,0.0032898118,0.004145338,0.0017477967,0.0011634938],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010087107,0.005582852,0.038404893,0.0024695569,0.00008280989,0.0011675295,0.37841713,0.0026435521,0.009522543,0.047755223,0.009894396,0.5030508],"study_design_scores_gemma":[0.0005196342,0.0036188806,0.04821837,0.001176354,0.00019570407,0.0005897182,0.7898117,0.025219543,0.009220193,0.044409227,0.07685759,0.00016306853],"about_ca_topic_score_codex":0.0025397022,"about_ca_topic_score_gemma":0.004269552,"teacher_disagreement_score":0.021590903,"about_ca_system_score_codex":0.0058545046,"about_ca_system_score_gemma":0.0077059884,"threshold_uncertainty_score":0.114184976},"labels":[],"label_agreement":null},{"id":"W2810633361","doi":"10.5539/jedp.v8n2p82","title":"Identity or Prestige: The Chameleon Effect on EFL Pronunciation","year":2018,"lang":"en","type":"article","venue":"Journal of Educational and Developmental Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Prestige; Pronunciation; Psychology; Identity (music); Linguistics; Significant difference; Social psychology; Mathematics; Statistics; Acoustics","score_opus":0.049898608505849755,"score_gpt":0.3576700211537903,"score_spread":0.30777141264794056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2810633361","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9805315,0.00008067708,0.0002960067,0.00015163465,0.0000117492355,0.000008650703,0.000011964059,0.000006277737,0.018901423],"genre_scores_gemma":[0.99901485,0.000023607896,0.00008212922,0.000017867176,0.000004680343,0.000003193912,0.000005086781,0.000003205098,0.00084542925],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99857056,0.00044076517,0.00006778958,0.00026271565,0.0004912001,0.00016708176],"domain_scores_gemma":[0.99270636,0.004740064,0.0011419165,0.00039326146,0.0004090988,0.0006093312],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001612331,0.00024661323,0.00026811322,0.0007632774,0.0014737984,0.0017556278,0.0002305874,0.00039282796,0.011280147],"category_scores_gemma":[0.0072824624,0.00015486848,0.00015690814,0.0004904166,0.0028802278,0.0010204192,0.0019016592,0.0005596216,0.00050654827],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023072169,0.0005665452,0.5545325,0.00035241048,0.000105801715,0.003600191,0.27192456,0.00018415967,0.06240679,0.017086342,0.0009626225,0.08597088],"study_design_scores_gemma":[0.000025196741,0.0003118335,0.9376488,0.000048696784,0.00003196258,0.00055487524,0.05328014,0.00019289013,0.0037562898,0.0014733736,0.0026467035,0.000029216357],"about_ca_topic_score_codex":0.0035914246,"about_ca_topic_score_gemma":0.0052896095,"teacher_disagreement_score":0.011280147,"about_ca_system_score_codex":0.00062076066,"about_ca_system_score_gemma":0.0006399192,"threshold_uncertainty_score":0.03773588},"labels":[],"label_agreement":null},{"id":"W2810848354","doi":"","title":"Localizing CLT: A Case Study of a Western-Trained Chinese EFL Teacher at a Chinese University","year":2018,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Psychology; Linguistics; Philosophy","score_opus":0.2510967284914473,"score_gpt":0.5208180029066694,"score_spread":0.26972127441522203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2810848354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9887709,0.00025474033,0.00145138,0.0032551251,0.00006487362,0.000120231576,0.000024449017,0.000032414253,0.006025955],"genre_scores_gemma":[0.98575926,0.0006450669,0.0019136932,0.0013381523,0.000038898226,0.00009515204,0.000031145093,0.00007057719,0.010108174],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968989,0.0013613658,0.00010556344,0.00030437476,0.00040053745,0.0009293664],"domain_scores_gemma":[0.99596465,0.0011266953,0.0004498534,0.00017833726,0.00044806176,0.001832377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002510951,0.0012399872,0.00090821355,0.0014284851,0.022400659,0.0034531248,0.0039132973,0.005305037,0.0044316775],"category_scores_gemma":[0.0072379527,0.000988579,0.0007501517,0.0013220948,0.0071636667,0.0028006937,0.006229788,0.006128433,0.000835415],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004560653,0.00046529574,0.0110356305,0.00020665184,0.000013948739,0.08633625,0.88542306,0.00032087622,0.0020313878,0.0016724861,0.0021096265,0.010339181],"study_design_scores_gemma":[0.0000075625744,0.00019897986,0.0037987672,0.00014780372,0.000013285308,0.0170761,0.9682304,0.00049353635,0.0008318916,0.0002257517,0.008940595,0.000035344503],"about_ca_topic_score_codex":0.038062826,"about_ca_topic_score_gemma":0.10366638,"teacher_disagreement_score":0.038062826,"about_ca_system_score_codex":0.0069620023,"about_ca_system_score_gemma":0.007317013,"threshold_uncertainty_score":0.07568252},"labels":[],"label_agreement":null},{"id":"W2811234761","doi":"10.1177/1362168818776667","title":"Making research on instructed SLA relevant for teachers through professional development","year":2018,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Psychological intervention; Professional development; Pedagogy; Mathematics education; Language acquisition; Point (geometry); Instructional design; Second-language acquisition; Faculty development; Teaching method; Linguistics","score_opus":0.3917130020763931,"score_gpt":0.5263495745696444,"score_spread":0.13463657249325128,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2811234761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5052342,0.045105178,0.14851923,0.07319095,0.00183076,0.0010517006,0.00023344682,0.0004961339,0.2243384],"genre_scores_gemma":[0.92888224,0.0114234835,0.046507485,0.0051992615,0.00025326805,0.00077736966,0.000094485506,0.000070466216,0.0067920596],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.97980577,0.015144962,0.00069008616,0.0015017682,0.002184539,0.00067286676],"domain_scores_gemma":[0.87202394,0.10357001,0.0046374844,0.010162773,0.006877695,0.0027281155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019810846,0.00031620983,0.0006666623,0.0021413595,0.0024173371,0.0074375896,0.0017957507,0.0019395661,0.0036045567],"category_scores_gemma":[0.05248628,0.0005272864,0.0003431333,0.0016997374,0.012292272,0.008063356,0.006311188,0.00391879,0.001010375],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000172927,0.0017277107,0.02986418,0.003669857,0.00007297003,0.0005938487,0.12373796,0.00081140245,0.0038492153,0.27687407,0.0053034713,0.55332243],"study_design_scores_gemma":[0.0002660948,0.002179363,0.046235807,0.012655756,0.00016217474,0.0022929949,0.24830292,0.0027374753,0.018572662,0.29907438,0.36741686,0.00010354343],"about_ca_topic_score_codex":0.0019315052,"about_ca_topic_score_gemma":0.0044612144,"teacher_disagreement_score":0.019810846,"about_ca_system_score_codex":0.0037908722,"about_ca_system_score_gemma":0.012938583,"threshold_uncertainty_score":0.10477102},"labels":[],"label_agreement":null},{"id":"W282395535","doi":"","title":"The Effect of Using Discourse Topic and Gender on Listening Comprehension of Iranian Advanced EFL Learners","year":2014,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Significant difference; Control (management); Comprehension; Affect (linguistics); Linguistics; Informational listening; Mathematics education; Pedagogy; Computer science; Communication","score_opus":0.05407757190376771,"score_gpt":0.3369534500454096,"score_spread":0.2828758781416419,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W282395535","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998899,0.00011442103,0.00009670751,0.00003340497,0.000005623676,0.000006790289,0.000009175519,0.0000027466924,0.000832089],"genre_scores_gemma":[0.9991067,0.00013403494,0.00017583846,0.000020518359,0.0000059678805,0.000011739675,0.000014938032,0.0000030134686,0.0005271481],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99900526,0.00036176824,0.00010696806,0.00014099169,0.0002568751,0.00012818039],"domain_scores_gemma":[0.9921747,0.004879685,0.001239381,0.00019861032,0.0008399378,0.0006677303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013741801,0.00032596308,0.00029148118,0.00042246882,0.00030802222,0.0012173965,0.00024262279,0.0004234282,0.00211734],"category_scores_gemma":[0.010609173,0.0001333788,0.00025598568,0.00017847728,0.0004685732,0.0006704547,0.0005600122,0.00041578859,0.0002677382],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003269565,0.0021440254,0.665522,0.0005310235,0.00013841911,0.0018217082,0.11203551,0.00035454257,0.08580758,0.0004388862,0.00059476943,0.12734199],"study_design_scores_gemma":[0.00007092944,0.0061323405,0.8988129,0.0001633682,0.00019304852,0.0013236492,0.07530111,0.0008780207,0.013157379,0.00059625146,0.003292953,0.00007813833],"about_ca_topic_score_codex":0.0009200532,"about_ca_topic_score_gemma":0.00096546515,"teacher_disagreement_score":0.00211734,"about_ca_system_score_codex":0.00018096683,"about_ca_system_score_gemma":0.00030083023,"threshold_uncertainty_score":0.007267475},"labels":[],"label_agreement":null},{"id":"W2824661460","doi":"10.5539/ies.v11n8p1","title":"Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers’ and Students’ Perspectives","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Peer feedback; Context (archaeology); Set (abstract data type); Mathematics education; Qualitative property; Qualitative research; Psychology; Quality (philosophy); Higher education; Perception; Protocol (science); Computer science; Pedagogy; Medical education; Sociology; Political science; Medicine","score_opus":0.10357076447871726,"score_gpt":0.43414140746855345,"score_spread":0.3305706429898362,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2824661460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954308,0.00012314797,0.0020232932,0.000649598,0.000021016098,0.00008063273,0.000011174217,0.000020922547,0.001639316],"genre_scores_gemma":[0.99705195,0.00014989747,0.0015176187,0.00014597892,0.000011885575,0.00007886974,0.000009698632,0.000014557207,0.0010195298],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.95667267,0.03286134,0.0018582608,0.0015711146,0.004450748,0.0025859305],"domain_scores_gemma":[0.9345636,0.041328367,0.007717376,0.0020545928,0.0076357713,0.0067003323],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.033203527,0.0005660467,0.0009887296,0.0013935169,0.0075503024,0.0060834587,0.0016765504,0.0015730364,0.001881843],"category_scores_gemma":[0.055446733,0.000613419,0.0004962653,0.0012834424,0.0054941913,0.0030398907,0.005166854,0.0037787133,0.0004027852],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000063923624,0.00023133121,0.011536712,0.00014380815,0.0000068136965,0.0008955795,0.96914107,0.000060912644,0.0025417975,0.00036515086,0.00021734167,0.01479553],"study_design_scores_gemma":[0.000025031455,0.00048621304,0.007490358,0.0001473219,0.000011900542,0.00074943656,0.9817266,0.00034742345,0.002911107,0.0002855038,0.005772585,0.00004648288],"about_ca_topic_score_codex":0.0019783701,"about_ca_topic_score_gemma":0.0037341514,"teacher_disagreement_score":0.033203527,"about_ca_system_score_codex":0.0029441197,"about_ca_system_score_gemma":0.0048786346,"threshold_uncertainty_score":0.17559916},"labels":[],"label_agreement":null},{"id":"W2871241220","doi":"10.5539/elt.v11n8p65","title":"Speaking Activities to Foster Students’ Oral Performance at a Public School","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Set (abstract data type); Mathematics education; Language proficiency; First language; Action research; Action (physics); Pedagogy; Linguistics; Computer science","score_opus":0.02830926759453506,"score_gpt":0.2825778520663692,"score_spread":0.25426858447183415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2871241220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99432844,0.0001380342,0.0007890736,0.0001282789,0.000021935595,0.00014978254,0.000018431678,0.000038093076,0.0043879375],"genre_scores_gemma":[0.9853258,0.0003220358,0.0120869605,0.000062157815,0.000015197082,0.00023526042,0.00003723351,0.000009643561,0.0019056231],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998594,0.0007289579,0.00006549868,0.00016332882,0.00019197985,0.00025623263],"domain_scores_gemma":[0.997985,0.00071233197,0.00040013305,0.00009996155,0.00013735397,0.0006651681],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015801386,0.0007932474,0.00051258807,0.00070266944,0.0015748222,0.0014954703,0.0009192712,0.00065202377,0.0023014138],"category_scores_gemma":[0.0026653975,0.00018543957,0.00044408816,0.00024705636,0.00066413893,0.00048479988,0.0014230317,0.0007122851,0.0003252026],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025067655,0.059208483,0.0889473,0.0043479297,0.000258789,0.0030021148,0.08572555,0.0026263641,0.1058316,0.0029918253,0.0030358809,0.64151734],"study_design_scores_gemma":[0.0010860774,0.04316275,0.6443102,0.0021513368,0.0013495462,0.0013044716,0.15940148,0.005918936,0.08242022,0.0036530145,0.054922823,0.0003191498],"about_ca_topic_score_codex":0.0018362112,"about_ca_topic_score_gemma":0.006205908,"teacher_disagreement_score":0.0023014138,"about_ca_system_score_codex":0.0006677178,"about_ca_system_score_gemma":0.0018084223,"threshold_uncertainty_score":0.008356631},"labels":[],"label_agreement":null},{"id":"W2883396656","doi":"10.5539/ass.v14n8p102","title":"Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context","year":2018,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Context (archaeology); Psychology; English language; Service (business); Medical education; Mathematics education; Pedagogy; Medicine","score_opus":0.024129579994661515,"score_gpt":0.2781001049884459,"score_spread":0.25397052499378436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2883396656","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964754,0.00036843485,0.00010304861,0.000659231,0.000028244665,0.00001387678,0.000009619924,0.0000044534518,0.0023377372],"genre_scores_gemma":[0.9968008,0.0005445682,0.00011587231,0.0002935199,0.000009361819,0.000018551225,0.00001147462,0.0000055057876,0.0022003807],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99686253,0.001164834,0.00013880842,0.00014579413,0.00046317503,0.0012248649],"domain_scores_gemma":[0.9953153,0.0012304663,0.0006893521,0.00008408325,0.0006507431,0.0020299295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002262949,0.00028387769,0.00054560753,0.00062613125,0.0064530256,0.003736824,0.0007309905,0.0010950681,0.0029820278],"category_scores_gemma":[0.005083323,0.00046073893,0.00029403815,0.0005188306,0.0029706385,0.0018347821,0.0025829708,0.0019912394,0.00060032436],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005084559,0.00022445573,0.044497468,0.00021490658,0.000007479974,0.004007916,0.9395158,0.00002874228,0.0013103886,0.00037124153,0.0009270044,0.008843745],"study_design_scores_gemma":[0.0000018956404,0.00006625342,0.009081558,0.000055840155,0.000003023245,0.000532592,0.9864204,0.00001516798,0.00009967038,0.000034940276,0.0036810825,0.0000075401754],"about_ca_topic_score_codex":0.01662317,"about_ca_topic_score_gemma":0.03843364,"teacher_disagreement_score":0.01662317,"about_ca_system_score_codex":0.0021521286,"about_ca_system_score_gemma":0.0032248867,"threshold_uncertainty_score":0.033052802},"labels":[],"label_agreement":null},{"id":"W2883406768","doi":"10.20360/langandlit29415","title":"Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms","year":2018,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"China; Presentation (obstetrics); Literacy; Psychology; Pedagogy; Mathematics education; Political science; Medicine","score_opus":0.02976818138679734,"score_gpt":0.38782264076222595,"score_spread":0.3580544593754286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2883406768","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99803597,0.00006630622,0.000059255915,0.0000808537,9.48123e-7,0.000007432742,0.0000024474332,0.0000012368284,0.0017454957],"genre_scores_gemma":[0.9996743,0.00006927116,0.00006361197,0.000010061986,0.0000010855499,0.0000039372126,0.0000020714656,5.9394176e-7,0.00017509224],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986903,0.0006023475,0.000057667163,0.00016126798,0.00021147552,0.00027699964],"domain_scores_gemma":[0.9979448,0.00091458193,0.00053602824,0.00012626252,0.00017462736,0.00030373523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015442182,0.00022386607,0.00015610034,0.0006553015,0.0015112638,0.0013004056,0.00044864824,0.00041256976,0.0016255373],"category_scores_gemma":[0.0029367497,0.00014786412,0.00015140703,0.00055842457,0.0016639021,0.0009797305,0.0014624993,0.000299292,0.00013071919],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039933115,0.0013091103,0.68151253,0.0004635942,0.000060842634,0.0031935496,0.15294579,0.00042648503,0.017177688,0.004357264,0.00034570208,0.13780811],"study_design_scores_gemma":[0.000042769832,0.0009969339,0.83670235,0.00012997106,0.00007497625,0.0004951959,0.15111852,0.00090248085,0.003313047,0.0007419125,0.0054564495,0.00002543915],"about_ca_topic_score_codex":0.0083236825,"about_ca_topic_score_gemma":0.014026037,"teacher_disagreement_score":0.0083236825,"about_ca_system_score_codex":0.0011174339,"about_ca_system_score_gemma":0.002602137,"threshold_uncertainty_score":0.016550422},"labels":[],"label_agreement":null},{"id":"W2883892474","doi":"10.5539/ijel.v8n6p115","title":"Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Sample (material); Mathematics education; English as a foreign language; Foreign language","score_opus":0.03793451833364199,"score_gpt":0.3184238943609371,"score_spread":0.2804893760272951,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2883892474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99930274,0.00009938263,0.00011978943,0.0000665349,0.0000026206894,0.0000051709785,0.0000055614655,0.0000035754365,0.00039463182],"genre_scores_gemma":[0.99925107,0.00012281036,0.0001987149,0.000035373494,0.0000028105,0.000005776355,0.0000075342537,0.0000018180526,0.00037406624],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9977302,0.00077765743,0.00021004092,0.00020029231,0.00086636393,0.00021552037],"domain_scores_gemma":[0.98572856,0.00491219,0.0047643804,0.00067444134,0.002853237,0.001067308],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003168808,0.00033054609,0.00043111053,0.001130276,0.0010805489,0.001452838,0.00060067466,0.00054720696,0.0010969997],"category_scores_gemma":[0.012543314,0.00031642636,0.00018898874,0.0004954212,0.0015698016,0.00059310975,0.0010070998,0.0007162894,0.00021716104],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027383037,0.0005034216,0.5240924,0.00046318275,0.00006221222,0.0011784803,0.39325863,0.00016426414,0.014415539,0.0002681514,0.000310306,0.06500958],"study_design_scores_gemma":[0.000032899534,0.0010981201,0.529026,0.00039258978,0.0000816855,0.0014107551,0.45841673,0.00059171265,0.003973147,0.00020829604,0.00467057,0.00009754562],"about_ca_topic_score_codex":0.006741991,"about_ca_topic_score_gemma":0.010163281,"teacher_disagreement_score":0.006741991,"about_ca_system_score_codex":0.001072695,"about_ca_system_score_gemma":0.0013969411,"threshold_uncertainty_score":0.016758442},"labels":[],"label_agreement":null},{"id":"W2884198204","doi":"10.1075/tblt.10.05rea","title":"Task modality effects on Spanish learners’ interlanguage pragmatic development","year":2018,"lang":"en","type":"book-chapter","venue":"Task-based language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Interlanguage; Linguistics; Psychology; Modality (human–computer interaction); Task (project management); Computer science; Cognitive psychology; Artificial intelligence; Engineering; Philosophy","score_opus":0.01605886771084525,"score_gpt":0.24499460043537455,"score_spread":0.2289357327245293,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2884198204","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99158794,0.00024953988,0.0009436902,0.000048009257,0.00001102892,0.000027093562,0.000051345112,0.00005012391,0.0070313094],"genre_scores_gemma":[0.9950062,0.00023451124,0.0018625689,0.00004114448,0.0000056871645,0.00011895689,0.00006182382,0.000035753186,0.0026333523],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99942267,0.00021675097,0.000041730524,0.00011705099,0.00015941402,0.000042457672],"domain_scores_gemma":[0.9952928,0.0034135259,0.00049557147,0.00023367272,0.0002926952,0.00027175283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008315357,0.0004949645,0.00036373985,0.00026024523,0.00022989941,0.0014736545,0.00040265734,0.00036956568,0.006429869],"category_scores_gemma":[0.0065276716,0.00015319619,0.00019874489,0.00017117203,0.0005212163,0.0005927441,0.0013847834,0.0005516504,0.00082296884],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023397943,0.0037444725,0.09089339,0.0018516756,0.00011359618,0.0019839094,0.046252105,0.0008756641,0.60092705,0.0023484593,0.0019815692,0.24668834],"study_design_scores_gemma":[0.00023808444,0.0047980007,0.86045873,0.0006018535,0.00022572897,0.0012150131,0.021852953,0.0030728795,0.080102086,0.0062742177,0.021009281,0.00015114153],"about_ca_topic_score_codex":0.0005871125,"about_ca_topic_score_gemma":0.00075291365,"teacher_disagreement_score":0.006429869,"about_ca_system_score_codex":0.00029663678,"about_ca_system_score_gemma":0.0003742991,"threshold_uncertainty_score":0.021510065},"labels":[],"label_agreement":null},{"id":"W2884479868","doi":"10.5539/elt.v11n8p143","title":"The Effect of Oral Corrective Feedback on Article Errors in L3 English: Prompts vs. Recasts","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Test (biology); Context (archaeology); Task (project management); Arabic; Mathematics education; Linguistics","score_opus":0.010254540987391434,"score_gpt":0.25769436713928934,"score_spread":0.2474398261518979,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2884479868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99907875,0.00011612493,0.00032957378,0.00002464093,0.000015467354,0.000036834896,0.0000149550615,0.000037015085,0.0003466073],"genre_scores_gemma":[0.9953512,0.00022066827,0.0033408513,0.000049366765,0.000020025876,0.00007257531,0.000041940442,0.000016222644,0.00088719744],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99859446,0.0006596844,0.00017891971,0.0001973353,0.00028335533,0.00008626451],"domain_scores_gemma":[0.9845536,0.0111094285,0.0019558738,0.00067730027,0.00081911054,0.0008847673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016106708,0.0006723759,0.0006856328,0.0002884953,0.0001804045,0.000408582,0.00046085074,0.0007333653,0.0021120603],"category_scores_gemma":[0.019090349,0.0002091643,0.00018943235,0.00013055114,0.00030946275,0.00053791126,0.00041630655,0.0005465322,0.0003807823],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.07779484,0.01551776,0.03877957,0.0029771007,0.0002467898,0.0013527281,0.011811106,0.0011574206,0.39116293,0.00017176749,0.0007018477,0.45832616],"study_design_scores_gemma":[0.0075549115,0.2750568,0.4824697,0.00070994534,0.0010120615,0.0028528813,0.013780262,0.0044220923,0.20257959,0.0010022983,0.008295746,0.00026365987],"about_ca_topic_score_codex":0.0005613471,"about_ca_topic_score_gemma":0.00076841045,"teacher_disagreement_score":0.0021120603,"about_ca_system_score_codex":0.00014182525,"about_ca_system_score_gemma":0.00041006517,"threshold_uncertainty_score":0.0085181},"labels":[],"label_agreement":null},{"id":"W2884631535","doi":"10.1080/00210862.2018.1496323","title":"Heritage Learners’ versus Second Language Learners’ Source of Errors in Advanced-Level Writing: Case of a Persian Media Course","year":2018,"lang":"en","type":"article","venue":"Iranian Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Persian; Mathematics education; Heritage language; Reliability (semiconductor); Psychology; Computer science; Linguistics; Pedagogy","score_opus":0.08630316847002295,"score_gpt":0.32744906112651617,"score_spread":0.24114589265649322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2884631535","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980216,0.00007134674,0.00014287111,0.0002559283,0.0000060647553,0.000006470667,0.0000068188656,0.000004152161,0.0014848446],"genre_scores_gemma":[0.99821126,0.0001266681,0.0003096934,0.00006317169,0.0000071288964,0.0000037708862,0.000007217471,0.000006049282,0.0012650682],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985936,0.0006040327,0.0001140312,0.000117812735,0.0003371983,0.00023327745],"domain_scores_gemma":[0.99244267,0.0045440206,0.0013506507,0.00031588884,0.0007492403,0.00059750426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019183132,0.00030387478,0.0002343212,0.0012847969,0.002779188,0.0014017359,0.0006343095,0.0010458261,0.0020712682],"category_scores_gemma":[0.008691929,0.00019259003,0.00021738686,0.00076989835,0.0017550013,0.00085207616,0.0013868891,0.0010093931,0.0003229004],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003445215,0.0009307267,0.287754,0.00024961957,0.000030161313,0.1250524,0.5023448,0.0006166839,0.005068115,0.0023315093,0.0018484336,0.07342897],"study_design_scores_gemma":[0.000043760294,0.0005691647,0.23750438,0.000258863,0.00006564782,0.07444782,0.6579513,0.0023262538,0.00917371,0.0014046889,0.01618328,0.00007112472],"about_ca_topic_score_codex":0.009387277,"about_ca_topic_score_gemma":0.020350583,"teacher_disagreement_score":0.009387277,"about_ca_system_score_codex":0.0010393928,"about_ca_system_score_gemma":0.0013072422,"threshold_uncertainty_score":0.018665314},"labels":[],"label_agreement":null},{"id":"W288468863","doi":"10.18806/tesl.v18i1.900","title":"Collaboration to Explore Teaching: A Case Study Report","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ideal (ethics); Affect (linguistics); Perception; Psychology; Mathematics education; Reflection (computer programming); Process (computing); Pedagogy; Teaching method; Qualitative research; Sociology; Computer science; Political science","score_opus":0.06116993405115119,"score_gpt":0.29711525785836723,"score_spread":0.23594532380721606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W288468863","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9502279,0.0024370935,0.016412852,0.0067673675,0.00030763252,0.00075917906,0.00011531732,0.00017138274,0.02280117],"genre_scores_gemma":[0.9755147,0.0023232922,0.01169675,0.0012124999,0.00015413354,0.0005323531,0.000052655785,0.00009524742,0.008418349],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9802514,0.01307724,0.00081195374,0.0012120797,0.0022696573,0.0023777254],"domain_scores_gemma":[0.9777624,0.014346594,0.002367058,0.001275614,0.0009955443,0.0032528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009693044,0.0014745248,0.00098364,0.0028583885,0.017260969,0.00616377,0.003479978,0.0085599655,0.0033785289],"category_scores_gemma":[0.027048307,0.001199722,0.0012929443,0.0022223948,0.008327859,0.005369239,0.007250109,0.0062720147,0.00087072083],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014650002,0.0011859279,0.010356556,0.0005111559,0.000044479188,0.17757253,0.77612686,0.0003179189,0.002800237,0.007963477,0.002265292,0.02070908],"study_design_scores_gemma":[0.00007699546,0.0005696719,0.0048317933,0.0005050148,0.00005810171,0.25176215,0.67813617,0.0009177635,0.0035129217,0.002709858,0.05680371,0.0001159252],"about_ca_topic_score_codex":0.006209885,"about_ca_topic_score_gemma":0.013902831,"teacher_disagreement_score":0.017260969,"about_ca_system_score_codex":0.0032631815,"about_ca_system_score_gemma":0.0033917993,"threshold_uncertainty_score":0.05126232},"labels":[],"label_agreement":null},{"id":"W2885709299","doi":"","title":"Évaluation de l'offre de formation linguistique à distance destinée aux étudiants de français langue seconde des Forces armées canadiennes","year":2016,"lang":"fr","type":"article","venue":"Archipelago (University of Quebec in Montreal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.02608901971294874,"score_gpt":0.22531235894508947,"score_spread":0.19922333923214072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2885709299","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99015194,0.0003374418,0.0016398148,0.00030495386,0.000021954229,0.000112569935,0.00016158781,0.000044200344,0.007225421],"genre_scores_gemma":[0.9892268,0.00022503862,0.0026407342,0.00009885532,0.000011676214,0.00031123465,0.0002836917,0.000031805717,0.007170104],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99106795,0.0041270726,0.00048355287,0.0010710455,0.002326135,0.00092423096],"domain_scores_gemma":[0.9444036,0.023119856,0.0038043,0.0023462335,0.023286512,0.0030396054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015052388,0.000576781,0.00076018437,0.0027881148,0.0032114584,0.005169048,0.0009794221,0.0010389844,0.0068487767],"category_scores_gemma":[0.04654683,0.00038161772,0.00076725363,0.0030432136,0.001987571,0.002917686,0.0035493558,0.0012428978,0.0011851212],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009007015,0.0004342814,0.47148854,0.00076204503,0.00023016387,0.0003528752,0.35198644,0.0012608507,0.0055470318,0.002243865,0.0023557397,0.16243751],"study_design_scores_gemma":[0.00005417016,0.0013633289,0.65539664,0.0003997079,0.00024561238,0.0001891648,0.29995176,0.0035168796,0.0032166187,0.0008544681,0.034661748,0.00014986716],"about_ca_topic_score_codex":0.20772494,"about_ca_topic_score_gemma":0.2388894,"teacher_disagreement_score":0.7922751,"about_ca_system_score_codex":0.007824273,"about_ca_system_score_gemma":0.00804558,"threshold_uncertainty_score":0.4130317},"labels":[],"label_agreement":null},{"id":"W2885829200","doi":"10.5430/jct.v7n2p66","title":"Development of Foreign Language Lesson Satisfaction Scale (FLSS): Validity and Reliability Study","year":2018,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scale (ratio); Psychology; Exploratory factor analysis; Face validity; Construct validity; Content validity; Confirmatory factor analysis; Reliability (semiconductor); Mathematics education; Foreign language; Validity; Variance (accounting); Curriculum; Measure (data warehouse); Test (biology); Applied psychology; Statistics; Mathematics; Psychometrics; Pedagogy; Computer science; Clinical psychology; Structural equation modeling; Data mining","score_opus":0.02819614746833158,"score_gpt":0.2908370742410888,"score_spread":0.2626409267727572,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2885829200","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98392105,0.00024362076,0.00892232,0.00024793064,0.00006987091,0.0013887165,0.0003410269,0.00004208079,0.0048234453],"genre_scores_gemma":[0.973181,0.00034314327,0.022057166,0.00010335102,0.000041920142,0.0019775308,0.00077625935,0.000023620434,0.0014960992],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99451643,0.001715669,0.00075423374,0.00034886706,0.0024117266,0.00025294512],"domain_scores_gemma":[0.9922265,0.0029275243,0.0008055423,0.0004011739,0.0033297313,0.0003095175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008667275,0.00036654394,0.00060802896,0.0018894379,0.0005858372,0.0009072523,0.0005206421,0.00042721073,0.0022836397],"category_scores_gemma":[0.013728014,0.00023933292,0.0009585762,0.0013880109,0.00055696437,0.0008257665,0.00096910034,0.0007838338,0.00042968578],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023306078,0.0010217015,0.82270855,0.0004030318,0.00017546056,0.00014316537,0.0048654736,0.00054432696,0.004810569,0.0011154709,0.0011408491,0.16283834],"study_design_scores_gemma":[0.000071025526,0.0024913696,0.9688129,0.0002833483,0.00015487695,0.00043790814,0.009257348,0.0051810415,0.005024265,0.0007058753,0.007524997,0.00005516623],"about_ca_topic_score_codex":0.0009863394,"about_ca_topic_score_gemma":0.0019835173,"teacher_disagreement_score":0.008667275,"about_ca_system_score_codex":0.00062496506,"about_ca_system_score_gemma":0.0017864337,"threshold_uncertainty_score":0.045837462},"labels":[],"label_agreement":null},{"id":"W2886613867","doi":"","title":"A Study of Chinese International Students’ Classroom Participation in an International M.Ed. Program","year":2019,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"","keywords":"Psychology; Pedagogy; Personality; Subject (documents); Character (mathematics); Mathematics education; Social psychology; Computer science","score_opus":0.047225399771440024,"score_gpt":0.36103900569512937,"score_spread":0.31381360592368934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2886613867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974316,0.00004600349,0.000044085416,0.000105342115,0.000006299176,0.00003274104,0.000023879069,0.0000025112538,0.0023075305],"genre_scores_gemma":[0.9962262,0.00014020449,0.00016864376,0.00014213532,0.0000071496474,0.0000615357,0.000064595835,0.0000045765382,0.0031849998],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983437,0.00032134884,0.00006997186,0.00020275163,0.00036819503,0.0006939427],"domain_scores_gemma":[0.99624276,0.00073160214,0.0004181964,0.00012869893,0.0008635812,0.001615168],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002537564,0.0007076454,0.0005819155,0.002451212,0.009386984,0.0028869938,0.0013490295,0.0008246668,0.0024179756],"category_scores_gemma":[0.003890614,0.00047179978,0.00040760342,0.00229961,0.0028029054,0.0010083887,0.0024391806,0.0018050538,0.00031345175],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046595356,0.00051876163,0.09906031,0.000061113424,0.000007950889,0.00043904505,0.8837054,0.000016009366,0.0016543089,0.00036834468,0.0006848908,0.013437283],"study_design_scores_gemma":[0.000005697291,0.00019065452,0.1339508,0.00003792625,0.000009220334,0.00010697096,0.8609364,0.000052255138,0.00033093418,0.00003429385,0.004321731,0.000023081444],"about_ca_topic_score_codex":0.3051562,"about_ca_topic_score_gemma":0.54502565,"teacher_disagreement_score":0.3051562,"about_ca_system_score_codex":0.008765376,"about_ca_system_score_gemma":0.009778708,"threshold_uncertainty_score":0.60676},"labels":[],"label_agreement":null},{"id":"W2886617011","doi":"10.3968/10234","title":"Problems and Solutions in Bi-Foreign-Language Talents Cultivation in China’s Universities","year":2018,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Obstacle; Mathematics education; Class (philosophy); Foreign language; Set (abstract data type); Curriculum; Point (geometry); China; Pedagogy; Psychology; Computer science; Political science; Mathematics; Artificial intelligence","score_opus":0.02684571508574146,"score_gpt":0.28439197592396526,"score_spread":0.2575462608382238,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2886617011","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83309966,0.00904077,0.0041901823,0.11466333,0.0007722754,0.00019336294,0.00017009514,0.00018403951,0.037686314],"genre_scores_gemma":[0.9897267,0.0017188768,0.0018424754,0.0016059831,0.00010899739,0.00007318723,0.00006258704,0.00001188734,0.0048491517],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9938393,0.0015337485,0.00064463884,0.0007453587,0.0012046098,0.0020322644],"domain_scores_gemma":[0.9933569,0.0013205122,0.0007686405,0.00047574154,0.0017863265,0.0022918629],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065026307,0.000348173,0.00044248792,0.0028396568,0.0086452365,0.0063307066,0.0022280675,0.0021575268,0.0048388173],"category_scores_gemma":[0.007046548,0.00033111256,0.0004216326,0.004309408,0.003309908,0.004313029,0.0042446475,0.001367135,0.00029553953],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002433771,0.00048449208,0.30265263,0.0019128182,0.00008346309,0.0062515056,0.102559805,0.003391232,0.0025588234,0.13797289,0.03346561,0.4084234],"study_design_scores_gemma":[0.00008961477,0.0002909933,0.33651996,0.0016242134,0.000090310044,0.0027312045,0.36973575,0.009939887,0.0033033143,0.079364516,0.19600172,0.00030859606],"about_ca_topic_score_codex":0.058223993,"about_ca_topic_score_gemma":0.04917604,"teacher_disagreement_score":0.058223993,"about_ca_system_score_codex":0.010510196,"about_ca_system_score_gemma":0.024366252,"threshold_uncertainty_score":0.11577016},"labels":[],"label_agreement":null},{"id":"W2886638441","doi":"10.1186/s40468-018-0065-4","title":"How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety","year":2018,"lang":"en","type":"article","venue":"Language Testing in Asia","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":175,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Anxiety; Psychology; Test anxiety; Foreign language; Test (biology); Foreign language anxiety; Cognition; Developmental psychology; Language assessment; Clinical psychology; Consistency (knowledge bases); Mathematics education; Psychiatry","score_opus":0.012529891190225325,"score_gpt":0.2365920863830132,"score_spread":0.2240621951927879,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2886638441","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9935528,0.0009810339,0.00033552267,0.0012256936,0.000022037051,0.000009093848,0.000033666514,0.000007058117,0.0038330536],"genre_scores_gemma":[0.99947125,0.00024418795,0.000044705932,0.00007014133,0.000022503318,0.000002642954,0.000010878916,0.0000011053611,0.00013243845],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983802,0.0007746943,0.0000691162,0.00011420139,0.00034589163,0.00031591766],"domain_scores_gemma":[0.99240935,0.004269899,0.0016231611,0.00013177373,0.00042182373,0.0011439708],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012652086,0.00027405043,0.0002999619,0.0007702711,0.00041107027,0.0021615082,0.00026812777,0.00050683686,0.0011350979],"category_scores_gemma":[0.0070453547,0.00014942663,0.00053555815,0.0004173438,0.0012349291,0.0007531242,0.0006135324,0.00094663276,0.000112255184],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015495691,0.00033339567,0.96746874,0.00006211428,0.00014957662,0.0008163624,0.006134834,0.00014125062,0.0012159651,0.0008742405,0.00024089927,0.022407599],"study_design_scores_gemma":[0.0000100068555,0.00031211184,0.9907706,0.00003861356,0.00010546203,0.000503527,0.0062085823,0.00045904118,0.00027325333,0.00068182795,0.0006137532,0.0000232873],"about_ca_topic_score_codex":0.0032757607,"about_ca_topic_score_gemma":0.0035571628,"teacher_disagreement_score":0.0032757607,"about_ca_system_score_codex":0.0005755756,"about_ca_system_score_gemma":0.00086748326,"threshold_uncertainty_score":0.006691158},"labels":[],"label_agreement":null},{"id":"W2886720019","doi":"10.3390/languages3030031","title":"Mood Selection in Relative Clauses by French–Spanish Bilinguals: Contrasts and Similarities between L2 and Heritage Speakers","year":2018,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Psychology; Linguistics; Task (project management); Selection (genetic algorithm); Mood; Sentence; Control (management); Second language; Heritage language; Computer science; Artificial intelligence; Social psychology","score_opus":0.01632617275292662,"score_gpt":0.2635061417953588,"score_spread":0.2471799690424322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2886720019","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982146,0.000067469555,0.000090447815,0.000016591654,0.0000012478226,0.0000036995218,0.000032441047,0.0000038413727,0.0015696286],"genre_scores_gemma":[0.9990037,0.00004721916,0.00014238922,0.000022763921,0.0000024993349,0.000005541972,0.00008532056,0.0000073756337,0.0006832799],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99969256,0.00007856049,0.000024259187,0.000071785595,0.000068939145,0.0000639387],"domain_scores_gemma":[0.99931204,0.00025886358,0.00013680471,0.000051543288,0.00014334207,0.000097474134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00066901854,0.0002446859,0.00023959728,0.00076317595,0.00033591618,0.0010778604,0.00016054306,0.0002603172,0.0032682274],"category_scores_gemma":[0.0015868351,0.00014065517,0.00014976384,0.0002664545,0.0004898989,0.00037988127,0.0006035158,0.00026426683,0.000419076],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001442977,0.00036799122,0.5673819,0.00021042085,0.00009546481,0.0023664322,0.09620378,0.00017809698,0.25651675,0.0017974295,0.0004437467,0.07299494],"study_design_scores_gemma":[0.000046349116,0.0004316278,0.9655217,0.000026700516,0.000026128604,0.0028993324,0.01997842,0.00032361946,0.007279262,0.00049507705,0.0029365893,0.00003513276],"about_ca_topic_score_codex":0.008883614,"about_ca_topic_score_gemma":0.012204017,"teacher_disagreement_score":0.008883614,"about_ca_system_score_codex":0.00035438617,"about_ca_system_score_gemma":0.00029246355,"threshold_uncertainty_score":0.017663836},"labels":[],"label_agreement":null},{"id":"W2887183844","doi":"10.5430/ijhe.v7n4p76","title":"Perceptions of ELT Students Related to Learner Autonomy in Language Learning","year":2018,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learner autonomy; Autonomy; Perception; Psychology; Qualitative research; Mathematics education; Language acquisition; Pedagogy; Qualitative property; Language education; Computer science; Sociology; Political science; Comprehension approach","score_opus":0.014216031877521232,"score_gpt":0.36249807296685677,"score_spread":0.3482820410893355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2887183844","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99826753,0.00008637949,0.00013519224,0.00017640954,0.0000068414447,0.000010255259,0.000008177431,0.0000028642257,0.0013062799],"genre_scores_gemma":[0.9992323,0.00008857105,0.00006410375,0.000052958498,0.0000035812245,0.00000691931,0.0000083789555,0.000001443537,0.0005418925],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9976987,0.0007703263,0.0001825511,0.00014234718,0.0007493708,0.00045661832],"domain_scores_gemma":[0.9926312,0.0019645821,0.0018247374,0.00015630788,0.0009974379,0.002425678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025406892,0.00021410506,0.00042389994,0.00087606645,0.0013113992,0.002799296,0.00039152525,0.0005527423,0.0033906712],"category_scores_gemma":[0.0077279364,0.00013218308,0.0003101323,0.00047454977,0.002258664,0.0013126739,0.0025185929,0.0013751345,0.0002995261],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022158038,0.0013783785,0.5843401,0.00037725363,0.000044725286,0.0018637582,0.35873392,0.00033149216,0.005765939,0.0017600657,0.0007934638,0.044389248],"study_design_scores_gemma":[0.000019899233,0.0008166287,0.26155305,0.00019749037,0.000026205236,0.0013424479,0.7253753,0.00046088282,0.0016243876,0.0009903179,0.007525249,0.00006816596],"about_ca_topic_score_codex":0.0016849787,"about_ca_topic_score_gemma":0.0020006876,"teacher_disagreement_score":0.0033906712,"about_ca_system_score_codex":0.0007903425,"about_ca_system_score_gemma":0.0012135549,"threshold_uncertainty_score":0.0134366155},"labels":[],"label_agreement":null},{"id":"W2887226899","doi":"10.20533/licej.2040.2589.2016.0323","title":"Enhancing Classroom Teaching for Students with Speech and Language Exceptionalities: A Social-Emotional Program","year":2016,"lang":"en","type":"article","venue":"Literacy Information and Computer Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Computer science; Social emotional learning; Psychology; Mathematics education; Developmental psychology","score_opus":0.011061825135804485,"score_gpt":0.31533526460425215,"score_spread":0.30427343946844765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2887226899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9941871,0.00020713898,0.0009546712,0.0004615253,0.000064192405,0.0006908202,0.000042009255,0.00015266874,0.0032398107],"genre_scores_gemma":[0.97390985,0.0010843616,0.01916476,0.00037658788,0.00011461045,0.0016044023,0.00016172254,0.000016854367,0.0035668584],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99965703,0.00006963571,0.000023208728,0.000048977603,0.00007711765,0.0001239822],"domain_scores_gemma":[0.9989625,0.00012102763,0.00010247481,0.00003640596,0.000050852857,0.0007267145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045468766,0.00053135544,0.0004604406,0.0009435868,0.001419499,0.00053646223,0.0011122798,0.0005525814,0.0023202964],"category_scores_gemma":[0.0012052549,0.00019668965,0.00056928274,0.000310182,0.00044064323,0.00037293285,0.0026267762,0.0010447601,0.00045770407],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013954573,0.14939183,0.04521023,0.001022374,0.000081300255,0.005511443,0.011286084,0.0011022328,0.02018785,0.0007249966,0.009591327,0.75449485],"study_design_scores_gemma":[0.00591708,0.09496806,0.75470704,0.0010749523,0.00067321357,0.008830746,0.033539508,0.004112102,0.030252159,0.0034456158,0.062273853,0.00020572974],"about_ca_topic_score_codex":0.0013640989,"about_ca_topic_score_gemma":0.0054676305,"teacher_disagreement_score":0.0023202964,"about_ca_system_score_codex":0.00049425516,"about_ca_system_score_gemma":0.0023188165,"threshold_uncertainty_score":0.007762134},"labels":[],"label_agreement":null},{"id":"W2887329996","doi":"10.31426/ijamsr.2018.1.4.217","title":"A STUDY OF INTERACTION IN THE ENGLISH CLASSROOM","year":2018,"lang":"en","type":"article","venue":"International Journal of Advanced Multidisciplinary Scientific Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Horizon College and Seminary","funders":"","keywords":"Psychology; Mathematics education; Linguistics; Sociology; Philosophy","score_opus":0.1376972169169785,"score_gpt":0.4437713703389877,"score_spread":0.3060741534220092,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2887329996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9524954,0.001259869,0.0018781032,0.00049237267,0.000027063807,0.00008710622,0.000053287655,0.000019671452,0.043687128],"genre_scores_gemma":[0.9915139,0.00062359584,0.0009083067,0.00011086311,0.000016493439,0.00010102108,0.000040882704,0.000015980411,0.00666888],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99717736,0.0016712537,0.00009504575,0.00026008466,0.00044616408,0.0003500573],"domain_scores_gemma":[0.99440765,0.003896875,0.00041014713,0.0001356904,0.00043022627,0.0007193962],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015790684,0.00028350146,0.00042950868,0.0013566873,0.0039194566,0.004418894,0.00065241195,0.00074972044,0.0031346302],"category_scores_gemma":[0.0054169665,0.00023116985,0.00028340175,0.0013818692,0.0029663634,0.0023429294,0.0020196105,0.0013600211,0.0006017181],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013702472,0.00063503016,0.034782235,0.00031101657,0.00002102992,0.0014722078,0.9126658,0.00011773119,0.0057535307,0.010718367,0.00088908564,0.032496955],"study_design_scores_gemma":[0.00007262528,0.0008785413,0.14978155,0.00036661894,0.00005263896,0.0020148223,0.7611762,0.0007945499,0.0018854747,0.0046695126,0.078247316,0.000060017454],"about_ca_topic_score_codex":0.0067898612,"about_ca_topic_score_gemma":0.009009651,"teacher_disagreement_score":0.0067898612,"about_ca_system_score_codex":0.0017711096,"about_ca_system_score_gemma":0.0016843709,"threshold_uncertainty_score":0.01350069},"labels":[],"label_agreement":null},{"id":"W2887460134","doi":"10.5539/elt.v11n9p17","title":"English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English as a foreign language; Context (archaeology); English language; Foreign language; Pedagogy; Mathematics education","score_opus":0.019949967115238592,"score_gpt":0.2723370780447689,"score_spread":0.2523871109295303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2887460134","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984561,0.000099749086,0.00003546475,0.00015330689,0.000005578523,0.00000667551,0.000008165181,0.0000012289241,0.0012336442],"genre_scores_gemma":[0.99868757,0.00015288712,0.00007214903,0.00006418139,0.0000050161557,0.0000106703965,0.000011741399,0.0000021026372,0.0009936414],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987508,0.00047629554,0.00007365969,0.00011605249,0.00029412974,0.00028903363],"domain_scores_gemma":[0.99648523,0.0011398735,0.0009833355,0.000064360494,0.00040235324,0.0009248394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018598065,0.00020810045,0.0003632729,0.00073212053,0.0024475383,0.003582627,0.00041611388,0.00065101567,0.0024057752],"category_scores_gemma":[0.004847236,0.00026876637,0.00023680182,0.00044342954,0.0013288783,0.0014100295,0.0016652192,0.001093682,0.00035797377],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008049209,0.0006209513,0.45205474,0.00016543319,0.000022319256,0.0013686443,0.5256552,0.000039722294,0.0021342712,0.0011458719,0.00068441447,0.016027953],"study_design_scores_gemma":[0.000011272708,0.00011578247,0.17091702,0.00008063002,0.000015283702,0.00054184056,0.82158244,0.0001142909,0.00034398452,0.0002817511,0.005969818,0.000025916957],"about_ca_topic_score_codex":0.0044726836,"about_ca_topic_score_gemma":0.011207325,"teacher_disagreement_score":0.0044726836,"about_ca_system_score_codex":0.0010227906,"about_ca_system_score_gemma":0.0014628739,"threshold_uncertainty_score":0.00983566},"labels":[],"label_agreement":null},{"id":"W2888101666","doi":"10.5539/ijel.v8n6p172","title":"Teaching Oral English in an ESL Setting: Some Challenges Observed by Teachers in Upper-West Ghana","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Morpheme; Context (archaeology); Mathematics education; Subject (documents); Psychology; Affect (linguistics); Function (biology); Pedagogy; Linguistics; Computer science; Geography","score_opus":0.05437941809365727,"score_gpt":0.3036491078028566,"score_spread":0.24926968970919933,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2888101666","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979983,0.0002447747,0.0001412988,0.0006353843,0.000017514101,0.000018524528,0.000009795901,0.000005287809,0.0009291761],"genre_scores_gemma":[0.9973801,0.00042271352,0.00023803387,0.00027846286,0.000010362483,0.000023692333,0.000011577396,0.000009087896,0.0016260629],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99723476,0.0010728446,0.00020131939,0.00025249424,0.00049323845,0.00074538885],"domain_scores_gemma":[0.9945471,0.0016457583,0.0017258291,0.00014543954,0.0006182932,0.0013175285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019367269,0.00041580442,0.0007270059,0.0007109857,0.005549096,0.00293255,0.0010201513,0.0015201168,0.0026303865],"category_scores_gemma":[0.007814521,0.00079097506,0.00023214193,0.0008531579,0.0028291445,0.002161888,0.0030649346,0.0018378971,0.00067908753],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075259326,0.00016030247,0.05842843,0.00024062736,0.000004715336,0.010137981,0.9165837,0.000047345926,0.0038396732,0.00029552795,0.00065745314,0.00952898],"study_design_scores_gemma":[0.0000057519806,0.00012897435,0.018133149,0.00009313244,0.000003809874,0.002320723,0.9726236,0.00006131674,0.0003678043,0.000104536004,0.00614307,0.0000140321745],"about_ca_topic_score_codex":0.011400322,"about_ca_topic_score_gemma":0.030168261,"teacher_disagreement_score":0.011400322,"about_ca_system_score_codex":0.0022888952,"about_ca_system_score_gemma":0.0030958182,"threshold_uncertainty_score":0.022667885},"labels":[],"label_agreement":null},{"id":"W2888137762","doi":"10.5539/ijel.v8n6p148","title":"Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Multivariate analysis of variance; Context (archaeology); Psychology; Narrative; Resource (disambiguation); Task (project management); Significant difference; Variance (accounting); Mathematics education; Computer science; Mathematics; Linguistics; Statistics; Engineering; Machine learning; Geography","score_opus":0.027955962603799015,"score_gpt":0.28650288355404674,"score_spread":0.2585469209502477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2888137762","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99937016,0.000024470186,0.00013249631,0.000007036359,8.54892e-7,0.000005142822,0.000006821571,0.0000030795884,0.0004501046],"genre_scores_gemma":[0.9987178,0.000049105536,0.0007366449,0.000011844833,0.0000024584513,0.000021240981,0.000027287331,0.000003557722,0.0004300532],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991035,0.00020009211,0.000109572335,0.00017726688,0.00031044855,0.000099031335],"domain_scores_gemma":[0.99364424,0.0036437109,0.0012262783,0.00032021734,0.00039959585,0.0007660067],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010751577,0.00042609693,0.0003392245,0.0003167339,0.00032167044,0.0012076757,0.00032125457,0.0003271377,0.0017637836],"category_scores_gemma":[0.007352658,0.00021444644,0.00014964677,0.00019869205,0.00045175184,0.0004997763,0.0008994764,0.00039688815,0.00020950063],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0044568367,0.0048457836,0.5157464,0.0006936697,0.00013553847,0.0016428317,0.021294724,0.0018740224,0.27230403,0.00072607526,0.00033122563,0.17594895],"study_design_scores_gemma":[0.00014256802,0.004614625,0.94496316,0.00006307081,0.00010549909,0.0008100766,0.015494156,0.0027711631,0.027434602,0.0011710313,0.0023496766,0.0000803359],"about_ca_topic_score_codex":0.0011126461,"about_ca_topic_score_gemma":0.0017432658,"teacher_disagreement_score":0.0017637836,"about_ca_system_score_codex":0.00032814505,"about_ca_system_score_gemma":0.00049689156,"threshold_uncertainty_score":0.0059004426},"labels":[],"label_agreement":null},{"id":"W2888619694","doi":"10.5539/ijel.v8n6p164","title":"The Impact of Collaboration on the Process-Based Writing in EFL Classrooms in Saudi Arabia","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Writing process; Dialog box; Process (computing); Collaborative writing; Computer science; Context (archaeology); Academic writing; Professional writing; Mathematics education; Productivity; Psychology; World Wide Web; History","score_opus":0.02405652947682176,"score_gpt":0.3276630528365334,"score_spread":0.30360652335971167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2888619694","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98986596,0.00031304132,0.00040200975,0.00042481307,0.000018322484,0.000029553976,0.000011261574,0.000011320474,0.008923898],"genre_scores_gemma":[0.9987232,0.00011165791,0.00029076266,0.000040255927,0.000006132927,0.000012823997,0.0000059930635,0.00000371633,0.0008053171],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98880833,0.0073958295,0.00049985765,0.00067207153,0.0017339375,0.00088992226],"domain_scores_gemma":[0.9668177,0.017265262,0.0052316203,0.0011243777,0.0055554877,0.0040056356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006417172,0.00043692833,0.00048652478,0.0011929969,0.005072877,0.0053473786,0.00077524217,0.00079128344,0.0036315378],"category_scores_gemma":[0.023111481,0.00020497132,0.00026701193,0.00080984033,0.0019771568,0.0017841976,0.0048454255,0.0011163896,0.0004895649],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000779001,0.0016090248,0.10358295,0.0005831705,0.00008034857,0.0021983788,0.7432008,0.00092703156,0.0069102696,0.005807111,0.001511947,0.13281007],"study_design_scores_gemma":[0.00019228157,0.0016555432,0.25601545,0.0005468208,0.00013387161,0.0010648993,0.7013941,0.0028896776,0.00492005,0.0033647392,0.027717886,0.00010469054],"about_ca_topic_score_codex":0.010033406,"about_ca_topic_score_gemma":0.0095598865,"teacher_disagreement_score":0.010033406,"about_ca_system_score_codex":0.0035010087,"about_ca_system_score_gemma":0.0045759403,"threshold_uncertainty_score":0.033937633},"labels":[],"label_agreement":null},{"id":"W2888744585","doi":"","title":"Sources of meaning and meaning-making practices in a Canadian French-immersion mathematics classroom","year":2018,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Meaning (existential); Immersion (mathematics); Computer science; Mathematics education; Linguistics; Psychology; Mathematics; Epistemology; Philosophy; Pure mathematics","score_opus":0.03662389612521282,"score_gpt":0.259418736096753,"score_spread":0.22279483997154015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2888744585","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93287426,0.0005935363,0.001003983,0.003121282,0.000055368404,0.000039179413,0.00020952367,0.00004984209,0.062053006],"genre_scores_gemma":[0.99131644,0.00019312464,0.00037229617,0.000062633786,0.000004380613,0.00001106091,0.000051344516,0.000026625145,0.007962078],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961521,0.0011770858,0.00010284222,0.0005342304,0.0011624076,0.0008712476],"domain_scores_gemma":[0.9924234,0.0028237621,0.0004913706,0.00023347662,0.0022097589,0.0018183307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031875991,0.0006796916,0.0006422373,0.0037555883,0.022567287,0.016740888,0.0021907152,0.0019062463,0.010478644],"category_scores_gemma":[0.009791446,0.00045891028,0.00038717594,0.0052287197,0.010421259,0.003257499,0.00574999,0.0029031592,0.000588048],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009191572,0.000041778098,0.005526716,0.000052041007,0.0000064418196,0.00047549355,0.9613653,0.00012396139,0.00066919584,0.01906899,0.0019895069,0.010588761],"study_design_scores_gemma":[0.000016347323,0.00003285391,0.017337158,0.00017079474,0.000018134726,0.00015085567,0.9111296,0.00046237287,0.0005446243,0.0026328058,0.06742791,0.000076460296],"about_ca_topic_score_codex":0.9559212,"about_ca_topic_score_gemma":0.97519296,"teacher_disagreement_score":0.08020822,"about_ca_system_score_codex":0.08020822,"about_ca_system_score_gemma":0.076595664,"threshold_uncertainty_score":0.5819541},"labels":[],"label_agreement":null},{"id":"W2889556464","doi":"10.17507/jltr.0905.01","title":"French as a Second Language Teacher Candidates’ Language Proficiency and Confidence: Exploring the Influences of a Home-stay Practicum Experience","year":2018,"lang":"en","type":"article","venue":"Journal of Language Teaching and Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nipissing University","funders":"","keywords":"Practicum; Language proficiency; Psychology; Self-confidence; Second language; Qualitative research; Mathematics education; Pedagogy; Linguistics; Sociology; Social psychology","score_opus":0.07136008145407374,"score_gpt":0.3897045640506469,"score_spread":0.31834448259657316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889556464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994474,0.000023912296,0.000021041595,0.00003813227,0.0000034419734,0.0000037018272,0.000004139663,0.0000012270557,0.00045705278],"genre_scores_gemma":[0.99904746,0.000024419023,0.00003563164,0.000013572298,0.0000020328616,0.0000061932324,0.000010083795,9.094632e-7,0.0008595931],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988085,0.000530173,0.000037094745,0.00008627363,0.0001596694,0.00037818786],"domain_scores_gemma":[0.99664044,0.0006943349,0.00047184725,0.000087011445,0.00045704315,0.0016493986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017680159,0.0002607288,0.0003202537,0.0004152491,0.0018219287,0.0022134327,0.000414995,0.0005522554,0.003711745],"category_scores_gemma":[0.0036948922,0.00018873067,0.0002719632,0.00019301615,0.0008671192,0.0004693743,0.0012397465,0.0007708112,0.0006329987],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010061823,0.0036231424,0.5720368,0.00021524976,0.00004963286,0.006165718,0.3464798,0.00020215387,0.012238132,0.0005381403,0.0016362156,0.055808842],"study_design_scores_gemma":[0.000032792468,0.0038265064,0.5915974,0.00008445275,0.000029794339,0.0012656588,0.394376,0.00019619233,0.0020082777,0.000065528824,0.0064725415,0.000044901357],"about_ca_topic_score_codex":0.007130632,"about_ca_topic_score_gemma":0.017608637,"teacher_disagreement_score":0.007130632,"about_ca_system_score_codex":0.00082745525,"about_ca_system_score_gemma":0.0011558473,"threshold_uncertainty_score":0.014178216},"labels":[],"label_agreement":null},{"id":"W2889575541","doi":"10.5539/elt.v11n10p95","title":"Approaching the Language of the Second Language Learner: Interlanguage and the Models Before","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interlanguage; Linguistics; Psychology; Terminology; Focus (optics); Pragmatics; Foreign language; Second-language acquisition; Confusion; Language education; Mathematics education","score_opus":0.01154110318635681,"score_gpt":0.22668639350628722,"score_spread":0.2151452903199304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889575541","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3055348,0.1775749,0.13339037,0.11381027,0.0028877682,0.00014234766,0.000118137665,0.00026736362,0.26627403],"genre_scores_gemma":[0.9626328,0.020689903,0.0070476755,0.002182703,0.00039630153,0.00006772914,0.000020833562,0.00006498972,0.0068970765],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9965534,0.0022776236,0.00008772856,0.00030375583,0.00051522447,0.0002623573],"domain_scores_gemma":[0.99367285,0.004595452,0.00043310956,0.0003314195,0.0007219156,0.00024534203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052015204,0.00077813974,0.0005162671,0.00268909,0.0024721127,0.009379906,0.0013356863,0.0020940786,0.0015034311],"category_scores_gemma":[0.0052124877,0.00023517795,0.0004181062,0.0015600265,0.015564771,0.011964401,0.0037696501,0.004816152,0.0003770115],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006639525,0.00008637626,0.0034744083,0.00069739943,0.000025593086,0.0006626081,0.17824836,0.0006605125,0.0012870007,0.7475415,0.0024923808,0.064757474],"study_design_scores_gemma":[0.000016499158,0.0002994873,0.005298912,0.002667833,0.000053359072,0.0016588253,0.3280772,0.0036852416,0.0033113824,0.36690232,0.28792343,0.00010556164],"about_ca_topic_score_codex":0.0037936156,"about_ca_topic_score_gemma":0.0050870045,"teacher_disagreement_score":0.009379906,"about_ca_system_score_codex":0.0038957812,"about_ca_system_score_gemma":0.0041470747,"threshold_uncertainty_score":0.028265953},"labels":[],"label_agreement":null},{"id":"W2889616610","doi":"10.1558/cj.36318","title":"ARIS: A Tool to Promote Language Learning Through AR Gaming","year":2018,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Computer science; Computer-Assisted Instruction; Natural language processing; Mathematics education; Multimedia; Psychology","score_opus":0.030930051611972927,"score_gpt":0.28725462611946906,"score_spread":0.25632457450749613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889616610","genre_codex":"software","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.054032944,0.0011372895,0.247739,0.0007563142,0.0010093624,0.002371823,0.012461661,0.4281904,0.25230113],"genre_scores_gemma":[0.21982765,0.0014681736,0.34048298,0.0010281149,0.00043165212,0.003668749,0.0202624,0.0347607,0.37806967],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99950826,0.00014120227,0.000029813584,0.000086551045,0.00016053946,0.00007365315],"domain_scores_gemma":[0.9984402,0.0006155345,0.000055207074,0.00025208778,0.00022172219,0.00041520098],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009998912,0.0019119785,0.00044343757,0.0019824018,0.0005788416,0.0020009598,0.0020911093,0.0008716472,0.14077505],"category_scores_gemma":[0.0024985266,0.0005598283,0.0010027245,0.0005181921,0.0003558107,0.0021618425,0.0033347462,0.0012399642,0.046279017],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019036073,0.0025184306,0.0032012912,0.0011638011,0.00011793301,0.00077445654,0.0019844149,0.0021104093,0.057512317,0.006882446,0.36626053,0.5555705],"study_design_scores_gemma":[0.0008120515,0.0020963557,0.01530224,0.00042790725,0.00016135619,0.0014091244,0.00097283465,0.026722126,0.03536827,0.008213414,0.90821666,0.0002977098],"about_ca_topic_score_codex":0.001679921,"about_ca_topic_score_gemma":0.00578245,"teacher_disagreement_score":0.14077505,"about_ca_system_score_codex":0.00027083914,"about_ca_system_score_gemma":0.0005346289,"threshold_uncertainty_score":0.47093946},"labels":[],"label_agreement":null},{"id":"W2889710219","doi":"10.1017/s026144481800023x","title":"Language learning and study abroad","year":2018,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":175,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Saint Mary's University","funders":"","keywords":"Pace; Agency (philosophy); Language acquisition; Empirical research; Study abroad; Curriculum; Experiential learning; Pedagogy; Language education; Psychology; Second-language acquisition; Mathematics education; Linguistics; Sociology; Epistemology; Social science","score_opus":0.01361590351357821,"score_gpt":0.3067081236151138,"score_spread":0.29309222010153557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889710219","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21181245,0.45074782,0.002510487,0.026122794,0.00239092,0.00008314265,0.0002092753,0.000058652615,0.30606443],"genre_scores_gemma":[0.7416905,0.22606458,0.0013698647,0.006660328,0.0011076836,0.00013221808,0.00024942012,0.000035752182,0.02268971],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9985241,0.0008497277,0.00010041715,0.00015241971,0.00023119779,0.00014216838],"domain_scores_gemma":[0.996443,0.002303201,0.0003826745,0.00014809733,0.00024474756,0.00047825056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012245178,0.00024339942,0.0004590225,0.000954804,0.0010995531,0.004803031,0.0004128375,0.0010706169,0.009578524],"category_scores_gemma":[0.0042833732,0.00008592785,0.00024594096,0.0017639953,0.0027229723,0.003369412,0.0033156106,0.001119624,0.0010605984],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000087274675,0.00024525484,0.015558399,0.008295017,0.00008395381,0.0016558373,0.08703572,0.00021865756,0.001363834,0.08307863,0.020346016,0.7820314],"study_design_scores_gemma":[0.000011157562,0.00017099403,0.030685766,0.009136427,0.000048418566,0.002732679,0.1096308,0.000049895447,0.00040776836,0.012768375,0.83432716,0.00003054],"about_ca_topic_score_codex":0.0014197228,"about_ca_topic_score_gemma":0.002165152,"teacher_disagreement_score":0.009578524,"about_ca_system_score_codex":0.00096721994,"about_ca_system_score_gemma":0.0025597077,"threshold_uncertainty_score":0.032043338},"labels":[],"label_agreement":null},{"id":"W2889938366","doi":"10.3968/10458","title":"Theories, Practices, Challenges, and the New Tendency in Connecting Reading and Writing","year":2018,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Enthusiasm; Task (project management); Process (computing); Similarity (geometry); Writing process; Computer science; Foreign language; Mathematics education; Linguistics; Pedagogy; Sociology; Psychology; Social psychology; Management; Artificial intelligence","score_opus":0.057614853618418754,"score_gpt":0.2963889884521572,"score_spread":0.23877413483373847,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889938366","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31525362,0.06872743,0.030336153,0.24934934,0.0023741059,0.0001928036,0.00006255001,0.00014844452,0.33355558],"genre_scores_gemma":[0.9721919,0.01255156,0.00605838,0.0016546537,0.00044130516,0.00013867689,0.00002368241,0.000038752703,0.0069011436],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9816363,0.010963457,0.00092747697,0.0025786897,0.0030126553,0.0008814636],"domain_scores_gemma":[0.9705597,0.021161068,0.002465306,0.0023894326,0.002011605,0.0014128623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017298814,0.00050744426,0.00038935657,0.008650686,0.007387088,0.021026488,0.0029666966,0.004679186,0.0019372838],"category_scores_gemma":[0.018062206,0.00053113134,0.00040648453,0.0060128025,0.12160558,0.02595156,0.007453222,0.005858289,0.000374759],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015813539,0.000071369264,0.003427684,0.0002580576,0.000008991476,0.0005563529,0.24637681,0.00016822184,0.00015749868,0.7054844,0.0013188813,0.04215594],"study_design_scores_gemma":[0.000015116239,0.000043505614,0.0031864876,0.0009823753,0.000009715517,0.00064969884,0.31577837,0.00061913993,0.0003342847,0.58644074,0.091900446,0.000040104063],"about_ca_topic_score_codex":0.009052355,"about_ca_topic_score_gemma":0.009190632,"teacher_disagreement_score":0.021026488,"about_ca_system_score_codex":0.010344718,"about_ca_system_score_gemma":0.010862396,"threshold_uncertainty_score":0.09148598},"labels":[],"label_agreement":null},{"id":"W2889967608","doi":"10.5430/elr.v7n3p26","title":"The Study of Syntactic Errors in English Writing on Fossilization Theory","year":2018,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fossilization; Linguistics; Meaning (existential); Foreign language; Computer science; Psychology; Sociology; Philosophy","score_opus":0.10044104397908457,"score_gpt":0.38367128852283916,"score_spread":0.28323024454375456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889967608","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9404573,0.00323453,0.010631815,0.0030173054,0.00008593375,0.000074474934,0.000081841994,0.000026649332,0.042390067],"genre_scores_gemma":[0.9928827,0.0016143308,0.0028602409,0.00018845517,0.00009805778,0.000055015138,0.000045185046,0.000019630006,0.0022364287],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9972064,0.0015977133,0.00020247757,0.00024869162,0.00054844405,0.00019625793],"domain_scores_gemma":[0.9632536,0.031287715,0.0026104394,0.0009362757,0.0014971968,0.0004146878],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047303755,0.00034364988,0.0006243688,0.0031153562,0.000793824,0.0024772556,0.0010972553,0.0009638163,0.003915962],"category_scores_gemma":[0.018438512,0.00028462947,0.0003952026,0.0021259775,0.005913902,0.0055954647,0.0028262187,0.0016643394,0.00038614476],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041449367,0.0012131379,0.2405475,0.000780257,0.00006976597,0.004505794,0.15186521,0.003502912,0.0042345906,0.35560772,0.0023301633,0.23492852],"study_design_scores_gemma":[0.000069859874,0.0009102443,0.4698256,0.001594004,0.00020594634,0.004942958,0.117375255,0.027069686,0.004673931,0.3502004,0.022922736,0.00020943346],"about_ca_topic_score_codex":0.001633701,"about_ca_topic_score_gemma":0.0011156491,"teacher_disagreement_score":0.0047303755,"about_ca_system_score_codex":0.0011862693,"about_ca_system_score_gemma":0.0014709682,"threshold_uncertainty_score":0.025016904},"labels":[],"label_agreement":null},{"id":"W2890999549","doi":"10.5539/elt.v11n10p88","title":"A Review of Spelling Errors in Arabic and Non-Arabic Contexts","year":2018,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Morpheme; Linguistics; Pronunciation; Prefix; Vowel; First language; Psychology; Computer science; Natural language processing; Speech recognition","score_opus":0.03126940289554647,"score_gpt":0.3157643512236754,"score_spread":0.28449494832812894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2890999549","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00025340664,0.9991055,0.00008305718,0.00011886833,0.000110283654,0.000005006477,0.000041856998,0.0000059869185,0.00027603263],"genre_scores_gemma":[0.0014921433,0.9976277,0.00027217923,0.00017235501,0.00015984669,0.000011258653,0.00009188086,0.0000032642351,0.00016937457],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99873143,0.00021950986,0.00051661156,0.00019356055,0.00028349878,0.00005542092],"domain_scores_gemma":[0.99429446,0.003512718,0.00097021303,0.000095129355,0.0010079464,0.000119541044],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015471161,0.0010856827,0.002017622,0.00650089,0.00038112001,0.0013895227,0.0013062367,0.0010900924,0.004174445],"category_scores_gemma":[0.0056434604,0.0004387161,0.0014540816,0.005893865,0.0006348,0.0020977457,0.0008817217,0.00090629235,0.001170413],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018096642,0.000059965347,0.0020498275,0.14310803,0.00041109757,0.0005939577,0.00044742916,0.00023354137,0.0011574702,0.0008137349,0.018741587,0.83220243],"study_design_scores_gemma":[0.000057615085,0.00054028264,0.023231674,0.10012783,0.00253029,0.011040649,0.0008808243,0.00019352556,0.0019964427,0.0012515086,0.8580352,0.00011420219],"about_ca_topic_score_codex":0.0030036545,"about_ca_topic_score_gemma":0.004129081,"teacher_disagreement_score":0.00650089,"about_ca_system_score_codex":0.0006016117,"about_ca_system_score_gemma":0.0029210951,"threshold_uncertainty_score":0.013964891},"labels":[],"label_agreement":null},{"id":"W2891037785","doi":"10.1080/13670050.2018.1508277","title":"Western and heritage cultural internalizations predict EFL students’ language motivation and confidence","year":2018,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Heritage language; Psychology; Cultural heritage; Western culture; English as a foreign language; Foreign language; Language acquisition; Target culture; Pedagogy; Sociology; Mathematics education; History","score_opus":0.029278357136190338,"score_gpt":0.36257086414500017,"score_spread":0.33329250700880986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891037785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99922895,0.000024475386,0.000019564406,0.000030820753,0.0000013209343,0.0000025323545,0.000007067813,8.7149203e-7,0.0006843888],"genre_scores_gemma":[0.9993773,0.000036352263,0.000051483767,0.000013531847,0.000001317243,0.000004262888,0.00002096515,9.987691e-7,0.0004937754],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99962497,0.00007289263,0.00004149773,0.00003663,0.00011873963,0.000105326675],"domain_scores_gemma":[0.99678326,0.00051299896,0.0011507453,0.00011226688,0.00036714895,0.0010736407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088537077,0.00022929847,0.00023589344,0.00073904276,0.00063406565,0.0017782011,0.00027149895,0.00047835652,0.0041752234],"category_scores_gemma":[0.0030428634,0.00018935815,0.00035768992,0.00040927963,0.0006611591,0.000513153,0.0011913361,0.0009264404,0.00043674762],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021388225,0.00025335027,0.9938083,0.000009751359,0.000013625257,0.00006625387,0.00198065,0.000023229808,0.00031599,0.000100604935,0.00006575101,0.0033410708],"study_design_scores_gemma":[0.000002918382,0.00008137519,0.9929213,0.000023044984,0.000012908942,0.0000779653,0.0060227704,0.00023315262,0.00020642373,0.00010861896,0.00030134778,0.000008093439],"about_ca_topic_score_codex":0.0052164723,"about_ca_topic_score_gemma":0.009478865,"teacher_disagreement_score":0.0052164723,"about_ca_system_score_codex":0.00040789903,"about_ca_system_score_gemma":0.0006276171,"threshold_uncertainty_score":0.013967514},"labels":[],"label_agreement":null},{"id":"W2891178944","doi":"10.5539/elt.v11n10p38","title":"Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Kebangsaan Malaysia","keywords":"Anxiety; Psychology; Cronbach's alpha; Foreign language anxiety; Scale (ratio); Active listening; Clinical psychology; Foreign language; Developmental psychology; Psychometrics; Mathematics education; Communication; Psychiatry","score_opus":0.010455499120351744,"score_gpt":0.2289286155789204,"score_spread":0.21847311645856868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891178944","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85915637,0.013258495,0.042026617,0.013187066,0.00018977288,0.0014544281,0.0005248827,0.0000789232,0.07012339],"genre_scores_gemma":[0.9758698,0.007157685,0.012807933,0.00029717316,0.000050921757,0.0008028643,0.00019051576,0.000004150126,0.0028190056],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995577,0.00017662758,0.00003081754,0.000076561366,0.000077357836,0.000080918384],"domain_scores_gemma":[0.9995055,0.0002238791,0.000092812785,0.000011088882,0.00012468273,0.00004205228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010518272,0.0007598983,0.00037526595,0.002818206,0.0012369414,0.003017585,0.00075709994,0.0007505171,0.0017206373],"category_scores_gemma":[0.00082689873,0.00028271248,0.00065600977,0.0011724164,0.0021774108,0.0016540714,0.0017589119,0.001074662,0.00014813396],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009604724,0.0016440076,0.51793057,0.002441931,0.00017937929,0.0038417263,0.101305544,0.0029714208,0.003781879,0.17008038,0.0030004347,0.1927266],"study_design_scores_gemma":[0.00007040309,0.00092381454,0.5066035,0.0061272364,0.00043397694,0.0034768637,0.3412453,0.028324038,0.002890389,0.071672104,0.03807043,0.00016206918],"about_ca_topic_score_codex":0.009299266,"about_ca_topic_score_gemma":0.010337051,"teacher_disagreement_score":0.009299266,"about_ca_system_score_codex":0.003293211,"about_ca_system_score_gemma":0.005262457,"threshold_uncertainty_score":0.023894072},"labels":[],"label_agreement":null},{"id":"W2891323319","doi":"10.5539/elt.v11n10p52","title":"Promoting Language Learners’ Awareness of Autonomy Through Goal Setting—An Alternative Approach of Assessing Goal Setting Effects","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Reliability (semiconductor); Confirmatory factor analysis; Applied psychology; Goal setting; Measure (data warehouse); Autonomy; Goal orientation; Psychometrics; Social psychology; Structural equation modeling; Developmental psychology; Computer science","score_opus":0.017076086379446152,"score_gpt":0.29551935366553395,"score_spread":0.2784432672860878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891323319","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9444933,0.00016216116,0.04295742,0.00020308631,0.000041117215,0.0006267047,0.00011169189,0.00014163129,0.011262949],"genre_scores_gemma":[0.96431744,0.00012963715,0.03349392,0.00007877962,0.000010113511,0.00086751935,0.000086422704,0.00001486994,0.0010013194],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946032,0.0030752786,0.00045027517,0.0003908542,0.0013013312,0.00017892562],"domain_scores_gemma":[0.9748361,0.016403578,0.0033942326,0.0014908531,0.00283932,0.0010358936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060822708,0.000582845,0.00039916762,0.0014912318,0.00050100853,0.0013616768,0.00060314947,0.0005942089,0.0013073301],"category_scores_gemma":[0.024957387,0.00021254034,0.00053741824,0.00056044495,0.000837969,0.0013503593,0.0013628275,0.001143339,0.00025757652],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008618273,0.007014506,0.4833054,0.002341241,0.00039701257,0.00020094671,0.041125257,0.0035289049,0.039301638,0.009938492,0.0016291508,0.41035563],"study_design_scores_gemma":[0.0002691555,0.008274264,0.8846292,0.00054759317,0.00041957328,0.00045476112,0.023518749,0.014769036,0.038325243,0.01634986,0.01211118,0.0003313067],"about_ca_topic_score_codex":0.0005022965,"about_ca_topic_score_gemma":0.0010153,"teacher_disagreement_score":0.0060822708,"about_ca_system_score_codex":0.00045961575,"about_ca_system_score_gemma":0.00090626086,"threshold_uncertainty_score":0.03216648},"labels":[],"label_agreement":null},{"id":"W2892307375","doi":"10.3968/10434","title":"A Study of Students’ Silence and Teachers’ Questioning Strategies in College English Classroom","year":2018,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Silence; Class (philosophy); Psychology; Feeling; Mathematics education; Anxiety; Pedagogy; Social psychology; Computer science","score_opus":0.023025800947004967,"score_gpt":0.3275831522105929,"score_spread":0.30455735126358796,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2892307375","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99919754,0.00007329579,0.00015887913,0.00005828555,0.0000033559288,0.000014299013,0.000008439282,0.0000025213997,0.00048332842],"genre_scores_gemma":[0.9993728,0.00008032727,0.00011455328,0.000032338856,0.0000030589488,0.000023456987,0.000011826531,0.0000021686478,0.00035942157],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9975176,0.0012665561,0.0002530857,0.00024382875,0.00038898492,0.00033007178],"domain_scores_gemma":[0.99114347,0.005339805,0.0013380141,0.00030220454,0.0010159033,0.0008606953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026266177,0.0002498111,0.0005250856,0.00093881035,0.001595998,0.0016605732,0.0005366837,0.0006528694,0.0010819626],"category_scores_gemma":[0.010986486,0.00035913594,0.00037712904,0.00066486985,0.0012902122,0.0011917088,0.0010776956,0.0011282348,0.00024284888],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008805151,0.00067935255,0.16435249,0.00016402973,0.000024864154,0.0007518972,0.8084811,0.000032016636,0.0054880814,0.00029228453,0.00021801607,0.01942779],"study_design_scores_gemma":[0.000012753198,0.0008399434,0.36754128,0.00010473726,0.000037258775,0.00058642926,0.62341046,0.00026831665,0.0017008085,0.00019802249,0.00525197,0.000048013895],"about_ca_topic_score_codex":0.0040869634,"about_ca_topic_score_gemma":0.00617098,"teacher_disagreement_score":0.0040869634,"about_ca_system_score_codex":0.0009579535,"about_ca_system_score_gemma":0.0010712337,"threshold_uncertainty_score":0.013891041},"labels":[],"label_agreement":null},{"id":"W2892759101","doi":"10.1002/9781118784235.eelt0702","title":"Using Authentic Materials in Teaching Speaking","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Class (philosophy); Selection (genetic algorithm); Task (project management); Cover (algebra); Computer science; Mathematics education; Everyday life; Linguistics; Psychology; Multimedia; Pedagogy; Engineering; Artificial intelligence","score_opus":0.021351997958067578,"score_gpt":0.27478118580715044,"score_spread":0.25342918784908286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2892759101","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07120251,0.0038459338,0.13985863,0.004777397,0.0018743817,0.0019154727,0.00030585908,0.0021935906,0.7740263],"genre_scores_gemma":[0.45742977,0.008637648,0.3050972,0.002625881,0.00073448964,0.0023775892,0.000818119,0.0022158893,0.22006345],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98874134,0.0071214284,0.00046890642,0.0005919663,0.002559139,0.00051726843],"domain_scores_gemma":[0.9919361,0.0039213295,0.0005133714,0.0014096511,0.00092764583,0.0012919141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007027853,0.0007590501,0.00040305522,0.0014512477,0.0037579334,0.008969303,0.0018417633,0.0018789271,0.035163898],"category_scores_gemma":[0.014972451,0.00040874176,0.0004671646,0.0011475857,0.003100643,0.007110325,0.007869008,0.0023783965,0.01837903],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015059716,0.00091542065,0.0017143076,0.0020361177,0.000011162805,0.0013550165,0.072857656,0.0005139468,0.0100060785,0.09039515,0.061688505,0.758356],"study_design_scores_gemma":[0.000034187793,0.00036888008,0.0021609596,0.0013932924,0.000012882942,0.0018335771,0.025365554,0.0003255967,0.00796705,0.022425063,0.93805766,0.000055343542],"about_ca_topic_score_codex":0.00036286013,"about_ca_topic_score_gemma":0.0011965506,"teacher_disagreement_score":0.035163898,"about_ca_system_score_codex":0.0013354772,"about_ca_system_score_gemma":0.0028054174,"threshold_uncertainty_score":0.11763501},"labels":[],"label_agreement":null},{"id":"W2893296148","doi":"","title":"Bridging the gap: a study of academic language-learning needs of Saudi international students","year":2018,"lang":"en","type":"dissertation","venue":"UVic’s Research and Learning Repository (University of Victoria)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Bridging (networking); Mathematics education; Psychology; Pedagogy; Computer science","score_opus":0.03587490955518748,"score_gpt":0.32106565038773,"score_spread":0.28519074083254253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2893296148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979528,0.00016651468,0.0001668229,0.0005340102,0.0000102373515,0.000030521584,0.000022110782,0.0000032055586,0.0011138031],"genre_scores_gemma":[0.9983797,0.0002828673,0.00030450293,0.00022022754,0.0000058902287,0.00003991738,0.000021841797,0.000005055511,0.00074008154],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99644285,0.0017308511,0.00023922938,0.00017047035,0.00067722885,0.0007393452],"domain_scores_gemma":[0.98883665,0.0044372547,0.0014966619,0.0002682952,0.003066365,0.0018946482],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006760872,0.00057104026,0.0006920597,0.002258479,0.005647144,0.0044052713,0.0014002763,0.0013062037,0.0017220237],"category_scores_gemma":[0.013892667,0.000414891,0.000341229,0.001976707,0.0029331788,0.0028808003,0.0037215566,0.0019135745,0.00034391537],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027761145,0.000087051325,0.012069874,0.00010873749,0.000004267944,0.00035401472,0.97927296,0.000021483864,0.0006713657,0.0004118216,0.00022075661,0.006749852],"study_design_scores_gemma":[0.0000016889041,0.000039673436,0.0039002043,0.000048886213,0.0000029043938,0.00007396488,0.99350655,0.000048212787,0.00014613628,0.00007618153,0.002148843,0.000006694299],"about_ca_topic_score_codex":0.022881508,"about_ca_topic_score_gemma":0.034997284,"teacher_disagreement_score":0.022881508,"about_ca_system_score_codex":0.004161574,"about_ca_system_score_gemma":0.007828119,"threshold_uncertainty_score":0.045496643},"labels":[],"label_agreement":null},{"id":"W2893857350","doi":"10.22215/etd/2015-10878","title":"Explicit Instruction of Formulaic Expressions and Second Language Pragmatic Competence: A Collective Case Study","year":2015,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Computer science; Competence (human resources); Speech act; Phenomenon; Linguistics; Psychology; Social psychology","score_opus":0.027609162177941106,"score_gpt":0.30508525126885516,"score_spread":0.27747608909091404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2893857350","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.987414,0.00015496822,0.004172292,0.0005148311,0.000019851299,0.00018759689,0.000023840828,0.00003458831,0.0074780686],"genre_scores_gemma":[0.9884455,0.00021457522,0.0059064496,0.00014187007,0.000014499825,0.00031589586,0.000028611748,0.000031343105,0.0049012275],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9945627,0.003604579,0.00021145037,0.0004527914,0.00074486766,0.00042359962],"domain_scores_gemma":[0.9847915,0.010674274,0.00096137566,0.0016642549,0.000921843,0.0009867161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075215437,0.0007063537,0.0009049075,0.00078291073,0.004497524,0.0025699842,0.0013432545,0.002998594,0.0029019862],"category_scores_gemma":[0.018531317,0.0004166037,0.0005379397,0.000598438,0.0055873096,0.0027636557,0.004856996,0.0028666873,0.00052911823],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071541575,0.010411532,0.02008054,0.0008432275,0.00006613032,0.021543805,0.81078684,0.0015163374,0.0138074495,0.01648676,0.0027092749,0.10103281],"study_design_scores_gemma":[0.00097328686,0.011498151,0.051512774,0.0010330898,0.00029557108,0.025552927,0.74338436,0.011471881,0.034587026,0.024655573,0.09458108,0.00045423186],"about_ca_topic_score_codex":0.0044647567,"about_ca_topic_score_gemma":0.007752305,"teacher_disagreement_score":0.0075215437,"about_ca_system_score_codex":0.0024361173,"about_ca_system_score_gemma":0.0027954997,"threshold_uncertainty_score":0.039778173},"labels":[],"label_agreement":null},{"id":"W2893949099","doi":"10.5539/elt.v11n10p132","title":"Communicative Language Teaching: Possible Alternative Approaches to CLT and Teaching Contexts","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Active listening; Communicative competence; Language education; Psychology; Teaching method; Mathematics education; Language acquisition; Language assessment; Comprehension approach; Pedagogy; Reading (process); Linguistics; Communication","score_opus":0.06587176317451343,"score_gpt":0.2884621297565389,"score_spread":0.22259036658202547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2893949099","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10972299,0.015660103,0.08840134,0.021541722,0.0009788367,0.0005790043,0.00013846008,0.00029762182,0.76268],"genre_scores_gemma":[0.93403023,0.0029094685,0.03482894,0.001565129,0.00027407883,0.0006900264,0.00008732327,0.000088406385,0.025526257],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98780966,0.008588214,0.00041309497,0.00086325116,0.0011624148,0.0011634352],"domain_scores_gemma":[0.9946243,0.0022447328,0.00061705074,0.0006269451,0.0009268066,0.00096006616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048215305,0.00083843945,0.00061847933,0.003385295,0.0058979224,0.013473123,0.002546988,0.0031444782,0.012061357],"category_scores_gemma":[0.007931159,0.0003711782,0.0008302468,0.0029827014,0.016354458,0.011125984,0.0074564144,0.0030074639,0.0014382956],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007755285,0.00017463509,0.0022774367,0.0005832679,0.000011142838,0.0009864174,0.08803803,0.00020288651,0.00063658046,0.84019226,0.0019211118,0.06489866],"study_design_scores_gemma":[0.00012018531,0.0003177633,0.008104793,0.0026942145,0.00005043334,0.0042392286,0.26794025,0.0026933332,0.001665079,0.39695865,0.31508318,0.00013285059],"about_ca_topic_score_codex":0.0042451615,"about_ca_topic_score_gemma":0.007198663,"teacher_disagreement_score":0.013473123,"about_ca_system_score_codex":0.007903394,"about_ca_system_score_gemma":0.005593459,"threshold_uncertainty_score":0.057343423},"labels":[],"label_agreement":null},{"id":"W2894591319","doi":"10.6000/2292-2598.2018.06.03.5","title":"The Foreign Language Students’ Beliefs Regarding Learning Strategies In Different Kazakhstan University Students","year":2018,"lang":"en","type":"article","venue":"Journal of Intellectual Disability - Diagnosis and Treatment","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Language assessment; English language; English as a foreign language; English studies; Language education; First language; Language transfer; Mathematics education; Psychology; Comprehension approach; Language acquisition; Pedagogy; Linguistics","score_opus":0.03359703965553649,"score_gpt":0.2966720891264114,"score_spread":0.2630750494708749,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2894591319","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993431,0.000044749162,0.0000063776583,0.000052532658,0.0000023744883,0.0000018972353,0.000004620663,6.0190916e-7,0.0005436901],"genre_scores_gemma":[0.999534,0.00004654066,0.000008748309,0.00002911193,9.479067e-7,0.0000026773896,0.000007387393,4.25457e-7,0.00037015905],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994649,0.00011824221,0.000044138695,0.00004413621,0.00012369266,0.00020496675],"domain_scores_gemma":[0.9989002,0.0002347199,0.00023539085,0.000035687935,0.00019233214,0.00040163216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000853645,0.00031713757,0.00039469544,0.0008986485,0.0024894576,0.0030114027,0.00038297713,0.0006672881,0.0027722043],"category_scores_gemma":[0.002152997,0.0001722638,0.0003984056,0.00065034186,0.0014725457,0.0007615827,0.001240458,0.0009850411,0.00033605247],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018588161,0.0008917018,0.6453999,0.0001160474,0.0000469451,0.0009929814,0.32499108,0.00011609167,0.0019084725,0.001261256,0.00069849205,0.023391044],"study_design_scores_gemma":[0.00002033672,0.00043090113,0.5467939,0.00012368857,0.000055417488,0.0005520721,0.4468295,0.0002816749,0.0006756746,0.00058465305,0.0036041788,0.000048084137],"about_ca_topic_score_codex":0.016644727,"about_ca_topic_score_gemma":0.022447571,"teacher_disagreement_score":0.016644727,"about_ca_system_score_codex":0.0012081192,"about_ca_system_score_gemma":0.0013317727,"threshold_uncertainty_score":0.033095658},"labels":[],"label_agreement":null},{"id":"W2895351279","doi":"10.3968/10449","title":"The Role of Music in Second Language Learning","year":2018,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Lyrics; Feeling; Vocabulary; Psychology; Expression (computer science); Foreign language; Linguistics; Language acquisition; Stress (linguistics); Cognitive psychology; Social psychology; Mathematics education; Literature; Computer science; Art","score_opus":0.012930728831672966,"score_gpt":0.2721541591242415,"score_spread":0.25922343029256856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895351279","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86996555,0.007451872,0.0016948738,0.00093238644,0.00005997613,0.00003306087,0.00002885524,0.000033811983,0.11979958],"genre_scores_gemma":[0.99223495,0.001852763,0.0007556746,0.000055494114,0.000026435542,0.000010972373,0.000007646229,0.000005847191,0.0050503258],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995098,0.00021976433,0.000015494184,0.000054982702,0.0001274526,0.00007244765],"domain_scores_gemma":[0.99891305,0.0005712055,0.00014519467,0.000040437128,0.000100785976,0.00022936892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064115116,0.00020636246,0.00018228125,0.00081130833,0.00085232535,0.0023954485,0.00028346307,0.0003182343,0.00399824],"category_scores_gemma":[0.0017039621,0.00007356636,0.0001176741,0.00045078716,0.0014861539,0.0006679775,0.00078924303,0.0003505024,0.0003853745],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058634405,0.0014102022,0.05496185,0.0012176869,0.000053890562,0.0020784829,0.043887846,0.00059100374,0.0498647,0.033826042,0.0017428942,0.8097791],"study_design_scores_gemma":[0.00018365827,0.0041541914,0.6430262,0.0014541381,0.00020288983,0.0041532787,0.08593106,0.0023693368,0.03588342,0.061212998,0.16128843,0.00014049454],"about_ca_topic_score_codex":0.0023417794,"about_ca_topic_score_gemma":0.0029378221,"teacher_disagreement_score":0.00399824,"about_ca_system_score_codex":0.0005245478,"about_ca_system_score_gemma":0.0011455745,"threshold_uncertainty_score":0.013375461},"labels":[],"label_agreement":null},{"id":"W2895444437","doi":"10.1017/s0267190518000077","title":"Learning Chinese through Contextualized Language Practices in Study Abroad Residence Halls: Two Case Studies","year":2018,"lang":"en","type":"article","venue":"Annual Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Residence; Socialization; Psychology; Mandarin Chinese; Second language; Study abroad; Pedagogy; Narrative; Quality (philosophy); Linguistics; Sociology; Social psychology; Epistemology","score_opus":0.06316891589399927,"score_gpt":0.4431090233258394,"score_spread":0.37994010743184015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895444437","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973093,0.00013601317,0.00026866348,0.00019986178,0.000005989992,0.00006179313,0.000018129364,0.0000041398657,0.0019961845],"genre_scores_gemma":[0.9968156,0.00037440998,0.0006294551,0.00006579988,0.000006095273,0.00007621733,0.00002226662,0.0000055606115,0.0020045654],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979493,0.0012623846,0.00006116494,0.00015953966,0.00016114218,0.0004064418],"domain_scores_gemma":[0.99818474,0.0008217744,0.00020890038,0.00015291103,0.00012163677,0.00051004725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027396493,0.0006721805,0.0005400605,0.0013821503,0.008778005,0.0025544225,0.0016649638,0.0016473267,0.0030561266],"category_scores_gemma":[0.0026593492,0.00041440738,0.0004522456,0.0015892226,0.0061461376,0.0017771231,0.004535391,0.0017591104,0.00029343186],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008557052,0.0007114021,0.023001723,0.00019567943,0.000019177418,0.028719604,0.927866,0.00024599585,0.0012160904,0.0033283099,0.0007131792,0.013897317],"study_design_scores_gemma":[0.000020115882,0.0002781595,0.012301214,0.00012870255,0.00002357583,0.0033090215,0.9708043,0.000304479,0.0012857208,0.0004586915,0.011057645,0.000028432672],"about_ca_topic_score_codex":0.018527847,"about_ca_topic_score_gemma":0.06652291,"teacher_disagreement_score":0.018527847,"about_ca_system_score_codex":0.0058128703,"about_ca_system_score_gemma":0.0027278545,"threshold_uncertainty_score":0.04217553},"labels":[],"label_agreement":null},{"id":"W2895515202","doi":"10.1177/1362168818802469","title":"The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing","year":2018,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":159,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Psychology; Second language writing; Control (management); Mathematics education; Peer feedback; Linguistics; Second language; Computer science; Artificial intelligence","score_opus":0.044331622888814606,"score_gpt":0.37035979729140356,"score_spread":0.32602817440258897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895515202","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99911755,0.000076989345,0.00034612298,0.000009151744,0.0000070990563,0.000023508923,0.000008670806,0.000015286116,0.00039549582],"genre_scores_gemma":[0.99790466,0.000086987326,0.0012652526,0.000018150326,0.000010288358,0.00003928476,0.000021752909,0.000008335398,0.00064538285],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9976342,0.0008455299,0.0002105895,0.0003182631,0.0008497743,0.00014162777],"domain_scores_gemma":[0.9673963,0.0241849,0.0030282119,0.0017880052,0.0021019133,0.001500609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022126345,0.00062612345,0.0006203614,0.00044687072,0.00017060904,0.0005386542,0.00042741766,0.00043283423,0.0019119614],"category_scores_gemma":[0.0357926,0.00021709231,0.00024309955,0.00019759776,0.00038407635,0.0006081203,0.0006638441,0.00065246166,0.00028955535],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017133128,0.008986452,0.057186034,0.0011506552,0.00032495253,0.00062859576,0.006551292,0.0018166864,0.27856174,0.00015332496,0.00032002325,0.62718713],"study_design_scores_gemma":[0.0015146724,0.07205729,0.77224034,0.00022613483,0.00062734535,0.0010390335,0.0024024982,0.0064471415,0.14035648,0.0007154052,0.0022302028,0.00014349035],"about_ca_topic_score_codex":0.000589327,"about_ca_topic_score_gemma":0.00063907506,"teacher_disagreement_score":0.0022126345,"about_ca_system_score_codex":0.00021563504,"about_ca_system_score_gemma":0.00037267234,"threshold_uncertainty_score":0.0117016435},"labels":[],"label_agreement":null},{"id":"W2895665352","doi":"","title":"A PROFESSIONAL DEVELOPMENT WORKSHOP FOR MAINSTREAM CLASSROOM TEACHERS TO SUPPORT ENGLISH LANGUAGE LEARNERS (ELLS)","year":2018,"lang":"en","type":"article","venue":"QSpace (Queen's University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ell; Mainstream; Professional development; English language; Pedagogy; Mathematics education; Sociology; Psychology; Teaching method; Political science; Vocabulary development","score_opus":0.01522887921333028,"score_gpt":0.22310896379389764,"score_spread":0.20788008458056736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895665352","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.097545646,0.011170966,0.036059543,0.12970461,0.05029945,0.009293686,0.0027929146,0.003057848,0.6600753],"genre_scores_gemma":[0.19916923,0.008923362,0.07433638,0.016236903,0.0018793124,0.0044747395,0.0023874347,0.0006028712,0.6919898],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9971607,0.0008513534,0.000095264666,0.00030142438,0.0007016994,0.0008896295],"domain_scores_gemma":[0.9918934,0.00037686297,0.00015680514,0.00016886002,0.0013835926,0.0060205245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065007545,0.0007528214,0.00032702606,0.00073322444,0.0073261173,0.0039146617,0.0028955305,0.0019361196,0.027570758],"category_scores_gemma":[0.0037246768,0.0005317167,0.0007525274,0.00046347445,0.0018558741,0.00215473,0.008157194,0.0042624967,0.010417567],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017727033,0.0013951398,0.0014654847,0.00063308066,0.00000866752,0.002402012,0.052984353,0.00027234925,0.0059037213,0.0071361572,0.7500661,0.1775556],"study_design_scores_gemma":[0.000025830139,0.000116479474,0.0014254043,0.00023064588,0.00000395628,0.00019651462,0.019166164,0.000084531086,0.00062234135,0.00078034494,0.9773253,0.000022434724],"about_ca_topic_score_codex":0.0493932,"about_ca_topic_score_gemma":0.2120652,"teacher_disagreement_score":0.0493932,"about_ca_system_score_codex":0.007150192,"about_ca_system_score_gemma":0.055818982,"threshold_uncertainty_score":0.09821141},"labels":[],"label_agreement":null},{"id":"W2895753203","doi":"10.5539/ijel.v9n1p357","title":"An Investigation of Willingness to Communication in ESL Classroom: A Quantitative Study of Elementary Students in Pakistan","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Task (project management); Social communication; Mathematics education; Social psychology","score_opus":0.046199719726505495,"score_gpt":0.38967078110107184,"score_spread":0.34347106137456634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895753203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993025,0.000020931058,0.0000404072,0.000047138557,0.0000019481026,0.000015500977,0.0000140979255,8.005786e-7,0.00055662286],"genre_scores_gemma":[0.99887496,0.00007505331,0.00009623149,0.00005638908,0.0000032828736,0.000034047804,0.000017720662,0.0000016775947,0.000840588],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.998664,0.00044714002,0.000098279656,0.0001246751,0.00037783972,0.00028792187],"domain_scores_gemma":[0.9956886,0.0018849177,0.00081621564,0.00011589755,0.0007774329,0.0007167938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020205586,0.00024935423,0.00040950696,0.0010563381,0.0022494744,0.002008946,0.00044252907,0.0006519103,0.0030274105],"category_scores_gemma":[0.0050807605,0.00035546403,0.00024632536,0.0005879163,0.0015280844,0.000980217,0.0008921756,0.0010703711,0.00039790056],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000085077096,0.0009373376,0.33865872,0.00025657174,0.000016941973,0.0014475174,0.63632494,0.000048830883,0.0050522694,0.0004060737,0.00043192637,0.016333813],"study_design_scores_gemma":[0.0000057534758,0.0005988788,0.230494,0.000061021765,0.000011380916,0.00046458698,0.76406884,0.00012430169,0.0007887819,0.00010395655,0.003249456,0.000029011897],"about_ca_topic_score_codex":0.0033534693,"about_ca_topic_score_gemma":0.005089508,"teacher_disagreement_score":0.0033534693,"about_ca_system_score_codex":0.0008327636,"about_ca_system_score_gemma":0.0014146058,"threshold_uncertainty_score":0.010685861},"labels":[],"label_agreement":null},{"id":"W2895883975","doi":"10.1075/jicb.17008.arn","title":"The Common European Framework of Reference (CEFR) in French immersion teacher education","year":2018,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Portfolio; Remedial education; Second language; Pedagogy; Adaptation (eye); Mathematics education; Divergence (linguistics); Psychology; Linguistics; Business","score_opus":0.03105247031365189,"score_gpt":0.2906973675472219,"score_spread":0.25964489723357004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895883975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6041535,0.0031683869,0.09685188,0.02990015,0.00074459694,0.0009364082,0.00021933301,0.00040346538,0.26362234],"genre_scores_gemma":[0.9711453,0.00033977593,0.022701042,0.0007521835,0.000019247505,0.00019486641,0.000082489525,0.000048808404,0.0047163256],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.95396984,0.034768723,0.0014450144,0.0020685021,0.004725964,0.0030219366],"domain_scores_gemma":[0.97225744,0.009004632,0.002005431,0.0030666285,0.0094087,0.0042571006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.034466773,0.00042752386,0.00042651227,0.0017006828,0.0071174214,0.010333081,0.0021081795,0.0022746376,0.0031354378],"category_scores_gemma":[0.035063654,0.00026333999,0.0004408327,0.002269974,0.010094517,0.0040597385,0.008385182,0.0024594585,0.00031461578],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000118285396,0.00029982853,0.019085413,0.00035048142,0.000025204645,0.001004297,0.29247883,0.0017022241,0.0025166168,0.4176331,0.0116043035,0.25318155],"study_design_scores_gemma":[0.000053528474,0.000646947,0.051562764,0.0022446222,0.000048393176,0.0013472434,0.37556848,0.003620578,0.0020777218,0.04919156,0.5134321,0.0002060615],"about_ca_topic_score_codex":0.19220884,"about_ca_topic_score_gemma":0.20693494,"teacher_disagreement_score":0.19220884,"about_ca_system_score_codex":0.02379196,"about_ca_system_score_gemma":0.055093344,"threshold_uncertainty_score":0.3821801},"labels":[],"label_agreement":null},{"id":"W2895921875","doi":"10.5539/elt.v11n11p65","title":"A Critical Review of Grammar Teaching Methodologies in the Saudi Context","year":2018,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Traditional grammar; Sentence; Language education; Context (archaeology); Teaching method; Psychology; Sociology; Mathematics education; History; Philosophy","score_opus":0.15311991572328157,"score_gpt":0.41103318818927836,"score_spread":0.2579132724659968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895921875","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014188671,0.98303115,0.00073788734,0.009296847,0.001631134,0.000021560802,0.0000231505,0.0000097082375,0.0038295898],"genre_scores_gemma":[0.021636501,0.9707051,0.0017901137,0.0033539308,0.001083354,0.000043529686,0.000041071355,0.000016373117,0.0013300858],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.995093,0.0023506992,0.0008686554,0.00031574137,0.0011735322,0.00019835621],"domain_scores_gemma":[0.9732221,0.017451596,0.0016876936,0.00042272874,0.0067772036,0.00043863512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011088389,0.0007586451,0.00053819537,0.008193216,0.0020615023,0.0042225937,0.0013568992,0.0021687483,0.0023288436],"category_scores_gemma":[0.019365676,0.00040901246,0.0006069561,0.006814415,0.0043597007,0.0040737577,0.0017578537,0.002980704,0.0006233384],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000100802376,0.00008122851,0.0015267772,0.032895148,0.00007688001,0.00091586227,0.02381941,0.0005471702,0.00090345874,0.080748625,0.06495991,0.7934248],"study_design_scores_gemma":[0.000007806071,0.00004936427,0.0032569778,0.031689838,0.00006174054,0.00094840786,0.008183092,0.00015219889,0.00045633613,0.0067650788,0.9483931,0.00003620288],"about_ca_topic_score_codex":0.01530846,"about_ca_topic_score_gemma":0.026258454,"teacher_disagreement_score":0.01530846,"about_ca_system_score_codex":0.011468354,"about_ca_system_score_gemma":0.014148103,"threshold_uncertainty_score":0.0832091},"labels":[],"label_agreement":null},{"id":"W2895959026","doi":"10.1121/1.5068214","title":"Acquisition of categorical perception of Mandarin tone","year":2018,"lang":"en","type":"article","venue":"The Journal of the Acoustical Society of America","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Université du Québec à Montréal; University of Victoria","funders":"","keywords":"Mandarin Chinese; Psychology; Stimulus (psychology); Perception; Categorical perception; Tone (literature); Categorical variable; Categorization; Audiology; Repetition (rhetorical device); Cognitive psychology; Speech recognition; Linguistics; Speech perception; Computer science; Artificial intelligence","score_opus":0.01930920294486217,"score_gpt":0.2739931489899738,"score_spread":0.25468394604511163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895959026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99788445,0.000037624377,0.0006090231,0.000019991534,0.000009388887,0.000030066938,0.0000115039,0.000028037633,0.001369961],"genre_scores_gemma":[0.9941366,0.000056619985,0.0036618058,0.000064980915,0.000008167531,0.000081081336,0.000053242995,0.000021469137,0.0019160872],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9990465,0.00023286745,0.00009339376,0.0002334478,0.00030549947,0.000088321554],"domain_scores_gemma":[0.996256,0.0020888045,0.00050727004,0.0004744153,0.00037236945,0.0003012483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010660676,0.00040829217,0.00045059406,0.00020907617,0.00021460968,0.00044527338,0.0005427079,0.0005271736,0.002850445],"category_scores_gemma":[0.006327171,0.00031636574,0.00023307963,0.00008976823,0.0005375133,0.00057641667,0.0007478052,0.001067443,0.00039404375],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009675734,0.0015354577,0.004792095,0.00017480057,0.000022278255,0.00034880126,0.0019753738,0.00011038422,0.9627701,0.00024777543,0.00007812982,0.026977254],"study_design_scores_gemma":[0.0003941131,0.0298913,0.29979557,0.00007924999,0.00011858749,0.0020660253,0.0016545423,0.0035930893,0.6564,0.0016351097,0.0042726547,0.000099678095],"about_ca_topic_score_codex":0.00049518346,"about_ca_topic_score_gemma":0.00081460766,"teacher_disagreement_score":0.002850445,"about_ca_system_score_codex":0.00019616431,"about_ca_system_score_gemma":0.0003105797,"threshold_uncertainty_score":0.00953567},"labels":[],"label_agreement":null},{"id":"W2896153230","doi":"10.5539/elt.v11n11p55","title":"The Effects of Corrective Feedback Strategies on English Majors’ Writing","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Peer feedback; Preference; Sample (material); Mathematics education; Statistics; Mathematics","score_opus":0.007193322822946339,"score_gpt":0.24155703025825212,"score_spread":0.23436370743530577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2896153230","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998629,0.000092010974,0.00033133384,0.00002800172,0.0000104596675,0.000038996885,0.000008874922,0.000020108939,0.0008411315],"genre_scores_gemma":[0.9981529,0.00008282027,0.0010648816,0.000029341129,0.000008326054,0.00004961325,0.000019585485,0.000013774224,0.00057872373],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9856677,0.009144015,0.0012220796,0.0009434894,0.0025264234,0.0004962621],"domain_scores_gemma":[0.83132416,0.13231798,0.016323892,0.0051582134,0.010612151,0.0042634862],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007182735,0.0006788242,0.0004874941,0.0007771201,0.00051879924,0.0013652634,0.00061464886,0.00051492325,0.0013928118],"category_scores_gemma":[0.11297214,0.00026745553,0.00032090803,0.0003594271,0.00056239543,0.0005661972,0.0008813441,0.0006453195,0.00026095434],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004635054,0.005465761,0.35997862,0.0011175941,0.00040649608,0.001138761,0.0689721,0.00091678154,0.09356723,0.0002253128,0.00080559676,0.46277073],"study_design_scores_gemma":[0.00019165571,0.009760325,0.9413859,0.00021641147,0.00022384098,0.0011619658,0.024770956,0.0013859833,0.01745974,0.00023677407,0.0031021885,0.000104221974],"about_ca_topic_score_codex":0.00068196165,"about_ca_topic_score_gemma":0.0013424775,"teacher_disagreement_score":0.007182735,"about_ca_system_score_codex":0.0004178261,"about_ca_system_score_gemma":0.000762671,"threshold_uncertainty_score":0.037986398},"labels":[],"label_agreement":null},{"id":"W2896432001","doi":"10.5539/elt.v11n11p115","title":"The First Language’s Impact on L2: Investigating Intralingual and Interlingual Errors","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Verb; Linguistics; Psychology; Focus (optics); Interpretability; Context (archaeology); Agreement; Subject (documents); Error analysis; Natural language processing; Artificial intelligence; Computer science; History","score_opus":0.014735869803548834,"score_gpt":0.28509580308800836,"score_spread":0.2703599332844595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2896432001","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99868685,0.00009397141,0.0003389305,0.00003279378,0.0000048168195,0.000007611063,0.000075556556,0.000018053439,0.0007414588],"genre_scores_gemma":[0.998852,0.00006491259,0.00039193156,0.000029951696,0.000005131907,0.000009085161,0.00010554285,0.000038092367,0.0005033643],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9953673,0.001665956,0.00074880134,0.0008286614,0.0010519916,0.00033720298],"domain_scores_gemma":[0.96392715,0.018713824,0.008521639,0.0019945307,0.005933014,0.0009098542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031195753,0.0007686727,0.0005970138,0.0018024764,0.00064829725,0.0021460769,0.00053621683,0.00080773176,0.001913791],"category_scores_gemma":[0.026765337,0.00033836294,0.00035475986,0.0008403439,0.0011109615,0.0015995685,0.0018282831,0.00090192107,0.00091563165],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008531289,0.00038310172,0.85752696,0.0003438095,0.00010853394,0.0014200067,0.059319783,0.0004254667,0.027686208,0.00015359199,0.00030890357,0.051470578],"study_design_scores_gemma":[0.000018860012,0.0008944979,0.93494344,0.000105823994,0.00014222613,0.0035843833,0.031043883,0.0019773948,0.024485577,0.00031399378,0.002387633,0.000102187645],"about_ca_topic_score_codex":0.0062902956,"about_ca_topic_score_gemma":0.005587251,"teacher_disagreement_score":0.0062902956,"about_ca_system_score_codex":0.0004789239,"about_ca_system_score_gemma":0.0005357364,"threshold_uncertainty_score":0.016498089},"labels":[],"label_agreement":null},{"id":"W2897218215","doi":"10.5539/elt.v11n11p44","title":"Attribution Theories in Language Learning Motivation: Success in Vocational English for Hospitality Students","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Attribution; Hospitality; Vocational education; Need for achievement; Agency (philosophy); Luck; Pedagogy; Social psychology; Social science; Sociology; Tourism","score_opus":0.015280611095464764,"score_gpt":0.2969109097414328,"score_spread":0.28163029864596806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2897218215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9770239,0.0013750106,0.002947877,0.0031547933,0.000118543656,0.00011310696,0.000038843973,0.000016267943,0.015211601],"genre_scores_gemma":[0.9984413,0.00029361405,0.00038692966,0.00010753459,0.000023024339,0.000034047665,0.000020115365,0.0000025120753,0.0006910461],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9961591,0.0020683177,0.00019231885,0.00035549654,0.00072007935,0.00050458184],"domain_scores_gemma":[0.9764074,0.013022973,0.0049593314,0.0008356693,0.0018339029,0.0029406934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0115668755,0.00047502902,0.0005075843,0.0027913833,0.0017808862,0.004476998,0.001246236,0.0011752117,0.005076977],"category_scores_gemma":[0.023439234,0.00026893758,0.0010579011,0.0014828185,0.003373384,0.002177184,0.0029145845,0.0024159981,0.00024214695],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014133654,0.0018186442,0.8717714,0.0002444516,0.00013215918,0.0002766006,0.025683234,0.00059110514,0.00024594256,0.031847723,0.0008321137,0.066415325],"study_design_scores_gemma":[0.00005365193,0.00032799752,0.92334306,0.00055965723,0.0001474409,0.00024923292,0.037402403,0.003639976,0.00036308164,0.030610472,0.0032301852,0.0000728801],"about_ca_topic_score_codex":0.006293539,"about_ca_topic_score_gemma":0.00407116,"teacher_disagreement_score":0.0115668755,"about_ca_system_score_codex":0.0030250666,"about_ca_system_score_gemma":0.0026908643,"threshold_uncertainty_score":0.061172247},"labels":[],"label_agreement":null},{"id":"W2897244685","doi":"10.5539/elt.v11n11p74","title":"EFL Pronunciation Training With Computer-Assisted Adaptive Peer Review","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Foundation for Distinguished Young Talents in Higher Education of Guangdong; Department of Education of Guangdong Province","keywords":"Pronunciation; Psychology; Test (biology); Language proficiency; Linguistics; Mathematics education","score_opus":0.04557391859115216,"score_gpt":0.27271610364044324,"score_spread":0.22714218504929107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2897244685","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8208529,0.0013004261,0.13443309,0.0006707753,0.00028611172,0.008355453,0.00035193,0.0036058964,0.030143492],"genre_scores_gemma":[0.7981518,0.0006136665,0.18382807,0.00014422368,0.00020639159,0.004173605,0.00026091983,0.00014349914,0.012477889],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98922104,0.0058882628,0.000828882,0.0014652797,0.002329325,0.00026718643],"domain_scores_gemma":[0.9690231,0.019061256,0.0025107001,0.004017176,0.0043868395,0.0010008834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006819448,0.0006370398,0.00067733077,0.0017732794,0.0007897719,0.001437227,0.0016622213,0.000663255,0.008618578],"category_scores_gemma":[0.03760294,0.00025117266,0.00046174318,0.00091851037,0.0005950579,0.0013810969,0.0025143763,0.0004757321,0.003079476],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012397009,0.0034420479,0.014247319,0.0010713186,0.000092052316,0.0008598794,0.0059601488,0.0024936371,0.046549745,0.0006650431,0.004201445,0.9191777],"study_design_scores_gemma":[0.0034564103,0.040382743,0.3762637,0.0014513431,0.00083123776,0.020214526,0.017647471,0.08762428,0.19837347,0.013271336,0.23914324,0.0013403344],"about_ca_topic_score_codex":0.0007642483,"about_ca_topic_score_gemma":0.0022477468,"teacher_disagreement_score":0.008618578,"about_ca_system_score_codex":0.00039036042,"about_ca_system_score_gemma":0.0014177455,"threshold_uncertainty_score":0.0360651},"labels":[],"label_agreement":null},{"id":"W2897439957","doi":"10.7202/1057963ar","title":"Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Self-efficacy; French immersion; Psychology; Pedagogy; Language proficiency; Mathematics education; AP French Language; Language education; Medical education; Medicine; Social psychology","score_opus":0.015617635372800222,"score_gpt":0.23813880286329525,"score_spread":0.22252116749049503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2897439957","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993325,0.000029893263,0.000021950971,0.000056741726,0.000001142531,0.000010048967,0.000007792532,8.9802893e-7,0.00053891714],"genre_scores_gemma":[0.9985551,0.00011173967,0.00007007778,0.000031749703,0.0000017031132,0.00001538675,0.000013366658,0.0000019911183,0.0011989519],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987373,0.00033029137,0.000058389083,0.00012505555,0.00027343156,0.00047562728],"domain_scores_gemma":[0.99716127,0.00092114124,0.00047120728,0.000108813256,0.0007088313,0.000628803],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015181552,0.00033947552,0.00049865496,0.0011362999,0.0074097165,0.0020612737,0.0007205211,0.00070560054,0.001797444],"category_scores_gemma":[0.0046219635,0.0003987405,0.00030369728,0.00093520584,0.0024300355,0.0007052335,0.0010805242,0.00093410106,0.00021162289],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008466034,0.0004477351,0.24646135,0.000053896183,0.000008304936,0.0054047303,0.7355904,0.00005179533,0.0014558175,0.00030131108,0.00034958433,0.009790484],"study_design_scores_gemma":[0.000013540902,0.0002825623,0.27109185,0.000052363965,0.000013580437,0.0010170608,0.7229406,0.00015766532,0.0004206772,0.000065374545,0.0039219265,0.000022751043],"about_ca_topic_score_codex":0.7219871,"about_ca_topic_score_gemma":0.8591086,"teacher_disagreement_score":0.27801287,"about_ca_system_score_codex":0.012973024,"about_ca_system_score_gemma":0.010494592,"threshold_uncertainty_score":0.5593003},"labels":[],"label_agreement":null},{"id":"W2898080120","doi":"10.1002/tesq.477","title":"Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction: A Lexico‐grammatical Approach","year":2018,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Concordia University; Canada Research Chairs; Northern Arizona University","keywords":"Rubric; Linguistics; Psychology; Formative assessment; Task (project management); Linguistic description; Natural language processing; Computer science; Mathematics education","score_opus":0.030467783086448322,"score_gpt":0.3098690538209977,"score_spread":0.2794012707345494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2898080120","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8768529,0.0012975399,0.05155112,0.0019336164,0.00007946091,0.00027779743,0.0002568454,0.0001312848,0.06761952],"genre_scores_gemma":[0.9776218,0.0003997243,0.020500254,0.00006933274,0.000021740852,0.0001897178,0.000079666606,0.00004028592,0.0010773835],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9982602,0.0010449266,0.00012512892,0.00016586615,0.00031847044,0.00008551861],"domain_scores_gemma":[0.9922713,0.0046055424,0.001653435,0.00035149168,0.0009214186,0.00019681793],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002386325,0.0003631524,0.00032441298,0.005023697,0.0022195037,0.004097086,0.00069129874,0.0006693046,0.0019544314],"category_scores_gemma":[0.009081805,0.00029024828,0.00018699729,0.0032671404,0.0048872116,0.0033848477,0.002319452,0.0009003857,0.00026271833],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017121948,0.00030698374,0.17775299,0.0010494319,0.000042315867,0.0020513225,0.5082333,0.00061811844,0.028759742,0.13068078,0.0017743685,0.14855945],"study_design_scores_gemma":[0.000055932996,0.00029510213,0.36269692,0.00078295055,0.00011138976,0.005064801,0.5094099,0.00708588,0.010032111,0.06298925,0.041344482,0.00013123594],"about_ca_topic_score_codex":0.0026528714,"about_ca_topic_score_gemma":0.0042448184,"teacher_disagreement_score":0.005023697,"about_ca_system_score_codex":0.0020804468,"about_ca_system_score_gemma":0.0019754611,"threshold_uncertainty_score":0.0150946975},"labels":[],"label_agreement":null},{"id":"W2898318059","doi":"10.30845/ijll.v5n3p4","title":"Pedagogical Grammar: Learners’ Beliefs Do Matter","year":2018,"lang":"en","type":"article","venue":"International Journal of Language & Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Grammar; Linguistics; Psychology; Computer science; Philosophy","score_opus":0.05505671010701036,"score_gpt":0.3509716320159297,"score_spread":0.2959149219089193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2898318059","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9734981,0.0012986832,0.0019779133,0.0035224739,0.000039462044,0.000022050783,0.000045250792,0.00001952198,0.01957644],"genre_scores_gemma":[0.9979943,0.00027727822,0.00019636616,0.00043443366,0.000006922776,0.000008241574,0.000012730663,0.0000054053276,0.0010643194],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99801433,0.00078606943,0.0001244738,0.00027367906,0.0005841438,0.00021735193],"domain_scores_gemma":[0.99180704,0.0050083157,0.0012971283,0.0003540922,0.00092612195,0.00060725934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027258121,0.00014845436,0.00025704835,0.0004771463,0.0008338419,0.00320361,0.00033304375,0.00077268877,0.0035488952],"category_scores_gemma":[0.0121267475,0.00014203542,0.00019176562,0.00033844064,0.002485191,0.002247427,0.0011441245,0.0012906664,0.0005002057],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006212998,0.00026071578,0.47281244,0.0003860519,0.00007992055,0.000886741,0.40492588,0.00020096182,0.0051962486,0.0128409425,0.0020198822,0.10032809],"study_design_scores_gemma":[0.000034839097,0.00037477317,0.39784485,0.0011892164,0.00015375293,0.0027656306,0.51591045,0.0011883224,0.0038559872,0.022782523,0.053806707,0.000093056864],"about_ca_topic_score_codex":0.0023341596,"about_ca_topic_score_gemma":0.002581648,"teacher_disagreement_score":0.0035488952,"about_ca_system_score_codex":0.000976175,"about_ca_system_score_gemma":0.0012467566,"threshold_uncertainty_score":0.014415622},"labels":[],"label_agreement":null},{"id":"W2898445871","doi":"10.5539/elt.v11n11p148","title":"Relations Among L2 Learning Motivation, Language Learning Anxiety, Self-efficacy and Family Influence: A Structual Equation Model","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Structural equation modeling; Anxiety; Self-efficacy; Language acquisition; Social psychology; Context (archaeology); Foreign language anxiety; Developmental psychology; Foreign language; Mathematics education","score_opus":0.014200336783757967,"score_gpt":0.24161670862479928,"score_spread":0.22741637184104133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2898445871","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98034465,0.00019946093,0.013243552,0.0013952326,0.00003421802,0.00030324867,0.00047447995,0.00011533591,0.003889865],"genre_scores_gemma":[0.9943402,0.00015727381,0.0038732344,0.000041641466,0.000016306645,0.0002495835,0.00025537383,0.0000070668234,0.0010593748],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9987263,0.000690705,0.0000722359,0.00018188856,0.00015536523,0.00017348382],"domain_scores_gemma":[0.9967445,0.0022753004,0.00037356585,0.0000895682,0.0002888414,0.00022813832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024368786,0.0011969438,0.0007166192,0.0022043567,0.0009479907,0.002323263,0.0016896438,0.0013987042,0.0067856754],"category_scores_gemma":[0.005344807,0.00072388595,0.0016789793,0.0012936649,0.0008241366,0.0015423497,0.0015841745,0.0012588912,0.0005831073],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025716043,0.002079759,0.89388067,0.0002168856,0.0012748254,0.0012507864,0.008654472,0.03635423,0.0010669748,0.02619983,0.0024342898,0.026330043],"study_design_scores_gemma":[0.00020980198,0.000840679,0.21443488,0.00036424253,0.0009760519,0.0006192052,0.00602513,0.75600576,0.00051783724,0.016691476,0.00320588,0.000109031054],"about_ca_topic_score_codex":0.019735819,"about_ca_topic_score_gemma":0.010222665,"teacher_disagreement_score":0.019735819,"about_ca_system_score_codex":0.001825387,"about_ca_system_score_gemma":0.0036226748,"threshold_uncertainty_score":0.03924185},"labels":[],"label_agreement":null},{"id":"W2899066137","doi":"10.7202/1052609ar","title":"L’exploitation d’un corpus d’interactions en tandem anglais/français pour mieux comprendre les enjeux de la rétroaction corrective entre pairs","year":2018,"lang":"fr","type":"article","venue":"Alterstice Revue internationale de la recherche interculturelle","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.09526734940716365,"score_gpt":0.341170284177997,"score_spread":0.24590293477083336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2899066137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7914782,0.00346578,0.039642993,0.0032955853,0.00078542694,0.00092414505,0.039783075,0.0009130631,0.11971172],"genre_scores_gemma":[0.8673164,0.0016927281,0.045826424,0.0005284038,0.00015902809,0.0015814265,0.0301009,0.0008151071,0.05197961],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9981731,0.0006639836,0.00015368056,0.00042549815,0.00042034348,0.0001633173],"domain_scores_gemma":[0.99221146,0.0038784582,0.0004825022,0.0009350682,0.0022541978,0.00023832847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017847652,0.0008963661,0.00035151953,0.0032219943,0.0026421882,0.0023154875,0.000642218,0.00087276247,0.015572818],"category_scores_gemma":[0.009542033,0.00037220027,0.0003545761,0.0036397043,0.0013823338,0.0020048467,0.0018672826,0.0013580252,0.0024782808],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010442527,0.00031239926,0.054554246,0.0037005225,0.0002783045,0.0034673843,0.3010152,0.0016581537,0.10793248,0.019219803,0.0783092,0.428508],"study_design_scores_gemma":[0.00008630333,0.00021692019,0.27571842,0.0010499699,0.00019852161,0.0019040516,0.10081885,0.0030606221,0.016291,0.0029349346,0.59749347,0.00022696388],"about_ca_topic_score_codex":0.098100394,"about_ca_topic_score_gemma":0.21613029,"teacher_disagreement_score":0.098100394,"about_ca_system_score_codex":0.0020982309,"about_ca_system_score_gemma":0.0025476047,"threshold_uncertainty_score":0.19505876},"labels":[],"label_agreement":null},{"id":"W2900015148","doi":"10.5539/elt.v11n12p45","title":"Teacher Cognition and Grammar Teaching in the Saudi Arabian Context","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Grammar; Context (archaeology); Mathematics education; Cognition; Stratified sampling; First language; Nonprobability sampling; Checklist; Linguistics; Population; Sociology; Cognitive psychology","score_opus":0.01735168694456908,"score_gpt":0.2532305379401025,"score_spread":0.2358788509955334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900015148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998738,0.0001701068,0.000020693074,0.000097846256,0.0000018201857,8.9706947e-7,0.0000031476784,6.170432e-7,0.0009670267],"genre_scores_gemma":[0.999721,0.00009695153,0.000017759741,0.000016505488,0.0000012112932,4.30542e-7,0.0000025281756,3.6470902e-7,0.00014322386],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994122,0.00027214442,0.000031008945,0.000055530036,0.00010504427,0.00012406583],"domain_scores_gemma":[0.9985958,0.00046154976,0.00044787762,0.000046848734,0.00017722478,0.00027078914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006584972,0.00014617041,0.00014346192,0.00054624915,0.0014028036,0.001755785,0.00018060983,0.00024756783,0.0012188026],"category_scores_gemma":[0.0016236394,0.00009772845,0.00010576792,0.0004079459,0.0014533133,0.00035810875,0.00089665776,0.00032587827,0.000112861606],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000102237274,0.00017869667,0.6794306,0.00011264874,0.000026410777,0.001511591,0.289585,0.00017190452,0.0020573982,0.0020440153,0.00036164222,0.024417855],"study_design_scores_gemma":[0.000009742142,0.0000951953,0.78864837,0.000088478184,0.000021623246,0.0004362537,0.2051356,0.00022849996,0.00045041987,0.00044682095,0.0044235233,0.00001542508],"about_ca_topic_score_codex":0.061527006,"about_ca_topic_score_gemma":0.10204298,"teacher_disagreement_score":0.061527006,"about_ca_system_score_codex":0.002029956,"about_ca_system_score_gemma":0.0020144908,"threshold_uncertainty_score":0.12233776},"labels":[],"label_agreement":null},{"id":"W2900364315","doi":"10.5539/ijel.v8n6p315","title":"A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Likert scale; Metacognition; Active listening; Test (biology); Cognition; Mathematics education; Empirical research; Point (geometry); Set (abstract data type); Arabic; Null hypothesis; Developmental psychology; Linguistics; Statistics; Computer science; Mathematics; Communication","score_opus":0.05107443575543522,"score_gpt":0.31419222133927915,"score_spread":0.2631177855838439,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900364315","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995813,0.000029791006,0.000040460127,0.000008994805,8.5707114e-7,0.0000039245583,0.000008900583,6.7785425e-7,0.00032515632],"genre_scores_gemma":[0.9992131,0.00009100775,0.00017258331,0.000013902437,0.000001840642,0.000009525208,0.00003108433,9.354225e-7,0.00046601606],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995722,0.00011539331,0.00006532375,0.000040830128,0.00013989516,0.00006633093],"domain_scores_gemma":[0.99760616,0.0007983531,0.000450626,0.00009480374,0.0007813992,0.00026859972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013163735,0.0002616951,0.00027267225,0.0009816132,0.0004552276,0.0010218298,0.00020747025,0.00030320254,0.0023641516],"category_scores_gemma":[0.0033206283,0.00010024393,0.00024795713,0.00038535247,0.00036525296,0.0007507696,0.00060760265,0.00025068628,0.00044248748],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029127623,0.00070534745,0.7541192,0.00028976778,0.000054052478,0.0011447271,0.15372509,0.00014967828,0.019137934,0.00031340242,0.00030715065,0.06976234],"study_design_scores_gemma":[0.000007707085,0.0021083078,0.76800907,0.00013137987,0.00004702263,0.0010334128,0.220781,0.00046163623,0.004261123,0.00016161911,0.0029578705,0.000039872437],"about_ca_topic_score_codex":0.0020897794,"about_ca_topic_score_gemma":0.003471555,"teacher_disagreement_score":0.0023641516,"about_ca_system_score_codex":0.00021490926,"about_ca_system_score_gemma":0.00046799582,"threshold_uncertainty_score":0.007908881},"labels":[],"label_agreement":null},{"id":"W2900453728","doi":"10.5539/elt.v11n12p131","title":"Comparing Students’ Perceptions and Their Writing Performance on Collaborative writing: A Case Study","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Collaborative writing; Fluency; Psychology; Vocabulary; Perception; Collaborative learning; Second language writing; Mathematics education; Qualitative research; Pedagogy; Linguistics; Sociology; Second language","score_opus":0.027701490441504,"score_gpt":0.2982871067116796,"score_spread":0.2705856162701756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900453728","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988589,0.000029055585,0.00040306538,0.000069967195,0.0000039450993,0.000045291934,0.0000075410426,0.0000050575854,0.0005772219],"genre_scores_gemma":[0.99861276,0.00005948419,0.0007530278,0.000033847944,0.0000050225817,0.000062585095,0.000008758143,0.000004321638,0.000460282],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9897776,0.0057179704,0.0008374276,0.0007523212,0.0017909535,0.0011237634],"domain_scores_gemma":[0.9688523,0.017889963,0.0035740312,0.0015636018,0.0038238985,0.0042962614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009510319,0.00045238354,0.00070730486,0.0020940555,0.004568715,0.0035563493,0.0013053262,0.0016314177,0.0018156974],"category_scores_gemma":[0.028381184,0.00046446465,0.0007675721,0.0014937794,0.0025782555,0.0023195315,0.0030921942,0.0023578517,0.00051859056],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023661114,0.0039646835,0.110769846,0.00021265325,0.0000452783,0.0057341983,0.83736444,0.00024092584,0.0040966007,0.00042513106,0.00036347593,0.036546156],"study_design_scores_gemma":[0.00007982934,0.0042231437,0.110384956,0.00014607444,0.00007864089,0.006944673,0.86252433,0.0012027789,0.007306973,0.0005935421,0.0063768476,0.00013821137],"about_ca_topic_score_codex":0.0020316124,"about_ca_topic_score_gemma":0.0032177593,"teacher_disagreement_score":0.009510319,"about_ca_system_score_codex":0.00165161,"about_ca_system_score_gemma":0.0018531907,"threshold_uncertainty_score":0.05029601},"labels":[],"label_agreement":null},{"id":"W2900621164","doi":"10.1075/itl.17021.dao","title":"Structural alignment in L2 task-based interaction","year":2018,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Task (project management); Computer science; Structural alignment; Repetition (rhetorical device); Natural language processing; Artificial intelligence; Linguistics; Sequence alignment; Engineering","score_opus":0.03392609173437488,"score_gpt":0.303007188101059,"score_spread":0.2690810963666841,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900621164","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98835677,0.000167908,0.0040006405,0.000079090765,0.000007972093,0.000043232285,0.000063998974,0.000058815527,0.007221551],"genre_scores_gemma":[0.9981419,0.00004578406,0.0012147129,0.000033329456,0.00000560072,0.000041007897,0.00006463715,0.000031623298,0.00042146991],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9944536,0.0028935748,0.00025497243,0.00069079886,0.0014208072,0.0002862255],"domain_scores_gemma":[0.9617054,0.028631361,0.004797055,0.0015626572,0.00270208,0.00060154026],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003652237,0.00037954046,0.0003018812,0.0011150388,0.0008466149,0.002557818,0.0005675856,0.0006222587,0.0018899649],"category_scores_gemma":[0.039365053,0.0002644614,0.00015128076,0.0010062946,0.001338558,0.0014829717,0.0020533048,0.0008699234,0.00045682228],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012450384,0.000530197,0.22352152,0.0010501336,0.0001326307,0.0014548292,0.41399932,0.0018300931,0.18902855,0.005077734,0.0012636142,0.16086635],"study_design_scores_gemma":[0.00006606547,0.00055312144,0.8677579,0.00017200508,0.00008326701,0.0013583694,0.07899311,0.00764155,0.028820466,0.005268234,0.009117521,0.0001682786],"about_ca_topic_score_codex":0.003245772,"about_ca_topic_score_gemma":0.0029698056,"teacher_disagreement_score":0.003652237,"about_ca_system_score_codex":0.0009803664,"about_ca_system_score_gemma":0.00063642865,"threshold_uncertainty_score":0.019315064},"labels":[],"label_agreement":null},{"id":"W2900644128","doi":"10.5539/elt.v11n12p121","title":"Enhancing English Language Learners’ Conversation Abilities via CA-informed Sitcom Lessons","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Psychology; Grammar; Conversation analysis; Construct (python library); English language; Linguistics; Pedagogy; Mathematics education; Communication; Computer science","score_opus":0.015826935557560953,"score_gpt":0.2682514218096867,"score_spread":0.25242448625212577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900644128","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9900913,0.0001386506,0.00477208,0.00012374687,0.000017577957,0.00030594072,0.000043403463,0.0001465992,0.0043608383],"genre_scores_gemma":[0.98133194,0.00018517688,0.016407954,0.00006042933,0.000010418141,0.00038562863,0.00007953814,0.0000143333755,0.0015246338],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992067,0.00042895964,0.000045987414,0.00007900666,0.00013163539,0.00010776975],"domain_scores_gemma":[0.9980426,0.00086081075,0.0002709966,0.00012876495,0.0002509849,0.00044579082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009686249,0.00060448056,0.00036469175,0.0004191002,0.0005768734,0.0006757891,0.0007107361,0.00038225108,0.0022482602],"category_scores_gemma":[0.0038385228,0.00015445318,0.00033526446,0.00019635369,0.00033652727,0.00056044763,0.0014127116,0.0006855737,0.0004708787],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029833235,0.0228475,0.037566047,0.0024569854,0.00013354264,0.002144272,0.06422356,0.004493526,0.1616713,0.0015275773,0.0033099866,0.6966424],"study_design_scores_gemma":[0.0020062982,0.057319757,0.3367835,0.0028343245,0.0011540401,0.006605427,0.15730558,0.042430196,0.26069322,0.011790561,0.1204742,0.0006029459],"about_ca_topic_score_codex":0.000855248,"about_ca_topic_score_gemma":0.0024248462,"teacher_disagreement_score":0.0022482602,"about_ca_system_score_codex":0.00031178928,"about_ca_system_score_gemma":0.00135133,"threshold_uncertainty_score":0.0075211525},"labels":[],"label_agreement":null},{"id":"W2900996175","doi":"10.5539/elt.v11n12p101","title":"Developing Students Essay Writing","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Zarqa University","keywords":"Psychology; Reflection (computer programming); Mathematics education; Professional writing; Pedagogy; Academic writing; Computer science","score_opus":0.023325420391052447,"score_gpt":0.30339312853872186,"score_spread":0.2800677081476694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900996175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5232274,0.0018269821,0.25504082,0.0054173833,0.0016186072,0.0012697652,0.00050834805,0.0047638076,0.20632683],"genre_scores_gemma":[0.74392736,0.0015101293,0.16248725,0.0007149071,0.00019044337,0.000518444,0.00060151744,0.0010398971,0.0890101],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.993634,0.002305647,0.0005264183,0.0010182702,0.0021738017,0.0003418657],"domain_scores_gemma":[0.9772365,0.007105577,0.002579776,0.0023404416,0.007971108,0.0027665582],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005700294,0.00088674016,0.00076019706,0.001528299,0.0011649333,0.006903031,0.0014143909,0.0009736073,0.011288197],"category_scores_gemma":[0.039664976,0.00035523993,0.00058083,0.00057057536,0.0010079949,0.0035455008,0.0050121746,0.0020334919,0.007031328],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013144186,0.00091373443,0.017574757,0.00096902845,0.00004430183,0.0013880598,0.07554222,0.0010056774,0.048540223,0.02049311,0.020178275,0.8132192],"study_design_scores_gemma":[0.00015442312,0.002371419,0.027985549,0.0017348645,0.0001869167,0.0062442645,0.07155838,0.005758076,0.12954447,0.04836161,0.705875,0.00022497655],"about_ca_topic_score_codex":0.00013377875,"about_ca_topic_score_gemma":0.00026975136,"teacher_disagreement_score":0.011288197,"about_ca_system_score_codex":0.00086021516,"about_ca_system_score_gemma":0.002031307,"threshold_uncertainty_score":0.03776276},"labels":[],"label_agreement":null},{"id":"W2901113578","doi":"10.5539/elt.v11n12p205","title":"A Case Study of Implementation of Action Research on Oral English Teaching in Vocational and Technical College","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocational education; Psychology; Action research; Task (project management); Mathematics education; Teaching method; Globalization; Action (physics); Pedagogy; Action plan; Teaching and learning center; Medical education; Management; Political science","score_opus":0.10705668663642762,"score_gpt":0.4286700938939013,"score_spread":0.32161340725747367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2901113578","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9576535,0.0003388396,0.010407052,0.003220433,0.00014536055,0.001315576,0.00007472307,0.00006955511,0.026774924],"genre_scores_gemma":[0.9790431,0.00033173923,0.009454488,0.00044662878,0.000029763454,0.0004668134,0.000042601543,0.000024083993,0.010160698],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9774935,0.017787926,0.00049967534,0.0010008629,0.0011769222,0.002041138],"domain_scores_gemma":[0.9757741,0.014254803,0.001493612,0.0016804474,0.0016992767,0.005097908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015694669,0.00065199856,0.0007307422,0.0013950744,0.01010854,0.003529154,0.0032740328,0.0034860754,0.0047271666],"category_scores_gemma":[0.019022072,0.0005475925,0.00086166104,0.0014580847,0.005458452,0.0022305558,0.0045351023,0.0036180462,0.0006792228],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054604484,0.0070720655,0.020001145,0.0011904773,0.00007092416,0.03924284,0.8068755,0.0026234984,0.005998099,0.023557955,0.003708713,0.08911277],"study_design_scores_gemma":[0.00014362061,0.002544434,0.011897753,0.0005032474,0.0000496233,0.004168432,0.91943944,0.0031751343,0.0033822556,0.002986688,0.051596608,0.000112816335],"about_ca_topic_score_codex":0.0057253665,"about_ca_topic_score_gemma":0.014753561,"teacher_disagreement_score":0.015694669,"about_ca_system_score_codex":0.0050712987,"about_ca_system_score_gemma":0.00763781,"threshold_uncertainty_score":0.08300233},"labels":[],"label_agreement":null},{"id":"W2901234674","doi":"10.1515/applirev-2018-0071","title":"Transforming faces: Supporting second language learners studying speech-language therapy in global contexts","year":2018,"lang":"en","type":"article","venue":"Applied Linguistics Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"English language; General partnership; Focus (optics); Computer science; Psychology; Language assessment; Speech-Language Pathology; Medical education; Pedagogy; Linguistics; Mathematics education; Medicine; Political science","score_opus":0.038922717307840714,"score_gpt":0.3319692705964567,"score_spread":0.293046553288616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2901234674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83496135,0.06615466,0.008974299,0.011962743,0.0012701404,0.00096909626,0.00016496575,0.00028977916,0.07525291],"genre_scores_gemma":[0.88782036,0.06677954,0.026879659,0.0024366197,0.00033009902,0.0011148554,0.00016565339,0.00004092006,0.014432283],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99927706,0.00041269755,0.000024758285,0.000043317716,0.00014243647,0.000099718054],"domain_scores_gemma":[0.9988998,0.0004989171,0.000086847176,0.000026610724,0.00013088307,0.00035695836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026283432,0.00028854152,0.00040455995,0.0005226902,0.00055430713,0.0015012816,0.0008699492,0.00075971725,0.005187478],"category_scores_gemma":[0.0026806758,0.000075778626,0.00024886115,0.00038987806,0.0004137947,0.0009553127,0.0020818668,0.0007353692,0.0006775241],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021287416,0.002594214,0.003645345,0.0041576773,0.00004827306,0.00079208595,0.013710905,0.00023735422,0.003264505,0.001959013,0.012408058,0.95696974],"study_design_scores_gemma":[0.0011243748,0.011653415,0.07459724,0.025288448,0.00069174764,0.00681476,0.1582108,0.0015966176,0.014235299,0.0073659047,0.6982798,0.00014156646],"about_ca_topic_score_codex":0.0012219143,"about_ca_topic_score_gemma":0.005215524,"teacher_disagreement_score":0.005187478,"about_ca_system_score_codex":0.0005230495,"about_ca_system_score_gemma":0.003693337,"threshold_uncertainty_score":0.017353833},"labels":[],"label_agreement":null},{"id":"W2901638573","doi":"","title":"Naturalness in L2 written English production","year":2005,"lang":"en","type":"article","venue":"Zürcher Hochschule für Angewandte Wissenschaften digital collection (Zurich University of Applied Sciences)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Naturalness; Production (economics); Linguistics; Computer science; Natural language processing; Economics; Philosophy; Physics","score_opus":0.018849408585195637,"score_gpt":0.21905439703818683,"score_spread":0.2002049884529912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2901638573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.992934,0.00009699686,0.0022916018,0.000060413273,0.0000086621285,0.000024664063,0.000044703713,0.000036755235,0.004502173],"genre_scores_gemma":[0.9987116,0.000022879562,0.0005832058,0.000014056841,0.0000055583714,0.000016535387,0.000045534394,0.000027872442,0.0005727364],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9948833,0.0026815438,0.00030135928,0.000769935,0.0011707203,0.00019319428],"domain_scores_gemma":[0.97780424,0.01478018,0.003092975,0.0010932578,0.0023996742,0.00082957227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023434635,0.0003644978,0.00023667159,0.0009071455,0.00074459997,0.0024397005,0.0003530094,0.00041288687,0.0022414555],"category_scores_gemma":[0.021345811,0.00024211487,0.00012155557,0.00036723787,0.001893178,0.0011536194,0.0022165098,0.00073860487,0.00025254284],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020064977,0.0005265074,0.28455573,0.0008845909,0.00007303598,0.0031568038,0.3904704,0.0015113836,0.18328516,0.0046540685,0.000912871,0.127963],"study_design_scores_gemma":[0.00008583936,0.0016016735,0.8247766,0.00016867789,0.000061243794,0.0054557407,0.091295175,0.005609199,0.05169351,0.005198353,0.013865046,0.00018902308],"about_ca_topic_score_codex":0.0011976229,"about_ca_topic_score_gemma":0.00096565054,"teacher_disagreement_score":0.0024397005,"about_ca_system_score_codex":0.00057890837,"about_ca_system_score_gemma":0.0003434689,"threshold_uncertainty_score":0.012393534},"labels":[],"label_agreement":null},{"id":"W2902054512","doi":"10.5430/wjel.v9n1p10","title":"Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program","year":2018,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test of English as a Foreign Language; Language proficiency; Competence (human resources); Computer science; Language assessment; Linguistic competence; Psychology; Mathematics education; Linguistics; Social psychology","score_opus":0.015010921697026627,"score_gpt":0.28171099570420416,"score_spread":0.26670007400717755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902054512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99943453,0.0000098402625,0.00010613507,0.000006481323,7.542104e-7,0.000008519392,0.0000044776716,0.0000029787614,0.00042625677],"genre_scores_gemma":[0.9989743,0.000029987063,0.0003803122,0.000008569679,8.096977e-7,0.000023051574,0.00001978347,0.0000016156155,0.0005614604],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99972874,0.000072211646,0.00001892048,0.00004797903,0.00006835629,0.00006370595],"domain_scores_gemma":[0.9990728,0.00021239303,0.00022633931,0.00004364142,0.00009400844,0.0003509519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00054755027,0.00024795806,0.00020169337,0.00025442673,0.00020628868,0.0006221831,0.00014997348,0.00018791403,0.0023918515],"category_scores_gemma":[0.0016739882,0.00011991993,0.00017023318,0.00007865683,0.0004405114,0.00042104677,0.0007506347,0.0003923882,0.00016325848],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014660853,0.018346833,0.47424677,0.00044996385,0.00012757965,0.0024521595,0.037649207,0.00053069164,0.34074515,0.0010107555,0.0006064929,0.122368194],"study_design_scores_gemma":[0.000031832413,0.0052406252,0.9757725,0.000031476797,0.000039494535,0.00046793045,0.0045814854,0.0006312313,0.011740391,0.00022055021,0.0012222369,0.000020286467],"about_ca_topic_score_codex":0.0010769633,"about_ca_topic_score_gemma":0.001424948,"teacher_disagreement_score":0.0023918515,"about_ca_system_score_codex":0.00019256945,"about_ca_system_score_gemma":0.00030046853,"threshold_uncertainty_score":0.008001506},"labels":[],"label_agreement":null},{"id":"W2902073213","doi":"10.22215/etd/2010-09064","title":"Beyond methods in language teaching : a qualitative study of teachers' theoretical and practical knowledge of communicativeness in language teaching","year":2010,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Canadian Heritage; Library and Archives Canada","funders":"","keywords":"Mathematics education; Computer science; Language education; Qualitative research; Pedagogy; Humanities; Psychology; Sociology; Art; Social science","score_opus":0.04045814093323419,"score_gpt":0.4842521490560975,"score_spread":0.4437940081228633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902073213","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96842223,0.0011834373,0.0075865337,0.004010483,0.000103292885,0.0005577036,0.000120438075,0.000027743108,0.017988048],"genre_scores_gemma":[0.9906385,0.0007217581,0.0017102825,0.000781327,0.000013590971,0.0005146993,0.000029869458,0.000040369,0.0055496423],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9753956,0.0200237,0.0005456228,0.00085696037,0.0017401318,0.0014379484],"domain_scores_gemma":[0.918266,0.07272606,0.0023195485,0.0011663891,0.0027964693,0.0027254582],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02965459,0.00040793983,0.00076431234,0.0016040113,0.008808086,0.0070481407,0.0017796905,0.0018250645,0.0036757905],"category_scores_gemma":[0.04738809,0.0007996892,0.00030090482,0.0017287938,0.013043576,0.0057503423,0.0064180386,0.0038858014,0.00050621503],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019705669,0.000042030984,0.000985129,0.00010960637,0.000001669031,0.00019845164,0.99361295,0.000015558526,0.00050053385,0.001109999,0.00014512317,0.00325925],"study_design_scores_gemma":[0.000009721416,0.00004636055,0.000916188,0.00022619478,0.0000033313795,0.00015879118,0.9901181,0.00004775462,0.00036062088,0.0005088732,0.0075970017,0.000006995679],"about_ca_topic_score_codex":0.007189495,"about_ca_topic_score_gemma":0.011695743,"teacher_disagreement_score":0.02965459,"about_ca_system_score_codex":0.005522001,"about_ca_system_score_gemma":0.008999397,"threshold_uncertainty_score":0.15683037},"labels":[],"label_agreement":null},{"id":"W2902101005","doi":"10.33915/etd.719","title":"Teachers' perceptions of communicative language teaching use in Brazil","year":2003,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Mathematics education; Class (philosophy); Perception; Adaptation (eye); Psychology; Language education; Pedagogy; Geography; Computer science","score_opus":0.029909159372354326,"score_gpt":0.32132644188126563,"score_spread":0.2914172825089113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902101005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99362904,0.00048757164,0.00014066341,0.00047776353,0.000007850464,0.000019033221,0.000029619287,0.000008756722,0.00519974],"genre_scores_gemma":[0.9990095,0.00034533595,0.00010429327,0.000047383997,0.0000019588977,0.00001187208,0.0000086928,0.0000028737338,0.00046819454],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99767774,0.00092203106,0.00026674394,0.00021601171,0.0005840894,0.00033341243],"domain_scores_gemma":[0.9918039,0.0035859104,0.0022759375,0.00025713092,0.0010083725,0.0010686839],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003396454,0.00023223356,0.00047809578,0.0013183345,0.0020527293,0.0022241687,0.00039992295,0.0004666579,0.002058775],"category_scores_gemma":[0.0136782145,0.0003964599,0.00022585069,0.0010432145,0.0022124767,0.0008955721,0.001687178,0.00065414805,0.00019035359],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004617328,0.00009029088,0.2219843,0.0003590097,0.000014286365,0.00083983294,0.740242,0.000102581456,0.005709426,0.0016142816,0.00040965335,0.028588146],"study_design_scores_gemma":[0.00001802636,0.0002898932,0.32880718,0.00050099875,0.000034546883,0.00094257866,0.64729106,0.0003525782,0.0012589794,0.00043687742,0.020012299,0.000054976845],"about_ca_topic_score_codex":0.04633719,"about_ca_topic_score_gemma":0.068322085,"teacher_disagreement_score":0.04633719,"about_ca_system_score_codex":0.0025978868,"about_ca_system_score_gemma":0.003080936,"threshold_uncertainty_score":0.09213495},"labels":[],"label_agreement":null},{"id":"W2902281774","doi":"10.25904/1912/2555","title":"The Negotiation of Meaning: Examining Children's Linguistic Repertoires in a Francophone Preschool","year":2018,"lang":"en","type":"dissertation","venue":"Griffith Research Online (Griffith University, Queensland, Australia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Multilingualism; Linguistics; French; Meaning (existential); Context (archaeology); Psychology; Tagalog; Negotiation; Sociology; Pedagogy; History","score_opus":0.10854694412836069,"score_gpt":0.34657638018330394,"score_spread":0.23802943605494326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902281774","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965293,0.0002983696,0.000064022715,0.00007925286,0.000003266742,0.000018973293,0.00008095391,0.000006266736,0.002919703],"genre_scores_gemma":[0.9960802,0.00065080984,0.00040543612,0.00009838493,0.0000021648802,0.000060015507,0.00014953758,0.000010725866,0.0025427926],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979297,0.00033288085,0.00013507639,0.00034396898,0.00050714624,0.0007513084],"domain_scores_gemma":[0.9973224,0.0006903148,0.00058168714,0.00011128617,0.0007215235,0.0005728279],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029323227,0.0009609611,0.0009951413,0.0026894559,0.00634323,0.00644405,0.0014425644,0.0012937314,0.0029264593],"category_scores_gemma":[0.004166367,0.0010460065,0.0007444726,0.0014250278,0.0040436485,0.0023804528,0.0037335183,0.0018813923,0.00073737797],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010603697,0.00020255805,0.13008931,0.00018772669,0.000025460668,0.0017467623,0.8483614,0.00006425495,0.006235265,0.00058248907,0.00048481027,0.011914009],"study_design_scores_gemma":[0.00000488739,0.00013700261,0.27249995,0.00021478129,0.00002690632,0.0006421168,0.7202381,0.0000868025,0.00056129537,0.00017574982,0.0053414903,0.00007090656],"about_ca_topic_score_codex":0.36407638,"about_ca_topic_score_gemma":0.5859031,"teacher_disagreement_score":0.36407638,"about_ca_system_score_codex":0.008625858,"about_ca_system_score_gemma":0.0058012423,"threshold_uncertainty_score":0.72391444},"labels":[],"label_agreement":null},{"id":"W2902283948","doi":"10.3138/cmlr.2017-0025","title":"Le groupe de discussion et le suivi des pairs : un outil pour transposer le CECR à la classe de langue seconde","year":2018,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Task (project management); Interactionism; Linguistics; Foreign language; Realization (probability); Comprehension; Computer science; Psychology; Pedagogy; Sociology; Philosophy; Engineering; Geography; Mathematics","score_opus":0.018734713504847674,"score_gpt":0.22993814487364667,"score_spread":0.211203431368799,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902283948","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08966221,0.040857702,0.29087707,0.1385789,0.009926403,0.00086366857,0.0002663058,0.0015444375,0.4274233],"genre_scores_gemma":[0.7913644,0.012806275,0.11822751,0.006433255,0.0014980814,0.0011711293,0.00022951463,0.00087805005,0.06739183],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9798606,0.015572719,0.00042394586,0.0011560059,0.0022073905,0.0007793952],"domain_scores_gemma":[0.98350835,0.010012735,0.0008908644,0.00185591,0.0017269495,0.002005225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013292944,0.0010733804,0.0007260089,0.00351535,0.0071567586,0.01179382,0.0027236135,0.0039623003,0.0085117705],"category_scores_gemma":[0.022501584,0.00038765863,0.00075525045,0.0020344686,0.019356433,0.013587677,0.010921014,0.005538701,0.0020689878],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007749637,0.00007807946,0.0020618502,0.0007593605,0.000012523738,0.0004093873,0.20124902,0.00015384209,0.0009694038,0.5451439,0.019398965,0.22968619],"study_design_scores_gemma":[0.000042985055,0.00011712598,0.0017057997,0.0012439492,0.000019786583,0.00061697897,0.095586546,0.00043986188,0.0009261058,0.063191324,0.8360677,0.000041789244],"about_ca_topic_score_codex":0.0100249825,"about_ca_topic_score_gemma":0.014225475,"teacher_disagreement_score":0.013292944,"about_ca_system_score_codex":0.0075748498,"about_ca_system_score_gemma":0.0130965775,"threshold_uncertainty_score":0.07030064},"labels":[],"label_agreement":null},{"id":"W2902549044","doi":"10.5539/ells.v8n4p21","title":"Analysis of Using Multimodal Feedback in Writing Instruction from EFL Learners’ Perspective","year":2018,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Perspective (graphical); Perception; Psychology; Mathematics education; Pedagogy; Multimedia; Computer science","score_opus":0.019208253444021287,"score_gpt":0.2916482509176188,"score_spread":0.27243999747359754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902549044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.993038,0.00032529852,0.0013452302,0.00021585485,0.000009411739,0.00003029507,0.000029620163,0.00002268799,0.0049835267],"genre_scores_gemma":[0.9977367,0.00023048512,0.0008614436,0.00004959369,0.0000073252695,0.000026735963,0.000018940817,0.000007973344,0.0010607352],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968706,0.0017438525,0.00016812638,0.00015288006,0.00087215786,0.00019246302],"domain_scores_gemma":[0.98657656,0.008636417,0.0016511028,0.00025296587,0.0023337456,0.0005492598],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030942454,0.00027104528,0.0002921077,0.0012369339,0.0007861486,0.0017607001,0.00029592807,0.0003945102,0.0023283118],"category_scores_gemma":[0.018065676,0.00012136285,0.00020893708,0.000539101,0.0007822668,0.0009867958,0.0010145676,0.0005269935,0.00029591194],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006409211,0.0006785276,0.12811111,0.0014367005,0.00007220344,0.0035271933,0.5522642,0.00036461966,0.04505073,0.001014591,0.0012693634,0.2655699],"study_design_scores_gemma":[0.00005025837,0.0023731072,0.30081245,0.001194053,0.00017834496,0.0045119016,0.6288418,0.0016835089,0.025789104,0.0010874667,0.033356894,0.000121150464],"about_ca_topic_score_codex":0.00073709444,"about_ca_topic_score_gemma":0.0013918126,"teacher_disagreement_score":0.0030942454,"about_ca_system_score_codex":0.00067983125,"about_ca_system_score_gemma":0.0006788151,"threshold_uncertainty_score":0.016364098},"labels":[],"label_agreement":null},{"id":"W2903379352","doi":"10.3389/fpsyg.2018.02386","title":"Combining Song—And Speech-Based Language Teaching: An Intervention With Recently Migrated Children","year":2018,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Psychology; Intervention (counseling); Linguistics; Communication; Developmental psychology; Cognitive psychology","score_opus":0.01664471647249533,"score_gpt":0.2962133141589317,"score_spread":0.2795685976864364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2903379352","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992636,0.00006778024,0.00008080783,0.00005098134,0.000020448182,0.0001577673,0.00003157598,0.000019987687,0.0003071011],"genre_scores_gemma":[0.992691,0.00032473053,0.0037848966,0.000099964294,0.000021694386,0.000808196,0.00012186805,0.000008057287,0.002139622],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99980813,0.000034806235,0.000014600148,0.000052218864,0.000013682308,0.00007659618],"domain_scores_gemma":[0.9995839,0.00004406311,0.00004940857,0.000028294484,0.000026530068,0.00026772247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047930135,0.0009451016,0.00074314704,0.00049822807,0.0011161956,0.00039623622,0.000667029,0.0008866818,0.0025953182],"category_scores_gemma":[0.0007268878,0.00034254417,0.0005419499,0.00034745692,0.0007979757,0.00028796602,0.0011675028,0.0009465872,0.00036539853],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.027498866,0.18300506,0.085033536,0.0033650512,0.00054575835,0.012071535,0.08586036,0.0011250481,0.0790394,0.0010304041,0.0044078217,0.5170171],"study_design_scores_gemma":[0.02192629,0.19419818,0.6836659,0.0005915429,0.00073783257,0.0045582457,0.052601207,0.0009578683,0.017031368,0.0006474836,0.022854967,0.00022924616],"about_ca_topic_score_codex":0.009398288,"about_ca_topic_score_gemma":0.020019881,"teacher_disagreement_score":0.009398288,"about_ca_system_score_codex":0.0006173077,"about_ca_system_score_gemma":0.0018318362,"threshold_uncertainty_score":0.018687129},"labels":[],"label_agreement":null},{"id":"W2903654922","doi":"10.5430/wje.v8n6p58","title":"Exploring the Teaching of Communicative Grammar in EFL Classes in Benin to Promote Language Use in CBA Context","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Communicative language teaching; Psychology; Class (philosophy); Mathematics education; Context (archaeology); Communicative competence; Teaching method; Language acquisition; Pedagogy; Computer science; Language education; Linguistics; Artificial intelligence; Geography","score_opus":0.1351164860666546,"score_gpt":0.3374753979293897,"score_spread":0.20235891186273508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2903654922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9915065,0.00018489853,0.00089014246,0.00050850277,0.000008475293,0.00006443,0.0000050724198,0.000019885423,0.006812087],"genre_scores_gemma":[0.9930783,0.00020989447,0.0029359295,0.0001262353,0.0000048405936,0.00006872699,0.000011323318,0.000014726704,0.0035499537],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979126,0.0012574863,0.000035874415,0.00017193529,0.00013064401,0.00049140124],"domain_scores_gemma":[0.99783665,0.0010642959,0.00018428368,0.000064476306,0.00016345354,0.0006868839],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024456251,0.0005582567,0.0003315883,0.0010834582,0.006735378,0.0024499693,0.0012880873,0.000950423,0.0028123134],"category_scores_gemma":[0.0022473307,0.00032794772,0.00014141067,0.0005296458,0.0026992655,0.0013782431,0.0024849288,0.0012186465,0.00043652745],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021754156,0.0034937812,0.0553086,0.0005041647,0.000008453548,0.0035792235,0.7302181,0.00033592316,0.027532127,0.006333864,0.0014572514,0.17101094],"study_design_scores_gemma":[0.000074815805,0.0009864717,0.1471859,0.0005335056,0.000028415272,0.0014250089,0.762998,0.0014043204,0.011480759,0.0032420277,0.0705707,0.00007008008],"about_ca_topic_score_codex":0.0092047285,"about_ca_topic_score_gemma":0.037853487,"teacher_disagreement_score":0.0092047285,"about_ca_system_score_codex":0.0049789,"about_ca_system_score_gemma":0.005252572,"threshold_uncertainty_score":0.036124587},"labels":[],"label_agreement":null},{"id":"W2904324111","doi":"","title":"Exploring Corrective Feedback in Real-time Classrooms: Factors Mediating Teachers’ In-class Corrective Feedback Decisions","year":2018,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Class (philosophy); Mathematics education; Psychology; Curriculum; Perception; Pedagogy; Computer science","score_opus":0.45501211334627023,"score_gpt":0.5050974330068605,"score_spread":0.050085319660590266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2904324111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99834883,0.000049816113,0.0004068685,0.00007233175,0.0000054566153,0.000016358323,0.00000902743,0.000007675624,0.0010835681],"genre_scores_gemma":[0.9988133,0.00007160122,0.0004941162,0.000027551785,0.0000025663373,0.000026161366,0.0000146969605,0.000007372554,0.000542665],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99561286,0.0023540366,0.0002341441,0.0006190283,0.00085695944,0.0003229294],"domain_scores_gemma":[0.93226975,0.048124325,0.012387257,0.0012488721,0.003659772,0.0023100346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005153696,0.00034772052,0.00031997598,0.00052991597,0.0008134387,0.0038556163,0.00084679684,0.0007389565,0.0029385763],"category_scores_gemma":[0.052989155,0.00037503545,0.00021042251,0.00030221872,0.0010046422,0.0013821641,0.00094055576,0.0011548904,0.00038787728],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011484439,0.0040578223,0.55415404,0.0008031183,0.00016384767,0.0009138576,0.32986546,0.0011328403,0.026118366,0.0011717257,0.0011958377,0.07927463],"study_design_scores_gemma":[0.000105936364,0.0011152074,0.8361784,0.0004332031,0.00012725391,0.00029541942,0.1474059,0.0032147223,0.005750673,0.0011268853,0.004132372,0.00011400222],"about_ca_topic_score_codex":0.0041342154,"about_ca_topic_score_gemma":0.0052194647,"teacher_disagreement_score":0.005153696,"about_ca_system_score_codex":0.0010515152,"about_ca_system_score_gemma":0.0015377882,"threshold_uncertainty_score":0.027255714},"labels":[],"label_agreement":null},{"id":"W2904376859","doi":"10.5539/elt.v12n1p134","title":"The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Affect (linguistics); Mathematics education; Class (philosophy); Academic achievement; Test (biology); Test anxiety; Achievement test; Autonomy; Anxiety; Standardized test","score_opus":0.022385602507418046,"score_gpt":0.3058293730852543,"score_spread":0.28344377057783626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2904376859","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991091,0.00006151716,0.00009702942,0.000021926713,0.0000059169024,0.0000071120608,0.0000057263323,0.0000084399835,0.000683208],"genre_scores_gemma":[0.9990626,0.00005886351,0.00029735384,0.00001694162,0.000008636749,0.000010431149,0.000015449561,0.0000027188555,0.00052704435],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99950814,0.00015618339,0.000023023324,0.0000698636,0.00016626809,0.00007658818],"domain_scores_gemma":[0.99838746,0.0006601596,0.00026726484,0.00008702659,0.0001417043,0.0004562549],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047272822,0.00022364761,0.00034157597,0.00019720796,0.00024686308,0.0004395095,0.00016783619,0.00016646284,0.0018414819],"category_scores_gemma":[0.0020201346,0.00008983195,0.000175385,0.000091903676,0.0002087083,0.0001211599,0.00036571707,0.00039207243,0.00020505303],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0057778037,0.036456555,0.27020717,0.00034820763,0.0002990748,0.0003831223,0.004809412,0.00086764025,0.15564841,0.00036616402,0.00076079083,0.5240756],"study_design_scores_gemma":[0.00013062087,0.008057395,0.9716267,0.000021784497,0.00014530444,0.00009376892,0.0010007275,0.0007921424,0.01672141,0.00014124467,0.0012509499,0.00001797726],"about_ca_topic_score_codex":0.0005260723,"about_ca_topic_score_gemma":0.0010579943,"teacher_disagreement_score":0.0018414819,"about_ca_system_score_codex":0.00019318113,"about_ca_system_score_gemma":0.0003503629,"threshold_uncertainty_score":0.0061603785},"labels":[],"label_agreement":null},{"id":"W2904464315","doi":"10.5430/ijhe.v7n6p118","title":"The Use of the Discussion Method at University: Enhancement of Teaching and Learning","year":2018,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Hogan; Session (web analytics); Resentment; Mathematics education; Psychology; Higher education; Pedagogy; Sociology; Computer science; Political science","score_opus":0.03803998272112187,"score_gpt":0.3195505462046036,"score_spread":0.28151056348348175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2904464315","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6136179,0.010752898,0.20478706,0.01211626,0.0023327095,0.00439817,0.00019625977,0.0009579109,0.15084074],"genre_scores_gemma":[0.84486824,0.0042787446,0.12740721,0.001856947,0.00091227394,0.0024913333,0.00008674229,0.00018674559,0.017911715],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9696205,0.0245641,0.00064908003,0.0011948585,0.0031498184,0.0008217137],"domain_scores_gemma":[0.96075374,0.027907051,0.0036693825,0.0023457948,0.0025479076,0.0027762055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020736631,0.00059502723,0.00066790276,0.0021440939,0.002429327,0.006549263,0.0019941537,0.0014704515,0.004713016],"category_scores_gemma":[0.028698798,0.00032104453,0.0008821431,0.0014667539,0.0021866788,0.0053072944,0.005606178,0.001685586,0.0012514992],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053673284,0.0017025529,0.011935339,0.0034930701,0.00008138103,0.00073123164,0.13765664,0.00024772293,0.013594294,0.022408389,0.0059422385,0.80167043],"study_design_scores_gemma":[0.00039843653,0.0059967707,0.059679795,0.006293294,0.00039072524,0.0060891327,0.17344402,0.003098027,0.024337595,0.034919113,0.68498933,0.00036371054],"about_ca_topic_score_codex":0.00022891731,"about_ca_topic_score_gemma":0.0004579454,"teacher_disagreement_score":0.020736631,"about_ca_system_score_codex":0.001735441,"about_ca_system_score_gemma":0.003454216,"threshold_uncertainty_score":0.10966712},"labels":[],"label_agreement":null},{"id":"W2904954062","doi":"10.5539/elt.v12n1p67","title":"Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Popularity; Reading (process); Psychology; Pedagogy; Language acquisition; Mathematics education; Linguistics","score_opus":0.16856559814928077,"score_gpt":0.26613542834746423,"score_spread":0.09756983019818347,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2904954062","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99478215,0.00011296979,0.00097188755,0.00045965493,0.000008855671,0.00007598144,0.000011103326,0.000011108643,0.003566323],"genre_scores_gemma":[0.9957859,0.00020585339,0.0026546486,0.00011234027,0.000008165228,0.00007210074,0.000014844402,0.000009351272,0.0011367643],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9940361,0.004213919,0.00025764795,0.00025718813,0.000856678,0.00037853236],"domain_scores_gemma":[0.986668,0.008845546,0.0016008664,0.0005952798,0.0013617516,0.0009285604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008442345,0.00032614585,0.00035044077,0.0006734019,0.0019053356,0.0036041748,0.0009310135,0.0009255246,0.0021551822],"category_scores_gemma":[0.02446301,0.00029688745,0.00030455462,0.0005278101,0.0017399514,0.0037508921,0.002715245,0.0011638835,0.00039346694],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034878988,0.0024623752,0.09910603,0.0010336782,0.000031262254,0.002797764,0.65349305,0.00023565692,0.013887468,0.0018154434,0.00106791,0.22372057],"study_design_scores_gemma":[0.000061080915,0.0032688896,0.09884001,0.00078086025,0.00006752793,0.0019609437,0.85415107,0.0009589794,0.008541249,0.0016107748,0.029673496,0.00008504039],"about_ca_topic_score_codex":0.0006765469,"about_ca_topic_score_gemma":0.001859407,"teacher_disagreement_score":0.008442345,"about_ca_system_score_codex":0.0008340692,"about_ca_system_score_gemma":0.0014141465,"threshold_uncertainty_score":0.044647932},"labels":[],"label_agreement":null},{"id":"W2904968975","doi":"10.7575/aiac.alls.v.9n.5p.111","title":"The Role of Anxiety in Learning and Performing English in the Cadet College Classes: Bangladesh Perspective","year":2018,"lang":"en","type":"article","venue":"Advances in Language and Literary Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cadet; Psychology; Anxiety; Feeling; Perspective (graphical); English language; Social psychology; Pedagogy; Medical education; Mathematics education; Medicine; Political science","score_opus":0.007205584428677239,"score_gpt":0.2809127756456976,"score_spread":0.27370719121702036,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2904968975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97969794,0.0024004658,0.00009750298,0.0037305779,0.00003030456,0.000013832201,0.00004465681,0.0000027797691,0.013981958],"genre_scores_gemma":[0.99723476,0.0016812405,0.00002371128,0.00017157485,0.00001582849,0.0000043646314,0.000008198205,0.000001001809,0.0008593843],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993292,0.00031897324,0.000026581902,0.000037669117,0.00009148118,0.00019607511],"domain_scores_gemma":[0.99883074,0.0003970049,0.00023451407,0.000019753028,0.00011347218,0.00040451594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006261918,0.00026527912,0.0002480853,0.0007015186,0.0017981234,0.002669844,0.00028990506,0.00076060323,0.0025805482],"category_scores_gemma":[0.0013294632,0.0001594331,0.00020837484,0.00061029446,0.0020662684,0.0010145056,0.0011326218,0.0010522984,0.000236499],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024147161,0.0004714269,0.39973256,0.0007098424,0.00006960616,0.012176514,0.5152717,0.000094644696,0.004164806,0.008744173,0.0032767407,0.055046503],"study_design_scores_gemma":[0.000010395572,0.00020070684,0.2150315,0.00039256748,0.000037519956,0.003092874,0.7659198,0.00008326047,0.00031019512,0.0011749534,0.013700292,0.000045929042],"about_ca_topic_score_codex":0.012270605,"about_ca_topic_score_gemma":0.020713452,"teacher_disagreement_score":0.012270605,"about_ca_system_score_codex":0.0017394323,"about_ca_system_score_gemma":0.0012246368,"threshold_uncertainty_score":0.024398327},"labels":[],"label_agreement":null},{"id":"W2905141208","doi":"10.5539/elt.v12n1p110","title":"The Use of the Communicative Language Teaching Approach to Improve Students’ Oral Skills","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Communicative language teaching; Variety (cybernetics); Mathematics education; Class (philosophy); Teaching method; English language; Higher-order thinking; Communicative competence; Pedagogy; Medical education; Language education; Cognitively Guided Instruction; Computer science","score_opus":0.028425745845228147,"score_gpt":0.2910535886873602,"score_spread":0.26262784284213203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2905141208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98290735,0.0010488797,0.005590322,0.00052239874,0.000027012398,0.00015484905,0.000015230612,0.00009557785,0.009638289],"genre_scores_gemma":[0.96171236,0.00118202,0.032599077,0.00017695763,0.000027056993,0.00021088784,0.000027936754,0.000019872832,0.00404374],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99864906,0.00074435887,0.0000622704,0.00014230527,0.00028569577,0.000116303585],"domain_scores_gemma":[0.9983851,0.0007869722,0.00031051837,0.00010142929,0.00020106188,0.00021499155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013413451,0.00050341163,0.00034598552,0.0008886724,0.0005155988,0.0010887759,0.0005735073,0.00043603795,0.0013916171],"category_scores_gemma":[0.0045139585,0.00013406237,0.00023739184,0.00027136254,0.00039398254,0.00043691814,0.00092955143,0.00048540282,0.00037478542],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029113214,0.0038151264,0.023733389,0.0012338267,0.000085298525,0.0010778755,0.024850616,0.0004286675,0.06298277,0.00094144465,0.00097515155,0.87958467],"study_design_scores_gemma":[0.00051631907,0.018332671,0.6132504,0.0025070207,0.0013558514,0.00726987,0.0856742,0.005245713,0.10977957,0.003940798,0.1518272,0.0003005448],"about_ca_topic_score_codex":0.0006438881,"about_ca_topic_score_gemma":0.001788702,"teacher_disagreement_score":0.0013916171,"about_ca_system_score_codex":0.0002979738,"about_ca_system_score_gemma":0.001268672,"threshold_uncertainty_score":0.007093787},"labels":[],"label_agreement":null},{"id":"W2905774646","doi":"10.5539/elt.v12n1p194","title":"The Meaning and Practice of Professionalism of EFL Teachers in the Saudi Context","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professional development; Psychology; Pedagogy; Context (archaeology); Identity (music); Faculty development; Meaning (existential); Institution; Medical education; Mathematics education; Sociology; Social science","score_opus":0.028707543483704325,"score_gpt":0.3080112854021715,"score_spread":0.2793037419184672,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2905774646","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96586186,0.002135759,0.0004275255,0.008081043,0.000070552705,0.000013737713,0.000006775944,0.000005948081,0.023396693],"genre_scores_gemma":[0.99873155,0.00033406462,0.000073838666,0.00017026915,0.000008068724,0.0000021061815,0.0000013768264,0.000001621288,0.000677126],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9941836,0.003697265,0.00018117386,0.00023592461,0.00078491954,0.0009170913],"domain_scores_gemma":[0.99407744,0.0023073093,0.0012108965,0.00020022396,0.00086168986,0.0013425183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005740204,0.0002530456,0.000236325,0.0013299988,0.011764336,0.005586038,0.0007063049,0.0014250157,0.0011673004],"category_scores_gemma":[0.0067032,0.00027585318,0.00015848578,0.0009221604,0.01903589,0.0024784259,0.0038305945,0.0022504057,0.00019334033],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002354213,0.00003595653,0.007980326,0.00005171167,0.0000023750601,0.00059399015,0.9734484,0.000024348485,0.00056836725,0.008826553,0.00036270558,0.008081753],"study_design_scores_gemma":[0.000005298634,0.000041941013,0.01504536,0.00012354254,0.0000039875067,0.000640101,0.96556896,0.0001341772,0.00024487567,0.0015374575,0.016638758,0.000015598907],"about_ca_topic_score_codex":0.0493977,"about_ca_topic_score_gemma":0.045984205,"teacher_disagreement_score":0.0493977,"about_ca_system_score_codex":0.011071596,"about_ca_system_score_gemma":0.009911756,"threshold_uncertainty_score":0.09822035},"labels":[],"label_agreement":null},{"id":"W2905786059","doi":"10.1002/9781118784235.eelt0078","title":"Isolated Versus Integrated Form‐Focused Instruction","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Underpinning; Context (archaeology); Focus on form; Psychology; Focus (optics); Mathematics education; Pedagogy; Computer science; Linguistics; Grammar; Engineering","score_opus":0.012651069935114436,"score_gpt":0.23765095282442547,"score_spread":0.22499988288931103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2905786059","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22840446,0.012046454,0.100087546,0.0017621523,0.00094828784,0.0012888131,0.0007915206,0.0024484482,0.6522223],"genre_scores_gemma":[0.80286336,0.0070952633,0.08916,0.0009617059,0.0003169232,0.0013655828,0.0009515964,0.0005784155,0.09670707],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.998719,0.0001472139,0.00010740101,0.00024632612,0.0005988616,0.00018127318],"domain_scores_gemma":[0.99850285,0.0005856022,0.00017893812,0.00017922811,0.0002588763,0.000294526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007058191,0.0003893703,0.00043442362,0.0010548111,0.00046586074,0.0028928954,0.0013429513,0.00097383553,0.018838188],"category_scores_gemma":[0.0029331609,0.00015476735,0.00039542568,0.0011561513,0.0012360823,0.0027033428,0.0027422586,0.001188194,0.0031199222],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006875421,0.0010152782,0.0024914131,0.0011460265,0.00004020137,0.00018393782,0.004295981,0.0006423968,0.0099154655,0.039297834,0.008062777,0.93222106],"study_design_scores_gemma":[0.0012745255,0.0068525565,0.08986574,0.006219748,0.00069112267,0.0045936224,0.011644076,0.010403312,0.044753823,0.12122301,0.70216006,0.000318452],"about_ca_topic_score_codex":0.00096760987,"about_ca_topic_score_gemma":0.0022511873,"teacher_disagreement_score":0.018838188,"about_ca_system_score_codex":0.00081202574,"about_ca_system_score_gemma":0.0016027084,"threshold_uncertainty_score":0.06302005},"labels":[],"label_agreement":null},{"id":"W2905870394","doi":"10.5539/elt.v12n1p176","title":"Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Grading (engineering); Writing assessment; Psychology; Honesty; Mathematics education; Standards-based assessment; Pedagogy; Context (archaeology); Consistency (knowledge bases); Educational assessment; Computer science; Social psychology","score_opus":0.023739018430045097,"score_gpt":0.28411837927498096,"score_spread":0.26037936084493585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2905870394","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85865027,0.0047838227,0.058153365,0.05360966,0.0013783027,0.0023667314,0.00027295155,0.00071918475,0.020065613],"genre_scores_gemma":[0.93171597,0.0011679208,0.059534375,0.002331721,0.00012805534,0.00059987983,0.00015833699,0.00016363447,0.004200077],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.8397039,0.09619861,0.01851051,0.007949746,0.032083027,0.005554212],"domain_scores_gemma":[0.6946173,0.100623325,0.029983839,0.014546418,0.15175106,0.008478107],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.14103836,0.00091340014,0.00081977155,0.005699597,0.009121676,0.014585552,0.0049395952,0.0019912282,0.0012583691],"category_scores_gemma":[0.21131313,0.00093305414,0.00069170236,0.0047776815,0.005523193,0.008309108,0.007345503,0.004225255,0.00077105145],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018938447,0.00051897304,0.13779257,0.0018400344,0.0000799021,0.0015634685,0.37787735,0.0016804404,0.004512893,0.0067676785,0.009640218,0.4575371],"study_design_scores_gemma":[0.00004583909,0.00043662966,0.12323833,0.0036675716,0.00010000811,0.0013447576,0.7549155,0.012006194,0.0066272262,0.009645235,0.08759903,0.000373738],"about_ca_topic_score_codex":0.04602803,"about_ca_topic_score_gemma":0.07692109,"teacher_disagreement_score":0.14103836,"about_ca_system_score_codex":0.020469304,"about_ca_system_score_gemma":0.046509333,"threshold_uncertainty_score":0.74589103},"labels":[],"label_agreement":null},{"id":"W2906194207","doi":"10.1002/9781118784235.eelt0582","title":"Cognitive Listening Strategies","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Metacognition; Cognition; Psychology; Cognitive psychology; Presentation (obstetrics); Process (computing); Focus (optics); Cognitive strategy; Computer science; Communication; Medicine; Neuroscience","score_opus":0.012103347368486776,"score_gpt":0.2589680890323512,"score_spread":0.2468647416638644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906194207","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011873963,0.005729443,0.013707357,0.0026528728,0.0011707575,0.00033698234,0.0012908742,0.00090901373,0.96232885],"genre_scores_gemma":[0.13639888,0.022353157,0.02675861,0.0028720475,0.0008728905,0.00073477445,0.0043294784,0.0015601962,0.80412],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99897194,0.000159079,0.000091311405,0.00012525349,0.00050211983,0.00015032168],"domain_scores_gemma":[0.9987552,0.00053317065,0.000071713024,0.00009685011,0.00042093228,0.00012220326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008452245,0.0013128201,0.00053381163,0.002856367,0.0015532026,0.005581309,0.0014633663,0.0017514161,0.098727204],"category_scores_gemma":[0.004930673,0.00022850995,0.0006300531,0.0016396599,0.0008752213,0.0051323506,0.0026512798,0.0015280793,0.035567366],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001376429,0.00025058232,0.0024265836,0.0014863051,0.000015456513,0.0008893477,0.019803397,0.000415032,0.0034355524,0.14567095,0.2536726,0.57179654],"study_design_scores_gemma":[0.000007743491,0.00006719663,0.0019701605,0.0011090585,0.0000073254982,0.00105082,0.0055770264,0.0002531173,0.0011969137,0.016973086,0.9717533,0.000034344615],"about_ca_topic_score_codex":0.0016093717,"about_ca_topic_score_gemma":0.0029827906,"teacher_disagreement_score":0.098727204,"about_ca_system_score_codex":0.0014708947,"about_ca_system_score_gemma":0.0015345936,"threshold_uncertainty_score":0.33027536},"labels":[],"label_agreement":null},{"id":"W2906378660","doi":"","title":"Teaching English Pronunciation to Adult Refugees: A Personal Narrative of a Graduate Student in Newfoundland","year":2018,"lang":"en","type":"article","venue":"The Journal of Macrodynamic Analysis (Memorial University of Newfoundland)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Pronunciation; Practicum; Narrative; Refugee; Pedagogy; Experiential learning; Psychology; Language education; Enthusiasm; Grammar; Sociology; Linguistics; Political science; Social psychology","score_opus":0.016609446309203774,"score_gpt":0.25845990624795245,"score_spread":0.24185045993874868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906378660","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95340824,0.0015426502,0.0005771355,0.023870654,0.0005151451,0.00008558374,0.0001136187,0.000047966434,0.019838931],"genre_scores_gemma":[0.9260592,0.0024237738,0.00094241527,0.008077427,0.00017129495,0.00008234607,0.00012425505,0.000112938986,0.062006336],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99743444,0.0008147497,0.00006556185,0.00024082461,0.00029376728,0.0011506414],"domain_scores_gemma":[0.9967713,0.0003961867,0.00017986045,0.00006579314,0.00038011768,0.0022066752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019009997,0.0009209974,0.00073047966,0.0010782799,0.032262083,0.0051756944,0.002417778,0.0029245284,0.0037003185],"category_scores_gemma":[0.0027066232,0.0006073337,0.000426726,0.0009262772,0.012327347,0.0027818033,0.008461487,0.009385401,0.00085019093],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043610762,0.00017090644,0.0036204641,0.00005923212,0.0000068441564,0.00418024,0.97252613,0.000066474124,0.0008677073,0.0016746972,0.0085700145,0.0082135955],"study_design_scores_gemma":[0.0000030881229,0.00006564893,0.002694903,0.00006901576,0.000005014899,0.0010233874,0.96792823,0.000033894135,0.00015808233,0.00008389271,0.02791531,0.0000195523],"about_ca_topic_score_codex":0.33776626,"about_ca_topic_score_gemma":0.73909825,"teacher_disagreement_score":0.6622337,"about_ca_system_score_codex":0.017249323,"about_ca_system_score_gemma":0.018194083,"threshold_uncertainty_score":0.67160046},"labels":[],"label_agreement":null},{"id":"W2906476819","doi":"10.22215/etd/2018-12646","title":"The Role of First Language (L1) in the Second Language (L2) Classroom: The Case of Jordanian Public Schools","year":2018,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Arabic; Mathematics education; English as a foreign language; Psychology; Foreign language; English language; Second language; Exploratory research; First language; Pedagogy; Linguistics; Sociology","score_opus":0.013359440504517943,"score_gpt":0.2575871460376814,"score_spread":0.24422770553316345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906476819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974431,0.00020245514,0.00007962286,0.00036649685,0.000003976681,0.000013680386,0.0000062976815,0.0000024383098,0.0018818974],"genre_scores_gemma":[0.9984164,0.00019962795,0.00018611398,0.00013260233,0.00000432858,0.000018293758,0.000006003411,0.0000034057646,0.0010331883],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955,0.002730069,0.00007607116,0.00028326933,0.00033842906,0.0010721029],"domain_scores_gemma":[0.99606365,0.0014753765,0.00082695996,0.00015104692,0.0006755845,0.0008073464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004676426,0.0005572894,0.00054023426,0.0011955019,0.011076516,0.0061383625,0.0016640162,0.0018667128,0.0024847407],"category_scores_gemma":[0.0034680017,0.0005604137,0.0003186672,0.0011259082,0.004231027,0.0024324467,0.004103591,0.0017241578,0.00038286214],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007085859,0.00041044317,0.06475528,0.0001769097,0.000014237241,0.005006011,0.9126512,0.000069240785,0.0010759056,0.001547784,0.0004699428,0.013752195],"study_design_scores_gemma":[0.000006047848,0.000076940894,0.018014709,0.00006775862,0.000012434634,0.00048707367,0.97581655,0.000079288526,0.0003530021,0.00014037437,0.0049365247,0.00000941092],"about_ca_topic_score_codex":0.040820338,"about_ca_topic_score_gemma":0.12295892,"teacher_disagreement_score":0.040820338,"about_ca_system_score_codex":0.005877663,"about_ca_system_score_gemma":0.00903279,"threshold_uncertainty_score":0.08116543},"labels":[],"label_agreement":null},{"id":"W2906740910","doi":"10.5539/ijel.v9n1p293","title":"Dictogloss as a Technique to Raise EFL College Students’ Knowledge of Grammar, Writing and the Comprehension of Meaning","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Comprehension; Psychology; Mathematics education; Meaning (existential); Pedagogy; Computer science; Linguistics","score_opus":0.022728593609798484,"score_gpt":0.3167623307567803,"score_spread":0.2940337371469818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906740910","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9787431,0.0005073034,0.010155565,0.0004977845,0.00009146721,0.0006277526,0.00010462733,0.00023178058,0.009040754],"genre_scores_gemma":[0.9005873,0.000977011,0.080388434,0.00048191808,0.00006747942,0.00093179836,0.00027980065,0.00007812119,0.016208056],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990766,0.00029258264,0.00009478751,0.00017790939,0.00025336957,0.000104754836],"domain_scores_gemma":[0.99790096,0.00087248336,0.0003128671,0.00029895044,0.00020426424,0.0004104344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00120891,0.0004626768,0.00034058728,0.00052265235,0.00062662846,0.00059151236,0.0005769328,0.0003954907,0.004232164],"category_scores_gemma":[0.0030861574,0.00014664311,0.00027370392,0.00028762416,0.0007774745,0.00065444235,0.0017118802,0.0008547947,0.0010973535],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022430893,0.01647661,0.0364934,0.0019009908,0.00004604537,0.0016169059,0.02370413,0.00073077733,0.15911369,0.0016782051,0.0069661336,0.74903005],"study_design_scores_gemma":[0.0024111564,0.06407368,0.39051932,0.0013326525,0.00045640196,0.012037458,0.042441636,0.0049728896,0.26082376,0.004584232,0.21595697,0.00038979613],"about_ca_topic_score_codex":0.00042770506,"about_ca_topic_score_gemma":0.0015069233,"teacher_disagreement_score":0.004232164,"about_ca_system_score_codex":0.0003652375,"about_ca_system_score_gemma":0.0010237308,"threshold_uncertainty_score":0.0141580105},"labels":[],"label_agreement":null},{"id":"W2906912672","doi":"10.5539/ijel.v9n1p269","title":"Classroom Discourse of English Language Teachers at Secondary School Level","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; English language; Mathematics education; Private sector; Pedagogy; Psychology; Sociology; Political science","score_opus":0.027602838154687188,"score_gpt":0.30020107159630666,"score_spread":0.2725982334416195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906912672","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9927308,0.00026244493,0.00012274121,0.00018125122,0.000009743055,0.000009187752,0.000021360858,0.000006536251,0.0066559794],"genre_scores_gemma":[0.99676573,0.0001769388,0.00007569756,0.000055277986,0.00000792801,0.00001160532,0.00003820856,0.000010006242,0.0028585673],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9974738,0.0010254887,0.00015647928,0.00034622118,0.0005719693,0.00042601282],"domain_scores_gemma":[0.99476975,0.0024734042,0.00089363434,0.00017442457,0.000812499,0.00087614596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015485053,0.00027472014,0.00082142616,0.0022239254,0.0035558227,0.0048860456,0.0004626146,0.0009916717,0.005070998],"category_scores_gemma":[0.007488271,0.00032525687,0.00020796696,0.00091508613,0.0024598727,0.0013897219,0.0024917747,0.0011928685,0.0010028606],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011380241,0.00029616736,0.05190867,0.00011068644,0.000012117571,0.00047805457,0.9292431,0.000030464733,0.0054604355,0.0014696114,0.0005280114,0.010348872],"study_design_scores_gemma":[0.000021971418,0.00024940167,0.086563855,0.00018756883,0.000019876004,0.00037355672,0.8931253,0.00014760139,0.0020798037,0.000683889,0.01651709,0.000030101306],"about_ca_topic_score_codex":0.0076854294,"about_ca_topic_score_gemma":0.010387559,"teacher_disagreement_score":0.0076854294,"about_ca_system_score_codex":0.0019890687,"about_ca_system_score_gemma":0.0015420911,"threshold_uncertainty_score":0.016964138},"labels":[],"label_agreement":null},{"id":"W2906931779","doi":"10.5539/ass.v15n1p37","title":"Evaluating the Instructional Materials for Peer Assisted Learning Program (PALP)","year":2018,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Categorization; Newspaper; Mathematics education; Psychology; Instructional technology; Peer tutor; Medical education; Computer science; Pedagogy; Educational technology; Sociology; Medicine; Artificial intelligence","score_opus":0.12762848290288167,"score_gpt":0.40628977154848966,"score_spread":0.278661288645608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906931779","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9620702,0.00092238834,0.0083811795,0.00045295263,0.00015069464,0.0130568165,0.0015892948,0.00019226882,0.013184188],"genre_scores_gemma":[0.8722189,0.0017580623,0.09284105,0.00028537514,0.000084180654,0.023183828,0.0032177013,0.00006533551,0.006345487],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9889659,0.0037165934,0.0012118536,0.00027996133,0.0055216,0.00030405805],"domain_scores_gemma":[0.9695397,0.012571142,0.0047656484,0.0006761222,0.011246463,0.001200911],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010855727,0.00039700564,0.0007706181,0.0017308193,0.0005293326,0.0009782927,0.0009061547,0.000403953,0.0024486817],"category_scores_gemma":[0.03327621,0.00017675778,0.0009246969,0.0011405515,0.00030110453,0.0008563984,0.0008940209,0.0006630739,0.0005945301],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015047549,0.010277643,0.10944297,0.0048429947,0.00031080339,0.0002645718,0.006529762,0.0013103219,0.0081543485,0.00087544817,0.010659991,0.84582645],"study_design_scores_gemma":[0.0007795358,0.038006186,0.8671495,0.0023685086,0.0007024385,0.000643542,0.0137177445,0.0041401843,0.028424552,0.00088363903,0.042966817,0.00021741849],"about_ca_topic_score_codex":0.0005910914,"about_ca_topic_score_gemma":0.0019454753,"teacher_disagreement_score":0.010855727,"about_ca_system_score_codex":0.0014498236,"about_ca_system_score_gemma":0.0024315328,"threshold_uncertainty_score":0.057411194},"labels":[],"label_agreement":null},{"id":"W2907078661","doi":"10.5539/ijel.v9n1p15","title":"The Use of Brainstorming Strategy Among Teachers of Arabic for Speakers of Other Languages (ASOL) in Writing Classes","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Brainstorming; Arabic; Qualitative research; Mathematics education; Psychology; Computer science; Pedagogy; Medical education; Sociology; Linguistics; Medicine; Artificial intelligence; Social science","score_opus":0.05759241601938385,"score_gpt":0.31753185177857624,"score_spread":0.25993943575919237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907078661","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99839884,0.00013466337,0.0002724221,0.00020760368,0.000008877228,0.000021309948,0.0000040822492,0.0000058200235,0.0009462922],"genre_scores_gemma":[0.99793905,0.00023715278,0.0005763041,0.0001405837,0.000006788579,0.000023453887,0.0000057349203,0.000004111764,0.0010667724],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99795496,0.0012012706,0.000090623376,0.00015818521,0.00032484037,0.00027000342],"domain_scores_gemma":[0.9920415,0.0048213345,0.0011462475,0.00018291976,0.00092238147,0.00088549295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026601069,0.00025602352,0.0002732341,0.00060381985,0.002021627,0.001862415,0.00067989476,0.00070287107,0.0012608813],"category_scores_gemma":[0.012035281,0.00023855534,0.00017625137,0.00025111783,0.0014207243,0.001181174,0.0008076025,0.0010811352,0.00023699088],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013919856,0.00048391058,0.054047238,0.0003579126,0.000014784064,0.002274739,0.8869713,0.00007620573,0.01268098,0.0005192631,0.0008089843,0.041625537],"study_design_scores_gemma":[0.000018364268,0.0007115125,0.051023643,0.00025012385,0.00003591745,0.0017551389,0.93157995,0.0004162833,0.00394228,0.0002909373,0.009925656,0.00005017508],"about_ca_topic_score_codex":0.0016386027,"about_ca_topic_score_gemma":0.0045012953,"teacher_disagreement_score":0.0026601069,"about_ca_system_score_codex":0.0009690796,"about_ca_system_score_gemma":0.0016867283,"threshold_uncertainty_score":0.014068186},"labels":[],"label_agreement":null},{"id":"W2907111037","doi":"10.5539/ijel.v9n1p69","title":"The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Psychology; Perception; Metacognition; Cognitive style; Mathematics education; Cognition","score_opus":0.04126668490403013,"score_gpt":0.32024908330953344,"score_spread":0.2789823984055033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907111037","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996922,0.00004521035,0.000010779543,0.000019729756,9.231833e-7,0.0000010204828,0.000007218384,4.3356627e-7,0.00022247796],"genre_scores_gemma":[0.99964964,0.00005563924,0.000019178173,0.000012542891,0.0000010303435,0.0000014769536,0.000011577787,4.038367e-7,0.00024847803],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99971,0.000052193827,0.000042040552,0.000032874657,0.000098625525,0.00006415135],"domain_scores_gemma":[0.99800867,0.00036229938,0.0007000851,0.00004324801,0.000486742,0.0003990435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053865137,0.00022629472,0.00016151562,0.00069555914,0.00039407192,0.001001909,0.00018892063,0.00023521183,0.0017660555],"category_scores_gemma":[0.0022219995,0.00010653762,0.00012668519,0.0004131282,0.0003222862,0.00040177506,0.00044510572,0.0002839513,0.00034022707],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072652096,0.00017035828,0.97360206,0.000039353356,0.000017133529,0.00023069419,0.008722086,0.000040633902,0.0013277598,0.00007485945,0.0001219434,0.015580334],"study_design_scores_gemma":[0.0000050474155,0.00019301126,0.98027223,0.000029389237,0.000013060537,0.00026998352,0.017582746,0.00018313875,0.00042970022,0.00006229075,0.000949883,0.000009519438],"about_ca_topic_score_codex":0.008064161,"about_ca_topic_score_gemma":0.008330609,"teacher_disagreement_score":0.008064161,"about_ca_system_score_codex":0.00037839796,"about_ca_system_score_gemma":0.0004174803,"threshold_uncertainty_score":0.016034424},"labels":[],"label_agreement":null},{"id":"W2907350214","doi":"10.5539/ijel.v9n1p201","title":"A Comparison of Form-Focused and Meaning-Focused Instruction Types: A Study on Ishik University Students in Erbil, Iraq","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Meaning (existential); Grammar; Test (biology); Mathematics education; Significant difference; Psychology; Pedagogy; Linguistics; Mathematics; Statistics","score_opus":0.04490058028687159,"score_gpt":0.32336910312155775,"score_spread":0.27846852283468615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907350214","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996728,0.000031631622,0.00001833761,0.000022619688,0.0000020298473,0.000014514768,0.0000071793997,6.871743e-7,0.00023018214],"genre_scores_gemma":[0.9986994,0.000105857835,0.00011008156,0.00006612977,0.000005105083,0.000034249384,0.000027754519,0.0000036087122,0.0009476569],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982084,0.0003923338,0.00014120393,0.00022877776,0.0004441813,0.0005850687],"domain_scores_gemma":[0.9973937,0.0006302311,0.00051586406,0.000100358586,0.0006260251,0.00073375925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021490606,0.00051735406,0.0006899577,0.0018321492,0.002729004,0.002353411,0.0009427593,0.00090791075,0.0026326429],"category_scores_gemma":[0.005359876,0.0005724074,0.0005181481,0.0011891967,0.0019530412,0.0013221968,0.001519818,0.0014162927,0.00083831046],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043287457,0.005397195,0.63376063,0.00019291008,0.000046371864,0.0011190603,0.31644768,0.00007215168,0.004148041,0.00036717288,0.00040561424,0.037610326],"study_design_scores_gemma":[0.00004289255,0.0030838477,0.64386165,0.000065508444,0.000037829446,0.0004322558,0.34811494,0.00014899966,0.0010888224,0.00011991085,0.0029528777,0.000050474464],"about_ca_topic_score_codex":0.010821475,"about_ca_topic_score_gemma":0.018228253,"teacher_disagreement_score":0.010821475,"about_ca_system_score_codex":0.0014483932,"about_ca_system_score_gemma":0.0019064911,"threshold_uncertainty_score":0.02151692},"labels":[],"label_agreement":null},{"id":"W2907716385","doi":"10.3968/8225","title":"Gender Differences in the Use of English Vocabulary Learning Strategies in Chinese Senior High Schools","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Language acquisition; Vocabulary learning; Process (computing); Psychology; Language learning strategies; English language; Mathematics education; Linguistics; Computer science; Cognition","score_opus":0.042187248768609256,"score_gpt":0.2853579593489525,"score_spread":0.24317071058034323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907716385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990946,0.00009178642,0.000020454067,0.000028368073,0.000004144679,0.0000021395922,0.000018895678,9.2921874e-7,0.0007386555],"genre_scores_gemma":[0.9991178,0.00003486101,0.000015399606,0.000012589953,0.0000012069337,0.0000024903218,0.000018491373,9.82127e-7,0.000796143],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993237,0.00006988002,0.00006743961,0.00012921359,0.00018262397,0.00022720249],"domain_scores_gemma":[0.99862576,0.0002928081,0.00034587062,0.000050986906,0.00027715377,0.00040746428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00094847893,0.00023349846,0.00034394604,0.00090603984,0.00072036,0.00086430635,0.00027729422,0.0003051065,0.003919743],"category_scores_gemma":[0.002070945,0.00016829355,0.00026222132,0.0005467906,0.00049445784,0.00059721153,0.00054139225,0.00029225866,0.00038631228],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018208213,0.0002368188,0.9502563,0.00004534627,0.000024479234,0.00026734595,0.027420359,0.000038788196,0.002021621,0.0005388462,0.00031544038,0.01865244],"study_design_scores_gemma":[0.000004201969,0.00016432175,0.9843143,0.000023461616,0.000011662156,0.000069771435,0.014351397,0.000107103064,0.00019676288,0.00013359354,0.00061493914,0.000008439088],"about_ca_topic_score_codex":0.017589312,"about_ca_topic_score_gemma":0.033579648,"teacher_disagreement_score":0.017589312,"about_ca_system_score_codex":0.00060274004,"about_ca_system_score_gemma":0.0007884853,"threshold_uncertainty_score":0.03497386},"labels":[],"label_agreement":null},{"id":"W2907880979","doi":"10.5539/ass.v15n1p24","title":"Teachers’ Perception on the Implementation of Dual Language Programme (DLP) in Urban Schools","year":2018,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Perception; Lingua franca; Christian ministry; Session (web analytics); Psychology; Pedagogy; Medical education; Computer science; Political science; Humanities; Medicine","score_opus":0.03735460246770883,"score_gpt":0.332749425662965,"score_spread":0.2953948231952562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907880979","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987387,0.000047662485,0.000055553082,0.00022466024,0.0000050844587,0.0000128889715,0.0000068868735,0.0000029026708,0.0009056848],"genre_scores_gemma":[0.9992555,0.00010098721,0.00006849231,0.00005257962,0.0000030063218,0.000012580717,0.000008323113,0.0000014943383,0.000497138],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99677664,0.0012764251,0.0002311875,0.00021202963,0.0007050195,0.0007986845],"domain_scores_gemma":[0.99301225,0.0015557278,0.0020504338,0.00013259893,0.0009645379,0.002284442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034034955,0.00019984094,0.00036725015,0.00069165224,0.0014958497,0.0017032948,0.00047529602,0.0007862951,0.0028511104],"category_scores_gemma":[0.0068574715,0.00036524463,0.0002926242,0.00057517225,0.0015537796,0.0010481777,0.001507684,0.0011173312,0.00029036755],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021747919,0.0011743781,0.48272312,0.00054329576,0.00003091885,0.0022191454,0.48008826,0.0003106141,0.0051576537,0.0010682086,0.0011574402,0.025309455],"study_design_scores_gemma":[0.0000147451965,0.00070622744,0.39054924,0.00015393198,0.000022116803,0.00031885438,0.6032521,0.00022360218,0.0005666085,0.00009088199,0.004064357,0.00003724511],"about_ca_topic_score_codex":0.009538677,"about_ca_topic_score_gemma":0.012977549,"teacher_disagreement_score":0.009538677,"about_ca_system_score_codex":0.0014349998,"about_ca_system_score_gemma":0.0021098894,"threshold_uncertainty_score":0.018966317},"labels":[],"label_agreement":null},{"id":"W2907976847","doi":"10.5430/wje.v8n6p147","title":"Ideal Japanese Class for Taiwanese High School Students: A Gender Comparison","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ideal (ethics); Class (philosophy); Psychology; Mathematics education; Ranking (information retrieval); Political science","score_opus":0.05243519596652061,"score_gpt":0.35646638931692554,"score_spread":0.3040311933504049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907976847","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989893,0.000055810528,0.000034051052,0.000025598409,0.0000060515026,0.0000076121414,0.00005461603,0.0000011055301,0.00082574144],"genre_scores_gemma":[0.99942183,0.00004992404,0.000032986103,0.00001367311,0.0000052725995,0.000011180779,0.000089738496,0.00000133233,0.00037405326],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996742,0.00004793548,0.000036612983,0.000050101266,0.00007725309,0.00011396162],"domain_scores_gemma":[0.99894685,0.00014854099,0.00026896145,0.000032757398,0.00013167548,0.00047117288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055388856,0.00021777935,0.0002557761,0.0016095426,0.0006599828,0.00094110076,0.00025848037,0.00036090577,0.0046202964],"category_scores_gemma":[0.0012685934,0.00012145372,0.00034196582,0.00059946417,0.00042668614,0.00058980886,0.0006913247,0.00028601816,0.00056148437],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043594188,0.00031262301,0.97521293,0.00004268144,0.000034647423,0.0004402343,0.010159814,0.000026153595,0.0014407729,0.0002169565,0.0003523569,0.011324935],"study_design_scores_gemma":[0.000008915211,0.00027661872,0.9779618,0.000010928511,0.000012415388,0.00021346513,0.020473186,0.00012414683,0.00012575205,0.00005313182,0.00073022756,0.000009290248],"about_ca_topic_score_codex":0.0032025091,"about_ca_topic_score_gemma":0.0057728062,"teacher_disagreement_score":0.0046202964,"about_ca_system_score_codex":0.0003644314,"about_ca_system_score_gemma":0.00024103669,"threshold_uncertainty_score":0.015456378},"labels":[],"label_agreement":null},{"id":"W2908090380","doi":"10.3968/10586","title":"Assessment of English Teaching From Social - Anthropological Perspective: A Case Study of Microteaching in Warwick SJTU ETD Programme","year":2018,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Microteaching; Perspective (graphical); Mathematics education; Psychology; Pedagogy; Teaching method; Medical education; Computer science; Medicine","score_opus":0.052792366855851314,"score_gpt":0.3585844625709125,"score_spread":0.30579209571506116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908090380","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997239,0.00011246183,0.0002930609,0.00024781027,0.000010272253,0.00007098766,0.000013822195,0.0000044006283,0.0020082043],"genre_scores_gemma":[0.9940153,0.00028109408,0.001055027,0.000089754,0.000011954641,0.000051319006,0.000016809106,0.0000075476687,0.0044713644],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984958,0.0007262697,0.00006855986,0.00014223489,0.00018439838,0.00038273362],"domain_scores_gemma":[0.9978733,0.00065862073,0.0002719896,0.00009293264,0.00023767058,0.0008654876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016105758,0.00045271893,0.00043352196,0.0013933941,0.004626983,0.001396542,0.0014575898,0.00120267,0.0037411796],"category_scores_gemma":[0.0031954148,0.0005394596,0.00038527258,0.0007097851,0.0022321735,0.0007751549,0.0024751918,0.0015676036,0.00040727016],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020997618,0.0025712764,0.056834675,0.00034165254,0.000026632666,0.096263096,0.7947059,0.00027323992,0.008033944,0.00082587433,0.00094999647,0.038963698],"study_design_scores_gemma":[0.00002778481,0.0012566979,0.08358229,0.00020857439,0.000031766736,0.023457786,0.871558,0.00054800947,0.0037025458,0.00039562842,0.015175833,0.00005506374],"about_ca_topic_score_codex":0.0093356045,"about_ca_topic_score_gemma":0.045565482,"teacher_disagreement_score":0.0093356045,"about_ca_system_score_codex":0.0031653154,"about_ca_system_score_gemma":0.00211001,"threshold_uncertainty_score":0.022966087},"labels":[],"label_agreement":null},{"id":"W2908179547","doi":"10.5539/ijel.v9n1p241","title":"Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Test (biology); English language; Psychology; Control (management); Mathematics education; Computer science; Linguistics; Artificial intelligence","score_opus":0.0838240386461015,"score_gpt":0.3315888177351848,"score_spread":0.2477647790890833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908179547","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991572,0.00012791142,0.00012888908,0.00018001969,0.0000060901434,0.000029038496,0.000008139136,0.0000028022396,0.00035996793],"genre_scores_gemma":[0.997421,0.0004138792,0.00046648463,0.00015097605,0.000014733874,0.000021501728,0.0000134971815,0.000004821857,0.0014930575],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992055,0.00027484764,0.000051345483,0.00008720445,0.00014470737,0.00023642901],"domain_scores_gemma":[0.9985545,0.00027823274,0.0002483209,0.00006385587,0.00019877269,0.00065631495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009521732,0.0007374939,0.00043685714,0.0010562993,0.00382085,0.00090233184,0.0011098434,0.0017951988,0.002227937],"category_scores_gemma":[0.0025740955,0.00031095423,0.00049061014,0.0004969756,0.0009982383,0.00057489634,0.0010096254,0.0011857772,0.00048989983],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015805964,0.021038633,0.29622936,0.0012794196,0.00014790405,0.24692526,0.26457468,0.0012710397,0.028125772,0.0018325852,0.0027205446,0.13427417],"study_design_scores_gemma":[0.00029269286,0.015270498,0.31251237,0.00056692126,0.00020437494,0.1595226,0.4512311,0.0045402795,0.027511815,0.00062940567,0.027468858,0.0002490446],"about_ca_topic_score_codex":0.0065331897,"about_ca_topic_score_gemma":0.016623192,"teacher_disagreement_score":0.0065331897,"about_ca_system_score_codex":0.0016018958,"about_ca_system_score_gemma":0.0012547493,"threshold_uncertainty_score":0.012990296},"labels":[],"label_agreement":null},{"id":"W2908415718","doi":"10.5539/ies.v12n1p136","title":"Insight into Gender Effect on EFL Writing Strategies in the Narrative and Expository Genres: A Case Study of Multilingual College Students in Morocco","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Think aloud protocol; Narrative; Protocol analysis; Second language writing; Qualitative research; English as a foreign language; Variety (cybernetics); Mathematics education; Composition (language); Pedagogy; Linguistics; Second language; Sociology; Computer science","score_opus":0.08238778146019846,"score_gpt":0.43143980512214625,"score_spread":0.34905202366194776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908415718","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986034,0.0001661805,0.00008682214,0.00010496207,0.0000043722184,0.000008032619,0.000009623216,0.0000014826068,0.0010150417],"genre_scores_gemma":[0.99856645,0.00012144874,0.0001391384,0.00005073907,0.0000042075903,0.0000075463377,0.0000074114455,0.000002804731,0.0011003851],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988373,0.00059318676,0.00006033155,0.00012617696,0.00014191993,0.00024101893],"domain_scores_gemma":[0.99728715,0.0014553284,0.00044982828,0.00008543282,0.00028709607,0.00043512162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001753055,0.0004078028,0.00044527804,0.0012135872,0.0039337496,0.0021079278,0.00061290764,0.000534727,0.0025547382],"category_scores_gemma":[0.0039192736,0.00020407098,0.00019070368,0.0007312305,0.0018796604,0.0007103551,0.0015041098,0.0005240838,0.00027669448],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009120544,0.0002441883,0.13210136,0.00012979038,0.000008363229,0.01274872,0.8259734,0.000032075623,0.0037213436,0.00052184646,0.000292731,0.024135057],"study_design_scores_gemma":[0.000005842318,0.00017445492,0.13700089,0.00010420826,0.000015093559,0.0051625343,0.8503026,0.00013104055,0.0009871505,0.00019324437,0.0059049963,0.00001802305],"about_ca_topic_score_codex":0.0152797215,"about_ca_topic_score_gemma":0.04092362,"teacher_disagreement_score":0.0152797215,"about_ca_system_score_codex":0.0018221786,"about_ca_system_score_gemma":0.0014795377,"threshold_uncertainty_score":0.03038156},"labels":[],"label_agreement":null},{"id":"W2908463961","doi":"10.5539/ass.v15n1p1","title":"Investigating English Language Speaking Anxiety among Malaysian Undergraduate Learners","year":2018,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":76,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Foreign language; Foreign language anxiety; Public speaking; English language; Medical education; Scale (ratio); English as a foreign language; Mathematics education; Linguistics; Medicine","score_opus":0.019858660984176806,"score_gpt":0.2653735149727101,"score_spread":0.24551485398853332,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908463961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99953115,0.00005933648,0.000011563638,0.000027094653,0.0000023364435,0.000010684014,0.000014012392,7.5078543e-7,0.00034307016],"genre_scores_gemma":[0.9992618,0.00021918495,0.00005654962,0.000050994477,0.0000041611447,0.000017096265,0.000027355598,4.3085674e-7,0.00036249807],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99970883,0.00005863503,0.000034707784,0.000018350413,0.0000979906,0.00008151855],"domain_scores_gemma":[0.9992398,0.00011362654,0.00022453985,0.00001819091,0.00016326012,0.0002405272],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005456476,0.00019548729,0.00026408824,0.0005735751,0.0005175555,0.0010116103,0.00016574537,0.00029775174,0.0012191834],"category_scores_gemma":[0.0015324316,0.0001685677,0.0002689599,0.000288346,0.00026367087,0.00032590466,0.00045693724,0.00046179665,0.00019007792],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007569619,0.0007452565,0.95423234,0.00016073586,0.000022598027,0.0006635567,0.023419417,0.00002798495,0.0032623427,0.00006502087,0.00038686782,0.016938148],"study_design_scores_gemma":[0.0000051677516,0.0009539399,0.94565845,0.0000739364,0.000023349028,0.00083907257,0.050687727,0.00008697335,0.0006023965,0.00003407345,0.0010208042,0.0000140666825],"about_ca_topic_score_codex":0.002609708,"about_ca_topic_score_gemma":0.004296284,"teacher_disagreement_score":0.002609708,"about_ca_system_score_codex":0.0003060948,"about_ca_system_score_gemma":0.00047132507,"threshold_uncertainty_score":0.005189061},"labels":[],"label_agreement":null},{"id":"W2908473366","doi":"10.14288/1.0371245","title":"Motivation of Mandarin speakers learning Cantonese in a transnational context : multilingualism and investment","year":2018,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Multilingualism; Mandarin Chinese; Linguistics; Context (archaeology); Psychology; Pedagogy; Geography","score_opus":0.01674892680811066,"score_gpt":0.19305514440612898,"score_spread":0.17630621759801832,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908473366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986987,0.00004527962,0.000013054155,0.00017367353,0.000003146249,0.000004108197,0.000009073307,3.7558135e-7,0.0010526101],"genre_scores_gemma":[0.99834263,0.00009390417,0.000047467798,0.000066652836,0.000002316048,0.00000849737,0.000028671811,0.000001294325,0.0014086647],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992067,0.00021265844,0.000023875344,0.00008476824,0.00015971462,0.00031233203],"domain_scores_gemma":[0.9980546,0.00033572572,0.00037126555,0.000048164635,0.00031629176,0.0008741053],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012898054,0.00028653757,0.00031858674,0.00047752965,0.0034957542,0.0035705261,0.000505838,0.00068129256,0.0027768565],"category_scores_gemma":[0.0023304892,0.0001865896,0.0002869553,0.00055146014,0.0014488313,0.0009564597,0.0018712557,0.001578446,0.00030425514],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015220871,0.0005691165,0.7695445,0.00005204232,0.000035856145,0.00067499327,0.20779647,0.00009958481,0.0014353616,0.0024706714,0.0010695854,0.016099624],"study_design_scores_gemma":[0.0000123012915,0.00014871801,0.6690385,0.000083765815,0.000024856448,0.00013193829,0.32570338,0.0006420542,0.00021933575,0.00061587285,0.0033393686,0.000039942675],"about_ca_topic_score_codex":0.15624475,"about_ca_topic_score_gemma":0.2795929,"teacher_disagreement_score":0.15624475,"about_ca_system_score_codex":0.0033443337,"about_ca_system_score_gemma":0.0037057754,"threshold_uncertainty_score":0.3106706},"labels":[],"label_agreement":null},{"id":"W2909597234","doi":"10.5539/elt.v12n2p100","title":"The Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamwork","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Communicative competence; Conversation analysis; Conversation; Context (archaeology); Teamwork; Task (project management); Communicative language teaching; Pedagogy; Linguistics; Language education; Communication","score_opus":0.01828921695372026,"score_gpt":0.25442921443697275,"score_spread":0.23613999748325248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909597234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9770422,0.00022428663,0.006735045,0.00035494423,0.00001550825,0.00003939821,0.000011151015,0.000023288258,0.015554176],"genre_scores_gemma":[0.9981407,0.000039313207,0.0006804114,0.000016820986,0.000007371146,0.000030670257,0.000007419343,0.0000070903843,0.0010701686],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99037474,0.0070424615,0.00016862203,0.00066101295,0.0008451042,0.00090802653],"domain_scores_gemma":[0.9942298,0.0034984017,0.00083033566,0.00029955097,0.00030678036,0.00083514035],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037016687,0.0003982237,0.00034263724,0.0017839286,0.0040636966,0.0059433705,0.0010400758,0.0009523673,0.0022704082],"category_scores_gemma":[0.007980593,0.00027119392,0.00025683496,0.00067234837,0.0065672137,0.002232248,0.009433695,0.0007749279,0.00023420929],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022314246,0.00011872884,0.035669833,0.00020495927,0.00003601594,0.0012989093,0.8823635,0.0007720523,0.010150949,0.009575749,0.000488379,0.059097726],"study_design_scores_gemma":[0.00003394411,0.00026659752,0.10103291,0.00018609286,0.000049611248,0.00095028215,0.8578534,0.0038034278,0.0022673996,0.008611415,0.024846645,0.00009831913],"about_ca_topic_score_codex":0.0031435995,"about_ca_topic_score_gemma":0.003812326,"teacher_disagreement_score":0.0059433705,"about_ca_system_score_codex":0.0016154166,"about_ca_system_score_gemma":0.0014152748,"threshold_uncertainty_score":0.01957655},"labels":[],"label_agreement":null},{"id":"W2909690408","doi":"10.3968/8415","title":"Different Levels of Anxiety Among Chinese EFL learners in Malaysian Public Universities","year":2016,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Descriptive statistics; Test anxiety; Data collection; Mathematics education; Developmental psychology; Medical education; Clinical psychology; Sociology; Medicine; Social science","score_opus":0.020816655099356058,"score_gpt":0.27139101382914127,"score_spread":0.25057435872978523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909690408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996101,0.000046821693,0.000009174156,0.000022759608,0.0000012417269,0.0000030742003,0.000011509001,6.1040157e-7,0.0002947137],"genre_scores_gemma":[0.999681,0.0000890156,0.000016859658,0.000021249223,0.000003286883,0.000004913881,0.000022140963,3.524752e-7,0.00016126777],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99954623,0.0000537907,0.000052950938,0.000038398437,0.00016641339,0.0001421796],"domain_scores_gemma":[0.9989716,0.00017208213,0.00037027092,0.00003395686,0.00016740027,0.00028474253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005392298,0.00028644796,0.0003519813,0.0010713985,0.000823888,0.0011496082,0.00020952539,0.00034755003,0.0013527187],"category_scores_gemma":[0.0014736104,0.00016088603,0.0003026564,0.00066626305,0.0006004159,0.00050707295,0.0005631628,0.00036399032,0.000114327595],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010259251,0.00027014685,0.96492827,0.00010081526,0.00004220696,0.00042444732,0.01953087,0.000040106588,0.001662958,0.000095220865,0.00017018296,0.012632172],"study_design_scores_gemma":[0.000004115151,0.00028178882,0.9729767,0.000032181768,0.000021677764,0.00043781978,0.025524912,0.0000854935,0.0002317569,0.000053151394,0.000334092,0.000016525895],"about_ca_topic_score_codex":0.008130567,"about_ca_topic_score_gemma":0.011244312,"teacher_disagreement_score":0.008130567,"about_ca_system_score_codex":0.00070584676,"about_ca_system_score_gemma":0.0006747945,"threshold_uncertainty_score":0.016166508},"labels":[],"label_agreement":null},{"id":"W29097247","doi":"10.1016/j.ijid.2017.10.018","title":"Spoken Skills, Communication Apprehension and Collaborative Learning/COMPÉTENCES ORALES, APPRÉHENSION DE COMMUNICATION ET APPRENTISSAGE EN COLLABORATION","year":2010,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communication apprehension; Apprehension; Psychology; Communication skills; Test (biology); Mathematics education; Collaborative learning; Control (management); Medical education; Pedagogy; Computer science; Cognitive psychology; Artificial intelligence; Medicine","score_opus":0.015651281831599733,"score_gpt":0.3170779536349919,"score_spread":0.30142667180339217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W29097247","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87905145,0.009261171,0.00588011,0.0065577626,0.0003072225,0.00014326975,0.0002106228,0.00019220635,0.09839607],"genre_scores_gemma":[0.9866615,0.0029863946,0.0023713363,0.00032135576,0.00012749132,0.000068036825,0.00014197736,0.000020111185,0.0073017958],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99801207,0.00057308783,0.00018626885,0.000102023216,0.00079027994,0.00033620192],"domain_scores_gemma":[0.9941883,0.0022157447,0.0015222055,0.00025322824,0.00092707545,0.0008935022],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015249178,0.00081671897,0.00049641647,0.0015827625,0.0011666324,0.0034799897,0.00057884905,0.0010943037,0.00782769],"category_scores_gemma":[0.014485516,0.000171034,0.00043592817,0.00045177116,0.0020772389,0.0021121325,0.002591937,0.0020679887,0.0008545516],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071854464,0.0015046161,0.21908785,0.0017189892,0.00018315628,0.032360252,0.066738956,0.0010507129,0.012185649,0.008284612,0.010178479,0.6459882],"study_design_scores_gemma":[0.00009335035,0.0016558118,0.6473861,0.002644629,0.00020475093,0.12045615,0.12701362,0.0016838324,0.012153128,0.023052124,0.06330153,0.00035494787],"about_ca_topic_score_codex":0.0032074463,"about_ca_topic_score_gemma":0.002458883,"teacher_disagreement_score":0.00782769,"about_ca_system_score_codex":0.00089124136,"about_ca_system_score_gemma":0.0017952108,"threshold_uncertainty_score":0.026186287},"labels":[],"label_agreement":null},{"id":"W2909841683","doi":"10.3968/9492","title":"On the Western Overseas Students’ Intercultural Communication Competence in Their Chinese Application Letter Writing","year":2017,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Situated; Competence (human resources); Psychology; Intercultural competence; Communicative competence; Foreign language; Cross-cultural communication; Linguistics; Pedagogy; Computer science; Communication; Social psychology","score_opus":0.02939121223621862,"score_gpt":0.33667999314174557,"score_spread":0.30728878090552697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909841683","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99740475,0.000020200967,0.000049379436,0.000019477671,0.000001404795,0.0000051934085,0.000007008926,0.0000010379232,0.0024915908],"genre_scores_gemma":[0.9983543,0.00006169599,0.00012177083,0.000013511962,0.000001667737,0.00001032925,0.000022165925,0.0000021916933,0.0014124458],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99908614,0.00026959865,0.000089793524,0.00012193333,0.00029887076,0.00013366481],"domain_scores_gemma":[0.9977062,0.0010117348,0.00032553365,0.00017525403,0.00049116963,0.0002900599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017652536,0.00026714106,0.00018565099,0.0011193713,0.0012908698,0.0019092625,0.0002176735,0.00021879982,0.0027147364],"category_scores_gemma":[0.0043043345,0.000106929154,0.00012575388,0.0010888666,0.0012905883,0.0010342962,0.0015878539,0.00040667385,0.00035116583],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000979326,0.0002243786,0.25847533,0.00016911783,0.000018745817,0.001022384,0.6632674,0.000108774715,0.010977067,0.0013159264,0.0005124919,0.063810416],"study_design_scores_gemma":[0.0000067738083,0.00017390841,0.6449794,0.00009575253,0.00002613159,0.0005870036,0.33971983,0.0004980873,0.004178139,0.00044149428,0.009259852,0.00003356675],"about_ca_topic_score_codex":0.00710066,"about_ca_topic_score_gemma":0.012977451,"teacher_disagreement_score":0.00710066,"about_ca_system_score_codex":0.00061872695,"about_ca_system_score_gemma":0.0012431743,"threshold_uncertainty_score":0.014118671},"labels":[],"label_agreement":null},{"id":"W2909907723","doi":"10.1002/9781118784235.eelt0091","title":"Planned Versus Incidental Focus on Form","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Focus on form; Focus (optics); Computer science; Psychology; Cognitive psychology; Linguistics; Natural language processing; Grammar","score_opus":0.013961233410363412,"score_gpt":0.2505508551920434,"score_spread":0.23658962178168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909907723","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6429139,0.0016163907,0.09017859,0.00064253795,0.0002879764,0.00042944791,0.00035983202,0.0012603814,0.26231095],"genre_scores_gemma":[0.9630025,0.0005065921,0.02089416,0.0002094309,0.00006035079,0.0002862147,0.00020145383,0.0002435807,0.014595621],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9975858,0.00058677676,0.00021826958,0.0005293695,0.0008331563,0.00024672403],"domain_scores_gemma":[0.98844415,0.0056033563,0.0010665823,0.003107798,0.0012266608,0.0005515296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017877775,0.00046294014,0.00031567726,0.00044935316,0.00038283147,0.0021098615,0.0010289566,0.0009326351,0.012959707],"category_scores_gemma":[0.016464915,0.00031635456,0.00036936736,0.0002856203,0.0019496982,0.0027131604,0.0031427073,0.0008609441,0.0020147727],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022036594,0.0009902491,0.03275638,0.002349314,0.00009470958,0.0013388476,0.027687494,0.0012789076,0.18236335,0.06549401,0.004972317,0.67847085],"study_design_scores_gemma":[0.0010422581,0.005888121,0.34712434,0.002163763,0.0005804059,0.009053219,0.014401967,0.009911926,0.18365078,0.14849278,0.27730513,0.000385249],"about_ca_topic_score_codex":0.0009174887,"about_ca_topic_score_gemma":0.0012360576,"teacher_disagreement_score":0.012959707,"about_ca_system_score_codex":0.0005003316,"about_ca_system_score_gemma":0.0008770834,"threshold_uncertainty_score":0.04335457},"labels":[],"label_agreement":null},{"id":"W2910631036","doi":"","title":"Stemming the tide of exodus: The key roles efficacy and identity play in second language teacher attrition","year":2018,"lang":"en","type":"article","venue":"2018 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Attrition; Key (lock); Identity (music); Psychology; Medicine; Computer science; Computer security; Art; Aesthetics","score_opus":0.05359905523556966,"score_gpt":0.29625617840231394,"score_spread":0.2426571231667443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2910631036","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9555699,0.00091387465,0.00047110338,0.031219764,0.00016940439,0.00002796224,0.000058713835,0.000011302714,0.011558019],"genre_scores_gemma":[0.99731344,0.00021667752,0.00008795863,0.0007147662,0.000024699904,0.000026716569,0.000018209146,0.000013899714,0.0015835582],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99054784,0.00358807,0.00039524876,0.00063349865,0.0021127912,0.0027226245],"domain_scores_gemma":[0.9701508,0.014618638,0.003918638,0.0011379399,0.0040077535,0.0061662206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021483008,0.00024437282,0.0008043745,0.0020139953,0.012824835,0.010030906,0.002182112,0.002289271,0.00883484],"category_scores_gemma":[0.059458535,0.00049550214,0.00050740386,0.0013883574,0.010330585,0.00758601,0.013704713,0.00789607,0.0008510558],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004907095,0.00095864973,0.5058694,0.00020736219,0.000052417097,0.0005715653,0.33407092,0.000099921985,0.0005374784,0.03644443,0.0058196415,0.11487747],"study_design_scores_gemma":[0.00004000839,0.00017627918,0.3660892,0.00053318695,0.000084871856,0.0002916949,0.600878,0.0004003987,0.0006550129,0.016858233,0.013919093,0.00007397835],"about_ca_topic_score_codex":0.03889953,"about_ca_topic_score_gemma":0.059739683,"teacher_disagreement_score":0.03889953,"about_ca_system_score_codex":0.0054715574,"about_ca_system_score_gemma":0.021696538,"threshold_uncertainty_score":0.11361432},"labels":[],"label_agreement":null},{"id":"W2910938626","doi":"10.12968/sece.2019.1.4","title":"Classroom strategies and ideas","year":2019,"lang":"en","type":"article","venue":"SecEd","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Bell (Canada)","funders":"","keywords":"Mathematics education; Computer science; Linguistics; Pedagogy; Psychology; Philosophy","score_opus":0.017489895769076797,"score_gpt":0.22877501509470266,"score_spread":0.21128511932562585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2910938626","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009664289,0.013998444,0.041417357,0.21072792,0.014178685,0.00022919798,0.00009288225,0.00050181895,0.7091893],"genre_scores_gemma":[0.22161181,0.014041034,0.06492163,0.052029647,0.0046186694,0.0011035353,0.00015491161,0.0007016879,0.640817],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99698764,0.0015257786,0.00011101492,0.00020440394,0.00084109226,0.00033012996],"domain_scores_gemma":[0.996912,0.00077277457,0.00012008835,0.00024632562,0.0009100592,0.0010387283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003969113,0.0007444765,0.00036440068,0.0016300054,0.004064189,0.012273899,0.001669398,0.0031200321,0.02367652],"category_scores_gemma":[0.0065931813,0.00024333097,0.00058731314,0.0005416979,0.006026969,0.008079498,0.0045539085,0.007834474,0.006738626],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003215499,0.00027824906,0.0005081486,0.00018022297,0.000008249348,0.0003794577,0.01999679,0.00014094637,0.0012176814,0.72295916,0.12617183,0.12812705],"study_design_scores_gemma":[0.000019852427,0.000046452737,0.00019748429,0.00029853213,0.00000520084,0.00026988503,0.015043341,0.00019925862,0.0005827204,0.101694725,0.8816225,0.000020090542],"about_ca_topic_score_codex":0.0017736371,"about_ca_topic_score_gemma":0.0032051057,"teacher_disagreement_score":0.02367652,"about_ca_system_score_codex":0.0033596011,"about_ca_system_score_gemma":0.0033705893,"threshold_uncertainty_score":0.07920581},"labels":[],"label_agreement":null},{"id":"W2911007253","doi":"10.22215/etd/2018-13235","title":"Gatekeepers of Ambition: Test-Taker Preparation Practices on Two High-Stakes Language Proficiency Tests","year":2018,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Test (biology); Test of English as a Foreign Language; Psychology; Reading (process); Language proficiency; Mathematics education; Variety (cybernetics); Test preparation; Exploratory research; Language assessment; Computer science; Linguistics; Engineering; Artificial intelligence","score_opus":0.03583257454442479,"score_gpt":0.34814010748897534,"score_spread":0.31230753294455055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911007253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99862456,0.000036530302,0.00058621593,0.000034519962,0.000005401916,0.000121778015,0.000012269445,0.000008425639,0.0005703714],"genre_scores_gemma":[0.9976693,0.000041403393,0.001544401,0.00006632638,0.000008543413,0.00024067763,0.000027342337,0.000009039784,0.0003930002],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.96327543,0.026140045,0.0017851595,0.0023699452,0.0049648145,0.0014645846],"domain_scores_gemma":[0.87075406,0.093826115,0.018108444,0.00826657,0.006028908,0.0030158916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030357767,0.00041179176,0.000547485,0.001119863,0.0015115559,0.002906923,0.00088182674,0.00080306025,0.0009670334],"category_scores_gemma":[0.10113285,0.00047363754,0.00043530593,0.00057020265,0.0017500543,0.001277694,0.0022879525,0.0011388031,0.00033241598],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015113085,0.0036909045,0.4550897,0.00033932898,0.00017648096,0.0011172816,0.36844593,0.00024718582,0.0154309785,0.0007673122,0.00046358924,0.15272003],"study_design_scores_gemma":[0.00013003325,0.008152258,0.81681263,0.00022541324,0.00013610303,0.000697502,0.156756,0.0012770506,0.010432879,0.0011477895,0.0040622107,0.00017009601],"about_ca_topic_score_codex":0.0006977454,"about_ca_topic_score_gemma":0.0013906374,"teacher_disagreement_score":0.030357767,"about_ca_system_score_codex":0.0010185563,"about_ca_system_score_gemma":0.0011839698,"threshold_uncertainty_score":0.1605491},"labels":[],"label_agreement":null},{"id":"W2911018967","doi":"10.5539/elt.v12n3p15","title":"A Preliminary Study on Challenges and Solutions for College EFL Education in Ethnic Minority Regions of Chin","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"People's Government of Jilin Province","keywords":"Ethnic group; China; Psychology; Internationalization; Qualitative research; Content analysis; Narrative; Pedagogy; Higher education; Mathematics education; Medical education; Sociology; Political science; Social science; Medicine","score_opus":0.050074128126306384,"score_gpt":0.30638624074091825,"score_spread":0.25631211261461184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911018967","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936294,0.0001935003,0.0001294941,0.0014162665,0.000021709244,0.00008929952,0.000022405824,0.0000025555903,0.00449535],"genre_scores_gemma":[0.9970822,0.0003023049,0.00034737034,0.00031985837,0.000007217102,0.00009130988,0.000025809746,0.0000023646921,0.001821524],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998362,0.0006709345,0.00008242925,0.000117383395,0.00017039031,0.0005967296],"domain_scores_gemma":[0.99756324,0.0006510048,0.00033112767,0.00008715283,0.00042023632,0.00094729714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034446418,0.0003493743,0.00025324908,0.00066498865,0.009563405,0.0030093174,0.0010016208,0.0010110321,0.003113093],"category_scores_gemma":[0.003888584,0.00023826507,0.00027912203,0.0010229995,0.0018168205,0.0024227547,0.0030495913,0.0013115678,0.00024745433],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045892502,0.0002571133,0.06726389,0.00025296785,0.000006893602,0.002135011,0.9028954,0.00005234874,0.0020173357,0.001976611,0.0011158288,0.021980787],"study_design_scores_gemma":[0.0000018872918,0.00004825925,0.016032722,0.00006008206,0.0000027744277,0.00011618356,0.979785,0.000044012468,0.00014281286,0.00012612015,0.0036328668,0.000007114832],"about_ca_topic_score_codex":0.039814334,"about_ca_topic_score_gemma":0.10419534,"teacher_disagreement_score":0.039814334,"about_ca_system_score_codex":0.004617411,"about_ca_system_score_gemma":0.013357405,"threshold_uncertainty_score":0.07916516},"labels":[],"label_agreement":null},{"id":"W2911354480","doi":"10.5539/elt.v12n3p77","title":"A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dictation; Vocabulary; Psychology; Foreign language; Test (biology); Linguistics; Mathematics education; Computer science; Speech recognition","score_opus":0.02207180289373036,"score_gpt":0.3225980675241117,"score_spread":0.30052626463038135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911354480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979213,0.000051068757,0.00030733913,0.000015497719,0.000013551272,0.000044035274,0.00008989263,0.000014077983,0.0015432604],"genre_scores_gemma":[0.9973902,0.000059327176,0.00089044636,0.000012638087,0.000005535565,0.000082869374,0.00013264557,0.000007425383,0.0014188408],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99820256,0.00048649844,0.00037187984,0.00036152787,0.0004438888,0.00013365783],"domain_scores_gemma":[0.9904143,0.004931457,0.0010998411,0.0005463938,0.0019273602,0.0010807376],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015568117,0.00034117923,0.00044088587,0.00071627233,0.00029851432,0.0006727749,0.00041040152,0.00038383514,0.004105398],"category_scores_gemma":[0.009988331,0.00017722981,0.00047210205,0.00046187456,0.00035917977,0.0009028547,0.0006705684,0.00046992156,0.0015239496],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015179376,0.008229879,0.6145471,0.000812831,0.00020607204,0.0004781997,0.01760888,0.000600583,0.031578857,0.00034076488,0.0013029373,0.30911463],"study_design_scores_gemma":[0.00040662807,0.019360956,0.9556117,0.0000799812,0.0001525821,0.00037593552,0.006442942,0.0016667885,0.013003953,0.00015638412,0.0026548146,0.00008729916],"about_ca_topic_score_codex":0.0013210694,"about_ca_topic_score_gemma":0.0023571947,"teacher_disagreement_score":0.004105398,"about_ca_system_score_codex":0.0003261639,"about_ca_system_score_gemma":0.00052822405,"threshold_uncertainty_score":0.013733923},"labels":[],"label_agreement":null},{"id":"W2911438555","doi":"10.5539/hes.v9n1p132","title":"Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context","year":2019,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Context (archaeology); Curriculum; Medical education; Likert scale; Pedagogy; Developmental psychology; Medicine; Psychiatry","score_opus":0.05640884377317346,"score_gpt":0.348222894854844,"score_spread":0.2918140510816705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911438555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99700767,0.00045704612,0.00046225748,0.00058049295,0.00003997299,0.000057343266,0.00002028923,0.00001440306,0.0013606445],"genre_scores_gemma":[0.9968869,0.00074342394,0.00044216085,0.0002611695,0.00006398421,0.000028619468,0.000014379879,0.000009761737,0.0015496457],"study_design_codex":"case_report","study_design_gemma":"qualitative","domain_scores_codex":[0.9987262,0.00046995128,0.00010176047,0.00013578619,0.00020141024,0.00036486785],"domain_scores_gemma":[0.99800783,0.0004920503,0.0004879737,0.00008367056,0.00016169273,0.0007667612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085821794,0.00088919554,0.00050945336,0.00092160486,0.0037890447,0.0021770566,0.0010920911,0.0017730868,0.0020599097],"category_scores_gemma":[0.002824871,0.00051092735,0.00077032106,0.00070351106,0.0016724947,0.0011276245,0.0024230129,0.0022005506,0.0002986914],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016251819,0.0018291774,0.07167168,0.00079361896,0.00005863429,0.5885734,0.29417062,0.0002499748,0.009994363,0.0011806499,0.0020745408,0.029240893],"study_design_scores_gemma":[0.000038858343,0.0011705741,0.057966746,0.00033156414,0.00010056677,0.43890247,0.48264992,0.00059341104,0.003441529,0.00062387885,0.014025031,0.00015539855],"about_ca_topic_score_codex":0.0034427503,"about_ca_topic_score_gemma":0.010922265,"teacher_disagreement_score":0.0037890447,"about_ca_system_score_codex":0.0018201692,"about_ca_system_score_gemma":0.0014386633,"threshold_uncertainty_score":0.0132062435},"labels":[],"label_agreement":null},{"id":"W2911845734","doi":"","title":"Foreign Language Education in China: When Reforms Meet Tradition","year":2018,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"China; Perspective (graphical); Foreign language; Conceptual framework; Foundation (evidence); Sociology; Communicative language teaching; Mathematics education; Pedagogy; Language education; Political science; Epistemology; Social science; Psychology; Computer science; Philosophy; Law","score_opus":0.19643013333650958,"score_gpt":0.5107014088262913,"score_spread":0.31427127548978173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911845734","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8745949,0.01868229,0.00089570583,0.036216963,0.00024479727,0.00008969675,0.00012255767,0.000037638314,0.06911538],"genre_scores_gemma":[0.99520737,0.0018617901,0.00013398248,0.0005458137,0.000035812904,0.000012216899,0.000029877263,0.000003596276,0.0021695334],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979061,0.00045998808,0.00013507911,0.00025345557,0.000530557,0.0007147515],"domain_scores_gemma":[0.997361,0.0007499699,0.0005461903,0.00019909747,0.0005571374,0.00058655895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037702555,0.000126539,0.00030093294,0.0015745447,0.0022965982,0.0041457694,0.0007537952,0.0009579777,0.0034291234],"category_scores_gemma":[0.004885447,0.0001366995,0.00016790247,0.003281805,0.0036567159,0.003061786,0.002344951,0.0014043916,0.000103181985],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015439565,0.00011514719,0.11184309,0.0011848921,0.000058657108,0.001798733,0.0876195,0.0018713232,0.0018439025,0.57224447,0.009438778,0.21182719],"study_design_scores_gemma":[0.00008535975,0.00031999114,0.5478457,0.0018726378,0.00009084557,0.00041335323,0.07569359,0.0038235923,0.0016159512,0.044757683,0.32336578,0.00011538538],"about_ca_topic_score_codex":0.061745245,"about_ca_topic_score_gemma":0.08888878,"teacher_disagreement_score":0.061745245,"about_ca_system_score_codex":0.015734281,"about_ca_system_score_gemma":0.026552293,"threshold_uncertainty_score":0.12277174},"labels":[],"label_agreement":null},{"id":"W2911868052","doi":"10.1002/9781118784235.eelt0567","title":"Listening to Learn versus Learning to Listen","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Informational listening; Meaning (existential); Psychology; Listening comprehension; Task (project management); Reflective listening; Appreciative listening; Metacognition; Process (computing); Mathematics education; Computer science; Communication; Cognition; Engineering","score_opus":0.01401443422220638,"score_gpt":0.26028555361905753,"score_spread":0.24627111939685115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911868052","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.019508839,0.020993121,0.0031331708,0.006425662,0.0027179061,0.00007571597,0.00034243666,0.000105030624,0.9466981],"genre_scores_gemma":[0.38314924,0.054849368,0.007186989,0.006377286,0.0035001528,0.00040798748,0.0012840357,0.00067053095,0.5425744],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994254,0.00017381964,0.00005385893,0.00007399637,0.00018035347,0.000092560156],"domain_scores_gemma":[0.9984523,0.0010382016,0.000113941154,0.00006112677,0.00015164238,0.00018280228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060023856,0.0003514753,0.0003569652,0.00096400693,0.0010611867,0.005417139,0.0006132632,0.0010262326,0.03336379],"category_scores_gemma":[0.003033223,0.00007402229,0.00020314746,0.0012027617,0.0021382144,0.004164547,0.002018645,0.0016620696,0.005340383],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002073051,0.00015418498,0.0013561739,0.0019246499,0.000007798546,0.00046585882,0.03391792,0.00014009558,0.0019946294,0.5480079,0.098856136,0.3129674],"study_design_scores_gemma":[0.0000074124314,0.00008064467,0.0027051694,0.0016923674,0.000006598943,0.00041165884,0.019873004,0.00011461122,0.0007927202,0.022450512,0.9518502,0.000014966299],"about_ca_topic_score_codex":0.0015996882,"about_ca_topic_score_gemma":0.0042508454,"teacher_disagreement_score":0.03336379,"about_ca_system_score_codex":0.0014997263,"about_ca_system_score_gemma":0.001355243,"threshold_uncertainty_score":0.111612976},"labels":[],"label_agreement":null},{"id":"W2911877613","doi":"","title":"Students' views on non-native English speaking teachers","year":2018,"lang":"en","type":"article","venue":"2018 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Mathematics education; Perception; First language; Pedagogy; Psychology; Linguistics","score_opus":0.07745496714809152,"score_gpt":0.32085127692641513,"score_spread":0.2433963097783236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911877613","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99295515,0.0001471913,0.000028902727,0.00054504455,0.000022490862,0.000007534882,0.00002498526,0.0000033809936,0.006265401],"genre_scores_gemma":[0.99727696,0.00016845,0.000026312793,0.0002713911,0.000012325433,0.00000757401,0.000021970953,0.000003921984,0.0022110988],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99520975,0.0016140426,0.00031615118,0.0002575144,0.0015056093,0.0010969258],"domain_scores_gemma":[0.97653574,0.0058203987,0.0036437975,0.0003374422,0.004689734,0.0089727985],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039977427,0.0002248994,0.0004528288,0.0011793863,0.003603711,0.0047909976,0.0004872302,0.0009002485,0.0044287187],"category_scores_gemma":[0.013145066,0.000255921,0.0003924529,0.0006826831,0.0022627464,0.001396649,0.0023347172,0.0020335189,0.000694845],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000269642,0.00050054066,0.40210652,0.0001593489,0.00003951918,0.0016055504,0.57121205,0.000060625578,0.003230544,0.00084501284,0.0019001698,0.018070517],"study_design_scores_gemma":[0.000012760771,0.00024100045,0.21936502,0.00009168456,0.000019066605,0.00035069828,0.7744316,0.000049681727,0.0005977355,0.000116453884,0.004699322,0.000025014582],"about_ca_topic_score_codex":0.024361728,"about_ca_topic_score_gemma":0.04529744,"teacher_disagreement_score":0.024361728,"about_ca_system_score_codex":0.0018954021,"about_ca_system_score_gemma":0.0026431747,"threshold_uncertainty_score":0.04843986},"labels":[],"label_agreement":null},{"id":"W2912485054","doi":"10.1002/9781118784235.eelt0237","title":"Development of Speaking Skills in Children Versus Adult<scp>L2</scp>Learners","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Fluency; Psychology; Mathematics education; Pedagogy","score_opus":0.00876710052840706,"score_gpt":0.23800252296928018,"score_spread":0.2292354224408731,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912485054","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98664886,0.00064769,0.00014261171,0.00008980651,0.000014958119,0.00002106024,0.00030359285,0.00002079032,0.012110597],"genre_scores_gemma":[0.9915945,0.0009013853,0.0005877658,0.000067471665,0.000007366061,0.0000649945,0.0004046806,0.000016889697,0.0063549727],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996848,0.00004425147,0.000037484166,0.000056983023,0.00009415775,0.00008233523],"domain_scores_gemma":[0.9986676,0.00039390195,0.00030037767,0.000057031706,0.00023445363,0.0003467549],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00068766763,0.0003369989,0.00027942585,0.0011853052,0.0005367292,0.0018435542,0.00031388598,0.00040982975,0.006169977],"category_scores_gemma":[0.0021479556,0.00011712042,0.00027875399,0.00043849827,0.0007065113,0.0011029132,0.0012643214,0.0006723615,0.0013274848],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000859179,0.0006853922,0.67284304,0.0006697619,0.00007531703,0.0052118995,0.07488599,0.0002676969,0.027962508,0.0017447175,0.003882528,0.21091197],"study_design_scores_gemma":[0.000018333712,0.0008890687,0.9392606,0.00022776291,0.000048553586,0.004580813,0.039223455,0.00019761529,0.0063782693,0.00077503105,0.00835737,0.00004310208],"about_ca_topic_score_codex":0.0070622736,"about_ca_topic_score_gemma":0.010176591,"teacher_disagreement_score":0.0070622736,"about_ca_system_score_codex":0.0006729987,"about_ca_system_score_gemma":0.0011980559,"threshold_uncertainty_score":0.020640612},"labels":[],"label_agreement":null},{"id":"W2912504907","doi":"10.22190/jtesap1803525s","title":"IS ESP STANDARDIZED ASSESSMENT FEASIBLE?","year":2019,"lang":"en","type":"article","venue":"Journal of Teaching English for Specific and Academic Purposes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Benchmarking; Standardized test; Quality assessment; Best practice; Quality assurance; Educational assessment; Language assessment; Variety (cybernetics); Quality (philosophy); Psychology; Computer science; Evaluation methods; Political science; Business; Pedagogy; External quality assessment; Engineering; Mathematics education; Operations management; Artificial intelligence; Marketing","score_opus":0.043963538177003006,"score_gpt":0.3179872963478167,"score_spread":0.2740237581708137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912504907","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.074761696,0.025185917,0.41391638,0.19927195,0.0045996206,0.0006419552,0.0006656213,0.001326458,0.2796304],"genre_scores_gemma":[0.8043081,0.014278253,0.15576044,0.012632917,0.001718042,0.0013496478,0.0012566431,0.00039580304,0.00830016],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.7713923,0.14332929,0.022597222,0.010348735,0.047212146,0.0051203375],"domain_scores_gemma":[0.7838502,0.10875737,0.017602658,0.031611476,0.05337828,0.004799981],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12513451,0.0006723074,0.0011445704,0.0037424199,0.0023365738,0.01904657,0.0037827217,0.0046821204,0.004998062],"category_scores_gemma":[0.26163042,0.0006381852,0.0012187434,0.0074378927,0.013733244,0.025966834,0.0116053885,0.004759015,0.0026580782],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010118626,0.00012321833,0.014009479,0.0018643609,0.000071348535,0.0002987453,0.010946287,0.002048899,0.0004106968,0.55812204,0.017276825,0.39472696],"study_design_scores_gemma":[0.000051400017,0.00031971704,0.01252396,0.009239192,0.000044351356,0.0008453867,0.028845176,0.0050295247,0.0008304665,0.6284458,0.31369156,0.00013343064],"about_ca_topic_score_codex":0.0058216597,"about_ca_topic_score_gemma":0.0038736353,"teacher_disagreement_score":0.12513451,"about_ca_system_score_codex":0.006744479,"about_ca_system_score_gemma":0.021382777,"threshold_uncertainty_score":0.6617825},"labels":[],"label_agreement":null},{"id":"W2912661681","doi":"10.1002/9781118784235.eelt0594","title":"Socio‐Affective Listening Strategies","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Negotiation; Meaning (existential); Psychology; Anxiety; Informational listening; Order (exchange); Appreciative listening; Reflective listening; Cognitive psychology; Communication; Sociology; Listening comprehension; Psychotherapist","score_opus":0.009096452279851976,"score_gpt":0.24858306077292927,"score_spread":0.2394866084930773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912661681","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.083289064,0.002111754,0.03146931,0.0014163902,0.00029449104,0.00038642396,0.00014369494,0.00059297547,0.8802959],"genre_scores_gemma":[0.80334723,0.0027918816,0.017822698,0.0014594753,0.00019214442,0.0005101534,0.00022769063,0.0002883467,0.1733605],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.998909,0.00039656754,0.000061839266,0.000089867375,0.00038328275,0.00015946176],"domain_scores_gemma":[0.99904376,0.00042240307,0.00009333768,0.00007278706,0.00023668895,0.00013102008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011764013,0.0007201936,0.00018487427,0.001056717,0.0013922063,0.0033846083,0.00078713655,0.0011184695,0.025526328],"category_scores_gemma":[0.0038730723,0.00015260716,0.00039278995,0.00041999147,0.0015261031,0.0019143185,0.0028642332,0.0009164774,0.007842769],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027887805,0.0004543904,0.010812261,0.0015922076,0.00007070673,0.0036627655,0.16041583,0.0005692271,0.063246615,0.19287255,0.04285118,0.52317333],"study_design_scores_gemma":[0.0000703278,0.0004843921,0.031980343,0.0014121662,0.00010992346,0.007047702,0.11458794,0.001922955,0.013985726,0.061387382,0.766846,0.00016525986],"about_ca_topic_score_codex":0.0005898954,"about_ca_topic_score_gemma":0.00091888546,"teacher_disagreement_score":0.025526328,"about_ca_system_score_codex":0.00045363393,"about_ca_system_score_gemma":0.00050049875,"threshold_uncertainty_score":0.085394025},"labels":[],"label_agreement":null},{"id":"W2912707796","doi":"10.4018/978-1-5225-8128-4.ch004","title":"Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms","year":2019,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Intercultural communication; Cross-cultural communication; Context (archaeology); Multiculturalism; Foreign language; Confusion; Linguistics; Intercultural relations; Pedagogy; Psychology; Communication; Geography","score_opus":0.017726363765078353,"score_gpt":0.28406940937765335,"score_spread":0.266343045612575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912707796","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07306321,0.04067549,0.020100811,0.00881983,0.0021857233,0.0000826165,0.000055549095,0.0005239771,0.8544928],"genre_scores_gemma":[0.57002693,0.043766454,0.026933018,0.002443145,0.0007254747,0.00022736711,0.00023809585,0.00047031118,0.3551693],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994618,0.00023869476,0.00001905535,0.000057838883,0.00015736715,0.00006519169],"domain_scores_gemma":[0.99905556,0.00059646025,0.000039617375,0.000047588936,0.00013367269,0.00012711796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008695145,0.0006251727,0.00035569657,0.0017134446,0.0024498645,0.0073280837,0.00063382665,0.00073763763,0.010578302],"category_scores_gemma":[0.0016551842,0.00020130491,0.00036201844,0.0010458062,0.0025815498,0.00412307,0.0036584695,0.002168087,0.0013962241],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029452809,0.00019662782,0.001817937,0.0006326069,0.000017864188,0.0014909193,0.17074431,0.0004972201,0.0035020288,0.24533066,0.043489803,0.5322505],"study_design_scores_gemma":[0.000007769637,0.000048566762,0.0037570097,0.0014877056,0.000014172903,0.0014578084,0.10816438,0.0007838047,0.0019949388,0.05003152,0.8322281,0.00002411757],"about_ca_topic_score_codex":0.003646212,"about_ca_topic_score_gemma":0.007275458,"teacher_disagreement_score":0.010578302,"about_ca_system_score_codex":0.0029726063,"about_ca_system_score_gemma":0.0022011884,"threshold_uncertainty_score":0.035387933},"labels":[],"label_agreement":null},{"id":"W2913759544","doi":"10.46743/2160-3715/2019.2948","title":"Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography","year":2019,"lang":"en","type":"article","venue":"The Qualitative Report","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of Cambridge","keywords":"Autoethnography; Racialization; Socialization; Sociology; Agency (philosophy); Racism; Politics; Gender studies; Identity (music); Narrative; Power (physics); Media studies; Linguistics; Political science; Social science; Aesthetics; Law","score_opus":0.09017693999933722,"score_gpt":0.48390037878167025,"score_spread":0.393723438782333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913759544","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97279286,0.0008519264,0.0026927376,0.005131628,0.0001767049,0.00018509614,0.000117495605,0.000040787694,0.01801074],"genre_scores_gemma":[0.98683316,0.0009182991,0.0010945665,0.001197323,0.00008718326,0.00016637908,0.000057788067,0.00007508503,0.009570278],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9927785,0.005850392,0.00011102452,0.00040629134,0.0002875281,0.0005661718],"domain_scores_gemma":[0.9908813,0.0067876335,0.00048030118,0.0004924723,0.0005109519,0.00084726873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063928473,0.0008643693,0.0006335612,0.0022256032,0.013064993,0.007857651,0.0013120589,0.0020178237,0.0032165681],"category_scores_gemma":[0.0097059915,0.0006795556,0.0004040905,0.0011797043,0.02021295,0.005201987,0.0068970183,0.0051007937,0.00057740725],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010473666,0.000032925953,0.0010145938,0.000028818558,0.0000017467565,0.00045983924,0.9942258,0.000015944774,0.00031066278,0.0022231794,0.0005081677,0.001167847],"study_design_scores_gemma":[0.0000025165548,0.000019451669,0.0010175921,0.00009474839,0.000002447776,0.00031591803,0.98336524,0.000055679684,0.00028194374,0.0006036029,0.01423209,0.000008755447],"about_ca_topic_score_codex":0.0074047176,"about_ca_topic_score_gemma":0.015189255,"teacher_disagreement_score":0.013064993,"about_ca_system_score_codex":0.0048696534,"about_ca_system_score_gemma":0.002778345,"threshold_uncertainty_score":0.035331964},"labels":[],"label_agreement":null},{"id":"W2913874703","doi":"10.1002/9781118784235.eelt0044","title":"Shortcomings of NESTs and <scp>NNESTs</scp>","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Stress (linguistics); English as a lingua franca; Linguistics; Lingua franca; First language; Foreign language; English language; Second language; English as a foreign language; Psychology; Philosophy","score_opus":0.008715017923029115,"score_gpt":0.22990005556336593,"score_spread":0.2211850376403368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913874703","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.051597532,0.017536666,0.0045556086,0.10430083,0.0035277873,0.00010634101,0.0017308926,0.00074089353,0.8159034],"genre_scores_gemma":[0.5992761,0.034918126,0.010276068,0.023276893,0.0018914132,0.00041336086,0.0034136015,0.0016300913,0.3249043],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98984516,0.0035359706,0.00085848244,0.00056317134,0.004801551,0.00039563715],"domain_scores_gemma":[0.9669818,0.016384276,0.0016410407,0.0026026804,0.010489062,0.0019011205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007396157,0.00026792742,0.00032737886,0.0028385874,0.0028938847,0.007472096,0.0014412077,0.0012972375,0.020531334],"category_scores_gemma":[0.03301319,0.00023255154,0.00020300264,0.0037614773,0.0033025793,0.006385491,0.005036116,0.0016101005,0.008563272],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006104099,0.00011622263,0.016325694,0.0012972072,0.000012809136,0.00068079797,0.021022344,0.00012304119,0.00045785552,0.07129202,0.32246295,0.56614804],"study_design_scores_gemma":[0.000004254019,0.000024595836,0.012440154,0.0013331746,0.000009356053,0.0012018591,0.022699777,0.00011427818,0.0005336488,0.0062248367,0.9553894,0.000024744482],"about_ca_topic_score_codex":0.01632107,"about_ca_topic_score_gemma":0.05034872,"teacher_disagreement_score":0.020531334,"about_ca_system_score_codex":0.0022579406,"about_ca_system_score_gemma":0.0067429743,"threshold_uncertainty_score":0.0686841},"labels":[],"label_agreement":null},{"id":"W2914067595","doi":"10.1002/9781118784235.eelt0052","title":"Deductive Versus Inductive Teaching","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Key (lock); Centrality; Computer science; Field (mathematics); Grammar; Interface (matter); Mathematics education; Deductive method; Epistemology; Linguistics; Psychology; Sociology; Qualitative research; Mathematics; Philosophy; Social science; Computer security","score_opus":0.016852877283361635,"score_gpt":0.262767517802378,"score_spread":0.24591464051901638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914067595","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0047963494,0.012047963,0.068072096,0.016426967,0.0015469498,0.00007860773,0.00026358495,0.00035126478,0.8964163],"genre_scores_gemma":[0.5824917,0.03874125,0.10687974,0.013751542,0.00460847,0.0005963064,0.00079275796,0.0011969431,0.25094125],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9934708,0.003140861,0.00039021732,0.00073191535,0.0018536585,0.00041254782],"domain_scores_gemma":[0.9838119,0.013131277,0.00063020113,0.0012109732,0.0008490201,0.00036677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062931185,0.00042211355,0.0004925853,0.0022891567,0.0016850678,0.007920691,0.0016497492,0.0019106951,0.022386728],"category_scores_gemma":[0.01523056,0.00025153955,0.00043002778,0.0024712041,0.0136050265,0.0080481805,0.003653674,0.0034245977,0.006196862],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009513709,0.0000110290675,0.00012709164,0.00016010916,0.0000021392775,0.000034979712,0.0026841692,0.000059296857,0.000093235474,0.96125776,0.0046122395,0.030948555],"study_design_scores_gemma":[0.000009680777,0.000027627142,0.0002864471,0.00061279465,0.0000072860084,0.00021339025,0.0029701935,0.00027263953,0.00061724137,0.5346859,0.46028474,0.000012050887],"about_ca_topic_score_codex":0.0013922368,"about_ca_topic_score_gemma":0.0025537421,"teacher_disagreement_score":0.022386728,"about_ca_system_score_codex":0.0031864082,"about_ca_system_score_gemma":0.0027611456,"threshold_uncertainty_score":0.07489109},"labels":[],"label_agreement":null},{"id":"W2914156017","doi":"10.5539/elt.v12n3p214","title":"A Case Study on L2 Learning Strategies of Middle-Aged Learners","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Cognition; Metacognition; Language acquisition; Mathematics education; Cognitive psychology","score_opus":0.031699973309869525,"score_gpt":0.26710346543517854,"score_spread":0.23540349212530903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914156017","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98951775,0.00088590937,0.0011970737,0.00050195784,0.00003431285,0.00016781515,0.00005356456,0.000017686878,0.007623994],"genre_scores_gemma":[0.9883314,0.0008914679,0.002288512,0.0002567911,0.000021090358,0.00011304655,0.00003846993,0.000013837042,0.008045324],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99868995,0.00056683103,0.000072759045,0.00013555896,0.00018840648,0.00034641524],"domain_scores_gemma":[0.9988084,0.00043100622,0.000101109756,0.000057164398,0.00014687172,0.00045544215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013844926,0.0008039128,0.00052640657,0.0015001678,0.0049097533,0.0016799538,0.0014463004,0.0026901145,0.003796769],"category_scores_gemma":[0.002352172,0.00030792854,0.0007742063,0.0008960774,0.0015405774,0.0015923915,0.0020198058,0.001648246,0.0006823858],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029780602,0.0050894488,0.08548347,0.0007295508,0.00005257725,0.22419603,0.585777,0.0005319886,0.009344495,0.005467268,0.0035992875,0.07943103],"study_design_scores_gemma":[0.000093912284,0.002258381,0.0799313,0.0005078117,0.000087737804,0.11384589,0.7102881,0.0019995614,0.008481325,0.0018749457,0.0804903,0.00014071993],"about_ca_topic_score_codex":0.011142437,"about_ca_topic_score_gemma":0.025525942,"teacher_disagreement_score":0.011142437,"about_ca_system_score_codex":0.0023624124,"about_ca_system_score_gemma":0.0017469125,"threshold_uncertainty_score":0.022155166},"labels":[],"label_agreement":null},{"id":"W2914326494","doi":"10.5539/ells.v9n1p17","title":"Acquiring English in EFL Classroom: Role of Literature","year":2019,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Vocabulary; Linguistics; English vocabulary; Isolation (microbiology); Psychology; First language; Dream; English language; Computer science; Mathematics education","score_opus":0.006536596274075398,"score_gpt":0.23283536267859267,"score_spread":0.22629876640451727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914326494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5911869,0.0205336,0.004554048,0.021169638,0.0006309966,0.00017278187,0.0001003198,0.00022143197,0.36143035],"genre_scores_gemma":[0.9668591,0.008618361,0.0042166556,0.0016540044,0.0001819699,0.00013767113,0.00006109876,0.000054502485,0.01821661],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.994076,0.003354251,0.00020808137,0.0004915216,0.0011476966,0.0007224035],"domain_scores_gemma":[0.9804467,0.010806559,0.0017842432,0.00038666313,0.0025954335,0.003980409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005443298,0.00037829462,0.00090235897,0.0049216044,0.0064790733,0.013504539,0.0014828799,0.0015356796,0.00818616],"category_scores_gemma":[0.013443191,0.0002890024,0.0002585144,0.0021827216,0.006441001,0.010772925,0.005204695,0.0025292232,0.0015494373],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052803964,0.001683877,0.030644659,0.0010276061,0.000025201633,0.005302973,0.6713429,0.00008157733,0.002459625,0.08366363,0.011210334,0.19250491],"study_design_scores_gemma":[0.000043317257,0.00027026722,0.019893328,0.0023175534,0.00003881016,0.00285283,0.7574208,0.00030130468,0.0012229397,0.032047424,0.18352807,0.00006337812],"about_ca_topic_score_codex":0.0027430425,"about_ca_topic_score_gemma":0.005010346,"teacher_disagreement_score":0.013504539,"about_ca_system_score_codex":0.0029283648,"about_ca_system_score_gemma":0.006177101,"threshold_uncertainty_score":0.028787315},"labels":[],"label_agreement":null},{"id":"W2914421903","doi":"10.5539/elt.v12n3p108","title":"Attitude of Male and Female Students Towards Computer Assisted Language Learning at Intermediate Level","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Statistic; Language acquisition; Mathematics education; Descriptive statistics; Pedagogy","score_opus":0.0229544847899093,"score_gpt":0.27720210492231284,"score_spread":0.25424762013240354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914421903","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988575,0.000044027853,0.00004971128,0.00006652441,0.0000056233243,0.000007262771,0.000029178835,0.0000019950824,0.00093815353],"genre_scores_gemma":[0.99736375,0.00007447225,0.000048104037,0.000069573965,0.000005737006,0.000010244499,0.000023192393,0.0000012800282,0.0024036795],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99957603,0.000075649215,0.00003245878,0.000053520893,0.00013887904,0.00012354738],"domain_scores_gemma":[0.99836713,0.00036338822,0.00043368942,0.000046542038,0.00026488764,0.0005242826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052956474,0.0001997817,0.00023744097,0.00073003914,0.00056825246,0.0010326962,0.00015895418,0.00043354678,0.0064068283],"category_scores_gemma":[0.0020923764,0.00014121017,0.00026432174,0.00031584283,0.0004628272,0.00044712576,0.00039644967,0.00039271318,0.0011873235],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028663754,0.0010911471,0.956306,0.00008013891,0.000018629824,0.0007152556,0.014938589,0.000079733276,0.0046113,0.00021928377,0.00044620316,0.021207035],"study_design_scores_gemma":[0.000008196276,0.0017307021,0.95896107,0.000035536177,0.000024483754,0.0011407154,0.034804437,0.00026590974,0.0008884341,0.00009911365,0.002015292,0.000026106405],"about_ca_topic_score_codex":0.0014117642,"about_ca_topic_score_gemma":0.0024704786,"teacher_disagreement_score":0.0064068283,"about_ca_system_score_codex":0.0002354528,"about_ca_system_score_gemma":0.0002811642,"threshold_uncertainty_score":0.021432936},"labels":[],"label_agreement":null},{"id":"W2914453059","doi":"10.5539/elt.v12n3p46","title":"Teaching English Compound Noun Stress","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Noun; Stress (linguistics); Linguistics; Psychology; Pronunciation; Phonology; Reading (process); Set (abstract data type); Phonetics; Teaching method; Mathematics education; Computer science","score_opus":0.010043055027181447,"score_gpt":0.23408163795770642,"score_spread":0.22403858293052498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914453059","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9358418,0.0008735982,0.013474417,0.001237837,0.00024412341,0.00014726323,0.00005349062,0.0001835038,0.04794405],"genre_scores_gemma":[0.9660239,0.0012255353,0.013132361,0.00024665077,0.00007753991,0.000082626495,0.00006030965,0.000064066684,0.01908704],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993642,0.00022568917,0.000038977207,0.00011630742,0.0001700796,0.00008474021],"domain_scores_gemma":[0.9981877,0.0006822743,0.00026327046,0.00014491168,0.0002763477,0.00044551413],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000725771,0.00032547553,0.00037006947,0.00039301132,0.00090778753,0.0010463084,0.00051414367,0.00044295235,0.0072876695],"category_scores_gemma":[0.0021508047,0.0001354035,0.00023821667,0.00030200873,0.00093741284,0.00094840536,0.0015404064,0.00071388617,0.0015643121],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027139462,0.004149045,0.041896336,0.0016721225,0.0000230566,0.0026408697,0.12705901,0.0006717883,0.120941855,0.016099963,0.008763255,0.6758113],"study_design_scores_gemma":[0.0001623611,0.0071101733,0.20018122,0.0014059031,0.00010562752,0.00807616,0.1515332,0.0027608483,0.11609081,0.029675448,0.48272634,0.00017185448],"about_ca_topic_score_codex":0.0006021458,"about_ca_topic_score_gemma":0.0022403991,"teacher_disagreement_score":0.0072876695,"about_ca_system_score_codex":0.000809179,"about_ca_system_score_gemma":0.0015684882,"threshold_uncertainty_score":0.02437973},"labels":[],"label_agreement":null},{"id":"W2914691541","doi":"","title":"An Autoethnography Exploring","year":2018,"lang":"en","type":"article","venue":"2018 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Autoethnography; Pedagogy; Intercultural competence; Sociology; Process (computing); Adaptation (eye); Cultural competence; Ethnography; Psychology; Social science; Computer science; Anthropology","score_opus":0.16014309990501005,"score_gpt":0.3077859310643225,"score_spread":0.14764283115931245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914691541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7862604,0.0024842133,0.035422347,0.019896476,0.0015086813,0.0019057827,0.0013780248,0.0002968963,0.15084709],"genre_scores_gemma":[0.90838546,0.00197877,0.008490568,0.004188007,0.00017977832,0.00090703875,0.0005346764,0.0002538605,0.0750819],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98811764,0.008759431,0.0002005214,0.00095311855,0.0009678798,0.0010014488],"domain_scores_gemma":[0.98856175,0.0068725445,0.00044495327,0.0009550359,0.0018579607,0.0013076464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006535149,0.0010502632,0.0005854409,0.0017793586,0.016527085,0.0064808074,0.0018900351,0.0025026274,0.006578597],"category_scores_gemma":[0.011500965,0.0006143001,0.00052260305,0.002195747,0.0119885225,0.0034951349,0.00599814,0.0052510346,0.0014998227],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003565665,0.00011052444,0.0013910979,0.00011559942,0.0000056825297,0.00089423894,0.9727572,0.0001254017,0.00082357787,0.009349799,0.0067484705,0.0076426114],"study_design_scores_gemma":[0.000010047653,0.000040445884,0.0010527261,0.00032894302,0.0000067913497,0.00061512546,0.8651256,0.00030769504,0.0007197858,0.001908812,0.1298547,0.000029301767],"about_ca_topic_score_codex":0.055940397,"about_ca_topic_score_gemma":0.1158273,"teacher_disagreement_score":0.055940397,"about_ca_system_score_codex":0.011600336,"about_ca_system_score_gemma":0.009486022,"threshold_uncertainty_score":0.11122954},"labels":[],"label_agreement":null},{"id":"W2915037728","doi":"10.18806/tesl.v35i2.1293","title":"Action Research as a Tool for Professional Development in the K-12 ELT Classroom","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Professional development; Action research; Stress (linguistics); Population; Sociology; Political science; Library science; Linguistics; Computer science","score_opus":0.17873827920189733,"score_gpt":0.382489602133897,"score_spread":0.20375132293199966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915037728","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07349693,0.003205,0.60933316,0.06875018,0.0020491793,0.011390096,0.00057660544,0.0035063007,0.22769257],"genre_scores_gemma":[0.22726017,0.0016527127,0.74366444,0.0035879074,0.00012234379,0.012038606,0.00017204703,0.00030095637,0.011200755],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.734432,0.2453598,0.0047314926,0.0050526755,0.007987129,0.002436938],"domain_scores_gemma":[0.71277016,0.24683091,0.0055394904,0.017678263,0.009744963,0.007436236],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.17427707,0.0019382621,0.002011909,0.008748183,0.009675817,0.023330193,0.006421619,0.0051713753,0.009484956],"category_scores_gemma":[0.10619543,0.0017941251,0.0014311888,0.0046660746,0.035718225,0.016903,0.022782013,0.008274027,0.0028180492],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019535051,0.0021065488,0.003386486,0.0033137503,0.000090166446,0.0009764387,0.43774185,0.0014123331,0.0020488028,0.19990665,0.021468433,0.32735312],"study_design_scores_gemma":[0.00071324565,0.0014395966,0.0028989827,0.0096583525,0.00015221428,0.0010988826,0.46289498,0.005362559,0.0045737573,0.1883895,0.322518,0.00029989096],"about_ca_topic_score_codex":0.0024017263,"about_ca_topic_score_gemma":0.0035755,"teacher_disagreement_score":0.17427707,"about_ca_system_score_codex":0.010016965,"about_ca_system_score_gemma":0.023569016,"threshold_uncertainty_score":0.9216762},"labels":[],"label_agreement":null},{"id":"W2915069625","doi":"10.1111/modl.12544","title":"Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research","year":2019,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":542,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Rubric; Second-language acquisition; Psychology; Positive psychology; Epistemology; Pedagogy; Linguistics; Social psychology; Philosophy","score_opus":0.061054934261178924,"score_gpt":0.42033146830805984,"score_spread":0.3592765340468809,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915069625","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015268017,0.051886458,0.041517064,0.81731063,0.004651988,0.00032220336,0.000037139085,0.00024729787,0.06875928],"genre_scores_gemma":[0.77154875,0.050691076,0.06879831,0.09783043,0.0041829688,0.0015013202,0.000044771114,0.00021294306,0.0051895743],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.94467604,0.047933463,0.000769774,0.0019244491,0.0029601722,0.0017361061],"domain_scores_gemma":[0.82482857,0.13939431,0.004478431,0.007481518,0.010841245,0.012975946],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.088855065,0.0009117997,0.0016188857,0.0036191947,0.007404885,0.022763219,0.0030502977,0.0069929333,0.006858076],"category_scores_gemma":[0.05031563,0.0005431149,0.000873709,0.0026839825,0.06641893,0.023995044,0.016086897,0.015800362,0.001411945],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083705956,0.0004896897,0.0021378908,0.0021282586,0.00003028294,0.00017336174,0.015361205,0.00031346612,0.00031070772,0.8187695,0.020655734,0.13954623],"study_design_scores_gemma":[0.0000800021,0.00020444355,0.0018026215,0.00835972,0.000028392746,0.00018644042,0.048573226,0.00087046134,0.000490984,0.8451052,0.09423296,0.00006552274],"about_ca_topic_score_codex":0.0016192995,"about_ca_topic_score_gemma":0.002218829,"teacher_disagreement_score":0.9111449,"about_ca_system_score_codex":0.00841999,"about_ca_system_score_gemma":0.032242317,"threshold_uncertainty_score":0.4699161},"labels":[],"label_agreement":null},{"id":"W2915190032","doi":"10.1075/sic.00027.geo","title":"Study abroad homestay versus dormitory","year":2019,"lang":"en","type":"article","venue":"Spanish in Context","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"TRIPS architecture; Study abroad; Variety (cybernetics); Psychology; Task (project management); Social contact; Social psychology; Pedagogy","score_opus":0.04193229909753507,"score_gpt":0.2899492747937891,"score_spread":0.24801697569625406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915190032","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980629,0.00007782222,0.000022199303,0.00006401847,0.000017074548,0.0000067260257,0.000041097006,0.000002530635,0.0017056132],"genre_scores_gemma":[0.9978079,0.000063155196,0.000025505233,0.000058030015,0.000008839534,0.0000119793285,0.0000670469,0.0000029960634,0.0019545797],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992454,0.00027033244,0.000045713452,0.00008142048,0.00007822698,0.00027887514],"domain_scores_gemma":[0.9963648,0.0004810283,0.00062237517,0.000083737155,0.000353071,0.0020949598],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007880361,0.00020136479,0.00037328518,0.00052119716,0.0012276821,0.0019714695,0.00042463496,0.0003324911,0.010561355],"category_scores_gemma":[0.0025695674,0.000114167444,0.00017859745,0.00033604348,0.00082046475,0.0005511133,0.0017050739,0.00073638675,0.0010093364],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013849629,0.0019818805,0.86890537,0.00016570359,0.0000861241,0.0016479986,0.082370594,0.00010716263,0.005369823,0.0006415453,0.0039920555,0.03334681],"study_design_scores_gemma":[0.000027877666,0.0006918564,0.7998143,0.00006951954,0.000013297438,0.00027851743,0.19433057,0.000056089855,0.00042737354,0.00008837707,0.004187129,0.000015166771],"about_ca_topic_score_codex":0.005243162,"about_ca_topic_score_gemma":0.013685056,"teacher_disagreement_score":0.010561355,"about_ca_system_score_codex":0.00062584423,"about_ca_system_score_gemma":0.0005577294,"threshold_uncertainty_score":0.03533125},"labels":[],"label_agreement":null},{"id":"W2915328478","doi":"10.5539/ies.v12n3p24","title":"L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Structural equation modeling; Psychology; Self-efficacy; Academic achievement; Anxiety; Mathematics education; Foreign language; Language proficiency; Process (computing); Set (abstract data type); Language acquisition; Test anxiety; Social psychology; Computer science","score_opus":0.07549456866612764,"score_gpt":0.34039476257375595,"score_spread":0.2649001939076283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915328478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9060468,0.0014220822,0.0820783,0.0022104855,0.00017845037,0.0013479594,0.0015056127,0.00042463889,0.0047856425],"genre_scores_gemma":[0.9537181,0.000843073,0.040724084,0.00013016748,0.00004800381,0.001873863,0.0009627682,0.000029214352,0.0016707451],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99739134,0.0018045356,0.00011377406,0.0002394009,0.0002600145,0.00019087762],"domain_scores_gemma":[0.9954992,0.003677894,0.00031568776,0.00011295316,0.00025609782,0.00013811489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00524901,0.0015717847,0.0013260854,0.0026481939,0.0008949664,0.0018429636,0.0017377208,0.0014739352,0.004316729],"category_scores_gemma":[0.007629307,0.0008041525,0.0037868589,0.0019699081,0.0008270903,0.0012342411,0.0016509687,0.0027584145,0.00041429282],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00084472675,0.004986508,0.75322115,0.0015271867,0.0048906663,0.0012161589,0.014283908,0.07486497,0.0030899632,0.033526458,0.005782539,0.10176573],"study_design_scores_gemma":[0.00023969985,0.002745316,0.16404505,0.0010380727,0.0020020108,0.00038354262,0.006466387,0.7987524,0.0013247442,0.0154630225,0.00735509,0.0001847314],"about_ca_topic_score_codex":0.016826287,"about_ca_topic_score_gemma":0.009953203,"teacher_disagreement_score":0.016826287,"about_ca_system_score_codex":0.0015414159,"about_ca_system_score_gemma":0.0039920886,"threshold_uncertainty_score":0.033456683},"labels":[],"label_agreement":null},{"id":"W2916186066","doi":"10.5539/ijel.v9n2p136","title":"Language Policy and Power in Out-of-Classroom EFL Contexts: The Case of English Departments in Saudi Arabian Higher Education Institutions","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Saud University","keywords":"Appropriation; Arabic; Interpretation (philosophy); Language policy; Power (physics); Political science; Official language; English language; Order (exchange); Psychology; Pedagogy; Linguistics; Mathematics education; Business","score_opus":0.023090841073950888,"score_gpt":0.32063445215900993,"score_spread":0.29754361108505906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2916186066","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9891746,0.00019706988,0.00023918135,0.0016089753,0.000009781533,0.000010139477,0.000009641223,0.0000035245266,0.008747051],"genre_scores_gemma":[0.9990747,0.00006265078,0.000047366393,0.00007612862,0.0000030747344,0.0000027141218,0.0000030763301,0.0000023081245,0.00072795764],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99175924,0.0049294727,0.0002394457,0.00041763752,0.00054465036,0.002109566],"domain_scores_gemma":[0.98786724,0.005997342,0.0019452887,0.00040373486,0.0010999647,0.0026864524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047449586,0.00027022732,0.0003391642,0.001308412,0.015291328,0.009394799,0.0016676093,0.0018375341,0.0046441425],"category_scores_gemma":[0.0084502045,0.00029784002,0.00018886408,0.0014896116,0.011301775,0.0040911306,0.0073741106,0.0021231812,0.00040194037],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000087918954,0.00015698289,0.045419984,0.00009218978,0.000017393126,0.0047315327,0.9112462,0.00026469212,0.00071905635,0.02592824,0.00081078627,0.010525061],"study_design_scores_gemma":[0.000006894856,0.000025637199,0.018119693,0.00008656319,0.000007100533,0.00024015518,0.9699817,0.0002689977,0.0002299166,0.001398995,0.009620494,0.000013892759],"about_ca_topic_score_codex":0.0855545,"about_ca_topic_score_gemma":0.112967305,"teacher_disagreement_score":0.0855545,"about_ca_system_score_codex":0.01541659,"about_ca_system_score_gemma":0.008773231,"threshold_uncertainty_score":0.17011303},"labels":[],"label_agreement":null},{"id":"W2916318616","doi":"10.3968/10619","title":"Story as a Vehicle to Promote EFL Learners’ English","year":2018,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English as a foreign language; China; English language; Teaching english; Foreign language; Mathematics education; Psychology; Pedagogy; Political science","score_opus":0.04302346346907485,"score_gpt":0.3286853944937423,"score_spread":0.2856619310246674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2916318616","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60091275,0.011193156,0.04005608,0.011949772,0.00094694784,0.0006342633,0.00045072983,0.000839831,0.33301648],"genre_scores_gemma":[0.9102278,0.0081918305,0.025098251,0.001086231,0.0001765059,0.00038682108,0.0003448131,0.00012162362,0.054366067],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9991259,0.0005256556,0.000032286564,0.00005063255,0.00016865095,0.000096846336],"domain_scores_gemma":[0.9985745,0.00057655835,0.00015301493,0.00006375729,0.00017840261,0.0004537849],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011513354,0.0003411763,0.00017362012,0.00080901856,0.0013947184,0.0021469032,0.0005598184,0.000641616,0.008784742],"category_scores_gemma":[0.0022348217,0.000094528754,0.00024105668,0.0003515445,0.0012146332,0.0029930098,0.003063159,0.0007571201,0.001308205],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003391459,0.0014388533,0.025589593,0.0037749063,0.000057245612,0.0045890836,0.21238372,0.0004770579,0.016146062,0.0889678,0.046957664,0.5992788],"study_design_scores_gemma":[0.000058002774,0.0009187451,0.027396765,0.0017404725,0.000104751874,0.0027098577,0.120775566,0.0011381259,0.0086933,0.011232,0.82516295,0.000069359485],"about_ca_topic_score_codex":0.0005834308,"about_ca_topic_score_gemma":0.0019351976,"teacher_disagreement_score":0.008784742,"about_ca_system_score_codex":0.00060622767,"about_ca_system_score_gemma":0.0008732483,"threshold_uncertainty_score":0.029387891},"labels":[],"label_agreement":null},{"id":"W2916327184","doi":"10.1075/lllt.52.02col","title":"Observing language-related episodes in intact classrooms","year":2019,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Linguistics; History; Environmental science; Philosophy","score_opus":0.012250582654432293,"score_gpt":0.2450092579634763,"score_spread":0.232758675309044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2916327184","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993123,0.000038954226,0.00016361191,0.0000070190026,8.0628087e-7,0.000011785485,0.000058614623,0.0000060342195,0.00040085422],"genre_scores_gemma":[0.9987513,0.0000557019,0.00047474346,0.000012493541,0.0000018794408,0.000020141519,0.00008455961,0.0000036730348,0.00059545913],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994374,0.0001872105,0.00003505375,0.00014404184,0.000106726104,0.00008954592],"domain_scores_gemma":[0.9977695,0.0010160044,0.000515984,0.00016966768,0.00025440814,0.00027444298],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00074373797,0.00022422902,0.00025070706,0.0010119717,0.0004907409,0.0007017101,0.0004843989,0.00030681732,0.0010038308],"category_scores_gemma":[0.0032679478,0.00017339297,0.00009968895,0.0003671894,0.00076397014,0.00035191202,0.00082521467,0.000334734,0.00033792804],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034475976,0.0009540343,0.74311936,0.00026808056,0.00006629963,0.0028806701,0.11929562,0.00042505775,0.055185586,0.00019269071,0.00096531975,0.07630253],"study_design_scores_gemma":[0.000010040987,0.00038088672,0.967986,0.0000332874,0.000014068356,0.00069952814,0.024291245,0.00036500444,0.0038663975,0.00014426261,0.0021851792,0.000024164705],"about_ca_topic_score_codex":0.0074371006,"about_ca_topic_score_gemma":0.016598985,"teacher_disagreement_score":0.0074371006,"about_ca_system_score_codex":0.0005129341,"about_ca_system_score_gemma":0.00036435292,"threshold_uncertainty_score":0.014787614},"labels":[],"label_agreement":null},{"id":"W2916675878","doi":"10.1075/lllt.52.10spa","title":"Discussion","year":2019,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science","score_opus":0.011317574278244688,"score_gpt":0.24534291484798412,"score_spread":0.23402534056973945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2916675878","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0062607056,0.0033281674,0.008455723,0.051329892,0.011070121,0.00045865172,0.00246136,0.0007470355,0.91588837],"genre_scores_gemma":[0.09045704,0.0035925964,0.005877412,0.028419137,0.0032458059,0.00081964594,0.004170492,0.0008830304,0.86253494],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99649674,0.0008442446,0.00014298297,0.00081189745,0.0011876561,0.00051638164],"domain_scores_gemma":[0.99570376,0.0010953068,0.00019167885,0.00059848855,0.0017223135,0.0006884042],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0039866073,0.00073233445,0.00051591586,0.0013507246,0.0042731636,0.008020415,0.0022790127,0.0031662483,0.3153789],"category_scores_gemma":[0.011780029,0.00026181713,0.00083172513,0.0011488529,0.0014459334,0.0051204776,0.0055365665,0.0033378778,0.11779749],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020761613,0.00012697156,0.0021346724,0.00059599907,0.00002170318,0.00045956063,0.005754348,0.00030872202,0.0007133291,0.14598332,0.6599372,0.18375665],"study_design_scores_gemma":[0.000011634843,0.000016361273,0.0007045972,0.00031173314,0.0000047556837,0.00009503462,0.0022120764,0.000096588476,0.0003052824,0.009345513,0.9868891,0.0000072488347],"about_ca_topic_score_codex":0.0033484306,"about_ca_topic_score_gemma":0.0033181752,"teacher_disagreement_score":0.6846211,"about_ca_system_score_codex":0.0043385616,"about_ca_system_score_gemma":0.004505297,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W2917491032","doi":"10.5539/ijel.v9n2p219","title":"English Language Learning Beliefs of Jordanian Students: The Effect of Gender","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructive; English language; Psychology; Mathematics education; Language acquisition; English as a foreign language; Process (computing); Pedagogy; Computer science","score_opus":0.010823957072970387,"score_gpt":0.28092863510297217,"score_spread":0.27010467803000177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917491032","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991804,0.00008024107,0.000013796611,0.00007219978,0.0000043227546,0.0000033020951,0.000016645477,7.798375e-7,0.00062829646],"genre_scores_gemma":[0.99928975,0.00005191994,0.000014617705,0.000039590286,0.0000034607697,0.0000045440315,0.000020139276,0.0000011210237,0.00057475426],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99922645,0.00022152023,0.000067276895,0.00007053107,0.0002186592,0.00019553212],"domain_scores_gemma":[0.9960877,0.0010896871,0.0010443093,0.00009991261,0.00078769616,0.00089070556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013607836,0.00024941962,0.00039441072,0.0007089262,0.0006825898,0.0012617626,0.00029047692,0.0004015503,0.0043164296],"category_scores_gemma":[0.004412331,0.00016593559,0.00031141762,0.00045113813,0.00064930826,0.00060181814,0.00063603814,0.00067803054,0.0006508416],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040035197,0.00056260824,0.9641516,0.000040773535,0.00003485158,0.00020166134,0.020032799,0.000023616283,0.0009624541,0.000101106205,0.0002770219,0.013211112],"study_design_scores_gemma":[0.000013874236,0.000532174,0.9630723,0.000038407936,0.000023146817,0.00015160603,0.034933325,0.00013187306,0.00027607757,0.00008480112,0.00073021295,0.000012274883],"about_ca_topic_score_codex":0.00516286,"about_ca_topic_score_gemma":0.008289815,"teacher_disagreement_score":0.00516286,"about_ca_system_score_codex":0.00046654537,"about_ca_system_score_gemma":0.0005936799,"threshold_uncertainty_score":0.014439881},"labels":[],"label_agreement":null},{"id":"W2917614312","doi":"10.5430/jct.v8n1p40","title":"The Effect of Spatial Intelligence-based Metalinguistic Written Corrective Feedback on EFL Learners’ Development in Writing","year":2019,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Typology; Linguistics; Mathematics education; Computer science; Cognitive psychology","score_opus":0.011879974243750034,"score_gpt":0.2530328935092648,"score_spread":0.24115291926551474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917614312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99895537,0.00007663193,0.00016334774,0.00002371912,0.000016469286,0.000056477853,0.000010546507,0.000018252455,0.00067922246],"genre_scores_gemma":[0.9951481,0.00020420064,0.0028166587,0.000045890207,0.000013906262,0.00023665967,0.000046923164,0.000010780652,0.0014768128],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9972065,0.0010925332,0.00035084525,0.0004414987,0.00069708267,0.00021150718],"domain_scores_gemma":[0.9853426,0.009253907,0.0018603434,0.0006404394,0.0010588065,0.0018438797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030350708,0.00083754514,0.00083764934,0.00057863386,0.00039136256,0.000948652,0.00062633055,0.00062569784,0.0028692505],"category_scores_gemma":[0.02031817,0.0002735336,0.00042793952,0.0002462352,0.0005883878,0.00076493836,0.0012181469,0.0008427572,0.00036624217],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.047531843,0.074588545,0.113135,0.0036656784,0.0005381555,0.0019248065,0.035765156,0.0032249049,0.12130919,0.00060681376,0.0015163914,0.5961935],"study_design_scores_gemma":[0.004365663,0.21848343,0.65140635,0.00088559603,0.0010446472,0.0011631403,0.01781802,0.006470792,0.089346185,0.0011676776,0.0075819185,0.0002664794],"about_ca_topic_score_codex":0.00085219514,"about_ca_topic_score_gemma":0.0010996897,"teacher_disagreement_score":0.0030350708,"about_ca_system_score_codex":0.00032285575,"about_ca_system_score_gemma":0.0008121255,"threshold_uncertainty_score":0.016051173},"labels":[],"label_agreement":null},{"id":"W2917620237","doi":"","title":"A narrative inquiry into a Chinese teacher","year":2018,"lang":"en","type":"article","venue":"2018 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Narrative; Psychology; Mathematics education; Pedagogy; Linguistics; Philosophy","score_opus":0.06923721205667716,"score_gpt":0.3186278939967562,"score_spread":0.24939068194007902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917620237","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8043621,0.0020010718,0.0030201573,0.041917916,0.00059470814,0.00021876232,0.00017195646,0.00006592283,0.14764753],"genre_scores_gemma":[0.95905405,0.00066497613,0.00044594405,0.0017051294,0.00005978971,0.000058309073,0.000038387567,0.000057002257,0.03791645],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974957,0.0014728284,0.00005708704,0.00026027963,0.00021282198,0.00050118996],"domain_scores_gemma":[0.99683255,0.0016419234,0.00021492639,0.00008853235,0.00029526718,0.0009267419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00269358,0.0007998747,0.0005522575,0.001395016,0.031984705,0.006883406,0.0016291304,0.003481715,0.008818758],"category_scores_gemma":[0.0074490285,0.0004833551,0.00027798535,0.0015639428,0.018226733,0.0062044696,0.0057454645,0.0073111514,0.00064778613],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013050249,0.000019934298,0.0005338138,0.000023335935,0.0000010005205,0.001322231,0.9840486,0.000028036711,0.00016132629,0.011092045,0.0016951434,0.0010614246],"study_design_scores_gemma":[0.0000038973044,0.00001517156,0.0006028505,0.0000628285,0.000002671356,0.00036106413,0.9574998,0.000081867336,0.00013583917,0.00074521947,0.040479854,0.000008863437],"about_ca_topic_score_codex":0.096649095,"about_ca_topic_score_gemma":0.15189196,"teacher_disagreement_score":0.096649095,"about_ca_system_score_codex":0.0154852,"about_ca_system_score_gemma":0.012096088,"threshold_uncertainty_score":0.19217312},"labels":[],"label_agreement":null},{"id":"W2917835789","doi":"10.1177/0265532219828252","title":"The Test of English for International Communication (TOEIC <sup>®</sup> )","year":2019,"lang":"en","type":"article","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"American Psychological Association; Educational Testing Service","keywords":"TOEIC; Psychology; Test (biology); Linguistics; International communication; Language proficiency; Language assessment; Mathematics education; Communication; Philosophy; Reading (process)","score_opus":0.02662448091769125,"score_gpt":0.2592560255326446,"score_spread":0.23263154461495333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917835789","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42523396,0.0023612843,0.030000614,0.003756622,0.0033633348,0.002579929,0.039510977,0.0033765342,0.48981673],"genre_scores_gemma":[0.6584084,0.0016576409,0.044694003,0.0031153162,0.00041264918,0.0046030064,0.032655943,0.0013040277,0.25314903],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99802905,0.00042167233,0.00024501068,0.00015338942,0.0009356521,0.00021525273],"domain_scores_gemma":[0.995529,0.0013741769,0.00041668938,0.00029715386,0.0017646288,0.00061843893],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016131512,0.0011229026,0.00054048584,0.0022664883,0.000584983,0.0011503071,0.00080420467,0.0010963571,0.026687011],"category_scores_gemma":[0.010815826,0.0001733513,0.0006431573,0.000704015,0.00066266936,0.0015752165,0.0016317655,0.00084618386,0.014806698],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001877107,0.001144678,0.1533696,0.0005434066,0.000116422525,0.0020491597,0.0016748648,0.0008399543,0.027505796,0.0062048063,0.1947449,0.6099294],"study_design_scores_gemma":[0.0003174195,0.0032197167,0.65307623,0.0005114068,0.00012089815,0.010580656,0.0027960436,0.0030569155,0.052797977,0.005450765,0.26782504,0.00024697775],"about_ca_topic_score_codex":0.0035250543,"about_ca_topic_score_gemma":0.0034498281,"teacher_disagreement_score":0.026687011,"about_ca_system_score_codex":0.00032774237,"about_ca_system_score_gemma":0.0013254061,"threshold_uncertainty_score":0.08927691},"labels":[],"label_agreement":null},{"id":"W2918383179","doi":"10.1075/sar.17018.sur","title":"“As a friend, that’s the one thing I always am very conscious not to do”","year":2019,"lang":"en","type":"article","venue":"Study Abroad Research in Second Language Acquisition and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Categorization; Psychology; Identity (music); Relevance (law); Social psychology; Field (mathematics); Point (geometry); Pedagogy; Linguistics; Political science","score_opus":0.069201571185551,"score_gpt":0.4134877314798663,"score_spread":0.3442861602943153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2918383179","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6935972,0.0025761337,0.012571668,0.047276285,0.0016237396,0.00014285209,0.00021190313,0.00028435088,0.24171588],"genre_scores_gemma":[0.9523346,0.0007313108,0.0021299599,0.0048621004,0.00011685705,0.00004037155,0.00005392633,0.00006228942,0.039668553],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9964233,0.0020531472,0.000088208595,0.0002355527,0.0007862561,0.00041344215],"domain_scores_gemma":[0.9945234,0.0010423248,0.00071855634,0.0003826672,0.0018692589,0.0014637609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028826143,0.00038298898,0.0003177674,0.00041813447,0.007352881,0.002993845,0.000727176,0.0011177416,0.00885352],"category_scores_gemma":[0.007832887,0.00016190602,0.00016957252,0.00037462788,0.008413868,0.0026342936,0.0021745367,0.0031388751,0.0025887217],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062302475,0.000107782565,0.020511113,0.0002857718,0.00003470103,0.0013084965,0.84603715,0.00009661833,0.005072948,0.020820515,0.063873775,0.04178887],"study_design_scores_gemma":[0.000006377746,0.00010667924,0.00854877,0.0002864704,0.000018556999,0.0017254272,0.710343,0.0002000621,0.0009503557,0.002772859,0.2749817,0.00005984979],"about_ca_topic_score_codex":0.01647753,"about_ca_topic_score_gemma":0.020586042,"teacher_disagreement_score":0.01647753,"about_ca_system_score_codex":0.00214267,"about_ca_system_score_gemma":0.003216793,"threshold_uncertainty_score":0.032763243},"labels":[],"label_agreement":null},{"id":"W2918521975","doi":"10.5539/ijel.v9n2p373","title":"The Primacy of L1-Based Cohesive Devices Over the Organization of Ideas in the Spoken English of Chinese EFL Learners","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pronunciation; Linguistics; Face (sociological concept); Computer science","score_opus":0.009703449925081657,"score_gpt":0.2631253978919485,"score_spread":0.25342194796686685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2918521975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986721,0.000021750735,0.000056422217,0.000016329945,8.054848e-7,0.0000040206887,0.0000040561863,0.0000011932367,0.0012232438],"genre_scores_gemma":[0.99953496,0.00003388754,0.00008593337,0.000010006292,0.0000013710666,0.000007329869,0.000008546094,0.0000020316727,0.0003158776],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99904317,0.00028770446,0.00008581478,0.00015447575,0.0002971167,0.00013165377],"domain_scores_gemma":[0.9964541,0.0015598745,0.00088539056,0.00021822084,0.00047250176,0.0004098444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015705432,0.0003200019,0.00025088186,0.00094600616,0.0014117669,0.00249494,0.00035270263,0.00035739236,0.0016093549],"category_scores_gemma":[0.0049793934,0.00029362802,0.00018963874,0.00051279995,0.002426629,0.0008212912,0.0015810949,0.00070155936,0.00016682957],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001884809,0.000116092255,0.29454765,0.00015788333,0.00004029676,0.00087053585,0.65484756,0.00007346788,0.030876946,0.0009394558,0.00015165575,0.01718996],"study_design_scores_gemma":[0.000014574911,0.0001900007,0.69989014,0.00006426166,0.000044892513,0.00054051005,0.29233354,0.00033193926,0.004360996,0.00040290583,0.0017771072,0.000049093876],"about_ca_topic_score_codex":0.009225191,"about_ca_topic_score_gemma":0.011671368,"teacher_disagreement_score":0.009225191,"about_ca_system_score_codex":0.0008652816,"about_ca_system_score_gemma":0.00090293563,"threshold_uncertainty_score":0.018342972},"labels":[],"label_agreement":null},{"id":"W2918805748","doi":"10.5539/ijel.v9n2p343","title":"The Role of Motivational Teaching Strategies Used by English Language Teachers in Urdu Medium Secondary Schools in Pakistan","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Urdu; Medium of instruction; Mathematics education; Matriculation; Psychology; Spell; English language; Pedagogy; Sociology; Linguistics","score_opus":0.007748048876726543,"score_gpt":0.2754183337280651,"score_spread":0.2676702848513386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2918805748","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998409,0.00009426799,0.000038316615,0.0001232439,0.0000039986917,0.00001132758,0.0000068427794,0.0000018453062,0.0013112602],"genre_scores_gemma":[0.9994892,0.00010738926,0.000085899934,0.000026179518,9.902035e-7,0.000007818605,0.000003830019,9.1444974e-7,0.00027783608],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988122,0.0004603614,0.000049665432,0.000092751674,0.00016823165,0.00041676546],"domain_scores_gemma":[0.9979559,0.00052624114,0.0005680681,0.000039972343,0.00024328305,0.0006664936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012612507,0.0002698432,0.00026129792,0.0008646989,0.0027748542,0.002045466,0.00043989555,0.00042427346,0.0012563128],"category_scores_gemma":[0.0027999335,0.00031377136,0.00018301776,0.0004897705,0.00161877,0.0004551191,0.00090994284,0.0005525979,0.00017835546],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012908166,0.00063888746,0.59831375,0.0002676249,0.000021257818,0.0012412164,0.34845856,0.00007504935,0.0033182765,0.0013965243,0.00055407075,0.045585766],"study_design_scores_gemma":[0.000018587014,0.00041617095,0.57628596,0.00021121345,0.000025240734,0.00037831126,0.4168636,0.0002381085,0.00077486935,0.0002583961,0.0044918507,0.00003772857],"about_ca_topic_score_codex":0.03054518,"about_ca_topic_score_gemma":0.06716108,"teacher_disagreement_score":0.03054518,"about_ca_system_score_codex":0.0018132196,"about_ca_system_score_gemma":0.003532321,"threshold_uncertainty_score":0.06073475},"labels":[],"label_agreement":null},{"id":"W2919027867","doi":"10.7202/1058418ar","title":"THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES","year":2019,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Nipissing University","funders":"Office of International Science and Engineering; University of Toronto; Nipissing University","keywords":"Bachelor; Mathematics education; Psychology; Pedagogy; Qualitative research; English language; English as a second language; Second language; Linguistics; Sociology","score_opus":0.09449599920043855,"score_gpt":0.37125282036912394,"score_spread":0.2767568211686854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2919027867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986558,0.000060136616,0.00010345626,0.00026784145,0.000003751659,0.0000074027835,0.0000063623716,0.000002802867,0.000892361],"genre_scores_gemma":[0.9995003,0.000040212282,0.00007370526,0.000034959266,0.0000016047679,0.000009316893,0.0000051020143,0.0000018624316,0.00033300533],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961357,0.0023363677,0.0001254982,0.00026231262,0.00040258278,0.0007375981],"domain_scores_gemma":[0.990715,0.0054975897,0.0014798855,0.00026469905,0.00087967684,0.0011631196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050906427,0.00032362094,0.0003417882,0.0011177852,0.0036785193,0.0034701414,0.0008992776,0.0011812173,0.0024573104],"category_scores_gemma":[0.013200442,0.0003520803,0.00036181902,0.00032802965,0.0036361248,0.0016412883,0.0025982007,0.0019073308,0.00018879441],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009901645,0.0005756544,0.14390332,0.000042662214,0.000016727936,0.0018413686,0.838563,0.00012906201,0.0015172521,0.0007259593,0.00023346678,0.01235247],"study_design_scores_gemma":[0.000018856757,0.00036437987,0.08606057,0.0000986232,0.000019563768,0.00076955266,0.907356,0.00026747605,0.0007113622,0.00023638943,0.0040600947,0.000037029615],"about_ca_topic_score_codex":0.033262767,"about_ca_topic_score_gemma":0.05272437,"teacher_disagreement_score":0.033262767,"about_ca_system_score_codex":0.0044757444,"about_ca_system_score_gemma":0.0024031526,"threshold_uncertainty_score":0.06613827},"labels":[],"label_agreement":null},{"id":"W2919700872","doi":"10.5539/ijel.v9n2p283","title":"The Effect of Task Based Language Learning (TBLL) on Developing Speaking Skills of Secondary School Learners in Pakistan","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Mathematics education; Psychology; Task (project management); Significant difference; Population; Foreign language; Control (management); Medicine; Mathematics; Computer science; Engineering; Statistics; Environmental health","score_opus":0.006984893493348618,"score_gpt":0.28276770622955655,"score_spread":0.2757828127362079,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2919700872","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991553,0.00010039738,0.00003480322,0.00004252305,0.000006921839,0.000021018783,0.0000119686965,0.0000028819481,0.0006241085],"genre_scores_gemma":[0.9983551,0.00031875898,0.00039976643,0.000045098102,0.0000065104573,0.000027232922,0.000026935679,0.0000011550532,0.00081935467],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9998022,0.000057121826,0.000015674757,0.000025597577,0.000047952086,0.00005153445],"domain_scores_gemma":[0.99923384,0.00021873717,0.00010900803,0.000022616163,0.000068533234,0.00034733387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003503781,0.0002319145,0.0002129501,0.00013682053,0.00036005382,0.00028379486,0.00020000184,0.00020526821,0.0015993943],"category_scores_gemma":[0.0010008953,0.00008555714,0.00015696888,0.00007565004,0.00024560446,0.00021146837,0.00031189152,0.0003207857,0.00022506392],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010104098,0.05346101,0.2427908,0.0020726174,0.00014328505,0.0043623922,0.022808177,0.0010855229,0.093867995,0.0007146732,0.002339968,0.56624943],"study_design_scores_gemma":[0.00080447824,0.0950756,0.8650335,0.0003107356,0.00019285247,0.0011734872,0.010617918,0.0009033216,0.017562835,0.0004546052,0.007821218,0.000049368136],"about_ca_topic_score_codex":0.0030150828,"about_ca_topic_score_gemma":0.0052237795,"teacher_disagreement_score":0.0030150828,"about_ca_system_score_codex":0.0002034646,"about_ca_system_score_gemma":0.0007326985,"threshold_uncertainty_score":0.005995035},"labels":[],"label_agreement":null},{"id":"W2921322859","doi":"10.5539/ijel.v9n2p402","title":"Common Writing Errors Among EFL Students at Dhofar University in Oman: An Analytical Study","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Grammar; Verb; Adjective; Word order; Subject (documents); Linguistics; Punctuation; Mathematics education; Psychology; Computer science; Noun; Philosophy; Library science","score_opus":0.02827304021016287,"score_gpt":0.31039215074914955,"score_spread":0.2821191105389867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921322859","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996803,0.000057556284,0.000031820786,0.000028673017,0.0000020661391,0.0000072636117,0.000017680286,0.0000011345037,0.0001736608],"genre_scores_gemma":[0.9991072,0.0001788597,0.00017943616,0.000039977753,0.000007855295,0.000019635907,0.00004995609,0.0000023943362,0.00041476928],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99799275,0.00047069573,0.00037549686,0.0002177651,0.0005835936,0.00035984104],"domain_scores_gemma":[0.99117106,0.0027270461,0.0037941386,0.00023829573,0.0015628107,0.00050653296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017066387,0.0004144062,0.000599972,0.0050065443,0.0021697464,0.0016294367,0.00060551014,0.00067183113,0.0013309061],"category_scores_gemma":[0.007882261,0.00021329778,0.0002161039,0.0037387754,0.0011630501,0.0012039114,0.0014586943,0.00046528777,0.00034486598],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008401905,0.00029947632,0.865362,0.0001644668,0.000020655067,0.0028463178,0.09856188,0.000044515793,0.0017071167,0.00012076414,0.00027206677,0.03051672],"study_design_scores_gemma":[0.0000055443415,0.00029169244,0.81570315,0.00009172577,0.000024925672,0.0030762313,0.17726123,0.0002479023,0.00096744107,0.0001073188,0.0021973443,0.000025461224],"about_ca_topic_score_codex":0.0036494823,"about_ca_topic_score_gemma":0.0075247805,"teacher_disagreement_score":0.0050065443,"about_ca_system_score_codex":0.00095683296,"about_ca_system_score_gemma":0.0011276621,"threshold_uncertainty_score":0.009025693},"labels":[],"label_agreement":null},{"id":"W2921709539","doi":"10.1075/jslp.18008.str","title":"Second language speakers’ awareness of their own comprehensibility","year":2019,"lang":"en","type":"article","venue":"Journal of Second Language Pronunciation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Task (project management); Mandarin Chinese; Linguistics; Second language; Cognitive psychology; Repetition (rhetorical device); Task analysis","score_opus":0.01977358289025852,"score_gpt":0.250591907121479,"score_spread":0.23081832423122048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921709539","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979785,0.000082967446,0.00027279477,0.000019073213,0.000005458432,0.000004375892,0.000014376062,0.000012024406,0.0016103728],"genre_scores_gemma":[0.99928194,0.00004360645,0.00017244615,0.000014580222,0.000004637611,0.000004464044,0.00001580843,0.0000047688113,0.00045781856],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993017,0.00019638635,0.00006648998,0.00011237977,0.00026307505,0.00006003954],"domain_scores_gemma":[0.9896848,0.005958084,0.0020096388,0.00070451107,0.0012757607,0.00036716543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017518706,0.00029509582,0.00027911883,0.00057286595,0.0002116126,0.0015553974,0.00020860246,0.00038581507,0.0021776357],"category_scores_gemma":[0.009975014,0.00019871515,0.00019067821,0.00014835419,0.00049415836,0.0007635658,0.00074424635,0.0005827856,0.00028859655],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015951836,0.00038970425,0.48228717,0.0005138815,0.00023588836,0.0021006025,0.17934403,0.00040760986,0.26120874,0.0008231083,0.0007108574,0.07038324],"study_design_scores_gemma":[0.000032853633,0.00097348174,0.9348025,0.000097383505,0.00012835539,0.0025118962,0.03503684,0.001320623,0.02171178,0.00056558184,0.0027121508,0.00010662061],"about_ca_topic_score_codex":0.0007212459,"about_ca_topic_score_gemma":0.00056025165,"teacher_disagreement_score":0.0021776357,"about_ca_system_score_codex":0.0001625114,"about_ca_system_score_gemma":0.00013647678,"threshold_uncertainty_score":0.009264886},"labels":[],"label_agreement":null},{"id":"W2921808400","doi":"10.31174/send-ph2019-191vii57-14","title":"Developing Professional Competence of ELT by Use of Canadian Postmodern Novel","year":2019,"lang":"en","type":"article","venue":"Science and Education a New Dimension","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Postmodernism; Competence (human resources); Engineering ethics; Sociology; Pedagogy; Psychology; Epistemology; Engineering; Philosophy; Social psychology","score_opus":0.058764157714068496,"score_gpt":0.280115769840364,"score_spread":0.2213516121262955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921808400","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15726571,0.0006569881,0.0067379232,0.0044036014,0.00028278108,0.000103934355,0.00006834009,0.000125424,0.8303553],"genre_scores_gemma":[0.8589269,0.00071464176,0.009863467,0.0007655961,0.00004715138,0.00004718174,0.00004846997,0.000096316035,0.12949033],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.998319,0.00044618399,0.00004686792,0.00015638472,0.0006627308,0.00036882338],"domain_scores_gemma":[0.99693274,0.0011073891,0.00018062501,0.00024664623,0.0010131812,0.00051943754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002892311,0.00041650637,0.00020757175,0.0018561594,0.010656391,0.005891049,0.00076650234,0.00087785086,0.011230844],"category_scores_gemma":[0.0050194035,0.00015794749,0.00020023501,0.0010343785,0.010778094,0.0031404393,0.0038210808,0.0025500716,0.0010440213],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006169679,0.00008835297,0.0028899047,0.00016452571,0.0000039377096,0.0011089642,0.41580275,0.00020171015,0.0036479163,0.43019995,0.013168172,0.13266222],"study_design_scores_gemma":[0.000015569447,0.000063395855,0.008235228,0.0002816444,0.000012100454,0.0015141214,0.20248386,0.00078439445,0.004531532,0.030191608,0.75182366,0.000062875224],"about_ca_topic_score_codex":0.22332464,"about_ca_topic_score_gemma":0.46076822,"teacher_disagreement_score":0.77667534,"about_ca_system_score_codex":0.018554715,"about_ca_system_score_gemma":0.022413716,"threshold_uncertainty_score":0.44404954},"labels":[],"label_agreement":null},{"id":"W2921889080","doi":"10.5539/elt.v12n4p85","title":"Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Significant difference; Test (biology); Mathematics education; Test anxiety; Anxiety; Social psychology; Statistics; Mathematics","score_opus":0.010853536547645497,"score_gpt":0.23593875349549667,"score_spread":0.22508521694785116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921889080","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992318,0.000089824774,0.000059732774,0.00003049688,0.00000834795,0.000014601533,0.000005113736,0.000005807828,0.0005544223],"genre_scores_gemma":[0.997995,0.00018377566,0.000655317,0.000036395755,0.0000110009105,0.000026990496,0.000015256509,0.0000020870277,0.0010743068],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9998369,0.000050156756,0.000014220936,0.000018531913,0.000034719116,0.000045526744],"domain_scores_gemma":[0.9995365,0.00014020495,0.000086599895,0.000022102746,0.000057859095,0.00015671721],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002937907,0.00028714302,0.00026281425,0.00015182456,0.00021757472,0.00028462076,0.00018140321,0.00022431945,0.0022632838],"category_scores_gemma":[0.0010571813,0.000064970394,0.0001500304,0.00006719546,0.00013668412,0.00012414614,0.00020030871,0.00031478168,0.0003554752],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0065324986,0.081913844,0.08569986,0.0016549822,0.00014218937,0.0010503974,0.00761008,0.0005102918,0.17538834,0.00031703917,0.0014804496,0.6377001],"study_design_scores_gemma":[0.00061459927,0.053141236,0.87945783,0.00026091214,0.00031930205,0.00044603078,0.005534638,0.0010892573,0.053633593,0.00030798893,0.0051451153,0.000049513907],"about_ca_topic_score_codex":0.0006103465,"about_ca_topic_score_gemma":0.0011103172,"teacher_disagreement_score":0.0022632838,"about_ca_system_score_codex":0.00014049324,"about_ca_system_score_gemma":0.00031201495,"threshold_uncertainty_score":0.007571399},"labels":[],"label_agreement":null},{"id":"W2922312150","doi":"10.22215/etd/2018-12927","title":"Investigating the Role for a Language Coach in an English as a Second Language Literacy Class","year":2018,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Literacy; Class (philosophy); Psychology; Mathematics education; English language; Observational study; Pedagogy; Second language; Language assessment; Linguistics; Computer science; Medicine","score_opus":0.015433676488882636,"score_gpt":0.29569851584933465,"score_spread":0.280264839360452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2922312150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958046,0.000047161142,0.00012059718,0.00035174843,0.000010982085,0.000034527955,0.0000057740644,0.0000029575644,0.003621613],"genre_scores_gemma":[0.99521154,0.00013064353,0.0004712094,0.00020649614,0.000005506926,0.000055353357,0.00001206365,0.000004563748,0.0039027748],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99675155,0.0017197707,0.000070757145,0.0003281677,0.00029673614,0.00083318196],"domain_scores_gemma":[0.99262154,0.0024124035,0.0008789066,0.00020055863,0.00094822247,0.002938305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037825543,0.00032374746,0.00041797227,0.00083686906,0.010725282,0.0050776345,0.0015326397,0.0013826664,0.0036504762],"category_scores_gemma":[0.0062602987,0.0003809693,0.00023182208,0.00041401744,0.0042206272,0.0016296206,0.0034779136,0.0022332093,0.0005296021],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017981834,0.0026888808,0.0851179,0.00024253527,0.000013700923,0.0018771304,0.88351786,0.00004614476,0.004805309,0.0009971618,0.00090392475,0.01960962],"study_design_scores_gemma":[0.000020902391,0.0005121949,0.041762557,0.0001261439,0.000015038955,0.000164723,0.95111704,0.00010944646,0.00056375057,0.0001087362,0.0054837596,0.000015775244],"about_ca_topic_score_codex":0.03493736,"about_ca_topic_score_gemma":0.13418694,"teacher_disagreement_score":0.03493736,"about_ca_system_score_codex":0.0041798796,"about_ca_system_score_gemma":0.008143247,"threshold_uncertainty_score":0.06946796},"labels":[],"label_agreement":null},{"id":"W2922685232","doi":"10.1002/9781118784235.eelt0714","title":"Teaching Speaking to Adult Learners","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Mathematics education; Pedagogy; Computer science; Psychology; Linguistics","score_opus":0.01052616900758772,"score_gpt":0.24981476019004106,"score_spread":0.23928859118245335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2922685232","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.100141905,0.013600216,0.03977957,0.016925396,0.002457118,0.00041892476,0.00020604934,0.00084978546,0.82562107],"genre_scores_gemma":[0.5126167,0.037809484,0.05270921,0.014778932,0.002173271,0.00086070475,0.00037110422,0.0003510205,0.37832958],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99926597,0.00029624664,0.00004712443,0.00008373514,0.00019310458,0.000113833856],"domain_scores_gemma":[0.9986248,0.00042237935,0.00010181615,0.00006958,0.00012932063,0.00065223285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015405341,0.0003038354,0.00019994845,0.00038405604,0.0018013298,0.002612486,0.00097148813,0.0012295019,0.023098951],"category_scores_gemma":[0.0021543743,0.00009581884,0.00026172778,0.00037299932,0.0014225643,0.0021087355,0.0023919074,0.0015278021,0.0070581385],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041920983,0.0006515703,0.00254572,0.0012512017,0.0000071930817,0.0013792731,0.12081326,0.00040483553,0.0055291075,0.12376623,0.07782981,0.6657799],"study_design_scores_gemma":[0.000014165952,0.00028048013,0.0030641137,0.0013131367,0.0000083378345,0.0018157433,0.029271401,0.0002295495,0.002549429,0.02246405,0.9389678,0.000021834137],"about_ca_topic_score_codex":0.0011703928,"about_ca_topic_score_gemma":0.0031469618,"teacher_disagreement_score":0.023098951,"about_ca_system_score_codex":0.0010751289,"about_ca_system_score_gemma":0.003142969,"threshold_uncertainty_score":0.07727367},"labels":[],"label_agreement":null},{"id":"W2922896726","doi":"10.5539/elt.v12n4p179","title":"Challenges of Teaching English Communication to Arabic Students","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Mathematics education; Test (biology); Sample (material); Arabic; Pedagogy; Linguistics","score_opus":0.02056577130930405,"score_gpt":0.2847166030384039,"score_spread":0.26415083172909987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2922896726","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9591784,0.0012513471,0.0019553644,0.014264766,0.0002565083,0.00010357075,0.000040345243,0.00007151205,0.022878198],"genre_scores_gemma":[0.9836596,0.0014577297,0.0027325712,0.0016325683,0.00010511741,0.00009357828,0.00003516449,0.000028316963,0.010255443],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99631613,0.0019197195,0.00021768929,0.00027529112,0.00066908466,0.00060209783],"domain_scores_gemma":[0.9924194,0.0026017383,0.0012990102,0.00024890978,0.0016229562,0.0018079779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027702623,0.00052026333,0.00034387075,0.00039932918,0.0039332565,0.004688375,0.00080128526,0.0015882167,0.005644852],"category_scores_gemma":[0.0089618685,0.0002936216,0.00030662434,0.00037566252,0.0011201228,0.0018288846,0.0027918252,0.0019679572,0.0020435047],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050514896,0.002254073,0.093183786,0.0016774988,0.000055195967,0.012868671,0.44949353,0.0017404453,0.029354688,0.0068948856,0.02004507,0.3819271],"study_design_scores_gemma":[0.0000615489,0.0011930671,0.04377431,0.0006608499,0.00005133425,0.0073498916,0.8059071,0.0018608975,0.008084233,0.0052892175,0.12566927,0.000098267374],"about_ca_topic_score_codex":0.0019289494,"about_ca_topic_score_gemma":0.0026600182,"teacher_disagreement_score":0.005644852,"about_ca_system_score_codex":0.0016691486,"about_ca_system_score_gemma":0.0033769477,"threshold_uncertainty_score":0.018883944},"labels":[],"label_agreement":null},{"id":"W2924496995","doi":"10.3968/10542","title":"Production and Comprehension Aspects of Pragmatic Competence in an Immersive Language Program","year":2018,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Comprehension; Language proficiency; Pragmatics; Computer science; Language production; Psychology; Competence (human resources); Language assessment; Linguistics; Mathematics education; Cognition; Programming language","score_opus":0.035972360006068675,"score_gpt":0.34906481869076067,"score_spread":0.313092458684692,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2924496995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992317,0.00001000734,0.00029014683,0.000006517156,6.6231354e-7,0.000013080941,0.0000062385297,0.0000057140624,0.00043586903],"genre_scores_gemma":[0.9982526,0.00002634494,0.0010115826,0.000007762754,0.0000010164616,0.00004674277,0.00002721006,0.00000259193,0.00062415533],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997203,0.00007803058,0.000022551707,0.000053195286,0.000069035865,0.00005696293],"domain_scores_gemma":[0.99915946,0.00029337307,0.00017203687,0.00006908569,0.00008652389,0.00021966216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00068661495,0.00024115253,0.00019546192,0.00031183235,0.00021328719,0.00062874594,0.00017009673,0.00022445105,0.0015987791],"category_scores_gemma":[0.0020711776,0.00017297204,0.00022702281,0.00012298531,0.00053262897,0.0005077873,0.00093164964,0.00042021816,0.00012201636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014494853,0.010558315,0.36434293,0.0005902833,0.00012273023,0.0026552277,0.08605889,0.0011761159,0.33354047,0.0014947995,0.0006082043,0.19740264],"study_design_scores_gemma":[0.000054462726,0.0063523054,0.9590777,0.000030755156,0.0000648421,0.0009134979,0.007654273,0.0018193352,0.021395007,0.0007173414,0.001877599,0.000042914486],"about_ca_topic_score_codex":0.0008950262,"about_ca_topic_score_gemma":0.0014812929,"teacher_disagreement_score":0.0015987791,"about_ca_system_score_codex":0.00018905614,"about_ca_system_score_gemma":0.00042389566,"threshold_uncertainty_score":0.005348444},"labels":[],"label_agreement":null},{"id":"W2926098712","doi":"10.5539/ijel.v9n3p1","title":"Language Blogging Community: Fostering the Learning Attitudes and Writing Skills of EFL Students","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Second language writing; Anxiety; Composition (language); Foreign language; Pedagogy; Mathematics education; Medical education; Second language; Linguistics; Computer science; Medicine","score_opus":0.02772730513269461,"score_gpt":0.32640529797838824,"score_spread":0.29867799284569363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2926098712","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984407,0.00003810015,0.00007532018,0.00009890723,0.000010430145,0.000023325183,0.0000049512746,0.000009207415,0.0012991934],"genre_scores_gemma":[0.9974699,0.00006503281,0.00053611817,0.000082826446,0.000015831798,0.000035199562,0.000015903208,0.0000033730416,0.0017758441],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99965084,0.00013685487,0.000014138904,0.000050277675,0.000057414632,0.00009039845],"domain_scores_gemma":[0.99764997,0.00053506147,0.00041808916,0.00013066195,0.00021513978,0.0010511347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085471483,0.000282379,0.0002283318,0.0006486684,0.0015963749,0.0013599687,0.0004001145,0.00041818075,0.0029721996],"category_scores_gemma":[0.0030603718,0.00012710204,0.00013603452,0.0002790752,0.0004607741,0.0006416472,0.0015060381,0.00049790734,0.00045963153],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005072266,0.019471286,0.4428764,0.00041484946,0.000043015403,0.0019465319,0.10088177,0.0001274768,0.025123054,0.00042561744,0.0034268391,0.40475595],"study_design_scores_gemma":[0.00022222256,0.006961546,0.80309033,0.00026813132,0.000116517986,0.0015606476,0.1548252,0.0008392224,0.0070138252,0.0006981918,0.02434151,0.000062568586],"about_ca_topic_score_codex":0.0005810438,"about_ca_topic_score_gemma":0.0016465114,"teacher_disagreement_score":0.0029721996,"about_ca_system_score_codex":0.00026130638,"about_ca_system_score_gemma":0.00079109904,"threshold_uncertainty_score":0.009942949},"labels":[],"label_agreement":null},{"id":"W2931043719","doi":"","title":"Teacher’s cross-cultural understanding of student engagement in classroom discussion","year":2019,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Silence; Curriculum; Student engagement; Pedagogy; Narrative; Psychology; China; Narrative inquiry; Mathematics education; Sociology; Linguistics; Political science","score_opus":0.11459446942781236,"score_gpt":0.3450863983962589,"score_spread":0.2304919289684465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2931043719","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91700727,0.0018415365,0.006034021,0.007553302,0.00012942383,0.00006701958,0.00003278695,0.0000375639,0.0672971],"genre_scores_gemma":[0.99699867,0.0003909513,0.00032236523,0.00026983753,0.000009462902,0.000022573751,0.000008285654,0.000010793842,0.001966961],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99219537,0.005041688,0.0003411424,0.0007155574,0.0009957096,0.0007106012],"domain_scores_gemma":[0.99151295,0.004788604,0.0010640692,0.0005774273,0.0011385327,0.00091851136],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073715975,0.00040907483,0.00038609267,0.0022422064,0.0067591853,0.008569295,0.0010833106,0.0016221196,0.0018143894],"category_scores_gemma":[0.010182515,0.00036706604,0.0004449649,0.0009267927,0.012016353,0.007147342,0.006656384,0.0029182103,0.00021311846],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008536828,0.000019953448,0.0056913528,0.000038544997,0.000007039463,0.00021785684,0.9854177,0.00002761452,0.00048726352,0.004442087,0.00016492316,0.0034770109],"study_design_scores_gemma":[0.0000045783822,0.000032523523,0.010053929,0.00014564791,0.000011637479,0.0003787133,0.96119255,0.00020298592,0.00055719167,0.0028286884,0.024570504,0.00002098387],"about_ca_topic_score_codex":0.010507969,"about_ca_topic_score_gemma":0.011261724,"teacher_disagreement_score":0.98949206,"about_ca_system_score_codex":0.0056204335,"about_ca_system_score_gemma":0.0036423374,"threshold_uncertainty_score":0.040779293},"labels":[],"label_agreement":null},{"id":"W2933598051","doi":"10.5539/elt.v12n5p20","title":"Chinese MBA Students’ Perceptions of Business English Writing: Needs Analysis and Student Self-Reflections","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Psychology; Context (archaeology); Perception; Pedagogy; China; Qualitative research; Medical education; Business English; Focus group; Foreign language; Sociology; Social science; Political science; Medicine","score_opus":0.00785508023342131,"score_gpt":0.2911731773952946,"score_spread":0.2833180971618733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2933598051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99859685,0.000029310819,0.00004211695,0.00028645011,0.0000038535604,0.000019537807,0.000011531892,0.0000025587365,0.0010078372],"genre_scores_gemma":[0.9979856,0.00013799466,0.00014945261,0.00013307734,0.000005478601,0.000079876605,0.000027987388,0.0000029156156,0.0014776976],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99833566,0.0004903856,0.00011584804,0.000112922826,0.00044126326,0.0005039808],"domain_scores_gemma":[0.9956409,0.0014312369,0.000627905,0.00013063944,0.0008354961,0.0013338667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040024673,0.00031182135,0.0004431023,0.0016690588,0.0044706627,0.0025283163,0.0006515575,0.000718384,0.0019189416],"category_scores_gemma":[0.007561201,0.00033229875,0.00034358943,0.0012211633,0.0014872843,0.0017567063,0.0027162833,0.0013051343,0.00033752492],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037665282,0.00031635378,0.083457254,0.00008624523,0.0000061744495,0.00057734153,0.89384323,0.000037678106,0.0015849747,0.00036249182,0.0005517063,0.019138867],"study_design_scores_gemma":[0.00000549985,0.00016804674,0.071061805,0.000051526687,0.000006139922,0.00013405958,0.92485464,0.00017630572,0.0004350891,0.00012706335,0.0029577326,0.000022091886],"about_ca_topic_score_codex":0.011819552,"about_ca_topic_score_gemma":0.017646654,"teacher_disagreement_score":0.011819552,"about_ca_system_score_codex":0.0023902557,"about_ca_system_score_gemma":0.004382006,"threshold_uncertainty_score":0.023501515},"labels":[],"label_agreement":null},{"id":"W2935439976","doi":"10.5539/elt.v12n5p1","title":"The Effectiveness of Oral Assessment Techniques Used in EFL Classrooms in Saudi Arabia From Students and Teachers Point of View","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Medical education; Variety (cybernetics); Teaching method; Qualitative research; Point (geometry); Pedagogy; Sociology; Medicine","score_opus":0.012631733887598294,"score_gpt":0.2991245430692477,"score_spread":0.2864928091816494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2935439976","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949626,0.0009184622,0.00054164784,0.00025986016,0.000013794432,0.00003703373,0.000018607312,0.000015701567,0.0032323517],"genre_scores_gemma":[0.99644166,0.0007662262,0.0013305057,0.000087701395,0.000007125896,0.000023266542,0.000020147174,0.0000062796335,0.001316996],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99260956,0.0036278705,0.00073093566,0.00035603094,0.0022862304,0.00038937465],"domain_scores_gemma":[0.98550224,0.0059431707,0.0028671364,0.00058513123,0.004333061,0.00076926296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007293464,0.00026197717,0.00027080404,0.001202944,0.0010413934,0.0021121767,0.0005460021,0.00043710164,0.0010117621],"category_scores_gemma":[0.018569257,0.00018112824,0.00019736917,0.0007496418,0.001086009,0.0010231005,0.0011773524,0.00045592696,0.0004016935],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050425227,0.0007009802,0.25769407,0.0014015039,0.000051549767,0.0007926687,0.19247988,0.00038510535,0.01719504,0.0007418839,0.0012482697,0.5268048],"study_design_scores_gemma":[0.00006383903,0.0028165877,0.5568735,0.0016753301,0.00018070024,0.0021488247,0.3781894,0.001396151,0.023197612,0.0005937219,0.03265454,0.00020983379],"about_ca_topic_score_codex":0.007174239,"about_ca_topic_score_gemma":0.010925264,"teacher_disagreement_score":0.007293464,"about_ca_system_score_codex":0.0011206986,"about_ca_system_score_gemma":0.0018418825,"threshold_uncertainty_score":0.038571954},"labels":[],"label_agreement":null},{"id":"W2936899595","doi":"10.1017/s0272263116000036","title":"VARIABILITY IN SECOND LANGUAGE LEARNING","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Grammaticality; Psychology; Task (project management); Variety (cybernetics); Cognitive psychology; Sentence; Explicit knowledge; Implicit learning; Procedural memory; Linguistic sequence complexity; Cognition; Variance (accounting); Language acquisition; Linguistics; Task analysis; Natural language processing; Artificial intelligence; Computer science; Grammar; Mathematics education","score_opus":0.023876450848076974,"score_gpt":0.2958126464444575,"score_spread":0.2719361955963805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2936899595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962931,0.00019826088,0.0012885951,0.000040256597,0.0000092792425,0.000008810338,0.00007789854,0.000027631144,0.002056053],"genre_scores_gemma":[0.9993705,0.00003608072,0.000145521,0.000008202454,0.0000062289205,0.0000068471227,0.00009349581,0.000009403855,0.0003238485],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99682945,0.00084049546,0.00024691486,0.00084676885,0.0010750099,0.00016129248],"domain_scores_gemma":[0.976997,0.016093677,0.002567369,0.0023548624,0.0011916193,0.0007953984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025832006,0.00013341429,0.00035216406,0.0007437206,0.0002517692,0.0011894935,0.00027630592,0.00038982753,0.0013004793],"category_scores_gemma":[0.021599451,0.00012617283,0.0001954528,0.00045957568,0.0005074227,0.0004852969,0.0008995904,0.00044933855,0.00031413534],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048781632,0.0002981981,0.91151094,0.00008275058,0.00030086038,0.0002714861,0.00370957,0.0018056807,0.01633082,0.0009977147,0.00040483568,0.06379932],"study_design_scores_gemma":[0.0000057899924,0.0001910572,0.99445087,0.000009043992,0.000018268005,0.00028450938,0.0003526266,0.0009741012,0.0017950415,0.0011466166,0.0007558988,0.00001615698],"about_ca_topic_score_codex":0.0007462928,"about_ca_topic_score_gemma":0.0006256805,"teacher_disagreement_score":0.0025832006,"about_ca_system_score_codex":0.00026118933,"about_ca_system_score_gemma":0.00019780267,"threshold_uncertainty_score":0.013661444},"labels":[],"label_agreement":null},{"id":"W2937156297","doi":"10.1017/s0272263117000304","title":"ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":421,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Anxiety; Multilevel model; Social psychology; Mathematics education; Developmental psychology; Computer science","score_opus":0.03287737951262137,"score_gpt":0.29233873934909255,"score_spread":0.2594613598364712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2937156297","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987431,0.000036409943,0.00016862525,0.000049484235,0.000003255691,0.0000067554706,0.000021077845,0.0000022348825,0.0009691173],"genre_scores_gemma":[0.9996979,0.00002053003,0.000116168536,0.000011673987,0.0000029875816,0.000008498929,0.000018665156,0.0000012941009,0.00012240915],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99876547,0.00058998476,0.00007860915,0.00013291843,0.00026017387,0.00017288314],"domain_scores_gemma":[0.9919152,0.0037823445,0.0026890002,0.00042119494,0.0004526837,0.000739565],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013145937,0.00022055126,0.00028365746,0.00043986033,0.00050780136,0.002115627,0.00024006882,0.0004185682,0.002246249],"category_scores_gemma":[0.0064643687,0.00017468286,0.00034679225,0.0003240819,0.0007784624,0.00045382162,0.00094270176,0.0011613884,0.00016304379],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029861464,0.0007317138,0.9644702,0.00009241771,0.00020428874,0.00020613245,0.00998176,0.00034459512,0.0048982515,0.0008008894,0.00014249077,0.017828712],"study_design_scores_gemma":[0.000008558868,0.00016068146,0.9905165,0.000020090212,0.000046538396,0.00006849116,0.0076063126,0.0004806567,0.00049786316,0.00031429587,0.0002646132,0.000015372076],"about_ca_topic_score_codex":0.0008605997,"about_ca_topic_score_gemma":0.0011257731,"teacher_disagreement_score":0.002246249,"about_ca_system_score_codex":0.00030144808,"about_ca_system_score_gemma":0.00039676804,"threshold_uncertainty_score":0.007514477},"labels":[],"label_agreement":null},{"id":"W2937258925","doi":"10.1177/1362168819845322","title":"Good research questions","year":2019,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Mathematics education; Linguistics; Pedagogy; Philosophy","score_opus":0.13819938478147759,"score_gpt":0.44707366868301535,"score_spread":0.30887428390153776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2937258925","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016293428,0.023301778,0.006248921,0.9127944,0.027614208,0.0027595917,0.0028391485,0.0001237477,0.022688907],"genre_scores_gemma":[0.054103605,0.01196165,0.035492543,0.8387636,0.024276787,0.020242114,0.0024247372,0.00021768257,0.01251728],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.6872374,0.23495615,0.026184518,0.017212681,0.027797977,0.0066112364],"domain_scores_gemma":[0.18421695,0.60085505,0.024558615,0.04284758,0.13109004,0.016431717],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.3413101,0.001910626,0.0047950284,0.0073919883,0.00804705,0.021456871,0.009250896,0.031946704,0.072552726],"category_scores_gemma":[0.699721,0.0015942384,0.0037706639,0.006076465,0.026374236,0.02090768,0.009791931,0.016914777,0.022788106],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017567779,0.0003753843,0.005345539,0.026452666,0.0013694286,0.00044393123,0.0072444635,0.0003882235,0.00034272822,0.24694352,0.6158872,0.09345014],"study_design_scores_gemma":[0.0021039695,0.00022617818,0.0022686224,0.043957952,0.0006780536,0.0005893937,0.013734722,0.0005369972,0.0006095735,0.3889656,0.54618645,0.00014237956],"about_ca_topic_score_codex":0.0033073793,"about_ca_topic_score_gemma":0.004960369,"teacher_disagreement_score":0.3413101,"about_ca_system_score_codex":0.012938838,"about_ca_system_score_gemma":0.039288815,"threshold_uncertainty_score":0.8122819},"labels":[],"label_agreement":null},{"id":"W2937780158","doi":"10.5539/elt.v12n5p156","title":"Practice of College English Teaching Reform Based on Online Open Course","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Course (navigation); Mathematics education; Psychology; Online teaching; Massive open online course; Vocational education; Online course; China; Open education; Teaching method; Pedagogy; Engineering; Political science","score_opus":0.014613515692839717,"score_gpt":0.2916839994774558,"score_spread":0.27707048378461613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2937780158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.704285,0.003090155,0.070577756,0.04206847,0.000889051,0.0028497288,0.000060685885,0.0006343783,0.1755448],"genre_scores_gemma":[0.9476163,0.0009916835,0.03160082,0.0019010303,0.00018832517,0.00043720735,0.000039815564,0.000038374812,0.017186577],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99458575,0.003055728,0.00022090605,0.0004948264,0.0009793919,0.0006634812],"domain_scores_gemma":[0.99212587,0.002071909,0.00079064805,0.0008677584,0.0016092375,0.0025345995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072142915,0.00018203861,0.00022556234,0.0010820337,0.002663935,0.0020201316,0.0010221077,0.00086750026,0.0058841417],"category_scores_gemma":[0.012384635,0.00014820756,0.0003211924,0.00065388816,0.002392069,0.0029631683,0.0050741816,0.0014462789,0.0009524775],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086915476,0.0034546782,0.020871956,0.0006206622,0.00001746758,0.0006692286,0.05175632,0.0006910707,0.0061536245,0.030208372,0.021839023,0.8636306],"study_design_scores_gemma":[0.00038297786,0.002200612,0.130956,0.0030626091,0.00008296556,0.0018724941,0.17705779,0.012939646,0.013967661,0.045655187,0.6115754,0.00024660968],"about_ca_topic_score_codex":0.0032199153,"about_ca_topic_score_gemma":0.005665888,"teacher_disagreement_score":0.0072142915,"about_ca_system_score_codex":0.002989196,"about_ca_system_score_gemma":0.01055901,"threshold_uncertainty_score":0.03815329},"labels":[],"label_agreement":null},{"id":"W2938188397","doi":"10.11113/lspi.v1n1.9","title":"Do LSP Textbooks Meet the Communicative Needs of L2 Learners?","year":2017,"lang":"en","type":"article","venue":"LSP International Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Norm (philosophy); Psychology; Communicative language teaching; Linguistics; Content analysis; Computer science; Pedagogy; Language education; Sociology; Political science","score_opus":0.08097400911051898,"score_gpt":0.33233663856294016,"score_spread":0.25136262945242116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2938188397","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9925355,0.00032507564,0.000500169,0.0007388491,0.000018741792,0.000043241973,0.00005347468,0.000018392268,0.00576671],"genre_scores_gemma":[0.9964796,0.00055084616,0.0011165133,0.00039739005,0.000023472447,0.000089536625,0.00009810434,0.000016817514,0.0012276507],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9968347,0.0012910421,0.00023055429,0.00023758945,0.0010456081,0.0003605941],"domain_scores_gemma":[0.9858898,0.0065807947,0.0028209437,0.0007590422,0.002639841,0.0013095732],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036256763,0.00032512326,0.00063663005,0.0014727167,0.0014623335,0.003933684,0.000822703,0.001381941,0.0036987965],"category_scores_gemma":[0.032132678,0.0002413186,0.0002871288,0.0011327281,0.0009835225,0.004383221,0.0024247195,0.00082020246,0.0011393831],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002584244,0.0014548822,0.4703464,0.001406989,0.00005744268,0.0024393694,0.26344106,0.00030570824,0.0056291497,0.0022498376,0.0044716913,0.24793914],"study_design_scores_gemma":[0.000048944272,0.0010018788,0.5526583,0.00069063343,0.000057651087,0.0028061455,0.40280518,0.0008660183,0.0039028884,0.0025142771,0.03255625,0.00009169623],"about_ca_topic_score_codex":0.0054110764,"about_ca_topic_score_gemma":0.00995865,"teacher_disagreement_score":0.0054110764,"about_ca_system_score_codex":0.0015837679,"about_ca_system_score_gemma":0.0026512735,"threshold_uncertainty_score":0.019174635},"labels":[],"label_agreement":null},{"id":"W2939266890","doi":"10.1080/21568235.2019.1602477","title":"Teaching university in a second language: what are the impacts on professors’ academic roles and identities?","year":2019,"lang":"en","type":"article","venue":"European Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"Institution; Higher education; Pedagogy; Sociology; French; Professional development; Psychology; Language proficiency; German; Linguistics; Political science; Social science","score_opus":0.022791613888588094,"score_gpt":0.2787036816665924,"score_spread":0.2559120677780043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2939266890","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877307,0.0005356924,0.000064899126,0.0027130165,0.000038935483,0.000012167676,0.000020811984,0.0000058535243,0.008877891],"genre_scores_gemma":[0.99832374,0.00034516555,0.000036195488,0.00021389265,0.000014532553,0.0000073504257,0.000007511543,0.0000028963775,0.001048767],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.988704,0.006298898,0.00023515789,0.0003667736,0.0018205427,0.0025746885],"domain_scores_gemma":[0.98243713,0.0056475126,0.003094127,0.00039877035,0.0021693967,0.00625314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062825177,0.00029199853,0.00053814764,0.0011076534,0.009022423,0.008805338,0.0010785542,0.0012541923,0.0040829014],"category_scores_gemma":[0.013331356,0.00026480455,0.00046057889,0.0011807199,0.0071576936,0.0026623087,0.005238683,0.0016882272,0.00055018096],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023297982,0.00042274912,0.21706393,0.00029200877,0.00005494191,0.0019767594,0.71607834,0.00015569598,0.0022145624,0.0032752731,0.0027754153,0.05545733],"study_design_scores_gemma":[0.000008911339,0.00012521957,0.1178015,0.00008181464,0.000020043784,0.00027713773,0.8732654,0.000042136788,0.000461373,0.0002065002,0.007688117,0.00002194234],"about_ca_topic_score_codex":0.041531824,"about_ca_topic_score_gemma":0.10346756,"teacher_disagreement_score":0.041531824,"about_ca_system_score_codex":0.011891882,"about_ca_system_score_gemma":0.010565218,"threshold_uncertainty_score":0.086282074},"labels":[],"label_agreement":null},{"id":"W2941813214","doi":"10.1002/9781118784235.eelt0068","title":"Easy Versus Difficult Grammar Rules","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Grammar; Computer science; Emergent grammar; Linguistics; Generative grammar; Corrective feedback; Natural language processing; Artificial intelligence; Mathematics education; Psychology","score_opus":0.013621574938927223,"score_gpt":0.2431935851499198,"score_spread":0.22957201021099258,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2941813214","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6335428,0.008722065,0.024368912,0.0041619134,0.0013020065,0.00060860737,0.0022696508,0.00040700551,0.324617],"genre_scores_gemma":[0.96604484,0.0024475052,0.011775148,0.0012888705,0.00021940647,0.00037725287,0.0012564141,0.00039129882,0.016199261],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945551,0.0014130077,0.000758327,0.00085974217,0.0018958708,0.0005179603],"domain_scores_gemma":[0.98785096,0.007288802,0.0016908832,0.00096531655,0.0010411667,0.0011628254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00346715,0.0005512409,0.00052912027,0.0019856102,0.0005604842,0.004083467,0.0008276934,0.0012873177,0.0133564435],"category_scores_gemma":[0.023358583,0.0001699902,0.00047156462,0.0009796703,0.003907788,0.0027041994,0.0037219615,0.0019875774,0.0029014936],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020611186,0.00089358905,0.1325075,0.0027592103,0.00021261968,0.0018817687,0.033866815,0.0011840501,0.016925158,0.21885529,0.030522544,0.5583303],"study_design_scores_gemma":[0.0004775627,0.00086699874,0.28130013,0.0030350334,0.00039183744,0.00781511,0.023417,0.003301337,0.010282082,0.4002571,0.2685777,0.00027812718],"about_ca_topic_score_codex":0.00089099264,"about_ca_topic_score_gemma":0.0016168677,"teacher_disagreement_score":0.0133564435,"about_ca_system_score_codex":0.0007682457,"about_ca_system_score_gemma":0.0010776109,"threshold_uncertainty_score":0.044681787},"labels":[],"label_agreement":null},{"id":"W2942020202","doi":"10.55016/ojs/jet.v37i3.52668","title":"The Effect of Educational Input on the Development of Sociolinguistic Competence by French Immersion Students: The Case of Expressions of Consequence in Spoken French","year":2018,"lang":"en","type":"article","venue":"Journal of educational thought.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":78,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Psychology; Linguistics; Social psychology; Philosophy","score_opus":0.026318296201617998,"score_gpt":0.33613501588766936,"score_spread":0.30981671968605135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2942020202","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99841595,0.000025145224,0.00007210533,0.00003641468,9.17848e-7,0.0000032192142,0.0000068933005,0.0000035464657,0.0014356936],"genre_scores_gemma":[0.9994911,0.000027735809,0.00010274898,0.00001096036,8.4221045e-7,0.0000046291593,0.000010718897,0.0000032597704,0.0003480265],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9968561,0.0016580756,0.0000993952,0.00032397217,0.0006732157,0.00038933745],"domain_scores_gemma":[0.9905161,0.006487168,0.0010108697,0.00037659673,0.00081280724,0.00079638633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017287115,0.00035378346,0.0002802003,0.00065350684,0.00088676513,0.0027651265,0.00041295006,0.00084058015,0.0030205774],"category_scores_gemma":[0.013141267,0.00022298712,0.00024702624,0.0003461985,0.0020354707,0.00068932015,0.0017113921,0.0008638452,0.00024192702],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014021554,0.00096077786,0.47285017,0.00027660534,0.00009203727,0.0046816403,0.36428037,0.00053781644,0.07698816,0.0022967076,0.00031501264,0.0753185],"study_design_scores_gemma":[0.000039019887,0.0011988744,0.85387075,0.00007472962,0.00006964623,0.0013519886,0.1270202,0.0007005923,0.010287762,0.00075312465,0.0045639547,0.000069430505],"about_ca_topic_score_codex":0.02244515,"about_ca_topic_score_gemma":0.025785487,"teacher_disagreement_score":0.02244515,"about_ca_system_score_codex":0.0019988576,"about_ca_system_score_gemma":0.0014061715,"threshold_uncertainty_score":0.044628978},"labels":[],"label_agreement":null},{"id":"W2943328500","doi":"","title":"Perception of kindergarten teachers on conversation-oriented class design","year":2015,"lang":"en","type":"article","venue":"Early childhood education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Perception; Class (philosophy); Psychology; Mathematics education; Pedagogy; Communication; Computer science; Artificial intelligence","score_opus":0.0344055102133185,"score_gpt":0.25008280987022735,"score_spread":0.21567729965690885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943328500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962584,0.000064868815,0.00017200375,0.00006983202,0.000006661408,0.000014370484,0.000015609994,0.000008120446,0.0033900763],"genre_scores_gemma":[0.99729854,0.00012167663,0.00019770834,0.000050905786,0.0000034618145,0.000013979694,0.000026451746,0.0000073843803,0.0022799734],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99818265,0.0005598698,0.00015759695,0.00019082184,0.00048017234,0.00042900903],"domain_scores_gemma":[0.9887559,0.0045946827,0.002342868,0.0003399167,0.0017159187,0.0022506872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021172322,0.00028894068,0.0002660912,0.000812076,0.001423519,0.003470524,0.0005015401,0.00076915516,0.005742055],"category_scores_gemma":[0.009007543,0.0004495331,0.00022090504,0.00036449346,0.0009978128,0.0007894811,0.0011666574,0.0013395037,0.0006447702],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005769935,0.0010376652,0.53724897,0.00020876445,0.000034787437,0.0010107775,0.40750682,0.0002001986,0.019170837,0.000735932,0.001010514,0.03125765],"study_design_scores_gemma":[0.000032138476,0.00044424564,0.4759461,0.0001520059,0.00003349668,0.00050284754,0.5139899,0.0003640421,0.0022338126,0.00013206778,0.006124226,0.000045103945],"about_ca_topic_score_codex":0.017994368,"about_ca_topic_score_gemma":0.032515135,"teacher_disagreement_score":0.017994368,"about_ca_system_score_codex":0.0013547835,"about_ca_system_score_gemma":0.0013514676,"threshold_uncertainty_score":0.035779297},"labels":[],"label_agreement":null},{"id":"W2943809390","doi":"10.3138/cmlr.2018-0155","title":"“Sa:y What You Want . . .”: Rap Battles in a Technology-Enhanced Classroom","year":2019,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Humanities; Art","score_opus":0.01116605767914292,"score_gpt":0.2219091467962579,"score_spread":0.21074308911711498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943809390","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54235905,0.0018085677,0.015717717,0.029198723,0.00078110304,0.00018721505,0.00013943396,0.00052528945,0.4092829],"genre_scores_gemma":[0.9282224,0.0005116013,0.004970893,0.0015529292,0.000089479334,0.0001185134,0.000058756013,0.00011817268,0.06435717],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98988765,0.0075046956,0.00013820286,0.000895953,0.0007148844,0.00085863314],"domain_scores_gemma":[0.99488515,0.0019223263,0.00045837648,0.0004459841,0.0004993156,0.0017887847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039870352,0.00049214996,0.00039155604,0.0010253242,0.015381222,0.009221721,0.0019868605,0.0033301534,0.017810227],"category_scores_gemma":[0.007067432,0.00039332465,0.00045337237,0.0006089639,0.009004136,0.009479264,0.0090064965,0.0046457867,0.004791223],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000097607306,0.0004295774,0.0055847815,0.00019070784,0.000014670482,0.0019816402,0.84281874,0.00028948084,0.0017125512,0.07017711,0.026892854,0.049810205],"study_design_scores_gemma":[0.00002806481,0.0001522242,0.0040704357,0.0003317491,0.000021833188,0.0011944368,0.6305906,0.0008151378,0.0009729326,0.017965669,0.3437949,0.00006200059],"about_ca_topic_score_codex":0.008611171,"about_ca_topic_score_gemma":0.013590145,"teacher_disagreement_score":0.017810227,"about_ca_system_score_codex":0.0035176727,"about_ca_system_score_gemma":0.004798987,"threshold_uncertainty_score":0.05958116},"labels":[],"label_agreement":null},{"id":"W2943921083","doi":"10.1017/s0272263102003054","title":"ON THE RELIABILITY OF ROBUSTNESS","year":2002,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Robustness (evolution); Interpretation (philosophy); Period (music); Reliability (semiconductor); Psychology; Econometrics; Computer science; Epistemology; Positive economics; Economics; Philosophy","score_opus":0.04985440741360719,"score_gpt":0.28481360314533816,"score_spread":0.23495919573173096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943921083","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33949172,0.016664062,0.40446666,0.027987499,0.00654581,0.0026449205,0.0077330857,0.0020389555,0.19242723],"genre_scores_gemma":[0.97810316,0.00074414373,0.013930718,0.0016689398,0.0013368471,0.0007127631,0.0013792648,0.00034322386,0.0017809232],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.69126904,0.17120217,0.019423297,0.074486904,0.037137143,0.0064815464],"domain_scores_gemma":[0.11427707,0.72784626,0.03790983,0.09016112,0.02654983,0.0032558995],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.19690026,0.002245205,0.005012222,0.010742153,0.0047131856,0.010014295,0.008195635,0.0065104165,0.022749867],"category_scores_gemma":[0.7158054,0.0011505602,0.0050682966,0.009214989,0.031051986,0.01746508,0.010346363,0.0086346865,0.0040220525],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0068181143,0.0003799764,0.31108528,0.004394966,0.018164674,0.002575561,0.009255455,0.022890186,0.0017952975,0.44360566,0.027509755,0.15152502],"study_design_scores_gemma":[0.0012292004,0.0013639267,0.088749945,0.00167076,0.0031455017,0.0022664627,0.0054591983,0.06384614,0.0037594985,0.79310983,0.034844376,0.00055513566],"about_ca_topic_score_codex":0.0034871108,"about_ca_topic_score_gemma":0.0013151835,"teacher_disagreement_score":0.19690026,"about_ca_system_score_codex":0.0031816352,"about_ca_system_score_gemma":0.003109774,"threshold_uncertainty_score":0.99036497},"labels":[],"label_agreement":null},{"id":"W2944144211","doi":"10.5539/elt.v12n6p72","title":"The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Interview; Mathematics education; Communicative language teaching; Class (philosophy); Significant difference; Control (management); Experimental research; Teaching method; Pedagogy; Language education","score_opus":0.007693185991213144,"score_gpt":0.2604493283306849,"score_spread":0.25275614233947175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2944144211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995271,0.00007932089,0.000015462125,0.000039723567,0.0000031794932,0.000007738324,0.0000024121227,0.0000012341826,0.0003238069],"genre_scores_gemma":[0.99911565,0.00021376285,0.000238169,0.000036256653,0.000005729894,0.000019659046,0.0000059256377,6.8587235e-7,0.0003642441],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871683,0.0005536803,0.00009149753,0.00010064095,0.00026478188,0.00027251508],"domain_scores_gemma":[0.99601376,0.001366866,0.000888275,0.00011032501,0.0004511297,0.0011698033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012890722,0.00027780468,0.00034401572,0.0004690887,0.0009973467,0.00079758716,0.00034746388,0.0003217723,0.0013666474],"category_scores_gemma":[0.003994816,0.00014424638,0.00023583589,0.0002622693,0.00055062765,0.00029672674,0.00074557663,0.0005633394,0.00018401814],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016331434,0.01766635,0.4423233,0.0014794631,0.0001473518,0.0022854954,0.083166644,0.00044413423,0.047692344,0.00032632306,0.0008856949,0.40194988],"study_design_scores_gemma":[0.000066022985,0.0063274563,0.9409802,0.00016795655,0.00009759472,0.00035873265,0.043364327,0.00014558929,0.0057538156,0.000078472454,0.0026233443,0.000036637623],"about_ca_topic_score_codex":0.0025186113,"about_ca_topic_score_gemma":0.005865936,"teacher_disagreement_score":0.0025186113,"about_ca_system_score_codex":0.00066610216,"about_ca_system_score_gemma":0.0016733897,"threshold_uncertainty_score":0.006817341},"labels":[],"label_agreement":null},{"id":"W2944680791","doi":"10.5539/jel.v8n3p112","title":"Written Corrective Feedback as Practiced by Instructors of Writing in English at Najran University","year":2019,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Higher education; Grading (engineering); Error detection and correction; Mathematics education; Computer science","score_opus":0.008057389282077923,"score_gpt":0.2312432873403906,"score_spread":0.22318589805831268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2944680791","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996082,0.0003844241,0.0005651541,0.00036348394,0.00003465695,0.000026605823,0.000013542725,0.000043666332,0.002486461],"genre_scores_gemma":[0.9953561,0.00045696375,0.0015520825,0.00016316527,0.000020756386,0.000024261999,0.00001799045,0.000016333941,0.002392406],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.991568,0.0043677385,0.0005731139,0.00049857906,0.002535594,0.0004568467],"domain_scores_gemma":[0.97285235,0.007867825,0.008423064,0.0012830711,0.0073533445,0.0022202488],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004324949,0.00028309657,0.0003720447,0.0010761162,0.0012913566,0.002241686,0.0008288298,0.0006522245,0.0013413241],"category_scores_gemma":[0.04011454,0.0002245007,0.0001639189,0.00068880693,0.00091641146,0.0009900399,0.0010072,0.0007531658,0.0004413219],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037767267,0.0010029797,0.2680462,0.0008704794,0.00004619659,0.0026823883,0.39357254,0.0003311685,0.02279307,0.00046490008,0.0029031052,0.30690932],"study_design_scores_gemma":[0.00007666411,0.0028935082,0.46628013,0.0012999353,0.00011237611,0.0062474003,0.4556207,0.001598443,0.011454217,0.00051758724,0.05366581,0.00023318092],"about_ca_topic_score_codex":0.0022621772,"about_ca_topic_score_gemma":0.005402817,"teacher_disagreement_score":0.004324949,"about_ca_system_score_codex":0.00095242856,"about_ca_system_score_gemma":0.0029929015,"threshold_uncertainty_score":0.022872746},"labels":[],"label_agreement":null},{"id":"W2944729947","doi":"10.5539/ijel.v9n3p226","title":"Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Security token; Psychology; Linguistics; Computer science; Mathematics education","score_opus":0.013349784729567833,"score_gpt":0.2752259314615214,"score_spread":0.2618761467319536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2944729947","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99636567,0.00013029392,0.00053450186,0.0001317334,0.00001799448,0.0001290101,0.00016992136,0.000020479283,0.0025003136],"genre_scores_gemma":[0.99557847,0.00014911262,0.0022058703,0.00011198798,0.00002567816,0.00025015807,0.00022638467,0.000033144715,0.0014192375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9917978,0.0046835938,0.0006814682,0.0009272847,0.0016622216,0.0002476201],"domain_scores_gemma":[0.873748,0.10815532,0.0061525283,0.0038361093,0.007172053,0.00093600637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008474062,0.00039599472,0.0006662136,0.0017404691,0.0016057992,0.0028188305,0.00089722994,0.0005270151,0.0038543034],"category_scores_gemma":[0.05552864,0.00038988196,0.00028613408,0.0013765292,0.0015529372,0.0018549565,0.0028510005,0.0009308485,0.0006262016],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036638265,0.0047966866,0.46648794,0.0024848434,0.00028589394,0.0016135679,0.24167624,0.0005156616,0.040547337,0.001192334,0.0019105519,0.23482521],"study_design_scores_gemma":[0.00018236101,0.002808876,0.88092256,0.0003853557,0.00026311076,0.0006235643,0.08553976,0.0016939448,0.01803397,0.00057498546,0.008911262,0.000060168175],"about_ca_topic_score_codex":0.003469403,"about_ca_topic_score_gemma":0.008506041,"teacher_disagreement_score":0.008474062,"about_ca_system_score_codex":0.0009267922,"about_ca_system_score_gemma":0.0013666046,"threshold_uncertainty_score":0.04481566},"labels":[],"label_agreement":null},{"id":"W2944735250","doi":"10.1017/s0008413100018284","title":"Roger Hawkins. Second Language Syntax: A Generative Introduction. Oxford: Blackwell. 2001. Pp. xviii + 386. US$39.95 (softcover).","year":2001,"lang":"en","type":"article","venue":"The Canadian Journal of Linguistics / La revue canadienne de linguistique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Generative grammar; Syntax; Linguistics; Philosophy; Cognitive science; Sociology; Psychology","score_opus":0.013630648275850277,"score_gpt":0.22700313181378126,"score_spread":0.21337248353793098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2944735250","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00038678566,0.94793785,0.010445718,0.010989246,0.0024491388,0.00002827614,0.0008704927,0.0005339739,0.026358586],"genre_scores_gemma":[0.01658825,0.87726223,0.016900886,0.004918585,0.0055651646,0.00022033196,0.001861642,0.0014253167,0.075257614],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99942243,0.00018827156,0.00006770909,0.00011394608,0.00015536055,0.000052334202],"domain_scores_gemma":[0.9977457,0.0014723169,0.00013081938,0.000115459596,0.00041365402,0.000121947436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015756928,0.0032263324,0.0017954431,0.007320353,0.0019190839,0.0026689263,0.00259538,0.0031851502,0.056193303],"category_scores_gemma":[0.0029834744,0.0024777292,0.001061041,0.006076736,0.0031364784,0.011674377,0.0015670886,0.0036372428,0.033848792],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049631853,0.0000530022,0.0002588019,0.0012618351,0.00004673655,0.0001904991,0.0012136524,0.00044224958,0.00022252175,0.043568328,0.7947519,0.15794079],"study_design_scores_gemma":[0.000025843303,0.000026488651,0.0019558477,0.0020648418,0.000039263257,0.00056671863,0.0004490625,0.00025241045,0.00035467593,0.10697366,0.8872331,0.00005805733],"about_ca_topic_score_codex":0.017487342,"about_ca_topic_score_gemma":0.028526464,"teacher_disagreement_score":0.056193303,"about_ca_system_score_codex":0.0026817955,"about_ca_system_score_gemma":0.0012760261,"threshold_uncertainty_score":0.18798536},"labels":[],"label_agreement":null},{"id":"W2944781443","doi":"10.5539/elt.v12n6p24","title":"Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Public Authority for Applied Education and Training","keywords":"Psychology; Conversation; Reading (process); Population; Mathematics education; Test (biology); English language; Pedagogy; Medical education; Sociology; Medicine; Linguistics","score_opus":0.011604635585394528,"score_gpt":0.2550250356274638,"score_spread":0.24342040004206927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2944781443","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996737,0.0000152545945,0.000031514377,0.000021026759,0.0000020107923,0.0000040024097,0.000005391813,8.910727e-7,0.00024607225],"genre_scores_gemma":[0.9994054,0.000043998512,0.0000804577,0.000027751712,0.0000056094786,0.000009463482,0.000015993517,9.271183e-7,0.00041042664],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99728465,0.0009953267,0.00027297865,0.00017680855,0.0008526456,0.00041761654],"domain_scores_gemma":[0.98080784,0.004541517,0.007617035,0.00054863835,0.0030472802,0.0034376075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049115685,0.00024423047,0.00025907301,0.0009138019,0.0009787985,0.0013036912,0.00045067928,0.00044234202,0.001636282],"category_scores_gemma":[0.013021815,0.00029006653,0.0003254948,0.000561955,0.00084141834,0.0005750336,0.0009183244,0.0006205456,0.0003907072],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027711148,0.0005600055,0.9152857,0.00007603608,0.000047744306,0.0002515417,0.053598423,0.00010645542,0.0039099264,0.000071814735,0.00023163117,0.025583638],"study_design_scores_gemma":[0.000006285562,0.0007586204,0.9288508,0.00002311294,0.000017402857,0.0001373978,0.06835034,0.00013418133,0.0007109439,0.000027834523,0.0009593465,0.000023693292],"about_ca_topic_score_codex":0.0033745433,"about_ca_topic_score_gemma":0.007053876,"teacher_disagreement_score":0.0049115685,"about_ca_system_score_codex":0.0009912726,"about_ca_system_score_gemma":0.0010146043,"threshold_uncertainty_score":0.025975168},"labels":[],"label_agreement":null},{"id":"W2945496028","doi":"10.5539/elt.v12n6p146","title":"A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Vocabulary; Presentation (obstetrics); Business English; Anxiety; Business education; Public speaking; Vocabulary development; Medical education; Mathematics education; Pedagogy; Teaching method; Higher education; Linguistics; Medicine","score_opus":0.009593749958744228,"score_gpt":0.2772227786181788,"score_spread":0.26762902865943455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945496028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9683136,0.004087584,0.0046641934,0.0022352492,0.00053739524,0.00028391482,0.00017851501,0.00024560705,0.0194539],"genre_scores_gemma":[0.9569754,0.004180348,0.0153816575,0.0017974449,0.00019879125,0.00043147232,0.00022650143,0.00005666701,0.020751711],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99950814,0.0002439919,0.000032226704,0.000047344216,0.00011109558,0.00005731311],"domain_scores_gemma":[0.99916434,0.0003803606,0.00012693132,0.000044368095,0.00007581482,0.0002081349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010342997,0.00028934178,0.00028921932,0.0003762584,0.0005398837,0.0010371167,0.00042424677,0.00050519116,0.006822895],"category_scores_gemma":[0.0028034826,0.000108536246,0.0005172315,0.00017223062,0.0004145887,0.00073645456,0.001121075,0.00068390433,0.0013136124],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0035896185,0.006507679,0.01306081,0.005680384,0.00022989295,0.0022932917,0.017284583,0.00040723916,0.059809696,0.0021239724,0.015571604,0.8734412],"study_design_scores_gemma":[0.002441514,0.052516993,0.3467432,0.009839086,0.004503721,0.013197802,0.10568127,0.0046726563,0.1296919,0.008075489,0.32209587,0.0005405176],"about_ca_topic_score_codex":0.0002730898,"about_ca_topic_score_gemma":0.0007458061,"teacher_disagreement_score":0.006822895,"about_ca_system_score_codex":0.00017045213,"about_ca_system_score_gemma":0.0005633794,"threshold_uncertainty_score":0.022824824},"labels":[],"label_agreement":null},{"id":"W2945864505","doi":"10.5539/elt.v12n6p180","title":"Investigating EFL Achievement Through the Lens of Demotivation","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Enthusiasm; Mathematics education; English language; Class (philosophy); Competence (human resources); Pedagogy; Social psychology","score_opus":0.023524733375311548,"score_gpt":0.24912762892269658,"score_spread":0.22560289554738502,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945864505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91371864,0.001479555,0.0237041,0.005120508,0.00012163265,0.0001913707,0.00014747308,0.000059818172,0.055456813],"genre_scores_gemma":[0.9959139,0.00032084106,0.0021675164,0.0003599444,0.000017230597,0.00010536094,0.000032740427,0.000017180535,0.0010652383],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.96018213,0.03222186,0.0012213417,0.001292013,0.003422926,0.0016598124],"domain_scores_gemma":[0.9480755,0.030888595,0.009687967,0.005202441,0.004288363,0.0018570205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025270112,0.0010322158,0.00073194614,0.00464914,0.0055203987,0.010473948,0.0014866437,0.0013054961,0.0017955098],"category_scores_gemma":[0.037546724,0.0004663466,0.0009138597,0.00254709,0.02425477,0.0058581918,0.01313574,0.00438019,0.0002785489],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008555022,0.00010103098,0.050164472,0.00026412358,0.0000638766,0.00083853496,0.875289,0.00018726756,0.0018912894,0.045531396,0.00050010794,0.025083296],"study_design_scores_gemma":[0.000014294237,0.00022583858,0.075790785,0.0004101092,0.000046206966,0.0018556284,0.85038954,0.0008607857,0.0026949074,0.03370323,0.03389223,0.000116423485],"about_ca_topic_score_codex":0.0035750126,"about_ca_topic_score_gemma":0.0044352156,"teacher_disagreement_score":0.025270112,"about_ca_system_score_codex":0.004770658,"about_ca_system_score_gemma":0.0028596802,"threshold_uncertainty_score":0.13364273},"labels":[],"label_agreement":null},{"id":"W2946379085","doi":"10.5539/ells.v9n2p73","title":"Language Learning Strategies Used by Male and Female Literature Students at Post Graduate Level","year":2019,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Cognition; Psychology; Language acquisition; Similarity (geometry); English language; Mathematics education; Metacognition; Computer science; Artificial intelligence","score_opus":0.022270650018491395,"score_gpt":0.2802178174265224,"score_spread":0.25794716740803103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2946379085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999461,0.00006713057,0.00002387443,0.00001700068,0.0000021527906,0.00000507224,0.000021110583,0.0000010769667,0.0004015167],"genre_scores_gemma":[0.9963483,0.00020720714,0.00009393671,0.0000433017,0.000004450532,0.000017637649,0.000056787205,0.0000015332531,0.0032269028],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99962306,0.00006283426,0.00003908819,0.000054281263,0.00011190463,0.00010879236],"domain_scores_gemma":[0.9986237,0.0002791938,0.00041251897,0.000042736203,0.00026231655,0.00037947978],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00051553955,0.0002721842,0.00029907154,0.0014218742,0.0004763642,0.0011952069,0.00026494823,0.00039702494,0.0041604475],"category_scores_gemma":[0.0023005896,0.00020891457,0.00021253183,0.0004754,0.00039242863,0.0005389125,0.0004983779,0.00034782197,0.0013002116],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012196634,0.0008552661,0.9367186,0.00007817533,0.000016876413,0.00087739463,0.023387441,0.000028257771,0.0047496166,0.00012020478,0.00027654943,0.032769572],"study_design_scores_gemma":[0.0000067476576,0.0021088806,0.9398511,0.000034332723,0.000021020645,0.0014272346,0.05302284,0.00009934532,0.0010553703,0.00009950728,0.0022542325,0.000019317169],"about_ca_topic_score_codex":0.000978964,"about_ca_topic_score_gemma":0.0022757212,"teacher_disagreement_score":0.0041604475,"about_ca_system_score_codex":0.00020791065,"about_ca_system_score_gemma":0.00028781922,"threshold_uncertainty_score":0.013918042},"labels":[],"label_agreement":null},{"id":"W2946683588","doi":"10.5539/ijel.v9n3p347","title":"Using an Estimate of Language Ability for Making Pass-or-Fail Decisions at an Intensive English Program in Saudi Arabia","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Mathematics education; Computer science","score_opus":0.07760980597549846,"score_gpt":0.3845786268337371,"score_spread":0.3069688208582386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2946683588","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990289,0.000013169225,0.00014147387,0.000025720019,0.0000019104134,0.000007852687,0.000073394345,0.000002856905,0.00070478866],"genre_scores_gemma":[0.99899703,0.000023896324,0.0003768395,0.000007346213,0.0000017809026,0.000010164115,0.000104466075,0.0000015604041,0.00047683317],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986411,0.00042637717,0.00019801849,0.00012180871,0.0004538136,0.00015893958],"domain_scores_gemma":[0.9894581,0.0028229859,0.0037046473,0.00042624024,0.0027168011,0.00087121676],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028172922,0.00029132227,0.0001483239,0.0013967914,0.00051720144,0.0011099756,0.00040591494,0.0003615623,0.0026988804],"category_scores_gemma":[0.0098014185,0.00013832306,0.00034549917,0.0006615578,0.00050736545,0.0007069373,0.0007636757,0.0006405663,0.0007900925],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030673295,0.000049033875,0.99302953,0.000012426256,0.000014080981,0.000034878958,0.0011731976,0.00010918386,0.00023866809,0.000041802054,0.000085471016,0.0051810327],"study_design_scores_gemma":[0.0000012188317,0.00018921452,0.99415106,0.000013033583,0.000013921626,0.000074015836,0.0039613247,0.00066170876,0.0006018914,0.000037044832,0.0002872378,0.000008310249],"about_ca_topic_score_codex":0.01641232,"about_ca_topic_score_gemma":0.027075537,"teacher_disagreement_score":0.01641232,"about_ca_system_score_codex":0.0005712436,"about_ca_system_score_gemma":0.0008861421,"threshold_uncertainty_score":0.032633603},"labels":[],"label_agreement":null},{"id":"W2947180541","doi":"10.18806/tesl.v36i2.1298","title":"Literacy Engagement in Multilingual and Multicultural Learning Spaces","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Literacy; Sociology; Pedagogy; Literacy education; Humanities; Vocabulary; Linguistics; Art; Teaching method; Vocabulary development; Philosophy","score_opus":0.017437706072715442,"score_gpt":0.24538439408321971,"score_spread":0.22794668801050427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947180541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98024106,0.00052817503,0.002472745,0.0008891548,0.0000335632,0.00010584608,0.000020519647,0.00002686749,0.015682023],"genre_scores_gemma":[0.9962351,0.00014287414,0.0010325718,0.0001761214,0.000009847979,0.00009978989,0.000010913981,0.000012589511,0.0022803],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97538054,0.019121887,0.00047651777,0.0016685041,0.0015052167,0.0018474698],"domain_scores_gemma":[0.9866807,0.009503,0.0009803012,0.0007500877,0.00069616834,0.0013898266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011233502,0.00037419316,0.00066750625,0.001252477,0.006428319,0.008197674,0.0015594371,0.0013711342,0.0033774343],"category_scores_gemma":[0.015141092,0.00042449633,0.0005294235,0.00071241206,0.01032423,0.0047818394,0.015213125,0.0016533227,0.0003729197],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052029005,0.00019410945,0.008779439,0.00017248192,0.0000122199035,0.00059019006,0.96842974,0.00010668565,0.0007707519,0.0033892507,0.00028086943,0.0172222],"study_design_scores_gemma":[0.000028450107,0.00023995957,0.0075747385,0.0001766975,0.000021033165,0.00042174003,0.9631583,0.00018910739,0.0010706248,0.0020809337,0.02501401,0.0000243828],"about_ca_topic_score_codex":0.0022686913,"about_ca_topic_score_gemma":0.0046261665,"teacher_disagreement_score":0.011233502,"about_ca_system_score_codex":0.003074275,"about_ca_system_score_gemma":0.0040224264,"threshold_uncertainty_score":0.0594092},"labels":[],"label_agreement":null},{"id":"W2947444819","doi":"10.3968/10935","title":"Developing Students’ Communicative Competence Through Interaction in Oral English","year":2019,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Communicative language teaching; Psychology; Competence (human resources); Pedagogy; Foreign language; Mathematics education; Language education; Social psychology","score_opus":0.05429613084354489,"score_gpt":0.3696676455201775,"score_spread":0.3153715146766326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947444819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8578279,0.0007703225,0.022757221,0.0019150018,0.00006522543,0.00016035735,0.000035402914,0.00023354743,0.11623508],"genre_scores_gemma":[0.9676572,0.00071676925,0.019307608,0.0001889957,0.000016827822,0.00014913538,0.000035709298,0.00003353484,0.011894176],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9979032,0.0011402101,0.00009208205,0.00017914832,0.00044176925,0.00024352229],"domain_scores_gemma":[0.9978023,0.0011270401,0.00024522498,0.00013600696,0.00026638474,0.00042296748],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025267473,0.0004260192,0.00039126334,0.00065715774,0.0011274129,0.004973793,0.00063496764,0.000712849,0.004272139],"category_scores_gemma":[0.005642987,0.0001968587,0.0003224746,0.0002073755,0.0016901732,0.0020837025,0.0041938196,0.0011348644,0.0013500256],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014605217,0.0021566544,0.01859306,0.0010928485,0.000055117544,0.0022292545,0.46337873,0.0009931917,0.048728935,0.038110036,0.004979382,0.41953683],"study_design_scores_gemma":[0.00021732216,0.002639685,0.08230844,0.002578987,0.0003275343,0.005316585,0.42624167,0.006793015,0.08991508,0.059196766,0.32417533,0.00028950238],"about_ca_topic_score_codex":0.0004960274,"about_ca_topic_score_gemma":0.0006869553,"teacher_disagreement_score":0.004973793,"about_ca_system_score_codex":0.00059285405,"about_ca_system_score_gemma":0.0015114702,"threshold_uncertainty_score":0.014291704},"labels":[],"label_agreement":null},{"id":"W2947488109","doi":"10.5539/ijel.v9n3p378","title":"First-Year Students’ EFL Reading Difficulties at a Greek Merchant Marine Academy: An Activity Theory Perspective","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Perspective (graphical); Context (archaeology); Socialization; Discipline; Higher education; Curriculum; Pedagogy; Psychology; Mathematics education; Foreign language; Sociology; Political science; Social science; Computer science; Social psychology; Geography","score_opus":0.026211978171926147,"score_gpt":0.3047929674791311,"score_spread":0.27858098930720493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947488109","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973786,0.000082991464,0.00012714117,0.00021089848,0.0000025355455,0.000005930541,0.000008670859,0.0000038421845,0.00217949],"genre_scores_gemma":[0.9987526,0.00008892148,0.00012748,0.000027696846,0.0000010142511,0.000007873632,0.000013620707,0.0000019966465,0.0009787853],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99894565,0.0004395744,0.000061878585,0.00015284804,0.00015750458,0.00024251087],"domain_scores_gemma":[0.99726665,0.0009924576,0.0006342676,0.00009948764,0.00030081315,0.0007063809],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001336835,0.00037017427,0.00042745538,0.0017581837,0.0015254783,0.0043115364,0.00074578304,0.0007258941,0.0017944359],"category_scores_gemma":[0.0029494406,0.00023851192,0.00027358183,0.000760584,0.0035593552,0.0014519197,0.0023063396,0.0013259578,0.0003873452],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047323312,0.0007427595,0.32682586,0.00015371699,0.000018851686,0.002215665,0.63437426,0.00024493376,0.0031070479,0.0033643115,0.00047386653,0.028431335],"study_design_scores_gemma":[0.0000067681362,0.00022169137,0.3005145,0.00011779746,0.000011935453,0.00078895123,0.6900078,0.00047052704,0.0009408338,0.0015631628,0.005327397,0.000028675824],"about_ca_topic_score_codex":0.0067036697,"about_ca_topic_score_gemma":0.010334041,"teacher_disagreement_score":0.0067036697,"about_ca_system_score_codex":0.0019966501,"about_ca_system_score_gemma":0.0016887385,"threshold_uncertainty_score":0.01448679},"labels":[],"label_agreement":null},{"id":"W2947546889","doi":"10.5430/jct.v8n2p62","title":"Hindering Factors that Prevent College English Students from Participating in Class Discussions: A Case at Jiangsu University, China","year":2019,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Shyness; Class (philosophy); China; Psychology; Medical education; Mathematics education; Pedagogy; Political science; Medicine; Anxiety; Computer science","score_opus":0.01924096316868281,"score_gpt":0.24973675100933054,"score_spread":0.23049578784064773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947546889","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99706537,0.00011271904,0.00012555663,0.0013062544,0.00001698842,0.000022417316,0.0000054566212,0.000007772882,0.001337484],"genre_scores_gemma":[0.9976802,0.00015691233,0.00016638033,0.00033009663,0.000019710245,0.000017493996,0.000008764362,0.000006107912,0.0016143138],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9973347,0.0010725731,0.00010474248,0.0001706929,0.00033374186,0.00098357],"domain_scores_gemma":[0.99522877,0.00083455595,0.0008265891,0.00015162434,0.0003384298,0.002620002],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020555083,0.00066326326,0.00035993799,0.0012120486,0.01626885,0.0023859765,0.0017230706,0.0024118205,0.003059419],"category_scores_gemma":[0.004767234,0.0005998553,0.00042310962,0.0008708129,0.002667958,0.001731923,0.0028596774,0.0024027834,0.00033094655],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001799031,0.001722066,0.23073953,0.00022909694,0.0000411146,0.123653926,0.59848106,0.00023757947,0.0030782667,0.0028718526,0.004197899,0.03456769],"study_design_scores_gemma":[0.000031406784,0.0005110385,0.12321106,0.0002021826,0.000043127904,0.0180319,0.8441684,0.0013487339,0.001200086,0.0009501931,0.010209256,0.00009264269],"about_ca_topic_score_codex":0.07030589,"about_ca_topic_score_gemma":0.14759044,"teacher_disagreement_score":0.07030589,"about_ca_system_score_codex":0.0055770474,"about_ca_system_score_gemma":0.006876743,"threshold_uncertainty_score":0.13979334},"labels":[],"label_agreement":null},{"id":"W2947785619","doi":"10.5539/elt.v12n7p33","title":"Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Willingness to communicate; Context (archaeology); Mathematics education; Pedagogy; Social psychology","score_opus":0.08133437571336438,"score_gpt":0.26824257510567584,"score_spread":0.18690819939231146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947785619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993293,0.000027194403,0.000026950858,0.000031463194,0.0000014116351,0.000005125294,0.000009898625,5.5554773e-7,0.00056813133],"genre_scores_gemma":[0.9994978,0.000030608036,0.000047461486,0.000014846743,0.0000016799042,0.000010826183,0.000019557858,7.249473e-7,0.0003765941],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993291,0.00017893218,0.00006552859,0.00007813928,0.00018353357,0.00016481726],"domain_scores_gemma":[0.99687177,0.0006996044,0.0009837789,0.0000627946,0.0004312722,0.0009508755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009828307,0.00022125368,0.00025785912,0.0006768087,0.00092002517,0.0019301799,0.0002828578,0.00044921905,0.00232936],"category_scores_gemma":[0.003005687,0.00014929844,0.00029833167,0.00045032223,0.000556158,0.0005867757,0.0009773676,0.0007893825,0.00020316837],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032172502,0.000421418,0.97640675,0.000058586545,0.000026114534,0.00029794386,0.014507247,0.000042847467,0.00060325634,0.00017086892,0.00011577215,0.0073170005],"study_design_scores_gemma":[0.0000035892226,0.00023593425,0.95297533,0.000045665503,0.000021549084,0.00019934976,0.045058656,0.00037568956,0.00023992041,0.00013294927,0.0006942433,0.000017178148],"about_ca_topic_score_codex":0.0040783994,"about_ca_topic_score_gemma":0.007205325,"teacher_disagreement_score":0.0040783994,"about_ca_system_score_codex":0.000541262,"about_ca_system_score_gemma":0.00085567316,"threshold_uncertainty_score":0.0081092715},"labels":[],"label_agreement":null},{"id":"W2947944450","doi":"","title":"From the Classroom: Grounded Activities for Language Learning","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Language acquisition; Psychology; Comprehension approach; Language assessment; Pedagogy; Language education; Sociology; Mathematics education; Philosophy","score_opus":0.02091028828925596,"score_gpt":0.24268618659605126,"score_spread":0.2217758983067953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947944450","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23651838,0.0010977966,0.53901273,0.003651353,0.00027749554,0.0011195074,0.000717508,0.0033258693,0.21427925],"genre_scores_gemma":[0.67345357,0.0006600032,0.29706392,0.0003758834,0.00003249612,0.00047161023,0.00044967426,0.00054062513,0.026952181],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977695,0.0014199301,0.00004321835,0.00026518112,0.00034089698,0.00016135053],"domain_scores_gemma":[0.99656665,0.0019191405,0.00011928066,0.0005280665,0.0002476732,0.00061915733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019060993,0.0010168265,0.0004241594,0.0010564503,0.0028039252,0.005294851,0.002202175,0.0017257944,0.009354039],"category_scores_gemma":[0.0058874697,0.00036989947,0.00044987773,0.00073555816,0.0042903973,0.004562056,0.007401718,0.002198151,0.002141607],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037297685,0.0014993716,0.004479098,0.0009287915,0.00004671328,0.0009167354,0.27228007,0.003640658,0.01966941,0.13257693,0.019842042,0.54374725],"study_design_scores_gemma":[0.0003491772,0.0008867164,0.0050931843,0.0017483536,0.000104229584,0.001113066,0.20572247,0.0137187755,0.020520331,0.32756057,0.42300907,0.00017411928],"about_ca_topic_score_codex":0.006687179,"about_ca_topic_score_gemma":0.017687278,"teacher_disagreement_score":0.009354039,"about_ca_system_score_codex":0.0017774912,"about_ca_system_score_gemma":0.0042201485,"threshold_uncertainty_score":0.03129232},"labels":[],"label_agreement":null},{"id":"W2948035410","doi":"10.5430/ijhe.v8n3p191","title":"Patterns of Interaction on Peer Feedback: Pair Dynamics in Developing Students’ Writing Skills","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Viewpoints; Peer feedback; Class (philosophy); Dynamics (music); Collaborative writing; Mathematics education; Psychology; Recall; Second language writing; Computer science; Pedagogy; Second language; Cognitive psychology; Linguistics; Artificial intelligence","score_opus":0.019441973918583724,"score_gpt":0.33767823917153866,"score_spread":0.31823626525295495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2948035410","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9871293,0.00018287665,0.00686634,0.00017669352,0.000018603903,0.00011336092,0.000028332635,0.000054609405,0.0054298965],"genre_scores_gemma":[0.99693704,0.0000786884,0.0020741026,0.000016802096,0.000008132598,0.000048451613,0.00002138792,0.000009900973,0.0008056723],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9916352,0.0057347063,0.00028754777,0.0006237488,0.0013248724,0.0003939029],"domain_scores_gemma":[0.98104733,0.0129195945,0.002444416,0.00087793224,0.0017252835,0.0009854778],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003982849,0.0003724207,0.00034502105,0.001590333,0.0015706276,0.0023508777,0.00096792425,0.00078628986,0.0015425333],"category_scores_gemma":[0.031972453,0.0002953812,0.00022924732,0.00065632496,0.0012113671,0.0017790316,0.0025559391,0.0007789874,0.000387596],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006096597,0.0005171307,0.19013911,0.00038559336,0.00011542873,0.0026725668,0.56420106,0.00080603303,0.028467748,0.0022260644,0.0011146571,0.2087449],"study_design_scores_gemma":[0.00007123362,0.0016029285,0.4435879,0.00034124102,0.00013458787,0.0054303436,0.4866833,0.010397453,0.017931284,0.0064673843,0.027118417,0.00023390455],"about_ca_topic_score_codex":0.0008726399,"about_ca_topic_score_gemma":0.0012847155,"teacher_disagreement_score":0.003982849,"about_ca_system_score_codex":0.00067854894,"about_ca_system_score_gemma":0.00076152897,"threshold_uncertainty_score":0.021063507},"labels":[],"label_agreement":null},{"id":"W2948566644","doi":"10.7202/1055571ar","title":"Favoriser l’équité dans les classes caractérisées par une forte diversité linguistique : recours aux activités plurilingues dans une perspective coopérative","year":2019,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.02862288131459423,"score_gpt":0.31085520197905336,"score_spread":0.28223232066445914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2948566644","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9652704,0.00041750347,0.0021940302,0.0016783667,0.00007949635,0.00009744278,0.000055350512,0.00003430347,0.030173063],"genre_scores_gemma":[0.97766554,0.0003357939,0.0017704094,0.00022948805,0.000023582123,0.00019643553,0.000042007337,0.00003602768,0.019700756],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946024,0.0024855358,0.0001168671,0.0008898504,0.0010596461,0.0008457142],"domain_scores_gemma":[0.9943152,0.0023346846,0.00053861353,0.0003058765,0.0011498934,0.0013557153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048646927,0.00042861074,0.00054821896,0.001206888,0.006781859,0.007247546,0.001003198,0.0015300084,0.012642139],"category_scores_gemma":[0.0094104735,0.00034196844,0.0005179916,0.0007191155,0.0031304755,0.0030300508,0.00605384,0.0019982487,0.0015287182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030293484,0.0008272641,0.048239604,0.00029555438,0.000039982424,0.00073568115,0.84778047,0.00015474921,0.00558086,0.0076591955,0.002642319,0.085741304],"study_design_scores_gemma":[0.000056099947,0.00073647854,0.14225729,0.00043375284,0.00010841913,0.00037781108,0.749087,0.00063743006,0.00272874,0.0045868843,0.09889689,0.000093252296],"about_ca_topic_score_codex":0.020029398,"about_ca_topic_score_gemma":0.04140018,"teacher_disagreement_score":0.020029398,"about_ca_system_score_codex":0.004417808,"about_ca_system_score_gemma":0.0047450443,"threshold_uncertainty_score":0.042292178},"labels":[],"label_agreement":null},{"id":"W2949194736","doi":"10.1080/09658416.2019.1625912","title":"Attending to second language lexical stress: exploring the roles of metalinguistic awareness and self-assessment","year":2019,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"German; Stress (linguistics); Linguistics; Language proficiency; Psychology; Cognate; Phrase; Syllable; Metalinguistic awareness; Metalinguistics; Natural language processing; Computer science; Vocabulary development; Mathematics education; Teaching method","score_opus":0.030752223432899975,"score_gpt":0.29673971494571033,"score_spread":0.26598749151281037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949194736","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995196,0.000020178766,0.00012702767,0.000008402629,7.856773e-7,0.0000024240408,0.000004085776,0.00000172339,0.00031569356],"genre_scores_gemma":[0.9997348,0.000011014341,0.00011306804,0.0000064812866,0.0000011616306,0.0000028918705,0.000008890225,0.0000010901525,0.000120636105],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936277,0.00023005524,0.000042402527,0.00013169878,0.00017093238,0.00006216057],"domain_scores_gemma":[0.98706347,0.006804394,0.0037813708,0.0007054042,0.00092722743,0.00071815826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017296548,0.0001933936,0.00017361432,0.00066566106,0.00019330604,0.001158029,0.00024666122,0.0003013498,0.0007943897],"category_scores_gemma":[0.011323812,0.00018229151,0.00013825776,0.00022405291,0.0007644661,0.0008571449,0.0005658355,0.00040237248,0.00013715218],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031653725,0.00042838397,0.95701885,0.00004046483,0.00004758937,0.00019117014,0.0131820375,0.00015348842,0.008099542,0.00017542474,0.000053506727,0.020293042],"study_design_scores_gemma":[0.000007003405,0.0004118592,0.991117,0.000011168486,0.000015062861,0.0002894793,0.004384051,0.0008516805,0.002362946,0.00023432421,0.00029781336,0.000017621978],"about_ca_topic_score_codex":0.0016483732,"about_ca_topic_score_gemma":0.0020306807,"teacher_disagreement_score":0.0017296548,"about_ca_system_score_codex":0.00024472462,"about_ca_system_score_gemma":0.0003157459,"threshold_uncertainty_score":0.009147406},"labels":[],"label_agreement":null},{"id":"W2949282409","doi":"10.5430/wjel.v9n2p28","title":"EFL Learners’ Preferences of Corrective Feedback in Speaking Activities","year":2019,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Perception; Psychology; Mathematics education; Positive attitude; Order (exchange); Qualitative research; Pedagogy; Medical education; Social psychology; Medicine; Sociology","score_opus":0.016815932054086557,"score_gpt":0.24364035307383763,"score_spread":0.2268244210197511,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949282409","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99856275,0.00011298859,0.00018280506,0.00008849795,0.000004460074,0.000006552334,0.000012762183,0.0000037573568,0.0010255169],"genre_scores_gemma":[0.9984806,0.00019340604,0.0003880356,0.00008293512,0.0000041184235,0.000007773366,0.00002243914,0.000003560176,0.00081700314],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985796,0.0005109122,0.00014799116,0.00008008231,0.00051822886,0.00016327071],"domain_scores_gemma":[0.99355423,0.0022559701,0.0017654955,0.00017997906,0.0014581217,0.0007862291],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022518418,0.0002502867,0.00024576843,0.00047950103,0.00042852346,0.0016188156,0.00026695593,0.0005309686,0.0020550692],"category_scores_gemma":[0.009670563,0.0001420059,0.00022323283,0.00022089577,0.0004186939,0.0006609131,0.0005037054,0.0005316252,0.0005195497],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010532343,0.0010071313,0.66221577,0.00064906984,0.0001152848,0.0028341024,0.15354873,0.0006126495,0.042324726,0.00050289836,0.0013504104,0.13378601],"study_design_scores_gemma":[0.0000839877,0.0025059863,0.5634315,0.00039112763,0.00016093644,0.0054587233,0.39492568,0.0023680967,0.010837728,0.00066390244,0.018971464,0.00020094834],"about_ca_topic_score_codex":0.0017866403,"about_ca_topic_score_gemma":0.0026187082,"teacher_disagreement_score":0.0022518418,"about_ca_system_score_codex":0.00031301187,"about_ca_system_score_gemma":0.0004007774,"threshold_uncertainty_score":0.011909068},"labels":[],"label_agreement":null},{"id":"W2949875209","doi":"10.1080/19463014.2019.1567359","title":"Relationship building in L2 telecollaboration: examining language learner closings in online text-based chats","year":2019,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Waterloo; Canadian Mennonite University","funders":"","keywords":"Affordance; Interpersonal communication; German; Computer-mediated communication; Context (archaeology); Psychology; Pedagogy; Computer science; The Internet; World Wide Web; Linguistics; Communication","score_opus":0.03545317526343908,"score_gpt":0.304118797860308,"score_spread":0.2686656225968689,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949875209","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98773706,0.00016762709,0.001511796,0.00029938613,0.000008042977,0.000067574176,0.000043474494,0.00001850445,0.010146525],"genre_scores_gemma":[0.99690753,0.00013125561,0.0006333931,0.00006881354,0.0000048816564,0.00006236416,0.000042227737,0.000016682425,0.002132834],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963321,0.002194392,0.00014890106,0.00033938405,0.000570874,0.00041437492],"domain_scores_gemma":[0.9857039,0.009321324,0.0021038577,0.00040418704,0.0012665894,0.0012001975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005204853,0.0003351657,0.00040298587,0.0021971893,0.00513868,0.0057589468,0.0014300551,0.0015023685,0.004471529],"category_scores_gemma":[0.016257195,0.00037187134,0.00025821806,0.001408397,0.00436499,0.0060269283,0.0049438486,0.0020564406,0.00079354347],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005792228,0.00013272255,0.018321723,0.00010016915,0.000008213756,0.0005406022,0.9685563,0.0000785094,0.0016761455,0.0015025939,0.0002248651,0.0088001825],"study_design_scores_gemma":[0.000005476252,0.00009286949,0.033412922,0.00012485772,0.00000994451,0.00038456699,0.95743525,0.00041832225,0.00078715273,0.0007521673,0.006553385,0.000023176073],"about_ca_topic_score_codex":0.006854154,"about_ca_topic_score_gemma":0.009281057,"teacher_disagreement_score":0.006854154,"about_ca_system_score_codex":0.0030523632,"about_ca_system_score_gemma":0.001636811,"threshold_uncertainty_score":0.02752626},"labels":[],"label_agreement":null},{"id":"W2949955719","doi":"10.1353/cml.2004.0003","title":"Lire avec facilité en langue seconde","year":2004,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Philosophy","score_opus":0.013395062860617675,"score_gpt":0.2200359972328516,"score_spread":0.20664093437223394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949955719","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66867584,0.014669471,0.06317929,0.0067651113,0.0003625391,0.00038509953,0.00021169681,0.0011345766,0.24461642],"genre_scores_gemma":[0.9756256,0.0023177876,0.0062311147,0.0003199471,0.000073361996,0.00011504175,0.000064553446,0.000057309222,0.015195277],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99340075,0.004317774,0.00019973953,0.0006446657,0.00092002505,0.00051701244],"domain_scores_gemma":[0.96956474,0.02379232,0.0019971807,0.0009766747,0.0026394522,0.0010297832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061839046,0.00061790965,0.00047225735,0.0012403635,0.0009267596,0.0055517936,0.00088355754,0.0011717567,0.014366615],"category_scores_gemma":[0.019553298,0.00023509344,0.0005356797,0.00083808566,0.0027062974,0.0036927108,0.002892791,0.0017465865,0.0017832223],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008170684,0.0006863923,0.07592571,0.004901723,0.00017280725,0.0020987666,0.26547503,0.0029767621,0.019232392,0.1667999,0.005861494,0.45505196],"study_design_scores_gemma":[0.00032798355,0.003451792,0.19985983,0.0065077012,0.00080287573,0.007428386,0.14741048,0.013178947,0.05119469,0.12771292,0.44169292,0.00043151062],"about_ca_topic_score_codex":0.0049439045,"about_ca_topic_score_gemma":0.00290706,"teacher_disagreement_score":0.014366615,"about_ca_system_score_codex":0.0033321371,"about_ca_system_score_gemma":0.0031882657,"threshold_uncertainty_score":0.048061132},"labels":[],"label_agreement":null},{"id":"W2950173882","doi":"10.5430/ijhe.v8n3p214","title":"Reading and Writing Learning Strategies for Low English Proficiency Students at a Private University in China","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Shandong University","keywords":"Mathematics education; Psychology; Reading (process); Competence (human resources); Reading comprehension; Language proficiency; Test (biology); Pedagogy; Linguistics","score_opus":0.01251661829537019,"score_gpt":0.29383702695380814,"score_spread":0.28132040865843794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2950173882","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996307,0.000075932505,0.000035672645,0.000036298876,0.0000028363393,0.000031014097,0.0000054509906,0.0000020348148,0.00018001621],"genre_scores_gemma":[0.99810433,0.00015756895,0.00043312606,0.00006031816,0.000004119927,0.000054102176,0.000024597113,9.825259e-7,0.0011608045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99951196,0.000083084546,0.00005152558,0.00007673644,0.000108346045,0.00016839174],"domain_scores_gemma":[0.99931467,0.000055287266,0.000089525194,0.000023725954,0.00010036563,0.00041635524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00084089214,0.00045227943,0.00054424466,0.0006577533,0.0011161387,0.00051982113,0.0005211917,0.00038883986,0.0014449346],"category_scores_gemma":[0.00096479716,0.00019402435,0.00033217078,0.00037171732,0.0003224445,0.00036983195,0.00050966005,0.00036332864,0.0002066996],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001659349,0.036487788,0.4701563,0.0014843048,0.00013015792,0.001883785,0.028326247,0.0005440487,0.059976883,0.00047633404,0.0015503035,0.3973245],"study_design_scores_gemma":[0.00035802842,0.01663165,0.95516425,0.00017397062,0.00014456698,0.00035096944,0.014685493,0.00096402026,0.0073231584,0.00027546252,0.0038819409,0.000046421705],"about_ca_topic_score_codex":0.008227261,"about_ca_topic_score_gemma":0.01932322,"teacher_disagreement_score":0.008227261,"about_ca_system_score_codex":0.0007961027,"about_ca_system_score_gemma":0.0034631225,"threshold_uncertainty_score":0.016358733},"labels":[],"label_agreement":null},{"id":"W2950471295","doi":"10.5430/wjel.v9n2p38","title":"Rethinking of Self-monitoring and Self-response in Teaching Grammar Knowledge to Iranian ELT Teachers","year":2019,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Computer science; English grammar; Mathematics education; Subject (documents); Language education; Linguistics; Psychology; World Wide Web","score_opus":0.012406813730831573,"score_gpt":0.2586834506815658,"score_spread":0.2462766369507342,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2950471295","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994783,0.00014926126,0.0010231048,0.00061641744,0.000021124755,0.000028812003,0.0000057544926,0.000014217156,0.0033582312],"genre_scores_gemma":[0.9989887,0.000056867368,0.00041758653,0.00007956675,0.00000512213,0.000019709254,0.0000042362385,0.0000030361368,0.0004251268],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99628854,0.0023448062,0.0001435085,0.00024174472,0.0007758114,0.00020561856],"domain_scores_gemma":[0.98836994,0.007261263,0.001543713,0.0006941725,0.0013735844,0.00075730216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055967914,0.00017197085,0.00022767896,0.00061057456,0.0008234147,0.0016387141,0.00041904987,0.00042467768,0.0008436261],"category_scores_gemma":[0.016234636,0.00012823775,0.00021604291,0.00023587051,0.0016221838,0.0009949029,0.0010132254,0.0011809489,0.00010811511],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022444251,0.0011706467,0.35909277,0.00031221815,0.00004615524,0.00049554266,0.4445574,0.00020111704,0.007982307,0.0027828205,0.00094680197,0.18218769],"study_design_scores_gemma":[0.000037113212,0.0007379418,0.7422357,0.0002683417,0.000057150166,0.0005244472,0.23546441,0.0014763321,0.004434112,0.002867463,0.011828212,0.00006873964],"about_ca_topic_score_codex":0.001528013,"about_ca_topic_score_gemma":0.0024866054,"teacher_disagreement_score":0.0055967914,"about_ca_system_score_codex":0.0010132848,"about_ca_system_score_gemma":0.0013838466,"threshold_uncertainty_score":0.029599011},"labels":[],"label_agreement":null},{"id":"W2950695906","doi":"10.1017/s0272263119000159","title":"PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Fluency; Psychology; Quality (philosophy); Speech production; Production (economics); Test (biology); Foreign language; Computer science; Mathematics education; Cognitive psychology; Linguistics; Speech recognition","score_opus":0.04756829235190346,"score_gpt":0.3525404519973356,"score_spread":0.3049721596454321,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2950695906","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9189735,0.010507714,0.006140665,0.045334607,0.00038790898,0.000088602465,0.0001264811,0.0001525064,0.01828802],"genre_scores_gemma":[0.9965898,0.0008455103,0.0013686809,0.000715887,0.00006106629,0.000016750671,0.000018228899,0.000018342529,0.00036575753],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98031163,0.010344628,0.0010382357,0.0014900136,0.0056256824,0.0011898597],"domain_scores_gemma":[0.8661823,0.07434962,0.025310282,0.00830153,0.014738106,0.01111814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014205669,0.00019022694,0.0008132438,0.00087003957,0.0011392762,0.0054246145,0.0011345154,0.0013899384,0.0022410695],"category_scores_gemma":[0.09796004,0.00031879637,0.00038956822,0.0011007378,0.0053587444,0.0043476773,0.0026665346,0.002012311,0.00021250366],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006252769,0.0012281097,0.4542984,0.0023772167,0.0007960014,0.00056407467,0.057930402,0.0010021353,0.004503565,0.010527711,0.004420811,0.4617264],"study_design_scores_gemma":[0.00014201846,0.0013727166,0.8869331,0.0027681827,0.00034963386,0.0007222696,0.05027546,0.0011833116,0.0034401768,0.019143261,0.0335414,0.0001284902],"about_ca_topic_score_codex":0.0059415195,"about_ca_topic_score_gemma":0.0078022,"teacher_disagreement_score":0.014205669,"about_ca_system_score_codex":0.0029012826,"about_ca_system_score_gemma":0.00417924,"threshold_uncertainty_score":0.07512766},"labels":[],"label_agreement":null},{"id":"W2951628174","doi":"10.1080/19463014.2019.1570529","title":"Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners","year":2019,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"Universität Duisburg-Essen; American Council on The Teaching of Foreign Languages","keywords":"Competence (human resources); Psychology; Conversation; Pedagogy; Teacher education; Conversation analysis; Language acquisition; Mathematics education; Social psychology","score_opus":0.1816631804954784,"score_gpt":0.4394207371229311,"score_spread":0.2577575566274527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2951628174","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02275687,0.04146768,0.21590038,0.6787128,0.009443891,0.0016444855,0.00010987824,0.001479416,0.028484607],"genre_scores_gemma":[0.22693251,0.03629565,0.6630777,0.05561104,0.0024047487,0.0055710482,0.00021521322,0.0007839388,0.009108171],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.91139764,0.06954016,0.004277035,0.0037905297,0.008191434,0.0028031725],"domain_scores_gemma":[0.6913367,0.24923825,0.0058671185,0.02146807,0.018405827,0.013684115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.17689659,0.0014617529,0.002391582,0.004145468,0.0129016945,0.02993847,0.008341519,0.01305278,0.0062040696],"category_scores_gemma":[0.13124415,0.0016747126,0.0014804312,0.0026911292,0.03713356,0.048700467,0.020551022,0.029276332,0.002549788],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009806237,0.0010072424,0.0025055022,0.0047504967,0.000072514245,0.0007023956,0.4242008,0.0006591041,0.00334106,0.15390415,0.03720609,0.3715527],"study_design_scores_gemma":[0.00014165945,0.0003715577,0.0028852648,0.01413811,0.00010640434,0.00060772034,0.35129645,0.0009558955,0.0022922487,0.26226944,0.36472842,0.00020679315],"about_ca_topic_score_codex":0.0074716005,"about_ca_topic_score_gemma":0.012984123,"teacher_disagreement_score":0.17689659,"about_ca_system_score_codex":0.009252046,"about_ca_system_score_gemma":0.058189787,"threshold_uncertainty_score":0.93552977},"labels":[],"label_agreement":null},{"id":"W2952311032","doi":"10.5539/elt.v12n7p120","title":"The Most Frequent Errors in Academic Writing: A Case of EFL Undergraduate Arab Students in Israel","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Novelty; Academic writing; Mathematics education; Arabic; Triangulation; Rating scale; Scale (ratio); Qualitative research; Academic year; Pedagogy; Social psychology; Social science; Linguistics; Sociology; Developmental psychology; Mathematics","score_opus":0.016981718769528222,"score_gpt":0.29929572447335945,"score_spread":0.28231400570383125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2952311032","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990426,0.00012342917,0.000102082115,0.00017467831,0.0000063075695,0.000009582143,0.0000096418735,0.0000039006286,0.0005278869],"genre_scores_gemma":[0.99867564,0.00021063712,0.00023016756,0.000118985234,0.000017539329,0.000005992732,0.00001716422,0.0000056073395,0.0007182078],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986506,0.00035652542,0.00018919633,0.00014524985,0.00040844432,0.00024999745],"domain_scores_gemma":[0.99495935,0.0014088501,0.0019856757,0.00018212924,0.0007936982,0.0006703423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010507576,0.0005807893,0.0003791611,0.0024977208,0.002601319,0.0015391588,0.00075375853,0.0012793709,0.0014774083],"category_scores_gemma":[0.008103003,0.000361462,0.00021553022,0.0014214795,0.0014008378,0.0008323872,0.0013232159,0.0010010169,0.00047581713],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019053002,0.00083652313,0.6538786,0.00024996852,0.000029176315,0.14534254,0.14367087,0.00020890374,0.005076817,0.0005343559,0.0009841538,0.04899737],"study_design_scores_gemma":[0.000023663064,0.0007254583,0.39929354,0.00022919514,0.0000476059,0.3364788,0.24975255,0.001603627,0.0046412265,0.0010118048,0.0060910597,0.00010145382],"about_ca_topic_score_codex":0.0031481483,"about_ca_topic_score_gemma":0.006255023,"teacher_disagreement_score":0.0031481483,"about_ca_system_score_codex":0.0009673449,"about_ca_system_score_gemma":0.0009200375,"threshold_uncertainty_score":0.007018566},"labels":[],"label_agreement":null},{"id":"W2952469448","doi":"","title":"Novice Teachers' Perspectives on the Use of Languages in French as a Second Language Classes That Include English Language Learners.","year":2019,"lang":"en","type":"article","venue":"Brock Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Mathematics education; Philosophy","score_opus":0.02644050975795501,"score_gpt":0.2846512269809476,"score_spread":0.25821071722299255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2952469448","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9411406,0.0014385524,0.00033258088,0.0045593726,0.000118223456,0.00002136886,0.000049584585,0.000020948593,0.052318778],"genre_scores_gemma":[0.9861573,0.000648573,0.00011291853,0.0005794892,0.000014993903,0.000013137867,0.000028440922,0.000018018767,0.012427189],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99708563,0.0017544922,0.00005365255,0.00014743024,0.0002906283,0.0006682185],"domain_scores_gemma":[0.9949928,0.002244729,0.00042318468,0.000067729954,0.000689935,0.0015816191],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024365808,0.0002822019,0.00021327622,0.00069746084,0.005214624,0.0049012527,0.0005682541,0.0015766294,0.0037161133],"category_scores_gemma":[0.005375956,0.00020279291,0.0002579491,0.00037381164,0.0029634614,0.00176784,0.0017987243,0.0026271646,0.00066030177],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005218266,0.00011478713,0.009246061,0.000052438078,0.000003892884,0.0018942424,0.9741441,0.000038134818,0.0018621407,0.0021450592,0.0025398554,0.0079070935],"study_design_scores_gemma":[0.0000064881265,0.00009391889,0.014671358,0.00008742715,0.0000060154734,0.0005337497,0.9526909,0.000035386205,0.00048704687,0.00016384854,0.031209737,0.000014060634],"about_ca_topic_score_codex":0.044737995,"about_ca_topic_score_gemma":0.089511886,"teacher_disagreement_score":0.044737995,"about_ca_system_score_codex":0.0031870734,"about_ca_system_score_gemma":0.003174203,"threshold_uncertainty_score":0.088955164},"labels":[],"label_agreement":null},{"id":"W2952886416","doi":"10.5539/elt.v12n7p107","title":"Students’ Attitudes Toward Peer Feedback: Paving a Way for Students’ English Writing Improvement","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Peer feedback; Likert scale; Psychology; Viewpoints; Mathematics education; Curriculum; Grammar; Qualitative property; Critical thinking; Qualitative research; Second language writing; Pedagogy; Computer science","score_opus":0.018384138864689387,"score_gpt":0.3026381556487835,"score_spread":0.2842540167840941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2952886416","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950872,0.00018047298,0.0018278529,0.0005938237,0.00003534401,0.000101744496,0.0000072500825,0.00003107554,0.0021351674],"genre_scores_gemma":[0.9971662,0.00015050083,0.0017683519,0.00011055752,0.000020591031,0.00005906351,0.0000066926673,0.0000058508076,0.00071222556],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9870401,0.008312744,0.0005560819,0.00042514107,0.003101839,0.00056410686],"domain_scores_gemma":[0.971311,0.013736085,0.005383208,0.0009779902,0.0056710006,0.0029207459],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008978803,0.00031852024,0.000335827,0.0006444489,0.00097415055,0.002086004,0.00045985132,0.0006093546,0.0014435758],"category_scores_gemma":[0.036817085,0.00018873176,0.000321934,0.00025652858,0.00065268745,0.0010857214,0.0012429256,0.0009892983,0.000271413],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005534011,0.0045718667,0.31329754,0.0010806777,0.00014210952,0.0013486776,0.21842404,0.00054179196,0.030954486,0.000839546,0.002185114,0.4260608],"study_design_scores_gemma":[0.00019154354,0.011327782,0.5744012,0.0008854384,0.00032915585,0.002260102,0.3398929,0.004740545,0.032734595,0.0017004122,0.031243054,0.00029336376],"about_ca_topic_score_codex":0.00045883507,"about_ca_topic_score_gemma":0.00074382726,"teacher_disagreement_score":0.008978803,"about_ca_system_score_codex":0.00042677074,"about_ca_system_score_gemma":0.0015111149,"threshold_uncertainty_score":0.047484994},"labels":[],"label_agreement":null},{"id":"W2953763673","doi":"10.22215/etd/2019-13616","title":"Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation","year":2019,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Mathematics education; Context (archaeology); Student engagement; Situated; Pedagogy; Multimodality; Psychology; Computer science","score_opus":0.0462801515890243,"score_gpt":0.3051829733243211,"score_spread":0.2589028217352968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2953763673","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99136496,0.0001359804,0.00199456,0.000246143,0.00001216154,0.000036563462,0.00003307792,0.000015353333,0.006161221],"genre_scores_gemma":[0.9973815,0.00021386264,0.00097037916,0.00007105057,0.000011424868,0.000058887992,0.000026505613,0.00001329957,0.0012531739],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99818534,0.0009939314,0.000057761874,0.00019231532,0.00040802907,0.00016264162],"domain_scores_gemma":[0.99629706,0.0027756416,0.00030890235,0.00012600716,0.00023945411,0.00025300105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018230608,0.00025703805,0.00036306118,0.00082025287,0.0014553976,0.0031381247,0.00041336456,0.00072470936,0.0031579335],"category_scores_gemma":[0.009536217,0.00021073593,0.00027539488,0.0005464598,0.001880577,0.0017864022,0.0043879077,0.00096483156,0.00038203195],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041724124,0.0005570402,0.063184775,0.000555228,0.00005812242,0.00080638396,0.7763842,0.00031851997,0.03896664,0.0049495595,0.000993581,0.11280876],"study_design_scores_gemma":[0.00006452848,0.0013189754,0.23537683,0.00041585375,0.00011024072,0.0011496465,0.72419167,0.0023636867,0.009585164,0.004031629,0.021281349,0.0001105628],"about_ca_topic_score_codex":0.0006449706,"about_ca_topic_score_gemma":0.0012074353,"teacher_disagreement_score":0.0031579335,"about_ca_system_score_codex":0.0006721975,"about_ca_system_score_gemma":0.00048215888,"threshold_uncertainty_score":0.010564387},"labels":[],"label_agreement":null},{"id":"W2953777551","doi":"10.1558/isla.37949","title":"The effects of written corrective feedback","year":2019,"lang":"en","type":"article","venue":"Instructed Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Argument (complex analysis); Key (lock); Computer science; Psychology; Epistemology; Mathematics education; Philosophy; Computer security; Medicine","score_opus":0.00335385049949694,"score_gpt":0.19851225679090553,"score_spread":0.1951584062914086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2953777551","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9060982,0.010629305,0.006071755,0.003665708,0.001324768,0.00049574586,0.00047931483,0.00039499247,0.070840254],"genre_scores_gemma":[0.98311824,0.0026135852,0.003768204,0.0010475557,0.00020756137,0.00025689803,0.00014447026,0.00015469626,0.008688817],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99400455,0.0031466477,0.00034462698,0.00057058095,0.0016299789,0.0003036413],"domain_scores_gemma":[0.8745674,0.108134836,0.0072229425,0.0024443103,0.0056403386,0.0019901718],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004205979,0.00075135403,0.0006365087,0.0009367973,0.0007816878,0.0017821039,0.0009080691,0.001162091,0.017690716],"category_scores_gemma":[0.09293152,0.00024299757,0.0005783637,0.00047224588,0.0012409597,0.0015765161,0.0017158664,0.0018501343,0.0009494604],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0169154,0.0059708506,0.023592249,0.0071116523,0.00048810797,0.0008351714,0.015501571,0.0034595048,0.038730722,0.01078798,0.0057021054,0.8709047],"study_design_scores_gemma":[0.0053803255,0.05958712,0.6359721,0.012163429,0.0042487606,0.002688433,0.019078452,0.008007833,0.09134366,0.04007815,0.120866194,0.0005855282],"about_ca_topic_score_codex":0.002744744,"about_ca_topic_score_gemma":0.0023904114,"teacher_disagreement_score":0.017690716,"about_ca_system_score_codex":0.0012254028,"about_ca_system_score_gemma":0.00156983,"threshold_uncertainty_score":0.059181333},"labels":[],"label_agreement":null},{"id":"W2954224228","doi":"10.5539/ijel.v9n4p83","title":"Investigating Foreign Language Reading Anxiety Among Yemeni International Students in Malaysian Universities","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Bachelor; Psychology; Reading (process); Anxiety; Foreign language; Likert scale; Medical education; Pedagogy; Political science; Medicine; Developmental psychology","score_opus":0.012086323215048173,"score_gpt":0.27102788959256996,"score_spread":0.2589415663775218,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954224228","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926716,0.0001585525,0.000016792725,0.00007381453,0.0000031300422,0.000007637778,0.00003373866,0.000001318962,0.0004378458],"genre_scores_gemma":[0.99938905,0.00021188946,0.000037318052,0.000036263427,0.0000044329995,0.000009785174,0.00003734087,5.102495e-7,0.00027343683],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99959224,0.00008711706,0.000050499082,0.000039802075,0.00009618732,0.00013417953],"domain_scores_gemma":[0.999041,0.00014645858,0.0004340457,0.00002646026,0.0001412495,0.0002106543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005964146,0.00035953315,0.0003690168,0.000992433,0.00065052626,0.0011661813,0.00024508074,0.00048676992,0.0018139224],"category_scores_gemma":[0.0014035171,0.00021587449,0.00034963735,0.0008423922,0.0003950184,0.00054353883,0.0005633552,0.0005805906,0.00021870449],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007094495,0.0002181244,0.973421,0.00015520751,0.000038473238,0.00053833873,0.0124208955,0.000036540063,0.0015573981,0.000067143905,0.00026781624,0.011208205],"study_design_scores_gemma":[0.0000028797156,0.00024755218,0.9717926,0.000064971966,0.000017901179,0.00038122447,0.026599068,0.000050770268,0.000310694,0.000017761533,0.0005039998,0.000010569889],"about_ca_topic_score_codex":0.005242685,"about_ca_topic_score_gemma":0.009508261,"teacher_disagreement_score":0.005242685,"about_ca_system_score_codex":0.00059245044,"about_ca_system_score_gemma":0.00070795126,"threshold_uncertainty_score":0.010424316},"labels":[],"label_agreement":null},{"id":"W2954241702","doi":"10.5539/ies.v12n7p49","title":"Principles and Practices of Teaching English Language Learners","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Mathematics education; Context (archaeology); Psychology; Teaching method; Pedagogy; English language; Sheltered instruction; Foreign language; Language proficiency; English as a foreign language; Cognition; Language education; Comprehension approach; Vocabulary development","score_opus":0.08414332578967941,"score_gpt":0.4033609093329845,"score_spread":0.3192175835433051,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954241702","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017594675,0.011160889,0.18384707,0.046301845,0.001235717,0.0010849677,0.00011467387,0.00037666378,0.73828346],"genre_scores_gemma":[0.38469213,0.014962568,0.43274125,0.011806597,0.0004350931,0.0041785534,0.00013102467,0.00035957695,0.15069315],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9890816,0.0061255707,0.0007086807,0.00078755175,0.0027287742,0.0005678991],"domain_scores_gemma":[0.99648106,0.0014179432,0.00029109843,0.0005517413,0.0008206641,0.00043735994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011637946,0.00064868876,0.00037043553,0.002046612,0.00468864,0.008820276,0.0024349159,0.0030243318,0.0032470669],"category_scores_gemma":[0.0064425967,0.0005001306,0.00044822757,0.0013438424,0.024237776,0.0040874523,0.005335332,0.004848722,0.0022845534],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008763726,0.00010616227,0.00066149683,0.000335035,0.0000057974985,0.00018032151,0.081242554,0.00039229298,0.0005552718,0.8434979,0.008216692,0.06479782],"study_design_scores_gemma":[0.000018737006,0.000050652914,0.0007327455,0.0013402636,0.0000062560325,0.00046700586,0.020712225,0.00036526975,0.00070551364,0.27359977,0.70197517,0.000026410968],"about_ca_topic_score_codex":0.0060689617,"about_ca_topic_score_gemma":0.008735114,"teacher_disagreement_score":0.011637946,"about_ca_system_score_codex":0.005896332,"about_ca_system_score_gemma":0.011632894,"threshold_uncertainty_score":0.061548054},"labels":[],"label_agreement":null},{"id":"W2954370703","doi":"10.3138/cmlr.2018-0258","title":"Evaluating Measures of Pausing for Second Language Fluency Research","year":2019,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Physics; Philosophy","score_opus":0.1236889878376375,"score_gpt":0.35872316118758063,"score_spread":0.23503417334994314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954370703","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9880293,0.0005245239,0.0059325863,0.00006083484,0.000042143965,0.0004102884,0.00026538747,0.00010609329,0.004628848],"genre_scores_gemma":[0.98363584,0.0004018662,0.011623372,0.000051114705,0.000045454166,0.0013452348,0.0005910581,0.00005959643,0.0022462648],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9927537,0.0036657483,0.0009117323,0.00054586184,0.0017573716,0.00036555543],"domain_scores_gemma":[0.9477655,0.037123524,0.005873517,0.0019918792,0.005449482,0.0017961164],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.011963724,0.00076358806,0.0007499916,0.004505575,0.000586913,0.002714752,0.00062500197,0.0010815695,0.0021850045],"category_scores_gemma":[0.040000007,0.00031986463,0.0008413542,0.0023816186,0.0007375034,0.001948711,0.0013477537,0.0007511052,0.00094018306],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018489826,0.001148871,0.70226914,0.0007594638,0.00043471775,0.000484916,0.018824503,0.0011807594,0.01912611,0.0012649845,0.0012584687,0.2513991],"study_design_scores_gemma":[0.00008107403,0.0038295859,0.97585183,0.00010228983,0.0001273842,0.00050468714,0.006375461,0.0029199705,0.0060642706,0.0010327488,0.0030120215,0.00009860128],"about_ca_topic_score_codex":0.0009890175,"about_ca_topic_score_gemma":0.0018326193,"teacher_disagreement_score":0.9880363,"about_ca_system_score_codex":0.00064275967,"about_ca_system_score_gemma":0.00066146825,"threshold_uncertainty_score":0.063270986},"labels":[],"label_agreement":null},{"id":"W2954412696","doi":"10.5539/ies.v12n7p58","title":"Teaching Practices and Knowledge Base of English as a Foreign Language Teachers’ Communicative Language Teaching Implementation","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Mathematics education; Class (philosophy); Psychology; Presentation (obstetrics); Teaching method; Knowledge base; Foreign language; Pedagogy; English as a foreign language; Subject matter; Scale (ratio); Language education; Computer science; Curriculum","score_opus":0.06981620506426651,"score_gpt":0.4488030461296203,"score_spread":0.3789868410653538,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954412696","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981299,0.000054420623,0.00023054407,0.00008104497,0.0000015257895,0.000012876607,0.0000073417687,0.000003130938,0.0014792726],"genre_scores_gemma":[0.9992803,0.000083750005,0.00023371006,0.000017049768,0.0000013985841,0.000010486471,0.00001119647,0.000001493297,0.00036063412],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9968362,0.0012647642,0.00029792453,0.00032605045,0.0009680255,0.0003070459],"domain_scores_gemma":[0.97899765,0.012128089,0.0038789804,0.00077577983,0.0029318125,0.00128771],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044669337,0.00013071408,0.00029646177,0.0021380282,0.0012164419,0.0028824992,0.00064484554,0.00047682665,0.0011538486],"category_scores_gemma":[0.018552246,0.00035254093,0.00018113377,0.001154611,0.0014935376,0.0016810779,0.0020016427,0.00073400466,0.00019844515],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000101476886,0.00041764058,0.25292617,0.00030253222,0.00002681689,0.0015620281,0.64737445,0.00023761745,0.007043157,0.00045111057,0.00019183573,0.089365244],"study_design_scores_gemma":[0.000020068639,0.0005950138,0.3046451,0.00039053307,0.00004240047,0.0013250363,0.6810755,0.001356945,0.0034807664,0.00043386867,0.0065666405,0.0000681408],"about_ca_topic_score_codex":0.0075560254,"about_ca_topic_score_gemma":0.008995093,"teacher_disagreement_score":0.0075560254,"about_ca_system_score_codex":0.0015657017,"about_ca_system_score_gemma":0.002485787,"threshold_uncertainty_score":0.023623705},"labels":[],"label_agreement":null},{"id":"W2954554639","doi":"10.3138/cmlr.2017-0146","title":"Willingness to Communicate and Second Language Speech Fluency: An Investigation of Affective and Cognitive Dynamics","year":2019,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.012669874933239672,"score_gpt":0.23493336876819554,"score_spread":0.22226349383495586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954554639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957799,0.00007916963,0.00065989036,0.00006783818,0.000005046493,0.000016205473,0.000029002782,0.0000041720195,0.0033588293],"genre_scores_gemma":[0.99783057,0.00007743383,0.00047818178,0.00004583814,0.000008254599,0.000064191045,0.000053746477,0.000010222957,0.0014316239],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99894637,0.00044678256,0.00005598954,0.00020454475,0.00024217683,0.000104126484],"domain_scores_gemma":[0.9876347,0.0095618535,0.0013736049,0.00029438062,0.00070286926,0.00043248458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021989704,0.000314806,0.0003291571,0.0010650291,0.0006607556,0.0032127867,0.00038142042,0.00086550624,0.0048894365],"category_scores_gemma":[0.013110786,0.0002898976,0.00039758132,0.00087221386,0.0012413574,0.0017263325,0.001068121,0.00086120056,0.00046261592],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011055085,0.0010705284,0.51151806,0.00056492613,0.00022915726,0.0014372587,0.3769389,0.0011889877,0.03750179,0.006937176,0.00078019017,0.060727466],"study_design_scores_gemma":[0.000041271483,0.00049574004,0.89605415,0.00006972794,0.000079926474,0.00066012715,0.09151573,0.0027604222,0.0022462683,0.0029154383,0.003069016,0.00009218091],"about_ca_topic_score_codex":0.0035956863,"about_ca_topic_score_gemma":0.0033675567,"teacher_disagreement_score":0.0048894365,"about_ca_system_score_codex":0.00070210954,"about_ca_system_score_gemma":0.00048905885,"threshold_uncertainty_score":0.016356766},"labels":[],"label_agreement":null},{"id":"W2954609876","doi":"10.5539/ijel.v9n4p107","title":"Relationship Between Introversion/Extroversion Personality Trait and Proficiency in ESL Writing Skills","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Extraversion and introversion; Psychology; Neuroticism; Personality; Trait; Big Five personality traits; Eysenck Personality Questionnaire; Test (biology); Trait theory; Social psychology","score_opus":0.025204742563615518,"score_gpt":0.2836627294832406,"score_spread":0.25845798691962507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954609876","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99921227,0.000055651664,0.000058494956,0.000019939655,0.000003713086,0.000003837453,0.000023695236,0.0000023433174,0.000620156],"genre_scores_gemma":[0.9994067,0.000046593123,0.00006667846,0.000009328068,0.0000045126044,0.0000031664383,0.000046302983,9.2889405e-7,0.0004157803],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996829,0.00006865878,0.000038019123,0.000048922942,0.00010817036,0.000053263553],"domain_scores_gemma":[0.9970036,0.0006570061,0.0012864606,0.00012765215,0.0002938522,0.0006314285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004526702,0.00024888938,0.00017449958,0.00055664993,0.00020477774,0.00059146306,0.00012065333,0.00020659654,0.0018755791],"category_scores_gemma":[0.002951587,0.00012549848,0.00023604532,0.00023969555,0.00016619623,0.00019628668,0.00031955956,0.00044463563,0.00024269334],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048081292,0.0001233892,0.9942517,0.000010462208,0.000029675944,0.00019878574,0.00033723324,0.000040399256,0.00065008056,0.000021141015,0.00006043463,0.0042286045],"study_design_scores_gemma":[0.0000012146827,0.000091802896,0.999111,0.0000039989513,0.0000055313194,0.00026692546,0.00025836463,0.000095969895,0.0000686193,0.000016965154,0.00007774748,0.0000018290821],"about_ca_topic_score_codex":0.0006575963,"about_ca_topic_score_gemma":0.00090502994,"teacher_disagreement_score":0.0018755791,"about_ca_system_score_codex":0.00010335471,"about_ca_system_score_gemma":0.000120082186,"threshold_uncertainty_score":0.0062744617},"labels":[],"label_agreement":null},{"id":"W2954611253","doi":"10.1017/9781108333603.031","title":"Study Abroad and Immersion","year":2019,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Study abroad; Intercultural competence; Competence (human resources); Intuition; Psychology; Language proficiency; Pedagogy; Cultural competence; Mathematics education; Social psychology","score_opus":0.03537447730004321,"score_gpt":0.21681678612546568,"score_spread":0.18144230882542248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954611253","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11653542,0.021243792,0.001863504,0.017062997,0.0013145336,0.0000516506,0.00012098397,0.00007419812,0.841733],"genre_scores_gemma":[0.8152582,0.01338152,0.0007772895,0.0034404378,0.0007640472,0.0000902398,0.00011776809,0.000081984566,0.16608849],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99918824,0.00041489,0.000030517429,0.000101737474,0.00011162343,0.00015297443],"domain_scores_gemma":[0.9986772,0.00050124363,0.00010216007,0.00009262415,0.000078199046,0.00054857874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008385897,0.00033581132,0.000285033,0.00056763453,0.0020517136,0.0050992253,0.00041284374,0.00093599386,0.023276927],"category_scores_gemma":[0.0022328873,0.0001229607,0.00038915733,0.0005686453,0.005241086,0.0046927896,0.008759061,0.002061159,0.0020222187],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001755988,0.0003210474,0.016938198,0.00067355257,0.000045378874,0.0018585104,0.17833853,0.00026337607,0.00246772,0.4964863,0.071213044,0.2312188],"study_design_scores_gemma":[0.00002114418,0.0003495676,0.013421411,0.0010434488,0.000021017422,0.0019214689,0.07536732,0.00012613318,0.00055582944,0.0573988,0.8497427,0.000031156498],"about_ca_topic_score_codex":0.0018041494,"about_ca_topic_score_gemma":0.0022893776,"teacher_disagreement_score":0.023276927,"about_ca_system_score_codex":0.0012760091,"about_ca_system_score_gemma":0.0011113003,"threshold_uncertainty_score":0.07786906},"labels":[],"label_agreement":null},{"id":"W2955035489","doi":"10.1017/9781108333603.021","title":"Pedagogical Interventions to L2 Grammar Instruction","year":2019,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Grammar; Context (archaeology); Second-language acquisition; Psychology; Psychological intervention; Empirical research; Mathematics education; Language acquisition; Computer science; Linguistics; Mathematics","score_opus":0.12148633942856527,"score_gpt":0.262451056059324,"score_spread":0.14096471663075874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955035489","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018970445,0.743768,0.0071649966,0.0085649295,0.0028709294,0.00028145712,0.000081678816,0.00027823748,0.21801937],"genre_scores_gemma":[0.13239646,0.7666859,0.017286405,0.010783299,0.0023428767,0.0009826117,0.00025447796,0.00009900998,0.06916892],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995578,0.00023236289,0.000016217082,0.00003984552,0.00012558226,0.000028240345],"domain_scores_gemma":[0.9990646,0.0007985597,0.00004205418,0.000022854105,0.000036264275,0.00003569776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004622743,0.00047617807,0.00047209466,0.0015548281,0.00029571512,0.00084439653,0.00080399896,0.0010173746,0.0076225842],"category_scores_gemma":[0.0019873779,0.000109776236,0.00034516057,0.00087514496,0.0011581398,0.0006657128,0.0013682806,0.0015902679,0.0012960938],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005173346,0.00046313155,0.00026285,0.005333172,0.00003480996,0.00035109473,0.0016660736,0.0004775343,0.0012420401,0.024700616,0.02185039,0.9435666],"study_design_scores_gemma":[0.00017365585,0.00070523785,0.0077813347,0.011183248,0.00009876116,0.0016940751,0.001117099,0.0005967283,0.002379142,0.036149126,0.938096,0.000025629535],"about_ca_topic_score_codex":0.0010738883,"about_ca_topic_score_gemma":0.002359965,"teacher_disagreement_score":0.0076225842,"about_ca_system_score_codex":0.0010012597,"about_ca_system_score_gemma":0.001060948,"threshold_uncertainty_score":0.02550006},"labels":[],"label_agreement":null},{"id":"W2955150537","doi":"10.5539/ijel.v9n4p178","title":"The Effects of Peer-Video Recording on Students’ Speaking Performance","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Pronunciation; Task (project management); Grammar; Vocabulary; Psychology; Control (management); Mathematics education; Multimedia; Computer science; Linguistics","score_opus":0.014178330319330948,"score_gpt":0.2778374443274761,"score_spread":0.2636591140081451,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955150537","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99904376,0.000051843537,0.000106026106,0.000017847087,0.000009826777,0.000022198925,0.000011119205,0.000008832749,0.00072837644],"genre_scores_gemma":[0.9988325,0.00007806649,0.00035421303,0.000011912389,0.000012629476,0.000025859492,0.000026998054,0.0000031885027,0.0006545669],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99899584,0.00046807047,0.000077800374,0.00009968467,0.00022206044,0.00013659497],"domain_scores_gemma":[0.9952531,0.002153527,0.0007150836,0.00030146638,0.00046666164,0.0011102685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008637539,0.0003091325,0.0002804836,0.00024793844,0.00037307918,0.000506705,0.00033741182,0.00026841837,0.0030840717],"category_scores_gemma":[0.0067008478,0.0000751985,0.00020757214,0.00012566529,0.00020339903,0.00025688787,0.00040778218,0.0003167318,0.00040349865],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010203634,0.024105676,0.24736056,0.0009515551,0.00033589202,0.0013689528,0.01645009,0.0007972354,0.14488713,0.00020588282,0.0014285889,0.55190486],"study_design_scores_gemma":[0.00023789608,0.038061593,0.90858555,0.000104897066,0.0003633659,0.0006034113,0.013382765,0.001433056,0.033579804,0.00016007177,0.003413559,0.00007403271],"about_ca_topic_score_codex":0.0008600406,"about_ca_topic_score_gemma":0.0016100744,"teacher_disagreement_score":0.0030840717,"about_ca_system_score_codex":0.00014663626,"about_ca_system_score_gemma":0.00035790243,"threshold_uncertainty_score":0.010317206},"labels":[],"label_agreement":null},{"id":"W2955228069","doi":"10.20360/langandlit29466","title":"Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion","year":2019,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"French immersion; Reading (process); Literacy; Metalinguistic awareness; Mathematics education; Metacognition; Psychology; AP French Language; Read aloud; Pedagogy; Linguistics; Foreign language; Cognition","score_opus":0.0289268861263029,"score_gpt":0.286771914833396,"score_spread":0.2578450287070931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955228069","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99915886,0.000051010476,0.00007868166,0.000042153755,0.000003036185,0.00001848492,0.000010082804,0.0000033587733,0.0006344026],"genre_scores_gemma":[0.9972951,0.00013037604,0.0002535926,0.00009792206,0.0000060348134,0.000037788333,0.000039935472,0.000005325511,0.0021339278],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99916863,0.00023682015,0.00003985679,0.00011300832,0.00012769508,0.00031400062],"domain_scores_gemma":[0.99810576,0.0005643776,0.00025871562,0.00007647218,0.0003340104,0.0006607228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001059533,0.00058325095,0.00073490164,0.0014009718,0.0030735387,0.0028090498,0.0008855349,0.0013316206,0.0024730607],"category_scores_gemma":[0.0028312504,0.00047378722,0.0005828375,0.0006761234,0.001467041,0.0012675968,0.0017492899,0.001664383,0.00090781],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015475659,0.0027133084,0.13788833,0.00012684838,0.000022309392,0.0047089946,0.8121077,0.00006983228,0.009988526,0.00038846483,0.00031240738,0.03151851],"study_design_scores_gemma":[0.000022624301,0.0034698548,0.21258582,0.00008186499,0.000032515858,0.0032706582,0.7674315,0.00026435166,0.0029025408,0.0002159004,0.009660329,0.000061981445],"about_ca_topic_score_codex":0.014049578,"about_ca_topic_score_gemma":0.04056962,"teacher_disagreement_score":0.014049578,"about_ca_system_score_codex":0.0012365957,"about_ca_system_score_gemma":0.0013765189,"threshold_uncertainty_score":0.027935624},"labels":[],"label_agreement":null},{"id":"W2955615220","doi":"10.64152/10125/66750","title":"Can L1 children's literature be used in the English language classroom? High frequency words in writing for children","year":2019,"lang":"en","type":"article","venue":"Reading in a Foreign Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Linguistics; Language assessment; Comprehension approach; Language education; Mathematics education","score_opus":0.008496494086902775,"score_gpt":0.23236193698526922,"score_spread":0.22386544289836643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955615220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98860276,0.0009466156,0.00023587563,0.0005873019,0.0000110225965,0.000013465043,0.00009178986,0.000028007598,0.009483107],"genre_scores_gemma":[0.9962993,0.0010049434,0.00092405244,0.00013016156,0.000014272326,0.00003121885,0.000081014616,0.000019181241,0.0014959096],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99799466,0.0005761411,0.00020102486,0.00031063266,0.0005856892,0.00033183876],"domain_scores_gemma":[0.99051344,0.0047456687,0.002626234,0.00050335715,0.00081489014,0.0007965236],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019703065,0.00041052813,0.00073970406,0.0033577369,0.001401385,0.0051809517,0.00090025796,0.0010223716,0.0031867235],"category_scores_gemma":[0.0149798095,0.00047562618,0.00048752542,0.0021658125,0.0017492308,0.0056696367,0.0019530235,0.0010192149,0.0010890352],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016234262,0.0003922268,0.47803593,0.001501873,0.0000744535,0.007284788,0.29523468,0.0001696364,0.010339967,0.005183031,0.0024171215,0.1992039],"study_design_scores_gemma":[0.00004279061,0.0004859447,0.68317616,0.0013182566,0.00014747892,0.011965297,0.25568023,0.00033670856,0.004406136,0.0038046872,0.0385567,0.0000795939],"about_ca_topic_score_codex":0.0059833894,"about_ca_topic_score_gemma":0.01254104,"teacher_disagreement_score":0.0059833894,"about_ca_system_score_codex":0.00091978244,"about_ca_system_score_gemma":0.0013403848,"threshold_uncertainty_score":0.011897087},"labels":[],"label_agreement":null},{"id":"W2955754312","doi":"10.1017/9781108333603.007","title":"Experimental Studies in L2 Classrooms","year":2019,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Active listening; Ontology; Epistemology; Diversity (politics); Comprehension; Qualitative research; Ideal (ethics); Psychology; Sociology; Linguistics; Philosophy; Social science; Communication","score_opus":0.09080322514907303,"score_gpt":0.2523768142433907,"score_spread":0.16157358909431768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955754312","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9397224,0.0009640244,0.006545926,0.0017103244,0.00036071637,0.009688591,0.00092534284,0.00023321895,0.039849408],"genre_scores_gemma":[0.89593977,0.0013615742,0.029028652,0.003700403,0.00050257635,0.03437225,0.0012828353,0.00023809134,0.033573747],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9838111,0.009975583,0.0011021937,0.0024664283,0.0016158712,0.0010288184],"domain_scores_gemma":[0.9529398,0.033589505,0.0019766726,0.005181191,0.0038116928,0.0025012097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017035501,0.0012993842,0.0014502594,0.0013642529,0.0058564646,0.0032976905,0.0032569123,0.0032525344,0.017375037],"category_scores_gemma":[0.02957624,0.0011987756,0.0008554038,0.0013723773,0.005887531,0.0033595436,0.003946773,0.004327383,0.0035392346],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.013119755,0.3191422,0.020057648,0.006427778,0.00038019466,0.004225271,0.32529035,0.00280452,0.043230705,0.048634008,0.03209963,0.18458793],"study_design_scores_gemma":[0.024674924,0.15052103,0.067492224,0.0039039555,0.00046197078,0.0025082482,0.2486899,0.0035211123,0.06531821,0.061049733,0.37092108,0.00093764917],"about_ca_topic_score_codex":0.0037505946,"about_ca_topic_score_gemma":0.005600296,"teacher_disagreement_score":0.017375037,"about_ca_system_score_codex":0.0034674252,"about_ca_system_score_gemma":0.002068164,"threshold_uncertainty_score":0.090093434},"labels":[],"label_agreement":null},{"id":"W2955905209","doi":"10.5539/elt.v12n8p30","title":"Promoting Learner Autonomy Through Cooperative Learning","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learner autonomy; Psychology; Autonomy; Language acquisition; Pedagogy; Competence (human resources); Foreign language; Intercultural competence; Language education; Mathematics education; Social psychology; Comprehension approach","score_opus":0.012094022248816519,"score_gpt":0.24373994399855572,"score_spread":0.2316459217497392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955905209","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57898396,0.0009185468,0.30867234,0.0053049643,0.0001304387,0.0010514698,0.00004854594,0.0011507301,0.10373895],"genre_scores_gemma":[0.94311976,0.00037567888,0.050605606,0.00026740978,0.00004751855,0.00046728362,0.00003754033,0.00003351923,0.005045735],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.989748,0.007493504,0.00026200895,0.00070953905,0.0012939208,0.0004929291],"domain_scores_gemma":[0.98099595,0.012629351,0.0015453885,0.0016647602,0.001234341,0.0019301982],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008087297,0.0005528387,0.00035825663,0.0010979526,0.0013573606,0.0029315895,0.0012634372,0.0009199581,0.002469823],"category_scores_gemma":[0.018847449,0.00020685258,0.0005800812,0.00043579025,0.0022262416,0.0034463939,0.008104613,0.0012288503,0.0006436445],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034214716,0.0027489965,0.026803276,0.0010940902,0.00012434176,0.00088127767,0.13156563,0.007404934,0.018739643,0.063671984,0.007880425,0.7387431],"study_design_scores_gemma":[0.000905312,0.0064643114,0.04328444,0.0017023219,0.00037013632,0.0028596916,0.10270168,0.070866115,0.039410647,0.3293875,0.40160555,0.0004423388],"about_ca_topic_score_codex":0.00049031444,"about_ca_topic_score_gemma":0.00062377576,"teacher_disagreement_score":0.008087297,"about_ca_system_score_codex":0.00075928774,"about_ca_system_score_gemma":0.002410895,"threshold_uncertainty_score":0.042770207},"labels":[],"label_agreement":null},{"id":"W2956055625","doi":"10.1017/9781108333603.015","title":"Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence","year":2019,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Intersection (aeronautics); Language acquisition; Second-language acquisition; Computer science; Second language writing; Empirical evidence; Reflection (computer programming); Empirical research; Domain (mathematical analysis); Key (lock); Space (punctuation); Second language; Linguistics; Psychology; Mathematics education; Epistemology; Engineering; Programming language","score_opus":0.0634228566620678,"score_gpt":0.2591970846179629,"score_spread":0.1957742279558951,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2956055625","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11676414,0.51811004,0.007343595,0.033438176,0.0005552487,0.00012059762,0.00034476863,0.000061296436,0.3232621],"genre_scores_gemma":[0.59394467,0.38891667,0.0046405043,0.0039825197,0.0006091535,0.00026185677,0.00036677584,0.000061055776,0.0072168023],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9955289,0.0018786048,0.0003259808,0.00075428945,0.0012834811,0.0002287724],"domain_scores_gemma":[0.94190854,0.05267388,0.0020839982,0.0009978133,0.0017311149,0.0006047725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007042469,0.0007188456,0.0010119969,0.005429324,0.0023835523,0.011396807,0.002051178,0.0022879927,0.013091764],"category_scores_gemma":[0.018404335,0.0005950074,0.00032003457,0.0072968416,0.014078558,0.012730773,0.0042233034,0.0037855513,0.0021314349],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010819725,0.00048399583,0.011017549,0.008340437,0.000056525758,0.0007486964,0.04499886,0.00051425316,0.00044061302,0.5038161,0.0066070096,0.42286766],"study_design_scores_gemma":[0.00008998069,0.00025656176,0.033956386,0.042396773,0.00011084631,0.0022192383,0.15161137,0.0014956064,0.001998613,0.41639546,0.34937072,0.00009840332],"about_ca_topic_score_codex":0.0024337396,"about_ca_topic_score_gemma":0.0028964707,"teacher_disagreement_score":0.013091764,"about_ca_system_score_codex":0.0036854534,"about_ca_system_score_gemma":0.00394021,"threshold_uncertainty_score":0.04379636},"labels":[],"label_agreement":null},{"id":"W2957285802","doi":"10.5539/jel.v8n4p153","title":"An Investigation of the Round Robin Brainstorming in Improving English Speaking Ability Among Nakhonphanom University’s Second Year Students in Thailand","year":2019,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Brainstorming; Psychology; Test (biology); Mathematics education; Strengths and weaknesses; English language; Qualitative property; Pedagogy; Medical education; Computer science; Medicine; Social psychology","score_opus":0.009786864236729665,"score_gpt":0.23230519309002634,"score_spread":0.22251832885329667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2957285802","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9963265,0.00015575395,0.00057771185,0.0003309633,0.000025577332,0.00028862312,0.000011716714,0.00001226016,0.0022708995],"genre_scores_gemma":[0.9925551,0.0006263724,0.003816148,0.00034345005,0.000018188304,0.00033592142,0.000020908432,0.000014869514,0.0022690436],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99513775,0.0032512154,0.00023201919,0.00024808204,0.00068470056,0.00044621006],"domain_scores_gemma":[0.9883575,0.006243674,0.0013234874,0.0003366543,0.0017025076,0.0020361603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00548211,0.00049371534,0.00044384273,0.0007337365,0.0029969336,0.0025131616,0.0016483631,0.00089716626,0.0018757087],"category_scores_gemma":[0.014685489,0.0004166871,0.0004975169,0.0005088458,0.0016858564,0.0016543713,0.0019059088,0.0015424694,0.0003657488],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028398665,0.002642081,0.029694214,0.0014459733,0.000051415565,0.0033038768,0.8704047,0.00019025602,0.0075735045,0.000586768,0.0018361936,0.081987],"study_design_scores_gemma":[0.00004622775,0.0043961825,0.04903958,0.0005339327,0.00008886428,0.0017253122,0.9275707,0.00084668555,0.0045577097,0.0003685979,0.010730264,0.000096022915],"about_ca_topic_score_codex":0.0015651009,"about_ca_topic_score_gemma":0.004046434,"teacher_disagreement_score":0.00548211,"about_ca_system_score_codex":0.00096389715,"about_ca_system_score_gemma":0.00368607,"threshold_uncertainty_score":0.028992474},"labels":[],"label_agreement":null},{"id":"W2957526373","doi":"","title":"The Psychology of the Language Learner: Individual Differences in Second Language Acquisition","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Psychology; Comprehension approach; Linguistics; Language assessment; Second-language attrition; Language acquisition; Developmental linguistics; Language education; Pedagogy; Mathematics education","score_opus":0.027968891604604022,"score_gpt":0.24318102148021314,"score_spread":0.21521212987560912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2957526373","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947326,0.0002826366,0.00012123263,0.000467826,0.000012878277,0.000005237991,0.000019634123,0.0000031188708,0.004354804],"genre_scores_gemma":[0.9988236,0.00013834832,0.00011534076,0.0000820868,0.000008169635,0.0000038186013,0.000011147224,0.0000066120424,0.00081084284],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990339,0.00040509863,0.000037714915,0.00015714519,0.00025671293,0.00010929598],"domain_scores_gemma":[0.990379,0.005962806,0.0010156721,0.00031924542,0.00087909546,0.0014441548],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018353577,0.00010737352,0.00021518607,0.00092835736,0.0007082799,0.0018025287,0.0003111496,0.0006259498,0.003562289],"category_scores_gemma":[0.011816666,0.00017924831,0.00014592503,0.0005402018,0.0017840067,0.0011206148,0.0008579175,0.00088200485,0.0003432892],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012401973,0.0017736636,0.8508643,0.00009082685,0.00018208323,0.0008496442,0.03981409,0.00063680514,0.018307345,0.0060825427,0.0013610476,0.07879758],"study_design_scores_gemma":[0.000016776068,0.00032182108,0.9833635,0.000018556844,0.000038926224,0.00038056335,0.01057426,0.00038570477,0.0011241446,0.0024011708,0.0013518339,0.000022686114],"about_ca_topic_score_codex":0.0070614847,"about_ca_topic_score_gemma":0.010511752,"teacher_disagreement_score":0.0070614847,"about_ca_system_score_codex":0.0006916328,"about_ca_system_score_gemma":0.0010801402,"threshold_uncertainty_score":0.014040768},"labels":[],"label_agreement":null},{"id":"W2957839785","doi":"10.5539/ijel.v9n4p314","title":"Effectiveness of Instructors’ and Peers’ Oral Feedback on the Accuracy of English Writing: A Study of Pakistani ESL Undergraduate Learners","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Peer feedback; Context (archaeology); Psychology; Test (biology); Mathematics education","score_opus":0.025182523350742926,"score_gpt":0.29064534063674763,"score_spread":0.2654628172860047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2957839785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99976057,0.0000143512225,0.000025833433,0.000007837206,0.0000017598409,0.000011542392,0.0000062768718,9.2618563e-7,0.00017095606],"genre_scores_gemma":[0.9987727,0.00006389474,0.00038839015,0.00002639567,0.000006255964,0.000044289965,0.000021637266,0.0000020233504,0.0006744245],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976273,0.0009141703,0.0002710001,0.00029606707,0.00073107117,0.00016041809],"domain_scores_gemma":[0.9855016,0.007168793,0.002826114,0.00069428043,0.0024618346,0.0013474493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033387074,0.00036121573,0.0005446429,0.00042184346,0.00062943966,0.0010719784,0.00045391207,0.00047563866,0.0022282465],"category_scores_gemma":[0.016849369,0.0003129865,0.00026559317,0.00022772455,0.0005784108,0.00062801235,0.0006192753,0.00054161344,0.0005939829],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003351089,0.020366369,0.6538098,0.0005939715,0.00014436041,0.0011785618,0.13294713,0.0002511333,0.034139555,0.000115285846,0.0004618557,0.15264085],"study_design_scores_gemma":[0.00037074403,0.03572763,0.8755463,0.00015407694,0.00019534034,0.00094060355,0.06451312,0.0008268207,0.018614115,0.00013504557,0.0028660523,0.000110246845],"about_ca_topic_score_codex":0.0013945133,"about_ca_topic_score_gemma":0.0021710384,"teacher_disagreement_score":0.0033387074,"about_ca_system_score_codex":0.0002905329,"about_ca_system_score_gemma":0.00068565796,"threshold_uncertainty_score":0.017656982},"labels":[],"label_agreement":null},{"id":"W2958920172","doi":"10.5539/elt.v6n11p39","title":"The Use of Progressives among Malaysian ESL Learners","year":2013,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Grammar; Psychology; Curriculum; Mathematics education; Pedagogy; Linguistics","score_opus":0.02272855370152861,"score_gpt":0.2324637464834744,"score_spread":0.2097351927819458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2958920172","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99856865,0.00011291956,0.00007791751,0.000045491983,0.0000019908339,0.0000044060416,0.000014298942,0.000002538353,0.0011716736],"genre_scores_gemma":[0.99669254,0.000344669,0.00040909808,0.000029755609,0.0000038540106,0.000008249874,0.000040546856,0.0000061115566,0.0024652872],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988856,0.0002961672,0.00013730339,0.00015057382,0.00043018247,0.000100201956],"domain_scores_gemma":[0.99488175,0.0012605017,0.0020263565,0.00026208765,0.0011093843,0.00045986671],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013670718,0.00028024756,0.00025725356,0.0016064552,0.0010802529,0.0019257932,0.00047483458,0.00041501835,0.0016677426],"category_scores_gemma":[0.0068448633,0.00023817559,0.00014199995,0.00064402807,0.0011882625,0.0013696939,0.0015090938,0.0005856711,0.00034804156],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012703557,0.00020404816,0.59552824,0.00024127966,0.000022381791,0.0022839117,0.31046763,0.00010175346,0.018059883,0.0010143103,0.000418253,0.071531184],"study_design_scores_gemma":[0.000010233408,0.0005865779,0.5961458,0.000295196,0.000048439037,0.0069410973,0.364569,0.0005905119,0.005890841,0.0007391818,0.02411388,0.00006918537],"about_ca_topic_score_codex":0.0033967495,"about_ca_topic_score_gemma":0.0064974665,"teacher_disagreement_score":0.0033967495,"about_ca_system_score_codex":0.00047842972,"about_ca_system_score_gemma":0.00069956086,"threshold_uncertainty_score":0.0072298646},"labels":[],"label_agreement":null},{"id":"W2961624347","doi":"10.5539/elt.v12n8p79","title":"Bridging the Gap Between Discourse Analysis and Language Classroom Practice","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Bridging (networking); Relevance (law); Psychology; Language acquisition; Communicative language teaching; Isolation (microbiology); Language education; Comprehension approach; Quality (philosophy); Language assessment; Focus (optics); Mathematics education; Pedagogy; Computer science; Linguistics","score_opus":0.01269084496097758,"score_gpt":0.28187593567063657,"score_spread":0.269185090709659,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2961624347","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11265312,0.25155947,0.22919415,0.16541651,0.0024730805,0.00024546092,0.00012305111,0.00026972935,0.23806545],"genre_scores_gemma":[0.89521205,0.050319046,0.044103228,0.003344038,0.0016409347,0.0004329195,0.00004273581,0.000160813,0.004744282],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9656181,0.026762567,0.0013943985,0.0019653738,0.0035159905,0.0007436473],"domain_scores_gemma":[0.87494993,0.115319,0.0026547709,0.0026598775,0.0031105557,0.0013057505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03459139,0.00067886914,0.001433023,0.009401313,0.004783197,0.02405906,0.0021591533,0.003790696,0.0033321178],"category_scores_gemma":[0.034104086,0.0006921395,0.0005536962,0.005065417,0.036366504,0.024062615,0.01098644,0.0053850296,0.0005454461],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043970253,0.000099064695,0.0016403446,0.0018730769,0.000032931825,0.00022587813,0.17278841,0.0005294466,0.0005570739,0.677484,0.0018222601,0.14290354],"study_design_scores_gemma":[0.000030901523,0.00010709108,0.0036433842,0.0063972226,0.000017886478,0.00059421925,0.21143165,0.0026739498,0.00084634573,0.6302842,0.14389718,0.00007596821],"about_ca_topic_score_codex":0.0034578901,"about_ca_topic_score_gemma":0.003034211,"teacher_disagreement_score":0.03459139,"about_ca_system_score_codex":0.008467546,"about_ca_system_score_gemma":0.010876806,"threshold_uncertainty_score":0.18293893},"labels":[],"label_agreement":null},{"id":"W2962548237","doi":"10.5539/elt.v12n8p54","title":"Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Portuguese; Psychology; Intrinsic motivation; Mathematics education; Pedagogy; Social psychology; Linguistics","score_opus":0.021498015207949025,"score_gpt":0.27900805492718034,"score_spread":0.2575100397192313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2962548237","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99921954,0.000075694166,0.000010686664,0.00003278616,0.0000015384958,0.000009084717,0.00000447419,4.176762e-7,0.000645817],"genre_scores_gemma":[0.9988462,0.00016462675,0.000052103045,0.000026946564,0.0000024510741,0.000015651722,0.000010993841,0.0000010633034,0.000879918],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99939024,0.00017610958,0.00002328162,0.00006466056,0.00007358331,0.00027211534],"domain_scores_gemma":[0.9993326,0.00015019851,0.00012721242,0.000027872306,0.000079423,0.00028257296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011029772,0.0005101633,0.00046220465,0.0016359969,0.005367146,0.0015441807,0.0008728494,0.0007717622,0.0022786886],"category_scores_gemma":[0.0015903694,0.0002389617,0.00038619945,0.0013988721,0.0015290544,0.0007447674,0.0020972956,0.00055982167,0.00016318983],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016854198,0.00079497707,0.27102074,0.00015984345,0.000023338749,0.014753232,0.6864929,0.000052295094,0.0017669662,0.0012432586,0.00042269705,0.023101205],"study_design_scores_gemma":[0.0000097086295,0.00033894676,0.20142226,0.00007214507,0.000023199082,0.003099065,0.7896085,0.000096538395,0.00051173795,0.00011331075,0.004684299,0.000020325655],"about_ca_topic_score_codex":0.053977884,"about_ca_topic_score_gemma":0.13294083,"teacher_disagreement_score":0.053977884,"about_ca_system_score_codex":0.0040030316,"about_ca_system_score_gemma":0.003466461,"threshold_uncertainty_score":0.1073274},"labels":[],"label_agreement":null},{"id":"W2963107835","doi":"10.1007/s10936-019-09656-9","title":"A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates","year":2019,"lang":"en","type":"review","venue":"Journal of Psycholinguistic Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":200,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psycholinguistics; Psychology; Willingness to communicate; Meta-analysis; Computer science; Linguistics; Medicine; Social psychology; Cognition; Philosophy; Neuroscience; Internal medicine","score_opus":0.8422728939831969,"score_gpt":0.5635508815662827,"score_spread":0.2787220124169142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2963107835","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0051032426,0.99316484,0.00038174982,0.00018928407,0.00012897087,0.00015313087,0.00045216922,0.000018293738,0.00040838926],"genre_scores_gemma":[0.25922018,0.7323338,0.0033480271,0.0022096694,0.00029492198,0.0006056082,0.0012285381,0.000078341225,0.00068101275],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.9916351,0.0030106092,0.0029677441,0.0012169937,0.0009541709,0.00021535163],"domain_scores_gemma":[0.96631235,0.026335811,0.0042770472,0.0011788354,0.0015290052,0.00036703123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014303168,0.0019481509,0.01124005,0.004702066,0.000683589,0.0039284695,0.0023793322,0.0022834376,0.006351016],"category_scores_gemma":[0.04246186,0.0011124283,0.021916525,0.0051493635,0.0012193815,0.0024324688,0.0022472122,0.0020726682,0.00055995636],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002202583,0.000044185497,0.0057500135,0.3308608,0.6343289,0.00013244864,0.00021709927,0.00015373885,0.00029480396,0.0002917435,0.00080408633,0.024919633],"study_design_scores_gemma":[0.00070818746,0.00019124553,0.005886995,0.030532546,0.95859313,0.00013040617,0.00010217938,0.000056451743,0.00012145424,0.0004756244,0.0031688267,0.00003297622],"about_ca_topic_score_codex":0.0048378347,"about_ca_topic_score_gemma":0.018183349,"teacher_disagreement_score":0.014303168,"about_ca_system_score_codex":0.0018720778,"about_ca_system_score_gemma":0.003326588,"threshold_uncertainty_score":0.07564324},"labels":[],"label_agreement":null},{"id":"W2963185017","doi":"10.5539/ijel.v9n5p1","title":"Revisiting the Use of Language Learning Strategies by University Freshmen in Taiwan","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Metacognition; Psychology; Cognition; Sill; Compensation (psychology); Scale (ratio); Mathematics education; Language acquisition; Order (exchange); Cognitive psychology; Social psychology; Engineering; Business; Geography","score_opus":0.022819648462026696,"score_gpt":0.2529545903321764,"score_spread":0.23013494187014968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2963185017","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997216,0.00005821105,0.000010882191,0.000033139866,0.0000012970501,0.0000029115936,0.000014338515,6.172623e-7,0.00015694337],"genre_scores_gemma":[0.9993962,0.00011324975,0.000045544188,0.000035083303,0.0000023304028,0.0000068357635,0.000057365254,7.942441e-7,0.0003424778],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99964666,0.00008283054,0.00004696289,0.000048916037,0.00007752433,0.00009709764],"domain_scores_gemma":[0.9982681,0.00047047707,0.00053106603,0.000056231453,0.00027210708,0.00040181214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008915642,0.00019803082,0.00020179417,0.0015292022,0.00054785225,0.0011513047,0.0003659537,0.000396021,0.0013275804],"category_scores_gemma":[0.0029306933,0.00019558778,0.00023554509,0.0007711411,0.00042497757,0.0006947364,0.0006715782,0.00047270232,0.00024114749],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022859478,0.000101400154,0.9672665,0.0000406766,0.000017415618,0.00021088046,0.018545656,0.00001968144,0.0011863674,0.000035201723,0.000113387694,0.012440027],"study_design_scores_gemma":[0.0000028899995,0.00015426829,0.96081436,0.00003452488,0.000009953885,0.00015036965,0.03749478,0.00009230565,0.0003590343,0.000028399229,0.0008490913,0.000009959251],"about_ca_topic_score_codex":0.011311525,"about_ca_topic_score_gemma":0.025778612,"teacher_disagreement_score":0.011311525,"about_ca_system_score_codex":0.0006145692,"about_ca_system_score_gemma":0.0010553483,"threshold_uncertainty_score":0.022491395},"labels":[],"label_agreement":null},{"id":"W2963188899","doi":"10.5539/ijel.v9n5p37","title":"The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Psychology; Mathematics education; Session (web analytics); English language; Control (management); Test (biology); Medical education; Pedagogy; Medicine; Computer science","score_opus":0.017666206251588244,"score_gpt":0.3006122869703942,"score_spread":0.28294608071880595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2963188899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99822766,0.0002640927,0.00037390878,0.00004036174,0.000010082537,0.000032619017,0.000014085583,0.00001849898,0.0010186092],"genre_scores_gemma":[0.9965222,0.00037878667,0.002444284,0.000020088613,0.000010860573,0.00005482923,0.000030186073,0.000004920847,0.00053384865],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990227,0.00039620628,0.000102795675,0.00007721556,0.00028554737,0.00011550885],"domain_scores_gemma":[0.9935875,0.0034949167,0.0011157314,0.00033161958,0.0008434867,0.0006267152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015132121,0.0005668784,0.00038398392,0.00059518294,0.00033342687,0.00087011245,0.00038489117,0.00032471778,0.0013677275],"category_scores_gemma":[0.00930094,0.00012723483,0.0004777896,0.00024295588,0.0002970675,0.0004877806,0.0005827067,0.000373111,0.00023988234],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026274386,0.010840605,0.19404888,0.00277227,0.00042810533,0.0011649901,0.038214043,0.0018544476,0.06440896,0.00057072844,0.0012520471,0.68181753],"study_design_scores_gemma":[0.00044572045,0.027062593,0.85895836,0.0013727088,0.0016785099,0.0010148474,0.044326864,0.0067317025,0.042124838,0.001279971,0.014797464,0.00020655467],"about_ca_topic_score_codex":0.0017675329,"about_ca_topic_score_gemma":0.002629891,"teacher_disagreement_score":0.0017675329,"about_ca_system_score_codex":0.00019977883,"about_ca_system_score_gemma":0.0006009535,"threshold_uncertainty_score":0.008002758},"labels":[],"label_agreement":null},{"id":"W2963337766","doi":"10.3968/11060","title":"Effectiveness of Accommodation in the Assessment of Iranian EFL Learners","year":2019,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Accommodation; Formative assessment; Test (biology); Psychology; Presentation (obstetrics); Session (web analytics); Mathematics education; Lesson plan; Achievement test; Pedagogy; Standardized test; Computer science; Medicine","score_opus":0.020073687703077447,"score_gpt":0.33628408093476264,"score_spread":0.3162103932316852,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2963337766","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99807894,0.00022631435,0.00028157837,0.000045650293,0.000009306812,0.000025967429,0.000009035117,0.000016606937,0.0013064704],"genre_scores_gemma":[0.99847263,0.00013441221,0.0009994647,0.00001843228,0.0000106131,0.000016187303,0.0000166946,0.0000021387498,0.00032947282],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99838924,0.0007903917,0.00013626333,0.00011154651,0.00045620374,0.000116387804],"domain_scores_gemma":[0.99687093,0.0010946786,0.00066769717,0.00018506276,0.0005143138,0.0006672214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017776933,0.00031406677,0.00029559786,0.00039993567,0.00025426014,0.00038016585,0.00040155087,0.00024664993,0.0008027676],"category_scores_gemma":[0.0071619037,0.0000968353,0.0002916363,0.00018803125,0.00031590852,0.0003728532,0.0007251149,0.00025080677,0.00013543371],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004782743,0.0087420065,0.28981403,0.00087785453,0.0001468944,0.00074940827,0.008650725,0.0008936013,0.032424368,0.000198896,0.000770075,0.65194947],"study_design_scores_gemma":[0.00021318062,0.027638173,0.9380473,0.00019782073,0.00021796588,0.0013779928,0.0077119903,0.0015355609,0.017675515,0.00031896107,0.0049806526,0.00008492948],"about_ca_topic_score_codex":0.0008734238,"about_ca_topic_score_gemma":0.0015896759,"teacher_disagreement_score":0.0017776933,"about_ca_system_score_codex":0.00020131489,"about_ca_system_score_gemma":0.00045554165,"threshold_uncertainty_score":0.009401441},"labels":[],"label_agreement":null},{"id":"W2964285811","doi":"10.1177/1362168819862132","title":"Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT","year":2019,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Context (archaeology); Mathematics education; Negotiation; Agency (philosophy); Psychology; Process (computing); Language education; Teaching method; Pedagogy; Qualitative research; Task (project management); Teacher education; Sociology; Computer science; Engineering","score_opus":0.1857942961714325,"score_gpt":0.4219434653258566,"score_spread":0.23614916915442408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964285811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98696893,0.00038199435,0.0023781557,0.0029351378,0.000056528348,0.00006734388,0.000023307493,0.000041029503,0.0071476074],"genre_scores_gemma":[0.99300015,0.00050047954,0.0015965569,0.0005311464,0.000033385397,0.000063421336,0.000022218948,0.00004925227,0.004203402],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98875076,0.0062272656,0.00051272835,0.00095770083,0.0017072929,0.0018442606],"domain_scores_gemma":[0.97693914,0.014868197,0.0018912222,0.0012805854,0.0017310523,0.0032897894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009373062,0.0007190908,0.00093026244,0.0025759118,0.01541931,0.008089983,0.0029782278,0.0044183047,0.0025131316],"category_scores_gemma":[0.03000027,0.00094792334,0.0007349468,0.0021191027,0.014330692,0.007225659,0.008138935,0.0056829643,0.0006946225],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019444153,0.00011957754,0.0035030267,0.00007100421,0.0000036856752,0.0040385337,0.9845079,0.000038894374,0.0006578431,0.0012144815,0.00033397292,0.0054915934],"study_design_scores_gemma":[0.000010582406,0.00008297837,0.0022724855,0.00010133327,0.000010241503,0.0032411264,0.97920805,0.00019541779,0.00082369155,0.0005682967,0.013458576,0.000027130853],"about_ca_topic_score_codex":0.011179518,"about_ca_topic_score_gemma":0.02541804,"teacher_disagreement_score":0.01541931,"about_ca_system_score_codex":0.0064138346,"about_ca_system_score_gemma":0.004892929,"threshold_uncertainty_score":0.049570143},"labels":[],"label_agreement":null},{"id":"W2964400974","doi":"10.5539/ies.v12n8p72","title":"The Socio-Cultural Factors Influencing Learners of Arabic in the Sultanate of Oman","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Semitic languages; Arabic; Sociocultural perspective; Context (archaeology); Interview; Foreign language; Psychology; First language; Pedagogy; Mathematics education; Linguistics; Sociology; Geography; Anthropology","score_opus":0.06967528565497545,"score_gpt":0.3621035232980077,"score_spread":0.2924282376430323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964400974","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989242,0.0000769266,0.000020385327,0.00015042562,0.0000027018186,0.000004885615,0.0000035793964,6.298116e-7,0.00081622496],"genre_scores_gemma":[0.9994585,0.00015695505,0.000040264167,0.000037141657,0.0000021718042,0.0000048394822,0.0000034785287,7.7288587e-7,0.00029597242],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999246,0.00038540253,0.00003551827,0.000035920915,0.000119236014,0.00017802427],"domain_scores_gemma":[0.9989066,0.00036670084,0.00027591106,0.000024977257,0.00017573503,0.000250094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012483669,0.0002542257,0.00021637481,0.0007177298,0.003487777,0.0022444276,0.00033615003,0.0003742215,0.0022290556],"category_scores_gemma":[0.0021894937,0.00013301124,0.0001339019,0.0006121507,0.002026741,0.0008395047,0.0015718342,0.00058865955,0.00018882644],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000078468016,0.00020521139,0.2676361,0.00016879456,0.000017946055,0.0024390684,0.70505923,0.000083442465,0.0043607005,0.0013161252,0.00036395254,0.018270902],"study_design_scores_gemma":[0.000002782916,0.00008200804,0.09819299,0.000057912934,0.00000803752,0.0003699049,0.8971059,0.00007907121,0.0005025195,0.00019068022,0.0033963763,0.000011900058],"about_ca_topic_score_codex":0.00971782,"about_ca_topic_score_gemma":0.022099117,"teacher_disagreement_score":0.00971782,"about_ca_system_score_codex":0.0013794216,"about_ca_system_score_gemma":0.001721082,"threshold_uncertainty_score":0.019322515},"labels":[],"label_agreement":null},{"id":"W2964507835","doi":"10.11575/prism/36791","title":"Multilingual Essay Mills: Implications for Second Language Teaching and Learning","year":2019,"lang":"en","type":"article","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Mathematics education; Comprehension approach; Computer science; Language education; Natural language processing; Artificial intelligence; Sociology; Psychology; Philosophy","score_opus":0.0434609532513405,"score_gpt":0.33367301929939963,"score_spread":0.29021206604805916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964507835","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7179519,0.03091967,0.0036082882,0.12912072,0.0006499454,0.0007351027,0.0010791746,0.00014293489,0.11579224],"genre_scores_gemma":[0.97334564,0.010454165,0.0031428174,0.0047575887,0.00015594816,0.00017489734,0.00023567914,0.000044130356,0.0076891817],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9896193,0.0042823055,0.0009014817,0.000728326,0.003055388,0.001413229],"domain_scores_gemma":[0.8642196,0.094827056,0.010538148,0.0015390348,0.02076514,0.008111046],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.015473588,0.00032581735,0.00046121178,0.004820906,0.0059875147,0.008888163,0.0016961672,0.0010885602,0.011718131],"category_scores_gemma":[0.06646279,0.00019720646,0.00036065106,0.007141284,0.006232499,0.005860564,0.0030319155,0.0017640019,0.00058299804],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031372719,0.0008193231,0.2935508,0.004832707,0.000059994174,0.0048474083,0.23696147,0.00055617694,0.0011976119,0.03741245,0.031133644,0.3883147],"study_design_scores_gemma":[0.000022737737,0.00009686796,0.1916557,0.0036364016,0.000040958,0.0009902322,0.6995181,0.0006412667,0.0006957009,0.009729084,0.09289599,0.00007707263],"about_ca_topic_score_codex":0.26125383,"about_ca_topic_score_gemma":0.515071,"teacher_disagreement_score":0.99891144,"about_ca_system_score_codex":0.01482079,"about_ca_system_score_gemma":0.03354372,"threshold_uncertainty_score":0.51946634},"labels":[],"label_agreement":null},{"id":"W2964583575","doi":"10.21810/sfuer.v12i2.929","title":"Trends in Accentedness and Comprehensibility Research, with Respect of L2 Speech Ratings","year":2019,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Psychology; Linguistics","score_opus":0.14687240642334223,"score_gpt":0.40954316557087067,"score_spread":0.26267075914752847,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964583575","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18965809,0.7438807,0.017886695,0.005416245,0.0010383801,0.00015852948,0.0010409931,0.00016200978,0.04075833],"genre_scores_gemma":[0.5041765,0.4557773,0.02379723,0.0031793157,0.0023952387,0.00043345767,0.0017799902,0.0002940951,0.008166763],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9894309,0.0038888115,0.0013477185,0.0026463682,0.0025180927,0.0001681009],"domain_scores_gemma":[0.8902067,0.0809271,0.009475062,0.0025196313,0.016170198,0.00070127024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021654787,0.0006489964,0.0010458261,0.006304505,0.00041159807,0.0028200303,0.001202705,0.000851381,0.0029898835],"category_scores_gemma":[0.047079157,0.0003562674,0.00079528114,0.0061058383,0.0019509475,0.0036483088,0.0014168331,0.0017416965,0.0009271513],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046920654,0.0001770788,0.048006587,0.018385068,0.00057053845,0.00019157924,0.018624777,0.0003221672,0.007059363,0.006703201,0.003740339,0.89575016],"study_design_scores_gemma":[0.00005897804,0.0024011598,0.6661289,0.024124855,0.0011029714,0.00485219,0.033712856,0.0009127378,0.016050925,0.007818957,0.24244416,0.0003913932],"about_ca_topic_score_codex":0.0023957528,"about_ca_topic_score_gemma":0.0027626217,"teacher_disagreement_score":0.021654787,"about_ca_system_score_codex":0.000965203,"about_ca_system_score_gemma":0.001224687,"threshold_uncertainty_score":0.114522815},"labels":[],"label_agreement":null},{"id":"W2964610456","doi":"10.5539/elt.v12n9p22","title":"Struggle Between the Real and the Fictive: The Development of Chinese EFL Learners’ Voice Construction in Short Story Writing","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Psychology; Narrative; Context (archaeology); Writing process; Linguistics; Pedagogy; History","score_opus":0.011236325914207644,"score_gpt":0.25033420415284124,"score_spread":0.2390978782386336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964610456","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912021,0.000119671626,0.0011941603,0.00017568427,0.000010438129,0.000035842302,0.0000069240045,0.000015027378,0.0072402204],"genre_scores_gemma":[0.9971096,0.00009007703,0.0007099572,0.000034200475,0.0000039224183,0.000017925297,0.000009270194,0.000012143839,0.002012829],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981864,0.0008455398,0.00008293101,0.00022787647,0.00045230158,0.00020491531],"domain_scores_gemma":[0.9960634,0.002337893,0.00054432213,0.00022313534,0.0003803478,0.00045087992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029960119,0.00045937684,0.00033977066,0.0009938901,0.0028579659,0.0042232675,0.0007195302,0.00089317246,0.0021714454],"category_scores_gemma":[0.0092817275,0.0003886027,0.00024253741,0.0005027796,0.0061794026,0.0024078588,0.0038686616,0.0012945406,0.00030583315],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025492542,0.00004150368,0.009735324,0.00007351909,0.000005033691,0.0023749566,0.96138346,0.00005009686,0.010648183,0.002644669,0.00015429874,0.012863529],"study_design_scores_gemma":[0.000013969475,0.00023402937,0.04688681,0.0001681277,0.000033475764,0.0049364353,0.9163308,0.0012338693,0.00903414,0.002458692,0.018604461,0.00006514373],"about_ca_topic_score_codex":0.0038603002,"about_ca_topic_score_gemma":0.0036654547,"teacher_disagreement_score":0.0042232675,"about_ca_system_score_codex":0.0016438641,"about_ca_system_score_gemma":0.0024207814,"threshold_uncertainty_score":0.015844643},"labels":[],"label_agreement":null},{"id":"W2965043548","doi":"10.14746/ssllt.2019.9.2.6","title":"Promoting EFL students’ accuracy and fluency through interactive practice activities","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Canada Research Chairs","keywords":"Fluency; Operationalization; Psychology; Relative clause; Production (economics); Mathematics education; Linguistics; Computer science; Natural language processing","score_opus":0.023003422668097896,"score_gpt":0.3603881516127882,"score_spread":0.3373847289446903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2965043548","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998703,0.00006015988,0.0005086007,0.000021741223,0.0000012559158,0.000021392096,0.000009635434,0.00001905736,0.00065498654],"genre_scores_gemma":[0.9958682,0.000112800575,0.0031004827,0.00001302344,0.0000041909934,0.000050753337,0.000026854954,0.000004346766,0.00081941736],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993228,0.0002625851,0.000047931193,0.0001078991,0.00012298292,0.0001358879],"domain_scores_gemma":[0.996564,0.002056365,0.0005563167,0.00018205988,0.00026695157,0.00037436257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010429095,0.0004334672,0.0003522463,0.00057715387,0.0003053635,0.0007123859,0.0006109867,0.0002933857,0.002166696],"category_scores_gemma":[0.00601707,0.00013968695,0.00015322745,0.00025632587,0.00042844508,0.0004650038,0.0010732138,0.0003675596,0.0004326199],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017333158,0.010452525,0.2545521,0.00092192716,0.000077508135,0.0021575107,0.039477333,0.0011252246,0.16283153,0.0005073115,0.00074716104,0.5254166],"study_design_scores_gemma":[0.0005056168,0.015857287,0.8360867,0.000416653,0.00018210296,0.0030053623,0.028668713,0.003962868,0.095620565,0.0014095969,0.014160571,0.00012406068],"about_ca_topic_score_codex":0.00088397105,"about_ca_topic_score_gemma":0.0012673747,"teacher_disagreement_score":0.002166696,"about_ca_system_score_codex":0.0003768162,"about_ca_system_score_gemma":0.00061460695,"threshold_uncertainty_score":0.0072482824},"labels":[],"label_agreement":null},{"id":"W2966048657","doi":"10.1075/itl.19013.kar","title":"The role of task repetition and learner self-assessment in technology-mediated task performance","year":2019,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; Carleton University","funders":"","keywords":"Rubric; Task (project management); Repetition (rhetorical device); Presentation (obstetrics); Class (philosophy); Psychology; Computer science; Mathematics education; Linguistics; Medicine; Artificial intelligence","score_opus":0.00484469176283102,"score_gpt":0.22818745349634662,"score_spread":0.22334276173351558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2966048657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96095073,0.02068751,0.0059296866,0.00054887834,0.000060483228,0.00012527565,0.000042311047,0.00007858982,0.011576627],"genre_scores_gemma":[0.9915175,0.0048627323,0.0021185125,0.000069481765,0.00003586708,0.00009031002,0.000029378709,0.000021153344,0.0012551973],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9832224,0.010973894,0.00074592984,0.0006727408,0.003956382,0.00042860073],"domain_scores_gemma":[0.9350142,0.048026823,0.009334887,0.0015701156,0.0049130567,0.0011409301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010935497,0.00026805032,0.000547437,0.0011757778,0.0004177924,0.002218675,0.0007592881,0.0004646429,0.001298661],"category_scores_gemma":[0.04259319,0.00018703456,0.0004436012,0.0005352035,0.0010939504,0.00066638406,0.0010632819,0.00057124655,0.0002740413],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063448056,0.0008757864,0.2611134,0.004605868,0.00046906003,0.00091628806,0.032891933,0.0013646189,0.016645752,0.0017355803,0.00086721225,0.67788005],"study_design_scores_gemma":[0.000041063373,0.0019652806,0.96480966,0.0024054986,0.00038675737,0.001080894,0.007138498,0.0017451018,0.008342983,0.001075444,0.010875659,0.0001332373],"about_ca_topic_score_codex":0.0034132719,"about_ca_topic_score_gemma":0.0041223685,"teacher_disagreement_score":0.010935497,"about_ca_system_score_codex":0.0009095021,"about_ca_system_score_gemma":0.0026231431,"threshold_uncertainty_score":0.057833135},"labels":[],"label_agreement":null},{"id":"W2966160249","doi":"10.5539/elt.v12n8p126","title":"An Analysis of the English Pre-class Language","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Linguistics; Psychology; English language; Language assessment; Value (mathematics); Language transfer; Mathematics education; Comprehension approach; Language education; Computer science; Artificial intelligence","score_opus":0.006342140125036738,"score_gpt":0.24019511339600944,"score_spread":0.2338529732709727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2966160249","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66620374,0.0020910294,0.020982904,0.0012827879,0.00011256546,0.000050060444,0.00016137118,0.000040608713,0.30907506],"genre_scores_gemma":[0.9819228,0.00052226934,0.0016062914,0.00004034832,0.000048714595,0.000014191716,0.00005819852,0.000015682574,0.015771424],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99968946,0.00008234929,0.000008225592,0.000034395667,0.000117340336,0.00006815786],"domain_scores_gemma":[0.99912554,0.00043329308,0.00008295079,0.000046370104,0.00022358792,0.00008840792],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027105844,0.00016050633,0.000119623095,0.0010480618,0.00056075404,0.001216224,0.0002921191,0.00019203605,0.008892549],"category_scores_gemma":[0.0013015084,0.00005371036,0.00023838233,0.0005243454,0.001142671,0.001150899,0.00054473063,0.00043799944,0.00053901144],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016838383,0.00022274983,0.025181528,0.00028484705,0.00002550003,0.0017923553,0.005482359,0.0020513118,0.010715599,0.8237166,0.0021404952,0.12821826],"study_design_scores_gemma":[0.000052212134,0.0010337664,0.30180186,0.0004265647,0.00012725024,0.0034271646,0.02267321,0.022889052,0.023345027,0.30685407,0.31724554,0.00012418897],"about_ca_topic_score_codex":0.0021977914,"about_ca_topic_score_gemma":0.001852681,"teacher_disagreement_score":0.008892549,"about_ca_system_score_codex":0.00095167564,"about_ca_system_score_gemma":0.0010199993,"threshold_uncertainty_score":0.0297485},"labels":[],"label_agreement":null},{"id":"W2966292470","doi":"10.1075/itl.19009.hei","title":"A longitudinal observation of technology-mediated feedback for L2 learners of German","year":2019,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"German; Grammar; Computer science; Corrective feedback; Repetition (rhetorical device); Set (abstract data type); Mathematics education; Focus on form; Focus (optics); Language acquisition; Second-language acquisition; Computer-Assisted Instruction; Linguistics; Psychology; Multimedia; Programming language","score_opus":0.037630119473300125,"score_gpt":0.29295967960252844,"score_spread":0.2553295601292283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2966292470","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99952626,0.000040571726,0.00009878048,0.000030111527,0.0000020780656,0.000021532629,0.000042345648,0.000008639199,0.00022985207],"genre_scores_gemma":[0.99879575,0.000050585513,0.00019877596,0.000025129108,0.0000030259805,0.00004599911,0.00008247694,0.000006065918,0.0007922405],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980562,0.0008469588,0.00011036289,0.0002398403,0.0004460742,0.00030059426],"domain_scores_gemma":[0.99249893,0.0019803818,0.0016761408,0.00050347066,0.0023163257,0.0010246855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039109187,0.0005661082,0.0007937038,0.0014318792,0.002334576,0.0017821022,0.00081522303,0.0011467186,0.0015553137],"category_scores_gemma":[0.012464242,0.0005639462,0.0003698947,0.0005738165,0.0009026659,0.000940131,0.0017610783,0.0015493401,0.0009251165],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064686156,0.004892885,0.7768846,0.00013871709,0.00008112645,0.002146282,0.16252564,0.00019660173,0.012378196,0.0001641355,0.00072651345,0.039218392],"study_design_scores_gemma":[0.000044775075,0.0066044535,0.8910689,0.00008781362,0.00008586184,0.0017936944,0.08611507,0.00097157405,0.008245048,0.00019181921,0.004647277,0.00014363651],"about_ca_topic_score_codex":0.010567851,"about_ca_topic_score_gemma":0.013428748,"teacher_disagreement_score":0.010567851,"about_ca_system_score_codex":0.0010179747,"about_ca_system_score_gemma":0.00094954675,"threshold_uncertainty_score":0.021012664},"labels":[],"label_agreement":null},{"id":"W2966593110","doi":"10.21810/sfuer.v12i2.935","title":"Re-examining \"silence\"","year":2019,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Silence; Socialization; Class (philosophy); Psychology; Pedagogy; Personality; Graduate students; Sociology; Social psychology","score_opus":0.07567853575224046,"score_gpt":0.3250802488979002,"score_spread":0.24940171314565976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2966593110","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05862651,0.85432565,0.005277513,0.025395166,0.0032322246,0.0002459147,0.00032264067,0.000046734353,0.052527603],"genre_scores_gemma":[0.4189831,0.55496323,0.0034265625,0.011794496,0.0011595206,0.00030537008,0.00037637432,0.00006508789,0.008926188],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99116206,0.005536459,0.00073237956,0.0005196946,0.0017138249,0.00033563335],"domain_scores_gemma":[0.97562236,0.015713552,0.0028344584,0.0010475431,0.0043645576,0.00041756997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01213113,0.00048556575,0.0008605804,0.0042438074,0.0015762285,0.0032692014,0.0015215492,0.0015778414,0.0024146733],"category_scores_gemma":[0.022441965,0.00023299297,0.0008202474,0.0031241726,0.005079866,0.0055806716,0.0032727427,0.0022040126,0.0006226929],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015525929,0.00007618839,0.005005085,0.04060966,0.00032825884,0.00092038984,0.17465934,0.0001006085,0.0032723097,0.026932938,0.016933553,0.7310064],"study_design_scores_gemma":[0.00002374982,0.00023819787,0.022637058,0.04845317,0.00046912287,0.002340935,0.1257081,0.00006114383,0.0027189658,0.0048853224,0.79241395,0.00005029717],"about_ca_topic_score_codex":0.013065347,"about_ca_topic_score_gemma":0.03115594,"teacher_disagreement_score":0.013065347,"about_ca_system_score_codex":0.0030343076,"about_ca_system_score_gemma":0.008915659,"threshold_uncertainty_score":0.064156294},"labels":[],"label_agreement":null},{"id":"W2967899368","doi":"10.1075/itl.19012.you","title":"A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables","year":2019,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Moderation; Pragmatics; Corrective feedback; Comprehension; Psychology; Computer science; Mathematics education; Outcome (game theory); Linguistics; Social psychology; Mathematics","score_opus":0.014312878251780613,"score_gpt":0.23064220230372692,"score_spread":0.2163293240519463,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2967899368","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018228995,0.97803694,0.0014635114,0.00036936463,0.00038186804,0.00043287582,0.00051262125,0.000045474433,0.0005283985],"genre_scores_gemma":[0.48763663,0.5002431,0.0069338963,0.0012107678,0.0004429628,0.0018641126,0.0010109752,0.00009006856,0.0005675204],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.9808686,0.010519369,0.0048687453,0.0015178396,0.0019373866,0.00028803988],"domain_scores_gemma":[0.9521178,0.03730188,0.0055001015,0.0017607167,0.0029298842,0.00038963248],"candidate_categories":["metaepi_broad"],"consensus_categories":[],"category_scores_codex":[0.028904695,0.0021786832,0.011712135,0.0065910835,0.0006979855,0.0037607318,0.0017851152,0.0017789089,0.0025111302],"category_scores_gemma":[0.06608806,0.0012841437,0.032835934,0.005615969,0.0009309607,0.0017844229,0.0012863495,0.0018775336,0.00027274658],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002921899,0.0000656898,0.0041226726,0.1658091,0.8071714,0.000120137476,0.00017255079,0.00040257347,0.00056852197,0.00017628542,0.00040945393,0.018059652],"study_design_scores_gemma":[0.0006460426,0.0004011867,0.0045625325,0.013128126,0.97906965,0.00006327174,0.00005054865,0.00011801478,0.00042158135,0.00017917139,0.0013418235,0.000018118944],"about_ca_topic_score_codex":0.004692039,"about_ca_topic_score_gemma":0.00968778,"teacher_disagreement_score":0.98828787,"about_ca_system_score_codex":0.0025698266,"about_ca_system_score_gemma":0.0033988666,"threshold_uncertainty_score":0.15286446},"labels":[],"label_agreement":null},{"id":"W2968297247","doi":"10.5539/elt.v12n9p55","title":"Writing Anxiety Among Saudi Female Learners at Some Saudi Universities","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Apprehension; Grammar; Second language writing; Mathematics education; Affect (linguistics); Test anxiety; Miller; Statistical analysis; Medical education; Second language; Linguistics","score_opus":0.008955336837161173,"score_gpt":0.2209678658722975,"score_spread":0.21201252903513632,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2968297247","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996674,0.00008037548,0.000009762887,0.00006517166,0.0000029936991,0.0000042796555,0.000008541897,6.50009e-7,0.00016072957],"genre_scores_gemma":[0.99936336,0.00020258721,0.000022244749,0.000085442,0.0000057140355,0.000007342644,0.0000124107755,5.6501295e-7,0.0003003345],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955124,0.0001000249,0.0000480692,0.000032090844,0.00013718358,0.00013150685],"domain_scores_gemma":[0.99851745,0.00025171498,0.00048546735,0.000029514764,0.00031875123,0.00039715983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00061264774,0.00028927476,0.00038166577,0.0007535686,0.0014149884,0.0011492327,0.00025853413,0.0005029373,0.0015677724],"category_scores_gemma":[0.001895957,0.0002072318,0.00026848106,0.00042003192,0.00054804736,0.00046297876,0.0005968218,0.0004990598,0.0002157899],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018617592,0.00051233714,0.88894445,0.00021088791,0.00002936858,0.0026394825,0.08526421,0.00003969316,0.004696317,0.00010174063,0.0005783875,0.016796904],"study_design_scores_gemma":[0.000016684042,0.001244217,0.7134419,0.00013247931,0.000044261567,0.0040283888,0.27708292,0.00023161809,0.0010481365,0.00007805456,0.0026015013,0.000049746497],"about_ca_topic_score_codex":0.005433237,"about_ca_topic_score_gemma":0.0083628185,"teacher_disagreement_score":0.005433237,"about_ca_system_score_codex":0.00057578523,"about_ca_system_score_gemma":0.0006696325,"threshold_uncertainty_score":0.010803223},"labels":[],"label_agreement":null},{"id":"W2969068286","doi":"10.33524/cjar.v16i1.177","title":"DEVELOPING READING AND WRITING SKILLS OF LEARNERS’ FROM ARABIC-SPEAKING BACKGROUNDS","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Reading (process); Arabic; Class (philosophy); Mathematics education; Psychology; First language; Pedagogy; Semitic languages; English language; Linguistics; Computer science; Communication; Artificial intelligence","score_opus":0.33822245387077626,"score_gpt":0.3989822918198498,"score_spread":0.060759837949073525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2969068286","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974388,0.000055870078,0.00006314352,0.000022316905,0.0000035918351,0.000008070238,0.000011292477,0.0000026430334,0.0023942513],"genre_scores_gemma":[0.99483335,0.00015577853,0.0004483481,0.00004187084,0.0000031466623,0.000018652561,0.000047842906,0.0000039247625,0.0044469866],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995623,0.00007968156,0.000046740537,0.00005636931,0.00016721182,0.000087699125],"domain_scores_gemma":[0.9984769,0.0003781874,0.0002349765,0.000072189825,0.0005611573,0.0002765219],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008884823,0.00040931144,0.000244435,0.0008419971,0.00072865776,0.0022108834,0.0003240788,0.00044552475,0.0048281522],"category_scores_gemma":[0.003810209,0.00015918245,0.00021489103,0.00023378182,0.0005418246,0.0008713287,0.0010009278,0.0005789936,0.0015211992],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005888018,0.0031292555,0.487293,0.00032546834,0.00006053023,0.0050721746,0.18835205,0.00031186582,0.086087756,0.00093001523,0.0015497949,0.22629927],"study_design_scores_gemma":[0.000048142057,0.0028736752,0.81967497,0.00017431534,0.000070454684,0.0063807643,0.12696782,0.0010079283,0.027336204,0.0008494207,0.01454414,0.00007210022],"about_ca_topic_score_codex":0.0026641835,"about_ca_topic_score_gemma":0.004102005,"teacher_disagreement_score":0.0048281522,"about_ca_system_score_codex":0.00032862404,"about_ca_system_score_gemma":0.0008102522,"threshold_uncertainty_score":0.016151786},"labels":[],"label_agreement":null},{"id":"W2969284851","doi":"10.5539/elt.v12n9p96","title":"Reading Anxiety Among Chinese Exchange Students in a Study-abroad Context","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Reading (process); Syllabus; Feeling; Context (archaeology); Foreign language; Foreign language anxiety; Developmental psychology; Social psychology; Pedagogy; Linguistics","score_opus":0.008123945193623834,"score_gpt":0.27552643386966214,"score_spread":0.2674024886760383,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2969284851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998274,0.0000099212075,0.000007090759,0.000012159277,0.0000011999837,0.000004181657,0.0000029618586,6.074839e-7,0.0001345779],"genre_scores_gemma":[0.99955624,0.000024866518,0.000018060782,0.000028331693,0.0000039586776,0.000007135841,0.000014193277,6.1622393e-7,0.00034654685],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99960405,0.000090416645,0.000022499013,0.000043143817,0.0000812683,0.00015859114],"domain_scores_gemma":[0.999084,0.00011515319,0.00022427524,0.000037877715,0.00010317245,0.00043560762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050460786,0.0004952007,0.00043918367,0.0010232574,0.0022463857,0.0012271601,0.00030128143,0.0006617782,0.0018317142],"category_scores_gemma":[0.00089928915,0.00022973878,0.0003312758,0.0005051553,0.0007953812,0.00039180976,0.0010112253,0.00073322793,0.00019303086],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023455471,0.0013415227,0.8807455,0.00006603023,0.000036645208,0.003957394,0.094992116,0.00002810511,0.0067376825,0.000089411435,0.00023192998,0.0115390625],"study_design_scores_gemma":[0.000015547466,0.0011882136,0.86454076,0.000014047789,0.000030718733,0.002114286,0.13070786,0.000094939256,0.00067627896,0.000042283038,0.0005509118,0.000024156245],"about_ca_topic_score_codex":0.0063008373,"about_ca_topic_score_gemma":0.011921474,"teacher_disagreement_score":0.0063008373,"about_ca_system_score_codex":0.00062194356,"about_ca_system_score_gemma":0.00052570336,"threshold_uncertainty_score":0.0125283},"labels":[],"label_agreement":null},{"id":"W2969530672","doi":"10.5539/elt.v12n9p105","title":"The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Affect (linguistics); Anxiety; Social psychology; Self-confidence","score_opus":0.0144902440213774,"score_gpt":0.23636388434357788,"score_spread":0.22187364032220047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2969530672","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996532,0.000041377938,0.000093190705,0.000014224942,0.0000017141617,0.000032252534,0.000010520903,3.5950768e-7,0.00015326148],"genre_scores_gemma":[0.9990243,0.00012196788,0.00041821814,0.000066664514,0.0000045005518,0.00008573234,0.000026663047,9.710402e-7,0.000250959],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983284,0.0010812692,0.00010467999,0.00010354057,0.0002278839,0.00015413074],"domain_scores_gemma":[0.9968478,0.0013134154,0.00067073805,0.00016987411,0.0006043537,0.00039375096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031308627,0.0003540792,0.00042740934,0.00071023335,0.0015786188,0.0012394045,0.0003885825,0.0004024902,0.0010477144],"category_scores_gemma":[0.004590714,0.00030239654,0.0003663473,0.00058126723,0.0008157219,0.00046664008,0.0008411506,0.00060232024,0.00017714636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010416885,0.007929372,0.71002924,0.00050103955,0.00015503493,0.000949965,0.22060513,0.00023421299,0.0059769093,0.0006104988,0.00030860706,0.051658254],"study_design_scores_gemma":[0.00015458623,0.0068300967,0.6626669,0.00018034843,0.0001746987,0.00059154275,0.32278222,0.0008324817,0.0022740278,0.00026902504,0.0031588555,0.00008512543],"about_ca_topic_score_codex":0.0105970185,"about_ca_topic_score_gemma":0.022280067,"teacher_disagreement_score":0.0105970185,"about_ca_system_score_codex":0.0011050081,"about_ca_system_score_gemma":0.0016456455,"threshold_uncertainty_score":0.02107066},"labels":[],"label_agreement":null},{"id":"W2969832798","doi":"10.1007/978-981-13-9505-5_4","title":"Walking the Garden Path Toward Academic Language: Perspectives from International Students in Chinese Higher Education","year":2019,"lang":"en","type":"book-chapter","venue":"Chinese language learning sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Context (archaeology); Language proficiency; Language assessment; Interpersonal communication; Mathematics education; English for academic purposes; Psychology; Pedagogy","score_opus":0.01967596047501241,"score_gpt":0.32117906745552866,"score_spread":0.30150310698051624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2969832798","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88336116,0.0019828738,0.00027907864,0.01611328,0.00031738295,0.0000378221,0.00006346587,0.000017547864,0.09782733],"genre_scores_gemma":[0.9653977,0.0014022359,0.00017791567,0.0028380053,0.000048333328,0.000033504657,0.000045459383,0.000024132061,0.030032773],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.997827,0.0008209845,0.00003847442,0.00017323374,0.00027810215,0.0008622769],"domain_scores_gemma":[0.9975199,0.0005138593,0.00018932523,0.0000412198,0.00022513846,0.0015105808],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027033621,0.00066589995,0.00046191132,0.0012561142,0.023142736,0.012364908,0.0015964152,0.0021045064,0.006019184],"category_scores_gemma":[0.00275969,0.00039919902,0.00034487998,0.002067441,0.009079124,0.005516458,0.007632831,0.0063065845,0.00057793804],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011560763,0.000040070357,0.0047536134,0.000024678513,0.000002792022,0.000521553,0.98147744,0.000012091013,0.00022861503,0.005671559,0.0031174049,0.0041385726],"study_design_scores_gemma":[0.0000022388601,0.000015909976,0.0038518358,0.00004712321,0.0000030063757,0.000094181865,0.9809537,0.000015690302,0.00006536828,0.00035965312,0.01458359,0.000007722753],"about_ca_topic_score_codex":0.08890754,"about_ca_topic_score_gemma":0.20006908,"teacher_disagreement_score":0.08890754,"about_ca_system_score_codex":0.006221912,"about_ca_system_score_gemma":0.012512321,"threshold_uncertainty_score":0.1767801},"labels":[],"label_agreement":null},{"id":"W2970103294","doi":"10.1080/17597536.2019.1649853","title":"Primary school modern language teaching in England 1964-2014: the legacy of the Burstall Report","year":2019,"lang":"en","type":"article","venue":"Language & History","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dawson College","funders":"","keywords":"Scheme (mathematics); Ethos; Mathematics education; Sociology; Primary education; Language education; Pedagogy; Psychology; Political science; Law","score_opus":0.009547871719947445,"score_gpt":0.20880375010484908,"score_spread":0.19925587838490164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970103294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9287989,0.010557793,0.00040626607,0.027520854,0.0004471378,0.00004889126,0.00079757394,0.000044358432,0.031378187],"genre_scores_gemma":[0.95648134,0.0033384042,0.00034437494,0.0012380412,0.00009444582,0.000041366788,0.00021905685,0.000034064957,0.038209055],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982809,0.00036978102,0.000108050495,0.00021427688,0.0005009152,0.00052610284],"domain_scores_gemma":[0.99492055,0.0016199631,0.0005469286,0.0003152796,0.0011624484,0.001434897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002920624,0.00010783053,0.0002802,0.0010329422,0.0039921985,0.0024302318,0.00047740698,0.00076893973,0.007912507],"category_scores_gemma":[0.0063218786,0.00047139605,0.000122551,0.0014030059,0.002616729,0.001837201,0.0033633697,0.0018381316,0.0007644741],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00075361045,0.00034114526,0.104496606,0.0011632664,0.000026014799,0.00301459,0.5867953,0.00018835807,0.0033483084,0.034954537,0.050481774,0.21443656],"study_design_scores_gemma":[0.000045284683,0.00025050362,0.5566257,0.0006239993,0.000016046066,0.0003767368,0.090463884,0.00005893835,0.0009612906,0.0010382314,0.3494963,0.000043031814],"about_ca_topic_score_codex":0.41506705,"about_ca_topic_score_gemma":0.7254062,"teacher_disagreement_score":0.41506705,"about_ca_system_score_codex":0.015102374,"about_ca_system_score_gemma":0.013061034,"threshold_uncertainty_score":0.8253022},"labels":[],"label_agreement":null},{"id":"W2970529253","doi":"10.5539/ijel.v9n5p193","title":"The Influence of English Pronunciation System on Spelling Errors Among Saudi Students","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Pronunciation; First language; Confusion; Linguistics; Psychology; Arabic; Task (project management); Contrast (vision); Computer science; Mathematics education; Artificial intelligence","score_opus":0.013719912475051135,"score_gpt":0.26379271576817476,"score_spread":0.25007280329312365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970529253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99964905,0.00006308953,0.000024456249,0.000020968371,0.0000022548538,0.0000014087591,0.000009409671,0.0000015476087,0.00022783266],"genre_scores_gemma":[0.99974364,0.000056071003,0.00002896833,0.00000973016,0.0000015928282,9.2276156e-7,0.000013870661,0.0000012948403,0.0001439367],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990325,0.0002602144,0.00017080079,0.00009757687,0.00032084118,0.000118065545],"domain_scores_gemma":[0.99460006,0.0016317877,0.0018612812,0.00018683211,0.0012660056,0.000454007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047161317,0.0002690784,0.00016021704,0.0005732734,0.00035916315,0.0007649951,0.00019997667,0.00034997886,0.0013872947],"category_scores_gemma":[0.00626948,0.00012579886,0.00017353917,0.00036472897,0.00033312663,0.00030097997,0.00033756404,0.0003147655,0.0003909119],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017685216,0.00011158416,0.97410697,0.000042512496,0.000029307628,0.00083296926,0.008513404,0.00006861113,0.0034898329,0.000026573261,0.000108491666,0.012492979],"study_design_scores_gemma":[0.000004238264,0.00032752112,0.9825963,0.000028316745,0.00004405881,0.0015183503,0.012805098,0.00031178066,0.001696657,0.000039359147,0.0006132637,0.000014953872],"about_ca_topic_score_codex":0.006159781,"about_ca_topic_score_gemma":0.007029956,"teacher_disagreement_score":0.006159781,"about_ca_system_score_codex":0.0002486631,"about_ca_system_score_gemma":0.0003925038,"threshold_uncertainty_score":0.01224786},"labels":[],"label_agreement":null},{"id":"W2970659706","doi":"10.15290/cr.2019.24.1.05","title":"Portuguese teachers’ perceptions of grammar teaching","year":2019,"lang":"en","type":"article","venue":"Crossroads A Journal of English Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; Ministério da Ciência, Tecnologia e Ensino Superior; International Council for Canadian Studies","keywords":"Portuguese; Work (physics); Library science; Sociology; Grammar; Pedagogy; Political science; Engineering; Linguistics; Computer science; Philosophy","score_opus":0.03034902021391539,"score_gpt":0.29945767110284727,"score_spread":0.2691086508889319,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970659706","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9746755,0.0003534128,0.00026126782,0.000637153,0.000025312309,0.000017605407,0.00002881566,0.000014552738,0.023986297],"genre_scores_gemma":[0.9965149,0.00025707672,0.000090083595,0.00008391656,0.000005439175,0.000007413852,0.000015869582,0.000016463666,0.003008759],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99623895,0.0015784388,0.00019338634,0.00036952403,0.0010963508,0.0005232977],"domain_scores_gemma":[0.9884477,0.0067424173,0.0018058508,0.0003461305,0.0009704396,0.0016873582],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043342994,0.0002560748,0.0004476714,0.0014208372,0.0020294955,0.0056219418,0.00043241604,0.0009459984,0.0047117905],"category_scores_gemma":[0.013459852,0.00033768103,0.0003066173,0.0006798296,0.0029000635,0.0017639231,0.0019348329,0.0016016793,0.0005888248],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000063222185,0.0001522235,0.05938065,0.00012941842,0.0000107243595,0.00087362685,0.9187904,0.00009241023,0.0022021343,0.0031271863,0.00077331427,0.014404597],"study_design_scores_gemma":[0.000028579136,0.00019771294,0.14195845,0.00036314552,0.000029430877,0.00090617995,0.8184131,0.00037154992,0.0006697773,0.0020910988,0.034908738,0.00006224447],"about_ca_topic_score_codex":0.010814745,"about_ca_topic_score_gemma":0.018105904,"teacher_disagreement_score":0.010814745,"about_ca_system_score_codex":0.0020736281,"about_ca_system_score_gemma":0.0017660739,"threshold_uncertainty_score":0.022922218},"labels":[],"label_agreement":null},{"id":"W2970668989","doi":"","title":"Aquisição/aprendizagem da competência metafórica no contexto do Português Língua Não Materna: importância da reestruturação conceptual na expressão de emoções e valores","year":2018,"lang":"pt","type":"book-chapter","venue":"The Repositório Aberto (Universidade Aberta)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Linguistic Association","funders":"","keywords":"Philosophy; Psychology","score_opus":0.05403329648074885,"score_gpt":0.2692561836627681,"score_spread":0.21522288718201926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970668989","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27250838,0.0101937335,0.0704396,0.031516638,0.00093477726,0.00010958037,0.00034546954,0.00022451582,0.6137273],"genre_scores_gemma":[0.960773,0.0023285653,0.011132344,0.001213988,0.00013592502,0.00006918814,0.00009652583,0.00015211765,0.024098318],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99780756,0.0011998722,0.00007442982,0.0003682715,0.00038664773,0.00016309734],"domain_scores_gemma":[0.99821633,0.00081149716,0.00020868357,0.00033201475,0.00027892715,0.00015245705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028986118,0.00043940142,0.00038121975,0.00090469455,0.00412324,0.00808373,0.0010806523,0.0017296086,0.005276331],"category_scores_gemma":[0.003539334,0.00036974996,0.0005270957,0.0012375136,0.013226587,0.0051531876,0.003546827,0.0031822233,0.0008556765],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006766149,0.000021115398,0.0025428764,0.00029069057,0.00001592695,0.00081564486,0.28728807,0.0001377664,0.0025322682,0.67622024,0.002491905,0.027575891],"study_design_scores_gemma":[0.000018970206,0.00008680394,0.012632219,0.0006621749,0.00005755761,0.0031809502,0.16994315,0.001285413,0.0029728783,0.16214074,0.6469409,0.00007827401],"about_ca_topic_score_codex":0.0070067975,"about_ca_topic_score_gemma":0.009365073,"teacher_disagreement_score":0.00808373,"about_ca_system_score_codex":0.004697148,"about_ca_system_score_gemma":0.003990896,"threshold_uncertainty_score":0.034080327},"labels":[],"label_agreement":null},{"id":"W2970758304","doi":"10.5539/elt.v12n10p1","title":"Individual, Pair and Group Writing Activity: A Case Study of Undergraduate EFL Student Writing","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Group work; Mathematics education; Pedagogy; Medical education","score_opus":0.021822123478822432,"score_gpt":0.2822465449143475,"score_spread":0.260424421435525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970758304","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998415,0.000110075605,0.0003899435,0.00012195745,0.0000067283086,0.000033555734,0.0000064943956,0.0000049163336,0.00091119704],"genre_scores_gemma":[0.9967315,0.00019341204,0.0008513519,0.0000903584,0.0000124257795,0.00003503962,0.000011559171,0.0000064858386,0.0020678146],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967309,0.0017311071,0.00017003149,0.00030675656,0.0005012568,0.0005599426],"domain_scores_gemma":[0.9936684,0.0027264834,0.0009432707,0.00033157386,0.000489189,0.0018411138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023323537,0.0004315624,0.00046640995,0.0013720747,0.004531384,0.002430077,0.0011432916,0.0015544742,0.002427548],"category_scores_gemma":[0.008455492,0.00033957636,0.0003453587,0.0009674813,0.0020252254,0.0013110146,0.0020113364,0.0015661027,0.00051622186],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028494094,0.0054412927,0.10570212,0.0004069685,0.00003083887,0.04849268,0.7444942,0.00024332528,0.0052676587,0.0012402721,0.0011143511,0.087281294],"study_design_scores_gemma":[0.000053591666,0.0028473914,0.082860895,0.00021643775,0.000039906394,0.053189833,0.8387471,0.0011544463,0.0044868374,0.0008982909,0.015430961,0.00007425637],"about_ca_topic_score_codex":0.0018056965,"about_ca_topic_score_gemma":0.005908346,"teacher_disagreement_score":0.004531384,"about_ca_system_score_codex":0.0014048457,"about_ca_system_score_gemma":0.0012111743,"threshold_uncertainty_score":0.012334824},"labels":[],"label_agreement":null},{"id":"W2970815700","doi":"10.31849/elsya.v1i1.2538","title":"Sociolinguistic Influence in the Use of English as a Second Language (ESL) Classroom: Seeing from Onovughe's (2012) Perspective","year":2019,"lang":"en","type":"article","venue":"ELSYA Journal of English Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Class (philosophy); Sociology; Sociolinguistics; Population; Pedagogy; Government (linguistics); Mathematics education; Qualitative research; Psychology; Linguistics; Social science","score_opus":0.030310160960507433,"score_gpt":0.2883319005814002,"score_spread":0.25802173962089275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970815700","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8240327,0.07052458,0.0014177102,0.018753042,0.0003841861,0.000031343694,0.00007968918,0.000009925005,0.084766835],"genre_scores_gemma":[0.97875893,0.018423053,0.00026884838,0.00067384454,0.0000695832,0.000011658978,0.000012443105,0.000004433668,0.0017772742],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991301,0.0004556264,0.000040506173,0.000098591816,0.00015066942,0.00012454546],"domain_scores_gemma":[0.9976572,0.0017311253,0.00021958264,0.000030961433,0.00020027652,0.00016087975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013888176,0.00019580161,0.00026781022,0.0017648167,0.0024193102,0.004034487,0.0002827683,0.0006250928,0.0013734224],"category_scores_gemma":[0.001748569,0.00012750967,0.00012224405,0.0011932976,0.0045612655,0.00279713,0.0020232294,0.0009416129,0.000112650225],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035627974,0.00013522308,0.06058998,0.00091087003,0.000016974082,0.0029759633,0.7919943,0.000055419172,0.0012352772,0.055433515,0.0017986259,0.08481817],"study_design_scores_gemma":[0.00000328682,0.00005907275,0.081028126,0.0016843578,0.000018873368,0.0008755279,0.8365984,0.00006533017,0.00043372664,0.005886069,0.07332739,0.000019933243],"about_ca_topic_score_codex":0.012066118,"about_ca_topic_score_gemma":0.03280134,"teacher_disagreement_score":0.012066118,"about_ca_system_score_codex":0.0017768516,"about_ca_system_score_gemma":0.0022314568,"threshold_uncertainty_score":0.023991764},"labels":[],"label_agreement":null},{"id":"W2970985006","doi":"10.5539/elt.v12n9p126","title":"How to Help Students Learn English Better: Towards Creating a Language Learning Culture","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; English language; Dimension (graph theory); Qualitative research; Teaching method; Qualitative property; Pedagogy; Sociology; Social science","score_opus":0.008972480106116402,"score_gpt":0.2538764320242144,"score_spread":0.244903951918098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970985006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9444701,0.0018474155,0.006333009,0.019802954,0.00024592815,0.00013015288,0.000012990357,0.000054938868,0.027102422],"genre_scores_gemma":[0.9885721,0.0012650427,0.006155567,0.0015118199,0.000042673655,0.00007234499,0.000009545609,0.000023228695,0.0023476803],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9887683,0.008266109,0.00030877898,0.00048529037,0.0013385025,0.00083294034],"domain_scores_gemma":[0.98728544,0.0047575124,0.0020825441,0.000588772,0.0017421286,0.0035435304],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011393939,0.0004968759,0.0004220846,0.0014974638,0.009198212,0.015662922,0.0013521456,0.0017620046,0.0013832808],"category_scores_gemma":[0.010082402,0.00036824634,0.00041950692,0.0008450373,0.011350916,0.008404072,0.008650289,0.0041122544,0.00038577037],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033141045,0.00053116673,0.01929546,0.0004853819,0.000025923004,0.0008709862,0.8977967,0.00012423465,0.0039924416,0.013579544,0.0020557404,0.061209414],"study_design_scores_gemma":[0.000012753594,0.00012930755,0.006019562,0.0002887646,0.000023641991,0.00037264248,0.95449954,0.00017702348,0.0017846193,0.0032529002,0.03340709,0.000032095144],"about_ca_topic_score_codex":0.0016167131,"about_ca_topic_score_gemma":0.0034602603,"teacher_disagreement_score":0.015662922,"about_ca_system_score_codex":0.002592281,"about_ca_system_score_gemma":0.007724639,"threshold_uncertainty_score":0.060257614},"labels":[],"label_agreement":null},{"id":"W2971625872","doi":"10.5430/ijhe.v8n5p221","title":"Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Task (project management); Psychology; Perception; Writing process; Mathematics education; Second language writing; Process (computing); Second language; Cognition; Linguistics; Computer science","score_opus":0.013801729330942543,"score_gpt":0.3487275842335736,"score_spread":0.33492585490263105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2971625872","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995253,0.00002709969,0.000035372814,0.000014375321,0.0000011773252,0.0000035546952,0.0000051813226,0.0000016387402,0.00038628292],"genre_scores_gemma":[0.9995252,0.00003321235,0.000044387038,0.000008252485,0.0000014355707,0.0000061849587,0.0000102272215,9.552816e-7,0.00037023256],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993316,0.00020168729,0.00007201608,0.000086368455,0.00020045716,0.00010779072],"domain_scores_gemma":[0.989377,0.005682711,0.0025431046,0.00034057137,0.00069294183,0.0013636737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010604155,0.00023801986,0.00023533768,0.00043091123,0.00031874108,0.0018964416,0.00023163496,0.000435965,0.0025916176],"category_scores_gemma":[0.009518191,0.00019802742,0.0002789204,0.0002498066,0.0005456778,0.0006000032,0.0006608835,0.00095741154,0.0004060657],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007927204,0.0033698105,0.8758118,0.0002124176,0.000091369606,0.00050262036,0.056168597,0.0004019266,0.01702737,0.00018747075,0.00028458494,0.045149226],"study_design_scores_gemma":[0.000020547051,0.0013768458,0.9783447,0.000040363448,0.00003320919,0.00020584033,0.015747244,0.00067393715,0.002704625,0.00019509767,0.000630494,0.000027232678],"about_ca_topic_score_codex":0.0011998912,"about_ca_topic_score_gemma":0.001401587,"teacher_disagreement_score":0.0025916176,"about_ca_system_score_codex":0.00023390511,"about_ca_system_score_gemma":0.00042825725,"threshold_uncertainty_score":0.008669794},"labels":[],"label_agreement":null},{"id":"W2971762722","doi":"10.1075/itl.19011.lir","title":"The provision and efficacy of peer feedback in blogs versus paper-based writing","year":2019,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria; Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Popularity; Peer feedback; Second language writing; Class (philosophy); Computer science; Psychology; Peer review; Second language; Mathematics education; Social psychology; Linguistics; Political science; Artificial intelligence","score_opus":0.02300194863633212,"score_gpt":0.28157415919257733,"score_spread":0.25857221055624524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2971762722","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98039526,0.00074114,0.0012588984,0.00091885444,0.00016112807,0.0003351252,0.000059570844,0.000091595495,0.016038353],"genre_scores_gemma":[0.99612397,0.00033418273,0.001525429,0.00019257123,0.00006370415,0.00020112871,0.000028397892,0.000024609559,0.0015060777],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.95301473,0.037063297,0.0016541078,0.0017666478,0.0055396794,0.0009615051],"domain_scores_gemma":[0.6032353,0.32344526,0.03049688,0.013629577,0.018915754,0.010277202],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.039193176,0.00038715362,0.0006877597,0.0016138431,0.0018080705,0.004741983,0.0009308667,0.0010981257,0.0034554112],"category_scores_gemma":[0.2517151,0.00027886455,0.0003247676,0.00092425477,0.002553668,0.0023877749,0.0022413,0.00149692,0.00065059017],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004604869,0.007370583,0.24089505,0.0028195207,0.00031312698,0.00057931873,0.1409145,0.00056183164,0.010746005,0.0023307512,0.0043785735,0.5844859],"study_design_scores_gemma":[0.0015766827,0.015566087,0.75363773,0.0061365915,0.0007892869,0.0011599036,0.15891977,0.0038514477,0.013012629,0.0040642153,0.04099029,0.00029537242],"about_ca_topic_score_codex":0.0033763142,"about_ca_topic_score_gemma":0.004490676,"teacher_disagreement_score":0.039193176,"about_ca_system_score_codex":0.0017639752,"about_ca_system_score_gemma":0.0031526664,"threshold_uncertainty_score":0.20727575},"labels":[],"label_agreement":null},{"id":"W2971993147","doi":"10.5539/ijel.v9n5p340","title":"Is Indirect Written Feedback Valuable? A Study Targeting ESL University Students in Pakistan","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Corrective feedback; Mathematics education; Psychology; Sample (material); Second language writing; Computer science; Linguistics; Second language","score_opus":0.022588541483355987,"score_gpt":0.30610380460868103,"score_spread":0.28351526312532505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2971993147","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996779,0.000020327298,0.000019782023,0.00004273483,0.0000023077437,0.000017287557,0.000007768843,8.497085e-7,0.00021120292],"genre_scores_gemma":[0.9992157,0.00008591674,0.00010148744,0.00011730532,0.000005957431,0.000031687705,0.000010466322,0.0000014570631,0.00043003602],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979213,0.0007548247,0.00015450327,0.00025349786,0.0005367453,0.00037913767],"domain_scores_gemma":[0.9861648,0.0059214053,0.0028424815,0.00040163344,0.0021786934,0.0024909133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029399237,0.00038020225,0.00059580867,0.0006842747,0.0030111677,0.0019013726,0.00053973246,0.000785083,0.0026694364],"category_scores_gemma":[0.010989887,0.00046245125,0.00025342032,0.00071355526,0.0016162014,0.00096758676,0.0008741502,0.0012432087,0.0005833363],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009795146,0.00960379,0.6882581,0.00048364932,0.000053272575,0.0025202925,0.23240009,0.000090312744,0.0062384563,0.00021147357,0.00063055276,0.058530558],"study_design_scores_gemma":[0.00020488934,0.0141457,0.6622194,0.00018292222,0.000087591856,0.0016634121,0.31185547,0.00033499906,0.0036624016,0.0001465618,0.0054141674,0.00008248387],"about_ca_topic_score_codex":0.0061983126,"about_ca_topic_score_gemma":0.0113935,"teacher_disagreement_score":0.0061983126,"about_ca_system_score_codex":0.0010263348,"about_ca_system_score_gemma":0.003528386,"threshold_uncertainty_score":0.015547991},"labels":[],"label_agreement":null},{"id":"W2972110523","doi":"10.5539/elt.v12n10p14","title":"The Impact of International Proficiency Tests on Language Teaching and Motivation: A Case Study","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Yardstick; Test (biology); Pedagogy; Perception","score_opus":0.015728385414852525,"score_gpt":0.30126458596704503,"score_spread":0.28553620055219253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2972110523","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9925989,0.00013629724,0.00055656594,0.0007817843,0.000021805166,0.000057250913,0.000019181136,0.000009247199,0.005818935],"genre_scores_gemma":[0.99471635,0.00021540566,0.0008223433,0.00012563435,0.000013428411,0.000048202448,0.000012088054,0.000007642396,0.0040389183],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953774,0.002546747,0.00019861339,0.00029440093,0.0006963255,0.0008864715],"domain_scores_gemma":[0.993479,0.0032036891,0.00082551455,0.0002785441,0.0005908106,0.0016224176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032716296,0.00050072686,0.0004826394,0.0013586391,0.006640635,0.0026648373,0.0015439278,0.0023748442,0.003072225],"category_scores_gemma":[0.008479637,0.000408276,0.0005663899,0.0008939076,0.0030021472,0.0015161487,0.0029941509,0.0023398097,0.00044452611],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002016597,0.005373279,0.18356648,0.0004232352,0.00004488373,0.1902347,0.53202343,0.0010037586,0.0043514385,0.011451081,0.0033094215,0.06801657],"study_design_scores_gemma":[0.000049312344,0.0022317213,0.06822174,0.00048474642,0.000063928026,0.07126916,0.8026498,0.0021967385,0.005576588,0.0018434956,0.04530016,0.00011258089],"about_ca_topic_score_codex":0.006701752,"about_ca_topic_score_gemma":0.019699458,"teacher_disagreement_score":0.006701752,"about_ca_system_score_codex":0.0035003386,"about_ca_system_score_gemma":0.0027092062,"threshold_uncertainty_score":0.025396883},"labels":[],"label_agreement":null},{"id":"W2972217270","doi":"10.5539/ijel.v9n5p317","title":"Effective Teaching Strategies to Eliminate Spelling Problems Among Saudi English Language Undergraduates","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Variety (cybernetics); Mathematics education; Psychology; English language; Class (philosophy); Process (computing); Medical education; Pedagogy; Computer science; Linguistics; Medicine; Artificial intelligence","score_opus":0.010746494233589149,"score_gpt":0.2623956034172031,"score_spread":0.25164910918361394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2972217270","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99588937,0.0007645832,0.000966656,0.0008143756,0.00003540645,0.000095696945,0.000010476632,0.00003649604,0.0013870174],"genre_scores_gemma":[0.9868216,0.0015911522,0.008953403,0.00035794536,0.000024202547,0.00010680448,0.000033060933,0.0000075385747,0.002104178],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994167,0.00027445753,0.00004886544,0.000036933336,0.00013371221,0.000089443434],"domain_scores_gemma":[0.9985481,0.0003716302,0.00034207295,0.000054422504,0.00032198618,0.00036167892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009824192,0.00036201725,0.000247518,0.00042133025,0.00087330985,0.0007019707,0.0006729051,0.0005150754,0.0013993185],"category_scores_gemma":[0.0039915997,0.00014306806,0.0002046257,0.00017993533,0.00028936245,0.00039749208,0.0007235907,0.0005209173,0.00034449354],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035468247,0.008258613,0.07643745,0.0016600788,0.000055640678,0.0015738511,0.081831746,0.00048761303,0.031820957,0.00041757588,0.0045266417,0.7925752],"study_design_scores_gemma":[0.0007889134,0.016641812,0.46731865,0.0038928383,0.00079118693,0.006858678,0.33577707,0.006819694,0.055872507,0.0025607995,0.10240455,0.00027329684],"about_ca_topic_score_codex":0.0015116638,"about_ca_topic_score_gemma":0.004133821,"teacher_disagreement_score":0.0015116638,"about_ca_system_score_codex":0.00036905744,"about_ca_system_score_gemma":0.0018809187,"threshold_uncertainty_score":0.0051956177},"labels":[],"label_agreement":null},{"id":"W2972330936","doi":"10.1177/1362168819868667","title":"Connecting language proficiency to teaching ability: A meta-analysis","year":2019,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Language proficiency; Moderation; Language assessment; Active listening; Self-efficacy; Mathematics education; English language; Language education; Social psychology","score_opus":0.15654178155844656,"score_gpt":0.42489477125356107,"score_spread":0.2683529896951145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2972330936","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023020962,0.9707591,0.002195331,0.00032312959,0.00021261883,0.00067586044,0.0020277796,0.00007563018,0.00070955657],"genre_scores_gemma":[0.40204325,0.58538765,0.005555173,0.0008169103,0.00023149171,0.0028830676,0.0023592582,0.00007925899,0.0006439674],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.99046373,0.004246189,0.0028556434,0.001252569,0.0009336023,0.000248222],"domain_scores_gemma":[0.96004105,0.03270621,0.0039133895,0.0010655398,0.0018699771,0.0004038952],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.015035227,0.0022516137,0.012309016,0.0086479215,0.00083292543,0.004076554,0.0023682073,0.0018529032,0.0052450406],"category_scores_gemma":[0.03972004,0.0013755019,0.038590025,0.011058828,0.0008317806,0.0022568915,0.0016680118,0.001798673,0.00044529716],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011288874,0.000051153114,0.010565395,0.18454057,0.79335636,0.00015237357,0.00018562697,0.00037787593,0.00018457857,0.00014816347,0.00048851134,0.008820506],"study_design_scores_gemma":[0.00028004896,0.00016570925,0.006033781,0.012184511,0.97977465,0.00007319936,0.000077275676,0.00014371719,0.0000964578,0.00017327897,0.0009785503,0.000018780047],"about_ca_topic_score_codex":0.007259423,"about_ca_topic_score_gemma":0.017245444,"teacher_disagreement_score":0.9849648,"about_ca_system_score_codex":0.002438552,"about_ca_system_score_gemma":0.0035563633,"threshold_uncertainty_score":0.0795148},"labels":[],"label_agreement":null},{"id":"W2972398440","doi":"10.7202/1063775ar","title":"Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Fluency; Computer science; Task (project management); Traditional grammar; Language education; Linguistics; Meaning (existential); Natural language processing; Second-language acquisition; Artificial intelligence; Generative grammar; Psychology; Mathematics education; Engineering","score_opus":0.017550795128099553,"score_gpt":0.217762658124444,"score_spread":0.20021186299634447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2972398440","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34945032,0.00022411387,0.6153742,0.00063339353,0.00017399245,0.0015625831,0.0002966284,0.0023659782,0.029918779],"genre_scores_gemma":[0.57053894,0.0002866097,0.4191731,0.0003412903,0.000042675467,0.0017882631,0.00027760453,0.0002461018,0.007305464],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99892163,0.00034962676,0.000072855786,0.00028131236,0.00029081933,0.000083764746],"domain_scores_gemma":[0.9978515,0.0012266614,0.00015807593,0.0003869665,0.00021553032,0.00016128011],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011052312,0.0005950244,0.00044530223,0.0006614528,0.0003245191,0.0011547216,0.0012001399,0.0006581377,0.0032328272],"category_scores_gemma":[0.005269216,0.00022845919,0.000873696,0.00046991985,0.0010258831,0.0010234027,0.0023689633,0.0012084058,0.0011134184],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000611805,0.00688583,0.008454604,0.0017517887,0.00007668336,0.0008133993,0.017225629,0.018760987,0.14197302,0.07167377,0.0062899697,0.7254824],"study_design_scores_gemma":[0.0022207997,0.006601213,0.03257236,0.0009914845,0.00045187693,0.0038465627,0.007107879,0.16371903,0.16414636,0.3747016,0.24330522,0.00033570142],"about_ca_topic_score_codex":0.000589545,"about_ca_topic_score_gemma":0.0009880969,"teacher_disagreement_score":0.0032328272,"about_ca_system_score_codex":0.00062902976,"about_ca_system_score_gemma":0.0020472354,"threshold_uncertainty_score":0.010814905},"labels":[],"label_agreement":null},{"id":"W2973214388","doi":"10.1386/btwo_00007_1","title":"Linguistically and culturally relevant education on the roof of the world: The collaborative creation of a Ladakhi storybook","year":2019,"lang":"en","type":"article","venue":"Book 2 0","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Sociology; Pedagogy; Psychology","score_opus":0.010074828673528307,"score_gpt":0.24335020216238412,"score_spread":0.23327537348885583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2973214388","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6389134,0.008985194,0.038525265,0.036921017,0.003394424,0.0020377182,0.0014317762,0.0014804222,0.2683107],"genre_scores_gemma":[0.83209974,0.0070429645,0.07172241,0.0032106526,0.00053753675,0.0012653137,0.0012678345,0.00086956605,0.08198394],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99298054,0.0055300924,0.00015137186,0.00032402485,0.0004907681,0.0005232112],"domain_scores_gemma":[0.99346715,0.0036503752,0.00032316343,0.0003549253,0.00042624696,0.0017781263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064146672,0.0014058977,0.00049234985,0.002061114,0.009671486,0.010418343,0.0024922749,0.001686509,0.007149213],"category_scores_gemma":[0.010405182,0.00059875235,0.00051971164,0.0009211229,0.008415806,0.0068030776,0.015047462,0.0037805298,0.0016298812],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044955344,0.00024029805,0.0026291884,0.00043105363,0.00001645497,0.003309829,0.8956603,0.0002741164,0.0014077757,0.011792799,0.03194113,0.05225214],"study_design_scores_gemma":[0.000014318513,0.00009084695,0.0013154302,0.00043268548,0.000017962386,0.0014656181,0.57987285,0.00019194737,0.0008177746,0.0029152357,0.4128171,0.000048297938],"about_ca_topic_score_codex":0.0026985456,"about_ca_topic_score_gemma":0.011871705,"teacher_disagreement_score":0.010418343,"about_ca_system_score_codex":0.0031380455,"about_ca_system_score_gemma":0.0040921816,"threshold_uncertainty_score":0.0339244},"labels":[],"label_agreement":null},{"id":"W2974760801","doi":"10.11575/prism/37000","title":"Teachers' Perceptions of French Immersion Inclusionary Strategies","year":2019,"lang":"en","type":"dissertation","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immersion (mathematics); Perception; Psychology; Mathematics","score_opus":0.035374174088852274,"score_gpt":0.3212858138582241,"score_spread":0.2859116397693718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2974760801","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99406093,0.00036077545,0.00028300527,0.00029429403,0.000013685037,0.0000172284,0.000009886825,0.000013720033,0.004946531],"genre_scores_gemma":[0.99832445,0.00031390833,0.00014512807,0.00009287364,0.0000047540298,0.000016942313,0.00001235788,0.000005497411,0.0010840248],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9945682,0.0024035196,0.0003435667,0.00036521826,0.0014319697,0.00088744186],"domain_scores_gemma":[0.99451977,0.0019696052,0.0013558134,0.00015672452,0.00088374974,0.001114393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004240065,0.00047956483,0.00047479814,0.001422328,0.0031402912,0.0057859737,0.00087917893,0.001349079,0.0022611076],"category_scores_gemma":[0.010021818,0.00036001747,0.0004943129,0.00067665265,0.0031525597,0.0019951323,0.0044590584,0.001252783,0.0003857454],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001071842,0.00028332393,0.091626585,0.00026248072,0.000029262648,0.00066562684,0.8755716,0.00006043151,0.004713949,0.0010426698,0.00057726627,0.025059659],"study_design_scores_gemma":[0.00001629452,0.00034948002,0.08980847,0.00025153314,0.000040320057,0.0004988946,0.8908611,0.00016549362,0.0010320178,0.00034129253,0.016571924,0.00006315981],"about_ca_topic_score_codex":0.019813593,"about_ca_topic_score_gemma":0.028750906,"teacher_disagreement_score":0.019813593,"about_ca_system_score_codex":0.0027487199,"about_ca_system_score_gemma":0.0021496345,"threshold_uncertainty_score":0.039396524},"labels":[],"label_agreement":null},{"id":"W2976842386","doi":"10.32674/jis.v9i3.749","title":"Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency","year":2019,"lang":"en","type":"article","venue":"Journal of International Students","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Acculturation; Psychology; Expectancy theory; Language proficiency; Mathematics education; Value (mathematics); Academic achievement; Interpretation (philosophy); Narrative; Pedagogy; Social psychology; Ethnic group; Linguistics; Sociology","score_opus":0.0380483441348389,"score_gpt":0.2969423946545122,"score_spread":0.2588940505196733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2976842386","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994118,0.000030449708,0.000030900625,0.00004394663,0.0000017039177,0.000007492871,0.0000058018704,4.7543242e-7,0.0004674538],"genre_scores_gemma":[0.9994467,0.00004646639,0.000064021326,0.000031053074,0.0000015891799,0.000017868764,0.000013040256,6.846845e-7,0.00037864174],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99944156,0.00016139976,0.00003454277,0.000051095758,0.00013517942,0.00017616012],"domain_scores_gemma":[0.9982058,0.0005309748,0.0005329282,0.000042123425,0.00026708553,0.00042100437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016084488,0.00035374635,0.00033907982,0.00088800164,0.0017585391,0.0023841078,0.0005159813,0.00045087634,0.0015940677],"category_scores_gemma":[0.003656214,0.00019233384,0.00027238953,0.0004474952,0.0010344096,0.0009688756,0.0015732641,0.00090199366,0.00015065372],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000081927144,0.0007132723,0.52691436,0.0002327054,0.00003643367,0.00092876266,0.44453356,0.00005388708,0.0026204824,0.0008970634,0.000361111,0.022626517],"study_design_scores_gemma":[0.000010390942,0.00034077367,0.38123122,0.000119801465,0.00003249473,0.00034821534,0.6137493,0.00028014067,0.0006820333,0.00041896012,0.0027572133,0.000029474053],"about_ca_topic_score_codex":0.0064245616,"about_ca_topic_score_gemma":0.015158827,"teacher_disagreement_score":0.0064245616,"about_ca_system_score_codex":0.0011529942,"about_ca_system_score_gemma":0.0019294177,"threshold_uncertainty_score":0.012774348},"labels":[],"label_agreement":null},{"id":"W2977079332","doi":"10.5539/ies.v12n10p27","title":"A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sultan University","keywords":"Psychology; Pronunciation; Language acquisition; Developmental psychology; Second-language acquisition; Active listening; Maturity (psychological); Reading (process); Syntax; Metalinguistics; Cognition; Language proficiency; Teaching method; Vocabulary development; Linguistics; Mathematics education","score_opus":0.022519796203704905,"score_gpt":0.2934203518474285,"score_spread":0.27090055564372356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977079332","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14491405,0.758173,0.010062125,0.016320812,0.002488369,0.001375591,0.0012807889,0.00006217639,0.06532315],"genre_scores_gemma":[0.48100168,0.4836431,0.018445097,0.005714918,0.00083335425,0.0026072925,0.0009943866,0.000026419992,0.0067336457],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986071,0.0005062417,0.00028931908,0.00023177489,0.00027225137,0.000093421884],"domain_scores_gemma":[0.99271613,0.005108329,0.00045075925,0.00012222883,0.0013647509,0.00023791476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042020963,0.00057078095,0.00085762725,0.019542176,0.0023016953,0.00382373,0.0009044916,0.0014659676,0.0034148183],"category_scores_gemma":[0.0071544517,0.0002986544,0.0008105426,0.013822412,0.0022155147,0.006052594,0.0020021924,0.001370826,0.00041791672],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015017447,0.0006611698,0.09524976,0.021836204,0.00025561132,0.0017746818,0.11255041,0.00019805002,0.0013778425,0.066815,0.010414128,0.68871707],"study_design_scores_gemma":[0.000049468934,0.0007608311,0.21868479,0.06749092,0.0014432779,0.0035594085,0.42416054,0.00038387958,0.0011430674,0.024293482,0.25793973,0.00009064277],"about_ca_topic_score_codex":0.0075585824,"about_ca_topic_score_gemma":0.019421859,"teacher_disagreement_score":0.019542176,"about_ca_system_score_codex":0.003707353,"about_ca_system_score_gemma":0.006177929,"threshold_uncertainty_score":0.026898801},"labels":[],"label_agreement":null},{"id":"W2977438097","doi":"10.5539/elt.v12n11p10","title":"Getting Closer to Authenticity in the Course of Technical English: Task-Based Instruction and TED Talks","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Task (project management); Psychology; English for specific purposes; Deconstruction (building); Popularity; Process (computing); Genre analysis; Pedagogy; Mathematics education; Linguistics; Computer science; Engineering; Social psychology","score_opus":0.007746217142041232,"score_gpt":0.24124630086776888,"score_spread":0.23350008372572764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977438097","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6197201,0.00050903053,0.2488832,0.003040168,0.00036037475,0.00073891087,0.00006923584,0.0009460372,0.12573297],"genre_scores_gemma":[0.9067238,0.00028058694,0.074875616,0.0003685366,0.000070975424,0.00046580288,0.00008666303,0.00018476779,0.016943168],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9951029,0.0033606554,0.00019821049,0.00036357748,0.0006333965,0.00034133077],"domain_scores_gemma":[0.9934762,0.0037935986,0.0005469196,0.0006147549,0.0005218077,0.0010467127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004737511,0.00055506715,0.00026464678,0.00082955847,0.0016245779,0.00516578,0.0013373825,0.0010406639,0.0041430946],"category_scores_gemma":[0.015007099,0.00025421675,0.0004231365,0.00026344572,0.0037723552,0.002453552,0.0068242396,0.002047937,0.0012882486],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00080744433,0.0028404617,0.008447364,0.0019534472,0.000052905914,0.0016580177,0.30409947,0.004475431,0.06528383,0.14077027,0.008612895,0.46099845],"study_design_scores_gemma":[0.00033167383,0.0034202563,0.027869672,0.0021431388,0.0001541606,0.0035144023,0.22194105,0.017211981,0.0764846,0.12423963,0.52225155,0.00043788043],"about_ca_topic_score_codex":0.00021032542,"about_ca_topic_score_gemma":0.0005280667,"teacher_disagreement_score":0.00516578,"about_ca_system_score_codex":0.00080077536,"about_ca_system_score_gemma":0.001416856,"threshold_uncertainty_score":0.025054634},"labels":[],"label_agreement":null},{"id":"W2979624812","doi":"10.3968/10988","title":"Developing Communicative Competence: An Evaluative Study of Request and Apology in English Language Textbooks in China","year":2019,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Competence (human resources); China; Linguistics; Psychology; Modernization theory; Foreign language; Communicative language teaching; Presentation (obstetrics); Computer science; Pedagogy; Mathematics education; Language education; Political science; Social psychology","score_opus":0.04143725114123072,"score_gpt":0.32723688330159834,"score_spread":0.28579963216036763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979624812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994848,0.000019296525,0.000036690868,0.0000204781,0.0000018177151,0.000026989981,0.000006490136,0.0000012249783,0.00040227463],"genre_scores_gemma":[0.99838006,0.000104552506,0.00024455914,0.00005695404,0.00000771103,0.00007429411,0.000049161266,0.000006039887,0.0010766437],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9943809,0.002695633,0.00044143162,0.00040754813,0.0016744798,0.00039998614],"domain_scores_gemma":[0.98064387,0.009535503,0.0040935683,0.00068471686,0.003692564,0.0013497624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007614202,0.00061299524,0.0007609621,0.0029923862,0.0025053835,0.002164155,0.0011084994,0.00094465056,0.0014450077],"category_scores_gemma":[0.027677847,0.00047082998,0.0004359523,0.0018132153,0.0033474807,0.0020229444,0.0020507367,0.0010976796,0.00024006606],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001377507,0.0008475365,0.13464378,0.00034480778,0.000037031878,0.0015117136,0.8349612,0.00010752587,0.006522729,0.000522515,0.000447492,0.01991596],"study_design_scores_gemma":[0.000034562912,0.001005619,0.3800627,0.00014014129,0.000043962544,0.00035623263,0.6097429,0.00081808114,0.0024642134,0.00022749977,0.005022234,0.00008185103],"about_ca_topic_score_codex":0.0076487074,"about_ca_topic_score_gemma":0.014084006,"teacher_disagreement_score":0.0076487074,"about_ca_system_score_codex":0.0034881847,"about_ca_system_score_gemma":0.002498411,"threshold_uncertainty_score":0.040268183},"labels":[],"label_agreement":null},{"id":"W2979626562","doi":"10.29173/iasl7189","title":"School Libraries in the English Education of Japan: From the Perspectives of Practitioners","year":2016,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Appeal; Autonomy; Pedagogy; Order (exchange); School library; Sociology; Foreign language; Mathematics education; English language; Psychology; Library science; Computer science; Political science; Business","score_opus":0.023402015561756494,"score_gpt":0.24684012761820548,"score_spread":0.22343811205644898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979626562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.939885,0.008721407,0.0009711966,0.027633825,0.00017615044,0.00005878251,0.000021624423,0.00003304338,0.022498993],"genre_scores_gemma":[0.9841723,0.0057596783,0.00065224885,0.0041693537,0.000085172345,0.000035269622,0.000011072918,0.000020083493,0.005094811],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9914671,0.0058023203,0.00032925172,0.00039701705,0.00067465287,0.001329661],"domain_scores_gemma":[0.9840417,0.0076057883,0.0018101598,0.00040018783,0.0023421007,0.0037999954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011247641,0.00047870298,0.0005554241,0.001619076,0.014015945,0.011595039,0.0011442744,0.003786531,0.0023985375],"category_scores_gemma":[0.009116105,0.0007141873,0.0003348693,0.002921296,0.007865085,0.010846059,0.006556316,0.0033582859,0.00048514866],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025011399,0.000062204075,0.005678192,0.00020914344,0.000004137527,0.001668568,0.9807295,0.000018505569,0.00044158334,0.0017015879,0.0011676343,0.008293984],"study_design_scores_gemma":[0.0000034703912,0.000034210596,0.0015103993,0.00012417058,0.0000066406915,0.00030311727,0.9803218,0.00002091533,0.00011084371,0.0001999322,0.017355617,0.000008909843],"about_ca_topic_score_codex":0.012723127,"about_ca_topic_score_gemma":0.029842794,"teacher_disagreement_score":0.014015945,"about_ca_system_score_codex":0.00643655,"about_ca_system_score_gemma":0.0117991455,"threshold_uncertainty_score":0.059483886},"labels":[],"label_agreement":null},{"id":"W2979774256","doi":"10.15760/nwjte.2008.6.1.9","title":"Dialogic SSS Inquiry-Based Model for Language Teacher Preparation","year":2008,"lang":"en","type":"article","venue":"Northwest Journal of Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Dialogic; Sociocultural evolution; Dialogical self; Pedagogy; Reflection (computer programming); Language acquisition; Second-language acquisition; Mathematics education; Psychology; Computer science; Sociology; Linguistics; Social psychology","score_opus":0.07660492040545405,"score_gpt":0.33362508114220085,"score_spread":0.2570201607367468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979774256","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.024222944,0.0005674134,0.74520147,0.013960143,0.00022856501,0.000655428,0.00013271999,0.0005014861,0.21452989],"genre_scores_gemma":[0.65412563,0.00047447596,0.30717397,0.0009828708,0.000095649855,0.0017024418,0.00016494124,0.00011510726,0.0351649],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9921434,0.0057547702,0.0003068211,0.0005609264,0.00097545027,0.00025876012],"domain_scores_gemma":[0.99475205,0.0030740746,0.0003370243,0.00046138762,0.0006743498,0.0007010059],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068776193,0.00060467335,0.0004211445,0.0017747909,0.002959996,0.005522462,0.0024762624,0.0023288568,0.007909312],"category_scores_gemma":[0.0069862413,0.0004745638,0.00088461686,0.00078385137,0.0120058805,0.00852816,0.0052864943,0.002653972,0.0014806632],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024405559,0.00007396258,0.0007271639,0.00012330561,0.0000067403357,0.00022419658,0.022942584,0.0024003151,0.00045650802,0.9556486,0.0012088612,0.016163358],"study_design_scores_gemma":[0.00007143205,0.00016623882,0.0007819092,0.00031987132,0.00001697479,0.00052616844,0.020806432,0.049320996,0.0009034504,0.8381078,0.088925004,0.00005366263],"about_ca_topic_score_codex":0.0028623056,"about_ca_topic_score_gemma":0.0035487723,"teacher_disagreement_score":0.007909312,"about_ca_system_score_codex":0.005544903,"about_ca_system_score_gemma":0.008867419,"threshold_uncertainty_score":0.040231287},"labels":[],"label_agreement":null},{"id":"W2980430752","doi":"10.1080/2331186x.2019.1675466","title":"The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance","year":2019,"lang":"en","type":"article","venue":"Cogent Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Task (project management); Task analysis; Psychology; Computer science; Engineering","score_opus":0.0320538670062501,"score_gpt":0.32244122842707945,"score_spread":0.2903873614208293,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2980430752","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99931836,0.000026664486,0.00031848345,0.0000046615114,0.0000030296692,0.000016487029,0.000014567189,0.000008029927,0.00028974641],"genre_scores_gemma":[0.9976769,0.000043411535,0.0015055924,0.000007731518,0.000002993334,0.00009669639,0.00005075821,0.000008519021,0.0006074282],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.999393,0.00018832544,0.00008554882,0.0001254061,0.00013179259,0.00007592009],"domain_scores_gemma":[0.9878297,0.0099945655,0.0008884643,0.0004351124,0.00033795848,0.0005142105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012358167,0.00040316893,0.00035285042,0.00021191244,0.00019409486,0.00061638706,0.00037004353,0.00026507257,0.0022925078],"category_scores_gemma":[0.011481838,0.00019408838,0.00014641258,0.00014417873,0.00035371553,0.00037122067,0.00045572253,0.00037420262,0.00034170251],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03245876,0.007595438,0.14425044,0.0008812681,0.00016379521,0.0007214275,0.009851228,0.003738641,0.48984498,0.00030020304,0.0004659581,0.3097279],"study_design_scores_gemma":[0.0006197636,0.019659098,0.8835555,0.00009166132,0.00017770688,0.0004292699,0.0039810757,0.005378936,0.08284935,0.0009883188,0.002157662,0.00011164627],"about_ca_topic_score_codex":0.0009410658,"about_ca_topic_score_gemma":0.0012547349,"teacher_disagreement_score":0.0022925078,"about_ca_system_score_codex":0.0002303582,"about_ca_system_score_gemma":0.0004022614,"threshold_uncertainty_score":0.0076692104},"labels":[],"label_agreement":null},{"id":"W2980897391","doi":"10.3389/fpsyg.2019.02312","title":"Prior Knowledge Predicts Early Consolidation in Second Language Learning","year":2019,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"University of Haifa; Israel Science Foundation","keywords":"Psychology; Consolidation (business); Cognitive psychology; Cognitive science; Linguistics","score_opus":0.015647959800741254,"score_gpt":0.28378830489886103,"score_spread":0.2681403450981198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2980897391","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99915624,0.000090933514,0.00026836517,0.000014436081,0.000002178791,0.0000058254054,0.000047353777,0.0000076807255,0.00040700554],"genre_scores_gemma":[0.99914837,0.000053123902,0.00021614165,0.0000054587886,0.000002149584,0.0000070618394,0.000105731946,0.0000032970017,0.0004586886],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99978584,0.000031620875,0.000023048795,0.00006543474,0.00006201035,0.000032138258],"domain_scores_gemma":[0.9973214,0.00083946553,0.0009155186,0.00027469042,0.00025622256,0.00039265188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000491776,0.00019347845,0.0002554084,0.00040153656,0.00011223549,0.0007350396,0.00020446167,0.00041590017,0.002717375],"category_scores_gemma":[0.0033356987,0.00022912365,0.00020665268,0.00018221974,0.00027417328,0.0005374953,0.00047478164,0.0004706806,0.00053351914],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014127936,0.0010177941,0.85041314,0.00011362518,0.000121245335,0.00021171774,0.0013924371,0.00076559256,0.10965307,0.00020584952,0.00019204163,0.034500685],"study_design_scores_gemma":[0.0000044417075,0.00046562645,0.9941321,0.000007921728,0.000013938844,0.0001174013,0.00012431272,0.00069279055,0.0041434155,0.00016591421,0.00012551577,0.0000066519788],"about_ca_topic_score_codex":0.001109846,"about_ca_topic_score_gemma":0.001730587,"teacher_disagreement_score":0.002717375,"about_ca_system_score_codex":0.00016883087,"about_ca_system_score_gemma":0.000168501,"threshold_uncertainty_score":0.009090543},"labels":[],"label_agreement":null},{"id":"W2981068111","doi":"10.17533/udea.ikala.v24n03a10","title":"Les pratiques des apprenants du français langue étrangère lors de la rédaction d’un résumé dans le LMOOC Paroles de FLE","year":2019,"lang":"en","type":"article","venue":"Íkala Revista de Lenguaje y Cultura","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Agence Universitaire de la Francophonie","keywords":"Redaction; Humanities; Sociology; Art; Literature","score_opus":0.011794600941706746,"score_gpt":0.23968384933150078,"score_spread":0.22788924838979402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981068111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9929428,0.00044606274,0.0002947142,0.0019213739,0.000060774863,0.000024563415,0.000032749984,0.000012345655,0.004264777],"genre_scores_gemma":[0.98207146,0.00058445765,0.00044796156,0.0005610296,0.000027359103,0.000028141778,0.00003544663,0.00001583212,0.016228257],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99627703,0.0018496847,0.00014365827,0.0002762207,0.00055755774,0.0008957527],"domain_scores_gemma":[0.989599,0.0032322274,0.0016671141,0.00027154793,0.0022145403,0.0030155254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005432343,0.00037271815,0.0003540397,0.00077392417,0.006165774,0.0033664813,0.00068986,0.0013836977,0.0047210436],"category_scores_gemma":[0.012968464,0.0003636724,0.0003462594,0.00067546265,0.002986521,0.0021046274,0.0021407562,0.002693571,0.000985818],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098820536,0.00020591826,0.057694495,0.00011367538,0.000014692143,0.0039161476,0.89293116,0.000101273465,0.0047643315,0.0014718104,0.002581556,0.03610604],"study_design_scores_gemma":[0.000009493508,0.00033368822,0.076505005,0.00015426415,0.0000095244495,0.0014819808,0.8359306,0.00017354032,0.0009573526,0.00014193654,0.08424727,0.000055282035],"about_ca_topic_score_codex":0.12917562,"about_ca_topic_score_gemma":0.19038028,"teacher_disagreement_score":0.12917562,"about_ca_system_score_codex":0.0045973277,"about_ca_system_score_gemma":0.005819223,"threshold_uncertainty_score":0.25684744},"labels":[],"label_agreement":null},{"id":"W2981247897","doi":"10.5430/ijhe.v8n6p120","title":"The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sultan Qaboos University","keywords":"Corrective feedback; Psychology; Perception; Mathematics education; Focus group; Medical education; Pedagogy; Medicine; Sociology","score_opus":0.011130680819492346,"score_gpt":0.2944838414887778,"score_spread":0.28335316066928545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981247897","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981337,0.00017643535,0.00042369528,0.0001977396,0.000007579114,0.000011127685,0.000009684797,0.000017914263,0.0010221339],"genre_scores_gemma":[0.9991418,0.00010602337,0.00030949205,0.000045234778,0.000005127241,0.000009090102,0.0000079101155,0.0000028682164,0.000372397],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9929142,0.0040037716,0.0005806308,0.00033749238,0.0017430363,0.00042093638],"domain_scores_gemma":[0.95529014,0.018065285,0.015721573,0.0018721194,0.0059356443,0.0031153408],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060754833,0.00019821632,0.00026381042,0.0006671409,0.0011123292,0.0015659111,0.00046296333,0.0005761006,0.0011887737],"category_scores_gemma":[0.0397606,0.00025358636,0.00017653141,0.00037194864,0.0011513584,0.0007553998,0.00089409924,0.0007322573,0.0002367104],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032994812,0.0005969522,0.45260444,0.00043497054,0.000051009727,0.0014291101,0.43358016,0.0003536729,0.013516447,0.0002484884,0.0010981926,0.09575661],"study_design_scores_gemma":[0.000049621758,0.0019769708,0.5427473,0.0004341189,0.000044236647,0.0028163425,0.43708473,0.00093836145,0.003806946,0.00022825344,0.00977077,0.000102431695],"about_ca_topic_score_codex":0.0022888223,"about_ca_topic_score_gemma":0.0026393635,"teacher_disagreement_score":0.0060754833,"about_ca_system_score_codex":0.00084727426,"about_ca_system_score_gemma":0.0013166787,"threshold_uncertainty_score":0.0321306},"labels":[],"label_agreement":null},{"id":"W2981544581","doi":"10.7202/1065058ar","title":"Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Operationalization; Grammar; Psychology; Second language writing; Peer feedback; Perception; Context (archaeology); Collaborative writing; Mathematics education; Pedagogy; Linguistics; Second language","score_opus":0.02334163090528467,"score_gpt":0.27113275496422456,"score_spread":0.24779112405893988,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981544581","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99803394,0.00006004343,0.0003926573,0.0001107928,0.00000966663,0.000007227347,0.0000053087606,0.0000069762377,0.0013734067],"genre_scores_gemma":[0.99908876,0.000072211405,0.00020400483,0.00005784007,0.000006072329,0.0000074509785,0.0000072326948,0.0000041612298,0.00055225164],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99601823,0.0020611605,0.00024926054,0.0002668204,0.0010850951,0.0003194372],"domain_scores_gemma":[0.98654735,0.005916225,0.0035833633,0.000502663,0.0019857136,0.0014647153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034373656,0.00031371543,0.00030402897,0.0005378159,0.0010513008,0.0032685364,0.00032344944,0.00065928214,0.0016798138],"category_scores_gemma":[0.015002595,0.00021112266,0.00031502006,0.00024192334,0.0011708094,0.00086611183,0.0014601718,0.0011677725,0.0004428574],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004069236,0.0006023669,0.30276096,0.00035509063,0.000077380755,0.0011185475,0.6054238,0.0002973354,0.022242578,0.00062927307,0.0007925595,0.06529323],"study_design_scores_gemma":[0.000033718108,0.0010792312,0.3057208,0.00016012299,0.000079520876,0.0015470724,0.6741749,0.0010214457,0.0058945185,0.00078817556,0.009394859,0.00010562268],"about_ca_topic_score_codex":0.0007661975,"about_ca_topic_score_gemma":0.0013053052,"teacher_disagreement_score":0.0034373656,"about_ca_system_score_codex":0.00052226137,"about_ca_system_score_gemma":0.00068327214,"threshold_uncertainty_score":0.018178761},"labels":[],"label_agreement":null},{"id":"W2981583755","doi":"","title":"Reflection on and for Success: Using Reflective Narratives to Reawaken Teachers’ Inquiry Spirit in Working with ELS","year":2019,"lang":"en","type":"article","venue":"Digital Commons - East Tennessee State University (East Tennessee State University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reflection (computer programming); Narrative; Reflective practice; Pedagogy; Narrative inquiry; Epistemology; Sociology; Mathematics education; Psychology; Philosophy; Computer science","score_opus":0.07127470840918716,"score_gpt":0.25261955353357457,"score_spread":0.18134484512438742,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981583755","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6581105,0.0029134264,0.09981685,0.082391076,0.0016560126,0.0010867793,0.00016984505,0.0008253427,0.1530302],"genre_scores_gemma":[0.95407975,0.0016205955,0.02767811,0.0029370082,0.00015711026,0.00048230638,0.00007256975,0.00028546373,0.012687053],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.94995147,0.044090662,0.0006382938,0.0012300619,0.0018485695,0.0022410247],"domain_scores_gemma":[0.95752877,0.030648341,0.0022974177,0.0033957309,0.002711319,0.0034184286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.044731833,0.0010928478,0.0005218046,0.0018219313,0.014216644,0.016556453,0.003259796,0.0032228976,0.0029885678],"category_scores_gemma":[0.0497791,0.001037185,0.0007751402,0.000924534,0.023196992,0.016086314,0.022503294,0.0063733947,0.001016231],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002439815,0.00005022683,0.0009897602,0.000082374005,0.0000078543935,0.000395186,0.97329867,0.000094715826,0.00060631137,0.0067707496,0.0027075314,0.014972258],"study_design_scores_gemma":[0.000014306679,0.00005076891,0.0004527891,0.0003739907,0.000016752127,0.00047087827,0.90103203,0.00023559613,0.0011726185,0.006466132,0.08968259,0.000031679425],"about_ca_topic_score_codex":0.0036302696,"about_ca_topic_score_gemma":0.011286631,"teacher_disagreement_score":0.044731833,"about_ca_system_score_codex":0.004917027,"about_ca_system_score_gemma":0.011402015,"threshold_uncertainty_score":0.23656744},"labels":[],"label_agreement":null},{"id":"W2982472109","doi":"10.5430/ijhe.v8n7p111","title":"Multicultural Education of Students as an Important Part of Education","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Kazan Federal University","keywords":"Multiculturalism; Pedagogy; Multicultural education; Process (computing); Component (thermodynamics); Foreign language; Mathematics education; Psychology; Sociology; Political science; Computer science","score_opus":0.021003724664640833,"score_gpt":0.36907916626749293,"score_spread":0.3480754416028521,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982472109","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80387586,0.009334468,0.0044108788,0.011322263,0.00077850913,0.00019447235,0.000038446982,0.00011849712,0.16992652],"genre_scores_gemma":[0.9711094,0.0017113328,0.0037125272,0.0010894552,0.00010618123,0.000054017542,0.000022599677,0.000016764987,0.022177763],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9987198,0.0005699519,0.000041786527,0.000104249106,0.00031465018,0.00024951246],"domain_scores_gemma":[0.9981053,0.00021784159,0.00018110443,0.00011518748,0.00026141165,0.0011191292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010915088,0.00022693926,0.00019578313,0.0003539474,0.0023844172,0.0031484938,0.00034100137,0.0005108497,0.005137658],"category_scores_gemma":[0.0019857055,0.00008240674,0.00018297709,0.00025432318,0.00074680394,0.0009752723,0.0032800338,0.0010929457,0.00054872734],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074339834,0.001244193,0.06347237,0.00078098103,0.000036373112,0.0008302851,0.09192316,0.00020503739,0.010078257,0.018532466,0.012013413,0.80080914],"study_design_scores_gemma":[0.000031207295,0.0009708545,0.29581916,0.0014686614,0.00008589649,0.003924768,0.15917768,0.00052025804,0.008809086,0.01906726,0.5100434,0.00008166566],"about_ca_topic_score_codex":0.0008606017,"about_ca_topic_score_gemma":0.0020864457,"teacher_disagreement_score":0.005137658,"about_ca_system_score_codex":0.0007881807,"about_ca_system_score_gemma":0.0028614537,"threshold_uncertainty_score":0.017187178},"labels":[],"label_agreement":null},{"id":"W2982477418","doi":"10.5539/ijel.v9n6p249","title":"The Relationship Between Foreign Language Classroom Anxiety and Background Variables in a Multilingual Context","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Northern Border University","keywords":"Context (archaeology); Psychology; Foreign language anxiety; Anxiety; Foreign language; Self-efficacy; Scale (ratio); English as a foreign language; Social psychology; Developmental psychology; Mathematics education","score_opus":0.04037781719508151,"score_gpt":0.29877219799407656,"score_spread":0.25839438079899507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982477418","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995554,0.000054847103,0.000014293989,0.000019728224,0.0000022235395,0.0000020142795,0.00001284715,4.5582595e-7,0.00033802778],"genre_scores_gemma":[0.999744,0.000056070916,0.00002493738,0.00001519693,0.0000040308887,0.0000026659884,0.000024395556,3.47574e-7,0.00012834273],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996884,0.00007501777,0.000024144214,0.000038776263,0.000074250005,0.000099436635],"domain_scores_gemma":[0.9983354,0.0003147001,0.00066550827,0.000048417747,0.00016950993,0.00046653903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035869697,0.00019116665,0.00023877721,0.000561337,0.0005838369,0.0010342377,0.00016671412,0.00025025237,0.0016440502],"category_scores_gemma":[0.0015126667,0.00010934059,0.00020875905,0.00029562603,0.0003654907,0.00026138415,0.0006359751,0.0005337839,0.0001538671],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004548385,0.000161625,0.99328643,0.00002359509,0.000024215638,0.00018869026,0.0021994868,0.000016105621,0.0005078852,0.000048321315,0.000048314265,0.0034498763],"study_design_scores_gemma":[0.0000013523902,0.0000978454,0.99419725,0.000012736672,0.00000996678,0.00016782524,0.0052279728,0.000033033924,0.00006107577,0.000023722774,0.00016323445,0.0000040708233],"about_ca_topic_score_codex":0.0049862666,"about_ca_topic_score_gemma":0.010413713,"teacher_disagreement_score":0.0049862666,"about_ca_system_score_codex":0.00031246117,"about_ca_system_score_gemma":0.0004058536,"threshold_uncertainty_score":0.009914458},"labels":[],"label_agreement":null},{"id":"W2982545322","doi":"10.5539/ijel.v9n6p186","title":"The Effect of Conducting De Bono’s Six Thinking Hats Activity on Developing Paragraph Writing Skills of University Students in The Kingdom of Saudi Arabia","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Paragraph; Test (biology); Mathematics education; Task (project management); Psychology; Class (philosophy); Medical education; Pedagogy; Medicine; Computer science; Engineering","score_opus":0.025899137984006042,"score_gpt":0.2991888287962994,"score_spread":0.2732896908122933,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982545322","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992797,0.00011648262,0.000036655045,0.000055169035,0.000008701481,0.000014229598,0.000007648407,0.000003169129,0.00047833286],"genre_scores_gemma":[0.9967924,0.00043245073,0.00064731005,0.000084286214,0.000010666716,0.000031433552,0.000033311488,0.0000018773976,0.0019662785],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99941397,0.00019513175,0.00006378655,0.00006877149,0.00012764132,0.00013078043],"domain_scores_gemma":[0.9958929,0.0009024515,0.001028013,0.00018154802,0.00065376644,0.0013412907],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007320302,0.00036514437,0.00033115767,0.0002545483,0.0005033524,0.0006735656,0.00026580875,0.00043113247,0.0018555076],"category_scores_gemma":[0.0033935837,0.00013796265,0.00031647948,0.00013603568,0.0002545568,0.00031753816,0.00040644908,0.0005542902,0.00044677444],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0052185133,0.029051669,0.39038345,0.0018130236,0.00024368473,0.0014026938,0.034605276,0.00048172817,0.06370553,0.00027971758,0.002559796,0.470255],"study_design_scores_gemma":[0.00020104907,0.026717853,0.9264409,0.00026420446,0.00021600253,0.00047911564,0.025250461,0.00046584784,0.012110354,0.00018502407,0.007601543,0.00006781186],"about_ca_topic_score_codex":0.0015856994,"about_ca_topic_score_gemma":0.0030703405,"teacher_disagreement_score":0.0018555076,"about_ca_system_score_codex":0.00020618978,"about_ca_system_score_gemma":0.000637143,"threshold_uncertainty_score":0.006207347},"labels":[],"label_agreement":null},{"id":"W2982563563","doi":"10.5430/ijhe.v8n7p56","title":"Influence of Planning in Oral Teaching Methods","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Kazan Federal University","keywords":"Fluency; Vocabulary; Sophistication; Utterance; Computer science; Context (archaeology); Narrative; Task (project management); Psychology; Natural language processing; Mathematics education; Cognitive psychology; Artificial intelligence; Linguistics; Engineering","score_opus":0.035382159611525306,"score_gpt":0.4102195181808512,"score_spread":0.3748373585693259,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982563563","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98272896,0.0004887589,0.010475434,0.000109154644,0.000035718094,0.00090160785,0.00011060471,0.000048170685,0.005101564],"genre_scores_gemma":[0.98488647,0.0002703386,0.012282874,0.000048450183,0.000024932264,0.0014014132,0.00006665612,0.000024931313,0.000993935],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9701699,0.020304412,0.0021529575,0.0022035814,0.0042677494,0.00090143],"domain_scores_gemma":[0.79327935,0.18467501,0.011302272,0.006103038,0.0031135364,0.0015268511],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01409854,0.0006083182,0.0005652318,0.0007589257,0.0009786064,0.003271121,0.00096508436,0.0005132679,0.0035159243],"category_scores_gemma":[0.090014644,0.0004329944,0.00063457584,0.0006395171,0.0021420615,0.0013268263,0.0018047042,0.0009047639,0.00026893013],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010013804,0.0047086477,0.136301,0.005004522,0.0002934115,0.0011373924,0.23814455,0.0025226995,0.03419676,0.0057966537,0.00061985856,0.56126064],"study_design_scores_gemma":[0.001847548,0.035599142,0.6037728,0.0034190547,0.0015368558,0.0024385783,0.19680981,0.006051686,0.087747954,0.01450653,0.045754537,0.0005154366],"about_ca_topic_score_codex":0.0009824123,"about_ca_topic_score_gemma":0.0013095763,"teacher_disagreement_score":0.01409854,"about_ca_system_score_codex":0.0014278812,"about_ca_system_score_gemma":0.0028365958,"threshold_uncertainty_score":0.07456112},"labels":[],"label_agreement":null},{"id":"W2982654382","doi":"10.5539/elt.v12n11p97","title":"The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Dominance (genetics); Psychology; Foreign language; Communicative competence; Context (archaeology); Language assessment; Language education; Mathematics education; Pedagogy; Teaching method; English as a foreign language; Geography; Chemistry","score_opus":0.00888497855765637,"score_gpt":0.2553932871449239,"score_spread":0.2465083085872675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982654382","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99865997,0.00010455439,0.000031215586,0.00006786934,0.0000025883185,0.0000069483476,0.0000051228917,0.0000011698486,0.0011205021],"genre_scores_gemma":[0.999481,0.000063477084,0.000053605447,0.000020588152,0.0000019190334,0.0000074441004,0.0000043655814,7.5307537e-7,0.00036680096],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9972529,0.0012591406,0.00013363971,0.0002228492,0.00044907647,0.00068234396],"domain_scores_gemma":[0.9957066,0.0009827915,0.001078765,0.00012647313,0.0008010155,0.0013044918],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023192435,0.0002512941,0.00030307914,0.0014016205,0.003698208,0.0024255475,0.00051314954,0.00033141952,0.0019382962],"category_scores_gemma":[0.0047042603,0.0002131709,0.00018882284,0.0006059284,0.002060136,0.00046444384,0.0017213008,0.0005024586,0.00023774565],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001322982,0.00019274633,0.44766903,0.00018188974,0.000014920726,0.0011435777,0.51489943,0.00005556335,0.006727146,0.0013974961,0.0002940637,0.027291883],"study_design_scores_gemma":[0.0000074185255,0.0001862565,0.7257414,0.000111617934,0.000014021663,0.00025458378,0.2690335,0.0000895823,0.00094260846,0.00011231896,0.0034860938,0.000020593005],"about_ca_topic_score_codex":0.03308354,"about_ca_topic_score_gemma":0.07699934,"teacher_disagreement_score":0.03308354,"about_ca_system_score_codex":0.0031018148,"about_ca_system_score_gemma":0.0033167468,"threshold_uncertainty_score":0.06578195},"labels":[],"label_agreement":null},{"id":"W2982693524","doi":"10.5539/ijel.v9n6p309","title":"High School Students’ Common Errors in Writing Essays","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Writing process; Psychology; Verb; Mathematics education; Pedagogy; Computer science","score_opus":0.01965825893451968,"score_gpt":0.29593300959880936,"score_spread":0.2762747506642897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982693524","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99929416,0.000050967486,0.000033468834,0.00003881483,0.0000048362785,0.0000054047446,0.000012179466,0.000004175491,0.0005559212],"genre_scores_gemma":[0.9986387,0.00007247761,0.00007065642,0.000025249583,0.000003437903,0.000006885895,0.000033387543,0.000004057408,0.0011451336],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973356,0.0004503953,0.00050244847,0.00029604937,0.001142462,0.0002730533],"domain_scores_gemma":[0.9849165,0.0035600446,0.006577205,0.0007408581,0.002957791,0.0012475143],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014960528,0.0003445208,0.00042376292,0.0022339127,0.00119736,0.0020832117,0.00040002703,0.0005931626,0.0021273526],"category_scores_gemma":[0.0128936935,0.00030629066,0.00022325263,0.0012146275,0.0008627866,0.00090334215,0.0014055053,0.0008863203,0.00051067246],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013624465,0.0005147751,0.85330504,0.0001253673,0.00003607659,0.0019943377,0.0968852,0.00007278892,0.005918551,0.00018412288,0.00078437326,0.04004308],"study_design_scores_gemma":[0.000009344733,0.0003642987,0.91637427,0.000065208296,0.000023059347,0.0018208876,0.075462095,0.00022378436,0.0018703036,0.00015518363,0.0035998719,0.00003166113],"about_ca_topic_score_codex":0.0037304244,"about_ca_topic_score_gemma":0.008053287,"teacher_disagreement_score":0.0037304244,"about_ca_system_score_codex":0.00059726107,"about_ca_system_score_gemma":0.000532014,"threshold_uncertainty_score":0.007911921},"labels":[],"label_agreement":null},{"id":"W2983881068","doi":"10.5539/elt.v12n12p99","title":"Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Accommodation; Psychology; Communicative competence; Interpersonal communication; Vocabulary; Foreign language; Class (philosophy); Pedagogy; Perspective (graphical); Mathematics education; Competence (human resources); Teaching method; Linguistics; Social psychology; Computer science","score_opus":0.010882486575804666,"score_gpt":0.28550141798641065,"score_spread":0.274618931410606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2983881068","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99537647,0.00018624758,0.0005965108,0.00044021444,0.0000051857596,0.000013478741,0.000008868072,0.0000069418675,0.0033660063],"genre_scores_gemma":[0.99937433,0.000078723104,0.000099208126,0.000018402025,0.000001672778,0.000008145813,0.000005389283,0.0000012076488,0.00041289872],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99838746,0.000780313,0.00008971874,0.00020407345,0.00023808872,0.00030040572],"domain_scores_gemma":[0.99787676,0.00095007924,0.0005337218,0.00007088878,0.00020479198,0.00036367832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014151583,0.00025798823,0.00026823953,0.0011711713,0.0034737675,0.0023320364,0.0006895915,0.00065408135,0.0017677399],"category_scores_gemma":[0.0027162512,0.00018976555,0.0002173085,0.00094496785,0.002353242,0.0015958035,0.0018619896,0.0007214531,0.00013354985],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007127863,0.00031611006,0.18877861,0.0001895286,0.00002266331,0.0021597454,0.765616,0.00050266396,0.0033896812,0.0050913803,0.0005605731,0.03330179],"study_design_scores_gemma":[0.000024936515,0.00024186606,0.3105446,0.0001413797,0.00003451974,0.00067464117,0.67126584,0.0043302123,0.0017782581,0.0020730747,0.008838491,0.00005217841],"about_ca_topic_score_codex":0.026789011,"about_ca_topic_score_gemma":0.020915952,"teacher_disagreement_score":0.026789011,"about_ca_system_score_codex":0.004435776,"about_ca_system_score_gemma":0.0038575453,"threshold_uncertainty_score":0.053266168},"labels":[],"label_agreement":null},{"id":"W2985122635","doi":"10.5539/elt.v12n12p1","title":"Strategies for Teaching Academic Writing to Saudi L2 Learners","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Punctuation; Psychology; Vocabulary; Grammar; Academic writing; Mathematics education; Perception; Task (project management); English for academic purposes; Test (biology); Academic year; Language proficiency; Second language writing; Pedagogy; Second language; Linguistics","score_opus":0.017641012555655658,"score_gpt":0.28680129468457516,"score_spread":0.2691602821289195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2985122635","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94497764,0.0021831985,0.007264854,0.0027165848,0.00012810832,0.0003560931,0.000055826404,0.00022731523,0.04209031],"genre_scores_gemma":[0.9577163,0.002369969,0.024328103,0.00063759537,0.0000440495,0.0001601415,0.00008210488,0.000031538482,0.014630212],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99933165,0.0003409508,0.00006355215,0.00004038604,0.00014161704,0.00008187947],"domain_scores_gemma":[0.9981832,0.00050418096,0.0003996427,0.000105199535,0.00044667334,0.00036102402],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011432633,0.0005639956,0.00019322606,0.00079960073,0.001477383,0.0015548029,0.00071858324,0.0005680602,0.0036123267],"category_scores_gemma":[0.0033417158,0.00013448477,0.00034036365,0.00043177966,0.00042603826,0.00083198544,0.0018017584,0.00062526617,0.001374582],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018771956,0.0026225278,0.04749415,0.0016739626,0.000033248234,0.0033370105,0.105152,0.00041696627,0.025349123,0.0029717856,0.011927728,0.7988338],"study_design_scores_gemma":[0.0003258905,0.004082446,0.1693544,0.002664872,0.00030957145,0.012932929,0.3654936,0.005553924,0.037138496,0.0075127464,0.3944312,0.00019992008],"about_ca_topic_score_codex":0.0013774439,"about_ca_topic_score_gemma":0.0028460394,"teacher_disagreement_score":0.0036123267,"about_ca_system_score_codex":0.0005266565,"about_ca_system_score_gemma":0.0017404079,"threshold_uncertainty_score":0.012084484},"labels":[],"label_agreement":null},{"id":"W2985215245","doi":"10.4018/978-1-7998-1282-1.ch015","title":"Avatar Teaching and Learning","year":2019,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Affordance; Avatar; Autonomy; Metaverse; Computer science; Language acquisition; Process (computing); Relevance (law); Human–computer interaction; Psychology; Virtual reality; Mathematics education","score_opus":0.01864821590297646,"score_gpt":0.23952840277934218,"score_spread":0.2208801868763657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2985215245","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013363761,0.0154952435,0.04442328,0.0046635815,0.002452509,0.000069848655,0.00007219005,0.0008291783,0.9186304],"genre_scores_gemma":[0.22129837,0.014590425,0.028577192,0.0012767126,0.00072759745,0.00016654195,0.0002146606,0.0004764884,0.7326719],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99951136,0.00018295865,0.000014381263,0.000074353906,0.00016492218,0.000051961775],"domain_scores_gemma":[0.999471,0.00025641438,0.000033849134,0.000062570754,0.000063180516,0.000113008246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005426213,0.000509107,0.00025309122,0.00048857334,0.0010194974,0.0038764111,0.00094935956,0.0010875693,0.038358975],"category_scores_gemma":[0.001697252,0.00016411595,0.00028286886,0.00036824317,0.0015610616,0.0033489529,0.0030512041,0.0018090465,0.0080700265],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006337611,0.00011293338,0.00032427793,0.0004360051,0.000006876194,0.00036617488,0.013067411,0.00065767625,0.0033285401,0.59415543,0.044240072,0.3432413],"study_design_scores_gemma":[0.000009131054,0.000053894477,0.00015154773,0.00024022933,0.0000038656754,0.00081823795,0.0023163098,0.00048801245,0.0014872684,0.047916304,0.9465076,0.000007618841],"about_ca_topic_score_codex":0.00041298408,"about_ca_topic_score_gemma":0.0008972308,"teacher_disagreement_score":0.038358975,"about_ca_system_score_codex":0.00093321287,"about_ca_system_score_gemma":0.0006831781,"threshold_uncertainty_score":0.12832361},"labels":[],"label_agreement":null},{"id":"W2985558673","doi":"10.5539/jel.v8n6p180","title":"A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments","year":2019,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Rubric; Grading (engineering); Mathematics education; Presentation (obstetrics); Checklist; English language; Pedagogy; Computer science; Psychology; Engineering; Civil engineering; Medicine","score_opus":0.02215087032869173,"score_gpt":0.24355218955149638,"score_spread":0.22140131922280465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2985558673","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98378223,0.0002627505,0.002159144,0.00020337,0.000021188305,0.00061179535,0.0018610198,0.000037930597,0.01106042],"genre_scores_gemma":[0.9788124,0.00055963505,0.010507218,0.00008569557,0.000017635908,0.000890477,0.0034183864,0.000028583785,0.005680029],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99867034,0.0003942535,0.00018959673,0.00013345979,0.00048231063,0.00013004759],"domain_scores_gemma":[0.99134994,0.0042444575,0.0006947376,0.0001962747,0.0031946292,0.00031993806],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012470548,0.00016151885,0.00020804213,0.0077930107,0.0008632096,0.0011548722,0.00025989488,0.00020294166,0.0022081388],"category_scores_gemma":[0.0062660505,0.00012274538,0.00023285749,0.005836831,0.0005421374,0.00058948906,0.0005875802,0.00023118417,0.00034526916],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060848176,0.0008202425,0.3699616,0.0020205835,0.000058468973,0.0016543238,0.111481234,0.00095790357,0.023138843,0.006018144,0.009796215,0.4734841],"study_design_scores_gemma":[0.000017018569,0.00036137173,0.85431206,0.0008221881,0.000072927665,0.00064997986,0.09132673,0.0018880098,0.0077698356,0.0008387142,0.041885123,0.000056034296],"about_ca_topic_score_codex":0.006389235,"about_ca_topic_score_gemma":0.006197027,"teacher_disagreement_score":0.0077930107,"about_ca_system_score_codex":0.002701559,"about_ca_system_score_gemma":0.0032404945,"threshold_uncertainty_score":0.019601345},"labels":[],"label_agreement":null},{"id":"W2986863252","doi":"10.5539/elt.v12n12p88","title":"The Development of English Lessons for Work by Using the Conversation Focusing on Practical English Vocabulary in Hospitality Industry for Thai EFL Students","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Vocabulary; Psychology; Hospitality industry; Hospitality; English vocabulary; Mathematics education; Pedagogy; Linguistics; Tourism; Political science; Communication","score_opus":0.03784296110152184,"score_gpt":0.33433714480748117,"score_spread":0.2964941837059593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2986863252","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99010557,0.00023149076,0.0010953778,0.00025863852,0.000017946271,0.00014974416,0.000029336927,0.000025850768,0.008086151],"genre_scores_gemma":[0.98650974,0.0005519678,0.00615376,0.00015235778,0.000015237673,0.0001763504,0.00007818728,0.000012620207,0.006349701],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99895644,0.00046401564,0.000077827215,0.00007205361,0.00022399653,0.00020555155],"domain_scores_gemma":[0.9977442,0.0007007147,0.00036066503,0.00010666363,0.00035941243,0.0007283689],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001508629,0.0003744344,0.00027365462,0.0005703222,0.0009812214,0.0013485902,0.0005797785,0.00043173396,0.0036476087],"category_scores_gemma":[0.0038440116,0.00019161776,0.00039146625,0.000260382,0.00043911734,0.0010105998,0.001320372,0.00080431,0.0008226101],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048593723,0.011664798,0.16440769,0.0033899033,0.00005551279,0.00469707,0.20639971,0.0006952072,0.053350966,0.0019249448,0.006650529,0.5462777],"study_design_scores_gemma":[0.00011920616,0.007969201,0.44622415,0.0015314368,0.00018363095,0.0043755327,0.41439646,0.0016886654,0.02790234,0.0028708198,0.09255093,0.00018760307],"about_ca_topic_score_codex":0.00071239716,"about_ca_topic_score_gemma":0.0021843193,"teacher_disagreement_score":0.0036476087,"about_ca_system_score_codex":0.00042552987,"about_ca_system_score_gemma":0.0013846924,"threshold_uncertainty_score":0.012202442},"labels":[],"label_agreement":null},{"id":"W2987960391","doi":"10.1080/09658416.2021.1915322","title":"Examining the effects of crosslinguistic awareness on the acquisition of English possessive determiners: the case of Brazilian Portuguese speakers","year":2021,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Possessive; Psychology; Linguistics; Interlanguage; Metalinguistic awareness; Metalinguistics; Multilingualism; Second-language acquisition; Transfer of training; Portuguese; European Portuguese; First language; Language transfer; Cognitive psychology; Language education; Teaching method; Mathematics education; Comprehension approach; Vocabulary development; Pedagogy","score_opus":0.023445804094800203,"score_gpt":0.2807782611371795,"score_spread":0.25733245704237934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2987960391","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999212,0.000033816912,0.000040366223,0.000029355237,0.0000011031055,0.0000033363137,0.000006497182,8.2855104e-7,0.00067274604],"genre_scores_gemma":[0.9994461,0.00007182055,0.00009332186,0.00001833249,0.0000016773281,0.0000054293264,0.000012011144,0.0000020892492,0.0003492645],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99910164,0.00026415964,0.000074172254,0.00016789728,0.00024417354,0.00014792739],"domain_scores_gemma":[0.99422777,0.0032897836,0.0011666082,0.0004007939,0.0005443392,0.0003707038],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016989075,0.00033455947,0.0002737569,0.00050471944,0.0009830737,0.0010976451,0.0003322325,0.000490969,0.0017005119],"category_scores_gemma":[0.009621054,0.00032462613,0.00025340437,0.0002589646,0.0010940148,0.00078114605,0.0011807014,0.000685458,0.00023089121],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005143577,0.0007553293,0.5579998,0.0001629743,0.00005143849,0.007534214,0.35997534,0.00009974559,0.03582342,0.000611616,0.00021298855,0.036258813],"study_design_scores_gemma":[0.000015234275,0.00067721837,0.8982496,0.00005455458,0.00006437947,0.0061208433,0.08669983,0.00024350862,0.0055952664,0.0003376925,0.0018996901,0.000042063464],"about_ca_topic_score_codex":0.016146136,"about_ca_topic_score_gemma":0.026336461,"teacher_disagreement_score":0.016146136,"about_ca_system_score_codex":0.00037956925,"about_ca_system_score_gemma":0.00064914057,"threshold_uncertainty_score":0.032104313},"labels":[],"label_agreement":null},{"id":"W2988136659","doi":"10.5430/ijhe.v9n1p22","title":"Implications of English as an International Language for Language Pedagogy","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language assessment; Language education; Pedagogy; English as a lingua franca; Intercultural competence; Lingua franca; Learner autonomy; Modern language; Comprehension approach; English studies; Test of English as a Foreign Language; World Englishes; Intercultural communication; Competence (human resources); Sociology; Linguistics; Psychology","score_opus":0.020595336496834926,"score_gpt":0.3820832720623181,"score_spread":0.3614879355654832,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2988136659","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10533347,0.045863926,0.0050017135,0.2346097,0.0024066956,0.00010103252,0.00009033921,0.00003449905,0.6065587],"genre_scores_gemma":[0.94765776,0.020315079,0.001701027,0.008822065,0.0008673844,0.000087338616,0.0000388028,0.00002590806,0.020484578],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99515814,0.0029414035,0.00017882409,0.0003839591,0.0006808146,0.00065684813],"domain_scores_gemma":[0.9907148,0.0055546607,0.00074050133,0.00037360273,0.0012243292,0.0013920424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045471927,0.00036278492,0.00034469558,0.0011699063,0.0038667468,0.008294775,0.0009249918,0.0016679022,0.012312859],"category_scores_gemma":[0.009889973,0.00013496059,0.0003102231,0.0013584398,0.010439622,0.009533223,0.006027711,0.0031131848,0.00092728867],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007931701,0.0002729853,0.013115233,0.0007981433,0.000017122027,0.0016599371,0.07965054,0.00022710547,0.00053467526,0.7439103,0.014394649,0.14534],"study_design_scores_gemma":[0.00002636873,0.00014620258,0.026567573,0.004630252,0.000048328733,0.0011859923,0.26371765,0.00053636456,0.00094801903,0.24962607,0.45251393,0.000053279105],"about_ca_topic_score_codex":0.0043796846,"about_ca_topic_score_gemma":0.005763074,"teacher_disagreement_score":0.012312859,"about_ca_system_score_codex":0.0034212489,"about_ca_system_score_gemma":0.006490406,"threshold_uncertainty_score":0.041190624},"labels":[],"label_agreement":null},{"id":"W2988196176","doi":"10.5430/ijhe.v9n1p32","title":"I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grounded theory; Psychology; Mathematics education; Preference; Foreign language; Pedagogy; Experiential learning; Qualitative research; Sociology","score_opus":0.06388346496508955,"score_gpt":0.3706493168704453,"score_spread":0.3067658519053557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2988196176","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9659987,0.00062851136,0.018729804,0.0021888406,0.00006229845,0.0033319052,0.00028366238,0.000023824443,0.008752557],"genre_scores_gemma":[0.96533257,0.0009718024,0.028283088,0.00077307684,0.000015252727,0.0023448104,0.0001909527,0.000020924295,0.0020674102],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9856623,0.011161695,0.0005280643,0.00094658125,0.0009023065,0.00079916447],"domain_scores_gemma":[0.98709327,0.009764611,0.0006740792,0.000797344,0.0010985004,0.0005721981],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024446573,0.0007663304,0.000652633,0.002990239,0.008032231,0.005739782,0.0021823903,0.001478773,0.0015780808],"category_scores_gemma":[0.011184537,0.0007980445,0.0005930558,0.0018855975,0.010943943,0.0048549054,0.004010425,0.0027798754,0.00027572302],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046495097,0.00054447126,0.0055705677,0.00036235756,0.0000139971,0.00071510446,0.96306753,0.00018482491,0.0020376698,0.012675918,0.0005877907,0.014193213],"study_design_scores_gemma":[0.000027413025,0.00022618443,0.0029299655,0.0004835956,0.000016312262,0.00023736274,0.9835576,0.00048053238,0.0012601948,0.0034842265,0.007272889,0.00002366163],"about_ca_topic_score_codex":0.004534807,"about_ca_topic_score_gemma":0.010774744,"teacher_disagreement_score":0.024446573,"about_ca_system_score_codex":0.005887208,"about_ca_system_score_gemma":0.007009389,"threshold_uncertainty_score":0.12928742},"labels":[],"label_agreement":null},{"id":"W2988590376","doi":"10.3138/cmlr.68.3.341","title":"Book and Software Reviews / Critiques de livres et de logiciels","year":2012,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Metacognition; Task (project management); Linguistics; Humanities; Cognition; Psychology; Philosophy; Communication; Engineering","score_opus":0.027413938879487537,"score_gpt":0.26916407451633634,"score_spread":0.2417501356368488,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2988590376","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00024246926,0.91629785,0.0027112935,0.01768932,0.019602705,0.000026324145,0.00024536275,0.00017027871,0.043014377],"genre_scores_gemma":[0.0066959136,0.8537034,0.0039488976,0.016900895,0.026430981,0.00010767107,0.00077517616,0.0003949016,0.09104219],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99556655,0.0011621543,0.00034371432,0.00046333869,0.0023476807,0.00011662394],"domain_scores_gemma":[0.98643607,0.0060862103,0.00086740736,0.0007917947,0.0054387194,0.0003798337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00333869,0.0008905432,0.0010542269,0.009837786,0.0009983634,0.0045843297,0.0012479406,0.0016800627,0.0249186],"category_scores_gemma":[0.016164843,0.00047541133,0.00086838554,0.011231775,0.0032271545,0.005059007,0.001434969,0.0029759083,0.017512092],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014388118,0.000014572863,0.00010540461,0.0023242715,0.000024939942,0.000049586608,0.00025168856,0.00020436315,0.00022315496,0.01822295,0.76487684,0.21368785],"study_design_scores_gemma":[0.0000020254602,0.0000052769733,0.00016746238,0.0009648506,0.000005255914,0.00008913951,0.00004775204,0.000026417978,0.000037947713,0.0017414446,0.99690825,0.000004158964],"about_ca_topic_score_codex":0.006790382,"about_ca_topic_score_gemma":0.009073745,"teacher_disagreement_score":0.0249186,"about_ca_system_score_codex":0.0033015388,"about_ca_system_score_gemma":0.0051452094,"threshold_uncertainty_score":0.08336097},"labels":[],"label_agreement":null},{"id":"W2989044255","doi":"10.5539/ijel.v9n6p365","title":"Investigating the Role of Foreign Language Anxiety in Explicit and Implicit L2 Knowledge","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Foreign language anxiety; Anxiety; Context (archaeology); Psychology; Language assessment; First language; Language proficiency; Perspective (graphical); Test (biology); Empirical research; Empirical evidence; English as a foreign language; Explicit knowledge; Cognitive psychology; Linguistics; Computer science; Mathematics education; Knowledge management; Artificial intelligence; Epistemology","score_opus":0.01406050600856595,"score_gpt":0.2649893871257985,"score_spread":0.25092888111723255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2989044255","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99910116,0.00008056902,0.00005413018,0.000034962675,0.0000018943102,0.000004259744,0.000014325299,0.0000010299176,0.0007077434],"genre_scores_gemma":[0.99962234,0.00005286233,0.000046376754,0.00001655034,0.00000351092,0.0000052528867,0.000025277563,8.690891e-7,0.00022698511],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871695,0.00044256588,0.000092722046,0.00016840229,0.00034812727,0.00023119965],"domain_scores_gemma":[0.9841675,0.0077141062,0.0052181277,0.0006384527,0.00079101,0.0014708617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017352566,0.00034585063,0.000356173,0.0007968488,0.0005213105,0.0022044512,0.00036328347,0.00048788943,0.0020977457],"category_scores_gemma":[0.010614146,0.00024118886,0.00049807207,0.00051337946,0.0012049301,0.0008444605,0.0010536717,0.0012198723,0.00019521627],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017559394,0.0004780947,0.9880846,0.000044598593,0.00007174995,0.00012189629,0.0029704792,0.000064150605,0.00093387853,0.00021947842,0.00004159616,0.006793849],"study_design_scores_gemma":[0.000004868746,0.00023658734,0.99713314,0.000018311759,0.000040170413,0.00010291788,0.0017739414,0.00017854071,0.00025274674,0.00014867101,0.00010058126,0.000009487323],"about_ca_topic_score_codex":0.004953111,"about_ca_topic_score_gemma":0.0066371914,"teacher_disagreement_score":0.004953111,"about_ca_system_score_codex":0.00053408573,"about_ca_system_score_gemma":0.00079053274,"threshold_uncertainty_score":0.009848595},"labels":[],"label_agreement":null},{"id":"W2989589955","doi":"10.1017/9781009366144.009","title":"Developing language and literacy","year":2025,"lang":"en","type":"book-chapter","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Literacy; Linguistics; Computer science; Mathematics education; Sociology; Psychology; Pedagogy; Philosophy","score_opus":0.016054084378304637,"score_gpt":0.27046330653591577,"score_spread":0.25440922215761114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2989589955","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029527931,0.012124279,0.0040827547,0.0053513143,0.00059682195,0.000091667695,0.00011404694,0.00015527816,0.9745311],"genre_scores_gemma":[0.045745682,0.023879645,0.0147167975,0.0040040053,0.00040631802,0.00015421446,0.00026282796,0.00013503946,0.91069543],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996892,0.00007709689,0.000016344582,0.000046219393,0.00012269466,0.000048436035],"domain_scores_gemma":[0.99977297,0.00009197891,0.000014314522,0.000019400082,0.000053042568,0.000048291568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038018762,0.00033742134,0.00021307378,0.00065230683,0.0012668847,0.0025417407,0.0003496617,0.00069238234,0.023397151],"category_scores_gemma":[0.0010563266,0.0001453037,0.00016961103,0.00034441127,0.001676983,0.0024432403,0.0021274064,0.0014186322,0.008062369],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009256903,0.000036719674,0.00048037173,0.0004567652,0.0000031014374,0.00030639983,0.010462591,0.00017320308,0.0016502334,0.3744455,0.20936842,0.40260738],"study_design_scores_gemma":[9.874902e-7,0.00001307402,0.00044059413,0.00027842223,9.681024e-7,0.00022891055,0.00057027966,0.000036860918,0.0002688294,0.015137483,0.9830208,0.0000028321185],"about_ca_topic_score_codex":0.002747345,"about_ca_topic_score_gemma":0.006676106,"teacher_disagreement_score":0.023397151,"about_ca_system_score_codex":0.0013368012,"about_ca_system_score_gemma":0.002401733,"threshold_uncertainty_score":0.07827127},"labels":[],"label_agreement":null},{"id":"W2990220432","doi":"10.5539/ies.v12n12p130","title":"English Language Anxiety and Its Effect on Students’ Mathematics Achievement","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Anxiety; Mathematics education; Vocabulary; Psychology; English language; Language proficiency; Achievement test; Graduation (instrument); Language of mathematics; Academic achievement; Teaching method; Mathematics; Vocabulary development; Linguistics; Standardized test","score_opus":0.03119494748230911,"score_gpt":0.3546518830945555,"score_spread":0.32345693561224637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990220432","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988857,0.00016398061,0.000023650924,0.00006280516,0.0000062186473,0.0000040769396,0.000015806834,0.0000025492332,0.00083530357],"genre_scores_gemma":[0.9992755,0.00014229043,0.000036097594,0.000022798515,0.00000623143,0.000005142928,0.000025942263,9.992532e-7,0.00048511085],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99922085,0.00016862854,0.00007430494,0.00008519152,0.00025138233,0.0001996503],"domain_scores_gemma":[0.9976659,0.00052027684,0.00081751525,0.000064444735,0.00021038923,0.0007214678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045820716,0.00029457716,0.00029025492,0.00050069275,0.0003855303,0.0013252868,0.00020301327,0.0003228856,0.0031173385],"category_scores_gemma":[0.0030429692,0.0001475084,0.0005517077,0.0002661455,0.0003268652,0.0002666685,0.0006662758,0.0008817419,0.00025120308],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031970706,0.0022777442,0.9715495,0.00009876324,0.00014712017,0.00040333322,0.002166281,0.000057486028,0.0019593977,0.0001564702,0.0002556047,0.02060859],"study_design_scores_gemma":[0.000005160403,0.00048298802,0.99717534,0.000028928927,0.000057437363,0.000116260824,0.0013743083,0.000113531256,0.00029019272,0.000055692348,0.00029123822,0.000008953239],"about_ca_topic_score_codex":0.0023449655,"about_ca_topic_score_gemma":0.003443696,"teacher_disagreement_score":0.0031173385,"about_ca_system_score_codex":0.00029231943,"about_ca_system_score_gemma":0.0005326376,"threshold_uncertainty_score":0.010428607},"labels":[],"label_agreement":null},{"id":"W2990443874","doi":"10.33524/cjar.v16i3.227","title":"INCREASING CONFIDENCE TO DECREASE RETICENCE: A QUALITATIVE ACTION RESEARCH IN SECOND LANGUAGE EDUCATION","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Action research; English as a foreign language; Psychology; Qualitative research; Low Confidence; Action (physics); Foreign language; Mathematics education; English language; Pedagogy; Sociology; Social psychology","score_opus":0.5576486377129792,"score_gpt":0.5540266795730414,"score_spread":0.00362195813993782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990443874","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9664107,0.00066526,0.014595343,0.004530514,0.00021758031,0.0042681918,0.00019368184,0.000060123333,0.009058622],"genre_scores_gemma":[0.9628619,0.0008084262,0.025158746,0.0014663026,0.00002897961,0.0050897533,0.000083051134,0.000049278256,0.004453491],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9523369,0.039979223,0.0009755044,0.0018524695,0.0021169104,0.002738945],"domain_scores_gemma":[0.91142887,0.07449624,0.0027842347,0.002445593,0.005154422,0.0036906071],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.053968,0.001175257,0.0012282822,0.002252771,0.0135423625,0.0069441437,0.0037780562,0.0034840782,0.0028670877],"category_scores_gemma":[0.048847266,0.0010036726,0.0010664943,0.0017822481,0.01689644,0.003921225,0.006777829,0.004738044,0.00034416496],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000100628255,0.0006323264,0.0014819076,0.0005209084,0.000013667656,0.00047348626,0.97743076,0.00019430336,0.001478464,0.0036805654,0.0005479175,0.013444895],"study_design_scores_gemma":[0.00011684403,0.0005321186,0.0012591728,0.0005648026,0.000028141772,0.00024035573,0.9789322,0.00041711796,0.0019722087,0.0026714292,0.013214807,0.000050653016],"about_ca_topic_score_codex":0.0073735653,"about_ca_topic_score_gemma":0.017834976,"teacher_disagreement_score":0.053968,"about_ca_system_score_codex":0.0097432835,"about_ca_system_score_gemma":0.018934563,"threshold_uncertainty_score":0.28541344},"labels":[],"label_agreement":null},{"id":"W2991361814","doi":"10.1080/02680939.2019.1695919","title":"Policy, belief and practice in the secondary English classroom a case-study approach from Canada, England and Scotland","year":2019,"lang":"en","type":"article","venue":"Journal of Education Policy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Sociology; Mathematics education; Political science; Psychology; Public administration","score_opus":0.017865678368991385,"score_gpt":0.2844631868292479,"score_spread":0.26659750846025654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991361814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94410586,0.00305424,0.00023931463,0.0129846,0.00011083884,0.0002524968,0.00024264972,0.000013339105,0.038996693],"genre_scores_gemma":[0.9911731,0.0016944838,0.0003920806,0.00082190236,0.0000117094,0.00008476431,0.00007762929,0.000008744997,0.0057357247],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9910584,0.002797024,0.00026069552,0.00031155822,0.0017756617,0.0037965756],"domain_scores_gemma":[0.98510474,0.00602884,0.0008595099,0.0001990429,0.0039575105,0.0038504233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053111594,0.00046266997,0.0007167612,0.0029725046,0.030762926,0.0087674195,0.0026141678,0.0027808603,0.0032174],"category_scores_gemma":[0.011359813,0.00045865556,0.00041218332,0.006686359,0.011297886,0.0023386423,0.0047991257,0.0028327424,0.00024769106],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012927766,0.00040602588,0.031211197,0.00036779413,0.000022067117,0.007034981,0.8980734,0.00039785946,0.00041388933,0.025791895,0.011858502,0.024293056],"study_design_scores_gemma":[0.000022003298,0.00005914767,0.020893805,0.00044194676,0.000019376848,0.00032516394,0.946311,0.0001698937,0.00014549818,0.00053076266,0.03104755,0.000033757584],"about_ca_topic_score_codex":0.98887575,"about_ca_topic_score_gemma":0.99443215,"teacher_disagreement_score":0.15129915,"about_ca_system_score_codex":0.15129915,"about_ca_system_score_gemma":0.18851677,"threshold_uncertainty_score":0.9843727},"labels":[],"label_agreement":null},{"id":"W2991388404","doi":"10.1163/9789004380882_013","title":"Reflective and Effective Teaching of Listening","year":2018,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Psychology; Computer science; Communication","score_opus":0.02431723041638701,"score_gpt":0.2616903148901501,"score_spread":0.2373730844737631,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991388404","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0024307354,0.0075947875,0.022976886,0.0032616667,0.0008581754,0.000045990728,0.000020751759,0.00024011346,0.9625709],"genre_scores_gemma":[0.13903722,0.014753612,0.030633839,0.0020205723,0.0012878887,0.00018791865,0.000108759596,0.00027828928,0.8116918],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990528,0.0004104742,0.00002550765,0.00005875979,0.00038235306,0.000070206646],"domain_scores_gemma":[0.99903154,0.0006086316,0.000038935745,0.00012014735,0.00009307983,0.00010756902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011780676,0.00048050855,0.00020691649,0.00064031366,0.00097560324,0.0038761455,0.0009684603,0.00133202,0.01650213],"category_scores_gemma":[0.0028693695,0.0001929788,0.00024451286,0.00035339885,0.0033690035,0.002943171,0.0025692803,0.0026821727,0.0037235229],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001900162,0.00015465844,0.00008822465,0.00034586343,0.000005021722,0.00011342214,0.0100029465,0.000337779,0.0022343944,0.527765,0.0654991,0.39343467],"study_design_scores_gemma":[0.0000130033895,0.00003321555,0.00061095576,0.0009277019,0.0000048043585,0.0003869364,0.0032336435,0.0005561531,0.0021559815,0.21392164,0.77814156,0.000014432821],"about_ca_topic_score_codex":0.00066968414,"about_ca_topic_score_gemma":0.001377875,"teacher_disagreement_score":0.01650213,"about_ca_system_score_codex":0.00093606213,"about_ca_system_score_gemma":0.0018741942,"threshold_uncertainty_score":0.055205166},"labels":[],"label_agreement":null},{"id":"W2991537224","doi":"10.5539/elt.v12n12p119","title":"The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learner autonomy; Autonomy; Autonomous learning; Class (philosophy); Perception; Language acquisition; Mathematics education; Independent study; Pedagogy; Social psychology; Teaching method; Language education; Comprehension approach; Artificial intelligence","score_opus":0.005378374830918305,"score_gpt":0.21980066784970306,"score_spread":0.21442229301878477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991537224","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99936694,0.0000144676715,0.000015284171,0.000020701998,0.0000021263413,0.0000023960874,0.000004756317,5.9139126e-7,0.0005727705],"genre_scores_gemma":[0.9992175,0.00003497395,0.000036671965,0.000029835881,0.0000017539551,0.0000038441835,0.000013993375,5.03127e-7,0.0006608834],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99969625,0.00008399015,0.000030944342,0.000029753148,0.00008787791,0.00007124604],"domain_scores_gemma":[0.99841595,0.00026213797,0.00048111659,0.000052282245,0.00028174653,0.00050683477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009249517,0.00012891108,0.00014035667,0.00036085365,0.00054151536,0.0012795664,0.00014093844,0.0002200916,0.0011161136],"category_scores_gemma":[0.0017143846,0.0001262354,0.00015721095,0.0001013199,0.0006298327,0.00043453134,0.00072088477,0.00047858665,0.00017698579],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009416117,0.00022022898,0.83605933,0.000074348514,0.000033203083,0.00054381543,0.14278346,0.000053588057,0.0050009363,0.00036713597,0.0006273034,0.014142447],"study_design_scores_gemma":[0.0000033984954,0.0002704037,0.85130465,0.000031596257,0.0000120311915,0.0002770879,0.14576034,0.00013699576,0.0004031217,0.000062450075,0.0017219069,0.000016124957],"about_ca_topic_score_codex":0.004689203,"about_ca_topic_score_gemma":0.009311403,"teacher_disagreement_score":0.004689203,"about_ca_system_score_codex":0.00031216847,"about_ca_system_score_gemma":0.00034678265,"threshold_uncertainty_score":0.009323835},"labels":[],"label_agreement":null},{"id":"W2991595517","doi":"10.14705/rpnet.2019.38.987","title":"Negotiating for meaning in interaction: differences between virtual exchanges and regular online activities","year":2019,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Dyad; Negotiation; Meaning (existential); Psychology; English as a foreign language; Linguistics; Computer-mediated communication; Point (geometry); Computer science; Mathematics education; Social psychology; The Internet; Sociology; World Wide Web","score_opus":0.0915034235182876,"score_gpt":0.2727844920709167,"score_spread":0.1812810685526291,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991595517","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96476924,0.00066547794,0.002519565,0.00024025916,0.000012688007,0.0000336825,0.00003441913,0.000014562889,0.031710085],"genre_scores_gemma":[0.9958009,0.00033407082,0.0009715968,0.000037436806,0.0000063523803,0.00006486118,0.000042690208,0.000012766759,0.0027292187],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9962931,0.0025458026,0.00011279039,0.00026217927,0.00055533845,0.00023065723],"domain_scores_gemma":[0.99408406,0.00479371,0.0004029105,0.00023095822,0.00018160859,0.00030672576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024192354,0.00017416081,0.00022049072,0.00067880185,0.001462984,0.0049748924,0.00057312316,0.00042698864,0.0021944875],"category_scores_gemma":[0.0097267125,0.0001511013,0.00016710738,0.0007679841,0.0025847994,0.0031435129,0.0026652392,0.00075119967,0.00032444205],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021779255,0.0002045476,0.07479744,0.00028318597,0.000029888115,0.0005118179,0.79996353,0.00024219455,0.00470372,0.02092296,0.00086379034,0.09725906],"study_design_scores_gemma":[0.000017962053,0.0002791677,0.23707801,0.00025723665,0.000031545107,0.0016168617,0.71856314,0.00095455535,0.0016215537,0.007593248,0.031944208,0.000042560052],"about_ca_topic_score_codex":0.0015361967,"about_ca_topic_score_gemma":0.002775267,"teacher_disagreement_score":0.0049748924,"about_ca_system_score_codex":0.00092845166,"about_ca_system_score_gemma":0.0007586762,"threshold_uncertainty_score":0.012794256},"labels":[],"label_agreement":null},{"id":"W2991618179","doi":"10.3968/11315","title":"Application of Interactive Teaching Approach to Oral English Teaching in Junior Middle Schools","year":2019,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Curriculum; Communicative language teaching; Teaching method; Psychology; Pedagogy; Language education","score_opus":0.01984038819768531,"score_gpt":0.2969748261032348,"score_spread":0.2771344379055495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991618179","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9821453,0.00020548014,0.002485736,0.00019555082,0.00001531278,0.00016116128,0.000018679557,0.00005059296,0.014722255],"genre_scores_gemma":[0.99138814,0.00021394281,0.0060280203,0.00003606885,0.000009072667,0.00012655278,0.000016103426,0.000006787498,0.0021752217],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989497,0.00052145106,0.00004041656,0.00011439585,0.00015159686,0.00022256133],"domain_scores_gemma":[0.9987275,0.00046980628,0.00008772965,0.00006770693,0.000114370196,0.0005327905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001256055,0.00021088407,0.00021230863,0.0011178481,0.0015526296,0.0016488534,0.00073211634,0.00034591215,0.0046347505],"category_scores_gemma":[0.0019185378,0.00015984774,0.00037544663,0.00063484354,0.000747538,0.00062942796,0.002167399,0.0005262245,0.00035383253],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086908654,0.010907973,0.097676374,0.0010857279,0.00007191696,0.0032795807,0.23983523,0.0010179491,0.014146865,0.0066174427,0.0024802552,0.6220116],"study_design_scores_gemma":[0.00078729575,0.009267698,0.5073241,0.0014650376,0.0005119227,0.0026698199,0.36812186,0.0054586236,0.014520695,0.0072215907,0.08247048,0.00018092594],"about_ca_topic_score_codex":0.0041705277,"about_ca_topic_score_gemma":0.009629086,"teacher_disagreement_score":0.0046347505,"about_ca_system_score_codex":0.0013997814,"about_ca_system_score_gemma":0.002992382,"threshold_uncertainty_score":0.015504718},"labels":[],"label_agreement":null},{"id":"W2991694332","doi":"","title":"Hierarchies of Authenticity in Study Abroad: French From Canada Versus French From France?","year":2016,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"French; Humanities; Applied linguistics; Sociology; Neuroscience of multilingualism; Political science; Subordination (linguistics); Ethnology; Linguistics; Art; Philosophy","score_opus":0.20512439789343545,"score_gpt":0.48732657239808874,"score_spread":0.2822021745046533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991694332","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93849456,0.0012030749,0.00027783582,0.009754565,0.000073004674,0.000024628262,0.00006976852,0.000010903396,0.050091557],"genre_scores_gemma":[0.99765104,0.00022814752,0.000048124548,0.00039293623,0.000007020552,0.0000051010225,0.000025027119,0.000005206053,0.0016373835],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9933382,0.0022231105,0.00014561674,0.0005951185,0.001591264,0.0021067145],"domain_scores_gemma":[0.98455113,0.0036333739,0.001728553,0.00054578495,0.0050909566,0.004450183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051332586,0.00030861923,0.00055451924,0.002211296,0.027001966,0.013784594,0.0015352644,0.001799066,0.006026723],"category_scores_gemma":[0.011574362,0.00027392633,0.0003186004,0.002556851,0.020284537,0.0039706267,0.005985261,0.0039313217,0.00028509033],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008551641,0.000053864667,0.054708272,0.000059322145,0.000014118694,0.00063522893,0.90970063,0.00006128906,0.00031969798,0.021142226,0.0029505666,0.010269254],"study_design_scores_gemma":[0.0000061768746,0.000018190234,0.03976621,0.00014585123,0.000007713689,0.00016200212,0.93529695,0.00007221054,0.00009620559,0.00078717456,0.023607127,0.000034180997],"about_ca_topic_score_codex":0.9196714,"about_ca_topic_score_gemma":0.9366442,"teacher_disagreement_score":0.08032858,"about_ca_system_score_codex":0.05181313,"about_ca_system_score_gemma":0.05183237,"threshold_uncertainty_score":0.37593228},"labels":[],"label_agreement":null},{"id":"W2991809813","doi":"","title":"Cross-Cultural Competence Cultivation in English Reading Teaching","year":2015,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Intercultural communication; Communicative competence; Foreign language; Cross-cultural communication; Cultural competence; Pedagogy; Intercultural competence; Psychology; Sociology; Mathematics education; Communication","score_opus":0.07629308086811874,"score_gpt":0.36107124744641916,"score_spread":0.2847781665783004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991809813","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9284048,0.0008928695,0.0016058674,0.0008335812,0.000059250564,0.00008783908,0.000008614172,0.000019535242,0.06808761],"genre_scores_gemma":[0.99347645,0.00039180453,0.001722668,0.00012573673,0.000012751543,0.000042811516,0.000015028228,0.0000070448245,0.0042056246],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977896,0.001006221,0.00010993272,0.00027067558,0.00044539123,0.00037827578],"domain_scores_gemma":[0.9958192,0.0013223666,0.00027252425,0.00020545743,0.00071734877,0.0016630146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003422491,0.0002722628,0.00022929281,0.0010530169,0.0021448776,0.0036047196,0.00055485,0.000369867,0.0032538257],"category_scores_gemma":[0.005386179,0.00016693237,0.00027194142,0.0007546742,0.0017569003,0.0018116202,0.004762804,0.0012251076,0.00030753398],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016880172,0.0035274413,0.10491486,0.00063772703,0.000058159836,0.0027523031,0.4126512,0.00037372948,0.015297324,0.036528077,0.0025214918,0.42056888],"study_design_scores_gemma":[0.00008648842,0.0009444328,0.4249086,0.0018257282,0.0001783112,0.0027155553,0.42809698,0.0015990498,0.01666075,0.01911115,0.10374584,0.00012709532],"about_ca_topic_score_codex":0.0052706106,"about_ca_topic_score_gemma":0.008139498,"teacher_disagreement_score":0.0052706106,"about_ca_system_score_codex":0.002149567,"about_ca_system_score_gemma":0.0048399772,"threshold_uncertainty_score":0.018100023},"labels":[],"label_agreement":null},{"id":"W2991811569","doi":"","title":"On Factors Influencing EFL Learning Strategies","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Psychology; Language acquisition; Cognition; Style (visual arts); Personality; Mathematics education; Cognitive style; Metacognition; Social psychology","score_opus":0.045952807783203715,"score_gpt":0.31775515205071736,"score_spread":0.27180234426751365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991811569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99465513,0.0004147262,0.00023007803,0.0001095834,0.000004860608,0.000024022493,0.00004119454,0.000003243089,0.004517116],"genre_scores_gemma":[0.9986895,0.0002688132,0.0002627655,0.00002404666,0.000005489581,0.000010939942,0.00003912412,0.000002677511,0.00069665146],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99746215,0.0007769742,0.00031246807,0.0002703131,0.00088071096,0.00029732034],"domain_scores_gemma":[0.9613788,0.026149536,0.0060506137,0.0007055669,0.0036508495,0.0020645936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028158098,0.00029847934,0.00030184668,0.0025054752,0.0008035972,0.0021431218,0.00038292748,0.00043865296,0.004286071],"category_scores_gemma":[0.021324152,0.00017465788,0.00030232014,0.0021255042,0.0010680916,0.0008633458,0.000765297,0.0006753477,0.00044236582],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041773175,0.00022082968,0.9697748,0.00007450618,0.00004683061,0.0003190932,0.008779409,0.00006154664,0.00048469825,0.00031291426,0.000104541614,0.019779123],"study_design_scores_gemma":[0.0000037907223,0.00009384934,0.98421407,0.00007161415,0.00004374851,0.00027000002,0.013253624,0.00020924241,0.00027429586,0.00035514837,0.0011992684,0.000011321854],"about_ca_topic_score_codex":0.0053073345,"about_ca_topic_score_gemma":0.00695559,"teacher_disagreement_score":0.0053073345,"about_ca_system_score_codex":0.0007163662,"about_ca_system_score_gemma":0.0015081824,"threshold_uncertainty_score":0.014891624},"labels":[],"label_agreement":null},{"id":"W2992013661","doi":"10.1002/tesj.494","title":"Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature","year":2019,"lang":"en","type":"review","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Pedagogy; Faculty development; Commit; Psychology; Narrative; Professional development; Sociology; Mathematics education; Linguistics; Computer science","score_opus":0.09131890886165762,"score_gpt":0.3625748145419465,"score_spread":0.2712559056802889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992013661","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002948693,0.9955961,0.00014056257,0.00039113322,0.00010238176,0.00009901835,0.0001704233,0.0000050249855,0.00054665346],"genre_scores_gemma":[0.0197167,0.9787066,0.0006287427,0.00035005133,0.000044630007,0.00027695193,0.000162843,0.00000521558,0.00010823977],"study_design_codex":"systematic_review","study_design_gemma":"qualitative","domain_scores_codex":[0.99252206,0.0024460878,0.0028191132,0.0006444558,0.0012732297,0.00029500964],"domain_scores_gemma":[0.9676546,0.024272995,0.003534232,0.0004662373,0.003567037,0.0005048882],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00877691,0.0007954342,0.003065335,0.009933398,0.0011601467,0.0035636297,0.0014232316,0.0017125958,0.0022777412],"category_scores_gemma":[0.042231925,0.0010798172,0.003104259,0.010738895,0.0010899444,0.0031729091,0.0022176767,0.0016227228,0.0003033451],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014269844,0.00008222326,0.0041800165,0.73723173,0.0018482626,0.00030960946,0.0056975256,0.00012557583,0.0002996761,0.0009334762,0.0034599698,0.2456893],"study_design_scores_gemma":[0.000049170063,0.00018346065,0.01329228,0.91608435,0.0067561567,0.00059245183,0.0071449257,0.000060904415,0.0002852248,0.00036867775,0.055136662,0.000045725275],"about_ca_topic_score_codex":0.022429429,"about_ca_topic_score_gemma":0.06380117,"teacher_disagreement_score":0.022429429,"about_ca_system_score_codex":0.004332201,"about_ca_system_score_gemma":0.028330201,"threshold_uncertainty_score":0.046417236},"labels":[],"label_agreement":null},{"id":"W2992320502","doi":"","title":"Effects of Age on Second Language Acquisition","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Second-language acquisition; Psychology; Second-language attrition; Comprehension approach; First language; Age of Acquisition; Natural language; Linguistics; Developmental linguistics; Cognitive psychology; Language education; Cognition; Mathematics education","score_opus":0.018948295121998623,"score_gpt":0.2701189162823992,"score_spread":0.25117062116040056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992320502","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98641056,0.0019487168,0.00044158418,0.00031658888,0.000061018196,0.00008656792,0.0003998101,0.000039970673,0.010295124],"genre_scores_gemma":[0.9919064,0.0005970561,0.00043378386,0.000085823995,0.000036328904,0.00008548711,0.00018018748,0.000030480522,0.006644496],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9963515,0.001702941,0.0002388245,0.0005319539,0.0006184147,0.0005563506],"domain_scores_gemma":[0.9268429,0.061304107,0.004477153,0.0018255315,0.001758841,0.0037913711],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004637708,0.00078094844,0.0010231116,0.0010335782,0.00068593863,0.0016932074,0.0006532911,0.0007877331,0.021364655],"category_scores_gemma":[0.017023703,0.00035684524,0.0011841096,0.00076942716,0.0009177501,0.0011586816,0.0020286583,0.0012455964,0.0012427291],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.025213128,0.0048968787,0.84933186,0.0005813602,0.00093608256,0.0014910408,0.009554649,0.00065982743,0.03285274,0.0025216625,0.0012360055,0.07072471],"study_design_scores_gemma":[0.00007165807,0.0029865503,0.9885845,0.000047390746,0.00040844202,0.00014878614,0.0012851304,0.0003255362,0.0040312093,0.0004173519,0.0016558049,0.000037584457],"about_ca_topic_score_codex":0.005816109,"about_ca_topic_score_gemma":0.006835188,"teacher_disagreement_score":0.021364655,"about_ca_system_score_codex":0.0010182938,"about_ca_system_score_gemma":0.0012472639,"threshold_uncertainty_score":0.07147193},"labels":[],"label_agreement":null},{"id":"W2992533671","doi":"","title":"Theoretical Review on Oral Interaction in EFL Classrooms","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Task (project management); Second-language acquisition; Language acquisition; Second language; Mathematics education; Linguistics","score_opus":0.02335000733742116,"score_gpt":0.34304367566118943,"score_spread":0.3196936683237683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992533671","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0039771763,0.925842,0.0055527496,0.0070370417,0.00051189883,0.000031157193,0.0000887122,0.000023937486,0.056935336],"genre_scores_gemma":[0.05072202,0.94025666,0.0027656052,0.0013755712,0.00052407547,0.00007918765,0.00009629938,0.000014112047,0.0041665537],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99906856,0.00039113726,0.00009038208,0.00012197026,0.00025910203,0.00006878779],"domain_scores_gemma":[0.99475586,0.0043003457,0.00031381796,0.00007339851,0.00045673698,0.00009980825],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019457095,0.00063142757,0.0009547112,0.0036992445,0.001211007,0.0035048374,0.0015220272,0.0017130899,0.007596298],"category_scores_gemma":[0.003580738,0.00041623114,0.0003784064,0.004499736,0.0036501745,0.0037105302,0.0013852403,0.0018954914,0.0017854967],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009702877,0.0002802757,0.0023524917,0.022418106,0.00007488005,0.0017416836,0.013925497,0.0015840555,0.0011740667,0.31483427,0.024706343,0.61681134],"study_design_scores_gemma":[0.00001738583,0.00012972458,0.006638871,0.03146188,0.000121276695,0.0022367355,0.010394289,0.00071972946,0.0006100964,0.08122706,0.86638093,0.000062010804],"about_ca_topic_score_codex":0.0055894423,"about_ca_topic_score_gemma":0.004502462,"teacher_disagreement_score":0.007596298,"about_ca_system_score_codex":0.0028016036,"about_ca_system_score_gemma":0.003990646,"threshold_uncertainty_score":0.025412083},"labels":[],"label_agreement":null},{"id":"W2992614487","doi":"","title":"Validity Considerations in Designing a Writing Test","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Reliability (semiconductor); Psychology; Validity; Test validity; Criterion validity; Test design; Computer science; Construct validity; Test method; Psychometrics; Statistics; Mathematics; Developmental psychology","score_opus":0.1300524594513647,"score_gpt":0.3466930779898806,"score_spread":0.21664061853851588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992614487","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.119511634,0.0068223523,0.71802944,0.037083745,0.0038775469,0.023716368,0.0003222706,0.0011761263,0.08946058],"genre_scores_gemma":[0.2902552,0.0023150453,0.6797766,0.004643044,0.0011475332,0.016080223,0.0002989766,0.00046932383,0.00501401],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.6671924,0.22171111,0.042369016,0.0039259354,0.062367905,0.002433525],"domain_scores_gemma":[0.38746238,0.45265013,0.016025662,0.016791666,0.12445948,0.0026107188],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.25532436,0.0010079849,0.0016782546,0.005239786,0.0035159613,0.0057937936,0.0021646505,0.0025634507,0.0025748743],"category_scores_gemma":[0.52893794,0.0009125703,0.0019104396,0.0026169466,0.006634771,0.00679072,0.0034880075,0.002854997,0.0015949801],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013400702,0.00087191886,0.07947525,0.0061621424,0.00047274926,0.0012876777,0.034039803,0.004804068,0.014230987,0.080088764,0.015130614,0.762096],"study_design_scores_gemma":[0.0012496964,0.0095617045,0.16786885,0.029373484,0.0017530269,0.007414706,0.049315546,0.05314001,0.06137546,0.28399897,0.33384645,0.0011020924],"about_ca_topic_score_codex":0.00213737,"about_ca_topic_score_gemma":0.0028500506,"teacher_disagreement_score":0.25532436,"about_ca_system_score_codex":0.0030171045,"about_ca_system_score_gemma":0.0085497415,"threshold_uncertainty_score":0.9183176},"labels":[],"label_agreement":null},{"id":"W2992731386","doi":"","title":"Iranian Candidates' Attitudes toward TOEFL iBT","year":2015,"lang":"en","type":"article","venue":"Journal of applied linguistics and language research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test of English as a Foreign Language; Test (biology); Graduation (instrument); Popularity; Psychology; The Internet; Scholarship; Medical education; Mathematics education; English language; Social psychology; Political science; Computer science; Medicine; Mathematics; Law","score_opus":0.13901247293059682,"score_gpt":0.3864600834098795,"score_spread":0.24744761047928265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992731386","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970758,0.00006112609,0.000049159917,0.00020773467,0.00001456547,0.000008267492,0.000014959136,0.0000025118904,0.002565894],"genre_scores_gemma":[0.9984207,0.00011457235,0.00008518542,0.000097939504,0.0000130984745,0.0000058442124,0.000019819552,0.0000011385183,0.001241782],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989157,0.00023895255,0.00007938449,0.00005393022,0.0005273786,0.00018466124],"domain_scores_gemma":[0.9958619,0.00071938586,0.0013647301,0.00013037802,0.0012099114,0.0007135551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017562397,0.00019655861,0.00017937398,0.0007596741,0.00060637237,0.0009405602,0.0001648531,0.00041854702,0.0025385006],"category_scores_gemma":[0.006625616,0.000093303104,0.0002903717,0.0004463126,0.0005135341,0.00027874068,0.0003782362,0.00046669302,0.00062294403],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002674306,0.00044553683,0.9457927,0.00006856818,0.000029368493,0.00066230976,0.011347016,0.00021077065,0.0030265418,0.00043382548,0.001483664,0.03623228],"study_design_scores_gemma":[0.000022040516,0.0012933945,0.96134907,0.000060477898,0.00003404644,0.0010211318,0.027153445,0.00060757267,0.0013341942,0.0001758104,0.006909745,0.00003913664],"about_ca_topic_score_codex":0.0027871842,"about_ca_topic_score_gemma":0.0033528397,"teacher_disagreement_score":0.0027871842,"about_ca_system_score_codex":0.00033917115,"about_ca_system_score_gemma":0.0005372856,"threshold_uncertainty_score":0.009287953},"labels":[],"label_agreement":null},{"id":"W2993017751","doi":"10.32865/fire201952170","title":"Study abroad, transformation, and ikigai: a case study","year":2019,"lang":"en","type":"article","venue":"FIRE Forum for International Research in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Transformation (genetics); Chemistry","score_opus":0.10533699350419472,"score_gpt":0.4520402359166731,"score_spread":0.34670324241247835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993017751","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9833899,0.000493713,0.00025188754,0.0015712552,0.00004975703,0.00005994407,0.000043682292,0.000010494792,0.014129461],"genre_scores_gemma":[0.98800653,0.0012228983,0.00038058864,0.0004928996,0.000026635586,0.00006768634,0.0000551989,0.000026576263,0.009721013],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988199,0.0004749989,0.00004210543,0.00009325182,0.000097946715,0.000471753],"domain_scores_gemma":[0.9979652,0.00046041628,0.00019118571,0.000084398744,0.00013845135,0.0011602782],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012327988,0.000630369,0.0005367169,0.0014235257,0.019244889,0.003360366,0.001592214,0.0021617447,0.004297845],"category_scores_gemma":[0.0022865594,0.000516658,0.0004032126,0.0022807417,0.0045140632,0.0033487014,0.0062506446,0.003712424,0.0006047918],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005423013,0.0004714895,0.020259198,0.00011236444,0.000008615827,0.033087634,0.9308477,0.00007254082,0.0005813222,0.0033374631,0.001821604,0.00934579],"study_design_scores_gemma":[0.000005890472,0.0000651012,0.0065425667,0.00005736599,0.000008748115,0.004066031,0.97524613,0.000046514422,0.00014699997,0.00013894153,0.013660839,0.000014863713],"about_ca_topic_score_codex":0.04216655,"about_ca_topic_score_gemma":0.13862275,"teacher_disagreement_score":0.04216655,"about_ca_system_score_codex":0.004232337,"about_ca_system_score_gemma":0.003747736,"threshold_uncertainty_score":0.08384228},"labels":[],"label_agreement":null},{"id":"W2993173051","doi":"","title":"Teaching Nonverbal Differences in English Class: Cross-Cultural Communicative Approach","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nonverbal communication; Gesture; Psychology; Intercultural communication; Interpersonal communication; Body language; Communication; Communicative competence; Linguistics; Pedagogy","score_opus":0.038397293677469205,"score_gpt":0.32116912705797673,"score_spread":0.28277183338050754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993173051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96931165,0.0013713924,0.003345568,0.0025242993,0.0002606657,0.0002675074,0.0000125014085,0.000025521726,0.022880996],"genre_scores_gemma":[0.98322487,0.0017991798,0.0050525456,0.00077390467,0.00009234586,0.0003404705,0.000020684647,0.00001694303,0.00867917],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99728703,0.001319807,0.00011009143,0.00028696549,0.00045063763,0.0005454468],"domain_scores_gemma":[0.99735606,0.0006798892,0.00015774797,0.00012445885,0.00045014432,0.0012316612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046591396,0.00060148584,0.000431373,0.0012300086,0.0044118348,0.0030689395,0.0013557599,0.00078549,0.0040012603],"category_scores_gemma":[0.0033682305,0.0002539866,0.00040579133,0.000561907,0.0018333644,0.0019752607,0.004628411,0.0015815136,0.00041022178],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033949572,0.016441196,0.03979441,0.0010997019,0.00006957657,0.0036971548,0.56150013,0.00031162394,0.018809972,0.016306693,0.0045534144,0.33707663],"study_design_scores_gemma":[0.00019337617,0.0030698765,0.08259176,0.0010474995,0.00022582235,0.0013064953,0.80896455,0.0006654725,0.011719656,0.006691588,0.08342741,0.000096456504],"about_ca_topic_score_codex":0.0038386835,"about_ca_topic_score_gemma":0.01620288,"teacher_disagreement_score":0.0046591396,"about_ca_system_score_codex":0.00349611,"about_ca_system_score_gemma":0.005215119,"threshold_uncertainty_score":0.025366187},"labels":[],"label_agreement":null},{"id":"W2993383912","doi":"10.5539/elt.v5n11p181","title":"Willingness to Communicate in Iranian EFL Learners: The Effect of Class Size","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Class (philosophy); Class size; Descriptive statistics; Mathematics education; Social psychology; Statistics; Computer science; Mathematics","score_opus":0.013820476199562885,"score_gpt":0.2631024729222954,"score_spread":0.2492819967227325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993383912","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990977,0.00003436075,0.00005036826,0.000052750664,0.0000057937227,0.0000074242903,0.0000074487007,0.0000024879928,0.0007415944],"genre_scores_gemma":[0.99946076,0.000030199968,0.000070586095,0.00002217953,0.000007756334,0.000012748858,0.000010454133,0.0000021989692,0.000383162],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983485,0.0005061953,0.00016189762,0.00020715456,0.00058002264,0.00019629522],"domain_scores_gemma":[0.98471296,0.009222989,0.0029535173,0.0005088461,0.001098965,0.0015027382],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018863578,0.00027348378,0.0003694417,0.00043231854,0.00053129264,0.0013477171,0.00042035995,0.00041456937,0.004394708],"category_scores_gemma":[0.01305796,0.000109902234,0.00030636604,0.00022837728,0.00068950676,0.0005011115,0.0005625118,0.0007288727,0.0004317852],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015919175,0.0028148901,0.8643687,0.0001766395,0.00012770933,0.0011142071,0.038759284,0.00032996247,0.020298555,0.0003289384,0.00081905205,0.06927016],"study_design_scores_gemma":[0.00003368963,0.0018234948,0.9662811,0.0000396466,0.00004919247,0.00040653363,0.027000817,0.00039323006,0.0021002651,0.00020563196,0.0016233362,0.00004296778],"about_ca_topic_score_codex":0.0008660045,"about_ca_topic_score_gemma":0.0010645782,"teacher_disagreement_score":0.004394708,"about_ca_system_score_codex":0.0003834866,"about_ca_system_score_gemma":0.00043187145,"threshold_uncertainty_score":0.014701784},"labels":[],"label_agreement":null},{"id":"W2993473944","doi":"","title":"Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Grammar; Humanities; Linguistics; Language production; Psychology; Present perfect; Second-language acquisition; Production (economics); Point (geometry); Philosophy; Mathematics; Cognition","score_opus":0.055728463059155964,"score_gpt":0.256442128501531,"score_spread":0.200713665442375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993473944","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961916,0.00012896913,0.0010713141,0.00004303506,0.000006513719,0.000021992842,0.00006722138,0.000015164246,0.0024541693],"genre_scores_gemma":[0.99816436,0.000077236815,0.00081624684,0.000018152175,0.000005975674,0.000030716063,0.00009369134,0.0000075289536,0.0007861108],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9964149,0.0013158326,0.000523187,0.000532036,0.0010235155,0.00019038093],"domain_scores_gemma":[0.8839062,0.07447599,0.021596488,0.009165898,0.008960698,0.0018947812],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005722094,0.0005018146,0.00041727477,0.0010430923,0.00020343879,0.0026515836,0.0005171556,0.00090310036,0.0034839509],"category_scores_gemma":[0.06339372,0.00030671177,0.00027858233,0.00062261167,0.0011603876,0.0015242028,0.0012584584,0.0010056588,0.0006529786],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00078795163,0.0012379407,0.8483989,0.0005408199,0.00018197983,0.000560027,0.02740555,0.0014041829,0.017550796,0.0010087282,0.00038381413,0.100539364],"study_design_scores_gemma":[0.000036004338,0.0008059073,0.9795241,0.00018894975,0.000060080496,0.00045549546,0.006171741,0.002073052,0.0077999146,0.0014889784,0.001337256,0.000058474314],"about_ca_topic_score_codex":0.0014454357,"about_ca_topic_score_gemma":0.0018109184,"teacher_disagreement_score":0.005722094,"about_ca_system_score_codex":0.0003733239,"about_ca_system_score_gemma":0.00035602326,"threshold_uncertainty_score":0.030261695},"labels":[],"label_agreement":null},{"id":"W2993557044","doi":"","title":"Factors Influencing Student Participation in Classroom Interaction","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affect (linguistics); Psychology; Quality (philosophy); Social psychology; Mathematics education; Communication","score_opus":0.07267106229171322,"score_gpt":0.38604357152849683,"score_spread":0.3133725092367836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993557044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99749976,0.00006596289,0.00021928831,0.00006196876,0.0000031565107,0.000015303192,0.000034138466,0.0000061115907,0.0020942872],"genre_scores_gemma":[0.9995491,0.000033596767,0.00008639047,0.0000060314724,0.0000030834726,0.000007953621,0.000028416187,0.000001993625,0.00028332366],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970144,0.0014031575,0.00027194497,0.00021774715,0.00060736964,0.0004853749],"domain_scores_gemma":[0.988101,0.005907266,0.0023471871,0.00040990027,0.00089443487,0.0023402357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012278652,0.00018734368,0.00027070232,0.0006535769,0.0006997825,0.0014817141,0.00028786476,0.00038842676,0.003627844],"category_scores_gemma":[0.00965695,0.00010707629,0.00027178976,0.00060127606,0.00048585903,0.0003518134,0.00080758554,0.0006196473,0.0004482637],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008391982,0.00027065247,0.9816576,0.000028770455,0.000029105484,0.00013805462,0.0036740187,0.00008791267,0.0010907388,0.00011990675,0.00010206824,0.012717119],"study_design_scores_gemma":[0.0000021874866,0.00015419979,0.9921834,0.000010641562,0.000014164961,0.00015232006,0.0062216055,0.00021585365,0.00027584916,0.00012240554,0.00064099586,0.00000648623],"about_ca_topic_score_codex":0.0022453354,"about_ca_topic_score_gemma":0.0033074722,"teacher_disagreement_score":0.003627844,"about_ca_system_score_codex":0.00029299688,"about_ca_system_score_gemma":0.0005191264,"threshold_uncertainty_score":0.01213634},"labels":[],"label_agreement":null},{"id":"W2993687963","doi":"","title":"Teaching English Grammar Through Games","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; English grammar; Computer science; Linguistics; Traditional grammar; Philosophy","score_opus":0.017851474225807552,"score_gpt":0.30008615321524423,"score_spread":0.28223467898943666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993687963","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41466957,0.013255359,0.19732757,0.009601798,0.00083642727,0.0006119535,0.00012443212,0.0010320381,0.36254084],"genre_scores_gemma":[0.85050565,0.0116376765,0.10454993,0.0013732971,0.00016505178,0.000364193,0.00012198984,0.000088211564,0.031193996],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986553,0.0007081441,0.000087095774,0.00012679928,0.00030207777,0.000120507335],"domain_scores_gemma":[0.9980761,0.0013676145,0.00012141538,0.00005856864,0.00018655726,0.00018985054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013732119,0.0004906172,0.00043438427,0.0010274735,0.00065593194,0.00248984,0.00087638875,0.00057782925,0.0028749534],"category_scores_gemma":[0.004111583,0.00015236376,0.00037463952,0.0004983045,0.0013060544,0.0028883338,0.0018480715,0.0010728299,0.0007088117],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000116080744,0.0012709491,0.010475067,0.0024859095,0.000064241554,0.0012436851,0.03870921,0.0048230058,0.011547719,0.35188156,0.016503118,0.56087935],"study_design_scores_gemma":[0.00009318535,0.0008604296,0.010399088,0.0022811359,0.000107875174,0.0021475821,0.030453837,0.0125324605,0.009221199,0.16982715,0.7619849,0.00009117563],"about_ca_topic_score_codex":0.0009178301,"about_ca_topic_score_gemma":0.0034490316,"teacher_disagreement_score":0.0028749534,"about_ca_system_score_codex":0.0010397033,"about_ca_system_score_gemma":0.0016345294,"threshold_uncertainty_score":0.009617627},"labels":[],"label_agreement":null},{"id":"W2993844584","doi":"","title":"Une approche pédagogique d’enseignement du français langue seconde ajustée aux étudiants venant des programmes d’immersion","year":2014,"lang":"fr","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Humanities; French; Sociology; Art","score_opus":0.18200172212294988,"score_gpt":0.4696902311618986,"score_spread":0.2876885090389487,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993844584","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8477101,0.002051867,0.03118695,0.027421778,0.00036005428,0.0008338255,0.00017143915,0.00041951038,0.08984461],"genre_scores_gemma":[0.9710352,0.0008214291,0.008483128,0.0006551365,0.00002738815,0.00042464182,0.00007660859,0.000032263128,0.018444149],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98848164,0.0077084433,0.0003628447,0.00063921267,0.0014416769,0.001366173],"domain_scores_gemma":[0.982703,0.005795813,0.0014482832,0.0008447374,0.0059203072,0.0032879275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012370873,0.0005405523,0.00038620547,0.0018301045,0.0052996045,0.0057937284,0.0014096099,0.0017298614,0.011784905],"category_scores_gemma":[0.020491138,0.00033573224,0.0005183319,0.0012806077,0.0031083655,0.0031319954,0.0042661317,0.0021883983,0.0015496019],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021736033,0.0006630806,0.07129354,0.0009532703,0.000058844238,0.00082482543,0.53469676,0.0009522572,0.007116878,0.023805926,0.012104589,0.3473126],"study_design_scores_gemma":[0.000052241758,0.00077833864,0.10791822,0.0017709923,0.00008641793,0.00040356655,0.62522584,0.0025195456,0.0030929851,0.0069914535,0.25098684,0.0001735422],"about_ca_topic_score_codex":0.092571214,"about_ca_topic_score_gemma":0.11709861,"teacher_disagreement_score":0.092571214,"about_ca_system_score_codex":0.011334746,"about_ca_system_score_gemma":0.023075758,"threshold_uncertainty_score":0.18406475},"labels":[],"label_agreement":null},{"id":"W2994680438","doi":"10.21810/sfuer.v12i3.1013","title":"Critical Content for Teacher Education","year":2019,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Simon Fraser University","keywords":"Multiculturalism; Pedagogy; Legitimacy; Teacher education; Sociology; Content analysis; Multicultural education; Autism; Critical theory; Psychology; Medical education; Social science; Political science; Medicine; Developmental psychology; Law","score_opus":0.10688537250891146,"score_gpt":0.3800717538466346,"score_spread":0.27318638133772316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2994680438","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0050825626,0.6848213,0.0101745725,0.117998116,0.013327025,0.00040338212,0.00008266415,0.00014732542,0.16796298],"genre_scores_gemma":[0.25045055,0.58856416,0.029063173,0.05739259,0.010536449,0.0017380076,0.00025206455,0.00031344552,0.061689608],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99027807,0.0069478876,0.000609531,0.00036440155,0.0013933276,0.00040675647],"domain_scores_gemma":[0.97563994,0.0179992,0.001405976,0.0014393775,0.0025618358,0.0009536259],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008402316,0.0005248104,0.00055765867,0.0034694823,0.0037940517,0.008072905,0.0014336236,0.0031976344,0.010362782],"category_scores_gemma":[0.02688834,0.00026872332,0.00047383853,0.002174483,0.0111778155,0.0064908336,0.005131866,0.0054251007,0.0019184165],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052697116,0.0000878078,0.0004373182,0.011734196,0.00002899866,0.0005596477,0.051011045,0.00014558552,0.0004333261,0.36002418,0.12298203,0.45250311],"study_design_scores_gemma":[0.000005779925,0.000019126861,0.00026592994,0.009355839,0.000010629713,0.0004545659,0.009513419,0.000018498513,0.00011506627,0.018628936,0.9616056,0.0000065490763],"about_ca_topic_score_codex":0.0038514833,"about_ca_topic_score_gemma":0.0065517086,"teacher_disagreement_score":0.010362782,"about_ca_system_score_codex":0.007372002,"about_ca_system_score_gemma":0.014434557,"threshold_uncertainty_score":0.053487897},"labels":[],"label_agreement":null},{"id":"W2995203213","doi":"","title":"A Critical Re-imagining of French-Language Teacher Learning and Professional Identities","year":2018,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Linguistics; Critical theory; Sociology; Mathematics education; Psychology; Epistemology; Philosophy","score_opus":0.02413984339174082,"score_gpt":0.37492090448632115,"score_spread":0.35078106109458035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995203213","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44640815,0.040114716,0.014012273,0.2901855,0.002719794,0.00011991656,0.00013911107,0.0001310428,0.20616955],"genre_scores_gemma":[0.9850808,0.0033099065,0.0011314568,0.0027750097,0.00020552686,0.000024716164,0.000019572019,0.000036631944,0.007416487],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9883598,0.008984064,0.00013955474,0.00053242187,0.000840209,0.0011439685],"domain_scores_gemma":[0.98943526,0.006541401,0.00058247935,0.0006680777,0.0015671523,0.0012056098],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012445163,0.0006531283,0.00040703028,0.0029132047,0.021143613,0.016817234,0.0019565662,0.0035065596,0.002350154],"category_scores_gemma":[0.0105206445,0.00031066913,0.00037731527,0.0012692575,0.051343422,0.015102204,0.005997518,0.006244966,0.00036674563],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022358396,0.000015163069,0.0011076308,0.000052943396,0.000004403532,0.0003969689,0.88449854,0.000055231692,0.00022361158,0.09598453,0.0052811154,0.012357482],"study_design_scores_gemma":[0.00000346041,0.000020294228,0.0014197581,0.00024741594,0.0000046533255,0.0003535849,0.81627893,0.000100994905,0.00020789378,0.017536724,0.16381101,0.000015222015],"about_ca_topic_score_codex":0.11967794,"about_ca_topic_score_gemma":0.17252786,"teacher_disagreement_score":0.11967794,"about_ca_system_score_codex":0.02774602,"about_ca_system_score_gemma":0.01569631,"threshold_uncertainty_score":0.23796266},"labels":[],"label_agreement":null},{"id":"W2995554625","doi":"10.5539/elt.v13n1p63","title":"Analysis of Phonetic and Phonological Constraints of Saudi EFL Learners","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Consonant cluster; Syllabic verse; Phonetics; Consonant; Linguistics; Phonology; Phonological rule; Mathematics education; Vowel","score_opus":0.011845214643934206,"score_gpt":0.23915972787571255,"score_spread":0.22731451323177834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995554625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99967563,0.000039461927,0.000026041758,0.000014531708,8.9058756e-7,0.000001929556,0.000018113637,0.0000010137779,0.00022241252],"genre_scores_gemma":[0.99946135,0.00007569711,0.00008688563,0.000020859075,0.00000148133,0.0000043079503,0.0000441451,0.0000015718048,0.00030375505],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99951196,0.00009785094,0.00007260765,0.00004767074,0.00019073479,0.00007920532],"domain_scores_gemma":[0.99755585,0.0005663402,0.00071835413,0.00008169696,0.00082150183,0.00025626714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00049529655,0.00026767593,0.00025272154,0.0008002166,0.0004235269,0.0010648364,0.00024212546,0.00034771804,0.0013380909],"category_scores_gemma":[0.0040381886,0.00013487955,0.00011859602,0.00044569248,0.00041605005,0.00037893292,0.0006109125,0.00026577988,0.00036786683],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018191441,0.00014451912,0.8833874,0.00014611393,0.000019747307,0.001759029,0.067429766,0.0000853469,0.014197744,0.00009943278,0.00026518214,0.0322838],"study_design_scores_gemma":[0.000006084512,0.00033909205,0.872534,0.00005352602,0.000023030036,0.0027799685,0.11759021,0.00049082254,0.0033900149,0.00009642074,0.0026634762,0.000033319764],"about_ca_topic_score_codex":0.007257389,"about_ca_topic_score_gemma":0.008749796,"teacher_disagreement_score":0.007257389,"about_ca_system_score_codex":0.00029535897,"about_ca_system_score_gemma":0.00044606059,"threshold_uncertainty_score":0.014430344},"labels":[],"label_agreement":null},{"id":"W2995592293","doi":"10.5539/elt.v13n1p99","title":"The Washback of the New Writing Tasks in China’s National Matriculation English Test","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Matriculation; Psychology; Test (biology); Mathematics education; Task (project management); China; College English; Reading (process); Pedagogy; Linguistics; Political science","score_opus":0.007145686721184522,"score_gpt":0.22799552013350907,"score_spread":0.22084983341232456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995592293","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972236,0.00019636503,0.0003946706,0.00039835335,0.00009138112,0.00015500102,0.00016454644,0.00004990748,0.0013262467],"genre_scores_gemma":[0.9976513,0.00006320343,0.00064172444,0.00013806082,0.000021934555,0.00012617675,0.0002755047,0.0000076214,0.0010746361],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9911885,0.0019281552,0.0011548223,0.0010535233,0.0041834842,0.0004914768],"domain_scores_gemma":[0.9769737,0.008027085,0.004538464,0.002443606,0.005245316,0.00277175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010218846,0.0004797525,0.0007195577,0.0007906318,0.0006013296,0.0009180917,0.0010176658,0.0007626615,0.0016389819],"category_scores_gemma":[0.051259313,0.00023777875,0.00053833774,0.00057435216,0.00065042556,0.0008300652,0.0010944225,0.0013354345,0.00033178623],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036016866,0.0027870722,0.61785924,0.0002486695,0.00018421114,0.00027473894,0.0039640246,0.0010376943,0.0075100856,0.00054885336,0.004754893,0.35722885],"study_design_scores_gemma":[0.0000921552,0.0020942364,0.9914486,0.000033925775,0.00006376322,0.00005388211,0.00042230592,0.0013317225,0.00247224,0.00009685388,0.0018583481,0.000031972053],"about_ca_topic_score_codex":0.014815932,"about_ca_topic_score_gemma":0.021992378,"teacher_disagreement_score":0.014815932,"about_ca_system_score_codex":0.002072616,"about_ca_system_score_gemma":0.002728646,"threshold_uncertainty_score":0.054043055},"labels":[],"label_agreement":null},{"id":"W2995683541","doi":"10.29333/iji.2020.13141a","title":"The Effects of Implicit Learning on Japanese EFL Junior College Students’ Writing","year":2019,"lang":"en","type":"article","venue":"International Journal of Instruction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Corrective feedback; Mathematics education; Psychology; Class (philosophy); Implicit learning; Second language writing; Second-language acquisition; Second language; Computer science; Linguistics; Cognition","score_opus":0.007458747347090111,"score_gpt":0.2635399713998654,"score_spread":0.2560812240527753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995683541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99908924,0.00007389985,0.0001243715,0.000022738097,0.0000043976606,0.000009271252,0.0000037244804,0.0000041850667,0.00066814286],"genre_scores_gemma":[0.9979906,0.00013317412,0.00068356935,0.000037021025,0.0000058101923,0.000020227564,0.000012999532,0.000004056593,0.0011124929],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99897516,0.0002920829,0.00011947685,0.0001271252,0.00036074463,0.0001255263],"domain_scores_gemma":[0.9920304,0.0032415052,0.0022631448,0.0006425478,0.0008225486,0.0009999124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011032332,0.00045362138,0.00032691323,0.00035382848,0.00042833257,0.0008754489,0.00032399106,0.00035484968,0.0016832928],"category_scores_gemma":[0.007973921,0.00014422176,0.00023482955,0.00019907775,0.0006600479,0.00051113754,0.0010141279,0.00082814303,0.00023813518],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0048421295,0.017321883,0.32866004,0.0013009828,0.00018737662,0.0013475801,0.023247104,0.00061213784,0.10754316,0.0007112642,0.0004837032,0.5137426],"study_design_scores_gemma":[0.00028548602,0.012203193,0.95316654,0.00018557733,0.00021077195,0.00064689515,0.0071429107,0.0011918404,0.021862993,0.00092703145,0.0021043888,0.00007243497],"about_ca_topic_score_codex":0.00082905113,"about_ca_topic_score_gemma":0.0020143816,"teacher_disagreement_score":0.0016832928,"about_ca_system_score_codex":0.00025627605,"about_ca_system_score_gemma":0.0006352439,"threshold_uncertainty_score":0.00583452},"labels":[],"label_agreement":null},{"id":"W2995870317","doi":"10.5539/elt.v13n1p124","title":"A Comparative Study of Test Takers’ Performance on Computer-Based Test and Paper-Based Test Across Different CEFR Levels","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Task (project management); Psychology; Perspective (graphical); Language assessment; Mathematics education; Computer science; Artificial intelligence","score_opus":0.030007060549747184,"score_gpt":0.2756809433892808,"score_spread":0.2456738828395336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995870317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986506,0.00014716931,0.0001518747,0.000031479718,0.0000094506995,0.000017169405,0.00004845327,0.000012693933,0.00093114603],"genre_scores_gemma":[0.9982286,0.000112433416,0.0003089197,0.00002824575,0.000010322672,0.000026295336,0.0001681699,0.000008257523,0.001108672],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9956365,0.0010051482,0.0006041648,0.00050806324,0.0017866326,0.00045948412],"domain_scores_gemma":[0.9823858,0.0051306034,0.0035332998,0.0011266271,0.0053753858,0.0024482564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033982655,0.00055386825,0.00058161584,0.0024040341,0.00036977624,0.0011452853,0.00069161935,0.0004959742,0.0018015227],"category_scores_gemma":[0.025566002,0.00017811262,0.00065944425,0.0008853231,0.00067790353,0.0007763329,0.0011298977,0.0004482842,0.0008339599],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012463558,0.000916779,0.89079714,0.00019365974,0.00023131352,0.00072628504,0.016230712,0.00033551623,0.0065887147,0.00014137756,0.00087059074,0.08172166],"study_design_scores_gemma":[0.000020724628,0.0020233293,0.99016917,0.000042844335,0.000028582645,0.00032464904,0.0046028825,0.000367163,0.0012263706,0.00005707761,0.0011069042,0.000030344061],"about_ca_topic_score_codex":0.0044848407,"about_ca_topic_score_gemma":0.0042873244,"teacher_disagreement_score":0.0044848407,"about_ca_system_score_codex":0.0006992639,"about_ca_system_score_gemma":0.00050129346,"threshold_uncertainty_score":0.017971992},"labels":[],"label_agreement":null},{"id":"W2996494005","doi":"10.5539/elt.v13n1p73","title":"A Comparative Study between Monolingual and Bilingual Teaching Methodologies of English in a Health Sciences University in the United Arab Emirates","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Psychology; Mathematics education; Teaching method; Medical education; Pedagogy; Medicine","score_opus":0.09371597702341132,"score_gpt":0.35752650523473645,"score_spread":0.2638105282113251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2996494005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990345,0.00017139214,0.000025268795,0.00003066533,0.0000045668753,0.000010813593,0.0000043656373,5.3422207e-7,0.00071788],"genre_scores_gemma":[0.99804723,0.000555526,0.00019721664,0.00009303069,0.000010858746,0.000024374274,0.000015557785,0.0000018228338,0.001054482],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99874663,0.00055164594,0.000090809495,0.00008942295,0.00024492815,0.0002765312],"domain_scores_gemma":[0.99785393,0.0005980103,0.00034208727,0.00004310428,0.00057261414,0.00059015397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002426815,0.00027095174,0.00037833734,0.0013134279,0.0019780716,0.001102942,0.0002955322,0.00033989572,0.0022488292],"category_scores_gemma":[0.0029733244,0.00023710661,0.0002697892,0.00082728383,0.00064526295,0.0006743994,0.00071012403,0.0003625073,0.00028569277],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015926635,0.008457618,0.4037841,0.0013900548,0.00015576585,0.004903971,0.43839896,0.00016732814,0.019963592,0.0009784483,0.0009168969,0.11929052],"study_design_scores_gemma":[0.00007647583,0.006348367,0.5341217,0.0002660687,0.000089295194,0.0013010851,0.44757575,0.0001413337,0.0020262746,0.000074798794,0.007941656,0.00003723482],"about_ca_topic_score_codex":0.006058719,"about_ca_topic_score_gemma":0.02377051,"teacher_disagreement_score":0.006058719,"about_ca_system_score_codex":0.0011210296,"about_ca_system_score_gemma":0.0019354451,"threshold_uncertainty_score":0.01283437},"labels":[],"label_agreement":null},{"id":"W2996851466","doi":"10.5539/elt.v13n1p163","title":"What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students","year":2019,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Timeline; Teaching method; Pedagogy; Language education; Class (philosophy); Mathematics education; Higher education","score_opus":0.007842544444337594,"score_gpt":0.2373336384549482,"score_spread":0.2294910940106106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2996851466","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99874324,0.00017796847,0.000033075183,0.00037586546,0.000005799206,0.0000066936504,0.00002154346,0.0000012057357,0.00063456094],"genre_scores_gemma":[0.9979607,0.0004676836,0.000088652996,0.00015940111,0.00000694527,0.00001817447,0.000054972665,0.0000031350257,0.0012404408],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99919766,0.00033768293,0.00004126173,0.000076823446,0.000103397164,0.0002432638],"domain_scores_gemma":[0.9972677,0.000465462,0.00068793807,0.00005557897,0.00036608888,0.001157245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013867704,0.00025653225,0.00044698425,0.001383319,0.005043009,0.0037348894,0.0006039718,0.0009923294,0.0014472323],"category_scores_gemma":[0.0038265951,0.00046183122,0.00019763094,0.00086047745,0.0017379011,0.002339174,0.002336844,0.0013751771,0.0003295257],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006410789,0.00024659207,0.26516482,0.000058841102,0.000008636814,0.0015475026,0.714074,0.00003364622,0.0006992544,0.00040021376,0.00082020543,0.016882136],"study_design_scores_gemma":[0.0000020418593,0.00008251187,0.088729694,0.000038781785,0.00000482576,0.00039593293,0.9046598,0.00003771776,0.00018881807,0.0000688578,0.0057725864,0.000018372404],"about_ca_topic_score_codex":0.012611475,"about_ca_topic_score_gemma":0.024930509,"teacher_disagreement_score":0.012611475,"about_ca_system_score_codex":0.0022602268,"about_ca_system_score_gemma":0.0013127363,"threshold_uncertainty_score":0.02507615},"labels":[],"label_agreement":null},{"id":"W2997249765","doi":"10.5539/ijel.v10n1p209","title":"Interlinking Personality and Language Learning Strategies","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Conscientiousness; Psychology; Originality; Big Five personality traits; Personality; Cognition; Cognitive psychology; Language learning strategies; Extraversion and introversion; Social psychology; Creativity","score_opus":0.01749782390328462,"score_gpt":0.2784355777465029,"score_spread":0.26093775384321827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997249765","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966762,0.00016765221,0.00044212703,0.00006188821,0.000007463502,0.000008140627,0.000028426237,0.000003194675,0.0026049237],"genre_scores_gemma":[0.99930024,0.000056989466,0.00022867814,0.000012851539,0.0000037141422,0.0000045054935,0.000017460367,0.0000011282848,0.00037435765],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991763,0.00038791785,0.0000615064,0.00009604796,0.0001830797,0.000095117],"domain_scores_gemma":[0.9933155,0.0036790615,0.001235168,0.0003350042,0.0007047084,0.00073064404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001012945,0.00016632624,0.00014782831,0.0007228629,0.00026791595,0.0011457104,0.00011991753,0.00015887221,0.0018137677],"category_scores_gemma":[0.0053622103,0.0000745236,0.00021073532,0.00038536146,0.00034798018,0.0002606823,0.00052405737,0.0003799378,0.00018588924],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009279067,0.00013104615,0.9577153,0.0000518025,0.00009736536,0.00020111716,0.0025319136,0.00013418504,0.0018830942,0.00036450653,0.00010191625,0.036694847],"study_design_scores_gemma":[0.0000020605107,0.00007147681,0.9975096,0.000012867352,0.000012671826,0.00011632808,0.001344934,0.0002094239,0.00016609127,0.00023774261,0.0003107702,0.000006070877],"about_ca_topic_score_codex":0.001172235,"about_ca_topic_score_gemma":0.0020938115,"teacher_disagreement_score":0.0018137677,"about_ca_system_score_codex":0.00019963241,"about_ca_system_score_gemma":0.00028943145,"threshold_uncertainty_score":0.0060676336},"labels":[],"label_agreement":null},{"id":"W2997312668","doi":"10.5430/wje.v9n6p74","title":"Undergraduate Students’ Attitudes towards Studying English as a Specialization: The Case Study of Jordanian EFL Students","year":2019,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Point (geometry)","score_opus":0.03826257908903808,"score_gpt":0.3408350699007213,"score_spread":0.30257249081168325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997312668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995664,0.000033882305,0.000019142955,0.00006159018,0.0000024823469,0.0000062448703,0.0000026273071,5.948038e-7,0.0003069622],"genre_scores_gemma":[0.99891233,0.00013783659,0.00008590163,0.00012185889,0.00000845944,0.000010046802,0.0000095732585,0.0000010732051,0.00071297796],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99911946,0.00029713433,0.000056040917,0.00006520586,0.0001979515,0.00026415376],"domain_scores_gemma":[0.9978765,0.00028686714,0.00032466155,0.000051084444,0.00041490683,0.0010460223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017363904,0.000266376,0.0003804053,0.0008941606,0.0021671753,0.0018062183,0.0003689301,0.00074788823,0.0018648338],"category_scores_gemma":[0.0023811767,0.0002348676,0.00028499388,0.0006019888,0.00089489185,0.0007268996,0.0011401274,0.0009462256,0.00043466658],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013387339,0.0038779764,0.6788957,0.00012897754,0.000022546754,0.00893286,0.2703635,0.00007287968,0.005300757,0.0003643569,0.00081018015,0.031096367],"study_design_scores_gemma":[0.000019031462,0.0016342987,0.43239903,0.00008023572,0.00002424241,0.0052641626,0.55308956,0.0002681468,0.0015908952,0.00010882106,0.005486568,0.000035090347],"about_ca_topic_score_codex":0.0036276025,"about_ca_topic_score_gemma":0.008968977,"teacher_disagreement_score":0.0036276025,"about_ca_system_score_codex":0.00078476657,"about_ca_system_score_gemma":0.001145748,"threshold_uncertainty_score":0.00918299},"labels":[],"label_agreement":null},{"id":"W2997395434","doi":"10.2478/atd-2019-0013","title":"Teaching Cultural Differences through Korean Canadians: Teaching Material Development for English as a Foreign Language Classes","year":2019,"lang":"en","type":"article","venue":"Acta Educationis Generalis","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Communicative competence; Foreign language; Communicative language teaching; Intercultural relations; Pedagogy; Scope (computer science); Intercultural communication; Cultural diversity; Psychology; Intercultural competence; Language education; Mathematics education; Sociology; Computer science","score_opus":0.029615387098723328,"score_gpt":0.2792953623889791,"score_spread":0.2496799752902558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997395434","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9482907,0.00033823223,0.00339971,0.0011944374,0.00010590321,0.0009112557,0.0002678504,0.00011523048,0.045376737],"genre_scores_gemma":[0.9393901,0.0012000042,0.037293505,0.00024089766,0.000022717308,0.00040475992,0.0005052204,0.000057703674,0.02088497],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988393,0.00030660786,0.00005201754,0.00012382692,0.0004031584,0.0002750584],"domain_scores_gemma":[0.99738914,0.0005614855,0.00016676032,0.000095818854,0.00076147635,0.0010253157],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028710233,0.00080469716,0.0003131659,0.0014648702,0.00604561,0.0029117535,0.0021146627,0.00063462363,0.005444163],"category_scores_gemma":[0.0037561147,0.00028812807,0.00043272736,0.0014802432,0.0014962992,0.00059548026,0.0026161864,0.0009433011,0.00066771463],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004986302,0.0041392995,0.034846824,0.0013747956,0.00003975152,0.0043581445,0.3960825,0.0011849987,0.031209355,0.008153795,0.022622745,0.49548918],"study_design_scores_gemma":[0.00021222343,0.002021388,0.15564908,0.0014713529,0.0001656657,0.0015838044,0.47237968,0.0015927668,0.02531951,0.0015248607,0.3378363,0.00024330469],"about_ca_topic_score_codex":0.34422892,"about_ca_topic_score_gemma":0.69359946,"teacher_disagreement_score":0.6557711,"about_ca_system_score_codex":0.013008853,"about_ca_system_score_gemma":0.03287875,"threshold_uncertainty_score":0.68445057},"labels":[],"label_agreement":null},{"id":"W2997452640","doi":"10.5539/ells.v10n1p13","title":"The Acquisition of Definiteness and Specificity in English: A Case Study with Saudi-Arabic Learners of English Using an Online Task","year":2020,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Definiteness; Task (project management); Vocabulary; Test (biology); Linguistics; Grammar; Computer science; Psychology; Natural language processing; Artificial intelligence","score_opus":0.040500660485904234,"score_gpt":0.27339456042057575,"score_spread":0.23289389993467152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997452640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993932,0.00003574354,0.00016025545,0.00004777712,0.0000021884173,0.000016532635,0.0000072193775,0.000002461994,0.00033471241],"genre_scores_gemma":[0.9973636,0.00017316153,0.00089341844,0.00006433674,0.0000065309987,0.000018953646,0.00001982033,0.0000069659627,0.001453092],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988644,0.00043452493,0.00013228181,0.00015012242,0.00027217768,0.00014644176],"domain_scores_gemma":[0.9963947,0.0017742582,0.0005460778,0.00024331885,0.0005301841,0.00051147974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018669287,0.0008205958,0.00046378025,0.0010471796,0.002150071,0.0014551647,0.00081955164,0.001513963,0.0016468804],"category_scores_gemma":[0.0065160226,0.00044553363,0.00043524517,0.00045654783,0.0016320546,0.0012377376,0.0013450435,0.0015236977,0.00053545507],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037082293,0.0037503683,0.20520455,0.0002976804,0.00003632632,0.102493495,0.63748246,0.0002990261,0.020569181,0.00090551906,0.00045095652,0.028139656],"study_design_scores_gemma":[0.00007326618,0.0036205247,0.19050172,0.00017242966,0.00013544642,0.19233778,0.56732684,0.0033468946,0.030776294,0.00093344547,0.010553648,0.00022163981],"about_ca_topic_score_codex":0.007995181,"about_ca_topic_score_gemma":0.016576402,"teacher_disagreement_score":0.007995181,"about_ca_system_score_codex":0.0008371147,"about_ca_system_score_gemma":0.00069488736,"threshold_uncertainty_score":0.015897274},"labels":[],"label_agreement":null},{"id":"W2997515133","doi":"10.14746/ssllt.2019.9.4.3","title":"Patterns of uptake and repair following recasts and prompts in an EFL context: Does feedback explicitness play a role?","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Corrective feedback; Context (archaeology); Coding (social sciences); Context effect; Linguistics; Mathematics education; Mathematics; Biology","score_opus":0.019984665761461195,"score_gpt":0.29329797489759707,"score_spread":0.2733133091361359,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997515133","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99648523,0.00014129504,0.0025062216,0.000041273757,0.00000469792,0.00003413905,0.000030343812,0.000041682142,0.00071513024],"genre_scores_gemma":[0.9972398,0.00010159508,0.0018739776,0.000025297937,0.0000056601175,0.000044332875,0.000045550492,0.000029729106,0.000633937],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98893344,0.005787416,0.0010350642,0.0014864183,0.0021317885,0.0006259168],"domain_scores_gemma":[0.86999893,0.10129551,0.015885826,0.0048781033,0.006955259,0.0009863366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007481586,0.00043694125,0.0007321663,0.0013325296,0.00070270797,0.0015756291,0.0008412736,0.0011528725,0.0012171279],"category_scores_gemma":[0.09373417,0.00046884397,0.00025467866,0.00075904647,0.001309062,0.0018088691,0.001944472,0.0009345128,0.00032425064],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026727542,0.00059961353,0.3442318,0.0019480708,0.00011702791,0.0017351751,0.2958003,0.00090226403,0.14662829,0.0006344764,0.00027530963,0.20445496],"study_design_scores_gemma":[0.000042147643,0.0025647208,0.8518657,0.00036993224,0.00010662037,0.002412266,0.09241223,0.0018699098,0.043396994,0.00078604906,0.004007405,0.0001659963],"about_ca_topic_score_codex":0.0024306017,"about_ca_topic_score_gemma":0.0035735166,"teacher_disagreement_score":0.007481586,"about_ca_system_score_codex":0.0007260757,"about_ca_system_score_gemma":0.0008033197,"threshold_uncertainty_score":0.039566875},"labels":[],"label_agreement":null},{"id":"W2997912288","doi":"10.5539/ijel.v10n1p305","title":"Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Majmaah University","keywords":"Anxiety; English language; Context (archaeology); Foreign language; Psychology; Government (linguistics); English as a foreign language; Foreign language anxiety; Mathematics education; Language education; Language assessment; Medical education; Pedagogy; Medicine; Linguistics; Geography","score_opus":0.019774532743068188,"score_gpt":0.30115982569752,"score_spread":0.2813852929544518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997912288","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013003184,0.9856161,0.00006160302,0.00042861592,0.00009188264,0.000022023545,0.000114313705,0.0000036486138,0.0006586617],"genre_scores_gemma":[0.050318964,0.9488335,0.00020731818,0.00024258254,0.000098762655,0.00003061223,0.00012532999,0.0000023031848,0.00014055315],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.9986254,0.0003709207,0.00046767833,0.00012827592,0.00034832052,0.00005940348],"domain_scores_gemma":[0.99246734,0.004740722,0.0013256067,0.00007134348,0.0012170885,0.00017797765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019097705,0.0005494276,0.0011291357,0.0038124563,0.000470324,0.0015194534,0.00064813386,0.00067338976,0.002117357],"category_scores_gemma":[0.0069958707,0.00033348188,0.0012869635,0.0041037668,0.0004171515,0.0009338604,0.000592204,0.00046697826,0.00026311085],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043128114,0.00022251534,0.06863709,0.30686834,0.0027640385,0.0011567665,0.005264415,0.000230233,0.0007512111,0.000936977,0.009766988,0.6029702],"study_design_scores_gemma":[0.00011545002,0.00094117323,0.4433546,0.3363788,0.01768427,0.008118076,0.017392544,0.0003555328,0.0013890961,0.00089851546,0.1732071,0.00016486952],"about_ca_topic_score_codex":0.013014702,"about_ca_topic_score_gemma":0.021093523,"teacher_disagreement_score":0.013014702,"about_ca_system_score_codex":0.0010056937,"about_ca_system_score_gemma":0.0043577827,"threshold_uncertainty_score":0.025877893},"labels":[],"label_agreement":null},{"id":"W2998040741","doi":"10.3968/11386","title":"Teaching Reading and Writing: Theories and Practices","year":2019,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); China; Cognition; Computer science; Mathematics education; Linguistics; Language education; Pedagogy; Psychology; Political science","score_opus":0.028429459335376786,"score_gpt":0.2956161689941925,"score_spread":0.26718670965881575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2998040741","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20081852,0.07110653,0.045626435,0.056139074,0.00059485505,0.0002904275,0.00012566167,0.00028685373,0.6250116],"genre_scores_gemma":[0.9361918,0.027224764,0.022105563,0.001089372,0.00016509996,0.00022980604,0.000047756108,0.00005721542,0.012888679],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9956227,0.0026481266,0.00024842317,0.000494301,0.0007762384,0.00021028219],"domain_scores_gemma":[0.99228853,0.005861088,0.00046839783,0.00050068594,0.00042738742,0.00045389112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005490748,0.00042962702,0.00037106322,0.0035297507,0.0038634297,0.010708766,0.0016962845,0.002008378,0.002440362],"category_scores_gemma":[0.0065284194,0.00034013105,0.0002550874,0.0045990716,0.024542697,0.006465048,0.002901975,0.0023629633,0.00047134844],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013270418,0.00019436367,0.0050816676,0.0005650706,0.000012334934,0.00026757127,0.15218306,0.00066401187,0.00035414015,0.69264853,0.0034717985,0.14454414],"study_design_scores_gemma":[0.00003739369,0.000079607446,0.007852861,0.0031634883,0.000022027061,0.00040251185,0.14065598,0.0028078132,0.0011501673,0.641832,0.20194915,0.000047044738],"about_ca_topic_score_codex":0.008478903,"about_ca_topic_score_gemma":0.00827863,"teacher_disagreement_score":0.010708766,"about_ca_system_score_codex":0.006200628,"about_ca_system_score_gemma":0.0083831325,"threshold_uncertainty_score":0.04498893},"labels":[],"label_agreement":null},{"id":"W2998618818","doi":"10.3968/11449","title":"An Empirical Study of the Language Learners’ Dynamic Process of Motivation","year":2019,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Process (computing); Goal theory; Language acquisition; Motivation to learn; Empirical research; Psychology; Intrinsic motivation; Mathematics education; Social psychology; Computer science; Epistemology; Philosophy","score_opus":0.024726427770084894,"score_gpt":0.3085583458634611,"score_spread":0.2838319180933762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2998618818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964491,0.000055310302,0.00024390206,0.00008006035,0.0000030739448,0.000038053313,0.000023049863,0.0000015826935,0.0031058774],"genre_scores_gemma":[0.9990386,0.00005443516,0.00022693067,0.00001087065,0.0000019498145,0.00003187204,0.000019387533,0.0000010794529,0.00061504514],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9983583,0.00080199866,0.000083759114,0.00016483643,0.0003816113,0.00020945822],"domain_scores_gemma":[0.9940923,0.003385231,0.0007925196,0.00016825814,0.0009216775,0.0006399714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035932374,0.00014924679,0.00024366901,0.0014070664,0.00108282,0.002356097,0.00037910274,0.0005295285,0.0025273173],"category_scores_gemma":[0.0073850285,0.00015658604,0.0002218731,0.0012377653,0.0011509417,0.001533571,0.0010555665,0.00082263944,0.00020374221],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022599252,0.0018354733,0.70150983,0.00029437715,0.000052701384,0.0005101117,0.21121049,0.00036242435,0.0033229792,0.01231246,0.0006509705,0.06771217],"study_design_scores_gemma":[0.000027348644,0.00073014863,0.7667968,0.00013311382,0.00003440904,0.00021440633,0.21874703,0.0019222001,0.0013395362,0.0019775515,0.008027225,0.000050185226],"about_ca_topic_score_codex":0.0023364194,"about_ca_topic_score_gemma":0.0024356712,"teacher_disagreement_score":0.0035932374,"about_ca_system_score_codex":0.0011976907,"about_ca_system_score_gemma":0.002070743,"threshold_uncertainty_score":0.019003093},"labels":[],"label_agreement":null},{"id":"W2998771271","doi":"","title":"An Investigation on Teaching Practices about Written Language of Kindergarten Teachers and Primary Teachers","year":2005,"lang":"en","type":"article","venue":"Early childhood education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Primary (astronomy); Psychology; Pedagogy; Physics","score_opus":0.018257895851147506,"score_gpt":0.26962070918410075,"score_spread":0.25136281333295324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2998771271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998965,0.00006480457,0.00003509808,0.000038636543,0.0000035368378,0.000010256076,0.000014207194,0.0000016179101,0.0008668296],"genre_scores_gemma":[0.99612397,0.00025087464,0.00016804709,0.00013456299,0.0000045112192,0.000035813326,0.000043096574,0.000005745766,0.0032334253],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9976165,0.000686963,0.00020734685,0.00032435352,0.00054485275,0.0006200177],"domain_scores_gemma":[0.98118055,0.009232116,0.0037898142,0.00057934073,0.0030203436,0.0021979474],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019565504,0.00031587956,0.0005780063,0.001764999,0.0040555894,0.0034787033,0.0007138076,0.0009031237,0.0030198768],"category_scores_gemma":[0.013146061,0.00086567865,0.00033694206,0.0014940184,0.0020648548,0.0012429394,0.0021318165,0.0018165204,0.00056377635],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016794333,0.000581025,0.23326634,0.000096218406,0.000010534606,0.0012827904,0.74890983,0.000016235448,0.0032355997,0.00015770273,0.0001534677,0.012122345],"study_design_scores_gemma":[0.000013923893,0.00044515534,0.25588173,0.000085641324,0.000015511525,0.0007314952,0.739641,0.000034387966,0.00073976605,0.000051159943,0.0023403293,0.00001997814],"about_ca_topic_score_codex":0.035213403,"about_ca_topic_score_gemma":0.07439249,"teacher_disagreement_score":0.035213403,"about_ca_system_score_codex":0.002560184,"about_ca_system_score_gemma":0.0037883986,"threshold_uncertainty_score":0.07001692},"labels":[],"label_agreement":null},{"id":"W2998849880","doi":"10.5539/ijel.v10n2p80","title":"How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Context (archaeology); Anxiety; Foreign language; Foreign language anxiety; English as a foreign language; Social support; Social psychology; Pedagogy; Geography","score_opus":0.03606984943029368,"score_gpt":0.30631138163779464,"score_spread":0.27024153220750097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2998849880","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990403,0.000037761078,0.000014112356,0.00008475138,0.0000027735052,0.0000037319705,0.000009365331,6.4356817e-7,0.000806624],"genre_scores_gemma":[0.99964416,0.0000449315,0.00001846609,0.000020325177,0.0000019756703,0.0000038764247,0.000010162294,3.6053683e-7,0.00025578757],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99888283,0.00042842244,0.00006677233,0.00009047367,0.00023079677,0.00030067973],"domain_scores_gemma":[0.9964439,0.00124728,0.000890019,0.0000687616,0.00025095354,0.0010989639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077234575,0.0002912892,0.00026383356,0.00050783256,0.0011317827,0.002224029,0.00024043395,0.00048372272,0.0034540917],"category_scores_gemma":[0.0039596856,0.000184413,0.0002937255,0.00030649282,0.0007376043,0.00059068453,0.0010817302,0.00090903696,0.00027840017],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008511069,0.0010036307,0.9608787,0.000048644266,0.000055579887,0.0006575054,0.023117973,0.000057267778,0.00084608246,0.00023186817,0.0002974394,0.01272018],"study_design_scores_gemma":[0.0000060022358,0.00024158364,0.95244104,0.000040019735,0.000033755063,0.00022012262,0.04585217,0.00016112595,0.0001543283,0.00010966343,0.0007232098,0.000017033968],"about_ca_topic_score_codex":0.0073730107,"about_ca_topic_score_gemma":0.014736276,"teacher_disagreement_score":0.0073730107,"about_ca_system_score_codex":0.00073138904,"about_ca_system_score_gemma":0.0012068046,"threshold_uncertainty_score":0.01466018},"labels":[],"label_agreement":null},{"id":"W2998901245","doi":"10.5539/hes.v10n1p100","title":"Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language","year":2020,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dictation; Reading (process); Pinyin; Reading comprehension; Task (project management); Computer science; Homophone; Task analysis; Psycholinguistics; Linguistics; Psychology; Mathematics education; Chinese characters; Cognition; Artificial intelligence; Speech recognition","score_opus":0.08335401652435388,"score_gpt":0.3336500899915531,"score_spread":0.25029607346719923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2998901245","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996543,0.000049010803,0.0014831624,0.000023607161,0.0000069665334,0.00019970554,0.00003129159,0.000034757875,0.0016285073],"genre_scores_gemma":[0.9672366,0.00016257093,0.028794969,0.00007044657,0.000018522172,0.0005490837,0.00018703398,0.000026466865,0.0029542358],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99895597,0.00039823444,0.0001187446,0.0002452768,0.00019194651,0.000089848465],"domain_scores_gemma":[0.987531,0.010119498,0.0008760038,0.00046028476,0.00038772504,0.00062548777],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021024975,0.0006652628,0.00057470944,0.00052592886,0.00037343928,0.00095355214,0.0007856394,0.0006624786,0.0024321433],"category_scores_gemma":[0.010322096,0.00026752413,0.00024300824,0.000311117,0.0004607337,0.0010898998,0.0008203451,0.0004978224,0.00051138294],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011162207,0.030573772,0.043139394,0.002762412,0.00015841305,0.0005150092,0.018533677,0.0015736641,0.4881298,0.00061270804,0.00069661805,0.40214247],"study_design_scores_gemma":[0.0027652679,0.10653363,0.58736,0.00033885968,0.000747285,0.0009840288,0.0098635,0.015363663,0.26515126,0.0009006795,0.00965996,0.00033190395],"about_ca_topic_score_codex":0.0010334176,"about_ca_topic_score_gemma":0.0018871821,"teacher_disagreement_score":0.0024321433,"about_ca_system_score_codex":0.00030496548,"about_ca_system_score_gemma":0.0007236976,"threshold_uncertainty_score":0.011119187},"labels":[],"label_agreement":null},{"id":"W2999158923","doi":"10.1007/978-3-030-28380-3_26","title":"Language Mindsets, Meaning-Making, and Motivation","year":2019,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":62,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Mindset; Psychology; Attribution; Meaning (existential); Competence (human resources); Language acquisition; Social psychology; Mathematics education; Epistemology","score_opus":0.0336458008827224,"score_gpt":0.23412994726783584,"score_spread":0.20048414638511344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999158923","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47189367,0.004622866,0.011813348,0.0049934024,0.00010905583,0.000037370006,0.00010372048,0.000059432296,0.50636715],"genre_scores_gemma":[0.9817877,0.000974707,0.0026060569,0.00019026005,0.000038379505,0.000043186148,0.000056297693,0.000018441118,0.014284931],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99944884,0.00022307785,0.000016542639,0.00008187861,0.00014971913,0.00007984273],"domain_scores_gemma":[0.9985526,0.0010022694,0.00014381966,0.00006542724,0.00008489367,0.00015103754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014904715,0.0002488901,0.0002148269,0.0007269966,0.0010044593,0.0060083754,0.00046711648,0.0007466677,0.005320486],"category_scores_gemma":[0.0029246134,0.00018827846,0.00017929309,0.0007433578,0.0050916304,0.0028451344,0.0012532221,0.0015895632,0.0003828424],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011270642,0.00028143506,0.007845387,0.00017074034,0.00003280879,0.00021843438,0.029303072,0.0009576574,0.0036729898,0.8457793,0.002754779,0.10887075],"study_design_scores_gemma":[0.000024686022,0.000050994764,0.017362958,0.00016769022,0.000014604171,0.00015829194,0.010992366,0.0010672859,0.0010673357,0.949133,0.019933801,0.000026986096],"about_ca_topic_score_codex":0.00072105095,"about_ca_topic_score_gemma":0.0010956159,"teacher_disagreement_score":0.0060083754,"about_ca_system_score_codex":0.00091660884,"about_ca_system_score_gemma":0.0008881151,"threshold_uncertainty_score":0.017798781},"labels":[],"label_agreement":null},{"id":"W2999192998","doi":"","title":"Corrective Feedback in Second Language Teaching and Learning : Research, Theory, Applications, Implications","year":2017,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":100,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Peer feedback; Perspective (graphical); Corrective maintenance; Psychology; Synchronicity; Negotiation; Computer science; Mathematics education; Engineering; Artificial intelligence; Sociology","score_opus":0.0509803572542033,"score_gpt":0.3385980565302572,"score_spread":0.2876176992760539,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999192998","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03904984,0.70084614,0.026442934,0.1470213,0.0072305915,0.00043105928,0.00021571892,0.00031171308,0.07845079],"genre_scores_gemma":[0.4190489,0.5295065,0.021167869,0.010037706,0.0032901168,0.00085115986,0.00016496396,0.00010638732,0.015826473],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9949043,0.002516739,0.00027061687,0.0004730799,0.0015636217,0.00027162782],"domain_scores_gemma":[0.93792814,0.052574135,0.001224728,0.00086969376,0.0062504746,0.0011527253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011671347,0.0006802133,0.0011415787,0.002156729,0.0017821777,0.009111166,0.0018776826,0.003352381,0.0079525625],"category_scores_gemma":[0.029159743,0.00029115457,0.00072005054,0.0048549953,0.005039952,0.0071328674,0.0027442963,0.0031588087,0.00080452894],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027701832,0.00051831483,0.004767323,0.007926735,0.00004910937,0.00039866107,0.013225161,0.0011912802,0.00093618693,0.11388102,0.027387649,0.8294415],"study_design_scores_gemma":[0.0003572053,0.0013006185,0.033792302,0.055665933,0.0002466774,0.0025002924,0.10825954,0.006964156,0.0053625144,0.34776852,0.43743122,0.000351063],"about_ca_topic_score_codex":0.004813956,"about_ca_topic_score_gemma":0.0032202154,"teacher_disagreement_score":0.011671347,"about_ca_system_score_codex":0.0036138715,"about_ca_system_score_gemma":0.011359161,"threshold_uncertainty_score":0.061724722},"labels":[],"label_agreement":null},{"id":"W2999348862","doi":"10.5539/elt.v13n2p97","title":"Comparative Study of English Learning Beliefs between Chinese and Korean College Students in Minority Region","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Construct (python library); China; Mathematics education; College English; Pedagogy","score_opus":0.030462010191016207,"score_gpt":0.2932663574211826,"score_spread":0.26280434723016644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999348862","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99979764,0.000019672088,0.000004668295,0.000011796743,0.0000010711345,0.000002403784,0.000007363833,1.09381965e-7,0.00015525683],"genre_scores_gemma":[0.9997056,0.00003653189,0.000010967617,0.000017792594,0.0000013609094,0.0000034146044,0.000024188326,3.038407e-7,0.00019983156],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996768,0.000049719947,0.000035426117,0.000041169234,0.00006980319,0.00012702598],"domain_scores_gemma":[0.9987355,0.00019187048,0.00026160188,0.000057236703,0.00024672633,0.0005072093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006708135,0.00020887514,0.000284826,0.0008219758,0.00094264426,0.00063858496,0.00023692241,0.00026389948,0.0016930648],"category_scores_gemma":[0.0013652366,0.00012567716,0.00034168243,0.0007468175,0.0005117096,0.00045229387,0.0006247456,0.0003718834,0.00016085258],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001628141,0.00034755608,0.95638764,0.000053831744,0.00005510996,0.00027194349,0.03308328,0.000023435761,0.0018968509,0.00013871922,0.00010818279,0.0074706515],"study_design_scores_gemma":[0.00000846296,0.00018955318,0.9676225,0.00001529349,0.000025389158,0.00008537869,0.03149134,0.000060807575,0.00016843251,0.00001945257,0.0003067394,0.000006544485],"about_ca_topic_score_codex":0.025652211,"about_ca_topic_score_gemma":0.04803956,"teacher_disagreement_score":0.025652211,"about_ca_system_score_codex":0.000664308,"about_ca_system_score_gemma":0.0009170666,"threshold_uncertainty_score":0.05100578},"labels":[],"label_agreement":null},{"id":"W2999890213","doi":"10.21747/9789898969217/paraa22","title":"The inter-relatedness of emotion, language learning and identity","year":2019,"lang":"pt","type":"book-chapter","venue":"Faculdade de Letras da Universidade do Porto eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Identity (music); Psychology; Linguistics; Communication; Cognitive psychology; Art; Aesthetics; Philosophy","score_opus":0.016656268241368215,"score_gpt":0.25054084549184646,"score_spread":0.23388457725047826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999890213","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5809209,0.005734737,0.003609323,0.0034402385,0.00015112753,0.000025463181,0.000045922807,0.00002813844,0.40604424],"genre_scores_gemma":[0.9840665,0.0015869344,0.00053067744,0.00015972758,0.000019709707,0.000007601023,0.000011887919,0.000013492133,0.013603434],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99965775,0.000082189916,0.0000051618363,0.000029949399,0.00010941305,0.000115641924],"domain_scores_gemma":[0.9996762,0.00019747468,0.000026867607,0.000010954521,0.000027784181,0.00006078093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004241677,0.00022720273,0.00020484238,0.00048511883,0.0024183437,0.005231824,0.0003886125,0.00045916627,0.0026316],"category_scores_gemma":[0.0008871944,0.00008705847,0.00011358162,0.00063007284,0.009872353,0.0016249493,0.0023125426,0.0014560083,0.00014960842],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008336054,0.000051935116,0.009794673,0.00020526677,0.000016066639,0.0019514434,0.68289316,0.00027495224,0.0065444633,0.20266536,0.0020935591,0.09342573],"study_design_scores_gemma":[0.000009952543,0.000085911444,0.09093947,0.0003209719,0.00002600294,0.0022847438,0.7134473,0.00050978607,0.0017845894,0.045958817,0.14456041,0.000072049246],"about_ca_topic_score_codex":0.08401771,"about_ca_topic_score_gemma":0.12221895,"teacher_disagreement_score":0.08401771,"about_ca_system_score_codex":0.002912469,"about_ca_system_score_gemma":0.003179718,"threshold_uncertainty_score":0.16705734},"labels":[],"label_agreement":null},{"id":"W2999896867","doi":"10.5539/elt.v13n2p63","title":"Differences in Motivation to Learning English among Saudi University Students","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Arabic; Mathematics education; English as a foreign language; Motivation to learn; Foreign language; Semitic languages; Pedagogy; Linguistics","score_opus":0.02089611651605096,"score_gpt":0.2265208145544704,"score_spread":0.20562469803841943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999896867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995745,0.000023874478,0.000009495887,0.000020040065,0.0000014407506,0.0000020956797,0.000010160955,4.6454335e-7,0.00035798794],"genre_scores_gemma":[0.9995401,0.000030607524,0.000019243707,0.00001160818,0.0000013472654,0.0000028657937,0.00001836892,5.7274343e-7,0.00037532073],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99954337,0.00008546742,0.000040737585,0.00003609326,0.00016444013,0.00012987756],"domain_scores_gemma":[0.9981097,0.00034613855,0.0005796567,0.00004489077,0.00039586003,0.0005236947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00066139863,0.00014977384,0.00017860973,0.00088325585,0.0006878046,0.0015480084,0.0001866211,0.00029024438,0.0024392572],"category_scores_gemma":[0.002527881,0.00012501451,0.00020815938,0.0004265623,0.00037796545,0.0003213235,0.00050088105,0.00037744173,0.00043532875],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011129055,0.00018204686,0.97575665,0.000025186457,0.00001944598,0.00012744918,0.012569514,0.000029011311,0.0011867868,0.00021472835,0.00017172143,0.00960626],"study_design_scores_gemma":[0.000004057132,0.00015505179,0.9771119,0.000015035224,0.000007604628,0.00014834026,0.021152947,0.00011706614,0.0002548709,0.0000640202,0.0009570076,0.000012237851],"about_ca_topic_score_codex":0.0046812296,"about_ca_topic_score_gemma":0.006009993,"teacher_disagreement_score":0.0046812296,"about_ca_system_score_codex":0.0005060324,"about_ca_system_score_gemma":0.00044454628,"threshold_uncertainty_score":0.009307981},"labels":[],"label_agreement":null},{"id":"W2999916459","doi":"10.1007/978-3-030-28380-3_11","title":"The Contexts of SLA Motivation: Linking Ideologies to Situational Variations","year":2019,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University; University of Ottawa","funders":"","keywords":"Situational ethics; Psychology; Willingness to communicate; Ideology; Context (archaeology); Social psychology; Cognitive psychology; Political science; Geography","score_opus":0.05575772554102253,"score_gpt":0.24640632113028038,"score_spread":0.19064859558925784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999916459","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.302163,0.0012823425,0.01826484,0.0054552928,0.00013249632,0.000049057737,0.00008019916,0.000079529986,0.67249316],"genre_scores_gemma":[0.99367625,0.0001707731,0.0013996183,0.000115080176,0.000021453425,0.000026853173,0.000022834853,0.000038254388,0.0045289244],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9975701,0.0013833235,0.00006572854,0.00018506561,0.0003803864,0.0004153015],"domain_scores_gemma":[0.9975327,0.0013604572,0.00029350445,0.00019479028,0.00024253973,0.0003759708],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002596312,0.00027151083,0.00023238087,0.002283242,0.002375182,0.009823115,0.0007597061,0.001053895,0.0049301307],"category_scores_gemma":[0.004716392,0.0002847668,0.00025156452,0.0017018531,0.009145043,0.0065843365,0.005464507,0.0027114837,0.0005469733],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059210917,0.00013135088,0.0065180357,0.00007563736,0.000008290649,0.00017561275,0.05165775,0.0002457091,0.0007496917,0.89887935,0.0018928429,0.039606567],"study_design_scores_gemma":[0.00003962726,0.0001027453,0.029208843,0.0006031103,0.000021069676,0.0003514841,0.15913239,0.002501257,0.0010993016,0.7304296,0.07646882,0.000041731568],"about_ca_topic_score_codex":0.00077208114,"about_ca_topic_score_gemma":0.0018924276,"teacher_disagreement_score":0.009823115,"about_ca_system_score_codex":0.0021540525,"about_ca_system_score_gemma":0.0017928478,"threshold_uncertainty_score":0.016492963},"labels":[],"label_agreement":null},{"id":"W2999928503","doi":"10.5539/ijel.v10n1p372","title":"Speaking Anxiety, English Proficiency, Affective and Social Language Learning Strategies of ESL Engineering Students in a State University in Northern Luzon, Philippines","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Class (philosophy); Commission; Test (biology); English language; Language proficiency; Social psychology; Mathematics education; Political science; Law","score_opus":0.011024100356822811,"score_gpt":0.24684667768043655,"score_spread":0.23582257732361375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999928503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99981004,0.000021436754,0.000006494279,0.00003226356,7.115188e-7,0.0000017845051,0.000008612593,5.028428e-7,0.00011806203],"genre_scores_gemma":[0.99955386,0.00005568078,0.000016943017,0.000022668068,0.000002120744,0.0000063036096,0.00001859269,3.755794e-7,0.00032344888],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99972385,0.00006640404,0.00002496198,0.000030903935,0.00006153048,0.00009238996],"domain_scores_gemma":[0.99928635,0.000085109394,0.0001915334,0.000011738159,0.00010612631,0.00031912568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036428208,0.00026169632,0.00020486678,0.00075992395,0.0012255114,0.00086000905,0.00029997533,0.0003189563,0.0014639958],"category_scores_gemma":[0.0006566788,0.00023483874,0.00021140427,0.00053915114,0.00061607343,0.00035153644,0.00062103407,0.0004487301,0.00020416653],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037314167,0.00027161642,0.9646134,0.00004560914,0.000015056242,0.0007289978,0.02666873,0.00003978407,0.0015437756,0.00004720413,0.00018408903,0.005804444],"study_design_scores_gemma":[0.0000018244979,0.00020139191,0.96235955,0.000014694344,0.000008359715,0.00020870568,0.03663954,0.00009532397,0.00012109684,0.000012743227,0.0003277676,0.000009091501],"about_ca_topic_score_codex":0.040579103,"about_ca_topic_score_gemma":0.075556695,"teacher_disagreement_score":0.040579103,"about_ca_system_score_codex":0.0008874265,"about_ca_system_score_gemma":0.000987783,"threshold_uncertainty_score":0.080685854},"labels":[],"label_agreement":null},{"id":"W3000003435","doi":"10.22158/sll.v4n1p9","title":"English Language Anxiety: A Case Study on Undergraduate ESL Students in Malaysia","year":2020,"lang":"en","type":"article","venue":"Studies in Linguistics and Literature","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Anxiety; Active listening; Fear of negative evaluation; Foreign language; Communication apprehension; Coping (psychology); Embarrassment; Foreign language anxiety; Entertainment; Test anxiety; Shyness; Medical education; Mathematics education; Social psychology; Clinical psychology; Social anxiety","score_opus":0.03642360385067323,"score_gpt":0.3285454267425577,"score_spread":0.2921218228918845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3000003435","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99841297,0.00036118773,0.00012524096,0.00037507273,0.000014476278,0.000050498373,0.000015605146,0.0000040730556,0.00064080337],"genre_scores_gemma":[0.9972683,0.0009259595,0.00024265356,0.0002993601,0.000026486663,0.000032753705,0.000013505775,0.000003415824,0.0011874966],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989711,0.00035342283,0.00007835257,0.00008468976,0.00016205343,0.00035037645],"domain_scores_gemma":[0.9982608,0.00027071897,0.00028105307,0.000036444388,0.00014215556,0.0010087556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010332911,0.0007459063,0.00063055556,0.0013497176,0.0039101294,0.0018843685,0.0010480718,0.0017264434,0.001934146],"category_scores_gemma":[0.0020137813,0.0006026576,0.0006629868,0.00084285636,0.0016631798,0.001042526,0.002196772,0.0016982955,0.00029959605],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016255077,0.0032544725,0.21454257,0.0008582652,0.00006677343,0.3221239,0.42043576,0.00021980138,0.0044177617,0.00087790727,0.0015737705,0.031466573],"study_design_scores_gemma":[0.000026919892,0.0021773162,0.14523536,0.00044520813,0.000059484904,0.15181492,0.6918162,0.00039970953,0.0013557934,0.00029588607,0.0062770583,0.00009608524],"about_ca_topic_score_codex":0.0063688494,"about_ca_topic_score_gemma":0.022690719,"teacher_disagreement_score":0.0063688494,"about_ca_system_score_codex":0.0023514088,"about_ca_system_score_gemma":0.001985644,"threshold_uncertainty_score":0.017060697},"labels":[],"label_agreement":null},{"id":"W3000195232","doi":"10.5539/elt.v13n2p16","title":"Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Likert scale; Psychology; Constructive; Mathematics education; English as a foreign language; Higher education; Qualitative research; Computer science; Developmental psychology","score_opus":0.027649613083686395,"score_gpt":0.23773540518117373,"score_spread":0.21008579209748734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3000195232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99822825,0.00012106156,0.00027888129,0.00008494366,0.0000064379155,0.00001686672,0.000017940682,0.000003824359,0.001241886],"genre_scores_gemma":[0.9966214,0.000297316,0.0011346078,0.00010083315,0.000006987469,0.00003494061,0.000032217857,0.0000049770215,0.0017668026],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99789727,0.0009283394,0.00017066447,0.00011446742,0.00072122057,0.00016789555],"domain_scores_gemma":[0.99252605,0.0033715705,0.0016033183,0.00021236858,0.0017248469,0.000561769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003001238,0.00024412526,0.00027712324,0.00038211717,0.0003877427,0.0015402656,0.0002649841,0.00043067514,0.0024567049],"category_scores_gemma":[0.011072411,0.00012148708,0.0002498168,0.0002141218,0.0003402864,0.0005726148,0.0004732535,0.0004512898,0.0005378741],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017652794,0.0015783402,0.52417636,0.0013327012,0.00010553206,0.0023406323,0.15738806,0.00065961067,0.043738257,0.0006855105,0.0020758263,0.26415387],"study_design_scores_gemma":[0.00011698273,0.0048660925,0.5509157,0.00068042846,0.00018463087,0.004498263,0.39157408,0.0023018008,0.016069742,0.0008622229,0.027714713,0.00021530048],"about_ca_topic_score_codex":0.0011765922,"about_ca_topic_score_gemma":0.0022867413,"teacher_disagreement_score":0.003001238,"about_ca_system_score_codex":0.00032906578,"about_ca_system_score_gemma":0.00060146867,"threshold_uncertainty_score":0.0158723},"labels":[],"label_agreement":null},{"id":"W3002232985","doi":"10.3138/cmlr.2018-0209","title":"The Effects of Learners’ Perceptions and Affective Factors on L2 Learning Outcomes","year":2020,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.015218633929273471,"score_gpt":0.23113252593824182,"score_spread":0.21591389200896835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3002232985","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957112,0.000060978604,0.00040496254,0.000049728777,0.0000077749355,0.000023406485,0.000035647696,0.000008589785,0.003697739],"genre_scores_gemma":[0.9972742,0.00007424184,0.00034578433,0.000025145804,0.000008159608,0.000056712786,0.000050807983,0.0000075386492,0.0021574332],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99829763,0.00055807823,0.00012448871,0.000226977,0.0005886086,0.00020419058],"domain_scores_gemma":[0.9867313,0.008135763,0.0017422554,0.00038722582,0.0014100686,0.0015933017],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024490545,0.00033525936,0.00031331938,0.00050554954,0.00046743097,0.0022528514,0.00030472947,0.000518077,0.00731282],"category_scores_gemma":[0.011103322,0.00015390512,0.0004391234,0.00030020848,0.0007980163,0.0008422642,0.0011348071,0.00095523667,0.0007437096],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002292169,0.003425862,0.797929,0.00065897347,0.0002899779,0.000636819,0.05830229,0.0010860895,0.02930675,0.0013117744,0.0009555779,0.10380478],"study_design_scores_gemma":[0.000032551263,0.001488256,0.96804684,0.000069920425,0.000086424305,0.000113289825,0.020849047,0.0009052725,0.0053646443,0.00083023414,0.0021554844,0.000058150054],"about_ca_topic_score_codex":0.0018292224,"about_ca_topic_score_gemma":0.0022459058,"teacher_disagreement_score":0.00731282,"about_ca_system_score_codex":0.00048154182,"about_ca_system_score_gemma":0.0006303924,"threshold_uncertainty_score":0.024463892},"labels":[],"label_agreement":null},{"id":"W3003458745","doi":"10.5430/ijhe.v8n8p1","title":"Methods of Foreign Language Teaching to Linguistically Gifted Students","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Set (abstract data type); Computer science; Foreign language; Teaching method; Pedagogy; Psychology; Programming language","score_opus":0.02347961225772721,"score_gpt":0.42086261723229124,"score_spread":0.397383004974564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3003458745","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5687154,0.0077342177,0.20122091,0.0032726135,0.0006859175,0.0037012799,0.00036384846,0.0007158021,0.21359001],"genre_scores_gemma":[0.8015399,0.0023220908,0.11901072,0.00068375125,0.00009016862,0.001966925,0.00018319121,0.00013495416,0.074068375],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99484706,0.003202273,0.00025115183,0.000379752,0.0010646132,0.0002551028],"domain_scores_gemma":[0.99364835,0.0031732444,0.00075062923,0.0010610078,0.00071669754,0.00064996065],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038055119,0.00057593314,0.00043469036,0.0016675593,0.0017146717,0.00296236,0.0014651973,0.0005088763,0.016776929],"category_scores_gemma":[0.010789909,0.00015972662,0.0005187782,0.00072830124,0.0016322612,0.001424186,0.004136389,0.00089558325,0.0019939276],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00073591946,0.002915442,0.017868793,0.002497563,0.0000668898,0.0012545877,0.05709313,0.0008060156,0.011839554,0.046908066,0.006188606,0.8518254],"study_design_scores_gemma":[0.00092769304,0.0036962877,0.052910507,0.004032625,0.00024977664,0.010188021,0.09889112,0.004484048,0.050224837,0.10479543,0.66934323,0.00025645457],"about_ca_topic_score_codex":0.000576537,"about_ca_topic_score_gemma":0.0010630757,"teacher_disagreement_score":0.016776929,"about_ca_system_score_codex":0.0017613021,"about_ca_system_score_gemma":0.002709281,"threshold_uncertainty_score":0.05612439},"labels":[],"label_agreement":null},{"id":"W3004011153","doi":"10.3968/11475","title":"Cohesive Devices in Business English Speaking and Listening Discourse","year":2019,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Business English; Key (lock); Psychology; Business communication; Public relations; Computer science; Political science; Pedagogy; Communication","score_opus":0.014088439455611343,"score_gpt":0.2903907285941533,"score_spread":0.276302289138542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004011153","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82124454,0.002588889,0.016416386,0.0035570248,0.00013861783,0.000083407765,0.000032127286,0.00006528551,0.15587385],"genre_scores_gemma":[0.9971488,0.000244173,0.0008655239,0.000083282546,0.000028242626,0.000018680825,0.000010067175,0.000013482037,0.001587765],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9926171,0.0050510564,0.00033544892,0.00042080777,0.0011551088,0.00042050792],"domain_scores_gemma":[0.9871482,0.0091133425,0.0018063617,0.0006231796,0.000638463,0.0006704366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052132243,0.00045005084,0.00029539948,0.0030044944,0.0043834476,0.008993092,0.0007449094,0.0011870515,0.0036196315],"category_scores_gemma":[0.01134562,0.00029780567,0.00021736653,0.0017606122,0.016284464,0.008637541,0.00689141,0.0021064098,0.00038930905],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006348357,0.00005603078,0.00594049,0.00019224787,0.000014715133,0.0004789117,0.8596506,0.00008881033,0.0026424015,0.10669706,0.00039062538,0.02378462],"study_design_scores_gemma":[0.000028115976,0.00015566905,0.02235365,0.00055952155,0.000037123922,0.00071834365,0.88850045,0.00066614104,0.001982708,0.04372703,0.041203786,0.00006752563],"about_ca_topic_score_codex":0.00126217,"about_ca_topic_score_gemma":0.0017120382,"teacher_disagreement_score":0.008993092,"about_ca_system_score_codex":0.0013253165,"about_ca_system_score_gemma":0.0012352966,"threshold_uncertainty_score":0.027570546},"labels":[],"label_agreement":null},{"id":"W3004126203","doi":"10.22215/etd/2019-13660","title":"Reconsidering the Measurement of Proficiency in Pilot and Air Traffic Controller Radiotelephony Communication: From Construct Definition to Task Design","year":2019,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Operationalization; Construct (python library); Civil aviation; Aviation; Air traffic control; Context (archaeology); Psychology; Intercultural communication; English as a lingua franca; Language proficiency; Empirical research; Engineering; Computer science; Lingua franca; Knowledge management; Pedagogy; Linguistics","score_opus":0.19362997937215498,"score_gpt":0.2564108590568479,"score_spread":0.06278087968469293,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004126203","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81498927,0.0010205504,0.16664232,0.0022377186,0.00021963383,0.0027390327,0.0002332954,0.000101705016,0.011816349],"genre_scores_gemma":[0.8845838,0.00037364953,0.1055289,0.00054118264,0.000033015473,0.008043879,0.00017688914,0.0000530158,0.00066566956],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.95659226,0.032621063,0.00358733,0.0024493183,0.0039920337,0.0007580835],"domain_scores_gemma":[0.8984287,0.08140104,0.0067246915,0.005629535,0.006571069,0.0012449842],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05453845,0.0005874699,0.0006073887,0.0015567021,0.0015219519,0.0052362927,0.0014710096,0.0012449422,0.0013206683],"category_scores_gemma":[0.10198761,0.0006713994,0.000885634,0.0016747644,0.006047399,0.004652446,0.0040448145,0.0024440866,0.0003541837],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005996099,0.0011243436,0.41241947,0.0032652733,0.00038824236,0.0002635496,0.18309757,0.0025366126,0.016766785,0.08023415,0.0023631838,0.29694122],"study_design_scores_gemma":[0.00051698653,0.0076475856,0.58508587,0.0040487684,0.0005157692,0.00077462016,0.20417048,0.018331554,0.026399374,0.10148302,0.050616175,0.0004098172],"about_ca_topic_score_codex":0.0019276922,"about_ca_topic_score_gemma":0.0021694347,"teacher_disagreement_score":0.05453845,"about_ca_system_score_codex":0.0015826629,"about_ca_system_score_gemma":0.003927221,"threshold_uncertainty_score":0.28843033},"labels":[],"label_agreement":null},{"id":"W3004293111","doi":"10.5539/hes.v10n2p1","title":"Identity Negotiation in Chinese University English Classroom","year":2020,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Identity (music); Negotiation; Class (philosophy); Identity negotiation; Psychology; Pedagogy; Intercultural communication; Mathematics education; Sociology; Computer science","score_opus":0.06616411400671814,"score_gpt":0.30811810012282553,"score_spread":0.2419539861161074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004293111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96475077,0.00031486768,0.0017539622,0.0011296122,0.000030951418,0.00005226094,0.000003813949,0.00001369174,0.0319502],"genre_scores_gemma":[0.99797016,0.00006977046,0.00023229247,0.000044415425,0.0000036123176,0.000019937064,0.0000021529688,0.00000266656,0.0016549503],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99201536,0.0044816043,0.0002886633,0.0006386734,0.0010155822,0.0015600733],"domain_scores_gemma":[0.9965922,0.0012840375,0.00083360635,0.00026017908,0.0002304138,0.0007995468],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055395183,0.00036582132,0.00045344606,0.0014041067,0.021495186,0.008472456,0.0017569946,0.0018458904,0.0035081112],"category_scores_gemma":[0.0071752374,0.00033056058,0.00043023768,0.0010459083,0.011640671,0.004765429,0.008652493,0.0026916438,0.00031069404],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003145231,0.00022003756,0.0140495645,0.000040657542,0.000006380966,0.0029603192,0.90940624,0.00019678065,0.0006597867,0.056092754,0.00055687537,0.015779067],"study_design_scores_gemma":[0.000019596853,0.00004991401,0.008076294,0.000086288106,0.000011658806,0.0008500402,0.96093136,0.0019026756,0.00068206055,0.008971885,0.018384987,0.000033250406],"about_ca_topic_score_codex":0.018706925,"about_ca_topic_score_gemma":0.01770981,"teacher_disagreement_score":0.021495186,"about_ca_system_score_codex":0.008903204,"about_ca_system_score_gemma":0.0072534457,"threshold_uncertainty_score":0.06459761},"labels":[],"label_agreement":null},{"id":"W3004422821","doi":"10.5539/ijel.v10n2p92","title":"An Investigation of Writing Errors Made by Saudi English-Major Students","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Mathematics education; Face (sociological concept); Psychology; Punctuation; Pedagogy; Linguistics","score_opus":0.029281847068284652,"score_gpt":0.2955420468412042,"score_spread":0.2662601997729196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004422821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994603,0.000084255735,0.00007527037,0.000049783946,0.0000053810672,0.0000073841293,0.000017367945,0.000003498343,0.00029674597],"genre_scores_gemma":[0.9987251,0.00021502396,0.0002595666,0.000057898975,0.0000066382354,0.000010231848,0.000044528326,0.0000051077077,0.00067590515],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971656,0.0008164775,0.0004492899,0.00018703236,0.0011430372,0.0002384973],"domain_scores_gemma":[0.97944355,0.004508971,0.009244848,0.00062478613,0.0052666967,0.00091107294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020326772,0.0005091922,0.0004497716,0.001828908,0.0011975784,0.0015861539,0.0005721118,0.0006706106,0.0009764327],"category_scores_gemma":[0.01884648,0.00027178976,0.0002526052,0.0009428172,0.0009000118,0.0008670213,0.0011559399,0.00068182056,0.00041692588],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037043984,0.0003195813,0.62568694,0.00034870196,0.0000519419,0.004406934,0.306159,0.000095977586,0.009007034,0.00014987319,0.0007107555,0.05269279],"study_design_scores_gemma":[0.000016769814,0.0011987184,0.57796234,0.00030917992,0.00006885696,0.008821886,0.3962548,0.00087839784,0.0059548784,0.00020402287,0.008246906,0.00008328436],"about_ca_topic_score_codex":0.0036983185,"about_ca_topic_score_gemma":0.0051592686,"teacher_disagreement_score":0.0036983185,"about_ca_system_score_codex":0.0005631751,"about_ca_system_score_gemma":0.000777835,"threshold_uncertainty_score":0.010749996},"labels":[],"label_agreement":null},{"id":"W3004555913","doi":"","title":"A review of peer interaction and second language learning for ELL students in academic contexts","year":2019,"lang":"en","type":"review","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Language proficiency; Psychology; Relation (database); Identity (music); Second language; Mathematics education; Pedagogy; Linguistics; Computer science","score_opus":0.45115134944835783,"score_gpt":0.6315191860903219,"score_spread":0.18036783664196404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004555913","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00008498603,0.99948263,0.000020097264,0.000112020236,0.00006894327,0.000006914611,0.000009644115,0.0000014738212,0.00021315378],"genre_scores_gemma":[0.000756177,0.99894625,0.00006534444,0.00010121625,0.000047923142,0.000011193614,0.00001164809,8.6464513e-7,0.000059457998],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99843854,0.0005093519,0.00039458132,0.00019983217,0.00037704606,0.000080627615],"domain_scores_gemma":[0.99136883,0.0065877573,0.00077071367,0.000102199556,0.0009468614,0.00022361983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028898902,0.00086783385,0.0022283273,0.0046161185,0.00071631634,0.0020176645,0.001525344,0.0019739761,0.004944252],"category_scores_gemma":[0.010233807,0.00047511395,0.0016739331,0.0051320316,0.0008016343,0.0019174936,0.00124103,0.0013163094,0.0009266179],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001028569,0.00009610257,0.00043397228,0.29628313,0.00052493176,0.00015933675,0.00049446773,0.00012275844,0.00026154896,0.0012857096,0.012722296,0.6875129],"study_design_scores_gemma":[0.000057401332,0.0004460636,0.00514566,0.31518495,0.0032525386,0.0014267366,0.0009242612,0.00006941397,0.0003240728,0.0009407329,0.67217535,0.00005272392],"about_ca_topic_score_codex":0.0043435,"about_ca_topic_score_gemma":0.009695076,"teacher_disagreement_score":0.004944252,"about_ca_system_score_codex":0.0011612368,"about_ca_system_score_gemma":0.005715676,"threshold_uncertainty_score":0.01654023},"labels":[],"label_agreement":null},{"id":"W3004861652","doi":"10.5539/elt.v13n3p1","title":"‘Professionalism’ in English as a Foreign Language Teachers’ Perspectives: A Qualitative Study in a Thai Context","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Qualitative research; Context (archaeology); English as a foreign language; Pedagogy; Teaching method; Semi-structured interview; Mathematics education; Sociology; Social science","score_opus":0.04508798543516101,"score_gpt":0.3444069704054608,"score_spread":0.2993189849702998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004861652","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9870668,0.00041633318,0.0015062334,0.0022868996,0.00007950743,0.00011836781,0.00006378855,0.000012265425,0.008449672],"genre_scores_gemma":[0.99458176,0.0003826674,0.00041594447,0.0004683784,0.000020555124,0.000107698164,0.000026958482,0.0000143606185,0.003981712],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9914573,0.006002393,0.00025766026,0.00040695159,0.00070680666,0.0011689346],"domain_scores_gemma":[0.9821629,0.01216393,0.0013590144,0.00030645332,0.0014665917,0.0025411448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010788022,0.00034774275,0.00053097215,0.0015425892,0.0109957345,0.0063260286,0.0010392541,0.0013769056,0.0028282178],"category_scores_gemma":[0.012386385,0.00064293516,0.00033898733,0.0019677745,0.010556241,0.0037877618,0.004021353,0.0027636322,0.00038093675],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000081588205,0.000016941282,0.0011260145,0.000035523037,6.040499e-7,0.00036526262,0.99669504,0.0000092546725,0.0002704751,0.00038697798,0.000110458815,0.0009752322],"study_design_scores_gemma":[0.0000011839193,0.00001492389,0.00054465147,0.000039267914,8.273022e-7,0.00014956255,0.99672735,0.000022193968,0.00009011715,0.000069677066,0.0023368825,0.000003472631],"about_ca_topic_score_codex":0.01457268,"about_ca_topic_score_gemma":0.02492602,"teacher_disagreement_score":0.01457268,"about_ca_system_score_codex":0.00529834,"about_ca_system_score_gemma":0.0074558887,"threshold_uncertainty_score":0.05705321},"labels":[],"label_agreement":null},{"id":"W3004923605","doi":"10.20533/licej.2040.2589.2019.0425","title":"A Critical Examination of Teacher Feedback on L2 Writing","year":2019,"lang":"en","type":"article","venue":"Literacy Information and Computer Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Mathematics education; Computer science; Psychology","score_opus":0.011890874387701164,"score_gpt":0.2747834396690284,"score_spread":0.26289256528132726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004923605","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8053391,0.004724306,0.024913322,0.016621685,0.0024498885,0.001462974,0.00042687633,0.0004435151,0.14361826],"genre_scores_gemma":[0.9763059,0.0013124968,0.0043276767,0.0012775776,0.00036938943,0.00035905134,0.00010829292,0.00020280734,0.015736766],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97857153,0.013963211,0.0012593315,0.00080872385,0.0047226753,0.00067454675],"domain_scores_gemma":[0.65692556,0.26671457,0.009842419,0.0062929243,0.058224935,0.0019994993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01994812,0.00041681185,0.00045681288,0.004642767,0.0048537813,0.0036306097,0.00073606544,0.0010478557,0.003051922],"category_scores_gemma":[0.1870841,0.0003481119,0.00039415192,0.0020206373,0.0036085355,0.0021456042,0.0023398541,0.0027387922,0.00038926842],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071899866,0.00021388114,0.014423706,0.0018766623,0.000038422182,0.0028595168,0.78873765,0.00016169649,0.010066698,0.008136924,0.011741596,0.16102426],"study_design_scores_gemma":[0.00009737284,0.0015699355,0.080454975,0.0032142738,0.00011341505,0.0041628117,0.5724042,0.0010051961,0.02626939,0.0057718824,0.3047632,0.0001733898],"about_ca_topic_score_codex":0.0051476243,"about_ca_topic_score_gemma":0.008158151,"teacher_disagreement_score":0.01994812,"about_ca_system_score_codex":0.0053003915,"about_ca_system_score_gemma":0.0043312246,"threshold_uncertainty_score":0.105497},"labels":[],"label_agreement":null},{"id":"W3005123294","doi":"10.1017/s0261444819000375","title":"Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges","year":2020,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Second-language acquisition; Psychology; Corrective feedback; Context (archaeology); Cognitive psychology; Language acquisition; Focus (optics); Linguistics; Mathematics education","score_opus":0.0656430220352855,"score_gpt":0.33672688410533896,"score_spread":0.27108386207005347,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005123294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91086394,0.016025722,0.04248866,0.007009504,0.00052085414,0.001506232,0.000582799,0.0005865844,0.020415666],"genre_scores_gemma":[0.96199304,0.0031808345,0.031844877,0.0005473265,0.00017564335,0.0011843818,0.000127702,0.00006810695,0.00087809365],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.89441967,0.07876768,0.007066237,0.002230222,0.016745644,0.0007706559],"domain_scores_gemma":[0.5252551,0.3971594,0.023789247,0.008329439,0.042708796,0.0027580445],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.077531636,0.0008359517,0.0011727526,0.0019009309,0.0010035149,0.005426506,0.0021367955,0.0017023609,0.0029595627],"category_scores_gemma":[0.25623086,0.00044447277,0.00062558544,0.0014114125,0.0020231516,0.0051215,0.0022136644,0.0015520413,0.0007585464],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003035783,0.0036532988,0.13417533,0.008699025,0.00048934534,0.00018360524,0.017969083,0.002315356,0.011955771,0.002858543,0.0031487786,0.81151605],"study_design_scores_gemma":[0.00065984443,0.03424632,0.7337692,0.020632168,0.0016394444,0.0014688233,0.06233037,0.024517586,0.06963208,0.012821494,0.037200782,0.001081939],"about_ca_topic_score_codex":0.0023100423,"about_ca_topic_score_gemma":0.003032962,"teacher_disagreement_score":0.077531636,"about_ca_system_score_codex":0.0015309448,"about_ca_system_score_gemma":0.0023268312,"threshold_uncertainty_score":0.41003138},"labels":[],"label_agreement":null},{"id":"W3005147618","doi":"10.5539/elt.v13n3p8","title":"Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Curriculum; English as a foreign language; Mathematics education; Qualitative research; Foreign language; English for specific purposes; English language; Pedagogy; Sociology","score_opus":0.02211768949236322,"score_gpt":0.2757066434254141,"score_spread":0.2535889539330509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005147618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975545,0.00029564367,0.00010841048,0.0006291589,0.000016577076,0.000013955718,0.00000771706,0.000004013857,0.0013700364],"genre_scores_gemma":[0.9963302,0.00066416775,0.0003541657,0.00054005184,0.000019428131,0.00002005762,0.000016943124,0.0000033804588,0.002051509],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973418,0.0009766065,0.0002587228,0.00017889238,0.00090297917,0.00034094948],"domain_scores_gemma":[0.98614234,0.003989797,0.0039908243,0.00031850793,0.0026351614,0.0029233575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035530343,0.0002284335,0.00036803068,0.0007423158,0.0026570165,0.0052027497,0.0005967171,0.0008839125,0.002180487],"category_scores_gemma":[0.014009823,0.0002754868,0.00022383171,0.0005733436,0.0014498794,0.0013156692,0.0017789825,0.0010640774,0.0005549391],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000108042455,0.00084939157,0.33674496,0.0005057234,0.000039910385,0.00511141,0.58280545,0.00014427624,0.010292996,0.0012750993,0.0023062604,0.05981647],"study_design_scores_gemma":[0.00001792125,0.0006301119,0.11049209,0.0002728978,0.00002887772,0.0034016538,0.864547,0.00035647818,0.0012957752,0.0005866331,0.018315082,0.00005551403],"about_ca_topic_score_codex":0.0036907343,"about_ca_topic_score_gemma":0.008377078,"teacher_disagreement_score":0.0052027497,"about_ca_system_score_codex":0.0011968645,"about_ca_system_score_gemma":0.0028643163,"threshold_uncertainty_score":0.018790483},"labels":[],"label_agreement":null},{"id":"W3005161298","doi":"10.5539/ijel.v10n2p128","title":"Observing the Effectiveness of Task Based Approach in Teaching Narrative Essay at a Private University","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Rubric; Cohesion (chemistry); Mathematics education; Task (project management); Psychology; Action research; Disadvantage; Computer science; Pedagogy; Linguistics; Artificial intelligence; Engineering","score_opus":0.025785945399609315,"score_gpt":0.24552504147655593,"score_spread":0.2197390960769466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005161298","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9915268,0.000083381834,0.0044604656,0.0001609026,0.000022248782,0.00017294708,0.000043199674,0.000057622503,0.0034726004],"genre_scores_gemma":[0.97735524,0.00020619792,0.017072601,0.000091477516,0.0000190758,0.00020406947,0.000067181725,0.000024530234,0.004959588],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997509,0.0014123473,0.0001483579,0.0003266005,0.00039185034,0.00021175685],"domain_scores_gemma":[0.99044865,0.004698212,0.0014392363,0.00075819535,0.0013670475,0.0012886291],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035516466,0.00037815652,0.0003757691,0.000555548,0.0011775084,0.0016978985,0.0009733573,0.0005660437,0.002106135],"category_scores_gemma":[0.015037994,0.00020452113,0.00026053644,0.00030926368,0.0006532612,0.0010892069,0.0015085082,0.00085397327,0.000920532],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012691591,0.012737979,0.09196815,0.0018240014,0.00008688879,0.004037545,0.29611108,0.0026777787,0.14992622,0.002718809,0.006260451,0.4303819],"study_design_scores_gemma":[0.00046060327,0.032385346,0.32583138,0.0011597446,0.00025678825,0.005175552,0.3539183,0.016551763,0.15286756,0.0068496787,0.104043484,0.0004997768],"about_ca_topic_score_codex":0.00041557656,"about_ca_topic_score_gemma":0.0012268481,"teacher_disagreement_score":0.0035516466,"about_ca_system_score_codex":0.00062618975,"about_ca_system_score_gemma":0.001115816,"threshold_uncertainty_score":0.018783152},"labels":[],"label_agreement":null},{"id":"W3005177132","doi":"10.5539/elt.v13n3p20","title":"Developing the English Language Teaching Skills of Saudi Teachers of Young Learners","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Mathematics education; Context (archaeology); Test (biology); Language assessment; Sample (material); Teaching method; Teaching english; Pedagogy; Medical education; Medicine","score_opus":0.01676569033222833,"score_gpt":0.2539797261375202,"score_spread":0.23721403580529185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005177132","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991702,0.000061764185,0.000053934804,0.00003267467,0.000003353316,0.000020975302,0.0000046559294,0.000002992507,0.00064951077],"genre_scores_gemma":[0.9969919,0.0002558864,0.0010267054,0.00005569251,0.000003847224,0.000028022814,0.000024628725,0.0000017736198,0.0016116193],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9998141,0.000055551678,0.000012700568,0.000014536909,0.00004310567,0.000059984683],"domain_scores_gemma":[0.9989962,0.00013432709,0.00016300255,0.00003786182,0.00032050506,0.0003480576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005300584,0.00018085557,0.00011427898,0.00021596033,0.0003897623,0.00037615348,0.00022243333,0.0002003966,0.0010788311],"category_scores_gemma":[0.0015846503,0.00009301209,0.0001363956,0.00006921286,0.00017548034,0.0002489988,0.00039715838,0.00027785156,0.00029583607],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009071374,0.011531234,0.3466851,0.0009394989,0.00004148101,0.0013628666,0.081464194,0.00036885918,0.09535561,0.0003368827,0.0018391855,0.4591679],"study_design_scores_gemma":[0.00014430578,0.0070345956,0.88403714,0.00027256782,0.0000746131,0.00094160275,0.06275358,0.0005150401,0.022442292,0.00018148692,0.021568542,0.00003426252],"about_ca_topic_score_codex":0.004172326,"about_ca_topic_score_gemma":0.009572432,"teacher_disagreement_score":0.004172326,"about_ca_system_score_codex":0.0003235583,"about_ca_system_score_gemma":0.001609073,"threshold_uncertainty_score":0.0082960725},"labels":[],"label_agreement":null},{"id":"W3005243924","doi":"10.5430/ijhe.v9n1p256","title":"Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; English as a foreign language; English language; Multimethodology; Psychology; Foreign language; Computer science; Pedagogy; Artificial intelligence","score_opus":0.034737133395054236,"score_gpt":0.2998652973924107,"score_spread":0.26512816399735645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005243924","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99739045,0.00023515659,0.00007760656,0.0006242595,0.000021303515,0.0000144118885,0.000010921304,0.000006819065,0.0016189992],"genre_scores_gemma":[0.9959196,0.0004969397,0.0004111709,0.0004479471,0.000012970515,0.000032703792,0.000019506138,0.000008580151,0.002650666],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997477,0.0008535497,0.00018607758,0.00016960209,0.0005304447,0.0007832657],"domain_scores_gemma":[0.9946955,0.00081412564,0.00084522896,0.00008329145,0.00083950756,0.002722418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027032916,0.000409577,0.00041855025,0.0005529478,0.0067017586,0.0037365083,0.0010409843,0.0012156791,0.002291011],"category_scores_gemma":[0.004871026,0.00050626544,0.0002654762,0.0005244921,0.001213999,0.0014763774,0.0035452568,0.0012567245,0.0006297193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042110652,0.0011941596,0.25834018,0.0005689084,0.000044066877,0.0056095705,0.62880707,0.0004794709,0.013323061,0.0010409424,0.0048026447,0.085368775],"study_design_scores_gemma":[0.000017584218,0.0005490615,0.16033755,0.00021068999,0.0000186052,0.0012643159,0.8174978,0.00030571566,0.0013027223,0.00027157483,0.018158669,0.00006571723],"about_ca_topic_score_codex":0.01776341,"about_ca_topic_score_gemma":0.047107693,"teacher_disagreement_score":0.01776341,"about_ca_system_score_codex":0.0025736426,"about_ca_system_score_gemma":0.005684424,"threshold_uncertainty_score":0.035320044},"labels":[],"label_agreement":null},{"id":"W3006166965","doi":"10.5539/ijel.v10n2p272","title":"Identifying Speaking Strategies Used by EFL Students at the Northern Border University","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cluster sampling; Psychology; Descriptive statistics; Sample (material); Cluster (spacecraft); Descriptive research; Medical education; Multistage sampling; Statistical analysis; Mathematics education; Demography; Medicine; Mathematics; Statistics; Computer science; Sociology; Population","score_opus":0.03683557583646685,"score_gpt":0.3035403193056303,"score_spread":0.26670474346916345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3006166965","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99946505,0.00007800657,0.00003768649,0.00002588431,0.0000015937609,0.000004292531,0.000008243793,0.0000016193283,0.00037769118],"genre_scores_gemma":[0.99902403,0.00018068364,0.00015309785,0.000035914716,0.0000025128895,0.00001046139,0.000020806468,0.0000015070746,0.00057110994],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999542,0.00012092542,0.00005445231,0.000043144682,0.00011201407,0.00012745526],"domain_scores_gemma":[0.9989961,0.00022434919,0.00030474903,0.000028852439,0.00017063876,0.00027530442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007735153,0.0002483975,0.00034047008,0.0013266052,0.0008227591,0.0014511462,0.00026761292,0.00037693133,0.0016147086],"category_scores_gemma":[0.0023208251,0.00013329057,0.00013046863,0.0007335026,0.00041231007,0.00066047424,0.0006562271,0.0002973914,0.000399125],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000090628724,0.00022615204,0.83999217,0.00013222809,0.000012496992,0.0011857998,0.09413559,0.00003513791,0.0065906993,0.00014680755,0.00025567992,0.057196654],"study_design_scores_gemma":[0.0000043465184,0.00033111192,0.7311984,0.00010947564,0.000017808356,0.0015892666,0.26217002,0.00022687516,0.0010880363,0.00015196203,0.003082749,0.000029973136],"about_ca_topic_score_codex":0.0034099258,"about_ca_topic_score_gemma":0.0074354927,"teacher_disagreement_score":0.0034099258,"about_ca_system_score_codex":0.00045002077,"about_ca_system_score_gemma":0.0007123024,"threshold_uncertainty_score":0.0067801476},"labels":[],"label_agreement":null},{"id":"W3006182663","doi":"10.5539/ijel.v10n2p266","title":"A Comparative Study for Understanding the Problems Faced by Male and Female Undergraduate Students in Acquisition of Speaking Skill Competence, While Learning English as a Foreign Language in Karachi, Pakistan","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Psychology; Mathematics education; Foreign language; Linguistic competence; Medical education; Pedagogy; Social psychology; Linguistics; Medicine","score_opus":0.04948066764129563,"score_gpt":0.32835902273282236,"score_spread":0.27887835509152675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3006182663","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99855846,0.00016974907,0.000058885675,0.00013085295,0.000012551266,0.000033662072,0.000022638324,0.0000012409055,0.0010120184],"genre_scores_gemma":[0.99671483,0.00059743144,0.00019192179,0.00018148104,0.000024532908,0.00005864034,0.000044032233,0.0000018732026,0.002185308],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989875,0.00038718435,0.00006423624,0.000078300065,0.00018633093,0.00029639265],"domain_scores_gemma":[0.9979461,0.0006092539,0.00034864887,0.00004878772,0.00034947423,0.0006976183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019025202,0.000298258,0.0004510904,0.0011912788,0.002496969,0.0012914821,0.00045951063,0.0009439173,0.0043011005],"category_scores_gemma":[0.0034251218,0.00031380786,0.00038304832,0.000938373,0.0008830896,0.001416926,0.0009311803,0.00085630856,0.00055121654],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043019117,0.0051454995,0.26340377,0.00057274674,0.000029934006,0.00555493,0.6713926,0.00006598914,0.0072371224,0.00089632056,0.0016165198,0.04365442],"study_design_scores_gemma":[0.000017016238,0.0051220646,0.22878669,0.00010377994,0.000017203774,0.0022263445,0.75595623,0.00007912437,0.0006206961,0.000087154265,0.006955397,0.000028296523],"about_ca_topic_score_codex":0.0021286204,"about_ca_topic_score_gemma":0.00579486,"teacher_disagreement_score":0.0043011005,"about_ca_system_score_codex":0.00077253534,"about_ca_system_score_gemma":0.0010077035,"threshold_uncertainty_score":0.014388621},"labels":[],"label_agreement":null},{"id":"W3006948834","doi":"10.17507/jltr.1102.04","title":"Teaching Autonomy and Speaking Skill: A Case Study of Iranian EFL Learners","year":2020,"lang":"en","type":"article","venue":"Journal of Language Teaching and Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Interpersonal communication; Autonomy; Context (archaeology); Learner autonomy; Psychology; Mathematics education; Computer science; The Internet; Pedagogy; Language education; World Wide Web; Comprehension approach; Social psychology","score_opus":0.0955090431787401,"score_gpt":0.3841994890028135,"score_spread":0.2886904458240734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3006948834","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982718,0.00010415466,0.00017858512,0.00019802192,0.000006232174,0.00002987213,0.000007336485,0.0000033786393,0.0012006549],"genre_scores_gemma":[0.99744844,0.00024878114,0.0007150092,0.00012204243,0.000010380781,0.000034716308,0.000008131325,0.0000054926395,0.0014070475],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982932,0.00082849804,0.00009527777,0.00016125274,0.0002453241,0.00037649288],"domain_scores_gemma":[0.99733233,0.0012170421,0.00035024193,0.000099391764,0.00025271843,0.00074817246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00187385,0.0005133728,0.00054007565,0.0012460349,0.006592585,0.0017726725,0.001095513,0.0013646577,0.0022179065],"category_scores_gemma":[0.004045414,0.00033221036,0.00042889416,0.00071904424,0.002891897,0.00131883,0.0019582915,0.001785144,0.00035827848],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001105201,0.0027796838,0.08815393,0.00025513064,0.000024253746,0.052027166,0.8156132,0.00018102967,0.003314097,0.0012546672,0.0008445444,0.03544173],"study_design_scores_gemma":[0.00003685523,0.0008087014,0.045081716,0.00012765118,0.00003613935,0.023807697,0.9181648,0.00065573165,0.0020427734,0.00061644334,0.008563241,0.00005831063],"about_ca_topic_score_codex":0.007134401,"about_ca_topic_score_gemma":0.020677747,"teacher_disagreement_score":0.007134401,"about_ca_system_score_codex":0.0018794934,"about_ca_system_score_gemma":0.0024196508,"threshold_uncertainty_score":0.014185786},"labels":[],"label_agreement":null},{"id":"W3007001880","doi":"10.5951/jresematheduc-2020-0018","title":"Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms","year":2020,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Socialization; Mathematics education; Foreign language; Mainstream; Pedagogy; Psychology; Social psychology","score_opus":0.09789519421384264,"score_gpt":0.4174348309446311,"score_spread":0.31953963673078845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007001880","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99846554,0.000072058254,0.000046622645,0.000068071764,0.000005105406,0.00000876596,0.0000050295293,0.0000017418527,0.0013270457],"genre_scores_gemma":[0.99916697,0.00006388992,0.000096445874,0.000048877137,0.0000041275794,0.000027261827,0.000010328947,0.0000016710487,0.00058044976],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987288,0.00031262444,0.00007395256,0.00021592008,0.00025342198,0.00041527665],"domain_scores_gemma":[0.9982913,0.000409845,0.00032233406,0.00006595696,0.00014779219,0.00076273305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016059836,0.00044565724,0.0006306556,0.0017665328,0.0034389587,0.003693769,0.00075543264,0.0006545353,0.0016328294],"category_scores_gemma":[0.0022157454,0.00030263045,0.0003081456,0.00049830734,0.0058143977,0.0021742377,0.0049193045,0.0011514022,0.00016482308],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057465443,0.002350247,0.19874954,0.00024414755,0.000025166843,0.0028588432,0.7420738,0.0001074798,0.019321946,0.008180906,0.00052554253,0.024987811],"study_design_scores_gemma":[0.000054437874,0.0012731031,0.163834,0.00010525406,0.000028412675,0.0011522305,0.8241516,0.00017123764,0.0020264653,0.002322523,0.0048277094,0.000053016298],"about_ca_topic_score_codex":0.005148186,"about_ca_topic_score_gemma":0.013393902,"teacher_disagreement_score":0.005148186,"about_ca_system_score_codex":0.001754086,"about_ca_system_score_gemma":0.0015415348,"threshold_uncertainty_score":0.012726903},"labels":[],"label_agreement":null},{"id":"W3007023072","doi":"10.5539/elt.v13n3p92","title":"Exploring Pre-service Teachers’ Perception of Interactional Activities in Lesson Planning","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Practicum; Psychology; Perception; Foreign language; Pedagogy; English as a foreign language; Mathematics education; Language acquisition","score_opus":0.10218833154785334,"score_gpt":0.2925877858985683,"score_spread":0.19039945435071498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007023072","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981331,0.00006454604,0.00023673766,0.00012822673,0.000002563103,0.000014561323,0.000009289769,0.0000026034659,0.001408308],"genre_scores_gemma":[0.99907744,0.00011217427,0.0001837085,0.000025395484,0.0000015396098,0.000015131875,0.000010544788,0.0000018289752,0.0005722972],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99797565,0.0009885057,0.00012141231,0.00016218386,0.00035204997,0.0004001682],"domain_scores_gemma":[0.9925948,0.003738151,0.0015469209,0.00019740325,0.0007204979,0.0012022508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002634108,0.00019223445,0.0002031099,0.0007573843,0.0013639008,0.0027900138,0.00059329293,0.0006343225,0.0026935248],"category_scores_gemma":[0.010013155,0.0004050846,0.00017918833,0.0005024935,0.0015731668,0.0013560958,0.0015198453,0.0012550063,0.00036987514],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013273396,0.00032212256,0.24005555,0.0002320571,0.000012939983,0.0010924757,0.72926354,0.00014692632,0.0062196804,0.0007230995,0.0003784872,0.021420369],"study_design_scores_gemma":[0.0000063635393,0.00029176864,0.16641077,0.00014334843,0.000009225498,0.00036909015,0.8255828,0.0003456762,0.00056040706,0.00016856684,0.0060901823,0.000021785158],"about_ca_topic_score_codex":0.010115275,"about_ca_topic_score_gemma":0.016192151,"teacher_disagreement_score":0.010115275,"about_ca_system_score_codex":0.0012725894,"about_ca_system_score_gemma":0.0014998106,"threshold_uncertainty_score":0.020112753},"labels":[],"label_agreement":null},{"id":"W3007268074","doi":"10.5539/elt.v13n3p100","title":"The Fluency Way: A Functional Method for Oral Communication","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Language acquisition; Second-language acquisition; Competence (human resources); Cognition; Qualitative research; Mathematics education; Pedagogy; Linguistics; Social psychology","score_opus":0.04028179854233867,"score_gpt":0.2909065555769465,"score_spread":0.25062475703460785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007268074","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.074223064,0.0025011695,0.7196911,0.0014788789,0.0011821304,0.0025153088,0.00092440954,0.0035532243,0.19393064],"genre_scores_gemma":[0.3341611,0.0014257176,0.5961583,0.00059829094,0.0002759767,0.0046066525,0.000569336,0.0015831927,0.060621377],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99255085,0.004612744,0.00041296214,0.00060791615,0.0015915713,0.00022405475],"domain_scores_gemma":[0.9914513,0.0060372245,0.00025709422,0.0011750055,0.00085597514,0.0002235254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007378171,0.00083266,0.00046314183,0.004917594,0.0017594569,0.0042472864,0.0012236324,0.0009844862,0.019561028],"category_scores_gemma":[0.012242837,0.0002728535,0.0006148352,0.0018208701,0.0026491196,0.0049758228,0.003945862,0.0010426193,0.0036161025],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025003575,0.0001786216,0.002869985,0.0008932286,0.000024499168,0.00035064938,0.03418479,0.00024116042,0.010799231,0.055036306,0.008407855,0.8867637],"study_design_scores_gemma":[0.00022783932,0.0021067695,0.017310966,0.0026009884,0.00016936297,0.009595907,0.062100135,0.0051694997,0.025941212,0.06673116,0.8075739,0.00047229492],"about_ca_topic_score_codex":0.0008196306,"about_ca_topic_score_gemma":0.0012980829,"teacher_disagreement_score":0.019561028,"about_ca_system_score_codex":0.0008074347,"about_ca_system_score_gemma":0.0020068563,"threshold_uncertainty_score":0.06543815},"labels":[],"label_agreement":null},{"id":"W3007332529","doi":"10.5539/elt.v13n3p68","title":"Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Blame; Medical education; Mathematics education; Quality (philosophy); Pedagogy; Communication skills; Social psychology; Medicine","score_opus":0.05859646780682725,"score_gpt":0.2785610484842419,"score_spread":0.21996458067741465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007332529","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99831295,0.00014901992,0.00010502054,0.0005302495,0.000009433721,0.000016751173,0.0000049977034,0.0000024241458,0.00086925336],"genre_scores_gemma":[0.99848205,0.00023125992,0.00016511805,0.00021032876,0.000007977361,0.000014691541,0.000005265472,0.000004413949,0.00087907474],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953804,0.0025732028,0.00017005134,0.00023201268,0.00058397616,0.0010604415],"domain_scores_gemma":[0.9894968,0.004503371,0.0016671963,0.00037926072,0.0013973583,0.002555997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035497034,0.0005521739,0.0005176796,0.0013955495,0.013455332,0.004273316,0.0015073273,0.0024230753,0.0027705743],"category_scores_gemma":[0.009047711,0.00052492775,0.00032792083,0.00089631265,0.003405861,0.0021450755,0.004075195,0.002386963,0.0004690098],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014150595,0.00064440054,0.045440253,0.00019474796,0.000016694883,0.016077224,0.9197385,0.00011904907,0.0017641386,0.001059964,0.00088717794,0.013916358],"study_design_scores_gemma":[0.000008699553,0.00017719378,0.01217092,0.00008516474,0.0000106442885,0.0021588888,0.9805629,0.00014589219,0.0006121453,0.00010177343,0.0039496087,0.000016274247],"about_ca_topic_score_codex":0.028065443,"about_ca_topic_score_gemma":0.06312336,"teacher_disagreement_score":0.028065443,"about_ca_system_score_codex":0.0046284785,"about_ca_system_score_gemma":0.006080804,"threshold_uncertainty_score":0.055804193},"labels":[],"label_agreement":null},{"id":"W3007623661","doi":"10.1080/07268602.2020.1729092","title":"Constraints on the argument structure of dative verbs in advanced L3 English","year":2020,"lang":"en","type":"article","venue":"Australian Journal of Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Linguistics; Grammaticality; Syntax; Dative case; Argument (complex analysis); Context (archaeology); Computer science; Semantics (computer science); Second-language acquisition; Grammar; History; Philosophy; Programming language","score_opus":0.05700492973746808,"score_gpt":0.278751204768457,"score_spread":0.22174627503098893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007623661","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998379,0.000024699073,0.00026079625,0.000014076987,5.338634e-7,0.0000017060377,0.000018998704,0.000006478858,0.0012937175],"genre_scores_gemma":[0.9993856,0.00001988648,0.00025186632,0.000010919987,7.045227e-7,0.0000023767418,0.000031169977,0.000007055424,0.00029036228],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9995869,0.00012465757,0.00003201734,0.0000764352,0.000117978736,0.00006202693],"domain_scores_gemma":[0.9962113,0.001882933,0.0008355281,0.00026120216,0.0005757325,0.0002332493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00057319825,0.00023943378,0.00020597283,0.0004647707,0.00043462927,0.0011076169,0.00024293642,0.00035154837,0.0023402115],"category_scores_gemma":[0.0029869385,0.00022976505,0.00013111303,0.00023595283,0.0009307607,0.00084819354,0.0008460416,0.00069820613,0.000463058],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069041835,0.0002177318,0.15691683,0.00026472312,0.00003667821,0.0040302295,0.05218579,0.00047539477,0.73799944,0.007158742,0.00023913686,0.039784864],"study_design_scores_gemma":[0.00003295475,0.00060548447,0.87021434,0.00008936416,0.00004546702,0.0049452665,0.014379412,0.0015599901,0.09718997,0.004603905,0.00625357,0.00008027063],"about_ca_topic_score_codex":0.0037894228,"about_ca_topic_score_gemma":0.004866736,"teacher_disagreement_score":0.0037894228,"about_ca_system_score_codex":0.0005344091,"about_ca_system_score_gemma":0.00039369956,"threshold_uncertainty_score":0.007828712},"labels":[],"label_agreement":null},{"id":"W3007679722","doi":"10.5539/ijel.v10n2p357","title":"Error Analysis in the Written Compositions of EFL Students: A Classroom Study","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Carelessness; Error analysis; Misinformation; Psychology; Linguistics; Mathematics education; Computer science; Mathematics","score_opus":0.0449459064041626,"score_gpt":0.3323133586205766,"score_spread":0.287367452216414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007679722","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990264,0.000070507056,0.00046632063,0.00003690624,0.00000495356,0.000018225295,0.000017741108,0.000014552687,0.00034425984],"genre_scores_gemma":[0.9962096,0.00012746647,0.0017849737,0.000049451108,0.000011715909,0.000022199052,0.00005084114,0.00001924588,0.0017243616],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9968635,0.00095796445,0.00042314577,0.0005390364,0.0009876569,0.00022873681],"domain_scores_gemma":[0.9788286,0.009223215,0.0052088704,0.0010271162,0.0047692102,0.0009430665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020884501,0.00066830195,0.0007048515,0.0020707569,0.0012937099,0.0015977701,0.0008092661,0.0007119234,0.0014378258],"category_scores_gemma":[0.016404849,0.00031944105,0.00023313252,0.00077174354,0.0011959865,0.0009146385,0.0012625572,0.0009351269,0.00058819377],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069241686,0.0033387481,0.43090576,0.000682704,0.00007351949,0.009125691,0.34213686,0.0004961106,0.057456255,0.0003005035,0.0008154736,0.15397601],"study_design_scores_gemma":[0.00007554,0.0048044412,0.69688886,0.00029461266,0.000109255845,0.021050973,0.22243819,0.0036781607,0.038062785,0.0009641929,0.01144979,0.0001831837],"about_ca_topic_score_codex":0.0014671513,"about_ca_topic_score_gemma":0.0023054378,"teacher_disagreement_score":0.0020884501,"about_ca_system_score_codex":0.00060255686,"about_ca_system_score_gemma":0.0007188983,"threshold_uncertainty_score":0.011044979},"labels":[],"label_agreement":null},{"id":"W3007843376","doi":"10.37546/jaltjj27.1-2","title":"Problems in Top-Down Goal Setting in Second Language Education: A Case Study of the “Action Plan to Cultivate ‘Japanese with English Abilities’”","year":2005,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Queen's University; Durham University; Queen's University Belfast","keywords":"Christian ministry; Plan (archaeology); Action (physics); Action plan; Set (abstract data type); Mathematics education; Action research; Pedagogy; Psychology; Political science; Computer science; Management","score_opus":0.01914765333113059,"score_gpt":0.27252886837469886,"score_spread":0.25338121504356825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007843376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91793925,0.00038010377,0.026569068,0.013518643,0.00014873527,0.0004814409,0.00004747033,0.00010274275,0.040812496],"genre_scores_gemma":[0.9784968,0.00029884456,0.013841863,0.0009270729,0.00002110492,0.00037674178,0.000030609997,0.00005243632,0.0059545347],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.95762444,0.035395972,0.0005876479,0.0013508853,0.0023668574,0.0026742492],"domain_scores_gemma":[0.9699063,0.021151207,0.0020188405,0.0016011001,0.0020144645,0.003308072],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02520069,0.0013574021,0.001007739,0.0013515217,0.019116642,0.008157163,0.0038898122,0.008760112,0.0024623019],"category_scores_gemma":[0.036317777,0.00105376,0.0013222573,0.0018854521,0.018343212,0.0062631294,0.0071381135,0.013057057,0.0004942488],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014412882,0.0018873721,0.0065490585,0.00023882533,0.000037906546,0.011881188,0.8714098,0.003505114,0.0012278437,0.08191701,0.0039459523,0.017255874],"study_design_scores_gemma":[0.00020894765,0.0007104637,0.004877072,0.0002857338,0.00004343675,0.003495561,0.88250035,0.015442227,0.0032794473,0.02380346,0.06517225,0.0001810329],"about_ca_topic_score_codex":0.029540211,"about_ca_topic_score_gemma":0.0479197,"teacher_disagreement_score":0.029540211,"about_ca_system_score_codex":0.012434578,"about_ca_system_score_gemma":0.014286975,"threshold_uncertainty_score":0.13327563},"labels":[],"label_agreement":null},{"id":"W3007988912","doi":"10.32370/ia_2020_01_12","title":"Unplugging in Language Learning and Teaching","year":2020,"lang":"en","type":"article","venue":"Intellectual Archive","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Subject (documents); Pedagogy; Teaching method; Language education; Language acquisition; Computer science; Psychology; World Wide Web","score_opus":0.02443529924872758,"score_gpt":0.24772216300053299,"score_spread":0.2232868637518054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007988912","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38878402,0.015141737,0.367516,0.008465053,0.0008375829,0.00019097856,0.00004490835,0.0016897606,0.2173299],"genre_scores_gemma":[0.9015681,0.0033632505,0.07343818,0.00039912196,0.0002011272,0.000085806496,0.000022289061,0.00023912023,0.020683093],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99862564,0.00077128323,0.00005158201,0.00013461626,0.0002734448,0.00014344265],"domain_scores_gemma":[0.99645364,0.002088675,0.0004304537,0.00056447333,0.00018197761,0.00028077932],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021722037,0.0003758687,0.0002294555,0.0009556171,0.001982119,0.0034982553,0.00086548034,0.0009291361,0.006947719],"category_scores_gemma":[0.0058588525,0.00017575864,0.0003257512,0.00085601606,0.006610578,0.006933896,0.004095199,0.0014658615,0.0008763039],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026882175,0.00036778513,0.0035156764,0.000693994,0.000016742692,0.0006771436,0.057745516,0.0017363301,0.012173919,0.27089325,0.0030299495,0.64888084],"study_design_scores_gemma":[0.0001115396,0.0015424549,0.01110115,0.0017412812,0.000077003606,0.004217,0.057423633,0.010026965,0.03155461,0.36561304,0.516426,0.00016529129],"about_ca_topic_score_codex":0.00060451054,"about_ca_topic_score_gemma":0.0008082053,"teacher_disagreement_score":0.006947719,"about_ca_system_score_codex":0.00097407255,"about_ca_system_score_gemma":0.000995064,"threshold_uncertainty_score":0.023242474},"labels":[],"label_agreement":null},{"id":"W3008178177","doi":"10.5430/jct.v9n1p55","title":"Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus","year":2020,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Foreign language; First language; Communicative language teaching; Mathematics education; Psychology; Reading (process); Pedagogy; Language education; Medical education; Linguistics; Medicine; Communication","score_opus":0.03632054245993424,"score_gpt":0.2824056510184188,"score_spread":0.24608510855848456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008178177","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965827,0.00021529857,0.00009412922,0.0004368409,0.0000101336245,0.00002710867,0.0000068492964,0.000003399947,0.0026236016],"genre_scores_gemma":[0.9963475,0.00032068975,0.00046710842,0.00011240094,0.00000434019,0.00001793713,0.000009949566,0.0000018592553,0.0027181972],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99979717,0.000043599528,0.000010000806,0.00002947586,0.000026082927,0.00009364587],"domain_scores_gemma":[0.9993531,0.000069558664,0.00006380512,0.0000144496435,0.00008784716,0.00041116966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00051109324,0.00019319786,0.00015499345,0.00035546016,0.0030552985,0.0009488667,0.00031395777,0.00047189553,0.00325251],"category_scores_gemma":[0.00075595756,0.00018644199,0.00013916593,0.00034259885,0.0005948362,0.0005342194,0.0015425921,0.00056788995,0.00028859655],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060293556,0.0030260603,0.38533807,0.0013603726,0.000018082797,0.009185983,0.3064354,0.00029080457,0.043652505,0.0031351964,0.0032924113,0.24366213],"study_design_scores_gemma":[0.000054603108,0.0017508967,0.6337432,0.0005959626,0.00004263328,0.0016784492,0.31222367,0.00031925054,0.006707752,0.00048008986,0.04235126,0.0000522316],"about_ca_topic_score_codex":0.027703684,"about_ca_topic_score_gemma":0.11188503,"teacher_disagreement_score":0.027703684,"about_ca_system_score_codex":0.001662473,"about_ca_system_score_gemma":0.005791877,"threshold_uncertainty_score":0.055084825},"labels":[],"label_agreement":null},{"id":"W3009402668","doi":"10.1016/j.lindif.2020.101849","title":"Dunning-Kruger effect in second language speech learning: How does self perception align with other perception over time?","year":2020,"lang":"en","type":"article","venue":"Learning and Individual Differences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Leverhulme Trust","keywords":"Generalizability theory; Perception; Psychology; Perspective (graphical); Contrast (vision); Cognitive psychology; Speech perception; Second language; Time perspective; Social psychology; Linguistics; Developmental psychology; Artificial intelligence; Computer science","score_opus":0.015495168950512294,"score_gpt":0.2263611626167507,"score_spread":0.21086599366623843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3009402668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912595,0.00027920704,0.0010492796,0.00022383603,0.000059943774,0.00002865306,0.0001625404,0.000036131434,0.006900934],"genre_scores_gemma":[0.9979007,0.00006324938,0.00034185313,0.00005543051,0.000017593577,0.000018971303,0.000114061455,0.00005302894,0.0014350225],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990079,0.00021022146,0.00007755522,0.00033704744,0.00027441824,0.00009296265],"domain_scores_gemma":[0.9830015,0.010759493,0.0018537899,0.002527975,0.00085086806,0.0010063916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003991165,0.00022810615,0.0005000086,0.0008920205,0.00054217357,0.001129336,0.0006084252,0.00078125775,0.007075809],"category_scores_gemma":[0.02436293,0.00037990534,0.00043222462,0.00039673722,0.0012990594,0.0021290702,0.0011900074,0.0011457768,0.00071091217],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006495516,0.0017555163,0.6173024,0.00035863894,0.0004894287,0.00106919,0.020084117,0.0023423585,0.18687819,0.010812591,0.004034015,0.14837798],"study_design_scores_gemma":[0.0000377243,0.00028092676,0.9910239,0.00001667115,0.000050591152,0.00018220677,0.0010922141,0.0006648009,0.0037145603,0.0020266639,0.0008744991,0.00003529973],"about_ca_topic_score_codex":0.0039111474,"about_ca_topic_score_gemma":0.00289945,"teacher_disagreement_score":0.007075809,"about_ca_system_score_codex":0.0003452815,"about_ca_system_score_gemma":0.00039444453,"threshold_uncertainty_score":0.023670971},"labels":[],"label_agreement":null},{"id":"W3010120689","doi":"10.11575/prism/37413","title":"Practice-Relevant Research in the Canadian L2 Classroom: A Summary","year":2019,"lang":"en","type":"article","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Government of Canada","keywords":"Mathematics education; Sociology; Pedagogy; Psychology","score_opus":0.2138464222963354,"score_gpt":0.40185793049447727,"score_spread":0.18801150819814186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010120689","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68751353,0.16725078,0.001780595,0.013960135,0.0005386434,0.001321144,0.001598659,0.0001236355,0.12591287],"genre_scores_gemma":[0.87152016,0.11182911,0.0045216344,0.002712194,0.000085654654,0.00040189715,0.00073741993,0.000039506813,0.008152541],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99206394,0.0018284549,0.0006711103,0.00083313667,0.003376277,0.0012270072],"domain_scores_gemma":[0.9686584,0.00875015,0.0014412464,0.00069827476,0.018319016,0.0021329715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010616088,0.00079991284,0.0008876396,0.008976045,0.010681305,0.005617135,0.003254101,0.0011044171,0.0036533908],"category_scores_gemma":[0.024835715,0.0005520123,0.0005116462,0.019573169,0.004717868,0.0019160832,0.0030526142,0.001638548,0.00038871792],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031216323,0.0009220187,0.07673522,0.019538268,0.00016633295,0.0019502429,0.3857803,0.00046395342,0.003439005,0.010270065,0.012069404,0.48835304],"study_design_scores_gemma":[0.000083224964,0.00064343814,0.2952099,0.015959524,0.0004028711,0.0009613385,0.4889363,0.00031832667,0.0035521628,0.0012783641,0.19245677,0.00019777806],"about_ca_topic_score_codex":0.96411294,"about_ca_topic_score_gemma":0.9886966,"teacher_disagreement_score":0.91099876,"about_ca_system_score_codex":0.089001216,"about_ca_system_score_gemma":0.21371892,"threshold_uncertainty_score":0.6457521},"labels":[],"label_agreement":null},{"id":"W3010130419","doi":"10.1177/1362168820906908","title":"The importance of using multiple measures or data sources in L2 instructional research","year":2020,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Mathematics education; Linguistics","score_opus":0.5855308014335637,"score_gpt":0.4833322217844264,"score_spread":0.10219857964913731,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010130419","genre_codex":"methods","genre_gemma":"methods","domain_codex":"methods","domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":"methods","domain_consensus":"methods","prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.035982847,0.007093451,0.91542304,0.0077287257,0.003105793,0.005576154,0.0023449836,0.000936406,0.021808553],"genre_scores_gemma":[0.20557958,0.0013267496,0.77576584,0.0022575122,0.0008880734,0.0110640265,0.00072616694,0.0005199917,0.0018720584],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.21104872,0.64302695,0.059304196,0.017104704,0.06780925,0.0017062451],"domain_scores_gemma":[0.04095148,0.8127808,0.02253791,0.07137412,0.050959308,0.0013963536],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.5533073,0.0026007597,0.005313359,0.0154217575,0.008689074,0.015373235,0.007368587,0.0046488196,0.00518719],"category_scores_gemma":[0.81398463,0.0040781014,0.0046622474,0.017671568,0.010725267,0.019386452,0.0095824115,0.008827582,0.0017156588],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019706069,0.0019454125,0.1775086,0.017481664,0.01174346,0.0011398087,0.020879032,0.004237125,0.0066542025,0.1163357,0.017356645,0.62274766],"study_design_scores_gemma":[0.0015051126,0.004325183,0.20887785,0.022729602,0.007185101,0.0040451437,0.02012844,0.053544737,0.037092265,0.46708268,0.17177553,0.0017083696],"about_ca_topic_score_codex":0.0075654886,"about_ca_topic_score_gemma":0.017411817,"teacher_disagreement_score":0.4466927,"about_ca_system_score_codex":0.0057372437,"about_ca_system_score_gemma":0.013946901,"threshold_uncertainty_score":0.5508517},"labels":[],"label_agreement":null},{"id":"W3010651480","doi":"10.5539/ijel.v10n3p124","title":"English Writing Errors Committed by Saudi Students: A Study of Two Female University Groups","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Subcategory; Psychology; Grammar; Spelling; Curriculum; Mathematics education; Christian ministry; Sociology; Pedagogy; Linguistics; Mathematics; Political science","score_opus":0.0314929852714418,"score_gpt":0.2888666644096484,"score_spread":0.25737367913820663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010651480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99978966,0.00002481087,0.000021786434,0.000024399742,0.0000024879382,0.000005487856,0.0000061833334,6.2891786e-7,0.00012459751],"genre_scores_gemma":[0.9990089,0.00009165933,0.00007215339,0.000055683653,0.0000087608405,0.000013884573,0.000024179792,0.0000023903592,0.0007222702],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916077,0.00022037397,0.00009243527,0.00008527393,0.0002545846,0.00018658856],"domain_scores_gemma":[0.99656373,0.00068271667,0.00094998634,0.00014370373,0.0009735446,0.00068624155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088660157,0.00051012664,0.0005028702,0.0016006663,0.002138721,0.0015423585,0.00044078985,0.0008106572,0.001780743],"category_scores_gemma":[0.0044844532,0.0002952683,0.000313363,0.00074181973,0.00082928536,0.0007776527,0.0012126114,0.0005335652,0.0006511215],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00045378032,0.0012213157,0.71159524,0.000103129576,0.000033161494,0.004124269,0.25109947,0.00004061923,0.005888005,0.0001159235,0.0003472527,0.024977844],"study_design_scores_gemma":[0.000031854826,0.00197893,0.58336544,0.000060340288,0.00004323139,0.0063069738,0.4018139,0.0003497259,0.0022356047,0.000087324646,0.0036694047,0.000057296977],"about_ca_topic_score_codex":0.00425157,"about_ca_topic_score_gemma":0.00600575,"teacher_disagreement_score":0.00425157,"about_ca_system_score_codex":0.00054194935,"about_ca_system_score_gemma":0.00055837934,"threshold_uncertainty_score":0.008453667},"labels":[],"label_agreement":null},{"id":"W3010951013","doi":"10.5539/ijel.v10n3p21","title":"Web-Based Synchronous Speaking Platforms: Students’ Attitudes and Practices","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Stress (linguistics); Negotiation; Psychology; Meaning (existential); Pedagogy; Mathematics education; Linguistics; Sociology; Communication","score_opus":0.04565489868320458,"score_gpt":0.331505345760006,"score_spread":0.2858504470768014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010951013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983529,0.000040958483,0.0001198214,0.00009947185,0.0000065318113,0.000011944005,0.000010844763,0.0000067878395,0.0013507827],"genre_scores_gemma":[0.99838376,0.00007787582,0.00016491108,0.000063468935,0.0000072074167,0.000020207397,0.000012605372,0.0000047274925,0.0012651149],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982816,0.0006513686,0.00013222659,0.0001883943,0.0004685493,0.00027787354],"domain_scores_gemma":[0.99289554,0.0026673155,0.0013581428,0.00019857044,0.0007896904,0.002090719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022196441,0.00024819293,0.00035846364,0.0011846771,0.0016255395,0.0037598298,0.00040737307,0.00070082664,0.0034617188],"category_scores_gemma":[0.007221146,0.00028549152,0.00030145096,0.0006118145,0.0008359139,0.00148581,0.0018712779,0.000881384,0.0009949697],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024251705,0.0015047762,0.5135855,0.00017424498,0.00003487869,0.0012233104,0.40239164,0.00012894727,0.009564743,0.00045678165,0.0007637662,0.06992891],"study_design_scores_gemma":[0.000022810564,0.0015509843,0.32698467,0.00011495152,0.000049985618,0.0010949484,0.6567768,0.0011160726,0.0028812687,0.0003597369,0.008947674,0.00010014763],"about_ca_topic_score_codex":0.0015489771,"about_ca_topic_score_gemma":0.0024465234,"teacher_disagreement_score":0.0037598298,"about_ca_system_score_codex":0.0004599971,"about_ca_system_score_gemma":0.0006490388,"threshold_uncertainty_score":0.011738777},"labels":[],"label_agreement":null},{"id":"W3011247876","doi":"10.5539/elt.v13n4p41","title":"Motivators for Demotivators Affecting EFL Learners in Chinese Secondary Vocational School","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocational education; Enthusiasm; Psychology; Mathematics education; Vocational school; Pedagogy; China; Social psychology","score_opus":0.01560124271677407,"score_gpt":0.25602025829510666,"score_spread":0.2404190155783326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011247876","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99948174,0.0000442548,0.000026610209,0.00006463769,0.0000034619595,0.00001073369,0.0000049001087,0.0000013120032,0.00036241827],"genre_scores_gemma":[0.99954706,0.00005392773,0.0000483631,0.00003682398,0.0000029081023,0.000010584351,0.000010491953,9.551478e-7,0.00028891393],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99752337,0.0007537866,0.00024628427,0.00013047368,0.0006986667,0.0006474799],"domain_scores_gemma":[0.99413633,0.0012676312,0.0021307443,0.00018489387,0.00075755094,0.0015229384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026909385,0.0004438977,0.00042203732,0.0013730002,0.0021592663,0.0016125315,0.00052579405,0.00087583566,0.0021769062],"category_scores_gemma":[0.0073606884,0.0003424111,0.00060281274,0.0004955858,0.0016229098,0.0005534772,0.0015372356,0.0010753364,0.0002537126],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007976862,0.0004995377,0.923467,0.000099524295,0.00003080926,0.00089236826,0.06295167,0.000036938123,0.0018205509,0.00017870075,0.00017975623,0.009763298],"study_design_scores_gemma":[0.000011536746,0.00027031297,0.86089456,0.00006758707,0.000031550313,0.0007206775,0.135357,0.00029864785,0.0007312729,0.00014789117,0.0014260802,0.000042905107],"about_ca_topic_score_codex":0.004749462,"about_ca_topic_score_gemma":0.008867143,"teacher_disagreement_score":0.004749462,"about_ca_system_score_codex":0.001192259,"about_ca_system_score_gemma":0.0018605173,"threshold_uncertainty_score":0.014231205},"labels":[],"label_agreement":null},{"id":"W3011332289","doi":"10.5539/ijel.v10n3p32","title":"Investigating EFL Learners’ Perceptions of Collaborative Writing","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Majmaah University","keywords":"Helpfulness; Likert scale; Psychology; Collaborative writing; Perception; Qualitative research; Medical education; Mathematics education; Pedagogy; Social psychology; Sociology; Medicine; Developmental psychology","score_opus":0.0388461118485826,"score_gpt":0.2962543652761091,"score_spread":0.2574082534275265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011332289","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981207,0.00009520972,0.00021385567,0.00010212505,0.0000047641693,0.000019112425,0.000008881359,0.0000043641116,0.0014309584],"genre_scores_gemma":[0.9975662,0.00024023453,0.00050642906,0.00010901131,0.000008867541,0.000043127944,0.000019977479,0.000004912238,0.001501105],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9962774,0.0015362066,0.00027804708,0.00027467986,0.0013140761,0.00031970718],"domain_scores_gemma":[0.97939646,0.010446171,0.004318979,0.00056516996,0.0028949836,0.0023782132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063474183,0.00035922154,0.0005685195,0.0009753225,0.0012410247,0.0041760565,0.00054776977,0.00071371713,0.0029480418],"category_scores_gemma":[0.020830754,0.00024242737,0.00037456435,0.00045847104,0.0014292083,0.0017294958,0.0022886414,0.0010637916,0.00055800506],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020994066,0.0014583183,0.33634466,0.00063587504,0.00009456271,0.0013533379,0.5759709,0.00027556572,0.010988993,0.00065022166,0.0009834388,0.07103417],"study_design_scores_gemma":[0.000053191634,0.0019753433,0.21235177,0.0003605382,0.00008111607,0.0014057339,0.766556,0.00093154795,0.003314466,0.0007923502,0.012061481,0.000116455994],"about_ca_topic_score_codex":0.00097361056,"about_ca_topic_score_gemma":0.0014441952,"teacher_disagreement_score":0.0063474183,"about_ca_system_score_codex":0.00063376385,"about_ca_system_score_gemma":0.00089186913,"threshold_uncertainty_score":0.03356874},"labels":[],"label_agreement":null},{"id":"W3011727943","doi":"10.18061/dsq.v40i1.7223","title":"Recognizing the Métis of Learners with Intellectual/Developmental Disabilities in College Composition","year":2020,"lang":"en","type":"article","venue":"Disability Studies Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Composition (language); Affordance; Literacy; Pedagogy; Psychology; Disability studies; Mathematics education; Sociology; Linguistics; Cognitive psychology; Gender studies","score_opus":0.08464587598158944,"score_gpt":0.27412876249187235,"score_spread":0.1894828865102829,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011727943","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96970135,0.00040577637,0.0022475908,0.005128088,0.00004951521,0.000030209672,0.000020964379,0.00002626154,0.02239027],"genre_scores_gemma":[0.99636465,0.00030361456,0.0009695604,0.0002938244,0.000008806224,0.000020861722,0.000012950868,0.000008423426,0.0020172687],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972058,0.0013647466,0.0001503368,0.00020553994,0.0006592771,0.0004142169],"domain_scores_gemma":[0.9963973,0.0016840345,0.00080993347,0.00021521171,0.00041427044,0.00047920062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029560796,0.00031949923,0.00035167203,0.0013101203,0.0044641504,0.0057691038,0.0009776764,0.0009885083,0.0016991147],"category_scores_gemma":[0.010067227,0.00022427004,0.00019300879,0.0007033082,0.008062247,0.0043911003,0.01167436,0.003034612,0.00017822898],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021210331,0.000052049712,0.023198951,0.00007777657,0.0000044315434,0.0010515049,0.9389174,0.00006361708,0.0019900994,0.0075638597,0.0007499556,0.026309129],"study_design_scores_gemma":[0.0000015777259,0.000030924642,0.0051438985,0.000071484734,0.0000036824347,0.0008942242,0.98028964,0.00014875359,0.0007333984,0.0023884901,0.010284471,0.00000945149],"about_ca_topic_score_codex":0.0055799996,"about_ca_topic_score_gemma":0.014987488,"teacher_disagreement_score":0.99442,"about_ca_system_score_codex":0.0020899256,"about_ca_system_score_gemma":0.0029565685,"threshold_uncertainty_score":0.015633404},"labels":[],"label_agreement":null},{"id":"W3011807446","doi":"10.5539/ijel.v10n2p406","title":"The Effects of the Process Approach on High School Students’ Writing Performances","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Paragraph; Mathematics education; Curriculum; Psychology; Test (biology); Writing process; Quality (philosophy); Academic writing; Rubric; Academic year; Pedagogy; Computer science","score_opus":0.016416725795547094,"score_gpt":0.2747574895081521,"score_spread":0.258340763712605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011807446","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975381,0.00009861222,0.00035363462,0.000040078914,0.000007656915,0.000034556342,0.000007387943,0.000011083585,0.0019089788],"genre_scores_gemma":[0.9963574,0.00018120241,0.0015039982,0.00003007179,0.000008534164,0.000057693444,0.000026145717,0.0000056298286,0.0018292447],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985775,0.00046807577,0.00013620716,0.00017169629,0.0005264534,0.00012001969],"domain_scores_gemma":[0.9945774,0.0021107362,0.0011214061,0.0002801715,0.00076505454,0.0011452558],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011427678,0.0003251192,0.00024139821,0.0005037258,0.00044606507,0.0012152896,0.0002962233,0.00030972192,0.0018956736],"category_scores_gemma":[0.0050394908,0.00010654412,0.0002592299,0.00028572627,0.0003424888,0.00043526696,0.00077743933,0.0006828217,0.000325047],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025844732,0.020905435,0.28461897,0.0012092937,0.00026402713,0.0011499996,0.028992744,0.00094250333,0.13310196,0.0012333789,0.000983267,0.52401394],"study_design_scores_gemma":[0.0002522539,0.014092141,0.9387333,0.00021295153,0.00024574445,0.00041092484,0.011579697,0.0010885154,0.025679253,0.0009933087,0.006650019,0.00006196545],"about_ca_topic_score_codex":0.0004924426,"about_ca_topic_score_gemma":0.0011476338,"teacher_disagreement_score":0.0018956736,"about_ca_system_score_codex":0.00033111477,"about_ca_system_score_gemma":0.00051789975,"threshold_uncertainty_score":0.006341636},"labels":[],"label_agreement":null},{"id":"W3012437250","doi":"10.15027/48752","title":"The Impact on English Education of Adopting the Quarter System at Hiroshima University","year":2020,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Geography; Archaeology","score_opus":0.021518150964061216,"score_gpt":0.23166337429149186,"score_spread":0.21014522332743066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012437250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9924386,0.000062184685,0.000032285367,0.001535887,0.000036286157,0.000011448629,0.000029326466,0.0000061064006,0.005847786],"genre_scores_gemma":[0.99236745,0.00007615306,0.000075312375,0.0002747712,0.00001612913,0.00001345215,0.000029640898,0.000005169358,0.0071419175],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980849,0.0005832332,0.00008116677,0.00011806656,0.00025354399,0.0008791178],"domain_scores_gemma":[0.99281174,0.00069184176,0.0006928599,0.00013720608,0.001073586,0.004592836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013061683,0.00019490732,0.00019986287,0.0005422586,0.004054446,0.0039091157,0.00064392306,0.0010745621,0.010554627],"category_scores_gemma":[0.0046663075,0.00018609654,0.0003772171,0.00069415226,0.0012970003,0.0014655497,0.0036743956,0.0018167192,0.0008627726],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011131978,0.0024363622,0.75306684,0.00022633826,0.000077808974,0.0041460106,0.12043137,0.0007050443,0.009376716,0.0161162,0.008708103,0.083596],"study_design_scores_gemma":[0.000056161887,0.00040799205,0.74111867,0.00007571295,0.00004154369,0.00015205372,0.23247164,0.00040129953,0.0012634665,0.0007136078,0.02324067,0.00005708402],"about_ca_topic_score_codex":0.062354963,"about_ca_topic_score_gemma":0.1086343,"teacher_disagreement_score":0.062354963,"about_ca_system_score_codex":0.0047070007,"about_ca_system_score_gemma":0.011223168,"threshold_uncertainty_score":0.12398404},"labels":[],"label_agreement":null},{"id":"W3012455455","doi":"10.5539/ijel.v10n3p14","title":"Teaching Grammar: Professional Needs of Saudi EFL Instructors","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Mathematics education; English grammar; Teaching method; Psychology; Communicative language teaching; Computer science; Pedagogy; Language education; Linguistics","score_opus":0.027620433219907484,"score_gpt":0.28110052670838875,"score_spread":0.2534800934884813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012455455","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947314,0.00039082035,0.00006385402,0.0028512238,0.00001775648,0.000007706618,0.000018082814,0.0000063943753,0.0019127366],"genre_scores_gemma":[0.9967077,0.00063895393,0.00022152581,0.00067038124,0.00001139723,0.000009026938,0.000023634535,0.000003942404,0.0017134572],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99872094,0.0003370117,0.00009945615,0.00007052106,0.00044392518,0.00032807683],"domain_scores_gemma":[0.9933288,0.0012185259,0.0013158883,0.000102671016,0.002195785,0.0018383128],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020358176,0.00013935368,0.00019597083,0.00072958355,0.0017526126,0.0018365041,0.00037197702,0.0008773061,0.0021568504],"category_scores_gemma":[0.006408984,0.00015702996,0.00012042137,0.00039414983,0.00074369967,0.00094876,0.00086756464,0.0006426411,0.00048169584],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000116303985,0.0005826035,0.508969,0.00033271432,0.000013339615,0.002622396,0.3695664,0.00014556381,0.0042727194,0.0010598777,0.0059199296,0.1063991],"study_design_scores_gemma":[0.000022710046,0.0003702175,0.26927546,0.00032239323,0.000017868262,0.003002973,0.69647944,0.0012126437,0.000739648,0.0005856144,0.027918084,0.000052987372],"about_ca_topic_score_codex":0.01654579,"about_ca_topic_score_gemma":0.021244343,"teacher_disagreement_score":0.01654579,"about_ca_system_score_codex":0.0015019136,"about_ca_system_score_gemma":0.0026688564,"threshold_uncertainty_score":0.032898962},"labels":[],"label_agreement":null},{"id":"W3012471376","doi":"10.3138/cmlr-2018-0231","title":"French Learners’ Past-Tense Development through Collaborative Writing Tasks: The Role of Procedural and Content Repetition","year":2020,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.027116373188349533,"score_gpt":0.2229249922431297,"score_spread":0.19580861905478017,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012471376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9946543,0.00023173823,0.0011217094,0.00004935799,0.000005278924,0.000033966142,0.000016629998,0.000026549782,0.003860527],"genre_scores_gemma":[0.99421704,0.0002349473,0.0025821407,0.000025906995,0.000006981563,0.000064063526,0.00004295893,0.000016506592,0.002809366],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9959274,0.0022623464,0.000262502,0.00054821675,0.00078251294,0.00021703525],"domain_scores_gemma":[0.9714379,0.02117903,0.002766702,0.0016785283,0.0018438192,0.0010940415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060334536,0.000622953,0.0005114897,0.0008695977,0.0006865374,0.002794556,0.0007253827,0.0007632548,0.0028134878],"category_scores_gemma":[0.026132878,0.00036722477,0.00036448668,0.00040459912,0.0009173336,0.0015150331,0.0010778214,0.00055205176,0.000700041],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016163597,0.0018500241,0.1869763,0.0012393857,0.00025293065,0.0020620017,0.3760659,0.0018621146,0.0521732,0.0018714558,0.0010689386,0.37296143],"study_design_scores_gemma":[0.00033014466,0.0067358366,0.8002489,0.000637057,0.000468731,0.003927653,0.12449679,0.0055090957,0.02692603,0.0034076364,0.026970496,0.00034167105],"about_ca_topic_score_codex":0.0056168716,"about_ca_topic_score_gemma":0.0060981056,"teacher_disagreement_score":0.0060334536,"about_ca_system_score_codex":0.0006915821,"about_ca_system_score_gemma":0.0011613313,"threshold_uncertainty_score":0.031908333},"labels":[],"label_agreement":null},{"id":"W3012679581","doi":"10.1111/flan.12446","title":"Collaborative writing in mixed classes: What do heritage and second language learners think?","year":2020,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"American Council on The Teaching of Foreign Languages","keywords":"Psychology; Quarter (Canadian coin); Perception; Mathematics education; Collaborative writing; Heritage language; First language; Second language writing; Leverage (statistics); Pedagogy; Second language; Linguistics; Computer science","score_opus":0.030228320509582757,"score_gpt":0.27975151789156505,"score_spread":0.24952319738198228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012679581","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994896,0.00089117314,0.0002827119,0.0008067241,0.0000470394,0.00001774909,0.000010769547,0.000009442594,0.003038267],"genre_scores_gemma":[0.99764436,0.00047473496,0.00032820922,0.0003546866,0.00002591835,0.000022493205,0.00001532529,0.0000067831193,0.0011274546],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975522,0.0012491724,0.00012686859,0.00024065514,0.00051414774,0.00031688958],"domain_scores_gemma":[0.9896026,0.0050753076,0.0015234919,0.0002261128,0.00080834073,0.002764173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042897454,0.00033643137,0.00063688494,0.0011450698,0.0018129135,0.0058989683,0.0006798358,0.0011432219,0.0026276445],"category_scores_gemma":[0.013051915,0.00023512148,0.00039126762,0.0003970766,0.0017629109,0.0027437105,0.0020719238,0.0013259288,0.00052611216],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024036116,0.00049243076,0.27489468,0.00034949338,0.00006286098,0.0012896478,0.6353868,0.00006563129,0.0022233548,0.0005380893,0.0018101631,0.08264642],"study_design_scores_gemma":[0.000025126154,0.0003558719,0.07002075,0.00029729673,0.000032567237,0.0015033527,0.9180571,0.0002861868,0.00049031444,0.0009067734,0.007983915,0.000040829855],"about_ca_topic_score_codex":0.0012515552,"about_ca_topic_score_gemma":0.0020902378,"teacher_disagreement_score":0.0058989683,"about_ca_system_score_codex":0.00067210966,"about_ca_system_score_gemma":0.0010294974,"threshold_uncertainty_score":0.0226866},"labels":[],"label_agreement":null},{"id":"W3014009755","doi":"10.14746/ssllt.2020.10.1.6","title":"Expanding the theoretical base for the dynamics of willingness to communicate","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Dynamics (music); Competence (human resources); Psychology; Communicative competence; Process (computing); Context (archaeology); Language acquisition; Social dynamics; Cognitive psychology; Social psychology; Computer science; Mathematics education; Pedagogy; Artificial intelligence","score_opus":0.049185232163905565,"score_gpt":0.3350979120614599,"score_spread":0.2859126798975543,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3014009755","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36291856,0.007243928,0.12370056,0.03294882,0.0004264474,0.00028349643,0.00024382907,0.00009966002,0.4721347],"genre_scores_gemma":[0.9857605,0.00212519,0.0071194116,0.0007894167,0.00014661644,0.00018181588,0.000082853134,0.00004004625,0.0037540284],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99707484,0.0014462572,0.000124687,0.0005884828,0.00040740683,0.00035830543],"domain_scores_gemma":[0.9788498,0.01697814,0.0017045762,0.00060669024,0.0011509045,0.0007099184],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049078367,0.00060819386,0.00047713815,0.003410368,0.0020411352,0.007834455,0.0020035813,0.0027988632,0.014158835],"category_scores_gemma":[0.013995787,0.00042335477,0.0009976978,0.0022164993,0.014313586,0.012548057,0.0029256132,0.0038079368,0.0010929222],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004250897,0.00015258367,0.0069272625,0.0002280502,0.000021495462,0.00042433615,0.024280736,0.0014180074,0.000356171,0.95019346,0.00062535144,0.0153301],"study_design_scores_gemma":[0.000038226794,0.00013794751,0.01808798,0.00065809535,0.000037512167,0.0008506719,0.03291414,0.013311818,0.00044489017,0.90063095,0.03280144,0.00008630757],"about_ca_topic_score_codex":0.002754291,"about_ca_topic_score_gemma":0.0010560191,"teacher_disagreement_score":0.014158835,"about_ca_system_score_codex":0.00408511,"about_ca_system_score_gemma":0.0023797248,"threshold_uncertainty_score":0.047366083},"labels":[],"label_agreement":null},{"id":"W3014747227","doi":"10.5430/wjel.v10n1p49","title":"Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar","year":2020,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Mathematics education; Vocabulary; Psychology; Context (archaeology); English as a foreign language; Foreign language; Perception; Qualitative property; Pedagogy; Computer science; Linguistics; Geography","score_opus":0.03294152906000577,"score_gpt":0.2872468384135936,"score_spread":0.25430530935358786,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3014747227","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988834,0.00007136981,0.000068576395,0.00009449303,0.000002364274,0.0000031285838,0.0000046807495,0.0000010339638,0.00087093364],"genre_scores_gemma":[0.9993357,0.000110869085,0.000082944585,0.000051454386,0.0000023070854,0.0000041604876,0.0000075424196,0.0000012655079,0.00040371896],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984516,0.0006214084,0.00014156711,0.00013717648,0.0004256784,0.00022262926],"domain_scores_gemma":[0.9924724,0.0032096466,0.0021751113,0.00021578312,0.00091286283,0.001014054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032468694,0.00014974442,0.0002157062,0.0006676459,0.0008682706,0.0021640388,0.00035268936,0.0004506881,0.0011349602],"category_scores_gemma":[0.008441874,0.0002276438,0.00013652066,0.00040770601,0.0019991791,0.000917036,0.00095227564,0.00074635324,0.00018963224],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056578097,0.00022180351,0.5992904,0.00011049978,0.000020591628,0.00060643896,0.37944123,0.00008124698,0.0025066868,0.0005265847,0.00016139194,0.016976556],"study_design_scores_gemma":[0.000012189522,0.00022897015,0.41336107,0.00018513536,0.000024751118,0.00074117305,0.58130014,0.00025888177,0.00068656827,0.00031309942,0.0028568734,0.000031182804],"about_ca_topic_score_codex":0.008693449,"about_ca_topic_score_gemma":0.019013051,"teacher_disagreement_score":0.008693449,"about_ca_system_score_codex":0.0009378104,"about_ca_system_score_gemma":0.0012359611,"threshold_uncertainty_score":0.017285705},"labels":[],"label_agreement":null},{"id":"W3015739974","doi":"10.32839/2304-5809/2020-79.1-19","title":"TEXTOCENTRIC APPROACH TO LEARNING FOREIGN LANGUAGE IN HIGHER EDUCATION INSTITUTES","year":2020,"lang":"en","type":"article","venue":"Молодий вчений","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Open Text (Canada)","funders":"","keywords":"Foreign language; Mathematics education; Linguistics; Psychology; Philosophy","score_opus":0.07910658473908223,"score_gpt":0.26378767110639917,"score_spread":0.18468108636731695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3015739974","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11333205,0.0006118341,0.20315087,0.005535975,0.00029715666,0.00013212151,0.00022984415,0.0004543096,0.6762558],"genre_scores_gemma":[0.8765611,0.00035623487,0.054180738,0.00035385895,0.00009769478,0.00016473336,0.00015549592,0.00014430699,0.06798577],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9985428,0.0008844071,0.000050073733,0.00014598986,0.00029020102,0.00008650291],"domain_scores_gemma":[0.99874866,0.0006722266,0.00008440694,0.000120845114,0.00026383143,0.00011002317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000901123,0.0003055079,0.00019349265,0.0009880244,0.0014197194,0.003587872,0.0008437298,0.0006911245,0.014052484],"category_scores_gemma":[0.0029765181,0.00012363131,0.00023151022,0.00074602896,0.0038718234,0.0028619284,0.0023261474,0.0012694412,0.0012798809],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042189295,0.000076175675,0.0013141771,0.000068885565,0.000004028805,0.00020472208,0.009114488,0.00059758336,0.002014931,0.9127345,0.0033553836,0.07047294],"study_design_scores_gemma":[0.00008994734,0.00018142625,0.007218772,0.00017080274,0.000030529114,0.0010307911,0.050422516,0.019738398,0.012101377,0.6898121,0.21914573,0.000057596273],"about_ca_topic_score_codex":0.006333512,"about_ca_topic_score_gemma":0.009251456,"teacher_disagreement_score":0.014052484,"about_ca_system_score_codex":0.0023939859,"about_ca_system_score_gemma":0.0028973056,"threshold_uncertainty_score":0.047010243},"labels":[],"label_agreement":null},{"id":"W3016296120","doi":"10.5539/elt.v13n5p15","title":"The Presentation of Sources of Culture in English Textbooks in Thai Context","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Target culture; Presentation (obstetrics); Psychology; Context (archaeology); English as a foreign language; Foreign language; Pedagogy; Mathematics education; Linguistics; History","score_opus":0.016463586768346885,"score_gpt":0.24594046961268282,"score_spread":0.22947688284433593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3016296120","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9846438,0.0012391803,0.0012091941,0.0002761351,0.00008847441,0.000047169164,0.000084202555,0.00002618985,0.012385513],"genre_scores_gemma":[0.99470645,0.0011651303,0.0011527499,0.000071688926,0.000042264128,0.000025981075,0.00008216887,0.000029008732,0.002724653],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968266,0.0016999075,0.0003008651,0.00012225981,0.000889401,0.00016091928],"domain_scores_gemma":[0.9885103,0.005502158,0.0023215828,0.0004597146,0.002523865,0.00068234646],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001624016,0.00031091744,0.00032358672,0.0030148288,0.0010179451,0.003714463,0.0004945104,0.00040418605,0.0028496902],"category_scores_gemma":[0.018044153,0.00020542252,0.00023456124,0.0027993093,0.00097319094,0.0017167634,0.0022952186,0.000698246,0.00040504118],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00055256323,0.0002810548,0.21323183,0.003050927,0.0001476194,0.014470573,0.473561,0.00049022323,0.033334587,0.00278005,0.00313651,0.25496316],"study_design_scores_gemma":[0.000032528234,0.00087489875,0.38785774,0.0025231217,0.00019759592,0.014750717,0.51075613,0.0009247041,0.017419405,0.0021020481,0.062381614,0.00017950217],"about_ca_topic_score_codex":0.0008257409,"about_ca_topic_score_gemma":0.0015753928,"teacher_disagreement_score":0.003714463,"about_ca_system_score_codex":0.0008658103,"about_ca_system_score_gemma":0.0011169848,"threshold_uncertainty_score":0.009533167},"labels":[],"label_agreement":null},{"id":"W3016796847","doi":"10.5539/elt.v13n5p25","title":"Attrition of Oral Communicative Ability among Saudi EFL Graduates A Study in Qassim University","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Attrition; Communicative competence; Medical education; Graduation (instrument); Variety (cybernetics); Competence (human resources); First language; English language; Pedagogy; Mathematics education; Linguistics; Medicine; Social psychology; Dentistry","score_opus":0.04371131084862032,"score_gpt":0.2655676691730611,"score_spread":0.2218563583244408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3016796847","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99979705,0.000025017529,0.0000052474707,0.000045199093,0.0000013116149,0.000002386644,0.000007226649,2.8234305e-7,0.00011616875],"genre_scores_gemma":[0.99950397,0.00007533205,0.000014668619,0.000048402955,0.0000024060134,0.0000042551014,0.000016936063,5.1736845e-7,0.0003335141],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99945456,0.000094918374,0.00005659932,0.000036311936,0.00018567055,0.0001720081],"domain_scores_gemma":[0.99785066,0.00028113433,0.00061574235,0.00005830004,0.0006540148,0.0005401973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011672453,0.00021422574,0.0002618316,0.0008108859,0.0012522509,0.0009649516,0.00031975764,0.00044050044,0.0017775453],"category_scores_gemma":[0.002841134,0.00016858394,0.00023468565,0.00052876334,0.00067358423,0.000553849,0.0007725242,0.00056822324,0.00040398305],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008008111,0.00025029416,0.93725985,0.000059166705,0.00001112245,0.00072576787,0.04828513,0.00002070859,0.001992453,0.0000641514,0.00029063388,0.010960587],"study_design_scores_gemma":[0.0000033532183,0.00035372184,0.9132784,0.000041547122,0.000009559776,0.00041144306,0.084295645,0.00006612199,0.00039366743,0.000017037073,0.001116896,0.000012573783],"about_ca_topic_score_codex":0.015944084,"about_ca_topic_score_gemma":0.022247748,"teacher_disagreement_score":0.015944084,"about_ca_system_score_codex":0.0008010986,"about_ca_system_score_gemma":0.0013291207,"threshold_uncertainty_score":0.031702578},"labels":[],"label_agreement":null},{"id":"W3017726146","doi":"10.5430/ijhe.v9n3p279","title":"Does Praising Intelligence Improve Achievements? An ESL Case","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Public Authority for Applied Education and Training","keywords":"Praise; Grading (engineering); Mathematics education; Psychology; Set (abstract data type); Pedagogy; Computer science; Social psychology; Engineering","score_opus":0.04532843730085793,"score_gpt":0.34625750856908155,"score_spread":0.3009290712682236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3017726146","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9252169,0.0029660193,0.0025840516,0.02339605,0.00016328157,0.00009234537,0.000050805575,0.00004430707,0.04548627],"genre_scores_gemma":[0.99247265,0.0008383284,0.001059472,0.00081205467,0.00005036681,0.000031025178,0.000008696045,0.000008100258,0.0047193854],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9969292,0.0018053043,0.00018041002,0.00022383954,0.00054941385,0.00031187967],"domain_scores_gemma":[0.99333996,0.003893198,0.00089578266,0.0004766128,0.00037810463,0.0010163625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037702268,0.0003343586,0.00034244132,0.00080788764,0.0023619572,0.0020500342,0.0006256746,0.001963535,0.0030281313],"category_scores_gemma":[0.010450036,0.00014291862,0.00037471612,0.00075726403,0.0049051917,0.0020992775,0.0023328098,0.0018227206,0.0005309251],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009306961,0.0049300236,0.13791847,0.0009936679,0.00010630798,0.24294738,0.22023714,0.0014502954,0.005902264,0.100679874,0.011004598,0.27289933],"study_design_scores_gemma":[0.00048238935,0.007938759,0.2095636,0.0022426033,0.0002383709,0.22576909,0.24675465,0.008558118,0.015534266,0.074417055,0.20819534,0.00030573766],"about_ca_topic_score_codex":0.0017594578,"about_ca_topic_score_gemma":0.0026375228,"teacher_disagreement_score":0.0037702268,"about_ca_system_score_codex":0.0015055076,"about_ca_system_score_gemma":0.0010461415,"threshold_uncertainty_score":0.019939125},"labels":[],"label_agreement":null},{"id":"W3019984683","doi":"10.5430/ijhe.v9n2p330","title":"Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches &amp; Techniques in EFL Contexts","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Interlanguage; Psychology; Reliability (semiconductor); Mathematics education; Socialization; Computer science; Exploratory factor analysis; Point (geometry); Scale (ratio); Linguistics; Psychometrics; Social psychology; Developmental psychology","score_opus":0.042663182793617145,"score_gpt":0.3008204007025952,"score_spread":0.25815721790897805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3019984683","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89757895,0.00031855667,0.071916714,0.00066955446,0.00017820361,0.021007063,0.0009196572,0.0002294823,0.007181819],"genre_scores_gemma":[0.7271351,0.0005566307,0.21480821,0.00045142102,0.000074251875,0.05274459,0.0013492785,0.000084015635,0.0027964634],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9789467,0.012806716,0.002991615,0.00070264284,0.0038542703,0.00069812156],"domain_scores_gemma":[0.9351356,0.031767447,0.0052825785,0.004222576,0.02234875,0.0012430681],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03707165,0.0005260159,0.00053799147,0.0021203524,0.00080094824,0.0009095381,0.0010303103,0.00061922515,0.0015233053],"category_scores_gemma":[0.067352965,0.00037587355,0.000739745,0.001323076,0.0011320814,0.0011645112,0.0016017526,0.0009974636,0.0005406946],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057497167,0.003434693,0.18415989,0.0021738042,0.000117230295,0.0005448698,0.06247872,0.0023753177,0.024041098,0.0049702385,0.0051680035,0.7099612],"study_design_scores_gemma":[0.0005972427,0.009533301,0.75438577,0.0018555911,0.00021685413,0.0015525448,0.07707757,0.014802673,0.027140342,0.005205688,0.10729666,0.0003358449],"about_ca_topic_score_codex":0.0008410032,"about_ca_topic_score_gemma":0.0010095898,"teacher_disagreement_score":0.03707165,"about_ca_system_score_codex":0.0011567435,"about_ca_system_score_gemma":0.003861305,"threshold_uncertainty_score":0.19605595},"labels":[],"label_agreement":null},{"id":"W3020450037","doi":"10.5539/elt.v13n5p80","title":"The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Academic writing; Teaching method; Pedagogy","score_opus":0.020608638289071213,"score_gpt":0.2665303076274433,"score_spread":0.24592166933837206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3020450037","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992853,0.000043512133,0.00011575228,0.000018746525,0.0000035858022,0.000016169422,0.0000038394614,0.000011962357,0.0005011348],"genre_scores_gemma":[0.9979638,0.00007698482,0.0010441329,0.000024336887,0.0000063772004,0.00003712256,0.000019656016,0.000002033453,0.0008254608],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99946004,0.00015211817,0.000061766434,0.00010273736,0.00016430304,0.00005909711],"domain_scores_gemma":[0.9968731,0.0011644675,0.00065582123,0.00025229124,0.00029271853,0.0007616342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008011005,0.00036498165,0.0003611854,0.00028057536,0.00029214026,0.00060670276,0.00033701322,0.00045496578,0.001696148],"category_scores_gemma":[0.0044953655,0.00012561773,0.00016027845,0.00019004983,0.0003373782,0.00043289718,0.0007884766,0.00060865056,0.0002387795],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009225914,0.047474496,0.07822065,0.0010098345,0.0002787138,0.0005753869,0.011302275,0.0032944721,0.13530496,0.0007907546,0.0011817218,0.7113407],"study_design_scores_gemma":[0.0012586372,0.10021964,0.84541345,0.00038645737,0.00039151916,0.00076146686,0.00585735,0.0054698186,0.034467425,0.0009921219,0.0046509732,0.00013116926],"about_ca_topic_score_codex":0.00044097035,"about_ca_topic_score_gemma":0.0010969484,"teacher_disagreement_score":0.001696148,"about_ca_system_score_codex":0.00018029187,"about_ca_system_score_gemma":0.0005208515,"threshold_uncertainty_score":0.0056741238},"labels":[],"label_agreement":null},{"id":"W3020859025","doi":"10.5539/elt.v13n5p177","title":"Evaluating the Effectiveness of Integrating Reading and Writing Pedagogy in EFL Setting and Teachers&amp;#39; Perceptions","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Psychology; Mathematics education; Test (biology); Perception; Pedagogy; Linguistics","score_opus":0.040830441750195214,"score_gpt":0.3638972992536371,"score_spread":0.3230668575034419,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3020859025","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987257,0.000082119084,0.00015156793,0.00004923127,0.000004096813,0.000072029274,0.000006269968,0.000006260504,0.00090274756],"genre_scores_gemma":[0.99691963,0.00018564721,0.0016742958,0.00004027761,0.000007138628,0.000106036336,0.000019674513,0.0000020370444,0.0010453267],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9975714,0.0010335798,0.00019249073,0.00022760927,0.0007051508,0.00026965805],"domain_scores_gemma":[0.9921347,0.0030709873,0.0017981305,0.00030440924,0.0009685867,0.001723205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004361707,0.00027240667,0.0004204311,0.0005253695,0.0006225615,0.0010106426,0.0005202264,0.00032753902,0.002032505],"category_scores_gemma":[0.009021984,0.0002035622,0.00030368712,0.00039426598,0.0005563333,0.0007258184,0.0011652624,0.0005027525,0.0003146059],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002341618,0.039713334,0.2507348,0.0018503579,0.00019365347,0.0006387116,0.04911645,0.0009108293,0.03683185,0.000594794,0.0008479072,0.6162257],"study_design_scores_gemma":[0.0005788222,0.038696736,0.88784075,0.0005298801,0.00040480972,0.00039468182,0.046617314,0.0011904216,0.016915552,0.00030195576,0.0064633614,0.000065687265],"about_ca_topic_score_codex":0.001728876,"about_ca_topic_score_gemma":0.0036900158,"teacher_disagreement_score":0.004361707,"about_ca_system_score_codex":0.000921323,"about_ca_system_score_gemma":0.0020429078,"threshold_uncertainty_score":0.023067176},"labels":[],"label_agreement":null},{"id":"W3021577192","doi":"10.37467/gka-edurev.v2.2229","title":"Conceptions about Electrical Circuits of English and French Pupils from Nova Scotia in Canada","year":2020,"lang":"en","type":"article","venue":"The International Education and Learning Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nova scotia; Mathematics education; Pencil (optics); Sociology; Psychology; Engineering; Ethnology","score_opus":0.04060170507153588,"score_gpt":0.2805115919324018,"score_spread":0.23990988686086595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3021577192","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97259235,0.01243943,0.00010499213,0.00094276085,0.00003148917,0.000024140936,0.00007868168,0.0000030885192,0.013783062],"genre_scores_gemma":[0.9883696,0.0076195793,0.00010038765,0.00023911048,0.0000068095255,0.000009869127,0.00008413708,0.0000027470628,0.0035677645],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99861825,0.00022414845,0.000066648536,0.00014968905,0.0005700369,0.00037125318],"domain_scores_gemma":[0.99663156,0.00077109283,0.00051863206,0.000050810897,0.0015575537,0.0004703636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022099842,0.00028233998,0.00039692788,0.0018681651,0.0034814319,0.0040053194,0.0007971479,0.0006547107,0.0012248235],"category_scores_gemma":[0.0042225756,0.00021054554,0.00023978423,0.0018642233,0.002868255,0.00071108365,0.0012051086,0.00084309693,0.00013259739],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029459957,0.000119035336,0.24513428,0.00085588975,0.00006781013,0.0025131528,0.64856994,0.00043927244,0.002443142,0.008915175,0.0036032207,0.08704451],"study_design_scores_gemma":[0.000018139643,0.00017209607,0.56197083,0.0011107116,0.00006076271,0.0008023727,0.37924203,0.00018639815,0.0005179258,0.00053852575,0.05532706,0.000053108783],"about_ca_topic_score_codex":0.9500261,"about_ca_topic_score_gemma":0.96308446,"teacher_disagreement_score":0.049973905,"about_ca_system_score_codex":0.021299182,"about_ca_system_score_gemma":0.023736244,"threshold_uncertainty_score":0.15453714},"labels":[],"label_agreement":null},{"id":"W3021964158","doi":"10.5430/wjel.v10n2p1","title":"Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China","year":2020,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; English language; Perception; Psychology; Medical education; Language proficiency; English for academic purposes; Intervention (counseling); Mathematics education; Political science; Medicine","score_opus":0.0070866491361999545,"score_gpt":0.270422689476737,"score_spread":0.26333604034053704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3021964158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993118,0.000022548038,0.000009335065,0.00011749003,0.000003901352,0.00000570922,0.0000036007464,6.982802e-7,0.0005248594],"genre_scores_gemma":[0.9991731,0.000046918176,0.000020476324,0.000071497205,0.0000041134813,0.000009600017,0.0000080532445,0.0000011110292,0.00066504],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9985191,0.00038560617,0.00007812688,0.00010472465,0.00033172197,0.000580718],"domain_scores_gemma":[0.99609864,0.00071422855,0.0005307671,0.00008720707,0.0005160508,0.0020530028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031605645,0.00037169553,0.0004670526,0.00071456685,0.0026082937,0.0021714661,0.0004985176,0.0006464078,0.001912259],"category_scores_gemma":[0.004290393,0.00020286583,0.00042886674,0.00049685675,0.0016581772,0.00093004224,0.00199629,0.0013197152,0.0001736577],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021510034,0.0016008342,0.59263676,0.00012389974,0.000056227233,0.001237129,0.36947963,0.00015449955,0.0045050476,0.00067740213,0.0010427706,0.028270701],"study_design_scores_gemma":[0.00001812778,0.0007956342,0.59779114,0.00008317945,0.000030753923,0.00014972786,0.39747941,0.00035026335,0.00082084566,0.000108887696,0.0023258945,0.00004610111],"about_ca_topic_score_codex":0.024884773,"about_ca_topic_score_gemma":0.03736974,"teacher_disagreement_score":0.024884773,"about_ca_system_score_codex":0.0019177229,"about_ca_system_score_gemma":0.0032907797,"threshold_uncertainty_score":0.049479842},"labels":[],"label_agreement":null},{"id":"W3022084256","doi":"10.5555/3370272.3370280","title":"Behind the scenes: developers' perception of multi-language practices.","year":2019,"lang":"en","type":"article","venue":"PolyPublie (École Polytechnique de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Polytechnique Montréal","funders":"","keywords":"Perception; Computer science; Human–computer interaction; Artificial intelligence; Natural language processing; Psychology","score_opus":0.02482524914526137,"score_gpt":0.26498809073438045,"score_spread":0.24016284158911907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3022084256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97315234,0.00024071944,0.0017086976,0.0017498006,0.000034203753,0.00003371428,0.00007559246,0.000072428884,0.02293253],"genre_scores_gemma":[0.99578863,0.00009164975,0.00041086363,0.00016873247,0.000004416351,0.000014519668,0.000036389723,0.00003404875,0.0034506796],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9951544,0.0025079998,0.00017827717,0.0003096045,0.0013092406,0.00054044253],"domain_scores_gemma":[0.9719097,0.015169962,0.004141332,0.0007967081,0.0051757377,0.0028065555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047100508,0.00022695852,0.00016582661,0.0009979098,0.0022405526,0.0035456542,0.0007103132,0.0010018221,0.0030310554],"category_scores_gemma":[0.028350003,0.00029690866,0.00014662716,0.00072605256,0.0021323906,0.00193088,0.0027154568,0.0013876773,0.00038896888],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013618574,0.00009446869,0.11861684,0.00009360303,0.000011110329,0.0014213086,0.8351381,0.00013140944,0.003458876,0.002390547,0.004260032,0.034247544],"study_design_scores_gemma":[0.000029858313,0.00013438093,0.12929797,0.00020547275,0.000027192189,0.0005203081,0.82297236,0.00074621476,0.0010406612,0.000824816,0.044148806,0.000051983567],"about_ca_topic_score_codex":0.072118536,"about_ca_topic_score_gemma":0.12748809,"teacher_disagreement_score":0.072118536,"about_ca_system_score_codex":0.0029281029,"about_ca_system_score_gemma":0.0043912316,"threshold_uncertainty_score":0.14339751},"labels":[],"label_agreement":null},{"id":"W3023112886","doi":"10.1111/tger.12115","title":"The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation","year":2020,"lang":"en","type":"article","venue":"Die Unterrichtspraxis/Teaching German","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Pronunciation; Stress (linguistics); German; Psychology; Linguistics; Significant difference; Mathematics education; Computer science; Mathematics","score_opus":0.02429658919422411,"score_gpt":0.2760640605950941,"score_spread":0.25176747140086997,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3023112886","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99888664,0.00010828756,0.00026539675,0.000015925418,0.000004518074,0.000016934096,0.000008753046,0.000014970606,0.0006785953],"genre_scores_gemma":[0.9974247,0.00016844248,0.0016976693,0.00001734165,0.0000062629474,0.000035170786,0.000025347721,0.000006138965,0.00061889103],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99883825,0.0005588957,0.000113324015,0.00014105123,0.00025085005,0.000097641205],"domain_scores_gemma":[0.9891214,0.00814001,0.0012321409,0.00054478686,0.00046061378,0.00050109683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016608933,0.00044267016,0.00040895434,0.00029547667,0.00018326905,0.00061844575,0.00046526425,0.00035776923,0.0017254534],"category_scores_gemma":[0.009955247,0.00015513688,0.00016798366,0.00017459277,0.00037489584,0.00057367346,0.00087376434,0.0004991362,0.00023306296],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008740708,0.022259384,0.059397206,0.0026450427,0.00023139741,0.0004232888,0.013547987,0.0024889146,0.23259744,0.0008403569,0.0006397709,0.6561884],"study_design_scores_gemma":[0.0024058875,0.06484409,0.6381094,0.00099794,0.0011347583,0.0007056947,0.006010049,0.009858298,0.26505056,0.0013361811,0.0092969015,0.00025032522],"about_ca_topic_score_codex":0.0007851293,"about_ca_topic_score_gemma":0.0013597828,"teacher_disagreement_score":0.0017254534,"about_ca_system_score_codex":0.00026473287,"about_ca_system_score_gemma":0.00047456764,"threshold_uncertainty_score":0.008783758},"labels":[],"label_agreement":null},{"id":"W3023534219","doi":"","title":"Devenir plurilingue : la perspective des litteraties multiples [Becoming multilingual: Multiple literacy perspectives]","year":2014,"lang":"en","type":"article","venue":"QUT ePrints (Queensland University of Technology)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Reading (process); Context (archaeology); Reading comprehension; Literacy; Referent; Sociology; Psychology; Pedagogy; Linguistics; Art; Philosophy","score_opus":0.016281035614275904,"score_gpt":0.23750667338528517,"score_spread":0.22122563777100926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3023534219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88897765,0.012757219,0.0025356112,0.017732928,0.00025542956,0.000030327185,0.00008433108,0.000027197377,0.077599384],"genre_scores_gemma":[0.9912043,0.0019498729,0.00039138988,0.00034480492,0.00005997812,0.000017213722,0.000018020259,0.000013345788,0.0060009332],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99692947,0.0017009716,0.00010725407,0.0003806823,0.00035123783,0.00053048634],"domain_scores_gemma":[0.9934,0.003244427,0.0010090296,0.00022855506,0.00082289556,0.0012950471],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034046893,0.00048185798,0.0005661543,0.0021468562,0.008272502,0.0102762375,0.0008555965,0.0016169301,0.0039469814],"category_scores_gemma":[0.0052502677,0.00030277562,0.0003663478,0.001535657,0.012392425,0.00836319,0.006844575,0.004923118,0.00028128887],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023301538,0.000039697705,0.008581463,0.00011125239,0.000004673945,0.0016546991,0.9263717,0.000031743115,0.00074487773,0.04600375,0.0008824662,0.015550391],"study_design_scores_gemma":[0.0000039584115,0.00009401648,0.019451402,0.0004050407,0.000015937178,0.0025507072,0.86213446,0.00012730053,0.0006126869,0.0069193947,0.107652344,0.000032741154],"about_ca_topic_score_codex":0.032240674,"about_ca_topic_score_gemma":0.047976036,"teacher_disagreement_score":0.032240674,"about_ca_system_score_codex":0.0072106584,"about_ca_system_score_gemma":0.0053438847,"threshold_uncertainty_score":0.06410605},"labels":[],"label_agreement":null},{"id":"W3024118977","doi":"10.5539/elt.v13n6p34","title":"The Effect of Sentence-Making Practice on Adult EFL Learners’ Writing Anxiety A Comparative Study","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Beijing International Studies University","keywords":"Psychology; Sentence; Anxiety; Statistic; Class (philosophy); Mathematics education; Qualitative research; Pedagogy; Linguistics","score_opus":0.023502680778101363,"score_gpt":0.3086515607372854,"score_spread":0.28514887995918403,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024118977","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99955386,0.000061840954,0.000046557652,0.000014315984,0.000003217862,0.000018029883,0.00000563314,0.000002073192,0.0002944516],"genre_scores_gemma":[0.9991431,0.00011834389,0.0002669982,0.000017227696,0.0000093882045,0.000038850252,0.000012573426,8.49437e-7,0.0003925939],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99932253,0.0002569206,0.00006512135,0.00008528636,0.0001504186,0.000119658325],"domain_scores_gemma":[0.9982425,0.0008004069,0.0002138161,0.000065559536,0.00017832186,0.00049932353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008604262,0.00027510253,0.00043448675,0.00037482384,0.00041320402,0.00044057265,0.0002620526,0.0003584081,0.0017224656],"category_scores_gemma":[0.0029613446,0.00010124592,0.00038215745,0.000166443,0.00031241024,0.00028405472,0.00040650333,0.00050892483,0.00016242589],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009709563,0.097516455,0.20077209,0.0021309885,0.0003818237,0.0020347438,0.094369896,0.0004161514,0.07529575,0.0003233667,0.0009515326,0.5160976],"study_design_scores_gemma":[0.0007552786,0.12213947,0.81370896,0.00019816251,0.00051019393,0.0011542569,0.038145877,0.0006702952,0.017170204,0.00020109469,0.0052467645,0.000099454],"about_ca_topic_score_codex":0.00045682944,"about_ca_topic_score_gemma":0.00086243806,"teacher_disagreement_score":0.0017224656,"about_ca_system_score_codex":0.00022743575,"about_ca_system_score_gemma":0.00032911377,"threshold_uncertainty_score":0.00576216},"labels":[],"label_agreement":null},{"id":"W3024255174","doi":"10.1075/lllt.55.13sim","title":"Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions","year":2020,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.03446413908972586,"score_gpt":0.25125619443336406,"score_spread":0.21679205534363818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024255174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936195,0.00039858016,0.0005588459,0.00024936718,0.000021383938,0.000024637466,0.00007730695,0.000015863452,0.0050343736],"genre_scores_gemma":[0.9954437,0.0004159565,0.0012246635,0.00017450629,0.0000146961,0.00007935663,0.00009665261,0.000017766823,0.0025326828],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994678,0.0002407588,0.000019335046,0.00009163551,0.00012273242,0.000057768553],"domain_scores_gemma":[0.9922019,0.005496209,0.0012850959,0.00021275891,0.00039207455,0.00041193466],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011668708,0.00038952235,0.00033435095,0.00029624221,0.00048578982,0.0024607505,0.00048740118,0.00068699755,0.0051478315],"category_scores_gemma":[0.009502394,0.0002074115,0.00029537978,0.00029469797,0.00057422795,0.0009856697,0.0010606237,0.001520465,0.00065983593],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00097080425,0.0028773816,0.74252796,0.0016580948,0.00025249686,0.0023313325,0.08227318,0.0008114116,0.031542256,0.004333614,0.0043632896,0.12605818],"study_design_scores_gemma":[0.000030133973,0.00032000986,0.96763045,0.00047900144,0.00014710988,0.00040100273,0.020788796,0.0019195133,0.003136806,0.002269714,0.0028173293,0.00006014321],"about_ca_topic_score_codex":0.001583887,"about_ca_topic_score_gemma":0.002385105,"teacher_disagreement_score":0.0051478315,"about_ca_system_score_codex":0.0006141271,"about_ca_system_score_gemma":0.0005576066,"threshold_uncertainty_score":0.017221272},"labels":[],"label_agreement":null},{"id":"W3024337687","doi":"10.5539/ijel.v10n4p105","title":"The Role of So-Called English Medium Schools in Teaching of English in Karachi, Pakistan","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Medium of instruction; Nonprobability sampling; Mathematics education; Qualitative property; Psychology; Subject matter; Qualitative research; English language; Sociology; Medical education; Pedagogy; Mathematics; Social science; Medicine; Statistics; Population","score_opus":0.015686959915724084,"score_gpt":0.27644207362616846,"score_spread":0.26075511371044435,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024337687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9952369,0.00020872071,0.000056653036,0.0007872842,0.000017542294,0.000019518624,0.0000139401545,0.000003613631,0.0036558595],"genre_scores_gemma":[0.99900585,0.00015166438,0.00006357641,0.00009896001,0.0000035658556,0.000006723962,0.000004694852,0.0000013052858,0.00066371704],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978732,0.00097098254,0.000067608504,0.0001103856,0.00020648545,0.0007713911],"domain_scores_gemma":[0.9942374,0.001377294,0.0009658619,0.00008658239,0.00047810303,0.0028547682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014498361,0.00015535863,0.0001991592,0.0008489139,0.005684694,0.002499783,0.0005753595,0.00051245594,0.005220032],"category_scores_gemma":[0.0032996328,0.00025924869,0.000120823475,0.0007288192,0.0031139336,0.0010376539,0.0021472068,0.00083286955,0.00036740248],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037205828,0.0009957204,0.5147368,0.00069955504,0.000028043696,0.005336304,0.40659747,0.00020482262,0.0036648503,0.0071632923,0.003180752,0.057020325],"study_design_scores_gemma":[0.000027568241,0.0003902435,0.32995483,0.00022628054,0.000019598147,0.0007691642,0.65538526,0.00012039396,0.00043088262,0.00044606626,0.012196742,0.000032929573],"about_ca_topic_score_codex":0.027045673,"about_ca_topic_score_gemma":0.06962647,"teacher_disagreement_score":0.027045673,"about_ca_system_score_codex":0.0031142312,"about_ca_system_score_gemma":0.010021037,"threshold_uncertainty_score":0.053776503},"labels":[],"label_agreement":null},{"id":"W3024505860","doi":"10.7202/1069768ar","title":"GIVING VOICE TO OUR CORE FRENCH STUDENTS: IMPLICATIONS FOR ATTRITION AND THE DISCOURSE ON THE BENEFITS OF LEARNING FSL IN ONTARIO","year":2020,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Attrition; AP French Language; Relevance (law); Psychology; Pedagogy; Core (optical fiber); Mathematics education; Medical education; Medicine; Political science; Computer science; Language education","score_opus":0.4902533851348731,"score_gpt":0.4313954609587661,"score_spread":0.058857924176107024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024505860","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9468779,0.0008199355,0.0003513829,0.026270688,0.000091190166,0.000035480494,0.00010631117,0.00001768313,0.025429372],"genre_scores_gemma":[0.99299085,0.0004915205,0.0001356922,0.0008626849,0.000016624728,0.000022373493,0.000024898669,0.00001582013,0.005439467],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.991869,0.002627672,0.0002863937,0.00062746654,0.002170554,0.0024189085],"domain_scores_gemma":[0.98018837,0.008067639,0.0024555821,0.00047670753,0.0042770687,0.004534681],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008932271,0.00038427778,0.0006029977,0.0014786011,0.030702015,0.008689592,0.0024135925,0.002400584,0.0051252195],"category_scores_gemma":[0.019881252,0.00042565892,0.00037731117,0.0021758955,0.016705142,0.0034998034,0.0074650897,0.0039184922,0.00033980305],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004927976,0.000029789826,0.019714696,0.0000792877,0.000005323772,0.00054626795,0.96286094,0.00003206426,0.00050792866,0.0058789975,0.0018464065,0.008448971],"study_design_scores_gemma":[0.000004462463,0.00002477651,0.021916378,0.00014121814,0.000007886325,0.000075897864,0.94023156,0.00007391956,0.00022376465,0.00049256615,0.036780685,0.000026754587],"about_ca_topic_score_codex":0.938288,"about_ca_topic_score_gemma":0.96203464,"teacher_disagreement_score":0.114339136,"about_ca_system_score_codex":0.114339136,"about_ca_system_score_gemma":0.10141607,"threshold_uncertainty_score":0.82959235},"labels":[],"label_agreement":null},{"id":"W3024750175","doi":"","title":"Studies and Essays on Learning, Teaching and Assessing L2 Writing in Honour of Alister Cumming","year":2020,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of British Columbia","funders":"","keywords":"Honour; Computer science; Mathematics education; History; Psychology; Archaeology","score_opus":0.08007694472699882,"score_gpt":0.3165760666441846,"score_spread":0.23649912191718575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024750175","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.024874302,0.040582817,0.006067687,0.016626727,0.014601971,0.00021100086,0.00039942682,0.00031739572,0.8963187],"genre_scores_gemma":[0.05557105,0.011670069,0.003232156,0.0023557944,0.0026828013,0.00015523873,0.00033302078,0.00033964246,0.9236602],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993211,0.0002702779,0.000041286075,0.00007646161,0.00022338996,0.00006746581],"domain_scores_gemma":[0.99559903,0.0025248067,0.00013096113,0.00020746618,0.0008994597,0.000638194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013907566,0.0009849351,0.00053294277,0.0023081847,0.002914795,0.0034746807,0.0005547498,0.00083695713,0.017156668],"category_scores_gemma":[0.0068557444,0.00021008331,0.0003445106,0.0017242334,0.0026355668,0.002480038,0.0026640831,0.0019272254,0.0044168346],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006106117,0.0001804253,0.00042283314,0.0002826713,0.000007678799,0.00025782795,0.013460074,0.00031805242,0.0019214409,0.051970683,0.77690756,0.1542097],"study_design_scores_gemma":[0.0000051781244,0.00007818791,0.0027533658,0.00045844418,0.0000036897497,0.00030419265,0.0029389278,0.0001921053,0.0011386905,0.006621407,0.9854909,0.000015021229],"about_ca_topic_score_codex":0.0047022826,"about_ca_topic_score_gemma":0.01672911,"teacher_disagreement_score":0.017156668,"about_ca_system_score_codex":0.0023145291,"about_ca_system_score_gemma":0.0017427142,"threshold_uncertainty_score":0.057394743},"labels":[],"label_agreement":null},{"id":"W3025278499","doi":"10.5539/elt.v13n6p20","title":"The Effect of the Positive and the Negative Evidences in Learning English ‘to’ with Manner-of-Motion to Goal Constructions by L1 Saudi Arabic Speakers","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Higher education; Interpretation (philosophy); Social psychology; Linguistics; Law","score_opus":0.0039737786710611145,"score_gpt":0.20992202789081935,"score_spread":0.20594824921975824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3025278499","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992662,0.00002468498,0.0000579457,0.000023524353,0.0000022659694,0.0000035650844,0.000004018667,0.0000027164494,0.00061511673],"genre_scores_gemma":[0.9977902,0.00013204559,0.000634935,0.000028824814,0.0000024149638,0.000011117969,0.000024439585,0.0000056534095,0.0013705215],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9990853,0.00033307186,0.00007617024,0.0001562253,0.0002812707,0.000067863475],"domain_scores_gemma":[0.99527186,0.0021358265,0.0011673257,0.0002833973,0.0005817536,0.0005598551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095418293,0.00052527356,0.0002618064,0.00021377216,0.00037593461,0.0012777653,0.0004289698,0.00051861705,0.0027566403],"category_scores_gemma":[0.008664768,0.00022925105,0.00024228552,0.00009832061,0.00071635086,0.0006247852,0.00078565435,0.0009010165,0.00045900655],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008069283,0.0069924262,0.25485834,0.0010445944,0.00015743231,0.0023936466,0.09102173,0.0010130879,0.5075428,0.0021792904,0.00097130693,0.12375612],"study_design_scores_gemma":[0.00034766758,0.018448438,0.66772616,0.00052917097,0.00068829703,0.0024337363,0.11151517,0.004881169,0.17346126,0.0032033967,0.016455559,0.0003100928],"about_ca_topic_score_codex":0.002850293,"about_ca_topic_score_gemma":0.0035423774,"teacher_disagreement_score":0.002850293,"about_ca_system_score_codex":0.00028017626,"about_ca_system_score_gemma":0.0005277563,"threshold_uncertainty_score":0.009221852},"labels":[],"label_agreement":null},{"id":"W3025360872","doi":"10.1017/s0261444820000130","title":"Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’. (2017)","year":2020,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Active listening; Argument (complex analysis); Psychology; Context (archaeology); Pedagogy; Linguistics; Mathematics education; Communication; Medicine","score_opus":0.05892527236216727,"score_gpt":0.3894202789406387,"score_spread":0.3304950065784714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3025360872","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00086784165,0.0018984786,0.00056428014,0.99015135,0.004916173,0.000010932316,0.000015423964,0.00003421205,0.0015411833],"genre_scores_gemma":[0.015082298,0.0025984035,0.0014982861,0.9704207,0.0033788027,0.00008852201,0.0000227891,0.00012535034,0.006784746],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.97718185,0.011177105,0.0010962011,0.0025223691,0.0055674287,0.0024550078],"domain_scores_gemma":[0.91820973,0.050978392,0.005413899,0.002127368,0.013422774,0.009847898],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025523527,0.0013482447,0.0015763298,0.0015695789,0.015643626,0.010721367,0.006478518,0.04647432,0.010490636],"category_scores_gemma":[0.10829459,0.0009819373,0.0010596118,0.0031895847,0.021717364,0.016587265,0.017420327,0.071757324,0.0041908873],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003209265,0.000053175485,0.0009330787,0.00043675123,0.000011756116,0.0010221696,0.050235577,0.000106182386,0.00051871873,0.025970139,0.9059909,0.014689507],"study_design_scores_gemma":[0.000020286143,0.00006901246,0.0009982014,0.0009839032,0.00001061978,0.0012188941,0.11424981,0.00011877229,0.00036367547,0.015073563,0.86680484,0.00008845198],"about_ca_topic_score_codex":0.02863515,"about_ca_topic_score_gemma":0.05803138,"teacher_disagreement_score":0.04647432,"about_ca_system_score_codex":0.008604404,"about_ca_system_score_gemma":0.016183866,"threshold_uncertainty_score":0.13498294},"labels":[],"label_agreement":null},{"id":"W3025744877","doi":"10.1075/lllt.55.09wat","title":"Talking to self while writing","year":2020,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Sociocultural evolution; Linguistics; Psychology; Think aloud protocol; Computer science; Sociology; Philosophy","score_opus":0.014234052001191043,"score_gpt":0.2434708778248403,"score_spread":0.22923682582364927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3025744877","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21039017,0.014819676,0.025879215,0.0066129686,0.0022644063,0.00012296489,0.00012783984,0.0009981014,0.73878473],"genre_scores_gemma":[0.58926207,0.0058088447,0.011521996,0.002020151,0.00059895345,0.000110443216,0.00016446953,0.00027947343,0.39023355],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995266,0.00023289783,0.000016874988,0.00006283047,0.00013265373,0.000028176972],"domain_scores_gemma":[0.9987835,0.00075196626,0.00009898036,0.000107421256,0.00013760738,0.000120458106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064362976,0.00030808302,0.00015887221,0.0004580622,0.0011441953,0.002502225,0.00040358596,0.0004859878,0.007888547],"category_scores_gemma":[0.0018334971,0.000081254366,0.00022323367,0.00021809686,0.0018431295,0.0022751854,0.001428343,0.001008306,0.002550586],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008523964,0.00028332148,0.0038077077,0.0008249606,0.00002773498,0.0020251917,0.26278332,0.00031744424,0.03415762,0.07710263,0.07139194,0.5471929],"study_design_scores_gemma":[0.000016255295,0.00037563645,0.0069992254,0.00096710835,0.00002302693,0.0056714597,0.066966645,0.0007868115,0.014618095,0.023371521,0.8801589,0.000045348617],"about_ca_topic_score_codex":0.0002509005,"about_ca_topic_score_gemma":0.00047963977,"teacher_disagreement_score":0.007888547,"about_ca_system_score_codex":0.00028004407,"about_ca_system_score_gemma":0.00030456684,"threshold_uncertainty_score":0.026389837},"labels":[],"label_agreement":null},{"id":"W3027611560","doi":"10.5539/elt.v13n6p109","title":"Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Perception; Mathematics education; English as a foreign language; Descriptive statistics; Foreign language; Pedagogy; Developmental psychology","score_opus":0.06405447514387012,"score_gpt":0.2640400421968938,"score_spread":0.19998556705302367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3027611560","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99944705,0.00006141286,0.000032596316,0.000040942374,0.0000015522517,0.000003631005,0.0000046707314,7.199507e-7,0.00040734402],"genre_scores_gemma":[0.9985764,0.00015643369,0.00014199724,0.000041290303,0.0000017640857,0.000007496167,0.000010834786,7.7347653e-7,0.0010629748],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99979013,0.000058034388,0.000012688182,0.0000199683,0.00005628857,0.00006295598],"domain_scores_gemma":[0.99930763,0.00014956825,0.0002516937,0.000014019804,0.00014901967,0.00012799047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043720167,0.0002087471,0.00014538933,0.00052078156,0.0007104361,0.00080032076,0.00016567679,0.0002890972,0.001364414],"category_scores_gemma":[0.001061538,0.0001673469,0.00013367929,0.00020336724,0.0004001647,0.0002813825,0.00028403604,0.0003020718,0.00024042845],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014122196,0.00073197426,0.6977328,0.00025715277,0.000020089448,0.0013054988,0.23570025,0.000070244496,0.017994158,0.00042807392,0.00047325052,0.04514524],"study_design_scores_gemma":[0.000012693047,0.00061080774,0.6378965,0.000110117006,0.000019506982,0.0011616745,0.35252523,0.00027926595,0.0014894773,0.00011525172,0.005750909,0.000028557399],"about_ca_topic_score_codex":0.0051297606,"about_ca_topic_score_gemma":0.0133136995,"teacher_disagreement_score":0.0051297606,"about_ca_system_score_codex":0.00047728504,"about_ca_system_score_gemma":0.0005980694,"threshold_uncertainty_score":0.010199785},"labels":[],"label_agreement":null},{"id":"W3027884241","doi":"10.3968/11642","title":"Teaching Literary Reading for Transfer: Hugging and Bridging Designed","year":2020,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Bridging (networking); Reading (process); Mathematics education; Class (philosophy); Computer science; Psychology; Pedagogy; Linguistics; Artificial intelligence","score_opus":0.03840286915614367,"score_gpt":0.2508494928760189,"score_spread":0.21244662371987522,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3027884241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.59880406,0.00049737317,0.27801034,0.0016557657,0.0005314877,0.0009808011,0.000063966196,0.0017682776,0.117687896],"genre_scores_gemma":[0.82241035,0.000273654,0.15558663,0.00039180965,0.00006468186,0.0005335475,0.0000944209,0.00026608814,0.020378767],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.997735,0.0012040564,0.00007089372,0.00039816956,0.00036675273,0.00022506334],"domain_scores_gemma":[0.99566597,0.0023912815,0.0002073401,0.0009400009,0.00022655315,0.0005687854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027876997,0.00057719764,0.00041731476,0.0007231692,0.001410192,0.00255697,0.0016981394,0.001173151,0.009250376],"category_scores_gemma":[0.008124402,0.00029304269,0.0004918257,0.00036387754,0.002400027,0.002746705,0.0042237085,0.0017795543,0.0013717618],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063151453,0.0037427193,0.006015433,0.0007829235,0.000034812594,0.0016430761,0.1204835,0.0024604783,0.06235624,0.09401433,0.006943246,0.7008918],"study_design_scores_gemma":[0.00074129284,0.014386352,0.032422666,0.0019675125,0.00027915573,0.005207538,0.09266152,0.040475167,0.17491233,0.21492235,0.42166263,0.00036150077],"about_ca_topic_score_codex":0.00023180619,"about_ca_topic_score_gemma":0.00038380825,"teacher_disagreement_score":0.009250376,"about_ca_system_score_codex":0.0007455685,"about_ca_system_score_gemma":0.0011111605,"threshold_uncertainty_score":0.0309456},"labels":[],"label_agreement":null},{"id":"W3028381502","doi":"10.4018/978-1-7998-3448-9.ch001","title":"Facing the Challenges of Higher Education in a Second Language","year":2020,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Graduation (instrument); Curriculum; Class (philosophy); Pedagogy; China; Plan (archaeology); English as a second language; Mathematics education; Psychology; Medical education; Political science; Engineering; Medicine; Computer science; Geography","score_opus":0.026912637572666653,"score_gpt":0.2593825391234634,"score_spread":0.23246990155079672,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3028381502","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12661178,0.010165301,0.0065541267,0.22258057,0.0038663154,0.00006537543,0.00007112331,0.000385766,0.6296996],"genre_scores_gemma":[0.56751126,0.006875408,0.008402904,0.036322895,0.0011002272,0.000103317216,0.00014585967,0.0002150537,0.37932307],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969791,0.0009254848,0.000058836515,0.00018543388,0.00075497996,0.0010962471],"domain_scores_gemma":[0.9961274,0.00073988875,0.00020318358,0.00012804048,0.00046521475,0.0023362092],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003872296,0.0004636463,0.00038660187,0.0008337708,0.012031931,0.016747719,0.0010993928,0.0036661914,0.018889932],"category_scores_gemma":[0.0034655803,0.00024234281,0.0003551228,0.001174199,0.0045887446,0.009322727,0.008847694,0.005514737,0.0040327325],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056641446,0.000391484,0.006100281,0.00069007813,0.0000187068,0.003002773,0.12725028,0.00064088637,0.0032218848,0.2836619,0.25450265,0.3204625],"study_design_scores_gemma":[0.000008389818,0.00008314789,0.0029987656,0.00030617072,0.000003978004,0.0012566762,0.14651221,0.00026642464,0.00054984505,0.02452194,0.8234615,0.00003106174],"about_ca_topic_score_codex":0.014476717,"about_ca_topic_score_gemma":0.044014547,"teacher_disagreement_score":0.018889932,"about_ca_system_score_codex":0.006062735,"about_ca_system_score_gemma":0.020547442,"threshold_uncertainty_score":0.06319314},"labels":[],"label_agreement":null},{"id":"W3029958928","doi":"10.5539/elt.v13n6p118","title":"Promoting Thai EFL Learners’ Ability to Self-correct Errors in Written English Sentences through Games","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Mathematics education; Test (biology); English language; Outcome (game theory); Significant difference; Computer science; Artificial intelligence","score_opus":0.02142114054671219,"score_gpt":0.2580833821984745,"score_spread":0.2366622416517623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3029958928","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9933696,0.00005721341,0.001998581,0.00006236012,0.000010737857,0.00011892578,0.000018831422,0.00004793178,0.0043157698],"genre_scores_gemma":[0.9807099,0.00027404798,0.01304972,0.000048801827,0.000006816744,0.00025670216,0.000054286676,0.000009532448,0.005590104],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9997707,0.00008193341,0.000026796497,0.00002307686,0.00005835515,0.000039067694],"domain_scores_gemma":[0.99938726,0.00025298758,0.00010183346,0.000019172647,0.00010378462,0.00013489094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00031626227,0.0003721384,0.00019227808,0.00024465838,0.00019753202,0.0005659706,0.00023091809,0.00020252645,0.0019410556],"category_scores_gemma":[0.0016173519,0.00008475235,0.00018068614,0.000081366255,0.00018131486,0.0003437328,0.0006354062,0.00032038288,0.00036938407],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017286062,0.021718217,0.08093999,0.0028705546,0.000078830824,0.001971487,0.027130352,0.0029285282,0.18185662,0.0017058593,0.004308223,0.67276263],"study_design_scores_gemma":[0.0007578371,0.042170793,0.6140587,0.0012265756,0.0003479801,0.0032622297,0.030814094,0.026780082,0.20817614,0.0039867307,0.06818008,0.00023872548],"about_ca_topic_score_codex":0.000486721,"about_ca_topic_score_gemma":0.00084201066,"teacher_disagreement_score":0.0019410556,"about_ca_system_score_codex":0.000096657524,"about_ca_system_score_gemma":0.00026738874,"threshold_uncertainty_score":0.006493449},"labels":[],"label_agreement":null},{"id":"W3030489404","doi":"10.5539/ies.v13n6p153","title":"On the Relationship Between Teacher Autonomy and Learner Autonomy","year":2020,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Learner autonomy; Practicum; Autonomy; Pedagogy; Psychology; Foreign language; Teacher education; Language acquisition; Language education; Mathematics education; Political science; Comprehension approach","score_opus":0.2803828326775673,"score_gpt":0.3823401328876034,"score_spread":0.10195730021003607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3030489404","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61060923,0.008163727,0.01712759,0.03210282,0.00021450315,0.0000875728,0.00008971,0.000038432743,0.3315663],"genre_scores_gemma":[0.99741936,0.00086301076,0.00055852265,0.00023014784,0.000039354203,0.00002287499,0.0000086277905,0.000008168987,0.0008499086],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9868427,0.008916179,0.0004441166,0.0008560629,0.001978567,0.00096239184],"domain_scores_gemma":[0.878673,0.10141603,0.009471471,0.0016702802,0.0047210646,0.004048054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011688365,0.00021615645,0.00033265183,0.0015686114,0.0020969312,0.004207509,0.0007551566,0.0009744685,0.004673169],"category_scores_gemma":[0.043408915,0.000206086,0.00045806964,0.0011847923,0.011107291,0.005953112,0.0048873117,0.0026706578,0.00025801256],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024114951,0.00023403057,0.11613182,0.00033960943,0.0000772877,0.00091387203,0.08290998,0.0016228543,0.00036668582,0.737197,0.0017788247,0.05818691],"study_design_scores_gemma":[0.00014956553,0.00044138436,0.24748676,0.0011850178,0.0001416805,0.001468741,0.090224124,0.0048851883,0.00092542765,0.60629046,0.04666275,0.00013895446],"about_ca_topic_score_codex":0.0030969428,"about_ca_topic_score_gemma":0.002418032,"teacher_disagreement_score":0.011688365,"about_ca_system_score_codex":0.002768362,"about_ca_system_score_gemma":0.00305581,"threshold_uncertainty_score":0.061814725},"labels":[],"label_agreement":null},{"id":"W3032372639","doi":"10.17011/apples/urn.202005293589","title":"Qui suis-je","year":2020,"lang":"en","type":"article","venue":"Apples - Journal of Applied Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Suomen Kulttuurirahasto","keywords":"French immersion; Dialogic; Psychology; Popularity; Narrative; French; Pedagogy; Sociology; Social psychology; Humanities; Art; Literature","score_opus":0.05727277680593742,"score_gpt":0.2855624296877199,"score_spread":0.22828965288178246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3032372639","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10832197,0.012452382,0.00494368,0.022465315,0.0049179746,0.00014873575,0.0012606155,0.0007166479,0.8447726],"genre_scores_gemma":[0.41740495,0.005379822,0.0026083188,0.0040025585,0.0005109054,0.00008416223,0.0006976902,0.0002409061,0.5690707],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987594,0.00031248617,0.000044115655,0.0001695279,0.00045264172,0.00026172548],"domain_scores_gemma":[0.998235,0.00030404996,0.00011767263,0.00021982359,0.00076424005,0.00035921496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014857344,0.0006080733,0.0004642821,0.0014594579,0.0057411836,0.0063417065,0.0006011099,0.0012155424,0.08921704],"category_scores_gemma":[0.0042807627,0.0001858063,0.00051210437,0.000874341,0.0028266516,0.0026941346,0.002388194,0.0019123863,0.014732982],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039774954,0.00017810425,0.028895173,0.0008098011,0.000098941615,0.0036779891,0.053541318,0.00032204288,0.0058845496,0.24036467,0.20836072,0.457469],"study_design_scores_gemma":[0.0000082345,0.000060290837,0.011176295,0.00028851064,0.000015728765,0.0009677168,0.017158335,0.00011337376,0.0007361811,0.00523371,0.96421534,0.000026366886],"about_ca_topic_score_codex":0.12582196,"about_ca_topic_score_gemma":0.21525663,"teacher_disagreement_score":0.12582196,"about_ca_system_score_codex":0.0064347787,"about_ca_system_score_gemma":0.0056717307,"threshold_uncertainty_score":0.29846072},"labels":[],"label_agreement":null},{"id":"W3032395085","doi":"10.1007/978-3-030-47468-3_1","title":"Introduction and Overview of Book","year":2020,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"NorQuest College; University of Alberta","funders":"","keywords":"Curriculum; Engineering ethics; Context (archaeology); Computer science; Mathematics education; Engineering; Pedagogy; Sociology; Psychology; History","score_opus":0.06783579963734843,"score_gpt":0.23995680128052618,"score_spread":0.17212100164317776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3032395085","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00034020937,0.011803497,0.0035369364,0.0014746606,0.0043604686,0.00012654846,0.0014795627,0.00072961074,0.9761485],"genre_scores_gemma":[0.0006062319,0.004904178,0.0014300765,0.00044498834,0.00051816046,0.000042970147,0.0009816673,0.00028433496,0.99078745],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99972326,0.0000218002,0.000010838171,0.000048263202,0.00017313693,0.000022653621],"domain_scores_gemma":[0.999711,0.00006007788,0.000011705176,0.000027873606,0.0001399219,0.000049483042],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00027273776,0.00085309206,0.00078622275,0.0037490022,0.0013778427,0.004185959,0.0011477552,0.001084419,0.32390153],"category_scores_gemma":[0.00095003226,0.00047080536,0.00044410853,0.0054515754,0.00048930437,0.0034221024,0.0012207917,0.0020241125,0.23873594],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008520875,0.00003582151,0.000035120953,0.00019737562,0.0000014064815,0.000031163283,0.00007702937,0.00014142437,0.00039050533,0.016036954,0.8426141,0.14043058],"study_design_scores_gemma":[9.158808e-7,0.0000039568367,0.000066885455,0.00008051415,8.076224e-7,0.000037159793,0.000027392649,0.000032510903,0.000058337697,0.0019773068,0.9977118,0.0000025422237],"about_ca_topic_score_codex":0.004041076,"about_ca_topic_score_gemma":0.011318817,"teacher_disagreement_score":0.67609847,"about_ca_system_score_codex":0.0010405494,"about_ca_system_score_gemma":0.0017505758,"threshold_uncertainty_score":0.9643724},"labels":[],"label_agreement":null},{"id":"W3032978494","doi":"10.1177/0033688220920371","title":"Language Teaching Methodology as a Lived Experience: An Autoethnography from China","year":2020,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Autoethnography; Sociology; Pedagogy; Positivism; Construct (python library); Language education; China; Teaching method; Curriculum; Mathematics education; Psychology; Epistemology; Social science; Political science","score_opus":0.16666700178045607,"score_gpt":0.37027199141169187,"score_spread":0.2036049896312358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3032978494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98973465,0.00053990533,0.0024346504,0.0012333989,0.00006130006,0.00011316604,0.00007058407,0.000029213892,0.005783113],"genre_scores_gemma":[0.9880663,0.0008022926,0.001685993,0.00048133906,0.000033286844,0.0001527885,0.00009688756,0.00007071997,0.008610201],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9934453,0.004408996,0.00022028858,0.0005462684,0.0005604602,0.0008186498],"domain_scores_gemma":[0.99455667,0.003472035,0.00036071017,0.00044350256,0.00044980133,0.00071734516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006222575,0.0010410973,0.0010802153,0.002475783,0.012422411,0.0038073815,0.0014549259,0.0017467238,0.0017782511],"category_scores_gemma":[0.0066181887,0.0006875608,0.0005675212,0.0028891347,0.00931332,0.003059112,0.00485674,0.0029836784,0.00036673373],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015811125,0.000045856108,0.0029313476,0.000048692407,0.0000057787415,0.00095194887,0.9876445,0.000065984445,0.0010543329,0.0015044166,0.00037646087,0.0053548985],"study_design_scores_gemma":[0.0000060784696,0.00007968481,0.006996443,0.00021721561,0.000014255153,0.0006645574,0.96228135,0.00053001964,0.0013996717,0.00060618756,0.02716594,0.000038513],"about_ca_topic_score_codex":0.026967112,"about_ca_topic_score_gemma":0.049106736,"teacher_disagreement_score":0.026967112,"about_ca_system_score_codex":0.009188257,"about_ca_system_score_gemma":0.0051988466,"threshold_uncertainty_score":0.06666571},"labels":[],"label_agreement":null},{"id":"W3033009245","doi":"10.5539/elt.v13n6p172","title":"Do Saudi Learners of English Recognize the Benefits of Consciousness-raising Tasks and Communicative Tasks?","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Context (archaeology); Perception; Consciousness raising; Cognitive psychology; Developmental psychology; Social psychology; Mathematics education; Pedagogy","score_opus":0.03614028669918057,"score_gpt":0.2658370037843661,"score_spread":0.22969671708518552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033009245","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99952924,0.000053366606,0.000033417764,0.0000546145,0.0000022552695,0.0000021466271,0.0000043315363,7.6640123e-7,0.00031983797],"genre_scores_gemma":[0.9995228,0.000087966546,0.000073633986,0.000048063474,0.0000019039136,0.000003197188,0.000007940149,7.135374e-7,0.00025376645],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99950695,0.00012855382,0.00004227587,0.000035390418,0.0001871755,0.000099613426],"domain_scores_gemma":[0.99707913,0.00057162903,0.0012338882,0.00008778421,0.0005435035,0.00048406725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010607702,0.00024481307,0.00025620713,0.00040954578,0.000504062,0.0015757439,0.0002147976,0.00051962177,0.0010692858],"category_scores_gemma":[0.0045655803,0.00014760815,0.00018961758,0.0001785016,0.00078542077,0.0007311549,0.00067875173,0.0005395936,0.00028148876],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043912855,0.00059346075,0.7188678,0.00028031203,0.0000623515,0.00071833446,0.21292649,0.00015500982,0.01364251,0.00046968128,0.0004688071,0.051376067],"study_design_scores_gemma":[0.000029512288,0.0010335285,0.5858472,0.00010424072,0.000055955043,0.0009432249,0.40457526,0.00050103635,0.0023888247,0.00036124932,0.004103593,0.00005645137],"about_ca_topic_score_codex":0.0060644937,"about_ca_topic_score_gemma":0.009377695,"teacher_disagreement_score":0.0060644937,"about_ca_system_score_codex":0.0004775135,"about_ca_system_score_gemma":0.0006701008,"threshold_uncertainty_score":0.012058437},"labels":[],"label_agreement":null},{"id":"W3033271462","doi":"10.22158/sll.v4n3p1","title":"Bilinguals and Their Perceptions of Both Languages in Their Brains","year":2020,"lang":"en","type":"article","venue":"Studies in Linguistics and Literature","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Burman University","funders":"","keywords":"Perspective (graphical); Neuroscience of multilingualism; First language; Perception; Psychology; Intersection (aeronautics); Representation (politics); Face (sociological concept); Second language; Linguistics; Computer science; Artificial intelligence; Geography","score_opus":0.04340513569435458,"score_gpt":0.31559764420850656,"score_spread":0.272192508514152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033271462","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972504,0.00014695888,0.000032585496,0.00013384907,0.0000045472298,0.0000026426524,0.000009479719,0.0000014586044,0.0024180892],"genre_scores_gemma":[0.99915874,0.00014062312,0.000027223881,0.00005925105,0.0000026558985,0.0000027820015,0.000010669975,0.0000012392688,0.000596832],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99936455,0.00023727625,0.00004252839,0.000056250017,0.00014698952,0.00015237906],"domain_scores_gemma":[0.99836487,0.00047378382,0.00053457246,0.000054619435,0.00018252984,0.00038952884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010504473,0.00023819557,0.00031704115,0.0011104489,0.0015811817,0.002812371,0.00014816997,0.0004891171,0.0031707499],"category_scores_gemma":[0.0025957786,0.00023211139,0.00019233585,0.0004737177,0.0024557295,0.001207276,0.0015250804,0.0010039083,0.00030386116],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036663184,0.00035326055,0.28315943,0.00013565767,0.00003186302,0.0010346165,0.6894495,0.000054651042,0.0084910095,0.0020657755,0.0005694112,0.014288121],"study_design_scores_gemma":[0.000023468694,0.00027698738,0.21348056,0.00007146556,0.00002644967,0.0012344231,0.7788515,0.00009779182,0.0007187953,0.0006623154,0.004523694,0.000032595453],"about_ca_topic_score_codex":0.00970701,"about_ca_topic_score_gemma":0.015983148,"teacher_disagreement_score":0.00970701,"about_ca_system_score_codex":0.00083359564,"about_ca_system_score_gemma":0.0008396643,"threshold_uncertainty_score":0.019300997},"labels":[],"label_agreement":null},{"id":"W3033398341","doi":"10.5539/ijel.v10n5p1","title":"Learning English in Tourism and Hospitality Internships Overseas: Reflections from Six Taiwanese College Students","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Internship; Psychology; Active listening; Reading (process); Tourism; Hospitality; Notice; Intercultural communication; Medical education; Pedagogy; English for specific purposes; Political science; Medicine","score_opus":0.04278082473103895,"score_gpt":0.3133094097946453,"score_spread":0.27052858506360633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033398341","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99820733,0.00008025319,0.0000807643,0.0004270816,0.000034939956,0.000021132559,0.000008443093,0.0000044906615,0.0011354503],"genre_scores_gemma":[0.99347913,0.00032337604,0.0003223123,0.00067343394,0.000043370765,0.00003954829,0.000030239957,0.000019302108,0.005069222],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977701,0.00094693265,0.000106581996,0.00020391108,0.00031741316,0.00065511],"domain_scores_gemma":[0.992136,0.0015190612,0.00089336175,0.00022312712,0.0010763494,0.0041521834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032363108,0.0008918373,0.0007294307,0.0009635208,0.010631154,0.0059062485,0.0013891516,0.0016709588,0.0027790335],"category_scores_gemma":[0.0061746393,0.00065452786,0.0005978001,0.00060741935,0.004325029,0.0017487413,0.005502566,0.0045536277,0.0007414872],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000087121494,0.0008424462,0.03150238,0.00010353346,0.000020763047,0.004784406,0.94453055,0.00006005941,0.0032819193,0.00026289377,0.0013382321,0.013185639],"study_design_scores_gemma":[0.0000059598856,0.00024799263,0.010223349,0.000035800535,0.000009513785,0.0006292103,0.9830003,0.000042264197,0.00042587193,0.00004691306,0.0053084535,0.000024441775],"about_ca_topic_score_codex":0.007226942,"about_ca_topic_score_gemma":0.028937487,"teacher_disagreement_score":0.010631154,"about_ca_system_score_codex":0.0019865902,"about_ca_system_score_gemma":0.0026614543,"threshold_uncertainty_score":0.017115414},"labels":[],"label_agreement":null},{"id":"W3033612689","doi":"10.1558/cj.36996","title":"Rock or Lock? Gamifying an online course management system for pronunciation instruction","year":2020,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Pronunciation; Context (archaeology); Psychology; Perception; Computer science; Mathematics education; Linguistics","score_opus":0.11739573157982447,"score_gpt":0.2917508522058545,"score_spread":0.17435512062603004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033612689","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99636817,0.000026231342,0.001156324,0.000043958524,0.000023216997,0.0017337711,0.00003778931,0.000048513175,0.00056215876],"genre_scores_gemma":[0.96084994,0.00011985163,0.028284362,0.00021085612,0.000046102206,0.0070770555,0.00009534814,0.000018140297,0.0032984246],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.9988587,0.0004700376,0.0000811296,0.00024588735,0.00011899093,0.00022536686],"domain_scores_gemma":[0.9980683,0.0008515474,0.00019373035,0.0002332528,0.000116234725,0.00053704786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028663396,0.0009866755,0.0012793788,0.00062144786,0.00090337015,0.0008462742,0.0009248366,0.00088696455,0.0054108347],"category_scores_gemma":[0.0031019861,0.0004945073,0.00048650344,0.00016458514,0.0008589534,0.0010900176,0.0010018818,0.0010859878,0.0008070894],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.028205212,0.6278777,0.024719134,0.0018473093,0.00019150107,0.0008260941,0.014857292,0.0014410622,0.0670645,0.0014752663,0.0017334182,0.22976159],"study_design_scores_gemma":[0.023230804,0.76063305,0.13427295,0.00025732443,0.00045625353,0.00050195813,0.011584173,0.010873879,0.04183295,0.0018973381,0.014095464,0.00036386214],"about_ca_topic_score_codex":0.0003889498,"about_ca_topic_score_gemma":0.0007878082,"teacher_disagreement_score":0.0054108347,"about_ca_system_score_codex":0.00028352768,"about_ca_system_score_gemma":0.0005830306,"threshold_uncertainty_score":0.018100977},"labels":[],"label_agreement":null},{"id":"W3033834100","doi":"10.5430/ijhe.v9n4p153","title":"Silence is Gold?: A Study on Students’ Silence in EFL Classrooms","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Silence; Conversation; Class (philosophy); Psychology; Mathematics education; Foreign language; Pedagogy; English as a foreign language; Linguistics; Communication; Computer science","score_opus":0.0517941023153318,"score_gpt":0.35962059272808705,"score_spread":0.3078264904127552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033834100","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99920267,0.00006733524,0.0000833073,0.000127347,0.000006180281,0.000012402865,0.000008814059,0.0000022336965,0.00048975495],"genre_scores_gemma":[0.9990233,0.00011686304,0.00007340849,0.00013597174,0.0000071239406,0.000024201505,0.000012032414,0.0000045630973,0.0006024875],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99779534,0.0010479479,0.00014179258,0.000269544,0.00032022665,0.0004251812],"domain_scores_gemma":[0.9951256,0.0020365159,0.0010401192,0.00021539751,0.00051690516,0.001065467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002442549,0.00038784844,0.0009863197,0.0011338898,0.004507353,0.0033257895,0.001031627,0.0014100852,0.0013720499],"category_scores_gemma":[0.0076294625,0.0005642231,0.0003720004,0.00079067255,0.0034102108,0.002082845,0.002902222,0.0023226321,0.00042209626],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004438521,0.00038596886,0.047981396,0.000079130405,0.000010209903,0.00083830336,0.94066715,0.000014418952,0.002125503,0.00019535903,0.00021446662,0.007443698],"study_design_scores_gemma":[0.0000052507057,0.000386486,0.04815833,0.000063519765,0.000013403033,0.0005663888,0.9463065,0.00006995589,0.00068951404,0.00010690157,0.0036091171,0.000024528737],"about_ca_topic_score_codex":0.0054979683,"about_ca_topic_score_gemma":0.009208678,"teacher_disagreement_score":0.0054979683,"about_ca_system_score_codex":0.0013682774,"about_ca_system_score_gemma":0.0014849035,"threshold_uncertainty_score":0.012917638},"labels":[],"label_agreement":null},{"id":"W3034165313","doi":"10.4324/9781003006794-14","title":"Shifting From a Monolingual to a Plurilingual Pedagogical Practice","year":2020,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Philosophy","score_opus":0.17782974349587094,"score_gpt":0.3337215107893913,"score_spread":0.15589176729352033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034165313","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34242007,0.0029557596,0.031403434,0.009525203,0.0005391814,0.0001416958,0.000024900079,0.00025224523,0.6127375],"genre_scores_gemma":[0.8948616,0.002222328,0.011674255,0.001987867,0.000086008746,0.00012839561,0.000030924817,0.00014270487,0.08886591],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99776804,0.0013314803,0.00005138675,0.00021080987,0.00030353584,0.0003347429],"domain_scores_gemma":[0.9987821,0.00048563606,0.00007075929,0.00010934723,0.00014024015,0.0004119889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025536376,0.00041822437,0.00018934532,0.00063786114,0.0066341073,0.006406753,0.0011568476,0.0011344525,0.0031420384],"category_scores_gemma":[0.0017876108,0.00020046021,0.0002423153,0.00051189546,0.013394419,0.004573204,0.0103605995,0.0034414663,0.0008671494],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040581803,0.00018110483,0.0032923408,0.00022200093,0.000005073657,0.0023304948,0.6695291,0.00024815145,0.006587106,0.12372849,0.008688792,0.18514681],"study_design_scores_gemma":[0.000014097177,0.0001500145,0.0036399618,0.00053443515,0.000009848477,0.0032191216,0.6043278,0.0005223792,0.0024398775,0.015404167,0.36970514,0.000033263408],"about_ca_topic_score_codex":0.010879874,"about_ca_topic_score_gemma":0.03593706,"teacher_disagreement_score":0.010879874,"about_ca_system_score_codex":0.0033422797,"about_ca_system_score_gemma":0.00489295,"threshold_uncertainty_score":0.02425009},"labels":[],"label_agreement":null},{"id":"W3034198238","doi":"","title":"LA TOMA DE CONCIENCIA SOBRE EL APRENDIZ DE LENGUA DE HERENCIA EN CLASES DE ESPAÑOL COMO SEGUNDA LENGUA: CREENCIAS Y ACTITUDES DEL PROFESOR","year":2018,"lang":"es","type":"article","venue":"ELIA: Estudios de Lingüística Inglesa Aplicada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Foreign language; Heritage language; Pedagogy; Language education; Class (philosophy); Psychology; First language; Humanities; Mathematics education; Linguistics; Computer science; Art; Artificial intelligence; Philosophy","score_opus":0.022591888920674756,"score_gpt":0.3046010373754758,"score_spread":0.282009148454801,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034198238","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9470965,0.0012255806,0.0011980945,0.0052598054,0.00013649117,0.00004071185,0.00003616221,0.000015501611,0.044991158],"genre_scores_gemma":[0.9914625,0.0016944412,0.0007178083,0.000326525,0.00003526783,0.00002345196,0.00004323306,0.000010103304,0.005686625],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99937063,0.0002828377,0.000027632988,0.00006526076,0.00016686392,0.00008676523],"domain_scores_gemma":[0.99465394,0.0027715317,0.00046422586,0.00019655473,0.0015687883,0.0003449424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031034565,0.00019704424,0.00013857282,0.00085084984,0.001405082,0.0029740992,0.0005634452,0.0007463017,0.002594638],"category_scores_gemma":[0.009301884,0.00015177333,0.00013500938,0.0006099964,0.0025802536,0.0022903297,0.0018225375,0.0019067907,0.00024649405],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012145067,0.00036640142,0.10251385,0.00029234478,0.000016233036,0.0012765661,0.68782,0.00020047717,0.004764012,0.0216853,0.0048885983,0.17605475],"study_design_scores_gemma":[0.000015157082,0.00017649279,0.1295118,0.00075017696,0.000038793027,0.00041232252,0.76484203,0.00031086363,0.002993853,0.0032213319,0.09769958,0.000027549304],"about_ca_topic_score_codex":0.030124784,"about_ca_topic_score_gemma":0.06540489,"teacher_disagreement_score":0.030124784,"about_ca_system_score_codex":0.002210163,"about_ca_system_score_gemma":0.005808557,"threshold_uncertainty_score":0.059898853},"labels":[],"label_agreement":null},{"id":"W3034379039","doi":"10.5539/elt.v13n7p52","title":"Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Government (linguistics); Remedial education; Psychology; Population; Pedagogy; Medical education; Variety (cybernetics); Teaching method; Mathematics education; Sociology; Medicine","score_opus":0.026718852014368164,"score_gpt":0.28917838409902347,"score_spread":0.2624595320846553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034379039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99582726,0.00029525787,0.00027601887,0.0013973903,0.00006711975,0.00009611966,0.000031808242,0.000016606713,0.0019924282],"genre_scores_gemma":[0.99252725,0.0008869384,0.001080659,0.0008919655,0.000026338328,0.00008366393,0.000059905095,0.00001643456,0.004426738],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966814,0.00090325304,0.0002406584,0.00032887392,0.000879415,0.0009662589],"domain_scores_gemma":[0.9928731,0.0010655725,0.0011686407,0.00024799784,0.0019716665,0.0026730243],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028699315,0.0002339593,0.00035835893,0.00037558287,0.0035958567,0.002869398,0.001195631,0.0012542605,0.003183488],"category_scores_gemma":[0.007937404,0.00050789426,0.0002572945,0.000415786,0.0011369516,0.0014206966,0.0020580688,0.0022526637,0.00092585623],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00045697714,0.0023379193,0.23468316,0.0011592419,0.000025366355,0.021543909,0.60384566,0.0004270803,0.018055316,0.0015437002,0.0069773295,0.10894433],"study_design_scores_gemma":[0.000040574596,0.0014212528,0.087761976,0.00043536726,0.000017394972,0.0029230544,0.8705861,0.00035997617,0.002526261,0.00030130448,0.03355724,0.000069476046],"about_ca_topic_score_codex":0.010547464,"about_ca_topic_score_gemma":0.020136803,"teacher_disagreement_score":0.010547464,"about_ca_system_score_codex":0.0018098768,"about_ca_system_score_gemma":0.008847815,"threshold_uncertainty_score":0.020972133},"labels":[],"label_agreement":null},{"id":"W3034910312","doi":"10.5539/elt.v13n7p27","title":"Effects of Integrating Movie-Based Mobile Learning Instruction for Enhancing Thai University Students’ Speaking Skills and Intercultural Communicative Competence","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"School of Liberal Arts; Mae Fah Luang University","keywords":"Psychology; Communicative competence; Pedagogy; Curriculum; Intercultural competence; Intercultural communication; Mathematics education","score_opus":0.0075878709555443355,"score_gpt":0.23853025516545281,"score_spread":0.23094238420990848,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034910312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983481,0.00010324238,0.00013700094,0.00005115681,0.000013311063,0.000098088196,0.00000952557,0.000009903656,0.0012296113],"genre_scores_gemma":[0.99481887,0.00039542236,0.0031849626,0.00009988179,0.000017096221,0.00018822109,0.000029308707,0.0000041223902,0.0012621302],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99945515,0.00024830745,0.000051810308,0.00006310545,0.00010142379,0.000080211554],"domain_scores_gemma":[0.99820936,0.0008236899,0.00021418698,0.00006725207,0.00017866933,0.000506938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000637265,0.00032648494,0.0003603136,0.00019372859,0.00032741914,0.0006320571,0.00022037509,0.00038518556,0.002551643],"category_scores_gemma":[0.0030946706,0.00014204856,0.0004177948,0.00014124774,0.00018401534,0.0003629373,0.00057208154,0.0005974415,0.00021415038],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009333734,0.06944099,0.06984691,0.004071376,0.0003979407,0.0011253592,0.01868838,0.0009358329,0.1468482,0.00043201944,0.0011165818,0.6777627],"study_design_scores_gemma":[0.0016105262,0.104563795,0.8082562,0.0009817807,0.0013654641,0.0005759208,0.019898254,0.0031329123,0.049811374,0.0003600949,0.00931131,0.00013228417],"about_ca_topic_score_codex":0.0010627249,"about_ca_topic_score_gemma":0.0020289894,"teacher_disagreement_score":0.002551643,"about_ca_system_score_codex":0.00019437932,"about_ca_system_score_gemma":0.00063549436,"threshold_uncertainty_score":0.0085361},"labels":[],"label_agreement":null},{"id":"W3035639154","doi":"","title":"Korean Immigrants' English Learning Motivation and Learner Beliefs in Toronto: A Qualitative Case Study Based on NVivo","year":2008,"lang":"en","type":"article","venue":"The Sociolinguistic Journal of Korea","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Qualitative research; Psychology; Social psychology; Mathematics education; Pedagogy; Sociology; Linguistics; Political science; Social science","score_opus":0.051762499304245944,"score_gpt":0.31924933006465617,"score_spread":0.26748683076041024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3035639154","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99775225,0.000033757875,0.000086092514,0.0001522075,0.000004527859,0.000031987172,0.000047013214,0.0000026162488,0.0018895766],"genre_scores_gemma":[0.996714,0.00008835204,0.00014858131,0.000073418734,0.0000022478152,0.000054288463,0.00003585177,0.0000043986674,0.002878918],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99868125,0.00056720787,0.00004985604,0.00012075032,0.000114519,0.000466415],"domain_scores_gemma":[0.9976618,0.00084449525,0.00023654354,0.00006734833,0.00035655475,0.0008332512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023497976,0.00037805559,0.00036755504,0.00092908397,0.013592331,0.003265234,0.00088423426,0.000727569,0.003010494],"category_scores_gemma":[0.0028568695,0.0003714097,0.00031085193,0.0012663986,0.0028814797,0.0013354141,0.0031835185,0.0013928083,0.00027314294],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047465262,0.00011709646,0.02068091,0.000027836304,0.0000032910273,0.0008674101,0.974359,0.000018964074,0.0007810571,0.00038490817,0.0002618896,0.0024502724],"study_design_scores_gemma":[0.0000024714718,0.000038425263,0.010280849,0.000017495928,0.0000045185157,0.00005333151,0.9880513,0.000028916777,0.00018674608,0.000022528444,0.0013071382,0.000006146711],"about_ca_topic_score_codex":0.3241852,"about_ca_topic_score_gemma":0.6373427,"teacher_disagreement_score":0.6758148,"about_ca_system_score_codex":0.0097438125,"about_ca_system_score_gemma":0.011594078,"threshold_uncertainty_score":0.64459646},"labels":[],"label_agreement":null},{"id":"W3037107120","doi":"10.5539/ells.v10n3p31","title":"Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students","year":2020,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Foreign language; Fluency; Anxiety; Curriculum; Pedagogy; Mathematics education","score_opus":0.07069928711192325,"score_gpt":0.29010467999471606,"score_spread":0.21940539288279282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3037107120","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99967504,0.00002405761,0.000004694942,0.000018954011,0.0000010544743,0.000002850175,0.000007979895,2.0781322e-7,0.00026519544],"genre_scores_gemma":[0.99959177,0.000049002392,0.000011988459,0.000016377939,0.0000028195109,0.000004691445,0.000021931617,2.0891699e-7,0.0003010826],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99970824,0.000033540102,0.0000340177,0.00003309498,0.00008543269,0.00010569388],"domain_scores_gemma":[0.9991986,0.00015189155,0.00024115213,0.000023797931,0.00008752578,0.0002968984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048416483,0.00024877337,0.00021301852,0.0007702484,0.0008592845,0.0009372553,0.00023463528,0.00036289473,0.0019545802],"category_scores_gemma":[0.0011946196,0.00020092944,0.00033912604,0.00045055946,0.00047263608,0.0004205277,0.0005773555,0.00048021527,0.00015669058],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003718726,0.0002359731,0.98865384,0.00002492999,0.000018230927,0.00019696915,0.0063981935,0.000016183732,0.00066365383,0.000060783437,0.00006593432,0.003628218],"study_design_scores_gemma":[0.0000016655903,0.00014617774,0.9898885,0.000007855939,0.000011084208,0.000109929744,0.0095492825,0.000050043585,0.000069522706,0.000020421967,0.00014049534,0.000005098694],"about_ca_topic_score_codex":0.012931283,"about_ca_topic_score_gemma":0.024699807,"teacher_disagreement_score":0.012931283,"about_ca_system_score_codex":0.0004393633,"about_ca_system_score_gemma":0.00065614237,"threshold_uncertainty_score":0.025712013},"labels":[],"label_agreement":null},{"id":"W3037207475","doi":"10.5539/elt.v13n7p97","title":"Effects of Written Corrective Feedback: A Synthesis of 10 Quasi-Experimental Studies","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Second language writing; Peer feedback; Written language; Focus (optics); Mathematics education; Second language; Linguistics","score_opus":0.01823239964133116,"score_gpt":0.2647376921264651,"score_spread":0.24650529248513392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3037207475","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.232232,0.6828058,0.01783781,0.0012080797,0.0016546834,0.05242931,0.0066207508,0.00026107204,0.004950515],"genre_scores_gemma":[0.64379823,0.23434334,0.0312331,0.0016057506,0.00040731143,0.08317318,0.0028443653,0.00019547043,0.0023992872],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.95650804,0.024142317,0.011756601,0.002442688,0.0045978124,0.00055253995],"domain_scores_gemma":[0.86437756,0.10866917,0.01284102,0.003961996,0.009671133,0.00047915863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.054725017,0.0017388882,0.006163197,0.004402271,0.0012091076,0.002758256,0.0012549768,0.0011735908,0.0062777535],"category_scores_gemma":[0.120851204,0.0017390564,0.008357639,0.0040697143,0.001763395,0.0019849762,0.001782328,0.0014941756,0.0004581458],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.030330028,0.00431082,0.010233632,0.6020023,0.08306437,0.0003990009,0.012669402,0.00087154645,0.0032696773,0.0011097798,0.0025263468,0.24921301],"study_design_scores_gemma":[0.046771098,0.03071174,0.107771255,0.37733918,0.36434916,0.0005256724,0.0147366915,0.000788972,0.007028687,0.002228188,0.047298405,0.0004508939],"about_ca_topic_score_codex":0.0045748586,"about_ca_topic_score_gemma":0.011240145,"teacher_disagreement_score":0.054725017,"about_ca_system_score_codex":0.004962419,"about_ca_system_score_gemma":0.006658654,"threshold_uncertainty_score":0.28941703},"labels":[],"label_agreement":null},{"id":"W3037267731","doi":"10.3138/cmlr-2019-0009","title":"Focusing on Language and Content with Adolescent English Language Learners in the Mainstream Classroom","year":2020,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Humanities; Philosophy","score_opus":0.030639491251900148,"score_gpt":0.22200543456932192,"score_spread":0.19136594331742177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3037267731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998346,0.00009789529,0.0001318382,0.000051227296,0.000008531273,0.000057525966,0.00000988532,0.0000071255017,0.0012900059],"genre_scores_gemma":[0.9917305,0.00046931143,0.001681448,0.00010342354,0.000013485994,0.00027371454,0.000048500733,0.000012491944,0.0056671104],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986638,0.00038970492,0.00007537948,0.0002844689,0.00029460268,0.0002919955],"domain_scores_gemma":[0.9968857,0.0010955774,0.00040837977,0.00019535855,0.00047760693,0.00093734555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020823334,0.0005823802,0.00082616473,0.0007099011,0.0022891131,0.002827856,0.001008112,0.0006699606,0.0030444653],"category_scores_gemma":[0.005302599,0.000499872,0.00044691138,0.00043509144,0.0011439703,0.0015348428,0.0025043099,0.0010967912,0.00091487734],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041455682,0.009135863,0.18542705,0.0006608682,0.000050432795,0.0020853337,0.6745026,0.00013618426,0.02138517,0.0008124163,0.0013307994,0.10405869],"study_design_scores_gemma":[0.00017417135,0.0050951666,0.31513122,0.0005956183,0.00020018763,0.0010840717,0.63120836,0.00032724254,0.013067824,0.0010940975,0.031937182,0.00008482575],"about_ca_topic_score_codex":0.007370188,"about_ca_topic_score_gemma":0.025167357,"teacher_disagreement_score":0.007370188,"about_ca_system_score_codex":0.0013089667,"about_ca_system_score_gemma":0.0027962334,"threshold_uncertainty_score":0.014654577},"labels":[],"label_agreement":null},{"id":"W3037418596","doi":"10.5430/wje.v10n3p95","title":"The Effects of Test Type, Pronunciation, and Proficiency Level on EFL Learners’ Speaking Exam Scores","year":2020,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Turkish; Test (biology); Vocabulary; Significant difference; Language proficiency; Mathematics education; Statistics; Mathematics; Linguistics","score_opus":0.04688692488899466,"score_gpt":0.27556666782213235,"score_spread":0.2286797429331377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3037418596","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999411,0.00006776787,0.00011313149,0.000006956631,0.000005451721,0.00000574978,0.000030628624,0.0000051130773,0.00035419167],"genre_scores_gemma":[0.99915457,0.000040359282,0.00018785795,0.000009647884,0.00000766509,0.000012014684,0.00008997266,0.000005925574,0.0004920682],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970414,0.0009453427,0.00032764729,0.0004863899,0.00097351626,0.00022554716],"domain_scores_gemma":[0.9725356,0.019614803,0.0030050753,0.00089138036,0.001575581,0.0023775855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020557882,0.0004713781,0.00051844155,0.0006219918,0.00016901303,0.0007357025,0.00035049507,0.00038813695,0.0023079058],"category_scores_gemma":[0.015719047,0.00017788076,0.0005393285,0.0003971039,0.0003880722,0.00040509674,0.00056202995,0.00049391115,0.00055316364],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0048085437,0.0009031557,0.93664473,0.00010039083,0.00030018506,0.00066973997,0.00085641677,0.00041977616,0.019683551,0.000037686114,0.00015520598,0.035420664],"study_design_scores_gemma":[0.000013870482,0.0029104264,0.99398863,0.000006650124,0.000046819576,0.00020657724,0.00038861964,0.00023781454,0.0020317314,0.000028378314,0.00012875797,0.000011610904],"about_ca_topic_score_codex":0.00040857444,"about_ca_topic_score_gemma":0.0007725298,"teacher_disagreement_score":0.0023079058,"about_ca_system_score_codex":0.00018242453,"about_ca_system_score_gemma":0.00022838124,"threshold_uncertainty_score":0.010872185},"labels":[],"label_agreement":null},{"id":"W3037514453","doi":"10.5539/ijel.v10n4p217","title":"Efficacy of Different Types of Written Corrective Feedback on EFL University Students’ Writing Quality","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Saud University","keywords":"Corrective feedback; Quality (philosophy); Context (archaeology); Psychology; Control (management); Mathematics education; Computer science; Artificial intelligence","score_opus":0.04436656576220574,"score_gpt":0.3067359649709684,"score_spread":0.2623693992087627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3037514453","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985177,0.00013373038,0.000405993,0.000043738888,0.000014775713,0.000029513869,0.000008264934,0.000021163374,0.0008251262],"genre_scores_gemma":[0.99826163,0.00012279456,0.0011024296,0.000033458302,0.000018597239,0.000029510802,0.000012771264,0.000007698866,0.0004111001],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99276114,0.004000878,0.00061635376,0.00044718166,0.0019580023,0.0002164732],"domain_scores_gemma":[0.93208164,0.047816496,0.009953249,0.0019818018,0.0059504346,0.0022164101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006505558,0.0004242419,0.0005041593,0.00071498746,0.0002755254,0.0009235303,0.00031413682,0.0004882996,0.001365922],"category_scores_gemma":[0.051293496,0.0001586533,0.00035690956,0.00033865287,0.00039961727,0.0005340251,0.00048610292,0.00052046217,0.00024758835],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00826043,0.006057372,0.33243734,0.0016245412,0.00037717543,0.00044179277,0.018187642,0.0010072582,0.07343923,0.0001665747,0.00052176835,0.5574789],"study_design_scores_gemma":[0.00032894826,0.015200075,0.95201916,0.00030560838,0.00037247996,0.0004900885,0.0069485866,0.0017095648,0.020546624,0.00019831961,0.0017958655,0.00008469257],"about_ca_topic_score_codex":0.00031163206,"about_ca_topic_score_gemma":0.0004936457,"teacher_disagreement_score":0.006505558,"about_ca_system_score_codex":0.00025239095,"about_ca_system_score_gemma":0.00048221753,"threshold_uncertainty_score":0.034405112},"labels":[],"label_agreement":null},{"id":"W3039044199","doi":"10.5539/ijel.v10n5p75","title":"Exploring the Factors Affecting Saudi University Students’ In-Class Willingness to Communicate in English","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Feeling; Shyness; Communication apprehension; Communicative competence; Public speaking; Class (philosophy); Competence (human resources); Anxiety; Affect (linguistics); Thematic analysis; Apprehension; Perception; Qualitative research; Mathematics education; Social psychology; Pedagogy; Sociology","score_opus":0.10378614742699008,"score_gpt":0.2874524856869587,"score_spread":0.18366633825996861,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039044199","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986498,0.000085469466,0.0000523683,0.00019741438,0.0000067850806,0.0000056158906,0.000008958519,0.000002142396,0.0009915644],"genre_scores_gemma":[0.9990784,0.00011362693,0.00005307679,0.000084738684,0.0000046564955,0.000005311605,0.00001266175,0.0000017402742,0.00064572855],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987062,0.00045847773,0.000078727964,0.00006447381,0.00037126377,0.00032092546],"domain_scores_gemma":[0.99378043,0.0019132164,0.0015594384,0.00013535004,0.0012078439,0.0014037628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017673932,0.0002866318,0.00025069917,0.00057039503,0.0011861133,0.003065216,0.0003647166,0.000619585,0.002948465],"category_scores_gemma":[0.0071760328,0.00014783916,0.00023496125,0.00029983924,0.0007775379,0.00074588007,0.00092478155,0.00094294024,0.00053476193],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029526884,0.00092979555,0.49211106,0.00035988074,0.000055020333,0.0017345921,0.44402424,0.00016810374,0.009214181,0.0007608368,0.0017128082,0.048634145],"study_design_scores_gemma":[0.000010113624,0.00045126915,0.29776618,0.00012737532,0.00003714725,0.0006049283,0.6903425,0.00039845184,0.001576841,0.00020934474,0.008418095,0.000057708323],"about_ca_topic_score_codex":0.0052957777,"about_ca_topic_score_gemma":0.007116915,"teacher_disagreement_score":0.0052957777,"about_ca_system_score_codex":0.0008608309,"about_ca_system_score_gemma":0.0012468974,"threshold_uncertainty_score":0.010529935},"labels":[],"label_agreement":null},{"id":"W3039062044","doi":"10.5539/elt.v13n8p27","title":"Effect of the Comparative Continuation on L2 Writing Performance","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities","keywords":"Continuation; Task (project management); Psychology; Argument (complex analysis); Mathematics education; Reading (process); Meaning (existential); Enlightenment; Significant difference; Linguistics; Pedagogy; Computer science; Mathematics; Statistics; Epistemology","score_opus":0.020428934645804545,"score_gpt":0.26170921567247263,"score_spread":0.2412802810266681,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039062044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977884,0.00009408191,0.000837909,0.000023404951,0.000020163747,0.00009176727,0.00003521446,0.00006591331,0.0010429776],"genre_scores_gemma":[0.9932754,0.00008566945,0.0036883575,0.000035836834,0.000035349538,0.00024410611,0.00014223791,0.000037360773,0.002455664],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9980336,0.0007704842,0.00020389842,0.00036627136,0.00047346717,0.00015225713],"domain_scores_gemma":[0.98347306,0.00928236,0.0025293347,0.0017447892,0.0012043386,0.0017662301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028774,0.00076559023,0.0007927567,0.000401553,0.00049274287,0.0009847375,0.00069268956,0.00062388525,0.0042482726],"category_scores_gemma":[0.021170905,0.0002933846,0.00028520098,0.0002675032,0.0003847191,0.0010275216,0.0011345905,0.0007716222,0.00095818134],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.039999686,0.026702331,0.059597977,0.0010920668,0.00024533801,0.00073403073,0.010229469,0.0012711976,0.278662,0.00048807095,0.0014883237,0.5794895],"study_design_scores_gemma":[0.0023556177,0.19739199,0.6726761,0.00030747007,0.000383588,0.0015413567,0.0043405863,0.0061074644,0.102382794,0.0013530463,0.010945106,0.00021492482],"about_ca_topic_score_codex":0.0005417004,"about_ca_topic_score_gemma":0.00044790513,"teacher_disagreement_score":0.0042482726,"about_ca_system_score_codex":0.00021873787,"about_ca_system_score_gemma":0.000548707,"threshold_uncertainty_score":0.015217304},"labels":[],"label_agreement":null},{"id":"W3039258269","doi":"10.1016/j.dib.2020.106000","title":"Data of the interaction mindset questionnaire: An initial exploration","year":2020,"lang":"en","type":"article","venue":"Data in Brief","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Comisión Nacional de Investigación Científica y Tecnológica; Fondo Nacional de Desarrollo Científico y Tecnológico; Ministry of Education of the People's Republic of China; Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Mindset; Structural equation modeling; Task (project management); Psychology; Descriptive statistics; Computer science; Construct (python library); Mathematics education; Artificial intelligence; Statistics","score_opus":0.3179099653279729,"score_gpt":0.36896718476148804,"score_spread":0.051057219433515155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039258269","genre_codex":"empirical","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5587922,0.00045237108,0.032018263,0.0026772774,0.00017660722,0.029982626,0.35658634,0.0003938472,0.018920435],"genre_scores_gemma":[0.48568934,0.0010118054,0.0907184,0.0023031272,0.00012722894,0.14379516,0.26244113,0.00056171376,0.013352084],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99567103,0.0016296828,0.0007165522,0.000435849,0.0012680126,0.00027887712],"domain_scores_gemma":[0.9778421,0.012034477,0.0008565623,0.001286925,0.007588139,0.0003918536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009892248,0.00046600617,0.0005662153,0.0029692675,0.0009403116,0.0011642755,0.00095767895,0.0009594854,0.008071171],"category_scores_gemma":[0.031928357,0.0003885392,0.00030549715,0.0026400415,0.0005610746,0.0009947679,0.0014607698,0.0011684981,0.0034797993],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00079130044,0.0022355963,0.47102222,0.0031770975,0.00004202086,0.0015851196,0.06623631,0.0014890579,0.011342993,0.007884947,0.14091526,0.29327816],"study_design_scores_gemma":[0.000099890116,0.00096319744,0.6189952,0.0013549105,0.000027556185,0.000652796,0.03662553,0.00230574,0.0038211523,0.002166944,0.33287302,0.00011410747],"about_ca_topic_score_codex":0.008526995,"about_ca_topic_score_gemma":0.011843016,"teacher_disagreement_score":0.009892248,"about_ca_system_score_codex":0.0018947283,"about_ca_system_score_gemma":0.0029082075,"threshold_uncertainty_score":0.05231577},"labels":[],"label_agreement":null},{"id":"W3039347721","doi":"10.3968/11687","title":"Studies of Teacher Motivation in TEFL/TESL contexts; Review of Iraqi Kurdistan Context","year":2020,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Psychology; Motivation to learn; Mathematics education; Foreign language; English as a foreign language; Pedagogy; History","score_opus":0.1021564287915901,"score_gpt":0.3154604407513832,"score_spread":0.2133040119597931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039347721","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014117629,0.98195606,0.00009150461,0.0012389579,0.00015974935,0.00001043346,0.000042002637,0.0000028420093,0.0023808545],"genre_scores_gemma":[0.12760162,0.8706737,0.00035483204,0.0004967361,0.00021317664,0.000047226054,0.000073740055,0.0000059696217,0.00053300185],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.99842286,0.00075293635,0.00020860853,0.00022929876,0.00023562236,0.00015056608],"domain_scores_gemma":[0.9929012,0.005382289,0.00081525213,0.0000825189,0.0006503412,0.00016843731],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003212139,0.0005275405,0.0010344855,0.007191108,0.0017481669,0.0034226535,0.00071808114,0.001026476,0.0021768203],"category_scores_gemma":[0.0052424287,0.00047632266,0.00046692483,0.011708621,0.0027907437,0.0023154644,0.0015484786,0.0011428267,0.00022276335],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002581994,0.00026518657,0.023938432,0.11760618,0.00030282515,0.0012785596,0.08830811,0.0006106636,0.0011827054,0.028074197,0.009879462,0.72829545],"study_design_scores_gemma":[0.000027662145,0.0003288161,0.18921639,0.08756712,0.00038146885,0.0021452499,0.098392636,0.00015986897,0.0008461465,0.002700215,0.61811286,0.00012156229],"about_ca_topic_score_codex":0.026091585,"about_ca_topic_score_gemma":0.056122154,"teacher_disagreement_score":0.026091585,"about_ca_system_score_codex":0.0047449926,"about_ca_system_score_gemma":0.0066556837,"threshold_uncertainty_score":0.051879406},"labels":[],"label_agreement":null},{"id":"W3039370626","doi":"10.5539/ijel.v10n5p89","title":"Review of Text Authenticity Relationship with Language Learner Motivation and Communicative Competence","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Deanship of Scientific Research, Prince Sattam bin Abdulaziz University; Prince Sattam bin Abdulaziz University","keywords":"Syllabus; Communicative competence; Communicative language teaching; Viewpoints; Psychology; Pedagogy; Language education; Competence (human resources); Linguistic competence; Mathematics education; Linguistics; Social psychology","score_opus":0.056222180122478635,"score_gpt":0.29404636184386407,"score_spread":0.23782418172138542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039370626","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001051806,0.9972128,0.00013599574,0.00047250921,0.00014087501,0.000018940174,0.000042842,0.00000405656,0.0009201778],"genre_scores_gemma":[0.008941273,0.9901946,0.0002422459,0.00020173706,0.00017355298,0.000038271814,0.00005549325,0.0000035060136,0.00014926259],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965622,0.0013028663,0.0009632485,0.00034278078,0.00074123597,0.000087711254],"domain_scores_gemma":[0.9544452,0.03554155,0.00422995,0.00045931892,0.004836763,0.00048728965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00475713,0.0007887798,0.0022552707,0.00930293,0.0006808255,0.0031142135,0.0013773574,0.0014678073,0.0035071012],"category_scores_gemma":[0.022517983,0.00068184955,0.0015146702,0.0096331015,0.0013786277,0.0030112178,0.0011182666,0.0011151173,0.00070717244],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023454332,0.00017649858,0.0056489375,0.3356632,0.0012349933,0.0006034855,0.0030208826,0.00022014992,0.00059884856,0.0055825026,0.013985272,0.6330307],"study_design_scores_gemma":[0.00006439673,0.00061673037,0.068958744,0.49681625,0.0086416,0.0037873103,0.004876675,0.00033982706,0.00093466404,0.00435911,0.41044468,0.00016002679],"about_ca_topic_score_codex":0.007608011,"about_ca_topic_score_gemma":0.009117729,"teacher_disagreement_score":0.00930293,"about_ca_system_score_codex":0.0019364957,"about_ca_system_score_gemma":0.008451183,"threshold_uncertainty_score":0.025158465},"labels":[],"label_agreement":null},{"id":"W3039447788","doi":"10.5539/elt.v13n8p1","title":"Ghanaian EFL Teachers Working in Asia: Benefits and Implications for English Teachers Working Overseas","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Globalization; Strengths and weaknesses; English language; Pedagogy; Qualitative research; English as a foreign language; Literacy; Teaching english; Mathematics education; Sociology; Political science; Social psychology; Social science","score_opus":0.039886975914673564,"score_gpt":0.2614576766210607,"score_spread":0.22157070070638712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039447788","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98540306,0.0011212449,0.00012073096,0.0055689923,0.000037227728,0.000016562675,0.000016628768,0.0000031609331,0.007712418],"genre_scores_gemma":[0.99612963,0.0011606908,0.00016726315,0.00044060237,0.000013024834,0.000017912545,0.000008081281,0.0000022499196,0.0020604106],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99864787,0.0007874556,0.00004360805,0.00005479062,0.00011121707,0.00035515986],"domain_scores_gemma":[0.99513185,0.0020327575,0.0009826713,0.00011518578,0.00048728357,0.0012502423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002417174,0.00021440577,0.00017639411,0.00045448917,0.0038636462,0.0019059724,0.0002801808,0.00058555836,0.00492721],"category_scores_gemma":[0.0048198397,0.00014657559,0.00010985729,0.0007569885,0.0020552657,0.0016900735,0.0016237436,0.0006939605,0.0003252941],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013722801,0.00031687014,0.2273956,0.00057635445,0.000010187174,0.006828878,0.6679247,0.00005785777,0.0030738527,0.0031199278,0.0031097464,0.0874488],"study_design_scores_gemma":[0.0000081203225,0.00010307797,0.059227638,0.00030262108,0.000008641023,0.0006705726,0.927376,0.000019318431,0.00019890469,0.00033367032,0.011744323,0.000007117007],"about_ca_topic_score_codex":0.008058884,"about_ca_topic_score_gemma":0.02230005,"teacher_disagreement_score":0.008058884,"about_ca_system_score_codex":0.0013238493,"about_ca_system_score_gemma":0.0028915766,"threshold_uncertainty_score":0.016483188},"labels":[],"label_agreement":null},{"id":"W3039657353","doi":"10.1080/09658416.2020.1782417","title":"Can beginner L2 learners handle explicit instruction about language variation? A proof-of-concept study of French negation","year":2020,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Negation; Variation (astronomy); Linguistics; Computer science; Mathematics education; Programming language; Mathematics; Psychology; Philosophy","score_opus":0.026562077965632886,"score_gpt":0.26191211890542504,"score_spread":0.23535004093979214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039657353","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966503,0.000096287855,0.0012568512,0.00010027441,0.000016279148,0.00059393595,0.000057649562,0.000027667316,0.0012007888],"genre_scores_gemma":[0.9813417,0.00043324303,0.011335218,0.00031223215,0.000023881852,0.002403245,0.00016524871,0.000032692187,0.0039526303],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985655,0.00060899224,0.000062884916,0.00027036885,0.00027507238,0.0002172624],"domain_scores_gemma":[0.99273646,0.0049631586,0.00041827775,0.00036816904,0.0009544967,0.0005595659],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005039584,0.0006567921,0.00087401,0.00044466575,0.0007204205,0.0016117533,0.0015122023,0.0013236715,0.005342709],"category_scores_gemma":[0.012957377,0.00029874552,0.00062409695,0.00018460125,0.0010658106,0.002171747,0.0018565729,0.0013383242,0.0010453635],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009893749,0.11289097,0.061555043,0.006937185,0.00025556388,0.0026895448,0.26499444,0.001399502,0.105325826,0.0056969547,0.0042639356,0.42409724],"study_design_scores_gemma":[0.010029391,0.21315566,0.1740915,0.0033053872,0.0010879899,0.0029086145,0.22912812,0.008054261,0.21240424,0.010554769,0.13465458,0.0006255032],"about_ca_topic_score_codex":0.001853017,"about_ca_topic_score_gemma":0.0019350869,"teacher_disagreement_score":0.005342709,"about_ca_system_score_codex":0.0010841767,"about_ca_system_score_gemma":0.0018555456,"threshold_uncertainty_score":0.026652217},"labels":[],"label_agreement":null},{"id":"W3040413387","doi":"10.1177/1362168820937273","title":"Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments","year":2020,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Psychology; Fluency; Mathematics education; Teacher education; Teaching method; Pedagogy; Linguistics","score_opus":0.0815422966659862,"score_gpt":0.38798307450314007,"score_spread":0.30644077783715384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3040413387","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99893373,0.000113200476,0.00010592004,0.000045779238,0.0000034261257,0.0000063333664,0.0000141190885,0.0000022191537,0.0007752447],"genre_scores_gemma":[0.9990138,0.00016519039,0.00008906025,0.00003182062,0.000003540078,0.000012266643,0.000028066366,0.0000019457464,0.00065433775],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99895394,0.00025380735,0.000120607874,0.00013354736,0.00034507317,0.00019295448],"domain_scores_gemma":[0.9929913,0.0022457808,0.0019095709,0.00029632405,0.0014468452,0.0011100951],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014612942,0.00027392714,0.00033716136,0.0005837952,0.0007838353,0.0011650876,0.0002399512,0.00039407637,0.0024170326],"category_scores_gemma":[0.0067304764,0.0003140012,0.0002674331,0.00036636455,0.0010741466,0.00062492874,0.00090398366,0.0007724429,0.00045680816],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016013753,0.00023600347,0.7774425,0.00020429656,0.000027219106,0.0008760519,0.18950114,0.000060313174,0.005490986,0.00010612229,0.0002856127,0.025609583],"study_design_scores_gemma":[0.000006430379,0.0003568546,0.88201255,0.00006697184,0.000018526212,0.0006210389,0.11375213,0.000102001904,0.0009912275,0.000087900706,0.0019601826,0.000024173223],"about_ca_topic_score_codex":0.0125904735,"about_ca_topic_score_gemma":0.026676368,"teacher_disagreement_score":0.0125904735,"about_ca_system_score_codex":0.0008193689,"about_ca_system_score_gemma":0.00092713186,"threshold_uncertainty_score":0.025034368},"labels":[],"label_agreement":null},{"id":"W3041333345","doi":"10.21230/reefmm39","title":"Perception de la diversité linguistique en milieu universitaire francophone minoritaire: un regard sur les attitudes des étudiants et les défis de gestion de la classe","year":2020,"lang":"fr","type":"article","venue":"Éducation Francophone en Milieu Minoritaire","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec en Outaouais; University of Alberta","funders":"","keywords":"Humanities; Sociology; Art","score_opus":0.018279298111161215,"score_gpt":0.26153813969187567,"score_spread":0.24325884158071445,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3041333345","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99640167,0.00017241905,0.000073696974,0.00067188666,0.000012777531,0.0000061138817,0.000014198929,0.0000023329208,0.0026448737],"genre_scores_gemma":[0.9979425,0.00016497722,0.000037992228,0.00012435095,0.0000073917276,0.0000069364723,0.000016272266,0.0000016757473,0.0016979618],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974611,0.00063878327,0.00012514254,0.00022215952,0.0008089175,0.0007439266],"domain_scores_gemma":[0.9941922,0.00112742,0.0011620511,0.00013444452,0.0015511358,0.0018326798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004469918,0.00033800988,0.0004467802,0.0012090505,0.005219299,0.005088612,0.0006227945,0.0011239942,0.0052380343],"category_scores_gemma":[0.00587206,0.00025617733,0.0003848229,0.0011794234,0.0038553341,0.0018411848,0.0021030738,0.0012127721,0.0006205905],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013922704,0.00013406429,0.35836092,0.00012050153,0.000033049768,0.00056495896,0.61618876,0.00006352807,0.0033847468,0.0011304832,0.0011132868,0.018766403],"study_design_scores_gemma":[0.000005281829,0.00013958079,0.4192625,0.00009604552,0.000014283151,0.00016402904,0.5711067,0.0000880813,0.0003358991,0.00015980232,0.0085919835,0.000035904555],"about_ca_topic_score_codex":0.22705144,"about_ca_topic_score_gemma":0.2628137,"teacher_disagreement_score":0.22705144,"about_ca_system_score_codex":0.00571229,"about_ca_system_score_gemma":0.0043881573,"threshold_uncertainty_score":0.4514597},"labels":[],"label_agreement":null},{"id":"W3042434898","doi":"10.5539/ijel.v10n5p162","title":"A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Islam; Perspective (graphical); Mathematics education; Computer science; Linguistics; Psychology; Artificial intelligence; Theology; Philosophy","score_opus":0.03632373029765522,"score_gpt":0.30813570593297895,"score_spread":0.2718119756353237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3042434898","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979824,0.000103382365,0.00018160857,0.00024146162,0.0000066265457,0.0000071842587,0.0000024691085,0.0000020045702,0.0014728236],"genre_scores_gemma":[0.9989184,0.00014783695,0.00021015975,0.00013311132,0.000005908979,0.000008027218,0.000003316828,0.0000017947223,0.00057132705],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966468,0.0021122,0.00011803335,0.00026046793,0.00044593014,0.00041667811],"domain_scores_gemma":[0.9938672,0.0026955847,0.0012937838,0.0003083627,0.00084839104,0.0009866129],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035483337,0.00023694073,0.00027260726,0.0006247528,0.002189621,0.0030024797,0.00063036836,0.00071568316,0.0014191436],"category_scores_gemma":[0.006893446,0.00023674335,0.00019347551,0.0003716984,0.0028919342,0.0014491762,0.001839524,0.0013735495,0.00022910748],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008692419,0.0007775685,0.11140936,0.00015532337,0.000021751574,0.0016757984,0.84642917,0.00008460795,0.006999471,0.0027599079,0.00048811882,0.029112056],"study_design_scores_gemma":[0.000018951763,0.00057927635,0.07077047,0.00011070475,0.000020500675,0.00061614445,0.918266,0.0002131612,0.0015605168,0.00057943445,0.007239868,0.000024875062],"about_ca_topic_score_codex":0.0023364648,"about_ca_topic_score_gemma":0.0051929313,"teacher_disagreement_score":0.0035483337,"about_ca_system_score_codex":0.0009896806,"about_ca_system_score_gemma":0.0024697068,"threshold_uncertainty_score":0.018765628},"labels":[],"label_agreement":null},{"id":"W3042911113","doi":"10.5539/elt.v13n8p91","title":"The Effect of Japanese Animation Series on Informal Third Language Acquisition among Arabic Native Speakers","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anime; Psychology; Vocabulary; Second-language acquisition; First language; Language proficiency; Language acquisition; Linguistics; Context (archaeology); Mathematics education","score_opus":0.0064439381789646736,"score_gpt":0.22459057217159026,"score_spread":0.21814663399262557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3042911113","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99940443,0.000020618425,0.000014726275,0.000020021433,0.0000024893288,0.0000037785344,0.0000035631301,0.000001130698,0.000529243],"genre_scores_gemma":[0.99892765,0.00005428392,0.00010176741,0.000019750009,0.000003895102,0.000017129463,0.000010555079,0.0000018979375,0.0008631408],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99949884,0.00020003179,0.0000316077,0.000071339855,0.00009800638,0.000100087986],"domain_scores_gemma":[0.9952212,0.0023800172,0.0008079141,0.00011096554,0.00029022817,0.0011897268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093747943,0.00028482167,0.00022919445,0.00025257366,0.0008237789,0.0010451752,0.00021860588,0.00042824663,0.004280478],"category_scores_gemma":[0.0064004874,0.00014728577,0.00034692304,0.00013586832,0.00055073365,0.0005098031,0.0009876117,0.0007605188,0.00035813384],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022234814,0.0043125944,0.8493806,0.00019411201,0.000094373936,0.0012821722,0.06684636,0.0001321136,0.02041832,0.0004965307,0.00049768935,0.054121587],"study_design_scores_gemma":[0.000029304283,0.001273342,0.97524685,0.000036606227,0.000047524918,0.0001438281,0.020827249,0.00028504865,0.0010114965,0.00012172797,0.00095835625,0.000018748751],"about_ca_topic_score_codex":0.004672362,"about_ca_topic_score_gemma":0.007358031,"teacher_disagreement_score":0.004672362,"about_ca_system_score_codex":0.00033836212,"about_ca_system_score_gemma":0.0004998613,"threshold_uncertainty_score":0.014319599},"labels":[],"label_agreement":null},{"id":"W3042947921","doi":"10.5539/elt.v13n8p120","title":"EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cohesion (chemistry); Psychology; Mathematics education; Action research; Coherence (philosophical gambling strategy); The arts; Test (biology); Pedagogy; Subject (documents); Computer science; Visual arts; Library science","score_opus":0.02279276905710887,"score_gpt":0.29959651581647495,"score_spread":0.2768037467593661,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3042947921","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926156,0.00007417896,0.000100755016,0.00011871503,0.000002692975,0.000015204335,0.000005354854,0.0000017975831,0.0004197097],"genre_scores_gemma":[0.9982608,0.00018598029,0.00033900552,0.000100748424,0.0000057860166,0.000013550608,0.000009673291,0.0000038133355,0.0010806939],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989017,0.00043056457,0.000117020885,0.00009529695,0.00021456786,0.00024078177],"domain_scores_gemma":[0.99648094,0.0011818395,0.0007894296,0.00015785039,0.00046686322,0.00092301855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018849408,0.00034782066,0.00036263396,0.0010314175,0.0030954692,0.0018465065,0.00058680703,0.0010868153,0.0014593037],"category_scores_gemma":[0.0048306957,0.00024011414,0.00030221755,0.0006515578,0.0015067324,0.0009052701,0.0014443563,0.0012257373,0.00037847387],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016223185,0.0025186737,0.23957402,0.00026700975,0.000027955955,0.101351924,0.6025206,0.00014318275,0.0066053476,0.0008570966,0.0012498136,0.044722136],"study_design_scores_gemma":[0.000038125112,0.0013943892,0.17660935,0.00019579669,0.000038945826,0.07421949,0.72976935,0.00066099985,0.0051443954,0.0005308802,0.011338034,0.00006026665],"about_ca_topic_score_codex":0.0028849905,"about_ca_topic_score_gemma":0.009568085,"teacher_disagreement_score":0.0030954692,"about_ca_system_score_codex":0.0011532381,"about_ca_system_score_gemma":0.0012548221,"threshold_uncertainty_score":0.009968638},"labels":[],"label_agreement":null},{"id":"W3043073930","doi":"10.3389/fpsyg.2020.01471","title":"Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors","year":2020,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Education Department of Hainan Province","keywords":"Psychology; Anxiety; Intervention (counseling); Foreign language; Foreign language anxiety; Strengths and weaknesses; Developmental psychology; Fear of negative evaluation; Class (philosophy); Social psychology; Clinical psychology; Medical education; Pedagogy","score_opus":0.03200382797883191,"score_gpt":0.3202925657316837,"score_spread":0.2882887377528518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043073930","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970149,0.00005715963,0.0006405974,0.00012979859,0.00002411961,0.0013769139,0.00001350036,0.000010894747,0.0007321715],"genre_scores_gemma":[0.9804332,0.00031640922,0.013096461,0.00019896615,0.00006738398,0.0038086134,0.000037833106,0.0000059552563,0.002035125],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.99868137,0.000684796,0.000070995615,0.00011898943,0.00017262953,0.00027122357],"domain_scores_gemma":[0.99870193,0.00042826132,0.00015497372,0.00015444022,0.00005841108,0.0005019432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026364154,0.0005421227,0.0005875158,0.0004758414,0.0018143082,0.0006267172,0.0008806612,0.0007149469,0.0035544035],"category_scores_gemma":[0.0018922763,0.0003042766,0.0005519939,0.00020149637,0.0011115872,0.00036800312,0.0009453006,0.001262324,0.00027862802],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0142372595,0.567475,0.022504505,0.0014680417,0.00014298108,0.00043636988,0.015099451,0.00040952285,0.0828067,0.0025513566,0.0009218739,0.2919469],"study_design_scores_gemma":[0.021103963,0.6701937,0.19042479,0.0003177035,0.00059397635,0.0006743451,0.015823845,0.0022555855,0.07976623,0.0019894398,0.016679658,0.00017683099],"about_ca_topic_score_codex":0.0007740776,"about_ca_topic_score_gemma":0.0015529512,"teacher_disagreement_score":0.0035544035,"about_ca_system_score_codex":0.0004111861,"about_ca_system_score_gemma":0.0022943714,"threshold_uncertainty_score":0.013942897},"labels":[],"label_agreement":null},{"id":"W3043201942","doi":"10.5539/ijel.v10n6p1","title":"Investigating the Validity of a University-Level ESL Speaking Placement Test via Mixed Methods Research","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; CLARITY; Psychology; Test (biology); Mathematics education; Construct validity; Test validity; Medical education; Clinical psychology; Psychometrics; Medicine","score_opus":0.23906460652626665,"score_gpt":0.39376577125755013,"score_spread":0.15470116473128348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043201942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9793937,0.0005075876,0.013167052,0.00022491222,0.000058223934,0.003812866,0.00014740569,0.000026923999,0.0026613132],"genre_scores_gemma":[0.9506183,0.00031524265,0.039619934,0.00036775338,0.00006028366,0.008283587,0.00022997579,0.00002267778,0.0004821946],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.8587845,0.1050543,0.008808569,0.007161489,0.018344983,0.0018461862],"domain_scores_gemma":[0.7115374,0.20628522,0.03271746,0.015505625,0.031701192,0.0022530744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.14085507,0.000662579,0.0013080387,0.004290302,0.0024032337,0.0043737628,0.0029222728,0.0014364047,0.0011823412],"category_scores_gemma":[0.2350847,0.0007681363,0.0014027802,0.0030635349,0.0029080468,0.0033180788,0.0033863264,0.0010993875,0.0003496792],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009558978,0.004696155,0.7153527,0.0019871776,0.0010918841,0.000439367,0.058508564,0.0010152574,0.0034792125,0.0039039422,0.00045988036,0.20810992],"study_design_scores_gemma":[0.0010127926,0.025946623,0.8005118,0.003794457,0.0014306426,0.00081836944,0.109106876,0.016067654,0.01773515,0.008067556,0.015114168,0.00039394034],"about_ca_topic_score_codex":0.0028901005,"about_ca_topic_score_gemma":0.0053736363,"teacher_disagreement_score":0.14085507,"about_ca_system_score_codex":0.0033413186,"about_ca_system_score_gemma":0.0060324357,"threshold_uncertainty_score":0.74492174},"labels":[],"label_agreement":null},{"id":"W3043631117","doi":"","title":"The Nova Scotia english 10 examination: a case study of consequences","year":2020,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nova scotia; Nova (rocket); History; Engineering; Archaeology; Aeronautics","score_opus":0.059883015115015294,"score_gpt":0.29498515790444424,"score_spread":0.23510214278942895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043631117","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9469151,0.00019800327,0.0002821463,0.005674042,0.00013283768,0.000069887676,0.000067855326,0.000018438895,0.046641704],"genre_scores_gemma":[0.9633314,0.00019634441,0.00030519455,0.0011286003,0.000019831348,0.000019743544,0.000028235989,0.000029045023,0.034941692],"study_design_codex":"case_report","study_design_gemma":"qualitative","domain_scores_codex":[0.99854773,0.0002538186,0.00006998749,0.00008935647,0.0003855264,0.00065356045],"domain_scores_gemma":[0.9957997,0.00096277916,0.00044258748,0.00012761468,0.0008480294,0.001819247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007899337,0.00026206812,0.00024510853,0.000917939,0.008444924,0.0017868129,0.0009775343,0.001879419,0.0062990854],"category_scores_gemma":[0.008679633,0.00025257244,0.00023994799,0.0008345497,0.0021718463,0.0004350133,0.002914673,0.002237128,0.0007636659],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032847622,0.0010700721,0.14649835,0.00014907891,0.000029633198,0.639447,0.10478772,0.001242639,0.0046812296,0.009494913,0.023948431,0.06832258],"study_design_scores_gemma":[0.00010741118,0.0007948474,0.40255123,0.00061056705,0.00007349828,0.14898223,0.312276,0.002409407,0.0037274482,0.0030822812,0.12523086,0.00015424323],"about_ca_topic_score_codex":0.4217302,"about_ca_topic_score_gemma":0.7226315,"teacher_disagreement_score":0.9907904,"about_ca_system_score_codex":0.009209587,"about_ca_system_score_gemma":0.013780296,"threshold_uncertainty_score":0.8385509},"labels":[],"label_agreement":null},{"id":"W3043675992","doi":"10.5539/ijel.v10n5p203","title":"Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Phonology; Diphthong; Intonation (linguistics); Linguistics; Articulation (sociology); Second-language acquisition; Phonetics; Reflection (computer programming); Stress (linguistics); Computer science; Vowel","score_opus":0.033499713544820515,"score_gpt":0.2618149593882995,"score_spread":0.228315245843479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043675992","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983463,0.00004100738,0.0006173074,0.00002475722,0.0000023085192,0.000014507762,0.000014271566,0.00002321989,0.00091623835],"genre_scores_gemma":[0.9950446,0.00009488471,0.0032030477,0.000026966089,0.000003496752,0.000027968666,0.000042540538,0.000010286116,0.0015461971],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9995914,0.00013437711,0.00003155316,0.00008343395,0.00010376178,0.000055388715],"domain_scores_gemma":[0.99882525,0.00047500824,0.00021667429,0.00010334404,0.0002322989,0.00014737861],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055984134,0.00035380168,0.0002053941,0.0002623904,0.00020913339,0.00063050987,0.00027161828,0.00029117928,0.0029945667],"category_scores_gemma":[0.0023772505,0.000072639494,0.00019737237,0.00012852249,0.00016943434,0.00035477392,0.0006865161,0.00032834156,0.00051875523],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009564525,0.0046312483,0.06360769,0.0007061161,0.000069564056,0.00044161075,0.018299248,0.00078809983,0.51567066,0.00026925319,0.00069243676,0.39386758],"study_design_scores_gemma":[0.00012823025,0.0100876605,0.66645586,0.00019518833,0.0002748379,0.0013178777,0.017999163,0.0036808432,0.28797644,0.00035198464,0.011432894,0.00009894033],"about_ca_topic_score_codex":0.0016027237,"about_ca_topic_score_gemma":0.001894528,"teacher_disagreement_score":0.0029945667,"about_ca_system_score_codex":0.0001902266,"about_ca_system_score_gemma":0.00037166508,"threshold_uncertainty_score":0.010017812},"labels":[],"label_agreement":null},{"id":"W3043765079","doi":"10.5539/elt.v13n8p127","title":"Public Speaking in EFL Postgraduate Courses in Italy: A Case Study with Students of Political Science, University of Genoa","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Embarrassment; Public speaking; Psychology; Foreign language; Curriculum; Pedagogy; Politics; Obstacle; Sociology; Linguistics; Political science; Social psychology","score_opus":0.03957174953989635,"score_gpt":0.27753366141236147,"score_spread":0.23796191187246513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043765079","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9948927,0.00018174973,0.00011798483,0.0006575054,0.000017936427,0.00004829857,0.000025268548,0.0000043862606,0.004054113],"genre_scores_gemma":[0.9944536,0.00045555018,0.00022262328,0.00028448494,0.000032144282,0.000056514808,0.000026580145,0.000010007167,0.004458431],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99653983,0.001661923,0.00008282856,0.00024080972,0.00024438504,0.0012302824],"domain_scores_gemma":[0.99549794,0.0017203784,0.00065954315,0.00014776623,0.00022339138,0.0017510271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028197889,0.00067769235,0.00064419315,0.001904546,0.013649651,0.004182492,0.0017439032,0.0031579605,0.005750819],"category_scores_gemma":[0.005099741,0.00064464053,0.0005632725,0.0023391095,0.006936099,0.0016476066,0.0053271977,0.002883708,0.0009420485],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008668157,0.0010185041,0.03490521,0.0002124291,0.000012471109,0.026106998,0.92346895,0.00015251788,0.0008014277,0.0015309241,0.0013618859,0.010342044],"study_design_scores_gemma":[0.000012095627,0.0002746344,0.033018697,0.000108578526,0.00001085323,0.0037162974,0.95031226,0.00010248821,0.00027777156,0.00015420307,0.011992958,0.000019110967],"about_ca_topic_score_codex":0.026840104,"about_ca_topic_score_gemma":0.069813706,"teacher_disagreement_score":0.026840104,"about_ca_system_score_codex":0.0073673627,"about_ca_system_score_gemma":0.0042779506,"threshold_uncertainty_score":0.05345416},"labels":[],"label_agreement":null},{"id":"W3043810961","doi":"10.3968/11704","title":"Cultural Implantation in College English Teaching Based on the Differences Between Chinese and Western Tea Culture","year":2020,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; China; Chinese culture; Mathematics education; Sociology; Psychology; History","score_opus":0.0331995969303497,"score_gpt":0.30264446875484524,"score_spread":0.26944487182449556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043810961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98834246,0.0001742427,0.00023395766,0.00018305847,0.000011396169,0.0000063389984,0.000006769912,0.0000014299936,0.011040297],"genre_scores_gemma":[0.99908507,0.00011401357,0.00006703062,0.000030935214,0.000003309286,0.0000024185358,0.0000041860712,0.000001335296,0.00069158303],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99942565,0.00018566889,0.000045546833,0.000056999335,0.00015828287,0.00012780994],"domain_scores_gemma":[0.99897146,0.00027106007,0.00020617856,0.00004626159,0.0001889491,0.0003161346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008254978,0.00011896843,0.000083351966,0.00073611346,0.001558001,0.001996155,0.00018640413,0.000136027,0.0020856347],"category_scores_gemma":[0.0014124695,0.00006957669,0.000147366,0.0008661828,0.0022132916,0.0011099296,0.0011890795,0.00043142316,0.000100125086],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017964478,0.00012588534,0.6285166,0.00015487013,0.00005324285,0.0010729653,0.29086646,0.00012870997,0.006861443,0.017094417,0.00059440924,0.054351296],"study_design_scores_gemma":[0.000010464365,0.000094147406,0.79522246,0.00009424416,0.000046998055,0.0004152687,0.19389455,0.0004080029,0.001231274,0.0018274683,0.006727565,0.000027562097],"about_ca_topic_score_codex":0.0111462725,"about_ca_topic_score_gemma":0.027980786,"teacher_disagreement_score":0.0111462725,"about_ca_system_score_codex":0.0013650742,"about_ca_system_score_gemma":0.0014588666,"threshold_uncertainty_score":0.022162795},"labels":[],"label_agreement":null},{"id":"W3043856961","doi":"10.37213/cjal.2020.28958","title":"Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Sociocultural evolution; Metalinguistics; Reflection (computer programming); Study abroad; Intervention (counseling); Language proficiency; Psychology; Mathematics education; Computer-mediated communication; Language acquisition; Space (punctuation); Pedagogy; Computer science; Linguistics; Teaching method; Sociology; Vocabulary development; World Wide Web","score_opus":0.052716335973082874,"score_gpt":0.292257937803368,"score_spread":0.23954160183028514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043856961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9222582,0.00048454409,0.031927183,0.0042759865,0.00032880783,0.0059896777,0.000054038508,0.00030229238,0.03437922],"genre_scores_gemma":[0.9386616,0.00061528484,0.045924813,0.0008773505,0.0000845201,0.007408094,0.000030969593,0.000036493886,0.00636096],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99419,0.004570144,0.00012101914,0.00043630358,0.00021825636,0.0004643015],"domain_scores_gemma":[0.995462,0.0030604464,0.00027236756,0.00044498564,0.00014739118,0.0006127843],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00551835,0.00078279997,0.0005623056,0.0010623661,0.003378675,0.0025239836,0.0016360616,0.001225798,0.0047481325],"category_scores_gemma":[0.0051297676,0.00035600105,0.0005393917,0.00045384304,0.0047301464,0.0012882297,0.004910501,0.0022191533,0.00045048603],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003245512,0.070827395,0.0061384114,0.0037356433,0.00019929405,0.0013484358,0.40647092,0.0016634382,0.029870052,0.03775668,0.0030419596,0.43570223],"study_design_scores_gemma":[0.013050275,0.07358152,0.047888022,0.0030609074,0.0010170673,0.0022718406,0.5434869,0.0062299897,0.053132195,0.074811086,0.1811491,0.00032112087],"about_ca_topic_score_codex":0.0009549791,"about_ca_topic_score_gemma":0.0022525361,"teacher_disagreement_score":0.00551835,"about_ca_system_score_codex":0.0015279243,"about_ca_system_score_gemma":0.0044018407,"threshold_uncertainty_score":0.029184163},"labels":[],"label_agreement":null},{"id":"W3044059442","doi":"10.5430/ijhe.v9n5p193","title":"EFL Undergraduate Students’ Perspective about the Characteristics of the Effective Instructor at Hashemite University in Jordan","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Perspective (graphical); Context (archaeology); Descriptive statistics; Mathematics education; Test (biology); Quality (philosophy); Medical education; Pedagogy; Computer science; Medicine; Mathematics","score_opus":0.016571092284103223,"score_gpt":0.2837463993365301,"score_spread":0.26717530705242687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3044059442","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99844104,0.00005311471,0.000056401957,0.00040205964,0.000005243858,0.00000510309,0.0000063593047,0.0000013155169,0.0010294021],"genre_scores_gemma":[0.99796885,0.0001465789,0.00007776206,0.00017495529,0.000006755547,0.0000052164696,0.000010293721,0.000001165679,0.0016084661],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99922025,0.00029500786,0.000045066903,0.000039815164,0.00016935998,0.00023048489],"domain_scores_gemma":[0.9973224,0.000473932,0.00044824128,0.000032904758,0.00059144944,0.0011310786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001975476,0.00017008132,0.00019443811,0.0006393123,0.0019747138,0.0021155635,0.00031001793,0.00059376954,0.0024022989],"category_scores_gemma":[0.0022008554,0.00015410395,0.00014492925,0.00045464843,0.0011483933,0.0008407022,0.0008519296,0.0009444859,0.00040741268],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014888754,0.0011476259,0.44534573,0.0001529412,0.0000143523275,0.002295927,0.49076098,0.00022240783,0.0118191065,0.0012495309,0.002275846,0.04456666],"study_design_scores_gemma":[0.0000094187035,0.0005737561,0.24026293,0.000081082755,0.0000088081715,0.0007682975,0.74654365,0.00035050907,0.0020460307,0.00026941145,0.009057966,0.000028114737],"about_ca_topic_score_codex":0.0029478173,"about_ca_topic_score_gemma":0.005935133,"teacher_disagreement_score":0.0029478173,"about_ca_system_score_codex":0.0013430038,"about_ca_system_score_gemma":0.0014723297,"threshold_uncertainty_score":0.0104474425},"labels":[],"label_agreement":null},{"id":"W3044202525","doi":"10.5539/elt.v13n8p46","title":"Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdulaziz University","keywords":"Psychology; The arts; Foundation (evidence); Language arts; Mathematics education; Visual arts education; Pedagogy; Medical education; Visual arts","score_opus":0.043609979929012076,"score_gpt":0.35273431498997954,"score_spread":0.3091243350609675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3044202525","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99915063,0.00010781058,0.0000944219,0.000027690052,0.0000034806458,0.00002374979,0.000018626177,0.0000016020387,0.00057203654],"genre_scores_gemma":[0.99861944,0.00027348066,0.00038997128,0.000032302185,0.000006345216,0.000026732478,0.000037370093,0.000002495535,0.0006118717],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99738365,0.00075373705,0.0005637316,0.00020205889,0.0008024247,0.00029437884],"domain_scores_gemma":[0.9832176,0.004389415,0.005062444,0.0005259655,0.0058166552,0.0009879268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003372041,0.00031307095,0.00043550288,0.0049218214,0.002018912,0.0013982774,0.0005839429,0.0005078645,0.0014025364],"category_scores_gemma":[0.014595383,0.00023642485,0.00034691195,0.0020238496,0.0010590657,0.0011377822,0.0013723621,0.00048968766,0.00024720977],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020133794,0.00075393874,0.621723,0.00042445335,0.00005688722,0.0027317626,0.2966243,0.000059030895,0.0030115286,0.00025078788,0.00044245273,0.07372054],"study_design_scores_gemma":[0.000009825552,0.0009766296,0.5923155,0.00022047907,0.00004752602,0.0038186195,0.3963739,0.00017877438,0.0015812025,0.00013319624,0.0043001976,0.000044147797],"about_ca_topic_score_codex":0.004082321,"about_ca_topic_score_gemma":0.009289154,"teacher_disagreement_score":0.0049218214,"about_ca_system_score_codex":0.0011529778,"about_ca_system_score_gemma":0.001961207,"threshold_uncertainty_score":0.017833292},"labels":[],"label_agreement":null},{"id":"W3044328453","doi":"10.15517/rlm.v0i32.42499","title":"The STAR Framework: Towards a more Communicative EFL Class","year":2020,"lang":"en","type":"article","venue":"Revista de Lenguas Modernas","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Cambridge; Society for Research into Higher Education","keywords":"Class (philosophy); Autonomy; Process (computing); Task (project management); Psychology; Star (game theory); Computer science; Mathematics education; Pedagogy; Engineering; Artificial intelligence; Political science","score_opus":0.07027396046694372,"score_gpt":0.30176972816031195,"score_spread":0.23149576769336822,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3044328453","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.55603546,0.0006788299,0.15286693,0.011244217,0.00022553434,0.001021735,0.00021736388,0.0012178646,0.276492],"genre_scores_gemma":[0.8306746,0.00049445557,0.1329785,0.001231821,0.000036255024,0.00060007494,0.00014808895,0.00016597421,0.033670258],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.997677,0.001499757,0.00007121091,0.00021015856,0.00034895347,0.00019292133],"domain_scores_gemma":[0.9987436,0.00028425732,0.00010052029,0.00013886452,0.00024503787,0.00048781428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004254902,0.00034482474,0.0002792586,0.0007945384,0.0029351276,0.0031363608,0.0008880342,0.0006995641,0.0038728681],"category_scores_gemma":[0.0016429417,0.00017484232,0.00028630954,0.00039717447,0.0053919046,0.0021852935,0.0052942834,0.0014144549,0.0009817699],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014078018,0.0012371944,0.011043277,0.00074789225,0.000014204781,0.0012005592,0.37182462,0.0013521196,0.014299702,0.2836635,0.015980644,0.29849556],"study_design_scores_gemma":[0.00006663818,0.00072414853,0.014452905,0.0005066199,0.000016864089,0.0012194685,0.20178282,0.0050339676,0.0059993616,0.05311438,0.71700734,0.000075558346],"about_ca_topic_score_codex":0.003040881,"about_ca_topic_score_gemma":0.006860626,"teacher_disagreement_score":0.004254902,"about_ca_system_score_codex":0.0031360027,"about_ca_system_score_gemma":0.008224051,"threshold_uncertainty_score":0.022753417},"labels":[],"label_agreement":null},{"id":"W3046490781","doi":"10.5539/elt.v13n8p178","title":"An Acoustic Study of Communication Apprehension during English Oral Presentations by Japanese University Students","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communication apprehension; Psychology; Anxiety; Public speaking; Apprehension; Public university; Developmental psychology; Linguistics; Cognitive psychology","score_opus":0.019258927966447265,"score_gpt":0.2719164103217439,"score_spread":0.2526574823552966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3046490781","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996451,0.000033987566,0.00006842969,0.00000777161,0.00000255287,0.0000028328063,0.0000058268606,0.000001881157,0.0002317153],"genre_scores_gemma":[0.999255,0.00006378346,0.00013055193,0.000020513009,0.000014308306,0.0000075173957,0.00001766828,0.0000032229154,0.00048747417],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995821,0.00009558365,0.00002933051,0.000059236543,0.00015807488,0.00007565581],"domain_scores_gemma":[0.99866056,0.00039859876,0.0003477781,0.000057548594,0.0002976111,0.00023792115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004195991,0.00037652676,0.00029425745,0.00034101825,0.00043547092,0.00081770914,0.0002029206,0.00045163985,0.001442824],"category_scores_gemma":[0.0026528651,0.0001953129,0.00020824137,0.000173233,0.00040336157,0.00023024358,0.0005090592,0.00033780193,0.0003252178],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013990549,0.0006683116,0.5453478,0.00038210864,0.00014510105,0.004347696,0.10796548,0.00013084257,0.28494167,0.00009783893,0.0004386311,0.054135516],"study_design_scores_gemma":[0.000012132039,0.0015528789,0.95207196,0.00002357098,0.00006964656,0.0020894886,0.036891215,0.00015781909,0.005913392,0.00004093256,0.0011322128,0.000044665623],"about_ca_topic_score_codex":0.0010419978,"about_ca_topic_score_gemma":0.001622855,"teacher_disagreement_score":0.001442824,"about_ca_system_score_codex":0.0001275076,"about_ca_system_score_gemma":0.0001764503,"threshold_uncertainty_score":0.0048267245},"labels":[],"label_agreement":null},{"id":"W3046672437","doi":"10.5539/elt.v13n8p185","title":"An Investigation of Instructors&amp;#39; Approaches in Teaching Pronunciation: A Case Study","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Mathematics education; Constructive; Teaching method; Computer science; Linguistics","score_opus":0.08158441509506607,"score_gpt":0.2779129799221389,"score_spread":0.19632856482707284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3046672437","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98460674,0.00047084718,0.004789959,0.001325151,0.00007632752,0.000156497,0.000025075866,0.00003043062,0.0085190525],"genre_scores_gemma":[0.9852939,0.0008895562,0.005418591,0.0004496814,0.00003713727,0.00013035207,0.000023655011,0.000023258954,0.007733866],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9935556,0.0038813427,0.00030140288,0.00050272373,0.001051697,0.00070727797],"domain_scores_gemma":[0.9895913,0.0062750955,0.0011127322,0.00038421364,0.0013002014,0.0013364272],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048129717,0.00038106096,0.00033576714,0.0014038928,0.0049482514,0.0030261972,0.0018650725,0.0022388764,0.003648007],"category_scores_gemma":[0.014124518,0.00037560397,0.00032266622,0.0010626013,0.0018076805,0.0018762025,0.0018762908,0.001769123,0.0006352557],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014659311,0.0029880605,0.06689595,0.0006362827,0.000021924483,0.07718131,0.7521698,0.00038470468,0.0098239705,0.005342425,0.0022357525,0.082173236],"study_design_scores_gemma":[0.000045361197,0.0010551467,0.01902707,0.0005244214,0.000047969676,0.040180746,0.86980915,0.0017217941,0.006241479,0.0007090395,0.060575902,0.00006196434],"about_ca_topic_score_codex":0.003581039,"about_ca_topic_score_gemma":0.011818722,"teacher_disagreement_score":0.0049482514,"about_ca_system_score_codex":0.002414292,"about_ca_system_score_gemma":0.002362689,"threshold_uncertainty_score":0.025453746},"labels":[],"label_agreement":null},{"id":"W3047358649","doi":"10.25071/1916-4467.40454","title":"The Journey to Becoming an English Academic Writing Instructor as a Non-Native English-Speaking Teacher","year":2020,"lang":"en","type":"article","venue":"Journal of the Canadian Association for Curriculum Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Academic writing; Autoethnography; Presentation (obstetrics); Feeling; Identity (music); Vocabulary; Pronunciation; First language; Pedagogy; English studies; Psychology; Sociology; Linguistics; Art","score_opus":0.06190247994593376,"score_gpt":0.31494768435034254,"score_spread":0.2530452044044088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3047358649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84249526,0.0037741144,0.0059351833,0.0491634,0.0014760515,0.00024090803,0.00010087809,0.00014153111,0.09667272],"genre_scores_gemma":[0.94410914,0.002053328,0.0030964897,0.004170597,0.00015690502,0.00013503169,0.000048199217,0.00013089516,0.046099406],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9931385,0.0042187995,0.00014121764,0.00044503002,0.0011565085,0.0008998907],"domain_scores_gemma":[0.98643583,0.0037161766,0.000784013,0.00042064264,0.0020664434,0.0065768496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007579178,0.00036554976,0.00053883315,0.00070299464,0.023508526,0.010575991,0.0011438684,0.0020386977,0.003605958],"category_scores_gemma":[0.01365577,0.00054784835,0.00032749373,0.0004595514,0.013049144,0.0058942386,0.0063394895,0.008252312,0.0012742255],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013967081,0.00008231636,0.0016343623,0.000034994926,0.0000022017173,0.0012952312,0.98201054,0.000022048387,0.00060324324,0.0032366023,0.004573565,0.0064908997],"study_design_scores_gemma":[0.000004053531,0.000050820734,0.0012476185,0.00011050342,0.0000028760153,0.0010702838,0.9269654,0.000048404767,0.00017876431,0.0006111378,0.06969352,0.000016680926],"about_ca_topic_score_codex":0.022124361,"about_ca_topic_score_gemma":0.05838291,"teacher_disagreement_score":0.023508526,"about_ca_system_score_codex":0.004857588,"about_ca_system_score_gemma":0.011011831,"threshold_uncertainty_score":0.04399115},"labels":[],"label_agreement":null},{"id":"W3048492793","doi":"10.5430/ijhe.v9n7p289","title":"Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Philology; Psychology; Class (philosophy); Perception; Ukrainian; Pedagogy; Mathematics education; Medical education; Sociology; Linguistics; Medicine; Feminism","score_opus":0.05738536254718274,"score_gpt":0.37869922310774334,"score_spread":0.3213138605605606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3048492793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950177,0.00019784381,0.00006402915,0.00046264866,0.000024806995,0.00001808255,0.00001695809,0.000003145517,0.0041947733],"genre_scores_gemma":[0.9977557,0.00017424862,0.000044415116,0.00015727375,0.000013514644,0.000009650387,0.000012993027,0.0000022941185,0.0018298301],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99876523,0.0004268554,0.00007578953,0.00011670277,0.00024462896,0.00037075303],"domain_scores_gemma":[0.99437064,0.0010971015,0.0011630808,0.000087564615,0.0007081275,0.0025734524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010355845,0.00014930799,0.00020038435,0.00068930537,0.0022383395,0.0024305175,0.0002537876,0.00049154635,0.0061302544],"category_scores_gemma":[0.0044955835,0.00022489211,0.000207872,0.0003987052,0.0010093137,0.0005370603,0.0009741028,0.0011098566,0.0006129541],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000264456,0.002672227,0.6980352,0.0003977934,0.000032386655,0.0016301381,0.24512504,0.00013118685,0.0068352274,0.0017862738,0.0026417344,0.040448345],"study_design_scores_gemma":[0.000012950004,0.0005848587,0.8334106,0.00010596287,0.000016994041,0.00079986535,0.14778635,0.00013241051,0.0007591839,0.00046005132,0.0159034,0.000027385397],"about_ca_topic_score_codex":0.004525357,"about_ca_topic_score_gemma":0.006984402,"teacher_disagreement_score":0.0061302544,"about_ca_system_score_codex":0.0014827761,"about_ca_system_score_gemma":0.0025039027,"threshold_uncertainty_score":0.020507753},"labels":[],"label_agreement":null},{"id":"W3048520367","doi":"10.3968/11764","title":"Affective factors in Foreign Language Teaching: Enlightenment From Dead Poets Society","year":2020,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enlightenment; Maslow's hierarchy of needs; Foreign language; Mathematics education; Hierarchy; Psychology; Affect (linguistics); Self-confidence; Anxiety; Pedagogy; Social psychology; Epistemology; Political science","score_opus":0.03383342628519819,"score_gpt":0.3014473939325993,"score_spread":0.2676139676474011,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3048520367","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9750337,0.000540037,0.0005293494,0.0018193081,0.00010179455,0.000015353367,0.000008912956,0.0000062528816,0.021945246],"genre_scores_gemma":[0.99695134,0.0003326138,0.00011862844,0.00021698879,0.000024546664,0.0000058028572,0.000005975156,0.000004834792,0.0023392332],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994941,0.00025818116,0.000011971716,0.00004673182,0.00009543415,0.00009367285],"domain_scores_gemma":[0.99898404,0.00043175346,0.00014249752,0.000032466516,0.00009607134,0.00031309586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007368518,0.0002429253,0.00020996755,0.0004243956,0.0030698003,0.0037647984,0.0002227814,0.00054056215,0.0021862234],"category_scores_gemma":[0.0017065038,0.00014429454,0.0002263051,0.0002539079,0.002610884,0.0015445873,0.001927017,0.0021546194,0.0001997017],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001966676,0.00065497187,0.07118755,0.00032237844,0.000045936235,0.00398874,0.82161105,0.00018886087,0.009275601,0.022126643,0.003969279,0.0664324],"study_design_scores_gemma":[0.000021267357,0.00028441273,0.21942064,0.0001913438,0.000068145164,0.0016421708,0.7097346,0.0005445448,0.0026851138,0.006568026,0.058780383,0.00005936923],"about_ca_topic_score_codex":0.0017789326,"about_ca_topic_score_gemma":0.0030558896,"teacher_disagreement_score":0.0037647984,"about_ca_system_score_codex":0.0012851775,"about_ca_system_score_gemma":0.00061542116,"threshold_uncertainty_score":0.00932467},"labels":[],"label_agreement":null},{"id":"W3048738220","doi":"10.3968/11629","title":"The Enlightenment of Affective Filter Hypothesis and Risk-Taking on English Learning","year":2020,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Connotation; Class (philosophy); Filter (signal processing); Mathematics education; Enlightenment; Anxiety; Social psychology; Pedagogy; Computer science; Linguistics","score_opus":0.02655290971271726,"score_gpt":0.2599517625927008,"score_spread":0.23339885287998355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3048738220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8409818,0.0014309734,0.042313132,0.005186922,0.0002382239,0.0002164821,0.00008516141,0.00005848923,0.10948884],"genre_scores_gemma":[0.99540675,0.00040422223,0.0020620907,0.00023809343,0.000064024614,0.000082392035,0.00001766449,0.0000076895985,0.0017170297],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9970692,0.0009552917,0.00017657658,0.00045183045,0.0009575884,0.00038962293],"domain_scores_gemma":[0.9848289,0.011021888,0.0015089398,0.00058629713,0.0010702497,0.0009837928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034397969,0.0006605001,0.0004624464,0.0016628538,0.0013074746,0.003265954,0.0007471378,0.0014408592,0.00658921],"category_scores_gemma":[0.007064026,0.0002449436,0.0015202826,0.00070504536,0.0044497126,0.003407765,0.0021971066,0.0017876313,0.00030322105],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009831305,0.002081208,0.34165597,0.0012963155,0.00056975277,0.0031328574,0.06476221,0.0034087503,0.0099829,0.34545296,0.002225701,0.22444816],"study_design_scores_gemma":[0.00017315295,0.00196475,0.7614137,0.0005887188,0.000612296,0.001723318,0.031461302,0.017360186,0.006529255,0.16461979,0.013263962,0.0002895756],"about_ca_topic_score_codex":0.0021121928,"about_ca_topic_score_gemma":0.0011919911,"teacher_disagreement_score":0.00658921,"about_ca_system_score_codex":0.0019786968,"about_ca_system_score_gemma":0.0017673074,"threshold_uncertainty_score":0.022043109},"labels":[],"label_agreement":null},{"id":"W3055732854","doi":"10.5539/elt.v13n9p30","title":"Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) on Bilingualism: Getting Insights to Developing Knowledge","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pedagogy; Neuroscience of multilingualism; Language acquisition; Mathematics education; Bilingual education","score_opus":0.029267727679752407,"score_gpt":0.2805499662671774,"score_spread":0.251282238587425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3055732854","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970182,0.000058409223,0.00015248841,0.00034857655,0.0000041360613,0.000028508219,0.000031390042,0.000002457889,0.0023558154],"genre_scores_gemma":[0.9987507,0.00015683881,0.00036178593,0.00008568574,0.0000025804447,0.000053748037,0.000044727673,0.0000017602155,0.0005421419],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992198,0.00027379752,0.00007679189,0.000047121892,0.0002310246,0.0001515183],"domain_scores_gemma":[0.9946801,0.0022546463,0.0011292703,0.00017730123,0.0010364564,0.0007221573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028240103,0.00010679679,0.00015263772,0.00085475313,0.0010240615,0.0011899638,0.00019987945,0.00029615327,0.0012267119],"category_scores_gemma":[0.0058279247,0.00018818837,0.00016185541,0.00056105905,0.0012036517,0.0008121348,0.0010339648,0.0009880385,0.00020017677],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028906106,0.00018237591,0.8440143,0.000106121355,0.000008240109,0.0002272601,0.13138843,0.00004979432,0.0011423791,0.00049763866,0.00064094464,0.021713685],"study_design_scores_gemma":[0.000008709969,0.0002024589,0.7206267,0.00015801415,0.000012265829,0.0002443381,0.27335656,0.00029400803,0.0007533208,0.000358681,0.003968276,0.000016646693],"about_ca_topic_score_codex":0.016268965,"about_ca_topic_score_gemma":0.04110902,"teacher_disagreement_score":0.016268965,"about_ca_system_score_codex":0.0012127443,"about_ca_system_score_gemma":0.0030530305,"threshold_uncertainty_score":0.032348573},"labels":[],"label_agreement":null},{"id":"W3058423327","doi":"10.1075/jslp.20026.fre","title":"Long-term effects of intensive instruction on fluency, comprehensibility and accentedness","year":2020,"lang":"en","type":"article","venue":"Journal of Second Language Pronunciation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université TÉLUQ","funders":"","keywords":"Fluency; Psychology; Perception; Term (time); Cognitive psychology; Mathematics education","score_opus":0.02043735614808567,"score_gpt":0.2503324555013546,"score_spread":0.2298950993532689,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3058423327","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997998,0.000027096146,0.000028319926,0.0000029661642,0.0000013432248,0.0000040351797,0.000008474412,0.0000026414339,0.0001254063],"genre_scores_gemma":[0.9994586,0.000024743616,0.00011822274,0.000006128424,0.0000045203938,0.000015122411,0.000035130997,0.000001915867,0.0003356316],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9995091,0.00011467746,0.00004649753,0.000089847985,0.00013922632,0.0001006963],"domain_scores_gemma":[0.99453664,0.0024840767,0.0010404582,0.00040453614,0.00038217634,0.0011521152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009388962,0.00031577723,0.0005521449,0.0004320541,0.00026904093,0.000465414,0.00024574477,0.00028986222,0.0021959583],"category_scores_gemma":[0.0040170103,0.00015285707,0.00029918103,0.00017427659,0.00041334485,0.0003484285,0.00093402993,0.0007011483,0.00019263593],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02852254,0.029047035,0.33069384,0.00039034671,0.0005100144,0.0016255323,0.006745831,0.001221415,0.39972576,0.00016976251,0.0004361382,0.2009119],"study_design_scores_gemma":[0.0001217794,0.01888262,0.9601251,0.000020830541,0.000114457354,0.00016483352,0.0009831589,0.00035942812,0.018680891,0.00009878384,0.00042061057,0.000027455777],"about_ca_topic_score_codex":0.0008525837,"about_ca_topic_score_gemma":0.0012879824,"teacher_disagreement_score":0.0021959583,"about_ca_system_score_codex":0.00018862831,"about_ca_system_score_gemma":0.00020347296,"threshold_uncertainty_score":0.007346213},"labels":[],"label_agreement":null},{"id":"W3073275539","doi":"10.5539/elt.v13n9p40","title":"The Effects of Integrating Board Games into Ice-breaking Activities in a Fifth-Grade English Class to Reduce Students’ Anxieties","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Mathematics education; Qualitative property; Foreign language; Qualitative research; Pedagogy; Sociology; Social science; Statistics; Mathematics","score_opus":0.010323935315246946,"score_gpt":0.266236934120561,"score_spread":0.25591299880531404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3073275539","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960047,0.000047523885,0.000033773253,0.000033891312,0.000008538841,0.00006178937,0.000005853445,0.0000052235587,0.00020280677],"genre_scores_gemma":[0.9978255,0.00021719396,0.0009890546,0.000070592156,0.000011132526,0.0002208235,0.00003119239,0.000002566828,0.0006320196],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996147,0.00011790081,0.00004204404,0.000064047235,0.000044919892,0.000116310286],"domain_scores_gemma":[0.99897194,0.00026843415,0.00012772498,0.000039269962,0.00008042526,0.0005122172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000562437,0.00055573945,0.0005405384,0.00032453082,0.0006297055,0.0005038713,0.000741878,0.00054822967,0.0012745581],"category_scores_gemma":[0.0018166136,0.00025854126,0.0005250523,0.00016196177,0.00030260102,0.00028428395,0.0006202071,0.0007148563,0.00013463116],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020005686,0.28115037,0.09896501,0.0046766247,0.00092053524,0.002214293,0.025827877,0.0016552978,0.08461468,0.00039731522,0.002401125,0.47717115],"study_design_scores_gemma":[0.006371396,0.17787072,0.75753653,0.00071130844,0.0018474357,0.00030048593,0.02180909,0.0034969249,0.023135742,0.00021902072,0.006564339,0.00013705326],"about_ca_topic_score_codex":0.005051941,"about_ca_topic_score_gemma":0.010757431,"teacher_disagreement_score":0.005051941,"about_ca_system_score_codex":0.0004227502,"about_ca_system_score_gemma":0.00081471517,"threshold_uncertainty_score":0.010045052},"labels":[],"label_agreement":null},{"id":"W3080703859","doi":"10.5539/ies.v13n9p1","title":"Grammatical Errors Found in English Writing: A Study from Al-Hussein Bin Talal University","year":2020,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Sentence; Noun; Verb; Test (biology); Mathematics education; Word order; Linguistics","score_opus":0.11911694824685304,"score_gpt":0.3489403543779544,"score_spread":0.22982340613110136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3080703859","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996037,0.00008834014,0.000022202514,0.000049980914,0.000004575429,0.0000046815026,0.0000076695305,0.000001008369,0.00021783535],"genre_scores_gemma":[0.99855274,0.00032659541,0.00010765712,0.00011831593,0.000013628323,0.000011731064,0.000026960546,0.0000041944236,0.00083826296],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984818,0.00037373495,0.00022847168,0.00012131158,0.0006167677,0.00017794207],"domain_scores_gemma":[0.99342656,0.0018741514,0.0024645606,0.00017733655,0.0014599491,0.0005974986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017168231,0.00039594944,0.00046893736,0.0016220425,0.0017072083,0.0015729886,0.00047556523,0.0006186497,0.00091468426],"category_scores_gemma":[0.008646229,0.00032902876,0.000274127,0.001083633,0.0008805857,0.0008887249,0.00085169624,0.00063126086,0.00037030203],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009367318,0.00059775077,0.55935514,0.00027146,0.000029659675,0.0067964755,0.4029195,0.000055634602,0.0046147387,0.000099994264,0.00058031495,0.024585607],"study_design_scores_gemma":[0.000014718177,0.000921867,0.54690516,0.00017808496,0.00005137619,0.011206091,0.4296252,0.00017329546,0.002497327,0.00010851018,0.008270918,0.000047436835],"about_ca_topic_score_codex":0.0031923691,"about_ca_topic_score_gemma":0.005853636,"teacher_disagreement_score":0.0031923691,"about_ca_system_score_codex":0.00048811088,"about_ca_system_score_gemma":0.00086687464,"threshold_uncertainty_score":0.009079516},"labels":[],"label_agreement":null},{"id":"W3081393459","doi":"10.37546/jaltpcp2019-24","title":"Post-Encounter Motivation During Study Abroad","year":2020,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Salient; Focus group; Mathematics education; Study abroad; Pedagogy; Qualitative research; Identity (music); Sociology; Political science; Art","score_opus":0.04050686392583341,"score_gpt":0.25544497029178587,"score_spread":0.21493810636595245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3081393459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99641716,0.00016493774,0.00015522345,0.00029808204,0.000019629295,0.000022778158,0.000021832297,0.0000060044827,0.002894346],"genre_scores_gemma":[0.99775034,0.00014038791,0.000121301695,0.00012370301,0.000010243272,0.000034832556,0.00003283892,0.0000046908663,0.0017815612],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984263,0.00062277314,0.000070104754,0.000116154064,0.0004022046,0.00036245587],"domain_scores_gemma":[0.99542207,0.0012469335,0.0009243717,0.00013422947,0.00067240273,0.0016000122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029888789,0.00023688312,0.00040346404,0.0007556612,0.0026326154,0.0031432572,0.00052805996,0.0008241122,0.0038893432],"category_scores_gemma":[0.00845524,0.00018728565,0.0003173605,0.00041617142,0.0012137439,0.0010758677,0.0026003108,0.00140187,0.00048436955],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002483199,0.0006442446,0.42226475,0.0002741334,0.00006270277,0.0024593899,0.514644,0.00008946305,0.004004685,0.0019132779,0.0025233133,0.05087161],"study_design_scores_gemma":[0.000014758093,0.0005769215,0.4442723,0.00014245803,0.000023892193,0.0008434642,0.53568906,0.00016343535,0.0007534915,0.0007432508,0.016715897,0.000061102146],"about_ca_topic_score_codex":0.0043527293,"about_ca_topic_score_gemma":0.010873175,"teacher_disagreement_score":0.0043527293,"about_ca_system_score_codex":0.0013881088,"about_ca_system_score_gemma":0.0013504892,"threshold_uncertainty_score":0.015806854},"labels":[],"label_agreement":null},{"id":"W3082349792","doi":"10.1515/iral-2019-0115","title":"D-linked and non-d-linked<i>wh</i>-questions in L2 French and L3 English","year":2020,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Linguistics; Syntax; Feature (linguistics); Interrogative word; Psychology; Second-language acquisition; Discourse analysis; Computer science; Philosophy","score_opus":0.0185654723735287,"score_gpt":0.2888135864587831,"score_spread":0.2702481140852544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3082349792","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99825495,0.000094094394,0.00011868607,0.00003631227,8.917568e-7,0.0000043614573,0.000024144843,0.000003832483,0.0014627128],"genre_scores_gemma":[0.99940455,0.000039331582,0.0000728988,0.000020713995,0.0000010375019,0.000004858949,0.000037298883,0.0000029206442,0.00041634386],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991535,0.00034818577,0.000056503057,0.000118306634,0.0001647715,0.00015886441],"domain_scores_gemma":[0.99358714,0.004294566,0.000746336,0.00016792424,0.00080630695,0.00039771837],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018907521,0.00036183195,0.00028175375,0.0008426507,0.00060295983,0.001692413,0.00034820635,0.0008218102,0.0033040629],"category_scores_gemma":[0.005039512,0.00016491662,0.00024527358,0.00049031514,0.0011837442,0.0010320672,0.0010240634,0.00077123404,0.0005591644],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010042855,0.00079790474,0.6353167,0.0003859972,0.00008846874,0.0032792883,0.23974137,0.00084620947,0.044581074,0.0042763683,0.0008601872,0.06882214],"study_design_scores_gemma":[0.000022236723,0.0005530795,0.9080899,0.0001083676,0.000039961375,0.0017729837,0.06877126,0.0018850352,0.010300344,0.0014666773,0.0069278157,0.00006240906],"about_ca_topic_score_codex":0.036440384,"about_ca_topic_score_gemma":0.025636148,"teacher_disagreement_score":0.036440384,"about_ca_system_score_codex":0.0008309041,"about_ca_system_score_gemma":0.0005339289,"threshold_uncertainty_score":0.07245654},"labels":[],"label_agreement":null},{"id":"W3083862078","doi":"10.5539/elt.v13n10p14","title":"Application of Production-Oriented Approach in College English Instruction in China: A Case Study","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Context (archaeology); Competence (human resources); Class (philosophy); Pedagogy; Computer science","score_opus":0.013169134498192007,"score_gpt":0.23981292590294714,"score_spread":0.22664379140475513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3083862078","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994703,0.00010507498,0.0009704502,0.00024849374,0.0000064077935,0.00017326513,0.0000070735355,0.000009801348,0.0037762925],"genre_scores_gemma":[0.99341786,0.00028563413,0.0030316634,0.00010716788,0.0000059992904,0.00012023061,0.000013029809,0.000008761443,0.0030096935],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99675685,0.0014253038,0.00021614107,0.00026500903,0.0006445228,0.00069223536],"domain_scores_gemma":[0.99767476,0.0007105974,0.0002840116,0.0002776236,0.0003555124,0.00069756835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036389262,0.0005079337,0.00045936566,0.001330083,0.0034060907,0.0016053949,0.0016775364,0.0011807858,0.0015804447],"category_scores_gemma":[0.0048787477,0.00030414204,0.00043656636,0.0020080982,0.001959756,0.0010117114,0.0024751,0.0009918781,0.00024161121],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040640365,0.007520469,0.1900476,0.0010816063,0.00008407879,0.07208598,0.39377642,0.0047360943,0.018771715,0.009108825,0.0019230855,0.30045775],"study_design_scores_gemma":[0.00039717485,0.0075472505,0.3481732,0.0005897636,0.00022534645,0.022878291,0.4909828,0.0343475,0.025204418,0.0033663043,0.06599728,0.00029060675],"about_ca_topic_score_codex":0.029166529,"about_ca_topic_score_gemma":0.047387842,"teacher_disagreement_score":0.029166529,"about_ca_system_score_codex":0.004572562,"about_ca_system_score_gemma":0.007245917,"threshold_uncertainty_score":0.05799353},"labels":[],"label_agreement":null},{"id":"W3084186864","doi":"10.5539/ijel.v10n6p162","title":"Grammatical Errors in Nigerian English Language Pronunciation Problems Among Students: Psychological Implications and Management","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Grammar; Psychology; Linguistics; Test (biology); Null hypothesis; Vowel; Population; Mathematics education; Consonant cluster; Consonant; Mathematics; Sociology; Statistics","score_opus":0.03174123287320593,"score_gpt":0.31314495817050614,"score_spread":0.2814037252973002,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3084186864","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99938273,0.000097078024,0.000016346366,0.00014306227,0.0000049476585,0.0000039598594,0.0000058318014,9.998209e-7,0.0003450345],"genre_scores_gemma":[0.99955267,0.00011847643,0.000042501444,0.000041765295,0.0000040907685,0.0000041004632,0.000010546887,5.151127e-7,0.0002253016],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994236,0.00014476368,0.0000714475,0.000050752365,0.00018894937,0.00012048865],"domain_scores_gemma":[0.99632794,0.0009436825,0.0017382846,0.0000785002,0.00040283063,0.00050867914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00065811514,0.00021095907,0.00028353525,0.0009874193,0.0012320447,0.0012424813,0.00038540392,0.0006026599,0.0012278266],"category_scores_gemma":[0.006047717,0.00021653248,0.00018657287,0.00064277306,0.001009109,0.00068072916,0.0007335498,0.0008973227,0.00013816882],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033170334,0.00031858205,0.97093517,0.00002799497,0.000006997455,0.0015297838,0.017197946,0.000030292334,0.00034516616,0.000095797826,0.00023387474,0.009245296],"study_design_scores_gemma":[0.000006711307,0.00026732014,0.91872746,0.000040234638,0.000020415604,0.0034019214,0.07608898,0.000231339,0.0001706882,0.00019712624,0.0008333722,0.000014589388],"about_ca_topic_score_codex":0.0035669333,"about_ca_topic_score_gemma":0.0055778064,"teacher_disagreement_score":0.0035669333,"about_ca_system_score_codex":0.00047633966,"about_ca_system_score_gemma":0.00072793907,"threshold_uncertainty_score":0.007092297},"labels":[],"label_agreement":null},{"id":"W3084224269","doi":"10.5539/elt.v13n10p23","title":"The Potential of Online Technology for Language Learning","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Educational technology; Affordance; Perspective (graphical); Psychology; Language acquisition; Blended learning; Social media; Computer-mediated communication; Pedagogy; Mathematics education; Computer science; World Wide Web; The Internet; Artificial intelligence; Cognitive psychology","score_opus":0.011554899869651924,"score_gpt":0.24883257294065694,"score_spread":0.23727767307100503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3084224269","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.086476326,0.017956486,0.036493454,0.024512593,0.000902579,0.000070420974,0.00017351113,0.00038990038,0.83302474],"genre_scores_gemma":[0.92722017,0.009849825,0.014042826,0.0022613853,0.0013296807,0.00016943978,0.00009435315,0.00015378019,0.044878438],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9972011,0.0017154574,0.0000804309,0.0001992494,0.0005460227,0.00025778176],"domain_scores_gemma":[0.9914186,0.006639208,0.00042861985,0.00057871983,0.00039040294,0.00054441084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023767068,0.00033804693,0.00023142257,0.0018454127,0.0023609654,0.011526732,0.0010627137,0.0020733648,0.023340385],"category_scores_gemma":[0.006289816,0.0001857312,0.00042878257,0.0012699533,0.0057411864,0.018910684,0.0091762105,0.0016310759,0.0034581101],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008188034,0.00015321701,0.0034387836,0.0007846009,0.000023565237,0.0010237078,0.017347893,0.0007081515,0.002662048,0.7204722,0.00966594,0.24363801],"study_design_scores_gemma":[0.000025550971,0.00019777285,0.0026515801,0.0013791269,0.000025588868,0.0016664894,0.018255733,0.0017483707,0.0023285379,0.32065788,0.65099525,0.0000680454],"about_ca_topic_score_codex":0.0006649453,"about_ca_topic_score_gemma":0.0007640648,"teacher_disagreement_score":0.023340385,"about_ca_system_score_codex":0.0011459499,"about_ca_system_score_gemma":0.0011769852,"threshold_uncertainty_score":0.07808131},"labels":[],"label_agreement":null},{"id":"W3084412070","doi":"10.5539/ijel.v10n6p152","title":"Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabic verse; Spelling; Syllable; Linguistics; Coda; Relation (database); Psychology; Computer science; Speech recognition; Acoustics; Philosophy","score_opus":0.08952353645885244,"score_gpt":0.26671074017516094,"score_spread":0.1771872037163085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3084412070","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994966,0.000072116774,0.000051584477,0.000031294967,0.0000023874334,0.0000032959688,0.000026937509,0.0000021116236,0.00031371872],"genre_scores_gemma":[0.9983425,0.00018989778,0.0002244463,0.000033858894,0.0000031767852,0.0000049403593,0.000072962444,0.0000032876637,0.0011248427],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994197,0.00009009838,0.00013017395,0.000055555876,0.0002482958,0.000056157598],"domain_scores_gemma":[0.9953785,0.0009535636,0.0021180846,0.00012871218,0.0011744556,0.0002467335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044013947,0.00036595023,0.00021790482,0.0008510205,0.00030053753,0.0009172304,0.00019758267,0.00041083328,0.0015196841],"category_scores_gemma":[0.0050208,0.00017012139,0.00020755947,0.00038672384,0.0003405587,0.00043174057,0.00038677477,0.00038106155,0.0005615898],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012799555,0.0002021817,0.93452996,0.00011926982,0.00002984892,0.0020635065,0.023935203,0.00013620377,0.012891531,0.00004866185,0.00023311688,0.025682531],"study_design_scores_gemma":[0.000005992033,0.00075505074,0.9496711,0.000071275565,0.0000349078,0.0044977637,0.035820678,0.0005330881,0.0067064054,0.00012382123,0.001749191,0.000030801442],"about_ca_topic_score_codex":0.003143429,"about_ca_topic_score_gemma":0.004121723,"teacher_disagreement_score":0.003143429,"about_ca_system_score_codex":0.0001995932,"about_ca_system_score_gemma":0.0003060942,"threshold_uncertainty_score":0.0062502623},"labels":[],"label_agreement":null},{"id":"W3084511742","doi":"","title":"Anxiety and beliefs of french-as-a-second-language learners at the university level","year":2000,"lang":"en","type":"article","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Linguistics; Mathematics education; Developmental psychology; Cognitive psychology; Psychiatry","score_opus":0.0060096039342398015,"score_gpt":0.14047779039666555,"score_spread":0.13446818646242575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3084511742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894005,0.00006427829,0.000010242037,0.00011397453,0.00000691887,0.00000594644,0.00001672658,0.000003232268,0.00083869847],"genre_scores_gemma":[0.9975432,0.000086698456,0.000020152296,0.0001280746,0.0000062445274,0.000008328566,0.000031103995,0.0000020124207,0.002174139],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99894136,0.00026751083,0.000046084548,0.00008281687,0.00021712437,0.00044513954],"domain_scores_gemma":[0.99464273,0.0008688397,0.00084440346,0.00009787795,0.0011284043,0.0024176314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011953054,0.00049291854,0.0005663271,0.0013635812,0.0026787592,0.00462842,0.000577843,0.001465798,0.0036164138],"category_scores_gemma":[0.0043052915,0.00033775877,0.00068298663,0.0005450412,0.0017798626,0.0008491336,0.0011141209,0.0024206268,0.0009528311],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005436908,0.0038900774,0.81576866,0.000066212495,0.0000665362,0.0009817269,0.16049387,0.00013708875,0.0031039908,0.00052055926,0.0013729437,0.013054574],"study_design_scores_gemma":[0.000043563115,0.0020587733,0.70169437,0.00006318601,0.00006141909,0.0005816423,0.29098654,0.00041478348,0.0007592056,0.00021496716,0.0030126742,0.0001089441],"about_ca_topic_score_codex":0.11579137,"about_ca_topic_score_gemma":0.1292216,"teacher_disagreement_score":0.11579137,"about_ca_system_score_codex":0.0033998631,"about_ca_system_score_gemma":0.0019510773,"threshold_uncertainty_score":0.2302348},"labels":[],"label_agreement":null},{"id":"W3086351098","doi":"","title":"Research guides: Language Education: Audio & Video Podcasts","year":2015,"lang":"en","type":"libguides","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Multimedia; Linguistics","score_opus":0.15002160845816698,"score_gpt":0.40371957627939964,"score_spread":0.25369796782123266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3086351098","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007951512,0.004249303,0.04580638,0.0052219443,0.0030090937,0.025249824,0.10842427,0.023270298,0.7768175],"genre_scores_gemma":[0.017665496,0.006110848,0.064889975,0.0016814803,0.0004997356,0.025058245,0.022550093,0.005011069,0.85653305],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99896216,0.00040261933,0.000098978046,0.00009550305,0.00035961275,0.000081102495],"domain_scores_gemma":[0.9848173,0.006400828,0.00032591476,0.0011244,0.005710664,0.0016208314],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0057000536,0.0009539925,0.0007328046,0.002490867,0.001744408,0.0023070176,0.0015190821,0.0013616787,0.4851979],"category_scores_gemma":[0.016780565,0.0009932881,0.00028330935,0.0020063624,0.00076558,0.0024208804,0.0014953193,0.0020456742,0.22799541],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001565462,0.000175162,0.00012859223,0.00086697296,0.0000020623602,0.00005165636,0.0014738147,0.00006251886,0.0008862182,0.0009739555,0.8639609,0.13126145],"study_design_scores_gemma":[0.00012319375,0.0001555798,0.002155252,0.0006529702,0.0000080100535,0.00007515989,0.0027015985,0.00008437207,0.00070789136,0.00094440125,0.99236816,0.000023371656],"about_ca_topic_score_codex":0.01322047,"about_ca_topic_score_gemma":0.054645114,"teacher_disagreement_score":0.4851979,"about_ca_system_score_codex":0.0010065592,"about_ca_system_score_gemma":0.005683028,"threshold_uncertainty_score":0.7343027},"labels":[],"label_agreement":null},{"id":"W3088468999","doi":"10.5539/ijel.v10n6p213","title":"An Empirical Study of Pragmatic Input to Chinese EFL Learners","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Economic shortage; Computer science; Competence (human resources); Empirical research; Set (abstract data type); China; Mathematics education; Linguistics; Psychology; Mathematics; Political science","score_opus":0.03702142897417873,"score_gpt":0.3443312538044019,"score_spread":0.3073098248302232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3088468999","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99883384,0.000024205869,0.00008395507,0.00003805874,0.0000012845143,0.000035333815,0.000014522683,0.0000011844046,0.00096757244],"genre_scores_gemma":[0.9986987,0.000075539145,0.00026685858,0.00005240734,0.000003334937,0.00009912592,0.00003235208,0.0000025170448,0.0007692269],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99704164,0.0011129858,0.00029444942,0.0004003164,0.00077676,0.00037394636],"domain_scores_gemma":[0.98788923,0.0071674255,0.0012923642,0.0005381342,0.0021291599,0.0009836741],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052480022,0.00048364754,0.0006470738,0.0015001005,0.0027300967,0.0016063038,0.0006503766,0.0008790381,0.0035687976],"category_scores_gemma":[0.015652655,0.0004285615,0.00023791596,0.0013668486,0.002658388,0.001866178,0.0020540252,0.001245371,0.00043863727],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023656718,0.0018519966,0.33904845,0.0005890996,0.000024052399,0.0019887716,0.6124111,0.00011282464,0.009805844,0.0015060682,0.0004903434,0.031934932],"study_design_scores_gemma":[0.00006254617,0.0020561523,0.4834938,0.00022105542,0.000054360287,0.0011084788,0.49628952,0.0009507938,0.0067912983,0.00066011446,0.008200741,0.000111080946],"about_ca_topic_score_codex":0.0075896583,"about_ca_topic_score_gemma":0.007940094,"teacher_disagreement_score":0.0075896583,"about_ca_system_score_codex":0.0019775399,"about_ca_system_score_gemma":0.0031665585,"threshold_uncertainty_score":0.027754366},"labels":[],"label_agreement":null},{"id":"W3088503285","doi":"10.5539/elt.v13n10p74","title":"Saudi Female EFL Instructors’ Perceptions of the Effects of Professional Development on Their Self-Efficacy","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Self-efficacy; Professional development; Feeling; Social cognitive theory; Medical education; Perception; Pedagogy; Social psychology; Medicine","score_opus":0.012903905823762218,"score_gpt":0.2385164584757565,"score_spread":0.22561255265199429,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3088503285","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99792993,0.000078414276,0.000056686575,0.000117055424,0.000004183117,0.0000038881626,0.000008577849,0.0000018743634,0.0017993416],"genre_scores_gemma":[0.99892956,0.00008542772,0.000055147917,0.000037767586,0.0000035484932,0.0000045767583,0.0000077521,8.142611e-7,0.0008754053],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993166,0.00022966495,0.00005139362,0.000038024515,0.00023936122,0.00012511054],"domain_scores_gemma":[0.9957022,0.0014854129,0.0010428367,0.00010186322,0.0010284025,0.0006391863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013720733,0.00016117592,0.00015204244,0.0006100374,0.00072305684,0.0010866822,0.00014419289,0.00023901273,0.002811919],"category_scores_gemma":[0.0040015914,0.00008916812,0.00012340481,0.00020171916,0.0005022369,0.00030394143,0.00048677085,0.00031342756,0.00037179125],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022510847,0.00062336883,0.7680377,0.00017517425,0.00003155671,0.0007781777,0.14900424,0.00012404786,0.008060995,0.000675459,0.0010242767,0.07123988],"study_design_scores_gemma":[0.0000150351825,0.00059399527,0.8130301,0.00011139754,0.000026673953,0.0006598251,0.17287032,0.00042606585,0.0018416484,0.00018585309,0.010205226,0.00003374609],"about_ca_topic_score_codex":0.0029254423,"about_ca_topic_score_gemma":0.0038269965,"teacher_disagreement_score":0.0029254423,"about_ca_system_score_codex":0.0005591034,"about_ca_system_score_gemma":0.0004914981,"threshold_uncertainty_score":0.009406745},"labels":[],"label_agreement":null},{"id":"W3088902885","doi":"10.5430/ijhe.v10n1p24","title":"An Investigation into Factors Affecting the Use of English Prepositions by Vietnamese Learners of English","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Sentence; Psychology; Mathematics education; Competence (human resources); Population; Linguistics; Computer science; Natural language processing; Medicine; Social psychology","score_opus":0.04517731295456019,"score_gpt":0.2991267465268138,"score_spread":0.25394943357225364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3088902885","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999796,0.000017521586,0.00002063996,0.000009523196,4.8603675e-7,0.0000025637667,0.0000064196665,2.0078981e-7,0.00014667245],"genre_scores_gemma":[0.9996056,0.000060992807,0.00007434723,0.000012105006,8.6122645e-7,0.0000044923313,0.000015822572,4.453656e-7,0.0002253909],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99954754,0.00019125816,0.00004894903,0.000048077778,0.000096783966,0.00006739749],"domain_scores_gemma":[0.99695444,0.0014534493,0.00083352166,0.00006111248,0.000451401,0.00024609122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008154961,0.00016435744,0.0001368534,0.00031798985,0.0004192153,0.0005531927,0.00012974498,0.00019208148,0.0011057258],"category_scores_gemma":[0.004074315,0.00016114149,0.00014066536,0.00030916167,0.00037955694,0.00038434064,0.00025953236,0.00028547682,0.00010997069],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082967104,0.00019383706,0.93303883,0.00007814073,0.000017040255,0.0007447631,0.048248284,0.000031650212,0.004844832,0.00007381105,0.00007966695,0.012566147],"study_design_scores_gemma":[0.0000032681053,0.0005516317,0.91849285,0.00002758499,0.000014292083,0.00055688916,0.07862045,0.00012409061,0.0008699651,0.000049956107,0.0006778139,0.0000111934905],"about_ca_topic_score_codex":0.0044191126,"about_ca_topic_score_gemma":0.0061013633,"teacher_disagreement_score":0.0044191126,"about_ca_system_score_codex":0.00019820857,"about_ca_system_score_gemma":0.00053950434,"threshold_uncertainty_score":0.0087867975},"labels":[],"label_agreement":null},{"id":"W3089020870","doi":"10.5539/ijel.v10n6p183","title":"An Experimental Study of the Effect of Content Schema on English Listening Testing of Non-English Majors","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Schema (genetic algorithms); Listening comprehension; Psychology; Significant difference; Comprehension; Mathematics education; Linguistics; Computer science; Mathematics; Statistics; Communication; Information retrieval","score_opus":0.04753105744100616,"score_gpt":0.29977204151370535,"score_spread":0.2522409840726992,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3089020870","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996928,0.000006267474,0.00007374687,0.000007727497,0.0000046655755,0.00007342169,0.000008219777,0.0000023786017,0.00013084375],"genre_scores_gemma":[0.99685425,0.000046982143,0.0012176327,0.000056580237,0.000016954948,0.00037594643,0.00006264588,0.0000035624878,0.0013653626],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9987956,0.0003687856,0.00010532473,0.0003085318,0.00021507319,0.00020656992],"domain_scores_gemma":[0.99493945,0.002490702,0.0005987901,0.00048411055,0.00036459995,0.0011223573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016996614,0.0006630373,0.00059868186,0.00039575022,0.000559276,0.00060089707,0.0006305709,0.0006496744,0.0037717188],"category_scores_gemma":[0.0043215603,0.00043854737,0.0005424951,0.0001912764,0.00082097785,0.00049296883,0.00068763416,0.0009981219,0.0004152303],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.037407707,0.49947515,0.10409477,0.00059168285,0.00019948215,0.0018973907,0.026394622,0.00072191894,0.25041243,0.0007473165,0.00054564886,0.07751196],"study_design_scores_gemma":[0.0037255022,0.62124026,0.31763428,0.00006318139,0.00024439348,0.00043224354,0.008163973,0.0018274863,0.04395734,0.0006370186,0.001972544,0.00010167541],"about_ca_topic_score_codex":0.00044985264,"about_ca_topic_score_gemma":0.0006898689,"teacher_disagreement_score":0.0037717188,"about_ca_system_score_codex":0.00028237092,"about_ca_system_score_gemma":0.00066539977,"threshold_uncertainty_score":0.012617648},"labels":[],"label_agreement":null},{"id":"W3090257118","doi":"10.5539/elt.v13n10p158","title":"EFL Students’ Beliefs about How They Learn Grammar Best","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Focus on form; Construct (python library); Psychology; Focus (optics); Preference; Mathematics education; Meaning (existential); Linguistics; English grammar; English as a foreign language; Computer science; Programming language","score_opus":0.024385389888331808,"score_gpt":0.2591553628562899,"score_spread":0.23476997296795807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3090257118","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986879,0.00004986973,0.00014141493,0.00008442161,0.0000010683663,0.0000032404882,0.000009289872,0.000003042909,0.001019683],"genre_scores_gemma":[0.9990392,0.00008606712,0.000164522,0.00007243785,0.0000014432085,0.0000037418097,0.000018293493,0.000001998553,0.0006124071],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99937457,0.00016452308,0.000056163528,0.00006616658,0.00024087714,0.00009772708],"domain_scores_gemma":[0.9942807,0.0023273125,0.001750548,0.00023647344,0.0008742792,0.0005307296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019712164,0.00018135377,0.00024185804,0.0007942818,0.00042884328,0.00204493,0.0003446951,0.0004941892,0.002238264],"category_scores_gemma":[0.00921333,0.0001566053,0.00017064369,0.00031723498,0.0011891422,0.0010048777,0.0007328382,0.0009608109,0.00049800036],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013204814,0.0004984324,0.89540863,0.00007768182,0.00004084945,0.00038192415,0.051356792,0.0003529039,0.0053663524,0.0009173657,0.00036865182,0.045098335],"study_design_scores_gemma":[0.000057141406,0.0014607552,0.83643603,0.00032336582,0.00008582196,0.0014210531,0.14211197,0.0021019785,0.005524796,0.0036387267,0.006743255,0.000095138406],"about_ca_topic_score_codex":0.0019143313,"about_ca_topic_score_gemma":0.002512362,"teacher_disagreement_score":0.002238264,"about_ca_system_score_codex":0.00047168802,"about_ca_system_score_gemma":0.00055238785,"threshold_uncertainty_score":0.010424912},"labels":[],"label_agreement":null},{"id":"W3092002831","doi":"10.47670/wuwijar201712ck","title":"The examination of the test of English as a foreign language (TOEFL):Evident disparities between world Englishes and standard English","year":2017,"lang":"en","type":"article","venue":"Westcliff International Journal of Applied Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wycliffe College","funders":"","keywords":"Test of English as a Foreign Language; World Englishes; Negotiation; Test (biology); English as a lingua franca; Ell; Linguistics; Identity (music); English language; Standard English; Lingua franca; Sociology; Language proficiency; Psychology; Mathematics education; Teaching method; Art; Social science","score_opus":0.049267919186990396,"score_gpt":0.34403174211582155,"score_spread":0.29476382292883113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092002831","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9875929,0.00015348622,0.0003621795,0.00049304136,0.000015991358,0.000017423836,0.000060770628,0.000007077543,0.011297098],"genre_scores_gemma":[0.9966216,0.00015250467,0.00054727786,0.00013803966,0.000003917292,0.000016847203,0.00007876664,0.000005507864,0.002435518],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99873334,0.00032354108,0.00013193842,0.00010991965,0.0005007037,0.0002005591],"domain_scores_gemma":[0.9947883,0.0019671237,0.0011622934,0.00026257985,0.001212799,0.0006068959],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023178062,0.00015018485,0.00016054949,0.0018124001,0.0005771044,0.001533498,0.0004571531,0.00042861913,0.001947694],"category_scores_gemma":[0.013558284,0.000086893335,0.00013014818,0.0006856426,0.0017899283,0.0019382752,0.0016865178,0.0007278236,0.0004043795],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000103391096,0.00035074961,0.8452471,0.00013127647,0.00002107235,0.0010654537,0.040039755,0.00009476035,0.0051433933,0.0048007765,0.0027986944,0.10020362],"study_design_scores_gemma":[0.000004546762,0.00032349012,0.89082485,0.00017477715,0.000011622927,0.0021334302,0.089149915,0.00034142644,0.0037902875,0.0023746411,0.0108383065,0.000032704418],"about_ca_topic_score_codex":0.006322106,"about_ca_topic_score_gemma":0.011505265,"teacher_disagreement_score":0.006322106,"about_ca_system_score_codex":0.00048595513,"about_ca_system_score_gemma":0.0011454157,"threshold_uncertainty_score":0.01257062},"labels":[],"label_agreement":null},{"id":"W3092104164","doi":"10.3138/cmlr-2019-0071","title":"The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children’s Books","year":2020,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University; University of Ottawa","funders":"","keywords":"Humanities; French immersion; Art; Philosophy; Linguistics","score_opus":0.013218514573411897,"score_gpt":0.25847399050957326,"score_spread":0.24525547593616137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092104164","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99738055,0.00008371716,0.00011213293,0.00004984707,0.0000024541064,0.000007964206,0.00001740203,0.0000052010687,0.0023407144],"genre_scores_gemma":[0.99286675,0.00018556778,0.0002969137,0.00006411669,0.0000021903818,0.000025402685,0.00006412586,0.000010666963,0.0064842766],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99884015,0.00036445985,0.000056263194,0.00019243929,0.00022814797,0.00031852207],"domain_scores_gemma":[0.9972031,0.0012042698,0.000419933,0.00013565386,0.0006005392,0.00043648324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012241633,0.00046354355,0.0004502727,0.0011581513,0.0015688176,0.005419988,0.0007374022,0.0011357674,0.0038135827],"category_scores_gemma":[0.0049879886,0.00036908296,0.0004160933,0.00070210214,0.0021384342,0.0015150785,0.001898274,0.0012486718,0.0010350804],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012397017,0.00019122828,0.08081491,0.000120964745,0.000033465167,0.0010900219,0.8866699,0.00009388797,0.011781682,0.00071037695,0.0003061107,0.018063463],"study_design_scores_gemma":[0.0000095795085,0.00032109546,0.21267858,0.0000759135,0.000030043435,0.0004977492,0.7751376,0.00016162371,0.0024571582,0.00034610744,0.00821332,0.00007121246],"about_ca_topic_score_codex":0.0392753,"about_ca_topic_score_gemma":0.10091684,"teacher_disagreement_score":0.0392753,"about_ca_system_score_codex":0.0025351718,"about_ca_system_score_gemma":0.0013297613,"threshold_uncertainty_score":0.07809335},"labels":[],"label_agreement":null},{"id":"W3092118842","doi":"","title":"The Enactment of Applied English: Does Caring Lead to Teaching to the Test?.","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Curriculum; Test (biology); Psychology; Context (archaeology); Mathematics education; Teaching method; Ideal (ethics); Pedagogy; Standardized test","score_opus":0.04242689963852735,"score_gpt":0.2455752088812962,"score_spread":0.20314830924276883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092118842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97426075,0.00056447886,0.0006792506,0.009360228,0.00005208747,0.000036160753,0.000013501993,0.0000067632564,0.015026808],"genre_scores_gemma":[0.9980666,0.0002281333,0.00018656437,0.00022899236,0.0000048292686,0.0000087949575,0.0000034856444,0.0000018903718,0.0012706646],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966181,0.0018838069,0.0000970067,0.00014042025,0.0006612961,0.00059940753],"domain_scores_gemma":[0.9943937,0.0024498263,0.0014440777,0.00014166458,0.0005214186,0.0010492688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004234287,0.00016005793,0.00016026806,0.00046921617,0.0057804654,0.003266423,0.0007973637,0.0010641742,0.0012032298],"category_scores_gemma":[0.011938803,0.00019856439,0.00019214283,0.00038739986,0.010521786,0.0016896799,0.0026406115,0.0016048417,0.0001216988],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003374775,0.0001451028,0.0714049,0.0001197384,0.000007054941,0.004431887,0.87991345,0.00006438406,0.0008183181,0.008206212,0.001370095,0.03348514],"study_design_scores_gemma":[0.0000068476243,0.00007819043,0.05619261,0.00014839903,0.00001027077,0.0011652323,0.926046,0.00017487981,0.000640678,0.0016610777,0.013857927,0.000017917273],"about_ca_topic_score_codex":0.07266689,"about_ca_topic_score_gemma":0.19230387,"teacher_disagreement_score":0.9273331,"about_ca_system_score_codex":0.008556514,"about_ca_system_score_gemma":0.009647798,"threshold_uncertainty_score":0.14448786},"labels":[],"label_agreement":null},{"id":"W3092380263","doi":"10.47670/wuwijar201821rcmjoh","title":"Improving written communication among English language learners","year":2018,"lang":"en","type":"article","venue":"Westcliff International Journal of Applied Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wycliffe College","funders":"","keywords":"Task (project management); Subject matter; Mathematics education; Subject (documents); Face (sociological concept); Computer science; Compiler; Psychology; English language; Pedagogy; Linguistics; Curriculum; Programming language; World Wide Web; Engineering","score_opus":0.046950321749790844,"score_gpt":0.34817913282002155,"score_spread":0.3012288110702307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092380263","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843784,0.0012619246,0.0024882418,0.0021550853,0.00019818025,0.00013360185,0.000040201405,0.00021379098,0.009130581],"genre_scores_gemma":[0.96045434,0.0032693082,0.015587689,0.0012685645,0.00027522026,0.00035848896,0.00016515145,0.00008686626,0.018534372],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989753,0.00044810295,0.00009694317,0.00010078871,0.0002477401,0.00013117162],"domain_scores_gemma":[0.9961778,0.0014655793,0.0005812545,0.00012412395,0.00095252757,0.00069863047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016585215,0.0004897224,0.00053251925,0.00055084995,0.00095630664,0.0013328767,0.00066162524,0.0008150468,0.0052207843],"category_scores_gemma":[0.012843733,0.00014152318,0.00020855453,0.00023194039,0.00026340125,0.0014720031,0.0017049351,0.0009682808,0.001217854],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071583595,0.0052884035,0.03523971,0.0012642903,0.00004900288,0.0016032857,0.032152448,0.00043301054,0.029808946,0.0003995322,0.014758304,0.8782873],"study_design_scores_gemma":[0.0013592333,0.02410903,0.5687255,0.004743833,0.00084014505,0.008632774,0.16673963,0.005274568,0.08181586,0.0067498665,0.1307324,0.00027710552],"about_ca_topic_score_codex":0.0005505332,"about_ca_topic_score_gemma":0.0007700873,"teacher_disagreement_score":0.0052207843,"about_ca_system_score_codex":0.0002981912,"about_ca_system_score_gemma":0.00077961414,"threshold_uncertainty_score":0.017465234},"labels":[],"label_agreement":null},{"id":"W3092448367","doi":"10.47670/wuwijar201711cs","title":"Advice for a Communicative Learning Environment","year":2017,"lang":"en","type":"article","venue":"Westcliff International Journal of Applied Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wycliffe College","funders":"","keywords":"Plan (archaeology); Psychology; Learning environment; Medical education; Pedagogy; Mathematics education; Public relations; Political science; Medicine; Geography","score_opus":0.17031083865579386,"score_gpt":0.4219091562721731,"score_spread":0.2515983176163793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092448367","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010236279,0.0045526233,0.058789335,0.39104632,0.009811666,0.00066976686,0.0003609629,0.004949294,0.5195837],"genre_scores_gemma":[0.0973411,0.0072070574,0.15841207,0.12727927,0.0024392172,0.00094114075,0.0004431196,0.0021766198,0.6037605],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9955772,0.0022130213,0.00018275245,0.00023440627,0.0013247512,0.00046782487],"domain_scores_gemma":[0.9903971,0.003018622,0.00039837812,0.00062937493,0.0031922618,0.0023643079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035947072,0.0008722828,0.00038053677,0.0012453722,0.0045510563,0.0033494509,0.0018608714,0.0074686953,0.10544426],"category_scores_gemma":[0.015644742,0.00037338017,0.0009023667,0.00052343385,0.002991816,0.0072211935,0.004317848,0.007829286,0.040844988],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006857249,0.0003453914,0.0010733705,0.00065839215,0.000009387162,0.0023206603,0.01501636,0.0002323612,0.0025611073,0.036585074,0.78597915,0.15515015],"study_design_scores_gemma":[0.00002405791,0.000047773698,0.0007189771,0.0005022631,0.0000075561,0.00093421317,0.0051829037,0.00017305829,0.00041240474,0.0097655775,0.982203,0.00002831875],"about_ca_topic_score_codex":0.0060955053,"about_ca_topic_score_gemma":0.018980073,"teacher_disagreement_score":0.10544426,"about_ca_system_score_codex":0.00188844,"about_ca_system_score_gemma":0.00385966,"threshold_uncertainty_score":0.3527462},"labels":[],"label_agreement":null},{"id":"W3092506514","doi":"10.47670/wuwijar201821tv","title":"Sociocultural factors in the success of Vietnamese English learners","year":2018,"lang":"en","type":"article","venue":"Westcliff International Journal of Applied Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wycliffe College","funders":"","keywords":"Vietnamese; Scope (computer science); Demographics; Mathematics education; Sociocultural evolution; Psychology; Pedagogy; English language; Medical education; Sociology; Computer science; Linguistics; Medicine","score_opus":0.09425220235061292,"score_gpt":0.38237962192676106,"score_spread":0.2881274195761481,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092506514","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978313,0.00010659586,0.000013609894,0.0001099736,0.0000054728193,0.000005358093,0.000025460966,5.6472265e-7,0.001901757],"genre_scores_gemma":[0.99961424,0.000079714955,0.000013056243,0.000017975737,0.0000027475194,0.000004077731,0.000017720473,9.668589e-7,0.00024947478],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99895346,0.00044800004,0.00008327533,0.00007866023,0.00018513801,0.00025138483],"domain_scores_gemma":[0.99605775,0.0010733177,0.0008290879,0.00007714036,0.00043037545,0.0015322996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010513484,0.00014853904,0.00020220673,0.00089224573,0.0015300616,0.0023908596,0.00026282328,0.00026171553,0.0038517998],"category_scores_gemma":[0.0041298773,0.00015008822,0.0001816019,0.0008073043,0.0011299558,0.00082052924,0.0013417093,0.0005598283,0.00037214975],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003619276,0.00017842892,0.9581833,0.000026800542,0.00001892256,0.00050527503,0.03558182,0.000031862903,0.00022152452,0.00030846868,0.00018879812,0.0047186906],"study_design_scores_gemma":[0.0000028322527,0.00009395542,0.8540858,0.000057529345,0.000009466294,0.00018363817,0.14352326,0.00008212925,0.0001005272,0.00014144818,0.0017085891,0.000010852268],"about_ca_topic_score_codex":0.021552885,"about_ca_topic_score_gemma":0.031685974,"teacher_disagreement_score":0.021552885,"about_ca_system_score_codex":0.00080383156,"about_ca_system_score_gemma":0.0011041084,"threshold_uncertainty_score":0.042854905},"labels":[],"label_agreement":null},{"id":"W3093185502","doi":"10.1558/isla.41958","title":"Key Questions in Second Language Acquisition: An Introduction by B. VanPatten, M. Smith and A. Benati (2020)","year":2020,"lang":"en","type":"article","venue":"Instructed Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Key (lock); Linguistics; Computer science; Philosophy; Computer security","score_opus":0.007422867718394079,"score_gpt":0.22327501828855129,"score_spread":0.21585215057015722,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3093185502","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00013531656,0.9465874,0.0013334196,0.022967141,0.01369913,0.00002702166,0.00016077347,0.000048177153,0.015041669],"genre_scores_gemma":[0.0028717343,0.8824199,0.003036021,0.012148064,0.02579416,0.00014651872,0.00063424825,0.000089171685,0.07286016],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99930656,0.00015091967,0.0000762246,0.00015866706,0.0002382754,0.0000693575],"domain_scores_gemma":[0.99871266,0.0006615988,0.00007289364,0.000030233045,0.00034607772,0.00017658921],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017992054,0.0017356813,0.0011017328,0.0021855899,0.0008614796,0.002807195,0.0014461557,0.004167829,0.02849758],"category_scores_gemma":[0.0021060489,0.00062323856,0.0005889752,0.0025903732,0.0020824198,0.007002883,0.0024181353,0.006609395,0.020751314],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005583117,0.00006476356,0.0002398702,0.001602222,0.000009833345,0.00014247937,0.00039903386,0.00015479121,0.00049517816,0.016742574,0.68408144,0.2960121],"study_design_scores_gemma":[0.0000047201515,0.000029922914,0.0006493478,0.00095715484,0.0000039187,0.00034200578,0.00013502005,0.0000337003,0.00009423644,0.010366559,0.98737025,0.000013161582],"about_ca_topic_score_codex":0.003883556,"about_ca_topic_score_gemma":0.004583938,"teacher_disagreement_score":0.02849758,"about_ca_system_score_codex":0.0022554328,"about_ca_system_score_gemma":0.0021592714,"threshold_uncertainty_score":0.095333874},"labels":[],"label_agreement":null},{"id":"W3094482457","doi":"10.1075/lllt.56.02cum","title":"L2 writing and L2 learning: Transfer, self-regulation, and identities","year":2020,"lang":"en","type":"book-chapter","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Transfer (computing); Linguistics; Computer science; Philosophy","score_opus":0.010960668970895662,"score_gpt":0.22829292486633526,"score_spread":0.21733225589543959,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094482457","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16944471,0.008124097,0.012370615,0.006463596,0.0002244161,0.000055531676,0.000032155735,0.00009746364,0.8031874],"genre_scores_gemma":[0.9218539,0.0038383456,0.0024977592,0.00055721484,0.000115933304,0.00005576,0.000031386156,0.000035158206,0.07101442],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9992968,0.00042154733,0.000014302452,0.00005967448,0.00016390768,0.000043797485],"domain_scores_gemma":[0.99793184,0.001598942,0.0001018213,0.00011186264,0.00012385123,0.00013171694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011754144,0.00024189887,0.00020161743,0.00044645197,0.00084182376,0.0039163656,0.0004566795,0.00077898253,0.0051590186],"category_scores_gemma":[0.0023692101,0.00007556424,0.00014738594,0.0005367008,0.0044953423,0.0028161644,0.0018186684,0.0016887737,0.00051404146],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047375583,0.00036551766,0.0037312948,0.0002930207,0.000009231972,0.00067610934,0.07969119,0.0011342511,0.0020725243,0.6427896,0.010798625,0.25839132],"study_design_scores_gemma":[0.000033707536,0.0002479684,0.021190153,0.0009513009,0.0000149858,0.001819742,0.056004927,0.0061316392,0.007329841,0.5685792,0.33764246,0.00005408207],"about_ca_topic_score_codex":0.0008395647,"about_ca_topic_score_gemma":0.0008118717,"teacher_disagreement_score":0.0051590186,"about_ca_system_score_codex":0.001173905,"about_ca_system_score_gemma":0.0011284691,"threshold_uncertainty_score":0.017258644},"labels":[],"label_agreement":null},{"id":"W3094497140","doi":"","title":"The flows and scales of language when doing explanations in (second language) mathematics classrooms","year":2020,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Computer science; Mathematics education; Scale (ratio); Linguistics; Mathematics; Physics; Philosophy","score_opus":0.019537038101596117,"score_gpt":0.23567898987987937,"score_spread":0.21614195177828324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094497140","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95719486,0.0002497967,0.013162677,0.0005653762,0.00003341761,0.00009899593,0.00013084347,0.00016167585,0.028402315],"genre_scores_gemma":[0.9958221,0.000061610845,0.0029997618,0.000022710474,0.000012191811,0.00006473383,0.0000562251,0.00006902074,0.00089164416],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98874235,0.0067116106,0.000526258,0.0012022139,0.0022479238,0.0005695806],"domain_scores_gemma":[0.8259828,0.14247468,0.011743075,0.0068215905,0.009295758,0.0036820436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008151655,0.00038600195,0.0004138511,0.004574989,0.0011941611,0.007959883,0.00081565004,0.0011031716,0.005969682],"category_scores_gemma":[0.16169527,0.00064264965,0.000359048,0.0014255628,0.0042163064,0.0074105584,0.0036758622,0.0018267905,0.00047901907],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013202933,0.0004558715,0.2913623,0.0005231459,0.00014440589,0.00053026347,0.40535402,0.004519925,0.021853603,0.08759592,0.0017293883,0.18461084],"study_design_scores_gemma":[0.00010915039,0.00048476347,0.7318193,0.0005293743,0.0001781205,0.00045416484,0.13516878,0.018106109,0.012130638,0.08599782,0.014760859,0.00026097984],"about_ca_topic_score_codex":0.0037510453,"about_ca_topic_score_gemma":0.0028454876,"teacher_disagreement_score":0.008151655,"about_ca_system_score_codex":0.0019567208,"about_ca_system_score_gemma":0.0015175887,"threshold_uncertainty_score":0.04311055},"labels":[],"label_agreement":null},{"id":"W30946579","doi":"10.1021/acs.inorgchem.9b00347","title":"Cartoon Dubbing for Improving Students’ Speaking Ability in Transactional Conversation (a classroom action research into the eighth graders of SMP 5 Semarang in the academic year of 2011/ 2012)","year":2012,"lang":"en","type":"dissertation","venue":"Inorganic Chemistry","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Conversation; Class (philosophy); Psychology; Action research; Mathematics education; Test (biology); Formative assessment; Transactional leadership; Academic year; Action (physics); Pedagogy; Computer science; Communication; Social psychology","score_opus":0.07581672943498585,"score_gpt":0.3560572394554416,"score_spread":0.28024051002045575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W30946579","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21347447,0.0150997555,0.052819815,0.049027972,0.02709236,0.0063469727,0.019643292,0.025394907,0.5911005],"genre_scores_gemma":[0.22475906,0.0076877736,0.10528979,0.005990011,0.0011416621,0.0032845882,0.0038064097,0.0015890049,0.64645165],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999833,0.000059577153,0.0000047156814,0.000034450964,0.000029920158,0.000038274742],"domain_scores_gemma":[0.99959844,0.00005623507,0.000015067617,0.000023779883,0.000046388428,0.000260231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080679177,0.00062781153,0.00023280465,0.00036344866,0.00093258097,0.0008919618,0.0007102817,0.0006972532,0.1184396],"category_scores_gemma":[0.0006023995,0.00013007622,0.000401759,0.00015917714,0.00034346877,0.00056262384,0.001385705,0.00095707417,0.01759542],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010407553,0.00074754725,0.0010158757,0.00065543404,0.0000116931915,0.00039478362,0.0013616197,0.00017685963,0.013229098,0.004910625,0.4282648,0.54819095],"study_design_scores_gemma":[0.00017694048,0.0014800435,0.006029937,0.00025801736,0.000022759585,0.0002553073,0.0015611459,0.0003122037,0.005724764,0.0017674736,0.98237777,0.000033599936],"about_ca_topic_score_codex":0.0027943605,"about_ca_topic_score_gemma":0.011830629,"teacher_disagreement_score":0.1184396,"about_ca_system_score_codex":0.00041620614,"about_ca_system_score_gemma":0.0011880747,"threshold_uncertainty_score":0.3962199},"labels":[],"label_agreement":null},{"id":"W3094886440","doi":"10.1111/modl.12669","title":"Mindsets Matter for Linguistic Minority Students: Growth Mindsets Foster Greater Perceived Proficiency, Especially for Newcomers","year":2020,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Language proficiency; Psychological resilience; Language assessment; Anxiety; Foreign language; Neuroscience of multilingualism; Developmental psychology; Pedagogy; Social psychology","score_opus":0.04657403599909352,"score_gpt":0.29469691492850403,"score_spread":0.2481228789294105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094886440","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992353,0.000058520018,0.000015675809,0.00014721096,0.000009150885,0.0000024517744,0.000012186869,0.0000011615917,0.0005184312],"genre_scores_gemma":[0.99942386,0.00005427956,0.00003668506,0.000050947423,0.0000063897232,0.000004473509,0.000018134291,0.0000013545988,0.00040387048],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996306,0.000100677324,0.00002003414,0.000058986014,0.000074043615,0.000115785326],"domain_scores_gemma":[0.9976968,0.00029446033,0.00081291865,0.000085534775,0.00015287216,0.0009574714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006594641,0.0002706889,0.00025792525,0.00042480466,0.0011561392,0.0015390518,0.00028301374,0.0005071773,0.0058199046],"category_scores_gemma":[0.0031529313,0.0001753044,0.00032686148,0.0002585336,0.0007361163,0.0005589113,0.0011732549,0.0010968288,0.00034948956],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021978027,0.0008982325,0.970416,0.00007136411,0.00010794904,0.00019566741,0.011881968,0.000043961372,0.0022696303,0.0003001142,0.00054573844,0.013049572],"study_design_scores_gemma":[0.00000869088,0.0002211246,0.9858919,0.00004498773,0.000034222023,0.00006774429,0.012287407,0.000092278635,0.00030198653,0.00021106076,0.0008263907,0.000012227585],"about_ca_topic_score_codex":0.004600593,"about_ca_topic_score_gemma":0.008844968,"teacher_disagreement_score":0.0058199046,"about_ca_system_score_codex":0.00039604536,"about_ca_system_score_gemma":0.0006304585,"threshold_uncertainty_score":0.01946956},"labels":[],"label_agreement":null},{"id":"W3095168217","doi":"10.15210/interfaces.v20i0.18775","title":"The Output Hypothesis and its influence in the second language learning/teaching: An interview with Merrill Swain","year":2020,"lang":"en","type":"article","venue":"Interfaces Brasil/Canadá","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Notice; Test (biology); Relevance (law); Psychology; Field (mathematics); Foreign language; Statistical hypothesis testing; Foreign language teaching; Second language; Linguistics; Second-language acquisition; Language assessment; Cognitive psychology; Cognition; Language acquisition; Mathematics education; Mathematics; Philosophy; Political science","score_opus":0.05125503466704211,"score_gpt":0.255734511722756,"score_spread":0.2044794770557139,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3095168217","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84000915,0.0034773918,0.00586717,0.09903126,0.0006077608,0.00047015847,0.00010789447,0.00007766872,0.05035149],"genre_scores_gemma":[0.98399043,0.00094285083,0.0016605415,0.0039438833,0.00004810463,0.000102368576,0.000016136453,0.000050942475,0.009244738],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98140633,0.01312588,0.00041732576,0.0009731101,0.0026530053,0.0014243701],"domain_scores_gemma":[0.9596317,0.031884562,0.0014088252,0.00038736526,0.003834759,0.0028528795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01848009,0.0005651957,0.0007453077,0.0016746959,0.013587255,0.005523858,0.001865338,0.003471697,0.0017965988],"category_scores_gemma":[0.031217884,0.0008179433,0.00034913226,0.0010486456,0.0166196,0.004299792,0.00414866,0.007944452,0.00026440897],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015836584,0.000038396218,0.0013958681,0.00004425793,0.0000020563614,0.0010715482,0.9887311,0.000055673263,0.00056361686,0.002718253,0.0020366688,0.003326737],"study_design_scores_gemma":[0.000004614303,0.00003956193,0.00159684,0.00017006832,0.000003494511,0.00058764184,0.95407444,0.00028912,0.00044699802,0.0007401091,0.042018984,0.00002820663],"about_ca_topic_score_codex":0.13713475,"about_ca_topic_score_gemma":0.115224615,"teacher_disagreement_score":0.13713475,"about_ca_system_score_codex":0.013320497,"about_ca_system_score_gemma":0.014671958,"threshold_uncertainty_score":0.272673},"labels":[],"label_agreement":null},{"id":"W3095273385","doi":"10.5539/elt.v13n11p49","title":"Implementing Group Work in General and ESP Classrooms in Kuwait’s Public Institutions","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Realm; Psychology; Group work; Qualitative research; Work (physics); Pedagogy; Higher education; Mathematics education; Medical education; Multimethodology; Semi-structured interview; Sociology; Social science; Political science","score_opus":0.04389690274219852,"score_gpt":0.26866492737696035,"score_spread":0.22476802463476184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3095273385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99826705,0.000031430136,0.00007444868,0.00014532026,0.000003051345,0.00003062883,0.0000038838716,0.0000051127176,0.0014389514],"genre_scores_gemma":[0.9989305,0.000057612866,0.00023327404,0.00005534956,0.0000025371305,0.000029504567,0.000007659017,0.000002279696,0.0006813132],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9951401,0.002533717,0.00014629464,0.00028181126,0.00035976962,0.001538283],"domain_scores_gemma":[0.99264824,0.002353887,0.0011803652,0.00054838293,0.0005162366,0.0027528575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065190797,0.0003798201,0.00039720628,0.00090153224,0.0070573334,0.003627732,0.0016562168,0.0009791515,0.0036857075],"category_scores_gemma":[0.006449691,0.00037462093,0.00024813664,0.0009755447,0.004286976,0.0020663352,0.00579291,0.0011479859,0.00035907258],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004179424,0.0039094537,0.1941963,0.00044791534,0.00004342522,0.0017583787,0.6699099,0.00047312514,0.0050152396,0.0026003416,0.0013036038,0.119924314],"study_design_scores_gemma":[0.000044310844,0.0010340443,0.20324975,0.00020880888,0.000025845991,0.00018654371,0.784717,0.0003222129,0.0009454689,0.00053845457,0.008699645,0.000027902932],"about_ca_topic_score_codex":0.016176814,"about_ca_topic_score_gemma":0.050802648,"teacher_disagreement_score":0.016176814,"about_ca_system_score_codex":0.0053885765,"about_ca_system_score_gemma":0.008186357,"threshold_uncertainty_score":0.03909701},"labels":[],"label_agreement":null},{"id":"W3095423629","doi":"10.5539/elt.v13n11p15","title":"Implementing CA-T Model Lessons in Schools: A Preliminary Study in Southern Border Provinces of Thailand","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince of Songkla University; Thailand Research Fund","keywords":"Conversation; Psychology; Medical education; Process (computing); Mathematics education; Pedagogy; Medicine; Computer science","score_opus":0.030734750121436047,"score_gpt":0.30319619492842004,"score_spread":0.272461444806984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3095423629","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928194,0.00001873865,0.00006047036,0.000039402323,0.0000012174909,0.00012555646,0.0000241701,0.0000023371713,0.00044609443],"genre_scores_gemma":[0.99814343,0.000117709205,0.0005652327,0.00006899524,0.0000024180545,0.0002566417,0.000061021503,0.0000032357825,0.00078144396],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99692756,0.0013486524,0.0001933267,0.0002593667,0.00032379493,0.0009472612],"domain_scores_gemma":[0.99278706,0.0019746402,0.0010216824,0.0003111943,0.0017455802,0.0021598858],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004179526,0.000639497,0.00065057556,0.0010507832,0.007559001,0.0027079247,0.001226535,0.0008892793,0.0015507679],"category_scores_gemma":[0.0062019243,0.0010901219,0.00038137205,0.0020557744,0.0021615443,0.001455451,0.002131158,0.0018549777,0.00032267265],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058357674,0.004695577,0.26388106,0.0005551756,0.000034371496,0.0033962461,0.69923013,0.0005372837,0.0042324485,0.00027063678,0.00029716722,0.022286331],"study_design_scores_gemma":[0.000053057945,0.0020697282,0.13504747,0.000095505675,0.000028256714,0.00023506419,0.8597107,0.00035490855,0.0007089515,0.00005254122,0.0016143125,0.00002956918],"about_ca_topic_score_codex":0.2716758,"about_ca_topic_score_gemma":0.47909442,"teacher_disagreement_score":0.2716758,"about_ca_system_score_codex":0.007223747,"about_ca_system_score_gemma":0.017601982,"threshold_uncertainty_score":0.5401889},"labels":[],"label_agreement":null},{"id":"W3096098708","doi":"10.5539/ijel.v11n1p32","title":"Development and Validation of a Diagnostic Rating Scale for EFL Writing in China","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rating scale; Rasch model; Scale (ratio); Context (archaeology); Argumentative; Psychology; China; Linguistics; Political science; Developmental psychology; Geography","score_opus":0.031437791799477734,"score_gpt":0.278942732783482,"score_spread":0.24750494098400425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096098708","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.930278,0.0004534519,0.0482218,0.00058704463,0.00020140428,0.005412533,0.0010760792,0.0003130167,0.013456686],"genre_scores_gemma":[0.8968156,0.00037798772,0.093784295,0.000112899295,0.000043295586,0.0041546985,0.0015463996,0.000033824435,0.0031309219],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9915507,0.002448457,0.0019876964,0.000509083,0.0032617915,0.0002423471],"domain_scores_gemma":[0.98421115,0.0029573503,0.0015635397,0.001100595,0.00950754,0.0006599156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014395779,0.00047325104,0.0005414145,0.003057702,0.0008745106,0.0008257267,0.0008380573,0.00046386692,0.0016195987],"category_scores_gemma":[0.023567364,0.00022336184,0.0007049056,0.0015671715,0.0008245536,0.0011043388,0.0013393537,0.00055901514,0.00047623954],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031233847,0.00064666953,0.46632004,0.00084521086,0.0001349601,0.00036381703,0.0073326933,0.002189734,0.017756024,0.0037135482,0.005908829,0.4944761],"study_design_scores_gemma":[0.00024676352,0.0017134291,0.9396258,0.00032894907,0.0001362277,0.0005999509,0.00598207,0.019297576,0.012152281,0.0018877296,0.017862948,0.00016630178],"about_ca_topic_score_codex":0.0062488285,"about_ca_topic_score_gemma":0.0077291797,"teacher_disagreement_score":0.014395779,"about_ca_system_score_codex":0.0013112881,"about_ca_system_score_gemma":0.004599914,"threshold_uncertainty_score":0.07613301},"labels":[],"label_agreement":null},{"id":"W3096105605","doi":"10.37213/cjal.2020.30438","title":"Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Class (philosophy); Attendance; Computer science; Adaptation (eye); Mathematics education; Set (abstract data type); Language assessment; Language acquisition; Pedagogy; Psychology; Artificial intelligence; Programming language","score_opus":0.06274171831511137,"score_gpt":0.241587572257166,"score_spread":0.17884585394205466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096105605","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2466831,0.0004591434,0.30681023,0.0042409394,0.0010148614,0.005831756,0.013377309,0.26503828,0.15654439],"genre_scores_gemma":[0.41562808,0.000369678,0.4810967,0.0007638466,0.0000668027,0.0021120955,0.021926403,0.009838708,0.068197735],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99664575,0.00045439403,0.00022094791,0.00051792496,0.0015947005,0.0005663077],"domain_scores_gemma":[0.98530024,0.0012272296,0.0004913266,0.0013225934,0.008356003,0.0033026466],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052813916,0.0010230026,0.0007346215,0.0048161773,0.0034774244,0.003678121,0.0027906375,0.00096870016,0.009856103],"category_scores_gemma":[0.012926379,0.000759037,0.0004274517,0.0020714959,0.00094094424,0.0024719045,0.00391088,0.0016284542,0.005423802],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010513796,0.0016005234,0.041433614,0.00055073015,0.000053125295,0.000592644,0.009033579,0.01014377,0.029767787,0.012834926,0.21596706,0.6769709],"study_design_scores_gemma":[0.00022547058,0.0006357358,0.06645711,0.0005605373,0.000085914246,0.00033077833,0.004382784,0.085031725,0.028508948,0.004495454,0.8082753,0.0010103328],"about_ca_topic_score_codex":0.48856816,"about_ca_topic_score_gemma":0.6568967,"teacher_disagreement_score":0.5114318,"about_ca_system_score_codex":0.012950549,"about_ca_system_score_gemma":0.0214518,"threshold_uncertainty_score":0.9714487},"labels":[],"label_agreement":null},{"id":"W3096270536","doi":"10.5539/ijel.v10n6p395","title":"Developing a Framework for Understanding Lecturer-Student Interaction in English-Medium Undergraduate Lectures in Sri Lanka: First Step Towards Dialogic Teaching","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Interactivity; Sri lanka; Mathematics education; Style (visual arts); Psychology; Pedagogy; Sociology; Medical education; Computer science; Medicine; Multimedia; Geography","score_opus":0.08326220029678329,"score_gpt":0.3354946403421397,"score_spread":0.25223244004535644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096270536","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23491356,0.009674611,0.60374737,0.013142579,0.00033036826,0.002942794,0.0008698401,0.00062799925,0.13375083],"genre_scores_gemma":[0.7337582,0.0023113387,0.25760183,0.00038618036,0.000048934886,0.0014600685,0.0004145308,0.000077811485,0.0039410633],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956741,0.0029015762,0.0003128851,0.00047827364,0.00027316052,0.00036008013],"domain_scores_gemma":[0.99484503,0.0034391019,0.0005668958,0.0001904662,0.0006082632,0.00035020674],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007461124,0.0014004003,0.000638599,0.00667894,0.004835092,0.010908561,0.0023933458,0.0023245402,0.0026637246],"category_scores_gemma":[0.005435093,0.0006277858,0.0011091258,0.0028300148,0.011186409,0.009189177,0.0043439926,0.0030302773,0.00050111744],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062035586,0.00017477304,0.013145837,0.00080919807,0.00004211259,0.0020708824,0.5044878,0.0027254266,0.0035476903,0.41249898,0.0017344116,0.058700874],"study_design_scores_gemma":[0.000041297375,0.00021769216,0.022479607,0.002541286,0.00009522081,0.0012263386,0.72329605,0.018713994,0.002190081,0.11703937,0.1119806,0.0001785152],"about_ca_topic_score_codex":0.042701308,"about_ca_topic_score_gemma":0.03719657,"teacher_disagreement_score":0.042701308,"about_ca_system_score_codex":0.008621223,"about_ca_system_score_gemma":0.008704235,"threshold_uncertainty_score":0.084905505},"labels":[],"label_agreement":null},{"id":"W3096571377","doi":"10.5430/ijhe.v9n8p13","title":"Developing Collaborative Academic Writing Skills in English in Call Classroom","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Kazan Federal University","keywords":"Collaborative learning; Collaborative writing; Process (computing); Computer science; Cooperative learning; Mathematics education; Accountability; Foreign language; Pedagogy; Academic writing; Teaching method; Knowledge management; Psychology; World Wide Web; Political science","score_opus":0.029326498101931244,"score_gpt":0.33255639021425093,"score_spread":0.3032298921123197,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096571377","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9273534,0.00021460798,0.02275669,0.00044418196,0.000060642167,0.00040784615,0.000021021146,0.0005081089,0.04823337],"genre_scores_gemma":[0.9617132,0.00015661438,0.026904268,0.000088462904,0.000015309404,0.00018239683,0.00003270554,0.000050953782,0.0108560305],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.996414,0.001813371,0.0001870854,0.00045477884,0.00079341506,0.00033727955],"domain_scores_gemma":[0.988133,0.0068808575,0.00078325154,0.0011509461,0.0013282642,0.0017236662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004204124,0.00046512374,0.00035939453,0.0010437429,0.0020085012,0.003669837,0.0012057648,0.000927853,0.003668507],"category_scores_gemma":[0.014975462,0.00021916917,0.00030885235,0.00038587707,0.001854773,0.0017093591,0.0036407886,0.0012244153,0.0011878342],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041019838,0.005447877,0.0129817575,0.0008575451,0.00003221763,0.0016745217,0.16386825,0.0015177203,0.06562154,0.009849484,0.004901965,0.73283696],"study_design_scores_gemma":[0.0009168667,0.012015949,0.16815634,0.0014738227,0.00034085425,0.012549454,0.28956357,0.022341447,0.2467741,0.040590223,0.20464446,0.0006329098],"about_ca_topic_score_codex":0.000578734,"about_ca_topic_score_gemma":0.0009899928,"teacher_disagreement_score":0.004204124,"about_ca_system_score_codex":0.0008237762,"about_ca_system_score_gemma":0.0022815794,"threshold_uncertainty_score":0.022233784},"labels":[],"label_agreement":null},{"id":"W3096854451","doi":"","title":"What Level of Proficiency Do Teachers Need to Teach English in Different Settings? Perceptions of Novice Teachers in Canada.","year":2020,"lang":"en","type":"article","venue":"Teaching English as a Second or Foreign Language--TESL-EJ","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Mathematics education; Psychology; Medical education; Pedagogy; Medicine","score_opus":0.02751274318212409,"score_gpt":0.2581971131309012,"score_spread":0.2306843699487771,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096854451","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9922895,0.00039255535,0.000059361686,0.0024699622,0.000037969887,0.00003135309,0.00012522866,0.000008180955,0.0045859367],"genre_scores_gemma":[0.9959927,0.0003598558,0.000119055185,0.0005697045,0.0000040246705,0.000013116038,0.00008175593,0.000008180175,0.002851699],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9962649,0.00043849298,0.0001743008,0.00023829596,0.0011196013,0.0017644449],"domain_scores_gemma":[0.98066336,0.0014561634,0.0012782937,0.000108328204,0.0058382233,0.010655613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022815035,0.00023698431,0.00040681908,0.0008299767,0.010698011,0.00406125,0.0012183418,0.0010871912,0.0031691832],"category_scores_gemma":[0.008900256,0.00043959563,0.00032695124,0.001115469,0.003560859,0.0012699837,0.002046385,0.002785128,0.0004432474],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002375582,0.00040264963,0.45529082,0.00025932587,0.00003009238,0.0010762626,0.502695,0.00016217724,0.002223316,0.0010705934,0.008789189,0.02776304],"study_design_scores_gemma":[0.000013155005,0.00010643616,0.37000802,0.0002356002,0.00001269465,0.00012798102,0.6215008,0.00013853602,0.00023707334,0.0000934643,0.00747847,0.000047786994],"about_ca_topic_score_codex":0.98112303,"about_ca_topic_score_gemma":0.9933396,"teacher_disagreement_score":0.037341814,"about_ca_system_score_codex":0.037341814,"about_ca_system_score_gemma":0.07120559,"threshold_uncertainty_score":0.27093512},"labels":[],"label_agreement":null},{"id":"W3097235853","doi":"10.5539/elt.v13n11p75","title":"Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Meta-analysis; Moderation; Vocabulary; Grammar; Active listening; Language assessment; Language acquisition; Language education; Mathematics education; English language; Linguistics; Social psychology","score_opus":0.3493238773845392,"score_gpt":0.3961668697379537,"score_spread":0.04684299235341449,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3097235853","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007992786,0.98789227,0.0018509337,0.00028204438,0.00022576959,0.0007386445,0.000574787,0.00005541213,0.00038741957],"genre_scores_gemma":[0.28576672,0.6951691,0.012313114,0.0009240703,0.00038034908,0.0036742904,0.0012782835,0.000084790045,0.00040933458],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.9572544,0.023937605,0.0114873685,0.0028143222,0.0038599556,0.0006462486],"domain_scores_gemma":[0.91421217,0.06528467,0.011953008,0.0030913607,0.0048403484,0.0006184426],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.054491103,0.0047407495,0.023571732,0.01632781,0.0010842057,0.0061144703,0.0033317108,0.0029232774,0.0030493755],"category_scores_gemma":[0.13474837,0.0023974378,0.062929265,0.0125521105,0.0012300594,0.0040329318,0.0027413915,0.0027889793,0.00032501755],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014245289,0.000031850166,0.004053201,0.1800727,0.8025955,0.00008006138,0.00012298313,0.00047933293,0.00015541914,0.00014855932,0.00029030693,0.010545567],"study_design_scores_gemma":[0.0004072096,0.00020775413,0.0026201454,0.021092368,0.9742304,0.00007281687,0.000057261554,0.00013097904,0.00014088818,0.0001915723,0.0008291727,0.000019486704],"about_ca_topic_score_codex":0.005844957,"about_ca_topic_score_gemma":0.012935508,"teacher_disagreement_score":0.9455089,"about_ca_system_score_codex":0.0052646417,"about_ca_system_score_gemma":0.0046987515,"threshold_uncertainty_score":0.28817993},"labels":[],"label_agreement":null},{"id":"W3097782017","doi":"10.5539/elt.v13n11p113","title":"Learner-Centredness in Teachers’ Beliefs: A Qualitative Multiple-Case Study of Chinese Secondary Teachers of English as a Foreign Language","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of South Australia; Australian Government","keywords":"Curriculum; Psychology; Pedagogy; Teaching method; Perception; Philosophy of education; Mathematics education; Higher education; Political science","score_opus":0.028343983879597696,"score_gpt":0.30475782238469096,"score_spread":0.27641383850509327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3097782017","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979442,0.00016918288,0.00029956613,0.00042615845,0.000008315966,0.00005494345,0.000024361207,0.0000036095719,0.0010695773],"genre_scores_gemma":[0.9983045,0.00017874294,0.00022192411,0.00012195954,0.0000040218424,0.000073725,0.000021846672,0.0000055143346,0.0010677419],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995445,0.0023103128,0.00022362803,0.00047248398,0.0005942874,0.00095429504],"domain_scores_gemma":[0.99213505,0.004960116,0.00085739174,0.00030259398,0.0007957789,0.0009491878],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067377836,0.00060639175,0.00086909195,0.0016398428,0.010357769,0.0036550246,0.0020279074,0.0016066387,0.0023870459],"category_scores_gemma":[0.009533758,0.0008355392,0.0005115804,0.0016789448,0.0075301663,0.0028719066,0.0036372996,0.00244789,0.00025269095],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001243038,0.00005315059,0.0060283574,0.000046740195,0.0000029919584,0.0012833773,0.9904512,0.00001932969,0.0005221658,0.00030039612,0.0000823415,0.001197521],"study_design_scores_gemma":[0.0000033196368,0.000034858956,0.0048681996,0.00006120412,0.00000539367,0.00024403885,0.99287945,0.00008565801,0.00026090094,0.00007277011,0.0014751249,0.000009064608],"about_ca_topic_score_codex":0.06508937,"about_ca_topic_score_gemma":0.10819835,"teacher_disagreement_score":0.06508937,"about_ca_system_score_codex":0.010879141,"about_ca_system_score_gemma":0.0073463693,"threshold_uncertainty_score":0.129421},"labels":[],"label_agreement":null},{"id":"W3098136732","doi":"10.5539/ijel.v10n6p417","title":"Effects of Computer-Mediated Communication (CMC) Peer Review in an EFL Writing Course","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Zoom; Class (philosophy); Perception; Psychology; Critical thinking; Writing process; Mode (computer interface); Mathematics education; Computer science","score_opus":0.03759662023768239,"score_gpt":0.3161063549476397,"score_spread":0.2785097347099573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3098136732","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99859756,0.00009197352,0.000115487994,0.00007179893,0.000012439798,0.00007198473,0.000004411004,0.000008905792,0.0010255727],"genre_scores_gemma":[0.99760336,0.00013441089,0.0006476212,0.00007229539,0.00003556877,0.000090668014,0.000010445438,0.0000048341262,0.0014008227],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9897054,0.0069521624,0.00044247604,0.0006297882,0.0016312819,0.00063886854],"domain_scores_gemma":[0.96343344,0.021800002,0.0050297133,0.00091669546,0.0042616297,0.0045584645],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0046788678,0.00050696055,0.0005083111,0.00060997374,0.0012767562,0.0013779879,0.0005772386,0.00065992086,0.002120071],"category_scores_gemma":[0.03927577,0.000217644,0.00041842178,0.0002527495,0.00055852893,0.0006994091,0.0011332888,0.00079763046,0.0004380857],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006918031,0.034914713,0.22205237,0.0014368168,0.00030087202,0.0032651096,0.11958421,0.0009724404,0.054323595,0.0002979977,0.0020538862,0.55388],"study_design_scores_gemma":[0.0008107457,0.054570656,0.8499457,0.00030401227,0.00040747927,0.0013173803,0.061761007,0.0023387775,0.01911776,0.00031471497,0.008899025,0.00021272352],"about_ca_topic_score_codex":0.0015432376,"about_ca_topic_score_gemma":0.0024042788,"teacher_disagreement_score":0.99532115,"about_ca_system_score_codex":0.0007106419,"about_ca_system_score_gemma":0.0013239016,"threshold_uncertainty_score":0.024744451},"labels":[],"label_agreement":null},{"id":"W3101009525","doi":"10.61508/refl.v27i1.241791","title":"Collaboration before Writing: Exploring How Student Talk Contributes to English L2 Written Narratives","year":2020,"lang":"en","type":"article","venue":"rEFLections","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Prewriting; Narrative; Collaborative writing; Perception; Psychology; Mathematics education; Pedagogy; Teaching method; Linguistics; Cooperative learning","score_opus":0.10260381602794431,"score_gpt":0.3203314672214105,"score_spread":0.21772765119346615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3101009525","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9635402,0.0006396318,0.01021224,0.0020070556,0.000077562436,0.00008998739,0.00009268332,0.0001310558,0.023209525],"genre_scores_gemma":[0.99328667,0.00034089806,0.002255681,0.0001819835,0.000026724256,0.000097522716,0.00007042972,0.000069329086,0.0036706696],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9889447,0.00824398,0.0003107571,0.00079624634,0.00095597043,0.0007482575],"domain_scores_gemma":[0.9610434,0.031032844,0.003480678,0.0011059431,0.0014053752,0.001931688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009604484,0.00076150685,0.0004878829,0.0022174856,0.0070767333,0.010724934,0.0015190447,0.0020010476,0.004919396],"category_scores_gemma":[0.036487266,0.0005514225,0.0005523523,0.0010396552,0.005769777,0.008972564,0.010136181,0.002641555,0.0009332013],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044392775,0.000036901558,0.005761867,0.00009654641,0.000008459027,0.0005691186,0.9821301,0.000043816297,0.0011812323,0.0013191159,0.00029413067,0.008514205],"study_design_scores_gemma":[0.000010360334,0.0000774922,0.007659885,0.000220378,0.00001815826,0.0006402781,0.967555,0.00040630475,0.0014014204,0.0024496757,0.019535808,0.00002526681],"about_ca_topic_score_codex":0.0020078172,"about_ca_topic_score_gemma":0.004002342,"teacher_disagreement_score":0.010724934,"about_ca_system_score_codex":0.0023290196,"about_ca_system_score_gemma":0.002746696,"threshold_uncertainty_score":0.050793946},"labels":[],"label_agreement":null},{"id":"W3103310282","doi":"10.5539/ells.v10n4p40","title":"Students’ Perceptions and Attitudes Toward the Use of Communicative Language Teaching (CLT) to Improve English Listening and Speaking Skills","year":2020,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Rajamangala University of Technology Srivijaya","keywords":"Active listening; Perception; Psychology; Communicative language teaching; Group work; English language; Pedagogy; Mathematics education; Language education; Communication","score_opus":0.03300183123518879,"score_gpt":0.30832535582267545,"score_spread":0.27532352458748666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3103310282","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989166,0.00004548831,0.00006322875,0.00008959952,0.0000046743608,0.000009297796,0.000007768,0.0000020662567,0.0008612754],"genre_scores_gemma":[0.9984256,0.00011415988,0.00014370376,0.000082077175,0.000005348568,0.000017582797,0.000014246386,0.0000016682999,0.001195739],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99902046,0.00025205492,0.000087668384,0.00006002711,0.0003992622,0.00018053607],"domain_scores_gemma":[0.9942713,0.0011832495,0.0017940601,0.00011344844,0.00095804915,0.0016799188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017830033,0.00020007469,0.0002701449,0.0006559282,0.00061285886,0.001642887,0.00019882146,0.00053097744,0.0027888466],"category_scores_gemma":[0.0048996136,0.0002034716,0.00027728817,0.00030161857,0.0005391013,0.00046839775,0.0005413665,0.0009351978,0.00066636567],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020663145,0.0026729987,0.89624685,0.00019856947,0.00007174194,0.00079068495,0.043037366,0.00019794967,0.009322118,0.0002500169,0.0005735128,0.046431486],"study_design_scores_gemma":[0.000037537724,0.002232755,0.9012746,0.00010637306,0.000074218166,0.00071908924,0.087074265,0.00064806663,0.0026911576,0.00018495049,0.0048911124,0.00006593562],"about_ca_topic_score_codex":0.001814671,"about_ca_topic_score_gemma":0.0027670641,"teacher_disagreement_score":0.0027888466,"about_ca_system_score_codex":0.00033491338,"about_ca_system_score_gemma":0.0006122916,"threshold_uncertainty_score":0.009429514},"labels":[],"label_agreement":null},{"id":"W3106581232","doi":"10.18806/tesl.v37i2.1332","title":"“That’s Just How We Say it”: Understanding L2 Student Writers’ Responses to Written and Negotiated Corrective Feedback Through Critical Incidents","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Corrective feedback; Negotiation; Agency (philosophy); Context (archaeology); Sociocultural evolution; Psychology; Pedagogy; Writing process; Collaborative writing; Sociology; Linguistics; Humanities; Mathematics education; Philosophy; History","score_opus":0.20382010685945678,"score_gpt":0.32266733765341193,"score_spread":0.11884723079395515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3106581232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9838626,0.0003020284,0.005206744,0.0020902143,0.000051544874,0.00009610162,0.000030192516,0.000072164905,0.008288576],"genre_scores_gemma":[0.99577516,0.00025704934,0.0017354952,0.00040552497,0.000023788678,0.000083360464,0.00002938238,0.00005141933,0.0016388997],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9843501,0.011171796,0.00061699667,0.0010411203,0.001802593,0.0010173665],"domain_scores_gemma":[0.9480142,0.036852054,0.0071104546,0.0019620531,0.004147903,0.0019132602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012130879,0.0010217441,0.00060565013,0.0026554111,0.008406643,0.013063339,0.0028568085,0.0045248824,0.0016299932],"category_scores_gemma":[0.06059034,0.00078754395,0.00049699337,0.0011412954,0.0114341965,0.0092243925,0.007247323,0.0055705984,0.00063817156],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034896715,0.00006585095,0.0057777255,0.00005797432,0.0000058200867,0.00047907955,0.98655105,0.000073177674,0.0007792516,0.0010472146,0.00026879145,0.0048592607],"study_design_scores_gemma":[0.000009367745,0.00008111629,0.0049538244,0.00013763164,0.00000971692,0.00047690127,0.98409986,0.0006404969,0.0010959277,0.0015906394,0.006867372,0.000036994017],"about_ca_topic_score_codex":0.0051459107,"about_ca_topic_score_gemma":0.004823828,"teacher_disagreement_score":0.013063339,"about_ca_system_score_codex":0.0041541224,"about_ca_system_score_gemma":0.0028372798,"threshold_uncertainty_score":0.06415492},"labels":[],"label_agreement":null},{"id":"W3106782855","doi":"10.18806/tesl.v37i2.1338","title":"The Visibility of Oral Corrective Feedback Research in Teacher Education Textbooks","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Second-language acquisition; Limiting; Mathematics education; Second language; Pedagogy; Linguistics; Philosophy","score_opus":0.11801124832334059,"score_gpt":0.3350742660032665,"score_spread":0.21706301767992592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3106782855","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92877054,0.026306825,0.0072828447,0.004797697,0.0005674618,0.00010698985,0.00077074027,0.00028089824,0.03111595],"genre_scores_gemma":[0.9781416,0.007808261,0.0076728025,0.0008494679,0.00038520576,0.00012712821,0.0004761358,0.00017042128,0.00436896],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9678991,0.011696025,0.0036318805,0.0038032427,0.012467254,0.00050258846],"domain_scores_gemma":[0.6785107,0.23760639,0.04313316,0.013428588,0.024296453,0.0030246305],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.015579684,0.00031931105,0.00089956727,0.017904108,0.0018823185,0.009509784,0.0013095732,0.0014167475,0.0029729428],"category_scores_gemma":[0.15645193,0.0007457468,0.0003436106,0.013642911,0.004893612,0.005270168,0.004977752,0.0013500198,0.00057974405],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003045161,0.0001809659,0.14210446,0.007881335,0.00019898279,0.0024398875,0.3681166,0.000528346,0.016280472,0.015044474,0.0076978463,0.4392221],"study_design_scores_gemma":[0.000079307145,0.00069270557,0.4481175,0.018400762,0.0003334971,0.0062416582,0.16975965,0.0016182536,0.012808669,0.010065882,0.33164513,0.00023691711],"about_ca_topic_score_codex":0.0018342355,"about_ca_topic_score_gemma":0.0037622508,"teacher_disagreement_score":0.9820959,"about_ca_system_score_codex":0.0040964554,"about_ca_system_score_gemma":0.003588842,"threshold_uncertainty_score":0.08239424},"labels":[],"label_agreement":null},{"id":"W3106880681","doi":"10.3138/cmlr-2020-0063","title":"Un dispositif plurilingue d ’enseignement de l’orthographe grammaticale française pour favoriser les apprentissages d’élèves bi/plurilingues au secondaire","year":2020,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Montréal; Université Laval","funders":"","keywords":"Dictation; Spelling; Grammar; Psychology; Applied linguistics; Pedagogy; Linguistics; Philosophy","score_opus":0.015757559864511248,"score_gpt":0.21570748501701928,"score_spread":0.19994992515250803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3106880681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89607805,0.0034714225,0.053766318,0.0013482327,0.00013481737,0.00032445157,0.00020826231,0.00084983616,0.04381862],"genre_scores_gemma":[0.898581,0.0037339085,0.066763066,0.00036021264,0.00005458522,0.0001995211,0.00033493288,0.00011721212,0.029855555],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994382,0.0001630596,0.000033377422,0.00012523834,0.0001893972,0.00005068365],"domain_scores_gemma":[0.9977642,0.0008948668,0.00028616434,0.00025973466,0.0005886962,0.00020634617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014701344,0.00046269002,0.0003066477,0.0005817425,0.0009767546,0.0010507201,0.00081082067,0.0004103391,0.0071810014],"category_scores_gemma":[0.0033441018,0.00018572765,0.00021970796,0.00053709,0.00082668953,0.00075743225,0.00079625257,0.0007378128,0.0012181255],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003193196,0.000740465,0.028130157,0.0015677356,0.00005612122,0.0007608815,0.01037032,0.0007916901,0.102035254,0.004293738,0.0043900036,0.84654427],"study_design_scores_gemma":[0.00032338878,0.0042836536,0.35840535,0.0013578403,0.0005690856,0.0045420597,0.013137878,0.0059921173,0.15020795,0.0028879761,0.45805663,0.00023609759],"about_ca_topic_score_codex":0.073275365,"about_ca_topic_score_gemma":0.22584006,"teacher_disagreement_score":0.073275365,"about_ca_system_score_codex":0.0014243447,"about_ca_system_score_gemma":0.004362794,"threshold_uncertainty_score":0.14569771},"labels":[],"label_agreement":null},{"id":"W3107007507","doi":"10.18806/tesl.v37i2.1340","title":"Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Cambridge; Educational Testing Service","keywords":"Corrective feedback; Second language writing; Autonomy; Complement (music); Redaction; Pedagogy; Computer science; Psychology; Mathematics education; Linguistics; Second language; Political science; Philosophy; Art; Literature","score_opus":0.07262494559360123,"score_gpt":0.286977747395956,"score_spread":0.21435280180235478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3107007507","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15009214,0.056699466,0.14123636,0.31134894,0.0017990452,0.00043818812,0.00021753299,0.00096335035,0.33720508],"genre_scores_gemma":[0.8787616,0.016454326,0.0700794,0.014921766,0.0011272113,0.00049653783,0.00011291593,0.0002138022,0.017832473],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9514518,0.03206403,0.0018193093,0.0022966082,0.01067742,0.001690809],"domain_scores_gemma":[0.9189139,0.05274106,0.004268861,0.004515128,0.017544536,0.002016448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038185105,0.0008029822,0.0004732291,0.0032995653,0.0030180872,0.017556254,0.0026138716,0.007021816,0.0026735323],"category_scores_gemma":[0.032735176,0.0006427728,0.0006550961,0.0018081728,0.010288947,0.013912534,0.0057192626,0.004237014,0.0009926159],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039307636,0.00053212704,0.016775398,0.0026713724,0.00008361038,0.0022470574,0.08568771,0.002854897,0.009412818,0.3898636,0.019327683,0.47015062],"study_design_scores_gemma":[0.00017440156,0.0011339964,0.01903667,0.0071190554,0.00012147102,0.0033197151,0.09298823,0.0134065,0.018328315,0.14637178,0.6975961,0.00040381326],"about_ca_topic_score_codex":0.0034447957,"about_ca_topic_score_gemma":0.0028754796,"teacher_disagreement_score":0.038185105,"about_ca_system_score_codex":0.00558514,"about_ca_system_score_gemma":0.0046441224,"threshold_uncertainty_score":0.20194453},"labels":[],"label_agreement":null},{"id":"W3107244320","doi":"10.5539/ijel.v11n1p147","title":"Language Learning Strategies as Used by Saudi Students at Majmaah University","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language learning strategies; Metacognition; Psychology; Cognition; Language proficiency; Language acquisition; Mathematics education; Competence (human resources); Possession (linguistics); Linguistic competence; Social psychology; Linguistics","score_opus":0.020078918571809178,"score_gpt":0.27636986622760057,"score_spread":0.2562909476557914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3107244320","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968827,0.000044532135,0.0000111636,0.000015944735,8.07997e-7,0.0000016870065,0.0000102922395,0.0000011174778,0.00022620762],"genre_scores_gemma":[0.99931943,0.000110471185,0.00006177689,0.000015554533,8.738814e-7,0.0000034255697,0.000029293536,9.237574e-7,0.0004584476],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999686,0.00006883745,0.000036003003,0.00002920429,0.000110770954,0.000069122965],"domain_scores_gemma":[0.9983728,0.00025204386,0.00052448054,0.00003624974,0.00043852426,0.00037586957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040959264,0.00025819516,0.00018541889,0.0009635161,0.00048396253,0.0013493437,0.00026114177,0.00034783277,0.0008631693],"category_scores_gemma":[0.002502118,0.00012563523,0.00013968827,0.00044541562,0.00044202505,0.0003791132,0.00047924012,0.00034614236,0.00038429062],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001266385,0.00032792473,0.88645434,0.00010863995,0.000030095955,0.0005456041,0.06728005,0.00011859171,0.0071068355,0.00017335617,0.00033309913,0.037394784],"study_design_scores_gemma":[0.000009450334,0.0005933653,0.90235746,0.00006680473,0.00002684246,0.0010723624,0.08944071,0.00061013096,0.0023035724,0.00015187115,0.0033220495,0.000045438497],"about_ca_topic_score_codex":0.0059586507,"about_ca_topic_score_gemma":0.009005574,"teacher_disagreement_score":0.0059586507,"about_ca_system_score_codex":0.00045512128,"about_ca_system_score_gemma":0.00059536507,"threshold_uncertainty_score":0.011847913},"labels":[],"label_agreement":null},{"id":"W3107949889","doi":"10.18806/tesl.v37i2.1341","title":"Investigating EAP Teachers’ Use and Perceptions of Gesture in General and in Corrective Feedback Episodes","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Gesture; Corrective feedback; Session (web analytics); Psychology; Humanities; Pedagogy; Mathematics education; Linguistics; Computer science; Art; Philosophy","score_opus":0.03629625673482955,"score_gpt":0.22812455764737932,"score_spread":0.19182830091254977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3107949889","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980551,0.00017359604,0.00060787064,0.00009296102,0.0000047316453,0.000020304018,0.000017157105,0.000013614467,0.0010147919],"genre_scores_gemma":[0.99723697,0.00026537647,0.0008514843,0.000050389895,0.0000045143047,0.000033706416,0.000021241267,0.000008505152,0.001527861],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99696904,0.0011945526,0.0001894854,0.00041208885,0.0007923965,0.00044249825],"domain_scores_gemma":[0.99099475,0.0043282206,0.0016903016,0.00033662355,0.0017795721,0.00087049644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002797771,0.00040183408,0.0005295673,0.0012936101,0.001568159,0.002240025,0.0007054083,0.0010731494,0.0015001942],"category_scores_gemma":[0.011739815,0.00047178494,0.00021790023,0.00068220217,0.0019605397,0.0008915204,0.0013147853,0.0008938659,0.0002882572],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018599858,0.00020556891,0.15150477,0.00032088548,0.000024500272,0.002232465,0.790856,0.00013939592,0.022400934,0.00024944037,0.0002825503,0.031597544],"study_design_scores_gemma":[0.000019641106,0.0005974595,0.25736362,0.00019621007,0.00002807883,0.0014802278,0.7246515,0.00042605322,0.0027611882,0.00012537808,0.012283007,0.00006759565],"about_ca_topic_score_codex":0.032861292,"about_ca_topic_score_gemma":0.056478787,"teacher_disagreement_score":0.032861292,"about_ca_system_score_codex":0.001869051,"about_ca_system_score_gemma":0.0020792156,"threshold_uncertainty_score":0.06534004},"labels":[],"label_agreement":null},{"id":"W3108066365","doi":"10.18806/tesl.v37i2.1335","title":"Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Corrective feedback; Context (archaeology); Portuguese; Pedagogy; Multimodality; Sociology; Humanities; Linguistics; Psychology; Art; Mathematics education; Philosophy; Geography","score_opus":0.027475991257359222,"score_gpt":0.21458094051474338,"score_spread":0.18710494925738416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108066365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79354286,0.0017981906,0.14782675,0.0036210644,0.0002022355,0.0004594414,0.00016473758,0.00048431213,0.051900428],"genre_scores_gemma":[0.97118294,0.00022397282,0.026161525,0.0001621531,0.000019809944,0.0002253064,0.00005797914,0.00007650291,0.0018899024],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9881098,0.007706896,0.00047258547,0.00140314,0.0018212593,0.00048622966],"domain_scores_gemma":[0.9765412,0.01578281,0.0019258705,0.0028253058,0.0021559556,0.00076894055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008924508,0.0006950714,0.00048722533,0.0038547849,0.0026624682,0.006923262,0.002295686,0.0016559022,0.003732112],"category_scores_gemma":[0.03709332,0.00036359337,0.00047379895,0.0026348047,0.014514523,0.012338402,0.008169853,0.0020571435,0.0004151357],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036444544,0.000120084194,0.024206515,0.0005729148,0.00002158517,0.00059752853,0.6674317,0.0006972521,0.0054323934,0.07912738,0.0009769999,0.22045119],"study_design_scores_gemma":[0.00009351996,0.0007188208,0.060156766,0.0019854303,0.00011778468,0.0023955964,0.59577775,0.013908385,0.007999853,0.20353281,0.11304596,0.00026731935],"about_ca_topic_score_codex":0.004695739,"about_ca_topic_score_gemma":0.00561916,"teacher_disagreement_score":0.008924508,"about_ca_system_score_codex":0.003977584,"about_ca_system_score_gemma":0.0022296188,"threshold_uncertainty_score":0.04719788},"labels":[],"label_agreement":null},{"id":"W3108339531","doi":"10.18806/tesl.v37i2.1337","title":"Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Debriefing; Metacognition; Psychology; Peer feedback; Perception; Exploratory research; Second-language acquisition; Language acquisition; Pedagogy; Mathematics education; Linguistics; Social psychology; Cognition; Sociology","score_opus":0.02078336444913979,"score_gpt":0.1825893295788611,"score_spread":0.1618059651297213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108339531","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9673827,0.00075282657,0.012895175,0.00050459016,0.000024553492,0.00009825435,0.000039459723,0.00014915621,0.01815326],"genre_scores_gemma":[0.9964192,0.00016783082,0.0027413233,0.00003381214,0.0000081370845,0.000046595873,0.000008666476,0.0000052321016,0.0005692309],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9969586,0.0016569317,0.00013323309,0.00037401918,0.00068813295,0.00018910936],"domain_scores_gemma":[0.98636925,0.008956603,0.0025227435,0.00086168415,0.0006081826,0.0006814988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001936503,0.0003723527,0.00024737412,0.00081290945,0.00049460254,0.0021897617,0.00057191745,0.00056740385,0.0019975177],"category_scores_gemma":[0.016369216,0.00019972265,0.00020146852,0.00040593994,0.0014626558,0.0013297304,0.001466559,0.0006902829,0.00017148077],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012713034,0.0036045776,0.13904849,0.0020491662,0.0003638398,0.0012136057,0.05935339,0.0043615163,0.057806324,0.02227862,0.0012776254,0.7073715],"study_design_scores_gemma":[0.00043608865,0.007028674,0.82812697,0.0014330373,0.00066870527,0.0029095113,0.021865375,0.014059117,0.05017408,0.045506664,0.02753102,0.00026076176],"about_ca_topic_score_codex":0.0010391823,"about_ca_topic_score_gemma":0.0012272829,"teacher_disagreement_score":0.0021897617,"about_ca_system_score_codex":0.0007242827,"about_ca_system_score_gemma":0.0012083431,"threshold_uncertainty_score":0.010241389},"labels":[],"label_agreement":null},{"id":"W3108550454","doi":"10.18806/tesl.v37i2.1336","title":"Second Language Learners’ and Teachers’ Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting An Exploratory Study","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Asynchronous communication; Exploratory research; Context (archaeology); Perception; Psychology; Pedagogy; Computer science; Mathematics education; Sociology","score_opus":0.025221008470873538,"score_gpt":0.25707754698153645,"score_spread":0.2318565385106629,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108550454","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99925464,0.00003542646,0.00023858932,0.00004731406,0.0000040466944,0.000023481316,0.0000075827643,0.00000487147,0.0003839511],"genre_scores_gemma":[0.9989021,0.00007454018,0.00045354236,0.000050771425,0.000006379259,0.00006992905,0.000009282077,0.0000058549313,0.00042744813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99331665,0.0036912062,0.00051884796,0.00059525087,0.0012429572,0.00063498324],"domain_scores_gemma":[0.96401346,0.021443686,0.0062530944,0.0009313965,0.003686695,0.00367166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009209139,0.00046574906,0.00081212283,0.00095834106,0.0017105124,0.0041594068,0.0007354834,0.0011062399,0.002675435],"category_scores_gemma":[0.030721143,0.0004491225,0.00046221062,0.0004636631,0.0015370643,0.0024393455,0.0020414072,0.0014044585,0.00040994538],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006590598,0.0029791165,0.18662567,0.0006473494,0.00006667348,0.0016202931,0.7629296,0.0003278058,0.01597712,0.00037905644,0.0004763387,0.02731193],"study_design_scores_gemma":[0.00015643358,0.004640067,0.20683308,0.00031863537,0.00011025787,0.0012129056,0.77005017,0.0015422268,0.005787616,0.00038561408,0.008811172,0.00015182668],"about_ca_topic_score_codex":0.0017471911,"about_ca_topic_score_gemma":0.0020220994,"teacher_disagreement_score":0.009209139,"about_ca_system_score_codex":0.00089188485,"about_ca_system_score_gemma":0.0011855486,"threshold_uncertainty_score":0.048703194},"labels":[],"label_agreement":null},{"id":"W3108985627","doi":"10.1016/j.lcsi.2020.100477","title":"Grounding and knowledge elaboration across cultural and geographical contexts: An exploratory case study","year":2020,"lang":"en","type":"article","venue":"Learning Culture and Social Interaction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fonds de Recherche du Québec-Société et Culture; Agence Nationale de la Recherche","keywords":"Elaboration; Context (archaeology); Meaning (existential); Object (grammar); Epistemology; Sociology; Psychology; Linguistics; Geography; Humanities","score_opus":0.09522048270586322,"score_gpt":0.3762984556480927,"score_spread":0.28107797294222947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108985627","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841366,0.00008252022,0.0068418426,0.00048393698,0.000010076258,0.00017549934,0.000026737354,0.000032295018,0.008210457],"genre_scores_gemma":[0.9923499,0.000060707014,0.00563573,0.000031828484,0.0000045204815,0.00006602283,0.00003411931,0.000018638766,0.0017985118],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9914984,0.0053719305,0.00040944552,0.00074390776,0.0011686353,0.0008076694],"domain_scores_gemma":[0.960435,0.03108157,0.0019711542,0.0039559873,0.001468703,0.0010876663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009691661,0.0005272067,0.00057713164,0.0019781902,0.0072616986,0.0057644728,0.0027541523,0.003218766,0.0032030481],"category_scores_gemma":[0.02912547,0.000518886,0.00061039074,0.0022600098,0.0067866235,0.0055517675,0.008880588,0.0025958044,0.0004500772],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013796505,0.0007785082,0.015865384,0.00016308896,0.000019796771,0.005350147,0.9120848,0.00069649285,0.002945787,0.0060998267,0.0003184132,0.055539794],"study_design_scores_gemma":[0.00005292899,0.0005134784,0.013358413,0.0003363173,0.00006851983,0.00212879,0.95041424,0.0037573066,0.0054076198,0.008780636,0.015127302,0.000054515418],"about_ca_topic_score_codex":0.0064346474,"about_ca_topic_score_gemma":0.008573354,"teacher_disagreement_score":0.009691661,"about_ca_system_score_codex":0.002427474,"about_ca_system_score_gemma":0.004684225,"threshold_uncertainty_score":0.051254988},"labels":[],"label_agreement":null},{"id":"W3109869792","doi":"10.5539/elt.v13n12p57","title":"A Narrative Inquiry into a Newcomer School Principal’s Professional Development for ELLs","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professional development; Ell; Faculty development; Psychology; Narrative; Pedagogy; Principal (computer security); Construct (python library); Teacher education; Professional studies; Mathematics education; Teaching method; Vocabulary development","score_opus":0.04496603679374735,"score_gpt":0.3078594566529198,"score_spread":0.2628934198591725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3109869792","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8982335,0.0025694843,0.014461802,0.032856826,0.0005452177,0.00034875117,0.00009961309,0.00008499875,0.05079982],"genre_scores_gemma":[0.982021,0.0017370707,0.0027424677,0.0010697328,0.00008522121,0.00012912335,0.000028317769,0.000034716904,0.012152236],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9910478,0.0072961,0.00019427655,0.0003059479,0.000543899,0.00061205245],"domain_scores_gemma":[0.98850095,0.0068871696,0.0010445503,0.00032772927,0.00092108926,0.002318418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010301001,0.00036750335,0.0004475415,0.0013931593,0.013815645,0.008539884,0.0014706013,0.0017696805,0.0024506242],"category_scores_gemma":[0.011862904,0.00052652427,0.00031185616,0.0010119558,0.012510448,0.0076164547,0.0070001553,0.0048313057,0.00036043554],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013076998,0.00004167132,0.0012297838,0.00004656244,0.0000015274837,0.0008201596,0.9851716,0.000031124775,0.00017432538,0.007827824,0.001283539,0.0033587904],"study_design_scores_gemma":[0.000002464516,0.000027158934,0.00041311292,0.000077651785,0.0000016941763,0.00035970428,0.9663186,0.000058557547,0.00013339582,0.00076424837,0.03183836,0.0000050841213],"about_ca_topic_score_codex":0.004291817,"about_ca_topic_score_gemma":0.011184088,"teacher_disagreement_score":0.013815645,"about_ca_system_score_codex":0.004886528,"about_ca_system_score_gemma":0.00554049,"threshold_uncertainty_score":0.054477572},"labels":[],"label_agreement":null},{"id":"W3109884980","doi":"10.32601/ejal.834681","title":"Thinking fast and slow about willingness to communicate: A two-systems view","year":2020,"lang":"en","type":"article","venue":"Eurasian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Willingness to communicate; Cognitive psychology; Internet privacy; Social psychology; Computer science","score_opus":0.03790638888466896,"score_gpt":0.25888524307215216,"score_spread":0.2209788541874832,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3109884980","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5762513,0.013606597,0.20026052,0.055265106,0.00067280314,0.000655758,0.00033468145,0.0002544753,0.15269879],"genre_scores_gemma":[0.9818485,0.0014568245,0.013168739,0.0012904583,0.00024913726,0.00016511283,0.000073008196,0.00002347786,0.0017248112],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99616027,0.0019179088,0.00020646016,0.00069309556,0.00067525386,0.00034697822],"domain_scores_gemma":[0.98072505,0.014130103,0.0016874804,0.000714412,0.0015592993,0.0011837112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006780244,0.0008261187,0.00092778186,0.004359175,0.0013873013,0.009532138,0.001649067,0.0032940845,0.005019706],"category_scores_gemma":[0.015657326,0.0006865796,0.0014199994,0.0017138199,0.013120981,0.010974618,0.0025378584,0.0034016748,0.00066768663],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00096562447,0.00078204647,0.08255412,0.0008980666,0.00055709045,0.0017826546,0.04950413,0.00596926,0.004561685,0.75221604,0.0024570655,0.09775226],"study_design_scores_gemma":[0.00018154428,0.00072223146,0.048645657,0.0002984739,0.0003101587,0.0014447295,0.013420744,0.028124716,0.0008616325,0.89578146,0.0099796485,0.00022906862],"about_ca_topic_score_codex":0.002369246,"about_ca_topic_score_gemma":0.00086441095,"teacher_disagreement_score":0.009532138,"about_ca_system_score_codex":0.0029856807,"about_ca_system_score_gemma":0.0017634723,"threshold_uncertainty_score":0.035857737},"labels":[],"label_agreement":null},{"id":"W3110228380","doi":"10.18806/tesl.v37i2.1334","title":"Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Toronto; York University","keywords":"Psychology; Agreeableness; Big Five personality traits; Personality; Context (archaeology); Corrective feedback; Personality psychology; Extraversion and introversion; Social psychology; Mathematics education","score_opus":0.07230199499758704,"score_gpt":0.28071037312187835,"score_spread":0.2084083781242913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110228380","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968505,0.000014350769,0.00003774223,0.000010742327,0.0000013597618,0.0000027080391,0.000006949446,0.0000011149087,0.00024004256],"genre_scores_gemma":[0.9993693,0.00003387456,0.00009203178,0.000010318061,0.0000017946011,0.000004195244,0.000015859208,0.0000011315731,0.00047138138],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993936,0.0002312074,0.00005238742,0.000071967814,0.00016672075,0.000084144514],"domain_scores_gemma":[0.99702626,0.00087199884,0.00087562046,0.00016670473,0.00041212785,0.0006473295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001099141,0.00017632147,0.0002433458,0.00037286547,0.0004643409,0.0013234338,0.00016716286,0.00028227994,0.0013244199],"category_scores_gemma":[0.0051590917,0.00012216294,0.00018712891,0.00019334145,0.00031974452,0.00028954874,0.00062742183,0.00041855802,0.0003774187],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040902078,0.0007832171,0.9420623,0.000059781712,0.000051170548,0.0006340289,0.023601223,0.00022124963,0.0074804863,0.00008350571,0.00017070177,0.024443379],"study_design_scores_gemma":[0.000005860979,0.0006958718,0.98530954,0.0000131355655,0.000015211911,0.00029955,0.011865778,0.00030635548,0.00097117346,0.00005437193,0.00044725623,0.000015910944],"about_ca_topic_score_codex":0.0016142674,"about_ca_topic_score_gemma":0.002475285,"teacher_disagreement_score":0.0016142674,"about_ca_system_score_codex":0.0002896324,"about_ca_system_score_gemma":0.00023594293,"threshold_uncertainty_score":0.0058128834},"labels":[],"label_agreement":null},{"id":"W3110556947","doi":"10.31468/cjsdwr.827","title":"The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language","year":2020,"lang":"en","type":"article","venue":"Discourse and Writing/Rédactologie","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"TUTOR; Needs analysis; Psychology; Context (archaeology); Pedagogy; Mathematics education; Point (geometry); Medical education; Medicine","score_opus":0.11785806867861255,"score_gpt":0.36082763759332226,"score_spread":0.24296956891470972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110556947","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99219984,0.0007747636,0.0005428601,0.002160661,0.00007548329,0.00010407022,0.00004434857,0.000058816837,0.0040391777],"genre_scores_gemma":[0.9940924,0.00067660573,0.0015457077,0.00068605907,0.000031050513,0.00008628441,0.000050521034,0.000014940942,0.002816432],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98948693,0.005648638,0.0007002597,0.00054597866,0.0016623961,0.0019558042],"domain_scores_gemma":[0.9672783,0.009541086,0.0026965332,0.00056600646,0.008633495,0.011284555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008682057,0.00029910062,0.0006908785,0.0011217383,0.004546146,0.005244645,0.0011827158,0.0015079783,0.003971574],"category_scores_gemma":[0.030908199,0.00044349846,0.00028325318,0.0010390254,0.0012360599,0.0015983841,0.0030073482,0.0012706056,0.000777466],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036371764,0.00101543,0.11265217,0.0008107132,0.000030265133,0.006031324,0.7449091,0.0003151706,0.0039337706,0.0006260821,0.0070278747,0.12228433],"study_design_scores_gemma":[0.00009674446,0.0012623568,0.04898335,0.0003944914,0.00004768234,0.0042519,0.90910596,0.0010898378,0.001722555,0.00055270066,0.03239288,0.00009954624],"about_ca_topic_score_codex":0.018742124,"about_ca_topic_score_gemma":0.03711524,"teacher_disagreement_score":0.018742124,"about_ca_system_score_codex":0.0042773536,"about_ca_system_score_gemma":0.01124885,"threshold_uncertainty_score":0.045915663},"labels":[],"label_agreement":null},{"id":"W3110626597","doi":"10.5539/ijel.v11n1p93","title":"A Plea for Teaching English as a Second/Foreign Language Through Its Native Speakers’ Culture","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Plea; Promotion (chess); Curriculum; Foreign language; Psychology; Sociology; Pedagogy; Empirical research; Linguistics; Political science; Law; Philosophy; Epistemology","score_opus":0.03194757104631865,"score_gpt":0.30195553957955185,"score_spread":0.27000796853323317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110626597","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.112548016,0.010514361,0.042088076,0.4813445,0.00649552,0.00022386611,0.000034669076,0.0002878445,0.3464632],"genre_scores_gemma":[0.9184889,0.0030443985,0.013611374,0.033775914,0.0008483043,0.00032847206,0.000018422388,0.000118626755,0.029765522],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9906408,0.0064768726,0.00027277909,0.00077508215,0.0012130403,0.0006212993],"domain_scores_gemma":[0.98062813,0.008922876,0.0017592341,0.0021401946,0.002682719,0.0038668418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012227859,0.00035641738,0.0002986931,0.0008424039,0.0060565,0.011179228,0.0010913756,0.0040196613,0.0054512676],"category_scores_gemma":[0.018821657,0.0002845779,0.00055229384,0.0003435706,0.014631989,0.008252968,0.00530816,0.010323129,0.0014410507],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010839037,0.00032763364,0.0048869485,0.0007246821,0.00003357034,0.000686039,0.10050589,0.0002612702,0.0038531078,0.79484844,0.025002357,0.0687617],"study_design_scores_gemma":[0.000090303096,0.0006560746,0.010276783,0.0026655323,0.00006822743,0.0018196326,0.15865503,0.0008582464,0.005107948,0.15239537,0.6672716,0.00013508467],"about_ca_topic_score_codex":0.0027920366,"about_ca_topic_score_gemma":0.0049114213,"teacher_disagreement_score":0.012227859,"about_ca_system_score_codex":0.003091978,"about_ca_system_score_gemma":0.008757351,"threshold_uncertainty_score":0.06466788},"labels":[],"label_agreement":null},{"id":"W3111091829","doi":"10.14705/rpnet.2020.48.1176","title":"Providing quantitative data with AI Mobile COLT to support the reflection process in language teaching and pre-service teacher training: a discussion","year":2020,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Computer science; Scheme (mathematics); Process (computing); Class (philosophy); Reflection (computer programming); Service (business); Multimedia; Artificial intelligence; Software engineering; Programming language","score_opus":0.11145289544374273,"score_gpt":0.356325752904328,"score_spread":0.24487285746058526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3111091829","genre_codex":"methods","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13862927,0.024221484,0.40884754,0.09920524,0.0028311396,0.0071384795,0.00538411,0.0023118746,0.31143087],"genre_scores_gemma":[0.2916251,0.019448316,0.587981,0.00972797,0.0009832849,0.008787609,0.0026949395,0.00068721897,0.07806454],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933895,0.0048306813,0.00023553417,0.00023169222,0.001201753,0.00011086392],"domain_scores_gemma":[0.96176636,0.034299023,0.00045060657,0.0010914959,0.0020632022,0.00032933126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024303902,0.0006623246,0.00039954126,0.0035894422,0.0011339438,0.0045621516,0.0018969706,0.0011088538,0.0062446995],"category_scores_gemma":[0.016868787,0.00023818648,0.0003798306,0.0045935125,0.0021036342,0.0060489583,0.0017828514,0.0017531269,0.0011434872],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001008593,0.00031354334,0.009219555,0.00260371,0.000035845835,0.0007928123,0.06368292,0.0010644208,0.008636293,0.083776295,0.074718006,0.7550557],"study_design_scores_gemma":[0.00008805562,0.0010065397,0.05838371,0.005514875,0.00007229221,0.0024090018,0.117834,0.009271749,0.015073269,0.039577108,0.75058836,0.00018097484],"about_ca_topic_score_codex":0.0034853548,"about_ca_topic_score_gemma":0.0097555695,"teacher_disagreement_score":0.024303902,"about_ca_system_score_codex":0.0031412067,"about_ca_system_score_gemma":0.0024712628,"threshold_uncertainty_score":0.12853283},"labels":[],"label_agreement":null},{"id":"W3113420836","doi":"10.5539/elt.v14n1p58","title":"The Construct of English Competence and Test Design for Non-English Major Postgraduates","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Competence (human resources); Active listening; Construct (python library); Construct validity; College English; Mathematics education; Pedagogy; Linguistics; Psychometrics; Developmental psychology; Social psychology; Computer science","score_opus":0.01991325695235131,"score_gpt":0.23235394179964272,"score_spread":0.21244068484729142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3113420836","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9111978,0.00023367336,0.05404027,0.00039294575,0.00017454222,0.009102927,0.00085788086,0.00034805675,0.023651863],"genre_scores_gemma":[0.89836526,0.00014258671,0.0759131,0.00027799906,0.000039416056,0.019335944,0.0014027139,0.000098403165,0.0044245212],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9896797,0.0059129954,0.0011501558,0.00075801543,0.0018309291,0.0006681882],"domain_scores_gemma":[0.9691143,0.01846466,0.0021151446,0.0022683016,0.005655791,0.0023817718],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015867691,0.0007526711,0.00049446133,0.00181683,0.0006355543,0.0016223235,0.0010805412,0.00076523726,0.0034399785],"category_scores_gemma":[0.051519603,0.0002942482,0.0006665501,0.00089068746,0.0011180887,0.0013037254,0.0019443573,0.0013826783,0.0010991546],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0031293111,0.010677934,0.41860643,0.0009078282,0.00009663016,0.0016396536,0.022315014,0.0027147795,0.021627823,0.021345811,0.0065374575,0.49040127],"study_design_scores_gemma":[0.0009748459,0.024123183,0.87744725,0.0004795898,0.0001047433,0.0016894978,0.011993543,0.011849118,0.024542317,0.011183616,0.035458174,0.00015404772],"about_ca_topic_score_codex":0.0013745328,"about_ca_topic_score_gemma":0.0014419059,"teacher_disagreement_score":0.015867691,"about_ca_system_score_codex":0.0010179747,"about_ca_system_score_gemma":0.003756611,"threshold_uncertainty_score":0.08391738},"labels":[],"label_agreement":null},{"id":"W3113540703","doi":"10.5296/ijl.v12i6.17859","title":"Functions of L1 Use in EFL Classes: Students’ Observations","year":2020,"lang":"en","type":"article","venue":"International Journal of Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Praise; Grammar; Pronunciation; Class (philosophy); Mathematics education; Vocabulary; Foreign language; Reading (process); Arabic; Pedagogy; Linguistics; Computer science","score_opus":0.17168322269372893,"score_gpt":0.3388240562925129,"score_spread":0.16714083359878396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3113540703","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987362,0.000056450386,0.0002037981,0.00006955386,0.000001947034,0.000011869647,0.00006458737,0.000010260867,0.00084548653],"genre_scores_gemma":[0.99761,0.000111948524,0.00036539068,0.000042255597,0.000003472784,0.000020509202,0.0000779815,0.00000992184,0.0017584811],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990858,0.00026430766,0.00007813492,0.00017543981,0.00023594212,0.000160359],"domain_scores_gemma":[0.9973163,0.00070764794,0.0007031582,0.00012172917,0.00073392276,0.00041735187],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009824857,0.0003520313,0.00043620585,0.0010597858,0.0012241697,0.001245603,0.0006892528,0.0006971346,0.0016424545],"category_scores_gemma":[0.0036468133,0.00036380763,0.000292475,0.0006057197,0.00095531857,0.0010541731,0.0015720153,0.0010844195,0.00072755973],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015404543,0.0005949011,0.45099217,0.00019760591,0.000019013718,0.0023500652,0.48991668,0.00013280635,0.015560651,0.00021085644,0.001141117,0.038730137],"study_design_scores_gemma":[0.0000126516725,0.00066490966,0.565101,0.000101757265,0.000031207717,0.0022434795,0.4079579,0.0005906129,0.008483226,0.00021086143,0.014495709,0.00010652502],"about_ca_topic_score_codex":0.003059784,"about_ca_topic_score_gemma":0.006447858,"teacher_disagreement_score":0.003059784,"about_ca_system_score_codex":0.0007833943,"about_ca_system_score_gemma":0.0005241917,"threshold_uncertainty_score":0.0060839057},"labels":[],"label_agreement":null},{"id":"W3114402270","doi":"10.32674/jis.v10i3.1327","title":"Why Japanese? Why Not Japanese?","year":2020,"lang":"en","type":"article","venue":"Journal of International Students","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Study abroad; Japanese language; Psychology; Class (philosophy); Chinese americans; Language proficiency; International education; Mathematics education; Pedagogy; Higher education; Political science; Linguistics; Geography; Immigration","score_opus":0.04708460173160177,"score_gpt":0.3030245211366056,"score_spread":0.2559399194050038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3114402270","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8731583,0.0072344495,0.00089340506,0.0810934,0.0018104519,0.00004749334,0.00012902298,0.00003382321,0.035599682],"genre_scores_gemma":[0.9639973,0.00580118,0.0005300554,0.014144613,0.00036061107,0.000044188575,0.00007015147,0.000034488578,0.015017376],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99920136,0.00022218852,0.000039478204,0.00010522493,0.0001653117,0.00026643026],"domain_scores_gemma":[0.9982374,0.00031072984,0.00027667658,0.00006207187,0.00038440924,0.00072881713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016104464,0.000255762,0.00028694983,0.000424804,0.00439821,0.0033174988,0.0004098596,0.0015327921,0.0028490655],"category_scores_gemma":[0.00319868,0.0002110645,0.00022518067,0.0006572692,0.00453087,0.0034527096,0.0014583111,0.0022686978,0.0006386309],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011320376,0.00012363642,0.16711114,0.0005394267,0.00004067116,0.0043392004,0.6981976,0.00004284724,0.004247016,0.014726117,0.04759119,0.062927954],"study_design_scores_gemma":[0.0000135928,0.000060096198,0.06385267,0.00032782322,0.000037279788,0.0014725802,0.81207097,0.00010099139,0.00067754096,0.0027259032,0.1186031,0.000057489513],"about_ca_topic_score_codex":0.026820911,"about_ca_topic_score_gemma":0.051565725,"teacher_disagreement_score":0.026820911,"about_ca_system_score_codex":0.0015690597,"about_ca_system_score_gemma":0.0023149708,"threshold_uncertainty_score":0.053329587},"labels":[],"label_agreement":null},{"id":"W3116138347","doi":"10.3138/cmlr-2020-0012","title":"Self-Efficacy of English Language Teachers in Ontario: The Impact of Language Proficiency, Teaching Qualifications, Linguistic Identity, and Teaching Experience","year":2020,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University; University of Waterloo","funders":"","keywords":"Humanities; Sociology; Linguistics; Art; Philosophy","score_opus":0.029893913757986633,"score_gpt":0.2934086901527143,"score_spread":0.2635147763947277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3116138347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997097,0.000117337564,0.000033517706,0.00025615003,0.0000056551635,0.0000116371875,0.00018882671,0.0000020897223,0.0022876542],"genre_scores_gemma":[0.9967114,0.00013912475,0.00004011549,0.000031320706,0.000003124205,0.000016435739,0.00014501481,0.00000278775,0.0029108357],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987503,0.00016523692,0.00006415966,0.0001441243,0.0004662489,0.00040987038],"domain_scores_gemma":[0.9922545,0.0012560392,0.0017703891,0.0003052318,0.0025657997,0.0018479775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014595469,0.00021552938,0.00039706205,0.0009630476,0.0024928618,0.0015959411,0.0006468971,0.0003639242,0.0036568188],"category_scores_gemma":[0.0054115327,0.00033418267,0.00052614947,0.0017284474,0.0017619904,0.00057806366,0.0011225261,0.00057693804,0.0003342525],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006118176,0.000049553346,0.97586536,0.000028088301,0.000020675374,0.00009769397,0.018930463,0.00006360682,0.00022060504,0.00013971108,0.00051456614,0.0040084273],"study_design_scores_gemma":[0.0000025025017,0.000018399634,0.98790914,0.000017708804,0.000006199294,0.00000876045,0.011123759,0.00005041051,0.000032547596,0.000013629794,0.0008117224,0.0000052139503],"about_ca_topic_score_codex":0.9762037,"about_ca_topic_score_gemma":0.98965466,"teacher_disagreement_score":0.9762037,"about_ca_system_score_codex":0.016083568,"about_ca_system_score_gemma":0.025475474,"threshold_uncertainty_score":0.11669499},"labels":[],"label_agreement":null},{"id":"W3116220256","doi":"10.5539/ijel.v11n1p213","title":"Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Academic writing; Competence (human resources); Psychology; Mathematics education; Quality (philosophy); Empirical research; Writing process; Professional writing; Pedagogy; Linguistics; Social psychology","score_opus":0.02463792406176205,"score_gpt":0.3165920234819585,"score_spread":0.2919540994201964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3116220256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99907887,0.00012469193,0.00005375401,0.000084084655,0.000013330109,0.000034794717,0.00000395265,0.000008420931,0.0005979618],"genre_scores_gemma":[0.99676055,0.0004085928,0.0015330489,0.00007598198,0.000022745646,0.0000669902,0.000015779013,0.0000042035954,0.0011121887],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989562,0.0004990947,0.000090407004,0.000105693674,0.00020886376,0.00013975002],"domain_scores_gemma":[0.9966918,0.0011585152,0.0005812528,0.00014117063,0.00037042747,0.0010567965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001461169,0.00060452154,0.00070238457,0.00070379337,0.0013142426,0.0015645996,0.000610739,0.00061688334,0.002279144],"category_scores_gemma":[0.0060941414,0.00022744421,0.00041632281,0.00048198522,0.00055009517,0.00052097935,0.0013496425,0.0007289669,0.00033584845],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005206507,0.06285074,0.06374494,0.003174179,0.00029397412,0.0024242902,0.09879589,0.0006733651,0.07404893,0.0005246946,0.0014441033,0.6868184],"study_design_scores_gemma":[0.0013465466,0.06338159,0.80069596,0.0010008259,0.0010634495,0.0007937983,0.09081952,0.0012962171,0.02382015,0.00081535405,0.014858035,0.000108594286],"about_ca_topic_score_codex":0.00085893745,"about_ca_topic_score_gemma":0.0023812912,"teacher_disagreement_score":0.002279144,"about_ca_system_score_codex":0.00040474048,"about_ca_system_score_gemma":0.0010285685,"threshold_uncertainty_score":0.007727444},"labels":[],"label_agreement":null},{"id":"W3116232891","doi":"10.5539/elt.v14n1p123","title":"The Effect of Implicit Corrective Feedback on English Writing of International Second Language Learners","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Second language writing; Psychology; Peer feedback; Second-language acquisition; Written language; Context (archaeology); Contrast (vision); Second language; Mathematics education; Linguistics; Computer science; Artificial intelligence","score_opus":0.008087557093257083,"score_gpt":0.2443740378056084,"score_spread":0.2362864807123513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3116232891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99838924,0.000069592184,0.00013347658,0.000045945668,0.0000114359755,0.000023701881,0.000006662522,0.000009187495,0.0013108223],"genre_scores_gemma":[0.99704283,0.00015657464,0.0012003237,0.000039147282,0.000010514747,0.00006960811,0.000022920172,0.000011958916,0.0014461522],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9965162,0.0018964588,0.00037704472,0.00027318852,0.0007555158,0.00018157504],"domain_scores_gemma":[0.9357493,0.050421294,0.0052299094,0.002497183,0.0036654426,0.002436926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043546264,0.00051153114,0.000525384,0.00042028047,0.0005054821,0.0011897361,0.0006333834,0.000702069,0.002846111],"category_scores_gemma":[0.0592706,0.00025116763,0.00030229162,0.000242954,0.0007291006,0.000792046,0.001075988,0.0012493178,0.00037539905],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020193119,0.02163356,0.17969966,0.002924931,0.00033369468,0.001511744,0.12658983,0.0018390474,0.11311027,0.0008786009,0.0014067183,0.5298789],"study_design_scores_gemma":[0.0019655717,0.06947921,0.7995978,0.001006763,0.00065353716,0.0018170541,0.035600167,0.0041373298,0.07550477,0.0012796149,0.008698527,0.0002595551],"about_ca_topic_score_codex":0.000890729,"about_ca_topic_score_gemma":0.0011426689,"teacher_disagreement_score":0.0043546264,"about_ca_system_score_codex":0.00035374332,"about_ca_system_score_gemma":0.00078535086,"threshold_uncertainty_score":0.023029745},"labels":[],"label_agreement":null},{"id":"W3117644760","doi":"10.5539/ijel.v11n1p245","title":"An Experimental Investigation of Mass Noun Types and Article Usage","year":2020,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Noun; Linguistics; Arabic; Psychology; Variety (cybernetics); Test (biology); Natural language processing; Computer science; Countable set; Artificial intelligence; Mathematics; Botany; Biology","score_opus":0.034899263353690785,"score_gpt":0.2809374047537943,"score_spread":0.24603814140010352,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3117644760","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987789,0.000027121063,0.00031183643,0.000019571338,0.0000066797065,0.000042449792,0.000023803865,0.000004892079,0.0007847979],"genre_scores_gemma":[0.9953093,0.0000681475,0.0024348837,0.00007001312,0.000013298267,0.00020747681,0.00008127878,0.0000125789875,0.0018030637],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9982389,0.00068284536,0.00020831329,0.00045028358,0.00031305515,0.000106523024],"domain_scores_gemma":[0.9835775,0.012149613,0.0020554431,0.0009958545,0.0007709651,0.0004506911],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019480694,0.00046760586,0.00036918235,0.00032180143,0.0005688968,0.001236978,0.0003634705,0.00071089086,0.006105051],"category_scores_gemma":[0.010924332,0.00048631913,0.00015354835,0.00021520392,0.0012019257,0.001116798,0.0009865895,0.0007566549,0.00069665216],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008960978,0.010699398,0.09608057,0.00083604315,0.00007417803,0.0015396225,0.07588346,0.00022308477,0.7580089,0.0022109523,0.00042340872,0.04505938],"study_design_scores_gemma":[0.001387234,0.045097977,0.57414323,0.00018518725,0.00023511495,0.007058378,0.051886667,0.0032183009,0.29838422,0.0038998881,0.014227977,0.0002758448],"about_ca_topic_score_codex":0.0004691699,"about_ca_topic_score_gemma":0.0006091801,"teacher_disagreement_score":0.006105051,"about_ca_system_score_codex":0.00027181645,"about_ca_system_score_gemma":0.00030739355,"threshold_uncertainty_score":0.020423472},"labels":[],"label_agreement":null},{"id":"W3118448872","doi":"10.22215/etd/2020-14325","title":"Exploring the Potential of a Formula-Enhanced Approach for Speech Act Teaching in Language Instruction for Newcomers to Canada","year":2020,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Utterance; Pragmatics; Raising (metalworking); Linguistics; Competence (human resources); Computer science; Psychology; Focus (optics); Mathematics education; Pedagogy; Artificial intelligence; Social psychology","score_opus":0.05481104503983707,"score_gpt":0.26631426814877995,"score_spread":0.21150322310894287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118448872","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98327774,0.00033660544,0.0022033395,0.0016210988,0.00006182486,0.00090713106,0.00008341181,0.000065079614,0.011443804],"genre_scores_gemma":[0.97719824,0.0006253999,0.014687104,0.00035176091,0.000011452796,0.0008472888,0.000106071726,0.000024687157,0.0061479155],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99784434,0.00075878075,0.000048031205,0.00024193482,0.0005611137,0.0005458219],"domain_scores_gemma":[0.99798965,0.0005101511,0.00013725954,0.00010106918,0.0005055216,0.0007563717],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027965645,0.00047637572,0.00044487073,0.0007378901,0.0047214287,0.002677664,0.002258377,0.0007096214,0.002530992],"category_scores_gemma":[0.003571668,0.0002457136,0.00047284228,0.00066167006,0.0027612664,0.0008214617,0.0034671598,0.001418089,0.00019396555],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022052245,0.015267513,0.03838335,0.002273263,0.00013288441,0.0020247977,0.34905943,0.00220357,0.026999157,0.01621302,0.010765827,0.534472],"study_design_scores_gemma":[0.0028658253,0.013103217,0.25664553,0.0028429148,0.001179077,0.00073672883,0.47182882,0.012103846,0.030608281,0.0067379954,0.20080811,0.0005397343],"about_ca_topic_score_codex":0.7569204,"about_ca_topic_score_gemma":0.92707914,"teacher_disagreement_score":0.2430796,"about_ca_system_score_codex":0.030221405,"about_ca_system_score_gemma":0.08208896,"threshold_uncertainty_score":0.48902225},"labels":[],"label_agreement":null},{"id":"W3118761527","doi":"10.3968/11906","title":"An Action Study on Morning Reading Activity on Campus Among College English Learners","year":2020,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Reading (process); Active listening; Psychology; Scarcity; Creativity; Vocabulary; Mathematics education; Action (physics); Class (philosophy); Competition (biology); Pedagogy; Linguistics; Social psychology; Computer science","score_opus":0.04710206205605249,"score_gpt":0.32895892366963786,"score_spread":0.28185686161358536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118761527","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986217,0.000035217934,0.00010718713,0.00008791313,0.000010234048,0.00006803353,0.000022637534,0.000003956188,0.0010430645],"genre_scores_gemma":[0.99506444,0.00015377619,0.0005849466,0.0001745573,0.000019131816,0.00015844617,0.000053404874,0.0000047616227,0.0037866533],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99914217,0.00043116955,0.00003577009,0.00013457239,0.00008557124,0.00017083388],"domain_scores_gemma":[0.99852294,0.00048175151,0.00017512824,0.00007641125,0.00019357071,0.0005502171],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012673482,0.00037604917,0.0005101293,0.0007299651,0.0029876502,0.0013401641,0.0005796471,0.001013966,0.0022350089],"category_scores_gemma":[0.0018353296,0.00021814075,0.0004927778,0.00038159828,0.0012697678,0.00092950795,0.0012776655,0.0011833857,0.00044714828],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038928518,0.00640531,0.12374856,0.0005323024,0.000038017148,0.0040273154,0.8137404,0.00013392812,0.009153291,0.00096221006,0.0018006038,0.039068826],"study_design_scores_gemma":[0.00003188183,0.0030010194,0.1633802,0.000090535774,0.000035348912,0.0005296351,0.82104254,0.00024306298,0.0018342423,0.00018566957,0.009575287,0.00005060751],"about_ca_topic_score_codex":0.002915922,"about_ca_topic_score_gemma":0.009902845,"teacher_disagreement_score":0.0029876502,"about_ca_system_score_codex":0.001013982,"about_ca_system_score_gemma":0.0007916345,"threshold_uncertainty_score":0.0074768066},"labels":[],"label_agreement":null},{"id":"W3121736341","doi":"10.3968/11866","title":"Pragmatic Failure in Cross-Cultural Communication","year":2020,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Harm; Cross-cultural communication; Linguistics; Phenomenon; Pragmatics; Psychology; Computer science; Social psychology; Communication; Epistemology","score_opus":0.05104781006645795,"score_gpt":0.33884196277488304,"score_spread":0.2877941527084251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3121736341","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86951727,0.0063568777,0.010184763,0.00834736,0.00025292797,0.00005694976,0.00003271769,0.00008018904,0.10517098],"genre_scores_gemma":[0.99767226,0.0004603024,0.00046962287,0.00026088912,0.000020093335,0.00001416358,0.000006598163,0.000010185284,0.0010858554],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9921421,0.0045545828,0.00042126438,0.00056602963,0.0016950528,0.0006209666],"domain_scores_gemma":[0.9872387,0.006409024,0.0022787163,0.0010727738,0.0020603042,0.0009405623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056073423,0.00046495904,0.00040368162,0.0015147235,0.0037779592,0.0047566444,0.00074170873,0.0013996669,0.0027647074],"category_scores_gemma":[0.014361004,0.0003624556,0.00026707078,0.0009074364,0.013538917,0.005391751,0.005781729,0.002150582,0.00035583158],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013261006,0.0001192134,0.05494771,0.0006227474,0.000085320426,0.007226685,0.733889,0.00047617673,0.005206149,0.11542318,0.0032706289,0.07860061],"study_design_scores_gemma":[0.000055958342,0.00026016345,0.094047666,0.0013948893,0.00015174136,0.013566881,0.67843926,0.0030252424,0.0054844352,0.10045695,0.102871895,0.00024498143],"about_ca_topic_score_codex":0.0058073155,"about_ca_topic_score_gemma":0.002645714,"teacher_disagreement_score":0.0058073155,"about_ca_system_score_codex":0.0019925116,"about_ca_system_score_gemma":0.0028619464,"threshold_uncertainty_score":0.0296548},"labels":[],"label_agreement":null},{"id":"W3121779928","doi":"10.3968/11807","title":"English Grammatical Errors of Students in the Universities and Schools in Yemen: An Analysis","year":2020,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Subject (documents); Constructive; Linguistics; Grammar; English grammar; First language; Focus (optics); Mathematics education; Arabic; Language transfer; Psychology; Computer science; Language education; Comprehension approach","score_opus":0.024211530507100804,"score_gpt":0.3136898329327297,"score_spread":0.2894783024256289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3121779928","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99924684,0.00015100739,0.0000272133,0.000087794775,0.0000032587407,0.0000046802243,0.00007335171,0.0000024869646,0.00040342173],"genre_scores_gemma":[0.99865794,0.00027212795,0.000067259454,0.00003504572,0.0000046036007,0.000010634727,0.00013281111,0.0000032710172,0.00081618404],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991221,0.00020156369,0.00016589698,0.00010108857,0.00018376995,0.00022556091],"domain_scores_gemma":[0.9974905,0.0007442257,0.00070559944,0.00008409818,0.00079883746,0.00017667141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080074905,0.00032360243,0.00047199902,0.0027006203,0.0015042732,0.00093170296,0.00051642803,0.0006829626,0.0020477674],"category_scores_gemma":[0.002926327,0.00022580805,0.0002557771,0.0032704663,0.0010485721,0.00096147717,0.001233721,0.0005444753,0.00040722027],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009562739,0.00011540124,0.88814485,0.00018279802,0.000015100381,0.0029244882,0.08448997,0.000100886944,0.0007263957,0.00035638682,0.0009005299,0.021947574],"study_design_scores_gemma":[0.000002763908,0.00012299276,0.8940946,0.00008832212,0.000021199736,0.0010242552,0.10119941,0.00019236798,0.0006033966,0.00007673705,0.0025580286,0.000015925607],"about_ca_topic_score_codex":0.020171206,"about_ca_topic_score_gemma":0.03188729,"teacher_disagreement_score":0.020171206,"about_ca_system_score_codex":0.0016803456,"about_ca_system_score_gemma":0.0013135544,"threshold_uncertainty_score":0.04010755},"labels":[],"label_agreement":null},{"id":"W3122454332","doi":"10.3968/11930","title":"Reflecting on Pragmatics in ESP Contexts","year":2020,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Linguistics; Politeness; Vocabulary; Argument (complex analysis); Politeness theory; Pragmatic theory of truth; Psychology; Bridging (networking); Computer science; Philosophy","score_opus":0.09170965559253685,"score_gpt":0.384790212853752,"score_spread":0.2930805572612151,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3122454332","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54733914,0.006579761,0.06993355,0.012884552,0.00033573117,0.0001270186,0.000064578584,0.00011089552,0.36262482],"genre_scores_gemma":[0.99413633,0.00064216956,0.0026073346,0.00026012844,0.000043095075,0.000026950931,0.000012859036,0.000022240598,0.0022488614],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98908406,0.008254739,0.00041182557,0.0006110128,0.0011773385,0.00046100686],"domain_scores_gemma":[0.98572063,0.010408072,0.0012865632,0.0007845612,0.00134056,0.0004595792],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0088754855,0.00042611445,0.00044216873,0.0023395526,0.0036757381,0.009974304,0.0007016717,0.0019866233,0.0031091827],"category_scores_gemma":[0.01614894,0.00039911302,0.00040820846,0.0013135124,0.021000689,0.01123748,0.007986518,0.0024280685,0.00033253865],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004185015,0.000046415702,0.0064453348,0.0004897164,0.000023684763,0.0012424655,0.50984395,0.0003742017,0.0048007094,0.44300637,0.00088030344,0.03280505],"study_design_scores_gemma":[0.000022783977,0.00017432826,0.02163232,0.0010131559,0.000049093527,0.0020859,0.53867,0.001391234,0.0033230768,0.2910088,0.14053874,0.000090514775],"about_ca_topic_score_codex":0.0014348878,"about_ca_topic_score_gemma":0.0015699017,"teacher_disagreement_score":0.009974304,"about_ca_system_score_codex":0.0022030303,"about_ca_system_score_gemma":0.0017881178,"threshold_uncertainty_score":0.046938658},"labels":[],"label_agreement":null},{"id":"W3123239579","doi":"10.3390/languages6010015","title":"How the CEFR Is Impacting French-as-a-Second-Language in Ontario, Canada: Teachers’ Self-Reported Instructional Practices and Students’ Proficiency Exam Results","year":2021,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Language proficiency; Psychology; Exploratory research; Second language; Mathematics education; Medical education; Medicine; Sociology; Linguistics","score_opus":0.032397816653922704,"score_gpt":0.27998516376628885,"score_spread":0.24758734711236613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3123239579","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964784,0.000111090136,0.000048765054,0.00032977038,0.0000037578188,0.000012269971,0.00011037332,0.0000049077707,0.0029005893],"genre_scores_gemma":[0.9978116,0.0001581091,0.00010442762,0.000053354983,0.0000013956326,0.000007762877,0.00008215776,0.0000034853122,0.0017776694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983285,0.00023571178,0.00008156095,0.00018023752,0.00068208977,0.000492027],"domain_scores_gemma":[0.99481636,0.00050327234,0.00095173175,0.00013290622,0.0023442346,0.0012515433],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015758038,0.00020032305,0.00024009444,0.0007622739,0.004933259,0.0023039815,0.0008084367,0.00030958198,0.0014047754],"category_scores_gemma":[0.0050638574,0.0002681224,0.00018028756,0.0013813489,0.0019974303,0.0005915896,0.0014384416,0.0006581569,0.00015097512],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007376012,0.00007145368,0.8417304,0.00006430209,0.000021358725,0.0003361034,0.13227761,0.00020267513,0.0020785227,0.0004891803,0.0013543456,0.02130027],"study_design_scores_gemma":[0.0000038285093,0.00004863334,0.90239733,0.000042079257,0.000009915436,0.000058591108,0.09184398,0.00011962803,0.00039585526,0.000033518387,0.005029072,0.000017504179],"about_ca_topic_score_codex":0.9944765,"about_ca_topic_score_gemma":0.9984628,"teacher_disagreement_score":0.03897808,"about_ca_system_score_codex":0.03897808,"about_ca_system_score_gemma":0.056402013,"threshold_uncertainty_score":0.2828071},"labels":[],"label_agreement":null},{"id":"W3123541023","doi":"10.5539/elt.v14n2p9","title":"A Correlational Study of the English Listening and Speaking Anxiety in Rural Areas","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Research Management Centre, International Islamic University Malaysia; International Islamic University Malaysia","keywords":"Active listening; Psychology; Anxiety; Foreign language anxiety; Reading (process); Foreign language; Language assessment; English language; Mathematics education; Developmental psychology; Pedagogy; Linguistics; Communication","score_opus":0.009805992668024135,"score_gpt":0.23183459602626724,"score_spread":0.2220286033582431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3123541023","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995658,0.000035714882,0.000068765665,0.000020559739,0.0000025189754,0.000020516825,0.000023028033,6.7158874e-7,0.00026254324],"genre_scores_gemma":[0.9995548,0.00005740824,0.00013761976,0.000018605262,0.0000043790137,0.00003273114,0.00003328503,5.7563443e-7,0.00016057726],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99852633,0.0007412583,0.00011719297,0.00013553858,0.00031351013,0.00016603144],"domain_scores_gemma":[0.9952615,0.0021743036,0.0012522847,0.00024721771,0.0004789667,0.0005857921],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001972547,0.0002070878,0.00022649353,0.0010109763,0.0006806296,0.0004903154,0.00018778113,0.00025975987,0.0014042498],"category_scores_gemma":[0.005323813,0.00033087243,0.00025060837,0.0009414563,0.00091571757,0.00047806368,0.00040223167,0.0006119854,0.00024018121],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060408023,0.0002892302,0.9887959,0.00003623394,0.000036252815,0.00021492371,0.005339734,0.000019947902,0.0005305076,0.00006237332,0.000090113856,0.004524529],"study_design_scores_gemma":[0.000005075664,0.0008022681,0.9903257,0.000012516075,0.000013290691,0.00040404507,0.007916324,0.000059503593,0.00012546101,0.000023431056,0.00030585824,0.000006583449],"about_ca_topic_score_codex":0.0033009723,"about_ca_topic_score_gemma":0.0068578124,"teacher_disagreement_score":0.0033009723,"about_ca_system_score_codex":0.0003531703,"about_ca_system_score_gemma":0.00063629186,"threshold_uncertainty_score":0.010431945},"labels":[],"label_agreement":null},{"id":"W3124277450","doi":"10.1177/0033688220981778","title":"“COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America","year":2021,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"Brock University","keywords":"Psychology; Pedagogy; Interdependence; Interpretation (philosophy); Reflection (computer programming); Reflective practice; Divergence (linguistics); Teacher education; Qualitative research; Mathematics education; Sociology; Linguistics","score_opus":0.11294865253122423,"score_gpt":0.3637968951502495,"score_spread":0.2508482426190253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3124277450","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9818616,0.00056418625,0.0015727846,0.0067567676,0.00013001311,0.00006507537,0.000029032513,0.000047212816,0.008973447],"genre_scores_gemma":[0.9890928,0.00037103056,0.0009583616,0.0019581513,0.000028082504,0.00004305535,0.00002575384,0.000082704544,0.0074401055],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99368227,0.0039513716,0.00016325107,0.0005083241,0.0005700936,0.0011246526],"domain_scores_gemma":[0.990417,0.0049722297,0.0007301918,0.00041734768,0.0014083268,0.0020549253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005746328,0.0007927283,0.0011034182,0.0014877156,0.025418352,0.0067755794,0.002863976,0.004824295,0.0021473547],"category_scores_gemma":[0.014328327,0.0010627173,0.0006152475,0.0011202338,0.017999308,0.004016261,0.008125174,0.008596256,0.00055292854],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002378055,0.000040318395,0.001394499,0.00003252617,0.0000031269778,0.0018428115,0.99272925,0.000041046653,0.0009408085,0.0005737087,0.0005829642,0.0017950758],"study_design_scores_gemma":[0.0000023132309,0.00004148035,0.00080406055,0.000054727185,0.0000037161706,0.00042451883,0.99048257,0.000052078653,0.00030716724,0.00010885762,0.0077046356,0.000013806669],"about_ca_topic_score_codex":0.06164702,"about_ca_topic_score_gemma":0.11237796,"teacher_disagreement_score":0.06164702,"about_ca_system_score_codex":0.00992111,"about_ca_system_score_gemma":0.008438271,"threshold_uncertainty_score":0.122576416},"labels":[],"label_agreement":null},{"id":"W312496321","doi":"","title":"Development of English language skills in oral production by adult students in intensive and regular EFL courses","year":2010,"lang":"en","type":"article","venue":"Vial-vigo International Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Competence (human resources); Psychology; Second language; Mathematics education; Production (economics); First language; Medicine; Linguistics","score_opus":0.007340831463424783,"score_gpt":0.2733426002350996,"score_spread":0.2660017687716748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W312496321","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997043,0.000013829407,0.0000125769375,0.0000033407534,4.692047e-7,0.0000022587453,0.000010435112,0.0000011890203,0.00025153445],"genre_scores_gemma":[0.9990392,0.000018290491,0.00006842611,0.000006391614,0.0000010558628,0.0000042240554,0.000032073272,8.9350493e-7,0.00082945405],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99967146,0.00004522506,0.00002851781,0.000058423302,0.00008594855,0.000110490495],"domain_scores_gemma":[0.9985459,0.00037499052,0.0003188056,0.00008241495,0.00021437691,0.0004635773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00075685576,0.00019548018,0.00022371052,0.0006544726,0.0002059921,0.00058967003,0.00019374263,0.0002845372,0.0025071858],"category_scores_gemma":[0.0025844958,0.0001290086,0.00018363725,0.00017965947,0.00034137233,0.00038014245,0.00072553725,0.0003509207,0.0006555914],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010174834,0.0024592944,0.88088834,0.000060541635,0.00003173282,0.0004520247,0.00815477,0.00018255977,0.02271677,0.00010927612,0.00029574192,0.08363146],"study_design_scores_gemma":[0.000015320402,0.0017596751,0.9931946,0.000009091263,0.000009576717,0.00023457501,0.0020006734,0.00012281121,0.0022512567,0.0000417917,0.00035436053,0.000006179827],"about_ca_topic_score_codex":0.0020183884,"about_ca_topic_score_gemma":0.0035661603,"teacher_disagreement_score":0.0025071858,"about_ca_system_score_codex":0.0002149896,"about_ca_system_score_gemma":0.0002377334,"threshold_uncertainty_score":0.008387327},"labels":[],"label_agreement":null},{"id":"W3125317328","doi":"10.11575/prism/38563","title":"Comparing Instructional Methods for Address Pronouns in Second Language German","year":2021,"lang":"en","type":"dissertation","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Universität Hamburg; Deutscher Akademischer Austauschdienst","keywords":"German; Linguistics; Computer science; Personal pronoun; Subject pronoun; Natural language processing; Psychology; Philosophy","score_opus":0.10963539266990069,"score_gpt":0.4336694510268357,"score_spread":0.324034058356935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3125317328","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968651,0.00016640016,0.0011061123,0.0000238567,0.00001160579,0.0002956682,0.000025877565,0.000038797953,0.0014664786],"genre_scores_gemma":[0.97560436,0.0007227931,0.017568363,0.00008377509,0.000026583137,0.0014853611,0.00018263224,0.00003495104,0.004291138],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9974439,0.0010980847,0.00031561655,0.00032489176,0.0006693357,0.00014822095],"domain_scores_gemma":[0.9892687,0.008455878,0.000841262,0.00036226044,0.0005880283,0.00048381378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022558342,0.0006262882,0.00066546915,0.0009047088,0.0003618585,0.0009988177,0.0010879624,0.0005155285,0.0022103682],"category_scores_gemma":[0.013760584,0.0003091776,0.0003747213,0.0004814721,0.00047805498,0.0007364107,0.0011598173,0.00069269515,0.00037583537],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017049564,0.03713382,0.040920515,0.0048845382,0.00043231298,0.0004190129,0.0475817,0.003665948,0.07145786,0.0024748975,0.0011999204,0.77278],"study_design_scores_gemma":[0.013608204,0.17111479,0.5436891,0.0017829163,0.0030664338,0.0010587169,0.03402272,0.0150813935,0.1494072,0.005071471,0.061458454,0.00063862477],"about_ca_topic_score_codex":0.0018153943,"about_ca_topic_score_gemma":0.0030576568,"teacher_disagreement_score":0.0022558342,"about_ca_system_score_codex":0.0009867761,"about_ca_system_score_gemma":0.0009444768,"threshold_uncertainty_score":0.011930108},"labels":[],"label_agreement":null},{"id":"W3125557621","doi":"10.37213/cjal.2021.31533","title":"Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Curriculum; Computer science; Usability; Flexibility (engineering); Blended learning; Language proficiency; Language assessment; Language education; Language acquisition; Mobile technology; Mobile device; Multimedia; Educational technology; Mathematics education; Pedagogy; Psychology; World Wide Web; Human–computer interaction","score_opus":0.04062741030463694,"score_gpt":0.27479358785690833,"score_spread":0.23416617755227137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3125557621","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98500466,0.000034322755,0.0078722015,0.00005301613,0.000021887161,0.0037309567,0.0002148536,0.00014656955,0.002921563],"genre_scores_gemma":[0.8644267,0.00018999736,0.11905078,0.000101952486,0.000017887187,0.006567314,0.00086865225,0.00006684524,0.008709861],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988325,0.0003437826,0.00012968275,0.00016285155,0.00037709685,0.00015413521],"domain_scores_gemma":[0.9970059,0.0006405935,0.00034975383,0.00025643187,0.0011157504,0.0006315197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038710695,0.00050806353,0.0004917732,0.0009900904,0.00057384657,0.0011347266,0.0010449183,0.0006983086,0.0024020725],"category_scores_gemma":[0.008917146,0.00038837382,0.0006418237,0.00037091962,0.00033296912,0.00090166234,0.0014759662,0.00058564846,0.0011927345],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008324741,0.018578194,0.19955155,0.00090392475,0.00009573419,0.0004706198,0.024600444,0.0028301594,0.07289968,0.0008117905,0.0045529786,0.6738725],"study_design_scores_gemma":[0.00040934494,0.027992267,0.83135486,0.00041742524,0.00018334363,0.0008479008,0.016127218,0.012225077,0.06161977,0.0011174097,0.04749551,0.0002100488],"about_ca_topic_score_codex":0.0013941952,"about_ca_topic_score_gemma":0.0032327857,"teacher_disagreement_score":0.0038710695,"about_ca_system_score_codex":0.0012373498,"about_ca_system_score_gemma":0.002042936,"threshold_uncertainty_score":0.020472407},"labels":[],"label_agreement":null},{"id":"W3125615284","doi":"10.5539/elt.v14n2p1","title":"Museums as Learning Spaces: A Case Study of Enhancing ESP Students’ Language Skills in Kuwait University","year":2020,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Mathematics education; English for specific purposes; Psychology; Teaching method; Space (punctuation); Pedagogy; Computer science; Art; Literature","score_opus":0.011710477588736036,"score_gpt":0.25613767202003473,"score_spread":0.2444271944312987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3125615284","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99646795,0.00010854437,0.00021100372,0.00027243458,0.00000705034,0.000059232538,0.00001077441,0.000010989527,0.0028521088],"genre_scores_gemma":[0.99512,0.0003025738,0.0010406859,0.00010923229,0.0000072633256,0.000040936728,0.000012271137,0.000008536712,0.0033585872],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983637,0.0008885241,0.00005603442,0.000108309745,0.00013257586,0.0004509043],"domain_scores_gemma":[0.9984244,0.00040985274,0.00017391767,0.00009610932,0.0001537785,0.0007419273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017916604,0.0006733667,0.00040759487,0.0012976737,0.011532073,0.0029581026,0.0016426014,0.0020703587,0.0030399992],"category_scores_gemma":[0.0020274315,0.00043004187,0.00058054936,0.0010652747,0.0031663266,0.001906121,0.00404801,0.0017266629,0.00042469468],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029490804,0.004296095,0.03624243,0.00064533734,0.000053999895,0.0403781,0.8449484,0.0011363783,0.01021167,0.002982775,0.0020508543,0.056758996],"study_design_scores_gemma":[0.00004504145,0.0015553127,0.043584447,0.00031469154,0.00007126997,0.005506311,0.91274005,0.0011813663,0.0043541435,0.0004223442,0.03014473,0.000080192134],"about_ca_topic_score_codex":0.017334884,"about_ca_topic_score_gemma":0.073816784,"teacher_disagreement_score":0.017334884,"about_ca_system_score_codex":0.0030072953,"about_ca_system_score_gemma":0.0031005663,"threshold_uncertainty_score":0.034467936},"labels":[],"label_agreement":null},{"id":"W3126601035","doi":"10.37213/cjal.2021.28992","title":"The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Professional development; Professional learning community; Competence (human resources); Pedagogy; Communicative language teaching; Language acquisition; Linguistic competence; Communicative competence; Language assessment; Mathematics education; Language education; Linguistics","score_opus":0.012307932951578985,"score_gpt":0.26340882077597294,"score_spread":0.25110088782439394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3126601035","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9848289,0.00041178873,0.0004241312,0.0029416855,0.00002644679,0.00004262172,0.000041115592,0.000029706327,0.011253712],"genre_scores_gemma":[0.99594754,0.00021973484,0.0004662904,0.00024814493,0.000003601553,0.000011685725,0.000024048108,0.000010488431,0.0030684844],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9945404,0.0017707283,0.00012390125,0.0004246689,0.0010959266,0.0020443972],"domain_scores_gemma":[0.98981726,0.0019424278,0.00064600026,0.00028465994,0.0034671272,0.0038424293],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033417062,0.00034190583,0.00033707634,0.0013948765,0.019341052,0.004654635,0.0018786257,0.0015971982,0.0023988297],"category_scores_gemma":[0.00968314,0.00035379158,0.0003583268,0.0016556751,0.004655669,0.0010500937,0.003967454,0.0017862312,0.00023847146],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031600252,0.00057673577,0.15673777,0.0002167376,0.000044714776,0.008943634,0.6966831,0.001608209,0.0034010527,0.009055455,0.005936628,0.11648001],"study_design_scores_gemma":[0.00003982382,0.00029677263,0.19705562,0.0002472156,0.000034260123,0.0015374183,0.72744477,0.0016941717,0.0015991875,0.0006588277,0.06925004,0.00014190449],"about_ca_topic_score_codex":0.98799497,"about_ca_topic_score_gemma":0.9942287,"teacher_disagreement_score":0.09126956,"about_ca_system_score_codex":0.09126956,"about_ca_system_score_gemma":0.13049789,"threshold_uncertainty_score":0.6622101},"labels":[],"label_agreement":null},{"id":"W3126724393","doi":"10.5539/elt.v14n2p68","title":"An Evaluation of a Fourth Level English Textbook Used in Secondary Schools in Riyadh City","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Psychology; Strengths and weaknesses; Mathematics education; English language; Medical education; Pedagogy; Medicine","score_opus":0.06041653729517338,"score_gpt":0.3087365063732317,"score_spread":0.2483199690780583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3126724393","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99764854,0.00014741362,0.00018421978,0.000040532213,0.000009736065,0.00008002428,0.00004669854,0.000023862769,0.0018188993],"genre_scores_gemma":[0.9914858,0.0005491639,0.002727687,0.00007045391,0.000009158953,0.000072965886,0.00030633277,0.000029099321,0.004749394],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99614704,0.0016391975,0.0003581291,0.00019350981,0.0014260228,0.00023609227],"domain_scores_gemma":[0.9876128,0.002841452,0.0011696384,0.00041918393,0.0069496105,0.0010072419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004474404,0.0004031048,0.000649845,0.0016428806,0.00082548644,0.0016410423,0.00075549487,0.00047119928,0.0018795255],"category_scores_gemma":[0.013053007,0.00022882674,0.00034557708,0.0014562225,0.0006337974,0.0007822545,0.0010448566,0.00043075782,0.0006167505],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028433045,0.009232555,0.32865152,0.0052042757,0.00025707454,0.008970775,0.13373244,0.0055538407,0.07163508,0.001136489,0.010216411,0.42256635],"study_design_scores_gemma":[0.00031359348,0.022301285,0.7515942,0.0011722387,0.0005000337,0.002564076,0.11096589,0.004047563,0.055063404,0.00019654437,0.051042404,0.00023882647],"about_ca_topic_score_codex":0.0071093785,"about_ca_topic_score_gemma":0.01694431,"teacher_disagreement_score":0.0071093785,"about_ca_system_score_codex":0.0025177402,"about_ca_system_score_gemma":0.001776581,"threshold_uncertainty_score":0.023663163},"labels":[],"label_agreement":null},{"id":"W3127745619","doi":"10.5539/elt.v14n2p37","title":"A Mixed-Method Examination of Adopting Focus-on-Form TBLT for Children’s English Vocabulary Learning","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Qualitative property; Focus group; Mathematics education; Vocabulary development; Focus on form; Language education; Comprehension; Language acquisition; Teaching method; Qualitative research; Class (philosophy); Second-language acquisition; Pedagogy; Linguistics; Computer science; Sociology; Artificial intelligence","score_opus":0.016069559823867628,"score_gpt":0.25639673130502316,"score_spread":0.24032717148115554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3127745619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9669954,0.00032120588,0.016551672,0.00013227799,0.00007178632,0.012778156,0.00029692327,0.000070412556,0.0027821576],"genre_scores_gemma":[0.8586243,0.00045318773,0.09553987,0.00034910179,0.000051274503,0.040863935,0.0002908953,0.00004981064,0.0037776781],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.97487813,0.017983224,0.0020309377,0.0019643435,0.00260303,0.00054037274],"domain_scores_gemma":[0.9594115,0.026395453,0.0038697277,0.0040702564,0.005695931,0.0005571108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03406647,0.00069695764,0.0009078541,0.0014574864,0.0016237422,0.0014396872,0.0013354325,0.00070780993,0.0021173973],"category_scores_gemma":[0.04778206,0.00066796766,0.0010658259,0.0011404973,0.0009888408,0.0010277594,0.001273804,0.0005889034,0.00039091322],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011695642,0.026604982,0.12198277,0.0040288037,0.0008727431,0.0005018974,0.14259519,0.0007974042,0.02491846,0.003165888,0.0011773389,0.66165894],"study_design_scores_gemma":[0.007863194,0.19977263,0.5344844,0.0022188742,0.0026804374,0.0008895041,0.1283876,0.0077102897,0.06693488,0.0048965313,0.043656718,0.0005049368],"about_ca_topic_score_codex":0.0037387826,"about_ca_topic_score_gemma":0.008562754,"teacher_disagreement_score":0.03406647,"about_ca_system_score_codex":0.0023772144,"about_ca_system_score_gemma":0.0033936983,"threshold_uncertainty_score":0.18016285},"labels":[],"label_agreement":null},{"id":"W3127937479","doi":"10.3390/languages6010022","title":"Old Grammars New (?) Scope: Adjective Placement in Native and Non-Native Spanish","year":2021,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Adjective; Word order; Linguistics; Psychology; First language; Interpretation (philosophy); Judgement; Task (project management); Grammar; Preference; Natural language processing; Computer science; Mathematics; Noun","score_opus":0.017442743542190102,"score_gpt":0.2673540569775107,"score_spread":0.24991131343532058,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3127937479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851924,0.00006891605,0.00009882205,0.000024905217,0.0000025445822,0.0000030355204,0.000021803535,0.000005532068,0.0012552826],"genre_scores_gemma":[0.99866474,0.000058589772,0.000099390534,0.000025923193,0.0000021506019,0.000003611882,0.000050433082,0.000009994395,0.0010852105],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99960726,0.00009463223,0.000025501125,0.00012292399,0.00009773931,0.000051949864],"domain_scores_gemma":[0.9976398,0.0011724654,0.00031077815,0.00020847475,0.00041000932,0.0002585228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010725341,0.0002385035,0.00025780898,0.0005406837,0.0002874172,0.001318681,0.0002603388,0.0004866208,0.0027895442],"category_scores_gemma":[0.0048352093,0.00016022603,0.00020694766,0.0002310817,0.00079008046,0.0006137222,0.00073087664,0.00043468105,0.0005332456],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017299446,0.0005671053,0.62826866,0.00030082493,0.000109739405,0.003942876,0.21037549,0.0006991968,0.10254905,0.002216294,0.0011372747,0.048103437],"study_design_scores_gemma":[0.00006524322,0.00045001038,0.9270272,0.000039863215,0.000027207461,0.0030861308,0.057988558,0.0012501113,0.0037953341,0.002206568,0.0039915796,0.00007214944],"about_ca_topic_score_codex":0.01577637,"about_ca_topic_score_gemma":0.018204484,"teacher_disagreement_score":0.01577637,"about_ca_system_score_codex":0.00041308196,"about_ca_system_score_gemma":0.00047041773,"threshold_uncertainty_score":0.03136909},"labels":[],"label_agreement":null},{"id":"W3128688357","doi":"10.37213/cjal.2021.30667","title":"An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors’ Views and Practices","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conceptualization; Turkish; Applied linguistics; Language assessment; Language education; Foreign language; Psychology; Pedagogy; Sociology; Linguistics; Mathematics education","score_opus":0.04963225857654181,"score_gpt":0.29267439107205817,"score_spread":0.24304213249551637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3128688357","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998681,0.000064282955,0.00007971113,0.00011329538,0.000005028125,0.000003288898,0.000004299684,0.0000012374792,0.0010477655],"genre_scores_gemma":[0.9994287,0.0000661903,0.00006607916,0.000045318287,0.0000022918307,0.0000046635073,0.000004146955,0.0000015839116,0.00038113288],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984509,0.0007732087,0.000095769115,0.00014331419,0.00028246638,0.00025426544],"domain_scores_gemma":[0.99654776,0.0012600527,0.0007066449,0.00012361519,0.00065445126,0.0007074959],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024611743,0.00022562857,0.00026941492,0.001005082,0.0030637705,0.0032070195,0.00069384143,0.0006689914,0.0015321552],"category_scores_gemma":[0.0040850537,0.00020376862,0.00016493627,0.0006922791,0.0025903892,0.0011950977,0.0016289094,0.0007898799,0.00021100754],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004767221,0.00012706469,0.10930146,0.00008473758,0.000009197918,0.00094200246,0.86498356,0.00003406414,0.0033768783,0.0006188856,0.0002861907,0.020188304],"study_design_scores_gemma":[0.000003219871,0.00008707215,0.044722058,0.000055309432,0.0000081844655,0.00033738167,0.9500194,0.00008393979,0.0005185638,0.0000873471,0.0040617567,0.000015701029],"about_ca_topic_score_codex":0.0064511704,"about_ca_topic_score_gemma":0.011846074,"teacher_disagreement_score":0.0064511704,"about_ca_system_score_codex":0.0021386398,"about_ca_system_score_gemma":0.0015930458,"threshold_uncertainty_score":0.015516996},"labels":[],"label_agreement":null},{"id":"W3130012259","doi":"10.1177/1362168821990346","title":"The effects of prosody instruction on listening comprehension in an EAP classroom context","year":2021,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Active listening; Psychology; Prosody; Context (archaeology); Informational listening; Listening comprehension; Mathematics education; Linguistics; Product (mathematics); Communication","score_opus":0.04824770231775566,"score_gpt":0.36123526945548523,"score_spread":0.31298756713772957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3130012259","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99918884,0.00002946804,0.00011327237,0.000016245793,0.0000049453397,0.000041858373,0.0000046221794,0.0000054664174,0.0005952208],"genre_scores_gemma":[0.997514,0.00011784529,0.0012678052,0.000041576495,0.000016012224,0.00016308171,0.000023623672,0.000007071405,0.00084896886],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9989766,0.00046549164,0.000059523172,0.00020521664,0.00019274367,0.00010038843],"domain_scores_gemma":[0.9963438,0.0023826382,0.00041193725,0.000135617,0.00017635206,0.000549639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095423014,0.0006188452,0.00050116424,0.00036289697,0.00063014583,0.0006411114,0.0005003731,0.00051448314,0.0022612573],"category_scores_gemma":[0.0057805344,0.00033839437,0.00024796894,0.0001354846,0.0007869975,0.00064043445,0.0011050755,0.0011579742,0.00035266968],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.032642838,0.08391964,0.038626995,0.0010741918,0.00023657487,0.0011883616,0.022410171,0.0013340412,0.540744,0.0005950994,0.00046549801,0.2767626],"study_design_scores_gemma":[0.0038496992,0.30128685,0.53455025,0.00023112782,0.00049470895,0.00065714406,0.009681821,0.0027333258,0.1407948,0.0012000775,0.004383693,0.00013653222],"about_ca_topic_score_codex":0.0005906454,"about_ca_topic_score_gemma":0.0011403832,"teacher_disagreement_score":0.0022612573,"about_ca_system_score_codex":0.00029790532,"about_ca_system_score_gemma":0.00049566134,"threshold_uncertainty_score":0.007564664},"labels":[],"label_agreement":null},{"id":"W3130730182","doi":"10.1016/j.lindif.2021.101981","title":"Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms","year":2021,"lang":"en","type":"article","venue":"Learning and Individual Differences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":119,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Willingness to communicate; Autonomy; Learner autonomy; Communicative competence; Feeling; Competence (human resources); Perception; Language acquisition; Communicative language teaching; Pedagogy; Foreign language; Language education; Social psychology; Mathematics education; Comprehension approach","score_opus":0.08815304137972323,"score_gpt":0.3148192951846741,"score_spread":0.22666625380495087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3130730182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988256,0.000018299195,0.000056735993,0.000049991373,0.000002117304,0.0000036627546,0.000014847276,0.0000016925982,0.001027024],"genre_scores_gemma":[0.99949706,0.000018257997,0.00008962526,0.000013705707,0.0000023553214,0.000007453092,0.000030633713,0.000002406435,0.00033852566],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99894446,0.00026219446,0.000071813876,0.00020189316,0.0003103299,0.00020934726],"domain_scores_gemma":[0.98490036,0.0071955686,0.0034186218,0.0006961044,0.0010196965,0.0027696765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017012465,0.00029189556,0.00027263974,0.0009742824,0.0008403651,0.0026408175,0.00044743423,0.0007856869,0.0044656997],"category_scores_gemma":[0.0118263485,0.000368137,0.00032066766,0.00041472077,0.0014591342,0.0009473866,0.001626614,0.0015834151,0.0006187963],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025058622,0.0008291627,0.97796255,0.00003191512,0.000052193715,0.00017515924,0.007922621,0.0004637851,0.0044447216,0.00056987844,0.0001436029,0.0071538202],"study_design_scores_gemma":[0.000012891649,0.000104475606,0.9926272,0.00001623776,0.000017198448,0.00008670249,0.0043475763,0.00068547454,0.0007184261,0.0011427159,0.00022742117,0.0000135927985],"about_ca_topic_score_codex":0.0031494116,"about_ca_topic_score_gemma":0.0043129777,"teacher_disagreement_score":0.0044656997,"about_ca_system_score_codex":0.00046706214,"about_ca_system_score_gemma":0.0007021898,"threshold_uncertainty_score":0.014939249},"labels":[],"label_agreement":null},{"id":"W3131136766","doi":"10.22215/etd/2011-09142","title":"High-stakes language testing and young English language learners : exploring L2 motivation and L2 test validity in South Korea","year":2011,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Library and Archives Canada","funders":"","keywords":"Test (biology); Psychology; English language; Mathematics education; Language assessment; Linguistics; Pedagogy; Philosophy","score_opus":0.10383898702623359,"score_gpt":0.24891756584246144,"score_spread":0.14507857881622785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3131136766","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99977905,0.000015038639,0.000010831533,0.000020395399,6.2044944e-7,0.0000052438095,0.000013880467,2.5737268e-7,0.00015485792],"genre_scores_gemma":[0.99962544,0.000026447071,0.000029014946,0.000033827706,5.571796e-7,0.000013384598,0.000042519416,0.0000011094946,0.00022772279],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99877685,0.00032542463,0.00015891725,0.00017976524,0.00025512368,0.00030379376],"domain_scores_gemma":[0.9946412,0.0010458064,0.0017309021,0.00018545693,0.00090340496,0.0014932519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030984182,0.00032475646,0.00034995785,0.0013509587,0.0010022284,0.0018593275,0.0008128165,0.00064185605,0.0013579114],"category_scores_gemma":[0.005989067,0.00045795547,0.00039276318,0.0009951892,0.0012166017,0.0012510385,0.001994034,0.00094672653,0.00031094826],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004003877,0.00022385693,0.98558944,0.0000193308,0.000015460762,0.00015518542,0.011186759,0.000018114306,0.0004196149,0.00006805889,0.00006988548,0.002194249],"study_design_scores_gemma":[0.000005827786,0.00017255924,0.9687345,0.000042171156,0.000012955465,0.00012191182,0.030047093,0.00014588708,0.00027094202,0.000056169116,0.00037998732,0.00001011547],"about_ca_topic_score_codex":0.032230765,"about_ca_topic_score_gemma":0.051875703,"teacher_disagreement_score":0.032230765,"about_ca_system_score_codex":0.0010989499,"about_ca_system_score_gemma":0.0020832028,"threshold_uncertainty_score":0.06408632},"labels":[],"label_agreement":null},{"id":"W3131618309","doi":"","title":"Heritage language learning and identity construction of 1.5 and second generation Korean Canadians","year":2020,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Heritage language; Linguistics; Psychology; Genealogy; History; Aesthetics; Art; Philosophy","score_opus":0.013766711266268591,"score_gpt":0.20591512871297352,"score_spread":0.1921484174467049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3131618309","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98976,0.00041006273,0.000090299494,0.00073744415,0.00003394715,0.00004091662,0.000121944024,0.0000058295755,0.008799455],"genre_scores_gemma":[0.9929756,0.00047431968,0.00028124682,0.0004052833,0.0000049992045,0.00002533441,0.0001375079,0.000012154829,0.005683562],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980348,0.000204043,0.000046643523,0.00023087059,0.00037813713,0.0011055694],"domain_scores_gemma":[0.9974119,0.00021780717,0.00018351857,0.00010112856,0.0008801334,0.0012056436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002263676,0.000644102,0.0007245188,0.002094541,0.030798316,0.0071467636,0.001823618,0.0011206724,0.0053325114],"category_scores_gemma":[0.0026392546,0.000453864,0.00057814794,0.0028227416,0.0070389723,0.0021972195,0.006924678,0.002789056,0.0005408074],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083324034,0.0000941924,0.0470651,0.000056649344,0.0000092489145,0.001335305,0.9284165,0.00004918186,0.00050922576,0.0036473959,0.002432952,0.016301062],"study_design_scores_gemma":[0.0000059903678,0.00002761633,0.018342279,0.000083535786,0.000008690411,0.00024771664,0.9700549,0.000056867342,0.00010017653,0.00025207034,0.010782392,0.00003785571],"about_ca_topic_score_codex":0.97666514,"about_ca_topic_score_gemma":0.99054307,"teacher_disagreement_score":0.040523853,"about_ca_system_score_codex":0.040523853,"about_ca_system_score_gemma":0.05849933,"threshold_uncertainty_score":0.29402256},"labels":[],"label_agreement":null},{"id":"W3131833705","doi":"10.37514/atd-j.2016.13.3.08","title":"TA's and the Teaching of Writing Across the Curriculum: Introduction","year":2016,"lang":"en","type":"article","venue":"Across the Disciplines","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Curriculum; Mathematics education; Teaching method; Pedagogy; Sociology; Psychology; Linguistics; Philosophy","score_opus":0.014619765697461184,"score_gpt":0.29479877513697234,"score_spread":0.28017900943951113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3131833705","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08874956,0.20773137,0.03902348,0.06809278,0.012612253,0.00024414156,0.00016360419,0.00029372075,0.5830891],"genre_scores_gemma":[0.6471163,0.16144276,0.021870105,0.007907625,0.010953024,0.00045924142,0.00016870133,0.00026415737,0.14981811],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989485,0.00044254735,0.00008945979,0.00013937973,0.00021766289,0.00016241522],"domain_scores_gemma":[0.9970074,0.0020224925,0.0002068455,0.00010996928,0.00031188538,0.00034149858],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001744105,0.0006138875,0.00048023564,0.0019815038,0.002995384,0.008069133,0.0012448693,0.002406106,0.008806026],"category_scores_gemma":[0.003058961,0.00032729525,0.0005561941,0.0026330324,0.0057701627,0.004065152,0.003363082,0.0050557293,0.0010814684],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056649133,0.0003913061,0.0024761066,0.00097511464,0.000015144741,0.00035941362,0.021578992,0.0008998659,0.0014131503,0.70979995,0.01806626,0.24396801],"study_design_scores_gemma":[0.00001921202,0.00039310078,0.0057915803,0.002158977,0.000026158039,0.0009125213,0.02481152,0.0017930035,0.0016961689,0.1422114,0.82014734,0.000039014227],"about_ca_topic_score_codex":0.0044692117,"about_ca_topic_score_gemma":0.005552396,"teacher_disagreement_score":0.008806026,"about_ca_system_score_codex":0.002935962,"about_ca_system_score_gemma":0.003833432,"threshold_uncertainty_score":0.02945906},"labels":[],"label_agreement":null},{"id":"W3132335180","doi":"10.1007/978-981-33-4232-3_12","title":"Whose English(es) Are We Assessing and by Whom?","year":2021,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Lingua franca; Linguistics; English as a lingua franca; Test (biology); Construct (python library); Language assessment; English language; Computer science; Empirical research; Representation (politics); Psychology; Political science; Programming language; Epistemology","score_opus":0.04926265488796067,"score_gpt":0.24426724629329433,"score_spread":0.19500459140533366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3132335180","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013771435,0.01551301,0.011519729,0.11974874,0.0034628732,0.00006207338,0.00024838088,0.00026146777,0.8354122],"genre_scores_gemma":[0.25000167,0.02513888,0.027572364,0.027811758,0.0020656374,0.00014999097,0.00033060662,0.0005885509,0.6663406],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977672,0.00092557183,0.00011696426,0.00022024529,0.0007264672,0.00024353463],"domain_scores_gemma":[0.9942677,0.0012438939,0.000329354,0.00023597767,0.0028408177,0.0010821649],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041688625,0.0003373086,0.00033873893,0.0011854086,0.0023308096,0.00901927,0.0005985273,0.0013063506,0.015232634],"category_scores_gemma":[0.011231039,0.00021984227,0.00015951246,0.0009417039,0.00465255,0.015749767,0.0019786109,0.0024946337,0.009596586],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021192767,0.00006727877,0.004261895,0.00024802424,0.0000068420586,0.00021142453,0.036245182,0.00011437979,0.0010869495,0.2938608,0.29177013,0.37210584],"study_design_scores_gemma":[0.000002558345,0.000017691005,0.0032976768,0.0006943686,0.0000065859654,0.00023773668,0.02950514,0.00019517174,0.00055928016,0.048123997,0.9173385,0.000021281241],"about_ca_topic_score_codex":0.013395698,"about_ca_topic_score_gemma":0.027205318,"teacher_disagreement_score":0.015232634,"about_ca_system_score_codex":0.0021061571,"about_ca_system_score_gemma":0.0043390044,"threshold_uncertainty_score":0.050958216},"labels":[],"label_agreement":null},{"id":"W3133547010","doi":"10.1017/9781108589789.010","title":"Oral Corrective Feedback","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Corrective feedback; Psychology; Process (computing); Cognitive psychology; Computer science; Mathematics education","score_opus":0.04203969000372038,"score_gpt":0.20142861934190667,"score_spread":0.1593889293381863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133547010","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012190953,0.13237758,0.18394266,0.0071576894,0.0111599555,0.00077405147,0.0012529718,0.007732037,0.6434121],"genre_scores_gemma":[0.10322481,0.10081362,0.1067041,0.0046690223,0.002415544,0.0007602398,0.0016089824,0.0022183596,0.67758536],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975974,0.0003169239,0.00017994051,0.00019294696,0.0015823361,0.00013041556],"domain_scores_gemma":[0.99589974,0.0016406421,0.0003848797,0.00045787572,0.0014387331,0.00017805037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001919663,0.0011432165,0.00066687487,0.0023767971,0.00073119457,0.0028185265,0.0022712909,0.0017467296,0.05066137],"category_scores_gemma":[0.008721182,0.00034658454,0.00058130745,0.001531412,0.0011507231,0.002574267,0.0023369796,0.0017181967,0.023478745],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013735221,0.00008789234,0.00030442217,0.0017670685,0.000008940402,0.00034766982,0.00078934303,0.00071340584,0.005425929,0.014764888,0.052242965,0.92341006],"study_design_scores_gemma":[0.000025697309,0.00021813026,0.00092670973,0.002319039,0.0000189313,0.0020584106,0.00037408053,0.000946844,0.006851717,0.007686952,0.97852075,0.000052751493],"about_ca_topic_score_codex":0.0017553931,"about_ca_topic_score_gemma":0.0020839751,"teacher_disagreement_score":0.05066137,"about_ca_system_score_codex":0.00091805053,"about_ca_system_score_gemma":0.0015925673,"threshold_uncertainty_score":0.16947919},"labels":[],"label_agreement":null},{"id":"W3133861545","doi":"10.5539/elt.v14n4p1","title":"Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Medium of instruction; First language; Indigenous; Psychology; Nonprobability sampling; Data collection; Primary education; Indigenous language; Medical education; Mathematics education; Federal capital territory; Sociology; Socioeconomics; Medicine; Social science; Population","score_opus":0.012852100608089627,"score_gpt":0.2475412906714257,"score_spread":0.23468919006333605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133861545","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9725806,0.002121872,0.00017403357,0.0014876166,0.000033240525,0.000014410143,0.000033950902,0.0000048760116,0.023549257],"genre_scores_gemma":[0.9962627,0.0011096145,0.00023634318,0.00006872989,0.000008010382,0.0000077850755,0.000014078705,0.0000018575181,0.0022908445],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99883085,0.00043479097,0.00006124216,0.00008517613,0.00028062044,0.0003073638],"domain_scores_gemma":[0.9973176,0.00095405726,0.0006732355,0.00008983329,0.00036926023,0.0005959075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012792776,0.00011794102,0.00015499552,0.0007156054,0.0022259145,0.0038728237,0.00029538965,0.00039335783,0.0031519993],"category_scores_gemma":[0.0042584287,0.00014971329,0.00008263589,0.0005632215,0.0010016981,0.0011569782,0.0015069003,0.00068780064,0.000472193],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023030149,0.0004698594,0.6155444,0.00047240604,0.0000096600215,0.0043857214,0.15832421,0.00012227021,0.004113551,0.013757917,0.0023908762,0.20017885],"study_design_scores_gemma":[0.000011886752,0.00038636063,0.5823139,0.001524269,0.000029766732,0.0023623821,0.3470073,0.00037519474,0.0018722116,0.0020048753,0.062064826,0.000047115896],"about_ca_topic_score_codex":0.00802295,"about_ca_topic_score_gemma":0.013522891,"teacher_disagreement_score":0.00802295,"about_ca_system_score_codex":0.0010047485,"about_ca_system_score_gemma":0.0025594097,"threshold_uncertainty_score":0.015952528},"labels":[],"label_agreement":null},{"id":"W3133875463","doi":"10.1017/9781108589789.034","title":"Corrective Feedback and Affect","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Affect (linguistics); Psychology; Anxiety; Perception; Scarcity; Corrective feedback; Social psychology; Cognitive psychology; Mathematics education; Communication","score_opus":0.031660854724671054,"score_gpt":0.19566802750806517,"score_spread":0.1640071727833941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133875463","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.046896677,0.08158132,0.012067687,0.007005939,0.0019679358,0.00009487921,0.000175938,0.00044984656,0.84975976],"genre_scores_gemma":[0.6693958,0.057576977,0.006889796,0.004326682,0.0014991313,0.00018690669,0.00022627682,0.00025914624,0.25963926],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99947387,0.00018089225,0.00001959316,0.00007876331,0.0002085177,0.000038488743],"domain_scores_gemma":[0.99915195,0.0006142826,0.000059005804,0.00004175269,0.00008742593,0.00004565346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005531594,0.0005205907,0.00025261412,0.00063589355,0.00070792466,0.0036868632,0.00031292145,0.0010703977,0.01130005],"category_scores_gemma":[0.0019639323,0.0001156139,0.00022054095,0.0006418644,0.0019100687,0.0014682289,0.0012368166,0.0013535242,0.0018745039],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016154976,0.00011734538,0.002553707,0.0012487147,0.000025607782,0.00046044777,0.022045163,0.0008259717,0.007604442,0.20006187,0.049008057,0.71588707],"study_design_scores_gemma":[0.00002970687,0.0002861393,0.029323755,0.0016057092,0.00003621808,0.0024357447,0.005014402,0.000791448,0.0024656695,0.10137631,0.8565593,0.00007552507],"about_ca_topic_score_codex":0.0009024067,"about_ca_topic_score_gemma":0.0008129265,"teacher_disagreement_score":0.01130005,"about_ca_system_score_codex":0.0008736278,"about_ca_system_score_gemma":0.00046415618,"threshold_uncertainty_score":0.037802458},"labels":[],"label_agreement":null},{"id":"W3134825253","doi":"10.1017/9781108589789.031","title":"Age and Corrective Feedback","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Corrective feedback; Psychology; Descriptive research; Descriptive statistics; Mathematics education; Sociology; Mathematics; Social science; Statistics","score_opus":0.03433322888864628,"score_gpt":0.1929678359506745,"score_spread":0.1586346070620282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134825253","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7655191,0.03838241,0.014614199,0.005099845,0.0009806514,0.00011632163,0.00037084668,0.0002733044,0.17464334],"genre_scores_gemma":[0.97157794,0.0077294237,0.0035568352,0.0005513525,0.00014166172,0.000047286925,0.000080759375,0.000060382805,0.01625428],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9980878,0.00066035497,0.00014341409,0.00026406982,0.0007319592,0.00011242668],"domain_scores_gemma":[0.980188,0.0147842355,0.002257078,0.00062747335,0.0014345944,0.00070868526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019489699,0.0002792639,0.00030068457,0.0006420093,0.00031731723,0.00158733,0.00042355998,0.0006953076,0.008338136],"category_scores_gemma":[0.020869464,0.00013313966,0.00022686506,0.00045019883,0.0007862996,0.00179305,0.0010543755,0.0007946255,0.0008468941],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014275527,0.0005851501,0.09415965,0.0017693997,0.000079306024,0.0012421176,0.024353834,0.0013016356,0.02247684,0.040924225,0.00544161,0.8062387],"study_design_scores_gemma":[0.00015954235,0.003348268,0.6555779,0.002838212,0.0003471441,0.01057834,0.02384706,0.0020231316,0.029690169,0.06894659,0.2023878,0.0002558494],"about_ca_topic_score_codex":0.0007057199,"about_ca_topic_score_gemma":0.00074902485,"teacher_disagreement_score":0.008338136,"about_ca_system_score_codex":0.00054612575,"about_ca_system_score_gemma":0.0007678801,"threshold_uncertainty_score":0.027893782},"labels":[],"label_agreement":null},{"id":"W3134877408","doi":"10.1017/9781108589789.018","title":"Corrective Feedback and the Development of Second Language Grammar","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Corrective feedback; Grammar; Fluency; Salient; Psychology; Computer science; Mathematics education; Linguistics; Artificial intelligence","score_opus":0.02221646295832717,"score_gpt":0.18838197192739362,"score_spread":0.16616550896906646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134877408","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25426224,0.16594936,0.03905861,0.009789165,0.0013802553,0.00014480029,0.000185319,0.0009041953,0.528326],"genre_scores_gemma":[0.77145654,0.06950417,0.019703181,0.0010947956,0.0003418277,0.00010597506,0.00021177523,0.00027515442,0.13730659],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993286,0.00021340263,0.00002696845,0.00005514012,0.0003449556,0.000030902],"domain_scores_gemma":[0.9974087,0.0021224695,0.00014949247,0.00006291944,0.00019007185,0.00006635447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008672986,0.00033153108,0.00026789756,0.0007336242,0.00027507605,0.001796598,0.00042076994,0.00055344234,0.0035205297],"category_scores_gemma":[0.004407332,0.00011433173,0.00014270293,0.00045863347,0.0014451162,0.00082667347,0.0006354928,0.0010249106,0.0005725299],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014230728,0.00015019925,0.0032736603,0.0010421759,0.000014065155,0.00068570557,0.01718865,0.0014844633,0.011401156,0.05738693,0.009501829,0.8977289],"study_design_scores_gemma":[0.000116246985,0.0013098756,0.07738169,0.0039523826,0.00007094951,0.007964207,0.011379735,0.003751359,0.023031762,0.14192879,0.7289789,0.00013413584],"about_ca_topic_score_codex":0.0018596939,"about_ca_topic_score_gemma":0.0024727632,"teacher_disagreement_score":0.0035205297,"about_ca_system_score_codex":0.0009525765,"about_ca_system_score_gemma":0.0013192758,"threshold_uncertainty_score":0.011777282},"labels":[],"label_agreement":null},{"id":"W3135120894","doi":"10.5539/elt.v14n3p32","title":"Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Active listening; Perspective (graphical); Foreign language; Context (archaeology); Class (philosophy); Mathematics education; Pedagogy; Communicative language teaching; Medical education; Language education; Communication","score_opus":0.023927707825844222,"score_gpt":0.30353130917893456,"score_spread":0.2796036013530903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135120894","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9340849,0.005274153,0.026483906,0.008783228,0.00041918983,0.0011370239,0.00008481239,0.0010677603,0.022665055],"genre_scores_gemma":[0.925013,0.003981566,0.061640933,0.0012375177,0.00011400922,0.0009551562,0.00009330096,0.00006189949,0.006902711],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99905044,0.00041193262,0.00007356903,0.000099312834,0.0002008211,0.00016395714],"domain_scores_gemma":[0.9986187,0.0004600057,0.00027432342,0.00006865178,0.00024123452,0.00033714305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013300362,0.0006026628,0.00037353006,0.0007729031,0.0012226152,0.0012687722,0.0008247701,0.0005948563,0.0025956947],"category_scores_gemma":[0.0035496405,0.00020858753,0.0006460675,0.00028599854,0.00049730664,0.0007675458,0.001043814,0.00145103,0.00058286916],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000295992,0.006653032,0.021653796,0.0024415643,0.00012457921,0.00087937096,0.03724779,0.0005418947,0.034835305,0.0020128426,0.011963712,0.88135004],"study_design_scores_gemma":[0.0017181977,0.014319933,0.40690073,0.0047568786,0.0024086991,0.0048816134,0.13943265,0.0074810907,0.08243108,0.009506247,0.32548323,0.0006796193],"about_ca_topic_score_codex":0.0013948692,"about_ca_topic_score_gemma":0.004269209,"teacher_disagreement_score":0.0025956947,"about_ca_system_score_codex":0.00046270742,"about_ca_system_score_gemma":0.002138825,"threshold_uncertainty_score":0.008683443},"labels":[],"label_agreement":null},{"id":"W3135169831","doi":"10.5539/ies.v14n3p96","title":"Motivation and English Achievement in Mexican Teacher Students: A Correlation Study","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Bachelor; Mathematics education; Academic achievement; Test (biology); Higher education; Pedagogy","score_opus":0.07188924068403799,"score_gpt":0.37387859157481695,"score_spread":0.30198935089077894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135169831","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99941874,0.000040937426,0.000033906323,0.000020115958,0.0000032475575,0.000007670246,0.000025442929,8.9254445e-7,0.0004491203],"genre_scores_gemma":[0.99955267,0.00004963655,0.00007221414,0.000009694395,0.000005807737,0.000013135053,0.000045476747,0.0000010012238,0.00025026817],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993204,0.00023269105,0.000052875606,0.000091782036,0.00017748552,0.0001247975],"domain_scores_gemma":[0.99744225,0.0008328355,0.00096445775,0.00013323022,0.00028467044,0.000342614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013359758,0.00017710919,0.00029281425,0.00095675007,0.00055156654,0.0010416766,0.00024078815,0.00033172173,0.002220558],"category_scores_gemma":[0.0038023263,0.00018317785,0.000326635,0.0007677484,0.00037652173,0.00025193967,0.00047683236,0.0004993054,0.00022627942],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006266544,0.0002175771,0.9948525,0.000014298307,0.00003424426,0.00006868766,0.0015752744,0.0000133412605,0.00018120103,0.00005942727,0.00006281489,0.0028579743],"study_design_scores_gemma":[0.0000047553362,0.00013659864,0.9971827,0.000009427202,0.00001590439,0.00004299492,0.00211052,0.000077007215,0.00005443108,0.000017128592,0.00034555566,0.0000029299767],"about_ca_topic_score_codex":0.0036730918,"about_ca_topic_score_gemma":0.0041789426,"teacher_disagreement_score":0.0036730918,"about_ca_system_score_codex":0.0002834801,"about_ca_system_score_gemma":0.00039074745,"threshold_uncertainty_score":0.007428527},"labels":[],"label_agreement":null},{"id":"W3135253376","doi":"10.1017/9781108589789.012","title":"Technology-Mediated Corrective Feedback","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Corrective feedback; Spelling; Pronunciation; Grammar; Computer science; Psychology; Linguistics; Mathematics education","score_opus":0.025614594607464774,"score_gpt":0.18758886578876624,"score_spread":0.16197427118130148,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135253376","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015420617,0.06122434,0.23996186,0.0023091054,0.003104002,0.0005409071,0.00041767224,0.005856367,0.6711651],"genre_scores_gemma":[0.15829259,0.07562476,0.11066287,0.0016380392,0.0010484521,0.00073598087,0.000966422,0.0012084044,0.6498225],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986994,0.00019063063,0.000057060235,0.00011996226,0.0008653913,0.00006747967],"domain_scores_gemma":[0.99881005,0.00068554166,0.000061967614,0.00011670857,0.00028365877,0.000042140568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00073795544,0.0009569356,0.00041719188,0.0017227739,0.0004747151,0.00228377,0.0013597329,0.001281493,0.028995248],"category_scores_gemma":[0.002712318,0.0002878063,0.0006133272,0.0009565171,0.0006444234,0.0022889103,0.0014797098,0.0011823738,0.009037939],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000067246605,0.00013303291,0.00028603323,0.0013478315,0.000015603122,0.00037329402,0.0016493233,0.0019989316,0.01852206,0.03671606,0.026123723,0.9127669],"study_design_scores_gemma":[0.000024305034,0.00031728976,0.0017504191,0.0015023719,0.00002526249,0.0023918527,0.0004998025,0.0025333376,0.02119451,0.013102084,0.95657694,0.000081775106],"about_ca_topic_score_codex":0.00074717304,"about_ca_topic_score_gemma":0.0010610956,"teacher_disagreement_score":0.028995248,"about_ca_system_score_codex":0.0007380898,"about_ca_system_score_gemma":0.0008811258,"threshold_uncertainty_score":0.09699875},"labels":[],"label_agreement":null},{"id":"W3135341158","doi":"10.1017/9781108589789.004","title":"Cognitive Theoretical Perspectives of Corrective Feedback","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Corrective feedback; Cognition; Process (computing); Cognitive psychology; Cognitive science; Psychology; Appropriation; Modularity (biology); Computer science; Epistemology; Neuroscience; Philosophy; Mathematics education","score_opus":0.025342482422636224,"score_gpt":0.20945274363999136,"score_spread":0.18411026121735513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135341158","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015671197,0.014082903,0.11460867,0.027841942,0.0009684474,0.000048972277,0.00009282402,0.00021421304,0.82647085],"genre_scores_gemma":[0.89933074,0.009492349,0.026356632,0.0037983016,0.0012349633,0.00019108059,0.00009046544,0.00013036554,0.059375253],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989341,0.0004670784,0.000031216387,0.00014563832,0.00032237434,0.000099690296],"domain_scores_gemma":[0.9973139,0.0020556618,0.000120887824,0.00015503338,0.0002730268,0.00008148178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019114646,0.0007472214,0.00023947259,0.0012431697,0.001368366,0.0047336277,0.0016904862,0.002337887,0.0052659805],"category_scores_gemma":[0.0036493973,0.00020456483,0.0004193532,0.0008781278,0.016325198,0.005758791,0.0016257896,0.0038638662,0.00078050134],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000029739754,0.0000048973216,0.000029063234,0.000033312488,9.572971e-7,0.000022090311,0.0013919342,0.0002994667,0.00007958016,0.9936458,0.0008746421,0.0036155093],"study_design_scores_gemma":[0.0000052502505,0.000009876643,0.00011171033,0.000081722246,0.000002061472,0.000052021023,0.0005564802,0.0011573642,0.00015446488,0.96435535,0.033507396,0.0000063204307],"about_ca_topic_score_codex":0.0023041011,"about_ca_topic_score_gemma":0.001179997,"teacher_disagreement_score":0.0052659805,"about_ca_system_score_codex":0.004257893,"about_ca_system_score_gemma":0.0018077993,"threshold_uncertainty_score":0.030893266},"labels":[],"label_agreement":null},{"id":"W3135397530","doi":"10.5539/elt.v14n3p59","title":"Need Analysis: English Language Use by Students in the Tourism and Hospitality and Industry","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tourism; Psychology; Hospitality; Hospitality management studies; Hospitality industry; Perception; Significant difference; Medical education; English language; Mathematics education; Pedagogy; Medicine","score_opus":0.011244932153994414,"score_gpt":0.2613967849898786,"score_spread":0.2501518528358842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135397530","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99834716,0.000048106303,0.00010063421,0.00014008128,0.0000048336487,0.000050199942,0.00012283602,0.0000049526097,0.001181112],"genre_scores_gemma":[0.99844754,0.00008196306,0.0002784434,0.00006670658,0.000006257578,0.00008508354,0.00016403754,0.0000038605535,0.00086605136],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9981077,0.0004511487,0.00027726238,0.00011753494,0.00065793283,0.00038843334],"domain_scores_gemma":[0.993489,0.0014915584,0.0017080175,0.00017872757,0.0018611306,0.0012714243],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026448497,0.00022500493,0.00040891557,0.002771117,0.0009351122,0.0014221321,0.00046005915,0.000396122,0.0048405444],"category_scores_gemma":[0.009920294,0.00026408295,0.0005234366,0.0016287914,0.00040090564,0.0017841485,0.0016890664,0.00076109543,0.00072671496],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016121074,0.00055030984,0.9349324,0.00023773339,0.000028767618,0.00026855688,0.031707022,0.000044495908,0.0010120333,0.00015477916,0.001205023,0.029697595],"study_design_scores_gemma":[0.000010624527,0.0008769642,0.8503836,0.000065656466,0.000024988569,0.0002571418,0.1445594,0.0003140227,0.0006193215,0.0001323429,0.0027293982,0.00002651408],"about_ca_topic_score_codex":0.0043346537,"about_ca_topic_score_gemma":0.010262847,"teacher_disagreement_score":0.0048405444,"about_ca_system_score_codex":0.0011080201,"about_ca_system_score_gemma":0.0016568879,"threshold_uncertainty_score":0.01619327},"labels":[],"label_agreement":null},{"id":"W3135436735","doi":"10.1017/9781108589789.021","title":"Corrective Feedback in Instructional Pragmatics","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Corrective feedback; Pragmatics; Computer science; Linguistics; Psychology; Philosophy; Mathematics education","score_opus":0.030792426558444785,"score_gpt":0.19407829345813193,"score_spread":0.16328586689968716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135436735","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0128621645,0.4939182,0.07131403,0.036014155,0.0070815277,0.00036661935,0.00013954505,0.0006466827,0.377657],"genre_scores_gemma":[0.3987177,0.3811835,0.08739905,0.013348207,0.0054049226,0.0010216066,0.000385316,0.00069121376,0.11184851],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9944614,0.003261027,0.00030181088,0.00022621737,0.0016007143,0.00014878146],"domain_scores_gemma":[0.9805981,0.016872652,0.0006487563,0.00040206313,0.001287778,0.00019063159],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043829586,0.00061293563,0.00078163197,0.0024244068,0.0009212589,0.004015311,0.0010641032,0.0013658648,0.0061378395],"category_scores_gemma":[0.01775842,0.0002979349,0.0005498407,0.0019967193,0.0042107967,0.005586737,0.0019171641,0.0033678464,0.0010333001],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006396501,0.00006508512,0.0005059009,0.00610953,0.00003241351,0.0002410806,0.018803125,0.0006606531,0.0012852526,0.36661482,0.039447747,0.5661704],"study_design_scores_gemma":[0.000022347418,0.000100570716,0.0018743876,0.008117001,0.000042598906,0.0007586826,0.0034900447,0.00054408266,0.0011702338,0.09768306,0.88615,0.000046935453],"about_ca_topic_score_codex":0.0015098081,"about_ca_topic_score_gemma":0.0025855324,"teacher_disagreement_score":0.0061378395,"about_ca_system_score_codex":0.002788885,"about_ca_system_score_gemma":0.0042774347,"threshold_uncertainty_score":0.023179531},"labels":[],"label_agreement":null},{"id":"W3135499509","doi":"10.5430/wje.v11n1p86","title":"Exploring Factors for English Language Learners’ Language Competence","year":2021,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Science Foundation of China University of Petroleum, Beijing; China University of Petroleum, Beijing","keywords":"Ell; Metacognition; Psychology; Self-efficacy; Competence (human resources); Mathematics education; Language proficiency; Cognition; Cognitive strategy; Set (abstract data type); English language; Linguistic competence; Teaching method; Vocabulary development; Social psychology; Computer science","score_opus":0.09774793764868865,"score_gpt":0.3005732962930512,"score_spread":0.20282535864436252,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135499509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981964,0.0001186369,0.00011311875,0.000040951476,0.0000029946584,0.0000075019234,0.000028051427,0.0000028769866,0.0014895245],"genre_scores_gemma":[0.99941766,0.00005864468,0.0001559322,0.000008378192,0.0000022968795,0.000005761345,0.000038300244,0.000001358522,0.0003117649],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992392,0.00017814669,0.00009724587,0.000118985074,0.00022432291,0.00014221961],"domain_scores_gemma":[0.993349,0.0028719183,0.0016369051,0.00020071786,0.0007266383,0.0012148088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012433828,0.00034855524,0.00023415704,0.0012869278,0.0005705185,0.0014399037,0.00029003582,0.00036258213,0.0029206004],"category_scores_gemma":[0.006823884,0.00016012158,0.00046550293,0.0005370603,0.00050694315,0.0006459893,0.00084242836,0.00061189,0.0003686371],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025333124,0.00020825437,0.9915058,0.000018691395,0.000024614239,0.00013672616,0.0013849229,0.00003306439,0.0004517541,0.00012495113,0.00005647904,0.0060293456],"study_design_scores_gemma":[0.0000020384844,0.00010356697,0.99582785,0.00002937004,0.00001992096,0.00011386795,0.002991901,0.00015952816,0.00023275007,0.0001373456,0.00037446085,0.000007393206],"about_ca_topic_score_codex":0.004842925,"about_ca_topic_score_gemma":0.008369373,"teacher_disagreement_score":0.004842925,"about_ca_system_score_codex":0.00035997576,"about_ca_system_score_gemma":0.0010664744,"threshold_uncertainty_score":0.009770393},"labels":[],"label_agreement":null},{"id":"W3135522996","doi":"10.5430/wjel.v11n1p9","title":"The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms","year":2021,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Seniority; Grammar; Snowball sampling; Constructive; Mathematics education; Psychology; English grammar; Teaching method; Pedagogy; Linguistics; Computer science; Political science","score_opus":0.016511293864032064,"score_gpt":0.23982319914842418,"score_spread":0.2233119052843921,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135522996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98367107,0.0014434909,0.00051800505,0.0025331602,0.000043092492,0.0000054118254,0.0000073821766,0.000004892428,0.011773617],"genre_scores_gemma":[0.99848586,0.0005770413,0.00009438077,0.00020231206,0.000011257093,0.0000024626013,0.0000039902725,0.0000048692505,0.00061787997],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99560285,0.0029627294,0.000112551985,0.00024292478,0.00040993324,0.00066904636],"domain_scores_gemma":[0.9953945,0.0023690546,0.0007091163,0.00016108598,0.0003993619,0.00096683385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056958124,0.00031309272,0.0004208343,0.0014740083,0.004341491,0.0063967556,0.0005806468,0.0010161245,0.0012975526],"category_scores_gemma":[0.004020471,0.00026944114,0.00021556411,0.0009819714,0.007690711,0.004331833,0.0043072687,0.0018720333,0.00020615636],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017737864,0.000015593,0.016085483,0.000055930857,0.0000040297987,0.0007341677,0.972946,0.000021134743,0.00093928527,0.0024410302,0.00012737035,0.006612215],"study_design_scores_gemma":[0.0000020582215,0.00004429501,0.0119148735,0.00009540388,0.0000053886356,0.00044583264,0.978724,0.000034009292,0.00017976078,0.0004815945,0.008064626,0.000008050851],"about_ca_topic_score_codex":0.0036261345,"about_ca_topic_score_gemma":0.008166875,"teacher_disagreement_score":0.0063967556,"about_ca_system_score_codex":0.0018180289,"about_ca_system_score_gemma":0.002279748,"threshold_uncertainty_score":0.030122638},"labels":[],"label_agreement":null},{"id":"W3135622845","doi":"10.1017/9781108589789.037","title":"The Role of Task in the Efficacy of Corrective Feedback","year":2021,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Victoria","funders":"","keywords":"Affordance; Task (project management); Corrective feedback; Computer science; Human–computer interaction; Task analysis; Cognitive psychology; Psychology; Mathematics education; Engineering; Systems engineering","score_opus":0.02028189192400655,"score_gpt":0.1921976485654492,"score_spread":0.17191575664144262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135622845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8496577,0.005079579,0.08336488,0.0017232646,0.00056238443,0.0007110399,0.00031677476,0.0009796203,0.057604738],"genre_scores_gemma":[0.9806881,0.0005919705,0.015824368,0.00018208925,0.000071704606,0.00027062738,0.00010248921,0.0002600028,0.0020087217],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.97410583,0.014131611,0.0023997806,0.0023673093,0.006158337,0.00083715963],"domain_scores_gemma":[0.7086038,0.24370486,0.018274864,0.012478509,0.013046725,0.003891228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018352907,0.0007198375,0.0007482615,0.0013946168,0.0008151054,0.0049067535,0.0015392298,0.001614963,0.0031059876],"category_scores_gemma":[0.22237845,0.00040328005,0.00052308815,0.00061862054,0.0013178047,0.0039073187,0.0021896116,0.0014509464,0.00097297167],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006706068,0.0015491776,0.13873646,0.0030354788,0.0004736843,0.0005442475,0.028560828,0.012236282,0.059821535,0.01751069,0.0029615096,0.727864],"study_design_scores_gemma":[0.0010261212,0.010447986,0.7420011,0.0036671336,0.000756701,0.0022474704,0.01794904,0.053978316,0.044871718,0.06740192,0.05475411,0.0008983922],"about_ca_topic_score_codex":0.0012617571,"about_ca_topic_score_gemma":0.0007875789,"teacher_disagreement_score":0.018352907,"about_ca_system_score_codex":0.00084246247,"about_ca_system_score_gemma":0.001994837,"threshold_uncertainty_score":0.09706062},"labels":[],"label_agreement":null},{"id":"W3135886280","doi":"10.1108/978-1-80071-817-320211007","title":"Licence Revocation of Teachers","year":2021,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Revocation; Computer security; Computer science; Psychology; Programming language","score_opus":0.05323585174290383,"score_gpt":0.23884905259552716,"score_spread":0.18561320085262334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135886280","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01650631,0.00093591877,0.0017606016,0.008507675,0.00072508835,0.000059386482,0.000045209283,0.00025049446,0.9712092],"genre_scores_gemma":[0.1853396,0.00046426588,0.0008416716,0.004712812,0.00018545972,0.00008158295,0.00006654118,0.00017643541,0.8081317],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99105835,0.0021894963,0.0003781143,0.0006573684,0.0034241138,0.0022925797],"domain_scores_gemma":[0.99149686,0.0026951532,0.0005422198,0.0014448903,0.0021667692,0.00165415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053536617,0.00022689858,0.00043245024,0.0019783822,0.007364605,0.009572944,0.0019727722,0.0047254753,0.046004362],"category_scores_gemma":[0.020261604,0.0004210831,0.00046563894,0.0011280833,0.00469563,0.006762794,0.006571857,0.0065849726,0.011840594],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062659325,0.00021625393,0.0029601187,0.0001356218,0.0000064404867,0.00084347697,0.018051367,0.00018747587,0.00087368116,0.5774717,0.21060869,0.18858258],"study_design_scores_gemma":[0.000011230325,0.000060126073,0.0034052115,0.00036543302,0.000007952525,0.00055196084,0.010304918,0.00028686682,0.0011859337,0.022959819,0.96082866,0.000031888776],"about_ca_topic_score_codex":0.012452391,"about_ca_topic_score_gemma":0.029527301,"teacher_disagreement_score":0.046004362,"about_ca_system_score_codex":0.006291571,"about_ca_system_score_gemma":0.010986626,"threshold_uncertainty_score":0.15389991},"labels":[],"label_agreement":null},{"id":"W3136011956","doi":"","title":"Foreign Language Teacher Candidates’ Representations of Teacher Presence: An International Comparative Study","year":2017,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canada Research Chairs; University of Toronto; Université du Québec à Trois-Rivières","funders":"","keywords":"Computer science; Mathematics education; Linguistics; Foreign language; Pedagogy; Sociology; Psychology; Philosophy","score_opus":0.051758002563924266,"score_gpt":0.32825864334557353,"score_spread":0.27650064078164927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3136011956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99589705,0.000060819686,0.000039079478,0.00008956428,0.000007740369,0.0000031387635,0.000025663974,0.0000010858672,0.003875917],"genre_scores_gemma":[0.9987937,0.000047486166,0.000013684495,0.000015381682,0.000002614029,0.000005129934,0.000030450212,0.000002441516,0.0010889806],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989592,0.00044620942,0.000060257204,0.00011681309,0.00015059339,0.00026684365],"domain_scores_gemma":[0.99326116,0.0024395557,0.001352824,0.0002945125,0.0013155101,0.0013364493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023816389,0.00014250439,0.00030559153,0.0014663565,0.0020241856,0.0038880426,0.0004203594,0.0007017901,0.007876848],"category_scores_gemma":[0.01072968,0.00019319732,0.00018528085,0.0016586676,0.001198294,0.0020668919,0.0023831474,0.0011204835,0.00097142434],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008180152,0.00054054824,0.3381504,0.0001118677,0.000032966673,0.0008154721,0.6345991,0.000064813124,0.0017576173,0.0017597129,0.0013796684,0.01996982],"study_design_scores_gemma":[0.000013165996,0.0002306406,0.41590726,0.00008171287,0.000017771357,0.0002576407,0.5795477,0.00008608116,0.00028027163,0.00010624771,0.0034513357,0.000020070771],"about_ca_topic_score_codex":0.011640754,"about_ca_topic_score_gemma":0.016054098,"teacher_disagreement_score":0.011640754,"about_ca_system_score_codex":0.0007856944,"about_ca_system_score_gemma":0.0007016808,"threshold_uncertainty_score":0.026350677},"labels":[],"label_agreement":null},{"id":"W3136800861","doi":"10.21125/inted.2021.1582","title":"AN INQUIRY INTO THE INFLUENCES OF L1 CULTURE ON INTERNATIONAL UNDERGRADUATE STUDENTS’ L2 WRITING IN CANADIAN POST-SECONDARY EDUCATION","year":2021,"lang":"en","type":"article","venue":"INTED proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Pedagogy; Computer science; Sociology; Psychology","score_opus":0.019364881638730087,"score_gpt":0.3157247803415686,"score_spread":0.2963598987028385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3136800861","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98408866,0.00042381283,0.00008077301,0.001744084,0.00004063889,0.000051119074,0.00009394063,0.000005647171,0.013471364],"genre_scores_gemma":[0.99521166,0.00052069774,0.00014123187,0.0004184911,0.000009229862,0.00002525034,0.00005810096,0.000007911037,0.0036074296],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99436164,0.0008755711,0.00015911809,0.00041211932,0.0019506771,0.002240874],"domain_scores_gemma":[0.9841615,0.0032901454,0.0014481909,0.00024259236,0.0058009676,0.005056534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059450497,0.00072883174,0.0008030794,0.0035908257,0.03230857,0.011296746,0.0025403376,0.0012138122,0.0032907939],"category_scores_gemma":[0.012343039,0.00053298345,0.0005544754,0.005359693,0.011132758,0.002597369,0.0060625593,0.004653802,0.0003248537],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040026236,0.00013110823,0.05782314,0.000062895386,0.000008380422,0.00040602233,0.92738295,0.000023147739,0.00034403615,0.0030198698,0.0015047411,0.009253684],"study_design_scores_gemma":[0.000003464142,0.000032922486,0.05491121,0.00009106059,0.000008672781,0.00006373711,0.9364311,0.000056174416,0.00013954949,0.00014656858,0.008087805,0.000027757136],"about_ca_topic_score_codex":0.9831751,"about_ca_topic_score_gemma":0.99200445,"teacher_disagreement_score":0.9050037,"about_ca_system_score_codex":0.09499628,"about_ca_system_score_gemma":0.13827495,"threshold_uncertainty_score":0.6892495},"labels":[],"label_agreement":null},{"id":"W3137207347","doi":"10.36534/erlj.2020.02.07","title":"Peer learning: Mentoring in a Portuguese as a foreign language course","year":2021,"lang":"en","type":"article","venue":"Educational Role of Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Linguistic Association","funders":"","keywords":"Portuguese; Mentorship; Erasmus+; Psychology; Foreign language; Interpersonal communication; Pedagogy; Medical education; Mathematics education; Linguistics; Social psychology; Medicine","score_opus":0.013943280805259051,"score_gpt":0.29693231121018865,"score_spread":0.2829890304049296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3137207347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9702734,0.0004246953,0.0018716806,0.0018595811,0.00036151585,0.00045933144,0.00003744691,0.000055700675,0.024656566],"genre_scores_gemma":[0.9790259,0.00043063328,0.00234958,0.00026361243,0.00012244054,0.00019318657,0.000026705055,0.000015429398,0.017572552],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9971474,0.0017953067,0.00004853006,0.00017606678,0.00036524425,0.000467464],"domain_scores_gemma":[0.99580896,0.0012714991,0.00030315603,0.00020336284,0.00036755277,0.0020454943],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003960135,0.00036872283,0.00022885532,0.0005309494,0.0040845186,0.0022832993,0.0009631609,0.000893486,0.004344875],"category_scores_gemma":[0.009433477,0.000101283964,0.0003972239,0.0003023337,0.0012210115,0.0009640588,0.004265698,0.0011178497,0.000511846],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009650624,0.00530673,0.028314924,0.0010335718,0.00006400259,0.010102036,0.37631288,0.0005401529,0.017415479,0.00652248,0.016874056,0.5365487],"study_design_scores_gemma":[0.00027595647,0.010809637,0.09532798,0.0008501481,0.00011817525,0.0064711184,0.56637996,0.0011758085,0.017670937,0.002653941,0.2980899,0.00017654384],"about_ca_topic_score_codex":0.0009789029,"about_ca_topic_score_gemma":0.0028030921,"teacher_disagreement_score":0.004344875,"about_ca_system_score_codex":0.0011193634,"about_ca_system_score_gemma":0.0027915838,"threshold_uncertainty_score":0.020943463},"labels":[],"label_agreement":null},{"id":"W3138928006","doi":"10.1075/pl.20011.van","title":"Spontaneous classroom engagement facilitating development of L2 pragmatic competence","year":2021,"lang":"en","type":"article","venue":"Pedagogical Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trinity Western University; Simon Fraser University","funders":"","keywords":"Pragmatics; Psychology; Fluency; Psychological intervention; Competence (human resources); Communicative competence; Situated; Pedagogy; Interpersonal communication; Linguistics; Computer science; Mathematics education; Communication; Social psychology","score_opus":0.15550089131416278,"score_gpt":0.33883962138274976,"score_spread":0.18333873006858697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3138928006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9814191,0.0000730951,0.00904395,0.00021144396,0.000018081784,0.00023388647,0.000044495882,0.00017956468,0.00877629],"genre_scores_gemma":[0.99054396,0.000040031053,0.007827037,0.0000340478,0.0000065354006,0.00031213387,0.000034413813,0.000021028438,0.0011808627],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99701893,0.0019595874,0.000091631555,0.00035093835,0.0003688208,0.00021013974],"domain_scores_gemma":[0.9944534,0.003928459,0.0004018224,0.0004158604,0.0002611556,0.0005392296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021913887,0.00030025173,0.0003577196,0.00043236907,0.0007080889,0.0014565303,0.0006325051,0.000509559,0.0038256065],"category_scores_gemma":[0.008902868,0.00022234893,0.00019258689,0.00015374934,0.0010146106,0.00089232565,0.003910475,0.0007521133,0.0005222238],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001670637,0.016979061,0.030216806,0.002114607,0.00009354624,0.0032017324,0.19911271,0.0019579974,0.34256592,0.014905897,0.0060285376,0.38115254],"study_design_scores_gemma":[0.0022031027,0.020888671,0.34390476,0.0016314674,0.0002483097,0.004042617,0.16683564,0.027706346,0.22956054,0.045011442,0.15761094,0.00035624445],"about_ca_topic_score_codex":0.00042724845,"about_ca_topic_score_gemma":0.0010165379,"teacher_disagreement_score":0.0038256065,"about_ca_system_score_codex":0.00046676685,"about_ca_system_score_gemma":0.00092142576,"threshold_uncertainty_score":0.012797952},"labels":[],"label_agreement":null},{"id":"W3139504955","doi":"10.3917/lfa.212.0039","title":"Engager les élèves dans l’apprentissage de l’orthographe grammaticale française en milieu pluriethnique et plurilingue","year":2021,"lang":"fr","type":"article","venue":"Le Français aujourd hui","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Philosophy","score_opus":0.01691709097122517,"score_gpt":0.2543926573260404,"score_spread":0.2374755663548152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3139504955","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82664496,0.0006832273,0.004212484,0.0040523782,0.00011456956,0.0000611128,0.00017988654,0.00007136359,0.16397995],"genre_scores_gemma":[0.95255816,0.0003754583,0.0020310977,0.00035059548,0.000018081262,0.000029874798,0.00010704679,0.000040857027,0.044488855],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983954,0.00059978024,0.000048695587,0.00020579416,0.00036437224,0.00038604697],"domain_scores_gemma":[0.9976037,0.0005031902,0.00017759358,0.00022286829,0.000872766,0.00061993586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016236887,0.00039468153,0.00023580667,0.00045326215,0.005516717,0.0038951295,0.0005634495,0.0008179149,0.012173289],"category_scores_gemma":[0.0025586186,0.00016787829,0.00017475334,0.0006298363,0.0035507441,0.0015147309,0.002607811,0.0012575183,0.0018108615],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001712598,0.00022266655,0.08651808,0.00040786088,0.00004600121,0.0012946826,0.62953246,0.00035821163,0.016612008,0.048907567,0.013931473,0.20199779],"study_design_scores_gemma":[0.000021552387,0.00022419584,0.18394564,0.00041381293,0.000057644076,0.00048027182,0.31099975,0.0004219819,0.0031994588,0.005328126,0.4948286,0.00007888928],"about_ca_topic_score_codex":0.25049722,"about_ca_topic_score_gemma":0.534624,"teacher_disagreement_score":0.25049722,"about_ca_system_score_codex":0.004491637,"about_ca_system_score_gemma":0.0083390465,"threshold_uncertainty_score":0.49807835},"labels":[],"label_agreement":null},{"id":"W3141347827","doi":"10.5430/elr.v10n1p56","title":"Nigerian English Usage in Literature: A Sociolinguistic Study of Wole Soyinka’s The Beatification of Area Boy","year":2021,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Pidgin; Linguistics; Speech community; Nigerians; Sociolinguistics; Sociology; Representation (politics); Psychology; Computer science; Artificial intelligence; Politics; Philosophy; Political science","score_opus":0.11018776023102084,"score_gpt":0.3583928524701969,"score_spread":0.24820509223917608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3141347827","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99418724,0.00081215065,0.00010354812,0.00027836647,0.00002187541,0.000015791647,0.000025745388,0.0000013494843,0.0045538777],"genre_scores_gemma":[0.99675167,0.0013372168,0.00020426419,0.000071925715,0.000010972357,0.000023916855,0.000031062515,0.0000075554653,0.0015615253],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988996,0.00060260564,0.000082631486,0.00011086129,0.00015196805,0.00015237658],"domain_scores_gemma":[0.997166,0.0018305641,0.00043557317,0.00005083218,0.00033296156,0.00018411504],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018948276,0.0004743069,0.0005118647,0.0033726147,0.008255989,0.003316463,0.0005227968,0.00064107904,0.0020126605],"category_scores_gemma":[0.004045675,0.00045117535,0.00012413667,0.0030889076,0.0040773693,0.002256695,0.0019238656,0.0010450368,0.00028755012],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013776097,0.000018432276,0.005514508,0.000072970615,0.0000016568952,0.0015534082,0.9886381,0.0000054740494,0.00063921476,0.0006541877,0.000117331234,0.00277096],"study_design_scores_gemma":[6.0108266e-7,0.000012945891,0.009379888,0.00009157597,0.0000023368734,0.00035354806,0.98513526,0.000011868845,0.00013914084,0.000054303247,0.004814127,0.000004339694],"about_ca_topic_score_codex":0.016176336,"about_ca_topic_score_gemma":0.06480682,"teacher_disagreement_score":0.016176336,"about_ca_system_score_codex":0.0025728925,"about_ca_system_score_gemma":0.0018143153,"threshold_uncertainty_score":0.032164395},"labels":[],"label_agreement":null},{"id":"W3141919763","doi":"10.5430/ijhe.v10n2p319","title":"Interfacing Independent Mind and ESP in STEM Education: Exploiting Discovery-Oriented Approach to Learning","year":2021,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Computer science; Context (archaeology); Mathematics education; Exploit; Pedagogy; Theme (computing); Engineering ethics; Psychology; Engineering; World Wide Web","score_opus":0.029231365053598635,"score_gpt":0.29806855034404667,"score_spread":0.26883718529044803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3141919763","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14071439,0.001871563,0.71699315,0.0069520995,0.00009519635,0.0002849349,0.000058284782,0.0003429395,0.13268746],"genre_scores_gemma":[0.73558676,0.001095359,0.25699198,0.0004925051,0.000044878925,0.00027087016,0.000048076297,0.000045681103,0.00542385],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99765515,0.0015645409,0.000073720126,0.00030099315,0.0002945879,0.00011099627],"domain_scores_gemma":[0.9955141,0.0035780447,0.00018613374,0.00039143124,0.00013966975,0.00019062811],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032987203,0.00043702955,0.0003732581,0.0017879902,0.0014995921,0.005774763,0.0017725781,0.0014414281,0.001821731],"category_scores_gemma":[0.004426722,0.0003250492,0.00067410857,0.0010374646,0.011793087,0.0077842106,0.007301496,0.0023613463,0.00024721047],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007994199,0.00030404647,0.003619493,0.00041011162,0.00003672027,0.0009480987,0.06629332,0.0021806106,0.0048805317,0.7771608,0.0010530683,0.14303322],"study_design_scores_gemma":[0.0000668597,0.00018471704,0.0023517194,0.00025545657,0.00003655478,0.0008855086,0.013828296,0.013487774,0.0035877535,0.93022615,0.0350378,0.00005143495],"about_ca_topic_score_codex":0.0007129578,"about_ca_topic_score_gemma":0.0011632611,"teacher_disagreement_score":0.005774763,"about_ca_system_score_codex":0.0017933232,"about_ca_system_score_gemma":0.0018433568,"threshold_uncertainty_score":0.017445505},"labels":[],"label_agreement":null},{"id":"W3142036220","doi":"10.5539/elt.v14n4p87","title":"Kuwaiti Instructors&amp;#39; Beliefs about English Language Teaching and Their Awareness of Global English","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Merge (version control); Psychology; Data collection; English language; Qualitative research; Mathematics education; Context (archaeology); Qualitative property; Interpretation (philosophy); Pedagogy; Linguistics; Sociology; Computer science; Social science","score_opus":0.013730037184805878,"score_gpt":0.25474254165131094,"score_spread":0.24101250446650507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3142036220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99251515,0.00015037165,0.00011242089,0.0005184004,0.000008047122,0.0000121466555,0.000022890386,0.000003458622,0.006657104],"genre_scores_gemma":[0.9969206,0.00038919927,0.00017823014,0.0001455599,0.0000044650415,0.000018193487,0.000019552763,0.0000017883046,0.0023224289],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995449,0.0001115228,0.000035594687,0.00005982613,0.00014104728,0.00010694187],"domain_scores_gemma":[0.9983713,0.0005087475,0.0005724015,0.00007885009,0.00025564467,0.00021313516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00076630554,0.00017176388,0.00017011084,0.0005234468,0.0016598238,0.0016779845,0.00030640897,0.00037075966,0.0038903665],"category_scores_gemma":[0.0025012707,0.00020949522,0.00012604368,0.00047426258,0.0015246607,0.0010381612,0.0007444563,0.00085545675,0.0003766325],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000061018713,0.0003734128,0.65086544,0.00030604913,0.00002149825,0.0014298221,0.28696337,0.00006429844,0.0038954467,0.003109738,0.0016016867,0.0513082],"study_design_scores_gemma":[0.000007123936,0.00014826567,0.70298874,0.00042472445,0.00004600579,0.0006902307,0.27865165,0.00024309295,0.0012981727,0.0005785247,0.014891963,0.000031510284],"about_ca_topic_score_codex":0.039521407,"about_ca_topic_score_gemma":0.07872468,"teacher_disagreement_score":0.039521407,"about_ca_system_score_codex":0.001308688,"about_ca_system_score_gemma":0.002009093,"threshold_uncertainty_score":0.078582704},"labels":[],"label_agreement":null},{"id":"W3143480336","doi":"","title":"Analysis of Teacher Talk on the Basis of Relevance Theory1/ANALYSE DU DISCOURS DE L'ENSEIGNANT SUR LA BASE DE LA THEORIE DE LA PERTINENCE","year":2010,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Relevance (law); Sociology; Relevance theory; Humanities; Psychology; Linguistics; Philosophy; Cognition; Political science","score_opus":0.009325965181882386,"score_gpt":0.2501244957510827,"score_spread":0.2407985305692003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3143480336","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7909355,0.0014324359,0.14981613,0.0033322605,0.00006132602,0.00024369912,0.00008345725,0.00015519989,0.053940017],"genre_scores_gemma":[0.9913133,0.00025652672,0.006006279,0.000060116145,0.000022840832,0.00013943831,0.000030035104,0.000026679098,0.002144869],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9908145,0.0058367583,0.00037662897,0.0006499849,0.0020255693,0.00029658157],"domain_scores_gemma":[0.95278317,0.038284518,0.004006358,0.0013062685,0.0029359793,0.0006837269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007986336,0.0004665409,0.0006950092,0.0031041158,0.0020896818,0.005329897,0.0007624083,0.0012030872,0.0040251343],"category_scores_gemma":[0.028368227,0.00043384256,0.00067244703,0.0014398025,0.00596292,0.0047731604,0.003368727,0.002370917,0.0004756584],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046792286,0.00025963457,0.10121828,0.0014056361,0.0001270102,0.0015175891,0.46646002,0.004108443,0.0117870895,0.3109352,0.0011311948,0.100582],"study_design_scores_gemma":[0.000110145025,0.00080911064,0.24197568,0.0013213886,0.00026635747,0.0018588933,0.31708145,0.048883345,0.010707675,0.3148216,0.061877515,0.00028679168],"about_ca_topic_score_codex":0.0011814721,"about_ca_topic_score_gemma":0.0010389383,"teacher_disagreement_score":0.007986336,"about_ca_system_score_codex":0.0023908755,"about_ca_system_score_gemma":0.002183696,"threshold_uncertainty_score":0.04223627},"labels":[],"label_agreement":null},{"id":"W3144325707","doi":"10.5539/elt.v14n4p94","title":"Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Vocabulary; Language education; Pronunciation; Language acquisition; Communicative competence; Communicative language teaching; Teaching method; Mathematics education; Competence (human resources); Comprehension approach; Pedagogy; Linguistics","score_opus":0.00961320603981966,"score_gpt":0.24676061673648733,"score_spread":0.23714741069666767,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3144325707","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.758728,0.004280987,0.016776226,0.0141749745,0.00039659755,0.00036843418,0.00007692647,0.00013865966,0.20505917],"genre_scores_gemma":[0.9827566,0.0013446851,0.004367032,0.00066699204,0.00004848203,0.00017244705,0.000024703511,0.000030644667,0.010588298],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99581236,0.0027593684,0.00011395722,0.00018955566,0.00081491785,0.00030982334],"domain_scores_gemma":[0.9938544,0.0044237906,0.00041831215,0.0002779969,0.0005061505,0.00051939377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053457273,0.00032532695,0.0002557298,0.0013382834,0.003906994,0.007883838,0.0010256823,0.0010418285,0.005392569],"category_scores_gemma":[0.0071104863,0.0001686912,0.000328361,0.0006402575,0.0049839886,0.005775214,0.005381754,0.0011751401,0.00076804333],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022760774,0.0008963848,0.018537227,0.0012756968,0.000014226312,0.0011797898,0.60325533,0.000238484,0.007957363,0.079182565,0.0039657224,0.28326964],"study_design_scores_gemma":[0.00008555063,0.00065484777,0.019011091,0.0021545228,0.00005528934,0.0012011125,0.68292964,0.0010615755,0.010959648,0.027772639,0.25404462,0.00006953207],"about_ca_topic_score_codex":0.0028643557,"about_ca_topic_score_gemma":0.0042769997,"teacher_disagreement_score":0.007883838,"about_ca_system_score_codex":0.0023918457,"about_ca_system_score_gemma":0.004219487,"threshold_uncertainty_score":0.028271258},"labels":[],"label_agreement":null},{"id":"W3144655716","doi":"","title":"Science in the French immersion elementary classroom: teacher comfort, self-efficacy, and anxiety","year":2020,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Anxiety; Immersion (mathematics); Psychology; French immersion; Self-efficacy; Mathematics education; Developmental psychology; Medical education; Medicine; Psychotherapist; Psychiatry; Mathematics","score_opus":0.025157609504028844,"score_gpt":0.3035127700008422,"score_spread":0.27835516049681336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3144655716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99824905,0.00006998811,0.000029708008,0.000071809416,0.0000060606667,0.0000072286357,0.000012022814,0.0000039339434,0.0015501791],"genre_scores_gemma":[0.9983688,0.000090333335,0.00002897217,0.000035004312,0.000004163016,0.000012947596,0.000024021521,0.0000031226834,0.0014327118],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99854857,0.0004988739,0.00004520736,0.0001628728,0.0003518888,0.0003926079],"domain_scores_gemma":[0.99504554,0.0016899655,0.00092478463,0.00016162907,0.0005454292,0.0016326782],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018795863,0.00030486082,0.00054066157,0.00074108166,0.0015902944,0.0033932598,0.00039192665,0.0006022998,0.0027977761],"category_scores_gemma":[0.005612098,0.0002521562,0.00042340075,0.00042718998,0.0014128926,0.00062677515,0.0011518104,0.0016299798,0.00046494708],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052634045,0.0058091036,0.77894515,0.0001537229,0.00020533432,0.0004764128,0.17237851,0.00023850564,0.00565189,0.0010284061,0.002121032,0.032465592],"study_design_scores_gemma":[0.000022745073,0.0005449166,0.9447067,0.000039929088,0.000039055198,0.00009107109,0.05159785,0.00021630074,0.00046067647,0.00014850176,0.0021052803,0.000026961645],"about_ca_topic_score_codex":0.030284364,"about_ca_topic_score_gemma":0.045139804,"teacher_disagreement_score":0.030284364,"about_ca_system_score_codex":0.0022838274,"about_ca_system_score_gemma":0.0018400212,"threshold_uncertainty_score":0.06021619},"labels":[],"label_agreement":null},{"id":"W3144728422","doi":"10.5539/elt.v14n4p77","title":"Review of the English Tense System: Decoding Dichotomies and Restructuring Instructional Practice","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Psychology; Context (archaeology); Sentence; Past tense; Language acquisition; Dichotomy; Mathematics education; Verb","score_opus":0.010001602426466851,"score_gpt":0.24301196177622617,"score_spread":0.2330103593497593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3144728422","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00024876575,0.9949602,0.0005250163,0.0017002494,0.00042312563,0.000004865462,0.000011186758,0.000006668843,0.0021199342],"genre_scores_gemma":[0.0032579782,0.9940667,0.0005541178,0.0007282987,0.0007045509,0.000012742483,0.000026532858,0.000008909059,0.00064010755],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99853694,0.0005397539,0.00030277076,0.00021648536,0.00033278117,0.00007116457],"domain_scores_gemma":[0.9901653,0.007582489,0.0004710394,0.00019004598,0.0014033086,0.00018772049],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029611362,0.00055751996,0.0011367486,0.00638035,0.0006674127,0.0023231371,0.0014009973,0.0017329719,0.0028288767],"category_scores_gemma":[0.009581103,0.0005247674,0.00045636485,0.0069315415,0.0034818042,0.0042170696,0.0010654437,0.0024665876,0.001148865],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052462765,0.000054815224,0.00036124454,0.01998087,0.0000483996,0.00015219439,0.0016853382,0.000472798,0.0005231192,0.040340245,0.038055878,0.89827263],"study_design_scores_gemma":[0.000008853053,0.00007092491,0.0025380144,0.022380149,0.00006351352,0.00080385816,0.00093641505,0.00016610902,0.00034655046,0.0128884055,0.959767,0.000030268393],"about_ca_topic_score_codex":0.0059336224,"about_ca_topic_score_gemma":0.009001808,"teacher_disagreement_score":0.00638035,"about_ca_system_score_codex":0.0026372946,"about_ca_system_score_gemma":0.004822707,"threshold_uncertainty_score":0.019134998},"labels":[],"label_agreement":null},{"id":"W3144774633","doi":"10.1017/s0261444821000070","title":"Research agenda: Researching grammar teaching and learning in the second language classroom","year":2021,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Grammar; Computer science; Variety (cybernetics); Language acquisition; Context (archaeology); Second-language acquisition; Task (project management); Language education; Autonomy; Linguistics; Psychology; Pedagogy; Mathematics education; Artificial intelligence; Political science; Engineering","score_opus":0.06216564181369561,"score_gpt":0.3566028859157584,"score_spread":0.2944372441020628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3144774633","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2211886,0.19339325,0.09056469,0.35355946,0.009849656,0.0051946254,0.0015513346,0.0005107169,0.12418766],"genre_scores_gemma":[0.7446555,0.096172705,0.09755406,0.025613612,0.0035746745,0.00930372,0.0013703983,0.00013904221,0.021616215],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9862605,0.009614206,0.0006206823,0.0014469732,0.0010897428,0.00096792844],"domain_scores_gemma":[0.9532444,0.03085079,0.0025923767,0.0022421845,0.0067326925,0.0043376186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030025087,0.0011727118,0.0016707281,0.003917878,0.004766646,0.011924434,0.0030687223,0.0052651633,0.008562875],"category_scores_gemma":[0.026718892,0.000494947,0.0009835688,0.0052313874,0.0070486073,0.0120307915,0.0056234887,0.005300447,0.0022566852],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052248733,0.0036965797,0.031373728,0.025247399,0.00013628427,0.0008086853,0.11378245,0.0021866052,0.0044258367,0.489338,0.031208837,0.2972731],"study_design_scores_gemma":[0.0003633349,0.0029283494,0.030239811,0.037995446,0.00030437924,0.001215874,0.33058262,0.005567866,0.006811247,0.2939544,0.28985846,0.00017815395],"about_ca_topic_score_codex":0.004513166,"about_ca_topic_score_gemma":0.004453341,"teacher_disagreement_score":0.030025087,"about_ca_system_score_codex":0.005665487,"about_ca_system_score_gemma":0.02610583,"threshold_uncertainty_score":0.1587897},"labels":[],"label_agreement":null},{"id":"W3146090250","doi":"10.23977/aetp.2021.51011","title":"Research on the Design of Reading Teaching Activities for English Majors Guided by the Theory of Multiple Intelligences","year":2021,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Theory of multiple intelligences; Reading (process); Mathematics education; Curriculum; College English; Pedagogy; Computer science; Psychology; Linguistics","score_opus":0.11438785165770007,"score_gpt":0.42991053019219,"score_spread":0.3155226785344899,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3146090250","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75830024,0.0006132573,0.2092608,0.00065707724,0.00007794473,0.0026837874,0.00005652571,0.0009344024,0.027415851],"genre_scores_gemma":[0.6953942,0.0005023975,0.29609263,0.00013905448,0.00001653277,0.0012911966,0.00012132365,0.00010436892,0.00633829],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.995688,0.002973214,0.00017866219,0.00049210765,0.0004546623,0.00021329336],"domain_scores_gemma":[0.97027314,0.022488657,0.002069713,0.0011503381,0.002061082,0.0019571148],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004047837,0.0006822636,0.0005519007,0.0010252626,0.00074231444,0.0018993746,0.0019380769,0.00063930475,0.004577137],"category_scores_gemma":[0.026140176,0.00036554402,0.0005130639,0.00057085464,0.0007361531,0.0015636843,0.00073897274,0.0010560739,0.0010037572],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012518334,0.011155895,0.025752712,0.002112732,0.00010228665,0.00028757728,0.024337249,0.006870405,0.03549427,0.009081233,0.0019792756,0.8815746],"study_design_scores_gemma":[0.005460478,0.042512905,0.2660849,0.0038569903,0.0018070826,0.0028176368,0.09110768,0.18167391,0.17400281,0.050213426,0.17986259,0.0005995234],"about_ca_topic_score_codex":0.0011130499,"about_ca_topic_score_gemma":0.0021492017,"teacher_disagreement_score":0.004577137,"about_ca_system_score_codex":0.0013725249,"about_ca_system_score_gemma":0.0028608607,"threshold_uncertainty_score":0.021407306},"labels":[],"label_agreement":null},{"id":"W3147491751","doi":"10.66887/jltl.v11i1.334","title":"Developing Intercultural Awareness and EFL Writing Skills of College-Level Students through Email Interaction","year":2021,"lang":"en","type":"article","venue":"Journal of Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Intercultural communication; Pedagogy; Sociocultural evolution; Cultural competence; Competence (human resources); Mathematics education; Social psychology; Sociology","score_opus":0.04610298902018141,"score_gpt":0.342918219366558,"score_spread":0.2968152303463766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3147491751","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99751365,0.00006764347,0.00021579069,0.00007742895,0.0000053150275,0.000011448394,0.0000057293437,0.0000086043165,0.0020943512],"genre_scores_gemma":[0.997712,0.000090477224,0.0005032976,0.00006303289,0.000004666298,0.000013734803,0.000010438469,0.000004289712,0.001598134],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99865735,0.0006816368,0.000085246495,0.00011633316,0.00028603047,0.00017332731],"domain_scores_gemma":[0.99314636,0.0025986703,0.0017055228,0.00033199467,0.0010871711,0.0011302114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018905974,0.00031493718,0.00027775808,0.00094241265,0.0012893775,0.0032410056,0.00032274774,0.0004459656,0.0030097493],"category_scores_gemma":[0.009380083,0.00014464333,0.00015751344,0.00037977754,0.0007209974,0.0011551308,0.0019384421,0.0006445585,0.0007910968],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020186343,0.0018735166,0.29634762,0.00030456003,0.000033037173,0.0016413307,0.4872787,0.0001113432,0.02517288,0.00051452377,0.0009050788,0.18561552],"study_design_scores_gemma":[0.00002704946,0.0010956496,0.33230472,0.00026243555,0.000041638552,0.002734486,0.6338867,0.00055498106,0.008362485,0.00097062177,0.019675743,0.00008346431],"about_ca_topic_score_codex":0.0005631088,"about_ca_topic_score_gemma":0.0011912964,"teacher_disagreement_score":0.0032410056,"about_ca_system_score_codex":0.00043822915,"about_ca_system_score_gemma":0.0008737135,"threshold_uncertainty_score":0.010068595},"labels":[],"label_agreement":null},{"id":"W3148541961","doi":"","title":"Experiências De Desenvolvimento Profissional Internacional De Professoras Mexicanas De Inglês No Canadá: Uma Análise Narrativa","year":2017,"lang":"pt","type":"article","venue":"Gláuks - Revista de Letras e Artes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Humanities; Art","score_opus":0.04557095387795723,"score_gpt":0.31628673872191443,"score_spread":0.2707157848439572,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3148541961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93300873,0.001538219,0.0012565202,0.014270437,0.00019818812,0.00013563651,0.00038847263,0.000047749487,0.04915602],"genre_scores_gemma":[0.9661414,0.0015956099,0.00051554735,0.0010290057,0.00005628131,0.00010677455,0.00013395543,0.00003302848,0.030388404],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99553585,0.0015708788,0.000079573765,0.00033089242,0.0008441926,0.0016385831],"domain_scores_gemma":[0.9930101,0.0018802541,0.0005321164,0.00018900495,0.0018534439,0.002535036],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034002557,0.0004290692,0.000489725,0.0012900518,0.018934058,0.0066653127,0.001756314,0.0018638994,0.007377671],"category_scores_gemma":[0.007095135,0.00030406142,0.00033399634,0.002514039,0.008155798,0.002030702,0.006227106,0.0034493776,0.000574101],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053118092,0.000039247174,0.0065924586,0.00009081746,0.0000054231627,0.00053523656,0.9756339,0.000057444322,0.0006238419,0.0030727652,0.005478347,0.007817429],"study_design_scores_gemma":[0.0000030848016,0.000020123915,0.0097452905,0.000080853715,0.0000050215017,0.00010949726,0.93739307,0.000038667604,0.00016415711,0.00014011552,0.052283917,0.000016131235],"about_ca_topic_score_codex":0.7313318,"about_ca_topic_score_gemma":0.87494195,"teacher_disagreement_score":0.26866817,"about_ca_system_score_codex":0.03838437,"about_ca_system_score_gemma":0.0498587,"threshold_uncertainty_score":0.5405008},"labels":[],"label_agreement":null},{"id":"W3153214927","doi":"10.52598/jpll/1/1/7","title":"Motivation and the Support of Significant Others across Language Learning Contexts","year":2019,"lang":"en","type":"article","venue":"Journal for the Psychology of Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Regina; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Context (archaeology); Learner autonomy; Language acquisition; Perception; Task (project management); Goal theory; Autonomy; Self-determination theory; Social psychology; Pedagogy; Mathematics education; Language education; Comprehension approach","score_opus":0.024355944606606457,"score_gpt":0.3338478999930175,"score_spread":0.30949195538641106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3153214927","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99696034,0.000084105675,0.00012334646,0.00009262281,0.0000050295203,0.000007942726,0.0000036630304,0.00000225951,0.0027206086],"genre_scores_gemma":[0.9996112,0.000038722825,0.000082318256,0.00001781047,0.0000021388191,0.000008366025,0.0000042528236,0.0000014362748,0.00023377342],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975719,0.001384766,0.00009096325,0.00024359704,0.00035953,0.00034930257],"domain_scores_gemma":[0.9951858,0.0015651525,0.0012169263,0.00017462486,0.00043557343,0.0014219076],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021071346,0.00027746163,0.00028478474,0.001120633,0.0029299103,0.0031517076,0.00052974245,0.0005982213,0.0014138591],"category_scores_gemma":[0.008168235,0.0001997693,0.0002513195,0.00035858515,0.002402364,0.0012296793,0.004458106,0.00085636234,0.00010145951],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042000524,0.0015683802,0.62084925,0.0002843302,0.00023962943,0.0012475072,0.27808976,0.00037103667,0.008582217,0.008698234,0.0007020207,0.07894767],"study_design_scores_gemma":[0.000051582716,0.0006140412,0.8011545,0.00014690134,0.00008990181,0.00061134045,0.18522096,0.0006718944,0.0012347886,0.002870028,0.007270344,0.00006378581],"about_ca_topic_score_codex":0.0019351155,"about_ca_topic_score_gemma":0.003583938,"teacher_disagreement_score":0.0031517076,"about_ca_system_score_codex":0.0009061495,"about_ca_system_score_gemma":0.0010043316,"threshold_uncertainty_score":0.011143684},"labels":[],"label_agreement":null},{"id":"W315351942","doi":"10.1163/27730840-03302007","title":"Language Learner Motivation: Comparing French Class Attitudes of Scottish and Canadian Secondary Pupils","year":2001,"lang":"en","type":"article","venue":"Scottish Educational Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Attribution; Discriminant function analysis; Foreign language; Class (philosophy); Biology and political orientation; Sample (material); Developmental psychology; Social psychology; Mathematics education; Politics","score_opus":0.04926247249155419,"score_gpt":0.2990377673102867,"score_spread":0.2497752948187325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W315351942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99868864,0.00013101472,0.000008425786,0.00005192524,0.0000027126255,0.000005435917,0.000032863594,0.0000012340989,0.0010776602],"genre_scores_gemma":[0.9988931,0.0001600302,0.0000230742,0.00003068714,0.00000283101,0.0000053172744,0.000043001935,8.991403e-7,0.0008411012],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99926037,0.00011472931,0.000038569466,0.000052529507,0.00029120466,0.00024255396],"domain_scores_gemma":[0.9980882,0.00022775304,0.0004089917,0.00002644458,0.0006874222,0.00056118984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018146408,0.00023262782,0.0003024303,0.0018230928,0.0020840673,0.0016347124,0.00038576414,0.0004066347,0.002022445],"category_scores_gemma":[0.0022391384,0.00012838653,0.00041919912,0.00095602794,0.00090558454,0.0003344463,0.00075292366,0.00038528084,0.00025499158],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017688266,0.00020876683,0.8382124,0.000121477075,0.000043817996,0.00050195557,0.1325166,0.000041743773,0.0013510345,0.00029666207,0.00062333076,0.025905386],"study_design_scores_gemma":[0.000003206512,0.00013989725,0.9541093,0.000023826513,0.000010095691,0.00008221335,0.04371339,0.000022380846,0.000100313366,0.000009900829,0.0017744524,0.000011024515],"about_ca_topic_score_codex":0.62500256,"about_ca_topic_score_gemma":0.72924334,"teacher_disagreement_score":0.37499744,"about_ca_system_score_codex":0.003911991,"about_ca_system_score_gemma":0.003413554,"threshold_uncertainty_score":0.7544117},"labels":[],"label_agreement":null},{"id":"W3153877428","doi":"10.21827/jve.4.37413","title":"Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments","year":2021,"lang":"en","type":"article","venue":"Journal of virtual exchange","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Affordance; Virtual reality; Construct (python library); Computer science; Instructional simulation; Service (business); Multimedia; Virtual machine; Human–computer interaction; Psychology","score_opus":0.05906978268215141,"score_gpt":0.26885130865576873,"score_spread":0.20978152597361732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3153877428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969157,0.000097507276,0.00017360353,0.00014856306,0.000015787278,0.000050761682,0.000009851597,0.0000086540895,0.0025794094],"genre_scores_gemma":[0.99816775,0.00017302175,0.00036234778,0.000061963394,0.00000758439,0.000059025373,0.000017115994,0.0000060499874,0.0011450406],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9966394,0.0014897321,0.00020113282,0.00035585303,0.00082423014,0.00048969657],"domain_scores_gemma":[0.9776129,0.010348194,0.0059154546,0.0010837065,0.0020457043,0.002993905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005089336,0.0003856518,0.00044271638,0.0011564465,0.0021055238,0.0048285644,0.0008850852,0.0010036104,0.0038630257],"category_scores_gemma":[0.030974291,0.00047018845,0.0004609481,0.0004338008,0.0021426578,0.0020403282,0.0021180836,0.0016664919,0.0006593764],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00078184594,0.0039995634,0.38033012,0.00072286016,0.00011844529,0.0011520187,0.539328,0.0002145246,0.006539459,0.0014878565,0.0016924883,0.06363278],"study_design_scores_gemma":[0.00018837156,0.0021336267,0.34085086,0.00040955417,0.00020683359,0.0007228474,0.6367471,0.00094167364,0.0030427156,0.00090535387,0.01374365,0.00010738841],"about_ca_topic_score_codex":0.003292513,"about_ca_topic_score_gemma":0.0061330614,"teacher_disagreement_score":0.005089336,"about_ca_system_score_codex":0.0014016819,"about_ca_system_score_gemma":0.0016571846,"threshold_uncertainty_score":0.026915312},"labels":[],"label_agreement":null},{"id":"W3153915193","doi":"10.5539/elt.v14n5p30","title":"English as a Career Subject: Analysis of Nepalese Students’ Expectations, Achievements and Reflections","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University Grants Commission; Tribhuvan University","keywords":"Subject (documents); Narrative; Psychology; Investment (military); Content analysis; Pedagogy; Mathematics education; Sociology; Linguistics; Social science; Law; Philosophy; Political science; Library science","score_opus":0.02326824261077465,"score_gpt":0.3086631444586159,"score_spread":0.2853949018478413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3153915193","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9963198,0.000049876515,0.00007612205,0.00016096789,0.0000054276898,0.000006694426,0.000020100553,0.0000019150589,0.0033591206],"genre_scores_gemma":[0.99582326,0.00013988606,0.000068200774,0.00004633304,0.000004470982,0.000014497148,0.000041925214,0.0000045223214,0.0038568643],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99899524,0.00038660472,0.00005090178,0.00007345041,0.00029253232,0.0002013817],"domain_scores_gemma":[0.9955694,0.0021474517,0.0006703434,0.00010343873,0.0006410122,0.0008684391],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017761734,0.00017320228,0.00022061077,0.0010214809,0.0021282132,0.0033683472,0.0004714983,0.00050813716,0.00226432],"category_scores_gemma":[0.007002546,0.0002064341,0.0001450097,0.00067774596,0.0014071667,0.0010900799,0.001769442,0.0012790535,0.0005764579],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040853494,0.00011257765,0.097405754,0.000054373566,0.0000051507577,0.001473424,0.88398963,0.000037776026,0.0015125419,0.00079087086,0.00060823536,0.013968842],"study_design_scores_gemma":[7.9428503e-7,0.000050794697,0.05623453,0.00003997731,0.0000028344734,0.00032474071,0.93658155,0.000100449564,0.00053682114,0.00008916269,0.006026305,0.000011954572],"about_ca_topic_score_codex":0.0041344296,"about_ca_topic_score_gemma":0.008446557,"teacher_disagreement_score":0.0041344296,"about_ca_system_score_codex":0.001158569,"about_ca_system_score_gemma":0.0013366382,"threshold_uncertainty_score":0.009393394},"labels":[],"label_agreement":null},{"id":"W3155146424","doi":"10.5539/elt.v14n5p13","title":"Japanese University Students’ Perceptions of Foreign English Teachers","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Multimethodology; Focus group; Perception; Cultural competence; Intercultural communication; Higher education; Pedagogy; Exploratory research; Mathematics education; Sociology","score_opus":0.01208519811033442,"score_gpt":0.24306454429065263,"score_spread":0.2309793461803182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3155146424","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985411,0.00007072974,0.000046353856,0.000067057794,0.00000524685,0.0000036233366,0.000006595771,0.0000018569058,0.001257411],"genre_scores_gemma":[0.9988809,0.00010269408,0.00004926616,0.000064033185,0.000003935942,0.0000070040865,0.0000111370455,0.0000020553384,0.0008790578],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989409,0.00038009335,0.00008462277,0.00009410725,0.0002344344,0.00026578305],"domain_scores_gemma":[0.9972089,0.00062280154,0.00066464447,0.000064421474,0.00053226145,0.0009070273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019593253,0.00024052933,0.00032205126,0.00052239787,0.001627428,0.0024822825,0.00022297437,0.00049163355,0.0026929819],"category_scores_gemma":[0.0031701112,0.00017764873,0.00018996993,0.00041240753,0.001139216,0.00095238583,0.0012577765,0.0006217589,0.0003119552],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015970503,0.0002766591,0.4156686,0.00021151912,0.000023918486,0.001154984,0.55603147,0.00006334889,0.004922838,0.0004885259,0.00081234646,0.020185987],"study_design_scores_gemma":[0.000006915067,0.00024585568,0.18933596,0.000068727895,0.000018300305,0.00026281126,0.8040971,0.00008241294,0.00041378872,0.0000681094,0.0053748265,0.000025122828],"about_ca_topic_score_codex":0.010553915,"about_ca_topic_score_gemma":0.020625342,"teacher_disagreement_score":0.010553915,"about_ca_system_score_codex":0.0007373362,"about_ca_system_score_gemma":0.0009079328,"threshold_uncertainty_score":0.020985007},"labels":[],"label_agreement":null},{"id":"W3155586371","doi":"10.22215/etd/2012-06907","title":"Master's level research in second language teaching and learning (Canada, 2008-1010): paradigms, methods and analyses","year":2012,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University; Canadian Heritage; Library and Archives Canada","funders":"School of Linguistics and Applied Language Studies","keywords":"Mathematics education; Humanities; Computer science; Library science; Psychology; Art","score_opus":0.2596259980285412,"score_gpt":0.4591447574477666,"score_spread":0.19951875941922542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3155586371","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26262143,0.038563594,0.021141538,0.024377689,0.0014865127,0.0025340521,0.05547572,0.0008997786,0.5928996],"genre_scores_gemma":[0.5584472,0.02023077,0.028842218,0.002101453,0.00027898798,0.0022050021,0.017564008,0.0003901834,0.36994022],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99403894,0.0007884358,0.00025641572,0.0007737614,0.0031291558,0.0010131975],"domain_scores_gemma":[0.9723337,0.0035334982,0.0010237847,0.0009796905,0.017167578,0.004961697],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.010393615,0.0005118745,0.00085211144,0.007745038,0.005515046,0.0062019476,0.0018443624,0.00069704925,0.013561225],"category_scores_gemma":[0.01877408,0.00041825112,0.0005295188,0.015031632,0.0026652925,0.0021158603,0.00261267,0.0016126389,0.0017471445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004800292,0.0004229437,0.14558168,0.002573752,0.0001760286,0.00013221151,0.03907391,0.0012569926,0.001990649,0.09683237,0.1710337,0.5404457],"study_design_scores_gemma":[0.00005765153,0.00013585924,0.45883635,0.0021077115,0.00012756989,0.000094309726,0.024967972,0.00081233494,0.002877494,0.009558769,0.5003816,0.000042368643],"about_ca_topic_score_codex":0.92582566,"about_ca_topic_score_gemma":0.97461206,"teacher_disagreement_score":0.9896064,"about_ca_system_score_codex":0.103157185,"about_ca_system_score_gemma":0.25936136,"threshold_uncertainty_score":0.74846125},"labels":[],"label_agreement":null},{"id":"W3155912446","doi":"","title":"“Bon travail! You’re doing a really good job!” Developing Emerging Student Oral Communicative Competency in a Canadian Grade 4 French as a Second Language Classroom","year":2020,"lang":"en","type":"dissertation","venue":"UEF eRepo (University of Eastern Finland)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Communicative language teaching; Psychology; Communicative competence; Mathematics education; Linguistics; Political science; Language education; Philosophy","score_opus":0.022923596047313848,"score_gpt":0.2530079861501152,"score_spread":0.23008439010280138,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3155912446","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9914545,0.00010468489,0.00015587683,0.00015057727,0.0000053627214,0.000065120694,0.000044649794,0.000004685208,0.0080146715],"genre_scores_gemma":[0.9891605,0.0002727497,0.0012081059,0.00007067768,0.0000015049945,0.0000549955,0.00007756763,0.000004247561,0.009149638],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988618,0.00030017146,0.0000298675,0.0001282527,0.000362998,0.00031684234],"domain_scores_gemma":[0.9984131,0.00020832717,0.00013027336,0.000026345735,0.00079261954,0.00042921203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020806121,0.0003669983,0.00022648596,0.0010372329,0.0043588607,0.0029869443,0.0010296558,0.0004736985,0.0016199002],"category_scores_gemma":[0.002551143,0.00017682268,0.00020212769,0.0004956651,0.0014488429,0.00052528584,0.0012519241,0.0006855156,0.00020608265],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013330556,0.0006597401,0.22011572,0.00020672558,0.00003175262,0.0014348355,0.64855224,0.0004453747,0.011857347,0.0029841734,0.0030079903,0.110570826],"study_design_scores_gemma":[0.00000978337,0.00033158768,0.280251,0.00022598226,0.000032199383,0.00018790306,0.6886802,0.00028265407,0.0036764173,0.0001550275,0.026104173,0.00006311865],"about_ca_topic_score_codex":0.9023896,"about_ca_topic_score_gemma":0.96923727,"teacher_disagreement_score":0.097610414,"about_ca_system_score_codex":0.01553593,"about_ca_system_score_gemma":0.043552365,"threshold_uncertainty_score":0.19637048},"labels":[],"label_agreement":null},{"id":"W3157210034","doi":"10.1558/cj.38927","title":"A Video-Conferencing English–Spanish eTandem Exchange","year":2021,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Videoconferencing; Contrast (vision); Perspective (graphical); Teleconference; English as a foreign language; Foreign language; Psychology; Focus (optics); Language acquisition; Linguistics; Computer science; Mathematics education; Multimedia; Artificial intelligence","score_opus":0.046559120759229286,"score_gpt":0.2412189452070534,"score_spread":0.1946598244478241,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3157210034","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950682,0.00003322562,0.0011257246,0.000031912536,0.000013327518,0.000080480146,0.00016012717,0.000014458139,0.0034725904],"genre_scores_gemma":[0.99386096,0.000058410125,0.0020321836,0.000038303882,0.000015625063,0.00013396503,0.00035184954,0.000009959799,0.0034988003],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991074,0.00046282168,0.000032790143,0.0001353869,0.00015590801,0.00010564597],"domain_scores_gemma":[0.99746585,0.0012777804,0.00024705037,0.00020519416,0.00043202788,0.0003721196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012937142,0.0002529291,0.00019577247,0.0008558644,0.0009624188,0.0009424431,0.0005754906,0.00037826033,0.0033577],"category_scores_gemma":[0.0059957155,0.00008948423,0.00015109926,0.0006914726,0.0003865558,0.0005527428,0.0017074902,0.00051123084,0.00039662112],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032255119,0.006127546,0.19054575,0.00078566844,0.00012893318,0.006911242,0.2621447,0.0019406418,0.08160209,0.0047341627,0.00550126,0.4363525],"study_design_scores_gemma":[0.0002259804,0.003922003,0.6196821,0.00021488026,0.000093962095,0.0030773822,0.25864983,0.005428894,0.030421099,0.0015294099,0.07659847,0.00015602323],"about_ca_topic_score_codex":0.0036335068,"about_ca_topic_score_gemma":0.005900143,"teacher_disagreement_score":0.0036335068,"about_ca_system_score_codex":0.00087755267,"about_ca_system_score_gemma":0.0006619321,"threshold_uncertainty_score":0.011232674},"labels":[],"label_agreement":null},{"id":"W3158000517","doi":"10.1007/978-3-030-67634-6_2","title":"Second Language Willingness to Communicate as a Complex Dynamic System","year":2021,"lang":"en","type":"book-chapter","venue":"Second language learning and teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Willingness to communicate; Computer science; Psychology; Communication; Social psychology","score_opus":0.01856080551714851,"score_gpt":0.2619824537191771,"score_spread":0.2434216482020286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3158000517","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20447518,0.0003969847,0.0434143,0.00203424,0.0000369692,0.00004179215,0.00008178113,0.00014972825,0.74936897],"genre_scores_gemma":[0.9572745,0.00019488488,0.0051468746,0.00008865354,0.000016082282,0.00004815167,0.00006216118,0.0000483169,0.037120316],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995931,0.00014609912,0.000009941259,0.000060291986,0.00014471603,0.00004599809],"domain_scores_gemma":[0.99915516,0.0005247674,0.0000711922,0.00007286441,0.00008597251,0.00008998146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044544938,0.00017978184,0.00013093986,0.0003882667,0.00070094183,0.00516372,0.00034092562,0.0007151612,0.009102839],"category_scores_gemma":[0.0018086367,0.00022667457,0.00018265026,0.0005309395,0.0026857648,0.003938543,0.001270522,0.0010674939,0.00082436745],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030664392,0.000039571034,0.0019648648,0.00006674725,0.000015450672,0.0003985748,0.01795661,0.0044593713,0.0109557705,0.9288281,0.0039658877,0.031318422],"study_design_scores_gemma":[0.000032833846,0.00019731408,0.021083463,0.0001330707,0.000033502132,0.0020815164,0.022901181,0.0346343,0.0048354818,0.7286468,0.18532856,0.00009185877],"about_ca_topic_score_codex":0.0012796054,"about_ca_topic_score_gemma":0.001166244,"teacher_disagreement_score":0.009102839,"about_ca_system_score_codex":0.0011115549,"about_ca_system_score_gemma":0.0008921955,"threshold_uncertainty_score":0.030452073},"labels":[],"label_agreement":null},{"id":"W3158518707","doi":"10.22215/etd/2020-14086","title":"Exploring Perceptions of Second Language Speech Fluency Through Developing and Piloting a Rating Scale for a Paired Conversational Task","year":2020,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"Brock University; University of Waterloo","keywords":"Fluency; Psychology; CLARITY; Conversation; Rating scale; Task (project management); Perception; Scale (ratio); Mathematics education; Communication; Developmental psychology","score_opus":0.10746037117849842,"score_gpt":0.29171283508988266,"score_spread":0.18425246391138422,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3158518707","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9857808,0.00004583125,0.0107776765,0.00006115973,0.000017563343,0.0010194804,0.00008022032,0.00005443229,0.0021629536],"genre_scores_gemma":[0.9480945,0.00013081904,0.04727384,0.0000749892,0.000016574977,0.0026525354,0.00016244603,0.00002010632,0.0015741251],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9967526,0.0017013715,0.00043083713,0.00023902093,0.0007416838,0.00013443017],"domain_scores_gemma":[0.98355985,0.010097304,0.0015392521,0.0006117945,0.003675641,0.00051615434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010318639,0.00037182384,0.00029955464,0.0007694898,0.00041029742,0.0009312388,0.0004397381,0.00039013385,0.0011154318],"category_scores_gemma":[0.022225175,0.0002505553,0.00041581332,0.0002360604,0.0005141848,0.00077090634,0.0007302375,0.00065419014,0.00040008724],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013361095,0.004863948,0.28939468,0.0009461207,0.00016993839,0.00063775445,0.16860203,0.0015892392,0.1885113,0.0012013724,0.0022984082,0.3404491],"study_design_scores_gemma":[0.00034400425,0.014811332,0.80757105,0.00023745857,0.00014896654,0.0014429146,0.09458352,0.009016815,0.05726186,0.0014199633,0.012806157,0.00035592826],"about_ca_topic_score_codex":0.0006976657,"about_ca_topic_score_gemma":0.0015018279,"teacher_disagreement_score":0.010318639,"about_ca_system_score_codex":0.00032527454,"about_ca_system_score_gemma":0.0006592777,"threshold_uncertainty_score":0.054570794},"labels":[],"label_agreement":null},{"id":"W3158647969","doi":"10.22215/etd/2020-14065","title":"Exploring Underlying Elements of the Motivational Self System Among Learners in Two Instructional Contexts","year":2020,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Psychology; English as a second language; Identity (music); English language; Value (mathematics); Motivation to learn; Pedagogy; Language acquisition; Second language; Mathematics education; Social psychology; Linguistics","score_opus":0.12400973388429018,"score_gpt":0.2921057438195419,"score_spread":0.16809600993525173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3158647969","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965559,0.000023675375,0.00025525357,0.00006896103,0.0000016264221,0.000015984278,0.000011909042,0.0000024261783,0.0030642098],"genre_scores_gemma":[0.9989485,0.000020406636,0.0003006284,0.000016753944,6.39586e-7,0.000015140459,0.000018498045,0.0000030902781,0.00067636685],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993331,0.00020334178,0.00002405649,0.000105047184,0.00017818212,0.0001562697],"domain_scores_gemma":[0.9979468,0.00087113417,0.00028368187,0.00009815626,0.00039697145,0.00040325438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020566355,0.00016466176,0.00025252718,0.0011571848,0.002308098,0.0041504945,0.00050545705,0.00045767965,0.002081833],"category_scores_gemma":[0.005325303,0.00020189426,0.00020606242,0.00060359744,0.0027628974,0.0013110458,0.0020820464,0.0011687897,0.00012990789],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017222768,0.00058066455,0.5622552,0.00009786181,0.00003829065,0.00015083016,0.38504618,0.0001874264,0.0058968184,0.01717121,0.00029235776,0.02811094],"study_design_scores_gemma":[0.000009646359,0.00010475665,0.7744349,0.0000626864,0.00002469908,0.000068813606,0.21717791,0.00097127823,0.0010302848,0.003570328,0.0025158348,0.000028826822],"about_ca_topic_score_codex":0.022160316,"about_ca_topic_score_gemma":0.04429218,"teacher_disagreement_score":0.022160316,"about_ca_system_score_codex":0.002907715,"about_ca_system_score_gemma":0.0028334984,"threshold_uncertainty_score":0.044062674},"labels":[],"label_agreement":null},{"id":"W3159007092","doi":"10.1177/13621688211004645","title":"Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC","year":2021,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":112,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Context (archaeology); Social psychology; Pyramid (geometry); Relevance (law); Linguistics","score_opus":0.1118422699699156,"score_gpt":0.3868168756468186,"score_spread":0.274974605676903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3159007092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8063527,0.00012166401,0.123740904,0.001309521,0.000032074426,0.00049365265,0.00017741676,0.000117203715,0.067654796],"genre_scores_gemma":[0.97937167,0.00006320536,0.019272652,0.00009133439,0.0000068210634,0.00024439718,0.000050165385,0.00002841156,0.00087142544],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9958104,0.002016535,0.0001617627,0.0006196807,0.0011693726,0.0002221742],"domain_scores_gemma":[0.98199075,0.012660116,0.0020125604,0.0013795902,0.0016137252,0.00034327045],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057370397,0.00045318744,0.0002870215,0.0021447039,0.0010583693,0.003317166,0.0011535117,0.0006890778,0.003947585],"category_scores_gemma":[0.024497246,0.0004067266,0.00058551505,0.0014058843,0.004735095,0.0035427508,0.0026695775,0.001352988,0.00032018256],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005322811,0.00079983467,0.21042755,0.0008706699,0.00020947696,0.0012140853,0.2558861,0.010528069,0.012542042,0.25752145,0.0024828662,0.24698555],"study_design_scores_gemma":[0.00012418789,0.0009162309,0.42845774,0.00039296475,0.00028823488,0.0017658421,0.14473532,0.16413248,0.007597683,0.22898668,0.022222454,0.0003801899],"about_ca_topic_score_codex":0.009816387,"about_ca_topic_score_gemma":0.0054439874,"teacher_disagreement_score":0.009816387,"about_ca_system_score_codex":0.0037769114,"about_ca_system_score_gemma":0.0022210407,"threshold_uncertainty_score":0.030340731},"labels":[],"label_agreement":null},{"id":"W3159312166","doi":"10.18806/tesl.v37i3.1346","title":"Increasing Students’ Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Affect (linguistics); Drama; Psychology; Context (archaeology); Pedagogy; Negotiation; Nature versus nurture; Sociology; Social psychology; Communication; Art; Literature","score_opus":0.1308262990587878,"score_gpt":0.2803703518367409,"score_spread":0.14954405277795313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3159312166","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8984423,0.022770189,0.017150896,0.010677378,0.001344388,0.0016010813,0.00015008527,0.0005029845,0.047360722],"genre_scores_gemma":[0.9074136,0.022632124,0.049289025,0.002508186,0.00030725458,0.0023624396,0.00019863555,0.00009834636,0.01519044],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99924076,0.0003426888,0.000044513985,0.000108944245,0.00013709924,0.0001259826],"domain_scores_gemma":[0.99896955,0.0004387918,0.00012161833,0.000028940382,0.00007591949,0.00036520397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011039586,0.00048933324,0.0004215751,0.0006708542,0.0011337709,0.0022294617,0.0013646433,0.0009056588,0.0040390384],"category_scores_gemma":[0.0027496298,0.00020808457,0.0007565514,0.0003319751,0.0008221004,0.0014424683,0.0033098138,0.001972852,0.0008514391],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001005761,0.019841671,0.005373823,0.008152956,0.00026478682,0.0012522372,0.0473123,0.0008157229,0.019414226,0.008720546,0.01793217,0.86991376],"study_design_scores_gemma":[0.0039459434,0.026095936,0.14364858,0.014536192,0.0027290988,0.00575554,0.14591923,0.006121365,0.03580462,0.03485303,0.57987326,0.000717212],"about_ca_topic_score_codex":0.00064736744,"about_ca_topic_score_gemma":0.0025322277,"teacher_disagreement_score":0.0040390384,"about_ca_system_score_codex":0.0009961838,"about_ca_system_score_gemma":0.0020386649,"threshold_uncertainty_score":0.013511956},"labels":[],"label_agreement":null},{"id":"W3159698157","doi":"10.5539/elt.v14n5p89","title":"A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Psychology; Style (visual arts); Collaborative writing; Collaborative learning; Task (project management); Homogeneous; Mathematics education; Group work; Pedagogy; Linguistics; Visual arts","score_opus":0.02678361946755641,"score_gpt":0.2786922465370578,"score_spread":0.2519086270695014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3159698157","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99636984,0.000059987062,0.0007894699,0.00014807757,0.000006029905,0.000032858727,0.000016485275,0.000018976083,0.0025583862],"genre_scores_gemma":[0.99341774,0.000119282544,0.0023533665,0.00007233652,0.000011198767,0.000049899605,0.000033900116,0.000015789241,0.0039263777],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99662846,0.0018538628,0.00021418004,0.00034553013,0.00055676757,0.00040113783],"domain_scores_gemma":[0.99140733,0.004358071,0.001038492,0.0007628772,0.00095782836,0.0014753938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003526822,0.00062786357,0.0004897525,0.0021450846,0.009231063,0.0032932253,0.001395842,0.0015375401,0.0024050577],"category_scores_gemma":[0.008207737,0.00030156825,0.0003705531,0.0021544923,0.0031925025,0.0021253787,0.0036422766,0.0011770396,0.00068545644],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009368015,0.00062869804,0.026245879,0.0001564331,0.0000167504,0.024667181,0.9051937,0.0002813742,0.004596439,0.0010360794,0.000881477,0.03620237],"study_design_scores_gemma":[0.00003035579,0.0006715752,0.039640233,0.00013183817,0.00003251658,0.0194281,0.89878666,0.0015167927,0.004953668,0.0010656882,0.033665452,0.00007700966],"about_ca_topic_score_codex":0.0039048214,"about_ca_topic_score_gemma":0.011225291,"teacher_disagreement_score":0.009231063,"about_ca_system_score_codex":0.0016862297,"about_ca_system_score_gemma":0.0016580115,"threshold_uncertainty_score":0.018651843},"labels":[],"label_agreement":null},{"id":"W3160521272","doi":"10.5539/elt.v14n6p36","title":"Effects of Strategy-Based Instruction on Low Proficiency Omani ESL Learners’ Acquisition of Writing Skills","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language acquisition; Mathematics education; Language proficiency; Pedagogy","score_opus":0.006287700991574838,"score_gpt":0.23239078256934365,"score_spread":0.22610308157776882,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3160521272","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99846905,0.0001201489,0.000047023303,0.00004672193,0.00001541146,0.000030044328,0.000012825528,0.000015891865,0.0012428339],"genre_scores_gemma":[0.99517596,0.0002491122,0.0007789937,0.00006230015,0.000009469766,0.00012113916,0.000051203326,0.000010149417,0.0035416116],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99961394,0.000109106186,0.000059311296,0.000060668273,0.000088144116,0.00006881838],"domain_scores_gemma":[0.9982091,0.0009934898,0.00019027846,0.000047917154,0.00015014358,0.00040902215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053607655,0.0005214911,0.0006258517,0.00050066813,0.00040087794,0.0007818912,0.00044092897,0.0005013967,0.0064697643],"category_scores_gemma":[0.0032060854,0.00013936072,0.00030431434,0.00015546368,0.0002795796,0.00050248136,0.0007036133,0.0009366554,0.00067873293],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03060839,0.12350317,0.08565668,0.0028015792,0.00047749907,0.003173411,0.029736923,0.0015395201,0.18368527,0.001891654,0.0033475556,0.53357834],"study_design_scores_gemma":[0.0037151526,0.15683119,0.7117298,0.0012474061,0.0010006289,0.0014375135,0.025242088,0.0071238372,0.06915818,0.00361232,0.018685427,0.00021635859],"about_ca_topic_score_codex":0.0011553427,"about_ca_topic_score_gemma":0.0013690797,"teacher_disagreement_score":0.0064697643,"about_ca_system_score_codex":0.00023766723,"about_ca_system_score_gemma":0.0005744269,"threshold_uncertainty_score":0.02164352},"labels":[],"label_agreement":null},{"id":"W3161247790","doi":"10.3968/12106","title":"The Role of Recitation in the Process of English Learning for College Students of Science and Engineering","year":2021,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Scope (computer science); Mathematics education; Science and engineering; Process (computing); College English; Pedagogy; Computer science; Engineering ethics; Engineering","score_opus":0.015149047919804428,"score_gpt":0.3080714241434291,"score_spread":0.29292237622362466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3161247790","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9904507,0.00061028526,0.00069154316,0.0010213067,0.000041179977,0.00009029273,0.000033761946,0.00004122815,0.0070196427],"genre_scores_gemma":[0.9954053,0.0005402912,0.000999314,0.00033164574,0.000025168598,0.000060468294,0.00005307268,0.000027993914,0.002556673],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98591816,0.008468727,0.0011351911,0.00056558626,0.0028565768,0.0010556702],"domain_scores_gemma":[0.9395631,0.026690057,0.013136485,0.0022180115,0.01215457,0.0062378813],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009661129,0.00026478132,0.00039708495,0.001236899,0.0016664427,0.00424743,0.0008142413,0.0007227837,0.002338048],"category_scores_gemma":[0.0456254,0.00028773278,0.00042618637,0.0007129768,0.001164073,0.0024718093,0.0018817631,0.0015858473,0.000865085],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048105264,0.002064172,0.48799655,0.0012965762,0.00010767262,0.0012258488,0.28864017,0.00016894277,0.0060415575,0.0009858299,0.0039718198,0.20701984],"study_design_scores_gemma":[0.000036441055,0.0012026341,0.6698377,0.0005832943,0.00011406758,0.0011722323,0.2910729,0.0006171819,0.002823441,0.0005406937,0.031837527,0.000161893],"about_ca_topic_score_codex":0.002696052,"about_ca_topic_score_gemma":0.003259551,"teacher_disagreement_score":0.009661129,"about_ca_system_score_codex":0.0011090988,"about_ca_system_score_gemma":0.00260595,"threshold_uncertainty_score":0.05109352},"labels":[],"label_agreement":null},{"id":"W3162056197","doi":"10.3138/cmlr-2020-0050","title":"Digital Games in the Elementary Classroom: Using Club Penguin Island with Grade 6 ESL students","year":2021,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Art","score_opus":0.021813934921343574,"score_gpt":0.25586081944689965,"score_spread":0.23404688452555608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3162056197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981469,0.00004129349,0.000079019104,0.00004671581,0.000009686828,0.00008748896,0.000040584342,0.0000069053503,0.0015415269],"genre_scores_gemma":[0.9876512,0.0002337577,0.0013499904,0.0001028661,0.000010256786,0.00025569976,0.00016375101,0.000011397814,0.010221024],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989365,0.00027443608,0.00006375267,0.00020492228,0.00022135269,0.0002991114],"domain_scores_gemma":[0.99758923,0.00047216137,0.00024272609,0.00012502981,0.0005495281,0.0010213684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015897441,0.00080134295,0.0008005583,0.0011674556,0.0029216032,0.0039635086,0.00115739,0.0008260687,0.0051961225],"category_scores_gemma":[0.0035316297,0.0005291526,0.00053983246,0.00060210127,0.0012527538,0.0012583721,0.0023540244,0.0013204684,0.0014667448],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064126385,0.010520935,0.33943835,0.0005318457,0.000090644506,0.0029534954,0.5473092,0.00022379149,0.0073664263,0.0003963439,0.002113699,0.08841405],"study_design_scores_gemma":[0.00008676217,0.0036614647,0.4898872,0.0002949395,0.00011522744,0.00047571436,0.48070174,0.00065549486,0.002523691,0.00021668598,0.02123296,0.00014802045],"about_ca_topic_score_codex":0.09316505,"about_ca_topic_score_gemma":0.2739337,"teacher_disagreement_score":0.90683496,"about_ca_system_score_codex":0.0024582387,"about_ca_system_score_gemma":0.0021624544,"threshold_uncertainty_score":0.18524551},"labels":[],"label_agreement":null},{"id":"W3162133826","doi":"10.1017/s0261444821000161","title":"Reflecting on task-based language teaching from an Instructed SLA perspective","year":2021,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Fluency; Second-language acquisition; Task (project management); Language education; Relevance (law); Perspective (graphical); Psychology; Computer science; Language acquisition; Mathematics education; Linguistics; Artificial intelligence","score_opus":0.038269900870224874,"score_gpt":0.3523328235697041,"score_spread":0.3140629226994792,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3162133826","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76738316,0.0012597581,0.073361345,0.010822899,0.00019428637,0.00010879556,0.00012364076,0.00032728215,0.1464189],"genre_scores_gemma":[0.99299085,0.00021603548,0.004043682,0.00031880176,0.000025063911,0.00004246448,0.000017240458,0.00003292378,0.0023128516],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99529666,0.0029266505,0.00018623176,0.00028167688,0.0010201297,0.00028856742],"domain_scores_gemma":[0.98098296,0.013907399,0.0014190511,0.0013435441,0.001629294,0.0007177759],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060960595,0.00020247645,0.00021728384,0.0009481542,0.0010132587,0.0059647486,0.00088579353,0.00088581373,0.0024397841],"category_scores_gemma":[0.020190261,0.00016928965,0.00026448612,0.00057446276,0.0069427625,0.0033055046,0.0031532627,0.0032095402,0.00040494927],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025287358,0.0012872731,0.029843418,0.0011319774,0.000052828647,0.0011384115,0.23215842,0.0057639442,0.021758476,0.43912515,0.0037559676,0.26373118],"study_design_scores_gemma":[0.00014580964,0.0014939295,0.11560896,0.0021921762,0.00012818052,0.001976826,0.21534736,0.019556371,0.06150563,0.4427706,0.13907611,0.00019798997],"about_ca_topic_score_codex":0.0026930189,"about_ca_topic_score_gemma":0.0036681895,"teacher_disagreement_score":0.0060960595,"about_ca_system_score_codex":0.0030359006,"about_ca_system_score_gemma":0.002733351,"threshold_uncertainty_score":0.032239437},"labels":[],"label_agreement":null},{"id":"W3162653710","doi":"10.1177/00336882211009314","title":"Extending the L2 Motivational Self System to the Global EAL Classroom","year":2021,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; Yorkville University","funders":"","keywords":"Scholarship; Pedagogy; Agency (philosophy); Entitlement (fair division); Autonomy; Situated; Psychology; Sociocultural evolution; Mathematics education; Diversity (politics); Sociology; Social science; Political science; Computer science","score_opus":0.023362617386382414,"score_gpt":0.25011442322957916,"score_spread":0.22675180584319676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3162653710","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6625529,0.0014542083,0.05094504,0.009955476,0.00011290691,0.00012926164,0.00007124863,0.00016212795,0.27461678],"genre_scores_gemma":[0.9925774,0.0002322788,0.0044165584,0.00021103813,0.000017121816,0.000038553935,0.000015157983,0.00001448845,0.0024773383],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9992092,0.00045552803,0.000021859049,0.000086800035,0.000097456395,0.00012911206],"domain_scores_gemma":[0.9993765,0.00022006176,0.00007761447,0.00006523924,0.00009611457,0.00016455808],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017019234,0.00026848668,0.00016767289,0.0012434502,0.0015971884,0.0036772594,0.0003643144,0.000608315,0.0024130852],"category_scores_gemma":[0.0011000705,0.000108333064,0.00027228982,0.0005461603,0.0066166683,0.0025275382,0.0040471586,0.0010819513,0.00026598418],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037018493,0.00016591519,0.027304413,0.0001775751,0.000016546397,0.0005447688,0.12069503,0.0008437235,0.0023527169,0.7441249,0.0015203282,0.102217145],"study_design_scores_gemma":[0.000037757756,0.0003190397,0.08212823,0.0006408282,0.000040791383,0.00092573056,0.14275563,0.009430923,0.0020660933,0.528749,0.23282278,0.000083190615],"about_ca_topic_score_codex":0.0024084272,"about_ca_topic_score_gemma":0.003536975,"teacher_disagreement_score":0.0036772594,"about_ca_system_score_codex":0.0026838088,"about_ca_system_score_gemma":0.002173854,"threshold_uncertainty_score":0.01947242},"labels":[],"label_agreement":null},{"id":"W3162751149","doi":"10.7202/1076610ar","title":"La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs","year":2021,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; University of Ottawa","funders":"","keywords":"Humanities; Philosophy; Conscience; Political science","score_opus":0.03194013300472829,"score_gpt":0.2863361537403048,"score_spread":0.2543960207355765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3162751149","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99542964,0.000096830416,0.000098943456,0.0003663671,0.0000071703457,0.0000050290582,0.000027719001,0.0000015367133,0.003966881],"genre_scores_gemma":[0.9978592,0.000076044766,0.00003857523,0.000061998486,0.0000016927547,0.000005130401,0.000016218171,0.0000020070906,0.0019391896],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977315,0.00088303565,0.00011831708,0.00023768394,0.0004468011,0.00058257877],"domain_scores_gemma":[0.9910492,0.0037920547,0.0013238507,0.00046568934,0.002158078,0.0012110258],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034616021,0.00033172392,0.00028330827,0.0010264096,0.00379458,0.003496223,0.0004665293,0.0004905024,0.004922791],"category_scores_gemma":[0.007224353,0.00022806134,0.00018207436,0.0014099188,0.004191379,0.0011620163,0.001931573,0.0011048786,0.00042054197],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009470287,0.000050559756,0.3465472,0.00007933334,0.000030430156,0.0009201937,0.6295626,0.00010138211,0.0026282954,0.003670625,0.00078531954,0.015529343],"study_design_scores_gemma":[0.0000063620982,0.000045645847,0.51582646,0.00010954381,0.000019277266,0.00021223213,0.47439536,0.00019363135,0.0004674716,0.0007041463,0.0079722265,0.000047671216],"about_ca_topic_score_codex":0.5426522,"about_ca_topic_score_gemma":0.71978056,"teacher_disagreement_score":0.4573478,"about_ca_system_score_codex":0.006904577,"about_ca_system_score_gemma":0.008256556,"threshold_uncertainty_score":0.92008245},"labels":[],"label_agreement":null},{"id":"W3164538147","doi":"10.5539/ells.v11n2p68","title":"Assessing the Communicative Use of Literary Texts in EFL Coursebooks","year":2021,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative competence; Communicative language teaching; Mainstream; Linguistics; English as a foreign language; Foreign language; Foreign language teaching; Language education; Competence (human resources); Language assessment; Psychology; Computer science; Philosophy","score_opus":0.04560299727289203,"score_gpt":0.3235676694212532,"score_spread":0.2779646721483612,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3164538147","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98801464,0.0004514326,0.0016092864,0.00011583878,0.00001281598,0.00007805669,0.000040828887,0.000021527094,0.009655534],"genre_scores_gemma":[0.98794276,0.0009340883,0.0055216854,0.00005710705,0.00001883731,0.00015570973,0.000091308764,0.000024567948,0.005253949],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99644536,0.002107537,0.00020794573,0.00031115118,0.00079248945,0.00013546497],"domain_scores_gemma":[0.9683196,0.024552882,0.0028579321,0.00090807525,0.0026319644,0.0007295693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005300228,0.0005256349,0.00044070496,0.0047144564,0.001960008,0.0046535814,0.0007265963,0.0006062883,0.002309285],"category_scores_gemma":[0.025506485,0.00023167185,0.0001707148,0.0019723873,0.0027464218,0.002238821,0.002910318,0.00087526714,0.00045447747],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002127598,0.00057854486,0.06679462,0.0012783045,0.000058956815,0.0017918751,0.7387998,0.0004595953,0.019977186,0.0031669522,0.00079138106,0.16608994],"study_design_scores_gemma":[0.000033949953,0.0011233656,0.26504308,0.0021377099,0.00013774788,0.0027896522,0.64873314,0.0008335694,0.017490959,0.0022337514,0.059304673,0.00013845472],"about_ca_topic_score_codex":0.00080492685,"about_ca_topic_score_gemma":0.0021352638,"teacher_disagreement_score":0.005300228,"about_ca_system_score_codex":0.0012411375,"about_ca_system_score_gemma":0.0011170954,"threshold_uncertainty_score":0.028030574},"labels":[],"label_agreement":null},{"id":"W3167345514","doi":"10.82308/37549","title":"How Chinese international secondary students in Montreal are affected by foreign language anxiety: A qualitative study","year":2020,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"McGill University","keywords":"Foreign language anxiety; Anxiety; Psychology; Qualitative research; Foreign language; Study abroad; Linguistics; Political science; Sociology; Pedagogy; Psychiatry; Social science","score_opus":0.020545149047439704,"score_gpt":0.27872340036667514,"score_spread":0.25817825131923544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3167345514","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997141,0.00024671352,0.00007981593,0.00030883838,0.000011002823,0.00004860858,0.00009470515,0.0000038911103,0.0020654234],"genre_scores_gemma":[0.9965919,0.0003693318,0.00011442293,0.00021682886,0.0000051702077,0.000082345905,0.00007123828,0.000004984655,0.002543707],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990501,0.00026682368,0.000028728437,0.0001288911,0.00014378814,0.00038177866],"domain_scores_gemma":[0.998752,0.00034884375,0.00013295721,0.00003709622,0.00023365312,0.0004954283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015386803,0.00055870385,0.00065447984,0.0010584787,0.0069117285,0.0027197395,0.001007107,0.00062462175,0.0039465255],"category_scores_gemma":[0.0019052713,0.00035506202,0.00034256701,0.0020761262,0.004507419,0.00091535033,0.002061513,0.0010249771,0.00025633763],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007463535,0.00007869663,0.07139781,0.00020820688,0.000019223411,0.00076828373,0.9165575,0.000035313526,0.0024399562,0.0005269149,0.0010066648,0.006886848],"study_design_scores_gemma":[0.0000047466237,0.00006739744,0.06285358,0.00007695811,0.000016044549,0.00006608113,0.9318063,0.00005406898,0.000253835,0.000050631283,0.004723033,0.000027299491],"about_ca_topic_score_codex":0.5797769,"about_ca_topic_score_gemma":0.76767117,"teacher_disagreement_score":0.42022312,"about_ca_system_score_codex":0.013552113,"about_ca_system_score_gemma":0.015215683,"threshold_uncertainty_score":0.8453958},"labels":[],"label_agreement":null},{"id":"W3168405756","doi":"10.5539/elt.v14n6p114","title":"Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Grammar; Context (archaeology); Peer feedback; Empirical research; Cognitive apprenticeship; Mathematics education; Pedagogy; Linguistics","score_opus":0.05728282874777264,"score_gpt":0.2785416633258457,"score_spread":0.22125883457807305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3168405756","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969002,0.000040331135,0.0012678206,0.000096282056,0.000007754359,0.0000519019,0.00003001618,0.000020475269,0.0015852405],"genre_scores_gemma":[0.9967775,0.00008127161,0.0014665874,0.00007058065,0.000015714195,0.000089593814,0.000038887032,0.000022027045,0.0014379021],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9918577,0.005330122,0.00042887634,0.0005387482,0.0014976616,0.0003469743],"domain_scores_gemma":[0.92819893,0.054384902,0.007377289,0.0022410033,0.0064733,0.0013245394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007405043,0.00044371985,0.00058520405,0.0015421904,0.0012573514,0.002225331,0.00085608254,0.0008822583,0.0021799703],"category_scores_gemma":[0.05418845,0.000239516,0.00022370902,0.0008352057,0.0013595019,0.0018599312,0.002014829,0.0009055876,0.0007231885],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037774953,0.0007425642,0.1511942,0.00046862088,0.00004409061,0.0017604679,0.7193194,0.00037066525,0.019507457,0.00044728362,0.0008631506,0.104904294],"study_design_scores_gemma":[0.000060515056,0.0018362439,0.22885017,0.00038938754,0.00005188488,0.0019314191,0.7334233,0.0028065757,0.013558416,0.0012131219,0.015735224,0.0001437901],"about_ca_topic_score_codex":0.00055960135,"about_ca_topic_score_gemma":0.0011231027,"teacher_disagreement_score":0.007405043,"about_ca_system_score_codex":0.0005858955,"about_ca_system_score_gemma":0.0005533034,"threshold_uncertainty_score":0.0391621},"labels":[],"label_agreement":null},{"id":"W3170991390","doi":"","title":"Integrative Motivation Revisited: The Case of Korean Learners of English","year":2006,"lang":"en","type":"article","venue":"외국어교육","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Generalizability theory; Sample (material); Structural equation modeling; Psychology; Context (archaeology); Similarity (geometry); Foreign language; Mathematics education; Linguistics; Social psychology; Computer science; Statistics; Artificial intelligence; Developmental psychology; Mathematics","score_opus":0.02188287685603301,"score_gpt":0.23630624119340396,"score_spread":0.21442336433737094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3170991390","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9870111,0.00015105089,0.0006817673,0.001978851,0.000011573618,0.000022504983,0.000010719722,0.000003679181,0.010128828],"genre_scores_gemma":[0.99827385,0.00010430835,0.00039510397,0.00015476864,0.000002671455,0.000016088472,0.0000062634863,0.000003751215,0.0010431482],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998151,0.0011226396,0.000051563005,0.000160532,0.0001708287,0.00034344711],"domain_scores_gemma":[0.9977824,0.0010717532,0.00031422326,0.00014505743,0.00019878954,0.00048775025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037654387,0.00042674513,0.00054292707,0.0010871285,0.0051955925,0.004969611,0.001219828,0.0017022312,0.0033378617],"category_scores_gemma":[0.004433157,0.00031786438,0.0007799901,0.0009862831,0.005216586,0.0038706118,0.0034957426,0.0025358035,0.00024251475],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009464505,0.0005406183,0.104072645,0.00011588041,0.00004822724,0.0127147995,0.7584043,0.00041963757,0.0014784696,0.09881693,0.0010185288,0.022275342],"study_design_scores_gemma":[0.00006247782,0.00015500795,0.044272922,0.00012936708,0.00004518687,0.004013766,0.910708,0.0034419696,0.0006194715,0.020179298,0.016313696,0.00005888827],"about_ca_topic_score_codex":0.023733951,"about_ca_topic_score_gemma":0.028070118,"teacher_disagreement_score":0.023733951,"about_ca_system_score_codex":0.003383703,"about_ca_system_score_gemma":0.0032723865,"threshold_uncertainty_score":0.04719162},"labels":[],"label_agreement":null},{"id":"W3171773960","doi":"10.5430/wje.v11n3p18","title":"Adopting Instructional Strategies for English Language Learners in Elementary Classrooms","year":2021,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Mathematics education; Psychology; Academic achievement; Elementary mathematics; Qualitative research; Thematic analysis; Perception; Framing (construction); Sociocultural evolution; Pedagogy; Teaching method; Vocabulary development; Sociology","score_opus":0.02409238375597903,"score_gpt":0.29010398439305585,"score_spread":0.2660116006370768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3171773960","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977754,0.00014575293,0.00022089267,0.00019172499,0.0000031124607,0.000028599907,0.000007865072,0.000006297785,0.001620336],"genre_scores_gemma":[0.99677783,0.0003432109,0.0011265827,0.00017069589,0.0000024419899,0.00004072946,0.000020255691,0.00000664719,0.0015116041],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984415,0.0008750648,0.00007241108,0.00011844081,0.0001779646,0.0003146741],"domain_scores_gemma":[0.99838173,0.0008226129,0.00024221337,0.000058197325,0.00013670459,0.0003584618],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022812039,0.0003379912,0.00047187123,0.00082132017,0.0035109126,0.0026647155,0.0010758102,0.00069493504,0.0013593355],"category_scores_gemma":[0.0037532237,0.0003635438,0.00024498565,0.00042616908,0.002637568,0.0013753349,0.0023186842,0.0010661905,0.0002508374],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003349402,0.00067547546,0.0549344,0.0002540902,0.00001083203,0.0014230169,0.90360606,0.000049269147,0.0042447816,0.0006512108,0.0005163655,0.033601027],"study_design_scores_gemma":[0.00001100262,0.00022110106,0.034714412,0.00017904164,0.00002200949,0.00043043328,0.9523253,0.00008888149,0.0013270669,0.00031792038,0.010342805,0.000020039639],"about_ca_topic_score_codex":0.0058359676,"about_ca_topic_score_gemma":0.026042696,"teacher_disagreement_score":0.0058359676,"about_ca_system_score_codex":0.0018285869,"about_ca_system_score_gemma":0.002967416,"threshold_uncertainty_score":0.013267338},"labels":[],"label_agreement":null},{"id":"W3172061602","doi":"10.17118/11143/18447","title":"L’enseignant de langue étrangère et rapport à la langue : comment l’enseignant indien de FLE négocie l’ambivalence « sécurité-insécurité linguistique »","year":2020,"lang":"fr","type":"article","venue":"Circula","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Political science; Art","score_opus":0.04125268948878076,"score_gpt":0.2776170583474218,"score_spread":0.23636436885864104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3172061602","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8718007,0.0012171728,0.0029295927,0.010080768,0.00017610587,0.000023814955,0.000051983618,0.000030321487,0.11368939],"genre_scores_gemma":[0.98414075,0.0004005141,0.00029362467,0.00048147482,0.000023957005,0.000015497084,0.000019854446,0.000021005742,0.014603384],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99695337,0.0020758552,0.000065554734,0.00022395964,0.00034681064,0.00033446733],"domain_scores_gemma":[0.99556845,0.0025812304,0.0007012374,0.00022537404,0.0005617011,0.00036195025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029848546,0.0002625981,0.00022119569,0.00067821733,0.0068880036,0.0059264377,0.0005622569,0.001873562,0.005444997],"category_scores_gemma":[0.0072680363,0.0001887771,0.00021053731,0.0008419666,0.008901075,0.0040967334,0.003042006,0.0027194251,0.00073849474],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000198542,0.000014431239,0.00340123,0.000037034417,0.000002955344,0.00058331445,0.9574573,0.000026015648,0.0006733309,0.03288724,0.0008163454,0.0040808944],"study_design_scores_gemma":[0.0000022323334,0.000023704637,0.009964386,0.000105246436,0.000007449447,0.00045146013,0.92181754,0.00008696161,0.0005580028,0.0023094353,0.06465174,0.000021888818],"about_ca_topic_score_codex":0.040712122,"about_ca_topic_score_gemma":0.064462945,"teacher_disagreement_score":0.040712122,"about_ca_system_score_codex":0.0033873422,"about_ca_system_score_gemma":0.002596038,"threshold_uncertainty_score":0.08095032},"labels":[],"label_agreement":null},{"id":"W3172743267","doi":"10.3138/cmlr-2019-0057","title":"Facilitating Interactions between Additional-Language Students and Highly Competent Speakers","year":2021,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Collège de Rosemont; Cégep Marie-Victorin; Cégep du Vieux Montréal; Cégep de Lévis; Cégep André Laurendeau","funders":"","keywords":"Humanities; Political science; Sociology; Philosophy","score_opus":0.027916596208761916,"score_gpt":0.27213621636892904,"score_spread":0.24421962016016713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3172743267","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98732424,0.00021180164,0.0009579476,0.0004985755,0.00004030095,0.00013382132,0.000039137725,0.000034316676,0.010759874],"genre_scores_gemma":[0.9891585,0.00023718132,0.0017966542,0.00029968633,0.000015064037,0.00015516889,0.000043709126,0.00001414249,0.008279843],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950606,0.0026547702,0.0001479617,0.00047082352,0.0005645318,0.0011012929],"domain_scores_gemma":[0.98978114,0.0036346053,0.0011469441,0.0003513453,0.0010630721,0.0040227887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003979842,0.00057502644,0.0005707845,0.00082526304,0.004603472,0.0046536694,0.0011495365,0.0010075547,0.011095738],"category_scores_gemma":[0.009358537,0.0003134075,0.00045886566,0.00044498802,0.003579687,0.0015626842,0.0059897676,0.0013690477,0.0013074926],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028286144,0.0007083888,0.062385086,0.00078287424,0.00003692938,0.0017806779,0.86937606,0.00011459971,0.008565515,0.0016247858,0.0028971196,0.051445074],"study_design_scores_gemma":[0.00009412064,0.0006799674,0.10608272,0.00047703634,0.000082051134,0.00047034564,0.83166134,0.00028562316,0.0018410368,0.0013610669,0.056858435,0.0001062165],"about_ca_topic_score_codex":0.035019968,"about_ca_topic_score_gemma":0.08899051,"teacher_disagreement_score":0.035019968,"about_ca_system_score_codex":0.0032355958,"about_ca_system_score_gemma":0.009632783,"threshold_uncertainty_score":0.06963223},"labels":[],"label_agreement":null},{"id":"W3173266814","doi":"10.5539/ies.v14n7p72","title":"French-English Cognates in the Jordanian Foreign Language Learning Classroom: Friends or Foes?","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hamline University","keywords":"Cognate; Foreign language; Comprehension; Psychology; Linguistics; Task (project management); Interpretation (philosophy); Indo-European languages; First language; English as a foreign language; Mathematics education","score_opus":0.06430308500008435,"score_gpt":0.35819123347321946,"score_spread":0.2938881484731351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173266814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99393713,0.00042280063,0.00016250886,0.000669185,0.000015908101,0.000006361945,0.0000039729503,0.000009736603,0.0047724084],"genre_scores_gemma":[0.99717724,0.00023795142,0.00013659932,0.00022318725,0.0000068117715,0.0000054758657,0.0000056524373,0.0000055010532,0.0022014834],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99757236,0.0012815098,0.000088346365,0.0002533599,0.0004727328,0.00033172272],"domain_scores_gemma":[0.996621,0.0011321936,0.0007064165,0.00019198189,0.00058905105,0.00075936684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027765052,0.00040246604,0.0005545985,0.00075521274,0.0027023263,0.004350277,0.000580732,0.0010079896,0.002987173],"category_scores_gemma":[0.006593575,0.00028509332,0.00017183104,0.00031545616,0.0029567345,0.0021880672,0.0020177232,0.0012031232,0.000760046],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025832283,0.0008982002,0.1929531,0.00021725193,0.00002362825,0.0028789097,0.7080116,0.000059387425,0.0075480687,0.002712794,0.0017687867,0.08267001],"study_design_scores_gemma":[0.000021279446,0.00059785385,0.10240523,0.00018587853,0.000053954627,0.0019531364,0.8603298,0.0002743258,0.006060543,0.0016441507,0.026414668,0.00005909898],"about_ca_topic_score_codex":0.0052292114,"about_ca_topic_score_gemma":0.012739724,"teacher_disagreement_score":0.0052292114,"about_ca_system_score_codex":0.00088942173,"about_ca_system_score_gemma":0.0014553837,"threshold_uncertainty_score":0.014683723},"labels":[],"label_agreement":null},{"id":"W3173317833","doi":"10.5539/elt.v14n7p72","title":"Action Research for Unearthing Paradigmatic Assumptions in a MALL Environment: Reflecting on a WhatsApp™ Intervention to Support Foundation Year Students&amp;#39; Communication","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdulaziz University","keywords":"Psychology; Action research; Shopping mall; Foundation (evidence); Scope (computer science); Intervention (counseling); Reading (process); Pedagogy; Action (physics); Learning environment; Mathematics education; Advertising; Linguistics","score_opus":0.23141276298305477,"score_gpt":0.4680754499953626,"score_spread":0.23666268701230783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173317833","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9696221,0.00013646384,0.012118425,0.0056650876,0.0001410953,0.0011398096,0.000026331818,0.00010491823,0.011045828],"genre_scores_gemma":[0.96819466,0.00024348949,0.024713464,0.0012094568,0.000020727874,0.0009689112,0.0000302553,0.000034125573,0.0045848843],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9583062,0.035007287,0.00070504314,0.0014629328,0.001957194,0.0025613324],"domain_scores_gemma":[0.9586344,0.02657134,0.0033300677,0.0024016134,0.0034874904,0.0055749975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038487326,0.0008007845,0.0007050101,0.0010818229,0.0085178,0.005818473,0.0028948563,0.0029282658,0.003704193],"category_scores_gemma":[0.03671186,0.00071048376,0.00072828913,0.0005976839,0.01114341,0.0048252246,0.007420365,0.0055829505,0.00074055186],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022862742,0.00349827,0.0066593,0.00047546328,0.000028093764,0.000860014,0.91134995,0.0003686116,0.00457696,0.0064957486,0.0021986687,0.06326027],"study_design_scores_gemma":[0.00014748628,0.002494422,0.004571518,0.00046006133,0.00004080828,0.0002583648,0.9490211,0.0009868572,0.003441976,0.0043112803,0.034184046,0.000082119004],"about_ca_topic_score_codex":0.0025579154,"about_ca_topic_score_gemma":0.006720423,"teacher_disagreement_score":0.038487326,"about_ca_system_score_codex":0.0051459563,"about_ca_system_score_gemma":0.012136069,"threshold_uncertainty_score":0.20354289},"labels":[],"label_agreement":null},{"id":"W3173411886","doi":"10.1177/13621688211024932","title":"Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms","year":2021,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Reflexivity; Negotiation; Multimodality; Class (philosophy); Pedagogy; Psychology; Rhetorical question; Praxis; Sociology; Mathematics education; Linguistics; Computer science; Political science; Social science","score_opus":0.11644118581963951,"score_gpt":0.38060857388134384,"score_spread":0.2641673880617043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173411886","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9830177,0.00029951776,0.0074173897,0.00028691086,0.000021633812,0.00006561435,0.00007558694,0.000059308168,0.008756276],"genre_scores_gemma":[0.9931117,0.00021615454,0.0036238036,0.000076314325,0.0000076051997,0.00006703286,0.000053039337,0.000045071807,0.0027992346],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984024,0.00090495124,0.00006751611,0.0002384163,0.00024034212,0.00014640209],"domain_scores_gemma":[0.9966523,0.0022303741,0.00043266258,0.00027049627,0.00024236033,0.00017181873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023191508,0.00054501323,0.00045634806,0.0019092454,0.0022208835,0.0043411762,0.0010016909,0.0011518816,0.0030480681],"category_scores_gemma":[0.006636871,0.00038077845,0.00042378294,0.0012062582,0.004788334,0.004653533,0.005073734,0.0013125826,0.0004355656],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065012,0.000055648714,0.0060549784,0.00018047783,0.00001549503,0.000978607,0.9577788,0.00018550332,0.0152089065,0.0027505085,0.0003026834,0.016423294],"study_design_scores_gemma":[0.0000151241775,0.00014130953,0.019196227,0.00021485226,0.00002881325,0.00093454844,0.9508099,0.0010828953,0.0059374007,0.002807229,0.018750988,0.00008071441],"about_ca_topic_score_codex":0.0014122146,"about_ca_topic_score_gemma":0.002905946,"teacher_disagreement_score":0.0043411762,"about_ca_system_score_codex":0.0011134344,"about_ca_system_score_gemma":0.0007773793,"threshold_uncertainty_score":0.012265027},"labels":[],"label_agreement":null},{"id":"W3173597383","doi":"10.1080/01434632.2021.1931248","title":"Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics","year":2021,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Vetenskapsrådet","keywords":"Willingness to communicate; Multilingualism; Context (archaeology); Dynamics (music); Psychology; Context effect; Affect (linguistics); Longitudinal study; Language acquisition; Linguistics; Cognitive psychology; Social psychology; Communication; Pedagogy; Mathematics education; History","score_opus":0.052449738331789154,"score_gpt":0.28144555206681815,"score_spread":0.228995813735029,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173597383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983613,0.00007233521,0.00038497464,0.000035637946,0.0000016718969,0.0000089774385,0.000034841752,0.0000030239746,0.0010973456],"genre_scores_gemma":[0.99892247,0.000059293103,0.0004154045,0.000005839793,0.0000016404467,0.000016936416,0.000050773087,0.0000034632212,0.00052416354],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991937,0.00028238364,0.000050581642,0.00018458358,0.00020359205,0.000085114254],"domain_scores_gemma":[0.99588364,0.0016279133,0.0010882189,0.00045299428,0.00053353276,0.0004136736],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019196676,0.00017142716,0.00024017505,0.001122516,0.00059993943,0.0017663479,0.00037643523,0.00033304247,0.002612814],"category_scores_gemma":[0.0077697765,0.00016733014,0.00029112294,0.0010650443,0.0009934064,0.0017010722,0.0014754484,0.0006451172,0.00029595202],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021996844,0.00036246542,0.8384554,0.000093786184,0.00007370536,0.0005266447,0.10336571,0.00043679914,0.006152989,0.006792165,0.0002464305,0.043273978],"study_design_scores_gemma":[0.0000032583805,0.00023194437,0.9697824,0.000027853599,0.000018723327,0.00029773786,0.025052132,0.00073836726,0.0008500691,0.0011918707,0.0017841976,0.000021446593],"about_ca_topic_score_codex":0.004618034,"about_ca_topic_score_gemma":0.0070915455,"teacher_disagreement_score":0.004618034,"about_ca_system_score_codex":0.00068471633,"about_ca_system_score_gemma":0.0006733375,"threshold_uncertainty_score":0.01015234},"labels":[],"label_agreement":null},{"id":"W3173740256","doi":"10.37213/cjal.2021.31378","title":"Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Mathematics education; Literacy; Language education; Pedagogy; Language arts; Psychology; Learner autonomy; Autonomy; Language acquisition; Focus group; Group work; Second-language acquisition; Task (project management); Computer science; Comprehension approach; Engineering; Linguistics; Sociology","score_opus":0.02301468715474911,"score_gpt":0.2312739010563759,"score_spread":0.2082592139016268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173740256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99918216,0.000024979527,0.0001413638,0.000013401853,0.0000010087208,0.00003160877,0.00000842905,0.0000033774304,0.000593629],"genre_scores_gemma":[0.99886477,0.00004626049,0.00040375543,0.000016351394,0.0000014974826,0.00006109606,0.00002167555,0.000003168496,0.00058127806],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99811065,0.0007372541,0.00009372688,0.00035095913,0.0002718525,0.0004354988],"domain_scores_gemma":[0.99693227,0.001379798,0.00049224735,0.00016398536,0.00050226913,0.00052942807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020205346,0.00049009133,0.00068110944,0.0014031295,0.0020641899,0.0023501932,0.0012454789,0.0007515288,0.0012990353],"category_scores_gemma":[0.0063009067,0.00041832565,0.00038852065,0.0006030219,0.0017561152,0.0010826936,0.0023634995,0.0008861738,0.00037332767],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024483906,0.0035729264,0.1462548,0.000272988,0.000048597398,0.0012645138,0.7866548,0.00037959084,0.011100139,0.00040611794,0.00030441335,0.049496222],"study_design_scores_gemma":[0.00005737463,0.0031121601,0.45236817,0.0001694396,0.00007480223,0.0005789976,0.5305837,0.00079120946,0.005068968,0.0004927869,0.0066240868,0.000078234705],"about_ca_topic_score_codex":0.025026504,"about_ca_topic_score_gemma":0.057595115,"teacher_disagreement_score":0.025026504,"about_ca_system_score_codex":0.0027470526,"about_ca_system_score_gemma":0.0021545782,"threshold_uncertainty_score":0.049761653},"labels":[],"label_agreement":null},{"id":"W3173964282","doi":"10.1080/01434632.2021.1935975","title":"Willingness to communicate in a multilingual context: part two, person-context dynamics","year":2021,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Vetenskapsrådet","keywords":"Willingness to communicate; Multilingualism; Context (archaeology); Dynamics (music); Perspective (graphical); Psychology; Context effect; Language contact; Affect (linguistics); Linguistics; Social psychology; Computer science; Pedagogy; Communication; History","score_opus":0.05986567751428704,"score_gpt":0.28993734185191833,"score_spread":0.2300716643376313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173964282","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912669,0.00015667934,0.0023323302,0.00015018253,0.0000041463363,0.00007284779,0.000028810555,0.000008131748,0.0059799682],"genre_scores_gemma":[0.99845636,0.00007120248,0.0009334884,0.00001428297,0.0000020983205,0.000039995968,0.000015175952,0.000003871918,0.0004634303],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9976514,0.0012369782,0.00011613156,0.00036741863,0.00038225902,0.0002458805],"domain_scores_gemma":[0.9918475,0.0056370306,0.0010801003,0.00044078613,0.00061105506,0.00038345353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034678387,0.00023524211,0.0003150267,0.0016480702,0.0015709163,0.004235813,0.000545247,0.00072328607,0.002776752],"category_scores_gemma":[0.009676565,0.00032866915,0.0003703739,0.0010101479,0.0027823495,0.0036639608,0.0025950058,0.0010720136,0.00019024526],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014700074,0.00024166,0.18583554,0.00018045433,0.00004416483,0.00095344515,0.7558686,0.00047793044,0.0055721654,0.013056718,0.0001568924,0.037465364],"study_design_scores_gemma":[0.000019400808,0.00025442766,0.39275134,0.00013048852,0.000043031654,0.0012660277,0.5813573,0.0022376499,0.0032872285,0.0071348757,0.0114249475,0.0000932202],"about_ca_topic_score_codex":0.004069154,"about_ca_topic_score_gemma":0.0038193658,"teacher_disagreement_score":0.004235813,"about_ca_system_score_codex":0.0017035794,"about_ca_system_score_gemma":0.0011189518,"threshold_uncertainty_score":0.018339932},"labels":[],"label_agreement":null},{"id":"W3173993481","doi":"10.3968/11436","title":"Pragmatic roles in Wole Soyinka’s The Trials of Brother Jero and Jero’s Metamorphosis","year":2020,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Brother; Covert; Context (archaeology); Meaning (existential); Psychology; Epistemology; Social psychology; Sociology; Linguistics; Philosophy; History","score_opus":0.07317407701925327,"score_gpt":0.332628050175658,"score_spread":0.2594539731564047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173993481","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8268835,0.0017587717,0.0057380632,0.007604469,0.00023372492,0.00012003095,0.000051948995,0.000044356853,0.15756518],"genre_scores_gemma":[0.99340206,0.00018599394,0.000610218,0.00023700875,0.000012690369,0.000032330183,0.000014240108,0.00003236967,0.0054731164],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99501544,0.0031769904,0.00023326432,0.00039513235,0.0007635816,0.0004156031],"domain_scores_gemma":[0.99632084,0.002315459,0.0005492279,0.00022151969,0.0002773838,0.0003156183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003542118,0.00039143773,0.0005604914,0.00089785544,0.007579996,0.005979278,0.0006744652,0.0021005813,0.002003768],"category_scores_gemma":[0.009337399,0.00050240086,0.00023997178,0.00070685206,0.02288839,0.006570851,0.0060045803,0.0042241877,0.0003509774],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083059036,0.000029736966,0.0010856293,0.00008285405,0.0000059002605,0.001074892,0.8611558,0.00007941936,0.0022698527,0.12848876,0.0009696991,0.004674433],"study_design_scores_gemma":[0.00004403643,0.00007775461,0.006680572,0.0003400356,0.000016887,0.0014521888,0.7507557,0.00054698257,0.002721438,0.055533037,0.18173611,0.00009516777],"about_ca_topic_score_codex":0.0035508857,"about_ca_topic_score_gemma":0.0060709813,"teacher_disagreement_score":0.007579996,"about_ca_system_score_codex":0.0030775692,"about_ca_system_score_gemma":0.0012856422,"threshold_uncertainty_score":0.02232939},"labels":[],"label_agreement":null},{"id":"W3174045769","doi":"10.37213/cjal.2021.31338","title":"Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Portfolio; Language assessment; Literacy; Mathematics education; Language proficiency; Psychology; Computer science; Medical education; Pedagogy; Medicine","score_opus":0.01183983369168496,"score_gpt":0.2533836380546103,"score_spread":0.24154380436292533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174045769","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9774799,0.0035117224,0.0025143612,0.0029793258,0.00007891871,0.00043976435,0.00006805159,0.000017625745,0.012910302],"genre_scores_gemma":[0.99459165,0.0013063806,0.00276876,0.00058172207,0.000017294735,0.00024771618,0.000052023057,0.000016189626,0.00041814445],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9181213,0.051853616,0.0055675865,0.0037850437,0.018752294,0.001920235],"domain_scores_gemma":[0.75371563,0.15424494,0.031906813,0.011765036,0.040364664,0.008003009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09203685,0.00024359653,0.00070915895,0.0019148728,0.0023199222,0.008564503,0.0025760282,0.0017104384,0.0024498457],"category_scores_gemma":[0.28310072,0.00060025457,0.000423666,0.0026453,0.0027903868,0.00638968,0.0057031107,0.0022560346,0.00060675945],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057942275,0.0017766396,0.5526954,0.0014505849,0.00020126281,0.00033341884,0.21122429,0.00016878427,0.00038366963,0.0030794474,0.0012686305,0.22683841],"study_design_scores_gemma":[0.00032957728,0.002589703,0.6680032,0.010481998,0.0003791992,0.00070615567,0.28394878,0.001658312,0.0016328933,0.0032658395,0.026860125,0.00014423596],"about_ca_topic_score_codex":0.028928658,"about_ca_topic_score_gemma":0.047792956,"teacher_disagreement_score":0.09203685,"about_ca_system_score_codex":0.005269403,"about_ca_system_score_gemma":0.013815218,"threshold_uncertainty_score":0.4867432},"labels":[],"label_agreement":null},{"id":"W3174075762","doi":"10.37213/cjal.2021.31308","title":"Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"Government of Canada; University of Ottawa","keywords":"Operationalization; Task (project management); Psychology; Bridge (graph theory); Process (computing); Applied linguistics; Linguistics; Pedagogy; Mathematics education; Sociology; Computer science; Engineering","score_opus":0.035962218787739406,"score_gpt":0.24028566937749168,"score_spread":0.20432345058975226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174075762","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.807475,0.0020930157,0.03805397,0.02837556,0.00041336086,0.0003046743,0.00004497421,0.00036369005,0.122875854],"genre_scores_gemma":[0.98623973,0.0004943371,0.007519466,0.00081897725,0.000040200404,0.00010565761,0.000020325802,0.000054088698,0.0047071683],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9829359,0.009102134,0.00045080663,0.0012161221,0.003949931,0.002345069],"domain_scores_gemma":[0.9840673,0.0044868127,0.0019538817,0.0011866697,0.001605156,0.0067001176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010916925,0.0013278022,0.00072654564,0.0020172584,0.022379795,0.019280603,0.0030196959,0.003232549,0.0025069688],"category_scores_gemma":[0.014904879,0.0005803627,0.0007992675,0.00091775146,0.035622794,0.008116082,0.024247069,0.007361197,0.00046364256],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059199843,0.00025011454,0.014679649,0.00017284576,0.000019487254,0.0010720475,0.8828647,0.0002520084,0.0028199335,0.039919466,0.0017068557,0.056183714],"study_design_scores_gemma":[0.00001556369,0.00021435625,0.01720541,0.00055920414,0.000039028426,0.0008835499,0.8650814,0.0006181142,0.00223339,0.023991475,0.08899668,0.00016180614],"about_ca_topic_score_codex":0.07930581,"about_ca_topic_score_gemma":0.13520001,"teacher_disagreement_score":0.07930581,"about_ca_system_score_codex":0.01497549,"about_ca_system_score_gemma":0.03864492,"threshold_uncertainty_score":0.15768844},"labels":[],"label_agreement":null},{"id":"W3174220177","doi":"10.1080/17501229.2021.1938079","title":"To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms","year":2021,"lang":"en","type":"article","venue":"Innovation in Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Praise; Psychology; Willingness to communicate; Anxiety; Competence (human resources); Social psychology; Developmental psychology; Pedagogy","score_opus":0.027468915155078412,"score_gpt":0.3143094719934322,"score_spread":0.28684055683835374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174220177","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99895823,0.000070458555,0.00014281983,0.00007544904,0.000008498587,0.00001141372,0.0000072796333,0.0000033198398,0.0007225877],"genre_scores_gemma":[0.9990569,0.00011777806,0.00028811672,0.00007940449,0.000011765653,0.000028320941,0.000014851493,0.0000033985405,0.00039949312],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981981,0.00073039014,0.000102675964,0.00023777764,0.00049228326,0.00023883033],"domain_scores_gemma":[0.98406523,0.009136482,0.0039829654,0.0005986671,0.0007861671,0.0014303398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029272148,0.00033090299,0.00034956768,0.00026958325,0.00040811353,0.001386114,0.00030221033,0.00046635547,0.0016140736],"category_scores_gemma":[0.020182693,0.00020338198,0.00041739753,0.00014804161,0.0011273769,0.00075644004,0.00074888277,0.0015154615,0.0002502297],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004396401,0.008053292,0.628839,0.0011525482,0.0009002635,0.0008015402,0.090427436,0.00061836245,0.07470205,0.0010044175,0.000849642,0.18825509],"study_design_scores_gemma":[0.00007510408,0.0022112676,0.9735779,0.00006601405,0.00010267939,0.00016361741,0.01987022,0.00034670095,0.0022955837,0.0003025742,0.0009421784,0.00004620687],"about_ca_topic_score_codex":0.0007037169,"about_ca_topic_score_gemma":0.0014966269,"teacher_disagreement_score":0.0029272148,"about_ca_system_score_codex":0.0002829336,"about_ca_system_score_gemma":0.00038617384,"threshold_uncertainty_score":0.015480757},"labels":[],"label_agreement":null},{"id":"W3174593137","doi":"10.37213/cjal.2021.31319","title":"Levels of Engagement in Task-based Synchronous Computer Mediated Interaction","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Negotiation; Computer science; Computer-mediated communication; Meaning (existential); Task analysis; Focus (optics); Psychology; Linguistics; Mathematics education; Cognitive psychology; Sociology; World Wide Web","score_opus":0.03947621617712361,"score_gpt":0.24731616748973642,"score_spread":0.20783995131261282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174593137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99776864,0.0000377656,0.00040680074,0.0000153469,0.0000013490719,0.00001320117,0.000018407429,0.000008068813,0.0017304496],"genre_scores_gemma":[0.9992539,0.000019862273,0.00021139884,0.0000060139732,0.0000013761638,0.000027979511,0.000029061142,0.000003004391,0.00044731735],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99773324,0.0011261102,0.000116229945,0.00037964326,0.00038263982,0.00026211314],"domain_scores_gemma":[0.9934049,0.0038999075,0.0010345306,0.0003469086,0.0006450807,0.00066867046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012001633,0.00020169876,0.00024523874,0.00061363564,0.000581989,0.0018570016,0.00031401977,0.0005040771,0.0023760465],"category_scores_gemma":[0.011888666,0.00014459204,0.00012738197,0.00027856533,0.0006099723,0.000635584,0.0022000545,0.00032865567,0.00028993297],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017125545,0.0006936997,0.4283666,0.0004516479,0.00014310838,0.0010453446,0.34483987,0.0007638895,0.13375543,0.0015614779,0.0005461266,0.0861202],"study_design_scores_gemma":[0.000050909337,0.0012368917,0.91048306,0.00007389442,0.00005107414,0.0006408005,0.07199622,0.0020582716,0.008121456,0.0010345479,0.0041887187,0.00006410349],"about_ca_topic_score_codex":0.0018860087,"about_ca_topic_score_gemma":0.0020582979,"teacher_disagreement_score":0.0023760465,"about_ca_system_score_codex":0.00050586916,"about_ca_system_score_gemma":0.00032352807,"threshold_uncertainty_score":0.007948697},"labels":[],"label_agreement":null},{"id":"W3174666878","doi":"","title":"The Construction of Oral Problems in an EFL Context: An Innovative Approach","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Viewpoints; Interpersonal communication; Context (archaeology); Foreign language; Persian; Psychology; Perception; Linguistics; Computer science; Mathematics education; Social psychology","score_opus":0.03009964095423192,"score_gpt":0.3086284256101608,"score_spread":0.2785287846559289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174666878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8795619,0.0031007156,0.03134504,0.008471672,0.00020724545,0.00036351365,0.00009079945,0.00007236582,0.07678663],"genre_scores_gemma":[0.98909247,0.00066910434,0.006883963,0.00025612148,0.00004121589,0.00015217025,0.000019119976,0.000010946118,0.002874833],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995034,0.0036843931,0.00013920158,0.00034899954,0.00044560563,0.0003477586],"domain_scores_gemma":[0.99104124,0.006289242,0.0009738948,0.0005769536,0.0007113482,0.00040746064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051857657,0.00086570345,0.00053797616,0.005494314,0.006040478,0.011253211,0.0021323408,0.0023882147,0.0034688623],"category_scores_gemma":[0.0070361006,0.00046605724,0.0005849445,0.0025007844,0.020958582,0.008246971,0.0104050385,0.0023710174,0.00020820921],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028914419,0.00012704509,0.011875296,0.00033345437,0.0000157224,0.0022198355,0.8930305,0.000199972,0.00127767,0.06020627,0.00057891745,0.030106325],"study_design_scores_gemma":[0.000011966179,0.000060636703,0.005630859,0.0002597937,0.000019074563,0.001256644,0.9480209,0.0007072321,0.000864975,0.02290298,0.02024027,0.000024812856],"about_ca_topic_score_codex":0.0032824322,"about_ca_topic_score_gemma":0.005609265,"teacher_disagreement_score":0.011253211,"about_ca_system_score_codex":0.005537247,"about_ca_system_score_gemma":0.004278519,"threshold_uncertainty_score":0.040175676},"labels":[],"label_agreement":null},{"id":"W3174793249","doi":"10.5539/elt.v14n7p58","title":"Self-Perceptions of Non-Native Students in an Undergraduate TESOL Program","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Curriculum; Graduation (instrument); Pedagogy; Context (archaeology); Mathematics education; English language; Competence (human resources); Medical education","score_opus":0.013191986187432784,"score_gpt":0.3124444061309699,"score_spread":0.29925241994353713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174793249","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996013,0.000012952606,0.000013984271,0.00002952894,0.000002239283,0.0000038675294,0.0000060950765,0.0000010015591,0.0003290651],"genre_scores_gemma":[0.9992434,0.00003303483,0.000029338917,0.000039875704,0.0000022514703,0.000005183439,0.00001477044,9.442156e-7,0.0006312232],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992067,0.0002321391,0.00007003175,0.0000643999,0.00024311802,0.00018358495],"domain_scores_gemma":[0.994682,0.00092780037,0.0009651817,0.00011142692,0.0009764245,0.0023371323],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014741697,0.00019896464,0.00029243817,0.0005977155,0.0012300161,0.0022230358,0.00026547088,0.00034175933,0.0020200922],"category_scores_gemma":[0.0042853667,0.00015485282,0.00021163076,0.00031026424,0.00115787,0.0006523936,0.0011352034,0.0009087831,0.00037221555],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013833836,0.0010122316,0.777242,0.00007915126,0.000026094967,0.00060672994,0.2011835,0.00008839431,0.0031433224,0.00023192761,0.000568165,0.015680188],"study_design_scores_gemma":[0.000006848002,0.00074189215,0.5508866,0.00003854245,0.000013824231,0.00032465052,0.44479415,0.00027638418,0.00084675004,0.00009119548,0.0019551578,0.000024061927],"about_ca_topic_score_codex":0.0055115265,"about_ca_topic_score_gemma":0.010423034,"teacher_disagreement_score":0.0055115265,"about_ca_system_score_codex":0.0005607936,"about_ca_system_score_gemma":0.0007688836,"threshold_uncertainty_score":0.01095891},"labels":[],"label_agreement":null},{"id":"W3174846750","doi":"10.1111/flan.12547","title":"Multimodality and translanguaging in negotiation of meaning","year":2021,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Universitat Oberta de Catalunya; Dalhousie University","keywords":"Translanguaging; Multimodality; Gesture; Meaning (existential); Linguistics; Negotiation; Computer-mediated communication; Psychology; Meaning-making; Computer science; Sociology; Pedagogy; The Internet; World Wide Web","score_opus":0.04058127683429294,"score_gpt":0.28908958042547855,"score_spread":0.24850830359118561,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174846750","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9561775,0.0005933332,0.009697809,0.00037477954,0.000025980924,0.000052006042,0.000025598529,0.000052660187,0.033000343],"genre_scores_gemma":[0.99779725,0.00008952157,0.0012087872,0.000019659708,0.0000065527206,0.000021837572,0.000007783366,0.00001277498,0.00083585887],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99606824,0.0028624204,0.00009858135,0.0002391089,0.00045720697,0.00027450698],"domain_scores_gemma":[0.9927221,0.0054846792,0.0007657912,0.00034220354,0.0003691803,0.0003160459],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029292323,0.00035699276,0.0003695276,0.0011233938,0.0019841648,0.0047352677,0.00072651485,0.00070226373,0.003801369],"category_scores_gemma":[0.012799221,0.0002193385,0.0002631086,0.0007398955,0.0042942753,0.003086348,0.0042794477,0.0009858115,0.00026106535],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003691397,0.00014494716,0.02310218,0.0006584431,0.000047182424,0.0027849185,0.81834584,0.00093142537,0.029698147,0.032867335,0.0006577132,0.09039268],"study_design_scores_gemma":[0.00005642855,0.00040301814,0.058649313,0.00072228094,0.000086056636,0.0024405504,0.84750193,0.0042219567,0.012484878,0.022812873,0.050480995,0.00013976754],"about_ca_topic_score_codex":0.0009798696,"about_ca_topic_score_gemma":0.00089052663,"teacher_disagreement_score":0.0047352677,"about_ca_system_score_codex":0.0008924561,"about_ca_system_score_gemma":0.0007470509,"threshold_uncertainty_score":0.015491426},"labels":[],"label_agreement":null},{"id":"W3174877555","doi":"","title":"An Empirical Study on Foreign Language Anxiety of Non-English Major Students: Take the Sophomores in Inner Mongolia University of Technology as an Example","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Foreign language anxiety; Psychology; Anxiety; Inner mongolia; Mathematics education; Scale (ratio); Field (mathematics); Test (biology); Likert scale; Second-language acquisition; Language acquisition; Linguistics; China; Developmental psychology; Political science","score_opus":0.017736342287665186,"score_gpt":0.30681781037548167,"score_spread":0.2890814680878165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174877555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99972886,0.00002699019,0.00001301897,0.000024565381,0.0000013926051,0.0000055910223,0.000006828661,2.777356e-7,0.00019237169],"genre_scores_gemma":[0.99921393,0.000097745775,0.000049278402,0.000048743135,0.0000037294703,0.000014164324,0.000027172337,3.3918712e-7,0.0005448188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996513,0.00008201321,0.000020958261,0.00003290827,0.000066463275,0.0001462384],"domain_scores_gemma":[0.99888283,0.00024249837,0.00019141918,0.000032239204,0.00023402918,0.00041695277],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00065535365,0.0002143334,0.0002260213,0.00066455494,0.0014195646,0.00085457764,0.00030363936,0.00040198196,0.0012219086],"category_scores_gemma":[0.0009670053,0.00019612952,0.0002464313,0.0004181084,0.00051431987,0.0004050043,0.00054875616,0.00056891475,0.0001654381],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059512375,0.0012810243,0.80297107,0.00020959467,0.000031857413,0.001371007,0.1761385,0.000047229125,0.003107094,0.000341853,0.00052245235,0.013918894],"study_design_scores_gemma":[0.000004351803,0.0005093765,0.8148416,0.000038144695,0.000015391228,0.00029816836,0.1828187,0.00006563871,0.0003462348,0.000026625226,0.0010246093,0.0000110441715],"about_ca_topic_score_codex":0.0125203235,"about_ca_topic_score_gemma":0.030232554,"teacher_disagreement_score":0.0125203235,"about_ca_system_score_codex":0.00084755005,"about_ca_system_score_gemma":0.0011353451,"threshold_uncertainty_score":0.024894893},"labels":[],"label_agreement":null},{"id":"W3174890888","doi":"10.23977/aetp.2021.53015","title":"A Study on Self-directed English Intensive Listening Training Based on the Theory of Learning Strategy","year":2021,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Set (abstract data type); Mathematics education; Beijing; College English; Medical education; Computer science; China; Medicine; Communication","score_opus":0.04030216628067795,"score_gpt":0.34032031891237635,"score_spread":0.3000181526316984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174890888","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99868804,0.00003042725,0.00045167885,0.000020122121,0.000004756687,0.00010840633,0.00000490812,0.0000027730825,0.0006889832],"genre_scores_gemma":[0.9957879,0.00014878255,0.0021862448,0.00011390162,0.000016787324,0.00025820002,0.000031955147,0.000003014271,0.0014533567],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992488,0.00040203182,0.000045193698,0.0001100196,0.00013390949,0.00006004873],"domain_scores_gemma":[0.9968779,0.0020423755,0.00025789905,0.0001957339,0.00023282757,0.0003932823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013635487,0.00025461844,0.0003121155,0.0004016554,0.0004868871,0.00054651836,0.00043770374,0.00040242347,0.0013766197],"category_scores_gemma":[0.0038837553,0.00015827344,0.00025494053,0.00024024422,0.00041600523,0.00049395283,0.00041042597,0.0004719529,0.00018177756],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023757792,0.06864312,0.25104895,0.0015786214,0.00024128974,0.0040617236,0.20989554,0.0009331404,0.090963475,0.0025218325,0.0011031484,0.3666335],"study_design_scores_gemma":[0.001528523,0.07594128,0.7469111,0.0003512692,0.00043423803,0.00348588,0.1264003,0.0045280373,0.022438053,0.0019635393,0.0158525,0.00016535188],"about_ca_topic_score_codex":0.00046813124,"about_ca_topic_score_gemma":0.00090271793,"teacher_disagreement_score":0.0013766197,"about_ca_system_score_codex":0.00025801477,"about_ca_system_score_gemma":0.0006040213,"threshold_uncertainty_score":0.0072112083},"labels":[],"label_agreement":null},{"id":"W3175080945","doi":"","title":"An Investigation of the Beliefs and Classroom Performances of the Overseas Students in Chinese Learning at DUT","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Qualitative property; Computer science","score_opus":0.009959828193192364,"score_gpt":0.2808688463844811,"score_spread":0.27090901819128876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3175080945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99955004,0.000017579716,0.000012453777,0.000018817665,6.717882e-7,0.0000034237764,0.0000042624747,2.5063926e-7,0.00039255738],"genre_scores_gemma":[0.9992792,0.00006982807,0.000042119773,0.000015718158,0.0000013490683,0.0000067051606,0.000012355221,4.111543e-7,0.0005723671],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99938595,0.0001349564,0.000051752697,0.00006638337,0.00020654501,0.00015438335],"domain_scores_gemma":[0.99838936,0.00036147985,0.00042748146,0.000075312506,0.00031552548,0.00043080875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001164839,0.0002945943,0.0002798991,0.0009788577,0.0014971494,0.0015395795,0.0003568177,0.0003505674,0.0014775996],"category_scores_gemma":[0.0020238678,0.0001790365,0.00022941962,0.0008517364,0.0011216844,0.000675275,0.0010554047,0.0005883513,0.00016541965],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009251321,0.0005969901,0.72190094,0.00013050958,0.000034284873,0.0009132633,0.2502501,0.00008467326,0.0040712394,0.00041633644,0.00016937488,0.021339756],"study_design_scores_gemma":[0.000006595961,0.00040141746,0.72190577,0.000066096094,0.000028130167,0.00025640585,0.27453756,0.00018964078,0.0011259962,0.00011970512,0.0013348729,0.000027766935],"about_ca_topic_score_codex":0.019709794,"about_ca_topic_score_gemma":0.032464426,"teacher_disagreement_score":0.019709794,"about_ca_system_score_codex":0.0013946487,"about_ca_system_score_gemma":0.0016497171,"threshold_uncertainty_score":0.039190173},"labels":[],"label_agreement":null},{"id":"W3175816043","doi":"10.14434/jotlt.v10i1.31565","title":"\"Kaikille okei\"- Everyone alright? Shifting topics and practices in language students' chat during the global covid-19 pandemic","year":2021,"lang":"en","type":"article","venue":"Journal of Teaching and Learning with Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Pandemic; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); 2019-20 coronavirus outbreak; Sociology; Pedagogy; Medical education; Mathematics education; Computer science; Psychology; Medicine; Virology","score_opus":0.023553461494863124,"score_gpt":0.32986850732804945,"score_spread":0.3063150458331863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3175816043","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9592838,0.0005552609,0.004439206,0.008469096,0.00031534914,0.000060916027,0.000020054094,0.00011775772,0.02673855],"genre_scores_gemma":[0.99119955,0.00025663848,0.0013595752,0.001032414,0.00004919969,0.000045324705,0.000013556328,0.000056639783,0.005987194],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995836,0.0029193067,0.000085750515,0.0003004472,0.0003154051,0.0005430863],"domain_scores_gemma":[0.99352384,0.0038337298,0.0004931607,0.00028939324,0.00037356382,0.0014862539],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006427335,0.00036006875,0.00030858832,0.0007109573,0.011190735,0.006401892,0.0012234027,0.002474794,0.003597101],"category_scores_gemma":[0.0130956285,0.00026447856,0.0002480401,0.00040411978,0.007209754,0.006203082,0.0070008514,0.0036087793,0.0009418502],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086748216,0.00010169826,0.007554241,0.00008748706,0.0000072388934,0.0008832762,0.9577845,0.00008120752,0.0032690156,0.0034368678,0.002467381,0.024240399],"study_design_scores_gemma":[0.000009622467,0.00011809955,0.0047351024,0.00016458287,0.000012720398,0.0005997507,0.96254295,0.00032318642,0.0010860217,0.0014188588,0.028955773,0.000033350287],"about_ca_topic_score_codex":0.002968926,"about_ca_topic_score_gemma":0.0079658115,"teacher_disagreement_score":0.011190735,"about_ca_system_score_codex":0.0014032365,"about_ca_system_score_gemma":0.0017830678,"threshold_uncertainty_score":0.033991396},"labels":[],"label_agreement":null},{"id":"W3175948103","doi":"","title":"A Comparative Study on the Three Versions of Mainstream English Textbooks of New Curriculum for the Senior High School in China","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mainstream; Scope (computer science); Mathematics education; Curriculum; Adaptation (eye); China; Computer science; Psychology; Pedagogy; Political science","score_opus":0.044486249147385616,"score_gpt":0.32208051474347216,"score_spread":0.2775942655960865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3175948103","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995252,0.00007758664,0.000019704576,0.0000128750935,0.0000034709997,0.000018648518,0.000015741502,7.219439e-7,0.00032610385],"genre_scores_gemma":[0.99834716,0.00025512069,0.0003167498,0.00003984142,0.0000054608545,0.000038754308,0.00009201502,0.000002157999,0.0009027604],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99837,0.00048626828,0.0002508686,0.00021283468,0.00045429505,0.00022581262],"domain_scores_gemma":[0.99616635,0.0011172652,0.00076956174,0.00024315271,0.0011338821,0.0005699104],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028138584,0.00028368557,0.0005818495,0.0020954052,0.0012287281,0.0011002859,0.0005686426,0.00043949654,0.0016177277],"category_scores_gemma":[0.009205585,0.00031083266,0.00035369207,0.0035345526,0.0008354162,0.0016588887,0.0010578266,0.00038859248,0.00012518582],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012325641,0.0026009742,0.42522433,0.0014766499,0.00017870507,0.0029884714,0.41261947,0.00026312924,0.011196313,0.0015172426,0.0014330539,0.13926913],"study_design_scores_gemma":[0.00006278881,0.00157523,0.87544304,0.00014573171,0.00008633676,0.00036857976,0.11393432,0.00020549115,0.0013424789,0.00010758606,0.0066844085,0.000044049342],"about_ca_topic_score_codex":0.011421994,"about_ca_topic_score_gemma":0.037393708,"teacher_disagreement_score":0.011421994,"about_ca_system_score_codex":0.0027313759,"about_ca_system_score_gemma":0.002324957,"threshold_uncertainty_score":0.022711039},"labels":[],"label_agreement":null},{"id":"W3176653667","doi":"","title":"An Analysis of the Strategies to Relieve the Anxiety of College Students in Learning English","year":2016,"lang":"en","type":"article","venue":"Studies in sociology of science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; College English; Class (philosophy); Process (computing); Psychology; Control (management); Mathematics education; Order (exchange); Medical education; Computer science; Medicine; Artificial intelligence; Business","score_opus":0.04439271388991056,"score_gpt":0.3651294371419334,"score_spread":0.32073672325202285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3176653667","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9635703,0.002402142,0.0018816689,0.0012604214,0.000049010414,0.00013439803,0.000054066903,0.000023677116,0.030624242],"genre_scores_gemma":[0.98943394,0.0027643966,0.0019075864,0.00019160015,0.000015003089,0.000060078382,0.000056480203,0.0000072195303,0.0055636363],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99974483,0.00008382251,0.000013133369,0.000021211665,0.000070227004,0.0000668002],"domain_scores_gemma":[0.9994616,0.00023554424,0.000085054126,0.00001413628,0.00012192635,0.00008182431],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002717965,0.00026455094,0.00013237,0.0006216727,0.00059233524,0.001031682,0.00028028927,0.00027940984,0.0017313666],"category_scores_gemma":[0.0011197419,0.00006137151,0.00027257425,0.00038210608,0.00043483896,0.000528352,0.00032642862,0.00039083368,0.00019858181],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005240458,0.0023610368,0.06482532,0.0019733391,0.00011065175,0.0012831441,0.06482465,0.0007680564,0.024493959,0.020082928,0.005734016,0.81301886],"study_design_scores_gemma":[0.00012060573,0.0027004099,0.60901016,0.0013249139,0.0005742463,0.0016638987,0.27045876,0.0053072846,0.018401304,0.009168255,0.0811503,0.00011985093],"about_ca_topic_score_codex":0.0018923897,"about_ca_topic_score_gemma":0.0043765875,"teacher_disagreement_score":0.0018923897,"about_ca_system_score_codex":0.0008825416,"about_ca_system_score_gemma":0.0013689846,"threshold_uncertainty_score":0.0064032674},"labels":[],"label_agreement":null},{"id":"W3176855945","doi":"10.5539/elt.v14n7p82","title":"Characteristics of Saudi EFL Learners’ Learning Styles","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learning styles; Style (visual arts); English as a foreign language; Language acquisition; Language learning strategies; Mathematics education; Experiential learning; English language; Pedagogy; Cognition; Metacognition","score_opus":0.01381743753021422,"score_gpt":0.23938651660533836,"score_spread":0.22556907907512413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3176855945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985884,0.00008977635,0.00005069999,0.000039701703,0.0000020485847,0.0000046065384,0.000045619137,0.0000022826084,0.0011767816],"genre_scores_gemma":[0.9987393,0.00013627614,0.000110616566,0.00002810402,0.0000019967724,0.000007807301,0.000060889175,0.0000022874733,0.00091273687],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996126,0.000051107087,0.00006493891,0.000033404107,0.00017151439,0.000066526976],"domain_scores_gemma":[0.99704957,0.0004856504,0.00090230367,0.00007676736,0.00095653685,0.00052922196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000658926,0.00024767476,0.0001952829,0.0012062106,0.0005197999,0.0013137076,0.0002552667,0.00027507605,0.0027288613],"category_scores_gemma":[0.0039042505,0.00008501218,0.0001692848,0.0006429349,0.00037143947,0.00056212774,0.00080888177,0.0002873068,0.00061614125],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010571886,0.00009806802,0.93723655,0.00008255431,0.000019336796,0.00046663763,0.027837409,0.00011853315,0.002718287,0.00023122123,0.00039353708,0.030692255],"study_design_scores_gemma":[0.000008473572,0.00028619444,0.90991676,0.000105969324,0.000022102877,0.0026463978,0.07802311,0.00073207595,0.0013505544,0.00037699603,0.006484519,0.000046895075],"about_ca_topic_score_codex":0.004791848,"about_ca_topic_score_gemma":0.0059734206,"teacher_disagreement_score":0.004791848,"about_ca_system_score_codex":0.00038440144,"about_ca_system_score_gemma":0.0003927969,"threshold_uncertainty_score":0.009527922},"labels":[],"label_agreement":null},{"id":"W3177055623","doi":"","title":"The Positive Role of L1 in the Acquisition of a Second Language","year":2013,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Syntax; Vocabulary; Phonetics; Psychology; Foreign language; Second-language acquisition; Philosophy","score_opus":0.007535838784670158,"score_gpt":0.25861461843331013,"score_spread":0.25107877964863995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3177055623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7336837,0.0010732596,0.0050973822,0.0034629141,0.00015503533,0.000078145655,0.0003097392,0.0002742625,0.25586542],"genre_scores_gemma":[0.9879759,0.0003509633,0.0021905124,0.00031417003,0.000040231866,0.00003788177,0.00009679623,0.000061783794,0.008931608],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978551,0.00073445233,0.00008974072,0.00030135826,0.0006667212,0.00035257227],"domain_scores_gemma":[0.9885683,0.0043082326,0.0020723045,0.0006872901,0.0022594952,0.0021044256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023349293,0.000523578,0.00026634248,0.0011160425,0.0011777399,0.002716817,0.0005584725,0.00085140375,0.015108204],"category_scores_gemma":[0.0070784017,0.00023260941,0.0003427977,0.00049884204,0.0022365213,0.0022625441,0.0021866527,0.0018869066,0.0025661783],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012929501,0.002186974,0.41355634,0.0021933166,0.00017883358,0.003985519,0.041366704,0.00054675265,0.09598326,0.121104114,0.011926509,0.3056789],"study_design_scores_gemma":[0.00016182482,0.0020943636,0.78131986,0.0011197113,0.0004062801,0.00405336,0.032611057,0.0017443761,0.050088473,0.04914096,0.077045575,0.00021415543],"about_ca_topic_score_codex":0.0035640597,"about_ca_topic_score_gemma":0.0038859213,"teacher_disagreement_score":0.015108204,"about_ca_system_score_codex":0.0009954063,"about_ca_system_score_gemma":0.0026560326,"threshold_uncertainty_score":0.050541937},"labels":[],"label_agreement":null},{"id":"W3177156048","doi":"10.37213/cjal.2021.31382","title":"The Effects of Task Repetition on Child EFL Learners’ Oral Performance","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Repetition (rhetorical device); Task (project management); Psychology; Task analysis; Cognitive psychology; Linguistics; Mathematics education","score_opus":0.010104568402155255,"score_gpt":0.19951168438616643,"score_spread":0.18940711598401117,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3177156048","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99887425,0.00010785921,0.00023512448,0.0000109632,0.0000018073632,0.000010776929,0.000032893193,0.00001522987,0.0007110821],"genre_scores_gemma":[0.9979261,0.000115079965,0.0011402868,0.00001401326,0.0000041705225,0.00004279739,0.0000846299,0.00001840026,0.00065435533],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978156,0.0006183851,0.0002737441,0.0003700386,0.00071016076,0.00021209725],"domain_scores_gemma":[0.98384583,0.010116889,0.0031887863,0.0012205283,0.0010185346,0.00060941087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022671905,0.0005652652,0.00031555002,0.0005691189,0.00030543833,0.0007359511,0.00049761956,0.0003556552,0.002136403],"category_scores_gemma":[0.015660135,0.00028118512,0.00028183273,0.0002538607,0.0006929256,0.00046509178,0.0009986174,0.00052730297,0.00047089194],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032312928,0.0011926272,0.5096377,0.00059031416,0.00024866586,0.0037478753,0.03421876,0.0012086798,0.2707343,0.0003335641,0.0004947141,0.17436144],"study_design_scores_gemma":[0.00003922528,0.0033967395,0.9499535,0.000057402365,0.000090480906,0.0019096914,0.0037565667,0.0007478342,0.03855059,0.00028294613,0.001133437,0.00008157837],"about_ca_topic_score_codex":0.0021344826,"about_ca_topic_score_gemma":0.0030513115,"teacher_disagreement_score":0.0022671905,"about_ca_system_score_codex":0.00038763334,"about_ca_system_score_gemma":0.00043920756,"threshold_uncertainty_score":0.011990249},"labels":[],"label_agreement":null},{"id":"W3180605385","doi":"","title":"Which Would You Rather Choose, Lingua Franca or Machine Translation?: Two Case Studies","year":2021,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Lingua franca; Linguistics; Computer science; Translation (biology); Artificial intelligence; Philosophy; Chemistry","score_opus":0.08509964623023353,"score_gpt":0.33876830427226695,"score_spread":0.2536686580420334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3180605385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9210369,0.0028056942,0.0044234977,0.02250462,0.00022196677,0.00063461467,0.00033275146,0.000021372032,0.048018523],"genre_scores_gemma":[0.9655055,0.0031140435,0.0068695555,0.004495771,0.00006421888,0.0004535889,0.00017553277,0.000044290686,0.01927748],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99385935,0.004199821,0.00023533835,0.00028609266,0.00065171137,0.000767714],"domain_scores_gemma":[0.9922259,0.0057472433,0.0005351347,0.0002030292,0.00066057127,0.0006281828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006861318,0.00062268466,0.0004906742,0.0011053091,0.009486466,0.0038003614,0.0013722263,0.0055228947,0.005068814],"category_scores_gemma":[0.014039409,0.00044614926,0.0004759042,0.0024678244,0.0035152747,0.0039649415,0.002772144,0.0026705132,0.0008749044],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051991135,0.0016640137,0.030504381,0.0010685901,0.000045175657,0.13785726,0.68313146,0.00090398546,0.00199831,0.03364549,0.034576528,0.074084975],"study_design_scores_gemma":[0.000053802825,0.00018646546,0.008531272,0.0009023543,0.000036072975,0.028583411,0.8330716,0.000712612,0.0017194286,0.0040114545,0.12210635,0.000085180945],"about_ca_topic_score_codex":0.029978504,"about_ca_topic_score_gemma":0.060216103,"teacher_disagreement_score":0.029978504,"about_ca_system_score_codex":0.004082752,"about_ca_system_score_gemma":0.0023920941,"threshold_uncertainty_score":0.059608042},"labels":[],"label_agreement":null},{"id":"W3181733821","doi":"10.1111/ijal.12378","title":"ESL learners’ perception and its relationship with the efficacy of written corrective feedback","year":2021,"lang":"en","type":"article","venue":"International Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Perception; Psychology; Narrative; Group (periodic table); Control (management); Mathematics education; Computer science; Linguistics; Artificial intelligence; Chemistry","score_opus":0.029891495807271934,"score_gpt":0.2690942084890957,"score_spread":0.23920271268182378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3181733821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990293,0.00006455552,0.00027912023,0.000024684916,0.0000041034314,0.00000811688,0.000009806778,0.000008632944,0.00057175604],"genre_scores_gemma":[0.9993407,0.000050510982,0.00025732254,0.000009369166,0.0000044757276,0.000009754292,0.000013413224,0.000002741068,0.00031152958],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99754155,0.0007671627,0.000284796,0.0002378534,0.0010515734,0.0001170237],"domain_scores_gemma":[0.9569231,0.022960708,0.010562465,0.0014200769,0.006320931,0.001812692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002925918,0.0002911901,0.0003474998,0.0008407948,0.00017136145,0.0009820763,0.0002846444,0.00048772438,0.002105562],"category_scores_gemma":[0.040145006,0.00016691312,0.00021019751,0.00023155368,0.00045321748,0.00054927,0.00048166577,0.00055114453,0.00031651655],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013727164,0.001771378,0.8335644,0.00036734846,0.00016586893,0.0004823272,0.021604806,0.0005762123,0.041026432,0.00010958625,0.0003486472,0.098610215],"study_design_scores_gemma":[0.00006376246,0.0024214522,0.97359675,0.000069822825,0.00009293225,0.00049946044,0.01038924,0.0018067296,0.010043137,0.00014615234,0.00082381355,0.0000466825],"about_ca_topic_score_codex":0.0006662094,"about_ca_topic_score_gemma":0.00044284706,"teacher_disagreement_score":0.002925918,"about_ca_system_score_codex":0.00022674049,"about_ca_system_score_gemma":0.00023959934,"threshold_uncertainty_score":0.015473902},"labels":[],"label_agreement":null},{"id":"W3182264627","doi":"10.1007/s10936-021-09787-y","title":"Where do Language Mindsets Come from? An Ecological Perspective on EFL Students’ Mindsets About L2 Writing","year":2021,"lang":"en","type":"article","venue":"Journal of Psycholinguistic Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Mainstream; Perspective (graphical); Pedagogy; Mathematics education","score_opus":0.11339663490054439,"score_gpt":0.4890959721415785,"score_spread":0.3756993372410341,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3182264627","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9853888,0.00007407078,0.0012057315,0.00074187136,0.000008203129,0.000008571102,0.000030522075,0.000011753535,0.012530542],"genre_scores_gemma":[0.9990858,0.000029627303,0.0003781475,0.000096726515,0.0000021805038,0.0000053997637,0.00001679147,0.000008054561,0.00037726175],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99865097,0.000596219,0.00003967149,0.00023269624,0.00024787636,0.00023264965],"domain_scores_gemma":[0.9944745,0.0028570953,0.0007598222,0.00032358337,0.000779142,0.0008059426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029451489,0.0002212216,0.00026210808,0.0016248595,0.0022167766,0.00717102,0.00047550266,0.0008066465,0.0023246284],"category_scores_gemma":[0.0073806047,0.0004517503,0.00027380808,0.0009966205,0.006481658,0.004163539,0.0037176707,0.0026359402,0.00024029278],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032289745,0.00073360343,0.35597447,0.00013534872,0.0000714222,0.0008056174,0.5436625,0.0008534608,0.015969578,0.045549814,0.00081576116,0.035105404],"study_design_scores_gemma":[0.000022430037,0.00013429816,0.46957737,0.00010592911,0.00002985492,0.00044985945,0.46730533,0.0018594861,0.0028121567,0.050520282,0.007076662,0.00010637687],"about_ca_topic_score_codex":0.011093143,"about_ca_topic_score_gemma":0.016563272,"teacher_disagreement_score":0.011093143,"about_ca_system_score_codex":0.0012994052,"about_ca_system_score_gemma":0.0015805019,"threshold_uncertainty_score":0.022057116},"labels":[],"label_agreement":null},{"id":"W3183321751","doi":"10.5539/elt.v14n8p29","title":"English Language Learning Demotivating Factors for Saudi High School EFL Students","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Mathematics education; Grammar; English for specific purposes; Pedagogy; Medical education","score_opus":0.015230966714571132,"score_gpt":0.2700744968238755,"score_spread":0.2548435301093044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3183321751","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999382,0.00008630579,0.00001523751,0.00013048986,0.0000026618936,0.000003271504,0.000012250024,0.0000013667591,0.00036639458],"genre_scores_gemma":[0.9996371,0.000075060154,0.000033327033,0.00003177256,0.0000018468503,0.0000030065607,0.000018874736,5.479632e-7,0.00019854972],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99931407,0.00013952784,0.00009588757,0.000038978822,0.00021826022,0.00019327675],"domain_scores_gemma":[0.99602306,0.00041342154,0.0018268842,0.00009224769,0.00069352705,0.00095091166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007609827,0.000275728,0.00023430175,0.0009067787,0.0011760136,0.0011580719,0.00030252975,0.00049992686,0.002108632],"category_scores_gemma":[0.002845351,0.00014341691,0.00036706182,0.0004624898,0.00043796268,0.0003839678,0.00072861434,0.0006048785,0.00023407019],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003858786,0.0002405383,0.979758,0.00006653732,0.000013407259,0.00037659332,0.0072279274,0.000025144127,0.00087513565,0.00010332133,0.00028776092,0.010986924],"study_design_scores_gemma":[0.0000045005313,0.0001888368,0.96828955,0.0000692231,0.000020811973,0.0005339664,0.028380765,0.00017449782,0.00044509527,0.00009825814,0.0017775426,0.000017013183],"about_ca_topic_score_codex":0.007702292,"about_ca_topic_score_gemma":0.014828422,"teacher_disagreement_score":0.007702292,"about_ca_system_score_codex":0.0006953288,"about_ca_system_score_gemma":0.0013001318,"threshold_uncertainty_score":0.015314937},"labels":[],"label_agreement":null},{"id":"W3183355920","doi":"10.3138/cmlr-2020-0073","title":"L2 Peer Interaction before and after Writing: How Does Each One Promote Writing Development?","year":2021,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal; Concordia University","funders":"","keywords":"Humanities; Redaction; Art; Philosophy; Literature","score_opus":0.01772475544679113,"score_gpt":0.23360531767208834,"score_spread":0.2158805622252972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3183355920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9327497,0.0024503756,0.0032730226,0.004203394,0.00024271423,0.00031279525,0.00006518214,0.00016714755,0.05653564],"genre_scores_gemma":[0.98112637,0.001055433,0.0033846688,0.000518602,0.00007709096,0.00029796694,0.000060400595,0.000081605256,0.013397891],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9856515,0.009265998,0.00038330146,0.001240445,0.0023375084,0.0011211832],"domain_scores_gemma":[0.96316695,0.019842615,0.0041364455,0.0018705045,0.0041008047,0.0068826545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006928224,0.00050788,0.0007489185,0.0012006006,0.003320657,0.0067442358,0.0013305405,0.0016842585,0.0091578765],"category_scores_gemma":[0.03742227,0.00045583004,0.00054318487,0.000663049,0.0017099134,0.0037416324,0.0042306553,0.0015127481,0.0025535163],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011616176,0.002941896,0.108276665,0.0018514895,0.000195589,0.0017392837,0.3474542,0.00016881213,0.012854199,0.0042458046,0.007644978,0.5114654],"study_design_scores_gemma":[0.0004579056,0.0041657807,0.44613507,0.002358606,0.00051904086,0.0021246758,0.3804198,0.0010565887,0.009235318,0.0072837253,0.14600281,0.00024072928],"about_ca_topic_score_codex":0.0040106094,"about_ca_topic_score_gemma":0.009205799,"teacher_disagreement_score":0.0091578765,"about_ca_system_score_codex":0.0020657717,"about_ca_system_score_gemma":0.0050231535,"threshold_uncertainty_score":0.036640346},"labels":[],"label_agreement":null},{"id":"W3183792165","doi":"","title":"Error Patterns and Interference Features of French-Speaking Learners of KSL/KFL","year":2007,"lang":"en","type":"article","venue":"언어과학","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Pronunciation; Vocabulary; Spelling; Computer science; First language; Artificial intelligence; Word order; Suffix; Language transfer; Natural language processing; Verb; Contrastive analysis; Politeness; Error analysis; Second-language acquisition; Second language; Psychology; Comprehension approach; Natural language; Mathematics","score_opus":0.039757137257282006,"score_gpt":0.2753190900037494,"score_spread":0.23556195274646738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3183792165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995567,0.00005312403,0.0001452928,0.00001479865,0.0000011988091,0.0000039575284,0.000030492107,0.000009471571,0.00018494479],"genre_scores_gemma":[0.99907553,0.00006352938,0.00030122342,0.00001540706,0.0000023761404,0.000007546657,0.00009270733,0.000012529652,0.00042911465],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987184,0.00028235916,0.00021942977,0.00022054483,0.00040688657,0.00015241782],"domain_scores_gemma":[0.99217623,0.0032734817,0.0023989584,0.00035324047,0.0014569453,0.00034115472],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007646285,0.0004722911,0.00039327008,0.0015702103,0.00039804267,0.0007072496,0.00040003844,0.00058063294,0.0011171576],"category_scores_gemma":[0.009032021,0.00021216879,0.00018206134,0.00052367436,0.0006626539,0.00045175507,0.0006302174,0.0003099192,0.00039356056],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005222337,0.0001767325,0.89160675,0.00011246977,0.00005128403,0.004656288,0.03447269,0.00025293775,0.027999483,0.000091845934,0.00017586914,0.03988139],"study_design_scores_gemma":[0.000018803084,0.0005807319,0.9463488,0.000041742296,0.000053778243,0.0137634035,0.024971848,0.0013822273,0.010634439,0.00011967691,0.0020195981,0.00006494223],"about_ca_topic_score_codex":0.007455807,"about_ca_topic_score_gemma":0.0077506066,"teacher_disagreement_score":0.007455807,"about_ca_system_score_codex":0.00033825985,"about_ca_system_score_gemma":0.00037300054,"threshold_uncertainty_score":0.014824808},"labels":[],"label_agreement":null},{"id":"W3184366735","doi":"10.23977/aetp.2021.54026","title":"Psychological Verbs of Modern Chinese in TCSL","year":2021,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Vocabulary; Synonym (taxonomy); Focus (optics); Psychology; Second language; Syllabus; Mathematics education; Philosophy","score_opus":0.024524576320271538,"score_gpt":0.37725449531345395,"score_spread":0.3527299189931824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3184366735","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98226917,0.0005467101,0.0004752151,0.00027639652,0.00001453806,0.000015071931,0.00004251126,0.0000050646145,0.016355436],"genre_scores_gemma":[0.997929,0.00028745434,0.00012934001,0.00003937435,0.000010889315,0.000007491621,0.000046907506,0.0000034537507,0.0015460808],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9997662,0.00004771043,0.000023340006,0.00004377946,0.00006441126,0.000054595675],"domain_scores_gemma":[0.9995302,0.00019339121,0.00013763043,0.000023393008,0.000047988215,0.0000674327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032799054,0.00017985454,0.00011807289,0.0010269128,0.00086997653,0.0011053465,0.00015423346,0.00024035534,0.003370836],"category_scores_gemma":[0.0010934122,0.000104246734,0.00011505761,0.0011998158,0.0014635671,0.001560349,0.0005797283,0.0004484714,0.0001270508],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002520144,0.00034162024,0.44051823,0.0011576951,0.00003224563,0.0032994922,0.21771687,0.0003454593,0.025356665,0.123749055,0.00316545,0.18406522],"study_design_scores_gemma":[0.000030104027,0.00017475852,0.85775506,0.00021584777,0.0000502632,0.0026089302,0.07862409,0.001090825,0.003225417,0.013569284,0.042611387,0.000043949392],"about_ca_topic_score_codex":0.005117498,"about_ca_topic_score_gemma":0.005736952,"teacher_disagreement_score":0.005117498,"about_ca_system_score_codex":0.00091256376,"about_ca_system_score_gemma":0.00077295606,"threshold_uncertainty_score":0.011276543},"labels":[],"label_agreement":null},{"id":"W3184703164","doi":"10.3389/feduc.2021.689599","title":"Gamified Mobile Collaborative Location-Based Language Learning","year":2021,"lang":"en","type":"article","venue":"Frontiers in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Computer science; Pace; Language acquisition; Mathematics education; Situated; Sociocultural evolution; Multimedia; Collaborative learning; Human–computer interaction; Perception; Process (computing); Situated learning; Psychology; Artificial intelligence","score_opus":0.006564592596986004,"score_gpt":0.24948798224208282,"score_spread":0.24292338964509683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3184703164","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25555083,0.0005156392,0.6704443,0.00036600576,0.00009746126,0.0014646368,0.00025087217,0.0022662638,0.06904401],"genre_scores_gemma":[0.68680197,0.0002309351,0.2924609,0.000078324156,0.000011315151,0.0010481735,0.00026804375,0.00009041867,0.01901001],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99842846,0.0007198514,0.000055665634,0.0002536151,0.0003781936,0.00016418404],"domain_scores_gemma":[0.99873096,0.0006525723,0.000085396074,0.0002360219,0.00014807205,0.00014700608],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014314763,0.00097343297,0.0005408324,0.0008246861,0.0005877603,0.002365647,0.0022820516,0.0009776759,0.008560026],"category_scores_gemma":[0.0030824947,0.00027523845,0.0006761547,0.00062629086,0.0009330262,0.0019149983,0.0040467144,0.0005813753,0.0014112017],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014349184,0.0027124994,0.0089703575,0.0012880773,0.00021517527,0.003347389,0.011898796,0.15192042,0.033142377,0.13426761,0.006533519,0.6442688],"study_design_scores_gemma":[0.0006960937,0.004457673,0.008498029,0.00060806883,0.00025448966,0.0033761826,0.008016538,0.6152751,0.044166416,0.0873902,0.22700064,0.0002606057],"about_ca_topic_score_codex":0.0011992109,"about_ca_topic_score_gemma":0.0022608591,"teacher_disagreement_score":0.008560026,"about_ca_system_score_codex":0.00064337614,"about_ca_system_score_gemma":0.000709897,"threshold_uncertainty_score":0.028636158},"labels":[],"label_agreement":null},{"id":"W3185414748","doi":"10.1075/jslp.21006.tro","title":"Task engagement and comprehensibility in interaction","year":2021,"lang":"en","type":"article","venue":"Journal of Second Language Pronunciation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Conversation; Task (project management); Construct (python library); Conversation analysis; Affect (linguistics); Association (psychology); Cognitive psychology; Social psychology; Communication; Computer science","score_opus":0.03424553606981594,"score_gpt":0.27564547106054527,"score_spread":0.24139993499072931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3185414748","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971214,0.000066349145,0.0010088255,0.000020170455,0.0000035040837,0.00001924961,0.000034324454,0.000016667143,0.0017095516],"genre_scores_gemma":[0.9989078,0.000029007337,0.00057541084,0.000010047312,0.000005188008,0.000033021843,0.000053306172,0.000008526052,0.00037765777],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972529,0.001314735,0.00022406517,0.0002930021,0.00075087475,0.00016445553],"domain_scores_gemma":[0.9692645,0.020324947,0.0058333273,0.0011250989,0.0022086606,0.0012435558],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030282713,0.00051464944,0.00030828928,0.001067716,0.0004427894,0.0023984108,0.00045462305,0.0004143633,0.002132895],"category_scores_gemma":[0.031773765,0.00022496995,0.00038645262,0.00036118526,0.00062384835,0.0011448844,0.0017549896,0.0006528775,0.0002854559],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000811941,0.00045280237,0.8072303,0.0005187109,0.00034664376,0.00096686487,0.103781864,0.0009373847,0.038650602,0.0005357301,0.00042725977,0.045339897],"study_design_scores_gemma":[0.000013164597,0.00045579489,0.9755359,0.00007633707,0.000047048878,0.00061538856,0.017507091,0.0018346782,0.0022558374,0.00044610898,0.0011663263,0.000046256107],"about_ca_topic_score_codex":0.00056574057,"about_ca_topic_score_gemma":0.00061700563,"teacher_disagreement_score":0.0030282713,"about_ca_system_score_codex":0.00036292276,"about_ca_system_score_gemma":0.00017289603,"threshold_uncertainty_score":0.016015232},"labels":[],"label_agreement":null},{"id":"W3185616021","doi":"10.52598/jpll/3/1/4","title":"Effects of the Internalization of Peer-Modeled Self-efficacy on Coping with L2 Communication Stress","year":2021,"lang":"en","type":"article","venue":"Journal for the Psychology of Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Psychology; Feeling; Social psychology; Coping (psychology); Intercultural communication; Self; Pedagogy; Clinical psychology","score_opus":0.020559069401418287,"score_gpt":0.32176916965799757,"score_spread":0.3012101002565793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3185616021","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994006,0.00001867652,0.000096189426,0.000021947591,0.0000025991462,0.000014733341,0.0000033841086,0.0000017404205,0.00044011296],"genre_scores_gemma":[0.9995845,0.000019288826,0.00015775884,0.000013055619,0.0000025231773,0.00003151953,0.0000068139693,0.0000014555145,0.00018311029],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99624085,0.00249188,0.00018195956,0.00026264472,0.00045445943,0.00036818942],"domain_scores_gemma":[0.9855122,0.0092297485,0.002348132,0.00092564663,0.00072418625,0.0012601735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003992396,0.00040091423,0.0005321139,0.00049934344,0.0010972134,0.0018653282,0.0004568434,0.0004604843,0.0014084526],"category_scores_gemma":[0.01251812,0.0002732031,0.00060128607,0.0002596155,0.001428369,0.0005688201,0.0018027537,0.0011307832,0.00010880734],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015706206,0.006329099,0.77216595,0.0002600588,0.00048147916,0.00064643956,0.14019173,0.00044663838,0.009121616,0.000880764,0.00016764944,0.06773799],"study_design_scores_gemma":[0.00004019166,0.0027539467,0.9342401,0.00006186737,0.00011885022,0.00020985346,0.058370516,0.0010989298,0.0020533951,0.00029249885,0.0007075675,0.00005224981],"about_ca_topic_score_codex":0.0011515114,"about_ca_topic_score_gemma":0.0017295476,"teacher_disagreement_score":0.003992396,"about_ca_system_score_codex":0.0006034442,"about_ca_system_score_gemma":0.0008000027,"threshold_uncertainty_score":0.021114051},"labels":[],"label_agreement":null},{"id":"W3185971028","doi":"10.3968/12197","title":"Design and Application of Teaching Mode of English Reading and Writing Course for Postgraduate Based on Smart Classroom","year":2021,"lang":"en","type":"article","venue":"Cross-cultural communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Course (navigation); Reading (process); Perspective (graphical); Mathematics education; Graduate students; Computer science; Pedagogy; Psychology; Engineering; Political science; Artificial intelligence","score_opus":0.04170273545685037,"score_gpt":0.3347705785147411,"score_spread":0.29306784305789074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3185971028","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6107401,0.00047267546,0.35187536,0.00074574316,0.00034244417,0.004995587,0.00027379274,0.002301334,0.028252918],"genre_scores_gemma":[0.72016025,0.00046964549,0.25165245,0.00022911908,0.000070345006,0.003878929,0.0002645086,0.00013449255,0.023140308],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993693,0.00015441289,0.000035380723,0.00016938604,0.00017615076,0.00009528592],"domain_scores_gemma":[0.99937963,0.0001299399,0.000030517625,0.00003147789,0.00018627061,0.00024207564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008525159,0.00036179763,0.00032637635,0.000715499,0.0005346134,0.0008570881,0.0010891021,0.00058018713,0.008148063],"category_scores_gemma":[0.0010757518,0.00022478683,0.0004190944,0.00018339053,0.00029814942,0.00066770794,0.0007640131,0.00035142252,0.0012192341],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018239584,0.0067966525,0.027682284,0.0018445788,0.000080823615,0.001166941,0.0060972082,0.009516206,0.2744707,0.008968288,0.009430163,0.65212226],"study_design_scores_gemma":[0.003030953,0.027649082,0.18910645,0.0006345096,0.0012133394,0.0031367475,0.011249784,0.2381508,0.26564476,0.0065413006,0.2530545,0.00058781356],"about_ca_topic_score_codex":0.0015683158,"about_ca_topic_score_gemma":0.0014103745,"teacher_disagreement_score":0.008148063,"about_ca_system_score_codex":0.0005126093,"about_ca_system_score_gemma":0.0013295112,"threshold_uncertainty_score":0.027258039},"labels":[],"label_agreement":null},{"id":"W3186260624","doi":"10.3138/cmlr-2020-0128","title":"L’incidence d’un enseignement centré sur la forme sur la performance orale","year":2021,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Task (project management); Computer science; Psychology","score_opus":0.015068053917497383,"score_gpt":0.20434063394350072,"score_spread":0.18927258002600333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3186260624","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9825533,0.0012269096,0.0021373727,0.00032714652,0.000038338658,0.000022286564,0.000056095138,0.00006277027,0.0135757495],"genre_scores_gemma":[0.99308735,0.0010605232,0.0014680608,0.00004461993,0.000044761346,0.000018185981,0.00006598336,0.00003034767,0.00418019],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9954401,0.0015405968,0.00027453544,0.00042568066,0.0019725217,0.000346457],"domain_scores_gemma":[0.95760345,0.031203354,0.0053193993,0.0012813311,0.00369831,0.0008941469],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003529583,0.00048455963,0.00036358123,0.0012409957,0.00043162555,0.0018569309,0.00051412726,0.00088572263,0.0072011617],"category_scores_gemma":[0.04183703,0.00022496675,0.00028620803,0.0006461614,0.0014107522,0.001093357,0.0007140396,0.00073975907,0.0012384517],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017493024,0.00055174425,0.44139734,0.00053446856,0.0001610634,0.0012651824,0.016504359,0.0010231006,0.05877386,0.0018848121,0.0014517814,0.474703],"study_design_scores_gemma":[0.00002388747,0.00089790137,0.9726753,0.00010071216,0.00006572141,0.0012525937,0.003834352,0.0008233433,0.010090757,0.00033287783,0.009857433,0.000045106943],"about_ca_topic_score_codex":0.023603288,"about_ca_topic_score_gemma":0.016252497,"teacher_disagreement_score":0.023603288,"about_ca_system_score_codex":0.0010079987,"about_ca_system_score_gemma":0.0010265156,"threshold_uncertainty_score":0.046931803},"labels":[],"label_agreement":null},{"id":"W3186452387","doi":"10.23977/aetp.2021.54015","title":"The Effect of Negative Transfer of Mother Tongue in English Compositions of the Graduate Candidate Test","year":2021,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Negative transfer; Test (biology); Graduate students; Mathematics education; First language; Natural language processing; Psychology; Computer science; Linguistics; Mathematics; Artificial intelligence; Pedagogy; Philosophy","score_opus":0.012247625887007674,"score_gpt":0.314588184232763,"score_spread":0.30234055834575535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3186452387","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99734914,0.000054487686,0.00010521294,0.00016084113,0.000025613112,0.000014476943,0.00003944115,0.000008297037,0.0022424136],"genre_scores_gemma":[0.99847597,0.00003305599,0.00012881508,0.000068248635,0.000009199447,0.000017209693,0.000049653972,0.0000080632435,0.0012099068],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99058795,0.004194725,0.00058063655,0.00086357305,0.0030007134,0.0007723536],"domain_scores_gemma":[0.92872465,0.046783015,0.01027923,0.0040367506,0.0054858513,0.004690557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006877834,0.0003750442,0.00040263546,0.00091271027,0.0011216566,0.0013485556,0.0008660165,0.0007678044,0.0066593857],"category_scores_gemma":[0.08120868,0.00017987718,0.000522754,0.0005659827,0.0015411532,0.0010106826,0.0028880977,0.0017037871,0.0009890703],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032854443,0.0013369629,0.9447401,0.000064014224,0.00012472707,0.0010416514,0.0052491785,0.00024671573,0.0047526215,0.00038518102,0.00061931595,0.038154032],"study_design_scores_gemma":[0.000017503757,0.0009966244,0.99158657,0.000034205554,0.00006122845,0.00023123907,0.003684617,0.0002516699,0.0026206032,0.00010647304,0.00039628425,0.0000130966],"about_ca_topic_score_codex":0.005910848,"about_ca_topic_score_gemma":0.0050637154,"teacher_disagreement_score":0.006877834,"about_ca_system_score_codex":0.001317437,"about_ca_system_score_gemma":0.0016261456,"threshold_uncertainty_score":0.036373913},"labels":[],"label_agreement":null},{"id":"W3186510799","doi":"","title":"« Being immersion »: Identité de groupe et accent d’élèves en 10e année (seconde) dans l'Ouest du Canada","year":2021,"lang":"fr","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Humanities; Art","score_opus":0.009843478340508686,"score_gpt":0.22561290254102506,"score_spread":0.21576942420051637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3186510799","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99186385,0.0004528623,0.00011534593,0.0017560098,0.00007416667,0.000023348442,0.0002462535,0.0000075976004,0.005460591],"genre_scores_gemma":[0.98177284,0.0003720826,0.00012761014,0.00031095633,0.000017446087,0.000031675074,0.00017580984,0.000014216192,0.017177284],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978866,0.00017857034,0.000044404762,0.00017809874,0.00036442457,0.0013480147],"domain_scores_gemma":[0.9968238,0.00020332796,0.0002529082,0.000035553316,0.001006663,0.0016778125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013644828,0.00039346193,0.0005612992,0.001185761,0.01080339,0.004288742,0.0016028129,0.001464979,0.003983373],"category_scores_gemma":[0.0020205076,0.00044388525,0.00054841914,0.0016727669,0.00482555,0.001696505,0.004441155,0.005044593,0.00041613256],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001882028,0.00015643012,0.2422274,0.00006714457,0.00002975646,0.0008933974,0.7298624,0.000117196614,0.0011024186,0.0034342515,0.003713929,0.018207356],"study_design_scores_gemma":[0.0000056324816,0.000077280296,0.41257688,0.00010205844,0.000008760174,0.00012664041,0.56846255,0.00007040982,0.00018332106,0.00014387676,0.018203553,0.00003900965],"about_ca_topic_score_codex":0.9896987,"about_ca_topic_score_gemma":0.9954015,"teacher_disagreement_score":0.03438231,"about_ca_system_score_codex":0.03438231,"about_ca_system_score_gemma":0.049630295,"threshold_uncertainty_score":0.2494623},"labels":[],"label_agreement":null},{"id":"W3187019738","doi":"10.5539/ies.v14n8p30","title":"An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metacognition; Reading comprehension; Reading (process); Psychology; Mathematics education; Comprehension; Empirical research; Foundation (evidence); Class (philosophy); Pedagogy; Cognition; Computer science; Linguistics","score_opus":0.1663126013516244,"score_gpt":0.4722852787401118,"score_spread":0.3059726773884874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3187019738","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961394,0.00002228048,0.000025575093,0.000023066135,0.0000015239061,0.000017344857,0.0000031193083,5.606367e-7,0.0002924978],"genre_scores_gemma":[0.9984384,0.000091941496,0.0002999621,0.00006661176,0.0000056032814,0.00006829717,0.000014340215,0.0000015380997,0.0010132337],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99839765,0.0007439047,0.00006348876,0.00019649106,0.00024354887,0.00035496627],"domain_scores_gemma":[0.9943498,0.0031357156,0.00093024323,0.0003785303,0.0005593912,0.00064637995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024237921,0.00033037626,0.00046654418,0.0005912027,0.0025189142,0.0010979532,0.00064513134,0.0006008596,0.002722356],"category_scores_gemma":[0.0060556936,0.0002781577,0.00023153955,0.0005090063,0.0013349704,0.00075481663,0.00094144914,0.00087405776,0.00042313224],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011420996,0.05268713,0.4249085,0.00052302046,0.00006372526,0.0035475253,0.39208937,0.00017722187,0.016660472,0.00095529703,0.00062518095,0.106620446],"study_design_scores_gemma":[0.00013353163,0.012943282,0.7572681,0.00014351807,0.000061441395,0.0009474036,0.21560965,0.00028324992,0.0062112613,0.00039853778,0.005955939,0.00004409411],"about_ca_topic_score_codex":0.0030878184,"about_ca_topic_score_gemma":0.009034369,"teacher_disagreement_score":0.0030878184,"about_ca_system_score_codex":0.0010243274,"about_ca_system_score_gemma":0.0021508879,"threshold_uncertainty_score":0.012818396},"labels":[],"label_agreement":null},{"id":"W3187317771","doi":"10.1177/00336882211035590","title":"Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms","year":2021,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Perception; Mathematics education; Term (time); Qualitative research; Foreign language; Pedagogy; Social psychology; Sociology","score_opus":0.04744726930962591,"score_gpt":0.33460139841182407,"score_spread":0.2871541291021982,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3187317771","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99907863,0.000022954995,0.000044831024,0.0000714882,0.0000046886257,0.000005063225,0.0000042438505,0.0000027643982,0.00076532125],"genre_scores_gemma":[0.9989519,0.000035790712,0.00006724911,0.0000502122,0.0000031754823,0.000011967059,0.000010669944,0.0000029592145,0.0008659659],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985524,0.00049394433,0.00006583468,0.00014096488,0.00035706058,0.00038975512],"domain_scores_gemma":[0.9947738,0.0011922658,0.0010022693,0.00024808093,0.0007643283,0.0020193446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023913793,0.0003135674,0.00040487654,0.0007128243,0.0022853503,0.0040037655,0.0007258737,0.0008419381,0.0033694024],"category_scores_gemma":[0.007606679,0.0002172155,0.00026021645,0.00036727064,0.0015207618,0.001335011,0.003127504,0.001592321,0.00051385385],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034279513,0.0015638316,0.3362635,0.00019088796,0.000054808886,0.001969567,0.58272207,0.00011795918,0.018373292,0.0007175752,0.0009837749,0.056699973],"study_design_scores_gemma":[0.000016254877,0.00061012263,0.23576906,0.000054418804,0.000026337486,0.000482326,0.75441015,0.00020573473,0.0021680808,0.00025896652,0.0059473976,0.000051218158],"about_ca_topic_score_codex":0.0037977248,"about_ca_topic_score_gemma":0.0066369963,"teacher_disagreement_score":0.0040037655,"about_ca_system_score_codex":0.001210378,"about_ca_system_score_gemma":0.001601113,"threshold_uncertainty_score":0.012646973},"labels":[],"label_agreement":null},{"id":"W3187968158","doi":"10.3968/12175","title":"Motivation de l’apprentissage du chinois des étudiants africains en Chine","year":2021,"lang":"fr","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Art","score_opus":0.02247494190703005,"score_gpt":0.2877309032340768,"score_spread":0.26525596132704676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3187968158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92442745,0.004523001,0.001263902,0.0025856264,0.00010886225,0.000049178812,0.00023090183,0.000017870134,0.06679321],"genre_scores_gemma":[0.97793543,0.003427439,0.00084712496,0.00015724952,0.000024267956,0.000053608303,0.00013404703,0.000027376711,0.017393466],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986345,0.000679624,0.00006523397,0.000120547236,0.00028796084,0.00021207827],"domain_scores_gemma":[0.9969137,0.0017829954,0.00038801992,0.00011760567,0.00048262026,0.0003150315],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022352757,0.0003359692,0.00034588523,0.0020753487,0.0050610835,0.0037207801,0.00044382262,0.0008938684,0.007029034],"category_scores_gemma":[0.004964146,0.0002040988,0.0002288887,0.0029102778,0.004461485,0.0026829985,0.002370598,0.001185342,0.00068998395],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058530044,0.000031859337,0.019016327,0.00045179346,0.000018769013,0.0011265076,0.89904433,0.0000644032,0.0024899987,0.030360749,0.0019701447,0.045366615],"study_design_scores_gemma":[0.000008202897,0.000038319646,0.064897105,0.000681031,0.000020031,0.0008056724,0.7421074,0.00011519089,0.0008596542,0.0042228107,0.18619493,0.0000497627],"about_ca_topic_score_codex":0.027939321,"about_ca_topic_score_gemma":0.06664189,"teacher_disagreement_score":0.027939321,"about_ca_system_score_codex":0.003402834,"about_ca_system_score_gemma":0.003801853,"threshold_uncertainty_score":0.055553377},"labels":[],"label_agreement":null},{"id":"W3189878349","doi":"10.3968/12195","title":"Application of Reading Aloud in Middle School Oral English Teaching","year":2021,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading aloud; Reading (process); Active listening; Linguistics; Read aloud; Psychology; Computer science; Mathematics education; Communication","score_opus":0.023901144169084336,"score_gpt":0.29742552455242893,"score_spread":0.2735243803833446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3189878349","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7791967,0.002117158,0.1536775,0.0021438892,0.00033451853,0.0013292106,0.000047423193,0.0009361142,0.060217556],"genre_scores_gemma":[0.8412918,0.0019094442,0.1481229,0.0005052479,0.000077281984,0.00052797195,0.00007019809,0.00011295818,0.007382082],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99275583,0.004762331,0.00042999358,0.0005435955,0.0011879299,0.00032039086],"domain_scores_gemma":[0.99186045,0.0048576184,0.0006921831,0.00044331182,0.0016765177,0.00046990544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040614433,0.0006310387,0.0004148716,0.0015085707,0.0010404503,0.002239472,0.00094242295,0.0007711668,0.0015378388],"category_scores_gemma":[0.01077264,0.00028716493,0.00039807777,0.0008966091,0.0009514435,0.0019222512,0.002201975,0.0010866377,0.00061477686],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021152906,0.0026674096,0.014155824,0.0011796267,0.000023954815,0.00075434067,0.07569158,0.0007070339,0.047775462,0.005234499,0.0014618324,0.8501368],"study_design_scores_gemma":[0.00038333668,0.0088580195,0.12863187,0.004625769,0.00068083685,0.010535909,0.25781062,0.027793728,0.2854953,0.04856219,0.22604536,0.00057709176],"about_ca_topic_score_codex":0.0010336029,"about_ca_topic_score_gemma":0.002164019,"teacher_disagreement_score":0.0040614433,"about_ca_system_score_codex":0.0010663378,"about_ca_system_score_gemma":0.0028569428,"threshold_uncertainty_score":0.021479249},"labels":[],"label_agreement":null},{"id":"W3190013403","doi":"10.3968/12144","title":"Comparing and Contrasting Kinship Terms of Sinhala, Tamil, and Chinese for Second and Foreign Language Teaching in Sri Lanka","year":2021,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tamil; Kinship; Sri lanka; Linguistics; Foreign language; Sociology; Psychology; Anthropology; Pedagogy; South asia","score_opus":0.03013018333035081,"score_gpt":0.3100468644532633,"score_spread":0.27991668112291246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3190013403","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965945,0.00014117933,0.00008086197,0.00007904888,0.00000392289,0.000011709017,0.0000043231657,0.000001708604,0.0030827436],"genre_scores_gemma":[0.9983742,0.0002470585,0.00024380388,0.000024673223,0.0000016469903,0.000016566793,0.000008360511,0.0000024269964,0.0010811704],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99900764,0.000536286,0.00006552963,0.00005121942,0.00016166375,0.00017776145],"domain_scores_gemma":[0.9981852,0.000889416,0.00021063289,0.00006136996,0.00026139992,0.00039193276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014615838,0.0002088833,0.00017860545,0.0011337952,0.0029048298,0.0017363796,0.00037953397,0.00020153557,0.0018928536],"category_scores_gemma":[0.0029149654,0.00012296469,0.00012683737,0.0011933747,0.0012898141,0.00068667484,0.0014778213,0.00045013273,0.00015421728],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000113417016,0.00013803029,0.15387048,0.00032455422,0.000018104924,0.0022295245,0.775406,0.000076935685,0.004745481,0.0038171124,0.00053381675,0.05872656],"study_design_scores_gemma":[0.0000071187046,0.00017852537,0.1691509,0.00013710251,0.000027340937,0.0005105727,0.8200081,0.00012667266,0.00093649677,0.00028689654,0.008611934,0.000018345458],"about_ca_topic_score_codex":0.01808093,"about_ca_topic_score_gemma":0.07578529,"teacher_disagreement_score":0.01808093,"about_ca_system_score_codex":0.002200246,"about_ca_system_score_gemma":0.0037476418,"threshold_uncertainty_score":0.035951376},"labels":[],"label_agreement":null},{"id":"W3191545669","doi":"10.5430/ijhe.v11n1p114","title":"Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study","year":2021,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Psychology; Reading (process); Contrast (vision); Mathematics education; Foreign language; Comprehension; Test (biology); English language; Longitudinal study; English as a foreign language; Computer science; Linguistics; Medicine","score_opus":0.0496155823387608,"score_gpt":0.33680013902657424,"score_spread":0.28718455668781345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3191545669","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995958,0.00006916684,0.00007167494,0.000031573647,0.000003490066,0.000009907838,0.0000511287,0.0000016695194,0.00016550477],"genre_scores_gemma":[0.99913836,0.000038500115,0.00012307471,0.000013819364,0.0000039450297,0.00002571077,0.00010668369,0.0000013101185,0.0005486152],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991586,0.00036101305,0.00005121524,0.00014839393,0.00010504166,0.00017568987],"domain_scores_gemma":[0.9955415,0.0014768168,0.0010174426,0.00044107734,0.00044518712,0.0010780111],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003914558,0.0003305656,0.00038468977,0.0005630262,0.0009388618,0.0010846381,0.00048052642,0.0006224123,0.002292086],"category_scores_gemma":[0.0045972923,0.00030961592,0.00055626244,0.00039620828,0.00044171416,0.0006736918,0.00071433635,0.0013159154,0.00038846326],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028070004,0.001530122,0.9919084,0.000013946607,0.00007299393,0.00014257565,0.0016249996,0.00006910669,0.00069173577,0.00012083656,0.00011256205,0.0034319763],"study_design_scores_gemma":[0.0000144079995,0.00088996394,0.9964606,0.000015520985,0.00005887707,0.00009266082,0.0012767636,0.00044170904,0.0003428688,0.00007835134,0.00031914597,0.000009187833],"about_ca_topic_score_codex":0.004055655,"about_ca_topic_score_gemma":0.00531645,"teacher_disagreement_score":0.004055655,"about_ca_system_score_codex":0.00031489276,"about_ca_system_score_gemma":0.0009028397,"threshold_uncertainty_score":0.020702422},"labels":[],"label_agreement":null},{"id":"W3192813533","doi":"10.1111/flan.12561","title":"Linguistic risk‐taking in second language learning: The case of French at a Canadian bilingual institution","year":2021,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Canadian Virtual University; University of Ottawa","funders":"","keywords":"Institution; Psychology; Construct (python library); Pedagogy; Participatory action research; Bilingual education; Linguistics; Language assessment; Metacognition; Sociology; Computer science; Cognition","score_opus":0.034218184133184636,"score_gpt":0.2877396762105915,"score_spread":0.2535214920774069,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3192813533","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.966242,0.00039615796,0.0010696684,0.008046159,0.000081814454,0.000076990196,0.00004081139,0.000044421162,0.024001945],"genre_scores_gemma":[0.9893618,0.00023301088,0.0007036088,0.0005986974,0.00001232893,0.000016716858,0.000015759757,0.00002110949,0.0090368595],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9931375,0.002304209,0.00009037083,0.00038630658,0.0007362517,0.0033454613],"domain_scores_gemma":[0.9914807,0.0012818377,0.00045287068,0.00016251465,0.0012089487,0.0054129697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041634776,0.0009222122,0.0005094354,0.0013123301,0.053382326,0.007986498,0.0027815255,0.004034001,0.005106023],"category_scores_gemma":[0.005136633,0.0005034658,0.00073662295,0.0012348996,0.011676495,0.0013367814,0.006559953,0.0051030465,0.00056571903],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017129433,0.0004827698,0.026801651,0.00012067105,0.000027903145,0.025588136,0.8983571,0.0009565687,0.0020723562,0.015251538,0.0053270725,0.024843005],"study_design_scores_gemma":[0.000013742245,0.00013001947,0.010360334,0.00011860727,0.000020478132,0.0025289627,0.93966496,0.00063805893,0.00074887497,0.0010642178,0.044625193,0.00008655285],"about_ca_topic_score_codex":0.9091788,"about_ca_topic_score_gemma":0.96492344,"teacher_disagreement_score":0.09082121,"about_ca_system_score_codex":0.06414075,"about_ca_system_score_gemma":0.09387646,"threshold_uncertainty_score":0.4653759},"labels":[],"label_agreement":null},{"id":"W3192945546","doi":"10.5430/wjel.v11n2p95","title":"Genre-based Approach to Writing in EFL Contexts","year":2021,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Computer science; Academic writing; Linguistics; Mathematics education; Psychology; Philosophy","score_opus":0.019254425162777,"score_gpt":0.2514926364273052,"score_spread":0.23223821126452818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3192945546","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7170073,0.0034528137,0.04769727,0.0043468866,0.0006072531,0.00045253194,0.00015145754,0.00017689948,0.22610758],"genre_scores_gemma":[0.96861905,0.0007330737,0.01577694,0.00030146717,0.00007078988,0.000096744734,0.00005278734,0.00004406091,0.014305126],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99678636,0.0019961246,0.00021604319,0.00032941834,0.00053979724,0.00013228072],"domain_scores_gemma":[0.9936045,0.0031901246,0.00074233516,0.0005560748,0.0012038199,0.0007032864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033343278,0.0003004708,0.00025970637,0.0020567216,0.0023594564,0.004677294,0.00064351386,0.0004135569,0.0032809633],"category_scores_gemma":[0.0077761416,0.00014274838,0.00019299242,0.0013377144,0.0036270702,0.0017340544,0.0020581284,0.0011557175,0.00043773628],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011447819,0.00058307033,0.082884274,0.0012318029,0.00004820785,0.0027235646,0.34382215,0.0009866257,0.01678512,0.09839285,0.0065832213,0.44584474],"study_design_scores_gemma":[0.00007877973,0.00061578024,0.161873,0.0017555653,0.00007223997,0.007957029,0.3935884,0.006717599,0.010885952,0.08200248,0.33430812,0.00014516617],"about_ca_topic_score_codex":0.0016335836,"about_ca_topic_score_gemma":0.0031617216,"teacher_disagreement_score":0.004677294,"about_ca_system_score_codex":0.0021977443,"about_ca_system_score_gemma":0.0017474305,"threshold_uncertainty_score":0.017633796},"labels":[],"label_agreement":null},{"id":"W3193458722","doi":"10.1558/wap.20355","title":"‘I do the peer review by myself’","year":2021,"lang":"en","type":"article","venue":"Writing & Pedagogy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Sociocultural evolution; Constructive; Zone of proximal development; Second language writing; Academic writing; Mathematics education; Agency (philosophy); Pedagogy; Task (project management); Class (philosophy); Psychology; Computer science; Linguistics; Sociology; Second language","score_opus":0.07130912441216056,"score_gpt":0.35365467803390205,"score_spread":0.2823455536217415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3193458722","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014985948,0.010783794,0.055366773,0.27929348,0.30400193,0.0037661935,0.0019723086,0.0049979966,0.3248316],"genre_scores_gemma":[0.17483862,0.010885111,0.057488136,0.080894254,0.099194616,0.004449596,0.0026923958,0.0050254515,0.56453186],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.95086706,0.016541524,0.0039888574,0.005053097,0.02195677,0.0015926856],"domain_scores_gemma":[0.78560406,0.020980723,0.010933389,0.02484968,0.14161465,0.016017461],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.029971333,0.0007629323,0.0015270959,0.0029757058,0.0041605704,0.008715656,0.0025725313,0.0021616616,0.07881806],"category_scores_gemma":[0.19911227,0.0004034104,0.0006977924,0.0017941983,0.002604487,0.0057612597,0.004918404,0.004437623,0.08200807],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036469617,0.000035856036,0.0007376891,0.00032303424,0.000030842224,0.00020370532,0.0020270604,0.00004959315,0.00091651,0.0032005608,0.8641475,0.1282913],"study_design_scores_gemma":[0.000009840093,0.000027818023,0.0010178677,0.0002468004,0.000010130323,0.00033755528,0.00091143354,0.00012718013,0.00027448442,0.002016126,0.9949904,0.000030305344],"about_ca_topic_score_codex":0.0013876422,"about_ca_topic_score_gemma":0.0035815192,"teacher_disagreement_score":0.97002864,"about_ca_system_score_codex":0.0017813008,"about_ca_system_score_gemma":0.0079393275,"threshold_uncertainty_score":0.26367265},"labels":[],"label_agreement":null},{"id":"W3193686619","doi":"10.5539/ijel.v11n5p44","title":"Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills","year":2021,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Macro; Impossibility; Mathematics education; Language education; Teaching method; Pedagogy; English language; Foreign language; Affect (linguistics); Computer science; Political science","score_opus":0.1290251139331086,"score_gpt":0.31964130004853947,"score_spread":0.19061618611543088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3193686619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9828371,0.0011826002,0.0013494606,0.0031277386,0.00002628366,0.000021291207,0.00003826512,0.000026131102,0.011391164],"genre_scores_gemma":[0.99696034,0.0006691905,0.00062357506,0.00023615842,0.000007605307,0.000011833544,0.00001911006,0.000005449713,0.0014666375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99694014,0.00070785644,0.00045789665,0.00022789692,0.0013172873,0.00034896255],"domain_scores_gemma":[0.9860075,0.0029258067,0.0044776537,0.0004081757,0.0049324757,0.0012484096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002763473,0.00020527214,0.0001246429,0.0009097319,0.0017365095,0.0019043167,0.00050909416,0.00046451026,0.0021090333],"category_scores_gemma":[0.012995397,0.00019681478,0.000116861156,0.0007736757,0.0018974002,0.0009306964,0.0010151723,0.0007340516,0.0005724748],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017413824,0.0002460476,0.5337046,0.00074169744,0.000044272456,0.0011939476,0.26918635,0.00052110886,0.011812524,0.006707526,0.003549987,0.17211775],"study_design_scores_gemma":[0.000024870451,0.00017891072,0.60602385,0.0005052361,0.000046462523,0.0019613788,0.33462757,0.0010195761,0.0039022022,0.0024155334,0.049201865,0.000092588954],"about_ca_topic_score_codex":0.02127638,"about_ca_topic_score_gemma":0.036413312,"teacher_disagreement_score":0.02127638,"about_ca_system_score_codex":0.0023338788,"about_ca_system_score_gemma":0.0034035326,"threshold_uncertainty_score":0.042305112},"labels":[],"label_agreement":null},{"id":"W3193821719","doi":"","title":"Did they Forget? Understanding Teacher TPACK During the COVID-19 Pandemic","year":2021,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Pandemic; Coronavirus disease 2019 (COVID-19); Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); 2019-20 coronavirus outbreak; Psychology; Virology; Medicine; Outbreak","score_opus":0.09426149216002583,"score_gpt":0.33130230992604487,"score_spread":0.23704081776601904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3193821719","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5990548,0.0057708547,0.0018208518,0.3144827,0.0023381147,0.00010132904,0.00040149782,0.00009543916,0.07593441],"genre_scores_gemma":[0.98007065,0.0023096767,0.0002991152,0.011725932,0.00022568453,0.00006689424,0.00012249536,0.000087159795,0.0050922544],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99520016,0.0017630351,0.00016708126,0.0003549373,0.00050182757,0.0020129536],"domain_scores_gemma":[0.98864836,0.003978944,0.0018753652,0.0004493705,0.0016924966,0.003355507],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075106276,0.00028230497,0.00048337292,0.0012300694,0.012813852,0.0075786794,0.0015007571,0.0039455476,0.0067839343],"category_scores_gemma":[0.03384854,0.00057153025,0.00029671768,0.0010744127,0.008745574,0.011024603,0.009914812,0.012811284,0.0010418603],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000078695906,0.00008722639,0.042108398,0.00016978534,0.000014135891,0.0019787916,0.8852756,0.00011459877,0.00022473605,0.016007353,0.03242763,0.021513117],"study_design_scores_gemma":[0.000009891337,0.000040155006,0.016163366,0.000598111,0.000008098575,0.0005909154,0.8999569,0.000116066665,0.00008571737,0.005037728,0.077360995,0.000032067222],"about_ca_topic_score_codex":0.07903728,"about_ca_topic_score_gemma":0.11350983,"teacher_disagreement_score":0.07903728,"about_ca_system_score_codex":0.012407151,"about_ca_system_score_gemma":0.01421363,"threshold_uncertainty_score":0.15715444},"labels":[],"label_agreement":null},{"id":"W3194342514","doi":"10.5539/elt.v14n9p24","title":"Revisiting Native Speakerism in ELT: Viewpoints of Chinese EFL Program Administrators on the Recruitment and Workplace Situations of Foreign English Teachers","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Viewpoints; Ideology; Psychology; Workload; English as a foreign language; China; Foreign language; Pedagogy; Payment; Task (project management); Mathematics education; Public relations; Political science; Management; Business; Economics","score_opus":0.03390051871838906,"score_gpt":0.3071653109606454,"score_spread":0.27326479224225636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3194342514","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947261,0.00013669123,0.00027430136,0.0019940638,0.000029064162,0.000009410006,0.0000027820327,0.000005427801,0.0028220466],"genre_scores_gemma":[0.9987562,0.00008635125,0.00007262218,0.0002821413,0.000017291937,0.0000057344837,0.0000018064361,0.0000033827941,0.0007744604],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9927907,0.004580403,0.00019398856,0.00034073336,0.0007664747,0.0013276904],"domain_scores_gemma":[0.9940153,0.0029160155,0.0009756721,0.00021151404,0.0006753088,0.0012061619],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008028766,0.00040549802,0.0003839601,0.001269686,0.015624218,0.006604275,0.0010944657,0.0014804454,0.0012257578],"category_scores_gemma":[0.008066183,0.0004224662,0.0003088423,0.0006180168,0.014214453,0.0026147384,0.0051177023,0.0039461525,0.00015933416],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000145008435,0.000029148076,0.014361123,0.000018078044,0.0000035054645,0.0011539899,0.9788478,0.000021314352,0.001125657,0.0013607156,0.00028039198,0.002783834],"study_design_scores_gemma":[0.0000016011701,0.000024451736,0.005560913,0.000017908851,0.0000041367857,0.00024864037,0.9910324,0.00009776367,0.00032568627,0.0002019405,0.0024741853,0.0000103614275],"about_ca_topic_score_codex":0.018867876,"about_ca_topic_score_gemma":0.02779777,"teacher_disagreement_score":0.018867876,"about_ca_system_score_codex":0.0054657147,"about_ca_system_score_gemma":0.0062476,"threshold_uncertainty_score":0.04246068},"labels":[],"label_agreement":null},{"id":"W3195804585","doi":"10.3968/12250","title":"Integrating Chinese Culture into English Teaching: A Case Study of Oxford English for Junior High Schools","year":2021,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Connotation; Class (philosophy); Curriculum; Presentation (obstetrics); Chinese culture; Mathematics education; Subject (documents); Pedagogy; Sociology; Target culture; Psychology; Linguistics; Computer science; China; History; Medicine; Library science","score_opus":0.02247831603428762,"score_gpt":0.33046969993408076,"score_spread":0.30799138389979314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3195804585","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972651,0.0002826426,0.00018596336,0.0003638435,0.000023543611,0.000052110543,0.00000931552,0.0000036364054,0.0018137986],"genre_scores_gemma":[0.99507505,0.0005619613,0.00071894564,0.00023069866,0.000011838875,0.000041423096,0.00001631476,0.000007782026,0.0033360457],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963955,0.0017812098,0.00018383369,0.0002637405,0.0003960944,0.0009795188],"domain_scores_gemma":[0.996323,0.0008494919,0.00043083055,0.0001224038,0.0003512775,0.0019230595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034357326,0.0008483062,0.0008769108,0.0017125362,0.013960829,0.0034468675,0.002104965,0.0023669659,0.0025969432],"category_scores_gemma":[0.004397041,0.000703081,0.00085978204,0.0021549752,0.0034976734,0.0020335005,0.0040149298,0.0025058042,0.00030430444],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009824613,0.001054816,0.034468304,0.0003764346,0.000031133397,0.044904515,0.89972955,0.00015258566,0.0017109659,0.0020350113,0.001139092,0.014299315],"study_design_scores_gemma":[0.000018707926,0.0003813646,0.02281333,0.0002267078,0.000037720187,0.0050554923,0.96122766,0.00023735403,0.00067016465,0.00016482179,0.009129135,0.000037545266],"about_ca_topic_score_codex":0.03409993,"about_ca_topic_score_gemma":0.10042706,"teacher_disagreement_score":0.03409993,"about_ca_system_score_codex":0.009255858,"about_ca_system_score_gemma":0.005613067,"threshold_uncertainty_score":0.067802906},"labels":[],"label_agreement":null},{"id":"W3195858482","doi":"10.5539/elt.v14n9p32","title":"Possible Impact of Overseas Study on Language Ability and Motivation to Study English","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"TOEIC; Psychology; Active listening; Mathematics education; Study abroad; English language; Motivation to learn; Reading (process); Pedagogy; Linguistics","score_opus":0.022210636140043736,"score_gpt":0.30378218529290124,"score_spread":0.2815715491528575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3195858482","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99923885,0.000028498784,0.00002909631,0.00007736894,0.0000073036763,0.000006583871,0.000007956636,0.0000014128191,0.00060299144],"genre_scores_gemma":[0.9992287,0.000033960292,0.000045705277,0.00004528244,0.000006569529,0.000007825943,0.000017180328,0.0000010665427,0.0006137389],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987281,0.00059629115,0.000057590263,0.00009172196,0.00021520576,0.00031099204],"domain_scores_gemma":[0.99169546,0.0022174758,0.0013367118,0.00027329745,0.0006310486,0.0038459664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019425601,0.00022544578,0.00019577192,0.00048477904,0.0008790495,0.000993581,0.00035887977,0.00027441359,0.0043059248],"category_scores_gemma":[0.006739705,0.00010835312,0.00029605645,0.0003545455,0.00057899195,0.0003829377,0.0014498781,0.00064532785,0.00026331237],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005334456,0.0020060847,0.9554728,0.00004503951,0.00004895907,0.0004935855,0.00417392,0.00007067966,0.0026105929,0.0002883542,0.00024183407,0.03401473],"study_design_scores_gemma":[0.0000071014306,0.0006339843,0.9943065,0.000010296734,0.000011586472,0.000061552986,0.0040633306,0.00007719377,0.0002780634,0.000048835704,0.0004964605,0.000005131659],"about_ca_topic_score_codex":0.0042131245,"about_ca_topic_score_gemma":0.010205195,"teacher_disagreement_score":0.0043059248,"about_ca_system_score_codex":0.00047356306,"about_ca_system_score_gemma":0.0010078974,"threshold_uncertainty_score":0.014404774},"labels":[],"label_agreement":null},{"id":"W3197834967","doi":"10.32920/ryerson.14663769.v1","title":"Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners","year":2021,"lang":"en","type":"preprint","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Affect (linguistics); Psychology; Second language; Language acquisition; Self-efficacy; Second-language acquisition; First language; Linguistics; Mathematics education; Social psychology; Communication","score_opus":0.01795152719631642,"score_gpt":0.25021787863850387,"score_spread":0.23226635144218744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3197834967","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894994,0.000033025415,0.00003658272,0.000057810805,0.0000021937976,0.000006855582,0.000005631756,5.371561e-7,0.0009075789],"genre_scores_gemma":[0.99939203,0.000044879573,0.000037955433,0.000027595026,0.0000015954282,0.0000099101735,0.0000055088035,4.942722e-7,0.0004800321],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999363,0.00027107267,0.00003103656,0.000060368315,0.00010849057,0.00016588383],"domain_scores_gemma":[0.9978587,0.0013566358,0.0003231363,0.00005122818,0.00020810886,0.00020234684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002475251,0.00024282411,0.00033882953,0.0006349791,0.0014803432,0.0018325486,0.00031311694,0.00057439186,0.0016087613],"category_scores_gemma":[0.0035994737,0.00020664009,0.00018666718,0.00032507084,0.0017788936,0.0007650181,0.0006244789,0.0010318692,0.00019462005],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074491,0.0003857007,0.24632984,0.00006806789,0.000017239185,0.0005327212,0.7377682,0.000076131946,0.003296292,0.0012007584,0.00023698514,0.010013533],"study_design_scores_gemma":[0.000007739298,0.00022787826,0.12956826,0.000045793277,0.000011295374,0.00024900853,0.8667179,0.00019413861,0.00094657525,0.00020474268,0.0018087626,0.000017960443],"about_ca_topic_score_codex":0.0038652357,"about_ca_topic_score_gemma":0.005141311,"teacher_disagreement_score":0.0038652357,"about_ca_system_score_codex":0.00068214355,"about_ca_system_score_gemma":0.0008843084,"threshold_uncertainty_score":0.013090491},"labels":[],"label_agreement":null},{"id":"W3199124729","doi":"10.29333/iji.2021.14452a","title":"Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners","year":2021,"lang":"en","type":"article","venue":"International Journal of Instruction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Ideal (ethics); Psychology; Class (philosophy); Second language writing; Test (biology); Control (management); Pedagogy; Computer science; Second language; Linguistics","score_opus":0.060936957857349976,"score_gpt":0.28468296823983413,"score_spread":0.22374601038248415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3199124729","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991008,0.000025896947,0.00006800972,0.00003612024,0.00000246487,0.000008572546,0.0000030819547,0.0000018342636,0.0007531703],"genre_scores_gemma":[0.99901056,0.00006816883,0.00038177066,0.000022552787,0.0000032306903,0.000017180702,0.000007786828,0.0000012315877,0.00048751765],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992681,0.0003145507,0.000043645872,0.000074419935,0.00020422445,0.00009512484],"domain_scores_gemma":[0.9967699,0.0014861623,0.0007278238,0.00013051282,0.000364261,0.00052130857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015226166,0.00022430428,0.00024432596,0.0005438052,0.0005719194,0.0014010485,0.0002684117,0.0002922715,0.0008158984],"category_scores_gemma":[0.0051349853,0.00013042423,0.00018575846,0.0001787593,0.0008141537,0.0006915986,0.00082358933,0.00053246674,0.00012918291],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004392651,0.0053031594,0.60019195,0.00052464043,0.000041313495,0.001419867,0.21251592,0.00022435114,0.02999845,0.00115964,0.0006825629,0.14749894],"study_design_scores_gemma":[0.000050576542,0.0028408896,0.766765,0.00016337897,0.00005896171,0.00093331205,0.21457326,0.0006255834,0.0074419496,0.00090406585,0.005593569,0.000049427887],"about_ca_topic_score_codex":0.00035857782,"about_ca_topic_score_gemma":0.00080180925,"teacher_disagreement_score":0.0015226166,"about_ca_system_score_codex":0.00029444406,"about_ca_system_score_gemma":0.00071106735,"threshold_uncertainty_score":0.008052468},"labels":[],"label_agreement":null},{"id":"W3199357246","doi":"10.53103/cjlls.v1i1.6","title":"The Use of Translation in the Language Classroom to Scaffold Learning","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Language acquisition; Scaffold; Translation (biology); Process (computing); Linguistics; Psychology; Mathematics education; Programming language","score_opus":0.048643777314626664,"score_gpt":0.27359858762180433,"score_spread":0.22495481030717768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3199357246","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7220475,0.0037646021,0.084293514,0.0041602366,0.0005386257,0.0007965851,0.00007654597,0.0007166637,0.18360564],"genre_scores_gemma":[0.94309515,0.0016766196,0.043775473,0.00047031153,0.00011845362,0.0003715712,0.000041329375,0.00010378597,0.010347165],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99190384,0.005933217,0.00022875165,0.0005089414,0.0010392746,0.0003859323],"domain_scores_gemma":[0.989417,0.007579274,0.0006871917,0.00091651076,0.0008335313,0.00056654913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043002274,0.0005735026,0.00047891337,0.0011234531,0.0018211051,0.004334915,0.00080111047,0.001242609,0.0045290273],"category_scores_gemma":[0.012149092,0.00018567011,0.00046877985,0.0008590697,0.0032195402,0.0026516744,0.003907239,0.0012329797,0.0013022437],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034994655,0.003099836,0.010231776,0.002134519,0.00004897326,0.001171087,0.17738211,0.0011119088,0.031315997,0.044281818,0.0039120815,0.72496],"study_design_scores_gemma":[0.0006629125,0.011626044,0.061981257,0.005531538,0.0005454691,0.007380644,0.20862462,0.01017027,0.10424504,0.07484158,0.5140677,0.000322941],"about_ca_topic_score_codex":0.0011247145,"about_ca_topic_score_gemma":0.002346107,"teacher_disagreement_score":0.0045290273,"about_ca_system_score_codex":0.0013270463,"about_ca_system_score_gemma":0.0034327623,"threshold_uncertainty_score":0.022742033},"labels":[],"label_agreement":null},{"id":"W3199810228","doi":"10.23977/aetp.2021.57001","title":"A Study of the Cultivation of College Students' Learner Autonomy in the Multimedia Environment","year":2021,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Learner autonomy; Learning environment; Constructivism (international relations); Mathematics education; Psychology; Pedagogy; Autonomous learning; Aptitude; Multimedia; Computer science; Language education; Political science; Comprehension approach","score_opus":0.022259301935659045,"score_gpt":0.3443351885242137,"score_spread":0.3220758865885546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3199810228","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999218,0.000014287827,0.00013123827,0.000022235916,0.0000015553645,0.000030126304,0.0000032778246,0.0000014810131,0.0005778563],"genre_scores_gemma":[0.9990314,0.00004263496,0.00035690976,0.000016192502,0.0000027180008,0.00003674351,0.0000061919636,9.342068e-7,0.00050621363],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988506,0.0005048691,0.00006606035,0.00015162086,0.00022088684,0.00020593002],"domain_scores_gemma":[0.99538404,0.0020099783,0.0005559496,0.00029640985,0.00061446906,0.0011392292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017784416,0.00024252957,0.00028428287,0.00075315835,0.0019712697,0.0015144532,0.0005189033,0.0003797386,0.00121031],"category_scores_gemma":[0.005689378,0.00020714647,0.00026722002,0.00060835417,0.0010673226,0.0011436092,0.0010602014,0.0009463013,0.00014682136],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006692947,0.017088497,0.3824947,0.0004224386,0.000053707347,0.0011435974,0.416591,0.0005268875,0.01384504,0.0029380294,0.0006722558,0.16355452],"study_design_scores_gemma":[0.00014730771,0.009722225,0.5411196,0.00014493529,0.000082683066,0.0007267624,0.41359615,0.0021773388,0.0152549995,0.001713879,0.015194811,0.00011940291],"about_ca_topic_score_codex":0.0020737476,"about_ca_topic_score_gemma":0.0028316355,"teacher_disagreement_score":0.0020737476,"about_ca_system_score_codex":0.0009440963,"about_ca_system_score_gemma":0.0016871394,"threshold_uncertainty_score":0.0094053745},"labels":[],"label_agreement":null},{"id":"W3200465293","doi":"","title":"A Study on Correlations between the College EFL Learners' Phonetic Level and Their Listening Comprehension: A Case Study of Arts & Sciences College, Yangtze University","year":2014,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Phonetics; Active listening; Psychology; Linguistics; Intonation (linguistics); Dictation; Test (biology); Comprehension; Mathematics education; College English; Communication","score_opus":0.08309938716502306,"score_gpt":0.31006987079505394,"score_spread":0.22697048363003086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200465293","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99972874,0.00002736611,0.000023358216,0.000026227734,6.54363e-7,0.0000055420337,0.000009667017,5.264954e-7,0.00017795678],"genre_scores_gemma":[0.9993414,0.00008674349,0.00006698321,0.000022543527,0.0000019176418,0.000012400613,0.000027936472,9.644303e-7,0.0004389905],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991627,0.0002882555,0.00008916022,0.00013587168,0.00015623473,0.00016773323],"domain_scores_gemma":[0.99663085,0.0017095677,0.00050623843,0.0001326232,0.0005143101,0.00050638476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017349719,0.00031060312,0.00036594275,0.0017519998,0.0017378292,0.001254831,0.0004638379,0.00048405988,0.0022599201],"category_scores_gemma":[0.0041220966,0.0002928966,0.0003807398,0.0017069182,0.000856655,0.001125972,0.0009613947,0.0007634479,0.00021139822],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005578869,0.0006618238,0.85118574,0.00009300603,0.000037397003,0.003609807,0.12880963,0.00006391595,0.0011474701,0.000233088,0.00033708234,0.0137652755],"study_design_scores_gemma":[0.000011122499,0.00046508963,0.7459483,0.000053032934,0.000038691385,0.0012659513,0.24955392,0.000325484,0.0007315303,0.00006958434,0.0015085434,0.000028788307],"about_ca_topic_score_codex":0.010734853,"about_ca_topic_score_gemma":0.014992796,"teacher_disagreement_score":0.010734853,"about_ca_system_score_codex":0.001251486,"about_ca_system_score_gemma":0.0012217357,"threshold_uncertainty_score":0.021344721},"labels":[],"label_agreement":null},{"id":"W3200615675","doi":"10.5430/ijhe.v11n2p67","title":"The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at A South African Rural University","year":2021,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Modal verb; Grammar; Modal; Mathematics education; Focus group; Control (management); Sample (material); English grammar; Service (business); Computer science; Psychology; Linguistics; Sociology; Artificial intelligence; Verb","score_opus":0.027882785539643348,"score_gpt":0.27427904185030105,"score_spread":0.2463962563106577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200615675","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99981326,0.000014519106,0.0000114018085,0.000016441858,6.6325106e-7,0.0000048814554,0.0000024947185,3.5059168e-7,0.0001359249],"genre_scores_gemma":[0.9994079,0.00006448441,0.000049647493,0.000023492443,9.988446e-7,0.000010032919,0.000005815126,5.7883267e-7,0.00043696232],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995115,0.00011622753,0.000051604336,0.00004674431,0.000116061834,0.00015794105],"domain_scores_gemma":[0.99841917,0.00041049955,0.00046882083,0.000050978986,0.00025027132,0.00040023134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007466499,0.0003314344,0.00036793735,0.001034241,0.0021664393,0.0013549551,0.0003988483,0.0006501572,0.0021695907],"category_scores_gemma":[0.0027604643,0.0003459123,0.00020565238,0.0006074101,0.0010623984,0.0007582819,0.00076007243,0.00070028426,0.0004099151],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028171547,0.0019418143,0.67559385,0.00024271592,0.000020410533,0.004651991,0.2756658,0.000052495503,0.016839484,0.0002945245,0.00023047334,0.024184749],"study_design_scores_gemma":[0.00001232017,0.0023015956,0.5669647,0.000084140986,0.000026349786,0.0023451739,0.42285818,0.00014957742,0.0023870203,0.00017509416,0.0026629644,0.00003281796],"about_ca_topic_score_codex":0.0032552052,"about_ca_topic_score_gemma":0.010294139,"teacher_disagreement_score":0.0032552052,"about_ca_system_score_codex":0.0005498611,"about_ca_system_score_gemma":0.0010446875,"threshold_uncertainty_score":0.0072579384},"labels":[],"label_agreement":null},{"id":"W3200778001","doi":"10.3138/cmlr-2020-0117","title":"L’impact de tâches communicatives de réalité virtuelle sur la volonté de communiquer à l’extérieur de la classe : perceptions d’apprenants de FLS à Montréal","year":2021,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Situational ethics; Willingness to communicate; Psychology; Perception; Exploratory research; Competence (human resources); Communicative competence; Humanities; Pedagogy; Sociology; Social psychology; Art; Social science","score_opus":0.017013144997602314,"score_gpt":0.2630103100918791,"score_spread":0.24599716509427677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200778001","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9927844,0.00048116606,0.00013717693,0.0005088477,0.000012242977,0.000009386114,0.000018709128,0.000004431031,0.006043716],"genre_scores_gemma":[0.9967031,0.00039055911,0.000105090345,0.00006229105,0.000005497247,0.000009373578,0.000013944086,0.0000030845497,0.0027071359],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981147,0.00071410375,0.00005169747,0.00015515018,0.00059435505,0.00037004822],"domain_scores_gemma":[0.99492973,0.0017806592,0.0008140208,0.0000987913,0.0010697086,0.0013070534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026020985,0.0003462442,0.00023908158,0.0006502173,0.0023761357,0.0031681485,0.00074255356,0.0008418755,0.0054989276],"category_scores_gemma":[0.0065067722,0.00021225134,0.00025691433,0.00042149634,0.0027384795,0.000765165,0.0013315927,0.0010671782,0.0003160079],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029404985,0.00037150458,0.43639323,0.0003956726,0.000107993634,0.002082579,0.46975467,0.0003688064,0.007538603,0.0028378514,0.0027646148,0.077090494],"study_design_scores_gemma":[0.000011988329,0.00021341762,0.74550664,0.0001576963,0.000040583775,0.00030670734,0.2351514,0.00026348908,0.0005705363,0.0001397534,0.017565772,0.00007208545],"about_ca_topic_score_codex":0.6123327,"about_ca_topic_score_gemma":0.68425417,"teacher_disagreement_score":0.3876673,"about_ca_system_score_codex":0.006656507,"about_ca_system_score_gemma":0.0072823144,"threshold_uncertainty_score":0.77990067},"labels":[],"label_agreement":null},{"id":"W3200855460","doi":"10.1111/flan.12571","title":"Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency","year":2021,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; Concordia University","funders":"","keywords":"Fluency; Pronunciation; Benchmarking; Psychology; Peer assessment; Self-assessment; Medical education; Mathematics education; Pedagogy; Linguistics; Medicine","score_opus":0.026652463185280154,"score_gpt":0.32279889953259405,"score_spread":0.2961464363473139,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200855460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99895966,0.0000583097,0.00025451224,0.000014912477,0.000008109822,0.000039612663,0.0000061547125,0.000017808436,0.00064088765],"genre_scores_gemma":[0.9980878,0.000070852264,0.0012071598,0.000010229787,0.000010002796,0.0001148415,0.000023298915,0.0000038023188,0.0004718557],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9944958,0.003886083,0.00021667202,0.00033798005,0.00084314897,0.00022024577],"domain_scores_gemma":[0.9862066,0.008583248,0.0013326458,0.00078822277,0.001423424,0.0016658289],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043419576,0.00067366194,0.00068362,0.00044616841,0.00047273634,0.00056219904,0.0004836102,0.0003454695,0.0014061675],"category_scores_gemma":[0.021604102,0.00016626502,0.00044137114,0.00016769032,0.00039931605,0.0004619375,0.0008759809,0.00043736506,0.00021577078],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010964864,0.030634973,0.13107845,0.0007513518,0.0005799508,0.0005827834,0.019762365,0.0025920784,0.0728767,0.00025791858,0.0011925044,0.7287261],"study_design_scores_gemma":[0.0010941906,0.096299484,0.816176,0.0002808449,0.0006273501,0.00063675264,0.01118226,0.005962277,0.06049796,0.00054469635,0.0064549316,0.00024328708],"about_ca_topic_score_codex":0.001014526,"about_ca_topic_score_gemma":0.0017225156,"teacher_disagreement_score":0.0043419576,"about_ca_system_score_codex":0.00029825972,"about_ca_system_score_gemma":0.00055825885,"threshold_uncertainty_score":0.022962749},"labels":[],"label_agreement":null},{"id":"W3201118700","doi":"","title":"A Case Study on the Effectiveness of Learner Autonomy in British and American Literature Study","year":2015,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Learner autonomy; Test (biology); Mathematics education; Foreign language; Psychology; Order (exchange); Pedagogy; Language education; Political science","score_opus":0.03741400063609582,"score_gpt":0.31893784104227113,"score_spread":0.2815238404061753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3201118700","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98991513,0.00027376934,0.00091405166,0.0005297362,0.000022887625,0.00013199828,0.0000114394,0.000017625503,0.00818332],"genre_scores_gemma":[0.9938333,0.0003225284,0.0021609312,0.0001351234,0.000011304792,0.00008450534,0.000015754504,0.000007057659,0.0034294194],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9905377,0.0065391096,0.00037421176,0.000428849,0.0012237615,0.00089643104],"domain_scores_gemma":[0.9886072,0.0056585823,0.00090447866,0.0007969784,0.0017125027,0.0023202244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075728213,0.00034212266,0.0004069529,0.0014799964,0.007209293,0.0022085002,0.0013723923,0.001591657,0.0025244518],"category_scores_gemma":[0.011198658,0.00025035857,0.0004669333,0.0012002679,0.0023692674,0.0017675337,0.0030352413,0.0013091124,0.00042852105],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044072905,0.0061234063,0.091038674,0.00059125357,0.000047224043,0.035706457,0.74025184,0.00045621267,0.008918434,0.0058678393,0.0033855755,0.10717233],"study_design_scores_gemma":[0.00011211447,0.002260557,0.06121097,0.00043128108,0.00009573157,0.014201573,0.8447896,0.0019985395,0.007996288,0.0014102173,0.0653774,0.00011567492],"about_ca_topic_score_codex":0.0068623316,"about_ca_topic_score_gemma":0.016112184,"teacher_disagreement_score":0.0075728213,"about_ca_system_score_codex":0.0025586465,"about_ca_system_score_gemma":0.002814016,"threshold_uncertainty_score":0.040049374},"labels":[],"label_agreement":null},{"id":"W3201751651","doi":"","title":"Teaching Chinese pronunciation in Canadian universities: an analysis of a textbook and teachers' perspectives","year":2021,"lang":"en","type":"dissertation","venue":"UVic’s Research and Learning Repository (University of Victoria)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Mathematics education; Psychology; Pedagogy; Linguistics; Philosophy","score_opus":0.016984998511231003,"score_gpt":0.2797277889703028,"score_spread":0.2627427904590718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3201751651","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96538115,0.0031524145,0.00017732043,0.0022606028,0.000057233105,0.000037151447,0.0001926558,0.000015955171,0.028725583],"genre_scores_gemma":[0.9795303,0.004806702,0.0004283282,0.0005360745,0.00002001389,0.000019676956,0.00021494337,0.000020456368,0.014423496],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980895,0.00032565626,0.00008176452,0.00013820012,0.00096902903,0.00039588977],"domain_scores_gemma":[0.99386203,0.0012615139,0.00046172587,0.0000815192,0.0031596657,0.0011735564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019927353,0.00031264205,0.00033202546,0.003222098,0.010251258,0.0042355456,0.0010315577,0.0007377069,0.0022000556],"category_scores_gemma":[0.0061561624,0.0002478127,0.00018922133,0.006625268,0.0033879715,0.0011498925,0.0016554309,0.0011736775,0.0002688363],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047544,0.00007032675,0.038226306,0.00023729824,0.0000052098953,0.0018395421,0.90721726,0.00007156556,0.0018812628,0.0037080138,0.0052826367,0.041412983],"study_design_scores_gemma":[0.000005394697,0.000052753934,0.094019964,0.00025039553,0.000014535903,0.0005330749,0.8140653,0.000106259395,0.0006745185,0.00013929688,0.09009691,0.000041625073],"about_ca_topic_score_codex":0.9014474,"about_ca_topic_score_gemma":0.968871,"teacher_disagreement_score":0.098552585,"about_ca_system_score_codex":0.050725274,"about_ca_system_score_gemma":0.0561892,"threshold_uncertainty_score":0.36803937},"labels":[],"label_agreement":null},{"id":"W32017606","doi":"10.1139/cjpp-2019-0551","title":"Investigating classroom dynamics in Japanese university EFL classrooms","year":2009,"lang":"en","type":"dissertation","venue":"Canadian Journal of Physiology and Pharmacology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Parochialism; Mathematics education; Christian ministry; Context (archaeology); Triangulation; Psychology; Space (punctuation); Pedagogy; Dynamics (music); Political science; Mathematics; Computer science; Geography","score_opus":0.017078288957724834,"score_gpt":0.2517191961215387,"score_spread":0.23464090716381386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W32017606","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996166,0.00013996863,0.000242013,0.000117305506,0.000014749378,0.000026205293,0.00020164653,0.00001417144,0.0030780316],"genre_scores_gemma":[0.99570894,0.0001519784,0.0004978432,0.000056842142,0.000015530695,0.0000427924,0.00018108275,0.0000074771083,0.003337407],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994229,0.00008344081,0.000031415766,0.00014104486,0.00014031261,0.00018082043],"domain_scores_gemma":[0.998789,0.00007455491,0.00030031623,0.00003429534,0.00031124035,0.00049060665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005404964,0.00033583483,0.00042685212,0.0015149862,0.0016436849,0.0015521131,0.00053790305,0.0005080318,0.0041208304],"category_scores_gemma":[0.0013744954,0.00016883167,0.00020533144,0.0009435792,0.0007084923,0.00074187096,0.001460742,0.00059544283,0.0008275491],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042404974,0.0008341264,0.9041855,0.00016066481,0.000038547456,0.0015832055,0.028385013,0.00024189454,0.01009499,0.00057541113,0.0027559756,0.050720662],"study_design_scores_gemma":[0.000005272267,0.00021460463,0.94982636,0.000035498844,0.000015195522,0.00014470197,0.043222595,0.0003758108,0.00082274916,0.00015767237,0.0051517515,0.000027816102],"about_ca_topic_score_codex":0.01764282,"about_ca_topic_score_gemma":0.040985916,"teacher_disagreement_score":0.01764282,"about_ca_system_score_codex":0.0021354223,"about_ca_system_score_gemma":0.0011841553,"threshold_uncertainty_score":0.035080254},"labels":[],"label_agreement":null},{"id":"W3202362639","doi":"10.5539/elt.v14n10p105","title":"To Whom Are You Writing? Examining Audience in L2 Textbook Writing Activities","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Oklahoma State University","keywords":"Psychology; Audience response; Audience analysis; Target audience; Mathematics education; Pedagogy; Sociology; Computer science; Social science; Advertising","score_opus":0.022739521545662753,"score_gpt":0.2613005348593467,"score_spread":0.23856101331368393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3202362639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9906713,0.00020355845,0.0007276019,0.00016671412,0.000014726163,0.000030195411,0.000023624894,0.000010783337,0.008151553],"genre_scores_gemma":[0.99670666,0.00026778562,0.00061247486,0.000070575166,0.000020584486,0.000041384003,0.000036903788,0.000008895119,0.0022347928],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9969169,0.0017372862,0.00022394098,0.00024555123,0.00068084605,0.00019549996],"domain_scores_gemma":[0.98147076,0.009406568,0.005064576,0.00038902802,0.0025071134,0.0011619255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047542,0.0002502459,0.00029728113,0.0011737893,0.0008859923,0.0026499967,0.0003618842,0.0005297203,0.0025261452],"category_scores_gemma":[0.022907464,0.0001629075,0.00022171934,0.00058505207,0.00067151646,0.0017136779,0.0012068155,0.00067873,0.0006185913],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030556944,0.0004825322,0.5991651,0.00042161363,0.00006594493,0.0010311883,0.28062576,0.00019350302,0.006353082,0.001061865,0.0012746452,0.1090192],"study_design_scores_gemma":[0.000020759933,0.0005262708,0.7684398,0.0003243358,0.00007266564,0.0009971332,0.21407145,0.00085214444,0.0020956069,0.00079036434,0.01176163,0.0000478482],"about_ca_topic_score_codex":0.0014423872,"about_ca_topic_score_gemma":0.0030229937,"teacher_disagreement_score":0.0047542,"about_ca_system_score_codex":0.00057072926,"about_ca_system_score_gemma":0.0003964172,"threshold_uncertainty_score":0.025142908},"labels":[],"label_agreement":null},{"id":"W3202381232","doi":"10.3968/12223","title":"Cultivation of Chinese EFL Learners’ Native Cultural Identity in the New Era","year":2021,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Cultural identity; Ideology; First language; Psychology; Chinese culture; Western culture; Foreign language; Style (visual arts); Sociology; Linguistics; Pedagogy; Social psychology; Aesthetics; Political science; Literature; China; Philosophy; Art","score_opus":0.026045460570069408,"score_gpt":0.3458936122985101,"score_spread":0.3198481517284407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3202381232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9840718,0.00020079291,0.00015693149,0.00034995534,0.000018065366,0.000018272684,0.000008271944,0.000004626363,0.0151713155],"genre_scores_gemma":[0.99539524,0.00028846637,0.00038681345,0.00006870784,0.0000098250775,0.000011929662,0.000013712113,0.0000022864617,0.0038229532],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99959296,0.00007426968,0.00003103559,0.00005303792,0.00012361913,0.00012523135],"domain_scores_gemma":[0.99912745,0.00017130283,0.00011044595,0.00006839842,0.00021906434,0.00030343936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001712449,0.00017646409,0.00016859632,0.0007256842,0.0023005917,0.0019204682,0.00030952768,0.00019774666,0.0026372068],"category_scores_gemma":[0.0014905987,0.00009147044,0.00014277697,0.0006486643,0.0015956097,0.0013841795,0.0015520953,0.00045786225,0.00023378582],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011489951,0.00047058682,0.19701262,0.00047758195,0.000021445745,0.002475873,0.48163837,0.00015299997,0.018500185,0.020421276,0.0021763158,0.27653787],"study_design_scores_gemma":[0.000044804754,0.000677211,0.5499928,0.0004820885,0.00006979577,0.0016704118,0.367946,0.0012252934,0.007703014,0.007834563,0.06227202,0.000081974154],"about_ca_topic_score_codex":0.009130364,"about_ca_topic_score_gemma":0.015303667,"teacher_disagreement_score":0.009130364,"about_ca_system_score_codex":0.0013057832,"about_ca_system_score_gemma":0.0040668705,"threshold_uncertainty_score":0.018154442},"labels":[],"label_agreement":null},{"id":"W3202839796","doi":"10.5539/elt.v14n10p130","title":"Grammaring, Its Effects on Oral Performance Among EFL Beginner-Level Learners in Higher Education","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Psychology; Mathematics education; Meaning (existential); Syntax; Teaching method; Foreign language; Pedagogy; Linguistics","score_opus":0.03083372939080145,"score_gpt":0.25914645635341205,"score_spread":0.2283127269626106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3202839796","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99871194,0.000074761825,0.000049802016,0.000018210907,0.000003483955,0.000009176531,0.000012171906,0.0000047341096,0.0011156682],"genre_scores_gemma":[0.9982199,0.00008879975,0.0002776905,0.000017569922,0.0000032730331,0.000017807099,0.00002306703,0.000004761018,0.0013471064],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99899286,0.00029286125,0.00008347597,0.00017295533,0.00034084788,0.00011701192],"domain_scores_gemma":[0.9964341,0.0015425354,0.00066895457,0.00018591459,0.00045147593,0.0007169564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013333084,0.00034405012,0.0003057422,0.0006050683,0.0005272276,0.0008746273,0.00030259206,0.00032049927,0.0026418904],"category_scores_gemma":[0.004944977,0.00011702955,0.0002548426,0.00020453225,0.00097400433,0.00037382913,0.0012114322,0.0005486523,0.0004437968],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021732338,0.007267106,0.6211433,0.00056865194,0.00013660909,0.0019055239,0.035186943,0.0005017018,0.099863,0.00058649335,0.00072900334,0.22993842],"study_design_scores_gemma":[0.00002758124,0.005670433,0.97214216,0.00005145513,0.000056728983,0.00037114954,0.009124525,0.00014094637,0.010834582,0.00034397814,0.0012125168,0.00002391113],"about_ca_topic_score_codex":0.001349291,"about_ca_topic_score_gemma":0.0020088034,"teacher_disagreement_score":0.0026418904,"about_ca_system_score_codex":0.00031320888,"about_ca_system_score_gemma":0.00048012898,"threshold_uncertainty_score":0.008837998},"labels":[],"label_agreement":null},{"id":"W3203011827","doi":"10.5539/elt.v14n11p9","title":"The Utilisation of Duolingo to Enhance the Speaking Proficiency of EFL Secondary School Students in Saudi Arabia","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Fluency; Test (biology); Mathematics education","score_opus":0.012054907721625825,"score_gpt":0.2905928996782609,"score_spread":0.2785379919566351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3203011827","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993375,0.000093991024,0.000043603428,0.000033109038,0.0000028882607,0.00001379424,0.000006331964,0.0000027702429,0.00046603964],"genre_scores_gemma":[0.9966973,0.00042896793,0.0013530535,0.000060475108,0.0000048763927,0.000021561502,0.000019088882,0.000002898448,0.0014117176],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99978846,0.00007098084,0.00001829627,0.0000295706,0.0000480089,0.000044558135],"domain_scores_gemma":[0.9995061,0.00014299399,0.00008596491,0.000019965883,0.00009442721,0.00015057197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059529016,0.000255489,0.00028403144,0.00036540427,0.0004957034,0.0004922396,0.00025536504,0.00027061047,0.0012924124],"category_scores_gemma":[0.0010848638,0.00010090395,0.00019912046,0.00014180077,0.00023605186,0.00026496794,0.0004447673,0.00026974082,0.00024056694],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0039284388,0.017414115,0.14345355,0.0030514072,0.00012530612,0.0022311492,0.056586273,0.00033963224,0.1538864,0.00040523676,0.0009910654,0.6175875],"study_design_scores_gemma":[0.0003129653,0.051311158,0.775236,0.00094164076,0.0004667857,0.0019335076,0.08594453,0.0010637167,0.059868906,0.0004217383,0.02236825,0.00013085805],"about_ca_topic_score_codex":0.0013806111,"about_ca_topic_score_gemma":0.0048493776,"teacher_disagreement_score":0.0013806111,"about_ca_system_score_codex":0.00019847127,"about_ca_system_score_gemma":0.00052629394,"threshold_uncertainty_score":0.004323542},"labels":[],"label_agreement":null},{"id":"W3203526602","doi":"10.82308/38543","title":"Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types","year":2006,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Variable (mathematics); Psychology; Mathematics; Computer science; Linguistics; Natural language processing; Philosophy","score_opus":0.015235738186919931,"score_gpt":0.20794078976846403,"score_spread":0.1927050515815441,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3203526602","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990988,0.00004451895,0.00027464487,0.000010736804,0.0000021765304,0.000009614246,0.000013748359,0.0000069546036,0.0005388877],"genre_scores_gemma":[0.9983789,0.00008007217,0.0007269257,0.000018912851,0.000004094937,0.000033496268,0.000039514045,0.00001830352,0.0006997662],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9965037,0.0019424475,0.00030285094,0.00040408963,0.0006717683,0.00017522271],"domain_scores_gemma":[0.9763064,0.018006416,0.0023187282,0.000724032,0.0018338233,0.0008105747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035852238,0.0004909257,0.00050883146,0.00056188053,0.00054426154,0.0013658109,0.00040471408,0.00042904442,0.0022972275],"category_scores_gemma":[0.03238716,0.00022371524,0.00025169118,0.00027906883,0.0007267908,0.0006215892,0.0012824764,0.00043480124,0.00043463282],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004666587,0.0008581132,0.41814607,0.00091878226,0.00023667824,0.0022057476,0.15335381,0.0006385345,0.28355107,0.00018739297,0.000284667,0.13495257],"study_design_scores_gemma":[0.000071483446,0.004045104,0.8665352,0.00012526177,0.0002680521,0.0012958575,0.07200553,0.0012703085,0.05157916,0.0002365028,0.0024613624,0.00010611705],"about_ca_topic_score_codex":0.0014699118,"about_ca_topic_score_gemma":0.0017198175,"teacher_disagreement_score":0.0035852238,"about_ca_system_score_codex":0.00025549292,"about_ca_system_score_gemma":0.00029755675,"threshold_uncertainty_score":0.018960655},"labels":[],"label_agreement":null},{"id":"W3203627058","doi":"10.5539/elt.v14n11p1","title":"Target Language Use in Communicative English Lessons: The Emotional Perspective","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Feeling; Perspective (graphical); Anxiety; Communicative language teaching; Scale (ratio); Mathematics education; Pedagogy; Social psychology; Language education; Developmental psychology","score_opus":0.031989658127855765,"score_gpt":0.2903059750485379,"score_spread":0.25831631692068213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3203627058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98982924,0.00047647287,0.00028505866,0.00052271795,0.000019763607,0.0000089346495,0.000010128939,0.0000027661313,0.008844899],"genre_scores_gemma":[0.9986708,0.000370351,0.000074133124,0.00014135547,0.000011051392,0.000006029334,0.000008212345,0.000002011478,0.00071598176],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99868697,0.00075517414,0.000044498647,0.00006227887,0.00021062043,0.0002404457],"domain_scores_gemma":[0.9975776,0.0010530173,0.0005463149,0.0000409635,0.000288761,0.00049331156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010825085,0.000262534,0.00020562748,0.0006897075,0.0011230637,0.0026898168,0.00031755902,0.0005443603,0.0013423836],"category_scores_gemma":[0.002962919,0.000158398,0.00026164093,0.00032665057,0.0019233797,0.0009912867,0.0013049783,0.0009024849,0.0001673],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017244508,0.00074975414,0.29819557,0.00046008825,0.00009330933,0.0041416297,0.62795913,0.0001366623,0.009666681,0.0039172564,0.0011729526,0.05333451],"study_design_scores_gemma":[0.0000112410935,0.0002859248,0.32528287,0.00014461786,0.00007464864,0.0015531555,0.66235274,0.00020756785,0.001116645,0.00054581463,0.008393301,0.00003146761],"about_ca_topic_score_codex":0.0020463024,"about_ca_topic_score_gemma":0.0039943396,"teacher_disagreement_score":0.0026898168,"about_ca_system_score_codex":0.0007537183,"about_ca_system_score_gemma":0.0005023312,"threshold_uncertainty_score":0.005724907},"labels":[],"label_agreement":null},{"id":"W3203850974","doi":"10.55853/llp_v2pg6","title":"Are you bigger than an Xbox?: ‘20 Questions’ used in a class delivered via video conferencing","year":2020,"lang":"en","type":"article","venue":"Ludic Language Pedagogy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Class (philosophy); Spelling; Grammar; Videoconferencing; Computer science; Multimedia; Artificial intelligence; Linguistics","score_opus":0.06621797229238367,"score_gpt":0.31293553745301544,"score_spread":0.24671756516063176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3203850974","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.63133615,0.0017354615,0.092931,0.030384745,0.0035732845,0.0015698202,0.0019491701,0.0061765173,0.23034385],"genre_scores_gemma":[0.6434856,0.0015629877,0.12175027,0.008821879,0.00052299513,0.0012263323,0.0015607981,0.0013272711,0.21974191],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9989354,0.00051481894,0.00008938272,0.00014774206,0.00018034708,0.0001323171],"domain_scores_gemma":[0.9970696,0.0013355172,0.00030575975,0.00017777887,0.00042499634,0.00068634417],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001992466,0.0008174642,0.0003359993,0.00034319985,0.0011185495,0.0020052914,0.0006152153,0.0014143802,0.062559],"category_scores_gemma":[0.00817041,0.00024233262,0.00026294784,0.00026541218,0.0008302831,0.0028763972,0.0014669829,0.0011293762,0.017064253],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016184662,0.001975003,0.014283685,0.0016133346,0.00004641025,0.0026137903,0.07468723,0.00053842174,0.04212933,0.015278334,0.25881562,0.5864004],"study_design_scores_gemma":[0.00017408081,0.0017275239,0.020966103,0.0007574955,0.000046692097,0.0041079354,0.042606957,0.0011968855,0.009274562,0.007572251,0.91142577,0.00014380737],"about_ca_topic_score_codex":0.00057741854,"about_ca_topic_score_gemma":0.000869109,"teacher_disagreement_score":0.062559,"about_ca_system_score_codex":0.000403346,"about_ca_system_score_gemma":0.00046053174,"threshold_uncertainty_score":0.20928073},"labels":[],"label_agreement":null},{"id":"W3203948639","doi":"","title":"Les apprenants utilisent cet ordre souvent: Early stages in the acquisition of adverb placement and negation in L2 French","year":2012,"lang":"en","type":"article","venue":"Papers from the Annual Meetings of the Atlantic Provinces Linguistic Association (PAMAPLA)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Interlanguage; Negation; Second-language acquisition; Adverb; Linguistics; Computer science; Restructuring; Grammar; Political science; Artificial intelligence; Philosophy; Verb; Law","score_opus":0.013320419308218529,"score_gpt":0.23060222056643745,"score_spread":0.21728180125821892,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3203948639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96716124,0.00076257315,0.002939551,0.0011099739,0.000007869246,0.000009920695,0.000050659593,0.000039934603,0.027918318],"genre_scores_gemma":[0.99448425,0.00025118358,0.0009773892,0.00013794802,0.000005733431,0.000005931122,0.000039923114,0.000014556181,0.004083138],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99944896,0.00027303313,0.000012886444,0.00007575308,0.00009964679,0.00008980044],"domain_scores_gemma":[0.99898463,0.000586716,0.00009923434,0.00005598058,0.00019951099,0.00007392123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014150402,0.00019703165,0.0001100457,0.00044691094,0.00092729664,0.002434161,0.00023061156,0.0011401029,0.00212183],"category_scores_gemma":[0.002909441,0.00021458778,0.00016706486,0.00028121084,0.0016654878,0.0024834198,0.00079001207,0.0008539847,0.00048624355],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009897305,0.00038188725,0.24102828,0.00026930886,0.00004303968,0.009434627,0.29244345,0.0023995298,0.068129465,0.10327287,0.002804592,0.27880326],"study_design_scores_gemma":[0.00004685544,0.0006914198,0.7216224,0.00034853883,0.00006768955,0.006389117,0.11690816,0.004986859,0.023150025,0.029415224,0.096189074,0.0001846967],"about_ca_topic_score_codex":0.05593895,"about_ca_topic_score_gemma":0.05965599,"teacher_disagreement_score":0.05593895,"about_ca_system_score_codex":0.001393491,"about_ca_system_score_gemma":0.00090930547,"threshold_uncertainty_score":0.11122674},"labels":[],"label_agreement":null},{"id":"W3204325307","doi":"","title":"A narrative inquiry into classroom assessment: Stories of six Chinese adult learners of English as a second language.","year":2007,"lang":"en","type":"dissertation","venue":"oURspace (University of Regina)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Regina","keywords":"Narrative; Mathematics education; Narrative inquiry; English language; Pedagogy; Psychology; Linguistics; Philosophy","score_opus":0.011106456187050643,"score_gpt":0.27550829397211096,"score_spread":0.2644018377850603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3204325307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9815031,0.0004905404,0.001850696,0.0020753732,0.00006222341,0.00023169367,0.00011347996,0.000027954002,0.013644967],"genre_scores_gemma":[0.98817223,0.0004560224,0.0014843928,0.00033768272,0.000018692745,0.00013453321,0.00007666561,0.000030560746,0.0092892395],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99797267,0.0012204341,0.00008183506,0.0001922993,0.00022930381,0.00030347155],"domain_scores_gemma":[0.9957832,0.0019864284,0.00047626178,0.00012037674,0.00045072622,0.0011830603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024483092,0.0009416689,0.00056589535,0.0008069959,0.0063477997,0.0034749827,0.0013852562,0.0017925305,0.0024336108],"category_scores_gemma":[0.00957696,0.0004033875,0.00026110368,0.00073154067,0.004220068,0.0031046737,0.005465678,0.0030397275,0.00041482397],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002585845,0.000080163096,0.0027998157,0.00004669731,0.0000051438788,0.002740514,0.98768705,0.000043015312,0.0011125178,0.00083036645,0.0008567852,0.0037720485],"study_design_scores_gemma":[0.000007726985,0.000074715266,0.005131448,0.000087352746,0.000011424078,0.0013256399,0.9730752,0.00019394179,0.0009129602,0.00047612065,0.018680694,0.000022783348],"about_ca_topic_score_codex":0.01142165,"about_ca_topic_score_gemma":0.03075433,"teacher_disagreement_score":0.01142165,"about_ca_system_score_codex":0.003011493,"about_ca_system_score_gemma":0.002751924,"threshold_uncertainty_score":0.022710323},"labels":[],"label_agreement":null},{"id":"W3204571576","doi":"10.3968/12240","title":"Cultural Awareness in Primary School English Teaching","year":2021,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanity; Curriculum; Pedagogy; Cultural competence; Cultural literacy; Psychology; Morality; Communicative competence; Sociology; Cultural identity; Literacy; Mathematics education; Social psychology; Political science; Law","score_opus":0.023972416855005448,"score_gpt":0.31053889603585216,"score_spread":0.2865664791808467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3204571576","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9793707,0.0008377192,0.00028169056,0.0005695974,0.000026277427,0.000025907657,0.000004590311,0.000007062848,0.018876534],"genre_scores_gemma":[0.99873227,0.0002152276,0.00010948692,0.000058083107,0.000006386288,0.000004673529,0.000002226207,0.0000015819371,0.00087006803],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99852496,0.00068458007,0.000061702995,0.00012426604,0.00033593678,0.000268598],"domain_scores_gemma":[0.9961506,0.0015544669,0.0006841184,0.00009043985,0.00040002467,0.0011203475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016803689,0.00014719872,0.00020153557,0.0009018875,0.0018548912,0.003006093,0.0003392434,0.00032458807,0.0025141002],"category_scores_gemma":[0.005191483,0.00017765907,0.00020363771,0.0005853048,0.0010820976,0.0010463259,0.0014765764,0.0008727196,0.00013814023],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013252153,0.0015358279,0.36398017,0.0006013847,0.000045594043,0.0025895506,0.38268656,0.00021160161,0.0042198254,0.009353089,0.0014315683,0.23321237],"study_design_scores_gemma":[0.00002427516,0.00034683885,0.6316478,0.00067914027,0.000117290605,0.000742401,0.33438903,0.0005358064,0.0024100875,0.0038256643,0.025238613,0.000042993903],"about_ca_topic_score_codex":0.006860083,"about_ca_topic_score_gemma":0.011697204,"teacher_disagreement_score":0.006860083,"about_ca_system_score_codex":0.0020380944,"about_ca_system_score_gemma":0.003619616,"threshold_uncertainty_score":0.0147874355},"labels":[],"label_agreement":null},{"id":"W3205616162","doi":"10.1177/13621688211051032","title":"The effects of proactive form-focused instruction and individual differences on second language acquisition","year":2021,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Active listening; Control (management); Working memory; Attribution; Test (biology); Short-term memory; Cognitive psychology; Second-language acquisition; Cognition; Linguistics; Social psychology; Computer science; Communication; Artificial intelligence","score_opus":0.04177845347658687,"score_gpt":0.3208485067037782,"score_spread":0.2790700532271913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3205616162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99966574,0.00003152858,0.00006383993,0.000005831895,8.920782e-7,0.00000385564,0.00000533617,0.0000036841193,0.00021940176],"genre_scores_gemma":[0.99943846,0.000033581488,0.00015405157,0.000008721541,0.0000012674062,0.000007534172,0.000011630346,0.0000016613413,0.00034303375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997516,0.00007096185,0.000017594099,0.00005992765,0.0000649617,0.00003485509],"domain_scores_gemma":[0.9988267,0.00061536266,0.00022405629,0.00007356292,0.00008375559,0.00017662859],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005693066,0.00022498584,0.00016649839,0.00021970939,0.00012004086,0.00031264414,0.0001277738,0.00017789214,0.001030217],"category_scores_gemma":[0.0021203232,0.00007547328,0.00012280532,0.00009352135,0.0002268906,0.00021983052,0.00029088988,0.00019420129,0.00014048629],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0053207,0.005508164,0.44663855,0.00021335481,0.0002290212,0.0009149524,0.0078055095,0.0008934661,0.2896256,0.00034936852,0.00029038207,0.24221094],"study_design_scores_gemma":[0.00006526145,0.0071053132,0.9604486,0.000012422732,0.00006947092,0.00044933884,0.0009985556,0.00078302063,0.028896272,0.00026525054,0.00088698376,0.000019647961],"about_ca_topic_score_codex":0.0007652784,"about_ca_topic_score_gemma":0.0009977601,"teacher_disagreement_score":0.001030217,"about_ca_system_score_codex":0.00015194854,"about_ca_system_score_gemma":0.00018568286,"threshold_uncertainty_score":0.0034464002},"labels":[],"label_agreement":null},{"id":"W3206017190","doi":"","title":"Improving Academic English Proficiency of Chinese International Students","year":2021,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Medical education; Political science; Medicine","score_opus":0.07812906971760927,"score_gpt":0.3315912472997831,"score_spread":0.2534621775821738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3206017190","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94968504,0.00047052754,0.0005881583,0.002827572,0.00009261606,0.0005368327,0.00036866535,0.00007244485,0.04535814],"genre_scores_gemma":[0.9812185,0.000588268,0.0023954823,0.00080790406,0.00002489189,0.00055738067,0.00045830023,0.000015050067,0.013934232],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99887115,0.00013726148,0.000045507935,0.00007578239,0.00034975217,0.00052059744],"domain_scores_gemma":[0.99816436,0.00007014254,0.00013640268,0.00004662276,0.0005596089,0.0010229226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022831475,0.0005557087,0.0003098953,0.0009243168,0.002316242,0.001670332,0.0007248797,0.00040729812,0.0036458066],"category_scores_gemma":[0.0024584562,0.000121442026,0.00041808703,0.0006636208,0.00053526624,0.0005230605,0.0024630385,0.0009333899,0.00079353363],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003151103,0.0039216843,0.3671497,0.00060602784,0.00004872076,0.00050164055,0.035955522,0.00049217866,0.0078554535,0.004109257,0.02851121,0.5505335],"study_design_scores_gemma":[0.00010291114,0.0026176914,0.87423235,0.0004848381,0.000106541425,0.00015425753,0.045042753,0.0009587349,0.007129361,0.0010146315,0.0680778,0.00007813358],"about_ca_topic_score_codex":0.10200204,"about_ca_topic_score_gemma":0.17282215,"teacher_disagreement_score":0.10200204,"about_ca_system_score_codex":0.0044664396,"about_ca_system_score_gemma":0.02385705,"threshold_uncertainty_score":0.2028166},"labels":[],"label_agreement":null},{"id":"W3206398486","doi":"10.1017/s0266078421000407","title":"Experiences of non-North American teachers of English in American English-dominant Korean ELT","year":2021,"lang":"en","type":"article","venue":"English Today","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"American English; Dominance (genetics); English language; Variety (cybernetics); Preference; Middle English; British English; Psychology; Political science; Sociology; History; Mathematics education; Linguistics; Classics; Mathematics; Philosophy","score_opus":0.011178738512918793,"score_gpt":0.23713877915175302,"score_spread":0.22596004063883424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3206398486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.990755,0.00070979906,0.00010384536,0.0013394229,0.00014297488,0.000022006056,0.000031443768,0.000008579008,0.0068869283],"genre_scores_gemma":[0.98801094,0.00089998665,0.00010173088,0.0017575267,0.0000296983,0.000036560512,0.000051699502,0.000025005422,0.009086813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975382,0.00086611544,0.000112911854,0.00021737281,0.00037901924,0.0008863031],"domain_scores_gemma":[0.9954745,0.00081000867,0.0006315137,0.00008501014,0.00075579784,0.002243118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029274665,0.00050726923,0.0007312863,0.0007346373,0.012043631,0.00545301,0.0010703604,0.0014026907,0.005897397],"category_scores_gemma":[0.0042094295,0.0006160661,0.00043649247,0.00075186824,0.0041635525,0.004166462,0.0072510703,0.004225317,0.0012264093],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007132046,0.00019564565,0.017748557,0.00009241532,0.0000065139757,0.0019172737,0.97161746,0.000013307964,0.0008850322,0.0005662053,0.0027962117,0.0040900763],"study_design_scores_gemma":[0.000004151879,0.000036400634,0.0038161257,0.000048298945,0.0000043291816,0.00039433935,0.9900365,0.000018706338,0.00005776461,0.000047195812,0.0055259434,0.0000102439935],"about_ca_topic_score_codex":0.028216848,"about_ca_topic_score_gemma":0.097144864,"teacher_disagreement_score":0.028216848,"about_ca_system_score_codex":0.0032932032,"about_ca_system_score_gemma":0.0039072833,"threshold_uncertainty_score":0.056105196},"labels":[],"label_agreement":null},{"id":"W3206741383","doi":"10.5539/ass.v17n11p207","title":"English Language Anxiety and Motivation Towards Speaking English Among Malaysian Pre-University Students","year":2021,"lang":"en","type":"article","venue":"Asian Social Science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; English language; Significant difference; Scale (ratio); Intrinsic motivation; Mathematics education; Social psychology; Medicine","score_opus":0.012585958867263268,"score_gpt":0.24491646445507817,"score_spread":0.2323305055878149,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3206741383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993019,0.00008525223,0.000007926321,0.00004044261,0.0000028693325,0.0000044388103,0.000016375421,8.4691055e-7,0.0005399132],"genre_scores_gemma":[0.9994721,0.00012083408,0.00003158835,0.000025258078,0.0000037543498,0.0000053975727,0.000027648315,4.7529699e-7,0.00031302098],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961436,0.000062285304,0.000040004037,0.00002732673,0.0001420474,0.00011393938],"domain_scores_gemma":[0.9980987,0.00019735924,0.00079317024,0.000036832116,0.00020906092,0.0006649273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050200475,0.00019847354,0.00023084387,0.0007769161,0.00058348227,0.0013645543,0.00020740497,0.00037728655,0.0021395343],"category_scores_gemma":[0.0020205479,0.00015670927,0.0003553126,0.00038382725,0.00027838533,0.00036890936,0.00047706056,0.0006038564,0.0002298799],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003677055,0.00038789792,0.9907584,0.000048404974,0.00002595316,0.0001519204,0.0021838774,0.000018159812,0.00046339154,0.00006693852,0.00014250084,0.005715569],"study_design_scores_gemma":[0.0000015060522,0.00013409818,0.99637175,0.000017679695,0.0000100917205,0.000118504424,0.0030178584,0.000040843108,0.00006937411,0.000022865393,0.00018963755,0.000005723211],"about_ca_topic_score_codex":0.003823174,"about_ca_topic_score_gemma":0.0070747333,"teacher_disagreement_score":0.003823174,"about_ca_system_score_codex":0.00037401682,"about_ca_system_score_gemma":0.000500505,"threshold_uncertainty_score":0.0076017976},"labels":[],"label_agreement":null},{"id":"W3206749128","doi":"10.23977/aetp.2021.57021","title":"An Analysis on the Application of Interactive Teaching Approach in College Oral English Class","year":2021,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"College English; Communicative competence; Mathematics education; Constructivism (international relations); Class (philosophy); Teaching method; Communicative language teaching; Competence (human resources); Teaching and learning center; Pedagogy; Psychology; Computer science; Language education; Political science","score_opus":0.017263632820402112,"score_gpt":0.35231883157040095,"score_spread":0.33505519874999884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3206749128","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97703165,0.00013634216,0.0017263056,0.00042162297,0.000017290819,0.000060359867,0.000031733394,0.000013769596,0.020561012],"genre_scores_gemma":[0.9951325,0.00018042045,0.0006823128,0.00006278711,0.000006644767,0.000035227633,0.000024784364,0.000008971065,0.0038662546],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9978682,0.0009657216,0.00008253719,0.00015824358,0.000553573,0.0003717129],"domain_scores_gemma":[0.99528056,0.0028556532,0.00040527873,0.00016286437,0.0008122657,0.00048339154],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014368041,0.00014570396,0.00013915451,0.0010060358,0.002055075,0.0017196696,0.00054327236,0.00037712435,0.0030484914],"category_scores_gemma":[0.005903721,0.000108235494,0.0002120881,0.0009979801,0.001349221,0.0011067352,0.0011361078,0.0006760442,0.00026969094],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012027708,0.0004329358,0.073497415,0.00039804153,0.000012883969,0.0025153977,0.74550396,0.00012547146,0.008404341,0.008055516,0.0021314968,0.15880227],"study_design_scores_gemma":[0.0000095373225,0.00017164358,0.15351234,0.00020847736,0.000033279135,0.0009452019,0.8015077,0.0007638289,0.0041482365,0.00096067466,0.03770815,0.000030856285],"about_ca_topic_score_codex":0.00432429,"about_ca_topic_score_gemma":0.00841353,"teacher_disagreement_score":0.00432429,"about_ca_system_score_codex":0.0019958094,"about_ca_system_score_gemma":0.002319506,"threshold_uncertainty_score":0.01448071},"labels":[],"label_agreement":null},{"id":"W3207048227","doi":"10.1075/ap.20001.der","title":"Pragmatically speaking","year":2021,"lang":"en","type":"article","venue":"Applied Pragmatics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"NorQuest College; Simon Fraser University; University of Alberta","funders":"","keywords":"Pragmatics; Fluency; Rubric; Psychology; Curriculum; Linguistics; Second language; Cognitive psychology; Computer science; Mathematics education; Pedagogy","score_opus":0.025388438487662528,"score_gpt":0.23416506476937962,"score_spread":0.2087766262817171,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3207048227","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9781317,0.000053880285,0.0025820802,0.00011619654,0.00002991354,0.0001289427,0.00005800933,0.00006122882,0.01883794],"genre_scores_gemma":[0.99421024,0.00003784602,0.0013550997,0.00009337734,0.000006332545,0.00006279943,0.00005868072,0.000015866315,0.0041598324],"study_design_codex":"bench_or_experimental","study_design_gemma":"not_applicable","domain_scores_codex":[0.99866426,0.00039264213,0.000093575974,0.00023677533,0.00047684234,0.00013598718],"domain_scores_gemma":[0.9957267,0.0021747681,0.00043940678,0.0007455627,0.0005150924,0.00039853092],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015876066,0.00039207202,0.00028673402,0.00026083845,0.000567864,0.0014276821,0.00036553093,0.00035256834,0.010235725],"category_scores_gemma":[0.008539421,0.0002190457,0.00019027194,0.00009926644,0.0009431217,0.0008079469,0.00096536166,0.00067193067,0.0012127524],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0031909847,0.00471758,0.12456053,0.001096899,0.00019361067,0.0041069016,0.07166179,0.0015493277,0.5491818,0.016876338,0.0032927173,0.21957164],"study_design_scores_gemma":[0.0008356461,0.018997038,0.66519564,0.00045615702,0.0003972636,0.009140252,0.054531414,0.013234788,0.12151571,0.019262165,0.096071124,0.00036276315],"about_ca_topic_score_codex":0.0012760875,"about_ca_topic_score_gemma":0.000877697,"teacher_disagreement_score":0.010235725,"about_ca_system_score_codex":0.00025049035,"about_ca_system_score_gemma":0.00059328304,"threshold_uncertainty_score":0.034241915},"labels":[],"label_agreement":null},{"id":"W3207486244","doi":"10.5539/elt.v14n11p49","title":"English Language Anxiety of Tertiary Level Learners in Bangladesh: Level and Sources","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Jashore University of Science and Technology","keywords":"Anxiety; Psychology; Exploratory factor analysis; Varimax rotation; Clinical psychology; Developmental psychology; Test anxiety; Psychometrics; Psychiatry; Cronbach's alpha","score_opus":0.023349762882865964,"score_gpt":0.2467216950012868,"score_spread":0.22337193211842082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3207486244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990895,0.00008972988,0.000016655265,0.00006158551,0.0000014541446,0.000006899056,0.00006881823,0.0000012477745,0.00066415785],"genre_scores_gemma":[0.9993524,0.00020708084,0.000027062255,0.000025454709,0.0000029512705,0.000008058231,0.000050763418,6.2531836e-7,0.000325542],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996728,0.000061790306,0.00004696085,0.000025862568,0.00011949017,0.00007312847],"domain_scores_gemma":[0.99888307,0.00021520979,0.00036444908,0.000031978318,0.00022318495,0.00028210663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036198238,0.00020146428,0.00030470916,0.0007389378,0.0005224835,0.00085790677,0.00016893989,0.0002524316,0.00230275],"category_scores_gemma":[0.001512404,0.00015569021,0.0002032959,0.00081674306,0.00036143014,0.00022991606,0.00056409027,0.00043252943,0.00037202967],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007885088,0.00012422542,0.9718056,0.00010669835,0.000018505498,0.0004808788,0.013147028,0.000024236931,0.0019961547,0.00007224276,0.00019283907,0.011952778],"study_design_scores_gemma":[0.000004597127,0.0002732397,0.9641408,0.00004729999,0.000015496775,0.0007127055,0.033565722,0.000054833057,0.00032431685,0.000067736335,0.00077566423,0.000017551507],"about_ca_topic_score_codex":0.005901687,"about_ca_topic_score_gemma":0.009093124,"teacher_disagreement_score":0.005901687,"about_ca_system_score_codex":0.00057585683,"about_ca_system_score_gemma":0.0005556539,"threshold_uncertainty_score":0.011734664},"labels":[],"label_agreement":null},{"id":"W3207606494","doi":"10.5539/elt.v14n11p24","title":"The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interview; Psychology; Competence (human resources); Arabic; Qualitative research; Medical education; Mathematics education; Teaching method; Pedagogy; English language; Teaching english; Medicine; Sociology; Social psychology; Linguistics","score_opus":0.09376185964098559,"score_gpt":0.38179175544975147,"score_spread":0.28802989580876587,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3207606494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99591583,0.00053814665,0.00060677994,0.0012720274,0.000026014226,0.00009044285,0.00007281801,0.0000067240558,0.001471172],"genre_scores_gemma":[0.997274,0.0006750669,0.00039301757,0.00039657898,0.000007865297,0.000087341534,0.000037845963,0.000007296624,0.0011211121],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99341774,0.0041465117,0.00034248267,0.00034274458,0.0005666228,0.0011838638],"domain_scores_gemma":[0.983851,0.009851869,0.0017981199,0.00030162735,0.0023356788,0.0018617064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012265635,0.00046005214,0.0008074974,0.0018295908,0.008251739,0.0034736735,0.0013488387,0.0014133333,0.00197929],"category_scores_gemma":[0.013333626,0.0007155171,0.00028153113,0.0016005025,0.0049928757,0.002672847,0.0030318347,0.0019982774,0.00032570123],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021767539,0.00003439301,0.0054522897,0.00010286754,0.000002799397,0.0005441081,0.9905346,0.000019314677,0.00055562623,0.00035900038,0.00020085361,0.0021722652],"study_design_scores_gemma":[8.126633e-7,0.000013425689,0.0010464413,0.000052918294,0.0000013633309,0.000055741628,0.9973412,0.000027273925,0.0000733044,0.000028495162,0.0013559446,0.0000031253983],"about_ca_topic_score_codex":0.020476548,"about_ca_topic_score_gemma":0.034130726,"teacher_disagreement_score":0.020476548,"about_ca_system_score_codex":0.0063725044,"about_ca_system_score_gemma":0.0061319224,"threshold_uncertainty_score":0.064867675},"labels":[],"label_agreement":null},{"id":"W3208276553","doi":"10.5539/ijel.v11n6p84","title":"Oral Versus Written Feedback: Attitudes of Female Saudi University Students","year":2021,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Pronunciation; Grammar; Psychology; Vocabulary; Peer feedback; Positive attitude; Perception; Positive feedback; First language; Mathematics education; Medical education; Social psychology; Linguistics; Medicine","score_opus":0.04365377735733816,"score_gpt":0.30880286375889776,"score_spread":0.2651490864015596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3208276553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99915826,0.00010308373,0.000025104713,0.00013353262,0.000008335505,0.000006231578,0.0000118867865,0.0000014738755,0.00055208703],"genre_scores_gemma":[0.9983047,0.00012966567,0.00004069285,0.00020372852,0.000007921501,0.0000067039073,0.000011656406,0.0000016972939,0.0012930762],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99893326,0.00031159775,0.00007889951,0.00008190961,0.00040542803,0.00018879668],"domain_scores_gemma":[0.9942268,0.0012499847,0.0016841153,0.000116923955,0.0013311794,0.0013909444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013851778,0.0003142168,0.00033982377,0.00074490334,0.0009709631,0.0018158936,0.0001863391,0.00073773117,0.0033489098],"category_scores_gemma":[0.004736949,0.00021643919,0.00033182232,0.0002842975,0.00080618,0.0005406311,0.00075544196,0.000752165,0.00079832546],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00089381664,0.0012652564,0.82988995,0.00025139088,0.00007881351,0.00095829996,0.11839468,0.00010392922,0.010397905,0.00019307627,0.0011174798,0.036455393],"study_design_scores_gemma":[0.000052324234,0.0035809935,0.70088995,0.00017938005,0.0001038475,0.0019002431,0.2818806,0.00055791973,0.0029933464,0.00012507779,0.007610333,0.00012614152],"about_ca_topic_score_codex":0.0059598875,"about_ca_topic_score_gemma":0.006463881,"teacher_disagreement_score":0.0059598875,"about_ca_system_score_codex":0.0006355564,"about_ca_system_score_gemma":0.00046933585,"threshold_uncertainty_score":0.011850417},"labels":[],"label_agreement":null},{"id":"W3208284092","doi":"10.3968/12288","title":"Application of Production-Oriented Approach in English Teaching","year":2021,"lang":"en","type":"article","venue":"Higher education of social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Production (economics); Task (project management); Computer science; Process (computing); Foreign language; Mathematics education; Linguistics; Language education; Psychology; Programming language; Engineering; Philosophy; Systems engineering","score_opus":0.021260330399668823,"score_gpt":0.2902331801590781,"score_spread":0.26897284975940927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3208284092","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.101469316,0.006711836,0.53723377,0.007163529,0.0007819384,0.0007297544,0.000049676324,0.0007097848,0.34515044],"genre_scores_gemma":[0.79377264,0.0031511036,0.1786918,0.00074770156,0.0001546213,0.0004031455,0.00004839465,0.00010544679,0.022925172],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976029,0.0014288193,0.000098636025,0.0002511094,0.0004864694,0.00013208679],"domain_scores_gemma":[0.99867815,0.0007032738,0.00006581949,0.000109181325,0.00030320833,0.0001403631],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030579416,0.000356494,0.00016304501,0.0011295677,0.00088028493,0.002027808,0.00078475714,0.00060811243,0.003655867],"category_scores_gemma":[0.0024386724,0.00019318535,0.00040845238,0.0008261439,0.0021214848,0.001472937,0.0019101696,0.0008049215,0.00047141852],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011394244,0.0005247689,0.00727758,0.0010212804,0.00003581937,0.0013898715,0.03732243,0.002822707,0.0134346755,0.24411862,0.007479379,0.6844588],"study_design_scores_gemma":[0.00025587686,0.0009394494,0.02256546,0.0017431016,0.00016481185,0.004289903,0.032496933,0.041576628,0.020756096,0.30652913,0.5685137,0.0001689075],"about_ca_topic_score_codex":0.0024952355,"about_ca_topic_score_gemma":0.0029238975,"teacher_disagreement_score":0.003655867,"about_ca_system_score_codex":0.0017337144,"about_ca_system_score_gemma":0.0031934574,"threshold_uncertainty_score":0.016172111},"labels":[],"label_agreement":null},{"id":"W3208458191","doi":"10.5539/jel.v10n6p54","title":"A Survey Study of English Speaking Strategies Use: Evidence from Chinese High School Students of International Department","year":2021,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Yangzhou University","keywords":"Psychology; Status quo; Medical education; Mathematics education; Academic achievement; Language proficiency; Pedagogy; Medicine; Political science","score_opus":0.05426177966766748,"score_gpt":0.35250114270965127,"score_spread":0.2982393630419838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3208458191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960107,0.00003521534,0.000017791785,0.000013896883,0.0000011792033,0.000009032686,0.000033601813,4.938638e-7,0.00028774492],"genre_scores_gemma":[0.9993129,0.00013152313,0.000057541663,0.000048552633,0.000003445464,0.000031750533,0.0001150362,0.0000012765846,0.000297968],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99899596,0.00024884683,0.00012511479,0.00012886668,0.00027617745,0.00022499089],"domain_scores_gemma":[0.9960289,0.0011554989,0.0011096905,0.00017429178,0.00081642537,0.0007151559],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017465292,0.00031277532,0.0003620671,0.0023910985,0.0012248683,0.00092910737,0.00044080542,0.0003470294,0.0017295575],"category_scores_gemma":[0.0040554665,0.0003694357,0.00031191978,0.0026494018,0.00078953936,0.00066766306,0.0007160246,0.000549254,0.00031378813],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024540137,0.00015990419,0.9617095,0.00006410453,0.000017558477,0.00011134616,0.03171464,0.00000688935,0.0006485016,0.000035942347,0.000096408396,0.005410663],"study_design_scores_gemma":[0.000002594232,0.00015842216,0.9645314,0.00002058113,0.0000142893305,0.00009522564,0.034559693,0.000022584469,0.00015902733,0.000008948945,0.00042060186,0.0000066025345],"about_ca_topic_score_codex":0.033622358,"about_ca_topic_score_gemma":0.05142001,"teacher_disagreement_score":0.033622358,"about_ca_system_score_codex":0.0006862437,"about_ca_system_score_gemma":0.0018857635,"threshold_uncertainty_score":0.066853285},"labels":[],"label_agreement":null},{"id":"W3208463157","doi":"10.2991/assehr.k.211020.296","title":"Morphemic Acquisition Order Testing in Third-person Inflection and Plural Sequence in Krashen’s Natural Order Hypothesis on Chinese International Students","year":2021,"lang":"en","type":"article","venue":"Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Plural; Morpheme; Computer science; Inflection; Sequence (biology); Natural language processing; Order (exchange); Linguistics; Artificial intelligence; Philosophy","score_opus":0.12038333284539011,"score_gpt":0.4689861126571202,"score_spread":0.3486027798117301,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3208463157","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99844295,0.000019588711,0.00027556744,0.000032863318,0.0000018731445,0.000007591721,0.000009709756,0.0000024746785,0.001207435],"genre_scores_gemma":[0.999231,0.00002217403,0.00029256314,0.0000100341285,0.000001838303,0.000010006912,0.000029241346,0.0000020167179,0.00040117666],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998343,0.00033146172,0.00020890022,0.00035583245,0.0005297928,0.00023096876],"domain_scores_gemma":[0.99328583,0.0037791983,0.0011969041,0.0004460428,0.0008428222,0.0004491679],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026742101,0.00034833368,0.00031515464,0.0013278193,0.00074769725,0.0013473495,0.0005124994,0.00044210363,0.0023751943],"category_scores_gemma":[0.009403493,0.0002205216,0.00050078175,0.0008418065,0.0020247186,0.0015016376,0.0010937591,0.000727254,0.00024364877],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034647077,0.00036133252,0.90406454,0.00009402629,0.00003493285,0.0016643257,0.05840721,0.00043915975,0.004884474,0.0039336076,0.00017570294,0.02559418],"study_design_scores_gemma":[0.00001888373,0.00048903935,0.9406869,0.000059874827,0.000054903845,0.0007912177,0.04170657,0.0051721022,0.006554179,0.0031303116,0.0012815018,0.000054571577],"about_ca_topic_score_codex":0.010820296,"about_ca_topic_score_gemma":0.00625604,"teacher_disagreement_score":0.010820296,"about_ca_system_score_codex":0.00073350995,"about_ca_system_score_gemma":0.0020335228,"threshold_uncertainty_score":0.021514654},"labels":[],"label_agreement":null},{"id":"W3209485664","doi":"10.1177/13621688211056544","title":"Developing crosslinguistic awareness through plurilingual consciousness-raising tasks","year":2021,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Metalinguistic awareness; Task (project management); Psychology; Consciousness raising; Raising (metalworking); Metalinguistics; Linguistics; Consciousness; Multilingualism; Feeling; Second-language acquisition; Mathematics education; Pedagogy; Teaching method; Social psychology","score_opus":0.19731607726701006,"score_gpt":0.45420578436441966,"score_spread":0.2568897070974096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209485664","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.986006,0.000020385196,0.012308617,0.000021827615,0.000004226834,0.00012646976,0.000016097669,0.000083981184,0.0014123141],"genre_scores_gemma":[0.9711481,0.000049525843,0.027672878,0.000021577389,0.000004753939,0.00020302807,0.000055321936,0.000016011818,0.00082886615],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9991474,0.00031155787,0.00007375045,0.00020731638,0.00013159733,0.0001283207],"domain_scores_gemma":[0.9957325,0.0026777445,0.0005517371,0.00042379324,0.00030130657,0.00031303422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019468109,0.00066844304,0.00032457412,0.00045577294,0.0003811938,0.0011366794,0.00058587623,0.00044421945,0.0010985542],"category_scores_gemma":[0.0074722837,0.00024343772,0.00024533417,0.00015483126,0.0005613356,0.0009450097,0.0021868714,0.0007202884,0.00027875183],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001255512,0.0036751023,0.032440767,0.00075839704,0.000050888186,0.000948443,0.060731027,0.002092089,0.53460425,0.0028854974,0.00063614786,0.3599218],"study_design_scores_gemma":[0.00043064693,0.014767253,0.32437193,0.00037386932,0.00028272884,0.003232089,0.047100566,0.033259273,0.540962,0.013041189,0.021706047,0.00047249388],"about_ca_topic_score_codex":0.0003615735,"about_ca_topic_score_gemma":0.00055464666,"teacher_disagreement_score":0.0019468109,"about_ca_system_score_codex":0.00027653202,"about_ca_system_score_gemma":0.0005615772,"threshold_uncertainty_score":0.010295808},"labels":[],"label_agreement":null},{"id":"W3209508746","doi":"","title":"“I Got the Point Across and That is What Counts”. Transcultural Versus (?) Linguistic Competence in Language Teaching","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Linguistics; Competence (human resources); Psychology; Linguistic competence; Sociology; Philosophy; Social psychology","score_opus":0.2481796114205591,"score_gpt":0.5345396168685734,"score_spread":0.2863600054480143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209508746","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08978638,0.013686477,0.019991828,0.52937853,0.0047186385,0.00012294503,0.00015365725,0.00019182336,0.3419698],"genre_scores_gemma":[0.89601177,0.0041295364,0.0066722664,0.054766193,0.00140233,0.00013338927,0.000080232596,0.00018371364,0.03662055],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98802817,0.007239426,0.0003635811,0.0010822054,0.0022822581,0.0010043086],"domain_scores_gemma":[0.98684675,0.0052162954,0.0012945845,0.0009851357,0.003936658,0.0017205387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010900816,0.0006004757,0.0005044143,0.0020410412,0.007614977,0.011059465,0.0014640277,0.0035216508,0.005621822],"category_scores_gemma":[0.026455333,0.00027080067,0.0003952437,0.0019025664,0.04762428,0.017968128,0.0057998286,0.008622263,0.0019707556],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005045874,0.000066154746,0.011016096,0.0003618224,0.00003025768,0.0003211785,0.26253808,0.000102177444,0.0006140275,0.5873571,0.06937054,0.06817216],"study_design_scores_gemma":[0.000017886565,0.00014097427,0.012780179,0.0014683363,0.000039488845,0.0010616815,0.331994,0.0004241616,0.0010002214,0.18704313,0.46393165,0.000098192395],"about_ca_topic_score_codex":0.010665937,"about_ca_topic_score_gemma":0.0094770305,"teacher_disagreement_score":0.011059465,"about_ca_system_score_codex":0.0048648748,"about_ca_system_score_gemma":0.005611497,"threshold_uncertainty_score":0.057649672},"labels":[],"label_agreement":null},{"id":"W3209510673","doi":"10.5539/elt.v14n11p144","title":"A Theoretical Review on the Need to Use Standardized Oral Assessment Rubrics for ESL Learners in Saudi Arabia","year":2021,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Grading (engineering); Peer assessment; Psychology; Mathematics education; Medical education; Medicine; Engineering","score_opus":0.06406981267723046,"score_gpt":0.364666341981683,"score_spread":0.3005965293044526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209510673","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004935546,0.95592654,0.0031490987,0.012816515,0.0008201619,0.00014300754,0.00013629902,0.000026810165,0.022046065],"genre_scores_gemma":[0.05404591,0.93411916,0.005780399,0.002432351,0.00029702383,0.00014327289,0.00017169137,0.000013435665,0.0029965972],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.996563,0.0013586998,0.0006292323,0.00017453964,0.0011340654,0.00014041168],"domain_scores_gemma":[0.98022276,0.012348371,0.0015514449,0.00020933064,0.005370749,0.00029739682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007880195,0.000588604,0.0005464986,0.0059566796,0.0010310634,0.0030228803,0.0010726715,0.0011299934,0.005002092],"category_scores_gemma":[0.017639546,0.00032979003,0.0008014605,0.0042090574,0.0014057029,0.003037289,0.0013509658,0.0013287308,0.0010597354],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008843487,0.00013545594,0.0034139878,0.049286645,0.00010893028,0.00054901897,0.0062813954,0.0005524263,0.0007740423,0.038798697,0.029743671,0.8702673],"study_design_scores_gemma":[0.000030766278,0.00018696647,0.016456032,0.119765684,0.0004511613,0.0017947959,0.011425026,0.00051550136,0.0010372103,0.011031012,0.8372304,0.000075386975],"about_ca_topic_score_codex":0.011309514,"about_ca_topic_score_gemma":0.016746618,"teacher_disagreement_score":0.011309514,"about_ca_system_score_codex":0.004517294,"about_ca_system_score_gemma":0.010946896,"threshold_uncertainty_score":0.04167497},"labels":[],"label_agreement":null},{"id":"W3209672747","doi":"10.18823/asiatefl.2021.18.3.16.967","title":"English Teachers’ Use of Resources in Chinese Public Schools","year":2021,"lang":"en","type":"article","venue":"The Journal of AsiaTEFL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Sociology; Political science; Pedagogy; Psychology","score_opus":0.048585980221476234,"score_gpt":0.25385215842936804,"score_spread":0.2052661782078918,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209672747","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99850154,0.000032923817,0.0000050932476,0.00004510472,0.0000013723659,0.0000027270642,0.000015283946,7.4356313e-7,0.0013951281],"genre_scores_gemma":[0.99885297,0.000050707135,0.0000099810195,0.000019347475,9.1743044e-7,0.0000036566596,0.000021833508,8.731254e-7,0.0010397738],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99898344,0.0001951748,0.00009336908,0.0001391223,0.00020428565,0.0003845986],"domain_scores_gemma":[0.9959187,0.0010776947,0.0011910886,0.00012217292,0.00054968934,0.0011406289],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010148261,0.00018476852,0.00023143693,0.0015072684,0.001781829,0.002015842,0.0005711121,0.0005456097,0.004641848],"category_scores_gemma":[0.0035700356,0.00027471097,0.00020549068,0.0016013782,0.0011219158,0.0014170294,0.0016670504,0.00063041586,0.00037095763],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013126015,0.0003896444,0.7787849,0.00009131168,0.000020755939,0.0010678008,0.20739287,0.000082111066,0.0010844875,0.00080580544,0.0005834066,0.009565654],"study_design_scores_gemma":[0.000006430656,0.00006838954,0.7672829,0.000058310645,0.000022903609,0.000116437426,0.22951049,0.00013692964,0.00024259776,0.00008301061,0.0024541577,0.000017485421],"about_ca_topic_score_codex":0.10732292,"about_ca_topic_score_gemma":0.16915505,"teacher_disagreement_score":0.10732292,"about_ca_system_score_codex":0.0027009451,"about_ca_system_score_gemma":0.003932061,"threshold_uncertainty_score":0.21339649},"labels":[],"label_agreement":null},{"id":"W3209789926","doi":"10.5539/elt.v14n11p97","title":"Disinventing Native Speakerism in English Language Teaching","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Ideology; Language education; Norm (philosophy); Curriculum; Language assessment; English studies; First language; English language; Pedagogy; College English; Linguistics; Task (project management); Psychology; Sociology; Mathematics education; Political science; Engineering; Epistemology; Philosophy","score_opus":0.013657255714924843,"score_gpt":0.2574072886532293,"score_spread":0.24375003293830447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209789926","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72472274,0.015895661,0.01542672,0.052725486,0.0010299016,0.000025056423,0.000013422548,0.000050635008,0.19011043],"genre_scores_gemma":[0.99584854,0.0009553081,0.00043142075,0.0008370148,0.00014226788,0.0000072441526,0.0000014796734,0.0000130867775,0.0017635814],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98459655,0.010845997,0.00040023102,0.00069512456,0.002694616,0.0007673937],"domain_scores_gemma":[0.9846256,0.010980133,0.0015571654,0.00057365693,0.0013429392,0.00092068047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013739303,0.0001529673,0.00024432925,0.0010573344,0.0071229464,0.0059952554,0.0005408355,0.0011325468,0.0011136524],"category_scores_gemma":[0.013933983,0.0001658826,0.00017185627,0.0005742594,0.0209933,0.0033438713,0.007587407,0.0028927578,0.00023353832],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021518752,0.000040321123,0.008774495,0.00014961069,0.000012250333,0.00050218817,0.75590587,0.00007132964,0.0008112605,0.19315575,0.0013869134,0.0391685],"study_design_scores_gemma":[0.000023307362,0.00022951432,0.015388843,0.0008570326,0.00005384244,0.0027674418,0.6970901,0.00080804457,0.002785605,0.13514416,0.14479183,0.000060314647],"about_ca_topic_score_codex":0.003527937,"about_ca_topic_score_gemma":0.0062831314,"teacher_disagreement_score":0.013739303,"about_ca_system_score_codex":0.0025741276,"about_ca_system_score_gemma":0.004667488,"threshold_uncertainty_score":0.07266122},"labels":[],"label_agreement":null},{"id":"W3209870329","doi":"10.5539/elt.v14n11p118","title":"Effectiveness of Blended Approach in Teaching and Learning of Language Skills in Saudi Context: A Case Study","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdulaziz University","keywords":"Blended learning; Variety (cybernetics); Context (archaeology); Online and offline; Teaching method; Psychology; The Internet; Mathematics education; Educational technology; Computer science; Experiential learning; Multimedia; Language acquisition; Pedagogy; World Wide Web; Artificial intelligence","score_opus":0.009764828964592832,"score_gpt":0.26067164271882737,"score_spread":0.2509068137542345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209870329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9939674,0.00016232654,0.0010751833,0.0002839537,0.000011995199,0.000075297816,0.000010768518,0.000009105507,0.0044039357],"genre_scores_gemma":[0.99382377,0.00031972743,0.0028114945,0.00008489476,0.0000071206414,0.000041812396,0.000010620445,0.0000074717254,0.002893157],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9983614,0.0009348789,0.00007106525,0.000099425655,0.00025484443,0.0002784454],"domain_scores_gemma":[0.99786156,0.00067618076,0.00020313938,0.00014078771,0.00030949985,0.0008088317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019136802,0.00030585413,0.00025721212,0.00070272305,0.0029042596,0.002206027,0.0010570785,0.0015701506,0.0028927648],"category_scores_gemma":[0.0028525423,0.00017883467,0.00038573213,0.0005361328,0.0011517676,0.0012283945,0.002485727,0.0010315115,0.00064614386],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016454505,0.026105467,0.073048934,0.0012144692,0.000105800005,0.045832366,0.3524815,0.005099026,0.026193773,0.010797809,0.0034199355,0.4540554],"study_design_scores_gemma":[0.0004491879,0.013793062,0.07796656,0.00081985875,0.0002468938,0.030996954,0.72207195,0.02285111,0.027121954,0.0039031613,0.099569604,0.00020967895],"about_ca_topic_score_codex":0.0036345792,"about_ca_topic_score_gemma":0.008919194,"teacher_disagreement_score":0.0036345792,"about_ca_system_score_codex":0.0018537535,"about_ca_system_score_gemma":0.0018443825,"threshold_uncertainty_score":0.013449967},"labels":[],"label_agreement":null},{"id":"W3209980133","doi":"10.5539/ijel.v11n6p90","title":"Attitudes of Saudi EFL Female Students Towards Current Teacher Feedback Practices","year":2021,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Saud University","keywords":"Punctuality; Psychology; Quality (philosophy); English as a foreign language; Medical education; Peer feedback; Mathematics education; Pedagogy; Medicine; Engineering","score_opus":0.07123175541029506,"score_gpt":0.3813559304972363,"score_spread":0.31012417508694123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209980133","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989405,0.00012319125,0.000059605267,0.00020086259,0.0000068038994,0.0000042850434,0.000009654359,0.000002921959,0.00065213244],"genre_scores_gemma":[0.9985368,0.00018967788,0.0000833135,0.00012445525,0.000006055232,0.0000053692397,0.000010857049,0.0000020563416,0.0010414933],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99869883,0.00037943543,0.00012484613,0.000087752735,0.00051892234,0.00019015698],"domain_scores_gemma":[0.9922873,0.0012757104,0.0028260245,0.0001897721,0.0021819773,0.0012392623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018470479,0.0002386177,0.0002822105,0.00073000503,0.0009815674,0.001901768,0.00023587793,0.00054936134,0.0027553628],"category_scores_gemma":[0.006265599,0.00018053097,0.0001921172,0.00031471686,0.00073077984,0.0006258547,0.0005730082,0.0005293377,0.0006661532],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002950808,0.0004957862,0.7783911,0.00020974387,0.00003593315,0.0011948835,0.15587111,0.00009060071,0.010834849,0.00024077453,0.000908437,0.05143175],"study_design_scores_gemma":[0.00002009528,0.0014989563,0.55699474,0.00020506728,0.000053793454,0.0029606572,0.4186917,0.00048742854,0.0034221911,0.00015531607,0.015423561,0.00008649606],"about_ca_topic_score_codex":0.0040912395,"about_ca_topic_score_gemma":0.00517498,"teacher_disagreement_score":0.0040912395,"about_ca_system_score_codex":0.00062418403,"about_ca_system_score_gemma":0.0006909799,"threshold_uncertainty_score":0.009768188},"labels":[],"label_agreement":null},{"id":"W3210038111","doi":"","title":"The effect of communication game on Prathom Five students' oral interaction at St. John's Bell Primary Bangkok, Thailand","year":2001,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology","score_opus":0.018886402116867946,"score_gpt":0.28597753488354044,"score_spread":0.2670911327666725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3210038111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9953863,0.000027507129,0.000061671686,0.000062598316,0.000016464559,0.000013036319,0.000028002778,0.000016376363,0.004388034],"genre_scores_gemma":[0.99381554,0.000045028624,0.00014545734,0.000023345798,0.000005273723,0.00002662878,0.00004936455,0.000009783548,0.0058796266],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993212,0.000285207,0.000034150777,0.000077974146,0.000109493834,0.00017191122],"domain_scores_gemma":[0.99636215,0.0018785292,0.0001642886,0.00005920219,0.0002986728,0.0012370999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005485624,0.00031967685,0.0002747345,0.00038803575,0.0014649915,0.002092673,0.00045497902,0.0005674146,0.011626449],"category_scores_gemma":[0.0040666717,0.00014374686,0.00022666961,0.00021026346,0.00043815063,0.00049405993,0.001408067,0.0010651316,0.0012760564],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.037509672,0.023588117,0.20761457,0.0017646427,0.00033994866,0.0060610743,0.2369716,0.0052552386,0.16389513,0.0032849829,0.013990327,0.29972476],"study_design_scores_gemma":[0.0004967634,0.02069557,0.6731663,0.00032144037,0.00036000265,0.0004428493,0.24249075,0.0060193134,0.031345095,0.0012248568,0.02323311,0.00020403079],"about_ca_topic_score_codex":0.006686305,"about_ca_topic_score_gemma":0.0089242505,"teacher_disagreement_score":0.011626449,"about_ca_system_score_codex":0.0005941984,"about_ca_system_score_gemma":0.0006474606,"threshold_uncertainty_score":0.038894355},"labels":[],"label_agreement":null},{"id":"W3210634624","doi":"10.5539/ijel.v11n6p28","title":"A Review of Interactional Competence Assessment in the Saudi EFL Context","year":2021,"lang":"en","type":"review","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Communicative competence; Psychology; Foreign language; Pedagogy; Foreign language teaching; Linguistics; Social psychology","score_opus":0.08351676201172614,"score_gpt":0.39730949545368927,"score_spread":0.3137927334419631,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3210634624","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00015354692,0.9993006,0.00006150889,0.00013617029,0.000048756476,0.0000066724774,0.000015248639,0.0000024551027,0.000275044],"genre_scores_gemma":[0.0014688262,0.998054,0.0002371299,0.000092614915,0.000037696434,0.000010499004,0.000022413858,0.0000010660226,0.00007583146],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99868065,0.0003356487,0.00041921737,0.00016135747,0.00035347053,0.000049739137],"domain_scores_gemma":[0.9937397,0.0042026932,0.0007077909,0.000093452414,0.0011105197,0.00014583043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002910022,0.0009175609,0.0017597215,0.006958119,0.0005167318,0.0014470917,0.0013844979,0.0013228984,0.0025159256],"category_scores_gemma":[0.007183266,0.0004740624,0.0010950607,0.0074601034,0.0007963622,0.0022378135,0.0009822545,0.0010281595,0.00058791914],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007617471,0.00005774973,0.000713247,0.14062881,0.0002460202,0.00021787915,0.0005010458,0.00025755836,0.00047725023,0.0015782503,0.008904049,0.84634185],"study_design_scores_gemma":[0.000036750862,0.00035076815,0.010599046,0.17187548,0.0018127203,0.0026512404,0.0013523014,0.00024213851,0.00081819197,0.0018063654,0.80836844,0.00008651163],"about_ca_topic_score_codex":0.006798903,"about_ca_topic_score_gemma":0.011556161,"teacher_disagreement_score":0.006958119,"about_ca_system_score_codex":0.0013895994,"about_ca_system_score_gemma":0.0055279434,"threshold_uncertainty_score":0.01538986},"labels":[],"label_agreement":null},{"id":"W3211162721","doi":"10.5539/elt.v14n11p108","title":"The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Saud University","keywords":"Psychology; Context (archaeology); Language proficiency; Language assessment; Language acquisition; Language education; Mathematics education; Foreign language; Teaching method; Pedagogy","score_opus":0.02065049971753079,"score_gpt":0.2779557008804991,"score_spread":0.2573052011629683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3211162721","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99518037,0.00096612127,0.00064953405,0.00078912434,0.000025245694,0.0001122937,0.000024439183,0.000008519995,0.0022443708],"genre_scores_gemma":[0.9943264,0.0013491792,0.0013630404,0.0002995878,0.000030229457,0.00009043441,0.000023696053,0.000011344731,0.0025061723],"study_design_codex":"case_report","study_design_gemma":"qualitative","domain_scores_codex":[0.9976751,0.0011978798,0.00016091639,0.00016417784,0.00030395534,0.0004979657],"domain_scores_gemma":[0.9962423,0.0016967129,0.00078222156,0.00014007739,0.0002674358,0.0008713646],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024600448,0.0011208454,0.00091597374,0.0022084601,0.00791341,0.0025129511,0.002029653,0.004096183,0.0018843639],"category_scores_gemma":[0.008900113,0.00065465947,0.0006862708,0.0018832479,0.0035879435,0.0020205055,0.003903088,0.0026971882,0.00046050712],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000097761316,0.0010464364,0.055695485,0.000479173,0.000037592094,0.56610197,0.35463905,0.0004737296,0.0018042991,0.002869835,0.0012845538,0.015470083],"study_design_scores_gemma":[0.000025564777,0.00072444865,0.02309918,0.0003711091,0.000037263173,0.4139233,0.5400809,0.00085690507,0.0018354572,0.0015823593,0.017385906,0.0000775629],"about_ca_topic_score_codex":0.004671878,"about_ca_topic_score_gemma":0.015151377,"teacher_disagreement_score":0.00791341,"about_ca_system_score_codex":0.0022701016,"about_ca_system_score_gemma":0.0017728043,"threshold_uncertainty_score":0.01647085},"labels":[],"label_agreement":null},{"id":"W3211645269","doi":"10.5539/elt.v14n12p8","title":"Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Lingua franca; English as a lingua franca; Ideology; Linguistics; First language; English language; Language education; Psychology; Language assessment; Language transfer; English studies; Sociology; Pedagogy; Comprehension approach; Mathematics education; Political science","score_opus":0.008928693033385659,"score_gpt":0.2700011318761088,"score_spread":0.26107243884272313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3211645269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9681051,0.01270821,0.00017532086,0.0035458899,0.0001792057,0.00002078974,0.00004834589,0.0000036940312,0.015213459],"genre_scores_gemma":[0.9911759,0.007044409,0.00007233259,0.00043103556,0.00004093828,0.000015333111,0.000027840804,0.0000041094336,0.0011882118],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99776757,0.0009879773,0.00009781366,0.00015626376,0.000642098,0.00034843208],"domain_scores_gemma":[0.9945913,0.0025125365,0.0011432284,0.00008519277,0.0010602993,0.00060740614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002478698,0.00019058897,0.00033032306,0.0006006354,0.0022764977,0.0031002362,0.00043651368,0.00056358887,0.0027418921],"category_scores_gemma":[0.0050958158,0.0001599374,0.00043612104,0.0008372276,0.0022716885,0.002135204,0.0023060301,0.0018930995,0.00023633853],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012188567,0.00022773218,0.1887103,0.0017640804,0.000064010695,0.0035800543,0.7119273,0.00005793278,0.0012933585,0.006712218,0.002741731,0.082799405],"study_design_scores_gemma":[0.000008804742,0.00017515793,0.15663521,0.0015207082,0.00010090428,0.00079696625,0.8187182,0.000084133666,0.0006478514,0.0009337694,0.020349253,0.000029037465],"about_ca_topic_score_codex":0.01585311,"about_ca_topic_score_gemma":0.029364878,"teacher_disagreement_score":0.01585311,"about_ca_system_score_codex":0.0014689909,"about_ca_system_score_gemma":0.0043207393,"threshold_uncertainty_score":0.031521678},"labels":[],"label_agreement":null},{"id":"W3212525763","doi":"10.5430/jct.v10n4p67","title":"Use of Moodle LMS-Based Tests for Enhancing Linguistic Competence of Students Majoring in Foreign Language Philology","year":2021,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Language proficiency; Linguistics; Foreign language; Competence (human resources); Psychology; Computer science; Linguistic competence; Mathematics education","score_opus":0.04155107828291594,"score_gpt":0.31815870418293,"score_spread":0.2766076259000141,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3212525763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951238,0.000075676064,0.0018011543,0.00007624946,0.000020173904,0.00029033874,0.00008377959,0.00010977,0.0024192322],"genre_scores_gemma":[0.9846517,0.00014764293,0.011277098,0.00011639766,0.000020891832,0.00050119887,0.00022236492,0.000018686711,0.003043963],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99823654,0.00073509925,0.00017887504,0.00023114178,0.00046192505,0.00015636151],"domain_scores_gemma":[0.99300414,0.003387395,0.0009202894,0.0003418753,0.001256981,0.0010893587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027143362,0.0005020222,0.00061646843,0.0005813066,0.00027201374,0.0009646055,0.00052975485,0.00044412861,0.003096906],"category_scores_gemma":[0.0089056585,0.00018207262,0.0004049049,0.0002459818,0.00025693025,0.00064424594,0.0007720238,0.0006215027,0.0012850331],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004011092,0.02317404,0.174761,0.0012860298,0.00008882122,0.000793267,0.0073701045,0.0015571845,0.11310726,0.0004386066,0.0044466434,0.668966],"study_design_scores_gemma":[0.00050486095,0.056908876,0.8149427,0.00038785132,0.00018738826,0.0005577894,0.004893721,0.005148351,0.10360158,0.0005500435,0.012135472,0.00018142455],"about_ca_topic_score_codex":0.00023731534,"about_ca_topic_score_gemma":0.0005392534,"teacher_disagreement_score":0.003096906,"about_ca_system_score_codex":0.00026050143,"about_ca_system_score_gemma":0.0007063571,"threshold_uncertainty_score":0.014354944},"labels":[],"label_agreement":null},{"id":"W3212792199","doi":"10.31499/2306-5532.1.2021.243106","title":"EDUCATIONAL STRATEGIES FOR PERSONALIZED UTONOMOUS LANGUAGE LEARNING INTENSIFICATION AT UNIVERSITIES OF CANADA AND THE USA","year":2022,"lang":"uk","type":"article","venue":"Порівняльно-педагогічні студії","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology","score_opus":0.017805861715874706,"score_gpt":0.23622052158996826,"score_spread":0.21841465987409356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3212792199","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73730004,0.0006860934,0.0035278674,0.011668483,0.0002032968,0.00035070576,0.00056247046,0.0006277056,0.24507327],"genre_scores_gemma":[0.9433865,0.0003392541,0.004101805,0.00048811507,0.000012436268,0.0000883888,0.00016621398,0.000041491287,0.051375795],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983621,0.00026557536,0.00003735597,0.00012977455,0.00036435507,0.00084088946],"domain_scores_gemma":[0.99494535,0.00035188982,0.00015324733,0.00013480156,0.0015139601,0.0029006833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013200829,0.00025009326,0.00025815086,0.0017138532,0.011091255,0.0061835563,0.000997475,0.0010617337,0.012775836],"category_scores_gemma":[0.004240389,0.00020025084,0.00034618692,0.0025608405,0.0017009483,0.0014806977,0.004190086,0.0009847141,0.0011458975],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00073791103,0.0012841439,0.15495612,0.0004609508,0.00007462683,0.0015936273,0.08612585,0.0041771294,0.007021489,0.10462933,0.09549694,0.54344195],"study_design_scores_gemma":[0.00016726262,0.00030804085,0.3014405,0.00048452755,0.00012659888,0.00023181358,0.21800743,0.005208981,0.0060797087,0.01073676,0.45697337,0.0002350885],"about_ca_topic_score_codex":0.9214983,"about_ca_topic_score_gemma":0.9798868,"teacher_disagreement_score":0.0785017,"about_ca_system_score_codex":0.059456028,"about_ca_system_score_gemma":0.16710682,"threshold_uncertainty_score":0.4313857},"labels":[],"label_agreement":null},{"id":"W3214906841","doi":"10.5539/jel.v11n1p87","title":"“I Apology no no I Mean I Am Sorry … Please Let Me Explain That First”: Enhancing Communicative Language Competence of Thai University Students Through CEFR-Based Online Intercultural Communication","year":2021,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Phayao","keywords":"Psychology; Intercultural communication; Communicative competence; Competence (human resources); Communicative language teaching; Foreign language; Pedagogy; Cultural competence; Language education; Social psychology","score_opus":0.033564610528088436,"score_gpt":0.30326129031053534,"score_spread":0.2696966797824469,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214906841","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9922396,0.000106467785,0.00043727265,0.0006356072,0.000029076073,0.00009597287,0.000014617537,0.000015429336,0.0064260187],"genre_scores_gemma":[0.9920067,0.00038024993,0.0018549558,0.000423726,0.000020592042,0.00012007779,0.000027468324,0.000007646382,0.0051585822],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99905664,0.00052673265,0.000041594354,0.000050609826,0.0001612602,0.00016320359],"domain_scores_gemma":[0.99760723,0.00043884476,0.00038428602,0.000080882106,0.00043032452,0.0010585039],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015289147,0.0002386161,0.00022109468,0.00031190907,0.0012606262,0.0017306777,0.0004044448,0.0003869359,0.0034013514],"category_scores_gemma":[0.0048704,0.0001035375,0.0002326509,0.00024748122,0.0007589021,0.0010674049,0.0014143431,0.0008663686,0.00095103437],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006283782,0.0077628097,0.14195767,0.0013410496,0.00007902709,0.003243881,0.4657378,0.00027361297,0.036178518,0.0017077611,0.014787114,0.32630238],"study_design_scores_gemma":[0.000119690856,0.0069735246,0.33951253,0.00076783024,0.00015848828,0.0025149006,0.569951,0.0014984383,0.015187053,0.001064279,0.062070534,0.00018178883],"about_ca_topic_score_codex":0.0015235135,"about_ca_topic_score_gemma":0.0025225217,"teacher_disagreement_score":0.0034013514,"about_ca_system_score_codex":0.00029913028,"about_ca_system_score_gemma":0.0017996689,"threshold_uncertainty_score":0.011378586},"labels":[],"label_agreement":null},{"id":"W3214922117","doi":"10.32920/ryerson.14652465.v1","title":"Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom","year":2021,"lang":"en","type":"preprint","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University; York University","funders":"","keywords":"Context (archaeology); Pedagogy; Humanism; Multiculturalism; Sociology; Identity (music); Bureaucracy; Empowerment; Affect (linguistics); Empathy; Politics; Psychology; Political science; Social psychology; Aesthetics","score_opus":0.04214029273257736,"score_gpt":0.2745873599668606,"score_spread":0.23244706723428327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214922117","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.813257,0.0017616518,0.006213439,0.016467597,0.00040259614,0.00008286376,0.000026349508,0.00008213207,0.16170642],"genre_scores_gemma":[0.9947643,0.00036324206,0.0007886885,0.0007522632,0.00003603656,0.000021813465,0.000005646638,0.000018542285,0.0032494778],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9931356,0.0043981797,0.00006371688,0.0003595082,0.0009829585,0.0010600184],"domain_scores_gemma":[0.99531096,0.0017698759,0.00051989814,0.00020234323,0.00038810945,0.0018088165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005639504,0.00043715167,0.00039686353,0.0009765807,0.015517345,0.011838018,0.00081399275,0.001391926,0.0019093788],"category_scores_gemma":[0.004908239,0.00023262626,0.00035261372,0.00046397588,0.040088404,0.0037104138,0.01151859,0.0039681722,0.00023828483],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018495875,0.00007274819,0.0048269993,0.00006198513,0.0000077971345,0.0003241351,0.95469075,0.00006624038,0.001101243,0.026295995,0.0014945179,0.011039133],"study_design_scores_gemma":[0.000014356048,0.00006902499,0.014572475,0.00016857189,0.000017556567,0.0002965119,0.8737019,0.00020362234,0.0005144981,0.01884193,0.09154987,0.00004979907],"about_ca_topic_score_codex":0.028798586,"about_ca_topic_score_gemma":0.05197942,"teacher_disagreement_score":0.028798586,"about_ca_system_score_codex":0.0053696157,"about_ca_system_score_gemma":0.008157071,"threshold_uncertainty_score":0.057261884},"labels":[],"label_agreement":null},{"id":"W3214962673","doi":"10.5539/elt.v14n12p126","title":"L2 English Speakers’ Perception of Their English Accent: An Investigation of European and Asian Attitudes","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Stress (linguistics); Psychology; Variety (cybernetics); Pronunciation; Linguistics; Perception; First language; Affect (linguistics); Variation (astronomy); World Englishes; North American English; Social psychology; Communication","score_opus":0.020171787451445794,"score_gpt":0.24326224050273385,"score_spread":0.22309045305128805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214962673","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994357,0.000024528941,0.000010753811,0.000014065906,0.0000019940985,0.000001652551,0.000006597916,3.023007e-7,0.00050433696],"genre_scores_gemma":[0.9994141,0.00005978471,0.000020896694,0.000040826904,0.0000031347267,0.0000034920147,0.00001804186,8.1593504e-7,0.0004389427],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99963427,0.00011468766,0.000040869636,0.000043764,0.00008631942,0.00008008406],"domain_scores_gemma":[0.99838185,0.00029728017,0.0005181386,0.000047597314,0.00025671552,0.00049836526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012169593,0.00023627072,0.00024606482,0.00063094875,0.0008242523,0.0012295704,0.0001715632,0.00039902763,0.0017943897],"category_scores_gemma":[0.0016166731,0.00016875956,0.00028136908,0.00052139146,0.0006210648,0.000607936,0.00087117054,0.0005134683,0.00041562945],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017238504,0.0002081142,0.90582067,0.000040627794,0.000041588282,0.00049312715,0.08324315,0.000020937385,0.0029866104,0.0001297288,0.00013844317,0.0067045367],"study_design_scores_gemma":[0.000007134748,0.00028756534,0.9039194,0.000022147056,0.00002116159,0.0004250854,0.09397934,0.00008600812,0.00034836648,0.00003280085,0.00085720175,0.000013754516],"about_ca_topic_score_codex":0.006338267,"about_ca_topic_score_gemma":0.008600747,"teacher_disagreement_score":0.006338267,"about_ca_system_score_codex":0.0002595472,"about_ca_system_score_gemma":0.00026178017,"threshold_uncertainty_score":0.0126027465},"labels":[],"label_agreement":null},{"id":"W3214994604","doi":"10.7939/r3-mdt5-ew23","title":"Grammar Practice and Communicative Language Teaching: Groundwork for an Investigation into the Concept of Transfer-Appropriateness","year":2021,"lang":"en","type":"article","venue":"University of Alberta Library","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Communicative language teaching; Psychology; Pedagogy; Language education; Philosophy","score_opus":0.021679844097331535,"score_gpt":0.22468993851839286,"score_spread":0.20301009442106133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214994604","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38471484,0.08155944,0.14093767,0.048475258,0.0008155791,0.00059110473,0.00008586133,0.00013959028,0.34268066],"genre_scores_gemma":[0.9687461,0.011931636,0.015169692,0.00094027456,0.00042563688,0.00028034963,0.00002516742,0.000078838515,0.0024022744],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98736167,0.007618752,0.00059522013,0.0015239712,0.0024477981,0.00045266157],"domain_scores_gemma":[0.95216036,0.040878456,0.002698003,0.002145189,0.00143864,0.00067929877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011321122,0.00051345705,0.000916068,0.0029380987,0.0020964246,0.009852125,0.0017618051,0.003445164,0.0029653907],"category_scores_gemma":[0.024667919,0.0004398893,0.00077512354,0.0031786012,0.036756597,0.015833318,0.00498283,0.004909206,0.0003984373],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006049976,0.00021281764,0.0073652402,0.0008049114,0.000032879037,0.0003876446,0.06790194,0.00064416806,0.0009293366,0.85012805,0.00030804353,0.071224496],"study_design_scores_gemma":[0.000038583148,0.00029088435,0.022622602,0.0017943053,0.000049303344,0.0007743154,0.03353478,0.0031618422,0.0011061144,0.8957807,0.04076775,0.000078942205],"about_ca_topic_score_codex":0.002022288,"about_ca_topic_score_gemma":0.00094281364,"teacher_disagreement_score":0.011321122,"about_ca_system_score_codex":0.004432227,"about_ca_system_score_gemma":0.0038765601,"threshold_uncertainty_score":0.059872568},"labels":[],"label_agreement":null},{"id":"W3215061459","doi":"10.5539/elt.v14n12p196","title":"A Study of Communicative Strategies of Thai and Filipino Teachers of English","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Research Council of Thailand","keywords":"Psychology; Communicative language teaching; Persuasion; Curriculum; Population; Mathematics education; Pedagogy; Language education; Social psychology; Sociology","score_opus":0.0229740083924221,"score_gpt":0.27593374247254615,"score_spread":0.25295973408012407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215061459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982309,0.000114530034,0.000060448998,0.000028221497,0.0000032736746,0.000016765234,0.000007784863,0.0000012300657,0.001536921],"genre_scores_gemma":[0.99805284,0.00028178858,0.00016979649,0.000033913242,0.000005168206,0.000046878667,0.000017887205,0.000002777105,0.0013890361],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988348,0.0005803528,0.000079719284,0.00009795247,0.00018589743,0.00022124681],"domain_scores_gemma":[0.9963037,0.0018514091,0.00058149185,0.000081909304,0.000510437,0.0006710605],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015224222,0.00044303702,0.00027854144,0.0012745946,0.003010494,0.0022259187,0.00035027944,0.00047230397,0.0019743887],"category_scores_gemma":[0.0058494834,0.0003091216,0.00021029574,0.00077863596,0.0010235524,0.001062773,0.0010612382,0.00065066054,0.00030590195],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010371254,0.00018258118,0.08500348,0.00015355344,0.0000137547895,0.0016263152,0.8919096,0.00002224241,0.004530874,0.00019196341,0.00017229392,0.01608963],"study_design_scores_gemma":[0.000012967881,0.00046134982,0.15621361,0.00009456579,0.000020197202,0.0012941739,0.8368133,0.00012481066,0.0008354257,0.000051333052,0.0040513054,0.000027007673],"about_ca_topic_score_codex":0.00912916,"about_ca_topic_score_gemma":0.016455885,"teacher_disagreement_score":0.00912916,"about_ca_system_score_codex":0.00087107887,"about_ca_system_score_gemma":0.0014997941,"threshold_uncertainty_score":0.018152058},"labels":[],"label_agreement":null},{"id":"W3215379230","doi":"10.37213/cjal.2021.26419","title":"Maîtrise des clitiques datifs dans les structures bitransitives en français L2 par des apprenants anglophones : influence de la structure argumentale de la L1","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University; Memorial University of Newfoundland; Université du Québec à Montréal","funders":"","keywords":"Dative case; Linguistics; Verb; Argument (complex analysis); Meaning (existential); Object (grammar); Psychology; Philosophy","score_opus":0.008888930242155167,"score_gpt":0.2395103167688198,"score_spread":0.2306213865266646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215379230","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989454,0.00009096254,0.000098047625,0.000029820932,0.0000019256825,0.0000045627594,0.000024139663,0.000003273638,0.00080188195],"genre_scores_gemma":[0.9957526,0.00016990316,0.00021902636,0.00002989731,0.0000031224827,0.0000065712134,0.0000576818,0.0000071707295,0.0037540654],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99842995,0.0004957775,0.00008958697,0.0003049882,0.00042301443,0.00025664977],"domain_scores_gemma":[0.9949386,0.0019908887,0.0010338379,0.00019298441,0.0013943036,0.0004492445],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020991126,0.00079413154,0.0004091743,0.00075254706,0.0010835924,0.0028682617,0.00048261735,0.0009584817,0.00274752],"category_scores_gemma":[0.0057717827,0.0004318863,0.00041976693,0.00044154093,0.0013636183,0.0012400481,0.00065394456,0.0013322828,0.00085088104],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010009294,0.0007299073,0.641378,0.00021914976,0.00016736313,0.0031608166,0.21334127,0.0011126599,0.06338417,0.0012721374,0.0005673356,0.07366626],"study_design_scores_gemma":[0.00003230258,0.0010597281,0.9151958,0.0000796786,0.00008626722,0.0023174598,0.06072738,0.0010812427,0.008812622,0.00015479796,0.010351337,0.000101339836],"about_ca_topic_score_codex":0.20150562,"about_ca_topic_score_gemma":0.19326529,"teacher_disagreement_score":0.20150562,"about_ca_system_score_codex":0.0019082114,"about_ca_system_score_gemma":0.0014281472,"threshold_uncertainty_score":0.4006654},"labels":[],"label_agreement":null},{"id":"W3215706885","doi":"10.61508/refl.v28i1.250257","title":"A Cross-sectional Comparison of First and Second Year Thai EFL Student Writing: Syntactic, Phrasal, and Lexical Features","year":2021,"lang":"en","type":"article","venue":"rEFLections","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Chiang Mai University; Canada Research Chairs","keywords":"Linguistics; Subordination (linguistics); Psychology; Lexical diversity; Computer science; Mathematics education; Vocabulary","score_opus":0.07984480066801422,"score_gpt":0.3915644199476048,"score_spread":0.3117196192795906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215706885","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997329,0.00002170689,0.000029276409,0.000008512254,0.0000021788346,0.0000064486526,0.000041344276,9.527314e-7,0.0001566295],"genre_scores_gemma":[0.9994684,0.000032416123,0.00006394876,0.000026597321,0.000003459032,0.00002169709,0.000115544615,0.0000015785818,0.00026632386],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993356,0.00017887024,0.000112252266,0.00013534889,0.00012594301,0.00011201348],"domain_scores_gemma":[0.9946861,0.0014824093,0.0016145477,0.00023398329,0.00093681004,0.0010460214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016295562,0.00025207928,0.00028570392,0.0011365872,0.000779176,0.0010702014,0.00020104498,0.0004806973,0.0024740172],"category_scores_gemma":[0.0054644626,0.00033159903,0.00026198043,0.00065879413,0.00047686417,0.0009667916,0.0006906547,0.00066862267,0.00075818185],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007595172,0.00022737382,0.99053603,0.000022271259,0.000015087966,0.00014466992,0.005797236,0.000007823966,0.000597177,0.000014070883,0.0000640858,0.002498291],"study_design_scores_gemma":[0.0000043882096,0.0008321759,0.98384386,0.0000118202115,0.000012996605,0.00045998266,0.014188821,0.000047462774,0.00028442382,0.000015623213,0.0002914782,0.000006970567],"about_ca_topic_score_codex":0.002148349,"about_ca_topic_score_gemma":0.0033196232,"teacher_disagreement_score":0.0024740172,"about_ca_system_score_codex":0.0002613809,"about_ca_system_score_gemma":0.00037447366,"threshold_uncertainty_score":0.008618057},"labels":[],"label_agreement":null},{"id":"W3215934660","doi":"10.5539/ies.v14n12p78","title":"Secondary Students’ Perceptions of Their Engagement in a Correcting Process","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Monash University","keywords":"Psychology; Multimethodology; Mathematics education; Student engagement; Reciprocity (cultural anthropology); Sociocultural evolution; Perception; Pedagogy; Social psychology; Sociology","score_opus":0.09818668166999416,"score_gpt":0.417030189352076,"score_spread":0.3188435076820818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215934660","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983847,0.000027641343,0.00018318552,0.00006276522,0.0000033931751,0.000012592623,0.000009749384,0.0000048862516,0.0013111281],"genre_scores_gemma":[0.99841857,0.000044995457,0.0001293567,0.000028672024,0.0000024878007,0.000015900156,0.000018420982,0.0000031445209,0.0013383881],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99726725,0.0010337189,0.00025007865,0.0002392885,0.0007378384,0.00047185234],"domain_scores_gemma":[0.9904129,0.0035554757,0.0021194625,0.0004570448,0.0016242302,0.0018309684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029187861,0.00031555785,0.0004982451,0.000898087,0.0015012065,0.0044562337,0.00044547737,0.00080013927,0.0039443257],"category_scores_gemma":[0.012172865,0.00023176109,0.00033913006,0.00051704596,0.0013057516,0.0011680012,0.0021303329,0.0012932331,0.0008360143],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024146993,0.00089190435,0.348337,0.00020358778,0.000039827664,0.0009113849,0.5985997,0.00018798615,0.0090901,0.0007623629,0.0004318079,0.04030291],"study_design_scores_gemma":[0.000024635754,0.0014187833,0.27703264,0.000116593066,0.00003650037,0.0008877901,0.70442927,0.0006313694,0.00369966,0.00076209486,0.0108770635,0.00008355129],"about_ca_topic_score_codex":0.0019609474,"about_ca_topic_score_gemma":0.0023522156,"teacher_disagreement_score":0.0044562337,"about_ca_system_score_codex":0.0006243789,"about_ca_system_score_gemma":0.0009013763,"threshold_uncertainty_score":0.0154361725},"labels":[],"label_agreement":null},{"id":"W3216279850","doi":"10.5539/elt.v14n12p171","title":"The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Communicative language teaching; Context (archaeology); English as a foreign language; Mathematics education; Grammar; Teaching method; Foreign language; Implementation; Pedagogy; Language education; Linguistics; Computer science","score_opus":0.054559986439172835,"score_gpt":0.3468025558807206,"score_spread":0.2922425694415478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3216279850","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99876887,0.00011592661,0.000051729032,0.00022675736,0.0000035919632,0.000002492773,0.0000036751842,0.0000014409477,0.0008256187],"genre_scores_gemma":[0.9996563,0.00008424438,0.00003824186,0.000043144184,0.000001707709,0.0000016109192,0.000002515377,7.512289e-7,0.00017143355],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972709,0.001359031,0.00015100489,0.00016342256,0.00058624253,0.00046940346],"domain_scores_gemma":[0.99130285,0.0030807727,0.0022079132,0.00025007103,0.001864746,0.0012936443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028283643,0.000267942,0.00024727694,0.00083298585,0.0032808338,0.0037660685,0.0005712027,0.0006635345,0.0013347537],"category_scores_gemma":[0.007432934,0.00020165798,0.00013345321,0.00064725045,0.0028552779,0.0012050375,0.0022135589,0.000990439,0.00025806276],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016718206,0.0004100927,0.265253,0.00022165713,0.00003099236,0.001628964,0.6860152,0.0001939566,0.003694673,0.0012570468,0.00049480353,0.040632445],"study_design_scores_gemma":[0.000009907717,0.00018571648,0.13025817,0.00014806891,0.000022644454,0.00033845266,0.8628166,0.00031755518,0.001152233,0.00024765043,0.0044714008,0.000031607968],"about_ca_topic_score_codex":0.03315331,"about_ca_topic_score_gemma":0.04387024,"teacher_disagreement_score":0.03315331,"about_ca_system_score_codex":0.004149464,"about_ca_system_score_gemma":0.003955518,"threshold_uncertainty_score":0.06592065},"labels":[],"label_agreement":null},{"id":"W3216362753","doi":"","title":"The motivations of learning English as a second language: A case study of Francophone undergraduate students at the Université du Québec à Chicoutimi","year":2021,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French; Thematic analysis; Psychology; Medical education; First language; Language acquisition; Identity (music); Pedagogy; Language proficiency; Study abroad; Mathematics education; Qualitative research; Linguistics; Medicine; Sociology","score_opus":0.010694711907962196,"score_gpt":0.22757786164193955,"score_spread":0.21688314973397735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3216362753","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971968,0.00014667209,0.00010194153,0.00078693253,0.000014047371,0.000036498153,0.00001670518,0.0000031888383,0.0016971356],"genre_scores_gemma":[0.9949486,0.00026714406,0.00023322954,0.00055068213,0.00000986711,0.000032847547,0.00002211278,0.0000058231167,0.0039296784],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966319,0.0012522116,0.000081334176,0.00024926427,0.00049133983,0.0012937811],"domain_scores_gemma":[0.9924164,0.0016225707,0.000642955,0.000105729734,0.001270993,0.0039414163],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003324813,0.00064921356,0.0005171766,0.0012891036,0.017805438,0.0048986366,0.0016520984,0.0021567333,0.0035285568],"category_scores_gemma":[0.003903073,0.0004326579,0.0004239488,0.0013951196,0.004327656,0.0014509425,0.0026886028,0.002026121,0.00036344162],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000105962514,0.00081981934,0.08770453,0.00013759492,0.00001471237,0.0116500715,0.8772246,0.00009902861,0.002526203,0.0015261987,0.0024481786,0.015743157],"study_design_scores_gemma":[0.0000055566657,0.0001545419,0.027726144,0.00008029435,0.0000073552737,0.00086899527,0.9631612,0.0001706328,0.0002693596,0.00006055868,0.007462042,0.00003334171],"about_ca_topic_score_codex":0.56619364,"about_ca_topic_score_gemma":0.8021792,"teacher_disagreement_score":0.43380636,"about_ca_system_score_codex":0.019801667,"about_ca_system_score_gemma":0.02089097,"threshold_uncertainty_score":0.87272227},"labels":[],"label_agreement":null},{"id":"W3216489846","doi":"10.31763/jsse.v1i1.5","title":"Silence: A duoethnography","year":2021,"lang":"en","type":"article","venue":"Journal of Silence Studies in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Silence; Meaning (existential); Normative; Phenomenon; Reflection (computer programming); Reflective thinking; Pedagogy; Sociology; Psychology; Epistemology; Computer science; Aesthetics; Art","score_opus":0.08919974170900784,"score_gpt":0.382289155536245,"score_spread":0.29308941382723713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3216489846","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42936012,0.011124501,0.23505658,0.07501274,0.010987852,0.0011986006,0.0010310953,0.0016469721,0.23458149],"genre_scores_gemma":[0.92279315,0.0030088108,0.024426224,0.011781604,0.0009349964,0.00081262144,0.00032228706,0.00085200905,0.035068225],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9809126,0.013591283,0.00084435154,0.0012005721,0.0026926901,0.0007585143],"domain_scores_gemma":[0.96117854,0.025863444,0.0031798696,0.004034572,0.0036311266,0.0021125083],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012396813,0.00074693846,0.0008037339,0.0022186886,0.01126121,0.010379377,0.0020733234,0.0042469963,0.0045220135],"category_scores_gemma":[0.042042423,0.00062247075,0.0008487877,0.001677625,0.019143125,0.0113604665,0.01718084,0.0060081445,0.0014072466],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000092514536,0.000029712197,0.0021138885,0.00038437484,0.000017843658,0.0013767927,0.89331883,0.00009147822,0.00309636,0.060458973,0.010997957,0.028021317],"study_design_scores_gemma":[0.000019860627,0.000102883336,0.0015447469,0.0016217781,0.000030123945,0.0025353725,0.46154782,0.0005491367,0.0030108884,0.024196975,0.50475556,0.000084858555],"about_ca_topic_score_codex":0.002208516,"about_ca_topic_score_gemma":0.0036994785,"teacher_disagreement_score":0.012396813,"about_ca_system_score_codex":0.0037194495,"about_ca_system_score_gemma":0.003576562,"threshold_uncertainty_score":0.065561414},"labels":[],"label_agreement":null},{"id":"W3216838157","doi":"10.7202/1082349ar","title":"Le développement de l’aisance à l’oral chez les personnes adultes immigrantes en apprentissage de la langue et de la littératie : propositions d’activités pour la salle de classe","year":2021,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Philosophy","score_opus":0.02309038412911994,"score_gpt":0.27450050317298125,"score_spread":0.2514101190438613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3216838157","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9497043,0.0010007097,0.0041787876,0.003132204,0.00020150999,0.00023628767,0.00013460814,0.00009873617,0.041312795],"genre_scores_gemma":[0.9221995,0.0016995238,0.010821442,0.00076740124,0.000030665207,0.00033827298,0.00017549135,0.0000717122,0.0638961],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99847585,0.0006545663,0.000049117527,0.00019443949,0.0003651248,0.00026075463],"domain_scores_gemma":[0.9971668,0.0008288163,0.00023511372,0.00020828412,0.0008975895,0.0006633278],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036149276,0.0005347696,0.00034444773,0.0009104142,0.004860641,0.004085496,0.0010516504,0.0014574128,0.011767003],"category_scores_gemma":[0.0053673196,0.00037243968,0.00048611936,0.00044504294,0.0033865455,0.0022434806,0.0030682774,0.0017955722,0.0021130564],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055210065,0.00023937873,0.02532978,0.00034261704,0.000013711296,0.0015404855,0.8928713,0.00005356264,0.005011308,0.0023936506,0.004701425,0.0674476],"study_design_scores_gemma":[0.00001496352,0.00030633237,0.061359055,0.00066553266,0.000051271298,0.0016368044,0.8337233,0.00029474436,0.0020727415,0.00080282777,0.09899891,0.00007346804],"about_ca_topic_score_codex":0.06760085,"about_ca_topic_score_gemma":0.16922241,"teacher_disagreement_score":0.06760085,"about_ca_system_score_codex":0.003462451,"about_ca_system_score_gemma":0.0066299075,"threshold_uncertainty_score":0.13441473},"labels":[],"label_agreement":null},{"id":"W3217066532","doi":"10.5539/elt.v14n12p189","title":"The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts","year":2021,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Affordance; Constructive; Psychology; Quality (philosophy); Peer feedback; Second language writing; Mathematics education; Pedagogy; Computer science; Second language; Linguistics","score_opus":0.01844279258770661,"score_gpt":0.30294167769416935,"score_spread":0.28449888510646276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3217066532","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98157835,0.0003963074,0.006506716,0.00080413057,0.000060156333,0.00022465506,0.00007745729,0.0005225664,0.009829539],"genre_scores_gemma":[0.9867907,0.00015286058,0.011445809,0.00013376126,0.000032646833,0.00013246489,0.000053721935,0.00007034768,0.0011876494],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9353301,0.045860663,0.0033920277,0.0036046875,0.010233487,0.0015790483],"domain_scores_gemma":[0.7030696,0.23425741,0.023528406,0.015224977,0.018830482,0.005089096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03051299,0.0010142404,0.0008102533,0.0025573424,0.0022577387,0.008281539,0.0015287399,0.0012044935,0.0034076273],"category_scores_gemma":[0.17522782,0.00051765004,0.0004510732,0.0010837127,0.0024687555,0.0045193206,0.00541439,0.0012618509,0.0007664644],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020657636,0.004519215,0.14336097,0.0025061404,0.00016126384,0.0009915656,0.067217074,0.0035361766,0.021117788,0.0021966295,0.0028976286,0.7494298],"study_design_scores_gemma":[0.0009664056,0.016703255,0.65112096,0.003623038,0.00056285766,0.0028586423,0.12941693,0.030741556,0.08081836,0.015672551,0.06654007,0.00097539625],"about_ca_topic_score_codex":0.0018693374,"about_ca_topic_score_gemma":0.0027433909,"teacher_disagreement_score":0.03051299,"about_ca_system_score_codex":0.0014143956,"about_ca_system_score_gemma":0.0017773685,"threshold_uncertainty_score":0.16137004},"labels":[],"label_agreement":null},{"id":"W3217295046","doi":"10.37213/cjal.2021.31313","title":"Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Concordia University","funders":"","keywords":"Prewriting; Psychology; Mathematics education; Plan (archaeology); Multivariate analysis of variance; Computer science; Teaching method; Cooperative learning","score_opus":0.01838488883136813,"score_gpt":0.2588304458932547,"score_spread":0.24044555706188658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3217295046","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99861264,0.000054485117,0.000053770244,0.000029260953,0.0000030680912,0.000008725229,0.000017981685,0.0000070386805,0.0012129317],"genre_scores_gemma":[0.99896634,0.000063280044,0.0001406451,0.000019813218,0.000002242779,0.000011037166,0.00003137172,0.000003820145,0.00076147803],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99906486,0.0001784783,0.000081551705,0.00013979281,0.00034193238,0.00019339264],"domain_scores_gemma":[0.9935209,0.002159974,0.0017156826,0.00021956454,0.000943553,0.0014402918],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011825225,0.00036469643,0.0003193004,0.0004348999,0.00054969237,0.0019540053,0.00039860635,0.0003463335,0.004075406],"category_scores_gemma":[0.00830743,0.00015194071,0.00023796267,0.00034484762,0.0005919636,0.000694507,0.00080198963,0.00059940416,0.0006511345],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017009766,0.0034275872,0.77047837,0.00029512247,0.000101524616,0.0010210649,0.023350276,0.0005022453,0.017501721,0.00015670413,0.0009364695,0.18052796],"study_design_scores_gemma":[0.000037045047,0.0013827062,0.982702,0.00005501271,0.000044041368,0.00022882345,0.0102155255,0.0003497343,0.0034288939,0.000147597,0.0013845364,0.000024084808],"about_ca_topic_score_codex":0.014574632,"about_ca_topic_score_gemma":0.029026987,"teacher_disagreement_score":0.014574632,"about_ca_system_score_codex":0.0007842623,"about_ca_system_score_gemma":0.0020095806,"threshold_uncertainty_score":0.0289796},"labels":[],"label_agreement":null},{"id":"W322004224","doi":"","title":"Issues in Course Development, Evaluation, and Testing: A Case Study from Japan.","year":2003,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Grammaticality; Test (biology); Mathematics education; Class (philosophy); Psychology; Language proficiency; Pedagogy; Linguistics; Computer science; Grammar; Artificial intelligence","score_opus":0.14245704772898726,"score_gpt":0.3476267777167077,"score_spread":0.20516972998772043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W322004224","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9859336,0.0007135413,0.002712648,0.0022435214,0.00007834965,0.00022888642,0.000016818309,0.00003696376,0.008035727],"genre_scores_gemma":[0.98662937,0.0006321618,0.0064442693,0.00077311054,0.000039542643,0.00016966878,0.000037283513,0.00007142011,0.005203139],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9849637,0.0090798,0.0008175909,0.00059901224,0.002762621,0.0017772572],"domain_scores_gemma":[0.96384555,0.014385503,0.0045205615,0.0018159668,0.007953829,0.0074786325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022805696,0.00065443554,0.00041890112,0.0012570741,0.0081259385,0.0031931233,0.0022536821,0.0029559305,0.0021246255],"category_scores_gemma":[0.052659687,0.000643282,0.0005270771,0.0014901012,0.0028216694,0.0026512002,0.0041144188,0.0024619154,0.000533599],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004238306,0.005222668,0.1519561,0.0005251133,0.00007248585,0.04678498,0.6065738,0.00070367305,0.0067241397,0.0026901404,0.0079333875,0.17038971],"study_design_scores_gemma":[0.0002586457,0.003914356,0.17936853,0.0008557265,0.000230914,0.03343629,0.68773705,0.0037865127,0.0073821973,0.0012959775,0.08145651,0.00027740758],"about_ca_topic_score_codex":0.027572604,"about_ca_topic_score_gemma":0.06803611,"teacher_disagreement_score":0.027572604,"about_ca_system_score_codex":0.0076133916,"about_ca_system_score_gemma":0.0068148933,"threshold_uncertainty_score":0.12060946},"labels":[],"label_agreement":null},{"id":"W334083381","doi":"","title":"Learners' Motivation and the Implications for Classroom Teaching LA MOTIVAITON DES APPRENANTS ET LES IMPLICATIONS DANS L'APPRENTISSAGE EN CLASSE","year":2006,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pedagogy; Mathematics education; Humanities; Sociology; Philosophy","score_opus":0.02680348919716327,"score_gpt":0.28089147860579516,"score_spread":0.25408798940863186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W334083381","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9350715,0.003450992,0.0019150947,0.0087175155,0.00010992162,0.000025526106,0.00008843838,0.000019132653,0.050601937],"genre_scores_gemma":[0.9933241,0.0007412715,0.00040011294,0.00007856213,0.000024338504,0.000013478299,0.000016981066,0.000008270302,0.005392868],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990859,0.00032752389,0.000020645788,0.0000976035,0.0002481497,0.0002201873],"domain_scores_gemma":[0.99860877,0.00046846468,0.00018970946,0.000034571272,0.00023356415,0.0004648798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014433512,0.00024468545,0.00022328987,0.00082847144,0.0016691118,0.0039548944,0.00051295565,0.0007123941,0.004116809],"category_scores_gemma":[0.0034082814,0.00014640839,0.00025879577,0.00044916812,0.0025589776,0.001279742,0.0010050994,0.0010417218,0.00029923412],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034874555,0.0008275841,0.3251026,0.00034313288,0.000107774234,0.0021811882,0.10626472,0.00097549567,0.0048257206,0.21839347,0.007946732,0.3326829],"study_design_scores_gemma":[0.00003075497,0.0003020492,0.79460275,0.00031865897,0.000058546586,0.0009845425,0.070042126,0.0015824548,0.0017714417,0.08047952,0.049703155,0.00012392776],"about_ca_topic_score_codex":0.028673863,"about_ca_topic_score_gemma":0.046373084,"teacher_disagreement_score":0.028673863,"about_ca_system_score_codex":0.0029566472,"about_ca_system_score_gemma":0.0035017063,"threshold_uncertainty_score":0.05701393},"labels":[],"label_agreement":null},{"id":"W338838107","doi":"","title":"Elementary Spanish II Course Manual","year":2001,"lang":"en","type":"article","venue":"Sound Ideas (University of Puget Sound)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Course (navigation); Mathematics education; Psychology; Engineering","score_opus":0.022894973877831598,"score_gpt":0.23255325837483498,"score_spread":0.20965828449700338,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W338838107","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012789039,0.00048663781,0.005836439,0.0012183008,0.0012753201,0.0022718403,0.04017296,0.0065007186,0.9294488],"genre_scores_gemma":[0.010225865,0.0003869607,0.0046962467,0.0005170169,0.00012460416,0.0010701336,0.020698123,0.00081287575,0.9614681],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99971825,0.000020149102,0.000016153768,0.000057783367,0.00010869704,0.0000789034],"domain_scores_gemma":[0.99894375,0.000093823895,0.000025514013,0.00010832525,0.00048468346,0.00034391662],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004755328,0.001174707,0.0007927725,0.0012746588,0.0011699682,0.0016315278,0.0012153254,0.00068888604,0.6665938],"category_scores_gemma":[0.0011372172,0.00040905748,0.00027783753,0.0010996856,0.00021890979,0.0009815355,0.0014507275,0.0012171158,0.57201487],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027299198,0.00090317073,0.00062165933,0.00017172782,0.000001554487,0.000058448186,0.00017034904,0.000115483206,0.0028270276,0.0028632323,0.81823987,0.17375457],"study_design_scores_gemma":[0.00006752302,0.00012178174,0.0030860594,0.00005128388,0.0000023079692,0.000039989663,0.00016783534,0.00006610495,0.0009820738,0.0015237083,0.9938836,0.00000769431],"about_ca_topic_score_codex":0.0037447053,"about_ca_topic_score_gemma":0.00959486,"teacher_disagreement_score":0.6665938,"about_ca_system_score_codex":0.0010216307,"about_ca_system_score_gemma":0.003040554,"threshold_uncertainty_score":0.47556347},"labels":[],"label_agreement":null},{"id":"W352793945","doi":"10.1017/cbo9780511667237","title":"Professional development for language teachers strategies for teacher learning","year":2005,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":553,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Coaching; Mathematics education; Professional development; Action research; Reflection (computer programming); Context (archaeology); Pedagogy; Computer science; Psychology","score_opus":0.04017473009653574,"score_gpt":0.2950249252230817,"score_spread":0.25485019512654594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W352793945","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0470135,0.016639706,0.027745603,0.036405493,0.0010599195,0.0003268411,0.00006710023,0.0005266345,0.8702152],"genre_scores_gemma":[0.37423512,0.015834669,0.045253925,0.0021515337,0.00019897665,0.0004952559,0.00014614071,0.00014072978,0.56154364],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991059,0.00046403636,0.000036115398,0.00005975555,0.00021489167,0.000119342716],"domain_scores_gemma":[0.9981839,0.00057068595,0.000088834575,0.00011607681,0.0003747593,0.00066571],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011931941,0.00019126764,0.00013414383,0.00050180766,0.0016546833,0.0031296588,0.0006802415,0.0008020454,0.014827698],"category_scores_gemma":[0.0027984215,0.00014510348,0.00014374536,0.00039426144,0.0014098557,0.0015249788,0.002465349,0.0011408536,0.0041325567],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000319549,0.00044607234,0.002300393,0.00066103344,0.000003958679,0.0006305569,0.039001647,0.00025921338,0.0016218065,0.15107471,0.17461649,0.62935215],"study_design_scores_gemma":[0.000023286373,0.00010604377,0.0031617577,0.00067519984,0.000004712694,0.0009795575,0.025650913,0.0003844607,0.00074399734,0.0325102,0.9357511,0.000008801953],"about_ca_topic_score_codex":0.0017232619,"about_ca_topic_score_gemma":0.00497392,"teacher_disagreement_score":0.014827698,"about_ca_system_score_codex":0.001912217,"about_ca_system_score_gemma":0.0058901724,"threshold_uncertainty_score":0.04960358},"labels":[],"label_agreement":null},{"id":"W35311620","doi":"10.4000/alsic.1927","title":"Analyse de données en apprentissage d'une L2 en situation d'autonomie dans un environnement multimédia","year":2002,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.026102352575224946,"score_gpt":0.2259433868970159,"score_spread":0.19984103432179096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W35311620","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43933114,0.003038048,0.517986,0.0015735067,0.00019715777,0.0007204953,0.005295924,0.0046120696,0.027245643],"genre_scores_gemma":[0.6845883,0.0017577069,0.29235962,0.00031734654,0.000055033917,0.0005805021,0.0039849123,0.0006370347,0.01571946],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9958515,0.00089287455,0.00031613276,0.0008111253,0.0018921589,0.00023614134],"domain_scores_gemma":[0.98912466,0.006346769,0.0005678954,0.0008313443,0.0029527086,0.00017673404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034774374,0.0011396012,0.00090829795,0.0035187039,0.0012163301,0.004454806,0.0010655639,0.0017810616,0.0053271167],"category_scores_gemma":[0.015322002,0.0005373053,0.0012666266,0.002823374,0.0009184942,0.003067382,0.0014726053,0.0012025939,0.0014743536],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015981677,0.00041047958,0.045958783,0.0039698593,0.00048449807,0.0037058024,0.029394183,0.035238903,0.13139983,0.012972255,0.0067606303,0.7281066],"study_design_scores_gemma":[0.00015280404,0.0017428286,0.16155557,0.0019918403,0.0012583333,0.0037751028,0.041268203,0.33888865,0.25144872,0.026199723,0.1708608,0.0008575046],"about_ca_topic_score_codex":0.023098418,"about_ca_topic_score_gemma":0.021439966,"teacher_disagreement_score":0.023098418,"about_ca_system_score_codex":0.0016630945,"about_ca_system_score_gemma":0.0018669057,"threshold_uncertainty_score":0.04592794},"labels":[],"label_agreement":null},{"id":"W360612826","doi":"10.37546/jaltjj31.2-6","title":"Perspectives: To Challenge the Unchallenged: Potential of Non-“Standard” Englishes for Japanese EFL Learners","year":2009,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; English language; World Englishes; Inclusion (mineral); Standard English; Psychology; Language proficiency; Sociology; Mathematics education; Philosophy; Social psychology","score_opus":0.024870814950997834,"score_gpt":0.27759059024643346,"score_spread":0.2527197752954356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W360612826","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17369087,0.036608484,0.0063649933,0.6836663,0.0033665623,0.000036634272,0.0001925999,0.000076932585,0.09599663],"genre_scores_gemma":[0.878204,0.018438084,0.0033766972,0.08173786,0.0017392194,0.0000667496,0.00009171341,0.00006420501,0.01628146],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99653167,0.0019186697,0.00012485961,0.0004969005,0.0004717634,0.0004562038],"domain_scores_gemma":[0.9905025,0.004187157,0.0010601229,0.00035951927,0.0023989114,0.0014918849],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065235407,0.00046966702,0.00042251978,0.0008225239,0.006347283,0.0076227607,0.0010839443,0.004142115,0.005279891],"category_scores_gemma":[0.0062133726,0.00022768721,0.00045772304,0.00088469445,0.012338918,0.011847547,0.0040021003,0.0045696176,0.0008004756],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015050992,0.00011399167,0.024719944,0.002178691,0.000050741102,0.0046490063,0.55786383,0.00022076839,0.004240969,0.2589706,0.06610735,0.0807336],"study_design_scores_gemma":[0.000016214753,0.00010549657,0.009057696,0.0011380002,0.000060624294,0.001531749,0.5368717,0.00022845205,0.0010636022,0.05169741,0.39816067,0.000068465844],"about_ca_topic_score_codex":0.015601417,"about_ca_topic_score_gemma":0.03915515,"teacher_disagreement_score":0.015601417,"about_ca_system_score_codex":0.0038495006,"about_ca_system_score_gemma":0.006292251,"threshold_uncertainty_score":0.03450018},"labels":[],"label_agreement":null},{"id":"W364138985","doi":"","title":"The attitudes of Chinese people towards fluent Chinese second language speakers of English","year":2004,"lang":"en","type":"dissertation","venue":"Spectrum Research Repository (Concordia University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Loyalty; Stress (linguistics); Ethnic group; Social psychology; Mainland China; Linguistics; Mainland; China; Sociology; Political science","score_opus":0.014524865041921709,"score_gpt":0.27518290217028096,"score_spread":0.2606580371283593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W364138985","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99964654,0.000013299122,0.0000057819593,0.000015254965,0.000001268495,0.0000028147354,0.000007426796,3.959853e-7,0.0003071042],"genre_scores_gemma":[0.99931145,0.000029854227,0.000017749857,0.000035380526,0.0000022226557,0.0000036813037,0.000019122728,3.443493e-7,0.0005802002],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99977785,0.000038448492,0.000013469776,0.000024202558,0.000071765426,0.00007428866],"domain_scores_gemma":[0.99881434,0.00018419001,0.00038013217,0.000055160857,0.0002123616,0.00035369085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004736222,0.0002813779,0.00017533767,0.0005307928,0.0009834489,0.0008343037,0.000183952,0.00038435415,0.002272671],"category_scores_gemma":[0.0014312828,0.00016925817,0.0002463014,0.00035576796,0.000888783,0.00030803282,0.00042268293,0.00044544085,0.00027815558],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014142651,0.00015690448,0.96303356,0.000031527525,0.000048122816,0.000258424,0.026966492,0.00005695601,0.0039365496,0.000095111136,0.00015800803,0.005116905],"study_design_scores_gemma":[0.000004130768,0.00011709113,0.98557013,0.000004676031,0.00000792317,0.000065297936,0.013800405,0.000070126785,0.00015321994,0.000017870183,0.0001815325,0.0000075659755],"about_ca_topic_score_codex":0.113369964,"about_ca_topic_score_gemma":0.18317178,"teacher_disagreement_score":0.113369964,"about_ca_system_score_codex":0.0009886562,"about_ca_system_score_gemma":0.0005999754,"threshold_uncertainty_score":0.22542018},"labels":[],"label_agreement":null},{"id":"W36494294","doi":"10.1016/j.jmir.2022.11.006","title":"INCIDENCIA DE LOS FACTORES AFECTIVOS EN LA ELECCIÓN DE ESTRATEGIAS DE APRENDIZAJE Y USO DE UNA L2","year":2002,"lang":"en","type":"article","venue":"ELIA: Estudios de Lingüística Inglesa Aplicada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Affect (linguistics); Psychology; Language acquisition; Cognition; Cognitive psychology; Linguistics; Communication; Philosophy; Mathematics education","score_opus":0.024117271178058685,"score_gpt":0.268635315724313,"score_spread":0.2445180445462543,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W36494294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9926001,0.0012958721,0.00022932037,0.0015048983,0.000015911082,0.000030155254,0.00038297233,0.000025913872,0.0039148675],"genre_scores_gemma":[0.99701536,0.0007098122,0.00031241777,0.00017281245,0.000023060453,0.000018104603,0.00017846396,0.000015025427,0.0015549627],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99822146,0.00045049927,0.00029955452,0.00016972431,0.00055052334,0.00030832566],"domain_scores_gemma":[0.98422194,0.0049708267,0.0073172124,0.0005054321,0.0014233638,0.0015613806],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029997916,0.00020725296,0.00023821148,0.0011649161,0.0006680214,0.0015517022,0.00077403337,0.0007791233,0.005898074],"category_scores_gemma":[0.017757513,0.00027906112,0.0004890197,0.0013985717,0.0011519684,0.0009006655,0.00084752013,0.001568799,0.00050861324],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011433987,0.00005994504,0.9902024,0.000037083817,0.000026235819,0.00011543706,0.0005365177,0.00007867493,0.00009826192,0.00012614853,0.00046009943,0.008144825],"study_design_scores_gemma":[0.000008593969,0.00013212717,0.99390936,0.00011211328,0.000058714784,0.0006130206,0.0019911358,0.00050012866,0.00017361928,0.00016216714,0.0023222116,0.000016877217],"about_ca_topic_score_codex":0.11207241,"about_ca_topic_score_gemma":0.098216265,"teacher_disagreement_score":0.11207241,"about_ca_system_score_codex":0.0016637279,"about_ca_system_score_gemma":0.0041062697,"threshold_uncertainty_score":0.22284013},"labels":[],"label_agreement":null},{"id":"W36886623","doi":"","title":"On Experiential Cultural Teaching Model in EFL College Classroom/DU MODELE D'ENSEIGNEMENT DE CULTURE EXPERIMENTAL DANS LA CLASSE D'ALE UNIVERSITAIRE","year":2006,"lang":"en","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Foreign language; Pedagogy; Mathematics education; Psychology; Language education; Sociology","score_opus":0.01181682939112819,"score_gpt":0.2337334173725091,"score_spread":0.22191658798138092,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W36886623","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24441376,0.0031123476,0.2265488,0.01824475,0.00044416686,0.000461014,0.000066848006,0.00017429549,0.50653404],"genre_scores_gemma":[0.9672869,0.0007690367,0.021185216,0.00038391614,0.0000315302,0.00031554882,0.000021716667,0.000023469362,0.009982754],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99700063,0.0019807292,0.00007655969,0.00023642126,0.0004962462,0.00020949698],"domain_scores_gemma":[0.99764913,0.0011265766,0.00017625706,0.00024634844,0.0003112426,0.000490511],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037146448,0.0003985452,0.000282372,0.00080809207,0.0023881146,0.004804481,0.0013412986,0.0011900023,0.0053245984],"category_scores_gemma":[0.0031023205,0.00019773102,0.0005530619,0.000631765,0.009835585,0.0054194382,0.002717172,0.0019520182,0.0005528495],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038778482,0.00023008524,0.0019789129,0.000111352914,0.0000065857776,0.00013468064,0.019499492,0.00139468,0.00078027503,0.95270383,0.0006269276,0.022494402],"study_design_scores_gemma":[0.0001882726,0.00056080805,0.0072250115,0.0006485538,0.00007050419,0.00056753884,0.037670128,0.033806764,0.0038722688,0.8010504,0.114237145,0.00010257164],"about_ca_topic_score_codex":0.00751276,"about_ca_topic_score_gemma":0.0052936054,"teacher_disagreement_score":0.00751276,"about_ca_system_score_codex":0.006824346,"about_ca_system_score_gemma":0.005870187,"threshold_uncertainty_score":0.049514294},"labels":[],"label_agreement":null},{"id":"W382838424","doi":"","title":"Positive Effects of Short-Term Overseas Programs on Japanese University Students' English Communication","year":2013,"lang":"en","type":"article","venue":"経営論集","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Conversation; Communicative competence; Competence (human resources); Psychology; Linguistics; Study abroad; Style (visual arts); Term (time); Pedagogy; Social psychology; Mathematics education; Communication; History","score_opus":0.014732174538023245,"score_gpt":0.23564437582970432,"score_spread":0.22091220129168107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W382838424","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992291,0.000081141414,0.000010531735,0.000055717337,0.000009087967,0.0000038510716,0.000007521919,0.0000024619583,0.000600576],"genre_scores_gemma":[0.9991443,0.00009465284,0.00004578806,0.00002859068,0.000007920402,0.000010116783,0.00001665113,0.0000014189477,0.0006506067],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99938166,0.00019999252,0.000032404594,0.00006755553,0.00010468574,0.00021364608],"domain_scores_gemma":[0.9930825,0.000790032,0.0007330114,0.00016020499,0.00058346876,0.0046506366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008983116,0.0003422773,0.00029710974,0.0004619822,0.0015262411,0.0010793734,0.00029024246,0.00047726868,0.0031573018],"category_scores_gemma":[0.0040000295,0.00012841763,0.00022874429,0.00030938134,0.00070217875,0.00037241416,0.001453226,0.0007399191,0.0002650435],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028651075,0.008970319,0.74376786,0.00042202018,0.00021213769,0.0026882743,0.058911826,0.0002253833,0.02055998,0.0005394905,0.0015345676,0.15930301],"study_design_scores_gemma":[0.000026579948,0.0015222963,0.9734725,0.000033654625,0.00005942108,0.0001231923,0.022518968,0.00006837048,0.0007941556,0.00006063086,0.0013039823,0.000016314405],"about_ca_topic_score_codex":0.012541465,"about_ca_topic_score_gemma":0.029344276,"teacher_disagreement_score":0.012541465,"about_ca_system_score_codex":0.00068910635,"about_ca_system_score_gemma":0.001714183,"threshold_uncertainty_score":0.024936974},"labels":[],"label_agreement":null},{"id":"W39660215","doi":"10.1016/j.csbj.2024.06.008","title":"O ensino do inglês no futuro Da dicotomia para a convergência","year":2008,"lang":"en","type":"article","venue":"Computational and Structural Biotechnology Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Twente; Natural Sciences and Engineering Research Council of Canada; Health~Holland","keywords":"Mathematics; Political science","score_opus":0.02838214942356979,"score_gpt":0.23795914884454625,"score_spread":0.20957699942097646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W39660215","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38277173,0.018980874,0.42557472,0.012253371,0.0023643486,0.00032505748,0.00089194067,0.0038812999,0.15295665],"genre_scores_gemma":[0.70153785,0.007672314,0.25417456,0.0009017484,0.0008016864,0.00023196348,0.0005533615,0.00069108006,0.033435453],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99770784,0.000626067,0.00010735942,0.0005708206,0.00076038495,0.0002274553],"domain_scores_gemma":[0.9962063,0.0012737326,0.00037870236,0.0008919554,0.0008795618,0.00036980538],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003949717,0.0010868536,0.0011215386,0.0022209107,0.0025615238,0.0033620256,0.0012895286,0.0021075737,0.008881683],"category_scores_gemma":[0.009229222,0.00039241344,0.0010463593,0.0016216394,0.0020202007,0.0026498619,0.003655398,0.0023424614,0.002720332],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00073540467,0.00018549275,0.016198052,0.00090204435,0.00012190833,0.001729804,0.00331643,0.023703378,0.015361243,0.12091385,0.012540598,0.8042918],"study_design_scores_gemma":[0.00020644779,0.0010279543,0.032104243,0.0018272275,0.0002760929,0.00456105,0.004235078,0.15369864,0.038283337,0.0985661,0.66485596,0.000357871],"about_ca_topic_score_codex":0.006319082,"about_ca_topic_score_gemma":0.010203678,"teacher_disagreement_score":0.008881683,"about_ca_system_score_codex":0.0021336582,"about_ca_system_score_gemma":0.0023767294,"threshold_uncertainty_score":0.0297122},"labels":[],"label_agreement":null},{"id":"W4200011968","doi":"10.14705/rpnet.2021.54.1320","title":"Can online translators and their speech capabilities help English learners improve their pronunciation?","year":2021,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Pronunciation; Linguistics; Computer science; Psychology; Affordance; Human–computer interaction","score_opus":0.023217316106903634,"score_gpt":0.2087196329345556,"score_spread":0.18550231682765195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200011968","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93169045,0.0038829558,0.0050856415,0.003103655,0.00022289592,0.00006914239,0.00013633908,0.0002515453,0.055557355],"genre_scores_gemma":[0.95983756,0.0030340934,0.009724477,0.0006538675,0.000101192025,0.000106171174,0.00016669556,0.00004927559,0.02632671],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99956983,0.00023398141,0.000019163697,0.000052676332,0.000083630424,0.00004065879],"domain_scores_gemma":[0.9982376,0.0010854407,0.00017312067,0.00010161606,0.00020263382,0.00019954593],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001305176,0.00024807986,0.00017791928,0.00018203392,0.00018887037,0.0012999406,0.00036337366,0.00061554427,0.008826385],"category_scores_gemma":[0.0043022265,0.0000739633,0.00014141391,0.0001960424,0.00032740572,0.001870805,0.0005554672,0.00041664997,0.002679223],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044536858,0.0021155532,0.041442346,0.0008056743,0.000030395533,0.00079121534,0.036873873,0.00023747308,0.021407919,0.0030144043,0.009288066,0.8835477],"study_design_scores_gemma":[0.00044963032,0.00919288,0.31548923,0.002204595,0.00049526786,0.0068630474,0.1517779,0.0042344187,0.06528331,0.015965244,0.427856,0.00018850902],"about_ca_topic_score_codex":0.0002261912,"about_ca_topic_score_gemma":0.000679217,"teacher_disagreement_score":0.008826385,"about_ca_system_score_codex":0.00013652937,"about_ca_system_score_gemma":0.00039074186,"threshold_uncertainty_score":0.029527187},"labels":[],"label_agreement":null},{"id":"W4200085953","doi":"10.47611/jsrhs.v10i4.2157","title":"Theatre for All","year":2021,"lang":"en","type":"article","venue":"Journal of Student Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Trinity College","funders":"","keywords":"Drama; Pedagogy; Subject (documents); Mathematics education; Psychology; English language; Sociology; Computer science; Art; Visual arts; Library science","score_opus":0.41381920702234404,"score_gpt":0.5051462266315911,"score_spread":0.0913270196092471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200085953","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0053931978,0.003736783,0.0020110726,0.030154767,0.00466674,0.00008466552,0.00088612386,0.0007433387,0.9523234],"genre_scores_gemma":[0.03202216,0.0014846466,0.0009006692,0.0027785855,0.0005067917,0.000024229359,0.00033379742,0.00029927157,0.96164984],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99890006,0.00014438143,0.00002919589,0.00013433491,0.0005011275,0.0002909226],"domain_scores_gemma":[0.99834037,0.000072311355,0.000083731014,0.00025804646,0.00039662307,0.0008488595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000696595,0.00053405773,0.0003810968,0.00070031086,0.0065625114,0.0064577507,0.0008427363,0.0013646914,0.28320536],"category_scores_gemma":[0.0023476612,0.00019488987,0.0004054234,0.0006664968,0.0026991963,0.0029567778,0.0061659813,0.0024240725,0.097086675],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060101935,0.000036214573,0.0012982625,0.00023515603,0.0000096050435,0.00027424938,0.010337842,0.00005656844,0.0016330818,0.046754844,0.80348474,0.13581935],"study_design_scores_gemma":[0.0000012896877,0.0000054689417,0.0005522479,0.00004329444,0.000001065391,0.00007695292,0.0014350788,0.000006170843,0.000057454577,0.0005062828,0.9973115,0.0000032479718],"about_ca_topic_score_codex":0.07089947,"about_ca_topic_score_gemma":0.2174867,"teacher_disagreement_score":0.28320536,"about_ca_system_score_codex":0.004901406,"about_ca_system_score_gemma":0.0055186297,"threshold_uncertainty_score":0.9474163},"labels":[],"label_agreement":null},{"id":"W4200150426","doi":"10.14746/ssllt.2021.11.4.2","title":"Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Active listening; Psychology; Anxiety; Metacognition; Listening comprehension; Cognitive psychology; Developmental psychology; Foreign language; Social psychology; Cognition; Pedagogy; Communication","score_opus":0.022344488808878946,"score_gpt":0.3016407697907641,"score_spread":0.27929628098188514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200150426","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983063,0.00014844065,0.00015421862,0.00006680938,0.0000028584045,0.000008205355,0.000019140896,0.0000033546178,0.0012906363],"genre_scores_gemma":[0.99953496,0.00009382804,0.000094938405,0.000019375848,0.0000060808607,0.000007509964,0.00001837191,0.0000015910081,0.00022337597],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994562,0.00013310958,0.00003567193,0.000077425335,0.00016717831,0.00013043509],"domain_scores_gemma":[0.99591535,0.0017644442,0.0012332516,0.00016256543,0.00034458254,0.0005798713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010183157,0.00029772473,0.00025360862,0.000715723,0.0004212744,0.0017641773,0.00026059558,0.00033091815,0.0011865998],"category_scores_gemma":[0.0055363826,0.00016401114,0.0004014598,0.00028551058,0.0009164294,0.0006804444,0.0009524145,0.0007783345,0.000089922454],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002994987,0.00050342287,0.93654436,0.00010762423,0.00013045741,0.00019619007,0.012477048,0.00013612908,0.0054062833,0.00032558927,0.00014642297,0.04372695],"study_design_scores_gemma":[0.0000032698042,0.00011020177,0.9969309,0.000014091171,0.000031450818,0.00007246485,0.0021750228,0.00018910953,0.00022415117,0.000116860196,0.000120867444,0.000011640076],"about_ca_topic_score_codex":0.0079919705,"about_ca_topic_score_gemma":0.01316729,"teacher_disagreement_score":0.0079919705,"about_ca_system_score_codex":0.00055826176,"about_ca_system_score_gemma":0.00077753677,"threshold_uncertainty_score":0.015890896},"labels":[],"label_agreement":null},{"id":"W4200159188","doi":"10.14705/rpnet.2021.54.1337","title":"Intelligent personal assistants and L2 pronunciation development: focus on English past -ed","year":2021,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Pronunciation; Learnability; Psychology; Perception; Linguistics; Second language; Phonological awareness; Computer science; Pedagogy; Artificial intelligence","score_opus":0.04114927745825525,"score_gpt":0.22023768146634518,"score_spread":0.17908840400808992,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200159188","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66016924,0.02144206,0.017976359,0.0014678506,0.00018563167,0.00007126526,0.000062337116,0.00031101704,0.2983143],"genre_scores_gemma":[0.8578221,0.013883371,0.013682945,0.00055851386,0.000096692485,0.00007034153,0.00009700486,0.00008119348,0.11370779],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999863,0.000050936473,0.000006461066,0.000029637857,0.000036832953,0.000013116447],"domain_scores_gemma":[0.99938536,0.00048068535,0.000031440002,0.000025276464,0.00003263813,0.0000445166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002694311,0.00029342907,0.00013411365,0.0002009712,0.00020108563,0.0011264231,0.00035683624,0.00035261372,0.004163531],"category_scores_gemma":[0.0006955154,0.00007134631,0.00014837115,0.0002738078,0.00037330383,0.0011658764,0.0005259422,0.0005296453,0.0007508715],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020136716,0.0009984077,0.013647845,0.0012608827,0.000023188837,0.0029120012,0.06240407,0.00086169265,0.03465944,0.025897697,0.010884182,0.84624916],"study_design_scores_gemma":[0.00004040296,0.0022010684,0.077043,0.00076448696,0.0001081393,0.017428836,0.029317753,0.0051118038,0.031102877,0.009710824,0.82710403,0.000066812994],"about_ca_topic_score_codex":0.0004873742,"about_ca_topic_score_gemma":0.00075254275,"teacher_disagreement_score":0.004163531,"about_ca_system_score_codex":0.00024879805,"about_ca_system_score_gemma":0.00031780376,"threshold_uncertainty_score":0.013928413},"labels":[],"label_agreement":null},{"id":"W4200324197","doi":"10.3138/cmlr-2021-0019","title":"Les effets d’une posture plurilingue de l’écriture collaborative sur l’expérience émotionnelle d’apprenantes créolophones et la qualité de leurs productions écrites","year":2021,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Rubric; Psychology; Creole language; Task (project management); Second language writing; Social psychology; Linguistics; Second language; Pedagogy","score_opus":0.024401257858726218,"score_gpt":0.2687966922891062,"score_spread":0.24439543443037998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200324197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95850056,0.02974196,0.0007740812,0.0008077231,0.00018073668,0.00006425164,0.00004817207,0.000012500432,0.009869964],"genre_scores_gemma":[0.9787988,0.016491013,0.0010917055,0.00035707932,0.00011882699,0.00008510521,0.00005678103,0.000012904546,0.0029878444],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9966703,0.002014975,0.000114273156,0.00033404984,0.0006304407,0.00023592317],"domain_scores_gemma":[0.9935474,0.0043375753,0.0009236151,0.00022772948,0.00059488794,0.000368811],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028312884,0.00039126107,0.0004807074,0.0004902981,0.0008415647,0.0020346388,0.00053297303,0.0011470601,0.0023068872],"category_scores_gemma":[0.0090214815,0.00013458123,0.000392167,0.0005395413,0.0016544603,0.0005884049,0.0011186289,0.0006167776,0.0003842113],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004721225,0.0016336645,0.08427101,0.00830029,0.0008340982,0.0037301066,0.07857639,0.00035095768,0.062308643,0.002799244,0.003855518,0.74861884],"study_design_scores_gemma":[0.00030693342,0.0094090635,0.81141376,0.0027041112,0.0013680754,0.0040503955,0.062025152,0.0003372453,0.019786216,0.0013971886,0.08700662,0.00019529022],"about_ca_topic_score_codex":0.0067303423,"about_ca_topic_score_gemma":0.0128290495,"teacher_disagreement_score":0.0067303423,"about_ca_system_score_codex":0.0008679558,"about_ca_system_score_gemma":0.0010750844,"threshold_uncertainty_score":0.014973521},"labels":[],"label_agreement":null},{"id":"W4200418190","doi":"10.1111/flan.12594","title":"L2 French students' conversations during interactive writing tasks and their interaction mindset","year":2021,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Concordia University","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Mindset; Task (project management); Psychology; Class (philosophy); Second language writing; Reading (process); Perception; Collaborative writing; Mathematics education; Computer science; Linguistics; Second language","score_opus":0.03136166215509235,"score_gpt":0.30583540279283494,"score_spread":0.2744737406377426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200418190","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991792,0.00003472766,0.00010407886,0.000025606134,0.0000021951341,0.000004845869,0.000012496427,0.0000069175303,0.00062998984],"genre_scores_gemma":[0.9991842,0.000034564615,0.0000855267,0.000024219535,0.0000033259917,0.000012473903,0.00002608014,0.000004249102,0.0006253846],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9982248,0.00072641193,0.000099055644,0.00019938053,0.00043424338,0.00031612732],"domain_scores_gemma":[0.9901371,0.0042420267,0.0024837228,0.00031182036,0.0012041511,0.0016210702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018556692,0.00053548446,0.00040931941,0.001238441,0.0013417631,0.003282562,0.00038443625,0.00063591724,0.0035305258],"category_scores_gemma":[0.008296489,0.00020441625,0.00032439752,0.00030522115,0.0008768745,0.0005813451,0.0013351401,0.0008194591,0.0005848458],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047446022,0.0006389369,0.61760694,0.00015321512,0.00007076023,0.0010153872,0.31162193,0.00017590121,0.026028935,0.00019558815,0.00067485706,0.04134303],"study_design_scores_gemma":[0.0000165299,0.0005709945,0.8069146,0.000066793815,0.000031614418,0.0007101359,0.1850978,0.00038280032,0.0020756011,0.00015340961,0.0039161667,0.00006357199],"about_ca_topic_score_codex":0.0049192626,"about_ca_topic_score_gemma":0.006819116,"teacher_disagreement_score":0.0049192626,"about_ca_system_score_codex":0.000885394,"about_ca_system_score_gemma":0.000545826,"threshold_uncertainty_score":0.01181078},"labels":[],"label_agreement":null},{"id":"W4200444872","doi":"10.21832/9781800411005-001","title":"Contributors","year":2021,"lang":"en","type":"book-chapter","venue":"Multilingual Matters eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Political science","score_opus":0.041618899853936984,"score_gpt":0.2501941315642975,"score_spread":0.2085752317103605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200444872","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011294333,0.0017246043,0.0016503376,0.009515476,0.020892888,0.00014247863,0.0027055056,0.00057151745,0.9616678],"genre_scores_gemma":[0.0011014546,0.0004393621,0.00026685646,0.0005339074,0.0005401904,0.000032822572,0.000507354,0.00015320332,0.99642473],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988385,0.00019656845,0.000037954167,0.00017190388,0.0006515406,0.00010357165],"domain_scores_gemma":[0.9967008,0.00059163576,0.00008032993,0.00032329062,0.0015552291,0.00074876373],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011408769,0.00073700206,0.00053402846,0.002819458,0.002407096,0.0051789144,0.001187173,0.0014549001,0.61421794],"category_scores_gemma":[0.0065348954,0.0002834166,0.00031032666,0.0020508908,0.00059146166,0.002539108,0.0029742913,0.0015931528,0.38829532],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020027568,0.000016927228,0.0001674133,0.00006616978,0.0000010104466,0.0000687376,0.000294315,0.000035555906,0.0001449929,0.013187731,0.92522866,0.06076854],"study_design_scores_gemma":[0.0000010682837,0.0000015511449,0.00005919094,0.0000286823,5.121718e-7,0.000030996136,0.00011472111,0.000013778741,0.00003505382,0.0006233886,0.99908984,0.0000012269677],"about_ca_topic_score_codex":0.0025670412,"about_ca_topic_score_gemma":0.006748402,"teacher_disagreement_score":0.61421794,"about_ca_system_score_codex":0.002059786,"about_ca_system_score_gemma":0.0022657295,"threshold_uncertainty_score":0.5502713},"labels":[],"label_agreement":null},{"id":"W4200453851","doi":"10.12957/pr.2021.63635","title":"INTERVIEW WITH DEVON WOODS / Entrevista com Devon Woods","year":2021,"lang":"en","type":"article","venue":"Pensares em Revista","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Conversation; Interpretation (philosophy); Relevance (law); Cognition; Psychology; Identity (music); Product (mathematics); Linguistics; Sociology; Focus (optics); Pedagogy; Aesthetics; Art; Communication","score_opus":0.047498675994455154,"score_gpt":0.2553837056490018,"score_spread":0.20788502965454667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200453851","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3057831,0.013207743,0.0059608556,0.4224023,0.022842607,0.002456502,0.0036619196,0.0007545679,0.22293042],"genre_scores_gemma":[0.41783708,0.0044626854,0.0032320416,0.1212169,0.0016959746,0.003711598,0.0007535207,0.0004439163,0.44664624],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986985,0.00053308246,0.000059904953,0.00022171505,0.00027329527,0.00021344305],"domain_scores_gemma":[0.9965149,0.0014307894,0.00021187472,0.00007905138,0.00081146945,0.0009517951],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022735342,0.00059414544,0.0006198836,0.0012067597,0.005469332,0.0024175374,0.00078827754,0.0031038828,0.023289315],"category_scores_gemma":[0.0123316515,0.00065431517,0.0002451506,0.0010379648,0.002007072,0.0025811372,0.0021163377,0.007601649,0.0057337033],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018265177,0.0002997928,0.0031506966,0.00032413477,0.000007332064,0.0061709946,0.36467507,0.0001660268,0.0037914172,0.010287909,0.5773302,0.03361378],"study_design_scores_gemma":[0.000007238378,0.00006639335,0.0015056373,0.0002473887,0.0000026043451,0.0005200493,0.18234484,0.00011231881,0.00060657837,0.00069025496,0.8138604,0.000036305522],"about_ca_topic_score_codex":0.017563153,"about_ca_topic_score_gemma":0.026431741,"teacher_disagreement_score":0.023289315,"about_ca_system_score_codex":0.004983584,"about_ca_system_score_gemma":0.00244333,"threshold_uncertainty_score":0.07791054},"labels":[],"label_agreement":null},{"id":"W4205293202","doi":"10.4000/alsic.5550","title":"Pratiques (numériques) de rétroaction corrective des enseignants de langue et prototype d'outil numérique pour les optimiser","year":2021,"lang":"fr","type":"article","venue":"Alsic","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Art; Philosophy","score_opus":0.05552949862450331,"score_gpt":0.2939389688053206,"score_spread":0.23840947018081732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205293202","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06664399,0.0009760526,0.90181965,0.00075997505,0.00022877661,0.0011394534,0.0003491805,0.012192416,0.015890509],"genre_scores_gemma":[0.2248128,0.0005592193,0.75368726,0.00025991915,0.000052808173,0.0011768924,0.00078795647,0.001628892,0.017034229],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9922483,0.0029044403,0.00063461525,0.0010580024,0.002851443,0.0003031132],"domain_scores_gemma":[0.9833513,0.008933049,0.0011156667,0.0022027176,0.0039497917,0.0004475472],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006397659,0.0017700909,0.0010432409,0.0013528244,0.0009406534,0.004405204,0.0023108448,0.0015429652,0.01676901],"category_scores_gemma":[0.031028673,0.00079850387,0.0009910889,0.00070500904,0.0016285921,0.004908819,0.0027983962,0.0020685478,0.0037409805],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019536037,0.0007241882,0.0077389646,0.0031771418,0.00015599205,0.00068705465,0.011321423,0.026606152,0.1650205,0.03665477,0.0102011515,0.73575896],"study_design_scores_gemma":[0.0006390102,0.004212321,0.015309527,0.0018619852,0.00067720783,0.002556609,0.0068087745,0.34944442,0.24732442,0.02969477,0.34081364,0.0006573327],"about_ca_topic_score_codex":0.0044589317,"about_ca_topic_score_gemma":0.0050599696,"teacher_disagreement_score":0.01676901,"about_ca_system_score_codex":0.0013504853,"about_ca_system_score_gemma":0.0030630599,"threshold_uncertainty_score":0.056097984},"labels":[],"label_agreement":null},{"id":"W4205467076","doi":"10.7202/1081271ar","title":"Le portfolio d’écriture du capitaine : un outil qui promeut la rédaction de textes authentiques chez les jeunes scripteurs","year":2021,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Art; Political science; Philosophy","score_opus":0.0161563022274465,"score_gpt":0.23254603632559798,"score_spread":0.2163897340981515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205467076","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67573977,0.00573209,0.039315667,0.01411745,0.00088218285,0.00068525114,0.0013682736,0.00074684835,0.26141253],"genre_scores_gemma":[0.8701927,0.0028050633,0.040589795,0.0011160932,0.0002696416,0.0004656235,0.0012604638,0.0003825482,0.08291808],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99653316,0.0016874152,0.00017595732,0.0003272043,0.0010154148,0.0002607484],"domain_scores_gemma":[0.9914295,0.002801123,0.0009397713,0.0010054947,0.0023535902,0.0014705124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045070173,0.00063780096,0.00045538187,0.0022612475,0.0031538457,0.006234174,0.0009403878,0.0009694632,0.017529288],"category_scores_gemma":[0.017466944,0.00028602988,0.00030458308,0.0024406582,0.0019465571,0.006324814,0.0033694394,0.0011993251,0.0034400013],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035545081,0.00032005453,0.061655533,0.0009258604,0.00008081965,0.0012067172,0.11032442,0.0010983635,0.008664318,0.07017538,0.037155367,0.7080378],"study_design_scores_gemma":[0.00009179087,0.00084371556,0.10723277,0.0021684852,0.00013893342,0.00189973,0.09235459,0.00503809,0.009160616,0.030675039,0.7501891,0.00020713163],"about_ca_topic_score_codex":0.008052006,"about_ca_topic_score_gemma":0.015146625,"teacher_disagreement_score":0.017529288,"about_ca_system_score_codex":0.0024437075,"about_ca_system_score_gemma":0.0055445167,"threshold_uncertainty_score":0.058641255},"labels":[],"label_agreement":null},{"id":"W4205538390","doi":"10.1007/978-3-030-79143-8_15","title":"Identity in Language Learning and Teaching","year":2021,"lang":"en","type":"book-chapter","venue":"Springer texts in education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Identity (music); Linguistics; Language education; Focus (optics); Language acquisition; Sociology; Applied linguistics; Social identity theory; Psychology; Social group; Social science; Philosophy","score_opus":0.015825874946406804,"score_gpt":0.2920073551244456,"score_spread":0.2761814801780388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205538390","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0052980757,0.0099233445,0.0021450343,0.0036851983,0.00043159502,0.000011076885,0.000015377442,0.000025181547,0.9784651],"genre_scores_gemma":[0.42352507,0.010933743,0.001774801,0.00089344627,0.0007055531,0.000068641566,0.000058538142,0.000103328675,0.5619368],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9991972,0.0004075629,0.000022792661,0.000075335425,0.00017912625,0.000118046286],"domain_scores_gemma":[0.99949527,0.00023798992,0.00003625742,0.00004907005,0.000058783062,0.00012271451],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009005371,0.00047319123,0.00046278795,0.0010948948,0.0053938325,0.011343806,0.0007039463,0.002006014,0.013252995],"category_scores_gemma":[0.0014209631,0.00019683469,0.00015219024,0.0017920611,0.013287191,0.0065884423,0.002957207,0.0029726573,0.0035462237],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004191154,0.00001715375,0.000068473346,0.000021046579,5.419839e-7,0.000036773366,0.009273973,0.0000367166,0.000043411677,0.961971,0.008052075,0.02047456],"study_design_scores_gemma":[0.0000067134906,0.000022473325,0.00048721893,0.00021552367,0.0000021859896,0.00017800622,0.015381256,0.00022500077,0.00019595416,0.5040111,0.47926572,0.000008833947],"about_ca_topic_score_codex":0.0051851408,"about_ca_topic_score_gemma":0.006910187,"teacher_disagreement_score":0.013252995,"about_ca_system_score_codex":0.0044583264,"about_ca_system_score_gemma":0.00316379,"threshold_uncertainty_score":0.044335723},"labels":[],"label_agreement":null},{"id":"W4205630170","doi":"10.7202/1081265ar","title":"Développer des connaissances lexicales et grammaticales sans support écrit et sans production grâce à une approche par tâches basée sur la compréhension","year":2021,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université Laval","funders":"","keywords":"Humanities; Philosophy","score_opus":0.1131447779607532,"score_gpt":0.2859115355351138,"score_spread":0.17276675757436058,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205630170","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6025239,0.0033274177,0.303839,0.0020281367,0.00040595877,0.00085127633,0.00066612416,0.0030643858,0.08329382],"genre_scores_gemma":[0.6492086,0.0016300434,0.3084797,0.0007782868,0.00010343469,0.00080352504,0.0012516662,0.00065750955,0.0370873],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973029,0.00092414644,0.00017475386,0.0007551833,0.00070824206,0.00013483368],"domain_scores_gemma":[0.98794997,0.00623178,0.000754618,0.0017141555,0.0029794436,0.00037008125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003736414,0.001133469,0.00048913696,0.0009622134,0.0005995181,0.0034988287,0.0010020904,0.0013023466,0.007735973],"category_scores_gemma":[0.012851389,0.00045449007,0.00062143133,0.0005928003,0.0012297619,0.0041941125,0.0015834821,0.001368705,0.0041146474],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060248474,0.00059436186,0.026490929,0.0017622672,0.00015848159,0.00096878357,0.0556981,0.00091558637,0.15946874,0.01082847,0.0061143613,0.73639745],"study_design_scores_gemma":[0.00034709903,0.005095993,0.22361687,0.0022393595,0.0018536504,0.0055427267,0.054462906,0.026237011,0.17955723,0.04779277,0.452695,0.00055931264],"about_ca_topic_score_codex":0.0029402648,"about_ca_topic_score_gemma":0.0056395787,"teacher_disagreement_score":0.007735973,"about_ca_system_score_codex":0.00082985323,"about_ca_system_score_gemma":0.002004868,"threshold_uncertainty_score":0.025879383},"labels":[],"label_agreement":null},{"id":"W4205784313","doi":"10.18806/tesl.v38i1.1348","title":"Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Notice; Cognition; Second language writing; Linguistics; Interlanguage; Pedagogy; Mathematics education; Humanities; Sociology; Second language; Philosophy","score_opus":0.020537938499681163,"score_gpt":0.23739612786257766,"score_spread":0.2168581893628965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205784313","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87344724,0.0016381842,0.036219634,0.0025901394,0.00024189134,0.0005060403,0.00012014559,0.0005344147,0.08470238],"genre_scores_gemma":[0.9729028,0.0005102557,0.017040186,0.00046532656,0.00004966097,0.0002158242,0.000060447277,0.00020926798,0.008546312],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.982615,0.012560166,0.00054410246,0.0013337433,0.0023993799,0.0005475823],"domain_scores_gemma":[0.90387666,0.08064725,0.0037278186,0.0056226742,0.0040365034,0.002088984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012220219,0.00062283484,0.0004301188,0.0010393333,0.0012096599,0.0051565086,0.0011531382,0.0012663129,0.0048707556],"category_scores_gemma":[0.091573834,0.0002810334,0.0005091281,0.0006277556,0.002954267,0.0041732653,0.0047609643,0.0017650167,0.0009769845],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001006001,0.001899416,0.025313245,0.0026125254,0.00014694889,0.0009998099,0.35178497,0.001024068,0.030556954,0.011912831,0.005232443,0.5675108],"study_design_scores_gemma":[0.00091656717,0.012218897,0.22732027,0.004071548,0.0010734678,0.0075125378,0.2759031,0.014515034,0.17912325,0.055529322,0.22105125,0.0007648615],"about_ca_topic_score_codex":0.0007010067,"about_ca_topic_score_gemma":0.00074998836,"teacher_disagreement_score":0.012220219,"about_ca_system_score_codex":0.000921068,"about_ca_system_score_gemma":0.0013436985,"threshold_uncertainty_score":0.06462747},"labels":[],"label_agreement":null},{"id":"W4205909761","doi":"10.36315/2021end113","title":"MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS","year":2021,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Intrinsic motivation; Goal theory; Computer science; Motivation to learn; Anxiety; Foreign language; Language acquisition; Psychology; Mathematics education; Cognitive psychology; Knowledge management; Social psychology","score_opus":0.030128720598823017,"score_gpt":0.26676288986532676,"score_spread":0.23663416926650374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205909761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76555836,0.12659144,0.011342733,0.028803159,0.00064066215,0.0001966554,0.0003040043,0.00009389623,0.06646918],"genre_scores_gemma":[0.9734359,0.021312336,0.0017140935,0.0009987517,0.00026292115,0.000055412558,0.00007275825,0.000019561545,0.0021283408],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998016,0.0009818034,0.00009887978,0.00019784643,0.00045696436,0.00024848018],"domain_scores_gemma":[0.9959053,0.0021961837,0.00062703184,0.000045536843,0.0004498961,0.0007759731],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019687873,0.00027580242,0.0005123089,0.001048302,0.0010128929,0.004427684,0.00041891928,0.00078292086,0.0021561165],"category_scores_gemma":[0.0038761569,0.00016285299,0.0003910916,0.0008158766,0.002369935,0.0014849148,0.0020541374,0.0014337308,0.00020812744],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017686884,0.0007757613,0.32767215,0.004075241,0.00039830292,0.0012578503,0.030056616,0.0012234435,0.0024620835,0.061064668,0.00756326,0.5632738],"study_design_scores_gemma":[0.000027900987,0.0005112043,0.8108358,0.003258632,0.00025467147,0.0015226647,0.028256051,0.0014736773,0.0010606191,0.05248869,0.10005452,0.00025554438],"about_ca_topic_score_codex":0.0022576659,"about_ca_topic_score_gemma":0.0030832377,"teacher_disagreement_score":0.004427684,"about_ca_system_score_codex":0.0016756401,"about_ca_system_score_gemma":0.0017233118,"threshold_uncertainty_score":0.012157619},"labels":[],"label_agreement":null},{"id":"W4206008830","doi":"10.7202/1081264ar","title":"La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle","year":2021,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.03883255973933429,"score_gpt":0.27084096034717237,"score_spread":0.23200840060783806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206008830","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10077901,0.008038089,0.43948218,0.022156132,0.0007600395,0.00026510088,0.00012530263,0.00046523928,0.42792886],"genre_scores_gemma":[0.91671735,0.0022040359,0.04920275,0.0008666835,0.00015585261,0.00025078448,0.00012295844,0.00015864184,0.030320987],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99327844,0.004274506,0.0002842035,0.0006068471,0.0011116993,0.00044422975],"domain_scores_gemma":[0.99246216,0.0044090874,0.00056390854,0.0008865758,0.0010451133,0.0006330732],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067790844,0.0007854178,0.00045539922,0.0026539087,0.0026928256,0.011071456,0.0016552891,0.0030736232,0.0048481924],"category_scores_gemma":[0.007929047,0.00038396104,0.00065246044,0.0018420446,0.027849162,0.012477426,0.0047363937,0.005155811,0.0010177909],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019931373,0.000018442051,0.0008514517,0.00017615588,0.00000581881,0.00013743142,0.06918578,0.0003344749,0.0008181029,0.90260494,0.00068880134,0.025158757],"study_design_scores_gemma":[0.000037380683,0.00012397926,0.0042887195,0.0009326679,0.000028684173,0.0011824393,0.07849826,0.0056369966,0.0023097163,0.44472235,0.4621392,0.00009957844],"about_ca_topic_score_codex":0.017751275,"about_ca_topic_score_gemma":0.0130795725,"teacher_disagreement_score":0.017751275,"about_ca_system_score_codex":0.007963977,"about_ca_system_score_gemma":0.007121776,"threshold_uncertainty_score":0.057782948},"labels":[],"label_agreement":null},{"id":"W4206160121","doi":"10.2167/beb121b.0","title":"Book Review","year":2006,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Linguistics; Philosophy","score_opus":0.013507381235240081,"score_gpt":0.3163944194776354,"score_spread":0.3028870382423953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206160121","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00036040804,0.81822324,0.00083352596,0.022298547,0.01739264,0.0001424889,0.002291848,0.00028881355,0.13816842],"genre_scores_gemma":[0.0025763805,0.729851,0.001447043,0.016866527,0.010570732,0.00016818273,0.0034364979,0.00022473228,0.23485892],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992238,0.000100279205,0.000084207764,0.000098514785,0.00042315925,0.00007009314],"domain_scores_gemma":[0.99698085,0.0010855194,0.00023283785,0.00013402976,0.0012337914,0.0003329804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007757143,0.00070117967,0.0015478508,0.0044545396,0.0007824987,0.0033984657,0.0023831269,0.0022380915,0.25105673],"category_scores_gemma":[0.006397383,0.00036534297,0.00075614854,0.005829804,0.000662435,0.0030020901,0.0016760844,0.0024660549,0.15712641],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023976736,0.000023169983,0.000059494396,0.0021194515,0.0000122814035,0.00015900769,0.000046927875,0.00004204979,0.000077105295,0.0014503029,0.80867964,0.18730658],"study_design_scores_gemma":[0.000005251197,0.0000066480056,0.00009949965,0.0013841932,0.000009068273,0.00047293602,0.00002658302,0.0000057399916,0.00001920072,0.000383943,0.99758303,0.0000037973236],"about_ca_topic_score_codex":0.0036417418,"about_ca_topic_score_gemma":0.006983969,"teacher_disagreement_score":0.25105673,"about_ca_system_score_codex":0.0014529112,"about_ca_system_score_gemma":0.0037012852,"threshold_uncertainty_score":0.8398684},"labels":[],"label_agreement":null},{"id":"W4206372932","doi":"10.5539/elt.v15n2p1","title":"The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Likert scale; Class (philosophy); Foreign language; Fear of negative evaluation; Foreign language anxiety; Point (geometry); English as a foreign language; Mathematics education; Developmental psychology; Medical education; Social anxiety","score_opus":0.015083022081033508,"score_gpt":0.2788122973661884,"score_spread":0.2637292752851549,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206372932","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99945253,0.00010805368,0.000029741044,0.00007721674,0.0000045881375,0.0000048335864,0.0000061446203,0.0000032473267,0.0003135978],"genre_scores_gemma":[0.99971384,0.000079672056,0.000027741407,0.000038165945,0.000009489578,0.000004351093,0.000009532563,9.956877e-7,0.00011611045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992525,0.00016111274,0.00007753235,0.000053122043,0.00021749835,0.00023816549],"domain_scores_gemma":[0.99798226,0.00028658524,0.0008074636,0.000035576748,0.00018917829,0.00069892785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037751894,0.0003257543,0.0003872573,0.0009945788,0.0014397749,0.001411746,0.0003265581,0.00063226913,0.0013128689],"category_scores_gemma":[0.002011388,0.0003241743,0.00042430463,0.00040289003,0.00085842074,0.000289165,0.00073890726,0.00084178,0.00014658467],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028810572,0.00054308213,0.92593306,0.00017600636,0.000079004305,0.0071844496,0.04200211,0.000064810774,0.0063356063,0.00017188917,0.0005561582,0.016665792],"study_design_scores_gemma":[0.000018253011,0.0003310965,0.9430431,0.00003350628,0.00007851432,0.0031971245,0.051793296,0.00016091022,0.00040833798,0.00012320354,0.0007739063,0.000038739327],"about_ca_topic_score_codex":0.0052169226,"about_ca_topic_score_gemma":0.007917776,"teacher_disagreement_score":0.0052169226,"about_ca_system_score_codex":0.000868652,"about_ca_system_score_gemma":0.0007752277,"threshold_uncertainty_score":0.010373116},"labels":[],"label_agreement":null},{"id":"W4206426702","doi":"10.5539/ijel.v12n2p18","title":"Situation-Specific Speaking Anxiety: University-Level Students’ Experiences","year":2022,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Likert scale; Anxiety; Public speaking; Fear of negative evaluation; Social psychology; Scale (ratio); Point (geometry); Medical education; Developmental psychology; Linguistics; Medicine; Social anxiety; Psychiatry","score_opus":0.04258460614450372,"score_gpt":0.27653582200819254,"score_spread":0.23395121586368883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206426702","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991067,0.00007573039,0.00003486631,0.0000903458,0.000010854485,0.000007506245,0.000008590601,0.000004008671,0.0006613756],"genre_scores_gemma":[0.999516,0.00005827311,0.000023104889,0.00006197364,0.000006304477,0.0000072883395,0.000008371286,0.0000011108638,0.0003175434],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99865097,0.00054257317,0.00008128688,0.000078524004,0.00019871966,0.000447928],"domain_scores_gemma":[0.99682283,0.0006266963,0.0005265229,0.00007748824,0.00028367006,0.0016627604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001562542,0.00045554814,0.00063569087,0.0006847235,0.0033467696,0.0032238201,0.00047040582,0.0010337785,0.0025461814],"category_scores_gemma":[0.0038350003,0.0003829178,0.00061341195,0.00041295693,0.0016255148,0.00097144186,0.0026157459,0.0017951004,0.0004027683],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032935163,0.0013784918,0.30957103,0.00025025016,0.000073891875,0.004189483,0.65904206,0.00013008327,0.003536338,0.00048517025,0.0011804252,0.019833315],"study_design_scores_gemma":[0.000021630265,0.0016075292,0.19983938,0.00007675948,0.000049949016,0.0023529665,0.7902643,0.00018836922,0.00081562006,0.00018374402,0.0045011817,0.00009847834],"about_ca_topic_score_codex":0.003424277,"about_ca_topic_score_gemma":0.0056943162,"teacher_disagreement_score":0.003424277,"about_ca_system_score_codex":0.0009871991,"about_ca_system_score_gemma":0.0010362956,"threshold_uncertainty_score":0.008517861},"labels":[],"label_agreement":null},{"id":"W4206528538","doi":"10.1016/j.system.2022.102732","title":"Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production","year":2022,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Cued speech; Psychology; Foreign language anxiety; Anxiety; Control (management); Narrative; Cognitive psychology; Linguistics; Second language; Stress (linguistics); Foreign language; Task (project management); Attentional control; Computer science; Cognition; Artificial intelligence; Mathematics education","score_opus":0.07859825037326686,"score_gpt":0.23490729095001428,"score_spread":0.15630904057674744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206528538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99776804,0.000059117086,0.00036328236,0.000030721854,0.0000041997055,0.000010855935,0.000028309369,0.0000075764747,0.0017280483],"genre_scores_gemma":[0.99891424,0.000029572482,0.0001872528,0.000021619891,0.0000032220591,0.000015899876,0.000026290674,0.0000059530785,0.00079600053],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997441,0.00007453681,0.000013410695,0.000057394365,0.0000612027,0.000049183433],"domain_scores_gemma":[0.9980627,0.0012710863,0.000314829,0.00006697263,0.00011659433,0.00016780267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004259983,0.00020673545,0.00014473908,0.00026737523,0.00031701848,0.0012170167,0.00018650616,0.00031110513,0.002856689],"category_scores_gemma":[0.0039660675,0.00017780667,0.000109909786,0.00015424126,0.00048431646,0.0004139174,0.0007054254,0.0005709047,0.000230201],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003283107,0.00094586203,0.4593282,0.00048257582,0.00020161118,0.0017067216,0.049304947,0.0009639396,0.40354005,0.0018302447,0.0007082961,0.07770447],"study_design_scores_gemma":[0.000015808064,0.0003938757,0.982979,0.000026149735,0.00003987149,0.00022711625,0.007586923,0.00081777526,0.007124387,0.0002796387,0.0004932672,0.000016242717],"about_ca_topic_score_codex":0.004288933,"about_ca_topic_score_gemma":0.0060733785,"teacher_disagreement_score":0.004288933,"about_ca_system_score_codex":0.00036286443,"about_ca_system_score_gemma":0.00046315556,"threshold_uncertainty_score":0.0095565915},"labels":[],"label_agreement":null},{"id":"W4206961479","doi":"10.5296/elr.v8i1.19378","title":"Teachers’ Perspectives on the Role of L1 in Jordanian EFL Classes","year":2022,"lang":"en","type":"article","venue":"Education and Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Active listening; Context (archaeology); Mathematics education; English as a foreign language; Grammar; Psychology; Foreign language; Reading (process); Language proficiency; Pedagogy; Linguistics","score_opus":0.08748792293946425,"score_gpt":0.3856417578765307,"score_spread":0.2981538349370665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206961479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9908496,0.0007940145,0.0002854916,0.0013788223,0.000019784131,0.000024856949,0.000038505474,0.00001108689,0.0065978277],"genre_scores_gemma":[0.9957545,0.00057553855,0.00016994901,0.0004019355,0.000009268319,0.000026515576,0.000019373289,0.000013434852,0.0030295618],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9957266,0.0025206034,0.00014816527,0.0002968225,0.0004981615,0.0008096723],"domain_scores_gemma":[0.9946844,0.0026019525,0.0008572526,0.00012385233,0.0008321688,0.00090031256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049703536,0.00048732196,0.00067446847,0.001430504,0.009800826,0.004231091,0.0015583942,0.0013666124,0.0037501936],"category_scores_gemma":[0.006242673,0.00051298743,0.00025449708,0.001273634,0.0062648295,0.0033020268,0.004051268,0.0022630536,0.00057822344],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001631931,0.000019545501,0.004279651,0.00006100474,0.0000013482473,0.00043456242,0.9912726,0.000012828892,0.0006684864,0.00046341258,0.00020883876,0.0025613145],"study_design_scores_gemma":[0.000001307002,0.000019182145,0.0022908223,0.000054931857,0.0000017592046,0.00013048138,0.99167377,0.000021203157,0.00018888079,0.00006964882,0.005540516,0.0000074488307],"about_ca_topic_score_codex":0.018329239,"about_ca_topic_score_gemma":0.026407903,"teacher_disagreement_score":0.018329239,"about_ca_system_score_codex":0.005395501,"about_ca_system_score_gemma":0.0036203866,"threshold_uncertainty_score":0.039147317},"labels":[],"label_agreement":null},{"id":"W4207004478","doi":"10.18806/tesl.v38i1.1349","title":"Essentials for Successful English Language Teaching","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Language education; Language assessment; Language transfer; Comprehension approach; Psychology; English language; Pedagogy; Mathematics education; Sociology; Philosophy","score_opus":0.013730560684732518,"score_gpt":0.2403031881270355,"score_spread":0.22657262744230297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4207004478","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18908983,0.007102903,0.017470729,0.113070324,0.002996736,0.0005074469,0.000602284,0.0009888649,0.66817087],"genre_scores_gemma":[0.90655166,0.0026928266,0.017031772,0.0028339436,0.0005623806,0.00035112523,0.0003628918,0.00022221563,0.06939122],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99566513,0.0007506859,0.00029115428,0.00023531308,0.0020616557,0.0009960652],"domain_scores_gemma":[0.97124916,0.0059228353,0.0023590932,0.0010327055,0.006041289,0.013394969],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031758526,0.00027502544,0.00038038823,0.0007954543,0.005166545,0.0049261814,0.00065698556,0.0017440318,0.022228805],"category_scores_gemma":[0.017019691,0.0004182497,0.0003263085,0.00051057973,0.004072284,0.002802531,0.0045320573,0.0031076064,0.00631921],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034007872,0.0014919961,0.023404995,0.0012237774,0.000035341476,0.003430631,0.0234938,0.0007768198,0.011158242,0.28985238,0.16157725,0.48321465],"study_design_scores_gemma":[0.00007846033,0.00029437908,0.094471216,0.0016693656,0.00003621002,0.0031510964,0.028395517,0.00063471985,0.0063389232,0.22223254,0.6425875,0.00011013348],"about_ca_topic_score_codex":0.008420495,"about_ca_topic_score_gemma":0.020925662,"teacher_disagreement_score":0.022228805,"about_ca_system_score_codex":0.0034383654,"about_ca_system_score_gemma":0.022883954,"threshold_uncertainty_score":0.074362755},"labels":[],"label_agreement":null},{"id":"W4210265065","doi":"10.1515/iral-2021-0115","title":"Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts","year":2022,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Corrective feedback; Task (project management); Psychology; Grammaticality; Operationalization; Task analysis; Linguistics; Comprehension; Grammar; Linguistic sequence complexity; Cognitive psychology; Computer science; Mathematics education","score_opus":0.04586882753328326,"score_gpt":0.33801809708240793,"score_spread":0.2921492695491247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210265065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975068,0.00014863584,0.0015849591,0.000019103913,0.000004338797,0.00004482799,0.00002375186,0.000015940892,0.00065168604],"genre_scores_gemma":[0.99768305,0.00013924857,0.0016795631,0.000014257256,0.0000055623623,0.00007232406,0.000046049554,0.0000130519265,0.00034681187],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99400073,0.0027015961,0.00052609615,0.0006089514,0.00193513,0.00022745306],"domain_scores_gemma":[0.9127248,0.0670676,0.011762306,0.0021964863,0.0050284737,0.0012203947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004781801,0.00040626546,0.0005684702,0.000693394,0.00023209478,0.0014584416,0.0004803904,0.0004098192,0.0013037652],"category_scores_gemma":[0.050933834,0.000212766,0.0003223732,0.0005019117,0.0003883261,0.0007231471,0.0010709118,0.00052980584,0.0002538331],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0035089634,0.0016935291,0.49634573,0.0026950995,0.00035849685,0.0006223231,0.03306714,0.0026942347,0.17398113,0.0003052211,0.00040127596,0.2843268],"study_design_scores_gemma":[0.000031656535,0.0023852533,0.97178346,0.00011788635,0.00013624356,0.00024130993,0.00473927,0.0022179098,0.016962932,0.00023181776,0.0010878507,0.00006438851],"about_ca_topic_score_codex":0.0015442991,"about_ca_topic_score_gemma":0.0019354065,"teacher_disagreement_score":0.004781801,"about_ca_system_score_codex":0.00041654153,"about_ca_system_score_gemma":0.0007263709,"threshold_uncertainty_score":0.02528888},"labels":[],"label_agreement":null},{"id":"W4210383918","doi":"10.19183/how.29.1.631","title":"An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching","year":2022,"lang":"en","type":"article","venue":"HOW","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Perspective (graphical); Context (archaeology); Pedagogy; Teacher education; Psychology; Teaching method; Language education; Mathematics education; Language acquisition; Focus (optics); Language teacher; Sociology; Computer science","score_opus":0.11733854493278964,"score_gpt":0.29997950429793147,"score_spread":0.18264095936514183,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210383918","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011553162,0.9832493,0.0021243142,0.001629619,0.00023966974,0.000027485517,0.000023660985,0.000015469055,0.011535266],"genre_scores_gemma":[0.012866811,0.9811832,0.0036545037,0.00074391044,0.00019274381,0.00010992135,0.000037224567,0.000017382,0.0011942636],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9962787,0.0015522438,0.00056283537,0.00043121216,0.00093384774,0.00024111493],"domain_scores_gemma":[0.9923942,0.0059711733,0.0004437099,0.0001691466,0.000768111,0.00025363066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044095395,0.00088403124,0.0012786331,0.0073695714,0.0016850998,0.006766078,0.0015400259,0.002588942,0.0039551836],"category_scores_gemma":[0.005779394,0.00048691168,0.00087249145,0.009078755,0.0036809896,0.0049218964,0.002813607,0.0030531555,0.0011237245],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011501022,0.0001470571,0.0009862821,0.054754,0.00010843808,0.0002809265,0.010586471,0.00031008298,0.0007612183,0.102550864,0.0078111687,0.82158846],"study_design_scores_gemma":[0.000024961488,0.00016565487,0.0038955885,0.0740909,0.00020590461,0.0015067329,0.008950408,0.00023588646,0.00085760053,0.028986255,0.8810175,0.000062583684],"about_ca_topic_score_codex":0.0049425117,"about_ca_topic_score_gemma":0.00858801,"teacher_disagreement_score":0.0073695714,"about_ca_system_score_codex":0.005581693,"about_ca_system_score_gemma":0.007725151,"threshold_uncertainty_score":0.040498197},"labels":[],"label_agreement":null},{"id":"W4210419333","doi":"10.3138/jmvfh-2021-0100","title":"Barriers to French language use in the Canadian Armed Forces","year":2022,"lang":"en","type":"article","venue":"Journal of Military Veteran and Family Health","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Department of National Defence","funders":"","keywords":"French; Vitality; Accommodation; Linguistics; Cohesion (chemistry); Second language; First language; Sociology; Language acquisition; Language proficiency; Public relations; Psychology; Political science; Pedagogy; Mathematics education","score_opus":0.043058064560495136,"score_gpt":0.2765633901535832,"score_spread":0.2335053255930881,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210419333","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9582863,0.0017025014,0.00027410945,0.00694864,0.00010333853,0.000069253,0.00043045054,0.000022907145,0.032162376],"genre_scores_gemma":[0.992706,0.0009993137,0.00022237348,0.0006122063,0.000012104892,0.000027064678,0.00011827839,0.000010432075,0.005292129],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9956145,0.00064512424,0.00016678713,0.00025226775,0.0014746024,0.0018467017],"domain_scores_gemma":[0.9917442,0.001878544,0.0010738015,0.00017655874,0.002989279,0.0021374887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003253277,0.0003201899,0.00026459078,0.0016101504,0.009103041,0.004032384,0.0013257192,0.0006625569,0.008504046],"category_scores_gemma":[0.011671995,0.00021157165,0.00027818262,0.0018026275,0.0025020002,0.0009282274,0.0021220965,0.0010708573,0.0005176636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020216893,0.00020714173,0.45298514,0.00061354693,0.00005433343,0.0021494997,0.36681554,0.00040101435,0.002472835,0.012524241,0.019616354,0.14195815],"study_design_scores_gemma":[0.000012581519,0.00012356912,0.4712645,0.00081658585,0.00002650731,0.0007231517,0.44328752,0.0004455317,0.00052058115,0.00057527074,0.08209018,0.00011408402],"about_ca_topic_score_codex":0.9799042,"about_ca_topic_score_gemma":0.9844639,"teacher_disagreement_score":0.027274594,"about_ca_system_score_codex":0.027274594,"about_ca_system_score_gemma":0.07363452,"threshold_uncertainty_score":0.19789195},"labels":[],"label_agreement":null},{"id":"W4210741396","doi":"10.1111/lang.12479","title":"The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Interval (graph theory); Meta-analysis; Statistics; Interaction; Developmental psychology; Audiology; Mathematics; Combinatorics","score_opus":0.01471570052298041,"score_gpt":0.266840815304549,"score_spread":0.25212511478156857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210741396","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.055581987,0.93860704,0.0025479586,0.000381382,0.0003681817,0.00046692553,0.0010524935,0.00008503091,0.00090904423],"genre_scores_gemma":[0.8098611,0.18229508,0.003987317,0.0007319209,0.00028417748,0.0013446715,0.00089637196,0.00008245576,0.00051681075],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.97868264,0.012932508,0.0043121516,0.0021875983,0.0015267296,0.0003583769],"domain_scores_gemma":[0.9102598,0.07812265,0.006670544,0.0024064796,0.0020603773,0.0004801269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025278991,0.0021996778,0.010608158,0.003321771,0.00062326,0.00346774,0.0022878197,0.002258755,0.004225905],"category_scores_gemma":[0.06351169,0.0011630651,0.029203357,0.004372941,0.0010824982,0.0020376039,0.0013667438,0.0023831814,0.00032647498],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004181134,0.000058168298,0.008706631,0.09512002,0.8823864,0.00010858288,0.00014348379,0.00049176987,0.00033387702,0.0001415086,0.00029226288,0.008036172],"study_design_scores_gemma":[0.0010785707,0.0006186827,0.008801136,0.008036627,0.9794587,0.00007116835,0.00006647356,0.0002261728,0.00031243323,0.0002501595,0.0010616864,0.00001826958],"about_ca_topic_score_codex":0.0032564884,"about_ca_topic_score_gemma":0.0049857646,"teacher_disagreement_score":0.025278991,"about_ca_system_score_codex":0.0015295262,"about_ca_system_score_gemma":0.0014508147,"threshold_uncertainty_score":0.13368964},"labels":[],"label_agreement":null},{"id":"W4210824230","doi":"10.1515/cercles-2021-2025","title":"Investigating teaching assistants’ participation in a simulated meeting in a United States University English course","year":2021,"lang":"en","type":"article","venue":"Language Learning in Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Situated; Pedagogy; Psychology; Higher education; Situated learning; Teaching method; English for academic purposes; Faculty development; Qualitative research; Medical education; Mathematics education; Professional development; Sociology; Medicine; Political science; Computer science","score_opus":0.02718808277229588,"score_gpt":0.29523219115379346,"score_spread":0.26804410838149756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210824230","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9976732,0.000025075433,0.00047017966,0.00022939817,0.00001752089,0.000046648907,0.000022223507,0.000011908041,0.0015039048],"genre_scores_gemma":[0.9978242,0.000056822966,0.00067968766,0.00013677779,0.000011784781,0.000081318634,0.000027079717,0.000006887323,0.0011754353],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99304366,0.0049590063,0.00025254165,0.00038858314,0.0006168782,0.00073938],"domain_scores_gemma":[0.9797091,0.010203711,0.0026219108,0.0007031907,0.002617701,0.0041442914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006970463,0.0003821292,0.00034281285,0.00097014103,0.004864672,0.0043310393,0.0015548142,0.0016779574,0.0036991655],"category_scores_gemma":[0.024086576,0.00050278776,0.00046300105,0.00035360406,0.0020306024,0.0011214579,0.0041512535,0.0018696844,0.0010092916],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044473904,0.0016570472,0.078496076,0.00019406507,0.00003707829,0.003639206,0.8861297,0.00048787746,0.0037433468,0.0005872272,0.0018501887,0.022733362],"study_design_scores_gemma":[0.000033534743,0.0012728573,0.029305685,0.00011981696,0.000021507518,0.00070042483,0.9548417,0.0013534914,0.001297224,0.0002753818,0.010725946,0.00005240769],"about_ca_topic_score_codex":0.004853738,"about_ca_topic_score_gemma":0.011166231,"teacher_disagreement_score":0.006970463,"about_ca_system_score_codex":0.0022464455,"about_ca_system_score_gemma":0.002754536,"threshold_uncertainty_score":0.036863804},"labels":[],"label_agreement":null},{"id":"W4210873882","doi":"10.3138/cmlr.63.2.275","title":"L1 Use in the L2 Classroom: One Teacher's Self-Evaluation","year":2006,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":115,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Mathematics education; Second language; Value (mathematics); Pedagogy; Computer science; Linguistics","score_opus":0.03839945137657954,"score_gpt":0.23814632635095298,"score_spread":0.19974687497437343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210873882","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99777055,0.0000618062,0.00016402546,0.000090455,0.000009543003,0.00005786112,0.000031266558,0.000014135045,0.0018004043],"genre_scores_gemma":[0.9976025,0.000091462316,0.0002823475,0.000033862012,0.000007648761,0.000080837395,0.000046251804,0.000013909473,0.0018411301],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952649,0.0022097018,0.00037446123,0.00038305848,0.0013418811,0.0004260508],"domain_scores_gemma":[0.97683626,0.0061105816,0.0034645936,0.0009956358,0.010162896,0.0024301023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006724575,0.0003837042,0.0008298861,0.0030256622,0.0025793002,0.0022945483,0.00068021164,0.0007773538,0.0017495364],"category_scores_gemma":[0.021508507,0.00037864893,0.0005121146,0.0008465552,0.0019552305,0.0012480868,0.0027332508,0.0012268113,0.0006597133],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051911705,0.0026462143,0.3234746,0.00024819252,0.000048395123,0.0014978199,0.5964125,0.00019959365,0.0053393883,0.00028362242,0.0018455706,0.067485034],"study_design_scores_gemma":[0.00007291948,0.0035049617,0.4782682,0.00015449896,0.00007493587,0.002004758,0.4952875,0.0010597173,0.0072919726,0.00025458582,0.011849356,0.00017669004],"about_ca_topic_score_codex":0.006550442,"about_ca_topic_score_gemma":0.011315711,"teacher_disagreement_score":0.006724575,"about_ca_system_score_codex":0.0024723893,"about_ca_system_score_gemma":0.0013873244,"threshold_uncertainty_score":0.03556341},"labels":[],"label_agreement":null},{"id":"W4210921798","doi":"10.3138/cmlr.61.4.491","title":"Comparing Children's Oral Ability in Two ESL Programs","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Computer science; Mathematics education; Language proficiency; Second language; Psychology; Linguistics; Artificial intelligence","score_opus":0.029192016770100873,"score_gpt":0.25621961080181443,"score_spread":0.22702759403171358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210921798","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995466,0.000028246788,0.000016477477,0.000008110866,0.0000010644875,0.0000054626676,0.000035221077,0.0000030754065,0.0003556731],"genre_scores_gemma":[0.998473,0.00004250589,0.000079235644,0.000016408294,0.0000017477994,0.00001770421,0.0001610821,0.0000033170695,0.0012049654],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986142,0.00011644712,0.000114256385,0.00019580424,0.0005169287,0.00044231003],"domain_scores_gemma":[0.9968252,0.0005103688,0.0007319681,0.00013369214,0.0008820451,0.00091671216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013275304,0.000637426,0.00069638796,0.0025907415,0.0007896485,0.0012812,0.00052313355,0.00057995104,0.002028774],"category_scores_gemma":[0.0040166937,0.00026103196,0.00044585337,0.00073045393,0.00097110315,0.00083218096,0.0017750451,0.0006316701,0.00054656004],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00118849,0.0013542139,0.89287996,0.00011594637,0.000074606665,0.0013726966,0.027392345,0.00025872086,0.012456794,0.0001537463,0.0005230653,0.062229484],"study_design_scores_gemma":[0.00001121182,0.00060007337,0.99393165,0.000010107853,0.000013901308,0.0001762462,0.0038599398,0.00007447767,0.00083554146,0.000021988071,0.00045380535,0.0000110970395],"about_ca_topic_score_codex":0.054389592,"about_ca_topic_score_gemma":0.06619897,"teacher_disagreement_score":0.054389592,"about_ca_system_score_codex":0.0019397294,"about_ca_system_score_gemma":0.0010153706,"threshold_uncertainty_score":0.10814601},"labels":[],"label_agreement":null},{"id":"W4211092892","doi":"10.1017/s0261444806253709","title":"Teacher education","year":2006,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scholarship; Teacher education; Sociology; Psychology; Pedagogy; Political science","score_opus":0.00892389622270465,"score_gpt":0.24887596379900545,"score_spread":0.2399520675763008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4211092892","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008197504,0.0103407595,0.00069692207,0.013203475,0.0049375365,0.000083187384,0.001916281,0.0007393412,0.9672628],"genre_scores_gemma":[0.002993979,0.0029223526,0.00035356745,0.0016566775,0.00038581403,0.000037079408,0.0006901302,0.00012771678,0.99083275],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990446,0.0001342296,0.00008404922,0.0001965001,0.0003900811,0.00015052312],"domain_scores_gemma":[0.9980392,0.00015728737,0.00009479841,0.0002221874,0.0008603375,0.00062619726],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00095087674,0.0006825748,0.00047976692,0.0012339789,0.0019870487,0.004517905,0.0009691978,0.002562941,0.6661455],"category_scores_gemma":[0.0027073992,0.00051197526,0.0004191835,0.0016231207,0.0004909128,0.003212779,0.0035400284,0.0024125434,0.5660374],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022001685,0.000029551862,0.00033186865,0.000107633015,0.00000228197,0.000068329566,0.00014945159,0.000022652905,0.00021172389,0.0038425212,0.82331413,0.17189778],"study_design_scores_gemma":[0.0000029892158,0.0000074038785,0.00048018675,0.000072054325,6.808616e-7,0.00006514609,0.00010888556,0.000009859601,0.000032945452,0.00038500485,0.998833,0.0000018347235],"about_ca_topic_score_codex":0.0061254078,"about_ca_topic_score_gemma":0.017850494,"teacher_disagreement_score":0.6661455,"about_ca_system_score_codex":0.0020546145,"about_ca_system_score_gemma":0.0031633389,"threshold_uncertainty_score":0.4762029},"labels":[],"label_agreement":null},{"id":"W4211115136","doi":"10.1007/978-3-319-58542-0_56-1","title":"Critical Research in English Language Teaching","year":2019,"lang":"en","type":"book-chapter","venue":"Springer international handbooks of education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Linguistics; Computer science; Philosophy","score_opus":0.07640863259693254,"score_gpt":0.38047836172828425,"score_spread":0.3040697291313517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4211115136","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0040142094,0.15101258,0.009129592,0.02808063,0.0034102518,0.00009730947,0.00004964421,0.000091693626,0.80411404],"genre_scores_gemma":[0.19331649,0.13305895,0.009100246,0.004793974,0.0065051657,0.00035394795,0.00012405911,0.00024097617,0.6525062],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982291,0.0011417115,0.000062071704,0.00011817103,0.00032801036,0.00012091731],"domain_scores_gemma":[0.9921895,0.006349285,0.00016584192,0.00032552838,0.0005992685,0.00037051478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038399727,0.0005684144,0.0005185701,0.002529263,0.0030544184,0.007451726,0.0008725758,0.0017555343,0.024643475],"category_scores_gemma":[0.006586944,0.00026134876,0.00018281178,0.0023080057,0.011541884,0.0073686815,0.002526232,0.0026685377,0.002374495],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013180097,0.000051261424,0.00014148538,0.00045672563,0.00000329797,0.00009402505,0.011872756,0.000072077346,0.00018866092,0.77334946,0.08917466,0.12458248],"study_design_scores_gemma":[0.000009778026,0.000021599817,0.00032675848,0.0011309328,0.00000403733,0.00011821887,0.007906338,0.00012162239,0.00020645658,0.23668617,0.75346076,0.000007269697],"about_ca_topic_score_codex":0.0036652547,"about_ca_topic_score_gemma":0.0074346405,"teacher_disagreement_score":0.024643475,"about_ca_system_score_codex":0.0042759036,"about_ca_system_score_gemma":0.0069385134,"threshold_uncertainty_score":0.082440674},"labels":[],"label_agreement":null},{"id":"W4211168156","doi":"10.1111/j.0026-7902.2007.00671.x","title":"“New” Mainstream SLA Theory: Expanded and Enriched","year":2007,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"The Wilson Centre; University of Toronto","funders":"","keywords":"Mainstream; Linguistics; Political science; Philosophy; Law","score_opus":0.013388925655235856,"score_gpt":0.24930167730080663,"score_spread":0.23591275164557077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4211168156","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09560426,0.016545782,0.28751582,0.04623625,0.0015997327,0.00011185073,0.0001605467,0.00039162723,0.55183417],"genre_scores_gemma":[0.94207513,0.0041847643,0.034106772,0.0023425648,0.00068427075,0.000107764645,0.000105000276,0.00016496996,0.016228795],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9959733,0.0022607115,0.00018756457,0.0004725896,0.0007992614,0.00030647687],"domain_scores_gemma":[0.9963658,0.001960781,0.00021977889,0.00055298116,0.00065786066,0.00024283589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00532929,0.0005765381,0.0006937033,0.004093628,0.0026300675,0.008219658,0.0020339224,0.0019882405,0.005893789],"category_scores_gemma":[0.005068335,0.00026784034,0.0007002605,0.0023133087,0.02407884,0.01704677,0.007159767,0.004000489,0.0008820695],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009216097,0.000022346592,0.00028149388,0.00007342625,0.0000040200225,0.00004846537,0.006933746,0.00017329273,0.00009184901,0.97297287,0.0007740823,0.018615128],"study_design_scores_gemma":[0.000009978766,0.000033196888,0.00043821172,0.00027618936,0.000009177986,0.00014506736,0.0071240016,0.003143813,0.00026604827,0.91720694,0.071333565,0.000013682583],"about_ca_topic_score_codex":0.0022452543,"about_ca_topic_score_gemma":0.00236078,"teacher_disagreement_score":0.008219658,"about_ca_system_score_codex":0.0046769744,"about_ca_system_score_gemma":0.0038263008,"threshold_uncertainty_score":0.033933938},"labels":[],"label_agreement":null},{"id":"W4212893992","doi":"10.1093/applin/amab074","title":"Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional Particle<i>Yo</i>in Spontaneous Peer Conversation","year":2021,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychology; Conversation analysis; Conversation; Pragmatics; Competence (human resources); Joint attention; Intersubjectivity; Linguistics; Pedagogy; Social psychology; Communication; Developmental psychology; Sociology","score_opus":0.05487984269722614,"score_gpt":0.2585932910183474,"score_spread":0.20371344832112123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4212893992","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99740607,0.00005560126,0.0005424224,0.00005502932,0.000010757108,0.000075855125,0.0000122805395,0.00005522057,0.0017868729],"genre_scores_gemma":[0.9941797,0.00012321518,0.0041312287,0.00004138543,0.000006812364,0.00024858007,0.00003679289,0.000023730503,0.0012085239],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998434,0.00074015214,0.0001101903,0.0002708104,0.00023479569,0.00020996509],"domain_scores_gemma":[0.9931854,0.0040742187,0.00076676335,0.00043587273,0.00042172888,0.0011159888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014778256,0.0006370734,0.00067515945,0.0003864182,0.00096723845,0.0014263483,0.0006563972,0.0005086741,0.0038413394],"category_scores_gemma":[0.009117642,0.00032248447,0.00037973843,0.00017552217,0.0008583798,0.0007674814,0.0020184212,0.001185679,0.00060442707],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00507165,0.043656725,0.058365945,0.0029599757,0.00020458446,0.0025168757,0.20870776,0.0011390907,0.33327916,0.0019704637,0.002287219,0.33984068],"study_design_scores_gemma":[0.0015592071,0.03661429,0.621079,0.0015144087,0.0009236895,0.0013838373,0.14733432,0.006777507,0.14366901,0.0034111375,0.03535917,0.00037431336],"about_ca_topic_score_codex":0.0016339568,"about_ca_topic_score_gemma":0.0029002826,"teacher_disagreement_score":0.0038413394,"about_ca_system_score_codex":0.0005155806,"about_ca_system_score_gemma":0.0010203035,"threshold_uncertainty_score":0.012850583},"labels":[],"label_agreement":null},{"id":"W4213024235","doi":"10.1007/978-0-387-30424-3_99","title":"Second and Foreign Language Education in Canada","year":2008,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Linguistics; Foreign language; Political science; Sociology; Philosophy","score_opus":0.014487857094205888,"score_gpt":0.19588553175444492,"score_spread":0.18139767466023904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213024235","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11542628,0.048996717,0.0011181872,0.048139896,0.0027209574,0.00010344524,0.0021241044,0.0003026156,0.7810677],"genre_scores_gemma":[0.24704412,0.014586779,0.0011848602,0.0033835163,0.00011638477,0.000037592992,0.0006574451,0.00010606588,0.7328832],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99809724,0.00008336709,0.000037622176,0.00014409171,0.0004888521,0.0011487819],"domain_scores_gemma":[0.9980952,0.00007859911,0.000035350244,0.000019468267,0.00062823214,0.0011431741],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007270115,0.00051797676,0.00058610865,0.0024287964,0.018788394,0.007672298,0.001400337,0.0018782135,0.027205806],"category_scores_gemma":[0.0014125576,0.00042900047,0.0004381487,0.0045026247,0.0021425406,0.0015489307,0.0024483488,0.0033200067,0.0015878879],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011241731,0.0001953314,0.01238196,0.00038755816,0.000025900059,0.0016271976,0.019193167,0.00103122,0.000744354,0.31764135,0.35039273,0.2962668],"study_design_scores_gemma":[0.0000154658,0.000023167837,0.020045271,0.00039568727,0.000010105161,0.00023513888,0.013159408,0.0004638829,0.0003145339,0.0030195888,0.9622807,0.000036993013],"about_ca_topic_score_codex":0.99705076,"about_ca_topic_score_gemma":0.999134,"teacher_disagreement_score":0.14624576,"about_ca_system_score_codex":0.14624576,"about_ca_system_score_gemma":0.35378233,"threshold_uncertainty_score":0.9902339},"labels":[],"label_agreement":null},{"id":"W4213064673","doi":"10.5539/elt.v15n3p22","title":"The Effect of Planning on Accuracy in Verbal Agreement in L2 Oral Performance","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Task (project management); Thematic map; Affect (linguistics); Nonverbal communication; Task analysis; Thematic analysis; Cognitive psychology; Social psychology; Developmental psychology; Communication; Qualitative research","score_opus":0.012376583757346111,"score_gpt":0.26435575702655584,"score_spread":0.2519791732692097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213064673","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99069923,0.00011108495,0.0011321679,0.00006300996,0.000010962561,0.000035649013,0.00011812443,0.000087920525,0.0077418075],"genre_scores_gemma":[0.9983559,0.00004636962,0.000572182,0.000012791584,0.0000053377034,0.000026980384,0.00009625672,0.000030906034,0.00085323845],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.990989,0.004316756,0.0008254756,0.0012119937,0.0022406678,0.00041598885],"domain_scores_gemma":[0.85501474,0.116680704,0.015451442,0.0063510817,0.00483142,0.001670688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077244197,0.0004903593,0.00031434506,0.0008928754,0.0005008261,0.0026411442,0.0005951421,0.00057133037,0.0034857471],"category_scores_gemma":[0.08395632,0.00042741094,0.0003339018,0.0006872382,0.0014242777,0.0016914828,0.0018532975,0.0010189192,0.0007853946],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0046962714,0.0005197622,0.77904034,0.0003548678,0.0002565561,0.00097345386,0.049189027,0.0036126885,0.032702245,0.00077663787,0.00065797183,0.12722026],"study_design_scores_gemma":[0.000028754284,0.0011653869,0.9835285,0.000059937996,0.000044370765,0.0004362955,0.0061318204,0.0015083895,0.0056937267,0.00053640094,0.0008078672,0.000058546513],"about_ca_topic_score_codex":0.0056002242,"about_ca_topic_score_gemma":0.0033206712,"teacher_disagreement_score":0.0077244197,"about_ca_system_score_codex":0.00066704105,"about_ca_system_score_gemma":0.0005587808,"threshold_uncertainty_score":0.040851116},"labels":[],"label_agreement":null},{"id":"W4213133118","doi":"10.1111/lang.12486","title":"Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Stern; Courage; Psychology; Pace; Grammar; Ambiguity; Product (mathematics); Scale (ratio); Epistemology; Pedagogy; Mathematics education; Linguistics; Law","score_opus":0.0743993371660413,"score_gpt":0.3570845519046409,"score_spread":0.2826852147385996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213133118","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6550493,0.0015378193,0.07903226,0.018606719,0.00018323505,0.0009022036,0.000074041985,0.00018644889,0.2444279],"genre_scores_gemma":[0.9860049,0.00017561951,0.010511913,0.00042172507,0.000023614964,0.00024802345,0.000014240987,0.000044336837,0.0025556718],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.8614922,0.12024765,0.0028549682,0.0047152103,0.009138347,0.001551585],"domain_scores_gemma":[0.59154016,0.33701697,0.019852303,0.02764805,0.017737277,0.0062051993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.11183205,0.00037759327,0.00058084633,0.0033280253,0.006998452,0.019496351,0.0016383686,0.002175992,0.006407688],"category_scores_gemma":[0.23298028,0.0006066097,0.00039718696,0.0024703906,0.027664723,0.009595685,0.011571744,0.0034466556,0.0006285635],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005388622,0.00052271865,0.04487196,0.00042282435,0.00010736969,0.0008153161,0.4592533,0.0016937782,0.0013340302,0.37505922,0.0028424955,0.11253812],"study_design_scores_gemma":[0.00020022424,0.0006131977,0.04926126,0.0012336487,0.00009770144,0.0005157131,0.3714951,0.011121332,0.00318659,0.48018372,0.08187945,0.00021199894],"about_ca_topic_score_codex":0.0034749862,"about_ca_topic_score_gemma":0.0034091852,"teacher_disagreement_score":0.11183205,"about_ca_system_score_codex":0.0068895402,"about_ca_system_score_gemma":0.0067724,"threshold_uncertainty_score":0.5914315},"labels":[],"label_agreement":null},{"id":"W4213199811","doi":"10.1017/s0261444805223145","title":"Language learning","year":2005,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Psychology; Linguistics; Humanities; History; Art; Philosophy","score_opus":0.013092167398352431,"score_gpt":0.2597354807434557,"score_spread":0.24664331334510328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213199811","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004252787,0.019967362,0.008973543,0.013050383,0.004084648,0.00012777763,0.0034277558,0.0026656734,0.94345015],"genre_scores_gemma":[0.047405194,0.012154527,0.0074706073,0.0048844432,0.0010546227,0.00023131663,0.004317348,0.0009133926,0.9215685],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990965,0.00016886953,0.00009441517,0.0002879249,0.00026547938,0.00008673853],"domain_scores_gemma":[0.9983714,0.00033858474,0.00006934747,0.0004015639,0.0005634475,0.0002556447],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014589806,0.00090655277,0.00061791553,0.0008487894,0.001487829,0.0049902494,0.0013870847,0.001674931,0.3580292],"category_scores_gemma":[0.0037384115,0.0004061921,0.00059095846,0.0010829633,0.0011612999,0.0048862332,0.0037489168,0.0022871885,0.23954321],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071132665,0.000097696575,0.0012424346,0.00021791623,0.000021948224,0.00021385282,0.00073998194,0.00016852049,0.0006305904,0.03309114,0.4201281,0.54337674],"study_design_scores_gemma":[0.0000134082875,0.000037032594,0.0011004773,0.0001743411,0.000006887766,0.0002130859,0.00040770796,0.000112626105,0.00021951101,0.014177604,0.9835284,0.000008973262],"about_ca_topic_score_codex":0.0036846776,"about_ca_topic_score_gemma":0.0054475954,"teacher_disagreement_score":0.3580292,"about_ca_system_score_codex":0.0012143134,"about_ca_system_score_gemma":0.0018869495,"threshold_uncertainty_score":0.91569346},"labels":[],"label_agreement":null},{"id":"W4213261998","doi":"10.1017/cbo9780511667237","title":"Professional Development for Language Teachers","year":2005,"lang":"en","type":"book","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":560,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Mathematics education; Reflection (computer programming); Coaching; Context (archaeology); Professional development; Action research; Pedagogy; Computer science; Psychology","score_opus":0.03084703609879687,"score_gpt":0.2268569258548441,"score_spread":0.19600988975604722,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213261998","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005197191,0.019310769,0.018509315,0.023118801,0.0028023683,0.00017591068,0.00014549404,0.0008728227,0.92986727],"genre_scores_gemma":[0.028134225,0.009070423,0.024492655,0.003276962,0.00030212567,0.00020159062,0.00024157444,0.00020136409,0.93407905],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993424,0.00015196875,0.000031410927,0.000087310014,0.00027839356,0.00010848005],"domain_scores_gemma":[0.9990664,0.00016739685,0.00003918953,0.00010303879,0.00030758558,0.00031637395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000799277,0.000252274,0.00021099306,0.00037270164,0.0012914705,0.0019727703,0.0004811803,0.0008730644,0.028990159],"category_scores_gemma":[0.0018656754,0.00017865947,0.00014120103,0.00036880703,0.0007374335,0.0014236605,0.0023025833,0.0016455976,0.019743023],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009293573,0.0000902023,0.00029644702,0.00021746365,0.0000016309041,0.00014763614,0.0051840143,0.00008604373,0.0011402373,0.06534368,0.5208674,0.406616],"study_design_scores_gemma":[0.000002745912,0.000011648105,0.00035179735,0.00011902853,5.090163e-7,0.0002067257,0.0005085925,0.000039589526,0.00009063775,0.004878995,0.99378794,0.0000016460544],"about_ca_topic_score_codex":0.0013103574,"about_ca_topic_score_gemma":0.00436782,"teacher_disagreement_score":0.028990159,"about_ca_system_score_codex":0.0012231895,"about_ca_system_score_gemma":0.0036016686,"threshold_uncertainty_score":0.096981704},"labels":[],"label_agreement":null},{"id":"W4214573220","doi":"10.5430/wjel.v12n1p236","title":"Effectiveness of Korean Classical Novels’ Usage in an English as a Foreign Language Classroom","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Curiosity; Repertoire; Foreign language; Computer science; Linguistics; Psychology; Skepticism; Language acquisition; First language; Mathematics education; Social psychology; Epistemology; Philosophy","score_opus":0.01401183206614067,"score_gpt":0.2572595033404351,"score_spread":0.24324767127429445,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214573220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99581784,0.00012324825,0.00015818086,0.00005499123,0.00002084753,0.000041110867,0.000017224434,0.000027888353,0.0037385442],"genre_scores_gemma":[0.99393713,0.00031407832,0.0015687122,0.00006842724,0.000016195816,0.0000869557,0.000075580996,0.000023765111,0.0039090943],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9979359,0.00090997195,0.00013955496,0.00041643833,0.00043128897,0.0001669302],"domain_scores_gemma":[0.9940844,0.0028259703,0.0009672461,0.00041449614,0.0005326049,0.0011753766],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022816325,0.00060098874,0.0005831912,0.0005869435,0.0012277331,0.0025687572,0.0008804531,0.0006467335,0.0036519852],"category_scores_gemma":[0.0092915455,0.0002337798,0.00043198201,0.00029499765,0.00067959575,0.0014922702,0.0017694791,0.0006740081,0.00075557514],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0048014345,0.030067835,0.07697059,0.00381918,0.00033760892,0.0033655579,0.21781786,0.0010367701,0.11631853,0.004030735,0.008664927,0.532769],"study_design_scores_gemma":[0.0011039069,0.026917461,0.48453102,0.0012580391,0.0011352139,0.0037395116,0.28132924,0.0048215934,0.067608036,0.003970064,0.123149164,0.00043676625],"about_ca_topic_score_codex":0.00066540233,"about_ca_topic_score_gemma":0.0014977134,"teacher_disagreement_score":0.0036519852,"about_ca_system_score_codex":0.00060747005,"about_ca_system_score_gemma":0.00068341574,"threshold_uncertainty_score":0.012217104},"labels":[],"label_agreement":null},{"id":"W4214693875","doi":"10.5539/ijel.v12n2p78","title":"An Empirical Study on the Omission of Third-Person Singular -s in Writing","year":2022,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Morpheme; Mistake; Grammar; Third person; Psychology; China; Linguistics; Mathematics education; History; Philosophy; Political science; Law","score_opus":0.06194290666959832,"score_gpt":0.33964399975421466,"score_spread":0.2777010930846163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214693875","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99923503,0.000033472377,0.0000916612,0.000018929431,0.0000013944257,0.000006623616,0.000012896311,0.0000020654159,0.0005978446],"genre_scores_gemma":[0.9982834,0.00012542358,0.00030827566,0.000036734666,0.0000027532033,0.000012759173,0.00004820178,0.0000044705353,0.0011781158],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974037,0.0009306532,0.0003720556,0.00032530248,0.00075279566,0.0002155861],"domain_scores_gemma":[0.97831863,0.010989192,0.005351477,0.001075528,0.0034247264,0.0008404667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030739054,0.00028475132,0.00034001953,0.0016398184,0.0016887231,0.0013250344,0.00057407113,0.0004871278,0.0016402182],"category_scores_gemma":[0.018378286,0.00029359528,0.00014295515,0.001600603,0.0016224317,0.0014356313,0.0013014148,0.00070401875,0.0003800528],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017692421,0.00043222492,0.5392104,0.0002789994,0.000014309072,0.0015746106,0.4080607,0.00003100836,0.0096908985,0.00040085593,0.0002905346,0.03983861],"study_design_scores_gemma":[0.000012208955,0.0008580175,0.69519085,0.0001652041,0.000024318459,0.003387317,0.2817775,0.00035187486,0.010487211,0.00019073431,0.007507416,0.00004737598],"about_ca_topic_score_codex":0.0062787617,"about_ca_topic_score_gemma":0.014307042,"teacher_disagreement_score":0.0062787617,"about_ca_system_score_codex":0.00079072115,"about_ca_system_score_gemma":0.0014773401,"threshold_uncertainty_score":0.016256511},"labels":[],"label_agreement":null},{"id":"W4214736638","doi":"10.5430/wje.v12n1p45","title":"ELLs in Higher Education: Learning Strategy Use and Goal Orientation","year":2022,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Science Foundation of China University of Petroleum, Beijing; China University of Petroleum, Beijing","keywords":"Ell; Goal orientation; Psychology; Bachelor; Bachelor degree; Orientation (vector space); Mathematics education; Teaching method; Social psychology; Mathematics","score_opus":0.057869400614717056,"score_gpt":0.2970707379648929,"score_spread":0.23920133735017585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214736638","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99915147,0.00003679674,0.000041388772,0.000025115198,0.0000016819507,0.000004483145,0.000012275474,0.0000014260775,0.0007253206],"genre_scores_gemma":[0.99877626,0.00009123477,0.00013329358,0.00004316956,0.0000021752326,0.0000065609834,0.00006355755,0.0000016064969,0.0008822426],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995838,0.000080908765,0.00004708667,0.00003203981,0.00014676528,0.000109435],"domain_scores_gemma":[0.99755573,0.00031015364,0.0007642763,0.00005918268,0.00033697695,0.00097357447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009110312,0.00021578415,0.00022784596,0.0009595942,0.00042525376,0.001638722,0.00023809136,0.0003078801,0.0017780801],"category_scores_gemma":[0.002722136,0.00013960799,0.00024799377,0.00042599463,0.00036920066,0.0006053108,0.00092565786,0.00072311854,0.00038484088],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038770406,0.00059517956,0.9838721,0.00002744458,0.000028857146,0.00013819302,0.0034327325,0.00004506225,0.0011259393,0.0001588356,0.00016237154,0.010374613],"study_design_scores_gemma":[0.0000071217682,0.0002998555,0.98448575,0.000032720982,0.000016927199,0.00020163819,0.012864529,0.00022421996,0.00045991899,0.00023877446,0.0011557965,0.000012778854],"about_ca_topic_score_codex":0.0021298302,"about_ca_topic_score_gemma":0.005290581,"teacher_disagreement_score":0.0021298302,"about_ca_system_score_codex":0.00039374502,"about_ca_system_score_gemma":0.0005897212,"threshold_uncertainty_score":0.0059482455},"labels":[],"label_agreement":null},{"id":"W4220684855","doi":"10.5430/wjel.v12n1p313","title":"How Do EFL Learners Interact and Learn English Communication Skills during a Role-Play Strategy?","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; English as a foreign language; Psychology; Test (biology); Foreign language; Sample (material); Control (management); English language; Communication skills; Medical education; Computer science; Medicine","score_opus":0.008466676979811296,"score_gpt":0.23012358698799656,"score_spread":0.22165691000818527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220684855","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978331,0.00026858086,0.0002477884,0.00013115916,0.000008450358,0.000021100514,0.00001646403,0.0000058032,0.001467456],"genre_scores_gemma":[0.995122,0.00062536687,0.0010574682,0.00018378442,0.000013604718,0.00007495902,0.000058855367,0.0000050703047,0.0028587813],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99936587,0.00024310364,0.000029352534,0.000097375225,0.00015709848,0.00010724901],"domain_scores_gemma":[0.9981067,0.0008198296,0.00045181692,0.00006402604,0.00020612271,0.00035153073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011262611,0.00036156198,0.0003951167,0.0005852727,0.00045052188,0.0017240233,0.00047044328,0.0008607419,0.0016360196],"category_scores_gemma":[0.0052465927,0.00015443847,0.00022848052,0.00017786838,0.00045965737,0.0012319232,0.000491399,0.00041751371,0.00078705297],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007892477,0.010026558,0.52665216,0.00083902077,0.00016313682,0.0022427668,0.10763344,0.00028692116,0.03614569,0.000869468,0.0017501703,0.31260145],"study_design_scores_gemma":[0.00020085854,0.0055513196,0.7669221,0.00041871142,0.00022321989,0.0038596778,0.18878968,0.0014035519,0.009644332,0.0015637861,0.021322343,0.00010046697],"about_ca_topic_score_codex":0.0006610511,"about_ca_topic_score_gemma":0.0012026225,"teacher_disagreement_score":0.0017240233,"about_ca_system_score_codex":0.0002537731,"about_ca_system_score_gemma":0.00034651332,"threshold_uncertainty_score":0.005956292},"labels":[],"label_agreement":null},{"id":"W4220726771","doi":"10.5406/21567417.66.1.09","title":"Motivating Traditional Musicians to Learn a Heritage Language in Gaelic Nova Scotia","year":2022,"lang":"en","type":"article","venue":"Ethnomusicology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Nova scotia; Fluency; Heritage language; Isolation (microbiology); Cultural heritage; Musical; Sociology; Linguistics; Psychology; History; Visual arts; Pedagogy; Art; Mathematics education; Ethnology; Archaeology","score_opus":0.0852078483789449,"score_gpt":0.2746902021019433,"score_spread":0.18948235372299838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220726771","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972683,0.000026496364,0.000036796348,0.00023112094,0.0000055644105,0.000021947579,0.0000054652633,0.0000015732033,0.0024027287],"genre_scores_gemma":[0.99804175,0.000034263438,0.000106734115,0.000151117,0.0000019882734,0.0000136406925,0.0000056794524,0.0000017288297,0.001643018],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989641,0.00035833273,0.000018066443,0.00007642729,0.00008347205,0.0004995882],"domain_scores_gemma":[0.9981041,0.00046845837,0.00012905206,0.00003463816,0.00017310017,0.0010905807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015060052,0.0002407723,0.00022956535,0.0006491944,0.006911538,0.0017259693,0.00060449616,0.0005549893,0.0023975018],"category_scores_gemma":[0.0019742777,0.00017415533,0.00009128963,0.0003984563,0.0034654303,0.000391632,0.0027468724,0.00086827215,0.00025037193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034104384,0.00059003907,0.107527524,0.0001774114,0.000015534031,0.004872072,0.8349674,0.0002462289,0.014573494,0.0016253232,0.002730498,0.032333415],"study_design_scores_gemma":[0.000020960699,0.00017588379,0.07150274,0.0000850529,0.000005688047,0.00017996671,0.91875774,0.00014601457,0.00076952495,0.0001766298,0.008163378,0.00001648241],"about_ca_topic_score_codex":0.30583036,"about_ca_topic_score_gemma":0.6912728,"teacher_disagreement_score":0.69416964,"about_ca_system_score_codex":0.007126717,"about_ca_system_score_gemma":0.00939279,"threshold_uncertainty_score":0.6081004},"labels":[],"label_agreement":null},{"id":"W4220916623","doi":"10.5539/ijel.v12n3p58","title":"The Role of Teaching Methodology and Teacher Personality in English Language Teaching","year":2022,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Personality; Psychology; Politeness; Mathematics education; Class (philosophy); Sarcasm; Big Five personality traits; Teaching method; Language education; Pedagogy; Social psychology; Computer science; Linguistics","score_opus":0.034009552219925805,"score_gpt":0.31592478642099786,"score_spread":0.28191523420107206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220916623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99355984,0.0005234191,0.0012567313,0.0004171344,0.000031176678,0.0000324167,0.000009249179,0.000008221419,0.0041618356],"genre_scores_gemma":[0.99890494,0.00013922671,0.00041175223,0.00003789376,0.0000072542966,0.000012423316,0.0000039271054,0.0000031930917,0.0004792386],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99040645,0.0072554755,0.00040915358,0.0003223418,0.0010153787,0.00059126463],"domain_scores_gemma":[0.97262293,0.016880693,0.0047215857,0.0007046203,0.0017064796,0.0033636994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007314222,0.00015738058,0.0002400963,0.0008978268,0.001835432,0.0030998676,0.00032979724,0.00037789092,0.00091687177],"category_scores_gemma":[0.0214735,0.0002157459,0.00019753372,0.0005663902,0.0017443375,0.0009607615,0.0011798762,0.00070369674,0.00012884152],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030319928,0.0007519463,0.64484537,0.00039587053,0.00011266621,0.0014248778,0.25097525,0.0003301149,0.003575893,0.0030110185,0.0006363496,0.09363735],"study_design_scores_gemma":[0.00005515168,0.0008882798,0.80515915,0.00030496687,0.00007004849,0.0021483565,0.17703705,0.0015007838,0.0010042364,0.0022422625,0.009509529,0.00008016636],"about_ca_topic_score_codex":0.002278604,"about_ca_topic_score_gemma":0.0031877568,"teacher_disagreement_score":0.007314222,"about_ca_system_score_codex":0.0013637824,"about_ca_system_score_gemma":0.0018869154,"threshold_uncertainty_score":0.038681746},"labels":[],"label_agreement":null},{"id":"W4220943352","doi":"10.1075/itl.21002.ady","title":"Exploring underlying elements of the motivational self system among learners in two instructional contexts","year":2022,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Psychology; Identity (music); Value (mathematics); Exploratory research; English as a second language; English language; Language acquisition; Pedagogy; Process (computing); Mathematics education; Social psychology; Sociology; Computer science","score_opus":0.09769501830751542,"score_gpt":0.29585378356092557,"score_spread":0.19815876525341014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220943352","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99262357,0.00006556705,0.0005215617,0.00017729614,0.0000037571301,0.00003332726,0.000013585283,0.000004802602,0.0065565994],"genre_scores_gemma":[0.9993088,0.000025793406,0.00023700701,0.000016658845,5.947617e-7,0.000010411366,0.000008878432,0.0000014494512,0.00039035402],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988263,0.0003605404,0.000030931922,0.00012578114,0.0003588188,0.00029745762],"domain_scores_gemma":[0.99828666,0.00052408455,0.00027038436,0.00007647692,0.000434684,0.00040759286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021530113,0.0001981041,0.00023930347,0.0018745261,0.0045465776,0.0034367316,0.00069711206,0.00037642717,0.0013800596],"category_scores_gemma":[0.003327959,0.00017566918,0.00017626683,0.0009853143,0.007209549,0.000723336,0.0024301081,0.0007887058,0.00006724745],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007308182,0.00019124763,0.23849693,0.000115773095,0.000020297612,0.00037646343,0.6932962,0.00012038737,0.0046657138,0.027798107,0.00044494995,0.03440086],"study_design_scores_gemma":[0.000007676218,0.00007382905,0.45294753,0.00008362417,0.000018125416,0.0001690486,0.53067446,0.00062549324,0.00094304554,0.003879447,0.010537395,0.000040286497],"about_ca_topic_score_codex":0.2283189,"about_ca_topic_score_gemma":0.33521137,"teacher_disagreement_score":0.2283189,"about_ca_system_score_codex":0.008615646,"about_ca_system_score_gemma":0.01001644,"threshold_uncertainty_score":0.45397985},"labels":[],"label_agreement":null},{"id":"W4220946708","doi":"10.1080/07908318.2022.2048003","title":"Mobilising dilemmatic subject positions: a discourse analysis of an Asian Canadian assistant language teacher’s narrative","year":2022,"lang":"en","type":"article","venue":"Language Culture and Curriculum","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Ideology; Subject (documents); Sociology; Critical discourse analysis; Identity (music); Narrative; Gender studies; Racism; Narrative inquiry; Legitimacy; Dilemma; Pedagogy; Linguistics; Political science; Politics; Epistemology; Aesthetics","score_opus":0.007991659487171478,"score_gpt":0.26591909315485107,"score_spread":0.2579274336676796,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220946708","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92294955,0.0014416939,0.0029536649,0.011002358,0.00034464902,0.00021719439,0.00032996546,0.000068368274,0.06069257],"genre_scores_gemma":[0.98037416,0.0011061557,0.0018613351,0.001139901,0.00006617745,0.000107662534,0.00014607194,0.00010767907,0.015090862],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9901023,0.0045760553,0.00027211598,0.0010159323,0.0022534512,0.0017802209],"domain_scores_gemma":[0.98472923,0.007944709,0.0008336777,0.00034744773,0.0030936415,0.003051235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009153321,0.0017491041,0.0011945314,0.005210324,0.051073562,0.015250577,0.004099024,0.0048035257,0.0036614516],"category_scores_gemma":[0.017596435,0.00084685086,0.000602894,0.005306522,0.030564556,0.005678585,0.009189686,0.0076756673,0.0004907776],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009756874,0.000007413328,0.00037355113,0.000019392573,0.0000013737179,0.00044106474,0.9952297,0.000020045423,0.00022015034,0.0022328936,0.0006079906,0.0008367835],"study_design_scores_gemma":[0.0000016855455,0.000006181106,0.00043933032,0.00006204189,0.0000034928346,0.00013174865,0.9769669,0.00007149345,0.00013134093,0.00019723152,0.021972807,0.000015739528],"about_ca_topic_score_codex":0.8175878,"about_ca_topic_score_gemma":0.8915209,"teacher_disagreement_score":0.8175878,"about_ca_system_score_codex":0.07725568,"about_ca_system_score_gemma":0.062751845,"threshold_uncertainty_score":0.56053185},"labels":[],"label_agreement":null},{"id":"W4220953964","doi":"10.5430/wjel.v12n1p301","title":"The Effect of Using Personal Experience Journals on Writing Fluency and Writing Anxiety of Al-Aqsa University EFL Students","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Anxiety; Test (biology); Foreign language; Mathematics education; Second language writing; Journal writing; English as a foreign language; Pedagogy; Medical education; Linguistics; Second language; Teaching method; Medicine","score_opus":0.015584218872136393,"score_gpt":0.2821678643083656,"score_spread":0.2665836454362292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220953964","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928623,0.0000623207,0.000026508385,0.00004743411,0.000005231567,0.00000551304,0.0000064191663,0.0000026278738,0.0005577794],"genre_scores_gemma":[0.9992403,0.000092518916,0.00007995392,0.00005388553,0.0000092482,0.000010543892,0.000012683019,0.0000016377261,0.00049925497],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99842936,0.000551289,0.00020793953,0.00010447733,0.00044185042,0.0002651506],"domain_scores_gemma":[0.98309916,0.0067573367,0.0050371187,0.00044040283,0.0015513789,0.0031145648],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014127116,0.00034797785,0.00035330906,0.0007983871,0.00082713796,0.0025925336,0.00025031346,0.00043227882,0.002579287],"category_scores_gemma":[0.013728872,0.00017152786,0.0004301481,0.00039751368,0.0007907038,0.0007566095,0.0008369245,0.0009419,0.00030793884],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007997346,0.0045357984,0.8424088,0.00036905735,0.00014853345,0.0013189784,0.053586703,0.00012332905,0.011630761,0.00018134335,0.0005909602,0.084305964],"study_design_scores_gemma":[0.000046968566,0.0035179276,0.930574,0.00012232979,0.0001104023,0.0008878983,0.060411617,0.00019569452,0.002349453,0.00020678471,0.0015172336,0.000059678277],"about_ca_topic_score_codex":0.0007253333,"about_ca_topic_score_gemma":0.0012138399,"teacher_disagreement_score":0.0025925336,"about_ca_system_score_codex":0.00031125286,"about_ca_system_score_gemma":0.0006368039,"threshold_uncertainty_score":0.008628607},"labels":[],"label_agreement":null},{"id":"W4220993324","doi":"10.37213/cjal.2022.31466","title":"Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Psychology; Morpheme; Copula (linguistics); Second-language acquisition; Linguistics; Mathematics education; Computer science; Natural language processing","score_opus":0.020694541284487358,"score_gpt":0.24112522177403192,"score_spread":0.22043068048954456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220993324","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99957186,0.000016722624,0.000121862024,0.000006801431,4.286229e-7,0.0000035620963,0.000010872926,0.0000019052367,0.00026600872],"genre_scores_gemma":[0.9984969,0.000056524656,0.0005559064,0.0000075237444,8.2462867e-7,0.000009322954,0.000046755995,0.0000049253485,0.0008212983],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992292,0.00028114495,0.000076724245,0.00016346655,0.00017690478,0.00007264243],"domain_scores_gemma":[0.99671364,0.001731139,0.0005920848,0.00024057715,0.0004909639,0.00023162615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011524672,0.00032479176,0.0003439432,0.00052470283,0.0006349815,0.0011159234,0.00035065683,0.0003609961,0.0015524331],"category_scores_gemma":[0.004689281,0.00032369036,0.00016177054,0.0002805807,0.00076414633,0.0005668117,0.00086578255,0.000511284,0.0004396501],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000387661,0.00041520645,0.4228213,0.0003325667,0.000034102148,0.0034189264,0.27706704,0.00037676696,0.2329581,0.0006742075,0.00023087315,0.06128334],"study_design_scores_gemma":[0.000026128722,0.0022361916,0.7295767,0.0001396398,0.00004367691,0.007184608,0.1776322,0.0022115351,0.07415177,0.00085711404,0.005823457,0.000116932526],"about_ca_topic_score_codex":0.0033804527,"about_ca_topic_score_gemma":0.0044993022,"teacher_disagreement_score":0.0033804527,"about_ca_system_score_codex":0.00034878874,"about_ca_system_score_gemma":0.00059809873,"threshold_uncertainty_score":0.006721556},"labels":[],"label_agreement":null},{"id":"W4221092704","doi":"10.5539/elt.v15n4p6","title":"The Effectiveness of Mnemonic Devices for ESL Vocabulary Retention","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mnemonic; Vocabulary; Psychology; Vocabulary development; Teaching method; Process (computing); Mathematics education; Linguistics; Computer science; Cognitive psychology","score_opus":0.013459857981370196,"score_gpt":0.24672826815635063,"score_spread":0.23326841017498043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221092704","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99498427,0.00027782127,0.0007746111,0.00009512421,0.000025409394,0.00006712448,0.00002885265,0.0000724718,0.0036743283],"genre_scores_gemma":[0.99351126,0.000308915,0.0030638492,0.000057594785,0.000019463738,0.000077220204,0.000055809847,0.000027201517,0.0028787018],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99853075,0.00058346736,0.0001834695,0.00016354166,0.00042739502,0.00011133583],"domain_scores_gemma":[0.9900692,0.00684494,0.0011041359,0.0006542028,0.00075515,0.0005723777],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017827096,0.00027976197,0.00027566968,0.0005461664,0.0003532902,0.0011712203,0.0006168495,0.00040443233,0.0038630038],"category_scores_gemma":[0.020520316,0.00011114501,0.00021251418,0.00019034016,0.00033246764,0.00119496,0.0009818615,0.0005010993,0.00048336823],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0037623404,0.010420457,0.06459931,0.0014292381,0.00016690524,0.00027142055,0.008391675,0.00059608207,0.078665204,0.001057325,0.0012474022,0.8293926],"study_design_scores_gemma":[0.0010255567,0.07865978,0.5878243,0.0017029715,0.0013910773,0.0019920152,0.018817956,0.0073608477,0.25693786,0.0026197548,0.041402355,0.0002654359],"about_ca_topic_score_codex":0.00052839227,"about_ca_topic_score_gemma":0.0007597223,"teacher_disagreement_score":0.0038630038,"about_ca_system_score_codex":0.00020112954,"about_ca_system_score_gemma":0.00043966397,"threshold_uncertainty_score":0.012923062},"labels":[],"label_agreement":null},{"id":"W4221102776","doi":"10.5539/elt.v15n4p23","title":"A Corpus-Based Study of the Use of Temporal Markers in English Writing of Thai EFL Writers","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Newspaper; Psychology; Corpus linguistics; Statistical analysis; Linguistics; British National Corpus; Sociology; Statistics","score_opus":0.030628412239880082,"score_gpt":0.24825203590027142,"score_spread":0.21762362366039134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221102776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851197,0.00011743551,0.00023601222,0.000014568155,0.000003992234,0.000043289216,0.00011374351,0.000002226631,0.00095677935],"genre_scores_gemma":[0.9975902,0.0002990774,0.0010036682,0.000021682086,0.0000074645845,0.00013642333,0.0003016333,0.0000058796854,0.00063393236],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990969,0.00031957403,0.00016577072,0.00014626687,0.0002273141,0.000044144705],"domain_scores_gemma":[0.9899648,0.0055303355,0.0021263591,0.0003625734,0.0015947216,0.0004212856],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012132608,0.00015820283,0.00023483158,0.0027241288,0.0013349156,0.0011163066,0.00024996596,0.00025859821,0.0016859167],"category_scores_gemma":[0.009244103,0.00015640637,0.00009758793,0.0026837883,0.0006799841,0.0009150949,0.00087424484,0.0003219837,0.00022128977],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040268913,0.0008384094,0.46623883,0.0015834378,0.00005318153,0.0027593717,0.41781908,0.00016254408,0.015168459,0.00057062774,0.0011707394,0.093232624],"study_design_scores_gemma":[0.00002998276,0.000453872,0.8111917,0.00030482048,0.000062839164,0.003027105,0.17136395,0.00055259897,0.0035635084,0.00019342169,0.009201262,0.000055017717],"about_ca_topic_score_codex":0.0030378872,"about_ca_topic_score_gemma":0.007903518,"teacher_disagreement_score":0.0030378872,"about_ca_system_score_codex":0.00036701234,"about_ca_system_score_gemma":0.00057603774,"threshold_uncertainty_score":0.00641644},"labels":[],"label_agreement":null},{"id":"W4221116696","doi":"10.5539/elt.v15n4p75","title":"A Corpus-Based Study of the Use of Temporal Markers in English Writing of Thai EFL Writers","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Newspaper; Psychology; Corpus linguistics; Statistical analysis; Linguistics; Natural language processing; Computer science; Sociology; Statistics","score_opus":0.030628412239880082,"score_gpt":0.24825203590027142,"score_spread":0.21762362366039134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221116696","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851197,0.00011743551,0.00023601222,0.000014568155,0.000003992234,0.000043289216,0.00011374351,0.000002226631,0.00095677935],"genre_scores_gemma":[0.9975902,0.0002990774,0.0010036682,0.000021682086,0.0000074645845,0.00013642333,0.0003016333,0.0000058796854,0.00063393236],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990969,0.00031957403,0.00016577072,0.00014626687,0.0002273141,0.000044144705],"domain_scores_gemma":[0.9899648,0.0055303355,0.0021263591,0.0003625734,0.0015947216,0.0004212856],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012132608,0.00015820283,0.00023483158,0.0027241288,0.0013349156,0.0011163066,0.00024996596,0.00025859821,0.0016859167],"category_scores_gemma":[0.009244103,0.00015640637,0.00009758793,0.0026837883,0.0006799841,0.0009150949,0.00087424484,0.0003219837,0.00022128977],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040268913,0.0008384094,0.46623883,0.0015834378,0.00005318153,0.0027593717,0.41781908,0.00016254408,0.015168459,0.00057062774,0.0011707394,0.093232624],"study_design_scores_gemma":[0.00002998276,0.000453872,0.8111917,0.00030482048,0.000062839164,0.003027105,0.17136395,0.00055259897,0.0035635084,0.00019342169,0.009201262,0.000055017717],"about_ca_topic_score_codex":0.0030378872,"about_ca_topic_score_gemma":0.007903518,"teacher_disagreement_score":0.0030378872,"about_ca_system_score_codex":0.00036701234,"about_ca_system_score_gemma":0.00057603774,"threshold_uncertainty_score":0.00641644},"labels":[],"label_agreement":null},{"id":"W4224223244","doi":"10.1075/sar.21006.mat","title":"The impact of predeparture instruction on pragmatic development during study abroad","year":2022,"lang":"en","type":"article","venue":"Study Abroad Research in Second Language Acquisition and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Ryukoku University","keywords":"Realization (probability); Test (biology); Intervention (counseling); Context (archaeology); Study abroad; Mathematics education; Psychology; Metacognition; Inductive method; Pedagogy; Linguistics; Teaching method; Cognition; Mathematics","score_opus":0.03908561060625502,"score_gpt":0.42173740361507184,"score_spread":0.3826517930088168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224223244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988888,0.000038877828,0.00020603453,0.000052992324,0.000007712605,0.00007506845,0.0000053807703,0.000019238634,0.0007058457],"genre_scores_gemma":[0.99642867,0.00012512085,0.0022149042,0.000041325377,0.00001046291,0.00022514109,0.000026162379,0.00000428847,0.0009238684],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991351,0.00037500108,0.000050244926,0.00009224092,0.00013936614,0.00020806608],"domain_scores_gemma":[0.9969547,0.001115268,0.00036839276,0.0002224431,0.0002628507,0.0010762392],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012987019,0.00051748106,0.00059773686,0.00049226184,0.00084922946,0.0005776401,0.0005305874,0.00047524917,0.002135757],"category_scores_gemma":[0.0049123866,0.00019717393,0.00028259528,0.00018374146,0.00053478894,0.0003986432,0.0014391334,0.0010173367,0.00027416096],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00626048,0.105685934,0.05330507,0.0014915727,0.00009927255,0.0020417254,0.04534507,0.00094716804,0.05880195,0.0007779829,0.0018797154,0.72336406],"study_design_scores_gemma":[0.003144563,0.10068208,0.76766384,0.0008530922,0.0004356587,0.0019853506,0.0413533,0.003067434,0.057992544,0.0018458364,0.02074509,0.00023122327],"about_ca_topic_score_codex":0.0013082636,"about_ca_topic_score_gemma":0.0026692953,"teacher_disagreement_score":0.002135757,"about_ca_system_score_codex":0.00042071517,"about_ca_system_score_gemma":0.0015388085,"threshold_uncertainty_score":0.007144809},"labels":[],"label_agreement":null},{"id":"W4224269041","doi":"10.5539/ijel.v12n3p76","title":"The Role of Motivation and Gender in English Language Learning for Saudi Students","year":2022,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English language; Affect (linguistics); Psychology; Variety (cybernetics); Chart; Language acquisition; Qualitative property; Motivation to learn; Mathematics education; Qualitative research; Sociology; Computer science; Social science","score_opus":0.022566019431628666,"score_gpt":0.29119914784241496,"score_spread":0.2686331284107863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224269041","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996669,0.00024121927,0.0000857536,0.00027907733,0.000009796839,0.0000061870965,0.000008721328,0.00000163659,0.0026987558],"genre_scores_gemma":[0.9993926,0.00006984759,0.000052889365,0.000028189264,0.0000024780816,0.0000037817306,0.0000039078413,0.0000010075603,0.00044525036],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99856794,0.0006893785,0.00006333919,0.00008286806,0.00029045946,0.00030602948],"domain_scores_gemma":[0.9957443,0.001375878,0.0010948377,0.000075038726,0.00054409355,0.0011658571],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022751724,0.00017879425,0.00023574597,0.0006270855,0.0015961302,0.0027730404,0.0003143534,0.00039124,0.0022267618],"category_scores_gemma":[0.0060150283,0.00010526895,0.00027741244,0.00029901907,0.0010120445,0.00072485476,0.0013922415,0.00050255796,0.00018342357],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037114084,0.00056910346,0.8008746,0.0001768846,0.00006538828,0.0006822777,0.11981093,0.00011820759,0.002189021,0.0040197405,0.00077882904,0.0703438],"study_design_scores_gemma":[0.000013076623,0.00036776133,0.79264337,0.00018506985,0.00004299149,0.00038341348,0.19748448,0.00053255755,0.0006099165,0.0012882936,0.0064023053,0.00004678415],"about_ca_topic_score_codex":0.0048492695,"about_ca_topic_score_gemma":0.0099044815,"teacher_disagreement_score":0.0048492695,"about_ca_system_score_codex":0.0011192823,"about_ca_system_score_gemma":0.0017710794,"threshold_uncertainty_score":0.01203239},"labels":[],"label_agreement":null},{"id":"W4224278600","doi":"10.5430/wje.v12n2p1","title":"Exploring Negotiation Pedagogy of EFL Writing Teachers in the Saudi Context","year":2022,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Negotiation; Meaning (existential); Thematic analysis; Context (archaeology); Psychology; Pedagogy; Qualitative research; Mathematics education; Semi-structured interview; Subject (documents); Teaching method; Data collection; English as a foreign language; Computer science; Sociology","score_opus":0.133980768002008,"score_gpt":0.3265072846800339,"score_spread":0.19252651667802592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224278600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9831371,0.0011374272,0.0021100712,0.0015325745,0.000048608035,0.000051310166,0.000008701603,0.000018420276,0.011955838],"genre_scores_gemma":[0.9969811,0.0003818747,0.00077635515,0.00015891557,0.000009298766,0.000015594022,0.000005133895,0.000009131547,0.0016627469],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995481,0.002531155,0.00026844346,0.0003249793,0.0008021391,0.0005923482],"domain_scores_gemma":[0.9938852,0.002943775,0.0013542963,0.00022989557,0.0007592362,0.00082754],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046468875,0.0003433545,0.0005203938,0.0010668066,0.0064320383,0.0058685816,0.0008533697,0.0012516505,0.0021812962],"category_scores_gemma":[0.010696034,0.00037521424,0.00023309475,0.00078795716,0.0033765868,0.0035672926,0.0032500017,0.0020777835,0.00044263323],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037288504,0.0001860615,0.017232267,0.0002099745,0.000006481952,0.0017445539,0.9495068,0.000052704305,0.003010396,0.0028276467,0.00043067947,0.024755092],"study_design_scores_gemma":[0.0000118717735,0.00007535095,0.009465835,0.0002031149,0.000007743684,0.001031363,0.9672876,0.0003734455,0.0008555953,0.0013355971,0.019332852,0.000019710646],"about_ca_topic_score_codex":0.0036286025,"about_ca_topic_score_gemma":0.00594956,"teacher_disagreement_score":0.0064320383,"about_ca_system_score_codex":0.002605774,"about_ca_system_score_gemma":0.0038291446,"threshold_uncertainty_score":0.024575353},"labels":[],"label_agreement":null},{"id":"W4224279718","doi":"10.5430/wjel.v12n4p1","title":"Editorial: Adnvanced Teaching and Research in English Language Studies","year":2022,"lang":"en","type":"editorial","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Reading (process); Computer science; Linguistics; English language; Literacy; Applied linguistics; Systemic functional linguistics; Language education; Psychology; Pedagogy; Philosophy; Communication","score_opus":0.03141441434419132,"score_gpt":0.3459940781125016,"score_spread":0.31457966376831026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224279718","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000014383088,0.0020597049,0.00004443009,0.010986539,0.9857145,0.000026718668,0.000040933297,0.000029532845,0.0010832248],"genre_scores_gemma":[0.00020662544,0.0026676992,0.000080101374,0.010741768,0.9787552,0.000048072903,0.0000406633,0.000029644549,0.007430334],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9917495,0.0013735049,0.0009528528,0.00093401136,0.004522103,0.0004680086],"domain_scores_gemma":[0.96594685,0.012486393,0.001888169,0.00089867256,0.014117189,0.004662808],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010296505,0.0048784954,0.005345408,0.0068935542,0.005706589,0.011240781,0.0050272853,0.014282652,0.026459165],"category_scores_gemma":[0.031754136,0.0014186997,0.0031653212,0.0034078197,0.003361206,0.00607468,0.002468664,0.01758951,0.016914818],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025352192,0.000011335174,0.000016500211,0.00019699722,0.000008783545,0.00005468178,0.00001033894,0.000013314768,0.00002981506,0.00013631083,0.9962792,0.0032174161],"study_design_scores_gemma":[0.00010682721,0.0000332715,0.00033045857,0.00101454,0.000051727035,0.00018552963,0.00006432483,0.00013317652,0.000078755176,0.0008809292,0.99710006,0.000020416232],"about_ca_topic_score_codex":0.003268035,"about_ca_topic_score_gemma":0.010881866,"teacher_disagreement_score":0.026459165,"about_ca_system_score_codex":0.0055777933,"about_ca_system_score_gemma":0.005757497,"threshold_uncertainty_score":0.088514686},"labels":[],"label_agreement":null},{"id":"W4224282546","doi":"10.1558/slte.21881","title":"Operationalizing reflective practice in second language teacher education (SLTE)","year":2022,"lang":"en","type":"article","venue":"Second Language Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Operationalization; Reflection (computer programming); Confusion; Reflective practice; Teacher education; Engineering ethics; Field (mathematics); Pedagogy; Sociology; Mathematics education; Psychology; Epistemology; Computer science; Engineering; Philosophy","score_opus":0.016965766543144297,"score_gpt":0.3238484444787738,"score_spread":0.3068826779356295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224282546","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2722065,0.007455409,0.4855431,0.029267313,0.0011610391,0.0014361277,0.00008141636,0.0004768223,0.20237228],"genre_scores_gemma":[0.9063406,0.0011540839,0.0892541,0.00087537395,0.00007521095,0.0006722711,0.000042480857,0.000033940927,0.0015519134],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.89785105,0.08001388,0.0068508373,0.003501569,0.009256321,0.002526291],"domain_scores_gemma":[0.90362984,0.064967275,0.011654365,0.006407248,0.010182785,0.0031585542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05192723,0.0006237437,0.0005375453,0.0037360217,0.0026113542,0.014151176,0.0017338803,0.0035371399,0.0011197489],"category_scores_gemma":[0.077862024,0.0003952621,0.0006361218,0.0031351622,0.036189508,0.013950213,0.01523925,0.00391596,0.00028658236],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043445718,0.000238941,0.011296348,0.0007823277,0.00004068143,0.00030138908,0.23139706,0.0014228107,0.0012953284,0.65528375,0.0012027983,0.09669515],"study_design_scores_gemma":[0.000067631176,0.0005077769,0.013698806,0.0043495386,0.00006176551,0.0016386721,0.2932225,0.005862907,0.0030700793,0.59065646,0.08671887,0.00014494873],"about_ca_topic_score_codex":0.0017962671,"about_ca_topic_score_gemma":0.0013585336,"teacher_disagreement_score":0.05192723,"about_ca_system_score_codex":0.0053807152,"about_ca_system_score_gemma":0.010073939,"threshold_uncertainty_score":0.2746207},"labels":[],"label_agreement":null},{"id":"W4224287296","doi":"10.5539/elt.v15n5p69","title":"Levels of Enjoyment in Class Are Closely Related to Improved English Proficiency","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Affect (linguistics); Foreign language; Language proficiency; Class (philosophy); Anxiety; Mathematics education; Pedagogy","score_opus":0.016257131475104068,"score_gpt":0.25142545673120265,"score_spread":0.23516832525609857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224287296","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99890435,0.000044436016,0.0001413888,0.000015927217,0.0000027118635,0.0000073114325,0.00003483635,0.0000060319467,0.0008429874],"genre_scores_gemma":[0.99924445,0.00003914702,0.000115402116,0.000007975804,0.00000570366,0.00000768284,0.00009260873,0.0000023470968,0.00048464446],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999579,0.00006743973,0.000045484365,0.000056545025,0.0001419036,0.00010952876],"domain_scores_gemma":[0.99576616,0.00064448174,0.0018746164,0.00015527745,0.00039185066,0.0011676402],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045099988,0.00026480202,0.00023710277,0.00050295144,0.00028363988,0.000680494,0.0002063845,0.0001945119,0.0030955211],"category_scores_gemma":[0.0034476635,0.00012990602,0.0003494791,0.0002136554,0.00031861893,0.00028331284,0.0006428693,0.0005123475,0.00032815352],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008206277,0.00025591344,0.98476845,0.00002842192,0.00006658409,0.00008709184,0.0006657673,0.00005848179,0.0024933675,0.000027105234,0.00010407814,0.011362678],"study_design_scores_gemma":[8.347193e-7,0.00006172016,0.99952126,0.0000014034674,0.0000046098753,0.000026997093,0.00017450486,0.000028981476,0.00009922119,0.00000707419,0.000070966875,0.0000023833202],"about_ca_topic_score_codex":0.0012488556,"about_ca_topic_score_gemma":0.0029349644,"teacher_disagreement_score":0.0030955211,"about_ca_system_score_codex":0.00020376514,"about_ca_system_score_gemma":0.00016278468,"threshold_uncertainty_score":0.010355532},"labels":[],"label_agreement":null},{"id":"W4225160197","doi":"10.5539/elt.v15n5p120","title":"Syllabus Development on Writing English News Stories for Kasetsart University Students, Thailand","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Kasetsart University","keywords":"Syllabus; Context (archaeology); Psychology; College English; Curriculum; Sociology; Mathematics education; Pedagogy; History","score_opus":0.01804547250423646,"score_gpt":0.24869052976142927,"score_spread":0.2306450572571928,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225160197","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88785,0.00038606586,0.032486282,0.0009167818,0.0006104201,0.011074931,0.0029449507,0.0016219162,0.06210883],"genre_scores_gemma":[0.61418706,0.0016485316,0.2537526,0.00043753555,0.00024725782,0.017847136,0.013175036,0.0007198499,0.09798493],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988894,0.00034690567,0.00013645634,0.00012563576,0.00034441354,0.00015726066],"domain_scores_gemma":[0.99369335,0.0012033685,0.00048494755,0.00019029398,0.0025557452,0.0018723124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019351919,0.00068565767,0.00036428383,0.002059841,0.0015224976,0.0016363498,0.0005883589,0.00034788714,0.011329249],"category_scores_gemma":[0.0066193487,0.00039581943,0.00032642737,0.0011196625,0.00037657414,0.0006851651,0.0021008083,0.00085878646,0.0040300903],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006507312,0.0065870574,0.03753087,0.0018100829,0.000019573583,0.0034994064,0.037776623,0.0018097461,0.074416004,0.0029538886,0.055422377,0.7775236],"study_design_scores_gemma":[0.00037946328,0.0045332103,0.3027243,0.0017944588,0.00008617999,0.002207065,0.043870132,0.009508244,0.100867584,0.0040578796,0.5296864,0.00028517208],"about_ca_topic_score_codex":0.003113722,"about_ca_topic_score_gemma":0.009738785,"teacher_disagreement_score":0.011329249,"about_ca_system_score_codex":0.0015997224,"about_ca_system_score_gemma":0.0054312586,"threshold_uncertainty_score":0.03790015},"labels":[],"label_agreement":null},{"id":"W4225264036","doi":"10.1080/13670050.2022.2069460","title":"Translanguaging drama: embracing learners’ <i>perezhivanie</i> for embodiment of the repertoire","year":2022,"lang":"en","type":"article","venue":"International Journal of Bilingual Education and Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Translanguaging; Repertoire; Drama; Linguistics; Agency (philosophy); Sociology; Language acquisition; Creativity; Meaning (existential); Psychology; Pedagogy; Visual arts","score_opus":0.019590030329494534,"score_gpt":0.2991346949160234,"score_spread":0.2795446645865289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225264036","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8189331,0.0011787367,0.012179529,0.0032041797,0.0001860717,0.00010743954,0.00009464341,0.00023915878,0.16387719],"genre_scores_gemma":[0.9803274,0.00049026456,0.0040403116,0.00031272587,0.000017751694,0.000069061716,0.000036419806,0.000055343447,0.014650639],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99943,0.0002725953,0.000017009363,0.000065890155,0.00008914785,0.00012538636],"domain_scores_gemma":[0.9994367,0.00026100702,0.000047786805,0.00006433135,0.000047787857,0.00014235423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010142443,0.00034696521,0.00024829045,0.00036577688,0.0031992835,0.0031951214,0.00063002005,0.00068738393,0.00481802],"category_scores_gemma":[0.0018622298,0.00012133554,0.00028651542,0.00025672896,0.00459074,0.0020711294,0.0050860057,0.0015508949,0.00059453177],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000085986794,0.00014287743,0.0063297986,0.0005005564,0.00001537962,0.0012629199,0.88384444,0.00018840928,0.01443572,0.027387127,0.0045698024,0.061236955],"study_design_scores_gemma":[0.000023477842,0.00026028603,0.01860051,0.00057186635,0.000043693257,0.0026504814,0.643656,0.000550384,0.009173549,0.0061832755,0.31819668,0.000089733236],"about_ca_topic_score_codex":0.0037512078,"about_ca_topic_score_gemma":0.009555738,"teacher_disagreement_score":0.00481802,"about_ca_system_score_codex":0.0011768243,"about_ca_system_score_gemma":0.0014832366,"threshold_uncertainty_score":0.01611787},"labels":[],"label_agreement":null},{"id":"W4225426866","doi":"10.21432/cjlt27964","title":"Shouting in the Kenyan Space: Can Spaceteam ESL Improve L2 Learners’ Oral Reading Fluency?","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Fluency; Reading (process); Psychology; Literacy; Affordance; Mathematics education; Linguistics; Cognitive psychology; Pedagogy","score_opus":0.01368784329859948,"score_gpt":0.22287719961074837,"score_spread":0.20918935631214888,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225426866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928397,0.000048693535,0.00008298468,0.000039167982,0.0000036682184,0.000015557469,0.000011286696,0.00000477736,0.0005099626],"genre_scores_gemma":[0.9964903,0.00021197478,0.0016324803,0.00005955276,0.000004591396,0.000080267026,0.000038979375,0.000004391909,0.0014773963],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99966824,0.0001100151,0.00002479809,0.000051078598,0.000063703614,0.00008211259],"domain_scores_gemma":[0.9994104,0.00020345721,0.0001343351,0.00002230547,0.00004628669,0.00018308607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006201876,0.0003988496,0.00036182368,0.0003356044,0.0005266093,0.0008647586,0.00041481547,0.00043918221,0.002436889],"category_scores_gemma":[0.0019826142,0.00016455643,0.00023695156,0.00017043961,0.0005894464,0.0006475007,0.0006478158,0.00033684119,0.0004505369],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008311434,0.027706588,0.31301102,0.002189632,0.00026149853,0.0034576273,0.06740786,0.0009986059,0.090766795,0.0011014024,0.002459919,0.48232755],"study_design_scores_gemma":[0.0008339536,0.0392788,0.8111564,0.00066376,0.00031651012,0.0013593492,0.08756201,0.0024171106,0.028991487,0.0016885702,0.0255397,0.00019237777],"about_ca_topic_score_codex":0.0023778963,"about_ca_topic_score_gemma":0.009763317,"teacher_disagreement_score":0.002436889,"about_ca_system_score_codex":0.0002773352,"about_ca_system_score_gemma":0.0005047033,"threshold_uncertainty_score":0.008152187},"labels":[],"label_agreement":null},{"id":"W4225607885","doi":"10.4000/dhfles.8290","title":"Les apprenants de chinois en Chine à la fin de la dynastie des Qing : des besoins spécifiques d’un public spécialisé bien particulier","year":2021,"lang":"fr","type":"article","venue":"Documents pour l histoire du français langue étrangère ou seconde","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Art; Humanities; Political science","score_opus":0.018846765597987772,"score_gpt":0.2571415726173411,"score_spread":0.23829480701935335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225607885","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8569373,0.002509324,0.00049662567,0.020345872,0.00028690213,0.000053217263,0.00018588046,0.00002653088,0.11915837],"genre_scores_gemma":[0.9724699,0.00081611716,0.00009709277,0.0006079142,0.00007257502,0.000039807634,0.00004920037,0.000014814505,0.025832571],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99892247,0.00029821086,0.000028041622,0.000097041644,0.00017119895,0.00048311058],"domain_scores_gemma":[0.9989422,0.00031730512,0.00019222911,0.000053495012,0.0002066625,0.00028817763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012767464,0.00037016033,0.00020791203,0.0010227087,0.0134762805,0.0040679984,0.00059098605,0.0015004535,0.010935343],"category_scores_gemma":[0.0016115921,0.00019320064,0.0002421571,0.0021772813,0.008287494,0.0024767984,0.002798608,0.0016089136,0.00041819765],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052957075,0.000017532993,0.017066678,0.00013658375,0.000008987753,0.0008966172,0.8947249,0.00004704358,0.0007454941,0.07156225,0.0060902266,0.008650704],"study_design_scores_gemma":[0.000007962619,0.00004287303,0.079009615,0.0002071407,0.00002340978,0.00025477988,0.679315,0.000115211806,0.00034052113,0.0028965143,0.2377422,0.000044832534],"about_ca_topic_score_codex":0.3229398,"about_ca_topic_score_gemma":0.437043,"teacher_disagreement_score":0.3229398,"about_ca_system_score_codex":0.012963173,"about_ca_system_score_gemma":0.012315284,"threshold_uncertainty_score":0.6421202},"labels":[],"label_agreement":null},{"id":"W4225650814","doi":"10.1093/elt/ccab079","title":"Vocabulary and the Four Skills. Pedagogy, Practice, and Implications for Teaching Vocabulary","year":2021,"lang":"en","type":"article","venue":"ELT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Lexis; Vocabulary; Reading (process); Section (typography); China; Mathematics education; Pedagogy; Psychology; Linguistics; Sociology; History; Computer science; Communication","score_opus":0.023593331121761905,"score_gpt":0.3152226717064231,"score_spread":0.29162934058466117,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225650814","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.092038214,0.26572406,0.011877236,0.16436927,0.0029033024,0.00014623621,0.00011594036,0.00015380974,0.46267197],"genre_scores_gemma":[0.9013271,0.059690982,0.005895235,0.002396732,0.0007204013,0.00019798742,0.00008652622,0.000033786095,0.029651262],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99747676,0.0015760689,0.000122052414,0.0001803847,0.00043705982,0.00020763042],"domain_scores_gemma":[0.9943983,0.003923035,0.00040655877,0.00018498246,0.00040609142,0.00068089186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029010882,0.0003443466,0.00030915372,0.0019303361,0.002123451,0.006645377,0.0007709666,0.0011506014,0.0040434813],"category_scores_gemma":[0.009554768,0.00019858882,0.00026556785,0.0012090466,0.015343878,0.0049350783,0.0033632289,0.0021794331,0.000576197],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003371738,0.00009718744,0.006310128,0.0007115625,0.00001472131,0.00031595578,0.027299935,0.00038261054,0.0004981806,0.61574364,0.019111313,0.3294811],"study_design_scores_gemma":[0.000047328413,0.000093090326,0.018736256,0.0033193312,0.000018889536,0.00055085804,0.051453326,0.00048209194,0.0005143101,0.7175191,0.20722088,0.00004458509],"about_ca_topic_score_codex":0.00840311,"about_ca_topic_score_gemma":0.009249983,"teacher_disagreement_score":0.00840311,"about_ca_system_score_codex":0.0036181803,"about_ca_system_score_gemma":0.008918786,"threshold_uncertainty_score":0.026251853},"labels":[],"label_agreement":null},{"id":"W4225854187","doi":"10.5539/elt.v15n5p14","title":"Conceptualizing Communicative Language Teaching (CLT) in the EFL Context: Ethnographic Experiences of CELTA and Non-CELTA Holders","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Communicative language teaching; Context (archaeology); Mathematics education; Perception; Ethnography; Pedagogy; Language education; Sociology; Geography","score_opus":0.02459946918723547,"score_gpt":0.2761035636798593,"score_spread":0.2515040944926238,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225854187","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99769753,0.00022884458,0.00033747885,0.00038022935,0.0000149865045,0.000028098277,0.000018557274,0.0000036938275,0.001290584],"genre_scores_gemma":[0.9975049,0.00053156103,0.0003851605,0.00019056647,0.000012378957,0.00003882052,0.000021741664,0.00000979654,0.0013050319],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965125,0.0022072955,0.00013188177,0.00024506217,0.0002743598,0.0006289322],"domain_scores_gemma":[0.994306,0.0034670462,0.000583155,0.00019459116,0.00049709034,0.0009520539],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00404009,0.00050515507,0.0006345726,0.00154591,0.0063011544,0.0041919765,0.0012937604,0.0013361438,0.0019077527],"category_scores_gemma":[0.0077384193,0.0006737881,0.00034780873,0.0011449363,0.007939921,0.0038186472,0.005933923,0.0026717274,0.00032973185],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000112147945,0.00003043408,0.0035756365,0.00002826625,0.000001519704,0.0008251,0.9930801,0.000010041857,0.0007298132,0.00022877056,0.00007424586,0.001404935],"study_design_scores_gemma":[9.274509e-7,0.000023916857,0.0015065785,0.000027196886,0.0000013729888,0.00027064866,0.99662906,0.000023522829,0.00012406192,0.000036447746,0.001351938,0.0000042308857],"about_ca_topic_score_codex":0.011166395,"about_ca_topic_score_gemma":0.026939766,"teacher_disagreement_score":0.011166395,"about_ca_system_score_codex":0.0029197037,"about_ca_system_score_gemma":0.0022192579,"threshold_uncertainty_score":0.02220279},"labels":[],"label_agreement":null},{"id":"W4226034177","doi":"10.1093/applin/amac018","title":"Validating the Short-form Foreign Language Classroom Anxiety Scale","year":2022,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":157,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Discriminant validity; Psychology; Construct validity; Convergent validity; Confirmatory factor analysis; Scale (ratio); Anxiety; Structural equation modeling; Internal consistency; Psychometrics; Developmental psychology; Computer science; Machine learning","score_opus":0.023208195541929058,"score_gpt":0.24377989221751986,"score_spread":0.2205716966755908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226034177","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988571,0.0001367677,0.0038403408,0.00025649695,0.00009079165,0.0016036014,0.0010956569,0.000070112874,0.0043351925],"genre_scores_gemma":[0.9746172,0.0002828797,0.017085359,0.00023968614,0.000047634767,0.0037316715,0.0021029324,0.00002829381,0.0018643772],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9945397,0.0018887727,0.00074682775,0.00030512418,0.0022239864,0.00029564765],"domain_scores_gemma":[0.9795353,0.0063675162,0.0022293562,0.0012688844,0.009291231,0.0013076607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011332529,0.00040768035,0.0005482678,0.0010069842,0.00061740866,0.0011868621,0.0008609531,0.0005648938,0.002574713],"category_scores_gemma":[0.027563075,0.0002504992,0.0008241263,0.0005549103,0.00053762726,0.0008180489,0.0013615004,0.0011648734,0.0014215065],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053596206,0.0019168962,0.8286191,0.0003931487,0.00019531569,0.00015692993,0.007166252,0.0008356019,0.0060528144,0.0012764053,0.005670451,0.14718117],"study_design_scores_gemma":[0.00016901085,0.0037941216,0.9692677,0.00031468185,0.000085099484,0.00043885055,0.007119831,0.0033648915,0.004206618,0.0007923219,0.010380442,0.00006648496],"about_ca_topic_score_codex":0.0018498298,"about_ca_topic_score_gemma":0.0033026705,"teacher_disagreement_score":0.011332529,"about_ca_system_score_codex":0.00073254074,"about_ca_system_score_gemma":0.0018895414,"threshold_uncertainty_score":0.059932828},"labels":[],"label_agreement":null},{"id":"W4226040763","doi":"10.1075/bct.121.06fre","title":"Long-term effects of intensive instruction on fluency, comprehensibility and accentedness","year":2022,"lang":"en","type":"book-chapter","venue":"Benjamins current topics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université TÉLUQ","funders":"","keywords":"Fluency; Psychology; Perception; Term (time); Cognitive psychology; Mathematics education","score_opus":0.051618583336318656,"score_gpt":0.2771402134813689,"score_spread":0.22552163014505025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226040763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999648,0.000043381016,0.000034169403,0.0000037844975,0.0000017029962,0.000004240514,0.000010872884,0.0000028993015,0.00025095788],"genre_scores_gemma":[0.99917233,0.000038701728,0.00014224643,0.000008434943,0.0000054654724,0.00001563396,0.00004168694,0.0000025380473,0.0005729987],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9995716,0.00011649309,0.000033000357,0.00007369007,0.00012933256,0.00007587047],"domain_scores_gemma":[0.995398,0.002318088,0.0007815653,0.00033981944,0.00027828585,0.0008842042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008001076,0.00024515527,0.00044169356,0.00038525037,0.00022212388,0.00045016687,0.00022471182,0.00022319898,0.0024717164],"category_scores_gemma":[0.003020988,0.00012110077,0.00023748625,0.00016609595,0.00040901906,0.00033249523,0.00079262827,0.00068340363,0.00024374986],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.023777027,0.02725661,0.27825388,0.0003911203,0.00043277812,0.0015845215,0.00668529,0.0011729827,0.39407706,0.00023169022,0.0006635618,0.26547343],"study_design_scores_gemma":[0.00011368772,0.017243253,0.9598159,0.00002715787,0.00010314894,0.00018185186,0.0010357748,0.00033354425,0.020373417,0.00014172986,0.0006046051,0.000025976871],"about_ca_topic_score_codex":0.0008098975,"about_ca_topic_score_gemma":0.0011715674,"teacher_disagreement_score":0.0024717164,"about_ca_system_score_codex":0.00016837139,"about_ca_system_score_gemma":0.00017691628,"threshold_uncertainty_score":0.008268714},"labels":[],"label_agreement":null},{"id":"W4226042919","doi":"10.5430/wjel.v12n3p194","title":"An Analysis of English Communication Skills","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Communication skills; Feeling; Subject (documents); Simple (philosophy); Multitude; International communication; Channel (broadcasting); Intercultural communication; Communication source; Telecommunications; Psychology; Communication; World Wide Web; Social psychology; Political science","score_opus":0.010039824022635358,"score_gpt":0.25539188783566513,"score_spread":0.24535206381302976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226042919","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9589763,0.00025552462,0.00040076525,0.0003305569,0.000015880834,0.00005155813,0.00055279,0.000010226269,0.039406348],"genre_scores_gemma":[0.9943916,0.00020028267,0.00021948111,0.00004819287,0.000011450784,0.0000609859,0.00036321708,0.0000069199828,0.0046977596],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99863106,0.00027218548,0.00014826,0.00010098533,0.0005625397,0.0002849817],"domain_scores_gemma":[0.99090147,0.0041894987,0.0012730046,0.000158239,0.002647086,0.00083067134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095984706,0.0002176216,0.0002073241,0.004064266,0.00082924264,0.0014491037,0.0003151342,0.00023102356,0.008097505],"category_scores_gemma":[0.0110699,0.00008038809,0.0003339938,0.0034009959,0.0006726156,0.0013238146,0.0011403349,0.00044463945,0.00092618354],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014435008,0.0003091207,0.7811538,0.0003027832,0.000049239356,0.0009904072,0.11268395,0.00023032718,0.0011072239,0.005631246,0.0040811677,0.093316354],"study_design_scores_gemma":[0.00000397293,0.0000769292,0.91316426,0.0001251992,0.000016120177,0.00026211177,0.073287316,0.00039351574,0.00026338012,0.0005308626,0.011863043,0.000013211676],"about_ca_topic_score_codex":0.013467237,"about_ca_topic_score_gemma":0.010007791,"teacher_disagreement_score":0.013467237,"about_ca_system_score_codex":0.0013259035,"about_ca_system_score_gemma":0.0015720048,"threshold_uncertainty_score":0.027088821},"labels":[],"label_agreement":null},{"id":"W4226046568","doi":"10.1007/978-3-030-87124-6_2","title":"Plurilingualism: Integrating Languages and Cultures in a Personally Reflective, and Socially Mediated Process","year":2022,"lang":"en","type":"book-chapter","venue":"Educational linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Leverage (statistics); Computer science; Process (computing); Pedagogy; Task (project management); Mathematics education; Sociology; Psychology; Engineering; Artificial intelligence","score_opus":0.024045013475143266,"score_gpt":0.33470667563001083,"score_spread":0.31066166215486757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226046568","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.030952767,0.0024319822,0.16493142,0.004381943,0.00030009897,0.00007829834,0.000037948026,0.00026461348,0.7966209],"genre_scores_gemma":[0.7991927,0.0019517012,0.048232164,0.0006130916,0.00018338872,0.0002386911,0.00015066224,0.0006282579,0.14880928],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.997283,0.0018639311,0.00005446085,0.00019119427,0.00046054073,0.00014684586],"domain_scores_gemma":[0.99852943,0.0009178539,0.00008007508,0.0002685915,0.00011119423,0.000092794326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026563192,0.0005869919,0.00030655565,0.0009105956,0.0035131322,0.011233598,0.0012679712,0.0014343357,0.003717065],"category_scores_gemma":[0.0034208796,0.00031949952,0.00029586063,0.0010670734,0.018997585,0.011690348,0.0052959537,0.0035366088,0.0007858198],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000054322445,0.0000076112096,0.00013661917,0.000030246285,0.0000021208477,0.0000585066,0.03295505,0.00010532353,0.00038907604,0.9450241,0.0012015307,0.020084377],"study_design_scores_gemma":[0.000004805006,0.000022184035,0.00045585958,0.00015916594,0.0000069463895,0.00034491648,0.022772174,0.0013620327,0.0016714837,0.71782035,0.25536278,0.000017253482],"about_ca_topic_score_codex":0.0017009912,"about_ca_topic_score_gemma":0.0027784547,"teacher_disagreement_score":0.011233598,"about_ca_system_score_codex":0.0015656002,"about_ca_system_score_gemma":0.003093216,"threshold_uncertainty_score":0.014048159},"labels":[],"label_agreement":null},{"id":"W4226450442","doi":"10.1017/s0261444822000015","title":"The third wind of language learning strategies research","year":2022,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Mathematics education; Linguistics; Philosophy","score_opus":0.044459502370682955,"score_gpt":0.33755468448789966,"score_spread":0.2930951821172167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226450442","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0180376,0.07474936,0.02756904,0.18606514,0.009490587,0.00021179533,0.00069625024,0.00038812708,0.6827921],"genre_scores_gemma":[0.5662549,0.117050335,0.034768954,0.045519784,0.009409169,0.00160847,0.0016100283,0.0009737835,0.22280453],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98424304,0.008050638,0.0007177006,0.0016449604,0.0042441753,0.0010994393],"domain_scores_gemma":[0.95640856,0.025434867,0.0016518078,0.0066949534,0.006101082,0.0037087002],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018592052,0.0008249788,0.0019092534,0.0074128453,0.003154159,0.02489478,0.0020535833,0.0038174773,0.036862247],"category_scores_gemma":[0.031231087,0.0004766969,0.0013901303,0.007299605,0.011071163,0.015344578,0.0073974933,0.005024643,0.00658892],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000073934534,0.00019864028,0.003015173,0.0010431698,0.000048052894,0.0001314111,0.005369391,0.00017311476,0.0005453268,0.74110186,0.06300834,0.18529165],"study_design_scores_gemma":[0.00005021275,0.00017550495,0.005505428,0.0050307326,0.000054092303,0.00031544978,0.013887705,0.0009164459,0.0011623296,0.31186846,0.66098046,0.00005323296],"about_ca_topic_score_codex":0.0055329106,"about_ca_topic_score_gemma":0.0042259493,"teacher_disagreement_score":0.036862247,"about_ca_system_score_codex":0.007022534,"about_ca_system_score_gemma":0.016730608,"threshold_uncertainty_score":0.12331653},"labels":[],"label_agreement":null},{"id":"W4228996775","doi":"10.5539/elt.v15n4p86","title":"Implementation of the World Englishes Instructional Model for Enabling Thai Students’ Listening Comprehension toward Varieties of English","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Listening comprehension; World Englishes; Test (biology); Mathematics education; Comprehension; Qualitative property; Intelligibility (philosophy); Pedagogy; Linguistics; Computer science","score_opus":0.02731259237244864,"score_gpt":0.29287000049439654,"score_spread":0.2655574081219479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4228996775","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843286,0.00007908652,0.00693148,0.00036445813,0.000037041875,0.0010512369,0.00003876554,0.0001881027,0.0069811223],"genre_scores_gemma":[0.94347936,0.00027322274,0.051442567,0.00012925603,0.000016493539,0.0007834965,0.00009577484,0.000013221018,0.003766503],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998931,0.00037575976,0.00007873548,0.0000826623,0.0004160882,0.00011581039],"domain_scores_gemma":[0.997874,0.00058212125,0.00033632087,0.00017957909,0.00053371326,0.00049424847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021332907,0.00035370284,0.00020295773,0.00040568417,0.00035049423,0.00090197474,0.00064556004,0.00035731946,0.0015568361],"category_scores_gemma":[0.0032556774,0.00019031513,0.00040146997,0.00019397757,0.00029312095,0.0007513368,0.0008300182,0.0006008793,0.00025500375],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001129729,0.04730777,0.0822695,0.0018652681,0.00008661473,0.001576379,0.026748091,0.0036106117,0.07620356,0.0018401637,0.0025482734,0.7548141],"study_design_scores_gemma":[0.0019588892,0.11401083,0.5077563,0.0018398674,0.001151061,0.002692289,0.05988836,0.03548712,0.20977294,0.00225697,0.06275757,0.0004277239],"about_ca_topic_score_codex":0.0015225839,"about_ca_topic_score_gemma":0.004033018,"teacher_disagreement_score":0.0021332907,"about_ca_system_score_codex":0.0005068117,"about_ca_system_score_gemma":0.004272192,"threshold_uncertainty_score":0.011282086},"labels":[],"label_agreement":null},{"id":"W4229378976","doi":"10.4018/978-1-7998-8921-2.ch013","title":"Effective Teaching Strategies for Chinese International Students at a Canadian University","year":2022,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"The Scarborough Hospital; University of Toronto","funders":"","keywords":"Transformative learning; Psychology; Reading (process); Pedagogy; Agency (philosophy); Perception; Mathematics education; Medical education; Sociology; Political science; Medicine","score_opus":0.012146024802295033,"score_gpt":0.25663665187361195,"score_spread":0.2444906270713169,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4229378976","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86252767,0.0036552968,0.004201219,0.0053906636,0.0002666941,0.00054161454,0.000095162024,0.00033232666,0.122989245],"genre_scores_gemma":[0.9148241,0.004584026,0.021026744,0.0011060861,0.00004645263,0.00028568314,0.00016481096,0.00007946203,0.05788254],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99957925,0.0000718384,0.000010893766,0.0000423229,0.000115062685,0.00018060415],"domain_scores_gemma":[0.99923015,0.00008680334,0.00004857798,0.000024540766,0.00011940174,0.00049061363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006039779,0.00078259566,0.00023886624,0.00073791324,0.0056525283,0.0024599992,0.0016070841,0.00067805673,0.0049100188],"category_scores_gemma":[0.0015589464,0.00014761294,0.00029435428,0.0009494704,0.0018443493,0.0008158801,0.0021369734,0.001075888,0.00051010353],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009211692,0.0015362662,0.012755026,0.00092492934,0.000019276133,0.0023267383,0.29806966,0.00044826843,0.019322902,0.009517354,0.045345556,0.6096419],"study_design_scores_gemma":[0.00008356014,0.00068940606,0.043626275,0.0008813606,0.0001075873,0.001536731,0.55985206,0.0011616182,0.009474521,0.0030939125,0.37936002,0.00013288681],"about_ca_topic_score_codex":0.2887382,"about_ca_topic_score_gemma":0.6496175,"teacher_disagreement_score":0.7112618,"about_ca_system_score_codex":0.007891484,"about_ca_system_score_gemma":0.031185463,"threshold_uncertainty_score":0.5741151},"labels":[],"label_agreement":null},{"id":"W4229880434","doi":"10.4324/9781315643465-33","title":"“Who I am is how I teach”: Refl ecting on language teacher professional role identity","year":2016,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Pedagogy; Sociology; Mathematics education; Psychology; Philosophy; Aesthetics","score_opus":0.03153505106154679,"score_gpt":0.2786512198574139,"score_spread":0.24711616879586712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4229880434","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029183727,0.022732401,0.0036391472,0.076595336,0.003204987,0.00004526226,0.00003821291,0.00013149783,0.8644294],"genre_scores_gemma":[0.3775829,0.012187344,0.0023124292,0.015183347,0.0006306716,0.00009932369,0.000055981585,0.00021492584,0.5917331],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9977723,0.0012695488,0.00003872734,0.00018898054,0.00047796188,0.0002525017],"domain_scores_gemma":[0.99798477,0.0009320972,0.00012435277,0.00008217343,0.0003218831,0.00055466697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002036455,0.00029999393,0.00029886173,0.0005039438,0.0054295897,0.0059593534,0.0007944366,0.0015906881,0.0068863826],"category_scores_gemma":[0.003177263,0.00021969978,0.00018560956,0.00049499684,0.011562884,0.007100401,0.003308791,0.005711651,0.0029696191],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022764569,0.000046483492,0.0010736929,0.00018594107,0.000002117261,0.00044356234,0.3812016,0.00003622528,0.00038393016,0.39364952,0.16105051,0.061903715],"study_design_scores_gemma":[0.0000060653797,0.00003157459,0.0013537703,0.0005612361,0.000003054455,0.0007995098,0.12303762,0.00008296708,0.00032381614,0.023342362,0.85044754,0.000010506757],"about_ca_topic_score_codex":0.009317144,"about_ca_topic_score_gemma":0.027589973,"teacher_disagreement_score":0.009317144,"about_ca_system_score_codex":0.0050934837,"about_ca_system_score_gemma":0.006112526,"threshold_uncertainty_score":0.036956012},"labels":[],"label_agreement":null},{"id":"W4229883003","doi":"10.22215/etd/2006-08034","title":"ESL students' language learning strategy repertoires in EAP and ESP contexts: perceived success and pedagogical mediation","year":2006,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Heritage; Library and Archives Canada","funders":"","keywords":"Mediation; Mathematics education; Psychology; Pedagogy; Humanities; Linguistics; Sociology; Philosophy","score_opus":0.03993219753311469,"score_gpt":0.34967686192656494,"score_spread":0.3097446643934503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4229883003","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99814236,0.00003408688,0.00006746969,0.00004295331,0.0000029070357,0.000006639622,0.000014410393,0.0000048189568,0.0016843497],"genre_scores_gemma":[0.99736553,0.00006406116,0.000106222054,0.000025745483,0.00000297731,0.000018003162,0.00004329877,0.0000056691397,0.0023684578],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.998346,0.0004271945,0.00013784438,0.00021907198,0.0005118735,0.00035808608],"domain_scores_gemma":[0.9863283,0.0053340537,0.0023960872,0.0004207757,0.0017139518,0.0038067973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003363587,0.00032519642,0.0004082474,0.0016257633,0.0008181222,0.0051129363,0.00072405185,0.00083620584,0.007486726],"category_scores_gemma":[0.015137053,0.00026839453,0.00026537623,0.0006510464,0.0010709296,0.0023851118,0.003304358,0.0014742237,0.0018507262],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007477487,0.004396203,0.80595726,0.00016682707,0.000085044565,0.0008460785,0.09210196,0.00034692822,0.0072557176,0.0010062841,0.0013291833,0.08576074],"study_design_scores_gemma":[0.00007739365,0.00189583,0.82432204,0.00016096797,0.000085810214,0.000572636,0.16031453,0.0016846559,0.004415432,0.0012478939,0.0051594395,0.00006341626],"about_ca_topic_score_codex":0.0015208597,"about_ca_topic_score_gemma":0.0028917005,"teacher_disagreement_score":0.007486726,"about_ca_system_score_codex":0.0004513302,"about_ca_system_score_gemma":0.00065389316,"threshold_uncertainty_score":0.025045633},"labels":[],"label_agreement":null},{"id":"W4230042282","doi":"10.3138/cmlr.62.1.183","title":"Utilisation des TIC: adaptation et validation de trois échelles de mesure de variables affectives","year":2005,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Sociology; Philosophy","score_opus":0.025913341697557796,"score_gpt":0.25715631743991174,"score_spread":0.23124297574235395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4230042282","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8318746,0.00921177,0.06380668,0.0014700067,0.0006855125,0.011500414,0.0045361794,0.00043612986,0.07647866],"genre_scores_gemma":[0.8835334,0.0064174654,0.071476914,0.00072983385,0.00016304002,0.01847964,0.004517516,0.00020143163,0.01448069],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.974292,0.011829238,0.002807655,0.0016618416,0.008528048,0.0008811992],"domain_scores_gemma":[0.9325475,0.024769213,0.004910865,0.00538974,0.03131643,0.00106626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03835237,0.0008864546,0.0010167336,0.0059826947,0.001790553,0.0030638261,0.0014536682,0.0007110694,0.0022740492],"category_scores_gemma":[0.06590159,0.00041703798,0.0016326996,0.0065130107,0.0024494764,0.0015325652,0.0024278793,0.0014508222,0.00074103824],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007268997,0.0005121041,0.364007,0.0026857038,0.0005527755,0.00020688683,0.043318883,0.0011449773,0.005431118,0.006393138,0.0069057713,0.5681148],"study_design_scores_gemma":[0.00008994782,0.000791856,0.92888796,0.0012847895,0.00052956294,0.00028443572,0.018484317,0.00222876,0.0045623654,0.0025599995,0.040131625,0.00016432731],"about_ca_topic_score_codex":0.07859284,"about_ca_topic_score_gemma":0.11706176,"teacher_disagreement_score":0.07859284,"about_ca_system_score_codex":0.0052424483,"about_ca_system_score_gemma":0.009323833,"threshold_uncertainty_score":0.20282912},"labels":[],"label_agreement":null},{"id":"W4230440190","doi":"10.22215/etd/2005-07785","title":"Investigation into lone language learning","year":2005,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Heritage; Library and Archives Canada","funders":"","keywords":"Humanities; Mathematics education; Psychology; Art","score_opus":0.021214650947514516,"score_gpt":0.2606731378470715,"score_spread":0.239458486899557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4230440190","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.540773,0.00082558463,0.011803374,0.0026886114,0.00006644493,0.0001330874,0.0001794821,0.000162902,0.44336748],"genre_scores_gemma":[0.94415057,0.00037046804,0.004255682,0.0004170227,0.000017899705,0.0000786831,0.00017394556,0.000049670074,0.050486118],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9973463,0.0012477561,0.00011415605,0.0005447904,0.0005255171,0.00022146321],"domain_scores_gemma":[0.98750496,0.007004034,0.0009065631,0.0013995917,0.0022401945,0.0009445865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036589997,0.00024205045,0.0003212221,0.0011623817,0.0017493056,0.005233939,0.0008235835,0.00085667294,0.02333907],"category_scores_gemma":[0.013989755,0.00015392332,0.00021717677,0.0007414967,0.0029148657,0.0055320943,0.0026913546,0.0013098839,0.0029020829],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004623006,0.0015840185,0.123332955,0.0005837922,0.000055247565,0.0020107026,0.14673203,0.00037460588,0.011014794,0.33436826,0.0058378475,0.37364346],"study_design_scores_gemma":[0.00009011019,0.0013064045,0.206836,0.0007146351,0.00010301296,0.0055729137,0.2916621,0.006819267,0.024801513,0.101087615,0.36090192,0.000104408304],"about_ca_topic_score_codex":0.0025710147,"about_ca_topic_score_gemma":0.0052652857,"teacher_disagreement_score":0.02333907,"about_ca_system_score_codex":0.0018734845,"about_ca_system_score_gemma":0.0024919691,"threshold_uncertainty_score":0.07807696},"labels":[],"label_agreement":null},{"id":"W4230716391","doi":"10.1007/978-3-319-44694-3_2","title":"Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation","year":2017,"lang":"en","type":"book-chapter","venue":"Springer international handbooks of education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Course (navigation); Mathematics education; Professional development; Computer science; Medical education; Engineering ethics; Psychology; Pedagogy; Engineering; Medicine; Aerospace engineering","score_opus":0.043562817945309584,"score_gpt":0.3216808256752425,"score_spread":0.2781180077299329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4230716391","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94199365,0.0030955693,0.0017505226,0.0055140695,0.00013779606,0.00013458965,0.00022004507,0.00014811075,0.04700569],"genre_scores_gemma":[0.9625827,0.001967015,0.003982611,0.0004979415,0.00003962006,0.00008053423,0.00032825564,0.00004352018,0.030477813],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9974952,0.00072864693,0.0001232915,0.0001362586,0.0010476367,0.00046898567],"domain_scores_gemma":[0.9846095,0.0026451997,0.0011422676,0.00031709098,0.0057838466,0.005502008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005473294,0.000121771234,0.0002470168,0.0011400963,0.0012626925,0.003194593,0.0008799173,0.0006504516,0.005733573],"category_scores_gemma":[0.017852759,0.00014303015,0.00016536177,0.00096270733,0.000424481,0.0016823891,0.0019015906,0.00074654137,0.001342551],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021927457,0.0013565306,0.23003915,0.0001930938,0.000007215137,0.0004962505,0.034867473,0.00012666275,0.0012847808,0.0015564288,0.01615833,0.71369475],"study_design_scores_gemma":[0.00009345858,0.0018099603,0.6766145,0.0016597478,0.000045233974,0.0033589273,0.17791155,0.0023711703,0.0048639546,0.0041586594,0.12700485,0.00010803124],"about_ca_topic_score_codex":0.00802994,"about_ca_topic_score_gemma":0.015756695,"teacher_disagreement_score":0.00802994,"about_ca_system_score_codex":0.0015201473,"about_ca_system_score_gemma":0.006759899,"threshold_uncertainty_score":0.028945923},"labels":[],"label_agreement":null},{"id":"W4230743307","doi":"10.22215/etd/2017-11811","title":"By the book (or not): A case study exploring the relationship between teacher cognition and teaching materials and resources","year":2017,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Affect (linguistics); Cognition; Psychology; Class (philosophy); Mathematics education; Pedagogy; Control (management); Computer science; Communication","score_opus":0.1861205564741481,"score_gpt":0.3388198039324636,"score_spread":0.15269924745831548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4230743307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93775505,0.0012680069,0.0024722246,0.008734429,0.00018527218,0.00015077798,0.00010840616,0.000053485906,0.049272425],"genre_scores_gemma":[0.9554909,0.0011124398,0.0032957483,0.001661475,0.00004724612,0.00008487344,0.000059072234,0.000076905686,0.03817134],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966509,0.002046691,0.00010367106,0.00028643064,0.00065902295,0.0002532983],"domain_scores_gemma":[0.9917514,0.006008223,0.00060980336,0.00033367382,0.00048140396,0.00081552897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027574163,0.00030263737,0.0005341157,0.00085676316,0.008630948,0.005325131,0.0018358179,0.0023505855,0.0075375787],"category_scores_gemma":[0.010189202,0.0004106332,0.0002769077,0.0011547535,0.004942997,0.0053175497,0.00255099,0.0031194657,0.0013444768],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010248926,0.0011223705,0.01770508,0.00041709296,0.000015524707,0.032844108,0.8758785,0.00025917904,0.0016162628,0.016086232,0.016775034,0.03717812],"study_design_scores_gemma":[0.000025695843,0.00021885628,0.006824313,0.0003762626,0.000022267142,0.009403727,0.90144974,0.00049022393,0.0010999334,0.0021505626,0.077903725,0.000034797424],"about_ca_topic_score_codex":0.011548815,"about_ca_topic_score_gemma":0.028178707,"teacher_disagreement_score":0.011548815,"about_ca_system_score_codex":0.0046030614,"about_ca_system_score_gemma":0.0034117703,"threshold_uncertainty_score":0.033397675},"labels":[],"label_agreement":null},{"id":"W4231609576","doi":"10.5539/elt.v11n6p142","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 11, No. 6","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Language assessment; Mathematics education; Philosophy","score_opus":0.016753116808984676,"score_gpt":0.2800523254615603,"score_spread":0.2632992086525756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231609576","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004745585,0.0070444862,0.0026155487,0.16827364,0.81017166,0.0029751724,0.0018940937,0.0008800558,0.0056708236],"genre_scores_gemma":[0.017704837,0.017535394,0.009597881,0.24089342,0.5913921,0.0188483,0.0033076406,0.0028392323,0.09788127],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9294012,0.014081975,0.019638376,0.004400783,0.029921351,0.002556331],"domain_scores_gemma":[0.1311412,0.02875107,0.019052872,0.007229659,0.806683,0.00714216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.057656225,0.0031734174,0.00905023,0.009494323,0.0056828884,0.009302451,0.0063513983,0.013737273,0.07521483],"category_scores_gemma":[0.5728489,0.0020850205,0.004340702,0.004869307,0.00406922,0.007292498,0.004277697,0.010004036,0.043478455],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000533814,0.000006333231,0.00021321976,0.0017804648,0.000024525125,0.00010425956,0.00018426184,0.000014714716,0.00006560497,0.00017598325,0.9894973,0.0078798],"study_design_scores_gemma":[0.0005495894,0.00006576554,0.002494124,0.016780779,0.00029662522,0.0019831331,0.0014491357,0.0005408047,0.0005497992,0.0018863423,0.9731419,0.00026192842],"about_ca_topic_score_codex":0.006545073,"about_ca_topic_score_gemma":0.010130215,"teacher_disagreement_score":0.07521483,"about_ca_system_score_codex":0.006417078,"about_ca_system_score_gemma":0.01467851,"threshold_uncertainty_score":0.30491894},"labels":[],"label_agreement":null},{"id":"W4231680204","doi":"10.5539/ells.v6n2p202","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 6, No. 2","year":2016,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; English language; Computer science; Library science; Natural language processing; Philosophy","score_opus":0.016874533700439794,"score_gpt":0.28315641486760795,"score_spread":0.26628188116716817,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231680204","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001450588,0.025091603,0.0088127265,0.23332554,0.68868256,0.019344134,0.010468476,0.0021376116,0.0106867645],"genre_scores_gemma":[0.037313063,0.029110648,0.034002114,0.30848002,0.31750917,0.15590042,0.007650839,0.0069106845,0.10312304],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.8791303,0.033791278,0.0386281,0.008006743,0.037468143,0.0029754166],"domain_scores_gemma":[0.14259559,0.05466023,0.030532666,0.013864536,0.7525618,0.005785056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1038051,0.004248287,0.013733379,0.015193486,0.0060160896,0.01041274,0.008132782,0.014699462,0.07095811],"category_scores_gemma":[0.6793532,0.002981006,0.007616137,0.008210357,0.004765734,0.010505515,0.0062643313,0.010531282,0.03292703],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017480225,0.000013592641,0.00035972137,0.011225915,0.00011275538,0.00027328354,0.0011669503,0.000038582566,0.00026572385,0.0006097007,0.96981233,0.015946632],"study_design_scores_gemma":[0.001582657,0.00007888367,0.0023377233,0.06756461,0.00083665,0.0018938257,0.003491355,0.0009460305,0.0009403794,0.00553627,0.91430527,0.00048633848],"about_ca_topic_score_codex":0.008026522,"about_ca_topic_score_gemma":0.011175633,"teacher_disagreement_score":0.1038051,"about_ca_system_score_codex":0.008460918,"about_ca_system_score_gemma":0.020880809,"threshold_uncertainty_score":0.5489804},"labels":[],"label_agreement":null},{"id":"W4231709806","doi":"10.1017/s0261444803211952","title":"Language teaching","year":2003,"lang":"fr","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Neuroscience of multilingualism; Art; Sociology; Linguistics; Philosophy","score_opus":0.014566851824133482,"score_gpt":0.27267469167079855,"score_spread":0.2581078398466651,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231709806","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011568656,0.012030337,0.0009136692,0.0115168085,0.0051364764,0.000053329615,0.0011272404,0.0006723643,0.967393],"genre_scores_gemma":[0.004037366,0.0029127279,0.0003837478,0.0015294488,0.00041876215,0.000027205733,0.00042464252,0.00014999215,0.99011606],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993698,0.00008665203,0.000042926597,0.00014795412,0.00026456465,0.000088102934],"domain_scores_gemma":[0.99877006,0.00012786673,0.000043718075,0.00014532502,0.0005393777,0.0003736739],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00072462583,0.0006814058,0.0003898316,0.0011682353,0.0019419194,0.0046967533,0.0010709465,0.0019395448,0.525396],"category_scores_gemma":[0.0017789877,0.00034126086,0.00037824773,0.0013646609,0.000736856,0.0030051428,0.0027021049,0.0019712173,0.35860717],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026536485,0.000051953346,0.00034187545,0.000107389176,0.0000037640475,0.00009256581,0.0003819704,0.0000375873,0.00038260187,0.009677958,0.79021865,0.19867714],"study_design_scores_gemma":[0.0000031376385,0.00000843204,0.00038397373,0.00006562019,9.838842e-7,0.00006158488,0.00020060847,0.00001762183,0.00007236513,0.0010119071,0.99817157,0.000002093655],"about_ca_topic_score_codex":0.0073123565,"about_ca_topic_score_gemma":0.021800062,"teacher_disagreement_score":0.525396,"about_ca_system_score_codex":0.0023260887,"about_ca_system_score_gemma":0.0024126745,"threshold_uncertainty_score":0.676965},"labels":[],"label_agreement":null},{"id":"W4231750965","doi":"10.1017/s026144480625331x","title":"Teacher education","year":2006,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology; Teacher education; Pedagogy","score_opus":0.00892389622270465,"score_gpt":0.24887596379900545,"score_spread":0.2399520675763008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231750965","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008284961,0.01399859,0.00072527456,0.017376835,0.0072325873,0.00008255889,0.0023027118,0.0007624836,0.95669043],"genre_scores_gemma":[0.0033423363,0.0036958382,0.0003732301,0.0019895139,0.0005202583,0.000036527763,0.000789387,0.00014150863,0.9891115],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989503,0.00015015765,0.00009016254,0.00021247071,0.00043847086,0.00015850842],"domain_scores_gemma":[0.99791616,0.00017835625,0.00009053519,0.00025543064,0.00097385887,0.00058571715],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010162212,0.0006666108,0.0005012242,0.0012619555,0.0020401478,0.004536788,0.0009376326,0.0023316091,0.6148969],"category_scores_gemma":[0.0030673614,0.00048247937,0.00045098743,0.0016325962,0.0005648381,0.00302675,0.003172027,0.0025908425,0.4740701],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020367223,0.000022229318,0.00026095763,0.00011185042,0.0000023516768,0.000054377888,0.00014293095,0.000021127238,0.00017195508,0.0043224082,0.85448486,0.14038455],"study_design_scores_gemma":[0.0000023579873,0.000006065503,0.0004218696,0.00006909765,6.712244e-7,0.00004739271,0.00009913841,0.000008691697,0.00002963942,0.0003459815,0.9989674,0.0000017396329],"about_ca_topic_score_codex":0.007998166,"about_ca_topic_score_gemma":0.021433765,"teacher_disagreement_score":0.6148969,"about_ca_system_score_codex":0.0025661527,"about_ca_system_score_gemma":0.0033449077,"threshold_uncertainty_score":0.5493028},"labels":[],"label_agreement":null},{"id":"W4231774675","doi":"10.1017/s0261444805222395","title":"Language learning","year":2004,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Purdue University","keywords":"Curriculum; Sociology; Linguistics; Psychology; Pedagogy; Philosophy","score_opus":0.01316847474828147,"score_gpt":0.25500329650444004,"score_spread":0.24183482175615856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231774675","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002650064,0.019258598,0.010451635,0.01136328,0.004482352,0.00013216422,0.0033906635,0.004268151,0.944003],"genre_scores_gemma":[0.031460516,0.012368625,0.007860949,0.004379412,0.0014151902,0.00021098793,0.004478718,0.0011051382,0.93672055],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99879223,0.00022495164,0.00014123802,0.0003315015,0.00040036012,0.00010968277],"domain_scores_gemma":[0.99757487,0.00048751716,0.00008636567,0.00062923593,0.00086550077,0.00035656482],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016428948,0.0010353309,0.0007154056,0.0013420965,0.0015546785,0.0070741707,0.0017772932,0.002063788,0.40115005],"category_scores_gemma":[0.004439924,0.0004998794,0.0006748282,0.0015574056,0.001334134,0.00677097,0.00473893,0.0026033411,0.29036602],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007041988,0.00008199851,0.0009467743,0.00027854537,0.000020440655,0.000153794,0.0005484983,0.00018900177,0.0006569344,0.028546136,0.4944774,0.47403008],"study_design_scores_gemma":[0.00001157251,0.00003224181,0.0007181887,0.00020159241,0.000006172911,0.00021084736,0.00035150934,0.00013998446,0.0002542112,0.014404887,0.98365885,0.000009867964],"about_ca_topic_score_codex":0.0027805336,"about_ca_topic_score_gemma":0.004545985,"teacher_disagreement_score":0.40115005,"about_ca_system_score_codex":0.0013821286,"about_ca_system_score_gemma":0.0019852908,"threshold_uncertainty_score":0.8541868},"labels":[],"label_agreement":null},{"id":"W4231807612","doi":"10.1017/s0261444802221898","title":"Language learning","year":2003,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Trinity Western University","funders":"","keywords":"Psycholinguistics; Psychology; Second-language acquisition; Linguistics; Foreign language; Humanities; Pedagogy; Art; Philosophy","score_opus":0.014617199691772454,"score_gpt":0.2541739447828835,"score_spread":0.23955674509111108,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231807612","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0053599468,0.03090306,0.014710386,0.015101183,0.0063301716,0.00015781292,0.004794242,0.0045701107,0.9180732],"genre_scores_gemma":[0.056527667,0.015160979,0.010222356,0.0045065205,0.0019667393,0.00024685514,0.0066081197,0.0010634506,0.9036974],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99900085,0.00017869985,0.00012015431,0.00032322644,0.00028412614,0.00009287304],"domain_scores_gemma":[0.9981316,0.00032261646,0.00007271671,0.0004948406,0.00071557437,0.0002626906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015070079,0.0010189518,0.0007011734,0.001188107,0.0015032092,0.005565104,0.0013758078,0.0015024301,0.27182],"category_scores_gemma":[0.0035853258,0.00043380103,0.0006604412,0.0014154441,0.00103897,0.005071934,0.0032779174,0.0021058496,0.1940318],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000073683346,0.000089807974,0.0012921271,0.00020802618,0.000025325271,0.0001662784,0.00046612765,0.00018387745,0.00056965154,0.023315921,0.4403339,0.53327537],"study_design_scores_gemma":[0.0000170392,0.000043656266,0.0013493535,0.00014932612,0.000011544031,0.00025254756,0.00036014512,0.00020719368,0.00033390673,0.01556751,0.9816968,0.000011088136],"about_ca_topic_score_codex":0.0031459823,"about_ca_topic_score_gemma":0.005124339,"teacher_disagreement_score":0.27182,"about_ca_system_score_codex":0.0012784566,"about_ca_system_score_gemma":0.0016184194,"threshold_uncertainty_score":0.9093285},"labels":[],"label_agreement":null},{"id":"W4232002897","doi":"10.37514/jwa-j.2021.5.1.03","title":"Principled Development of Workplace English Communication Part 2: Expanded Evidence-Centered Design and Theory of Action Frameworks","year":2021,"lang":"en","type":"article","venue":"The Journal of Writing Analytics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Action (physics); Knowledge management; Psychology; Cognitive science; Epistemology; Sociology; Process management; Computer science; Engineering ethics; Engineering; Philosophy; Physics","score_opus":0.16966358837317042,"score_gpt":0.3240075930883199,"score_spread":0.15434400471514947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232002897","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012990622,0.00067611947,0.9425097,0.005771762,0.00020687302,0.01745984,0.00084946724,0.0003735254,0.01916199],"genre_scores_gemma":[0.057502575,0.00018485682,0.9264513,0.0003512735,0.000012270165,0.0143490955,0.00029352,0.00005414238,0.0008009371],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.7947912,0.16145383,0.012589574,0.009519836,0.019289928,0.0023556396],"domain_scores_gemma":[0.7408724,0.18176414,0.009070746,0.035260424,0.029641816,0.0033904614],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.21842644,0.001693093,0.0021922928,0.0067522065,0.0038981207,0.012094897,0.006292859,0.0041808444,0.008366532],"category_scores_gemma":[0.19180581,0.0023422597,0.003436753,0.0038852384,0.01184948,0.0082821,0.013597772,0.00620624,0.0015917524],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002802766,0.000588287,0.0050760065,0.0088475505,0.00033385973,0.00017288944,0.05723395,0.0071993694,0.0023426109,0.6264539,0.0063989973,0.28507242],"study_design_scores_gemma":[0.00081048853,0.00094859547,0.0077632014,0.019375447,0.0007786989,0.0004730677,0.02809335,0.027209643,0.016023973,0.7625918,0.13568892,0.00024279342],"about_ca_topic_score_codex":0.003025012,"about_ca_topic_score_gemma":0.005354456,"teacher_disagreement_score":0.21842644,"about_ca_system_score_codex":0.011206448,"about_ca_system_score_gemma":0.04783828,"threshold_uncertainty_score":0.9638193},"labels":[],"label_agreement":null},{"id":"W4232022171","doi":"10.3138/cmlr.62.2.285","title":"Orientations to Learning German: Heritage Language Learning and Motivational Substrates","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Psychological Association","keywords":"German; Heritage language; Competence (human resources); Psychology; Feeling; Language acquisition; Autonomy; Social psychology; Linguistics; Mathematics education; Pedagogy; Political science","score_opus":0.01483357122776733,"score_gpt":0.2515793556148277,"score_spread":0.23674578438706037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232022171","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974348,0.00007435052,0.0000843337,0.00003813003,0.0000013710018,0.000003856402,0.000008476189,0.0000010187682,0.0023536144],"genre_scores_gemma":[0.99942005,0.00009885414,0.00009871971,0.000009186856,0.0000011525829,0.0000025864872,0.00001654639,8.005765e-7,0.00035213548],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99968505,0.000107371394,0.000014112956,0.00003217169,0.00009906111,0.00006229732],"domain_scores_gemma":[0.99900985,0.00019867452,0.00035144086,0.000034631692,0.00011885457,0.0002864872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000703618,0.00014036482,0.00014717656,0.0006060049,0.0004393451,0.0012152774,0.00017711816,0.00019190574,0.0015461729],"category_scores_gemma":[0.0020237907,0.00009287063,0.00009635328,0.00034970322,0.00072812533,0.00028522,0.00068146916,0.0003453844,0.00015292501],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015584557,0.00034610886,0.9356869,0.00008592192,0.000032236458,0.00052448566,0.012372587,0.00008010576,0.0066104345,0.0032706158,0.00016990767,0.040664773],"study_design_scores_gemma":[0.0000058924998,0.00008723242,0.9864898,0.000025460005,0.000014698335,0.00039386417,0.010297982,0.0001075081,0.00072575343,0.00065208727,0.0011889723,0.000010767827],"about_ca_topic_score_codex":0.003131165,"about_ca_topic_score_gemma":0.009361801,"teacher_disagreement_score":0.003131165,"about_ca_system_score_codex":0.0004513704,"about_ca_system_score_gemma":0.00050021044,"threshold_uncertainty_score":0.0062258244},"labels":[],"label_agreement":null},{"id":"W4232146036","doi":"10.1017/s0261444805272397","title":"Sociolinguistics","year":2004,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Purdue University","keywords":"Pragmatics; German; Foreign language; Sociolinguistics; Sociology; Humanities; History; Linguistics; Art; Pedagogy; Archaeology; Philosophy","score_opus":0.01932165914488887,"score_gpt":0.2679317546342065,"score_spread":0.24861009548931762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232146036","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0031567698,0.0790584,0.0045506153,0.04786439,0.0068955715,0.000117971744,0.0029501051,0.00067842094,0.8547276],"genre_scores_gemma":[0.12647183,0.057849538,0.00498915,0.014251243,0.0029094627,0.0006702699,0.003618524,0.0010854204,0.7881545],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989066,0.00044979455,0.00009897727,0.00021277896,0.00022044046,0.00011142426],"domain_scores_gemma":[0.997773,0.00095864735,0.000103249935,0.00028253612,0.0006359877,0.00024654923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016555759,0.0009788414,0.0007009435,0.0029199172,0.005085699,0.00630053,0.0008814759,0.0024746775,0.14499791],"category_scores_gemma":[0.005062239,0.00053344644,0.00045167518,0.004140461,0.0039206236,0.005828969,0.0040971343,0.004023007,0.046322424],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003027047,0.000055437966,0.00086068764,0.00035122246,0.000012929707,0.00034554946,0.014320826,0.000067785084,0.00023068313,0.16098206,0.66919774,0.15354478],"study_design_scores_gemma":[0.0000032120142,0.000007854197,0.0007238824,0.00018917986,0.0000021322278,0.00013687796,0.0028011282,0.000017965409,0.000028005898,0.011932363,0.98415357,0.000003828016],"about_ca_topic_score_codex":0.012926397,"about_ca_topic_score_gemma":0.01835064,"teacher_disagreement_score":0.14499791,"about_ca_system_score_codex":0.003775584,"about_ca_system_score_gemma":0.0026242314,"threshold_uncertainty_score":0.48506635},"labels":[],"label_agreement":null},{"id":"W4232320745","doi":"10.22215/etd/2013-07384","title":"A case study of shadowing as a means of helping EAP students to prepare for oral presentations : effects on pronunciation and anxiety","year":2013,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Library and Archives Canada","funders":"","keywords":"Pronunciation; Psychology; Mathematics education; Computer science; Linguistics; Philosophy","score_opus":0.0400405640158884,"score_gpt":0.35037109103379394,"score_spread":0.31033052701790553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232320745","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98954856,0.0003401827,0.002734307,0.0010165918,0.000091051465,0.00029465303,0.000057755744,0.00009892143,0.0058179456],"genre_scores_gemma":[0.98837996,0.0004598085,0.0043451567,0.0003421228,0.000044830285,0.00021239604,0.000025080497,0.000033389148,0.0061574113],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982324,0.0008916743,0.00008966146,0.00017726915,0.00031343757,0.00029566267],"domain_scores_gemma":[0.99182665,0.0056979056,0.00044211015,0.0005161417,0.00042590324,0.0010913917],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019821564,0.0008259348,0.0004670695,0.0006789895,0.0032897587,0.00152265,0.0013207928,0.0027310303,0.0042165527],"category_scores_gemma":[0.011362213,0.00043727542,0.0007003152,0.0005401887,0.0020478247,0.00092427636,0.001851595,0.0021938852,0.00082582945],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021907934,0.022125795,0.03158134,0.0019124892,0.00015461245,0.093323715,0.5377028,0.0021466806,0.057067256,0.0029512723,0.008284574,0.24055861],"study_design_scores_gemma":[0.001697484,0.03883266,0.12870184,0.00073232874,0.0006195853,0.12192267,0.5480116,0.008119804,0.065998636,0.0044469773,0.08040335,0.0005130366],"about_ca_topic_score_codex":0.0026216405,"about_ca_topic_score_gemma":0.006283953,"teacher_disagreement_score":0.0042165527,"about_ca_system_score_codex":0.001043825,"about_ca_system_score_gemma":0.0011836985,"threshold_uncertainty_score":0.014105797},"labels":[],"label_agreement":null},{"id":"W4232333481","doi":"10.1017/s0261444807284289","title":"Applied linguistics","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; History; Philosophy","score_opus":0.01715727866838752,"score_gpt":0.26908427565509957,"score_spread":0.25192699698671206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232333481","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011177859,0.037171148,0.011435472,0.024076134,0.009687124,0.00021893128,0.0042963973,0.0014818952,0.9105151],"genre_scores_gemma":[0.03737602,0.03548031,0.012771967,0.011276312,0.0061019766,0.00071774545,0.007705438,0.0020778698,0.8864924],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9961572,0.0011733284,0.00050689693,0.00087176816,0.0010666571,0.0002240616],"domain_scores_gemma":[0.99476624,0.0017406327,0.00024767267,0.001253738,0.0016888533,0.00030277908],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0030487073,0.0010858777,0.0011308247,0.003005743,0.0025789114,0.008727611,0.0017831365,0.0026128339,0.31226015],"category_scores_gemma":[0.011498682,0.0006387454,0.0010121593,0.004359264,0.0024925345,0.007262678,0.004600656,0.0036672174,0.19149007],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003593391,0.0000370545,0.00045968045,0.00053327525,0.000017873055,0.00016631208,0.0012060909,0.00012932676,0.00024603185,0.10784739,0.6776067,0.21171442],"study_design_scores_gemma":[0.000004298721,0.000005954306,0.0002868316,0.00028330396,0.0000027498907,0.00010451702,0.00035948583,0.000058489848,0.00004658852,0.013832662,0.9850102,0.0000049237487],"about_ca_topic_score_codex":0.0053636525,"about_ca_topic_score_gemma":0.00467075,"teacher_disagreement_score":0.31226015,"about_ca_system_score_codex":0.0037706995,"about_ca_system_score_gemma":0.004013351,"threshold_uncertainty_score":0.9809774},"labels":[],"label_agreement":null},{"id":"W4232384085","doi":"10.1017/s0266078401004011","title":"No good past Dover","year":2001,"lang":"en","type":"article","venue":"English Today","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Phoenix; Theme (computing); Relation (database); Linguistics; Foreign language; History; Classics; Philosophy; Computer science; Archaeology","score_opus":0.016913793496027875,"score_gpt":0.21605821161163347,"score_spread":0.1991444181156056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232384085","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016500926,0.87265736,0.00037297394,0.039572947,0.063390955,0.0000205247,0.0002495437,0.00006685639,0.023503944],"genre_scores_gemma":[0.002876953,0.76947665,0.00089216966,0.05794999,0.04673262,0.000041702027,0.0005676976,0.00017496069,0.1212873],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976803,0.00048064292,0.00027701654,0.00048414848,0.00089851173,0.00017931237],"domain_scores_gemma":[0.99061733,0.0023447797,0.0007821602,0.00075578276,0.004323346,0.001176705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028373864,0.00089844124,0.0015291608,0.00482607,0.0011166736,0.0057530035,0.0018674647,0.0026693032,0.07426864],"category_scores_gemma":[0.012295602,0.0005725589,0.00073973194,0.0063902484,0.0017850174,0.008358011,0.0029339292,0.004288664,0.039042618],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047377915,0.000023590854,0.00021554093,0.0030058296,0.000022731716,0.000096382624,0.00020287336,0.000052558982,0.0002168669,0.0060954136,0.8178571,0.17216375],"study_design_scores_gemma":[0.0000019912818,0.0000085138945,0.0001381452,0.00089317653,0.000004113267,0.000083061954,0.000055815177,0.0000044922012,0.000015548363,0.0006000365,0.99819154,0.0000036088693],"about_ca_topic_score_codex":0.00575661,"about_ca_topic_score_gemma":0.016023567,"teacher_disagreement_score":0.07426864,"about_ca_system_score_codex":0.0024557388,"about_ca_system_score_gemma":0.0067924187,"threshold_uncertainty_score":0.24845338},"labels":[],"label_agreement":null},{"id":"W4232594170","doi":"10.5539/elt.v8n11p107","title":"Instructors’ Perceived Effectiveness of Current Professional Development Programs at Taif University English Language Center","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Professional development; Descriptive statistics; Perception; Medical education; Scale (ratio); Mathematics education; Pedagogy; Medicine","score_opus":0.02604067726460522,"score_gpt":0.26117184559454176,"score_spread":0.23513116832993655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232594170","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981198,0.00009882095,0.00016099027,0.0002067696,0.000010171454,0.000013482699,0.0000138043015,0.000009105172,0.0013671846],"genre_scores_gemma":[0.9986369,0.00012625575,0.00029544104,0.000058056463,0.000009267409,0.000014100027,0.000017678938,0.0000025236018,0.0008397387],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99709237,0.0012514521,0.00020655914,0.00017245633,0.00082874217,0.00044838223],"domain_scores_gemma":[0.9789442,0.0056867893,0.0037341672,0.00030166944,0.004981414,0.00635179],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039019384,0.00013436221,0.0001797402,0.0006882289,0.0010337378,0.0014931692,0.0004955657,0.00039115068,0.0027280024],"category_scores_gemma":[0.013901836,0.000118338,0.0001659492,0.00032045558,0.00045012613,0.0006200907,0.0006331306,0.00047778303,0.00032453827],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003146696,0.0040706983,0.7164222,0.0005755271,0.00008197214,0.0008264425,0.09351558,0.000434161,0.009790951,0.00033310193,0.0023271276,0.17130764],"study_design_scores_gemma":[0.000030673324,0.0018366551,0.8821186,0.00018507945,0.00004997081,0.00030687766,0.10490202,0.0008965825,0.0026189315,0.00006172938,0.006946112,0.000046727942],"about_ca_topic_score_codex":0.004891077,"about_ca_topic_score_gemma":0.00920762,"teacher_disagreement_score":0.004891077,"about_ca_system_score_codex":0.0013283241,"about_ca_system_score_gemma":0.0014612303,"threshold_uncertainty_score":0.020635724},"labels":[],"label_agreement":null},{"id":"W4232657189","doi":"10.2167/la432.0","title":"Perception of Learner Proficiency: Its Impact on the Interaction Between an ESL Learner and Her Higher and Lower Proficiency Partners","year":2008,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Language proficiency; Psychology; Perception; Recall; Metalinguistics; Task (project management); Affect (linguistics); Second language; Cognitive psychology; Mathematics education; Teaching method; Linguistics; Communication; Vocabulary development","score_opus":0.06948173264537105,"score_gpt":0.3496977994764334,"score_spread":0.28021606683106237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232657189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988109,0.000024156125,0.00016728399,0.000036837806,0.000001489034,0.0000032458488,0.0000071281606,0.0000044688604,0.0009444685],"genre_scores_gemma":[0.99957484,0.000020484264,0.00012147925,0.000012339656,0.0000017206538,0.000004607889,0.000010172448,0.0000019731986,0.00025241857],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99808633,0.00096056476,0.00012857425,0.0002378719,0.00039067262,0.00019606053],"domain_scores_gemma":[0.9887138,0.0058295485,0.00234859,0.00037993747,0.0009928044,0.0017353499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018219461,0.00027638415,0.0002586468,0.0006475726,0.0008282721,0.0019576997,0.0003405269,0.00045436464,0.00312437],"category_scores_gemma":[0.011766249,0.00015611955,0.0002564217,0.00018101481,0.0012486123,0.0008490968,0.0020464035,0.00066524185,0.00044253792],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043583172,0.0005041136,0.836422,0.00008972898,0.000090962596,0.0014182992,0.12113354,0.00026043743,0.014581011,0.00023668837,0.00025257727,0.024574729],"study_design_scores_gemma":[0.000015875892,0.0008931467,0.82143617,0.000043266577,0.000057336172,0.0017074657,0.16985509,0.0012154449,0.0031671175,0.00030701043,0.0012368697,0.0000651957],"about_ca_topic_score_codex":0.0023810996,"about_ca_topic_score_gemma":0.0018508496,"teacher_disagreement_score":0.00312437,"about_ca_system_score_codex":0.00032972367,"about_ca_system_score_gemma":0.00034685805,"threshold_uncertainty_score":0.010452032},"labels":[],"label_agreement":null},{"id":"W4232714354","doi":"10.18806/tesl.v23i1.82","title":"Book Reviews","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Headway; Linguistics; Test (biology); English language; English grammar; Art; Sociology; History; Philosophy; Computer science","score_opus":0.028158278398186992,"score_gpt":0.22492002997228994,"score_spread":0.19676175157410294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232714354","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000349467,0.4227726,0.0013036598,0.017124444,0.03369505,0.00015584212,0.0033474942,0.0006783587,0.5205731],"genre_scores_gemma":[0.0018523968,0.18731262,0.0014642265,0.010692307,0.010590413,0.000113756076,0.0037921276,0.0003726732,0.78380954],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99906594,0.000087778964,0.000063788546,0.00014827464,0.00056468137,0.0000695335],"domain_scores_gemma":[0.997957,0.00040818012,0.00012842721,0.00012977784,0.0011023438,0.00027421847],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00058506214,0.0009445137,0.0012155453,0.004148306,0.00087376434,0.0047344677,0.0019756744,0.0018226693,0.37689692],"category_scores_gemma":[0.0041350597,0.00041694698,0.00068378187,0.005627458,0.00057271495,0.0031940418,0.0014959523,0.0020539723,0.33706197],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007918617,0.000013318247,0.00002894632,0.00058363174,0.0000034402988,0.000037453963,0.00003459838,0.000032897213,0.00008634838,0.001464575,0.9033197,0.09438717],"study_design_scores_gemma":[0.0000018201921,0.0000030630167,0.000058055957,0.00026887795,0.00000197246,0.0000769068,0.000017468004,0.0000052260575,0.000011880083,0.00026997743,0.99928266,0.0000020664381],"about_ca_topic_score_codex":0.0051703644,"about_ca_topic_score_gemma":0.010380954,"teacher_disagreement_score":0.37689692,"about_ca_system_score_codex":0.0017627783,"about_ca_system_score_gemma":0.0034833,"threshold_uncertainty_score":0.88878095},"labels":[],"label_agreement":null},{"id":"W4232827515","doi":"10.22215/etd/2017-12198","title":"The Impact of Short-Term Strategy Training in Requests for Clarification in the Japanese Classroom","year":2017,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Repetition (rhetorical device); Recall; Psychology; Test (biology); Comprehension; Term (time); Training (meteorology); Medical education; Cognitive psychology; Computer science; Linguistics; Medicine","score_opus":0.11329463629401089,"score_gpt":0.3804421059981064,"score_spread":0.26714746970409553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232827515","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998838,0.00012274414,0.00023373611,0.00003170837,0.0000077477025,0.000042228483,0.0000044514777,0.000015036853,0.0007044048],"genre_scores_gemma":[0.99551195,0.00027594884,0.0029065674,0.000050212002,0.000012954749,0.00009443202,0.000023153527,0.0000060900593,0.0011186837],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.999286,0.00028283746,0.000054568467,0.00010881979,0.00015866093,0.000109177585],"domain_scores_gemma":[0.9966568,0.0018163746,0.00044301274,0.00017217758,0.0002356998,0.0006758676],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00091182714,0.0004348599,0.00035053783,0.00029552798,0.00026270404,0.0003764979,0.0005245106,0.00054125086,0.0016802929],"category_scores_gemma":[0.0058393404,0.00014120412,0.00022816987,0.00013830829,0.00028927144,0.00051287666,0.00059707265,0.00048590347,0.0002938826],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0065669087,0.041791588,0.027607819,0.0018947257,0.00014614673,0.0014366014,0.020404834,0.001071819,0.22587478,0.00039011025,0.00080975157,0.67200494],"study_design_scores_gemma":[0.0031831085,0.1572538,0.6236399,0.0011217576,0.0013717525,0.00294972,0.030972777,0.006053241,0.15025344,0.0018435011,0.02112863,0.0002283822],"about_ca_topic_score_codex":0.0009815946,"about_ca_topic_score_gemma":0.0017999079,"teacher_disagreement_score":0.0016802929,"about_ca_system_score_codex":0.00023566169,"about_ca_system_score_gemma":0.00073403894,"threshold_uncertainty_score":0.0056211352},"labels":[],"label_agreement":null},{"id":"W4233353386","doi":"10.5539/elt.v2n1p0","title":"English Language Teaching, Vol.2, No.1, March 2009","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.010210953447924925,"score_gpt":0.25094035962015687,"score_spread":0.24072940617223196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233353386","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.050575588,0.042765755,0.001910331,0.041917358,0.010657771,0.00004668932,0.00023097519,0.00041337512,0.85148215],"genre_scores_gemma":[0.15550907,0.021039652,0.0021086398,0.0052927895,0.0017445772,0.000033470187,0.00034379997,0.00020455713,0.81372344],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993806,0.0001252076,0.000035747522,0.000044344953,0.0003408007,0.00007324115],"domain_scores_gemma":[0.99838424,0.00042428164,0.0000694952,0.000114547845,0.00064287306,0.00036454824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011193942,0.0002981264,0.00030013066,0.00066204026,0.0022141836,0.004346373,0.00041204997,0.00070609496,0.12042189],"category_scores_gemma":[0.0047274623,0.00019438303,0.0002065416,0.0006332793,0.0011387147,0.0018434725,0.0016680959,0.001048759,0.022477109],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012810438,0.00030289168,0.008948541,0.00044775504,0.00001782524,0.0005121581,0.0034787362,0.00015417642,0.00185414,0.02065871,0.60654426,0.35695258],"study_design_scores_gemma":[0.000015839596,0.00005652397,0.012629922,0.00056941225,0.000015252386,0.0008505617,0.0043868115,0.00015910245,0.00086597214,0.0053376574,0.97510195,0.00001101324],"about_ca_topic_score_codex":0.00579777,"about_ca_topic_score_gemma":0.026523875,"teacher_disagreement_score":0.12042189,"about_ca_system_score_codex":0.0018875324,"about_ca_system_score_gemma":0.002469343,"threshold_uncertainty_score":0.40285134},"labels":[],"label_agreement":null},{"id":"W4233445337","doi":"10.22215/etd/2006-08551","title":"The role of preparation in test takers' strategy use and test performance","year":2006,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Canadian Heritage","funders":"","keywords":"Test (biology); Humanities; Computer science; Art","score_opus":0.01611082707669555,"score_gpt":0.23994976930528675,"score_spread":0.2238389422285912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233445337","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9859476,0.00043703758,0.0016898551,0.00024990938,0.000030966246,0.00007179134,0.00010937616,0.00007283418,0.011390706],"genre_scores_gemma":[0.9966974,0.00009684812,0.0007303849,0.000047649788,0.000008268392,0.00004990037,0.00012505379,0.00003205842,0.0022123654],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9964406,0.0018834077,0.00021634629,0.00042484616,0.0006912836,0.0003434945],"domain_scores_gemma":[0.9333781,0.044704266,0.010312612,0.002883659,0.002546913,0.006174502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048423433,0.0004172432,0.00027884514,0.00074322603,0.0005170036,0.003597988,0.00078613136,0.00069130067,0.0066134506],"category_scores_gemma":[0.06800529,0.00031133095,0.00022635687,0.0004641909,0.00079323427,0.0012651375,0.0011319736,0.0011718599,0.0014502199],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0065522483,0.0038644585,0.7609742,0.00022049059,0.00020587686,0.0006121752,0.010368886,0.00091449794,0.019848896,0.0026769037,0.0019340969,0.19182713],"study_design_scores_gemma":[0.00007282423,0.0013887776,0.99043894,0.000060404967,0.000049348135,0.00018182797,0.0018881271,0.0008761652,0.0024359599,0.0011540393,0.0014232297,0.000030404855],"about_ca_topic_score_codex":0.0031217618,"about_ca_topic_score_gemma":0.003348518,"teacher_disagreement_score":0.0066134506,"about_ca_system_score_codex":0.00086658937,"about_ca_system_score_gemma":0.0015009207,"threshold_uncertainty_score":0.025609076},"labels":[],"label_agreement":null},{"id":"W4233508122","doi":"10.5539/elt.v1n2p0","title":"English Language Teaching, Vol.1, No.2, December 2008","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies; Australian Government; Zhejiang Gongshang University","keywords":"Psychology; Linguistics; Mathematics education; English language; Language assessment; Philosophy","score_opus":0.013732307248715487,"score_gpt":0.2404457244288097,"score_spread":0.22671341718009422,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233508122","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47039568,0.038357843,0.0023367233,0.01174412,0.0027560126,0.00006555259,0.00015651547,0.00021353461,0.473974],"genre_scores_gemma":[0.71643114,0.015378964,0.0029617108,0.0016347965,0.0006012217,0.000038190672,0.00029480338,0.00008108215,0.262578],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99962676,0.00009703184,0.000025752448,0.00002685895,0.00017992986,0.000043597793],"domain_scores_gemma":[0.99891853,0.00034497472,0.000068359535,0.0000745675,0.00033866076,0.00025493972],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008244605,0.0001869085,0.00020849051,0.00043067287,0.0010536058,0.0022047868,0.00019119344,0.00027975586,0.054061305],"category_scores_gemma":[0.0027364516,0.000106634274,0.00016457433,0.00035647463,0.0007030707,0.0007739478,0.000787224,0.00043134255,0.007413319],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020964345,0.000861096,0.072881706,0.0008406829,0.00003661901,0.0011205935,0.0057009957,0.00025910058,0.00679791,0.01124536,0.112797596,0.7872487],"study_design_scores_gemma":[0.0000578162,0.00046731834,0.24746852,0.0013770846,0.00009000957,0.0038807045,0.016800173,0.0009954456,0.007496689,0.008509728,0.71282935,0.000027130176],"about_ca_topic_score_codex":0.002167624,"about_ca_topic_score_gemma":0.009108359,"teacher_disagreement_score":0.9459387,"about_ca_system_score_codex":0.0006478794,"about_ca_system_score_gemma":0.0017147918,"threshold_uncertainty_score":0.18085307},"labels":[],"label_agreement":null},{"id":"W4233545562","doi":"10.31219/osf.io/aw6mr","title":"Language transfer and positional bias in English stress","year":2021,"lang":"en","type":"preprint","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Ball State University","keywords":"Negative transfer; Interlanguage; Stress (linguistics); Transfer (computing); Linguistics; Portuguese; First language; Psychology; Mandarin Chinese; Language transfer; Sensitivity (control systems); Confounding; Computer science; Natural language processing; Mathematics; Natural language; Statistics; Comprehension approach; Engineering","score_opus":0.045222058402368405,"score_gpt":0.25690807052465975,"score_spread":0.21168601212229135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233545562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940333,0.000037668047,0.00076497113,0.00007492801,0.000007731551,0.0000057526786,0.0000133538515,0.00000819752,0.0050541647],"genre_scores_gemma":[0.99896467,0.00002890281,0.0001940368,0.000030351881,0.000005806613,0.000005084353,0.000011362357,0.0000066047887,0.00075311004],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99954116,0.00011604203,0.000025218664,0.00011788617,0.00015120061,0.000048463422],"domain_scores_gemma":[0.9981171,0.00080335024,0.0004051088,0.000255871,0.00019045807,0.00022807067],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00054592825,0.0002548166,0.00019720249,0.0003501597,0.00032936205,0.0008044557,0.00018653143,0.00032684713,0.0034086152],"category_scores_gemma":[0.0050472263,0.00018366336,0.000103148246,0.00021988733,0.0008522946,0.0005916564,0.0014379156,0.00052904635,0.00035448046],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012448605,0.0006620143,0.3421629,0.00029428076,0.00007643344,0.0008746427,0.03627622,0.0011409036,0.49316874,0.007837491,0.00053432496,0.11572718],"study_design_scores_gemma":[0.000030193838,0.0007404521,0.9391932,0.000040296225,0.000033153694,0.00057595235,0.0073949667,0.002028123,0.03762486,0.009827637,0.0024630607,0.000048124253],"about_ca_topic_score_codex":0.0009710921,"about_ca_topic_score_gemma":0.00092856045,"teacher_disagreement_score":0.0034086152,"about_ca_system_score_codex":0.00028804073,"about_ca_system_score_gemma":0.00022216987,"threshold_uncertainty_score":0.011402965},"labels":[],"label_agreement":null},{"id":"W4233556390","doi":"10.1002/9781118784235.eelt0178","title":"Motivational Strategies","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Self-determination theory; Exploit; Autonomy; Psychology; Resource (disambiguation); Context (archaeology); Punishment (psychology); Action (physics); Order (exchange); Intrinsic motivation; Knowledge management; Social psychology; Computer science; Political science; Business","score_opus":0.011084661111416472,"score_gpt":0.24337152165395462,"score_spread":0.23228686054253814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233556390","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0882694,0.0070534167,0.08226167,0.008167462,0.00059177174,0.0017413486,0.00076989445,0.00075728504,0.8103877],"genre_scores_gemma":[0.6970662,0.009104071,0.07166042,0.002716249,0.00019462676,0.0017524397,0.001059163,0.00023894329,0.21620794],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988834,0.000452467,0.000058689406,0.00012803549,0.00030920788,0.00016812718],"domain_scores_gemma":[0.9990502,0.00024206807,0.00012653455,0.000073561496,0.00026909166,0.00023862423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018030935,0.0006664701,0.00026908584,0.001170825,0.0010060789,0.002880518,0.00096645864,0.0012308599,0.022253752],"category_scores_gemma":[0.0046150014,0.00020707241,0.00058612536,0.00052601635,0.0013003926,0.0017434742,0.0023045298,0.0014509541,0.0070659295],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010286013,0.00056158524,0.011543884,0.0012780719,0.00006865404,0.00033601397,0.011552916,0.0010209623,0.003714991,0.464242,0.03609565,0.4694824],"study_design_scores_gemma":[0.00007194764,0.00037981904,0.014377567,0.0012587449,0.00007957895,0.0008322406,0.006894502,0.002193024,0.0022103472,0.16142465,0.81020004,0.000077474106],"about_ca_topic_score_codex":0.00089290057,"about_ca_topic_score_gemma":0.0013169998,"teacher_disagreement_score":0.022253752,"about_ca_system_score_codex":0.001187867,"about_ca_system_score_gemma":0.001973857,"threshold_uncertainty_score":0.0744462},"labels":[],"label_agreement":null},{"id":"W4233885715","doi":"10.1002/9781118784235.eelt0096","title":"Comprehensible Output","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science; Production (economics); Process (computing); Empirical research; Second-language acquisition; Linguistics; Natural language processing; Artificial intelligence; Programming language; Epistemology; Philosophy","score_opus":0.015090448004042451,"score_gpt":0.24301843142723437,"score_spread":0.22792798342319193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233885715","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026275773,0.0013792248,0.04646528,0.0030351472,0.0008186332,0.00028205,0.0028751723,0.0020520014,0.9168167],"genre_scores_gemma":[0.46359977,0.003958178,0.04997995,0.0024385161,0.0005427132,0.00060301874,0.008468049,0.0020754584,0.4683343],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978264,0.00043854388,0.00019718164,0.00037271128,0.00092185015,0.0002432849],"domain_scores_gemma":[0.9948725,0.0016663757,0.0003626946,0.0009893983,0.0017010556,0.00040792834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018747903,0.0008604467,0.0004277456,0.0017272349,0.00116546,0.006109242,0.0014304591,0.0014574836,0.09966614],"category_scores_gemma":[0.0118182935,0.00025401128,0.00062549155,0.0014648123,0.0022118348,0.00721479,0.0046249544,0.0019032203,0.032839682],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024019998,0.00023926809,0.006910012,0.0011153126,0.000031398045,0.0014435755,0.01570764,0.0006875577,0.006507785,0.42013243,0.10382911,0.4431557],"study_design_scores_gemma":[0.000032970565,0.00017008973,0.006181596,0.00060081156,0.000029394152,0.0016757622,0.0043883724,0.001137402,0.005894772,0.07647908,0.9033356,0.00007413293],"about_ca_topic_score_codex":0.0012645226,"about_ca_topic_score_gemma":0.0013148435,"teacher_disagreement_score":0.09966614,"about_ca_system_score_codex":0.0012545574,"about_ca_system_score_gemma":0.0021095404,"threshold_uncertainty_score":0.33341646},"labels":[],"label_agreement":null},{"id":"W4233986400","doi":"10.1002/9781118784235.eelt0103.pub2","title":"Universal Grammar","year":2021,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Learnability; Universal grammar; Linguistics; Grammar; Computer science; Second-language acquisition; First language; Linguistic competence; Language acquisition; Artificial intelligence; Philosophy","score_opus":0.010485145404086947,"score_gpt":0.22859767319823984,"score_spread":0.21811252779415288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233986400","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013244528,0.0013253683,0.00924999,0.001569745,0.00026999568,0.00002061601,0.0013371385,0.00075604976,0.9841467],"genre_scores_gemma":[0.13590173,0.0062113167,0.018466853,0.002378996,0.0007834143,0.00011150193,0.0069353003,0.0027989792,0.82641196],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994135,0.00012913636,0.000039953073,0.000120707795,0.00022090932,0.000075863674],"domain_scores_gemma":[0.99930704,0.00028844207,0.000031559346,0.00019330379,0.00013700195,0.000042641113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000642028,0.00051488983,0.0004078248,0.0016316854,0.001298669,0.00295846,0.0008347562,0.0009380195,0.1350124],"category_scores_gemma":[0.0022847261,0.00024366642,0.0004334296,0.0014151798,0.0020461709,0.003948496,0.0019821168,0.0014431565,0.03746116],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008570252,0.000008192044,0.00020825039,0.00011104175,0.000002946957,0.00008435713,0.00097261136,0.00013467201,0.00019076698,0.82615,0.10749742,0.06463113],"study_design_scores_gemma":[0.0000015950847,0.000003792036,0.0002707006,0.00006915097,0.0000014456474,0.00019559311,0.00018715831,0.00010445289,0.00017312782,0.08309941,0.9158886,0.0000050068197],"about_ca_topic_score_codex":0.003936677,"about_ca_topic_score_gemma":0.0061027193,"teacher_disagreement_score":0.1350124,"about_ca_system_score_codex":0.0021278993,"about_ca_system_score_gemma":0.0014923747,"threshold_uncertainty_score":0.45166147},"labels":[],"label_agreement":null},{"id":"W4234398079","doi":"10.5539/ells.v6n3p118","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 6, No. 3","year":2016,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; English language; Computer science; Philosophy","score_opus":0.017148481300620085,"score_gpt":0.28330695480311013,"score_spread":0.26615847350249006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234398079","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015178884,0.024876013,0.009388036,0.2360449,0.6835592,0.020516897,0.01049116,0.002317923,0.011287969],"genre_scores_gemma":[0.040222272,0.029761601,0.035487186,0.31566733,0.3065418,0.15376802,0.007532009,0.007232173,0.103787675],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.8811497,0.032656312,0.038242254,0.0076502366,0.03727151,0.0030300468],"domain_scores_gemma":[0.14022207,0.050902247,0.030407537,0.013562613,0.7591688,0.005736704],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1029425,0.0041789943,0.013490983,0.014777436,0.006027483,0.010405589,0.008201451,0.014801037,0.06946141],"category_scores_gemma":[0.677425,0.0028670917,0.007881541,0.008193345,0.004908491,0.0098701855,0.0061157946,0.010430813,0.03318275],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017709781,0.00001349925,0.0003839871,0.010743801,0.000115557465,0.0002782279,0.001156946,0.000039338538,0.00026698268,0.0006224187,0.9698444,0.01635775],"study_design_scores_gemma":[0.0015990644,0.00007674561,0.0023905663,0.0679016,0.00087527256,0.0019554105,0.003454154,0.0009925466,0.0009836515,0.0059871664,0.9132893,0.0004945347],"about_ca_topic_score_codex":0.008759826,"about_ca_topic_score_gemma":0.011949635,"teacher_disagreement_score":0.1029425,"about_ca_system_score_codex":0.008821084,"about_ca_system_score_gemma":0.021639628,"threshold_uncertainty_score":0.54441845},"labels":[],"label_agreement":null},{"id":"W4234613002","doi":"10.18627/jslg.30.4.201502.877","title":"A Case Study on the Use of Discourse Marker ‘OK’ in a Tutorial Session between a Korean Learner and a Canadian Teacher","year":2015,"lang":"en","type":"article","venue":"The Journal of Studies in Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Session (web analytics); Linguistics; Psychology; Discourse marker; Mathematics education; Computer science; Philosophy; World Wide Web","score_opus":0.2432972461718788,"score_gpt":0.3729524821306452,"score_spread":0.12965523595876638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234613002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97815245,0.00038019352,0.005996162,0.0022792716,0.0001835929,0.00023310754,0.000106217936,0.00024750357,0.012421571],"genre_scores_gemma":[0.9693189,0.00033256144,0.0079773115,0.00065728807,0.00007189715,0.00012460977,0.00012425781,0.00016002898,0.021233145],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99513704,0.0022599734,0.00023686225,0.0006335134,0.0007111186,0.0010215071],"domain_scores_gemma":[0.9886175,0.005451578,0.000880586,0.0004423329,0.0013467453,0.003261305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033732299,0.0014456249,0.000824534,0.0016548856,0.016428817,0.0030511024,0.00430951,0.0069509665,0.00579672],"category_scores_gemma":[0.012224854,0.0007858902,0.00084983086,0.00085138914,0.004706299,0.00391951,0.005532008,0.005482799,0.001408908],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020271557,0.001155375,0.009376768,0.00034325424,0.000042482618,0.06870023,0.88346386,0.00040865364,0.011662261,0.0031311698,0.0040167975,0.0174964],"study_design_scores_gemma":[0.000047196343,0.0007035813,0.013034827,0.0003550907,0.00010405921,0.03731376,0.87084574,0.0020551712,0.008954183,0.0010691922,0.065259255,0.0002579952],"about_ca_topic_score_codex":0.035772067,"about_ca_topic_score_gemma":0.10212617,"teacher_disagreement_score":0.035772067,"about_ca_system_score_codex":0.005047806,"about_ca_system_score_gemma":0.0059446665,"threshold_uncertainty_score":0.07112765},"labels":[],"label_agreement":null},{"id":"W4234945117","doi":"10.1111/1467-9922.00194","title":"Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":414,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Anxiety; Competence (human resources); French immersion; Developmental psychology; Social psychology; Mathematics education","score_opus":0.013977824243744899,"score_gpt":0.2341575636736112,"score_spread":0.2201797394298663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234945117","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99981934,0.000020148485,0.000007778416,0.000006596761,0.0000010119144,0.0000013432613,0.0000095192145,8.701669e-7,0.00013343571],"genre_scores_gemma":[0.999718,0.00001696627,0.000015612883,0.000007453979,0.0000019996098,0.000003076318,0.000018332845,5.692771e-7,0.00021797686],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995876,0.00012175719,0.00003211767,0.00005147241,0.0000988201,0.00010817253],"domain_scores_gemma":[0.99772173,0.0005279653,0.0007316907,0.00006876927,0.00018513434,0.00076458254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006320716,0.0002934979,0.00025066474,0.0006969971,0.00041474192,0.0008768698,0.00016466426,0.00046711604,0.0019971519],"category_scores_gemma":[0.002108341,0.0001877831,0.0003483018,0.0002479718,0.00029929687,0.00024432782,0.00040596427,0.00047877806,0.00031752576],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019743496,0.00037123507,0.99168676,0.00001060427,0.000027610115,0.00014963272,0.002259323,0.00001759804,0.0014623981,0.000022396338,0.000043522436,0.0037515091],"study_design_scores_gemma":[0.0000024695148,0.00037556153,0.9982141,0.0000029483165,0.0000061564333,0.000087088854,0.0010723298,0.000040326297,0.0001147332,0.0000073018523,0.00007309318,0.0000039435004],"about_ca_topic_score_codex":0.0038392416,"about_ca_topic_score_gemma":0.0059177754,"teacher_disagreement_score":0.0038392416,"about_ca_system_score_codex":0.0002361966,"about_ca_system_score_gemma":0.00023662827,"threshold_uncertainty_score":0.0076338053},"labels":[],"label_agreement":null},{"id":"W4234946238","doi":"10.22215/etd/2008-08357","title":"The Public Service Commission oral language proficiency test: strategy use, proficiency, and anxiety in test performance","year":2008,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Library and Archives Canada","funders":"","keywords":"Test (biology); Psychology; Commission; Political science; Computer science","score_opus":0.04062924564659154,"score_gpt":0.26742239731977696,"score_spread":0.22679315167318542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234946238","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9805669,0.0003154201,0.0003195493,0.001370955,0.000066580455,0.00018354654,0.0037478108,0.00008054998,0.013348583],"genre_scores_gemma":[0.9879618,0.00018083195,0.00045785512,0.00020816171,0.000022822693,0.00021851971,0.003387566,0.000024058852,0.0075382977],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99825996,0.00031820164,0.00017181956,0.00013681233,0.00088181806,0.00023136576],"domain_scores_gemma":[0.9928068,0.0014092177,0.0027160752,0.0003615415,0.0015028035,0.0012035465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019668366,0.00048370752,0.00061835087,0.0012386352,0.0006098098,0.0011352072,0.0010598232,0.0013506261,0.0066471333],"category_scores_gemma":[0.011238571,0.00036427964,0.00043195277,0.001316255,0.0007316836,0.0010222114,0.0013828811,0.0014152115,0.0019899493],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005376123,0.0013523919,0.9391487,0.000063931046,0.0001376821,0.00019937578,0.0013025705,0.00018022186,0.0008935266,0.000266707,0.024131702,0.031785503],"study_design_scores_gemma":[0.0000217694,0.000116697076,0.99810225,0.000015067679,0.000013271083,0.00007165999,0.0003247768,0.000091409136,0.0001482024,0.000042338383,0.0010457273,0.0000067728033],"about_ca_topic_score_codex":0.045631807,"about_ca_topic_score_gemma":0.05797245,"teacher_disagreement_score":0.045631807,"about_ca_system_score_codex":0.0015149356,"about_ca_system_score_gemma":0.0019739012,"threshold_uncertainty_score":0.090732396},"labels":[],"label_agreement":null},{"id":"W4235074616","doi":"10.5539/elt.v11n5p148","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 11, No. 5","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Language assessment; Mathematics education; Philosophy","score_opus":0.016758860548488387,"score_gpt":0.280090610419717,"score_spread":0.2633317498712286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235074616","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0005034247,0.007341108,0.0027516908,0.16497147,0.8125158,0.0033084976,0.0019293326,0.0009291263,0.005749482],"genre_scores_gemma":[0.019543346,0.01710385,0.0098513225,0.24806817,0.58191955,0.02014765,0.0033332638,0.0028818354,0.097151026],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9259737,0.014861036,0.020791156,0.004748518,0.030914685,0.0027108416],"domain_scores_gemma":[0.13086186,0.029082209,0.01968153,0.007293363,0.80606556,0.007015524],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.059357494,0.0032691238,0.00940312,0.009961885,0.0058368775,0.009746371,0.0064691873,0.014298147,0.07556702],"category_scores_gemma":[0.5761824,0.0021629054,0.0044937846,0.00501265,0.004192739,0.0072979233,0.0043233843,0.009687525,0.042154036],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005712985,0.0000066826833,0.00022853423,0.0019276032,0.000028305585,0.00011176739,0.00019861346,0.000015846697,0.00006868762,0.00018561761,0.98890394,0.008267219],"study_design_scores_gemma":[0.00061326637,0.00006966301,0.002698112,0.018169286,0.00033852056,0.0020683445,0.0015351461,0.00059130206,0.00058324455,0.0020003472,0.9710496,0.00028313627],"about_ca_topic_score_codex":0.006858764,"about_ca_topic_score_gemma":0.010457389,"teacher_disagreement_score":0.9406425,"about_ca_system_score_codex":0.006833835,"about_ca_system_score_gemma":0.015165478,"threshold_uncertainty_score":0.3139162},"labels":[],"label_agreement":null},{"id":"W4235078192","doi":"10.5539/elt.v10n7p267","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 10, No. 7","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Language assessment; Mathematics education; Philosophy","score_opus":0.022034517087450075,"score_gpt":0.29420714354984634,"score_spread":0.27217262646239626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235078192","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00047610974,0.006933133,0.0024865007,0.1758207,0.8023141,0.0030806093,0.0019760153,0.0008691615,0.006043741],"genre_scores_gemma":[0.016983902,0.016831342,0.008439961,0.25484508,0.5869665,0.018545492,0.0032586132,0.0027876967,0.091341354],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9295806,0.014056347,0.018509815,0.0044490965,0.030729206,0.0026749126],"domain_scores_gemma":[0.12969214,0.027940467,0.018305829,0.0065695993,0.8104846,0.007007419],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.055186782,0.0031844962,0.009102654,0.009336513,0.0055449763,0.009710484,0.0064290557,0.01490859,0.07212108],"category_scores_gemma":[0.5680647,0.002141982,0.004612505,0.004794309,0.0041938317,0.0069295107,0.004275043,0.01030352,0.04424422],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048605994,0.0000060311445,0.00020753682,0.0015886145,0.000024448882,0.000095493306,0.00014840746,0.000013883589,0.000059273232,0.00016656837,0.990879,0.0067621963],"study_design_scores_gemma":[0.0005841135,0.00006135183,0.002392862,0.016577415,0.00030725778,0.0019285502,0.0014054674,0.0005856011,0.0005474146,0.0019401719,0.9734048,0.0002650529],"about_ca_topic_score_codex":0.007061849,"about_ca_topic_score_gemma":0.01076433,"teacher_disagreement_score":0.9448132,"about_ca_system_score_codex":0.006882516,"about_ca_system_score_gemma":0.016131524,"threshold_uncertainty_score":0.2918591},"labels":[],"label_agreement":null},{"id":"W4235296225","doi":"10.5539/ells.v5n2p165","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 5, No. 2","year":2015,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; English language; Computer science; Natural language processing; Philosophy","score_opus":0.027762950264167623,"score_gpt":0.29941340225233665,"score_spread":0.271650451988169,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235296225","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013028246,0.017125398,0.0074715214,0.22549807,0.71511054,0.014699424,0.009004775,0.0016623231,0.008125197],"genre_scores_gemma":[0.037398577,0.023314137,0.041323863,0.3305925,0.301037,0.15525302,0.007513571,0.0070058666,0.0965615],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.855135,0.04304662,0.04821092,0.008120888,0.041876376,0.0036101628],"domain_scores_gemma":[0.10654749,0.0656254,0.02476841,0.017136129,0.77985084,0.0060717],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.14051217,0.0039027801,0.012092791,0.020721713,0.0068452363,0.01119198,0.008162423,0.01595728,0.06376721],"category_scores_gemma":[0.7249046,0.0030339889,0.0073388135,0.011079426,0.005199777,0.011136082,0.006901106,0.0120297605,0.026516663],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019316483,0.000019111558,0.00047737316,0.013633007,0.0001501819,0.00032096484,0.001987735,0.00004627576,0.000431391,0.000904767,0.96509004,0.016746111],"study_design_scores_gemma":[0.001293646,0.00006144115,0.002725283,0.05504306,0.0007086324,0.001187652,0.0038421417,0.00076874683,0.00076481415,0.005049314,0.92819315,0.00036204106],"about_ca_topic_score_codex":0.010204516,"about_ca_topic_score_gemma":0.014676833,"teacher_disagreement_score":0.9362328,"about_ca_system_score_codex":0.009996199,"about_ca_system_score_gemma":0.028340435,"threshold_uncertainty_score":0.7431083},"labels":[],"label_agreement":null},{"id":"W4235405595","doi":"10.1111/modl.12588","title":"Perfecting Practice","year":2019,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Sophistication; Variety (cybernetics); Relevance (law); Psychology; Mathematics education; Pedagogy; Computer science; Sociology; Political science","score_opus":0.011967154265301767,"score_gpt":0.2547745492888582,"score_spread":0.24280739502355642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235405595","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.070817314,0.033995382,0.009593729,0.027985048,0.0071837166,0.00012680012,0.0005049625,0.0005105169,0.8492825],"genre_scores_gemma":[0.60557824,0.048852686,0.011660383,0.004528733,0.003442733,0.00014993091,0.0010009002,0.00039490915,0.3243914],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9974718,0.0006780627,0.00018689364,0.00032832118,0.0011095676,0.00022533337],"domain_scores_gemma":[0.99171937,0.0037610698,0.0009548396,0.0013227911,0.0013073831,0.00093444623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017642984,0.0003363353,0.00038180914,0.0013032722,0.0011208897,0.0045830156,0.0008742228,0.001044097,0.047864225],"category_scores_gemma":[0.012960135,0.00017609079,0.00032379592,0.0012536609,0.0020027643,0.003885578,0.0029086384,0.0016205689,0.00674095],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010127518,0.00016496785,0.0059663327,0.0010835765,0.00002544095,0.00041462271,0.011231698,0.00038833034,0.0016602089,0.082530655,0.16505805,0.73137486],"study_design_scores_gemma":[0.000012246889,0.00016427261,0.007577175,0.00091903243,0.000016034952,0.0007588804,0.0047564693,0.00020541168,0.0013610258,0.019269448,0.9649385,0.000021418906],"about_ca_topic_score_codex":0.0011623866,"about_ca_topic_score_gemma":0.001672895,"teacher_disagreement_score":0.047864225,"about_ca_system_score_codex":0.0011550286,"about_ca_system_score_gemma":0.0023065722,"threshold_uncertainty_score":0.1601218},"labels":[],"label_agreement":null},{"id":"W4236012820","doi":"10.3138/cmlr.61.3.325","title":"Rethinking Communicative Language Teaching: A Focus on Access to Fluency","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":218,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Fluency; Operationalization; Communicative language teaching; Focus (optics); Mathematics education; Psychology; Resistance (ecology); Language education; Pedagogy; Computer science; Epistemology","score_opus":0.0415981145669808,"score_gpt":0.28524243608608496,"score_spread":0.24364432151910415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4236012820","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67146784,0.01897169,0.14480394,0.03957444,0.0004431822,0.000924929,0.00012697504,0.00043196988,0.123255074],"genre_scores_gemma":[0.968519,0.0026909162,0.024198359,0.0014549377,0.00007963111,0.0005867334,0.000025921267,0.00006261158,0.002381886],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9481742,0.038250234,0.0021428273,0.0026054354,0.00787202,0.00095518556],"domain_scores_gemma":[0.81502515,0.15550955,0.009612449,0.009195486,0.008691702,0.0019655998],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.047947075,0.0003863522,0.0007651454,0.0034797632,0.0026873322,0.0071155983,0.0017230199,0.0017346083,0.0020568979],"category_scores_gemma":[0.11502425,0.00030302483,0.0003810116,0.0026726236,0.012851897,0.0071538957,0.0072275097,0.0022470998,0.00025511268],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012786518,0.0001885322,0.018902559,0.0032364042,0.000048886675,0.00039089544,0.31270227,0.00034046496,0.005726942,0.105105,0.0017162826,0.5515139],"study_design_scores_gemma":[0.0003294475,0.002179917,0.13974264,0.008763943,0.00042969672,0.002836142,0.31948942,0.0035590157,0.031120282,0.20956278,0.28169918,0.00028752096],"about_ca_topic_score_codex":0.0063672434,"about_ca_topic_score_gemma":0.011083292,"teacher_disagreement_score":0.047947075,"about_ca_system_score_codex":0.0056103743,"about_ca_system_score_gemma":0.013095592,"threshold_uncertainty_score":0.2535714},"labels":[],"label_agreement":null},{"id":"W4236503826","doi":"10.5539/elt.v10n1p123","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 10, No. 1","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Linguistics; Language assessment; Language education; Mathematics education; Philosophy","score_opus":0.016313537974842272,"score_gpt":0.2697912684077416,"score_spread":0.25347773043289934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4236503826","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00049930677,0.007639317,0.0026586961,0.18170185,0.7948825,0.003692875,0.0024197074,0.0009067298,0.0055990173],"genre_scores_gemma":[0.017770302,0.018210337,0.009920027,0.27221194,0.5653065,0.024397561,0.0037701686,0.0031492515,0.08526391],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9213526,0.016583703,0.021691993,0.0052476805,0.032261256,0.0028627606],"domain_scores_gemma":[0.11975792,0.032549717,0.020676425,0.007730842,0.8124397,0.00684545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06537011,0.0032720554,0.009950257,0.010196909,0.006143103,0.01007998,0.006657657,0.014783081,0.07161494],"category_scores_gemma":[0.61330193,0.0023498824,0.004788495,0.0053682867,0.0044027083,0.00764256,0.0044911914,0.010666127,0.040579263],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005639596,0.000006850146,0.00022537418,0.0021027238,0.00002867963,0.00009439323,0.0001882384,0.000016189564,0.00006506872,0.0001822398,0.9895838,0.0074500022],"study_design_scores_gemma":[0.0006926511,0.0000667222,0.002786324,0.020309322,0.0003474601,0.0018156262,0.0015105198,0.0005983312,0.0005534158,0.0021785996,0.96884906,0.00029198587],"about_ca_topic_score_codex":0.00745326,"about_ca_topic_score_gemma":0.011737181,"teacher_disagreement_score":0.07161494,"about_ca_system_score_codex":0.0075667063,"about_ca_system_score_gemma":0.018011434,"threshold_uncertainty_score":0.34571433},"labels":[],"label_agreement":null},{"id":"W4236621348","doi":"10.5539/elt.v10n2p156","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 10, No. 2","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Mathematics education; Philosophy","score_opus":0.021639709634328045,"score_gpt":0.2938653745612225,"score_spread":0.2722256649268945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4236621348","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00047899864,0.007371962,0.002600471,0.16958909,0.80806077,0.0033501408,0.00212001,0.00092667056,0.005501917],"genre_scores_gemma":[0.017287113,0.016952476,0.00911102,0.26033196,0.58035475,0.021318696,0.0032554544,0.0030529476,0.0883357],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.92972034,0.014334397,0.019095993,0.00474402,0.029484985,0.0026201936],"domain_scores_gemma":[0.13857582,0.030206887,0.020096265,0.0075111906,0.7963053,0.0073045585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05695575,0.0034474323,0.009781025,0.009640096,0.0057235234,0.010024302,0.006506923,0.014995544,0.07193176],"category_scores_gemma":[0.57294023,0.0023376,0.0046132645,0.0049849013,0.0042640213,0.0075061,0.0043887785,0.01031617,0.040989317],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056007408,0.000006405718,0.00020622188,0.00188989,0.00002706689,0.000104028186,0.00016702253,0.000015533618,0.0000679798,0.00016642723,0.99040586,0.0068875058],"study_design_scores_gemma":[0.00069969095,0.00006710137,0.0025832262,0.01787983,0.00033224418,0.0020399622,0.001434685,0.0006363487,0.0005856636,0.002047468,0.9714091,0.00028470947],"about_ca_topic_score_codex":0.006984333,"about_ca_topic_score_gemma":0.010660415,"teacher_disagreement_score":0.07193176,"about_ca_system_score_codex":0.006801087,"about_ca_system_score_gemma":0.015988007,"threshold_uncertainty_score":0.3012144},"labels":[],"label_agreement":null},{"id":"W4237274788","doi":"10.1017/s0142716407070191","title":"Editorial","year":2007,"lang":"en","type":"editorial","venue":"Applied Psycholinguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Psycholinguistics; Pleasure; Neuroscience of multilingualism; Media studies; Library science; Psychology; Political science; Sociology; History; Cognition; Computer science","score_opus":0.019739790871752014,"score_gpt":0.297680109531063,"score_spread":0.27794031865931096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237274788","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016250201,0.007083899,0.00036002378,0.042925004,0.8851072,0.000056972676,0.0007277572,0.00036774887,0.06320889],"genre_scores_gemma":[0.0032177884,0.011245076,0.00060254557,0.043846663,0.6418952,0.00010477624,0.0015321856,0.0006186042,0.2969372],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99665266,0.00035991313,0.00029106808,0.0007294465,0.0016446641,0.0003222749],"domain_scores_gemma":[0.987931,0.0017845759,0.0006271474,0.00093434355,0.00649287,0.0022300223],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0025757672,0.0013459232,0.0012482181,0.002280389,0.002270432,0.0074468963,0.0020746635,0.0041425102,0.2583709],"category_scores_gemma":[0.0155475885,0.00046873404,0.0011044256,0.0011352218,0.0010551121,0.0040222374,0.0020315894,0.0055945045,0.15345265],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011992397,0.000005746475,0.00003142942,0.00007830571,0.0000028139864,0.000044347868,0.000014380985,0.000008660442,0.00004208457,0.0006377776,0.98801535,0.011107065],"study_design_scores_gemma":[0.000005735171,0.0000070760293,0.00009095568,0.00011473066,0.000002975614,0.00007266801,0.00002931009,0.000013406704,0.000042307718,0.00044885403,0.9991683,0.0000037236277],"about_ca_topic_score_codex":0.0010765874,"about_ca_topic_score_gemma":0.001742428,"teacher_disagreement_score":0.7416291,"about_ca_system_score_codex":0.0019386183,"about_ca_system_score_gemma":0.0027940085,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4237320317","doi":"10.3138/cmlr.61.2.203","title":"Le journal de bord comme outil de réflexion dans la classe d'anglais langue seconde du primaire: Qu'en pensent les premiers concernés?","year":2004,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Art","score_opus":0.020851655066821736,"score_gpt":0.24382113741030007,"score_spread":0.22296948234347833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237320317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66928726,0.26641494,0.0006770574,0.023781504,0.0012353477,0.000089772766,0.00029336903,0.000039467344,0.038181286],"genre_scores_gemma":[0.8946904,0.08951921,0.0008696746,0.002913605,0.00034565877,0.00006263058,0.00014854906,0.000033428973,0.011416867],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.996323,0.0017036574,0.00024233987,0.00029196774,0.0010397657,0.00039944975],"domain_scores_gemma":[0.9815848,0.008819707,0.0032943592,0.00040562236,0.0034971568,0.002398252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006179092,0.0003283541,0.0006280883,0.0018304016,0.0029848265,0.005388584,0.00062229997,0.0011829794,0.0052028606],"category_scores_gemma":[0.015975732,0.00028282357,0.00031745218,0.001912703,0.0032779782,0.0023044727,0.0013364385,0.0013865518,0.00076997065],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052790466,0.00031625867,0.21577272,0.009755133,0.00020792252,0.002638542,0.31897834,0.000066629334,0.005470378,0.0077650417,0.017979337,0.42052191],"study_design_scores_gemma":[0.00004689639,0.00045770148,0.49886218,0.006864796,0.0002800504,0.0022832297,0.25273624,0.00005433445,0.0013960239,0.0012302607,0.23567343,0.00011484802],"about_ca_topic_score_codex":0.12790382,"about_ca_topic_score_gemma":0.22529167,"teacher_disagreement_score":0.12790382,"about_ca_system_score_codex":0.00406515,"about_ca_system_score_gemma":0.010269542,"threshold_uncertainty_score":0.25431865},"labels":[],"label_agreement":null},{"id":"W4237410889","doi":"10.18806/tesl.v26i1.393","title":"Book Reviews","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Vocabulary; Focus (optics); Applied linguistics; Psychology; Language education; Sociology; Philosophy","score_opus":0.05142695644966231,"score_gpt":0.21665148664381664,"score_spread":0.16522453019415434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237410889","genre_codex":"review","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00030048928,0.48753583,0.0013056262,0.026379049,0.06909621,0.0001587511,0.0033399083,0.0007063472,0.41117784],"genre_scores_gemma":[0.0018477144,0.24566078,0.0013114271,0.01861861,0.024845092,0.00013442185,0.003967321,0.00041620247,0.7031984],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988624,0.00011204022,0.00008475067,0.00016490676,0.0006966399,0.00007928643],"domain_scores_gemma":[0.9967525,0.0006556353,0.00020736059,0.00018956189,0.0017914536,0.00040354824],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00074078725,0.0008926424,0.001236528,0.0039572394,0.0007678007,0.0044406215,0.0019984962,0.0021329385,0.35771585],"category_scores_gemma":[0.005716841,0.00039674537,0.00071465026,0.004696762,0.0005678791,0.0028900178,0.0015200265,0.0023535318,0.34029987],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000079083675,0.00001006951,0.000022584927,0.0005813758,0.000003864817,0.000036747057,0.00002025025,0.000030344541,0.000087650056,0.0011461792,0.91481453,0.08323842],"study_design_scores_gemma":[0.0000020112318,0.0000031727113,0.000043667802,0.0002770243,0.0000021916744,0.00007314131,0.000010750938,0.000004625839,0.000014518633,0.000257994,0.9993088,0.0000020938849],"about_ca_topic_score_codex":0.0033218327,"about_ca_topic_score_gemma":0.005994048,"teacher_disagreement_score":0.35771585,"about_ca_system_score_codex":0.0017116113,"about_ca_system_score_gemma":0.0029717335,"threshold_uncertainty_score":0.9161404},"labels":[],"label_agreement":null},{"id":"W4237612358","doi":"10.1007/s11881-016-0128-0","title":"Erratum to: Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA","year":2016,"lang":"en","type":"erratum","venue":"Annals of Dyslexia","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Psycholinguistics; Dyslexia; Psychology; Teacher education; Pedagogy; New england; Mathematics education; Linguistics; Political science; Cognition; Reading (process)","score_opus":0.03588388615771048,"score_gpt":0.27998961680757783,"score_spread":0.24410573064986735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237612358","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014865937,0.0017784064,0.00018221911,0.18248107,0.7924223,0.00008207574,0.0043605836,0.00019575263,0.01701097],"genre_scores_gemma":[0.025223615,0.0131866895,0.003004718,0.179384,0.10722023,0.0004395732,0.007882563,0.0007521265,0.66290647],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976992,0.00014146636,0.0007954422,0.00017213228,0.00094977795,0.00024200046],"domain_scores_gemma":[0.96884143,0.0050563645,0.0016296342,0.00081648905,0.021986613,0.001669436],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021838206,0.0011865784,0.0012568365,0.0034682525,0.0054747346,0.0025085718,0.0017829515,0.0054908004,0.041351948],"category_scores_gemma":[0.03593773,0.0007487237,0.0007843045,0.0026183983,0.0014669688,0.0019471862,0.0014021365,0.006267274,0.017142106],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019385527,0.000012672462,0.00034457017,0.000045838413,0.000001459839,0.0001639098,0.000057681315,0.000014233433,0.00001267042,0.00020578373,0.9957319,0.003389904],"study_design_scores_gemma":[0.00006113699,0.000044739703,0.0085841315,0.0011078295,0.000031304437,0.00046160663,0.0015250841,0.00012841112,0.00026893482,0.0007210892,0.98700386,0.00006194397],"about_ca_topic_score_codex":0.30169973,"about_ca_topic_score_gemma":0.3890992,"teacher_disagreement_score":0.69830024,"about_ca_system_score_codex":0.007614595,"about_ca_system_score_gemma":0.019835033,"threshold_uncertainty_score":0.59988725},"labels":[],"label_agreement":null},{"id":"W4237728451","doi":"10.5539/elt.v10n9p257","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 10, No. 9","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.022020942151784975,"score_gpt":0.29418646554543265,"score_spread":0.2721655233936477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237728451","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00046451803,0.0068718325,0.0025360724,0.16284847,0.8155109,0.0032699404,0.002079132,0.0008687026,0.0055504437],"genre_scores_gemma":[0.018246831,0.01658337,0.0087304,0.24697366,0.59064347,0.01938918,0.0033782616,0.0027891132,0.09326571],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.92986643,0.014044968,0.019437281,0.0046678246,0.029408157,0.002575311],"domain_scores_gemma":[0.13478526,0.028239202,0.019807521,0.0070678466,0.8029907,0.0071095573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.055456117,0.0032399662,0.009316207,0.009335265,0.0056605362,0.009774285,0.0062952694,0.01399892,0.071809806],"category_scores_gemma":[0.5734453,0.002147505,0.0045508873,0.0047122533,0.004196451,0.0069697504,0.0043118047,0.009830891,0.042153195],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056801808,0.0000063557063,0.00022150774,0.0018070869,0.000027165059,0.00010622981,0.00016256285,0.000015346604,0.000069048896,0.00016835118,0.9901181,0.007241516],"study_design_scores_gemma":[0.0006478999,0.000062091975,0.0025686426,0.017018784,0.0003308669,0.0020099045,0.0013922097,0.0006152783,0.0005956337,0.0019875336,0.9724949,0.0002761896],"about_ca_topic_score_codex":0.007100993,"about_ca_topic_score_gemma":0.010514566,"teacher_disagreement_score":0.071809806,"about_ca_system_score_codex":0.0067841974,"about_ca_system_score_gemma":0.015480921,"threshold_uncertainty_score":0.29328346},"labels":[],"label_agreement":null},{"id":"W4237769156","doi":"10.1177/1362168818787546","title":"Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices","year":2018,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":78,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Concordia University; Carleton University","funders":"","keywords":"Corrective feedback; Psychology; Class (philosophy); Affect (linguistics); Mathematics education; Teaching method; Communicative language teaching; Language education; Pedagogy; Computer science; Communication","score_opus":0.06278419362910528,"score_gpt":0.40051925647021475,"score_spread":0.33773506284110943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237769156","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986387,0.00012267694,0.00021621893,0.00012312477,0.000005663367,0.0000075006965,0.000003960883,0.0000057301904,0.0008762782],"genre_scores_gemma":[0.9989967,0.00012419795,0.00019244687,0.000037194026,0.0000031129941,0.0000055691867,0.000005091212,0.0000025508468,0.0006331912],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969156,0.0013044183,0.0001911056,0.00019977715,0.0011860117,0.00020306451],"domain_scores_gemma":[0.9730958,0.01343121,0.0063346997,0.0009191583,0.004502089,0.0017170393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038338436,0.00023512237,0.0002483558,0.00071725796,0.0008052384,0.0014388621,0.00061022496,0.0005971794,0.0016814588],"category_scores_gemma":[0.029529912,0.00024589172,0.00015075416,0.0002988663,0.0015600184,0.00074211595,0.00088097964,0.0009558612,0.00026478182],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035203347,0.0010178449,0.4841484,0.00040535946,0.000041244915,0.0015952497,0.37415317,0.00022707508,0.014403633,0.00030668415,0.0004998178,0.1228495],"study_design_scores_gemma":[0.000033718195,0.0017181003,0.56511325,0.00040697496,0.00006614956,0.0025640253,0.4159937,0.0010050897,0.0069897487,0.00034071502,0.005690918,0.00007766935],"about_ca_topic_score_codex":0.0057205395,"about_ca_topic_score_gemma":0.008832556,"teacher_disagreement_score":0.0057205395,"about_ca_system_score_codex":0.0009497834,"about_ca_system_score_gemma":0.0015684076,"threshold_uncertainty_score":0.020275533},"labels":[],"label_agreement":null},{"id":"W4237849745","doi":"10.18806/tesl.v27i2.1053","title":"Book Reviews","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Philosophy","score_opus":0.020092659383161536,"score_gpt":0.2194203305492829,"score_spread":0.19932767116612135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237849745","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004097479,0.28543144,0.0017746799,0.0155111225,0.053458475,0.0001528598,0.0022071835,0.00077469676,0.6402798],"genre_scores_gemma":[0.0015350687,0.10501798,0.0012707746,0.0075895493,0.010797139,0.00008442327,0.0019809287,0.00030441096,0.8714197],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990238,0.000094217976,0.000055387045,0.00013337951,0.00062053185,0.00007277977],"domain_scores_gemma":[0.9981407,0.00042325965,0.00011618774,0.00015999477,0.00085405045,0.00030578073],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00065605383,0.00089585845,0.0010244059,0.0033048056,0.00089538784,0.004227288,0.0019185962,0.0019872077,0.3819366],"category_scores_gemma":[0.0038456807,0.0004264003,0.00069097005,0.0038619821,0.00062852603,0.0025460422,0.0015988864,0.002240706,0.35307932],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012217458,0.00002066242,0.0000362428,0.00047964725,0.0000038323583,0.000074569994,0.000031426276,0.000061016028,0.00016688979,0.0028645352,0.8905018,0.10574727],"study_design_scores_gemma":[0.0000021379828,0.000004064304,0.000048642818,0.0001847322,0.0000016385762,0.00010966,0.000012771891,0.000006445242,0.00002095576,0.00048285714,0.9991241,0.0000020579964],"about_ca_topic_score_codex":0.0030622156,"about_ca_topic_score_gemma":0.006657336,"teacher_disagreement_score":0.3819366,"about_ca_system_score_codex":0.0014344192,"about_ca_system_score_gemma":0.0025605604,"threshold_uncertainty_score":0.8815924},"labels":[],"label_agreement":null},{"id":"W4238207050","doi":"10.1515/9781474474443-001","title":"Series Editors’ Preface","year":2021,"lang":"en","type":"book-chapter","venue":"Edinburgh University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Series (stratigraphy); History; Geology; Paleontology","score_opus":0.03610646782008905,"score_gpt":0.19861948975944416,"score_spread":0.1625130219393551,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238207050","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00071002456,0.013255436,0.0025656451,0.022967761,0.6237492,0.00024926418,0.0020707536,0.0012849199,0.33314705],"genre_scores_gemma":[0.0038623805,0.011353775,0.0019046969,0.008918502,0.18281715,0.00016524678,0.0027556277,0.0011516492,0.787071],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985582,0.00015640593,0.0001315979,0.00023817964,0.00081200426,0.00010353696],"domain_scores_gemma":[0.9934716,0.00096596783,0.00032950044,0.00051777216,0.0036309916,0.0010842526],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014702162,0.0014774919,0.0010748729,0.0032817493,0.0014884376,0.0064340257,0.0017884924,0.0015194237,0.29127812],"category_scores_gemma":[0.009367817,0.000562489,0.00088491617,0.0020100265,0.0006420702,0.0035784876,0.0024161579,0.004030697,0.23295608],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011014875,0.000012535408,0.000033518798,0.00009001974,0.0000016148681,0.000026734273,0.000029470111,0.000052598218,0.000114656745,0.0010669171,0.96804136,0.0305196],"study_design_scores_gemma":[0.0000025639738,0.000010558298,0.00008334474,0.00008379352,0.0000012945212,0.00005355057,0.000024321644,0.0000258509,0.00005172866,0.0004718011,0.9991875,0.000003576719],"about_ca_topic_score_codex":0.0008991859,"about_ca_topic_score_gemma":0.0012763895,"teacher_disagreement_score":0.7087219,"about_ca_system_score_codex":0.0013337269,"about_ca_system_score_gemma":0.0019898177,"threshold_uncertainty_score":0.9744224},"labels":[],"label_agreement":null},{"id":"W4238211790","doi":"10.1002/9781118784235.eelt0103","title":"Universal Grammar","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Learnability; Universal grammar; Linguistics; Computer science; Grammar; Second-language acquisition; First language; Linguistic competence; Language acquisition; Emergent grammar; Artificial intelligence; Philosophy","score_opus":0.008969518508502727,"score_gpt":0.22548414980315168,"score_spread":0.21651463129464896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238211790","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0019825061,0.001313874,0.012221003,0.001746828,0.00031614516,0.000026204418,0.0014528717,0.0009199103,0.98002064],"genre_scores_gemma":[0.1815802,0.005980431,0.021959094,0.0026342345,0.0008091167,0.00013270817,0.008280765,0.003507715,0.7751157],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99928063,0.00015478353,0.000050955427,0.00015466475,0.00026282328,0.000096131946],"domain_scores_gemma":[0.99922395,0.00030765345,0.000037899135,0.00022277512,0.00015907224,0.00004869586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006885704,0.00052819535,0.00039612368,0.0016663729,0.0013438239,0.0033317078,0.0008799722,0.0009809602,0.12416331],"category_scores_gemma":[0.0026399123,0.0002494881,0.0004567017,0.0013201067,0.0021769945,0.004272815,0.0022322277,0.0016154512,0.034624767],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010099391,0.000009088121,0.00025955742,0.00011413031,0.0000036195588,0.00010511691,0.0013272628,0.00012154578,0.00023545978,0.8426558,0.0914085,0.06374992],"study_design_scores_gemma":[0.0000017849117,0.000004235138,0.0002999511,0.000083150946,0.0000018083716,0.00023404053,0.00024274984,0.00009813688,0.00021708944,0.08160794,0.91720337,0.0000057968746],"about_ca_topic_score_codex":0.0033943711,"about_ca_topic_score_gemma":0.0050524278,"teacher_disagreement_score":0.12416331,"about_ca_system_score_codex":0.0021097802,"about_ca_system_score_gemma":0.0016742758,"threshold_uncertainty_score":0.4153676},"labels":[],"label_agreement":null},{"id":"W4238264213","doi":"10.3138/cmlr.66.4.557b","title":"Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study (Enhanced)","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Inclusion (mineral); Context (archaeology); Pedagogy; Exploratory research; Scaffold; Mathematics education; Special needs; Psychology; Process (computing); Computer science; Sociology; Social psychology","score_opus":0.03732008888537088,"score_gpt":0.27170882957206294,"score_spread":0.23438874068669205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238264213","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9953921,0.00011187415,0.0007802883,0.00032438335,0.000011413459,0.00010036017,0.000025933137,0.00001803143,0.0032356814],"genre_scores_gemma":[0.9945357,0.00018111915,0.0016130663,0.00009462902,0.000008546064,0.0000895289,0.00002117686,0.000011172658,0.0034452272],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9941099,0.0036250562,0.00016090201,0.0004535648,0.0005790597,0.0010714903],"domain_scores_gemma":[0.9956671,0.002445495,0.00046036887,0.00021918977,0.00045544477,0.00075232075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034743058,0.0009211733,0.00087471644,0.0016063681,0.009531458,0.0043981434,0.002467247,0.0032874797,0.0020769157],"category_scores_gemma":[0.008321742,0.0005087192,0.0004984677,0.0010522011,0.00441673,0.0017660537,0.0039425143,0.001825969,0.00051324663],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008834703,0.00089989265,0.012007645,0.00015920262,0.000012922553,0.014889998,0.9478724,0.00029156814,0.0026524211,0.0021120573,0.00061002246,0.018403534],"study_design_scores_gemma":[0.000016705695,0.0006052113,0.010947769,0.00016552999,0.000022416643,0.0041441503,0.95839715,0.0004402013,0.002092162,0.0005078306,0.022617314,0.000043506094],"about_ca_topic_score_codex":0.0437268,"about_ca_topic_score_gemma":0.11244535,"teacher_disagreement_score":0.0437268,"about_ca_system_score_codex":0.006086256,"about_ca_system_score_gemma":0.003568189,"threshold_uncertainty_score":0.08694458},"labels":[],"label_agreement":null},{"id":"W4238272806","doi":"10.1017/s0261444802241890","title":"Language testing","year":2003,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Trinity Western University","funders":"","keywords":"Context (archaeology); Linguistics; Foreign language; Language assessment; Psychology; History; Philosophy","score_opus":0.03230740850143905,"score_gpt":0.26593068363726335,"score_spread":0.23362327513582432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238272806","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018078364,0.0019272014,0.011492245,0.009422962,0.0049152775,0.0017201672,0.012702517,0.0066453526,0.9330958],"genre_scores_gemma":[0.060253747,0.0015339518,0.014190314,0.006088337,0.00039583762,0.0017691436,0.012921137,0.0022030808,0.9006445],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99391454,0.0016331968,0.00071111694,0.000846583,0.002318641,0.00057594717],"domain_scores_gemma":[0.9852482,0.001574412,0.00035792758,0.0022518358,0.009106772,0.0014609545],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0064265495,0.0013860626,0.00090309867,0.0020365424,0.001901501,0.003791733,0.0025157724,0.0013821864,0.30927715],"category_scores_gemma":[0.019331276,0.00046472176,0.0010430258,0.0014900983,0.0010293464,0.0028003731,0.0046896082,0.0025099325,0.24604076],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034776452,0.00050499605,0.004482313,0.00019593665,0.000017127351,0.00065290974,0.0017355607,0.00012208079,0.00148558,0.008026548,0.47183758,0.51059157],"study_design_scores_gemma":[0.000071463444,0.00037904488,0.006828468,0.00036374864,0.000016252927,0.0009919461,0.0015040966,0.00026237752,0.0017275678,0.004314167,0.98350304,0.00003791987],"about_ca_topic_score_codex":0.008614261,"about_ca_topic_score_gemma":0.013794826,"teacher_disagreement_score":0.30927715,"about_ca_system_score_codex":0.0023135561,"about_ca_system_score_gemma":0.0050697494,"threshold_uncertainty_score":0.9852323},"labels":[],"label_agreement":null},{"id":"W4238406502","doi":"10.1017/s0261444804222133","title":"Language learning","year":2004,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Subconscious; Psychology; Sociology; Humanities; Art","score_opus":0.01316847474828147,"score_gpt":0.25500329650444004,"score_spread":0.24183482175615856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238406502","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0033974117,0.02073671,0.008102299,0.013117652,0.0051873205,0.00010798629,0.0021838404,0.0021585645,0.9450081],"genre_scores_gemma":[0.042292763,0.011748539,0.006917793,0.0040806304,0.0013544807,0.00017516124,0.0029228574,0.0006225393,0.9298852],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99902105,0.0001971156,0.00010285611,0.0002509072,0.00032689725,0.00010110515],"domain_scores_gemma":[0.9983076,0.0002949563,0.00006161513,0.00040711733,0.00067294395,0.0002556683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001249785,0.00076052605,0.0005438158,0.0010444645,0.0015580975,0.005661747,0.0012207266,0.0015953575,0.2578666],"category_scores_gemma":[0.0033721512,0.00031647072,0.0005396987,0.0013116053,0.0011702207,0.004339482,0.0035531137,0.0020314346,0.15594064],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058558882,0.00008563646,0.00089970976,0.00022548478,0.000017666369,0.00016050223,0.00066495565,0.00016182725,0.0005431893,0.041478757,0.44498578,0.51071787],"study_design_scores_gemma":[0.000010127074,0.000028630957,0.00075246574,0.00015165679,0.0000053556714,0.00017939543,0.00034961436,0.00010007062,0.00021337753,0.01362689,0.9845748,0.0000075691037],"about_ca_topic_score_codex":0.0032899664,"about_ca_topic_score_gemma":0.005069347,"teacher_disagreement_score":0.2578666,"about_ca_system_score_codex":0.0014885255,"about_ca_system_score_gemma":0.002161492,"threshold_uncertainty_score":0.8626497},"labels":[],"label_agreement":null},{"id":"W4239096503","doi":"10.3138/cmlr.61.4.565","title":"Language-Related Episodes in an Assessment Context: A 'Small-Group Quiz'","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grading (engineering); Psychology; Construct (python library); Context (archaeology); Perception; Mathematics education; Qualitative analysis; Task (project management); Qualitative research; Test (biology); Pedagogy; Computer science; Sociology","score_opus":0.02109836799211016,"score_gpt":0.26728691450075803,"score_spread":0.24618854650864788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239096503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98296034,0.00019358836,0.00832192,0.0007203083,0.000045422992,0.00040172084,0.00005082178,0.00008093857,0.0072249062],"genre_scores_gemma":[0.99123937,0.00013659077,0.0062109903,0.00015339909,0.000020656273,0.0002813482,0.00005869807,0.000012026586,0.0018868456],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99270344,0.0053428514,0.0002352492,0.00048688505,0.00079468417,0.00043688735],"domain_scores_gemma":[0.9822954,0.01295791,0.0015418718,0.0007376656,0.0009894934,0.0014777596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065662554,0.0005118038,0.00067692547,0.0014027702,0.0031988488,0.002774193,0.0014627123,0.00094491965,0.0024067368],"category_scores_gemma":[0.021193191,0.00021350592,0.00020700313,0.0010827116,0.002331787,0.0015256621,0.0031678365,0.0010327189,0.00049352524],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008031908,0.0048865466,0.04334344,0.0009126537,0.00006627655,0.0044787815,0.59322625,0.0013126563,0.026127525,0.009100742,0.0058971625,0.30984476],"study_design_scores_gemma":[0.0003329565,0.0057939556,0.21186149,0.00065388577,0.00011761008,0.0033495638,0.59972167,0.005956592,0.020215802,0.018782537,0.13287076,0.0003432024],"about_ca_topic_score_codex":0.003117475,"about_ca_topic_score_gemma":0.010204887,"teacher_disagreement_score":0.0065662554,"about_ca_system_score_codex":0.002343819,"about_ca_system_score_gemma":0.0022063125,"threshold_uncertainty_score":0.034726083},"labels":[],"label_agreement":null},{"id":"W4239148945","doi":"10.3138/cmlr.62.1.49","title":"Computer-Mediated Communication in Korean-English Chat Rooms: Tandem Learning in an International Languages Program","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Meaning (existential); Task (project management); Computer-mediated communication; Thematic analysis; Pedagogy; Language acquisition; Class (philosophy); Variety (cybernetics); Psychology; Linguistics; Computer science; Mathematics education; Qualitative research; Sociology; World Wide Web; The Internet","score_opus":0.017995079840336672,"score_gpt":0.2589796646588108,"score_spread":0.24098458481847412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239148945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99496067,0.00011536043,0.00061855087,0.00024622644,0.000015433421,0.00006618227,0.00001620988,0.000013601916,0.0039477693],"genre_scores_gemma":[0.9954732,0.00013393957,0.00091400504,0.00006369459,0.0000071085697,0.00007320401,0.000022131106,0.000007621118,0.0033049823],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9978703,0.001231569,0.00007092599,0.00021239328,0.0002282586,0.00038657433],"domain_scores_gemma":[0.9967636,0.0011864643,0.00043220856,0.000258383,0.00028947293,0.0010698806],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002347906,0.0004370877,0.0002979201,0.0007528992,0.006945005,0.0022673437,0.0012642364,0.0012062903,0.0023684935],"category_scores_gemma":[0.0053881058,0.00028322294,0.00028684697,0.00048375773,0.0023108008,0.0017984676,0.0035098167,0.0016782328,0.0004822136],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022701191,0.0033419342,0.07134326,0.00023108769,0.000025720348,0.022194384,0.83757025,0.00042879066,0.0042178696,0.004714735,0.0021019422,0.053602975],"study_design_scores_gemma":[0.00006007639,0.0017956112,0.03831556,0.0001963737,0.00005189959,0.013513639,0.91224515,0.0014550348,0.0047649327,0.0012106433,0.026297491,0.000093618866],"about_ca_topic_score_codex":0.008176742,"about_ca_topic_score_gemma":0.02580036,"teacher_disagreement_score":0.008176742,"about_ca_system_score_codex":0.0020104444,"about_ca_system_score_gemma":0.002425693,"threshold_uncertainty_score":0.0162583},"labels":[],"label_agreement":null},{"id":"W4239243322","doi":"10.1163/9781848883376_003","title":"Constructing the Self and the Collective at School through Stories: Plurilingual Theatrical Expression Workshops for Immigrant Adolescent Students in Canada","year":2015,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Expression (computer science); Sociology; Psychology; Political science; Computer science","score_opus":0.03922273717934042,"score_gpt":0.2664834495183644,"score_spread":0.22726071233902398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239243322","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802949,0.0008184668,0.0007135663,0.0034962285,0.00015846801,0.0002689851,0.000057527133,0.000048836147,0.014142979],"genre_scores_gemma":[0.9840434,0.0021268292,0.0030568095,0.0006472599,0.000032433098,0.000162853,0.00007187655,0.00005747843,0.009801115],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99739504,0.0012196015,0.00006419467,0.00014133439,0.0003404543,0.00083940016],"domain_scores_gemma":[0.997216,0.00060599553,0.00017335979,0.00007737079,0.00037638802,0.0015508834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031885384,0.0013172069,0.00063862785,0.00080175,0.022934584,0.0053722295,0.0032477228,0.0021679932,0.0026378739],"category_scores_gemma":[0.0036844523,0.00047757107,0.00066677923,0.00088450225,0.008246009,0.0015825273,0.008124528,0.0043678507,0.00033907787],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000639485,0.00031359642,0.00267958,0.00015323413,0.000011059563,0.0021536585,0.97468096,0.00012977901,0.0013853675,0.0012151576,0.003433955,0.013779767],"study_design_scores_gemma":[0.00001325174,0.00013538294,0.0045110304,0.00013643813,0.000016271853,0.00062365417,0.95721424,0.00017153926,0.0007047322,0.00023806261,0.036195796,0.00003955329],"about_ca_topic_score_codex":0.4534271,"about_ca_topic_score_gemma":0.8199584,"teacher_disagreement_score":0.5465729,"about_ca_system_score_codex":0.0144605,"about_ca_system_score_gemma":0.03360265,"threshold_uncertainty_score":0.90157574},"labels":[],"label_agreement":null},{"id":"W4239653258","doi":"10.1007/978-3-319-51789-6_1","title":"Introduction","year":2017,"lang":"en","type":"book-chapter","venue":"Educational linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Dance; Courage; Vitality; Energy (signal processing); Identity (music); Sociology; Aesthetics; Psychology; Pedagogy; Visual arts; Art; Political science; Philosophy; Law","score_opus":0.04490981385984888,"score_gpt":0.2811087782663824,"score_spread":0.23619896440653354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239653258","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00035249392,0.0018053146,0.00522704,0.0037001022,0.004915124,0.00015293805,0.0025334945,0.0010591501,0.98025435],"genre_scores_gemma":[0.0013146607,0.0013356966,0.0019219453,0.001402588,0.00090378826,0.0001001759,0.0021142992,0.00033292343,0.9905738],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992932,0.000076378135,0.000025545829,0.00015401935,0.00037834828,0.00007257722],"domain_scores_gemma":[0.99896264,0.00015120191,0.000035138586,0.00015012486,0.00048351675,0.00021742137],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00078319316,0.000836337,0.00049109163,0.0016771571,0.0014506315,0.00447821,0.0015724868,0.0017246931,0.6147126],"category_scores_gemma":[0.002874166,0.00030020453,0.00051591045,0.0013983307,0.0006997725,0.0032474324,0.0027881612,0.0019823348,0.56028455],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019457546,0.000038769685,0.00009632677,0.00015135955,0.0000017433143,0.000040512154,0.00013537254,0.00009536637,0.00035296768,0.036552418,0.7967491,0.16576666],"study_design_scores_gemma":[0.0000014488511,0.0000038926983,0.0000511702,0.000054978977,6.054387e-7,0.00002017922,0.00003359839,0.000015018494,0.0000600095,0.0033387009,0.9964185,0.0000018683894],"about_ca_topic_score_codex":0.0025328214,"about_ca_topic_score_gemma":0.0038395827,"teacher_disagreement_score":0.6147126,"about_ca_system_score_codex":0.0014668789,"about_ca_system_score_gemma":0.002611306,"threshold_uncertainty_score":0.5495657},"labels":[],"label_agreement":null},{"id":"W4239746845","doi":"10.3138/cmlr.62.1.137","title":"Pedagogy, Purpose, and the Second Language Learner in On-Line Communities","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Reciprocity (cultural anthropology); Sociology; Space (punctuation); Pedagogy; Experiential learning; Cultural capital; Psychology; Mathematics education; Linguistics; Social science","score_opus":0.028334190388537784,"score_gpt":0.2623804948951216,"score_spread":0.2340463045065838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239746845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8858231,0.00071049586,0.0029432925,0.0042533064,0.00007251019,0.00009705999,0.000011638787,0.000051141848,0.10603745],"genre_scores_gemma":[0.9898755,0.00026078545,0.0008469416,0.0002010025,0.000013443988,0.000045916673,0.000009014322,0.000017014156,0.008730339],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9935011,0.004488107,0.000111609996,0.00030838762,0.0008535148,0.0007372026],"domain_scores_gemma":[0.9935167,0.0028760377,0.00061231345,0.00027623196,0.00068821467,0.002030516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006526585,0.000322474,0.00041832565,0.0019048124,0.0056190477,0.012212532,0.0011033335,0.0014470904,0.0028160708],"category_scores_gemma":[0.011135168,0.00019069185,0.00024862305,0.00064476836,0.009543503,0.0052711936,0.007527715,0.0019919758,0.00051295443],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000084831874,0.00087183417,0.040303357,0.00010842828,0.000012117542,0.0008619191,0.83428174,0.00010102454,0.001973609,0.049437057,0.0017430765,0.07022104],"study_design_scores_gemma":[0.000052254094,0.00036839108,0.029641429,0.00024212775,0.00002240547,0.0013751907,0.86672956,0.00047757395,0.0016275909,0.02480858,0.07461021,0.0000447347],"about_ca_topic_score_codex":0.004619143,"about_ca_topic_score_gemma":0.008128787,"teacher_disagreement_score":0.012212532,"about_ca_system_score_codex":0.0036975243,"about_ca_system_score_gemma":0.004732866,"threshold_uncertainty_score":0.034516335},"labels":[],"label_agreement":null},{"id":"W4239969377","doi":"10.24124/2010/bpgub747","title":"Exploring gender equity in a multimodal novel study.","year":2010,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Gender equity; Equity (law); Action research; Pedagogy; Professional learning community; Psychology; Mathematics education; The arts; Sociology; Professional development; Political science; Gender studies","score_opus":0.3833127218215989,"score_gpt":0.3797291505502152,"score_spread":0.003583571271383701,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239969377","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7608352,0.0024440624,0.014400879,0.01884665,0.0009952725,0.00041815767,0.00024738334,0.00007074416,0.20174165],"genre_scores_gemma":[0.96287,0.00067494623,0.0033219834,0.0020234007,0.00011151997,0.0002553767,0.000052650834,0.000046686462,0.030643402],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997113,0.0018802676,0.000038883398,0.00031367305,0.0003283183,0.000325868],"domain_scores_gemma":[0.997463,0.0015018712,0.00022465098,0.00017067189,0.00022641165,0.00041345062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043495726,0.0006270099,0.00049466384,0.0011436734,0.014136016,0.006769924,0.0011320437,0.0017028749,0.0065181404],"category_scores_gemma":[0.005591282,0.0002613851,0.00034252132,0.0005987649,0.015000572,0.0053981785,0.0076298523,0.0029716624,0.0007216735],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045244447,0.00013325682,0.0015303963,0.00011128292,0.000004914534,0.0014205347,0.92238325,0.00004437861,0.001532021,0.054944783,0.003616573,0.014233425],"study_design_scores_gemma":[0.000013178464,0.00012554062,0.0017509367,0.0001965818,0.000007210151,0.0017462026,0.87927485,0.00012922479,0.0010903307,0.009976233,0.10567145,0.000018319812],"about_ca_topic_score_codex":0.0043885033,"about_ca_topic_score_gemma":0.011038613,"teacher_disagreement_score":0.014136016,"about_ca_system_score_codex":0.0038176698,"about_ca_system_score_gemma":0.0024416521,"threshold_uncertainty_score":0.027699232},"labels":[],"label_agreement":null},{"id":"W4239998406","doi":"10.1353/cml.2006.0047","title":"Comparing Focus on Form and Focus on FormS in Second-Language Vocabulary Learning","year":2006,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Focus (optics); Focus on form; Vocabulary; Focus group; Linguistics; Comprehension; Computer science; Psychology; Phase (matter); Mathematics education; Sociology; Grammar; Philosophy","score_opus":0.015939743090591374,"score_gpt":0.21660954071437186,"score_spread":0.20066979762378048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239998406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949157,0.0005542592,0.0023718968,0.00007012466,0.000013315923,0.00015757178,0.000009436642,0.00002238766,0.0018852804],"genre_scores_gemma":[0.98730254,0.00088870263,0.009727329,0.00008634191,0.000027220116,0.00038122328,0.00005743088,0.000012080673,0.001517229],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9970708,0.00144414,0.00016083242,0.0003282468,0.0008141808,0.00018180747],"domain_scores_gemma":[0.99074006,0.007192165,0.00063409074,0.00024494962,0.0005182973,0.00067046244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003362166,0.00063184294,0.00080130895,0.0011268584,0.00035844228,0.0009037778,0.0005924256,0.00088692864,0.0016504294],"category_scores_gemma":[0.012752582,0.0003319185,0.00066154584,0.00051430834,0.00076036766,0.001658899,0.0016089712,0.000517884,0.00025426157],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0056728413,0.007813614,0.066826075,0.001752337,0.00031594976,0.00033090764,0.03363635,0.0012936211,0.057942748,0.00121712,0.00071128504,0.8224871],"study_design_scores_gemma":[0.004230125,0.14578947,0.70310295,0.0011899938,0.001513824,0.0031176116,0.026762567,0.005664755,0.070879325,0.006851202,0.030536735,0.00036141375],"about_ca_topic_score_codex":0.000997349,"about_ca_topic_score_gemma":0.0013718192,"teacher_disagreement_score":0.003362166,"about_ca_system_score_codex":0.00044970174,"about_ca_system_score_gemma":0.00069688086,"threshold_uncertainty_score":0.01778102},"labels":[],"label_agreement":null},{"id":"W4240744939","doi":"10.5539/ells.v6n4p118","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 6, No. 4","year":2016,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Computer science; English language; Natural language processing; Philosophy","score_opus":0.017273840324776215,"score_gpt":0.28369591609542244,"score_spread":0.26642207577064625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240744939","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017636096,0.029005418,0.009346062,0.22343515,0.692508,0.021492474,0.00985625,0.002128349,0.010464758],"genre_scores_gemma":[0.049180027,0.03449484,0.03908479,0.2945444,0.29726547,0.16696452,0.007581371,0.006906528,0.103978075],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.8556351,0.03978302,0.0473147,0.008783726,0.044890635,0.0035928092],"domain_scores_gemma":[0.13100198,0.05043429,0.03424688,0.015662841,0.762787,0.0058669527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.11496276,0.0043709525,0.014919413,0.015370183,0.0063705603,0.011163878,0.008659261,0.016015977,0.058822658],"category_scores_gemma":[0.70291305,0.0031776435,0.008567285,0.007838426,0.005129067,0.010361793,0.0064961705,0.010819244,0.028555207],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024375624,0.000019002964,0.00056227436,0.015745983,0.00018394722,0.0003713949,0.0014267394,0.000055234133,0.0003754182,0.00074882695,0.9605347,0.019732757],"study_design_scores_gemma":[0.002031747,0.00010324234,0.0028366772,0.08730755,0.0011800224,0.0021976314,0.004130491,0.0012544998,0.0012770515,0.006967981,0.8901134,0.00059959205],"about_ca_topic_score_codex":0.008313361,"about_ca_topic_score_gemma":0.011601014,"teacher_disagreement_score":0.11496276,"about_ca_system_score_codex":0.009380193,"about_ca_system_score_gemma":0.0220196,"threshold_uncertainty_score":0.6079885},"labels":[],"label_agreement":null},{"id":"W4240864130","doi":"10.1111/j.1467-1770.2001.tb00014.x","title":"Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University; Simon Fraser University","funders":"","keywords":"Psychology; Second-language acquisition; Experiential learning; Language proficiency; Mathematics education; Linguistics; Pedagogy","score_opus":0.06765126470467746,"score_gpt":0.27740599601031785,"score_spread":0.20975473130564037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240864130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998248,0.000025967665,0.00043558446,0.000032905093,0.000015509211,0.00040494732,0.000024998284,0.000013496023,0.0007987433],"genre_scores_gemma":[0.9886206,0.00020111482,0.0048934566,0.00011243358,0.000059351994,0.0027235707,0.00012857595,0.000011928035,0.0032487956],"study_design_codex":"nonrandomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.99717087,0.0010409841,0.00020300574,0.0004347391,0.00042948476,0.0007209111],"domain_scores_gemma":[0.9954087,0.0023791494,0.00031443057,0.00050323113,0.00041543762,0.0009790332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030063933,0.0011975602,0.0012696631,0.000773543,0.0015338411,0.0014288478,0.0014605508,0.0016805457,0.0038003037],"category_scores_gemma":[0.0048693162,0.00052958797,0.0010401421,0.0004285296,0.0017620844,0.0008744602,0.0020085098,0.0018502612,0.00035883393],"study_design_candidate":"randomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020470718,0.59415054,0.016974553,0.0013638256,0.00020493548,0.0017245609,0.05714415,0.0020051824,0.16694647,0.004506204,0.0010618652,0.13344698],"study_design_scores_gemma":[0.008236407,0.8686539,0.042398684,0.00019480658,0.0003453592,0.00065190543,0.0159923,0.0025174024,0.048114847,0.0015153072,0.011162412,0.00021674455],"about_ca_topic_score_codex":0.0029833168,"about_ca_topic_score_gemma":0.0031850608,"teacher_disagreement_score":0.0038003037,"about_ca_system_score_codex":0.0010457889,"about_ca_system_score_gemma":0.0016622191,"threshold_uncertainty_score":0.015899539},"labels":[],"label_agreement":null},{"id":"W4240976630","doi":"10.22215/etd/2020-14275","title":"Qallunaat Learners of Inuktitut: A Qualitative Investigation of How and Why Non-Inuit Learn Inuktitut as a Second Language","year":2020,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Homeland; Political science; Psychology; Law","score_opus":0.03207668773739512,"score_gpt":0.2952304670900055,"score_spread":0.26315377935261036,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240976630","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99548656,0.00020185426,0.00043414554,0.00077356066,0.000026479638,0.00009586362,0.00008007918,0.00000693572,0.0028945024],"genre_scores_gemma":[0.994234,0.00030768823,0.00050476723,0.0005408577,0.0000072677394,0.00015466312,0.000052690575,0.000017482385,0.0041806446],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980234,0.0009904364,0.00006296093,0.00019492363,0.00017713875,0.0005511463],"domain_scores_gemma":[0.9963469,0.002331655,0.00024051753,0.00009428841,0.00044417733,0.0005424529],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041243406,0.0005140491,0.0006905856,0.0009530912,0.010818413,0.003169769,0.0018360243,0.0015332504,0.004513864],"category_scores_gemma":[0.0044038575,0.00058258703,0.00031794742,0.0011126604,0.007897852,0.002956439,0.0032325229,0.002827653,0.0005731313],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009749508,0.000029321205,0.0015505408,0.00003975665,0.000001017476,0.00023175779,0.9961803,0.0000096331005,0.0005130491,0.00034487742,0.00018309805,0.0009068118],"study_design_scores_gemma":[0.0000011208069,0.000014797142,0.0009455259,0.00003859125,0.0000015459791,0.000044872122,0.9967373,0.000032164866,0.000111348665,0.00005150515,0.0020166803,0.000004554293],"about_ca_topic_score_codex":0.059932973,"about_ca_topic_score_gemma":0.14764228,"teacher_disagreement_score":0.94006705,"about_ca_system_score_codex":0.0060788183,"about_ca_system_score_gemma":0.0060712323,"threshold_uncertainty_score":0.11916828},"labels":[],"label_agreement":null},{"id":"W4241067068","doi":"10.1353/cml.2006.0003","title":"Some Functions of Triadic Dialogue in the Classroom: Examples from L2 Research","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dialogic; Variety (cybernetics); Agency (philosophy); Focus (optics); Psychology; Pedagogy; Content (measure theory); Mathematics education; Sociology; Computer science","score_opus":0.0776669912388917,"score_gpt":0.28728844877151655,"score_spread":0.20962145753262484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241067068","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33938974,0.05707139,0.0645315,0.0273047,0.0005339882,0.00039007308,0.00017613747,0.0003310929,0.51027143],"genre_scores_gemma":[0.9558822,0.015138768,0.014073361,0.0013049626,0.000107634354,0.0003178637,0.00007303757,0.00016129686,0.012940714],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9894051,0.008804828,0.0001724717,0.0003746688,0.00064021396,0.0006027172],"domain_scores_gemma":[0.9891194,0.008813027,0.00031010737,0.0005196489,0.0007464565,0.00049128075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072048167,0.0008866684,0.00075366837,0.0035319,0.0136562195,0.0073242206,0.0018577857,0.003319939,0.0022848197],"category_scores_gemma":[0.009974573,0.00039869983,0.0005360832,0.004224238,0.020341482,0.008257025,0.006965639,0.004045168,0.0006243629],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006096572,0.00009330535,0.0015840632,0.0004541279,0.000011225783,0.0019289735,0.78226924,0.000266532,0.0006836278,0.17464656,0.0035949664,0.034406427],"study_design_scores_gemma":[0.00005161621,0.00013316816,0.0051840823,0.001156824,0.000021135627,0.0035384397,0.55727476,0.0010929721,0.0018496565,0.06832516,0.3612858,0.000086333544],"about_ca_topic_score_codex":0.021692075,"about_ca_topic_score_gemma":0.031010613,"teacher_disagreement_score":0.021692075,"about_ca_system_score_codex":0.006788511,"about_ca_system_score_gemma":0.0029034587,"threshold_uncertainty_score":0.0492543},"labels":[],"label_agreement":null},{"id":"W4241107635","doi":"10.9744/ing.v11i2.17887","title":"Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies","year":2010,"lang":"en","type":"article","venue":"K@ta","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Psychology; Mathematics education; Pedagogy; English language; Language education","score_opus":0.09948047996610539,"score_gpt":0.3360328406631737,"score_spread":0.2365523606970683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241107635","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966827,0.000057698464,0.00014030485,0.000051509254,0.0000024549538,0.000026777676,0.0000060339617,0.0000052637934,0.0030271807],"genre_scores_gemma":[0.9983742,0.00018463493,0.00055656134,0.000028544378,0.0000027715266,0.00003662683,0.000013310561,0.0000047968133,0.0007986246],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9962993,0.0016897742,0.00027723212,0.00024225369,0.0006105549,0.00088091916],"domain_scores_gemma":[0.98518884,0.0057926807,0.004256746,0.00061315694,0.0021480352,0.002000498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028369734,0.00032811286,0.00022648596,0.00052655913,0.0027225814,0.0023129012,0.0004565539,0.000404356,0.0019554445],"category_scores_gemma":[0.013238922,0.00042337755,0.00023024181,0.0005093121,0.0014467542,0.00061367016,0.001306157,0.00061275956,0.00025747367],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034221614,0.0009312648,0.6616252,0.00035310685,0.000058967213,0.0017079058,0.28581995,0.00015811854,0.01804101,0.0010865199,0.00048234584,0.029393366],"study_design_scores_gemma":[0.000035080484,0.00030712664,0.72955006,0.00014256267,0.0001181539,0.00042426505,0.25855854,0.00020198268,0.0036952917,0.0002528224,0.006678125,0.000036052574],"about_ca_topic_score_codex":0.04699718,"about_ca_topic_score_gemma":0.10783399,"teacher_disagreement_score":0.04699718,"about_ca_system_score_codex":0.001452156,"about_ca_system_score_gemma":0.007007292,"threshold_uncertainty_score":0.09344727},"labels":[],"label_agreement":null},{"id":"W4241124473","doi":"10.3138/cmlr.62.1.207","title":"CALL the Canadian Way","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science","score_opus":0.02095244552917053,"score_gpt":0.22419293217442035,"score_spread":0.20324048664524982,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241124473","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.021478146,0.021497779,0.0016188901,0.16654956,0.0043555843,0.000046621855,0.0009848836,0.0001985735,0.78326994],"genre_scores_gemma":[0.4134802,0.023554971,0.0020186221,0.04981442,0.00092582934,0.0000690744,0.00038198053,0.00029808655,0.5094569],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99574727,0.00045801612,0.00006917469,0.00051998417,0.0019564128,0.001249145],"domain_scores_gemma":[0.9955754,0.0005273991,0.00016996077,0.00017820876,0.0021906772,0.0013584009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020507777,0.00040928117,0.00049689796,0.0021018481,0.027378995,0.01159257,0.0011791224,0.0030241667,0.03517986],"category_scores_gemma":[0.005646635,0.00025388054,0.00039072192,0.003946537,0.01080067,0.0033226048,0.0036023327,0.0044688256,0.0030626697],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054887012,0.000018825425,0.0028634833,0.0002430873,0.000018589802,0.00038454204,0.03902412,0.00013018762,0.0003932053,0.50627697,0.36132464,0.08926745],"study_design_scores_gemma":[0.000002690062,0.0000047392955,0.0022351467,0.00012427311,0.000009384279,0.00007827759,0.009655682,0.000025975205,0.000070775255,0.0032033722,0.9845637,0.000025887979],"about_ca_topic_score_codex":0.9851391,"about_ca_topic_score_gemma":0.9940201,"teacher_disagreement_score":0.07704434,"about_ca_system_score_codex":0.07704434,"about_ca_system_score_gemma":0.17506245,"threshold_uncertainty_score":0.5589984},"labels":[],"label_agreement":null},{"id":"W4241988002","doi":"10.4018/978-1-5225-1624-8.ch076","title":"Pedagogical Challenges in Cross-Cultural Chinese Language Teaching","year":2016,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Pedagogy; Chinese language; China; Psychology; Immersion (mathematics); Professional development; Chinese as a foreign language; French immersion; Mathematics education; Linguistics; Political science","score_opus":0.100729826937446,"score_gpt":0.3529353346201768,"score_spread":0.25220550768273076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241988002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.64957356,0.021212952,0.026178805,0.030509938,0.0014931458,0.00045213217,0.00004829771,0.00018144498,0.27034965],"genre_scores_gemma":[0.94465774,0.007280514,0.005994905,0.0019569923,0.00018092291,0.00033244147,0.000040531417,0.0000529321,0.03950288],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99631906,0.0019664464,0.00017183188,0.00028538494,0.00072691514,0.0005303395],"domain_scores_gemma":[0.9982212,0.0011188051,0.0000999446,0.00010455781,0.00019143365,0.00026402753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005370138,0.00050808024,0.000366843,0.00087196246,0.008197542,0.00900077,0.0014058395,0.0016315909,0.0038425548],"category_scores_gemma":[0.0033411232,0.0003627154,0.00040434903,0.0017277359,0.009344751,0.0059177247,0.007621549,0.0026738795,0.00041397894],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016072927,0.0000624103,0.003273219,0.0005135933,0.000009750415,0.0023606173,0.8133353,0.00028846238,0.0021901394,0.09104083,0.00301137,0.0838982],"study_design_scores_gemma":[0.0000098058235,0.00006352359,0.0033449435,0.0005722903,0.00001188176,0.002527117,0.75872797,0.0005785227,0.0012963132,0.02114628,0.21168692,0.000034436107],"about_ca_topic_score_codex":0.01059242,"about_ca_topic_score_gemma":0.016944967,"teacher_disagreement_score":0.01059242,"about_ca_system_score_codex":0.005867193,"about_ca_system_score_gemma":0.008549757,"threshold_uncertainty_score":0.042569697},"labels":[],"label_agreement":null},{"id":"W4242346824","doi":"10.1017/cbo9781139087636","title":"Second Language Speech","year":2015,"lang":"en","type":"book","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":110,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science; Scripting language; Phonetics; Linguistics; Focus (optics); Second-language acquisition; Comprehension approach; Field (mathematics); Psychology; Natural language; Artificial intelligence; Programming language","score_opus":0.03190930824575858,"score_gpt":0.20877495117078457,"score_spread":0.176865642925026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242346824","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013747886,0.021141853,0.004323706,0.0016387933,0.002960856,0.000057069545,0.00075107947,0.0007267795,0.9670251],"genre_scores_gemma":[0.0058315396,0.006307831,0.0012001371,0.00036132432,0.0003241189,0.000021892813,0.00056868314,0.00020345108,0.9851811],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99954766,0.000038323753,0.00001681903,0.00007117705,0.0002906449,0.00003543776],"domain_scores_gemma":[0.9997397,0.000070799724,0.000011376933,0.000045278557,0.00008941741,0.000043538064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027550964,0.000728261,0.00055764936,0.0010806466,0.0013311513,0.004092269,0.0006212892,0.0010491527,0.11791122],"category_scores_gemma":[0.0008840317,0.0002409195,0.00036659586,0.0010914692,0.00086128345,0.0019527384,0.0015224715,0.0016086501,0.087325074],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025170842,0.000032114636,0.00014105842,0.0003900788,0.000006042869,0.00027485602,0.0018408105,0.0002606753,0.002718997,0.07118819,0.56319755,0.35992447],"study_design_scores_gemma":[0.0000010731532,0.0000055362525,0.00016079441,0.00008326088,6.381398e-7,0.00018537282,0.00008577215,0.00003017779,0.00023080826,0.0017645982,0.99744946,0.0000025584889],"about_ca_topic_score_codex":0.002015698,"about_ca_topic_score_gemma":0.003543024,"teacher_disagreement_score":0.11791122,"about_ca_system_score_codex":0.0011799335,"about_ca_system_score_gemma":0.0011339788,"threshold_uncertainty_score":0.39445233},"labels":[],"label_agreement":null},{"id":"W4242364001","doi":"10.4095/301435","title":"Knowledge of English, 1996","year":2010,"lang":"en","type":"report","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Natural language processing","score_opus":0.07156326045615297,"score_gpt":0.30324262595477225,"score_spread":0.23167936549861928,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242364001","genre_codex":"dataset","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013431223,0.0012356136,0.00010377384,0.0005085249,0.00012268931,0.00011275399,0.90746105,0.00021499691,0.076809414],"genre_scores_gemma":[0.08329807,0.005192524,0.0010966469,0.00016778424,0.000038470254,0.00028823377,0.7933917,0.0000771654,0.11644948],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9985209,0.000025291332,0.000079038015,0.000110611785,0.0009179459,0.00034617633],"domain_scores_gemma":[0.99654275,0.00007490492,0.00014138865,0.000056884586,0.0029080347,0.0002760023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005144969,0.0010471611,0.00039781563,0.00927464,0.0016125883,0.0020308923,0.0017210223,0.00033441916,0.029286422],"category_scores_gemma":[0.0032040712,0.00034575764,0.0006168063,0.016235085,0.00029652196,0.0012070047,0.00096561277,0.0010377232,0.0103700105],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017534873,0.000074681375,0.08351187,0.0010191998,0.00009677482,0.00016386643,0.0011019349,0.00079754647,0.00034656926,0.0018811018,0.801848,0.10898313],"study_design_scores_gemma":[0.000022125783,0.000028713448,0.6526573,0.00033094757,0.00003579825,0.000096141375,0.0013131372,0.0002250524,0.00021219888,0.00014326443,0.3449047,0.00003062404],"about_ca_topic_score_codex":0.98787826,"about_ca_topic_score_gemma":0.99003476,"teacher_disagreement_score":0.98787826,"about_ca_system_score_codex":0.020412615,"about_ca_system_score_gemma":0.023068761,"threshold_uncertainty_score":0.14810461},"labels":[],"label_agreement":null},{"id":"W4242434818","doi":"10.22215/etd/2014-10320","title":"The Processability Hierarchy in Second Language Acquisition: Advanced Learners of Japanese as a Second Language","year":2014,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Hierarchy; Linguistics; Grammar; Perspective (graphical); Computer science; Second-language acquisition; Psychology; Natural language processing; Artificial intelligence","score_opus":0.008114853318682539,"score_gpt":0.27044301319399006,"score_spread":0.2623281598753075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242434818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99940753,0.000033682856,0.00006702931,0.00001086172,4.36964e-7,0.000003834592,0.000007711432,0.0000011517992,0.0004677945],"genre_scores_gemma":[0.99915373,0.00005676703,0.0002325278,0.00001378509,9.212581e-7,0.000013611788,0.000029481229,0.000002123756,0.0004969952],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997558,0.00004100622,0.000016486256,0.00006808631,0.000070921415,0.000047765247],"domain_scores_gemma":[0.9990727,0.00022375376,0.00028189123,0.000049762835,0.0001781547,0.00019371868],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077615655,0.00025050947,0.00020856984,0.00069621974,0.00059596915,0.0011175872,0.00018517613,0.00038897147,0.0016508688],"category_scores_gemma":[0.00193635,0.00031812023,0.00018346767,0.00040386096,0.00061486417,0.0017680941,0.0007757402,0.0008010417,0.00033522354],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014017957,0.0005228374,0.88373417,0.00005762524,0.000012415403,0.00079903763,0.078953885,0.000094465504,0.017803714,0.000764777,0.00010800611,0.01700904],"study_design_scores_gemma":[0.000006184232,0.0004695778,0.9694826,0.000024043813,0.000015779946,0.0006911206,0.024749566,0.00025040112,0.0024187346,0.00063703663,0.0012365034,0.000018356663],"about_ca_topic_score_codex":0.004169807,"about_ca_topic_score_gemma":0.0064376416,"teacher_disagreement_score":0.004169807,"about_ca_system_score_codex":0.00033827455,"about_ca_system_score_gemma":0.00049506855,"threshold_uncertainty_score":0.008291125},"labels":[],"label_agreement":null},{"id":"W4242800972","doi":"10.4018/978-1-5225-9618-9.ch047","title":"Pedagogical Insights Into Hyper-Immersive Virtual World Language Learning Environments","year":2019,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Affordance; Avatar; Autonomy; Metaverse; Language acquisition; Computer science; Process (computing); Relevance (law); Psychology; Human–computer interaction; Virtual reality; Mathematics education","score_opus":0.039172224203791475,"score_gpt":0.26166989596349705,"score_spread":0.22249767175970558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242800972","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26175025,0.010526102,0.16909839,0.020019589,0.0007364778,0.00026901843,0.00012562478,0.00059749436,0.53687704],"genre_scores_gemma":[0.92339087,0.004419318,0.026852196,0.0013581995,0.00011385076,0.0002503493,0.000054803604,0.0001398117,0.043420628],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968882,0.002394235,0.000050016322,0.00012614038,0.00035895617,0.00018238314],"domain_scores_gemma":[0.9979913,0.0015553276,0.00008365817,0.00008622524,0.00006135289,0.00022214094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023490812,0.00043229407,0.00019183602,0.00097250176,0.0022852034,0.0089753205,0.0016009551,0.0015450941,0.0059748474],"category_scores_gemma":[0.0030617134,0.00028996117,0.00027997332,0.00066062063,0.009273308,0.0069960062,0.006471848,0.002191447,0.00083123863],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036685895,0.00017075031,0.0011728364,0.00069445,0.000008807235,0.0019195776,0.45776296,0.0011948335,0.0042587714,0.46228287,0.0037861627,0.06671126],"study_design_scores_gemma":[0.000026402982,0.00012829194,0.0015365618,0.0009591228,0.000011738284,0.0025468136,0.2767244,0.0020446782,0.0022210525,0.09522077,0.6185386,0.00004152984],"about_ca_topic_score_codex":0.0009863159,"about_ca_topic_score_gemma":0.002236383,"teacher_disagreement_score":0.0089753205,"about_ca_system_score_codex":0.001469191,"about_ca_system_score_gemma":0.0013662818,"threshold_uncertainty_score":0.019987881},"labels":[],"label_agreement":null},{"id":"W4243030760","doi":"10.1002/9781118784235.eelt0685","title":"Levels of Processing in <scp>ESOL</scp>","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Computer science; Mathematics education; Linguistics; Psychology","score_opus":0.015623353080354776,"score_gpt":0.2516365505202674,"score_spread":0.23601319743991261,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243030760","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017308112,0.004661751,0.01071368,0.0028105401,0.0015069484,0.000060846654,0.0061886096,0.0016517824,0.97067505],"genre_scores_gemma":[0.04318333,0.011074431,0.0165094,0.0021197854,0.0014444517,0.00029951165,0.018101988,0.004604998,0.90266204],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99933773,0.00014134347,0.000062654544,0.00008127672,0.00031268026,0.000064231805],"domain_scores_gemma":[0.9987715,0.0006247812,0.000064782434,0.00015051312,0.00030324128,0.00008515889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00058340887,0.00089263346,0.00042267848,0.0029944328,0.0012399417,0.0073469705,0.0009724309,0.00093913195,0.18945698],"category_scores_gemma":[0.0028382512,0.00025424777,0.00041626368,0.006016668,0.0014697523,0.0061169774,0.0019173732,0.0021148478,0.080545105],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004480406,0.000040214607,0.0004914809,0.0006534062,0.0000064359137,0.00018558108,0.0020589072,0.00019324063,0.00069476425,0.14204754,0.651771,0.20181258],"study_design_scores_gemma":[0.0000023553216,0.0000067528053,0.0007002317,0.0002330738,0.00000144402,0.00017264964,0.0004187518,0.000089835856,0.00035400296,0.010798896,0.9872131,0.000009041287],"about_ca_topic_score_codex":0.006189202,"about_ca_topic_score_gemma":0.014054129,"teacher_disagreement_score":0.18945698,"about_ca_system_score_codex":0.0022912049,"about_ca_system_score_gemma":0.0019085757,"threshold_uncertainty_score":0.63379675},"labels":[],"label_agreement":null},{"id":"W4243065989","doi":"10.5539/ells.v5n3p164","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 5, No. 3","year":2015,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; English language; Computer science; Library science; Philosophy","score_opus":0.02820703798991864,"score_gpt":0.2995667760110899,"score_spread":0.27135973802117125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243065989","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00135272,0.016796375,0.007857182,0.22480424,0.71389776,0.015913054,0.009022011,0.0018008428,0.008555778],"genre_scores_gemma":[0.04000655,0.023759902,0.042466212,0.33293566,0.28980052,0.15840042,0.007325705,0.007349997,0.09795502],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.85673994,0.04193961,0.0479673,0.007844653,0.041832395,0.0036761432],"domain_scores_gemma":[0.107293084,0.062139574,0.02484594,0.016839191,0.78278106,0.006101277],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.14048599,0.003856926,0.012105625,0.019920893,0.0068172426,0.011192328,0.008267512,0.016215913,0.06352061],"category_scores_gemma":[0.7222105,0.002961532,0.0076700468,0.010965548,0.005298252,0.010462696,0.00665949,0.011992024,0.027015198],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019767291,0.000019239467,0.0005060513,0.013524741,0.0001566108,0.00032955335,0.0019249866,0.00004765258,0.00042888077,0.0009198332,0.96465254,0.017292222],"study_design_scores_gemma":[0.0013433361,0.000061016337,0.0027766405,0.056004655,0.0007508907,0.0012256395,0.003748406,0.00080004125,0.0007976095,0.005417771,0.926708,0.00036603693],"about_ca_topic_score_codex":0.010589346,"about_ca_topic_score_gemma":0.015047526,"teacher_disagreement_score":0.859514,"about_ca_system_score_codex":0.010219342,"about_ca_system_score_gemma":0.028899409,"threshold_uncertainty_score":0.74296975},"labels":[],"label_agreement":null},{"id":"W4243256843","doi":"10.5539/ells.v5n4p172","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 5, No. 4","year":2015,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; English language; Computer science; Philosophy","score_opus":0.028410655653895757,"score_gpt":0.29996840983179857,"score_spread":0.2715577541779028,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243256843","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016721599,0.024628868,0.009099817,0.24246854,0.6767362,0.021331612,0.010885332,0.0021879114,0.010989529],"genre_scores_gemma":[0.04341488,0.027705459,0.03531656,0.3175605,0.29099345,0.16264035,0.0077508567,0.00650205,0.10811587],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.8814024,0.03355533,0.037726704,0.0075879158,0.03666707,0.0030606098],"domain_scores_gemma":[0.14855437,0.053087745,0.031275213,0.013510324,0.74787605,0.0056963186],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.10421791,0.004122093,0.013622944,0.015507368,0.0061647748,0.010102072,0.008315189,0.014993972,0.07001969],"category_scores_gemma":[0.68075836,0.0029415607,0.007960154,0.007863233,0.0048853266,0.010018606,0.0061768843,0.01029909,0.030170126],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001865397,0.000014294867,0.0004128207,0.011999232,0.00012996714,0.0002955674,0.0012445461,0.000043451,0.00028426634,0.0006456275,0.9688599,0.015883746],"study_design_scores_gemma":[0.0018026514,0.000085120686,0.002715097,0.07128344,0.0009830449,0.0019203841,0.003882675,0.0010778796,0.0010571203,0.006274614,0.90838414,0.0005338342],"about_ca_topic_score_codex":0.00929692,"about_ca_topic_score_gemma":0.013087515,"teacher_disagreement_score":0.8957821,"about_ca_system_score_codex":0.0094388835,"about_ca_system_score_gemma":0.021817738,"threshold_uncertainty_score":0.55116355},"labels":[],"label_agreement":null},{"id":"W4243431621","doi":"10.1017/s0261444805232391","title":"Language learning","year":2004,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Purdue University","keywords":"Grammar; Reading (process); Psychology; Second-language acquisition; Library science; Linguistics; Computer science; Philosophy","score_opus":0.01316847474828147,"score_gpt":0.25500329650444004,"score_spread":0.24183482175615856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243431621","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025820073,0.02284983,0.006826144,0.017278882,0.006293473,0.00011572377,0.0023607793,0.0026760935,0.9390171],"genre_scores_gemma":[0.022227535,0.009654857,0.0042387377,0.004494083,0.0012000605,0.00014794974,0.0021319163,0.00061103556,0.95529383],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99886775,0.0002298981,0.00011787689,0.0003014441,0.00036181623,0.000121243946],"domain_scores_gemma":[0.99765044,0.00042229213,0.000086315726,0.00047648867,0.000937976,0.00042647411],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001654528,0.00088990654,0.00057182723,0.0013492216,0.0019629232,0.006960156,0.0015703704,0.0023418842,0.37098792],"category_scores_gemma":[0.0042338786,0.0004571198,0.00055307563,0.0016351201,0.0012717418,0.005862598,0.004311688,0.0025970973,0.25518557],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057331887,0.00007951664,0.00075068575,0.0001908007,0.000011945145,0.00014966539,0.0006981001,0.00010439275,0.0005094425,0.024322297,0.5567009,0.41642496],"study_design_scores_gemma":[0.000008228638,0.00002926719,0.00072005694,0.00014768298,0.0000040768678,0.00016957647,0.0004089957,0.00007768227,0.00017874906,0.008440635,0.98980755,0.000007647066],"about_ca_topic_score_codex":0.0038576222,"about_ca_topic_score_gemma":0.00641643,"teacher_disagreement_score":0.37098792,"about_ca_system_score_codex":0.0017045301,"about_ca_system_score_gemma":0.0021900805,"threshold_uncertainty_score":0.8972094},"labels":[],"label_agreement":null},{"id":"W42435208","doi":"10.4324/9780203851357","title":"Cognitive Bases of Second Language Fluency","year":2010,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":816,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Fluency; Linguistics; Psychology; Cognition; Cognitive psychology; Philosophy","score_opus":0.021308044332164808,"score_gpt":0.24931757244207176,"score_spread":0.22800952810990693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W42435208","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0315793,0.06625119,0.018691663,0.056649424,0.003033897,0.000036470108,0.00023696646,0.0002611182,0.82326],"genre_scores_gemma":[0.5507626,0.036607366,0.011430265,0.0050577596,0.0024089457,0.00008855877,0.0003541564,0.00017587512,0.39311454],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99983025,0.000042409985,0.000006594525,0.00002530074,0.00007287736,0.000022594468],"domain_scores_gemma":[0.99966097,0.00020858059,0.000014983912,0.00001613429,0.00006526217,0.00003403731],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000509182,0.00022371265,0.00019041986,0.00046759562,0.0005833038,0.0027813548,0.00022657562,0.00058150355,0.0051243925],"category_scores_gemma":[0.0009261175,0.00011833011,0.00018700583,0.00026367337,0.0030454828,0.002761546,0.0006486415,0.0015229449,0.000946003],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022768356,0.000019510053,0.0005306415,0.00006942741,0.00000848105,0.00009897842,0.002878382,0.0003729846,0.0008265327,0.7826061,0.08790686,0.124659315],"study_design_scores_gemma":[0.000008821526,0.000026634685,0.0025968018,0.00015207984,0.000006573744,0.00031394363,0.00084648974,0.0006747411,0.0007309505,0.52927345,0.46535015,0.000019445011],"about_ca_topic_score_codex":0.0018625719,"about_ca_topic_score_gemma":0.0024666262,"teacher_disagreement_score":0.0051243925,"about_ca_system_score_codex":0.0012501011,"about_ca_system_score_gemma":0.0008383668,"threshold_uncertainty_score":0.017142773},"labels":[],"label_agreement":null},{"id":"W4243751899","doi":"10.5539/elt.v10n3p178","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 10, No. 3","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language assessment; Language education; Mathematics education; Philosophy","score_opus":0.021995175372472406,"score_gpt":0.29401623712487635,"score_spread":0.2720210617524039,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243751899","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00050467695,0.007389198,0.0027949857,0.17254381,0.80405104,0.0036275093,0.002132398,0.0009995801,0.005956771],"genre_scores_gemma":[0.018886765,0.017464146,0.009612373,0.26493686,0.57089067,0.02159447,0.0032813156,0.0032181775,0.09011515],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.92983586,0.014007093,0.01904671,0.0046134624,0.029821534,0.0026753359],"domain_scores_gemma":[0.13574395,0.028371464,0.020099998,0.0073434585,0.8011921,0.007248991],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05736502,0.0033831676,0.009677612,0.009497934,0.005799642,0.010225507,0.006574189,0.014973205,0.071296774],"category_scores_gemma":[0.5702017,0.0022631213,0.0048192227,0.0050710673,0.004477079,0.007091699,0.0043409867,0.010237551,0.04175831],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056264278,0.000006350125,0.00022072623,0.0018151267,0.000027655675,0.00010724037,0.00016918809,0.000015944039,0.00006750355,0.0001762161,0.99013305,0.007204792],"study_design_scores_gemma":[0.00068207766,0.0000637599,0.002545,0.017736796,0.00034472684,0.0020796105,0.0014226284,0.0006536241,0.0005977269,0.002218724,0.97137004,0.00028532074],"about_ca_topic_score_codex":0.007425669,"about_ca_topic_score_gemma":0.011108951,"teacher_disagreement_score":0.071296774,"about_ca_system_score_codex":0.0071317195,"about_ca_system_score_gemma":0.01672799,"threshold_uncertainty_score":0.30337882},"labels":[],"label_agreement":null},{"id":"W4243867905","doi":"10.5539/elt.v8n4p142","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 8, No. 4","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; English language; Philosophy","score_opus":0.027124778699424004,"score_gpt":0.28650190414102633,"score_spread":0.25937712544160235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243867905","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003289804,0.0036105574,0.0019396651,0.20647499,0.77991325,0.0018170421,0.0013838074,0.0006989433,0.0038327489],"genre_scores_gemma":[0.014014335,0.010106341,0.010362828,0.3414535,0.5042831,0.017530415,0.0023548335,0.0028282048,0.09706643],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9377682,0.014075418,0.016919069,0.003715632,0.025120009,0.0024015985],"domain_scores_gemma":[0.14146364,0.04094853,0.01388064,0.009393057,0.78725904,0.00705509],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.07081429,0.0026224349,0.006790887,0.01056641,0.006286869,0.0085291,0.0065257046,0.01641861,0.06595539],"category_scores_gemma":[0.5820303,0.0021859112,0.0040076105,0.005577222,0.0043555154,0.0070461687,0.0041012554,0.011170934,0.035616785],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004274838,0.0000054404063,0.00016247049,0.0012389282,0.000017339542,0.00007574323,0.00020674794,0.000013704834,0.00007363547,0.00021716273,0.99185807,0.006087977],"study_design_scores_gemma":[0.0003714645,0.00003501468,0.001961816,0.0092856735,0.00017141283,0.0008336573,0.0011441612,0.00044153933,0.00037318465,0.0017992861,0.98342645,0.00015638098],"about_ca_topic_score_codex":0.011181225,"about_ca_topic_score_gemma":0.016034119,"teacher_disagreement_score":0.9340446,"about_ca_system_score_codex":0.0077489014,"about_ca_system_score_gemma":0.019891508,"threshold_uncertainty_score":0.37450624},"labels":[],"label_agreement":null},{"id":"W4243919640","doi":"10.7202/1067312ar","title":"Editorial","year":2019,"lang":"en","type":"editorial","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Political science","score_opus":0.011251261352504892,"score_gpt":0.22091617774480585,"score_spread":0.20966491639230095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243919640","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000028253779,0.0011795503,0.00006837242,0.024496451,0.97142076,0.000028987724,0.00006159774,0.000041177907,0.0026749184],"genre_scores_gemma":[0.0005072124,0.0013831597,0.000119167315,0.02070449,0.9564139,0.00005126549,0.000048378082,0.000049004397,0.0207233],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9915615,0.0011842104,0.000830122,0.0010321235,0.0047722952,0.0006197418],"domain_scores_gemma":[0.9651107,0.012199285,0.0018652058,0.0013756582,0.014439183,0.005010018],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009141073,0.0039555933,0.0040279683,0.006545035,0.005484877,0.010711262,0.005197582,0.023333356,0.030542605],"category_scores_gemma":[0.04196006,0.0012917897,0.0031826498,0.002730729,0.0032320498,0.0038677962,0.002198057,0.017769393,0.020558164],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021337013,0.000011345735,0.000015684342,0.000073726405,0.000009521314,0.00007922175,0.0000073905876,0.000018784702,0.000021107664,0.00018247303,0.9971969,0.0023625332],"study_design_scores_gemma":[0.000081171216,0.00001984459,0.00022765489,0.00039265634,0.00004419904,0.00015380472,0.000039375413,0.00014815481,0.00008003481,0.0008751085,0.99792165,0.00001630271],"about_ca_topic_score_codex":0.006152715,"about_ca_topic_score_gemma":0.016812732,"teacher_disagreement_score":0.030542605,"about_ca_system_score_codex":0.0065276986,"about_ca_system_score_gemma":0.0056845266,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4244040837","doi":"10.17161/iallt.v19i3-4.9173","title":"Special Projects in the Works","year":2019,"lang":"en","type":"article","venue":"IALLT Journal of Language Learning Technologies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science","score_opus":0.020301343382208466,"score_gpt":0.251062002309803,"score_spread":0.23076065892759456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244040837","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016355119,0.002295196,0.0021088573,0.009480166,0.026284993,0.00052762806,0.002561811,0.0010983748,0.9540076],"genre_scores_gemma":[0.0040045665,0.0012103422,0.0010561424,0.0008242737,0.0015617833,0.0001563315,0.0019729503,0.00031331656,0.9889003],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976876,0.0004283095,0.00014597477,0.00041308728,0.00088832295,0.00043680464],"domain_scores_gemma":[0.9950054,0.00025842656,0.00015720875,0.0007086282,0.0017884654,0.0020819737],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0023428637,0.0011998547,0.0009788134,0.0026379668,0.004724549,0.00741301,0.0026450634,0.0026386783,0.71637636],"category_scores_gemma":[0.0055710105,0.00040645993,0.0010203088,0.0028049173,0.0010343737,0.004853406,0.00719121,0.0022717502,0.5017419],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040276715,0.000073463496,0.00032464764,0.00020289338,0.0000037923655,0.00008954052,0.0003523491,0.00003647648,0.00020529715,0.0134011265,0.8767863,0.10848386],"study_design_scores_gemma":[0.000002895308,0.000012190666,0.00026819517,0.000049534818,0.0000013388234,0.000051407216,0.00024035247,0.000012280399,0.000043498287,0.00072443025,0.99859196,0.0000019508564],"about_ca_topic_score_codex":0.0025250078,"about_ca_topic_score_gemma":0.005417437,"teacher_disagreement_score":0.71637636,"about_ca_system_score_codex":0.0018444835,"about_ca_system_score_gemma":0.0070689544,"threshold_uncertainty_score":0.40455467},"labels":[],"label_agreement":null},{"id":"W4244468495","doi":"10.3138/cmlr.62.1.87","title":"Investigating the Role of Identity in Writing Using Electronic Bulletin Boards","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Dialogic; Bulletin board; Identity (music); Academic writing; Face (sociological concept); English language; Bulletin board system; Pedagogy; Academic community; Sociology; Psychology; Mathematics education; Computer science; Library science; World Wide Web; The Internet","score_opus":0.01585250605864056,"score_gpt":0.24154377790490242,"score_spread":0.22569127184626186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244468495","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9546811,0.0007752989,0.001063283,0.00044071817,0.000034147004,0.00009376471,0.000008907217,0.000010661906,0.04289223],"genre_scores_gemma":[0.99106216,0.0006467073,0.0010138485,0.00011854628,0.000015723179,0.00006141906,0.0000131384995,0.000007284861,0.0070610433],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99398345,0.0035352295,0.00021365193,0.00034365169,0.0014661128,0.0004579401],"domain_scores_gemma":[0.9759134,0.015755089,0.0044350238,0.0007206241,0.0021019953,0.001073882],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071301768,0.00026061668,0.00032295333,0.0013381125,0.0025347495,0.00566168,0.00086051197,0.00067578716,0.0035448794],"category_scores_gemma":[0.041546915,0.00022344918,0.00017535924,0.0011828386,0.0022909422,0.0036045911,0.0021461975,0.0012407398,0.0004795495],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007347938,0.0036696044,0.2881149,0.0009485136,0.000057814417,0.0016733976,0.38935784,0.000255372,0.005884871,0.02147798,0.0016881499,0.28613675],"study_design_scores_gemma":[0.00017430932,0.0016603407,0.58731836,0.00072090176,0.00015296899,0.0012866711,0.35303977,0.0011718817,0.006168111,0.00782518,0.040415116,0.00006635586],"about_ca_topic_score_codex":0.011938476,"about_ca_topic_score_gemma":0.017962046,"teacher_disagreement_score":0.011938476,"about_ca_system_score_codex":0.0019486137,"about_ca_system_score_gemma":0.002854989,"threshold_uncertainty_score":0.0377084},"labels":[],"label_agreement":null},{"id":"W4244633308","doi":"10.1007/978-3-319-44694-3","title":"Handbook of Research and Practice in Heritage Language Education","year":2017,"lang":"en","type":"book","venue":"Springer international handbooks of education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":121,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Heritage language; Sociology; Library science; Linguistics; Mathematics education; Psychology; Pedagogy; Computer science; Philosophy","score_opus":0.07787804313434307,"score_gpt":0.4131447960212217,"score_spread":0.3352667528868787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244633308","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008887973,0.31292725,0.013589524,0.007002907,0.00491655,0.00012508288,0.00032157643,0.00048213746,0.6597462],"genre_scores_gemma":[0.008540775,0.2236455,0.02049848,0.0030307944,0.0015809592,0.00023888817,0.00056336436,0.0002690463,0.7416322],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990945,0.00016691901,0.000072438124,0.00007137549,0.00054218504,0.000052635212],"domain_scores_gemma":[0.9984491,0.0008792411,0.00005255909,0.00011178323,0.00033958902,0.0001677137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011806637,0.00065471506,0.0006855675,0.002823304,0.0009832812,0.0050422265,0.0014656361,0.0015587884,0.04959633],"category_scores_gemma":[0.0023192887,0.00036286723,0.00033483357,0.00392451,0.0019102194,0.0031059966,0.0019230603,0.0023612955,0.01821599],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000116163665,0.00007439691,0.00011207895,0.0011774261,0.0000049000455,0.00008755947,0.0014295512,0.00024323816,0.00052285224,0.07837909,0.40445417,0.5135031],"study_design_scores_gemma":[0.0000016557673,0.0000056715303,0.00012710133,0.0006204682,0.0000012144667,0.00011976833,0.00025297469,0.00003409223,0.0000445323,0.007081977,0.991707,0.0000035055268],"about_ca_topic_score_codex":0.0030510228,"about_ca_topic_score_gemma":0.009639906,"teacher_disagreement_score":0.04959633,"about_ca_system_score_codex":0.0014802826,"about_ca_system_score_gemma":0.006378071,"threshold_uncertainty_score":0.16591626},"labels":[],"label_agreement":null},{"id":"W4244647240","doi":"10.1016/j.system.2018.07.016","title":"Book review","year":2018,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Interpersonal communication; Psychology; Competence (human resources); Coherence (philosophical gambling strategy); Perception; Communicative competence; Naturalness; Strengths and weaknesses; Linguistics; Pedagogy; Social psychology","score_opus":0.029008030839681002,"score_gpt":0.25314955397777955,"score_spread":0.22414152313809854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244647240","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007216806,0.25099158,0.0027582939,0.095736615,0.13742875,0.00026809634,0.003099462,0.0011626404,0.5078329],"genre_scores_gemma":[0.0024768761,0.10985462,0.0013251776,0.02628632,0.025825573,0.00016353808,0.0021716263,0.00037846525,0.83151793],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99912244,0.00012100557,0.000041654017,0.00008438057,0.0005380565,0.000092326365],"domain_scores_gemma":[0.99566627,0.0008885021,0.00021430694,0.0002102609,0.0023282776,0.0006923454],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011619343,0.00052490394,0.00072638574,0.0035683673,0.0008735145,0.0037103835,0.0013973196,0.0019083195,0.32783285],"category_scores_gemma":[0.008617315,0.00026644208,0.00045808422,0.0034528163,0.0006416628,0.0020931282,0.0015523073,0.0020578424,0.20751722],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000047062213,0.000005037082,0.000023050326,0.00013572582,0.0000016480955,0.000016504651,0.000006601674,0.000014430401,0.000022250562,0.00074735825,0.94623864,0.052783966],"study_design_scores_gemma":[0.0000032177365,0.0000031979189,0.000053094554,0.00016899295,0.0000023118207,0.000051687162,0.000010976552,0.00000724967,0.00001469185,0.00030323584,0.9993795,0.0000017248994],"about_ca_topic_score_codex":0.0038088069,"about_ca_topic_score_gemma":0.009029005,"teacher_disagreement_score":0.6721672,"about_ca_system_score_codex":0.0019087329,"about_ca_system_score_gemma":0.0048693325,"threshold_uncertainty_score":0.95876485},"labels":[],"label_agreement":null},{"id":"W4244707055","doi":"10.22215/etd/2007-08148","title":"French immersion and core French graduates in post-secondary French: how does their past education affect their current experiences?","year":2007,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Canadian Heritage; Library and Archives Canada","funders":"School of Linguistics and Applied Language Studies","keywords":"French immersion; Humanities; Affect (linguistics); Political science; Pedagogy; Psychology; Art; Communication","score_opus":0.029524604038665924,"score_gpt":0.29133759624571876,"score_spread":0.26181299220705284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244707055","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99345607,0.00073759636,0.000042172895,0.0011562395,0.00003777291,0.0000081464805,0.00010921535,0.00000490283,0.00444801],"genre_scores_gemma":[0.9968381,0.0002947663,0.000016084035,0.00019088821,0.000017323138,0.0000068893282,0.00008742049,0.0000034521245,0.0025450208],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9980096,0.00051642384,0.000053338146,0.00015729667,0.00033293452,0.00093053945],"domain_scores_gemma":[0.9911573,0.00154184,0.0016500045,0.00013059663,0.0013050643,0.004215192],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028253102,0.0003181542,0.00046349387,0.0015493289,0.0026195166,0.006911257,0.00081352313,0.0016373737,0.0069835717],"category_scores_gemma":[0.008481806,0.00023109606,0.00055804575,0.0011642167,0.002180797,0.0020902527,0.0026010035,0.0020822552,0.001029112],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046818054,0.00075756805,0.7157632,0.00011640162,0.000109698274,0.0007766401,0.2385722,0.000102669015,0.0007728436,0.0014267273,0.004156841,0.036977034],"study_design_scores_gemma":[0.000008468996,0.0003062579,0.77782,0.00009262014,0.000019959727,0.00018874084,0.21386509,0.000065144966,0.0000961812,0.00016293194,0.007338695,0.000035954756],"about_ca_topic_score_codex":0.14821376,"about_ca_topic_score_gemma":0.18681471,"teacher_disagreement_score":0.14821376,"about_ca_system_score_codex":0.004873031,"about_ca_system_score_gemma":0.002910596,"threshold_uncertainty_score":0.2947021},"labels":[],"label_agreement":null},{"id":"W4245051618","doi":"10.3138/cmlr.62.1.111","title":"Emergent Identities in On-Line Discussions for Second Language Learning","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affordance; Socialization; Identity (music); Ethnography; Pedagogy; Class (philosophy); Discourse analysis; Sociology; Homosexuality; Psychology; Linguistics; Social psychology; Gender studies; Computer science","score_opus":0.028828293124557227,"score_gpt":0.26574178312618246,"score_spread":0.23691349000162523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245051618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72481596,0.0017480534,0.037179913,0.0093803825,0.00041269133,0.00047270762,0.000114576746,0.0002429989,0.22563282],"genre_scores_gemma":[0.983824,0.00037688078,0.005355935,0.00028575628,0.000055150682,0.00018234135,0.000049517537,0.00008370301,0.009786779],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98201466,0.013730139,0.00027505576,0.0008887445,0.0021969602,0.000894377],"domain_scores_gemma":[0.9755912,0.018354053,0.0019893146,0.001240216,0.0013606658,0.0014645043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012571677,0.0006498308,0.00045803993,0.0031004425,0.015001017,0.013449598,0.001881978,0.0021675436,0.007971424],"category_scores_gemma":[0.024263632,0.00036867062,0.00027403684,0.0020739795,0.013019785,0.00841287,0.009646267,0.0025847761,0.001109289],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042844502,0.00008491775,0.0034050879,0.00010051722,0.000004863002,0.00068461825,0.92403746,0.00009692975,0.0014732744,0.04062499,0.0012816202,0.028162861],"study_design_scores_gemma":[0.000015388903,0.00005386099,0.0038579889,0.00024004526,0.000007762942,0.00042442515,0.8509546,0.00054313027,0.0017954675,0.023114862,0.11896356,0.000028919758],"about_ca_topic_score_codex":0.005961888,"about_ca_topic_score_gemma":0.010760192,"teacher_disagreement_score":0.015001017,"about_ca_system_score_codex":0.009669943,"about_ca_system_score_gemma":0.0060393927,"threshold_uncertainty_score":0.07016069},"labels":[],"label_agreement":null},{"id":"W4245355807","doi":"10.1017/s0261444805212776","title":"Language teaching","year":2005,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Listening comprehension; English language; Active listening; Language assessment; Annals; Psychology; Mathematics education; History; Classics; Communication","score_opus":0.01497183652500994,"score_gpt":0.27019250407386697,"score_spread":0.255220667548857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245355807","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001462071,0.031940542,0.001315254,0.016709313,0.010441146,0.000071579605,0.001786507,0.00085989817,0.93541366],"genre_scores_gemma":[0.0065575056,0.00759145,0.0005968843,0.0026968727,0.0011107209,0.00003814544,0.00087129005,0.00020097585,0.9803361],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990784,0.00013651222,0.00008239829,0.0002028304,0.00038619983,0.00011354016],"domain_scores_gemma":[0.9985868,0.00016554154,0.000059399485,0.00018875029,0.00062111276,0.00037845492],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00093827734,0.0008006937,0.0004464115,0.0013510623,0.0017077139,0.0052344105,0.0009984148,0.0021021732,0.41982797],"category_scores_gemma":[0.002439487,0.0003649587,0.00039415003,0.0013460257,0.0009116859,0.0033247941,0.0028258534,0.002315548,0.28983426],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031479325,0.000035821562,0.00042181034,0.0001529265,0.0000047576964,0.00010318622,0.0003428071,0.000042133233,0.00039949897,0.010115145,0.749562,0.23878846],"study_design_scores_gemma":[0.0000023122734,0.000011199326,0.00051617716,0.00009634266,0.0000011096462,0.00008781047,0.0001698945,0.000013945231,0.00006514893,0.000923626,0.99811006,0.000002414439],"about_ca_topic_score_codex":0.0062490306,"about_ca_topic_score_gemma":0.018131964,"teacher_disagreement_score":0.41982797,"about_ca_system_score_codex":0.0022136844,"about_ca_system_score_gemma":0.0022709991,"threshold_uncertainty_score":0.827545},"labels":[],"label_agreement":null},{"id":"W4245709233","doi":"10.5539/ells.v4n4p113","title":"Reviewer Acknowledgements for English Language and Literature Studies, Vol. 4, No. 4","year":2014,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Computer science; English language; Natural language processing; Philosophy","score_opus":0.015135768495360599,"score_gpt":0.2798491129471396,"score_spread":0.264713344451779,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245709233","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0012866636,0.015372425,0.0066791703,0.23693827,0.7088025,0.01370906,0.008112755,0.0015666037,0.0075324974],"genre_scores_gemma":[0.037254404,0.022722567,0.039954174,0.33270144,0.30173236,0.15198866,0.0069909035,0.006741661,0.09991382],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.8584605,0.041526448,0.046531837,0.0077470564,0.042038396,0.003695736],"domain_scores_gemma":[0.10624035,0.061355956,0.023648292,0.01629179,0.7864412,0.006022517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13723135,0.0038429764,0.012063169,0.020088641,0.0067771706,0.010869775,0.008541212,0.01636438,0.06341767],"category_scores_gemma":[0.7220954,0.0029991143,0.0077030244,0.010965047,0.00534321,0.010872601,0.006995298,0.012051968,0.025463976],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019399478,0.000019066585,0.00049515755,0.012722611,0.00014940987,0.0003293137,0.001781899,0.00004780306,0.00042962423,0.00087612466,0.96603453,0.016920453],"study_design_scores_gemma":[0.0013606196,0.00006251601,0.0028176457,0.050989673,0.00074374134,0.0012094689,0.0038338508,0.0007767333,0.0008087261,0.0052448832,0.93178016,0.0003719397],"about_ca_topic_score_codex":0.011217381,"about_ca_topic_score_gemma":0.01521374,"teacher_disagreement_score":0.13723135,"about_ca_system_score_codex":0.010878403,"about_ca_system_score_gemma":0.029942999,"threshold_uncertainty_score":0.7257574},"labels":[],"label_agreement":null},{"id":"W4245721350","doi":"10.5539/elt.v7n12p100","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 7, No. 12","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Language assessment; Language education; English language; Mathematics education; Philosophy","score_opus":0.014415877413179156,"score_gpt":0.2633596124593672,"score_spread":0.24894373504618802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245721350","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003329462,0.0037570624,0.0021116564,0.20521004,0.78008944,0.0017221497,0.0015548579,0.0007674237,0.004454511],"genre_scores_gemma":[0.014277365,0.010717428,0.0103195775,0.33850652,0.49432704,0.015410439,0.0027705147,0.0030651367,0.11060599],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9401274,0.012857113,0.015604649,0.0034837993,0.025595644,0.0023314117],"domain_scores_gemma":[0.13347834,0.037159108,0.012088808,0.008586472,0.8020677,0.0066194846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06587638,0.0024469844,0.006441071,0.010245758,0.005969752,0.008168045,0.005759799,0.014895214,0.069305316],"category_scores_gemma":[0.5751225,0.0020242117,0.0035474978,0.005650767,0.0039311685,0.0067072455,0.0038373834,0.010671322,0.039047435],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003794578,0.000005139112,0.00014673942,0.0010863534,0.000013790211,0.00006641224,0.0001879335,0.000011946412,0.00006869003,0.0001966977,0.99211264,0.0060656653],"study_design_scores_gemma":[0.0003012906,0.000034074972,0.0019811492,0.008561139,0.00014330662,0.00080791145,0.0011288419,0.0003917936,0.00037680546,0.0016116707,0.9845152,0.00014695176],"about_ca_topic_score_codex":0.011734975,"about_ca_topic_score_gemma":0.016836544,"teacher_disagreement_score":0.069305316,"about_ca_system_score_codex":0.006864614,"about_ca_system_score_gemma":0.019688802,"threshold_uncertainty_score":0.34839177},"labels":[],"label_agreement":null},{"id":"W4245800951","doi":"10.3138/cmlr.62.1.17","title":"Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles","year":2005,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":84,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"German; Linguistics; Corpus linguistics; Pragmatics; Computer science; Scope (computer science); Competence (human resources); Modal; Context (archaeology); Psychology; Natural language processing; History","score_opus":0.019352260799557784,"score_gpt":0.26138729156118445,"score_spread":0.24203503076162666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245800951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9576374,0.0005766772,0.012747503,0.00077164033,0.000016963326,0.00016240754,0.00013100714,0.000093607654,0.027862774],"genre_scores_gemma":[0.9852975,0.00030725088,0.010862413,0.00005756689,0.0000051380694,0.00014485128,0.00009441739,0.000053952775,0.0031767911],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99716836,0.0020056842,0.00009245158,0.00029884747,0.00034270878,0.00009187622],"domain_scores_gemma":[0.99194735,0.006337646,0.0003950995,0.00066225266,0.00046263385,0.00019513877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004669668,0.000265863,0.00035416026,0.0018000382,0.002405052,0.0028873014,0.000985611,0.0006625973,0.0032097292],"category_scores_gemma":[0.010039598,0.00021370164,0.00014751205,0.0012936292,0.0037109694,0.0031777872,0.0040000575,0.00088455155,0.0003224328],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001974155,0.0003058786,0.024979668,0.0005636892,0.000027748321,0.00233601,0.7459937,0.00079092325,0.017211353,0.047903396,0.0016289226,0.15806131],"study_design_scores_gemma":[0.00010219563,0.0004614496,0.103304766,0.0006196555,0.000105692256,0.0045959447,0.6437456,0.0074896915,0.040881157,0.036460858,0.16207121,0.00016176848],"about_ca_topic_score_codex":0.007066374,"about_ca_topic_score_gemma":0.017924335,"teacher_disagreement_score":0.007066374,"about_ca_system_score_codex":0.002160692,"about_ca_system_score_gemma":0.0017630376,"threshold_uncertainty_score":0.024695873},"labels":[],"label_agreement":null},{"id":"W4246050732","doi":"10.5539/elt.v11n2p208","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 11, No. 2","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Language assessment; Mathematics education; Philosophy","score_opus":0.016478875651868525,"score_gpt":0.2797996740240544,"score_spread":0.2633207983721859,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246050732","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00048104563,0.0072369417,0.0027377452,0.16153507,0.81622016,0.003190014,0.0019642033,0.0009276479,0.005707075],"genre_scores_gemma":[0.017678037,0.017041339,0.009602395,0.24451987,0.58630437,0.020687183,0.0033202888,0.0031223134,0.09772413],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9291067,0.014396325,0.019491104,0.0046680337,0.029724712,0.0026131012],"domain_scores_gemma":[0.13083073,0.029754737,0.018719394,0.007486131,0.8062282,0.00698073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.058506764,0.0033874533,0.009633957,0.010022972,0.0059071532,0.009744396,0.006368991,0.013915067,0.07675659],"category_scores_gemma":[0.57540834,0.0022381586,0.0043651625,0.0051191635,0.0041391654,0.0076311557,0.0043831794,0.009858599,0.042737607],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054513963,0.000006296719,0.00019942092,0.0018413385,0.000025513826,0.00010580413,0.00018778989,0.000014973351,0.000067848385,0.00017246397,0.9896958,0.0076282606],"study_design_scores_gemma":[0.00061453896,0.000067669236,0.0025121947,0.016989801,0.0003101705,0.0020445765,0.0014856514,0.00057287177,0.0005650583,0.0019718863,0.9725916,0.00027399798],"about_ca_topic_score_codex":0.0065497,"about_ca_topic_score_gemma":0.010020059,"teacher_disagreement_score":0.07675659,"about_ca_system_score_codex":0.006496235,"about_ca_system_score_gemma":0.015295241,"threshold_uncertainty_score":0.30941707},"labels":[],"label_agreement":null},{"id":"W4246060242","doi":"10.5539/elt.v11n1p189","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 11, No. 1","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.02152264548676071,"score_gpt":0.29290090343426617,"score_spread":0.2713782579475055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246060242","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0005098441,0.007837642,0.0028203146,0.17941217,0.79685384,0.0035774254,0.0023309342,0.0009243925,0.005733482],"genre_scores_gemma":[0.018626552,0.018419424,0.010357207,0.25927013,0.5709725,0.024373421,0.0037472257,0.0032326276,0.091001],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9213751,0.01671701,0.021899978,0.0052246335,0.031937152,0.0028461972],"domain_scores_gemma":[0.11676511,0.032149885,0.019625105,0.0076998663,0.8171748,0.0065852217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06629868,0.0032501516,0.009923077,0.010263524,0.006249359,0.009836974,0.0064933063,0.014035536,0.07408622],"category_scores_gemma":[0.61552274,0.0022543438,0.004584856,0.0053173527,0.0042880103,0.007805579,0.004494706,0.010296514,0.040462393],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005693267,0.000006654583,0.00022006333,0.0020878906,0.000028027263,0.000094967225,0.00021210765,0.000016097327,0.00006527643,0.00019302807,0.98903275,0.007986327],"study_design_scores_gemma":[0.0006445293,0.00006696272,0.0027358308,0.020278491,0.00033437804,0.0018335087,0.0015889873,0.0005579559,0.0005457184,0.0021626677,0.96896654,0.00028445193],"about_ca_topic_score_codex":0.007110725,"about_ca_topic_score_gemma":0.010976103,"teacher_disagreement_score":0.07408622,"about_ca_system_score_codex":0.0073108743,"about_ca_system_score_gemma":0.017119993,"threshold_uncertainty_score":0.3506251},"labels":[],"label_agreement":null},{"id":"W4246422206","doi":"10.1017/s0261444804222005","title":"Language learning","year":2003,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"University of Georgia","keywords":"German; Foreign language; Carr; Multilingualism; Linguistics; First language; Psychology; Philosophy","score_opus":0.014617199691772454,"score_gpt":0.2541739447828835,"score_spread":0.23955674509111108,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246422206","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035192901,0.020973017,0.0070268027,0.011222741,0.0049414276,0.00012325203,0.0040998627,0.0029916118,0.94510186],"genre_scores_gemma":[0.031192323,0.011837529,0.0056252666,0.0036936337,0.0012262561,0.00019194007,0.0044478113,0.00081256183,0.9409726],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990792,0.00015119446,0.00009696861,0.00027201406,0.0002993736,0.0001012441],"domain_scores_gemma":[0.9984831,0.00027120594,0.0000559258,0.0003576646,0.00055993954,0.0002721659],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013859326,0.0009921753,0.0006463835,0.0010927041,0.0013926459,0.0053489916,0.0014404998,0.0018293469,0.39225864],"category_scores_gemma":[0.0033668,0.00037803288,0.0005159749,0.0012925453,0.0009245076,0.004202669,0.0034658518,0.0019013706,0.29195225],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006160495,0.000085603686,0.00091646874,0.00020852953,0.000014899942,0.00016350648,0.00051619404,0.00012597853,0.0005308185,0.018029958,0.49723163,0.48211476],"study_design_scores_gemma":[0.000009570989,0.00002596846,0.00093868596,0.00015948151,0.0000055253563,0.00018983817,0.00032669847,0.00008451684,0.00020585721,0.008019067,0.99002725,0.000007489087],"about_ca_topic_score_codex":0.0032713648,"about_ca_topic_score_gemma":0.005377473,"teacher_disagreement_score":0.39225864,"about_ca_system_score_codex":0.0011831737,"about_ca_system_score_gemma":0.0017802456,"threshold_uncertainty_score":0.8668693},"labels":[],"label_agreement":null},{"id":"W4246864153","doi":"10.1002/9781118784235.eelt0072","title":"Input Enhancement","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Key (lock); Computer science; Second-language acquisition; Language acquisition; Linguistics; Cognitive science; Psychology; Mathematics education; Computer security; Philosophy","score_opus":0.010633330484064082,"score_gpt":0.24242760252158474,"score_spread":0.23179427203752065,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246864153","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.054167632,0.002829743,0.28098947,0.0018481099,0.0020898324,0.002382161,0.0042242133,0.019532807,0.6319361],"genre_scores_gemma":[0.37173414,0.0039386256,0.23522805,0.0027993782,0.0004624715,0.0020405492,0.0076581915,0.0061568497,0.36998174],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983741,0.00029045512,0.0001241042,0.0003926123,0.00063527504,0.00018330642],"domain_scores_gemma":[0.99554706,0.001574602,0.00019395881,0.001296329,0.0011546139,0.00023348913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016677745,0.0011187003,0.00062236487,0.0009273408,0.0008457949,0.003095406,0.0016527679,0.0009617167,0.11688875],"category_scores_gemma":[0.010875904,0.00035418774,0.0006626801,0.00078548625,0.00076431385,0.0041155485,0.004177921,0.0011593932,0.038018886],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008858909,0.00053276855,0.001852509,0.0024420621,0.000034868663,0.0007006009,0.002709482,0.0006828199,0.06959134,0.041698925,0.05510141,0.8237674],"study_design_scores_gemma":[0.00011875904,0.00079223176,0.0045476784,0.0009475039,0.00012110284,0.0017648807,0.0013631979,0.003952454,0.10769282,0.02461782,0.85397685,0.00010458832],"about_ca_topic_score_codex":0.00051082775,"about_ca_topic_score_gemma":0.00071454945,"teacher_disagreement_score":0.11688875,"about_ca_system_score_codex":0.0007192574,"about_ca_system_score_gemma":0.0015082102,"threshold_uncertainty_score":0.3910318},"labels":[],"label_agreement":null},{"id":"W4247000231","doi":"10.1037/e633262013-270","title":"Learnin' 'Bout my Generation: The Effects of Generation on Encoding, Recall, and Metamemory","year":2013,"lang":"en","type":"dataset","venue":"PsycEXTRA Dataset","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Calgary Laboratory Services","funders":"","keywords":"Metamemory; Recall; Encoding (memory); Psychology; Cognitive psychology; Developmental psychology; Metacognition; Neuroscience; Cognition","score_opus":0.06720122264636383,"score_gpt":0.2824637988324197,"score_spread":0.21526257618605585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247000231","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0070941513,0.0004177972,0.00036345632,0.00032988776,0.00009543393,0.000058884918,0.98956245,0.00059650786,0.0014814797],"genre_scores_gemma":[0.005947515,0.00010210405,0.00093751936,0.000081996994,0.000012058876,0.00014631046,0.99183464,0.00003720415,0.00090076047],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9989039,0.00023897593,0.00017899188,0.0003308162,0.0002054982,0.00014181425],"domain_scores_gemma":[0.9964971,0.0011207373,0.0004028351,0.0010303699,0.00069844065,0.00025053887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001978806,0.0015242391,0.0008885988,0.0028346907,0.00088101585,0.0021896523,0.002340844,0.0015205265,0.012725679],"category_scores_gemma":[0.0091993725,0.00035864976,0.0012673247,0.0037103626,0.00046228088,0.0013576723,0.0020310855,0.001432508,0.01776609],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006754187,0.00018964808,0.035569254,0.0016230104,0.00017074605,0.00008204886,0.00022037717,0.0010492533,0.0003851744,0.00093965064,0.932643,0.026452413],"study_design_scores_gemma":[0.0011255341,0.00024496918,0.10012764,0.00082231767,0.00020498456,0.00034878327,0.00073253486,0.0065075965,0.0025007192,0.0029506462,0.88430554,0.00012879212],"about_ca_topic_score_codex":0.028866943,"about_ca_topic_score_gemma":0.07356508,"teacher_disagreement_score":0.028866943,"about_ca_system_score_codex":0.0015916426,"about_ca_system_score_gemma":0.0015225273,"threshold_uncertainty_score":0.057397842},"labels":[],"label_agreement":null},{"id":"W4247392625","doi":"10.5206/cie-eci.v38i1.9129","title":"Japanese Aesthetics and English Education in the Global Age","year":2009,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Beauty; Humanities; Reading (process); Sociology; Aesthetics; Art; Psychology; Linguistics; Philosophy","score_opus":0.06841181572079304,"score_gpt":0.366611709603958,"score_spread":0.298199893883165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247392625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5115792,0.013712249,0.0013012942,0.01908119,0.0010514094,0.00002166623,0.0000486442,0.000055824064,0.45314857],"genre_scores_gemma":[0.95823014,0.003066014,0.00047953275,0.0010383821,0.00016875054,0.000009684546,0.000019552765,0.00003573306,0.03695221],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99946576,0.000154191,0.000027483968,0.00007722939,0.00008567098,0.00018965981],"domain_scores_gemma":[0.9995396,0.000039531435,0.00007597064,0.000027740356,0.00009118094,0.00022600558],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008309413,0.00043174898,0.0001842506,0.0006804678,0.0048094806,0.004214253,0.0002167215,0.0007061552,0.006428191],"category_scores_gemma":[0.00065138494,0.00018089816,0.0002380439,0.00084471,0.0062520127,0.0024179146,0.003141402,0.0015074343,0.00058748224],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018649828,0.0001640864,0.03190497,0.00062014925,0.000034611086,0.0038882797,0.5336936,0.0002528626,0.0040359288,0.29235494,0.02957694,0.10328723],"study_design_scores_gemma":[0.000029348377,0.00017839338,0.09744258,0.00038234086,0.00007781959,0.0016896921,0.34377685,0.00032479546,0.00068719796,0.03315836,0.52217364,0.00007903112],"about_ca_topic_score_codex":0.018163435,"about_ca_topic_score_gemma":0.059140153,"teacher_disagreement_score":0.018163435,"about_ca_system_score_codex":0.0026803482,"about_ca_system_score_gemma":0.001474876,"threshold_uncertainty_score":0.036115468},"labels":[],"label_agreement":null},{"id":"W4247478591","doi":"10.3138/cmlr.62.4.533","title":"L'utilisation de stratègies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue seconde","year":2006,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.00890044678894761,"score_gpt":0.2205647297569359,"score_spread":0.21166428296798828,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247478591","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982322,0.0002609335,0.00021611403,0.000037889695,0.0000024691612,0.000016296637,0.00003273481,0.0000035854036,0.0011977917],"genre_scores_gemma":[0.99704224,0.0005135892,0.0007902231,0.000017785327,0.000001774464,0.000044526903,0.00006690568,0.0000030721862,0.001519993],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990958,0.0003822018,0.00007869134,0.000113769005,0.00017596285,0.00015365005],"domain_scores_gemma":[0.99514294,0.0020513502,0.0011553505,0.00015464531,0.0011382935,0.0003574697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018722259,0.0005169223,0.00029575516,0.0011281386,0.00056494604,0.0020111478,0.0004785191,0.0005740449,0.0011783313],"category_scores_gemma":[0.007282525,0.0003026625,0.00035870413,0.00061877887,0.00069372874,0.0006793617,0.00056933024,0.0005375002,0.00027172008],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074960495,0.00014277341,0.87637967,0.0001496832,0.00005319212,0.0003205475,0.081034414,0.00013752992,0.0020829956,0.0004041556,0.00018534048,0.039034817],"study_design_scores_gemma":[0.0000056671815,0.00027392028,0.9544156,0.00013426889,0.000056491073,0.00043760292,0.040904153,0.00040313124,0.000617755,0.00012000496,0.0026095603,0.000021824077],"about_ca_topic_score_codex":0.05869601,"about_ca_topic_score_gemma":0.09295039,"teacher_disagreement_score":0.05869601,"about_ca_system_score_codex":0.0010487066,"about_ca_system_score_gemma":0.0015290049,"threshold_uncertainty_score":0.116708696},"labels":[],"label_agreement":null},{"id":"W4247810894","doi":"10.1017/s0261444807004594","title":"Abstracts: Language learning","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; History; Art; Philosophy","score_opus":0.013837084556478202,"score_gpt":0.2724155239231113,"score_spread":0.2585784393666331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247810894","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011495862,0.025873462,0.0019003623,0.00831244,0.012256781,0.00014441244,0.0060255323,0.0018595991,0.94247776],"genre_scores_gemma":[0.003974159,0.0076153083,0.00063991087,0.0012237735,0.0018296236,0.00008107774,0.0029599494,0.00048540178,0.98119074],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99926907,0.00011168292,0.00007933301,0.00019224745,0.00026044663,0.00008729937],"domain_scores_gemma":[0.9980312,0.00031384156,0.00008310741,0.00030933382,0.0007754467,0.00048700694],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008482391,0.0014106736,0.001237872,0.0021094207,0.0014424889,0.0065160138,0.0016465175,0.0016883719,0.7873239],"category_scores_gemma":[0.0026007192,0.00038434283,0.00077276095,0.0027859134,0.0006080556,0.004169589,0.0034161801,0.0021939822,0.6283918],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000461856,0.000056078912,0.0001336867,0.00027369583,0.000008148994,0.000066158194,0.00011116722,0.0000471061,0.00034689982,0.0030666338,0.82091856,0.17492571],"study_design_scores_gemma":[0.0000096561025,0.00002303351,0.00039269438,0.0002397077,0.0000040766513,0.000098239994,0.00013981655,0.000035555408,0.00013168876,0.0020165134,0.99690336,0.000005592138],"about_ca_topic_score_codex":0.0017466048,"about_ca_topic_score_gemma":0.0031151741,"teacher_disagreement_score":0.7873239,"about_ca_system_score_codex":0.0015330702,"about_ca_system_score_gemma":0.0016407219,"threshold_uncertainty_score":0.30335665},"labels":[],"label_agreement":null},{"id":"W4249061633","doi":"10.1075/aral.33.2.05cai","title":"Investigating the effect of contextual clues on the processing of unfamiliar words in second language listening comprehension","year":2010,"lang":"en","type":"article","venue":"Australian Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Comprehension; Recall; Psychology; Inference; Active listening; Linguistics; Meaning (existential); Listening comprehension; Cognitive psychology; Communication; Computer science; Artificial intelligence","score_opus":0.025835893254756874,"score_gpt":0.29531433258012824,"score_spread":0.26947843932537136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249061633","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99751616,0.000562701,0.0009393872,0.00002872202,0.000004610114,0.000024755609,0.000010851404,0.000009055298,0.0009037488],"genre_scores_gemma":[0.99710685,0.000626151,0.0019727242,0.000027666927,0.0000065192935,0.000033806835,0.000024147752,0.000010826706,0.00019130914],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9982724,0.0010108312,0.0001328822,0.00020929503,0.00030010077,0.00007435968],"domain_scores_gemma":[0.97323024,0.022596803,0.0025047471,0.00065145234,0.00067883113,0.00033804282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014323777,0.00034267953,0.0002697506,0.000521072,0.00025928256,0.0008821625,0.00025951528,0.00038698904,0.0010926635],"category_scores_gemma":[0.02590588,0.00022496781,0.00015824357,0.0004059163,0.00063496066,0.00097316905,0.00071736774,0.0005073163,0.00014961712],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005484235,0.0013705704,0.14307582,0.0024240722,0.00022950972,0.0019227208,0.09258907,0.0011112372,0.51594484,0.0009903844,0.0002305501,0.23462695],"study_design_scores_gemma":[0.00018983788,0.0075997533,0.85215837,0.00053805124,0.0006830056,0.0021830243,0.03601384,0.0018352983,0.09197852,0.0022312861,0.004453794,0.00013506389],"about_ca_topic_score_codex":0.0008595924,"about_ca_topic_score_gemma":0.0017530458,"teacher_disagreement_score":0.0014323777,"about_ca_system_score_codex":0.00017331792,"about_ca_system_score_gemma":0.0003725061,"threshold_uncertainty_score":0.007575214},"labels":[],"label_agreement":null},{"id":"W4249126251","doi":"10.5539/elt.v7n4p158","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 7, No. 4","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Language assessment; English language; Mathematics education; Philosophy","score_opus":0.013513299419039301,"score_gpt":0.2651374268349387,"score_spread":0.2516241274158994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249126251","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00030652012,0.0033868668,0.0017970771,0.2004406,0.7866251,0.0016373486,0.0012913172,0.00065525045,0.003859949],"genre_scores_gemma":[0.013014608,0.009944617,0.009386443,0.33875716,0.5094374,0.015296455,0.0023656334,0.0026943951,0.09910331],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.93936676,0.013188401,0.016041804,0.0035517397,0.025412885,0.0024384924],"domain_scores_gemma":[0.1394879,0.03787477,0.0125308,0.008828505,0.7942553,0.007022653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06741595,0.00257408,0.0065355333,0.010509338,0.006307397,0.008516584,0.006379773,0.016568469,0.06802314],"category_scores_gemma":[0.5719693,0.0021312076,0.004005023,0.0056402637,0.0042455927,0.006976076,0.004066546,0.011271642,0.03723105],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038134807,0.000005285048,0.00015281457,0.0010961087,0.000015485075,0.00007287189,0.0001811343,0.000012928816,0.0000694155,0.00020394084,0.9923449,0.005807034],"study_design_scores_gemma":[0.00032726413,0.000034155113,0.0018796388,0.00846741,0.00015583822,0.000820303,0.0010909762,0.00040078696,0.000368014,0.0016595144,0.98464775,0.00014851056],"about_ca_topic_score_codex":0.01154794,"about_ca_topic_score_gemma":0.016239991,"teacher_disagreement_score":0.06802314,"about_ca_system_score_codex":0.007647093,"about_ca_system_score_gemma":0.020355426,"threshold_uncertainty_score":0.35653389},"labels":[],"label_agreement":null},{"id":"W4249232609","doi":"10.3138/cmlr.61.1.29","title":"The Link Between Academic Success and L2 Proficiency in the Context of Two Professional Programs","year":2004,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Context (archaeology); Language proficiency; Active listening; English for academic purposes; Test (biology); Reading (process); Psychology; Mathematics education; Reading comprehension; Academic year; Medical education; Pedagogy; Medicine; Linguistics","score_opus":0.031080176932568853,"score_gpt":0.28023871735934663,"score_spread":0.2491585404267778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249232609","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985802,0.000046902056,0.000049165774,0.000078896155,0.0000033595984,0.000006359294,0.000014680338,0.0000029378432,0.0012175094],"genre_scores_gemma":[0.9994894,0.000040693765,0.00003911746,0.000022163484,0.000009689751,0.00000985928,0.00003029863,0.0000031622578,0.00035553565],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.996573,0.001094447,0.00020601768,0.00043029143,0.00078783574,0.0009083851],"domain_scores_gemma":[0.96405256,0.013426871,0.008616093,0.0008957418,0.003498541,0.009510225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031253877,0.00050541613,0.0006995234,0.0042633507,0.0033818493,0.0048969984,0.0010382269,0.00076810695,0.003109817],"category_scores_gemma":[0.030353444,0.0002639838,0.0003780543,0.0026448572,0.0033559098,0.0022351597,0.005630495,0.0020974772,0.000512698],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020814179,0.0007614447,0.9569061,0.000039923798,0.00006558641,0.00094084046,0.027066587,0.00015744245,0.0006156299,0.00064859225,0.00022290269,0.012366878],"study_design_scores_gemma":[0.000006776599,0.00036750807,0.98026145,0.000014783227,0.00001398303,0.0002087225,0.01784672,0.00019700464,0.0002568151,0.00023425042,0.0005702769,0.000021734766],"about_ca_topic_score_codex":0.0180203,"about_ca_topic_score_gemma":0.015936462,"teacher_disagreement_score":0.0180203,"about_ca_system_score_codex":0.0019106488,"about_ca_system_score_gemma":0.00187721,"threshold_uncertainty_score":0.035830796},"labels":[],"label_agreement":null},{"id":"W4249314828","doi":"10.1017/s0261444804212009","title":"Language teaching","year":2003,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Context (archaeology); Sociology; Metropolitan area; First language; Language education; Humanities; Pedagogy; Art; History; Linguistics; Philosophy","score_opus":0.016585794101273303,"score_gpt":0.2646960876663615,"score_spread":0.24811029356508818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249314828","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011115145,0.023330823,0.00076824066,0.014550478,0.0061277035,0.000055361535,0.0015807512,0.0005945421,0.95188063],"genre_scores_gemma":[0.004112143,0.005040271,0.00030267204,0.0018108734,0.00051880017,0.00003045519,0.0004982277,0.000121074074,0.9875656],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992642,0.00010360245,0.000057446745,0.00020344276,0.00026368862,0.00010761399],"domain_scores_gemma":[0.9988325,0.0001538406,0.000053738146,0.0001430682,0.00047094488,0.00034598564],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007565774,0.0008252198,0.00051362225,0.0012909109,0.0019183006,0.0060211923,0.0010896641,0.0022430357,0.56481117],"category_scores_gemma":[0.0021642344,0.00038996988,0.00038590445,0.0016084885,0.00093238807,0.004008772,0.0030426637,0.0021806175,0.39253566],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002765221,0.00003819948,0.0003996979,0.00013844523,0.0000036959768,0.00010028869,0.00045322988,0.00003375725,0.00026733908,0.01105269,0.7991535,0.1883315],"study_design_scores_gemma":[0.0000026429263,0.00000922824,0.0004068275,0.000093984345,9.0276166e-7,0.00008612119,0.00024564334,0.000011380768,0.000041955587,0.0010347362,0.99806446,0.0000021886215],"about_ca_topic_score_codex":0.0062512276,"about_ca_topic_score_gemma":0.017906666,"teacher_disagreement_score":0.56481117,"about_ca_system_score_codex":0.0021512308,"about_ca_system_score_gemma":0.0020690726,"threshold_uncertainty_score":0.620744},"labels":[],"label_agreement":null},{"id":"W4249352628","doi":"10.3138/cmlr.62.3.401","title":"Gender Differences in Motivation to Learn French","year":2006,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":95,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Second language; Intrinsic motivation; Social psychology; Developmental psychology; Mathematics education; Pedagogy; Linguistics","score_opus":0.03277451775734915,"score_gpt":0.2227213711238121,"score_spread":0.18994685336646294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249352628","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9930963,0.00045894334,0.000048856757,0.00025548137,0.0000130325,0.000008063168,0.000080753925,0.000003607083,0.006034927],"genre_scores_gemma":[0.9972216,0.00013264704,0.000031582964,0.000037831524,0.0000030214387,0.0000040273576,0.000035578596,0.0000021482292,0.0025315757],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99930894,0.00011261855,0.000023169383,0.000082461724,0.00023425746,0.00023862024],"domain_scores_gemma":[0.9982633,0.0006259805,0.00030328098,0.00005016481,0.00029935513,0.00045780046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014048697,0.000128238,0.00025163,0.00090113754,0.0009951295,0.0012776216,0.00027588973,0.00041828677,0.005910167],"category_scores_gemma":[0.00372838,0.00010111836,0.00024205646,0.00048153423,0.0005575096,0.00031735143,0.0004908637,0.00033307896,0.00043109182],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035046958,0.00022984773,0.9183548,0.000041094867,0.00003816457,0.00047272327,0.03729422,0.00006311319,0.0021132312,0.0019002807,0.0012481193,0.037893947],"study_design_scores_gemma":[0.000003547129,0.000087254215,0.9880818,0.000017809747,0.0000054389643,0.00013493063,0.0091464445,0.00006430029,0.0001394261,0.00014260964,0.0021678235,0.000008754414],"about_ca_topic_score_codex":0.15026446,"about_ca_topic_score_gemma":0.2241308,"teacher_disagreement_score":0.15026446,"about_ca_system_score_codex":0.002128178,"about_ca_system_score_gemma":0.0016283155,"threshold_uncertainty_score":0.2987796},"labels":[],"label_agreement":null},{"id":"W4249533023","doi":"10.1002/9781118784235.eelt0662","title":"Authentic Materials","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Communicative language teaching; English language; Computer science; Linguistics; Language education; Language acquisition; Psychology; Pedagogy; Mathematics education","score_opus":0.009975914195313039,"score_gpt":0.23774088453288234,"score_spread":0.2277649703375693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249533023","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010209409,0.0016940365,0.049042527,0.0025797726,0.0040717814,0.007889805,0.007724025,0.0035037308,0.91328496],"genre_scores_gemma":[0.05956723,0.002853825,0.08137076,0.0030175156,0.0009795172,0.009044113,0.012535089,0.0025016156,0.8281303],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.993859,0.001923709,0.00069167383,0.00063014025,0.0024825863,0.0004129868],"domain_scores_gemma":[0.99094266,0.0027535884,0.00036530377,0.0025049432,0.002213592,0.0012199268],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004944653,0.00096995384,0.00074460957,0.0027283474,0.0032302297,0.005578055,0.0026659374,0.0026487506,0.3857753],"category_scores_gemma":[0.02118658,0.00047479544,0.00070741476,0.0021167113,0.001551355,0.005084941,0.0070991474,0.0022119335,0.19527066],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060952554,0.00068788195,0.00062339474,0.0022209804,0.000011171283,0.0011311605,0.0069191447,0.0004342801,0.0042292858,0.07033352,0.47033498,0.44246474],"study_design_scores_gemma":[0.000024578912,0.00008786372,0.00024713037,0.0002609809,0.000003040312,0.00030765322,0.0008150797,0.00004786726,0.0008598107,0.0035160054,0.99381655,0.000013402363],"about_ca_topic_score_codex":0.0004682848,"about_ca_topic_score_gemma":0.001026346,"teacher_disagreement_score":0.3857753,"about_ca_system_score_codex":0.0013073126,"about_ca_system_score_gemma":0.003593799,"threshold_uncertainty_score":0.876117},"labels":[],"label_agreement":null},{"id":"W4249637996","doi":"10.5539/elt.v1n1p0","title":"English Language Teaching, Vol.1, No.1, June 2008","year":2008,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Division of Undergraduate Education","keywords":"Psychology; Linguistics; Mathematics education; English language; Language assessment; Philosophy","score_opus":0.012939320447792743,"score_gpt":0.23557619574148464,"score_spread":0.2226368752936919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249637996","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15440132,0.08028364,0.001518677,0.02924107,0.004886855,0.00007088395,0.00015620064,0.00019987057,0.72924155],"genre_scores_gemma":[0.42181054,0.043614164,0.0016775375,0.0040861373,0.001152626,0.000051199364,0.00027850075,0.000106890555,0.5272225],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99961203,0.0000980848,0.000022860957,0.000029024906,0.00018319726,0.00005484995],"domain_scores_gemma":[0.99933535,0.00015900958,0.00003852468,0.000044350218,0.00023604876,0.00018673242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088732963,0.0002378785,0.00023485349,0.00042624565,0.0017585971,0.0026160544,0.00024800442,0.00037626075,0.04220018],"category_scores_gemma":[0.0019077566,0.00012860131,0.00016689704,0.00058528216,0.0010127665,0.0011892244,0.0009970949,0.00062813,0.0045496323],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009382349,0.0003015037,0.028872875,0.000977944,0.000025156225,0.0006879179,0.014478597,0.00017208382,0.0017937738,0.032271426,0.3299588,0.59036607],"study_design_scores_gemma":[0.000015866523,0.00009936277,0.052477106,0.00090962235,0.000031121126,0.00074767106,0.012706989,0.00023512136,0.001066647,0.004113715,0.9275844,0.000012281646],"about_ca_topic_score_codex":0.009017182,"about_ca_topic_score_gemma":0.031569317,"teacher_disagreement_score":0.04220018,"about_ca_system_score_codex":0.0015416618,"about_ca_system_score_gemma":0.0031168154,"threshold_uncertainty_score":0.14117366},"labels":[],"label_agreement":null},{"id":"W4249650183","doi":"10.4018/978-1-5225-0034-6.ch077","title":"French Immersion “So Why Would You Do Something Like That to a Child?”","year":2016,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Popularity; Mythology; Sociocultural evolution; French immersion; Psychology; Pedagogy; Immersion (mathematics); Sociology; Mathematics education; Social psychology; Art; Anthropology","score_opus":0.031145310750901795,"score_gpt":0.24358180066805138,"score_spread":0.21243648991714958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249650183","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.116000585,0.029248092,0.009177412,0.080530934,0.00407808,0.00012444233,0.0006684648,0.00077151106,0.7594005],"genre_scores_gemma":[0.443597,0.018632589,0.004388975,0.013298215,0.00054631126,0.000083294064,0.00035618403,0.00030624008,0.5187912],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9993862,0.00025693455,0.000014764707,0.000058223995,0.00012899989,0.00015482365],"domain_scores_gemma":[0.99963784,0.00010218327,0.000023578075,0.000018539324,0.00008471461,0.00013312908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007526324,0.00042823987,0.00022103271,0.00031764444,0.0027424712,0.0022129535,0.00040618182,0.0012104708,0.023657685],"category_scores_gemma":[0.0014538524,0.00009362699,0.0004375673,0.00027656736,0.0028612087,0.0020010578,0.0020558762,0.0019256731,0.005285005],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082347826,0.0001176419,0.008504091,0.00064464076,0.000026443051,0.0019831087,0.14424306,0.0001731299,0.004116455,0.059347436,0.44767904,0.3330826],"study_design_scores_gemma":[0.000003602646,0.00006683409,0.004290024,0.00027279012,0.000004268325,0.0016333632,0.032439996,0.00006611054,0.00032110055,0.0017895618,0.9590897,0.00002270143],"about_ca_topic_score_codex":0.048938334,"about_ca_topic_score_gemma":0.09682377,"teacher_disagreement_score":0.048938334,"about_ca_system_score_codex":0.0029526341,"about_ca_system_score_gemma":0.0024657818,"threshold_uncertainty_score":0.09730697},"labels":[],"label_agreement":null},{"id":"W4249693352","doi":"10.18806/tesl.v34i3.1267","title":"Building Speaking Fluency with Multiword Expressions","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Victoria University; Victoria University of Wellington","keywords":"Fluency; Psychology; Humanities; Philosophy; Mathematics education","score_opus":0.032202421110266326,"score_gpt":0.25527581915363784,"score_spread":0.2230733980433715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249693352","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9811368,0.0002140785,0.014959856,0.00008218102,0.000035907295,0.0002395849,0.000054834545,0.00031007634,0.002966576],"genre_scores_gemma":[0.96245325,0.00039583008,0.032389298,0.00007813577,0.00003199153,0.0005664449,0.00021172118,0.00009061781,0.0037826463],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978102,0.0007062457,0.0002096385,0.00039068467,0.0006428307,0.00024050924],"domain_scores_gemma":[0.9936661,0.0038867735,0.0008088337,0.00064740126,0.0005582555,0.0004326224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002218449,0.0009996217,0.0007551497,0.0007607159,0.00035502375,0.0014116021,0.00094151776,0.0005431217,0.00457571],"category_scores_gemma":[0.010207253,0.00036192322,0.0005896189,0.00021934396,0.0006352176,0.001229061,0.0018160561,0.00076403713,0.00088046776],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003139553,0.012395439,0.03466223,0.0012877636,0.00015551766,0.0006336657,0.013022227,0.0025820949,0.269884,0.0012644165,0.0012724196,0.65970075],"study_design_scores_gemma":[0.0016347796,0.041334447,0.37716314,0.0007885306,0.0012544101,0.003002768,0.009575018,0.026826115,0.49757937,0.009578843,0.030850809,0.00041172226],"about_ca_topic_score_codex":0.00069800514,"about_ca_topic_score_gemma":0.00077062025,"teacher_disagreement_score":0.00457571,"about_ca_system_score_codex":0.0005184959,"about_ca_system_score_gemma":0.00071209273,"threshold_uncertainty_score":0.015307248},"labels":[],"label_agreement":null},{"id":"W4250114301","doi":"10.1111/j.1467-1770.2001.tb00019.x","title":"Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":173,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Confusion; Negotiation; Word error rate; Error detection and correction; Linguistics; Computer science; Cognitive psychology; Speech recognition; Mathematics education","score_opus":0.0175918032611954,"score_gpt":0.2510983171832762,"score_spread":0.23350651392208077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250114301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991385,0.000046438417,0.00045218886,0.000014546993,0.0000013223448,0.00000668359,0.000007942669,0.000014969769,0.00031736138],"genre_scores_gemma":[0.99890566,0.000046114645,0.00047146945,0.000007896587,0.0000017417132,0.00001263616,0.000017947857,0.0000110091105,0.00052553555],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9954324,0.0015807145,0.00032883568,0.0007482406,0.0014948432,0.0004150871],"domain_scores_gemma":[0.98147017,0.009491728,0.0045276172,0.0009966297,0.0022142131,0.0012996929],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019373648,0.00040567433,0.0005157374,0.0012619266,0.00063040626,0.0021471903,0.00076580443,0.0007879636,0.0014108247],"category_scores_gemma":[0.03376022,0.0004969074,0.00025283796,0.0004188987,0.0015277257,0.00087159156,0.0023361382,0.0007520635,0.00028492542],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009553233,0.00068403664,0.58447284,0.00040988554,0.00008384625,0.0014331721,0.24774624,0.0010312105,0.057938043,0.0006513176,0.00028297116,0.104311064],"study_design_scores_gemma":[0.000038432096,0.0016234452,0.86874944,0.00011643968,0.00006315248,0.0017257356,0.108173095,0.0021630118,0.012559839,0.00088708056,0.0037637677,0.00013650619],"about_ca_topic_score_codex":0.0038677682,"about_ca_topic_score_gemma":0.005456717,"teacher_disagreement_score":0.0038677682,"about_ca_system_score_codex":0.0009055643,"about_ca_system_score_gemma":0.0008941129,"threshold_uncertainty_score":0.01024586},"labels":[],"label_agreement":null},{"id":"W4250306871","doi":"10.3138/cmlr.59.4.499","title":"Editorial / Éditorial","year":2003,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science","score_opus":0.013260193677013664,"score_gpt":0.22608416165666967,"score_spread":0.212823967979656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250306871","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00012788363,0.00294365,0.00010253555,0.041017443,0.9503488,0.000045784287,0.00012088995,0.00008465983,0.005208452],"genre_scores_gemma":[0.001989624,0.0043928684,0.00019933742,0.03870483,0.93223774,0.000056395937,0.00013586062,0.00006457526,0.022218745],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99635977,0.0004914357,0.00046594115,0.0004657328,0.001830838,0.00038629887],"domain_scores_gemma":[0.97530884,0.004300123,0.0015757949,0.0010748422,0.0146608455,0.0030795552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035771586,0.0014085444,0.0015630465,0.0026089933,0.0019339896,0.0044418275,0.003080614,0.008938263,0.049509715],"category_scores_gemma":[0.024953233,0.0005288525,0.0013305,0.0012327372,0.0015508537,0.0027790265,0.0012106795,0.007385767,0.025190312],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031723946,0.000009827742,0.00005315336,0.00023160041,0.000010230917,0.00021423215,0.000011926561,0.000011638112,0.000053893793,0.00017201187,0.9914989,0.0077008554],"study_design_scores_gemma":[0.000029225348,0.00001972077,0.00030951056,0.00039630686,0.000023012619,0.0003696513,0.00006440687,0.00004492034,0.00014594723,0.00033568373,0.998252,0.0000097245875],"about_ca_topic_score_codex":0.0016668742,"about_ca_topic_score_gemma":0.0032271885,"teacher_disagreement_score":0.049509715,"about_ca_system_score_codex":0.0022851557,"about_ca_system_score_gemma":0.0027379899,"threshold_uncertainty_score":0.16562653},"labels":[],"label_agreement":null},{"id":"W4250414594","doi":"10.3138/cmlr.1636","title":"Le rôle de l’aspect lexical et de la fréquence des formes dans l’input sur la production des formes du passé par des enfants apprenants du français L2 en début d’acquisition","year":2013,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Physics","score_opus":0.008937151436919236,"score_gpt":0.2220518403602713,"score_spread":0.21311468892335209,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250414594","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970726,0.000076026496,0.00023932167,0.000031775147,0.0000027286985,0.0000082875085,0.00006447844,0.0000039747943,0.0025007636],"genre_scores_gemma":[0.9940832,0.00011666494,0.0006443043,0.000018849445,0.0000024435403,0.000022270055,0.00009891739,0.0000099312065,0.0050033377],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990146,0.00027982536,0.00006228606,0.00018520726,0.0002972763,0.0001608317],"domain_scores_gemma":[0.9951174,0.002199093,0.0008213007,0.00017440517,0.0013098813,0.00037791865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012046563,0.0006476633,0.00025452522,0.00046584412,0.00068820454,0.0018218047,0.00031538488,0.00051938725,0.0075163124],"category_scores_gemma":[0.0039370917,0.00036465193,0.00025919185,0.00034073423,0.0009265499,0.0005547545,0.000984241,0.0005115757,0.00084742886],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001113672,0.00017320139,0.65186405,0.0004578178,0.00010474653,0.0031428474,0.09218503,0.00032103775,0.19965544,0.00081755075,0.00048058262,0.04968416],"study_design_scores_gemma":[0.000006382369,0.00025986182,0.97080237,0.0000495589,0.000045284094,0.0005820732,0.01932608,0.0002141307,0.0054002064,0.000115929695,0.003176598,0.000021450238],"about_ca_topic_score_codex":0.05925214,"about_ca_topic_score_gemma":0.08729287,"teacher_disagreement_score":0.05925214,"about_ca_system_score_codex":0.0013670953,"about_ca_system_score_gemma":0.0012141487,"threshold_uncertainty_score":0.11781454},"labels":[],"label_agreement":null},{"id":"W4250451095","doi":"10.4324/9781315643465-31","title":"Language teacher identities and socialization","year":2016,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Socialization; Psychology; Sociology; Linguistics; Pedagogy; Social psychology; Philosophy","score_opus":0.02619208772832212,"score_gpt":0.23755231179425781,"score_spread":0.2113602240659357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250451095","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27339527,0.008220091,0.0013428576,0.023700405,0.00038416852,0.000030772986,0.000026533158,0.00004717334,0.69285274],"genre_scores_gemma":[0.955802,0.0021383616,0.00019115972,0.00054768595,0.000066845016,0.000027140153,0.000010965414,0.000026414946,0.041189328],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99706274,0.0017641041,0.00005794688,0.00027698584,0.0003264117,0.000511746],"domain_scores_gemma":[0.9986957,0.00038174496,0.0002761189,0.000092355775,0.00012768783,0.00042644827],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016866022,0.00023883187,0.00028877516,0.00093192543,0.011666232,0.008432822,0.0006304901,0.0013231522,0.006817617],"category_scores_gemma":[0.0026516921,0.00022409415,0.00014232405,0.00094715913,0.018729245,0.005331649,0.005736648,0.0023481303,0.00082091603],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021781467,0.00007680944,0.005769929,0.000048458216,0.0000032545022,0.00039365477,0.6846752,0.00004768247,0.00021419954,0.2722036,0.007107714,0.029437795],"study_design_scores_gemma":[0.000018143837,0.00004313431,0.0116968835,0.00034172426,0.000005568056,0.0004995555,0.5989875,0.00015627212,0.0003057396,0.05177905,0.3361494,0.000016998716],"about_ca_topic_score_codex":0.015405345,"about_ca_topic_score_gemma":0.022263987,"teacher_disagreement_score":0.015405345,"about_ca_system_score_codex":0.00644492,"about_ca_system_score_gemma":0.004178568,"threshold_uncertainty_score":0.046761334},"labels":[],"label_agreement":null},{"id":"W4250634519","doi":"10.31234/osf.io/x8mcg","title":"Validating the Short-Form Foreign Language Classroom Anxiety Scale (S-FLCAS)","year":2021,"lang":"en","type":"preprint","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Discriminant validity; Psychology; Anxiety; Construct validity; Convergent validity; Scale (ratio); Confirmatory factor analysis; Internal consistency; Structural equation modeling; Clinical psychology; Computer science; Psychometrics; Machine learning","score_opus":0.03988651230010766,"score_gpt":0.2696610665263302,"score_spread":0.22977455422622256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250634519","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98362166,0.00015777459,0.0053382474,0.0003280405,0.00010033928,0.0017456628,0.0010857985,0.000093501614,0.0075288964],"genre_scores_gemma":[0.95552367,0.00035424248,0.031716704,0.00026740623,0.000061066545,0.0041233404,0.002695373,0.000043784115,0.0052144495],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99668056,0.0011844471,0.00044065228,0.00019906546,0.0012879786,0.00020731299],"domain_scores_gemma":[0.9867247,0.0049092495,0.0014591475,0.0010091327,0.0049719927,0.0009258252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00926504,0.0003116695,0.0005028762,0.00084464886,0.00062698545,0.00095428195,0.0006093775,0.00045919273,0.0038807732],"category_scores_gemma":[0.020669112,0.00016529288,0.0005706444,0.00046339002,0.00061718863,0.0007056412,0.0012300706,0.00093651254,0.0019279481],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004701605,0.0015013266,0.7498324,0.0005280843,0.00013759745,0.00027631244,0.011993131,0.0005835271,0.01206924,0.0019500159,0.0071606357,0.21349758],"study_design_scores_gemma":[0.000092369046,0.0028334653,0.9686502,0.0002397354,0.00004456816,0.00057204696,0.0071209776,0.0013817545,0.004640481,0.0009161379,0.01345561,0.0000526676],"about_ca_topic_score_codex":0.0015965467,"about_ca_topic_score_gemma":0.004050679,"teacher_disagreement_score":0.00926504,"about_ca_system_score_codex":0.0004911111,"about_ca_system_score_gemma":0.0018033818,"threshold_uncertainty_score":0.048998773},"labels":[],"label_agreement":null},{"id":"W4250673478","doi":"10.1075/bct.110.jicb.17008.arn","title":"The Common European Framework of Reference (CEFR) in French immersion teacher education","year":2020,"lang":"en","type":"book-chapter","venue":"Benjamins current topics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Portfolio; Remedial education; Second language; Pedagogy; Adaptation (eye); Mathematics education; Divergence (linguistics); Psychology; Linguistics; Business","score_opus":0.07029580509270184,"score_gpt":0.29048710463240307,"score_spread":0.22019129953970124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250673478","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17374636,0.010326203,0.055804525,0.03148273,0.0011634718,0.00035901094,0.00020360248,0.00048782994,0.7264263],"genre_scores_gemma":[0.90050334,0.0031304008,0.04468144,0.0017663948,0.00007378022,0.0002015348,0.0002473746,0.00016397105,0.049231786],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9889131,0.007294736,0.00029180807,0.000615168,0.0019708292,0.00091429276],"domain_scores_gemma":[0.99476755,0.0018913271,0.00030157462,0.0006095874,0.0016203984,0.00080965576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010455608,0.00031932778,0.00026788836,0.0012287326,0.004264874,0.008803537,0.0015502586,0.0018036205,0.00439811],"category_scores_gemma":[0.009340241,0.00017027685,0.00027896452,0.0021551135,0.0065714577,0.0035835837,0.00422785,0.002221321,0.00059126946],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034453915,0.000085396816,0.0031013775,0.00019404732,0.0000058892065,0.0005773972,0.09073437,0.0007162517,0.0010189052,0.58908004,0.025288127,0.2891638],"study_design_scores_gemma":[0.000011518948,0.0001302432,0.010979927,0.0012896254,0.000011122197,0.0008996977,0.07963556,0.0010126162,0.00093764823,0.032324634,0.8727122,0.000055294848],"about_ca_topic_score_codex":0.17762472,"about_ca_topic_score_gemma":0.2569377,"teacher_disagreement_score":0.17762472,"about_ca_system_score_codex":0.017228182,"about_ca_system_score_gemma":0.029272266,"threshold_uncertainty_score":0.3531816},"labels":[],"label_agreement":null},{"id":"W4250822745","doi":"10.37546/jaltjj25.2-4","title":"大学生を対象とした英語授業不安尺度の作成とその検討 – The English Language Classroom Anxiety Scale: Test Construction, Reliability, and Validity","year":2003,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language anxiety; Psychology; Anxiety; Likert scale; Foreign language; Reading (process); Language assessment; Scale (ratio); Active listening; Test anxiety; Mathematics education; Test (biology); Extant taxon; Construct validity; Rating scale; Set (abstract data type); Construct (python library); Developmental psychology; Psychometrics; Linguistics; Computer science; Communication","score_opus":0.017829203406829003,"score_gpt":0.23744098623247062,"score_spread":0.21961178282564162,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250822745","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98637265,0.0002175387,0.0032263154,0.0002328736,0.000068192916,0.0026410029,0.00054504286,0.00007833141,0.0066179996],"genre_scores_gemma":[0.95783406,0.00058078585,0.028080657,0.00023030068,0.000075774224,0.0070586954,0.0018538485,0.00003551764,0.00425034],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987262,0.00034397407,0.0002337884,0.00009170709,0.0005139042,0.00009039032],"domain_scores_gemma":[0.99643874,0.0013858384,0.0006060137,0.00020188939,0.0010250473,0.0003424897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024190673,0.00031198224,0.00027330234,0.00065031927,0.00038722836,0.00053878565,0.00041076515,0.0003291894,0.0022642962],"category_scores_gemma":[0.0060406444,0.0002946468,0.0005345675,0.00035766745,0.00039136573,0.0005464197,0.0004855435,0.0007545847,0.0011011112],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016923386,0.0076550595,0.6739499,0.0004566877,0.0003031957,0.00035627146,0.004584008,0.0013750043,0.02156252,0.0017939886,0.0069462047,0.2793248],"study_design_scores_gemma":[0.00024168828,0.003614731,0.97970116,0.00007364401,0.00004396755,0.00048093812,0.0010310825,0.0026426928,0.004176537,0.0006112539,0.007335491,0.00004668508],"about_ca_topic_score_codex":0.0008157476,"about_ca_topic_score_gemma":0.001424732,"teacher_disagreement_score":0.0024190673,"about_ca_system_score_codex":0.00027093987,"about_ca_system_score_gemma":0.0006162505,"threshold_uncertainty_score":0.012793422},"labels":[],"label_agreement":null},{"id":"W4250879062","doi":"10.1017/s0261444807004612","title":"Abstracts: Language testing","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language assessment; Grammar; Test (biology); Literacy; Psychology; Reading (process); Sociology; Linguistics; Mathematics education; Pedagogy; Philosophy","score_opus":0.02928440947585469,"score_gpt":0.28385205891396903,"score_spread":0.25456764943811433,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250879062","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0027134414,0.0028619515,0.0024223577,0.01248227,0.0074772653,0.0011788674,0.016261514,0.0031540517,0.95144814],"genre_scores_gemma":[0.008355401,0.0019108257,0.0022299138,0.0032949785,0.001269082,0.0005727332,0.01091276,0.0008244232,0.9706298],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977768,0.0004082374,0.00022038104,0.00030056285,0.0009940994,0.00029984454],"domain_scores_gemma":[0.98885006,0.0010103728,0.00027123842,0.0009029923,0.006568686,0.0023967144],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0026787212,0.001486299,0.000936203,0.00210421,0.0019553767,0.00323917,0.0019153521,0.0020503376,0.72956526],"category_scores_gemma":[0.009694532,0.00051372655,0.0008721016,0.0015987669,0.0004531246,0.002193813,0.0027937484,0.0023180135,0.5913571],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000618396,0.00009346125,0.00031729144,0.00008027313,0.0000023036052,0.00008331505,0.000053491636,0.00002164909,0.00018733197,0.00066556566,0.91706026,0.081373274],"study_design_scores_gemma":[0.000044196506,0.00011577283,0.0030955689,0.00024417584,0.0000046671403,0.00026434025,0.0002036241,0.0000848452,0.00036288289,0.0015164006,0.9940491,0.000014524579],"about_ca_topic_score_codex":0.0052466653,"about_ca_topic_score_gemma":0.010257869,"teacher_disagreement_score":0.72956526,"about_ca_system_score_codex":0.0025705528,"about_ca_system_score_gemma":0.005086973,"threshold_uncertainty_score":0.3857423},"labels":[],"label_agreement":null},{"id":"W4251465957","doi":"10.1017/s0008413100001456","title":"The syntax/morphology interface in Spanish L2 acquisition: Focus on quantified DPs","year":2010,"lang":"en","type":"article","venue":"The Canadian Journal of Linguistics / La revue canadienne de linguistique","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Plural; Syntax; Linguistics; Grammaticality; Inflection; Noun; Contrast (vision); Computer science; Focus (optics); Task (project management); Head (geology); Natural language processing; Psycholinguistics; Artificial intelligence; Psychology; Grammar; Philosophy; Cognition","score_opus":0.018027430425897533,"score_gpt":0.2492318505757634,"score_spread":0.23120442014986586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251465957","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99097097,0.00016235227,0.0011819634,0.00020057258,0.0000034598008,0.000007093149,0.000077405304,0.000050776667,0.007345437],"genre_scores_gemma":[0.9976667,0.00009532137,0.00069091225,0.000067180335,0.000003837526,0.000010382439,0.00007455471,0.00006446987,0.0013266923],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.999094,0.0002533624,0.000042847234,0.00023417154,0.00022041243,0.00015508986],"domain_scores_gemma":[0.9946755,0.002906859,0.0006632721,0.0004353472,0.0010175474,0.00030149263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015247377,0.00044808615,0.0005634707,0.00078742096,0.0003864554,0.0022720906,0.00044492373,0.00075349107,0.005332567],"category_scores_gemma":[0.0046261577,0.0004367189,0.0002732104,0.0005397481,0.0014821176,0.0021118773,0.0019297511,0.001182371,0.00097506284],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011265823,0.00084087084,0.2628605,0.0005999234,0.00011815019,0.009711339,0.1238796,0.001859548,0.37591034,0.016799912,0.002339455,0.20395373],"study_design_scores_gemma":[0.00013706795,0.0008788846,0.8391657,0.00021031995,0.000120045785,0.007105633,0.04701897,0.005147962,0.057014782,0.01323731,0.029752845,0.00021048167],"about_ca_topic_score_codex":0.014158509,"about_ca_topic_score_gemma":0.010350655,"teacher_disagreement_score":0.014158509,"about_ca_system_score_codex":0.0010386439,"about_ca_system_score_gemma":0.0011344046,"threshold_uncertainty_score":0.028152227},"labels":[],"label_agreement":null},{"id":"W4251926712","doi":"10.3138/cmlr.63.2.225","title":"Apprentissage coopératif et prises de parole en langue cible dans deux classes d'immersion","year":2006,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"German; French immersion; Psychology; Immersion (mathematics); Linguistics; Mathematics education; Pedagogy; Mathematics; Philosophy","score_opus":0.01331650254604928,"score_gpt":0.22888973315904546,"score_spread":0.2155732306129962,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251926712","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986333,0.000112019436,0.0001696252,0.00009127959,0.000009877891,0.000019848856,0.000008435273,0.0000041042977,0.0009513955],"genre_scores_gemma":[0.9959518,0.00013038283,0.00031311926,0.000034231853,0.0000071865834,0.000033179473,0.000014682877,0.0000035679798,0.003511865],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9983076,0.000497797,0.000087742956,0.00026447582,0.00040252358,0.00043992457],"domain_scores_gemma":[0.99752337,0.00089616736,0.0002769822,0.00009052769,0.0004090853,0.000803909],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022115768,0.00040810418,0.0006716836,0.00086247094,0.0031442044,0.0021544215,0.00081098714,0.0014182262,0.0025386515],"category_scores_gemma":[0.0056806444,0.00036631408,0.00043973664,0.00041899737,0.0018986813,0.00085299206,0.0019454382,0.0014607502,0.00048652408],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047231535,0.0023365838,0.10424508,0.00019898926,0.00003431951,0.0075774007,0.7898123,0.00016673064,0.013482098,0.0016958569,0.00085409806,0.07912407],"study_design_scores_gemma":[0.00009853108,0.0041618263,0.3425078,0.00019821974,0.000101294245,0.0077613057,0.5837335,0.00089305406,0.0092549,0.0009043817,0.05024228,0.00014287449],"about_ca_topic_score_codex":0.038505353,"about_ca_topic_score_gemma":0.05393596,"teacher_disagreement_score":0.038505353,"about_ca_system_score_codex":0.0032678237,"about_ca_system_score_gemma":0.0022949697,"threshold_uncertainty_score":0.076562464},"labels":[],"label_agreement":null},{"id":"W4252019496","doi":"10.5539/elt.v7n10p130","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 7, No. 10","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.013691803642405933,"score_gpt":0.2654713784211476,"score_spread":0.2517795747787417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252019496","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0002992802,0.0033796625,0.0018670347,0.2053836,0.78132993,0.0015389757,0.0013977012,0.0006762287,0.0041275895],"genre_scores_gemma":[0.013048773,0.009915047,0.00903494,0.3548507,0.4947214,0.013582222,0.0025070219,0.002701169,0.09963874],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9392266,0.012949001,0.015625905,0.0035226168,0.026276562,0.0023993126],"domain_scores_gemma":[0.13392837,0.039760187,0.012532276,0.008321981,0.7986802,0.0067769135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06591713,0.0025081795,0.0061565125,0.010304969,0.006051215,0.0083163325,0.005796945,0.015531985,0.06552999],"category_scores_gemma":[0.5785547,0.0020197711,0.0035926995,0.005633715,0.004068864,0.0067553227,0.0038815755,0.011123046,0.0381356],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003417027,0.000004816724,0.0001463168,0.0009864661,0.000012959519,0.0000671063,0.00017622164,0.000011358518,0.00006359717,0.00018706066,0.99281937,0.0054905703],"study_design_scores_gemma":[0.0002845125,0.000031592757,0.0019440622,0.007928106,0.00013641806,0.0008171984,0.0010864985,0.00038411297,0.00035769292,0.0015328815,0.9853537,0.0001432149],"about_ca_topic_score_codex":0.0127607845,"about_ca_topic_score_gemma":0.018265076,"teacher_disagreement_score":0.06591713,"about_ca_system_score_codex":0.0073690163,"about_ca_system_score_gemma":0.02060197,"threshold_uncertainty_score":0.34860724},"labels":[],"label_agreement":null},{"id":"W4252054565","doi":"10.3138/cmlr.66.3.421","title":"<i>Pente</i> or Slope? Using Student Voices to Explore Program Choice and Experiences in Secondary French Immersion Mathematics","year":2010,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematical anxiety; Mathematics education; Worry; Pedagogy; Psychology; Anxiety","score_opus":0.04499797307822889,"score_gpt":0.2972751332282296,"score_spread":0.25227716015000073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252054565","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98786443,0.0003276126,0.0011336277,0.001990311,0.000043598648,0.00002841418,0.00004059874,0.000019788284,0.008551683],"genre_scores_gemma":[0.9958177,0.00024622827,0.00034245904,0.00029697033,0.000012986082,0.000025834825,0.000022757074,0.000014762457,0.0032202655],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99672073,0.0021302595,0.00006632932,0.0001978112,0.0003485879,0.0005362481],"domain_scores_gemma":[0.99706775,0.0017657061,0.00034677968,0.00008866192,0.0002152674,0.0005158223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029616612,0.00037793163,0.00040183577,0.001116109,0.0051350803,0.0057413005,0.0009825587,0.0017999378,0.0021083308],"category_scores_gemma":[0.0065880143,0.00025084047,0.00038454603,0.0008237353,0.0053810803,0.002844665,0.0029430226,0.0020162582,0.00036466186],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003576053,0.000032756954,0.004191359,0.000027868397,0.0000035653113,0.0005244035,0.9867796,0.000027550182,0.0008525192,0.0015257958,0.00045204148,0.005546737],"study_design_scores_gemma":[0.00000329456,0.000046969268,0.003404494,0.00004780908,0.0000030065933,0.0002966254,0.9813054,0.000074768905,0.00031729467,0.00029420562,0.014188685,0.000017409582],"about_ca_topic_score_codex":0.026307682,"about_ca_topic_score_gemma":0.043597966,"teacher_disagreement_score":0.9736923,"about_ca_system_score_codex":0.0037679314,"about_ca_system_score_gemma":0.0020384388,"threshold_uncertainty_score":0.052309096},"labels":[],"label_agreement":null},{"id":"W4252108501","doi":"10.1002/9781118784235.eelt0132","title":"Practitioner‐Oriented Journals","year":2018,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Professionalization; Variety (cybernetics); Field (mathematics); Engineering ethics; Professional development; English language; Pedagogy; Politics; Medical education; Sociology; Political science; Mathematics education; Psychology; Computer science; Engineering; Medicine; Social science","score_opus":0.013714399069565352,"score_gpt":0.266002777591693,"score_spread":0.25228837852212765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252108501","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009793543,0.029936725,0.007315858,0.035215244,0.12460996,0.0008010811,0.0060769687,0.0028147935,0.79225],"genre_scores_gemma":[0.0053575295,0.031082226,0.0059496695,0.009680153,0.03781922,0.00037016041,0.006191845,0.0014815901,0.9020676],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9934411,0.0008570152,0.00095554366,0.0005658785,0.0038126817,0.00036773566],"domain_scores_gemma":[0.93018174,0.011152587,0.005404064,0.0076536327,0.037563656,0.008044317],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.006694668,0.0015071183,0.0013236557,0.012146569,0.0021414,0.0139256185,0.002621461,0.003810287,0.41090313],"category_scores_gemma":[0.047421403,0.00078931934,0.000591236,0.014780997,0.0016773448,0.006529081,0.0038119275,0.0038879872,0.4499545],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023186061,0.00005881357,0.00010304675,0.0016207302,0.0000068375894,0.00007453431,0.00015386844,0.000050943,0.0005680978,0.005117405,0.848467,0.14375556],"study_design_scores_gemma":[0.0000050394488,0.000008923818,0.00012010917,0.0004679222,0.000002213146,0.00010343981,0.000067857145,0.000022347484,0.00008657032,0.0011789922,0.99793243,0.000004109612],"about_ca_topic_score_codex":0.0006984816,"about_ca_topic_score_gemma":0.00146216,"teacher_disagreement_score":0.9860744,"about_ca_system_score_codex":0.0023060387,"about_ca_system_score_gemma":0.009901326,"threshold_uncertainty_score":0.84027517},"labels":[],"label_agreement":null},{"id":"W4252241315","doi":"10.1017/s0261444806253850","title":"Teacher education","year":2006,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Teacher education; Narrative; Multiculturalism; Sociology; Competence (human resources); Pedagogy; Psychology; Art; Literature","score_opus":0.00892389622270465,"score_gpt":0.24887596379900545,"score_spread":0.2399520675763008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252241315","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00057455426,0.004720787,0.0005107073,0.0095567,0.0035109292,0.00006236778,0.00172011,0.00053084554,0.97881293],"genre_scores_gemma":[0.0031277677,0.0018720397,0.00036149283,0.0015584435,0.00035436268,0.00003799098,0.0008325105,0.000121038625,0.9917344],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99892825,0.00015222598,0.000082195285,0.00025489478,0.0004149031,0.0001675834],"domain_scores_gemma":[0.9982054,0.00015236992,0.0000725422,0.00024197943,0.0007436455,0.00058401586],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009334338,0.000637917,0.00051525905,0.0011768725,0.0020606765,0.0054031396,0.0010777536,0.00277669,0.7301347],"category_scores_gemma":[0.0027622946,0.0004042032,0.00044669292,0.0015692015,0.00057212077,0.0032492296,0.0038631177,0.0024502804,0.5849352],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025416544,0.000033977896,0.00040589055,0.00012151554,0.0000027745825,0.000067543995,0.00015014186,0.000025890471,0.00018046309,0.0071211867,0.82032484,0.17154035],"study_design_scores_gemma":[0.0000027257777,0.0000054900415,0.00038052333,0.00006112439,6.332605e-7,0.000050656112,0.00010679483,0.000008951889,0.000025747375,0.00046420319,0.9988914,0.0000017231382],"about_ca_topic_score_codex":0.0053286385,"about_ca_topic_score_gemma":0.01103369,"teacher_disagreement_score":0.7301347,"about_ca_system_score_codex":0.0021783682,"about_ca_system_score_gemma":0.003104941,"threshold_uncertainty_score":0.38493},"labels":[],"label_agreement":null},{"id":"W4252323766","doi":"10.1017/s0261444806223310","title":"Language learning","year":2006,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; German; Sociology; Lingua franca; Psychology; Media studies; Humanities; Linguistics; Pedagogy; Art","score_opus":0.008949417707705852,"score_gpt":0.2369558254765173,"score_spread":0.22800640776881145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252323766","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0026148972,0.017032338,0.007840499,0.014607902,0.004665617,0.000090774905,0.0022994103,0.0023411347,0.9485075],"genre_scores_gemma":[0.039054535,0.010724906,0.0068735224,0.0061329063,0.0015002656,0.00018689141,0.003216585,0.0010597606,0.93125063],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.998626,0.00035272184,0.00015523587,0.00031324552,0.0003962596,0.00015646892],"domain_scores_gemma":[0.9979907,0.00044676272,0.00008788743,0.0005110834,0.0006555079,0.00030793998],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015721964,0.0008036175,0.00060026656,0.0011476678,0.0021263529,0.0071990583,0.0015717122,0.0020841635,0.27835068],"category_scores_gemma":[0.0047683516,0.0003492088,0.00061542937,0.0015143357,0.0015553383,0.006451983,0.0049245106,0.0024806077,0.18917078],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049194943,0.00005993471,0.00061650964,0.00022049958,0.000013415189,0.00019660775,0.0011767998,0.00011577908,0.00042266145,0.05103258,0.54077977,0.40531626],"study_design_scores_gemma":[0.000005575132,0.00001880922,0.00043053788,0.00013954284,0.0000028825787,0.00016403888,0.00052699546,0.00006125501,0.00013907705,0.011600592,0.98690414,0.0000065531926],"about_ca_topic_score_codex":0.0036233687,"about_ca_topic_score_gemma":0.006339201,"teacher_disagreement_score":0.27835068,"about_ca_system_score_codex":0.0016056409,"about_ca_system_score_gemma":0.0021840471,"threshold_uncertainty_score":0.93117577},"labels":[],"label_agreement":null},{"id":"W4252471523","doi":"10.18806/tesl.v27i1.1036","title":"Book Reviews","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Test (biology); Business English; Linguistics; Mathematics education; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.02704360021864164,"score_gpt":0.22692113058366484,"score_spread":0.1998775303650232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252471523","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003304287,0.34856814,0.0015662443,0.025072927,0.060634494,0.00018778164,0.0035467867,0.0008799428,0.5592132],"genre_scores_gemma":[0.0015204338,0.13896026,0.001410176,0.013989239,0.017154183,0.00011823462,0.003496434,0.00039660255,0.8229546],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988649,0.00009847798,0.00007296262,0.00015330985,0.0007389284,0.00007134372],"domain_scores_gemma":[0.99655557,0.00063279585,0.00020215045,0.00020137691,0.0019974054,0.000410746],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00067241886,0.00088207587,0.0011693849,0.0040181363,0.00077447563,0.0040775007,0.0020227039,0.002060536,0.39683554],"category_scores_gemma":[0.005653426,0.00041103052,0.000723418,0.004968314,0.000536619,0.0028885936,0.0013914614,0.0021449958,0.38772288],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005662278,0.000009864637,0.000019160994,0.0003773148,0.0000025395295,0.000026183332,0.000015327189,0.000028534965,0.00006607112,0.00085364195,0.92946786,0.069127895],"study_design_scores_gemma":[0.000001991783,0.0000034988464,0.000051185427,0.00022812156,0.0000017953224,0.00006471289,0.000010278023,0.0000058701758,0.000013814669,0.00023635151,0.9993801,0.0000021998196],"about_ca_topic_score_codex":0.0039642258,"about_ca_topic_score_gemma":0.008275878,"teacher_disagreement_score":0.39683554,"about_ca_system_score_codex":0.0015587148,"about_ca_system_score_gemma":0.002677668,"threshold_uncertainty_score":0.8603409},"labels":[],"label_agreement":null},{"id":"W4252606238","doi":"10.5539/elt.v11n3p162","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 11, No. 3","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Mathematics education; Philosophy","score_opus":0.016751032092159567,"score_gpt":0.27994762570212767,"score_spread":0.2631965936099681,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252606238","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00051048165,0.0072940225,0.002954051,0.165212,0.81138474,0.0034700946,0.0019891954,0.0010092525,0.0061762217],"genre_scores_gemma":[0.01939902,0.017644929,0.010198841,0.24877143,0.576898,0.020983407,0.0033623595,0.0033043232,0.099437654],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9297259,0.013941359,0.019339358,0.0045123827,0.02982426,0.0026567855],"domain_scores_gemma":[0.12783657,0.027970597,0.018697418,0.0073274896,0.81124365,0.006924291],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.058851548,0.0033134823,0.009562429,0.009859762,0.0059760795,0.009930036,0.0064415988,0.013947674,0.07573972],"category_scores_gemma":[0.57236534,0.0021681911,0.0045655896,0.005197929,0.00434588,0.007204551,0.004315061,0.0098000765,0.043362733],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054883265,0.000006253998,0.00021468208,0.0017770287,0.00002622311,0.00010910448,0.00019034857,0.000015404852,0.00006760827,0.00018266929,0.9893528,0.00800293],"study_design_scores_gemma":[0.0006036145,0.00006464246,0.0024992067,0.016904304,0.00032423268,0.0020842787,0.0014736626,0.00059169676,0.0005798236,0.002146336,0.9724524,0.0002757175],"about_ca_topic_score_codex":0.006993407,"about_ca_topic_score_gemma":0.0104897,"teacher_disagreement_score":0.07573972,"about_ca_system_score_codex":0.0068037733,"about_ca_system_score_gemma":0.016036797,"threshold_uncertainty_score":0.3112405},"labels":[],"label_agreement":null},{"id":"W4253019395","doi":"10.32920/ryerson.14663769","title":"Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners","year":2021,"lang":"en","type":"preprint","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Affect (linguistics); Psychology; Language acquisition; Second language; Self-efficacy; Second-language acquisition; Linguistics; Mathematics education; Social psychology; Communication","score_opus":0.01795152719631642,"score_gpt":0.25021787863850387,"score_spread":0.23226635144218744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253019395","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99894994,0.000033025415,0.00003658272,0.000057810805,0.0000021937976,0.000006855582,0.000005631756,5.371561e-7,0.0009075789],"genre_scores_gemma":[0.99939203,0.000044879573,0.000037955433,0.000027595026,0.0000015954282,0.0000099101735,0.0000055088035,4.942722e-7,0.0004800321],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999363,0.00027107267,0.00003103656,0.000060368315,0.00010849057,0.00016588383],"domain_scores_gemma":[0.9978587,0.0013566358,0.0003231363,0.00005122818,0.00020810886,0.00020234684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002475251,0.00024282411,0.00033882953,0.0006349791,0.0014803432,0.0018325486,0.00031311694,0.00057439186,0.0016087613],"category_scores_gemma":[0.0035994737,0.00020664009,0.00018666718,0.00032507084,0.0017788936,0.0007650181,0.0006244789,0.0010318692,0.00019462005],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074491,0.0003857007,0.24632984,0.00006806789,0.000017239185,0.0005327212,0.7377682,0.000076131946,0.003296292,0.0012007584,0.00023698514,0.010013533],"study_design_scores_gemma":[0.000007739298,0.00022787826,0.12956826,0.000045793277,0.000011295374,0.00024900853,0.8667179,0.00019413861,0.00094657525,0.00020474268,0.0018087626,0.000017960443],"about_ca_topic_score_codex":0.0038652357,"about_ca_topic_score_gemma":0.005141311,"teacher_disagreement_score":0.0038652357,"about_ca_system_score_codex":0.00068214355,"about_ca_system_score_gemma":0.0008843084,"threshold_uncertainty_score":0.013090491},"labels":[],"label_agreement":null},{"id":"W4253142256","doi":"10.18806/tesl.v23i2.58","title":"Book Reviews","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foley; Literacy; Reading (process); Lifelong learning; Linguistics; Process (computing); Sociology; Pedagogy; Psychology; Computer science; Philosophy; Programming language","score_opus":0.01832661301761621,"score_gpt":0.20157143811181244,"score_spread":0.18324482509419623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253142256","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0002821265,0.49592376,0.0014529785,0.034111228,0.07511976,0.00019095244,0.0041555287,0.0006732756,0.38809043],"genre_scores_gemma":[0.002244607,0.3000033,0.0017659083,0.025871545,0.027023561,0.0002090645,0.005395013,0.00042448702,0.6370626],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99851817,0.00015523258,0.00012848692,0.00021330685,0.0008843608,0.00010039042],"domain_scores_gemma":[0.9956857,0.00087357167,0.00028271243,0.00028459408,0.002460439,0.0004129856],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0009156544,0.0009212664,0.0012698512,0.0047137314,0.00084037794,0.0043870225,0.0022211347,0.0024706093,0.32274237],"category_scores_gemma":[0.007462886,0.0004228371,0.00083469215,0.005654284,0.0007294216,0.0032595822,0.0017641473,0.002510392,0.28295976],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007495691,0.000009008032,0.000022269,0.00076418545,0.000004369214,0.00003578058,0.000026019112,0.000027681781,0.000074096606,0.0014176768,0.91904205,0.07856939],"study_design_scores_gemma":[0.000002153347,0.0000031643667,0.000050994273,0.0004068828,0.000002691255,0.00006969041,0.000014277271,0.0000041874737,0.000015541551,0.00033612232,0.9990921,0.0000022558272],"about_ca_topic_score_codex":0.0046800454,"about_ca_topic_score_gemma":0.008644819,"teacher_disagreement_score":0.67725766,"about_ca_system_score_codex":0.0020255088,"about_ca_system_score_gemma":0.0039774007,"threshold_uncertainty_score":0.9660258},"labels":[],"label_agreement":null},{"id":"W4253194892","doi":"10.1002/9781405198431.wbeal1340","title":"Norton, Bonny","year":2012,"lang":"en","type":"other","venue":"The Encyclopedia of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Sociology; Library science; Media studies; Pedagogy; Psychology; Computer science","score_opus":0.016069614562132753,"score_gpt":0.2279685730634193,"score_spread":0.21189895850128654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253194892","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001566404,0.013934318,0.0005975053,0.029610818,0.020732034,0.00003607451,0.0009739409,0.00028701473,0.9322619],"genre_scores_gemma":[0.0048687323,0.003005509,0.00020918807,0.001940755,0.00069397397,0.000020682028,0.0001574274,0.00018644864,0.98891723],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995322,0.00005513921,0.000017127837,0.00014041376,0.00018341302,0.00007165925],"domain_scores_gemma":[0.999329,0.00009873707,0.0000224569,0.00003461733,0.00021773625,0.00029737013],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00047239353,0.00067730556,0.0003746679,0.0011949714,0.0028249451,0.0032985746,0.00037038446,0.0010030556,0.39243636],"category_scores_gemma":[0.0015873995,0.00023710095,0.00016012203,0.0008965202,0.0006991576,0.0023887793,0.0015851544,0.0021751234,0.117741935],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000178876,0.000012126068,0.00015767071,0.000037696638,7.535946e-7,0.0001389095,0.000111493086,0.000045825887,0.00010475794,0.010625675,0.919175,0.069572136],"study_design_scores_gemma":[8.7514394e-7,0.0000022812596,0.00015938477,0.000043270124,2.9982402e-7,0.00008042216,0.00006473062,0.000020595247,0.000047306068,0.00054604176,0.9990325,0.0000022534568],"about_ca_topic_score_codex":0.007395687,"about_ca_topic_score_gemma":0.024895422,"teacher_disagreement_score":0.6075636,"about_ca_system_score_codex":0.0019515519,"about_ca_system_score_gemma":0.0016627547,"threshold_uncertainty_score":0.8666158},"labels":[],"label_agreement":null},{"id":"W4253359246","doi":"10.5539/elt.v8n11p255","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 8, No. 11","year":2015,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Mathematics education; Philosophy","score_opus":0.026899494797795475,"score_gpt":0.2850299539160304,"score_spread":0.25813045911823496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253359246","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00052667194,0.0045682597,0.0029325609,0.19705544,0.779765,0.002858237,0.0026141691,0.0011766122,0.0085030785],"genre_scores_gemma":[0.020017564,0.011834976,0.011535831,0.2934462,0.43603316,0.020887664,0.004592528,0.0044093104,0.1972427],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.95260435,0.009101663,0.011480057,0.0028165802,0.022131082,0.0018662695],"domain_scores_gemma":[0.17173032,0.024708524,0.013186626,0.0068640136,0.7768815,0.006628986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0431309,0.0022719456,0.0061239502,0.007755008,0.0045987023,0.0070676254,0.005032593,0.0099155,0.089251064],"category_scores_gemma":[0.49296507,0.0015556315,0.002977717,0.0038992283,0.0035337952,0.0059465547,0.0034466132,0.008076694,0.048764884],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030339384,0.000003613429,0.00012222353,0.0007858031,0.000009533491,0.000058341873,0.00011249005,0.000007674751,0.000047077574,0.00012767743,0.99311537,0.005580049],"study_design_scores_gemma":[0.00036293178,0.000042175427,0.0021542057,0.008412243,0.00014960289,0.0010173466,0.0011766365,0.00039864855,0.00050845265,0.0015820734,0.98402196,0.00017372222],"about_ca_topic_score_codex":0.007976584,"about_ca_topic_score_gemma":0.013543727,"teacher_disagreement_score":0.089251064,"about_ca_system_score_codex":0.0056978296,"about_ca_system_score_gemma":0.013910043,"threshold_uncertainty_score":0.29857457},"labels":[],"label_agreement":null},{"id":"W4254200613","doi":"10.5539/elt.v10n4p165","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 10, No. 4","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language education; Language assessment; Mathematics education; Philosophy","score_opus":0.022159210536996588,"score_gpt":0.29442462187905505,"score_spread":0.27226541134205845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254200613","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00051865587,0.0073083392,0.0025863738,0.17375737,0.8039243,0.0034276664,0.0020994998,0.0009163371,0.00546139],"genre_scores_gemma":[0.01893975,0.017236546,0.009490726,0.25760958,0.57743466,0.021712575,0.0032524122,0.0029029252,0.09142084],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.931811,0.013941917,0.0186165,0.0044346084,0.0285662,0.002629677],"domain_scores_gemma":[0.13825561,0.029078655,0.020056283,0.007339793,0.79804265,0.0072269784],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.056472752,0.0033907678,0.009646991,0.00955438,0.005696117,0.0097892415,0.006663863,0.015013528,0.06978014],"category_scores_gemma":[0.5711163,0.0022812453,0.0047436324,0.004860994,0.004429076,0.007251884,0.004364383,0.010126042,0.039554715],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005934443,0.000006605142,0.0002306293,0.0019319694,0.00002914164,0.00010879974,0.00016985748,0.000016573746,0.00007108203,0.00017534479,0.98993427,0.007266478],"study_design_scores_gemma":[0.0007248786,0.00006800039,0.0026674706,0.017940858,0.000361595,0.0020038201,0.0014734865,0.0006591239,0.0006156058,0.0021760508,0.97101396,0.0002952253],"about_ca_topic_score_codex":0.0075625605,"about_ca_topic_score_gemma":0.011435226,"teacher_disagreement_score":0.06978014,"about_ca_system_score_codex":0.007195416,"about_ca_system_score_gemma":0.016406026,"threshold_uncertainty_score":0.29865998},"labels":[],"label_agreement":null},{"id":"W4254241988","doi":"10.5539/elt.v7n11p182","title":"Reviewer Acknowledgements for English Language Teaching, Vol. 7, No. 11","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Language assessment; Mathematics education; Philosophy","score_opus":0.0136095206146222,"score_gpt":0.26417186320005276,"score_spread":0.25056234258543053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254241988","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00031618093,0.003502263,0.0020476931,0.20525214,0.7805419,0.0016694067,0.0015132286,0.0007122631,0.0044449377],"genre_scores_gemma":[0.014073654,0.010517592,0.009927986,0.34085974,0.49386987,0.014633346,0.0027582292,0.0029048673,0.11045469],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9381781,0.013328476,0.016177412,0.003511805,0.02646474,0.0023395002],"domain_scores_gemma":[0.13068828,0.03833208,0.011764282,0.008368999,0.8043367,0.0065096854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06646976,0.0023963102,0.006185637,0.010181885,0.0059592547,0.008271367,0.005655852,0.014674041,0.06812124],"category_scores_gemma":[0.57789665,0.0019434838,0.0035582578,0.005582908,0.0039809803,0.00661112,0.0038728828,0.010603265,0.03849516],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003530057,0.000004876845,0.00014649202,0.0010386474,0.000013281037,0.00006696795,0.00018894557,0.000011985208,0.00006499955,0.0002015999,0.9924057,0.0058212685],"study_design_scores_gemma":[0.00027687676,0.000032089898,0.0019039671,0.00815348,0.00013827575,0.0007920546,0.0011373359,0.0003712292,0.0003538374,0.0015234047,0.98517495,0.00014249771],"about_ca_topic_score_codex":0.011952006,"about_ca_topic_score_gemma":0.016956527,"teacher_disagreement_score":0.06812124,"about_ca_system_score_codex":0.0071376646,"about_ca_system_score_gemma":0.020228732,"threshold_uncertainty_score":0.3515299},"labels":[],"label_agreement":null},{"id":"W42544815","doi":"","title":"Motivational factors that impact English language learning in an Arab model school, Jordan : an empirical investigation","year":2013,"lang":"en","type":"article","venue":"Journal of Emerging Trends in Educational Research and Policy Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Test (biology); Language acquisition; Sample (material); Empirical research; English language; Descriptive statistics; Pedagogy","score_opus":0.2915556670323501,"score_gpt":0.5022478680611664,"score_spread":0.2106922010288163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W42544815","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994141,0.00005771347,0.000034325152,0.0000369701,0.0000016302719,0.00003838666,0.000015652273,6.3798785e-7,0.0004006644],"genre_scores_gemma":[0.99840385,0.00023553114,0.00024853335,0.000052070784,0.0000069671323,0.00008407113,0.000047770212,0.0000011853995,0.0009198401],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999218,0.00023835701,0.000054242144,0.00006323491,0.00020818338,0.00021803287],"domain_scores_gemma":[0.9979506,0.0005967648,0.00050534157,0.000048728605,0.0003861434,0.0005123337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023670078,0.0003741115,0.0004203017,0.0013631021,0.0023538375,0.0015758796,0.0005114714,0.0004984387,0.0032975667],"category_scores_gemma":[0.0019218014,0.0004249411,0.00045365383,0.00090753764,0.00083300803,0.00065348286,0.0010457555,0.0009064543,0.0003553065],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011776935,0.005886393,0.91054255,0.00039525892,0.000039915605,0.0007955954,0.05590836,0.000108952714,0.00104207,0.0005963439,0.0006011907,0.023965655],"study_design_scores_gemma":[0.000018949639,0.00082942384,0.84628713,0.00019848628,0.00004219903,0.00016132803,0.1488044,0.00050787994,0.00047771505,0.0001492611,0.0025030945,0.00002019912],"about_ca_topic_score_codex":0.005283248,"about_ca_topic_score_gemma":0.01695873,"teacher_disagreement_score":0.005283248,"about_ca_system_score_codex":0.0015109745,"about_ca_system_score_gemma":0.0039043948,"threshold_uncertainty_score":0.012518048},"labels":[],"label_agreement":null},{"id":"W4254488767","doi":"10.4324/9781315643465-37","title":"Critical language teacher identity","year":2016,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Linguistics; Sociology; Psychology; Philosophy; Aesthetics","score_opus":0.038311206109820674,"score_gpt":0.2892295902954882,"score_spread":0.25091838418566753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254488767","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012372692,0.0065681827,0.0064731305,0.013718811,0.001665809,0.00007733308,0.00003248622,0.00008211794,0.9590094],"genre_scores_gemma":[0.2699526,0.005733119,0.0036822516,0.0027240117,0.00051633554,0.00014209632,0.00006105311,0.00017530764,0.7170132],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987801,0.00044417084,0.00004030243,0.00022833035,0.00033955649,0.00016759819],"domain_scores_gemma":[0.9990375,0.00033956332,0.000088520355,0.00009915426,0.00024994314,0.00018539654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001052182,0.0003368325,0.00023538615,0.0007696277,0.0050016628,0.0060186074,0.0005987612,0.0017459841,0.012126308],"category_scores_gemma":[0.0027395592,0.00022200173,0.00017048269,0.0005339834,0.007289112,0.0057710297,0.0028553025,0.003488178,0.0029519643],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013805438,0.000034339806,0.0004298338,0.00011720263,0.0000017186791,0.00033349005,0.09657519,0.000048054793,0.0005681568,0.81260204,0.047454294,0.041821834],"study_design_scores_gemma":[0.0000053920417,0.00001642946,0.0003831272,0.00030469804,0.000002033198,0.00051223976,0.019249553,0.000087812135,0.0004816365,0.053207424,0.9257438,0.0000058647843],"about_ca_topic_score_codex":0.0032972107,"about_ca_topic_score_gemma":0.0042233355,"teacher_disagreement_score":0.012126308,"about_ca_system_score_codex":0.004787466,"about_ca_system_score_gemma":0.003926397,"threshold_uncertainty_score":0.040566504},"labels":[],"label_agreement":null},{"id":"W4254582058","doi":"10.18806/tesl.v21i1.277","title":"Book Reviews","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); English language; Linguistics; Pedagogy; Sociology; Mathematics education; Psychology; Philosophy","score_opus":0.03187929823430945,"score_gpt":0.21938601459930268,"score_spread":0.18750671636499322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254582058","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00023849572,0.63232523,0.0010418008,0.015459045,0.04114579,0.00015457308,0.0032457802,0.0005587313,0.3058305],"genre_scores_gemma":[0.0015072125,0.36805174,0.0015413931,0.01517761,0.01614084,0.00015656554,0.004766335,0.0003295774,0.5923287],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990037,0.000090440364,0.0000750171,0.00013059643,0.0006289551,0.00007132138],"domain_scores_gemma":[0.99721223,0.0005379132,0.00019391265,0.00013517108,0.0016156362,0.0003051166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006327197,0.000986784,0.0013564904,0.0045995186,0.00065951684,0.0037186989,0.0018572923,0.0018218618,0.2809097],"category_scores_gemma":[0.0050378055,0.00043077776,0.00075180805,0.006266205,0.0004504682,0.0025752492,0.0013179592,0.0021743558,0.28502792],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007440107,0.000011524496,0.00002087782,0.000757478,0.00000470885,0.000034133773,0.000021497557,0.000030065521,0.00008852403,0.00078828895,0.9155003,0.08273533],"study_design_scores_gemma":[0.000002857676,0.0000043190917,0.000067767935,0.00047898598,0.000003888689,0.00008292102,0.0000137055595,0.0000049104224,0.000016876915,0.000263529,0.9990575,0.0000027879075],"about_ca_topic_score_codex":0.0046971105,"about_ca_topic_score_gemma":0.009470291,"teacher_disagreement_score":0.2809097,"about_ca_system_score_codex":0.0013276245,"about_ca_system_score_gemma":0.0029785323,"threshold_uncertainty_score":0.93973655},"labels":[],"label_agreement":null},{"id":"W4254633325","doi":"10.22215/etd/2009-09175","title":"Situating teacher written feedback in an EAP classroom : how context influences responding practices","year":2009,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Canadian Heritage; Library and Archives Canada","funders":"","keywords":"Mathematics education; Context (archaeology); Pedagogy; Humanities; Psychology; Computer science; Sociology; Art; History","score_opus":0.06612679037663634,"score_gpt":0.33399315733593093,"score_spread":0.2678663669592946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254633325","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98134077,0.00010633472,0.0047610174,0.00043987765,0.00003187803,0.0001027985,0.000039228715,0.000085212545,0.013092992],"genre_scores_gemma":[0.99182737,0.00009885494,0.0036440755,0.00010192613,0.00000585036,0.0001279937,0.000035539073,0.00004343758,0.004115057],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99348265,0.004709609,0.00019950164,0.0007196454,0.0005780363,0.00031047792],"domain_scores_gemma":[0.97863126,0.016682016,0.0014256941,0.00081382866,0.001555006,0.0008921443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004651821,0.00028368883,0.00035294666,0.00062973524,0.001886876,0.003567345,0.00086899265,0.0011423064,0.0051117647],"category_scores_gemma":[0.0326908,0.0003485001,0.00012981749,0.00052433414,0.0012911212,0.0020066623,0.003103256,0.0013203891,0.000999484],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00079369504,0.00088965025,0.043482497,0.0005583799,0.000024310493,0.0011137419,0.7926895,0.00037756082,0.0390965,0.0013532926,0.0016473173,0.11797352],"study_design_scores_gemma":[0.00016371545,0.0014636649,0.15062864,0.0009517081,0.00010650862,0.0007466531,0.7845602,0.002752349,0.024470102,0.0026775051,0.031356983,0.00012204357],"about_ca_topic_score_codex":0.0023932946,"about_ca_topic_score_gemma":0.0058423006,"teacher_disagreement_score":0.0051117647,"about_ca_system_score_codex":0.0012224498,"about_ca_system_score_gemma":0.0015227173,"threshold_uncertainty_score":0.02460146},"labels":[],"label_agreement":null},{"id":"W4254726479","doi":"10.1017/s0261444805222772","title":"Language learning","year":2005,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Second-language acquisition; Language acquisition; Psychology; Sociology; Philosophy","score_opus":0.013092167398352431,"score_gpt":0.2597354807434557,"score_spread":0.24664331334510328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254726479","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025272986,0.018757086,0.0072207893,0.012499833,0.004823232,0.000100945406,0.0024157546,0.0027996532,0.94885546],"genre_scores_gemma":[0.026043452,0.009427117,0.0053324895,0.0041054958,0.0013405371,0.00015171338,0.0028599065,0.00084194436,0.94989735],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99872845,0.00024474572,0.00013871153,0.000343885,0.00042242644,0.00012177558],"domain_scores_gemma":[0.99807405,0.00035466618,0.00007668862,0.00047664027,0.0006762667,0.00034159247],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014939884,0.00092223246,0.00060472725,0.0011885631,0.0016237074,0.006767283,0.0014082164,0.00197435,0.3695157],"category_scores_gemma":[0.003936716,0.00040143644,0.00059391896,0.001298358,0.0013238272,0.0059169894,0.004528862,0.0024367059,0.2626233],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054461325,0.00006993453,0.00079016417,0.0002261229,0.000013957112,0.0001687517,0.00070088834,0.00012947308,0.00052848924,0.035061117,0.5079057,0.45435095],"study_design_scores_gemma":[0.0000055909886,0.000021962018,0.0004792494,0.00012513324,0.0000033223332,0.00016754214,0.00029764822,0.000059187616,0.00013290328,0.008024514,0.990677,0.0000059848953],"about_ca_topic_score_codex":0.0026354152,"about_ca_topic_score_gemma":0.0047247577,"teacher_disagreement_score":0.3695157,"about_ca_system_score_codex":0.001447322,"about_ca_system_score_gemma":0.002022137,"threshold_uncertainty_score":0.89930934},"labels":[],"label_agreement":null},{"id":"W4255786449","doi":"10.1075/itl.156.10lee","title":"Learner Agency and Identity in Second Language Writing","year":2008,"lang":"en","type":"article","venue":"ITL Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Framing (construction); Narrative; Agency (philosophy); Pedagogy; Normative; Negotiation; Duty; Identity (music); Language acquisition; Mathematics education; Psychology; Sociology; Linguistics; Epistemology; Political science; Social science","score_opus":0.03054198518994235,"score_gpt":0.3026782833085038,"score_spread":0.2721362981185615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255786449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5176558,0.013757837,0.019060196,0.02170114,0.00035093678,0.00007110737,0.000025871223,0.00005722477,0.42731994],"genre_scores_gemma":[0.99112743,0.0015626941,0.0006696521,0.00025313112,0.000037836373,0.000020508302,0.0000046616756,0.000012203315,0.006311989],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98691595,0.010020474,0.0003352064,0.0005979961,0.0014728953,0.0006575176],"domain_scores_gemma":[0.992246,0.0047039706,0.0011978497,0.0004263725,0.00067656406,0.0007491961],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007942475,0.00025354937,0.0003462873,0.0018967863,0.0066252714,0.01192726,0.0008801445,0.0018475403,0.0023328098],"category_scores_gemma":[0.011184399,0.00020316374,0.0002605911,0.001265683,0.01948144,0.007408324,0.006958561,0.0023561418,0.00033028558],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029915502,0.000049892158,0.0068921275,0.00013337529,0.000012945566,0.00082946086,0.64861745,0.00014721935,0.00028453584,0.31145763,0.0012268262,0.03031866],"study_design_scores_gemma":[0.000019908422,0.00008616854,0.006948862,0.0005769542,0.000017736207,0.0021324498,0.6915721,0.00058214297,0.0009334504,0.13822998,0.15885366,0.00004659078],"about_ca_topic_score_codex":0.003717275,"about_ca_topic_score_gemma":0.004013546,"teacher_disagreement_score":0.01192726,"about_ca_system_score_codex":0.0030565478,"about_ca_system_score_gemma":0.0034384714,"threshold_uncertainty_score":0.042004347},"labels":[],"label_agreement":null},{"id":"W42683917","doi":"","title":"The bridge from teacher preparation to beginning teacher: Helping NESB beginning teachers enter a community of teaching practice","year":2009,"lang":"en","type":"article","venue":"Queensland's institutional digital repository (The University of Queensland)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Practicum; Workforce; Context (archaeology); Multiculturalism; Pedagogy; Sociology; Political science; Geography","score_opus":0.02179068217046302,"score_gpt":0.2473675924441439,"score_spread":0.2255769102736809,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W42683917","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8732529,0.0067812884,0.006955011,0.054537743,0.001133907,0.0012201205,0.00007846143,0.00039846552,0.05564209],"genre_scores_gemma":[0.93784994,0.006754744,0.024088152,0.0070483377,0.00021611199,0.0012555246,0.00015502439,0.00010703851,0.022525208],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99485874,0.003079804,0.00011732364,0.00034610936,0.00056625437,0.0010317408],"domain_scores_gemma":[0.98382336,0.0027615104,0.0009898604,0.0003456198,0.0010901636,0.010989528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066695535,0.0005114585,0.0009763714,0.00096019503,0.017048912,0.0066782692,0.002937857,0.0037763661,0.006468363],"category_scores_gemma":[0.013493871,0.0010008329,0.0004263395,0.0007647171,0.00469136,0.007327979,0.017739471,0.0072979988,0.002379433],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008696279,0.0011659197,0.009677043,0.00063790934,0.000012669088,0.0036597343,0.8653377,0.000058213034,0.0015650168,0.0019994816,0.019329896,0.09646952],"study_design_scores_gemma":[0.00004880408,0.00042930903,0.012317036,0.0009917661,0.000013626872,0.0012716744,0.90086055,0.00014821801,0.00025965186,0.0024191889,0.081204176,0.000036004716],"about_ca_topic_score_codex":0.008083355,"about_ca_topic_score_gemma":0.035214625,"teacher_disagreement_score":0.017048912,"about_ca_system_score_codex":0.0034372725,"about_ca_system_score_gemma":0.015259689,"threshold_uncertainty_score":0.03527236},"labels":[],"label_agreement":null},{"id":"W4280549334","doi":"10.5539/elt.v15n6p1","title":"Multilingual Learners’ Grammatical and Pragmatic Awareness in Chinese EFL Context: From Three Layers of Language Awareness Perspective","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"China Scholarship Council","keywords":"Psychology; Metalinguistics; Perception; Language proficiency; Competence (human resources); Communicative competence; Perspective (graphical); Context (archaeology); Multilingualism; Linguistics; Teaching method; Pedagogy; Social psychology; Computer science; Vocabulary development","score_opus":0.015549996225133558,"score_gpt":0.285687082039112,"score_spread":0.27013708581397844,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4280549334","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99695385,0.000057212026,0.00026756583,0.000044753047,0.0000014487022,0.000006803922,0.000008574306,0.0000027018384,0.0026570135],"genre_scores_gemma":[0.9992925,0.0000507234,0.00015543935,0.0000113962715,9.590332e-7,0.000005228018,0.000009244971,9.659166e-7,0.00047367575],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996692,0.00005473024,0.000028154664,0.000060179962,0.0000973059,0.000090384085],"domain_scores_gemma":[0.9994025,0.00013839091,0.00016075856,0.00003109669,0.0001436323,0.00012364496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052554125,0.00030265524,0.00017563434,0.0005781843,0.00054326846,0.0014227945,0.00018355812,0.00022759802,0.0013936476],"category_scores_gemma":[0.0012894094,0.00014984011,0.00016797197,0.00024231877,0.0008459375,0.0010067251,0.0009928893,0.0003602949,0.00008754272],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011824783,0.00021617547,0.5752968,0.00026720748,0.00005347336,0.0016945596,0.34352484,0.0003774959,0.02767746,0.0032275254,0.0003368214,0.047209345],"study_design_scores_gemma":[0.0000068143877,0.00014230123,0.8537436,0.000085223204,0.000058100883,0.00073710765,0.13538265,0.0012745003,0.003357907,0.0018481432,0.0033174541,0.000046186593],"about_ca_topic_score_codex":0.012456866,"about_ca_topic_score_gemma":0.013009856,"teacher_disagreement_score":0.012456866,"about_ca_system_score_codex":0.0006307151,"about_ca_system_score_gemma":0.0011120638,"threshold_uncertainty_score":0.02476871},"labels":[],"label_agreement":null},{"id":"W4280571462","doi":"10.5430/elr.v11n1p49","title":"The Effectiveness of Intercultural Contact in Foreign Language Learning Anxiety of Students Majoring in Less-commonly Taught Languages in China","year":2022,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Affect (linguistics); Intercultural communication; Confusion; Foreign language; Social psychology; Pedagogy; Mathematics education; Communication","score_opus":0.033067076044675014,"score_gpt":0.35913037361562594,"score_spread":0.3260632975709509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4280571462","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995214,0.00008247973,0.000010079432,0.000054245058,0.0000019644488,0.0000029779292,0.000008249636,5.2469665e-7,0.000318097],"genre_scores_gemma":[0.9997739,0.00006312124,0.000009319738,0.000013445915,0.0000019135384,0.0000036546107,0.000009543069,3.58893e-7,0.0001248246],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989623,0.00030919746,0.000100606376,0.00009855646,0.00020256695,0.0003268213],"domain_scores_gemma":[0.99715024,0.0007911563,0.000798164,0.000083380655,0.00028768755,0.0008893691],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009353186,0.00022956931,0.00026446697,0.0008355726,0.0011949354,0.0012838703,0.00035596747,0.00039663873,0.0020043498],"category_scores_gemma":[0.003451307,0.00018244366,0.00043821725,0.00060398993,0.0010214896,0.0007740912,0.001252774,0.0006621299,0.00011105178],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008328316,0.00021386181,0.9384681,0.00011121245,0.00005134877,0.00038545934,0.047229223,0.00004585738,0.00058055413,0.00013102056,0.00016834479,0.012531655],"study_design_scores_gemma":[0.000002453083,0.000099148114,0.96007353,0.000039436705,0.000016579128,0.00009748473,0.039252102,0.00006118092,0.000081970684,0.000032706495,0.00023221206,0.000011070666],"about_ca_topic_score_codex":0.024369271,"about_ca_topic_score_gemma":0.03917446,"teacher_disagreement_score":0.024369271,"about_ca_system_score_codex":0.0013712399,"about_ca_system_score_gemma":0.0018438709,"threshold_uncertainty_score":0.04845482},"labels":[],"label_agreement":null},{"id":"W4280581454","doi":"10.5539/elt.v15n6p32","title":"Pre-Service English Language Teachers’ Perceptions of A Good Language Teacher at the University of Technology and Applied Sciences (UTAS), AL-Rustaq, Oman","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Microteaching; Psychology; Pedagogy; Teacher education; Mathematics education; Context (archaeology); Perception; Qualitative research; Sociology","score_opus":0.008637874998865943,"score_gpt":0.22449456388960518,"score_spread":0.21585668889073922,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4280581454","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981365,0.00012209926,0.00007405425,0.0005216535,0.000011545147,0.000011322382,0.000009101261,0.0000034497446,0.0011102869],"genre_scores_gemma":[0.99714786,0.00025293737,0.0001727418,0.00019298088,0.0000055444257,0.000024773104,0.000011259615,0.0000031982172,0.0021885822],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987596,0.0005121386,0.000063279855,0.00007266192,0.000219893,0.00037244844],"domain_scores_gemma":[0.9974009,0.0006078561,0.0004790574,0.000055399152,0.00045634748,0.0010005393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015568153,0.000164208,0.00028301237,0.00042726635,0.005104458,0.001742331,0.0004183494,0.0007846791,0.0041588712],"category_scores_gemma":[0.002329974,0.0002914359,0.00016862541,0.0004727573,0.0023235693,0.0010217805,0.0012064328,0.001199746,0.000654193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013235764,0.0005256994,0.10708393,0.00040209386,0.0000092133505,0.0040223175,0.8553318,0.0001051476,0.008531438,0.0007932758,0.0019616291,0.021101179],"study_design_scores_gemma":[0.0000030342133,0.00023142151,0.060921654,0.000083336614,0.000003877714,0.0005894642,0.93152976,0.00003983599,0.0003805698,0.000056390898,0.006149054,0.000011672788],"about_ca_topic_score_codex":0.014544653,"about_ca_topic_score_gemma":0.04212377,"teacher_disagreement_score":0.014544653,"about_ca_system_score_codex":0.0026815354,"about_ca_system_score_gemma":0.0034127838,"threshold_uncertainty_score":0.028919995},"labels":[],"label_agreement":null},{"id":"W4281262793","doi":"10.5430/jct.v11n4p247","title":"Pre-Service Primary School Teachers’ English Language Professional Development: Teachers’ Learning Motivations and Developments","year":2022,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Woosong University","keywords":"Bachelor; Graduation (instrument); Curriculum; Government (linguistics); Psychology; Pedagogy; Mathematics education; TOEIC; Test of English as a Foreign Language; Medical education; English language; Engineering; Political science; Medicine; Reading (process)","score_opus":0.011951375010881468,"score_gpt":0.2424833116130791,"score_spread":0.23053193660219762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281262793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991008,0.000039391536,0.000024179433,0.00013519081,0.0000027940705,0.0000063845514,0.0000063786847,7.111361e-7,0.0006841829],"genre_scores_gemma":[0.99932957,0.000055294677,0.0000308295,0.000028117734,0.0000019037489,0.00000731186,0.000009749811,7.8250866e-7,0.0005364665],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991942,0.00021107837,0.000044529315,0.00008390099,0.0001930887,0.00027314216],"domain_scores_gemma":[0.99583423,0.0012323953,0.0009186971,0.00006992242,0.00051119836,0.0014334986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001755917,0.00014337781,0.00019735393,0.00084068946,0.0017923949,0.0025838532,0.0004149529,0.0006812162,0.0014144705],"category_scores_gemma":[0.0047953287,0.0003496644,0.00017478532,0.0004806114,0.000989749,0.000904199,0.0013232972,0.0010552212,0.00022938116],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006449526,0.0004091395,0.7212293,0.000078010096,0.00001091254,0.0010039622,0.26001266,0.000037913505,0.0011641547,0.0006279799,0.0005939905,0.014767542],"study_design_scores_gemma":[0.000006547997,0.00009625259,0.5356805,0.000047744375,0.0000060485427,0.00030771203,0.4605287,0.00017440117,0.00024690037,0.00016546145,0.002722827,0.00001685114],"about_ca_topic_score_codex":0.006876903,"about_ca_topic_score_gemma":0.018812854,"teacher_disagreement_score":0.006876903,"about_ca_system_score_codex":0.0010458342,"about_ca_system_score_gemma":0.0018749591,"threshold_uncertainty_score":0.013673782},"labels":[],"label_agreement":null},{"id":"W4281382345","doi":"10.5539/elt.v15n6p102","title":"The Effects of Deductive and Inductive Grammar Instructions in Communicative Teaching","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Mathematics education; Test (biology); Curriculum; Teaching method; Linguistics; Pedagogy","score_opus":0.007287968822688276,"score_gpt":0.23395222002532667,"score_spread":0.2266642512026384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281382345","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99823016,0.000058809583,0.00035349326,0.000041981202,0.000015470378,0.00041139603,0.000009844493,0.000010587982,0.00086829305],"genre_scores_gemma":[0.99068695,0.00014873558,0.0067428113,0.00010974983,0.0000401039,0.0012820886,0.000026826447,0.000009411133,0.00095333176],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9924004,0.0046669003,0.00057686336,0.0008355975,0.0009828301,0.00053736614],"domain_scores_gemma":[0.9520555,0.039776865,0.0035414125,0.001344332,0.0009330342,0.0023487797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008104617,0.00062829244,0.0006601772,0.00067939144,0.0007213981,0.0009211979,0.0007157773,0.00070197333,0.002614078],"category_scores_gemma":[0.030619035,0.0005644839,0.00055063237,0.00026275037,0.0013101919,0.0009997135,0.0008317061,0.0010300542,0.00031677407],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.05565225,0.35304415,0.046012715,0.003059985,0.00035260894,0.0008437235,0.06756556,0.0016073891,0.08708693,0.0026940303,0.00077238574,0.38130835],"study_design_scores_gemma":[0.028291736,0.6094331,0.26504666,0.0005709679,0.0011019363,0.0009811205,0.01861136,0.0058565023,0.055544835,0.0038336625,0.010321416,0.00040673275],"about_ca_topic_score_codex":0.00036435155,"about_ca_topic_score_gemma":0.0005784183,"teacher_disagreement_score":0.008104617,"about_ca_system_score_codex":0.00056365196,"about_ca_system_score_gemma":0.0015131407,"threshold_uncertainty_score":0.04286188},"labels":[],"label_agreement":null},{"id":"W4281383091","doi":"10.5430/wjel.v12n5p160","title":"Saudi Parents and Teachers' Attitudes towards the New Implementation of English from Grade One in Primary Schools: A Qualitative Descriptive Study","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Deanship of Scientific Research, Prince Sattam bin Abdulaziz University; Prince Sattam bin Abdulaziz University","keywords":"Arabic; Curriculum; Qualitative property; Descriptive research; Mathematics education; Qualitative research; Psychology; Descriptive statistics; Medical education; Pedagogy; Medicine; Computer science; Sociology; Mathematics; Linguistics; Social science","score_opus":0.052092706114057453,"score_gpt":0.3273192628991504,"score_spread":0.27522655678509295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281383091","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986669,0.00022515026,0.000103034225,0.00021514927,0.000007988636,0.000020644,0.0000351377,0.0000017539836,0.00072421454],"genre_scores_gemma":[0.9986646,0.00044793801,0.0000962371,0.00012701795,0.0000038865155,0.00003440894,0.000021351265,0.0000021077483,0.0006023728],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982875,0.0009220642,0.00010481695,0.00012709828,0.00020709528,0.00035138408],"domain_scores_gemma":[0.994392,0.0032930863,0.0008360927,0.00013488434,0.0007774074,0.0005665963],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036574425,0.0002876384,0.00041844792,0.0008959908,0.003550216,0.0022270447,0.0005313691,0.00079018174,0.0016241156],"category_scores_gemma":[0.006783394,0.0005307007,0.00021768987,0.0008695401,0.0023281157,0.0015287655,0.0012266407,0.0011617735,0.00020693938],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036215904,0.00007518415,0.021969963,0.000108459666,0.00000426204,0.00096384913,0.9718426,0.000019930292,0.00065837556,0.00033701948,0.00017302047,0.0038110544],"study_design_scores_gemma":[0.0000015784502,0.00006129192,0.010547155,0.00006433625,0.000003947065,0.00020618094,0.98744047,0.00002021858,0.00015388198,0.000030588944,0.0014644503,0.0000059760823],"about_ca_topic_score_codex":0.012271732,"about_ca_topic_score_gemma":0.020587306,"teacher_disagreement_score":0.012271732,"about_ca_system_score_codex":0.0023572957,"about_ca_system_score_gemma":0.0021723423,"threshold_uncertainty_score":0.024400592},"labels":[],"label_agreement":null},{"id":"W4281553257","doi":"10.14705/rpnet.2022.56.1377","title":"Metacognitive awareness in L2 listening: a transition from doing listening to teaching it","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Okanagan College; University of Alberta","funders":"","keywords":"Active listening; Listening comprehension; Informational listening; Psychology; Reflective listening; Appreciative listening; Second language; Mathematics education; Intervention (counseling); Transition (genetics); Pedagogy; Linguistics; Communication","score_opus":0.04504877530067656,"score_gpt":0.26954765598744823,"score_spread":0.22449888068677168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281553257","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.70945954,0.012539188,0.019924032,0.014237967,0.00065824104,0.00039412925,0.00012037459,0.0006092599,0.24205719],"genre_scores_gemma":[0.93966866,0.0051970487,0.019983537,0.0017486301,0.000103255355,0.0003010296,0.00008895075,0.00012984811,0.032779004],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996643,0.00014836952,0.0000096359945,0.000042673244,0.00007253344,0.00006243746],"domain_scores_gemma":[0.99924064,0.00043528806,0.000041080337,0.000051583815,0.000041234944,0.00019018611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000909241,0.00028462973,0.00023995619,0.0004179693,0.00093446474,0.00383203,0.00089176756,0.0011384164,0.0029757058],"category_scores_gemma":[0.0016969233,0.00015101788,0.00031081756,0.00044988113,0.001650729,0.0023834943,0.0023983903,0.002795751,0.00079808856],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020651975,0.0021301007,0.005803524,0.00082255015,0.000017558095,0.001958779,0.22268297,0.00031257037,0.011290759,0.034696516,0.01750297,0.7025752],"study_design_scores_gemma":[0.00016603671,0.0018815573,0.10639618,0.0037716406,0.000084749656,0.007000641,0.26673892,0.0027187231,0.015465256,0.08877678,0.5068309,0.00016861813],"about_ca_topic_score_codex":0.0013111295,"about_ca_topic_score_gemma":0.0026885583,"teacher_disagreement_score":0.00383203,"about_ca_system_score_codex":0.0010373968,"about_ca_system_score_gemma":0.0022484183,"threshold_uncertainty_score":0.009954691},"labels":[],"label_agreement":null},{"id":"W4281775972","doi":"10.1111/flan.12632","title":"L2 listening: An intervention study of instructional approaches","year":2022,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Active listening; Psychology; Vocabulary; Intervention (counseling); Session (web analytics); Metacognition; Informational listening; Mathematics education; Pedagogy; Listening comprehension; Linguistics; Cognition; Psychotherapist; Computer science","score_opus":0.12421851553629268,"score_gpt":0.3063214037644273,"score_spread":0.1821028882281346,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281775972","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.983377,0.00021398939,0.0030708497,0.00034143648,0.00013847655,0.0065536606,0.00006872288,0.00017678598,0.006059189],"genre_scores_gemma":[0.94913083,0.0005334664,0.026196806,0.00061952625,0.00017153868,0.018815836,0.000096280564,0.000034846573,0.0044009318],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9980326,0.0010067137,0.00016057128,0.00026569818,0.00021587311,0.00031851899],"domain_scores_gemma":[0.9936261,0.0046700668,0.0003810965,0.00027559345,0.000277782,0.0007694269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030292848,0.0007779648,0.0012908845,0.0011757985,0.001387158,0.0010268575,0.0014954624,0.0013655677,0.007893594],"category_scores_gemma":[0.0075860783,0.0005098906,0.0005075688,0.00057918066,0.0008210247,0.0009127881,0.00160744,0.0023361272,0.00057460077],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01632395,0.46439245,0.0041776365,0.003995612,0.00014940872,0.00069499406,0.036775913,0.0008211315,0.024489509,0.0027318816,0.0019777156,0.44346985],"study_design_scores_gemma":[0.12288336,0.62250006,0.08312549,0.0032729213,0.0014172979,0.0008878397,0.04143789,0.007195849,0.060846556,0.0057057734,0.050348192,0.0003787816],"about_ca_topic_score_codex":0.0010852644,"about_ca_topic_score_gemma":0.0015067647,"teacher_disagreement_score":0.007893594,"about_ca_system_score_codex":0.00069491414,"about_ca_system_score_gemma":0.0025306623,"threshold_uncertainty_score":0.026406705},"labels":[],"label_agreement":null},{"id":"W4283118003","doi":"10.5539/jel.v11n4p144","title":"The Use of Blogs on EFL Students’ Writing and Engagement in a Saudi Private School","year":2022,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Collaborative writing; Class (philosophy); Interview; Pedagogy; Perception; Mathematics education; Electronic publishing; Intervention (counseling); Sociology; The Internet; Computer science; World Wide Web","score_opus":0.06959516142506136,"score_gpt":0.3203543170649753,"score_spread":0.2507591556399139,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283118003","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990163,0.00005952015,0.000022290722,0.000110428504,0.0000063997386,0.000008692371,0.0000073070237,0.000003969855,0.0007650677],"genre_scores_gemma":[0.9988967,0.00011183302,0.00012335078,0.000052728185,0.000004214509,0.000013895146,0.000010685138,0.000002627491,0.00078385335],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99880016,0.00050006574,0.00008209419,0.00009949041,0.00024349235,0.00027469947],"domain_scores_gemma":[0.99371296,0.0020929829,0.0012295502,0.00028933104,0.00077590515,0.0018993015],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002018065,0.0003378327,0.00043215745,0.00081356196,0.0029086,0.0024549374,0.00047382832,0.000609257,0.0023819143],"category_scores_gemma":[0.0057953815,0.00021373322,0.00026229533,0.0005012832,0.0012966038,0.0011915477,0.0023093512,0.0010631679,0.00043145914],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00066669035,0.008030942,0.25623414,0.00059944455,0.000048607475,0.0023191785,0.5624576,0.00013851379,0.0074862386,0.00056157075,0.0022571573,0.15919986],"study_design_scores_gemma":[0.00006704465,0.0022491044,0.4146531,0.00037272845,0.000078978854,0.00047501968,0.5622038,0.00031681845,0.0025080778,0.0002949259,0.016716858,0.000063539046],"about_ca_topic_score_codex":0.004333501,"about_ca_topic_score_gemma":0.011811618,"teacher_disagreement_score":0.004333501,"about_ca_system_score_codex":0.0012065149,"about_ca_system_score_gemma":0.0015605942,"threshold_uncertainty_score":0.0106726885},"labels":[],"label_agreement":null},{"id":"W4283654011","doi":"10.5539/elt.v15n7p136","title":"An Analysis of Errors in Business-Oriented Written Paragraphs of the Thai EFL Undergraduates","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Punctuation; Grammar; Business English; Psychology; Context (archaeology); Pragmatics; Business communication; Capitalization; Mathematics education; Linguistics","score_opus":0.011283282532661127,"score_gpt":0.2461079451560219,"score_spread":0.2348246626233608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283654011","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99850583,0.00019618185,0.0004887478,0.000034313747,0.000015843434,0.000023171347,0.00014036057,0.00001450106,0.00058107],"genre_scores_gemma":[0.9963779,0.0002912871,0.0012738651,0.00003937754,0.000016928576,0.000026875618,0.00036247156,0.000020981473,0.0015903352],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979639,0.00048399105,0.00050731236,0.00019872104,0.00073148246,0.00011461237],"domain_scores_gemma":[0.97787046,0.011199525,0.006206274,0.0005813213,0.0037488118,0.00039358894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007372993,0.00032843015,0.0002520865,0.002355873,0.0005121234,0.00060758524,0.00030544735,0.00045991575,0.001188849],"category_scores_gemma":[0.012793414,0.0001416867,0.00016192703,0.0015849967,0.00051832845,0.0005081006,0.00050766126,0.00031223812,0.0004909638],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009874641,0.0004252921,0.71722764,0.0009254046,0.00008170265,0.012556681,0.06485475,0.0004865013,0.03414525,0.00018905548,0.0011347494,0.16698547],"study_design_scores_gemma":[0.000010668826,0.00093661656,0.9160589,0.00023959906,0.00010407068,0.0148096355,0.037788812,0.0017889146,0.021504926,0.0002270452,0.006454508,0.0000762579],"about_ca_topic_score_codex":0.0012937068,"about_ca_topic_score_gemma":0.0016910189,"teacher_disagreement_score":0.002355873,"about_ca_system_score_codex":0.0002724485,"about_ca_system_score_gemma":0.00041133584,"threshold_uncertainty_score":0.0039770603},"labels":[],"label_agreement":null},{"id":"W4283825740","doi":"10.5539/ijel.v12n4p79","title":"Chinese College EFL Learners’ Cognition and Behavior in Relation to the Use and Acquisition of English Punctuation Marks","year":2022,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Jiangxi University of Finance and Economics","keywords":"Punctuation; CLARITY; Psychology; Constructive; Relation (database); Perception; Empirical research; Linguistics; Computer science","score_opus":0.02670985040667517,"score_gpt":0.2734865367368342,"score_spread":0.24677668633015903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283825740","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995468,0.00001438667,0.000019069315,0.000023079483,0.0000011572594,0.000005577411,0.0000128159445,0.000001088239,0.00037596218],"genre_scores_gemma":[0.9987582,0.000037954083,0.00006036165,0.000022928074,0.000002018832,0.000014569233,0.00003551718,6.823908e-7,0.0010678349],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997689,0.000035996065,0.000029433426,0.000051205,0.000058219746,0.000056281468],"domain_scores_gemma":[0.9986708,0.0002651143,0.00037537594,0.00006344063,0.00024546418,0.0003797906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005159269,0.00024471857,0.00018350055,0.00062985794,0.0007070087,0.0007008831,0.00015041573,0.00031008146,0.002480053],"category_scores_gemma":[0.0018066164,0.000117849166,0.00020650437,0.0004385457,0.0004914156,0.00043598452,0.00033575046,0.0003370434,0.00028435225],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000113711234,0.0005659897,0.9443587,0.00006108761,0.000019079158,0.000287352,0.02868633,0.000084759995,0.0042415685,0.00012330907,0.0002762647,0.021181783],"study_design_scores_gemma":[0.0000034120958,0.00021962223,0.9899775,0.000008646119,0.000008252513,0.00007177129,0.008618258,0.0001829967,0.00042927955,0.000062075625,0.00040650292,0.000011712196],"about_ca_topic_score_codex":0.009967361,"about_ca_topic_score_gemma":0.012373507,"teacher_disagreement_score":0.009967361,"about_ca_system_score_codex":0.0005355212,"about_ca_system_score_gemma":0.00052758376,"threshold_uncertainty_score":0.019818664},"labels":[],"label_agreement":null},{"id":"W4284883772","doi":"10.1017/9781108955638.036","title":"Working Memory in Second Language Interaction","year":2022,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Fluency; Cognitive psychology; Working memory; Information processing theory; Task (project management); Psychology; Cognition; Interaction theory; Second-language acquisition; Relevance (law); Computer science; Process (computing); Mechanism (biology); Cognitive science; Information processing; Linguistics","score_opus":0.036916341175492015,"score_gpt":0.20800508633823667,"score_spread":0.17108874516274464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4284883772","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010150384,0.378077,0.007470811,0.008995473,0.0023175527,0.00005007408,0.00008386654,0.00015621274,0.59269863],"genre_scores_gemma":[0.13793549,0.23525257,0.00592895,0.0064125853,0.0030362867,0.00016781477,0.00022827073,0.0001289399,0.61090904],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998233,0.000038379785,0.000008112035,0.00003026857,0.00007546038,0.000024520463],"domain_scores_gemma":[0.9996239,0.0002588737,0.000018313558,0.000023406048,0.00004379227,0.00003172775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032880018,0.00061923196,0.00038032717,0.00081718265,0.00080182456,0.0030758083,0.00074907055,0.0012326733,0.011720285],"category_scores_gemma":[0.0006797823,0.00015241362,0.0002922885,0.0010875672,0.002340138,0.0033876125,0.0010926947,0.0021576295,0.0031249418],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004667921,0.00007475105,0.00064935145,0.0006909971,0.00001336144,0.00048650923,0.007819959,0.0005407208,0.0015305592,0.45483157,0.11043753,0.42287803],"study_design_scores_gemma":[0.000006983396,0.000038587183,0.002142637,0.0006637618,0.000007666747,0.0010880413,0.0011221216,0.00026861118,0.00039897193,0.12234396,0.87190175,0.00001699883],"about_ca_topic_score_codex":0.0018944542,"about_ca_topic_score_gemma":0.0034065894,"teacher_disagreement_score":0.011720285,"about_ca_system_score_codex":0.001547698,"about_ca_system_score_gemma":0.0013045744,"threshold_uncertainty_score":0.039208233},"labels":[],"label_agreement":null},{"id":"W4285010585","doi":"10.5539/elt.v15n8p1","title":"English as an International Language Project-Based Learning: A Focus on Young Chinese Learners’ Beliefs","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language acquisition; Focus group; Pedagogy; Construct (python library); Mathematics education; Project-based learning; Language assessment; Sociology; Computer science","score_opus":0.012484223005650283,"score_gpt":0.27368069804760153,"score_spread":0.26119647504195126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285010585","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99905235,0.000057128273,0.00004893183,0.00005890311,0.0000015052816,0.000012793867,0.0000038532926,6.983979e-7,0.0007637692],"genre_scores_gemma":[0.99868506,0.00019742832,0.0000980159,0.000068262074,0.0000024711487,0.000023858922,0.000009668436,0.0000013570564,0.00091367663],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993279,0.00020385992,0.000046071043,0.000073977724,0.00015234703,0.00019580613],"domain_scores_gemma":[0.998467,0.0005330466,0.00026898843,0.000046865352,0.00021760342,0.00046646173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021175737,0.00032717356,0.0003170986,0.0007874502,0.002134566,0.0019637016,0.0004779543,0.0004720303,0.0013821917],"category_scores_gemma":[0.0018040866,0.00024739723,0.00022500705,0.0006602568,0.0014034642,0.0015560796,0.0014422135,0.0009334819,0.0001534813],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004218847,0.00046153905,0.22024864,0.00016935992,0.000013632293,0.0014835245,0.7558371,0.000032346095,0.0034193785,0.0007245772,0.00019772517,0.017369965],"study_design_scores_gemma":[0.000009362906,0.0003962017,0.15053838,0.00011555556,0.000029881685,0.0006694849,0.8429479,0.00017590704,0.0010588762,0.00015112132,0.0038819641,0.000025397263],"about_ca_topic_score_codex":0.01302054,"about_ca_topic_score_gemma":0.02355053,"teacher_disagreement_score":0.01302054,"about_ca_system_score_codex":0.0013133317,"about_ca_system_score_gemma":0.00237293,"threshold_uncertainty_score":0.025889516},"labels":[],"label_agreement":null},{"id":"W4285143694","doi":"10.1007/978-3-031-06501-9","title":"Exploring Silences in the Field of Computer Assisted Language Learning","year":2022,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Field (mathematics); Computer science; Human–computer interaction; Linguistics; Philosophy; Mathematics","score_opus":0.11614440800411391,"score_gpt":0.2779322383276853,"score_spread":0.1617878303235714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285143694","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.037256237,0.04276624,0.04363288,0.025784733,0.0012889148,0.000052598174,0.000091764,0.00026036781,0.8488662],"genre_scores_gemma":[0.7163001,0.024816725,0.007892295,0.0035675827,0.0006740599,0.00014658115,0.00017416624,0.00031869955,0.2461098],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99904436,0.0005156716,0.000022751414,0.00005779841,0.0002613217,0.00009810944],"domain_scores_gemma":[0.9933555,0.0058286046,0.00014235944,0.00013284985,0.0003363628,0.00020438971],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001404046,0.0003104814,0.00022901902,0.00084078236,0.0030052017,0.0060446737,0.0011716053,0.0017375735,0.008054833],"category_scores_gemma":[0.004588782,0.00017844017,0.00019821386,0.0008542235,0.0074194903,0.0073277783,0.0033887574,0.0029576244,0.0016642443],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000631616,0.000039223993,0.0005077361,0.00031119576,0.00000521971,0.0005571704,0.13545969,0.00047794858,0.0018791148,0.6576425,0.027817879,0.17523918],"study_design_scores_gemma":[0.000013447518,0.00006508724,0.0013578202,0.0008747393,0.0000102707545,0.0011018807,0.119847916,0.0013337907,0.0018152766,0.26124513,0.6123023,0.000032398275],"about_ca_topic_score_codex":0.0050912537,"about_ca_topic_score_gemma":0.0066388953,"teacher_disagreement_score":0.008054833,"about_ca_system_score_codex":0.002571076,"about_ca_system_score_gemma":0.0018143187,"threshold_uncertainty_score":0.026946068},"labels":[],"label_agreement":null},{"id":"W4285589129","doi":"10.5539/elt.v15n8p34","title":"A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Perception; Pedagogy","score_opus":0.015700200316242557,"score_gpt":0.25940382175658416,"score_spread":0.2437036214403416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285589129","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987961,0.000010480241,0.0002375315,0.00005440498,0.0000052797313,0.000016238198,0.000008745144,0.0000055063906,0.0008657359],"genre_scores_gemma":[0.99853337,0.00003481773,0.0003462176,0.00005715422,0.000007799694,0.0000400768,0.000018721883,0.000005045442,0.0009566589],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946629,0.002718095,0.00053316494,0.0003556359,0.0014361037,0.00029397954],"domain_scores_gemma":[0.9501871,0.024416992,0.011438162,0.0017528364,0.009551936,0.0026529776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006771335,0.00020726203,0.00024245166,0.0013479013,0.0014909748,0.0023534468,0.0004350044,0.00036558288,0.001614027],"category_scores_gemma":[0.035624105,0.0002720223,0.00024135264,0.000735034,0.0013962022,0.0009678441,0.0013680005,0.0010493656,0.00035002493],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019976986,0.00081796234,0.38505387,0.00017581038,0.00003000055,0.0006668315,0.54626137,0.000095704665,0.010723868,0.00027575812,0.0005697455,0.055129282],"study_design_scores_gemma":[0.000019855774,0.0016244481,0.42577982,0.00013882844,0.000028918927,0.0006906472,0.5603083,0.0014316131,0.0045799715,0.00022573186,0.0050949254,0.00007695243],"about_ca_topic_score_codex":0.0014474122,"about_ca_topic_score_gemma":0.0023660338,"teacher_disagreement_score":0.006771335,"about_ca_system_score_codex":0.00074831885,"about_ca_system_score_gemma":0.00090639474,"threshold_uncertainty_score":0.03581071},"labels":[],"label_agreement":null},{"id":"W4285725675","doi":"10.1075/bpa.14.01ben","title":"The legacy of Professor Michael H. Long and his influence in second language acquisition","year":2022,"lang":"en","type":"book-chapter","venue":"Bilingual processing and acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Field (mathematics); Work (physics); Key (lock); Cognitive science; Epistemology; Sociology; Computer science; Psychology; Philosophy; Engineering; Mathematics; Computer security; Mechanical engineering","score_opus":0.015549100216179338,"score_gpt":0.2570269400635726,"score_spread":0.24147783984739324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285725675","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0057039317,0.40323424,0.0046948716,0.32318667,0.011220926,0.000020934021,0.00013000716,0.00017693134,0.25163153],"genre_scores_gemma":[0.14866552,0.25225738,0.0065043382,0.049010523,0.023138996,0.000078047735,0.00010933358,0.00034906826,0.51988685],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990318,0.0003776798,0.000030786763,0.00014350742,0.00034071782,0.00007547165],"domain_scores_gemma":[0.99833137,0.0009864364,0.00007802196,0.000047459027,0.00028435088,0.00027237122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016291869,0.00030608868,0.00039980226,0.0007910625,0.0018697662,0.0028923065,0.00034976623,0.0014025758,0.005830404],"category_scores_gemma":[0.0023460188,0.0001988554,0.00012503003,0.00067034573,0.0033136916,0.003932117,0.0013743548,0.0046277693,0.0021605634],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005018275,0.000039667473,0.0005916806,0.0002570777,0.000008624861,0.00019437629,0.006759209,0.00018472095,0.0005211951,0.28708196,0.52726674,0.17704464],"study_design_scores_gemma":[0.0000024868477,0.000014174505,0.0002920467,0.0001396397,0.0000023286013,0.00020154518,0.0004180895,0.00005789193,0.00026902757,0.014523445,0.984071,0.000008346823],"about_ca_topic_score_codex":0.005973146,"about_ca_topic_score_gemma":0.011482526,"teacher_disagreement_score":0.005973146,"about_ca_system_score_codex":0.003122694,"about_ca_system_score_gemma":0.0027769054,"threshold_uncertainty_score":0.022656798},"labels":[],"label_agreement":null},{"id":"W4286520725","doi":"10.36315/2022v1end112","title":"BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS","year":2022,"lang":"en","type":"article","venue":"Education and New Developments 2022 – Volume I","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Interlanguage; Computer science; Second-language acquisition; Session (web analytics); Mathematics education; Second language; Language acquisition; Psychology; Linguistics; Pedagogy; World Wide Web","score_opus":0.014280855586381827,"score_gpt":0.25059553746811253,"score_spread":0.23631468188173071,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4286520725","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9652896,0.0007236654,0.0072168815,0.0046889135,0.00010952922,0.00009589382,0.00003614571,0.00031704578,0.021522243],"genre_scores_gemma":[0.9884631,0.00020182552,0.0039169216,0.0006303167,0.000009658309,0.000090997746,0.000033960467,0.000048494378,0.0066047367],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99832946,0.0005653742,0.00005536418,0.0002343709,0.00043659282,0.00037882675],"domain_scores_gemma":[0.9971488,0.00083177345,0.0003784242,0.00023649157,0.0005039114,0.00090055406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025501882,0.0003070336,0.0003094235,0.0004426455,0.0021763234,0.0033464262,0.0008929044,0.0011518532,0.004152624],"category_scores_gemma":[0.0072447914,0.0002272387,0.00035722394,0.00016245099,0.0012942257,0.0024647918,0.007561426,0.0016595095,0.0011178316],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044579047,0.0019403083,0.066799335,0.00066608546,0.00004408028,0.0012086075,0.46406326,0.00035309856,0.028357998,0.012734961,0.020567808,0.40281877],"study_design_scores_gemma":[0.00017042604,0.0017741264,0.16053802,0.0012232632,0.00016222235,0.0026583967,0.5262834,0.0037509538,0.021786425,0.02480872,0.2566502,0.00019380823],"about_ca_topic_score_codex":0.0056273052,"about_ca_topic_score_gemma":0.008688031,"teacher_disagreement_score":0.0056273052,"about_ca_system_score_codex":0.0016331543,"about_ca_system_score_gemma":0.00433136,"threshold_uncertainty_score":0.013891935},"labels":[],"label_agreement":null},{"id":"W4286950586","doi":"10.5281/zenodo.5683555","title":"Effectiveness of Tanslanguaging Pedagogy in EFL Contexts","year":2021,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Pedagogy; Psychology; Linguistics; Sociology; Mathematics education; Philosophy","score_opus":0.03501110795672118,"score_gpt":0.2893917940421018,"score_spread":0.2543806860853806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4286950586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9454211,0.00094651524,0.0015568185,0.00083187764,0.00006752387,0.000407281,0.000048980106,0.00016987318,0.05055007],"genre_scores_gemma":[0.9909079,0.0005282863,0.0027241816,0.00022211022,0.000016373016,0.000324615,0.000037742553,0.000030616957,0.0052081076],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9942009,0.0033014396,0.0002369294,0.00070710713,0.001000241,0.0005532761],"domain_scores_gemma":[0.9926196,0.004626263,0.0006637907,0.00041563725,0.0006796661,0.0009949978],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004996473,0.0006115871,0.00083378504,0.0012103837,0.0022151184,0.0035078963,0.0012029181,0.0009211184,0.0060383766],"category_scores_gemma":[0.0149833355,0.00021317374,0.00035969738,0.00080572336,0.0015936799,0.003473484,0.004581202,0.0013206368,0.0010700714],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010101402,0.013148258,0.032513365,0.0027525157,0.00007732139,0.0009706497,0.17675214,0.0011635749,0.011289119,0.013820228,0.004435344,0.74206746],"study_design_scores_gemma":[0.0018079218,0.017158754,0.23975629,0.0055938107,0.0008651747,0.0018520217,0.4543822,0.008820486,0.034467198,0.029901063,0.20504437,0.00035073073],"about_ca_topic_score_codex":0.0018899128,"about_ca_topic_score_gemma":0.0033694424,"teacher_disagreement_score":0.0060383766,"about_ca_system_score_codex":0.0018054723,"about_ca_system_score_gemma":0.0035795404,"threshold_uncertainty_score":0.02642423},"labels":[],"label_agreement":null},{"id":"W4288077513","doi":"10.3389/fpsyg.2022.939516","title":"Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China","year":2022,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Universidade de Macau","keywords":"Communicative competence; Psychology; Cognition; China; Competence (human resources); Intercultural competence; Intercultural communication; Communicative language teaching; Pedagogy; Language education; Mathematics education; Social psychology","score_opus":0.03650897759001715,"score_gpt":0.3797738398615043,"score_spread":0.34326486227148717,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4288077513","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989318,0.00012248951,0.00012528991,0.00014270224,0.0000050280787,0.000028690101,0.000016135611,0.000002030894,0.00062581303],"genre_scores_gemma":[0.9980574,0.00021908325,0.00013671545,0.00012783328,0.000004427929,0.000047273872,0.00002254533,0.0000044983453,0.001380113],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980101,0.00091160135,0.00009574884,0.00021078782,0.00021796732,0.0005538647],"domain_scores_gemma":[0.9959495,0.0021293978,0.00047515307,0.00014158776,0.00049159967,0.0008127225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003492666,0.0004754082,0.0006428776,0.0012819531,0.006697316,0.002053243,0.00085645297,0.0006750073,0.0018277343],"category_scores_gemma":[0.0035629016,0.0004513913,0.00028114463,0.0014670199,0.0048336955,0.0013655527,0.0021298788,0.0010986998,0.00016808636],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016099928,0.00005586155,0.016756892,0.00006386657,0.0000032151345,0.00069457607,0.9788109,0.000019959805,0.0011493034,0.00013205383,0.0001086093,0.0021886872],"study_design_scores_gemma":[0.0000025547317,0.000036747166,0.01621287,0.00003853204,0.0000045791567,0.000116997064,0.98203236,0.000038925395,0.00026547103,0.000020096017,0.0012240023,0.000006846232],"about_ca_topic_score_codex":0.08443875,"about_ca_topic_score_gemma":0.15203635,"teacher_disagreement_score":0.08443875,"about_ca_system_score_codex":0.006421531,"about_ca_system_score_gemma":0.0074320934,"threshold_uncertainty_score":0.16789448},"labels":[],"label_agreement":null},{"id":"W4289925925","doi":"10.3138/cmlr-2021-0053","title":"Analyzing Approaches to Communication Strategies in Core French across Canadian Curricula","year":2022,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.07392731025620473,"score_gpt":0.27005113597595665,"score_spread":0.1961238257197519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4289925925","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96228534,0.0013403632,0.002151371,0.0010646626,0.000025950088,0.0001516138,0.00029132722,0.000055127795,0.032634202],"genre_scores_gemma":[0.9880778,0.00062147266,0.0015929475,0.00018183826,0.0000060270936,0.00009738152,0.00019628205,0.00002198608,0.009204356],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9917352,0.002460733,0.00030718665,0.0009255441,0.0026924226,0.001878897],"domain_scores_gemma":[0.9749511,0.008720905,0.0032641648,0.0007492919,0.009129506,0.0031851572],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006328772,0.00081782957,0.00052179093,0.0074200127,0.008199426,0.00608554,0.0014919889,0.0011050127,0.005065753],"category_scores_gemma":[0.023785751,0.00048134936,0.0003901303,0.007780275,0.0037785822,0.001687341,0.0029528304,0.0014680995,0.00044688518],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017424684,0.00014717958,0.19288608,0.00045967556,0.00006737422,0.0004106772,0.6384926,0.0007422984,0.002799478,0.016679475,0.0023654907,0.14477545],"study_design_scores_gemma":[0.000018267985,0.00014430487,0.55415964,0.0005284487,0.000071578426,0.00016868103,0.38155034,0.0014064275,0.0015475536,0.0017222307,0.05855987,0.00012262084],"about_ca_topic_score_codex":0.9451499,"about_ca_topic_score_gemma":0.97187537,"teacher_disagreement_score":0.082449384,"about_ca_system_score_codex":0.082449384,"about_ca_system_score_gemma":0.091432735,"threshold_uncertainty_score":0.598215},"labels":[],"label_agreement":null},{"id":"W4289985948","doi":"10.5539/elt.v15n9p1","title":"Understanding EFL Learners’ Errors in Language Knowledge in Ongoing Assessments","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Mathematics education; Foundation (evidence); Language assessment; English language; Foreign language; English as a foreign language; English grammar; Linguistics","score_opus":0.07329613014401348,"score_gpt":0.31795053737529133,"score_spread":0.24465440723127785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4289985948","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99914503,0.000027417562,0.00024015967,0.00003672754,0.000001598396,0.000006724899,0.000009684039,0.000004435651,0.0005282523],"genre_scores_gemma":[0.99865013,0.000055441782,0.00048790232,0.000022186074,0.0000027106614,0.000014679601,0.000026447335,0.0000044612852,0.0007359771],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970235,0.00092320325,0.00038986563,0.00035968222,0.0010112596,0.00029250816],"domain_scores_gemma":[0.98450977,0.007110856,0.004042759,0.0006516704,0.0031859365,0.00049893063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004933023,0.00034675637,0.00041761086,0.0017914923,0.00086577644,0.0024276357,0.0007965064,0.00068473985,0.0008097262],"category_scores_gemma":[0.02998966,0.00020297126,0.00019259754,0.0007592103,0.001093819,0.0023185362,0.0021905755,0.00078064227,0.0003128937],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012009449,0.00044338047,0.737473,0.00009827266,0.00003154759,0.00094415876,0.18148966,0.0004945206,0.0056066294,0.00032547952,0.00031993617,0.07265333],"study_design_scores_gemma":[0.000011470247,0.00047091988,0.8710197,0.00014063838,0.000035526344,0.001225943,0.1148168,0.002342526,0.0058859405,0.00089649146,0.0030959796,0.00005794676],"about_ca_topic_score_codex":0.0059638103,"about_ca_topic_score_gemma":0.008296772,"teacher_disagreement_score":0.0059638103,"about_ca_system_score_codex":0.0008296802,"about_ca_system_score_gemma":0.00077380147,"threshold_uncertainty_score":0.026088655},"labels":[],"label_agreement":null},{"id":"W4290048929","doi":"10.52598/jpll/4/2/8","title":"A Per-second Investigation of the Interconnectedness between Linguistic and Cognitive Factors Underlying L2 Willingness to Communicate","year":2022,"lang":"en","type":"article","venue":"Journal for the Psychology of Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Willingness to communicate; Psychology; Cognition; Perspective (graphical); Perception; Recall; Exploratory research; Linguistics; Cognitive psychology; Social psychology; Sociology; Computer science","score_opus":0.11273465733949438,"score_gpt":0.36483051082951823,"score_spread":0.25209585349002384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4290048929","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.992653,0.00012244938,0.002521146,0.00012286217,0.000015558104,0.00005226001,0.00009468166,0.000023659153,0.0043943035],"genre_scores_gemma":[0.9951564,0.00011433736,0.0016960124,0.000091475296,0.000014103794,0.000098467906,0.0001226021,0.000016420037,0.0026902051],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993513,0.00029157774,0.000033714514,0.00011534624,0.00014613137,0.00006191942],"domain_scores_gemma":[0.99543613,0.003439208,0.00036502417,0.00018128677,0.00043303275,0.00014533456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001483707,0.00025309436,0.00019872651,0.00080944184,0.00090501097,0.0017662856,0.00033267247,0.0005978739,0.0033942582],"category_scores_gemma":[0.008721152,0.00016591123,0.00019665122,0.0005454838,0.0009982084,0.0012425972,0.001381145,0.00082697364,0.00040412517],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00083717937,0.0003129955,0.1064104,0.00092272414,0.00004754261,0.0025083676,0.6591203,0.00042584314,0.13417256,0.0064607216,0.00155879,0.08722253],"study_design_scores_gemma":[0.000035969755,0.0014605415,0.4161711,0.00029133965,0.000059955513,0.0024933922,0.5240197,0.0028206802,0.025741896,0.0035748158,0.02314202,0.00018858195],"about_ca_topic_score_codex":0.0021238362,"about_ca_topic_score_gemma":0.00338921,"teacher_disagreement_score":0.0033942582,"about_ca_system_score_codex":0.00095797866,"about_ca_system_score_gemma":0.00036001246,"threshold_uncertainty_score":0.011354864},"labels":[],"label_agreement":null},{"id":"W4290958425","doi":"10.1080/15434303.2022.2073886","title":"Developing a Scenario-Based English Language Assessment in an Asian University","year":2022,"lang":"en","type":"article","venue":"Language Assessment Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Language assessment; Linguistics; Language proficiency; Psychology; Mathematics education; Sociology; Computer science","score_opus":0.017125628697372018,"score_gpt":0.2795077938743099,"score_spread":0.2623821651769379,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4290958425","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86926687,0.00007200305,0.09608491,0.001870965,0.00009420318,0.0034458304,0.00019617082,0.00059511734,0.028373871],"genre_scores_gemma":[0.81686985,0.00012725402,0.17742196,0.00017183216,0.000013881823,0.001024783,0.00024729464,0.000041762225,0.004081364],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9928288,0.0055548125,0.0003157376,0.00029886537,0.00059056893,0.0004112198],"domain_scores_gemma":[0.992303,0.0029020158,0.000468829,0.0004499121,0.002093159,0.001783057],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008776259,0.00070517475,0.0003047969,0.0008761144,0.0021146445,0.0037023863,0.0019462152,0.0013860277,0.0027196347],"category_scores_gemma":[0.012586098,0.0004562959,0.0004948117,0.00052202726,0.0011919456,0.003479391,0.003036566,0.001426995,0.0006677856],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009217536,0.021876609,0.102652565,0.0009320241,0.00018180913,0.010879377,0.24110857,0.09661947,0.047347486,0.050891906,0.021323768,0.40526465],"study_design_scores_gemma":[0.0005159819,0.012431721,0.055180207,0.001197118,0.00016602919,0.005988545,0.39048806,0.2635636,0.05645583,0.030272832,0.18271281,0.0010273169],"about_ca_topic_score_codex":0.0033190001,"about_ca_topic_score_gemma":0.008437269,"teacher_disagreement_score":0.008776259,"about_ca_system_score_codex":0.003035573,"about_ca_system_score_gemma":0.0055831145,"threshold_uncertainty_score":0.04641384},"labels":[],"label_agreement":null},{"id":"W4291963835","doi":"10.4018/978-1-6684-3738-4.ch002","title":"My Path to L2 Identity","year":2022,"lang":"en","type":"book-chapter","venue":"Advances in religious and cultural studies (ARCS) book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Autoethnography; Identity (music); Lyrics; Perception; Pedagogy; Sociology; Psychology; Gender studies; Aesthetics; Literature; Art","score_opus":0.026233595840769834,"score_gpt":0.28929636617311094,"score_spread":0.2630627703323411,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4291963835","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.039091006,0.023033343,0.0063812085,0.1351824,0.0025925606,0.00007017342,0.00007666372,0.00012014459,0.7934526],"genre_scores_gemma":[0.60802144,0.015094808,0.0055237464,0.02736937,0.00086530106,0.00023611334,0.000096223914,0.00024548706,0.34254757],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99841774,0.0010512978,0.000020186782,0.00013900785,0.00017344578,0.00019834649],"domain_scores_gemma":[0.9989421,0.00039482777,0.00006537702,0.000081016915,0.00012802274,0.00038868593],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019584657,0.00038983475,0.00030046247,0.0006371663,0.010265491,0.011007122,0.00093017606,0.0026242537,0.0076871747],"category_scores_gemma":[0.0020441883,0.00022043416,0.0002221184,0.00077504345,0.018476821,0.009742436,0.0073521608,0.007263672,0.0020102293],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000124146345,0.000041740263,0.0004029197,0.00008061845,0.0000019841812,0.000324034,0.27613336,0.000034021727,0.00014350879,0.65639055,0.043565013,0.022869986],"study_design_scores_gemma":[0.000004295157,0.000016301963,0.00027878257,0.0002873097,0.0000011529144,0.00051494915,0.15002778,0.00009092956,0.00017941765,0.059178915,0.7894119,0.000008305196],"about_ca_topic_score_codex":0.009077442,"about_ca_topic_score_gemma":0.01251842,"teacher_disagreement_score":0.011007122,"about_ca_system_score_codex":0.0053773224,"about_ca_system_score_gemma":0.006354562,"threshold_uncertainty_score":0.039015412},"labels":[],"label_agreement":null},{"id":"W4292348720","doi":"10.20360/langandlit29555","title":"Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions","year":2022,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Discourse analysis; Scholarship; Pedagogy; Literacy; Reading (process); Mathematics education; Grounded theory; Qualitative research; Sociology; Linguistics; Psychology","score_opus":0.08627671243910748,"score_gpt":0.3207336362720748,"score_spread":0.23445692383296732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292348720","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988941,0.00041015932,0.0022473205,0.00035263452,0.000017309862,0.000044145618,0.00005596662,0.000036312293,0.007895145],"genre_scores_gemma":[0.9972361,0.00019107955,0.000950426,0.00006507221,0.000012388091,0.00007301766,0.000043459444,0.000029326426,0.0013992023],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9914479,0.0053773513,0.0003644542,0.0011303392,0.0012079654,0.00047186328],"domain_scores_gemma":[0.9196287,0.0654671,0.00900553,0.0012876847,0.0029236982,0.0016873183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073193233,0.00033730618,0.00048530937,0.0021813253,0.0024078097,0.0067042443,0.0009689747,0.0011703254,0.005081059],"category_scores_gemma":[0.06541416,0.00035363308,0.00027733046,0.0012016944,0.003019037,0.0044982624,0.0049486295,0.0016263578,0.0006770339],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016516936,0.0001863754,0.08161362,0.00030488195,0.000047762744,0.00038778878,0.8878218,0.00011041101,0.0034215683,0.0018514118,0.00028638632,0.023802817],"study_design_scores_gemma":[0.00003833302,0.00036696982,0.2236532,0.00057600817,0.000089586516,0.00059349946,0.7480204,0.0013089428,0.003882229,0.0036856858,0.017697655,0.00008751851],"about_ca_topic_score_codex":0.002826193,"about_ca_topic_score_gemma":0.005999582,"teacher_disagreement_score":0.0073193233,"about_ca_system_score_codex":0.0021941806,"about_ca_system_score_gemma":0.0015449336,"threshold_uncertainty_score":0.038708687},"labels":[],"label_agreement":null},{"id":"W4292470334","doi":"10.5539/ijel.v12n5p64","title":"I Want but I Can’t: The Dilemma of EFL Learners in Practising English in the Saudi Context","year":2022,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Dilemma; Context (archaeology); Psychology; English as a foreign language; English language; Data collection; Mathematics education; Foreign language; Pedagogy; Medical education; Sociology; Medicine; Social science; Geography; Mathematics","score_opus":0.031914487980912294,"score_gpt":0.27731199324677974,"score_spread":0.24539750526586745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292470334","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9859762,0.0008962965,0.00040380046,0.008262278,0.000055531647,0.000017248653,0.000010442241,0.000006576763,0.004371741],"genre_scores_gemma":[0.9961591,0.0005868004,0.00039704068,0.0016134473,0.000017613122,0.000012852187,0.000007107568,0.00000533138,0.0012007562],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9940765,0.0037290931,0.0002948906,0.0002597491,0.0009959072,0.000643875],"domain_scores_gemma":[0.9899283,0.003964986,0.0023765957,0.00027189695,0.0015795286,0.0018786868],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009081046,0.00037700756,0.00040715915,0.0006388979,0.007412628,0.0066856053,0.001191171,0.002358277,0.001833114],"category_scores_gemma":[0.013545351,0.0003538646,0.00023088328,0.0005362764,0.008765621,0.0047407495,0.004436475,0.0033980429,0.00053003896],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046391804,0.00009484926,0.019321673,0.00013757529,0.000008863485,0.0026948783,0.9598967,0.000052356318,0.001182572,0.002644904,0.0015974203,0.012321837],"study_design_scores_gemma":[0.000004087026,0.000050018185,0.0027912126,0.00011148135,0.00000574375,0.0012398063,0.98787564,0.00010204712,0.0002858283,0.00067839277,0.0068400344,0.00001567315],"about_ca_topic_score_codex":0.011821011,"about_ca_topic_score_gemma":0.014946531,"teacher_disagreement_score":0.011821011,"about_ca_system_score_codex":0.0030006575,"about_ca_system_score_gemma":0.00496726,"threshold_uncertainty_score":0.048025787},"labels":[],"label_agreement":null},{"id":"W4292583787","doi":"10.5539/elt.v15n9p95","title":"Recast, Task Complexity and Child Learners’ L2 Development","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Nanchang Institute of Technology","keywords":"Psychology; Task (project management); Production (economics); Verb; Corrective feedback; Cognition; Cognitive psychology; Task analysis; Linguistics; Mathematics education","score_opus":0.028264798395719402,"score_gpt":0.2369290059583876,"score_spread":0.20866420756266818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292583787","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99876404,0.000041015224,0.00034191486,0.000011183933,0.0000012017556,0.000010569183,0.000029781557,0.000018186412,0.00078207935],"genre_scores_gemma":[0.99683446,0.0000724528,0.001383516,0.00001384694,0.0000026857037,0.000054304244,0.00012698749,0.000027579796,0.0014842465],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988175,0.0002889691,0.00012056657,0.00024147014,0.00041904734,0.00011236604],"domain_scores_gemma":[0.9890617,0.006059407,0.0026137796,0.0006732504,0.000919732,0.0006721034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013030817,0.000538368,0.00040573737,0.0005725234,0.00020685868,0.0017920195,0.0004118528,0.00026767363,0.0032744482],"category_scores_gemma":[0.010576485,0.00026904786,0.00028058523,0.00019244831,0.000478739,0.00076676393,0.0010700051,0.00049892784,0.00056373124],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022989041,0.0014493532,0.56557333,0.0007972549,0.00013626889,0.0025173244,0.03687902,0.001561661,0.27411535,0.0006866458,0.0007136359,0.11327129],"study_design_scores_gemma":[0.000061830964,0.0025075106,0.9499706,0.000059113172,0.000074519674,0.001933321,0.005945174,0.00187499,0.03314673,0.0006230192,0.0037285257,0.000074816184],"about_ca_topic_score_codex":0.0017520441,"about_ca_topic_score_gemma":0.0019026988,"teacher_disagreement_score":0.0032744482,"about_ca_system_score_codex":0.00032627897,"about_ca_system_score_gemma":0.00037571913,"threshold_uncertainty_score":0.010954082},"labels":[],"label_agreement":null},{"id":"W4293726853","doi":"10.5539/elt.v15n9p127","title":"An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hubei University; Hubei University of Technology","keywords":"Psychology; Mathematics education; Cultural diversity; Sociology","score_opus":0.021252813135993073,"score_gpt":0.26245250228930816,"score_spread":0.24119968915331508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4293726853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99972457,0.000014993369,0.000025064024,0.000009914455,5.4505483e-7,0.000007641901,0.0000040660257,4.2630296e-7,0.00021272828],"genre_scores_gemma":[0.9996165,0.000035022567,0.000079895966,0.000017427441,0.0000013198131,0.000015868834,0.000011469618,6.28182e-7,0.00022180058],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990702,0.00036555162,0.00009630548,0.0001017732,0.00019537947,0.00017076147],"domain_scores_gemma":[0.9961138,0.001722888,0.00093353156,0.00013491254,0.00049600436,0.0005988686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019097903,0.000374849,0.00033898558,0.0016014582,0.0014302302,0.0015276428,0.00046520043,0.00038817135,0.0010499426],"category_scores_gemma":[0.005082346,0.00020803082,0.00020843347,0.00078426633,0.0012124302,0.00063855696,0.0010581606,0.0004386429,0.00013731116],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006531396,0.0003853046,0.58178383,0.00014291755,0.000030219062,0.000601662,0.3883837,0.000032688342,0.00518184,0.00017623504,0.0000718725,0.023144431],"study_design_scores_gemma":[0.00001025702,0.0005241525,0.6666703,0.000047607435,0.00002514599,0.00040662798,0.3295596,0.00020124152,0.0011852281,0.00009004327,0.0012532945,0.000026465505],"about_ca_topic_score_codex":0.007229525,"about_ca_topic_score_gemma":0.0131758675,"teacher_disagreement_score":0.007229525,"about_ca_system_score_codex":0.00081883895,"about_ca_system_score_gemma":0.0014837154,"threshold_uncertainty_score":0.014374912},"labels":[],"label_agreement":null},{"id":"W4294676950","doi":"10.5430/wjel.v12n6p377","title":"A Comparative Study of Chinese EFL Undergraduates’ Pragmatic Competence in English Letter Writing Between Urban and Suburban Universities","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Competence (human resources); Mathematics education; Psychology; Syntax; Significant difference; Linguistics; Pedagogy; Computer science; Medicine; Natural language processing; Social psychology","score_opus":0.01658272405749217,"score_gpt":0.25596434410099245,"score_spread":0.23938162004350028,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294676950","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99973804,0.000017194428,0.00001122609,0.000009968203,7.7800576e-7,0.000003545321,0.0000033076485,2.566844e-7,0.00021563715],"genre_scores_gemma":[0.99974304,0.000032080996,0.000028192479,0.000014617784,0.0000016608622,0.0000072619137,0.000009625253,4.3091626e-7,0.0001631658],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905986,0.00027312367,0.00012750059,0.00010456843,0.00018239196,0.00025260675],"domain_scores_gemma":[0.99711704,0.0007954968,0.00055703195,0.00011439144,0.0005030006,0.0009130606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015714607,0.00023562259,0.00042224396,0.0016587244,0.0015523724,0.0013915058,0.0002837976,0.0003498793,0.001528598],"category_scores_gemma":[0.0043412605,0.0002093217,0.00026859422,0.0014967225,0.0011417614,0.0008837141,0.0011998661,0.0003064668,0.00016417872],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017673078,0.0005497118,0.6638982,0.00013272346,0.000038367743,0.0011297936,0.30492926,0.000054175343,0.0025941906,0.00036034224,0.00023288585,0.025903564],"study_design_scores_gemma":[0.00001101438,0.00031914297,0.84080905,0.000022562397,0.00001612831,0.0003012642,0.15722264,0.000111251065,0.00021875852,0.00007204396,0.0008788489,0.000017342634],"about_ca_topic_score_codex":0.01448873,"about_ca_topic_score_gemma":0.0316402,"teacher_disagreement_score":0.01448873,"about_ca_system_score_codex":0.0011770171,"about_ca_system_score_gemma":0.0020035077,"threshold_uncertainty_score":0.028808773},"labels":[],"label_agreement":null},{"id":"W4294754509","doi":"10.29140/9781914291050-16","title":"Computer mediated communication and task-based learning for adolescent learners of Chinese as a foreign Language in Ireland: An eBook task design under the adaption of Bridge 21 technology-mediated learning model","year":2022,"lang":"en","type":"book-chapter","venue":"Proceedings of the International CALL Research Conference","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trinity College","funders":"","keywords":"Bridge (graph theory); Irish; Curriculum; Mathematics education; Foreign language; Pedagogy; Computer science; Psychology; Linguistics; Medicine","score_opus":0.09745528703655658,"score_gpt":0.32608762053227114,"score_spread":0.22863233349571455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294754509","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97718906,0.000097698474,0.015113326,0.00015602201,0.000016471358,0.002803244,0.000046998175,0.000044310906,0.0045328783],"genre_scores_gemma":[0.9105092,0.00027837724,0.07858792,0.000106662796,0.000010677,0.007276588,0.00012097237,0.00002209431,0.0030874016],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969482,0.0017394504,0.00022043123,0.00025525058,0.00041168352,0.00042498106],"domain_scores_gemma":[0.9971444,0.0014563723,0.00022951022,0.00022591773,0.00053079706,0.00041299313],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005212102,0.00042198884,0.00039689514,0.0008837247,0.001131468,0.0020929698,0.0014094635,0.00074324344,0.0014860916],"category_scores_gemma":[0.006137635,0.00025037382,0.0006327034,0.00037002467,0.0012535929,0.0009592715,0.0019036733,0.00080314174,0.00029616148],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002905428,0.02115907,0.044748977,0.0034740537,0.00015676365,0.0013635744,0.24471964,0.007919539,0.03987756,0.011144922,0.0017859443,0.6207445],"study_design_scores_gemma":[0.004801479,0.056921314,0.2009408,0.0023090648,0.001168711,0.0016835508,0.4957662,0.0483922,0.074854486,0.014921388,0.09765287,0.0005878963],"about_ca_topic_score_codex":0.0033747097,"about_ca_topic_score_gemma":0.004339911,"teacher_disagreement_score":0.005212102,"about_ca_system_score_codex":0.0025463596,"about_ca_system_score_gemma":0.004431455,"threshold_uncertainty_score":0.027564526},"labels":[],"label_agreement":null},{"id":"W4294761569","doi":"10.1017/s0261444822000313","title":"Should linguistics be applied and, if so, how?","year":2022,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Interlanguage; Generative grammar; Linguistics; Second-language acquisition; Linguistic competence; Theoretical linguistics; Computer science; Grammar; Emergent grammar; Language acquisition; Developmental linguistics; First language; Comprehension approach; Language education; Philosophy","score_opus":0.036797878385530246,"score_gpt":0.2661739597267596,"score_spread":0.22937608134122936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294761569","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016128486,0.019496663,0.0028803702,0.95362717,0.004055896,0.000015370853,0.00001873467,0.00007174148,0.01822122],"genre_scores_gemma":[0.34564087,0.111826226,0.023145897,0.45455885,0.0283556,0.00039187714,0.00018026923,0.00041487452,0.035485566],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97996134,0.014265389,0.00081303174,0.0010131132,0.002479303,0.0014677999],"domain_scores_gemma":[0.95708174,0.02400102,0.0016362388,0.0035376647,0.010669541,0.003073834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03174463,0.00062520336,0.0012819928,0.002454988,0.004436801,0.014835272,0.0021341192,0.010963718,0.0065813614],"category_scores_gemma":[0.04418558,0.0004615216,0.00059962727,0.0027198715,0.038994223,0.025201153,0.004540332,0.011149617,0.0036440317],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005820464,0.00011150524,0.00156505,0.0010378307,0.000029609695,0.0002709487,0.0057247863,0.00047466595,0.0002898776,0.75777054,0.13086258,0.10180438],"study_design_scores_gemma":[0.000016867909,0.000021431044,0.0008461431,0.002073287,0.000014003859,0.00022001675,0.0073243724,0.0004698198,0.00029690607,0.6484361,0.34024975,0.000031386742],"about_ca_topic_score_codex":0.0076128948,"about_ca_topic_score_gemma":0.0059663374,"teacher_disagreement_score":0.03174463,"about_ca_system_score_codex":0.007632416,"about_ca_system_score_gemma":0.015937151,"threshold_uncertainty_score":0.16788363},"labels":[],"label_agreement":null},{"id":"W4295101080","doi":"10.1075/pl.22004.van","title":"Role-play and dialogic meta-pragmatics in developing and assessing pragmatic competence","year":2022,"lang":"en","type":"article","venue":"Pedagogical Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trinity Western University; Simon Fraser University","funders":"","keywords":"Dialogic; Pragmatics; Psychology; Conversation; Fluency; Grammar; Competence (human resources); Vocabulary; Linguistics; Conversation analysis; Pedagogy; Mathematics education; Communication; Social psychology","score_opus":0.17524819651616558,"score_gpt":0.3468807100114274,"score_spread":0.17163251349526182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295101080","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9070247,0.0010279184,0.06418942,0.00041558442,0.000053364107,0.0011009832,0.00012662225,0.00014330869,0.025918094],"genre_scores_gemma":[0.9708266,0.00015127932,0.028025374,0.000022931077,0.0000051537118,0.0004318833,0.000027824246,0.0000127076355,0.00049618504],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98825955,0.009054519,0.0005731865,0.00042105836,0.0013363805,0.0003552609],"domain_scores_gemma":[0.97669697,0.017251128,0.0019103335,0.00086540316,0.002406055,0.0008701535],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017524008,0.00054067856,0.00036999982,0.0035383385,0.0011336635,0.0034663985,0.00086704816,0.00072934414,0.0016504861],"category_scores_gemma":[0.031186331,0.00050960924,0.0004482118,0.0008463911,0.0029636417,0.003494547,0.0034872948,0.0010993854,0.00019219617],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001418334,0.0008921257,0.2620708,0.0033863727,0.00023541317,0.0012709547,0.31528097,0.003430364,0.048178736,0.04834033,0.0015195453,0.31397602],"study_design_scores_gemma":[0.00015622728,0.0018567414,0.61931956,0.0026604738,0.00037375823,0.004171545,0.19397599,0.045776337,0.037019547,0.06389626,0.030257434,0.0005361417],"about_ca_topic_score_codex":0.0015416148,"about_ca_topic_score_gemma":0.003286905,"teacher_disagreement_score":0.017524008,"about_ca_system_score_codex":0.000960432,"about_ca_system_score_gemma":0.0015187908,"threshold_uncertainty_score":0.09267688},"labels":[],"label_agreement":null},{"id":"W4295927907","doi":"10.1017/s0272263122000316","title":"Explicit Instruction within a Task: Before, During, or After?","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Hôtel-Dieu de Montréal","funders":"","keywords":"Grammaticality; Task (project management); Imitation; Explicit knowledge; Psychology; Test (biology); Control (management); Cognitive psychology; Computer science; Social psychology; Linguistics; Artificial intelligence; Grammar","score_opus":0.022320106991651056,"score_gpt":0.2793013818350014,"score_spread":0.25698127484335037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295927907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984987,0.00011791584,0.000749745,0.000014420006,0.000014273799,0.000025195677,0.000014667553,0.000026755946,0.00053833215],"genre_scores_gemma":[0.99743193,0.00009812743,0.0016513721,0.000024804704,0.000013387656,0.00005313916,0.000044910634,0.000017479506,0.00066476426],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9992449,0.00015485789,0.00008316944,0.00022044026,0.00017343111,0.00012315901],"domain_scores_gemma":[0.99208975,0.004981653,0.0013719467,0.00056834513,0.00030447677,0.00068387616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008159159,0.0003715659,0.00049396366,0.00022970988,0.00020513145,0.00059307955,0.0004928471,0.00043335836,0.002529596],"category_scores_gemma":[0.008760957,0.00026499195,0.00013061478,0.00018116347,0.0003055251,0.0006170877,0.00050469494,0.00055179215,0.0003753722],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.028960329,0.011446926,0.031572945,0.0007208546,0.00012639031,0.00034128866,0.0020465471,0.0007320127,0.7194283,0.0005659777,0.000283506,0.20377499],"study_design_scores_gemma":[0.0019976168,0.05173077,0.537249,0.00030965728,0.0005790465,0.00081291964,0.001960365,0.006172503,0.3902174,0.0016883796,0.007160741,0.00012159868],"about_ca_topic_score_codex":0.0006173248,"about_ca_topic_score_gemma":0.00073389726,"teacher_disagreement_score":0.002529596,"about_ca_system_score_codex":0.00020488925,"about_ca_system_score_gemma":0.00048601977,"threshold_uncertainty_score":0.00846231},"labels":[],"label_agreement":null},{"id":"W4296343185","doi":"10.31274/psllt.13271","title":"International EAL Students’ Linguistic Self-Perception and Willingness to Communicate","year":2022,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"Simon Fraser University","keywords":"Fluency; Willingness to communicate; Perception; Psychology; Sociolinguistics; Class (philosophy); Intelligibility (philosophy); Contrast (vision); Qualitative research; Second language; Mathematics education; Social psychology; Linguistics; Pedagogy; Computer science; Sociology","score_opus":0.03246643802303007,"score_gpt":0.29146204788707314,"score_spread":0.2589956098640431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4296343185","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991641,0.000015863574,0.00006629842,0.000010811395,0.0000018916746,0.000030602667,0.000025760986,0.0000013788119,0.00068329374],"genre_scores_gemma":[0.99866605,0.000029088731,0.00018316094,0.000033804135,0.000002825291,0.00009673661,0.000052081232,0.0000026011674,0.0009336328],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871945,0.0002899646,0.00009960787,0.00020475648,0.00027888152,0.00040737874],"domain_scores_gemma":[0.9963205,0.0010248924,0.00085089816,0.00021152855,0.00079146726,0.00080078765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003691704,0.00049375254,0.00052211905,0.0016035609,0.001471853,0.0028985692,0.0005722779,0.00052511116,0.0026349754],"category_scores_gemma":[0.0048901187,0.00028139,0.00036557156,0.0008156135,0.0010499586,0.0008696814,0.0014735578,0.0010092672,0.0004605545],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030600818,0.0020389438,0.7769886,0.00008930656,0.000047001595,0.0002753127,0.19030763,0.00006649599,0.0031572026,0.00023265892,0.00027831862,0.026212443],"study_design_scores_gemma":[0.00001817196,0.0009477321,0.7758449,0.000042459258,0.000032199652,0.0001372874,0.21941917,0.00021353389,0.0011511416,0.00011284405,0.0020223665,0.00005818716],"about_ca_topic_score_codex":0.015920999,"about_ca_topic_score_gemma":0.028096931,"teacher_disagreement_score":0.015920999,"about_ca_system_score_codex":0.0011411966,"about_ca_system_score_gemma":0.0014167171,"threshold_uncertainty_score":0.031656623},"labels":[],"label_agreement":null},{"id":"W4296554480","doi":"10.21203/rs.3.rs-2039050/v1","title":"University literacy in Francophone minority settings: The challenges of teaching effectiveness","year":2022,"lang":"en","type":"preprint","venue":"Research Square","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec en Outaouais; Université de Montréal; University of Alberta","funders":"","keywords":"Bachelor; French; Literacy; Variety (cybernetics); Perspective (graphical); Psychology; Pedagogy; Diversity (politics); Neuroscience of multilingualism; Linguistic landscape; Sociology; Linguistics; Mathematics education; History; Computer science; Art; Visual arts","score_opus":0.06436655198940891,"score_gpt":0.3589210734843652,"score_spread":0.2945545214949563,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4296554480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98153716,0.0004910777,0.00012553426,0.0045924135,0.000040956445,0.000053326166,0.0000295238,0.000012835902,0.013117204],"genre_scores_gemma":[0.99916136,0.00008576692,0.0000578306,0.0001959306,0.000008131015,0.000013900364,0.000005280176,0.0000027714987,0.00046904496],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9760784,0.0148953,0.0008685531,0.0008768641,0.003105913,0.0041749114],"domain_scores_gemma":[0.96310234,0.017163055,0.0030893027,0.00089149084,0.004952434,0.010801293],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021563144,0.00032135565,0.0006302188,0.001441669,0.012884836,0.011765878,0.001731852,0.0010144636,0.0048049414],"category_scores_gemma":[0.038987797,0.00020144852,0.0002235344,0.0013021512,0.00471903,0.0033665823,0.0071710227,0.0010851827,0.0005380766],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004425517,0.0009799884,0.117073104,0.0004849955,0.000051759005,0.00082744774,0.73853445,0.00013131803,0.0011665558,0.0036732273,0.004004979,0.13262962],"study_design_scores_gemma":[0.000045172852,0.00039781787,0.07899513,0.00037880486,0.000031137788,0.00021810952,0.90589756,0.0002093905,0.00064306636,0.0007549155,0.01239634,0.000032582182],"about_ca_topic_score_codex":0.11871929,"about_ca_topic_score_gemma":0.20395905,"teacher_disagreement_score":0.11871929,"about_ca_system_score_codex":0.017008271,"about_ca_system_score_gemma":0.017256713,"threshold_uncertainty_score":0.2360565},"labels":[],"label_agreement":null},{"id":"W4297229277","doi":"10.5430/wjel.v12n8p20","title":"Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Communicative competence; Experiential learning; Pedagogy; Foreign language; English as a lingua franca; Cultural competence; Psychology; Intercultural competence; China; Cultural diversity; Competence (human resources); Linguistics; Sociology; Political science; Lingua franca; Social psychology","score_opus":0.012229783353310032,"score_gpt":0.25803384624028164,"score_spread":0.2458040628869716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297229277","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981285,0.000074745876,0.00009503194,0.000181227,0.0000061705173,0.000007531476,0.000006418856,0.0000017165019,0.0014986352],"genre_scores_gemma":[0.99859315,0.00016053373,0.0001101962,0.00007830694,0.0000044776157,0.000006413191,0.000007868659,0.0000033853203,0.0010355678],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99865687,0.0007993327,0.00004162234,0.000073529794,0.00014025628,0.0002883988],"domain_scores_gemma":[0.99790895,0.0010190825,0.0001925307,0.00007861824,0.0002529417,0.00054804067],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026808875,0.00051467837,0.00029048775,0.00080567895,0.0054699047,0.0037410338,0.000599367,0.00087954174,0.002138663],"category_scores_gemma":[0.0031522363,0.0002230324,0.00024072823,0.0005530021,0.0031708465,0.0019619258,0.003900345,0.0015386496,0.00038973405],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007342119,0.00016755596,0.012431757,0.00004330702,0.000005644894,0.0007377744,0.97605443,0.00005043384,0.0013706358,0.0007159547,0.0003196576,0.008029427],"study_design_scores_gemma":[0.0000033019746,0.000105992964,0.008661324,0.00004690424,0.000005970836,0.00017435849,0.9858381,0.00014318846,0.00054878154,0.000107064574,0.004354419,0.000010601687],"about_ca_topic_score_codex":0.015257137,"about_ca_topic_score_gemma":0.033373546,"teacher_disagreement_score":0.015257137,"about_ca_system_score_codex":0.0022099528,"about_ca_system_score_gemma":0.0018530425,"threshold_uncertainty_score":0.030336678},"labels":[],"label_agreement":null},{"id":"W4297349522","doi":"10.5539/elt.v15n10p64","title":"Use of Communication Strategies in Oral Interactions: (In)effectiveness of CLT Approach in L2 Teaching","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Intervention (counseling); Mathematics education; Medical education; Pedagogy; Medicine","score_opus":0.043398849001700414,"score_gpt":0.29972589721610315,"score_spread":0.2563270482144027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297349522","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9922248,0.00034518514,0.0008114045,0.00021392047,0.000022216173,0.000111957415,0.000032531356,0.000036525547,0.0062014693],"genre_scores_gemma":[0.9932359,0.0005988915,0.0028968665,0.00011117656,0.000014679442,0.00016841809,0.00005515403,0.00001546201,0.0029035157],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99395907,0.003697056,0.00040796076,0.00048151586,0.0010663293,0.00038807196],"domain_scores_gemma":[0.9848438,0.009893679,0.0024073415,0.00053292356,0.0009855501,0.0013367146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042351894,0.0004825727,0.00039820114,0.00088215194,0.0009341942,0.0026835545,0.0007457351,0.00074719655,0.0027825043],"category_scores_gemma":[0.023548475,0.00023752157,0.0004078063,0.00043653202,0.00081151124,0.001278215,0.0019739743,0.0009304571,0.0005945054],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010953106,0.004185496,0.1769582,0.0027701755,0.00018977495,0.0016947306,0.2582006,0.0007608856,0.027708633,0.00097034656,0.0017499477,0.523716],"study_design_scores_gemma":[0.00025108352,0.007856694,0.6081202,0.001729838,0.0005038109,0.003721915,0.32913777,0.0033332037,0.01620431,0.0012528186,0.027663548,0.00022474892],"about_ca_topic_score_codex":0.0023126274,"about_ca_topic_score_gemma":0.003657505,"teacher_disagreement_score":0.0042351894,"about_ca_system_score_codex":0.000823057,"about_ca_system_score_gemma":0.0017566411,"threshold_uncertainty_score":0.022398114},"labels":[],"label_agreement":null},{"id":"W4297693619","doi":"","title":"An Investigation of University Students’ Willingness to Communicate in English in Relation to Some Learner Variables","year":2017,"lang":"en","type":"article","venue":"DergiPark (Istanbul University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Relation (database); Mathematics education; Psychology; Willingness to communicate; Mathematics; Social psychology; Computer science","score_opus":0.035180313434462526,"score_gpt":0.24258109265578287,"score_spread":0.20740077922132033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297693619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961424,0.000016529211,0.000025070078,0.000014175297,9.147072e-7,0.000004974024,0.000011611533,6.2404746e-7,0.00031174443],"genre_scores_gemma":[0.9996138,0.000029850278,0.00005546814,0.000012971905,0.0000023152888,0.000015479889,0.000025916743,7.160627e-7,0.00024353852],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99879944,0.00043963158,0.00015720693,0.00010178482,0.00032989038,0.000172041],"domain_scores_gemma":[0.99152124,0.0035335082,0.0022746143,0.00028995165,0.0012126829,0.0011679124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020327691,0.00018105176,0.00030214927,0.0010972614,0.0006417689,0.0013697885,0.0002592015,0.0004980858,0.0027161632],"category_scores_gemma":[0.008959556,0.00015147838,0.0003763398,0.0008349992,0.00047076851,0.0005253347,0.0006926971,0.0007572175,0.0003798686],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009684362,0.00041683216,0.9834516,0.000042005475,0.000033898603,0.00016355701,0.008008556,0.000046871308,0.0008619716,0.0000638537,0.000072985626,0.0067409934],"study_design_scores_gemma":[0.000004977857,0.0005112742,0.9766881,0.00001814835,0.000019847766,0.00016189429,0.021549214,0.00018231693,0.00043918402,0.000049327246,0.00035970847,0.00001603865],"about_ca_topic_score_codex":0.0010116758,"about_ca_topic_score_gemma":0.0011080776,"teacher_disagreement_score":0.0027161632,"about_ca_system_score_codex":0.00030464292,"about_ca_system_score_gemma":0.0004482842,"threshold_uncertainty_score":0.010750473},"labels":[],"label_agreement":null},{"id":"W4297800675","doi":"10.16993/bbz","title":"Exploring Language Education: Global and Local Perspectives","year":2022,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Multilingualism; Scope (computer science); Selection (genetic algorithm); Sociology; Pedagogy; Applied linguistics; Language education; Language industry; Diversity (politics); Language policy; Political science; Linguistics; Engineering ethics; Comprehension approach; Computer science; Engineering","score_opus":0.07051208893668715,"score_gpt":0.2681550348557364,"score_spread":0.19764294591904924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297800675","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06907275,0.115618296,0.0039322623,0.12918724,0.0013347873,0.000037171107,0.00018312233,0.00019095083,0.68044347],"genre_scores_gemma":[0.87843895,0.061412632,0.0023634315,0.011974062,0.0011415677,0.00012139646,0.00018647981,0.00027238845,0.044089116],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9961184,0.0026240076,0.00009880968,0.00032072645,0.00034278762,0.00049526343],"domain_scores_gemma":[0.9971591,0.0020691084,0.00015034697,0.00012561335,0.00013568036,0.0003602188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042990595,0.00091467076,0.0010556157,0.0029524555,0.008783425,0.024515444,0.00171012,0.0043155625,0.009340792],"category_scores_gemma":[0.002663607,0.00054195453,0.00049524603,0.006370479,0.02680029,0.015770322,0.012754136,0.0062100347,0.0012027806],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034048222,0.000050946674,0.0019981137,0.0012408932,0.00002821141,0.001284238,0.42642778,0.00042237106,0.00040797764,0.50784665,0.021522216,0.03873658],"study_design_scores_gemma":[0.000007977677,0.00005761797,0.0020995843,0.0017825196,0.000024138935,0.00085526146,0.407749,0.00016723874,0.00023644666,0.0677066,0.5192856,0.000028035322],"about_ca_topic_score_codex":0.0035747765,"about_ca_topic_score_gemma":0.01054509,"teacher_disagreement_score":0.024515444,"about_ca_system_score_codex":0.0077474904,"about_ca_system_score_gemma":0.0037486372,"threshold_uncertainty_score":0.056212187},"labels":[],"label_agreement":null},{"id":"W4297973507","doi":"10.5539/elt.v15n10p108","title":"Factors Causing Learners&amp;#39; Anxiety in FL Speaking: The Case of GFP Learners at UTAS, Nizwa, Oman","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Psychology; Syllabus; Foreign language; Test anxiety; Communication apprehension; Fear of negative evaluation; Likert scale; Mathematics education; Developmental psychology; Medical education; Applied psychology; Social anxiety","score_opus":0.03663611989276503,"score_gpt":0.2708211656198879,"score_spread":0.23418504572712287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297973507","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983973,0.000100775935,0.000043033335,0.0005289402,0.000010131534,0.0000102681315,0.0000070197084,0.0000030078158,0.00089957257],"genre_scores_gemma":[0.9973611,0.0003187555,0.00011199928,0.0002653731,0.000016274173,0.000012033217,0.000009020941,0.0000048658108,0.001900549],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991524,0.00024388367,0.000040268424,0.00005187173,0.00010638496,0.0004052004],"domain_scores_gemma":[0.99882096,0.0002650849,0.0001957208,0.000029466577,0.00009918004,0.0005895716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007888325,0.00045263654,0.00036801348,0.0008272282,0.0101541225,0.0025949564,0.00089213555,0.0017587453,0.0034205057],"category_scores_gemma":[0.001431015,0.00038994104,0.00051990687,0.0005555985,0.0026673006,0.0010100886,0.0025566332,0.0024881635,0.0004749061],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010722869,0.00087312347,0.1623413,0.00020997382,0.000025542799,0.16190895,0.6502187,0.00015926793,0.0033097737,0.0016373947,0.0018292798,0.017379412],"study_design_scores_gemma":[0.0000065805384,0.0002635796,0.05000129,0.00009991758,0.000026499067,0.03152224,0.91207093,0.00021216637,0.0006282498,0.00033759448,0.004795351,0.00003566526],"about_ca_topic_score_codex":0.017594356,"about_ca_topic_score_gemma":0.038115386,"teacher_disagreement_score":0.017594356,"about_ca_system_score_codex":0.0024136845,"about_ca_system_score_gemma":0.0029646142,"threshold_uncertainty_score":0.034983933},"labels":[],"label_agreement":null},{"id":"W4298145382","doi":"10.5430/wjel.v12n8p74","title":"The Effect of Pragmatic Instruction on Developing Learners’ Use of Request Modifiers in the EFL Context","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Competence (human resources); Perception; Mathematics education; Preference; Psychology","score_opus":0.02115527318723866,"score_gpt":0.250670418271672,"score_spread":0.22951514508443335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4298145382","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99623245,0.00009410242,0.0012307782,0.000080819584,0.0000055570613,0.00015355872,0.0000072838343,0.00003234579,0.0021631196],"genre_scores_gemma":[0.9888622,0.00027138277,0.00971462,0.000057079193,0.0000065847566,0.00026512804,0.000016161397,0.000009904924,0.00079692743],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9963625,0.0022272943,0.00021498062,0.00029073507,0.0006806482,0.00022383651],"domain_scores_gemma":[0.9844317,0.012158727,0.0014721387,0.00069472817,0.00064103527,0.00060185726],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039398996,0.0005368878,0.0003878725,0.00046170907,0.0005661238,0.00090027595,0.0005563001,0.00050855457,0.001544774],"category_scores_gemma":[0.018879842,0.0003151904,0.00032449278,0.00024120037,0.0011772576,0.0013318007,0.0014116775,0.0007834992,0.00019938816],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020477956,0.013654861,0.0793568,0.0038048855,0.00014863777,0.002347079,0.20152272,0.0011300431,0.19375803,0.0043278835,0.0008591799,0.49704215],"study_design_scores_gemma":[0.0017936693,0.029098984,0.55445474,0.0015435147,0.0013277172,0.003372838,0.14570455,0.008282448,0.20294772,0.009459543,0.041507047,0.00050723634],"about_ca_topic_score_codex":0.00090150686,"about_ca_topic_score_gemma":0.0014576993,"teacher_disagreement_score":0.0039398996,"about_ca_system_score_codex":0.0005002548,"about_ca_system_score_gemma":0.0015597125,"threshold_uncertainty_score":0.020836413},"labels":[],"label_agreement":null},{"id":"W4298837738","doi":"","title":"Linguistic stratification in a multilingual mathematics classroom","year":2015,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University; University of Ottawa","funders":"","keywords":"Computer science; Stratification (seeds); Linguistics; Mathematics education; Artificial intelligence; Natural language processing; Mathematics; Philosophy","score_opus":0.04540617127213298,"score_gpt":0.27033195228101764,"score_spread":0.22492578100888466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4298837738","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9439317,0.00011326789,0.0009474064,0.0010596802,0.000026816031,0.000011765406,0.000021832322,0.00004384886,0.053843606],"genre_scores_gemma":[0.9969078,0.000019172212,0.0002935416,0.00004411007,0.000007752511,0.000006213381,0.000012659158,0.000013249513,0.0026955565],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9977608,0.001085125,0.00007222989,0.00034007998,0.0004041131,0.00033767166],"domain_scores_gemma":[0.9968454,0.0010032537,0.0002666,0.00017119445,0.00047796738,0.0012355563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015552094,0.00028293036,0.0005292527,0.0011224594,0.0072926804,0.008525,0.00045731745,0.00066494936,0.009168959],"category_scores_gemma":[0.00377617,0.0003009843,0.0001369171,0.0011010126,0.0032201556,0.0037355034,0.007169659,0.0018115056,0.0012169477],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011457832,0.0011552015,0.060487375,0.00017610444,0.000023437478,0.0018170101,0.65073025,0.0009445543,0.0174494,0.16902925,0.0067654904,0.0902761],"study_design_scores_gemma":[0.00027460637,0.00066725025,0.09545157,0.0002481488,0.00007903096,0.0006967218,0.639212,0.008736758,0.008279151,0.12503083,0.12113825,0.00018566688],"about_ca_topic_score_codex":0.014186157,"about_ca_topic_score_gemma":0.028061695,"teacher_disagreement_score":0.014186157,"about_ca_system_score_codex":0.0036781246,"about_ca_system_score_gemma":0.0045454274,"threshold_uncertainty_score":0.030673206},"labels":[],"label_agreement":null},{"id":"W4300024058","doi":"10.5281/zenodo.1108446","title":"Exploring Sl Writing And Sl Sensitivity During Writing Tasks: Poor And Advanced Writing In A Context Of Second Language Other Than English","year":2015,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia","keywords":"Context (archaeology); Second language writing; Linguistics; Sensitivity (control systems); Psychology; English language; Computer science; Mathematics education; Second language; History; Engineering; Philosophy","score_opus":0.07561359208146062,"score_gpt":0.24649931148438103,"score_spread":0.1708857194029204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4300024058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999561,0.000038371258,0.00004315209,0.000005139205,7.5820043e-7,0.0000053498475,0.00001179079,0.0000011378226,0.00033323333],"genre_scores_gemma":[0.99955004,0.000043687593,0.00008227854,0.000007100423,0.0000013850178,0.000009055046,0.000027796177,0.000001805143,0.00027684946],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99879336,0.0003423329,0.00022563772,0.00018196879,0.00028309517,0.00017348322],"domain_scores_gemma":[0.99456936,0.0021121658,0.0019074277,0.00026636923,0.0006330147,0.0005116511],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014837458,0.00043209977,0.0003783734,0.001991156,0.0005323691,0.0013800274,0.00031016278,0.0004280717,0.0011579208],"category_scores_gemma":[0.01026914,0.0002241713,0.0002559708,0.00057523476,0.0009641171,0.0009281797,0.0019856687,0.00054191164,0.00034353393],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000114953735,0.00021340662,0.93426806,0.00009175536,0.00003063491,0.0011745057,0.044256046,0.00008103123,0.0039884434,0.000080254926,0.00006017837,0.015640747],"study_design_scores_gemma":[0.0000049438163,0.0004488236,0.97280395,0.00003198832,0.000020114494,0.00303754,0.021287164,0.00018856674,0.0014377128,0.00012605883,0.00059888425,0.0000141946075],"about_ca_topic_score_codex":0.0018144983,"about_ca_topic_score_gemma":0.0025099288,"teacher_disagreement_score":0.001991156,"about_ca_system_score_codex":0.00032311596,"about_ca_system_score_gemma":0.0004308566,"threshold_uncertainty_score":0.007846832},"labels":[],"label_agreement":null},{"id":"W4300303172","doi":"","title":"Meaningful Writing in the Heritage Language Class: A Case Study of Heritage Learners of Spanish in Canada","year":2013,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Heritage language; Class (philosophy); Linguistics; Mathematics education; History; Visual arts; Sociology; Pedagogy; Psychology; Art; Computer science; Artificial intelligence; Philosophy","score_opus":0.2100881531557996,"score_gpt":0.47544882710182534,"score_spread":0.26536067394602575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4300303172","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98423254,0.00039031118,0.00054949446,0.0019725277,0.00006051796,0.00017098445,0.00005526374,0.00002100728,0.012547329],"genre_scores_gemma":[0.9813641,0.0007508529,0.0012542735,0.0005778992,0.000020872416,0.00005315106,0.0000649915,0.00004861357,0.015865259],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99557257,0.001376026,0.00011067185,0.00039868493,0.00091650017,0.0016254769],"domain_scores_gemma":[0.9937896,0.0014790898,0.00039463674,0.00017523444,0.0012036723,0.0029577636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025659355,0.0010542731,0.0009376527,0.0016600768,0.044516522,0.00762756,0.003841445,0.00276625,0.003419664],"category_scores_gemma":[0.008045779,0.00048411018,0.0005017548,0.0022297292,0.012157169,0.001574122,0.005898347,0.004961042,0.0005212933],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002885433,0.00016820258,0.0047737816,0.00006452757,0.0000052060605,0.0071324636,0.9766641,0.000069988586,0.00074538856,0.0012988134,0.0012363846,0.0078121983],"study_design_scores_gemma":[0.0000051635375,0.000036155845,0.0033109023,0.00004484074,0.0000052867135,0.00095406873,0.97987545,0.00008027401,0.0002890224,0.00018126951,0.015198186,0.000019424015],"about_ca_topic_score_codex":0.8321552,"about_ca_topic_score_gemma":0.9554872,"teacher_disagreement_score":0.16784477,"about_ca_system_score_codex":0.034607034,"about_ca_system_score_gemma":0.059648458,"threshold_uncertainty_score":0.33766645},"labels":[],"label_agreement":null},{"id":"W4300881224","doi":"","title":"Learning to teach with videoconferencing in primary foreign language classrooms","year":2011,"lang":"en","type":"article","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Linguistic Association","funders":"","keywords":"Videoconferencing; Mathematics education; Foreign language; Pedagogy; Psychology; Multimedia; Computer science","score_opus":0.019409481686375275,"score_gpt":0.2067150572175653,"score_spread":0.18730557553119004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4300881224","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9569138,0.0004434368,0.0033253494,0.0005937434,0.00015691848,0.00025645582,0.00011236104,0.00014496139,0.03805291],"genre_scores_gemma":[0.9540288,0.00079367583,0.009484961,0.0004331079,0.000045361947,0.00034285354,0.0002669441,0.00004994966,0.034554344],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9982722,0.00042716577,0.00006405877,0.00037339414,0.0004416263,0.00042166244],"domain_scores_gemma":[0.9945216,0.0014818573,0.00035294105,0.0003105416,0.0007555151,0.0025774825],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019493809,0.00078110024,0.0007186603,0.0010430004,0.0016498365,0.005448052,0.0018987264,0.0012622109,0.019245582],"category_scores_gemma":[0.008548266,0.00032910937,0.0004770774,0.00070943276,0.0007482714,0.0030021358,0.0028403047,0.0018105368,0.004298206],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002298244,0.023824418,0.037256684,0.0011626952,0.000069026435,0.002140365,0.13515055,0.002687541,0.039502036,0.008124557,0.026355756,0.72142816],"study_design_scores_gemma":[0.0021763798,0.015837872,0.25385526,0.0040586637,0.00046610643,0.004778707,0.319608,0.017929383,0.08119555,0.0450889,0.25442404,0.0005811846],"about_ca_topic_score_codex":0.008013935,"about_ca_topic_score_gemma":0.023422606,"teacher_disagreement_score":0.019245582,"about_ca_system_score_codex":0.0025138322,"about_ca_system_score_gemma":0.004743977,"threshold_uncertainty_score":0.06438291},"labels":[],"label_agreement":null},{"id":"W4301022857","doi":"10.7916/d8j690w4","title":"An Interview with APPLE Lecture Speaker Professor Roy Lyster","year":2018,"lang":"en","type":"article","venue":"Columbia Academic Commons (Columbia University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Art; Mathematics education; Speech recognition; Computer science; Philosophy","score_opus":0.03370772929542703,"score_gpt":0.23378983993070876,"score_spread":0.20008211063528172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4301022857","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02046406,0.026408352,0.000924251,0.8518756,0.027021267,0.00034829165,0.0008004996,0.00040959273,0.071748145],"genre_scores_gemma":[0.1650405,0.016386699,0.0023502044,0.45127586,0.008347194,0.0014082142,0.00049084023,0.0006980753,0.3540024],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9936799,0.0021608882,0.0002133355,0.0011535446,0.0017529622,0.0010394534],"domain_scores_gemma":[0.99332196,0.0024162296,0.00042310005,0.00018392935,0.0016743462,0.0019804311],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054611573,0.0010853678,0.0020341363,0.0016688148,0.010431009,0.0075949784,0.0015119705,0.007310985,0.028641392],"category_scores_gemma":[0.01429644,0.0010100164,0.0006114662,0.0013923415,0.0039958996,0.006272654,0.0048856535,0.020816801,0.012406035],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006065592,0.000063303814,0.0004208858,0.00007487349,0.0000040319346,0.0008504535,0.017344933,0.000041836443,0.00049458374,0.0031518457,0.96877354,0.008719106],"study_design_scores_gemma":[0.000013798731,0.00005711054,0.00093667,0.00018510557,0.000005157478,0.00077308336,0.029128807,0.00007505099,0.00026286187,0.00053402374,0.9679653,0.000063056046],"about_ca_topic_score_codex":0.013773164,"about_ca_topic_score_gemma":0.017551893,"teacher_disagreement_score":0.028641392,"about_ca_system_score_codex":0.0088124415,"about_ca_system_score_gemma":0.006923459,"threshold_uncertainty_score":0.09581506},"labels":[],"label_agreement":null},{"id":"W4301458895","doi":"10.21832/9781788929950-005","title":"3 Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice","year":2022,"lang":"en","type":"book-chapter","venue":"Multilingual Matters eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Pedagogy; Psychology; Medical education; Sociology; Medicine","score_opus":0.01989213601556193,"score_gpt":0.24480124536714815,"score_spread":0.2249091093515862,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4301458895","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97620755,0.0002559719,0.00007413234,0.0012610751,0.000019091614,0.000015178413,0.000042909174,0.00000574247,0.022118311],"genre_scores_gemma":[0.98583174,0.00023248458,0.00009746241,0.00019171924,0.0000034644493,0.000012063183,0.000033015807,0.0000074109475,0.013590808],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985209,0.0002780523,0.000038384627,0.00009343485,0.00038489336,0.0006843677],"domain_scores_gemma":[0.9949327,0.0006396241,0.00036294805,0.000059782575,0.0012715603,0.0027334397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019654443,0.0002837605,0.00024577032,0.0010945606,0.016861798,0.005908632,0.0010388191,0.00092690485,0.0048578875],"category_scores_gemma":[0.0034016422,0.00029921354,0.00029520696,0.00138893,0.0052174893,0.0021297743,0.0028002984,0.002296491,0.00040028643],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006268434,0.000097899276,0.067520894,0.00004208323,0.000004534771,0.00039773982,0.9169779,0.000036430218,0.00067756383,0.0023791352,0.0030663558,0.008736872],"study_design_scores_gemma":[0.0000032569549,0.000021927377,0.07519554,0.00004305423,0.0000061456954,0.000044011224,0.9139233,0.000050373917,0.00012830681,0.00011106168,0.010454979,0.000018004626],"about_ca_topic_score_codex":0.9295802,"about_ca_topic_score_gemma":0.97883373,"teacher_disagreement_score":0.07041979,"about_ca_system_score_codex":0.02528153,"about_ca_system_score_gemma":0.045161564,"threshold_uncertainty_score":0.18343121},"labels":[],"label_agreement":null},{"id":"W4301660567","doi":"10.3138/cmlr.70.1.123","title":"Book and Software Reviews / Critiques de livres et de logiciels","year":2014,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Art; Indigenous","score_opus":0.01782408658608869,"score_gpt":0.25959773012561693,"score_spread":0.24177364353952824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4301660567","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00064580457,0.6847591,0.008088695,0.07807205,0.039836433,0.000058385493,0.00045101435,0.0005976613,0.18749094],"genre_scores_gemma":[0.017106017,0.5981119,0.00844605,0.030760653,0.035658054,0.00017968775,0.0009348671,0.0011925468,0.30761024],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9951716,0.0013602854,0.00032082977,0.00037600668,0.0026201627,0.00015113864],"domain_scores_gemma":[0.9796587,0.010554684,0.0006963139,0.0011674712,0.007468239,0.00045455864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036325196,0.0007999075,0.00094213156,0.008114394,0.0017831604,0.006514576,0.0011898851,0.0021355809,0.027125899],"category_scores_gemma":[0.018105667,0.0005411214,0.0007332426,0.0099094445,0.00425137,0.0060280254,0.0016731921,0.0032853496,0.016943514],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010743811,0.000013769301,0.00008124713,0.0011344221,0.000012247464,0.000044780398,0.00048676392,0.0001594799,0.00015046714,0.04856575,0.82990766,0.119432695],"study_design_scores_gemma":[0.0000019535253,0.0000037311906,0.00011776946,0.000575977,0.0000036774588,0.00005071088,0.00011145234,0.000030295987,0.000029848174,0.002855909,0.9962154,0.0000032185187],"about_ca_topic_score_codex":0.019241236,"about_ca_topic_score_gemma":0.023007005,"teacher_disagreement_score":0.027125899,"about_ca_system_score_codex":0.0055797505,"about_ca_system_score_gemma":0.00675626,"threshold_uncertainty_score":0.09074515},"labels":[],"label_agreement":null},{"id":"W4301930436","doi":"10.3138/cmlr.57.3.502","title":"Book and Software Reviews / Critiques de livres et de logiciels","year":2001,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Art; Computer science","score_opus":0.02338890781994873,"score_gpt":0.2710362595622343,"score_spread":0.24764735174228558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4301930436","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010802783,0.56532145,0.0056024007,0.121473186,0.049204513,0.00006831607,0.000926943,0.0009212446,0.25540173],"genre_scores_gemma":[0.024940576,0.34418988,0.0054863067,0.03412511,0.034016762,0.00013588209,0.0010657947,0.0013995265,0.5546401],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99328095,0.0013677722,0.0003113224,0.00038015767,0.004306589,0.00035322388],"domain_scores_gemma":[0.97865915,0.007541694,0.0007238521,0.0011923747,0.0111408485,0.00074203574],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044389227,0.00088614295,0.0010828932,0.015213275,0.0029570393,0.008862149,0.0015461501,0.0025405032,0.033018697],"category_scores_gemma":[0.02032519,0.00061995356,0.00072115305,0.019076858,0.006512514,0.005529574,0.0018163639,0.0030918752,0.013040464],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012532084,0.0000078835155,0.00006586632,0.0006024778,0.000008161395,0.000024108078,0.00030689442,0.0001195484,0.00011381514,0.042597912,0.8948479,0.061292868],"study_design_scores_gemma":[0.0000032458443,0.0000034503166,0.00017853397,0.00036244062,0.0000054854313,0.000026512042,0.00008980865,0.000030418709,0.00003709486,0.0029710776,0.9962876,0.000004330792],"about_ca_topic_score_codex":0.1864937,"about_ca_topic_score_gemma":0.2376336,"teacher_disagreement_score":0.1864937,"about_ca_system_score_codex":0.015159383,"about_ca_system_score_gemma":0.018545678,"threshold_uncertainty_score":0.37081635},"labels":[],"label_agreement":null},{"id":"W4302046906","doi":"10.1007/978-0-387-30424-3_138","title":"Identity, Language Learning, and Critical Pedagogies","year":2008,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Identity (music); Sociology; Pedagogy; Psychology; Epistemology; Linguistics; Aesthetics; Philosophy","score_opus":0.059916827071027835,"score_gpt":0.3202936203524181,"score_spread":0.26037679328139024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4302046906","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010899035,0.008135714,0.007225392,0.0073291003,0.0003683544,0.000024668136,0.000010256452,0.00004396585,0.96596354],"genre_scores_gemma":[0.6627276,0.010186477,0.0078159645,0.0017695685,0.0006836591,0.00014796003,0.000042374326,0.00011046295,0.31651586],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989435,0.00053186103,0.00002672555,0.000106667256,0.00027795252,0.00011335726],"domain_scores_gemma":[0.998613,0.00092069193,0.00008708984,0.000099943216,0.00012545136,0.00015371882],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016317421,0.00049354386,0.00030456306,0.0010261524,0.003530665,0.0068908613,0.000768814,0.0013871401,0.0077738613],"category_scores_gemma":[0.0034137536,0.00012513474,0.0001561407,0.0007964567,0.022343121,0.0054756016,0.002519874,0.0032320311,0.0008683669],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000003975908,0.000019532647,0.000059817965,0.000025454536,5.2691036e-7,0.000021260092,0.0065746517,0.00004516356,0.000055340097,0.971856,0.0036084745,0.017729733],"study_design_scores_gemma":[0.000007254664,0.000013022093,0.00025214817,0.00018957889,0.0000017134392,0.000098205084,0.010187814,0.00019151691,0.00034541893,0.79534984,0.19335794,0.000005578131],"about_ca_topic_score_codex":0.0033920344,"about_ca_topic_score_gemma":0.00481437,"teacher_disagreement_score":0.0077738613,"about_ca_system_score_codex":0.003527665,"about_ca_system_score_gemma":0.0037648987,"threshold_uncertainty_score":0.026006103},"labels":[],"label_agreement":null},{"id":"W4302325324","doi":"","title":"Time Well Spent in a Kindergarten Class:A Teacher&amp;rsquo;s Reflection on Using Talk to Learn","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Reflection (computer programming); Mathematics education; Pedagogy; Sociology; Psychology; Computer science","score_opus":0.35442673662329494,"score_gpt":0.5351804130041717,"score_spread":0.1807536763808768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4302325324","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9166032,0.0015860583,0.005871454,0.022984343,0.0010259859,0.00014859387,0.00012981481,0.00031175307,0.051338743],"genre_scores_gemma":[0.9594951,0.0014982583,0.0031930609,0.0025956135,0.00011717575,0.00011852791,0.00006738148,0.00020709501,0.032707855],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9930581,0.0041324296,0.00020169512,0.00053412217,0.0006357125,0.0014378739],"domain_scores_gemma":[0.9891769,0.005845236,0.00091696193,0.00040928452,0.001152804,0.0024988682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051207235,0.0009052654,0.00095355406,0.0016073679,0.016477762,0.0064233164,0.0026950892,0.0034322029,0.0043223565],"category_scores_gemma":[0.015827568,0.0010384851,0.0007331263,0.0009108971,0.009203137,0.0041350303,0.007337066,0.008502704,0.0011831969],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000063987834,0.0002367962,0.0035932148,0.00012032096,0.000011275357,0.0040475163,0.963104,0.00012987792,0.0025636116,0.0015263984,0.0051349592,0.019468037],"study_design_scores_gemma":[0.0000058715505,0.0001386915,0.003898211,0.00017018753,0.000011357532,0.0011860983,0.9519637,0.00008716834,0.00081893516,0.00036085077,0.04131689,0.000042037766],"about_ca_topic_score_codex":0.016961934,"about_ca_topic_score_gemma":0.051772363,"teacher_disagreement_score":0.016961934,"about_ca_system_score_codex":0.0064262087,"about_ca_system_score_gemma":0.004067716,"threshold_uncertainty_score":0.046625674},"labels":[],"label_agreement":null},{"id":"W4303437778","doi":"10.3138/cmlr.2021-0061","title":"The Differential Effects of Focused and Comprehensive Corrective Feedback on Accuracy of Revision and New Writing","year":2022,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria; Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Corrective feedback; Differential (mechanical device); Peer feedback; Differential effects; Differential treatment; Psychology; Computer science; Feedback control; Control (management); Mathematics education; Artificial intelligence; Medicine; Engineering; Control engineering","score_opus":0.019381387210574252,"score_gpt":0.230482214907421,"score_spread":0.21110082769684674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4303437778","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979538,0.00042198124,0.0007353159,0.00003459779,0.000018018729,0.000052401625,0.000022363996,0.000032819255,0.0007287342],"genre_scores_gemma":[0.9970675,0.00022555114,0.0020501998,0.0000356156,0.00001715455,0.000056727913,0.000036240242,0.000014699718,0.0004963055],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99104553,0.0036452925,0.0010001207,0.0007742867,0.0032027862,0.00033191004],"domain_scores_gemma":[0.8840628,0.08945222,0.010814278,0.0052482286,0.007347781,0.0030746474],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00624099,0.00058318867,0.0008994936,0.0008017974,0.00023646814,0.000713215,0.00053468725,0.00059418223,0.0011086299],"category_scores_gemma":[0.09959635,0.00030913219,0.00027572855,0.00034385946,0.00051663804,0.0006361973,0.0007689778,0.0006999052,0.0002549843],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018702345,0.003993031,0.120138414,0.0013454026,0.00067449064,0.00038160876,0.006632939,0.0009561829,0.11006916,0.00012348693,0.00040840462,0.7365745],"study_design_scores_gemma":[0.0006980503,0.027614998,0.9345505,0.00023447766,0.00049832487,0.0007911033,0.0014344777,0.0015113237,0.030845625,0.00032807072,0.0014176047,0.00007537218],"about_ca_topic_score_codex":0.00093396317,"about_ca_topic_score_gemma":0.0014656298,"teacher_disagreement_score":0.00624099,"about_ca_system_score_codex":0.00028373537,"about_ca_system_score_gemma":0.0006333792,"threshold_uncertainty_score":0.033005953},"labels":[],"label_agreement":null},{"id":"W4304607176","doi":"10.1515/applirev-2021-0199","title":"The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance","year":2022,"lang":"en","type":"article","venue":"Applied Linguistics Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Canada Research Chairs","keywords":"Psychology; Task (project management); Test (biology); Variety (cybernetics); Context (archaeology); Language proficiency; Cognitive psychology; Linguistics; Computer science; Mathematics education; Artificial intelligence","score_opus":0.056416325944775844,"score_gpt":0.25735219256555825,"score_spread":0.2009358666207824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4304607176","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995758,0.000009846911,0.00017526843,0.000005716826,0.0000010145693,0.0000064178366,0.000014756823,0.0000050297704,0.00020602431],"genre_scores_gemma":[0.99947125,0.000007903523,0.0002432246,0.000004075573,0.0000017516504,0.000023153241,0.000035532004,0.0000039158795,0.0002091375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99722964,0.0010206625,0.0003847699,0.00034534736,0.0008108388,0.00020861732],"domain_scores_gemma":[0.96185213,0.024614206,0.007595375,0.0014289572,0.0020207134,0.0024886033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018444546,0.00051452534,0.00034761496,0.00070274516,0.0003417931,0.0013444256,0.00036903672,0.0003048646,0.0020128454],"category_scores_gemma":[0.01915979,0.00021921349,0.00042649682,0.00033772257,0.00052547414,0.000475757,0.0011543845,0.0006143197,0.00026686562],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010318727,0.0009441368,0.95492965,0.00009055225,0.00020317502,0.00035548554,0.00438046,0.0009004756,0.016377818,0.00009649593,0.0001692397,0.020520644],"study_design_scores_gemma":[0.000010476323,0.0006719781,0.9936325,0.000010508103,0.000023833714,0.00012298822,0.0011608168,0.0013301952,0.0027645552,0.00007928246,0.00017022609,0.000022658356],"about_ca_topic_score_codex":0.001628648,"about_ca_topic_score_gemma":0.0015898955,"teacher_disagreement_score":0.0020128454,"about_ca_system_score_codex":0.0003158522,"about_ca_system_score_gemma":0.00036981114,"threshold_uncertainty_score":0.009754479},"labels":[],"label_agreement":null},{"id":"W4306398867","doi":"10.5430/wjel.v12n8p219","title":"Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Phonics; Curriculum; Mathematics education; Practicum; Computer science; Lesson plan; Psychology; Pedagogy; Primary education","score_opus":0.02990832902229615,"score_gpt":0.28833325708480334,"score_spread":0.25842492806250716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306398867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99621165,0.000086834945,0.00042276306,0.00012686024,0.0000026803475,0.00004227451,0.00006224976,0.000009835686,0.0030349083],"genre_scores_gemma":[0.9983956,0.0001406389,0.00078164774,0.000029480443,0.0000026475122,0.000032621607,0.000121763216,0.0000017840313,0.00049384416],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990515,0.00015254939,0.0001580229,0.00008758304,0.00037789714,0.00017246096],"domain_scores_gemma":[0.98909,0.006011458,0.0016751817,0.00055714813,0.0020949836,0.00057126797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015297695,0.00016080105,0.00028688417,0.0017986121,0.0005715946,0.0010624633,0.00037808114,0.00055113615,0.0029341578],"category_scores_gemma":[0.013644233,0.00022552749,0.00022810855,0.0008628992,0.0006675107,0.0011419964,0.000725062,0.00041854606,0.00032555964],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011322368,0.0006198956,0.8350519,0.0006013399,0.000027432186,0.0011982755,0.035887692,0.00035661692,0.007010678,0.0006565454,0.00055907056,0.11791731],"study_design_scores_gemma":[0.000011150298,0.0002473331,0.9684616,0.00016285943,0.000033978784,0.0007735369,0.023471158,0.0012097072,0.0029227547,0.00060625665,0.00208314,0.000016538314],"about_ca_topic_score_codex":0.009797157,"about_ca_topic_score_gemma":0.01241793,"teacher_disagreement_score":0.009797157,"about_ca_system_score_codex":0.001664914,"about_ca_system_score_gemma":0.0043641385,"threshold_uncertainty_score":0.019480288},"labels":[],"label_agreement":null},{"id":"W4306631411","doi":"10.53967/cje-rce.v45i3.5149","title":"Identité d’apprenant et préférences d’apprentissage : un modèle pour penser l’individualité des apprenants et de leurs pratiques d’apprentissage","year":2022,"lang":"fr","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.08958926864145046,"score_gpt":0.30131809083064803,"score_spread":0.21172882218919759,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306631411","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48384887,0.002331814,0.13352682,0.013201361,0.00021525267,0.0003866671,0.0006224807,0.0002902547,0.3655765],"genre_scores_gemma":[0.9344354,0.00078850536,0.030692838,0.0004176079,0.000031874253,0.0002100361,0.00023105141,0.00008782644,0.033104844],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99328643,0.0030509476,0.00023995145,0.0011164309,0.0017223369,0.00058390695],"domain_scores_gemma":[0.9883062,0.0053093457,0.0014501521,0.0011271937,0.002467064,0.0013399418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006107152,0.00070306996,0.00057807023,0.002466766,0.0041293046,0.009998247,0.0014780189,0.0019550975,0.013186474],"category_scores_gemma":[0.01542661,0.00052039424,0.00067148067,0.0027199194,0.0077676736,0.008951743,0.0045364825,0.0029998247,0.0018939656],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002424499,0.00028803392,0.07236756,0.0005308741,0.00008020082,0.0009529111,0.32881734,0.002598317,0.0024566636,0.43794227,0.006144697,0.14757873],"study_design_scores_gemma":[0.000070036534,0.00034533138,0.10344345,0.0011449168,0.00017937525,0.0017214114,0.27274215,0.016366988,0.0023111892,0.29209888,0.30925524,0.0003210412],"about_ca_topic_score_codex":0.05758092,"about_ca_topic_score_gemma":0.088537306,"teacher_disagreement_score":0.05758092,"about_ca_system_score_codex":0.008107386,"about_ca_system_score_gemma":0.010950386,"threshold_uncertainty_score":0.11449152},"labels":[],"label_agreement":null},{"id":"W4306747305","doi":"10.25071/2369-7326.40327","title":"\"I am missing you\": A Prim and Proper Guide on Grammar and Beyond","year":2022,"lang":"en","type":"article","venue":"Pivot A Journal of Interdisciplinary Studies and Thought","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Grammar; Linguistics; Computer science; Natural language processing; Philosophy","score_opus":0.03843160579216131,"score_gpt":0.31379070643137635,"score_spread":0.27535910063921504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306747305","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0020430237,0.04323608,0.19821742,0.34141043,0.03231623,0.000773867,0.0010349809,0.0025851016,0.3783829],"genre_scores_gemma":[0.050871372,0.032677032,0.18795834,0.12671503,0.014160232,0.0022578347,0.0009631576,0.0071911807,0.5772059],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9943719,0.0038490912,0.0003391412,0.00026527073,0.000892191,0.0002823329],"domain_scores_gemma":[0.98889065,0.007078698,0.00025986595,0.000661421,0.0020886902,0.0010206846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00600997,0.0016745158,0.0014892132,0.0032880907,0.0074346573,0.011040982,0.002425812,0.0063619064,0.02837625],"category_scores_gemma":[0.019121353,0.0010294748,0.0007517973,0.001471261,0.017189723,0.014909613,0.007854986,0.014672558,0.027346427],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016788814,0.000037537993,0.00015524768,0.00017746926,0.000004120798,0.00026631056,0.015858876,0.000112464855,0.00030408867,0.24102353,0.6799024,0.062141273],"study_design_scores_gemma":[0.0000041670974,0.000008142768,0.00007020533,0.0004105475,0.0000018349757,0.0002605287,0.0044934307,0.000109360844,0.00007794498,0.0700055,0.92454517,0.000013101211],"about_ca_topic_score_codex":0.006596955,"about_ca_topic_score_gemma":0.019620985,"teacher_disagreement_score":0.02837625,"about_ca_system_score_codex":0.0029761617,"about_ca_system_score_gemma":0.009836912,"threshold_uncertainty_score":0.094928026},"labels":[],"label_agreement":null},{"id":"W4306769400","doi":"10.1080/01434632.2022.2134398","title":"Language as a vehicle or as a resource? Exploring the nature of metalinguistic reflection in plurilingual consciousness-raising tasks","year":2022,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université du Québec à Trois-Rivières","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Metalinguistics; Metalinguistic awareness; Linguistics; Consciousness raising; German; Psychology; Multilingualism; Indo-European languages; Raising (metalworking); Teaching method; Pedagogy; Vocabulary development; Mathematics; Philosophy","score_opus":0.05829266105811512,"score_gpt":0.319468760186953,"score_spread":0.2611760991288379,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306769400","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97023934,0.000112814174,0.00713775,0.00031658198,0.000008074149,0.000036866146,0.000012802144,0.000045037294,0.022090713],"genre_scores_gemma":[0.9958924,0.000059315757,0.0020715182,0.000043002357,0.0000016490542,0.000022536493,0.000011885437,0.000025240612,0.0018724847],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9964976,0.0019735617,0.0000751969,0.00037296573,0.0005117892,0.0005690179],"domain_scores_gemma":[0.9957931,0.0025017334,0.00050485047,0.0003783789,0.00037924197,0.00044268268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035273198,0.0005282359,0.00032122945,0.0007116989,0.0020773427,0.0048921444,0.001051925,0.00091021514,0.0019450486],"category_scores_gemma":[0.0095398165,0.00036256952,0.00025439422,0.00038646403,0.0063928473,0.0027684884,0.0043789926,0.0013784551,0.00037530315],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016582031,0.00018013328,0.025457067,0.00024247839,0.000021271564,0.0010602095,0.8698749,0.00039807675,0.034190506,0.013120219,0.00033999176,0.054949403],"study_design_scores_gemma":[0.00003135636,0.00032290275,0.074676365,0.00025707617,0.000049092632,0.000773899,0.86963826,0.0018659318,0.01581952,0.0106932325,0.02578522,0.000087161585],"about_ca_topic_score_codex":0.012506724,"about_ca_topic_score_gemma":0.018413335,"teacher_disagreement_score":0.012506724,"about_ca_system_score_codex":0.0024123278,"about_ca_system_score_gemma":0.0031379007,"threshold_uncertainty_score":0.024867833},"labels":[],"label_agreement":null},{"id":"W4306825029","doi":"10.1515/ip-2022-5003","title":"Interlocutors’ judgment of Lx conventional expressions: An exploratory study","year":2022,"lang":"en","type":"article","venue":"Intercultural Pragmatics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Pragmatics; Psychology; Perception; Exploratory research; Linguistics; Speech act; Social psychology; Sociology","score_opus":0.06419603551208435,"score_gpt":0.29250291047880533,"score_spread":0.22830687496672097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306825029","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99743515,0.00004892904,0.0008853135,0.000023569195,0.0000058417236,0.00002009473,0.000016237042,0.000008929492,0.0015559283],"genre_scores_gemma":[0.998926,0.000037490667,0.00043918128,0.000027270931,0.000009561855,0.000025633624,0.000015711043,0.000012213669,0.0005068894],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99483395,0.0036415735,0.00022713887,0.00048160244,0.0006428581,0.0001729048],"domain_scores_gemma":[0.97570974,0.017116752,0.0029122988,0.0011844707,0.002564192,0.0005126731],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052977903,0.0004845608,0.00040344195,0.00079172617,0.0007877376,0.0023161178,0.00048400566,0.00075040944,0.0025850662],"category_scores_gemma":[0.0321535,0.0002379411,0.00019054353,0.00039064873,0.0016944574,0.0011823018,0.001791981,0.0008448871,0.00052470586],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063376414,0.00013215575,0.04705496,0.00030366488,0.0000266368,0.0018607212,0.8310102,0.00013476486,0.10266213,0.00085462054,0.00023348522,0.015092813],"study_design_scores_gemma":[0.000061034112,0.001723528,0.23872542,0.00017803886,0.00006342894,0.0031023312,0.721428,0.0023981237,0.024240082,0.00075406855,0.0071611176,0.00016474354],"about_ca_topic_score_codex":0.0015203614,"about_ca_topic_score_gemma":0.0013658194,"teacher_disagreement_score":0.0052977903,"about_ca_system_score_codex":0.00045537102,"about_ca_system_score_gemma":0.00023502084,"threshold_uncertainty_score":0.02801776},"labels":[],"label_agreement":null},{"id":"W4307436714","doi":"10.5430/wjel.v12n7p157","title":"Saudi EFL Learners’ Use of Alternative Forms to the English Past Tense: An Aspectual Analysis","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Deanship of Scientific Research, Prince Sattam bin Abdulaziz University; Prince Sattam bin Abdulaziz University","keywords":"Linguistics; Context (archaeology); Test (biology); Computer science; Focus (optics); Blank; Simple (philosophy); Psychology; Natural language processing; History; Philosophy","score_opus":0.025446354946443248,"score_gpt":0.2560052063640198,"score_spread":0.23055885141757654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307436714","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982607,0.00005084883,0.00020491063,0.0000109595585,9.464661e-7,0.0000030570022,0.000020389414,0.000002400082,0.0014459274],"genre_scores_gemma":[0.9987268,0.000108322994,0.0003679733,0.0000075938433,0.0000011353809,0.0000038389553,0.000043550775,0.0000032821613,0.0007374289],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99974674,0.000058617068,0.00003755333,0.000029718862,0.00010199325,0.000025379366],"domain_scores_gemma":[0.9979673,0.0008708663,0.0004139292,0.00010806539,0.0005459188,0.00009394562],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006960582,0.00029610388,0.00014347545,0.0009473343,0.00024347278,0.0010992985,0.000169493,0.00020699405,0.0018604562],"category_scores_gemma":[0.0025142352,0.00014575024,0.000108008564,0.0004627595,0.0005296435,0.00063452905,0.0004902264,0.00031408263,0.00033336776],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006280828,0.00018058639,0.5453126,0.00049710326,0.000045329045,0.002515587,0.1943696,0.00037276538,0.1296816,0.002285112,0.000351935,0.12375981],"study_design_scores_gemma":[0.00001720714,0.00048390217,0.80998164,0.00012613198,0.000068125955,0.004110978,0.14805546,0.0025727896,0.019523986,0.0009954305,0.013990821,0.00007336901],"about_ca_topic_score_codex":0.0026803075,"about_ca_topic_score_gemma":0.0044322773,"teacher_disagreement_score":0.0026803075,"about_ca_system_score_codex":0.00018297396,"about_ca_system_score_gemma":0.0002089795,"threshold_uncertainty_score":0.006223917},"labels":[],"label_agreement":null},{"id":"W4307544451","doi":"10.5539/elt.v15n11p70","title":"Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; English grammar; Psychology; Linguistics; Traditional grammar; Teaching method; Computer science; Mathematics education","score_opus":0.16297029764368037,"score_gpt":0.3633041450971569,"score_spread":0.20033384745347654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307544451","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.053875364,0.02404672,0.7061732,0.13167399,0.009408734,0.043633096,0.00053223997,0.00042494497,0.030231753],"genre_scores_gemma":[0.08049937,0.0051275883,0.84729975,0.006953146,0.0006637279,0.05376655,0.00019400616,0.00016043201,0.005335363],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.7388913,0.22686027,0.015732884,0.0049022655,0.01223766,0.0013755267],"domain_scores_gemma":[0.7051314,0.15132551,0.015067741,0.03317398,0.089318186,0.005983173],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.2821908,0.00095574424,0.0009362298,0.0031513686,0.0033796048,0.01027713,0.006456998,0.0027516966,0.0054488536],"category_scores_gemma":[0.28842148,0.0008306147,0.0014388217,0.0028458743,0.006622463,0.008994796,0.00447947,0.0057734572,0.0016966292],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065323623,0.0018462487,0.012332624,0.015330457,0.00028384352,0.0005013334,0.041423794,0.0017430374,0.004691342,0.30844954,0.016956145,0.59578836],"study_design_scores_gemma":[0.0013602856,0.0039052926,0.012480743,0.039484613,0.0012025436,0.0011132073,0.11846229,0.01900788,0.019215187,0.41891864,0.36441243,0.00043690382],"about_ca_topic_score_codex":0.0028241796,"about_ca_topic_score_gemma":0.006883549,"teacher_disagreement_score":0.2821908,"about_ca_system_score_codex":0.008994223,"about_ca_system_score_gemma":0.034042437,"threshold_uncertainty_score":0.88518655},"labels":[],"label_agreement":null},{"id":"W4307687269","doi":"10.5430/wjel.v12n8p382","title":"Learning Through Correction: Oral Corrective Feedback in Online EFL Interactions","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Najran University","keywords":"Corrective feedback; Context (archaeology); Psychology; Sample (material); English as a foreign language; Mathematics education","score_opus":0.02183236092471986,"score_gpt":0.27915314172152406,"score_spread":0.2573207807968042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307687269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9675148,0.00051424536,0.015963072,0.0005532211,0.00007951624,0.00018219439,0.00009140958,0.00028772946,0.014813757],"genre_scores_gemma":[0.987874,0.000279468,0.0084048305,0.00012507704,0.000028472477,0.00006831638,0.00004991127,0.000037614653,0.0031323119],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99296737,0.0040884847,0.00036371005,0.00058129546,0.0016103459,0.00038877368],"domain_scores_gemma":[0.9728732,0.0177521,0.0045545576,0.0014786004,0.002361373,0.0009800869],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003743638,0.00052852195,0.00042339912,0.0009533941,0.0009500748,0.002620405,0.00075865485,0.00075666676,0.0032861768],"category_scores_gemma":[0.028557733,0.00019777872,0.00019932809,0.0006385174,0.0012301023,0.0022550076,0.0017793763,0.0006803932,0.00058796565],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00067426375,0.0010871236,0.12052942,0.0014399948,0.00004848802,0.0027665016,0.1878674,0.0006426484,0.035057936,0.0014876935,0.0025334072,0.6458652],"study_design_scores_gemma":[0.00014087201,0.0033858882,0.52194244,0.0029255564,0.00028088316,0.012445095,0.3093637,0.0065616216,0.050231114,0.0058676903,0.08646473,0.00039044564],"about_ca_topic_score_codex":0.0012769579,"about_ca_topic_score_gemma":0.002361999,"teacher_disagreement_score":0.003743638,"about_ca_system_score_codex":0.00060541957,"about_ca_system_score_gemma":0.0011480466,"threshold_uncertainty_score":0.019798458},"labels":[],"label_agreement":null},{"id":"W4307743453","doi":"10.37213/cjal.2022.32477","title":"A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sehan University","keywords":"Subordination (linguistics); Linguistics; Complement (music); Grammar; Computer science; Sentence; Dependent clause; Syntax; Consistency (knowledge bases); Natural language processing; Traditional grammar; Psychology; Artificial intelligence","score_opus":0.05788903137333364,"score_gpt":0.2768380237528634,"score_spread":0.21894899237952978,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307743453","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971361,0.00013022627,0.0006646841,0.000012509396,0.0000046072632,0.00003687113,0.0006558004,0.000010419488,0.0013487068],"genre_scores_gemma":[0.9954359,0.00015883792,0.002195718,0.0000145099575,0.000006021714,0.00013207152,0.0015375557,0.000016105785,0.0005031055],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99906236,0.00031884547,0.0001772207,0.00023010785,0.0001788208,0.000032704032],"domain_scores_gemma":[0.99273056,0.0040802774,0.00089963264,0.00068402104,0.0013339786,0.0002715399],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012477159,0.00016360256,0.00026686382,0.0036799875,0.0006747497,0.0009221156,0.00027574616,0.00024032188,0.0019832472],"category_scores_gemma":[0.006157414,0.00012503288,0.00016541302,0.0023141615,0.0006948579,0.0009524794,0.0009696933,0.0003284621,0.00034591672],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050811097,0.0005624058,0.79097354,0.0008265439,0.0001778706,0.00083864783,0.048111856,0.0003155479,0.030113842,0.0011186616,0.0014807978,0.1249722],"study_design_scores_gemma":[0.000021570819,0.00020861179,0.97311324,0.00006726738,0.00007481551,0.0009830118,0.016065449,0.00058717304,0.0044368412,0.0002240741,0.0041838465,0.00003414743],"about_ca_topic_score_codex":0.0026552698,"about_ca_topic_score_gemma":0.0071979268,"teacher_disagreement_score":0.0036799875,"about_ca_system_score_codex":0.00038797327,"about_ca_system_score_gemma":0.00062288943,"threshold_uncertainty_score":0.0066346526},"labels":[],"label_agreement":null},{"id":"W4307866176","doi":"10.5430/wjel.v12n7p141","title":"Interwoven Factors that Influence EFL Learning at Tertiary Level in the Saudi Context: A Case Study","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Context (archaeology); Psychology; Second-language acquisition; Second language; Mathematics education; Qualitative research; Pedagogy; Linguistics; Sociology","score_opus":0.03615090625662996,"score_gpt":0.269616752912451,"score_spread":0.23346584665582107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307866176","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99747187,0.00015943382,0.0002160722,0.00044810798,0.0000063806374,0.000021245784,0.000011393227,0.0000022919246,0.0016631592],"genre_scores_gemma":[0.99802136,0.00035599305,0.0002709593,0.00010835773,0.0000049665377,0.000010753965,0.00000805017,0.0000026213334,0.0012169963],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986362,0.00073137094,0.00006262711,0.00007447153,0.00016422194,0.00033122438],"domain_scores_gemma":[0.99804246,0.0008416859,0.00030855477,0.000058053844,0.0003151582,0.00043414874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018398724,0.00032007086,0.0002555448,0.0008395936,0.0054047415,0.0020130456,0.00078836613,0.0010892447,0.002349374],"category_scores_gemma":[0.0025885222,0.00021391976,0.00028034032,0.0007974747,0.0019494244,0.0011977314,0.0020629321,0.0011260809,0.0002713028],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009987314,0.00077215553,0.08180057,0.00034831936,0.000016868515,0.028688729,0.84691924,0.00027206185,0.0030761391,0.0033592607,0.0012263426,0.03342043],"study_design_scores_gemma":[0.0000050084054,0.0001466163,0.01878508,0.00013301744,0.000014056041,0.0037401172,0.967623,0.00035332254,0.0010575559,0.00026493415,0.007859759,0.000017519555],"about_ca_topic_score_codex":0.019294254,"about_ca_topic_score_gemma":0.03973664,"teacher_disagreement_score":0.019294254,"about_ca_system_score_codex":0.003455881,"about_ca_system_score_gemma":0.0027699221,"threshold_uncertainty_score":0.038363934},"labels":[],"label_agreement":null},{"id":"W4307866222","doi":"10.5430/wjel.v12n7p45","title":"Individual Face-To-Face Feedback and the Saudi EFL Learners: Evaluating Enhancement of Writing Skills","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Paragraph; Corrective feedback; Sentence; Inclusion (mineral); Psychology; Mathematics education; Intervention (counseling); Test (biology); Face-to-face; Face (sociological concept); Computer science; Medical education; Linguistics; Natural language processing; Medicine; Social psychology","score_opus":0.02272429485300213,"score_gpt":0.2823360368808484,"score_spread":0.25961174202784626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307866222","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990376,0.00003958581,0.00027477447,0.0000167,0.000004992268,0.000038531532,0.0000117613545,0.000010840907,0.00056524127],"genre_scores_gemma":[0.99702436,0.00006494297,0.001856829,0.000023260798,0.0000059287236,0.000056013923,0.000029088254,0.0000047735175,0.00093476096],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99902165,0.0003846606,0.00010570805,0.00010274029,0.00030359937,0.000081678],"domain_scores_gemma":[0.99374443,0.0026513888,0.0011280954,0.0003066566,0.0016287335,0.0005406715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018159325,0.0003981992,0.00040604148,0.0004980006,0.00030364687,0.0003821072,0.0002649634,0.00032478524,0.0016653714],"category_scores_gemma":[0.010621264,0.00010900309,0.00019574318,0.00018918814,0.00023604621,0.000353729,0.00038011998,0.00035982238,0.00029900568],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004399746,0.0077226274,0.1899009,0.0010443837,0.00011100916,0.00056620315,0.024697548,0.00070585846,0.11484979,0.00011061066,0.00072461454,0.6551666],"study_design_scores_gemma":[0.00021850345,0.02386033,0.8820169,0.0001900273,0.00020775416,0.0011240148,0.014423065,0.002432063,0.07126716,0.0002428415,0.0039091622,0.00010817563],"about_ca_topic_score_codex":0.0007837643,"about_ca_topic_score_gemma":0.0020046646,"teacher_disagreement_score":0.0018159325,"about_ca_system_score_codex":0.00025459175,"about_ca_system_score_gemma":0.00047294525,"threshold_uncertainty_score":0.009603679},"labels":[],"label_agreement":null},{"id":"W4307866538","doi":"10.5539/elt.v15n11p78","title":"Relationship Between Language Anxiety and English Speaking Performance","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Language assessment; Descriptive statistics; Foreign language; Foreign language anxiety; Language proficiency; Test (biology); Pearson product-moment correlation coefficient; English language; English as a foreign language; Test anxiety; Mathematics education","score_opus":0.021690173882792388,"score_gpt":0.24586781366291927,"score_spread":0.2241776397801269,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307866538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99945337,0.000049099915,0.000016912481,0.000030032244,0.000002693345,0.0000026920432,0.000017395028,0.0000019466693,0.0004257878],"genre_scores_gemma":[0.9997662,0.000029826995,0.000017236944,0.00001544398,0.0000056503723,0.0000023545676,0.000029304283,8.953634e-7,0.0001330672],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994686,0.00014017124,0.00006998273,0.00004915436,0.00015505867,0.0001171246],"domain_scores_gemma":[0.9939784,0.0015754618,0.0023103028,0.00013080121,0.0005693478,0.0014356863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043199086,0.00023972776,0.00020629479,0.00070655136,0.00034561646,0.0009792869,0.00020071019,0.00030566377,0.0020451145],"category_scores_gemma":[0.005996904,0.00012814827,0.00023931121,0.00036750475,0.00034649565,0.0002493799,0.00046201746,0.00084500626,0.00028210238],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007210193,0.000268044,0.99501157,0.000014463522,0.000044356406,0.00019010772,0.00074238173,0.000028216142,0.0005695055,0.000023837698,0.00006119719,0.0029741821],"study_design_scores_gemma":[0.0000037347806,0.0002656048,0.9983758,0.000006087563,0.000018621107,0.00021327724,0.0008527258,0.0000898895,0.00007036773,0.000020430385,0.000076106415,0.0000074236677],"about_ca_topic_score_codex":0.0035995354,"about_ca_topic_score_gemma":0.0039338246,"teacher_disagreement_score":0.0035995354,"about_ca_system_score_codex":0.0002413133,"about_ca_system_score_gemma":0.0003180071,"threshold_uncertainty_score":0.007157147},"labels":[],"label_agreement":null},{"id":"W4308260531","doi":"10.1177/13621688221127647","title":"The sociocognitive functions of English use during L2 French collaborative writing tasks","year":2022,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Concordia University","funders":"","keywords":"Psychology; Mediation; Task (project management); Linguistics; Collaborative writing; Vocabulary; Function (biology); Foreign language; Mathematics education; Sociology","score_opus":0.05178481583801523,"score_gpt":0.33827993005901036,"score_spread":0.2864951142209951,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308260531","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99696225,0.00008189618,0.00044274173,0.00004688822,0.0000028595693,0.000020244799,0.000025915331,0.000012615089,0.0024046684],"genre_scores_gemma":[0.9977738,0.000090482834,0.00068862824,0.000036353864,0.0000041072894,0.00005590036,0.00003686408,0.000013362418,0.0013004525],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99608374,0.0022817578,0.00021116188,0.00041187843,0.0005865379,0.00042485725],"domain_scores_gemma":[0.9818236,0.012692067,0.0019416269,0.00068046123,0.0019900857,0.00087214285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004113723,0.0005684215,0.00045099796,0.0016335354,0.0025250725,0.0038311367,0.0006108176,0.00065247004,0.0012192287],"category_scores_gemma":[0.016889114,0.00022210697,0.00031101648,0.0006515622,0.0021606137,0.0011458664,0.0021969436,0.00084446376,0.000314918],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015894817,0.00019412026,0.051722463,0.00014460918,0.00002515566,0.00082969357,0.9010231,0.000118736236,0.016389627,0.00039242403,0.00024833193,0.028752754],"study_design_scores_gemma":[0.0000341667,0.0005612992,0.39905125,0.00015798598,0.00007457841,0.0010692939,0.5762991,0.0007965932,0.009321413,0.00071545964,0.011765575,0.00015332676],"about_ca_topic_score_codex":0.013343805,"about_ca_topic_score_gemma":0.023408307,"teacher_disagreement_score":0.013343805,"about_ca_system_score_codex":0.0015796316,"about_ca_system_score_gemma":0.0012322153,"threshold_uncertainty_score":0.026532292},"labels":[],"label_agreement":null},{"id":"W4308561923","doi":"","title":"Elicited Imitation Task as a Way to Measure Multilingual Children’s Language Proficiency","year":2017,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Computer science; Imitation; Task (project management); Measure (data warehouse); Natural language processing; Artificial intelligence; Psychology; Engineering; Database; Social psychology","score_opus":0.02558440140260869,"score_gpt":0.2646823449955067,"score_spread":0.239097943592898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308561923","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9407399,0.00038840153,0.033251915,0.00020678667,0.0001774427,0.0004673192,0.0035646914,0.000619818,0.020583734],"genre_scores_gemma":[0.96303934,0.00020587453,0.023817457,0.00016622727,0.000023784978,0.0008500667,0.001796803,0.000102917984,0.009997691],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99808705,0.00067073567,0.0002688584,0.0004091693,0.00043683534,0.00012740257],"domain_scores_gemma":[0.995915,0.0016814223,0.0005003351,0.0005357114,0.001019212,0.00034828702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015670536,0.000827633,0.00047807457,0.00058626477,0.00021754151,0.00058156176,0.00058507355,0.0010756821,0.0047599007],"category_scores_gemma":[0.0076767826,0.00017716359,0.00030003855,0.00025608676,0.00036263416,0.0007516594,0.0010741584,0.00095203664,0.0013654669],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019939414,0.0013338818,0.06269018,0.0010556609,0.00015570197,0.0020947126,0.00386974,0.0010059143,0.79929453,0.0026020946,0.003144665,0.120758966],"study_design_scores_gemma":[0.0004958185,0.007055434,0.54227406,0.00022648672,0.00037264096,0.007334553,0.003555643,0.014051232,0.40398398,0.0018492308,0.018566784,0.00023412799],"about_ca_topic_score_codex":0.0017996542,"about_ca_topic_score_gemma":0.0028428205,"teacher_disagreement_score":0.0047599007,"about_ca_system_score_codex":0.00031492248,"about_ca_system_score_gemma":0.0007933964,"threshold_uncertainty_score":0.0159235},"labels":[],"label_agreement":null},{"id":"W4308566839","doi":"10.5430/jct.v11n8p238","title":"English Language Speaking Anxiety among Afghan University Students","year":2022,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Afghan; Communication apprehension; Foreign language anxiety; Fear of negative evaluation; Psychology; Foreign language; First language; English language; Medical education; Clinical psychology; Mathematics education; Medicine; Political science","score_opus":0.007916997131895259,"score_gpt":0.22765821355497687,"score_spread":0.21974121642308161,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308566839","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99934393,0.00012456214,0.000008431878,0.00008101163,0.00000555678,0.0000052318837,0.000009819376,0.0000013587393,0.0004200907],"genre_scores_gemma":[0.9995054,0.00015654683,0.000014498463,0.00006928536,0.0000060131865,0.0000059245804,0.000012485935,4.2016717e-7,0.00022947822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996691,0.000059249774,0.00002414027,0.000019256766,0.000097741904,0.00013050293],"domain_scores_gemma":[0.999134,0.000114379865,0.00026525548,0.000015624953,0.00014027125,0.00033046037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041977252,0.00026961512,0.00030491082,0.0006360448,0.0013550229,0.001225495,0.00019907186,0.00042158432,0.002425828],"category_scores_gemma":[0.0013893725,0.00015505169,0.00028226164,0.00043373567,0.0004915042,0.00031910653,0.00047453417,0.0006020938,0.00021053008],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011815144,0.00085346255,0.94869393,0.00015054662,0.000038121365,0.0010735699,0.025462523,0.000046297937,0.0020836778,0.00012151579,0.0009892896,0.020368975],"study_design_scores_gemma":[0.000011967973,0.0006372998,0.9410993,0.00009590329,0.000033421336,0.0010034011,0.0551215,0.00011480596,0.00033931676,0.0001018025,0.0014135751,0.000027765454],"about_ca_topic_score_codex":0.008234517,"about_ca_topic_score_gemma":0.012878415,"teacher_disagreement_score":0.008234517,"about_ca_system_score_codex":0.00062885415,"about_ca_system_score_gemma":0.0008634364,"threshold_uncertainty_score":0.016373217},"labels":[],"label_agreement":null},{"id":"W4309271137","doi":"10.5430/wjel.v13n1p1","title":"Functions of L1 Use in the L2 Classes: Jordanian EFL Teachers’ Perspectives","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Taboo; English as a foreign language; Foreign language; Mathematics education; Thematic analysis; Psychology; Qualitative research; Second language; Pedagogy; Linguistics; Sociology","score_opus":0.023398462550751915,"score_gpt":0.24966583243831766,"score_spread":0.22626736988756574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4309271137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98885787,0.00063289696,0.00059256173,0.0017871762,0.000019412819,0.00003144272,0.000053596268,0.00001312619,0.008011867],"genre_scores_gemma":[0.99479795,0.00057606027,0.00037366283,0.00047474308,0.000012035669,0.000033718286,0.000027305616,0.000017396791,0.0036871515],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960567,0.0024027291,0.00013958965,0.0002502231,0.0004089652,0.00074181793],"domain_scores_gemma":[0.99508494,0.0023791015,0.00061714463,0.0001206418,0.0009899031,0.00080813916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005862959,0.00051793456,0.0005815718,0.0014753108,0.009063004,0.005283411,0.0012542289,0.0013264985,0.0030216863],"category_scores_gemma":[0.005445663,0.00049114146,0.00022601527,0.0016191971,0.0060588596,0.003605451,0.004297441,0.0021522474,0.00048320906],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000134249785,0.000017180606,0.003623963,0.000044914363,0.0000012331835,0.0003795929,0.99209857,0.0000137705265,0.00054328376,0.00051208603,0.0002107013,0.0025412692],"study_design_scores_gemma":[0.0000010687202,0.0000142197105,0.0014697695,0.00003921548,0.0000011295473,0.00014233463,0.9929389,0.000026664984,0.00018543356,0.0000796664,0.0050960733,0.000005532682],"about_ca_topic_score_codex":0.018043514,"about_ca_topic_score_gemma":0.02691727,"teacher_disagreement_score":0.018043514,"about_ca_system_score_codex":0.004961294,"about_ca_system_score_gemma":0.004452142,"threshold_uncertainty_score":0.035996914},"labels":[],"label_agreement":null},{"id":"W4309373882","doi":"10.5539/hes.v12n4p120","title":"The Principle of Temporal Sequence in the Teaching of Chinese as a Second Language","year":2022,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Central University of Finance and Economics","keywords":"Memorization; Sequence (biology); Verb; Cognition; Language acquisition; Mathematics education; Computer science; Psychology; Teaching method; Linguistics; Language education; Natural language processing; Artificial intelligence","score_opus":0.06107875515727403,"score_gpt":0.3802930127828725,"score_spread":0.31921425762559846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4309373882","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83112895,0.0014997023,0.10932706,0.0012727942,0.0001679948,0.00041998803,0.000054544613,0.00019528519,0.05593356],"genre_scores_gemma":[0.9664837,0.0006756946,0.030212093,0.00009579458,0.000020904305,0.00012829322,0.000027823286,0.000013188731,0.002342481],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994849,0.00023879227,0.000038316193,0.00006737963,0.00013515612,0.000035441615],"domain_scores_gemma":[0.998572,0.0008088115,0.00022255804,0.00010500732,0.00016453619,0.0001270991],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019084803,0.00018153593,0.00009275682,0.00042284897,0.0003097228,0.0005122601,0.00027037243,0.00021612927,0.0018353384],"category_scores_gemma":[0.0051203105,0.00011441975,0.00015513776,0.00033961405,0.0011008683,0.0011798751,0.00036405123,0.0004326562,0.00016438065],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005594012,0.0006555802,0.081685744,0.0015578627,0.000031232463,0.00065959623,0.030088352,0.004662926,0.10084357,0.14721137,0.0017049247,0.63033944],"study_design_scores_gemma":[0.00048095145,0.006744981,0.46645105,0.0011149668,0.0002573788,0.005091,0.021343216,0.039390743,0.10909131,0.1836537,0.16612035,0.0002603738],"about_ca_topic_score_codex":0.002240753,"about_ca_topic_score_gemma":0.003428431,"teacher_disagreement_score":0.002240753,"about_ca_system_score_codex":0.00052681565,"about_ca_system_score_gemma":0.0028386144,"threshold_uncertainty_score":0.0100931525},"labels":[],"label_agreement":null},{"id":"W4309440993","doi":"10.1111/modl.12809","title":"Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context","year":2022,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; Concordia University","funders":"","keywords":"Psychology; Context (archaeology); Cognitive psychology; Context effect; Linguistics","score_opus":0.04835923428694192,"score_gpt":0.29402306325329725,"score_spread":0.24566382896635533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4309440993","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961118,0.00010629117,0.0017730729,0.000031689873,0.0000078675575,0.000019955793,0.000025406283,0.000011722525,0.0019121167],"genre_scores_gemma":[0.99871624,0.000048054193,0.0009770817,0.000011446115,0.0000069245734,0.000025002331,0.000020938718,0.000009672223,0.00018466347],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98874295,0.007842861,0.00057085406,0.0009153279,0.0016034537,0.0003245712],"domain_scores_gemma":[0.8932278,0.0857671,0.010508611,0.002686255,0.006333534,0.0014766859],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018311711,0.00048787642,0.0004889367,0.0018658104,0.00066623517,0.0032029569,0.0005447281,0.00055386586,0.0014785364],"category_scores_gemma":[0.09114385,0.0002960415,0.0004080661,0.0006575321,0.0015069261,0.0019615784,0.0023741731,0.0007552811,0.00023646091],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009164301,0.00019181464,0.48805317,0.00033926097,0.00032834575,0.0010429294,0.43540123,0.0007634657,0.02768842,0.0010043164,0.00038822377,0.04388239],"study_design_scores_gemma":[0.000027594231,0.00097129424,0.8089664,0.00022446354,0.00018082015,0.0012480613,0.17039214,0.006223188,0.00840766,0.0011226035,0.0020206922,0.00021500916],"about_ca_topic_score_codex":0.0013123176,"about_ca_topic_score_gemma":0.001953126,"teacher_disagreement_score":0.018311711,"about_ca_system_score_codex":0.00042390393,"about_ca_system_score_gemma":0.00031460408,"threshold_uncertainty_score":0.096842706},"labels":[],"label_agreement":null},{"id":"W4310230709","doi":"10.5539/ies.v15n6p127","title":"Common Errors of Using Gerundial and Infinitival Forms in EFL Learners’ Writing","year":2022,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Gerund; Paragraph; Grammar; Infinitive; Psychology; Linguistics; Sentence; Mathematics education; Computer science; Verb","score_opus":0.1394781051978003,"score_gpt":0.39613326981294017,"score_spread":0.2566551646151399,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310230709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99479586,0.00025755903,0.0030472712,0.00007784953,0.000017709464,0.000032797405,0.000034590485,0.000054505104,0.0016818498],"genre_scores_gemma":[0.9938214,0.00022640965,0.0040647946,0.00005614201,0.0000120058085,0.00003055333,0.00006422947,0.000056096676,0.0016684294],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98559153,0.00415163,0.0032343627,0.0015413318,0.004899968,0.0005811566],"domain_scores_gemma":[0.9445665,0.030851452,0.013437599,0.0041220523,0.0063927253,0.0006297427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005694778,0.00083543925,0.00071845314,0.0030662725,0.0010883999,0.0021732107,0.0008447511,0.0008876599,0.0014466818],"category_scores_gemma":[0.034596957,0.00041230948,0.00032255088,0.0015347835,0.0020390307,0.0025341362,0.0023598368,0.0010349463,0.00053281226],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00081024173,0.0007451367,0.46134305,0.0009518018,0.00015893133,0.011797707,0.20437217,0.0010463431,0.04261279,0.0018998174,0.0008509955,0.273411],"study_design_scores_gemma":[0.000083767954,0.0023425324,0.49552464,0.0015000316,0.0004864719,0.08779434,0.22252575,0.009992796,0.14173155,0.008262662,0.029313369,0.0004421649],"about_ca_topic_score_codex":0.00097079657,"about_ca_topic_score_gemma":0.001656179,"teacher_disagreement_score":0.005694778,"about_ca_system_score_codex":0.000509902,"about_ca_system_score_gemma":0.000865357,"threshold_uncertainty_score":0.030117214},"labels":[],"label_agreement":null},{"id":"W4310238412","doi":"10.5539/elt.v15n12p88","title":"Analysis of English Learning Anxiety of English Pre-service Teacher Education Students in Mainland China","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Communication apprehension; Mainland China; Perception; Likert scale; Medical education; Pedagogy; Mathematics education; China; Developmental psychology; Medicine","score_opus":0.0072814401014051865,"score_gpt":0.25886766254608545,"score_spread":0.25158622244468026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310238412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99982494,0.000014244234,0.000008595842,0.000013333971,6.144691e-7,0.000003985538,0.000017034821,5.280275e-7,0.00011677269],"genre_scores_gemma":[0.99969137,0.00003496555,0.000016703249,0.000016687567,0.0000023157954,0.000010489064,0.00005495248,4.524908e-7,0.00017218331],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996214,0.000055963934,0.000041605046,0.000036710302,0.000111636145,0.0001326672],"domain_scores_gemma":[0.999019,0.00010953319,0.0002817103,0.000030282637,0.00017675426,0.0003827206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036066346,0.00027653255,0.00027174392,0.0012106374,0.00083476247,0.0006094185,0.0002746065,0.00030633333,0.00080231635],"category_scores_gemma":[0.0009003978,0.0001971694,0.00028681004,0.00082286925,0.00043695187,0.00024357795,0.0005624869,0.00035839598,0.00010884138],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003699297,0.0001291482,0.9821145,0.000034112818,0.000018838133,0.00022226709,0.010239244,0.000022650256,0.0011723907,0.000025621226,0.00010685382,0.0058773924],"study_design_scores_gemma":[0.000001258903,0.00005770284,0.99324447,0.0000046604723,0.000004910685,0.000057286674,0.0064683068,0.00003096066,0.00005115066,0.0000044996627,0.00007197113,0.0000028540892],"about_ca_topic_score_codex":0.033573464,"about_ca_topic_score_gemma":0.057374474,"teacher_disagreement_score":0.033573464,"about_ca_system_score_codex":0.0010491997,"about_ca_system_score_gemma":0.0012187881,"threshold_uncertainty_score":0.06675607},"labels":[],"label_agreement":null},{"id":"W4310249171","doi":"10.5539/elt.v15n12p84","title":"Analysis of English Learning Anxiety of English Pre-service Teacher Education Students in Mainland China","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Communication apprehension; Mainland China; Perception; Likert scale; Medical education; China; Developmental psychology; Medicine","score_opus":0.0072814401014051865,"score_gpt":0.25886766254608545,"score_spread":0.25158622244468026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310249171","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99982494,0.000014244234,0.000008595842,0.000013333971,6.144691e-7,0.000003985538,0.000017034821,5.280275e-7,0.00011677269],"genre_scores_gemma":[0.99969137,0.00003496555,0.000016703249,0.000016687567,0.0000023157954,0.000010489064,0.00005495248,4.524908e-7,0.00017218331],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996214,0.000055963934,0.000041605046,0.000036710302,0.000111636145,0.0001326672],"domain_scores_gemma":[0.999019,0.00010953319,0.0002817103,0.000030282637,0.00017675426,0.0003827206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036066346,0.00027653255,0.00027174392,0.0012106374,0.00083476247,0.0006094185,0.0002746065,0.00030633333,0.00080231635],"category_scores_gemma":[0.0009003978,0.0001971694,0.00028681004,0.00082286925,0.00043695187,0.00024357795,0.0005624869,0.00035839598,0.00010884138],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003699297,0.0001291482,0.9821145,0.000034112818,0.000018838133,0.00022226709,0.010239244,0.000022650256,0.0011723907,0.000025621226,0.00010685382,0.0058773924],"study_design_scores_gemma":[0.000001258903,0.00005770284,0.99324447,0.0000046604723,0.000004910685,0.000057286674,0.0064683068,0.00003096066,0.00005115066,0.0000044996627,0.00007197113,0.0000028540892],"about_ca_topic_score_codex":0.033573464,"about_ca_topic_score_gemma":0.057374474,"teacher_disagreement_score":0.033573464,"about_ca_system_score_codex":0.0010491997,"about_ca_system_score_gemma":0.0012187881,"threshold_uncertainty_score":0.06675607},"labels":[],"label_agreement":null},{"id":"W4310272901","doi":"10.1080/17549507.2022.2141322","title":"Heritage language learners of English: Linguistic gaps and cognitive strengths","year":2022,"lang":"en","type":"article","venue":"International Journal of Speech-Language Pathology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Linguistics; Heritage language; Cognition; Psychology; Philosophy","score_opus":0.012235387817281937,"score_gpt":0.28267436346274677,"score_spread":0.2704389756454648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310272901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997453,0.000026071355,0.00001468368,0.000006945041,5.344716e-7,9.3534345e-7,0.000009451501,0.0000011992548,0.00019483136],"genre_scores_gemma":[0.9996493,0.000025106347,0.000044967823,0.0000056452413,8.998519e-7,0.0000018112943,0.000017515791,0.0000010424487,0.00025376515],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997149,0.000036799967,0.000027021697,0.00004722264,0.00010924069,0.00006468169],"domain_scores_gemma":[0.9982376,0.00044492754,0.0006121183,0.00007806093,0.00025991665,0.0003674179],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053444447,0.00029841645,0.00023676005,0.0006556501,0.00033892356,0.00085832423,0.00025074076,0.00020390449,0.0024484198],"category_scores_gemma":[0.0028933096,0.00015799329,0.00009832923,0.00024132275,0.00079905044,0.0007192896,0.0010724891,0.00034838435,0.00032310918],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021614534,0.00019843786,0.966826,0.000049998464,0.000027293288,0.0010535665,0.009870684,0.0000689072,0.0065808706,0.00015647359,0.00009099116,0.014860666],"study_design_scores_gemma":[0.000004427071,0.00026809273,0.9879038,0.000016997537,0.000018086572,0.0016064203,0.008219818,0.000107785585,0.0013059195,0.00017772667,0.00036195022,0.0000090483545],"about_ca_topic_score_codex":0.0039238203,"about_ca_topic_score_gemma":0.005123182,"teacher_disagreement_score":0.0039238203,"about_ca_system_score_codex":0.00023626712,"about_ca_system_score_gemma":0.0003879605,"threshold_uncertainty_score":0.008190751},"labels":[],"label_agreement":null},{"id":"W4310892153","doi":"10.14705/rpnet.2022.61.1478","title":"Pronunciation practice in Google Translate: focus on French liaison","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Consonant; Perception; Focus (optics); Linguistics; Psychology; Computer science; Vowel; Natural language processing; Speech recognition","score_opus":0.0362337163980354,"score_gpt":0.2617677994228165,"score_spread":0.22553408302478112,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310892153","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99293,0.000260179,0.0006838815,0.00006946167,0.000008193726,0.000025560099,0.000024493205,0.0000690629,0.0059292526],"genre_scores_gemma":[0.9859285,0.0006880464,0.0035969662,0.0000754972,0.000012179913,0.000053011274,0.00013165828,0.00004163677,0.009472447],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995616,0.00018709595,0.00001837513,0.000068781126,0.00011192731,0.00005229573],"domain_scores_gemma":[0.99897575,0.0006491992,0.000082734856,0.000089318164,0.00007923284,0.0001237789],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005068091,0.0004885631,0.00028098142,0.0003097872,0.00023427069,0.0006681879,0.00060101965,0.00040276445,0.0029136187],"category_scores_gemma":[0.0015097405,0.00010570399,0.00021947699,0.00026012343,0.0003909615,0.00046343842,0.00058678386,0.00040174118,0.0008308102],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007536205,0.0072643966,0.0397148,0.0012814067,0.000059569837,0.0035216531,0.07673962,0.0011538782,0.16873445,0.001497202,0.0044064135,0.69487303],"study_design_scores_gemma":[0.00043701805,0.033934128,0.47666636,0.00058823987,0.00038574432,0.018376129,0.050768137,0.0036953774,0.24621372,0.0018680046,0.16683641,0.00023074477],"about_ca_topic_score_codex":0.0020731506,"about_ca_topic_score_gemma":0.0048614317,"teacher_disagreement_score":0.0029136187,"about_ca_system_score_codex":0.00039738923,"about_ca_system_score_gemma":0.00054467743,"threshold_uncertainty_score":0.009747028},"labels":[],"label_agreement":null},{"id":"W4310893541","doi":"10.14705/rpnet.2022.61.1437","title":"Ecological CALL: development of a self-location tool for attuning to the ‘chorus of voices’","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Affordance; Active listening; Chorus; Conversation; Linguistics; Communication; Psychology; Art; Cognitive psychology; Literature","score_opus":0.05579874926500604,"score_gpt":0.25916862196343965,"score_spread":0.2033698726984336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310893541","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14324054,0.0010516779,0.5947736,0.0011970465,0.000519918,0.0009737159,0.00033983658,0.016001698,0.24190192],"genre_scores_gemma":[0.29032993,0.00089113787,0.4970369,0.00076889637,0.00009038838,0.00099905,0.0008072964,0.0029160494,0.20616038],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994491,0.00017957392,0.000018640236,0.00009579523,0.00019383877,0.00006310446],"domain_scores_gemma":[0.9993943,0.00031014174,0.000020108755,0.00008415108,0.00007734305,0.00011390451],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008105877,0.00077019446,0.00023154751,0.00087944744,0.00063388376,0.0019010097,0.001977168,0.0009744527,0.009059715],"category_scores_gemma":[0.0016058635,0.00027859455,0.00029366274,0.00025366328,0.001193912,0.0020905184,0.0028983585,0.0009860144,0.0026073384],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019140936,0.0007523856,0.0025405802,0.0007080347,0.000022199374,0.0014532018,0.03670271,0.0017795985,0.090434745,0.057038154,0.03450556,0.7738715],"study_design_scores_gemma":[0.0000647727,0.0005496386,0.0056581213,0.00031445085,0.00004650175,0.0030029546,0.006079197,0.01209728,0.034587953,0.0071523343,0.9302965,0.00015022465],"about_ca_topic_score_codex":0.0023736074,"about_ca_topic_score_gemma":0.006123625,"teacher_disagreement_score":0.009059715,"about_ca_system_score_codex":0.0006051556,"about_ca_system_score_gemma":0.0010476126,"threshold_uncertainty_score":0.03030783},"labels":[],"label_agreement":null},{"id":"W4311597397","doi":"10.3389/fpsyg.2022.811748","title":"Corrective feedback, individual differences in working memory, and L2 development","year":2022,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"Humanities and Social Sciences Youth Foundation, Ministry of Education of the People's Republic of China; Jilin Office of Philosophy and Social Science; Education Department of Hunan Province","keywords":"Analogy; Corrective feedback; Psychology; Working memory; Test (biology); Cognitive psychology; Control (management); Differential effects; Linguistics; Mathematics education; Cognition; Artificial intelligence; Computer science","score_opus":0.05171554127056892,"score_gpt":0.26697733764738957,"score_spread":0.21526179637682064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4311597397","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997578,0.00003544193,0.000044939952,0.0000065025106,8.288479e-7,0.0000019490053,0.000009191407,0.0000022257489,0.00014112025],"genre_scores_gemma":[0.99941194,0.000029363071,0.00012738313,0.0000074208124,0.0000012892181,0.0000065280983,0.000023462715,0.0000018564032,0.00039075245],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997751,0.000059229278,0.000019379893,0.00006529639,0.00005564909,0.000025342426],"domain_scores_gemma":[0.9985827,0.000553537,0.00046802798,0.00009748328,0.000111526206,0.00018665534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004820426,0.0002921361,0.00016781091,0.0003045291,0.00014633204,0.00037494377,0.00019638702,0.00023333333,0.0014075703],"category_scores_gemma":[0.0024166692,0.00011066656,0.00010351686,0.00012137568,0.0002661204,0.00023023084,0.00025973932,0.00022119714,0.00016194602],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015179922,0.0012706164,0.85341257,0.00011777777,0.00013132294,0.00091016723,0.0043878886,0.00036377882,0.08216924,0.00027479217,0.00014358664,0.05530031],"study_design_scores_gemma":[0.000018629378,0.000841476,0.9917414,0.000007241379,0.000025693394,0.0003028688,0.00046267148,0.0003857876,0.00571625,0.00020388079,0.0002860621,0.000007958425],"about_ca_topic_score_codex":0.0016584448,"about_ca_topic_score_gemma":0.0015589887,"teacher_disagreement_score":0.0016584448,"about_ca_system_score_codex":0.00017760435,"about_ca_system_score_gemma":0.00018170514,"threshold_uncertainty_score":0.004708767},"labels":[],"label_agreement":null},{"id":"W4311780072","doi":"10.1007/s11218-022-09744-0","title":"How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system","year":2022,"lang":"en","type":"article","venue":"Social Psychology of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":78,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Sociology of Education; Student engagement; Structural equation modeling; Ideal (ethics); Social psychology; Mathematics education; Pedagogy; Epistemology","score_opus":0.0395112523922635,"score_gpt":0.32352552919273836,"score_spread":0.28401427680047486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4311780072","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968972,0.000037253594,0.00010262002,0.00030095474,0.000007900794,0.00000712657,0.000016144235,0.000004956607,0.0026258626],"genre_scores_gemma":[0.99885476,0.00003252665,0.000097415876,0.000059493843,0.000007126761,0.0000129278815,0.000025965142,0.000006371023,0.0009034344],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986137,0.0005447736,0.00003211849,0.00019042857,0.00018676673,0.00043215233],"domain_scores_gemma":[0.9932034,0.0024861123,0.0014055686,0.00031070193,0.00031540313,0.0022788383],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019749703,0.00035709454,0.0003301115,0.0007559129,0.0012991156,0.004113114,0.0006413669,0.0011892794,0.0057846545],"category_scores_gemma":[0.0072063487,0.00032354504,0.00040739385,0.00046101664,0.0015505776,0.0012003599,0.0029380652,0.0024683082,0.00069842377],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010343299,0.006727392,0.9181857,0.00011267592,0.00020334094,0.00024784627,0.02082494,0.00060520513,0.0070000957,0.004641261,0.0008114048,0.0396058],"study_design_scores_gemma":[0.00003776232,0.00024758698,0.9865224,0.000038436778,0.000042789903,0.00003203856,0.00828103,0.0007847615,0.00070005254,0.0020951065,0.0011995988,0.00001854094],"about_ca_topic_score_codex":0.0043345965,"about_ca_topic_score_gemma":0.0071318643,"teacher_disagreement_score":0.0057846545,"about_ca_system_score_codex":0.0010512577,"about_ca_system_score_gemma":0.001298747,"threshold_uncertainty_score":0.019351602},"labels":[],"label_agreement":null},{"id":"W4311867122","doi":"10.14705/rpnet.2022.61.1448","title":"Language instructors on their emergency remote teaching pedagogy during the pandemic","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Context (archaeology); Pandemic; Pedagogy; Coronavirus disease 2019 (COVID-19); Corrective feedback; Psychology; Engineering; Engineering ethics; Mathematics education; History; Medicine","score_opus":0.03615463457391065,"score_gpt":0.27261912282446593,"score_spread":0.23646448825055527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4311867122","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9677678,0.0006836023,0.0021310714,0.0030565572,0.00015123503,0.00008287541,0.00002168358,0.00008181612,0.026023475],"genre_scores_gemma":[0.9801065,0.0006779251,0.0020275647,0.0011904652,0.000039550054,0.00006469932,0.000022166703,0.000040964434,0.015830128],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984316,0.00089362316,0.000031104424,0.00013475335,0.00021181833,0.00029703794],"domain_scores_gemma":[0.99666023,0.0013300921,0.0004147158,0.00011285111,0.00039052704,0.0010915588],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022712378,0.00024290122,0.0002089578,0.0004968712,0.0033950484,0.0027584292,0.0013874434,0.0010008523,0.004712291],"category_scores_gemma":[0.0070037027,0.00017293956,0.00014038464,0.00035724093,0.0025350968,0.0017050139,0.0030938261,0.0016873048,0.0009766793],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064177846,0.00069268007,0.019544547,0.00029188395,0.0000059768586,0.004052801,0.83109456,0.00018817553,0.007960797,0.0029262782,0.0075684674,0.12560964],"study_design_scores_gemma":[0.000025330042,0.0006412346,0.015049935,0.0003945707,0.000014162097,0.002350139,0.88476765,0.00027474362,0.0028756005,0.0009860242,0.09258276,0.00003785466],"about_ca_topic_score_codex":0.0017565096,"about_ca_topic_score_gemma":0.006701628,"teacher_disagreement_score":0.004712291,"about_ca_system_score_codex":0.0012925614,"about_ca_system_score_gemma":0.002702077,"threshold_uncertainty_score":0.015764177},"labels":[],"label_agreement":null},{"id":"W4311867171","doi":"10.14705/rpnet.2022.61.1427","title":"“I found the fish in Pronunciation Quiz #3!” Examining the effect of a game-informed site on young learners’ L2 pronunciation","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Pronunciation; Affordance; Psychology; Test (biology); Mathematics education; Linguistics; Cognitive psychology","score_opus":0.03816421634813528,"score_gpt":0.24406859071718212,"score_spread":0.20590437436904685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4311867171","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9759049,0.0002657324,0.00212799,0.00028035397,0.00006840021,0.0004146432,0.00014512468,0.0001334611,0.020659432],"genre_scores_gemma":[0.94865143,0.00083800853,0.020006703,0.00059571204,0.00003180033,0.0015364473,0.0005638399,0.00007062052,0.027705455],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994742,0.00026455772,0.000027095592,0.0000641359,0.00011552293,0.000054540604],"domain_scores_gemma":[0.99633455,0.0030249273,0.00015259281,0.00007521601,0.00014192295,0.00027069385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010134272,0.000535054,0.00032632594,0.0002619812,0.00042128522,0.00091754383,0.00068180496,0.0004436809,0.007331536],"category_scores_gemma":[0.0042538354,0.00018896368,0.00019073696,0.00024249026,0.00041492403,0.0006753281,0.000689982,0.0007823831,0.0010349926],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022255548,0.03301795,0.07139974,0.0027260839,0.00016726063,0.0025969693,0.06902895,0.0020789388,0.05024691,0.0038876026,0.034506805,0.7281173],"study_design_scores_gemma":[0.0013050638,0.03936702,0.63218796,0.0012243582,0.00039224752,0.002038991,0.06465185,0.00886342,0.047781896,0.0069748824,0.19482128,0.00039102955],"about_ca_topic_score_codex":0.0020946655,"about_ca_topic_score_gemma":0.0071048127,"teacher_disagreement_score":0.007331536,"about_ca_system_score_codex":0.00040044574,"about_ca_system_score_gemma":0.00062637235,"threshold_uncertainty_score":0.024526477},"labels":[],"label_agreement":null},{"id":"W4312116505","doi":"10.18192/olbij.v12i1.5994","title":"Approaching French cultures in the FSL classroom: The salade niçoise recipe","year":2022,"lang":"en","type":"article","venue":"OLBI Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"French; Fluency; Experiential learning; Exploratory research; Perspective (graphical); AP French Language; Pedagogy; Psychology; French immersion; Sociology; Mathematics education; Anthropology; Language education; Humanities; Visual arts; Art","score_opus":0.038996071156568786,"score_gpt":0.2538199570994353,"score_spread":0.2148238859428665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312116505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96767646,0.00063800457,0.001502753,0.0032414643,0.00006838164,0.000068240995,0.000045868914,0.000048846676,0.026709981],"genre_scores_gemma":[0.9865736,0.00037703733,0.0017091502,0.0004367049,0.000008464638,0.000028763898,0.000020139565,0.000029169478,0.010816971],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980014,0.0011485823,0.00002911926,0.00014497282,0.00019792128,0.0004779823],"domain_scores_gemma":[0.99884254,0.00024790547,0.00008862538,0.0000599496,0.00018864205,0.0005724838],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019969635,0.0006097166,0.00028954184,0.0007376953,0.019491857,0.004135317,0.0010915191,0.0014432713,0.004986531],"category_scores_gemma":[0.0023416125,0.0002760384,0.00037367304,0.0005281951,0.0051786713,0.001606882,0.0037647556,0.0012180819,0.0007102435],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011029039,0.00017738529,0.022066027,0.00014089589,0.0000112694615,0.006705703,0.9217403,0.00016415567,0.0032290695,0.004175796,0.0043435534,0.037135515],"study_design_scores_gemma":[0.000005105555,0.00010485969,0.010032828,0.00009982602,0.0000072467683,0.0010880473,0.9013759,0.00011851954,0.0008856692,0.0003481354,0.0859053,0.000028665323],"about_ca_topic_score_codex":0.31011522,"about_ca_topic_score_gemma":0.6405894,"teacher_disagreement_score":0.31011522,"about_ca_system_score_codex":0.011996397,"about_ca_system_score_gemma":0.010200785,"threshold_uncertainty_score":0.6166203},"labels":[],"label_agreement":null},{"id":"W4312132683","doi":"10.54097/hbem.v4i.3506","title":"The ZPD Perspective on Teachers' Question-Answer Strategies In Mathematics Classroom","year":2022,"lang":"en","type":"article","venue":"Highlights in Business Economics and Management","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Zone of proximal development; Perspective (graphical); Class (philosophy); Mathematics education; Conversation; Selection (genetic algorithm); Process (computing); Computer science; Psychology; Pedagogy; Artificial intelligence","score_opus":0.015598030860533284,"score_gpt":0.23274698336356908,"score_spread":0.21714895250303579,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312132683","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23470964,0.0109993955,0.25468722,0.057517488,0.00031965025,0.00035044542,0.00028252407,0.00029117966,0.44084257],"genre_scores_gemma":[0.9542183,0.0025190208,0.02818358,0.0017490347,0.000069039634,0.00025791078,0.00006667299,0.000080290025,0.012856142],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98839986,0.0090914555,0.00040978967,0.0008006759,0.00078788796,0.000510297],"domain_scores_gemma":[0.9865454,0.010564924,0.0008237271,0.00045774752,0.0011310736,0.00047712508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077192825,0.00045962937,0.00037735075,0.0036886237,0.0033979185,0.008676503,0.001362832,0.0024120328,0.0037402587],"category_scores_gemma":[0.012871306,0.00046817094,0.00041364838,0.0021549126,0.022675388,0.009109086,0.0053110663,0.0037689784,0.0009033655],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023073599,0.000044189383,0.0032338665,0.0003812785,0.000005872883,0.0007019503,0.5016683,0.00026452323,0.0017824362,0.4642997,0.0009806004,0.0266142],"study_design_scores_gemma":[0.000036892907,0.00009277822,0.0068110656,0.001219424,0.000022870086,0.0014988589,0.49240607,0.0022562873,0.0027460598,0.17736438,0.31549445,0.000050919396],"about_ca_topic_score_codex":0.005797044,"about_ca_topic_score_gemma":0.0035063247,"teacher_disagreement_score":0.008676503,"about_ca_system_score_codex":0.0057898704,"about_ca_system_score_gemma":0.003538831,"threshold_uncertainty_score":0.042008698},"labels":[],"label_agreement":null},{"id":"W4312156307","doi":"10.1017/s0272263122000523","title":"Second language anxiety in conversation and its relationship with speakers’ perceptions of the interaction and their social networks","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Conversation; Anxiety; Fluency; Perception; Social anxiety; Arousal; Developmental psychology; Cognitive psychology; Social psychology; Communication","score_opus":0.02511453940698813,"score_gpt":0.27384648477354884,"score_spread":0.2487319453665607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312156307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99911875,0.00004914774,0.00004953293,0.000029693425,0.0000023864923,0.0000041841804,0.000012961821,0.000002147326,0.00073114055],"genre_scores_gemma":[0.9997527,0.000036101537,0.000030743882,0.000008490881,0.0000035894645,0.0000062467666,0.0000109761695,6.3908954e-7,0.00015054824],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99915695,0.0003269944,0.00005591452,0.000091356975,0.00023575242,0.00013316571],"domain_scores_gemma":[0.9954365,0.0018889008,0.0015167812,0.00009119161,0.00033224464,0.0007343685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008186498,0.00022976879,0.00019050812,0.00049002946,0.0006942003,0.0017703789,0.00021024984,0.00033045062,0.0023160218],"category_scores_gemma":[0.005204564,0.00014900902,0.0002521247,0.0002491147,0.00065870496,0.0004334127,0.0010907593,0.00071018393,0.00015120015],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038691013,0.0006247761,0.9175115,0.000111898036,0.00014577578,0.0006139731,0.05812168,0.00014030836,0.0073768385,0.00027537826,0.00023813394,0.014452808],"study_design_scores_gemma":[0.0000043443415,0.00022115144,0.9673766,0.000019903438,0.000029057876,0.00032666305,0.030878471,0.00026796458,0.000378922,0.00009232214,0.0003865922,0.000018129273],"about_ca_topic_score_codex":0.003063957,"about_ca_topic_score_gemma":0.0034293695,"teacher_disagreement_score":0.003063957,"about_ca_system_score_codex":0.00039551864,"about_ca_system_score_gemma":0.00025991793,"threshold_uncertainty_score":0.0077478886},"labels":[],"label_agreement":null},{"id":"W4312244421","doi":"10.53103/cjlls.v2i4.57","title":"The Effects of Product Approach on Language Preparatory School Students` Writing Score in an Academic Writing Course","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Test (biology); Sample (material); Product (mathematics); Psychology; IBM; Control (management); Academic year; Qualitative property; Computer science; Mathematics","score_opus":0.0163556438627615,"score_gpt":0.2998418276872732,"score_spread":0.2834861838245117,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312244421","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989926,0.000051157676,0.00006798687,0.00001763123,0.00000525619,0.00001891957,0.000007039861,0.0000044385756,0.0008349876],"genre_scores_gemma":[0.9967976,0.00010261417,0.00088629813,0.00001872716,0.0000069671773,0.000045444573,0.000033626147,0.0000043827645,0.0021043709],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978976,0.00052997255,0.0001960719,0.00031095574,0.000895377,0.00017001733],"domain_scores_gemma":[0.9903543,0.0046575135,0.0018956588,0.00038720737,0.00100482,0.0017005268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015295576,0.0003151183,0.00035986834,0.00042654626,0.0003554088,0.0010101718,0.00032922646,0.00036303123,0.0026106318],"category_scores_gemma":[0.00818724,0.00014077862,0.0003598641,0.0003211538,0.00031945994,0.00041562293,0.00070377823,0.0007590312,0.00041438444],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0065601836,0.0315371,0.4631472,0.0010987739,0.00034069963,0.0009035781,0.016111812,0.00054028205,0.13018084,0.00033165733,0.0009994808,0.34824848],"study_design_scores_gemma":[0.00009272617,0.01924509,0.9662249,0.00005110824,0.00012819235,0.0001509467,0.004326412,0.0002574197,0.007591894,0.00013501321,0.0017662097,0.000030071526],"about_ca_topic_score_codex":0.00035039615,"about_ca_topic_score_gemma":0.0012901188,"teacher_disagreement_score":0.0026106318,"about_ca_system_score_codex":0.0002906606,"about_ca_system_score_gemma":0.00043711456,"threshold_uncertainty_score":0.008733392},"labels":[],"label_agreement":null},{"id":"W4312372674","doi":"10.7202/1090352ar","title":"Introduction","year":2022,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University; Université du Québec à Montréal","funders":"","keywords":"Computer science","score_opus":0.020694767825211888,"score_gpt":0.22655486447981732,"score_spread":0.20586009665460542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312372674","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016725028,0.0019636774,0.0054977527,0.009861901,0.007952188,0.0003112294,0.0065098144,0.0011966127,0.9650344],"genre_scores_gemma":[0.010813604,0.0017496833,0.0039802655,0.0056543206,0.0014417382,0.00038064484,0.0066999183,0.00052744406,0.9687524],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982266,0.00027838867,0.00006858937,0.00035209602,0.00082499656,0.00024933],"domain_scores_gemma":[0.9973349,0.0003800951,0.0000973585,0.00037922504,0.0012159506,0.00059251627],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0017765125,0.00068805576,0.000455305,0.0015388773,0.0019781336,0.0050586085,0.001735793,0.0020058833,0.54597884],"category_scores_gemma":[0.006441501,0.00022520238,0.0006416594,0.0012711261,0.0009005432,0.0021586972,0.0036080198,0.0018441288,0.37366942],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000993858,0.000067290144,0.0006074044,0.00027941706,0.000006286817,0.00012407397,0.0003899245,0.000094699746,0.00043656168,0.053435866,0.75182366,0.19263536],"study_design_scores_gemma":[0.0000051010666,0.00001017074,0.00024086381,0.00007611611,0.0000016589729,0.000046993162,0.00010646598,0.00001600624,0.00008707044,0.0030073645,0.9963988,0.0000033886126],"about_ca_topic_score_codex":0.0042324774,"about_ca_topic_score_gemma":0.0043964526,"teacher_disagreement_score":0.45402116,"about_ca_system_score_codex":0.0018723247,"about_ca_system_score_gemma":0.0041326825,"threshold_uncertainty_score":0.6476061},"labels":[],"label_agreement":null},{"id":"W4312902327","doi":"10.7202/1090210ar","title":"L’approche neurolinguistique : une nouvelle conception du « comment » on apprend une langue seconde","year":2022,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Humanities; Philosophy","score_opus":0.024503355869242405,"score_gpt":0.23839982170207868,"score_spread":0.21389646583283628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312902327","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11024478,0.005688049,0.21973254,0.052361608,0.0011190776,0.00013871715,0.0001406436,0.0005835022,0.6099911],"genre_scores_gemma":[0.9127358,0.0025715444,0.033565626,0.0030497247,0.0002594185,0.00017029524,0.00010092171,0.0002722751,0.04727449],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99405885,0.00309518,0.00023632465,0.000990324,0.0012797534,0.00033957383],"domain_scores_gemma":[0.99386793,0.002995465,0.0004907497,0.0007009662,0.0014758008,0.00046913553],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053426223,0.00093060284,0.0004774782,0.001705967,0.004238654,0.008892654,0.0017428453,0.0029736059,0.005925382],"category_scores_gemma":[0.008992301,0.00042239393,0.0005642268,0.0008871593,0.026387993,0.009186425,0.0040496136,0.0050633266,0.0014851833],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041577623,0.000028087092,0.0018049349,0.0001817065,0.0000147144865,0.00025620474,0.08006793,0.00054077245,0.0017123153,0.87543344,0.0029090014,0.03700937],"study_design_scores_gemma":[0.000035383888,0.00009148441,0.0039313934,0.00075616187,0.000058058933,0.0010767517,0.049255252,0.003806589,0.0035374037,0.54234016,0.39499286,0.00011857244],"about_ca_topic_score_codex":0.018830394,"about_ca_topic_score_gemma":0.015615698,"teacher_disagreement_score":0.018830394,"about_ca_system_score_codex":0.0073320563,"about_ca_system_score_gemma":0.007675762,"threshold_uncertainty_score":0.05319804},"labels":[],"label_agreement":null},{"id":"W4313004376","doi":"10.7202/1095064ar","title":"Le jeu dramatique comme soutien aux émotions vécues en contexte d’apprentissage d’une langue seconde : exploration des aspects observés dans les salles de classe et implications pédagogiques","year":2022,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.09440759373838035,"score_gpt":0.30556642464655465,"score_spread":0.21115883090817428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313004376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84626454,0.002124142,0.009860225,0.0042308257,0.00036504984,0.00014007483,0.00011702407,0.00016396066,0.13673413],"genre_scores_gemma":[0.95707214,0.0006784563,0.001563826,0.00028662352,0.000050655835,0.000084145664,0.000048021124,0.00007021841,0.04014587],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99767846,0.0010615253,0.000061986495,0.00027797697,0.0004693956,0.00045071304],"domain_scores_gemma":[0.99822026,0.00074316555,0.00022111279,0.00011919714,0.00026132585,0.0004349775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016766231,0.00055041275,0.0005122767,0.0009152074,0.004734746,0.0069186282,0.0007358424,0.0016131902,0.009850661],"category_scores_gemma":[0.0042098113,0.00024016907,0.00044581256,0.0006114502,0.0053200293,0.0034214843,0.0043638777,0.0030743289,0.0013179509],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009051283,0.00016530501,0.010645641,0.00038541193,0.000018724983,0.0012210998,0.9110521,0.00013392502,0.008633456,0.029794645,0.0034603218,0.034398925],"study_design_scores_gemma":[0.000014059914,0.00017217542,0.038613487,0.00041594377,0.000022577866,0.0010250817,0.7339941,0.00031696446,0.0027728225,0.0049386,0.21764514,0.00006900143],"about_ca_topic_score_codex":0.008739851,"about_ca_topic_score_gemma":0.015640147,"teacher_disagreement_score":0.009850661,"about_ca_system_score_codex":0.0029918174,"about_ca_system_score_gemma":0.0022866782,"threshold_uncertainty_score":0.03295374},"labels":[],"label_agreement":null},{"id":"W4313067591","doi":"10.53103/cjlls.v2i4.58","title":"The Effects of Direct Written Corrective Feedback (WCF) on Language Preparatory School Students` IELTS Independent Writing Section Score","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Test (biology); Mathematics education; Psychology; Sample (material); Control (management); IBM; Computer science; Artificial intelligence","score_opus":0.00868256518568733,"score_gpt":0.2550481570117245,"score_spread":0.24636559182603718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313067591","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989843,0.0001039336,0.0001886073,0.000022907603,0.00002565422,0.000039475464,0.000025261115,0.000019733017,0.0005902134],"genre_scores_gemma":[0.9970925,0.00010883367,0.0011966734,0.000021995713,0.00001873806,0.0000857812,0.000060328544,0.00000822791,0.0014068083],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998514,0.0004477991,0.0001648222,0.00028495514,0.0004462816,0.0001421675],"domain_scores_gemma":[0.98773706,0.007140599,0.0018654236,0.00056700106,0.0012163898,0.0014734847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001546329,0.0004904615,0.0004912639,0.0003285946,0.0002205155,0.00041330687,0.00037772502,0.00041539458,0.0023846794],"category_scores_gemma":[0.014192686,0.00016322905,0.00025430886,0.00018856053,0.00024132871,0.00032157815,0.0004338705,0.0006221644,0.00030040435],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.035772372,0.040231958,0.121048026,0.0013565284,0.00033937994,0.00050011993,0.005164082,0.0012809475,0.1423948,0.00015692311,0.0016764872,0.6500783],"study_design_scores_gemma":[0.0009319198,0.11660777,0.8440559,0.0001432144,0.000342637,0.00024313568,0.0016002432,0.0014889712,0.03227574,0.00016298516,0.0020762454,0.0000712225],"about_ca_topic_score_codex":0.00070501474,"about_ca_topic_score_gemma":0.0016197145,"teacher_disagreement_score":0.0023846794,"about_ca_system_score_codex":0.00017450073,"about_ca_system_score_gemma":0.00040177317,"threshold_uncertainty_score":0.008177817},"labels":[],"label_agreement":null},{"id":"W4313071204","doi":"10.7146/spr.v14i44.114070","title":"Lad dem snakke, mens de skriver – outputhypotesen, skrivning og dialogisk læring","year":2008,"lang":"da","type":"article","venue":"Sprogforum Tidsskrift for sprog- og kulturpædagogik","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.10490378221691322,"score_gpt":0.2840346487333677,"score_spread":0.1791308665164545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313071204","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022044225,0.0023567542,0.24458762,0.018436812,0.0041533196,0.0003911114,0.0045978716,0.030862859,0.67256945],"genre_scores_gemma":[0.33307835,0.002798179,0.12354273,0.005119011,0.0013867462,0.0005087568,0.006585646,0.020701574,0.50627905],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99543685,0.0015306603,0.00028995294,0.0011064353,0.0012805519,0.00035562066],"domain_scores_gemma":[0.9935626,0.003086106,0.00024307682,0.0011790167,0.0014921149,0.00043710117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003393071,0.0018211068,0.0011253989,0.0010301679,0.0027219728,0.008564394,0.0015035113,0.002227814,0.12978636],"category_scores_gemma":[0.0121981995,0.00082750013,0.00090630446,0.0008383368,0.0043284474,0.009529995,0.007024213,0.0038503234,0.059557278],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010054023,0.00021187389,0.002522351,0.0012319022,0.00007454189,0.0012298996,0.016461,0.0007277868,0.02871373,0.24093336,0.3366286,0.37025952],"study_design_scores_gemma":[0.000046002362,0.00011830411,0.0018658179,0.0002864881,0.00004616396,0.00068141415,0.0041607562,0.002688676,0.023416152,0.047728367,0.9188282,0.00013384598],"about_ca_topic_score_codex":0.00841268,"about_ca_topic_score_gemma":0.008253671,"teacher_disagreement_score":0.12978636,"about_ca_system_score_codex":0.0027350828,"about_ca_system_score_gemma":0.002246669,"threshold_uncertainty_score":0.4341786},"labels":[],"label_agreement":null},{"id":"W4313256464","doi":"10.46451/ijclt.20230105","title":"Teacher Identity and Culture Teaching in Chinese Language Classrooms: A Case Study in a Canadian University","year":2022,"lang":"en","type":"article","venue":"International Journal of Chinese Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of the Fraser Valley","funders":"","keywords":"Identity (music); Pedagogy; Sociology; Mathematics education; Psychology; Art; Aesthetics","score_opus":0.011806559200133739,"score_gpt":0.3004132167457608,"score_spread":0.2886066575456271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313256464","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99264514,0.00030317978,0.0001760953,0.0015864024,0.000045925994,0.00007020604,0.000022948514,0.000008181967,0.005141925],"genre_scores_gemma":[0.9912082,0.00058110233,0.00043905925,0.00048976135,0.000015283289,0.000032933887,0.000018156557,0.000014359416,0.007201175],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99673223,0.0008862079,0.000077649405,0.00023658086,0.0005149818,0.0015523257],"domain_scores_gemma":[0.99564976,0.00056594255,0.00024847113,0.00008769097,0.00072313054,0.0027249896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025691043,0.00083919405,0.0008342977,0.0020044928,0.04973805,0.0048308703,0.0030715056,0.0030103677,0.003699055],"category_scores_gemma":[0.0038914313,0.0005338147,0.0006164561,0.0025661942,0.007189032,0.0015905004,0.005062313,0.0038416402,0.0004493242],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007439856,0.00069250073,0.020693218,0.000098266246,0.0000106258585,0.013340436,0.94681984,0.0001502789,0.00089968747,0.0024940893,0.0022870367,0.01243961],"study_design_scores_gemma":[0.000010535976,0.00008712605,0.007306285,0.00006725578,0.000012329274,0.0009304637,0.98307174,0.00015688568,0.00025486486,0.00011469401,0.00796162,0.000026209327],"about_ca_topic_score_codex":0.8226012,"about_ca_topic_score_gemma":0.9494663,"teacher_disagreement_score":0.1773988,"about_ca_system_score_codex":0.050362516,"about_ca_system_score_gemma":0.05581256,"threshold_uncertainty_score":0.3654073},"labels":[],"label_agreement":null},{"id":"W4313293882","doi":"10.1002/9781118784235.eelt1038","title":"Can‐Do Statements","year":2022,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science; Framing (construction); Curriculum; Language assessment; Mathematics education; Psychology; Pedagogy; Engineering","score_opus":0.012351357505110334,"score_gpt":0.2649650872039428,"score_spread":0.25261372969883245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313293882","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028526632,0.0011087161,0.014201335,0.0040685683,0.0026222207,0.0009837464,0.037541024,0.005796153,0.93082565],"genre_scores_gemma":[0.031845853,0.0040793023,0.036316596,0.0036515228,0.001310855,0.0021992906,0.087010466,0.009839748,0.8237464],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99540603,0.001048391,0.00048250917,0.00022190489,0.002471875,0.0003693739],"domain_scores_gemma":[0.9827015,0.006845369,0.0011389988,0.0018515062,0.0061284355,0.0013342266],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0042028287,0.0011256947,0.0005117491,0.0052028284,0.0022154818,0.005946986,0.0013991619,0.0013968511,0.31807756],"category_scores_gemma":[0.025146013,0.00046885337,0.00042678398,0.00604688,0.0010467297,0.008233749,0.0041327886,0.0019744206,0.17733674],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007212167,0.0000719861,0.0005065799,0.000738721,0.0000031368136,0.00009026341,0.00091968547,0.00017017695,0.00039545828,0.030635158,0.8753698,0.09102693],"study_design_scores_gemma":[0.000002754869,0.00000847631,0.00018229251,0.0001523756,7.058914e-7,0.00003956442,0.00030341995,0.000026175012,0.00012989932,0.0017026868,0.9974443,0.0000073536003],"about_ca_topic_score_codex":0.0021263266,"about_ca_topic_score_gemma":0.004456737,"teacher_disagreement_score":0.31807756,"about_ca_system_score_codex":0.0018047187,"about_ca_system_score_gemma":0.0037234968,"threshold_uncertainty_score":0.9726796},"labels":[],"label_agreement":null},{"id":"W4313326472","doi":"10.5539/elt.v16n1p111","title":"It&amp;#39;s All about My Mother [Language]: The Effect of Mother Language on Spoken Errors Made by EFL Arab Students","year":2022,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Psychology; Grammar; Syntax; Vocabulary; First language; Linguistics; Class (philosophy); Foreign language; Mathematics education; Computer science","score_opus":0.010587991320576383,"score_gpt":0.2795250426272945,"score_spread":0.26893705130671813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313326472","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99901116,0.000061976374,0.000023383582,0.00009673258,0.000007540768,0.0000014915344,0.000013961256,0.0000035265969,0.0007801674],"genre_scores_gemma":[0.99844426,0.00019238539,0.00011295763,0.00008438492,0.000006644627,0.000007717412,0.00003440456,0.000008517464,0.0011087075],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998587,0.00072229886,0.000120853445,0.000114902214,0.00032441126,0.00013061991],"domain_scores_gemma":[0.98138577,0.010236454,0.0045067063,0.000520185,0.002082158,0.0012687271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017106932,0.00036099332,0.00029303934,0.00035948242,0.00067104335,0.0014440839,0.00048385156,0.0004882891,0.0053778756],"category_scores_gemma":[0.018025082,0.0002167957,0.0002255903,0.00025683866,0.00073347706,0.00056845637,0.0007986839,0.0008187095,0.0011838333],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009238203,0.00097160594,0.9004022,0.00015306994,0.00009948252,0.0013656514,0.0385966,0.00021718373,0.005212223,0.0001480683,0.0017833556,0.050126728],"study_design_scores_gemma":[0.00004674471,0.0017179798,0.89405626,0.00030076224,0.0001371381,0.000799043,0.09608059,0.00071407907,0.0035386158,0.00016426841,0.0024079618,0.00003652904],"about_ca_topic_score_codex":0.006904008,"about_ca_topic_score_gemma":0.0075364406,"teacher_disagreement_score":0.006904008,"about_ca_system_score_codex":0.0004206127,"about_ca_system_score_gemma":0.00077135826,"threshold_uncertainty_score":0.017990828},"labels":[],"label_agreement":null},{"id":"W4313416614","doi":"10.4018/978-1-6684-7597-3.ch026","title":"Avatar Teaching and Learning","year":2022,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Affordance; Avatar; Autonomy; Metaverse; Computer science; Language acquisition; Process (computing); Relevance (law); Pedagogy; Psychology; Human–computer interaction; Mathematics education; Virtual reality","score_opus":0.026709590022055994,"score_gpt":0.23586185024256764,"score_spread":0.20915226022051164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313416614","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015694,0.012248988,0.050012693,0.004568112,0.002092751,0.00006792492,0.000060135295,0.0007232481,0.9145322],"genre_scores_gemma":[0.30491886,0.011640474,0.028471228,0.0012475239,0.0006937556,0.00016378638,0.00018018685,0.0004713459,0.65221286],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994609,0.0002247318,0.000014797585,0.000079321,0.00016068947,0.000059532555],"domain_scores_gemma":[0.99941957,0.00028982412,0.0000355641,0.000070160255,0.000057414323,0.00012738252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059064705,0.0005393665,0.0002471775,0.0004893391,0.0012349525,0.00435992,0.0010035866,0.0012585166,0.034706235],"category_scores_gemma":[0.0017228371,0.00016470713,0.00028926702,0.00036468828,0.0020525106,0.0036669995,0.0035061764,0.0019196174,0.0073974766],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060170863,0.000105645464,0.0003381264,0.00040856568,0.0000063881203,0.00043278135,0.019895246,0.00063072756,0.00291635,0.6886583,0.032041583,0.25450605],"study_design_scores_gemma":[0.000009837643,0.000060763217,0.00015942533,0.00025109385,0.0000041974627,0.0009774697,0.0037261802,0.00054697535,0.0014310876,0.06363054,0.92919385,0.000008709952],"about_ca_topic_score_codex":0.0004201725,"about_ca_topic_score_gemma":0.0008796473,"teacher_disagreement_score":0.034706235,"about_ca_system_score_codex":0.000957159,"about_ca_system_score_gemma":0.000657779,"threshold_uncertainty_score":0.11610395},"labels":[],"label_agreement":null},{"id":"W4313461263","doi":"10.29173/isotl608","title":"Language of Students: How do Students Label and Define their Class Experience?","year":2022,"lang":"en","type":"article","venue":"Imagining SoTL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Class (philosophy); Mathematics education; Qualitative research; Psychology; Perception; Pedagogy; Computer science; Sociology","score_opus":0.02962087198398523,"score_gpt":0.30280088322709914,"score_spread":0.2731800112431139,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313461263","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9717639,0.0008156343,0.0044437074,0.0038771236,0.00010113372,0.00005196602,0.00005436833,0.000042977077,0.018849216],"genre_scores_gemma":[0.99778146,0.0002246552,0.00046142747,0.00038727644,0.000008406284,0.000028174487,0.000024753434,0.00002429103,0.0010595139],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99086225,0.0053483057,0.00033017492,0.00076066237,0.00197339,0.00072522304],"domain_scores_gemma":[0.98835605,0.005486126,0.002565421,0.0005953149,0.0016117134,0.001385367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008035039,0.00038725327,0.00048668732,0.001002983,0.0025899566,0.010599218,0.0011066166,0.0012660609,0.0018953407],"category_scores_gemma":[0.027026456,0.0002434688,0.0003599907,0.00086313114,0.007367698,0.0053496663,0.003831397,0.002502069,0.0007484501],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058730977,0.00008633364,0.04298278,0.00012119308,0.000019006338,0.00024222059,0.92253125,0.0000510844,0.0021835717,0.0036920127,0.0014609096,0.02657089],"study_design_scores_gemma":[0.000008521158,0.00009256464,0.021936828,0.00020165561,0.000018114992,0.00040304303,0.9547202,0.00021576651,0.00101111,0.002375275,0.01896595,0.000051017894],"about_ca_topic_score_codex":0.002739119,"about_ca_topic_score_gemma":0.0030813213,"teacher_disagreement_score":0.010599218,"about_ca_system_score_codex":0.0021312605,"about_ca_system_score_gemma":0.0019113444,"threshold_uncertainty_score":0.04249382},"labels":[],"label_agreement":null},{"id":"W4313532793","doi":"10.5430/wjel.v13n1p286","title":"PAD Class Teaching in Undergraduate English Courses in the Era of Information Technology","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; Presentation (obstetrics); College English; Assimilation (phonology); Style (visual arts); Psychology; Computer science; Medicine; Linguistics; Artificial intelligence; Surgery; Art; Visual arts","score_opus":0.008611613042716583,"score_gpt":0.23625135387442486,"score_spread":0.2276397408317083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313532793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994273,0.000031051823,0.00014470982,0.000014322324,0.000005369643,0.000023001756,0.0000037768698,0.000003988774,0.00034662738],"genre_scores_gemma":[0.9968928,0.00008285395,0.0014219334,0.00003483463,0.000013601336,0.00005351188,0.000021122047,0.0000028091133,0.001476609],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994942,0.00013241332,0.000022764763,0.00010926596,0.000088940076,0.00015251091],"domain_scores_gemma":[0.99903405,0.00020484852,0.00009615892,0.000055849872,0.00007940472,0.0005297302],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008575509,0.00043202855,0.00037585938,0.00036192595,0.00041237177,0.0004460096,0.00043968615,0.00024866834,0.0018694673],"category_scores_gemma":[0.0014721986,0.00015391363,0.0003455183,0.0001663516,0.0003348527,0.00030338037,0.0007386685,0.00046454856,0.00031521294],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063860365,0.076893546,0.16010214,0.00085838465,0.00012446503,0.0013715705,0.03761365,0.0007372998,0.22908886,0.0011496264,0.0011264211,0.48454797],"study_design_scores_gemma":[0.00122243,0.09923427,0.75928664,0.000097971715,0.00035109487,0.00093114487,0.017212385,0.002177954,0.10160221,0.00068502856,0.017083654,0.00011518551],"about_ca_topic_score_codex":0.00078294874,"about_ca_topic_score_gemma":0.0016798483,"teacher_disagreement_score":0.0018694673,"about_ca_system_score_codex":0.0004890085,"about_ca_system_score_gemma":0.0006278866,"threshold_uncertainty_score":0.0062540174},"labels":[],"label_agreement":null},{"id":"W4313533189","doi":"10.5430/wjel.v13n1p248","title":"The Impact of Studying English in China on Thai University Students’ Intercultural Competence","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Intercultural communication; Nonprobability sampling; Psychology; Competence (human resources); Adaptation (eye); Intercultural competence; Social psychology; Pedagogy; Sociology; Political science; Demography","score_opus":0.014788538446275782,"score_gpt":0.25799460897473875,"score_spread":0.24320607052846296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313533189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987295,0.000044617955,0.000010124229,0.00006975632,0.0000045053775,0.0000042571114,0.0000068887616,6.310902e-7,0.001129648],"genre_scores_gemma":[0.99944884,0.00007759812,0.000016409536,0.000031116404,0.0000036435547,0.0000059115187,0.0000105575045,9.698385e-7,0.0004049551],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985037,0.0005333677,0.00012761948,0.00011433562,0.00037128705,0.00034979777],"domain_scores_gemma":[0.99355906,0.0012514255,0.0014400186,0.00016449679,0.0006119291,0.0029730513],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011349136,0.00025626455,0.00024616995,0.00069650746,0.001837605,0.002162319,0.00027895416,0.0003075976,0.0027298348],"category_scores_gemma":[0.004367092,0.00015227198,0.0002918079,0.00068566616,0.0010019175,0.0007083252,0.0018979532,0.00072455336,0.0001914658],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015361072,0.00047449683,0.8769178,0.00012147297,0.00005832663,0.0016268139,0.093646,0.0001040338,0.0028095357,0.0002458272,0.00037889308,0.02346328],"study_design_scores_gemma":[0.000005378906,0.00022085602,0.9036494,0.00004465711,0.000018435558,0.00026028336,0.09433076,0.00015320425,0.00030286895,0.00005812937,0.00093628623,0.000019599674],"about_ca_topic_score_codex":0.01620548,"about_ca_topic_score_gemma":0.029659871,"teacher_disagreement_score":0.01620548,"about_ca_system_score_codex":0.0009838495,"about_ca_system_score_gemma":0.0018476221,"threshold_uncertainty_score":0.03222233},"labels":[],"label_agreement":null},{"id":"W4313585255","doi":"10.3390/languages8010018","title":"Gender Agreement in L3 Spanish Production among Speakers of Typologically Different Languages","year":2023,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Grammaticality; Psychology; Grammatical gender; Mandarin Chinese; Linguistics; Typology; Identification (biology); Grammar; Noun; Task (project management); Agreement; Neuroscience of multilingualism; History","score_opus":0.043636983499750356,"score_gpt":0.27890047981589816,"score_spread":0.2352634963161478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313585255","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992016,0.00002219881,0.00007577573,0.0000061385103,9.326736e-7,0.0000018323226,0.000016156726,0.0000027714752,0.00067246996],"genre_scores_gemma":[0.99909365,0.000026051626,0.00013546848,0.000009788152,9.048059e-7,0.0000044776257,0.000041218544,0.000007712195,0.0006807143],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958056,0.000119245,0.000028886725,0.00010448493,0.000093299976,0.000073583],"domain_scores_gemma":[0.99793315,0.00090701715,0.00048005642,0.00015524362,0.0003666297,0.00015799151],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011062071,0.00021863905,0.00017255115,0.00031003062,0.00024001044,0.00085675134,0.0001730608,0.00026373597,0.0025837447],"category_scores_gemma":[0.0033258307,0.00015913085,0.00015053942,0.00012993948,0.00044881523,0.00035861437,0.00074778387,0.0003421098,0.0007043962],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000881484,0.00021187191,0.7110527,0.0001057977,0.0000526269,0.0011652984,0.07250736,0.00015367249,0.1658798,0.0005225584,0.00025339558,0.047213413],"study_design_scores_gemma":[0.000019617944,0.00050744397,0.9632214,0.000036002933,0.000021648091,0.001082337,0.02096326,0.00041218626,0.011707212,0.00035962922,0.0016407798,0.000028667468],"about_ca_topic_score_codex":0.004090441,"about_ca_topic_score_gemma":0.005653394,"teacher_disagreement_score":0.004090441,"about_ca_system_score_codex":0.00021599101,"about_ca_system_score_gemma":0.00029282348,"threshold_uncertainty_score":0.008643508},"labels":[],"label_agreement":null},{"id":"W4317033090","doi":"10.1007/s11858-023-01467-6","title":"Sourcing mathematical meaning as a dialogic process: meaning-focused and language-focused repairs","year":2023,"lang":"en","type":"article","venue":"ZDM","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Dialogic; Meaning (existential); Vocabulary; Variety (cybernetics); Linguistics; Gesture; Conversation; Psychology; Perspective (graphical); Conversation analysis; Computer science; Communication; Pedagogy; Artificial intelligence","score_opus":0.03592027317321208,"score_gpt":0.2699387758920011,"score_spread":0.23401850271878902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317033090","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.093932934,0.00027241453,0.8252024,0.0025423195,0.0002694365,0.00036317765,0.00024441496,0.0044344207,0.07273853],"genre_scores_gemma":[0.77627236,0.00016196408,0.2051747,0.00027412115,0.000051314913,0.000163698,0.00028150814,0.0015416447,0.016078627],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9952272,0.0018403372,0.0003485655,0.000692773,0.0014547884,0.00043633208],"domain_scores_gemma":[0.9811303,0.008944565,0.00094647484,0.006465527,0.0020908639,0.00042234478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005549883,0.0009629994,0.00074441516,0.0015217331,0.0022269397,0.0052281325,0.0035427155,0.002926597,0.019982425],"category_scores_gemma":[0.04130447,0.00093518407,0.0010890394,0.0009732744,0.0070129647,0.014195121,0.009567307,0.004389449,0.0030575667],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037748463,0.0002511692,0.001984914,0.00062905025,0.00003274307,0.0012464838,0.063169934,0.0053500994,0.019566966,0.7443621,0.0058181267,0.15721099],"study_design_scores_gemma":[0.0001631811,0.0002470831,0.001994126,0.0006120135,0.00012047309,0.0023963538,0.042299584,0.12129182,0.06084826,0.6828896,0.086892076,0.00024552812],"about_ca_topic_score_codex":0.0019153266,"about_ca_topic_score_gemma":0.0012971108,"teacher_disagreement_score":0.019982425,"about_ca_system_score_codex":0.0014175996,"about_ca_system_score_gemma":0.002577086,"threshold_uncertainty_score":0.06684786},"labels":[],"label_agreement":null},{"id":"W4317361172","doi":"10.1017/9781009218948.002","title":"Feedback in Everyday Life and in Foreign-Language Education","year":2023,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Foreign language; Variety (cybernetics); China; Face (sociological concept); Everyday life; First language; Pedagogy; Mathematics education; Psychology; Political science; Computer science; Sociology; Linguistics; Geography; Social science; Artificial intelligence; Law","score_opus":0.031146011536734804,"score_gpt":0.2098551363137245,"score_spread":0.1787091247769897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317361172","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016575396,0.18545438,0.009939644,0.009188473,0.004691807,0.00007667763,0.000108312575,0.0004198305,0.7735454],"genre_scores_gemma":[0.42049852,0.12032261,0.010650418,0.004517702,0.002523877,0.00025962197,0.00022110705,0.00034357083,0.44066262],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981772,0.0008983173,0.00009087968,0.00011884659,0.00056871347,0.00014604544],"domain_scores_gemma":[0.99771714,0.0015221239,0.00010269179,0.00014669614,0.0003219828,0.00018943509],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017285947,0.0005257349,0.00038390796,0.0016652722,0.0014596351,0.004351731,0.00060020963,0.0015826215,0.012036313],"category_scores_gemma":[0.0053763175,0.00020797171,0.0002081983,0.0018713679,0.0033588924,0.0038273663,0.0017009241,0.0013824195,0.002511079],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009387682,0.00017141111,0.0012582443,0.0011810831,0.000009534002,0.00070705876,0.02957346,0.0007063915,0.0012915076,0.2000508,0.122689344,0.6422673],"study_design_scores_gemma":[0.000012619202,0.00014207127,0.0039804494,0.0018192527,0.000005311218,0.0014150788,0.009363519,0.00028215713,0.000522571,0.032949325,0.9494779,0.000029834786],"about_ca_topic_score_codex":0.0023369894,"about_ca_topic_score_gemma":0.00255591,"teacher_disagreement_score":0.012036313,"about_ca_system_score_codex":0.0014755665,"about_ca_system_score_gemma":0.0011362177,"threshold_uncertainty_score":0.0402655},"labels":[],"label_agreement":null},{"id":"W4317373215","doi":"10.1016/j.system.2023.102993","title":"Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms","year":2023,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Cognition; Recall; Psychology; Mathematics education; Cognitive psychology","score_opus":0.10039470855124474,"score_gpt":0.2986580350963337,"score_spread":0.19826332654508896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317373215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99852115,0.000049793452,0.00015347604,0.00004731916,0.000004216059,0.00000483593,0.000022890914,0.000013808271,0.0011825996],"genre_scores_gemma":[0.9992698,0.000021393256,0.00013952338,0.000012608933,0.000002234509,0.000007023351,0.000023346089,0.000006516677,0.0005176298],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9950139,0.0016911643,0.00061833975,0.0007157699,0.0015060473,0.000454814],"domain_scores_gemma":[0.93079734,0.038464215,0.017094484,0.0028300968,0.008189269,0.0026246028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039213053,0.00027996209,0.0004058865,0.0015464821,0.0007151514,0.0043780594,0.00068682997,0.0008162055,0.0022952787],"category_scores_gemma":[0.05840969,0.00037605703,0.00033684217,0.000845805,0.0014888608,0.0013021964,0.0021336388,0.0017953286,0.00037901456],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010522787,0.0011292135,0.8232471,0.00024632545,0.00012470232,0.0004122994,0.121327005,0.0011020212,0.01167023,0.00093846873,0.0003664803,0.03838389],"study_design_scores_gemma":[0.000027476717,0.00040668668,0.95432776,0.00008420225,0.00006358744,0.00019225512,0.038149387,0.0015066931,0.0036814404,0.00045349472,0.0010240506,0.000082953986],"about_ca_topic_score_codex":0.009522972,"about_ca_topic_score_gemma":0.010805775,"teacher_disagreement_score":0.009522972,"about_ca_system_score_codex":0.0018734148,"about_ca_system_score_gemma":0.0014819433,"threshold_uncertainty_score":0.020738065},"labels":[],"label_agreement":null},{"id":"W4317905752","doi":"10.1177/13621688221148449","title":"K-12 content teachers designing language tasks: A follow-up to Erlam, 2016","year":2023,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Task (project management); Psychology; Mathematics education; Foreign language; Language education; Computer science","score_opus":0.18446233923508248,"score_gpt":0.3889399950779868,"score_spread":0.20447765584290434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317905752","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99317086,0.00016181532,0.0009925065,0.0006760803,0.00004725965,0.00062979467,0.00017690378,0.000119031334,0.0040258258],"genre_scores_gemma":[0.97203606,0.00039727404,0.010649003,0.0014201988,0.000022237595,0.0011730063,0.0004932984,0.00015047695,0.013658518],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9928456,0.0019552521,0.00087200874,0.0010334069,0.0022045637,0.0010892191],"domain_scores_gemma":[0.9591474,0.0056954254,0.0027396346,0.0052608536,0.02428805,0.0028685508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013259937,0.0005561527,0.0009145026,0.0017555426,0.004498982,0.0029798453,0.002140522,0.0016722956,0.003939662],"category_scores_gemma":[0.029765712,0.0012778698,0.0010357955,0.0013580472,0.0015120619,0.0038555579,0.0043760496,0.0034021968,0.0025457044],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011161584,0.0302264,0.13048656,0.00112002,0.000075450815,0.0021633913,0.46978143,0.00038216964,0.019202106,0.0011198502,0.0132239405,0.33110258],"study_design_scores_gemma":[0.00055394735,0.013730457,0.29253504,0.0010776467,0.0001949229,0.0019437233,0.53574044,0.001664203,0.034403052,0.0010904624,0.11669561,0.00037049482],"about_ca_topic_score_codex":0.010595059,"about_ca_topic_score_gemma":0.018575417,"teacher_disagreement_score":0.013259937,"about_ca_system_score_codex":0.0035888797,"about_ca_system_score_gemma":0.009240151,"threshold_uncertainty_score":0.07012606},"labels":[],"label_agreement":null},{"id":"W4317932300","doi":"10.3126/mrj.v3i1.51634","title":"Teachers of English and their Perceptions towards ESL Errors","year":2022,"lang":"en","type":"article","venue":"Mangal Research Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nepali; Perception; Intelligibility (philosophy); Psychology; Mathematics education; Linguistics","score_opus":0.11466283295061065,"score_gpt":0.35245296318988856,"score_spread":0.23779013023927792,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317932300","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975025,0.0002480756,0.00017790901,0.00025847147,0.000009961186,0.000009887636,0.0000147045175,0.0000074676805,0.0017708961],"genre_scores_gemma":[0.9986625,0.0002463965,0.00008650552,0.000063059604,0.000007336459,0.000008246857,0.000012914071,0.0000032723924,0.00090976467],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9965834,0.0014110577,0.00034269918,0.0002068893,0.0011422489,0.0003136503],"domain_scores_gemma":[0.97833556,0.007979814,0.007682888,0.00046363423,0.0038104814,0.0017276832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025597056,0.00022726819,0.00033211883,0.0009126333,0.0008901784,0.0020044881,0.0002691469,0.000537505,0.0023810419],"category_scores_gemma":[0.015988398,0.00030951647,0.0002013168,0.00042071656,0.0011052127,0.0010182918,0.0010064907,0.0007727974,0.00041769168],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019569075,0.00026275395,0.59233624,0.00030381265,0.000035638914,0.002008077,0.37733415,0.00019197476,0.004749996,0.00026930173,0.0007057956,0.021606643],"study_design_scores_gemma":[0.000019997293,0.0006776947,0.44580188,0.00023404513,0.00003576617,0.002085753,0.5402742,0.0004313099,0.00091307436,0.00020352284,0.009259326,0.00006343307],"about_ca_topic_score_codex":0.0064029265,"about_ca_topic_score_gemma":0.006661992,"teacher_disagreement_score":0.0064029265,"about_ca_system_score_codex":0.0006077564,"about_ca_system_score_gemma":0.00087060384,"threshold_uncertainty_score":0.0135371685},"labels":[],"label_agreement":null},{"id":"W4318205346","doi":"10.1177/13621688221146379","title":"How do attention-shift and foreign language anxiety interact with objective and subjective measures of fluency?","year":2023,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Fluency; Psychology; Cued speech; Cognitive psychology; Anxiety; Verbal fluency test; Developmental psychology; Neuropsychology; Cognition","score_opus":0.05125161997807902,"score_gpt":0.3294280614638122,"score_spread":0.2781764414857332,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318205346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998085,0.00018223209,0.00053064886,0.000055200595,0.0000067611413,0.000012556614,0.00007325232,0.000006924296,0.0010473426],"genre_scores_gemma":[0.9995297,0.000047093057,0.00014688027,0.000033447715,0.000011190447,0.000015257429,0.000076435055,0.0000027080805,0.00013723467],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998324,0.0007002825,0.00012411478,0.0002743824,0.0003933087,0.00018385253],"domain_scores_gemma":[0.97289026,0.016662523,0.006758411,0.0011563177,0.0010193443,0.0015132457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002374407,0.0003697979,0.00048304998,0.0012173105,0.00026029165,0.001943987,0.00032366632,0.0007836172,0.0017208428],"category_scores_gemma":[0.019837527,0.00028540663,0.00048393253,0.0005858634,0.0009863366,0.00096567674,0.0007797728,0.0006014881,0.00025594298],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031256076,0.00030823835,0.982131,0.00006527114,0.00029324618,0.00017384255,0.0022622643,0.00015548318,0.00223837,0.00016811372,0.00007513422,0.01181634],"study_design_scores_gemma":[0.0000060833886,0.000165609,0.9983612,0.000006943394,0.00003123668,0.00009007577,0.0007156642,0.00019558817,0.00018479141,0.0001714621,0.000058310456,0.000013155944],"about_ca_topic_score_codex":0.0021522187,"about_ca_topic_score_gemma":0.002505592,"teacher_disagreement_score":0.002374407,"about_ca_system_score_codex":0.00031646283,"about_ca_system_score_gemma":0.00028906384,"threshold_uncertainty_score":0.012557209},"labels":[],"label_agreement":null},{"id":"W4318329303","doi":"10.21747/1647-8770/are13a1a4","title":"Imagens da língua e cultura portuguesas de falantes de português língua de herança nos Estados Unidos e e Canadá","year":2022,"lang":"en","type":"article","venue":"Linguarum Arena","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Portuguese; Stereotype (UML); Heritage language; Emigration; Perception; Psychology; Linguistics; First language; Humanities; History; Art; Social psychology; Pedagogy; Philosophy","score_opus":0.020616477626826325,"score_gpt":0.24188483227832056,"score_spread":0.22126835465149422,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318329303","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9777614,0.00042602778,0.00013751794,0.00065771805,0.000017637482,0.000022899423,0.00020472806,0.000007828794,0.020764234],"genre_scores_gemma":[0.98850656,0.0007514482,0.00026949123,0.0001173896,0.0000057554435,0.000015302365,0.00009234071,0.0000124065655,0.010229246],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993548,0.00011201466,0.000019470946,0.00008546808,0.00019320723,0.00023508082],"domain_scores_gemma":[0.99887353,0.000174969,0.00016906128,0.000060178987,0.00037858236,0.00034367378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00090477685,0.00029410908,0.00036045033,0.0013519357,0.0077560204,0.003041329,0.0006673682,0.000407276,0.004001914],"category_scores_gemma":[0.0019991847,0.00026297217,0.00021865842,0.003268914,0.004341195,0.001003871,0.0021627604,0.0009790326,0.00029070384],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011466809,0.00004000522,0.05808848,0.00009422234,0.00001054809,0.0017677696,0.8960357,0.0000761499,0.001993035,0.006454936,0.002672621,0.032651946],"study_design_scores_gemma":[0.0000043642763,0.000026329948,0.11927889,0.000091859896,0.000011506609,0.0004676819,0.8308291,0.00011332392,0.0005149766,0.0002502551,0.04838784,0.000023792822],"about_ca_topic_score_codex":0.92756987,"about_ca_topic_score_gemma":0.97176313,"teacher_disagreement_score":0.072430134,"about_ca_system_score_codex":0.01845721,"about_ca_system_score_gemma":0.018540801,"threshold_uncertainty_score":0.14571333},"labels":[],"label_agreement":null},{"id":"W4318464917","doi":"10.5539/elt.v16n2p118","title":"A Journey to Professional Teachers: Practical Preparation for Pre-service English Language Education Teaching in Thailand Andaman Coastal Schools","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Professional development; Curriculum; Faculty development; Teaching method; Pedagogy; Class (philosophy); Classroom management; Mathematics education; Interpersonal communication; Multimethodology; Pronunciation","score_opus":0.030470519051677202,"score_gpt":0.36557731847658237,"score_spread":0.3351067994249052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318464917","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966821,0.00018139582,0.00015734819,0.00059467106,0.0000146111015,0.00008701617,0.0000229412,0.00001447354,0.0022455142],"genre_scores_gemma":[0.98999304,0.00047727622,0.0012299852,0.00020327287,0.0000073914716,0.00010381429,0.000055394874,0.000009700409,0.00792006],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99851316,0.0005979716,0.00008718376,0.00011798595,0.00015776644,0.00052602356],"domain_scores_gemma":[0.9944214,0.00062027696,0.00052097684,0.000120389945,0.0005122375,0.0038047188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018745047,0.00034573424,0.0002556296,0.00058245513,0.0074262465,0.0029042733,0.0012588163,0.0010475502,0.004735769],"category_scores_gemma":[0.0030469124,0.00068269606,0.0002198127,0.00056995783,0.0018782512,0.0013511465,0.0030193068,0.0016254227,0.00088312157],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010554101,0.0008478474,0.09482859,0.00049560587,0.000006167091,0.0068108286,0.8394363,0.00010869804,0.0035701683,0.00048080937,0.0025344437,0.05077492],"study_design_scores_gemma":[0.0000058712335,0.0003337653,0.05514306,0.00012234165,0.0000040395325,0.0007176812,0.9308435,0.00005518252,0.00056038774,0.000089459005,0.012106344,0.000018489576],"about_ca_topic_score_codex":0.017699908,"about_ca_topic_score_gemma":0.06580019,"teacher_disagreement_score":0.017699908,"about_ca_system_score_codex":0.002589511,"about_ca_system_score_gemma":0.012682981,"threshold_uncertainty_score":0.03519374},"labels":[],"label_agreement":null},{"id":"W4318591404","doi":"10.5539/elt.v16n2p141","title":"Developing Communication Strategies Instruction Used in an English as a Lingua Franca Academic Context","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Burapha University","keywords":"Psychology; Context (archaeology); Qualitative property; Qualitative research; Mathematics education; Lingua franca; Test (biology); English as a lingua franca; English for academic purposes; Pedagogy; Linguistics; Computer science","score_opus":0.0416507407439941,"score_gpt":0.3187011466352978,"score_spread":0.2770504058913037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318591404","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99647164,0.00012622337,0.00044775236,0.00007755333,0.000008371608,0.000052842413,0.000007374304,0.000012814467,0.0027955251],"genre_scores_gemma":[0.9939487,0.0003563284,0.0037978864,0.00008232526,0.000008796021,0.00011241772,0.0000213479,0.0000067753576,0.0016654492],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9989786,0.000480213,0.00005171888,0.00009453376,0.00017516037,0.00021975544],"domain_scores_gemma":[0.9975707,0.0009304048,0.0004849904,0.00008241098,0.00035720624,0.0005742976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00097289146,0.00060288457,0.00024321639,0.0005886466,0.0007942092,0.0011118122,0.00040787685,0.00036384581,0.0014857621],"category_scores_gemma":[0.0036526758,0.0001306732,0.000249014,0.0002308221,0.0003970134,0.00051017327,0.00081644196,0.0005399887,0.0003675468],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00073292124,0.02101147,0.12231476,0.0014628894,0.00014295052,0.0041079316,0.08435844,0.00060905353,0.118065745,0.0009908375,0.0017317126,0.6444712],"study_design_scores_gemma":[0.00041292733,0.018462157,0.7164591,0.0010580941,0.00046599892,0.003194421,0.1613391,0.0018033787,0.062401485,0.0013591833,0.03287182,0.00017239554],"about_ca_topic_score_codex":0.0017685503,"about_ca_topic_score_gemma":0.0039108708,"teacher_disagreement_score":0.0017685503,"about_ca_system_score_codex":0.00050600513,"about_ca_system_score_gemma":0.0017008001,"threshold_uncertainty_score":0.0051452518},"labels":[],"label_agreement":null},{"id":"W4318688264","doi":"10.3138/cmlr-2022-0031","title":"Differences Between Novice, Intermediate, and Expert Teacher-Facilitators of Short-Term Language Study Abroad","year":2023,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Cégep du Vieux Montréal; Cégep André Laurendeau","funders":"","keywords":"Popularity; Thematic analysis; Term (time); Plan (archaeology); Cognition; Point (geometry); Lesson plan; Psychology; Perception; Best practice; Narrative; Order (exchange); Mathematics education; Pedagogy; Computer science; Qualitative research; Social psychology; Sociology; Management; Linguistics; Business","score_opus":0.029954938099130083,"score_gpt":0.27865545334410174,"score_spread":0.24870051524497166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318688264","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995824,0.0005370758,0.00017753257,0.0003230345,0.00002235352,0.000030167168,0.000020263595,0.000006901669,0.0030586878],"genre_scores_gemma":[0.99647444,0.0005552732,0.00017966617,0.00021657826,0.000008439681,0.0000655463,0.00004197296,0.0000107225615,0.0024472761],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99496573,0.00232,0.00031104137,0.00043682315,0.0008918929,0.0010744742],"domain_scores_gemma":[0.98370683,0.00839961,0.001909369,0.0005454324,0.0019844198,0.003454435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071973545,0.00028320754,0.0005510225,0.0017428626,0.0029433332,0.004288695,0.0011931803,0.0011606158,0.0037961844],"category_scores_gemma":[0.022920223,0.00043754856,0.00037085175,0.0007495714,0.0030723815,0.0027768286,0.0033827815,0.0015777338,0.00064487284],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009052815,0.0001273694,0.07249599,0.00013006372,0.000010573638,0.0008198501,0.9150797,0.000025305015,0.000915265,0.0003947937,0.00069636793,0.009214253],"study_design_scores_gemma":[0.000011448896,0.00019479045,0.07764825,0.00021202822,0.000007671274,0.00087312766,0.9159839,0.000055275377,0.00016077425,0.00013123438,0.004696248,0.000025359896],"about_ca_topic_score_codex":0.020662693,"about_ca_topic_score_gemma":0.040583093,"teacher_disagreement_score":0.020662693,"about_ca_system_score_codex":0.0020067187,"about_ca_system_score_gemma":0.0035593875,"threshold_uncertainty_score":0.041084826},"labels":[],"label_agreement":null},{"id":"W4318989438","doi":"10.3138/cmlr-2021-0055","title":"The Impact of Academic Acculturation and Language Proficiency on International Students’ University Experience and Academic Success: A Longitudinal Study","year":2023,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Acculturation; Academic achievement; Psychology; Language proficiency; Test (biology); Longitudinal study; Mathematics education; Academic year; Medical education; Ethnic group; Medicine; Sociology","score_opus":0.044539959010503345,"score_gpt":0.3275668553220002,"score_spread":0.28302689631149686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318989438","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985923,0.00025626642,0.000025063659,0.000096321484,0.0000054950488,0.0000127874155,0.00010919881,0.00000189414,0.0009006283],"genre_scores_gemma":[0.99892706,0.00018175137,0.000044796318,0.000028664941,0.000004301909,0.000012033883,0.00014536614,0.0000021207445,0.0006539163],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988148,0.00022548382,0.000056777597,0.00013371099,0.00034668727,0.00042250525],"domain_scores_gemma":[0.99487454,0.00056599284,0.0010593993,0.00026181893,0.001423296,0.0018149206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030272608,0.00027311637,0.00046769212,0.0018097683,0.0027867334,0.0020517928,0.00097224186,0.00056330475,0.001828928],"category_scores_gemma":[0.0055558626,0.00028682864,0.0005514307,0.0021561629,0.0011784907,0.0009005591,0.0015159473,0.0016491156,0.00034030282],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006817872,0.00028237473,0.98801804,0.000010873893,0.00003018559,0.000103032246,0.0064910618,0.000019750332,0.00009436367,0.00008477829,0.00021193511,0.004585587],"study_design_scores_gemma":[0.0000019356546,0.00012853075,0.9940882,0.000016371421,0.000012700781,0.00006563431,0.005042395,0.000052514457,0.000041913354,0.000022865046,0.0005164604,0.0000105738345],"about_ca_topic_score_codex":0.34468985,"about_ca_topic_score_gemma":0.41449574,"teacher_disagreement_score":0.34468985,"about_ca_system_score_codex":0.0032020707,"about_ca_system_score_gemma":0.0051934686,"threshold_uncertainty_score":0.68536705},"labels":[],"label_agreement":null},{"id":"W4319157989","doi":"10.1080/09658416.2022.2149762","title":"The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French","year":2023,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Brock University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Psychology; Grammar; Task (project management); Attribution; Active listening; Linguistics; Second-language acquisition; Cognitive psychology; Communication; Social psychology","score_opus":0.01577514694967961,"score_gpt":0.2468777315431277,"score_spread":0.2311025845934481,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319157989","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99973434,0.00002302366,0.000066310065,0.000004499093,0.0000010774864,0.000009446792,0.000003878572,0.0000036573879,0.00015371587],"genre_scores_gemma":[0.99808335,0.000105647356,0.0011482362,0.000019189676,0.000004658606,0.000044066626,0.000028248724,0.0000035733901,0.0005630204],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9996145,0.00013141322,0.000026402453,0.00007932434,0.00007976174,0.00006853201],"domain_scores_gemma":[0.9983164,0.0009854032,0.000259112,0.000086119675,0.00010105889,0.00025202864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000485659,0.00040280767,0.0003103364,0.00023477158,0.00021168808,0.00028232974,0.00022266441,0.0002730078,0.0011766864],"category_scores_gemma":[0.0030013395,0.0001238855,0.00016361034,0.000074738244,0.00030180582,0.0002088791,0.0003204339,0.0002725966,0.00013405444],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.013615076,0.024415951,0.0835603,0.00056462217,0.0001561566,0.0006270529,0.010833637,0.0005093178,0.50138843,0.00028081823,0.00022791965,0.36382073],"study_design_scores_gemma":[0.0007376633,0.08741875,0.77881175,0.00008329444,0.000233993,0.00075386127,0.0040851436,0.0010415446,0.12313166,0.0003921027,0.0032356188,0.00007463319],"about_ca_topic_score_codex":0.0012697224,"about_ca_topic_score_gemma":0.001896354,"teacher_disagreement_score":0.0012697224,"about_ca_system_score_codex":0.00022055357,"about_ca_system_score_gemma":0.00037262667,"threshold_uncertainty_score":0.00393641},"labels":[],"label_agreement":null},{"id":"W4319299040","doi":"10.5430/wjel.v13n2p176","title":"Speaking Anxiety during MUET-CEFR Aligned Oral Presentations among ESL Learners in Perak","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Anxiety; Psychology; Descriptive statistics; Public speaking; Meaning (existential); Applied psychology; Mathematics education; Linguistics; Statistics","score_opus":0.018848822072955494,"score_gpt":0.26757298521604633,"score_spread":0.24872416314309084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319299040","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996791,0.0000405849,0.000023576036,0.000034681045,0.0000022869656,0.0000058404166,0.000006119741,0.0000016281822,0.00020626756],"genre_scores_gemma":[0.99883956,0.00018454631,0.00010492473,0.000054375654,0.0000044299536,0.000015998554,0.000017818322,0.0000014957034,0.00077696156],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993962,0.00012936203,0.00007311054,0.00005260032,0.00019568791,0.00015291493],"domain_scores_gemma":[0.9986267,0.00025773997,0.0004597319,0.000032689175,0.00019713365,0.00042599248],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009841814,0.00037419976,0.0004426282,0.0006408295,0.0010636887,0.0016034922,0.00046424245,0.0005963487,0.0019055896],"category_scores_gemma":[0.0021391546,0.00028885916,0.00037330313,0.00031131608,0.000684504,0.00083695125,0.0011198273,0.00089555676,0.00040055285],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033489292,0.0015959342,0.7537597,0.0005077874,0.000045109333,0.009582224,0.1503137,0.00020806571,0.014624519,0.00025880293,0.0009606768,0.067808576],"study_design_scores_gemma":[0.000016700338,0.0027607975,0.57467824,0.00025230774,0.00005561574,0.0050360593,0.40935472,0.0006352362,0.0038662194,0.00020151229,0.0030347272,0.00010782308],"about_ca_topic_score_codex":0.003355028,"about_ca_topic_score_gemma":0.007984497,"teacher_disagreement_score":0.003355028,"about_ca_system_score_codex":0.0007241267,"about_ca_system_score_gemma":0.0009457015,"threshold_uncertainty_score":0.0066710114},"labels":[],"label_agreement":null},{"id":"W4319437611","doi":"10.1007/978-3-031-11988-0","title":"Discourses of Identity","year":2022,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Identity (music); Sociology; Political science; Art; Aesthetics","score_opus":0.03982584821355577,"score_gpt":0.27120482667036383,"score_spread":0.23137897845680805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319437611","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026361197,0.008512419,0.00629568,0.01158541,0.00042742837,0.000021165242,0.000039746377,0.000038344828,0.94671875],"genre_scores_gemma":[0.9242113,0.0033483852,0.0016814467,0.00065859215,0.00021622604,0.000058737634,0.000052903288,0.00006864723,0.069703646],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99710387,0.0018042384,0.000060606493,0.00025264054,0.00052189763,0.000256643],"domain_scores_gemma":[0.9990073,0.00057548494,0.0000913893,0.00012014707,0.00009423457,0.000111544796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022233764,0.0005100977,0.00038074108,0.001393858,0.009755243,0.010103631,0.0007533503,0.0018242031,0.004956555],"category_scores_gemma":[0.0033706229,0.00021684341,0.00022384708,0.001857753,0.037109666,0.011043554,0.0054228706,0.0027901835,0.0008097061],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000038653147,0.0000026661985,0.00009046005,0.000013598993,6.5211134e-7,0.000050138682,0.055406716,0.000019410914,0.000061192404,0.939183,0.002053327,0.0031149727],"study_design_scores_gemma":[0.0000067787305,0.000014447562,0.00069938373,0.00022394102,0.000004558791,0.00024793154,0.121279895,0.00020291634,0.00028644266,0.4145281,0.4624918,0.000013850226],"about_ca_topic_score_codex":0.0056993267,"about_ca_topic_score_gemma":0.0049093175,"teacher_disagreement_score":0.010103631,"about_ca_system_score_codex":0.0044074156,"about_ca_system_score_gemma":0.0021344868,"threshold_uncertainty_score":0.03197825},"labels":[],"label_agreement":null},{"id":"W4319601524","doi":"10.54097/ehss.v8i.4711","title":"The Relationship Between Bilingual Children’s Language Anxiety and Learning Motivation","year":2023,"lang":"en","type":"article","venue":"Journal of Education Humanities and Social Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Anxiety; Psychology; Foreign language anxiety; Foreign language; Language acquisition; Developmental psychology; Outcome (game theory); Mathematics education","score_opus":0.12045029918939622,"score_gpt":0.3415155674672166,"score_spread":0.22106526827782041,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319601524","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964224,0.0009288265,0.000091161615,0.00013857866,0.000007493256,0.0000068629315,0.00003891328,0.0000043639843,0.002361457],"genre_scores_gemma":[0.99837106,0.0006278564,0.00017047899,0.000032127075,0.000006228498,0.000013204102,0.000046962134,0.0000021220073,0.0007300111],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996486,0.000066088855,0.00002704932,0.00005220286,0.000118118194,0.00008798172],"domain_scores_gemma":[0.9988201,0.00026128648,0.0004732925,0.000026430278,0.000129456,0.0002894611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00034173377,0.00017622717,0.00021288187,0.00038531868,0.0003695979,0.0008187961,0.00014333667,0.0002550271,0.0025065108],"category_scores_gemma":[0.0015728245,0.00010557444,0.00032122427,0.00020808597,0.00034743952,0.00026462332,0.00053159025,0.0006539928,0.00011701527],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017322524,0.00058858545,0.94958925,0.00040313316,0.00008899915,0.0011007307,0.0070744283,0.000054176795,0.0040702876,0.0009122295,0.0005121537,0.035432797],"study_design_scores_gemma":[0.000005637404,0.00012686005,0.9954379,0.000056426667,0.000038545353,0.0004709879,0.0022722085,0.00005996588,0.00032923825,0.0001763267,0.0010160647,0.000009905923],"about_ca_topic_score_codex":0.0051931706,"about_ca_topic_score_gemma":0.009137187,"teacher_disagreement_score":0.0051931706,"about_ca_system_score_codex":0.0007711687,"about_ca_system_score_gemma":0.000841928,"threshold_uncertainty_score":0.010325909},"labels":[],"label_agreement":null},{"id":"W4320005537","doi":"10.32038/ltrq.2023.33.03","title":"Working with Jack – An Influential Quarter Century Experience","year":2023,"lang":"en","type":"article","venue":"Language Teaching Research Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Tribute; Active listening; Quarter (Canadian coin); Curriculum; TRACE (psycholinguistics); Pedagogy; Sociology; Professional development; Scope (computer science); Psychology; Linguistics; History; Political science; Computer science; Law","score_opus":0.09416773397240452,"score_gpt":0.3692055745014624,"score_spread":0.2750378405290579,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320005537","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.204317,0.093758225,0.005103351,0.35605365,0.029250361,0.00008928457,0.00017220655,0.00068780326,0.31056812],"genre_scores_gemma":[0.5157789,0.045385245,0.0040416494,0.14126094,0.00472887,0.00012799291,0.00015773471,0.001363253,0.2871554],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.974018,0.018026669,0.000614622,0.0012249498,0.0033108233,0.002805063],"domain_scores_gemma":[0.9779363,0.007061459,0.0014299318,0.0011309145,0.0032162515,0.009225033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016783625,0.00080689555,0.0009546321,0.0029194495,0.032698847,0.019853309,0.0027227886,0.0051528844,0.009079051],"category_scores_gemma":[0.01924296,0.0011316102,0.000348537,0.0029125107,0.024915265,0.015742349,0.013427845,0.011221755,0.004734412],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056063323,0.000107062886,0.0011095915,0.00016315335,0.000011648513,0.001840068,0.75185055,0.00003195489,0.00048974843,0.021726994,0.19475289,0.027860232],"study_design_scores_gemma":[0.0000022955135,0.000029691835,0.00034804482,0.0002259259,0.000002659203,0.0010990344,0.26227707,0.000017891984,0.00012288346,0.0011127858,0.73473155,0.00003007084],"about_ca_topic_score_codex":0.008117365,"about_ca_topic_score_gemma":0.019573247,"teacher_disagreement_score":0.032698847,"about_ca_system_score_codex":0.006064508,"about_ca_system_score_gemma":0.008420682,"threshold_uncertainty_score":0.08876133},"labels":[],"label_agreement":null},{"id":"W4320009702","doi":"10.17227/folios.57-12985","title":"Pre-service Teachers’ Experiences in Constructing and Redefining Conceptions of Language Teaching","year":2023,"lang":"en","type":"article","venue":"Folios","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Practicum; Narrative; Vocational education; Pedagogy; Psychology; Teacher education; Mathematics education; Language education; Process (computing); Computer science","score_opus":0.04053563043681686,"score_gpt":0.2915143193309779,"score_spread":0.25097868889416103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320009702","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99119616,0.00033094233,0.0011995982,0.0007220384,0.000032582473,0.000033012664,0.000015467649,0.000018215842,0.0064519607],"genre_scores_gemma":[0.9964414,0.00024509308,0.00025526973,0.00013431927,0.0000064494034,0.000022849075,0.000013189746,0.000014976289,0.0028663974],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950159,0.0027560256,0.00020166957,0.00031168896,0.0008155865,0.00089918287],"domain_scores_gemma":[0.9896152,0.006041658,0.0011887373,0.00046566722,0.00083458127,0.0018542643],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007921035,0.0004590997,0.0006072828,0.0010433815,0.0077981153,0.0073658675,0.0013502962,0.0018964715,0.003185627],"category_scores_gemma":[0.014145809,0.0008490851,0.0004070175,0.000784602,0.013723057,0.004810271,0.0056114146,0.0060344804,0.00060032523],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019614148,0.000031542368,0.0028233074,0.000032132964,0.0000018081836,0.0005375978,0.9930044,0.000019788315,0.0005319522,0.0010704822,0.00012997082,0.0017974066],"study_design_scores_gemma":[0.0000038329695,0.000043985823,0.0023547497,0.000042509102,0.0000034162479,0.00053200446,0.99010044,0.00003481241,0.00032608854,0.00031519172,0.006231717,0.000011242177],"about_ca_topic_score_codex":0.008405208,"about_ca_topic_score_gemma":0.01553633,"teacher_disagreement_score":0.008405208,"about_ca_system_score_codex":0.0032202792,"about_ca_system_score_gemma":0.0034656047,"threshold_uncertainty_score":0.04189098},"labels":[],"label_agreement":null},{"id":"W4320038494","doi":"10.1558/cj.22759","title":"Language Teachers’ Perceptions and Use of Extended Reality","year":2023,"lang":"en","type":"article","venue":"CALICO Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Université du Québec à Montréal","funders":"","keywords":"Popularity; Focus group; Perception; Adaptation (eye); Augmented reality; Mixed reality; Qualitative research; Psychology; Virtual reality; Exploratory research; Computer science; Mathematics education; Pedagogy; Human–computer interaction; Sociology; Social psychology","score_opus":0.09564159983056558,"score_gpt":0.31952783814223346,"score_spread":0.22388623831166787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320038494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9872794,0.0010536372,0.0018420054,0.0010551391,0.000020344572,0.00002958024,0.000025695272,0.000029288083,0.008664935],"genre_scores_gemma":[0.99752265,0.0005224142,0.00037764516,0.00011001247,0.0000035092871,0.000017730594,0.000008789041,0.000008446616,0.0014286989],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9937737,0.0034835613,0.0003867087,0.00042632624,0.0013636684,0.00056605635],"domain_scores_gemma":[0.98739666,0.007797976,0.0017701777,0.0004148065,0.0013888814,0.0012315931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004500477,0.00022987508,0.00053300016,0.00086710934,0.0015634216,0.004047078,0.0005155966,0.0010603176,0.0044073653],"category_scores_gemma":[0.015285512,0.00041792783,0.0003002174,0.000609874,0.002686038,0.0025539268,0.0025908845,0.0010953336,0.0005664779],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010803073,0.00021018996,0.055735767,0.0006134762,0.000025802414,0.0027014497,0.8920637,0.00036779573,0.007394465,0.0022765598,0.0011396796,0.037363086],"study_design_scores_gemma":[0.000022213084,0.0006180199,0.04183054,0.00042310747,0.00003053402,0.0019531237,0.9241201,0.00047916957,0.0007451089,0.00039581643,0.02930777,0.00007447242],"about_ca_topic_score_codex":0.006700387,"about_ca_topic_score_gemma":0.0081939725,"teacher_disagreement_score":0.006700387,"about_ca_system_score_codex":0.0011645699,"about_ca_system_score_gemma":0.0013773936,"threshold_uncertainty_score":0.023801088},"labels":[],"label_agreement":null},{"id":"W4320082466","doi":"10.52598/jpll/4/1/9","title":"Taking Root: Self-Determination in Language Education","year":2022,"lang":"en","type":"article","venue":"Journal for the Psychology of Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Root (linguistics); Psychology; Linguistics; Computer science; Natural language processing; Philosophy","score_opus":0.026809017979708003,"score_gpt":0.36021439232977925,"score_spread":0.3334053743500712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320082466","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.748858,0.0028756687,0.011921095,0.03714035,0.0005878001,0.00006263509,0.000035145888,0.000070895636,0.1984485],"genre_scores_gemma":[0.99669516,0.00012233992,0.00070445344,0.00033065028,0.00002120231,0.000007301882,0.0000032361634,0.000009881085,0.00210583],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9965396,0.002112679,0.00006882581,0.00028335504,0.0005548696,0.00044070973],"domain_scores_gemma":[0.9882863,0.004732398,0.0009981802,0.0009402382,0.0014664249,0.0035763343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063163303,0.00021213156,0.00031693146,0.00073291146,0.004300678,0.006423198,0.0006610315,0.0012622692,0.003825541],"category_scores_gemma":[0.012353373,0.00023501948,0.0002591533,0.0006086531,0.013582266,0.0034130546,0.003567365,0.0038323558,0.00032296937],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001639467,0.0009775136,0.068912305,0.00014190475,0.000045121044,0.0007337256,0.16101338,0.00060254295,0.0015978328,0.6026117,0.0073893853,0.15581061],"study_design_scores_gemma":[0.00008583073,0.00023991815,0.07421581,0.00019832957,0.000037871396,0.00065630773,0.10885875,0.0022551708,0.002102042,0.76289815,0.048349865,0.000101952086],"about_ca_topic_score_codex":0.0022128136,"about_ca_topic_score_gemma":0.0028357897,"teacher_disagreement_score":0.006423198,"about_ca_system_score_codex":0.0013821438,"about_ca_system_score_gemma":0.005004587,"threshold_uncertainty_score":0.03340435},"labels":[],"label_agreement":null},{"id":"W4320507800","doi":"10.34293/english.v10i4.5145","title":"Motivation and Attitudes Towards Learning a Foreign Language: A Psycho-Sociolinguistic Study on the Undergraduate Students","year":2022,"lang":"en","type":"article","venue":"Shanlax International Journal of English","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Oxford; University of Cambridge; University of Hawai'i; McGill University","keywords":"Foreign language; Psychology; Mathematics education; Motivation to learn; Language acquisition; English as a foreign language; Field (mathematics); Pedagogy","score_opus":0.040057318699143196,"score_gpt":0.3226067227607012,"score_spread":0.282549404061558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320507800","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994504,0.000027708558,0.00001926743,0.000061351595,0.0000031589816,0.000007926795,0.0000036144752,4.430818e-7,0.00042607615],"genre_scores_gemma":[0.9990977,0.00009170525,0.000034183406,0.00007017606,0.0000054720526,0.000015311753,0.000008108933,7.931351e-7,0.00067665306],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999102,0.0003364956,0.000034378663,0.00006758211,0.00019360615,0.00026588244],"domain_scores_gemma":[0.99756336,0.000648222,0.000334076,0.000052631392,0.00028156847,0.0011202077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015981795,0.00026427137,0.0004704135,0.0011024841,0.002534788,0.002643318,0.0003325916,0.0008087095,0.0017083569],"category_scores_gemma":[0.0031127615,0.0002798719,0.00036325454,0.0005874696,0.0014813252,0.00096471305,0.0012956958,0.0015633352,0.0003879655],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018565226,0.006009311,0.5391019,0.00009152511,0.000034328754,0.0013412109,0.42720157,0.000101784455,0.003676383,0.00085087743,0.0005182131,0.020887207],"study_design_scores_gemma":[0.000016984413,0.0021412494,0.51336163,0.000055902754,0.000019506128,0.0005668827,0.47925416,0.00028210419,0.00058495055,0.00024898053,0.0034319803,0.000035654866],"about_ca_topic_score_codex":0.003419727,"about_ca_topic_score_gemma":0.0066583324,"teacher_disagreement_score":0.003419727,"about_ca_system_score_codex":0.00081312016,"about_ca_system_score_gemma":0.0012130054,"threshold_uncertainty_score":0.008452058},"labels":[],"label_agreement":null},{"id":"W4321607886","doi":"10.1093/oxfordhb/9780197600047.013.31","title":"Self-Determination Theory and Language Learning","year":2023,"lang":"en","type":"book-chapter","venue":"Oxford University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Sociocultural perspective; Sociocultural evolution; Perspective (graphical); Psychology; Language acquisition; Context (archaeology); Learning theory; Self-determination theory; Pedagogy; Sociology; Mathematics education; Computer science","score_opus":0.022776774373151724,"score_gpt":0.20625667120282054,"score_spread":0.1834798968296688,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4321607886","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.051439356,0.24636425,0.055943716,0.036647968,0.0017227104,0.00019840749,0.0001484744,0.00014494733,0.6073902],"genre_scores_gemma":[0.88587207,0.062010325,0.008283712,0.0025054144,0.00079185347,0.0002676214,0.00013057834,0.000049915765,0.040088486],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9982693,0.0009896447,0.000048977996,0.00015810924,0.00041216068,0.00012171774],"domain_scores_gemma":[0.99717605,0.0020799513,0.00018900275,0.00009006894,0.00029223083,0.00017267751],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027728323,0.00046569624,0.0004885156,0.0010032057,0.00092059997,0.0030564086,0.00089460245,0.0010638913,0.0044347905],"category_scores_gemma":[0.0041665193,0.00013995226,0.00043469743,0.0012192909,0.006788411,0.0018034376,0.0015867922,0.0026978513,0.0005099334],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010815597,0.000050116425,0.0012738798,0.00039593194,0.000019093623,0.00014165103,0.0041252887,0.0010747316,0.00007544785,0.9034536,0.0061765867,0.083202876],"study_design_scores_gemma":[0.000012408788,0.000041052837,0.0029615846,0.0008628633,0.000010300401,0.00028726392,0.0023175997,0.0015560976,0.0001469598,0.87362266,0.118164964,0.000016273849],"about_ca_topic_score_codex":0.0015151679,"about_ca_topic_score_gemma":0.0009911277,"teacher_disagreement_score":0.0044347905,"about_ca_system_score_codex":0.0030019102,"about_ca_system_score_gemma":0.002456191,"threshold_uncertainty_score":0.02178049},"labels":[],"label_agreement":null},{"id":"W4321768808","doi":"10.5430/wjel.v13n3p98","title":"Saudi EFL Students' Responses to Written Corrective Feedback on Writing","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Preference; Process (computing); Writing process; Peer feedback; Psychology; Mathematics education; Qualitative research; Computer science; Sociology","score_opus":0.02297890513373229,"score_gpt":0.2983731342744443,"score_spread":0.275394229140712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4321768808","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99861705,0.000059595513,0.00019009173,0.00014766892,0.000009563951,0.000011411105,0.000019389667,0.000010808878,0.0009344186],"genre_scores_gemma":[0.9975625,0.00011213755,0.00025280856,0.00009613603,0.000006195444,0.000017156783,0.000026009768,0.000008808743,0.0019181876],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.998382,0.0006737914,0.00016374419,0.00011810147,0.00047105536,0.00019130824],"domain_scores_gemma":[0.9892278,0.0041679423,0.0023320473,0.0003736223,0.0031971098,0.0007014931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020994483,0.00041937234,0.00040484237,0.000610778,0.0008935597,0.001415148,0.000337982,0.00071332144,0.0020553155],"category_scores_gemma":[0.013344584,0.00016075185,0.00020520363,0.00037159436,0.00093400595,0.0004885878,0.0010385944,0.0010381424,0.0008095788],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004897356,0.00039891974,0.095479995,0.00037018143,0.000027202317,0.0028250054,0.780181,0.00020653117,0.034745865,0.00021228883,0.0013069571,0.0837564],"study_design_scores_gemma":[0.000044210432,0.0016054405,0.22090533,0.00031895627,0.000055248285,0.0026215133,0.7307263,0.0012932547,0.021799752,0.0004150222,0.020051258,0.00016364516],"about_ca_topic_score_codex":0.0019457039,"about_ca_topic_score_gemma":0.0031251174,"teacher_disagreement_score":0.0020994483,"about_ca_system_score_codex":0.00059214554,"about_ca_system_score_gemma":0.0006604122,"threshold_uncertainty_score":0.011103094},"labels":[],"label_agreement":null},{"id":"W4322100477","doi":"10.5539/jel.v12n2p88","title":"Language Teachers’ Beliefs About Teaching the Present Perfect Tense","year":2023,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Teaching method; Mathematics education; Language education; Foreign language; Pedagogy; Linguistics","score_opus":0.023456999591872904,"score_gpt":0.3046154380356813,"score_spread":0.2811584384438084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4322100477","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.989113,0.0006060061,0.0009044241,0.0020784948,0.000029539071,0.000015927946,0.000012194214,0.000014350711,0.0072259116],"genre_scores_gemma":[0.9982527,0.00034459174,0.00018968288,0.00028701278,0.0000057778743,0.00000805832,0.000005821592,0.0000042605857,0.00090203003],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99659216,0.0014868953,0.00023956614,0.00027674003,0.0010217732,0.00038294686],"domain_scores_gemma":[0.97710073,0.0123562915,0.0048878468,0.00078191416,0.0029546767,0.0019185739],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005838765,0.00019988269,0.00028619412,0.00087328366,0.002246093,0.0040855426,0.00062846794,0.0010850286,0.0019203924],"category_scores_gemma":[0.018011047,0.0004604988,0.00026587388,0.00042343687,0.0051338747,0.0022739929,0.0017369516,0.001772741,0.00037309644],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000067829315,0.00019515114,0.12731308,0.0003598252,0.000023288838,0.0011631761,0.84219325,0.00018609043,0.004234199,0.003868639,0.0009987408,0.019396683],"study_design_scores_gemma":[0.000034886853,0.00044968937,0.107026234,0.0006875278,0.000065075365,0.0012386146,0.85407263,0.00057218305,0.0019542747,0.003578053,0.030226238,0.00009465881],"about_ca_topic_score_codex":0.00886498,"about_ca_topic_score_gemma":0.011388913,"teacher_disagreement_score":0.00886498,"about_ca_system_score_codex":0.002190807,"about_ca_system_score_gemma":0.0028827486,"threshold_uncertainty_score":0.030878723},"labels":[],"label_agreement":null},{"id":"W4322624923","doi":"10.36534/erlj.2022.02.04","title":"Supporting linguistically and culturally diverse English language learners by integrating first language","year":2023,"lang":"en","type":"article","venue":"Educational Role of Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"University of Melbourne; University of Windsor","keywords":"Class (philosophy); The arts; Language acquisition; English language; Presentation (obstetrics); Mathematics education; Pedagogy; Computer science; Psychology; Artificial intelligence; Medicine","score_opus":0.00989659716241511,"score_gpt":0.28677457753209085,"score_spread":0.27687798036967576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4322624923","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97801137,0.0004415207,0.002777715,0.0011451504,0.000042211857,0.00028828532,0.000047507798,0.000040737115,0.017205529],"genre_scores_gemma":[0.98758906,0.00043819164,0.0034726881,0.00048834743,0.000009698563,0.00022096578,0.000028347427,0.000019031926,0.0077337134],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99654204,0.0022383255,0.00006170956,0.00016220237,0.00033166402,0.00066412333],"domain_scores_gemma":[0.9973465,0.0012957382,0.00020996056,0.00012527553,0.00031171192,0.0007107353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038713156,0.00057655596,0.00041847202,0.00090121914,0.005727857,0.0045364136,0.0012525115,0.0010806549,0.0037511524],"category_scores_gemma":[0.0051245433,0.00024031018,0.00032948016,0.00050427177,0.0030609362,0.002483179,0.006185165,0.0013228776,0.00050556887],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053922595,0.00065770844,0.0099710785,0.00037521767,0.000009441592,0.0015315232,0.9390961,0.000069735186,0.0041106073,0.002491478,0.0011412845,0.04049188],"study_design_scores_gemma":[0.000013698832,0.00030335155,0.004574127,0.0002953939,0.000017972583,0.0012594509,0.94847846,0.00017336487,0.0020751224,0.00064816664,0.042133365,0.00002755571],"about_ca_topic_score_codex":0.0066977693,"about_ca_topic_score_gemma":0.015563874,"teacher_disagreement_score":0.0066977693,"about_ca_system_score_codex":0.0020452372,"about_ca_system_score_gemma":0.0043475907,"threshold_uncertainty_score":0.020473778},"labels":[],"label_agreement":null},{"id":"W4322736647","doi":"10.5539/res.v15n1p1","title":"Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing","year":2023,"lang":"en","type":"article","venue":"Review of European Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of New England","keywords":"Grounded theory; Normative; Formative assessment; Language assessment; Context (archaeology); Field (mathematics); Set (abstract data type); Applied linguistics; Empirical research; Computer science; Second-language acquisition; Language industry; Corpus linguistics; Language education; Comprehension approach; Linguistics; Mathematics education; Sociology; Psychology; Qualitative research; Artificial intelligence; Social science; Epistemology","score_opus":0.3591465256193053,"score_gpt":0.450282176463791,"score_spread":0.09113565084448566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4322736647","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03082123,0.0032687772,0.8859069,0.010344209,0.0005656104,0.012063404,0.00067903707,0.0002929793,0.056057826],"genre_scores_gemma":[0.15995264,0.0016607377,0.82554924,0.0015240395,0.00005137961,0.0091989525,0.0004815314,0.00011071029,0.0014707359],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.83032787,0.1434171,0.006294256,0.0042063757,0.014352512,0.0014019413],"domain_scores_gemma":[0.80633503,0.15371199,0.0050637997,0.015207593,0.01832007,0.0013614651],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.15346894,0.0012780172,0.001709494,0.012427436,0.00475652,0.011823429,0.0038688178,0.002377003,0.003501593],"category_scores_gemma":[0.1337269,0.0008327632,0.0016078065,0.013391243,0.012142119,0.00687213,0.008549567,0.0051244632,0.00068147335],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000090875656,0.00036681353,0.0037164744,0.005625488,0.00019214704,0.00062039285,0.108791396,0.00364569,0.0018315235,0.5053943,0.0054038195,0.3643211],"study_design_scores_gemma":[0.00034675348,0.00054875854,0.007051702,0.02511874,0.0002890497,0.0008339753,0.15175964,0.015921492,0.0048083724,0.61733407,0.17573413,0.00025330612],"about_ca_topic_score_codex":0.0067554116,"about_ca_topic_score_gemma":0.012059715,"teacher_disagreement_score":0.15346894,"about_ca_system_score_codex":0.017434135,"about_ca_system_score_gemma":0.034170087,"threshold_uncertainty_score":0.811631},"labels":[],"label_agreement":null},{"id":"W4323032642","doi":"10.5430/wjel.v13n3p129","title":"Improving Writing Constructs and Performance Through Vlog-Assisted Language Learning (VALL)","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Pedagogy; Computer science","score_opus":0.016788941916729326,"score_gpt":0.24454227916369314,"score_spread":0.2277533372469638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4323032642","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99290353,0.00018702212,0.004263606,0.00006718935,0.000010147034,0.000086000764,0.000017535514,0.00014245081,0.0023224712],"genre_scores_gemma":[0.9790597,0.0002652213,0.018508572,0.000037889215,0.0000074175664,0.00008017284,0.000044555425,0.000008741279,0.0019876296],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99904376,0.00044565412,0.00008163675,0.000115040755,0.000229297,0.00008472299],"domain_scores_gemma":[0.99793506,0.00082043663,0.00050489436,0.00018722059,0.0002696743,0.00028272945],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013249953,0.0003362303,0.00026213558,0.00045444802,0.00021985588,0.00081004645,0.00043621397,0.00024084531,0.0012936188],"category_scores_gemma":[0.0046204147,0.00009373803,0.00024307033,0.0002279257,0.00031162964,0.00040982483,0.0009915007,0.000371947,0.00044740844],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044660704,0.0061158943,0.072067425,0.0005190678,0.000055390145,0.00030364454,0.005408212,0.0009570093,0.050560784,0.00048299108,0.001022795,0.8620601],"study_design_scores_gemma":[0.000649673,0.060880832,0.7693183,0.00071557943,0.00030724544,0.0042425194,0.012163637,0.0074491734,0.10592452,0.0041193776,0.034062773,0.00016636506],"about_ca_topic_score_codex":0.00020082486,"about_ca_topic_score_gemma":0.00053053326,"teacher_disagreement_score":0.0013249953,"about_ca_system_score_codex":0.00018453613,"about_ca_system_score_gemma":0.00053650467,"threshold_uncertainty_score":0.0070073605},"labels":[],"label_agreement":null},{"id":"W4323262308","doi":"10.5430/wje.v13n1p1","title":"A Study on the Motivation Levels and Problems in the Language Learning for the Higher Education Learners","year":2023,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curiosity; Foreign language; Language acquisition; Psychology; Feeling; Incentive; Affect (linguistics); Scale (ratio); German; Language education; Mathematics education; Likert scale; Pedagogy; Qualitative research; Social psychology; Sociology; Linguistics; Social science; Developmental psychology","score_opus":0.12460425954631693,"score_gpt":0.3420707332338558,"score_spread":0.21746647368753885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4323262308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99838424,0.00006682485,0.000039594906,0.00012207795,0.00000524134,0.000019647876,0.000012821185,9.83092e-7,0.0013485637],"genre_scores_gemma":[0.9987901,0.00010040856,0.000087295804,0.000039528208,0.000003968044,0.00002963724,0.000017388556,0.0000012649787,0.00093045045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988586,0.0004915222,0.00007535896,0.000071629045,0.00025042897,0.00025244174],"domain_scores_gemma":[0.99645436,0.0011707025,0.00063108373,0.000054048083,0.00053118257,0.0011586314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022432222,0.00020156689,0.0003106395,0.0009826284,0.0019768048,0.0024899025,0.0003503596,0.00054037845,0.001562873],"category_scores_gemma":[0.005146711,0.00018948095,0.00045040893,0.00068062113,0.00086479814,0.0008619801,0.0010649327,0.001036806,0.00020781513],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009192729,0.0019970937,0.80557144,0.00020125294,0.00004217598,0.0006660843,0.14900456,0.000076957265,0.001420177,0.0015189812,0.001000572,0.038408823],"study_design_scores_gemma":[0.000013734235,0.00067243975,0.77636987,0.000096828495,0.000021776266,0.00036852158,0.21387616,0.00026317604,0.0004936182,0.0003223169,0.007470231,0.000031403848],"about_ca_topic_score_codex":0.0022172343,"about_ca_topic_score_gemma":0.0033431533,"teacher_disagreement_score":0.0024899025,"about_ca_system_score_codex":0.0014694164,"about_ca_system_score_gemma":0.001886707,"threshold_uncertainty_score":0.0118634105},"labels":[],"label_agreement":null},{"id":"W4328054594","doi":"10.47908/26/3","title":"The ‘Half-Visible’ Teacher: Experiences of a Hong Kong Canadian English Teacher in Japan","year":2023,"lang":"en","type":"book-chapter","venue":"Candlin & Mynard ePublishing Limited eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Conversation; Ethnic group; Pedagogy; Perception; Gender studies; Psychology; Phenomenon; Sociology; Aesthetics; Anthropology; Art; Epistemology","score_opus":0.03735930595065363,"score_gpt":0.22433670582866316,"score_spread":0.18697739987800954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4328054594","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9806505,0.0008552625,0.00027095168,0.003771737,0.00021881152,0.000054241475,0.00007526489,0.00002428956,0.014078839],"genre_scores_gemma":[0.9519921,0.0016835632,0.00049867656,0.0023290885,0.000050784136,0.000039760955,0.0000896068,0.000092775816,0.04322359],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99839455,0.00041977287,0.000050462393,0.00019596778,0.00029651524,0.000642735],"domain_scores_gemma":[0.9974595,0.00034292325,0.00019734011,0.000055308123,0.0005955979,0.0013493596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014689448,0.0008421238,0.00074034155,0.00080532505,0.039390292,0.0047991215,0.002138079,0.0025653557,0.0041843974],"category_scores_gemma":[0.0026191482,0.0009028419,0.0003368195,0.0017955671,0.009497364,0.0025918174,0.0035447732,0.0046928567,0.0006392456],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003236884,0.00003842103,0.0036728568,0.00005494009,0.000003121831,0.0030258317,0.98676443,0.000028479555,0.0008832691,0.000562498,0.0028615613,0.00207226],"study_design_scores_gemma":[0.0000030299348,0.000029036199,0.0028378337,0.000047536396,0.000006476838,0.000486423,0.9799318,0.00003634949,0.00014385242,0.000021519816,0.01643802,0.000018095718],"about_ca_topic_score_codex":0.91439885,"about_ca_topic_score_gemma":0.97502273,"teacher_disagreement_score":0.91439885,"about_ca_system_score_codex":0.02979576,"about_ca_system_score_gemma":0.029193666,"threshold_uncertainty_score":0.21618438},"labels":[],"label_agreement":null},{"id":"W4328120487","doi":"10.5430/wjel.v13n2p529","title":"Challenges Saudi EFL Learners Face Developing Communication Skills: A Conceptual Study","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Excellence; Language proficiency; Foreign language; Quality (philosophy); Task (project management); Business English; Computer science; Pedagogy; Mathematics education; Psychology; Political science; Engineering","score_opus":0.05280118731831557,"score_gpt":0.30251847174734453,"score_spread":0.24971728442902896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4328120487","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97972095,0.00058639154,0.00048625455,0.0038981028,0.00003137791,0.000056648863,0.000022609544,0.0000081822245,0.01518946],"genre_scores_gemma":[0.9972921,0.00047624533,0.00019841388,0.00035414708,0.0000076592705,0.000031767082,0.000015335096,0.000004092146,0.0016202959],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9971513,0.0012361064,0.00015339695,0.00022683661,0.0004963394,0.0007361965],"domain_scores_gemma":[0.9950192,0.0017312272,0.0008590015,0.00016093586,0.001326666,0.00090290833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051896707,0.00062327815,0.0004627478,0.0021462126,0.0116386805,0.011961341,0.0013926405,0.0029939988,0.0032391069],"category_scores_gemma":[0.0077917236,0.00034427736,0.00039175895,0.0015116746,0.010011609,0.009573351,0.0065288097,0.0037791582,0.0008509552],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041570238,0.00025491905,0.0291625,0.000106014326,0.0000062827553,0.0015203437,0.9453422,0.00008673597,0.00040285054,0.012143342,0.0010743127,0.009859031],"study_design_scores_gemma":[0.0000024511355,0.000029638939,0.003026541,0.00004804822,0.0000035214114,0.00026813897,0.99152803,0.00012425614,0.0000782478,0.0006409192,0.004243398,0.0000066912526],"about_ca_topic_score_codex":0.014475593,"about_ca_topic_score_gemma":0.0098202955,"teacher_disagreement_score":0.014475593,"about_ca_system_score_codex":0.007820631,"about_ca_system_score_gemma":0.005804953,"threshold_uncertainty_score":0.056742966},"labels":[],"label_agreement":null},{"id":"W4352993652","doi":"10.1007/978-981-19-9350-3_19","title":"Plurilingual Tasks in TESOL: Improving Learners’ Emotionality","year":2023,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Context (archaeology); Second-language acquisition; Vocabulary; Multilingualism; Pedagogy; Language acquisition; English for academic purposes; Mathematics education; Linguistics","score_opus":0.07370492578426478,"score_gpt":0.2582127372477587,"score_spread":0.18450781146349388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4352993652","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3935845,0.002706464,0.13819532,0.0024410652,0.00080955855,0.0002784363,0.00054730946,0.003293449,0.45814392],"genre_scores_gemma":[0.69341815,0.0022197387,0.10821104,0.0006521304,0.00013084717,0.00044307663,0.0010457751,0.0010299095,0.19284931],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997907,0.00006764566,0.000008664831,0.000025620144,0.000066982204,0.000040297684],"domain_scores_gemma":[0.9995486,0.00021021614,0.00002138464,0.0000526612,0.00006440523,0.000102709724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005090631,0.00054985617,0.00023150445,0.00023167075,0.00043328505,0.0021049909,0.00083332596,0.0004440613,0.012714703],"category_scores_gemma":[0.0013340953,0.00011091283,0.00029935339,0.00026563596,0.000678269,0.0017483582,0.0022679004,0.0012169512,0.0037414124],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033336307,0.0009838282,0.0018872538,0.00046208847,0.0000135337095,0.00022539392,0.008259963,0.0014917987,0.023468243,0.029530363,0.030076038,0.90326816],"study_design_scores_gemma":[0.00018951783,0.0016928196,0.026716806,0.0009457322,0.0001297188,0.0020507402,0.018499715,0.021017231,0.09614015,0.08926554,0.7431918,0.00016024917],"about_ca_topic_score_codex":0.0004272238,"about_ca_topic_score_gemma":0.0012200983,"teacher_disagreement_score":0.012714703,"about_ca_system_score_codex":0.00032615208,"about_ca_system_score_gemma":0.00061101204,"threshold_uncertainty_score":0.042534947},"labels":[],"label_agreement":null},{"id":"W436053449","doi":"","title":"Perceptions of and Attitudes toward French L2 Learning Opportunities On- and Off-campus Among Students not Specializing in French at Glendon","year":2011,"lang":"en","type":"article","venue":"YorkSpace (York University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Pedagogy; AP French Language; Medical education; Political science; Foreign language; Medicine","score_opus":0.09411586234345902,"score_gpt":0.241395824632991,"score_spread":0.147279962289532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W436053449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99849033,0.000026836578,0.000012678722,0.00013657923,0.000007590851,0.0000065715394,0.000022319158,0.00000175952,0.0012953365],"genre_scores_gemma":[0.99637395,0.00007273321,0.000032369986,0.00015821788,0.000007877317,0.000013417492,0.00006374044,0.0000037761517,0.0032740156],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99806815,0.0004679499,0.00008271173,0.00018281594,0.0004675266,0.0007309135],"domain_scores_gemma":[0.9911861,0.0012877189,0.0015837362,0.0001560421,0.0016879133,0.004098644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020675075,0.00046255862,0.0004098391,0.0017224894,0.0040745083,0.0056447927,0.00075775635,0.0015712013,0.0065479386],"category_scores_gemma":[0.0048412587,0.0004427953,0.0006243418,0.00069285557,0.0021010411,0.0015906336,0.002503031,0.0023148938,0.0011074946],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043262797,0.0015510826,0.8598455,0.000044092063,0.000052123418,0.0006220098,0.1213091,0.00013317748,0.0025985655,0.000361326,0.001582055,0.011468417],"study_design_scores_gemma":[0.000012025172,0.0003892934,0.7510053,0.00005186912,0.000017471377,0.00016355365,0.24479297,0.00019659726,0.00039286746,0.00008790562,0.0028355292,0.000054636526],"about_ca_topic_score_codex":0.21492769,"about_ca_topic_score_gemma":0.3381582,"teacher_disagreement_score":0.7850723,"about_ca_system_score_codex":0.004202262,"about_ca_system_score_gemma":0.0025752748,"threshold_uncertainty_score":0.42735332},"labels":[],"label_agreement":null},{"id":"W4360602348","doi":"10.5539/elt.v16n4p73","title":"The Effect of Presentation Mode on Test Takers and Raters","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Psychology; Test (biology); Comparability; Presentation (obstetrics); Cognition; Social psychology; Applied psychology","score_opus":0.008783420678876342,"score_gpt":0.26594704724180174,"score_spread":0.2571636265629254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4360602348","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8722406,0.023748778,0.059293628,0.004643656,0.0023054923,0.0027270424,0.0014285533,0.00087104377,0.032741196],"genre_scores_gemma":[0.9581639,0.0036123514,0.02815399,0.0010998116,0.00072716066,0.002806204,0.0007174734,0.00047123223,0.0042479173],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.7176633,0.191282,0.03225009,0.010401079,0.046659395,0.0017441951],"domain_scores_gemma":[0.24669087,0.6471263,0.036253225,0.023769636,0.0440455,0.0021144378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.17547742,0.0007958357,0.0011653218,0.00244018,0.00077354995,0.0025764864,0.0015091706,0.00081544364,0.0035101639],"category_scores_gemma":[0.5228945,0.00052813167,0.0013211583,0.002128982,0.0016056295,0.0021476154,0.0021911457,0.0012265221,0.0016429825],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010246191,0.0007274058,0.28736067,0.0063914023,0.0021875203,0.00038334314,0.0209771,0.0010474748,0.01874381,0.0016460284,0.008630372,0.64165866],"study_design_scores_gemma":[0.0007329075,0.010677082,0.8951198,0.0032748063,0.0014284225,0.0017904323,0.010480325,0.004308698,0.03476083,0.00453596,0.032447517,0.00044321603],"about_ca_topic_score_codex":0.0009886628,"about_ca_topic_score_gemma":0.0012526225,"teacher_disagreement_score":0.17547742,"about_ca_system_score_codex":0.0011451003,"about_ca_system_score_gemma":0.00094470644,"threshold_uncertainty_score":0.92802435},"labels":[],"label_agreement":null},{"id":"W4360602385","doi":"10.5539/elt.v16n4p62","title":"Factors in Becoming an Emotionally Positive English User in University Freshman Classes","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Self-confidence; Foreign language; Likert scale; Mathematics education; Language proficiency; TOEIC; Social psychology; Pedagogy; Developmental psychology","score_opus":0.028447645205104195,"score_gpt":0.25712074048547884,"score_spread":0.22867309528037463,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4360602385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99939275,0.00003445656,0.000011426342,0.00009700014,0.000008026972,0.0000037515963,0.0000040918235,0.0000010722376,0.0004475363],"genre_scores_gemma":[0.9994186,0.000038406903,0.000018819193,0.000073500465,0.000009221832,0.0000047387152,0.00001177966,0.0000010896434,0.00042386787],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99917966,0.00021531148,0.000048382404,0.00006615747,0.00017694428,0.00031346703],"domain_scores_gemma":[0.9968977,0.00032247062,0.00073278544,0.000053959622,0.00020921999,0.0017838241],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007330774,0.00018245722,0.00018931969,0.0005398001,0.0014817986,0.0018399882,0.00036834044,0.00059712364,0.0034894762],"category_scores_gemma":[0.0027137257,0.00021570905,0.00033510022,0.00022375832,0.0008478925,0.00041096823,0.0010407582,0.0010923618,0.0003761481],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011455872,0.00089171686,0.9793983,0.000025502775,0.000026101683,0.0006734789,0.007835402,0.0000171733,0.0015971685,0.00009368487,0.0004992318,0.008827622],"study_design_scores_gemma":[0.0000037437394,0.00014086862,0.98426616,0.000008461982,0.000010992376,0.00016732792,0.014673019,0.000036563062,0.00012842563,0.000022310218,0.0005351066,0.000006974763],"about_ca_topic_score_codex":0.004271963,"about_ca_topic_score_gemma":0.009954278,"teacher_disagreement_score":0.004271963,"about_ca_system_score_codex":0.00079559075,"about_ca_system_score_gemma":0.00070694706,"threshold_uncertainty_score":0.0116734505},"labels":[],"label_agreement":null},{"id":"W4361205520","doi":"10.1016/j.jslw.2023.100969","title":"Mapping the intersections of critical language awareness and affective approaches to second language writing","year":2023,"lang":"en","type":"article","venue":"Journal of Second Language Writing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Transformative learning; Affect (linguistics); Second language writing; Ideology; Complement (music); Politics; Linguistics; Psychology; Computer science; Sociology; Political science; Second language; Pedagogy; Philosophy","score_opus":0.08582348360052326,"score_gpt":0.29734045332086806,"score_spread":0.21151696972034478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4361205520","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8762977,0.00046454207,0.014722477,0.0010342521,0.000042794414,0.00006493163,0.000033228098,0.00004416469,0.107295886],"genre_scores_gemma":[0.9978992,0.000073837175,0.001036535,0.000043435168,0.000006280979,0.000024344296,0.000010153555,0.000017799457,0.000888433],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977331,0.0012986794,0.000073269795,0.00024743113,0.00039921232,0.00024836854],"domain_scores_gemma":[0.9820373,0.013537715,0.0016115987,0.0006987235,0.0014513407,0.0006634066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032480762,0.00028322966,0.00018197804,0.0025998126,0.0017162935,0.0077236304,0.0006343818,0.00062998576,0.0053768535],"category_scores_gemma":[0.023414537,0.00034526785,0.00018936032,0.0010734806,0.004800832,0.004590215,0.0035049156,0.0018206025,0.0002862222],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060787925,0.000596933,0.09180236,0.0006198674,0.00008389793,0.00058819033,0.5293073,0.0008251278,0.015623137,0.2027383,0.0011970936,0.1560099],"study_design_scores_gemma":[0.00008560286,0.00023925585,0.24546933,0.0007213868,0.00013786282,0.00093105756,0.48780352,0.005845335,0.00975372,0.22906095,0.019843915,0.0001080381],"about_ca_topic_score_codex":0.0030724823,"about_ca_topic_score_gemma":0.0037503096,"teacher_disagreement_score":0.0077236304,"about_ca_system_score_codex":0.0017882583,"about_ca_system_score_gemma":0.0022978443,"threshold_uncertainty_score":0.01798731},"labels":[],"label_agreement":null},{"id":"W4361275287","doi":"10.5430/wjel.v13n5p231","title":"The Expressions of Epistemic Modality in English and Vietnamese: A Contrastive on “thấy” and “nghĩ” in Vietnamese and Mental Verbs in English","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Epistemic modality; Proposition; Modality (human–computer interaction); Objectivity (philosophy); Linguistics; Vocabulary; Vietnamese; Expression (computer science); Value (mathematics); Psychology; Computer science; Epistemology; Philosophy; Artificial intelligence","score_opus":0.012450413403815688,"score_gpt":0.2560294689419484,"score_spread":0.2435790555381327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4361275287","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8846255,0.0012357698,0.006295926,0.0013208166,0.000078981146,0.000042046897,0.00008922423,0.00001277724,0.10629903],"genre_scores_gemma":[0.99824595,0.0001400083,0.0004068415,0.000056086566,0.000013129346,0.000014165657,0.00001891165,0.000008626216,0.0010963031],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99905723,0.00060607976,0.00004797946,0.00008844725,0.00010610795,0.00009410152],"domain_scores_gemma":[0.996274,0.0029629574,0.00028477854,0.00010067762,0.00027986954,0.000097745426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011519673,0.00023366371,0.00018915621,0.0008970197,0.0013847827,0.0024437367,0.0002818072,0.00054018665,0.0023424057],"category_scores_gemma":[0.004013822,0.00017766855,0.00018443551,0.0007010795,0.0057733944,0.0031853027,0.0017606114,0.0013297531,0.00010997489],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036012003,0.00009313997,0.01271473,0.00039061927,0.00003194574,0.0017231577,0.56085783,0.00022219331,0.023012059,0.3774905,0.00070897135,0.02239468],"study_design_scores_gemma":[0.00008824337,0.0005752472,0.16660996,0.0008511452,0.00012384095,0.004253304,0.63002664,0.002701938,0.015556841,0.08797762,0.09109318,0.00014219411],"about_ca_topic_score_codex":0.004646047,"about_ca_topic_score_gemma":0.004006889,"teacher_disagreement_score":0.004646047,"about_ca_system_score_codex":0.0016582657,"about_ca_system_score_gemma":0.000638208,"threshold_uncertainty_score":0.012031555},"labels":[],"label_agreement":null},{"id":"W4361275307","doi":"10.5430/wjel.v13n5p221","title":"Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Context (archaeology); Reading (process); Consistency (knowledge bases); Test (biology); Informational listening; Metacognition; Foreign language; Mathematics education; Cognition; Listening comprehension; Linguistics; Computer science; Communication","score_opus":0.03798379749108011,"score_gpt":0.2725891347134353,"score_spread":0.23460533722235521,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4361275307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996842,0.00003542084,0.000021139558,0.000022084054,0.0000013963341,0.000003352834,0.000008025493,4.8914893e-7,0.00022380662],"genre_scores_gemma":[0.99958163,0.0000659916,0.000039078077,0.000029290297,0.0000024073915,0.0000067743476,0.000024513183,8.0775436e-7,0.00024954465],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994617,0.00012003287,0.00007943371,0.00005295076,0.00016409317,0.00012178272],"domain_scores_gemma":[0.997262,0.0006249558,0.0010808469,0.000085514046,0.0005436431,0.00040293115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012412434,0.00032831624,0.00026259862,0.0010756821,0.0004580214,0.0015146984,0.00033661566,0.00061515666,0.0014313237],"category_scores_gemma":[0.004419748,0.00017988765,0.00036110933,0.00045459534,0.00047919806,0.0007333418,0.00064846716,0.0005513269,0.00048494848],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072126,0.00026234065,0.9818076,0.000028670816,0.00002989872,0.00011655927,0.00691054,0.000024110781,0.00095892436,0.000048183385,0.00007738514,0.009663694],"study_design_scores_gemma":[0.000006778454,0.00039123456,0.9686443,0.000041488114,0.00003632291,0.00025365615,0.029073212,0.0003528855,0.00054245896,0.00009517378,0.00054762774,0.000014798448],"about_ca_topic_score_codex":0.0046006935,"about_ca_topic_score_gemma":0.007293285,"teacher_disagreement_score":0.0046006935,"about_ca_system_score_codex":0.00035142936,"about_ca_system_score_gemma":0.00062717614,"threshold_uncertainty_score":0.009147823},"labels":[],"label_agreement":null},{"id":"W4361280157","doi":"10.5430/wjel.v13n5p251","title":"Language Learning Strategies from the Perspective of Learning Context","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Active listening; Perspective (graphical); Language acquisition; Language learning strategies; Reading (process); Psychology; Mathematics education; Computer science; Linguistics; Artificial intelligence; Communication; Metacognition; Cognition","score_opus":0.01838832098266364,"score_gpt":0.2637772763577642,"score_spread":0.24538895537510058,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4361280157","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9902625,0.00061334454,0.0014777088,0.00018630741,0.0000066649227,0.000022957469,0.00001654115,0.0000071380114,0.0074067805],"genre_scores_gemma":[0.9984465,0.00021576378,0.0008646888,0.00004236866,0.0000032241583,0.000020716136,0.000009813067,0.0000028816842,0.00039409354],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99766016,0.0013088405,0.00013657036,0.00023657337,0.00042888385,0.00022899384],"domain_scores_gemma":[0.99645233,0.0019024134,0.0007003048,0.00013350073,0.00038868515,0.00042285834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015646599,0.0003595969,0.00035648042,0.001161364,0.00060332456,0.004082676,0.00039690346,0.00041184475,0.0013024916],"category_scores_gemma":[0.006587138,0.00016558345,0.0002194247,0.0005159471,0.0013733067,0.0019117012,0.0018251913,0.000622208,0.00012929049],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042803117,0.000999602,0.47910762,0.0011607357,0.0002592665,0.0019254514,0.25890815,0.0012462833,0.017116133,0.016946504,0.0005504818,0.22135173],"study_design_scores_gemma":[0.00007568321,0.0011041922,0.6571548,0.0007601758,0.0003414572,0.0013632518,0.29564428,0.0036272947,0.0064723645,0.018439524,0.0148614505,0.00015555733],"about_ca_topic_score_codex":0.0018097112,"about_ca_topic_score_gemma":0.0039823325,"teacher_disagreement_score":0.004082676,"about_ca_system_score_codex":0.0009751117,"about_ca_system_score_gemma":0.0013083384,"threshold_uncertainty_score":0.008274853},"labels":[],"label_agreement":null},{"id":"W4362515396","doi":"","title":"The Influence of Foreign Language Proficiency on the Uptake of Written Corrective Feedback","year":2020,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Corrective feedback; Linguistics; Psychology; Computer science; Mathematics education; Philosophy","score_opus":0.2328088994114984,"score_gpt":0.48020910588358623,"score_spread":0.24740020647208782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362515396","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983954,0.00007338167,0.00018590571,0.000030495246,0.0000033111608,0.000011820329,0.000010795755,0.000008782112,0.001280009],"genre_scores_gemma":[0.9991385,0.000049467064,0.00023891857,0.00001797373,0.0000029360565,0.000011848771,0.000012549336,0.0000098110395,0.0005179888],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9950211,0.0029884153,0.00037462913,0.00048123524,0.0008428654,0.00029180932],"domain_scores_gemma":[0.89742863,0.08514672,0.0068498543,0.0020430784,0.006217118,0.002314664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004374033,0.0002971508,0.00033718033,0.0003684398,0.00029667778,0.0014250904,0.00036634709,0.00043012085,0.002134626],"category_scores_gemma":[0.08260093,0.00018051048,0.00023361115,0.0002025699,0.00053199375,0.0007037273,0.00082567084,0.00055880763,0.00046986158],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.007171897,0.0029687788,0.6103644,0.00076795655,0.00034485664,0.0019032138,0.04634597,0.0014360446,0.1046438,0.0003255321,0.00043643758,0.22329111],"study_design_scores_gemma":[0.0001147975,0.009486695,0.93797815,0.00019924126,0.00022704773,0.0010626611,0.012535826,0.0027456891,0.0333261,0.00022999656,0.002014481,0.000079374164],"about_ca_topic_score_codex":0.0020162486,"about_ca_topic_score_gemma":0.0013165496,"teacher_disagreement_score":0.004374033,"about_ca_system_score_codex":0.00033534374,"about_ca_system_score_gemma":0.0006672849,"threshold_uncertainty_score":0.023132324},"labels":[],"label_agreement":null},{"id":"W4366211309","doi":"10.32734/ijlsm.v1i1.11659","title":"Critical Affective Literacies in/for Applied Linguistics","year":2022,"lang":"en","type":"article","venue":"International Journal on Linguistics of Sumatra and Malay","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of British Columbia","funders":"","keywords":"Affect (linguistics); Applied linguistics; Sociology; Semiotics; Ideology; Multimodality; Psychology; Linguistics; Literacy; Epistemology; Pedagogy; Politics; Political science","score_opus":0.024413843542107325,"score_gpt":0.3094696542434224,"score_spread":0.285055810701315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366211309","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09549188,0.019816162,0.054364085,0.13684838,0.0029951923,0.00024462756,0.000064876345,0.0002647158,0.6899101],"genre_scores_gemma":[0.9493237,0.004965826,0.010789661,0.0072027827,0.0011834714,0.000220893,0.000048801834,0.00012815728,0.026136661],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99555594,0.0030375307,0.0002235165,0.00033307163,0.00052038423,0.0003295578],"domain_scores_gemma":[0.991996,0.005223325,0.00066871557,0.0007893749,0.00054476847,0.00077775883],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006701149,0.0004701848,0.00031755088,0.0015704728,0.0047423025,0.013937769,0.0006040789,0.0024013175,0.006150703],"category_scores_gemma":[0.010280302,0.00022012793,0.0003856647,0.00094011094,0.02452068,0.008708388,0.007007504,0.004377226,0.0010309073],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017845692,0.000042681426,0.0011022348,0.00025826992,0.000007339148,0.00028886873,0.11079609,0.00010434869,0.00075364864,0.84588665,0.0058910903,0.03485096],"study_design_scores_gemma":[0.000009864326,0.0000386407,0.0021314924,0.0007679375,0.000012136141,0.00062514713,0.052920654,0.00047600205,0.00077320106,0.5896546,0.3525626,0.000027735538],"about_ca_topic_score_codex":0.0008197235,"about_ca_topic_score_gemma":0.000984739,"teacher_disagreement_score":0.013937769,"about_ca_system_score_codex":0.004087006,"about_ca_system_score_gemma":0.0039318986,"threshold_uncertainty_score":0.03543955},"labels":[],"label_agreement":null},{"id":"W4366448470","doi":"10.3138/cjpe.29.1.141","title":"Guest, G., MacQueen, K. M., &amp; Namey, E. E. (2012). <i>Applied Thematic Analysis.</i>","year":2014,"lang":"en","type":"article","venue":"Canadian Journal of Program Evaluation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Thematic map; Thematic analysis; Chemistry; Sociology; Geography; Qualitative research","score_opus":0.11541150713220373,"score_gpt":0.3234607848665827,"score_spread":0.20804927773437898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366448470","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029756801,0.064238854,0.28308347,0.34625897,0.02507301,0.01053966,0.016544022,0.0031923759,0.22131284],"genre_scores_gemma":[0.32608035,0.086221255,0.4160239,0.035923574,0.0022117142,0.016744487,0.006176314,0.0028078477,0.10781045],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9912554,0.004448728,0.00088542857,0.00039736248,0.00284485,0.00016819035],"domain_scores_gemma":[0.935792,0.04198662,0.0028207807,0.0017557789,0.016428696,0.0012161427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023488002,0.0005901097,0.00079750136,0.0053402716,0.0052648564,0.0043893997,0.0020203632,0.0013139859,0.008529507],"category_scores_gemma":[0.12184997,0.0006444013,0.0005213783,0.008238654,0.0042776563,0.0053016306,0.003099174,0.0034719526,0.0027409235],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000800238,0.000039777668,0.0027294322,0.0046297135,0.00003796567,0.00018940124,0.03871691,0.00012705663,0.0021459067,0.014557343,0.6802903,0.25645626],"study_design_scores_gemma":[0.00004758645,0.00010698194,0.01831641,0.008808962,0.00011365036,0.00046131696,0.052387524,0.00062346336,0.0026207054,0.027785813,0.88864726,0.000080329366],"about_ca_topic_score_codex":0.02469495,"about_ca_topic_score_gemma":0.087156884,"teacher_disagreement_score":0.02469495,"about_ca_system_score_codex":0.0051404717,"about_ca_system_score_gemma":0.01146697,"threshold_uncertainty_score":0.12421793},"labels":[],"label_agreement":null},{"id":"W4366570388","doi":"10.5430/wjel.v13n5p365","title":"A Pragmatic and Semantic Analysis of EFL Learners’ Use of Modal Verbs: A Perception Study","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Modal verb; Perception; Linguistics; Modal; Modality (human–computer interaction); Deontic logic; Psychology; Computer science; Artificial intelligence; Philosophy; Verb","score_opus":0.02799377600899676,"score_gpt":0.273988972479435,"score_spread":0.24599519647043822,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366570388","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99950445,0.000014022834,0.00019685057,0.000010810263,9.460165e-7,0.0000070496912,0.0000048422626,0.0000011872088,0.00025977287],"genre_scores_gemma":[0.9993699,0.000027402506,0.0002092781,0.000013025608,0.0000015410905,0.000011104796,0.000008588235,0.0000014551576,0.00035758817],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9990747,0.00030694756,0.000088667446,0.00013897601,0.00025929374,0.00013142821],"domain_scores_gemma":[0.99593323,0.001570971,0.00083004194,0.00019708702,0.0010709189,0.0003978062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002224846,0.0003201954,0.00031078586,0.0010198249,0.00058503565,0.001509576,0.000289857,0.00037766833,0.0012912829],"category_scores_gemma":[0.005892951,0.0002830599,0.00024645997,0.0003505116,0.0012744531,0.0011787377,0.000997294,0.00066154456,0.0002827074],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003376855,0.00079219195,0.40964633,0.00021797312,0.000027720656,0.0013249314,0.48628595,0.00013510864,0.06158861,0.0008134631,0.0002042596,0.03862576],"study_design_scores_gemma":[0.00002731097,0.0012163558,0.54369295,0.000051711784,0.000029759849,0.001679036,0.4360118,0.0012418866,0.011693559,0.00074830273,0.0035152729,0.00009207956],"about_ca_topic_score_codex":0.0021969196,"about_ca_topic_score_gemma":0.0022082415,"teacher_disagreement_score":0.002224846,"about_ca_system_score_codex":0.00039707925,"about_ca_system_score_gemma":0.00047012346,"threshold_uncertainty_score":0.011766255},"labels":[],"label_agreement":null},{"id":"W4366582501","doi":"10.31468/dwr.1027","title":"A Multimodal framework to develop discursive skills in engineering","year":2023,"lang":"en","type":"article","venue":"Discourse and Writing/Rédactologie","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Multimodality; Argumentation theory; Construct (python library); Argument (complex analysis); Meaning (existential); Field (mathematics); Computer science; Pedagogy; Multimedia; Psychology; Linguistics; World Wide Web","score_opus":0.0668161247960668,"score_gpt":0.36940616451741426,"score_spread":0.30259003972134746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366582501","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.039716624,0.0032561633,0.5508957,0.0086346585,0.0002551974,0.00053537986,0.00016408978,0.0005724443,0.39596984],"genre_scores_gemma":[0.6368141,0.0014478166,0.32883015,0.0007399649,0.0000940827,0.00090285885,0.00011458116,0.00021517041,0.030841155],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99811685,0.0013089945,0.00007991066,0.00017627294,0.00019915336,0.000118805874],"domain_scores_gemma":[0.9982248,0.0011288654,0.00012401631,0.00014183384,0.00018504124,0.00019543208],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003301578,0.0008302982,0.00025249997,0.00342464,0.0021712233,0.004285092,0.0009933449,0.0013839285,0.009858388],"category_scores_gemma":[0.0037666338,0.00030543658,0.000496933,0.0009658999,0.01122935,0.004430628,0.0046124873,0.0016417595,0.0010465747],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024525121,0.00007115541,0.00057307386,0.00024352409,0.000006212944,0.00025158696,0.02933465,0.00093912735,0.0030375642,0.8955566,0.0019544736,0.06800742],"study_design_scores_gemma":[0.000054060307,0.00022975839,0.0034328285,0.0015523896,0.000032063108,0.0013031901,0.038577802,0.011976704,0.0048447656,0.5647881,0.37312254,0.00008574782],"about_ca_topic_score_codex":0.0022241212,"about_ca_topic_score_gemma":0.0043318784,"teacher_disagreement_score":0.009858388,"about_ca_system_score_codex":0.003027098,"about_ca_system_score_gemma":0.0025085039,"threshold_uncertainty_score":0.032979608},"labels":[],"label_agreement":null},{"id":"W4366689328","doi":"10.1515/iral-2022-0092","title":"Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication","year":2023,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Willingness to communicate; Recall; Psychology; Social psychology; Computer science; Cognitive psychology","score_opus":0.0346227561395758,"score_gpt":0.3310625597617931,"score_spread":0.29643980362221733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366689328","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99219996,0.00013674257,0.0050579463,0.00010766242,0.000019662772,0.00022101704,0.00004167204,0.0000143802135,0.0022009115],"genre_scores_gemma":[0.9910027,0.0000805936,0.0072931447,0.000110470944,0.000023250412,0.00058549107,0.000044234905,0.000012597332,0.00084747595],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98829216,0.009094962,0.0004011823,0.0008833998,0.001063466,0.0002648042],"domain_scores_gemma":[0.94554824,0.04079666,0.005922147,0.0026652229,0.003918388,0.0011493982],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012793638,0.00036054224,0.00050809816,0.0011053239,0.0009639288,0.0031557353,0.00070941955,0.00085657905,0.002739188],"category_scores_gemma":[0.038952094,0.00023964663,0.00029995732,0.0006701579,0.0008691516,0.0021737393,0.0019733713,0.00089088053,0.00042022136],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028758391,0.0060722376,0.2666009,0.0027781832,0.00041400886,0.00071739685,0.40135983,0.0006610753,0.0845445,0.0042757867,0.0009301015,0.22877015],"study_design_scores_gemma":[0.00034027625,0.0086351,0.64722973,0.0007653262,0.0002762353,0.0007024281,0.28540123,0.0039856224,0.029965457,0.006876857,0.0155693125,0.00025239465],"about_ca_topic_score_codex":0.00038624948,"about_ca_topic_score_gemma":0.0005847923,"teacher_disagreement_score":0.012793638,"about_ca_system_score_codex":0.00041756788,"about_ca_system_score_gemma":0.0008055335,"threshold_uncertainty_score":0.06766009},"labels":[],"label_agreement":null},{"id":"W4366769243","doi":"10.5539/elt.v16n5p31","title":"Navigating Teacher’s Display and Referential Questions to Enhance Learners’ Speaking Accuracy: A Case of Explicit and Implicit Corrective Feedback","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Mathematics education","score_opus":0.018284024144957896,"score_gpt":0.32718105098819605,"score_spread":0.30889702684323816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366769243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9882289,0.00006970924,0.010198956,0.00010729588,0.000008108657,0.00006472969,0.000011902201,0.00009332951,0.0012170007],"genre_scores_gemma":[0.98116565,0.000047567028,0.017590892,0.000040225994,0.000006636362,0.00006222681,0.000016683622,0.00002246061,0.0010476649],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99717975,0.0015364701,0.00021287004,0.00030744713,0.0005954894,0.00016805346],"domain_scores_gemma":[0.9887289,0.007960031,0.0008061834,0.001372617,0.000773244,0.00035911036],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003863494,0.00045952006,0.00036820647,0.0004753597,0.00036324034,0.00076150685,0.0007234156,0.0010283906,0.00085706403],"category_scores_gemma":[0.017247012,0.00022344194,0.00025509033,0.00023749983,0.0009092223,0.0009020276,0.00080115243,0.00056148035,0.00023251318],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003399799,0.0036007662,0.06334198,0.00096483564,0.000097228105,0.009595296,0.061876044,0.003211546,0.4457766,0.002757059,0.0005683813,0.40481052],"study_design_scores_gemma":[0.0009122951,0.022505581,0.20245719,0.00027712891,0.0005228463,0.02087879,0.0178691,0.04840998,0.6613979,0.0046379366,0.019793186,0.00033806628],"about_ca_topic_score_codex":0.0013078232,"about_ca_topic_score_gemma":0.0012590057,"teacher_disagreement_score":0.003863494,"about_ca_system_score_codex":0.00026616835,"about_ca_system_score_gemma":0.00048006972,"threshold_uncertainty_score":0.020432353},"labels":[],"label_agreement":null},{"id":"W4366782545","doi":"10.5539/elt.v16n5p53","title":"Instructional Scaffolding Strategies to Support the L2 Writing of EFL College Students in Kuwait","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scaffold; Mathematics education; Psychology; Perception; English as a foreign language; Teaching method; Likert scale; Pedagogy; Computer science","score_opus":0.02095304119891668,"score_gpt":0.2991314361280754,"score_spread":0.27817839492915875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366782545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898046,0.00005714323,0.00019173296,0.000049744816,0.0000018511898,0.000023359014,0.000005906399,0.000012433962,0.00067724567],"genre_scores_gemma":[0.9970708,0.00012426257,0.0017236192,0.000040373445,0.0000033992453,0.000030964664,0.000015573574,0.0000059020726,0.0009851293],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99926645,0.00027046294,0.000072196635,0.00010778031,0.00010662871,0.00017652426],"domain_scores_gemma":[0.99687165,0.0010626119,0.0008829834,0.00016538304,0.00046940355,0.0005479764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001615492,0.0005491224,0.00047498374,0.001092638,0.002999431,0.0022055914,0.0009704641,0.00049723434,0.0013954506],"category_scores_gemma":[0.004675893,0.00032086583,0.00016939655,0.0008945696,0.0012456327,0.0009944433,0.0019040684,0.00079664716,0.00030664072],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029938307,0.0034324997,0.2446192,0.0007175805,0.000030963653,0.0026563753,0.4707057,0.0006391305,0.03341775,0.00060153747,0.0007266297,0.24215338],"study_design_scores_gemma":[0.00014785344,0.0028061692,0.47817546,0.0005496073,0.00013376796,0.0014154431,0.47035307,0.0027592946,0.019139698,0.0011002917,0.023263594,0.00015568851],"about_ca_topic_score_codex":0.015619876,"about_ca_topic_score_gemma":0.056523133,"teacher_disagreement_score":0.015619876,"about_ca_system_score_codex":0.0015297374,"about_ca_system_score_gemma":0.004171914,"threshold_uncertainty_score":0.031057894},"labels":[],"label_agreement":null},{"id":"W4367311529","doi":"10.5539/elt.v16n5p152","title":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 5, 2023","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Linguistics; Mathematics education; Pedagogy; Philosophy","score_opus":0.02048977571129417,"score_gpt":0.2845989621727948,"score_spread":0.2641091864615006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367311529","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004055113,0.004937263,0.002298625,0.17222959,0.8051976,0.0027561095,0.0018818862,0.0010136613,0.009279727],"genre_scores_gemma":[0.013040057,0.01380281,0.007869897,0.25227866,0.51821345,0.015648868,0.004006471,0.002751414,0.17238846],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9570652,0.008501915,0.010208703,0.0025875515,0.019869216,0.0017673711],"domain_scores_gemma":[0.231556,0.02719504,0.012644777,0.005897778,0.71469986,0.008006494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.037199512,0.0024618919,0.006223831,0.0074663307,0.0049910853,0.007803038,0.0050911983,0.01225093,0.11174619],"category_scores_gemma":[0.43898705,0.001570923,0.003256928,0.0037606787,0.003021975,0.0052018096,0.0034262955,0.0076834625,0.06717185],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033092358,0.000003618218,0.00009369656,0.0005677166,0.0000080312275,0.00005055486,0.000054772572,0.000007849121,0.00003708081,0.00008101349,0.99401253,0.0050500697],"study_design_scores_gemma":[0.0004067998,0.000052196825,0.0016301611,0.007153817,0.0001329072,0.0013191901,0.00067820336,0.00037603822,0.0003820224,0.001214741,0.9865003,0.00015352844],"about_ca_topic_score_codex":0.0063501825,"about_ca_topic_score_gemma":0.009917536,"teacher_disagreement_score":0.11174619,"about_ca_system_score_codex":0.0049516894,"about_ca_system_score_gemma":0.012293048,"threshold_uncertainty_score":0.37382823},"labels":[],"label_agreement":null},{"id":"W4367592383","doi":"10.58379/homq5772","title":"Exploring shared and individual assessment of paired oral interactions","year":2022,"lang":"en","type":"article","venue":"Studies in Language Assessment","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Rubric; Psychology; Task (project management); Variation (astronomy); Modality (human–computer interaction); Audiology; Cognitive psychology; Computer science; Medicine; Artificial intelligence; Mathematics education","score_opus":0.3685810683728511,"score_gpt":0.42619052411325276,"score_spread":0.05760945574040166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367592383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99068415,0.00013026778,0.0058115083,0.000025173684,0.0000125286915,0.00007178082,0.00007255848,0.00003587992,0.0031562306],"genre_scores_gemma":[0.9950265,0.00007098489,0.0040210825,0.000011434342,0.00000907299,0.000084256935,0.0000775342,0.00001538376,0.00068372715],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98928356,0.005354604,0.0009180986,0.0012480753,0.0027357158,0.0004600575],"domain_scores_gemma":[0.96216196,0.021707872,0.006308435,0.0023960723,0.0059927464,0.0014329028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00932718,0.00050562114,0.0006032001,0.0024148813,0.00060618436,0.0024785567,0.0007519381,0.00046764265,0.0021924358],"category_scores_gemma":[0.040921707,0.00024313269,0.0004022984,0.0007571854,0.001005651,0.0011872986,0.0038260734,0.0005798872,0.00041700518],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013907099,0.00055639696,0.5449762,0.0007459543,0.0007496392,0.0009478261,0.10277128,0.0015798352,0.05835819,0.00079850433,0.0007005083,0.28642496],"study_design_scores_gemma":[0.00003710448,0.0018979523,0.92352676,0.00014220212,0.000166378,0.0016530767,0.04202495,0.0052961498,0.02099677,0.0012423907,0.0028414968,0.0001747842],"about_ca_topic_score_codex":0.0012126553,"about_ca_topic_score_gemma":0.0030782423,"teacher_disagreement_score":0.00932718,"about_ca_system_score_codex":0.0004830698,"about_ca_system_score_gemma":0.00055472413,"threshold_uncertainty_score":0.049327374},"labels":[],"label_agreement":null},{"id":"W4368375623","doi":"10.55593/ej.27105a2","title":"Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-based Classroom","year":2023,"lang":"en","type":"article","venue":"Teaching English as a Second or Foreign Language--TESL-EJ","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Utterance; Pragmatics; Competence (human resources); Linguistics; Speech act; Psychology; Computer science; Pedagogy; Mathematics education; Social psychology","score_opus":0.02056551256914413,"score_gpt":0.27568115952249084,"score_spread":0.2551156469533467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4368375623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981856,0.00003624913,0.00012917799,0.000053518565,0.000002286746,0.000027949944,0.0000034510626,0.000009319789,0.0015523601],"genre_scores_gemma":[0.99844944,0.00003743253,0.00052817527,0.000020578458,0.000001041568,0.000030324714,0.0000090978565,0.00000428677,0.0009196304],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99879324,0.00053344324,0.000035442365,0.0001524384,0.00026000504,0.0002252943],"domain_scores_gemma":[0.99877137,0.00039050606,0.0001031927,0.00007088754,0.0001858491,0.00047817687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015522408,0.000268501,0.0002734783,0.00048152026,0.0011455325,0.0012375583,0.0005066502,0.00046445202,0.0017016983],"category_scores_gemma":[0.0033829506,0.00019111161,0.00015592019,0.00017642791,0.0011083263,0.0004789768,0.0016094482,0.00088139874,0.00024784723],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002079082,0.033357333,0.17167048,0.000746835,0.000065784625,0.0042544324,0.20132704,0.0009923084,0.1381994,0.0037849273,0.0023560817,0.4411663],"study_design_scores_gemma":[0.000501618,0.012219888,0.7852683,0.00023272917,0.00011034175,0.002073994,0.14421669,0.003638062,0.030882323,0.0036348978,0.017086437,0.00013478467],"about_ca_topic_score_codex":0.012102324,"about_ca_topic_score_gemma":0.029294739,"teacher_disagreement_score":0.012102324,"about_ca_system_score_codex":0.0009956121,"about_ca_system_score_gemma":0.0027053747,"threshold_uncertainty_score":0.024063766},"labels":[],"label_agreement":null},{"id":"W4372328785","doi":"10.1016/j.system.2023.103061","title":"Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults","year":2023,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Literacy; Psychology; Mathematics education; Task (project management); Test (biology); Language proficiency; Likert scale; Pedagogy; Developmental psychology","score_opus":0.08507913648858378,"score_gpt":0.3341530080493735,"score_spread":0.2490738715607897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4372328785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995067,0.000013816999,0.000009772243,0.000022529455,0.0000026853047,0.0000028351897,0.000017046525,0.0000017411663,0.00042285863],"genre_scores_gemma":[0.9992957,0.000013534212,0.000020492236,0.000010356437,0.0000020565253,0.0000066907455,0.000043402226,0.0000010132206,0.000606846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995982,0.000074173666,0.000042519594,0.00006423263,0.00008613639,0.00013473502],"domain_scores_gemma":[0.9972127,0.0006547218,0.0006947839,0.00008507919,0.00028340993,0.0010692755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063960976,0.00015540456,0.00024788643,0.00050136924,0.00048643988,0.0012912325,0.00029462267,0.00054826104,0.0035397038],"category_scores_gemma":[0.004143032,0.00016550673,0.00034919832,0.00021696917,0.00041973093,0.00059844117,0.000993468,0.0013951721,0.0006104899],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088694773,0.0033392978,0.9750302,0.000026875305,0.000049387287,0.00013350869,0.004538074,0.00013123665,0.0019240465,0.00015797919,0.0004015547,0.013380842],"study_design_scores_gemma":[0.0000141483115,0.00044180284,0.9957313,0.0000070518636,0.000018039551,0.00003564886,0.002694988,0.00025174502,0.00049985514,0.000055920158,0.00024222437,0.000007270761],"about_ca_topic_score_codex":0.0042212727,"about_ca_topic_score_gemma":0.006341334,"teacher_disagreement_score":0.0042212727,"about_ca_system_score_codex":0.00049359933,"about_ca_system_score_gemma":0.00039983884,"threshold_uncertainty_score":0.011841536},"labels":[],"label_agreement":null},{"id":"W4375932245","doi":"10.7202/1098344ar","title":"« En français, s’il vous plait » : défis à l’utilisation du français chez les étudiant⋅e⋅s internationaux⋅les à Montréal","year":2022,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; French; Political science; Art; Sociology","score_opus":0.12917999114542145,"score_gpt":0.30289335209718493,"score_spread":0.17371336095176348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4375932245","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.527238,0.020279996,0.003109224,0.1385126,0.0012378034,0.00011269537,0.0012669957,0.00008759048,0.30815506],"genre_scores_gemma":[0.9479887,0.0047524534,0.00094053365,0.0059215217,0.00012097283,0.000055711727,0.00021353677,0.00007242007,0.039934274],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99063605,0.0026870004,0.00033372003,0.0008013632,0.0026784705,0.0028634372],"domain_scores_gemma":[0.98333824,0.0032625853,0.0018329305,0.0005525006,0.0063342,0.0046795835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062066135,0.0004267099,0.00041046317,0.0019244032,0.012429941,0.008932386,0.0015371946,0.0018749306,0.00884498],"category_scores_gemma":[0.01630608,0.00032005162,0.00031874015,0.004548868,0.012319251,0.0043504834,0.004814473,0.003424583,0.00085115223],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022021409,0.00010538787,0.06925574,0.0005284153,0.00007888573,0.0011823892,0.4236147,0.00033233978,0.0021857072,0.28344962,0.07460639,0.14444031],"study_design_scores_gemma":[0.00003269091,0.00008857839,0.15677567,0.0013989991,0.000055530887,0.00039078854,0.22199953,0.0003052276,0.00079044356,0.00810864,0.60986435,0.00018947141],"about_ca_topic_score_codex":0.92968166,"about_ca_topic_score_gemma":0.9488736,"teacher_disagreement_score":0.07031834,"about_ca_system_score_codex":0.03885622,"about_ca_system_score_gemma":0.055614382,"threshold_uncertainty_score":0.28192294},"labels":[],"label_agreement":null},{"id":"W4376533537","doi":"10.3138/cmlr.65.3.501","title":"Book and Software Reviews / Critiques de livres et de logiciels","year":2009,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Art","score_opus":0.01966268608532763,"score_gpt":0.2699785827760045,"score_spread":0.2503158966906769,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376533537","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011336588,0.5498581,0.0058647683,0.123394415,0.052114677,0.00006821168,0.000985622,0.0009497736,0.26563078],"genre_scores_gemma":[0.025884682,0.32313406,0.005661793,0.03367219,0.03326146,0.00013149061,0.0010965763,0.0014402921,0.5757174],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9932059,0.0013288452,0.00030638787,0.00039139276,0.0044131135,0.00035436457],"domain_scores_gemma":[0.97944605,0.0072254394,0.00067796174,0.0011670702,0.010741681,0.0007417239],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004462748,0.0008804544,0.0010265675,0.0142929265,0.002958371,0.008660248,0.0015746461,0.0025148739,0.033758618],"category_scores_gemma":[0.019693676,0.000605531,0.0007172484,0.01829976,0.0066395933,0.005348834,0.0018384771,0.003214511,0.013058384],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000123101845,0.000007885479,0.000064776126,0.0005950178,0.000007842469,0.000024991812,0.00032789036,0.000120944234,0.000120396115,0.04557824,0.89120215,0.06193752],"study_design_scores_gemma":[0.000003042565,0.0000032264008,0.00016918108,0.0003520979,0.0000049606238,0.00002582035,0.00008949316,0.000030005025,0.000037777023,0.002775112,0.996505,0.000004340289],"about_ca_topic_score_codex":0.19423732,"about_ca_topic_score_gemma":0.24461843,"teacher_disagreement_score":0.19423732,"about_ca_system_score_codex":0.015752962,"about_ca_system_score_gemma":0.019729828,"threshold_uncertainty_score":0.38621348},"labels":[],"label_agreement":null},{"id":"W4376550253","doi":"10.3138/cmlr.58.1.180","title":"Book and Software Reviews / Critiques de livres et de logiciels","year":2001,"lang":"fr","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Art; Software; Computer science; Operating system","score_opus":0.02338890781994873,"score_gpt":0.2710362595622343,"score_spread":0.24764735174228558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376550253","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010802777,0.5653217,0.0056023924,0.121472925,0.04920446,0.0000683159,0.000926943,0.0009212433,0.25540185],"genre_scores_gemma":[0.024940556,0.34418985,0.005486301,0.03412502,0.034016725,0.00013588188,0.0010657962,0.0013995245,0.55464035],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99328095,0.0013677665,0.0003113212,0.00038015674,0.0043065744,0.00035322292],"domain_scores_gemma":[0.97865933,0.0075416705,0.00072384946,0.0011923691,0.0111408075,0.00074203336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00443891,0.0008861426,0.0010828922,0.015213261,0.002957038,0.008862144,0.0015461486,0.0025404983,0.033018712],"category_scores_gemma":[0.020325132,0.00061995327,0.0007211524,0.019076848,0.006512505,0.005529566,0.0018163612,0.0030918752,0.013040458],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012532086,0.000007883516,0.00006586614,0.00060247706,0.000008161382,0.000024108034,0.00030689416,0.0001195483,0.000113815055,0.04259786,0.89484805,0.06129286],"study_design_scores_gemma":[0.0000032458381,0.0000034503134,0.00017853364,0.00036244025,0.000005485421,0.000026512016,0.000089808564,0.000030418681,0.00003709486,0.002971072,0.9962876,0.0000043307796],"about_ca_topic_score_codex":0.18649337,"about_ca_topic_score_gemma":0.23763336,"teacher_disagreement_score":0.18649337,"about_ca_system_score_codex":0.015159362,"about_ca_system_score_gemma":0.01854565,"threshold_uncertainty_score":0.3708157},"labels":[],"label_agreement":null},{"id":"W4376605570","doi":"10.1515/eduling-2022-0015","title":"Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning","year":2023,"lang":"en","type":"article","venue":"Educational Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Bishop's University","funders":"Bishop's University","keywords":"Multilingualism; Translanguaging; Linguistics; Language acquisition; First language; Language education; Semiotics; Psychology; Sociology; Pedagogy; Mathematics education","score_opus":0.04009177104200149,"score_gpt":0.3247286000192913,"score_spread":0.2846368289772898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376605570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98810774,0.000042167856,0.0010403747,0.00016929768,0.0000033236138,0.000028705701,0.0000068857025,0.0000082781835,0.0105932215],"genre_scores_gemma":[0.99802566,0.00002411608,0.00030828954,0.000017465243,0.0000010971015,0.0000090564245,0.0000054370767,0.0000037627028,0.0016051604],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99851495,0.00085355097,0.00003363766,0.000121435645,0.0002438957,0.00023252059],"domain_scores_gemma":[0.99882704,0.00049806805,0.00017354931,0.00009447922,0.00019123516,0.00021556273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021950107,0.00046827094,0.00027436545,0.0009121121,0.0043602637,0.003898867,0.0006221181,0.0004457571,0.001777031],"category_scores_gemma":[0.0022389926,0.00019266202,0.0001668151,0.00043847255,0.006586729,0.0011151296,0.0025862996,0.0010222538,0.00015262201],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003659118,0.000036157773,0.014805911,0.000042115145,0.000005755983,0.0007054268,0.95967937,0.00012673349,0.0077899583,0.0068737096,0.00018741858,0.009710915],"study_design_scores_gemma":[0.000007469753,0.00007082537,0.01568367,0.000035277066,0.00001451884,0.00042746216,0.9629708,0.0010876303,0.0031330802,0.0010252249,0.015513281,0.00003078097],"about_ca_topic_score_codex":0.07279217,"about_ca_topic_score_gemma":0.09148571,"teacher_disagreement_score":0.07279217,"about_ca_system_score_codex":0.0036785442,"about_ca_system_score_gemma":0.0043336307,"threshold_uncertainty_score":0.14473695},"labels":[],"label_agreement":null},{"id":"W4376610676","doi":"10.1590/1984-6398202321939","title":"Learning from Ryuko Kubota: Applied Linguistics, Race, Identity, and Critical Approaches","year":2023,"lang":"en","type":"article","venue":"Revista Brasileira de Lingüística Aplicada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Translanguaging; Identity (music); Race (biology); Applied linguistics; Sociology; Relevance (law); Linguistics; Pedagogy; Philosophy; Gender studies; Political science; Aesthetics","score_opus":0.09163964242271982,"score_gpt":0.30059113532711457,"score_spread":0.20895149290439474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376610676","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5329279,0.052328296,0.035700772,0.13324483,0.0024423308,0.00019734168,0.000080516744,0.00015049941,0.2429275],"genre_scores_gemma":[0.98125184,0.0038007183,0.002941022,0.0018238829,0.00009775678,0.00008211763,0.000008083584,0.000039840208,0.009954602],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99705553,0.002038004,0.00014523901,0.00021692581,0.0002337096,0.0003105778],"domain_scores_gemma":[0.997338,0.0017532978,0.00027031451,0.00015047076,0.00020873728,0.0002791347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004051468,0.00030914546,0.000635716,0.0007547192,0.0077298414,0.0053490577,0.0005526996,0.0013189819,0.0023344872],"category_scores_gemma":[0.0053297654,0.00027048588,0.00025403406,0.0008312494,0.012410786,0.0077624344,0.0051864716,0.0032196734,0.00026035367],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055098695,0.000035107034,0.0017221126,0.00046477292,0.000008324325,0.0011128072,0.66512835,0.00014109329,0.0021338295,0.30163306,0.0065946714,0.020970777],"study_design_scores_gemma":[0.00001307907,0.000045117475,0.0057687922,0.0012031064,0.000028935032,0.0010844073,0.56976116,0.00053487025,0.0018002719,0.083608165,0.33608323,0.000068895606],"about_ca_topic_score_codex":0.005895052,"about_ca_topic_score_gemma":0.01076203,"teacher_disagreement_score":0.0077298414,"about_ca_system_score_codex":0.003847731,"about_ca_system_score_gemma":0.0040300484,"threshold_uncertainty_score":0.027917385},"labels":[],"label_agreement":null},{"id":"W4377104462","doi":"10.5430/wjel.v13n6p140","title":"Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Indonesian; Conversation; Class (philosophy); Psychology; Mathematics education; Foreign language; Computer science; Linguistics; Communication","score_opus":0.015398771625515397,"score_gpt":0.2671043982345688,"score_spread":0.2517056266090534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4377104462","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9924299,0.00042739898,0.0012875028,0.00059909484,0.00002088987,0.00002805846,0.000009088016,0.00001629714,0.0051817796],"genre_scores_gemma":[0.9976497,0.0002673928,0.00083638704,0.00017360084,0.0000068678733,0.000015583955,0.0000059657964,0.000007198897,0.0010371904],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959792,0.0016283257,0.0002933479,0.00025504333,0.0015969985,0.00024694786],"domain_scores_gemma":[0.98441374,0.008322335,0.003394347,0.00052485906,0.0025235354,0.0008211168],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044689635,0.00027780255,0.00029495376,0.0006424537,0.0008985397,0.001839919,0.0005107231,0.0005785757,0.0010118156],"category_scores_gemma":[0.015769966,0.00025085843,0.00020577144,0.00033076768,0.0015797518,0.000941298,0.0011668463,0.001285106,0.00020827791],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017124083,0.0008819697,0.25825343,0.0007369316,0.0000611441,0.0011080317,0.5524711,0.0003098681,0.014338531,0.0009415517,0.0008986765,0.16982745],"study_design_scores_gemma":[0.000052389885,0.0012020413,0.48445758,0.0013603303,0.00023695444,0.0023217364,0.47720233,0.0019708679,0.009708738,0.0011852029,0.020137843,0.00016388047],"about_ca_topic_score_codex":0.0031063862,"about_ca_topic_score_gemma":0.004610148,"teacher_disagreement_score":0.0044689635,"about_ca_system_score_codex":0.000878196,"about_ca_system_score_gemma":0.0019192621,"threshold_uncertainty_score":0.023634434},"labels":[],"label_agreement":null},{"id":"W4378375376","doi":"10.31581/jbs-32.1-2.505(2022)","title":"Grammar Lesson","year":2023,"lang":"en","type":"article","venue":"The Journal of Bahá’í Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Computer science; Philosophy","score_opus":0.21791167453064209,"score_gpt":0.3491744908797964,"score_spread":0.13126281634915432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378375376","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008643747,0.0003536566,0.0044574603,0.005679764,0.0018371064,0.00019753759,0.002150796,0.0033994396,0.9732805],"genre_scores_gemma":[0.059187483,0.00032827712,0.0056444323,0.0024758668,0.00037535498,0.00010747938,0.0024886394,0.0012137003,0.9281789],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997236,0.00003265746,0.000013177503,0.00006168752,0.00010090336,0.000067822046],"domain_scores_gemma":[0.99943215,0.000086014144,0.0000154822,0.00011892001,0.00016335635,0.00018406205],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00028341444,0.0006201976,0.00044844384,0.0008283688,0.0011629576,0.0019734334,0.0009686263,0.0012484185,0.37059608],"category_scores_gemma":[0.0015188045,0.00024051419,0.00048956514,0.0003828092,0.0007492604,0.0014490921,0.002185877,0.00286439,0.15770555],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013789424,0.0004419223,0.0009587069,0.00016949639,0.0000065034174,0.00046849463,0.0012375079,0.00018003744,0.0041069463,0.054775175,0.6599577,0.2775596],"study_design_scores_gemma":[0.000030272884,0.00004180643,0.0011194941,0.00004981749,0.0000038366425,0.00030600725,0.00042789662,0.000106836924,0.0016981235,0.013475027,0.98273116,0.000009751181],"about_ca_topic_score_codex":0.0019899986,"about_ca_topic_score_gemma":0.0056984317,"teacher_disagreement_score":0.37059608,"about_ca_system_score_codex":0.0011140126,"about_ca_system_score_gemma":0.0017525118,"threshold_uncertainty_score":0.8977683},"labels":[],"label_agreement":null},{"id":"W4378472625","doi":"10.5539/elt.v16n6p167","title":"An Investigation of Motivation and Learning Strategies in Thai University Learners of French","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language learning strategies; Metacognition; Cognition; Goal theory; Language acquisition; Mathematics education","score_opus":0.017879677476132793,"score_gpt":0.2330427338943297,"score_spread":0.2151630564181969,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378472625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99958843,0.000037720627,0.000035207504,0.000017477316,5.292874e-7,0.0000045055467,0.000005348275,5.1613864e-7,0.000310368],"genre_scores_gemma":[0.99944013,0.00006392628,0.00008889177,0.000011948828,0.0000011189705,0.000010574159,0.000010093898,6.214612e-7,0.0003726361],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995548,0.00016947064,0.0000292832,0.00004004692,0.00009949392,0.0001068137],"domain_scores_gemma":[0.9983712,0.00064250914,0.00038604427,0.00003361736,0.00027881033,0.00028783496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008831687,0.00020277107,0.00023283152,0.0009978861,0.0009918092,0.0016587947,0.00022026713,0.00037552934,0.0015543906],"category_scores_gemma":[0.0022730886,0.00012155777,0.00025881774,0.0005005851,0.00057162537,0.0005047789,0.0005256612,0.00035346622,0.00015409118],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011658723,0.00048597893,0.79217917,0.00016572629,0.00003288832,0.0008170368,0.15231022,0.000103081045,0.006650182,0.00037330494,0.00015656465,0.04660927],"study_design_scores_gemma":[0.000012261529,0.00093768595,0.8079425,0.0000933248,0.000030010384,0.001110145,0.1836408,0.00055226474,0.0016623917,0.00027880058,0.0036949115,0.00004494184],"about_ca_topic_score_codex":0.008317328,"about_ca_topic_score_gemma":0.01152984,"teacher_disagreement_score":0.008317328,"about_ca_system_score_codex":0.0006798915,"about_ca_system_score_gemma":0.0011248266,"threshold_uncertainty_score":0.016537845},"labels":[],"label_agreement":null},{"id":"W4378901472","doi":"10.5539/ijel.v13n4p15","title":"The Positive Effect of Cultural Knowledge on Listening Comprehension of EFL Learners","year":2023,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Active listening; Psychology; Listening comprehension; Curriculum; Competence (human resources); Reading comprehension; Reading (process); Test (biology); Cultural knowledge; Mathematics education; Pedagogy; Linguistics; Social psychology; Communication","score_opus":0.025660980738112828,"score_gpt":0.31589493043886835,"score_spread":0.2902339497007555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378901472","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99695516,0.00011955977,0.00005650669,0.00004257769,0.0000034511306,0.0000057187412,0.000008942627,0.0000030300864,0.0028050593],"genre_scores_gemma":[0.9991266,0.00013455811,0.0000959208,0.00002982125,0.000004409971,0.000005619092,0.000012246917,0.0000021410633,0.00058869214],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99924636,0.00023870796,0.00006201703,0.0000931837,0.00025319788,0.00010650705],"domain_scores_gemma":[0.99064976,0.0049460493,0.0017534432,0.00029383178,0.0012774259,0.0010794546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012402289,0.0002965686,0.00028181635,0.00082372903,0.0005280567,0.0010957114,0.00022293291,0.00031083773,0.0036216716],"category_scores_gemma":[0.008526906,0.00012240361,0.00022414992,0.00024079597,0.00074158714,0.0005600092,0.000842927,0.0005088848,0.00035315467],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010223718,0.0023455343,0.80990624,0.0005021705,0.00017318198,0.0029521612,0.0430888,0.000282798,0.033462454,0.00047443924,0.00047482213,0.105315045],"study_design_scores_gemma":[0.00003532309,0.0014726372,0.96424186,0.0001297915,0.00016651087,0.0011264749,0.022825047,0.0003611435,0.007719758,0.00048332053,0.0013963034,0.000041913736],"about_ca_topic_score_codex":0.0020502596,"about_ca_topic_score_gemma":0.0026344263,"teacher_disagreement_score":0.0036216716,"about_ca_system_score_codex":0.00027824842,"about_ca_system_score_gemma":0.0005394002,"threshold_uncertainty_score":0.012115657},"labels":[],"label_agreement":null},{"id":"W4379471324","doi":"10.5430/wjel.v13n6p314","title":"Situated Learning Theory: The Application of Grammatical Structure (Gerunds and Infinitives) in Developing EFL Students’ Cover Letters","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Gerund; Computer science; Grammar; Linguistics; Cover (algebra); Mathematics education; Determiner; Psychology; Natural language processing; Noun; Engineering","score_opus":0.012148456751793083,"score_gpt":0.2626013600573938,"score_spread":0.2504529033056007,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379471324","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4226333,0.0016338886,0.3159343,0.008033171,0.00018330402,0.0005705203,0.00006904276,0.00023242366,0.2507101],"genre_scores_gemma":[0.9509165,0.00050178706,0.04373215,0.00035423844,0.0000141763485,0.00018516293,0.00002210406,0.000023030047,0.004250855],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99425584,0.0042533665,0.00015945538,0.00059688376,0.00051443727,0.00022010488],"domain_scores_gemma":[0.9926402,0.005624147,0.0005641356,0.0004408167,0.00039666353,0.0003341121],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004270626,0.00053875794,0.00029122506,0.001517148,0.0016025641,0.004116414,0.0012905673,0.0014655909,0.0024144675],"category_scores_gemma":[0.00897997,0.00032078387,0.0006112838,0.00076308317,0.012592766,0.003951828,0.0033954263,0.0015588632,0.00039313253],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006731835,0.00049736566,0.018233964,0.0010744754,0.00005522036,0.0023286664,0.4069061,0.0028497058,0.004362414,0.40981779,0.0017094085,0.15209755],"study_design_scores_gemma":[0.00012144312,0.00073053804,0.024948,0.0019272958,0.0001302,0.0033394534,0.21900114,0.013255212,0.008535307,0.64157,0.08630636,0.00013506613],"about_ca_topic_score_codex":0.0018227736,"about_ca_topic_score_gemma":0.0020127506,"teacher_disagreement_score":0.004270626,"about_ca_system_score_codex":0.0024873458,"about_ca_system_score_gemma":0.002986663,"threshold_uncertainty_score":0.022585511},"labels":[],"label_agreement":null},{"id":"W4380048766","doi":"10.5539/elt.v16n7p1","title":"Tracing the Impact of Truscott&amp;#39;s Controversial 1996 Paper on Grammar Correction: A Bibliometric Analysis","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Psychology; Linguistics; Philosophy","score_opus":0.02197789860162567,"score_gpt":0.2934247384295758,"score_spread":0.2714468398279501,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4380048766","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7526554,0.043104935,0.013958075,0.038613506,0.0017632346,0.00046111832,0.0030144146,0.00025380068,0.1461755],"genre_scores_gemma":[0.96429884,0.015007253,0.0068699624,0.0010312842,0.0008849619,0.00022169806,0.0007609764,0.0001544196,0.010770633],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.95504105,0.01199219,0.004307581,0.0025449146,0.0252617,0.0008525933],"domain_scores_gemma":[0.7349694,0.1635883,0.03273571,0.0117319785,0.055210218,0.0017644174],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.0374504,0.00038969188,0.0008611862,0.05763584,0.0029352084,0.011000112,0.0010267954,0.0009047109,0.003195108],"category_scores_gemma":[0.20321083,0.00021772827,0.0004282144,0.094107285,0.0038470144,0.0056163017,0.0037497522,0.00086046354,0.0007662406],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001335942,0.00008341865,0.20504889,0.002310632,0.00028692247,0.0006769911,0.03704022,0.001141277,0.0021713388,0.047216617,0.029311545,0.67457867],"study_design_scores_gemma":[0.000048939542,0.00033574877,0.5036725,0.00478998,0.0008398187,0.0012614056,0.043211564,0.0045555746,0.014581049,0.03436729,0.39210886,0.00022725243],"about_ca_topic_score_codex":0.006798047,"about_ca_topic_score_gemma":0.010805144,"teacher_disagreement_score":0.9625496,"about_ca_system_score_codex":0.0060042785,"about_ca_system_score_gemma":0.0067411447,"threshold_uncertainty_score":0.19805902},"labels":[],"label_agreement":null},{"id":"W4380151674","doi":"10.23977/aetp.2023.070410","title":"An Exploration of Chinese Second Language Learners' Willingness to Communicate and Foreign Language Anxiety in EAP Classes","year":2023,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Feeling; Anxiety; Psychology; Foreign language anxiety; Fear of negative evaluation; Social psychology; English language; Clinical psychology; Mathematics education","score_opus":0.029881572635914993,"score_gpt":0.37849846055672415,"score_spread":0.34861688792080914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4380151674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997271,0.000012356056,0.000014885328,0.000010073904,5.966989e-7,0.000004505578,0.000004310666,4.872377e-7,0.00022570936],"genre_scores_gemma":[0.99964464,0.000030088884,0.000031508076,0.000013302052,0.0000023338357,0.000009968527,0.000012748006,4.608437e-7,0.00025487336],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995691,0.00009956834,0.00003202544,0.00004494694,0.00014403912,0.000110291905],"domain_scores_gemma":[0.99808323,0.0006322238,0.0005435949,0.000046116464,0.00020988313,0.0004849879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008693968,0.0003291511,0.00027280097,0.0010328055,0.0006952507,0.001411346,0.00030201275,0.00043133824,0.0017394387],"category_scores_gemma":[0.0022314305,0.0001807711,0.0003656695,0.00045748617,0.0006232273,0.0005163892,0.0007078572,0.00064647436,0.00014576747],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017548198,0.0009886355,0.8753971,0.0001393311,0.000046468485,0.0011367407,0.0972687,0.00006277809,0.008264929,0.0001671946,0.0001343531,0.016218381],"study_design_scores_gemma":[0.000006883261,0.0006272288,0.9095188,0.00002246211,0.000028228826,0.00050847733,0.087816514,0.00018753152,0.0007560188,0.000046808495,0.0004559903,0.000025011883],"about_ca_topic_score_codex":0.00498762,"about_ca_topic_score_gemma":0.006490744,"teacher_disagreement_score":0.00498762,"about_ca_system_score_codex":0.0006370376,"about_ca_system_score_gemma":0.00090092083,"threshold_uncertainty_score":0.0099172},"labels":[],"label_agreement":null},{"id":"W4380370844","doi":"10.5430/ijhe.v12n3p52","title":"These Students Can’t Write: An Examination of Cohesion and Coherence in Essays Written by the University of Botswana ESL Undergraduate Students","year":2023,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cohesion (chemistry); Vocabulary; Readability; Sentence; Psychology; Linguistics; Interview; Academic writing; Mathematics education; Context (archaeology); Computer science; Sociology","score_opus":0.02690474395442249,"score_gpt":0.3164477476467562,"score_spread":0.2895430036923337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4380370844","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989849,0.0000680052,0.00005231847,0.000048704365,0.0000029614916,0.000013578502,0.0000095598125,0.0000011677108,0.0008187819],"genre_scores_gemma":[0.99926764,0.000088688124,0.0001850691,0.00002739599,0.000004828721,0.00002587895,0.000035222198,0.0000023242949,0.0003629746],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9979511,0.0008741192,0.00030484426,0.00019079522,0.0004685789,0.00021067307],"domain_scores_gemma":[0.98522055,0.0074130273,0.0038158013,0.0004798644,0.0021843407,0.0008865182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002849228,0.00029350742,0.00035662387,0.0028761046,0.0027320762,0.0029763498,0.0005715744,0.0006392219,0.00060319575],"category_scores_gemma":[0.017237267,0.00027575062,0.00021131257,0.0020487567,0.001959344,0.0010687088,0.0028145206,0.00059536507,0.00011974841],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012003384,0.00019166066,0.19221708,0.0002430276,0.00005090158,0.0009552024,0.77236426,0.000070166054,0.007947754,0.00037569433,0.0002847278,0.02517945],"study_design_scores_gemma":[0.000008799166,0.00020230189,0.65007,0.00010103915,0.000017554288,0.00032679606,0.34573737,0.00015956047,0.0006321965,0.00019834323,0.0025249107,0.000021156267],"about_ca_topic_score_codex":0.006497842,"about_ca_topic_score_gemma":0.015541466,"teacher_disagreement_score":0.006497842,"about_ca_system_score_codex":0.0013106975,"about_ca_system_score_gemma":0.0011145816,"threshold_uncertainty_score":0.015068293},"labels":[],"label_agreement":null},{"id":"W4380481964","doi":"10.6000/1929-4409.2020.09.319","title":"Investigating the Differences Between Prepared and Spontaneous Speech Characteristics: Descriptive Approach","year":2022,"lang":"en","type":"article","venue":"International Journal of Criminology and Sociology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Kazan Federal University; Russian Science Foundation","keywords":"Task (project management); Dialog box; Linguistics; Meaning (existential); Norm (philosophy); Computer science; Focus (optics); Psychology; Political science","score_opus":0.11425059473111919,"score_gpt":0.2886877981798643,"score_spread":0.17443720344874508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4380481964","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9631728,0.00046822202,0.013948166,0.00010729811,0.000035203728,0.0007310487,0.0046936832,0.00010771252,0.016735898],"genre_scores_gemma":[0.98302794,0.0003173691,0.007599536,0.000096261414,0.000050214752,0.0018408706,0.0039871386,0.00005655351,0.0030241348],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981085,0.0004798604,0.00033924403,0.00043779105,0.00048543792,0.00014912745],"domain_scores_gemma":[0.98438716,0.011143104,0.0013912583,0.00096768426,0.0018511579,0.00025961077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027160044,0.00036746447,0.00027040308,0.004130536,0.00062471227,0.0017509351,0.00045750538,0.00053671486,0.004136843],"category_scores_gemma":[0.01121211,0.00018716871,0.00029978922,0.003082634,0.0012934789,0.0010177245,0.0010916891,0.00065628433,0.0010083402],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015831265,0.0021260339,0.61971426,0.0015082755,0.00024259064,0.0012350332,0.099336274,0.0013136977,0.07487891,0.012666093,0.0029644966,0.1824312],"study_design_scores_gemma":[0.000028823375,0.0018194156,0.8955457,0.00021247259,0.000078982936,0.0018440901,0.059759658,0.0024961794,0.017809035,0.004202424,0.016103726,0.00009949201],"about_ca_topic_score_codex":0.0014918261,"about_ca_topic_score_gemma":0.001549303,"teacher_disagreement_score":0.004136843,"about_ca_system_score_codex":0.00061994913,"about_ca_system_score_gemma":0.0006962114,"threshold_uncertainty_score":0.014363766},"labels":[],"label_agreement":null},{"id":"W4380854315","doi":"10.53967/cje-rce.5861","title":"Les capacités inférentielles en situation de compréhension de récits : l’importance de s’adapter aux niveaux scolaires considérés","year":2023,"lang":"fr","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Agence Nationale de la Recherche","keywords":"Humanities; Political science; Psychology; Art","score_opus":0.08126285481677181,"score_gpt":0.29678602838206186,"score_spread":0.21552317356529005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4380854315","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9732544,0.0016054416,0.009377341,0.00093971647,0.000058979305,0.00015208605,0.00027694512,0.00016689772,0.014168209],"genre_scores_gemma":[0.9833566,0.001079196,0.009522427,0.0001962689,0.000030452995,0.00019847057,0.00032501106,0.00007168261,0.005219893],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99291396,0.002535614,0.00051546213,0.0008744106,0.0025278658,0.0006326521],"domain_scores_gemma":[0.96124065,0.01920023,0.004920828,0.0017200054,0.011572371,0.0013459899],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008504694,0.0012407103,0.00079955277,0.0019905334,0.0012264806,0.004699019,0.0011929577,0.0013181393,0.005083687],"category_scores_gemma":[0.05087913,0.00063760096,0.0010556404,0.0009924056,0.0016808275,0.0039463853,0.0021985015,0.0015759621,0.0012748356],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010959376,0.0004946981,0.51233256,0.002124874,0.00044545403,0.0015450901,0.22675867,0.0023263565,0.01651177,0.004887592,0.0028805416,0.2285965],"study_design_scores_gemma":[0.00003454198,0.0012003545,0.78313273,0.0014532077,0.00060940714,0.0012879084,0.153645,0.0056216926,0.013302954,0.008554544,0.030815404,0.00034228995],"about_ca_topic_score_codex":0.016289117,"about_ca_topic_score_gemma":0.02058208,"teacher_disagreement_score":0.016289117,"about_ca_system_score_codex":0.0021169097,"about_ca_system_score_gemma":0.003132244,"threshold_uncertainty_score":0.044977605},"labels":[],"label_agreement":null},{"id":"W4381051886","doi":"10.23977/aetp.2023.070420","title":"The Influence Factors of Second Language Acquisition: A Case Study","year":2023,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Language acquisition; Psychology; Linguistics; Willingness to communicate; English language; Field (mathematics); First language; Key (lock); Qualitative research; Computer science; Mathematics education; Social psychology; Sociology","score_opus":0.020524159309094958,"score_gpt":0.3703433585927895,"score_spread":0.34981919928369454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381051886","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9897455,0.0003734218,0.001005812,0.0008637633,0.000018787428,0.000091547656,0.000021233309,0.000009107754,0.007870833],"genre_scores_gemma":[0.9937755,0.0009328157,0.0017500707,0.0002142209,0.000020487383,0.00007768213,0.000017787663,0.000011262382,0.0032000977],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.99610376,0.002434625,0.0001265902,0.00022225874,0.00046745356,0.0006452397],"domain_scores_gemma":[0.99176216,0.0056781513,0.00060045597,0.00026898252,0.00060145254,0.0010888205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004124989,0.00065765646,0.0005504959,0.0017947851,0.01050217,0.0029925131,0.001503691,0.0022078918,0.0031490612],"category_scores_gemma":[0.007194408,0.0005214235,0.0005816322,0.0014545816,0.0032228841,0.002292075,0.0032378444,0.0025876323,0.00034535312],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014514859,0.0025250143,0.08450913,0.00029812026,0.0000342608,0.1099778,0.75325674,0.0003420832,0.0029047236,0.009252085,0.001746642,0.03500834],"study_design_scores_gemma":[0.00004212464,0.00069835054,0.028719652,0.00031927295,0.00006615208,0.046786763,0.8932071,0.0016128933,0.002966255,0.0017757281,0.023744076,0.00006159388],"about_ca_topic_score_codex":0.017582837,"about_ca_topic_score_gemma":0.041255504,"teacher_disagreement_score":0.017582837,"about_ca_system_score_codex":0.0036172075,"about_ca_system_score_gemma":0.0034796507,"threshold_uncertainty_score":0.034960985},"labels":[],"label_agreement":null},{"id":"W4381279255","doi":"10.1558/isla.20457","title":"Building an elicited imitation task as a measure of implicit grammatical knowledge","year":2023,"lang":"en","type":"article","venue":"Instructed Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Grammaticality; Morpheme; Imitation; Psychology; Mandarin Chinese; Linguistics; Past tense; Grammar; Cognitive psychology; Verb; Social psychology","score_opus":0.020260107949689403,"score_gpt":0.2910669986278816,"score_spread":0.2708068906781922,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381279255","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98797774,0.000054654152,0.00899213,0.00002360339,0.00001282604,0.0002358405,0.00018924003,0.00005801875,0.0024558746],"genre_scores_gemma":[0.9779635,0.00008802462,0.01806808,0.000049502287,0.000007722686,0.000542408,0.0003680268,0.000022763092,0.00289007],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99833506,0.0005705615,0.0002474664,0.00025891032,0.00047971786,0.00010830293],"domain_scores_gemma":[0.9899211,0.0058543803,0.0020883994,0.00089421286,0.0009534309,0.00028855898],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019873495,0.000491496,0.00039632915,0.0004732905,0.00018301776,0.0005739489,0.00047962333,0.0006622867,0.0015883022],"category_scores_gemma":[0.016713023,0.00022978522,0.00030832278,0.00023187802,0.00041747594,0.00091343006,0.0007058255,0.00063557725,0.0003984134],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014073894,0.0040090117,0.24971807,0.0006268171,0.00027875134,0.00071553944,0.0044976603,0.0027156447,0.58752996,0.0014356,0.0005252692,0.14654028],"study_design_scores_gemma":[0.00010410489,0.0062397774,0.8013211,0.00004792441,0.00013342917,0.001288931,0.0010464924,0.014462359,0.17222612,0.0011836551,0.0018375044,0.00010868891],"about_ca_topic_score_codex":0.0009066473,"about_ca_topic_score_gemma":0.0017100004,"teacher_disagreement_score":0.0019873495,"about_ca_system_score_codex":0.00018428381,"about_ca_system_score_gemma":0.00042737715,"threshold_uncertainty_score":0.010510266},"labels":[],"label_agreement":null},{"id":"W4381279806","doi":"10.1558/isla.26308","title":"Editorial","year":2023,"lang":"en","type":"editorial","venue":"Instructed Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Medicine","score_opus":0.008178475935165809,"score_gpt":0.24412822263330727,"score_spread":0.23594974669814148,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381279806","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000034150216,0.0013095599,0.00007266894,0.010886914,0.9832812,0.000028011294,0.00008164508,0.00009039984,0.0042155497],"genre_scores_gemma":[0.0007056386,0.002569893,0.00013098292,0.010498555,0.93871236,0.000031058407,0.00011934299,0.00008262298,0.0471496],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9970522,0.00035794638,0.00029153904,0.00038451035,0.0016978803,0.00021595329],"domain_scores_gemma":[0.97949183,0.0027528836,0.0008515422,0.0006680747,0.012520841,0.0037148073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00332004,0.0030589318,0.0021522802,0.002983633,0.002367217,0.0049271774,0.0022717393,0.006047969,0.06655356],"category_scores_gemma":[0.018980537,0.0007100188,0.0013603587,0.0008770048,0.0011811351,0.0030997603,0.00096809026,0.00749808,0.051482834],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014764201,0.000004185417,0.000008840463,0.00006070214,0.0000030374638,0.00007808966,0.000003296702,0.00000805935,0.000022821121,0.00007720257,0.997247,0.0024720742],"study_design_scores_gemma":[0.000034887667,0.000014086753,0.00011837244,0.00019041562,0.000012216871,0.00026678768,0.000026532533,0.00005612659,0.00008485667,0.00034887984,0.99883825,0.000008606372],"about_ca_topic_score_codex":0.0018344895,"about_ca_topic_score_gemma":0.0051951883,"teacher_disagreement_score":0.06655356,"about_ca_system_score_codex":0.0022099612,"about_ca_system_score_gemma":0.0027402148,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4381802687","doi":"10.5539/elt.v16n7p74","title":"Speech Rate and Young EFL Learners’ Listening Comprehension","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Listening comprehension; Active listening; Comprehension; Words per minute; Foreign language; Test (biology); Linguistics; Mathematics education; Communication; Reading (process)","score_opus":0.020272041051380217,"score_gpt":0.2562446463543301,"score_spread":0.23597260530294986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381802687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994486,0.000046277688,0.000039768467,0.0000067596234,0.0000011713821,0.0000029885916,0.000016429998,0.000002038091,0.00043593952],"genre_scores_gemma":[0.99931,0.000049962702,0.00007093787,0.000006898184,0.0000022905317,0.000006007403,0.000035371573,0.000002205486,0.00051643804],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997037,0.00005372698,0.000044928176,0.00005929999,0.000092101036,0.00004613019],"domain_scores_gemma":[0.9957819,0.001819251,0.0012116027,0.00012268244,0.00046972284,0.00059479446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006305153,0.00021855712,0.00017618215,0.00056419004,0.00013746129,0.00065262464,0.0001316358,0.00026451863,0.002652676],"category_scores_gemma":[0.005197592,0.00010573503,0.0001392141,0.00017382335,0.00021397117,0.00038776064,0.0003461447,0.0002691813,0.0006087477],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040127366,0.00034246573,0.9547162,0.000057276487,0.00003426008,0.00069734803,0.0060158772,0.00008313945,0.01783773,0.000047502715,0.00009378872,0.01967316],"study_design_scores_gemma":[0.0000050947865,0.00052135496,0.99574935,0.000008987265,0.000015152773,0.00032470468,0.0016194936,0.00013506408,0.0013963791,0.000034522647,0.00018142493,0.000008515164],"about_ca_topic_score_codex":0.0011087122,"about_ca_topic_score_gemma":0.0010840772,"teacher_disagreement_score":0.002652676,"about_ca_system_score_codex":0.00011406864,"about_ca_system_score_gemma":0.000118288815,"threshold_uncertainty_score":0.008874059},"labels":[],"label_agreement":null},{"id":"W4382404251","doi":"10.1080/01434632.2023.2221676","title":"Understanding pre-adolescent learners’ foreign language enjoyment: a mixed-methods study on Chinese primary school students of English","year":2023,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Foreign language; Language assessment; Test (biology); English as a foreign language; Developmental psychology; Mathematics education","score_opus":0.0805315660235047,"score_gpt":0.3684457178338914,"score_spread":0.2879141518103867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382404251","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999713,0.000036568756,0.000050653995,0.0000049276005,0.0000012211448,0.00006529626,0.000018579838,4.0127125e-7,0.00010937934],"genre_scores_gemma":[0.99848676,0.00016124711,0.00036843028,0.00004038042,0.000005798303,0.00030632698,0.000096269985,0.0000016548156,0.0005331291],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992538,0.000232325,0.00007152112,0.00014108382,0.00012450971,0.0001768469],"domain_scores_gemma":[0.99904984,0.0003770886,0.00016490891,0.000073733056,0.00015774393,0.00017663433],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022925495,0.00067768205,0.0009115244,0.0010628024,0.001817834,0.0011398499,0.00050983956,0.00055073627,0.0018086127],"category_scores_gemma":[0.0016992997,0.0005503013,0.00082330534,0.0006471811,0.00062482955,0.00073646044,0.0007541631,0.00056894944,0.00027833597],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054874644,0.006122605,0.8183172,0.00028090685,0.000135431,0.0010290713,0.14474896,0.000070656315,0.006460318,0.00018957378,0.00014232517,0.021954244],"study_design_scores_gemma":[0.00005207762,0.004662108,0.8631074,0.00006606278,0.00011933927,0.00036562208,0.12875368,0.00021566726,0.0012626785,0.00009054961,0.0012709155,0.000033948367],"about_ca_topic_score_codex":0.0078799045,"about_ca_topic_score_gemma":0.020225355,"teacher_disagreement_score":0.0078799045,"about_ca_system_score_codex":0.0007585529,"about_ca_system_score_gemma":0.001280837,"threshold_uncertainty_score":0.015668094},"labels":[],"label_agreement":null},{"id":"W4383216700","doi":"10.17227/folios.58-16435","title":"Technologies in English as a Second/Foreign Language Writing Classes","year":2023,"lang":"en","type":"article","venue":"Folios","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Computer science; Foreign language; English as a foreign language; Process (computing); English language; Linguistics; Mathematics education; Psychology; Programming language","score_opus":0.023543534364556046,"score_gpt":0.26147420700368407,"score_spread":0.237930672639128,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4383216700","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05735695,0.92892396,0.00088047725,0.0014124057,0.00042297764,0.00028685541,0.0003112492,0.000025262676,0.010379853],"genre_scores_gemma":[0.2733164,0.719349,0.003720469,0.0010303534,0.0001748724,0.0006233112,0.00026563584,0.000024081888,0.0014958761],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99161106,0.0044171484,0.0015610297,0.0004531348,0.0017492876,0.00020829037],"domain_scores_gemma":[0.9492481,0.042804025,0.0046292576,0.0005239528,0.0023119384,0.00048274273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067398325,0.0004116713,0.001204272,0.0061443257,0.0007327802,0.004193545,0.00060541555,0.00074544095,0.0032906374],"category_scores_gemma":[0.034070767,0.0002762564,0.0009571221,0.005509269,0.0010140771,0.0034678304,0.0014953236,0.00091399654,0.00034847384],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022250049,0.00023947499,0.0091421455,0.19184652,0.0005873932,0.0005365853,0.016280536,0.00015078572,0.0009711223,0.003343855,0.0028317345,0.77384734],"study_design_scores_gemma":[0.00016912639,0.0009154666,0.056328956,0.55589736,0.0029280249,0.0022775761,0.04584806,0.00018875556,0.0026989991,0.0022616673,0.33038265,0.00010338559],"about_ca_topic_score_codex":0.0026880533,"about_ca_topic_score_gemma":0.005358531,"teacher_disagreement_score":0.0067398325,"about_ca_system_score_codex":0.0017403176,"about_ca_system_score_gemma":0.0068426793,"threshold_uncertainty_score":0.035644114},"labels":[],"label_agreement":null},{"id":"W4383224942","doi":"10.5539/elt.v16n8p9","title":"The Comparative Impact of Focus on Forms vs. Focus on Form Instructions on the Receptive Skills of Reading and Listening: An Experimental Study of Iraqi Intermediate EFL Learners","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Syllabus; Active listening; Significant difference; Mathematics education; Reading (process); Test (biology); Linguistics; Communication; Medicine","score_opus":0.02859856029057155,"score_gpt":0.3200974863893999,"score_spread":0.2914989260988283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4383224942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997986,0.0000115544935,0.00003435536,0.000006286858,0.0000036726387,0.000046618778,0.0000065091854,0.0000012142013,0.000091132395],"genre_scores_gemma":[0.99582773,0.00012709392,0.0015085915,0.000048557846,0.000033360117,0.00048173562,0.00005707469,0.0000049019245,0.0019108768],"study_design_codex":"nonrandomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.9990509,0.00029676448,0.00009080954,0.00021230211,0.0001934427,0.00015585325],"domain_scores_gemma":[0.9973023,0.0014669566,0.00025824568,0.00022977257,0.00022301203,0.00051974686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019561232,0.00070841727,0.0010734664,0.0006395829,0.0006876801,0.00059032853,0.0007537966,0.00072587054,0.003958087],"category_scores_gemma":[0.0038858107,0.0004115143,0.0005419907,0.00024254853,0.0010191435,0.0006725999,0.000684308,0.0012355361,0.0005231024],"study_design_candidate":"randomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.04197137,0.54391223,0.026693702,0.0009793458,0.00016884846,0.0013865784,0.033650402,0.0008673363,0.23904565,0.0008871292,0.0003978377,0.11003952],"study_design_scores_gemma":[0.005672145,0.8134386,0.09956141,0.000078686724,0.00023496487,0.0004374823,0.010780636,0.0009929811,0.065085284,0.00053600123,0.00308478,0.00009703632],"about_ca_topic_score_codex":0.0007237618,"about_ca_topic_score_gemma":0.00092014,"teacher_disagreement_score":0.003958087,"about_ca_system_score_codex":0.00032525096,"about_ca_system_score_gemma":0.00062925735,"threshold_uncertainty_score":0.013241112},"labels":[],"label_agreement":null},{"id":"W4383472970","doi":"","title":"The Canadian Journal of Applied Linguistics: 14, 1 (2011): pp. 194-221 The Influence of the Social Interactional Context on Test Performance: A Sociocultural View","year":2011,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Sociocultural evolution; Linguistics; Applied linguistics; Test (biology); Context (archaeology); Psychology; Sociology; Anthropology; History; Philosophy","score_opus":0.23876400631853562,"score_gpt":0.46156405564539876,"score_spread":0.22280004932686315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4383472970","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19754814,0.10084034,0.011527547,0.053148624,0.0030643693,0.00022626219,0.001767997,0.000581236,0.6312956],"genre_scores_gemma":[0.8516507,0.046126273,0.010901174,0.0029404256,0.00046614138,0.00016632659,0.00082840497,0.0005989822,0.086321615],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9964858,0.0011919577,0.00023990135,0.00028197258,0.0014829492,0.00031731644],"domain_scores_gemma":[0.9910192,0.0038633826,0.0004842857,0.00045153283,0.0032438051,0.00093774876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00356902,0.00042009618,0.0008775272,0.004343739,0.009732271,0.0114685055,0.0009102242,0.0010930544,0.030483782],"category_scores_gemma":[0.01275717,0.00044862833,0.00035008747,0.006149645,0.007840198,0.001918874,0.003069294,0.0013506655,0.004468019],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000160982,0.00030735956,0.06404526,0.0019034804,0.00009033502,0.0021376957,0.099425055,0.00066758855,0.005681792,0.087143674,0.18936272,0.5490741],"study_design_scores_gemma":[0.00002902161,0.00006841906,0.12549168,0.0016551256,0.00009451442,0.0010833591,0.0953157,0.0014458832,0.0013385502,0.035841558,0.73748314,0.00015305374],"about_ca_topic_score_codex":0.6265788,"about_ca_topic_score_gemma":0.75342894,"teacher_disagreement_score":0.6265788,"about_ca_system_score_codex":0.0153960325,"about_ca_system_score_gemma":0.04955119,"threshold_uncertainty_score":0.7512407},"labels":[],"label_agreement":null},{"id":"W4383908218","doi":"10.5430/wjel.v13n7p100","title":"The Perceptions of University English Teachers in Japan about Teaching English as an International Language","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"World Englishes; Pronunciation; Perception; International language; English language; Context (archaeology); Competence (human resources); Foreign language; Psychology; Pedagogy; Communicative competence; Linguistics; Mathematics education; Sociology; History","score_opus":0.011113092057588486,"score_gpt":0.2600346673799679,"score_spread":0.2489215753223794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4383908218","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99817944,0.00020687429,0.00006783111,0.00023061511,0.000011056082,0.0000055040928,0.0000054689212,0.000003294464,0.0012898454],"genre_scores_gemma":[0.9981573,0.00029254964,0.00007124791,0.00023647645,0.000009559183,0.000011730847,0.00001050578,0.0000043506707,0.0012063072],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99856216,0.00051088864,0.000102450635,0.00012924151,0.00028754974,0.00040769522],"domain_scores_gemma":[0.99428284,0.00096610544,0.0014337176,0.00011790126,0.0008363845,0.0023631335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023682893,0.00028551114,0.00045994643,0.00065162,0.003475939,0.0025677325,0.00038616374,0.000799352,0.0019452929],"category_scores_gemma":[0.004696087,0.0003711688,0.00023937035,0.00065582414,0.0019650056,0.0014151341,0.0015548806,0.0011990897,0.00033845744],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017240697,0.00024275863,0.24383014,0.00017696337,0.000020572155,0.0010522221,0.7347233,0.000052175998,0.006137437,0.0002790557,0.0008980867,0.012414842],"study_design_scores_gemma":[0.0000146677285,0.00024144986,0.19260667,0.00007585003,0.00002352101,0.0002455674,0.8003619,0.00006919416,0.0003646521,0.00005229633,0.0059136106,0.000030628973],"about_ca_topic_score_codex":0.02215056,"about_ca_topic_score_gemma":0.03975866,"teacher_disagreement_score":0.02215056,"about_ca_system_score_codex":0.0017088522,"about_ca_system_score_gemma":0.0023394602,"threshold_uncertainty_score":0.044043243},"labels":[],"label_agreement":null},{"id":"W4384257723","doi":"10.1108/s2055-364120230000050005","title":"The Integrative Curriculum in EAP Programs: Design and Instructional Considerations","year":2023,"lang":"en","type":"book-chapter","venue":"Innovations in higher education teaching and learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Experiential learning; Engineering ethics; Pedagogy; Mathematics education; Psychology; Engineering","score_opus":0.07516576288901333,"score_gpt":0.2979197791926567,"score_spread":0.2227540163036434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4384257723","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1330876,0.012099826,0.32104903,0.011100213,0.0012450246,0.0070412992,0.00051179103,0.0024953922,0.5113698],"genre_scores_gemma":[0.15337437,0.01167655,0.68674463,0.0021767728,0.00019907669,0.008590059,0.0004602666,0.00034326062,0.13643509],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.998979,0.00058045157,0.00004485221,0.000056121167,0.00028064998,0.000058911934],"domain_scores_gemma":[0.9986236,0.00084787194,0.000062457584,0.000063294894,0.00022228909,0.00018047621],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002272828,0.0005144856,0.00035399228,0.00054537074,0.00062205974,0.0024030246,0.0018493544,0.0006375275,0.00990819],"category_scores_gemma":[0.002814122,0.00035755459,0.00027357767,0.000883574,0.0005898462,0.0013325752,0.0013170462,0.0012201786,0.0013965394],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000106293664,0.0010944979,0.0018517686,0.0017764505,0.000013681392,0.0004689981,0.0043873414,0.004176144,0.010228365,0.07593688,0.02481477,0.8751447],"study_design_scores_gemma":[0.00021654743,0.0022230705,0.007312342,0.0023550475,0.000088105655,0.0015478258,0.0065798685,0.0079265,0.012301878,0.027588177,0.931798,0.00006266064],"about_ca_topic_score_codex":0.0015132913,"about_ca_topic_score_gemma":0.004792717,"teacher_disagreement_score":0.00990819,"about_ca_system_score_codex":0.0015841194,"about_ca_system_score_gemma":0.002428487,"threshold_uncertainty_score":0.033146203},"labels":[],"label_agreement":null},{"id":"W4384469308","doi":"10.5539/elt.v16n8p69","title":"Chinese EFL Learners&amp;#39; Perceptions of English Speaking Difficulties in Thailand","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pronunciation; Vocabulary; Perception; Mathematics education; Pedagogy; Medical education; Linguistics; Medicine","score_opus":0.017539094756378527,"score_gpt":0.27600468188092203,"score_spread":0.2584655871245435,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4384469308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987998,0.00006714045,0.000017502492,0.00008074814,0.0000026906318,0.000004665767,0.000012080745,0.0000010952408,0.0010142862],"genre_scores_gemma":[0.99910694,0.00022968446,0.000032815056,0.000049624072,0.0000030988347,0.0000101807755,0.000019547675,0.0000015373223,0.0005466064],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992418,0.00020616692,0.00008716488,0.000049994705,0.0002176006,0.00019726185],"domain_scores_gemma":[0.99730754,0.0006216401,0.0007391035,0.00004338851,0.0003572905,0.0009310006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009705612,0.00026380588,0.00030693552,0.00087283447,0.0017728177,0.00193959,0.00021134724,0.00029758541,0.0031593253],"category_scores_gemma":[0.0030070005,0.00020368316,0.00017936509,0.0011662085,0.0010061269,0.00096153904,0.0013002352,0.0005547696,0.00020922614],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009625629,0.00019608907,0.53753626,0.00037480326,0.00002450752,0.0033842705,0.4295781,0.00012664893,0.0027032394,0.00038125218,0.0007717615,0.024826799],"study_design_scores_gemma":[0.000009085847,0.00027637742,0.33857405,0.00013240476,0.000018725928,0.0012934842,0.65638334,0.00018433633,0.00031718725,0.00010198268,0.002678816,0.00003015045],"about_ca_topic_score_codex":0.022996634,"about_ca_topic_score_gemma":0.025911272,"teacher_disagreement_score":0.022996634,"about_ca_system_score_codex":0.00088353903,"about_ca_system_score_gemma":0.0019463106,"threshold_uncertainty_score":0.045725584},"labels":[],"label_agreement":null},{"id":"W4384932484","doi":"10.5539/jel.v12n5p166","title":"Saudi Students’ Perception of ESP Courses in the Preparatory Year","year":2023,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Active listening; Context (archaeology); Competence (human resources); Medical education; Likert scale; English for specific purposes; Globalization; Pedagogy; Higher education; Intercultural competence; Subject matter; Mathematics education; Curriculum; Medicine; Political science; Social psychology","score_opus":0.035707229535046556,"score_gpt":0.34451462103654984,"score_spread":0.30880739150150327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4384932484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986369,0.00007178266,0.000029517645,0.00015714702,0.000010355671,0.0000059440513,0.000013397759,0.0000019040701,0.0010730481],"genre_scores_gemma":[0.9983936,0.00017103669,0.00005346645,0.000097092714,0.000008313984,0.000006307146,0.000022098198,0.0000019652698,0.0012461025],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99899584,0.00023314562,0.00008411873,0.00005837647,0.0003846672,0.00024387149],"domain_scores_gemma":[0.99402314,0.00086980977,0.0014836494,0.00009167575,0.0012348108,0.002296865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017186751,0.0002720244,0.00023832027,0.00063873804,0.0012874337,0.002804652,0.0003214473,0.0007027883,0.00453224],"category_scores_gemma":[0.0052652336,0.00018069854,0.00025333578,0.0004191112,0.0006678391,0.0006892029,0.0012362584,0.0010358987,0.00086677144],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038518963,0.0013529935,0.754802,0.0003075246,0.000033473945,0.0013051069,0.17305192,0.00022384801,0.008002564,0.000702816,0.0025023222,0.05733027],"study_design_scores_gemma":[0.00001627193,0.00115648,0.6764343,0.00016391271,0.000030903146,0.00052860787,0.3071161,0.00037184372,0.0015641631,0.00019152105,0.012367398,0.00005851426],"about_ca_topic_score_codex":0.006917773,"about_ca_topic_score_gemma":0.011845237,"teacher_disagreement_score":0.006917773,"about_ca_system_score_codex":0.0008393027,"about_ca_system_score_gemma":0.0010396225,"threshold_uncertainty_score":0.015161872},"labels":[],"label_agreement":null},{"id":"W4385197079","doi":"10.5465/amproc.2023.19498abstract","title":"Why Wasn’t I Promoted? Exploring the Ambiguity of Linguistic Signals in Academic Promotion Documents","year":2023,"lang":"en","type":"article","venue":"Academy of Management Proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Promotion (chess); Ambiguity; Linguistics; Sociology; Political science; Philosophy; Law","score_opus":0.13167660950302293,"score_gpt":0.3197105287055643,"score_spread":0.1880339192025414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385197079","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9799355,0.00061164243,0.006396609,0.002627779,0.0000677674,0.00012056998,0.00016684944,0.00002517402,0.0100480495],"genre_scores_gemma":[0.9948317,0.00040072942,0.0035771283,0.00025298356,0.000046619694,0.00009399851,0.000108472945,0.000033174598,0.0006551039],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96889764,0.020911945,0.0024337913,0.0010221873,0.005777019,0.0009574583],"domain_scores_gemma":[0.7764312,0.1880915,0.021213736,0.0031049808,0.009627336,0.0015313211],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.035809677,0.00028224496,0.000556386,0.00651476,0.004134508,0.0095070675,0.0009358404,0.0012025778,0.0010395031],"category_scores_gemma":[0.13105999,0.00046247308,0.0002412098,0.0053767464,0.008105963,0.006940902,0.003634113,0.0022108278,0.00030610795],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003517755,0.000081825085,0.04489629,0.00068406615,0.000030281262,0.0006807266,0.8787833,0.00038178914,0.0041455724,0.019807283,0.0011726767,0.048984468],"study_design_scores_gemma":[0.000032226446,0.00017177811,0.07179161,0.0014011279,0.00007093927,0.00086674956,0.8625134,0.0026539399,0.0039211656,0.011031902,0.045395378,0.00014975239],"about_ca_topic_score_codex":0.006193439,"about_ca_topic_score_gemma":0.004927378,"teacher_disagreement_score":0.9641903,"about_ca_system_score_codex":0.007097923,"about_ca_system_score_gemma":0.005173802,"threshold_uncertainty_score":0.18938196},"labels":[],"label_agreement":null},{"id":"W4385216775","doi":"10.4324/9781003447115-15","title":"Between the Worlds","year":2023,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Geology","score_opus":0.10533111069191399,"score_gpt":0.25396747731205715,"score_spread":0.14863636662014318,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385216775","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035101303,0.0032713849,0.006477472,0.0071506305,0.001350795,0.000038873466,0.000051676034,0.00013808982,0.9780109],"genre_scores_gemma":[0.25241184,0.004659641,0.007287359,0.004735666,0.0008317477,0.00019308683,0.00020150653,0.00034877588,0.7293304],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99799156,0.0009593938,0.00004978518,0.00034994207,0.00033912796,0.00031018705],"domain_scores_gemma":[0.9988211,0.0003527961,0.00008629126,0.00028714744,0.00012237341,0.00033017987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011748513,0.0008251506,0.0003933117,0.0011505021,0.0074608624,0.017655244,0.0010006732,0.0022842784,0.039650533],"category_scores_gemma":[0.0031307451,0.0003846962,0.0004019076,0.00095742755,0.014204969,0.015212225,0.011425791,0.005001995,0.012744222],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012600891,0.000020343994,0.00017850846,0.0000406825,0.000004236736,0.00015509556,0.02469286,0.000053525833,0.0001894202,0.90708876,0.039510448,0.028053604],"study_design_scores_gemma":[0.0000031555815,0.000008368492,0.00008266103,0.00011742328,0.000002344195,0.00020170968,0.008227966,0.000046627956,0.00007066368,0.07197114,0.91926265,0.0000053533317],"about_ca_topic_score_codex":0.002227917,"about_ca_topic_score_gemma":0.0032251917,"teacher_disagreement_score":0.039650533,"about_ca_system_score_codex":0.0024305591,"about_ca_system_score_gemma":0.0027017607,"threshold_uncertainty_score":0.13264424},"labels":[],"label_agreement":null},{"id":"W4385355502","doi":"10.1007/978-3-031-34831-0_10","title":"“I Don’t Know What They Think Until They Talk”: Exploring the Place of Talk in Engaging Students in Difficult Conversations","year":2023,"lang":"en","type":"book-chapter","venue":"Sustainable development goals series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Power (physics); Feeling; Curriculum; The arts; Sociology; Media studies; Representation (politics); Subject (documents); Cornerstone; Colonialism; Pedagogy; Psychology; Visual arts; Political science; Art; Social psychology; Law","score_opus":0.03313951021583722,"score_gpt":0.23740248298644806,"score_spread":0.20426297277061084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385355502","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15598005,0.007065812,0.04809962,0.070715316,0.0029334426,0.00024280889,0.00011372369,0.00052105467,0.7143282],"genre_scores_gemma":[0.8357185,0.003657919,0.014771704,0.013218069,0.00041316234,0.0006620777,0.00012527136,0.0006738187,0.1307594],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99317956,0.0053468468,0.00006004213,0.0002782212,0.00050676713,0.000628663],"domain_scores_gemma":[0.99487984,0.0035792177,0.00021664823,0.00014623602,0.00029058635,0.00088741776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004970023,0.0008280125,0.0005087456,0.0008488646,0.012636432,0.018018099,0.002976252,0.00538866,0.009898106],"category_scores_gemma":[0.01097201,0.0006160209,0.00065594976,0.0009083785,0.01730946,0.01836117,0.012762377,0.012883793,0.0037463885],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048506157,0.00007676572,0.0006691058,0.00015732822,0.0000072997814,0.00044780955,0.8763612,0.00008815059,0.0010110233,0.07934016,0.021122558,0.020670133],"study_design_scores_gemma":[0.00001926299,0.00005591884,0.0008075585,0.0006045058,0.000013028348,0.0006556334,0.7317829,0.0003167728,0.0006018072,0.027181815,0.23792695,0.000033866814],"about_ca_topic_score_codex":0.0043800906,"about_ca_topic_score_gemma":0.007474763,"teacher_disagreement_score":0.018018099,"about_ca_system_score_codex":0.0026770616,"about_ca_system_score_gemma":0.004621363,"threshold_uncertainty_score":0.033112407},"labels":[],"label_agreement":null},{"id":"W4385361752","doi":"10.1080/15434303.2023.2237487","title":"The Canadian English Language Proficiency Index Program (CELPIP) Test","year":2023,"lang":"en","type":"article","venue":"Language Assessment Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Index (typography); Language proficiency; Language assessment; Test (biology); Linguistics; Test of English as a Foreign Language; Psychology; Mathematics education; Computer science; Programming language","score_opus":0.012615323848987793,"score_gpt":0.2915964155539256,"score_spread":0.27898109170493784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385361752","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34863234,0.028103648,0.024337178,0.009043639,0.0015825451,0.00540474,0.061573766,0.0014631001,0.5198591],"genre_scores_gemma":[0.77714056,0.025302717,0.03788955,0.002628725,0.00017028769,0.0045434134,0.04140421,0.00024026234,0.110680364],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972378,0.0001726049,0.00014018526,0.00016096311,0.0020504044,0.00023802715],"domain_scores_gemma":[0.9943698,0.00028830554,0.00022685803,0.00005772438,0.00470282,0.0003544819],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020099077,0.0005565409,0.0005348078,0.0027957922,0.0024182792,0.0013135474,0.0015532699,0.00039422465,0.007643822],"category_scores_gemma":[0.009605777,0.00018999637,0.0004907112,0.0030208474,0.0006340572,0.0008439224,0.0014697654,0.0009902286,0.0014490321],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002299983,0.00024469398,0.15867282,0.0012844796,0.00013048615,0.0005291351,0.0019599448,0.0010250863,0.0012730728,0.008984288,0.22331744,0.6023486],"study_design_scores_gemma":[0.00007133929,0.00025004253,0.6965152,0.0015006616,0.00017741395,0.000837019,0.0020560399,0.0017803751,0.0022274298,0.0018974122,0.29254842,0.0001387424],"about_ca_topic_score_codex":0.9039007,"about_ca_topic_score_gemma":0.9432771,"teacher_disagreement_score":0.09609932,"about_ca_system_score_codex":0.012620527,"about_ca_system_score_gemma":0.046330795,"threshold_uncertainty_score":0.19333047},"labels":[],"label_agreement":null},{"id":"W4385380818","doi":"10.1002/tesj.749","title":"Plurilingual memoir writing: A framework for storytelling and peacebuilding","year":2023,"lang":"en","type":"article","venue":"TESOL Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Storytelling; Narrative; Pedagogy; Psychology; Memoir; Peacebuilding; Sociology; Literature; Art","score_opus":0.07373772683340332,"score_gpt":0.31818704529394765,"score_spread":0.24444931846054432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385380818","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.034402013,0.024958016,0.4199904,0.019824537,0.0012249033,0.0010293532,0.00045318442,0.0007397676,0.49737775],"genre_scores_gemma":[0.6418028,0.010523029,0.3045171,0.0014864509,0.0006312691,0.0021739576,0.000574037,0.00046574773,0.037825704],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9931091,0.005716462,0.00023900588,0.00037493912,0.00029098376,0.00026944338],"domain_scores_gemma":[0.9911026,0.0066561936,0.000564174,0.0005636311,0.0004239592,0.00068947463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009379201,0.0015292234,0.00051621714,0.0060628094,0.0064129266,0.018866006,0.0045858705,0.0044727433,0.0070146443],"category_scores_gemma":[0.0078086033,0.0006769074,0.00076709135,0.003362243,0.032502774,0.0143769905,0.0077270726,0.003826686,0.0011747641],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019298532,0.00003746356,0.0003762373,0.0002495724,0.000007855919,0.000695233,0.17405468,0.0005136276,0.0003313845,0.79726094,0.0024551835,0.02399858],"study_design_scores_gemma":[0.00002409823,0.00006894426,0.0008082485,0.0018344137,0.00002957489,0.0013433924,0.13386889,0.0034913588,0.000695573,0.43697986,0.42080435,0.000051310715],"about_ca_topic_score_codex":0.0039989273,"about_ca_topic_score_gemma":0.004738649,"teacher_disagreement_score":0.018866006,"about_ca_system_score_codex":0.005747292,"about_ca_system_score_gemma":0.0043589496,"threshold_uncertainty_score":0.04960251},"labels":[],"label_agreement":null},{"id":"W4385502577","doi":"10.4324/b23160-11","title":"Understanding Chinese Students' Manifold Transitions in a Canadian University","year":2023,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Manifold (fluid mechanics); Mathematics education; Sociology; Psychology; Engineering; Mechanical engineering","score_opus":0.11547213375635632,"score_gpt":0.24717965441909992,"score_spread":0.1317075206627436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385502577","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73282826,0.00557899,0.000922034,0.010544038,0.0001482597,0.00005289777,0.00040825247,0.000054789954,0.24946252],"genre_scores_gemma":[0.9619106,0.0050554164,0.0007802517,0.0008417722,0.000017712033,0.000024862067,0.00017581231,0.000027664393,0.031165952],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99960357,0.000041139214,0.0000082027245,0.00004179655,0.000085573534,0.00021970071],"domain_scores_gemma":[0.9996973,0.00004140325,0.000021892576,0.000008181976,0.000075902375,0.00015528552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005878329,0.0004531643,0.00020689283,0.0016875273,0.016859537,0.0051284125,0.0010081514,0.0008751012,0.0044238623],"category_scores_gemma":[0.0005807218,0.00019069585,0.00030849155,0.0037381293,0.0058643543,0.0022267892,0.0022840328,0.0016927425,0.00025225335],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002773698,0.000027898008,0.022254016,0.00014531393,0.0000076279534,0.0008763517,0.8115306,0.00030940404,0.0010669931,0.0956225,0.014216179,0.053915422],"study_design_scores_gemma":[0.0000036571982,0.00002012814,0.048884712,0.00021799032,0.00002407514,0.00027903012,0.7449641,0.00046062237,0.00049813185,0.00421292,0.20038353,0.000051174015],"about_ca_topic_score_codex":0.97174656,"about_ca_topic_score_gemma":0.9914551,"teacher_disagreement_score":0.0627738,"about_ca_system_score_codex":0.0627738,"about_ca_system_score_gemma":0.07801853,"threshold_uncertainty_score":0.45545793},"labels":[],"label_agreement":null},{"id":"W4385667159","doi":"10.1080/09571736.2023.2243954","title":"Emotions as entanglements: unpacking teachers’ emotion management and policy negotiation in English-medium instruction programmes","year":2023,"lang":"en","type":"article","venue":"Language Learning Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Killam Trusts","keywords":"Unpacking; Negotiation; Psychology; Pedagogy; Medium of instruction; Sociology; Mathematics education; Linguistics","score_opus":0.01385066749537313,"score_gpt":0.27290707493487587,"score_spread":0.25905640743950276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385667159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97286034,0.00059996767,0.0028692794,0.0024794377,0.0000464843,0.000028256547,0.000012969353,0.000017094519,0.02108608],"genre_scores_gemma":[0.9986339,0.00016922297,0.00026569655,0.00012302231,0.0000085776155,0.00001929529,0.0000053430254,0.000008280807,0.000766592],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969989,0.0019707102,0.000083650724,0.00019657782,0.00036259924,0.00038749006],"domain_scores_gemma":[0.9970392,0.0018279572,0.0005618567,0.00012289394,0.00015532746,0.00029279408],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024838888,0.0002695961,0.00034644976,0.00084213424,0.0043106787,0.009979211,0.00064250454,0.0011551743,0.0014563501],"category_scores_gemma":[0.0053661233,0.00042020695,0.00032975167,0.0006193736,0.0119667575,0.004732118,0.0074271737,0.003358573,0.00018020404],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003516282,0.00005137105,0.00853752,0.00007214206,0.000015361044,0.0004401567,0.97407824,0.00012091561,0.0011853625,0.007208278,0.0002979269,0.007957628],"study_design_scores_gemma":[0.000008346992,0.00003565456,0.024346007,0.00012446137,0.000018462113,0.0002166651,0.9539574,0.0004510083,0.0005103485,0.0062972168,0.014005585,0.000028924847],"about_ca_topic_score_codex":0.0029910267,"about_ca_topic_score_gemma":0.0039450903,"teacher_disagreement_score":0.009979211,"about_ca_system_score_codex":0.0027258808,"about_ca_system_score_gemma":0.001502719,"threshold_uncertainty_score":0.019777775},"labels":[],"label_agreement":null},{"id":"W4385810197","doi":"10.1017/s0267190523000065","title":"The inner workings of anxiety in second language learning","year":2023,"lang":"en","type":"article","venue":"Annual Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Anxiety; Intrapersonal communication; Perspective (graphical); Psychology; Cognitive psychology; Language acquisition; Originality; Developmental psychology; Social psychology; Computer science; Interpersonal communication; Artificial intelligence; Mathematics education","score_opus":0.0142184853282781,"score_gpt":0.2725937399253455,"score_spread":0.25837525459706745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385810197","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.420825,0.5293203,0.005644723,0.015929107,0.00059416634,0.00007724469,0.00017612618,0.000057027697,0.027376313],"genre_scores_gemma":[0.91022855,0.08699713,0.00075183203,0.0012012487,0.0002141379,0.000046549096,0.000046285535,0.000009299171,0.0005050513],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99604285,0.002693751,0.00018111152,0.00021066966,0.000719331,0.00015237831],"domain_scores_gemma":[0.9807411,0.014819773,0.0028602579,0.00033368825,0.00079555897,0.0004496096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00575869,0.00028310955,0.0006865751,0.0013871653,0.00057125144,0.004581404,0.0005001177,0.0006187877,0.001952543],"category_scores_gemma":[0.012068017,0.0002353112,0.0007724841,0.0014196173,0.0027652634,0.0018161037,0.0018888687,0.0014593856,0.00011498709],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040707452,0.000416528,0.14253087,0.014415632,0.0025583266,0.00051389035,0.04651848,0.0010508758,0.0012308311,0.03444181,0.0055789906,0.7503367],"study_design_scores_gemma":[0.00013208245,0.00072589045,0.7388932,0.02941599,0.003775632,0.002244006,0.0558147,0.0018553834,0.0015030799,0.08736316,0.07797637,0.00030053296],"about_ca_topic_score_codex":0.0028232236,"about_ca_topic_score_gemma":0.0036979567,"teacher_disagreement_score":0.00575869,"about_ca_system_score_codex":0.0014814502,"about_ca_system_score_gemma":0.0015384034,"threshold_uncertainty_score":0.030455232},"labels":[],"label_agreement":null},{"id":"W4386219891","doi":"10.5539/elt.v16n9p113","title":"Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Motivation to learn; The arts; Significant difference; Competence (human resources); Affect (linguistics); Class (philosophy); Pedagogy; Medical education; Medicine; Social psychology; Internal medicine","score_opus":0.08902397914032258,"score_gpt":0.3639099218887132,"score_spread":0.2748859427483906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386219891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996698,0.000055142646,0.000013762922,0.00003348742,0.0000017859163,0.0000040759273,0.000005880563,4.816705e-7,0.00021557392],"genre_scores_gemma":[0.9994968,0.00011027488,0.00003517928,0.000035961155,0.0000021992355,0.000008410046,0.000012117755,9.4973814e-7,0.00029814482],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990013,0.0002635202,0.00009640451,0.00007924969,0.0002592168,0.00030025665],"domain_scores_gemma":[0.99688727,0.000693788,0.00086312066,0.00010071866,0.0006111297,0.00084394665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018581846,0.00036932583,0.00054759305,0.001584452,0.002589357,0.0026832395,0.0005700687,0.00082284014,0.0017318372],"category_scores_gemma":[0.00454609,0.0002845215,0.00045044222,0.000985526,0.0012893812,0.0009845814,0.001615006,0.0010088567,0.0003736533],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020150545,0.0010420098,0.52707005,0.00017129423,0.000024299996,0.0011269908,0.44239387,0.00003951274,0.0021723025,0.0003171322,0.0002467603,0.025194226],"study_design_scores_gemma":[0.00000866112,0.000690177,0.3785655,0.00007565152,0.00002031999,0.00058505003,0.61619157,0.00014095282,0.0006262049,0.00008078277,0.0029833713,0.000031801144],"about_ca_topic_score_codex":0.012753813,"about_ca_topic_score_gemma":0.018037982,"teacher_disagreement_score":0.012753813,"about_ca_system_score_codex":0.0015125968,"about_ca_system_score_gemma":0.0019009094,"threshold_uncertainty_score":0.025359154},"labels":[],"label_agreement":null},{"id":"W4386252047","doi":"10.5430/wjel.v13n8p1","title":"Preferred Methods of Providing Correction to EFL Students: A Case Study of Saudi Universities","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Remedial education; Constructive criticism; Constructive; Mathematics education; Psychology; Criticism; Pedagogy; Computer science; Process (computing); Programming language","score_opus":0.04023026664163345,"score_gpt":0.3522847587899901,"score_spread":0.3120544921483567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386252047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969694,0.0003355875,0.00060368463,0.0006882145,0.0000130587705,0.000057236168,0.000010021764,0.000011247791,0.0013115309],"genre_scores_gemma":[0.99693274,0.0005007478,0.0011405791,0.0001953603,0.000009018839,0.000023654082,0.0000063621183,0.00001191618,0.0011795636],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98894984,0.006961396,0.0006372768,0.00048277443,0.0013555698,0.0016131132],"domain_scores_gemma":[0.9823669,0.0077086925,0.0030142537,0.0009827481,0.003433376,0.0024940567],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008186191,0.0008067137,0.00060848205,0.0019953335,0.0114396475,0.0043588877,0.0028087266,0.003703609,0.0021499065],"category_scores_gemma":[0.024770178,0.0006166276,0.0004886413,0.0016714454,0.0035162102,0.0022140204,0.0030046015,0.002306483,0.0006632677],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034740235,0.002114932,0.06138287,0.0006827921,0.00004200609,0.019504417,0.8285849,0.00066753395,0.0034912045,0.0017734736,0.0012300501,0.08017845],"study_design_scores_gemma":[0.000040902534,0.0011759137,0.03124315,0.00039888153,0.00005904931,0.01094389,0.92896473,0.0018834835,0.0046390127,0.00038683202,0.020145524,0.00011863408],"about_ca_topic_score_codex":0.016550142,"about_ca_topic_score_gemma":0.034920912,"teacher_disagreement_score":0.016550142,"about_ca_system_score_codex":0.0063270265,"about_ca_system_score_gemma":0.005317572,"threshold_uncertainty_score":0.045906067},"labels":[],"label_agreement":null},{"id":"W4386367168","doi":"10.3102/ip.23.2011535","title":"I Did Well in the International English Language Testing System but Still Cannot Make Small Talk in English","year":2023,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Computer science; Linguistics; Philosophy","score_opus":0.03983584508112239,"score_gpt":0.23352812048675942,"score_spread":0.19369227540563702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386367168","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38681895,0.0010373833,0.05468641,0.11915274,0.012471237,0.0017248812,0.008642685,0.035734374,0.37973133],"genre_scores_gemma":[0.54728776,0.00066966156,0.0385742,0.038611162,0.00083460036,0.0009052117,0.008280617,0.005738201,0.35909864],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9952506,0.0010186024,0.0004412757,0.0007856117,0.0015404475,0.0009634571],"domain_scores_gemma":[0.97307056,0.0053977557,0.00048332568,0.0027757203,0.011228387,0.0070442082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049994704,0.0016608372,0.0012681005,0.0011393782,0.0028634693,0.003890361,0.0022595795,0.003474479,0.06129867],"category_scores_gemma":[0.031071857,0.00069396244,0.0010992907,0.00047779395,0.0012759081,0.0053223385,0.003624889,0.006589398,0.07551532],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017601459,0.0048270994,0.050448325,0.00044067143,0.00013213638,0.007556037,0.02254415,0.0011403296,0.029508723,0.0030902189,0.5581535,0.3203986],"study_design_scores_gemma":[0.00028855618,0.0038515127,0.047807537,0.00061787205,0.00023503386,0.015188827,0.029824536,0.0067627784,0.04737391,0.00850979,0.83879405,0.0007456511],"about_ca_topic_score_codex":0.0057859463,"about_ca_topic_score_gemma":0.0102621,"teacher_disagreement_score":0.06129867,"about_ca_system_score_codex":0.00096738216,"about_ca_system_score_gemma":0.0020228298,"threshold_uncertainty_score":0.20506448},"labels":[],"label_agreement":null},{"id":"W4386419510","doi":"10.5430/wjel.v13n7p572","title":"The Common Use of Connecting Ideas in Writing Paragraphs of Two Saudi Contexts","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Mathematics education; Linguistics; Computer science; Psychology; History","score_opus":0.02937910966385942,"score_gpt":0.2875199580310385,"score_spread":0.2581408483671791,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386419510","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956191,0.00029202452,0.0015335425,0.00011491679,0.000013815781,0.000032827455,0.000019107152,0.000011331846,0.0023633144],"genre_scores_gemma":[0.9962715,0.00025288187,0.0026159913,0.00006211017,0.000009797985,0.000029519455,0.00004564713,0.000010957599,0.0007016867],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99567324,0.0026234728,0.00040658205,0.00033548538,0.0008041378,0.00015706198],"domain_scores_gemma":[0.9819058,0.011605143,0.0036655616,0.0008318984,0.0015018686,0.00048962724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027079699,0.0004270825,0.00025746532,0.0018339796,0.0015313595,0.0023458549,0.00051979616,0.0008529433,0.0013300165],"category_scores_gemma":[0.0218532,0.00026138237,0.0001823221,0.0011310208,0.0017162837,0.0020564094,0.002096579,0.00076138176,0.000235546],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032379845,0.00015568115,0.045003414,0.0005995095,0.000044605946,0.002584702,0.85348725,0.0001824473,0.037490178,0.0029764848,0.00044050597,0.05671141],"study_design_scores_gemma":[0.00003992145,0.0006649053,0.1289898,0.00064442155,0.000093881696,0.004291289,0.81095815,0.0014653377,0.016615635,0.002419108,0.033699706,0.00011781175],"about_ca_topic_score_codex":0.0006371767,"about_ca_topic_score_gemma":0.0018456558,"teacher_disagreement_score":0.0027079699,"about_ca_system_score_codex":0.0007110887,"about_ca_system_score_gemma":0.00062778196,"threshold_uncertainty_score":0.014321327},"labels":[],"label_agreement":null},{"id":"W4386563801","doi":"10.5539/elt.v16n10p1","title":"The Perspectives of Suadi University Instructors and Learners on the Product and Process Approaches to Second-Language Writing","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Product (mathematics); Perspective (graphical); Process (computing); IBM; Test (biology); Pedagogy; Computer science","score_opus":0.0350392193755651,"score_gpt":0.23180027459840583,"score_spread":0.1967610552228407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386563801","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9875466,0.0007720344,0.0010230365,0.0015708072,0.00005033245,0.000022420982,0.000013666853,0.000011138296,0.008989908],"genre_scores_gemma":[0.99353623,0.0008219358,0.00069300225,0.00038484394,0.000023328601,0.00002594692,0.000010820144,0.000007931588,0.004495936],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959699,0.0025477267,0.00016875868,0.00014117254,0.0007243274,0.00044810068],"domain_scores_gemma":[0.99204904,0.003340289,0.0010244608,0.00018190383,0.0016593527,0.0017449507],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053860596,0.0003871538,0.00031751755,0.0012523463,0.0040397192,0.0051229876,0.00039378728,0.0010674832,0.0028760538],"category_scores_gemma":[0.008237512,0.00023295077,0.0002529426,0.0007078167,0.0022609367,0.0026431608,0.002728882,0.0018440254,0.00053450663],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000094383395,0.000178463,0.035209633,0.0001241451,0.0000081587295,0.0012056207,0.91968167,0.0000652135,0.0054521896,0.0027002627,0.000744801,0.034535404],"study_design_scores_gemma":[0.00000952878,0.00021946373,0.010594159,0.00011819213,0.000010091587,0.0008032551,0.9609559,0.00020504238,0.0016765512,0.0006470113,0.02473421,0.000026469845],"about_ca_topic_score_codex":0.0015203665,"about_ca_topic_score_gemma":0.0026792127,"teacher_disagreement_score":0.0053860596,"about_ca_system_score_codex":0.0014964958,"about_ca_system_score_gemma":0.0025568863,"threshold_uncertainty_score":0.028484523},"labels":[],"label_agreement":null},{"id":"W4386604499","doi":"10.1075/resla.21019.pay","title":"Engaging lower proficiency learners of Spanish in collaborative writing tasks","year":2023,"lang":"en","type":"article","venue":"Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Lexis; Collaborative writing; Task (project management); Operationalization; Linguistics; Psychology; Originality; Second language writing; Scholarship; Quality (philosophy); Computer science; Second language; Mathematics education; Social psychology; Political science","score_opus":0.02061366176982329,"score_gpt":0.274821783671364,"score_spread":0.25420812190154074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386604499","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99912494,0.000027545379,0.00031949708,0.000015261816,0.0000022548263,0.000014986935,0.000007161642,0.0000070187175,0.00048125169],"genre_scores_gemma":[0.99692816,0.000054194432,0.0017217158,0.000022756698,0.0000050336475,0.000059184436,0.00003893942,0.000009495183,0.0011605779],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967705,0.0016213106,0.00023435845,0.00052959856,0.00056775066,0.00027659294],"domain_scores_gemma":[0.98321056,0.010275268,0.0023239653,0.001172345,0.0013282128,0.001689615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030837916,0.0006085096,0.0009303644,0.0007246645,0.0007354239,0.0029297671,0.00074268365,0.00045306172,0.0024368428],"category_scores_gemma":[0.020751314,0.00017879612,0.0002707808,0.00024787037,0.00082072086,0.0007320096,0.0021032759,0.00062412757,0.0005471866],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032599322,0.007355903,0.30709353,0.0011584278,0.00025333776,0.002415164,0.24045466,0.0016398245,0.17783177,0.00069885014,0.0011227416,0.25671595],"study_design_scores_gemma":[0.0006653872,0.010772937,0.71769744,0.0004828153,0.00028473104,0.0026843378,0.19301462,0.005814302,0.041832607,0.00418991,0.022348925,0.00021201673],"about_ca_topic_score_codex":0.0011632695,"about_ca_topic_score_gemma":0.0015186622,"teacher_disagreement_score":0.0030837916,"about_ca_system_score_codex":0.0004541871,"about_ca_system_score_gemma":0.00068960135,"threshold_uncertainty_score":0.016308844},"labels":[],"label_agreement":null},{"id":"W4386719112","doi":"10.56040/skbt1743","title":"“Heritage” learners of Hindi as a Foreign/Second Language: Motivation, Culture and Identity","year":2020,"lang":"en","type":"article","venue":"Electronic Journal of Foreign Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Hindi; Linguistics; Identity (music); Psychology; Target culture; Cultural identity; Sociology; Art; Aesthetics; Social psychology; Philosophy","score_opus":0.012283049775398912,"score_gpt":0.25600285443952947,"score_spread":0.24371980466413057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386719112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99634874,0.0000900113,0.000024382482,0.00022275292,0.000008354832,0.0000064159844,0.000009075434,9.611615e-7,0.0032893226],"genre_scores_gemma":[0.99688303,0.0001670898,0.00006650583,0.00012132126,0.000006604214,0.000007825843,0.000015983609,0.0000016127069,0.0027300774],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99959356,0.00011090139,0.000011794537,0.000027313656,0.00011606129,0.00014043992],"domain_scores_gemma":[0.9987728,0.00016338828,0.00027102165,0.00002901501,0.00013704092,0.00062669936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095055014,0.00016806183,0.00019531307,0.0006146146,0.0025428883,0.004786714,0.0003870724,0.0004551256,0.0029712077],"category_scores_gemma":[0.0013423017,0.00010429863,0.00016523442,0.00038278077,0.0013692186,0.0014033655,0.001931837,0.0011182203,0.0004916272],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000078931975,0.0010639458,0.51119596,0.00009788175,0.000023844701,0.0007422893,0.42944974,0.000051737163,0.0023169804,0.0052974583,0.0015325481,0.048148703],"study_design_scores_gemma":[0.00000654046,0.0003254697,0.29022348,0.00007944921,0.000015039207,0.00046992663,0.698233,0.00020805998,0.000664515,0.00074232783,0.00900293,0.000029147956],"about_ca_topic_score_codex":0.0055271992,"about_ca_topic_score_gemma":0.011489488,"teacher_disagreement_score":0.0055271992,"about_ca_system_score_codex":0.00064075895,"about_ca_system_score_gemma":0.001101449,"threshold_uncertainty_score":0.010990024},"labels":[],"label_agreement":null},{"id":"W4386740657","doi":"10.1177/13621688231193153","title":"The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English","year":2023,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Grammaticality; Psychology; Imitation; Task (project management); Second-language acquisition; Corrective feedback; Focus on form; Affect (linguistics); Explicit knowledge; Linguistics; Metalinguistic awareness; Cognitive psychology; Mathematics education; Grammar; Computer science; Communication; Social psychology; Artificial intelligence","score_opus":0.02115708637104077,"score_gpt":0.303471308166019,"score_spread":0.2823142217949783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386740657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961275,0.000052701256,0.00014444297,0.0000069693915,0.0000013955382,0.000019340394,0.000004396064,0.0000053823037,0.00015263379],"genre_scores_gemma":[0.9939498,0.0003171866,0.005118352,0.000025273022,0.00000874294,0.00008573547,0.0000359223,0.000005254599,0.00045377787],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99952674,0.00016402139,0.000045062803,0.0000876404,0.00012161958,0.00005493389],"domain_scores_gemma":[0.9971765,0.0017598129,0.00045368273,0.00014811479,0.00015414903,0.00030762627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006276913,0.0005273178,0.0004336445,0.00034361714,0.00018316126,0.00033232028,0.0003063085,0.00035539287,0.00092829455],"category_scores_gemma":[0.004302698,0.00019096969,0.00026457742,0.00016781701,0.0002535003,0.00032140894,0.0005893978,0.00041763275,0.00014096277],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011299278,0.016953213,0.07490372,0.0012276438,0.00038541062,0.0008713571,0.0065470054,0.00074430683,0.40164143,0.00015512324,0.00022312197,0.48504832],"study_design_scores_gemma":[0.0016261557,0.1219864,0.68272877,0.0002086151,0.0009230322,0.002271233,0.0040169912,0.0024614614,0.17946391,0.00052250584,0.0036919669,0.000098895376],"about_ca_topic_score_codex":0.00032440553,"about_ca_topic_score_gemma":0.00086607673,"teacher_disagreement_score":0.00092829455,"about_ca_system_score_codex":0.00014155044,"about_ca_system_score_gemma":0.00030116056,"threshold_uncertainty_score":0.003319621},"labels":[],"label_agreement":null},{"id":"W4386751541","doi":"10.5539/elt.v16n10p13","title":"Exploring Listening Strategies Employed by EFL Learners in Question and Response Tasks","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; TOEIC; Recall; Task (project management); Test (biology); Informational listening; Lexis; Reflective listening; Mathematics education; Linguistics; Cognitive psychology; Listening comprehension; Reading (process); Communication","score_opus":0.0469847460552022,"score_gpt":0.28554513877654003,"score_spread":0.23856039272133783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386751541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964413,0.0001118242,0.0023038364,0.00003641958,0.000002170588,0.000045571218,0.00002218468,0.000019110988,0.0010174968],"genre_scores_gemma":[0.99307656,0.00019801904,0.005139523,0.000069996764,0.000004424695,0.00008659189,0.00005979369,0.000017158125,0.001348034],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99752027,0.0013056408,0.00020390553,0.0002931799,0.00044092914,0.00023596543],"domain_scores_gemma":[0.9901186,0.006784055,0.001200495,0.00035515067,0.0012150086,0.00032665665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004291261,0.0005880971,0.0004873663,0.0013493849,0.000513908,0.0024450412,0.00067604124,0.0007400351,0.0013039861],"category_scores_gemma":[0.018679013,0.00026593372,0.00022527024,0.00044215232,0.0010407988,0.0014018713,0.0010332302,0.0005550523,0.0005954768],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053098693,0.000986537,0.2729948,0.00075864553,0.000083536404,0.0029265913,0.4028524,0.0007743976,0.13884999,0.0014154399,0.00042924422,0.17739746],"study_design_scores_gemma":[0.00016589162,0.004270687,0.33628544,0.00066610513,0.00017024772,0.012663185,0.5478749,0.008531644,0.062786326,0.005316595,0.020925757,0.00034326204],"about_ca_topic_score_codex":0.000747449,"about_ca_topic_score_gemma":0.0009701955,"teacher_disagreement_score":0.004291261,"about_ca_system_score_codex":0.00031946207,"about_ca_system_score_gemma":0.00055485865,"threshold_uncertainty_score":0.022694647},"labels":[],"label_agreement":null},{"id":"W4386931928","doi":"10.14746/ssllt.31194","title":"Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks","year":2023,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Task (project management); Cognitive psychology; Perception; Vocabulary; Psychology; Affect (linguistics); Cognition; Cognitive complexity; Computer science; Linguistics; Communication","score_opus":0.03398428943903726,"score_gpt":0.3420377525316695,"score_spread":0.30805346309263226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386931928","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999355,0.000021158206,0.0001809477,0.0000055177743,0.0000010971212,0.000008236802,0.000034602348,0.0000042952806,0.00038916085],"genre_scores_gemma":[0.99927205,0.000020172538,0.00026886305,0.000006741461,0.0000032644562,0.000022153317,0.00007839067,0.0000043348223,0.00032415552],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99958783,0.00011121606,0.000029135024,0.000103708575,0.000105258194,0.00006287394],"domain_scores_gemma":[0.99822026,0.0007635626,0.00044718714,0.00011772118,0.00018940936,0.00026184524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055358454,0.000287292,0.00029065536,0.0004914768,0.00030867895,0.001054242,0.00019721867,0.00029034985,0.0012703526],"category_scores_gemma":[0.0059302174,0.00015433012,0.00018056782,0.00020081013,0.00042224396,0.00033101565,0.0009193421,0.00036179865,0.00019164443],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016413864,0.000492004,0.6831035,0.00035927724,0.00019037136,0.0009786768,0.06713956,0.0006002542,0.2005535,0.00027237082,0.00042057634,0.04424847],"study_design_scores_gemma":[0.0000061284804,0.00025443998,0.9921828,0.0000092795435,0.000014160981,0.00015368132,0.004735631,0.0004155122,0.0018311904,0.00009104987,0.000281645,0.000024543071],"about_ca_topic_score_codex":0.0011920609,"about_ca_topic_score_gemma":0.0018488228,"teacher_disagreement_score":0.0012703526,"about_ca_system_score_codex":0.00019053192,"about_ca_system_score_gemma":0.00011111375,"threshold_uncertainty_score":0.0042497516},"labels":[],"label_agreement":null},{"id":"W4386958630","doi":"10.33548/scientia939","title":"New Insights into Non-verbal Aspects of Second Language Learning","year":2023,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Cognitive psychology; Cognitive science; Computer science; Philosophy","score_opus":0.016984049121295426,"score_gpt":0.24436158270474118,"score_spread":0.22737753358344576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386958630","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15347508,0.0806726,0.017273711,0.07379015,0.0013425141,0.000036390822,0.00015708839,0.00007543361,0.6731772],"genre_scores_gemma":[0.92272437,0.03308925,0.006279436,0.0033244423,0.001246396,0.000100201556,0.00011208886,0.000052459945,0.033071335],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99947125,0.00023285652,0.000014102915,0.0000700227,0.00011120277,0.00010062864],"domain_scores_gemma":[0.9976222,0.0017303054,0.0001572812,0.00009382361,0.00018085129,0.00021550094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010394987,0.00041166713,0.0003172395,0.0014958242,0.001497647,0.006530399,0.00072470005,0.0012208016,0.008084116],"category_scores_gemma":[0.001981154,0.00020378768,0.00034014467,0.0012996435,0.009565058,0.009002803,0.0015088768,0.0022701987,0.00049148285],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006786602,0.00021852832,0.0067216563,0.00039187315,0.000017379343,0.00091997185,0.06968308,0.00037712642,0.0010704193,0.80347794,0.0078005563,0.10925351],"study_design_scores_gemma":[0.000022406473,0.00006606009,0.021382228,0.0005343639,0.0000134716,0.0012164589,0.06604967,0.0012519401,0.00033000638,0.75635934,0.15273856,0.00003560845],"about_ca_topic_score_codex":0.00547528,"about_ca_topic_score_gemma":0.01013929,"teacher_disagreement_score":0.008084116,"about_ca_system_score_codex":0.0024865568,"about_ca_system_score_gemma":0.0020412828,"threshold_uncertainty_score":0.027044058},"labels":[],"label_agreement":null},{"id":"W4387166345","doi":"10.1075/rmal.5.07ser","title":"Direct observation of writing activity","year":2023,"lang":"en","type":"book-chapter","venue":"Research methods in applied linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; University of Ottawa","funders":"","keywords":"Process (computing); The Internet; Report writing; Engineering ethics; Writing process; Computer science; Data collection; Data science; Engineering; Sociology; World Wide Web; Pedagogy; Social science","score_opus":0.5130040197914776,"score_gpt":0.5242324054633455,"score_spread":0.011228385671867902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387166345","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.52852595,0.0036902928,0.15310001,0.0013197053,0.00059319544,0.001523386,0.0046329573,0.0013313096,0.30528328],"genre_scores_gemma":[0.8689766,0.0023049312,0.0612121,0.00036954923,0.00014879958,0.00097239524,0.0012111017,0.00022710011,0.06457755],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981926,0.0004921418,0.00007727098,0.00039850056,0.0007483409,0.000091163536],"domain_scores_gemma":[0.9969824,0.0016400989,0.00024057824,0.00044462984,0.0005431694,0.0001491447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008667252,0.0002906886,0.00031785527,0.0011579577,0.00087619753,0.0020191188,0.0005568999,0.0008123186,0.008861105],"category_scores_gemma":[0.0052775424,0.0002048246,0.00025592346,0.0010499426,0.0012080576,0.0012376031,0.002174336,0.0015545897,0.0025328214],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00059076905,0.00039211774,0.028931495,0.002737119,0.00009932848,0.0019274694,0.07862459,0.0008576127,0.4181773,0.023068488,0.018692795,0.42590076],"study_design_scores_gemma":[0.00014344492,0.0016627774,0.19219647,0.0013329395,0.00013112451,0.006478784,0.049117323,0.0071938075,0.25434992,0.01646885,0.47067955,0.00024504497],"about_ca_topic_score_codex":0.0013332748,"about_ca_topic_score_gemma":0.0023967298,"teacher_disagreement_score":0.008861105,"about_ca_system_score_codex":0.0004600828,"about_ca_system_score_gemma":0.0007415285,"threshold_uncertainty_score":0.029643297},"labels":[],"label_agreement":null},{"id":"W4387184984","doi":"10.1558/slte.24011","title":"Becoming a French Second Language Teacher","year":2023,"lang":"en","type":"article","venue":"Second Language Teacher Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Competence (human resources); Session (web analytics); Psychology; Language proficiency; Focus group; Mediation; Pedagogy; Medical education; Mathematics education; Sociology; Computer science; Social psychology; Medicine","score_opus":0.024190946903583112,"score_gpt":0.2946589402811466,"score_spread":0.2704679933775635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387184984","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9900468,0.00042988278,0.0001947842,0.0021482562,0.00005387073,0.00001885467,0.000026508578,0.000017914053,0.0070632137],"genre_scores_gemma":[0.9903184,0.00027788756,0.00025517595,0.0005176266,0.0000110853225,0.000016052154,0.000037217025,0.0000069014504,0.008559549],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977609,0.00074536615,0.00004036126,0.00017939543,0.00037498673,0.0008989812],"domain_scores_gemma":[0.99402064,0.0007383985,0.0005532169,0.00014300495,0.0015033436,0.003041266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024797607,0.00022100659,0.00028114652,0.0005778733,0.0055047404,0.0037792176,0.0006993285,0.000947545,0.005130508],"category_scores_gemma":[0.005370925,0.00018723868,0.00024374499,0.00026725035,0.0027231458,0.0013663514,0.0017168665,0.001520811,0.0010704069],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001874509,0.00087181333,0.30548367,0.00013754595,0.000017007975,0.0037417389,0.5576957,0.0001644054,0.007596593,0.0026272924,0.010297044,0.11117973],"study_design_scores_gemma":[0.000017923443,0.0008082444,0.23197268,0.00015743784,0.000013286156,0.0030274715,0.6801764,0.0002156006,0.0013437443,0.00022032562,0.08197598,0.00007094324],"about_ca_topic_score_codex":0.24088272,"about_ca_topic_score_gemma":0.38008395,"teacher_disagreement_score":0.24088272,"about_ca_system_score_codex":0.007369201,"about_ca_system_score_gemma":0.011341272,"threshold_uncertainty_score":0.4789613},"labels":[],"label_agreement":null},{"id":"W4387316878","doi":"10.18806/tesl.v39i2/1376","title":"K-12 ESL Writing Instruction: Learning to Write or Writing to Learn Language?","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Literacy; Mathematics education; Professional writing; Computer science; Academic writing; Pedagogy; Second language writing; Psychology; Linguistics; Second language","score_opus":0.03352347638071893,"score_gpt":0.2630507733436176,"score_spread":0.22952729696289867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387316878","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28079435,0.16338874,0.026539413,0.07179214,0.0040101707,0.0004966547,0.00039348143,0.0012351858,0.45134997],"genre_scores_gemma":[0.78934836,0.098360546,0.02469166,0.010863035,0.00065611204,0.00046448616,0.00041102574,0.00017497597,0.075029664],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990758,0.00022570022,0.00009410757,0.00015720451,0.0003303255,0.00011684087],"domain_scores_gemma":[0.99862015,0.00040392304,0.00019157171,0.00005856258,0.00033225928,0.00039353478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010206292,0.00030737038,0.0004190894,0.0006485142,0.0014404448,0.003992959,0.0009114896,0.0013430441,0.0039365496],"category_scores_gemma":[0.0036144005,0.0001200411,0.00015689856,0.0011917845,0.0034783084,0.002472764,0.0018686035,0.0020783292,0.0016649178],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006202401,0.00032865145,0.0043104035,0.002520739,0.000006769647,0.00024836592,0.019373525,0.00008617852,0.0015940625,0.024599072,0.016608194,0.9302619],"study_design_scores_gemma":[0.00009156735,0.0004500407,0.048108794,0.011405097,0.00004910108,0.0023151257,0.08523694,0.0005795138,0.006350811,0.023750788,0.82157207,0.00009011833],"about_ca_topic_score_codex":0.015170608,"about_ca_topic_score_gemma":0.03557821,"teacher_disagreement_score":0.015170608,"about_ca_system_score_codex":0.0032614062,"about_ca_system_score_gemma":0.010734601,"threshold_uncertainty_score":0.0301646},"labels":[],"label_agreement":null},{"id":"W4387333009","doi":"10.1075/task.22009.bar","title":"Exploring task effects on register variation in second language learners’ writing","year":2023,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Formality; Register (sociolinguistics); Fluency; Variation (astronomy); Task (project management); Computer science; Linguistics; Narrative; Second language; Second language writing; Psychology; Mathematics education","score_opus":0.03820376478874448,"score_gpt":0.2655071222660945,"score_spread":0.22730335747735003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387333009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99935406,0.000029076864,0.00021803095,0.000003889874,0.0000020224713,0.000010254005,0.000023626184,0.000007169244,0.0003519284],"genre_scores_gemma":[0.99937433,0.000012200358,0.000290788,0.0000047224894,0.000002932585,0.000022003136,0.000036868812,0.000008845266,0.00024733003],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980258,0.0008189363,0.00025653685,0.0003534972,0.0004227714,0.00012260434],"domain_scores_gemma":[0.9419592,0.044820666,0.007074391,0.002287554,0.0022556775,0.0016025594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003063405,0.00038728886,0.00040802034,0.00086346385,0.00038876187,0.0015071162,0.00039692753,0.0003031702,0.0026744835],"category_scores_gemma":[0.027141154,0.0002529303,0.00031914518,0.00041165986,0.0005942794,0.0006342956,0.001212857,0.00043672326,0.00035815127],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010145447,0.0025643841,0.65599835,0.00046534455,0.0003205572,0.001043915,0.020278662,0.0015688336,0.21554342,0.00020816587,0.00037168837,0.091491185],"study_design_scores_gemma":[0.000060988463,0.0024068092,0.98278403,0.000021401533,0.0000511007,0.00024580178,0.00198606,0.0009980106,0.010889657,0.00015613611,0.00036892848,0.000031063766],"about_ca_topic_score_codex":0.0010321081,"about_ca_topic_score_gemma":0.0013077809,"teacher_disagreement_score":0.003063405,"about_ca_system_score_codex":0.00031194833,"about_ca_system_score_gemma":0.0002813779,"threshold_uncertainty_score":0.016201079},"labels":[],"label_agreement":null},{"id":"W4387333105","doi":"10.1075/task.22013.wou","title":"Modelling plurilingual instruction through a crosslinguistic-communicative task sequence","year":2023,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Trois-Rivières; Université du Québec à Montréal","funders":"","keywords":"Task (project management); Computer science; Field (mathematics); Process (computing); Task analysis; Test (biology); Perception; Linguistics; Sequence (biology); Psychology; Natural language processing","score_opus":0.0502108474219241,"score_gpt":0.31112081596566116,"score_spread":0.26090996854373705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387333105","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40198764,0.00010417789,0.5908892,0.000118158496,0.000020689567,0.00050566276,0.000202355,0.00045669038,0.0057153986],"genre_scores_gemma":[0.8560057,0.00005899905,0.14121926,0.000016782702,0.0000042785546,0.00052335183,0.00024977516,0.000038415474,0.0018833937],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99871004,0.0007436153,0.000081950835,0.00020862895,0.0001757328,0.000080032456],"domain_scores_gemma":[0.9952335,0.0035228035,0.00033865726,0.0003826758,0.00035596717,0.00016653865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022184849,0.00068440125,0.0003461036,0.0006565962,0.00042525234,0.0017242373,0.0010580941,0.00095626153,0.0034984013],"category_scores_gemma":[0.0070575704,0.0004169193,0.000571503,0.00039279182,0.0009509601,0.0015966843,0.0015104408,0.0008310213,0.0005741617],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010525384,0.0012174022,0.01578177,0.0008384832,0.00009238893,0.0007592404,0.014067156,0.7723539,0.033937715,0.03996845,0.0006052924,0.11932565],"study_design_scores_gemma":[0.000082210085,0.00050368643,0.003540703,0.00008078855,0.000029796334,0.000115692594,0.00091211486,0.9723814,0.006627909,0.01191383,0.0037649455,0.000046902955],"about_ca_topic_score_codex":0.0049196575,"about_ca_topic_score_gemma":0.004020666,"teacher_disagreement_score":0.0049196575,"about_ca_system_score_codex":0.0011341015,"about_ca_system_score_gemma":0.0017637132,"threshold_uncertainty_score":0.011732638},"labels":[],"label_agreement":null},{"id":"W4387333155","doi":"10.1075/task.22001.bou","title":"A task-based framework for oral language instruction in support of young language learners in Frenchimmersion","year":2023,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Task (project management); Cognition; Psychology; Computer science; Language education; Second language; Task analysis; Mathematics education; Pedagogy; Linguistics","score_opus":0.01854885191354395,"score_gpt":0.2878860713768868,"score_spread":0.2693372194633429,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387333155","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11418801,0.0003450187,0.83629066,0.0026576393,0.000099887475,0.0015059784,0.00033322664,0.0016308142,0.04294875],"genre_scores_gemma":[0.43126902,0.00014903047,0.5612032,0.00011563306,0.000014208935,0.0015014549,0.00027650583,0.00010373815,0.0053671827],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99793446,0.0012766068,0.00014193032,0.00021869701,0.00024605656,0.00018233721],"domain_scores_gemma":[0.99684346,0.0018661629,0.0001622635,0.00024329385,0.00035812237,0.0005267219],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004610463,0.00085367507,0.000368816,0.0016248742,0.002106885,0.0042124926,0.0025092068,0.0017006358,0.0044837],"category_scores_gemma":[0.0055168453,0.00042214454,0.00071699003,0.0004944453,0.0036233154,0.0023389582,0.0034147534,0.0014292214,0.0011032815],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040530888,0.003010854,0.009760974,0.0015513801,0.000060947557,0.0017948308,0.13048124,0.037157703,0.02955997,0.52676654,0.0081315935,0.25131866],"study_design_scores_gemma":[0.00044283146,0.0015564925,0.01232752,0.0019063844,0.00013129931,0.0013894204,0.05559517,0.28946543,0.018175166,0.36681664,0.2518631,0.00033058168],"about_ca_topic_score_codex":0.009091943,"about_ca_topic_score_gemma":0.012711716,"teacher_disagreement_score":0.009091943,"about_ca_system_score_codex":0.0030934836,"about_ca_system_score_gemma":0.0058595054,"threshold_uncertainty_score":0.02438277},"labels":[],"label_agreement":null},{"id":"W4387818208","doi":"10.5430/wjel.v13n8p546","title":"Exploring the Effectiveness of Implementing the Action Oriented Approach in Improving English Language Skills Among ESL Learners: Teachers’ Perception","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Context (archaeology); Mathematics education; Action (physics); Vocabulary; Language proficiency; Action research; Perception; Computer science; Psychology; Language assessment; Pedagogy; Linguistics","score_opus":0.033238108531492144,"score_gpt":0.2705930057442268,"score_spread":0.23735489721273464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387818208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978787,0.0000843833,0.00022944628,0.0001955328,0.000005562243,0.000025440864,0.0000046823507,0.0000067338397,0.0015694514],"genre_scores_gemma":[0.99842864,0.00019759459,0.0005849475,0.00008109637,0.00000387457,0.000021345732,0.0000065870577,0.0000031785808,0.00067256455],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99734336,0.0014431839,0.00015333346,0.00014189156,0.0005750649,0.0003430693],"domain_scores_gemma":[0.99413824,0.0024647298,0.0012641767,0.0001328487,0.00090541603,0.0010946281],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033133784,0.0002787298,0.00023132839,0.00049689936,0.0008413827,0.0016639694,0.0005044614,0.00077333074,0.0012759026],"category_scores_gemma":[0.008111462,0.00023460486,0.00035773905,0.00019131944,0.0012312516,0.0008492221,0.001076513,0.0008182306,0.0002818537],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028433962,0.003245553,0.3932905,0.0014279229,0.000105785475,0.0018766255,0.4729838,0.0004230269,0.02883998,0.0006584384,0.0010950728,0.09576899],"study_design_scores_gemma":[0.00005497037,0.003360605,0.44408932,0.00047792442,0.00014034312,0.0012426687,0.5315884,0.0014649634,0.005722522,0.00034316324,0.011410775,0.00010435882],"about_ca_topic_score_codex":0.001968224,"about_ca_topic_score_gemma":0.0024499753,"teacher_disagreement_score":0.0033133784,"about_ca_system_score_codex":0.0005235917,"about_ca_system_score_gemma":0.0010845383,"threshold_uncertainty_score":0.01752305},"labels":[],"label_agreement":null},{"id":"W4387829999","doi":"10.32612/uw.25449354.2023.1.pp.14-39","title":"Investigating the Construct of a Listening Test to Assess Pilots’ Comprehension: a Step-by-Step Project for Test Developers","year":2023,"lang":"en","type":"article","venue":"Applied Linguistics Papers","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Construct (python library); Active listening; Test (biology); Context (archaeology); Isolation (microbiology); Computer science; Language assessment; Perspective (graphical); Psychology; Mathematics education; Artificial intelligence; Communication","score_opus":0.08292959112814333,"score_gpt":0.2992895023522449,"score_spread":0.21635991122410156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387829999","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42437962,0.0007713553,0.4872727,0.008541102,0.00060304586,0.061587926,0.0004903448,0.0012765167,0.015077464],"genre_scores_gemma":[0.18435368,0.00048341122,0.7891774,0.0008207589,0.00006344871,0.019546887,0.0006282954,0.00034065498,0.0045853388],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9531386,0.035006233,0.0021718203,0.0017896921,0.0061988644,0.0016949023],"domain_scores_gemma":[0.8781543,0.047753364,0.005050665,0.013044911,0.042430393,0.013566438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.102185965,0.0017430866,0.0009647235,0.0022109814,0.0029454248,0.005111149,0.0035766675,0.0023264606,0.003044914],"category_scores_gemma":[0.10262496,0.0010493336,0.0011375935,0.0007867628,0.004221561,0.0052269693,0.00838119,0.0057687024,0.0015408789],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00068173156,0.017351704,0.039719157,0.0015277696,0.00014315044,0.001727624,0.048889454,0.0061199027,0.042633113,0.01664761,0.014919766,0.809639],"study_design_scores_gemma":[0.0029833305,0.06901532,0.13236845,0.009919235,0.0008645344,0.0072492966,0.19316731,0.054007314,0.1783787,0.0524698,0.29868326,0.00089340744],"about_ca_topic_score_codex":0.004044519,"about_ca_topic_score_gemma":0.0045426516,"teacher_disagreement_score":0.102185965,"about_ca_system_score_codex":0.0035382544,"about_ca_system_score_gemma":0.025073417,"threshold_uncertainty_score":0.5404175},"labels":[],"label_agreement":null},{"id":"W4387874100","doi":"10.22210/strjez/52-1/2","title":"Migrant and third-age language learners telling stories","year":2023,"lang":"en","type":"article","venue":"Strani jezici","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trinity College","funders":"","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.04200310795143169,"score_gpt":0.2705694379040138,"score_spread":0.22856632995258208,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387874100","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99535584,0.00022058515,0.00007358383,0.000118334945,0.000006007281,0.0000075475764,0.000014250871,0.0000032424964,0.004200589],"genre_scores_gemma":[0.9973273,0.00026280578,0.0000743155,0.000039040955,0.000004954487,0.000008892801,0.000023901997,0.0000030818753,0.0022555494],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.999401,0.00025838765,0.000035167956,0.000055278117,0.00010883761,0.0001412667],"domain_scores_gemma":[0.9972339,0.0013554251,0.00043367915,0.00013917925,0.00014457881,0.00069324864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012813818,0.00031940936,0.00041284398,0.00061595807,0.0019542407,0.0025970628,0.00034161177,0.0007843307,0.0054504066],"category_scores_gemma":[0.0050247866,0.00010847902,0.00023494936,0.00044859643,0.001758505,0.0019091835,0.0026300012,0.0011239402,0.0006303624],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029779755,0.00020260054,0.042294566,0.00012213313,0.000016464357,0.0013058919,0.93667936,0.000064226224,0.0028627524,0.0027524403,0.0005300256,0.012871726],"study_design_scores_gemma":[0.000012449703,0.00029792506,0.04191064,0.00009021684,0.00002222066,0.0014713239,0.9431483,0.00016020007,0.0021806352,0.0012236887,0.009458545,0.000023791139],"about_ca_topic_score_codex":0.0032437227,"about_ca_topic_score_gemma":0.0053897337,"teacher_disagreement_score":0.0054504066,"about_ca_system_score_codex":0.0005149534,"about_ca_system_score_gemma":0.0005138044,"threshold_uncertainty_score":0.018233418},"labels":[],"label_agreement":null},{"id":"W4388031692","doi":"10.31274/psllt.16093","title":"Bridging the Theory to Practice Gap: Incentivizing Teachers to Access the Research Via Short Form Videos","year":2023,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Phonology; Popularity; Computer science; Active listening; Bridging (networking); Font; Pronunciation; Utterance; Linguistics; Multimedia; Psychology; Artificial intelligence; Communication; Social psychology","score_opus":0.21939538160929625,"score_gpt":0.4269588229576645,"score_spread":0.20756344134836827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388031692","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32633123,0.0011545031,0.17290053,0.15376125,0.003300691,0.011843186,0.0026774239,0.010688625,0.31734255],"genre_scores_gemma":[0.6810112,0.0015755992,0.21380393,0.015096577,0.0012992566,0.015473496,0.0012312399,0.0014156981,0.06909305],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9896338,0.007189179,0.00047405722,0.0005469687,0.001207434,0.0009486345],"domain_scores_gemma":[0.9058693,0.058475696,0.0049396553,0.0062076068,0.006383136,0.018124541],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0185166,0.00050860184,0.00033287422,0.0015747786,0.001939674,0.00392611,0.0018591931,0.002033639,0.05453362],"category_scores_gemma":[0.0640618,0.00040611657,0.00030418322,0.000712951,0.0017902921,0.0050354493,0.011572355,0.0021824506,0.014983405],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005445903,0.0029186076,0.006140252,0.002242996,0.000022982462,0.0017389618,0.05071451,0.0009365745,0.01721145,0.019721065,0.23094524,0.6668628],"study_design_scores_gemma":[0.00055732654,0.0022359279,0.011735049,0.00213129,0.000035254063,0.0008650543,0.06148518,0.0034557981,0.007958564,0.03178862,0.8776014,0.00015055058],"about_ca_topic_score_codex":0.00050866435,"about_ca_topic_score_gemma":0.003231512,"teacher_disagreement_score":0.05453362,"about_ca_system_score_codex":0.0024154338,"about_ca_system_score_gemma":0.0045462865,"threshold_uncertainty_score":0.18243313},"labels":[],"label_agreement":null},{"id":"W4388204795","doi":"10.5430/wje.v13n5p9","title":"Exploring the Effectiveness and Impacts of Teaching Intervention in Chinese Learning","year":2023,"lang":"en","type":"article","venue":"World Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Science Foundation of China University of Petroleum, Beijing; China University of Petroleum, Beijing","keywords":"Reading comprehension; Psychology; Mathematics education; Reading (process); Class (philosophy); Phonological awareness; Teaching method; Intervention (counseling); Language proficiency; Comprehension; Sentence; Beijing; Pedagogy; Linguistics; Literacy; China; Computer science","score_opus":0.05173806996832511,"score_gpt":0.32517798440159534,"score_spread":0.2734399144332702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388204795","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978021,0.00031499847,0.000275395,0.00009775596,0.000024452327,0.00043689937,0.000018686595,0.000024209456,0.0010055021],"genre_scores_gemma":[0.9953466,0.0006025833,0.0026765342,0.000073238916,0.000023045051,0.0006418076,0.00003539512,0.0000051541037,0.0005956141],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99862266,0.0005805495,0.00010147238,0.00020654616,0.0002487149,0.00024015913],"domain_scores_gemma":[0.9980825,0.0010866609,0.00025667672,0.00009276254,0.00016495222,0.00031648137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018005753,0.0005642815,0.0008083971,0.0005479951,0.0007007822,0.000450377,0.0007756224,0.0005858009,0.0019473064],"category_scores_gemma":[0.0052988757,0.00017231144,0.0006495447,0.00047483435,0.00043695356,0.0005264116,0.0005616661,0.0005754851,0.0000999126],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0112901125,0.11297626,0.04032734,0.0052354448,0.00044537283,0.0010164842,0.018990826,0.0009586698,0.027849205,0.0011648238,0.00086096284,0.77888453],"study_design_scores_gemma":[0.013168978,0.18643975,0.6949751,0.0022736827,0.004635714,0.00061337784,0.01682207,0.005777113,0.061203983,0.0014280041,0.012468269,0.00019391823],"about_ca_topic_score_codex":0.0042088716,"about_ca_topic_score_gemma":0.0059754737,"teacher_disagreement_score":0.0042088716,"about_ca_system_score_codex":0.001018643,"about_ca_system_score_gemma":0.003066067,"threshold_uncertainty_score":0.009522498},"labels":[],"label_agreement":null},{"id":"W4388418496","doi":"10.1111/tger.12263","title":"Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education","year":2023,"lang":"en","type":"article","venue":"Die Unterrichtspraxis/Teaching German","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Pronunciation; Psychology; Explicit knowledge; Mathematics education; Vocabulary; Competence (human resources); German; Perception; Computer science; Linguistics","score_opus":0.04986326858357456,"score_gpt":0.31800350937393673,"score_spread":0.2681402407903622,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388418496","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997149,0.000010487051,0.000057043948,0.0000065983245,4.7335675e-7,0.0000027538324,0.0000034289228,8.3376233e-7,0.00020355142],"genre_scores_gemma":[0.9994555,0.000020931107,0.00012527623,0.000014574331,9.79468e-7,0.0000090558315,0.0000084212315,0.0000016108876,0.00036361892],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990545,0.0004086331,0.000068783076,0.00008887723,0.00026856904,0.00011057943],"domain_scores_gemma":[0.99541086,0.002518449,0.00082482357,0.00019164037,0.00052687514,0.00052736275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019275106,0.00019947828,0.0002747801,0.0004961724,0.0005864562,0.0015852577,0.00026666722,0.00032118536,0.0017521973],"category_scores_gemma":[0.006771268,0.00014271245,0.00024056694,0.0002893771,0.0005822917,0.0006501619,0.0008278811,0.0005762052,0.0002612013],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010164086,0.0035033056,0.788835,0.00018036232,0.0000844367,0.00057781424,0.12449206,0.00031979135,0.01946588,0.00049350585,0.0002820401,0.060749456],"study_design_scores_gemma":[0.00009278337,0.0051051397,0.79630667,0.00009960773,0.000083920684,0.001425223,0.17663632,0.0015519637,0.01473477,0.00060611445,0.0032418305,0.00011562437],"about_ca_topic_score_codex":0.0012674207,"about_ca_topic_score_gemma":0.0021586039,"teacher_disagreement_score":0.0019275106,"about_ca_system_score_codex":0.00028745967,"about_ca_system_score_gemma":0.00043128477,"threshold_uncertainty_score":0.010193765},"labels":[],"label_agreement":null},{"id":"W4388495508","doi":"10.5430/wjel.v14n1p100","title":"Instructed Second Language Acquisition Research and Its Relevance to Classroom Practices","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Relevance (law); Computer science; Meaning (existential); Focus (optics); Second-language acquisition; Language acquisition; Focus on form; Second language; Mathematics education; Psychology; Linguistics; Grammar","score_opus":0.05297319235865277,"score_gpt":0.34368154922781025,"score_spread":0.29070835686915747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388495508","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8325311,0.017033676,0.036252595,0.0059990208,0.00025111527,0.00023888938,0.00021702886,0.00022220566,0.10725444],"genre_scores_gemma":[0.98464495,0.0031954637,0.007451264,0.00047427593,0.00005598551,0.00019247856,0.00006407817,0.00003513143,0.0038863744],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9848418,0.009478734,0.0010236452,0.0014383256,0.0027995352,0.00041787824],"domain_scores_gemma":[0.93134844,0.052709077,0.0052421354,0.0048976606,0.004626768,0.0011758843],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00748148,0.00032712118,0.00051939423,0.0025706186,0.0013376971,0.006509707,0.0017011014,0.0009342017,0.0027662248],"category_scores_gemma":[0.03864192,0.00028217718,0.0002856146,0.0017688982,0.0075947735,0.0049613626,0.003654738,0.0023594473,0.00042498752],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020436321,0.001057391,0.060578924,0.004083345,0.00013280191,0.0015078092,0.29614118,0.0010943913,0.0072770384,0.17152037,0.0021713155,0.45423108],"study_design_scores_gemma":[0.00014487634,0.0036181693,0.19248602,0.010208006,0.00019220937,0.0050513498,0.31043622,0.004366279,0.02626472,0.18282305,0.26408693,0.0003221398],"about_ca_topic_score_codex":0.0020359163,"about_ca_topic_score_gemma":0.0024667073,"teacher_disagreement_score":0.00748148,"about_ca_system_score_codex":0.0026381048,"about_ca_system_score_gemma":0.0043342607,"threshold_uncertainty_score":0.039566338},"labels":[],"label_agreement":null},{"id":"W4388511613","doi":"10.1558/isla.25495","title":"Du Iz Tak?","year":2023,"lang":"en","type":"article","venue":"Instructed Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Storytelling; Linguistics; Meaning (existential); Class (philosophy); Psychology; Sociology; Computer science; Philosophy; Artificial intelligence; Narrative","score_opus":0.01226230263698035,"score_gpt":0.22626218947760712,"score_spread":0.21399988684062676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388511613","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16127275,0.0071888226,0.0057399077,0.0054884073,0.0045579732,0.00024216183,0.0022707093,0.00080638746,0.8124328],"genre_scores_gemma":[0.52996206,0.0032239633,0.007974867,0.0010008392,0.00034970784,0.0001520915,0.001444387,0.0004122763,0.45547992],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99970216,0.00006252152,0.0000093663175,0.00006799013,0.00010096001,0.00005689935],"domain_scores_gemma":[0.9998437,0.000043600274,0.000015705155,0.000015948279,0.00003999559,0.00004093734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036681397,0.0005216251,0.00038500325,0.00069236616,0.0027286485,0.001961558,0.00033682547,0.0007578777,0.05369403],"category_scores_gemma":[0.0009310299,0.00020337617,0.0003457402,0.00036608143,0.0009696591,0.0011731861,0.0015325091,0.0018479386,0.008942379],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016596096,0.00034724217,0.01951148,0.001750589,0.00007884434,0.009570802,0.08075251,0.0010213142,0.02724337,0.2253949,0.21103968,0.4216296],"study_design_scores_gemma":[0.000013955338,0.00011757666,0.0075141713,0.00009338213,0.0000075458934,0.001633006,0.006716409,0.00010563855,0.0027921633,0.0016518165,0.979333,0.000021274904],"about_ca_topic_score_codex":0.015321901,"about_ca_topic_score_gemma":0.03240175,"teacher_disagreement_score":0.05369403,"about_ca_system_score_codex":0.0019614992,"about_ca_system_score_gemma":0.0008656877,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4388532635","doi":"10.32038/ltrq.2023.37.13","title":"Mixed Methods Investigation into Test Score Users’ Perspectives about IELTS Reading Skill Profiles","year":2023,"lang":"en","type":"article","venue":"Language Teaching Research Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Test (biology); Coursework; Reading (process); Test score; Psychology; Language assessment; Computer science; Standardized test; Mathematics education; Linguistics","score_opus":0.09945545217034842,"score_gpt":0.41392568632946514,"score_spread":0.31447023415911673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388532635","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9878725,0.0001319073,0.008578839,0.00011706195,0.000019650372,0.0017110633,0.0002850391,0.00003099506,0.0012530626],"genre_scores_gemma":[0.9707135,0.00015012693,0.016735498,0.00033478063,0.000030108857,0.010299852,0.00033354416,0.000034870274,0.0013677488],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9463373,0.039751716,0.0045749005,0.002583638,0.0054494226,0.0013031353],"domain_scores_gemma":[0.8544099,0.118279725,0.010811985,0.0068251425,0.008979612,0.0006937222],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.059470586,0.000640886,0.0008510444,0.002365334,0.0016848496,0.0030442206,0.0010003891,0.0011447411,0.002941084],"category_scores_gemma":[0.09896194,0.0005794366,0.0012367707,0.0018275018,0.0014050591,0.0015318852,0.002428398,0.0012206371,0.0005218593],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003617359,0.0039267954,0.53550994,0.001137749,0.00056625315,0.00063501915,0.28747392,0.00079429534,0.010042065,0.0035979871,0.0011509974,0.15154757],"study_design_scores_gemma":[0.0006676648,0.028201137,0.6514938,0.0009674968,0.00073973625,0.0013428096,0.25568962,0.015564269,0.023917565,0.0057863183,0.0152218845,0.00040769996],"about_ca_topic_score_codex":0.0014216028,"about_ca_topic_score_gemma":0.0020636076,"teacher_disagreement_score":0.059470586,"about_ca_system_score_codex":0.0012345751,"about_ca_system_score_gemma":0.0013239168,"threshold_uncertainty_score":0.31451422},"labels":[],"label_agreement":null},{"id":"W4388697329","doi":"10.53103/cjlls.v3i5.124","title":"A Comparative Analysis of Teacher-Centered and Student-Centered Language Teaching Approaches","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Variety (cybernetics); Mathematics education; Student centered; Computer science; Order (exchange); Language education; Teaching method; Pedagogy; Psychology; Artificial intelligence","score_opus":0.07874804036940684,"score_gpt":0.32206571536595524,"score_spread":0.24331767499654838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388697329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9695663,0.0024778096,0.0049321675,0.00057124667,0.000035334382,0.0002202972,0.000054185613,0.00004166895,0.022100879],"genre_scores_gemma":[0.9909655,0.0015679849,0.0039330497,0.00019246286,0.000010249998,0.00016579189,0.000075372845,0.000024527433,0.0030650727],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9898627,0.0058596595,0.00037756516,0.00033029637,0.0029507943,0.000618945],"domain_scores_gemma":[0.9815216,0.009587,0.0017152665,0.0005838581,0.0047789416,0.0018132788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007654899,0.00017105944,0.00039172947,0.0023808267,0.0015629333,0.0022378294,0.000831869,0.00047814456,0.0018646953],"category_scores_gemma":[0.018771999,0.00016199065,0.00052958645,0.0019002534,0.0009740457,0.0016616073,0.0018047042,0.0006198203,0.00032097078],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019688734,0.0020980597,0.17231053,0.0022990238,0.00037979524,0.001046646,0.27312568,0.0009937572,0.0063897353,0.012693353,0.0024162885,0.5242782],"study_design_scores_gemma":[0.0005916591,0.004926918,0.5751715,0.0023390485,0.00068373256,0.0020955354,0.33839968,0.0030370802,0.0061706,0.004440324,0.061994035,0.00014988476],"about_ca_topic_score_codex":0.0069391937,"about_ca_topic_score_gemma":0.029157195,"teacher_disagreement_score":0.007654899,"about_ca_system_score_codex":0.0037170053,"about_ca_system_score_gemma":0.006769033,"threshold_uncertainty_score":0.040483475},"labels":[],"label_agreement":null},{"id":"W4388697353","doi":"10.53103/cjlls.v3i5.123","title":"The Use of Poetry in Enhancing Foreign Language Learning","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Poetry; Foreign language; Linguistics; Variety (cybernetics); Cognition; Comprehension; Linguistic competence; Language acquisition; Language education; Psychology; Computer science; Artificial intelligence; Philosophy","score_opus":0.037318150774358134,"score_gpt":0.26903314976776105,"score_spread":0.23171499899340292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388697353","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61488426,0.008401685,0.033974607,0.0039861025,0.0004998739,0.0003166988,0.00005913525,0.00053596124,0.33734164],"genre_scores_gemma":[0.9386755,0.00716667,0.037440084,0.00024520213,0.00012518722,0.000087257504,0.000030496622,0.000060611677,0.016168904],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994867,0.00027475852,0.000015880702,0.000026385938,0.00015652434,0.000039769755],"domain_scores_gemma":[0.99817586,0.0013843304,0.00008548319,0.000081802405,0.00012317763,0.00014940556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009950981,0.00023074023,0.00015964835,0.00084605446,0.00087633944,0.0015010185,0.0003602473,0.0003538246,0.0046163728],"category_scores_gemma":[0.003731685,0.0000686733,0.00015000167,0.0005565568,0.0011648934,0.0012728731,0.0013354211,0.000687589,0.00073066907],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001682015,0.0012527839,0.0049727336,0.0014076827,0.000016476417,0.0009823994,0.026528727,0.00046771302,0.023173952,0.020244598,0.00482075,0.915964],"study_design_scores_gemma":[0.00018485196,0.00628833,0.1138154,0.002874538,0.00019554,0.014605449,0.06046265,0.0036964717,0.0632943,0.057450294,0.6769687,0.00016351555],"about_ca_topic_score_codex":0.00036891323,"about_ca_topic_score_gemma":0.0011413917,"teacher_disagreement_score":0.0046163728,"about_ca_system_score_codex":0.00027484613,"about_ca_system_score_gemma":0.00071507675,"threshold_uncertainty_score":0.015443325},"labels":[],"label_agreement":null},{"id":"W4388845896","doi":"10.5430/jct.v12n6p298","title":"How Teaching Competitions Support the Development of Teaching Self-Efficacy: A Study of Award-Winning English as a Foreign Language Teachers","year":2023,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Self-efficacy; Psychology; Context (archaeology); Mathematics education; Interpersonal communication; Thematic analysis; Teaching english; Pedagogy; Competition (biology); Teaching method; English as a foreign language; Foreign language; Qualitative research; Social psychology; Sociology","score_opus":0.021825741033572245,"score_gpt":0.2775825779769357,"score_spread":0.25575683694336343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388845896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989511,0.00004105093,0.00006861519,0.00008823979,0.000005696061,0.000010378766,0.0000042607694,0.0000012745778,0.0008293244],"genre_scores_gemma":[0.9990632,0.00006501647,0.00010008549,0.000036974852,0.000005135558,0.000016632148,0.000007010992,0.000003134206,0.0007029732],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961773,0.001975875,0.0001564829,0.0002974461,0.0004578994,0.0009348892],"domain_scores_gemma":[0.9858641,0.007922021,0.0019167113,0.00032919628,0.00087993534,0.0030880729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059443116,0.00033871585,0.00086763705,0.0012073691,0.0060778507,0.0062270467,0.0011235388,0.0009751348,0.0020266995],"category_scores_gemma":[0.01483417,0.0006586582,0.00034033638,0.00077475427,0.0042567877,0.0018838806,0.003439287,0.0023999573,0.00030226423],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009989276,0.0025617739,0.07860989,0.00012696747,0.000025031344,0.001076249,0.9023321,0.000098994846,0.00158828,0.0009005877,0.0004282589,0.012151953],"study_design_scores_gemma":[0.000027311502,0.0004305068,0.10609747,0.00006595226,0.000011755608,0.00042062195,0.887633,0.00022741414,0.00040862156,0.0003674388,0.0042682793,0.000041665884],"about_ca_topic_score_codex":0.008160898,"about_ca_topic_score_gemma":0.019607287,"teacher_disagreement_score":0.008160898,"about_ca_system_score_codex":0.0019990003,"about_ca_system_score_gemma":0.0028421122,"threshold_uncertainty_score":0.03143692},"labels":[],"label_agreement":null},{"id":"W4388942236","doi":"10.3390/educsci13121177","title":"Teaching English as a Second Language in the Early Years: Teachers’ Perspectives and Practices in Finland","year":2023,"lang":"en","type":"article","venue":"Education Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Enthusiasm; Curriculum; Context (archaeology); Mathematics education; Pedagogy; Language education; Variety (cybernetics); Psychology; Teaching method; Early childhood education; Language acquisition; Computer science","score_opus":0.05545562417752126,"score_gpt":0.3706088101007087,"score_spread":0.3151531859231874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388942236","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9921818,0.002728549,0.00016111071,0.0010340653,0.00004973288,0.00001438884,0.000024200037,0.0000065049835,0.0037997463],"genre_scores_gemma":[0.9967006,0.0016529262,0.00011235813,0.00025161088,0.00001316412,0.000018592522,0.000018511415,0.0000053365884,0.0012269075],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950407,0.0019039027,0.00039046755,0.0005098449,0.0009789438,0.0011761314],"domain_scores_gemma":[0.992343,0.0037146038,0.0010006538,0.00012594674,0.00079237163,0.002023419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006419758,0.0004125544,0.0006561461,0.0015951777,0.00727303,0.0069720084,0.0009175473,0.0022238914,0.001300631],"category_scores_gemma":[0.009015123,0.000647546,0.00043691837,0.0013241991,0.0036588176,0.0030080287,0.0040824283,0.0018621535,0.0003937698],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002943874,0.000042256568,0.017509418,0.00011964709,0.000004921739,0.0013716633,0.9743936,0.000019462217,0.0008909383,0.00020694509,0.00022629931,0.0051854257],"study_design_scores_gemma":[0.000007733732,0.000082050545,0.023188334,0.00030320292,0.000012900479,0.0008534006,0.9654025,0.000035141325,0.00040385188,0.00011499892,0.009562484,0.000033386645],"about_ca_topic_score_codex":0.024108453,"about_ca_topic_score_gemma":0.03280336,"teacher_disagreement_score":0.024108453,"about_ca_system_score_codex":0.0046063396,"about_ca_system_score_gemma":0.006592198,"threshold_uncertainty_score":0.0479362},"labels":[],"label_agreement":null},{"id":"W4388960831","doi":"10.5430/wjel.v14n1p206","title":"Predictors of L2 Willingness to Communicate in Saudi Context","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Extraversion and introversion; Openness to experience; Psychology; Anxiety; Competence (human resources); Foreign language; Personality; Social psychology; Big Five personality traits; Mathematics education","score_opus":0.02447923294038006,"score_gpt":0.2614983223764341,"score_spread":0.23701908943605404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388960831","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994796,0.000030175748,0.000020951666,0.000052977517,0.0000016516624,0.0000017114272,0.00003583011,0.0000010766859,0.00037599946],"genre_scores_gemma":[0.9996673,0.000034874458,0.00003289831,0.000010435054,0.0000025812171,0.0000017779181,0.000053826363,8.4327365e-7,0.00019542483],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997392,0.00007025461,0.000030982996,0.000022963864,0.00008081431,0.000055783275],"domain_scores_gemma":[0.9973617,0.00045381588,0.0011259099,0.0000938485,0.0003975335,0.00056705327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003973445,0.0001883589,0.00011866909,0.0004164018,0.00030397708,0.00092784455,0.00016297307,0.00033325303,0.0026289795],"category_scores_gemma":[0.0029361688,0.00008901427,0.00021903192,0.00033465453,0.00023051332,0.00024656646,0.00059329043,0.00071470166,0.0003314309],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003573792,0.000057560348,0.9941916,0.00001397915,0.000016506012,0.00019119219,0.0012931986,0.00006801193,0.00054467976,0.00003418544,0.00013048897,0.00342277],"study_design_scores_gemma":[0.0000015688497,0.00005209457,0.99522674,0.00001246725,0.000008855996,0.00022964519,0.0034848307,0.00038554802,0.000148365,0.000023897876,0.0004191323,0.0000069039006],"about_ca_topic_score_codex":0.011684901,"about_ca_topic_score_gemma":0.014886175,"teacher_disagreement_score":0.011684901,"about_ca_system_score_codex":0.00029265907,"about_ca_system_score_gemma":0.00035263656,"threshold_uncertainty_score":0.023233771},"labels":[],"label_agreement":null},{"id":"W4388960863","doi":"10.5430/wjel.v14n1p271","title":"Visual Timelines-based Technique for Enhancing Saudi EFL Learners’ Understanding of Tenses in English","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Taif University","keywords":"Timeline; Grammar; Boosting (machine learning); Computer science; Psychology; Mathematics education; Linguistics; Artificial intelligence; Mathematics","score_opus":0.03673280001310827,"score_gpt":0.29609946868078474,"score_spread":0.2593666686676765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388960863","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95789367,0.00067103485,0.028305976,0.0005211146,0.00011174435,0.00038084335,0.00013926493,0.0004141959,0.011562189],"genre_scores_gemma":[0.90556824,0.0009891312,0.0836664,0.00021275747,0.00006909292,0.00057360705,0.00014288629,0.000066725675,0.008711176],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99964046,0.00017446144,0.000019112049,0.000053158892,0.00008389108,0.000028986342],"domain_scores_gemma":[0.998509,0.00084171724,0.00027393014,0.00010251145,0.00015652072,0.00011637491],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008224028,0.0005065425,0.0001914322,0.0005034277,0.00025779373,0.00057868386,0.00036891285,0.00031449462,0.0055894423],"category_scores_gemma":[0.0030579895,0.000104721585,0.0002773849,0.0002902638,0.00032371414,0.0008960334,0.00061050564,0.00043216633,0.0005747955],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022348303,0.005054125,0.01590311,0.0025035953,0.000059045473,0.0008027377,0.031898823,0.0008500785,0.157477,0.0029543792,0.0058717486,0.77439046],"study_design_scores_gemma":[0.0013582127,0.04419901,0.2842565,0.00247488,0.0010082129,0.0050515556,0.10265929,0.013017505,0.22350739,0.010858406,0.31113797,0.00047114422],"about_ca_topic_score_codex":0.00042154035,"about_ca_topic_score_gemma":0.0011159856,"teacher_disagreement_score":0.0055894423,"about_ca_system_score_codex":0.00015163097,"about_ca_system_score_gemma":0.00036622366,"threshold_uncertainty_score":0.018698573},"labels":[],"label_agreement":null},{"id":"W4388960866","doi":"10.5430/wjel.v14n1p247","title":"Enhancing Intercultural Communicative Competence in EFL Education for Sustainable Development and Globalization Challenges","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Curriculum; Communicative competence; Pedagogy; Intercultural competence; Globalization; Political science; Psychology; Sociology; Public relations","score_opus":0.024660418016441903,"score_gpt":0.2810529247921293,"score_spread":0.25639250677568737,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388960866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67035073,0.01053087,0.030500649,0.08099635,0.0007105897,0.00031976917,0.000066527595,0.00016092166,0.20636366],"genre_scores_gemma":[0.9824974,0.0022096462,0.0077895857,0.0028179558,0.00004710995,0.00007912586,0.000018480268,0.000015138594,0.004525519],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9916962,0.0059360634,0.00029884174,0.00025261973,0.00077578134,0.0010405896],"domain_scores_gemma":[0.9904648,0.0043656672,0.001008783,0.00057031965,0.0018074776,0.0017829341],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012434625,0.0006492785,0.0004340258,0.0012492535,0.007419852,0.008858137,0.0009651865,0.0025063858,0.003650261],"category_scores_gemma":[0.011802571,0.00019339821,0.00047480746,0.00081151124,0.009953405,0.0068918443,0.012596177,0.0032195584,0.00078764535],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052849795,0.00043875174,0.020553803,0.001966691,0.00004837077,0.0022262377,0.53746206,0.001196813,0.006539365,0.11721314,0.00827741,0.3040245],"study_design_scores_gemma":[0.0000149279595,0.00020304378,0.0131365275,0.002837738,0.00003815083,0.00099668,0.61469454,0.001243718,0.003072375,0.0591493,0.30451813,0.00009493844],"about_ca_topic_score_codex":0.004685041,"about_ca_topic_score_gemma":0.009003692,"teacher_disagreement_score":0.012434625,"about_ca_system_score_codex":0.0045609106,"about_ca_system_score_gemma":0.016041042,"threshold_uncertainty_score":0.06576139},"labels":[],"label_agreement":null},{"id":"W4389105246","doi":"10.7202/1107484ar","title":"« ARKK ! Mes élèves parlent en anglais ! » : réflexions sur trois parcours professionnels et personnels","year":2023,"lang":"fr","type":"article","venue":"Cahiers franco-canadiens de l Ouest","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Humanities; French; Political science; Sociology; Art","score_opus":0.020248257863338334,"score_gpt":0.26413954522781075,"score_spread":0.2438912873644724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389105246","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85480505,0.002040472,0.0017211707,0.059246376,0.0004896823,0.000030866056,0.000066540655,0.0000374212,0.081562445],"genre_scores_gemma":[0.98046184,0.000559867,0.00020175445,0.0030536966,0.000047064466,0.000016993245,0.000014907308,0.000022886938,0.015620931],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9928027,0.004225614,0.00014800332,0.0005911327,0.00088289095,0.0013496069],"domain_scores_gemma":[0.9920547,0.0031271446,0.0011470172,0.00034152338,0.0016135292,0.001716085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072110575,0.00055895443,0.00040034938,0.001086734,0.019957103,0.009084543,0.00091574376,0.0025691716,0.006214733],"category_scores_gemma":[0.0096657155,0.00038355018,0.00025604304,0.0009897565,0.020844135,0.0057015237,0.004602159,0.00669671,0.0008471173],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028217266,0.00001714641,0.004208255,0.000043019543,0.0000048808815,0.0003469797,0.9673457,0.000027022288,0.00047270238,0.019118007,0.0034061233,0.0049819527],"study_design_scores_gemma":[0.0000044000694,0.000029923805,0.007433929,0.00015424677,0.000007084207,0.00017507057,0.9147653,0.00006364111,0.00023564973,0.0019130502,0.07518465,0.00003319755],"about_ca_topic_score_codex":0.25369868,"about_ca_topic_score_gemma":0.3091131,"teacher_disagreement_score":0.25369868,"about_ca_system_score_codex":0.01389444,"about_ca_system_score_gemma":0.010634741,"threshold_uncertainty_score":0.504444},"labels":[],"label_agreement":null},{"id":"W4389153275","doi":"10.55016/ojs/ajer.v65i3.56662","title":"Interlanguage Pragmatics: Iranian EFL Teachers’ Cognition","year":2019,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interlanguage; Pragmatics; Psychology; Cognition; Context (archaeology); Pedagogy; Linguistics; Philosophy","score_opus":0.07402579227895749,"score_gpt":0.3737717202549442,"score_spread":0.2997459279759867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389153275","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98938423,0.00051172334,0.0014438928,0.00070876564,0.000011577594,0.0000205193,0.000010707524,0.000012164044,0.007896453],"genre_scores_gemma":[0.9989869,0.00017703502,0.0003000216,0.00007367865,0.0000030474098,0.000008755318,0.0000049159607,0.0000030031126,0.00044249534],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9971487,0.0014804141,0.00012162854,0.00032664166,0.0005901552,0.00033251473],"domain_scores_gemma":[0.99666613,0.001673166,0.0008927438,0.00015272936,0.00043701753,0.00017817649],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042115604,0.00036096596,0.0003467906,0.0014828079,0.0031393615,0.0038356725,0.0005358393,0.00078385696,0.0012559837],"category_scores_gemma":[0.005792841,0.00034231253,0.00027610155,0.00087606185,0.008679924,0.0029714352,0.002630111,0.0012226572,0.00012427678],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010339403,0.00002404687,0.013406054,0.000054724864,0.000004340749,0.0002308809,0.97653335,0.000023927687,0.0011234684,0.0016554724,0.00009821519,0.006835226],"study_design_scores_gemma":[0.0000051658267,0.00003599753,0.030612543,0.00008014051,0.000008464166,0.0003163754,0.9605388,0.000091814545,0.00032483635,0.0009190053,0.0070496695,0.000017222494],"about_ca_topic_score_codex":0.020254752,"about_ca_topic_score_gemma":0.024565328,"teacher_disagreement_score":0.020254752,"about_ca_system_score_codex":0.0031843265,"about_ca_system_score_gemma":0.0035619098,"threshold_uncertainty_score":0.040273726},"labels":[],"label_agreement":null},{"id":"W4389256366","doi":"10.53829/ntr201611fa5","title":"Child Language Development: The Differences between Japanese and English","year":2016,"lang":"en","type":"article","venue":"NTT technical review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; Language development; Psychology; Developmental psychology; Philosophy","score_opus":0.03699763038078255,"score_gpt":0.26966200049251404,"score_spread":0.2326643701117315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389256366","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012585979,0.97504187,0.00037256948,0.0012377138,0.00019050633,0.000010348718,0.00008724494,0.000008855848,0.010464816],"genre_scores_gemma":[0.080982,0.9142731,0.0009328394,0.00071615895,0.00018925448,0.000054506538,0.0001401303,0.000015324082,0.002696843],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99923134,0.00018313744,0.00012590417,0.00014165201,0.00025819303,0.000059774688],"domain_scores_gemma":[0.9992556,0.00033015563,0.00011016114,0.000020364203,0.00023089985,0.00005278084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001379833,0.00026122792,0.0005602078,0.0011009339,0.00024037113,0.0010397795,0.00038268772,0.00043382766,0.0016450806],"category_scores_gemma":[0.0023575916,0.00014120896,0.00026926392,0.0017477866,0.00092704437,0.0009776116,0.0007187044,0.0005449704,0.00037287278],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014321614,0.000058180947,0.012260982,0.011344866,0.000104372455,0.0006628246,0.0056981733,0.00007777576,0.0061309678,0.006908322,0.006253596,0.95035666],"study_design_scores_gemma":[0.00003608723,0.00051454833,0.22432053,0.012255064,0.00048654943,0.0047774473,0.006899577,0.00007642596,0.004417435,0.002889777,0.74327505,0.000051505773],"about_ca_topic_score_codex":0.020753834,"about_ca_topic_score_gemma":0.02799146,"teacher_disagreement_score":0.020753834,"about_ca_system_score_codex":0.00089769677,"about_ca_system_score_gemma":0.0020390635,"threshold_uncertainty_score":0.041266084},"labels":[],"label_agreement":null},{"id":"W4389324458","doi":"10.55016/ojs/ajer.v64i1.56468","title":"Learning More about our Learners: Comparing the Orientations and Attributes of Allophone and English Speaking Grade 6 FSL Learners","year":2018,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa; Nipissing University","funders":"","keywords":"Psychology; Immigration; Second language; Sociology; Pedagogy; Humanities; Mathematics education; Linguistics; Geography; Art; Philosophy","score_opus":0.12896460113605146,"score_gpt":0.39330181122626034,"score_spread":0.2643372100902089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389324458","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992204,0.00003571429,0.000022234059,0.00003159416,0.000001732179,0.000006912256,0.000013236852,4.9057576e-7,0.00066759903],"genre_scores_gemma":[0.9989011,0.000100536345,0.00009637572,0.000036648013,0.0000017582709,0.000017125365,0.000046685305,0.0000014153537,0.0007983346],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99923754,0.00015516259,0.00003622209,0.00006628824,0.00022506311,0.00027980452],"domain_scores_gemma":[0.9985876,0.00023772573,0.00033836623,0.000034552806,0.00036851017,0.00043327193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014409312,0.00033857813,0.0003495662,0.0015277548,0.0024868953,0.0037509724,0.00049463083,0.00053598307,0.0015422152],"category_scores_gemma":[0.0026849026,0.00019299332,0.0004567339,0.00074922293,0.0018104409,0.0009641415,0.001623334,0.0007113212,0.0002482185],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011074934,0.00023835947,0.7065573,0.00007593398,0.000032693322,0.00018247764,0.27598616,0.000030301364,0.0015694143,0.00038900116,0.00017956295,0.014648151],"study_design_scores_gemma":[0.0000054300244,0.00016869372,0.61176294,0.000049968254,0.000016267617,0.00006792786,0.3857181,0.000060027705,0.00037171916,0.00008657123,0.0016695901,0.000022681359],"about_ca_topic_score_codex":0.16797169,"about_ca_topic_score_gemma":0.2760111,"teacher_disagreement_score":0.16797169,"about_ca_system_score_codex":0.0030262507,"about_ca_system_score_gemma":0.003262217,"threshold_uncertainty_score":0.33398795},"labels":[],"label_agreement":null},{"id":"W4389820036","doi":"10.5430/wjel.v14n1p461","title":"Anxiety Experienced by Students with Learning Disability in English Speaking Classroom","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Pronunciation; Psychology; Mistake; Learning disability; Fluency; Class (philosophy); Vocabulary; Grammar; Mathematics education; Developmental psychology; Linguistics; Computer science; Psychiatry","score_opus":0.012298774881148115,"score_gpt":0.266971252973905,"score_spread":0.2546724780927569,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389820036","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99917454,0.000160698,0.00001771511,0.00009618602,0.0000057828624,0.000007312496,0.0000124945445,0.0000027694136,0.00052247057],"genre_scores_gemma":[0.9994056,0.00021026627,0.000024681758,0.0000720015,0.000005021692,0.0000073454125,0.000014460024,6.606271e-7,0.00025992657],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99901617,0.0001952266,0.00007360537,0.000051056675,0.00030663525,0.00035725505],"domain_scores_gemma":[0.9980426,0.00034041505,0.00064238335,0.00004143836,0.00031330087,0.0006199389],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00056628196,0.00028955814,0.0005650626,0.0006694117,0.0010675056,0.0019081234,0.00031001496,0.0005962518,0.0018588974],"category_scores_gemma":[0.0028860045,0.00017832842,0.00043861594,0.00036218742,0.00076378597,0.00050153246,0.001101981,0.001033884,0.00021362056],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018495315,0.00115365,0.8135477,0.00050209835,0.000081568076,0.0033030994,0.14085263,0.00009634598,0.0062914905,0.00025995364,0.0012841832,0.032442346],"study_design_scores_gemma":[0.000018204153,0.0015159367,0.6613137,0.00020629908,0.000079745456,0.0032293543,0.32880467,0.0001719318,0.0008122997,0.00017075772,0.0036001592,0.00007698621],"about_ca_topic_score_codex":0.0041661235,"about_ca_topic_score_gemma":0.006825368,"teacher_disagreement_score":0.0041661235,"about_ca_system_score_codex":0.0006783065,"about_ca_system_score_gemma":0.0008510825,"threshold_uncertainty_score":0.008283734},"labels":[],"label_agreement":null},{"id":"W4389868715","doi":"10.5539/elt.v17n1p13","title":"Towards a Comprehensive Framework of Motivation to Learn: a Validation Study","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Goal theory; Psychology; Self-determination theory; Motivation to learn; Context (archaeology); Intrinsic motivation; Cognitive evaluation theory; Construct (python library); Foreign language; Motivation theory; Mathematics education; Social psychology; Computer science","score_opus":0.04222628008612948,"score_gpt":0.3066591581963027,"score_spread":0.2644328781101732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389868715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87304926,0.004677951,0.07796756,0.0033044207,0.00033088983,0.008895649,0.00087231,0.00009400696,0.030808086],"genre_scores_gemma":[0.9282432,0.0017815911,0.058301978,0.0010486776,0.00006237708,0.00797543,0.0008820554,0.000044389682,0.0016602715],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9795385,0.014223189,0.0010760705,0.0015671387,0.0030882743,0.0005068893],"domain_scores_gemma":[0.92357916,0.05331517,0.0036848246,0.006636262,0.011500365,0.0012841838],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.054149363,0.0007042915,0.001220794,0.0031491313,0.0020022753,0.003964655,0.0020164829,0.0014343256,0.003935525],"category_scores_gemma":[0.064909704,0.00047567268,0.0025378994,0.0023091347,0.004263272,0.004045975,0.0048270114,0.00323606,0.00065981207],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00080939307,0.0059199897,0.3083748,0.00555201,0.000849379,0.00056099735,0.07915614,0.0033001467,0.0033031225,0.15744245,0.005819586,0.428912],"study_design_scores_gemma":[0.0010926677,0.008625437,0.63439035,0.012222474,0.0025072251,0.0010442538,0.10639026,0.029185256,0.0068128584,0.10112683,0.09618475,0.0004176358],"about_ca_topic_score_codex":0.0037651453,"about_ca_topic_score_gemma":0.003632561,"teacher_disagreement_score":0.054149363,"about_ca_system_score_codex":0.0040904954,"about_ca_system_score_gemma":0.009655363,"threshold_uncertainty_score":0.2863726},"labels":[],"label_agreement":null},{"id":"W4390046473","doi":"10.4018/978-1-6684-8761-7.ch006","title":"Digital Technology and Language Learning","year":2023,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Creativity; Computer science; Agency (philosophy); Meaning (existential); Memorization; Digital native; Process (computing); Multimedia; Sociology; Mathematics education; World Wide Web; Psychology; Social science","score_opus":0.016886233920826277,"score_gpt":0.2423411517328512,"score_spread":0.22545491781202492,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390046473","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002106842,0.031966142,0.0017675086,0.0039066244,0.00043627014,0.000021710124,0.00003575355,0.00006208845,0.9596971],"genre_scores_gemma":[0.08820162,0.051474247,0.0043617226,0.0028232445,0.00054015534,0.000095629424,0.00012424869,0.000085847816,0.8522933],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997774,0.000055797,0.000008173078,0.000034866425,0.00008875935,0.000034913042],"domain_scores_gemma":[0.99979776,0.00012387011,0.000011999269,0.000015603979,0.000022838727,0.000027804923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00023043157,0.00047059645,0.00024206939,0.0010826875,0.0018799378,0.0060273884,0.0005142858,0.0012969367,0.029979827],"category_scores_gemma":[0.0006104338,0.00013846821,0.00019496496,0.0011929191,0.004496954,0.0045728832,0.0019298237,0.0017921304,0.0055975635],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000068974296,0.000039286148,0.00010255576,0.00022045635,0.0000020762086,0.00012250706,0.0026641944,0.00022824404,0.00022264251,0.8262788,0.043284897,0.12682745],"study_design_scores_gemma":[0.0000033575902,0.000011446859,0.0001938776,0.00027045253,0.0000012951233,0.000195104,0.0009172482,0.00011855163,0.00016690503,0.10215556,0.89596105,0.0000052597206],"about_ca_topic_score_codex":0.0031343873,"about_ca_topic_score_gemma":0.0045029027,"teacher_disagreement_score":0.029979827,"about_ca_system_score_codex":0.0028608714,"about_ca_system_score_gemma":0.0021940104,"threshold_uncertainty_score":0.100292504},"labels":[],"label_agreement":null},{"id":"W4390109516","doi":"10.5430/wjel.v14n2p10","title":"An Analysis of the Availability of L1 in English Teaching in Primary Schools in Mainland China","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Durham University","keywords":"Active listening; Mainland China; Vocabulary; China; Mathematics education; Chinese as a foreign language; Reading (process); Grammar; Computer science; Psychology; Linguistics; Pedagogy; Political science; Communication","score_opus":0.010352695148245916,"score_gpt":0.24970932467904827,"score_spread":0.23935662953080236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390109516","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99953735,0.000041785253,0.000016437585,0.000024976442,6.517032e-7,0.0000041054086,0.000023820987,7.664367e-7,0.0003501415],"genre_scores_gemma":[0.9995995,0.000050564602,0.000027726068,0.000009853016,0.0000010502229,0.000006583063,0.000041343097,0.0000010892983,0.00026228055],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985726,0.000280927,0.00015799054,0.0002496594,0.00039337703,0.00034541465],"domain_scores_gemma":[0.99631786,0.0007790539,0.0011716635,0.00014813482,0.00076399796,0.0008191938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012144981,0.00025303234,0.00030705612,0.0021255235,0.0014048411,0.0009791693,0.00065950496,0.00031810172,0.0016612388],"category_scores_gemma":[0.002984551,0.00032989786,0.00025110872,0.002383407,0.0010960262,0.0008378353,0.0013430972,0.00041513031,0.0002045227],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004192615,0.00006701972,0.9585751,0.00008373535,0.000018951036,0.0003702296,0.031219361,0.000043160315,0.000902696,0.00020328518,0.00011708114,0.008357455],"study_design_scores_gemma":[8.2827165e-7,0.000034041124,0.987817,0.000012775225,0.0000054560614,0.00004740926,0.011714059,0.000047621827,0.00008409974,0.00001329493,0.00021966686,0.0000036601423],"about_ca_topic_score_codex":0.08862543,"about_ca_topic_score_gemma":0.16363391,"teacher_disagreement_score":0.08862543,"about_ca_system_score_codex":0.002527591,"about_ca_system_score_gemma":0.0032021743,"threshold_uncertainty_score":0.17621917},"labels":[],"label_agreement":null},{"id":"W4390165945","doi":"10.32038/ltrq.2024.39.19","title":"The Impact of Corrective Feedback on L2 Pragmatics Production in Face-to-face and Technology-mediated Settings","year":2023,"lang":"en","type":"article","venue":"Language Teaching Research Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Production (economics); Pragmatics; Test (biology); Psychology; Computer science; Mode (computer interface); Variance (accounting); Face (sociological concept); Language production; Mathematics education; Linguistics; Human–computer interaction; Business; Cognition","score_opus":0.030565994303377975,"score_gpt":0.3623938456652384,"score_spread":0.33182785136186044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390165945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99837106,0.000017865881,0.0007864442,0.000019594716,0.000006991957,0.00009714564,0.000012696772,0.00003090149,0.0006571786],"genre_scores_gemma":[0.9944833,0.000035269542,0.004215103,0.000049882343,0.0000135470755,0.00033322943,0.000024863,0.000019988998,0.00082481094],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99326634,0.0043362407,0.0002848526,0.0007700187,0.0009686,0.00037398346],"domain_scores_gemma":[0.9497374,0.041916676,0.002951797,0.0019225561,0.0020298455,0.0014416317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005579473,0.00078357547,0.00062281464,0.00054842903,0.0008907706,0.0013760469,0.00072821346,0.00063223543,0.0023527627],"category_scores_gemma":[0.04828557,0.0004508353,0.00024396378,0.00019452858,0.0010162194,0.00088674057,0.0014594002,0.000834438,0.00032426673],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010589485,0.027013432,0.11477929,0.0015193304,0.0001708085,0.0015054597,0.12634961,0.0022395568,0.34862363,0.0007565943,0.0010766456,0.36537614],"study_design_scores_gemma":[0.0017625007,0.09075316,0.69017607,0.0003635399,0.00033703775,0.0020364707,0.0491487,0.0067092977,0.14762682,0.0015989739,0.009006976,0.00048039877],"about_ca_topic_score_codex":0.001284707,"about_ca_topic_score_gemma":0.0020542606,"teacher_disagreement_score":0.005579473,"about_ca_system_score_codex":0.0006076869,"about_ca_system_score_gemma":0.001120316,"threshold_uncertainty_score":0.029507399},"labels":[],"label_agreement":null},{"id":"W4390341279","doi":"10.5430/wjel.v14n2p109","title":"Zone of Proximal Development: Investigating the Most Usage Conjunctions and the Common Issues Written by EFL Students at Paragraph Levels","year":2023,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Qassim University","keywords":"Paragraph; Grammar; Class (philosophy); Mathematics education; Sample (material); Linguistics; Computer science; Meaning (existential); Group (periodic table); Conjunction (astronomy); Psychology; Nominal group; Artificial intelligence; World Wide Web","score_opus":0.026409045890087125,"score_gpt":0.2771863012779804,"score_spread":0.25077725538789325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390341279","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937337,0.000318487,0.0021039606,0.00056230155,0.0000122781985,0.000069936286,0.000035003093,0.000016349704,0.003147843],"genre_scores_gemma":[0.99653447,0.00025393188,0.001411168,0.00014176406,0.0000059586387,0.000087647604,0.000025244171,0.000015711743,0.0015241231],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9916876,0.0052208393,0.00039620558,0.000668515,0.0012703298,0.000756555],"domain_scores_gemma":[0.98769695,0.008458767,0.0015004043,0.00025996892,0.00103088,0.0010530339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065496755,0.00047150344,0.0008161589,0.0022052054,0.004128579,0.004429614,0.0012091387,0.0013338582,0.0028121127],"category_scores_gemma":[0.017446268,0.0005529818,0.00031700247,0.0015727855,0.005681388,0.004018625,0.00491737,0.001836956,0.0004225262],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003564596,0.00005247678,0.0113953985,0.00022451811,0.0000039532692,0.0009504642,0.97413254,0.000026666723,0.0020599582,0.0010502731,0.00016145068,0.009906638],"study_design_scores_gemma":[0.000003247475,0.00007088894,0.0058367853,0.00012421739,0.0000039339666,0.0004771429,0.98714733,0.00008501474,0.00061258505,0.00035581843,0.0052650757,0.000017926779],"about_ca_topic_score_codex":0.0016187431,"about_ca_topic_score_gemma":0.0024613077,"teacher_disagreement_score":0.0065496755,"about_ca_system_score_codex":0.002522433,"about_ca_system_score_gemma":0.0022785044,"threshold_uncertainty_score":0.034638405},"labels":[],"label_agreement":null},{"id":"W4390365752","doi":"10.5539/elt.v17n1p135","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 1, 2024","year":2023,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Linguistics; Language assessment; Language education; Teaching english; Mathematics education; Pedagogy; Philosophy","score_opus":0.019598654746993127,"score_gpt":0.2850015923048046,"score_spread":0.26540293755781147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390365752","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00044995878,0.004833121,0.0023819772,0.17725863,0.80017865,0.0028013133,0.0022844193,0.0010142875,0.008797566],"genre_scores_gemma":[0.013408995,0.013433507,0.008653011,0.24576986,0.5062974,0.01885702,0.0046468033,0.0029908372,0.18594253],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9536625,0.009442495,0.010849182,0.0028200357,0.021272002,0.0019537634],"domain_scores_gemma":[0.20355313,0.030067384,0.013030383,0.0063254414,0.7393675,0.007656142],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.04115991,0.0024932483,0.0064790393,0.00818174,0.0054080896,0.007814621,0.0053854743,0.011776472,0.109282024],"category_scores_gemma":[0.47727054,0.0016633169,0.003212289,0.004046311,0.0032560006,0.0056124097,0.003785995,0.00788867,0.06203131],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033375458,0.0000038251887,0.000102852195,0.00062497344,0.000008660911,0.00005014222,0.00006463292,0.000008229058,0.00003835145,0.00008600575,0.9940943,0.004884778],"study_design_scores_gemma":[0.00041502898,0.000052328636,0.0016932575,0.006920159,0.00013824915,0.001165974,0.0007587999,0.00035353188,0.0003892836,0.0012621777,0.9866909,0.00016038191],"about_ca_topic_score_codex":0.0069904104,"about_ca_topic_score_gemma":0.010866065,"teacher_disagreement_score":0.9588401,"about_ca_system_score_codex":0.0052172714,"about_ca_system_score_gemma":0.013785424,"threshold_uncertainty_score":0.3655848},"labels":[],"label_agreement":null},{"id":"W4390584335","doi":"10.3389/feduc.2023.1248229","title":"Administrators’ perspectives on teachers breaking contract at international schools","year":2024,"lang":"en","type":"article","venue":"Frontiers in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Thomas University; Queen's University","funders":"St. Thomas University","keywords":"Typology; Contract management; International school; Phenomenon; Psychological contract; Employment contract; Business; Work (physics); Pedagogy; Political science; Public relations; Sociology; Engineering; Marketing","score_opus":0.014193842339879269,"score_gpt":0.28773403801584124,"score_spread":0.273540195675962,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390584335","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97677374,0.00051806314,0.0013033766,0.004933075,0.00012824552,0.00003166659,0.000021271866,0.000024464442,0.016266175],"genre_scores_gemma":[0.9967596,0.0003315748,0.00022106651,0.00046867045,0.000029369496,0.000024229294,0.000011829221,0.000015699025,0.0021379504],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9620907,0.025252655,0.0012664846,0.0008756956,0.0037095041,0.006804959],"domain_scores_gemma":[0.9581798,0.020341247,0.007615909,0.00124802,0.0042059887,0.008409093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015651016,0.00040768794,0.0007327728,0.0015875726,0.017837707,0.009907971,0.0013955721,0.001967653,0.0030603977],"category_scores_gemma":[0.027719751,0.00081843993,0.00048380892,0.0017521065,0.012676791,0.00480441,0.0074905674,0.008577376,0.00039833988],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019267163,0.000044041193,0.010673401,0.00003546225,0.0000042527854,0.00045430654,0.9808481,0.00004265213,0.0005719492,0.003344457,0.00076880405,0.0031933943],"study_design_scores_gemma":[0.0000015135087,0.00003081705,0.003307302,0.00004246289,0.0000031833927,0.00009120982,0.98794377,0.000028394736,0.00015754836,0.0001465398,0.00823701,0.000010255715],"about_ca_topic_score_codex":0.009440141,"about_ca_topic_score_gemma":0.01475541,"teacher_disagreement_score":0.017837707,"about_ca_system_score_codex":0.0057315887,"about_ca_system_score_gemma":0.0093742935,"threshold_uncertainty_score":0.08277148},"labels":[],"label_agreement":null},{"id":"W4390711837","doi":"10.4018/978-1-6684-9029-7.ch006","title":"Belonging and Legitimacy for French Language Teachers","year":2024,"lang":"en","type":"book-chapter","venue":"Advances in educational marketing, administration, and leadership book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Ideology; Legitimacy; Pedagogy; French; Economic shortage; Political science; Racism; Sociology; Public relations; Gender studies; Linguistics; Humanities; Law; Art","score_opus":0.034142053115353614,"score_gpt":0.2868223216894405,"score_spread":0.2526802685740869,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390711837","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37522313,0.0048774825,0.0015546841,0.02672115,0.00040307152,0.000025499987,0.00003445039,0.0000892011,0.59107137],"genre_scores_gemma":[0.9766474,0.00044499466,0.00016631986,0.00038360644,0.000036444486,0.0000055607015,0.0000074211694,0.0000116905685,0.022296658],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.997561,0.0012943384,0.00003991196,0.00020911616,0.0003396492,0.0005559576],"domain_scores_gemma":[0.99750996,0.001038254,0.00028205436,0.0001554598,0.00027803556,0.00073619094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002520339,0.00027474813,0.00032272373,0.0012013807,0.017114803,0.011937571,0.00047680078,0.002007239,0.008296682],"category_scores_gemma":[0.0044177994,0.00014900633,0.00020383783,0.00067096855,0.022716952,0.004742903,0.0044823783,0.0022955835,0.0006813941],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003617979,0.00004750707,0.0057935244,0.000058377325,0.000004746231,0.00057703897,0.59065247,0.00007130208,0.0003765055,0.36054608,0.0074211443,0.034415144],"study_design_scores_gemma":[0.000012791717,0.0000622219,0.010540523,0.00027484083,0.000010040105,0.00045984972,0.5706342,0.00020810924,0.00026161672,0.042506482,0.37499437,0.00003499358],"about_ca_topic_score_codex":0.058381755,"about_ca_topic_score_gemma":0.09479807,"teacher_disagreement_score":0.058381755,"about_ca_system_score_codex":0.011150226,"about_ca_system_score_gemma":0.00561594,"threshold_uncertainty_score":0.11608392},"labels":[],"label_agreement":null},{"id":"W4390711840","doi":"10.4018/978-1-6684-9029-7.ch003","title":"Overcoming Racism and Discrimination","year":2024,"lang":"en","type":"book-chapter","venue":"Advances in educational marketing, administration, and leadership book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Sheridan College; University of Windsor; Niagara College","funders":"","keywords":"Autoethnography; Vietnamese; Racism; Interpretation (philosophy); Data collection; Workforce; Public relations; Process (computing); Political science; Sociology; Pedagogy; Psychology; Gender studies; Linguistics; Computer science; Social science","score_opus":0.04958952157423244,"score_gpt":0.2809617301661774,"score_spread":0.231372208591945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390711840","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.121608965,0.023673132,0.0039884383,0.15324132,0.0026834076,0.00009379371,0.00005601955,0.00014452559,0.69451034],"genre_scores_gemma":[0.7252581,0.017654255,0.004816401,0.025872938,0.0008065441,0.00014384465,0.000082129445,0.0001696175,0.22519618],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99715036,0.0010731227,0.00004906439,0.00021292934,0.0007735209,0.0007409876],"domain_scores_gemma":[0.9977399,0.0007101039,0.00021956544,0.00024450442,0.00051032193,0.00057557784],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002987376,0.00048737234,0.0002992806,0.0010788769,0.016475761,0.007677055,0.0011538502,0.003182308,0.008188622],"category_scores_gemma":[0.003737893,0.0002210679,0.00030986988,0.0009384844,0.01517759,0.0052668247,0.008406707,0.0037225466,0.0013748372],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026442996,0.00010992202,0.005933189,0.00041080717,0.0000129508,0.0010485078,0.38923112,0.00015227505,0.0012359283,0.17591801,0.13847168,0.2874491],"study_design_scores_gemma":[0.00000522439,0.000037649417,0.0037077582,0.00094059925,0.000008679033,0.0007569447,0.12383539,0.00013232464,0.00044832093,0.025475942,0.8446323,0.000018824645],"about_ca_topic_score_codex":0.066471934,"about_ca_topic_score_gemma":0.1525656,"teacher_disagreement_score":0.066471934,"about_ca_system_score_codex":0.008997223,"about_ca_system_score_gemma":0.014909031,"threshold_uncertainty_score":0.13217002},"labels":[],"label_agreement":null},{"id":"W4390911325","doi":"10.21437/speechprosody.2006-185","title":"Prosodic characteristics in the speech of Chinese EFL learners","year":2006,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Stress (linguistics); Tone (literature); Duration (music); Speech recognition; Computer science; Tonality; Linguistics; Psychology; Acoustics","score_opus":0.017287230876972915,"score_gpt":0.23884076255384057,"score_spread":0.22155353167686764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390911325","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99938476,0.000055552293,0.00008145592,0.0000075081903,0.0000015239405,0.000002980008,0.000032446966,0.0000027034484,0.00043106722],"genre_scores_gemma":[0.99915946,0.00007320511,0.00014076973,0.000008085055,0.000004277685,0.000011274048,0.00007820845,0.000004783585,0.00052000704],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998441,0.000025668858,0.000017513657,0.00004199293,0.000045916404,0.000024804649],"domain_scores_gemma":[0.9991654,0.00033163672,0.00018694636,0.000038503767,0.00016923426,0.00010816087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003193363,0.0002242739,0.0002264553,0.0006902579,0.00047394822,0.00047281047,0.00016291387,0.00023828394,0.0014178448],"category_scores_gemma":[0.0014173277,0.0001227997,0.00009357379,0.00034521768,0.00040476694,0.00023697686,0.00031327488,0.00019005382,0.00025356413],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018470548,0.00022378104,0.45426288,0.0004884193,0.00009286423,0.0037988322,0.075828284,0.00038738849,0.3677144,0.0003296165,0.00045721215,0.09456925],"study_design_scores_gemma":[0.000013886749,0.0004051916,0.9792169,0.000017121016,0.000041089555,0.001464962,0.01101435,0.00046253882,0.0061420547,0.000055828572,0.0011345816,0.000031425418],"about_ca_topic_score_codex":0.0023274191,"about_ca_topic_score_gemma":0.0024149904,"teacher_disagreement_score":0.0023274191,"about_ca_system_score_codex":0.00020964547,"about_ca_system_score_gemma":0.00018631633,"threshold_uncertainty_score":0.004743159},"labels":[],"label_agreement":null},{"id":"W4390957772","doi":"","title":"Authenticité et contextes d'enseignement de l'anglais et du français au Canada","year":2023,"lang":"fr","type":"article","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Language education; History; Philosophy","score_opus":0.013872820261160108,"score_gpt":0.21927882319397626,"score_spread":0.20540600293281616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390957772","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84463406,0.002718183,0.0010039238,0.016320236,0.00020374564,0.000056203444,0.00025490194,0.000034324188,0.13477436],"genre_scores_gemma":[0.97613233,0.0004695848,0.00020016727,0.00038864216,0.000010100847,0.00001123317,0.000036315865,0.00001718417,0.022734389],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949556,0.0013195298,0.0001277916,0.00039840405,0.001200952,0.001997821],"domain_scores_gemma":[0.98919183,0.0027321458,0.0007418725,0.00023769925,0.0036734776,0.0034230244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028061967,0.00027341233,0.00040801588,0.0014980551,0.025030443,0.011956348,0.0010889568,0.0014737598,0.007607428],"category_scores_gemma":[0.008898838,0.00031655762,0.00023069802,0.0034261132,0.009376419,0.00221945,0.0043381904,0.0039417767,0.00034284228],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021715472,0.000106214255,0.04427775,0.00013967673,0.000031916985,0.0015359775,0.721942,0.000510391,0.00091481727,0.1785035,0.014214896,0.037605662],"study_design_scores_gemma":[0.000028655173,0.00004157503,0.096323505,0.00038394387,0.000025645822,0.000265453,0.56208605,0.00045887296,0.00041533043,0.004045601,0.33582595,0.000099458906],"about_ca_topic_score_codex":0.9899607,"about_ca_topic_score_gemma":0.9946518,"teacher_disagreement_score":0.10828515,"about_ca_system_score_codex":0.10828515,"about_ca_system_score_gemma":0.13315114,"threshold_uncertainty_score":0.7856674},"labels":[],"label_agreement":null},{"id":"W4390958010","doi":"10.37213/cjal.2023.33027","title":"Rétroaction corrective synchrone et écriture collaborative en ligne : perceptions d’enseignants de français langue seconde","year":2023,"lang":"fr","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Humanities; Art; Political science","score_opus":0.013164343209103523,"score_gpt":0.24633405411607442,"score_spread":0.2331697109069709,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390958010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.992815,0.00027419947,0.00055883266,0.00079305406,0.000025028092,0.000024533942,0.00003391795,0.000015683208,0.005459802],"genre_scores_gemma":[0.995538,0.00024032136,0.00037859776,0.00024047084,0.000006774991,0.0000283725,0.000041667743,0.00000891839,0.0035169972],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99439126,0.0027520126,0.00030134208,0.0004553353,0.0012190501,0.00088102405],"domain_scores_gemma":[0.9825408,0.0047627995,0.0025501829,0.00050752953,0.004681147,0.0049575437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007527704,0.00045109147,0.00032401673,0.00092759967,0.004618814,0.005676902,0.0006974961,0.0013288246,0.0055058636],"category_scores_gemma":[0.013028201,0.00030271124,0.0004181861,0.00082929956,0.003577517,0.0036365965,0.003369236,0.0017011807,0.0006425073],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013794703,0.0001571665,0.10797779,0.0002704684,0.00004101744,0.00089539425,0.86546314,0.00020520302,0.0023603714,0.0017046724,0.002435097,0.018351756],"study_design_scores_gemma":[0.000010244421,0.00020127745,0.10612226,0.0001606255,0.000018973667,0.00026598846,0.86832964,0.00039770547,0.00030633147,0.00023999892,0.023865767,0.000081148355],"about_ca_topic_score_codex":0.16315429,"about_ca_topic_score_gemma":0.18273114,"teacher_disagreement_score":0.16315429,"about_ca_system_score_codex":0.0051620565,"about_ca_system_score_gemma":0.0064662397,"threshold_uncertainty_score":0.3244093},"labels":[],"label_agreement":null},{"id":"W4390958023","doi":"10.37213/cjal.2023.33038","title":"Linguistic Risk-Taking: A New Pedagogical Approach and a Research Program","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada; University of Ottawa","keywords":"Relevance (law); Context (archaeology); Construct (python library); Linguistics; Language acquisition; Psychology; Computer science; Mathematics education; Geography; Political science","score_opus":0.2739021337793134,"score_gpt":0.38718740560796117,"score_spread":0.11328527182864778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390958023","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1600136,0.018631963,0.43170682,0.13647673,0.0030790432,0.0038050471,0.00019910962,0.00048201057,0.24560569],"genre_scores_gemma":[0.69826925,0.016103068,0.23339589,0.006135522,0.0009185838,0.007237273,0.00008998642,0.00020563514,0.037644822],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9788214,0.01554815,0.0006306755,0.0022588654,0.0021577978,0.0005831126],"domain_scores_gemma":[0.97603196,0.015771363,0.00128687,0.0024932749,0.0020297088,0.0023867965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023146154,0.0017365019,0.0012311555,0.0062957252,0.009081805,0.020661555,0.004661922,0.0047125574,0.0053007985],"category_scores_gemma":[0.015642386,0.0007719344,0.0012995419,0.003507328,0.04612927,0.026058005,0.017273411,0.009321331,0.00095781713],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006848499,0.000749207,0.0053757997,0.0008427767,0.00002393291,0.0007851645,0.18771346,0.00044770804,0.0014453094,0.6827951,0.00331249,0.116440505],"study_design_scores_gemma":[0.00008558393,0.0008148163,0.0046379482,0.0037623334,0.00010237781,0.0022949134,0.3461346,0.004435935,0.0027779338,0.4273384,0.207457,0.0001581587],"about_ca_topic_score_codex":0.0025151812,"about_ca_topic_score_gemma":0.0044278568,"teacher_disagreement_score":0.023146154,"about_ca_system_score_codex":0.011461323,"about_ca_system_score_gemma":0.016674599,"threshold_uncertainty_score":0.12241},"labels":[],"label_agreement":null},{"id":"W4391002304","doi":"10.58680/elq201729328","title":"Under Pressure: English-Language Program Managers as Time-Management Masters","year":2017,"lang":"en","type":"article","venue":"English leadership quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Key (lock); Time management; English as a second language; Psychology; Linguistics; Mathematics education; Computer science; Pedagogy; Sociology; Medical education; Medicine; Computer security","score_opus":0.04180717503527229,"score_gpt":0.2663293436758225,"score_spread":0.22452216864055022,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391002304","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9234547,0.0007205756,0.0004566876,0.034651525,0.00075890444,0.000049398514,0.000025119325,0.00004609448,0.039836872],"genre_scores_gemma":[0.98497516,0.00042936354,0.00017294502,0.0068178214,0.00026578933,0.000038684826,0.000019098654,0.000016435517,0.007264489],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9930761,0.0029579862,0.00012982202,0.00029027258,0.0008845578,0.002661185],"domain_scores_gemma":[0.99071723,0.0012859644,0.0017210352,0.0001765723,0.00075780926,0.0053413226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003431888,0.00025845255,0.00022304198,0.0006602479,0.007089363,0.006606071,0.0008631595,0.0015125918,0.0072492305],"category_scores_gemma":[0.013135882,0.00027002388,0.00016241381,0.0006936491,0.0042036227,0.005069372,0.0055498877,0.0049484367,0.00064936886],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020845074,0.0007429479,0.10655327,0.00014460404,0.00002428365,0.005173975,0.69578254,0.000096044074,0.0031588732,0.02470331,0.0629032,0.10050856],"study_design_scores_gemma":[0.000032100317,0.0002847905,0.039583214,0.0001180133,0.000011424106,0.00089390285,0.86518097,0.00017308327,0.00055363803,0.0023146076,0.090820394,0.000033839922],"about_ca_topic_score_codex":0.0058790394,"about_ca_topic_score_gemma":0.010670643,"teacher_disagreement_score":0.0072492305,"about_ca_system_score_codex":0.0025343276,"about_ca_system_score_gemma":0.0072652083,"threshold_uncertainty_score":0.024251103},"labels":[],"label_agreement":null},{"id":"W4391027396","doi":"10.5430/wjel.v14n2p310","title":"Exploring Psychological Mechanisms of OCA in Jordanian Universities: A Case Study of Al al-Bayt University","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Apprehension; Psychology; Communication apprehension; Anxiety; Shadow (psychology); Negotiation; Feeling; Social psychology; Virtuous circle and vicious circle; Pedagogy; Cognitive psychology; Mathematics education; Psychotherapist; Sociology","score_opus":0.05935397405600335,"score_gpt":0.2830527266721511,"score_spread":0.22369875261614774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391027396","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970074,0.0002674162,0.00025131134,0.0007069422,0.000015261296,0.000030787036,0.000009544383,0.0000054493207,0.0017058906],"genre_scores_gemma":[0.9969332,0.00048532384,0.0003565144,0.0003188531,0.000016637749,0.000028440782,0.000007084036,0.000006477272,0.0018475435],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99745804,0.0013631051,0.0000972854,0.00013814891,0.00030371826,0.0006397278],"domain_scores_gemma":[0.996931,0.0010248086,0.0005707557,0.0001235729,0.0003894898,0.00096041686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028797456,0.0006788675,0.0005496513,0.0013082274,0.014053899,0.004473733,0.0015057635,0.0021449397,0.0025635702],"category_scores_gemma":[0.004290648,0.00047901837,0.00050866994,0.00106198,0.0057020593,0.0025021227,0.0047702054,0.0028550702,0.0003801249],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039816543,0.0003465617,0.022821555,0.00014862494,0.000010416764,0.014213183,0.94823176,0.0000708523,0.0012891227,0.0012722529,0.00066106074,0.010894768],"study_design_scores_gemma":[0.000002554787,0.00007066082,0.004369392,0.000055747132,0.0000062365475,0.0018070047,0.989603,0.00006654443,0.00034555275,0.00015924936,0.003503139,0.000010980088],"about_ca_topic_score_codex":0.00901606,"about_ca_topic_score_gemma":0.03017653,"teacher_disagreement_score":0.014053899,"about_ca_system_score_codex":0.0039612446,"about_ca_system_score_gemma":0.0053500063,"threshold_uncertainty_score":0.028741002},"labels":[],"label_agreement":null},{"id":"W4391065070","doi":"10.5539/jel.v13n1p162","title":"The Development of a Task-Based Chinese Speaking Instructional Model for Chinese as a Foreign Language Learners in Thailand","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Psychology; Mathematics education; Instructional design; Foreign language; Task analysis; Chinese as a foreign language; Chinese language; Computer science; Pedagogy; Linguistics; Engineering","score_opus":0.02048237145590628,"score_gpt":0.30782176698100694,"score_spread":0.2873393955251007,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391065070","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8328756,0.0004528449,0.14543991,0.00055594626,0.00005433617,0.0024995417,0.00022507634,0.00071671966,0.017180031],"genre_scores_gemma":[0.74165094,0.0007291614,0.24992988,0.000119304736,0.000010155292,0.0016728628,0.00043364672,0.000042533204,0.005411589],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99916506,0.00034881334,0.00007182535,0.00007659124,0.00028541245,0.00005235247],"domain_scores_gemma":[0.99876994,0.0004431826,0.00011612115,0.00007012962,0.00044626783,0.0001544301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013265256,0.0004367959,0.00023892845,0.0006343784,0.0003739462,0.0011494949,0.00077117304,0.0003152415,0.0009865842],"category_scores_gemma":[0.002528414,0.00018454596,0.0003128761,0.0003301008,0.0002923838,0.0009852786,0.0006883413,0.00045266352,0.00025247663],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00066221744,0.00395019,0.05675856,0.0031277912,0.00009562199,0.0009136997,0.021707343,0.028640572,0.057693273,0.00866402,0.004919519,0.8128673],"study_design_scores_gemma":[0.0009999819,0.014554493,0.13429612,0.0031848412,0.0013243357,0.003233217,0.050633963,0.4876257,0.18324605,0.011396899,0.10893652,0.0005679965],"about_ca_topic_score_codex":0.005687309,"about_ca_topic_score_gemma":0.0071070194,"teacher_disagreement_score":0.005687309,"about_ca_system_score_codex":0.0009518489,"about_ca_system_score_gemma":0.005264759,"threshold_uncertainty_score":0.011308372},"labels":[],"label_agreement":null},{"id":"W4391103968","doi":"10.20533/licej.2040.2589.2023.0493","title":"Destandardizing English: Seeking Linguistic Justice in the English Language Arts Classroom","year":2023,"lang":"en","type":"article","venue":"Literacy Information and Computer Education Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University of Edmonton","keywords":"Linguistics; The arts; English language; Economic Justice; Language arts; Psychology; Sociology; Pedagogy; Political science; Art; Visual arts; Philosophy; Law","score_opus":0.015266639008379731,"score_gpt":0.28309313784841617,"score_spread":0.26782649884003645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391103968","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9019736,0.0011175566,0.0010785973,0.03601622,0.0001632235,0.000043491724,0.000009845759,0.00002186968,0.059575632],"genre_scores_gemma":[0.98695207,0.00079812465,0.00058522413,0.0043137833,0.000032003372,0.000036963287,0.0000065901063,0.000018121333,0.0072571347],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9920214,0.005093485,0.000109344015,0.00036005647,0.0006162752,0.0017995171],"domain_scores_gemma":[0.99366117,0.0028216382,0.00082668936,0.00023478214,0.00063515385,0.0018205022],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007067057,0.0003452226,0.00040409167,0.0010468874,0.031724572,0.012243518,0.001647336,0.002727482,0.0035449618],"category_scores_gemma":[0.010107056,0.00035256395,0.00023574685,0.0006776584,0.018129118,0.008823953,0.014799452,0.005427265,0.0006562643],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010335394,0.00014266104,0.005215874,0.000031024894,0.0000025733555,0.00034657773,0.9593333,0.000012818852,0.00036642858,0.01402195,0.0020465897,0.018469894],"study_design_scores_gemma":[0.0000018833036,0.000017782964,0.0014530881,0.00007659442,0.0000032376906,0.000056455534,0.9850117,0.000026899892,0.00017414191,0.0029874733,0.010185836,0.0000048557995],"about_ca_topic_score_codex":0.021286031,"about_ca_topic_score_gemma":0.06482677,"teacher_disagreement_score":0.031724572,"about_ca_system_score_codex":0.004720349,"about_ca_system_score_gemma":0.013687926,"threshold_uncertainty_score":0.042324305},"labels":[],"label_agreement":null},{"id":"W4391107717","doi":"10.31468/dwr.1045","title":"Exploring the Writing Process of Multilingual Postsecondary Students","year":2024,"lang":"en","type":"article","venue":"Discourse and Writing/Rédactologie","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Ontario Tech University; Nipissing University","funders":"","keywords":"Writing process; Process (computing); Agency (philosophy); Psychology; Mathematics education; Language proficiency; Pedagogy; Qualitative research; Academic writing; Translanguaging; Population; English for academic purposes; Medical education; Sociology; Computer science; Medicine","score_opus":0.22489096346753204,"score_gpt":0.4342507091125305,"score_spread":0.20935974564499846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391107717","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99395436,0.00018107958,0.0003386064,0.0004139221,0.000011113879,0.000036033634,0.000037845664,0.000014464381,0.0050125746],"genre_scores_gemma":[0.9939121,0.00022020048,0.00041214973,0.00016356875,0.0000044331123,0.000021753684,0.00004462506,0.000013377486,0.005207845],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99722797,0.000764347,0.00010353757,0.00023115588,0.0008041309,0.00086889224],"domain_scores_gemma":[0.9925761,0.0023018084,0.0007425328,0.00016290085,0.0021996503,0.0020170575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032546592,0.00043200402,0.0005139151,0.0019627046,0.010570767,0.007304683,0.0012926642,0.000894478,0.0025092366],"category_scores_gemma":[0.0077010854,0.00029188275,0.00027867532,0.0016247397,0.004983809,0.0015138708,0.0038829506,0.0019718457,0.00051942247],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003271725,0.00006266235,0.01682286,0.000050475475,0.0000029056382,0.000619706,0.96611965,0.000034514935,0.0012378428,0.00048173752,0.0004113262,0.014123646],"study_design_scores_gemma":[0.0000036468448,0.000038566603,0.017747289,0.000057779827,0.0000040337604,0.00018391554,0.97246855,0.00011804306,0.00055958325,0.00018085536,0.0086200265,0.000017792781],"about_ca_topic_score_codex":0.39393607,"about_ca_topic_score_gemma":0.57877153,"teacher_disagreement_score":0.39393607,"about_ca_system_score_codex":0.014575236,"about_ca_system_score_gemma":0.030861173,"threshold_uncertainty_score":0.7832862},"labels":[],"label_agreement":null},{"id":"W4391133369","doi":"10.1080/87567555.2024.2302155","title":"Best University Lecturers in the Eyes of International Students","year":2024,"lang":"en","type":"article","venue":"College Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Higher education; Psychology; Pedagogy; Political science","score_opus":0.02375195032756778,"score_gpt":0.2794086291293342,"score_spread":0.2556566788017664,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391133369","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7499344,0.016615994,0.0039717345,0.10057016,0.0072490727,0.000089272624,0.000097502154,0.0007772297,0.120694585],"genre_scores_gemma":[0.9475822,0.003908888,0.0020633268,0.011835918,0.0013651038,0.00002980954,0.00004906712,0.00021461886,0.032951094],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9937516,0.0036154683,0.0002623162,0.00033632174,0.0010218784,0.0010124487],"domain_scores_gemma":[0.98695034,0.0016338214,0.0019150445,0.0006807236,0.0018792512,0.006940801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005250245,0.0006541681,0.0007218661,0.00056399213,0.0068055396,0.013338991,0.00092461193,0.0025770515,0.011126771],"category_scores_gemma":[0.016670246,0.00037687222,0.0005986713,0.00036723542,0.0041712504,0.00610379,0.0055874316,0.0054301,0.004477967],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044704272,0.00073957973,0.062365904,0.00068248325,0.00011963546,0.0049095624,0.47132662,0.00038939694,0.012753427,0.013503761,0.23501495,0.19774762],"study_design_scores_gemma":[0.00003403047,0.00065463677,0.019879526,0.0005274705,0.0000962624,0.0042911028,0.70890975,0.00015940036,0.003758257,0.0030774048,0.25847763,0.00013447546],"about_ca_topic_score_codex":0.00085679657,"about_ca_topic_score_gemma":0.0025579918,"teacher_disagreement_score":0.013338991,"about_ca_system_score_codex":0.0012984476,"about_ca_system_score_gemma":0.0014864575,"threshold_uncertainty_score":0.037222683},"labels":[],"label_agreement":null},{"id":"W4391187908","doi":"10.5539/elt.v17n2p1","title":"Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Anxiety; Perception; Foreign language anxiety; English as a foreign language; Foreign language; Mathematics education; Linguistics; Pedagogy","score_opus":0.01410967164971625,"score_gpt":0.29302024257032083,"score_spread":0.27891057092060456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391187908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995797,0.00006944193,0.000009881974,0.00004383015,0.0000028336856,0.000003673117,0.000007568669,8.047142e-7,0.00028226865],"genre_scores_gemma":[0.9996953,0.00009508476,0.000019891997,0.00004036345,0.00000367296,0.000003076304,0.000010596769,3.1816282e-7,0.00013170377],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9996755,0.000071900635,0.00003476931,0.000022122478,0.000105034975,0.000090731744],"domain_scores_gemma":[0.99859947,0.00017792452,0.00056322716,0.000025043602,0.0001861449,0.00044813863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040504927,0.0002458486,0.0002593859,0.00052759104,0.00074039836,0.0012236574,0.00016255635,0.00044474122,0.0019660485],"category_scores_gemma":[0.0014510688,0.0001582502,0.00030482595,0.00027208353,0.00041643952,0.0003174964,0.0004803199,0.0006004545,0.00020624149],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010186393,0.00043194182,0.97050875,0.000100818805,0.00002952931,0.0005683725,0.016842198,0.00002391945,0.0018443206,0.000059485763,0.00021645094,0.009272265],"study_design_scores_gemma":[0.000007744086,0.00064385514,0.9161708,0.000054999993,0.00003744712,0.00096921367,0.08062209,0.00011283889,0.00038688493,0.000053716238,0.0009182042,0.000022267744],"about_ca_topic_score_codex":0.0033358748,"about_ca_topic_score_gemma":0.005446629,"teacher_disagreement_score":0.0033358748,"about_ca_system_score_codex":0.00032035142,"about_ca_system_score_gemma":0.0005117813,"threshold_uncertainty_score":0.0066328645},"labels":[],"label_agreement":null},{"id":"W4391264884","doi":"10.53103/cjlls.v4i1.147","title":"Exploring Communicative Strategies in ESL Classroom: Perspective of ESL Learners in Focus","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Focus (optics); Communicative language teaching; Linguistics; Communicative competence; Pedagogy; Focus on form; Mathematics education; Psychology; Sociology; Computer science; Language education; Grammar; Philosophy; Artificial intelligence","score_opus":0.07677051153672813,"score_gpt":0.3103493916396897,"score_spread":0.23357888010296157,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391264884","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9750137,0.0015705216,0.003798271,0.0041529834,0.00006750514,0.00013722776,0.00009382714,0.000033257296,0.015132813],"genre_scores_gemma":[0.98921996,0.00111646,0.0014637613,0.0009427348,0.000020074385,0.00013876487,0.000036453122,0.000034591278,0.0070272163],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9938267,0.004184429,0.00015106039,0.00041789396,0.00058476976,0.0008351625],"domain_scores_gemma":[0.99215466,0.00555457,0.0004784187,0.00014843451,0.0007358192,0.00092810113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008273632,0.000631269,0.0009554674,0.002481533,0.0106897885,0.005556985,0.0019388904,0.0021105653,0.004511861],"category_scores_gemma":[0.00973775,0.0005448249,0.00038276924,0.0013992405,0.013088192,0.0055346526,0.006180269,0.0028126503,0.00081823097],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009014228,0.000019476436,0.0009564238,0.0000530796,0.0000014070067,0.00057752803,0.9942514,0.000010810557,0.0006292145,0.00097279163,0.00016732265,0.0023515227],"study_design_scores_gemma":[0.0000017158491,0.00001624943,0.00047176515,0.00007323916,0.0000019503416,0.00039048598,0.9917921,0.000029674524,0.00025093567,0.0002745687,0.0066903452,0.000007116338],"about_ca_topic_score_codex":0.008762117,"about_ca_topic_score_gemma":0.012076781,"teacher_disagreement_score":0.0106897885,"about_ca_system_score_codex":0.0047340835,"about_ca_system_score_gemma":0.0039618504,"threshold_uncertainty_score":0.04375565},"labels":[],"label_agreement":null},{"id":"W4391267681","doi":"10.53103/cjlls.v3i6.129","title":"Attitudes of Ghanaian Students towards the Establishment of a National Language in Ghana","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Political science; National language; Sociology; Psychology; Pedagogy; Economic growth; Geography; Linguistics; Economics","score_opus":0.03515278719805966,"score_gpt":0.3144778200643991,"score_spread":0.2793250328663395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391267681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989594,0.000090239235,0.0000072890202,0.00016556922,0.000004692217,0.0000046964788,0.0000055396126,5.4534405e-7,0.0007620041],"genre_scores_gemma":[0.99864167,0.00020132828,0.000032051004,0.00012657912,0.0000031861368,0.0000049830887,0.0000070374354,5.702359e-7,0.0009826261],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99951994,0.00015413393,0.00003108789,0.000025918584,0.00010924002,0.0001597036],"domain_scores_gemma":[0.9974662,0.00037138886,0.0007248644,0.00004654831,0.00040520614,0.0009857694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011565004,0.0001886159,0.00030084513,0.00062343315,0.0017575627,0.00168422,0.00020594161,0.00059363095,0.0030286799],"category_scores_gemma":[0.0026255434,0.00020763252,0.0001710622,0.0005852685,0.0012549154,0.000620221,0.0005805187,0.0010151066,0.00046805362],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019589374,0.00060197525,0.76079476,0.00013667282,0.000016739683,0.0013793675,0.21150291,0.000039068495,0.003177042,0.0004420425,0.00090372236,0.020809717],"study_design_scores_gemma":[0.000014847591,0.0008021332,0.55996144,0.00014329924,0.000013893814,0.0005591192,0.43247753,0.00006978967,0.0003937527,0.000116706295,0.00542417,0.0000232517],"about_ca_topic_score_codex":0.019926973,"about_ca_topic_score_gemma":0.04147923,"teacher_disagreement_score":0.019926973,"about_ca_system_score_codex":0.0010466385,"about_ca_system_score_gemma":0.0011174179,"threshold_uncertainty_score":0.03962195},"labels":[],"label_agreement":null},{"id":"W4391287273","doi":"10.22492/issn.2759-1182.2023.7","title":"Reading and Listening Outcomes of Learners in the Duolingo English Course for Japanese Speakers","year":2024,"lang":"en","type":"article","venue":"WorldCALL official conference proceedings","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Impact","funders":"","keywords":"Active listening; Reading (process); Psychology; Course (navigation); Linguistics; Computer science; Communication; Engineering","score_opus":0.03556301276644644,"score_gpt":0.2819269311567447,"score_spread":0.24636391839029828,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391287273","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974789,0.000047380392,0.000018446714,0.000039768867,0.000010046737,0.00000836972,0.000060682276,0.0000048052702,0.0023316967],"genre_scores_gemma":[0.9928161,0.00010481767,0.000060776958,0.000054866527,0.0000082534525,0.000029183751,0.00023169168,0.0000119973365,0.0066823745],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99950767,0.00006661292,0.000053271182,0.00011699888,0.000117219686,0.000138198],"domain_scores_gemma":[0.99724483,0.0005654508,0.0003699878,0.00006803284,0.00053903955,0.0012127326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008858065,0.0004701647,0.0005834319,0.00073160167,0.00088253117,0.0021611731,0.00042714662,0.0008531835,0.009005799],"category_scores_gemma":[0.0046701734,0.00020108679,0.00052829506,0.00034835676,0.0005471319,0.0012021759,0.0013334316,0.0011164353,0.0022837992],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0050485637,0.00900811,0.6277934,0.0005372892,0.0002635748,0.004242631,0.22503094,0.0005219926,0.03417462,0.0006059741,0.0051066913,0.08766623],"study_design_scores_gemma":[0.00008855919,0.0023903789,0.8886979,0.00010279171,0.00022529828,0.0004467809,0.10149795,0.00037224978,0.0031786347,0.00037927928,0.002506429,0.00011372896],"about_ca_topic_score_codex":0.0070196553,"about_ca_topic_score_gemma":0.012460633,"teacher_disagreement_score":0.009005799,"about_ca_system_score_codex":0.0004742429,"about_ca_system_score_gemma":0.0006284287,"threshold_uncertainty_score":0.030127347},"labels":[],"label_agreement":null},{"id":"W4391297546","doi":"10.5281/zenodo.8225221","title":"English Pronunciation in a Global World: A MOOC course for pronunciation teaching","year":2023,"lang":"en","type":"book-chapter","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University","keywords":"Pronunciation; Course (navigation); Linguistics; History; Computer science; Mathematics education; Psychology; Engineering; Philosophy","score_opus":0.023718019482853632,"score_gpt":0.24119663483051268,"score_spread":0.21747861534765905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391297546","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16344123,0.0149087105,0.047819145,0.009093609,0.005802441,0.0010821923,0.0007015596,0.0018408613,0.7553102],"genre_scores_gemma":[0.33608732,0.014814975,0.0778005,0.0031816282,0.0011340118,0.00084178144,0.0020790992,0.0011950259,0.5628656],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99983215,0.000032882377,0.000008233398,0.000026025773,0.00005834427,0.00004222547],"domain_scores_gemma":[0.9997559,0.000038189428,0.000008117665,0.000014116527,0.000047812147,0.00013582576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003451655,0.0006726903,0.00028629508,0.00045268337,0.00093367085,0.002826966,0.00048406405,0.00064117135,0.01215851],"category_scores_gemma":[0.00048348372,0.00013018516,0.0002072498,0.0006435188,0.0003333735,0.0012333913,0.0016962029,0.0012173065,0.004703037],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074035546,0.0007914669,0.0012816587,0.00056105567,0.0000059405857,0.000598755,0.008252251,0.00047421918,0.0118996855,0.023466947,0.09664944,0.8559444],"study_design_scores_gemma":[0.000026274225,0.00037587364,0.008707964,0.00067214534,0.000012319498,0.0010505177,0.0047232406,0.0009777764,0.004315915,0.0078855995,0.971227,0.000025444275],"about_ca_topic_score_codex":0.0009485011,"about_ca_topic_score_gemma":0.0039149,"teacher_disagreement_score":0.01215851,"about_ca_system_score_codex":0.00062736263,"about_ca_system_score_gemma":0.0013072535,"threshold_uncertainty_score":0.04067427},"labels":[],"label_agreement":null},{"id":"W4391325724","doi":"10.23977/curtm.2024.070111","title":"Curriculum Innovation and Teaching Methodology in French as a Foreign Language (FFL) Instruction","year":2024,"lang":"en","type":"article","venue":"Curriculum and Teaching Methodology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Curriculum; Foreign language; Mathematics education; Pedagogy; Computer science; Psychology","score_opus":0.10464508482908567,"score_gpt":0.3695597835243945,"score_spread":0.2649146986953088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391325724","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.713582,0.004553053,0.11976237,0.006102056,0.00023534898,0.0010999517,0.00005687044,0.00039920103,0.15420915],"genre_scores_gemma":[0.91581357,0.0012728404,0.07085124,0.00035758698,0.000039112616,0.00064042583,0.000034935096,0.00003249515,0.010957825],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99280655,0.0056884717,0.00013463244,0.00037781708,0.00047643913,0.00051590696],"domain_scores_gemma":[0.9961402,0.0025434766,0.0002927218,0.00020983003,0.0002659344,0.0005479011],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074867434,0.00048981904,0.00032933382,0.001974554,0.002824569,0.006115215,0.0011871024,0.0011721317,0.002893125],"category_scores_gemma":[0.0053853667,0.00017898138,0.00044966207,0.0012228517,0.0048310626,0.001762242,0.0032974852,0.0011116321,0.00034722048],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009254102,0.0017014133,0.01419413,0.0011502702,0.00002712522,0.0009224413,0.14864154,0.0022575676,0.005303023,0.1599438,0.0029561082,0.6628101],"study_design_scores_gemma":[0.00020530669,0.0025054794,0.050572958,0.0028009226,0.0001073193,0.0019966606,0.24097136,0.010163414,0.016111188,0.1030447,0.5713313,0.00018934936],"about_ca_topic_score_codex":0.0056596077,"about_ca_topic_score_gemma":0.009538758,"teacher_disagreement_score":0.008993092,"about_ca_system_score_codex":0.008993092,"about_ca_system_score_gemma":0.0093316585,"threshold_uncertainty_score":0.06524974},"labels":[],"label_agreement":null},{"id":"W4391344800","doi":"10.7202/1108569ar","title":"L’écriture collaborative dans des cours de français langue seconde : un résumé de trois études","year":2024,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Montréal; Concordia University","funders":"","keywords":"Philosophy; Humanities","score_opus":0.017887091265648556,"score_gpt":0.24969801761887717,"score_spread":0.2318109263532286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391344800","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8760425,0.008533504,0.0043864464,0.009961585,0.00025080884,0.00025324622,0.0002601888,0.00008833612,0.10022337],"genre_scores_gemma":[0.9725821,0.002377426,0.0015395534,0.00067932426,0.000047820755,0.0001871305,0.00014526115,0.000043396118,0.022398075],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9925176,0.003716216,0.00024081318,0.0007830249,0.0016140759,0.0011283366],"domain_scores_gemma":[0.98377454,0.007167989,0.0013957273,0.0007631608,0.004264147,0.0026344736],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007220567,0.00066345476,0.0004997989,0.0018944308,0.011672209,0.010446925,0.0011955661,0.001359109,0.011772404],"category_scores_gemma":[0.012973323,0.00034858016,0.00052580377,0.0033447077,0.006209673,0.004789688,0.0048220204,0.002357549,0.0008325942],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011966754,0.00019741907,0.038607597,0.00050601206,0.00004896555,0.0006239941,0.84432733,0.00025360452,0.0011323744,0.01945027,0.006869502,0.08786326],"study_design_scores_gemma":[0.000019939069,0.00011851632,0.07764287,0.00078701525,0.000056671477,0.000204965,0.675729,0.00041268163,0.0007725022,0.001830753,0.24232925,0.0000959251],"about_ca_topic_score_codex":0.6123078,"about_ca_topic_score_gemma":0.6580077,"teacher_disagreement_score":0.6123078,"about_ca_system_score_codex":0.025366878,"about_ca_system_score_gemma":0.025260929,"threshold_uncertainty_score":0.7799508},"labels":[],"label_agreement":null},{"id":"W4391363044","doi":"10.1080/14708477.2023.2298902","title":"Lost in translation: intercultural understanding in oral interactions in an e-tandem virtual exchange","year":2024,"lang":"en","type":"article","venue":"Language and Intercultural Communication","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intercultural communication; Linguistics; Translation (biology); Sociology; Cultural exchange; Psychology; Communication; Philosophy; Anthropology; Biology; Genetics","score_opus":0.13468016584998108,"score_gpt":0.3453264720396391,"score_spread":0.21064630618965804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391363044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95510656,0.00048099927,0.00575714,0.0015839083,0.00007683297,0.000051372168,0.000044366785,0.000047512578,0.036851354],"genre_scores_gemma":[0.992687,0.00015502155,0.00092776126,0.000111097426,0.000011623068,0.00002040634,0.000024578712,0.000029248158,0.0060333163],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99588627,0.002579084,0.00013230795,0.0002899539,0.00070871395,0.0004036621],"domain_scores_gemma":[0.99558926,0.002663176,0.00056428276,0.00028017772,0.000488291,0.00041480307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028299422,0.00047442038,0.0003853374,0.0010372171,0.005110746,0.009369795,0.0008132364,0.0015936049,0.0049503036],"category_scores_gemma":[0.010111093,0.00023623196,0.0003759167,0.00091950287,0.006715854,0.0053306804,0.0073701465,0.002460534,0.00067580194],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006959878,0.000046965735,0.0047193193,0.000076111886,0.00001155747,0.0011951885,0.9712179,0.00014926506,0.003007245,0.004364675,0.00058039237,0.014561737],"study_design_scores_gemma":[0.0000074239206,0.000051280826,0.0073851505,0.0001145438,0.000016133688,0.0008094738,0.9672842,0.00046322425,0.0011035105,0.0025545189,0.020180633,0.000029913412],"about_ca_topic_score_codex":0.0057583516,"about_ca_topic_score_gemma":0.0066239,"teacher_disagreement_score":0.009369795,"about_ca_system_score_codex":0.0022421735,"about_ca_system_score_gemma":0.002349441,"threshold_uncertainty_score":0.016560435},"labels":[],"label_agreement":null},{"id":"W4391387954","doi":"10.1558/jircd.22951","title":"Adapting educational speech-language pathology services during a pandemic","year":2024,"lang":"en","type":"article","venue":"Journal of Interactional Research in Communication Disorders","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pandemic; Computer science; Coronavirus disease 2019 (COVID-19); Linguistics; Pathology; Medicine; Disease; Infectious disease (medical specialty); Philosophy","score_opus":0.088672659346949,"score_gpt":0.43783712873921987,"score_spread":0.34916446939227086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391387954","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96684253,0.00015438462,0.0023320862,0.014461644,0.00031389928,0.0038261756,0.000117270545,0.0001063414,0.0118456725],"genre_scores_gemma":[0.9752753,0.00039461668,0.013692643,0.0040467037,0.00012703352,0.0023039049,0.00014501889,0.00002533731,0.0039895014],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9910103,0.00426366,0.0002784902,0.00045664218,0.00075436267,0.003236635],"domain_scores_gemma":[0.99066,0.0015637256,0.00067587063,0.00046965733,0.0013077003,0.0053230994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011880988,0.00041346427,0.00022330436,0.0005467854,0.007313346,0.0024421376,0.0028398968,0.002430553,0.0048356885],"category_scores_gemma":[0.015055265,0.00041120217,0.00043048177,0.0004160257,0.0019139661,0.002015437,0.008935374,0.0025563426,0.00050429726],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013223226,0.012348546,0.21128853,0.0013536233,0.000075290205,0.019960487,0.20045908,0.0043117558,0.0101973545,0.0041040545,0.03320188,0.5013769],"study_design_scores_gemma":[0.0006977534,0.0091441795,0.19166909,0.0015927737,0.00006732121,0.0043533794,0.6838399,0.004386565,0.0032495016,0.00264559,0.0981718,0.00018218101],"about_ca_topic_score_codex":0.033873297,"about_ca_topic_score_gemma":0.115533166,"teacher_disagreement_score":0.033873297,"about_ca_system_score_codex":0.010478703,"about_ca_system_score_gemma":0.033135276,"threshold_uncertainty_score":0.076028705},"labels":[],"label_agreement":null},{"id":"W4391401741","doi":"10.1007/s10648-024-09849-2","title":"A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research","year":2024,"lang":"en","type":"article","venue":"Educational Psychology Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Educational psychology; Psychology; Language acquisition; Second-language acquisition; Developmental linguistics; Language assessment; Linguistics; Comprehension approach; Language education; Pedagogy; Mathematics education","score_opus":0.2366371488174383,"score_gpt":0.5131534287998295,"score_spread":0.2765162799823912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391401741","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023144178,0.97147894,0.00226856,0.0010065277,0.00041394553,0.00022346537,0.00086681143,0.00007067914,0.00052682107],"genre_scores_gemma":[0.6451757,0.338664,0.008723266,0.0025597708,0.0006165971,0.0010400597,0.0019392016,0.00015524201,0.0011262266],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.98209894,0.009401113,0.0038465117,0.002575156,0.0015981839,0.00048004652],"domain_scores_gemma":[0.93511957,0.050926305,0.0061939443,0.003454156,0.003421459,0.00088447175],"candidate_categories":["metaepi_broad"],"consensus_categories":[],"category_scores_codex":[0.025335714,0.0019895723,0.008080702,0.0042333077,0.0009898159,0.004051464,0.0022884489,0.0022633816,0.005036625],"category_scores_gemma":[0.07174918,0.0013841592,0.03378445,0.004976753,0.0011096194,0.0022958836,0.0031883433,0.0029283199,0.0005216264],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012881325,0.00003481558,0.014887742,0.046291664,0.92667484,0.000084174244,0.00017493064,0.0002499148,0.00030976828,0.00033710213,0.00069881097,0.008968124],"study_design_scores_gemma":[0.00050744036,0.00023523245,0.013704706,0.007971263,0.9743149,0.00007730165,0.00009530272,0.00015483993,0.00014686788,0.0008681025,0.0018940995,0.00002998782],"about_ca_topic_score_codex":0.013040568,"about_ca_topic_score_gemma":0.028571622,"teacher_disagreement_score":0.9919193,"about_ca_system_score_codex":0.0022693886,"about_ca_system_score_gemma":0.00476464,"threshold_uncertainty_score":0.13398969},"labels":[],"label_agreement":null},{"id":"W4391450022","doi":"10.5430/jct.v13n1p61","title":"The Effects of Form-Focused Communicative Grammar Instruction on Students’ Pronunciation and Grammar in Speaking","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Grammar; Linguistics; Computer science; Psychology; Communicative language teaching; Natural language processing; Language education; Philosophy","score_opus":0.01059595916704842,"score_gpt":0.2656824832096358,"score_spread":0.25508652404258736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391450022","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984617,0.000074832395,0.0003373004,0.00002924161,0.000010335377,0.000057511737,0.000008238461,0.000022223514,0.000998633],"genre_scores_gemma":[0.9942059,0.00019031898,0.004089519,0.000044101373,0.0000131085235,0.00014581301,0.00003148328,0.000010895917,0.00126885],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99852633,0.00057346025,0.00011944765,0.00024703675,0.0003517855,0.00018205482],"domain_scores_gemma":[0.9944068,0.0035288616,0.0005243331,0.00025697926,0.00033074323,0.00095231115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011854509,0.000657435,0.0007939844,0.00053625164,0.0003439811,0.00075887,0.00044484256,0.0005335527,0.0026992464],"category_scores_gemma":[0.0068314117,0.00022268605,0.0005383121,0.00031192246,0.00062670466,0.00050342246,0.0009636841,0.00086348684,0.00036064762],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00789585,0.052350115,0.04551596,0.0019829143,0.00030335897,0.0011809419,0.019181097,0.0027308753,0.2248495,0.0008914689,0.0009516109,0.6421663],"study_design_scores_gemma":[0.002073027,0.12668526,0.7298566,0.000527646,0.0015707783,0.0011513005,0.010250104,0.0057473117,0.10994095,0.0019683135,0.009997738,0.00023084672],"about_ca_topic_score_codex":0.00047400812,"about_ca_topic_score_gemma":0.0008217002,"teacher_disagreement_score":0.0026992464,"about_ca_system_score_codex":0.00029841246,"about_ca_system_score_gemma":0.00082312175,"threshold_uncertainty_score":0.009029925},"labels":[],"label_agreement":null},{"id":"W4391682110","doi":"10.1177/23294906231226212","title":"Accent Bias Training in Undergraduate Human Resource Management Education","year":2024,"lang":"en","type":"article","venue":"Business and Professional Communication Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Simon Fraser University; University of Calgary","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Stress (linguistics); Training (meteorology); Psychology; Higher education; Mathematics education; Pedagogy; Linguistics; Political science; Geography","score_opus":0.07976802346350066,"score_gpt":0.3293141483523174,"score_spread":0.24954612488881678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391682110","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97810924,0.0010852446,0.0014213133,0.0060320413,0.0001995074,0.000048836446,0.000008170003,0.000023356464,0.013072398],"genre_scores_gemma":[0.99601185,0.00040719943,0.0009356463,0.00085546204,0.00003965951,0.000028490718,0.000004915045,0.0000048521247,0.0017118959],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99509674,0.0029373216,0.00015697433,0.00023722726,0.0008575524,0.00071424956],"domain_scores_gemma":[0.9861324,0.0064176773,0.0014285299,0.00045221913,0.0010670087,0.0045021693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012115038,0.0001256647,0.00018671864,0.0005062326,0.0035558036,0.0025587063,0.00058626645,0.00057027466,0.0030690914],"category_scores_gemma":[0.021451099,0.00015535181,0.00010062204,0.00053484447,0.0015464525,0.001412337,0.0036206516,0.0013570025,0.00039208136],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020144746,0.0016253142,0.13258107,0.00075339735,0.000013571554,0.001030902,0.3295737,0.00047932347,0.0068259407,0.005587972,0.009304791,0.51202255],"study_design_scores_gemma":[0.00006246838,0.0022236456,0.2845594,0.0018378164,0.000029280605,0.0013497612,0.59127986,0.0012279962,0.0063813226,0.015502046,0.09545548,0.00009092929],"about_ca_topic_score_codex":0.0017410999,"about_ca_topic_score_gemma":0.0053170174,"teacher_disagreement_score":0.012115038,"about_ca_system_score_codex":0.0018112073,"about_ca_system_score_gemma":0.006559677,"threshold_uncertainty_score":0.06407118},"labels":[],"label_agreement":null},{"id":"W4392050231","doi":"10.5430/jct.v13n1p242","title":"Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Phonics; Foundation (evidence); China; Mathematics education; Psychology; Pedagogy; Political science; Primary education","score_opus":0.017342265685591256,"score_gpt":0.3040479050086361,"score_spread":0.2867056393230448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392050231","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.100723356,0.001699337,0.76230955,0.016356274,0.000555075,0.018425463,0.00077187986,0.0020245686,0.09713448],"genre_scores_gemma":[0.1038115,0.0009816181,0.8769434,0.0009419949,0.000033264638,0.009686888,0.000306541,0.000033187735,0.00726173],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99705255,0.0012966931,0.00027634637,0.00030993184,0.00085607497,0.00020833495],"domain_scores_gemma":[0.9957806,0.0015930404,0.00039222164,0.00024584107,0.0015623221,0.0004260925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071143485,0.0007273615,0.00038985317,0.0028409692,0.0015946658,0.0016730003,0.0017520448,0.0013349602,0.0059410213],"category_scores_gemma":[0.006721162,0.00041965488,0.0005185975,0.0012849731,0.002539793,0.0017442686,0.0020798915,0.001715784,0.0009959096],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015568866,0.0025732804,0.012344332,0.0030920326,0.00003285662,0.00047106625,0.01666727,0.0048756613,0.0083416235,0.25215128,0.024557984,0.674737],"study_design_scores_gemma":[0.0010940094,0.0041018724,0.047331683,0.007461105,0.00030271438,0.00152168,0.04144151,0.060381737,0.03572354,0.15588577,0.64437246,0.00038204694],"about_ca_topic_score_codex":0.0063578957,"about_ca_topic_score_gemma":0.013708691,"teacher_disagreement_score":0.0071143485,"about_ca_system_score_codex":0.004728443,"about_ca_system_score_gemma":0.023628468,"threshold_uncertainty_score":0.037624717},"labels":[],"label_agreement":null},{"id":"W4392102341","doi":"10.5430/wjel.v14n3p148","title":"Learning by Gaming: Investigating the Effectiveness of Kahoot! on Young ESL Learners’ Language Performance","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Mathematics education; Second language; Linguistics; Psychology","score_opus":0.011058949138147171,"score_gpt":0.24156027065480762,"score_spread":0.23050132151666045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392102341","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994893,0.000015188408,0.000057627614,0.0000060625807,0.0000013268649,0.000027601582,0.000007958608,0.000001922742,0.00039307203],"genre_scores_gemma":[0.9981679,0.000093385606,0.0007231703,0.000016713077,0.0000045035345,0.00009214469,0.000029053821,0.0000021589678,0.0008709171],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99945945,0.00019648667,0.000050878833,0.00007403264,0.000117737225,0.00010143313],"domain_scores_gemma":[0.9975916,0.0014810688,0.00024712342,0.00007381378,0.00018813359,0.0004182394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013396397,0.0003274672,0.00035136842,0.000398743,0.00028340227,0.00066811155,0.00034643206,0.0003110144,0.0013894903],"category_scores_gemma":[0.0040326463,0.0001346205,0.00024885783,0.00017297253,0.0002911915,0.00046645393,0.00063799124,0.00031240398,0.00029943185],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0054549095,0.04371679,0.40597564,0.0014199677,0.00019747115,0.0012363989,0.066902876,0.001182986,0.0654577,0.0008229334,0.0005249111,0.40710747],"study_design_scores_gemma":[0.00016821643,0.054022416,0.88571167,0.00016660422,0.00022841395,0.0005461502,0.020824796,0.002348971,0.03172969,0.00042808935,0.0037297725,0.000095138224],"about_ca_topic_score_codex":0.0011586953,"about_ca_topic_score_gemma":0.0019556454,"teacher_disagreement_score":0.0013894903,"about_ca_system_score_codex":0.00021343652,"about_ca_system_score_gemma":0.00038812048,"threshold_uncertainty_score":0.007084787},"labels":[],"label_agreement":null},{"id":"W4392102446","doi":"10.5430/wjel.v14n3p170","title":"The Effects of Using Scientific Genre to Promote Undergraduate Students’ English Academic Writing in an ESP Course","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Test (biology); Scientific writing; Mathematics education; Psychology; Computer science; Pedagogy; Linguistics","score_opus":0.01780926713154432,"score_gpt":0.3149831600763903,"score_spread":0.297173892944846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392102446","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99851626,0.00003642647,0.00012776526,0.000054297278,0.000016591444,0.000047071117,0.0000046430455,0.000007967073,0.0011890494],"genre_scores_gemma":[0.99533516,0.00016866543,0.0026569755,0.00010324844,0.00003115302,0.00012582116,0.000028017286,0.0000067896567,0.0015441409],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9983065,0.0007558907,0.00015334605,0.00019538098,0.00041856704,0.00017019767],"domain_scores_gemma":[0.9868063,0.008147733,0.0016063205,0.0005087419,0.00084701006,0.0020840003],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002467456,0.00050795503,0.00047279784,0.0005424481,0.00085572375,0.0013520998,0.00054214284,0.0007908824,0.0035397694],"category_scores_gemma":[0.01519958,0.00019585779,0.00039877015,0.00036055376,0.00048179552,0.00084241433,0.001234147,0.0010981335,0.000659029],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008852536,0.11821363,0.123840466,0.0018416226,0.00020064827,0.0017933474,0.035250448,0.00074695237,0.1393407,0.0009766691,0.0015933136,0.5673496],"study_design_scores_gemma":[0.002377117,0.14316227,0.7170692,0.0006262678,0.00063523196,0.001238109,0.03894971,0.0028679862,0.07628898,0.0029591445,0.01369082,0.0001351047],"about_ca_topic_score_codex":0.00024919072,"about_ca_topic_score_gemma":0.0004499221,"teacher_disagreement_score":0.0035397694,"about_ca_system_score_codex":0.0003421414,"about_ca_system_score_gemma":0.0007427478,"threshold_uncertainty_score":0.0130493045},"labels":[],"label_agreement":null},{"id":"W4392102669","doi":"10.5430/wjel.v14n3p130","title":"Error Analysis in Second Language Writing: An Intervention Research","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hainan University","keywords":"Computer science; Error analysis; Intervention (counseling); Linguistics; Natural language processing; Mathematics; Psychology; Applied mathematics; Philosophy","score_opus":0.04698998554979102,"score_gpt":0.3642516547888716,"score_spread":0.3172616692390806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392102669","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95575947,0.0022990126,0.014785552,0.0011867016,0.00048357042,0.012060276,0.00010995288,0.00036034355,0.012955296],"genre_scores_gemma":[0.89673644,0.0036164417,0.06394272,0.00075548963,0.00022887456,0.024681708,0.0001368813,0.0000744386,0.009827002],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9921416,0.00432176,0.0006507966,0.0010202774,0.0012791606,0.00058640353],"domain_scores_gemma":[0.9836363,0.010407852,0.0015137814,0.0012813046,0.0017050996,0.0014556254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007406876,0.0011297744,0.0014258119,0.00189171,0.0020575204,0.00166994,0.00200208,0.0015732395,0.0040610535],"category_scores_gemma":[0.022718688,0.0005538495,0.0007837016,0.0010325434,0.0013476684,0.0016434729,0.0025541722,0.0022585262,0.00057199865],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0037472805,0.13464819,0.009419517,0.0074017914,0.00017341209,0.00072187505,0.04407065,0.00049631373,0.012783478,0.0039631724,0.0024043315,0.78017],"study_design_scores_gemma":[0.040154863,0.35756508,0.21744668,0.015285936,0.0033449058,0.006710717,0.10723785,0.007692595,0.11078245,0.019705916,0.113433294,0.00063974335],"about_ca_topic_score_codex":0.00072030176,"about_ca_topic_score_gemma":0.0010806497,"teacher_disagreement_score":0.007406876,"about_ca_system_score_codex":0.0015817388,"about_ca_system_score_gemma":0.0055735367,"threshold_uncertainty_score":0.039171755},"labels":[],"label_agreement":null},{"id":"W4392167602","doi":"10.5430/jct.v13n1p356","title":"The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Degree (music); Psychology; Mathematics education; Anxiety; Linguistics; Pedagogy; Physics","score_opus":0.014979197537964261,"score_gpt":0.2364005591484157,"score_spread":0.22142136161045145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392167602","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956423,0.000034217443,0.000020222165,0.000014011106,0.0000026806256,0.000005181317,0.000004576614,0.0000011916858,0.0003538371],"genre_scores_gemma":[0.99937755,0.000057340832,0.00008832352,0.000017274799,0.000003017015,0.000011384803,0.000015276188,0.000001183836,0.00042861458],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955636,0.000110872104,0.000051236602,0.00006040891,0.00013021585,0.00009087792],"domain_scores_gemma":[0.9981444,0.00045817002,0.0005081593,0.00008262518,0.00023264851,0.0005739822],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00065457774,0.0002819104,0.00021907745,0.0003232891,0.00031800743,0.00080409704,0.00014838275,0.0002196049,0.0012275547],"category_scores_gemma":[0.0029000263,0.00011075493,0.00040065518,0.00013190482,0.000284573,0.00031719895,0.0005565735,0.0005226548,0.00011836847],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088504114,0.0053152023,0.8255068,0.00025244607,0.00019517289,0.00073959486,0.018655634,0.00017888274,0.03794861,0.00021414363,0.00044901946,0.10965942],"study_design_scores_gemma":[0.0000136708095,0.000715967,0.9926393,0.000016135764,0.00004429765,0.00008189105,0.004748856,0.00014416914,0.0011867081,0.000048992828,0.0003482582,0.000011667565],"about_ca_topic_score_codex":0.0010375254,"about_ca_topic_score_gemma":0.0027229413,"teacher_disagreement_score":0.0012275547,"about_ca_system_score_codex":0.00020681157,"about_ca_system_score_gemma":0.00034282563,"threshold_uncertainty_score":0.004106581},"labels":[],"label_agreement":null},{"id":"W4392197046","doi":"10.5539/ells.v14n1p30","title":"Students’ Beliefs Toward the Effectiveness of Receiving Written Corrective Feedback for Developing L2 Writing Skills","year":2024,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdulaziz University","keywords":"Corrective feedback; Computer science; Mathematics education; Psychology","score_opus":0.01377747114968903,"score_gpt":0.29583667397773933,"score_spread":0.2820592028280503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392197046","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99846774,0.00007522301,0.00023620915,0.00012619671,0.000004178289,0.0000128374295,0.000011466546,0.0000070739616,0.001059031],"genre_scores_gemma":[0.9987809,0.000116048905,0.0003813171,0.000082747676,0.0000039191355,0.000014434968,0.00001627339,0.0000039410875,0.000600493],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969445,0.0011301874,0.00037894794,0.00018390655,0.0011292038,0.00023321158],"domain_scores_gemma":[0.9606022,0.019411886,0.010577795,0.0009520959,0.0059183347,0.0025376938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061145774,0.00027521115,0.00029582594,0.0008556642,0.0005093997,0.0021873063,0.00041929045,0.0006062348,0.0023029395],"category_scores_gemma":[0.036412235,0.00023438732,0.0002911185,0.00038038555,0.000707698,0.001023683,0.00069416355,0.0009347412,0.00067679357],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053368433,0.0017372174,0.8290739,0.00041784032,0.00010834176,0.00044488985,0.06312043,0.00041508756,0.007520269,0.00020583723,0.0007508641,0.09567177],"study_design_scores_gemma":[0.000103769795,0.0043748356,0.8670094,0.00046238725,0.00019034489,0.0011152991,0.11033409,0.00208809,0.0081426,0.0005046281,0.0055236113,0.00015097523],"about_ca_topic_score_codex":0.0021184373,"about_ca_topic_score_gemma":0.0023352448,"teacher_disagreement_score":0.0061145774,"about_ca_system_score_codex":0.00061437296,"about_ca_system_score_gemma":0.0008866227,"threshold_uncertainty_score":0.032337308},"labels":[],"label_agreement":null},{"id":"W4392214912","doi":"10.1016/j.system.2024.103266","title":"Exploring English for academic purposes instructors’ perceptions of speech fluency through developing and piloting a rating scale for a paired conversational task","year":2024,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Fluency; Task (project management); Perception; Rating scale; Computer science; Scale (ratio); Psychology; English for academic purposes; Mathematics education; Engineering","score_opus":0.1499214792336022,"score_gpt":0.2916934603007519,"score_spread":0.1417719810671497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392214912","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889488,0.000036648584,0.008703181,0.00007271342,0.0000148219615,0.0005887689,0.000050174098,0.00005277517,0.0015321549],"genre_scores_gemma":[0.9714395,0.00008926823,0.026075447,0.000072584735,0.000015406944,0.0013621299,0.000071769275,0.00001766462,0.0008563786],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9947537,0.0032196285,0.0005530845,0.00030760723,0.00095918024,0.00020671221],"domain_scores_gemma":[0.97067183,0.017514281,0.002670022,0.0010249872,0.0071193352,0.0009996321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012578658,0.00038841975,0.00030221985,0.00082632934,0.0004751071,0.001029857,0.0004968546,0.00038129408,0.0011123068],"category_scores_gemma":[0.030885477,0.00025368843,0.00036754648,0.00023191849,0.00054320914,0.0009994274,0.0009875642,0.0006569749,0.00035208196],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009026372,0.004761068,0.32675555,0.0009875827,0.00012617584,0.00084962795,0.23979406,0.0011787757,0.11824652,0.0009196246,0.002173791,0.3033045],"study_design_scores_gemma":[0.00036780137,0.015068201,0.68838847,0.00047461028,0.00018557544,0.0017379525,0.19570026,0.011465865,0.0655985,0.0014825513,0.01914253,0.00038768013],"about_ca_topic_score_codex":0.0007555676,"about_ca_topic_score_gemma":0.0017723588,"teacher_disagreement_score":0.012578658,"about_ca_system_score_codex":0.00042667476,"about_ca_system_score_gemma":0.0008726706,"threshold_uncertainty_score":0.066523075},"labels":[],"label_agreement":null},{"id":"W4392273757","doi":"","title":"Discourse, linguistic ideologies and French teaching at the University of Moncton","year":2016,"lang":"fr","type":"preprint","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Ideology; Sociology; Literature; Philosophy; Art; Political science; Politics","score_opus":0.02417931634761636,"score_gpt":0.24983980939672407,"score_spread":0.2256604930491077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392273757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79839975,0.007630226,0.0005705287,0.03774896,0.00032212716,0.000022481741,0.0001413381,0.00006301764,0.15510166],"genre_scores_gemma":[0.95169544,0.00051286153,0.000107383894,0.00065498165,0.0000328665,0.000009109482,0.000019733625,0.000021608468,0.046945952],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99578446,0.0020261712,0.000076202414,0.0002730207,0.00047391636,0.0013662804],"domain_scores_gemma":[0.99590564,0.0018557522,0.0004805344,0.000102099286,0.0004921244,0.0011638564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029437265,0.00034036103,0.00032747907,0.0014280683,0.019734707,0.009115864,0.0009379426,0.0017972703,0.010327869],"category_scores_gemma":[0.0037984631,0.0002350587,0.00023374993,0.0014858383,0.009606467,0.0021020123,0.0029181645,0.0018101861,0.0006918553],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016375537,0.00007888474,0.015635258,0.0001642272,0.000016619071,0.0015436996,0.7128751,0.00047726915,0.0018504666,0.20705155,0.0151124075,0.04503075],"study_design_scores_gemma":[0.000021852617,0.00007631991,0.056870602,0.00044357093,0.000018625178,0.000341963,0.43376032,0.00049108686,0.002052864,0.005392276,0.50043905,0.00009140292],"about_ca_topic_score_codex":0.6623552,"about_ca_topic_score_gemma":0.8139893,"teacher_disagreement_score":0.9142989,"about_ca_system_score_codex":0.08570113,"about_ca_system_score_gemma":0.033139624,"threshold_uncertainty_score":0.6792666},"labels":[],"label_agreement":null},{"id":"W4392289312","doi":"10.5539/elt.v17n3p85","title":"The Effects of L2 Chinese Learners’ Perceived Writing Anxiety on Their L1 Use within L2 Writing Performance among English Major Students in a Chinese University","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Psychology; Second language writing; Think aloud protocol; Anxiety; Writing process; Task (project management); Academic writing; First language; Mathematics education; Pedagogy; Linguistics; Second language","score_opus":0.006011923290212014,"score_gpt":0.2268594689256283,"score_spread":0.22084754563541628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392289312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99967337,0.000027671558,0.000016046855,0.000029183291,0.0000013064607,0.000003279412,0.000007008881,8.0802266e-7,0.00024141814],"genre_scores_gemma":[0.9995952,0.00005334886,0.00003259683,0.000021021418,0.0000028316522,0.000010491297,0.000018556717,8.5940843e-7,0.00026510548],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991479,0.00019899438,0.00010619301,0.00011209372,0.00025443567,0.000180361],"domain_scores_gemma":[0.9962691,0.001321212,0.0010902105,0.00010381642,0.00043425773,0.0007814075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009041797,0.00038934598,0.00023974308,0.0006153041,0.0009514119,0.0014723444,0.0002754629,0.00040815008,0.0019112035],"category_scores_gemma":[0.00444024,0.00016582884,0.00039682665,0.00036226993,0.000681867,0.00058910996,0.0007584134,0.0005949805,0.00019034126],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010572336,0.0002662614,0.9431289,0.00011671746,0.000046315472,0.0005258113,0.041046444,0.0000612494,0.0024516007,0.00007647221,0.00016449696,0.012010016],"study_design_scores_gemma":[0.000003944674,0.00017917459,0.96422136,0.000034493733,0.000019606367,0.00014110756,0.03456358,0.00013769614,0.0003735587,0.00004402699,0.00026306836,0.000018382994],"about_ca_topic_score_codex":0.010306539,"about_ca_topic_score_gemma":0.014453849,"teacher_disagreement_score":0.010306539,"about_ca_system_score_codex":0.0004755385,"about_ca_system_score_gemma":0.0010106065,"threshold_uncertainty_score":0.02049309},"labels":[],"label_agreement":null},{"id":"W4392342831","doi":"10.18806/tesl.v40i1/1389","title":"Coda: Institutionalizing L2 Writing","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Coda; Linguistics; Political science; Sociology; Geology; Seismology; Philosophy","score_opus":0.026928024142814776,"score_gpt":0.22475705640187066,"score_spread":0.19782903225905588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392342831","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025424257,0.0063919476,0.0242911,0.15072389,0.0053548855,0.00009247358,0.00040752717,0.0010803088,0.78623354],"genre_scores_gemma":[0.7044663,0.0045297598,0.01722233,0.020337468,0.0021895557,0.00038693982,0.00072366995,0.0017139111,0.24843009],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9951521,0.0018211858,0.00021104769,0.0006785308,0.0011777156,0.0009593772],"domain_scores_gemma":[0.9880535,0.0035390519,0.0005393498,0.00318506,0.0022559713,0.0024270439],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006108411,0.00037758372,0.00047155475,0.0011443001,0.014462825,0.017749753,0.0020058956,0.003037874,0.0133702615],"category_scores_gemma":[0.016079381,0.00038767877,0.00043074947,0.001787655,0.017784122,0.0101801995,0.014065334,0.0066195745,0.0019982783],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038054462,0.00002956847,0.0014493153,0.0001126286,0.000009223217,0.00022936561,0.023864495,0.00022585227,0.0004341915,0.7972,0.12938283,0.047024462],"study_design_scores_gemma":[0.000012796044,0.000009438145,0.0011476318,0.00022245887,0.000007255189,0.00011359724,0.011212004,0.00036713204,0.00097569963,0.077338986,0.90855366,0.00003920301],"about_ca_topic_score_codex":0.18041308,"about_ca_topic_score_gemma":0.23772748,"teacher_disagreement_score":0.18041308,"about_ca_system_score_codex":0.016995855,"about_ca_system_score_gemma":0.029933097,"threshold_uncertainty_score":0.3587259},"labels":[],"label_agreement":null},{"id":"W4392343135","doi":"10.18806/tesl.v40i1/1387","title":"Teaching Elementary ESL Writing in Canada","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Mathematics education; Pedagogy; Psychology; Linguistics; Language education; Language assessment; Sheltered instruction; Teaching method; Sociology; Comprehension approach; Philosophy","score_opus":0.015141177374915136,"score_gpt":0.21771939158564965,"score_spread":0.20257821421073452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392343135","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94192976,0.0016147514,0.00069242856,0.004608049,0.00008738358,0.00019814889,0.000934189,0.00016352454,0.049771845],"genre_scores_gemma":[0.9681369,0.0020910238,0.0020114924,0.00079728896,0.000012781373,0.000067301386,0.000489424,0.00004004074,0.02635368],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99849975,0.00011562005,0.00006064899,0.00014899751,0.0005223483,0.00065261475],"domain_scores_gemma":[0.9914001,0.000705255,0.0004032061,0.00016549803,0.0029581508,0.00436774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012244724,0.000267043,0.00037378992,0.0009884401,0.012694457,0.0021786897,0.0011244703,0.00038682084,0.007046405],"category_scores_gemma":[0.0034520586,0.00036420638,0.0002184213,0.0023671563,0.0021327678,0.0006825384,0.0020609442,0.001333295,0.0007182799],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004332767,0.00089277595,0.23817843,0.0012336368,0.000031971183,0.0047455416,0.21082395,0.0012119071,0.0068118344,0.009811991,0.038507186,0.4873174],"study_design_scores_gemma":[0.00006975035,0.00032978324,0.5657744,0.0009920811,0.00003060258,0.0007536247,0.22206222,0.0010062675,0.0024671773,0.0011599769,0.20522358,0.00013053545],"about_ca_topic_score_codex":0.9939267,"about_ca_topic_score_gemma":0.9983367,"teacher_disagreement_score":0.064343505,"about_ca_system_score_codex":0.064343505,"about_ca_system_score_gemma":0.24118766,"threshold_uncertainty_score":0.466847},"labels":[],"label_agreement":null},{"id":"W4392352601","doi":"10.5539/ijel.v14n2p16","title":"Exploring Linguistic Modification Techniques Employed in Open and Distance Learning (ODL) Teachers’ Discourse","year":2024,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Computer science; Psychology; Mathematics education; Sociology; Philosophy","score_opus":0.11203225402112625,"score_gpt":0.3546376461803975,"score_spread":0.24260539215927124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392352601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97830623,0.0006794048,0.008971005,0.00039602982,0.000025175392,0.00008067196,0.000017912638,0.00006587005,0.011457595],"genre_scores_gemma":[0.9938048,0.0002284405,0.003482554,0.000056931214,0.000008824388,0.000038024173,0.000015984055,0.000019840807,0.0023446064],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.996416,0.001931024,0.00018826203,0.00038720053,0.00088066194,0.00019681807],"domain_scores_gemma":[0.99317425,0.004345938,0.0011256342,0.00045319536,0.0006148425,0.0002861854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023051922,0.0003622325,0.00026831598,0.0011316723,0.0015591943,0.0027623628,0.0007559349,0.0007075965,0.00083980476],"category_scores_gemma":[0.0103708375,0.00023368932,0.00017963465,0.00059937045,0.0029532812,0.0019418475,0.0023555413,0.0007287744,0.00021212087],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013406907,0.000119917815,0.0196684,0.00038639313,0.00001654685,0.0017375052,0.84003174,0.00025150157,0.03892694,0.0045309155,0.00037144715,0.093824685],"study_design_scores_gemma":[0.00005548045,0.00056529755,0.09775843,0.00073443115,0.00008792026,0.0067676846,0.74918234,0.0039516515,0.026657436,0.0060291844,0.1080562,0.0001539712],"about_ca_topic_score_codex":0.0013888631,"about_ca_topic_score_gemma":0.0024036441,"teacher_disagreement_score":0.0027623628,"about_ca_system_score_codex":0.0013565426,"about_ca_system_score_gemma":0.0011191714,"threshold_uncertainty_score":0.012191176},"labels":[],"label_agreement":null},{"id":"W4392353868","doi":"10.5430/wjel.v14n3p181","title":"Second Language Acquisition Theories and How They Contribute to Language Learning","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Language acquisition; Linguistics; Second-language acquisition; Natural language processing; Artificial intelligence; Philosophy","score_opus":0.006708091823857915,"score_gpt":0.23612695570079067,"score_spread":0.22941886387693275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392353868","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016372627,0.9380877,0.010850467,0.007848991,0.0005233709,0.00016076183,0.00012770345,0.000037400263,0.02599094],"genre_scores_gemma":[0.20300218,0.7698299,0.01746332,0.0037618882,0.0004510685,0.00049474416,0.0002445553,0.000053694625,0.0046986574],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99324447,0.0030033353,0.0009636177,0.0007536298,0.0017378159,0.0002972301],"domain_scores_gemma":[0.967654,0.02760475,0.001709676,0.00044206448,0.0023163925,0.00027314512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008251806,0.00076293346,0.0014405141,0.009427406,0.0010092586,0.005397044,0.0010884446,0.0014565173,0.004807774],"category_scores_gemma":[0.019395927,0.0004956082,0.0012820483,0.0062592723,0.005275243,0.008403857,0.002517915,0.0026330962,0.00058133237],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006467761,0.0001248539,0.018679071,0.03474562,0.00055254286,0.000731643,0.018112287,0.0008098828,0.0004622876,0.13921978,0.003541203,0.7829562],"study_design_scores_gemma":[0.000074858755,0.00038196775,0.047871098,0.13190207,0.0019657712,0.005220868,0.045140263,0.0019517426,0.0023888724,0.24400233,0.51887685,0.00022336413],"about_ca_topic_score_codex":0.006686106,"about_ca_topic_score_gemma":0.0067283437,"teacher_disagreement_score":0.009427406,"about_ca_system_score_codex":0.003170611,"about_ca_system_score_gemma":0.0076040556,"threshold_uncertainty_score":0.043640196},"labels":[],"label_agreement":null},{"id":"W4392710529","doi":"10.5539/jel.v13n3p1","title":"Students’ Evaluations of Multilingual Educational Slides and Their Visual Attention Distribution on Slides with Different Layouts","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Cognitive psychology","score_opus":0.02746599517954306,"score_gpt":0.3533428642590067,"score_spread":0.3258768690794636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392710529","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99938035,0.000022082564,0.00007678329,0.000010879618,0.0000022753322,0.0000117867385,0.0000141459195,0.000005981665,0.00047575223],"genre_scores_gemma":[0.99857116,0.00005093916,0.00019072944,0.00001541777,0.000003963559,0.000025639065,0.00005468337,0.0000043205064,0.0010831578],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993327,0.00010850962,0.00007446912,0.00012397366,0.00022988165,0.00013034709],"domain_scores_gemma":[0.9968334,0.0007812322,0.0006994737,0.00011581434,0.0007510301,0.00081915705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00084020296,0.00050285144,0.00043490715,0.0006666248,0.00033371945,0.0008430065,0.00027252408,0.00047044642,0.0044939127],"category_scores_gemma":[0.004262671,0.00012794998,0.0004892987,0.00025227066,0.0003020165,0.0004909554,0.0007757032,0.00046158582,0.0006424136],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036858001,0.0040476234,0.66260254,0.0005477372,0.0002720539,0.0012709161,0.04280595,0.0013124578,0.18035969,0.00020781928,0.0018852777,0.101002105],"study_design_scores_gemma":[0.00010117427,0.005977158,0.9457086,0.00006421216,0.00014939718,0.00038936007,0.021411808,0.0019416886,0.0216241,0.0001412123,0.0023857,0.000105556544],"about_ca_topic_score_codex":0.0014749876,"about_ca_topic_score_gemma":0.00188119,"teacher_disagreement_score":0.0044939127,"about_ca_system_score_codex":0.00027036338,"about_ca_system_score_gemma":0.00016700703,"threshold_uncertainty_score":0.015033662},"labels":[],"label_agreement":null},{"id":"W4392782429","doi":"10.5539/elt.v17n3p43","title":"Repair or not? Face-saving in EFL Classes in an Elementary School in Japan","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Psychology; Mathematics education; Face (sociological concept); Pedagogy; Linguistics","score_opus":0.02387980326547644,"score_gpt":0.2940606436437127,"score_spread":0.27018084037823625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392782429","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990381,0.00005206968,0.00006661046,0.00008003759,0.0000048386273,0.0000045668176,0.000008046054,0.0000028470172,0.00074273994],"genre_scores_gemma":[0.99766797,0.00006651734,0.00021162443,0.000114008435,0.0000057874076,0.0000094014185,0.000016482247,0.0000065530025,0.0019016181],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993919,0.00015347956,0.000032188706,0.00014763545,0.000103841434,0.00017085165],"domain_scores_gemma":[0.99921536,0.00012273806,0.00018747455,0.00004149228,0.000081298705,0.00035154767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005932333,0.00024145255,0.00039601873,0.00051212707,0.004242113,0.0012528325,0.0005846416,0.0006909789,0.0023407703],"category_scores_gemma":[0.001259324,0.000289416,0.00021195647,0.0003246871,0.001565419,0.0010843952,0.001808541,0.000776239,0.0003867917],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020564283,0.00082745735,0.2300875,0.00016596071,0.000017463994,0.0049755345,0.70568097,0.00007669793,0.011883039,0.0004285975,0.0014977402,0.044153433],"study_design_scores_gemma":[0.000011661053,0.00022614912,0.29073924,0.000056055163,0.000028617234,0.0012745034,0.6975793,0.00021095322,0.0015518807,0.00016910284,0.008111996,0.000040542127],"about_ca_topic_score_codex":0.013054802,"about_ca_topic_score_gemma":0.044330508,"teacher_disagreement_score":0.013054802,"about_ca_system_score_codex":0.0014976085,"about_ca_system_score_gemma":0.0012276219,"threshold_uncertainty_score":0.025957584},"labels":[],"label_agreement":null},{"id":"W4392784748","doi":"10.7146/si.v6i3.142895","title":"Teachers’ Eyebrow and Head Movements and Repeats as Other-Initiations of Repair in Second-Language Classrooms","year":2024,"lang":"en","type":"article","venue":"Social Interaction Video-Based Studies of Human Sociality","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Eyebrow; Head (geology); Psychology; Linguistics; Communication; Biology; Philosophy","score_opus":0.10150268322452162,"score_gpt":0.41590385086126563,"score_spread":0.31440116763674403,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392784748","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9955444,0.00009610958,0.0010310861,0.00007572921,0.000006705241,0.00001285292,0.000016806858,0.000052389394,0.0031639067],"genre_scores_gemma":[0.99686396,0.000071113056,0.00075373915,0.00002086366,0.000003165299,0.000015427857,0.000024132594,0.000027455038,0.0022201259],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9982886,0.00059999066,0.00008650134,0.00030130264,0.0005057731,0.00021777814],"domain_scores_gemma":[0.9956501,0.0014790882,0.0015590055,0.0002847786,0.0005439235,0.00048306515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014362322,0.00046622258,0.00035780246,0.001246435,0.001248484,0.0015884247,0.0005212012,0.0006947804,0.0022191098],"category_scores_gemma":[0.0071137054,0.00036173573,0.00019620304,0.00034548927,0.0017578279,0.0012738403,0.0017984838,0.0008560487,0.0005001897],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017461424,0.00021397756,0.10943492,0.00023907033,0.000021680306,0.001931977,0.76650435,0.00022676727,0.07188228,0.000955511,0.00069945154,0.047715537],"study_design_scores_gemma":[0.000019215517,0.00028580552,0.33154362,0.00013889109,0.000034749606,0.0015157775,0.63482046,0.0011997375,0.016616445,0.0005620752,0.013165126,0.000098128985],"about_ca_topic_score_codex":0.0067698765,"about_ca_topic_score_gemma":0.013035432,"teacher_disagreement_score":0.0067698765,"about_ca_system_score_codex":0.00089984847,"about_ca_system_score_gemma":0.00076293707,"threshold_uncertainty_score":0.013460934},"labels":[],"label_agreement":null},{"id":"W4392815709","doi":"10.5430/wjel.v14n3p326","title":"An In-depth Inquiry into the Complexities of Composition Writing Among Higher Education Students in Oman","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Composition (language); Mathematics education; Psychology; Pedagogy; Computer science; Philosophy; Linguistics","score_opus":0.026946593603145434,"score_gpt":0.32434985388444826,"score_spread":0.2974032602813028,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392815709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971214,0.00018909191,0.0004973985,0.00068806775,0.0000123589125,0.000027526161,0.0000077375225,0.0000057299644,0.0014506057],"genre_scores_gemma":[0.99688244,0.00036883328,0.00094421627,0.00030629185,0.000013667273,0.000037124515,0.0000099093295,0.0000055510545,0.001432021],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9940714,0.0034497424,0.00034363425,0.00030878777,0.0010391824,0.0007872023],"domain_scores_gemma":[0.9889677,0.006935859,0.0021530502,0.0002624681,0.00076133606,0.00091949984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057092328,0.0004879008,0.00072530773,0.0016847469,0.008853948,0.0050525907,0.0010533093,0.0014835331,0.0014422869],"category_scores_gemma":[0.01301429,0.00046266333,0.00024346558,0.0017681622,0.0038174666,0.0033589336,0.0035140722,0.002243282,0.00022300094],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027226764,0.00016356075,0.021376006,0.00022483192,0.0000082408815,0.0013947431,0.94819474,0.000076918775,0.002499758,0.000907877,0.00037118501,0.0247548],"study_design_scores_gemma":[0.0000025447089,0.000085153806,0.017483193,0.000082116916,0.000004659028,0.0006771868,0.9740427,0.0001324488,0.00041077807,0.0004757712,0.0065898215,0.000013460509],"about_ca_topic_score_codex":0.0026981528,"about_ca_topic_score_gemma":0.008724249,"teacher_disagreement_score":0.008853948,"about_ca_system_score_codex":0.0031160703,"about_ca_system_score_gemma":0.0049727545,"threshold_uncertainty_score":0.030193686},"labels":[],"label_agreement":null},{"id":"W4392830829","doi":"10.55016/ojs/ajer.v61i1.55919","title":"Student and Teacher Perceptions of First Language Use in Secondary French Immersion Mathematics Classrooms","year":2015,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Sociocultural evolution; Perception; Mathematics education; Pedagogy; Psychology; Cognition; Comprehension approach; French immersion; First language; Language education; Sociology; Linguistics","score_opus":0.11780622867545852,"score_gpt":0.3950631902372622,"score_spread":0.2772569615618037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392830829","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898034,0.00006970747,0.00008692735,0.00008340108,0.000002264248,0.0000056675094,0.0000104780265,0.000003199655,0.0007579862],"genre_scores_gemma":[0.9992799,0.00009292041,0.00006441868,0.000030887826,0.0000015212757,0.000009984848,0.000012435708,0.0000030003573,0.0005049106],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973127,0.0011511573,0.00018746071,0.00022995299,0.00058205216,0.0005366203],"domain_scores_gemma":[0.9930697,0.0028809162,0.0015433542,0.00015846793,0.0010616427,0.0012858697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024123576,0.00024743073,0.00054675597,0.0013905402,0.0025843163,0.0036329061,0.000662627,0.000846306,0.0018126492],"category_scores_gemma":[0.008210633,0.00031264653,0.00033492708,0.00079249113,0.0025690724,0.0014851297,0.0021536404,0.0012215733,0.00026215232],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055191,0.00012476392,0.09720428,0.00006028397,0.00000733772,0.00035022953,0.894013,0.000041340998,0.0018551681,0.00023979068,0.00013490992,0.0059136953],"study_design_scores_gemma":[0.0000056763115,0.00023367426,0.099392846,0.00007350343,0.000008436445,0.00045172346,0.89532924,0.00011518232,0.00052059395,0.00007837722,0.0037566912,0.00003408412],"about_ca_topic_score_codex":0.044562563,"about_ca_topic_score_gemma":0.058658976,"teacher_disagreement_score":0.044562563,"about_ca_system_score_codex":0.0026042825,"about_ca_system_score_gemma":0.0020927626,"threshold_uncertainty_score":0.08860642},"labels":[],"label_agreement":null},{"id":"W4393020857","doi":"10.7202/1101209ar","title":"Attracting and Retaining English Second Language Teachers","year":2023,"lang":"en","type":"article","venue":"Apprendre et enseigner aujourd’hui Revue du Conseil pédagogique interdisciplinaire du Québec","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University; Université de Sherbrooke","funders":"","keywords":"Linguistics; English language; Mathematics education; Sociology; Computer science; Psychology; Philosophy","score_opus":0.02193563578210481,"score_gpt":0.261659420700185,"score_spread":0.2397237849180802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393020857","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8084337,0.0021857964,0.006794637,0.033817787,0.0012903764,0.0017572698,0.00063090335,0.00070690917,0.14438263],"genre_scores_gemma":[0.6807093,0.001620564,0.007893872,0.010012674,0.00040148725,0.0008110281,0.0005136374,0.00016459383,0.2978728],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99829274,0.00015970814,0.000042648117,0.00015939302,0.0006117103,0.00073389907],"domain_scores_gemma":[0.990253,0.00039848563,0.000478469,0.00023150933,0.0025160667,0.006122584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022485766,0.00028697937,0.00025240466,0.0011230786,0.0053780572,0.0042564846,0.0014986213,0.0014050918,0.037475727],"category_scores_gemma":[0.004010179,0.00025009614,0.00025468643,0.00087005895,0.00096905965,0.0015377429,0.004135932,0.00093785906,0.010776395],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018989114,0.0008448549,0.115898855,0.0005611579,0.000021316211,0.0035548524,0.037782773,0.00017338677,0.019611005,0.006547553,0.20108967,0.61372465],"study_design_scores_gemma":[0.00012685543,0.00085270137,0.14740099,0.0004946806,0.00004796118,0.0017168821,0.07277208,0.0005113089,0.003948458,0.001637088,0.77039164,0.00009933694],"about_ca_topic_score_codex":0.110422604,"about_ca_topic_score_gemma":0.3305613,"teacher_disagreement_score":0.110422604,"about_ca_system_score_codex":0.005770152,"about_ca_system_score_gemma":0.027080508,"threshold_uncertainty_score":0.21955979},"labels":[],"label_agreement":null},{"id":"W4393077276","doi":"10.5430/wjel.v14n3p406","title":"Exploring Academic Writing Needs and Challenges Experienced by ESL Learners: A Literature Review","year":2024,"lang":"en","type":"review","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Mathematics education; Psychology","score_opus":0.13197869358492087,"score_gpt":0.33468506456293523,"score_spread":0.20270637097801436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393077276","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016964163,0.9966401,0.00012278113,0.0006304487,0.00013456788,0.00004509162,0.000044563138,0.0000043176406,0.0006816275],"genre_scores_gemma":[0.005830823,0.99333376,0.00027019327,0.00027342202,0.00007150375,0.000051906256,0.000044473712,0.0000018711725,0.00012205528],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9962669,0.0011345856,0.0010987781,0.0003412767,0.0010096118,0.000148852],"domain_scores_gemma":[0.9735535,0.020326667,0.0027091277,0.00020276973,0.0028625827,0.00034541718],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055817007,0.0008386356,0.002063528,0.0076344386,0.000854081,0.0033528493,0.0012586573,0.0017056479,0.0025167442],"category_scores_gemma":[0.02386928,0.00061135256,0.0014914967,0.007443097,0.00086876744,0.0033291485,0.0013967786,0.0013388284,0.0005128253],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000091095506,0.00010044444,0.0025002493,0.3852984,0.00067459623,0.00045073897,0.0024799851,0.00013322344,0.00047573188,0.0011701413,0.0072352667,0.59939015],"study_design_scores_gemma":[0.000054476135,0.00041250774,0.018418103,0.63981587,0.0047928574,0.0040321616,0.013241123,0.0001718801,0.0008174355,0.001495443,0.31662408,0.00012400206],"about_ca_topic_score_codex":0.003728348,"about_ca_topic_score_gemma":0.011343721,"teacher_disagreement_score":0.0076344386,"about_ca_system_score_codex":0.0013437945,"about_ca_system_score_gemma":0.009361508,"threshold_uncertainty_score":0.02951926},"labels":[],"label_agreement":null},{"id":"W4393117615","doi":"10.5539/elt.v17n4p34","title":"Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language proficiency; Mathematics education; Pedagogy; Linguistics","score_opus":0.014041365663087677,"score_gpt":0.26656280471070365,"score_spread":0.252521439047616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393117615","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99872357,0.00003620919,0.000038443122,0.00015294427,0.0000030169247,0.000006125628,0.0000060700972,0.0000012534457,0.0010323306],"genre_scores_gemma":[0.9993351,0.000044551653,0.00005251861,0.000030936226,0.0000018547386,0.0000075172597,0.000013628729,8.028824e-7,0.0005129896],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9996482,0.00011623002,0.00001535588,0.000042495572,0.000055252367,0.00012240984],"domain_scores_gemma":[0.9988702,0.0002443322,0.0002573923,0.000029315768,0.00010470164,0.0004939974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009682882,0.00016961717,0.00017374067,0.0006977315,0.0016629077,0.0027820796,0.0003187988,0.00040514852,0.0018265166],"category_scores_gemma":[0.0020318562,0.00014672955,0.00023665308,0.00043831454,0.0010767273,0.0007818908,0.0017721276,0.0007892433,0.00012529784],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005489741,0.00047180528,0.85339063,0.00008776891,0.000035923546,0.0005335934,0.11096691,0.00009498384,0.00164828,0.0020451704,0.00077900523,0.029891104],"study_design_scores_gemma":[0.0000052488567,0.00017249981,0.7838416,0.00007151197,0.000016677015,0.00009585233,0.21170272,0.00031638978,0.00033607712,0.00051121926,0.0029056275,0.000024534298],"about_ca_topic_score_codex":0.0076367366,"about_ca_topic_score_gemma":0.022474991,"teacher_disagreement_score":0.0076367366,"about_ca_system_score_codex":0.0010283755,"about_ca_system_score_gemma":0.0021172392,"threshold_uncertainty_score":0.015184522},"labels":[],"label_agreement":null},{"id":"W4393226426","doi":"10.2139/ssrn.4774267","title":"Exploring the Transformative Potential of Duoethnography: Keystone Practices for Language and Citizenship in Eap Education","year":2024,"lang":"en","type":"preprint","venue":"SSRN Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Transformative learning; Citizenship; Citizenship education; Sociology; Political science; Environmental ethics; Engineering ethics; Pedagogy; Public relations; Engineering; Law","score_opus":0.06698892397251205,"score_gpt":0.3138721972382212,"score_spread":0.24688327326570914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393226426","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5363526,0.0007114436,0.0078266,0.012908402,0.00015588092,0.000042098065,0.000040134375,0.00005126484,0.44191164],"genre_scores_gemma":[0.99291766,0.00013081223,0.0007169933,0.00018983199,0.000008228164,0.000015843572,0.0000062427025,0.000028079105,0.005986277],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9945597,0.003914976,0.00008685745,0.0003135999,0.00045461857,0.00067025004],"domain_scores_gemma":[0.9896674,0.0077152513,0.0004438817,0.0009960533,0.0004274753,0.00075002253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061887386,0.00034470184,0.00025495514,0.0015234142,0.010341818,0.017057871,0.0013015739,0.0024762528,0.01346127],"category_scores_gemma":[0.014091715,0.00024128593,0.00023538795,0.0017699407,0.02355648,0.018758433,0.015427847,0.004192902,0.0009594799],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006590342,0.00007056932,0.002818333,0.00006962753,0.000003864754,0.00030686395,0.5150982,0.00009070409,0.00053820596,0.44883233,0.0011738935,0.030931534],"study_design_scores_gemma":[0.000023182944,0.00006271775,0.0029409511,0.00029780294,0.000012323998,0.00025023185,0.7633331,0.00047815056,0.0012530925,0.1249729,0.1063576,0.000017948727],"about_ca_topic_score_codex":0.003759944,"about_ca_topic_score_gemma":0.0076650875,"teacher_disagreement_score":0.017057871,"about_ca_system_score_codex":0.005483683,"about_ca_system_score_gemma":0.00510683,"threshold_uncertainty_score":0.045032382},"labels":[],"label_agreement":null},{"id":"W4393854694","doi":"10.5430/wjel.v14n4p131","title":"Uncovering the Common Linguistic Errors in Student Journalists’ Unedited News Articles: A Comprehensive Analysis","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Linguistics; Linguistic analysis; Fake news; Natural language processing; History; Philosophy; Internet privacy","score_opus":0.021313159772611754,"score_gpt":0.2922160575084343,"score_spread":0.27090289773582255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393854694","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975171,0.00018705583,0.0010068623,0.00010597783,0.000008682389,0.000059400518,0.00019649064,0.000012070226,0.0009063546],"genre_scores_gemma":[0.9943792,0.00043123763,0.0031137117,0.0001076594,0.000019768167,0.0001665089,0.00047802896,0.000024464147,0.0012794267],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9922375,0.0023430213,0.0015818987,0.0005882858,0.002925642,0.0003235867],"domain_scores_gemma":[0.91200286,0.05200205,0.017055377,0.0025113176,0.015547406,0.0008810335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005697524,0.00023044783,0.00040571744,0.0051227277,0.0011141654,0.0017835804,0.00067125127,0.00044411232,0.0006235981],"category_scores_gemma":[0.04894669,0.00023302363,0.00024881988,0.003194549,0.0011550253,0.001440344,0.0015417653,0.00063279696,0.00023822077],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001922379,0.0003159053,0.58556503,0.0010600688,0.0000758624,0.0025276786,0.29048827,0.00014891234,0.009279401,0.00063930487,0.0011716181,0.10853575],"study_design_scores_gemma":[0.00001068923,0.00035426003,0.76918966,0.0005587355,0.00009377096,0.0032668645,0.20015885,0.0010038357,0.01117039,0.0007014121,0.0134149175,0.000076619806],"about_ca_topic_score_codex":0.0016135774,"about_ca_topic_score_gemma":0.0042848154,"teacher_disagreement_score":0.005697524,"about_ca_system_score_codex":0.0009555562,"about_ca_system_score_gemma":0.0016951188,"threshold_uncertainty_score":0.030131698},"labels":[],"label_agreement":null},{"id":"W4393898836","doi":"10.5430/wjel.v14n4p92","title":"Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Production (economics); Mathematics education; Computer science; Linguistics; Psychology; Philosophy; Economics","score_opus":0.017599435506570282,"score_gpt":0.27031609804759255,"score_spread":0.25271666254102226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393898836","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99953973,0.000020871616,0.0000822238,0.000012275431,0.0000019661866,0.000018471821,0.000023106166,0.0000021979629,0.00029912082],"genre_scores_gemma":[0.9990932,0.00002464138,0.00017967782,0.0000129845,0.0000034461293,0.000042962376,0.0000723803,0.0000015705875,0.00056919025],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989858,0.00028139696,0.00013141653,0.00017963385,0.00030229535,0.00011942275],"domain_scores_gemma":[0.99446183,0.0011474506,0.0013521988,0.00065859634,0.0012673195,0.001112596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031000683,0.00032078754,0.00027147925,0.00090560486,0.0009200721,0.00070104003,0.00022518521,0.00025642978,0.00120584],"category_scores_gemma":[0.006082669,0.00018203721,0.00034250953,0.0004504036,0.0004696359,0.0005009049,0.0007648012,0.000583507,0.0003100921],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043546472,0.0020465702,0.9372627,0.000060201884,0.00005247268,0.0002865877,0.01539794,0.000085142965,0.008213307,0.00011758092,0.00015036433,0.035891723],"study_design_scores_gemma":[0.000010645204,0.0021795172,0.99134433,0.000008422375,0.000028910601,0.00009324022,0.003669989,0.00019468415,0.0018846273,0.00005585998,0.00051496096,0.0000148016325],"about_ca_topic_score_codex":0.0020596508,"about_ca_topic_score_gemma":0.0036997753,"teacher_disagreement_score":0.0031000683,"about_ca_system_score_codex":0.00032599666,"about_ca_system_score_gemma":0.0009673264,"threshold_uncertainty_score":0.016394913},"labels":[],"label_agreement":null},{"id":"W4394265010","doi":"10.6084/m9.figshare.7507604","title":"The Role of Training in Shaping Pre-Service Teacher Cognition Related to L2 Pronunciation","year":2018,"lang":"en","type":"dataset","venue":"Redalyc (Universidad Autónoma del Estado de México)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Training (meteorology); Cognition; Psychology; Service (business); Cognitive psychology; Computer science; Linguistics; Neuroscience; Business; Geography","score_opus":0.028005245652698473,"score_gpt":0.24947803985545317,"score_spread":0.2214727942027547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4394265010","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1398306,0.001008075,0.00045510093,0.0004751779,0.00007661328,0.00007578566,0.8544492,0.00023714606,0.0033922987],"genre_scores_gemma":[0.14366171,0.00029290112,0.0008594398,0.00008074509,0.000020804484,0.0003232207,0.85141456,0.000049412793,0.0032971012],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992655,0.00018553225,0.00006861139,0.00018442546,0.00014095851,0.00015504444],"domain_scores_gemma":[0.99709487,0.0010294515,0.00041646414,0.00035124653,0.00080245594,0.0003054449],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015553412,0.0005918054,0.00055132556,0.0020310075,0.0006680004,0.001306376,0.0013158007,0.00069879123,0.0073876935],"category_scores_gemma":[0.0070942044,0.00018896548,0.0007031277,0.002399358,0.00022741905,0.00051855005,0.0011561216,0.00083350274,0.0035439124],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018851986,0.0004051001,0.64809376,0.0015262102,0.00045894246,0.00016994821,0.0012024372,0.0012009204,0.0007942851,0.000559592,0.29293206,0.05077153],"study_design_scores_gemma":[0.0001825172,0.00006347344,0.9264752,0.0003310767,0.00018354163,0.00009690966,0.0012249915,0.0014805743,0.00048578,0.0002213901,0.06921005,0.00004448995],"about_ca_topic_score_codex":0.30115378,"about_ca_topic_score_gemma":0.36402708,"teacher_disagreement_score":0.30115378,"about_ca_system_score_codex":0.0019048396,"about_ca_system_score_gemma":0.0021728117,"threshold_uncertainty_score":0.59880173},"labels":[],"label_agreement":null},{"id":"W4394753056","doi":"10.5430/wjel.v14n4p240","title":"Language Instructors’ Perceptions on the Utilization of English as an International Language in English-Speaking Instruction","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Stress (linguistics); Likert scale; Qualitative property; Psychology; Perception; Data collection; Qualitative research; Comprehension; Mathematics education; Sample (material); Foreign language; Pedagogy; Linguistics; Computer science; Sociology","score_opus":0.022642714896850973,"score_gpt":0.2846283868694278,"score_spread":0.26198567197257683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4394753056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985096,0.00012672541,0.00007837315,0.00016604022,0.000008636447,0.000005177529,0.0000035628746,0.0000020476264,0.0010999033],"genre_scores_gemma":[0.9990982,0.00017323754,0.000093507246,0.00009100249,0.00000623772,0.0000049394944,0.0000056731747,0.0000015523284,0.00052576885],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99827266,0.0007921564,0.00011578462,0.00008109058,0.00047535566,0.0002630218],"domain_scores_gemma":[0.99140984,0.002863345,0.002291541,0.00012855917,0.0015232787,0.0017835242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003086637,0.00017407995,0.00019583112,0.00056566024,0.00093105657,0.0019958112,0.0003187684,0.0004906616,0.0017235047],"category_scores_gemma":[0.008213111,0.00016958127,0.00015652095,0.00030277186,0.0007941634,0.0007178375,0.00076822005,0.0006448326,0.00025630463],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002356946,0.000900688,0.59470993,0.00032621768,0.00004405428,0.0013676877,0.33757752,0.0001414113,0.010824322,0.00059397664,0.00077703054,0.05250146],"study_design_scores_gemma":[0.000023189117,0.0010262888,0.4287503,0.00026087597,0.000051653242,0.00070727,0.5582285,0.00036103048,0.0015195139,0.0001405958,0.008883353,0.000047438527],"about_ca_topic_score_codex":0.0040402627,"about_ca_topic_score_gemma":0.006687819,"teacher_disagreement_score":0.0040402627,"about_ca_system_score_codex":0.0008527657,"about_ca_system_score_gemma":0.0010269142,"threshold_uncertainty_score":0.016323924},"labels":[],"label_agreement":null},{"id":"W4396225360","doi":"10.1515/iral-2023-0167","title":"The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners’ L2 vocabulary: opportunities for interaction are key","year":2024,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Vocabulary; Psychology; Second language; Foreign language; Immersion (mathematics); Key (lock); Mathematics education; Computer science; Linguistics; Mathematics","score_opus":0.08612380434181743,"score_gpt":0.37738858873865094,"score_spread":0.2912647843968335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396225360","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99736965,0.00048787353,0.00012166013,0.00006534555,0.0000056283943,0.000009897546,0.000020160494,0.000003958703,0.0019157594],"genre_scores_gemma":[0.99900705,0.0003439048,0.00013614079,0.000018521618,0.0000025754296,0.000013857243,0.000020124404,0.0000034180873,0.0004544289],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99841905,0.0006879268,0.00008677276,0.00016039542,0.00035802112,0.00028786826],"domain_scores_gemma":[0.9958008,0.0021209605,0.00075560296,0.00010851309,0.00041088313,0.00080325815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014424936,0.00023474472,0.00037079977,0.00052073936,0.00072070584,0.002215561,0.00047292563,0.00032786644,0.0034348983],"category_scores_gemma":[0.005058508,0.00016028213,0.00040206034,0.00032214585,0.00072526006,0.0010110885,0.0023500167,0.000660422,0.00029950438],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032888158,0.0012280258,0.7978897,0.0008858467,0.00015920556,0.0013298489,0.06662067,0.00013744996,0.0063235895,0.0007287565,0.0006369401,0.12373103],"study_design_scores_gemma":[0.0000063366897,0.00035736393,0.9381439,0.00032063713,0.00006993434,0.00039233634,0.05596015,0.00014573552,0.0017064308,0.00018797001,0.0026931728,0.000016071834],"about_ca_topic_score_codex":0.0039982456,"about_ca_topic_score_gemma":0.009597574,"teacher_disagreement_score":0.0039982456,"about_ca_system_score_codex":0.0006302543,"about_ca_system_score_gemma":0.001240217,"threshold_uncertainty_score":0.011490881},"labels":[],"label_agreement":null},{"id":"W4396227152","doi":"10.5539/elt.v17n5p70","title":"Incorporating Korean Culture in English Language Teaching for Intercultural Communication: Adopting CCA Approach","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Intercultural communication; Linguistics; Language education; Pedagogy","score_opus":0.018836864243626322,"score_gpt":0.271773974301314,"score_spread":0.2529371100576877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396227152","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.848852,0.0014124876,0.06320057,0.0045245853,0.00026001755,0.0007958374,0.000048850587,0.00014908132,0.08075655],"genre_scores_gemma":[0.9310252,0.0014921367,0.06035707,0.0006441185,0.000017251787,0.00054496375,0.000026231304,0.000036743804,0.0058563626],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983063,0.0010586699,0.00008250809,0.00013601311,0.00021796153,0.00019862322],"domain_scores_gemma":[0.99756914,0.0007248704,0.00026314496,0.00019789745,0.0006969,0.0005480088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030425165,0.0004937718,0.00024263735,0.0011248019,0.0026844735,0.004469587,0.00079520803,0.00042239449,0.0022885075],"category_scores_gemma":[0.003099766,0.00031368912,0.0005070468,0.0009163635,0.0018154891,0.0037549695,0.0033440494,0.0010282393,0.00037532247],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016498301,0.0020228035,0.08762751,0.0017582895,0.00009218311,0.0020232645,0.38855436,0.00094983645,0.025871534,0.049712166,0.0030877946,0.43813527],"study_design_scores_gemma":[0.00008247653,0.0006931606,0.050873145,0.0020142759,0.0003148157,0.0012354555,0.79524297,0.003864263,0.013017024,0.012862206,0.11965588,0.00014421357],"about_ca_topic_score_codex":0.007806905,"about_ca_topic_score_gemma":0.02932455,"teacher_disagreement_score":0.007806905,"about_ca_system_score_codex":0.0032060975,"about_ca_system_score_gemma":0.011316613,"threshold_uncertainty_score":0.023262024},"labels":[],"label_agreement":null},{"id":"W4396498554","doi":"10.5539/elt.v17n5p84","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 5, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Teaching english; Mathematics education; Philosophy","score_opus":0.015436845011224177,"score_gpt":0.2816402549086847,"score_spread":0.26620340989746055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396498554","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00043089036,0.004751065,0.002241844,0.17257622,0.80519474,0.0027537758,0.0020672816,0.001012393,0.008971752],"genre_scores_gemma":[0.013153603,0.013043393,0.007937449,0.24084987,0.5184051,0.017355358,0.0042761685,0.0027891595,0.1821899],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9544596,0.0091940025,0.010538498,0.0027536643,0.021130573,0.0019236539],"domain_scores_gemma":[0.21640132,0.028573167,0.012992517,0.0059947446,0.7280081,0.008030125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.039051354,0.0025443172,0.006481609,0.008203173,0.0053435704,0.007972835,0.0053918324,0.0120804915,0.11541622],"category_scores_gemma":[0.46127278,0.001659537,0.0032024344,0.0039874557,0.003209406,0.0056570806,0.0036952763,0.007800809,0.06480428],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033425273,0.000003809872,0.00009647447,0.00059323653,0.000008496861,0.000050799652,0.000060998493,0.000007888234,0.000035726378,0.00008398787,0.99424213,0.0047829887],"study_design_scores_gemma":[0.00042926896,0.00005364982,0.001659884,0.0069999956,0.00013686903,0.0012053833,0.0007654258,0.00036136401,0.00038347958,0.0012407581,0.986602,0.00016204335],"about_ca_topic_score_codex":0.006782312,"about_ca_topic_score_gemma":0.010616714,"teacher_disagreement_score":0.11541622,"about_ca_system_score_codex":0.0051695923,"about_ca_system_score_gemma":0.013374269,"threshold_uncertainty_score":0.38610578},"labels":[],"label_agreement":null},{"id":"W4396764449","doi":"10.37514/pra-b.2024.2227.2.08","title":"Chapter 8. Gaming the System: Assessing Basic Writing with Black Male Student-Athletes","year":2024,"lang":"en","type":"book-chapter","venue":"The WAC Clearinghouse; University Press of Colorado eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Athletes; Black male; Psychology; Computer science; Mathematics education; Multimedia; Applied psychology; Medicine; Physical therapy; Sociology; Gender studies","score_opus":0.03297662157837513,"score_gpt":0.21150425201711506,"score_spread":0.17852763043873993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396764449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.629206,0.014596023,0.011667902,0.0053109075,0.001182023,0.0037748322,0.0016454582,0.000555801,0.33206114],"genre_scores_gemma":[0.61924577,0.015096754,0.035535328,0.0015196109,0.00019803052,0.0025718426,0.0015130838,0.00019653104,0.32412305],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99962807,0.00009375029,0.000031627646,0.000048532387,0.00017228014,0.00002569672],"domain_scores_gemma":[0.99942374,0.0002473184,0.00006376948,0.00001827176,0.00015274907,0.000094157585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005339366,0.0004873201,0.00028380868,0.00073478674,0.0009342373,0.0013455509,0.0004035396,0.0005247904,0.008567423],"category_scores_gemma":[0.0014153052,0.00018533546,0.0001907435,0.0004277558,0.000457679,0.00046832158,0.0006080733,0.0006339276,0.0017469964],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024678587,0.0017094269,0.058143213,0.0010784192,0.000050326384,0.00043525643,0.036259517,0.0004923804,0.011981178,0.0035073624,0.10539214,0.7807039],"study_design_scores_gemma":[0.00009051605,0.0028546532,0.6171947,0.0036652307,0.0001331095,0.004303438,0.058539215,0.0016868738,0.014369446,0.008945127,0.28810155,0.00011619365],"about_ca_topic_score_codex":0.0028295063,"about_ca_topic_score_gemma":0.011600959,"teacher_disagreement_score":0.008567423,"about_ca_system_score_codex":0.0003650504,"about_ca_system_score_gemma":0.0009941956,"threshold_uncertainty_score":0.028660893},"labels":[],"label_agreement":null},{"id":"W4396879562","doi":"10.15460/repohh/sub.2024200011","title":"Does social identity play a role in the L2 acquisition of French intonation?","year":2023,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Intonation (linguistics); Identity (music); Linguistics; Social identity theory; Psychology; Communication; Art; Social psychology; Social group; Philosophy; Aesthetics","score_opus":0.029195265837340976,"score_gpt":0.26055951878155853,"score_spread":0.23136425294421756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396879562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9765053,0.00040130052,0.00040291768,0.00039829095,0.000011701593,0.000008971676,0.000016972059,0.000006738791,0.022247747],"genre_scores_gemma":[0.99553514,0.0002735259,0.00019750977,0.00005116966,0.0000064269543,0.0000057688917,0.00001207373,0.0000047261938,0.0039136936],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9997148,0.00009040949,0.000004507083,0.00003438781,0.00006751647,0.000088302026],"domain_scores_gemma":[0.9996656,0.000120409146,0.00006786987,0.0000148905465,0.000044108543,0.00008706922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045607216,0.000223086,0.0001343562,0.0002985835,0.001108876,0.0016394727,0.0003031543,0.0002804542,0.0027634206],"category_scores_gemma":[0.00089962257,0.00007944434,0.00013929936,0.00024623048,0.0017839916,0.0007258315,0.00067614083,0.00044823892,0.00029032328],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039044413,0.00042409898,0.33783102,0.00023618559,0.00004123015,0.0022603562,0.40685546,0.00022202726,0.030537844,0.015368058,0.0015322936,0.20430104],"study_design_scores_gemma":[0.0000141909,0.00038812862,0.8274123,0.00011686924,0.000042726024,0.0009921889,0.14295222,0.0005596931,0.0031469062,0.0019292486,0.022404704,0.00004074792],"about_ca_topic_score_codex":0.09989446,"about_ca_topic_score_gemma":0.11681187,"teacher_disagreement_score":0.09989446,"about_ca_system_score_codex":0.001465131,"about_ca_system_score_gemma":0.0017079179,"threshold_uncertainty_score":0.19862604},"labels":[],"label_agreement":null},{"id":"W4396907579","doi":"10.32038/ltf.2024.09.01","title":"Effects of direct and indirect comprehensive corrective feedback on non-grammatical accuracy in ESL students’ writing","year":2024,"lang":"en","type":"article","venue":"Language Testing in Focus An International Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Computer science; Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.026892085071692728,"score_gpt":0.3257034076626843,"score_spread":0.2988113225909916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396907579","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995363,0.000044459084,0.00017003751,0.0000074900317,0.000004762393,0.00001429966,0.0000073305355,0.00001145405,0.00020386316],"genre_scores_gemma":[0.9981566,0.00005426204,0.0012330702,0.0000148311065,0.000007688599,0.000030770418,0.00002380785,0.000005473951,0.00047340678],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982134,0.00058496284,0.00022822061,0.0002418019,0.00061948795,0.000112160866],"domain_scores_gemma":[0.97751516,0.015175631,0.0031024076,0.0013573595,0.0013153871,0.0015340217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015439454,0.0005499497,0.0004855764,0.00033129947,0.00015774988,0.0004184056,0.00036027032,0.00040686698,0.0016077405],"category_scores_gemma":[0.02466033,0.00016587137,0.0001686431,0.00016064536,0.00031411677,0.00035518303,0.00051576516,0.00053377956,0.00019166416],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02945928,0.017901879,0.07238309,0.0011199197,0.00036760047,0.0005604161,0.005895355,0.0016979553,0.30978715,0.00011670142,0.0003778039,0.56033283],"study_design_scores_gemma":[0.0019791408,0.10151949,0.7763311,0.00021506524,0.00051332166,0.0009981114,0.0018383728,0.004426462,0.1097763,0.0003359911,0.0019480317,0.00011862915],"about_ca_topic_score_codex":0.00066758605,"about_ca_topic_score_gemma":0.0013727392,"teacher_disagreement_score":0.0016077405,"about_ca_system_score_codex":0.00018544488,"about_ca_system_score_gemma":0.00029773216,"threshold_uncertainty_score":0.00816524},"labels":[],"label_agreement":null},{"id":"W4396922837","doi":"10.1080/09658416.2024.2355086","title":"Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom","year":2024,"lang":"en","type":"article","venue":"Language Awareness","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Raising (metalworking); Linguistics; Metalinguistics; Lingua franca; Psychology; English as a lingua franca; Multilingualism; Consciousness raising; Indo-European languages; Teaching method; Pedagogy; Vocabulary development; Philosophy; Mathematics","score_opus":0.033613919110353135,"score_gpt":0.3070413367876425,"score_spread":0.2734274176772894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396922837","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982097,0.00004522854,0.00015418504,0.00007355599,0.000004665759,0.000020633272,0.000004019168,0.000007278425,0.001480792],"genre_scores_gemma":[0.9981559,0.000104651015,0.00061130454,0.00007133986,0.0000056792846,0.00004337422,0.000008394431,0.000002657781,0.0009966819],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99886644,0.00050495466,0.000041321404,0.00015043629,0.00022442963,0.00021241722],"domain_scores_gemma":[0.99773383,0.0009247649,0.00040025296,0.00014896758,0.00027186598,0.00052024255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021014141,0.00036991708,0.0003182164,0.00046310722,0.0015032064,0.0016117716,0.00040925524,0.00054279354,0.0019011897],"category_scores_gemma":[0.003470943,0.00014333297,0.00026663265,0.00014962867,0.0010181997,0.00070474105,0.0014677445,0.000911802,0.00029666448],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010995236,0.026367906,0.22637682,0.0007525512,0.00012087443,0.0027928036,0.31003013,0.00041077848,0.11136027,0.0012672854,0.0019388774,0.31748214],"study_design_scores_gemma":[0.00018244544,0.010746169,0.7027966,0.00045205443,0.0002492894,0.0012748003,0.22288051,0.000759769,0.036465812,0.0011230125,0.022935104,0.00013441821],"about_ca_topic_score_codex":0.0073118643,"about_ca_topic_score_gemma":0.011591761,"teacher_disagreement_score":0.0073118643,"about_ca_system_score_codex":0.0008922512,"about_ca_system_score_gemma":0.0016906181,"threshold_uncertainty_score":0.014538586},"labels":[],"label_agreement":null},{"id":"W4397008409","doi":"10.1177/13621688241248440","title":"The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge","year":2024,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Corrective feedback; Psychology; Explicit knowledge; Cognitive psychology; Differential effects; Implicit knowledge; Mathematics education; Linguistics; Cognitive science; Computer science; Artificial intelligence","score_opus":0.06000252153833554,"score_gpt":0.3955608637185991,"score_spread":0.3355583421802636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4397008409","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99717546,0.00009538234,0.00066149747,0.000027220649,0.000011224439,0.000017563478,0.000011604267,0.000022841277,0.0019773215],"genre_scores_gemma":[0.99665254,0.00011767639,0.0018264548,0.000027750857,0.0000071647983,0.00003134473,0.000025563022,0.000014657421,0.0012969545],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99749184,0.0009804969,0.00021605448,0.00032288724,0.0008312157,0.00015758026],"domain_scores_gemma":[0.9564499,0.03640713,0.0026103733,0.0016543417,0.0020470617,0.0008311892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024237807,0.00042669813,0.00043937127,0.00035052595,0.00023293543,0.0010707083,0.00036242246,0.0004877904,0.0024665876],"category_scores_gemma":[0.03837961,0.00017159429,0.00016983792,0.00022732063,0.00056029164,0.000863259,0.00078801805,0.0006866055,0.00031276367],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006998214,0.0032816927,0.09582189,0.0013955417,0.00012133542,0.0006710854,0.026650896,0.000890077,0.31660098,0.0006229177,0.00044415513,0.5465013],"study_design_scores_gemma":[0.00037197326,0.021073028,0.7003337,0.0005145396,0.0004196007,0.0013791925,0.01835591,0.004335596,0.24592641,0.0018902669,0.0052574687,0.00014230101],"about_ca_topic_score_codex":0.00088709296,"about_ca_topic_score_gemma":0.0012694194,"teacher_disagreement_score":0.0024665876,"about_ca_system_score_codex":0.00019344322,"about_ca_system_score_gemma":0.000618053,"threshold_uncertainty_score":0.0128183365},"labels":[],"label_agreement":null},{"id":"W4397555475","doi":"10.55593/ej.27107fromed","title":"From the Editor","year":2023,"lang":"en","type":"article","venue":"Teaching English as a Second or Foreign Language--TESL-EJ","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science","score_opus":0.017802012139064148,"score_gpt":0.2579550281529794,"score_spread":0.24015301601391523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4397555475","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000272223,0.00936793,0.0010833833,0.097264946,0.66089916,0.0001327396,0.0012199734,0.0009118715,0.22884776],"genre_scores_gemma":[0.0028758268,0.006070886,0.0007343342,0.06866109,0.1222374,0.00010463072,0.000931799,0.0005712102,0.79781276],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99741215,0.0003636293,0.0002466651,0.00053229224,0.0011782208,0.0002670226],"domain_scores_gemma":[0.98878944,0.0010855485,0.00046824908,0.0009018703,0.0065640844,0.0021907801],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016911228,0.0011315494,0.0009240853,0.0016554001,0.0022631567,0.007874929,0.002313904,0.0044615907,0.4624555],"category_scores_gemma":[0.018513983,0.00047699446,0.00066907017,0.0012599396,0.00093329867,0.0049861292,0.0033368296,0.00582087,0.38402963],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006480961,0.0000050451445,0.000027092792,0.000060090108,0.0000013517965,0.00004518134,0.000018909544,0.000005955346,0.000052016203,0.00068826205,0.98243517,0.016654536],"study_design_scores_gemma":[0.0000018273462,0.00000318569,0.000041556228,0.000053801046,9.105151e-7,0.00007681109,0.000026682386,0.0000068728596,0.000027898814,0.00024540318,0.99951255,0.000002532996],"about_ca_topic_score_codex":0.0011827997,"about_ca_topic_score_gemma":0.002183348,"teacher_disagreement_score":0.4624555,"about_ca_system_score_codex":0.0015893899,"about_ca_system_score_gemma":0.0032844672,"threshold_uncertainty_score":0.766742},"labels":[],"label_agreement":null},{"id":"W4398183383","doi":"10.5539/ijel.v14n3p33","title":"The Perceptions of Saudi EFL Students Toward the Effect of Anxiety on Their Oral Communication","year":2024,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Perception; Psychology; Social psychology; Psychiatry; Neuroscience","score_opus":0.023927988002016603,"score_gpt":0.32459274253416753,"score_spread":0.3006647545321509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4398183383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99918896,0.00008564946,0.000018513512,0.00013373709,0.000003824788,0.00000350395,0.000006534639,0.0000013317706,0.0005579845],"genre_scores_gemma":[0.9994523,0.00012391119,0.000022022741,0.000081152735,0.0000039885012,0.0000028445384,0.000006762808,7.3782104e-7,0.0003063113],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998971,0.0002696434,0.00010059055,0.000039919087,0.00033128774,0.00028755039],"domain_scores_gemma":[0.9952768,0.0009713652,0.0016487637,0.00009492758,0.000918956,0.0010892665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014001962,0.00032413536,0.0003218094,0.00078874454,0.0013152481,0.002256784,0.00024845978,0.00064523495,0.00239083],"category_scores_gemma":[0.0043107974,0.00017503249,0.00029934224,0.0004133788,0.0011303858,0.0006362519,0.00093137234,0.0007770294,0.00036995113],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032048323,0.00081997865,0.77075845,0.0002889554,0.00005654368,0.001510891,0.181789,0.00012492377,0.0057117227,0.00047166782,0.0010450975,0.03710244],"study_design_scores_gemma":[0.000020623183,0.001028772,0.59077215,0.00015980702,0.000064319895,0.0010010889,0.40025845,0.000327077,0.0011769646,0.00019736454,0.00492108,0.00007244823],"about_ca_topic_score_codex":0.008973301,"about_ca_topic_score_gemma":0.009118819,"teacher_disagreement_score":0.008973301,"about_ca_system_score_codex":0.000925638,"about_ca_system_score_gemma":0.0009857612,"threshold_uncertainty_score":0.017842114},"labels":[],"label_agreement":null},{"id":"W4398246182","doi":"10.62681/sprypublishers.sjll/1/1/3","title":"Exploring How Teachers Help Kids Talk Understanding Early Childhood Language Development","year":2023,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Early childhood; Language development; Psychology; Mathematics education; Pedagogy; Developmental psychology","score_opus":0.22018022732092332,"score_gpt":0.25482047730540175,"score_spread":0.03464024998447843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4398246182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8297492,0.0052594393,0.015100432,0.014787055,0.00043048477,0.0002214108,0.00027641875,0.00037061475,0.13380486],"genre_scores_gemma":[0.9690007,0.0032491921,0.007496816,0.001409995,0.000041283063,0.00019827951,0.00012252246,0.00007788893,0.01840343],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99737716,0.001673236,0.00009782706,0.0002213073,0.0002911305,0.0003392335],"domain_scores_gemma":[0.9958157,0.0026968762,0.00044260113,0.00016468545,0.0004087643,0.0004714635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036645841,0.0004884334,0.00033124516,0.0009951764,0.003766657,0.0046280925,0.00091562246,0.0013285195,0.0067701074],"category_scores_gemma":[0.008475412,0.0003995881,0.00056344055,0.00043134505,0.002866755,0.0042718067,0.0038878433,0.0023455948,0.0011865038],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048653477,0.00020193364,0.016514739,0.00053742825,0.000017917588,0.0014850335,0.9288661,0.00009443864,0.0018034676,0.0050061727,0.005057598,0.040366616],"study_design_scores_gemma":[0.000018707487,0.000092845825,0.013323431,0.0009927971,0.0000709626,0.0013563819,0.8463842,0.00014592386,0.0015494403,0.0022366415,0.13379152,0.00003709187],"about_ca_topic_score_codex":0.0052425577,"about_ca_topic_score_gemma":0.013822209,"teacher_disagreement_score":0.0067701074,"about_ca_system_score_codex":0.00199409,"about_ca_system_score_gemma":0.0029787421,"threshold_uncertainty_score":0.022648275},"labels":[],"label_agreement":null},{"id":"W4399010889","doi":"10.5430/jct.v13n2p374","title":"A Survey of Issues of Activity-Based Teaching in The Context of Teaching Chinese as a Foreign Language in Beijing","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Beijing; Context (archaeology); Chinese as a foreign language; Foreign language teaching; Foreign language; Language education; Chinese language; Mathematics education; Psychology; Pedagogy; Computer science; China; Linguistics; Political science; History; Philosophy","score_opus":0.020745150202705426,"score_gpt":0.315665645316137,"score_spread":0.29492049511343155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399010889","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978781,0.00018062773,0.00011529786,0.00033491393,0.0000050890912,0.00006254638,0.00006955815,0.0000043615073,0.0013495798],"genre_scores_gemma":[0.9980326,0.0005693525,0.00027551566,0.0000929833,0.0000087712715,0.00009617372,0.000084158644,0.0000025822067,0.0008377644],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972566,0.0012961101,0.00038671846,0.00018811526,0.000520569,0.00035192215],"domain_scores_gemma":[0.9939367,0.0016111204,0.0021557515,0.00016086278,0.0010233426,0.0011122727],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003453804,0.00022048164,0.00037642036,0.001507409,0.0014216359,0.0010460654,0.00039790684,0.0005737837,0.001727383],"category_scores_gemma":[0.006632669,0.00034525007,0.00015069179,0.0023179718,0.0007666058,0.0010969783,0.0009146141,0.0005324122,0.00019672174],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004191221,0.00019513839,0.82364666,0.0004174471,0.000016029488,0.0013193145,0.13359614,0.0001313088,0.0029455326,0.00025365865,0.0012167803,0.036219984],"study_design_scores_gemma":[0.000004593493,0.0001904897,0.7798435,0.00010036073,0.000008674392,0.00040040788,0.2117568,0.00021133444,0.0003021246,0.00004962406,0.0071142497,0.000017855005],"about_ca_topic_score_codex":0.014153564,"about_ca_topic_score_gemma":0.022351347,"teacher_disagreement_score":0.014153564,"about_ca_system_score_codex":0.0029753211,"about_ca_system_score_gemma":0.0033489382,"threshold_uncertainty_score":0.028142393},"labels":[],"label_agreement":null},{"id":"W4399059472","doi":"10.26512/rhla.v22i1.47411","title":"Educação linguística em contexto pandêmico: gêneros textuais multiletrados ressignificando as práticas pedagógicas em classe de alfabetização","year":2023,"lang":"pt","type":"article","venue":"Revista Horizontes de Linguistica Aplicada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Pandemic; Literacy; Context (archaeology); Linguistics; Sociology; Pedagogy; Computer science; Coronavirus disease 2019 (COVID-19); History; Medicine; Philosophy","score_opus":0.07347305581828333,"score_gpt":0.3643059011868148,"score_spread":0.29083284536853143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399059472","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8425109,0.0019326032,0.0066620354,0.0127348425,0.00050070893,0.00015908133,0.0003020609,0.00012938675,0.13506846],"genre_scores_gemma":[0.97570235,0.00088574627,0.0019082918,0.0007510108,0.00007275253,0.00011315137,0.000106954496,0.00008740159,0.020372441],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965469,0.0021000332,0.00010157038,0.000337545,0.00053245726,0.00038143218],"domain_scores_gemma":[0.993134,0.0041675395,0.000591809,0.00060540147,0.0007687811,0.00073231576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004504707,0.00040108626,0.00044638367,0.002121622,0.006911738,0.008803141,0.00096374896,0.0013915343,0.010759624],"category_scores_gemma":[0.011902902,0.00022934985,0.00028582106,0.0016429902,0.007632402,0.006878525,0.0074805315,0.0022863615,0.0015241179],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041785046,0.000049997467,0.00604848,0.00016371431,0.0000064233013,0.0005422892,0.93742055,0.000042705477,0.0013920952,0.020031093,0.0036321692,0.03062866],"study_design_scores_gemma":[0.000012063603,0.00005743062,0.007118593,0.00029815483,0.00001545434,0.00050845527,0.7916688,0.00021851271,0.00069118134,0.0061767804,0.19320428,0.000030340252],"about_ca_topic_score_codex":0.0082982825,"about_ca_topic_score_gemma":0.016156739,"teacher_disagreement_score":0.010759624,"about_ca_system_score_codex":0.003278131,"about_ca_system_score_gemma":0.003599929,"threshold_uncertainty_score":0.03599453},"labels":[],"label_agreement":null},{"id":"W4399122612","doi":"10.5539/jel.v13n3p177","title":"Investigating EFL Students’ Perspectives of the Influence of Podcasts on Enhancing Listening Proficiency","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Mathematics education; Audio equipment; Language proficiency; Pedagogy; Communication","score_opus":0.018530441386899726,"score_gpt":0.3124283314489249,"score_spread":0.29389789006202516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399122612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966562,0.000083952145,0.0002887222,0.00024234972,0.000015782027,0.000015170219,0.000014090794,0.0000064678134,0.0026771566],"genre_scores_gemma":[0.9975891,0.00022465046,0.00032691032,0.000116273906,0.00001124116,0.000018867062,0.000013933355,0.000004657685,0.0016942498],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99863225,0.00070034387,0.00006283151,0.00008614313,0.00027419816,0.00024424627],"domain_scores_gemma":[0.99398476,0.0032391576,0.00086619233,0.00018023091,0.0006422836,0.0010874841],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034308413,0.00022624145,0.00029886572,0.0005777978,0.0014891344,0.0035939815,0.00038755758,0.0006591019,0.0019522466],"category_scores_gemma":[0.00933381,0.0001395908,0.00026673233,0.00027609602,0.0015993027,0.0010211081,0.0017947305,0.0015744332,0.0003032248],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005566545,0.001745399,0.17019343,0.000651503,0.00006465682,0.0018187534,0.6954988,0.00030697862,0.025441391,0.0028743423,0.0019408345,0.0989072],"study_design_scores_gemma":[0.000032639215,0.0015151154,0.1259293,0.0002645685,0.00007763529,0.0006047739,0.8406427,0.00051657617,0.005987873,0.0007628188,0.023588162,0.00007785178],"about_ca_topic_score_codex":0.001098539,"about_ca_topic_score_gemma":0.0029807296,"teacher_disagreement_score":0.0035939815,"about_ca_system_score_codex":0.00075111806,"about_ca_system_score_gemma":0.0011236833,"threshold_uncertainty_score":0.01814425},"labels":[],"label_agreement":null},{"id":"W4399226099","doi":"10.5040/9781350340350","title":"The Bloomsbury Handbook of Language Learning and Technology","year":2024,"lang":"en","type":"book","venue":"Bloomsbury Publishing Plc eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Coronavirus disease 2019 (COVID-19); Pandemic; Field (mathematics); Language acquisition; Scale (ratio); Language education; Pedagogy; Library science; Sociology; Engineering ethics; Mathematics education; Engineering; Computer science; Geography; Psychology; Archaeology; Medicine","score_opus":0.012629149361850243,"score_gpt":0.22366164759720253,"score_spread":0.21103249823535228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399226099","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00067900727,0.14513311,0.008007302,0.010306181,0.0030005,0.000091923706,0.00071904284,0.00071856746,0.8313444],"genre_scores_gemma":[0.006166639,0.083960116,0.008764691,0.0030561246,0.0006919536,0.00020763765,0.00074038847,0.00047000858,0.8959424],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988533,0.000222087,0.000091291506,0.00013257412,0.00060958276,0.00009110104],"domain_scores_gemma":[0.99917537,0.0004090719,0.000041920888,0.0000958995,0.00018220548,0.00009542919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078218296,0.0010024676,0.00077836553,0.0026382946,0.0016638356,0.007031261,0.0012571196,0.0017460637,0.05271832],"category_scores_gemma":[0.0023401547,0.0005764488,0.0003770467,0.0037628547,0.002339084,0.006515739,0.0026948445,0.0031580492,0.040302925],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013753309,0.000026654545,0.00013131468,0.0004847594,0.0000036034837,0.000101233956,0.0014062297,0.00020470192,0.00026681085,0.09970835,0.61472875,0.28292397],"study_design_scores_gemma":[8.69086e-7,0.0000026875534,0.00007122537,0.00020736673,5.3115275e-7,0.00007719447,0.00014202623,0.000018216686,0.00003443065,0.0059538335,0.9934889,0.00000268933],"about_ca_topic_score_codex":0.0069535444,"about_ca_topic_score_gemma":0.010851437,"teacher_disagreement_score":0.05271832,"about_ca_system_score_codex":0.0034596731,"about_ca_system_score_gemma":0.0054808236,"threshold_uncertainty_score":0.17636031},"labels":[],"label_agreement":null},{"id":"W4399235559","doi":"10.1177/02655322241249754","title":"A scoping review of research on second language test preparation","year":2024,"lang":"en","type":"review","venue":"Language Testing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Western University","funders":"","keywords":"Psychology; Test (biology); Language assessment; Language proficiency; Linguistics; Mathematics education","score_opus":0.2975427459650408,"score_gpt":0.5064660563792833,"score_spread":0.2089233104142425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399235559","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003034035,0.99721044,0.0003312869,0.0005368813,0.00026372424,0.00015566633,0.00015029535,0.000010227523,0.0010381977],"genre_scores_gemma":[0.0017971856,0.99670655,0.0006047163,0.00026326263,0.00006814412,0.0002355154,0.0001535798,0.000005350446,0.00016569914],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.98967105,0.0029809584,0.0039500566,0.00071746914,0.0024136729,0.00026684086],"domain_scores_gemma":[0.93602437,0.049088266,0.005240827,0.0011412802,0.0080217,0.00048361864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015138312,0.0016426281,0.0033796222,0.020579956,0.0014461227,0.0038756246,0.0021235945,0.0025913948,0.0061447453],"category_scores_gemma":[0.071209595,0.001115859,0.004001724,0.023527894,0.0015571794,0.003956672,0.0024065753,0.00214661,0.001254846],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006536722,0.000039654635,0.00057372137,0.61834884,0.00063993357,0.00019693107,0.0011566622,0.00018992247,0.00035531865,0.0024181078,0.010969366,0.3650461],"study_design_scores_gemma":[0.000013811949,0.00005164253,0.0013537972,0.88312274,0.002077254,0.00034704548,0.0006666887,0.000043798776,0.00019783922,0.0009581991,0.11114564,0.000021554597],"about_ca_topic_score_codex":0.009294444,"about_ca_topic_score_gemma":0.023329645,"teacher_disagreement_score":0.020579956,"about_ca_system_score_codex":0.003960383,"about_ca_system_score_gemma":0.025978189,"threshold_uncertainty_score":0.080060005},"labels":[],"label_agreement":null},{"id":"W4399245228","doi":"10.5539/elt.v17n6p85","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 6, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Mathematics education; Philosophy","score_opus":0.015428351987497963,"score_gpt":0.28163347985914594,"score_spread":0.26620512787164796,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399245228","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00041891864,0.0046973256,0.0021971066,0.17505315,0.80282456,0.002640213,0.0020345014,0.0010086079,0.009125537],"genre_scores_gemma":[0.012387897,0.013227391,0.007942196,0.2364406,0.5207543,0.016790364,0.004271841,0.0027794752,0.18540595],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9558697,0.008829281,0.010174082,0.0026267918,0.020657608,0.0018425209],"domain_scores_gemma":[0.2161429,0.02817258,0.012666344,0.0059783347,0.7290619,0.007978033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03790495,0.0025064512,0.006343996,0.008103207,0.00521918,0.007812665,0.005405023,0.0118475985,0.115007296],"category_scores_gemma":[0.4565995,0.0016310216,0.003121186,0.003970527,0.0031691212,0.0056346157,0.003669267,0.007870803,0.0665474],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031810956,0.0000037061382,0.000092059556,0.0005632274,0.000007793544,0.00004862258,0.000057980833,0.000007623047,0.000035097262,0.000081220656,0.99432445,0.004746466],"study_design_scores_gemma":[0.0004012867,0.0000519497,0.0015691215,0.0066355523,0.00012555395,0.0011588882,0.0007362026,0.0003446715,0.00037118333,0.0011830194,0.98726803,0.00015465832],"about_ca_topic_score_codex":0.006699156,"about_ca_topic_score_gemma":0.010494759,"teacher_disagreement_score":0.115007296,"about_ca_system_score_codex":0.0050014467,"about_ca_system_score_gemma":0.013111945,"threshold_uncertainty_score":0.38473773},"labels":[],"label_agreement":null},{"id":"W4399267009","doi":"10.5430/wjel.v14n4p588","title":"Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Computer science; Pedagogy","score_opus":0.02736663129773704,"score_gpt":0.27859517570375614,"score_spread":0.2512285444060191,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399267009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956757,0.00004135526,0.000023942715,0.000038482623,0.000001269852,0.000002468153,0.0000061054125,3.7302047e-7,0.0003183861],"genre_scores_gemma":[0.99951386,0.000108273016,0.00005674997,0.000027773338,0.0000019720173,0.0000031258387,0.000016295633,3.4574035e-7,0.00027154235],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996737,0.000081642575,0.000034308832,0.000022995318,0.00012284638,0.00006444155],"domain_scores_gemma":[0.998044,0.0003612182,0.00076342636,0.00004442604,0.00047784182,0.00030899222],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006789788,0.00021427496,0.00014608946,0.000498362,0.0005182773,0.00090111356,0.00014301474,0.0002752198,0.001298987],"category_scores_gemma":[0.0021785975,0.00009529453,0.00020652504,0.0002637292,0.0003481894,0.00037162733,0.00041326392,0.00029746996,0.00021740467],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006204301,0.0002316814,0.9662729,0.00005991844,0.000025171177,0.00030513894,0.016127668,0.000052206397,0.0022758,0.00012914703,0.00011654962,0.014341831],"study_design_scores_gemma":[0.000005387506,0.00029925705,0.9463944,0.000041100022,0.000031152504,0.00034738902,0.050251048,0.00037598694,0.00070959906,0.000094294366,0.0014341357,0.000016141375],"about_ca_topic_score_codex":0.0058896556,"about_ca_topic_score_gemma":0.00854091,"teacher_disagreement_score":0.0058896556,"about_ca_system_score_codex":0.00033546524,"about_ca_system_score_gemma":0.0004956347,"threshold_uncertainty_score":0.011710763},"labels":[],"label_agreement":null},{"id":"W4399299798","doi":"10.5430/wjel.v14n5p250","title":"Enhancing Technical English Proficiency: A Video-Based Approach for Female Students at Industrial Colleges in Saudi Arabia","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Mathematics education; Psychology","score_opus":0.03036290798385421,"score_gpt":0.28496432224061224,"score_spread":0.25460141425675803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399299798","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99684757,0.00012673136,0.00075424486,0.0002126198,0.000015316553,0.00022275967,0.00003671711,0.0000146069515,0.0017694819],"genre_scores_gemma":[0.98929846,0.0005672636,0.0056127,0.0001580041,0.000024033896,0.0003197236,0.000061696985,0.000008255179,0.003949828],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995901,0.00018162224,0.000012532138,0.000044983306,0.000068094116,0.00010274122],"domain_scores_gemma":[0.9993298,0.00015883366,0.00008502759,0.000024267967,0.0001618802,0.00024021829],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009409851,0.0003796293,0.00020283005,0.00056971156,0.0008704292,0.0007673421,0.0006471839,0.00035778203,0.0023043214],"category_scores_gemma":[0.0015185131,0.00012366573,0.00020702621,0.00020011571,0.00027598313,0.00043525617,0.0008521528,0.000365367,0.00031815722],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014929144,0.017526943,0.07423302,0.001274721,0.000058989874,0.0019935996,0.09489211,0.00062710646,0.05016696,0.000712051,0.0028410961,0.75418067],"study_design_scores_gemma":[0.000632116,0.052788228,0.40287724,0.0011133016,0.00032609745,0.0023064537,0.42543444,0.0042284643,0.04058126,0.0009575502,0.06854367,0.00021120353],"about_ca_topic_score_codex":0.00444064,"about_ca_topic_score_gemma":0.014776991,"teacher_disagreement_score":0.00444064,"about_ca_system_score_codex":0.0008218258,"about_ca_system_score_gemma":0.0012890305,"threshold_uncertainty_score":0.008829594},"labels":[],"label_agreement":null},{"id":"W4399331679","doi":"10.21432/cjlt28511","title":"Learners’ Perceptions of Synchronous Written Corrective Feedback in Videoconferenced Collaborative Writing","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Redaction; Philosophy; Theology","score_opus":0.009868110958900696,"score_gpt":0.24017601259561175,"score_spread":0.23030790163671105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399331679","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981719,0.00006402565,0.00039647165,0.000065158616,0.0000064465034,0.000017773142,0.000010592313,0.000009785494,0.0012578341],"genre_scores_gemma":[0.99828833,0.00009726541,0.00051261403,0.00005479947,0.000005968887,0.000034893208,0.000016234248,0.000007345113,0.0009825459],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968262,0.0015758591,0.00024108068,0.00026791304,0.0007833215,0.00030567637],"domain_scores_gemma":[0.9831254,0.010303629,0.0023831076,0.00046273854,0.0022451172,0.0014799464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00494631,0.00038009047,0.0003740412,0.0005052564,0.0012220005,0.0026864186,0.00047594437,0.00088476687,0.0029680282],"category_scores_gemma":[0.026989223,0.00022430555,0.0003307021,0.0002769959,0.0008978691,0.001494202,0.0011816365,0.000906939,0.0004687177],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001088833,0.0013143455,0.18157123,0.000585338,0.00006723095,0.0021044866,0.68679935,0.0007848316,0.026581675,0.0005889895,0.0011853089,0.0973284],"study_design_scores_gemma":[0.0001941019,0.0056672012,0.27582243,0.00052529905,0.00014581409,0.0026165126,0.6763497,0.0034850838,0.017085066,0.00089449406,0.016957052,0.00025719425],"about_ca_topic_score_codex":0.00434218,"about_ca_topic_score_gemma":0.0037987207,"teacher_disagreement_score":0.00494631,"about_ca_system_score_codex":0.0007496872,"about_ca_system_score_gemma":0.0009621901,"threshold_uncertainty_score":0.02615887},"labels":[],"label_agreement":null},{"id":"W4399362947","doi":"10.4324/9781003041412-28","title":"Comprehensible Input in Language Instruction","year":2024,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Computer science; Linguistics; Programming language; Philosophy","score_opus":0.0318576384813117,"score_gpt":0.24098743724066068,"score_spread":0.20912979875934898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399362947","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011768697,0.06971017,0.08277013,0.0077566253,0.002044123,0.00012302786,0.00014044999,0.0005180781,0.82516867],"genre_scores_gemma":[0.37449506,0.123556525,0.08861162,0.004679694,0.0036355061,0.0005727827,0.0005481248,0.00073259114,0.40316814],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.999373,0.00022691573,0.00003157549,0.000082073784,0.00023290513,0.000053521042],"domain_scores_gemma":[0.99903995,0.0007143435,0.000037042813,0.00005995962,0.00010694893,0.00004174112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078838534,0.0007005001,0.00041114868,0.0009997003,0.001082259,0.0048708622,0.00084129605,0.0012878021,0.011109859],"category_scores_gemma":[0.0020428426,0.0002104229,0.00028347253,0.0010900332,0.0047838143,0.0051846537,0.001971768,0.0034896655,0.0025599222],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017543882,0.000029416584,0.00022308907,0.0006211426,0.000004915531,0.00019363302,0.008576957,0.00051486527,0.001132566,0.810556,0.0129707055,0.16515926],"study_design_scores_gemma":[0.000008106003,0.00008674162,0.0007918168,0.0015306106,0.000010078698,0.00087769295,0.0023928545,0.0011847725,0.0020982476,0.25866136,0.73233086,0.000026979149],"about_ca_topic_score_codex":0.0009157621,"about_ca_topic_score_gemma":0.0012468648,"teacher_disagreement_score":0.011109859,"about_ca_system_score_codex":0.0015106061,"about_ca_system_score_gemma":0.0015976918,"threshold_uncertainty_score":0.03716618},"labels":[],"label_agreement":null},{"id":"W4399383290","doi":"10.5430/elr.v13n1p26","title":"English Vocabulary Learning Strategies between High-achievers and Low-achievers","year":2024,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Vocabulary; English vocabulary; Vocabulary learning; Psychology; Computer science; Linguistics; Philosophy","score_opus":0.053382505311619345,"score_gpt":0.32997878736501707,"score_spread":0.2765962820533977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399383290","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9960377,0.000103262326,0.00019705675,0.000039081315,0.000007849009,0.000021139098,0.000058127724,0.000013595191,0.0035222475],"genre_scores_gemma":[0.99462646,0.000071299175,0.0004126887,0.00001970131,0.0000027784029,0.000025691164,0.00016541455,0.0000075133944,0.0046684244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99834347,0.00023419657,0.00022699044,0.00029686277,0.0005297481,0.00036876174],"domain_scores_gemma":[0.9974717,0.00039018,0.00051353045,0.00014314988,0.0006115524,0.0008698736],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014714797,0.0005788808,0.00058083667,0.002427534,0.0008999496,0.0026285795,0.00067327905,0.00047740992,0.003479409],"category_scores_gemma":[0.0036854148,0.00023866977,0.00058874284,0.00049242214,0.0008431311,0.00088871224,0.0021983418,0.00066935905,0.0012451974],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035355627,0.0017052745,0.8859729,0.00031111384,0.00020521072,0.00077770895,0.025547268,0.0003467718,0.0077974973,0.002640147,0.001222127,0.07312037],"study_design_scores_gemma":[0.000034675108,0.0014164979,0.96398973,0.000100258934,0.00007052227,0.0004938223,0.026254984,0.0006798681,0.0016637528,0.001536974,0.0037113435,0.000047540787],"about_ca_topic_score_codex":0.0044131023,"about_ca_topic_score_gemma":0.006066923,"teacher_disagreement_score":0.0044131023,"about_ca_system_score_codex":0.0005268026,"about_ca_system_score_gemma":0.0006025594,"threshold_uncertainty_score":0.011639833},"labels":[],"label_agreement":null},{"id":"W4399510140","doi":"","title":"Les effets des pratiques pédagogiques sur la motivation dans l'acquisition de l'anglais LX - Etude comparée de trois contextes : France, Finlande et Nouveau Brunswick (Canada)","year":2024,"lang":"en","type":"dissertation","venue":"theses.fr (ABES)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Pedagogy","score_opus":0.022384667566462454,"score_gpt":0.2780056264036257,"score_spread":0.25562095883716324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399510140","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957075,0.0005389875,0.00005801449,0.00024890775,0.00001343978,0.000028169228,0.00010909456,0.0000026650293,0.0032931673],"genre_scores_gemma":[0.99432003,0.00069500133,0.0001470955,0.00013001278,0.000006145742,0.00008066944,0.00011535104,0.0000050608296,0.0045004976],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99754983,0.000525677,0.00009205962,0.00028108092,0.00063995604,0.0009113252],"domain_scores_gemma":[0.99414176,0.0013978936,0.0007709054,0.00015022303,0.0017536283,0.0017856235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030923795,0.00039096858,0.000770542,0.0015352161,0.004874809,0.0054940223,0.0011746942,0.000835308,0.003521328],"category_scores_gemma":[0.004573942,0.0004807711,0.000693316,0.002218675,0.0025168555,0.0010453471,0.0020902317,0.0016344718,0.000508709],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024741722,0.00037455655,0.78862417,0.00026621873,0.00013235513,0.0003287057,0.17781483,0.00015490715,0.00090182,0.0017340778,0.0011003565,0.028320562],"study_design_scores_gemma":[0.00001591768,0.00010754425,0.8943998,0.00026214664,0.00004878699,0.000037594324,0.099773884,0.000087395085,0.000173673,0.00014234138,0.0049194093,0.000031463762],"about_ca_topic_score_codex":0.83165014,"about_ca_topic_score_gemma":0.9179032,"teacher_disagreement_score":0.16834986,"about_ca_system_score_codex":0.014966082,"about_ca_system_score_gemma":0.029776497,"threshold_uncertainty_score":0.3386826},"labels":[],"label_agreement":null},{"id":"W4399596276","doi":"10.5539/elt.v17n7p15","title":"Speak Beyond Borders: A Systematic Review of Task-Based Language Teaching for EFL Speaking Proficiency","year":2024,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Language proficiency; Language education; Mathematics education; Language assessment; Inclusion (mineral); Task (project management); Pedagogy; Social psychology","score_opus":0.026883305619112403,"score_gpt":0.34245945890438173,"score_spread":0.31557615328526933,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399596276","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00092662364,0.99779475,0.00024238005,0.00018286752,0.000091185015,0.00031391205,0.00015078897,0.000009035077,0.00028854495],"genre_scores_gemma":[0.009711733,0.98789257,0.0010025374,0.00037063297,0.00005208285,0.0007023009,0.00015473609,0.0000075599605,0.00010585164],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.99140364,0.0033167044,0.0032276346,0.00051800726,0.0012786102,0.00025539397],"domain_scores_gemma":[0.97066915,0.02230652,0.0037587655,0.00052503496,0.0023874037,0.00035314102],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011254675,0.0015716532,0.0067969267,0.009117328,0.0008794772,0.0035529754,0.0017764254,0.0016924298,0.0037179429],"category_scores_gemma":[0.045771953,0.0008599545,0.007905739,0.010156644,0.0009669173,0.0029372035,0.0021062144,0.0015723215,0.0004104387],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020960486,0.00003549846,0.0003614953,0.9153005,0.0051825955,0.00008085597,0.00048733893,0.00008252836,0.00019607204,0.0002783375,0.0010059507,0.07677934],"study_design_scores_gemma":[0.0002441895,0.00034419558,0.0025580253,0.9218214,0.050501715,0.0002777332,0.000634963,0.00007480266,0.0002561599,0.00038988818,0.02285579,0.00004114195],"about_ca_topic_score_codex":0.009129066,"about_ca_topic_score_gemma":0.031992164,"teacher_disagreement_score":0.011254675,"about_ca_system_score_codex":0.003418075,"about_ca_system_score_gemma":0.01684492,"threshold_uncertainty_score":0.05952108},"labels":[],"label_agreement":null},{"id":"W4399778004","doi":"10.30707/etd2024.20240618063950018185.999947","title":"When Curriculum Comes to Life: Making French Language ( L2 ) Acquisition a Lived Experience and the Effect of Students' Progression towards Proficiency","year":2024,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Mathematics education; Curriculum mapping; Pedagogy; Psychology; Curriculum theory; Computer science; Curriculum development","score_opus":0.01331317066058726,"score_gpt":0.3481933092057358,"score_spread":0.3348801385451486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399778004","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98694927,0.00018481768,0.0002935897,0.0009558921,0.0000181466,0.000015038236,0.000024856316,0.00001607344,0.011542263],"genre_scores_gemma":[0.99774843,0.00012289835,0.00016141271,0.00009824567,0.000004572215,0.000012896038,0.000014778501,0.000007829762,0.0018289576],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99524444,0.0031418132,0.000054970467,0.00028693405,0.00046348086,0.0008083277],"domain_scores_gemma":[0.9949345,0.0019579716,0.00065463426,0.00016878192,0.0005003404,0.0017837442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041980236,0.00040022843,0.0003288842,0.0010122369,0.006126761,0.009260805,0.00081837917,0.00095162576,0.0033949455],"category_scores_gemma":[0.008096406,0.00019650052,0.0003834652,0.00051299937,0.008222396,0.0031955617,0.004824332,0.00184776,0.00038561283],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072911476,0.00029319755,0.037521746,0.00008294091,0.000022649909,0.0005391808,0.9349503,0.00010900943,0.0015726149,0.0035433765,0.001130518,0.02016155],"study_design_scores_gemma":[0.000006790309,0.00022387196,0.06927102,0.00009193918,0.000020181573,0.00015368807,0.9069631,0.00008660716,0.00076180004,0.0007207561,0.02166278,0.000037511396],"about_ca_topic_score_codex":0.032310165,"about_ca_topic_score_gemma":0.06689347,"teacher_disagreement_score":0.032310165,"about_ca_system_score_codex":0.0065236427,"about_ca_system_score_gemma":0.003358945,"threshold_uncertainty_score":0.06424421},"labels":[],"label_agreement":null},{"id":"W4399863954","doi":"10.5430/wjel.v14n5p454","title":"A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes","year":2024,"lang":"en","type":"review","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; English language; Mathematics education; Linguistics; Psychology; Philosophy","score_opus":0.018513122148562686,"score_gpt":0.29875114983828216,"score_spread":0.28023802768971945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399863954","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00091605005,0.99794847,0.00012071605,0.00016060783,0.00010446775,0.00021321035,0.0002571381,0.000008079092,0.00027130332],"genre_scores_gemma":[0.0074339956,0.99116266,0.00042500705,0.00025161487,0.00005070151,0.0003722384,0.00016490326,0.0000046564737,0.00013428318],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.99344844,0.0020832748,0.002480347,0.00047954492,0.001320248,0.00018809468],"domain_scores_gemma":[0.976497,0.016824927,0.0036541831,0.00032535367,0.0023938918,0.00030470785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070852456,0.0015893816,0.0061895545,0.010249666,0.00085027114,0.002477979,0.0014710174,0.0014836462,0.004559086],"category_scores_gemma":[0.034976836,0.0008781282,0.0055688657,0.011120597,0.00077968923,0.002277531,0.001487324,0.0010624323,0.00041610244],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015414557,0.000022012075,0.0005076714,0.9392801,0.004528635,0.000097999575,0.0002429036,0.00005696466,0.00019246122,0.00016615372,0.0014901162,0.05326076],"study_design_scores_gemma":[0.00016662222,0.00025093812,0.0044627413,0.90181935,0.061598644,0.000389873,0.0003336486,0.0000515862,0.0003169796,0.00027525696,0.03029948,0.00003488813],"about_ca_topic_score_codex":0.0071620224,"about_ca_topic_score_gemma":0.026283886,"teacher_disagreement_score":0.010249666,"about_ca_system_score_codex":0.0027540266,"about_ca_system_score_gemma":0.013486339,"threshold_uncertainty_score":0.037470818},"labels":[],"label_agreement":null},{"id":"W4399864418","doi":"10.5430/wjel.v14n5p381","title":"Teachers’ Perceptions of the Impact of Teacher-Student Rapport on Motivation in the ESL Classroom","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Mathematics education; Intrinsic motivation; Pedagogy; Social psychology","score_opus":0.023777793666071786,"score_gpt":0.2953706197552751,"score_spread":0.2715928260892033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399864418","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984956,0.00006453561,0.000084867526,0.00011560413,0.00000438566,0.0000051802617,0.0000028696488,0.0000026193745,0.0012243404],"genre_scores_gemma":[0.99949324,0.000069769136,0.00007876408,0.00001950156,0.0000024375913,0.0000075755097,0.0000028994334,0.0000012673477,0.00032467503],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99644727,0.002240013,0.00017093278,0.00012912371,0.00060983637,0.00040290196],"domain_scores_gemma":[0.9872592,0.005263343,0.0037522332,0.00031017925,0.0013766537,0.002038432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003963774,0.00019911079,0.00036221056,0.00080343254,0.002309685,0.0027006522,0.0003930413,0.00057448796,0.001813969],"category_scores_gemma":[0.010656739,0.00025587148,0.00020612746,0.00029917134,0.0014749209,0.0010059333,0.0018226348,0.0010289879,0.00023123756],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015088891,0.00096597127,0.5161523,0.00022374046,0.000054333683,0.0010931613,0.42870966,0.00021252675,0.0036334293,0.0010301817,0.0006491759,0.04712458],"study_design_scores_gemma":[0.000013001942,0.0005557153,0.40223345,0.00016421557,0.000027457494,0.0005092479,0.5888551,0.00043836987,0.00078044506,0.00027707717,0.0060988846,0.000047093123],"about_ca_topic_score_codex":0.002677851,"about_ca_topic_score_gemma":0.0054672337,"teacher_disagreement_score":0.003963774,"about_ca_system_score_codex":0.0010343662,"about_ca_system_score_gemma":0.0012985279,"threshold_uncertainty_score":0.020962656},"labels":[],"label_agreement":null},{"id":"W4399865092","doi":"10.5430/wjel.v14n5p493","title":"Breaking Barriers, Elevating Performance: Microsoft Teams and the Writing Proficiency of EFL Jordanian Students","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Microsoft excel; Mathematics education; Psychology; Operating system","score_opus":0.006382837291015836,"score_gpt":0.2499735376750788,"score_spread":0.24359070038406297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399865092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99789953,0.00013781691,0.00010476332,0.00017904672,0.000007589587,0.000008005123,0.0000061023893,0.000003900452,0.0016531534],"genre_scores_gemma":[0.99858785,0.00007497286,0.00013242326,0.000060427265,0.0000046905075,0.000012038851,0.000009985833,0.0000023278428,0.0011154189],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99748695,0.00080358307,0.0002868227,0.00033949237,0.0007715353,0.00031164638],"domain_scores_gemma":[0.9888287,0.0023841623,0.0044985367,0.00030449496,0.0021650607,0.0018190072],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022176239,0.0004132464,0.00030406492,0.00083572033,0.001846205,0.0031243567,0.00059131085,0.0007655589,0.003591959],"category_scores_gemma":[0.009975429,0.00016489995,0.00023940546,0.0005604888,0.0013968153,0.0014781598,0.0021336125,0.00096986146,0.000620161],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025309762,0.0013894037,0.79452354,0.0002473792,0.000053400516,0.00079488644,0.12181734,0.00017588717,0.0029669611,0.00093008246,0.0011520247,0.07569605],"study_design_scores_gemma":[0.000034447672,0.00085077813,0.8086575,0.0003497925,0.00006775672,0.00054519525,0.17946275,0.00066826754,0.0025549,0.0009760928,0.0057842396,0.000048231122],"about_ca_topic_score_codex":0.003290753,"about_ca_topic_score_gemma":0.0027669156,"teacher_disagreement_score":0.003591959,"about_ca_system_score_codex":0.0008477329,"about_ca_system_score_gemma":0.002199574,"threshold_uncertainty_score":0.012016296},"labels":[],"label_agreement":null},{"id":"W4399880282","doi":"10.55016/ojs/ajer.v49i1.54956","title":"Grade 6 French Immersion Students' Performance on Large-Scale Reading, Writing, and Mathematics Tests: Building Explanations","year":2003,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Prince Edward Island","funders":"","keywords":"Mathematics education; Reading (process); Immersion (mathematics); Psychology; French immersion; Pedagogy; Mathematics; Linguistics","score_opus":0.07567245544205894,"score_gpt":0.39060032416753643,"score_spread":0.3149278687254775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399880282","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961092,0.000059536225,0.0006404854,0.00008555786,0.0000032894193,0.000035605535,0.00046840328,0.0000320041,0.0025659676],"genre_scores_gemma":[0.99809736,0.000049740618,0.00045321803,0.000014983034,0.000002189485,0.000013028675,0.000338914,0.0000043936884,0.0010262023],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99937624,0.000089020294,0.00004999804,0.00013552203,0.00020495502,0.00014428215],"domain_scores_gemma":[0.99672914,0.00113118,0.00089391373,0.00022116245,0.000808569,0.00021604994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012593109,0.00031332835,0.00024025749,0.0016394093,0.0005300215,0.0010646731,0.0005689245,0.00025262233,0.002738356],"category_scores_gemma":[0.0055520097,0.00020539058,0.00042707822,0.00087338925,0.0005065355,0.00060079515,0.0010006164,0.0003701122,0.00022769978],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012255988,0.00007658776,0.9597506,0.00006644504,0.000032824555,0.0002478284,0.011200814,0.00021889475,0.0016420905,0.0004490701,0.0003999551,0.025792263],"study_design_scores_gemma":[0.000003078563,0.00007299381,0.99611,0.000011007539,0.000018085091,0.00001997676,0.0021902204,0.00026337118,0.0005621637,0.00010107373,0.00064240396,0.0000056046706],"about_ca_topic_score_codex":0.21726152,"about_ca_topic_score_gemma":0.3886205,"teacher_disagreement_score":0.21726152,"about_ca_system_score_codex":0.0017975534,"about_ca_system_score_gemma":0.0017732336,"threshold_uncertainty_score":0.43199384},"labels":[],"label_agreement":null},{"id":"W4399983054","doi":"10.5539/ijel.v14n4p32","title":"Exploration of Instructional Strategies for Teaching Saudi ESL/EFL Students English Pronunciation","year":2024,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Mathematics education; Psychology; Computer science; Linguistics; Philosophy","score_opus":0.039163408933245436,"score_gpt":0.3266934180073494,"score_spread":0.287530009074104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399983054","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940262,0.00079126697,0.0021124936,0.000412064,0.00001673635,0.00022541171,0.000030220648,0.000024136018,0.0023615086],"genre_scores_gemma":[0.96738416,0.0020565458,0.028154735,0.00015631833,0.000010671707,0.00027351725,0.00006696503,0.0000066116445,0.0018902943],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9992737,0.00039299118,0.00006561587,0.00004710498,0.00013957437,0.00008094957],"domain_scores_gemma":[0.9982326,0.00086723716,0.0003193384,0.000037620965,0.00033064748,0.00021242257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016997706,0.00039298114,0.00029172585,0.0007570898,0.00069760287,0.0009923592,0.0006837738,0.00035670004,0.0011110356],"category_scores_gemma":[0.0034840037,0.00013660803,0.00021897221,0.0003843309,0.0003060951,0.0005574315,0.000648622,0.00041052635,0.00026387582],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044126163,0.0053486866,0.0767311,0.0030895527,0.000051969655,0.0013056108,0.15443236,0.00052649976,0.023657396,0.0016288859,0.0016707665,0.7311159],"study_design_scores_gemma":[0.00044174367,0.009607306,0.2873254,0.0043634474,0.0004981902,0.0028698945,0.55140615,0.005465494,0.04214136,0.0021521335,0.09350834,0.00022049618],"about_ca_topic_score_codex":0.001635163,"about_ca_topic_score_gemma":0.0067632073,"teacher_disagreement_score":0.0016997706,"about_ca_system_score_codex":0.0008342241,"about_ca_system_score_gemma":0.002385596,"threshold_uncertainty_score":0.008989394},"labels":[],"label_agreement":null},{"id":"W4399983172","doi":"10.5539/elt.v17n7p50","title":"An Action Research on Incorporating Multimodal Composing to Facilitate Student Engagement in Continuation Writing Tasks in Chinese High School EFL Teaching","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Continuation; Action research; Action (physics); Mathematics education; Teaching method; Pedagogy; Computer science","score_opus":0.0909387858030432,"score_gpt":0.40320434173767156,"score_spread":0.31226555593462835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399983172","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.990177,0.00010726466,0.0035279824,0.0003009672,0.0000284735,0.0007018429,0.000033937493,0.00003731587,0.005085336],"genre_scores_gemma":[0.96568745,0.00033155005,0.026276508,0.00021991173,0.00001197613,0.0021082181,0.000059664384,0.000016881708,0.0052879206],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969002,0.001878748,0.00012845991,0.00040358264,0.00032123906,0.00036777838],"domain_scores_gemma":[0.9955936,0.0026453815,0.0003487199,0.00030584802,0.00044829506,0.00065822783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068052653,0.0007502382,0.0005265717,0.000710648,0.0023013197,0.0023266366,0.0010516614,0.0008169977,0.0048351106],"category_scores_gemma":[0.008071099,0.00029499788,0.0006870607,0.00050188875,0.0018100567,0.0021041967,0.0022740047,0.0013338056,0.00040124668],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008571014,0.021521559,0.049609095,0.0026551648,0.00009166982,0.0011470902,0.5394787,0.0009929081,0.040758606,0.009086203,0.0028681841,0.33093372],"study_design_scores_gemma":[0.0011048974,0.016325967,0.17161827,0.0017048804,0.00062342756,0.0006239551,0.68181443,0.011930237,0.045383967,0.007551406,0.0610251,0.00029345325],"about_ca_topic_score_codex":0.003116996,"about_ca_topic_score_gemma":0.007083381,"teacher_disagreement_score":0.0068052653,"about_ca_system_score_codex":0.0020597333,"about_ca_system_score_gemma":0.0045877206,"threshold_uncertainty_score":0.03599012},"labels":[],"label_agreement":null},{"id":"W4400055307","doi":"10.5430/wjel.v14n6p47","title":"Student Engagement with Teacher Written Corrective Feedback among Chinese Private College Students of Varying Language Proficiencies","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructive; Student engagement; Psychology; Mathematics education; Sociocultural evolution; Cognition; Language proficiency; Second-language acquisition; Corrective feedback; Recall; Second language; Pedagogy; Computer science; Linguistics; Cognitive psychology","score_opus":0.011738341604583357,"score_gpt":0.2759095555103563,"score_spread":0.2641712139057729,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400055307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99984837,0.0000049549417,0.000021554384,0.00000753479,3.9662314e-7,0.0000029937644,0.0000049953182,0.0000011498537,0.00010793681],"genre_scores_gemma":[0.99957865,0.000014013179,0.000056587945,0.000010645913,9.546442e-7,0.000010522746,0.00002089097,0.0000011458725,0.00030659148],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991798,0.00019883626,0.00008323162,0.00012961084,0.00018749041,0.00022104035],"domain_scores_gemma":[0.99734396,0.0008142361,0.000695298,0.00015597399,0.0004119915,0.00057858037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011635553,0.0003441051,0.0003306482,0.00074672746,0.0009512641,0.0015159242,0.00038116667,0.00044227435,0.0011178965],"category_scores_gemma":[0.005455209,0.00020027872,0.0002295925,0.00046303193,0.0006264879,0.0006358727,0.0013779398,0.0005573162,0.00023742828],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002975321,0.0010963684,0.78319377,0.00008812025,0.000042327963,0.00040692082,0.15345038,0.00017481488,0.008495067,0.000100305624,0.0002635024,0.05239089],"study_design_scores_gemma":[0.0000138646765,0.000782133,0.92548114,0.000026494898,0.000023879646,0.00025744853,0.069037884,0.0010799175,0.0022573795,0.0001170432,0.000885347,0.00003748893],"about_ca_topic_score_codex":0.006189545,"about_ca_topic_score_gemma":0.012092123,"teacher_disagreement_score":0.006189545,"about_ca_system_score_codex":0.0007468228,"about_ca_system_score_gemma":0.00093149085,"threshold_uncertainty_score":0.012307048},"labels":[],"label_agreement":null},{"id":"W4400055396","doi":"10.5430/wjel.v14n6p59","title":"Grammar Learning Methods and Grammar Learning Strategies: Are They Related?","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Computer science; Natural language processing; Artificial intelligence; Linguistics; Philosophy","score_opus":0.015975699992729336,"score_gpt":0.2961317361489677,"score_spread":0.28015603615623835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400055396","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8625745,0.04939213,0.013433108,0.020436801,0.00039977743,0.00023594123,0.00021559227,0.00007977965,0.053232245],"genre_scores_gemma":[0.98038876,0.011122668,0.00500888,0.0012807699,0.0001904123,0.000098856886,0.000089492125,0.000035241585,0.0017849631],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9938666,0.0028915992,0.00038596353,0.0010312586,0.0013358396,0.0004887146],"domain_scores_gemma":[0.9318908,0.050045986,0.011558557,0.0015500245,0.0027684572,0.0021861733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005875072,0.00043117156,0.0005593563,0.0023563448,0.0006841267,0.0047706696,0.0011239155,0.0012463968,0.005771569],"category_scores_gemma":[0.039121144,0.00038012382,0.00058452925,0.0030546437,0.0041854284,0.0050520105,0.0021462117,0.002187935,0.00048187407],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016801363,0.0006717627,0.66378206,0.0013477576,0.00046351933,0.00051505736,0.022768669,0.00033164036,0.0007883594,0.038233593,0.0013332441,0.26959637],"study_design_scores_gemma":[0.000034127483,0.00037936377,0.9127375,0.0011173247,0.00020169457,0.0007858865,0.02117829,0.0008454585,0.0002980017,0.052716646,0.009621305,0.00008438092],"about_ca_topic_score_codex":0.0045811906,"about_ca_topic_score_gemma":0.003941404,"teacher_disagreement_score":0.005875072,"about_ca_system_score_codex":0.0012364326,"about_ca_system_score_gemma":0.0034659244,"threshold_uncertainty_score":0.03107071},"labels":[],"label_agreement":null},{"id":"W4400128849","doi":"10.1051/shsconf/202419110005","title":"L’acquisition formelle de l’oral spontané en L2 des locuteurs débutants","year":2024,"lang":"fr","type":"article","venue":"SHS Web of Conferences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Political science","score_opus":0.038001629419061614,"score_gpt":0.28691547157033204,"score_spread":0.24891384215127044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400128849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99484974,0.00028754355,0.00090139534,0.00010466161,0.000031632888,0.0001849387,0.00010810798,0.000026653415,0.0035052754],"genre_scores_gemma":[0.9764048,0.00058966945,0.0041742213,0.00034138715,0.000022458868,0.0014933812,0.00027702324,0.00006851917,0.016628545],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9971156,0.0008954628,0.00016655376,0.00063202035,0.0008942694,0.00029610377],"domain_scores_gemma":[0.9886587,0.0056618676,0.0017891447,0.0008597666,0.002284985,0.00074539444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047640973,0.0005522238,0.00077020033,0.0008931596,0.001478706,0.0035800913,0.00084867736,0.0013181538,0.010153595],"category_scores_gemma":[0.018516121,0.0007072641,0.00060626084,0.00043394143,0.0021250006,0.002567283,0.0021860765,0.0018526124,0.0021244537],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0030950846,0.010470146,0.19344206,0.0024289854,0.00026449055,0.0015597913,0.5138633,0.0003448232,0.05689437,0.0029946934,0.003939712,0.21070251],"study_design_scores_gemma":[0.00036634825,0.011012816,0.7748574,0.0008917637,0.0003748164,0.0012492641,0.15738933,0.0008618125,0.014759126,0.0026045144,0.03532334,0.00030945896],"about_ca_topic_score_codex":0.0079296995,"about_ca_topic_score_gemma":0.013488515,"teacher_disagreement_score":0.010153595,"about_ca_system_score_codex":0.001798697,"about_ca_system_score_gemma":0.0019974113,"threshold_uncertainty_score":0.033967137},"labels":[],"label_agreement":null},{"id":"W4400172086","doi":"10.5539/elt.v17n7p133","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 7, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Linguistics; Mathematics education; Philosophy","score_opus":0.0154274934813431,"score_gpt":0.28159910379555025,"score_spread":0.26617161031420716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400172086","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00041790164,0.0044947714,0.0021976721,0.17301975,0.8046284,0.002573638,0.002037715,0.0010251405,0.009605113],"genre_scores_gemma":[0.01227675,0.012815464,0.0076851277,0.23406647,0.5167184,0.016106376,0.0043513807,0.0028473318,0.19313265],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.95652,0.008542239,0.0096775945,0.0025832355,0.020817196,0.0018597371],"domain_scores_gemma":[0.21329321,0.027013652,0.011755124,0.005635173,0.7344947,0.007808132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.036501765,0.0024809819,0.006280089,0.008056015,0.0052226917,0.007836909,0.005371169,0.011904972,0.11715748],"category_scores_gemma":[0.4496308,0.0016096927,0.0030940985,0.003975165,0.0031354527,0.0055536446,0.0036127763,0.007862329,0.06964777],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029485169,0.0000035469925,0.00008626437,0.0005064078,0.0000072823786,0.000046498517,0.00005270626,0.000007239481,0.000032800457,0.00007932485,0.994639,0.004509349],"study_design_scores_gemma":[0.0003811684,0.000049736136,0.0014844992,0.0061839563,0.00011896118,0.001123479,0.00072138954,0.00034048726,0.00036408892,0.0011702103,0.987909,0.00015302401],"about_ca_topic_score_codex":0.0067938883,"about_ca_topic_score_gemma":0.010563853,"teacher_disagreement_score":0.11715748,"about_ca_system_score_codex":0.004948425,"about_ca_system_score_gemma":0.0133383,"threshold_uncertainty_score":0.39193082},"labels":[],"label_agreement":null},{"id":"W4400285443","doi":"10.1121/10.0026865","title":"The effects of delay on task-based interactive conversation","year":2024,"lang":"en","type":"article","venue":"The Journal of the Acoustical Society of America","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Conversation; Task (project management); Computer science; Human–computer interaction; Psychology; Cognitive psychology; Communication; Engineering","score_opus":0.009350079496547608,"score_gpt":0.24690535964443242,"score_spread":0.2375552801478848,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400285443","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99422413,0.0003469931,0.002725716,0.00003396933,0.000039164886,0.000052873733,0.00009187854,0.00008413337,0.0024011796],"genre_scores_gemma":[0.9966813,0.00013943987,0.0023003565,0.00003287357,0.000018040222,0.00007209809,0.00012386708,0.000056552457,0.0005753994],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99831474,0.0005651572,0.00018040354,0.00035900596,0.00038865028,0.0001920034],"domain_scores_gemma":[0.97389966,0.021625541,0.0015021567,0.00097025104,0.00093908666,0.0010632447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001248349,0.00079747883,0.00043173297,0.00042291806,0.000412902,0.0011793441,0.0004758586,0.00046329794,0.0030633907],"category_scores_gemma":[0.023537153,0.00028596743,0.0001988008,0.00023536259,0.00044502685,0.00068916247,0.0013177439,0.0005139731,0.00040997996],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020014301,0.0007909254,0.028157754,0.0009589448,0.00018648198,0.0008246876,0.005178677,0.0027415364,0.8756405,0.0004921254,0.00023306557,0.064781114],"study_design_scores_gemma":[0.0011235853,0.020234948,0.63681436,0.00028183655,0.001165924,0.0032805752,0.007364005,0.014082427,0.3045509,0.002947205,0.007844311,0.00031003795],"about_ca_topic_score_codex":0.0013562462,"about_ca_topic_score_gemma":0.0013892964,"teacher_disagreement_score":0.0030633907,"about_ca_system_score_codex":0.00043170294,"about_ca_system_score_gemma":0.0004434342,"threshold_uncertainty_score":0.010248005},"labels":[],"label_agreement":null},{"id":"W4400391677","doi":"10.37213/cjal.2024.33247","title":"Comprehensibility of conventional and nonconventional expressions in second language French speech","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Pronunciation; Linguistics; Grammar; Psychology; Point (geometry); Interlanguage; Computer science; Second language; Natural language processing; Mathematics","score_opus":0.020608626139710217,"score_gpt":0.25231281021915186,"score_spread":0.23170418407944166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400391677","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982493,0.00006511019,0.00062108255,0.000011571981,0.0000030790109,0.000008060906,0.0000144183705,0.000011407676,0.0010160669],"genre_scores_gemma":[0.9992499,0.000036805803,0.00039759462,0.000009115724,0.000004319519,0.0000095089845,0.000033617216,0.000006597243,0.00025254834],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99706954,0.0014509051,0.00023224334,0.00029067235,0.000816937,0.00013972427],"domain_scores_gemma":[0.9666171,0.026000723,0.0034937721,0.0009359887,0.0024313645,0.00052099314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043386333,0.0005943683,0.00024544576,0.001076569,0.00023615337,0.0015094682,0.0002234692,0.00044188558,0.0013229734],"category_scores_gemma":[0.028605137,0.00014600925,0.00035036594,0.0002520221,0.0008222668,0.000844339,0.0006047586,0.00035854394,0.00018894477],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021597138,0.00027713334,0.6015723,0.0005028455,0.00033398863,0.0016214645,0.12726997,0.0012061301,0.16744156,0.00073003065,0.000490147,0.096394725],"study_design_scores_gemma":[0.000025414869,0.0011250457,0.9698243,0.00005476022,0.00006005773,0.0014394756,0.014850583,0.0022192278,0.008835635,0.00027489578,0.0012152191,0.0000753931],"about_ca_topic_score_codex":0.00238614,"about_ca_topic_score_gemma":0.0023448071,"teacher_disagreement_score":0.0043386333,"about_ca_system_score_codex":0.00039519262,"about_ca_system_score_gemma":0.00020610918,"threshold_uncertainty_score":0.022945166},"labels":[],"label_agreement":null},{"id":"W4400392956","doi":"10.23977/aetp.2024.080427","title":"Theoretical Basis Related to English Autonomous Learning of My PhD Dissertation Research","year":2024,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Central South University of Forestry and Technology; Central South University","keywords":"Basis (linear algebra); Psychology; Mathematics education; Cognitive science; Computer science; Mathematics","score_opus":0.025047895610963055,"score_gpt":0.4118455919079304,"score_spread":0.38679769629696736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400392956","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20272325,0.0054890234,0.059847873,0.04283704,0.0006356291,0.00067625433,0.00015388093,0.000077729426,0.6875593],"genre_scores_gemma":[0.97704846,0.0017892133,0.008560328,0.0011812102,0.00012888873,0.00042687944,0.00005160303,0.00001178149,0.010801626],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99714285,0.0013741809,0.0001508856,0.00045816164,0.00056632224,0.00030764693],"domain_scores_gemma":[0.994073,0.0028605757,0.0007158174,0.00035225786,0.0009940874,0.0010041724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004881411,0.0002612262,0.00025413072,0.0024407452,0.002874486,0.005335041,0.0011556707,0.001198416,0.007169017],"category_scores_gemma":[0.0065145474,0.00024116495,0.00042700677,0.0016469205,0.010796498,0.003646285,0.003202882,0.002015955,0.0008046458],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009558014,0.00014941358,0.004377055,0.00012603177,0.0000075904163,0.00014770469,0.012460688,0.00025252777,0.0001525111,0.96742487,0.0015448319,0.013347139],"study_design_scores_gemma":[0.00007640829,0.00013334551,0.01210098,0.000700167,0.00003813082,0.00055981823,0.030497154,0.0037604154,0.0006090537,0.863766,0.08771576,0.00004275388],"about_ca_topic_score_codex":0.0017608644,"about_ca_topic_score_gemma":0.0013837742,"teacher_disagreement_score":0.007169017,"about_ca_system_score_codex":0.0035901363,"about_ca_system_score_gemma":0.006016491,"threshold_uncertainty_score":0.026048362},"labels":[],"label_agreement":null},{"id":"W4400420477","doi":"10.1344/der.2024.45.222-231","title":"Foreign Language Teacher's Attitudes Towards a Pre-designed Language Learning System","year":2024,"lang":"en","type":"article","venue":"Digital Education Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Universidad de Playa Ancha","keywords":"Foreign language; Mathematics education; Psychology; Language assessment; Pedagogy; Linguistics; Philosophy","score_opus":0.019111261522869,"score_gpt":0.3112959598100348,"score_spread":0.29218469828716576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400420477","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9399022,0.0362764,0.00096155854,0.0030512756,0.000103411505,0.00011271566,0.000063429776,0.000018463183,0.019510604],"genre_scores_gemma":[0.964873,0.02907521,0.00065607065,0.0007710378,0.000031241896,0.000053251806,0.000044778546,0.0000058333344,0.004489526],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99824345,0.0009424926,0.00015113526,0.000108913795,0.00045988781,0.00009404209],"domain_scores_gemma":[0.99371296,0.0037424993,0.00074437645,0.00011223692,0.0014197599,0.0002681096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032379,0.00007199992,0.00019827303,0.0005040118,0.00032093254,0.00085228647,0.00019950604,0.00037873647,0.0012873465],"category_scores_gemma":[0.007923581,0.00010206278,0.00016268397,0.0005182795,0.00042261442,0.00066250924,0.00034552848,0.00055865134,0.00026366985],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046709413,0.001136338,0.1844939,0.013019165,0.00014839415,0.0026227117,0.117717616,0.00051058363,0.02017294,0.0021328742,0.0065594036,0.65101904],"study_design_scores_gemma":[0.00008354193,0.0057759853,0.49079424,0.009032964,0.00035641683,0.003987196,0.18597549,0.0003520747,0.0109996805,0.00033218408,0.29219714,0.00011312831],"about_ca_topic_score_codex":0.005625758,"about_ca_topic_score_gemma":0.0126862535,"teacher_disagreement_score":0.005625758,"about_ca_system_score_codex":0.0011667697,"about_ca_system_score_gemma":0.001557533,"threshold_uncertainty_score":0.017123878},"labels":[],"label_agreement":null},{"id":"W4400476767","doi":"10.5539/elt.v17n8p10","title":"Peer Feedback in Thai EFL Writing: Students’ Perceptions, Accuracy, and Revisions","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Peer feedback; Perception; Peer evaluation; Mathematics education; Pedagogy; Higher education","score_opus":0.01804198340544715,"score_gpt":0.31018341362208657,"score_spread":0.2921414302166394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400476767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970391,0.00015924768,0.0006389455,0.00022628067,0.000019384246,0.000048180922,0.000011441069,0.000019428164,0.0018381083],"genre_scores_gemma":[0.9986528,0.000145653,0.0005792098,0.00004464445,0.000013063904,0.000030011252,0.00001002729,0.000006543789,0.00051788177],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9777778,0.012748983,0.0019592661,0.0006103101,0.0062108105,0.0006928659],"domain_scores_gemma":[0.90384305,0.055397026,0.018238494,0.0024816007,0.015162005,0.0048778737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012886224,0.00030221266,0.00039442445,0.0009465835,0.0012452963,0.0031009377,0.0005573167,0.0005874307,0.0016385465],"category_scores_gemma":[0.099769354,0.00022695202,0.00033982185,0.00068402337,0.0011661357,0.0012418429,0.0021748657,0.0010799803,0.0003195812],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038282105,0.000902202,0.402122,0.0007477013,0.000096337804,0.001540463,0.36243883,0.00058833143,0.008172744,0.0003158027,0.0012578655,0.22143489],"study_design_scores_gemma":[0.00008492996,0.004774708,0.516129,0.00096340966,0.00020558912,0.0033513163,0.44096106,0.0045249136,0.011329998,0.000927693,0.016478747,0.00026872894],"about_ca_topic_score_codex":0.0016689093,"about_ca_topic_score_gemma":0.0018984266,"teacher_disagreement_score":0.012886224,"about_ca_system_score_codex":0.00069051184,"about_ca_system_score_gemma":0.0019204299,"threshold_uncertainty_score":0.068149686},"labels":[],"label_agreement":null},{"id":"W4400486439","doi":"10.1080/15505170.2024.2373134","title":"Becoming a language teacher educator: An outsider perspective","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Pedagogy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Perspective (graphical); Sociology; Pedagogy; Mathematics education; Linguistics; Psychology; Computer science; Philosophy","score_opus":0.03111650711868084,"score_gpt":0.366559639085332,"score_spread":0.33544313196665115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400486439","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.45597908,0.006550031,0.01608201,0.23195751,0.0044899276,0.0001727188,0.00007890212,0.00029648503,0.28439337],"genre_scores_gemma":[0.9320779,0.0021638237,0.0015965577,0.018513963,0.0007375276,0.00008102782,0.000033584154,0.00025592677,0.044539623],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9764134,0.01686896,0.00041133867,0.0015554732,0.0017440037,0.0030068017],"domain_scores_gemma":[0.9810271,0.00800676,0.0016245751,0.0007672717,0.0025415574,0.006032852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01407165,0.00062311924,0.00084039796,0.002168351,0.026258465,0.0232443,0.0025488483,0.004693253,0.008420077],"category_scores_gemma":[0.013071628,0.00063846627,0.0005451181,0.0010314726,0.024826275,0.015436896,0.012584101,0.010856807,0.0017764474],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015702304,0.00012899407,0.0027469515,0.00008204837,0.000008047073,0.0016351063,0.96216,0.0000451089,0.0005812635,0.019817758,0.0062572826,0.006521733],"study_design_scores_gemma":[0.0000061162714,0.00005021667,0.001067315,0.00023527136,0.0000084556095,0.00092832797,0.908012,0.00011251771,0.00024895297,0.0018624559,0.08745007,0.000018265353],"about_ca_topic_score_codex":0.0066126483,"about_ca_topic_score_gemma":0.010534826,"teacher_disagreement_score":0.026258465,"about_ca_system_score_codex":0.0059873867,"about_ca_system_score_gemma":0.008444393,"threshold_uncertainty_score":0.07441884},"labels":[],"label_agreement":null},{"id":"W4400495365","doi":"10.4324/9781003289838-12","title":"Language Reawakening Through Theatre","year":2024,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Art; Linguistics; Sociology; Philosophy","score_opus":0.03762015797691123,"score_gpt":0.2527324808146079,"score_spread":0.21511232283769668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400495365","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017656026,0.0067873946,0.012584656,0.0054030265,0.001514619,0.00007656414,0.000083108716,0.00045953516,0.95543516],"genre_scores_gemma":[0.30522045,0.008579155,0.010894516,0.0015327778,0.00037364618,0.00009754815,0.00012855338,0.00050387427,0.6726694],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99899524,0.00040951997,0.000018171653,0.00007354588,0.00031991265,0.0001836459],"domain_scores_gemma":[0.9994728,0.00021932449,0.000019333962,0.000054477576,0.00014171541,0.00009241494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001330877,0.0006015953,0.00025730924,0.0008902123,0.0060849576,0.007843022,0.0011668174,0.0010148078,0.012250064],"category_scores_gemma":[0.0014346268,0.00017749194,0.00032727714,0.00071494863,0.01263165,0.003051355,0.0040442,0.002876006,0.002022109],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006388826,0.00004310604,0.00024020615,0.00064159645,0.000010750611,0.00063711515,0.12915164,0.0009050238,0.0042499974,0.63665307,0.104394056,0.12300952],"study_design_scores_gemma":[0.000004409246,0.000015647483,0.00026275936,0.00025472662,0.0000045364,0.00023078761,0.01646657,0.00027218723,0.0011441853,0.012401852,0.96892864,0.000013756515],"about_ca_topic_score_codex":0.0709954,"about_ca_topic_score_gemma":0.17029697,"teacher_disagreement_score":0.0709954,"about_ca_system_score_codex":0.009210105,"about_ca_system_score_gemma":0.0070377267,"threshold_uncertainty_score":0.1411643},"labels":[],"label_agreement":null},{"id":"W4400505104","doi":"10.5430/wjel.v14n6p244","title":"Examining Foreign Language Learners’ Speaking Anxiety: The Case of English L2 Learners","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Foreign language; Public speaking; Anxiety; Psychology; Worry; Vocabulary; Promotion (chess); Computer science; Mathematics education; Linguistics","score_opus":0.02534893397258719,"score_gpt":0.26033466767878427,"score_spread":0.23498573370619708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400505104","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980118,0.00015668334,0.000081494494,0.0005202359,0.000009666544,0.000015740394,0.000008137951,0.0000024725393,0.0011937461],"genre_scores_gemma":[0.99896455,0.00023339171,0.00010689874,0.00017784094,0.00001214306,0.000011614516,0.0000061371825,0.00000203616,0.00048536452],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99912673,0.00036728638,0.000050888142,0.000048314094,0.00010854231,0.0002982781],"domain_scores_gemma":[0.99851424,0.00048166094,0.00032969273,0.00003726292,0.00015554597,0.00048150227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001031396,0.0004077593,0.000379241,0.00080425374,0.0028431572,0.0021438051,0.0004660677,0.0010809066,0.0012733855],"category_scores_gemma":[0.0025669485,0.00023490457,0.00054742995,0.00042337936,0.0013537762,0.0010701979,0.001661776,0.0014007097,0.00019702321],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001291614,0.0009409457,0.37958443,0.00033646627,0.000042819884,0.12630561,0.45561418,0.0001141279,0.0029572262,0.0009357189,0.001546313,0.031492934],"study_design_scores_gemma":[0.000013599859,0.00055638177,0.15575065,0.00018478835,0.00005284399,0.0490081,0.7882854,0.00038907863,0.00078879244,0.0005199394,0.004375772,0.00007460146],"about_ca_topic_score_codex":0.00852265,"about_ca_topic_score_gemma":0.01534535,"teacher_disagreement_score":0.00852265,"about_ca_system_score_codex":0.0014004096,"about_ca_system_score_gemma":0.0015092295,"threshold_uncertainty_score":0.016946077},"labels":[],"label_agreement":null},{"id":"W4400584215","doi":"10.56105/cjsae.v32i2.5584","title":"Transformation Through Language Learning","year":2020,"lang":"en","type":"article","venue":"Canadian Journal for the Study of Adult Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Tokushima","keywords":"Reflexive pronoun; Norm (philosophy); Linguistics; Neuroscience of multilingualism; Sociology; Psychology; Political science; Philosophy; Law","score_opus":0.03883964108272963,"score_gpt":0.2866837880499682,"score_spread":0.24784414696723855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400584215","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13105524,0.0009988158,0.01518566,0.010553159,0.00027369178,0.00007092762,0.00007952104,0.00037955787,0.84140337],"genre_scores_gemma":[0.9306754,0.0006134574,0.0073727197,0.0007330391,0.00003974931,0.00005919332,0.00006369027,0.000118555035,0.060324248],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986273,0.0007441865,0.000033770473,0.0001998406,0.00018554094,0.00020933949],"domain_scores_gemma":[0.99901175,0.00027186653,0.000067405315,0.00022186224,0.00011827925,0.0003088353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014713171,0.00026804497,0.00019953535,0.0006514011,0.0035525865,0.0062574456,0.0007991498,0.00091393595,0.015318864],"category_scores_gemma":[0.0028539356,0.00010741735,0.00035613377,0.000428175,0.011380004,0.0044672517,0.007134924,0.0018398943,0.0026373838],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004904877,0.00030032478,0.0028107278,0.0001311552,0.000013237909,0.0007700976,0.105564766,0.0004377894,0.0019469743,0.68098265,0.014912307,0.19208089],"study_design_scores_gemma":[0.000030373641,0.000099177145,0.00310935,0.00020383295,0.000012214345,0.0005817646,0.061518975,0.000666156,0.002124845,0.39710277,0.53453004,0.00002044952],"about_ca_topic_score_codex":0.0029933455,"about_ca_topic_score_gemma":0.0051606684,"teacher_disagreement_score":0.015318864,"about_ca_system_score_codex":0.0034504756,"about_ca_system_score_gemma":0.0041329847,"threshold_uncertainty_score":0.051246703},"labels":[],"label_agreement":null},{"id":"W4400610474","doi":"10.55016/ojs/jah.v2013y2013.53225","title":"Saving Culture Through Language: A Hermeneutic Phenomenological Study of Ojibwe Language Immersion Educator Experience","year":2013,"lang":"en","type":"article","venue":"Journal of Applied Hermeneutics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Lived experience; Sociology; Excellence; Psychology; Linguistics; Philosophy","score_opus":0.028631939781829867,"score_gpt":0.2862414667396273,"score_spread":0.25760952695779743,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400610474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889191,0.000535306,0.002797614,0.0012776068,0.00006636705,0.00013829731,0.000040508276,0.000017874905,0.006207263],"genre_scores_gemma":[0.9933791,0.0006595578,0.0009530977,0.00055459776,0.00002446818,0.00016344532,0.000029428704,0.000033503733,0.004202703],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99548715,0.0029028333,0.0001490972,0.0002987821,0.00032164945,0.0008405111],"domain_scores_gemma":[0.9940117,0.004543306,0.00039524157,0.00021173226,0.0003178041,0.0005201939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005755101,0.0007216549,0.0011674239,0.0018095805,0.01766288,0.007726938,0.0019518483,0.002397245,0.002245706],"category_scores_gemma":[0.010380587,0.00079641986,0.00042592033,0.002051917,0.019978732,0.006018656,0.008382292,0.00573126,0.00033435636],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007179675,0.000019096364,0.00040217888,0.000026042011,8.539441e-7,0.00035963638,0.997456,0.000011047733,0.00031760597,0.0005330792,0.00007336242,0.0007939002],"study_design_scores_gemma":[0.0000016056717,0.000020719583,0.0004600053,0.000060415805,0.0000020311384,0.00016031244,0.9951845,0.000029364477,0.00012194345,0.00015942921,0.0037922908,0.0000073989286],"about_ca_topic_score_codex":0.010958026,"about_ca_topic_score_gemma":0.021862227,"teacher_disagreement_score":0.01766288,"about_ca_system_score_codex":0.0040099313,"about_ca_system_score_gemma":0.004570698,"threshold_uncertainty_score":0.030436218},"labels":[],"label_agreement":null},{"id":"W4400663822","doi":"10.14746/ssllt.30085","title":"Recast frequency and the acquisition of English articles in a computer-mediated context","year":2024,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Türkiye Bilimsel ve Teknolojik Araştırma Kurumu","keywords":"Context (archaeology); Task (project management); Control (management); Error detection and correction; Corrective feedback; Computer science; Computer-Assisted Instruction; Test (biology); Term (time); Psychology; Mathematics education; Artificial intelligence; Engineering","score_opus":0.02019564951896426,"score_gpt":0.27572324495077855,"score_spread":0.2555275954318143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400663822","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999373,0.00005786298,0.00013842034,0.0000049426253,0.0000010389484,0.0000049527703,0.0000052614823,0.00000524222,0.00040919025],"genre_scores_gemma":[0.998698,0.00010674635,0.0004709926,0.000007116386,0.0000033749795,0.000009368302,0.000024967967,0.000005387516,0.00067409466],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99880946,0.0004299561,0.000113859576,0.0001648496,0.000368559,0.00011338745],"domain_scores_gemma":[0.993356,0.0029494748,0.0020660611,0.0003689642,0.00067530636,0.00058421696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072670565,0.0003826558,0.00026213683,0.00078623067,0.00023741674,0.00096001255,0.00034320215,0.0003189523,0.0015028141],"category_scores_gemma":[0.007894681,0.00014453496,0.00013546975,0.00020815403,0.00036555203,0.00062967156,0.00065300224,0.00029184882,0.0003248983],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028368603,0.004253994,0.60836834,0.00049629307,0.00016359733,0.0017162416,0.015232261,0.00053942046,0.18562901,0.0003128246,0.00021386775,0.18023726],"study_design_scores_gemma":[0.00003916371,0.0036525542,0.97065365,0.000034775472,0.00010038099,0.0011662546,0.005103814,0.0006817638,0.016813781,0.00017763546,0.0015327081,0.00004367074],"about_ca_topic_score_codex":0.00091075484,"about_ca_topic_score_gemma":0.0009695168,"teacher_disagreement_score":0.0015028141,"about_ca_system_score_codex":0.00021281448,"about_ca_system_score_gemma":0.00021328761,"threshold_uncertainty_score":0.0050274134},"labels":[],"label_agreement":null},{"id":"W4400693538","doi":"10.5539/ijel.v14n4p69","title":"Pedagogical Tasks for Rhetorical Consciousness-Raising in College EFL Reading Classrooms","year":2024,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Raising (metalworking); Rhetorical question; Reading (process); Consciousness; Consciousness raising; Mathematics education; Psychology; Linguistics; Pedagogy; Philosophy; Mathematics","score_opus":0.09626778530925266,"score_gpt":0.3670391604981923,"score_spread":0.2707713751889396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400693538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93337023,0.0005017071,0.028243491,0.0009949914,0.00012899129,0.0010471299,0.00004736228,0.0006375854,0.035028588],"genre_scores_gemma":[0.9314412,0.00030482988,0.05977574,0.0002559728,0.00003496043,0.0007359238,0.00008892722,0.00006686715,0.0072954847],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99857867,0.0006492327,0.00010171982,0.00027018244,0.00021925557,0.00018092063],"domain_scores_gemma":[0.99404484,0.003344482,0.0006185755,0.00039958942,0.0003816629,0.0012108096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023687873,0.0006031423,0.0005047885,0.0007853471,0.0015391769,0.0029863948,0.0010675773,0.0010393482,0.0039916034],"category_scores_gemma":[0.010361133,0.0002601351,0.00041698036,0.00038588146,0.001448498,0.001334732,0.0034682143,0.002056515,0.0012300764],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007657571,0.02064313,0.026920091,0.0028104656,0.00003592512,0.0013957361,0.1705654,0.0025267731,0.11485725,0.038544007,0.0076630684,0.6132724],"study_design_scores_gemma":[0.0012918139,0.010455777,0.16346657,0.0034939265,0.0003047836,0.004377203,0.15963855,0.028043495,0.19162734,0.16798474,0.2687395,0.00057626783],"about_ca_topic_score_codex":0.00021472144,"about_ca_topic_score_gemma":0.0005372518,"teacher_disagreement_score":0.0039916034,"about_ca_system_score_codex":0.00086374115,"about_ca_system_score_gemma":0.0022176628,"threshold_uncertainty_score":0.013353229},"labels":[],"label_agreement":null},{"id":"W4400736064","doi":"10.1002/9781118784235.eelt0922.pub2","title":"Second Language Teacher Education and Future Directions","year":2024,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Mathematics education; Pedagogy; Sociology; Linguistics; Psychology; Philosophy","score_opus":0.00591130478325818,"score_gpt":0.2412305306104108,"score_spread":0.23531922582715262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400736064","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003178197,0.25411764,0.0022038927,0.62596565,0.009207255,0.0000766044,0.0003565362,0.00022333297,0.10467089],"genre_scores_gemma":[0.083077475,0.65870094,0.016247582,0.09638879,0.0071817953,0.0007925844,0.0016501541,0.00012297269,0.1358376],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99658245,0.0012373291,0.00024244969,0.00033410513,0.00084336195,0.0007602896],"domain_scores_gemma":[0.9879588,0.0039845556,0.0004928321,0.00030286214,0.0036353199,0.0036255254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071282797,0.00042399994,0.0005476729,0.0026694606,0.0036705555,0.0070410892,0.0016653991,0.006704098,0.05763259],"category_scores_gemma":[0.007688411,0.00024228504,0.00063946255,0.0028847915,0.002627117,0.011787731,0.004835386,0.0049309847,0.007818081],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000118423486,0.0004756965,0.0022420834,0.0027123543,0.000010486092,0.00040795305,0.003407318,0.00029910455,0.0002513729,0.1587382,0.24121536,0.5901217],"study_design_scores_gemma":[0.000018790966,0.00009164945,0.001784358,0.0065496853,0.000012541105,0.0004928302,0.02184155,0.00019786957,0.00014178155,0.040422637,0.92841566,0.00003070742],"about_ca_topic_score_codex":0.008004471,"about_ca_topic_score_gemma":0.022166647,"teacher_disagreement_score":0.05763259,"about_ca_system_score_codex":0.0048539685,"about_ca_system_score_gemma":0.019005608,"threshold_uncertainty_score":0.19280022},"labels":[],"label_agreement":null},{"id":"W4400736384","doi":"10.1002/9781118784235.eelt0091.pub2","title":"Planned versus Incidental Focus on Form in Oral Communication","year":2024,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Focus (optics); Psychology; Computer science; Optics; Physics","score_opus":0.017140361322477326,"score_gpt":0.26992492320504746,"score_spread":0.25278456188257015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400736384","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71930075,0.0021522644,0.038392246,0.000604728,0.00020449034,0.00023712833,0.00013991253,0.00034665165,0.23862177],"genre_scores_gemma":[0.98549634,0.00056386844,0.0074133384,0.00007026727,0.0000470587,0.00010100949,0.000045595676,0.000061891245,0.0062006395],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975732,0.001082226,0.00018833819,0.00032825375,0.0006784175,0.00014948205],"domain_scores_gemma":[0.98982006,0.0064603514,0.001121467,0.0015727036,0.0006323876,0.0003931768],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021545466,0.00027910952,0.00017473733,0.00057822757,0.0004354228,0.0024904038,0.00055830536,0.00076011196,0.007524759],"category_scores_gemma":[0.01356557,0.000304283,0.00018853805,0.0003044568,0.0026346156,0.002893832,0.0022256032,0.0007038457,0.00093974103],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026851979,0.00073816994,0.02841822,0.0023005386,0.00005702183,0.0014257245,0.046651892,0.001438406,0.12756562,0.073388405,0.0024667506,0.7128641],"study_design_scores_gemma":[0.0008646529,0.006723089,0.48732847,0.0031418963,0.0005167613,0.012426731,0.035695214,0.0107291415,0.16040483,0.15630542,0.12544855,0.0004152533],"about_ca_topic_score_codex":0.000764853,"about_ca_topic_score_gemma":0.0010483344,"teacher_disagreement_score":0.007524759,"about_ca_system_score_codex":0.00047646096,"about_ca_system_score_gemma":0.0007614524,"threshold_uncertainty_score":0.02517283},"labels":[],"label_agreement":null},{"id":"W4400745057","doi":"10.53449/ije.v7i1.357","title":"Autobiographical Reflection of an English as a Second Language Teacher","year":2024,"lang":"en","type":"article","venue":"Interdisciplinary Journal of Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Reflection (computer programming); Linguistics; Psychology; Computer science; Philosophy; Programming language","score_opus":0.017447332381705323,"score_gpt":0.34600418076076167,"score_spread":0.32855684837905635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400745057","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7921102,0.0040798197,0.007193093,0.060109723,0.0044420445,0.00011592629,0.00023735999,0.00018839444,0.13152346],"genre_scores_gemma":[0.9354711,0.0015174906,0.0007654941,0.005360737,0.00039569143,0.000040935254,0.0000596245,0.00016307202,0.05622589],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980648,0.0011695725,0.000041465973,0.00017811608,0.00031444352,0.0002315684],"domain_scores_gemma":[0.9956863,0.0023930904,0.0004635164,0.00025598015,0.0005736276,0.0006275071],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019791676,0.0005846067,0.0005400736,0.0008708457,0.008262352,0.004053356,0.0008062073,0.0026311346,0.0065469523],"category_scores_gemma":[0.007769294,0.00041349107,0.00032735453,0.0006797872,0.009302381,0.0042579737,0.0034658287,0.009209222,0.001416199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026916949,0.000048382957,0.0010227807,0.000061974344,0.0000035191376,0.0018486178,0.98027897,0.000039804276,0.001064487,0.004209638,0.00744537,0.003949497],"study_design_scores_gemma":[0.0000051966817,0.000068749156,0.0020705392,0.00018277229,0.0000066625103,0.0018256097,0.84095913,0.00013333361,0.0006784985,0.00081774936,0.15323111,0.000020698875],"about_ca_topic_score_codex":0.0072934716,"about_ca_topic_score_gemma":0.01884841,"teacher_disagreement_score":0.008262352,"about_ca_system_score_codex":0.0028086333,"about_ca_system_score_gemma":0.001504824,"threshold_uncertainty_score":0.021901727},"labels":[],"label_agreement":null},{"id":"W4400902230","doi":"10.1177/00336882241262532","title":"Exploring Language Teacher Identity and Investment: In Discussion with Bonny Norton","year":2024,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Identity (music); Psychology; Pedagogy; Sociology; Linguistics; Mathematics education","score_opus":0.08379994511008323,"score_gpt":0.2790117379106012,"score_spread":0.19521179280051795,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400902230","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008522385,0.005390417,0.0007097566,0.97119486,0.004392998,0.000019717583,0.000042705044,0.000008869208,0.009718187],"genre_scores_gemma":[0.2537083,0.029834177,0.0052354583,0.613984,0.0057430738,0.0005105329,0.000093032424,0.00061279786,0.09027866],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9929389,0.0044289813,0.00014295494,0.0007206268,0.0010981604,0.00067032664],"domain_scores_gemma":[0.96255034,0.027569808,0.0007512361,0.0004496445,0.0041144113,0.004564504],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018612968,0.0010607621,0.001225051,0.0017234357,0.031421997,0.017203705,0.0033568384,0.012205447,0.009710435],"category_scores_gemma":[0.04124529,0.00056763104,0.00054835767,0.002587978,0.014186964,0.020287571,0.009549675,0.021003254,0.001294007],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008217676,0.00014717816,0.0044026845,0.00020298328,0.00002528461,0.0011153428,0.2913592,0.00016375686,0.00036028592,0.11038894,0.55157304,0.040179156],"study_design_scores_gemma":[0.000011428436,0.000020789093,0.0038674497,0.0010763867,0.000015603386,0.0002983863,0.52823806,0.00020746324,0.00024970775,0.024671104,0.44125038,0.000093142],"about_ca_topic_score_codex":0.06827941,"about_ca_topic_score_gemma":0.20503972,"teacher_disagreement_score":0.06827941,"about_ca_system_score_codex":0.010047516,"about_ca_system_score_gemma":0.013569405,"threshold_uncertainty_score":0.13576394},"labels":[],"label_agreement":null},{"id":"W4401135146","doi":"10.5430/wjel.v14n6p270","title":"Measuring the Impact of Written Corrective Feedback (WCF): The Methodological ins and outs","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scopus; Inclusion (mineral); Computer science; Identification (biology); Web of science; Data science; Management science; Psychology; Political science; MEDLINE","score_opus":0.07836354942749131,"score_gpt":0.3225404290705764,"score_spread":0.2441768796430851,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401135146","genre_codex":"review","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3184615,0.34051546,0.26685885,0.011842272,0.00537657,0.023614487,0.0017268845,0.00027685397,0.03132718],"genre_scores_gemma":[0.73405737,0.046459366,0.18952219,0.0031620753,0.001640154,0.022265097,0.0006328503,0.00020539861,0.0020555265],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.6637365,0.19688497,0.055311985,0.013454397,0.0692064,0.001405799],"domain_scores_gemma":[0.29351982,0.56245697,0.07331432,0.024754956,0.044677317,0.0012766499],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.28079432,0.0017068369,0.002182489,0.011875678,0.002052407,0.008371954,0.0037321937,0.0030791804,0.0030756183],"category_scores_gemma":[0.5151503,0.0011696484,0.0031176838,0.009665801,0.006750666,0.0066245114,0.005265798,0.0018889523,0.0005830589],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022998191,0.00088028924,0.08693655,0.08438487,0.0035422104,0.00025929988,0.01820088,0.0010019785,0.0037269562,0.014144258,0.0019330013,0.78268987],"study_design_scores_gemma":[0.0021156007,0.019798713,0.4379503,0.23301828,0.023075337,0.0038433294,0.052731425,0.0074922815,0.048116174,0.06788356,0.10271072,0.0012642784],"about_ca_topic_score_codex":0.0010751355,"about_ca_topic_score_gemma":0.0022086105,"teacher_disagreement_score":0.28079432,"about_ca_system_score_codex":0.003550511,"about_ca_system_score_gemma":0.0090927845,"threshold_uncertainty_score":0.88690865},"labels":[],"label_agreement":null},{"id":"W4401180127","doi":"10.1177/13621688241263945","title":"Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions","year":2024,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Curriculum; Task (project management); Language education; Psychology; Perception; Mathematics education; Foreign language; Language proficiency; Pedagogy; Second-language acquisition; Task analysis; Language assessment; Perspective (graphical); Focus group; Language acquisition; Computer science; Linguistics; Sociology","score_opus":0.045287629648628216,"score_gpt":0.4564988585683252,"score_spread":0.411211228919697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401180127","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985902,0.000051920422,0.00030931347,0.00012047477,0.00000588956,0.000035731002,0.0000060177613,0.000011083652,0.000869464],"genre_scores_gemma":[0.99841917,0.00011600278,0.0006255181,0.000054807857,0.0000045704087,0.000059908878,0.000015768366,0.000004950804,0.00069942523],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99680734,0.001539158,0.00015588188,0.00025452275,0.0006932899,0.00054991385],"domain_scores_gemma":[0.99257797,0.0022173063,0.001028672,0.00023337628,0.0016262276,0.0023163634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005926227,0.00022195431,0.00031093787,0.00058029575,0.0011281177,0.0022661122,0.00085840357,0.00067976903,0.0010734485],"category_scores_gemma":[0.0122135505,0.00017757794,0.00027430375,0.00039741382,0.0009844735,0.0007925153,0.0015560463,0.0010382235,0.00021912385],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004691506,0.0093331225,0.33456355,0.0006294037,0.000057135007,0.0010731051,0.40057105,0.0010999233,0.016879939,0.00083622895,0.0013850969,0.23310237],"study_design_scores_gemma":[0.000100823345,0.0054862075,0.55777156,0.00031213395,0.000063405605,0.00038337463,0.41001853,0.0023230428,0.0064243786,0.00036385507,0.016635647,0.00011700677],"about_ca_topic_score_codex":0.006352677,"about_ca_topic_score_gemma":0.008240247,"teacher_disagreement_score":0.006352677,"about_ca_system_score_codex":0.0023868165,"about_ca_system_score_gemma":0.004248807,"threshold_uncertainty_score":0.031341255},"labels":[],"label_agreement":null},{"id":"W4401206798","doi":"10.1016/b978-0-323-95504-1.00078-8","title":"Oral Corrective Feedback","year":2024,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Computer science; Geology; Psychology; Mathematics education","score_opus":0.031038095939605242,"score_gpt":0.24377725395054495,"score_spread":0.2127391580109397,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401206798","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0024826229,0.00063610834,0.017774995,0.0007059992,0.0034256275,0.0003617407,0.0020119222,0.011264198,0.96133685],"genre_scores_gemma":[0.0042259274,0.00021002979,0.0048302314,0.00019721968,0.00010802398,0.00009345096,0.00082146935,0.0010880086,0.9884256],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988562,0.0001295993,0.0000614765,0.00017297274,0.00070125615,0.00007860931],"domain_scores_gemma":[0.99761224,0.00051228545,0.00006092095,0.00067716744,0.0010075102,0.00012986247],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010997033,0.0017990934,0.00096158846,0.0015657262,0.00088284985,0.002449981,0.0015349832,0.00160555,0.7049349],"category_scores_gemma":[0.006596565,0.00047308055,0.00048211298,0.00080345664,0.0005742046,0.0014868602,0.0020256178,0.0015037819,0.4641329],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020215975,0.00011710321,0.00011040031,0.00030920628,0.0000042689926,0.00015070102,0.00016345558,0.0001818101,0.008580645,0.0025849524,0.39279076,0.5948045],"study_design_scores_gemma":[0.00004748782,0.00009220674,0.0013710716,0.00025074312,0.000009338626,0.00033765446,0.00018756845,0.0006164437,0.0051575894,0.0024336707,0.9894728,0.000023363258],"about_ca_topic_score_codex":0.002204773,"about_ca_topic_score_gemma":0.003736746,"teacher_disagreement_score":0.7049349,"about_ca_system_score_codex":0.00047462186,"about_ca_system_score_gemma":0.001166349,"threshold_uncertainty_score":0.42087454},"labels":[],"label_agreement":null},{"id":"W4401225348","doi":"10.5539/elt.v17n8p87","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 8, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; English language; Linguistics; Language education; Mathematics education; Philosophy","score_opus":0.015438781217484224,"score_gpt":0.2816409511938303,"score_spread":0.2662021699763461,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401225348","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004259536,0.0045870165,0.002203979,0.17578071,0.8020491,0.002602057,0.0020510121,0.0010257683,0.0092744],"genre_scores_gemma":[0.012500765,0.012697283,0.007813749,0.23676166,0.51480806,0.01702324,0.004230888,0.0028084102,0.19135588],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.95721555,0.008610516,0.0097548105,0.0025960065,0.020007279,0.0018157741],"domain_scores_gemma":[0.21844268,0.028197551,0.012462711,0.0059309877,0.72714233,0.007823687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.036993027,0.0024914285,0.006274375,0.008062518,0.005184499,0.007673409,0.0053825886,0.011690271,0.11465077],"category_scores_gemma":[0.4526769,0.0016251148,0.0030282221,0.003922095,0.003147192,0.0056008617,0.0036268735,0.007762556,0.066299856],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031520256,0.0000035908029,0.00008928572,0.0005403497,0.0000075652,0.00004786413,0.00005697797,0.00000745637,0.00003475753,0.00007967468,0.99440855,0.0046924036],"study_design_scores_gemma":[0.00039702342,0.000049810835,0.0015324582,0.0063736076,0.00012198635,0.0011202678,0.00072221603,0.00033905913,0.0003639076,0.0011833063,0.987644,0.00015232073],"about_ca_topic_score_codex":0.0067260787,"about_ca_topic_score_gemma":0.010593949,"teacher_disagreement_score":0.11465077,"about_ca_system_score_codex":0.0049458523,"about_ca_system_score_gemma":0.013008099,"threshold_uncertainty_score":0.38354504},"labels":[],"label_agreement":null},{"id":"W4401456259","doi":"10.2139/ssrn.4920583","title":"Assessing Multimodal Texts with Upper Elementary Learners: A Proposed Method of Peer Assessment and a Multimodal Composing Analysis Tool (Mcat)","year":2024,"lang":"en","type":"preprint","venue":"SSRN Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Computer science; Peer assessment; Mathematics education; Natural language processing; Linguistics; Artificial intelligence; Psychology; Philosophy","score_opus":0.02123843490223029,"score_gpt":0.3379343855866348,"score_spread":0.3166959506844045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401456259","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16904137,0.00017730196,0.80607915,0.00027872785,0.00016399611,0.00438971,0.00056245056,0.0044268942,0.014880408],"genre_scores_gemma":[0.26523516,0.00012182991,0.72480667,0.00003228534,0.00006437446,0.0030515278,0.00028466745,0.00024441048,0.006159101],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9916073,0.0031662597,0.00076616363,0.0016295004,0.002637341,0.00019352134],"domain_scores_gemma":[0.9814657,0.007688184,0.0009462695,0.0016003186,0.0075849956,0.000714469],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074084154,0.0011037755,0.0010870876,0.005313836,0.0014124945,0.0033967718,0.0015705484,0.0010290679,0.007614819],"category_scores_gemma":[0.03222541,0.0003830766,0.00066592224,0.002297137,0.0009817479,0.003006755,0.0029288866,0.00082064106,0.0023257744],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003902488,0.0004353179,0.015958184,0.0004912678,0.000079508696,0.00019200458,0.009511378,0.0012352022,0.08409325,0.0057135513,0.0019507435,0.87994945],"study_design_scores_gemma":[0.00044630238,0.0054578986,0.18917558,0.00069495355,0.0011614232,0.0044200676,0.027789973,0.322037,0.3223851,0.03256302,0.092826605,0.0010420298],"about_ca_topic_score_codex":0.0015156665,"about_ca_topic_score_gemma":0.002991314,"teacher_disagreement_score":0.007614819,"about_ca_system_score_codex":0.000505585,"about_ca_system_score_gemma":0.0022008386,"threshold_uncertainty_score":0.03917986},"labels":[],"label_agreement":null},{"id":"W4401545495","doi":"10.21832/kalaja6512","title":"Visualising Language Students and Teachers as Multilinguals","year":2024,"lang":"en","type":"book","venue":"Multilingual Matters eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Åbo Akademi; Universität Hamburg; Japan Society for the Promotion of Science; Conselho Nacional de Desenvolvimento Científico e Tecnológico; Canadian Bureau for International Education","keywords":"Mathematics education; Psychology; Linguistics; Computer science; Philosophy","score_opus":0.0350851821251661,"score_gpt":0.34124480038653293,"score_spread":0.30615961826136684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401545495","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.040885985,0.0063461605,0.009315477,0.0050888527,0.0007133965,0.000041977368,0.000053631793,0.00035108897,0.9372035],"genre_scores_gemma":[0.43014923,0.0051408447,0.0059660333,0.0015784485,0.00022989143,0.00006418988,0.0000739036,0.00044418214,0.55635333],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99970055,0.00012225371,0.000006286175,0.000025864545,0.00009259853,0.000052416555],"domain_scores_gemma":[0.99972767,0.00013140027,0.000017955674,0.000015859616,0.000035385376,0.000071633964],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032856016,0.0002788983,0.00015529642,0.00055486907,0.0016828153,0.0065862294,0.00034344353,0.00079009327,0.014694262],"category_scores_gemma":[0.000924065,0.00014481942,0.00015741134,0.00043712935,0.0032401555,0.0036831952,0.0035801171,0.0013585505,0.0016708497],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051429575,0.00004775803,0.0013208876,0.00032333704,0.0000063959155,0.0007249265,0.25366732,0.00032652364,0.004078415,0.4271057,0.084646806,0.22770046],"study_design_scores_gemma":[0.000004235146,0.000015713644,0.00083505,0.00018863252,0.0000033327146,0.0005396573,0.061675195,0.0001811271,0.0005299631,0.02443562,0.9115813,0.000010313123],"about_ca_topic_score_codex":0.0038817618,"about_ca_topic_score_gemma":0.013349338,"teacher_disagreement_score":0.014694262,"about_ca_system_score_codex":0.0012057878,"about_ca_system_score_gemma":0.0007888415,"threshold_uncertainty_score":0.04915726},"labels":[],"label_agreement":null},{"id":"W4401589992","doi":"10.5430/jct.v13n4p219","title":"Integrating Task-Based and Differentiated Instruction (DI) to Overcome Language Learning Challenges","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Computer science; Differentiated instruction; Mathematics education; Psychology; Engineering; Systems engineering","score_opus":0.01444222977975745,"score_gpt":0.25746536313649115,"score_spread":0.2430231333567337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401589992","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.743624,0.003066688,0.19947684,0.0026487103,0.00032036926,0.0016366497,0.00018123777,0.0009510028,0.04809455],"genre_scores_gemma":[0.7675946,0.0013343309,0.22098531,0.0006517519,0.000043893324,0.0010440851,0.00018928066,0.000053648502,0.0081031695],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99856913,0.0005511218,0.00009855695,0.00023090809,0.00037153458,0.00017873578],"domain_scores_gemma":[0.9983936,0.0007454747,0.00017084414,0.00013814312,0.00021125146,0.00034074122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014211824,0.00039090225,0.00036722404,0.001018579,0.0005031226,0.0011234334,0.0012022526,0.00056305807,0.0019562915],"category_scores_gemma":[0.003141281,0.00011779715,0.00043428803,0.00057667686,0.0006351894,0.0011048544,0.0027976353,0.0009954533,0.0005611211],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020771053,0.0044980273,0.009505806,0.001991299,0.00003719168,0.00030939333,0.012653031,0.0012393994,0.01103446,0.0075886594,0.002236605,0.94869834],"study_design_scores_gemma":[0.0020916879,0.020854903,0.20715997,0.00683032,0.0008420953,0.010766735,0.09701338,0.035507523,0.070582114,0.114231504,0.4335718,0.00054795557],"about_ca_topic_score_codex":0.0007189966,"about_ca_topic_score_gemma":0.002031686,"teacher_disagreement_score":0.0019562915,"about_ca_system_score_codex":0.0007600877,"about_ca_system_score_gemma":0.0029638673,"threshold_uncertainty_score":0.0075160265},"labels":[],"label_agreement":null},{"id":"W4401628593","doi":"10.21083/nrsc.v2023i17.7160","title":"Teachers’ in-class use of nominal address forms with their students","year":2023,"lang":"en","type":"article","venue":"Nouvelle Revue Synergies Canada","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"York University; Canadian Celiac Association","funders":"","keywords":"Class (philosophy); Mathematics education; Psychology; Mathematics; Computer science; Artificial intelligence","score_opus":0.03543315547232229,"score_gpt":0.224899722179222,"score_spread":0.1894665667068997,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401628593","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9595328,0.00052790606,0.001802862,0.0005450234,0.000055322787,0.000058682468,0.00061011733,0.00008195147,0.036785416],"genre_scores_gemma":[0.987193,0.00032208435,0.0007268174,0.00010548272,0.000010912185,0.000034047043,0.00030101978,0.00005500763,0.011251599],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99417096,0.0020008779,0.0002842113,0.00077601185,0.0020738111,0.0006942023],"domain_scores_gemma":[0.98969996,0.0036443654,0.0020900825,0.00087846466,0.0027483378,0.00093877356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029700198,0.00034670962,0.0005089168,0.0019844568,0.0029944784,0.0039974083,0.0010444337,0.0007350844,0.004935523],"category_scores_gemma":[0.015963743,0.00029936392,0.00015114005,0.0020713639,0.003198896,0.0016063713,0.0023024608,0.00096519117,0.0009810938],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012285869,0.00007936197,0.1235733,0.00026636184,0.000014087974,0.0005082185,0.7716259,0.00008588247,0.005191714,0.0044669327,0.0053532766,0.08871207],"study_design_scores_gemma":[0.000016749349,0.00012610447,0.27542794,0.00032295642,0.000024290248,0.0006601329,0.5276576,0.0002733464,0.0019294312,0.00081353926,0.19266829,0.0000795604],"about_ca_topic_score_codex":0.29590726,"about_ca_topic_score_gemma":0.56080467,"teacher_disagreement_score":0.29590726,"about_ca_system_score_codex":0.00914043,"about_ca_system_score_gemma":0.0039501823,"threshold_uncertainty_score":0.5883698},"labels":[],"label_agreement":null},{"id":"W4401643239","doi":"10.1038/s41598-024-69575-1","title":"Distinct functional connectivity patterns during naturalistic learning by adolescent first versus second language speakers","year":2024,"lang":"en","type":"article","venue":"Scientific Reports","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Natural Sciences and Engineering Research Council of Canada; National Institutes of Health","keywords":"Computer science; Psychology; Natural language processing","score_opus":0.02041750965162985,"score_gpt":0.23647233332909318,"score_spread":0.21605482367746331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401643239","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996357,0.000016283111,0.000104483224,0.000006961281,4.0897842e-7,0.0000018264701,0.000040331422,0.0000025329118,0.00019145168],"genre_scores_gemma":[0.99940085,0.000024606246,0.000223336,0.0000054409766,6.430678e-7,0.0000089411615,0.00008493411,0.0000032737503,0.00024792933],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9999459,0.000007933426,0.0000019063513,0.000020730236,0.000007569969,0.000015934735],"domain_scores_gemma":[0.99987745,0.00003952169,0.000031584532,0.0000057058037,0.000016138833,0.000029618956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001041881,0.00010661161,0.00011576602,0.00019203185,0.00011804632,0.00020830055,0.00009266549,0.00013899776,0.0011336068],"category_scores_gemma":[0.0005461919,0.00007811646,0.00008812686,0.00008220401,0.00022622095,0.0001508597,0.00020588802,0.00015889159,0.00008758832],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011272624,0.0003050958,0.44536144,0.000114219765,0.00009710481,0.0021164329,0.008086694,0.0005051097,0.50895864,0.00061496394,0.00042774534,0.03228542],"study_design_scores_gemma":[0.000008974115,0.00010965404,0.99095845,0.0000054840198,0.0000139584145,0.00052592193,0.0013799254,0.00052352814,0.0060304613,0.00015448693,0.00028277357,0.000006344065],"about_ca_topic_score_codex":0.0037721973,"about_ca_topic_score_gemma":0.010943716,"teacher_disagreement_score":0.0037721973,"about_ca_system_score_codex":0.00016127124,"about_ca_system_score_gemma":0.00012619088,"threshold_uncertainty_score":0.0075004697},"labels":[],"label_agreement":null},{"id":"W4401702091","doi":"10.1177/13670069241267250","title":"Academic achievement in English: Minority home language students in early French immersion","year":2024,"lang":"en","type":"article","venue":"International Journal of Bilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University; Dalhousie University; University of Ottawa; University of Toronto; Carleton University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"French immersion; Linguistics; Home language; Psychology; First language; Mathematics education; Sociology","score_opus":0.02238739372710763,"score_gpt":0.3291007284271869,"score_spread":0.3067133347000793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401702091","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951196,0.000035394205,0.000014465191,0.00003948637,0.0000017461509,0.000004052843,0.000027810604,0.0000011186646,0.00036391368],"genre_scores_gemma":[0.999683,0.000027820246,0.000025231553,0.000011628745,0.0000012708007,0.0000046277833,0.000047459056,7.636677e-7,0.00019814401],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999413,0.00011032864,0.00003266918,0.00009608125,0.00017278963,0.00017525176],"domain_scores_gemma":[0.9987078,0.00013654333,0.00047240392,0.000036447113,0.00023572915,0.00041109894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007640233,0.00023760991,0.00034687144,0.0005944921,0.0011438465,0.0012884879,0.0005736183,0.00037252315,0.0020411557],"category_scores_gemma":[0.0030082704,0.00011937618,0.00031035743,0.0005342107,0.00050020544,0.0005177662,0.0013482845,0.00056533224,0.00032813568],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016205908,0.0002257408,0.98041415,0.000047690828,0.000023846222,0.0001903466,0.007030773,0.000042050135,0.0010364437,0.00007467172,0.00021785105,0.010534222],"study_design_scores_gemma":[0.000002723671,0.00014565198,0.9924982,0.000020800258,0.000008199002,0.00010735096,0.006611141,0.00005636475,0.00023333282,0.000030072068,0.0002815307,0.000004674012],"about_ca_topic_score_codex":0.10136615,"about_ca_topic_score_gemma":0.16005939,"teacher_disagreement_score":0.10136615,"about_ca_system_score_codex":0.0011836789,"about_ca_system_score_gemma":0.0018905587,"threshold_uncertainty_score":0.20155227},"labels":[],"label_agreement":null},{"id":"W4401730663","doi":"10.1007/978-3-031-59793-0_5","title":"The Use of Translation Activities in Chinese Grammar Teaching","year":2024,"lang":"en","type":"book-chapter","venue":"Multilingual education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Grammar; Translation (biology); Computer science; Linguistics; Natural language processing; Philosophy; Chemistry","score_opus":0.08893284716371824,"score_gpt":0.32694057875072535,"score_spread":0.2380077315870071,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401730663","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24006537,0.004817025,0.042779822,0.0016112291,0.00023693022,0.00018929451,0.00006909446,0.0006006137,0.7096306],"genre_scores_gemma":[0.9297607,0.0022918265,0.016595392,0.00018342891,0.00006225714,0.0001095975,0.000091470276,0.00015925354,0.050746143],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989309,0.0006347401,0.0000375888,0.00009407059,0.00019069116,0.00011201991],"domain_scores_gemma":[0.9989735,0.0007240743,0.000035168337,0.000090921385,0.00008672446,0.00008972707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010679195,0.00051797257,0.0001578683,0.00093078957,0.0011820102,0.0026882538,0.0007955764,0.00057070504,0.005088629],"category_scores_gemma":[0.0019263376,0.00017242122,0.00023201556,0.0013773699,0.0019534735,0.002709464,0.0015478205,0.0008382577,0.00080631603],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011863986,0.00018250692,0.0028019806,0.00031096468,0.0000067470623,0.0008663743,0.054177906,0.00057027244,0.008373369,0.10986533,0.0043975296,0.8183284],"study_design_scores_gemma":[0.00012070904,0.0012042659,0.039763797,0.0019591602,0.00018960012,0.0070789238,0.085982695,0.027851881,0.07769177,0.096532986,0.6614898,0.00013435306],"about_ca_topic_score_codex":0.0051527354,"about_ca_topic_score_gemma":0.006252226,"teacher_disagreement_score":0.0051527354,"about_ca_system_score_codex":0.0017884909,"about_ca_system_score_gemma":0.002983595,"threshold_uncertainty_score":0.017023146},"labels":[],"label_agreement":null},{"id":"W4401730666","doi":"10.1007/978-3-031-59793-0_3","title":"A Review of Using Educational Technology to Teach Chinese Language in Canada","year":2024,"lang":"en","type":"review","venue":"Multilingual education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Computer science; Psychology","score_opus":0.0485352091497546,"score_gpt":0.42635581141767576,"score_spread":0.37782060226792114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401730666","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00018438141,0.9991326,0.000022359385,0.00017075683,0.000045459106,0.000012883619,0.00005311273,0.0000022438387,0.0003763688],"genre_scores_gemma":[0.0010757823,0.9985002,0.00010686251,0.00014624576,0.00002193652,0.000010231896,0.000026204623,0.0000011691641,0.000111351],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988682,0.00021324247,0.00029602338,0.00013036096,0.0004011079,0.00009104065],"domain_scores_gemma":[0.99559903,0.0022200115,0.00059085217,0.000062023166,0.0012201386,0.00030789446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035723147,0.0007904567,0.0024126777,0.008022058,0.0008706316,0.002136583,0.0014480354,0.0011911211,0.0052484944],"category_scores_gemma":[0.006018217,0.00048642856,0.001520441,0.010663848,0.0010604883,0.0011237791,0.0011257408,0.0013512444,0.00050725084],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023585337,0.000111345726,0.00082331523,0.26218832,0.00084948115,0.00018846887,0.0004611008,0.00023865858,0.00076892285,0.0012226843,0.017338714,0.71557313],"study_design_scores_gemma":[0.0002386968,0.0005963606,0.014786194,0.254052,0.0066881543,0.00084609503,0.0008668253,0.00012309577,0.00095673185,0.000508076,0.7202369,0.000100826925],"about_ca_topic_score_codex":0.1764174,"about_ca_topic_score_gemma":0.4063152,"teacher_disagreement_score":0.8235826,"about_ca_system_score_codex":0.0071069463,"about_ca_system_score_gemma":0.029716535,"threshold_uncertainty_score":0.35078108},"labels":[],"label_agreement":null},{"id":"W4401731038","doi":"10.1007/978-3-031-59793-0_7","title":"Using Syntactically Incomplete Structures and Visual Signs to Elicit Students’ Knowledge Display in CSL Classrooms: A Multimodal Perspective","year":2024,"lang":"en","type":"book-chapter","venue":"Multilingual education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Perspective (graphical); Computer science; Linguistics; Psychology; Artificial intelligence; Philosophy","score_opus":0.06459531844953491,"score_gpt":0.4053195657461302,"score_spread":0.3407242472965953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401731038","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96492076,0.000064039305,0.010896125,0.00018151746,0.000010085289,0.00006927642,0.00019023776,0.00010867875,0.023559274],"genre_scores_gemma":[0.985607,0.00005589573,0.008622209,0.00007675855,0.0000032602463,0.00015794777,0.00014131676,0.000043621487,0.0052919225],"study_design_codex":"bench_or_experimental","study_design_gemma":"qualitative","domain_scores_codex":[0.9993315,0.0002761298,0.000035632867,0.00011237573,0.00017592616,0.00006841872],"domain_scores_gemma":[0.9949785,0.003952971,0.0003538964,0.00025613676,0.00033377614,0.00012473494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083656656,0.00028433002,0.00024175846,0.00045939986,0.0004737292,0.0021756357,0.0004856141,0.00081378064,0.0047785095],"category_scores_gemma":[0.0075096926,0.00026988977,0.00014021086,0.00039204233,0.001127921,0.0019607441,0.0019165959,0.00094005227,0.00072345696],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010568916,0.0013578201,0.04928603,0.0011628935,0.000030360621,0.0009234167,0.17172247,0.0032166648,0.47032788,0.04690557,0.004472983,0.24953704],"study_design_scores_gemma":[0.00019876461,0.0020745394,0.22659412,0.0006656711,0.00012235253,0.001137572,0.17642578,0.032908604,0.4664317,0.048931945,0.044220917,0.00028799707],"about_ca_topic_score_codex":0.0012452346,"about_ca_topic_score_gemma":0.0022137382,"teacher_disagreement_score":0.0047785095,"about_ca_system_score_codex":0.0006874717,"about_ca_system_score_gemma":0.00064857194,"threshold_uncertainty_score":0.015985668},"labels":[],"label_agreement":null},{"id":"W4401854713","doi":"10.5430/wjel.v15n1p44","title":"Task Type Effects on EFL Oral Production, Perception, and Proficiency","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Taif University","keywords":"Task (project management); Fluency; Narrative; Perception; Psychology; Computer science; Cognitive psychology; Mathematics education; Linguistics","score_opus":0.011570917171562781,"score_gpt":0.25462986608317634,"score_spread":0.24305894891161356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401854713","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980907,0.00008194173,0.0005816361,0.000013173204,0.0000049728123,0.000019315423,0.000048005917,0.000014867555,0.0011453269],"genre_scores_gemma":[0.997472,0.000082093546,0.0010539849,0.00002323219,0.000007204496,0.000070748334,0.00007381922,0.000018531398,0.001198239],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986345,0.0003954145,0.00021180057,0.00024524608,0.00039124448,0.00012187972],"domain_scores_gemma":[0.97695166,0.01828189,0.002066422,0.0007348448,0.0012041068,0.00076116406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023279495,0.00052129355,0.0004947456,0.0005505744,0.00027947113,0.0015567162,0.00033175587,0.00038222305,0.0039863745],"category_scores_gemma":[0.01926111,0.00026591116,0.00026117414,0.00025174447,0.0005985228,0.0007643437,0.0012455401,0.00042030367,0.000789966],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004112626,0.001521259,0.6365495,0.0008555446,0.00017375601,0.0026072687,0.030011497,0.0010234163,0.19555692,0.00043333182,0.00062837574,0.12652649],"study_design_scores_gemma":[0.00008477048,0.0035724049,0.9518722,0.00011230821,0.0000746791,0.0021086077,0.015145735,0.0017242933,0.02199217,0.0010072857,0.0022193154,0.00008620451],"about_ca_topic_score_codex":0.0006019363,"about_ca_topic_score_gemma":0.0006747626,"teacher_disagreement_score":0.0039863745,"about_ca_system_score_codex":0.00018308705,"about_ca_system_score_gemma":0.00027887197,"threshold_uncertainty_score":0.013335824},"labels":[],"label_agreement":null},{"id":"W4401855051","doi":"10.5430/wjel.v15n1p81","title":"Interactive Learning Landscapes: Leveraging Technology for Dynamic Education in the Writing Classroom","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Blackboard (design pattern); Perception; Computer science; Mathematics education; Focus group; Multimedia; Psychology; Sociology","score_opus":0.008794915110692436,"score_gpt":0.27826660453428115,"score_spread":0.26947168942358873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401855051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9136361,0.00081798114,0.034829777,0.0008392782,0.000042984506,0.0001465601,0.000046213467,0.00032952888,0.04931167],"genre_scores_gemma":[0.97970873,0.00046436046,0.015729465,0.00009152969,0.000012901633,0.000053125,0.00003198662,0.000026825459,0.0038811392],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991424,0.00045603633,0.000039272505,0.00008913154,0.00016968837,0.00010340564],"domain_scores_gemma":[0.99817324,0.0011325252,0.00016687025,0.00019112875,0.00012143194,0.00021476911],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010380924,0.00033038823,0.00018819358,0.0010128003,0.00079905306,0.0046622297,0.0005515497,0.00054979324,0.0035646392],"category_scores_gemma":[0.003665223,0.00019262564,0.00030628862,0.00053275895,0.0010590062,0.00366983,0.003716468,0.0005095398,0.0006054833],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003104464,0.0013032815,0.048906937,0.0010202586,0.000056953835,0.003900951,0.10459113,0.0020841958,0.047795177,0.016762614,0.003163079,0.770105],"study_design_scores_gemma":[0.00020317566,0.003793424,0.15071192,0.0016858166,0.00031717995,0.012947782,0.3455143,0.014173096,0.0386978,0.032923896,0.39875644,0.00027517756],"about_ca_topic_score_codex":0.00031219734,"about_ca_topic_score_gemma":0.00079405104,"teacher_disagreement_score":0.0046622297,"about_ca_system_score_codex":0.0003517076,"about_ca_system_score_gemma":0.00046022254,"threshold_uncertainty_score":0.011924863},"labels":[],"label_agreement":null},{"id":"W4401937375","doi":"10.3138/cmlr-2023-0068","title":"Building French-as-a-Second-Language Teacher Candidates’ Linguistic Confidence through Drama-Based Activities","year":2024,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Drama; Linguistics; Psychology; Sociology; History; Art; Literature; Philosophy","score_opus":0.017930467372721314,"score_gpt":0.260665120429333,"score_spread":0.24273465305661168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401937375","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.58814085,0.20336029,0.0050569363,0.035076704,0.0012440518,0.000623726,0.0005840173,0.00032785247,0.16558558],"genre_scores_gemma":[0.9030709,0.06053164,0.0061994144,0.001909748,0.0001677375,0.00031830225,0.00029554716,0.000040598632,0.02746594],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99882203,0.00049782975,0.000040794308,0.00010159791,0.00029824572,0.00023943243],"domain_scores_gemma":[0.99807847,0.0006698244,0.00018178584,0.0000632373,0.0005593559,0.00044735198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034330674,0.00027532794,0.00036567627,0.0014598075,0.0023395536,0.0027337174,0.0008701601,0.0008010196,0.0057695224],"category_scores_gemma":[0.0052309847,0.000112250906,0.00022153318,0.0008762355,0.0013572747,0.0011308123,0.0020269202,0.00067967834,0.0008013253],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000115299175,0.00045731317,0.01867766,0.002569126,0.000028536451,0.00042465233,0.038141284,0.00010857345,0.0018109352,0.010040307,0.02338142,0.90424496],"study_design_scores_gemma":[0.00006747659,0.0006117542,0.16326231,0.005093401,0.0000834139,0.0008033907,0.09232308,0.00015969478,0.002136342,0.0019109853,0.7334708,0.00007731199],"about_ca_topic_score_codex":0.17084768,"about_ca_topic_score_gemma":0.3585772,"teacher_disagreement_score":0.17084768,"about_ca_system_score_codex":0.006853031,"about_ca_system_score_gemma":0.015213648,"threshold_uncertainty_score":0.33970648},"labels":[],"label_agreement":null},{"id":"W4401950745","doi":"10.4324/9781003452027-5","title":"New perspectives on language learning, culture, and identity","year":2024,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Linguistics; Sociology; Psychology; Aesthetics; Art; Philosophy","score_opus":0.02064643141154237,"score_gpt":0.2676170929368682,"score_spread":0.24697066152532582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401950745","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.038391765,0.026729606,0.0029806497,0.034731735,0.0011608588,0.000017783485,0.000027677075,0.00004231155,0.89591765],"genre_scores_gemma":[0.7855732,0.02169863,0.0019288372,0.004711005,0.00061335333,0.00008718385,0.000053973163,0.00007230967,0.1852615],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9982022,0.0011508338,0.00002573486,0.00011624799,0.00022790986,0.00027712766],"domain_scores_gemma":[0.9988938,0.00057980645,0.00006119142,0.00006209835,0.00012817074,0.00027499074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019257885,0.0007190059,0.000501363,0.0014877121,0.011095084,0.012104964,0.0013543804,0.001942965,0.007765561],"category_scores_gemma":[0.0011245538,0.00022545675,0.0002486548,0.0014941095,0.041406404,0.011868069,0.0050742826,0.005771033,0.00074892637],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000066342786,0.000016212085,0.00019464272,0.000058525336,0.0000014601553,0.00024485064,0.19769248,0.00005496631,0.000092636976,0.78536814,0.0054768263,0.0107927155],"study_design_scores_gemma":[0.0000053579565,0.00001923107,0.00045809374,0.00035712493,0.0000027141152,0.0003777308,0.3000829,0.00012677834,0.00012442943,0.14945535,0.54897624,0.000013993706],"about_ca_topic_score_codex":0.049759816,"about_ca_topic_score_gemma":0.09760151,"teacher_disagreement_score":0.049759816,"about_ca_system_score_codex":0.016266912,"about_ca_system_score_gemma":0.00771324,"threshold_uncertainty_score":0.11802524},"labels":[],"label_agreement":null},{"id":"W4401996283","doi":"10.1075/sar.23001.fed","title":"Words worth noticing","year":2024,"lang":"en","type":"article","venue":"Study Abroad Research in Second Language Acquisition and International Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Computer science; Linguistics; Philosophy","score_opus":0.07030692379030683,"score_gpt":0.4440127498274144,"score_spread":0.37370582603710756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401996283","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.037914682,0.0061077527,0.0051314807,0.03322447,0.029506614,0.00018172614,0.0033738227,0.0011127791,0.8834466],"genre_scores_gemma":[0.19080885,0.001993212,0.0022261401,0.0063638394,0.0025396496,0.00005704609,0.0009853438,0.0009120783,0.7941138],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9992149,0.00013767376,0.00004947575,0.0001230859,0.0003490121,0.00012585374],"domain_scores_gemma":[0.9979298,0.0004257441,0.0002449821,0.00024418905,0.00081591966,0.0003393004],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003634927,0.00055777933,0.00037755692,0.0009517274,0.0027531753,0.0037944468,0.00053873484,0.0011612567,0.1740412],"category_scores_gemma":[0.0053184475,0.00012997132,0.00025456407,0.001032868,0.0013946401,0.0027589365,0.0020814002,0.0016709722,0.062446766],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025316342,0.000033130786,0.0030097677,0.00037762517,0.000016565607,0.0020973447,0.017216034,0.0001520761,0.0036999139,0.061563607,0.73671323,0.17486757],"study_design_scores_gemma":[0.0000034026832,0.00001826938,0.0009057806,0.00011589585,0.000003603635,0.00048071315,0.004046332,0.000040709703,0.00036602045,0.0027099508,0.9913005,0.000008742319],"about_ca_topic_score_codex":0.005505675,"about_ca_topic_score_gemma":0.009937047,"teacher_disagreement_score":0.1740412,"about_ca_system_score_codex":0.0013747162,"about_ca_system_score_gemma":0.0011649267,"threshold_uncertainty_score":0.5822258},"labels":[],"label_agreement":null},{"id":"W4402081998","doi":"10.1007/978-3-031-70563-2_6","title":"Continual Learning Under Language Shift","year":2024,"lang":"en","type":"book-chapter","venue":"Lecture notes in computer science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Mila - Quebec Artificial Intelligence Institute","funders":"","keywords":"Computer science; Artificial intelligence; Natural language processing; Programming language","score_opus":0.019829794984089728,"score_gpt":0.25082735751223867,"score_spread":0.23099756252814893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402081998","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.58476084,0.00027179654,0.11452444,0.0018816422,0.00014979827,0.000055805922,0.00011812356,0.00075594283,0.2974816],"genre_scores_gemma":[0.98039067,0.000057081,0.0046575363,0.000043153905,0.000022113665,0.000028561479,0.00006056744,0.000033130505,0.014707149],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9995289,0.0001069114,0.000017617711,0.00014692779,0.000113208196,0.00008641081],"domain_scores_gemma":[0.9986493,0.00059443805,0.00009909891,0.0002850315,0.0001576977,0.00021445553],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063811865,0.0002470083,0.00027402272,0.00025702678,0.0005092356,0.0015778067,0.00055999,0.00054313673,0.010544736],"category_scores_gemma":[0.0033150967,0.00017153066,0.00024114749,0.0002923785,0.0016945298,0.0040496388,0.0031735834,0.0012433312,0.0012122673],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051631447,0.000450093,0.0031189062,0.000093030736,0.000018935341,0.00040720493,0.004806987,0.0065225433,0.010131841,0.7705228,0.0030984867,0.20031293],"study_design_scores_gemma":[0.00004856493,0.00018544824,0.0017088309,0.000026293277,0.000009552828,0.00018708892,0.0022436671,0.01824493,0.00368877,0.9643528,0.009289629,0.0000144601645],"about_ca_topic_score_codex":0.0004378018,"about_ca_topic_score_gemma":0.00033134874,"teacher_disagreement_score":0.010544736,"about_ca_system_score_codex":0.0004996672,"about_ca_system_score_gemma":0.0006738806,"threshold_uncertainty_score":0.035275698},"labels":[],"label_agreement":null},{"id":"W4402093431","doi":"10.5539/elt.v17n9p135","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 9, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Mathematics education; Philosophy","score_opus":0.015430038583562063,"score_gpt":0.2815542593762,"score_spread":0.2661242207926379,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402093431","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00041542927,0.0045109265,0.0022505117,0.1701086,0.8077214,0.0026203897,0.0020892513,0.0010205788,0.009262972],"genre_scores_gemma":[0.0128438845,0.012783896,0.007878976,0.23197575,0.515812,0.016376156,0.004372119,0.0028237354,0.19513357],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9567674,0.008600941,0.009894832,0.0026368285,0.020299587,0.0018004369],"domain_scores_gemma":[0.21706441,0.02771781,0.012514735,0.0058512795,0.7290142,0.007837569],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03677885,0.0024522392,0.006236221,0.007983598,0.005185795,0.007732801,0.0052539348,0.011390749,0.1169484],"category_scores_gemma":[0.45164332,0.0015791624,0.0030171229,0.0039168694,0.0031139872,0.0054889754,0.003604853,0.007568106,0.06783588],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031144085,0.0000035535231,0.000088715664,0.00052399724,0.00000756478,0.00004819878,0.00005541586,0.000007391748,0.000034680805,0.0000798353,0.99446905,0.0046505746],"study_design_scores_gemma":[0.00038705498,0.000049345414,0.0015282335,0.0062399427,0.00012129002,0.0011269196,0.0007090695,0.00034253782,0.0003715891,0.0011685758,0.9878035,0.00015186358],"about_ca_topic_score_codex":0.006718832,"about_ca_topic_score_gemma":0.01049673,"teacher_disagreement_score":0.1169484,"about_ca_system_score_codex":0.004907424,"about_ca_system_score_gemma":0.012892298,"threshold_uncertainty_score":0.39123136},"labels":[],"label_agreement":null},{"id":"W4402097473","doi":"10.5430/wjel.v15n1p116","title":"Diploma Students’ Perceptions Regarding the Effectiveness of Using an English-Speaking Practice Application on Their Primary Skills","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Mathematics education; Computer science; Psychology; Medical education; Medicine","score_opus":0.014783877321224555,"score_gpt":0.30207135958189996,"score_spread":0.2872874822606754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402097473","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990928,0.000030443038,0.000055204604,0.000037129485,0.000004678084,0.0000145294,0.000007638121,0.000002666537,0.00075491425],"genre_scores_gemma":[0.99818605,0.00012414617,0.00022492405,0.000054121567,0.0000044666526,0.000021233722,0.000023084842,0.000002054755,0.0013598449],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988808,0.0002666406,0.000121617275,0.00008336684,0.00041171836,0.00023589775],"domain_scores_gemma":[0.9924118,0.0022630638,0.0015985795,0.00017019117,0.0015300724,0.0020263689],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002153834,0.00026675445,0.00029811246,0.0007124107,0.0005576111,0.0017424586,0.00021844795,0.00039109832,0.0029439575],"category_scores_gemma":[0.009089236,0.00015642801,0.00033639898,0.00021624158,0.00037726798,0.00052537525,0.0007650739,0.0006801047,0.0006973376],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038243245,0.0041515715,0.8731976,0.0003183037,0.000060752456,0.000925344,0.040837128,0.00016475924,0.012111695,0.00021858946,0.0008153456,0.066816404],"study_design_scores_gemma":[0.000032584183,0.0031893332,0.9091746,0.00012406526,0.00007416454,0.00063034985,0.07843238,0.0006420515,0.0032226348,0.00009772379,0.004331571,0.00004842077],"about_ca_topic_score_codex":0.0015123363,"about_ca_topic_score_gemma":0.0023860661,"teacher_disagreement_score":0.0029439575,"about_ca_system_score_codex":0.00036150508,"about_ca_system_score_gemma":0.00070928904,"threshold_uncertainty_score":0.011390686},"labels":[],"label_agreement":null},{"id":"W4402110475","doi":"10.55016/ojs/jet.v30i3.52449","title":"Knowledge in the Making: Challenging the Text in the Classroom","year":2018,"lang":"en","type":"article","venue":"Journal of educational thought.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Computer science; Psychology","score_opus":0.07912616338468334,"score_gpt":0.3515067763458547,"score_spread":0.27238061296117133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402110475","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2091443,0.0032651098,0.049386304,0.10890095,0.00251006,0.000111219306,0.00008933348,0.00026401048,0.6263287],"genre_scores_gemma":[0.95879227,0.000962783,0.008619608,0.0026016245,0.0005547632,0.000050997704,0.000051680745,0.00017989357,0.028186334],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9931757,0.004571867,0.00015000321,0.0005587022,0.001050173,0.0004935802],"domain_scores_gemma":[0.9724345,0.021061309,0.0011810967,0.0018925138,0.0016351203,0.0017954737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063971737,0.00046257736,0.0004920754,0.0011716015,0.007112153,0.01893995,0.0019599043,0.0047272765,0.010630381],"category_scores_gemma":[0.03297769,0.00032417677,0.00044289517,0.00072652946,0.023813458,0.021574665,0.007806967,0.0068584657,0.0020577554],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010751387,0.00022800705,0.0019009942,0.0002833794,0.000014556903,0.0014716694,0.30746356,0.0006051265,0.0023415373,0.58132744,0.02930595,0.07495037],"study_design_scores_gemma":[0.000058892834,0.000066343746,0.0009907573,0.0005052423,0.000024187717,0.00068772404,0.2103266,0.0016216318,0.002290178,0.60009575,0.183291,0.000041770953],"about_ca_topic_score_codex":0.0022870828,"about_ca_topic_score_gemma":0.0033243739,"teacher_disagreement_score":0.01893995,"about_ca_system_score_codex":0.0024581687,"about_ca_system_score_gemma":0.0060077403,"threshold_uncertainty_score":0.035562098},"labels":[],"label_agreement":null},{"id":"W4402207227","doi":"10.35562/rif.1563","title":"Pistes didactiques pour un dispositif de télécollaboration interculturelle en ligne entre apprenants du français langue étrangère","year":2024,"lang":"fr","type":"article","venue":"Revue Internationale des Francophonies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Francophone University Association","funders":"","keywords":"Sociology","score_opus":0.008012300560956608,"score_gpt":0.2287261886202523,"score_spread":0.22071388805929568,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402207227","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.106018186,0.0048361253,0.38970074,0.017803095,0.0009077114,0.00043824955,0.0010469938,0.0016024291,0.4776464],"genre_scores_gemma":[0.6770148,0.0033104827,0.15335111,0.00148519,0.00027175664,0.0007265483,0.0012872666,0.0005201588,0.1620326],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.993721,0.0021830276,0.00038489385,0.0009932342,0.0020949568,0.0006229331],"domain_scores_gemma":[0.9926658,0.0025889366,0.0005937724,0.0012968822,0.0022340359,0.0006205285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058537587,0.0010304507,0.0004032839,0.0026917667,0.005080254,0.015493091,0.0012740581,0.0024408174,0.024863845],"category_scores_gemma":[0.010542598,0.0006796068,0.0008638099,0.0032638763,0.0058063213,0.01090656,0.0054056873,0.003750534,0.005436343],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010002854,0.00007364284,0.007423891,0.00033491582,0.000038508395,0.00087539863,0.02626314,0.0025729975,0.004634165,0.8310948,0.0069294753,0.11965908],"study_design_scores_gemma":[0.000024439252,0.00010882591,0.012169708,0.0006474399,0.000051359217,0.0009459455,0.019666346,0.006805172,0.004768419,0.112273134,0.842425,0.000114253126],"about_ca_topic_score_codex":0.049964104,"about_ca_topic_score_gemma":0.04039122,"teacher_disagreement_score":0.049964104,"about_ca_system_score_codex":0.008857949,"about_ca_system_score_gemma":0.008852328,"threshold_uncertainty_score":0.09934658},"labels":[],"label_agreement":null},{"id":"W4402402121","doi":"10.1080/00223891.2024.2390004","title":"Revisiting the English Short Measure for Adult Playfulness (SMAP): An Investigation of Reliability, Validity, and Cross-Cultural Comparisons","year":2024,"lang":"en","type":"article","venue":"Journal of Personality Assessment","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; Centre for Addiction and Mental Health; Western University","funders":"","keywords":"Psychology; Reliability (semiconductor); Measure (data warehouse); Test validity; Validity; Psychometrics; Social psychology; Applied psychology; Developmental psychology; Data mining; Computer science","score_opus":0.11768327525912727,"score_gpt":0.38369945518635057,"score_spread":0.2660161799272233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402402121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889208,0.00029411138,0.0058477116,0.00010234103,0.000038120615,0.00042947332,0.00054866495,0.000025097765,0.0037935965],"genre_scores_gemma":[0.9821983,0.00038382213,0.012485772,0.00013871717,0.00003148144,0.0009035133,0.0010966473,0.00002215856,0.0027395135],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99854624,0.00043030054,0.0002724909,0.00012228517,0.0005423606,0.00008640822],"domain_scores_gemma":[0.9950271,0.0021048123,0.00072970137,0.00034276003,0.0016101737,0.00018531756],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038815252,0.00023932103,0.00021430949,0.0009680446,0.00039600304,0.00039478554,0.00039115403,0.00015186568,0.0012354037],"category_scores_gemma":[0.009738909,0.00011728862,0.00029399246,0.00071642315,0.0003820429,0.00042060288,0.00070662005,0.0004350736,0.00019087357],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056677853,0.00045643354,0.7006489,0.000471614,0.00017940525,0.00043628103,0.011002115,0.00042266212,0.020519951,0.0012897939,0.0018390372,0.2621671],"study_design_scores_gemma":[0.000017729544,0.0003818506,0.9924233,0.0000539266,0.00003282385,0.00026778333,0.001602897,0.00046696767,0.001428938,0.00024757857,0.0030628738,0.000013310918],"about_ca_topic_score_codex":0.010542453,"about_ca_topic_score_gemma":0.027392942,"teacher_disagreement_score":0.010542453,"about_ca_system_score_codex":0.00059451733,"about_ca_system_score_gemma":0.0009525343,"threshold_uncertainty_score":0.020962179},"labels":[],"label_agreement":null},{"id":"W4402447265","doi":"10.5539/jel.v13n6p85","title":"Enhancing English Learning in Thailand: Insights from Thai Teachers on the New Say Hello Textbook Series","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mahasarakham University","keywords":"Mathematics education; Series (stratigraphy); Psychology; Pedagogy","score_opus":0.015101509311615144,"score_gpt":0.2481800129469945,"score_spread":0.23307850363537935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402447265","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.984313,0.0011611171,0.00073222636,0.0021793693,0.000056220848,0.00006006847,0.00005812133,0.000013181355,0.011426666],"genre_scores_gemma":[0.9893852,0.0025406978,0.00078300433,0.00089250226,0.00004147729,0.000052420408,0.00004876911,0.00003716547,0.0062187975],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99679095,0.0020021603,0.00011351694,0.00014917008,0.0004828769,0.00046129964],"domain_scores_gemma":[0.9939984,0.0033539955,0.0006967465,0.000100504105,0.0007245826,0.0011257306],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033412408,0.00055511046,0.00044292727,0.001084762,0.0066047288,0.0070043495,0.0008876925,0.0010042398,0.0018241899],"category_scores_gemma":[0.006236124,0.00054510124,0.0002667964,0.0016611418,0.0036009175,0.0040000444,0.003423955,0.0027187376,0.00038010534],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014655855,0.00003816405,0.0028006183,0.00017919084,0.0000025077084,0.0021227836,0.98759204,0.000023491164,0.0008334249,0.000355763,0.0005279347,0.00550938],"study_design_scores_gemma":[0.0000022505853,0.00004656595,0.0019450057,0.00016476175,0.0000042724614,0.00049377995,0.9899741,0.000028270088,0.00024776472,0.00008631807,0.0069981585,0.0000087228555],"about_ca_topic_score_codex":0.009618796,"about_ca_topic_score_gemma":0.027579967,"teacher_disagreement_score":0.009618796,"about_ca_system_score_codex":0.0028217165,"about_ca_system_score_gemma":0.0055537582,"threshold_uncertainty_score":0.020473063},"labels":[],"label_agreement":null},{"id":"W4402448529","doi":"10.5539/jel.v13n6p227","title":"The Effect of Board Games on Speaking Skills of Thai EFL Primary Students","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Pedagogy","score_opus":0.009076348291614444,"score_gpt":0.3024472062460528,"score_spread":0.29337085795443835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402448529","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996244,0.000018030001,0.000020768226,0.000009416109,0.0000035459088,0.000021520596,0.000006539956,0.0000016598323,0.0002941406],"genre_scores_gemma":[0.99874604,0.000072404786,0.00024570024,0.00001616093,0.000004420989,0.000076329765,0.000018208524,0.0000011703913,0.0008194547],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995547,0.00011589419,0.000053030126,0.000054114793,0.00009206264,0.00013016969],"domain_scores_gemma":[0.9974529,0.0010338286,0.0003438161,0.00007216354,0.00017796768,0.0009192344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005944879,0.00034827972,0.00044289939,0.00029005075,0.00042132364,0.000581584,0.00022022407,0.0002813353,0.0028146573],"category_scores_gemma":[0.0027260364,0.00015031637,0.00034413082,0.00013778308,0.00035781492,0.0002942176,0.0004884767,0.00058229367,0.00028352387],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.024897223,0.13592754,0.2584183,0.0024054511,0.00024212315,0.002353481,0.0417727,0.0010198569,0.12039462,0.0004410048,0.0013110216,0.41081667],"study_design_scores_gemma":[0.0005385902,0.12468063,0.8347559,0.00018667166,0.00024302845,0.00029766376,0.017840844,0.0010019003,0.017468896,0.00024063523,0.0026768926,0.000068251866],"about_ca_topic_score_codex":0.0013570725,"about_ca_topic_score_gemma":0.0021770296,"teacher_disagreement_score":0.0028146573,"about_ca_system_score_codex":0.00022730416,"about_ca_system_score_gemma":0.000432508,"threshold_uncertainty_score":0.009415925},"labels":[],"label_agreement":null},{"id":"W4402526765","doi":"10.54097/02tngh66","title":"Critique of “Focusing on Language and Content with Adolescent English Language Learners in the Mainstream Classroom” by Trahey, M., &amp; Spada, N. (2020), The Canadian Modern Language Review, 76(3), 218-242.","year":2024,"lang":"en","type":"article","venue":"International Journal of Education and Humanities","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; English language; Linguistics; Language assessment; Content (measure theory); Mathematics education; Pedagogy; Sociology; Psychology; Philosophy; Mathematics; Theology","score_opus":0.028024526582027025,"score_gpt":0.2923963860847726,"score_spread":0.26437185950274555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402526765","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015439711,0.025395367,0.0026988795,0.950918,0.015349957,0.0000759533,0.00014443208,0.00008980582,0.0037835347],"genre_scores_gemma":[0.03365373,0.020260816,0.010390636,0.9191295,0.009787856,0.0007349133,0.00008209328,0.00019094322,0.0057695727],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.86149925,0.066235654,0.009884203,0.010858247,0.049648825,0.001873753],"domain_scores_gemma":[0.6555303,0.2453423,0.0070035,0.0067166598,0.07863069,0.0067765797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.10994762,0.0016093343,0.0018222905,0.0047797477,0.012048136,0.0080918735,0.0120083,0.016149357,0.0025026726],"category_scores_gemma":[0.18204212,0.0013243216,0.0020543213,0.004295008,0.032595675,0.008966511,0.008476034,0.037316162,0.0025344423],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013274074,0.00013600437,0.0019358383,0.0020482903,0.0001209747,0.00019301326,0.022901632,0.00028644368,0.0006110903,0.037439786,0.8249878,0.10920651],"study_design_scores_gemma":[0.00014540258,0.0001990481,0.011383273,0.009701491,0.0002053264,0.00039447547,0.016338864,0.00073852367,0.001497975,0.029996544,0.9291675,0.00023155563],"about_ca_topic_score_codex":0.17148654,"about_ca_topic_score_gemma":0.24974729,"teacher_disagreement_score":0.17148654,"about_ca_system_score_codex":0.02063011,"about_ca_system_score_gemma":0.04809248,"threshold_uncertainty_score":0.58146554},"labels":[],"label_agreement":null},{"id":"W4402585855","doi":"10.33524/cjar.v24i2.686","title":"A Self-Study Action Research Approach to English for Academic Purposes","year":2024,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Action research; Mathematics education; Psychology; Action (physics); Pedagogy; Sociology","score_opus":0.554099198939804,"score_gpt":0.4897186056232001,"score_spread":0.0643805933166039,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402585855","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24947019,0.0020785863,0.57673085,0.0138945365,0.00055293465,0.01695549,0.00030763564,0.00039509824,0.1396147],"genre_scores_gemma":[0.5481467,0.0013158644,0.42151162,0.0019824253,0.00006833209,0.013717932,0.00014109282,0.000070880866,0.013045037],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9273775,0.063852705,0.001159836,0.0033126692,0.0032880062,0.0010093064],"domain_scores_gemma":[0.93642753,0.050083164,0.0032734796,0.0036484972,0.004250748,0.0023165443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.059455782,0.0015447439,0.0009429879,0.0057607163,0.005115241,0.00850773,0.0033243326,0.00230207,0.00424287],"category_scores_gemma":[0.041868057,0.00074188336,0.0012086343,0.002356014,0.018590156,0.0052399673,0.0055007976,0.0030774975,0.00061327283],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023280844,0.0044061234,0.019134939,0.0024427054,0.00019041977,0.0007769081,0.44871026,0.0031739534,0.00605647,0.27159503,0.004608091,0.23867227],"study_design_scores_gemma":[0.00073522376,0.0030553709,0.015310239,0.0028894434,0.0002396838,0.0010692689,0.47676075,0.0120301135,0.008472399,0.2968032,0.18238005,0.00025432603],"about_ca_topic_score_codex":0.0036286989,"about_ca_topic_score_gemma":0.007810747,"teacher_disagreement_score":0.059455782,"about_ca_system_score_codex":0.00901964,"about_ca_system_score_gemma":0.014102525,"threshold_uncertainty_score":0.31443596},"labels":[],"label_agreement":null},{"id":"W4402653778","doi":"10.5430/wjel.v15n1p434","title":"The Use of Simulation Techniques to Enhance English Speaking Skills of EFL Secondary School Students","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"School of Liberal Arts; University of Phayao","keywords":"Computer science; Mathematics education; Psychology","score_opus":0.015845201352049237,"score_gpt":0.3091373416788914,"score_spread":0.29329214032684214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402653778","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982674,0.00009331595,0.0003207141,0.00004304009,0.000007423428,0.000035494515,0.000017302507,0.000013944837,0.0012014468],"genre_scores_gemma":[0.9961272,0.00035411818,0.0020793525,0.000037412272,0.000008324155,0.00007037241,0.000057188303,0.0000038621747,0.0012623162],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99954236,0.00016826778,0.00003747636,0.000039515002,0.00008789875,0.00012446658],"domain_scores_gemma":[0.99881065,0.0003535145,0.0002049776,0.00004663969,0.00016424876,0.00042003993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00058146036,0.0004856085,0.00038537398,0.00060059875,0.00035348206,0.0007760751,0.00034774392,0.00033986947,0.0020848082],"category_scores_gemma":[0.0023922657,0.00013483556,0.00040316684,0.00019826017,0.00023821554,0.00034371082,0.0006734533,0.00035237143,0.0004979097],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020937119,0.034021128,0.32919273,0.0025193584,0.00021708162,0.0036898965,0.037422188,0.0040501477,0.09697005,0.00048341858,0.0017733127,0.48756695],"study_design_scores_gemma":[0.00029293928,0.037245646,0.8510813,0.0008252498,0.00040340584,0.002536754,0.042928543,0.005474092,0.039718926,0.0009608847,0.01836295,0.00016929756],"about_ca_topic_score_codex":0.0005560791,"about_ca_topic_score_gemma":0.0010597873,"teacher_disagreement_score":0.0020848082,"about_ca_system_score_codex":0.00019703954,"about_ca_system_score_gemma":0.0006770939,"threshold_uncertainty_score":0.006974399},"labels":[],"label_agreement":null},{"id":"W4402752990","doi":"10.5539/jel.v14n1p235","title":"Second Language Writing Anxiety of Thai EFL Undergraduate Students: Dominant Causes, Levels and Coping Strategies","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mahasarakham University","keywords":"Psychology; Anxiety; Coping (psychology); Mathematics education; Language proficiency; Pedagogy; Linguistics; Clinical psychology","score_opus":0.023832981997924635,"score_gpt":0.3275336960931596,"score_spread":0.3037007140952349,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402752990","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99944645,0.00012272055,0.00009068553,0.00002911657,0.000004054905,0.00006346866,0.000019109906,0.0000015124901,0.00022282942],"genre_scores_gemma":[0.9986682,0.00027772703,0.000334212,0.00008172724,0.00001056962,0.00020536999,0.000053877076,0.0000010322201,0.00036732655],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992256,0.00021993225,0.00011896632,0.00007817769,0.00019148925,0.00016575458],"domain_scores_gemma":[0.9978956,0.0006535573,0.0007452699,0.000051702827,0.0002513618,0.00040253784],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013168437,0.00042824887,0.00063590595,0.0011558479,0.0010647269,0.0018094176,0.00029352587,0.00044177775,0.001196081],"category_scores_gemma":[0.00239475,0.0003158597,0.0006317436,0.0006750051,0.00061559037,0.0005744269,0.0009351243,0.0008144279,0.00014076385],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005141515,0.0037377735,0.829441,0.00090032927,0.00010749537,0.001623408,0.10219709,0.00007032086,0.0041871383,0.000154299,0.00034855382,0.056718465],"study_design_scores_gemma":[0.000093423994,0.005274891,0.75519174,0.00030657757,0.00014516301,0.0025057665,0.2328107,0.0004883313,0.001368936,0.0002953248,0.0014324938,0.000086728425],"about_ca_topic_score_codex":0.0013020142,"about_ca_topic_score_gemma":0.0033557937,"teacher_disagreement_score":0.0018094176,"about_ca_system_score_codex":0.0006502926,"about_ca_system_score_gemma":0.0011262418,"threshold_uncertainty_score":0.0069642067},"labels":[],"label_agreement":null},{"id":"W4402918182","doi":"10.26443/mje/rsem.v58i2.10025","title":"Experiencing deficit: Multilingual international undergraduate students talk identity","year":2023,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Psychology; Sociology; Pedagogy; Linguistics; Art; Philosophy; Aesthetics","score_opus":0.39555382350273516,"score_gpt":0.46532578270643,"score_spread":0.06977195920369483,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402918182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99351656,0.00015252604,0.00013944416,0.00096036145,0.00004137881,0.0000129043565,0.000009699367,0.000012551386,0.005154654],"genre_scores_gemma":[0.997459,0.00012658689,0.000074616706,0.00033590043,0.000008650643,0.000009013106,0.000010915796,0.00000868619,0.0019666555],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99707735,0.0006658344,0.00007475515,0.00019512254,0.0006689366,0.0013179624],"domain_scores_gemma":[0.9969458,0.0003719153,0.00033842644,0.00010449116,0.00039987368,0.0018394329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002323074,0.000769444,0.001227076,0.0011065275,0.017557338,0.011546383,0.0017180232,0.0021676456,0.0035412381],"category_scores_gemma":[0.0044129384,0.00047062023,0.00042191442,0.00094545144,0.0117235,0.0037659719,0.0153027745,0.007519362,0.00048638636],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040364437,0.00014886177,0.011443676,0.00003440589,0.0000063873913,0.0010864941,0.97814286,0.000021683903,0.0013377117,0.0016841211,0.00085529254,0.005198098],"study_design_scores_gemma":[0.0000035230448,0.000056959034,0.0029766064,0.000020324056,0.000005645843,0.0004212072,0.99144226,0.000032561915,0.00023845938,0.00025029585,0.0045374567,0.000014646074],"about_ca_topic_score_codex":0.06411247,"about_ca_topic_score_gemma":0.08657193,"teacher_disagreement_score":0.06411247,"about_ca_system_score_codex":0.005519297,"about_ca_system_score_gemma":0.008516958,"threshold_uncertainty_score":0.1274786},"labels":[],"label_agreement":null},{"id":"W4402972674","doi":"10.5539/elt.v17n10p117","title":"Fostering Pragmatic Proficiency: The Influence of Explicit Instruction on Plurilingual EFL Learners’ Mastery of Hedging Devices in Canadian Academic Writing Context","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Mathematics education; Context effect; Language proficiency; Linguistics; Pedagogy","score_opus":0.021491244728912142,"score_gpt":0.2795646137756868,"score_spread":0.2580733690467747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402972674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991881,0.000037074497,0.000061388695,0.000015996842,0.0000019630672,0.000026541422,0.000004717766,0.0000043123505,0.00065991515],"genre_scores_gemma":[0.998259,0.000118329415,0.00060459407,0.000020005811,0.0000025414893,0.000048264767,0.00001930148,0.0000031681452,0.0009247793],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990765,0.00024487913,0.00008951614,0.0001623569,0.0002564836,0.00017010265],"domain_scores_gemma":[0.996995,0.0013096622,0.000549925,0.0001846584,0.00044825548,0.00051250757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001036021,0.0003866483,0.0003467671,0.00032253243,0.000826961,0.0011935028,0.0005660758,0.00037712275,0.0018674894],"category_scores_gemma":[0.0068238545,0.00016129353,0.00019532761,0.0002105929,0.00077651127,0.00042133423,0.00092844723,0.00048193627,0.00020246912],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008722641,0.040257532,0.2106177,0.0018933776,0.00023105092,0.0025627841,0.10058135,0.00093965704,0.27300617,0.0012616103,0.0006997465,0.35922632],"study_design_scores_gemma":[0.000479475,0.015091962,0.9004466,0.0003453275,0.00035840008,0.0004576478,0.02707084,0.0015685475,0.044553276,0.00058053527,0.008917038,0.0001303989],"about_ca_topic_score_codex":0.030845268,"about_ca_topic_score_gemma":0.04582855,"teacher_disagreement_score":0.9691547,"about_ca_system_score_codex":0.0009966893,"about_ca_system_score_gemma":0.002548939,"threshold_uncertainty_score":0.06133145},"labels":[],"label_agreement":null},{"id":"W4403046953","doi":"10.5539/elt.v17n10p128","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 10, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; English language; Philosophy","score_opus":0.015859376949489325,"score_gpt":0.2820685194890078,"score_spread":0.2662091425395185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403046953","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00042244853,0.004620867,0.0022111868,0.17139354,0.80599815,0.0026851168,0.002211211,0.0010447449,0.009412787],"genre_scores_gemma":[0.012630554,0.012952134,0.0076436866,0.22988276,0.51841706,0.016823858,0.004525758,0.0028492846,0.19427484],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9563269,0.008905003,0.009896208,0.002658436,0.020336697,0.0018767249],"domain_scores_gemma":[0.21456467,0.028263079,0.012499743,0.00582614,0.73088896,0.0079573495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03768713,0.0025368326,0.006371943,0.008209654,0.005200862,0.0079536345,0.005325793,0.011661493,0.120141305],"category_scores_gemma":[0.45682052,0.0016395943,0.003083642,0.0040359627,0.0031624655,0.005674881,0.003661128,0.0076870765,0.06953829],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003129736,0.0000035610406,0.000089164685,0.00053594384,0.0000075563576,0.00004634537,0.000054601893,0.000007324488,0.000033494205,0.000078453995,0.994541,0.0045712134],"study_design_scores_gemma":[0.0004082025,0.000050534964,0.001590399,0.0063887606,0.00012475562,0.0011153375,0.0007199354,0.0003521813,0.00037023757,0.0011922438,0.98752916,0.00015822997],"about_ca_topic_score_codex":0.0069768326,"about_ca_topic_score_gemma":0.010921503,"teacher_disagreement_score":0.120141305,"about_ca_system_score_codex":0.0050538206,"about_ca_system_score_gemma":0.0133889625,"threshold_uncertainty_score":0.4019127},"labels":[],"label_agreement":null},{"id":"W4403067269","doi":"10.1016/j.system.2024.103486","title":"Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project","year":2024,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Foreign language; Psychology; Mathematics education; Computer science; Pedagogy","score_opus":0.06342284064510884,"score_gpt":0.3237787529254875,"score_spread":0.2603559122803787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403067269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98144376,0.0002081923,0.0015479573,0.0021073362,0.000102593134,0.00009217488,0.000043815748,0.00004627636,0.014407898],"genre_scores_gemma":[0.9835734,0.00034657092,0.001984334,0.00041623623,0.000021139205,0.000068499,0.000034876666,0.00006522571,0.013489894],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99795854,0.0009898184,0.00006579189,0.00019856085,0.00027327126,0.000514013],"domain_scores_gemma":[0.9965904,0.0010328775,0.0003042138,0.00013924285,0.00022394258,0.0017093606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021991127,0.0005320064,0.00050316023,0.0009391037,0.011383862,0.004375329,0.0017250511,0.0027242182,0.0065765902],"category_scores_gemma":[0.0052412376,0.0006146901,0.0008294948,0.00051315955,0.00544494,0.003610024,0.004845966,0.0041014384,0.0012764897],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008896515,0.0011042213,0.019891515,0.00019339817,0.000031172218,0.030069148,0.9151041,0.00014910287,0.0026020773,0.0040182387,0.005346096,0.02140203],"study_design_scores_gemma":[0.000014546159,0.00033185142,0.011354693,0.00015044483,0.00002821711,0.010543305,0.9396354,0.00025406881,0.0010928317,0.00045773663,0.03607885,0.00005800076],"about_ca_topic_score_codex":0.008381024,"about_ca_topic_score_gemma":0.022790128,"teacher_disagreement_score":0.011383862,"about_ca_system_score_codex":0.0014270126,"about_ca_system_score_gemma":0.0016654324,"threshold_uncertainty_score":0.022000909},"labels":[],"label_agreement":null},{"id":"W4403173329","doi":"10.7202/1113549ar","title":"Autocensure, délégitimation et dissonance émotionnelle chez des enseignant·e·s de français 2ELGBTQI+ au Canada","year":2024,"lang":"fr","type":"article","venue":"Arborescences Revue d études françaises","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology; Political science; Humanities; Philosophy","score_opus":0.021397243138779484,"score_gpt":0.24018789597993256,"score_spread":0.21879065284115307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403173329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98236567,0.00036438092,0.00013882367,0.0034193848,0.00010530612,0.000018812696,0.000064973814,0.000009707608,0.013513022],"genre_scores_gemma":[0.96265584,0.0003878979,0.00011974113,0.0008012737,0.000014523687,0.000014766379,0.000062602136,0.000013558832,0.03592974],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980944,0.00032537692,0.00002979385,0.00017005247,0.00039640762,0.0009840246],"domain_scores_gemma":[0.9971374,0.0002555623,0.0002371832,0.00006325587,0.0008539625,0.001452617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015321631,0.0003988188,0.0004353823,0.00061488646,0.020098103,0.004878984,0.0008576269,0.0010889408,0.008636797],"category_scores_gemma":[0.0020056686,0.00026473386,0.00029850265,0.0010599984,0.007926681,0.0010941656,0.003644122,0.002850998,0.00073044107],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015489629,0.00018694201,0.07493038,0.000069721544,0.000020362859,0.0009523937,0.87251335,0.00012874413,0.001759107,0.009055397,0.016345154,0.023883449],"study_design_scores_gemma":[0.000012847372,0.00008179205,0.12364177,0.00011120049,0.000013266902,0.0001433606,0.79044056,0.00020742774,0.00032170513,0.00054746226,0.08441802,0.00006057165],"about_ca_topic_score_codex":0.9636634,"about_ca_topic_score_gemma":0.9872342,"teacher_disagreement_score":0.0363366,"about_ca_system_score_codex":0.036200408,"about_ca_system_score_gemma":0.04733825,"threshold_uncertainty_score":0.26265353},"labels":[],"label_agreement":null},{"id":"W4403173918","doi":"10.1186/s40862-024-00301-0","title":"Language teachers’ emotions in online classrooms: Relations among teachers’ appraisals of classroom events, emotional responses, and instructional practices","year":2024,"lang":"en","type":"article","venue":"Asian-Pacific Journal of Second and Foreign Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Shenzhen Municipal Human Resources and Social Security Bureau; Chinese University of Hong Kong","keywords":"Psychology; Mathematics education","score_opus":0.01883364687844739,"score_gpt":0.29613986068732323,"score_spread":0.2773062138088758,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403173918","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975043,0.000090695765,0.00034742214,0.000082549435,0.00000917194,0.000011764791,0.000011543006,0.0000050557383,0.0019375812],"genre_scores_gemma":[0.9993419,0.000078445206,0.0001339801,0.000024125537,0.00000449761,0.000014424919,0.000010074999,0.0000023305604,0.00039009657],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99899536,0.0004639463,0.000072915114,0.00010908568,0.0002038951,0.00015480917],"domain_scores_gemma":[0.99535984,0.0018669376,0.0015610098,0.00015827661,0.0004935345,0.0005604617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001358885,0.00026259158,0.0003039991,0.00054249796,0.0010552815,0.0024627962,0.00026887067,0.00038394184,0.0020138868],"category_scores_gemma":[0.0057313773,0.0002327008,0.00022008365,0.00031666658,0.0011622754,0.0011192386,0.0013855908,0.00091207953,0.0002429786],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031403362,0.0006981573,0.505856,0.00039867611,0.00008696703,0.0012348626,0.4353691,0.00023810318,0.013692042,0.0006676874,0.0007934639,0.040650945],"study_design_scores_gemma":[0.00001708659,0.00020843619,0.55457056,0.00012577583,0.000040107967,0.00031082548,0.4384768,0.00042504742,0.0015859568,0.00040974276,0.0037877325,0.000041985833],"about_ca_topic_score_codex":0.0015705079,"about_ca_topic_score_gemma":0.0027969463,"teacher_disagreement_score":0.0024627962,"about_ca_system_score_codex":0.0005814193,"about_ca_system_score_gemma":0.00035964663,"threshold_uncertainty_score":0.007186532},"labels":[],"label_agreement":null},{"id":"W4403215337","doi":"10.1515/9783111572420-007","title":"Chapter 6 Challenging the notion of “standard” in Japanese language education in the U.S. and Canada","year":2024,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Political science; Psychology; Philosophy","score_opus":0.014256634364867344,"score_gpt":0.22553281107877862,"score_spread":0.21127617671391127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403215337","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012422591,0.012202933,0.001917917,0.021567203,0.0009979025,0.000040287596,0.00019053931,0.000050687097,0.95060986],"genre_scores_gemma":[0.24086376,0.0129352715,0.0035167462,0.0069892444,0.0003075452,0.00006162019,0.00026005492,0.00015934084,0.7349065],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99958724,0.000064424305,0.000009134661,0.00004604215,0.0001401201,0.00015303493],"domain_scores_gemma":[0.9996251,0.0000573993,0.0000098299915,0.000012728757,0.0002202448,0.000074817835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000503885,0.00030580896,0.00017498861,0.000636864,0.010078281,0.0049779997,0.00066390994,0.0014665094,0.009617428],"category_scores_gemma":[0.0009196198,0.00017320557,0.00021795799,0.0015339076,0.0037374508,0.0017108099,0.0010040394,0.0027205737,0.0008578006],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010745489,0.000017603143,0.00080849946,0.0000589173,0.0000031517047,0.00009479791,0.0100218365,0.00016282847,0.0002496909,0.74539644,0.21890236,0.024273155],"study_design_scores_gemma":[0.000004324799,0.000006421987,0.0041430127,0.00021586796,0.0000087889475,0.000080245256,0.0103817005,0.00024823842,0.00036608905,0.031909633,0.9526173,0.000018301484],"about_ca_topic_score_codex":0.9106999,"about_ca_topic_score_gemma":0.9777027,"teacher_disagreement_score":0.089300096,"about_ca_system_score_codex":0.03278117,"about_ca_system_score_gemma":0.045014262,"threshold_uncertainty_score":0.23784512},"labels":[],"label_agreement":null},{"id":"W4403221822","doi":"10.1515/lingvan-2024-0091","title":"Using constructed languages to introduce and teach linguistics","year":2024,"lang":"en","type":"article","venue":"Linguistics Vanguard","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Linguistics; Applied linguistics; Computer science; Quantitative linguistics; Media linguistics; Programming language; Sociology; Philosophy","score_opus":0.037804785940285766,"score_gpt":0.31828005229765444,"score_spread":0.2804752663573687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403221822","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5343905,0.00037410727,0.31653044,0.0050489022,0.00046501207,0.00056422123,0.00020998128,0.004918296,0.13749848],"genre_scores_gemma":[0.7844381,0.0002551653,0.1772463,0.00066597847,0.000046770045,0.00031890595,0.00023069109,0.0004909575,0.036307227],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9961863,0.00280497,0.00009106764,0.00034617732,0.00037291556,0.00019858211],"domain_scores_gemma":[0.9869604,0.009533957,0.00059885834,0.0012598765,0.0005943,0.0010525503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044190916,0.0006256269,0.00018908984,0.0009321545,0.001102796,0.0038970322,0.0012308629,0.00076804846,0.011790998],"category_scores_gemma":[0.008995685,0.00042853822,0.00026237563,0.00038423768,0.003686723,0.0032503402,0.0060019484,0.0022130904,0.002120536],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043986485,0.0035262941,0.018690672,0.0008907654,0.000032305106,0.001622896,0.17943354,0.005986759,0.0687165,0.20969713,0.025997372,0.48496592],"study_design_scores_gemma":[0.0002433546,0.0014205949,0.005213249,0.0007818907,0.000040173945,0.0015187584,0.0521602,0.020086879,0.061220508,0.08970549,0.767428,0.00018094326],"about_ca_topic_score_codex":0.0007130774,"about_ca_topic_score_gemma":0.002041825,"teacher_disagreement_score":0.011790998,"about_ca_system_score_codex":0.0015251015,"about_ca_system_score_gemma":0.0020635251,"threshold_uncertainty_score":0.039444804},"labels":[],"label_agreement":null},{"id":"W4403350444","doi":"","title":"Intercultural reflection based on images: representations in the French as a second language classroom","year":2017,"lang":"fr","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Reflection (computer programming); Linguistics; Psychology; Sociology; Computer science; Philosophy","score_opus":0.04279866593807906,"score_gpt":0.3407352561696891,"score_spread":0.29793659023161,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403350444","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82134134,0.001135023,0.007296008,0.0045065912,0.00017662773,0.000023854773,0.00004169132,0.00012139655,0.16535746],"genre_scores_gemma":[0.9955373,0.000115692215,0.00038872394,0.00007406201,0.00000982795,0.0000038589606,0.000008186295,0.000023869568,0.0038385093],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99620557,0.0027206303,0.000042082862,0.00022091751,0.00038995763,0.00042082684],"domain_scores_gemma":[0.9969104,0.0016253141,0.0003450563,0.0002606536,0.0004229107,0.00043563312],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021360097,0.000652218,0.00029106354,0.0013432559,0.0050949333,0.011180499,0.0008332922,0.002143187,0.004994681],"category_scores_gemma":[0.005909248,0.00020139609,0.00037001623,0.0007845224,0.008665931,0.0045803688,0.0036883557,0.0025399318,0.0004613083],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005529213,0.000042165124,0.001930418,0.0000437059,0.000009449143,0.0007675794,0.942246,0.00021272307,0.0023377768,0.03954228,0.0012726277,0.011539954],"study_design_scores_gemma":[0.000011412302,0.00007399027,0.0047218013,0.000113059505,0.000018720768,0.0007298867,0.92594737,0.0008337376,0.0016251159,0.0073795984,0.05850215,0.000043047075],"about_ca_topic_score_codex":0.020950476,"about_ca_topic_score_gemma":0.016210238,"teacher_disagreement_score":0.020950476,"about_ca_system_score_codex":0.0046156696,"about_ca_system_score_gemma":0.002255715,"threshold_uncertainty_score":0.04165703},"labels":[],"label_agreement":null},{"id":"W4403450265","doi":"10.1080/09588221.2024.2414776","title":"Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials","year":2024,"lang":"en","type":"article","venue":"Computer Assisted Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Perception; Computer science; Mathematics education; Pedagogy; Psychology","score_opus":0.03981504753031415,"score_gpt":0.27778373488862457,"score_spread":0.23796868735831042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403450265","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98916596,0.00019471951,0.0060762055,0.00073762634,0.000024685152,0.0001530642,0.000020218497,0.00006971701,0.0035577873],"genre_scores_gemma":[0.9952389,0.0001470577,0.002805871,0.00025828907,0.0000098905675,0.00011382687,0.000027352495,0.00004230422,0.0013565142],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.977183,0.01369167,0.0010845189,0.002223129,0.003763526,0.0020541463],"domain_scores_gemma":[0.9662909,0.020540893,0.00500954,0.0018583398,0.0028256206,0.003474701],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017367475,0.0008414324,0.00069908163,0.001851543,0.0046492633,0.00874207,0.0022063681,0.0028950283,0.0024486214],"category_scores_gemma":[0.04900857,0.0010513584,0.0006979583,0.000805304,0.0075209704,0.0067739813,0.007451874,0.0036562579,0.0006986833],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013797158,0.00021226647,0.022745876,0.00016280857,0.000016343667,0.0005240306,0.9562576,0.00020613638,0.007116875,0.0015608843,0.00047881406,0.010580435],"study_design_scores_gemma":[0.000049526712,0.0004547764,0.01696045,0.00018422792,0.00003737681,0.0005691689,0.95841086,0.0014749735,0.0021662076,0.0011320123,0.018440323,0.00011998473],"about_ca_topic_score_codex":0.00678628,"about_ca_topic_score_gemma":0.0066736145,"teacher_disagreement_score":0.017367475,"about_ca_system_score_codex":0.0037302687,"about_ca_system_score_gemma":0.0035884073,"threshold_uncertainty_score":0.09184903},"labels":[],"label_agreement":null},{"id":"W4403484222","doi":"10.4018/979-8-3693-3184-2.ch012","title":"An Arts-Based Multiliteracies Approach to Elicit Meaning-Making in Language Teacher Identity Work","year":2024,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Meaning (existential); The arts; Identity (music); Work (physics); Linguistics; Sociology; Language arts; Psychology; Pedagogy; Visual arts; Art; Aesthetics; Engineering; Philosophy; Psychotherapist","score_opus":0.034972502463377624,"score_gpt":0.31618584029269203,"score_spread":0.2812133378293144,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403484222","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5116196,0.001259881,0.1493258,0.005207217,0.00024385167,0.0027936837,0.00073367445,0.000296016,0.32852027],"genre_scores_gemma":[0.866231,0.00060733524,0.07686001,0.0015239341,0.000028482238,0.004317152,0.00032452366,0.00011474129,0.049992826],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99522096,0.003594657,0.00013125819,0.00036148485,0.00044978166,0.00024194532],"domain_scores_gemma":[0.9937848,0.004994676,0.00022763885,0.0005016073,0.00028237407,0.00020882662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004544582,0.0004196781,0.00024838516,0.0018008215,0.0051342985,0.004331595,0.0011004563,0.0012781607,0.0093213925],"category_scores_gemma":[0.0069272663,0.00029606267,0.0003138327,0.0013862097,0.0063901884,0.0033251292,0.0072688586,0.0020887016,0.0011221466],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000857042,0.0003426624,0.0033901662,0.00064243685,0.000009651217,0.0010109138,0.7823421,0.00041376098,0.00922525,0.11457816,0.0041741123,0.08378517],"study_design_scores_gemma":[0.00007023319,0.00016574748,0.008061438,0.0006251168,0.000014945041,0.0009651821,0.6405402,0.0014423676,0.015320759,0.06810956,0.26462182,0.00006264137],"about_ca_topic_score_codex":0.003608865,"about_ca_topic_score_gemma":0.014137639,"teacher_disagreement_score":0.0093213925,"about_ca_system_score_codex":0.0045591206,"about_ca_system_score_gemma":0.0029761344,"threshold_uncertainty_score":0.03307885},"labels":[],"label_agreement":null},{"id":"W4403595197","doi":"10.5539/elt.v17n11p47","title":"Cross-linguistic Interpretation of Figurative Expressions in Collaborative Language Learning: Gaps as Instances for Learning","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Literal and figurative language; Psychology; Interpretation (philosophy); Linguistics; Experiential learning; Language acquisition; Mathematics education","score_opus":0.010472012359773696,"score_gpt":0.31830258451770344,"score_spread":0.30783057215792975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403595197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72152436,0.0016862411,0.1428202,0.0053239954,0.000161618,0.00016133141,0.000049466304,0.000355335,0.12791759],"genre_scores_gemma":[0.98364013,0.00019183743,0.012995315,0.000087442706,0.00001140265,0.000053745753,0.000024821431,0.000082952996,0.002912352],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98910147,0.007815662,0.0002707899,0.0008190598,0.0012687371,0.00072421535],"domain_scores_gemma":[0.9861605,0.009925527,0.0010147971,0.0015239489,0.00076172705,0.0006134104],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005894725,0.0006962748,0.00063121755,0.0013615724,0.0040464746,0.010179661,0.0025605967,0.002595165,0.0043485546],"category_scores_gemma":[0.021877512,0.00048278482,0.00057939294,0.0010430998,0.016934168,0.016591435,0.0106374,0.0034707566,0.00061375555],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052650903,0.00007152626,0.002561053,0.00017325598,0.000009668124,0.0009806558,0.8357708,0.00044045568,0.0023641717,0.13277811,0.0005245434,0.024273131],"study_design_scores_gemma":[0.000019737308,0.00015066109,0.0035461285,0.00051133276,0.000030742965,0.0022450823,0.76224744,0.0047254213,0.004181063,0.1711303,0.051143482,0.00006846849],"about_ca_topic_score_codex":0.0016526199,"about_ca_topic_score_gemma":0.0015900771,"teacher_disagreement_score":0.010179661,"about_ca_system_score_codex":0.0025162008,"about_ca_system_score_gemma":0.0016871587,"threshold_uncertainty_score":0.03117466},"labels":[],"label_agreement":null},{"id":"W4403699828","doi":"10.5539/elt.v17n11p62","title":"Optimizing Pronunciation Instruction for Vietnamese Learners of English: Applying Optimality Theory and Phonetic Principles in Language Teaching","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Vietnamese; Psychology; Linguistics; Mathematics education","score_opus":0.01699156301085021,"score_gpt":0.2679319092406197,"score_spread":0.2509403462297695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403699828","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9898279,0.0004068475,0.0033416853,0.0004762128,0.000014673465,0.00005113753,0.000011215484,0.00001559776,0.0058549065],"genre_scores_gemma":[0.9887527,0.0006478575,0.009279524,0.000059509624,0.000003926635,0.000029402252,0.000013093116,0.000006027232,0.001207928],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99930143,0.00034135365,0.000043188298,0.000058712896,0.00017905221,0.00007617843],"domain_scores_gemma":[0.9989083,0.00063111563,0.00012568678,0.00003296494,0.00017260999,0.00012939288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014963548,0.00018152106,0.00017641162,0.00029333172,0.00053807,0.0013488894,0.00028869451,0.0002787864,0.0010082254],"category_scores_gemma":[0.0035218569,0.00012476182,0.00012693067,0.00023774405,0.0005639655,0.000778086,0.00077563815,0.0005268403,0.00016637033],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016261847,0.0013792388,0.1582684,0.0013542238,0.000035619152,0.001343154,0.15962817,0.0025218097,0.034588598,0.0045554186,0.0010432479,0.6351195],"study_design_scores_gemma":[0.0001471219,0.004352484,0.49338648,0.0015821938,0.00027532375,0.0031235556,0.37904266,0.01576787,0.040677655,0.011653259,0.049845614,0.00014590657],"about_ca_topic_score_codex":0.0049481667,"about_ca_topic_score_gemma":0.012915359,"teacher_disagreement_score":0.0049481667,"about_ca_system_score_codex":0.0008842887,"about_ca_system_score_gemma":0.003003279,"threshold_uncertainty_score":0.00983876},"labels":[],"label_agreement":null},{"id":"W4403746254","doi":"10.5539/elt.v17n11p81","title":"What Are the Effective Tests for Measuring English Proficiency in a Japanese Project-Based English Program? A Comparison of the Test of English for International Communication, Global Test of English Communication, and CNN Global English Test Service","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Test of English as a Foreign Language; Language assessment; International communication; Language proficiency; English language; Mathematics education; Communication","score_opus":0.026288943097341057,"score_gpt":0.3188600427328047,"score_spread":0.2925710996354637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403746254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.985595,0.0016476079,0.0028696205,0.0003887135,0.00008951975,0.00014311465,0.0003876091,0.000044622015,0.008834175],"genre_scores_gemma":[0.9955592,0.0003971745,0.0031499811,0.000079231984,0.000027459666,0.00011005844,0.00028414058,0.000013730416,0.0003790061],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9899871,0.0041994466,0.0012312488,0.0009117043,0.0032515211,0.00041891666],"domain_scores_gemma":[0.96743727,0.012641674,0.0066512288,0.0017115196,0.008954466,0.0026037882],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014905733,0.0007166048,0.0005610551,0.0033389789,0.00057439436,0.0017550447,0.00096323254,0.0008039855,0.001089016],"category_scores_gemma":[0.04302561,0.00026230433,0.0008671176,0.0021192792,0.0011077842,0.002600562,0.0011088643,0.000728083,0.00035943583],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003088247,0.00023861053,0.9218051,0.0001792292,0.00019922286,0.000054258115,0.00086059474,0.00018505086,0.0007242768,0.00018843632,0.00055051775,0.07470582],"study_design_scores_gemma":[0.00002103775,0.00042544343,0.9957592,0.00006451355,0.00015890559,0.00006237888,0.0012900071,0.0007905485,0.0005037784,0.00013305337,0.00077355525,0.000017538918],"about_ca_topic_score_codex":0.008377723,"about_ca_topic_score_gemma":0.02129473,"teacher_disagreement_score":0.014905733,"about_ca_system_score_codex":0.0011824961,"about_ca_system_score_gemma":0.001910906,"threshold_uncertainty_score":0.078830004},"labels":[],"label_agreement":null},{"id":"W4403899106","doi":"10.5539/jel.v14n2p113","title":"Using Songs to Enhance Thai EFL Primary Learners’ Pronunciation of Verb With the /ing/ Ending Sound","year":2024,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mahasarakham University","keywords":"Pronunciation; Psychology; Linguistics; Verb; Sound (geography); Acoustics","score_opus":0.034007397853849194,"score_gpt":0.31834156423720983,"score_spread":0.2843341663833606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403899106","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950702,0.00015650185,0.0018223146,0.00008454091,0.000014525391,0.000099615056,0.00003053581,0.000030846768,0.0026909085],"genre_scores_gemma":[0.9851871,0.00043773663,0.01154886,0.00006524593,0.000012844745,0.00014321104,0.000043451222,0.000010584476,0.002551107],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99971634,0.00011238889,0.0000277282,0.000026760745,0.00007818327,0.00003854558],"domain_scores_gemma":[0.999032,0.00053425034,0.00013963698,0.000028876462,0.00013043407,0.00013489547],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006344392,0.000251779,0.00019080425,0.0002508505,0.00026997778,0.0005555043,0.00025919307,0.00025722853,0.0022199706],"category_scores_gemma":[0.0020437283,0.00007439593,0.00015789148,0.0001544529,0.00028121565,0.0003925161,0.0005718717,0.00026926034,0.00032159747],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012773537,0.0056503774,0.05381268,0.0042534377,0.000050767743,0.0024255568,0.05065871,0.00076172466,0.26647803,0.0005755085,0.0012276672,0.6128282],"study_design_scores_gemma":[0.00057651586,0.048735134,0.6077599,0.0016552835,0.00038933533,0.0059467806,0.0918679,0.005105235,0.18490343,0.002334982,0.05053963,0.00018590587],"about_ca_topic_score_codex":0.0004964782,"about_ca_topic_score_gemma":0.0012891018,"teacher_disagreement_score":0.0022199706,"about_ca_system_score_codex":0.00012385077,"about_ca_system_score_gemma":0.00045257033,"threshold_uncertainty_score":0.00742656},"labels":[],"label_agreement":null},{"id":"W4403934412","doi":"10.1075/jslp.22026.zha","title":"Language teacher self-efficacy beliefs for pronunciation instruction","year":2024,"lang":"en","type":"article","venue":"Journal of Second Language Pronunciation","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Pronunciation; Psychology; Mathematics education; Self-efficacy; Computer science; Linguistics; Social psychology; Philosophy","score_opus":0.014910041444310209,"score_gpt":0.26206259686784505,"score_spread":0.24715255542353484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403934412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969125,0.000040447077,0.00007592894,0.000025114661,0.00000213975,0.00001329783,0.000038997525,0.0000055530118,0.0028860746],"genre_scores_gemma":[0.99947125,0.000037645415,0.000077160694,0.0000059998233,9.511831e-7,0.000007192493,0.00003545628,7.723615e-7,0.00036365795],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99904984,0.00018921278,0.000056436453,0.00008265857,0.00046985797,0.00015204863],"domain_scores_gemma":[0.99296594,0.0024750745,0.0017766904,0.0003188509,0.0016991894,0.00076420116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026550463,0.0001688093,0.00025305044,0.00089174684,0.00057544507,0.0010739507,0.00029830635,0.00020601114,0.0021243547],"category_scores_gemma":[0.007514662,0.00013770518,0.00030258083,0.0004044734,0.0006992082,0.00023162678,0.00045388498,0.00047224588,0.00021530899],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003141858,0.00021904182,0.98492914,0.000039063343,0.00003664454,0.00006399722,0.004573928,0.00017260014,0.00062812044,0.00019348114,0.00020619427,0.008906438],"study_design_scores_gemma":[0.000002820394,0.000056895202,0.99643886,0.000021558666,0.000009472835,0.000026833235,0.0026454907,0.00018278298,0.00022277667,0.00003240292,0.00035523457,0.0000048350407],"about_ca_topic_score_codex":0.05085208,"about_ca_topic_score_gemma":0.095908746,"teacher_disagreement_score":0.05085208,"about_ca_system_score_codex":0.0009338418,"about_ca_system_score_gemma":0.0017458735,"threshold_uncertainty_score":0.10111219},"labels":[],"label_agreement":null},{"id":"W4404042294","doi":"10.1111/lang.12682","title":"Second Language Sentence Stress Assignment: Self‐ and Other‐Assessment","year":2024,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; Concordia University; University of Calgary","funders":"","keywords":"Psychology; Linguistics; Sentence; Stress (linguistics)","score_opus":0.011805804331538019,"score_gpt":0.2696601738257053,"score_spread":0.2578543694941673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404042294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978917,0.000027963175,0.00091348606,0.000010202177,0.000007042029,0.000015628222,0.000041385814,0.000020277244,0.0010722786],"genre_scores_gemma":[0.9986552,0.000018122108,0.0007404001,0.0000116763895,0.000004725117,0.000015475342,0.000060828566,0.000009623256,0.00048393643],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99771464,0.0009735931,0.00024147557,0.00032053195,0.00066988904,0.000079954974],"domain_scores_gemma":[0.9743429,0.012310088,0.0058825905,0.0017544734,0.0046972567,0.0010127686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003680084,0.00034019866,0.00026042297,0.0008717332,0.00020102008,0.0012823249,0.00030053296,0.00036127304,0.001759415],"category_scores_gemma":[0.020256715,0.0001644526,0.00023658156,0.00026262263,0.00043223225,0.0006921656,0.00085188006,0.00040949174,0.00056860625],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017890634,0.00051961065,0.829975,0.00018597372,0.00021114462,0.00030605018,0.01628024,0.0006738015,0.07889594,0.00034861296,0.0005166156,0.070298076],"study_design_scores_gemma":[0.000024912757,0.0009004017,0.9639297,0.000035326204,0.00004532053,0.00046185165,0.003878391,0.0040152036,0.025507037,0.000316402,0.00081306545,0.00007237339],"about_ca_topic_score_codex":0.0007895841,"about_ca_topic_score_gemma":0.0013743954,"teacher_disagreement_score":0.003680084,"about_ca_system_score_codex":0.00019249805,"about_ca_system_score_gemma":0.00016394955,"threshold_uncertainty_score":0.019462347},"labels":[],"label_agreement":null},{"id":"W4404060479","doi":"10.5539/elt.v17n12p1","title":"Developing an Analytic Rubric for Japanese EFL Learners’ Summary Writing","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Rubric; Psychology; Mathematics education; Teaching method; Linguistics; Pedagogy","score_opus":0.03455402818877682,"score_gpt":0.3009048268003507,"score_spread":0.26635079861157385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404060479","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13159542,0.0019108573,0.8161335,0.0014354074,0.0012519427,0.018618183,0.0016083522,0.005993466,0.021452842],"genre_scores_gemma":[0.07967698,0.00078515644,0.9023417,0.00016784071,0.00015171505,0.01039963,0.0015279687,0.00048759562,0.0044614444],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.98113567,0.0087966155,0.0041727894,0.0009955585,0.0044480576,0.00045135332],"domain_scores_gemma":[0.9383173,0.012924157,0.0057964106,0.0058157295,0.03599315,0.0011533262],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027709242,0.0016840871,0.0011437818,0.01151605,0.0018286776,0.0024440202,0.0020755047,0.0008131953,0.0025292304],"category_scores_gemma":[0.0815435,0.000685395,0.0011841699,0.003613928,0.0013302566,0.0030529466,0.0032698885,0.0015562294,0.0027108726],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020881974,0.00058822427,0.0129648745,0.002870464,0.00005240781,0.00045419348,0.029487226,0.0021513968,0.047073316,0.0072475676,0.024769224,0.8721323],"study_design_scores_gemma":[0.00038170966,0.0029665823,0.13230143,0.0056785713,0.00034100717,0.0040784753,0.059047144,0.067419216,0.090679735,0.014813525,0.62091136,0.0013812134],"about_ca_topic_score_codex":0.0032837694,"about_ca_topic_score_gemma":0.0062256693,"teacher_disagreement_score":0.027709242,"about_ca_system_score_codex":0.0022506497,"about_ca_system_score_gemma":0.0053101624,"threshold_uncertainty_score":0.14654225},"labels":[],"label_agreement":null},{"id":"W4404092940","doi":"10.5539/elt.v17n12p21","title":"Writing Strategies of Chinese Undergraduate English Major Students","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Linguistics","score_opus":0.009542736621170276,"score_gpt":0.28512627609608876,"score_spread":0.2755835394749185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404092940","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993993,0.000025192323,0.000014208124,0.000015185129,0.000001396706,0.000007989609,0.000011407624,0.0000012547052,0.00052402087],"genre_scores_gemma":[0.99791855,0.000060003746,0.00006251845,0.000030383053,0.0000023328319,0.000017221078,0.000048247806,0.0000016536341,0.0018591466],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995915,0.000061301245,0.00006120294,0.000058356487,0.00011358819,0.00011396633],"domain_scores_gemma":[0.99834573,0.00032025878,0.00036339427,0.00005885,0.00041570724,0.0004961164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00056648627,0.0003957666,0.00030389623,0.0011380921,0.0007613403,0.0012805681,0.00033667343,0.00039176326,0.0017775503],"category_scores_gemma":[0.0030267728,0.00014818509,0.00019901853,0.00061096955,0.0004405464,0.00038398354,0.0005463611,0.00035023937,0.0004077748],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021140154,0.0010177036,0.7382135,0.00015820777,0.000029314404,0.0018451778,0.1813804,0.00007767533,0.013118187,0.0002850666,0.000864036,0.062799394],"study_design_scores_gemma":[0.000021416416,0.0005688646,0.92827165,0.00003764567,0.000023378652,0.0009568688,0.065430015,0.00058921025,0.0013674591,0.0001501744,0.0025461502,0.000037171263],"about_ca_topic_score_codex":0.0065387264,"about_ca_topic_score_gemma":0.009367689,"teacher_disagreement_score":0.0065387264,"about_ca_system_score_codex":0.00061150896,"about_ca_system_score_gemma":0.00077381544,"threshold_uncertainty_score":0.013001323},"labels":[],"label_agreement":null},{"id":"W4404145005","doi":"10.5430/wjel.v15n2p68","title":"Assessing Students’ Perception of the Effectiveness of Group Discussion in Improving Speaking Skills","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Group (periodic table); Mathematics education; Computer science; Psychology","score_opus":0.009413752202560839,"score_gpt":0.28458333683855486,"score_spread":0.275169584635994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404145005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99761367,0.00011394831,0.00064109743,0.000109562745,0.000013657122,0.00008124289,0.000013276406,0.000015241724,0.0013983712],"genre_scores_gemma":[0.9976406,0.00015810101,0.0015356716,0.00004616557,0.00001086507,0.00007176523,0.000016530923,0.000005060424,0.0005152426],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99631834,0.0021064265,0.00028408217,0.00014936551,0.00076705695,0.00037475626],"domain_scores_gemma":[0.98115426,0.012786385,0.0025454017,0.00041861294,0.0015621046,0.0015331199],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0078930855,0.00036661874,0.00045123018,0.0006176114,0.00069536694,0.0014447139,0.00036592476,0.000618487,0.0028607734],"category_scores_gemma":[0.018237865,0.00016780739,0.00044857935,0.00033960358,0.00044914117,0.0008325557,0.00070165,0.00076171476,0.0005367238],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016392603,0.008697507,0.55484724,0.0017855029,0.00024346686,0.00090604,0.09272614,0.0010763806,0.0494671,0.0005342718,0.0014352084,0.28664193],"study_design_scores_gemma":[0.0002077246,0.017729744,0.81126356,0.00046350932,0.00036810993,0.00073884305,0.13663273,0.0024608488,0.020669812,0.0007462922,0.008519646,0.00019912486],"about_ca_topic_score_codex":0.00029543895,"about_ca_topic_score_gemma":0.0004476838,"teacher_disagreement_score":0.0078930855,"about_ca_system_score_codex":0.0003635913,"about_ca_system_score_gemma":0.00068725616,"threshold_uncertainty_score":0.0417431},"labels":[],"label_agreement":null},{"id":"W4404145283","doi":"10.5430/wjel.v15n2p54","title":"The Role of Contextual and Individual Factors in Shaping Instructors’ Approaches to Written Corrective Feedback in EFL Settings","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Qassim University","keywords":"Corrective feedback; Computer science; Psychology; Mathematics education; Human–computer interaction","score_opus":0.04471431243436195,"score_gpt":0.23873591195810717,"score_spread":0.19402159952374523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404145283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99635017,0.00019945356,0.0019978138,0.00008686077,0.000011112335,0.000039605693,0.000011078043,0.000029277078,0.0012744386],"genre_scores_gemma":[0.99793965,0.000090593894,0.0016341851,0.000031991047,0.0000046178234,0.00002208337,0.000010441009,0.0000069917232,0.00025937756],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99285674,0.0049359296,0.0003745392,0.00065565633,0.0008318415,0.00034535196],"domain_scores_gemma":[0.97068477,0.020421198,0.0045215995,0.0009629915,0.0019354379,0.0014740607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047447155,0.00027583344,0.00023639758,0.0005298422,0.0007901351,0.0015855777,0.0005254836,0.00041389765,0.0010311871],"category_scores_gemma":[0.030622492,0.00023013669,0.00013683109,0.00026245968,0.0008177921,0.00048835075,0.000900152,0.00046035813,0.00018040827],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00075887656,0.0017921532,0.5538237,0.00078071596,0.00024170891,0.0014611771,0.13768494,0.0017623194,0.038603894,0.00049642083,0.00069212273,0.261902],"study_design_scores_gemma":[0.00005511395,0.001739446,0.8963138,0.00027975164,0.00011736223,0.0008525814,0.083151124,0.0022949446,0.008027599,0.0006398268,0.0063992473,0.00012915373],"about_ca_topic_score_codex":0.0017806261,"about_ca_topic_score_gemma":0.0054246713,"teacher_disagreement_score":0.0047447155,"about_ca_system_score_codex":0.00082106463,"about_ca_system_score_gemma":0.001121272,"threshold_uncertainty_score":0.025092721},"labels":[],"label_agreement":null},{"id":"W4404146777","doi":"10.1007/978-3-031-69280-2_3","title":"A Narrative Inquiry in Student-Centered Teaching Practices in a Windsor-Beijing Sister School Pair","year":2024,"lang":"en","type":"book-chapter","venue":"Intercultural reciprocal learning in Chinese and Western education.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Windsor Clinical Research; University of Windsor","funders":"","keywords":"Windsor; Beijing; Sister; Narrative; Mathematics education; Pedagogy; Sociology; Psychology; Political science; Art; Literature; Environmental science; Law; China; Anthropology","score_opus":0.05681044100367651,"score_gpt":0.360379820677639,"score_spread":0.3035693796739625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404146777","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9366651,0.0003601303,0.0017313758,0.003080922,0.00006217236,0.00007863138,0.000032541255,0.00002169361,0.057967443],"genre_scores_gemma":[0.97216696,0.00015046346,0.0008881393,0.0001792273,0.0000061981445,0.00003862678,0.000015965641,0.000013745875,0.026540741],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983986,0.0010576295,0.000030919444,0.00017128352,0.00013456987,0.00020693985],"domain_scores_gemma":[0.9987166,0.0005025127,0.00011542369,0.000070552305,0.000112058595,0.0004829129],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023158037,0.00032143286,0.0003070965,0.0007480465,0.017630517,0.0041652177,0.0012683898,0.001387166,0.006067955],"category_scores_gemma":[0.0026432816,0.0003045349,0.00019809975,0.000803835,0.007351333,0.0039835433,0.0050511453,0.002308872,0.00040858088],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011896229,0.00004859189,0.0016051696,0.00001507177,0.0000015343644,0.0007286883,0.98175657,0.000019248391,0.00029614486,0.008785414,0.0012013661,0.0055303643],"study_design_scores_gemma":[0.0000045450556,0.000029308296,0.0025310465,0.000044375876,0.0000033363103,0.00028503113,0.9680576,0.000106280255,0.00023578113,0.001569176,0.027126724,0.0000068802083],"about_ca_topic_score_codex":0.019511184,"about_ca_topic_score_gemma":0.10638569,"teacher_disagreement_score":0.98048884,"about_ca_system_score_codex":0.0064347237,"about_ca_system_score_gemma":0.0059579504,"threshold_uncertainty_score":0.046687424},"labels":[],"label_agreement":null},{"id":"W4404147661","doi":"10.1007/978-3-031-69280-2_10","title":"Canadian Pre-service Teachers’ English Language Teaching Practices in the Cross-Cultural Context","year":2024,"lang":"en","type":"book-chapter","venue":"Intercultural reciprocal learning in Chinese and Western education.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); English language; Sociology; Pedagogy; Cross-cultural; Linguistics; Psychology; Mathematics education; Geography; Anthropology; Archaeology; Philosophy","score_opus":0.028387794614175416,"score_gpt":0.3380087767410309,"score_spread":0.3096209821268555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404147661","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9217749,0.003181749,0.00016963687,0.0019056326,0.00007816066,0.000041580224,0.0004432907,0.00003059309,0.07237454],"genre_scores_gemma":[0.9768341,0.0013383154,0.00016417858,0.00011797371,0.000004183552,0.000016720489,0.00011998317,0.000012080449,0.021392472],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990397,0.00011282209,0.000024626437,0.00011558201,0.00033678184,0.00037044485],"domain_scores_gemma":[0.996983,0.0005846866,0.00020503557,0.00005071744,0.0012489663,0.0009276012],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010254459,0.00029210353,0.00029795276,0.0016775595,0.012715462,0.003289768,0.0011160929,0.00057743286,0.007394119],"category_scores_gemma":[0.003850554,0.0002904401,0.00019951937,0.0043415762,0.0033632736,0.001393854,0.0017364376,0.0013467349,0.0004561928],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009551173,0.000061338666,0.04640636,0.00016981563,0.000008136921,0.0008031075,0.87795085,0.00017516539,0.0007419966,0.009423928,0.01432829,0.049835443],"study_design_scores_gemma":[0.000006776912,0.000041387553,0.22114167,0.000280035,0.00001512209,0.0002092226,0.7035758,0.00013779073,0.00031336615,0.0003495874,0.07387893,0.000050369155],"about_ca_topic_score_codex":0.9953933,"about_ca_topic_score_gemma":0.99923706,"teacher_disagreement_score":0.07153075,"about_ca_system_score_codex":0.07153075,"about_ca_system_score_gemma":0.091898285,"threshold_uncertainty_score":0.51899433},"labels":[],"label_agreement":null},{"id":"W4404213700","doi":"10.1016/j.lcsi.2024.100866","title":"Authority and positionings in elementary mathematics: An interactional ethnographic approach","year":2024,"lang":"en","type":"article","venue":"Learning Culture and Social Interaction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Ethnography; Psychology; Mathematics education; Pedagogy; Sociology; Anthropology","score_opus":0.0352203694715555,"score_gpt":0.31293661379937354,"score_spread":0.27771624432781805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404213700","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9788077,0.0001432896,0.0012113841,0.00032771015,0.000012006967,0.000037043967,0.000040715113,0.000005582821,0.01941448],"genre_scores_gemma":[0.99813783,0.00008330777,0.00032792092,0.000025111645,0.000004205347,0.000024509216,0.00001280275,0.000007203628,0.0013770725],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9924077,0.0059091696,0.00017530912,0.00044266434,0.0004512574,0.00061394647],"domain_scores_gemma":[0.98814607,0.009503406,0.0007411646,0.0003442532,0.0005925467,0.0006726284],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048682746,0.00029039278,0.00034840443,0.0030039758,0.010032605,0.0062922537,0.001062738,0.0011179151,0.0037921453],"category_scores_gemma":[0.010794685,0.00049976696,0.00021129748,0.0025176853,0.011434773,0.005352603,0.005192547,0.0021558292,0.00034574416],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019399631,0.000048736172,0.0070108715,0.000023376066,0.0000024904525,0.00021330248,0.98452985,0.000042947955,0.00046604275,0.004592561,0.000083482504,0.002966999],"study_design_scores_gemma":[0.000002545137,0.000024222316,0.006943011,0.000025414396,0.0000027413407,0.00009263773,0.98906505,0.00007236746,0.00021021997,0.000679297,0.0028758915,0.0000065305617],"about_ca_topic_score_codex":0.018013278,"about_ca_topic_score_gemma":0.039243136,"teacher_disagreement_score":0.018013278,"about_ca_system_score_codex":0.002973948,"about_ca_system_score_gemma":0.0019771266,"threshold_uncertainty_score":0.03581685},"labels":[],"label_agreement":null},{"id":"W4404313281","doi":"10.18806/tesl.v41i1/1397","title":"A Raciolinguistic Exploration of Pre-Service ESL Teachers’ Conceptualization of Plurilingualism Using Drawings","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Conceptualization; Mathematics education; Pedagogy; Psychology; Linguistics; Philosophy","score_opus":0.06329666647306734,"score_gpt":0.2918558035562582,"score_spread":0.22855913708319084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313281","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.944117,0.00043982224,0.005960305,0.0019571588,0.000023583501,0.000081810824,0.000047731482,0.00003000327,0.047342565],"genre_scores_gemma":[0.9947031,0.00030387414,0.0013153201,0.00008854186,0.0000020848224,0.000023653272,0.000014440985,0.0000136381495,0.003535226],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956371,0.002348106,0.000103190774,0.00033659677,0.0008982417,0.00067679165],"domain_scores_gemma":[0.9953987,0.0027109124,0.00038790348,0.00024833033,0.0008606922,0.00039357643],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057099047,0.0005094944,0.00029523118,0.0024988712,0.013105819,0.008201489,0.001560306,0.00096762873,0.0018526026],"category_scores_gemma":[0.0065102223,0.00046222846,0.00025880316,0.0021781817,0.023324028,0.0032330637,0.004603107,0.0030753259,0.00013124074],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009561244,0.000023731496,0.0054242937,0.000041277577,0.0000021413614,0.00034106313,0.96352017,0.00014425136,0.0006551251,0.022093633,0.00035268505,0.007391976],"study_design_scores_gemma":[0.000002996142,0.000016311358,0.0071360418,0.00015480464,0.0000070022734,0.00025300114,0.94692767,0.00059007865,0.0005368279,0.0018771618,0.04247563,0.000022530829],"about_ca_topic_score_codex":0.67692906,"about_ca_topic_score_gemma":0.8290378,"teacher_disagreement_score":0.67692906,"about_ca_system_score_codex":0.03131024,"about_ca_system_score_gemma":0.021664094,"threshold_uncertainty_score":0.64994717},"labels":[],"label_agreement":null},{"id":"W4404445486","doi":"10.5430/wjel.v15n2p116","title":"Understanding the Different Functions of Transitive Verbs and Intransitive Verbs and Related Problems from the Teachers’ Point of View","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transitive relation; Point (geometry); Linguistics; Mathematics; Computer science; Combinatorics; Philosophy; Geometry","score_opus":0.0296924804850111,"score_gpt":0.22596809827302777,"score_spread":0.19627561778801667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404445486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9308563,0.0021181551,0.028243158,0.00213973,0.000045645218,0.00009007559,0.000041693715,0.00006334534,0.036401995],"genre_scores_gemma":[0.994131,0.00052071945,0.0037505033,0.000079584555,0.0000085498405,0.000020667572,0.000025016327,0.000012654936,0.0014512887],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961506,0.0017575305,0.00042884797,0.00038278758,0.00089927134,0.0003809407],"domain_scores_gemma":[0.9895718,0.0071846265,0.0014867439,0.00038176627,0.0009949148,0.00038016474],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035705075,0.00044931416,0.00041324418,0.0017413574,0.0007998606,0.0032406838,0.0006276892,0.0013628614,0.0016533164],"category_scores_gemma":[0.010402094,0.00031236498,0.00039040248,0.00086011563,0.0047649248,0.00704412,0.0010617434,0.0013273086,0.00027441335],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015185254,0.00040634416,0.13289289,0.0011768171,0.000048672282,0.0048381193,0.5990895,0.0010834108,0.042666934,0.07893293,0.0013998855,0.13731268],"study_design_scores_gemma":[0.000036041645,0.00035399842,0.21422245,0.00084706803,0.00010117484,0.01196396,0.6321647,0.0053298417,0.012643711,0.08156976,0.040615752,0.00015156006],"about_ca_topic_score_codex":0.0022183731,"about_ca_topic_score_gemma":0.002267227,"teacher_disagreement_score":0.0035705075,"about_ca_system_score_codex":0.0009143645,"about_ca_system_score_gemma":0.0016967771,"threshold_uncertainty_score":0.01888287},"labels":[],"label_agreement":null},{"id":"W4404481826","doi":"10.3138/cmlr-2023-0048","title":"Mobilizing Strengths in the Development of French as a Second Language Teacher Identity","year":2024,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Identity (music); Linguistics; Sociology; Psychology; Art; Philosophy; Aesthetics","score_opus":0.019682819289882802,"score_gpt":0.2633438000877921,"score_spread":0.24366098079790932,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404481826","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85972714,0.0036805503,0.0065415683,0.032092493,0.00029617123,0.00018801099,0.0000388498,0.000097034936,0.09733821],"genre_scores_gemma":[0.99073654,0.00073420355,0.001478194,0.00078055717,0.000017859573,0.0000241169,0.000009262191,0.00001958171,0.0061996956],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9852188,0.010474094,0.00015821656,0.0004217175,0.0017374096,0.0019897625],"domain_scores_gemma":[0.99119544,0.003940748,0.0007723218,0.00040585475,0.0015203676,0.0021652617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011720722,0.00038990204,0.00046922805,0.0020885656,0.020100545,0.011218935,0.001588365,0.0021940167,0.0019416146],"category_scores_gemma":[0.011366113,0.00032047695,0.00031225837,0.001047947,0.025663909,0.0049746567,0.009001276,0.0033472085,0.00035205108],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008050534,0.000023908446,0.0016590838,0.00004672978,0.0000020245902,0.00087690476,0.9699809,0.000029778217,0.0004104831,0.014226214,0.0009967636,0.01173922],"study_design_scores_gemma":[0.0000029634705,0.00002900715,0.001376454,0.00013923578,0.0000035843154,0.000694225,0.9330322,0.00007095913,0.00028281493,0.0015196261,0.0628325,0.000016347625],"about_ca_topic_score_codex":0.16399477,"about_ca_topic_score_gemma":0.27706787,"teacher_disagreement_score":0.16399477,"about_ca_system_score_codex":0.019042663,"about_ca_system_score_gemma":0.034464147,"threshold_uncertainty_score":0.32608044},"labels":[],"label_agreement":null},{"id":"W4404505940","doi":"10.25071/2564-2855.46","title":"Investigating the role of teacher agency on adopting plurilingual methodologies in language teaching","year":2024,"lang":"en","type":"article","venue":"Working papers in Applied Linguistics and Linguistics at York","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Agency (philosophy); Sociology; Pedagogy; Psychology; Political science; Linguistics; Computer science; Social science; Philosophy","score_opus":0.04510601156459881,"score_gpt":0.29525934072386556,"score_spread":0.25015332915926675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404505940","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95084864,0.0006190875,0.007413115,0.0019383291,0.00002150901,0.00006348681,0.0000068436475,0.000014063911,0.03907492],"genre_scores_gemma":[0.9980445,0.00019768704,0.0009868905,0.000053532996,0.00000338853,0.000033393684,0.000002386804,0.0000069041944,0.00067137706],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9517535,0.03990437,0.0009908108,0.0016805221,0.0035488259,0.0021219382],"domain_scores_gemma":[0.89049387,0.08270111,0.0141551,0.003955584,0.005665434,0.0030288657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025909659,0.00026925188,0.0003842679,0.0013817633,0.0052174297,0.008003748,0.0009982755,0.0012386214,0.0023729773],"category_scores_gemma":[0.07030164,0.0004789734,0.00035673674,0.0009823715,0.012399826,0.0065781637,0.009728296,0.002276411,0.00030028494],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018785648,0.00035179118,0.07617827,0.00038910515,0.000043482538,0.00044325783,0.79766643,0.0004897462,0.0016982234,0.04970996,0.00042662214,0.072415315],"study_design_scores_gemma":[0.000055919347,0.00052436744,0.09101532,0.0009512705,0.00010132641,0.0005122512,0.84631693,0.0016555807,0.0040068496,0.018001435,0.036783975,0.000074792966],"about_ca_topic_score_codex":0.004359949,"about_ca_topic_score_gemma":0.0076618604,"teacher_disagreement_score":0.025909659,"about_ca_system_score_codex":0.0045894915,"about_ca_system_score_gemma":0.0072721518,"threshold_uncertainty_score":0.13702506},"labels":[],"label_agreement":null},{"id":"W4404540314","doi":"10.5430/jct.v13n5p199","title":"Investigating Listening Comprehension Challenges in Online EFL Courses: Perspectives from University Students","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Listening comprehension; Active listening; Psychology; Comprehension; Mathematics education; Significant difference; Medical education; Medicine; Computer science; Communication","score_opus":0.04436408993880812,"score_gpt":0.29603845516626265,"score_spread":0.2516743652274545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404540314","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986547,0.00014593663,0.0000968401,0.00023305089,0.000010407539,0.000009178045,0.000012439644,0.0000027943524,0.0008345985],"genre_scores_gemma":[0.99850035,0.00023956063,0.00012709992,0.00023807431,0.000022171429,0.000018588047,0.000018071905,0.000002988676,0.00083313003],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977768,0.0008491193,0.00015249051,0.00016926843,0.00055437186,0.00049791863],"domain_scores_gemma":[0.9921204,0.0026190213,0.0017570143,0.00015475055,0.0013218962,0.0020268697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002691178,0.00040887445,0.0005550002,0.0012125404,0.0018746208,0.0031814142,0.00056901394,0.0011219558,0.0028530457],"category_scores_gemma":[0.009087841,0.00023949315,0.00035917634,0.00059400505,0.0012035049,0.0013310005,0.0024271265,0.0012860823,0.0005856808],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019875856,0.0008572191,0.39327592,0.00040427706,0.00003867273,0.0036083974,0.5324154,0.00011428961,0.00976922,0.00028925407,0.0012516952,0.05777693],"study_design_scores_gemma":[0.000009416559,0.0007416865,0.16531475,0.0001238033,0.000022937244,0.0021611114,0.8228892,0.00018337084,0.0014533759,0.00022752547,0.00682581,0.000046988505],"about_ca_topic_score_codex":0.0017728236,"about_ca_topic_score_gemma":0.00345002,"teacher_disagreement_score":0.0031814142,"about_ca_system_score_codex":0.0006768106,"about_ca_system_score_gemma":0.0012975569,"threshold_uncertainty_score":0.014232516},"labels":[],"label_agreement":null},{"id":"W4404554893","doi":"10.5539/elt.v17n12p44","title":"The Role of Input and Interaction in Developing EFL Saudi Learners&amp;#39; Reading Skills: A Literature Review","year":2024,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Reading (process); Schema (genetic algorithms); Reading comprehension; Language acquisition; Cognitive psychology; Checklist; Linguistics; Mathematics education; Computer science","score_opus":0.02086417498395312,"score_gpt":0.3202019924963227,"score_spread":0.2993378175123696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404554893","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00019250749,0.9992447,0.000038668375,0.00012386015,0.00003232528,0.000005770856,0.0000117191685,0.0000022591087,0.00034821307],"genre_scores_gemma":[0.0012230073,0.99848574,0.000121120625,0.00005960757,0.00002275086,0.000008171336,0.000013631191,8.1099614e-7,0.000065084256],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99905115,0.00023707679,0.000269537,0.0001260713,0.00026321484,0.000052962532],"domain_scores_gemma":[0.9948695,0.0037672205,0.0004696327,0.000059651607,0.000736742,0.00009729712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002319451,0.0010181075,0.0017547572,0.005835486,0.00050418935,0.0018601844,0.0011020635,0.001525185,0.0032663685],"category_scores_gemma":[0.005418323,0.0005452379,0.0011307654,0.0055934703,0.0008206853,0.002261353,0.000979992,0.0010431202,0.0008249355],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074287134,0.00007184202,0.0007778676,0.1713416,0.00025217107,0.00016300358,0.0005534106,0.00015429895,0.00039842623,0.0016666197,0.0048338827,0.8197126],"study_design_scores_gemma":[0.000060443035,0.00042259,0.014695803,0.3181228,0.003716766,0.0029080398,0.002826247,0.00026868092,0.0015228448,0.0028253037,0.65253747,0.00009304138],"about_ca_topic_score_codex":0.0066703116,"about_ca_topic_score_gemma":0.011878167,"teacher_disagreement_score":0.0066703116,"about_ca_system_score_codex":0.0013535679,"about_ca_system_score_gemma":0.005200914,"threshold_uncertainty_score":0.013262987},"labels":[],"label_agreement":null},{"id":"W4404645658","doi":"10.5206/eei.v34i2.17262","title":"Teacher Confidence in Meeting Students’ Needs in French as a Second Language Classes","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mathematics education; Psychology; Pedagogy","score_opus":0.024441598656086323,"score_gpt":0.3511627532382238,"score_spread":0.3267211545821375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404645658","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99443567,0.00010114297,0.00016443353,0.00086726854,0.00001667393,0.000021248952,0.00001180932,0.00001888492,0.004362691],"genre_scores_gemma":[0.99850804,0.000085648986,0.00014495735,0.00009943039,0.0000037897546,0.000017325603,0.000008373433,0.0000040481086,0.0011284607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99476373,0.0018698702,0.00021974172,0.00030933568,0.0016264409,0.0012108731],"domain_scores_gemma":[0.98462534,0.0049881344,0.002350007,0.00065968104,0.0037296868,0.0036472224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060656928,0.00018810619,0.00048188417,0.00069265027,0.0032413076,0.0042841397,0.0008553259,0.0011199958,0.0023070332],"category_scores_gemma":[0.023002895,0.00038420217,0.00035318398,0.00030572352,0.0016032059,0.0011798976,0.0024475302,0.0016115692,0.0004704269],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019677842,0.00091472775,0.19455218,0.00025265088,0.000026889893,0.0018078441,0.73442155,0.00020163979,0.0053537255,0.00086177734,0.004222333,0.057187855],"study_design_scores_gemma":[0.00007653413,0.0013214394,0.25242954,0.00028662715,0.000041062027,0.001743989,0.7029145,0.0008080817,0.002605786,0.00076289533,0.036887404,0.00012209376],"about_ca_topic_score_codex":0.03178862,"about_ca_topic_score_gemma":0.036569584,"teacher_disagreement_score":0.03178862,"about_ca_system_score_codex":0.0027691345,"about_ca_system_score_gemma":0.0055778753,"threshold_uncertainty_score":0.06320715},"labels":[],"label_agreement":null},{"id":"W4404684448","doi":"10.5539/elt.v17n12p67","title":"Revisiting Pragmatic Competence: An Emotional Perspective","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Jinling Institute of Technology; Jiangsu Provincial Department of Education","keywords":"Psychology; Competence (human resources); Perspective (graphical); Perspective-taking; Social psychology; Cognitive psychology; Empathy","score_opus":0.014180671184539473,"score_gpt":0.283227754829349,"score_spread":0.2690470836448095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404684448","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1063503,0.024513355,0.09195668,0.059270196,0.0018349997,0.00015204436,0.00008541898,0.00009786622,0.71573913],"genre_scores_gemma":[0.97296506,0.0058716196,0.007725451,0.004052654,0.00060226355,0.00009369306,0.000039671908,0.00006667139,0.008582709],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9887267,0.0066488455,0.0004709585,0.0009615601,0.002056722,0.0011351572],"domain_scores_gemma":[0.99318224,0.003937591,0.0006965423,0.0003188328,0.001188464,0.0006763789],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056743724,0.00083421025,0.0006075858,0.0031781497,0.0033928037,0.009363402,0.0010607768,0.0025135751,0.004843612],"category_scores_gemma":[0.012764131,0.00030592238,0.0007737844,0.0008974128,0.025848713,0.013272751,0.009312823,0.005729361,0.0006199716],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003726247,0.000069353846,0.0019291147,0.00067631225,0.000031072555,0.0008795886,0.095853314,0.0003411984,0.0016946284,0.85664105,0.0020513062,0.039795797],"study_design_scores_gemma":[0.00003422404,0.00019416404,0.010774083,0.002946782,0.00010176238,0.0026409428,0.13588078,0.001685078,0.0015803401,0.58474916,0.25928807,0.0001246921],"about_ca_topic_score_codex":0.0027798302,"about_ca_topic_score_gemma":0.0016962119,"teacher_disagreement_score":0.009363402,"about_ca_system_score_codex":0.0033695337,"about_ca_system_score_gemma":0.003707783,"threshold_uncertainty_score":0.03000933},"labels":[],"label_agreement":null},{"id":"W4404715972","doi":"10.29140/tltl.v6n4.1720","title":"Affective affordances in technology-mediated language teaching and learning","year":2024,"lang":"en","type":"article","venue":"Technology in Language Teaching & Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Affordance; Psychology; Cognitive science; Linguistics; Cognitive psychology; Computer science; Philosophy","score_opus":0.006265488431320565,"score_gpt":0.26166948271728196,"score_spread":0.2554039942859614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404715972","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40927124,0.0051890267,0.1460219,0.008824898,0.00064194156,0.000110834386,0.00007489445,0.00059884856,0.42926648],"genre_scores_gemma":[0.9870207,0.0005971873,0.0061823004,0.00021655396,0.00007744863,0.000071097435,0.000009304243,0.000062243766,0.005763219],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978005,0.0012793683,0.00007466149,0.0001955451,0.00045480166,0.00019492621],"domain_scores_gemma":[0.99870145,0.0008728278,0.0001349001,0.00008654074,0.00006171967,0.00014263667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015084852,0.00044628172,0.00028122854,0.00083367503,0.0023040627,0.0073768506,0.00062444824,0.0010460364,0.0066851336],"category_scores_gemma":[0.003935415,0.000281102,0.0004062132,0.00035210984,0.008259395,0.005322278,0.0069101215,0.0011943358,0.0005079299],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001463736,0.00013872099,0.002732322,0.0007042116,0.000046157875,0.0016408566,0.17768271,0.0030243318,0.027741566,0.6991088,0.0017198366,0.085314006],"study_design_scores_gemma":[0.00010675597,0.00040896976,0.009889475,0.00075021497,0.000116589625,0.0026014016,0.09187602,0.0076127993,0.012839902,0.6622185,0.21139118,0.0001881488],"about_ca_topic_score_codex":0.00061442686,"about_ca_topic_score_gemma":0.0005747596,"teacher_disagreement_score":0.0073768506,"about_ca_system_score_codex":0.0011353283,"about_ca_system_score_gemma":0.0005211771,"threshold_uncertainty_score":0.02236402},"labels":[],"label_agreement":null},{"id":"W4404867257","doi":"10.5539/elt.v17n12p111","title":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 12, 2024","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; English language; Mathematics education; Philosophy","score_opus":0.016319488626482283,"score_gpt":0.27955208874059456,"score_spread":0.26323260011411226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404867257","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00044572298,0.004898352,0.0024017268,0.17272152,0.8038747,0.002825118,0.0022523266,0.0010990413,0.009481528],"genre_scores_gemma":[0.013150487,0.013300315,0.008360489,0.22868904,0.51651144,0.017800586,0.004550164,0.0030166237,0.19462076],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9552618,0.009208006,0.010280776,0.002717629,0.02065011,0.001881778],"domain_scores_gemma":[0.20814934,0.028032852,0.012522116,0.006031951,0.73744005,0.007823617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038728576,0.002559002,0.006599265,0.008299031,0.005324601,0.007940214,0.0053592916,0.011483489,0.118587546],"category_scores_gemma":[0.46237323,0.0016637058,0.0031084116,0.004122964,0.00318621,0.0057089273,0.0036809912,0.0076959534,0.06772612],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032824053,0.0000037178615,0.00009188472,0.000573665,0.000008036917,0.00004766889,0.000060561873,0.000007619636,0.000035366247,0.00008175062,0.9942293,0.0048276773],"study_design_scores_gemma":[0.00041309063,0.00005163039,0.0016258718,0.006731228,0.00013074322,0.0011457904,0.0007619163,0.00036298903,0.00038135803,0.0012334872,0.9869998,0.00016212693],"about_ca_topic_score_codex":0.0068909237,"about_ca_topic_score_gemma":0.01076794,"teacher_disagreement_score":0.118587546,"about_ca_system_score_codex":0.004950153,"about_ca_system_score_gemma":0.0133422855,"threshold_uncertainty_score":0.39671487},"labels":[],"label_agreement":null},{"id":"W4405059802","doi":"10.29173/writingacrossuofa65","title":"Be a Realistic Walker During the Dark Time: A Mirror Dream","year":2024,"lang":"en","type":"article","venue":"Writing across the University of Alberta","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Dream; Reflection (computer programming); Institution; Class (philosophy); Great Rift; Psychology; Linguistics; Mathematics education; Computer science; Sociology; Artificial intelligence; Philosophy; Astronomy; Programming language; Physics","score_opus":0.013946233616234826,"score_gpt":0.22523609863170965,"score_spread":0.21128986501547484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405059802","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24566473,0.006542928,0.024706606,0.3948426,0.013158931,0.00018737526,0.00024899188,0.0014098281,0.31323802],"genre_scores_gemma":[0.6405232,0.002339568,0.009788725,0.03243879,0.00058774085,0.000117839205,0.0001384731,0.0007492506,0.31331655],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9970925,0.001491916,0.000038977047,0.00023667788,0.0006003821,0.0005396011],"domain_scores_gemma":[0.9961366,0.00030027976,0.00017841364,0.00027133993,0.0004976295,0.002615733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040180846,0.0008038427,0.0005246831,0.00056973327,0.018745478,0.009129048,0.001209395,0.002765984,0.008715391],"category_scores_gemma":[0.0068018017,0.0005331046,0.00051687076,0.00043171013,0.0126428,0.007765124,0.007759497,0.010400517,0.0038808566],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000120744975,0.00022963312,0.0032789945,0.00014837686,0.00003570576,0.0022426383,0.5739302,0.0002000978,0.0039067743,0.06535474,0.29666394,0.05388818],"study_design_scores_gemma":[0.000017424463,0.000086856606,0.0014012753,0.00016813153,0.0000101608375,0.00096338463,0.36359438,0.0002044724,0.00062729866,0.010853225,0.62201035,0.00006301278],"about_ca_topic_score_codex":0.0157482,"about_ca_topic_score_gemma":0.045904115,"teacher_disagreement_score":0.018745478,"about_ca_system_score_codex":0.0035162484,"about_ca_system_score_gemma":0.004768227,"threshold_uncertainty_score":0.03131306},"labels":[],"label_agreement":null},{"id":"W4405216196","doi":"10.5539/ijel.v15n1p46","title":"Investigation into Strategies of Requests and Mitigation Used by Palestinian English Language Learners","year":2024,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Business; Mathematics education; Linguistics; Psychology; Philosophy","score_opus":0.019391853111797655,"score_gpt":0.28188204763032554,"score_spread":0.2624901945185279,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405216196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99817836,0.00014019711,0.00014697519,0.000047755144,0.0000020379794,0.000008604945,0.000008230259,0.0000027628978,0.0014650953],"genre_scores_gemma":[0.9978777,0.00031158273,0.00050042506,0.000040963667,0.000002090978,0.00001962881,0.000022946717,0.000003779608,0.001220836],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99835724,0.0007026949,0.00016637579,0.00014492359,0.00042185784,0.00020682118],"domain_scores_gemma":[0.99786854,0.00092542043,0.0005443992,0.000115768664,0.0003379259,0.00020785227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021414033,0.0005548788,0.00046098302,0.0012632447,0.000978805,0.002884106,0.00061117974,0.000613891,0.0011779963],"category_scores_gemma":[0.0052856295,0.0003415875,0.00019726063,0.00047957897,0.0014043555,0.0010641088,0.0013778356,0.0007436072,0.00032398984],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011727883,0.00034171567,0.3380777,0.00034984123,0.000033329896,0.0017936724,0.572707,0.00017318231,0.018846333,0.0013522664,0.0002609167,0.06594683],"study_design_scores_gemma":[0.000014431473,0.00031696627,0.24103892,0.00023792534,0.00004089882,0.0020923049,0.7399108,0.0007177902,0.0048496327,0.0007007943,0.010013808,0.00006582822],"about_ca_topic_score_codex":0.0042542215,"about_ca_topic_score_gemma":0.007252258,"teacher_disagreement_score":0.0042542215,"about_ca_system_score_codex":0.0006874783,"about_ca_system_score_gemma":0.0014482711,"threshold_uncertainty_score":0.011324942},"labels":[],"label_agreement":null},{"id":"W4405356717","doi":"10.47862/apples.143222","title":"Language learners’ drawings and textual commentaries as a way to envision goals and aspirations for future language use","year":2024,"lang":"en","type":"article","venue":"Apples - Journal of Applied Language Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Linguistics; Computer science; Sociology; Mathematics education; Pedagogy; Psychology; Philosophy","score_opus":0.034769690730842545,"score_gpt":0.3078929920629892,"score_spread":0.2731233013321467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405356717","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8566081,0.0003278277,0.05426406,0.0025318337,0.00016745804,0.00021834733,0.00047019086,0.0005894799,0.08482267],"genre_scores_gemma":[0.9692951,0.00026501183,0.016728224,0.00011205972,0.00001201608,0.00011806036,0.00013218426,0.00013053641,0.01320681],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965244,0.0021727483,0.0001287939,0.0002057828,0.00082118745,0.00014707728],"domain_scores_gemma":[0.98839265,0.008232748,0.0007843238,0.00084041565,0.0013748388,0.00037497818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045291972,0.00060967467,0.0001804377,0.0017938868,0.0019199144,0.0051382678,0.0009915049,0.0015289402,0.0075153853],"category_scores_gemma":[0.022966886,0.00023421644,0.0003536149,0.0010963258,0.0035440356,0.005068501,0.0022240493,0.0017421973,0.0010961943],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009026645,0.000100290075,0.013158817,0.00026325224,0.000020129568,0.0013527152,0.8634794,0.002641227,0.010165378,0.043412376,0.006691708,0.058624454],"study_design_scores_gemma":[0.000025262385,0.00021276299,0.009595116,0.0005461895,0.00003294635,0.0013737449,0.73015404,0.0070737903,0.010374141,0.015285042,0.22510345,0.00022354578],"about_ca_topic_score_codex":0.0029025932,"about_ca_topic_score_gemma":0.006334877,"teacher_disagreement_score":0.0075153853,"about_ca_system_score_codex":0.00147157,"about_ca_system_score_gemma":0.0015984693,"threshold_uncertainty_score":0.025141418},"labels":[],"label_agreement":null},{"id":"W4405483842","doi":"10.5430/wjel.v15n2p357","title":"Investigating the Efficiency of the Rotation Model in Improving First-Year Undergraduate ESL Learners’ Writing: A Quasi-Experimental Study","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Computer science; Mathematics education; Rotation (mathematics); Psychology; Artificial intelligence","score_opus":0.020675335303164264,"score_gpt":0.26580283286137935,"score_spread":0.24512749755821509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405483842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962101,0.000031293665,0.00067603873,0.00003659724,0.000019604642,0.0026200556,0.00002951243,0.00001558517,0.00036131742],"genre_scores_gemma":[0.9632581,0.00025948283,0.019245302,0.00016792068,0.000083514846,0.014372116,0.00009717038,0.000014706564,0.0025018128],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9956208,0.002358437,0.00043296028,0.00061165006,0.0005449981,0.00043113003],"domain_scores_gemma":[0.99007726,0.0046205968,0.0014388408,0.001384756,0.0011430532,0.001335409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008235066,0.00081429444,0.0012740204,0.0006182256,0.0012122621,0.0008454416,0.0010308208,0.00091983314,0.003410284],"category_scores_gemma":[0.010326671,0.00080956187,0.0006197858,0.0002914648,0.001083946,0.0007857008,0.00077869906,0.0012203163,0.00071116665],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.019205473,0.74863267,0.029128099,0.0012198989,0.00014213107,0.00029306317,0.020396283,0.00087891176,0.035463423,0.000636118,0.0007734692,0.14323047],"study_design_scores_gemma":[0.01600718,0.86570865,0.08611958,0.00015117574,0.00022773602,0.00021486446,0.006071803,0.0019154332,0.017374424,0.0004871624,0.00561012,0.00011189314],"about_ca_topic_score_codex":0.0005029778,"about_ca_topic_score_gemma":0.0008706672,"teacher_disagreement_score":0.008235066,"about_ca_system_score_codex":0.0005494899,"about_ca_system_score_gemma":0.0022476525,"threshold_uncertainty_score":0.043551743},"labels":[],"label_agreement":null},{"id":"W4405495525","doi":"10.1075/jicb.24003.nyq","title":"Immersion teachers’ perspective on grammar instruction in language immersion in Finland","year":2024,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Svenska Kulturfonden","keywords":"Grammar; Immersion (mathematics); Psychology; French immersion; Mathematics education; Linguistics; Computer science; Mathematics","score_opus":0.021524981097152413,"score_gpt":0.2870311257636477,"score_spread":0.2655061446664953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405495525","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99531245,0.0003603964,0.0004670011,0.00047287293,0.000018211716,0.000008936402,0.000009409233,0.000007172634,0.0033436012],"genre_scores_gemma":[0.9990466,0.00013241918,0.00009204323,0.00006003074,0.000004770654,0.0000053957538,0.0000054315215,0.00000387583,0.00064948405],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99683833,0.0015353317,0.00015123172,0.00025561752,0.0005259051,0.000693527],"domain_scores_gemma":[0.9941901,0.0030242645,0.00088116346,0.00012387155,0.00053870195,0.0012420176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030475247,0.00028612724,0.00042175132,0.0010419878,0.0029581925,0.0044299467,0.0006229853,0.0011944444,0.0026481547],"category_scores_gemma":[0.0082488125,0.00034492175,0.0003819027,0.00058762194,0.0055804416,0.0020973864,0.00553664,0.0018831114,0.00022019888],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002937977,0.000040798095,0.020849444,0.00008563739,0.000006095882,0.0009875013,0.9700945,0.000048649184,0.0021146557,0.00087801256,0.00019331048,0.0046719257],"study_design_scores_gemma":[0.000008447175,0.00017277215,0.028077109,0.00015976345,0.000015163094,0.0010523613,0.9584598,0.00012710733,0.00070725847,0.0006290613,0.0105631035,0.000027956517],"about_ca_topic_score_codex":0.0049432996,"about_ca_topic_score_gemma":0.0052971113,"teacher_disagreement_score":0.0049432996,"about_ca_system_score_codex":0.0022451892,"about_ca_system_score_gemma":0.0025986393,"threshold_uncertainty_score":0.016290069},"labels":[],"label_agreement":null},{"id":"W4405573817","doi":"10.3389/fpsyg.2024.1530140","title":"Editorial: Social and affective domain in home language development and maintenance research","year":2024,"lang":"en","type":"editorial","venue":"Frontiers in Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Domain (mathematical analysis); Cognitive science; Cognitive psychology; Social psychology","score_opus":0.025479793655759374,"score_gpt":0.3557778045800102,"score_spread":0.3302980109242508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405573817","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00004850581,0.0061294492,0.00009299044,0.020824576,0.972172,0.00001697997,0.000060738523,0.000038219292,0.00061662897],"genre_scores_gemma":[0.00042633002,0.0051993732,0.00007698691,0.019517632,0.97260094,0.000030130022,0.000032462365,0.000026082947,0.0020900674],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99467814,0.00082155137,0.0007374171,0.0010724531,0.0021551747,0.0005352308],"domain_scores_gemma":[0.9647668,0.02036275,0.0012623706,0.0007177626,0.010092609,0.0027976374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053673014,0.005205808,0.0065241805,0.0042866548,0.0052872137,0.010041934,0.005972577,0.026827445,0.015374434],"category_scores_gemma":[0.022497473,0.0014126861,0.0040685125,0.0033190441,0.0054144086,0.0060545886,0.0025352428,0.024366325,0.009266765],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000063086016,0.000034476194,0.00008388793,0.0004956698,0.000023137483,0.00012918116,0.00002556691,0.000027577405,0.00004378258,0.00040164398,0.9916045,0.0070674345],"study_design_scores_gemma":[0.00013642997,0.00008613825,0.0013248599,0.0023096285,0.00013195293,0.0006062644,0.00020075952,0.00033995343,0.00014232438,0.0022063088,0.9924604,0.000054976324],"about_ca_topic_score_codex":0.0055075553,"about_ca_topic_score_gemma":0.008264904,"teacher_disagreement_score":0.026827445,"about_ca_system_score_codex":0.0044314126,"about_ca_system_score_gemma":0.003915997,"threshold_uncertainty_score":0.05143255},"labels":[],"label_agreement":null},{"id":"W4405912844","doi":"10.5430/wjel.v15n3p165","title":"Think-Pair-Share: An Active Learning Strategy to Enhance EFL Learners’ Oral Communication Skills","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sultan Qaboos University","keywords":"Computer science; Mathematics education; Psychology","score_opus":0.01685043762943452,"score_gpt":0.30055654712908686,"score_spread":0.28370610949965236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405912844","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9497694,0.00021154687,0.038188267,0.0003867388,0.00007386053,0.0011691384,0.000104604616,0.00043750257,0.009659043],"genre_scores_gemma":[0.8759876,0.0005099741,0.11093055,0.00027935577,0.00006725735,0.0014653697,0.00023381729,0.00004440296,0.010481598],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995548,0.00013795104,0.000029103569,0.00011363874,0.000114038354,0.000050504994],"domain_scores_gemma":[0.9989153,0.000608624,0.00018035668,0.000081480655,0.00006256132,0.00015172601],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008818245,0.00077204953,0.0005276863,0.0006793144,0.00038266767,0.00067190954,0.0010753385,0.0004944392,0.004155425],"category_scores_gemma":[0.0018986173,0.00019672811,0.0005245966,0.000320775,0.00032693098,0.0008829907,0.0014086625,0.00058713375,0.000981494],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018176773,0.028983355,0.02564961,0.0019530945,0.0001630606,0.0011082813,0.020656267,0.0012379346,0.09266288,0.00239423,0.0057489285,0.8176247],"study_design_scores_gemma":[0.0058671487,0.075212486,0.3864848,0.0015223395,0.0019265454,0.010876209,0.046381652,0.03325416,0.24127644,0.03548994,0.16115047,0.00055786624],"about_ca_topic_score_codex":0.00015599128,"about_ca_topic_score_gemma":0.00044719843,"teacher_disagreement_score":0.004155425,"about_ca_system_score_codex":0.00017018433,"about_ca_system_score_gemma":0.0005009338,"threshold_uncertainty_score":0.013901293},"labels":[],"label_agreement":null},{"id":"W4405912864","doi":"10.5430/wjel.v15n3p225","title":"Sensitivity to Parasitic Gaps Inside Subject Islands in Native Speakers of English and Najdi Arabic Learners of English","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Arabic; Sensitivity (control systems); Subject (documents); Computer science; Linguistics; Artificial intelligence; Engineering; Philosophy; Electronic engineering; Library science","score_opus":0.01226766356420582,"score_gpt":0.25402019991641844,"score_spread":0.2417525363522126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405912864","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985362,0.000045941088,0.000060889863,0.00003366765,0.0000037271327,0.000005758021,0.0000098590035,0.0000024155895,0.0013016585],"genre_scores_gemma":[0.99868375,0.00011122658,0.00015788732,0.000052890722,0.0000029700727,0.0000131922,0.000022574326,0.000005105037,0.0009503748],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9991239,0.00017918998,0.000104874554,0.00014150958,0.000340085,0.00011046515],"domain_scores_gemma":[0.9953388,0.0017369454,0.0011780153,0.00022952697,0.0010218164,0.0004949194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001582669,0.0005709858,0.00046758226,0.00088884396,0.0010134494,0.0028998554,0.00039241268,0.00054810324,0.0029543177],"category_scores_gemma":[0.0073809265,0.00044921073,0.00029884037,0.0003802097,0.0013669124,0.0012277978,0.001506962,0.0010425866,0.0007372958],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025838878,0.00029464718,0.39912146,0.00016234312,0.000051946947,0.001579487,0.550584,0.00009440645,0.031393416,0.00050198333,0.0003638891,0.015593939],"study_design_scores_gemma":[0.00003209504,0.000601299,0.5507642,0.000126595,0.00007401586,0.0034453005,0.43204144,0.0008084783,0.0057715513,0.00093379366,0.005265243,0.000135979],"about_ca_topic_score_codex":0.0076840036,"about_ca_topic_score_gemma":0.008653716,"teacher_disagreement_score":0.0076840036,"about_ca_system_score_codex":0.00037522553,"about_ca_system_score_gemma":0.00041277116,"threshold_uncertainty_score":0.015278518},"labels":[],"label_agreement":null},{"id":"W4405913131","doi":"10.5430/wjel.v15n3p215","title":"Investigating Teacher-Student Emotional Dynamics in English Language Teaching: Examining Co-Regulation Techniques and Their Impact on Learning Outcomes","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Dynamics (music); Mathematics education; Computer science; Psychology; Pedagogy","score_opus":0.01835653323543958,"score_gpt":0.29957685807193524,"score_spread":0.28122032483649567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405913131","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986393,0.00012478334,0.0002806643,0.00006549147,0.0000060228226,0.000024612998,0.000007869661,0.0000033016383,0.0008478643],"genre_scores_gemma":[0.99866486,0.00020164637,0.00047963933,0.000026615608,0.0000053527383,0.000054451295,0.000017964558,0.0000030082779,0.00054641423],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9962043,0.001953131,0.00024384566,0.0003449239,0.0009073751,0.0003464004],"domain_scores_gemma":[0.98867446,0.005334505,0.0030757221,0.0004654178,0.0011955175,0.0012543096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033810586,0.0002615816,0.00054903416,0.00079146813,0.00075160526,0.0021528904,0.0004680226,0.00041657907,0.0012027445],"category_scores_gemma":[0.013547778,0.0002049811,0.00046081518,0.0004646916,0.00074352435,0.0006431935,0.0013392696,0.0009771418,0.0002903803],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003942777,0.005605172,0.72589606,0.00040524272,0.00020789701,0.00046665996,0.094543315,0.00023280898,0.0062776557,0.0003501143,0.0003618115,0.16525897],"study_design_scores_gemma":[0.000022997894,0.0013587289,0.93123823,0.000152658,0.0001068618,0.00026736312,0.061783317,0.0004951986,0.0023593714,0.0002140323,0.0019688841,0.0000323587],"about_ca_topic_score_codex":0.0009093241,"about_ca_topic_score_gemma":0.0021395974,"teacher_disagreement_score":0.0033810586,"about_ca_system_score_codex":0.0006961079,"about_ca_system_score_gemma":0.000999876,"threshold_uncertainty_score":0.017880976},"labels":[],"label_agreement":null},{"id":"W4405923309","doi":"10.30564/fls.v7i1.7631","title":"A Case Study: Investigating High School English Student Engagement in Language Learning Through YouTube Music Videos","year":2024,"lang":"en","type":"article","venue":"Forum for Linguistic Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Student engagement; Mathematics education; Computer science; Multimedia; Pedagogy","score_opus":0.10588487651289998,"score_gpt":0.3609705332386063,"score_spread":0.2550856567257063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405923309","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9881252,0.00026443394,0.0021204231,0.0009023593,0.000042197287,0.00029051444,0.00010463329,0.00002092103,0.008129436],"genre_scores_gemma":[0.98937875,0.00040761632,0.002317239,0.000252045,0.000026444348,0.00024061982,0.00008641941,0.000016224336,0.007274646],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99711704,0.0015873753,0.00011842388,0.00029281946,0.0003419551,0.0005424597],"domain_scores_gemma":[0.99637324,0.001813117,0.0003483318,0.0001789506,0.00044740768,0.00083891785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020542224,0.0005169511,0.00050380745,0.0014741648,0.0067760767,0.0025813647,0.0016902287,0.00244864,0.0037937816],"category_scores_gemma":[0.0046574036,0.00036096238,0.0004395669,0.0012434841,0.0025405455,0.0028896607,0.0030445866,0.001633243,0.0006020666],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021860075,0.0028432675,0.062353775,0.0006257044,0.000035688146,0.041843016,0.8326853,0.00047471013,0.004783068,0.0059708804,0.004583839,0.043582298],"study_design_scores_gemma":[0.000025685049,0.00044842178,0.015232641,0.00020480281,0.00001997616,0.0056057964,0.952359,0.0008703393,0.002472813,0.00052222464,0.022197794,0.00004053686],"about_ca_topic_score_codex":0.012829014,"about_ca_topic_score_gemma":0.0392557,"teacher_disagreement_score":0.012829014,"about_ca_system_score_codex":0.002771527,"about_ca_system_score_gemma":0.0021988417,"threshold_uncertainty_score":0.025508642},"labels":[],"label_agreement":null},{"id":"W4405986798","doi":"10.5539/ijel.v15n1p129","title":"The Intersection of Humor and Emotional Labor in Chinese Education: Perspectives from EFL Teaching","year":2025,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intersection (aeronautics); Psychology; Emotional labor; Social psychology; Geography","score_opus":0.008170590326237607,"score_gpt":0.2910160956442348,"score_spread":0.2828455053179972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405986798","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96242225,0.002113671,0.00077844714,0.002865941,0.00003479212,0.000021576565,0.000015127348,0.0000050016365,0.031743217],"genre_scores_gemma":[0.99801445,0.0006909052,0.00009904063,0.00016388447,0.000017099104,0.0000084889225,0.0000046488854,0.000002453653,0.000998926],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99880815,0.0006279367,0.00003164495,0.000093922165,0.00016827443,0.00027004126],"domain_scores_gemma":[0.9982323,0.0010973607,0.00020195944,0.00006225574,0.00014477131,0.00026131954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021329974,0.00047379403,0.0003595265,0.0016866103,0.007909925,0.0048459894,0.00064940634,0.00088627136,0.0011697882],"category_scores_gemma":[0.0017047735,0.0001740041,0.00019397683,0.0015618311,0.016617557,0.0027639582,0.0035759793,0.0015482598,0.00007680016],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019300136,0.000024747833,0.0076263743,0.00008150722,0.0000040631794,0.00079724763,0.9616933,0.000059097685,0.00063114736,0.022097932,0.00024713317,0.0067182127],"study_design_scores_gemma":[0.000004450036,0.000030167717,0.015567291,0.00014452609,0.00000865221,0.0003857513,0.9674741,0.0002883868,0.00053699187,0.004381789,0.01116119,0.000016582257],"about_ca_topic_score_codex":0.0345803,"about_ca_topic_score_gemma":0.044286508,"teacher_disagreement_score":0.0345803,"about_ca_system_score_codex":0.0073805633,"about_ca_system_score_gemma":0.0052261143,"threshold_uncertainty_score":0.06875801},"labels":[],"label_agreement":null},{"id":"W4406026638","doi":"10.1057/s41599-024-04276-8","title":"Understanding teacher identity construction through hybridity theory: a case study of a Chinese-Canadian teaching English in China","year":2025,"lang":"en","type":"article","venue":"Humanities and Social Sciences Communications","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Hybridity; China; Identity (music); Sociology; Pedagogy; Gender studies; Linguistics; Political science; Anthropology; Art; Philosophy; Aesthetics; Law","score_opus":0.22265459085837022,"score_gpt":0.3546351578085698,"score_spread":0.13198056695019958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406026638","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9904845,0.00012125567,0.0006412085,0.0010838659,0.000016839827,0.00006159207,0.000026216652,0.000008121911,0.0075563355],"genre_scores_gemma":[0.9950681,0.00013725874,0.0006467014,0.00010353524,0.000002798036,0.0000223357,0.000017991382,0.000007739518,0.00399361],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997157,0.0010804393,0.00006267865,0.0002701701,0.00046507065,0.00096470997],"domain_scores_gemma":[0.997072,0.0010730767,0.00026957857,0.00013969994,0.00057526305,0.0008704053],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031304297,0.0005840556,0.00052768836,0.0017781621,0.0361185,0.003481323,0.002398809,0.0015900771,0.0032975962],"category_scores_gemma":[0.0041382145,0.00040658357,0.0003135205,0.0020866722,0.009140219,0.002017385,0.0039092605,0.0024391972,0.00023732644],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027061811,0.00007315963,0.013938022,0.000051363553,0.0000044945004,0.006046083,0.96866816,0.00014083153,0.0007995647,0.0040694387,0.000705568,0.005476321],"study_design_scores_gemma":[0.000003411966,0.000020146494,0.0053317747,0.000033993205,0.00000552616,0.0003494368,0.9873273,0.00027430407,0.00024173682,0.00021992868,0.006180374,0.000012083373],"about_ca_topic_score_codex":0.83652115,"about_ca_topic_score_gemma":0.9418147,"teacher_disagreement_score":0.83652115,"about_ca_system_score_codex":0.040194597,"about_ca_system_score_gemma":0.035102267,"threshold_uncertainty_score":0.32888317},"labels":[],"label_agreement":null},{"id":"W4406151086","doi":"10.17979/digilec.2024.11.11226","title":"enfoque por tareas.","year":2024,"lang":"es","type":"article","venue":"DIGILEC Revista Internacional de Lenguas y Culturas","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Philosophy","score_opus":0.019722531557427498,"score_gpt":0.28284733160418146,"score_spread":0.263124800046754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406151086","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1914167,0.010722066,0.07979819,0.012159365,0.001410452,0.00089911587,0.002658541,0.0019660348,0.69896966],"genre_scores_gemma":[0.7618343,0.0054942635,0.038801398,0.0025244704,0.0004460598,0.0007491005,0.002037253,0.0007822272,0.18733087],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99498725,0.0022341046,0.00035591508,0.0005539588,0.0014876882,0.0003810236],"domain_scores_gemma":[0.987661,0.006149339,0.0013720227,0.0011717386,0.0028926688,0.00075318606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049245055,0.00075587333,0.0003795499,0.0036465758,0.0031856087,0.0056590093,0.00088830583,0.0010671427,0.03543634],"category_scores_gemma":[0.01764901,0.00029597039,0.00061286206,0.0038965493,0.003039044,0.00558807,0.0055513517,0.0014727988,0.0058668205],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028697753,0.00019124338,0.031255834,0.0029177894,0.00012323003,0.0013388866,0.25222167,0.00038573137,0.005848945,0.23892678,0.049486034,0.41701686],"study_design_scores_gemma":[0.000022758231,0.00017391304,0.030105552,0.0015798926,0.00012320407,0.001376098,0.083665065,0.00047189964,0.0021694615,0.03544059,0.84480697,0.000064580774],"about_ca_topic_score_codex":0.004276931,"about_ca_topic_score_gemma":0.0049937097,"teacher_disagreement_score":0.03543634,"about_ca_system_score_codex":0.0026174993,"about_ca_system_score_gemma":0.003048662,"threshold_uncertainty_score":0.11854637},"labels":[],"label_agreement":null},{"id":"W4406327412","doi":"10.5772/intechopen.1007591","title":"The Impact of Short Stories in EFL Classrooms: Enhancing Language Skills, Attitudes, and Perceptions in Two Iranian Schools","year":2025,"lang":"en","type":"book-chapter","venue":"IntechOpen eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Ferdowsi University of Mashhad","keywords":"Perception; Creativity; Psychology; Inclusion (mineral); Pedagogy; Foreign language; Competence (human resources); Mathematics education; Intercultural competence; Social psychology","score_opus":0.016467957335680752,"score_gpt":0.31852260141467365,"score_spread":0.3020546440789929,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406327412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99895287,0.00010946548,0.00010004437,0.00011909559,0.000007054481,0.000020359139,0.0000062863046,0.000007121407,0.0006777604],"genre_scores_gemma":[0.99687356,0.00028314634,0.0013577176,0.00008940407,0.0000079220645,0.000032450956,0.000021256868,0.0000068531185,0.0013276411],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99886155,0.00056830933,0.000049968865,0.00008885743,0.0002151668,0.00021616287],"domain_scores_gemma":[0.99785954,0.0006229203,0.00042134948,0.00008738832,0.00024322128,0.00076556153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020340744,0.0004774159,0.00042907248,0.0005958061,0.0017768955,0.0014238586,0.00064026966,0.00055087777,0.0014024683],"category_scores_gemma":[0.0029054321,0.00028725722,0.00028369128,0.0003998074,0.0016371033,0.0010955527,0.0015942833,0.00109316,0.00030998568],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009562318,0.012804897,0.13386117,0.00086314883,0.000049160877,0.0030430835,0.5897698,0.0003647429,0.024325166,0.0012071498,0.0034234277,0.22933199],"study_design_scores_gemma":[0.00014392148,0.009000564,0.35826886,0.00039185802,0.00013907388,0.001276196,0.58099437,0.00057386386,0.010113035,0.0009261167,0.038078442,0.000093688475],"about_ca_topic_score_codex":0.0021385206,"about_ca_topic_score_gemma":0.008353862,"teacher_disagreement_score":0.0021385206,"about_ca_system_score_codex":0.0009549255,"about_ca_system_score_gemma":0.0017810176,"threshold_uncertainty_score":0.010757327},"labels":[],"label_agreement":null},{"id":"W4406388749","doi":"10.20360/langandlit29681","title":"Exploring the Orton-Gillingham Approach to Teaching Reading from the Perspective of Tutors at the Scottish Rite Learning Centre for Children - Halifax","year":2025,"lang":"en","type":"article","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Perspective (graphical); Rite; Reading (process); Learning to read; Literacy; Psychology; Rite of passage; Pedagogy; Mathematics education; Sociology; Linguistics; Art; Visual arts; Philosophy; Theology; Anthropology","score_opus":0.022892286524193683,"score_gpt":0.2614144035832546,"score_spread":0.2385221170590609,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406388749","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90986174,0.0020378856,0.0029087926,0.012967667,0.00019045008,0.00007727759,0.000024718913,0.000035311223,0.07189609],"genre_scores_gemma":[0.99188787,0.00048734547,0.0011050607,0.0008039429,0.0000204852,0.000020751675,0.0000058113014,0.000009072178,0.005659626],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9939831,0.004593315,0.00006616758,0.0002280611,0.00045036088,0.0006789852],"domain_scores_gemma":[0.9946116,0.0027383738,0.00037675825,0.00017792998,0.00045708512,0.0016382098],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042661233,0.0003154234,0.0001800584,0.00068133604,0.008019463,0.0054212403,0.0013670479,0.0013002655,0.0023736819],"category_scores_gemma":[0.0052329926,0.00023064567,0.00018025009,0.0004814216,0.00965498,0.001734677,0.004830469,0.0019316411,0.0002140773],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047212205,0.00014369341,0.008572863,0.000109596775,0.00000941868,0.003406758,0.9428195,0.00013532363,0.0010745495,0.011095796,0.005080268,0.027504964],"study_design_scores_gemma":[0.000017352657,0.00018859598,0.008344175,0.00021383466,0.00001659677,0.0011934802,0.91766953,0.0002308812,0.0006074312,0.0021974551,0.06929451,0.000026160584],"about_ca_topic_score_codex":0.062447622,"about_ca_topic_score_gemma":0.24557637,"teacher_disagreement_score":0.9375524,"about_ca_system_score_codex":0.009127159,"about_ca_system_score_gemma":0.008670308,"threshold_uncertainty_score":0.12416822},"labels":[],"label_agreement":null},{"id":"W4406408764","doi":"10.5539/elt.v18n2p1","title":"Influence of Self-Confidence on Saudi Primary Students&amp;#39; English Vocabulary Ability Through Differentiated Instruction Strategies","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Vocabulary; Self-confidence; Mathematics education; Differentiated instruction; Vocabulary development; Primary (astronomy); Linguistics; Teaching method; Social psychology","score_opus":0.010422527209093905,"score_gpt":0.269296301467042,"score_spread":0.25887377425794805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406408764","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991726,0.00007120532,0.000030870608,0.00004310139,0.0000025654444,0.0000029347907,0.000010942906,0.0000012776794,0.00066440925],"genre_scores_gemma":[0.9997073,0.00003957164,0.000031180425,0.000009407635,0.000001285184,0.0000018042015,0.0000123821055,3.5234567e-7,0.00019668839],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99931407,0.00018332263,0.00005411622,0.00006210209,0.0002363902,0.00015008218],"domain_scores_gemma":[0.99521756,0.0012428199,0.0013642951,0.00017467275,0.0008258156,0.0011747238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007662387,0.00022478642,0.00023015226,0.0004830053,0.0003364806,0.001080415,0.00023583835,0.00032180143,0.0017351791],"category_scores_gemma":[0.004310261,0.000110707,0.00036885822,0.00027520326,0.00040253953,0.0002418945,0.00049395894,0.0006900589,0.00021527552],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010100649,0.0006532599,0.9796658,0.000025141568,0.000053142536,0.00011869905,0.0026784956,0.00006277363,0.00070191646,0.00010908093,0.00011082406,0.015719883],"study_design_scores_gemma":[0.000006389245,0.000299679,0.9943561,0.00002268868,0.0000368798,0.000083768304,0.003953604,0.0003401448,0.00038252844,0.000075674754,0.00043367775,0.000008845565],"about_ca_topic_score_codex":0.006811343,"about_ca_topic_score_gemma":0.010046112,"teacher_disagreement_score":0.006811343,"about_ca_system_score_codex":0.0004853096,"about_ca_system_score_gemma":0.0007986938,"threshold_uncertainty_score":0.013543427},"labels":[],"label_agreement":null},{"id":"W4406808333","doi":"10.5430/wjel.v15n3p389","title":"An Experimental Study of the Impact of Teachers' Expectations and Pressure on the Skill of Speaking English as a Foreign Language of Elementary Students in Aseer","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English as a foreign language; Mathematics education; Foreign language; Computer science; Psychology","score_opus":0.010811187432101146,"score_gpt":0.3142698498505185,"score_spread":0.30345866241841735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406808333","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996873,0.000005243458,0.00008183702,0.000006238696,0.0000033032222,0.00007011068,0.000006160465,0.0000020783173,0.00013781532],"genre_scores_gemma":[0.99630606,0.00005532974,0.001660125,0.000041195566,0.000016426486,0.0006322767,0.0000408995,0.0000035441456,0.0012442813],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.998442,0.0006284971,0.00013539923,0.00027793407,0.00025553675,0.00026055984],"domain_scores_gemma":[0.99311197,0.0038125783,0.00096822454,0.00061654457,0.00037879427,0.0011119116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024157856,0.0006167879,0.0006798468,0.00026244667,0.00096814334,0.00073065306,0.00065516477,0.0005428042,0.002839639],"category_scores_gemma":[0.005075778,0.0005076545,0.00045871566,0.00016443644,0.0011006711,0.0004965923,0.0008056632,0.0011494746,0.0003016709],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.025026621,0.47688276,0.1103835,0.000852087,0.00022203948,0.0018658971,0.060382936,0.0014001785,0.225159,0.0012588801,0.00054831983,0.09601791],"study_design_scores_gemma":[0.004639198,0.5383726,0.3813993,0.00008741731,0.00022996796,0.0004043751,0.022922503,0.0037792004,0.043145124,0.00085375976,0.0040017148,0.00016484741],"about_ca_topic_score_codex":0.0012058681,"about_ca_topic_score_gemma":0.002134568,"teacher_disagreement_score":0.002839639,"about_ca_system_score_codex":0.0004268141,"about_ca_system_score_gemma":0.0011888195,"threshold_uncertainty_score":0.012776077},"labels":[],"label_agreement":null},{"id":"W4406884395","doi":"10.1016/j.lindif.2025.102638","title":"Directional or reciprocal? A random intercept cross-lagged panel analysis of the relationships between emotions, motivation, willingness to communicate, and L2 achievement","year":2025,"lang":"en","type":"article","venue":"Learning and Individual Differences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Reciprocal; Panel analysis; Social psychology; Panel survey; Willingness to communicate; Panel data; Econometrics; Economics; Demographic economics","score_opus":0.1488002931072022,"score_gpt":0.31627794194179765,"score_spread":0.16747764883459546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406884395","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9861963,0.00040914325,0.006566122,0.0007620438,0.00018986689,0.00009161569,0.0023406078,0.000101645,0.0033426946],"genre_scores_gemma":[0.9905049,0.00012903176,0.002325291,0.00023859681,0.000041863284,0.0002111302,0.0019988061,0.000030372013,0.0045199133],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99071676,0.0065842723,0.00030833913,0.001283375,0.00036461046,0.0007426786],"domain_scores_gemma":[0.9820112,0.010149231,0.0026524097,0.0030073805,0.0010486923,0.0011310285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012095877,0.00093921024,0.0009327773,0.00067323894,0.0014752524,0.002342926,0.0016214187,0.0018939512,0.014379152],"category_scores_gemma":[0.012309474,0.0008685125,0.0029247513,0.0013891443,0.0011701459,0.0014882202,0.0014968037,0.0027651584,0.002375843],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018373731,0.0010145248,0.973542,0.00007242811,0.0027677782,0.00029587792,0.0012228377,0.0021681997,0.0026387013,0.0041176835,0.002431626,0.007891027],"study_design_scores_gemma":[0.00051442697,0.0014179781,0.9543855,0.00011366534,0.0026070888,0.00028493337,0.0045175576,0.023089675,0.0017684535,0.0038552214,0.007290194,0.00015531972],"about_ca_topic_score_codex":0.027105633,"about_ca_topic_score_gemma":0.02923614,"teacher_disagreement_score":0.027105633,"about_ca_system_score_codex":0.0005968906,"about_ca_system_score_gemma":0.0019137738,"threshold_uncertainty_score":0.06396991},"labels":[],"label_agreement":null},{"id":"W4406966882","doi":"10.1002/9781118784235.eelt1021.pub2","title":"L3 English Learning and Teaching","year":2025,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Computer science; Psychology","score_opus":0.00619097093272429,"score_gpt":0.23594801575052926,"score_spread":0.22975704481780498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406966882","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16939422,0.0017623762,0.0026117722,0.004874428,0.000058118636,0.000022012502,0.00012285319,0.00008927639,0.8210649],"genre_scores_gemma":[0.9496145,0.00091272016,0.0010128233,0.0005108332,0.0000361467,0.000024792684,0.000080733495,0.000041986164,0.04776551],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992675,0.00027472872,0.000025829731,0.00009135297,0.0001727274,0.00016783709],"domain_scores_gemma":[0.9988819,0.0003119989,0.00019279085,0.00010514835,0.0001229487,0.00038518416],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070420495,0.00017346472,0.00014385574,0.0005351783,0.0032570346,0.004042224,0.00046324587,0.0007571291,0.028936982],"category_scores_gemma":[0.0018557494,0.00006424911,0.00016476386,0.0009805994,0.0023600927,0.0024849772,0.0049004196,0.00084334036,0.002546368],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075543205,0.00022817143,0.036663108,0.00031814887,0.0000131191555,0.0014071459,0.057143945,0.00040484752,0.0015175472,0.6156351,0.0166376,0.26995572],"study_design_scores_gemma":[0.000022385062,0.00016472068,0.072421014,0.00067913043,0.00001599651,0.0021458748,0.09336053,0.00093678036,0.0027545367,0.14197904,0.68549275,0.0000271232],"about_ca_topic_score_codex":0.02017481,"about_ca_topic_score_gemma":0.026508017,"teacher_disagreement_score":0.028936982,"about_ca_system_score_codex":0.0034964704,"about_ca_system_score_gemma":0.002783154,"threshold_uncertainty_score":0.096803844},"labels":[],"label_agreement":null},{"id":"W4407162367","doi":"10.1016/j.lindif.2025.102639","title":"Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners","year":2025,"lang":"en","type":"article","venue":"Learning and Individual Differences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Fundamental Research Funds for the Central Universities; National University's Basic Research Foundation of China; National Social Science Fund of China; National Office for Philosophy and Social Sciences","keywords":"Psychology; Willingness to communicate; Longitudinal study; Linguistics; Developmental psychology; Social psychology","score_opus":0.03906462749045615,"score_gpt":0.29054229967295514,"score_spread":0.251477672182499,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407162367","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997532,0.000021468675,0.000010412162,0.000013426838,0.0000013144825,0.0000041515464,0.00002188904,5.617462e-7,0.00017367826],"genre_scores_gemma":[0.9989498,0.00004535411,0.000038290273,0.000028741582,0.0000025622176,0.00001635759,0.00007698435,0.0000017220397,0.0008401277],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994548,0.000089501715,0.000049582864,0.00010423991,0.00014520223,0.00015661192],"domain_scores_gemma":[0.9961151,0.00058506074,0.0009725033,0.00015990873,0.0007323135,0.0014351354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013239552,0.00038941408,0.0004955763,0.0014471655,0.0019570822,0.0018075351,0.0004911674,0.00093819824,0.0021012921],"category_scores_gemma":[0.0032392286,0.00050213205,0.0005689196,0.0014058669,0.00095633994,0.0012490323,0.0009108611,0.0017442595,0.00077760493],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000085663225,0.0005662784,0.9803877,0.000011713481,0.000023478195,0.00027392895,0.015836352,0.00002145837,0.0006251625,0.000051724164,0.000046593923,0.002069903],"study_design_scores_gemma":[0.000004976,0.00040393762,0.9803478,0.000009796807,0.0000276066,0.00019198979,0.018271541,0.00015776648,0.00023153708,0.00004755798,0.0002850887,0.000020450336],"about_ca_topic_score_codex":0.026802925,"about_ca_topic_score_gemma":0.030318921,"teacher_disagreement_score":0.026802925,"about_ca_system_score_codex":0.0009008921,"about_ca_system_score_gemma":0.001649333,"threshold_uncertainty_score":0.053293824},"labels":[],"label_agreement":null},{"id":"W4407200838","doi":"10.3138/cmlr-2023-0071","title":"Virtual Reality in the Language Classroom: Strategies to Make it Work","year":2025,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université TÉLUQ","funders":"","keywords":"Work (physics); Virtual reality; Computer science; Human–computer interaction; Multimedia; Engineering; Mechanical engineering","score_opus":0.026010034217582825,"score_gpt":0.26695868449201526,"score_spread":0.24094865027443244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407200838","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8447066,0.007733538,0.036045644,0.0031166812,0.00026106753,0.00019844346,0.000063529194,0.00029178095,0.10758263],"genre_scores_gemma":[0.9801641,0.0020054008,0.011812254,0.00024637135,0.00003241875,0.00008283307,0.000035226352,0.000039987935,0.005581491],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9959407,0.0025520315,0.00010284256,0.00036611062,0.00058994547,0.0004484749],"domain_scores_gemma":[0.99720013,0.001200938,0.0004909303,0.00027987335,0.00031837838,0.00050978374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024595053,0.00066312036,0.000361799,0.0012591891,0.0020908744,0.0071665165,0.0015475956,0.0012994318,0.002927425],"category_scores_gemma":[0.006131966,0.00026938462,0.00042209908,0.00052751333,0.004762709,0.0021802834,0.004168512,0.0010847838,0.0008885336],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013864948,0.0005019639,0.035335563,0.0013725711,0.000080585894,0.0017629397,0.56481993,0.0009943409,0.017737325,0.034094043,0.004567364,0.3385947],"study_design_scores_gemma":[0.0000730742,0.0007621561,0.07473189,0.0018128789,0.00014946112,0.004138406,0.5528086,0.0018361772,0.005908352,0.015932651,0.3415955,0.00025087252],"about_ca_topic_score_codex":0.007439572,"about_ca_topic_score_gemma":0.012817363,"teacher_disagreement_score":0.007439572,"about_ca_system_score_codex":0.001279411,"about_ca_system_score_gemma":0.0022283632,"threshold_uncertainty_score":0.0147925615},"labels":[],"label_agreement":null},{"id":"W4407235367","doi":"10.1002/9781118784235.eelt1076","title":"L3 English Learning and Teaching","year":2025,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Computer science; Psychology","score_opus":0.00619097093272429,"score_gpt":0.23594801575052926,"score_spread":0.22975704481780498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407235367","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16939422,0.0017623762,0.0026117722,0.004874428,0.000058118636,0.000022012502,0.00012285319,0.00008927639,0.8210649],"genre_scores_gemma":[0.9496145,0.00091272016,0.0010128233,0.0005108332,0.0000361467,0.000024792684,0.000080733495,0.000041986164,0.04776551],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992675,0.00027472872,0.000025829731,0.00009135297,0.0001727274,0.00016783709],"domain_scores_gemma":[0.9988819,0.0003119989,0.00019279085,0.00010514835,0.0001229487,0.00038518416],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070420495,0.00017346472,0.00014385574,0.0005351783,0.0032570346,0.004042224,0.00046324587,0.0007571291,0.028936982],"category_scores_gemma":[0.0018557494,0.00006424911,0.00016476386,0.0009805994,0.0023600927,0.0024849772,0.0049004196,0.00084334036,0.002546368],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075543205,0.00022817143,0.036663108,0.00031814887,0.0000131191555,0.0014071459,0.057143945,0.00040484752,0.0015175472,0.6156351,0.0166376,0.26995572],"study_design_scores_gemma":[0.000022385062,0.00016472068,0.072421014,0.00067913043,0.00001599651,0.0021458748,0.09336053,0.00093678036,0.0027545367,0.14197904,0.68549275,0.0000271232],"about_ca_topic_score_codex":0.02017481,"about_ca_topic_score_gemma":0.026508017,"teacher_disagreement_score":0.028936982,"about_ca_system_score_codex":0.0034964704,"about_ca_system_score_gemma":0.002783154,"threshold_uncertainty_score":0.096803844},"labels":[],"label_agreement":null},{"id":"W4407238403","doi":"10.5430/wjel.v15n4p30","title":"An Experimental Study of the Effectiveness of Role-play in Improving Fluency in Jordanian EFL Students' Speaking Skills","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Mathematics education; Psychology; Computer science; Linguistics; Philosophy","score_opus":0.004989435796750974,"score_gpt":0.2765255977844679,"score_spread":0.2715361619877169,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407238403","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999426,0.00005558474,0.00012462241,0.000011628683,0.000007945425,0.000088393026,0.000008324264,0.0000033697888,0.00027417834],"genre_scores_gemma":[0.99611783,0.00020777591,0.0020678681,0.000041747593,0.000020931755,0.00031944326,0.00003219433,0.0000026482371,0.0011895726],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9995009,0.00017444306,0.00005260964,0.00009086698,0.000070168906,0.000110917026],"domain_scores_gemma":[0.99870574,0.00054929435,0.00017320087,0.00009792048,0.000114361595,0.0003594128],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001117104,0.00061281945,0.0005522575,0.0004101156,0.00047268812,0.0003532919,0.00052760233,0.00036869576,0.002583724],"category_scores_gemma":[0.0016912008,0.00020236915,0.00036146407,0.00014688661,0.00054944673,0.00040498306,0.00039044043,0.0006004943,0.00025353656],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03876962,0.56348,0.025893873,0.0015250572,0.00021386653,0.00102848,0.009724934,0.00067898585,0.16403581,0.00090580195,0.0004714667,0.19327208],"study_design_scores_gemma":[0.008385742,0.77471983,0.13382784,0.00015815182,0.00042336457,0.00053850055,0.005516751,0.0024241204,0.06997862,0.00073376414,0.0032247757,0.00006860142],"about_ca_topic_score_codex":0.0005922305,"about_ca_topic_score_gemma":0.00077719375,"teacher_disagreement_score":0.002583724,"about_ca_system_score_codex":0.00022086082,"about_ca_system_score_gemma":0.0005826026,"threshold_uncertainty_score":0.008643389},"labels":[],"label_agreement":null},{"id":"W4407276442","doi":"10.1016/b978-0-323-95504-1.00363-x","title":"Cross-Linguistic Pedagogy and Awareness","year":2025,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; Sociology; Psychology; Pedagogy; Computer science; Philosophy","score_opus":0.0347908341053458,"score_gpt":0.3109062306693799,"score_spread":0.2761153965640341,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407276442","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004519815,0.0073146536,0.004902805,0.0016950454,0.0002907371,0.000007632877,0.000020693022,0.00014961426,0.98109907],"genre_scores_gemma":[0.22354911,0.015015805,0.005463461,0.0010018437,0.000659442,0.000077705175,0.00012899075,0.00024273364,0.753861],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996524,0.00009866678,0.000020308467,0.0000689634,0.0001218113,0.000037913578],"domain_scores_gemma":[0.9993631,0.0003883917,0.000030596388,0.00008810335,0.00006861417,0.00006115336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059913256,0.0005460672,0.0002852801,0.0010182841,0.0010156372,0.0069090812,0.00047690392,0.001485153,0.059686083],"category_scores_gemma":[0.0014766137,0.00025959595,0.00016126323,0.0010283877,0.0028709741,0.006485989,0.0031784927,0.0018530294,0.0076625054],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016634984,0.00010096312,0.0004843952,0.00023567292,0.0000057326083,0.00027007627,0.013976077,0.0001787528,0.0015589431,0.49640593,0.0305689,0.45619783],"study_design_scores_gemma":[0.000008605104,0.000033161417,0.0017551567,0.00071369344,0.0000075597122,0.00069172285,0.008592481,0.0003615586,0.0010075966,0.22931802,0.7574989,0.000011460628],"about_ca_topic_score_codex":0.0015264453,"about_ca_topic_score_gemma":0.0019912992,"teacher_disagreement_score":0.059686083,"about_ca_system_score_codex":0.0010336767,"about_ca_system_score_gemma":0.001129002,"threshold_uncertainty_score":0.19966984},"labels":[],"label_agreement":null},{"id":"W4407323857","doi":"10.1111/ijal.12705","title":"Language Teachers’ Development of Decision‐Making and Pedagogical Reasoning: A Sociocultural Perspective on Peer Coaching","year":2025,"lang":"en","type":"article","venue":"International Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Sociocultural perspective; Psychology; Mediation; Sociocultural evolution; Coaching; Pedagogy; Mathematics education; Documentation; Perspective (graphical); Computer science; Sociology","score_opus":0.05279887320381396,"score_gpt":0.3820722420760044,"score_spread":0.3292733688721904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407323857","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9048009,0.0009779604,0.012881826,0.0060396665,0.00009684468,0.00014030958,0.000010175562,0.00006219654,0.07499011],"genre_scores_gemma":[0.9974946,0.00019297896,0.0011539406,0.000077824494,0.000008628038,0.00002910869,0.0000017642076,0.000010326922,0.0010307953],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9859562,0.011490817,0.00022057413,0.0006342604,0.0009018442,0.00079629454],"domain_scores_gemma":[0.9821675,0.012665062,0.0012994818,0.00084949663,0.0015367651,0.0014817073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009566775,0.00038077103,0.00033306342,0.001787393,0.005594871,0.007715109,0.0013495781,0.0014251426,0.002062032],"category_scores_gemma":[0.019542258,0.00042728553,0.00027067133,0.0005808162,0.014848268,0.0039485074,0.0057341084,0.002722215,0.00021557767],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021765694,0.00030600454,0.009435568,0.000089018686,0.000011781128,0.0014869197,0.9485323,0.00027274262,0.0015900482,0.020316076,0.00042300634,0.017514704],"study_design_scores_gemma":[0.00002210539,0.00014701071,0.012901096,0.00029086613,0.000023677296,0.00089141034,0.94106424,0.00175843,0.0019770798,0.016136052,0.02475431,0.000033714765],"about_ca_topic_score_codex":0.0048420997,"about_ca_topic_score_gemma":0.005438839,"teacher_disagreement_score":0.009566775,"about_ca_system_score_codex":0.002969934,"about_ca_system_score_gemma":0.005328052,"threshold_uncertainty_score":0.05059451},"labels":[],"label_agreement":null},{"id":"W4407405026","doi":"10.7202/1115966ar","title":"La marionnette comme outil multimodal pour soutenir le développement des habiletés langagières d’élèves en classe d’accueil : retombées d’une recherche-action menée au primaire au Québec","year":2024,"lang":"fr","type":"article","venue":"Multimodalité(s) :","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Political science; Physics; Philosophy","score_opus":0.2036856856584657,"score_gpt":0.36308699230699565,"score_spread":0.15940130664852994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407405026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93164027,0.0029461954,0.0099392375,0.009310295,0.00092558534,0.002327617,0.0004607488,0.00034050917,0.042109556],"genre_scores_gemma":[0.8940033,0.0031560713,0.032920815,0.0025268344,0.00013551244,0.004886636,0.00032195717,0.00017592394,0.061872967],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99501014,0.0024679834,0.00015036845,0.00057894987,0.00095486525,0.0008376966],"domain_scores_gemma":[0.9914247,0.0023996362,0.00049457775,0.00061787834,0.0022413812,0.0028217065],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009233667,0.00074041606,0.0010381507,0.0009171435,0.0067022284,0.0040306915,0.0019766355,0.0014371598,0.020837193],"category_scores_gemma":[0.011917335,0.00057877594,0.00077949197,0.0006680223,0.0032127483,0.002368286,0.0048255958,0.0031991622,0.0019532011],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013024017,0.004575705,0.036125127,0.0035057277,0.00014567321,0.0010442889,0.5447166,0.00032494307,0.0123630455,0.007937787,0.023638468,0.36432022],"study_design_scores_gemma":[0.00086181983,0.0056076157,0.1637422,0.007105635,0.0005694141,0.00039431633,0.44646397,0.0014261191,0.008185328,0.0034060888,0.36188412,0.00035342274],"about_ca_topic_score_codex":0.20309983,"about_ca_topic_score_gemma":0.56052595,"teacher_disagreement_score":0.79690015,"about_ca_system_score_codex":0.011157401,"about_ca_system_score_gemma":0.03303198,"threshold_uncertainty_score":0.40383536},"labels":[],"label_agreement":null},{"id":"W4407425649","doi":"10.1016/j.system.2025.103622","title":"Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université de Montréal","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Task (project management); Aptitude; Corrective feedback; Computer science; Working memory; Linguistics; Cognitive psychology; Psychology; Programming language; Mathematics education; Cognition; Engineering; Philosophy; Developmental psychology","score_opus":0.008165749329874374,"score_gpt":0.22458440240057562,"score_spread":0.21641865307070124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407425649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99925834,0.00006863597,0.00031997217,0.000010247139,0.0000021290036,0.0000075691873,0.000006280771,0.0000046771233,0.00032212393],"genre_scores_gemma":[0.99940276,0.000030086394,0.0003344084,0.000006580688,0.0000022331512,0.000010998529,0.000010597417,0.0000019302845,0.00020043073],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993979,0.00023716495,0.000057271496,0.00010596228,0.00013950015,0.00006214747],"domain_scores_gemma":[0.98969555,0.0056195566,0.002666329,0.00050797913,0.00040360377,0.001106968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010092302,0.00028387227,0.00020396631,0.00031168555,0.00021689927,0.00078242336,0.00031071686,0.00026380512,0.0010573383],"category_scores_gemma":[0.011868886,0.0001134949,0.000114433926,0.0001819371,0.00038301636,0.0005060838,0.00043105317,0.00032233013,0.00018240226],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0063240705,0.0060111335,0.6352012,0.0002179973,0.00015586795,0.00045366713,0.0076878034,0.001384188,0.087092884,0.00031034072,0.00021885647,0.25494206],"study_design_scores_gemma":[0.00007976028,0.0027591225,0.9833173,0.000025987265,0.00004611484,0.00026235197,0.0008560154,0.002065645,0.009744751,0.00044341807,0.00037668162,0.00002282824],"about_ca_topic_score_codex":0.0012393573,"about_ca_topic_score_gemma":0.0012464094,"teacher_disagreement_score":0.0012393573,"about_ca_system_score_codex":0.0002053994,"about_ca_system_score_gemma":0.00033557703,"threshold_uncertainty_score":0.0053373575},"labels":[],"label_agreement":null},{"id":"W4407683003","doi":"10.1515/applirev-2023-0244","title":"Playing with funds of difficult knowledge: interactional insights for heritage language education","year":2025,"lang":"en","type":"article","venue":"Applied Linguistics Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council","keywords":"Heritage language; Applied linguistics; Psychology; Linguistics; Sociology; Pedagogy; Philosophy","score_opus":0.01927482593237778,"score_gpt":0.31565959949290534,"score_spread":0.29638477356052756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407683003","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27840337,0.5251901,0.004933642,0.050170925,0.0011360578,0.0002431302,0.00025542156,0.000070645016,0.13959679],"genre_scores_gemma":[0.6915196,0.2928887,0.0036886984,0.0033999826,0.00032948697,0.00031698527,0.00009648407,0.000059413604,0.0077006053],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99468166,0.00417912,0.00015159402,0.00020324501,0.00046788703,0.00031657072],"domain_scores_gemma":[0.9895768,0.008787927,0.00063968933,0.00016311299,0.00038576583,0.00044665585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007767387,0.00060107553,0.00085690117,0.004861448,0.0037562647,0.009808344,0.0016888035,0.0023130719,0.0047383183],"category_scores_gemma":[0.00690947,0.00038573655,0.00050057867,0.004386158,0.009876968,0.008715058,0.005701156,0.0031805616,0.0007381833],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000073817784,0.00021002193,0.00217066,0.005773508,0.00007381771,0.0026119724,0.7903332,0.00011506134,0.00057046174,0.037423726,0.009491353,0.15115231],"study_design_scores_gemma":[0.000027112977,0.000081005244,0.00523368,0.010689359,0.000057488727,0.0014711479,0.67234546,0.00008758004,0.0003097287,0.009828974,0.29984227,0.000026201322],"about_ca_topic_score_codex":0.0064390698,"about_ca_topic_score_gemma":0.022979163,"teacher_disagreement_score":0.009808344,"about_ca_system_score_codex":0.0045130905,"about_ca_system_score_gemma":0.0065195803,"threshold_uncertainty_score":0.04107839},"labels":[],"label_agreement":null},{"id":"W4407743721","doi":"10.1111/modl.12979","title":"Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices","year":2025,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Conceptual framework; Sociology; Environmental resource management; Knowledge management; Geography; Architectural engineering; Computer science; Engineering; Environmental science; Social science","score_opus":0.03602620749417465,"score_gpt":0.32927995594310394,"score_spread":0.29325374844892926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407743721","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3031945,0.0057563493,0.100289606,0.13265556,0.0007372309,0.00021283144,0.000047974518,0.00017509398,0.45693085],"genre_scores_gemma":[0.9850455,0.0007146227,0.008037521,0.0017117186,0.00007013332,0.00014035263,0.000011806804,0.00005773875,0.0042105988],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9706863,0.024736881,0.0005389146,0.0010181481,0.0014355384,0.0015841664],"domain_scores_gemma":[0.98676807,0.007023594,0.0010863608,0.0010823463,0.0011943565,0.002845398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020098751,0.00059188803,0.00055996655,0.0040967665,0.014020729,0.023374256,0.0026638666,0.005019199,0.003122645],"category_scores_gemma":[0.012900589,0.00033473174,0.0006321315,0.0037947763,0.103026964,0.02290483,0.016361102,0.008506089,0.00058655627],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012326661,0.000034475823,0.00069822173,0.000056898894,0.0000049097152,0.0002128377,0.20529395,0.00017277265,0.00010678539,0.78545654,0.0010748671,0.0068754074],"study_design_scores_gemma":[0.000023029024,0.00005628115,0.00066596316,0.0005936113,0.00001020448,0.00035220466,0.35934868,0.0014929173,0.00019089613,0.561284,0.07595446,0.000027736589],"about_ca_topic_score_codex":0.008209088,"about_ca_topic_score_gemma":0.0076527367,"teacher_disagreement_score":0.023374256,"about_ca_system_score_codex":0.0117249135,"about_ca_system_score_gemma":0.015826738,"threshold_uncertainty_score":0.10629362},"labels":[],"label_agreement":null},{"id":"W4407865556","doi":"10.18806/tesl.v41i2/1414","title":"Silence in English Language Pedagogy: From Research to Practice","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Silence; Linguistics; Pedagogy; Comprehension approach; Language education; Language assessment; Psychology; Sociology; Language transfer; Art; Philosophy","score_opus":0.054592084605964666,"score_gpt":0.37901136179744604,"score_spread":0.3244192771914814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865556","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38733432,0.2014972,0.0067446884,0.29094845,0.0041052247,0.00030123908,0.00024362709,0.0001264749,0.10869875],"genre_scores_gemma":[0.92460173,0.049495906,0.0011679797,0.018549046,0.00094187644,0.00027825916,0.000084865955,0.00010649886,0.004773849],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.96995825,0.018662557,0.0013851982,0.0021845433,0.004954522,0.0028549016],"domain_scores_gemma":[0.7486223,0.21684797,0.0057448577,0.0037471685,0.014332556,0.010705105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038355086,0.0004801576,0.0013699261,0.0025775945,0.009595298,0.013887313,0.0039697615,0.006006325,0.008087749],"category_scores_gemma":[0.1238426,0.000552312,0.00055102713,0.003775349,0.029214762,0.014368675,0.011282009,0.010507102,0.0008734688],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015701988,0.00054324965,0.0145597635,0.0027512691,0.00005307481,0.00066188996,0.691172,0.00014029192,0.0004329888,0.055676468,0.014245423,0.21960658],"study_design_scores_gemma":[0.000079840655,0.00027045418,0.014343697,0.019224342,0.00011668498,0.00070705666,0.7824819,0.00030942765,0.0011126066,0.023719076,0.15754433,0.00009054883],"about_ca_topic_score_codex":0.083151296,"about_ca_topic_score_gemma":0.09076364,"teacher_disagreement_score":0.083151296,"about_ca_system_score_codex":0.0233473,"about_ca_system_score_gemma":0.06325397,"threshold_uncertainty_score":0.20284349},"labels":[],"label_agreement":null},{"id":"W4407960898","doi":"10.5771/9780761856900","title":"A Year in Korea","year":2012,"lang":"en","type":"book","venue":"Hamilton eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Geography","score_opus":0.041642819459918635,"score_gpt":0.22412566292725894,"score_spread":0.1824828434673403,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407960898","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020437615,0.033307467,0.00067679305,0.03591773,0.036678676,0.00020610425,0.0009404288,0.0005559717,0.8712793],"genre_scores_gemma":[0.020972176,0.006734463,0.0004541516,0.006627153,0.00068543624,0.000043968,0.00032258194,0.00019803827,0.9639621],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99976486,0.000031772197,0.000012777669,0.00004396576,0.00006197364,0.000084672225],"domain_scores_gemma":[0.99959594,0.000015826296,0.000019452109,0.000020000609,0.00006461832,0.00028428296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042585595,0.0008291439,0.00039428723,0.0006048255,0.004399693,0.0039195865,0.0005640801,0.001080166,0.114287175],"category_scores_gemma":[0.00052075274,0.0002614988,0.00045594154,0.0008287561,0.00072859845,0.0031817441,0.0029363825,0.0024358137,0.04383983],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050520153,0.00010512097,0.0009463721,0.00035815188,0.000007485848,0.0010583805,0.0038816333,0.000042500265,0.0009506258,0.019432856,0.86108416,0.11208218],"study_design_scores_gemma":[0.0000023549471,0.000021665111,0.000539502,0.00007479972,0.0000015409871,0.00030008273,0.0013350135,0.0000055631267,0.00005971914,0.0002702611,0.9973864,0.000003047156],"about_ca_topic_score_codex":0.0033759002,"about_ca_topic_score_gemma":0.018267706,"teacher_disagreement_score":0.114287175,"about_ca_system_score_codex":0.0013490211,"about_ca_system_score_gemma":0.0024188901,"threshold_uncertainty_score":0.3823287},"labels":[],"label_agreement":null},{"id":"W4407984234","doi":"10.1177/00336882251322253","title":"Note-taking in Academic Listening: A Translanguaging Perspective","year":2025,"lang":"en","type":"article","venue":"RELC Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Translanguaging; Active listening; Perspective (graphical); Psychology; Linguistics; Sociology; Pedagogy; Mathematics education; Communication; Computer science","score_opus":0.03388704285645683,"score_gpt":0.33765332385251656,"score_spread":0.30376628099605973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407984234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7244227,0.0066955597,0.04282025,0.010685544,0.0004165962,0.00014215543,0.000063029016,0.0002154755,0.21453884],"genre_scores_gemma":[0.9830208,0.002490916,0.0064934082,0.0007435271,0.00014525787,0.000049978757,0.000020878004,0.00003706406,0.006998016],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99720806,0.0019185973,0.000094750365,0.00022306689,0.00034319173,0.0002123722],"domain_scores_gemma":[0.9938361,0.0041257576,0.0006069939,0.00035470224,0.00054575864,0.0005306056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023661994,0.00054493913,0.00023612971,0.0008748285,0.0017501785,0.004338531,0.0012524991,0.0011351645,0.0034508382],"category_scores_gemma":[0.006599177,0.00015307499,0.0002856658,0.00072987506,0.0060816947,0.0025918446,0.0026820963,0.0024475537,0.0005446242],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046772885,0.0011764927,0.021585722,0.0016093897,0.000041852454,0.0051593822,0.42352146,0.00087991956,0.04294408,0.074910544,0.0037470963,0.4239563],"study_design_scores_gemma":[0.00011871807,0.0022789238,0.08413777,0.0023568762,0.00017363175,0.008202221,0.6213556,0.0027071123,0.03404792,0.059923723,0.18447475,0.0002227768],"about_ca_topic_score_codex":0.0013138246,"about_ca_topic_score_gemma":0.0023664357,"teacher_disagreement_score":0.004338531,"about_ca_system_score_codex":0.0011513951,"about_ca_system_score_gemma":0.0016043145,"threshold_uncertainty_score":0.012513816},"labels":[],"label_agreement":null},{"id":"W4408002920","doi":"10.1016/j.system.2025.103642","title":"Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of British Columbia","funders":"","keywords":"Nexus (standard); Pedagogy; Mathematics education; Computer science; Sociology; Psychology","score_opus":0.09679362120651953,"score_gpt":0.4053560931963668,"score_spread":0.30856247198984726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408002920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2995664,0.029254312,0.26296297,0.12475181,0.0024307468,0.0007140796,0.00018749251,0.0003224149,0.2798097],"genre_scores_gemma":[0.9647543,0.004166482,0.021119954,0.0021624516,0.00026288137,0.00035736966,0.00004439966,0.00020909618,0.0069229673],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9671396,0.028191864,0.000659092,0.0012277566,0.0017732531,0.0010083785],"domain_scores_gemma":[0.9583486,0.03582027,0.0013303884,0.0022212062,0.001225388,0.00105421],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.027434371,0.000689812,0.00082856184,0.007057961,0.016603304,0.022226691,0.0017775453,0.0041137137,0.0028297752],"category_scores_gemma":[0.035352442,0.00086306693,0.0005712079,0.0050471136,0.08781923,0.029207135,0.022197234,0.0065909647,0.0003920188],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018938506,0.000020491452,0.0009256437,0.0002027511,0.0000046945165,0.00036005332,0.55739444,0.000100031175,0.0003476009,0.42745736,0.0010075091,0.012160531],"study_design_scores_gemma":[0.000015621761,0.00004617597,0.0013316601,0.0012601725,0.000009693781,0.0011798089,0.5147998,0.0008308818,0.0006518445,0.22713557,0.25270054,0.000038296414],"about_ca_topic_score_codex":0.0029868265,"about_ca_topic_score_gemma":0.0048280787,"teacher_disagreement_score":0.9833967,"about_ca_system_score_codex":0.0110663455,"about_ca_system_score_gemma":0.0077045886,"threshold_uncertainty_score":0.1450885},"labels":[],"label_agreement":null},{"id":"W4408043088","doi":"10.5539/elt.v18n3p79","title":"EFL College Students’ Writing Self-efficacy and Strategy Use in Their Summary Writing","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Self-efficacy; Mathematics education; Pedagogy; Social psychology","score_opus":0.018397770110078034,"score_gpt":0.27490429422657087,"score_spread":0.25650652411649283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408043088","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951637,0.000021298345,0.0000148051395,0.00001382458,0.0000015168632,0.0000032236417,0.000013935172,0.000001492693,0.00041355685],"genre_scores_gemma":[0.99915516,0.000029686551,0.000032544092,0.00001167926,0.0000021924661,0.0000059502677,0.000040173487,6.7823504e-7,0.0007218684],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997521,0.0000329033,0.000037082125,0.00004343418,0.00008014056,0.000054392956],"domain_scores_gemma":[0.99738675,0.0005511842,0.0010193859,0.00011793065,0.00032135937,0.000603385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006935172,0.00023372141,0.00020814886,0.0007531816,0.0003473872,0.0010608672,0.00017767312,0.0003213909,0.0034458453],"category_scores_gemma":[0.003565078,0.0001283459,0.00017156974,0.00042860274,0.0003018812,0.0004982266,0.00042864625,0.00047411546,0.0006463083],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000632849,0.0006767406,0.9789782,0.000024678993,0.000020492645,0.00012494718,0.0027615055,0.00005152199,0.0010468495,0.00006504821,0.00023646248,0.015950203],"study_design_scores_gemma":[0.0000050143135,0.0001123829,0.9974414,0.000008995199,0.000007820539,0.000053462958,0.0017061116,0.00014296954,0.00021849204,0.00004444095,0.00025438485,0.0000045963884],"about_ca_topic_score_codex":0.0014290253,"about_ca_topic_score_gemma":0.0029835694,"teacher_disagreement_score":0.0034458453,"about_ca_system_score_codex":0.00019476745,"about_ca_system_score_gemma":0.00027120244,"threshold_uncertainty_score":0.011527479},"labels":[],"label_agreement":null},{"id":"W4408135879","doi":"10.5539/elt.v18n4p1","title":"A Narrative Review of Methodology Use in Motivational Strategies Studies in EFL Context (2006-present)","year":2025,"lang":"en","type":"review","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Narrative; Narrative review; Context effect; Mathematics education; Linguistics; Psychotherapist","score_opus":0.2108339581490161,"score_gpt":0.4393740286020583,"score_spread":0.22854007045304223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408135879","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00076351105,0.990338,0.0010845307,0.0030274268,0.0006927731,0.0002746731,0.00013033919,0.000009482572,0.0036791463],"genre_scores_gemma":[0.007867554,0.98435414,0.0028772254,0.00237821,0.0003360971,0.0012641731,0.00011245299,0.000014498161,0.00079555815],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.97812647,0.0141181685,0.004150382,0.0010138806,0.0021260937,0.0004649752],"domain_scores_gemma":[0.9460268,0.043617785,0.004941224,0.00080636033,0.0041730404,0.00043480302],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.021079017,0.0012324689,0.0024593417,0.011334559,0.0021238371,0.007051782,0.002199575,0.0029993139,0.00694535],"category_scores_gemma":[0.062044516,0.0009612335,0.001799812,0.017503768,0.0033679472,0.0076592322,0.004446338,0.003028684,0.0016315753],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016888516,0.000114626935,0.0017659205,0.35060847,0.00042628736,0.0016332726,0.031646572,0.00026203835,0.00065662334,0.054218307,0.045213707,0.51328534],"study_design_scores_gemma":[0.000028937076,0.00012681345,0.0023488991,0.396507,0.00036004,0.001832636,0.011185059,0.000069830494,0.00019216568,0.0040329127,0.5832705,0.000045200646],"about_ca_topic_score_codex":0.006407539,"about_ca_topic_score_gemma":0.0111465,"teacher_disagreement_score":0.978921,"about_ca_system_score_codex":0.0074757426,"about_ca_system_score_gemma":0.014848365,"threshold_uncertainty_score":0.11147785},"labels":[],"label_agreement":null},{"id":"W4408345231","doi":"10.22329/jtl.v19i1.8905","title":"Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts","year":2025,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Face (sociological concept); Face-to-face; Perception; Psychology; Mathematics education; Medical education; Medicine; Sociology","score_opus":0.016858982335132017,"score_gpt":0.30708526760056803,"score_spread":0.29022628526543603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408345231","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99932003,0.000060015453,0.00006435974,0.00011701754,0.0000043771383,0.0000058141763,0.0000026444197,0.0000018267903,0.00042397418],"genre_scores_gemma":[0.9994435,0.000077585704,0.000077346194,0.00008203715,0.0000041252265,0.0000067165743,0.00000289705,0.0000015701526,0.00030411797],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956136,0.002091843,0.00024267686,0.00029444156,0.0010254954,0.00073194515],"domain_scores_gemma":[0.9887783,0.004281481,0.0032962884,0.00033886667,0.0016752615,0.0016297826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004113788,0.00034669705,0.00041309634,0.0009119804,0.0028034213,0.0028405264,0.00054548145,0.0011285712,0.0014984951],"category_scores_gemma":[0.013580706,0.0003215392,0.0003307201,0.0004922131,0.0024425362,0.001333697,0.0015137129,0.001462018,0.0002485965],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015884434,0.0006248512,0.20422956,0.000110362234,0.000020545469,0.0030424702,0.760568,0.000088220855,0.0044486183,0.00023634851,0.0004579001,0.02601424],"study_design_scores_gemma":[0.0000150111755,0.0005701255,0.09962383,0.00006331427,0.000019970086,0.0018793638,0.893493,0.0001923185,0.00094911025,0.0000889245,0.0030643207,0.00004081255],"about_ca_topic_score_codex":0.008808652,"about_ca_topic_score_gemma":0.011633767,"teacher_disagreement_score":0.008808652,"about_ca_system_score_codex":0.0015732237,"about_ca_system_score_gemma":0.0016365967,"threshold_uncertainty_score":0.021756053},"labels":[],"label_agreement":null},{"id":"W4408504114","doi":"10.1007/978-3-031-51447-0_28-1","title":"Reflective Approaches to CALL","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Call management; Computer science; Roll call; Call control; Telecommunications; Political science; Law","score_opus":0.2259943211915819,"score_gpt":0.26302043743787357,"score_spread":0.03702611624629168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408504114","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016104361,0.00088532193,0.05069312,0.003948379,0.0005223806,0.00006085448,0.0000235131,0.00026412815,0.94199187],"genre_scores_gemma":[0.18625313,0.0017453632,0.036335785,0.0023993503,0.00042298855,0.00026037745,0.00010392863,0.00046794806,0.7720111],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967843,0.0016378976,0.00009625333,0.0003728888,0.00083183346,0.00027685968],"domain_scores_gemma":[0.99742705,0.001007313,0.00010062626,0.00082865905,0.0003873909,0.0002489778],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003039287,0.00069103396,0.0003419213,0.0011941635,0.003547169,0.009601464,0.0022762485,0.0029066883,0.033380162],"category_scores_gemma":[0.0068552834,0.00047213738,0.0005369014,0.0008692701,0.012972383,0.008684553,0.0055297706,0.0062973634,0.007630773],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005611595,0.000021202835,0.000031309624,0.000026931779,0.0000016562014,0.000024458393,0.0038901684,0.0001519397,0.00009020917,0.9591461,0.011985849,0.02462459],"study_design_scores_gemma":[0.0000068618706,0.000014200049,0.00009263463,0.00017136984,0.000004298326,0.00012932738,0.0032007236,0.0004768923,0.00032324818,0.5460704,0.4494968,0.000013169333],"about_ca_topic_score_codex":0.0024127995,"about_ca_topic_score_gemma":0.0047285804,"teacher_disagreement_score":0.033380162,"about_ca_system_score_codex":0.0037892375,"about_ca_system_score_gemma":0.0036691134,"threshold_uncertainty_score":0.11166775},"labels":[],"label_agreement":null},{"id":"W4408533889","doi":"10.5430/wjel.v15n4p341","title":"Perception Deception: Exploring the Gap between Self-Perception and Phonemic Perception among Arabic-speaking EFL Learners","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Arabic; Psychology; Linguistics; Deception; Cognitive psychology; Social psychology; Philosophy","score_opus":0.027718370694340442,"score_gpt":0.2590030570817903,"score_spread":0.23128468638744984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408533889","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983564,0.0000966242,0.00048689812,0.00008258678,0.0000045837264,0.000006550449,0.000016879585,0.000001957199,0.000947438],"genre_scores_gemma":[0.99955446,0.00004420588,0.00015160476,0.00003476503,0.0000026622945,0.000008318548,0.000015912525,0.0000014661617,0.00018657291],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979875,0.00075546687,0.00016619368,0.00023686029,0.00067435845,0.00017962401],"domain_scores_gemma":[0.9819447,0.008364719,0.0050541162,0.0011617527,0.0027099187,0.00076483685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050093927,0.0002991337,0.00039729185,0.0009780127,0.00066925,0.0024091948,0.0004685053,0.00059443124,0.0016850227],"category_scores_gemma":[0.02543128,0.00022178507,0.00028509225,0.00041419172,0.0012481307,0.0017886006,0.0020476377,0.001203701,0.0003231517],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000261039,0.00026739074,0.82763296,0.00015858265,0.00008077316,0.00025812924,0.13849962,0.00015198055,0.004309291,0.0006537035,0.00020812085,0.027518464],"study_design_scores_gemma":[0.000010628447,0.0003951967,0.86565685,0.00009212996,0.000043620497,0.0006719612,0.12696141,0.0017650716,0.0019570515,0.0011977771,0.0011933713,0.000054916072],"about_ca_topic_score_codex":0.0027722255,"about_ca_topic_score_gemma":0.0022056345,"teacher_disagreement_score":0.0050093927,"about_ca_system_score_codex":0.00051569607,"about_ca_system_score_gemma":0.00051583303,"threshold_uncertainty_score":0.026492536},"labels":[],"label_agreement":null},{"id":"W4408534171","doi":"10.5430/wjel.v15n4p276","title":"Perceptions of Technology Integration in EFL Context: Spotting Users’ Distraction Ratio","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spotting; Distraction; Perception; Computer science; Context (archaeology); Psychology; Artificial intelligence; Cognitive psychology; Geology","score_opus":0.01029931048182661,"score_gpt":0.2634191992664471,"score_spread":0.2531198887846205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408534171","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967211,0.000095852156,0.0015407681,0.00007139804,0.000005942762,0.000019306142,0.000020064952,0.000017460985,0.0015081236],"genre_scores_gemma":[0.99917334,0.000036141024,0.0005568087,0.00003084762,0.0000033934532,0.00001876331,0.00001048293,0.0000026528387,0.00016763012],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9955415,0.0024927813,0.00037609946,0.00030706092,0.0009814411,0.00030105666],"domain_scores_gemma":[0.97943604,0.012908546,0.0036408994,0.0007804511,0.0025093448,0.00072471],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004210133,0.0003240544,0.00033061384,0.0011061998,0.00065547356,0.0018837946,0.00032486857,0.0004041687,0.0014334372],"category_scores_gemma":[0.01965054,0.0001861892,0.00029218622,0.0004583651,0.00061012,0.0014275019,0.0012539505,0.0006476732,0.00022822754],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054659473,0.00057948526,0.6894378,0.0006191671,0.0001247739,0.00070054654,0.1658972,0.00030672533,0.023418793,0.0009369773,0.0004933487,0.11693843],"study_design_scores_gemma":[0.000027732287,0.0023393754,0.73208266,0.00023354989,0.0001443038,0.0015217984,0.23950201,0.0028402074,0.011868064,0.00086511223,0.008408081,0.00016719129],"about_ca_topic_score_codex":0.00059433095,"about_ca_topic_score_gemma":0.0007045681,"teacher_disagreement_score":0.004210133,"about_ca_system_score_codex":0.00044446957,"about_ca_system_score_gemma":0.00029448845,"threshold_uncertainty_score":0.022265553},"labels":[],"label_agreement":null},{"id":"W4408539582","doi":"10.37213/cjal.2024.33397","title":"Orthography Choice in Indigenous Language CALL Courses","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Winnipeg; Carleton University; University of Victoria","funders":"","keywords":"Orthography; Indigenous; Linguistics; Applied linguistics; Language assessment; Biology; Philosophy","score_opus":0.013913465139971944,"score_gpt":0.24489039534402637,"score_spread":0.23097693020405444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408539582","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9348316,0.000161619,0.0021550122,0.0025350563,0.000042283405,0.000050782975,0.000019612817,0.000037446265,0.060166612],"genre_scores_gemma":[0.9875639,0.00012428618,0.0011747439,0.00030848995,0.000008927065,0.000027453065,0.000011829237,0.000040985855,0.010739371],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9931712,0.0040355334,0.00021479905,0.00056905526,0.0011200593,0.0008894229],"domain_scores_gemma":[0.9940509,0.0037002037,0.0005998181,0.00036726447,0.000530192,0.0007515395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048852735,0.00021767057,0.00025044117,0.0009966433,0.009459293,0.0071969046,0.0012066311,0.0012876912,0.0057394854],"category_scores_gemma":[0.011763738,0.00027253813,0.00019405581,0.0010554548,0.009913642,0.0036580423,0.005616291,0.002917629,0.0005878076],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004078148,0.0001623425,0.00765807,0.00007346851,0.0000036616345,0.0007543517,0.93617934,0.00011752692,0.0025904458,0.015813354,0.0016849256,0.034921665],"study_design_scores_gemma":[0.000007811336,0.000057912148,0.010588385,0.000120527664,0.0000059442177,0.00031290684,0.91164595,0.00030817234,0.0016175543,0.0054726196,0.06981875,0.00004335063],"about_ca_topic_score_codex":0.018054705,"about_ca_topic_score_gemma":0.051700976,"teacher_disagreement_score":0.018054705,"about_ca_system_score_codex":0.006396162,"about_ca_system_score_gemma":0.0053932727,"threshold_uncertainty_score":0.04640758},"labels":[],"label_agreement":null},{"id":"W4408567211","doi":"10.61091/jcmcc124-23","title":"A virtual simulation-based perspective on intercultural communication in language learning","year":2025,"lang":"en","type":"article","venue":"Journal of Combinatorial Mathematics and Combinatorial Computing","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Intercultural communication; Psychology; Computer science; Human–computer interaction; Cognitive science; Communication; Artificial intelligence","score_opus":0.016068738352112418,"score_gpt":0.2919285613968415,"score_spread":0.27585982304472906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408567211","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18923454,0.016627735,0.34136438,0.020847255,0.0008320585,0.000068037654,0.0000897782,0.00023473472,0.43070143],"genre_scores_gemma":[0.9630801,0.0038250792,0.023711633,0.00044084707,0.00008952048,0.0000624614,0.000027118997,0.000023909184,0.008739355],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9988581,0.0009321943,0.000019107181,0.000056189027,0.00007924036,0.000055287623],"domain_scores_gemma":[0.99902666,0.0007091952,0.00006126737,0.000063905136,0.00006256519,0.00007646941],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079317903,0.00047288212,0.00025455534,0.00073369767,0.00064153806,0.003124244,0.0008871792,0.0010430253,0.0046716877],"category_scores_gemma":[0.0017449231,0.00015805342,0.00044705372,0.0004019904,0.0039128046,0.0022986138,0.0015316964,0.001181901,0.00037772325],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051850977,0.00012790745,0.0013355109,0.00018789436,0.000032275086,0.00046443893,0.007900545,0.033753023,0.0029178334,0.9186404,0.001129734,0.03345863],"study_design_scores_gemma":[0.00004848836,0.00052753417,0.004219157,0.00067571277,0.00007174608,0.001287269,0.015553598,0.10834154,0.0042217146,0.68783104,0.17711258,0.000109612745],"about_ca_topic_score_codex":0.0020995762,"about_ca_topic_score_gemma":0.0016817541,"teacher_disagreement_score":0.0046716877,"about_ca_system_score_codex":0.0010510784,"about_ca_system_score_gemma":0.00086980156,"threshold_uncertainty_score":0.015628397},"labels":[],"label_agreement":null},{"id":"W4408596725","doi":"10.5539/jel.v14n4p284","title":"Study on the Need for Supervision to Enhance the Management of English for Communication Teaching and Learning for Teachers in Schools, Expand Educational Opportunities Affiliated to the Office of the Basic Education Commission","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Medical education; Pedagogy; Sociology; Medicine","score_opus":0.05218061967132378,"score_gpt":0.34580186468160173,"score_spread":0.293621245010278,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408596725","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99476445,0.00028151044,0.00017602013,0.001443542,0.000022734133,0.00011626933,0.000023094697,0.0000035102496,0.0031688598],"genre_scores_gemma":[0.9984748,0.00027973444,0.0004876734,0.00015454003,0.000009422868,0.00007211509,0.000022118338,0.0000010115042,0.0004985857],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99622416,0.0021718214,0.00023743103,0.00019302822,0.00074487354,0.00042873053],"domain_scores_gemma":[0.9798163,0.008665983,0.0033349,0.00037152495,0.0036620211,0.0041493387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005999036,0.000090376525,0.00017853515,0.00050618534,0.0014558822,0.0012073634,0.00064947567,0.00055634096,0.0019395219],"category_scores_gemma":[0.016425503,0.0002211124,0.00017994767,0.00063652085,0.0008833324,0.001260212,0.00067170756,0.00094124116,0.00010900735],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030527514,0.0025271117,0.677573,0.0017439474,0.000048343427,0.0009984998,0.22076572,0.00017505232,0.002738444,0.0028881077,0.0046320157,0.08560449],"study_design_scores_gemma":[0.0000446172,0.0010094148,0.6843057,0.0005766703,0.000043069223,0.00049163925,0.3014259,0.00040055427,0.0004824488,0.0002543743,0.010942386,0.000023186998],"about_ca_topic_score_codex":0.007784159,"about_ca_topic_score_gemma":0.027212719,"teacher_disagreement_score":0.007784159,"about_ca_system_score_codex":0.0025659306,"about_ca_system_score_gemma":0.011418759,"threshold_uncertainty_score":0.03172636},"labels":[],"label_agreement":null},{"id":"W4408669054","doi":"10.1080/01434632.2025.2480731","title":"The role of L2 WTC and accommodative encounters with locals in Mainland Chinese students’ sociocultural adaptation to Hong Kong","year":2025,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Sociocultural evolution; Mainland; Adaptation (eye); Psychology; Mainland China; Sociology; Geography; Anthropology; China","score_opus":0.01087061629442134,"score_gpt":0.2765629664730371,"score_spread":0.26569235017861575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408669054","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996271,0.000012376425,0.000011838298,0.000015761616,6.3515614e-7,0.0000015983607,0.0000024915578,2.9586442e-7,0.00032797235],"genre_scores_gemma":[0.99983895,0.00001603845,0.000013012745,0.00000552181,4.6365523e-7,0.0000020722039,0.000004462734,3.262639e-7,0.000119081815],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992188,0.00031375926,0.000062853665,0.000086760236,0.00010495416,0.00021284608],"domain_scores_gemma":[0.9972777,0.00078496203,0.0007772033,0.00013922968,0.00021019285,0.00081080326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015930398,0.00027555824,0.00019507839,0.00062566623,0.0016504931,0.0019654704,0.00030845066,0.00025045787,0.002074693],"category_scores_gemma":[0.0027640855,0.00019022859,0.00022647432,0.00054510805,0.0017971247,0.0006872421,0.0018029227,0.0004871963,0.00012538055],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007384383,0.000118403084,0.8382277,0.000046827965,0.00003311151,0.0007656001,0.149832,0.00010249141,0.0016740011,0.00040396824,0.00007863425,0.008643444],"study_design_scores_gemma":[0.0000032401201,0.00010296822,0.80992985,0.000031616884,0.0000140495495,0.00013057629,0.18869624,0.00022294307,0.0002512686,0.00012552214,0.0004754305,0.000016309237],"about_ca_topic_score_codex":0.047892187,"about_ca_topic_score_gemma":0.06921787,"teacher_disagreement_score":0.047892187,"about_ca_system_score_codex":0.0012702886,"about_ca_system_score_gemma":0.0017996329,"threshold_uncertainty_score":0.095226824},"labels":[],"label_agreement":null},{"id":"W4408695417","doi":"10.5744/shl.2024.4102","title":"Feelings Towards Beginning, Intermediate, and Advanced Mixed Spanish Classes Containing Different Types of Learners","year":2024,"lang":"en","type":"article","venue":"Spanish as a Heritage Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Feeling; Psychology; Mathematics education; Social psychology","score_opus":0.01314658392833317,"score_gpt":0.25950931844046926,"score_spread":0.24636273451213608,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408695417","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99794334,0.00003741684,0.00006786507,0.000042283427,0.000005513675,0.00000711801,0.00001679173,0.0000018326122,0.0018778113],"genre_scores_gemma":[0.99814045,0.00008428928,0.0001265986,0.00006829541,0.000005184126,0.000014298892,0.000034973986,0.0000024339884,0.0015234002],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9996182,0.00012899184,0.000022570164,0.000039735216,0.00011323742,0.00007732269],"domain_scores_gemma":[0.99862885,0.00036436395,0.00030078655,0.00003917917,0.000285986,0.00038087185],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010464281,0.00025313755,0.0002833955,0.0004163891,0.0009624225,0.0018476511,0.00018538848,0.000435799,0.0019767222],"category_scores_gemma":[0.0020573393,0.000089666595,0.00026343568,0.0001994471,0.00073191687,0.0005181,0.00084133254,0.00060019706,0.00031391619],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005611907,0.00033508742,0.7156602,0.0002121535,0.000080555496,0.00061012025,0.22538806,0.0001426524,0.01813778,0.00056255335,0.0012200631,0.03708965],"study_design_scores_gemma":[0.000019167477,0.00038773374,0.58785826,0.00006912447,0.00003981237,0.00036699043,0.40196538,0.00036192188,0.0021681995,0.00026132673,0.006452776,0.000049304734],"about_ca_topic_score_codex":0.005054933,"about_ca_topic_score_gemma":0.0090097785,"teacher_disagreement_score":0.005054933,"about_ca_system_score_codex":0.0007219655,"about_ca_system_score_gemma":0.0004530747,"threshold_uncertainty_score":0.010051012},"labels":[],"label_agreement":null},{"id":"W4408903602","doi":"10.5539/elt.v18n4p49","title":"Teaching English Paragraph Writing in EFL High School Contexts: Teachers’ Perceptions, their Classroom Practices and Students’ Voices","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Paragraph; Psychology; Perception; Mathematics education; Pedagogy","score_opus":0.012212460279342445,"score_gpt":0.2934573722098157,"score_spread":0.2812449119304733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408903602","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99649894,0.00031748466,0.0003728297,0.00037842762,0.000015085886,0.000020103073,0.00001266587,0.000007540321,0.0023769096],"genre_scores_gemma":[0.9964928,0.00034869552,0.00042228127,0.00013823377,0.000005483433,0.000019991108,0.00001446534,0.000008279176,0.0025497235],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974279,0.0012947402,0.00016923653,0.00025222902,0.000441403,0.00041459533],"domain_scores_gemma":[0.9950448,0.0018551901,0.000980836,0.00017378281,0.0008269433,0.0011184519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031348534,0.00022407448,0.00038944808,0.00069576205,0.0032091832,0.0034372641,0.0006868489,0.00065269705,0.0023151515],"category_scores_gemma":[0.0058955997,0.00034955403,0.0001644838,0.0006321992,0.00234654,0.0016649059,0.0022471223,0.0013155293,0.00045303692],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022661045,0.00014799647,0.037601035,0.00016787271,0.000004113068,0.0016273662,0.93828243,0.00003027026,0.0039133686,0.00052642677,0.000419914,0.017256608],"study_design_scores_gemma":[0.0000043732416,0.00010170919,0.017561847,0.00012715542,0.000004445399,0.00064833154,0.9693756,0.00008456623,0.0010804444,0.00015632123,0.010838465,0.000016732374],"about_ca_topic_score_codex":0.0038157245,"about_ca_topic_score_gemma":0.008093056,"teacher_disagreement_score":0.0038157245,"about_ca_system_score_codex":0.0014894975,"about_ca_system_score_gemma":0.0022138772,"threshold_uncertainty_score":0.016578853},"labels":[],"label_agreement":null},{"id":"W4408927747","doi":"10.3390/languages10040062","title":"Second Language (L2) Learners’ Perceptions of Online-Based Pronunciation Instruction","year":2025,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Computer science; Perception; Linguistics; Mathematics education; Psychology; Natural language processing","score_opus":0.011935363283156277,"score_gpt":0.27242687015038286,"score_spread":0.2604915068672266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408927747","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978179,0.000052195795,0.00010407235,0.00007329118,0.0000056801828,0.000013823019,0.000014468892,0.000004001175,0.0019145204],"genre_scores_gemma":[0.9978198,0.00013759172,0.00016836706,0.00012952939,0.0000061463884,0.00002689506,0.000023054728,0.0000050093745,0.0016835637],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990138,0.00038410808,0.00007160275,0.00008468821,0.00023393134,0.00021198003],"domain_scores_gemma":[0.9961274,0.0017402408,0.0005976222,0.00008290332,0.00049782667,0.00095405994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021921364,0.0003702844,0.000417939,0.00045396184,0.0012829663,0.0033203238,0.00029581634,0.0007270638,0.005663068],"category_scores_gemma":[0.0057578464,0.00017088435,0.00029097474,0.0002930036,0.00076516357,0.001695725,0.0017454454,0.0009058862,0.00071038736],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056406285,0.0024343997,0.4131444,0.0005456194,0.000053842326,0.0027984292,0.50687104,0.000457384,0.012422806,0.0011578196,0.0019381777,0.05761205],"study_design_scores_gemma":[0.00005108523,0.002456441,0.21219502,0.0002309917,0.000042178588,0.0013031685,0.76789314,0.0009426397,0.0023778144,0.00053870305,0.011874014,0.00009481525],"about_ca_topic_score_codex":0.0034403868,"about_ca_topic_score_gemma":0.005018849,"teacher_disagreement_score":0.005663068,"about_ca_system_score_codex":0.00052950875,"about_ca_system_score_gemma":0.0007397379,"threshold_uncertainty_score":0.01894486},"labels":[],"label_agreement":null},{"id":"W4408974980","doi":"10.63506/jilc.0703.52","title":"ANALYZING CHILDREN’S ORAL LANGUAGE IN AN ENGLISH LANGUAGE ARTS CLASSROOM","year":2023,"lang":"en","type":"article","venue":"TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"The arts; Language arts; English language; Linguistics; Language assessment; Psychology; Sociology; Mathematics education; Art; Visual arts; Philosophy","score_opus":0.026970115535131192,"score_gpt":0.28012078518906897,"score_spread":0.2531506696539378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408974980","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99826163,0.0000653495,0.00010499242,0.000024417857,0.0000013708277,0.000014584433,0.00004953232,0.0000033003962,0.0014746435],"genre_scores_gemma":[0.9944291,0.00027773326,0.0010866452,0.000036224126,0.0000022033835,0.00004538937,0.00016175043,0.000009488341,0.003951435],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99928254,0.00012574719,0.00004448147,0.00012172003,0.00022236134,0.00020321421],"domain_scores_gemma":[0.99878234,0.0003098874,0.00018321932,0.000056453206,0.00044031072,0.00022776585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000991701,0.00043272777,0.00040314283,0.0021961168,0.0024746752,0.0023155182,0.00062804675,0.00041887155,0.0013256043],"category_scores_gemma":[0.0016550369,0.00035670956,0.00027442092,0.0015704309,0.001929044,0.0007289706,0.0015022835,0.0008116215,0.00030567398],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008680505,0.0002537447,0.2556527,0.00018080413,0.00002078368,0.002642888,0.6911312,0.00010225804,0.01735756,0.0005267034,0.00042975185,0.03161483],"study_design_scores_gemma":[0.0000060076954,0.00012094037,0.38297623,0.000056279627,0.000020068266,0.00048573362,0.6094979,0.000084401814,0.0027773462,0.0001077026,0.0038397256,0.000027637772],"about_ca_topic_score_codex":0.21665935,"about_ca_topic_score_gemma":0.5573869,"teacher_disagreement_score":0.21665935,"about_ca_system_score_codex":0.0042806836,"about_ca_system_score_gemma":0.003980901,"threshold_uncertainty_score":0.43079656},"labels":[],"label_agreement":null},{"id":"W4409163188","doi":"10.1016/j.lindif.2025.102688","title":"Beyond aptitudes and experiences: The unique role of mindsets in emotions in language classrooms","year":2025,"lang":"en","type":"article","venue":"Learning and Individual Differences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; University of Alberta; University of Victoria","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Developmental psychology; Cognitive psychology","score_opus":0.017801175092787443,"score_gpt":0.2571050584195342,"score_spread":0.23930388332674674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409163188","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985701,0.00019852628,0.00017801432,0.00010033256,0.000007070545,0.0000037551742,0.000010417549,0.0000032793405,0.00092844496],"genre_scores_gemma":[0.99950063,0.00011557127,0.00013730174,0.00003159808,0.000004463271,0.000004178712,0.000010208903,0.0000016491599,0.0001944177],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99962914,0.00012613136,0.000023565892,0.000062619576,0.000093846735,0.0000645529],"domain_scores_gemma":[0.99776745,0.00088780286,0.0005965591,0.00012587113,0.00017156977,0.00045088006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000826625,0.00025107234,0.00026380765,0.00049625966,0.00039784162,0.0015851635,0.00023208195,0.00029075428,0.0011057684],"category_scores_gemma":[0.003469688,0.00014241773,0.0002972273,0.0002598659,0.0009687791,0.00089583034,0.0014526892,0.0009854974,0.000111287656],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022486331,0.00041308912,0.87645394,0.00020481793,0.00012507844,0.0003903637,0.038560916,0.0002298319,0.010904466,0.00073156954,0.00024390534,0.07151716],"study_design_scores_gemma":[0.0000022729703,0.00011097093,0.9891804,0.00005602695,0.000021254606,0.00013953842,0.008840387,0.00019985896,0.0005589615,0.00046387262,0.00041378816,0.000012607741],"about_ca_topic_score_codex":0.0010985589,"about_ca_topic_score_gemma":0.002107259,"teacher_disagreement_score":0.0015851635,"about_ca_system_score_codex":0.0002766536,"about_ca_system_score_gemma":0.0003604428,"threshold_uncertainty_score":0.0043717027},"labels":[],"label_agreement":null},{"id":"W4409277197","doi":"10.1515/iral-2024-0194","title":"Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship","year":2025,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Fluency; Psychology; Anxiety; Foreign language anxiety; Cognitive psychology; Foreign language; Linguistics","score_opus":0.029630297273274705,"score_gpt":0.3264002384906615,"score_spread":0.2967699412173868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409277197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989975,0.00030428392,0.00006938652,0.000020668193,0.000001998205,0.000005990206,0.00003372563,0.0000017763676,0.00056458754],"genre_scores_gemma":[0.9995772,0.00009129235,0.000048431528,0.000008530105,0.000003932845,0.0000065283566,0.000035946803,5.691432e-7,0.00022758414],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997402,0.00007399879,0.000029038374,0.000046157442,0.00006187809,0.000048667243],"domain_scores_gemma":[0.99771523,0.0010728627,0.0006432613,0.00006834266,0.00021393338,0.00028642223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007018567,0.00022934724,0.00025641976,0.00079340657,0.00022011576,0.0008794445,0.00018280497,0.00035267658,0.0029109006],"category_scores_gemma":[0.0029581897,0.00010517371,0.00024772604,0.00038243624,0.00032002112,0.00029804822,0.00041006418,0.00031186893,0.00022980648],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012863037,0.00014214871,0.98857415,0.000042680622,0.000068465284,0.000102283986,0.0015893853,0.000035227884,0.001027768,0.000045915076,0.00006119964,0.00818217],"study_design_scores_gemma":[0.0000017188861,0.00007234721,0.9986784,0.000006010911,0.000012313832,0.000052883428,0.0009792466,0.000056267658,0.000060967446,0.000019867974,0.0000576491,0.0000023990262],"about_ca_topic_score_codex":0.0029443395,"about_ca_topic_score_gemma":0.0038167108,"teacher_disagreement_score":0.0029443395,"about_ca_system_score_codex":0.00016931482,"about_ca_system_score_gemma":0.0001891921,"threshold_uncertainty_score":0.009737968},"labels":[],"label_agreement":null},{"id":"W4409327535","doi":"10.1080/01434632.2025.2487606","title":"Endorsing a Standard Language Ideology Complex moderates associations between LX use and proficiency among French learners in Canada","year":2025,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Language proficiency; Ideology; Psychology; Linguistics; Sociology; Developmental psychology; Pedagogy; Political science; Politics","score_opus":0.04330345645662545,"score_gpt":0.2821167647537639,"score_spread":0.23881330829713845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409327535","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983529,0.000053122832,0.000028913799,0.00010877459,0.000002671246,0.000003862603,0.000070853646,0.0000015386545,0.001377504],"genre_scores_gemma":[0.9990748,0.00006299319,0.000050341132,0.00002249641,0.0000011358187,0.0000039126394,0.000056848952,0.0000021748808,0.0007252317],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989735,0.00017798267,0.000046346915,0.00014070864,0.0002897528,0.00037182152],"domain_scores_gemma":[0.99624264,0.0007098904,0.0007757224,0.00013436216,0.0011274988,0.0010098106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016251776,0.00025529665,0.0002937039,0.0009932994,0.0029863578,0.0024494717,0.0006174422,0.00040294416,0.0034594298],"category_scores_gemma":[0.003717275,0.00020527958,0.00032828868,0.0009145622,0.0020584164,0.00047842105,0.0013181777,0.00074123987,0.00022540904],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006170744,0.000064097025,0.9734804,0.000020041001,0.000021329692,0.0000949476,0.017836198,0.00007994078,0.00047153237,0.00034795134,0.0003343324,0.0071874876],"study_design_scores_gemma":[0.0000042408233,0.00004117517,0.9707607,0.00005782017,0.000013574542,0.00004476138,0.027156288,0.00022657793,0.00019085362,0.00007646936,0.0014120388,0.00001548187],"about_ca_topic_score_codex":0.94877905,"about_ca_topic_score_gemma":0.97825855,"teacher_disagreement_score":0.051220953,"about_ca_system_score_codex":0.010691509,"about_ca_system_score_gemma":0.017901067,"threshold_uncertainty_score":0.103045166},"labels":[],"label_agreement":null},{"id":"W4409362029","doi":"10.1609/aaai.v39i27.35119","title":"Learning Language Structures Through Grounding","year":2025,"lang":"en","type":"article","venue":"Proceedings of the AAAI Conference on Artificial Intelligence","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Vector Institute","funders":"","keywords":"Ground; Computer science; Linguistics; Cognitive science; Psychology; Engineering; Philosophy; Electrical engineering","score_opus":0.08005444771141898,"score_gpt":0.3196862597847269,"score_spread":0.23963181207330794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409362029","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.037275296,0.000094430776,0.95792997,0.000694355,0.000020188323,0.000059412938,0.00015111078,0.00096017745,0.0028150866],"genre_scores_gemma":[0.5925004,0.00017845829,0.40364325,0.00023321186,0.00004656992,0.000118536045,0.000964523,0.00017965378,0.0021354586],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99811745,0.0006989605,0.00010105841,0.0006198426,0.00029076732,0.00017198404],"domain_scores_gemma":[0.99447614,0.0032759795,0.00048051734,0.0012419616,0.00035033203,0.00017511332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028330968,0.0007446862,0.00070307904,0.0010726511,0.0009413205,0.0025209615,0.0015246193,0.0012809151,0.0024323473],"category_scores_gemma":[0.0128928805,0.0006008401,0.0011207733,0.0008909536,0.0034311381,0.008158683,0.0048057074,0.0025390212,0.0005436212],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017262387,0.00020267238,0.005609009,0.00019938414,0.000081400256,0.00022731502,0.0020381624,0.14551714,0.014229256,0.38046622,0.0037822048,0.44747463],"study_design_scores_gemma":[0.000016328433,0.00007388308,0.00059782347,0.00004627861,0.000019074349,0.000047062204,0.00023773267,0.4485458,0.006507847,0.5397068,0.0041816956,0.000019707668],"about_ca_topic_score_codex":0.001990688,"about_ca_topic_score_gemma":0.002721428,"teacher_disagreement_score":0.0028330968,"about_ca_system_score_codex":0.0011772134,"about_ca_system_score_gemma":0.0011901135,"threshold_uncertainty_score":0.014983058},"labels":[],"label_agreement":null},{"id":"W4409408723","doi":"10.21153/tesol2025vol33no2art2096","title":"Initial Teacher Education and the Emotional Geography of Languages: A conceptual intervention","year":2025,"lang":"en","type":"article","venue":"TESOL in Context","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Project commissioning; Publishing; Intervention (counseling); Social science; Sociology; Mathematics education; Pedagogy; Psychology; Political science; Law","score_opus":0.0203558709382404,"score_gpt":0.30424919908397635,"score_spread":0.283893328145736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409408723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5768136,0.003392309,0.028326493,0.047854178,0.0005943944,0.0009147488,0.0000868436,0.00012890894,0.34188852],"genre_scores_gemma":[0.99165255,0.00056680344,0.002253491,0.00072600704,0.00002261105,0.00038911868,0.000010175837,0.000012587141,0.0043666693],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9963799,0.0027622185,0.000057336132,0.00021695792,0.00013422556,0.00044932394],"domain_scores_gemma":[0.9963032,0.0024106211,0.00026815553,0.00017952362,0.00020966592,0.0006288667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003393028,0.0005334317,0.00046165532,0.001282124,0.0075743874,0.007794718,0.0016070021,0.0019526993,0.0070216996],"category_scores_gemma":[0.0048955423,0.00027206642,0.0004241756,0.0008423063,0.028403156,0.004943567,0.011577358,0.003975563,0.00034604355],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006766389,0.000684947,0.003688736,0.00044050085,0.000007799389,0.00064910675,0.30219954,0.00029272324,0.00045638467,0.66968775,0.0021497286,0.019675052],"study_design_scores_gemma":[0.00014775213,0.00022806584,0.0038305665,0.0009799047,0.00003436164,0.00045005014,0.8090655,0.00088577083,0.0006583077,0.09261049,0.09107976,0.000029395778],"about_ca_topic_score_codex":0.005090355,"about_ca_topic_score_gemma":0.0058990438,"teacher_disagreement_score":0.010340892,"about_ca_system_score_codex":0.010340892,"about_ca_system_score_gemma":0.0067351703,"threshold_uncertainty_score":0.07502872},"labels":[],"label_agreement":null},{"id":"W4409509553","doi":"10.23977/aetp.2025.090209","title":"A Study on the Dynamic Interaction between Learners' Motivation and Emotional Factors in Second Language Acquisition","year":2025,"lang":"en","type":"article","venue":"Advances in Educational Technology and Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Second-language acquisition; Language acquisition; Linguistics; Mathematics education","score_opus":0.022576629470468915,"score_gpt":0.3662121308386595,"score_spread":0.3436355013681906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409509553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99543506,0.0007337787,0.00039552184,0.00023901704,0.0000173011,0.000028105364,0.000026244667,0.0000029116306,0.0031220291],"genre_scores_gemma":[0.99746895,0.0005730568,0.00031759223,0.00008294866,0.000012625774,0.00006063863,0.000033998713,0.0000037846448,0.0014463937],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99913776,0.00036179376,0.00004791382,0.000118443626,0.0001928439,0.00014122951],"domain_scores_gemma":[0.9971444,0.0015524604,0.00039906544,0.000059269696,0.000394791,0.00045003422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001766147,0.00020344404,0.00032521563,0.0007556281,0.0009166682,0.0017777008,0.0002061709,0.0003891341,0.0024028772],"category_scores_gemma":[0.0046292148,0.000119242155,0.0004472374,0.0005603467,0.0005850448,0.0009558111,0.001117005,0.00084176037,0.0002293164],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027797453,0.0020340842,0.6707389,0.0010581946,0.00013739795,0.0010332844,0.117226414,0.00024271903,0.005303618,0.0051049967,0.0015312925,0.19531116],"study_design_scores_gemma":[0.000021319407,0.000810229,0.8978547,0.00050724664,0.00014234091,0.00059850886,0.08133897,0.000565515,0.0016449282,0.0014431103,0.015025778,0.000047250658],"about_ca_topic_score_codex":0.0019570505,"about_ca_topic_score_gemma":0.0032371338,"teacher_disagreement_score":0.0024028772,"about_ca_system_score_codex":0.0010182094,"about_ca_system_score_gemma":0.0022536414,"threshold_uncertainty_score":0.009340405},"labels":[],"label_agreement":null},{"id":"W4409526807","doi":"10.5430/wjel.v15n5p208","title":"Top-Notch Learning Strategies among Kuwaiti EFL Learners","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Mathematics education; Psychology","score_opus":0.010378896540364545,"score_gpt":0.25100976531436553,"score_spread":0.24063086877400097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409526807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996493,0.00001645119,0.000021405689,0.000005670623,2.3553692e-7,0.0000025758786,0.0000060310126,8.97947e-7,0.000297434],"genre_scores_gemma":[0.99917066,0.00005198891,0.000130617,0.0000087475555,4.4117112e-7,0.0000058726746,0.000016768043,0.0000011440031,0.000613813],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998099,0.000026884092,0.000024843765,0.000023676239,0.000053599466,0.00006115399],"domain_scores_gemma":[0.9992913,0.00014097452,0.0002220346,0.000032045315,0.00020878363,0.000104813334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004904617,0.0003154733,0.00023960872,0.0011102722,0.0007238166,0.0014273986,0.00030270315,0.0003195358,0.001284808],"category_scores_gemma":[0.0016594138,0.00015812548,0.0001071766,0.0005490721,0.00064652454,0.0008048402,0.00062763476,0.00029867946,0.00038710563],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009330844,0.00033784087,0.87988096,0.000091551075,0.000017621345,0.0004576238,0.06490076,0.00012730298,0.009748565,0.00025743266,0.00011315123,0.04397393],"study_design_scores_gemma":[0.000006707915,0.00042016237,0.8758962,0.00007335246,0.000035942347,0.00082650373,0.114760116,0.000892873,0.004333133,0.00035151406,0.0023705023,0.00003289014],"about_ca_topic_score_codex":0.012921767,"about_ca_topic_score_gemma":0.021775253,"teacher_disagreement_score":0.012921767,"about_ca_system_score_codex":0.00045986866,"about_ca_system_score_gemma":0.000521557,"threshold_uncertainty_score":0.025693119},"labels":[],"label_agreement":null},{"id":"W4409526895","doi":"10.5430/wjel.v15n5p350","title":"The Emotional Experiences of Chinese High School Students Learning English as a Second Language","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Computer science; Psychology; Linguistics; Philosophy","score_opus":0.0058519604846189064,"score_gpt":0.2656512167601545,"score_spread":0.25979925627553563,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409526895","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997321,0.000017859775,0.000009764227,0.000010032719,0.0000017896457,0.000002281107,0.000004538739,2.9400528e-7,0.00022125556],"genre_scores_gemma":[0.9996,0.000037334932,0.000018634057,0.000018191638,0.0000025686868,0.000005195347,0.000018492146,3.589743e-7,0.00029907125],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99974984,0.000044047603,0.000016885293,0.000025638255,0.00007923127,0.000084248],"domain_scores_gemma":[0.99920255,0.00011460216,0.00023442962,0.000023289194,0.000109060034,0.0003159973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004055102,0.00034214318,0.00042091854,0.00046668656,0.0009621685,0.0011314572,0.00017982625,0.0003734802,0.0010856682],"category_scores_gemma":[0.0010109778,0.00014223032,0.00029576474,0.00027010628,0.00061500276,0.0002972412,0.00079711305,0.0005673076,0.00014148405],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024703346,0.0005188803,0.9122103,0.000107509215,0.00006251312,0.0005442338,0.059702087,0.00008111182,0.011920313,0.00017543879,0.0003412214,0.0140893515],"study_design_scores_gemma":[0.0000054600355,0.00018680375,0.96723896,0.000011360803,0.000017393577,0.00013894885,0.03128461,0.00012671397,0.0004919535,0.000042680054,0.00043939473,0.000015715017],"about_ca_topic_score_codex":0.0035086998,"about_ca_topic_score_gemma":0.005619506,"teacher_disagreement_score":0.0035086998,"about_ca_system_score_codex":0.0003841073,"about_ca_system_score_gemma":0.00036512347,"threshold_uncertainty_score":0.006976545},"labels":[],"label_agreement":null},{"id":"W4409824793","doi":"10.5430/wjel.v15n6p3","title":"The Role of Grammatical Competence in Shaping Pragmatic Performance: A Study of L2 Learners’ Requests in English","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Computer science; Linguistics; Mathematics education; Psychology; Philosophy; Social psychology","score_opus":0.012443142339299999,"score_gpt":0.2574165300794439,"score_spread":0.24497338774014388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409824793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990625,0.000024499705,0.00018196141,0.000019388497,0.0000011308525,0.000012034952,0.000008417325,0.0000014233336,0.0006886242],"genre_scores_gemma":[0.9990994,0.000037355978,0.00025423968,0.000033879587,0.00000287082,0.00003438359,0.000016094607,0.000006289355,0.00051544094],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9978138,0.0013301125,0.00012907127,0.0002073485,0.00033703298,0.00018269478],"domain_scores_gemma":[0.99166054,0.0056703757,0.0008996452,0.00027342446,0.0010431609,0.0004529213],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003506423,0.00043642963,0.0005703676,0.00093765854,0.001568377,0.0021469747,0.00041232814,0.00063334,0.0017288489],"category_scores_gemma":[0.0115344105,0.00036551806,0.00029434892,0.00040890212,0.001700244,0.0016314898,0.0017756037,0.0007898942,0.0003271667],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023185833,0.00041216778,0.15035604,0.00021161513,0.000031659296,0.0018504115,0.8089839,0.00010865923,0.024229512,0.0006590685,0.00015150635,0.0127736],"study_design_scores_gemma":[0.000030999025,0.0010642551,0.34030464,0.00009740116,0.00003758194,0.0024309151,0.6420767,0.00070004346,0.0070072976,0.0006790721,0.0054687085,0.00010240216],"about_ca_topic_score_codex":0.004010598,"about_ca_topic_score_gemma":0.005993315,"teacher_disagreement_score":0.004010598,"about_ca_system_score_codex":0.000610801,"about_ca_system_score_gemma":0.00096329453,"threshold_uncertainty_score":0.018543959},"labels":[],"label_agreement":null},{"id":"W4409832994","doi":"10.37547/ajps/volume05issue04-62","title":"Theoretical Issues of Mastering Language Levels","year":2025,"lang":"en","type":"article","venue":"American Journal Of Philological Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Government of Canada","funders":"","keywords":"Linguistics; Computer science; Philosophy","score_opus":0.04665947519292454,"score_gpt":0.3404554204869574,"score_spread":0.29379594529403286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409832994","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.056847055,0.015062881,0.1597967,0.081759155,0.00084363983,0.00022411767,0.00017088586,0.00022722645,0.68506837],"genre_scores_gemma":[0.9139561,0.006823884,0.0512206,0.0038017128,0.00096091226,0.0006234903,0.00009024039,0.00010394919,0.022419065],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99568707,0.0019190875,0.00027293753,0.00084823754,0.00088012597,0.0003925932],"domain_scores_gemma":[0.9893734,0.0074722804,0.00085611356,0.0007449881,0.00093870994,0.0006144801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00592566,0.0007964149,0.00052063685,0.003503825,0.0029954084,0.007494823,0.0023379317,0.0034575036,0.008018401],"category_scores_gemma":[0.013444816,0.00048503996,0.0007564656,0.0013436953,0.03776947,0.014282162,0.0050926013,0.005637945,0.0012593672],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000002942626,0.0000118083835,0.0001874624,0.00004314218,0.000001231193,0.000019667214,0.002793388,0.00020544077,0.00004153349,0.992409,0.00021133582,0.0040730843],"study_design_scores_gemma":[0.000008408608,0.000026026068,0.000487816,0.00018494563,0.0000032595021,0.00008023592,0.0023323034,0.0011511084,0.0001753995,0.9752312,0.020307101,0.000012161386],"about_ca_topic_score_codex":0.0019162438,"about_ca_topic_score_gemma":0.0009327128,"teacher_disagreement_score":0.008018401,"about_ca_system_score_codex":0.0047282637,"about_ca_system_score_gemma":0.0027904317,"threshold_uncertainty_score":0.03430605},"labels":[],"label_agreement":null},{"id":"W4409846925","doi":"10.5539/elt.v18n5p24","title":"Short- and Medium-Term Effects of Mouth Movement-Focused Instruction on English Linking Pronunciation","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Pronunciation; Psychology; Term (time); Linguistics; Movement (music); Cognitive psychology; Philosophy","score_opus":0.0073164257432263196,"score_gpt":0.23009638417723433,"score_spread":0.222779958434008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409846925","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926883,0.00015597738,0.00011691026,0.00000968497,0.000008059903,0.000030669507,0.000030393772,0.000014378734,0.00036501043],"genre_scores_gemma":[0.99664104,0.000290425,0.0013410341,0.000031957647,0.000018400626,0.00014577022,0.000091977075,0.000011592695,0.0014278318],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99975425,0.000050120856,0.000024086052,0.000054251745,0.00006589614,0.000051344785],"domain_scores_gemma":[0.9989807,0.0005553254,0.00012609597,0.000055883862,0.000062074265,0.00021989972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036583058,0.00034174926,0.0004597573,0.00024693535,0.00015355785,0.00023613671,0.00032698677,0.00029740162,0.0020458633],"category_scores_gemma":[0.0016008446,0.00015106455,0.00026656655,0.0000908937,0.00024692967,0.00027089028,0.00055668445,0.0006070996,0.00027343814],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.028567445,0.043191794,0.009089617,0.0012019557,0.00021365697,0.00030516053,0.0019122713,0.00079919246,0.62929386,0.00011581859,0.00046378362,0.2848454],"study_design_scores_gemma":[0.002265536,0.28889173,0.41324776,0.0002554914,0.00074211165,0.0002889736,0.0012550065,0.0021700186,0.28685632,0.0003322189,0.0035985117,0.00009623987],"about_ca_topic_score_codex":0.0006834649,"about_ca_topic_score_gemma":0.0013944097,"teacher_disagreement_score":0.0020458633,"about_ca_system_score_codex":0.00016763435,"about_ca_system_score_gemma":0.00026753815,"threshold_uncertainty_score":0.0068441033},"labels":[],"label_agreement":null},{"id":"W4409852522","doi":"10.1080/09588221.2025.2497494","title":"Immersive virtual reality and language learning: activity theory perspectives","year":2025,"lang":"en","type":"article","venue":"Computer Assisted Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; Université TÉLUQ","funders":"","keywords":"Computer science; Language acquisition; Teaching method; Virtual reality; Linguistics; Human–computer interaction; Multimedia; Cognitive science; Mathematics education; Psychology","score_opus":0.014874253717013201,"score_gpt":0.27161593979418713,"score_spread":0.25674168607717396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409852522","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28519112,0.052035317,0.4044123,0.010047214,0.0004158608,0.00026650334,0.00018214664,0.00018707287,0.24726251],"genre_scores_gemma":[0.96821064,0.006370827,0.022052798,0.00023143445,0.000106455016,0.00017391643,0.00004070291,0.000015685504,0.0027975717],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99753845,0.0018343575,0.000067711444,0.0001783464,0.000238614,0.0001425524],"domain_scores_gemma":[0.99618274,0.0031154554,0.00025291,0.000119054275,0.0001802691,0.00014953586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001624213,0.0004905545,0.0004462707,0.0019293021,0.00059643906,0.004694483,0.0011409253,0.0011650521,0.001740591],"category_scores_gemma":[0.002578205,0.0002421534,0.0004063619,0.0010748826,0.0065340134,0.0031217278,0.0016613741,0.0010369058,0.00020344558],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053217427,0.00019399446,0.0068229805,0.0008357236,0.000053449814,0.00048138638,0.03269257,0.0063080927,0.0018390688,0.8865112,0.0005630777,0.06364526],"study_design_scores_gemma":[0.000089583016,0.0009216144,0.01885063,0.002592166,0.00011261761,0.0025604896,0.09621485,0.05403215,0.0029173074,0.70603067,0.1155253,0.00015270038],"about_ca_topic_score_codex":0.00165238,"about_ca_topic_score_gemma":0.00092973607,"teacher_disagreement_score":0.004694483,"about_ca_system_score_codex":0.001339359,"about_ca_system_score_gemma":0.0007467834,"threshold_uncertainty_score":0.0097177625},"labels":[],"label_agreement":null},{"id":"W4409858570","doi":"10.5430/wjel.v15n6p77","title":"Students’ Preferences of Oral Corrective Feedback: Traditional vs. Online Learning","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Computer science; Online learning; Human–computer interaction; Mathematics education; Multimedia; Psychology","score_opus":0.027085843684945245,"score_gpt":0.2799174014809388,"score_spread":0.25283155779599353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409858570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99817157,0.00013119164,0.00021151107,0.00009108463,0.00000941056,0.000012380168,0.000029355337,0.0000047729163,0.0013387392],"genre_scores_gemma":[0.99823797,0.00019098463,0.00033594368,0.00009751108,0.000008205327,0.00002222578,0.00003399651,0.000005552203,0.0010675597],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982786,0.0005304335,0.00021340825,0.00016257647,0.0005954592,0.00021956231],"domain_scores_gemma":[0.99221003,0.004027508,0.0015818457,0.00015478017,0.0010405919,0.0009851294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020309098,0.00024408895,0.00044407588,0.00053634617,0.0003581337,0.0023006366,0.00029037587,0.000697126,0.0044174073],"category_scores_gemma":[0.012545352,0.00013470654,0.0004149828,0.0004044601,0.0004933181,0.0010899117,0.0006365475,0.0008505665,0.00079959125],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027796156,0.0034325488,0.6605874,0.001037817,0.00018958487,0.0013708698,0.08981738,0.00058696215,0.024399608,0.000680467,0.0017046179,0.21341318],"study_design_scores_gemma":[0.0002268983,0.006426731,0.6931818,0.0005771473,0.0002949913,0.0021891538,0.26006418,0.0019446927,0.017003555,0.0012288163,0.016591009,0.00027108402],"about_ca_topic_score_codex":0.0010526477,"about_ca_topic_score_gemma":0.0015857334,"teacher_disagreement_score":0.0044174073,"about_ca_system_score_codex":0.00030052208,"about_ca_system_score_gemma":0.00035457476,"threshold_uncertainty_score":0.01477772},"labels":[],"label_agreement":null},{"id":"W4409858616","doi":"10.5430/wjel.v15n6p87","title":"Thematic Structure and Thematic Progression in Reading Texts in Vietnamese High School English Textbooks","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Thematic map; Reading (process); Computer science; Linguistics; Thematic structure; Mathematics education; Psychology; Geography; Philosophy; Programming language","score_opus":0.007215502144797431,"score_gpt":0.25524270035461644,"score_spread":0.248027198209819,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409858616","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9943235,0.00016226951,0.00080954365,0.00006656156,0.0000047844774,0.000022884728,0.000039424234,0.00000656152,0.004564534],"genre_scores_gemma":[0.9971213,0.00015555165,0.0011609311,0.000008806929,0.0000030145213,0.000014568968,0.000061146435,0.0000066370503,0.0014681205],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993691,0.000314479,0.000053981206,0.00009173865,0.00012537799,0.00004537275],"domain_scores_gemma":[0.9963019,0.0022511617,0.0006747914,0.000108247,0.00044069704,0.00022307747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010480932,0.00015860703,0.00015511987,0.0017938577,0.00072051043,0.0017021779,0.00025841163,0.0002477076,0.0015874888],"category_scores_gemma":[0.007130285,0.00014269476,0.00013550243,0.0014281499,0.0011422357,0.0014961725,0.0007305183,0.00042111662,0.00014389017],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024911013,0.00024052848,0.23429249,0.00088116096,0.0000404816,0.002725645,0.57127535,0.00060972443,0.026115267,0.008379291,0.0007889107,0.15440199],"study_design_scores_gemma":[0.00001776426,0.00037797648,0.68022937,0.00040550824,0.000042059568,0.0017085181,0.2900175,0.0017721892,0.0062600044,0.0052980753,0.013818815,0.000052307107],"about_ca_topic_score_codex":0.0037093104,"about_ca_topic_score_gemma":0.006525389,"teacher_disagreement_score":0.0037093104,"about_ca_system_score_codex":0.0008751283,"about_ca_system_score_gemma":0.00086700317,"threshold_uncertainty_score":0.0073754787},"labels":[],"label_agreement":null},{"id":"W4409956610","doi":"10.1075/jicb.23031.sut","title":"An exploration of oral language profiles of students in early French immersion","year":2025,"lang":"en","type":"article","venue":"Journal of Immersion and Content-Based Language Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University; University of Toronto; McGill University; Dalhousie University; University of Ottawa","funders":"Social Sciences and Humanities Research Council","keywords":"Immersion (mathematics); Linguistics; Psychology; Mathematics education; Computer science; Mathematics; Philosophy","score_opus":0.03748869037548645,"score_gpt":0.3263924093509563,"score_spread":0.28890371897546985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409956610","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996488,0.0000139944095,0.000028390958,0.000009151616,5.425663e-7,0.000006134403,0.00001955742,9.994874e-7,0.00027242262],"genre_scores_gemma":[0.9994173,0.00002620541,0.00005128486,0.000007940371,6.1911396e-7,0.0000075348607,0.000036366724,0.0000010964533,0.00045166526],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9995797,0.000059514146,0.000021652706,0.000050081628,0.00012733626,0.00016161246],"domain_scores_gemma":[0.9989159,0.00014231344,0.00021512453,0.000024970797,0.00042505004,0.00027660734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000524997,0.00029136785,0.0004022549,0.0016036388,0.0014953065,0.0016924209,0.00035619555,0.00029895038,0.0013821641],"category_scores_gemma":[0.0016041655,0.00019654531,0.00018814584,0.0008514127,0.0008029022,0.00034256637,0.0009514205,0.0003362351,0.00023356058],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016241352,0.00017066872,0.8040905,0.000059791575,0.00001413056,0.00090283575,0.16394001,0.000037972684,0.010922698,0.00010211807,0.00016637305,0.019430436],"study_design_scores_gemma":[0.0000029165494,0.00027591962,0.83099955,0.000021678616,0.0000077883315,0.00046849714,0.16577098,0.00011187792,0.0010649135,0.000038432805,0.0012195194,0.000017825067],"about_ca_topic_score_codex":0.15753657,"about_ca_topic_score_gemma":0.24687067,"teacher_disagreement_score":0.15753657,"about_ca_system_score_codex":0.001861728,"about_ca_system_score_gemma":0.0021612903,"threshold_uncertainty_score":0.31323922},"labels":[],"label_agreement":null},{"id":"W4409966840","doi":"10.1515/iral-2024-0206","title":"Investigating the effect of task modality on the written and oral production of young EFL learners","year":2025,"lang":"en","type":"article","venue":"IRAL - International Review of Applied Linguistics in Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Eusko Jaurlaritza","keywords":"Modality (human–computer interaction); Task (project management); Production (economics); Linguistics; Psychology; Mathematics education; Computer science; Philosophy; Artificial intelligence; Engineering","score_opus":0.017125489633967296,"score_gpt":0.31268402621333735,"score_spread":0.29555853657937003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409966840","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995315,0.000030509342,0.000026867867,0.0000053856197,0.0000010168646,0.000004751959,0.00002288693,0.0000020247758,0.0003749696],"genre_scores_gemma":[0.99904865,0.000044412314,0.00013081907,0.000012329762,0.000002349613,0.00002093698,0.00004171375,0.0000029885898,0.0006957691],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992488,0.0001725523,0.000096597934,0.00015823841,0.00020454853,0.000119251585],"domain_scores_gemma":[0.9909484,0.0049518947,0.0018721784,0.00028925788,0.0012257806,0.00071251777],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015504742,0.00037720453,0.0004332503,0.00086631527,0.00030092348,0.0015976181,0.00039570263,0.0004652685,0.0032312155],"category_scores_gemma":[0.010447472,0.00024395352,0.00023963567,0.00031297246,0.0005354803,0.0006529167,0.0010578522,0.0005856778,0.00072333356],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016245232,0.0010540838,0.84019876,0.00023294377,0.000069343136,0.0019379416,0.04354286,0.00017509189,0.05925814,0.00009483923,0.00028656877,0.051524993],"study_design_scores_gemma":[0.00002330831,0.0014156365,0.977725,0.00003197261,0.000032238313,0.00070421904,0.012500576,0.00025087225,0.0065587657,0.00008248877,0.00064852805,0.00002647904],"about_ca_topic_score_codex":0.0019662983,"about_ca_topic_score_gemma":0.0024963394,"teacher_disagreement_score":0.0032312155,"about_ca_system_score_codex":0.00035791643,"about_ca_system_score_gemma":0.00026437544,"threshold_uncertainty_score":0.010809541},"labels":[],"label_agreement":null},{"id":"W4410024840","doi":"10.55016/pbgrc.v1i1.81403","title":"Fostering Cultural Awareness and Identity Through Multimodal Approaches: An Action Research Study","year":2025,"lang":"en","type":"article","venue":"Peer Beyond Graduate Research Conference","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Action (physics); Identity (music); Action research; Cultural identity; Sociology; Psychology; Social psychology; Aesthetics; Pedagogy; Art","score_opus":0.7744368543967798,"score_gpt":0.546687846415614,"score_spread":0.22774900798116582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410024840","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9801516,0.00023488089,0.005715172,0.0016593892,0.000071608054,0.0008809496,0.000037387406,0.00003242508,0.01121664],"genre_scores_gemma":[0.97920805,0.00048648275,0.013719645,0.0005632843,0.000028669885,0.0010200812,0.000027794642,0.00002055101,0.004925368],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9888364,0.008711399,0.00022948172,0.0005841274,0.000699834,0.0009387106],"domain_scores_gemma":[0.9908441,0.006183011,0.0004843029,0.00059787737,0.0005615079,0.001329216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018902378,0.00096201495,0.0005820698,0.0011196752,0.008170194,0.005259098,0.0018313383,0.0025118757,0.00317328],"category_scores_gemma":[0.011764065,0.00046724206,0.00061451556,0.0006049987,0.00841186,0.0037238768,0.007814769,0.0033902104,0.00043404053],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021320136,0.006262713,0.006421075,0.00045819627,0.000019981417,0.001402507,0.9032123,0.00033220838,0.0062699327,0.013637655,0.0010802352,0.060689922],"study_design_scores_gemma":[0.00019036814,0.0023893837,0.0037774316,0.00051374064,0.00006197861,0.0009514447,0.9390356,0.0012679498,0.0066471566,0.0050369254,0.04006046,0.0000676102],"about_ca_topic_score_codex":0.0014562038,"about_ca_topic_score_gemma":0.0029027688,"teacher_disagreement_score":0.018902378,"about_ca_system_score_codex":0.0019086784,"about_ca_system_score_gemma":0.0037956147,"threshold_uncertainty_score":0.099966526},"labels":[],"label_agreement":null},{"id":"W4410088914","doi":"10.29057/lc.v6i12.14337","title":"Cultivating Language Learning Through Cultural Sensitivity and Empathy. An e-Tandem Case Study of Mexican and Canadian Students","year":2025,"lang":"en","type":"article","venue":"Revista Lengua y Cultura","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Empathy; Psychology; Tandem; Cultural sensitivity; Sensitivity (control systems); Culturally sensitive; Social psychology; Engineering; Psychotherapist","score_opus":0.03327178009176629,"score_gpt":0.3323200978278889,"score_spread":0.2990483177361226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410088914","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9894013,0.0001505513,0.0002814204,0.00097264635,0.000015626109,0.000040609044,0.000014664092,0.0000066437756,0.00911666],"genre_scores_gemma":[0.9955439,0.00018389968,0.00042769747,0.00014105324,0.000004343643,0.000024057581,0.000010242341,0.00000614,0.0036585573],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968419,0.0013996527,0.000051766783,0.00025274017,0.00037949008,0.001074514],"domain_scores_gemma":[0.9975305,0.00064049405,0.00030532983,0.00010818511,0.00039077766,0.0010247503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032711413,0.0006148932,0.0003455155,0.0010908886,0.01874364,0.0050535067,0.0013177495,0.0014613305,0.0031616045],"category_scores_gemma":[0.0052242377,0.00033177517,0.00028594045,0.0011677576,0.0070835752,0.001919073,0.006340706,0.0020662732,0.0003227911],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006161703,0.00038465057,0.022551494,0.0000698022,0.000009631403,0.0041786646,0.9434085,0.0001152977,0.0014727259,0.0035742628,0.0014016484,0.022771673],"study_design_scores_gemma":[0.000009087477,0.000080552025,0.011257591,0.000045501823,0.000009768939,0.00065912365,0.97228175,0.00013249094,0.00046416774,0.000350219,0.014687736,0.000022024953],"about_ca_topic_score_codex":0.36044297,"about_ca_topic_score_gemma":0.61962533,"teacher_disagreement_score":0.639557,"about_ca_system_score_codex":0.013416358,"about_ca_system_score_gemma":0.019141626,"threshold_uncertainty_score":0.71668994},"labels":[],"label_agreement":null},{"id":"W4410214683","doi":"10.1075/tblt.17.09spa","title":"Reflecting on task-based language teaching from an Instructed SLA perspective","year":2025,"lang":"en","type":"book-chapter","venue":"Task-based language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Perspective (graphical); Task (project management); Psychology; Computer science; Linguistics; Cognitive psychology; Artificial intelligence; Engineering; Philosophy","score_opus":0.031259459108337107,"score_gpt":0.3255514152690435,"score_spread":0.2942919561607064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410214683","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.091502756,0.008392352,0.059768535,0.010174928,0.0006151827,0.00005945667,0.000107642925,0.0003047506,0.8290743],"genre_scores_gemma":[0.83167255,0.0056421114,0.01658048,0.002195589,0.00028436913,0.00013146744,0.00010713862,0.00015530825,0.1432309],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99950576,0.00026610328,0.000012177944,0.000038854974,0.0001498645,0.000027178643],"domain_scores_gemma":[0.99739516,0.002149331,0.0000802559,0.00014164137,0.00014363171,0.00008992479],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011255838,0.00017479532,0.00014413625,0.0004926233,0.0004217729,0.003398138,0.000755761,0.000566279,0.0035907454],"category_scores_gemma":[0.0022482579,0.00007714176,0.00013286242,0.0004679925,0.003673064,0.0024000132,0.001280621,0.0026213138,0.0007228002],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030932802,0.00016722275,0.0013297476,0.0004021639,0.0000048221527,0.0004052818,0.022598317,0.0018180539,0.0040982985,0.76811314,0.011798564,0.18923347],"study_design_scores_gemma":[0.000022826258,0.00025861335,0.0111546125,0.0017833448,0.000016251002,0.0014538977,0.023818614,0.009121656,0.013347799,0.4312445,0.5077347,0.000043227978],"about_ca_topic_score_codex":0.0015284088,"about_ca_topic_score_gemma":0.0035886667,"teacher_disagreement_score":0.0035907454,"about_ca_system_score_codex":0.0016571569,"about_ca_system_score_gemma":0.0012470738,"threshold_uncertainty_score":0.012023568},"labels":[],"label_agreement":null},{"id":"W4410215474","doi":"10.3390/languages10050109","title":"The Impact of Virtual Exchanges on the Development of Sociolinguistic Competence in Second Language Spanish Learners: The Case of Voseo","year":2025,"lang":"en","type":"article","venue":"Languages","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Linguistics; Psychology; Competence (human resources); Communicative competence; Mathematics education; Sociology; Pedagogy; Philosophy; Social psychology","score_opus":0.02539345623741833,"score_gpt":0.3137277910024123,"score_spread":0.288334334764994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410215474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99752873,0.000050224364,0.00018649033,0.0000733444,0.0000035693004,0.000007587027,0.0000020919772,0.000003617151,0.0021443332],"genre_scores_gemma":[0.9990759,0.000049112554,0.00026124122,0.000019569992,0.0000018351698,0.000011226692,0.000003576067,0.0000024616468,0.0005749876],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981969,0.0012439333,0.000035467714,0.00014177903,0.00015275156,0.00022920032],"domain_scores_gemma":[0.99788576,0.0010374879,0.0002678673,0.00017387955,0.00011981481,0.00051518023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017161972,0.00033109362,0.00026428598,0.0004616611,0.0012951043,0.0019996157,0.00047400748,0.00052336394,0.0011692635],"category_scores_gemma":[0.005410209,0.000114083865,0.00021071846,0.00016872755,0.001981091,0.00083718775,0.0032641524,0.0005086799,0.0001314395],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056241924,0.0027713627,0.1813007,0.000244666,0.00008005318,0.0074674017,0.6321181,0.00089209987,0.026322257,0.0056182886,0.000628782,0.14199384],"study_design_scores_gemma":[0.00010192998,0.0020757418,0.30202118,0.00015728,0.00010256536,0.0029955886,0.647694,0.0013455856,0.00875846,0.0043111285,0.030355558,0.00008107725],"about_ca_topic_score_codex":0.0023597213,"about_ca_topic_score_gemma":0.0047597648,"teacher_disagreement_score":0.0023597213,"about_ca_system_score_codex":0.000794596,"about_ca_system_score_gemma":0.0010313891,"threshold_uncertainty_score":0.009076238},"labels":[],"label_agreement":null},{"id":"W4410304389","doi":"10.5430/jct.v14n2p183","title":"Enhancing Language Skills and Literacy: A Project-Based Approach for English Teachers in Multimodal Pedagogy","year":2025,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Literacy; Pedagogy; Mathematics education; English language; Computer science; Psychology; Sociology","score_opus":0.008317454708769094,"score_gpt":0.3035666844153028,"score_spread":0.2952492297065337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410304389","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8741746,0.00027368293,0.07032147,0.0053423606,0.00019561923,0.010243603,0.00008290532,0.00040636008,0.038959432],"genre_scores_gemma":[0.81687057,0.0005868104,0.15545328,0.0006525027,0.000056534143,0.00927481,0.00009477381,0.00007454121,0.01693617],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99347794,0.0047611813,0.00014968956,0.0004047309,0.00036765114,0.00083881867],"domain_scores_gemma":[0.99415356,0.0012948392,0.00042357604,0.0006912279,0.0005935447,0.0028433157],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009492059,0.0005758906,0.0002992124,0.00075117603,0.0048583164,0.0037352887,0.002118891,0.0013874612,0.0035789758],"category_scores_gemma":[0.008209243,0.00044063924,0.0004999476,0.0004430307,0.002560295,0.0022066925,0.011079279,0.0019130072,0.00073526695],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006626094,0.0273675,0.019891651,0.0012177262,0.00005758681,0.0035642567,0.2879729,0.00276237,0.029068697,0.017779788,0.0094687175,0.6001861],"study_design_scores_gemma":[0.0010000458,0.017729944,0.031846873,0.0012879653,0.00014655369,0.004320464,0.58817685,0.009791514,0.027683368,0.022147698,0.29568878,0.00017990674],"about_ca_topic_score_codex":0.000776885,"about_ca_topic_score_gemma":0.0027390553,"teacher_disagreement_score":0.009492059,"about_ca_system_score_codex":0.0015925339,"about_ca_system_score_gemma":0.01059005,"threshold_uncertainty_score":0.05019939},"labels":[],"label_agreement":null},{"id":"W4410330100","doi":"10.1007/978-981-97-1818-4_10-1","title":"Preserving Persian Language Through Non-Native Persian Adult Students in Learning Persian","year":2024,"lang":"en","type":"book-chapter","venue":"Springer handbooks in languages and linguistics.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Persian; Psychology; Linguistics; Natural language processing; Computer science; Philosophy","score_opus":0.015363411218937573,"score_gpt":0.29266864873831494,"score_spread":0.27730523751937736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410330100","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33213067,0.015374536,0.010097546,0.005491414,0.00063535676,0.000050487724,0.000078574354,0.00035209043,0.63578933],"genre_scores_gemma":[0.79425234,0.0069621503,0.008334539,0.00082669297,0.000109241875,0.000027629228,0.000084098254,0.000103471524,0.18929973],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998154,0.00006209663,0.000007560872,0.000033261364,0.00004653059,0.00003523512],"domain_scores_gemma":[0.99985516,0.00004168588,0.000010595522,0.000018857369,0.00003172417,0.000041922773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043548757,0.0003529374,0.00014286848,0.00026912638,0.0012181759,0.0019229045,0.0004742097,0.0004354371,0.0048660506],"category_scores_gemma":[0.00047248587,0.000075939155,0.00009596295,0.00030623053,0.0014171137,0.0027919596,0.0017162896,0.0008588196,0.0014603108],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000102523794,0.00022400261,0.0027945545,0.00026724354,0.000007287953,0.0017452906,0.16403571,0.00025549013,0.011410082,0.15619087,0.028209794,0.6347571],"study_design_scores_gemma":[0.000012088481,0.00023102712,0.008736464,0.00027478614,0.0000136499875,0.0034290354,0.09266932,0.00027676206,0.013148235,0.04955237,0.8316383,0.00001808164],"about_ca_topic_score_codex":0.0013929164,"about_ca_topic_score_gemma":0.0053626704,"teacher_disagreement_score":0.0048660506,"about_ca_system_score_codex":0.00063351385,"about_ca_system_score_gemma":0.0013296765,"threshold_uncertainty_score":0.016278625},"labels":[],"label_agreement":null},{"id":"W4410380441","doi":"10.33137/ijournal.v4i2.32545","title":"Parlez-vous Français? Exploring the information behaviour of students learning French as a second-language","year":2019,"lang":"en","type":"article","venue":"The iJournal Student Journal of the Faculty of Information","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French; Linguistics; Psychology; AP French Language; Computer science; Mathematics education; Philosophy","score_opus":0.021707842951739463,"score_gpt":0.2728780787847069,"score_spread":0.25117023583296744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410380441","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99847645,0.000080329504,0.00006688823,0.0001807481,0.0000028843,0.000005213745,0.000018202376,0.0000034262723,0.0011659202],"genre_scores_gemma":[0.9977781,0.0001414209,0.00012995259,0.00010251401,0.000004031481,0.0000074519276,0.000028476288,0.0000026210416,0.0018053103],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99881065,0.00042906447,0.000037285536,0.0001091574,0.0002963114,0.0003175718],"domain_scores_gemma":[0.99529606,0.0016306009,0.0010115197,0.00012123307,0.00069234375,0.0012483123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016637406,0.00025120188,0.0003414947,0.0009382376,0.0017581376,0.004636845,0.0004804195,0.0011721094,0.0028217675],"category_scores_gemma":[0.0062820506,0.0001874627,0.00028863506,0.0006977618,0.0009895958,0.0014372331,0.0009238762,0.0008270946,0.0006758631],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032593732,0.000972416,0.3740339,0.00012522482,0.000031031577,0.0013256951,0.55763495,0.00010862097,0.005848571,0.0009533805,0.0011975708,0.057442687],"study_design_scores_gemma":[0.00001914458,0.0011810382,0.2754005,0.00010867721,0.000027241975,0.0010037621,0.6988774,0.0005048966,0.0025182771,0.0003191675,0.019969946,0.000069951806],"about_ca_topic_score_codex":0.030504555,"about_ca_topic_score_gemma":0.04030214,"teacher_disagreement_score":0.030504555,"about_ca_system_score_codex":0.0019381138,"about_ca_system_score_gemma":0.0018152039,"threshold_uncertainty_score":0.060653985},"labels":[],"label_agreement":null},{"id":"W4410564407","doi":"10.5539/jel.v14n5p260","title":"Enhancing EFL Students’ English-Speaking Skills for Presentation Through the Use of TED Talks","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Presentation (obstetrics); Mathematics education; Pedagogy; Medicine","score_opus":0.04089831566958967,"score_gpt":0.34751000668556825,"score_spread":0.30661169101597857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410564407","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9881231,0.00028226044,0.005547767,0.0002025641,0.000084767744,0.00026844547,0.00008172615,0.0002868331,0.0051224735],"genre_scores_gemma":[0.96914345,0.000689513,0.020391375,0.00023316081,0.00007890463,0.00057799614,0.00018102421,0.000035436315,0.008669202],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999141,0.00031500598,0.00007264988,0.00009938284,0.00021767723,0.000154185],"domain_scores_gemma":[0.99824464,0.0006397162,0.00030820695,0.000091432295,0.00014800516,0.00056802446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001406992,0.0006309388,0.00058210496,0.000767038,0.000388156,0.00074117986,0.00075443584,0.0003838767,0.0070462856],"category_scores_gemma":[0.0043491474,0.00018332951,0.00063622335,0.00020153094,0.0003266895,0.00048341477,0.0017436899,0.00068376074,0.0013398742],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0037260358,0.030581972,0.021917148,0.002460557,0.00019317084,0.0016491781,0.0074498975,0.0019645204,0.16651571,0.00097332377,0.004393845,0.7581747],"study_design_scores_gemma":[0.00306636,0.15704665,0.43055916,0.0023737594,0.0013718902,0.010616276,0.027225561,0.010100549,0.23204468,0.004839346,0.120135635,0.0006202043],"about_ca_topic_score_codex":0.00016696595,"about_ca_topic_score_gemma":0.0005258642,"teacher_disagreement_score":0.0070462856,"about_ca_system_score_codex":0.00021111863,"about_ca_system_score_gemma":0.00060469384,"threshold_uncertainty_score":0.023572147},"labels":[],"label_agreement":null},{"id":"W4410585987","doi":"10.1177/10451595251345261","title":"Paired Discussions in Linguistic Integration Classes: Studying Language, Developing Soft Skills, and Making Friends","year":2025,"lang":"en","type":"article","venue":"Adult Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Montreal Council on Foreign Relations","funders":"","keywords":"Linguistics; Psychology; Soft skills; Sociology; Pedagogy; Social psychology","score_opus":0.017434970683562305,"score_gpt":0.2953182611075608,"score_spread":0.2778832904239985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410585987","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96808505,0.0002075107,0.008162193,0.00083213963,0.00024069184,0.00067068124,0.00007132017,0.00013854312,0.02159178],"genre_scores_gemma":[0.9758114,0.00023351258,0.012543289,0.000479819,0.00010151148,0.00095179095,0.0000884727,0.00004691603,0.00974315],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99545276,0.0033899609,0.000114767485,0.00036127763,0.00020125521,0.00047998686],"domain_scores_gemma":[0.98950595,0.0054288898,0.00066708913,0.00057386095,0.0005147914,0.0033094531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007935572,0.0008426998,0.00052722485,0.00063686154,0.007687531,0.0032524324,0.001517778,0.0017123977,0.011048965],"category_scores_gemma":[0.013025057,0.00044917688,0.0006219569,0.0003640852,0.0027673077,0.00320084,0.007437276,0.002889011,0.0019669675],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013955005,0.0152456025,0.03106046,0.0007386978,0.000060220573,0.00421952,0.68959934,0.00051335077,0.018359637,0.0052177636,0.008892999,0.22469693],"study_design_scores_gemma":[0.0005040799,0.0107407905,0.04027499,0.00085243006,0.00012650182,0.0029165756,0.7930897,0.001241691,0.024488458,0.011992964,0.11352083,0.00025101186],"about_ca_topic_score_codex":0.000300382,"about_ca_topic_score_gemma":0.0010991613,"teacher_disagreement_score":0.011048965,"about_ca_system_score_codex":0.00071480824,"about_ca_system_score_gemma":0.0015788617,"threshold_uncertainty_score":0.04196781},"labels":[],"label_agreement":null},{"id":"W4410596845","doi":"10.70725/115195dejbne","title":"Speech Cueing Curricular Multimedia: Instructional Design That Activates the Orienting Attention Network","year":2025,"lang":"en","type":"article","venue":"Journal of Interactive Learning Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Computer science; Multimedia; Instructional design; Teaching method; Human–computer interaction; Psychology; Mathematics education","score_opus":0.08545074458708052,"score_gpt":0.37224313913613816,"score_spread":0.28679239454905764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410596845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9819504,0.00031396135,0.014739202,0.00008700327,0.00005236678,0.0001899391,0.00003030306,0.00013179,0.0025050717],"genre_scores_gemma":[0.9587929,0.0004759461,0.03893366,0.00012201073,0.000046272045,0.00033556126,0.000058194662,0.000020334599,0.0012151299],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.999884,0.000044107877,0.000008266469,0.000026964273,0.000025522542,0.00001119688],"domain_scores_gemma":[0.9996345,0.00020314856,0.00007747431,0.000019463641,0.000018719304,0.000046734105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00023606625,0.0002160557,0.00015742576,0.00013692872,0.00005944287,0.00020152095,0.00024185113,0.00016295891,0.002014413],"category_scores_gemma":[0.0015186664,0.0000833143,0.00009344272,0.000098686185,0.00009845928,0.00020232264,0.0001793071,0.00015982108,0.00020587957],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0046108696,0.004477724,0.0069537982,0.0010354852,0.00006476326,0.00020652446,0.0009913642,0.0014889458,0.5598843,0.0010005108,0.0007236576,0.41856194],"study_design_scores_gemma":[0.0043716193,0.08735649,0.23075849,0.0006873391,0.0013185382,0.0017989137,0.002737669,0.039588526,0.5860637,0.0060998066,0.039086863,0.00013203369],"about_ca_topic_score_codex":0.00018234782,"about_ca_topic_score_gemma":0.00045205292,"teacher_disagreement_score":0.002014413,"about_ca_system_score_codex":0.00009351188,"about_ca_system_score_gemma":0.00022539572,"threshold_uncertainty_score":0.0067388415},"labels":[],"label_agreement":null},{"id":"W4410613587","doi":"10.1515/applirev-2023-0243","title":"Unraveling the local tapestry: exploring English language learning motivations in Taiwan’s unique cultural landscape","year":2025,"lang":"en","type":"article","venue":"Applied Linguistics Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Linguistics; Sociology; Linguistic landscape; Psychology; Philosophy","score_opus":0.037074198060382625,"score_gpt":0.28131480997998537,"score_spread":0.24424061191960275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410613587","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9689789,0.01868281,0.00086929166,0.0022279094,0.00004435487,0.000028811992,0.000024814239,0.000005884261,0.009137294],"genre_scores_gemma":[0.9910124,0.0077270996,0.0004496982,0.00014756776,0.000018774379,0.00002968495,0.000017761125,0.0000020147604,0.0005949695],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99951994,0.0003088062,0.000019525196,0.000036870948,0.00005559198,0.000059156475],"domain_scores_gemma":[0.9991309,0.00049094536,0.00017079008,0.000023399278,0.00010236939,0.00008160175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014715932,0.00014377387,0.00023874467,0.0011795801,0.000768212,0.002059117,0.0003524146,0.0003524991,0.0009138597],"category_scores_gemma":[0.0011888269,0.00008855953,0.0002041864,0.0013616534,0.0013470722,0.0015595024,0.0012829652,0.0004840474,0.00006408396],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000659108,0.00020556396,0.19145185,0.006293272,0.0001553658,0.0039424263,0.35761333,0.00048313182,0.006318958,0.014102705,0.002583495,0.4167839],"study_design_scores_gemma":[0.000012062239,0.00023444879,0.32385588,0.0032109837,0.00011018196,0.0009830765,0.6043961,0.00054217584,0.0010548068,0.0039068335,0.061639577,0.00005383859],"about_ca_topic_score_codex":0.005633611,"about_ca_topic_score_gemma":0.022556141,"teacher_disagreement_score":0.005633611,"about_ca_system_score_codex":0.0009070785,"about_ca_system_score_gemma":0.0017873895,"threshold_uncertainty_score":0.01120168},"labels":[],"label_agreement":null},{"id":"W4410717771","doi":"10.5430/jct.v14n2p248","title":"Revisiting Reading Approaches Practiced in EFL Classrooms: Insights into Adult English Learners' Perspectives and Preferences","year":2025,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Psychology; Mathematics education; Linguistics; Extensive reading; Pedagogy; Philosophy","score_opus":0.021802451550478868,"score_gpt":0.2644799696304888,"score_spread":0.24267751808000995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410717771","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99721885,0.00020491124,0.00037916773,0.00014617234,0.000003786291,0.000009326884,0.000011323393,0.000004701724,0.0020218038],"genre_scores_gemma":[0.9980855,0.00029793745,0.00039476206,0.000078775134,0.0000034119034,0.000010965392,0.000015960304,0.000005137906,0.0011076012],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988531,0.0005473078,0.000076746146,0.00012413865,0.0002614526,0.00013713718],"domain_scores_gemma":[0.99626946,0.0022853129,0.0005845067,0.00008318444,0.00046438715,0.00031306595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020833702,0.00020758441,0.0002939695,0.00079439156,0.00094118546,0.002215194,0.00036528934,0.0004672621,0.0012390775],"category_scores_gemma":[0.0050059524,0.00014996034,0.0001859284,0.0004851794,0.0013614694,0.0013382625,0.0010425047,0.00088583276,0.00028493328],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046332727,0.00018884265,0.067518525,0.0001760076,0.000011478539,0.0011045374,0.87952435,0.000045925717,0.010720506,0.00050926144,0.0003296332,0.039824508],"study_design_scores_gemma":[0.0000051074653,0.00021056866,0.08410098,0.00012394592,0.000012864582,0.001302277,0.90613544,0.00017097966,0.0017519925,0.0003818876,0.005779814,0.000024079078],"about_ca_topic_score_codex":0.0019552743,"about_ca_topic_score_gemma":0.006043705,"teacher_disagreement_score":0.002215194,"about_ca_system_score_codex":0.00060173013,"about_ca_system_score_gemma":0.0007383867,"threshold_uncertainty_score":0.011018097},"labels":[],"label_agreement":null},{"id":"W4410717817","doi":"10.5430/jct.v14n2p195","title":"Investigating the Use of Word Choice and Students' Achievement in English Language Learning","year":2025,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Computer science; Psychology; Mathematics education; Natural language processing","score_opus":0.024381351768813425,"score_gpt":0.2876117470731591,"score_spread":0.26323039530434567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410717817","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99893147,0.00005532755,0.00014967659,0.0000291965,0.0000025473714,0.000007028141,0.000019142402,0.0000039680717,0.00080169796],"genre_scores_gemma":[0.99899215,0.00006875866,0.00024496636,0.000009608663,0.0000018942499,0.000015471413,0.000038391754,0.000004205652,0.0006246779],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99687946,0.00088601897,0.0003655827,0.0003500652,0.0011658907,0.00035303866],"domain_scores_gemma":[0.97872,0.008349493,0.008465975,0.0006200175,0.0021071439,0.0017374434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003136583,0.0004089618,0.00050941453,0.0011873043,0.00070163363,0.00326025,0.0005290567,0.0004646916,0.0018029397],"category_scores_gemma":[0.021357693,0.00023055331,0.0004469647,0.0006887764,0.0012231907,0.0012808327,0.0017250748,0.0011213698,0.0005051108],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018848754,0.0012099432,0.93598664,0.00013342247,0.00010975021,0.00023061491,0.029382434,0.0002770038,0.0029735747,0.0003548664,0.00021943147,0.028933814],"study_design_scores_gemma":[0.000013419324,0.0007562118,0.965,0.00006393642,0.000058646245,0.00023129566,0.028595464,0.0005118489,0.0027266785,0.00057857926,0.0014138531,0.00005014189],"about_ca_topic_score_codex":0.0029523547,"about_ca_topic_score_gemma":0.0037732243,"teacher_disagreement_score":0.00326025,"about_ca_system_score_codex":0.00068547175,"about_ca_system_score_gemma":0.00088675495,"threshold_uncertainty_score":0.016588092},"labels":[],"label_agreement":null},{"id":"W4410767034","doi":"10.62517/jhet.202515223","title":"Power Dynamics in Language Classrooms: A Bibliometric Review and Its Implications for Education","year":2025,"lang":"en","type":"review","venue":"Journal of higher education teaching.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Dynamics (music); Power (physics); Mathematics education; Sociology; Psychology; Pedagogy; Physics","score_opus":0.044366388265102155,"score_gpt":0.4102724259192553,"score_spread":0.36590603765415314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410767034","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0052686543,0.98734075,0.0007127989,0.0024011822,0.00024460716,0.00022965683,0.0015739087,0.00002885121,0.002199597],"genre_scores_gemma":[0.03845868,0.9576521,0.0015990698,0.00042730334,0.00020500831,0.00033422722,0.001110103,0.00001271874,0.00020076394],"study_design_codex":"systematic_review","study_design_gemma":"not_applicable","domain_scores_codex":[0.98365617,0.004831738,0.0047443905,0.0010766527,0.005348683,0.00034230045],"domain_scores_gemma":[0.92015773,0.0577304,0.008220989,0.0016130358,0.01153488,0.0007428971],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.019380925,0.00096294994,0.0046752035,0.10748164,0.0012332328,0.004720636,0.0014227749,0.0011938922,0.0024209633],"category_scores_gemma":[0.06982657,0.00091457315,0.0025979697,0.13368139,0.0014680106,0.005337198,0.00238976,0.0010883823,0.0003985619],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011435544,0.00008450613,0.018178565,0.49252152,0.0062882956,0.00056780496,0.0028855833,0.0006319015,0.0005581662,0.0064161443,0.01924833,0.45250472],"study_design_scores_gemma":[0.00008740231,0.0002488055,0.108065635,0.49411383,0.028493032,0.0017047737,0.008930898,0.0011470342,0.0007820633,0.006758064,0.34946838,0.00020014393],"about_ca_topic_score_codex":0.0078471415,"about_ca_topic_score_gemma":0.020416863,"teacher_disagreement_score":0.89251834,"about_ca_system_score_codex":0.0038928604,"about_ca_system_score_gemma":0.016224967,"threshold_uncertainty_score":0.10249734},"labels":[],"label_agreement":null},{"id":"W4410785263","doi":"10.1093/9780199289011.003.0045","title":"Infringement by Equivalents/Non-Literal Infringement","year":2011,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literal (mathematical logic); Arithmetic; Computer science; Mathematics; Programming language","score_opus":0.057091407289638005,"score_gpt":0.2262049895675091,"score_spread":0.1691135822778711,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410785263","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0055955932,0.009676122,0.010592279,0.0027974441,0.00082605396,0.00004586478,0.000060266157,0.00005779733,0.97034854],"genre_scores_gemma":[0.39292488,0.0228731,0.017029075,0.0058441954,0.002687903,0.00015063531,0.00028340152,0.00024015656,0.5579667],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9964365,0.00076911034,0.00018633786,0.00042014374,0.001966404,0.00022155448],"domain_scores_gemma":[0.99726033,0.0017479834,0.00014930867,0.00036251883,0.000415243,0.00006459276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017680766,0.0004995993,0.00043069565,0.0016130488,0.0012506405,0.005881545,0.0010226254,0.0020150822,0.017532162],"category_scores_gemma":[0.004725388,0.00024918834,0.0005423392,0.0011425382,0.006038437,0.005832154,0.00201546,0.0036988314,0.003165722],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009796076,0.000016849053,0.00008878908,0.00010268711,0.0000035281514,0.00025237032,0.00062284607,0.00019122902,0.00034948878,0.9614088,0.010324428,0.026629245],"study_design_scores_gemma":[0.0000074472946,0.00005187364,0.00061196485,0.00072837237,0.000019301307,0.0011392281,0.0003961686,0.0010060912,0.0017517318,0.46893892,0.52532095,0.000027972017],"about_ca_topic_score_codex":0.0014739808,"about_ca_topic_score_gemma":0.0016127902,"teacher_disagreement_score":0.017532162,"about_ca_system_score_codex":0.002755702,"about_ca_system_score_gemma":0.0013249959,"threshold_uncertainty_score":0.05865097},"labels":[],"label_agreement":null},{"id":"W4410798498","doi":"10.1017/9781009366144.011","title":"Teaching text types and grammar","year":2025,"lang":"en","type":"book-chapter","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Grammar; Computer science; Natural language processing; Artificial intelligence; Philosophy","score_opus":0.010167720103435371,"score_gpt":0.24484692960844595,"score_spread":0.2346792095050106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410798498","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012702767,0.008104947,0.060470026,0.008261565,0.001850852,0.00012793858,0.00016661767,0.0005184285,0.9077969],"genre_scores_gemma":[0.21398547,0.012416989,0.07358259,0.0033801033,0.001146951,0.00023666234,0.00047214734,0.0009013166,0.69387776],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99937254,0.00021795473,0.00003164339,0.00008750362,0.00023088987,0.000059416638],"domain_scores_gemma":[0.9990797,0.00056623924,0.000047002726,0.00007254352,0.00013672009,0.00009769527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009191377,0.00039890266,0.00027301407,0.0012682213,0.0015132768,0.0034475927,0.0007696277,0.00097263424,0.0218631],"category_scores_gemma":[0.002798986,0.0002808261,0.00037532568,0.0009192208,0.0034631584,0.005410599,0.0018135736,0.0023135452,0.0039413483],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009850328,0.000027772772,0.0002855056,0.0002302149,0.000002259144,0.00018356518,0.013845067,0.0003545317,0.001066706,0.8168723,0.041128714,0.12599352],"study_design_scores_gemma":[0.0000049180626,0.000015538199,0.0005215156,0.00037959867,0.0000026464697,0.0002703582,0.002131868,0.00048328354,0.00080180605,0.15138064,0.84399897,0.000008929374],"about_ca_topic_score_codex":0.0025682587,"about_ca_topic_score_gemma":0.0054723853,"teacher_disagreement_score":0.0218631,"about_ca_system_score_codex":0.0024473974,"about_ca_system_score_gemma":0.0017048197,"threshold_uncertainty_score":0.07313937},"labels":[],"label_agreement":null},{"id":"W4410798924","doi":"10.1017/9781009366144.012","title":"Developing oracy","year":2025,"lang":"en","type":"book-chapter","venue":"Language and Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology","score_opus":0.021212317773596886,"score_gpt":0.27021170048405474,"score_spread":0.24899938271045785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410798924","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016367238,0.0041469457,0.056752693,0.0021077637,0.000823127,0.0004169241,0.00012237596,0.00083928567,0.91842365],"genre_scores_gemma":[0.14591074,0.01832049,0.22362544,0.002196182,0.00022828428,0.0007065978,0.00078546815,0.0012130657,0.60701376],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99910635,0.0002214237,0.00005586004,0.0001488999,0.00036272482,0.000104721796],"domain_scores_gemma":[0.99891555,0.00041480962,0.00007792198,0.00011098948,0.00030559406,0.00017524791],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017332789,0.0006954634,0.00040562425,0.0012277067,0.0014933037,0.0054221298,0.00093391875,0.0008777054,0.025708685],"category_scores_gemma":[0.004591492,0.00035159307,0.00042782715,0.00075425545,0.0015271694,0.0059427787,0.005565041,0.001977105,0.00911934],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042415013,0.00018340428,0.0018323935,0.00072604377,0.0000073069427,0.00083499856,0.0156107275,0.00042260758,0.0059697684,0.24823868,0.03319922,0.6929324],"study_design_scores_gemma":[0.0000092910095,0.000052907664,0.00081573194,0.0007445302,0.000007712794,0.0009733331,0.003686704,0.00032987478,0.0048789056,0.027376758,0.96111184,0.000012353016],"about_ca_topic_score_codex":0.0009313293,"about_ca_topic_score_gemma":0.0020658986,"teacher_disagreement_score":0.025708685,"about_ca_system_score_codex":0.0016156866,"about_ca_system_score_gemma":0.0038675095,"threshold_uncertainty_score":0.08600408},"labels":[],"label_agreement":null},{"id":"W4410843677","doi":"10.5539/elt.v18n6p78","title":"An Investigation into EFL Students’ Perceptions towards the Integration of Automated Writing Evaluation in L2 Writing Classrooms: A Case Study","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Mathematics education; Teaching method; Pedagogy; Linguistics","score_opus":0.03982534781509632,"score_gpt":0.36702342346426053,"score_spread":0.3271980756491642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410843677","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973495,0.00005172626,0.0008614374,0.00039203194,0.000007604126,0.00009229164,0.000012706626,0.000011169776,0.001221491],"genre_scores_gemma":[0.9952282,0.00016769848,0.0024319259,0.0002599893,0.000008656232,0.00012273414,0.0000152839,0.000012910879,0.0017526799],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99015486,0.0057029286,0.00049729896,0.0007648977,0.0014921469,0.0013879465],"domain_scores_gemma":[0.9823131,0.009197976,0.0021007052,0.0009309887,0.002677477,0.0027798165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011377043,0.00062804285,0.00087447395,0.0015635289,0.0070521426,0.0052685286,0.0020532717,0.0028558958,0.0025305913],"category_scores_gemma":[0.019321864,0.000749939,0.00061677635,0.0011577614,0.0045456523,0.0037735037,0.004812794,0.0040550157,0.0006800775],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013961371,0.0065880683,0.045674276,0.00029468327,0.000021302329,0.0070272153,0.8962393,0.00027747953,0.0061821514,0.001278539,0.000826678,0.035450637],"study_design_scores_gemma":[0.000054871678,0.002788182,0.023663107,0.0002163988,0.000033831846,0.0032499686,0.9487961,0.001216344,0.0049655614,0.0005715536,0.0143556455,0.000088435314],"about_ca_topic_score_codex":0.0038374476,"about_ca_topic_score_gemma":0.007490362,"teacher_disagreement_score":0.011377043,"about_ca_system_score_codex":0.003032544,"about_ca_system_score_gemma":0.003659723,"threshold_uncertainty_score":0.060168266},"labels":[],"label_agreement":null},{"id":"W4410872151","doi":"10.5430/wjel.v15n7p221","title":"A Study on “Think in English” Method for Primary School Students in India","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Primary (astronomy); Mathematics education; Computer science; Psychology; Physics; Astronomy","score_opus":0.016270088478502608,"score_gpt":0.3225133224834989,"score_spread":0.3062432340049963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410872151","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947019,0.00011421486,0.0002582278,0.0003250791,0.000029053728,0.0000853479,0.00002400997,0.000012693288,0.0044494173],"genre_scores_gemma":[0.9940796,0.0002558985,0.0006463957,0.0005860134,0.000013875191,0.00010062098,0.000033164604,0.000016610009,0.004267757],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9975732,0.00084580324,0.00011709942,0.0002812149,0.0005096925,0.00067296403],"domain_scores_gemma":[0.99539787,0.0016321306,0.0005147257,0.00031879498,0.0007734321,0.0013629999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031779185,0.00063721125,0.000737664,0.0012507465,0.0074912696,0.0045228163,0.0014420863,0.001173773,0.0031265512],"category_scores_gemma":[0.005209746,0.0006628026,0.0008057285,0.0010121159,0.0032064512,0.0017950159,0.00227235,0.0028349443,0.0009593812],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007839374,0.0014848653,0.07365905,0.0003090233,0.000019725134,0.0030594184,0.8931034,0.000033424523,0.0041554733,0.0011507544,0.0011216023,0.021824809],"study_design_scores_gemma":[0.00001716829,0.0009811216,0.11818044,0.00017147305,0.000041708143,0.002317559,0.8562986,0.00012409015,0.001663665,0.00030352626,0.019834077,0.00006647841],"about_ca_topic_score_codex":0.013722011,"about_ca_topic_score_gemma":0.028245782,"teacher_disagreement_score":0.013722011,"about_ca_system_score_codex":0.0029642787,"about_ca_system_score_gemma":0.005884655,"threshold_uncertainty_score":0.027284265},"labels":[],"label_agreement":null},{"id":"W4410880820","doi":"10.37213/cjal.2024.33815","title":"Exploring the use of Communities of Practice as Professional Development for French as a Second Language Teachers","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Nipissing University; University of Ottawa","funders":"","keywords":"Professional development; Faculty development; Pedagogy; Language education; Linguistics; Sociology; Psychology; Mathematics education; Philosophy","score_opus":0.11316106735333173,"score_gpt":0.29741914781649315,"score_spread":0.18425808046316142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410880820","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96042705,0.00066983065,0.006235029,0.004206083,0.00006484632,0.0007226048,0.00003110494,0.000056818924,0.02758665],"genre_scores_gemma":[0.99277943,0.00020620733,0.004498548,0.000180456,0.000006751748,0.00021460581,0.000010712428,0.000012779227,0.0020904604],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96682656,0.02553363,0.00041738487,0.0015520756,0.0026943681,0.002975924],"domain_scores_gemma":[0.95579123,0.022978589,0.003276083,0.0020690174,0.0054086414,0.01047632],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020817598,0.00054357125,0.00044341775,0.0032194469,0.016607843,0.010274143,0.0033220332,0.002052535,0.0025302276],"category_scores_gemma":[0.028564442,0.00062726217,0.00043703165,0.0014355513,0.018459812,0.004365884,0.011235456,0.0018767419,0.00024282087],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005231205,0.00029758524,0.016069464,0.00015536117,0.000010371728,0.0007714207,0.9282139,0.00010377135,0.0007885818,0.006246271,0.00081157364,0.046479367],"study_design_scores_gemma":[0.000059771737,0.00027876865,0.015050163,0.0003569617,0.000015073882,0.000391703,0.9269945,0.0005094989,0.0004332283,0.0022576288,0.05361195,0.000040648596],"about_ca_topic_score_codex":0.21911384,"about_ca_topic_score_gemma":0.49078414,"teacher_disagreement_score":0.21911384,"about_ca_system_score_codex":0.03562625,"about_ca_system_score_gemma":0.059211448,"threshold_uncertainty_score":0.43567687},"labels":[],"label_agreement":null},{"id":"W4410942151","doi":"10.1016/j.system.2025.103669","title":"Negotiating gender ideologies and investing in teacher identities: The motivation and investment of EFL pre-service teachers","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Education University of Hong Kong; Hong Kong Baptist University","keywords":"Negotiation; Ideology; Investment (military); Pedagogy; Service (business); Psychology; Sociology; Mathematics education; Political science; Business; Social science; Marketing","score_opus":0.043535743266010195,"score_gpt":0.25250858823761047,"score_spread":0.20897284497160026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410942151","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98728544,0.000068278685,0.00027635784,0.0013108525,0.000021547363,0.000016846943,0.0000073560036,0.000004295767,0.011008933],"genre_scores_gemma":[0.9962633,0.00003614687,0.00020054504,0.00011384184,0.0000029159823,0.00001066559,0.0000065915224,0.0000072161347,0.0033587858],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9923401,0.0042108893,0.00015375744,0.00039571588,0.0011018902,0.001797623],"domain_scores_gemma":[0.98131114,0.006915687,0.0034322646,0.00080188486,0.0019291561,0.005609913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009422995,0.0002711828,0.00034571945,0.0010842521,0.009148008,0.014470262,0.0011825496,0.0021951464,0.0064740195],"category_scores_gemma":[0.022434955,0.000451639,0.00024576986,0.0004880718,0.008487382,0.0039020476,0.0067265504,0.0043722386,0.000779235],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031705428,0.0011766073,0.16551813,0.000075197975,0.00002188534,0.00066092354,0.7661192,0.00012043919,0.003637544,0.028079214,0.0014590346,0.03281481],"study_design_scores_gemma":[0.00002029617,0.00013955201,0.05123893,0.00008221996,0.000011113145,0.0002685985,0.9298617,0.0003716014,0.0010209795,0.006427534,0.0105244545,0.00003302991],"about_ca_topic_score_codex":0.00815675,"about_ca_topic_score_gemma":0.014287446,"teacher_disagreement_score":0.014470262,"about_ca_system_score_codex":0.0039619124,"about_ca_system_score_gemma":0.0070269145,"threshold_uncertainty_score":0.04983419},"labels":[],"label_agreement":null},{"id":"W4411152569","doi":"10.5539/jel.v14n6p21","title":"Revisiting the Visual Syllabus: Utility, Impact, and Teacher Impressions in University English as a Foreign Language","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Psychology; Foreign language; Mathematics education; Linguistics; Language assessment; English as a foreign language; Pedagogy","score_opus":0.012055089652147768,"score_gpt":0.3091870063646592,"score_spread":0.29713191671251143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411152569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991472,0.000024952555,0.00007522634,0.000020453132,0.0000035249386,0.000012789811,0.000004129284,0.0000041405115,0.0007075995],"genre_scores_gemma":[0.9991297,0.000047368823,0.000265646,0.000023742476,0.0000043235045,0.000011774212,0.000010192957,0.0000044493054,0.0005028706],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99804246,0.000802823,0.00011146289,0.000109339024,0.00071258744,0.000221297],"domain_scores_gemma":[0.99080956,0.004031291,0.0022816744,0.000345058,0.0012986631,0.0012336769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026919101,0.00021766746,0.00023034809,0.00062362157,0.0007562689,0.0018882342,0.0003433756,0.00028906274,0.0013670987],"category_scores_gemma":[0.014139294,0.00017502447,0.0002996606,0.0003189584,0.0007626416,0.0005636702,0.00095745677,0.0005478246,0.00015643158],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00093661033,0.0042350576,0.6003578,0.0006699515,0.00009354592,0.001191419,0.16965537,0.00061224273,0.068538256,0.0004245519,0.0011375503,0.15214765],"study_design_scores_gemma":[0.000040658924,0.0026904284,0.87170357,0.000116263865,0.00008239878,0.00028589004,0.110866256,0.00091801194,0.009698224,0.00012614451,0.0033929553,0.00007916101],"about_ca_topic_score_codex":0.007356356,"about_ca_topic_score_gemma":0.014747433,"teacher_disagreement_score":0.007356356,"about_ca_system_score_codex":0.0009526772,"about_ca_system_score_gemma":0.00094644824,"threshold_uncertainty_score":0.014627039},"labels":[],"label_agreement":null},{"id":"W4411251740","doi":"10.5430/elr.v14n1p60","title":"Reviewer Acknowledgements for English Linguistics Research, Vol. 14, No. 1","year":2025,"lang":"en","type":"article","venue":"English Linguistics Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Philosophy; Computer science","score_opus":0.13697088873765265,"score_gpt":0.421420934093491,"score_spread":0.2844500453558384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411251740","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00026222886,0.0046730815,0.0040646014,0.14228708,0.8400489,0.0009434924,0.0009010165,0.0007926688,0.006027012],"genre_scores_gemma":[0.015113964,0.015498503,0.019305253,0.18705682,0.61451787,0.008156352,0.0033414543,0.005355214,0.13165446],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.92055064,0.020267908,0.01654762,0.0065957955,0.033884063,0.0021539233],"domain_scores_gemma":[0.15098731,0.034484826,0.017106745,0.012213811,0.7755887,0.009618613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.069858894,0.0028671273,0.0042375694,0.011263498,0.0060815155,0.011657037,0.0047527677,0.008126365,0.08227041],"category_scores_gemma":[0.5486322,0.0012846121,0.0027668392,0.006259768,0.00288562,0.00960722,0.005179656,0.009690329,0.05709605],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025455749,0.0000049188843,0.00012135112,0.0004808363,0.000010790964,0.000045851033,0.00022299547,0.000008657703,0.000056122866,0.00042296347,0.9888065,0.009793512],"study_design_scores_gemma":[0.000039420123,0.000017474735,0.00047625467,0.002189346,0.000046984303,0.00034695584,0.00074403617,0.00014522026,0.00014351646,0.0012150073,0.99457633,0.00005956685],"about_ca_topic_score_codex":0.002823429,"about_ca_topic_score_gemma":0.004651353,"teacher_disagreement_score":0.08227041,"about_ca_system_score_codex":0.005883255,"about_ca_system_score_gemma":0.01703028,"threshold_uncertainty_score":0.36945355},"labels":[],"label_agreement":null},{"id":"W4411278685","doi":"10.1108/ijlls-08-2024-0192","title":"Koshi in learning study – a Hong Kong perspective","year":2025,"lang":"en","type":"article","venue":"International Journal for Lesson and Learning Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Perspective (graphical); Psychology; Mathematics education; Computer science; Artificial intelligence","score_opus":0.06296574893628218,"score_gpt":0.4152210326379839,"score_spread":0.35225528370170167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411278685","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9533938,0.0040191123,0.0031559821,0.0057847816,0.00021906305,0.0001951489,0.00022768223,0.000053628035,0.03295084],"genre_scores_gemma":[0.98278046,0.0026417454,0.001518714,0.0010656809,0.000041794177,0.00009852182,0.00011297155,0.00001942135,0.011720708],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989611,0.00041605136,0.000088110835,0.00010542298,0.000095135794,0.00033420068],"domain_scores_gemma":[0.9981534,0.00032331992,0.0002467072,0.00021418292,0.00034495073,0.0007174589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002227956,0.0004075607,0.00031603323,0.00057273376,0.004067164,0.0035356847,0.0007993783,0.00043660653,0.0035407231],"category_scores_gemma":[0.0012729312,0.00023735857,0.0002799485,0.001473548,0.00378767,0.0022145777,0.003162168,0.0010378086,0.00033561382],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023159749,0.00045089045,0.24135454,0.0020519036,0.00012399843,0.010368359,0.59210736,0.0009454766,0.0035714973,0.050974805,0.014034355,0.083785206],"study_design_scores_gemma":[0.00002655119,0.00046139312,0.15255302,0.00091924524,0.00012741775,0.0020563332,0.6513781,0.0010736842,0.0012264233,0.004386187,0.18568167,0.00010999055],"about_ca_topic_score_codex":0.099440746,"about_ca_topic_score_gemma":0.096391045,"teacher_disagreement_score":0.099440746,"about_ca_system_score_codex":0.004839674,"about_ca_system_score_gemma":0.009759169,"threshold_uncertainty_score":0.19772387},"labels":[],"label_agreement":null},{"id":"W4411426480","doi":"10.1016/j.ssaho.2025.101656","title":"Bridging the theory and practice divide in pre-service language teacher education: A focus on teacher educators’ expertise from in-service teachers' vantage point","year":2025,"lang":"en","type":"article","venue":"Social Sciences & Humanities Open","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Bridging (networking); Focus (optics); Sociology; Pedagogy; Teacher education; Point (geometry); Service (business); Mathematics education; Psychology; Computer science; Business; Physics; Mathematics","score_opus":0.041647864364561665,"score_gpt":0.35563113478833625,"score_spread":0.3139832704237746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411426480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93173224,0.008257666,0.0075779413,0.024703357,0.00035575725,0.00013083158,0.000019910312,0.00003329466,0.02718902],"genre_scores_gemma":[0.9912068,0.002116958,0.0021557016,0.0022878023,0.000030200328,0.00006316617,0.000013897483,0.000022426802,0.0021030854],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98432654,0.008953975,0.0009804275,0.001507848,0.0019519917,0.0022792255],"domain_scores_gemma":[0.973457,0.015608423,0.002077402,0.00119455,0.0029119411,0.004750688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017733434,0.0005721254,0.0008616696,0.0030053887,0.009550951,0.013183043,0.0015907479,0.0025547578,0.0026964007],"category_scores_gemma":[0.016289666,0.00080799655,0.0005823694,0.001801882,0.017193517,0.014527849,0.016754834,0.005679015,0.0003521226],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021323927,0.00009397241,0.0074558966,0.00036162193,0.000009516808,0.0010741602,0.96577626,0.000027959797,0.00076803996,0.0072132037,0.00057619537,0.016621852],"study_design_scores_gemma":[0.00000781062,0.000043991993,0.0029106704,0.00069637806,0.000013146384,0.00067307876,0.9742588,0.00008754787,0.00029119433,0.0025645515,0.018437598,0.000015119797],"about_ca_topic_score_codex":0.006638968,"about_ca_topic_score_gemma":0.013083197,"teacher_disagreement_score":0.017733434,"about_ca_system_score_codex":0.007603728,"about_ca_system_score_gemma":0.018001342,"threshold_uncertainty_score":0.09378451},"labels":[],"label_agreement":null},{"id":"W4411656622","doi":"10.51847/dw1iaviyxm","title":"10.51847/dW1iAVIyxm","year":2000,"lang":"en","type":"article","venue":"Time to knit","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Persian; Tone (literature); Audiology; Alphabet; Training (meteorology); Psychology; Speech recognition; Medicine; Computer science; Linguistics; Geography; Philosophy","score_opus":0.013769906087490057,"score_gpt":0.18453993866302248,"score_spread":0.17077003257553242,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411656622","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0051901215,0.001400479,0.003230206,0.0011634764,0.0011899117,0.00018103859,0.0016907265,0.0018253867,0.9841286],"genre_scores_gemma":[0.013890731,0.001008988,0.0035779749,0.00061594084,0.00019878102,0.00014004878,0.001997646,0.00040532477,0.97816455],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993801,0.00007622585,0.000077434954,0.00019592827,0.00017698381,0.000093241506],"domain_scores_gemma":[0.9989987,0.0001654403,0.00007699443,0.0001892946,0.00036114294,0.00020829258],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00073584524,0.0010075811,0.0005602353,0.0021657692,0.0009113303,0.00340368,0.0009553445,0.0017079455,0.8896608],"category_scores_gemma":[0.0013827974,0.000303677,0.00048081324,0.0020943356,0.000522075,0.0018661115,0.002342255,0.0012764934,0.88170356],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015924366,0.00026304694,0.0022531073,0.0004466657,0.000014484824,0.00022172708,0.0001720446,0.00015833764,0.003737777,0.004220592,0.11603662,0.8723164],"study_design_scores_gemma":[0.000035858877,0.000080908554,0.0033979272,0.00029690954,0.000013978058,0.0004877682,0.0002817957,0.00040319687,0.0011037084,0.001316848,0.9925613,0.000019660516],"about_ca_topic_score_codex":0.0024340807,"about_ca_topic_score_gemma":0.001382989,"teacher_disagreement_score":0.110339224,"about_ca_system_score_codex":0.0009822119,"about_ca_system_score_gemma":0.00085192436,"threshold_uncertainty_score":0.15738553},"labels":[],"label_agreement":null},{"id":"W4411656962","doi":"10.51847/bu05nda6wc","title":"10.51847/bu05nDA6wC","year":2000,"lang":"en","type":"article","venue":"Time to knit","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Computer science; Linguistics; Philosophy","score_opus":0.013478759605933144,"score_gpt":0.18368466925511348,"score_spread":0.17020590964918034,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411656962","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003315213,0.0015854966,0.0051109293,0.0011540444,0.0011895614,0.00024463143,0.0020528499,0.0034809762,0.9818663],"genre_scores_gemma":[0.0077104033,0.00074997096,0.004005172,0.000513145,0.00013262175,0.00015069719,0.0019371386,0.0006408427,0.98416],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991215,0.00010882367,0.000087013526,0.00027183187,0.00030263237,0.00010818923],"domain_scores_gemma":[0.99792564,0.000437332,0.00016012714,0.00037940516,0.00068656896,0.00041095432],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0010829293,0.0015074183,0.0008146247,0.002749248,0.0016635497,0.0042261276,0.0015527213,0.0031250354,0.9346228],"category_scores_gemma":[0.0019942324,0.0004867653,0.0006234251,0.00274065,0.0008589833,0.0025528034,0.0027602555,0.0015347425,0.94242567],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025085892,0.00024835026,0.0012553299,0.0005095938,0.0000163687,0.00022240689,0.00015669917,0.0002017012,0.0050066276,0.0035273125,0.16285947,0.8257452],"study_design_scores_gemma":[0.00003511738,0.00007049052,0.0016024149,0.00027990338,0.000016040613,0.00042842765,0.00018710711,0.00056324934,0.0016342542,0.0012828944,0.9938664,0.000033650205],"about_ca_topic_score_codex":0.0040381793,"about_ca_topic_score_gemma":0.0028644784,"teacher_disagreement_score":0.065377176,"about_ca_system_score_codex":0.001193804,"about_ca_system_score_gemma":0.0008666146,"threshold_uncertainty_score":0.0932526},"labels":[],"label_agreement":null},{"id":"W4411658629","doi":"10.51847/ielkg33zyz","title":"10.51847/iELkg33zyZ","year":2000,"lang":"en","type":"article","venue":"Time to knit","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary learning; Vocabulary; Psychology; Mathematics education; Pedagogy; Linguistics; Philosophy","score_opus":0.013701664004520851,"score_gpt":0.18337354426105001,"score_spread":0.16967188025652916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411658629","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01016897,0.0010055315,0.004816874,0.0016112126,0.00072560285,0.00021916263,0.0019075141,0.0032010537,0.9763441],"genre_scores_gemma":[0.011317752,0.00040267556,0.0023619386,0.00052169285,0.00008656065,0.00011333997,0.0015317899,0.00046943873,0.98319477],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995147,0.000047854617,0.00004584104,0.00014581652,0.00013331162,0.00011244039],"domain_scores_gemma":[0.99908483,0.00020448533,0.0000615931,0.00016111888,0.0002791174,0.00020881832],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00081454206,0.0011834223,0.00071567943,0.0019137339,0.0010052952,0.003268322,0.000865566,0.002488857,0.9392723],"category_scores_gemma":[0.0010748499,0.0003755648,0.00048147413,0.0015937937,0.0008590876,0.0026221094,0.0028242923,0.0012230066,0.9396259],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039068356,0.00034435067,0.0036442706,0.00038396835,0.000023202985,0.00055192504,0.00028758697,0.00028324904,0.007110844,0.005058688,0.117020756,0.86490047],"study_design_scores_gemma":[0.000109454035,0.00013520874,0.005872981,0.00031143107,0.000026928154,0.0009794391,0.00054791325,0.00056392775,0.0019538929,0.0017764923,0.9876889,0.00003343837],"about_ca_topic_score_codex":0.002636161,"about_ca_topic_score_gemma":0.0016545439,"teacher_disagreement_score":0.060727715,"about_ca_system_score_codex":0.00085002126,"about_ca_system_score_gemma":0.0006210269,"threshold_uncertainty_score":0.08662063},"labels":[],"label_agreement":null},{"id":"W4411831562","doi":"10.5539/elt.v18n7p74","title":"Understanding EFL Learners’ Perceptions of Peer Feedback in Second Language Writing: A Qualitative Inquiry","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Peer feedback; Perception; Qualitative research; Peer evaluation; Mathematics education; Second language writing; Linguistics; Pedagogy; Second language; Higher education","score_opus":0.08012528623091031,"score_gpt":0.35192127607512574,"score_spread":0.27179598984421544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411831562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9952494,0.0001540157,0.0015321048,0.0005335333,0.000010374226,0.00016487914,0.000042494466,0.000008591256,0.0023045945],"genre_scores_gemma":[0.9971501,0.00022123645,0.0009177183,0.0002051593,0.0000056613685,0.00025379087,0.000018038849,0.0000072171183,0.0012210633],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9903198,0.007352451,0.0003292008,0.0003317976,0.00088862097,0.0007780799],"domain_scores_gemma":[0.9720328,0.023472292,0.0013706111,0.00037558324,0.0019514991,0.00079729926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020327387,0.00033763787,0.00058249565,0.0013407647,0.003448748,0.003127489,0.0009159309,0.0010597631,0.0015592686],"category_scores_gemma":[0.030326076,0.00035505963,0.0002952728,0.00090368825,0.00484796,0.0023147396,0.002548601,0.0016072731,0.00018239026],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022070644,0.00009484463,0.006324022,0.00012649261,0.000004367357,0.00023819823,0.9845659,0.00004640069,0.0011504808,0.00047720698,0.00010894782,0.0068409992],"study_design_scores_gemma":[0.0000056287527,0.000117764175,0.0048283474,0.00012393984,0.0000054406055,0.00014635862,0.99061066,0.00017246428,0.000793753,0.00026910793,0.0029132883,0.000013283515],"about_ca_topic_score_codex":0.003723325,"about_ca_topic_score_gemma":0.004787736,"teacher_disagreement_score":0.020327387,"about_ca_system_score_codex":0.002257539,"about_ca_system_score_gemma":0.0033283972,"threshold_uncertainty_score":0.10750282},"labels":[],"label_agreement":null},{"id":"W4411834801","doi":"10.5539/elt.v18n7p33","title":"“Thank you for the Excitement”: Pre-service Teachers’ Engagement in and Outcomes from Culture and Language Escape Room Experiences","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pedagogy","score_opus":0.017552653153420437,"score_gpt":0.281049574040037,"score_spread":0.2634969208866166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411834801","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98990786,0.00025708496,0.001186367,0.0013163144,0.00006960952,0.000056523964,0.000019303709,0.00003550732,0.0071514137],"genre_scores_gemma":[0.9954417,0.0002678,0.000559456,0.00028893328,0.000013785958,0.00007055856,0.000021755539,0.000028514329,0.0033076252],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9922963,0.004728617,0.00019091014,0.00041985838,0.00072929944,0.0016350073],"domain_scores_gemma":[0.9932707,0.0026875823,0.00095818326,0.00043623455,0.0006403173,0.0020070234],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005028657,0.00054822915,0.00072298833,0.0008275191,0.009867735,0.0061502606,0.001483269,0.0020290203,0.0037293686],"category_scores_gemma":[0.014196697,0.00058401696,0.0006195395,0.0006045699,0.009781007,0.004075089,0.0117056575,0.004605474,0.00078931556],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040900868,0.00014287152,0.006720013,0.00010180435,0.000008891196,0.0014846534,0.9823698,0.00002962034,0.0007122291,0.0006108756,0.0006991491,0.007079273],"study_design_scores_gemma":[0.000003923315,0.000069444606,0.0038841618,0.000041868294,0.000004727811,0.00050869497,0.9897368,0.000027395725,0.00020048351,0.0002021924,0.005307499,0.000012716319],"about_ca_topic_score_codex":0.005133446,"about_ca_topic_score_gemma":0.01431827,"teacher_disagreement_score":0.009867735,"about_ca_system_score_codex":0.0020250643,"about_ca_system_score_gemma":0.0023921984,"threshold_uncertainty_score":0.02659434},"labels":[],"label_agreement":null},{"id":"W4411892998","doi":"10.5565/rev/jtl3.1442","title":"How Should the Teaching of Grammar Be Conceptualized in the Education of Multilingual Learners?","year":2025,"lang":"en","type":"article","venue":"Bellaterra Journal of Teaching & Learning Language & Literature","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Grammar; Linguistics; Sociology; Pedagogy; Psychology; Philosophy","score_opus":0.02439522112230792,"score_gpt":0.31111593776042357,"score_spread":0.28672071663811566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411892998","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.115078546,0.045028556,0.03379491,0.67431337,0.004147418,0.00010245196,0.0000459704,0.00016831461,0.12732042],"genre_scores_gemma":[0.9525908,0.013148628,0.012882782,0.01694134,0.0007658022,0.00016173821,0.000026870486,0.000091951806,0.0033900926],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9947745,0.00347851,0.00012665635,0.00034724065,0.00071540807,0.0005576845],"domain_scores_gemma":[0.99453133,0.002514758,0.00061767746,0.0003020599,0.0008142056,0.0012199943],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009230997,0.00054677314,0.00063994,0.0027968467,0.004072713,0.013703978,0.0026749594,0.0042383177,0.0009977663],"category_scores_gemma":[0.009949834,0.00026089814,0.00042391327,0.0013403964,0.040692348,0.011923231,0.0045647533,0.009149789,0.00029420332],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011855394,0.000055226872,0.0025517575,0.00018656359,0.000010407625,0.00021878947,0.077272944,0.0004887439,0.00024320808,0.8878101,0.0035724342,0.02757798],"study_design_scores_gemma":[0.00003166036,0.00008655596,0.00495861,0.0017595046,0.000027599464,0.00065620395,0.14121489,0.0016142733,0.00039687456,0.671235,0.17796251,0.00005623674],"about_ca_topic_score_codex":0.012912144,"about_ca_topic_score_gemma":0.011128591,"teacher_disagreement_score":0.013703978,"about_ca_system_score_codex":0.009811587,"about_ca_system_score_gemma":0.013556289,"threshold_uncertainty_score":0.07118833},"labels":[],"label_agreement":null},{"id":"W4411927085","doi":"10.3390/educsci15070816","title":"The Emotional Work of Heritage Language Maintenance: Insights from a Longitudinal Study of Chinese–Canadian Bilingual Parenting","year":2025,"lang":"en","type":"article","venue":"Education Sciences","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Heritage language; Psychology; Neuroscience of multilingualism; Work (physics); Longitudinal study; Developmental psychology; Linguistics; Mathematics education; Pedagogy; Engineering; Medicine","score_opus":0.03644710892927371,"score_gpt":0.32623295729327334,"score_spread":0.2897858483639996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411927085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99749434,0.00036944877,0.00006432413,0.00025289017,0.000012285457,0.000025174992,0.000102942104,0.000002186533,0.0016763709],"genre_scores_gemma":[0.9972102,0.00071172975,0.00014409855,0.0001659879,0.000006259946,0.00004748817,0.000189936,0.000006088737,0.001518186],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99867344,0.0003160023,0.000038862847,0.00013468332,0.00025339128,0.00058380596],"domain_scores_gemma":[0.9978994,0.00039959865,0.00033681846,0.00009060605,0.0006445724,0.00062910817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029364158,0.00065004476,0.00062927476,0.0018081099,0.018198876,0.003305134,0.0011157092,0.00063582783,0.0014436913],"category_scores_gemma":[0.003609952,0.0005753965,0.00039469506,0.00266354,0.0040387698,0.0012896844,0.0038490705,0.0022302873,0.00017578278],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005179463,0.000088866116,0.09770952,0.000041830477,0.000012323087,0.00094753964,0.8937132,0.000023032944,0.0004945694,0.0003959054,0.00069736753,0.005824046],"study_design_scores_gemma":[0.0000031011787,0.0000327287,0.12837724,0.00006396581,0.000011696296,0.00020998581,0.8682659,0.000031086158,0.000098665245,0.00007202942,0.0028086372,0.000024940035],"about_ca_topic_score_codex":0.9197305,"about_ca_topic_score_gemma":0.9686424,"teacher_disagreement_score":0.080269516,"about_ca_system_score_codex":0.019969879,"about_ca_system_score_gemma":0.028969977,"threshold_uncertainty_score":0.16148442},"labels":[],"label_agreement":null},{"id":"W4411990681","doi":"10.5430/wjel.v15n6p414","title":"Exploring English-Speaking Anxiety, Vocabulary Size, and Their Relationship Among High- and Low-Performing Thai University Students","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Anxiety; Psychology; Linguistics; Computer science; Mathematics education; Philosophy","score_opus":0.020993423181808298,"score_gpt":0.2238096132827314,"score_spread":0.2028161901009231,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411990681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995839,0.000046734323,0.000019246316,0.000015815334,0.0000015901728,0.0000039113866,0.000017950164,8.085794e-7,0.00031001426],"genre_scores_gemma":[0.99978167,0.000042970674,0.000030053485,0.000008703412,0.0000029270116,0.000004390949,0.000028730068,3.8109062e-7,0.000100104655],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995814,0.00007795935,0.000058689988,0.00003939974,0.00014539702,0.00009717161],"domain_scores_gemma":[0.9981237,0.00035804394,0.00067373883,0.000037451126,0.00020939861,0.00059773296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00033893922,0.00023557048,0.0002318694,0.00095658784,0.0003755424,0.00094497734,0.00018686449,0.00031699007,0.0011469244],"category_scores_gemma":[0.002155936,0.00015745503,0.0003112407,0.0005550026,0.00032742193,0.000308913,0.00052939064,0.0004737897,0.00014039468],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030965803,0.00010605298,0.99453664,0.000024397652,0.000021187527,0.00014262307,0.0012371878,0.000014559114,0.00040366172,0.000016670281,0.0000361547,0.0034299307],"study_design_scores_gemma":[0.0000015080741,0.00015483401,0.99638295,0.000007907427,0.000011151654,0.00015341166,0.003045624,0.000087887456,0.000058780308,0.00001742775,0.000073893214,0.000004704171],"about_ca_topic_score_codex":0.004299927,"about_ca_topic_score_gemma":0.0060450286,"teacher_disagreement_score":0.004299927,"about_ca_system_score_codex":0.0002180769,"about_ca_system_score_gemma":0.00035929176,"threshold_uncertainty_score":0.008549809},"labels":[],"label_agreement":null},{"id":"W4412373973","doi":"10.32038/ltrq.2025.48.18","title":"Peter D. MacIntyre’s 35-Year Research Contribution to Psychology, Language Education and Communication: A Systematic Review","year":2025,"lang":"en","type":"review","venue":"Language Teaching Research Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Psychoanalysis; Epistemology; Social science; Sociology; Linguistics; Philosophy","score_opus":0.09385857239687649,"score_gpt":0.5079601523567434,"score_spread":0.4141015799598669,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412373973","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007367466,0.8838478,0.0050197574,0.09627661,0.009623648,0.0012670981,0.00057813124,0.000057194506,0.0025930337],"genre_scores_gemma":[0.013801245,0.88895434,0.023321519,0.056976452,0.0070963833,0.0043930174,0.0004192498,0.00006733647,0.0049704267],"study_design_codex":"not_applicable","study_design_gemma":"systematic_review","domain_scores_codex":[0.961661,0.020637723,0.0072242795,0.0021089276,0.007827477,0.0005406871],"domain_scores_gemma":[0.8237013,0.12999424,0.008992123,0.0027543816,0.031011969,0.0035460035],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.04584929,0.00087073655,0.0019455419,0.017674673,0.0011475671,0.0036655834,0.0011583666,0.002428279,0.0041286596],"category_scores_gemma":[0.19905023,0.00087181915,0.0018864225,0.011678108,0.0016141152,0.006941267,0.0027157255,0.0032221796,0.00155643],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013354364,0.00006099188,0.0018757319,0.1006975,0.0006083802,0.00037974096,0.0032457127,0.00021986569,0.0006462603,0.010635591,0.5895986,0.29189813],"study_design_scores_gemma":[0.000108610795,0.00016697601,0.003054418,0.20348205,0.00062192074,0.0013540074,0.0013013572,0.00013482611,0.0003425371,0.0077748545,0.78154194,0.00011646582],"about_ca_topic_score_codex":0.0035953375,"about_ca_topic_score_gemma":0.012579197,"teacher_disagreement_score":0.9823253,"about_ca_system_score_codex":0.0033471962,"about_ca_system_score_gemma":0.024144962,"threshold_uncertainty_score":0.24247712},"labels":[],"label_agreement":null},{"id":"W4412386521","doi":"10.70838/pemj.420401","title":"Song-Based Approach to Grammar Learning Among Intermediate Learners","year":2025,"lang":"en","type":"article","venue":"Psychology and Education A Multidisciplinary Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Grammar; Computer science; Linguistics; Natural language processing; Mathematics education; Psychology; Philosophy","score_opus":0.027387521305079113,"score_gpt":0.3364956196246265,"score_spread":0.3091080983195474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412386521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99875915,0.00004739101,0.0003104434,0.00001852444,0.000003626586,0.000048391616,0.0000057103634,0.000005583858,0.00080123177],"genre_scores_gemma":[0.99249035,0.0001540949,0.005111614,0.000044484583,0.0000055036867,0.00009311231,0.00003662187,0.0000028632974,0.0020612804],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.999694,0.00010224623,0.000020161106,0.00005080484,0.0000770991,0.000055735498],"domain_scores_gemma":[0.9995369,0.000094362425,0.000047118956,0.000021723483,0.00006374915,0.00023629931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006051833,0.00025902237,0.00029152818,0.00041433529,0.00043957322,0.0004587563,0.0005558507,0.00025966502,0.0010903957],"category_scores_gemma":[0.0008932371,0.00008387534,0.00021718878,0.00011345789,0.00035524485,0.0002160322,0.0010075335,0.00034404505,0.00018898261],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009437407,0.03234334,0.35052136,0.00084266474,0.00006546712,0.003318348,0.0479424,0.0009164834,0.09516467,0.0011864081,0.0011950189,0.4655602],"study_design_scores_gemma":[0.00030061763,0.029565262,0.8774527,0.00031748792,0.00013901101,0.0031522566,0.03891254,0.0015429774,0.029102752,0.0013020593,0.018138159,0.00007421044],"about_ca_topic_score_codex":0.0012074785,"about_ca_topic_score_gemma":0.004877162,"teacher_disagreement_score":0.0012074785,"about_ca_system_score_codex":0.00032392654,"about_ca_system_score_gemma":0.00087916176,"threshold_uncertainty_score":0.0036478043},"labels":[],"label_agreement":null},{"id":"W4412755851","doi":"10.5539/elt.v18n8p63","title":"Effectiveness of Project-Based Learning in Improving Chinese EFL Learners’ Oral Communicative Competence","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Communicative competence; Communicative language teaching; Competence (human resources); Mathematics education; Pedagogy; Language education; Social psychology","score_opus":0.011868456730796206,"score_gpt":0.2862898452637997,"score_spread":0.27442138853300346,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412755851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972639,0.00018176986,0.0005926942,0.000065661574,0.0000096461545,0.0001396613,0.0000074805475,0.000019094197,0.0017201118],"genre_scores_gemma":[0.9963013,0.00029214076,0.0021131518,0.000039123763,0.000013911586,0.00014790156,0.000026967775,0.000002587693,0.001063006],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992374,0.00034852768,0.0000538143,0.00008421711,0.00015908136,0.00011700898],"domain_scores_gemma":[0.9991553,0.00024699958,0.00010832939,0.00006117285,0.00010018476,0.00032794324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013640838,0.00032693162,0.0003147535,0.0003354889,0.00033805435,0.00043334946,0.00035753363,0.00027717924,0.0013769437],"category_scores_gemma":[0.0029717544,0.000090133806,0.00023598681,0.0001772653,0.00023677765,0.00043893818,0.00080574764,0.00028871957,0.00019699804],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015225366,0.024231846,0.042523313,0.0009459191,0.00009505903,0.0003237344,0.004473275,0.0008630727,0.02430732,0.00036617098,0.00068838143,0.8996595],"study_design_scores_gemma":[0.0024719874,0.12057188,0.800719,0.00049500825,0.0006449632,0.0016136563,0.011228423,0.007912001,0.038468122,0.0020603677,0.013683892,0.00013058574],"about_ca_topic_score_codex":0.00056358776,"about_ca_topic_score_gemma":0.00056323735,"teacher_disagreement_score":0.0013769437,"about_ca_system_score_codex":0.00017275529,"about_ca_system_score_gemma":0.0009385169,"threshold_uncertainty_score":0.0072140694},"labels":[],"label_agreement":null},{"id":"W4412847264","doi":"10.18806/tesl.v42i1/1423","title":"Enhancing Intermediate English Learners’ Proficiency in Narrative Tenses","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Linguistics; Psychology; Language proficiency; Mathematics education; Philosophy","score_opus":0.011350369489727844,"score_gpt":0.2288175396099139,"score_spread":0.21746717012018607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847264","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94659996,0.0040394,0.01877427,0.0010644172,0.0001248972,0.00018606399,0.00016881597,0.00028263082,0.028759483],"genre_scores_gemma":[0.9522725,0.004397381,0.027171731,0.00023835672,0.00003493702,0.00021511463,0.0002533674,0.000067002,0.015349523],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99953854,0.0001732739,0.000039610608,0.000070053466,0.00010923393,0.00006931422],"domain_scores_gemma":[0.9981686,0.00090069004,0.00020734213,0.00007735008,0.00039936884,0.00024664061],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011670297,0.00042059546,0.00040544797,0.0004484735,0.00035361978,0.0021690095,0.00052388705,0.00046898902,0.005437436],"category_scores_gemma":[0.0046603535,0.00012793388,0.0003260961,0.00016154042,0.00039498284,0.0016510873,0.0014609632,0.0007542806,0.0015400662],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054636935,0.0025642533,0.042418085,0.005780591,0.0000985638,0.0025541272,0.07953913,0.0008346232,0.062546544,0.011183468,0.006439411,0.7854949],"study_design_scores_gemma":[0.00022272658,0.006230292,0.16049613,0.008122725,0.00078876497,0.0064918837,0.14406186,0.005263167,0.09802347,0.030869378,0.53918713,0.00024253296],"about_ca_topic_score_codex":0.0006858795,"about_ca_topic_score_gemma":0.0016499661,"teacher_disagreement_score":0.005437436,"about_ca_system_score_codex":0.000302368,"about_ca_system_score_gemma":0.0009639321,"threshold_uncertainty_score":0.018190026},"labels":[],"label_agreement":null},{"id":"W4412847274","doi":"10.18806/tesl.v42i1/1427","title":"Beyond Drills","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Linguistics; Psychology; Pedagogy; Philosophy","score_opus":0.008429472062010508,"score_gpt":0.20609016864626745,"score_spread":0.19766069658425695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847274","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018134473,0.0049366048,0.067839004,0.0091551915,0.0040895343,0.0005573218,0.0025803193,0.0060282676,0.88667923],"genre_scores_gemma":[0.25086623,0.005150436,0.0788276,0.0053924606,0.0013439559,0.00081015396,0.004435979,0.0027263218,0.6504469],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982926,0.00047746836,0.00013292774,0.000414967,0.00046646432,0.00021545705],"domain_scores_gemma":[0.997502,0.0006919698,0.00023046671,0.00066982745,0.00041472935,0.00049093424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013652504,0.00096535153,0.00061212765,0.0018499276,0.001753292,0.005184189,0.0018443819,0.0018665663,0.18580596],"category_scores_gemma":[0.007928214,0.00041195095,0.0006602316,0.0012439543,0.0018991776,0.0071509504,0.0061120396,0.0022396669,0.065900065],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038585655,0.00021962058,0.0029451847,0.0009782595,0.000039254992,0.00050241547,0.00439409,0.001180695,0.0016573073,0.22489335,0.15760303,0.60520095],"study_design_scores_gemma":[0.000023877958,0.000113280956,0.0012574978,0.0004199852,0.000010377351,0.00026217097,0.0012589805,0.00045138953,0.0004397017,0.034115877,0.96161777,0.000029030456],"about_ca_topic_score_codex":0.0012470512,"about_ca_topic_score_gemma":0.0021565987,"teacher_disagreement_score":0.18580596,"about_ca_system_score_codex":0.001055728,"about_ca_system_score_gemma":0.0018213573,"threshold_uncertainty_score":0.62158287},"labels":[],"label_agreement":null},{"id":"W4412847275","doi":"10.18806/tesl.v42i1/1417","title":"“If you fake it, they will know”","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Psychology; Linguistics; Internet privacy; Computer science; Philosophy","score_opus":0.014346144404178338,"score_gpt":0.22625807524773525,"score_spread":0.21191193084355692,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847275","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18246704,0.004760961,0.048340436,0.12943186,0.0068573463,0.00038380042,0.0020077722,0.002303201,0.62344754],"genre_scores_gemma":[0.6105922,0.0032275424,0.010768636,0.030641964,0.0010358379,0.00020305143,0.00079201587,0.0005796325,0.34215912],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9931532,0.002924997,0.00030159845,0.00060664595,0.0024737737,0.00053977926],"domain_scores_gemma":[0.988524,0.0036872164,0.00219145,0.0015229668,0.0033501904,0.00072403415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003627134,0.0009652954,0.00044415717,0.00100385,0.00491423,0.0042069117,0.00065602135,0.0024129234,0.042074937],"category_scores_gemma":[0.023477653,0.00040157788,0.0004557323,0.0008476946,0.0053245025,0.005231504,0.002531606,0.0028600201,0.025249695],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002437311,0.000103775965,0.038266562,0.00060031,0.00012753248,0.0031023188,0.1336801,0.00038362833,0.0052701635,0.06976126,0.5304475,0.21801321],"study_design_scores_gemma":[0.00001252543,0.00008746099,0.012529201,0.00037324821,0.000038302056,0.0030494211,0.03974519,0.0011107982,0.0018338785,0.0074306186,0.9336495,0.00013982785],"about_ca_topic_score_codex":0.0174946,"about_ca_topic_score_gemma":0.019313788,"teacher_disagreement_score":0.042074937,"about_ca_system_score_codex":0.002438923,"about_ca_system_score_gemma":0.0018651213,"threshold_uncertainty_score":0.1407547},"labels":[],"label_agreement":null},{"id":"W4412847294","doi":"10.18806/tesl.v42i1/1424","title":"Positioning Language Learners as Cultural Informants: Innovative Grammar Activities from Two Different EFL Settings","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Psychology; Language education; Sociology; Pedagogy; Philosophy","score_opus":0.008518934836257139,"score_gpt":0.2503502459766476,"score_spread":0.24183131114039047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9915588,0.00020169369,0.002210838,0.00045328875,0.0000215127,0.00005621471,0.00001860395,0.000033281634,0.0054458966],"genre_scores_gemma":[0.99134576,0.00031484323,0.0045560277,0.00030583155,0.000015508718,0.00008979751,0.000044691413,0.000058815098,0.00326862],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99344605,0.0042434563,0.00027016815,0.00074267376,0.00054936565,0.00074830453],"domain_scores_gemma":[0.9952938,0.001990071,0.00041872525,0.00045193138,0.000497869,0.0013476638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005675814,0.0013017495,0.0005889264,0.0023803827,0.008830537,0.007457889,0.002167297,0.002338265,0.0019288458],"category_scores_gemma":[0.007170782,0.0006625415,0.00063006056,0.001250908,0.010180607,0.0044219648,0.012030129,0.0027024648,0.0007373583],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003728511,0.00014073777,0.010809239,0.000074120675,0.000008757758,0.0014124981,0.9690856,0.000063930944,0.0021899303,0.0011483292,0.00024776408,0.014781806],"study_design_scores_gemma":[0.000016722795,0.00016786688,0.0061045876,0.00007804815,0.000024945995,0.001168453,0.9686619,0.0002062033,0.002793517,0.0011555376,0.019566847,0.000055443743],"about_ca_topic_score_codex":0.0031469439,"about_ca_topic_score_gemma":0.008631467,"teacher_disagreement_score":0.008830537,"about_ca_system_score_codex":0.0023989812,"about_ca_system_score_gemma":0.0020770668,"threshold_uncertainty_score":0.0300169},"labels":[],"label_agreement":null},{"id":"W4412847315","doi":"10.18806/tesl.v42i1/1418","title":"It’s Not Just Grammar","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Linguistics; Grammar; Psychology; Sociology; Philosophy","score_opus":0.0373215470126319,"score_gpt":0.24784814534008323,"score_spread":0.21052659832745133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847315","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08232993,0.009666129,0.026319094,0.14971787,0.0046961284,0.00011530478,0.0007534858,0.0019678501,0.7244342],"genre_scores_gemma":[0.7141367,0.0041602813,0.013393568,0.018275458,0.0009075991,0.000086463944,0.00042723172,0.0017923805,0.24682027],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.997335,0.00088247267,0.00010936629,0.00054002966,0.0008427389,0.00029037124],"domain_scores_gemma":[0.9969639,0.00082801457,0.00025229642,0.00054817897,0.00092830294,0.0004792934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017769269,0.00041419826,0.0004340171,0.00059477065,0.0031398106,0.005804285,0.0007954892,0.0014800183,0.015240368],"category_scores_gemma":[0.0073585357,0.00023349821,0.0002920971,0.0007692995,0.011275218,0.0054489723,0.003370288,0.0042306855,0.0065702596],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000094843,0.000074587384,0.012964562,0.00061974645,0.000055829336,0.0015500919,0.1588347,0.0004451364,0.005303741,0.42291772,0.19356276,0.20357633],"study_design_scores_gemma":[0.00000739153,0.000032934324,0.003004997,0.00023549731,0.000009523398,0.0006381883,0.014244117,0.00012434761,0.00053671724,0.031911083,0.9492277,0.000027373335],"about_ca_topic_score_codex":0.008635123,"about_ca_topic_score_gemma":0.0126539115,"teacher_disagreement_score":0.015240368,"about_ca_system_score_codex":0.0022615208,"about_ca_system_score_gemma":0.0035856292,"threshold_uncertainty_score":0.050984144},"labels":[],"label_agreement":null},{"id":"W4412849196","doi":"10.47233/jpst.v4i1.2649","title":"Analysis the Integrated Learning (Listening and Speaking) on Podcast “Effortless English Program” by AJ. Hoge","year":2025,"lang":"en","type":"article","venue":"Jurnal Pendidikan Sains Dan Teknologi","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Active listening; Psychology; Communication","score_opus":0.014129303991008759,"score_gpt":0.2589596128948956,"score_spread":0.24483030890388685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412849196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96274984,0.00018037205,0.0050378875,0.0007822697,0.00010547289,0.0011989551,0.0015027156,0.00008775119,0.02835473],"genre_scores_gemma":[0.9448544,0.0004511664,0.008694649,0.00055002404,0.000046149715,0.001938333,0.0014646077,0.00009869932,0.041901954],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99753857,0.0009952032,0.000116806594,0.000261118,0.0007935973,0.00029471927],"domain_scores_gemma":[0.99314225,0.0034426958,0.0005294331,0.0003570061,0.002032861,0.0004956251],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027803262,0.00025095075,0.0003380756,0.0015864181,0.0023054641,0.0013971572,0.000755446,0.00033818974,0.008790506],"category_scores_gemma":[0.01007169,0.00015385317,0.00026223608,0.0012454916,0.0011108641,0.0008173691,0.0021129649,0.0008283672,0.0009905971],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047211535,0.0011151423,0.04249835,0.002078695,0.000028381679,0.0015329793,0.62936425,0.0002930323,0.013664666,0.0042294995,0.019766212,0.2849567],"study_design_scores_gemma":[0.000029949775,0.00065548246,0.17638734,0.0008070377,0.000037507085,0.000524216,0.70996845,0.0004492261,0.008239697,0.0007002526,0.10215287,0.00004802475],"about_ca_topic_score_codex":0.005608074,"about_ca_topic_score_gemma":0.012115438,"teacher_disagreement_score":0.008790506,"about_ca_system_score_codex":0.0026440197,"about_ca_system_score_gemma":0.0027819688,"threshold_uncertainty_score":0.029407144},"labels":[],"label_agreement":null},{"id":"W4412972797","doi":"10.1016/j.jeap.2025.101555","title":"Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study","year":2025,"lang":"en","type":"article","venue":"Journal of English for Academic Purposes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"York University","keywords":"Course (navigation); Medical education; Longitudinal study; English for academic purposes; English language; Psychology; Computer science; Linguistics; Mathematics education; Medicine; Engineering","score_opus":0.07609000682333174,"score_gpt":0.3797398177341562,"score_spread":0.3036498109108245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412972797","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99944085,0.000021161295,0.000037530925,0.000031661497,0.0000039768706,0.000059308204,0.00005532183,0.000002803928,0.00034742174],"genre_scores_gemma":[0.99877816,0.000042088857,0.00013905858,0.000026635182,0.0000048935967,0.0001104953,0.00024764636,0.000002233199,0.0006487725],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981834,0.00051692076,0.00015231149,0.0001816637,0.00059331034,0.00037230278],"domain_scores_gemma":[0.9876439,0.0010130919,0.0025185046,0.00046684963,0.0042573456,0.0041002934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062292423,0.0003274179,0.000417507,0.0013206821,0.0019559201,0.0017753621,0.00075850013,0.0005334533,0.0012212628],"category_scores_gemma":[0.011845695,0.0002553054,0.00059281784,0.00078782055,0.00063485175,0.0010568519,0.0013482294,0.0016031639,0.0006566391],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031553156,0.0028620472,0.98125124,0.000012572044,0.000027787319,0.00015387314,0.0029459368,0.000053746327,0.00042553194,0.000042998294,0.00026754718,0.011641298],"study_design_scores_gemma":[0.000023895875,0.0035833388,0.9910595,0.000019279812,0.000024644254,0.00008522575,0.0041046445,0.00021981132,0.0003802417,0.00003275149,0.00044380352,0.000022999686],"about_ca_topic_score_codex":0.034819596,"about_ca_topic_score_gemma":0.0681203,"teacher_disagreement_score":0.034819596,"about_ca_system_score_codex":0.0024642397,"about_ca_system_score_gemma":0.004108922,"threshold_uncertainty_score":0.069233835},"labels":[],"label_agreement":null},{"id":"W4413002995","doi":"10.1177/13621688251352279","title":"A holistic perspective on the contribution of foreign language peace of mind, enjoyment, anxiety, and boredom to EFL learners’ willingness to communicate: The mediating role of engagement","year":2025,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Boredom; Psychology; Perspective (graphical); Willingness to communicate; Anxiety; Foreign language; Social psychology; Pedagogy","score_opus":0.06157158799779849,"score_gpt":0.3902359120136535,"score_spread":0.328664324015855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413002995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9839528,0.00086292427,0.0023765464,0.0008198788,0.000018866162,0.000015133616,0.00002705862,0.000008561688,0.011918159],"genre_scores_gemma":[0.99899286,0.0002517592,0.00034831444,0.000064581065,0.000005765227,0.000009219468,0.00000765266,0.0000018008295,0.00031813871],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999481,0.00023743091,0.000019117404,0.00005862318,0.0000750982,0.00012883364],"domain_scores_gemma":[0.99882895,0.0006166624,0.00022029322,0.000045985067,0.00009201351,0.00019613045],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001072289,0.0003405738,0.00028239624,0.00063184084,0.00090831745,0.0032857945,0.0002733826,0.00042045774,0.0023650685],"category_scores_gemma":[0.0017412622,0.00013700186,0.00034896386,0.00031445056,0.0028474634,0.0015887212,0.0024130037,0.0009955334,0.00010952008],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002918077,0.0004523155,0.364124,0.0010012047,0.00020317077,0.003104537,0.4338605,0.0009404848,0.024984172,0.03242661,0.000924137,0.13768706],"study_design_scores_gemma":[0.00001560257,0.00035759338,0.5370963,0.0004641569,0.00015334733,0.0014021439,0.4306778,0.0014641667,0.0032464666,0.014280494,0.010758928,0.0000830669],"about_ca_topic_score_codex":0.0017140311,"about_ca_topic_score_gemma":0.0024223076,"teacher_disagreement_score":0.0032857945,"about_ca_system_score_codex":0.0006307843,"about_ca_system_score_gemma":0.0009856339,"threshold_uncertainty_score":0.00791198},"labels":[],"label_agreement":null},{"id":"W4413067346","doi":"10.5430/wjel.v15n8p64","title":"Exploring the Insights of EFL Learners Toward the Qualities of Competent EFL Mentors: A Philosophical Approach","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Viewpoints; Benchmarking; Perception; Psychology; Pedagogy; Mathematics education; Medical education; Computer science; Medicine; Management","score_opus":0.08757191117074707,"score_gpt":0.276403170731063,"score_spread":0.18883125956031593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413067346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7912067,0.006888579,0.040430468,0.07891014,0.0004952333,0.00019097369,0.000044683566,0.000047061807,0.08178606],"genre_scores_gemma":[0.9902541,0.0015301056,0.0030727715,0.0017037708,0.00006526224,0.000044464636,0.000008457623,0.0000064721426,0.0033145638],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9942966,0.0042138677,0.0001233743,0.00020071017,0.00068751007,0.00047800565],"domain_scores_gemma":[0.99223363,0.004553663,0.0008136771,0.00022074879,0.0012726827,0.0009055906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010857438,0.00043595003,0.00022324857,0.0018674185,0.005421562,0.008690031,0.0010840927,0.002456622,0.0015592194],"category_scores_gemma":[0.00887032,0.00021522176,0.00028501425,0.00071981933,0.017079704,0.0051418208,0.0048701297,0.003987626,0.0002177291],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003757841,0.00015682538,0.008407618,0.00028784698,0.000014899952,0.0016315839,0.8464358,0.00018835493,0.0020045692,0.11478986,0.0012405259,0.02480458],"study_design_scores_gemma":[0.0000062672084,0.00013161512,0.003930979,0.00045836752,0.000010681845,0.0009100408,0.92558414,0.00055812433,0.0007115888,0.02393154,0.0437398,0.000026865888],"about_ca_topic_score_codex":0.0025579955,"about_ca_topic_score_gemma":0.0030807294,"teacher_disagreement_score":0.010857438,"about_ca_system_score_codex":0.0038456735,"about_ca_system_score_gemma":0.004126952,"threshold_uncertainty_score":0.057420254},"labels":[],"label_agreement":null},{"id":"W4413125657","doi":"10.1075/task.23013.tav","title":"What makes a task difficult?","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Task (project management); Computer science; Engineering; Systems engineering","score_opus":0.010102663199327249,"score_gpt":0.2576028211108232,"score_spread":0.24750015791149596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413125657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.985284,0.00033723432,0.0039340076,0.00056272495,0.00003296654,0.00009420508,0.00015852561,0.000037214533,0.009559183],"genre_scores_gemma":[0.9974504,0.00012293959,0.0016236494,0.000072607094,0.00001899141,0.000045227294,0.00010645309,0.000019688217,0.00053991197],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9953532,0.0011937801,0.0005482629,0.00056779396,0.0018799194,0.00045695112],"domain_scores_gemma":[0.9465027,0.031956147,0.011141044,0.0025965648,0.005490282,0.0023132947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034021176,0.00055360567,0.0005611885,0.0014404998,0.000951581,0.0037116478,0.000809607,0.00086464896,0.0033980154],"category_scores_gemma":[0.059196454,0.00031274938,0.00038642943,0.001093105,0.0018971539,0.0019587947,0.0015547667,0.0010098278,0.0005926591],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008056569,0.00051671837,0.8128855,0.001256771,0.00018434988,0.0014701249,0.05324265,0.001604787,0.017387252,0.0061681382,0.0047397036,0.09973822],"study_design_scores_gemma":[0.00006288951,0.0003594996,0.915546,0.0004876705,0.00010418057,0.0014674208,0.045766216,0.0052989144,0.0028368225,0.016980464,0.010965438,0.00012436825],"about_ca_topic_score_codex":0.004574127,"about_ca_topic_score_gemma":0.0067878678,"teacher_disagreement_score":0.004574127,"about_ca_system_score_codex":0.001602513,"about_ca_system_score_gemma":0.0014705565,"threshold_uncertainty_score":0.017992318},"labels":[],"label_agreement":null},{"id":"W4413146686","doi":"10.1109/cvpr52734.2025.02773","title":"Advancing Myopia To Holism: Fully Contrastive Language-Image Pre-training","year":2025,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Artificial Intelligence in Medicine (Canada)","funders":"","keywords":"Holism; Computer science; Training (meteorology); Image (mathematics); Natural language processing; Artificial intelligence; Linguistics; Psychology; Philosophy; Epistemology; Geography","score_opus":0.011580581060189016,"score_gpt":0.2840977400112078,"score_spread":0.2725171589510188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413146686","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04498905,0.0021974475,0.91655827,0.00081677985,0.00047701588,0.00021397305,0.0011037729,0.02509652,0.008547234],"genre_scores_gemma":[0.40301377,0.0008920908,0.5632661,0.0026217122,0.0002887531,0.0005069099,0.007517028,0.0033542316,0.018539343],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99927026,0.00017972852,0.000027924974,0.00028583367,0.00013471446,0.00010154555],"domain_scores_gemma":[0.9989152,0.0005361047,0.000049167073,0.00026750405,0.00015489938,0.000077127916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010607237,0.0018188016,0.00096503104,0.000685189,0.0004709826,0.001231414,0.0023047742,0.0015536952,0.0071944515],"category_scores_gemma":[0.0043085017,0.0005930012,0.000932122,0.0007699633,0.0009477843,0.002911389,0.0021150713,0.003414484,0.004999665],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00068674335,0.00049580634,0.0012216491,0.000556898,0.00016161556,0.00035037537,0.00025186795,0.0863655,0.040990077,0.009759493,0.047002368,0.81215763],"study_design_scores_gemma":[0.00007716007,0.00031961105,0.00045805448,0.00005541511,0.000041544707,0.00019437281,0.00011230419,0.9428785,0.028180143,0.016836531,0.010811612,0.000034710083],"about_ca_topic_score_codex":0.0040606274,"about_ca_topic_score_gemma":0.008241073,"teacher_disagreement_score":0.0071944515,"about_ca_system_score_codex":0.0008050339,"about_ca_system_score_gemma":0.0010681842,"threshold_uncertainty_score":0.024067879},"labels":[],"label_agreement":null},{"id":"W4413227182","doi":"10.5539/elt.v18n9p12","title":"The Inconclusive Effectiveness of Indirect, Coded and Direct Written Corrective Feedback on EFL Student Writing","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Scrutiny; Psychology; Sentence; Second language writing; Mathematics education; Linguistics; Pedagogy; Second language","score_opus":0.006888765004801889,"score_gpt":0.2667878783710624,"score_spread":0.2598991133662605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413227182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99517006,0.0004620184,0.00085838966,0.000089434565,0.000041243118,0.00008686385,0.0000323318,0.00007014393,0.0031894306],"genre_scores_gemma":[0.993396,0.0003164891,0.003956467,0.0001241669,0.00004038204,0.0001079742,0.000058277885,0.000034490982,0.0019658247],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.988447,0.0063898824,0.00094939815,0.0011783302,0.0027534303,0.0002819593],"domain_scores_gemma":[0.8569769,0.120141156,0.00868497,0.0051904265,0.00629494,0.0027114972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008551649,0.0007122936,0.000703062,0.0009696102,0.0005398366,0.0010771203,0.0009754089,0.00078671967,0.002876129],"category_scores_gemma":[0.107661694,0.00026223683,0.00028825007,0.00042069468,0.0009204114,0.0010840957,0.0016556329,0.0008723152,0.0005909492],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0073822113,0.003618721,0.06032365,0.0015755207,0.00028355193,0.00018858464,0.010541716,0.0009986142,0.020652622,0.00021230234,0.0007109265,0.89351153],"study_design_scores_gemma":[0.0031626027,0.07776635,0.79088724,0.00202869,0.0015460743,0.0014200286,0.014398338,0.008502534,0.08577883,0.0016328653,0.012434358,0.00044208393],"about_ca_topic_score_codex":0.0014953171,"about_ca_topic_score_gemma":0.0027952339,"teacher_disagreement_score":0.008551649,"about_ca_system_score_codex":0.0005362792,"about_ca_system_score_gemma":0.0008468194,"threshold_uncertainty_score":0.04522592},"labels":[],"label_agreement":null},{"id":"W4413412584","doi":"10.3389/feduc.2025.1614353","title":"Foreign language anxiety in EFL classrooms: teachers' perceptions, challenges, and strategies for mitigation","year":2025,"lang":"en","type":"article","venue":"Frontiers in Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Fanshawe College","funders":"","keywords":"Anxiety; Perception; English as a foreign language; Foreign language; Psychology; Foreign language anxiety; Mathematics education; Computer science; Pedagogy; Medical education; Medicine","score_opus":0.012867372368819418,"score_gpt":0.27139607976904123,"score_spread":0.2585287074002218,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413412584","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9861415,0.0026946417,0.00056193164,0.004838904,0.000090050904,0.000057216756,0.000021153228,0.000036360547,0.005558184],"genre_scores_gemma":[0.9960549,0.0014679525,0.00055313634,0.00052969554,0.00002124717,0.0000378934,0.00001676197,0.0000039197416,0.0013144299],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988175,0.0004336795,0.00006156851,0.00008048755,0.00021620942,0.0003905172],"domain_scores_gemma":[0.99783844,0.0005445636,0.00050487346,0.000043021475,0.0003184069,0.0007507477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015403683,0.00033706706,0.00037566756,0.0005313858,0.002408663,0.0031972863,0.0006289992,0.0012238497,0.0016705818],"category_scores_gemma":[0.003368597,0.00019688837,0.00031552024,0.00029003003,0.0012691136,0.0011420458,0.002048589,0.0013005282,0.00026906581],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014756346,0.0015035176,0.32161358,0.0016171144,0.00007506018,0.0055328393,0.45293066,0.00021003213,0.010390896,0.0023495634,0.005313658,0.19831555],"study_design_scores_gemma":[0.000016648046,0.00034682732,0.12544438,0.0006483426,0.00004170751,0.0013599575,0.85061747,0.00022534482,0.0008516729,0.0007014405,0.019694837,0.000051354662],"about_ca_topic_score_codex":0.0038047454,"about_ca_topic_score_gemma":0.008201346,"teacher_disagreement_score":0.0038047454,"about_ca_system_score_codex":0.0015630502,"about_ca_system_score_gemma":0.0036186688,"threshold_uncertainty_score":0.011340857},"labels":[],"label_agreement":null},{"id":"W4413531524","doi":"10.64628/aaj.9jumjy6a6","title":"Learning in two languages: lessons from francophone Africa on what works best","year":2024,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"French; Linguistics; Languages of Africa; Political science; History; Sociology; Philosophy","score_opus":0.03836069536682358,"score_gpt":0.3039086719039835,"score_spread":0.26554797653715995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413531524","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87858623,0.002380537,0.00071996043,0.01781446,0.00015375129,0.000094972434,0.000055540182,0.00002838458,0.10016609],"genre_scores_gemma":[0.98339486,0.0013153962,0.0010676741,0.0012488196,0.000018922472,0.000048246184,0.000026285337,0.000023169137,0.012856574],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99688405,0.0013859957,0.00006687249,0.0001949869,0.00018058809,0.0012874475],"domain_scores_gemma":[0.9955563,0.0021182366,0.00019609636,0.000120327495,0.00047814363,0.0015309236],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052146637,0.001039671,0.0005814321,0.0008193791,0.016153865,0.0063124406,0.0014307568,0.0022230176,0.0040470376],"category_scores_gemma":[0.004987078,0.00027628534,0.00026301807,0.0013771738,0.008666497,0.0054169,0.00482408,0.003604115,0.0006105923],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031792626,0.00090854627,0.0065396247,0.00039230566,0.000016080608,0.0037460064,0.8711555,0.0004084468,0.0016439956,0.020408034,0.009933353,0.084530205],"study_design_scores_gemma":[0.00007245113,0.0002251213,0.012710564,0.0010079446,0.000016263359,0.00040647545,0.89896446,0.00014860577,0.0008940682,0.004687264,0.08082416,0.000042541727],"about_ca_topic_score_codex":0.16786215,"about_ca_topic_score_gemma":0.34041482,"teacher_disagreement_score":0.16786215,"about_ca_system_score_codex":0.014247644,"about_ca_system_score_gemma":0.017024493,"threshold_uncertainty_score":0.33377016},"labels":[],"label_agreement":null},{"id":"W4413580059","doi":"10.1007/978-981-96-4317-2_10","title":"Preserving Persian language Through Non-Native Persian Adult Students in Learning Persian","year":2025,"lang":"en","type":"book-chapter","venue":"Springer handbooks in languages and linguistics.","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Persian; Linguistics; Psychology; Philosophy","score_opus":0.01333947719046286,"score_gpt":0.29055291905397196,"score_spread":0.2772134418635091,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413580059","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3287235,0.01539732,0.01048552,0.0054481076,0.00064704753,0.00005121309,0.00008070076,0.0003677148,0.6387989],"genre_scores_gemma":[0.7909891,0.007139607,0.008793683,0.00083761726,0.00011201306,0.000028046561,0.000087519344,0.00010729355,0.19190516],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998149,0.00006144502,0.000007642789,0.000033587374,0.000047284146,0.00003512516],"domain_scores_gemma":[0.9998518,0.000042215102,0.0000108693985,0.000019465551,0.000032358403,0.000043319615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043570658,0.0003537049,0.00014398707,0.00027073847,0.0012071254,0.0019348265,0.00047527882,0.00043615207,0.0050268276],"category_scores_gemma":[0.00047667942,0.00007617298,0.00009691605,0.0003069136,0.0013943744,0.002800927,0.0017345755,0.00085888593,0.0015086167],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000101646976,0.00022450941,0.002743494,0.00027184107,0.0000072607972,0.0017416286,0.15732403,0.00025547907,0.011483355,0.1557863,0.028387487,0.6416729],"study_design_scores_gemma":[0.000011875147,0.00022998927,0.008449519,0.00027564017,0.0000134524025,0.0034640862,0.088353366,0.0002737023,0.0130961975,0.04965812,0.836156,0.000017914408],"about_ca_topic_score_codex":0.001334455,"about_ca_topic_score_gemma":0.0051750587,"teacher_disagreement_score":0.0050268276,"about_ca_system_score_codex":0.000626584,"about_ca_system_score_gemma":0.0013319788,"threshold_uncertainty_score":0.016816378},"labels":[],"label_agreement":null},{"id":"W4413607617","doi":"10.5430/wjel.v15n8p201","title":"Exploring the Impact of WeChat Multimodality Affordances on Chinese EFL Undergraduates’ Writing Development","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Walailak University","keywords":"Affordance; Multimodality; Computer science; Linguistics; Human–computer interaction; World Wide Web; Philosophy","score_opus":0.04558385158889351,"score_gpt":0.30433551709629947,"score_spread":0.25875166550740597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413607617","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982704,0.000044926783,0.00047119273,0.000040989715,0.0000049360465,0.00003866528,0.000023856817,0.000023019476,0.0010821465],"genre_scores_gemma":[0.9948644,0.00013093816,0.003648822,0.000029626855,0.000006645632,0.0001487512,0.000043967888,0.000013972678,0.0011128931],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994417,0.00016484967,0.000046998597,0.00009140532,0.00014873255,0.00010637183],"domain_scores_gemma":[0.99807894,0.0009473744,0.00028021084,0.00016095726,0.00018263844,0.00034984856],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012694618,0.00041818852,0.00025442286,0.0007034172,0.00051775936,0.0010052094,0.00034234242,0.00031732238,0.0026235138],"category_scores_gemma":[0.0044966335,0.00014280665,0.0003503601,0.0003641083,0.00064681546,0.0010713317,0.0014894401,0.000359393,0.00023597917],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019397637,0.005888811,0.1575624,0.0016317928,0.00015836654,0.0017239853,0.06741454,0.0019301772,0.18560041,0.0016642199,0.0018773422,0.5726082],"study_design_scores_gemma":[0.0003230912,0.017417831,0.78630954,0.00052750506,0.00059869944,0.0010002715,0.06532698,0.0061533945,0.08230629,0.0018303671,0.037945226,0.00026087],"about_ca_topic_score_codex":0.0014129659,"about_ca_topic_score_gemma":0.0038603425,"teacher_disagreement_score":0.0026235138,"about_ca_system_score_codex":0.00036648542,"about_ca_system_score_gemma":0.0006488013,"threshold_uncertainty_score":0.008776605},"labels":[],"label_agreement":null},{"id":"W4413619972","doi":"10.64628/aam.xvfvrjrns","title":"How to woo French teachers to stay in Canada’s schools","year":2017,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Political science; Psychology","score_opus":0.03840614531768506,"score_gpt":0.2457855926624949,"score_spread":0.20737944734480984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413619972","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21747488,0.003085564,0.01073772,0.35948512,0.00760597,0.0006905227,0.0005468458,0.0015447392,0.39882863],"genre_scores_gemma":[0.49537653,0.0022477321,0.013379553,0.03505844,0.00028791072,0.00044822897,0.00029415134,0.00064547587,0.452262],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99483985,0.0012013952,0.000078602505,0.00030636555,0.00077015004,0.0028036213],"domain_scores_gemma":[0.9874384,0.0005576257,0.00023004826,0.00025991772,0.002783104,0.008731039],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003305599,0.00060442067,0.00033051742,0.0013204128,0.049349252,0.0115878275,0.0018780302,0.0047841794,0.029947538],"category_scores_gemma":[0.008692422,0.0005702149,0.00075719587,0.001153486,0.0058622696,0.004869385,0.005011827,0.006672606,0.007713506],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012817352,0.0003506225,0.015855482,0.00015825022,0.000036637844,0.0016366688,0.1622444,0.00041578148,0.002202994,0.022200065,0.64275074,0.15202016],"study_design_scores_gemma":[0.000020089528,0.000048772297,0.007218026,0.00023668846,0.000018210509,0.00016430099,0.35174447,0.00014506704,0.00038133297,0.0018737906,0.6380739,0.00007529009],"about_ca_topic_score_codex":0.9010113,"about_ca_topic_score_gemma":0.97489005,"teacher_disagreement_score":0.09898871,"about_ca_system_score_codex":0.039543707,"about_ca_system_score_gemma":0.108214006,"threshold_uncertainty_score":0.286911},"labels":[],"label_agreement":null},{"id":"W4413728585","doi":"10.5539/elt.v18n9p85","title":"The Connected Teaching of English Phonetics and Vocabulary","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Xinyang Normal University; Education Department of Henan Province","keywords":"Phonetics; Psychology; Linguistics; Vocabulary; Vocabulary development; Mathematics education; Philosophy","score_opus":0.006329847857120278,"score_gpt":0.23307442079675375,"score_spread":0.22674457293963346,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413728585","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27385145,0.010026649,0.24170926,0.0042354665,0.0004716718,0.0004758093,0.00010426089,0.0005657811,0.46855974],"genre_scores_gemma":[0.8930928,0.008844831,0.066728,0.00044257293,0.00028246036,0.00023553184,0.00014947746,0.00010236819,0.030122021],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99947745,0.00012924112,0.00003516957,0.00008872308,0.00021191081,0.00005748153],"domain_scores_gemma":[0.9985979,0.0006994694,0.00016861489,0.0001292835,0.00016781231,0.00023691567],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005818972,0.00023617996,0.00020078867,0.0010133727,0.0005478157,0.0021238239,0.00062854704,0.00063615694,0.0072710197],"category_scores_gemma":[0.0025486157,0.00013408065,0.00039619958,0.000474609,0.0023235017,0.0022406261,0.0028860124,0.0011602052,0.0012088238],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006732391,0.00051717955,0.011901688,0.0013760803,0.00002734776,0.00064354826,0.013061752,0.0007034131,0.028105093,0.17902201,0.002503099,0.76207143],"study_design_scores_gemma":[0.000120318466,0.001945701,0.14543296,0.0031693056,0.00016972153,0.008803422,0.024431914,0.0066097705,0.043354124,0.33739966,0.42843187,0.00013113087],"about_ca_topic_score_codex":0.00088716147,"about_ca_topic_score_gemma":0.0019070276,"teacher_disagreement_score":0.0072710197,"about_ca_system_score_codex":0.00062987057,"about_ca_system_score_gemma":0.0018005137,"threshold_uncertainty_score":0.024324},"labels":[],"label_agreement":null},{"id":"W4413729729","doi":"10.5539/elt.v18n9p71","title":"Investigating Difficulties Grade 10th Students Face in EFL Writing Classes: The Case of Aman Secondary and Preparatory School","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Face (sociological concept); Pedagogy; Linguistics","score_opus":0.01261973504397959,"score_gpt":0.28952530177831576,"score_spread":0.2769055667343362,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413729729","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99812037,0.000093660325,0.000049853465,0.00031357098,0.000008233927,0.000016224552,0.000018586874,0.0000054090633,0.0013742005],"genre_scores_gemma":[0.99698466,0.00014290598,0.0002106309,0.00021613564,0.00000807473,0.00004248898,0.000048256603,0.000007192198,0.002339666],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970579,0.0006880905,0.00024532917,0.00028924958,0.00065076124,0.0010686411],"domain_scores_gemma":[0.99327904,0.0011335106,0.0023029435,0.00018424775,0.0010038394,0.002096427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002749215,0.0005549211,0.0006181278,0.0022964366,0.0048211077,0.0040341807,0.0017021626,0.001847769,0.0042209076],"category_scores_gemma":[0.0074961637,0.00070515793,0.0003748006,0.0015432943,0.002111002,0.002343955,0.0040098154,0.0019629735,0.0014578312],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072167655,0.000842386,0.7003688,0.00016894643,0.000015862899,0.013073988,0.2502909,0.00004331833,0.0017481188,0.00045353037,0.0020272199,0.030894749],"study_design_scores_gemma":[0.000010928943,0.0004169958,0.5115257,0.00017130832,0.0000132255855,0.0060715633,0.47229955,0.00011725766,0.000640996,0.00023799438,0.008460776,0.000033691522],"about_ca_topic_score_codex":0.019876765,"about_ca_topic_score_gemma":0.06169874,"teacher_disagreement_score":0.019876765,"about_ca_system_score_codex":0.0032963979,"about_ca_system_score_gemma":0.0040913383,"threshold_uncertainty_score":0.03952217},"labels":[],"label_agreement":null},{"id":"W4413758347","doi":"10.1016/j.system.2025.103829","title":"Processing immediate written corrective feedback during online collaborative writing: A depth of processing perspective","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; Université de Montréal","funders":"Fonds de Recherche du Québec-Société et Culture; Fonds de recherche du Québec","keywords":"Perspective (graphical); Corrective feedback; Computer science; Multimedia; Human–computer interaction; Psychology; Mathematics education; Artificial intelligence","score_opus":0.015623366965516795,"score_gpt":0.27184265517917333,"score_spread":0.2562192882136565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413758347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8906286,0.0012744062,0.08984917,0.00059882127,0.000030466634,0.00014735688,0.00008731281,0.00028656493,0.017097337],"genre_scores_gemma":[0.97408015,0.00041927613,0.023440301,0.000084656494,0.000013862348,0.000055401346,0.000032696025,0.000048159054,0.0018255223],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9981893,0.0009588809,0.00008293418,0.00023119696,0.00038200032,0.00015570459],"domain_scores_gemma":[0.99143106,0.0062764515,0.0010047907,0.00033796407,0.00070047856,0.00024925117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014626189,0.0004958934,0.0003513098,0.0007426497,0.00046806276,0.0032003697,0.0005779669,0.00062132,0.0017951124],"category_scores_gemma":[0.01115528,0.00025514967,0.00024233818,0.00042896488,0.0014310728,0.0027373182,0.0016527623,0.0006385007,0.00033055586],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009171535,0.000386752,0.039367285,0.001616551,0.000074930555,0.0012135435,0.17761521,0.0043551913,0.26202613,0.01143453,0.000744214,0.50024843],"study_design_scores_gemma":[0.0003073838,0.0047648977,0.29238707,0.002371585,0.00045887555,0.0060384963,0.167516,0.0738297,0.2841147,0.07245857,0.09524736,0.0005053556],"about_ca_topic_score_codex":0.00083122123,"about_ca_topic_score_gemma":0.0009336402,"teacher_disagreement_score":0.0032003697,"about_ca_system_score_codex":0.0004932132,"about_ca_system_score_gemma":0.0009323779,"threshold_uncertainty_score":0.007735193},"labels":[],"label_agreement":null},{"id":"W4413834871","doi":"10.1002/9781118784235.eelt1094","title":"Multimodal Language Teaching","year":2025,"lang":"en","type":"other","venue":"The TESOL Encyclopedia of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Computer science; Linguistics; Natural language processing; Mathematics education; Psychology; Philosophy","score_opus":0.0073675304478528604,"score_gpt":0.2459272807644451,"score_spread":0.23855975031659224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413834871","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0048793443,0.0023727084,0.014680883,0.002582781,0.0005456381,0.00007192,0.00013927877,0.00056326564,0.9741641],"genre_scores_gemma":[0.19614002,0.006737287,0.020931723,0.0017960956,0.00058112835,0.00028105243,0.00030239072,0.0004797053,0.7727507],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99948394,0.00012590899,0.00001941794,0.00006366813,0.00022218206,0.00008487185],"domain_scores_gemma":[0.9993923,0.00018092475,0.00003308124,0.000099571036,0.00012115004,0.00017289401],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059168774,0.0004205664,0.00023543282,0.0008977242,0.001607195,0.0038414397,0.00091228896,0.00096242386,0.10376003],"category_scores_gemma":[0.0020544776,0.000117125564,0.00029269842,0.00071355765,0.001737414,0.003465048,0.004478426,0.0012854009,0.014289657],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035027184,0.00012717361,0.0004221915,0.00038158905,0.000004727709,0.0005368213,0.00871183,0.00029477078,0.0024136635,0.32923877,0.10191694,0.5559165],"study_design_scores_gemma":[0.0000075495936,0.000023810866,0.00036399404,0.0002857894,0.0000029147027,0.0006719828,0.002191441,0.0003183508,0.001212201,0.026140574,0.9687732,0.000008140156],"about_ca_topic_score_codex":0.0014304174,"about_ca_topic_score_gemma":0.0023891735,"teacher_disagreement_score":0.10376003,"about_ca_system_score_codex":0.0018805955,"about_ca_system_score_gemma":0.0019956261,"threshold_uncertainty_score":0.34711188},"labels":[],"label_agreement":null},{"id":"W4413975692","doi":"10.26803/ijlter.24.8.31","title":"Teaching Beyond the Text: How Gender, Experience, and Grade Level Shape Reading Comprehension Instruction among EFL Teachers in Qatar","year":2025,"lang":"en","type":"article","venue":"International Journal of Learning Teaching and Educational Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Reading comprehension; Comprehension; Reading (process); Mathematics education; Psychology; Grade level; Middle level; Pedagogy; Linguistics; Engineering; Philosophy","score_opus":0.14168846769531407,"score_gpt":0.40403519792237647,"score_spread":0.2623467302270624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413975692","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99962175,0.000069760674,0.000022306955,0.0000428103,0.0000016355133,0.000002256425,0.00001817563,7.8183103e-7,0.00022047418],"genre_scores_gemma":[0.9995695,0.00004276187,0.000034652676,0.000028109307,0.0000021761402,0.000005373537,0.000027601793,0.0000011452087,0.00028885453],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994216,0.00017811856,0.0000362836,0.00011473819,0.000092456496,0.00015682193],"domain_scores_gemma":[0.99804664,0.00079847634,0.0006615969,0.000062987434,0.00020207213,0.00022821558],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008819288,0.00017966206,0.00024933091,0.00050152506,0.00080280047,0.0009580527,0.00032006874,0.00036668516,0.002233947],"category_scores_gemma":[0.0028932653,0.00022596552,0.00021959755,0.00046180873,0.00077869685,0.00070037734,0.0005993396,0.00040673767,0.00040131537],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014774747,0.00020720765,0.8922471,0.000057867026,0.000018949444,0.00038644022,0.08953843,0.000042549895,0.0016777593,0.00014503079,0.0003554026,0.015175592],"study_design_scores_gemma":[0.000002711933,0.00017864046,0.96041965,0.00003654004,0.000009277096,0.0001234734,0.038400207,0.00008047819,0.00017530023,0.000052230498,0.0005142574,0.000007040158],"about_ca_topic_score_codex":0.014841734,"about_ca_topic_score_gemma":0.03748862,"teacher_disagreement_score":0.014841734,"about_ca_system_score_codex":0.0007753259,"about_ca_system_score_gemma":0.0008540094,"threshold_uncertainty_score":0.029510677},"labels":[],"label_agreement":null},{"id":"W4413998484","doi":"10.1080/14790718.2025.2543165","title":"Mediation practices of pluri-lingual/cultural, and transnational educators and researchers: a collaborative autoethnography","year":2025,"lang":"en","type":"article","venue":"International Journal of Multilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University; Niagara College","funders":"","keywords":"Autoethnography; Mediation; Multilingualism; Sociology; Pedagogy; Ethnography; Intercultural communication; Psychology; Anthropology; Social science","score_opus":0.09284627364039168,"score_gpt":0.43557390413223446,"score_spread":0.3427276304918428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413998484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9306516,0.0016573316,0.032556195,0.004967317,0.00022685411,0.00071997487,0.0001876462,0.00016646346,0.028866518],"genre_scores_gemma":[0.97921145,0.0008996573,0.009275373,0.0007414137,0.000047161917,0.00057612394,0.00009052044,0.00012865795,0.009029648],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9688692,0.026152078,0.00058211753,0.0017195672,0.0011355266,0.0015414734],"domain_scores_gemma":[0.97633016,0.018011399,0.00084556546,0.0024839449,0.0012399794,0.00108895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020178854,0.0010398632,0.00090011593,0.0028851633,0.01810963,0.008444302,0.0020317014,0.0028786696,0.0025349667],"category_scores_gemma":[0.018390974,0.0009977126,0.0007159768,0.0023172165,0.021707812,0.009864055,0.013081234,0.004591954,0.00057894527],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020435256,0.000044216245,0.00091548235,0.00004240099,0.0000042806982,0.00047105964,0.9889781,0.000045796973,0.00047286766,0.0052073393,0.0003617486,0.0034361398],"study_design_scores_gemma":[0.00001405475,0.00004026448,0.00067085907,0.00023871996,0.00001196991,0.00062312227,0.95455635,0.00025827246,0.0010869722,0.0030905418,0.039379828,0.000029041663],"about_ca_topic_score_codex":0.006316761,"about_ca_topic_score_gemma":0.01196364,"teacher_disagreement_score":0.020178854,"about_ca_system_score_codex":0.0050375424,"about_ca_system_score_gemma":0.005212915,"threshold_uncertainty_score":0.10671723},"labels":[],"label_agreement":null},{"id":"W4414029808","doi":"10.64152/10125/66835","title":"Teaching ESL/EFL Reading and Writing by I. S. Paul Nation","year":2009,"lang":"en","type":"article","venue":"Reading in a Foreign Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Reading (process); Psychology; Linguistics; Teaching method; Extensive reading; Reading comprehension; Language education; Pedagogy; Sheltered instruction; Language assessment; Mathematics education; Comprehension approach; Philosophy","score_opus":0.01618923203787568,"score_gpt":0.2620388436932626,"score_spread":0.2458496116553869,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414029808","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016586103,0.1500916,0.019652644,0.26378503,0.052248508,0.00023164612,0.00030114246,0.0010940325,0.49600926],"genre_scores_gemma":[0.07129805,0.106330924,0.02424433,0.034235485,0.0049361666,0.0002777628,0.00024423774,0.00085937383,0.75757366],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99937576,0.00014926566,0.000029097248,0.00012645574,0.00027013235,0.00004936343],"domain_scores_gemma":[0.99893373,0.00036059294,0.000073814466,0.00002835185,0.00029700855,0.000306505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012037205,0.00073287555,0.0005747676,0.0007040439,0.0022150688,0.0021240504,0.00041606496,0.0008714952,0.0068950304],"category_scores_gemma":[0.0016991363,0.0005545441,0.00029418198,0.00043182226,0.0014205538,0.0034758283,0.0015590866,0.005741946,0.004825832],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019431123,0.00011455287,0.00044640768,0.00024100795,0.000004258303,0.00018152584,0.0064378753,0.00016496715,0.0011797104,0.016376292,0.85750186,0.11733216],"study_design_scores_gemma":[0.0000043346345,0.00004536188,0.0006981949,0.00035368322,0.0000034370582,0.0003694279,0.0015877467,0.00016443431,0.00029855562,0.0020658323,0.9943967,0.000012332608],"about_ca_topic_score_codex":0.0036150373,"about_ca_topic_score_gemma":0.009537568,"teacher_disagreement_score":0.0068950304,"about_ca_system_score_codex":0.0014706524,"about_ca_system_score_gemma":0.0033831885,"threshold_uncertainty_score":0.023066163},"labels":[],"label_agreement":null},{"id":"W4414076397","doi":"10.5539/elt.v18n10p1","title":"Unpacking Language Learning: A Grounded Theory Approach on Learning British Phrases by Watching Series as an Authentic Resource","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Saud University","keywords":"Unpacking; Vocabulary; Grounded theory; Series (stratigraphy); Language acquisition; Resource (disambiguation); Television series; Vocabulary development","score_opus":0.007084217314008255,"score_gpt":0.24128831993979954,"score_spread":0.23420410262579128,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414076397","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35208645,0.0021873433,0.53181964,0.009886804,0.00030348537,0.016453985,0.0007553012,0.00016872266,0.086338304],"genre_scores_gemma":[0.5908272,0.001709924,0.39448035,0.001262035,0.000023546323,0.008060307,0.00030585568,0.00006622631,0.0032646256],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98836607,0.009376501,0.00031686458,0.0005377356,0.00094301853,0.00045981584],"domain_scores_gemma":[0.987531,0.010635087,0.00031885365,0.00047685995,0.0007218542,0.00031626972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022047512,0.0010519244,0.00087372685,0.004415755,0.0054239174,0.0076182964,0.0028727644,0.0015616012,0.0023740456],"category_scores_gemma":[0.009659382,0.0005399982,0.00093562156,0.003743592,0.014008118,0.0040342766,0.004872557,0.004040698,0.00031293667],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007524334,0.00076975726,0.0029180476,0.0017512026,0.000048749313,0.0007880664,0.58020973,0.0036468084,0.003582033,0.31376407,0.0016317511,0.09081459],"study_design_scores_gemma":[0.000188174,0.0005311623,0.003990939,0.005543174,0.0001189661,0.00037383253,0.6884758,0.012873116,0.0036929478,0.2056922,0.07841745,0.00010228268],"about_ca_topic_score_codex":0.012610846,"about_ca_topic_score_gemma":0.026908869,"teacher_disagreement_score":0.022047512,"about_ca_system_score_codex":0.013697772,"about_ca_system_score_gemma":0.01794645,"threshold_uncertainty_score":0.11659974},"labels":[],"label_agreement":null},{"id":"W4414092404","doi":"10.5539/hes.v15n4p193","title":"7Rs Steps to Guide Exploratory Factor Analysis in EFL Research","year":2025,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Exploratory factor analysis; Statistical analysis; Feeling; Factor (programming language); Advice (programming); Exploratory research","score_opus":0.2894314636192148,"score_gpt":0.49131355550612443,"score_spread":0.20188209188690964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414092404","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01120654,0.0011209912,0.8485231,0.008722919,0.0011967386,0.08383453,0.004453557,0.010228373,0.03071329],"genre_scores_gemma":[0.003030765,0.00020894736,0.96161413,0.00042888345,0.00002958336,0.030723192,0.0005752945,0.00029039997,0.0030988054],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8975979,0.068199456,0.013796689,0.0035979985,0.015259285,0.001548636],"domain_scores_gemma":[0.7245397,0.14853159,0.0094471555,0.021611713,0.09295837,0.0029114871],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.11946431,0.003022666,0.001886208,0.008290559,0.005486479,0.00813907,0.0044285166,0.003975746,0.032037903],"category_scores_gemma":[0.24295162,0.0032255228,0.0034738602,0.006468998,0.0041897297,0.005341913,0.0074078687,0.010363911,0.021275388],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002627281,0.0014514518,0.0035455397,0.006628136,0.00013565471,0.0005617426,0.048795737,0.001972851,0.0075138034,0.048954748,0.16844283,0.7117348],"study_design_scores_gemma":[0.0005255353,0.0007824773,0.00893471,0.012519434,0.00015477359,0.00088353007,0.03189189,0.012124575,0.011849251,0.100083075,0.8198092,0.00044167007],"about_ca_topic_score_codex":0.00930271,"about_ca_topic_score_gemma":0.027629899,"teacher_disagreement_score":0.11946431,"about_ca_system_score_codex":0.0050948584,"about_ca_system_score_gemma":0.032495428,"threshold_uncertainty_score":0.63179517},"labels":[],"label_agreement":null},{"id":"W4414124237","doi":"10.63887/jse.2025.1.6.5","title":"Emotional Reflexivity in Language Education","year":2025,"lang":"en","type":"article","venue":"Journal of Sociology and Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Reflexivity; Emotional exhaustion; Social emotional learning; Emotional expression; Emotional competence; Empathy; Reflection (computer programming); Cultural diversity","score_opus":0.023779779258916597,"score_gpt":0.3614090260625799,"score_spread":0.3376292468036633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414124237","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1579676,0.034886207,0.09453525,0.042998023,0.0023178025,0.00016301643,0.00003482916,0.0002824181,0.6668149],"genre_scores_gemma":[0.9780467,0.0039387676,0.0043887924,0.0016001078,0.0003166735,0.000087793174,0.0000094087645,0.00006383107,0.011547875],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99080396,0.007009665,0.00028071072,0.0005266735,0.0008667568,0.00051223434],"domain_scores_gemma":[0.9896515,0.007832618,0.0007937642,0.0005738989,0.0005612368,0.0005869653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007344095,0.00045852657,0.00043695417,0.0015611568,0.003032691,0.011449087,0.0009387638,0.002033461,0.0034823155],"category_scores_gemma":[0.011598953,0.0002592734,0.00047681504,0.0007777168,0.0347486,0.007772817,0.008064726,0.0050751134,0.00044139847],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004994674,0.00007959119,0.0016359352,0.00043764806,0.000022741928,0.00059911516,0.20902629,0.00055160816,0.0012871375,0.7202037,0.001763381,0.06434295],"study_design_scores_gemma":[0.000046604095,0.00014770508,0.0030415973,0.0014677853,0.000031466498,0.0013574458,0.1218286,0.0010482648,0.0021132038,0.66501987,0.20381705,0.0000803785],"about_ca_topic_score_codex":0.00073782325,"about_ca_topic_score_gemma":0.0005305348,"teacher_disagreement_score":0.011449087,"about_ca_system_score_codex":0.0031672823,"about_ca_system_score_gemma":0.0026568992,"threshold_uncertainty_score":0.038839757},"labels":[],"label_agreement":null},{"id":"W4414139428","doi":"10.30595/lks.v19i3.26744","title":"Listening comprehension challenges and facilitating factors among Indonesian EFL students in English-speaking countries","year":2025,"lang":"en","type":"article","venue":"Leksika Jurnal Bahasa Sastra dan Pengajarannya","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Indonesian; Vocabulary; Foreign language; Context (archaeology); Qualitative research; Language proficiency; Comprehension; Gesture","score_opus":0.02733165872405112,"score_gpt":0.26922832633204874,"score_spread":0.2418966676079976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414139428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992499,0.0001113081,0.0000211231,0.00007528216,0.0000036008287,0.000008311725,0.0000073813217,0.0000015908395,0.0005214958],"genre_scores_gemma":[0.9991559,0.00018830592,0.00006122453,0.00006668595,0.000004466151,0.000020807704,0.000015470585,0.000002365176,0.0004849022],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988563,0.00030094312,0.00015205688,0.0001388839,0.00026078906,0.0002910403],"domain_scores_gemma":[0.99638784,0.001313817,0.0010250759,0.000081542246,0.0004230738,0.0007686351],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001685786,0.00049062277,0.0008779989,0.0012644286,0.0023053424,0.0032016067,0.00068002363,0.0011103394,0.002175757],"category_scores_gemma":[0.006991374,0.00041578003,0.00035087936,0.0007703398,0.0015972462,0.0015556167,0.0018509384,0.0011423865,0.0003917608],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011867691,0.0007628585,0.44219613,0.00032836222,0.00002764814,0.005151962,0.52642184,0.000084349536,0.003961148,0.000263355,0.00059120817,0.020092497],"study_design_scores_gemma":[0.000005583526,0.00033277294,0.24648991,0.00012997653,0.000022869634,0.0020815583,0.7480487,0.00014974567,0.0004082857,0.00015367942,0.0021375115,0.000039383805],"about_ca_topic_score_codex":0.004152391,"about_ca_topic_score_gemma":0.005679909,"teacher_disagreement_score":0.004152391,"about_ca_system_score_codex":0.0007880507,"about_ca_system_score_gemma":0.0012634594,"threshold_uncertainty_score":0.008915365},"labels":[],"label_agreement":null},{"id":"W4414143105","doi":"10.5539/elt.v18n10p37","title":"Investigating Pragmatic Competence of China’s Ethic Minority EFL Learners in Cross-Cultural Communication: A CSE-based Study","year":2025,"lang":"en","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ethnic group; Competence (human resources); Mandarin Chinese; Cultural competence; Linguistic competence; Communicative competence; Qualitative research; Language proficiency; First language","score_opus":0.02340786997749719,"score_gpt":0.3219231194583529,"score_spread":0.2985152494808557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414143105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991277,0.000026920145,0.000017477558,0.00003814917,0.0000015168345,0.000010579345,0.0000045530974,2.3519543e-7,0.0007728287],"genre_scores_gemma":[0.9993864,0.00004312472,0.00004039742,0.000034336474,0.0000024567494,0.000018854282,0.00001199495,6.138284e-7,0.00046168026],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987895,0.00033982805,0.00013038002,0.000110474,0.0003606275,0.00026915155],"domain_scores_gemma":[0.99682754,0.00088365655,0.00069819106,0.00016337751,0.00061649055,0.0008107995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027937829,0.0003149504,0.0004316089,0.0015396959,0.0028372826,0.0022812951,0.00044879576,0.0005427708,0.002379837],"category_scores_gemma":[0.004809161,0.00022873578,0.0003099192,0.0009489688,0.0016988509,0.001437572,0.002178535,0.0007658778,0.00024327206],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001045833,0.0009620845,0.52065516,0.00016790561,0.000036751913,0.0009836748,0.45303905,0.000050537397,0.0026220921,0.0010805047,0.00032144377,0.019976325],"study_design_scores_gemma":[0.000013955115,0.00045262655,0.5801339,0.000111764224,0.00003098878,0.00048955495,0.41411042,0.00032766294,0.0006729429,0.0003558566,0.0032610192,0.000039260893],"about_ca_topic_score_codex":0.011798518,"about_ca_topic_score_gemma":0.015735803,"teacher_disagreement_score":0.011798518,"about_ca_system_score_codex":0.0016211176,"about_ca_system_score_gemma":0.0028417867,"threshold_uncertainty_score":0.023459733},"labels":[],"label_agreement":null},{"id":"W4414147707","doi":"10.5539/jel.v15n1p137","title":"Enhancing Vocabulary Knowledge Through Multimodal Learning in Thai Primary Classrooms","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mahasarakham University","keywords":"Vocabulary; Pronunciation; Vocabulary development; Kinesthetic learning; Language acquisition; Vocabulary learning; Focus on form; Teaching method; Multimodal learning; Intervention (counseling)","score_opus":0.015685651767913037,"score_gpt":0.29318533831991095,"score_spread":0.2774996865519979,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414147707","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956435,0.00012961398,0.0013120632,0.000055495962,0.000007680462,0.00012683518,0.000018969595,0.00003189821,0.0026740232],"genre_scores_gemma":[0.9914341,0.00030339928,0.0059257485,0.000037679423,0.00000672222,0.00023842398,0.000029821209,0.000007683409,0.0020163544],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996049,0.00010790692,0.000022686936,0.00009898253,0.00008927542,0.00007638637],"domain_scores_gemma":[0.9994417,0.00022084899,0.0000694091,0.000022275728,0.000054013144,0.00019179021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004951537,0.00042215985,0.00053471327,0.00044864116,0.00054891256,0.0011958025,0.00048011553,0.00032196805,0.00435243],"category_scores_gemma":[0.0013441254,0.00018786888,0.00036934923,0.00018366877,0.000552267,0.0006076886,0.0018813699,0.00044762914,0.00047750643],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017199811,0.021914952,0.03690172,0.0043556727,0.00008807347,0.002715524,0.06492147,0.0016099309,0.2639733,0.0010385042,0.0017030728,0.5990577],"study_design_scores_gemma":[0.0019258754,0.08197513,0.54704374,0.0033449102,0.00073907076,0.0034795632,0.15275194,0.012016222,0.1409709,0.0064842096,0.04893725,0.00033124056],"about_ca_topic_score_codex":0.0010137579,"about_ca_topic_score_gemma":0.0020437867,"teacher_disagreement_score":0.00435243,"about_ca_system_score_codex":0.00029418425,"about_ca_system_score_gemma":0.0006830225,"threshold_uncertainty_score":0.014560282},"labels":[],"label_agreement":null},{"id":"W4414148672","doi":"10.5430/wjel.v16n2p33","title":"“I Didn't Get Jobs Because of the Way I Spoke, and Because of Where I Came from”: How English ‘Native Speaker’ Teachers’ Accents Affect Their Employment Opportunities","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Faisal University","keywords":"Affect (linguistics); Stress (linguistics); English language; Order (exchange); Cohort","score_opus":0.0277110170467459,"score_gpt":0.2505922877337376,"score_spread":0.2228812706869917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414148672","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99341726,0.000077751574,0.00008231805,0.00075703155,0.000015899235,0.000003669607,0.000009106248,0.0000021606888,0.005634872],"genre_scores_gemma":[0.99810565,0.000072012976,0.00003695834,0.00013471462,0.000006369087,0.0000060888883,0.0000085789825,0.0000027169042,0.0016269053],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99800426,0.0011401119,0.000050909708,0.00013979724,0.0002631046,0.00040191496],"domain_scores_gemma":[0.99540246,0.0018443865,0.0008743945,0.00015297845,0.0004515049,0.001274257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026919034,0.00012715635,0.00017350509,0.00030510506,0.002747332,0.0029815868,0.00048287457,0.00065456715,0.0050720903],"category_scores_gemma":[0.008052228,0.00018465018,0.00019798079,0.0002782399,0.0020152396,0.0016776657,0.0015121951,0.00096074963,0.0010549538],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002799973,0.00043397484,0.39257425,0.00006809517,0.000030978616,0.0015791984,0.5684706,0.00008583411,0.0014137198,0.0026305872,0.0036827314,0.028750114],"study_design_scores_gemma":[0.000017508844,0.00012459999,0.34287703,0.00006922954,0.000020598947,0.0004079251,0.64875454,0.00014940138,0.00028327727,0.0006207709,0.006652063,0.000023009257],"about_ca_topic_score_codex":0.01217657,"about_ca_topic_score_gemma":0.026372673,"teacher_disagreement_score":0.01217657,"about_ca_system_score_codex":0.0008689215,"about_ca_system_score_gemma":0.0012566916,"threshold_uncertainty_score":0.024211407},"labels":[],"label_agreement":null},{"id":"W4414297972","doi":"10.5539/hes.v15n4p216","title":"Attitudes in Action: Examining the Impact of Chinese Language Learning Attitudes on Academic Success Among International Students in Sichuan","year":2025,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Confirmatory factor analysis; Language proficiency; Mediation; Chinese language; Variance (accounting); Language acquisition; Regression analysis; Multilevel model","score_opus":0.08219770448925,"score_gpt":0.4648201928294211,"score_spread":0.3826224883401711,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414297972","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996307,0.000011302861,0.000021507234,0.00002612922,0.0000010719347,0.000004670147,0.000011230249,7.237015e-7,0.00029271867],"genre_scores_gemma":[0.9997093,0.000020250038,0.000039328494,0.00002120387,0.000001778381,0.000010041747,0.000027428285,3.8175486e-7,0.00017032551],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99939287,0.00015163679,0.000042559535,0.0000649317,0.0001777386,0.00017024594],"domain_scores_gemma":[0.9971084,0.00068504,0.00085997506,0.00009071729,0.00038442516,0.0008715082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020228087,0.0003076319,0.00022074879,0.00088857167,0.00090264314,0.0009553373,0.0003914674,0.0003434023,0.0011971701],"category_scores_gemma":[0.004201879,0.00017917468,0.00038525532,0.0009735734,0.00065976364,0.0005293248,0.0007694638,0.0007018416,0.00012406637],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018722938,0.00022448262,0.9881991,0.00002320357,0.000018803212,0.00004727925,0.0055641085,0.000062717496,0.0002341275,0.00007343083,0.00007727018,0.0054566814],"study_design_scores_gemma":[0.0000017570969,0.0000816604,0.9957943,0.00000842412,0.000009821201,0.000010213184,0.003668267,0.00017134876,0.00010158082,0.000026460908,0.000122045516,0.000004165107],"about_ca_topic_score_codex":0.043955978,"about_ca_topic_score_gemma":0.062426146,"teacher_disagreement_score":0.043955978,"about_ca_system_score_codex":0.0015202992,"about_ca_system_score_gemma":0.0029286025,"threshold_uncertainty_score":0.08740026},"labels":[],"label_agreement":null},{"id":"W4414300497","doi":"10.1016/b978-0-323-95504-1.00831-0","title":"Reflexivity in Language Education","year":2025,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Reflexivity; Relation (database); Ideology; Higher education","score_opus":0.025697980666056452,"score_gpt":0.29292899739144573,"score_spread":0.2672310167253893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414300497","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014357055,0.015392814,0.0031306413,0.0031034197,0.00056555594,0.0000114597515,0.00002701104,0.000070836075,0.9762626],"genre_scores_gemma":[0.1301618,0.016839523,0.0033761957,0.0015751024,0.0015427867,0.0001257733,0.00012005858,0.00021219924,0.8460465],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993104,0.00034685005,0.00003270716,0.00008919551,0.00016832775,0.00005252823],"domain_scores_gemma":[0.99896836,0.00069817214,0.000045912955,0.00013726385,0.00008776119,0.00006243816],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012062202,0.0006033737,0.0005224013,0.00087684434,0.0016236741,0.0068688407,0.0007808849,0.0018174188,0.041234363],"category_scores_gemma":[0.0017031044,0.0002914737,0.00025491673,0.0008974612,0.008107661,0.004889492,0.0024693331,0.0032813326,0.0087321745],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011779635,0.000028347918,0.000048586757,0.00012852748,0.00000409738,0.000067717985,0.0036353276,0.00008770841,0.00020346524,0.9013335,0.03032046,0.064130545],"study_design_scores_gemma":[0.000016850106,0.000018621527,0.00018057876,0.00041688734,0.000003920344,0.00015464114,0.0017630678,0.00013648036,0.00020056109,0.45214713,0.54495424,0.0000070690808],"about_ca_topic_score_codex":0.0013323772,"about_ca_topic_score_gemma":0.001715712,"teacher_disagreement_score":0.041234363,"about_ca_system_score_codex":0.0018614943,"about_ca_system_score_gemma":0.0016610981,"threshold_uncertainty_score":0.13794273},"labels":[],"label_agreement":null},{"id":"W4414362515","doi":"10.1080/2331186x.2025.2560055","title":"Exploring the factors driving L1 use in Jordanian secondary EFL classrooms","year":2025,"lang":"en","type":"article","venue":"Cogent Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Active listening; Language proficiency; English as a foreign language; Thematic analysis; Qualitative research; Semi-structured interview; Foreign language; Language assessment; First language; Multimethodology","score_opus":0.11254592907613489,"score_gpt":0.27846061927624877,"score_spread":0.16591469020011387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414362515","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99696535,0.00023178585,0.0002197296,0.0004468546,0.000005190279,0.000025022751,0.000029359426,0.0000054062057,0.0020712942],"genre_scores_gemma":[0.9978295,0.0002646544,0.00029293398,0.00018019656,0.0000043644404,0.000035633166,0.000023175447,0.000007782638,0.0013617558],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965743,0.0017677852,0.00014105641,0.00027462395,0.00049731904,0.00074501097],"domain_scores_gemma":[0.9947413,0.0025201633,0.0010889597,0.00011927733,0.00076966255,0.0007604999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004799734,0.00043201473,0.00048893696,0.0017330445,0.0066287178,0.004406225,0.0014485926,0.0008508174,0.0031024048],"category_scores_gemma":[0.0067367465,0.00042584885,0.00023455142,0.0014485712,0.0050025387,0.0019861534,0.003773147,0.0012009094,0.00041407408],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014525785,0.000047318004,0.032377023,0.00011894372,0.0000030641704,0.0006597126,0.95888686,0.000020947595,0.00073342375,0.000561336,0.00023633473,0.006340469],"study_design_scores_gemma":[9.2277406e-7,0.00001815562,0.008547576,0.000066971654,0.0000018709081,0.00011350922,0.9883029,0.000033883924,0.00018108753,0.00008213861,0.0026447745,0.000006290124],"about_ca_topic_score_codex":0.01979898,"about_ca_topic_score_gemma":0.03671772,"teacher_disagreement_score":0.01979898,"about_ca_system_score_codex":0.004735697,"about_ca_system_score_gemma":0.0058990917,"threshold_uncertainty_score":0.039367497},"labels":[],"label_agreement":null},{"id":"W4414401120","doi":"10.2139/ssrn.5518319","title":"Assimilation, Gradiency and Perception-Production Link in L2: Imitation of Mandarin Sibilants by Naïve English Speakers","year":2025,"lang":"en","type":"preprint","venue":"SSRN Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Mandarin Chinese; Imitation; Perception; Assimilation (phonology); Contrast (vision); Speech perception","score_opus":0.013491590993227389,"score_gpt":0.2466330409902152,"score_spread":0.23314144999698783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414401120","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985732,0.00001157034,0.000215013,0.000018494251,0.000004621535,0.0000086568625,0.000035087054,0.000017099854,0.0011162118],"genre_scores_gemma":[0.9980167,0.000016830307,0.00037970892,0.000027591343,0.000004236478,0.000022697403,0.00010701591,0.000043279135,0.0013819012],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99904317,0.00035301255,0.00009152786,0.00025166912,0.0001546976,0.00010588408],"domain_scores_gemma":[0.995187,0.0033701444,0.00031513284,0.00046378945,0.00041765443,0.00024646195],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015799671,0.00068677106,0.00060869666,0.00035779123,0.00043257332,0.0018423032,0.0006041057,0.001238985,0.0048802877],"category_scores_gemma":[0.012828971,0.00072857685,0.0003078214,0.00022181743,0.0009703301,0.0012511231,0.0012825168,0.0010636897,0.0013509067],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0070229466,0.00087976444,0.09240454,0.00045798675,0.0002002684,0.0039721048,0.08402081,0.0022402585,0.75954634,0.0018807942,0.0009823238,0.04639191],"study_design_scores_gemma":[0.00057665026,0.0046932558,0.7952904,0.00011205704,0.00028878055,0.0054667974,0.035109654,0.02397033,0.12720217,0.0032910046,0.0036353115,0.0003635582],"about_ca_topic_score_codex":0.0086171,"about_ca_topic_score_gemma":0.00369055,"teacher_disagreement_score":0.0086171,"about_ca_system_score_codex":0.00033396162,"about_ca_system_score_gemma":0.00036300754,"threshold_uncertainty_score":0.017133892},"labels":[],"label_agreement":null},{"id":"W4414502197","doi":"10.37213/cjal.2025.34394","title":"The impact of timing in written corrective feedback on collaborative writing and L2 accuracy development","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University; Université de Montréal","funders":"","keywords":"Corrective feedback; Collaborative writing; Task (project management); Writing process; Peer feedback; Second language writing; Writing assessment; Group (periodic table); Task analysis","score_opus":0.02037390916046266,"score_gpt":0.2787706647143377,"score_spread":0.25839675555387503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414502197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99664825,0.00031609013,0.0017922531,0.00005015587,0.00003715177,0.000053142903,0.000033449465,0.00006600162,0.0010034945],"genre_scores_gemma":[0.9949431,0.00015436055,0.0040302547,0.000031091848,0.000021345712,0.0000929387,0.000050253137,0.000029026094,0.00064757763],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9926286,0.0032575245,0.0008178804,0.00094725983,0.00203418,0.00031449],"domain_scores_gemma":[0.94159335,0.040323637,0.0095966,0.0023706362,0.003281538,0.0028342644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041087233,0.00063834735,0.00051556685,0.00066286547,0.0004128434,0.0010987463,0.0006211107,0.00055830163,0.001930971],"category_scores_gemma":[0.06682581,0.00024236314,0.0002287567,0.00040159895,0.0003363401,0.0007091221,0.0006849441,0.00047257147,0.00040571764],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015703168,0.0051509244,0.1927044,0.0011665432,0.0002544565,0.0014673647,0.015764937,0.0025827626,0.19167548,0.00034173683,0.000726377,0.5724618],"study_design_scores_gemma":[0.0008097386,0.028054595,0.88092005,0.00036691697,0.0004537628,0.0025673395,0.0068003503,0.004146905,0.068365276,0.0006787719,0.006661087,0.00017503435],"about_ca_topic_score_codex":0.0015621762,"about_ca_topic_score_gemma":0.0012570693,"teacher_disagreement_score":0.0041087233,"about_ca_system_score_codex":0.0003738268,"about_ca_system_score_gemma":0.0007341372,"threshold_uncertainty_score":0.02172929},"labels":[],"label_agreement":null},{"id":"W4414503523","doi":"10.37213/cjal.2025.35714","title":"Foreword","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Cambridge","keywords":"Applied linguistics; Corrective feedback","score_opus":0.01621481358170226,"score_gpt":0.22406667584219686,"score_spread":0.2078518622604946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414503523","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006785415,0.020070393,0.0036329688,0.14131571,0.44421384,0.00042676355,0.012768789,0.0017323645,0.37516055],"genre_scores_gemma":[0.006699686,0.015850766,0.0026694862,0.040540293,0.0782244,0.00037718072,0.011949895,0.002271959,0.84141636],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99807703,0.00020100156,0.00017407781,0.0002250501,0.0011699739,0.00015290911],"domain_scores_gemma":[0.98934877,0.0013464041,0.000366464,0.00044204923,0.007798314,0.0006980834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013873106,0.001247508,0.0011778438,0.0024161073,0.0025428713,0.0045725987,0.0014383313,0.0029782634,0.3782642],"category_scores_gemma":[0.014647955,0.00034992798,0.00069541566,0.0020777963,0.0010469715,0.0029276519,0.0020397361,0.0043066037,0.43699834],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000098407345,0.0000037230159,0.000022229693,0.000106083695,0.0000011873774,0.00002172541,0.000026438649,0.000006942719,0.00006486542,0.0011807176,0.98519915,0.013357164],"study_design_scores_gemma":[0.0000024306373,0.000005669015,0.00009814699,0.0001459389,0.0000018005297,0.00006251163,0.00005049549,0.000008653973,0.00006876548,0.0007383671,0.99881315,0.0000042011625],"about_ca_topic_score_codex":0.013558462,"about_ca_topic_score_gemma":0.011919951,"teacher_disagreement_score":0.3782642,"about_ca_system_score_codex":0.0025579287,"about_ca_system_score_gemma":0.004309588,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4414511769","doi":"10.5539/ijel.v15n5p48","title":"Impact of a Feedback-Literacy-Oriented Writing Intervention on EFL Learners","year":2025,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Chengdu University; Chengdu University of Information Technology","keywords":"Intervention (counseling); Literacy; English as a foreign language; Empirical research; Key (lock); English language","score_opus":0.01734138006603518,"score_gpt":0.33421037610135124,"score_spread":0.31686899603531604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414511769","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964514,0.00010586299,0.0008397513,0.00018873,0.000045730147,0.0006040673,0.00002093022,0.000100738194,0.0016428545],"genre_scores_gemma":[0.9862579,0.00026975194,0.008888052,0.00025412146,0.000037725382,0.0013098567,0.00005113301,0.000015694965,0.0029157156],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9992182,0.0003529519,0.00006643087,0.00011942184,0.00012985834,0.0001130329],"domain_scores_gemma":[0.9979972,0.0009973882,0.00026422748,0.0000698665,0.00018435165,0.00048682626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014564623,0.0005810183,0.0007016008,0.0005669619,0.00073122734,0.00054805516,0.00059982593,0.0007307847,0.0028047774],"category_scores_gemma":[0.0050255302,0.00014985411,0.00043065398,0.0002194521,0.00041506407,0.00045479322,0.0012465928,0.0009909695,0.0003192255],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008128669,0.12732194,0.010010146,0.0025717719,0.00010828462,0.0011007034,0.016404012,0.0011740153,0.041305345,0.00047016406,0.0015922799,0.7898126],"study_design_scores_gemma":[0.026935227,0.44325566,0.3421298,0.0031381599,0.001116597,0.0021724612,0.02953425,0.011474222,0.10662697,0.0028472366,0.03043214,0.00033725784],"about_ca_topic_score_codex":0.0006271609,"about_ca_topic_score_gemma":0.0010817219,"teacher_disagreement_score":0.0028047774,"about_ca_system_score_codex":0.00040350598,"about_ca_system_score_gemma":0.001498827,"threshold_uncertainty_score":0.009382963},"labels":[],"label_agreement":null},{"id":"W4414511918","doi":"10.5539/ijel.v15n5p1","title":"Integrating Corpus Linguistics and Extended Reality for ESP Learning Material Design","year":2025,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"European Commission; Università degli studi di Bergamo","keywords":"Affordance; Corpus linguistics; Focus (optics); Construct (python library); Process (computing); Language acquisition; English for specific purposes; Instructional design","score_opus":0.037830415722117115,"score_gpt":0.3124273472924905,"score_spread":0.2745969315703734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414511918","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.062461864,0.00035861682,0.90338606,0.0005498945,0.00009412046,0.0011509089,0.0001003841,0.0016796488,0.030218529],"genre_scores_gemma":[0.20939185,0.00039037358,0.77735937,0.00020565257,0.000027814194,0.0019238713,0.00020237273,0.000360247,0.010138439],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99608,0.0026157566,0.00022519777,0.0003494817,0.00059446436,0.00013505624],"domain_scores_gemma":[0.99570554,0.0028660402,0.00017978762,0.0004886379,0.0005349857,0.00022495067],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039479374,0.00077896845,0.00032208566,0.001079284,0.000571691,0.004281781,0.001728937,0.0010978883,0.008679505],"category_scores_gemma":[0.009430862,0.00043030232,0.00059130444,0.00041144743,0.0014347285,0.0035883663,0.0044099563,0.0009784357,0.0017234203],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005375187,0.00073683937,0.002648974,0.0036962875,0.00007362213,0.0023979142,0.0399823,0.017271817,0.08626539,0.16741894,0.0058048265,0.6731656],"study_design_scores_gemma":[0.00037114433,0.003856743,0.005451467,0.002262916,0.00020355525,0.0060675056,0.030547792,0.10710777,0.09007151,0.12555987,0.6281642,0.00033559083],"about_ca_topic_score_codex":0.00017326752,"about_ca_topic_score_gemma":0.00033873084,"teacher_disagreement_score":0.008679505,"about_ca_system_score_codex":0.00043609884,"about_ca_system_score_gemma":0.0008796083,"threshold_uncertainty_score":0.029035866},"labels":[],"label_agreement":null},{"id":"W4414526666","doi":"10.1007/978-3-031-92210-7_14","title":"Conclusion","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Sociocultural evolution; Language acquisition; Social constructivism; Learning theory; Connectionism; Cognition; On Language; Focus (optics)","score_opus":0.03111753402320741,"score_gpt":0.22937119714612744,"score_spread":0.19825366312292003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414526666","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0031823965,0.0018230691,0.0038990218,0.048090003,0.006347796,0.00012893432,0.001854767,0.0004044125,0.93426955],"genre_scores_gemma":[0.05484799,0.0027307498,0.0036853699,0.04500041,0.0020264008,0.00020186728,0.0028422626,0.00049065263,0.8881743],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977646,0.00038448448,0.00005883886,0.0003755512,0.0010515021,0.00036504748],"domain_scores_gemma":[0.99590343,0.00071938155,0.00014512351,0.00036855787,0.002224529,0.00063906674],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0029602733,0.00048603042,0.00030737303,0.0011192007,0.0019505398,0.005232067,0.0015676081,0.0018340059,0.33129498],"category_scores_gemma":[0.010808432,0.00014138776,0.000577081,0.00089662743,0.0010541737,0.0028414326,0.002280977,0.0018295472,0.10262304],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015420376,0.0000724765,0.0025044174,0.00041947837,0.00002028934,0.00023661526,0.0009141944,0.0001956772,0.0004146874,0.12213518,0.70134187,0.1715909],"study_design_scores_gemma":[0.000015381442,0.000014537922,0.0016137841,0.00034524186,0.000011971667,0.00011544865,0.0016949255,0.000057220706,0.00031672732,0.015330795,0.98047787,0.000006022207],"about_ca_topic_score_codex":0.00849572,"about_ca_topic_score_gemma":0.00981369,"teacher_disagreement_score":0.668705,"about_ca_system_score_codex":0.0032247198,"about_ca_system_score_gemma":0.004671947,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4414526954","doi":"10.1007/978-3-031-92210-7_5","title":"Input Hypothesis in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Subconscious; Language acquisition; Active listening; Second-language acquisition; Neglect; Comprehension approach; Note-taking; Experiential learning","score_opus":0.029960399469677493,"score_gpt":0.2251860956923184,"score_spread":0.1952256962226409,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414526954","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014196861,0.0032816909,0.255569,0.012350691,0.0019905097,0.000044250122,0.00027300545,0.0005822877,0.71171165],"genre_scores_gemma":[0.56871134,0.0042140638,0.05544198,0.0037472802,0.003351399,0.00031225887,0.0008062257,0.0008059282,0.36260948],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99939454,0.00022476468,0.000023771043,0.00012427916,0.00018360562,0.00004903835],"domain_scores_gemma":[0.99862576,0.0009948655,0.000032815933,0.00014393695,0.0001561253,0.00004656142],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00075330184,0.00074253476,0.0006468019,0.000536564,0.00089890027,0.0035140188,0.0019086084,0.0016852989,0.034283288],"category_scores_gemma":[0.0037228246,0.0003867051,0.000619815,0.0005207408,0.0042852773,0.0086298715,0.0022761512,0.0043078554,0.0053128377],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020581707,0.000018018938,0.000083205494,0.00007749387,0.0000057120533,0.00007382975,0.00033417254,0.00037895612,0.00031965048,0.9675887,0.005586904,0.025512816],"study_design_scores_gemma":[0.000011747206,0.00001479596,0.00011209429,0.00005396032,0.0000060270872,0.0001201679,0.00013930259,0.003098308,0.0009845111,0.9773423,0.018110229,0.0000065910567],"about_ca_topic_score_codex":0.00051370525,"about_ca_topic_score_gemma":0.00039494855,"teacher_disagreement_score":0.034283288,"about_ca_system_score_codex":0.00093795074,"about_ca_system_score_gemma":0.0007263179,"threshold_uncertainty_score":0.11468899},"labels":[],"label_agreement":null},{"id":"W4414550571","doi":"10.1007/978-3-031-92210-7_1","title":"Introduction to Language Learning Theories","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Language acquisition; Sociocultural evolution; Underpinning; Learning theory; Comprehension approach; Second-language acquisition; On Language; Cognition","score_opus":0.010641431982120197,"score_gpt":0.22639369616019123,"score_spread":0.21575226417807103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550571","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000515654,0.009283341,0.010182699,0.0026913828,0.0008479592,0.000027453187,0.00022278378,0.00025717783,0.9759715],"genre_scores_gemma":[0.011440614,0.00805198,0.0053986697,0.0012215634,0.000745042,0.000064235086,0.0004340734,0.00023982588,0.97240406],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99980813,0.000045069646,0.000009150299,0.000029034922,0.00008978988,0.0000188847],"domain_scores_gemma":[0.9996879,0.00017962692,0.000007813122,0.000024921766,0.000074904856,0.000024739333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002945331,0.0007785585,0.00048157212,0.0015929745,0.0013420096,0.002934395,0.0008634054,0.0009219056,0.102692656],"category_scores_gemma":[0.000819679,0.00032314737,0.0003413551,0.0013923509,0.0021279429,0.003641607,0.0012437446,0.0025684163,0.039740425],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008495335,0.00004554858,0.0000756139,0.00019289213,0.0000030323597,0.000075899414,0.0010983851,0.0003001528,0.00031915103,0.4928848,0.32215077,0.18284519],"study_design_scores_gemma":[0.000002032255,0.0000049302416,0.00008141446,0.0001268861,0.0000013573599,0.00008286747,0.0001835825,0.00013547063,0.00012264702,0.10845695,0.8907977,0.0000041672174],"about_ca_topic_score_codex":0.0024680956,"about_ca_topic_score_gemma":0.0051570907,"teacher_disagreement_score":0.102692656,"about_ca_system_score_codex":0.0015128736,"about_ca_system_score_gemma":0.0012414384,"threshold_uncertainty_score":0.3435412},"labels":[],"label_agreement":null},{"id":"W4414550588","doi":"10.1007/978-3-031-92210-7_3","title":"Innatism in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Comprehension approach; Language acquisition; Natural language; Linguistic competence; Universal Networking Language; Grammar; Naturalism; Cognition","score_opus":0.018349145517049862,"score_gpt":0.233546527281746,"score_spread":0.21519738176469613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550588","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001596704,0.0029330251,0.0026773203,0.0022828516,0.0002054207,0.000007078972,0.000010347752,0.000024760666,0.9902625],"genre_scores_gemma":[0.14826046,0.003660201,0.0024364518,0.0014026222,0.00056230684,0.00006817407,0.000050959614,0.00009318255,0.8434657],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9994092,0.00028098063,0.000015612497,0.000054147902,0.00017010931,0.00006996522],"domain_scores_gemma":[0.99943024,0.0003483091,0.00003093823,0.00006734357,0.00007031413,0.000052785126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007028319,0.000474821,0.00030166312,0.00066886237,0.0026582642,0.0048403675,0.0007062215,0.0014986634,0.014985525],"category_scores_gemma":[0.0016114869,0.00019787265,0.00015162605,0.0007372986,0.00860385,0.0042662304,0.0022544125,0.004059567,0.0035953596],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000003949865,0.000012252104,0.000040570125,0.000020136966,6.189504e-7,0.000023208406,0.0015871665,0.00008645069,0.000059854778,0.96479344,0.014020027,0.019352185],"study_design_scores_gemma":[0.000005386997,0.000011579733,0.00020968058,0.0001138562,0.0000013585682,0.000116334566,0.0011774569,0.00036222718,0.00021856377,0.62147504,0.37630305,0.000005556574],"about_ca_topic_score_codex":0.0034108867,"about_ca_topic_score_gemma":0.006532191,"teacher_disagreement_score":0.014985525,"about_ca_system_score_codex":0.0033422587,"about_ca_system_score_gemma":0.0019104524,"threshold_uncertainty_score":0.05013162},"labels":[],"label_agreement":null},{"id":"W4414550630","doi":"10.1007/978-3-031-92210-7_9","title":"Learners’ Diversity in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Learner autonomy; Diversity (politics); Comprehension; Lifelong learning; Language acquisition; Autonomy; Control (management); Experiential learning; Comprehension approach; Active learning (machine learning)","score_opus":0.040281441672230904,"score_gpt":0.2352571716227722,"score_spread":0.1949757299505413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550630","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04896551,0.00440134,0.004265807,0.0040230528,0.000104323626,0.000010324956,0.000023964178,0.00002190668,0.9381838],"genre_scores_gemma":[0.8256354,0.0030755,0.0025924388,0.00047623803,0.00013401586,0.00003435329,0.0000504821,0.000041436593,0.16796014],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990157,0.0004897053,0.000023634611,0.0000852127,0.0002461611,0.0001396435],"domain_scores_gemma":[0.9989635,0.0006761735,0.000039543218,0.00006866553,0.00009991443,0.00015228971],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014144119,0.00019894264,0.00026695008,0.00065783516,0.0021538588,0.005385556,0.00047933398,0.000839982,0.005861989],"category_scores_gemma":[0.002062549,0.00013802016,0.00014678217,0.00072034186,0.0049467087,0.006130548,0.0045250757,0.0021210536,0.000629577],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023870343,0.000036881873,0.0011721795,0.000053353877,0.0000052606683,0.00022013525,0.041279852,0.0003037323,0.00044414078,0.85464907,0.009259029,0.092552505],"study_design_scores_gemma":[0.0000101152245,0.00004990858,0.002914245,0.00026799215,0.0000056558606,0.0008238943,0.028100086,0.0005863496,0.00082713354,0.6410811,0.3253202,0.0000133091135],"about_ca_topic_score_codex":0.0013437228,"about_ca_topic_score_gemma":0.0028926504,"teacher_disagreement_score":0.005861989,"about_ca_system_score_codex":0.0015479332,"about_ca_system_score_gemma":0.001030303,"threshold_uncertainty_score":0.019610345},"labels":[],"label_agreement":null},{"id":"W4414550650","doi":"10.1007/978-3-031-92210-7_2","title":"Behaviourism in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Cognition; Sociocultural evolution; Language acquisition; Key (lock); Learning theory; Reinforcement learning","score_opus":0.019649634337555445,"score_gpt":0.23816769492541834,"score_spread":0.21851806058786288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550650","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035817975,0.0038407275,0.009641472,0.004245194,0.00015511201,0.000013450179,0.000024247083,0.000045892848,0.978452],"genre_scores_gemma":[0.32862696,0.00583656,0.007209997,0.0018606136,0.00038501626,0.00012906901,0.00010514702,0.00016333272,0.6556832],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9996007,0.000202015,0.000008391618,0.000047101476,0.000100605794,0.00004129381],"domain_scores_gemma":[0.9997129,0.00016797628,0.000015772488,0.000032738873,0.000033509885,0.000037209968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047998945,0.000413844,0.00027007383,0.00048912363,0.0011068422,0.0024381864,0.00076189113,0.0013117978,0.01069956],"category_scores_gemma":[0.00082837435,0.00021082534,0.00020194739,0.0005243836,0.008685009,0.0022343306,0.0011470371,0.0028836865,0.002416588],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000003648612,0.000014408125,0.000053552998,0.000023717406,0.000001568584,0.000014934361,0.0014314308,0.0002234578,0.00009441166,0.97502965,0.007188865,0.015920404],"study_design_scores_gemma":[0.0000060259367,0.000010373458,0.00029499453,0.000065451575,0.0000016661605,0.00005885136,0.0007864878,0.00056980544,0.00013351663,0.85380113,0.14426647,0.0000052754954],"about_ca_topic_score_codex":0.005605936,"about_ca_topic_score_gemma":0.0060498295,"teacher_disagreement_score":0.01069956,"about_ca_system_score_codex":0.0031741941,"about_ca_system_score_gemma":0.0014545899,"threshold_uncertainty_score":0.035793602},"labels":[],"label_agreement":null},{"id":"W4414550742","doi":"10.1007/978-3-031-92210-7_6","title":"Output Hypothesis in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Meaning (existential); Language acquisition; Notice; Test (biology); Negotiation; Second-language acquisition; Language production; Production (economics); Key (lock); Empirical research","score_opus":0.03747443657169348,"score_gpt":0.2252261150905841,"score_spread":0.18775167851889063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550742","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01694197,0.002389259,0.2679372,0.015731515,0.0013915525,0.000028516448,0.00025645058,0.0004733553,0.6948501],"genre_scores_gemma":[0.5913616,0.0025681776,0.037732486,0.0029957828,0.0032309727,0.00020598462,0.00072573795,0.0008411861,0.36033812],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9993687,0.00024421274,0.000022048174,0.00012211493,0.00019550606,0.00004745658],"domain_scores_gemma":[0.9985684,0.0010923187,0.000035797446,0.00012363443,0.0001384517,0.000041307183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086937565,0.000804356,0.00065076473,0.000524986,0.00076399127,0.003289829,0.0014544091,0.001606329,0.023964081],"category_scores_gemma":[0.0035940465,0.00032903408,0.00056989107,0.00049225905,0.0049869074,0.007846985,0.002060948,0.00413396,0.0039082896],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018110533,0.000014197427,0.00010043466,0.00004781448,0.0000056816707,0.000052665244,0.00022367097,0.0005054232,0.00019326378,0.9766926,0.004832883,0.017313186],"study_design_scores_gemma":[0.000008304191,0.000008405813,0.00008684747,0.000018631796,0.0000037213022,0.00005053685,0.00006015358,0.0026385393,0.00044055074,0.9875689,0.009111594,0.0000037911243],"about_ca_topic_score_codex":0.00048120573,"about_ca_topic_score_gemma":0.0003094501,"teacher_disagreement_score":0.023964081,"about_ca_system_score_codex":0.000820652,"about_ca_system_score_gemma":0.00053668185,"threshold_uncertainty_score":0.08016783},"labels":[],"label_agreement":null},{"id":"W4414550821","doi":"10.1007/978-3-031-92210-7_11","title":"Sociocultural Theory in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Sociocultural evolution; Social constructivism; Learning theory; Constructivism (international relations); Cognition; Language acquisition; Social cognitive theory; Collaborative learning","score_opus":0.01689396774596773,"score_gpt":0.23436182822275384,"score_spread":0.2174678604767861,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550821","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0033433987,0.012563509,0.0061040083,0.004319462,0.00040553606,0.000010307033,0.000015048435,0.000028963967,0.9732097],"genre_scores_gemma":[0.3713086,0.02532571,0.0076001044,0.0019950918,0.0014270678,0.00015326578,0.00010487043,0.00017327385,0.5919121],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99961925,0.0002277192,0.0000097389375,0.000024481396,0.00008754802,0.000031193053],"domain_scores_gemma":[0.9994356,0.00042317327,0.000017824774,0.00003499423,0.00004883636,0.00003946152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00066127506,0.0006272221,0.00030501434,0.0009934575,0.0019348669,0.004226222,0.0007413197,0.0012340265,0.016516183],"category_scores_gemma":[0.0010144332,0.00018672165,0.00018296768,0.0013400613,0.00721,0.0045946552,0.0015989009,0.002455378,0.002376104],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000015758649,0.000015802647,0.000037810336,0.000031882002,9.98415e-7,0.000037875405,0.0024619545,0.00010839927,0.00005188718,0.9728737,0.00857443,0.015803725],"study_design_scores_gemma":[0.00000409469,0.000008512284,0.00020492137,0.00014168171,0.000001964564,0.00009820849,0.0030275183,0.0003836535,0.00017145743,0.7442643,0.25168937,0.000004323865],"about_ca_topic_score_codex":0.002173882,"about_ca_topic_score_gemma":0.0037718192,"teacher_disagreement_score":0.016516183,"about_ca_system_score_codex":0.002168736,"about_ca_system_score_gemma":0.0013770747,"threshold_uncertainty_score":0.055252135},"labels":[],"label_agreement":null},{"id":"W4414550857","doi":"10.1007/978-3-031-92210-7_7","title":"The Noticing Hypothesis in Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Fluency; Interlanguage; Notice; Comprehension approach; Language acquisition; Second language; Second-language acquisition; Second-language attrition","score_opus":0.02601642660955337,"score_gpt":0.219772704899564,"score_spread":0.19375627829001063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414550857","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023979742,0.014525489,0.13873869,0.015235633,0.0012697281,0.00003089283,0.00014171696,0.00020158125,0.8058766],"genre_scores_gemma":[0.703886,0.011290806,0.05334841,0.002439583,0.0019919055,0.00017665944,0.0003355577,0.00020722575,0.22632389],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9996735,0.0001292455,0.00001519138,0.00007787082,0.00007672278,0.000027525619],"domain_scores_gemma":[0.99868506,0.0010547058,0.00004643846,0.00009249873,0.00008685981,0.0000344405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070785073,0.00043587355,0.00040320007,0.000366223,0.00060493185,0.0027501998,0.0010539121,0.0016839668,0.0094882045],"category_scores_gemma":[0.0025995765,0.00027673168,0.0003174192,0.00055182056,0.0049256813,0.0071558743,0.00077598606,0.002699747,0.0016910889],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015246862,0.000010787832,0.00013889348,0.00004784682,0.0000034549962,0.00005441611,0.00036433336,0.0003253146,0.00036621033,0.96791995,0.0034440616,0.027309459],"study_design_scores_gemma":[0.0000062367476,0.00000876274,0.00023874463,0.000027419848,0.0000027726653,0.00008123706,0.00013494413,0.0009795851,0.0003501336,0.9851281,0.013037571,0.0000045026263],"about_ca_topic_score_codex":0.0010358804,"about_ca_topic_score_gemma":0.0009429191,"teacher_disagreement_score":0.0094882045,"about_ca_system_score_codex":0.00083006284,"about_ca_system_score_gemma":0.0007883643,"threshold_uncertainty_score":0.031741202},"labels":[],"label_agreement":null},{"id":"W4414551387","doi":"10.1007/978-3-031-92210-7_4","title":"Constructivism in  Language Learning","year":2025,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Surrey Place Centre; Surrey Memorial Hospital","funders":"","keywords":"Constructivism (international relations); Social constructivism; Metacognition; Constructivist teaching methods; Autonomy; Language acquisition; Learning theory; Learner autonomy","score_opus":0.016001176759763636,"score_gpt":0.22430314595871048,"score_spread":0.20830196919894683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414551387","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0048295353,0.0058771037,0.057778407,0.0051075337,0.00020920734,0.000030584702,0.00003845012,0.00013348584,0.9259957],"genre_scores_gemma":[0.5623823,0.009397373,0.033389833,0.0011758658,0.0006081715,0.0003324769,0.00022641858,0.00046614785,0.3920214],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989034,0.00062347855,0.000029711977,0.00009192161,0.00028789914,0.00006353697],"domain_scores_gemma":[0.9985306,0.001107861,0.000040351355,0.00014891602,0.00011526053,0.000057041725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015038599,0.00066565827,0.0003591796,0.0010852742,0.0016851135,0.0059824507,0.001000996,0.0011242443,0.00845359],"category_scores_gemma":[0.0020942949,0.00038961315,0.00026006688,0.0013229658,0.020472541,0.006024655,0.002162255,0.004097144,0.0014839091],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000012855483,0.0000062531944,0.000021644175,0.000017158109,9.299226e-7,0.0000063245348,0.0013404308,0.00014676676,0.000027444847,0.9874905,0.0022561417,0.008685126],"study_design_scores_gemma":[0.0000027926005,0.000002943291,0.000053894564,0.000042872056,9.362215e-7,0.000023800892,0.00057676603,0.00032797796,0.00009227191,0.9434882,0.055385303,0.0000022737959],"about_ca_topic_score_codex":0.0027811788,"about_ca_topic_score_gemma":0.0036128773,"teacher_disagreement_score":0.00845359,"about_ca_system_score_codex":0.0040729353,"about_ca_system_score_gemma":0.0022367267,"threshold_uncertainty_score":0.029551327},"labels":[],"label_agreement":null},{"id":"W4414608179","doi":"10.5539/ies.v18n5p162","title":"Analyses of Sentence Types and Errors in EFL Students’ Paragraphs","year":2025,"lang":"en","type":"article","venue":"International Education Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Paragraph; Sentence; Variety (cybernetics); Punctuation; Grammar; English grammar; Correctness; Passive voice","score_opus":0.12354836154219673,"score_gpt":0.46505131671434025,"score_spread":0.3415029551721435,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414608179","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99571157,0.000152491,0.0020045196,0.000040485746,0.000013792314,0.000055107153,0.00026421153,0.000035753736,0.0017221996],"genre_scores_gemma":[0.9927416,0.0001774737,0.004010185,0.000049297945,0.00001812728,0.00012984352,0.00069772516,0.00003934823,0.002136312],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969464,0.0010017357,0.0006767403,0.00032322254,0.0008963698,0.0001556407],"domain_scores_gemma":[0.96111757,0.024873575,0.006600493,0.0009873941,0.0059956834,0.000425318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019628308,0.00033947945,0.00038448002,0.0028070323,0.00047519043,0.0010729291,0.00039039855,0.0004384383,0.0024552927],"category_scores_gemma":[0.022595908,0.00016164596,0.00027034793,0.0019636303,0.0006041802,0.00081557233,0.0008933631,0.0005359501,0.0006447081],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010063043,0.00052237284,0.6422424,0.0014168475,0.00019107477,0.0039638327,0.08960554,0.00097653636,0.06516293,0.0010536931,0.0015816194,0.19227695],"study_design_scores_gemma":[0.000016986967,0.00063358096,0.93656904,0.0002307452,0.000116630596,0.0027782733,0.03220534,0.0023873625,0.017374031,0.0009306138,0.006689961,0.00006743897],"about_ca_topic_score_codex":0.00044881567,"about_ca_topic_score_gemma":0.0006278989,"teacher_disagreement_score":0.0028070323,"about_ca_system_score_codex":0.00030976208,"about_ca_system_score_gemma":0.00030092316,"threshold_uncertainty_score":0.010380566},"labels":[],"label_agreement":null},{"id":"W4414617751","doi":"10.5539/jel.v15n1p293","title":"Unwillingness to Communicate in English During Group Discussions Among Thai Postgraduate Students: Level and Coping Strategies","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mahasarakham University","keywords":"Coping (psychology); Willingness to communicate; Higher education; Student engagement; Focus group; Qualitative research","score_opus":0.028415088695159137,"score_gpt":0.31918407219687434,"score_spread":0.2907689835017152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414617751","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994709,0.00007458205,0.00008149379,0.00007888328,0.000005628506,0.0000110183355,0.0000057260795,0.0000018443644,0.0002699369],"genre_scores_gemma":[0.9990017,0.00016237322,0.00016988014,0.00008639455,0.000010784382,0.000026595855,0.0000201246,0.0000017639165,0.0005203994],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99833375,0.0006185758,0.00017074011,0.00013772208,0.00043047164,0.0003086993],"domain_scores_gemma":[0.99308676,0.0022085381,0.002654318,0.00019137499,0.0005362412,0.0013227499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022274347,0.00042856453,0.00038303976,0.0008267857,0.0014650493,0.002000242,0.00048585696,0.0008344798,0.0019565783],"category_scores_gemma":[0.009797551,0.00032287484,0.00043765575,0.0004378696,0.0011460236,0.0009310406,0.0016278884,0.0010215567,0.0002930033],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024497006,0.00074969704,0.59444684,0.00035693822,0.000092655646,0.0029615567,0.34595385,0.00009930228,0.010598857,0.00020461438,0.0004436848,0.043846983],"study_design_scores_gemma":[0.000024097331,0.0014394588,0.3890462,0.00020124043,0.00008041856,0.0035013678,0.60012853,0.00046008415,0.00147892,0.0003330351,0.0032159004,0.00009077185],"about_ca_topic_score_codex":0.0014852349,"about_ca_topic_score_gemma":0.002730589,"teacher_disagreement_score":0.0022274347,"about_ca_system_score_codex":0.00051164813,"about_ca_system_score_gemma":0.0009719492,"threshold_uncertainty_score":0.011779964},"labels":[],"label_agreement":null},{"id":"W4414772563","doi":"10.1080/09500782.2025.2560483","title":"What can ‘professional vision’ tell us about teachers’ language alternation? A multimodal study of Chinese L2 classrooms","year":2025,"lang":"en","type":"article","venue":"Language and Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Comprehension approach; Multimodality; Language proficiency; Discourse analysis; Language acquisition; First language; Metalinguistics; Multilingualism; Language assessment; Mandarin Chinese","score_opus":0.007904829995467223,"score_gpt":0.32401524621551875,"score_spread":0.31611041622005154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414772563","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99834967,0.000046634796,0.00014024884,0.000090988004,0.0000018312056,0.0000047858384,0.000007583183,0.0000017972757,0.0013564533],"genre_scores_gemma":[0.9996182,0.000041863223,0.000075592114,0.00001726234,0.0000018026545,0.0000059987997,0.00000883503,0.0000022861611,0.00022819222],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99903,0.0004177004,0.000046649933,0.00016238882,0.00017711191,0.00016617238],"domain_scores_gemma":[0.9978047,0.0012439789,0.00037172754,0.00011247413,0.00019252894,0.00027452045],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001742136,0.00022528357,0.00029825716,0.0008322059,0.0018420691,0.0020943736,0.00035340845,0.0005944467,0.0009782144],"category_scores_gemma":[0.0057042036,0.00024477692,0.00016237928,0.00051024236,0.003317841,0.0019695312,0.0017543982,0.00077487214,0.00010692008],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000085345026,0.00007442676,0.05462263,0.00006984057,0.000008625043,0.00040988863,0.9272249,0.000040712086,0.0058990987,0.00065128406,0.00014768916,0.010765652],"study_design_scores_gemma":[0.000006880034,0.00014923813,0.24215516,0.000055158845,0.0000150897595,0.00038541105,0.7527015,0.00028875188,0.0011071123,0.00036994286,0.0027380434,0.000027632694],"about_ca_topic_score_codex":0.010544428,"about_ca_topic_score_gemma":0.016687786,"teacher_disagreement_score":0.010544428,"about_ca_system_score_codex":0.0013041886,"about_ca_system_score_gemma":0.0009150291,"threshold_uncertainty_score":0.020966113},"labels":[],"label_agreement":null},{"id":"W4414947854","doi":"10.3126/jong.v8i1-2.85073","title":"Anxiety in EFL Classrooms: Impact on Linguistic Proficiency and Skill Development","year":2025,"lang":"en","type":"article","venue":"Journal of NELTA Gandaki","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Anxiety; Psychological intervention; Reading (process); Language acquisition; Foreign language; Language assessment; Language proficiency; Test (biology); Test anxiety","score_opus":0.016319314903189247,"score_gpt":0.2938279017098856,"score_spread":0.2775085868066963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414947854","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983335,0.00011987897,0.000030313127,0.00009661277,0.000004970172,0.0000072761286,0.000018483202,0.0000059416116,0.0013830236],"genre_scores_gemma":[0.99917525,0.00013721295,0.000042911815,0.00003825423,0.0000031425193,0.000010107462,0.00002134015,0.0000013740897,0.0005704435],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999196,0.0001911898,0.000051107567,0.0000794989,0.000208047,0.00027416466],"domain_scores_gemma":[0.9981413,0.00039997557,0.0004547627,0.000051114468,0.00024702674,0.00070587394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00049208384,0.00030232043,0.00033749308,0.0005262556,0.00093561044,0.0019389975,0.00026669187,0.0003777994,0.0019014096],"category_scores_gemma":[0.0025090447,0.00017157008,0.00029825262,0.00026415623,0.00089018303,0.00038961574,0.0016107921,0.00093825726,0.00026973878],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024297436,0.0033100278,0.8499842,0.00036066922,0.000082537576,0.0027362239,0.049787283,0.00014568114,0.010614759,0.00037847765,0.001166677,0.08119053],"study_design_scores_gemma":[0.000007983984,0.00076827226,0.96073395,0.00009478472,0.000038961574,0.00051673123,0.03483211,0.00013949242,0.00090176234,0.00013969811,0.0017982101,0.000028030923],"about_ca_topic_score_codex":0.0044505172,"about_ca_topic_score_gemma":0.008726394,"teacher_disagreement_score":0.0044505172,"about_ca_system_score_codex":0.0006325051,"about_ca_system_score_gemma":0.001057214,"threshold_uncertainty_score":0.008849263},"labels":[],"label_agreement":null},{"id":"W4414991536","doi":"10.2117/psysoc.2023-a274","title":"EVALUATION OF THE PSYCHOMETRIC QUALITIES OF THE FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE IN CHINESE TERTIARY EDUCATION","year":2025,"lang":"en","type":"article","venue":"PSYCHOLOGIA","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Construct (python library); Construct validity; Equivalence (formal languages); Foreign language; Context (archaeology); Scale (ratio); Anxiety; Higher education","score_opus":0.030422295643399155,"score_gpt":0.34506620397162596,"score_spread":0.3146439083282268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414991536","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995387,0.00013864144,0.001211534,0.00014488526,0.000032015414,0.00073257077,0.00013381269,0.000024652592,0.0021948712],"genre_scores_gemma":[0.9953027,0.00013188747,0.0030886065,0.000048563037,0.000017004446,0.00092451164,0.00024361169,0.0000060457933,0.00023709086],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99413127,0.002041112,0.0011495925,0.00034165356,0.002037983,0.000298374],"domain_scores_gemma":[0.9856743,0.0059777894,0.0020490198,0.00093713944,0.0043210452,0.0010407602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02187183,0.0005151925,0.00057550345,0.0021890043,0.00078602653,0.0010735829,0.00094512134,0.0005498346,0.0011442837],"category_scores_gemma":[0.022705618,0.00045050084,0.0018617751,0.0019364966,0.0012531852,0.0009472106,0.0012119741,0.0009931243,0.00029433658],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004953084,0.00082173554,0.9199884,0.00027189494,0.00025126184,0.00017249318,0.0059366063,0.000641462,0.0029039618,0.0003907538,0.0006835615,0.06744258],"study_design_scores_gemma":[0.00012254389,0.0016636796,0.99069726,0.00007437449,0.000102643244,0.0001359325,0.0024648893,0.0023661323,0.0012057789,0.00017058894,0.0009593744,0.000036885944],"about_ca_topic_score_codex":0.003761879,"about_ca_topic_score_gemma":0.007507432,"teacher_disagreement_score":0.02187183,"about_ca_system_score_codex":0.0013250142,"about_ca_system_score_gemma":0.0025536618,"threshold_uncertainty_score":0.11567068},"labels":[],"label_agreement":null},{"id":"W4415016440","doi":"10.5430/wjel.v15n8p437","title":"Struggles in English Learning: Perspectives of Bangla Medium Students at the Higher Secondary Level","year":2025,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Active listening; Thematic analysis; Qualitative property; Qualitative research; Resource (disambiguation); Psychological resilience; Bengali; English language","score_opus":0.015865423600964497,"score_gpt":0.2712903101158518,"score_spread":0.2554248865148873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415016440","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99369884,0.0003377717,0.000052397958,0.0010433944,0.000035108413,0.000014608771,0.000034556593,0.0000037476586,0.004779662],"genre_scores_gemma":[0.994638,0.0004973763,0.000065025415,0.0005983653,0.000020774867,0.000024724517,0.000036387108,0.000009431129,0.0041100467],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973218,0.0010875354,0.00011459019,0.00020058568,0.000360501,0.0009150864],"domain_scores_gemma":[0.9958746,0.00077895046,0.00057269004,0.000071430186,0.00035424912,0.0023481161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021155756,0.00055717013,0.0010798079,0.00161152,0.011929908,0.011546797,0.0010061819,0.0016182377,0.0048749293],"category_scores_gemma":[0.003416344,0.00046137665,0.0004455139,0.0012781791,0.0044482043,0.0029797207,0.0065840464,0.0032273557,0.0012663606],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044453504,0.00020178274,0.045416698,0.00009619794,0.000008570161,0.0015634001,0.9446858,0.000011909094,0.0008901816,0.00060457515,0.0007881128,0.0056883777],"study_design_scores_gemma":[0.0000016311961,0.00006299885,0.0106663015,0.000038490598,0.0000032722935,0.000323142,0.9841865,0.000009945837,0.00008410721,0.00007244992,0.0045411224,0.000009995119],"about_ca_topic_score_codex":0.010298765,"about_ca_topic_score_gemma":0.02311373,"teacher_disagreement_score":0.011929908,"about_ca_system_score_codex":0.002511184,"about_ca_system_score_gemma":0.0027464584,"threshold_uncertainty_score":0.020477653},"labels":[],"label_agreement":null},{"id":"W4415055623","doi":"10.1186/s40468-025-00390-9","title":"Shaping written corrective feedback perspectives and practices: comparing novice and experienced instructors of English for academic purposes in Bangladesh","year":2025,"lang":"en","type":"article","venue":"Language Testing in Asia","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; Red River College","funders":"","keywords":"Corrective feedback; Professional development; English for academic purposes; Grammar; Faculty development; Relevance (law); Focus group; Qualitative research; Higher education","score_opus":0.06050911231811046,"score_gpt":0.33303835002998666,"score_spread":0.2725292377118762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415055623","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962529,0.00017561852,0.0005196016,0.00045483437,0.000011861358,0.000034041437,0.000027347796,0.000008668939,0.002515196],"genre_scores_gemma":[0.9968098,0.00023890792,0.00035001538,0.00018688737,0.0000041620924,0.000036872425,0.00001958814,0.000012500498,0.0023412388],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958895,0.0024304085,0.00024060001,0.00033905197,0.00061859033,0.00048179814],"domain_scores_gemma":[0.9874117,0.008063946,0.001313213,0.00040903012,0.0013147932,0.0014873886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039816233,0.00034390012,0.0004146591,0.0008081602,0.0030178372,0.0024980095,0.000835458,0.0009524608,0.0030769024],"category_scores_gemma":[0.017693102,0.00034782794,0.00015000223,0.00075040443,0.0036627376,0.0015920965,0.0022782062,0.0012669705,0.0004858495],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043622334,0.000055856108,0.014768284,0.00012561884,0.0000028619565,0.0010740493,0.9705695,0.000026387224,0.0033149086,0.00028125578,0.00027013457,0.009467562],"study_design_scores_gemma":[0.000005959381,0.00010708993,0.008674823,0.00011246971,0.0000034796647,0.00041683568,0.98414385,0.000056412515,0.00061953726,0.000103312006,0.005736601,0.000019601743],"about_ca_topic_score_codex":0.0077245617,"about_ca_topic_score_gemma":0.014446548,"teacher_disagreement_score":0.0077245617,"about_ca_system_score_codex":0.0026959595,"about_ca_system_score_gemma":0.0027266133,"threshold_uncertainty_score":0.02105707},"labels":[],"label_agreement":null},{"id":"W4415081002","doi":"10.1080/01434632.2025.2564318","title":"Does incidental English impact the L1 and L2 acquisition of a micro-language? The language exposure and proficiency of Icelandic students with different home language backgrounds","year":2025,"lang":"en","type":"article","venue":"Journal of Multilingual and Multicultural Development","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Rannís","keywords":"Icelandic; Language proficiency; Home language; Language assessment; Neuroscience of multilingualism; First language; Indo-European languages; Second-language acquisition","score_opus":0.007891833851577507,"score_gpt":0.27225249398054485,"score_spread":0.26436066012896736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415081002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994598,0.00003735021,0.0000065140325,0.000011600664,0.0000012267808,0.0000011304921,0.000023612129,6.331558e-7,0.0004581125],"genre_scores_gemma":[0.99934775,0.00007239881,0.000027907145,0.00002399475,0.0000021196415,0.0000026298205,0.000056761535,0.0000013200649,0.00046508474],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996675,0.00007471449,0.0000228461,0.00006543629,0.000060076243,0.00010942799],"domain_scores_gemma":[0.9984707,0.00030618886,0.0005450063,0.0000695176,0.00016902888,0.00043947494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005086351,0.0002381279,0.00016199128,0.00040768678,0.00034481456,0.0010916995,0.00023200829,0.0003227259,0.0025846357],"category_scores_gemma":[0.0029067863,0.00014002368,0.00023791277,0.00020219246,0.0005792809,0.0007852726,0.000919036,0.0003719112,0.0005417784],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010456434,0.0001807449,0.98968774,0.000015129413,0.00001875905,0.0002464245,0.0023833462,0.000036437606,0.0008472645,0.00003973549,0.00009258341,0.006347285],"study_design_scores_gemma":[0.0000010970364,0.00011526551,0.99817383,0.000008084339,0.0000049394966,0.000079278034,0.0013135726,0.000018923329,0.00011022349,0.000015351272,0.00015711715,0.000002426037],"about_ca_topic_score_codex":0.018327797,"about_ca_topic_score_gemma":0.036251776,"teacher_disagreement_score":0.018327797,"about_ca_system_score_codex":0.00044394025,"about_ca_system_score_gemma":0.00053484045,"threshold_uncertainty_score":0.03644222},"labels":[],"label_agreement":null},{"id":"W4415276503","doi":"10.5772/intechopen.1012811","title":"Self-Addressed Writing by Korean-English Bilinguals","year":2025,"lang":"en","type":"book-chapter","venue":"IntechOpen eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Priming (agriculture); First language; Language production; Cognition; Second language; Neuroscience of multilingualism; Comprehension approach; Second-language attrition; Language assessment","score_opus":0.023268436576818523,"score_gpt":0.24566584064566738,"score_spread":0.22239740406884886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415276503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987213,0.00011609589,0.000042315827,0.000038952057,0.0000068944883,0.00000933643,0.00001913633,0.0000040304344,0.0010418834],"genre_scores_gemma":[0.99712497,0.0001662324,0.0001969258,0.00013213449,0.000006090719,0.000014166885,0.000060732054,0.0000089346095,0.002289876],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987606,0.00046361506,0.00013934926,0.00017445606,0.00026800396,0.00019400104],"domain_scores_gemma":[0.9949656,0.0013314827,0.0014813953,0.00024119773,0.0009231125,0.0010570862],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015817101,0.0003199781,0.0004372454,0.00081802555,0.0013901627,0.0023987188,0.00027537835,0.00044263768,0.0027602292],"category_scores_gemma":[0.0056156893,0.00021688025,0.0002320762,0.0004492499,0.0008291866,0.0009720432,0.0016586019,0.00051000924,0.00063096045],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007340972,0.0007831561,0.34473923,0.0004946879,0.000037515383,0.0035277817,0.56122327,0.00003248699,0.033516504,0.00036699482,0.0010521826,0.053492036],"study_design_scores_gemma":[0.00008660279,0.0012075357,0.34527743,0.00022880587,0.000044291894,0.0060503283,0.62691116,0.0002170922,0.0055043413,0.0002663861,0.014102941,0.00010312907],"about_ca_topic_score_codex":0.005125129,"about_ca_topic_score_gemma":0.01293261,"teacher_disagreement_score":0.005125129,"about_ca_system_score_codex":0.00069322117,"about_ca_system_score_gemma":0.0012512036,"threshold_uncertainty_score":0.010190606},"labels":[],"label_agreement":null},{"id":"W4415294617","doi":"10.5430/jct.v14n4p54","title":"Developing an Instructional Innovation Model for Teaching English Tense Structures: A Grounded Theory Study of Teachers’ Classroom Practice and Perceptions","year":2025,"lang":"","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grounded theory; Grammar; Memorization; Qualitative research; Teaching method; Perception; Rote learning; Communicative language teaching; Constructivist teaching methods","score_opus":0.028942827751983067,"score_gpt":0.32924563107552335,"score_spread":0.30030280332354026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415294617","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9129124,0.00029522332,0.072604515,0.0021950216,0.000030704967,0.0014862249,0.00007340257,0.000053970572,0.01034851],"genre_scores_gemma":[0.9386523,0.00026329944,0.059097044,0.0001569331,0.0000038943313,0.0009838748,0.000052691183,0.000013322392,0.0007766878],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99297583,0.0048734783,0.00036173293,0.0005737152,0.0008286449,0.0003866142],"domain_scores_gemma":[0.98600554,0.01193363,0.0004947465,0.0004735864,0.0007315845,0.0003609634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012504704,0.00052590884,0.00044737128,0.0021544297,0.0029885764,0.0048277806,0.0018581677,0.0013354486,0.0007413964],"category_scores_gemma":[0.010316748,0.0005144993,0.00059616566,0.0011495585,0.00781377,0.0049232203,0.0026079959,0.0023341207,0.00011100053],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004462983,0.0006853566,0.013472538,0.00046323557,0.00002139709,0.0006322716,0.8888274,0.0016078381,0.0032540362,0.037229873,0.00046358362,0.05329781],"study_design_scores_gemma":[0.00013778315,0.00053154014,0.012950178,0.0012498755,0.00007757993,0.0007910391,0.90965044,0.019333322,0.0045935274,0.029589223,0.020991609,0.000103810744],"about_ca_topic_score_codex":0.0052967975,"about_ca_topic_score_gemma":0.0072904406,"teacher_disagreement_score":0.012504704,"about_ca_system_score_codex":0.008416005,"about_ca_system_score_gemma":0.009812323,"threshold_uncertainty_score":0.06613201},"labels":[],"label_agreement":null},{"id":"W4415382357","doi":"10.5430/wjel.v16n2p242","title":"A Systematic Literature Review of Emotional Scaffolding in EFL Pedagogy","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Systematic review; Vocational education; Thematic analysis; Higher education","score_opus":0.010078476642119277,"score_gpt":0.2898066316782563,"score_spread":0.279728155036137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415382357","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014620174,0.99549603,0.00054157473,0.00061521196,0.00019910553,0.0006631182,0.00040125562,0.000014755464,0.00060697494],"genre_scores_gemma":[0.012637098,0.98301756,0.002027577,0.00061732216,0.00010280499,0.0011467681,0.00026575866,0.0000073261053,0.00017787587],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.98692316,0.0047995755,0.0046781413,0.000835003,0.002427079,0.00033699433],"domain_scores_gemma":[0.9530527,0.03511426,0.005581029,0.00078566157,0.0049657375,0.0005005644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015252432,0.0014766313,0.0055654976,0.02033016,0.0012276687,0.0034589332,0.0018267,0.0020246443,0.004752596],"category_scores_gemma":[0.05856875,0.0009950551,0.005024634,0.017042289,0.0013011285,0.0040974924,0.0022121968,0.0013165916,0.0004659946],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008706494,0.000028117009,0.0005131915,0.9192051,0.0017615878,0.0001375141,0.0005177137,0.00008598907,0.00019991856,0.0005485472,0.0019391682,0.07497594],"study_design_scores_gemma":[0.000057572153,0.00012499552,0.0019857092,0.9588112,0.012895583,0.00027968732,0.0006967753,0.00005818129,0.00016258196,0.00046634694,0.024432683,0.00002856518],"about_ca_topic_score_codex":0.0064949617,"about_ca_topic_score_gemma":0.026058974,"teacher_disagreement_score":0.02033016,"about_ca_system_score_codex":0.00454998,"about_ca_system_score_gemma":0.027577104,"threshold_uncertainty_score":0.0806635},"labels":[],"label_agreement":null},{"id":"W4415382367","doi":"10.5430/wjel.v16n2p282","title":"Theme-Based, Sheltered, or Adjunct? Evaluating CBI Models for Improving English Reading Skills in Chinese EFL Classrooms","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Subject matter; Curriculum; Literacy; Empirical research; Focus (optics); English as a foreign language; Extensive reading; Qualitative property","score_opus":0.02024431553951409,"score_gpt":0.3049495730191694,"score_spread":0.2847052574796553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415382367","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964252,0.00022899672,0.0014967337,0.00006906854,0.000008450772,0.00050168735,0.000037108264,0.000041859243,0.0011908775],"genre_scores_gemma":[0.98260134,0.0007619564,0.014548325,0.00004030857,0.000005750797,0.0012382071,0.00009621285,0.00001259823,0.00069534837],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990152,0.0003066057,0.00009335745,0.00015589988,0.00035201717,0.000076872],"domain_scores_gemma":[0.9982564,0.00070577866,0.00031821177,0.0001408645,0.00025515907,0.00032360657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022677116,0.00066082494,0.0009247151,0.000983181,0.00042549745,0.0010222883,0.0012931156,0.00041218018,0.0012852662],"category_scores_gemma":[0.004514269,0.00029267135,0.0006155314,0.00061719096,0.0005716199,0.0009232949,0.0012896188,0.0005595965,0.00019526709],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0076457197,0.038419656,0.059470568,0.0054695667,0.0005542202,0.0002518915,0.016520858,0.014056108,0.050394773,0.002763796,0.0013443487,0.8031084],"study_design_scores_gemma":[0.008005673,0.21258882,0.41025773,0.0040018386,0.007185731,0.00047447628,0.03076433,0.17523569,0.12455392,0.004612246,0.021749565,0.0005699458],"about_ca_topic_score_codex":0.008218939,"about_ca_topic_score_gemma":0.012734242,"teacher_disagreement_score":0.008218939,"about_ca_system_score_codex":0.0018550802,"about_ca_system_score_gemma":0.003441471,"threshold_uncertainty_score":0.016342223},"labels":[],"label_agreement":null},{"id":"W4415382719","doi":"10.5430/wjel.v16n2p180","title":"Peer Collaborative Dialogues: Perceptions and Attitudes of EFL Students and Teachers","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Pronunciation; English as a foreign language; Foreign language; Collaborative learning; Public university; Language acquisition","score_opus":0.016783160350972146,"score_gpt":0.3070912564549196,"score_spread":0.2903080961039474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415382719","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993326,0.00006646737,0.000033493656,0.00006397704,0.0000033531894,0.0000070671704,0.0000053343465,0.0000018173291,0.0004857696],"genre_scores_gemma":[0.9991285,0.00007173839,0.000046148383,0.00007689421,0.000004851838,0.000013122345,0.0000096473395,0.000001537942,0.0006475645],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975762,0.0009920587,0.0001850371,0.00023604977,0.0005940021,0.00041668958],"domain_scores_gemma":[0.99190336,0.002147746,0.0025156962,0.000182512,0.0012735968,0.00197711],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032470142,0.00031022166,0.00065373426,0.001259681,0.0019921067,0.00306313,0.00043753456,0.0010045182,0.0018420306],"category_scores_gemma":[0.008736658,0.000297144,0.00033031424,0.00050921453,0.0017242578,0.0014610585,0.0017871003,0.0013258132,0.0003892757],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014397097,0.00085988187,0.48522097,0.000118185286,0.000043898912,0.00090549415,0.49162257,0.00008602936,0.0030126846,0.0002468651,0.00038854225,0.017350936],"study_design_scores_gemma":[0.000018133402,0.00093097566,0.31077138,0.000070017275,0.00002502197,0.00084423827,0.6831464,0.00032624794,0.00054863584,0.00018241817,0.0030796472,0.000056906272],"about_ca_topic_score_codex":0.0050985795,"about_ca_topic_score_gemma":0.0043231114,"teacher_disagreement_score":0.0050985795,"about_ca_system_score_codex":0.0008380537,"about_ca_system_score_gemma":0.00068593636,"threshold_uncertainty_score":0.017172039},"labels":[],"label_agreement":null},{"id":"W4415500309","doi":"10.5539/elt.v18n11p112","title":"The Adequacy of Credit English Training Hours in Technical Colleges: Perspectives of Trainers and Trainees","year":2025,"lang":"","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Trainer; Vocational education; Active listening; Perception; Test (biology); Descriptive statistics; Professional development; Training (meteorology)","score_opus":0.012083203943781538,"score_gpt":0.26672502636172757,"score_spread":0.25464182241794603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415500309","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99774617,0.000079764046,0.00010442615,0.00045488967,0.0000094769175,0.000006185048,0.000008583511,0.0000023351777,0.0015881003],"genre_scores_gemma":[0.99900407,0.000100326586,0.000073385665,0.00014887456,0.000012869928,0.000007665544,0.0000067581764,0.0000017387281,0.0006442836],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9958311,0.0020289903,0.00015615724,0.00015445014,0.0006981353,0.0011312391],"domain_scores_gemma":[0.9845108,0.0051902602,0.0031464763,0.00020243195,0.0015707383,0.0053791865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004770844,0.00015539359,0.00018232506,0.0006986673,0.0021348463,0.0023417205,0.00047957987,0.0007393253,0.002372623],"category_scores_gemma":[0.012070168,0.00019786171,0.00020316975,0.00035914057,0.0017242685,0.0008568595,0.002051832,0.001090619,0.0002454158],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022345391,0.0004442509,0.49203163,0.00022484038,0.000036166715,0.0013347504,0.4508777,0.00031793964,0.0058962307,0.00083653536,0.0021513498,0.045625154],"study_design_scores_gemma":[0.000008076777,0.00047741187,0.28088132,0.00010681033,0.000011659722,0.0004349294,0.7108335,0.0002497811,0.0005845452,0.00012151367,0.0062488974,0.000041511124],"about_ca_topic_score_codex":0.0067181922,"about_ca_topic_score_gemma":0.012715205,"teacher_disagreement_score":0.0067181922,"about_ca_system_score_codex":0.0013981682,"about_ca_system_score_gemma":0.0019673775,"threshold_uncertainty_score":0.025230944},"labels":[],"label_agreement":null},{"id":"W4415602041","doi":"10.18823/asiatefl.2025.22.3.7.618","title":"Promoting EFL Students’ Agency for Learning (AfL) Through Differentiated Instruction : Experiences, Challenges, and Strategies","year":2025,"lang":"","type":"article","venue":"The Journal of AsiaTEFL","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Lembaga Pengelola Dana Pendidikan; Simon Fraser University; Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi; University of Oregon","keywords":"Agency (philosophy); Differentiated instruction; Action (physics); Context (archaeology); Set (abstract data type)","score_opus":0.048833464235934855,"score_gpt":0.3131714581100439,"score_spread":0.264337993874109,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415602041","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86385274,0.0016258437,0.008942933,0.015721021,0.0003378812,0.00017659804,0.000040381292,0.00028563154,0.10901697],"genre_scores_gemma":[0.97973067,0.00057039555,0.006435958,0.0010371055,0.0000421881,0.000072617106,0.000021484868,0.000033484033,0.012056035],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9970155,0.0015677274,0.000075388394,0.00021672933,0.00036500828,0.00075970613],"domain_scores_gemma":[0.99591416,0.0011153793,0.00026110583,0.0003097549,0.00035133818,0.0020482775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040836497,0.00036697453,0.00029182376,0.0005525303,0.0039048549,0.0074058278,0.0014828333,0.0017255216,0.0055978084],"category_scores_gemma":[0.0050649843,0.0001560975,0.0004681908,0.00038540098,0.00443937,0.0041389414,0.011368031,0.004008924,0.001385792],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002773268,0.005406845,0.020341802,0.00071577396,0.000029241684,0.0013704125,0.34766057,0.00033169173,0.0058775097,0.050116137,0.018437307,0.5494354],"study_design_scores_gemma":[0.00018472121,0.0013019245,0.022249397,0.0013776424,0.00005333427,0.001968166,0.64875484,0.0013856272,0.008637553,0.037785895,0.27614778,0.00015316394],"about_ca_topic_score_codex":0.0014061896,"about_ca_topic_score_gemma":0.003836319,"teacher_disagreement_score":0.0074058278,"about_ca_system_score_codex":0.0019188236,"about_ca_system_score_gemma":0.0040135533,"threshold_uncertainty_score":0.02159667},"labels":[],"label_agreement":null},{"id":"W4415779742","doi":"10.5539/elt.v18n12p1","title":"The Effect of Using Theme-Based Blended Learning on Egyptian EFL University Students’ Oral Performance","year":2025,"lang":"","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Blended learning; Paralanguage; Language proficiency; Sample (material); Multimethodology; Semi-structured interview; Qualitative property; Qualitative research; Control (management)","score_opus":0.009146359069287227,"score_gpt":0.26144024188947595,"score_spread":0.2522938828201887,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415779742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99862766,0.000053792537,0.00018756578,0.000047405698,0.000009371468,0.000018272569,0.000010033886,0.000010203178,0.0010356954],"genre_scores_gemma":[0.9968644,0.00012733537,0.0011921934,0.000040410112,0.0000073088904,0.000042336796,0.0000231243,0.0000054644565,0.0016972867],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99875546,0.00043751075,0.00010355385,0.00014798631,0.0003237844,0.0002316966],"domain_scores_gemma":[0.99694556,0.0010713001,0.00037840483,0.00015886915,0.00048908364,0.00095681107],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017127866,0.0004248216,0.00046360606,0.00045060457,0.00050930795,0.0017678023,0.00046365225,0.00056086923,0.0037378897],"category_scores_gemma":[0.0056045405,0.0001282452,0.00041884778,0.0003156442,0.0003726194,0.0006107908,0.0019249914,0.0007383213,0.0007769887],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0062735453,0.023070678,0.11222997,0.0011550739,0.00032555542,0.00069466024,0.032136954,0.0021475246,0.076150194,0.0006657376,0.0012758158,0.7438743],"study_design_scores_gemma":[0.00059122115,0.05868211,0.75435,0.0007233231,0.000881103,0.00077972224,0.09338059,0.007371551,0.061753243,0.0013935065,0.019829905,0.00026372419],"about_ca_topic_score_codex":0.00060217734,"about_ca_topic_score_gemma":0.0008153364,"teacher_disagreement_score":0.0037378897,"about_ca_system_score_codex":0.00037492142,"about_ca_system_score_gemma":0.000646527,"threshold_uncertainty_score":0.012504518},"labels":[],"label_agreement":null},{"id":"W4415824105","doi":"10.1111/flan.70035","title":"Comprehension of implied meaning in Chinese second language listening","year":2025,"lang":"en","type":"article","venue":"Foreign Language Annals","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Comprehension; Meaning (existential); Listening comprehension; Chinese as a foreign language; Heritage language; Recall; Language proficiency; Second language; Comprehension approach","score_opus":0.02141993565042848,"score_gpt":0.3006447870553342,"score_spread":0.2792248514049057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415824105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986393,0.000028474351,0.0003386956,0.000015910606,0.0000012467711,0.000009224173,0.000011071477,0.0000045458137,0.0009515055],"genre_scores_gemma":[0.99921477,0.000042413674,0.00027364554,0.000011975917,0.0000014795456,0.000010558314,0.000021561196,0.0000024525498,0.00042117923],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9994186,0.00018384923,0.00005929258,0.00007411509,0.00019802946,0.000066087014],"domain_scores_gemma":[0.99600214,0.002483597,0.00063027954,0.00022312629,0.0005411127,0.00011981135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013492004,0.00040428122,0.00021895404,0.0006489383,0.0003440772,0.0010420395,0.0002557805,0.00042050966,0.0025862665],"category_scores_gemma":[0.00804904,0.00013742394,0.00015730361,0.00026727098,0.0011187589,0.000898669,0.00090502476,0.00048950425,0.00016946036],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071702164,0.0004958119,0.30930507,0.00084410975,0.00006564439,0.0033094913,0.33373225,0.0010005112,0.23074438,0.0022416855,0.0005917539,0.116952226],"study_design_scores_gemma":[0.000041789048,0.0015203432,0.814082,0.00023033131,0.00008025421,0.0021148042,0.12433688,0.004588874,0.046730362,0.0030210963,0.0031310644,0.00012212952],"about_ca_topic_score_codex":0.0027984842,"about_ca_topic_score_gemma":0.0016243267,"teacher_disagreement_score":0.0027984842,"about_ca_system_score_codex":0.00030672783,"about_ca_system_score_gemma":0.0005918595,"threshold_uncertainty_score":0.008651972},"labels":[],"label_agreement":null},{"id":"W4415971894","doi":"10.1080/14790718.2025.2584166","title":"Facing failure: unveiling challenges in implementing plurilingual pedagogy through teacher-researcher collaboration","year":2025,"lang":"en","type":"article","venue":"International Journal of Multilingualism","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières; Université de Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Multilingualism; Higher education; Qualitative research; Context (archaeology); Intercultural communication","score_opus":0.09353105234541421,"score_gpt":0.42819337896893783,"score_spread":0.33466232662352363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415971894","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5574676,0.004611046,0.2825439,0.110316135,0.0016777331,0.0022057784,0.00007764258,0.0009768667,0.04012325],"genre_scores_gemma":[0.9267903,0.0009504636,0.062968075,0.0026868326,0.0001612317,0.0018375934,0.000046760957,0.00020309223,0.004355696],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.7305329,0.2352523,0.0047454555,0.009017874,0.01075074,0.00970076],"domain_scores_gemma":[0.7182012,0.20180598,0.015763972,0.026574388,0.017656066,0.019998405],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.24876675,0.0013601733,0.0015996653,0.003636538,0.023905758,0.023292756,0.007916386,0.0072205747,0.0033798346],"category_scores_gemma":[0.17414418,0.0013585782,0.00090612104,0.0021566553,0.026040435,0.023813333,0.046252403,0.009357547,0.0015823684],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000116221905,0.0003172767,0.007297583,0.0008948458,0.00004929487,0.000938124,0.879395,0.00037610423,0.0018378431,0.023243675,0.0029977271,0.0825363],"study_design_scores_gemma":[0.00011137927,0.00048114624,0.0025229335,0.0011548947,0.00004649053,0.00086977397,0.8860576,0.0016735619,0.0019672445,0.037519056,0.067505606,0.00009032077],"about_ca_topic_score_codex":0.0020241567,"about_ca_topic_score_gemma":0.0044972803,"teacher_disagreement_score":0.24876675,"about_ca_system_score_codex":0.0077148792,"about_ca_system_score_gemma":0.030564483,"threshold_uncertainty_score":0.92640436},"labels":[],"label_agreement":null},{"id":"W4415993111","doi":"10.1080/09500782.2025.2579848","title":"Transformative plurilingualism pedagogies in English academic writing: instructor perceptions","year":2025,"lang":"en","type":"article","venue":"Language and Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Transformative learning; Perception; Discourse analysis; Qualitative research; Higher education; Metalinguistics; Teaching method; English as a foreign language","score_opus":0.017684445757801454,"score_gpt":0.32306814054586186,"score_spread":0.3053836947880604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415993111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98816186,0.00024724938,0.0011264145,0.0007036164,0.00003695858,0.000036310754,0.0000061983674,0.000015816691,0.009665495],"genre_scores_gemma":[0.9969273,0.00018450683,0.00040476327,0.00013881121,0.000011933538,0.00002509239,0.000006002002,0.000008331787,0.0022933523],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99198544,0.0047234725,0.00031226306,0.00043996898,0.001882494,0.00065628375],"domain_scores_gemma":[0.9884288,0.0057562618,0.0017550031,0.0003697948,0.001438802,0.0022514707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009017736,0.0002228118,0.00027337662,0.00088021613,0.0036152045,0.00438671,0.0007519667,0.0007178919,0.0030285318],"category_scores_gemma":[0.016432848,0.00020534123,0.0001655743,0.00055804465,0.0036102538,0.0024655883,0.0038231486,0.001492506,0.00038185995],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046921083,0.00059149053,0.037633896,0.00015341009,0.0000059606773,0.00045350898,0.9155488,0.000049345275,0.0030885772,0.0031723694,0.00096663175,0.03828912],"study_design_scores_gemma":[0.00002678791,0.00040357318,0.0250357,0.00019494783,0.000012070043,0.0006587683,0.938501,0.00037214658,0.0013049036,0.000939368,0.03251773,0.0000329883],"about_ca_topic_score_codex":0.0024433206,"about_ca_topic_score_gemma":0.004169623,"teacher_disagreement_score":0.009017736,"about_ca_system_score_codex":0.0016455929,"about_ca_system_score_gemma":0.0035515658,"threshold_uncertainty_score":0.047690928},"labels":[],"label_agreement":null},{"id":"W4416009100","doi":"10.53103/cjlls.v5i6.238","title":"Identification of the Difficulties Faced by Teachers in Teaching English as a Second Language at Public Sector Schools","year":2025,"lang":"","type":"article","venue":"Canadian Journal of Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identification (biology); Public sector; English as a second language; Language education; English language; Teaching method","score_opus":0.008879693267910094,"score_gpt":0.2492804232845793,"score_spread":0.2404007300166692,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416009100","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99829954,0.00018720058,0.00008993991,0.00045772892,0.000014016191,0.000013399582,0.000018076098,0.0000031917987,0.00091683253],"genre_scores_gemma":[0.9981608,0.00037124843,0.0002779239,0.00016262225,0.000010451285,0.000025036657,0.000027400169,0.0000028206643,0.0009616837],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9969066,0.0008359295,0.0002665942,0.00026712407,0.00075634103,0.0009674575],"domain_scores_gemma":[0.99294734,0.0012160403,0.00282011,0.00015111353,0.0012206455,0.001644696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020094384,0.00034832172,0.00054261927,0.0008578537,0.003009844,0.0024303244,0.0006207775,0.00090733357,0.0018346878],"category_scores_gemma":[0.0070761433,0.0005898412,0.0002478945,0.00064550986,0.0011882603,0.0016997843,0.0022803338,0.00087745447,0.0004651102],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009800564,0.00022958797,0.6571336,0.00034822614,0.000016972457,0.0038757937,0.29732433,0.00008320106,0.003367337,0.00029451828,0.0014647535,0.035763692],"study_design_scores_gemma":[0.0000071424333,0.0002624592,0.3111568,0.00017989698,0.000010358043,0.0021176427,0.6791227,0.00013120013,0.00043361515,0.00011354847,0.0064330385,0.00003170707],"about_ca_topic_score_codex":0.012121632,"about_ca_topic_score_gemma":0.021290267,"teacher_disagreement_score":0.012121632,"about_ca_system_score_codex":0.0014758356,"about_ca_system_score_gemma":0.004036053,"threshold_uncertainty_score":0.024102151},"labels":[],"label_agreement":null},{"id":"W4416037866","doi":"10.5430/jct.v14n4p289","title":"Effects of EPIRIS Model-Based Instructional Innovation on Thai Primary Students’ English Tense Learning","year":2025,"lang":"","type":"article","venue":"Journal of Curriculum and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Data collection; Perception; Past tense; Anxiety; Cognition; Intervention (counseling); Present tense; Language acquisition","score_opus":0.007318402774695809,"score_gpt":0.2582002616803562,"score_spread":0.2508818589056604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416037866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995518,0.000042632928,0.001446105,0.00007828991,0.0000080826685,0.00022425612,0.000021028243,0.000039869523,0.002621691],"genre_scores_gemma":[0.9889192,0.00013675053,0.009441993,0.00005702769,0.0000063882508,0.00041413875,0.0000511768,0.000004818951,0.00096844777],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99819666,0.00094391825,0.00011640976,0.00018625818,0.00037456167,0.00018222223],"domain_scores_gemma":[0.9958689,0.002723708,0.0005127283,0.00028965916,0.0003102218,0.00029476013],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002431534,0.00038150154,0.00036625596,0.00038479944,0.00027396475,0.0007426392,0.00066789024,0.00035004644,0.0016627167],"category_scores_gemma":[0.0047985814,0.00015880617,0.00062994915,0.00023453018,0.000409482,0.0005892389,0.0015015018,0.0006208849,0.00013101056],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0037518337,0.03878739,0.055399455,0.0024847772,0.00025422554,0.00069480226,0.034917615,0.007989392,0.038569815,0.0026910186,0.0015850292,0.8128747],"study_design_scores_gemma":[0.003412727,0.15395255,0.5493623,0.0026219692,0.0022353716,0.0013221813,0.046194613,0.0724228,0.11900765,0.005097859,0.043975264,0.00039472646],"about_ca_topic_score_codex":0.00079297123,"about_ca_topic_score_gemma":0.0017133149,"teacher_disagreement_score":0.002431534,"about_ca_system_score_codex":0.0006908021,"about_ca_system_score_gemma":0.0013075019,"threshold_uncertainty_score":0.012859285},"labels":[],"label_agreement":null},{"id":"W4416192776","doi":"10.5430/wjel.v16n2p372","title":"Emancipatory Learning Strategies in English Language Teaching: Insights from Indonesia","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universitas Mataram","keywords":"Agency (philosophy); Indonesian; Qualitative research; Curriculum; Context (archaeology); Equity (law); Competence (human resources); English language; Professional learning community","score_opus":0.010826147166312878,"score_gpt":0.26026443856666076,"score_spread":0.24943829140034787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416192776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9537232,0.0010065231,0.0013439668,0.0020241078,0.000027500351,0.000044871027,0.0000191615,0.000012260775,0.041798342],"genre_scores_gemma":[0.9954609,0.00061427214,0.00056581956,0.00025470598,0.000005887431,0.000020001704,0.000007732449,0.000010990236,0.0030595984],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979069,0.0013300818,0.00007355577,0.00014481207,0.00021176497,0.000332993],"domain_scores_gemma":[0.998195,0.0010636039,0.00023396018,0.00006484558,0.00013048858,0.00031214228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023403673,0.0003406938,0.00043698624,0.0007593354,0.00508022,0.005778548,0.0011311322,0.00075909024,0.0016002989],"category_scores_gemma":[0.0021464068,0.00029304938,0.00028038415,0.00078263064,0.0060005602,0.0033704708,0.004549285,0.0022481177,0.0003689609],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018524139,0.00017042247,0.0076397,0.0001493079,0.0000052064297,0.0016721014,0.9651553,0.00006982728,0.0010745096,0.0058611287,0.00042192824,0.017762072],"study_design_scores_gemma":[0.0000054110365,0.000035946287,0.010613621,0.00018253326,0.000007882681,0.0006901556,0.9685214,0.0002072709,0.0006048789,0.0015298693,0.017587785,0.000013301066],"about_ca_topic_score_codex":0.004989385,"about_ca_topic_score_gemma":0.014792432,"teacher_disagreement_score":0.005778548,"about_ca_system_score_codex":0.004143886,"about_ca_system_score_gemma":0.003262744,"threshold_uncertainty_score":0.030066073},"labels":[],"label_agreement":null},{"id":"W4416229460","doi":"10.5430/wjel.v16n1p384","title":"Exploring Factors Influencing English-Speaking Skills among Saudi EFL Security Guards in Healthcare Institutions","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Umm Al-Qura University","keywords":"Grammar; Memorization; Vocabulary; Relevance (law); Health care; Language barrier; Content analysis; Guard (computer science)","score_opus":0.037994981225687376,"score_gpt":0.28905797135157585,"score_spread":0.25106299012588845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416229460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994754,0.00006894508,0.000019782128,0.00010490905,0.0000034654158,0.000003850012,0.000009490727,5.979128e-7,0.0003136304],"genre_scores_gemma":[0.9995034,0.00013308959,0.0000622125,0.00007303023,0.00000297079,0.000003918553,0.000013633598,8.060107e-7,0.0002068867],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991032,0.00025658804,0.00010456758,0.000054562643,0.00017440642,0.00030680298],"domain_scores_gemma":[0.99621576,0.0006280306,0.0017659421,0.00007313227,0.0005453558,0.0007717851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010828158,0.00036326563,0.00022361882,0.0006977979,0.001264452,0.0012783264,0.00030253292,0.00045208135,0.002327964],"category_scores_gemma":[0.005148584,0.00020619291,0.00023708037,0.00039942857,0.0009771517,0.00076524855,0.0010048628,0.00069427176,0.0003264694],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000063448235,0.00013264001,0.93049854,0.00011512596,0.000018587547,0.0012741908,0.055722564,0.00003463119,0.0015188114,0.0001194132,0.00033450295,0.010167512],"study_design_scores_gemma":[0.000004686615,0.00024346044,0.6218989,0.0001608833,0.000021617474,0.0014510718,0.37314928,0.00015915051,0.00046252078,0.000109617715,0.0023137708,0.000025024772],"about_ca_topic_score_codex":0.012490011,"about_ca_topic_score_gemma":0.016251635,"teacher_disagreement_score":0.012490011,"about_ca_system_score_codex":0.00067571213,"about_ca_system_score_gemma":0.0015163631,"threshold_uncertainty_score":0.024834633},"labels":[],"label_agreement":null},{"id":"W4416229467","doi":"10.5430/wjel.v16n1p403","title":"Collaborative Writing in Omani ESL Classrooms: A Quasi-Experimental Study from a Sociocultural Perspective","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Dialogic; Sociocultural perspective; Collaborative learning; Collaborative writing; Curriculum; Competence (human resources); Perception; Perspective (graphical); Cooperative learning","score_opus":0.009997246093040467,"score_gpt":0.2965261875549475,"score_spread":0.286528941461907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416229467","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99782985,0.00004493888,0.000306869,0.00010128388,0.00002692857,0.0010648974,0.000028853874,0.000008383626,0.0005880925],"genre_scores_gemma":[0.98634654,0.00019180507,0.0037985106,0.00035688418,0.00006171015,0.0059387344,0.00007689751,0.000012536543,0.0032164052],"study_design_codex":"qualitative","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99424225,0.0028911945,0.0003169216,0.0008628496,0.0006218608,0.0010649117],"domain_scores_gemma":[0.992219,0.0032486832,0.0008933495,0.0007273493,0.0010088229,0.0019027614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007997775,0.0008207869,0.001693496,0.0012346021,0.0070878724,0.0024429765,0.0014911622,0.00187171,0.0044373823],"category_scores_gemma":[0.0072294157,0.00081770326,0.00067947793,0.00055914145,0.0034737233,0.0015518611,0.0024425348,0.002082179,0.0011261179],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004032082,0.23095414,0.051590443,0.0011511664,0.00008992999,0.0031381154,0.6135478,0.0004146146,0.031058788,0.0019430241,0.0015445615,0.060535356],"study_design_scores_gemma":[0.0037290568,0.1296641,0.13378446,0.0005052631,0.00016845317,0.0009322322,0.6840913,0.0013595459,0.010665114,0.0023755354,0.032511212,0.0002135846],"about_ca_topic_score_codex":0.0012642202,"about_ca_topic_score_gemma":0.0035922045,"teacher_disagreement_score":0.007997775,"about_ca_system_score_codex":0.0013768013,"about_ca_system_score_gemma":0.0033757475,"threshold_uncertainty_score":0.042296827},"labels":[],"label_agreement":null},{"id":"W4416234378","doi":"10.5539/ells.v15n4p26","title":"Using Social Media to Learn English: Perceptions of Saudi Students Studying Abroad","year":2025,"lang":"","type":"article","venue":"English Language and Literature Studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Social media; Active listening; Feeling; Perception; Curriculum; Vocabulary; Media literacy; Digital literacy","score_opus":0.028259028892563483,"score_gpt":0.34828926254992976,"score_spread":0.32003023365736627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416234378","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99886775,0.00008983607,0.000022199754,0.00016749145,0.0000068046556,0.000004267123,0.000007984378,0.0000011780102,0.00083262584],"genre_scores_gemma":[0.9988533,0.00023465765,0.000038002974,0.00014467376,0.000006092055,0.00000529076,0.000011248827,0.0000017237644,0.0007049303],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991602,0.00033662302,0.00006268321,0.00004153845,0.00020295459,0.00019603128],"domain_scores_gemma":[0.9955466,0.0011165834,0.0011529326,0.00008925713,0.0007276474,0.0013670089],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014427409,0.000346166,0.0003383284,0.0009608989,0.0018835927,0.0031290893,0.00031497653,0.0006352209,0.0027239397],"category_scores_gemma":[0.0035785064,0.00022254766,0.00025607308,0.0004780994,0.0013297854,0.0011211557,0.001571683,0.0009525257,0.0004880448],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014499726,0.00041679933,0.35132012,0.00022226023,0.00003730271,0.0014033454,0.6199444,0.000056729998,0.0042208103,0.000375208,0.00075159734,0.021106534],"study_design_scores_gemma":[0.0000040118766,0.00025452717,0.06697444,0.0000711836,0.000014551431,0.00036291173,0.9282482,0.000075429045,0.0003437862,0.000049787657,0.0035846108,0.00001651994],"about_ca_topic_score_codex":0.007677847,"about_ca_topic_score_gemma":0.011520029,"teacher_disagreement_score":0.007677847,"about_ca_system_score_codex":0.00070561504,"about_ca_system_score_gemma":0.0008917749,"threshold_uncertainty_score":0.015266299},"labels":[],"label_agreement":null},{"id":"W4416316925","doi":"10.1108/978-1-60752-716-9","title":"Project-Based Second and Foreign Language Education","year":2006,"lang":"en","type":"book","venue":"Information Age Publishing eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Language education; Language assessment; Work (physics); Economic shortage; Comprehension approach; Socialization; Language industry; Field (mathematics)","score_opus":0.017880696175314677,"score_gpt":0.22440097555288677,"score_spread":0.20652027937757209,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416316925","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1377567,0.0053125964,0.15002671,0.0226473,0.0023085151,0.0028215821,0.0005771979,0.0011360694,0.6774133],"genre_scores_gemma":[0.68082696,0.0058749914,0.08598336,0.00350916,0.0003035419,0.0032314456,0.0009261006,0.00022084596,0.21912362],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9947562,0.0028836767,0.00016044683,0.00053823844,0.000999894,0.0006615823],"domain_scores_gemma":[0.99347913,0.0013386518,0.00028220643,0.00093832455,0.0008057977,0.0031558743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007740056,0.00051323907,0.00035719856,0.0008822671,0.0020932108,0.0041468637,0.0021509738,0.0011517545,0.03199688],"category_scores_gemma":[0.010711696,0.00021965454,0.00042136418,0.0011097759,0.0017351047,0.0032109988,0.012856181,0.0025050843,0.0057925526],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018970948,0.0027280154,0.003234423,0.0007849535,0.000025465282,0.00034120196,0.009993865,0.0018163272,0.0012487281,0.17888008,0.057899993,0.74285716],"study_design_scores_gemma":[0.00021725176,0.001404129,0.0068359347,0.0010688689,0.0000122734655,0.00074168027,0.010871806,0.0025996186,0.0024883833,0.10067681,0.87304467,0.00003857065],"about_ca_topic_score_codex":0.0007581403,"about_ca_topic_score_gemma":0.0012648574,"teacher_disagreement_score":0.03199688,"about_ca_system_score_codex":0.0021078005,"about_ca_system_score_gemma":0.009995756,"threshold_uncertainty_score":0.10704023},"labels":[],"label_agreement":null},{"id":"W4416317118","doi":"10.1108/978-1-60752-716-920251011","title":"Project-Based English As A Foreign Language Education In China","year":2006,"lang":"en","type":"book-chapter","venue":"Information Age Publishing eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Foreign language; China; Language education; Foreign policy; First language; English language","score_opus":0.01500344018180182,"score_gpt":0.22948132559889411,"score_spread":0.21447788541709228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416317118","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8316446,0.0032402943,0.00077288545,0.00299387,0.000110967754,0.00013467572,0.00007691644,0.00006652464,0.16095929],"genre_scores_gemma":[0.91149265,0.0013556321,0.00054808334,0.0002198345,0.000017852191,0.00005075736,0.000080636164,0.000016196931,0.086218484],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999374,0.00011221429,0.000031605618,0.00008186748,0.00012899574,0.000271318],"domain_scores_gemma":[0.9993106,0.000045946686,0.0000335056,0.000030287692,0.00006179962,0.00051779626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010485387,0.00023907426,0.0002111581,0.0009595517,0.0043183626,0.0026525776,0.0009711508,0.00050870073,0.0068322783],"category_scores_gemma":[0.00060805946,0.00018968919,0.00014845989,0.0017731587,0.0011086102,0.0016532503,0.0022759712,0.00065825594,0.00051163207],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022192641,0.0011217082,0.08847878,0.00064637506,0.000024985407,0.003772355,0.13435893,0.00091290945,0.0074466523,0.24639398,0.027633285,0.4889882],"study_design_scores_gemma":[0.00011030165,0.0009286997,0.36762846,0.00057860714,0.00007325081,0.0014006902,0.11593254,0.0028343238,0.0039940365,0.0100467345,0.4964077,0.00006462211],"about_ca_topic_score_codex":0.042999454,"about_ca_topic_score_gemma":0.10607727,"teacher_disagreement_score":0.042999454,"about_ca_system_score_codex":0.0043211044,"about_ca_system_score_gemma":0.02728003,"threshold_uncertainty_score":0.08549833},"labels":[],"label_agreement":null},{"id":"W4416366195","doi":"10.22329/jtl.v19i5.8863","title":"Apprenticeship of Observation and Language Teacher Education: Insights and Implications for Future Teaching Practices","year":2025,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Apprenticeship; Perception; Sample (material); Professional development; Language proficiency; Qualitative property; Qualitative research; Language acquisition","score_opus":0.03424797043216636,"score_gpt":0.3335452776434477,"score_spread":0.29929730721128134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416366195","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72157973,0.02358801,0.025302341,0.08401032,0.0013726247,0.00033753444,0.0001002375,0.00011853506,0.14359063],"genre_scores_gemma":[0.98432815,0.0049379705,0.004075372,0.0010152252,0.0001692569,0.00013989853,0.000027797043,0.00002539378,0.005280957],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9747421,0.020508219,0.0005192697,0.0008936519,0.0015320992,0.0018047033],"domain_scores_gemma":[0.9537512,0.035436124,0.002104545,0.0024279251,0.003374183,0.0029061118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02311675,0.00051919225,0.00063878676,0.00221707,0.007898173,0.011331192,0.00314966,0.0025656256,0.0038346343],"category_scores_gemma":[0.02954626,0.00057156844,0.00057096186,0.0019917008,0.015688775,0.013718783,0.007790051,0.0036332062,0.00039195394],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003975033,0.00018204733,0.012385601,0.0002501721,0.0000082357255,0.0023087612,0.9101669,0.00007003973,0.00032705467,0.027556352,0.0014132886,0.045291804],"study_design_scores_gemma":[0.000005028123,0.00005159528,0.006504428,0.0006344534,0.0000053483423,0.00087871513,0.95121706,0.00015920408,0.00015444103,0.006062244,0.034308705,0.000018765151],"about_ca_topic_score_codex":0.0070102685,"about_ca_topic_score_gemma":0.01085919,"teacher_disagreement_score":0.02311675,"about_ca_system_score_codex":0.004612829,"about_ca_system_score_gemma":0.007264314,"threshold_uncertainty_score":0.12225455},"labels":[],"label_agreement":null},{"id":"W4416366212","doi":"10.22329/jtl.v19i5.10276","title":"A History of Applied Linguistics From 1980 to the present","year":2025,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Applied linguistics; Neurolinguistics; Section (typography); Quantitative linguistics; Citation; Historical linguistics; On Language; Theoretical linguistics; Corpus linguistics","score_opus":0.0222061428953003,"score_gpt":0.25049097908342627,"score_spread":0.22828483618812598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416366212","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002034036,0.6456077,0.008555236,0.07269444,0.017019393,0.0000488072,0.00020612407,0.00020249731,0.25363174],"genre_scores_gemma":[0.07082377,0.62168795,0.011509911,0.04274455,0.025489133,0.00029480673,0.0004659214,0.00067431753,0.22630966],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99579716,0.0018640067,0.0003114979,0.0005023209,0.001215749,0.00030929846],"domain_scores_gemma":[0.9938851,0.004339797,0.00024752246,0.00034467957,0.0008247339,0.00035813943],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029087176,0.0009377885,0.0008168786,0.0054641287,0.005299785,0.010019401,0.001167053,0.0032382219,0.010303179],"category_scores_gemma":[0.0070534186,0.00063666736,0.0005400198,0.009268332,0.012069139,0.011017731,0.0037760593,0.009425353,0.0063992413],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051961328,0.000051930412,0.00058003323,0.0011824066,0.000022920367,0.0003244243,0.01410626,0.00023957388,0.00036113258,0.44613647,0.33949172,0.19745116],"study_design_scores_gemma":[0.0000014934415,0.0000054785846,0.00019322404,0.00095511787,0.0000018330286,0.00010168413,0.0007282685,0.000035755915,0.000046861824,0.02492518,0.9729984,0.0000066369767],"about_ca_topic_score_codex":0.0040521496,"about_ca_topic_score_gemma":0.0056959493,"teacher_disagreement_score":0.010303179,"about_ca_system_score_codex":0.007097981,"about_ca_system_score_gemma":0.007030073,"threshold_uncertainty_score":0.051499665},"labels":[],"label_agreement":null},{"id":"W4416401093","doi":"10.1075/scl.122.04gag","title":"Crosslinguistic influences and L3/Ln teaching","year":2025,"lang":"en","type":"book-chapter","venue":"Studies in corpus linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université TÉLUQ","funders":"","keywords":"Set (abstract data type); Language proficiency; Error analysis; Catalan; German; Language acquisition; Romance languages","score_opus":0.09240474182370162,"score_gpt":0.3478189198680716,"score_spread":0.25541417804437,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416401093","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951892,0.00014058687,0.00021443605,0.000047749098,0.000004206874,0.000005728823,0.000030702737,0.00001242961,0.0043549836],"genre_scores_gemma":[0.99826056,0.00006471935,0.00021656914,0.000022908609,0.0000022080624,0.0000063320626,0.000041695435,0.000010011753,0.0013749225],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979656,0.00079415855,0.0001090356,0.0003592278,0.000620785,0.00015119874],"domain_scores_gemma":[0.9877243,0.0076710014,0.0020154435,0.00060765765,0.0012785068,0.0007031369],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014182343,0.000323262,0.00031618963,0.0007878127,0.0005810479,0.0019269264,0.00043928815,0.00032099188,0.0038349184],"category_scores_gemma":[0.007941783,0.00011583448,0.0001329112,0.0007257949,0.0008951874,0.000417539,0.0012700447,0.00067588536,0.0006073887],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051758165,0.0008088433,0.68168795,0.00029123772,0.000066831155,0.003413123,0.110010095,0.0006194801,0.032343272,0.0020085336,0.0008818234,0.1673512],"study_design_scores_gemma":[0.00001627472,0.00038762056,0.9420906,0.0001234328,0.00004163857,0.0018760316,0.03679355,0.00091119466,0.009472174,0.0010683293,0.007185713,0.000033534292],"about_ca_topic_score_codex":0.010081822,"about_ca_topic_score_gemma":0.012164702,"teacher_disagreement_score":0.010081822,"about_ca_system_score_codex":0.0013198698,"about_ca_system_score_gemma":0.0010612605,"threshold_uncertainty_score":0.020046294},"labels":[],"label_agreement":null},{"id":"W4416447592","doi":"10.1111/modl.70001","title":"On the matter of matter in second language education: A “mixed” review of current research","year":2025,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Materialism; Scholarship; Terminology; Order (exchange); Humanism; Praxis","score_opus":0.05344719409240198,"score_gpt":0.38017321369211743,"score_spread":0.3267260195997155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416447592","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010740984,0.99267006,0.00052285416,0.0032951792,0.0004070055,0.000013606562,0.000029029796,0.000006363902,0.0019817618],"genre_scores_gemma":[0.019776972,0.97698444,0.0007064721,0.0017250834,0.00043699835,0.000042789037,0.000046538622,0.000014661759,0.00026604562],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99072295,0.0047920104,0.001595182,0.00082499115,0.0017405768,0.00032424627],"domain_scores_gemma":[0.8716675,0.11590709,0.0033899203,0.001458938,0.006890655,0.00068594515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016279323,0.00065966276,0.002148704,0.014119102,0.0015035878,0.008294057,0.0012478229,0.0024735206,0.0039902804],"category_scores_gemma":[0.043913383,0.0007038453,0.0010448308,0.015287185,0.005129821,0.008577851,0.0027739739,0.002469453,0.0006973735],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001394023,0.00010939609,0.0020066213,0.2123472,0.00061401154,0.0004026617,0.014592793,0.00046745024,0.00095147325,0.044397183,0.016049067,0.70792276],"study_design_scores_gemma":[0.00001780096,0.00016727117,0.005321236,0.3840837,0.0009500547,0.0010714434,0.024148151,0.0002162306,0.00073940144,0.01864565,0.5645751,0.00006396142],"about_ca_topic_score_codex":0.0038537888,"about_ca_topic_score_gemma":0.008734515,"teacher_disagreement_score":0.016279323,"about_ca_system_score_codex":0.003266184,"about_ca_system_score_gemma":0.014048746,"threshold_uncertainty_score":0.08609432},"labels":[],"label_agreement":null},{"id":"W4416462968","doi":"10.1108/978-1-64802-761-120251037","title":"Short-Term Study Abroad and Cultural Sessions: <i>Issues of L2 Development, Identity, and Socialization</i>","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Study abroad; Immigration; Qualitative research; Field (mathematics)","score_opus":0.08242766690502017,"score_gpt":0.3417195257148743,"score_spread":0.2592918588098541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416462968","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026862275,0.010783107,0.00091007503,0.012167806,0.0009812991,0.00003279893,0.000082006685,0.00007617273,0.94810444],"genre_scores_gemma":[0.17548542,0.0060518277,0.0006551619,0.0026635726,0.00037845172,0.00010574361,0.0001605799,0.00011732064,0.81438196],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.99968934,0.00014850617,0.000005361061,0.000028999262,0.0000521608,0.00007565808],"domain_scores_gemma":[0.99950457,0.00015783306,0.000014676309,0.000038820075,0.000044018492,0.00024015676],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080842595,0.00043347632,0.0002114962,0.0004266406,0.00455996,0.0061018313,0.00094858784,0.0019130608,0.03067787],"category_scores_gemma":[0.00075224554,0.00013677005,0.00023826689,0.00081790827,0.0027836887,0.004633114,0.00313133,0.0025014635,0.00547025],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012385876,0.0005546266,0.0020292893,0.00037412954,0.0000064710707,0.00074187515,0.106838256,0.00012476629,0.0023385216,0.3019427,0.33398736,0.25093812],"study_design_scores_gemma":[0.000009040751,0.00009429794,0.0050947317,0.000322282,0.0000037706764,0.00042939288,0.07119785,0.00009079552,0.0010084793,0.016457472,0.90528023,0.000011754021],"about_ca_topic_score_codex":0.006220373,"about_ca_topic_score_gemma":0.021320295,"teacher_disagreement_score":0.03067787,"about_ca_system_score_codex":0.0018662747,"about_ca_system_score_gemma":0.0027284927,"threshold_uncertainty_score":0.102627754},"labels":[],"label_agreement":null},{"id":"W4416466534","doi":"10.14746/ssllt.48993","title":"Reply to Shao, Stockinger, Marsh and Pekrun (2023). Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Second language; Context (archaeology); Foreign language; Language acquisition; Language proficiency; English as a foreign language; Scale (ratio); Second-language acquisition","score_opus":0.026069131094371315,"score_gpt":0.3135553580004523,"score_spread":0.287486226906081,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416466534","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00025664645,0.0017445999,0.00011918948,0.9681235,0.029281747,0.000013584612,0.00011204485,0.00004192464,0.00030684058],"genre_scores_gemma":[0.0015200519,0.0009172989,0.00027112535,0.9797829,0.014681703,0.00007404186,0.000037153473,0.000029020714,0.0026867073],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968495,0.0007988758,0.0005611619,0.0005201724,0.0009931779,0.00027717446],"domain_scores_gemma":[0.97159797,0.015182853,0.0017673443,0.0007773679,0.008042045,0.0026323872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071896305,0.0012563277,0.0019305934,0.0011424561,0.0037475226,0.0036714813,0.003488785,0.02835636,0.0068068933],"category_scores_gemma":[0.041063193,0.0009390895,0.001235079,0.0012218398,0.004664516,0.0053962427,0.0033714927,0.049903728,0.008594326],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027863989,0.000018605833,0.0002689181,0.000081763996,0.000008631286,0.00008277579,0.00025410732,0.0000216831,0.00006711889,0.00069391774,0.9946273,0.0038472796],"study_design_scores_gemma":[0.000071216535,0.00007733387,0.004379299,0.0007671965,0.00004735338,0.0010131071,0.0030299749,0.00029478263,0.0004611345,0.005531348,0.9841793,0.00014787106],"about_ca_topic_score_codex":0.010650908,"about_ca_topic_score_gemma":0.013943767,"teacher_disagreement_score":0.02835636,"about_ca_system_score_codex":0.003452964,"about_ca_system_score_gemma":0.005405813,"threshold_uncertainty_score":0.038022876},"labels":[],"label_agreement":null},{"id":"W4416563312","doi":"10.5539/elt.v18n12p55","title":"Enhancing EFL Writing Self-efficacy through Templates and Teacher Feedback","year":2025,"lang":"","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English as a foreign language; Task (project management); Language proficiency; Action research; Test (biology); Foreign language; Academic writing; Teaching method; Statistical analysis; English language","score_opus":0.011278158291099355,"score_gpt":0.27070340810025373,"score_spread":0.2594252498091544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416563312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98934746,0.00003734026,0.0073031997,0.000111406225,0.000016886233,0.00033785775,0.000031067044,0.00016955665,0.0026451838],"genre_scores_gemma":[0.9410411,0.00008686787,0.05468859,0.000065710905,0.0000150960195,0.00049340323,0.000068709225,0.000030737665,0.0035098516],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982267,0.00090976845,0.00015954535,0.00022849196,0.0003809113,0.00009455725],"domain_scores_gemma":[0.990036,0.0066860667,0.0012899928,0.0007200394,0.0006621261,0.0006057705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031097324,0.00042731725,0.00042380212,0.00055082684,0.00030781966,0.0008043507,0.00074413535,0.0004146251,0.0019966178],"category_scores_gemma":[0.012772294,0.0002170383,0.0001908199,0.0002241369,0.00024201146,0.0006052136,0.00058325095,0.0004919851,0.0005527505],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00068279664,0.03192857,0.051899593,0.00059329503,0.00005057422,0.0002840185,0.011293022,0.0020726426,0.070424534,0.00091329485,0.0009949666,0.82886267],"study_design_scores_gemma":[0.0038998697,0.080504216,0.51433486,0.0009344587,0.0004932067,0.0026683768,0.017411755,0.041214056,0.28208488,0.005180633,0.050946314,0.000327366],"about_ca_topic_score_codex":0.000256845,"about_ca_topic_score_gemma":0.0007268175,"teacher_disagreement_score":0.0031097324,"about_ca_system_score_codex":0.00025410575,"about_ca_system_score_gemma":0.0009890995,"threshold_uncertainty_score":0.016446054},"labels":[],"label_agreement":null},{"id":"W4416678701","doi":"10.5539/ijel.v15n6p103","title":"Online Self-Study English Course on Moodle: Focus on Students’ Evaluations","year":2025,"lang":"","type":"article","venue":"International Journal of English Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sapienza Università di Roma","keywords":"Focus (optics); Course (navigation); Online course; Focus group; Online learning; Dual (grammatical number); Qualitative research; Qualitative analysis","score_opus":0.029457953951892255,"score_gpt":0.3715545761279217,"score_spread":0.34209662217602943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416678701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9932922,0.00006578847,0.00053876336,0.00008757649,0.000020832527,0.00009421814,0.00009179268,0.000044732424,0.00576405],"genre_scores_gemma":[0.99054,0.00008629374,0.0011009106,0.000099042176,0.000026712189,0.000112554146,0.00020467053,0.000033305423,0.007796428],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9980737,0.0007719479,0.00009837042,0.00023268863,0.0006001442,0.00022309239],"domain_scores_gemma":[0.9907142,0.0025731362,0.0009542958,0.00046516382,0.0033307434,0.00196251],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026562067,0.00024707004,0.00035039766,0.0008490943,0.00071407325,0.0014977219,0.00032698677,0.00029666195,0.0042812424],"category_scores_gemma":[0.008974293,0.00009296934,0.00017731535,0.00038077484,0.000315124,0.000975547,0.0011447202,0.00043316197,0.0022375814],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001600186,0.010288281,0.30994198,0.00061832555,0.000051650943,0.0016224172,0.06748292,0.0003825224,0.04001147,0.0008179766,0.0131229265,0.5540593],"study_design_scores_gemma":[0.00009588683,0.009405092,0.80160797,0.0002694388,0.00006435488,0.0014464976,0.08130767,0.0022385577,0.027944442,0.0004075033,0.075059846,0.00015266794],"about_ca_topic_score_codex":0.00037089328,"about_ca_topic_score_gemma":0.0017152121,"teacher_disagreement_score":0.0042812424,"about_ca_system_score_codex":0.00045321506,"about_ca_system_score_gemma":0.0003712532,"threshold_uncertainty_score":0.014322221},"labels":[],"label_agreement":null},{"id":"W4416687446","doi":"10.1108/book-978-1-62396-725-320251020","title":"The Presence of the Thinking Heart in the Language Teaching–Learning Relationship","year":2014,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Perspective (graphical); Action (physics)","score_opus":0.032911957340943196,"score_gpt":0.2513246044137183,"score_spread":0.21841264707277508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416687446","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017361064,0.008545412,0.014908382,0.012365402,0.0006273378,0.000017712357,0.000016552549,0.00007236479,0.94608593],"genre_scores_gemma":[0.848005,0.008074337,0.013326907,0.003944102,0.0011342106,0.0001039349,0.000027159467,0.00020035716,0.12518388],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990841,0.0004949452,0.000017982215,0.00011192389,0.00018859917,0.000102321654],"domain_scores_gemma":[0.99708694,0.00239487,0.00009200295,0.000075469325,0.00009899172,0.00025175716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013889128,0.00029608805,0.00020827354,0.00061684335,0.0021041047,0.007609808,0.0007082131,0.00163259,0.0071106213],"category_scores_gemma":[0.002331404,0.00023390133,0.00019066605,0.00063360046,0.017520593,0.0061997557,0.0026670394,0.0055625895,0.00087256456],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021381538,0.000022493343,0.0003003741,0.00006514986,0.0000034879845,0.00014804876,0.0175235,0.00009650848,0.0005348227,0.9349322,0.0050137914,0.041338287],"study_design_scores_gemma":[0.000026895825,0.000045910347,0.0016835864,0.0003792917,0.000011737002,0.00061273656,0.008675825,0.0006798186,0.000732905,0.81346816,0.17366207,0.000021040145],"about_ca_topic_score_codex":0.0021283147,"about_ca_topic_score_gemma":0.003412487,"teacher_disagreement_score":0.007609808,"about_ca_system_score_codex":0.0017769057,"about_ca_system_score_gemma":0.0025715982,"threshold_uncertainty_score":0.023787439},"labels":[],"label_agreement":null},{"id":"W4416687470","doi":"10.1108/book-978-1-62396-725-320251018","title":"Identity and Authenticity in the Esol (English As a Second or Other Language) Classroom","year":2014,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Identity (music); Ethnography; Narrative; Perspective (graphical); Agency (philosophy)","score_opus":0.035027058388219644,"score_gpt":0.2626686825806827,"score_spread":0.22764162419246306,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416687470","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06178535,0.00839557,0.0036369707,0.012108453,0.00053091324,0.000025142923,0.000010445197,0.000030262054,0.9134769],"genre_scores_gemma":[0.8769322,0.0032797756,0.0013396583,0.0007367278,0.00014101922,0.000029270355,0.000014456806,0.0000344205,0.11749245],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99823135,0.0010837583,0.000037125003,0.00015541592,0.00029599975,0.00019642273],"domain_scores_gemma":[0.9991104,0.00037153534,0.00006429563,0.00005712974,0.00008819337,0.00030852426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015334842,0.00032282283,0.00031811753,0.0005720123,0.007603228,0.011864977,0.0005848422,0.0018064745,0.0046637566],"category_scores_gemma":[0.0021029226,0.00017161817,0.00016729918,0.0005541251,0.0170537,0.0069046686,0.005617514,0.0048026596,0.0008387279],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009102929,0.000054561136,0.00046418255,0.000030454796,9.309911e-7,0.0001773622,0.102372326,0.000044306486,0.00009389044,0.86142296,0.0051695574,0.030160407],"study_design_scores_gemma":[0.000009664657,0.00004402253,0.00136537,0.0004679848,0.000003243686,0.0003975502,0.17688009,0.00029709103,0.00046352923,0.34579554,0.47425762,0.000018385901],"about_ca_topic_score_codex":0.005658664,"about_ca_topic_score_gemma":0.009621985,"teacher_disagreement_score":0.011864977,"about_ca_system_score_codex":0.0041210596,"about_ca_system_score_gemma":0.004827112,"threshold_uncertainty_score":0.02990055},"labels":[],"label_agreement":null},{"id":"W4416765549","doi":"10.62583/rseltl.v3i6.109","title":"Test review: The versant by Pearson English placement test","year":2025,"lang":"","type":"article","venue":"Research Studies in English Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Test (biology); Reliability (semiconductor); Matching (statistics); English language; Language assessment; Test script; Comprehension","score_opus":0.047479633439369,"score_gpt":0.3911781871048021,"score_spread":0.3436985536654331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416765549","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0002699514,0.9955368,0.00055268966,0.0010878971,0.00065284997,0.00016344707,0.00029808035,0.000020209163,0.0014181669],"genre_scores_gemma":[0.005656587,0.9886347,0.0017838631,0.0014441226,0.00037112442,0.00039051336,0.0006852484,0.000026173957,0.0010076001],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98875344,0.0034253532,0.002989878,0.0008064511,0.0038447038,0.00018008861],"domain_scores_gemma":[0.9522899,0.030041482,0.0044109146,0.00078294415,0.012020724,0.00045412878],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00909129,0.0012135411,0.0040908507,0.007962048,0.00058074057,0.002591237,0.003506348,0.0018312703,0.0069738305],"category_scores_gemma":[0.06090034,0.00054553995,0.0027391438,0.0076784138,0.001589499,0.002851364,0.0014605173,0.0016446155,0.0020691955],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018585406,0.000058266472,0.0007947694,0.28312486,0.0011740163,0.00020222773,0.00024399436,0.00023505013,0.0003242484,0.0020527155,0.055096675,0.6565074],"study_design_scores_gemma":[0.00012486734,0.00048953225,0.0065289238,0.38585418,0.0043773404,0.0017508318,0.00040795616,0.00022604645,0.0006435639,0.0017567057,0.59773445,0.000105528765],"about_ca_topic_score_codex":0.007692043,"about_ca_topic_score_gemma":0.012772102,"teacher_disagreement_score":0.00909129,"about_ca_system_score_codex":0.0026414003,"about_ca_system_score_gemma":0.009356164,"threshold_uncertainty_score":0.048079908},"labels":[],"label_agreement":null},{"id":"W4416781862","doi":"10.1177/13621688251378559","title":"Feedback explicitness, working memory, and explicit knowledge in online classroom-based second language Mandarin tone learning","year":2025,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"University of Delaware","keywords":"Mandarin Chinese; Corrective feedback; Metalinguistics; Working memory; Second language; Active listening; Recall; Tone (literature); Vocabulary; Second-language acquisition","score_opus":0.05465558499712704,"score_gpt":0.38615483741004253,"score_spread":0.3314992524129155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416781862","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999814,0.000021004096,0.00004360097,0.0000053788763,8.395414e-7,0.000004254043,0.0000017715253,0.0000020168538,0.00010714883],"genre_scores_gemma":[0.9994863,0.000036047204,0.00025304765,0.0000060963343,0.0000019161575,0.0000140353695,0.0000090078565,0.0000010050231,0.00019251126],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99922395,0.00026907455,0.00006786863,0.000114306196,0.00025604336,0.00006871409],"domain_scores_gemma":[0.998159,0.0008103563,0.0004133629,0.00011609317,0.000155722,0.0003454672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012925977,0.00026623867,0.0003433293,0.00024833638,0.00020937242,0.00045584486,0.0003561944,0.0002306206,0.00059134583],"category_scores_gemma":[0.005374151,0.00013716472,0.00019951386,0.00012932082,0.0003404555,0.00036352663,0.00055547646,0.00038057778,0.00010182355],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010180562,0.034474924,0.29884475,0.0006881391,0.00021960189,0.00053815224,0.012924553,0.0013578496,0.11140229,0.0002967699,0.00040430124,0.5286681],"study_design_scores_gemma":[0.00031008484,0.024650985,0.9259778,0.00007854497,0.00023042296,0.0003330696,0.0028974786,0.0028331212,0.041149255,0.0003731697,0.0011152088,0.000050859246],"about_ca_topic_score_codex":0.0012432353,"about_ca_topic_score_gemma":0.0022221822,"teacher_disagreement_score":0.0012925977,"about_ca_system_score_codex":0.00028766776,"about_ca_system_score_gemma":0.00049862737,"threshold_uncertainty_score":0.006835997},"labels":[],"label_agreement":null},{"id":"W4417036985","doi":"10.14746/ssllt.49741","title":"Applying latent profile analysis in foreign language anxiety research: Uncovering hidden groups","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Anxiety; Population; Willingness to communicate; Foreign language; Qualitative analysis; Empirical research; Qualitative research; Value (mathematics)","score_opus":0.05051247656844874,"score_gpt":0.35832362576684057,"score_spread":0.3078111491983918,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417036985","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41019642,0.002020916,0.5760558,0.0026991311,0.00015753286,0.0017574154,0.0013490593,0.00024012693,0.0055235303],"genre_scores_gemma":[0.874333,0.0007421892,0.12108791,0.00026146832,0.000057463534,0.0021942805,0.0008287334,0.000044543543,0.00045049374],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9747307,0.019747138,0.0011900269,0.001678743,0.001990039,0.00066349783],"domain_scores_gemma":[0.922323,0.0570979,0.007636596,0.0074833515,0.0043001412,0.0011590087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027865367,0.00083628675,0.0012076631,0.0075919856,0.0021306085,0.005755674,0.0011445306,0.0010532226,0.0023728441],"category_scores_gemma":[0.07249954,0.0005160868,0.0019049076,0.00644043,0.0024793867,0.004849223,0.0050386228,0.0021887335,0.00041299235],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003724482,0.00069684023,0.46375084,0.0018593307,0.0010383433,0.0004944986,0.093759924,0.0039967825,0.0027683005,0.0897763,0.004180882,0.33730546],"study_design_scores_gemma":[0.0001447679,0.0008613302,0.34988847,0.0032325876,0.0007584453,0.00078974623,0.1475615,0.10160942,0.0034759329,0.36954585,0.021632163,0.00049983925],"about_ca_topic_score_codex":0.004833578,"about_ca_topic_score_gemma":0.005352971,"teacher_disagreement_score":0.027865367,"about_ca_system_score_codex":0.0023342096,"about_ca_system_score_gemma":0.0039980253,"threshold_uncertainty_score":0.1473679},"labels":[],"label_agreement":null},{"id":"W4417038545","doi":"10.4000/15ab4","title":"Managing the heterogeneity of a group of learners: Empowering students to make them independent learners","year":2025,"lang":"en","type":"article","venue":"Recherche et pratiques pédagogiques en langues de spécialité","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Artificial Intelligence in Medicine (Canada)","funders":"","keywords":"Learner autonomy; Reflection (computer programming); Autonomy; Work (physics); Group work; Group (periodic table); Class (philosophy)","score_opus":0.14945629416413572,"score_gpt":0.425588648595173,"score_spread":0.27613235443103723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417038545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87464523,0.00041948922,0.07390303,0.009145869,0.00016215739,0.0003085008,0.000025429068,0.000287587,0.041102745],"genre_scores_gemma":[0.97017515,0.00017213145,0.019805335,0.0006148787,0.000050542694,0.00024868923,0.000033677108,0.00005115618,0.00884843],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9953903,0.0028181882,0.00011305006,0.0004744085,0.00059744314,0.00060657377],"domain_scores_gemma":[0.993105,0.0028585833,0.0007302489,0.0006134371,0.00038812752,0.0023047423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052869935,0.0004965064,0.00037887116,0.0007092384,0.0040050326,0.0055113775,0.0013061502,0.0011032573,0.0048097502],"category_scores_gemma":[0.010818754,0.00026308227,0.0005042477,0.00029353146,0.0034930878,0.005658502,0.0134604145,0.0023091864,0.001260708],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023068195,0.0010249632,0.026547747,0.00033249447,0.000043707118,0.0027379808,0.6139698,0.0011344416,0.023532508,0.03006452,0.008238089,0.29214314],"study_design_scores_gemma":[0.00020283843,0.0015533294,0.023230288,0.0005081158,0.00009895502,0.005929988,0.52896196,0.006077602,0.012173249,0.082287885,0.33877596,0.00019987939],"about_ca_topic_score_codex":0.0006237743,"about_ca_topic_score_gemma":0.0009432494,"teacher_disagreement_score":0.0055113775,"about_ca_system_score_codex":0.00096248346,"about_ca_system_score_gemma":0.0022879622,"threshold_uncertainty_score":0.027960598},"labels":[],"label_agreement":null},{"id":"W4417041572","doi":"10.2139/ssrn.5868902","title":"Speaking Through Screens: A critical review of Duolingo for Oral L2 Development in Adult Learners","year":2025,"lang":"","type":"preprint","venue":"SSRN Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Pronunciation; Second language; Narrative; Language acquisition; Thematic analysis; Empirical research; Second-language acquisition; Point (geometry)","score_opus":0.05588529800174931,"score_gpt":0.3397996898182274,"score_spread":0.2839143918164781,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417041572","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002520429,0.93788487,0.0020158268,0.04272761,0.0052610766,0.00019623812,0.000114751594,0.0000821056,0.009197067],"genre_scores_gemma":[0.06423536,0.8804875,0.008185322,0.03616915,0.004690801,0.0011026016,0.00013366561,0.00049345696,0.00450211],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.97359145,0.016787516,0.0032719912,0.0015583069,0.0041537117,0.0006370601],"domain_scores_gemma":[0.7276737,0.23838349,0.003372807,0.0050870585,0.023680428,0.0018024707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.043994777,0.0008845192,0.0024068512,0.008068118,0.0037458886,0.009028301,0.0037788944,0.0048376215,0.006341162],"category_scores_gemma":[0.14385217,0.00084744266,0.001487436,0.003834767,0.01346115,0.007177555,0.0058492036,0.009817013,0.0017113367],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039769532,0.00013256427,0.00059549254,0.048340447,0.00018139234,0.00037487588,0.02249663,0.00011688507,0.00065788405,0.03410017,0.08576147,0.8068445],"study_design_scores_gemma":[0.000054224845,0.00021500018,0.0031210927,0.20564637,0.0004096525,0.0006886652,0.016329085,0.00012070911,0.0020303752,0.007672035,0.76360506,0.0001076911],"about_ca_topic_score_codex":0.023608388,"about_ca_topic_score_gemma":0.039907105,"teacher_disagreement_score":0.043994777,"about_ca_system_score_codex":0.015338189,"about_ca_system_score_gemma":0.031211568,"threshold_uncertainty_score":0.23266935},"labels":[],"label_agreement":null},{"id":"W4417199499","doi":"10.3138/cmlr-01_prasad","title":"Research-creation in language teaching and learning in a post-multilingual era","year":2025,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Regina; York University","funders":"","keywords":"Language acquisition; Language education; Comprehension approach; Teaching method; Experiential learning; Learner autonomy","score_opus":0.02069702948363613,"score_gpt":0.2989570319139032,"score_spread":0.2782600024302671,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417199499","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0045543117,0.87341326,0.00054220564,0.077215016,0.0028255882,0.000035696477,0.00028958506,0.000061149105,0.041063115],"genre_scores_gemma":[0.13928127,0.8255132,0.0021298344,0.014673351,0.002591557,0.000082606275,0.00031789218,0.00006355909,0.015346768],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9912465,0.0023850724,0.0006618403,0.0007819338,0.0030455238,0.0018790908],"domain_scores_gemma":[0.95555574,0.018640028,0.0019458802,0.0013285845,0.01694186,0.0055879434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017983792,0.0008506139,0.0012877224,0.011525385,0.007989741,0.014494511,0.0024647145,0.0035105057,0.0122958915],"category_scores_gemma":[0.022888834,0.00034657278,0.0006669053,0.022774003,0.020563032,0.00940802,0.0064064884,0.0043844217,0.0012096963],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012998987,0.00012369464,0.003914678,0.012174463,0.00009045724,0.00068052945,0.01935629,0.00031534283,0.00067907077,0.36735466,0.09472285,0.50045794],"study_design_scores_gemma":[0.000030229186,0.000027579821,0.009350894,0.0088963825,0.00007086709,0.00027010796,0.0124262525,0.000074802185,0.0003917734,0.022314575,0.9461008,0.000045844863],"about_ca_topic_score_codex":0.8175544,"about_ca_topic_score_gemma":0.8655145,"teacher_disagreement_score":0.8175544,"about_ca_system_score_codex":0.085206866,"about_ca_system_score_gemma":0.2829269,"threshold_uncertainty_score":0.618222},"labels":[],"label_agreement":null},{"id":"W4417215878","doi":"10.62819/jel.2025.1371","title":"Translation Learning Needs and Motivations Within Blended Teaching at a Chinese Application-Oriented University","year":2025,"lang":"","type":"article","venue":"Journal of English Language and Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Assumption University","funders":"","keywords":"Blended learning; Curriculum; Competence (human resources); Empirical research; Constructivism (international relations); Pace; Teaching method; Social constructivism; Active learning (machine learning)","score_opus":0.006976368841733389,"score_gpt":0.23799253511280047,"score_spread":0.23101616627106708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417215878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995334,0.000008604235,0.0000504021,0.000054190954,0.000001057032,0.000008824589,0.0000026307257,9.919523e-7,0.00033997415],"genre_scores_gemma":[0.99925584,0.000021747157,0.00010979471,0.000025728854,0.0000011613697,0.000017961549,0.0000073931174,0.0000011026806,0.00055909524],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99858546,0.00041065563,0.00009119203,0.00014193272,0.00033129725,0.00043952672],"domain_scores_gemma":[0.99784875,0.00051201147,0.00031210153,0.00008276542,0.0003052275,0.00093907374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023620091,0.00026584146,0.0003645195,0.0009812028,0.003551662,0.0029029122,0.00055887585,0.000704262,0.0019122972],"category_scores_gemma":[0.004289385,0.00025499085,0.000329418,0.0008324276,0.001337945,0.0014072867,0.0028334283,0.00083907845,0.00028748516],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026138502,0.002338677,0.44338563,0.00016776155,0.000029974357,0.0011285207,0.46444598,0.0003300708,0.006906836,0.0025719416,0.0006030512,0.07783016],"study_design_scores_gemma":[0.000043883443,0.0009081036,0.51723224,0.00011944032,0.000049309285,0.00051216246,0.46728748,0.0033700522,0.003287113,0.0018133342,0.0052828114,0.00009406736],"about_ca_topic_score_codex":0.0069548357,"about_ca_topic_score_gemma":0.0103610065,"teacher_disagreement_score":0.0069548357,"about_ca_system_score_codex":0.0026678778,"about_ca_system_score_gemma":0.004461574,"threshold_uncertainty_score":0.019356847},"labels":[],"label_agreement":null},{"id":"W4417258781","doi":"10.1017/9781108672146.029","title":"Effect Sizes: Types, Calculations, and Interpretation","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Interpretation (philosophy); Process (computing); Term (time); Key (lock); Data collection; Applied linguistics; Research methodology","score_opus":0.013571402559812156,"score_gpt":0.21269146764861357,"score_spread":0.19912006508880142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258781","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013250249,0.020706661,0.6633016,0.009097696,0.015599408,0.033185814,0.10269036,0.010799903,0.13136835],"genre_scores_gemma":[0.04316806,0.009497794,0.85663784,0.0025771202,0.0016162719,0.054342892,0.012165284,0.006406651,0.013588092],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8832028,0.061756156,0.021452207,0.0056934785,0.027155897,0.0007394157],"domain_scores_gemma":[0.63319767,0.30929518,0.009781194,0.024829354,0.022233453,0.00066307135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06498947,0.0023003432,0.0031795837,0.018682042,0.0013086144,0.0041813483,0.005279343,0.0021895096,0.05954504],"category_scores_gemma":[0.33976093,0.0020124959,0.003040232,0.014754772,0.0031758167,0.007738741,0.004036661,0.0055225226,0.016613383],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069478026,0.00020303566,0.005288219,0.021377439,0.0007524419,0.00025662308,0.0033069672,0.0015447655,0.001555438,0.106012225,0.34686762,0.51214045],"study_design_scores_gemma":[0.00041176207,0.00063994597,0.013704064,0.012757693,0.00095760194,0.0017426419,0.0038564815,0.003305273,0.006589491,0.23167099,0.7240396,0.0003244216],"about_ca_topic_score_codex":0.0010424972,"about_ca_topic_score_gemma":0.0013220394,"teacher_disagreement_score":0.06498947,"about_ca_system_score_codex":0.0020307417,"about_ca_system_score_gemma":0.0033020847,"threshold_uncertainty_score":0.3437013},"labels":[],"label_agreement":null},{"id":"W4417258782","doi":"10.1017/9781108672146.020","title":"Collecting Qualitative Data: Methods and Strategies","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Data collection; Research methodology; Qualitative research; Graduate students","score_opus":0.1557151570893095,"score_gpt":0.3643801294547175,"score_spread":0.20866497236540799,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258782","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005053264,0.006700638,0.79054236,0.020399258,0.001981099,0.09899996,0.003629475,0.0012427259,0.07145122],"genre_scores_gemma":[0.014002208,0.0039064665,0.86209965,0.003308622,0.00019123447,0.102015615,0.000898737,0.00038049568,0.013197017],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.87965065,0.09996714,0.005459005,0.005011787,0.008859593,0.0010517717],"domain_scores_gemma":[0.91794807,0.05984237,0.0028237612,0.0068147043,0.010938036,0.0016329901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1276611,0.0020971638,0.0020388733,0.0067652767,0.0077345716,0.00970037,0.0052473545,0.0034404835,0.017255256],"category_scores_gemma":[0.070369735,0.002069425,0.0015489889,0.009768292,0.011149096,0.008611704,0.012040783,0.0065274425,0.010709544],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010674806,0.00021240952,0.0012052298,0.010416305,0.000065749206,0.00045353847,0.17952423,0.0009862893,0.0030144139,0.23187086,0.1228485,0.44929573],"study_design_scores_gemma":[0.00013457115,0.00018247527,0.0011223278,0.01077133,0.000047440546,0.0007530502,0.09278422,0.0015933317,0.002194743,0.12458947,0.76565135,0.0001757239],"about_ca_topic_score_codex":0.0030070809,"about_ca_topic_score_gemma":0.005816418,"teacher_disagreement_score":0.1276611,"about_ca_system_score_codex":0.0076102363,"about_ca_system_score_gemma":0.026318645,"threshold_uncertainty_score":0.67514443},"labels":[],"label_agreement":null},{"id":"W4417258783","doi":"10.1017/9781108672146.022","title":"Understanding and Establishing Reliability and Validity in Qualitative Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Reliability (semiconductor); Process (computing); Key (lock); Research methodology; Qualitative research; Term (time); Data collection","score_opus":0.3617035927375522,"score_gpt":0.3520246001949632,"score_spread":0.009678992542589027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258783","genre_codex":"methods","genre_gemma":"methods","domain_codex":"methods","domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010850475,0.0057053226,0.90626067,0.01502061,0.0011661906,0.011622365,0.0006780037,0.0007494275,0.04794691],"genre_scores_gemma":[0.08471089,0.0037382182,0.8811081,0.0030670434,0.00026741496,0.024531947,0.00040000986,0.00037169227,0.0018047878],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.3945507,0.49569893,0.03652825,0.013068098,0.05782907,0.0023249418],"domain_scores_gemma":[0.21612273,0.6636226,0.016207948,0.04204776,0.06073959,0.001259339],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.48280942,0.0012857432,0.0025524064,0.01119889,0.0055272016,0.012362859,0.0042306534,0.0035403278,0.0037215354],"category_scores_gemma":[0.64800566,0.0023899283,0.0022070475,0.009060807,0.025664108,0.019247442,0.01264418,0.006210953,0.0015735459],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000103988736,0.00012071802,0.0068670153,0.010940294,0.00030454632,0.00045325304,0.24006265,0.0029702163,0.0028986156,0.4429383,0.021240659,0.27109987],"study_design_scores_gemma":[0.00012015468,0.0003458538,0.0075587286,0.033872228,0.00023969219,0.0015570212,0.091459654,0.008806471,0.0040642475,0.59300214,0.25855258,0.00042136348],"about_ca_topic_score_codex":0.0061296416,"about_ca_topic_score_gemma":0.005096309,"teacher_disagreement_score":0.48280942,"about_ca_system_score_codex":0.009740014,"about_ca_system_score_gemma":0.029642325,"threshold_uncertainty_score":0.63778806},"labels":[],"label_agreement":null},{"id":"W4417258784","doi":"10.1017/9781108672146.025","title":"Analyzing Quantitative Data: Exploring Key Concepts in Inferential Statistics","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Data collection; Term (time); Research methodology; Research design","score_opus":0.15790290854650776,"score_gpt":0.2933853623886599,"score_spread":0.13548245384215216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258784","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008909309,0.0067759547,0.9737241,0.005593531,0.0005280615,0.0008868466,0.00041005883,0.00049303996,0.010697469],"genre_scores_gemma":[0.015358309,0.007515581,0.96891874,0.0016111309,0.0005767522,0.0041934317,0.00038103038,0.00037764682,0.0010673784],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.8992834,0.08273859,0.0051345276,0.003691133,0.008525895,0.0006265484],"domain_scores_gemma":[0.7104509,0.27151996,0.003828653,0.007760482,0.005831571,0.0006083525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08965829,0.0023806174,0.0024637405,0.010836374,0.0027100928,0.014409174,0.004796776,0.0032142957,0.007830294],"category_scores_gemma":[0.14141935,0.001720213,0.002197186,0.014769378,0.021267612,0.016989449,0.005424887,0.008971546,0.0031010027],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020202518,0.000052846444,0.00072005624,0.0026106082,0.00012716434,0.00026480132,0.013199974,0.002148624,0.0004789181,0.8409141,0.017060997,0.122401744],"study_design_scores_gemma":[0.000017178187,0.0000470837,0.0005729879,0.0023893602,0.000031197687,0.00030258042,0.0030508246,0.006306462,0.00034819072,0.8956494,0.09122839,0.000056365625],"about_ca_topic_score_codex":0.0020991138,"about_ca_topic_score_gemma":0.0019303397,"teacher_disagreement_score":0.08965829,"about_ca_system_score_codex":0.004408801,"about_ca_system_score_gemma":0.009242745,"threshold_uncertainty_score":0.474164},"labels":[],"label_agreement":null},{"id":"W4417258785","doi":"10.1017/9781108672146.027","title":"Commonly Used Inferential Statistics Tests in Applied Linguistics Research: Nonparametric Tests","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Applied linguistics; Nonparametric statistics; Process (computing); Key (lock); Research methodology; Data collection; Term (time); Applied research","score_opus":0.10823371234214692,"score_gpt":0.29625050694074373,"score_spread":0.18801679459859683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258785","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025257906,0.021782609,0.8983353,0.006664073,0.004601483,0.00090048934,0.0024151928,0.003785609,0.058989547],"genre_scores_gemma":[0.036113378,0.025931923,0.90158296,0.004152871,0.0026022652,0.0051123225,0.0029596514,0.0036555342,0.01788906],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.96226203,0.02485936,0.0027378665,0.0020161164,0.007622444,0.0005021],"domain_scores_gemma":[0.85790527,0.12412131,0.0038733718,0.0061281635,0.007186622,0.0007852368],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023590455,0.0017946443,0.0018306812,0.006288263,0.0019279949,0.0057003833,0.0035303344,0.0026812789,0.026546454],"category_scores_gemma":[0.11639903,0.0011199394,0.0012872994,0.010749422,0.0065545174,0.0075346758,0.003411573,0.0066397507,0.013707111],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010216098,0.00016500364,0.0016993476,0.0038310662,0.00014041764,0.0004517835,0.004125007,0.0024638483,0.0012523974,0.2787039,0.21422456,0.49284047],"study_design_scores_gemma":[0.000044301,0.00019875869,0.0026767075,0.0032527316,0.0000746094,0.001494181,0.0020709217,0.0062087164,0.0022404906,0.3036919,0.67787683,0.0001698908],"about_ca_topic_score_codex":0.0010646841,"about_ca_topic_score_gemma":0.0013683093,"teacher_disagreement_score":0.026546454,"about_ca_system_score_codex":0.0017384638,"about_ca_system_score_gemma":0.004723623,"threshold_uncertainty_score":0.12475979},"labels":[],"label_agreement":null},{"id":"W4417258786","doi":"10.1017/9781108672146.017","title":"Qualitative Research Designs, Data Collection, and Analysis","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Research methodology; Data collection; Qualitative research; Term (time); Research design","score_opus":0.3058226125946369,"score_gpt":0.3828655023632343,"score_spread":0.07704288976859741,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258786","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010820098,0.0030839834,0.65820146,0.007299451,0.0032367571,0.22073783,0.013576566,0.0025518744,0.08049192],"genre_scores_gemma":[0.01590236,0.0029054424,0.72398615,0.003212955,0.00039263253,0.21816488,0.0039953184,0.000974732,0.030465564],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8790526,0.08734088,0.0062281443,0.006937152,0.019221252,0.0012199972],"domain_scores_gemma":[0.855277,0.08318601,0.00521997,0.019174403,0.034515265,0.0026272975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.115817755,0.0018861882,0.002730864,0.0054451907,0.004975313,0.007512725,0.0048469156,0.0020548922,0.035555538],"category_scores_gemma":[0.12113792,0.0018358417,0.0010189397,0.009748663,0.0057732984,0.0050432556,0.0062828986,0.005648413,0.0184688],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005351528,0.00062332663,0.001466335,0.012240591,0.00013956102,0.0004719524,0.061054103,0.0024894325,0.0054823537,0.107285224,0.24451727,0.56369483],"study_design_scores_gemma":[0.0003462274,0.0007092728,0.0015490201,0.007206601,0.00006059553,0.00031532528,0.02489719,0.0019637793,0.0033978636,0.043090794,0.9162464,0.0002168793],"about_ca_topic_score_codex":0.002933897,"about_ca_topic_score_gemma":0.005958535,"teacher_disagreement_score":0.115817755,"about_ca_system_score_codex":0.0061177663,"about_ca_system_score_gemma":0.030711453,"threshold_uncertainty_score":0.61251014},"labels":[],"label_agreement":null},{"id":"W4417258787","doi":"10.1017/9781108672146.024","title":"Analyzing Quantitative Data: Descriptive Statistics","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Data collection; Process (computing); Key (lock); Term (time); Research methodology; Descriptive statistics","score_opus":0.10141812662714456,"score_gpt":0.2619101295620702,"score_spread":0.16049200293492566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258787","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028364139,0.0048812297,0.6620549,0.00875436,0.0043518436,0.045064267,0.11751466,0.014283659,0.114730984],"genre_scores_gemma":[0.06108477,0.00350958,0.80414623,0.002981951,0.00065416,0.08378378,0.025830409,0.0045247893,0.013484328],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9544571,0.021654328,0.006041937,0.003713327,0.01353895,0.00059431023],"domain_scores_gemma":[0.8254892,0.120226406,0.009602614,0.013711227,0.030161213,0.0008093377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.049097918,0.0014172203,0.0021465458,0.012751645,0.0016106716,0.00507875,0.0026025241,0.0010302416,0.03243815],"category_scores_gemma":[0.16980748,0.0009309124,0.0011338335,0.015893104,0.0032445707,0.0051491167,0.0028137967,0.00412579,0.0130206505],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031049605,0.0003077679,0.006731424,0.012017188,0.00022412994,0.00032901854,0.018163677,0.003118606,0.0039656702,0.07248569,0.43668944,0.4456568],"study_design_scores_gemma":[0.00012327007,0.00054154324,0.014338115,0.009133315,0.00012935715,0.0007681449,0.014810885,0.0053244876,0.0031344732,0.06423492,0.88716257,0.00029894197],"about_ca_topic_score_codex":0.0014551614,"about_ca_topic_score_gemma":0.0015559538,"teacher_disagreement_score":0.049097918,"about_ca_system_score_codex":0.0025992696,"about_ca_system_score_gemma":0.008631083,"threshold_uncertainty_score":0.25965768},"labels":[],"label_agreement":null},{"id":"W4417258790","doi":"10.1017/9781108672146.019","title":"Designing Qualitative Research: Types and Techniques","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Data collection; Research methodology; Graduate students; Qualitative research","score_opus":0.1618225606586286,"score_gpt":0.3384481586698467,"score_spread":0.17662559801121808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258790","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029767968,0.008271254,0.80807537,0.009877879,0.0027927905,0.0892409,0.0048213946,0.0015267609,0.07241686],"genre_scores_gemma":[0.008144769,0.0052561634,0.8905474,0.0021828993,0.00032057974,0.084789254,0.0009688539,0.00050299993,0.0072871326],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.7977846,0.16285177,0.011926072,0.007844092,0.018381797,0.0012117173],"domain_scores_gemma":[0.82150173,0.13833816,0.0054633203,0.02004549,0.013066145,0.0015851455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12764503,0.0025966256,0.0030376604,0.009105214,0.0054550176,0.01170253,0.0059470814,0.0037778458,0.028028823],"category_scores_gemma":[0.11582001,0.0024432566,0.002259227,0.016667267,0.011582957,0.010849017,0.00917032,0.0059542404,0.011891293],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018600725,0.00018796272,0.0010219668,0.020890465,0.00014329689,0.00043543908,0.076988734,0.0015427913,0.0025454357,0.2560613,0.11425058,0.52574605],"study_design_scores_gemma":[0.0002190756,0.00020273532,0.0008207633,0.015603485,0.00007096577,0.00084598095,0.03791774,0.0015132168,0.0017472345,0.20226747,0.73860896,0.00018240446],"about_ca_topic_score_codex":0.0017096284,"about_ca_topic_score_gemma":0.0026170586,"teacher_disagreement_score":0.12764503,"about_ca_system_score_codex":0.006302611,"about_ca_system_score_gemma":0.014664171,"threshold_uncertainty_score":0.6750595},"labels":[],"label_agreement":null},{"id":"W4417258792","doi":"10.1017/9781108672146.016","title":"Understanding and Assessing Validity in Quantitative Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Research methodology; Key (lock); Data collection; Research design; Term (time)","score_opus":0.49897659073023015,"score_gpt":0.3527996073204673,"score_spread":0.14617698340976287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258792","genre_codex":"methods","genre_gemma":"methods","domain_codex":"methods","domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00348425,0.004848959,0.9328777,0.010232667,0.0014240958,0.007822667,0.00063591334,0.00080913457,0.03786472],"genre_scores_gemma":[0.037194785,0.0031538443,0.92885184,0.003938262,0.00051021064,0.023285538,0.0004235462,0.00058824546,0.0020536797],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.38431472,0.50342095,0.036422167,0.012897416,0.061530396,0.0014144245],"domain_scores_gemma":[0.2170121,0.68168604,0.015880391,0.042491104,0.041959863,0.0009705018],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.43841293,0.002135527,0.0027138765,0.013237402,0.004048762,0.015406229,0.0046266033,0.0040307716,0.006023119],"category_scores_gemma":[0.6328653,0.002367429,0.0023173576,0.011637786,0.026307859,0.018572995,0.010673966,0.007603548,0.0022074957],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008654157,0.00011405896,0.0033856088,0.009613489,0.00038048817,0.0002479974,0.06473149,0.002728358,0.0019712236,0.625149,0.027518524,0.26407316],"study_design_scores_gemma":[0.00009916271,0.00019648793,0.004314948,0.016659237,0.00016787152,0.0007571276,0.019730086,0.006315941,0.002014467,0.69911236,0.25037757,0.00025471355],"about_ca_topic_score_codex":0.0028515768,"about_ca_topic_score_gemma":0.0024142505,"teacher_disagreement_score":0.43841293,"about_ca_system_score_codex":0.008004183,"about_ca_system_score_gemma":0.020579116,"threshold_uncertainty_score":0.69253683},"labels":[],"label_agreement":null},{"id":"W4417258794","doi":"10.1017/9781108672146.034","title":"References","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Data collection; Research methodology; Applied linguistics","score_opus":0.04617191975556164,"score_gpt":0.21170053781530185,"score_spread":0.1655286180597402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258794","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00038519313,0.010802478,0.0077542723,0.0066453293,0.0144007495,0.00031666426,0.006577631,0.0013092526,0.9518084],"genre_scores_gemma":[0.0018091617,0.007074177,0.0075809043,0.0021708978,0.0014215253,0.00016367181,0.007687706,0.0010525746,0.9710395],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990074,0.00013448241,0.000054604472,0.00015708437,0.0005850533,0.00006126934],"domain_scores_gemma":[0.9984276,0.00028597773,0.000053227115,0.00016636688,0.0009266501,0.00014017273],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007436345,0.0008175148,0.00083812716,0.0039922176,0.0021926048,0.0043470417,0.0020110435,0.0014711188,0.44015428],"category_scores_gemma":[0.0047501544,0.0003555123,0.0005538925,0.004454846,0.0006690632,0.0040962123,0.0022002137,0.0019405892,0.37090138],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006718515,0.000015481266,0.000039309223,0.00016413526,0.0000014167125,0.000040889743,0.00014059787,0.000078973615,0.00010693408,0.013832329,0.92191046,0.0636628],"study_design_scores_gemma":[9.055658e-7,0.0000024963326,0.00004456023,0.000117895135,7.6991694e-7,0.000043722033,0.00005676081,0.000013441742,0.000027008851,0.0017357076,0.997954,0.0000026291725],"about_ca_topic_score_codex":0.006396301,"about_ca_topic_score_gemma":0.010875478,"teacher_disagreement_score":0.5598457,"about_ca_system_score_codex":0.002388008,"about_ca_system_score_gemma":0.002320526,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4417258795","doi":"10.1017/9781108672146.021","title":"Analyzing Qualitative Data: Techniques and Strategies","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Data collection; Research methodology; Graduate students","score_opus":0.07964197773212718,"score_gpt":0.2928812455661999,"score_spread":0.2132392678340727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258795","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0021651112,0.009540282,0.8936416,0.01878649,0.0013287481,0.020457001,0.0013467459,0.0010480179,0.051685955],"genre_scores_gemma":[0.011270793,0.0061464394,0.94760746,0.0020548918,0.0001678037,0.026072042,0.00040889735,0.00029902576,0.0059725814],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.82523453,0.14952616,0.00710976,0.0044215764,0.012715027,0.0009928785],"domain_scores_gemma":[0.85724443,0.11904454,0.0036641182,0.0074869357,0.011514061,0.001045971],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1330149,0.0024988533,0.0023840533,0.009175087,0.007047416,0.013546702,0.005667551,0.00366086,0.011341577],"category_scores_gemma":[0.094700284,0.0021044011,0.0019617232,0.013109169,0.016569098,0.010365035,0.011629298,0.006681455,0.006212604],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004872557,0.00009503029,0.0007746821,0.009514983,0.00011196558,0.00036336228,0.14130875,0.0011150349,0.0016190362,0.3727151,0.07371537,0.39861807],"study_design_scores_gemma":[0.00006341847,0.00008962606,0.00077597046,0.01543553,0.00006228094,0.0008333304,0.07777055,0.0027227867,0.0015886236,0.27559596,0.62490493,0.0001569998],"about_ca_topic_score_codex":0.003010804,"about_ca_topic_score_gemma":0.0049302545,"teacher_disagreement_score":0.1330149,"about_ca_system_score_codex":0.0075311568,"about_ca_system_score_gemma":0.019490317,"threshold_uncertainty_score":0.7034584},"labels":[],"label_agreement":null},{"id":"W4417258797","doi":"10.1017/9781108672146.030","title":"Carrying Out Mixed Methods Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Research methodology; Data collection; Research method; Graduate students","score_opus":0.15482515795481136,"score_gpt":0.3473844079658175,"score_spread":0.19255925001100613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258797","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008673504,0.0023859271,0.73278284,0.003039641,0.0036119034,0.18597926,0.006390119,0.002917797,0.054218892],"genre_scores_gemma":[0.011324985,0.0015772069,0.7798361,0.002368658,0.00048885314,0.18534799,0.002345589,0.00073938444,0.015971208],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9059053,0.067555554,0.0046005943,0.009778939,0.010809753,0.0013499506],"domain_scores_gemma":[0.89037865,0.06710084,0.003313293,0.020525243,0.016733048,0.0019489003],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0991704,0.0030121114,0.0032354973,0.004731168,0.005140618,0.008102984,0.0047911704,0.0026425486,0.037069958],"category_scores_gemma":[0.083157346,0.0019484783,0.0020180985,0.0055450792,0.0036918093,0.0043160175,0.006050756,0.006537927,0.020692028],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050587207,0.0013209129,0.0019655472,0.009690146,0.00039093578,0.00061167404,0.037923038,0.003468213,0.008702621,0.07423273,0.14688395,0.7143043],"study_design_scores_gemma":[0.0005028783,0.0016290133,0.002332713,0.0056530447,0.00014963109,0.00050202006,0.016944012,0.0028391376,0.0062975534,0.06271509,0.9001653,0.00026963718],"about_ca_topic_score_codex":0.0017260303,"about_ca_topic_score_gemma":0.0041684904,"teacher_disagreement_score":0.0991704,"about_ca_system_score_codex":0.0029599327,"about_ca_system_score_gemma":0.014482419,"threshold_uncertainty_score":0.5244695},"labels":[],"label_agreement":null},{"id":"W4417258801","doi":"10.1017/9781108672146.031","title":"Mixed Methods Research: Integrating Qualitative and Quantitative Approaches","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Data collection; Research methodology; Multimethodology; Qualitative research","score_opus":0.43672090591737306,"score_gpt":0.39595270447494785,"score_spread":0.04076820144242521,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258801","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002854227,0.012930479,0.8956272,0.010111199,0.002601407,0.014950561,0.0020732295,0.0015963903,0.057255402],"genre_scores_gemma":[0.009542313,0.007893857,0.9483373,0.0022400669,0.0004908812,0.021147296,0.00059909804,0.0006297137,0.009119491],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8385725,0.13189027,0.005934936,0.004657709,0.018382408,0.0005622153],"domain_scores_gemma":[0.80178714,0.16623981,0.0043041045,0.010949758,0.01506097,0.0016582734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.107300125,0.0014969185,0.002021985,0.0066655586,0.0032970465,0.012225332,0.0038956255,0.0022206837,0.012156254],"category_scores_gemma":[0.08418086,0.0013540534,0.0009605157,0.010126602,0.0067435647,0.007005507,0.0066681197,0.00488516,0.005286003],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075671436,0.000202938,0.00095545384,0.012626864,0.00023137302,0.00027356975,0.04415493,0.0016741692,0.0025606875,0.17402071,0.09991914,0.66330445],"study_design_scores_gemma":[0.000074791344,0.00034491433,0.0013506705,0.012844855,0.00009253315,0.0006462828,0.016501231,0.002480746,0.0020979762,0.12447687,0.8389073,0.00018182608],"about_ca_topic_score_codex":0.0014916835,"about_ca_topic_score_gemma":0.0033528523,"teacher_disagreement_score":0.107300125,"about_ca_system_score_codex":0.0044480017,"about_ca_system_score_gemma":0.013604445,"threshold_uncertainty_score":0.5674641},"labels":[],"label_agreement":null},{"id":"W4417258802","doi":"10.1017/9781108672146.026","title":"Commonly Used Inferential Statistics Tests in Applied Linguistics Research: Parametric Tests","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Applied linguistics; Process (computing); Parametric statistics; Key (lock); Research methodology; Term (time); Data collection; Applied research","score_opus":0.12228779917714647,"score_gpt":0.2986762695639886,"score_spread":0.1763884703868421,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258802","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0036016179,0.019046482,0.8957241,0.00613911,0.004260511,0.0016473173,0.0037311635,0.0048780963,0.06097153],"genre_scores_gemma":[0.040308192,0.019007418,0.9085152,0.0030395188,0.0019185386,0.008880539,0.0033831324,0.0036550325,0.011292444],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9275997,0.050098132,0.005286513,0.0034771487,0.0128061,0.0007323937],"domain_scores_gemma":[0.7018551,0.26701668,0.006774334,0.011830929,0.011568053,0.00095492334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0378853,0.0020872818,0.0021904474,0.007786967,0.0021795968,0.0054879864,0.0042127525,0.0029308146,0.029554158],"category_scores_gemma":[0.20436011,0.0013511698,0.0017054286,0.013295276,0.006952432,0.008470453,0.0040527633,0.0071123852,0.014575749],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017180416,0.000265543,0.0025995758,0.0059735067,0.00023875099,0.0004659405,0.00540594,0.0028480305,0.001586628,0.21169905,0.22289973,0.54584557],"study_design_scores_gemma":[0.00009241959,0.0004176902,0.004804454,0.0057857046,0.0001635154,0.0017137467,0.003449186,0.008179509,0.00396455,0.30488488,0.66629213,0.00025224462],"about_ca_topic_score_codex":0.0009693571,"about_ca_topic_score_gemma":0.0011480739,"teacher_disagreement_score":0.0378853,"about_ca_system_score_codex":0.001897928,"about_ca_system_score_gemma":0.005241084,"threshold_uncertainty_score":0.20035899},"labels":[],"label_agreement":null},{"id":"W4417258803","doi":"10.1017/9781108672146.033","title":"Disseminating Research Findings: Writing Research Reports","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Research proposal; Research methodology; Term (time); Dissemination; Data collection; Graduate students","score_opus":0.13025928324290284,"score_gpt":0.3331046067956035,"score_spread":0.20284532355270066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258803","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0045162025,0.014575324,0.6786047,0.08621336,0.05154179,0.028079513,0.013210257,0.02053227,0.10272658],"genre_scores_gemma":[0.014313656,0.027439767,0.85587925,0.007893184,0.012008095,0.021534223,0.009998524,0.013382074,0.037551172],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.85376644,0.0712135,0.033843413,0.0070899525,0.032612786,0.0014738786],"domain_scores_gemma":[0.45615497,0.26164725,0.033203654,0.07590668,0.16360185,0.009485691],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.20492369,0.004582063,0.0048289536,0.014355524,0.0052568363,0.023912251,0.008108835,0.0064802947,0.038417067],"category_scores_gemma":[0.41241026,0.003306592,0.002941891,0.015783627,0.0059285313,0.021206753,0.011674811,0.013968197,0.11049175],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060579787,0.00011278014,0.00047400818,0.0076044067,0.00011756102,0.00040102858,0.015650446,0.00073977944,0.0054107658,0.027030297,0.6299266,0.31247178],"study_design_scores_gemma":[0.000042551834,0.00009193712,0.00036289918,0.007859874,0.00009801105,0.00038932246,0.0108601805,0.00077254605,0.002495244,0.023977201,0.9528793,0.00017092924],"about_ca_topic_score_codex":0.0015820377,"about_ca_topic_score_gemma":0.0014282002,"teacher_disagreement_score":0.20492369,"about_ca_system_score_codex":0.0037022706,"about_ca_system_score_gemma":0.03671888,"threshold_uncertainty_score":0.98047066},"labels":[],"label_agreement":null},{"id":"W4417258804","doi":"10.1017/9781108672146.018","title":"Selecting Participants for Qualitative Research: Sampling Techniques and Methods","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Data collection; Sampling (signal processing); Research methodology; Term (time)","score_opus":0.41127966005313993,"score_gpt":0.472622692036702,"score_spread":0.06134303198356206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258804","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016365105,0.0018785342,0.60839045,0.0034122237,0.0016189284,0.32402137,0.0048139715,0.0017293536,0.03777007],"genre_scores_gemma":[0.015366704,0.0015330771,0.6041747,0.002413247,0.0002339596,0.3621039,0.0015400391,0.000618253,0.012015968],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.928899,0.05474217,0.00353937,0.0042524985,0.0075400528,0.0010269468],"domain_scores_gemma":[0.9384121,0.038988918,0.0020517383,0.0067849574,0.012046334,0.0017159953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08432467,0.0020404554,0.0020648637,0.005413589,0.005891032,0.0039664106,0.004279919,0.0026433885,0.026195157],"category_scores_gemma":[0.07518073,0.0017185337,0.00097294565,0.008787948,0.0037819978,0.0035035969,0.0058185337,0.0047020884,0.017366378],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007462957,0.0009702025,0.0023837036,0.008404174,0.0000669007,0.0009906295,0.16637638,0.002131353,0.018034399,0.056878928,0.17507182,0.56794524],"study_design_scores_gemma":[0.00077833136,0.0011701896,0.0029247,0.006665324,0.00007669601,0.0007724747,0.061291777,0.003749368,0.008467357,0.05063468,0.8631681,0.00030099577],"about_ca_topic_score_codex":0.0021095,"about_ca_topic_score_gemma":0.0042058527,"teacher_disagreement_score":0.08432467,"about_ca_system_score_codex":0.0031022662,"about_ca_system_score_gemma":0.014008467,"threshold_uncertainty_score":0.44595683},"labels":[],"label_agreement":null},{"id":"W4417258805","doi":"10.1017/9781108672146.023","title":"Quantitative Research: Data Analysis and Interpretation","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Interpretation (philosophy); Process (computing); Key (lock); Term (time); Data collection; Research methodology; Graduate students","score_opus":0.19312744335840928,"score_gpt":0.3266370032989359,"score_spread":0.13350955994052663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258805","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011610177,0.0041131102,0.78589654,0.012253078,0.008128293,0.058637068,0.029922698,0.007058395,0.08238054],"genre_scores_gemma":[0.028770061,0.0033955565,0.8548528,0.0038784686,0.0011934381,0.07002545,0.007523963,0.0046380875,0.02572227],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.83717984,0.11099435,0.014407056,0.010459468,0.02587366,0.0010856473],"domain_scores_gemma":[0.7150314,0.1488267,0.012663841,0.041519117,0.079638556,0.0023203883],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13919063,0.0025792585,0.0039972053,0.010456591,0.0029916866,0.01017191,0.004030081,0.0018911032,0.033277944],"category_scores_gemma":[0.20596446,0.0016110775,0.0017205152,0.015887422,0.0063747964,0.006732195,0.0056202044,0.006186056,0.02411879],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005143152,0.00035260423,0.0021594027,0.017808788,0.00042167713,0.00035705866,0.03817596,0.0019299655,0.008009271,0.10052768,0.33582374,0.49391955],"study_design_scores_gemma":[0.00019977847,0.00047750134,0.0038076062,0.011974244,0.00018760597,0.00043394353,0.015594281,0.0037733235,0.0048082625,0.06454872,0.89387983,0.0003149238],"about_ca_topic_score_codex":0.0016884883,"about_ca_topic_score_gemma":0.0016041419,"teacher_disagreement_score":0.13919063,"about_ca_system_score_codex":0.0042509604,"about_ca_system_score_gemma":0.02170882,"threshold_uncertainty_score":0.7361192},"labels":[],"label_agreement":null},{"id":"W4417258806","doi":"10.1017/9781108672146.008","title":"A Framework for Understanding Research Types","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Research methodology; Data collection; Graduate students; Research design","score_opus":0.23593243129538574,"score_gpt":0.3180971499430796,"score_spread":0.08216471864769384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258806","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0019024543,0.008348485,0.66351485,0.03770873,0.0021859622,0.0038004208,0.0011169972,0.0005981636,0.2808239],"genre_scores_gemma":[0.06265262,0.0077567725,0.8678803,0.006188212,0.0011372792,0.017610624,0.0013526999,0.00044603698,0.03497543],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.92772776,0.05120086,0.0063493336,0.005865715,0.006993599,0.0018627084],"domain_scores_gemma":[0.9340581,0.045618244,0.0034507487,0.0066217515,0.008363117,0.0018878903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0581399,0.0023608755,0.00226965,0.014295399,0.0077555147,0.027960839,0.007526216,0.007939616,0.025936617],"category_scores_gemma":[0.06238075,0.0020363193,0.0028503623,0.0145135885,0.03232929,0.052567657,0.009892299,0.009147791,0.0073616817],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000065620657,0.0000059862473,0.000105144056,0.00018839205,0.0000054118123,0.000052616087,0.003836661,0.00009704715,0.00003517427,0.9813122,0.0035353927,0.010819338],"study_design_scores_gemma":[0.000017290327,0.000014013569,0.0001536235,0.0011636303,0.000010232404,0.00022899859,0.0061676176,0.00063828175,0.000060481056,0.8272263,0.16430157,0.000017947865],"about_ca_topic_score_codex":0.005134588,"about_ca_topic_score_gemma":0.003622713,"teacher_disagreement_score":0.0581399,"about_ca_system_score_codex":0.014214738,"about_ca_system_score_gemma":0.013947912,"threshold_uncertainty_score":0.30747688},"labels":[],"label_agreement":null},{"id":"W4417258808","doi":"10.1017/9781108672146.006","title":"Research Process and Designing Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Research methodology; Term (time); Design science research; Data collection; Research proposal","score_opus":0.14932410686692918,"score_gpt":0.32770645184988273,"score_spread":0.17838234498295355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258808","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.006495858,0.0040311855,0.69786334,0.016754357,0.008117659,0.19673279,0.005634528,0.0023729985,0.06199733],"genre_scores_gemma":[0.014998518,0.0035139075,0.7254666,0.005947957,0.00104906,0.2293091,0.0027072623,0.0013113876,0.015696239],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.7961109,0.14737666,0.013049376,0.02196827,0.01920589,0.002288956],"domain_scores_gemma":[0.7713653,0.1351434,0.008122682,0.03757058,0.041844375,0.005953771],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.16968991,0.0038192861,0.0050599477,0.0066648736,0.0067315567,0.018579263,0.0059952643,0.0060794232,0.026226388],"category_scores_gemma":[0.20738997,0.0028908425,0.002508096,0.009410801,0.014106257,0.013757582,0.008368752,0.01719429,0.025682112],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00075966195,0.00074065785,0.0014703424,0.014480125,0.0002783891,0.0007646383,0.119417466,0.004625493,0.0046550916,0.30093655,0.19528751,0.35658404],"study_design_scores_gemma":[0.00029984713,0.00042110524,0.00053027185,0.0077039874,0.00008881054,0.00022972476,0.022347687,0.0016378164,0.001391526,0.09370498,0.8714665,0.00017768623],"about_ca_topic_score_codex":0.0027111873,"about_ca_topic_score_gemma":0.0034896582,"teacher_disagreement_score":0.16968991,"about_ca_system_score_codex":0.008416713,"about_ca_system_score_gemma":0.04865646,"threshold_uncertainty_score":0.8974167},"labels":[],"label_agreement":null},{"id":"W4417258811","doi":"10.1017/9781108672146.004","title":"Applied Linguistics Research: Its Nature, Significance, and Scope","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Scope (computer science); Applied linguistics; Process (computing); Key (lock); Term (time); Applied research; Research methodology","score_opus":0.07692084567702193,"score_gpt":0.27147625361811195,"score_spread":0.19455540794109003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258811","genre_codex":"review","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003691106,0.34459832,0.17763662,0.15144497,0.023224698,0.0011812388,0.00067182473,0.0012629258,0.29628825],"genre_scores_gemma":[0.06428249,0.43622276,0.27054274,0.03817616,0.027915057,0.004248597,0.0010722904,0.0026920561,0.15484785],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.986565,0.007819396,0.000728082,0.0009375565,0.0036590644,0.00029091092],"domain_scores_gemma":[0.95279706,0.039027542,0.001030163,0.0024667226,0.0036187603,0.0010597314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015029805,0.0009341973,0.0017558635,0.0031634546,0.002908401,0.017640868,0.001998244,0.0027965393,0.0076219924],"category_scores_gemma":[0.02511859,0.0009869486,0.00046656514,0.0066170627,0.01273648,0.009542592,0.0041919365,0.008310259,0.00605316],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020711248,0.00006010094,0.00060224615,0.0026237613,0.000027744858,0.00028859128,0.0130474055,0.00056818133,0.0007725269,0.42411786,0.23762733,0.32024354],"study_design_scores_gemma":[0.00000587444,0.000031480984,0.00048904156,0.003204972,0.000008937637,0.0004621962,0.0024342085,0.0004373026,0.00016764953,0.13268669,0.86004466,0.00002692611],"about_ca_topic_score_codex":0.0020036784,"about_ca_topic_score_gemma":0.0025222064,"teacher_disagreement_score":0.017640868,"about_ca_system_score_codex":0.0027282513,"about_ca_system_score_gemma":0.011017217,"threshold_uncertainty_score":0.07948613},"labels":[],"label_agreement":null},{"id":"W4417258812","doi":"10.1017/9781108672146.014","title":"Collecting Quantitative Data: Tools and Techniques","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Term (time); Data collection; Research methodology","score_opus":0.12552626728734778,"score_gpt":0.27475359561925167,"score_spread":0.14922732833190389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258812","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016455167,0.003940164,0.9071653,0.0053427736,0.0013185304,0.027757665,0.0056439843,0.0045930906,0.042593032],"genre_scores_gemma":[0.00342653,0.002042154,0.95907885,0.0007375983,0.00016643948,0.028353855,0.0013276953,0.00064967363,0.0042172465],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.83702135,0.122561984,0.011830465,0.005612136,0.02211177,0.00086225587],"domain_scores_gemma":[0.82012254,0.12917481,0.006067584,0.02131854,0.021455694,0.0018608356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13559023,0.0030201194,0.002760547,0.015430303,0.004416363,0.011311349,0.0058542606,0.0023095983,0.021202225],"category_scores_gemma":[0.1227461,0.0026591695,0.0019837646,0.01999418,0.008124644,0.008425461,0.00975423,0.0073738387,0.014972418],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009118943,0.0002609893,0.0010724497,0.009497224,0.00015759862,0.0003328053,0.030751338,0.0015763794,0.0031405524,0.15505128,0.1883362,0.6097319],"study_design_scores_gemma":[0.000106773485,0.00019667642,0.0022422103,0.008440522,0.00007074864,0.00068455987,0.01363245,0.0023684257,0.001785443,0.11674876,0.853508,0.00021545582],"about_ca_topic_score_codex":0.0025130217,"about_ca_topic_score_gemma":0.0031870492,"teacher_disagreement_score":0.13559023,"about_ca_system_score_codex":0.0051040635,"about_ca_system_score_gemma":0.0188548,"threshold_uncertainty_score":0.7170782},"labels":[],"label_agreement":null},{"id":"W4417258815","doi":"10.1017/9781108672146.002","title":"Introduction to Applied Linguistics Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Applied linguistics; Process (computing); Key (lock); Term (time); Research methodology; Applied research","score_opus":0.06140172261211037,"score_gpt":0.2630889015936621,"score_spread":0.20168717898155175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258815","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014437317,0.09362656,0.16347827,0.042380586,0.026982127,0.0011385417,0.004614235,0.0049799555,0.661356],"genre_scores_gemma":[0.012859233,0.112453304,0.19416487,0.020360392,0.019901494,0.0024575966,0.0063761016,0.004410937,0.627016],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99677867,0.0010978056,0.00033632517,0.00045654498,0.0012093667,0.00012134038],"domain_scores_gemma":[0.988632,0.0081868665,0.0002794569,0.0008133935,0.0016338278,0.00045441385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003324372,0.0013018355,0.0013966777,0.0035096419,0.002091395,0.0062693944,0.0018950242,0.0020779576,0.077347524],"category_scores_gemma":[0.009462677,0.0008304142,0.00077287655,0.004467699,0.0025349075,0.0062362095,0.002833148,0.0071413387,0.07337602],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015429625,0.00006034994,0.00017925882,0.0009847039,0.000013029925,0.00019106439,0.00213938,0.00039201477,0.00054182037,0.10693576,0.6750693,0.2134779],"study_design_scores_gemma":[0.0000024346377,0.000010425983,0.00013488847,0.00042275197,0.0000017817457,0.00020836621,0.00015069754,0.00010224897,0.000051628977,0.0232797,0.9756267,0.000008301142],"about_ca_topic_score_codex":0.0012147635,"about_ca_topic_score_gemma":0.002140797,"teacher_disagreement_score":0.077347524,"about_ca_system_score_codex":0.0016845025,"about_ca_system_score_gemma":0.0037202484,"threshold_uncertainty_score":0.25875324},"labels":[],"label_agreement":null},{"id":"W4417258817","doi":"10.1017/9781108672146.015","title":"Understanding and Assessing Reliability in Quantitative Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Reliability (semiconductor); Process (computing); Key (lock); Term (time); Research methodology; Data collection; Research design","score_opus":0.32071366796052914,"score_gpt":0.335186208066494,"score_spread":0.014472540105964882,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258817","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025092198,0.0050165425,0.96181226,0.0052460902,0.0009943682,0.003638134,0.0003941504,0.0009812826,0.019407952],"genre_scores_gemma":[0.03280836,0.003580396,0.94717157,0.0023271579,0.00052674685,0.011082167,0.000292094,0.0006739977,0.0015376008],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.45011574,0.43851453,0.034241,0.013168498,0.06270065,0.0012596098],"domain_scores_gemma":[0.22810037,0.66852206,0.018140983,0.038515367,0.04585893,0.00086226035],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.35514796,0.002202959,0.0026282095,0.012826846,0.0029516167,0.012685644,0.004565665,0.0037884403,0.0054457146],"category_scores_gemma":[0.61734986,0.0026297122,0.0022459892,0.011000615,0.018565657,0.016070753,0.008698781,0.00732246,0.0023053894],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011145064,0.00012618622,0.0044071027,0.012191308,0.0005840654,0.0003545586,0.061689027,0.0056904503,0.003227228,0.45503142,0.040619496,0.41596776],"study_design_scores_gemma":[0.00008976719,0.00030136554,0.0076600905,0.017752614,0.00027123743,0.001352715,0.016909407,0.012666861,0.0031680323,0.6251302,0.31427327,0.0004244512],"about_ca_topic_score_codex":0.002614721,"about_ca_topic_score_gemma":0.002309917,"teacher_disagreement_score":0.35514796,"about_ca_system_score_codex":0.0059991498,"about_ca_system_score_gemma":0.013671378,"threshold_uncertainty_score":0.7952174},"labels":[],"label_agreement":null},{"id":"W4417258818","doi":"10.1017/9781108672146.003","title":"Introduction: The Nature and Purpose of Research","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Research methodology; Data collection; Graduate students","score_opus":0.0375724904241662,"score_gpt":0.2535069191758728,"score_spread":0.2159344287517066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258818","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002231264,0.122915864,0.12137533,0.14842653,0.054870773,0.010704512,0.014112705,0.0024398617,0.5229232],"genre_scores_gemma":[0.032074448,0.16177972,0.19957997,0.107426986,0.045428477,0.031137625,0.012847511,0.0028750724,0.4068501],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9826513,0.00835818,0.0016429189,0.0022180239,0.0048099677,0.00031963483],"domain_scores_gemma":[0.9398242,0.044785056,0.0023572922,0.003859313,0.0077356496,0.0014384451],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019464755,0.00095518713,0.0018459125,0.0024858473,0.0020400991,0.0107259955,0.0027174966,0.0046216473,0.041490257],"category_scores_gemma":[0.04455683,0.0010146734,0.000650602,0.0045609693,0.0051832986,0.00841583,0.003209949,0.006799631,0.048090037],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009231945,0.00006334249,0.0002537944,0.0061771725,0.00002323217,0.00019854131,0.0037993991,0.0004563357,0.0010850682,0.17040056,0.64743847,0.1700118],"study_design_scores_gemma":[0.0000064947476,0.000028312783,0.00024589838,0.002217965,0.0000056734752,0.00019036414,0.00042714347,0.000087880595,0.00008231364,0.02053478,0.97615844,0.000014639755],"about_ca_topic_score_codex":0.0013788549,"about_ca_topic_score_gemma":0.0012388634,"teacher_disagreement_score":0.041490257,"about_ca_system_score_codex":0.002884502,"about_ca_system_score_gemma":0.008927743,"threshold_uncertainty_score":0.13879871},"labels":[],"label_agreement":null},{"id":"W4417258819","doi":"10.1017/9781108672146.009","title":"Understanding and Describing Research Constructs and Variables","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Data collection; Research methodology; Research design; Graduate students","score_opus":0.2938532262097515,"score_gpt":0.26410784492352,"score_spread":0.029745381286231498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258819","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015358687,0.01955659,0.60091084,0.018867528,0.0044289962,0.016685659,0.023644278,0.0017880517,0.29875946],"genre_scores_gemma":[0.056533154,0.03116244,0.77196115,0.0066368286,0.0009381845,0.049576364,0.018177783,0.001197154,0.06381685],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.986981,0.007468102,0.0014516612,0.0013486337,0.0024587174,0.0002919643],"domain_scores_gemma":[0.97622097,0.017312933,0.0016484507,0.0013068817,0.0032655876,0.00024516595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016899087,0.0015110328,0.001109927,0.0053187553,0.0020639836,0.008224371,0.0027694628,0.0015792045,0.01965242],"category_scores_gemma":[0.035388604,0.000760476,0.0007245361,0.01109375,0.0036262309,0.009604271,0.0024254275,0.004056788,0.009782458],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004142346,0.00008873241,0.0024203523,0.0049355924,0.000059300328,0.00040518912,0.04343129,0.0016208739,0.0014650674,0.56882197,0.12984422,0.24686605],"study_design_scores_gemma":[0.000012818456,0.000056894172,0.0032068368,0.00454986,0.000034431723,0.00034575933,0.018926267,0.0011571568,0.00063592574,0.10783571,0.8631818,0.00005651228],"about_ca_topic_score_codex":0.0044344007,"about_ca_topic_score_gemma":0.0045526787,"teacher_disagreement_score":0.01965242,"about_ca_system_score_codex":0.002961222,"about_ca_system_score_gemma":0.009111209,"threshold_uncertainty_score":0.08937204},"labels":[],"label_agreement":null},{"id":"W4417258822","doi":"10.1017/9781108672146.013","title":"Designing Quantitative Research: Types and Techniques","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Term (time); Data collection; Research methodology; Graduate students","score_opus":0.13979203611265067,"score_gpt":0.29781086632578135,"score_spread":0.15801883021313068,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258822","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015485872,0.007143591,0.8643689,0.00596235,0.0032114722,0.06158821,0.004240793,0.001976931,0.049959116],"genre_scores_gemma":[0.0046383007,0.0036970943,0.9190172,0.0014310802,0.00048281916,0.06504218,0.0008510882,0.0006518979,0.0041882126],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.73604673,0.20446658,0.019783258,0.011130212,0.027313473,0.001259775],"domain_scores_gemma":[0.7355851,0.20291452,0.0071554454,0.031294793,0.021481615,0.0015685178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1559224,0.0035241032,0.0034808961,0.011484286,0.0034689181,0.011731055,0.005547578,0.0036504364,0.031194106],"category_scores_gemma":[0.18049057,0.0027677657,0.002658561,0.019450417,0.009439879,0.010076427,0.0070690177,0.006139253,0.0149091445],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002521059,0.0001991847,0.0010420769,0.020290816,0.00022996683,0.00027608153,0.020888817,0.0016281147,0.0025132846,0.2413292,0.1292872,0.58206314],"study_design_scores_gemma":[0.000283044,0.00030793014,0.0012931607,0.013154638,0.00012657026,0.00064810185,0.010837373,0.0024243044,0.0021780008,0.24131177,0.72722584,0.00020933645],"about_ca_topic_score_codex":0.001232776,"about_ca_topic_score_gemma":0.0014335029,"teacher_disagreement_score":0.1559224,"about_ca_system_score_codex":0.0047363243,"about_ca_system_score_gemma":0.011635461,"threshold_uncertainty_score":0.8246063},"labels":[],"label_agreement":null},{"id":"W4417258823","doi":"10.1017/9781108672146.010","title":"Review of the Literature and the Development of Research Questions","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Research methodology; Research development; Term (time); Data collection","score_opus":0.053390321326496834,"score_gpt":0.2716864392457021,"score_spread":0.21829611791920528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258823","genre_codex":"review","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00582035,0.5360762,0.084794365,0.09229848,0.047172885,0.08295822,0.018297305,0.0011177,0.13146445],"genre_scores_gemma":[0.017806638,0.6466186,0.16486783,0.029040484,0.007834052,0.07758508,0.016686652,0.00035855206,0.03920204],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9679108,0.0135998465,0.0078085465,0.0021161174,0.008046276,0.00051844184],"domain_scores_gemma":[0.93307215,0.030758366,0.0048514847,0.0018147778,0.028443415,0.0010599036],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.031100309,0.0015029036,0.0031006224,0.019734684,0.0022908845,0.006653704,0.004586186,0.003338033,0.025043566],"category_scores_gemma":[0.096549384,0.0013644476,0.002204276,0.014446095,0.0026224349,0.010424918,0.004328486,0.0041322685,0.016395548],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010042334,0.000118036165,0.0003464394,0.10200635,0.00015905345,0.0005391966,0.0060450598,0.0005700563,0.0012374384,0.031618405,0.37871557,0.47854397],"study_design_scores_gemma":[0.000032691398,0.000098115874,0.0008212361,0.0868087,0.00013203702,0.00029814313,0.005171103,0.00019390462,0.00032957998,0.009453861,0.8966056,0.000054987446],"about_ca_topic_score_codex":0.0030558011,"about_ca_topic_score_gemma":0.004921427,"teacher_disagreement_score":0.031100309,"about_ca_system_score_codex":0.00571679,"about_ca_system_score_gemma":0.029228283,"threshold_uncertainty_score":0.1644761},"labels":[],"label_agreement":null},{"id":"W4417258824","doi":"10.1017/9781108672146","title":"Applied Linguistics Research","year":2025,"lang":"","type":"book","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Applied linguistics; Process (computing); Key (lock); Term (time); Research methodology; Applied research","score_opus":0.0809622786849473,"score_gpt":0.27583521025363555,"score_spread":0.19487293156868823,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258824","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0018228415,0.044431135,0.15512364,0.042976312,0.019908557,0.0013848627,0.0034413605,0.003483891,0.7274274],"genre_scores_gemma":[0.035303246,0.078186005,0.23609266,0.018241573,0.013127441,0.004399602,0.0073659685,0.0054666954,0.6018168],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9754801,0.012416944,0.0018298213,0.0026734625,0.0070986324,0.0005011439],"domain_scores_gemma":[0.94466776,0.035659544,0.0017141812,0.008328227,0.00789197,0.00173832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017074687,0.0013423689,0.0019255156,0.0057229814,0.0035819362,0.013699378,0.002305687,0.0022555583,0.07629007],"category_scores_gemma":[0.040229917,0.00083526334,0.00079128117,0.0069592134,0.0063149664,0.00979221,0.0055150664,0.0067482903,0.058122877],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016278618,0.000045042998,0.00036544012,0.001520695,0.000031188414,0.00018271057,0.005485064,0.0002982234,0.0006616212,0.2588155,0.5115396,0.22103855],"study_design_scores_gemma":[0.000003833603,0.000011862597,0.00017165793,0.00090589194,0.0000041685653,0.00022295793,0.0007559918,0.00013532564,0.00012842957,0.036562964,0.9610864,0.0000106403595],"about_ca_topic_score_codex":0.0013350677,"about_ca_topic_score_gemma":0.0022897753,"teacher_disagreement_score":0.07629007,"about_ca_system_score_codex":0.004273383,"about_ca_system_score_gemma":0.010963988,"threshold_uncertainty_score":0.2552157},"labels":[],"label_agreement":null},{"id":"W4417258825","doi":"10.1017/9781108672146.007","title":"The Research Process: A Ten-Step Model","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Process (computing); Key (lock); Term (time); Research methodology; Data collection; Applied linguistics; Graduate students","score_opus":0.08621320349230163,"score_gpt":0.2769476346614372,"score_spread":0.19073443116913555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258825","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01224848,0.0029275587,0.8465379,0.019701561,0.0005487827,0.05431586,0.0017447216,0.00086389837,0.06111135],"genre_scores_gemma":[0.033445124,0.0019342133,0.9291794,0.0014778983,0.000050198745,0.025866028,0.00089141034,0.000083374056,0.0070723086],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9214112,0.059174158,0.004459866,0.0053619593,0.0085862195,0.0010065718],"domain_scores_gemma":[0.911075,0.06476895,0.0038667687,0.0035274513,0.014843946,0.0019178239],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09143283,0.0026175354,0.0019552752,0.0037363518,0.0057234154,0.01469594,0.006728175,0.005807202,0.010510691],"category_scores_gemma":[0.06958106,0.002294793,0.002638347,0.0070008417,0.0074032345,0.017192945,0.007616062,0.007346682,0.0063776844],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038627165,0.0009884047,0.009045847,0.007286757,0.00037767814,0.0009648603,0.0647966,0.013399366,0.0012404883,0.5886046,0.023207005,0.28970203],"study_design_scores_gemma":[0.0005506553,0.0016301551,0.004743063,0.01279316,0.00048058285,0.0010167334,0.0382721,0.08555187,0.0023416164,0.5399643,0.31231093,0.00034487827],"about_ca_topic_score_codex":0.0061964537,"about_ca_topic_score_gemma":0.0052059786,"teacher_disagreement_score":0.09143283,"about_ca_system_score_codex":0.01128835,"about_ca_system_score_gemma":0.048416678,"threshold_uncertainty_score":0.48354882},"labels":[],"label_agreement":null},{"id":"W4417258827","doi":"10.1017/9781108672146.011","title":"Quantitative Research Designs and Data Collection","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Data collection; Key (lock); Process (computing); Term (time); Research methodology; Design science research; Research design","score_opus":0.31243754180491723,"score_gpt":0.3433596369549077,"score_spread":0.030922095149990447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258827","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0047634966,0.002591573,0.6630996,0.005075406,0.005690344,0.23028915,0.018142253,0.0035319247,0.06681628],"genre_scores_gemma":[0.009349948,0.0020827227,0.66430813,0.0025565892,0.00083168363,0.29404345,0.0053096437,0.0013622293,0.02015563],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.8009686,0.13609104,0.015621021,0.013291641,0.032274414,0.0017533636],"domain_scores_gemma":[0.778255,0.11691608,0.008894886,0.040961947,0.05211935,0.0028527332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.15240908,0.0032401124,0.0036645026,0.008420786,0.0046269237,0.008662512,0.0061435746,0.0029916537,0.05834128],"category_scores_gemma":[0.18711996,0.0027446568,0.0019390346,0.01311076,0.006265694,0.0065935436,0.0076778834,0.008524439,0.03100777],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011440939,0.00090824504,0.0014047166,0.014662765,0.00036055763,0.00036742573,0.02183208,0.003229884,0.0062907375,0.15117097,0.29604304,0.5025855],"study_design_scores_gemma":[0.0006741304,0.00095567224,0.0014519596,0.0051162867,0.000096523574,0.00021373943,0.0062391013,0.0018543771,0.0034272147,0.042790636,0.93696374,0.00021679439],"about_ca_topic_score_codex":0.0022079023,"about_ca_topic_score_gemma":0.003143864,"teacher_disagreement_score":0.15240908,"about_ca_system_score_codex":0.005608797,"about_ca_system_score_gemma":0.02773875,"threshold_uncertainty_score":0.80602586},"labels":[],"label_agreement":null},{"id":"W4417258829","doi":"10.1017/9781108672146.012","title":"Selecting Participants for Quantitative Research: Sampling Techniques and Methods","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Key (lock); Process (computing); Sampling (signal processing); Data collection; Term (time); Research methodology","score_opus":0.37146349172391085,"score_gpt":0.42808509643313447,"score_spread":0.056621604709223616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258829","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009492674,0.0013877511,0.6296619,0.0021150813,0.0015479468,0.3214621,0.004038095,0.001728493,0.028565913],"genre_scores_gemma":[0.008610973,0.001049559,0.600944,0.0015303701,0.00023129882,0.37759706,0.0013355486,0.0006253212,0.008075852],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.90502375,0.07139349,0.0053297537,0.0058176997,0.011314533,0.0011207762],"domain_scores_gemma":[0.9226127,0.046728183,0.002507573,0.009875159,0.016759232,0.0015171735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.102573834,0.0023892405,0.0022480076,0.0068701287,0.004465793,0.0037939455,0.0042102346,0.002603038,0.028348584],"category_scores_gemma":[0.10340309,0.0018091489,0.001052366,0.010670396,0.0033142003,0.0032579422,0.0047779717,0.00447519,0.019967286],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00087458274,0.0011894921,0.0025393937,0.007913561,0.00009250998,0.0006710859,0.06431664,0.0022241964,0.015856937,0.05677584,0.1906928,0.656853],"study_design_scores_gemma":[0.001158248,0.0018147524,0.004545865,0.0061733774,0.000117997835,0.000708572,0.027023338,0.0052286526,0.010357379,0.056005295,0.886521,0.00034559876],"about_ca_topic_score_codex":0.0017841113,"about_ca_topic_score_gemma":0.0031882734,"teacher_disagreement_score":0.102573834,"about_ca_system_score_codex":0.0026020256,"about_ca_system_score_gemma":0.012054898,"threshold_uncertainty_score":0.5424688},"labels":[],"label_agreement":null},{"id":"W4417258830","doi":"10.1017/9781108672146.005","title":"Ethics in Applied Linguistics Research: Principles, Best Practices, and Challenges","year":2025,"lang":"","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Applied linguistics; Process (computing); Key (lock); Term (time); Research methodology; Applied research; Graduate students","score_opus":0.43348921357534975,"score_gpt":0.3429495169448049,"score_spread":0.09053969663054484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417258830","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0021399665,0.14496933,0.38094842,0.33553696,0.011730173,0.0014033112,0.0002443818,0.0010607729,0.1219667],"genre_scores_gemma":[0.04121616,0.1777404,0.6755738,0.05091242,0.009447587,0.0061446317,0.000391568,0.0018852181,0.03668829],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.83724,0.13262619,0.0077456324,0.0028811535,0.018122295,0.0013847499],"domain_scores_gemma":[0.7443155,0.22411552,0.004137588,0.011944733,0.011599965,0.0038866692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.11355469,0.0015021883,0.0026846423,0.0043924847,0.007066575,0.031858295,0.0044279513,0.0076396316,0.0048390906],"category_scores_gemma":[0.09966268,0.0018391213,0.0009355743,0.009077563,0.050291643,0.02130715,0.010943818,0.018803794,0.005074523],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011213352,0.00006949842,0.00042568272,0.002126038,0.000031840216,0.00027217867,0.024402639,0.0005378902,0.00024502786,0.68569696,0.11464287,0.17153825],"study_design_scores_gemma":[0.000009351748,0.000031665204,0.0002524405,0.006395833,0.000009141895,0.00051328604,0.008896201,0.00065193337,0.00015502446,0.5408279,0.44220904,0.000048250295],"about_ca_topic_score_codex":0.0029628219,"about_ca_topic_score_gemma":0.00492297,"teacher_disagreement_score":0.11355469,"about_ca_system_score_codex":0.0071634636,"about_ca_system_score_gemma":0.027228998,"threshold_uncertainty_score":0.6005418},"labels":[],"label_agreement":null},{"id":"W4417278010","doi":"10.21827/jve.8.42104","title":"Fostering intercultural competence through an asynchronous virtual exchange in secondary-level foreign language classes","year":2025,"lang":"fr","type":"article","venue":"Journal of virtual exchange","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Asynchronous communication; Intercultural competence; Competence (human resources); English as a foreign language; Computer-mediated communication; Foreign language teaching; Intercultural communication","score_opus":0.06686849024799335,"score_gpt":0.3196492885171561,"score_spread":0.2527807982691628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417278010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974291,0.000024955943,0.00042961788,0.000043539174,0.000008113521,0.000026492928,0.0000040360364,0.000009730081,0.002024471],"genre_scores_gemma":[0.9978084,0.000053070522,0.0009669369,0.00002757848,0.0000049201835,0.0000412178,0.000010194983,0.0000033338774,0.0010843129],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99900466,0.0005277926,0.000035188492,0.0000935927,0.000110399946,0.00022845488],"domain_scores_gemma":[0.9973816,0.00062054954,0.00022296936,0.00012535535,0.00015493129,0.0014945613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018918009,0.000350315,0.00034160021,0.0005264171,0.0017198676,0.0029294633,0.00066276436,0.00043292213,0.0028841044],"category_scores_gemma":[0.0037615343,0.00013487852,0.00026358868,0.0002353426,0.0008961717,0.00097394787,0.003345095,0.0007662333,0.00058707193],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002311256,0.03917142,0.22161326,0.0009229756,0.000118098746,0.0043323673,0.2510816,0.0018865135,0.05422365,0.0055753747,0.0044534095,0.41430995],"study_design_scores_gemma":[0.0007221578,0.021010645,0.51835555,0.0007501716,0.00017683093,0.0021815747,0.34018275,0.0059447577,0.028330306,0.0067330045,0.07538615,0.00022611607],"about_ca_topic_score_codex":0.001122747,"about_ca_topic_score_gemma":0.0023110118,"teacher_disagreement_score":0.0029294633,"about_ca_system_score_codex":0.0006456791,"about_ca_system_score_gemma":0.0012353378,"threshold_uncertainty_score":0.010004938},"labels":[],"label_agreement":null},{"id":"W4417299025","doi":"10.1080/13504622.2025.2601309","title":"Teachers’ perspectives about integrating environmental education in the English language curriculum in Seychelles, Mahé Island","year":2025,"lang":"en","type":"article","venue":"Environmental Education Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Earl Haig Secondary School","funders":"","keywords":"Environmental education; Curriculum; English language; Curriculum development; Outdoor education; Qualitative research; Discourse analysis","score_opus":0.012187565684046952,"score_gpt":0.3306691616505573,"score_spread":0.3184815959665104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417299025","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9938758,0.00025243312,0.00018507315,0.0010878302,0.0000141484625,0.0000128201855,0.0000062047834,0.0000039470856,0.004561819],"genre_scores_gemma":[0.9974515,0.00028168916,0.00027698788,0.00024070888,0.0000032321889,0.000017781262,0.0000067899873,0.000003905589,0.0017173068],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975752,0.0013712877,0.00013409738,0.00012861323,0.00021912238,0.000571565],"domain_scores_gemma":[0.998058,0.0008745502,0.00027720287,0.00006742193,0.00025256773,0.0004701796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030313304,0.00023116745,0.00032895978,0.0007776379,0.0069226096,0.003374458,0.00059232395,0.001237028,0.0013586495],"category_scores_gemma":[0.0033972855,0.00033707425,0.00019443606,0.00062413677,0.0041339975,0.0017528306,0.003924184,0.001965952,0.00015827602],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016898699,0.00006982688,0.015351096,0.00007954229,0.000003292666,0.0014554502,0.97358435,0.00005385551,0.001978492,0.0010402473,0.00017379534,0.006193165],"study_design_scores_gemma":[0.0000020831287,0.000035800276,0.009791009,0.00010108527,0.0000045418988,0.00016114053,0.98397714,0.000040252296,0.00035035276,0.00011124206,0.0054167346,0.0000086668815],"about_ca_topic_score_codex":0.025333248,"about_ca_topic_score_gemma":0.06658446,"teacher_disagreement_score":0.025333248,"about_ca_system_score_codex":0.0032958619,"about_ca_system_score_gemma":0.004561422,"threshold_uncertainty_score":0.050371587},"labels":[],"label_agreement":null},{"id":"W4417419813","doi":"10.1093/applin/amaf082","title":"Self-regulated learning and its impact on scaffolded feedback effectiveness in EFL learning","year":2025,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"English as a foreign language; Control (management); Multilevel model; Second language; Applied linguistics; Corrective feedback; English language; Second-language acquisition","score_opus":0.010097885903483166,"score_gpt":0.2743407631754053,"score_spread":0.26424287727192214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417419813","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994875,0.000018549976,0.00019459045,0.000007621416,8.690398e-7,0.000006184743,0.000005751526,0.000007866879,0.0002710506],"genre_scores_gemma":[0.9995109,0.000013202698,0.0003380487,0.0000035929181,0.0000012659979,0.000011265308,0.000010363845,0.0000018916274,0.00010947284],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99675995,0.0014131399,0.00026622167,0.00031761263,0.0010696962,0.00017344866],"domain_scores_gemma":[0.95082504,0.0355005,0.0076169358,0.0015996638,0.0023047782,0.002153129],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004914909,0.00028019602,0.0003253161,0.0007679976,0.00025289512,0.001225986,0.00038533192,0.00041758595,0.0013872617],"category_scores_gemma":[0.025699569,0.00016057766,0.00033404666,0.00030806157,0.000633888,0.0005415071,0.0006817358,0.0004935666,0.00019039534],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014055133,0.0045738015,0.8856532,0.00014944647,0.00017462418,0.00022346448,0.0044873278,0.0021334654,0.01694806,0.00030770942,0.00015111483,0.08379228],"study_design_scores_gemma":[0.000052655585,0.0033454276,0.980113,0.000045745306,0.000062504536,0.00011607458,0.0012825644,0.0058648414,0.008442774,0.0003653224,0.00027160032,0.00003746092],"about_ca_topic_score_codex":0.0012105434,"about_ca_topic_score_gemma":0.0008546717,"teacher_disagreement_score":0.004914909,"about_ca_system_score_codex":0.00038973516,"about_ca_system_score_gemma":0.0005356636,"threshold_uncertainty_score":0.02599281},"labels":[],"label_agreement":null},{"id":"W4489584","doi":"10.1097/00006247-197308000-00014","title":"On Cultivation of Cross-Cultural Awareness in College English Teaching: Take Integrated Skills of English as an Example/SUR LA FORMATION DE SENSIBILISATION INTERCULTURELLE DANS L'ENSEIGNEMENT DE L'ANGLAIS AU COLLÈGE: EN PRENANT DES COMPÉTENCES INTÉGRÉES EN ANGLAIS COMME UN EXEMPLE","year":2011,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Humanities; Communicative competence; Sociology; Cultural competence; Cross-cultural; Linguistics; Pedagogy; Psychology; Philosophy; Anthropology; Social psychology","score_opus":0.04280398522598492,"score_gpt":0.29153583631812663,"score_spread":0.24873185109214171,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4489584","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9716,0.0008988225,0.0013347501,0.0010589015,0.0000436465,0.000033888675,0.0000040715563,0.00000835971,0.025017561],"genre_scores_gemma":[0.99666876,0.00046151088,0.00051547633,0.00009852543,0.0000063830626,0.0000141254695,0.0000031019213,0.0000021642536,0.0022299103],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991284,0.00040062933,0.000037060265,0.00007845074,0.00015326343,0.00020224042],"domain_scores_gemma":[0.99847776,0.00066591677,0.00021873554,0.00005781137,0.00026960642,0.0003101228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014699664,0.00021897702,0.0001543126,0.00046588114,0.00188333,0.002450959,0.00025832024,0.000551693,0.00232413],"category_scores_gemma":[0.0018640184,0.00011784659,0.00022385924,0.00035214875,0.0019721312,0.0013650989,0.0026027334,0.0010567594,0.00019086429],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007436005,0.00061462354,0.061999567,0.00048550524,0.000017387472,0.0020332863,0.76822424,0.00016706267,0.01413957,0.014352487,0.00092330703,0.1369685],"study_design_scores_gemma":[0.000018457224,0.00043958778,0.20246056,0.0007923227,0.000067049936,0.0016752146,0.72252977,0.0007244627,0.01356713,0.0039376537,0.053727984,0.000059828617],"about_ca_topic_score_codex":0.006821738,"about_ca_topic_score_gemma":0.008207174,"teacher_disagreement_score":0.006821738,"about_ca_system_score_codex":0.0014848193,"about_ca_system_score_gemma":0.0025958994,"threshold_uncertainty_score":0.01356411},"labels":[],"label_agreement":null},{"id":"W50050332","doi":"","title":"Willingness to communicate by Arab EFL learners: conceptualization and realization","year":2013,"lang":"en","type":"article","venue":"Queensland's institutional digital repository (The University of Queensland)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Psychology; Conceptualization; Construct (python library); Context (archaeology); Foreign language; Linguistics; Social psychology; Pedagogy; Computer science","score_opus":0.01604723602408416,"score_gpt":0.1961283614980325,"score_spread":0.18008112547394833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W50050332","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9618608,0.00076963304,0.0044549718,0.0012430171,0.000025650628,0.00006680753,0.000026303582,0.000012226469,0.031540677],"genre_scores_gemma":[0.9983223,0.00019615589,0.0006948009,0.00007301345,0.000010750695,0.00003712368,0.000016966094,0.0000021486817,0.00064668944],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9988691,0.0005493234,0.00006322863,0.00011639001,0.00022519242,0.00017675605],"domain_scores_gemma":[0.9978064,0.0008631283,0.00045035014,0.00008293146,0.00041629415,0.00038094592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021995332,0.0004156695,0.00025285676,0.0017868758,0.001210273,0.005326533,0.0007319308,0.0013913924,0.002208036],"category_scores_gemma":[0.0036291506,0.00025497263,0.0004568846,0.00075107405,0.004829433,0.002980371,0.0023937216,0.0016148123,0.00029145143],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023310466,0.0012841694,0.19463,0.0005707038,0.000071658214,0.0022897972,0.51127696,0.0013326603,0.01058814,0.20156561,0.0010941494,0.07506309],"study_design_scores_gemma":[0.0000638355,0.0008449916,0.19585328,0.00081744546,0.000108568376,0.0028562453,0.67937124,0.014862134,0.0022324156,0.078335956,0.024461001,0.00019279831],"about_ca_topic_score_codex":0.0010987505,"about_ca_topic_score_gemma":0.00059022615,"teacher_disagreement_score":0.005326533,"about_ca_system_score_codex":0.0013650495,"about_ca_system_score_gemma":0.0012953343,"threshold_uncertainty_score":0.011632383},"labels":[],"label_agreement":null},{"id":"W564602783","doi":"","title":"Cloze Test: Form a Testing Instrument toward a Tool in SLA, New Applications","year":2014,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cloze test; Test (biology); Computer science; Abandonment (legal); Reliability (semiconductor); Language assessment; Psychology; Mathematics education; Linguistics; Reading comprehension; Reading (process)","score_opus":0.09780515375185157,"score_gpt":0.3011999991876371,"score_spread":0.20339484543578557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W564602783","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16506146,0.01731214,0.44397593,0.023128552,0.0020468563,0.0035534822,0.0028264238,0.018063903,0.3240313],"genre_scores_gemma":[0.42760828,0.0072863754,0.47881386,0.005345544,0.00069946167,0.0020169246,0.0018434934,0.0020236794,0.074362375],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9880043,0.0049877716,0.00091876095,0.00078867935,0.004872488,0.00042796068],"domain_scores_gemma":[0.97644514,0.011787046,0.0021310104,0.0022780201,0.0061716046,0.0011872477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009390479,0.00067296636,0.00074602297,0.0067455745,0.001425642,0.005552328,0.0016561458,0.0021304728,0.010179468],"category_scores_gemma":[0.03475168,0.00036419992,0.0005543282,0.0035456407,0.0045910995,0.007435689,0.004678346,0.0019879937,0.005490313],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030034952,0.00037389444,0.026917782,0.00094776653,0.00003983562,0.00069318886,0.006133786,0.0007101849,0.009178731,0.04858238,0.031104194,0.87501794],"study_design_scores_gemma":[0.00012714704,0.0015032311,0.059778977,0.0029830898,0.00010523542,0.0066264216,0.011492799,0.006312525,0.018860048,0.09548311,0.79632187,0.00040571412],"about_ca_topic_score_codex":0.0027996954,"about_ca_topic_score_gemma":0.0027831579,"teacher_disagreement_score":0.010179468,"about_ca_system_score_codex":0.0013344219,"about_ca_system_score_gemma":0.0041322587,"threshold_uncertainty_score":0.049662173},"labels":[],"label_agreement":null},{"id":"W566920440","doi":"","title":"Perceptions, beliefs and expectations of Japanese ESL self-access learners towards Internet-based learning","year":2000,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Perception; The Internet; Psychology; Social psychology; Computer science; Mathematics education; World Wide Web","score_opus":0.0236066571339242,"score_gpt":0.2716718220122852,"score_spread":0.24806516487836097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W566920440","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992073,0.000015180777,0.000018913677,0.000029776,0.0000018833607,0.000002900833,0.0000052956743,6.5629104e-7,0.0007181216],"genre_scores_gemma":[0.9986676,0.000048077844,0.00003880418,0.000058510424,0.0000033670583,0.0000074274803,0.000021524329,0.0000013264746,0.0011533767],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99940836,0.00013376876,0.00007686676,0.000054659115,0.00016796228,0.00015834099],"domain_scores_gemma":[0.994827,0.0011194588,0.0012496804,0.000095255324,0.0007885583,0.00192003],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013548107,0.0002931296,0.00025853264,0.0008487813,0.0013688587,0.0022767955,0.00023131978,0.0006191116,0.0030766507],"category_scores_gemma":[0.004425333,0.0002217612,0.00028376782,0.0005036573,0.0011734175,0.00079907593,0.0011680401,0.00092734693,0.0004970794],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033130386,0.0007706572,0.8286256,0.00007093478,0.000035098794,0.00071004906,0.15661904,0.00009761396,0.004615157,0.00041097053,0.00031180916,0.0074016578],"study_design_scores_gemma":[0.000028010641,0.0007646161,0.76504546,0.000042560358,0.000050482085,0.00029326612,0.23041509,0.00041984697,0.00093927927,0.00018150333,0.001775914,0.00004386512],"about_ca_topic_score_codex":0.016458515,"about_ca_topic_score_gemma":0.015349205,"teacher_disagreement_score":0.016458515,"about_ca_system_score_codex":0.000778452,"about_ca_system_score_gemma":0.0006893799,"threshold_uncertainty_score":0.032725453},"labels":[],"label_agreement":null},{"id":"W577026133","doi":"10.1057/9781137340733_8","title":"Scaffolding for Mediated Learning During ‘Whole-Class Exercises’ in Kenyan Secondary English Lessons","year":2015,"lang":"en","type":"book-chapter","venue":"Palgrave Macmillan UK eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociocultural evolution; Situated; Mediation; Zone of proximal development; Class (philosophy); Pedagogy; Psychology; Sociology; Epistemology; Computer science; Social science; Anthropology","score_opus":0.0468200390381647,"score_gpt":0.25381139558779836,"score_spread":0.20699135654963366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W577026133","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86060685,0.0015518741,0.004804979,0.00055492076,0.00004473267,0.00014627786,0.000095511175,0.00010343681,0.13209127],"genre_scores_gemma":[0.9757413,0.0004252828,0.0050953142,0.000031652216,0.000007935024,0.00012296844,0.000070016016,0.000024555864,0.018480992],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995766,0.0002085266,0.000014743471,0.000075882504,0.00006239359,0.00006171187],"domain_scores_gemma":[0.99920386,0.0005409668,0.000056125664,0.00005596489,0.00004001271,0.00010306721],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078679726,0.00034009118,0.0002464238,0.00043242783,0.001520874,0.0021171577,0.0011671976,0.0006559235,0.008488911],"category_scores_gemma":[0.0018565359,0.0001787593,0.00018908588,0.00023503228,0.0013019138,0.0011057615,0.0024467027,0.0005911526,0.0008211002],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005782061,0.0017623572,0.013869858,0.0016980595,0.000041562485,0.0026465275,0.34081745,0.0019047549,0.03019662,0.045335103,0.010239232,0.55091035],"study_design_scores_gemma":[0.0002416221,0.0027518675,0.20600185,0.0065651266,0.00017708556,0.002551117,0.24036598,0.0054637413,0.03141329,0.035223752,0.46902993,0.00021465642],"about_ca_topic_score_codex":0.002004699,"about_ca_topic_score_gemma":0.009353323,"teacher_disagreement_score":0.008488911,"about_ca_system_score_codex":0.001091594,"about_ca_system_score_gemma":0.0010713765,"threshold_uncertainty_score":0.028398275},"labels":[],"label_agreement":null},{"id":"W577578380","doi":"10.1075/lllt.15","title":"Goals for Academic Writing","year":2006,"lang":"en","type":"book","venue":"Language learning and language teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":85,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Report writing; Mathematics education; Computer science; Psychology; Library science","score_opus":0.014243689036322284,"score_gpt":0.28186617587145796,"score_spread":0.2676224868351357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W577578380","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011166767,0.0036791146,0.026033103,0.010541389,0.00063806825,0.00023743662,0.00012173924,0.0003823212,0.9472],"genre_scores_gemma":[0.46636525,0.006488191,0.069060765,0.003526098,0.0004598226,0.0011305513,0.0006052286,0.0005986634,0.45176542],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9948072,0.0019630287,0.00026121887,0.00036973727,0.002118434,0.00048039775],"domain_scores_gemma":[0.9956514,0.0010453186,0.00047483106,0.0005302915,0.0012988856,0.0009992169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026913597,0.000624243,0.00029983238,0.0011483699,0.003489451,0.008346732,0.00089944905,0.0015950857,0.0073522236],"category_scores_gemma":[0.010150419,0.00025527427,0.00042874864,0.00083910767,0.0055499645,0.0044269506,0.0055274637,0.003329794,0.004614837],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000211472,0.00009963927,0.0012559689,0.00017492256,0.0000060160864,0.00014684667,0.02406342,0.00029877486,0.000519063,0.7600991,0.058652412,0.15466265],"study_design_scores_gemma":[0.000012075911,0.000049550014,0.0015887412,0.00035255362,0.000005307741,0.00037083033,0.006963199,0.00024435724,0.00042000308,0.13986234,0.8501139,0.00001713386],"about_ca_topic_score_codex":0.0019307699,"about_ca_topic_score_gemma":0.0027983098,"teacher_disagreement_score":0.008346732,"about_ca_system_score_codex":0.0025673246,"about_ca_system_score_gemma":0.0057452326,"threshold_uncertainty_score":0.024595678},"labels":[],"label_agreement":null},{"id":"W57927958","doi":"","title":"Gender differences in second language motivation.","year":2005,"lang":"en","type":"article","venue":"Scholarship at UWindsor (University of Windsor)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Social psychology; Computer science","score_opus":0.049582992592732494,"score_gpt":0.22182817895791224,"score_spread":0.17224518636517974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W57927958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9853564,0.0006360236,0.00024098296,0.00030437837,0.000044329357,0.000016810658,0.00019701684,0.000004554655,0.01319947],"genre_scores_gemma":[0.99520314,0.00012723026,0.000105611565,0.000090430374,0.000010485661,0.0000134730135,0.00007504481,0.0000034209531,0.004371241],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995158,0.00011780744,0.000023345023,0.00008327263,0.00014366377,0.00011611336],"domain_scores_gemma":[0.9969625,0.0012023705,0.000817055,0.000089269764,0.0002804497,0.000648339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014854324,0.00014392489,0.00020974787,0.0005881234,0.0004546322,0.00101722,0.00014628629,0.0002892571,0.009622476],"category_scores_gemma":[0.0042240815,0.00007123034,0.00024037067,0.00045448766,0.00029002313,0.00043530617,0.00048329364,0.0003453457,0.0008462032],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057953165,0.0005936325,0.9124399,0.00012661207,0.00007739907,0.0005365013,0.017265653,0.000082142644,0.004743993,0.006807741,0.0019598685,0.054787047],"study_design_scores_gemma":[0.000008773465,0.00034082372,0.9896221,0.00003111045,0.0000149412845,0.00032857317,0.0046817996,0.00010377599,0.00037255304,0.0010175947,0.003467776,0.0000101534715],"about_ca_topic_score_codex":0.0024058463,"about_ca_topic_score_gemma":0.00486839,"teacher_disagreement_score":0.009622476,"about_ca_system_score_codex":0.00034588377,"about_ca_system_score_gemma":0.00039795955,"threshold_uncertainty_score":0.032190442},"labels":[],"label_agreement":null},{"id":"W583371480","doi":"","title":"Attention control, working memory, and second language experience in second language performance","year":2008,"lang":"en","type":"dissertation","venue":"Spectrum Research Repository (Concordia University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Operationalization; Psychology; Working memory; Cognitive psychology; Task (project management); Comprehension; Reading (process); Control (management); Noun; Linguistics; Cognition; Computer science; Artificial intelligence","score_opus":0.029300907082036493,"score_gpt":0.27139919116033034,"score_spread":0.24209828407829384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W583371480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926656,0.00007901184,0.00016367684,0.000011118599,0.0000015629521,0.000003676304,0.000011327378,0.0000049646646,0.00045808576],"genre_scores_gemma":[0.999355,0.0000310088,0.00011726261,0.000011421727,0.000003717564,0.000006383254,0.000027950124,0.000003912233,0.0004433477],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996673,0.00008678601,0.00003171104,0.000081844584,0.00007820718,0.000054235647],"domain_scores_gemma":[0.9945821,0.0030659947,0.0012796659,0.00035503195,0.00028113025,0.00043610955],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010602803,0.0004374122,0.00028481323,0.00055059587,0.00025996674,0.001174876,0.00029208735,0.0004993299,0.0023093072],"category_scores_gemma":[0.0060902033,0.00016092576,0.0002361356,0.00024909427,0.00059563864,0.0006283925,0.00046879658,0.0004994639,0.00028225302],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002326499,0.0014635199,0.82436734,0.00017528347,0.0002778723,0.0011258,0.010957161,0.0012293236,0.102432236,0.0007633768,0.00017886238,0.054702718],"study_design_scores_gemma":[0.000026965656,0.0012782457,0.9906551,0.000012423955,0.000033493277,0.0004866358,0.000540781,0.0009019655,0.005348789,0.0003752556,0.0003162227,0.000024118506],"about_ca_topic_score_codex":0.002774664,"about_ca_topic_score_gemma":0.0023015584,"teacher_disagreement_score":0.002774664,"about_ca_system_score_codex":0.0003319843,"about_ca_system_score_gemma":0.0002457216,"threshold_uncertainty_score":0.007725358},"labels":[],"label_agreement":null},{"id":"W592774563","doi":"","title":"Gender, Participation and Silence in the Language Classroom: Sh-shushing the Girls","year":2003,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Silence; Psychology; Developmental psychology; Art; Aesthetics","score_opus":0.06722185868684742,"score_gpt":0.2817516897347228,"score_spread":0.21452983104787537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W592774563","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90237266,0.0052551334,0.00062143337,0.009688867,0.00024072584,0.0000387969,0.00009209234,0.000028360688,0.08166189],"genre_scores_gemma":[0.9664951,0.0017024463,0.00018222799,0.0012968126,0.00003210903,0.000032846066,0.000037098413,0.000032846347,0.030188484],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99879336,0.00045042907,0.000017056043,0.00010178041,0.00022859855,0.00040872325],"domain_scores_gemma":[0.9991831,0.0003122448,0.00008329463,0.000030400499,0.000073137206,0.00031787387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011084044,0.00038244246,0.0004807956,0.00067833526,0.014088628,0.006598584,0.0012489775,0.0012034154,0.002987977],"category_scores_gemma":[0.0017965048,0.00019322016,0.0002651896,0.0007833081,0.013678969,0.002629352,0.0039783907,0.0026865837,0.00047727546],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001546541,0.000017015798,0.0045263604,0.000025586598,0.00000246358,0.0004690145,0.97725314,0.000008668865,0.00041848602,0.0069430047,0.00187534,0.008445486],"study_design_scores_gemma":[0.0000031017344,0.000025790181,0.009240441,0.00008883568,0.000006909124,0.00034794127,0.94754595,0.000024542462,0.0003503433,0.0008406956,0.0415162,0.000009235172],"about_ca_topic_score_codex":0.289616,"about_ca_topic_score_gemma":0.50629395,"teacher_disagreement_score":0.289616,"about_ca_system_score_codex":0.007110315,"about_ca_system_score_gemma":0.007712287,"threshold_uncertainty_score":0.5758605},"labels":[],"label_agreement":null},{"id":"W601513121","doi":"10.21832/9781783092383","title":"The impact of self-concept on language learning","year":2014,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Experiential learning; Psychology; Language acquisition; Maya; Identity (music); Learner autonomy; Self; Social psychology; Mathematics education; Language education; Comprehension approach; Art; Aesthetics; Epistemology; Philosophy","score_opus":0.013107730263981692,"score_gpt":0.2567687085628086,"score_spread":0.2436609782988269,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W601513121","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017177342,0.13713746,0.0077174474,0.015410287,0.0049106707,0.000066549175,0.00016818926,0.0001566586,0.81725544],"genre_scores_gemma":[0.40513346,0.16447295,0.011219585,0.005584732,0.0040414846,0.00022051358,0.00033277716,0.00030302638,0.40869147],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99953365,0.0001927333,0.000012727047,0.000032772485,0.00019813329,0.000029990264],"domain_scores_gemma":[0.99895394,0.00085235917,0.000033076667,0.000023795983,0.00008464067,0.000052064206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006589436,0.00033362687,0.00030823227,0.00065662095,0.00068189856,0.004731534,0.00041431314,0.0005095379,0.00636624],"category_scores_gemma":[0.001592653,0.00011800828,0.0002306186,0.0007030717,0.0027991908,0.0026755764,0.001651728,0.0019104979,0.000998644],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026597709,0.00006041082,0.0009702303,0.0007297451,0.000024945786,0.00023345297,0.022484856,0.00053809595,0.0006497823,0.42111012,0.12082655,0.4323453],"study_design_scores_gemma":[0.000007870984,0.000074681084,0.0047397586,0.001166239,0.000011661983,0.00057830854,0.0046335403,0.0003757594,0.00037157777,0.16822395,0.8197892,0.000027586637],"about_ca_topic_score_codex":0.00093396945,"about_ca_topic_score_gemma":0.0012453028,"teacher_disagreement_score":0.00636624,"about_ca_system_score_codex":0.0010480748,"about_ca_system_score_gemma":0.0011300826,"threshold_uncertainty_score":0.021297216},"labels":[],"label_agreement":null},{"id":"W603361128","doi":"10.71781/6217","title":"Recasts, uptake and learning : effects and relationships","year":2010,"lang":"en","type":"dissertation","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Cognitive science; Cognitive psychology","score_opus":0.06005171014988198,"score_gpt":0.295813130560684,"score_spread":0.235761420410802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W603361128","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9738349,0.0015165434,0.0007688499,0.00056076294,0.000025908701,0.0001887365,0.000096977536,0.000038797578,0.022968553],"genre_scores_gemma":[0.9846176,0.0010378445,0.0012864834,0.0002009426,0.00003142923,0.00033339811,0.0001176425,0.000078867255,0.012295786],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9905177,0.0052540232,0.00035590425,0.0011563477,0.0020228026,0.0006933069],"domain_scores_gemma":[0.88600326,0.09469122,0.009800658,0.002549213,0.0033864449,0.0035691713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007721109,0.0005753644,0.00088204973,0.0012002416,0.0011245362,0.0035964397,0.0014713921,0.001604656,0.019335363],"category_scores_gemma":[0.059646286,0.0006077445,0.0006091949,0.0011258064,0.002563609,0.003390734,0.003605088,0.0029166094,0.0014549459],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011836766,0.015472575,0.49520972,0.0049090856,0.0009765956,0.00075009005,0.11072874,0.0012989894,0.012523029,0.016357902,0.001533377,0.32840312],"study_design_scores_gemma":[0.00045351917,0.0059984997,0.94694215,0.00070050097,0.0005761273,0.0002816457,0.024642654,0.0009801822,0.0038327293,0.0066700364,0.008820235,0.000101763675],"about_ca_topic_score_codex":0.008036441,"about_ca_topic_score_gemma":0.006998833,"teacher_disagreement_score":0.019335363,"about_ca_system_score_codex":0.0022020703,"about_ca_system_score_gemma":0.0020415967,"threshold_uncertainty_score":0.0646832},"labels":[],"label_agreement":null},{"id":"W617692371","doi":"","title":"The Japanese Mental Lexicon: Psycholinguistic Studies of Kana and Kanji processing","year":2000,"lang":"en","type":"book","venue":"Medical Entomology and Zoology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Kana; Kanji; Mental lexicon; Linguistics; Psychology; Lexicon; Aphasiology; Psycholinguistics; Word processing; Cognition; Computer science; Aphasia; Cognitive psychology; Chinese characters","score_opus":0.03918076060347565,"score_gpt":0.32204706839626596,"score_spread":0.2828663077927903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W617692371","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.048943013,0.27491114,0.023125043,0.007442909,0.0031101345,0.00009136687,0.0003334805,0.00036095895,0.64168197],"genre_scores_gemma":[0.35311264,0.21910633,0.031297587,0.0056191585,0.002930262,0.0003079795,0.0010932159,0.00069920754,0.38583362],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999931,0.0000132138275,0.0000055202436,0.000014371366,0.000029063784,0.000006880795],"domain_scores_gemma":[0.9998306,0.000104539584,0.000011792711,0.00000818327,0.000027924463,0.000017001614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00016986302,0.0004466152,0.0003333706,0.0008460355,0.00080042484,0.0019396842,0.0004160945,0.00046671703,0.0050503355],"category_scores_gemma":[0.00056451623,0.00026849026,0.0002004518,0.0013494485,0.0017325092,0.0030304096,0.00061320036,0.0008176375,0.0012264345],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009198586,0.00007083787,0.0032986908,0.0026240856,0.000052510968,0.0006684048,0.05640874,0.00051986956,0.015212851,0.3357936,0.14860238,0.43665606],"study_design_scores_gemma":[0.000009599027,0.000039601302,0.019192282,0.0004265132,0.000029078228,0.00096652174,0.0045067016,0.00040319908,0.0009889351,0.04358036,0.9298346,0.000022586359],"about_ca_topic_score_codex":0.00389788,"about_ca_topic_score_gemma":0.014385527,"teacher_disagreement_score":0.0050503355,"about_ca_system_score_codex":0.00089157297,"about_ca_system_score_gemma":0.0008161176,"threshold_uncertainty_score":0.016895056},"labels":[],"label_agreement":null},{"id":"W632851366","doi":"","title":"Communication Strategies Used by Iranian Preintermediate EFL Learners in Oral Communication","year":2014,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Psychology; Linguistics; Mathematics education; Communication; Philosophy","score_opus":0.05339367106536634,"score_gpt":0.3172556050259638,"score_spread":0.26386193396059743,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W632851366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99740976,0.00018158506,0.00009496523,0.000048637587,0.000008306401,0.000012070733,0.000012211378,0.000003874136,0.002228661],"genre_scores_gemma":[0.99629885,0.0003421349,0.00032550446,0.00006600064,0.0000064204924,0.000018856752,0.00003503493,0.0000042473503,0.0029029874],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99939394,0.00017379226,0.00005910571,0.000068217625,0.00017083538,0.00013406874],"domain_scores_gemma":[0.9976961,0.00095132337,0.00045629236,0.000064219064,0.00055886654,0.0002732841],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007556709,0.00041322625,0.00026792873,0.0010940363,0.0008843409,0.0022328333,0.00040400386,0.0007576578,0.003136213],"category_scores_gemma":[0.0057368875,0.0001614748,0.00019291349,0.00044725917,0.00061400566,0.0008623712,0.000790778,0.00077954546,0.0007886738],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007561497,0.0012881395,0.37291735,0.00038616132,0.000062184736,0.0035151588,0.41987997,0.00020202692,0.028961997,0.00094374426,0.0010175214,0.17006959],"study_design_scores_gemma":[0.000054663768,0.0018426419,0.304236,0.0003088868,0.00014615423,0.006727748,0.66152763,0.0006782626,0.011106381,0.0008458754,0.012411443,0.00011436145],"about_ca_topic_score_codex":0.002026084,"about_ca_topic_score_gemma":0.0018300182,"teacher_disagreement_score":0.003136213,"about_ca_system_score_codex":0.00045434665,"about_ca_system_score_gemma":0.0009108346,"threshold_uncertainty_score":0.010491669},"labels":[],"label_agreement":null},{"id":"W637467092","doi":"","title":"Results of a Language Needs-Analysis Survey of Saga University Freshman and Sophomores in Native-Speaker Active English Classes","year":2010,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"TOEIC; Test of English as a Foreign Language; Mathematics education; Psychology; Pedagogy; English language; Medical education; Linguistics; Medicine","score_opus":0.025829097987159776,"score_gpt":0.24777884699461658,"score_spread":0.22194974900745681,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W637467092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981522,0.00005331769,0.000019308509,0.00025624043,0.0000048140114,0.000041478463,0.00050826947,0.0000064333863,0.00095802074],"genre_scores_gemma":[0.99728286,0.0001460545,0.000093754046,0.00028718988,0.000010351735,0.000104911975,0.0010270887,0.0000064629426,0.0010413158],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988594,0.0002122017,0.00020954695,0.00010197952,0.00031055984,0.00030629142],"domain_scores_gemma":[0.99447304,0.00079345785,0.0015031043,0.00013675306,0.0015654217,0.0015281294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022317127,0.00018744159,0.00034849078,0.0033060499,0.0009921021,0.0010921198,0.00059861515,0.00058705936,0.0027475855],"category_scores_gemma":[0.006673346,0.00030573228,0.00043306535,0.001958202,0.00034333536,0.001039887,0.0011875677,0.00066434976,0.00096820237],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006423369,0.0004138525,0.97877103,0.00005035451,0.000018404453,0.00013496233,0.010691261,0.000017967934,0.00037381027,0.000049701364,0.0019480736,0.0074663404],"study_design_scores_gemma":[0.000002428111,0.00009527963,0.98494184,0.000012890479,0.000004057686,0.00004433865,0.013814348,0.000039673865,0.00005859331,0.000010747496,0.00097069074,0.0000050907793],"about_ca_topic_score_codex":0.020343065,"about_ca_topic_score_gemma":0.030599922,"teacher_disagreement_score":0.020343065,"about_ca_system_score_codex":0.001209047,"about_ca_system_score_gemma":0.0012171639,"threshold_uncertainty_score":0.04044932},"labels":[],"label_agreement":null},{"id":"W642649725","doi":"","title":"The Use of Literature in EFL Classes","year":2014,"lang":"en","type":"article","venue":"Journal of academic and applied studies","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Legitimacy; English as a foreign language; Pedagogy; English language; Linguistics; Mathematics education; Sociology; Computer science; Psychology; Political science; Artificial intelligence; Philosophy","score_opus":0.08402482176244606,"score_gpt":0.3013840313274979,"score_spread":0.21735920956505184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W642649725","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28261185,0.08387971,0.011179745,0.06956202,0.0014029462,0.00021196282,0.000180561,0.0002512214,0.55072],"genre_scores_gemma":[0.9578347,0.019609455,0.0051958743,0.002541497,0.00061382545,0.00010902528,0.000057332312,0.00008055213,0.013957699],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.980566,0.013095107,0.0009976479,0.0011163157,0.00322371,0.0010012661],"domain_scores_gemma":[0.92573744,0.05560852,0.0058573578,0.0035234538,0.0057983943,0.0034748337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022486236,0.0002597747,0.0005906907,0.014731678,0.008691847,0.017597703,0.0018910392,0.0023620932,0.00508347],"category_scores_gemma":[0.039171606,0.00041527086,0.00022626497,0.009189673,0.021327067,0.015679272,0.010788612,0.003340031,0.0010737993],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004871617,0.00025436486,0.007915865,0.0012370647,0.000012518498,0.0016091738,0.3351331,0.00013626133,0.0011712606,0.27850392,0.008866007,0.3651117],"study_design_scores_gemma":[0.000017933173,0.0001711108,0.011478906,0.0064028804,0.000015281412,0.0020261637,0.16041687,0.00025587608,0.0022083526,0.073624544,0.74331945,0.00006266388],"about_ca_topic_score_codex":0.0017232577,"about_ca_topic_score_gemma":0.0028552986,"teacher_disagreement_score":0.022486236,"about_ca_system_score_codex":0.010796095,"about_ca_system_score_gemma":0.0077870027,"threshold_uncertainty_score":0.11892003},"labels":[],"label_agreement":null},{"id":"W643965492","doi":"10.82308/38132","title":"Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers","year":2002,"lang":"en","type":"book","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University; University of Essex; University of Ottawa; University of Washington","keywords":"Vietnamese; Linguistics; Psychology; Second-language acquisition; Computer science; Philosophy","score_opus":0.011524805624429384,"score_gpt":0.21908733331957528,"score_spread":0.20756252769514588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W643965492","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99977964,0.000019146126,0.0000134057755,0.0000046169143,2.0392278e-7,0.0000017154285,0.000004188326,2.453359e-7,0.00017676438],"genre_scores_gemma":[0.99959546,0.00002804917,0.000048604405,0.000007096237,3.3387863e-7,0.0000060247844,0.000020872281,7.867672e-7,0.0002927385],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999524,0.00016862132,0.000026513957,0.00009568973,0.000092282295,0.000092953036],"domain_scores_gemma":[0.99752444,0.0016290131,0.00028417198,0.000115070834,0.00029302822,0.0001542949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012279266,0.00023382485,0.00022974142,0.00057288504,0.00066935905,0.00072562677,0.000310937,0.00046093576,0.0017328301],"category_scores_gemma":[0.0031871295,0.00021917878,0.00027693147,0.0003735203,0.001119518,0.0007370386,0.0006451098,0.00033381712,0.0001773681],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004486344,0.00048452558,0.7066076,0.00013223871,0.00009350445,0.001498133,0.2390863,0.00014606658,0.025566638,0.00079232635,0.00012458721,0.025019431],"study_design_scores_gemma":[0.000010048022,0.00043727073,0.9550226,0.000011726733,0.000021501666,0.0007106921,0.04095789,0.00017464359,0.0017978256,0.00010921915,0.00072735833,0.000019190205],"about_ca_topic_score_codex":0.033869848,"about_ca_topic_score_gemma":0.044131488,"teacher_disagreement_score":0.033869848,"about_ca_system_score_codex":0.00076777255,"about_ca_system_score_gemma":0.0006388083,"threshold_uncertainty_score":0.06734544},"labels":[],"label_agreement":null},{"id":"W646103803","doi":"","title":"语言学习策略研究述评——兼评介《语言学习策略：30年研究与实践》","year":2010,"lang":"zh","type":"article","venue":"基础教育外语教学研究","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science","score_opus":0.02503542439054204,"score_gpt":0.24721600239398497,"score_spread":0.22218057800344293,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W646103803","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028480401,0.1383879,0.0042466754,0.14084211,0.0015171801,0.000049753035,0.00042697557,0.000090534835,0.68595845],"genre_scores_gemma":[0.84762174,0.05801097,0.0028034833,0.007741326,0.001478353,0.000049914095,0.0001665713,0.00007627899,0.08205128],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981989,0.00055204815,0.000072674404,0.00020791375,0.0006616124,0.00030684762],"domain_scores_gemma":[0.9972554,0.0013011988,0.0001830378,0.00010167604,0.00090614223,0.0002525375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002802274,0.00043964424,0.00032611354,0.0038203187,0.0057488782,0.0096358275,0.0011943852,0.0018233854,0.012218303],"category_scores_gemma":[0.0043848297,0.00026736833,0.00021260702,0.0051952624,0.025431026,0.0068479697,0.0016224772,0.0024976481,0.00089660136],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013792875,0.000017598808,0.0006565516,0.0002229431,0.000010038618,0.000056387555,0.007912795,0.0002361619,0.00013522325,0.9290906,0.023355205,0.03829258],"study_design_scores_gemma":[0.000015606638,0.000014384913,0.0061142417,0.00062572106,0.00002089626,0.00010146096,0.020091858,0.00030449335,0.00040811082,0.3330152,0.63925314,0.000034863573],"about_ca_topic_score_codex":0.5172314,"about_ca_topic_score_gemma":0.50314295,"teacher_disagreement_score":0.5172314,"about_ca_system_score_codex":0.03187929,"about_ca_system_score_gemma":0.03775692,"threshold_uncertainty_score":0.9712234},"labels":[],"label_agreement":null},{"id":"W648169597","doi":"10.1017/cbo9781139061018.010","title":"Perfection and design (interview 20 January 2009)","year":2012,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Perfection; Interface (matter); Psychology; Epistemology; Philosophy; Computer science","score_opus":0.07066344205233015,"score_gpt":0.2027577831431397,"score_spread":0.13209434109080953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W648169597","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10398626,0.006817451,0.012538698,0.4072297,0.0039314437,0.00029413903,0.0006672955,0.00029504477,0.46423995],"genre_scores_gemma":[0.43905786,0.0016896309,0.0035191432,0.07378514,0.0002517364,0.00041623347,0.00015298567,0.0002622334,0.480865],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99208975,0.005024085,0.00027181528,0.0005473389,0.0010864837,0.0009804916],"domain_scores_gemma":[0.99423814,0.0031835143,0.0002484776,0.00034036336,0.0011928922,0.0007966577],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013636215,0.00028493084,0.00028271493,0.0007422076,0.00861633,0.005642366,0.00081145484,0.0046834694,0.025873052],"category_scores_gemma":[0.015896356,0.0004786861,0.00039655704,0.0008610927,0.007736589,0.008211021,0.003650497,0.0063443845,0.0027521336],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000639742,0.000083166866,0.002080832,0.00017881232,0.000005534048,0.0005052028,0.4306411,0.00013551388,0.00070177036,0.15418755,0.37856394,0.032852616],"study_design_scores_gemma":[0.00000915295,0.000022445409,0.0010741013,0.00014070534,0.000002215768,0.00027983636,0.059942793,0.0000630055,0.00021528643,0.004252336,0.9339795,0.000018566878],"about_ca_topic_score_codex":0.020523403,"about_ca_topic_score_gemma":0.027101604,"teacher_disagreement_score":0.025873052,"about_ca_system_score_codex":0.010039674,"about_ca_system_score_gemma":0.0065904115,"threshold_uncertainty_score":0.08655405},"labels":[],"label_agreement":null},{"id":"W659638375","doi":"10.20381/ruor-12988","title":"Second language learning and identity: Cracking metaphors in ideological and poetic discourse in the third space","year":2008,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Poetry; Identity (music); Space (punctuation); Linguistics; Ideology; Sociology; Literature; Aesthetics; Art; Philosophy; Political science; Politics","score_opus":0.02469055083425124,"score_gpt":0.2839238537633195,"score_spread":0.25923330292906827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W659638375","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.698536,0.004281592,0.03927498,0.012816492,0.00065776095,0.000109889865,0.00005097382,0.00013603158,0.24413635],"genre_scores_gemma":[0.9898727,0.0004730973,0.0027331945,0.00032470294,0.000035038127,0.000054885666,0.000012595358,0.00004789496,0.0064458936],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9937006,0.0045967023,0.000094330164,0.0003292848,0.0006829567,0.00059618166],"domain_scores_gemma":[0.9962811,0.002201106,0.0004005023,0.00040695697,0.00028466355,0.0004257056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005121773,0.0009973956,0.0007873579,0.0025498716,0.012508964,0.015003758,0.0012354361,0.0023293898,0.0021856138],"category_scores_gemma":[0.0057540233,0.00031651114,0.00073815946,0.0016427516,0.05229893,0.012643865,0.01010314,0.004262612,0.00029437084],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002479958,0.000017863047,0.00069589866,0.00005765415,0.000005469567,0.0005636263,0.8532573,0.00007767861,0.0006543107,0.14057693,0.0004541966,0.0036143395],"study_design_scores_gemma":[0.000015253811,0.00006168475,0.0011013428,0.00022675969,0.000014598829,0.0009332911,0.85945666,0.0005538148,0.0011046248,0.032198545,0.104298025,0.000035371868],"about_ca_topic_score_codex":0.012490952,"about_ca_topic_score_gemma":0.010112844,"teacher_disagreement_score":0.015003758,"about_ca_system_score_codex":0.0067456667,"about_ca_system_score_gemma":0.004006349,"threshold_uncertainty_score":0.04894346},"labels":[],"label_agreement":null},{"id":"W6886149119","doi":"10.15027/16185","title":"高校生の英語学習動機に関する実証的研究","year":2003,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Confirmatory factor analysis; Exploratory factor analysis; Statistical analysis; Technical analysis","score_opus":0.03349810716652173,"score_gpt":0.24599453684112368,"score_spread":0.21249642967460194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6886149119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99927706,0.00001555628,0.000047046815,0.000016051326,4.8932003e-7,0.0000030352585,0.0000030029623,8.196374e-7,0.0006369442],"genre_scores_gemma":[0.9995869,0.000027271934,0.000110845984,0.00001001189,0.0000014631977,0.000005886865,0.000012732859,5.062253e-7,0.00024438143],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99947566,0.00011242067,0.000034181892,0.000053910204,0.00021102953,0.00011280666],"domain_scores_gemma":[0.99741626,0.0005309902,0.0008870158,0.00007310562,0.00038094682,0.000711679],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012285988,0.0001685817,0.00018986237,0.000628303,0.0006436715,0.0012235304,0.00020322166,0.00020701614,0.0013179573],"category_scores_gemma":[0.0033025856,0.00014257834,0.00017900423,0.00041280934,0.00075327314,0.0005813595,0.0006815137,0.00034715596,0.00017897114],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005463784,0.00025986953,0.9692899,0.00003964958,0.000028300712,0.000056053796,0.0069880737,0.00004135805,0.0015382642,0.0004848513,0.000100382495,0.021118572],"study_design_scores_gemma":[0.0000063985,0.00018821606,0.9912457,0.000012323955,0.000015459811,0.00004513925,0.007174891,0.00012976439,0.00038807423,0.00016387402,0.00062235014,0.0000077868735],"about_ca_topic_score_codex":0.0036400985,"about_ca_topic_score_gemma":0.008626274,"teacher_disagreement_score":0.0036400985,"about_ca_system_score_codex":0.0006061898,"about_ca_system_score_gemma":0.0010134339,"threshold_uncertainty_score":0.007237792},"labels":[],"label_agreement":null},{"id":"W6888508520","doi":"10.20381/ruor-29098","title":"Examining Saudi International Students’ Linguistic, Cultural, and Identity Experience in Canada: A Narrative Research Study","year":2023,"lang":"en","type":"article","venue":"uO Research (University of Ottawa)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Narrative; Identity (music); Thematic analysis; Theme (computing); Exploratory research; Study abroad; Narrative inquiry; Qualitative research","score_opus":0.33320747910751813,"score_gpt":0.43979149841884,"score_spread":0.10658401931132189,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6888508520","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9942766,0.00035822584,0.00021045077,0.0011620617,0.000027366994,0.000044068012,0.00011535853,0.00000557918,0.0038003642],"genre_scores_gemma":[0.99607,0.00074484316,0.00031482914,0.0003240154,0.000010610416,0.00003293799,0.00007735938,0.000010179386,0.0024152293],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99799806,0.0006160845,0.00007642172,0.00019723852,0.000401178,0.00071108365],"domain_scores_gemma":[0.99466336,0.0013110173,0.0005177075,0.00014884914,0.0016081168,0.0017509178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00269502,0.0007329534,0.00060731947,0.0019075377,0.020353265,0.006174487,0.0017061537,0.0014508022,0.0021116813],"category_scores_gemma":[0.005063713,0.0003935377,0.0003890351,0.0028505006,0.008088048,0.0021004665,0.005352516,0.0028124175,0.0002835877],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025944697,0.000027899257,0.008957723,0.000045714885,0.000004067345,0.0010567115,0.98498046,0.00003422059,0.0005455149,0.0006310815,0.00068324385,0.0030073968],"study_design_scores_gemma":[9.460665e-7,0.000012664424,0.003079218,0.000041174244,0.0000032865669,0.00012698123,0.99159425,0.000045815108,0.00013571566,0.000035742283,0.0049125375,0.000011615213],"about_ca_topic_score_codex":0.8130395,"about_ca_topic_score_gemma":0.9058343,"teacher_disagreement_score":0.18696052,"about_ca_system_score_codex":0.027477546,"about_ca_system_score_gemma":0.034058373,"threshold_uncertainty_score":0.37612307},"labels":[],"label_agreement":null},{"id":"W6891423097","doi":"10.37653/juah.2024.152467.1294","title":"The Role of Small-Group Discussions in the Enhancement of Iraqi EFL Learners' Speaking Skills","year":2024,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"First language; Arabic; Foreign language; English as a foreign language; Language proficiency; Process (computing); Communication skills; Language acquisition","score_opus":0.15808336315607255,"score_gpt":0.4847549621337411,"score_spread":0.3266715989776685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6891423097","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9777273,0.0006095365,0.0050735595,0.0010720453,0.0001434122,0.0012078362,0.000037989077,0.00017035869,0.013957973],"genre_scores_gemma":[0.9874758,0.00033952616,0.0092252,0.00014543148,0.000085819396,0.0007673453,0.000021985325,0.000017678547,0.0019212837],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99477464,0.004286276,0.0001087358,0.00022946141,0.00038156082,0.00021928294],"domain_scores_gemma":[0.96781397,0.026671538,0.0017530035,0.00062376366,0.0007944587,0.0023432958],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007799617,0.0005977856,0.00039602438,0.00063286937,0.0018311823,0.0013581727,0.0011031821,0.0007356261,0.00648696],"category_scores_gemma":[0.022228941,0.00017884659,0.000322885,0.00031667715,0.00084637007,0.0014980264,0.0021148731,0.00069953577,0.00066008314],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004024363,0.018888352,0.024000704,0.004176807,0.00012976624,0.0011494871,0.11936517,0.0011700646,0.028234039,0.0019889541,0.0030124146,0.79385984],"study_design_scores_gemma":[0.003940541,0.08571581,0.40808743,0.004444765,0.0010625441,0.0023110167,0.28607208,0.01076697,0.06436521,0.018601073,0.114240974,0.00039155636],"about_ca_topic_score_codex":0.00036754488,"about_ca_topic_score_gemma":0.0007786107,"teacher_disagreement_score":0.007799617,"about_ca_system_score_codex":0.0005591031,"about_ca_system_score_gemma":0.0014264169,"threshold_uncertainty_score":0.0412488},"labels":[],"label_agreement":null},{"id":"W6894052958","doi":"10.5281/zenodo.6840601","title":"IMPROVING THE PROFESSIONAL COMPETENCE OF FUTURE ENGLISH LANGUAGE TEACHERS THROUGH THEIR INTEREST IN AMERICAN, AUSTRALIAN, CANADIAN CULTURE","year":2022,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English language; Competence (human resources); Professional development; Language assessment; Continuing professional development; Linguistic competence","score_opus":0.0447612637640411,"score_gpt":0.24859362864933301,"score_spread":0.2038323648852919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6894052958","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03713408,0.0046165255,0.0070345495,0.07613796,0.012862429,0.00043517453,0.032014173,0.0025406345,0.8272245],"genre_scores_gemma":[0.12777835,0.004479207,0.012967242,0.0061905794,0.0012497762,0.0003339185,0.016493373,0.0016153397,0.82889223],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.996988,0.0002669559,0.00008291024,0.00021291661,0.0019451529,0.00050409307],"domain_scores_gemma":[0.98136705,0.0020339894,0.00054248946,0.0007946036,0.01315639,0.002105443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029830134,0.00038060683,0.0005208843,0.0026443454,0.0058050253,0.003924967,0.0011804799,0.0015618333,0.09234198],"category_scores_gemma":[0.010797374,0.0002432514,0.00039856212,0.0033904843,0.001689964,0.0016303229,0.0028055485,0.001266618,0.033406172],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004015439,0.0000116408355,0.0018144128,0.00047082643,0.0000030599092,0.0000961997,0.0042298487,0.000063299565,0.0031761103,0.0040384335,0.9203345,0.06572147],"study_design_scores_gemma":[0.0000053988715,0.000010076815,0.012514343,0.00030732845,0.00001188728,0.00012590704,0.0048144846,0.00009368868,0.0018436796,0.0006161855,0.979625,0.00003206298],"about_ca_topic_score_codex":0.43129435,"about_ca_topic_score_gemma":0.7500486,"teacher_disagreement_score":0.5687057,"about_ca_system_score_codex":0.010208621,"about_ca_system_score_gemma":0.024151675,"threshold_uncertainty_score":0.8575679},"labels":[],"label_agreement":null},{"id":"W6901756403","doi":"10.60692/kgc36-z2w05","title":"Percepción de mejora en el aprendizaje de una segunda lengua","year":2016,"lang":"es","type":"article","venue":"Greater South Information System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trent University","funders":"","keywords":"Context (archaeology); Work (physics); Affect (linguistics); Subject (documents)","score_opus":0.028217680440211813,"score_gpt":0.2404818819494058,"score_spread":0.212264201509194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6901756403","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9926214,0.00007983812,0.0006840033,0.00018284454,0.000010466042,0.000018566609,0.00001738043,0.000020203648,0.0063652685],"genre_scores_gemma":[0.99611217,0.00013796698,0.0007508614,0.00009371681,0.0000088789,0.000023305854,0.00002376271,0.000008688321,0.0028406254],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99833965,0.0008087742,0.000110378234,0.00015947547,0.00042087457,0.00016094897],"domain_scores_gemma":[0.98790526,0.0076482147,0.0018587448,0.00046880892,0.0014439216,0.0006749953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003922099,0.00033678787,0.00024764313,0.0010013866,0.00096343714,0.0030747498,0.0003271065,0.00081589684,0.0043484145],"category_scores_gemma":[0.014708574,0.00016947652,0.0002617233,0.0005213214,0.0013066261,0.0018431006,0.0017288069,0.0006955817,0.0005156413],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053423917,0.00047081694,0.33469725,0.0005939827,0.00008284133,0.0006873774,0.55270195,0.0004997471,0.015689267,0.0026474842,0.0017232028,0.089671806],"study_design_scores_gemma":[0.000047513826,0.0013163403,0.41245642,0.00041919848,0.00014664292,0.0005921269,0.55655247,0.0013648272,0.003959916,0.0020218445,0.021017274,0.00010538729],"about_ca_topic_score_codex":0.0029850376,"about_ca_topic_score_gemma":0.0047319564,"teacher_disagreement_score":0.0043484145,"about_ca_system_score_codex":0.0007343787,"about_ca_system_score_gemma":0.0009119779,"threshold_uncertainty_score":0.020742297},"labels":[],"label_agreement":null},{"id":"W6903481471","doi":"10.11575/prism/46502","title":"Canadian second language teachers’ technology use following the COVID-19 pandemic.","year":2023,"lang":"en","type":"other","venue":"University of Calgary","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Social media; Pandemic; Second language; Videoconferencing; Educational technology; Emerging technologies; Information technology; English as a second language; Electronic learning","score_opus":0.03153344333590354,"score_gpt":0.22785653927107066,"score_spread":0.1963230959351671,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6903481471","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98032606,0.0005592468,0.00016725645,0.0015343186,0.000029682984,0.00009108383,0.0027560506,0.00003969625,0.014496522],"genre_scores_gemma":[0.99302775,0.00072261825,0.00021735104,0.00016764685,0.0000043674795,0.000049475188,0.0008310923,0.000010617607,0.0049689915],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990709,0.00006597184,0.000040777515,0.00010638034,0.00040040992,0.00031561777],"domain_scores_gemma":[0.99543923,0.0005735846,0.0009116808,0.000109370136,0.0018080431,0.0011581368],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010226079,0.00031954827,0.0001889608,0.0015044693,0.0035983864,0.0021008772,0.00076966727,0.0007054584,0.0032084542],"category_scores_gemma":[0.0071147154,0.00031899245,0.0003171645,0.0025104568,0.0010253657,0.001164778,0.0017322799,0.0010973101,0.00057064655],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017518678,0.0001421009,0.7681651,0.0003188334,0.000017633536,0.00082006044,0.14796506,0.00034078222,0.00093481253,0.0005898888,0.010107903,0.07042254],"study_design_scores_gemma":[0.0000072765774,0.00006381172,0.91233647,0.00014202103,0.000011030928,0.00011908871,0.077380516,0.00024087346,0.00023215327,0.000050148235,0.009377595,0.000038949107],"about_ca_topic_score_codex":0.9851267,"about_ca_topic_score_gemma":0.99119735,"teacher_disagreement_score":0.022268748,"about_ca_system_score_codex":0.022268748,"about_ca_system_score_gemma":0.028977344,"threshold_uncertainty_score":0.16157186},"labels":[],"label_agreement":null},{"id":"W6911261399","doi":"10.5281/zenodo.10500678","title":"LANGUAGE TEACHING METHODS","year":2024,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Language assessment; Language education; Curriculum; Lingua franca; Comprehension approach; Language pedagogy; Language industry; Language transfer; Language acquisition","score_opus":0.06193165448102035,"score_gpt":0.32599378632710907,"score_spread":0.26406213184608873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6911261399","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022899676,0.004920159,0.20338139,0.0031605023,0.0046421303,0.012763173,0.0056108152,0.0058563557,0.73676586],"genre_scores_gemma":[0.07996819,0.003864771,0.216975,0.0032982444,0.00059195794,0.016105086,0.0036022116,0.0024844394,0.6731102],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99701214,0.0007371524,0.00029412413,0.0007157414,0.000981691,0.00025904062],"domain_scores_gemma":[0.9963786,0.0013027014,0.00013834861,0.0006473978,0.001173512,0.00035943947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003135098,0.0008986921,0.0007547774,0.0024011107,0.0018684755,0.003938979,0.0021083772,0.0012989392,0.24528426],"category_scores_gemma":[0.008532729,0.00038275938,0.00078591646,0.0018420509,0.0010294341,0.0018801678,0.004053462,0.0015429887,0.06870586],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034641344,0.00053624745,0.0008971034,0.0015304141,0.000015134136,0.00029009502,0.005212827,0.00037963438,0.0031278706,0.026651723,0.0759595,0.88505316],"study_design_scores_gemma":[0.00018727609,0.0002246983,0.0010230629,0.0005450193,0.000018397666,0.00040035608,0.0014368744,0.00037095946,0.0021584034,0.00796166,0.9856456,0.000027726552],"about_ca_topic_score_codex":0.001559792,"about_ca_topic_score_gemma":0.0021307475,"teacher_disagreement_score":0.24528426,"about_ca_system_score_codex":0.0020430097,"about_ca_system_score_gemma":0.004528301,"threshold_uncertainty_score":0.8205576},"labels":[],"label_agreement":null},{"id":"W6911685713","doi":"10.5281/zenodo.15170851","title":"PhD thesis: \"Why do many students perform poorly in English composition and reading comprehension, and are there any relationships between instruction and student performance?\"","year":2006,"lang":"en","type":"dissertation","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Reading (process); Composition (language); Component (thermodynamics); Reading comprehension; Extensive reading","score_opus":0.04680586678601888,"score_gpt":0.252437599042018,"score_spread":0.20563173225599912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6911685713","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60430866,0.017020924,0.0052903956,0.14765051,0.011686998,0.00048089432,0.010465891,0.0009749981,0.20212078],"genre_scores_gemma":[0.60340345,0.012376969,0.0038697333,0.010775751,0.0042276713,0.00035624404,0.0061807833,0.000433945,0.35837543],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992888,0.00009320072,0.00006224258,0.00014134517,0.0003314339,0.000082918785],"domain_scores_gemma":[0.9932514,0.0016401217,0.0006961558,0.00027009667,0.0030079107,0.0011343182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018190424,0.00046281837,0.00073000754,0.0007921355,0.00089415035,0.0015784475,0.0005121688,0.00095803756,0.039269023],"category_scores_gemma":[0.008413654,0.00012604933,0.0003303533,0.0005888821,0.0006449386,0.0008398371,0.0008246059,0.0011846127,0.013299042],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007843979,0.0015228816,0.071623854,0.0011091938,0.00008424025,0.00046475706,0.006009564,0.0003029939,0.01222666,0.0039646598,0.36834082,0.53356594],"study_design_scores_gemma":[0.00020039862,0.0020706237,0.55163425,0.0013142594,0.00029593817,0.0021312893,0.010171682,0.0011591144,0.020274045,0.009210634,0.40146095,0.00007678303],"about_ca_topic_score_codex":0.0008608728,"about_ca_topic_score_gemma":0.0015280312,"teacher_disagreement_score":0.039269023,"about_ca_system_score_codex":0.00041098407,"about_ca_system_score_gemma":0.001633991,"threshold_uncertainty_score":0.13136798},"labels":[],"label_agreement":null},{"id":"W6921753435","doi":"10.7939/r3-k35j-5330","title":"Failure Assessment of Pipelines Due to Microbiologically Influenced Corrosion","year":2022,"lang":"en","type":"dissertation","venue":"University of Alberta Library","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pipeline (software); Pipeline transport; Corrosion; Sampling (signal processing); Expert system; Current (fluid)","score_opus":0.009295368386067338,"score_gpt":0.214600988658426,"score_spread":0.20530562027235866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6921753435","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6837105,0.22593187,0.042553768,0.0030794945,0.00042182032,0.0007763381,0.009046598,0.00080758194,0.033671994],"genre_scores_gemma":[0.8825,0.08954894,0.020678902,0.00032746143,0.00007166262,0.000113653536,0.0027076842,0.000027529744,0.0040242393],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9966009,0.00033907456,0.00035155765,0.00026234955,0.0022260041,0.00022007975],"domain_scores_gemma":[0.99312687,0.0015787163,0.0016221929,0.000121052624,0.0034090925,0.00014210235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003916626,0.00072878523,0.00057066506,0.010953521,0.00068626134,0.0015502055,0.001187974,0.00058612594,0.00079049356],"category_scores_gemma":[0.005440421,0.00028556612,0.0010259169,0.004642796,0.0007808458,0.0006507424,0.00074554817,0.00040526595,0.00021028974],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030507456,0.00007269856,0.44150275,0.020402165,0.0006111907,0.0021327385,0.0047752173,0.009709365,0.016187195,0.0021016344,0.0135361245,0.48866385],"study_design_scores_gemma":[0.00001406556,0.0006245109,0.850754,0.008014583,0.0012852127,0.002794931,0.009076971,0.014293829,0.022806715,0.0015469262,0.08861266,0.00017555236],"about_ca_topic_score_codex":0.17334545,"about_ca_topic_score_gemma":0.32100248,"teacher_disagreement_score":0.17334545,"about_ca_system_score_codex":0.004163436,"about_ca_system_score_gemma":0.005690834,"threshold_uncertainty_score":0.34467292},"labels":[],"label_agreement":null},{"id":"W6925283817","doi":"10.18429/jacow-ipac2019-tupgw004","title":"Cls 2.2: Ultra-Brilliant Round Beams Using Pseudo Longitudinal Gradient Bends","year":2019,"lang":"en","type":"article","venue":"JACOW","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Chicken Farmers of Saskatchewan (Canada)","funders":"","keywords":"Transverse plane; Beam optics; Thermal emittance; Lattice (music); Beam (structure); Magnet; Aperture (computer memory)","score_opus":0.050025453257491755,"score_gpt":0.2618704578584863,"score_spread":0.21184500460099454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6925283817","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43676057,0.0022453293,0.47599024,0.0013898192,0.0008210959,0.0008960981,0.0025469635,0.009918519,0.06943137],"genre_scores_gemma":[0.6298856,0.0007475108,0.32263806,0.0005293346,0.0000958369,0.00055350136,0.001008763,0.0009565538,0.043584798],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99961436,0.000050573406,0.000022798678,0.000076314,0.0001634982,0.00007246642],"domain_scores_gemma":[0.9992293,0.00013794003,0.0001423619,0.000145535,0.00022948136,0.00011538387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081677706,0.00064806745,0.00033086736,0.00059799786,0.00040950498,0.00084700226,0.0013422007,0.00069993193,0.007315763],"category_scores_gemma":[0.000565224,0.00080872833,0.00034491188,0.00058890873,0.0005912196,0.00092381105,0.0008594614,0.0008875871,0.0030795143],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00076761545,0.000104466504,0.0008582177,0.00024189951,0.000017626538,0.0001294412,0.0003334279,0.002360315,0.9437386,0.01860177,0.0041733594,0.028673295],"study_design_scores_gemma":[0.00020912266,0.0007266427,0.0018855256,0.0000588513,0.000014781835,0.00049576454,0.000117605916,0.014527034,0.895392,0.0022232775,0.084215805,0.00013369766],"about_ca_topic_score_codex":0.0008472396,"about_ca_topic_score_gemma":0.0017366954,"teacher_disagreement_score":0.007315763,"about_ca_system_score_codex":0.0009976993,"about_ca_system_score_gemma":0.0006158967,"threshold_uncertainty_score":0.024473667},"labels":[],"label_agreement":null},{"id":"W6930278340","doi":"10.5281/zenodo.11708364","title":"Iso 22519 pdf","year":2024,"lang":"en","type":"other","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nucleofection; Frame (networking); Subpoena; Filter (signal processing); Work (physics)","score_opus":0.04495287636877218,"score_gpt":0.24550000569698108,"score_spread":0.2005471293282089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6930278340","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003999147,0.0012560099,0.0078996355,0.00064254185,0.002795382,0.00051517197,0.010153703,0.007084109,0.9692536],"genre_scores_gemma":[0.0024847945,0.0018270295,0.0044558,0.0006244319,0.00049278286,0.00026893461,0.012272047,0.0035248115,0.9740494],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.996073,0.00019040002,0.00024046907,0.00027118422,0.0029624484,0.0002625496],"domain_scores_gemma":[0.9938638,0.00034015832,0.00019237575,0.00065528165,0.0046119904,0.00033633035],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0023211907,0.00230791,0.0013407698,0.0064436747,0.0016892006,0.008807415,0.0045255763,0.0032403234,0.68842745],"category_scores_gemma":[0.007574244,0.0012252873,0.0014025264,0.004882632,0.0011230621,0.006164039,0.0029015034,0.0022571546,0.7277787],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008386537,0.000070932554,0.000084366824,0.00056782394,0.0000068415793,0.00009852181,0.000054513457,0.0002902643,0.002176673,0.006553961,0.82912916,0.160883],"study_design_scores_gemma":[0.000007504986,0.00002039983,0.0001443239,0.00008424402,0.000003701191,0.00006072674,0.00002445399,0.00005605245,0.0007733711,0.0006389537,0.9981774,0.000008783293],"about_ca_topic_score_codex":0.007299388,"about_ca_topic_score_gemma":0.0066828066,"teacher_disagreement_score":0.31157255,"about_ca_system_score_codex":0.0023257148,"about_ca_system_score_gemma":0.0037253664,"threshold_uncertainty_score":0.4444204},"labels":[],"label_agreement":null},{"id":"W6931304051","doi":"10.5281/zenodo.4111556","title":"WATCH The Silencing (2020) HD Full Movie online free axn","year":2020,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Gene silencing; Download; The Internet","score_opus":0.06616676376711823,"score_gpt":0.23562916293819217,"score_spread":0.16946239917107392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6931304051","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0023624403,0.00050881394,0.006304231,0.0009460288,0.0015535103,0.0003283316,0.015213394,0.018636338,0.9541469],"genre_scores_gemma":[0.008203415,0.00041885662,0.0035576948,0.0007744586,0.00014665748,0.00022786461,0.010172588,0.008778173,0.9677203],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99986446,0.000007411701,0.0000055421365,0.000024983974,0.000067930705,0.000029758325],"domain_scores_gemma":[0.9996346,0.000038014645,0.000008625062,0.00006497423,0.00015801746,0.00009578504],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00022950453,0.00076842326,0.00034737543,0.0005864822,0.0012013247,0.0017192626,0.0010446844,0.0009271703,0.8059225],"category_scores_gemma":[0.0007358522,0.00056837976,0.00054209295,0.00036891343,0.000306527,0.0014205282,0.0015826554,0.0013647765,0.59158057],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005768047,0.000019644678,0.00009551458,0.00014469428,0.0000040977425,0.000051789273,0.00010525629,0.00005731949,0.007207372,0.0015083954,0.9586,0.032148134],"study_design_scores_gemma":[0.00001724716,0.000021663545,0.00067147124,0.000036015754,0.0000057661596,0.00008817741,0.00007801722,0.000118919175,0.0053672534,0.00037393664,0.9932073,0.000014291921],"about_ca_topic_score_codex":0.005386573,"about_ca_topic_score_gemma":0.016384479,"teacher_disagreement_score":0.19407749,"about_ca_system_score_codex":0.00080057007,"about_ca_system_score_gemma":0.0005451412,"threshold_uncertainty_score":0.27682793},"labels":[],"label_agreement":null},{"id":"W6936570208","doi":"10.58067/5zg3-1b13","title":"Listening Strategies for Success","year":2023,"lang":"en","type":"book","venue":"Conestoga College Repository","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Conestoga College","funders":"","keywords":"Active listening; Informational listening; Listening comprehension; Vocabulary; Appreciative listening; Reflective listening","score_opus":0.03706284276092304,"score_gpt":0.2571152874744724,"score_spread":0.22005244471354934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6936570208","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0023338003,0.0043163225,0.004903974,0.0021720137,0.00057120144,0.000075085954,0.00006357699,0.0003596726,0.98520434],"genre_scores_gemma":[0.07839187,0.008918095,0.00989016,0.0017228735,0.00055763824,0.00027136845,0.00034701137,0.0007135676,0.8991874],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990644,0.00021802721,0.000043668617,0.0001189072,0.0003995346,0.00015546301],"domain_scores_gemma":[0.9989034,0.00037962408,0.00005248361,0.000117938886,0.00029750724,0.00024911104],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081924634,0.0013133591,0.00038611863,0.0018081969,0.0021048847,0.008300578,0.0011317946,0.0014506031,0.055465132],"category_scores_gemma":[0.0035328348,0.00024432898,0.00047230397,0.0008693107,0.0024707057,0.005356298,0.004281907,0.002552279,0.03102712],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030199766,0.000077788194,0.00040595361,0.00035183982,0.000009062168,0.0008570671,0.016759107,0.00013971943,0.0021486164,0.34569156,0.24051508,0.393014],"study_design_scores_gemma":[0.000006606218,0.00004365788,0.00056121295,0.0004905103,0.000008406778,0.0010282686,0.004253603,0.000132376,0.00051116815,0.042572767,0.95037484,0.000016560805],"about_ca_topic_score_codex":0.0012599173,"about_ca_topic_score_gemma":0.0021422878,"teacher_disagreement_score":0.055465132,"about_ca_system_score_codex":0.0011855203,"about_ca_system_score_gemma":0.0015395808,"threshold_uncertainty_score":0.18554938},"labels":[],"label_agreement":null},{"id":"W6944599672","doi":"10.18743/pub.00045967","title":"The influence of L2 on L1: metapragmatic judgments of L1 non-verbal greetings by Saudi L2 speakers of English - a mixed methods study","year":2020,"lang":"en","type":"dissertation","venue":"BIROn (Birkbeck, University of London)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Personality; Empathy; Politeness; Arabic; Variation (astronomy); Cultural diversity; Residence; Multiculturalism; Big Five personality traits","score_opus":0.013817482036920717,"score_gpt":0.2505385004923135,"score_spread":0.2367210184553928,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6944599672","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951935,0.00007395007,0.00008755956,0.000016358052,0.0000013341069,0.000016907308,0.000021201764,7.926628e-7,0.0002625611],"genre_scores_gemma":[0.9991792,0.0001044131,0.00029223983,0.000032075408,0.0000034274742,0.000040572646,0.000046696514,0.0000021915405,0.00029908592],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99635375,0.0022795703,0.00028119807,0.00029914975,0.0005819127,0.00020449463],"domain_scores_gemma":[0.9884587,0.0061453357,0.002778994,0.0005729459,0.0015394321,0.0005046186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004514301,0.0004848953,0.00044099265,0.00090850523,0.00094822014,0.0020006723,0.00047882323,0.0004283348,0.0013049708],"category_scores_gemma":[0.010753865,0.00031628218,0.0006035218,0.000600993,0.0009917425,0.0008526065,0.0013648232,0.00049956073,0.00020143471],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007759372,0.0004462133,0.68784773,0.00041335355,0.00024921328,0.0006285485,0.2811998,0.0000690179,0.004505572,0.00017921046,0.00013275589,0.023552587],"study_design_scores_gemma":[0.000016990054,0.00084153644,0.74880475,0.00014003126,0.000101375976,0.00046742798,0.24644011,0.00037337607,0.0013659856,0.0001343394,0.0012592386,0.00005477755],"about_ca_topic_score_codex":0.0072321063,"about_ca_topic_score_gemma":0.0142589,"teacher_disagreement_score":0.0072321063,"about_ca_system_score_codex":0.0007897873,"about_ca_system_score_gemma":0.0007586288,"threshold_uncertainty_score":0.023874223},"labels":[],"label_agreement":null},{"id":"W6944860294","doi":"10.18926/47024","title":"Motivation towards learning a second language (A Case Study-Part 1. Canada)","year":2002,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Second language; Neuroscience of multilingualism; Language acquisition; Second-language attrition; First language; Comprehension approach; Second-language acquisition","score_opus":0.04264600340540816,"score_gpt":0.24277547687850826,"score_spread":0.2001294734731001,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6944860294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96849936,0.0007070025,0.00041070106,0.0030265313,0.000038986975,0.0003907437,0.00051440037,0.000023591494,0.026388511],"genre_scores_gemma":[0.97509414,0.0012658397,0.0018414235,0.00067044876,0.000010004757,0.00019033965,0.0002851144,0.000015803287,0.020627007],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99671066,0.00054192584,0.00010454365,0.0002750033,0.0010430331,0.0013248499],"domain_scores_gemma":[0.9961217,0.00085517997,0.0003199979,0.00007972187,0.0010487011,0.0015746659],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014945037,0.00041185794,0.0004213429,0.002036487,0.021565,0.004092788,0.0015650346,0.0024918478,0.003537792],"category_scores_gemma":[0.0037643837,0.00034588441,0.00048726643,0.0051541505,0.003215321,0.0012008906,0.0021124722,0.0019917418,0.00034203182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002956445,0.0015168927,0.20589046,0.00078914134,0.000046762543,0.02574191,0.6177404,0.0016093756,0.0033435721,0.020103874,0.023007588,0.09991435],"study_design_scores_gemma":[0.000037992428,0.00023025856,0.14746083,0.00033735673,0.00003337609,0.003030483,0.72869515,0.00067316415,0.0016861804,0.000525626,0.11715203,0.00013748385],"about_ca_topic_score_codex":0.9804684,"about_ca_topic_score_gemma":0.99387413,"teacher_disagreement_score":0.057052102,"about_ca_system_score_codex":0.057052102,"about_ca_system_score_gemma":0.064600445,"threshold_uncertainty_score":0.41394395},"labels":[],"label_agreement":null},{"id":"W6949839602","doi":"10.5281/zenodo.15302900","title":"HOW TO TEACH SPEAKING: LINGUISTIC KNOWLEDGE","year":2025,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"First language; English language; Language transfer; Foreign language; Natural language","score_opus":0.05170623716192399,"score_gpt":0.27313850803898254,"score_spread":0.22143227087705855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6949839602","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016667904,0.014094614,0.042947892,0.20497084,0.0024719802,0.00012736555,0.00025993018,0.00061712484,0.71784234],"genre_scores_gemma":[0.61811006,0.03826977,0.070997976,0.04274163,0.0019826372,0.00039572956,0.00092136813,0.0007310968,0.22584978],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977714,0.0011182369,0.00011926848,0.00022961204,0.00052014255,0.00024134382],"domain_scores_gemma":[0.9953827,0.002263312,0.00024970324,0.0005048396,0.0007331424,0.0008662482],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035394633,0.00040135498,0.00043014687,0.001161791,0.0036193444,0.009983552,0.0012189605,0.0028283375,0.021745743],"category_scores_gemma":[0.009788478,0.00024833545,0.00036815982,0.00082652026,0.009658692,0.011619969,0.0032914649,0.004794482,0.010511876],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023867988,0.0003035406,0.0022556484,0.0007090635,0.000024122886,0.0007045003,0.075714566,0.00082099903,0.0014153788,0.3183357,0.15674883,0.4429438],"study_design_scores_gemma":[0.000008412779,0.00003234573,0.0013470869,0.0014237668,0.000010080336,0.00051854004,0.034702785,0.00046287608,0.0006423788,0.29629993,0.6645123,0.00003951315],"about_ca_topic_score_codex":0.007517668,"about_ca_topic_score_gemma":0.0075877327,"teacher_disagreement_score":0.021745743,"about_ca_system_score_codex":0.0029243217,"about_ca_system_score_gemma":0.0065731644,"threshold_uncertainty_score":0.07274675},"labels":[],"label_agreement":null},{"id":"W6962134968","doi":"10.15468/dl.vhunqz","title":"Occurrence Download","year":2024,"lang":"en","type":"dataset","venue":"Global Biodiversity Information Facility","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Matching (statistics); Download; Range (aeronautics); Alien","score_opus":0.02439084617300414,"score_gpt":0.22348150402268802,"score_spread":0.19909065784968388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6962134968","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000044164342,0.00003418962,0.000054448534,0.000037179394,0.000012971966,0.0000060232915,0.99842,0.00053307,0.00085804943],"genre_scores_gemma":[0.00014551175,0.00004143597,0.00023303459,0.0000459915,0.000003649798,0.00004121122,0.99867815,0.00017897773,0.00063207146],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989392,0.00014664239,0.00013624104,0.00038056384,0.00022728842,0.00017004537],"domain_scores_gemma":[0.9978339,0.00057913683,0.00018888284,0.0005829409,0.00056538836,0.0002496987],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009104633,0.0021251654,0.0015475352,0.005423915,0.0009794459,0.0027051407,0.0028782168,0.0019134706,0.15998696],"category_scores_gemma":[0.005532614,0.00089715514,0.0012780702,0.01058197,0.00046615637,0.0023115254,0.002642937,0.0019685342,0.24851918],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025449024,0.000010551763,0.00032017898,0.00048560032,0.000011928799,0.00001350339,0.000021426691,0.00011350891,0.00009267332,0.0003722247,0.9968688,0.001664288],"study_design_scores_gemma":[0.000051053816,0.000006650661,0.0012290537,0.0001418623,0.000010775154,0.000032407585,0.000057255267,0.00013353763,0.00015579455,0.0006882078,0.997479,0.000014302068],"about_ca_topic_score_codex":0.021613896,"about_ca_topic_score_gemma":0.03794711,"teacher_disagreement_score":0.840013,"about_ca_system_score_codex":0.0015974775,"about_ca_system_score_gemma":0.0024622537,"threshold_uncertainty_score":0.53520966},"labels":[],"label_agreement":null},{"id":"W6968981112","doi":"10.5281/zenodo.4790997","title":"DE LA COMPÉTENCE PRAGMATIQUE EN LANGUE SECONDE: UNE ÉTUDE DES RÉPONSES AUX COMPLIMENTS EN FRANÇAIS L1 ET L2 EN CONTEXTE CANADIEN","year":2021,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Expansive; Realization (probability); Competence (human resources); Pragmatics; French","score_opus":0.03258601084123446,"score_gpt":0.27376698153137813,"score_spread":0.24118097069014366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6968981112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966264,0.00024461988,0.00024689327,0.00017634337,0.0000072170506,0.000026192212,0.000030031037,0.0000037272662,0.0026386012],"genre_scores_gemma":[0.9975719,0.00018166551,0.00012972575,0.000046944322,0.000004078483,0.000024278494,0.00003742539,0.000003600388,0.0020003598],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99658954,0.001369326,0.00012131632,0.00034944882,0.00097008125,0.00060042215],"domain_scores_gemma":[0.99368215,0.0028709068,0.00066200155,0.00015074457,0.0018779233,0.0007562551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051613487,0.00082714466,0.0005512108,0.001728133,0.0030291567,0.004746783,0.0007479481,0.0016985841,0.0024134803],"category_scores_gemma":[0.012158258,0.00033545104,0.0007087739,0.0011416299,0.0042583765,0.0019701724,0.001602864,0.0024052532,0.0003438334],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027763617,0.00041671985,0.1613297,0.00018404733,0.00007711097,0.001502566,0.7934326,0.00051564706,0.0069873254,0.00239944,0.00056920375,0.032308],"study_design_scores_gemma":[0.00002850931,0.00043953347,0.54197073,0.00010153939,0.000037764486,0.0013642096,0.43619165,0.00090023666,0.0020117217,0.0003187286,0.016498996,0.00013630884],"about_ca_topic_score_codex":0.65109146,"about_ca_topic_score_gemma":0.45298156,"teacher_disagreement_score":0.34890854,"about_ca_system_score_codex":0.009603237,"about_ca_system_score_gemma":0.008397331,"threshold_uncertainty_score":0.70192665},"labels":[],"label_agreement":null},{"id":"W6969344845","doi":"10.5683/sp3/dtctbq","title":"Labour Force Survey, November 2011 [Canada] [Rebased 2025]","year":2023,"lang":"en","type":"dataset","venue":"Borealis","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Statistics Canada","funders":"","keywords":"Unemployment; Current Population Survey; Government (linguistics); Population; Wage; Descriptive statistics; Discouraged worker; Minimum wage","score_opus":0.04875863030192784,"score_gpt":0.26255147617328833,"score_spread":0.2137928458713605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6969344845","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00074060383,0.0013082151,0.00031028513,0.0030557648,0.0012715565,0.00078528764,0.9644399,0.00020936281,0.027878953],"genre_scores_gemma":[0.0077989977,0.0047582746,0.002859241,0.0051802695,0.00030857124,0.0023310613,0.9003514,0.00022663255,0.07618556],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99480575,0.00033238705,0.00049528625,0.0004246963,0.003112455,0.00082957686],"domain_scores_gemma":[0.97579205,0.00047085292,0.0004356865,0.000411352,0.02193356,0.0009564891],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038934408,0.0012862269,0.0014100261,0.0041937362,0.0032059604,0.003018443,0.0036447917,0.0014219343,0.0387322],"category_scores_gemma":[0.017043337,0.0013005871,0.0013814016,0.012134119,0.000643428,0.001683946,0.0014051026,0.003974578,0.023970345],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002635034,0.0000133680505,0.0020219663,0.00028430833,0.000012756977,0.000011583169,0.00005184191,0.000068123074,0.000022202968,0.0005026503,0.98944736,0.007537475],"study_design_scores_gemma":[0.00007551012,0.00002103283,0.12273341,0.0008730209,0.000045812307,0.000028663853,0.00048141897,0.00018912514,0.00007899397,0.00031246824,0.87510127,0.000059236758],"about_ca_topic_score_codex":0.9880349,"about_ca_topic_score_gemma":0.9915217,"teacher_disagreement_score":0.052772485,"about_ca_system_score_codex":0.052772485,"about_ca_system_score_gemma":0.121686965,"threshold_uncertainty_score":0.38289297},"labels":[],"label_agreement":null},{"id":"W6976586767","doi":"10.60713/pist-164611","title":"Modélisation hydrogéologique et du transport des radionucléides dans la nappe côtière de Marsa Dhouiba au niveau de la centrale nucléaire projetée sur le site de Marsa Douiba","year":2015,"lang":"fr","type":"dissertation","venue":"Tunisian Scientific and Technical Information Portal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nappe; Nova scotia; Informal settlements; Alluvion","score_opus":0.013600125318268297,"score_gpt":0.24303783581854782,"score_spread":0.22943771050027953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6976586767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97946405,0.00022206252,0.010064588,0.00024275391,0.00002815878,0.00006968062,0.002262285,0.00045003288,0.0071964557],"genre_scores_gemma":[0.9823857,0.00030524287,0.009405486,0.000031891683,0.000006034328,0.00009637042,0.0017211363,0.000073654635,0.0059744217],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99993443,0.000008933488,0.0000031366997,0.000022999011,0.000015656542,0.000014870861],"domain_scores_gemma":[0.99987376,0.000054010732,0.000009578672,0.000010443104,0.00003691254,0.000015264195],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001947355,0.00068497646,0.00044063968,0.00042245875,0.0005512197,0.0011319525,0.0006956815,0.0009944026,0.002323745],"category_scores_gemma":[0.0003052133,0.00038212302,0.0008752175,0.00055479206,0.0003536012,0.00044873822,0.0003736148,0.00057880103,0.00030251965],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000091133006,0.00006183251,0.012818911,0.000085702944,0.000050275226,0.0001600249,0.000108112225,0.9670347,0.0127387345,0.0005413944,0.0002933934,0.0060157683],"study_design_scores_gemma":[0.00006445661,0.00010023072,0.022128157,0.000022708758,0.000041563322,0.000035671692,0.00019171018,0.968746,0.0054843216,0.00037887803,0.002773261,0.00003300861],"about_ca_topic_score_codex":0.21774969,"about_ca_topic_score_gemma":0.1776521,"teacher_disagreement_score":0.21774969,"about_ca_system_score_codex":0.001969054,"about_ca_system_score_gemma":0.0019400571,"threshold_uncertainty_score":0.4329645},"labels":[],"label_agreement":null},{"id":"W6976625001","doi":"10.60692/53hbf-7g629","title":"Percepción de mejora en el aprendizaje de una segunda lengua","year":2016,"lang":"es","type":"article","venue":"Greater South Information System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trent University","funders":"","keywords":"Context (archaeology); Work (physics); Affect (linguistics); Subject (documents)","score_opus":0.028217680440211813,"score_gpt":0.2404818819494058,"score_spread":0.212264201509194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6976625001","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9926214,0.00007983812,0.0006840033,0.00018284454,0.000010466042,0.000018566609,0.00001738043,0.000020203648,0.0063652685],"genre_scores_gemma":[0.99611217,0.00013796698,0.0007508614,0.00009371681,0.0000088789,0.000023305854,0.00002376271,0.000008688321,0.0028406254],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99833965,0.0008087742,0.000110378234,0.00015947547,0.00042087457,0.00016094897],"domain_scores_gemma":[0.98790526,0.0076482147,0.0018587448,0.00046880892,0.0014439216,0.0006749953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003922099,0.00033678787,0.00024764313,0.0010013866,0.00096343714,0.0030747498,0.0003271065,0.00081589684,0.0043484145],"category_scores_gemma":[0.014708574,0.00016947652,0.0002617233,0.0005213214,0.0013066261,0.0018431006,0.0017288069,0.0006955817,0.0005156413],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053423917,0.00047081694,0.33469725,0.0005939827,0.00008284133,0.0006873774,0.55270195,0.0004997471,0.015689267,0.0026474842,0.0017232028,0.089671806],"study_design_scores_gemma":[0.000047513826,0.0013163403,0.41245642,0.00041919848,0.00014664292,0.0005921269,0.55655247,0.0013648272,0.003959916,0.0020218445,0.021017274,0.00010538729],"about_ca_topic_score_codex":0.0029850376,"about_ca_topic_score_gemma":0.0047319564,"teacher_disagreement_score":0.0043484145,"about_ca_system_score_codex":0.0007343787,"about_ca_system_score_gemma":0.0009119779,"threshold_uncertainty_score":0.020742297},"labels":[],"label_agreement":null},{"id":"W6976855821","doi":"10.60692/a7j1z-wdn17","title":"All‐Optical Parametric‐Assisted Oversampling and Decimation for Signal Denoising Amplification","year":2023,"lang":"en","type":"article","venue":"Greater South Information System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institut National de la Recherche Scientifique","funders":"","keywords":"Decimation; Oversampling; Narrowband; Sampling (signal processing); Noise (video); Signal processing; SIGNAL (programming language); Lossless compression; Parametric statistics","score_opus":0.14226650041225936,"score_gpt":0.26486252311973035,"score_spread":0.122596022707471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6976855821","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43851396,0.0015813777,0.53494036,0.0004389169,0.00018974126,0.0000951885,0.000080555554,0.00083964673,0.02332024],"genre_scores_gemma":[0.88824564,0.00064782216,0.10367711,0.00009016863,0.000051262985,0.00003399449,0.000050911323,0.00004669872,0.007156371],"study_design_codex":"bench_or_experimental","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9998658,0.000017508093,0.0000054083516,0.000025562806,0.00006976193,0.000016013233],"domain_scores_gemma":[0.9998436,0.000051203744,0.000033690514,0.000027377244,0.00003425391,0.000009853269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020261935,0.0002904728,0.00016242682,0.00024028725,0.00018806728,0.00038660743,0.00035064746,0.00023582081,0.0015813133],"category_scores_gemma":[0.00032393794,0.00013602908,0.0001250436,0.0002268696,0.0003686153,0.00043603085,0.00045629154,0.00036268393,0.00030896542],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014585402,0.0000734965,0.00056691124,0.00010405641,0.000013191945,0.00009509693,0.00008051123,0.004673948,0.88881356,0.011467937,0.00070400065,0.09326129],"study_design_scores_gemma":[0.000017061895,0.00018073367,0.00074122887,0.000012495361,0.000012118891,0.00016374662,0.00002663847,0.075855836,0.90829927,0.0014908134,0.013184908,0.000015131635],"about_ca_topic_score_codex":0.00023063445,"about_ca_topic_score_gemma":0.00064561603,"teacher_disagreement_score":0.0015813133,"about_ca_system_score_codex":0.00033604493,"about_ca_system_score_gemma":0.00025733034,"threshold_uncertainty_score":0.0052900314},"labels":[],"label_agreement":null},{"id":"W6977096590","doi":"10.6084/m9.figshare.17696371.v1","title":"Additional file 9 of Cocktail biosynthesis of triacylglycerol by rational modulation of diacylglycerol acyltransferases in industrial oleaginous Aurantiochytrium","year":2021,"lang":"en","type":"article","venue":"Figshare","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Biosynthesis; Diacylglycerol kinase; Acyltransferases; Enzyme; Diglyceride","score_opus":0.05321590937868091,"score_gpt":0.22110851021832326,"score_spread":0.16789260083964236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6977096590","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0002220383,0.000024310102,0.00044778263,0.00008772087,0.000053750748,0.00006466294,0.9970385,0.0010180027,0.0010433064],"genre_scores_gemma":[0.004966608,0.00013877888,0.003911807,0.00028526894,0.000049617523,0.0009769092,0.980659,0.0015070577,0.0075049917],"study_design_codex":"not_applicable","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99914277,0.00008909231,0.00012848001,0.00020763317,0.00027026213,0.00016169317],"domain_scores_gemma":[0.9922585,0.005310467,0.00034272388,0.0006165815,0.0011291615,0.0003425866],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015802152,0.0015766668,0.0023180456,0.0027615565,0.0014907519,0.0023091226,0.0028476787,0.0017756874,0.87582344],"category_scores_gemma":[0.011747589,0.0010731167,0.0014032759,0.0047684875,0.00039612743,0.0023588357,0.0016168723,0.0015171351,0.2628346],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009412091,0.000263958,0.0016509072,0.005814733,0.000090874826,0.0002239574,0.0001524864,0.00086581154,0.003076696,0.0011838074,0.9726139,0.0131216915],"study_design_scores_gemma":[0.0061137103,0.0007331052,0.023440732,0.0027396546,0.00027068047,0.00058253534,0.00053545483,0.0029640095,0.0080752475,0.009181005,0.94503045,0.00033333403],"about_ca_topic_score_codex":0.0057951454,"about_ca_topic_score_gemma":0.009873812,"teacher_disagreement_score":0.87582344,"about_ca_system_score_codex":0.0013638579,"about_ca_system_score_gemma":0.0022617306,"threshold_uncertainty_score":0.17712283},"labels":[],"label_agreement":null},{"id":"W6977379038","doi":"10.6084/m9.figshare.c.5311263","title":"Clinical characteristics and burden of illness in patients with hereditary angioedema: findings from a multinational patient survey","year":2021,"lang":"en","type":"other","venue":"Figshare","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Hereditary angioedema; Anxiety; Depression (economics); Angioedema; Quality of life (healthcare); Disease; Hospital Anxiety and Depression Scale; Questionnaire","score_opus":0.044840226562158095,"score_gpt":0.26480730576663547,"score_spread":0.2199670792044774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6977379038","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99868816,0.00009420159,0.000026493226,0.000069402166,0.0000029107287,0.000011444527,0.00087118533,0.0000020669388,0.0002341845],"genre_scores_gemma":[0.9991967,0.000055687487,0.00004121387,0.000041273892,0.000005032852,0.000015309648,0.00059514376,7.6319577e-7,0.00004899153],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918777,0.0003310605,0.00012974793,0.00011648557,0.0001435865,0.00009142699],"domain_scores_gemma":[0.9975485,0.00036302686,0.00140288,0.00010238998,0.00017866382,0.0004045571],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011754099,0.00018937023,0.0003007124,0.0007875117,0.00030639494,0.00056316244,0.000324911,0.00038768025,0.0010210187],"category_scores_gemma":[0.002711957,0.00017431997,0.00035132119,0.0014285689,0.00023094098,0.0005402572,0.00064473087,0.00047214414,0.00015245969],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017690709,0.00001865666,0.99946195,0.0000047032167,0.000015646201,0.000020746658,0.000041822204,0.000016859902,0.000033320997,0.0000030432147,0.00006898434,0.0002966132],"study_design_scores_gemma":[0.0000025468323,0.000025568941,0.99966335,0.0000025588029,0.000005569232,0.000058306443,0.000110921086,0.000069516456,0.000008845277,0.0000028697957,0.000048485523,0.0000014286599],"about_ca_topic_score_codex":0.006208687,"about_ca_topic_score_gemma":0.007162053,"teacher_disagreement_score":0.006208687,"about_ca_system_score_codex":0.00038137223,"about_ca_system_score_gemma":0.00029088295,"threshold_uncertainty_score":0.012345076},"labels":[],"label_agreement":null},{"id":"W6977606944","doi":"10.6084/m9.figshare.c.3860617.v1","title":"Primary care physician referral patterns in Ontario, Canada: a descriptive analysis of self-reported referral data","year":2017,"lang":"en","type":"other","venue":"Figshare","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Referral; Specialty; Primary care; Descriptive statistics; Patient referral; Primary health care; Health care; Health professionals","score_opus":0.1551412439441875,"score_gpt":0.27686375433874744,"score_spread":0.12172251039455995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6977606944","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9820192,0.0010520826,0.00018936531,0.0003905334,0.00001231767,0.00018605063,0.013901008,0.000027917644,0.0022215906],"genre_scores_gemma":[0.99501723,0.0005416907,0.00033262992,0.0001635694,0.000007920309,0.000089772606,0.0033389246,0.000008367157,0.0005000036],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99641776,0.00030132683,0.00050033163,0.0004912497,0.0016063523,0.0006829022],"domain_scores_gemma":[0.986521,0.0015423866,0.004003536,0.00033083456,0.0058574253,0.0017447611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016921278,0.00029929803,0.0005044396,0.0033712443,0.0025374058,0.0015309469,0.0013624732,0.00044399188,0.0013942795],"category_scores_gemma":[0.00795736,0.00044714403,0.00053517293,0.0109092,0.0010829283,0.00047461147,0.0011254621,0.00044316353,0.00019334973],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003290303,0.000018568682,0.99497294,0.000084423235,0.000036157522,0.00008006718,0.0016670455,0.000055547407,0.00010914223,0.00003364099,0.0009870317,0.0019225436],"study_design_scores_gemma":[0.0000038013707,0.000015802201,0.9974118,0.00003371355,0.000012000649,0.00004537121,0.0016449047,0.0001603273,0.000025857827,0.000008031133,0.00063152134,0.000006978601],"about_ca_topic_score_codex":0.99110913,"about_ca_topic_score_gemma":0.99442625,"teacher_disagreement_score":0.036648516,"about_ca_system_score_codex":0.036648516,"about_ca_system_score_gemma":0.043844108,"threshold_uncertainty_score":0.26590478},"labels":[],"label_agreement":null},{"id":"W6979712493","doi":"","title":"Accent, intelligibility, and identity in international teaching assistants and internationally-educated instructors","year":2018,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Alberta; University of Manitoba","keywords":"Intelligibility (philosophy); Stress (linguistics); Identity (music); Context (archaeology); Field (mathematics)","score_opus":0.02491067709729468,"score_gpt":0.2752659696430844,"score_spread":0.25035529254578975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6979712493","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99489933,0.0002938812,0.0001617865,0.0003035708,0.000031336232,0.000008810523,0.00000587348,0.0000025757454,0.004292938],"genre_scores_gemma":[0.9976215,0.00024377092,0.00025958734,0.00009391414,0.00003204123,0.000013080815,0.000008710303,0.0000033622036,0.001724119],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9969597,0.0015042166,0.00018577652,0.00025646255,0.0007608088,0.00033305367],"domain_scores_gemma":[0.9913367,0.003610955,0.0018244862,0.00033571103,0.00089269906,0.001999369],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006841652,0.00021130976,0.00042954308,0.001145054,0.0024650171,0.006746494,0.00057131104,0.00055403274,0.0024437495],"category_scores_gemma":[0.014872917,0.00021993472,0.00035042258,0.00059689715,0.0020948919,0.0020603715,0.0028247933,0.0013762179,0.00032045343],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020026974,0.00080809026,0.4948079,0.0001300703,0.000060695464,0.00065473444,0.4461391,0.00008438198,0.00095681124,0.0038215115,0.00072738796,0.051609047],"study_design_scores_gemma":[0.00001893939,0.0004109202,0.49264646,0.00013885887,0.000041017644,0.00034804206,0.49877533,0.00024792046,0.00041314028,0.0016582375,0.005263938,0.000037217287],"about_ca_topic_score_codex":0.0047311387,"about_ca_topic_score_gemma":0.0068781106,"teacher_disagreement_score":0.006841652,"about_ca_system_score_codex":0.00091998273,"about_ca_system_score_gemma":0.001508119,"threshold_uncertainty_score":0.036182523},"labels":[],"label_agreement":null},{"id":"W6979951210","doi":"","title":"Antiken der Sammlung Axel Guttmann und aus anderem Besitz : 58. Auktion : Mittwoch, 7. Oktober 2009, ... , ... Hermann Historica OHG, München = Antiquities including pieces from the Axel Guttmann Collection","year":2009,"lang":"de","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Period (music); Shadow (psychology); Verisimilitude; Quarter (Canadian coin)","score_opus":0.039922645240608116,"score_gpt":0.27809093181511657,"score_spread":0.23816828657450845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6979951210","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007217735,0.13073611,0.0015622731,0.18623573,0.09491801,0.00015618067,0.0037010086,0.00082688784,0.57464606],"genre_scores_gemma":[0.021844162,0.012435617,0.0005551851,0.009987162,0.0045784935,0.00006219884,0.00053060066,0.00068618415,0.9493205],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99908304,0.00016595203,0.00005313512,0.0001350478,0.00041125226,0.00015152445],"domain_scores_gemma":[0.9993709,0.00015155971,0.000070452916,0.000059168808,0.00023470468,0.00011331742],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011184285,0.0006844599,0.00041877135,0.00094581733,0.0048793354,0.0034281523,0.00048458387,0.0020134365,0.08043027],"category_scores_gemma":[0.0034102905,0.00042731076,0.00019404509,0.0011481171,0.0013150952,0.0025007592,0.002180297,0.0029799163,0.031209722],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025270048,0.0000034366199,0.000071425275,0.000059090038,0.0000015691601,0.000045753917,0.0006469015,0.000011788032,0.00013979245,0.004183894,0.9779304,0.01688069],"study_design_scores_gemma":[0.0000010175204,0.0000015277586,0.00021454573,0.0000461152,5.047872e-7,0.000021919628,0.00017319154,0.0000030508045,0.000076627,0.00018012438,0.99927884,0.000002487343],"about_ca_topic_score_codex":0.015829368,"about_ca_topic_score_gemma":0.0433682,"teacher_disagreement_score":0.08043027,"about_ca_system_score_codex":0.0025510543,"about_ca_system_score_gemma":0.0020573668,"threshold_uncertainty_score":0.26906604},"labels":[],"label_agreement":null},{"id":"W6980028140","doi":"","title":"Architectural drawings as investigating devices architecture's changing scope in the 20th century","year":2023,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Architecture; Urbanism; Architectural theory; Architectural drawing; Representation (politics); Scope (computer science); CLARITY; Interpretation (philosophy); Urban design","score_opus":0.03379731531800348,"score_gpt":0.26597678933113084,"score_spread":0.23217947401312736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6980028140","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04045986,0.013685145,0.014449274,0.009392831,0.0009643949,0.00004809748,0.00011891442,0.00015559363,0.92072594],"genre_scores_gemma":[0.83592534,0.0103352815,0.0074476106,0.00097280147,0.00030140625,0.00014915827,0.00012429249,0.00015639911,0.14458768],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99712735,0.0017826736,0.00007315426,0.00015773466,0.0006322487,0.00022689064],"domain_scores_gemma":[0.99838233,0.0009311915,0.00014002516,0.00022558832,0.0002202947,0.000100508085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016813764,0.0005990312,0.00022756349,0.003036188,0.0034679917,0.012156998,0.00096661795,0.0018387213,0.006336987],"category_scores_gemma":[0.0038823034,0.0003703098,0.0003093374,0.004226569,0.02246743,0.0068463357,0.0042556636,0.0023639097,0.00068759423],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000058863866,0.0000022648615,0.00013389165,0.000034360095,0.0000012134878,0.00005701357,0.018263489,0.00017624199,0.00012831087,0.96673656,0.0033226954,0.011138099],"study_design_scores_gemma":[0.000009390534,0.000018374905,0.00077044865,0.000302915,0.0000072089797,0.0002009915,0.020913577,0.0004059677,0.00031240808,0.11807986,0.8589643,0.000014533416],"about_ca_topic_score_codex":0.0059559084,"about_ca_topic_score_gemma":0.008138058,"teacher_disagreement_score":0.012156998,"about_ca_system_score_codex":0.005139728,"about_ca_system_score_gemma":0.0022928296,"threshold_uncertainty_score":0.037291467},"labels":[],"label_agreement":null},{"id":"W6980117565","doi":"","title":"Attending to form and meaning in processing second language input : a study of advanced second language learners","year":2000,"lang":"en","type":"other","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second language; Meaning (existential); Second-language acquisition; English as a second language; Comprehension approach; First language; Language assessment","score_opus":0.004836256325268192,"score_gpt":0.1773416333687206,"score_spread":0.17250537704345242,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6980117565","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99756455,0.000049527906,0.00012218229,0.00004292132,0.000002412903,0.00002482175,0.000014564538,0.0000031016348,0.0021759768],"genre_scores_gemma":[0.9902867,0.00024571098,0.0009961991,0.0002095619,0.0000068287027,0.00014423748,0.000052645104,0.000016275877,0.008041822],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99928135,0.0001852583,0.000043376855,0.00015881004,0.00018885094,0.00014241874],"domain_scores_gemma":[0.99695,0.0016658503,0.00032950603,0.00016979595,0.00041035953,0.00047452716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012723658,0.0007128015,0.0008099936,0.0010137265,0.002706883,0.0048565995,0.0009175574,0.0013414205,0.005246822],"category_scores_gemma":[0.006487181,0.00066012406,0.00033421454,0.0007554844,0.0023687356,0.002688002,0.0021410955,0.0021587198,0.0012441409],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022734993,0.003070524,0.08088008,0.00019447827,0.000014586913,0.0020030506,0.8714995,0.00013158933,0.017693337,0.001046567,0.00053835,0.022700567],"study_design_scores_gemma":[0.00012537975,0.003411938,0.1352862,0.00012088233,0.000039332535,0.004607575,0.82774925,0.00072177907,0.007875391,0.0027921123,0.0171482,0.00012205999],"about_ca_topic_score_codex":0.009375086,"about_ca_topic_score_gemma":0.014542909,"teacher_disagreement_score":0.009375086,"about_ca_system_score_codex":0.0008454367,"about_ca_system_score_gemma":0.0016261891,"threshold_uncertainty_score":0.018641055},"labels":[],"label_agreement":null},{"id":"W6980866008","doi":"","title":"Critical Museum Theory/Museum Studies in Canada : A Conversation","year":2017,"lang":"en","type":"article","venue":"Érudit (Université de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conversation; Agency (philosophy); Narrative; Exposition (narrative); Ethnography; Field (mathematics)","score_opus":0.02708570971934659,"score_gpt":0.21453467021968495,"score_spread":0.18744896050033835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6980866008","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14848332,0.020943291,0.0018893122,0.5287814,0.0015235969,0.0001304027,0.00025706418,0.00006683804,0.29792476],"genre_scores_gemma":[0.92944056,0.0069632684,0.00069370936,0.02821605,0.00019401373,0.00006725877,0.0000463482,0.00012106221,0.034257874],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98878956,0.0032352263,0.00020082104,0.0008529488,0.0019073724,0.0050139427],"domain_scores_gemma":[0.9768519,0.010473075,0.00084647734,0.0003674823,0.0039365906,0.007524566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0115718255,0.00073704915,0.0010361618,0.0041192733,0.088673115,0.033286814,0.0054530464,0.013219824,0.01708101],"category_scores_gemma":[0.019427596,0.000973304,0.0008723701,0.008938272,0.05946234,0.012227895,0.012491375,0.019827835,0.00043223164],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007830513,0.00011193226,0.004274333,0.0002991195,0.000031790816,0.0012379751,0.40914476,0.00034337942,0.00027514636,0.48671156,0.07944385,0.018047819],"study_design_scores_gemma":[0.000024362304,0.000012920818,0.0051492043,0.0006516241,0.000030805415,0.000103992876,0.69554555,0.00024237801,0.00020122282,0.014352406,0.28361547,0.000070101065],"about_ca_topic_score_codex":0.99449605,"about_ca_topic_score_gemma":0.997047,"teacher_disagreement_score":0.30952638,"about_ca_system_score_codex":0.30952638,"about_ca_system_score_gemma":0.38793194,"threshold_uncertainty_score":0.8008515},"labels":[],"label_agreement":null},{"id":"W6982340750","doi":"","title":"ILDS Newsletter No. 24","year":2012,"lang":"en","type":"article","venue":"Murdoch Research Repository (Murdoch University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Summit; Evening; Executive committee; Vice president; Sense of humor","score_opus":0.11305778256674955,"score_gpt":0.2862228843930774,"score_spread":0.17316510182632788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6982340750","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00081694324,0.0025300942,0.00026214385,0.012725716,0.03032545,0.00015610985,0.0029675271,0.0012762556,0.9489398],"genre_scores_gemma":[0.0009225548,0.00054981484,0.0000683382,0.0020718907,0.0028040877,0.000032111195,0.0014712207,0.00012681077,0.9919531],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990465,0.000097511824,0.000042541058,0.00008956162,0.00054254016,0.00018131966],"domain_scores_gemma":[0.9974916,0.00025810237,0.0001082684,0.00014256146,0.0011489637,0.00085048744],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011384956,0.0009591577,0.0005892588,0.0016876005,0.0021603783,0.0055435835,0.0010385658,0.002491142,0.6437118],"category_scores_gemma":[0.003208872,0.00035885652,0.00056973734,0.0012812805,0.00036614685,0.0018131179,0.0018413137,0.0022805345,0.60686326],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001924919,0.00001864934,0.000053476804,0.000031146043,5.7748696e-7,0.000028752056,0.000010129554,0.000005238171,0.00007822785,0.00019357739,0.9842338,0.0153272],"study_design_scores_gemma":[0.0000053712347,0.000010375654,0.00028139487,0.000028835999,6.1629885e-7,0.000021198635,0.00003198494,0.0000116785295,0.000037782545,0.00006120933,0.9995072,0.0000024217372],"about_ca_topic_score_codex":0.0033524048,"about_ca_topic_score_gemma":0.008959323,"teacher_disagreement_score":0.6437118,"about_ca_system_score_codex":0.0011156576,"about_ca_system_score_gemma":0.00183965,"threshold_uncertainty_score":0.50820184},"labels":[],"label_agreement":null},{"id":"W6982900848","doi":"","title":"La figura simbólica de Sheherezade en la literatura femenina latinoamericana contemporánea","year":2012,"lang":"fr","type":"other","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Order (exchange); Identity (music)","score_opus":0.0036487573228077743,"score_gpt":0.15029189814249141,"score_spread":0.14664314081968363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6982900848","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0952792,0.042795196,0.0006805637,0.028779162,0.0013429587,0.00003315944,0.00069014146,0.00015511437,0.83024454],"genre_scores_gemma":[0.63871855,0.03328669,0.0016264138,0.0026027125,0.000736263,0.00010481861,0.0005005261,0.00021321316,0.32221085],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99966156,0.00010971963,0.000011732738,0.000051763218,0.000062437226,0.00010288172],"domain_scores_gemma":[0.99960893,0.00014911125,0.00005218462,0.000032060085,0.000110582674,0.000047131794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072761794,0.00031402815,0.0002056975,0.0032131178,0.004668485,0.0055054766,0.0003176599,0.00088792975,0.030086996],"category_scores_gemma":[0.0011291192,0.00015815486,0.00015880406,0.006081259,0.0035358071,0.0021144736,0.0017238214,0.0012873821,0.0013989314],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001304986,0.000035913923,0.0072792843,0.0006917439,0.0000152497405,0.00047376237,0.18015516,0.00007278207,0.0012598897,0.57890636,0.068844184,0.16213527],"study_design_scores_gemma":[0.0000070906726,0.0000092822465,0.009119272,0.0005928921,0.0000079663,0.00010974705,0.034552936,0.000020132464,0.00015195961,0.0031569859,0.952266,0.0000058257183],"about_ca_topic_score_codex":0.13511412,"about_ca_topic_score_gemma":0.2330162,"teacher_disagreement_score":0.13511412,"about_ca_system_score_codex":0.0049668574,"about_ca_system_score_gemma":0.0046337782,"threshold_uncertainty_score":0.26865536},"labels":[],"label_agreement":null},{"id":"W6983504175","doi":"","title":"Monetary and Career based Motives at the Core of EFL Programs: Problems and Solutions","year":2016,"lang":"en","type":"article","venue":"Dialnet (Universidad de la Rioja)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Commodification; Constructive; Publicity; Parallels; Curriculum; Core (optical fiber); Democracy","score_opus":0.038624418950173774,"score_gpt":0.221182671327803,"score_spread":0.18255825237762924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6983504175","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26457575,0.016108172,0.027587397,0.48457167,0.000922771,0.00018948049,0.00022496784,0.00017350783,0.20564632],"genre_scores_gemma":[0.9835437,0.002742824,0.0051835654,0.003720266,0.00028906294,0.00012463429,0.00004107933,0.000080570215,0.004274287],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9775237,0.014529444,0.00070565165,0.0016950305,0.0031762158,0.0023698974],"domain_scores_gemma":[0.9663766,0.019855753,0.003761694,0.0026664156,0.004456476,0.0028831253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022573404,0.0008221909,0.0008594295,0.0039168973,0.012191306,0.01594401,0.0038377645,0.0051006316,0.0059268675],"category_scores_gemma":[0.02861656,0.0006876627,0.00057066046,0.005469588,0.04388847,0.016027832,0.009560171,0.007272514,0.0005287794],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037143007,0.00014867536,0.012444359,0.00047058778,0.00002348154,0.00038789702,0.1513236,0.00027583554,0.00029036772,0.7760251,0.0042888774,0.054284118],"study_design_scores_gemma":[0.000026436344,0.000030865125,0.016725248,0.0013126126,0.000024370773,0.00029915918,0.5590126,0.0011301918,0.00050702767,0.32967156,0.0911741,0.00008578103],"about_ca_topic_score_codex":0.018227452,"about_ca_topic_score_gemma":0.024743967,"teacher_disagreement_score":0.022573404,"about_ca_system_score_codex":0.018688375,"about_ca_system_score_gemma":0.013965038,"threshold_uncertainty_score":0.13559425},"labels":[],"label_agreement":null},{"id":"W6985067466","doi":"","title":"9781317512776.pdf","year":2015,"lang":"en","type":"other","venue":"OAPEN (The OAPEN Foundation)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language policy; Reading (process); Language education; Language industry; Learner autonomy; Education policy; Adult education; Language acquisition","score_opus":0.04228641824073639,"score_gpt":0.2602134272677765,"score_spread":0.21792700902704012,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6985067466","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003481794,0.0016018644,0.0008274092,0.000613635,0.0006337542,0.000035824698,0.0015351932,0.0006058133,0.9937983],"genre_scores_gemma":[0.0016258787,0.0017370182,0.00062741875,0.00016592549,0.00013023084,0.000044244203,0.0012890628,0.00049137004,0.99388885],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999383,0.000087452645,0.000039838626,0.00008752891,0.00033375723,0.00006856935],"domain_scores_gemma":[0.9990928,0.0002484981,0.00006013815,0.00012409482,0.00024760273,0.00022685686],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00072991464,0.00078616134,0.00056676305,0.0022605483,0.0013289226,0.010219077,0.0009866087,0.0016778967,0.7673358],"category_scores_gemma":[0.0025827892,0.0004704906,0.00040827072,0.0038550687,0.00078616996,0.0048774374,0.004101417,0.0019056512,0.7016897],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021285605,0.00003891159,0.00019933403,0.00027147584,0.000002732358,0.000057012312,0.00027924436,0.00009567317,0.00028683766,0.014343191,0.67672825,0.3076762],"study_design_scores_gemma":[0.0000018669072,0.0000048835946,0.00022333217,0.00014975535,6.3273455e-7,0.00004515439,0.00010347275,0.000024147837,0.000060849492,0.0006548641,0.9987282,0.0000027886585],"about_ca_topic_score_codex":0.0026349877,"about_ca_topic_score_gemma":0.003776913,"teacher_disagreement_score":0.23266423,"about_ca_system_score_codex":0.0011551275,"about_ca_system_score_gemma":0.0015195155,"threshold_uncertainty_score":0.33186728},"labels":[],"label_agreement":null},{"id":"W6985099752","doi":"","title":"Data Politics","year":2019,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs; Agence Nationale de la Recherche; European Commission","keywords":"Politics; Big data; The Internet; Field (mathematics); Knowledge production; Open data; Psychological intervention","score_opus":0.12388364951658137,"score_gpt":0.2952234945879612,"score_spread":0.17133984507137984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6985099752","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004281577,0.0074136197,0.0048441268,0.026383203,0.0037398965,0.000054216078,0.0007951662,0.0005012456,0.95584035],"genre_scores_gemma":[0.01073235,0.006619176,0.002763109,0.013905391,0.002089184,0.000094963085,0.0011268439,0.000654812,0.9620142],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9944465,0.0013317174,0.00030840153,0.0011579819,0.0023206875,0.00043465963],"domain_scores_gemma":[0.99521744,0.001699934,0.00018820475,0.0013015365,0.0010895957,0.0005033677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036101493,0.0006093488,0.0005794076,0.001936796,0.00397471,0.017087288,0.0015474837,0.004611855,0.17049927],"category_scores_gemma":[0.012894105,0.0006323984,0.0006218597,0.003366619,0.005307594,0.015168776,0.007048827,0.005338729,0.111698866],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012009296,0.000011167111,0.00013268401,0.00009563463,0.0000046421505,0.000039465016,0.00066392584,0.00007658873,0.0001359574,0.47530416,0.4670723,0.05645147],"study_design_scores_gemma":[7.4835987e-7,0.0000011732374,0.00003097545,0.00005152794,4.5536558e-7,0.000030365498,0.00008340902,0.000021443711,0.00003502391,0.011627976,0.9881151,0.000001749543],"about_ca_topic_score_codex":0.0030919516,"about_ca_topic_score_gemma":0.0034279632,"teacher_disagreement_score":0.17049927,"about_ca_system_score_codex":0.0051850667,"about_ca_system_score_gemma":0.00383539,"threshold_uncertainty_score":0.5703769},"labels":[],"label_agreement":null},{"id":"W6985889639","doi":"","title":"Avant-Propos","year":2016,"lang":"fr","type":"article","venue":"OpenEdition (OpenEdition)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Power (physics); Point (geometry); Context (archaeology); State (computer science)","score_opus":0.027386451288879985,"score_gpt":0.2460171316973223,"score_spread":0.21863068040844233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6985889639","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007963082,0.011229629,0.017782694,0.054644324,0.020894129,0.0002523598,0.0022839496,0.0011347467,0.8838151],"genre_scores_gemma":[0.052803148,0.006522772,0.0117083,0.016432844,0.0024844783,0.00018129457,0.0024421283,0.0007345786,0.9066905],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99605775,0.00063386525,0.00018168426,0.00090065075,0.0015798864,0.00064615294],"domain_scores_gemma":[0.9956905,0.0005648708,0.00015963006,0.00055851706,0.0022091293,0.0008172283],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0025718452,0.0009017006,0.00057898066,0.0015906155,0.006091756,0.010924929,0.0020856308,0.003640031,0.15502942],"category_scores_gemma":[0.0097535625,0.0003825278,0.0008075121,0.0017536518,0.0021834497,0.0058875233,0.004606613,0.0037708608,0.072670616],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012560181,0.00008637584,0.0027744637,0.00041542648,0.00002870825,0.0008055664,0.003951809,0.00044565776,0.0012093636,0.30273527,0.51633877,0.17108299],"study_design_scores_gemma":[0.0000037442185,0.000008605344,0.00027505722,0.00013178625,0.000005505913,0.00015973687,0.00070568424,0.00009527142,0.00025215864,0.0062746517,0.99207777,0.000010011156],"about_ca_topic_score_codex":0.027989049,"about_ca_topic_score_gemma":0.05344294,"teacher_disagreement_score":0.8449706,"about_ca_system_score_codex":0.0067452034,"about_ca_system_score_gemma":0.0097009605,"threshold_uncertainty_score":0.518625},"labels":[],"label_agreement":null},{"id":"W6987204796","doi":"","title":"Shaun Finn on Class Actions History","year":2020,"lang":"en","type":"article","venue":"eYLS (Yale Law School)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Subject (documents); Action (physics); Favourite; Medievalism","score_opus":0.06901637451234126,"score_gpt":0.25121764990153994,"score_spread":0.18220127538919867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6987204796","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010235118,0.02418705,0.0007050229,0.25116584,0.0046621882,0.000043956337,0.000445087,0.00007163651,0.70848405],"genre_scores_gemma":[0.19799821,0.007336904,0.00037501784,0.08499404,0.00092460494,0.000057897363,0.00014821356,0.00010428036,0.70806086],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9971322,0.00045386294,0.000039675695,0.0003278112,0.00097462855,0.0010718687],"domain_scores_gemma":[0.99791354,0.0003998473,0.00007087212,0.00009606637,0.0010281428,0.0004914587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00198912,0.00044805647,0.00043338357,0.0013389757,0.029127616,0.0067798067,0.001651879,0.005150548,0.030462096],"category_scores_gemma":[0.003877011,0.0003304944,0.00035203298,0.0015560307,0.012531241,0.0043289093,0.002379793,0.008617569,0.002511632],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011824278,0.000018716943,0.00078731717,0.000027526848,0.0000051415077,0.00010826106,0.005401021,0.00007273151,0.0000582575,0.41916412,0.5553582,0.018986855],"study_design_scores_gemma":[0.000003680682,0.000004753799,0.0020549332,0.00020725609,0.0000033809515,0.000032838616,0.003247915,0.0000655393,0.00007023211,0.0096788565,0.9846079,0.0000226174],"about_ca_topic_score_codex":0.9722429,"about_ca_topic_score_gemma":0.98598665,"teacher_disagreement_score":0.9722429,"about_ca_system_score_codex":0.06691613,"about_ca_system_score_gemma":0.04659417,"threshold_uncertainty_score":0.4855128},"labels":[],"label_agreement":null},{"id":"W6987512185","doi":"","title":"A systematic review on the role of language anxiety for the language learners from a minority background","year":2022,"lang":"en","type":"dissertation","venue":"Oxford University Research Archive (ORA) (University of Oxford)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; Disadvantaged; Context (archaeology); Variety (cybernetics); Alienation; Phenomenon; Anxiety; Empirical research","score_opus":0.030760680560588397,"score_gpt":0.27433340957244173,"score_spread":0.24357272901185334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6987512185","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011478155,0.9971758,0.00011372388,0.0005343266,0.00014241252,0.00023569462,0.00025015115,0.000004608735,0.000395418],"genre_scores_gemma":[0.01237586,0.985414,0.00043386794,0.0008836778,0.00007759833,0.00050967355,0.00018678159,0.0000034955615,0.00011502474],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9883273,0.0041678436,0.004024612,0.000723792,0.0024355478,0.00032091443],"domain_scores_gemma":[0.9493655,0.039527643,0.0067654373,0.0005919237,0.0032846867,0.00046462726],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010028936,0.0011005846,0.0048235995,0.00873073,0.0009563668,0.0032355187,0.001704776,0.0022012,0.004094184],"category_scores_gemma":[0.05349923,0.00081591855,0.006638009,0.008162141,0.0011419589,0.0029067146,0.0017067573,0.0016644101,0.00026814773],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000931161,0.000019338671,0.0010207227,0.953644,0.0029916754,0.00012791503,0.0006154076,0.000042958683,0.00010678511,0.00036317031,0.0019595034,0.0390154],"study_design_scores_gemma":[0.00006511736,0.00009244811,0.003896803,0.9583042,0.017703425,0.00033323065,0.0005973972,0.000028030783,0.00008243405,0.00024171043,0.018634891,0.00002037473],"about_ca_topic_score_codex":0.012568687,"about_ca_topic_score_gemma":0.04512165,"teacher_disagreement_score":0.012568687,"about_ca_system_score_codex":0.0039690603,"about_ca_system_score_gemma":0.020342406,"threshold_uncertainty_score":0.053038776},"labels":[],"label_agreement":null},{"id":"W6987799115","doi":"","title":"Training Teachers of Chinese in Australia: Theoretical Foundations and Practical Applications","year":2022,"lang":"en","type":"book","venue":"NOVA (University of Newcastle Australia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Practicum; Training (meteorology); Foreign language; Teacher education; Chinese language; Language education; Second language; Language teacher","score_opus":0.27235199413429556,"score_gpt":0.3674457311894496,"score_spread":0.09509373705515406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6987799115","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07835777,0.04835533,0.017147545,0.028989308,0.0017669726,0.00051934185,0.00003919482,0.00008132011,0.8247433],"genre_scores_gemma":[0.45338446,0.051211614,0.038882945,0.0046914886,0.00026788036,0.0010646946,0.00007780515,0.00006591924,0.45035312],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995964,0.00022310101,0.000012177748,0.000028784416,0.000092866474,0.000046737583],"domain_scores_gemma":[0.9996321,0.0001969544,0.000018382301,0.000013204602,0.000071828916,0.000067482426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008270138,0.000324745,0.00019762415,0.0005556354,0.0020716626,0.0016987273,0.0007155938,0.0012078765,0.003029387],"category_scores_gemma":[0.0010260307,0.00024183869,0.0001342928,0.0008851447,0.002328601,0.0017948279,0.0014103854,0.0012473357,0.0004548474],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017780127,0.00035102284,0.0024809663,0.0012467934,0.000005941001,0.0018566062,0.13127756,0.0021627664,0.001158608,0.514413,0.09093638,0.25409254],"study_design_scores_gemma":[0.000017546281,0.00016202229,0.009591573,0.0023878843,0.000013986834,0.001737174,0.06893743,0.0056104693,0.00079229666,0.05722209,0.8534939,0.00003360631],"about_ca_topic_score_codex":0.025694996,"about_ca_topic_score_gemma":0.066300556,"teacher_disagreement_score":0.025694996,"about_ca_system_score_codex":0.003932354,"about_ca_system_score_gemma":0.00455795,"threshold_uncertainty_score":0.051090896},"labels":[],"label_agreement":null},{"id":"W6990123902","doi":"","title":"A critical exploration of the evolving identity and online pedagogical realisations of an EAP teacher during the COVID-19 pandemic: &#13;\\nan autoethnographic study at a Canadian public college","year":2022,"lang":"en","type":"dissertation","venue":"White Rose eTheses Online (University of Leeds, The University of Sheffield, University of York)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reflexivity; Thematic analysis; Context (archaeology); Identity (music); Competence (human resources); Teacher education; Reflective practice; Autoethnography; Transformative learning; Qualitative research","score_opus":0.1545514734684719,"score_gpt":0.31403234556225273,"score_spread":0.15948087209378084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990123902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95296925,0.00076857815,0.0035000483,0.015967846,0.0002559812,0.00024920845,0.00020254396,0.000062856765,0.02602384],"genre_scores_gemma":[0.9878583,0.0005806662,0.001377627,0.0016119038,0.00003483392,0.00009244214,0.000057467536,0.000058441085,0.008328403],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99389356,0.0033142166,0.00010251554,0.00055911596,0.00098661,0.0011440319],"domain_scores_gemma":[0.9930228,0.0032747302,0.0005674337,0.0003637751,0.0012191548,0.0015521551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005720003,0.00057153055,0.0005083571,0.0014801226,0.029008029,0.0087713525,0.00280296,0.0026583944,0.002185721],"category_scores_gemma":[0.010761791,0.0007327051,0.00033160663,0.0015766294,0.028010374,0.005000749,0.008488421,0.006070493,0.0004698524],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000066415882,0.000008724135,0.00094234553,0.000019379813,8.727934e-7,0.0006466022,0.9942676,0.000025218113,0.0003739683,0.0012318407,0.0010299494,0.0014467671],"study_design_scores_gemma":[0.0000010237513,0.0000073500073,0.0011065704,0.000050312945,0.0000011676151,0.00022174885,0.98267406,0.000047681922,0.00013512281,0.00017100634,0.015572519,0.000011516313],"about_ca_topic_score_codex":0.43686178,"about_ca_topic_score_gemma":0.6282217,"teacher_disagreement_score":0.56313825,"about_ca_system_score_codex":0.024622453,"about_ca_system_score_gemma":0.02153764,"threshold_uncertainty_score":0.8686379},"labels":[],"label_agreement":null},{"id":"W6990629283","doi":"","title":"The effects of different instructional and cognitive variables on the acquisition of grammatical gender by second language learners of French","year":2018,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture; McGill University","keywords":"Cognition; Second language; Second-language acquisition; Language acquisition; Grammar; Comprehension approach","score_opus":0.011940839891034194,"score_gpt":0.22776927259765808,"score_spread":0.21582843270662389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990629283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991043,0.000021597521,0.00002256224,0.000019350775,0.0000027862627,0.000003557993,0.000009386578,0.0000029980113,0.0008135187],"genre_scores_gemma":[0.9975085,0.000062129315,0.0001838026,0.000042553293,0.0000028106606,0.000025508816,0.000044093103,0.000011110655,0.0021193908],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992748,0.00029034007,0.000036724217,0.0001222829,0.00013154773,0.00014438035],"domain_scores_gemma":[0.9911197,0.006120791,0.0009988315,0.00024016989,0.0006678362,0.00085269916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012554869,0.0002912301,0.00018458822,0.00029304466,0.00041107868,0.0014061882,0.00039382855,0.00048474738,0.0040867287],"category_scores_gemma":[0.01088492,0.00020733102,0.00019526057,0.00015071277,0.00068465335,0.00056248176,0.00052019785,0.0008354333,0.0006099996],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00902849,0.011427797,0.5610215,0.0003158318,0.00020804972,0.001154832,0.10499518,0.0007073808,0.1529116,0.0015284409,0.0014831248,0.15521781],"study_design_scores_gemma":[0.00012340695,0.0040131174,0.95607567,0.00006682125,0.000104247825,0.00015413854,0.023889694,0.0005561199,0.01241243,0.00050240936,0.0020357398,0.00006614159],"about_ca_topic_score_codex":0.012908893,"about_ca_topic_score_gemma":0.02117888,"teacher_disagreement_score":0.012908893,"about_ca_system_score_codex":0.0008613019,"about_ca_system_score_gemma":0.0009394268,"threshold_uncertainty_score":0.025667548},"labels":[],"label_agreement":null},{"id":"W6990707399","doi":"","title":"The effects of matching learning strategies to learning modalities in the acquisition of the present perfect with adult ESL learners /","year":2004,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Metacognition; Context (archaeology); Test (biology); Selection (genetic algorithm); Modalities; Matching (statistics); Cognition; Complement (music); Language learning strategies","score_opus":0.009299281937269359,"score_gpt":0.22866488434587012,"score_spread":0.21936560240860076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990707399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99284184,0.00014219007,0.0002163973,0.000069290494,0.000015279393,0.000058869042,0.00003692601,0.000020115784,0.006599125],"genre_scores_gemma":[0.9849722,0.00027463018,0.0014246573,0.00009241103,0.000009755231,0.00021563187,0.00008254469,0.000018737699,0.012909484],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99929,0.0002537117,0.00005865598,0.00013357929,0.00015120472,0.00011294511],"domain_scores_gemma":[0.99596536,0.0020790535,0.00046497185,0.00022348072,0.00025664084,0.0010104903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015036431,0.000320142,0.00032518213,0.000379907,0.00031957112,0.0015853853,0.0005557913,0.00064305804,0.018018676],"category_scores_gemma":[0.010011764,0.00021481543,0.00022201591,0.00018433179,0.0006529173,0.001449582,0.0013571506,0.0009759719,0.002303186],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.025566477,0.05732776,0.07401365,0.001082552,0.00017155401,0.0008463114,0.019794974,0.001979759,0.05923313,0.0030538174,0.0055035385,0.7514265],"study_design_scores_gemma":[0.004827945,0.09615416,0.7378888,0.0016513476,0.0007998725,0.0011647837,0.032164197,0.009979369,0.05710014,0.018410267,0.039549142,0.00030992678],"about_ca_topic_score_codex":0.0014145324,"about_ca_topic_score_gemma":0.00207793,"teacher_disagreement_score":0.018018676,"about_ca_system_score_codex":0.0003718031,"about_ca_system_score_gemma":0.00074294594,"threshold_uncertainty_score":0.060278416},"labels":[],"label_agreement":null},{"id":"W6990751030","doi":"","title":"EFL Learnersâ Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performanc, and Knowledge","year":2011,"lang":"en","type":"dissertation","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Perception; Task (project management); Language proficiency; Perspective (graphical); Metalinguistics; Relation (database); Second language","score_opus":0.006318534487672139,"score_gpt":0.1776709975954642,"score_spread":0.17135246310779206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990751030","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951947,0.000030547377,0.000027138505,0.00002050715,7.3452725e-7,0.0000016210698,0.0000067549477,7.747832e-7,0.00039254612],"genre_scores_gemma":[0.9994904,0.000041911153,0.00003361899,0.000014955245,0.0000017009748,0.0000034541242,0.000019334911,7.858596e-7,0.00039386534],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995433,0.00009061996,0.000050188813,0.000060359747,0.00015931578,0.000096298725],"domain_scores_gemma":[0.99548435,0.0013590134,0.0016865365,0.00011142675,0.0006729911,0.00068567164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080671406,0.0002442745,0.00023912053,0.0010264575,0.00039000763,0.0014073793,0.00019759983,0.00037627615,0.002067359],"category_scores_gemma":[0.0044787093,0.00015881464,0.00021971672,0.00038988085,0.00077166856,0.0007330728,0.0006530903,0.000542932,0.00024106057],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051564988,0.0001562474,0.96086985,0.00003679856,0.000024031022,0.0007137152,0.028345887,0.00010027891,0.0025210967,0.00012504727,0.000111474954,0.006943968],"study_design_scores_gemma":[0.0000066804805,0.0003296061,0.94965774,0.000026361233,0.00001710066,0.00069939694,0.047343027,0.00037561258,0.0005629906,0.00020307236,0.00075284066,0.000025549158],"about_ca_topic_score_codex":0.004089233,"about_ca_topic_score_gemma":0.0045336625,"teacher_disagreement_score":0.004089233,"about_ca_system_score_codex":0.00035826207,"about_ca_system_score_gemma":0.00032235167,"threshold_uncertainty_score":0.008130848},"labels":[],"label_agreement":null},{"id":"W6991999349","doi":"","title":"Jolanta Szpyra-Kozłowska: Pronunciation in EFL Instruction: A Research-Based Approach. Second Language Acquisition Series: 82.Bristol– Buffalo – Toronto: Multilingual Matters, 2014","year":2014,"lang":"en","type":"article","venue":"Repozitorij Filozofskog fakulteta u Zagrebu' at University of Zagreb (University of Zagreb)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Second-language acquisition; Second language; First language; Natural language","score_opus":0.01869337177300593,"score_gpt":0.2260019541143815,"score_spread":0.20730858234137559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6991999349","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.056955446,0.6114029,0.03469585,0.16827981,0.010181941,0.0004951695,0.0017063863,0.00060726213,0.11567528],"genre_scores_gemma":[0.40181547,0.47506955,0.025893277,0.007932658,0.002229655,0.0006378396,0.00090947887,0.00039889064,0.085113235],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986089,0.00051310443,0.00017067578,0.00017687304,0.00035411652,0.00017629322],"domain_scores_gemma":[0.9946464,0.00323937,0.000302585,0.00011649326,0.001226214,0.00046893314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005315789,0.0011525622,0.0009103588,0.0075302413,0.002842857,0.0052175242,0.0020767942,0.002600692,0.014225749],"category_scores_gemma":[0.008712888,0.00066870137,0.0002448152,0.0041785417,0.0034493725,0.013294914,0.004352766,0.003357976,0.0029399977],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069070276,0.0003598946,0.0103215575,0.003535068,0.00007217448,0.00195434,0.05998072,0.0004386948,0.0026052413,0.086958416,0.24818033,0.5849028],"study_design_scores_gemma":[0.00012720714,0.00031381103,0.11698564,0.0049264054,0.0002487258,0.0032675825,0.09666579,0.0010769287,0.008598996,0.0586036,0.7089659,0.00021951625],"about_ca_topic_score_codex":0.020898417,"about_ca_topic_score_gemma":0.04927383,"teacher_disagreement_score":0.020898417,"about_ca_system_score_codex":0.0028050586,"about_ca_system_score_gemma":0.0055571725,"threshold_uncertainty_score":0.047589898},"labels":[],"label_agreement":null},{"id":"W6992432395","doi":"","title":"Le sentiment d’efficacité personnelle (SEP) en lecture des garçons du secondaire en contexte de français langue seconde","year":2021,"lang":"fr","type":"other","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Initial training; Research methodology","score_opus":0.015672221878967902,"score_gpt":0.2452390763059787,"score_spread":0.22956685442701077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6992432395","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.963956,0.0010844121,0.0010631162,0.007151293,0.0002992329,0.000075733515,0.0002462341,0.000043628846,0.026080385],"genre_scores_gemma":[0.983809,0.000666886,0.00038081274,0.0009974616,0.000061284,0.0000768272,0.0001413419,0.00001968295,0.013846738],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9950033,0.0019901372,0.00017031631,0.00036588358,0.0012921621,0.0011781966],"domain_scores_gemma":[0.98373586,0.0036527042,0.0022748543,0.0002654415,0.00438704,0.0056840293],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065676463,0.00043052013,0.00043792743,0.00097628945,0.0038912687,0.005818936,0.0006190744,0.0010470892,0.010604645],"category_scores_gemma":[0.011219247,0.00019166233,0.0003967828,0.0010099198,0.0020495856,0.001630648,0.0019705372,0.0027799204,0.0011750942],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006844302,0.0005637569,0.4109957,0.0015581273,0.00023486197,0.0009939004,0.4189005,0.00078273704,0.0067699593,0.010858482,0.034803037,0.112854525],"study_design_scores_gemma":[0.00002286517,0.00034535173,0.51872796,0.0006563219,0.000062986495,0.00014575759,0.39326993,0.0005832459,0.0008845035,0.00066160766,0.08450234,0.0001372245],"about_ca_topic_score_codex":0.13587129,"about_ca_topic_score_gemma":0.23821105,"teacher_disagreement_score":0.13587129,"about_ca_system_score_codex":0.0136685185,"about_ca_system_score_gemma":0.0107332235,"threshold_uncertainty_score":0.27016085},"labels":[],"label_agreement":null},{"id":"W6992449953","doi":"","title":"Linguistically and Culturally Diverse Students' Experiences of Small Group Projects at a University in Canada: The Significance of Relationships and Identity Building Processes to the Realisation of Cooperative Learning","year":2014,"lang":"en","type":"dissertation","venue":"UPT. Syiah Kuala University Library (Syiah Kuala University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cooperative learning; Negotiation; Realisation; Identity (music); Collaborative learning; Construct (python library); Cultural diversity; Active learning (machine learning); Social learning; Diversity (politics)","score_opus":0.022695097534318934,"score_gpt":0.21190382571540167,"score_spread":0.18920872818108275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6992449953","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99623007,0.00011786388,0.00009374139,0.00065645506,0.000014545261,0.000038689945,0.00002959027,0.0000054074508,0.0028137607],"genre_scores_gemma":[0.9968088,0.00023382429,0.0001373619,0.00025115485,0.000004316412,0.00002057698,0.000032088123,0.000009078794,0.0025027453],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966844,0.00088225363,0.0000907107,0.00031415236,0.00082090666,0.0012076343],"domain_scores_gemma":[0.99502194,0.0008891762,0.000403992,0.000106607506,0.0007707668,0.002807498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026123493,0.0008002235,0.0009941113,0.00134723,0.03331211,0.0101941135,0.0024939943,0.001853953,0.0028946083],"category_scores_gemma":[0.0051376126,0.0005688288,0.0005553428,0.0017637847,0.012260564,0.0023088765,0.008653536,0.005098536,0.00041438386],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042080243,0.00012173696,0.008968087,0.00003760798,0.0000060578295,0.0005731742,0.9849785,0.00004929748,0.0005897034,0.00035335007,0.0005325341,0.0037479217],"study_design_scores_gemma":[0.0000034121642,0.00005723793,0.008840769,0.000030481226,0.0000058705054,0.0000785426,0.98769546,0.00006972492,0.00012221068,0.00006082269,0.0030124441,0.000022970746],"about_ca_topic_score_codex":0.8854862,"about_ca_topic_score_gemma":0.95570904,"teacher_disagreement_score":0.114513814,"about_ca_system_score_codex":0.027978912,"about_ca_system_score_gemma":0.042756114,"threshold_uncertainty_score":0.23037636},"labels":[],"label_agreement":null},{"id":"W6992652042","doi":"","title":"Maintenance of L2 English through informal language learning in Québécois young adults","year":2022,"lang":"en","type":"dissertation","venue":"Oxford University Research Archive (ORA) (University of Oxford)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Vocabulary; Neuroscience of multilingualism; Test (biology); Affect (linguistics); English language; Sample (material); Language proficiency; Social media; Language acquisition","score_opus":0.017523655042079613,"score_gpt":0.24742349356820004,"score_spread":0.22989983852612042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6992652042","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967955,0.0001722891,0.000021361278,0.00015440964,0.000005523518,0.00002407997,0.0001840949,0.000004310315,0.002638551],"genre_scores_gemma":[0.9941679,0.00022221089,0.00008265034,0.00015403406,0.0000035370354,0.000026221109,0.00024558415,0.0000028344357,0.005094917],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955815,0.000046689733,0.000018683651,0.00006248313,0.00010118576,0.00021278621],"domain_scores_gemma":[0.9986076,0.00012967185,0.0001786295,0.000027627246,0.0004643112,0.00059220544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082472374,0.00035859694,0.00033698717,0.0010708378,0.004131299,0.0020843518,0.0006568325,0.0005727846,0.0055016116],"category_scores_gemma":[0.0012247984,0.00022800917,0.0002800422,0.0008427367,0.0010242898,0.0008441231,0.0008509824,0.0007982734,0.000652787],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015153553,0.00078263716,0.8420513,0.00014302561,0.000024289773,0.0010092787,0.11468332,0.00007875758,0.0019806405,0.0003824072,0.002996492,0.035716288],"study_design_scores_gemma":[0.000011767732,0.00021700482,0.9235125,0.00012504682,0.00001779172,0.00018511695,0.07037554,0.00014196725,0.00018356096,0.000056594297,0.0051475554,0.000025578966],"about_ca_topic_score_codex":0.947838,"about_ca_topic_score_gemma":0.9858349,"teacher_disagreement_score":0.947838,"about_ca_system_score_codex":0.011459059,"about_ca_system_score_gemma":0.008922994,"threshold_uncertainty_score":0.10493833},"labels":[],"label_agreement":null},{"id":"W6995507863","doi":"","title":"Objective and subjective variables in two university classes","year":2014,"lang":"en","type":"article","venue":"Consultation of the Doctoral Thesis Database (TESEO) (Ministerio de Educación, Cultura y Deporte)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attendance; Class (philosophy); Element (criminal law); Foreign language; Field (mathematics)","score_opus":0.031233728067560154,"score_gpt":0.27039918810346253,"score_spread":0.2391654600359024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6995507863","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99794906,0.00002934952,0.00006408184,0.000030122874,0.000009128966,0.000017352007,0.00008605622,0.0000025562454,0.001812321],"genre_scores_gemma":[0.99752456,0.000020873464,0.00008254725,0.00001707154,0.000014720993,0.00003262717,0.0001765848,0.000003074804,0.00212792],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981534,0.0006656338,0.00009855238,0.00026217202,0.0004403315,0.0003799187],"domain_scores_gemma":[0.9917998,0.002694036,0.0009952879,0.00031143558,0.0009753915,0.0032239824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023581358,0.0003123453,0.00040958385,0.0014391054,0.001531302,0.003410861,0.00052616425,0.0006475133,0.007799303],"category_scores_gemma":[0.007730891,0.00013731325,0.00030384527,0.0010456956,0.0010302715,0.0005617306,0.0015181198,0.0010079939,0.001138744],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016095937,0.007229346,0.9276068,0.00009049614,0.00009091846,0.00044970468,0.022799147,0.00047339321,0.0016315184,0.0014384841,0.001559041,0.0350216],"study_design_scores_gemma":[0.000018491433,0.00044705512,0.9853559,0.000010856049,0.000015283356,0.000038590253,0.011128756,0.000569469,0.0003528413,0.00017085276,0.0018675891,0.000024365876],"about_ca_topic_score_codex":0.00539011,"about_ca_topic_score_gemma":0.005792838,"teacher_disagreement_score":0.007799303,"about_ca_system_score_codex":0.0017364217,"about_ca_system_score_gemma":0.00051685504,"threshold_uncertainty_score":0.026091278},"labels":[],"label_agreement":null},{"id":"W6996973914","doi":"","title":"Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion","year":2013,"lang":"en","type":"dissertation","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French immersion; Literacy; Reciprocal; Neuroscience of multilingualism; Focus group; First language; Participant observation; Shared reading; Qualitative research; Qualitative property","score_opus":0.0505819011949205,"score_gpt":0.38162505661094076,"score_spread":0.33104315541602025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6996973914","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95679516,0.00057891343,0.0067781666,0.0016562288,0.0000550235,0.00038653403,0.000011708857,0.00008706601,0.033651125],"genre_scores_gemma":[0.98648584,0.0004643563,0.007247528,0.00024368252,0.000011153062,0.00031013024,0.000021543035,0.000024141094,0.005191607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99447674,0.0039068265,0.000093962284,0.00043207957,0.00052358647,0.0005667759],"domain_scores_gemma":[0.99783343,0.001028429,0.00018770692,0.00013181577,0.00027873297,0.0005399789],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040851547,0.000828702,0.00062005315,0.0012247663,0.004204501,0.0058125206,0.00137836,0.001330716,0.0030103906],"category_scores_gemma":[0.004767736,0.00024128065,0.0004729412,0.00057680276,0.004763726,0.0019726567,0.006695651,0.0016811482,0.00038393578],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018225424,0.0028197605,0.012206142,0.00070387503,0.000040843264,0.00090881856,0.7664485,0.00027929357,0.012680571,0.018513229,0.0015917987,0.18362494],"study_design_scores_gemma":[0.000277946,0.002861727,0.05779281,0.001097033,0.00018142842,0.0012993339,0.7858704,0.0014384969,0.012443496,0.009930457,0.12668437,0.00012254281],"about_ca_topic_score_codex":0.016884983,"about_ca_topic_score_gemma":0.030710986,"teacher_disagreement_score":0.016884983,"about_ca_system_score_codex":0.004430988,"about_ca_system_score_gemma":0.0069349986,"threshold_uncertainty_score":0.03357339},"labels":[],"label_agreement":null},{"id":"W6996994893","doi":"","title":"Transfert <i>ELA</i>-FLS : projet de développement professionnel d'enseignants pour encourager les élèves à transférer leurs apprentissages langagiers","year":2020,"lang":"fr","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Control (management); Public policy","score_opus":0.1084681233178034,"score_gpt":0.2627588713513428,"score_spread":0.1542907480335394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6996994893","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018274842,0.15635292,0.0075923144,0.2709741,0.021395346,0.0015468415,0.017453965,0.0022541047,0.5041556],"genre_scores_gemma":[0.15281801,0.09228439,0.025476104,0.044396497,0.0022033013,0.0015745892,0.017907571,0.00094745413,0.662392],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9952009,0.00068103994,0.00025515916,0.00029982752,0.0022627183,0.0013002481],"domain_scores_gemma":[0.98214716,0.0023229655,0.00055344246,0.00049553043,0.009496889,0.004983993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01200571,0.0008745964,0.0005555925,0.0064188447,0.0059783123,0.0062991986,0.002285956,0.0029353607,0.049964625],"category_scores_gemma":[0.013419907,0.0003967185,0.0007042513,0.0050304397,0.00364847,0.0043477723,0.005028044,0.0031486633,0.0094669415],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020016845,0.0001278798,0.003351911,0.0015842671,0.000030730072,0.0002672374,0.0029367628,0.000116725605,0.001220476,0.046600055,0.73005754,0.21350625],"study_design_scores_gemma":[0.00004942744,0.00005293266,0.011766303,0.00094776956,0.000026532936,0.00010798602,0.0026749112,0.000060351922,0.00075396965,0.001192404,0.9823422,0.000025264455],"about_ca_topic_score_codex":0.77593774,"about_ca_topic_score_gemma":0.7888173,"teacher_disagreement_score":0.77593774,"about_ca_system_score_codex":0.030760584,"about_ca_system_score_gemma":0.18234517,"threshold_uncertainty_score":0.45076358},"labels":[],"label_agreement":null},{"id":"W6997490575","doi":"","title":"Writing for the (virtual) other: The presence and impact of intertextual relationships on online L2 exchanges using CMC","year":2016,"lang":"en","type":"article","venue":"Institutional Repository of the National University Open and Distance UNAD (Universidad Nacional Abierta y a Distancia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Study abroad; Intertextuality; Foreign language; Qualitative research; Second language; Intercultural communication; Negotiation; First language","score_opus":0.07733799462864346,"score_gpt":0.2885251022065588,"score_spread":0.21118710757791534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6997490575","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96667963,0.00044130546,0.00162261,0.0011917016,0.000035353238,0.000040402705,0.000031593183,0.000047704918,0.029909717],"genre_scores_gemma":[0.99833006,0.00011776603,0.0003396475,0.00006908433,0.000019327352,0.000025429616,0.00001073143,0.000016370594,0.0010716304],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9879799,0.00919607,0.00030069973,0.0006812829,0.0012933317,0.0005487988],"domain_scores_gemma":[0.94298035,0.044768017,0.005611108,0.0022197748,0.0021541303,0.0022665663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005325548,0.00046178192,0.00033918794,0.0018791846,0.0050254064,0.013186753,0.0010261656,0.0015519792,0.008141172],"category_scores_gemma":[0.04062698,0.0003051353,0.00035868344,0.0012741995,0.0046001063,0.007991721,0.0095291035,0.0018749187,0.0007591065],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036018528,0.00046483768,0.048431937,0.00059640536,0.00007036798,0.0020481707,0.86138594,0.00033431294,0.00572746,0.00723577,0.0011202155,0.072224334],"study_design_scores_gemma":[0.00006931784,0.0006038378,0.097281486,0.000802208,0.00013760987,0.0015623379,0.8494483,0.001644767,0.0052215187,0.005198469,0.037924454,0.000105700004],"about_ca_topic_score_codex":0.0015785664,"about_ca_topic_score_gemma":0.0014248367,"teacher_disagreement_score":0.013186753,"about_ca_system_score_codex":0.0017360648,"about_ca_system_score_gemma":0.0013147058,"threshold_uncertainty_score":0.028164506},"labels":[],"label_agreement":null},{"id":"W6997562096","doi":"","title":"Willingness to Communicate in English As a Second Language As a Stable Trait or Context-influenced Variable: Case Studies of Iranian Migrants to New Zealand","year":2013,"lang":"en","type":"article","venue":"AUT Scholarly Commons","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Auckland University of Technology, New Zealand","keywords":"Willingness to communicate; Trait; Context (archaeology); Situational ethics; Second language; Exploratory research; Qualitative research; English as a second language; Immigration","score_opus":0.04781196098639051,"score_gpt":0.3007062343705741,"score_spread":0.2528942733841836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6997562096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994779,0.00004103225,0.000029863073,0.00008380995,0.000001908238,0.000016053618,0.000005169745,4.671052e-7,0.000343886],"genre_scores_gemma":[0.9988778,0.00018119086,0.00019146787,0.00005101646,0.000004648259,0.000039621056,0.0000087484295,0.000002116272,0.00064335926],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985594,0.00076005183,0.00007718166,0.00014499688,0.00016207875,0.00029629903],"domain_scores_gemma":[0.9970962,0.0012239976,0.00077812665,0.00014972765,0.0002503438,0.0005017208],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028005529,0.0004019973,0.00044421645,0.0010663514,0.0055712694,0.001977361,0.00095549383,0.001208145,0.0018563996],"category_scores_gemma":[0.006742339,0.00033184668,0.00036666365,0.0009754875,0.0033481077,0.0011271305,0.0019660916,0.0013170149,0.0001759659],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007743584,0.00047699967,0.113976315,0.00015927566,0.000018756817,0.015866878,0.8592352,0.00004992677,0.0010698172,0.0005644844,0.00027691305,0.008227922],"study_design_scores_gemma":[0.000010784905,0.00021800458,0.082747996,0.000088583045,0.00002058293,0.0041786768,0.909984,0.00013054235,0.00028161192,0.0001131336,0.0022035348,0.000022588103],"about_ca_topic_score_codex":0.06293147,"about_ca_topic_score_gemma":0.1365352,"teacher_disagreement_score":0.06293147,"about_ca_system_score_codex":0.0035669701,"about_ca_system_score_gemma":0.0028157881,"threshold_uncertainty_score":0.12513036},"labels":[],"label_agreement":null},{"id":"W6997930620","doi":"","title":"以日語教育教材擴編為目的，論述日語報紙中視覺要素記述與教育活用間之關連性","year":2012,"lang":"zh","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Product (mathematics); Association (psychology); Identification (biology); Perspective (graphical); Subject (documents)","score_opus":0.03990284373800148,"score_gpt":0.24504641278499983,"score_spread":0.20514356904699835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6997930620","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0090179555,0.0008297433,0.001363146,0.0045737857,0.0001835135,0.00005167427,0.0014466944,0.00022082776,0.98231274],"genre_scores_gemma":[0.11584,0.0016258262,0.0024363988,0.0005051555,0.00008700458,0.0001058936,0.0017882367,0.0002699203,0.8773416],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99938476,0.00008261905,0.000024721407,0.00006227694,0.00027717007,0.00016829695],"domain_scores_gemma":[0.9981053,0.00026274406,0.00009601888,0.00010901573,0.00083306927,0.00059377105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009742597,0.0004196365,0.00021869846,0.0018114488,0.0036868018,0.0056296084,0.0008215123,0.00070898293,0.16662957],"category_scores_gemma":[0.0031907216,0.00018414733,0.0002051786,0.0031767345,0.002204404,0.0029706708,0.0018774914,0.0013274476,0.024846466],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009010639,0.000115907074,0.005971027,0.00027277248,0.000007660233,0.000118721604,0.006533245,0.00017122987,0.00029830984,0.15571919,0.41754776,0.41315404],"study_design_scores_gemma":[0.00002777743,0.000025311641,0.021411376,0.0002353398,0.000018779901,0.00015061157,0.0092736455,0.00024454203,0.00055852195,0.031211074,0.9368254,0.000017575116],"about_ca_topic_score_codex":0.16315089,"about_ca_topic_score_gemma":0.31154826,"teacher_disagreement_score":0.16662957,"about_ca_system_score_codex":0.005906534,"about_ca_system_score_gemma":0.015376737,"threshold_uncertainty_score":0.55743146},"labels":[],"label_agreement":null},{"id":"W6999764920","doi":"","title":"Développement et validation d’une séquence d’entraînement à l’utilisation des stratégies de tuteur.trice.s en classe d’accueil au primaire : réactions des enseignant.e.s","year":2024,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Self evaluation; Validation test; Research methodology","score_opus":0.026255393731930508,"score_gpt":0.2507707862985517,"score_spread":0.2245153925666212,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6999764920","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9274547,0.0006635578,0.028093195,0.0012682556,0.00018961182,0.00509896,0.0012324066,0.00030946152,0.035689857],"genre_scores_gemma":[0.82361114,0.0008831575,0.09015072,0.0007882426,0.000036767793,0.0087056095,0.001956231,0.00016419968,0.073703885],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.992145,0.003052076,0.0004805749,0.001361675,0.0024623768,0.00049840973],"domain_scores_gemma":[0.9657033,0.008874065,0.0024409606,0.0027925896,0.018027805,0.0021613115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010787879,0.0010803384,0.00051901164,0.001420721,0.0023494654,0.0027089268,0.0013694682,0.0012573178,0.00780453],"category_scores_gemma":[0.029568389,0.00072827004,0.0006627663,0.0011603412,0.0016930478,0.001492484,0.0019959423,0.0016168731,0.0023792179],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013294199,0.004051734,0.1108724,0.0015716385,0.00014432876,0.00062837877,0.20025007,0.0026238915,0.050495073,0.009846263,0.013827946,0.6043588],"study_design_scores_gemma":[0.0005668391,0.007860676,0.6038399,0.0016237835,0.00050145533,0.00048275242,0.1285772,0.008542429,0.060544025,0.0055196425,0.18145642,0.00048493958],"about_ca_topic_score_codex":0.1254776,"about_ca_topic_score_gemma":0.21961088,"teacher_disagreement_score":0.1254776,"about_ca_system_score_codex":0.008837893,"about_ca_system_score_gemma":0.017665528,"threshold_uncertainty_score":0.2494945},"labels":[],"label_agreement":null},{"id":"W7000147743","doi":"","title":"The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment","year":2003,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Plural; Psychological intervention; Conjunction (astronomy); Intervention (counseling); Feature (linguistics); Significant difference","score_opus":0.017748482074601356,"score_gpt":0.2654788372762872,"score_spread":0.24773035520168582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000147743","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99907804,0.000015260093,0.00025937843,0.000018509443,0.00000501839,0.00010616168,0.000014506009,0.000017505314,0.00048561482],"genre_scores_gemma":[0.9909463,0.000098257646,0.0055415654,0.000072776675,0.000019778967,0.00047328015,0.0000638524,0.000017624723,0.0027666686],"study_design_codex":"bench_or_experimental","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99856,0.00037735564,0.00013738882,0.00036398915,0.00031448496,0.00024683218],"domain_scores_gemma":[0.99663275,0.0018276225,0.00032304754,0.00031674307,0.00019006642,0.0007098038],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001664051,0.00088989816,0.0010970592,0.00046750155,0.00080336904,0.00058458163,0.0009842906,0.00075228536,0.003455651],"category_scores_gemma":[0.003692004,0.0005265561,0.00036278006,0.00026753763,0.0010401402,0.0007069723,0.0012616677,0.0014223035,0.00048510707],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.025706757,0.33323577,0.014996405,0.0010520172,0.00016559278,0.0014004695,0.019834913,0.0012924253,0.40341642,0.00081310724,0.00086849876,0.19721766],"study_design_scores_gemma":[0.013244171,0.40240878,0.15630652,0.00016414367,0.0006233843,0.0011333224,0.006830051,0.004865783,0.4015491,0.0015693081,0.0111160325,0.00018939094],"about_ca_topic_score_codex":0.0017583233,"about_ca_topic_score_gemma":0.0035075615,"teacher_disagreement_score":0.003455651,"about_ca_system_score_codex":0.00051818986,"about_ca_system_score_gemma":0.0012697593,"threshold_uncertainty_score":0.011560261},"labels":[],"label_agreement":null},{"id":"W7000514281","doi":"","title":"Examining CEFR-related professional learning interventions for language teachers: A qualitative meta-synthesis","year":2023,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Inclusion (mineral); Situated; Curriculum; Psychological intervention; Professional development; Perception; Language acquisition; Qualitative research; Language assessment","score_opus":0.6992406770400292,"score_gpt":0.6329329908142383,"score_spread":0.06630768622579097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000514281","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24773121,0.488871,0.07907232,0.012525113,0.002265116,0.12804982,0.020601047,0.0004127869,0.020471662],"genre_scores_gemma":[0.59426814,0.156773,0.080260225,0.004030429,0.00017206182,0.15733106,0.003411862,0.00022571524,0.0035275093],"study_design_codex":"systematic_review","study_design_gemma":"qualitative","domain_scores_codex":[0.9566588,0.02705827,0.008943872,0.002242544,0.0038967733,0.0011997699],"domain_scores_gemma":[0.8635111,0.11820169,0.0043053143,0.003676093,0.009775776,0.0005300505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.084856145,0.001462809,0.0042919233,0.011596433,0.0023678488,0.0053935386,0.0027114116,0.001934147,0.00769864],"category_scores_gemma":[0.16760908,0.0012095799,0.005937429,0.012827244,0.0022578882,0.0046089576,0.0039977464,0.0022487212,0.00050808385],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014112137,0.0004558626,0.0050897435,0.6099486,0.0111283725,0.0006308429,0.17019628,0.0016937365,0.001584452,0.011189463,0.004874895,0.18179663],"study_design_scores_gemma":[0.00095624314,0.0010883952,0.0066905133,0.6865508,0.03500733,0.000271717,0.1791411,0.0011028708,0.0033282782,0.009067709,0.076629594,0.00016547315],"about_ca_topic_score_codex":0.011669393,"about_ca_topic_score_gemma":0.021827238,"teacher_disagreement_score":0.084856145,"about_ca_system_score_codex":0.014878689,"about_ca_system_score_gemma":0.025717525,"threshold_uncertainty_score":0.44876754},"labels":[],"label_agreement":null},{"id":"W7000552758","doi":"","title":"Faculty and ESL student perceptions of academic linguistic and cultural preparedness: Exploring effective teaching practices for academic ESL students","year":2013,"lang":"en","type":"article","venue":"Arca (British Columbia Electronic Library Network)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Preparedness; Interview; English for academic purposes; Perception; Quality (philosophy); English as a second language; Academic institution; Higher education","score_opus":0.03296046480071213,"score_gpt":0.30950820136309537,"score_spread":0.27654773656238324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000552758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99790156,0.000084202824,0.00011821374,0.0003794765,0.000007863907,0.000024507386,0.000011513645,0.0000044190415,0.0014681992],"genre_scores_gemma":[0.9987025,0.00017316315,0.00026303646,0.00015631386,0.0000053396634,0.000033404453,0.00001408531,0.0000028128552,0.0006492442],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9935835,0.0030354194,0.00041822845,0.0003569873,0.0013115557,0.0012942868],"domain_scores_gemma":[0.9823271,0.007315317,0.003481962,0.00042755553,0.0027702097,0.0036779481],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008791774,0.00030576665,0.000515233,0.00151033,0.0054233875,0.0057482403,0.0013464527,0.0008711478,0.0023624618],"category_scores_gemma":[0.02146977,0.00028545642,0.0003919695,0.0014384455,0.003362874,0.002146472,0.0037909893,0.0013505856,0.0002796873],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074685384,0.00092326396,0.17527653,0.00023434385,0.000029150006,0.00034921625,0.78293663,0.00008106836,0.0016865453,0.00081744994,0.00077730895,0.036813796],"study_design_scores_gemma":[0.0000080562,0.00018237745,0.05946231,0.00010666671,0.000013238508,0.000054015967,0.9359579,0.00010221817,0.0005355482,0.00015667707,0.0034001719,0.00002070455],"about_ca_topic_score_codex":0.024434833,"about_ca_topic_score_gemma":0.04822565,"teacher_disagreement_score":0.024434833,"about_ca_system_score_codex":0.0049123187,"about_ca_system_score_gemma":0.01195458,"threshold_uncertainty_score":0.048585236},"labels":[],"label_agreement":null},{"id":"W7000780661","doi":"","title":"Grammatikk i fagfornyelsen: hva mener ulike skoleslag? En analyse av innspill i siste høringsrunde til ny læreplan i norsk","year":2020,"lang":"no","type":"dissertation","venue":"Duo Research Archive (University of Oslo)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Nova scotia; Poison control","score_opus":0.046717970211071,"score_gpt":0.28416470683976464,"score_spread":0.23744673662869364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000780661","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49735618,0.012092449,0.020780355,0.016662452,0.0005340306,0.00031400597,0.0048806136,0.00046765967,0.44691235],"genre_scores_gemma":[0.8337993,0.006999748,0.016045678,0.0017960715,0.00013501062,0.00026767867,0.0060683154,0.0010381881,0.13385007],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99460536,0.0018985767,0.00039385838,0.0009162413,0.001721482,0.0004645194],"domain_scores_gemma":[0.9928762,0.0037789657,0.0007814655,0.0005187098,0.0015313067,0.0005134719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034745089,0.0006171527,0.00057535485,0.0017440029,0.002493884,0.01040496,0.0007171756,0.0011045508,0.040664375],"category_scores_gemma":[0.010837422,0.00043926286,0.0006302734,0.0038709443,0.0028828883,0.00837667,0.004143435,0.0026854044,0.00758745],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00055733434,0.00033105517,0.075004764,0.0036131232,0.000210921,0.0014763103,0.22714844,0.0021276574,0.007217393,0.23645715,0.07806081,0.36779514],"study_design_scores_gemma":[0.0000243049,0.00008632307,0.076954104,0.0019936461,0.00008405275,0.00037129124,0.13233261,0.00089023466,0.0027008331,0.028337229,0.75613767,0.000087641245],"about_ca_topic_score_codex":0.020262603,"about_ca_topic_score_gemma":0.029827708,"teacher_disagreement_score":0.040664375,"about_ca_system_score_codex":0.0064942813,"about_ca_system_score_gemma":0.0059173456,"threshold_uncertainty_score":0.13603586},"labels":[],"label_agreement":null},{"id":"W7000926601","doi":"","title":"How Does Studying Abroad Change Chinese Students’ Choices of Reading Strategies?","year":2016,"lang":"fr","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading (process); Period (music); Government (linguistics); Key (lock)","score_opus":0.039741255665656755,"score_gpt":0.2715432089923338,"score_spread":0.23180195332667705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000926601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9676844,0.007299311,0.000063200096,0.0034532107,0.00014274588,0.000013631438,0.00020276228,0.000008480225,0.021132248],"genre_scores_gemma":[0.9916048,0.0038223388,0.00005800993,0.00059129397,0.00005259541,0.0000085022575,0.00014142081,0.0000073966107,0.0037136483],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99928325,0.00017076856,0.000041640265,0.0001039891,0.00020390429,0.00019642654],"domain_scores_gemma":[0.9977518,0.00071127026,0.0003400166,0.0000953837,0.0005570661,0.00054443936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001430408,0.00023630787,0.00040117992,0.0013888765,0.0012095004,0.0022399002,0.0005175903,0.000585148,0.005225725],"category_scores_gemma":[0.0038867684,0.0001069417,0.00036028028,0.0023815143,0.0012888728,0.001166644,0.00066500704,0.00087145495,0.00048038948],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040233412,0.00044616137,0.7505615,0.000623369,0.00026067722,0.00086213317,0.057851493,0.00008428348,0.001614033,0.0034498323,0.008225211,0.17561899],"study_design_scores_gemma":[0.000017806751,0.000121736615,0.9601577,0.00018635482,0.00015794928,0.000094315736,0.02754871,0.00006217057,0.0003056445,0.0004970912,0.010825847,0.000024656814],"about_ca_topic_score_codex":0.19377047,"about_ca_topic_score_gemma":0.3243216,"teacher_disagreement_score":0.19377047,"about_ca_system_score_codex":0.0025748732,"about_ca_system_score_gemma":0.0047964873,"threshold_uncertainty_score":0.3852852},"labels":[],"label_agreement":null},{"id":"W7001034479","doi":"","title":"Inclusiveness in texts in the EFL classroom : A study of English teachers’ inclusion of different parts of the world in texts used in the lower grades","year":2021,"lang":"en","type":"article","venue":"DiVA (University of Gävle)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); English as a foreign language; Foreign language; Qualitative property; Focus (optics); English language; Qualitative research; Field (mathematics)","score_opus":0.027339590324028475,"score_gpt":0.23342644655201758,"score_spread":0.2060868562279891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7001034479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956802,0.0003036648,0.0002337347,0.00025461055,0.000010383291,0.0000160582,0.000010016472,0.000005122807,0.0034861495],"genre_scores_gemma":[0.9960651,0.00041657395,0.0003943381,0.00014078658,0.000009202756,0.00004017257,0.000022432618,0.000016682689,0.0028946989],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99394387,0.0030006818,0.0005001143,0.0006472716,0.0012240818,0.0006839498],"domain_scores_gemma":[0.98258716,0.0114891175,0.00303337,0.00045058972,0.0012498961,0.0011897645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005278644,0.00047275773,0.001193675,0.0030856587,0.007072969,0.009859669,0.0010562043,0.001586289,0.0020702712],"category_scores_gemma":[0.015470392,0.0007401786,0.00040546342,0.0028022232,0.0076252213,0.0060247495,0.006089695,0.0025767807,0.00059967185],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007907823,0.000060348797,0.006497578,0.00004665698,0.0000023061366,0.0002583167,0.9894566,0.0000044663047,0.0006826774,0.00024973552,0.00006244662,0.0026709477],"study_design_scores_gemma":[0.0000026377095,0.000049980357,0.013179264,0.00009284354,0.000006456559,0.0002672149,0.98037463,0.000014357024,0.0002985746,0.00015918467,0.005546384,0.00000832477],"about_ca_topic_score_codex":0.0068323943,"about_ca_topic_score_gemma":0.015985616,"teacher_disagreement_score":0.009859669,"about_ca_system_score_codex":0.0027791006,"about_ca_system_score_gemma":0.0023682883,"threshold_uncertainty_score":0.027916491},"labels":[],"label_agreement":null},{"id":"W7006424486","doi":"","title":"Toronto mayor aims to bring forward net-zero targets by 10 years","year":2021,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Work (physics); Agency (philosophy)","score_opus":0.01647670565948955,"score_gpt":0.24302490711553235,"score_spread":0.2265482014560428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7006424486","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0026581213,0.0010156058,0.0015082847,0.040007137,0.014280439,0.00025132325,0.012962305,0.0025648128,0.92475194],"genre_scores_gemma":[0.003119343,0.00017236672,0.0004925358,0.0026255078,0.00031961827,0.000047499587,0.002371692,0.00026747034,0.9905839],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974982,0.00013159918,0.000037926962,0.00015847452,0.001235366,0.00093837053],"domain_scores_gemma":[0.9945093,0.00017464433,0.000111390145,0.00016439396,0.0015116472,0.0035286245],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002323051,0.0016253012,0.0005522522,0.0016134237,0.0036400675,0.0066963234,0.0017994643,0.0077913254,0.42034903],"category_scores_gemma":[0.00391424,0.00043226394,0.001110888,0.0006091127,0.0014147203,0.0023164966,0.00514479,0.004951788,0.2948176],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047106594,0.000028891052,0.00014163693,0.00004498601,0.0000024487117,0.000039570703,0.00002039997,0.00007097496,0.0001656398,0.008837084,0.9808745,0.009727002],"study_design_scores_gemma":[0.000032023858,0.000034395758,0.0009520124,0.000054112123,0.0000034149948,0.00002360737,0.00010092646,0.00019735187,0.00019381753,0.0011651297,0.99723357,0.000009685941],"about_ca_topic_score_codex":0.2158803,"about_ca_topic_score_gemma":0.37443385,"teacher_disagreement_score":0.7841197,"about_ca_system_score_codex":0.010527387,"about_ca_system_score_gemma":0.036024176,"threshold_uncertainty_score":0.8268018},"labels":[],"label_agreement":null},{"id":"W7006541024","doi":"","title":"Understanding the quality of life of personal care home residents with Alzheimer's disease and related dementias: Family caregivers' perspectives","year":2010,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Meaning (existential); Quality of life (healthcare); Disease; Personal care; Population; Cognition; Population ageing; Dementia; Quality (philosophy)","score_opus":0.04908218035226796,"score_gpt":0.24097449172581148,"score_spread":0.1918923113735435,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7006541024","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9840829,0.0042425576,0.00012714976,0.0058154203,0.000040041432,0.000009283735,0.00005868889,0.0000014433906,0.0056225723],"genre_scores_gemma":[0.9949503,0.0034894554,0.00012966896,0.00083612866,0.000018153425,0.0000087350145,0.000036559573,9.0576196e-7,0.0005300023],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99933845,0.00037456086,0.000027621272,0.000035420886,0.000089736575,0.00013418996],"domain_scores_gemma":[0.9985971,0.00046024952,0.0002442407,0.000026445905,0.00031108706,0.0003608329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025452806,0.00023490301,0.00029704403,0.0008569595,0.003343371,0.0025464708,0.00043316817,0.00059143716,0.0010489079],"category_scores_gemma":[0.002684683,0.00013843719,0.00027401463,0.00090123934,0.0028189323,0.0017046235,0.0016579989,0.0014391218,0.00009054266],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005312156,0.0001528818,0.17778853,0.00021573446,0.000037802158,0.001047563,0.78987354,0.00010373247,0.00050305465,0.0015433755,0.0035002052,0.0251805],"study_design_scores_gemma":[0.0000033901922,0.00005275958,0.07504242,0.0002094937,0.00001527994,0.00038841774,0.9164873,0.000056432982,0.00009036569,0.00044870327,0.0071942825,0.000011208806],"about_ca_topic_score_codex":0.06657852,"about_ca_topic_score_gemma":0.1455046,"teacher_disagreement_score":0.06657852,"about_ca_system_score_codex":0.0035442677,"about_ca_system_score_gemma":0.004220902,"threshold_uncertainty_score":0.13238198},"labels":[],"label_agreement":null},{"id":"W7006689065","doi":"","title":"University instructors' perceptions of their ability to teach in their second or other language: an exploratory study","year":2017,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Exploratory research; Perception; Learner autonomy; Population; Second language; Language education; Higher education; Obstacle","score_opus":0.0334216446933722,"score_gpt":0.26862582572619226,"score_spread":0.23520418103282006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7006689065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992243,0.000038634338,0.000050562114,0.000042037445,0.0000033364502,0.000010204086,0.000009347459,0.0000015778683,0.0006199808],"genre_scores_gemma":[0.9984212,0.00010283553,0.00016204487,0.0000829616,0.0000057939696,0.00003467125,0.000015639109,0.0000024210444,0.0011724117],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99853885,0.0004518563,0.00008732946,0.00014782361,0.00045897832,0.00031514687],"domain_scores_gemma":[0.99470717,0.0018767858,0.0009124154,0.0001459145,0.0009313451,0.00142641],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029862856,0.00019809842,0.00041198693,0.0007544222,0.0016474616,0.0022854067,0.00064662163,0.00052635337,0.0027142225],"category_scores_gemma":[0.0075220633,0.00025813188,0.00025830793,0.00043596147,0.00099631,0.0011441986,0.001620738,0.0011087132,0.00045586182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020233718,0.0027325994,0.41355312,0.00022989768,0.00003038349,0.00092974183,0.5355454,0.00007467038,0.0048302524,0.00067370606,0.0011492231,0.04004863],"study_design_scores_gemma":[0.000025638532,0.0013088802,0.29430887,0.00017879994,0.000032553067,0.00036434818,0.6945722,0.0002997055,0.0012416639,0.00019842944,0.0074252323,0.000043760436],"about_ca_topic_score_codex":0.00547771,"about_ca_topic_score_gemma":0.010838046,"teacher_disagreement_score":0.00547771,"about_ca_system_score_codex":0.0011382137,"about_ca_system_score_gemma":0.0017358317,"threshold_uncertainty_score":0.015793145},"labels":[],"label_agreement":null},{"id":"W7007756265","doi":"","title":"Analysis of motivational strategies in 11th grade students of English class at Amistad Quebec School in Teustepe, Boaco","year":2003,"lang":"en","type":"dissertation","venue":"Repositorio Universidad Nacional Autonoma de Nicaragua-Managua (Universidad Nacional Autonoma de Nicaragua Managua)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Affect (linguistics); English language; Focus (optics); Academic achievement; Focus group; English as a second language; Second language; Positive attitude","score_opus":0.009908735565167952,"score_gpt":0.24595635685266007,"score_spread":0.23604762128749213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7007756265","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99844897,0.00006913876,0.000025094476,0.000051602405,0.0000042888905,0.00003358329,0.00013594568,0.0000016925474,0.0012296459],"genre_scores_gemma":[0.99132323,0.00017683268,0.00018253768,0.000050321523,0.000003231923,0.000052879634,0.00036150668,0.0000036686981,0.007845729],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9994904,0.00006039686,0.000016443932,0.000050129664,0.00014278693,0.00023984526],"domain_scores_gemma":[0.9989741,0.000064842374,0.00010608243,0.00001297966,0.00044529463,0.00039668602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005727731,0.0003712927,0.00040101397,0.0016059215,0.0032316241,0.0017119078,0.00082354894,0.00053444755,0.0027886755],"category_scores_gemma":[0.000787562,0.00027472613,0.00032313107,0.0010672992,0.0005385148,0.00018891576,0.0004947907,0.0006851524,0.0004737843],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050375962,0.00061835954,0.9489122,0.000053733565,0.000015393369,0.00039649883,0.030432833,0.00003948003,0.0016265236,0.00019656758,0.0008866334,0.016771423],"study_design_scores_gemma":[0.0000013069995,0.000051101633,0.9773408,0.000021043992,0.0000031916659,0.000019184452,0.02096389,0.00006482358,0.00012304792,0.000008769245,0.001396421,0.000006359637],"about_ca_topic_score_codex":0.8199111,"about_ca_topic_score_gemma":0.9420507,"teacher_disagreement_score":0.8199111,"about_ca_system_score_codex":0.008868027,"about_ca_system_score_gemma":0.008071336,"threshold_uncertainty_score":0.3622989},"labels":[],"label_agreement":null},{"id":"W7008201061","doi":"","title":"Breaking solitudes: identity, motivation and investment in a group of adult language learners","year":2017,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Wife; Pleasure; Investment (military); Accident (philosophy); Interpersonal relationship","score_opus":0.02689847530452478,"score_gpt":0.2705854203432632,"score_spread":0.24368694503873845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7008201061","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898225,0.000038748356,0.000025488827,0.00022322265,0.000008069703,0.0000076958395,0.0000052126966,0.0000015663985,0.00070760824],"genre_scores_gemma":[0.9974867,0.00006650684,0.000072752875,0.00009848984,0.000004687096,0.000016118169,0.000014722401,0.0000030602246,0.0022369758],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99871385,0.00035747784,0.000054813263,0.00014422736,0.00033309098,0.0003965846],"domain_scores_gemma":[0.9954722,0.00070949836,0.00091451855,0.00015049396,0.00040530806,0.0023480698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002618296,0.00033148302,0.0004873326,0.0010227404,0.0041664084,0.0061699417,0.0008983335,0.001190796,0.0028633724],"category_scores_gemma":[0.006600294,0.00030693758,0.00035513937,0.00039365346,0.0032909566,0.0021738922,0.0040698186,0.0028908509,0.0006659733],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002843511,0.0019883106,0.33197442,0.00005930448,0.000048282393,0.0011453029,0.624692,0.00009227876,0.0024326607,0.0015162918,0.0018268068,0.033939984],"study_design_scores_gemma":[0.000025236086,0.0007728508,0.23421782,0.00006642587,0.00001642842,0.00046302308,0.75840914,0.0004803062,0.00046374742,0.0012815502,0.0037407158,0.00006285129],"about_ca_topic_score_codex":0.009253794,"about_ca_topic_score_gemma":0.010770552,"teacher_disagreement_score":0.009253794,"about_ca_system_score_codex":0.0013468439,"about_ca_system_score_gemma":0.0016091618,"threshold_uncertainty_score":0.018399894},"labels":[],"label_agreement":null},{"id":"W7008863136","doi":"","title":"\"Crêpes on Friday\": Examining Gender Differences in Extrinsic Motivation in the French as a Second Language Classroom","year":2008,"lang":"en","type":"article","venue":"eScholarship (California Digital Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Second language; Intrinsic motivation; English as a second language; Second-language acquisition; Language acquisition","score_opus":0.05938648350140111,"score_gpt":0.22396657786368865,"score_spread":0.16458009436228754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7008863136","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99844754,0.00007134846,0.00003058378,0.00009377415,0.0000067207548,0.000009599679,0.00002401611,0.0000010735185,0.0013152792],"genre_scores_gemma":[0.99825925,0.00008563451,0.00007453399,0.00007300522,0.000004972438,0.00002718936,0.000048536378,0.0000018612815,0.0014250915],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99864,0.00052067457,0.00006113045,0.00012105434,0.00027462374,0.00038257978],"domain_scores_gemma":[0.99664575,0.0009983764,0.00088397786,0.00009292735,0.00056582724,0.0008132216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002581108,0.0004186336,0.00048670336,0.0015873315,0.003060385,0.0029187028,0.00058072654,0.0007456434,0.0036238679],"category_scores_gemma":[0.003989655,0.00023484364,0.00048030153,0.000688676,0.0010314716,0.0008988848,0.0011104156,0.0008585267,0.00045019345],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002604471,0.0009291793,0.8768477,0.00006868462,0.000052285555,0.00028375312,0.10049934,0.000036222566,0.0014561524,0.0007266937,0.0005974681,0.018241987],"study_design_scores_gemma":[0.000007197399,0.00030161327,0.9114838,0.000043291977,0.000016901482,0.00009153304,0.086013384,0.00009130793,0.00024138154,0.00008306873,0.0016126832,0.0000139103395],"about_ca_topic_score_codex":0.0429247,"about_ca_topic_score_gemma":0.08266431,"teacher_disagreement_score":0.0429247,"about_ca_system_score_codex":0.00240703,"about_ca_system_score_gemma":0.001855761,"threshold_uncertainty_score":0.08534968},"labels":[],"label_agreement":null},{"id":"W7010104408","doi":"","title":"Gender differences and oral production in French immersion","year":2003,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"French immersion; Creativity; Variation (astronomy); Qualitative research; Qualitative analysis; Immersion (mathematics)","score_opus":0.040350774453139275,"score_gpt":0.24945605245938954,"score_spread":0.20910527800625026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7010104408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957378,0.00041522377,0.00017614885,0.000050014805,0.000009996085,0.000010838021,0.00009473309,0.0000049236132,0.003500415],"genre_scores_gemma":[0.9982153,0.00013813809,0.00010059176,0.000023096003,0.0000058281616,0.000013337932,0.00005372025,0.0000055199353,0.0014444649],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990011,0.00028454,0.00007053668,0.00016140065,0.00031182077,0.00017074216],"domain_scores_gemma":[0.9969837,0.0015559123,0.0006062821,0.000097338794,0.00048982725,0.00026696952],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013070257,0.0003443566,0.00034100786,0.0012479442,0.0008347601,0.0018447733,0.00027561054,0.00044653623,0.004609607],"category_scores_gemma":[0.005780797,0.0001743449,0.000227791,0.0006073803,0.001289249,0.00044113578,0.0008226693,0.00028137336,0.00039024802],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008582581,0.00021548413,0.61432904,0.00026092015,0.000062432526,0.003991922,0.30446583,0.0001631643,0.02716255,0.0011608163,0.00057009276,0.04675944],"study_design_scores_gemma":[0.000012946735,0.00061975303,0.90344065,0.00008694999,0.000023002089,0.0024928572,0.08531192,0.0001254181,0.0018251054,0.00026344464,0.0057532955,0.000044824574],"about_ca_topic_score_codex":0.018681608,"about_ca_topic_score_gemma":0.023589434,"teacher_disagreement_score":0.018681608,"about_ca_system_score_codex":0.0009555511,"about_ca_system_score_gemma":0.0005225328,"threshold_uncertainty_score":0.037145734},"labels":[],"label_agreement":null},{"id":"W7010378197","doi":"","title":"Increased meaning elaboration does not account for the picture superiority effect","year":2001,"lang":"en","type":"dissertation","venue":"Knowledge Commons (Lakehead University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Meaning (existential); Elaboration; Thunder; Word (group theory); Process (computing); Original meaning; Interpretation (philosophy); Perspective (graphical)","score_opus":0.02335698817650566,"score_gpt":0.25055632405772027,"score_spread":0.2271993358812146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7010378197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9363652,0.0008491482,0.013905552,0.003830783,0.00033519042,0.0003211361,0.00095558516,0.00037727054,0.043060172],"genre_scores_gemma":[0.99431926,0.00012406404,0.0022246516,0.00039250005,0.000044646575,0.000057836613,0.0004024969,0.00017267927,0.0022617984],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99793744,0.00050540135,0.0001623245,0.00066086464,0.0004733965,0.00026074654],"domain_scores_gemma":[0.97493786,0.015197917,0.0029628198,0.005177996,0.0009006236,0.0008227563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048425337,0.00077956583,0.0009445407,0.00055234175,0.0006151001,0.0019342786,0.0016635418,0.0022406133,0.035201125],"category_scores_gemma":[0.034925982,0.00071951415,0.0011942219,0.00043330857,0.0017009467,0.0056235176,0.0020525751,0.0019309333,0.0020942688],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020462656,0.0039219735,0.5087922,0.0033959968,0.002355126,0.0041444427,0.00724089,0.0068072258,0.18237202,0.089244395,0.014503701,0.15675935],"study_design_scores_gemma":[0.0039782166,0.0012392593,0.7677134,0.00024154442,0.0019727673,0.002191978,0.0020702586,0.032775477,0.026541375,0.14915697,0.011958148,0.00016058762],"about_ca_topic_score_codex":0.0057124174,"about_ca_topic_score_gemma":0.0048088124,"teacher_disagreement_score":0.035201125,"about_ca_system_score_codex":0.00084050564,"about_ca_system_score_gemma":0.001544858,"threshold_uncertainty_score":0.117759526},"labels":[],"label_agreement":null},{"id":"W7010774762","doi":"","title":"It's all about meaning : L2 test validation in and through the landscape of an evolving construct","year":2001,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Test (biology); Meaning (existential); Academic writing; Second language writing; Semiotics; Language assessment; Variance (accounting); English for academic purposes","score_opus":0.02827122076812533,"score_gpt":0.2625784851351368,"score_spread":0.2343072643670115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7010774762","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9563266,0.00043831923,0.01981775,0.0026232097,0.00012440298,0.00079676276,0.00010433278,0.00010182547,0.019666793],"genre_scores_gemma":[0.9825394,0.000114930524,0.01421788,0.0006599285,0.000029880457,0.000977353,0.00016872938,0.0000941971,0.0011977766],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.88891095,0.08205013,0.003578365,0.0053443965,0.017777225,0.0023389726],"domain_scores_gemma":[0.78764415,0.1463969,0.008545055,0.019699045,0.03492819,0.0027866038],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.15323304,0.00048168463,0.0006142383,0.0027974744,0.0035835956,0.0065571605,0.0025795274,0.0013677393,0.0013394667],"category_scores_gemma":[0.2796902,0.00044761485,0.00078155595,0.002062445,0.009212795,0.0054539465,0.008410571,0.0031652148,0.00047628925],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011382102,0.0013598814,0.38466552,0.00034338556,0.00025269052,0.00054889964,0.31755832,0.0012264784,0.0052405205,0.019302793,0.005141064,0.26322222],"study_design_scores_gemma":[0.00044334854,0.005158529,0.57069427,0.002071947,0.00036493453,0.0013529707,0.26368448,0.018152999,0.022528242,0.036775228,0.07839075,0.00038233033],"about_ca_topic_score_codex":0.010242146,"about_ca_topic_score_gemma":0.01399405,"teacher_disagreement_score":0.15323304,"about_ca_system_score_codex":0.0045402525,"about_ca_system_score_gemma":0.008192229,"threshold_uncertainty_score":0.81038344},"labels":[],"label_agreement":null},{"id":"W7011129757","doi":"","title":"Language Learning as a Struggle for Distinction in Todayâs Corporate Recruitment Culture: An Ethnographic Study of English Study Abroad Practices among South Korean Undergraduates","year":2015,"lang":"en","type":"article","venue":"eScholarship (California Digital Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Study abroad; Ethnography; Ideology; Competence (human resources); English language; Function (biology); Language proficiency; Semi-structured interview; Cultural competence","score_opus":0.11175033640585172,"score_gpt":0.31008160254486433,"score_spread":0.1983312661390126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7011129757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991767,0.00005342512,0.00005809383,0.00011421906,0.0000024920746,0.0000067568567,0.000004094998,8.149163e-7,0.0005833931],"genre_scores_gemma":[0.99886924,0.0001410988,0.000094706855,0.00011151567,0.0000024509907,0.000014344747,0.000009174563,0.0000027880046,0.0007546589],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99898165,0.0005940459,0.000043571028,0.00010567046,0.00007236256,0.00020261397],"domain_scores_gemma":[0.9987196,0.00063119375,0.00020465069,0.000050042443,0.00008629178,0.0003082733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001979795,0.00031734386,0.00041314733,0.0007138358,0.005693617,0.0037424627,0.0006644245,0.000672572,0.0015519572],"category_scores_gemma":[0.0016852354,0.0003601333,0.00020671259,0.00061837677,0.00436297,0.0030638129,0.0034181739,0.0013784571,0.00018777039],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012962383,0.00006022365,0.014739445,0.000023849725,0.000002075657,0.000505055,0.9812056,0.0000055823402,0.0010087941,0.00037652638,0.00008751191,0.0019723878],"study_design_scores_gemma":[0.000001001463,0.00002615307,0.0070654517,0.000017136215,0.000002176748,0.00014068799,0.9914038,0.000016476815,0.00011700555,0.000039513314,0.0011666276,0.0000039353986],"about_ca_topic_score_codex":0.0055895667,"about_ca_topic_score_gemma":0.021838674,"teacher_disagreement_score":0.005693617,"about_ca_system_score_codex":0.0013832335,"about_ca_system_score_gemma":0.0016186129,"threshold_uncertainty_score":0.011114061},"labels":[],"label_agreement":null},{"id":"W7014929148","doi":"","title":"Qualitative study of five FSL teachers using constructivism to support second language learning / by Laura Hope Southcott. --","year":2003,"lang":"en","type":"dissertation","venue":"Knowledge Commons (Lakehead University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Constructivism (international relations); Second language; Qualitative research; Class (philosophy); Meaning (existential); Qualitative analysis","score_opus":0.04178726514030632,"score_gpt":0.3098585495049372,"score_spread":0.26807128436463085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7014929148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.970658,0.0008768949,0.0054287408,0.009752876,0.00019250961,0.00070200546,0.00018742814,0.00006279176,0.012138656],"genre_scores_gemma":[0.97327435,0.0006828754,0.002725184,0.0026117007,0.000035274305,0.0008269375,0.00009817949,0.00009071099,0.019654779],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9873232,0.009074839,0.0003588814,0.0007403539,0.0012101239,0.0012926047],"domain_scores_gemma":[0.9743741,0.015024967,0.0016829765,0.0005483136,0.003983286,0.0043863477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015497471,0.0006116891,0.001058852,0.0019198514,0.01739158,0.0060271947,0.0022156811,0.0020268962,0.0054677934],"category_scores_gemma":[0.026473116,0.0010138067,0.00035102424,0.0013478057,0.010189977,0.0042950665,0.005819902,0.005489423,0.001189778],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002046051,0.00011874934,0.0012658439,0.00007367284,0.000001908129,0.00043265068,0.9923111,0.00002366039,0.00051329494,0.000602709,0.00091705786,0.0037190074],"study_design_scores_gemma":[0.0000056162066,0.000063652005,0.0012029757,0.000118092714,0.0000015259321,0.00009948557,0.98613447,0.0000668084,0.00028655084,0.00018545681,0.01182488,0.000010583183],"about_ca_topic_score_codex":0.017377155,"about_ca_topic_score_gemma":0.02806187,"teacher_disagreement_score":0.01739158,"about_ca_system_score_codex":0.0097555155,"about_ca_system_score_gemma":0.009433379,"threshold_uncertainty_score":0.081959486},"labels":[],"label_agreement":null},{"id":"W7015060257","doi":"","title":"Research Forum: The Relationship between Japanese EFL Learners’ Perceived Fluency and Temporal Speech Measures in a Read-Aloud Task","year":2023,"lang":"en","type":"article","venue":"UCL Discovery (University College London)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canada Research Chairs","keywords":"Fluency; Utterance; Task (project management); Articulation (sociology); Relation (database); Second language","score_opus":0.09613142399894509,"score_gpt":0.2880895312160414,"score_spread":0.19195810721709633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015060257","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99916244,0.00003148192,0.00030212975,0.00002084079,0.0000044159033,0.000004513963,0.000020316855,0.0000044738917,0.0004493838],"genre_scores_gemma":[0.9990515,0.00003625591,0.00032011684,0.000028570745,0.000013180644,0.000012102865,0.000033572902,0.000004326383,0.0005003722],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99951494,0.00016644056,0.000048713155,0.00013478151,0.00009448687,0.00004061958],"domain_scores_gemma":[0.99133635,0.0045321756,0.001621321,0.00029302653,0.001506256,0.00071084884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022661304,0.00024850643,0.0003074246,0.00027520093,0.0004237171,0.0007150808,0.00018669174,0.0003503402,0.0036379374],"category_scores_gemma":[0.009339799,0.000120924225,0.00011511446,0.0001887773,0.00045578447,0.0006906146,0.00042472788,0.0003674391,0.00058146066],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019976369,0.0008312531,0.799436,0.00028684182,0.00008361237,0.00050309603,0.02973435,0.0002160808,0.10096144,0.00014557439,0.0005370737,0.06526706],"study_design_scores_gemma":[0.000037022877,0.0016808772,0.97598696,0.000016196447,0.000043055632,0.0005136572,0.006504026,0.00056165876,0.013886606,0.00013017395,0.0006093243,0.000030429483],"about_ca_topic_score_codex":0.0014682849,"about_ca_topic_score_gemma":0.0015662056,"teacher_disagreement_score":0.0036379374,"about_ca_system_score_codex":0.000174376,"about_ca_system_score_gemma":0.00024878926,"threshold_uncertainty_score":0.012170136},"labels":[],"label_agreement":null},{"id":"W7015208079","doi":"","title":"Second Language Learners’ Attitudes Towards French Varieties: The Roles of Learning Experiences and Social Networks","year":2019,"lang":"en","type":"dissertation","venue":"Spectrum Research Repository (Concordia University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Second language; Language proficiency; First language; Comprehension; Listening comprehension; Willingness to communicate; Second-language acquisition; French","score_opus":0.02595748416554331,"score_gpt":0.2752159770480586,"score_spread":0.2492584928825153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015208079","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99900323,0.000043154418,0.000023902261,0.000052469833,0.0000012166385,0.0000025690513,0.00000767692,7.0722734e-7,0.0008652439],"genre_scores_gemma":[0.9993917,0.000052260522,0.000030325846,0.000021016938,0.0000020875877,0.0000043403093,0.000012636594,8.511828e-7,0.00048469368],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993036,0.00026642854,0.000024636865,0.00009391365,0.00015687461,0.00015457305],"domain_scores_gemma":[0.9981311,0.0006515117,0.00045967952,0.00006910173,0.00022551305,0.00046317355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014261337,0.00032113362,0.00023311161,0.0006453822,0.00155801,0.0028035974,0.00034561843,0.0005015169,0.0028915503],"category_scores_gemma":[0.002486259,0.00015085425,0.0002302844,0.0003062352,0.0012471944,0.0011766449,0.0012362589,0.00046213792,0.00021443643],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015062364,0.00040407744,0.8265304,0.000051014278,0.000045313016,0.00042413248,0.15124351,0.00006715831,0.0019792272,0.0003570364,0.0002650846,0.018482508],"study_design_scores_gemma":[0.0000067613605,0.00018412851,0.8568099,0.000036083202,0.00002147381,0.00015464373,0.14034657,0.00021490455,0.00031665235,0.00015531623,0.0017314926,0.000022040273],"about_ca_topic_score_codex":0.050477926,"about_ca_topic_score_gemma":0.09617141,"teacher_disagreement_score":0.050477926,"about_ca_system_score_codex":0.001274023,"about_ca_system_score_gemma":0.0006766501,"threshold_uncertainty_score":0.1003682},"labels":[],"label_agreement":null},{"id":"W7015595549","doi":"","title":"Teaching additional language to students with special educational needs : a case study of Quebec intensive english teacher cognitions","year":2025,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Occupational training; Cultural environment; Research methodology","score_opus":0.0101024556863962,"score_gpt":0.2342767114298293,"score_spread":0.2241742557434331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015595549","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972662,0.0001563247,0.0001172342,0.0005360659,0.000014584404,0.00003892989,0.000023633665,0.0000045703882,0.0018424842],"genre_scores_gemma":[0.9932201,0.0002920859,0.000325137,0.00025236307,0.000010024939,0.00004078301,0.000026451797,0.0000064032524,0.0058265845],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983784,0.0005008089,0.000052461783,0.0001605156,0.0002537654,0.0006540294],"domain_scores_gemma":[0.9964647,0.0009941328,0.00047363466,0.00009779481,0.00081954076,0.0011501763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012793276,0.0006120571,0.00054630847,0.0011137903,0.00942648,0.0022387984,0.0014321799,0.0014593626,0.0051598535],"category_scores_gemma":[0.0042426544,0.00038962593,0.00036060534,0.0013510662,0.0028069706,0.0010124163,0.0017829201,0.001697067,0.00048218374],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000078070036,0.0007437786,0.09086357,0.00026504364,0.000018474664,0.023888372,0.8573378,0.00013534923,0.0024179183,0.00073990977,0.0018211206,0.021690512],"study_design_scores_gemma":[0.000012601766,0.00019768298,0.083348915,0.0001411065,0.000019402487,0.0024136978,0.9042401,0.00021252649,0.00050866674,0.000104381535,0.008770077,0.00003091533],"about_ca_topic_score_codex":0.71640766,"about_ca_topic_score_gemma":0.9209173,"teacher_disagreement_score":0.28359234,"about_ca_system_score_codex":0.017674318,"about_ca_system_score_gemma":0.013860943,"threshold_uncertainty_score":0.57052493},"labels":[],"label_agreement":null},{"id":"W7015633964","doi":"","title":"The study of second language speech:A brief overview","year":2007,"lang":"en","type":"book-chapter","venue":"John Benjamins Publishing Company eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Second language; Natural language; Focus (optics)","score_opus":0.08463775629507417,"score_gpt":0.2824638433222086,"score_spread":0.19782608702713442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015633964","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015425681,0.9003417,0.008525921,0.0028610488,0.0016613906,0.0000649129,0.00019784339,0.00012704797,0.0846775],"genre_scores_gemma":[0.029022362,0.8956835,0.0077643218,0.0015121045,0.005396163,0.000356807,0.0005697359,0.0001847414,0.05951027],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993284,0.00024408834,0.00006180354,0.000107197746,0.00018161572,0.00007685225],"domain_scores_gemma":[0.9981914,0.001479419,0.00004276919,0.000051799114,0.00014233302,0.00009232578],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001136367,0.0011231594,0.0016391231,0.005245777,0.00109446,0.005598589,0.0016187839,0.0038397834,0.018626735],"category_scores_gemma":[0.0018774406,0.00073795865,0.00077556865,0.007895738,0.003263712,0.0049910047,0.0018024679,0.0018171949,0.006275609],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000077744655,0.00025858157,0.0010395,0.006830618,0.000041786472,0.0009203064,0.004330982,0.0004359213,0.0029415938,0.13250372,0.08917902,0.7614403],"study_design_scores_gemma":[0.000017938775,0.00012952233,0.008094292,0.003123504,0.000024075785,0.0025214152,0.00282124,0.00034417657,0.00052492326,0.041939344,0.94040453,0.000055063843],"about_ca_topic_score_codex":0.006138566,"about_ca_topic_score_gemma":0.0074486863,"teacher_disagreement_score":0.018626735,"about_ca_system_score_codex":0.0016584875,"about_ca_system_score_gemma":0.002342241,"threshold_uncertainty_score":0.062312603},"labels":[],"label_agreement":null},{"id":"W7015649522","doi":"","title":"Teaching listening comprehension in Ukrainian L2 classroom: CLT perspective","year":2013,"lang":"en","type":"article","venue":"Electronic Scientific Archive (Lviv Polytechnic)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ukrainian; Active listening; Perspective (graphical); Listening comprehension; Graduate students; Comprehension; Graduation (instrument); Language proficiency","score_opus":0.0172027894311958,"score_gpt":0.24994231238206754,"score_spread":0.23273952295087175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015649522","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5325516,0.028448097,0.01477832,0.028125787,0.00034867955,0.00010789934,0.00009787827,0.00032411705,0.39521766],"genre_scores_gemma":[0.98630315,0.0035015065,0.0015822711,0.0014032108,0.00006372358,0.000036390305,0.000024906461,0.00005280306,0.007032008],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9984785,0.0008092114,0.0000374911,0.00016781721,0.00018923733,0.00031778665],"domain_scores_gemma":[0.99811697,0.00090140564,0.0001314408,0.000081653154,0.0004400497,0.00032852165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002247998,0.00042294734,0.00031810385,0.001501301,0.0033051448,0.0059714164,0.0012776491,0.0012352101,0.003995469],"category_scores_gemma":[0.0027806195,0.00015752441,0.00023901592,0.0011197719,0.005084295,0.0038647251,0.0036339005,0.0019826405,0.00078053185],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010840537,0.00055371504,0.017406967,0.0010445744,0.000034766566,0.0028539759,0.62332296,0.0005971523,0.0044823745,0.074483596,0.009308712,0.26580283],"study_design_scores_gemma":[0.000026889435,0.00021969982,0.038291037,0.0016254208,0.000060282084,0.0020439478,0.7230479,0.0013004729,0.0039542858,0.025510253,0.2038706,0.000049194095],"about_ca_topic_score_codex":0.033189047,"about_ca_topic_score_gemma":0.046451416,"teacher_disagreement_score":0.033189047,"about_ca_system_score_codex":0.010665454,"about_ca_system_score_gemma":0.009693258,"threshold_uncertainty_score":0.0773837},"labels":[],"label_agreement":null},{"id":"W7015675525","doi":"","title":"Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity","year":2009,"lang":"en","type":"dissertation","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Context (archaeology); Term (time); Identity (music); Paraphrase; Feature (linguistics)","score_opus":0.005786225534199866,"score_gpt":0.20091248392366035,"score_spread":0.1951262583894605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015675525","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99955827,0.000015603244,0.000022187787,0.000019023848,0.000001098052,0.000012256053,0.0000034974648,0.0000010011873,0.00036701353],"genre_scores_gemma":[0.9992785,0.000035445115,0.0001443831,0.000023249462,0.0000022891884,0.000028341005,0.000009846593,0.000001042076,0.0004770271],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983234,0.0007085375,0.0000629062,0.00017563075,0.00026441188,0.0004650391],"domain_scores_gemma":[0.99614054,0.0011010406,0.000766882,0.00012323106,0.00035136295,0.001516888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025339264,0.00048747106,0.0003203899,0.00092715886,0.0056070955,0.0032209053,0.00072143663,0.0007201264,0.002069235],"category_scores_gemma":[0.004729204,0.00035425732,0.00025363136,0.00042369388,0.001935308,0.0011732583,0.0035217565,0.0011654894,0.00025156452],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003552984,0.0028219032,0.28089684,0.00010818785,0.000022436967,0.00094027293,0.67777634,0.00005069067,0.00488024,0.00031017707,0.00038269567,0.03145488],"study_design_scores_gemma":[0.00002436918,0.0011730397,0.34640056,0.00004403902,0.000022748893,0.00031194038,0.64852315,0.000105690175,0.0014276613,0.00009223051,0.0018446383,0.000029893958],"about_ca_topic_score_codex":0.0186916,"about_ca_topic_score_gemma":0.06523459,"teacher_disagreement_score":0.0186916,"about_ca_system_score_codex":0.003108373,"about_ca_system_score_gemma":0.002982941,"threshold_uncertainty_score":0.037165582},"labels":[],"label_agreement":null},{"id":"W7018791639","doi":"","title":"Epeirogeny orEustasy? Paleozoic-Mesozoic vertical motion of the North American continental interiorfrom thermochronometry and implications for mantle dynamics","year":2012,"lang":"en","type":"article","venue":"Digital Commons - USU (Utah State University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Precambrian; Sedimentary rock; Craton; Mantle (geology); Mesozoic; Paleozoic; Tectonics; Plate tectonics; Shield; Continental margin","score_opus":0.018362260011406163,"score_gpt":0.21180878772972658,"score_spread":0.1934465277183204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7018791639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889448,0.0010958647,0.00023499498,0.0003035582,0.000008340557,0.0000030957835,0.00039490973,0.000012664913,0.009001701],"genre_scores_gemma":[0.9972602,0.0004781852,0.000127506,0.000037751426,0.0000052709283,0.0000016227376,0.00015834277,0.0000034305915,0.0019277949],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9999553,0.0000036588,0.0000017625403,0.000014985592,0.000008440594,0.000015849797],"domain_scores_gemma":[0.99991095,0.0000069681932,0.00003061357,0.000008069952,0.000029353954,0.00001402241],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00012675251,0.000079353194,0.000056466477,0.00029952868,0.00034207586,0.0005413672,0.0001484262,0.00011085974,0.003596626],"category_scores_gemma":[0.00028805883,0.000061670886,0.00006724796,0.00034236195,0.00033997349,0.00036450682,0.00022914744,0.0001556347,0.0002046901],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006816857,0.000017688706,0.92834723,0.000054627664,0.00005080222,0.00015661563,0.0012062588,0.00018032246,0.014088949,0.0019970785,0.0007330552,0.053099167],"study_design_scores_gemma":[3.8628775e-7,0.0000024199946,0.99790645,0.000003686316,0.0000038304433,0.000027222606,0.00024636075,0.00003644069,0.00022040504,0.00005468894,0.0014974842,6.868759e-7],"about_ca_topic_score_codex":0.122320235,"about_ca_topic_score_gemma":0.3199689,"teacher_disagreement_score":0.122320235,"about_ca_system_score_codex":0.0007356878,"about_ca_system_score_gemma":0.00047612653,"threshold_uncertainty_score":0.24321651},"labels":[],"label_agreement":null},{"id":"W7019040586","doi":"","title":"Errors and Causes: Use of the Verbs Ser and Estar by French-Speaking Students of Spanish as a Foreign Language (ELE)","year":2018,"lang":"en","type":"article","venue":"Magazine Portal Bibliotech Digital (Universidad Nacional de Colombia)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; First language; Set (abstract data type); Semantics (computer science)","score_opus":0.015941499926972802,"score_gpt":0.24131318628991508,"score_spread":0.22537168636294228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7019040586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9864616,0.00060978567,0.0015249201,0.0009472142,0.00007460994,0.000047751677,0.0002862768,0.00008805774,0.009959814],"genre_scores_gemma":[0.9933154,0.00035529063,0.0008845473,0.00019453658,0.000025533565,0.00002472505,0.00018924037,0.00006952999,0.004941192],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9901545,0.00451146,0.0010366881,0.0010279547,0.002556378,0.0007128798],"domain_scores_gemma":[0.95096976,0.0284257,0.010386093,0.0021848658,0.0072500873,0.0007834225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059309653,0.00053559244,0.00038795275,0.002630878,0.0016042159,0.0033724268,0.000755497,0.001388676,0.0031978472],"category_scores_gemma":[0.04328521,0.0003248212,0.00035328767,0.0015867754,0.0020758673,0.0018642463,0.0025994896,0.0011181969,0.00073906255],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003669835,0.00016888817,0.64551425,0.00029613546,0.00005401214,0.0029612475,0.25445578,0.00023608265,0.0017268785,0.0021389064,0.0028547065,0.089226134],"study_design_scores_gemma":[0.00003298705,0.00022701774,0.57554317,0.0008151952,0.00013837748,0.0044359094,0.38795412,0.0015541152,0.003868687,0.0021792569,0.023134727,0.00011648363],"about_ca_topic_score_codex":0.05663249,"about_ca_topic_score_gemma":0.07415195,"teacher_disagreement_score":0.05663249,"about_ca_system_score_codex":0.002108935,"about_ca_system_score_gemma":0.003124293,"threshold_uncertainty_score":0.11260569},"labels":[],"label_agreement":null},{"id":"W7019335910","doi":"","title":"Foreign Language Learning and Neurofeedback Assisted Emulation af the Brain. AU Ideas Project 2012-2013.","year":2012,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Emulation; Neurofeedback; Foreign language; Language acquisition; Experiential learning","score_opus":0.035153144891752544,"score_gpt":0.280403919093497,"score_spread":0.24525077420174446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7019335910","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09580166,0.021097284,0.19107786,0.0066950736,0.004591241,0.0027036383,0.016855612,0.011515195,0.64966244],"genre_scores_gemma":[0.31545702,0.0051187766,0.060548294,0.00079168327,0.0004160391,0.002165317,0.0064608157,0.0016571392,0.60738486],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9995763,0.00013937464,0.000011976915,0.000054979595,0.00015019646,0.000067253095],"domain_scores_gemma":[0.999481,0.00013298779,0.000019998692,0.00004853182,0.00014359222,0.00017385086],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013702614,0.00081370265,0.0005218576,0.00058774743,0.00051916233,0.0009005689,0.000828473,0.001341938,0.062390387],"category_scores_gemma":[0.001611187,0.0001705321,0.0005119472,0.00021568272,0.00043767245,0.00077205617,0.0017317935,0.00082298764,0.009910071],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004304132,0.0015659668,0.00087034533,0.0009350284,0.00006677107,0.0003543967,0.00039485446,0.00430079,0.026546044,0.00861829,0.13392131,0.81812215],"study_design_scores_gemma":[0.0017162762,0.005528198,0.019514754,0.00071579503,0.00021150286,0.0020817022,0.0007959739,0.02814542,0.12230042,0.013449616,0.80542856,0.0001116939],"about_ca_topic_score_codex":0.0072911307,"about_ca_topic_score_gemma":0.007974279,"teacher_disagreement_score":0.062390387,"about_ca_system_score_codex":0.0010582639,"about_ca_system_score_gemma":0.0020748107,"threshold_uncertainty_score":0.20871663},"labels":[],"label_agreement":null},{"id":"W7020496595","doi":"","title":"Language teacher identity in TESOL teacher education and practice as identity work","year":2020,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Identity (music); Teacher education; Language teacher; Narrative; Field (mathematics); Professional development; Process (computing); Language education","score_opus":0.024585766357912292,"score_gpt":0.32714365455556776,"score_spread":0.3025578881976555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020496595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60871655,0.011657295,0.004499436,0.022930972,0.00041889824,0.00007464546,0.00003388896,0.00006677407,0.35160154],"genre_scores_gemma":[0.9834367,0.0022157307,0.00061815133,0.00041039175,0.00003218157,0.00002891072,0.000010649879,0.000019729336,0.013227427],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99242884,0.005287416,0.00024035208,0.0003715586,0.0006838171,0.0009879926],"domain_scores_gemma":[0.99414694,0.0033047162,0.0007976824,0.00041452204,0.00044089212,0.00089519896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045348117,0.00022964262,0.00036067306,0.001558596,0.013032843,0.012258434,0.00096276094,0.0016456,0.0045000156],"category_scores_gemma":[0.0078098048,0.00021524476,0.00023306406,0.0016166475,0.024396008,0.009819522,0.009355603,0.002239831,0.00044387125],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000866982,0.00004936493,0.0036274632,0.00008989572,0.0000019000365,0.00038959036,0.8712745,0.000043466836,0.00008103383,0.10481914,0.0013480572,0.018266996],"study_design_scores_gemma":[0.000004176987,0.000019652653,0.002603873,0.00028816747,0.000002183603,0.00041939435,0.9029211,0.00007311693,0.00016223539,0.009077706,0.08442029,0.000008204485],"about_ca_topic_score_codex":0.008930819,"about_ca_topic_score_gemma":0.017457185,"teacher_disagreement_score":0.013032843,"about_ca_system_score_codex":0.007436023,"about_ca_system_score_gemma":0.007033292,"threshold_uncertainty_score":0.053952396},"labels":[],"label_agreement":null},{"id":"W7020511670","doi":"","title":"Le Système professionnel québécois à l'heure de 1987 : allocution /","year":2015,"lang":"fr","type":"other","venue":"Bibliothèque et Archives nationales du Québec (Québec government)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nucleofection; Gestational period; TSG101; Dysgeusia; Liquation; Diafiltration; Emperipolesis; Triacetin; Demotion","score_opus":0.015624816285387,"score_gpt":0.22125126807533996,"score_spread":0.20562645178995295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020511670","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.079933,0.03059099,0.0060956613,0.102876276,0.0022860041,0.00034528348,0.0047100927,0.00046243088,0.77270025],"genre_scores_gemma":[0.33315435,0.004975982,0.004287489,0.0042869267,0.0002280167,0.00014951098,0.0010027899,0.00018511593,0.65172976],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972806,0.00038141388,0.000080477745,0.00023870572,0.0011533927,0.0008652941],"domain_scores_gemma":[0.9970522,0.00026354863,0.00013051159,0.00016402121,0.0018347139,0.0005550846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002701356,0.0004319882,0.0003126385,0.0023116814,0.0074960575,0.005063437,0.0011595974,0.0018440483,0.021446696],"category_scores_gemma":[0.0052753254,0.0002903709,0.00025396672,0.00451236,0.0033880973,0.0019304575,0.0015155849,0.002135946,0.0016493913],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009927724,0.000049767335,0.0077004037,0.00018120432,0.00001746115,0.00027229113,0.0100415,0.0007858272,0.00050311233,0.37905365,0.40306824,0.19822733],"study_design_scores_gemma":[0.000018763749,0.00001538159,0.028888743,0.00017925022,0.000009726468,0.0000737982,0.003156319,0.0004157476,0.00036271368,0.0048437035,0.9619981,0.000037866597],"about_ca_topic_score_codex":0.9883201,"about_ca_topic_score_gemma":0.99174577,"teacher_disagreement_score":0.9068421,"about_ca_system_score_codex":0.09315786,"about_ca_system_score_gemma":0.1635463,"threshold_uncertainty_score":0.6759107},"labels":[],"label_agreement":null},{"id":"W7020513750","doi":"","title":"Letters, home (Re)constructing my place in language teaching","year":2010,"lang":"en","type":"article","venue":"IslandScholar (University of Prince Edward Island)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Praxis; Narrative; Soul; Nobility; Set (abstract data type); Identity (music)","score_opus":0.007940848674798816,"score_gpt":0.20467877444863894,"score_spread":0.1967379257738401,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020513750","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25286868,0.006905107,0.027399024,0.11772551,0.0043660686,0.00009216902,0.00017093099,0.0007689456,0.58970356],"genre_scores_gemma":[0.85619473,0.0013199907,0.005423959,0.0067633647,0.00022541464,0.00005070676,0.000050861596,0.00036421095,0.12960672],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9964461,0.0023441885,0.000086468506,0.00036189737,0.00033987666,0.00042151977],"domain_scores_gemma":[0.9975568,0.00042595973,0.0001811498,0.00029707616,0.000519647,0.0010193823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003081198,0.00037965065,0.00038614843,0.0007632501,0.015327506,0.011053526,0.0009873464,0.0015955763,0.012852895],"category_scores_gemma":[0.0045798603,0.0002825438,0.000300594,0.00078951,0.018168721,0.010932062,0.0064143427,0.005178634,0.00467523],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033079603,0.00005361326,0.0024997818,0.000080054975,0.000007682614,0.0010919716,0.83214176,0.00006860773,0.0014730642,0.099079765,0.028295169,0.03517555],"study_design_scores_gemma":[0.0000055989176,0.00004267257,0.0012405121,0.0002002847,0.000008122066,0.00045328148,0.5328688,0.000080758124,0.00046199776,0.014016681,0.45059383,0.000027500817],"about_ca_topic_score_codex":0.016408864,"about_ca_topic_score_gemma":0.024582466,"teacher_disagreement_score":0.016408864,"about_ca_system_score_codex":0.004484172,"about_ca_system_score_gemma":0.0060515874,"threshold_uncertainty_score":0.04299724},"labels":[],"label_agreement":null},{"id":"W7020610712","doi":"","title":"Les aspects juridiques de la pratique infirmière en pharmacie","year":2000,"lang":"fr","type":"other","venue":"Knowledge UdeS (Institutional Deposit of the University of Sherbrooke)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Meaning (existential); French","score_opus":0.012943838337225207,"score_gpt":0.23310598754169007,"score_spread":0.22016214920446486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020610712","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30752414,0.058270868,0.00667091,0.27114278,0.0013772824,0.0006673856,0.0014777577,0.00014180367,0.35272697],"genre_scores_gemma":[0.89261335,0.022548268,0.0023353926,0.013097717,0.00062084675,0.00018665695,0.00026226454,0.000033831115,0.06830168],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9859141,0.0039393296,0.00092927215,0.0006428626,0.006600738,0.0019736697],"domain_scores_gemma":[0.97260714,0.008823153,0.0043611303,0.00056624884,0.011104957,0.0025374317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013282783,0.00027189267,0.0004756237,0.0029774224,0.012034613,0.010985933,0.0016984377,0.0031755236,0.02417265],"category_scores_gemma":[0.03430584,0.0004408434,0.00038312262,0.0044585974,0.008019008,0.0040582367,0.0037675663,0.0038323435,0.0016449061],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043752,0.00021855345,0.15146098,0.0036522036,0.00012552577,0.0026568535,0.20635653,0.0015277634,0.0020287426,0.26386598,0.103744924,0.26392457],"study_design_scores_gemma":[0.00003895476,0.00016603756,0.298614,0.003228629,0.000103047685,0.0015583101,0.100608565,0.0007580227,0.0010794275,0.013823237,0.5797744,0.00024731125],"about_ca_topic_score_codex":0.6433172,"about_ca_topic_score_gemma":0.6918834,"teacher_disagreement_score":0.6433172,"about_ca_system_score_codex":0.047272265,"about_ca_system_score_gemma":0.08215217,"threshold_uncertainty_score":0.7175667},"labels":[],"label_agreement":null},{"id":"W7020695337","doi":"","title":"Mapping Health Literacy Strategies and Outcomes in Older Adults: A Scoping Review","year":2024,"lang":"en","type":"article","venue":"Mspace (University of Manitoba)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Health literacy; Inclusion (mineral); Psychological intervention; Health care; Literacy; Health promotion; Health equity; MEDLINE","score_opus":0.0267056990424115,"score_gpt":0.26421170905383573,"score_spread":0.23750601001142424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020695337","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017319157,0.99406034,0.0004819159,0.0009484235,0.00016919534,0.00096507114,0.00032978185,0.000012177742,0.0013011661],"genre_scores_gemma":[0.010554296,0.98577195,0.001242077,0.00048785002,0.00008928104,0.0014393985,0.0002670987,0.000005172922,0.00014294266],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.98841643,0.004549493,0.0042882175,0.00055754493,0.0018186772,0.00036958957],"domain_scores_gemma":[0.92031807,0.0625668,0.008655309,0.0009237305,0.0070088655,0.00052723003],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023888884,0.0015465748,0.0047526076,0.024536986,0.0014168958,0.0056201513,0.0017571226,0.0029945553,0.0040586647],"category_scores_gemma":[0.11166323,0.00123356,0.0059540174,0.019502549,0.0013738038,0.00489787,0.0031503427,0.0016897894,0.00049375487],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000108215274,0.00008277655,0.0021718752,0.7321068,0.0029699565,0.00013456002,0.0019317371,0.0002745718,0.00013364294,0.0012321984,0.003921376,0.25493228],"study_design_scores_gemma":[0.000031538806,0.00007392444,0.002572559,0.97550327,0.0055155526,0.00012595087,0.00084978295,0.00007371542,0.000094574614,0.00043221028,0.014709597,0.000017454282],"about_ca_topic_score_codex":0.016243108,"about_ca_topic_score_gemma":0.028201947,"teacher_disagreement_score":0.024536986,"about_ca_system_score_codex":0.0055353353,"about_ca_system_score_gemma":0.027520897,"threshold_uncertainty_score":0.126338},"labels":[],"label_agreement":null},{"id":"W7020707318","doi":"","title":"Mathematical Modelling Of Electric Double Layers In Electrolytes For Lithium-Ion Batteries","year":2025,"lang":"en","type":"other","venue":"York University Digital Library (York University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Electrolyte; Polynomial; Exponential function; Charge (physics); Boundary value problem; Boundary (topology); Gravitational singularity; Boundary layer; Depletion region","score_opus":0.0230625087344632,"score_gpt":0.17413556918908224,"score_spread":0.15107306045461905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020707318","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09670522,0.005133708,0.8312941,0.0023324967,0.00036109175,0.00016036039,0.0004885175,0.0002371318,0.063287325],"genre_scores_gemma":[0.79543823,0.0070265247,0.14186348,0.00064577354,0.00020305076,0.00050039473,0.00041089577,0.00020573051,0.053705916],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9998591,0.000039491348,0.000010831481,0.000018558925,0.000055410153,0.000016560845],"domain_scores_gemma":[0.9997743,0.00010381512,0.000045467572,0.000020317822,0.000042471474,0.000013793204],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037070896,0.0006728608,0.0004305339,0.00069828297,0.0005431463,0.0015164986,0.0010813649,0.0013033499,0.003307933],"category_scores_gemma":[0.0012471825,0.0002754881,0.00089373253,0.00048976723,0.0009115895,0.0021407094,0.0011043488,0.001001532,0.0007438255],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001784784,0.000032316108,0.00047402247,0.00021999651,0.000016339081,0.00023784256,0.00019224649,0.3026124,0.011873039,0.6783189,0.00091151724,0.0050935224],"study_design_scores_gemma":[0.000008897027,0.00002565602,0.0002108754,0.00005410442,0.000010869152,0.00015880272,0.00006994971,0.84600115,0.001998189,0.14278194,0.008659832,0.000019828745],"about_ca_topic_score_codex":0.0010705818,"about_ca_topic_score_gemma":0.00089656556,"teacher_disagreement_score":0.003307933,"about_ca_system_score_codex":0.0008737397,"about_ca_system_score_gemma":0.0006933762,"threshold_uncertainty_score":0.011066139},"labels":[],"label_agreement":null},{"id":"W7023380574","doi":"","title":"TEFL for beginners","year":2023,"lang":"en","type":"book","venue":"Research Repository Universitas Islam Negeri Maulana Malik Ibrahim (University of Southampton)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Comprehension approach; Pragmatics; Language acquisition; Syntax; Second-language acquisition; Semantics (computer science); Second-language attrition; Language transfer; Developmental linguistics; Foreign language","score_opus":0.10102058019749818,"score_gpt":0.27647873874857565,"score_spread":0.17545815855107746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7023380574","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011171816,0.0010491278,0.0023215904,0.0037943607,0.0025565524,0.00017734212,0.008783604,0.004830844,0.9753694],"genre_scores_gemma":[0.0029905234,0.0004919445,0.00134005,0.0012524312,0.0001586573,0.00009883363,0.0031007591,0.0014371593,0.98912954],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995055,0.000079071455,0.000026420405,0.00012776944,0.00016885926,0.00009233393],"domain_scores_gemma":[0.99856734,0.00016716204,0.00003998493,0.00014064445,0.00037498554,0.00070986326],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007775623,0.0010185417,0.00070353516,0.0012984903,0.0013234712,0.0037695442,0.0012969181,0.0018221656,0.9159204],"category_scores_gemma":[0.0028533656,0.000412534,0.00050576235,0.0010917006,0.00042954268,0.003320518,0.004401609,0.0017927173,0.8303192],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060300117,0.00004464395,0.00016612522,0.00016811054,0.0000019360589,0.00012476424,0.00015799016,0.000047602072,0.0004231626,0.0061109536,0.87688076,0.11581369],"study_design_scores_gemma":[0.000006356351,0.00001478904,0.0001973603,0.00008200083,9.654331e-7,0.000068172536,0.00010074911,0.00003213925,0.00009669174,0.0010791724,0.9983171,0.000004548571],"about_ca_topic_score_codex":0.002004424,"about_ca_topic_score_gemma":0.007915289,"teacher_disagreement_score":0.9159204,"about_ca_system_score_codex":0.0009736625,"about_ca_system_score_gemma":0.0019081053,"threshold_uncertainty_score":0.11992931},"labels":[],"label_agreement":null},{"id":"W7024594920","doi":"","title":"Student Communication Opportunities During a Teacher Planned ESL Class","year":2023,"lang":"en","type":"dissertation","venue":"Spectrum Research Repository (Concordia University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Feeling; Class (philosophy); Coding (social sciences); Willingness to communicate; English as a second language; Interpersonal communication; English language; Student teacher","score_opus":0.09074115781695428,"score_gpt":0.3151449172588512,"score_spread":0.2244037594418969,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7024594920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99553984,0.00003204504,0.00020938204,0.00017464934,0.000017421242,0.00004795557,0.0001036711,0.000031844003,0.0038430959],"genre_scores_gemma":[0.99178946,0.00008881934,0.0005615596,0.000098340875,0.00001950622,0.00012387201,0.00012714171,0.00002650537,0.0071648024],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981725,0.0007759756,0.000071997136,0.00026814136,0.00032810657,0.00038327018],"domain_scores_gemma":[0.99538815,0.001685548,0.00046321456,0.00025376436,0.00052088266,0.0016883626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017470066,0.00045954177,0.0005448701,0.0009157927,0.0054945797,0.00235644,0.0013144673,0.00097421504,0.004907065],"category_scores_gemma":[0.00636269,0.00045604262,0.00025728546,0.00047714196,0.0015080889,0.00096997095,0.0034458565,0.0022857916,0.0014607204],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065852434,0.002309049,0.05360256,0.00016979079,0.000019949553,0.0035708947,0.86973786,0.00015939468,0.00859855,0.00072455994,0.0050250995,0.055423647],"study_design_scores_gemma":[0.00008079136,0.0021013322,0.18059944,0.00018273795,0.000029636822,0.0015836165,0.7618074,0.00059012667,0.008766834,0.0006556466,0.043472145,0.00013021711],"about_ca_topic_score_codex":0.0033047004,"about_ca_topic_score_gemma":0.013301971,"teacher_disagreement_score":0.0054945797,"about_ca_system_score_codex":0.0019460743,"about_ca_system_score_gemma":0.0015135615,"threshold_uncertainty_score":0.016415775},"labels":[],"label_agreement":null},{"id":"W7026777753","doi":"","title":"Applied linguistics degree programs (case study Brock University)","year":2017,"lang":"en","type":"article","venue":"Electronic Scientific Archive (Lviv Polytechnic)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Certificate; Degree (music); Emphasis (telecommunications); Applied linguistics; Degree program; Higher education","score_opus":0.059209456603896,"score_gpt":0.2604620042228176,"score_spread":0.2012525476189216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7026777753","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27412045,0.00069189555,0.003960787,0.0074600754,0.00046756296,0.0012584592,0.0008503727,0.00046355464,0.7107269],"genre_scores_gemma":[0.5414474,0.00056689477,0.0038003607,0.0015172923,0.000057437966,0.0006125232,0.0004915134,0.0001334901,0.451373],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9981207,0.00058250286,0.000083835796,0.00023126423,0.00028646298,0.00069507846],"domain_scores_gemma":[0.9972247,0.0005874572,0.00015310408,0.00019392729,0.00046402565,0.0013768531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014963391,0.00019034343,0.0001476221,0.0014918908,0.005555936,0.0024367245,0.0011266544,0.0013524333,0.07613536],"category_scores_gemma":[0.0037526246,0.00024696358,0.00016966632,0.0017073286,0.001065501,0.0015770722,0.0032773349,0.001398968,0.011662268],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041518125,0.0028778452,0.03257726,0.0008622411,0.000013865491,0.012322491,0.07567822,0.0007764763,0.0056832554,0.13018416,0.2905261,0.44808292],"study_design_scores_gemma":[0.00003327383,0.00022829275,0.03924419,0.0003491658,0.000006726644,0.002000896,0.037003074,0.00046576958,0.002433674,0.002317836,0.915877,0.000040120824],"about_ca_topic_score_codex":0.03311502,"about_ca_topic_score_gemma":0.09703057,"teacher_disagreement_score":0.966885,"about_ca_system_score_codex":0.0038492081,"about_ca_system_score_gemma":0.0069412906,"threshold_uncertainty_score":0.25469816},"labels":[],"label_agreement":null},{"id":"W7027185691","doi":"","title":"Chilean Canadian Literature in English: Memories of Home and Belonging, from the Postcolonial to Decolonial Practice","year":2023,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"CONTEST; Narrative; Indigenous; Framing (construction); Identity (music); Postcolonial literature; The Imaginary; Politics","score_opus":0.04504874637285838,"score_gpt":0.28564959346472757,"score_spread":0.24060084709186919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7027185691","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.844492,0.010981438,0.0005498393,0.016163016,0.00031603716,0.000041774292,0.00054689427,0.00004608654,0.12686291],"genre_scores_gemma":[0.97731066,0.0044717337,0.00019307189,0.00071817933,0.000040955827,0.00001902007,0.00009844722,0.000030326322,0.017117681],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989365,0.0002832986,0.000029151435,0.00012295248,0.0002687771,0.00035932357],"domain_scores_gemma":[0.9977106,0.00071688485,0.00017126705,0.00012091377,0.0008842238,0.00039612048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017035949,0.0005903193,0.00041964208,0.0023353714,0.028404826,0.008318862,0.001106865,0.0010145729,0.004358637],"category_scores_gemma":[0.0046153013,0.00023621395,0.00016680587,0.0044002216,0.013888318,0.002837601,0.0046449997,0.002059696,0.00027820226],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033764023,0.000008575454,0.0024577947,0.000112291695,0.0000073129445,0.0009641767,0.96891934,0.000043624445,0.00030794417,0.012755225,0.0049718516,0.009418029],"study_design_scores_gemma":[0.0000027620436,0.000008539199,0.0052282684,0.00021799425,0.0000116092915,0.00022070445,0.88607085,0.000028709772,0.00017604872,0.00048548548,0.107523985,0.000025023228],"about_ca_topic_score_codex":0.95632094,"about_ca_topic_score_gemma":0.9819363,"teacher_disagreement_score":0.059782337,"about_ca_system_score_codex":0.059782337,"about_ca_system_score_gemma":0.060561422,"threshold_uncertainty_score":0.43375325},"labels":[],"label_agreement":null},{"id":"W7027467912","doi":"","title":"Change in the Governance&#13;\\nof Education Policy&#13;\\nin Australia and Canada","year":2013,"lang":"en","type":"article","venue":"Archivio istituzionale della ricerca (Alma Mater Studiorum Università di Bologna)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Accountability; Corporate governance; Politics; Higher education; Quality (philosophy); Government (linguistics); Education policy; Comparative education","score_opus":0.028004816886729875,"score_gpt":0.23843972753939632,"score_spread":0.21043491065266645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7027467912","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.296897,0.007200048,0.006658038,0.2696488,0.0006594111,0.00020390864,0.0005192176,0.00012389511,0.41808972],"genre_scores_gemma":[0.91333896,0.0038048567,0.002848824,0.011035587,0.0000719033,0.00006708711,0.0000969939,0.000029676097,0.06870611],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99321413,0.0014542105,0.00012280671,0.0005909875,0.0018315841,0.002786377],"domain_scores_gemma":[0.9954057,0.00064290763,0.00044420193,0.00021617005,0.0016601012,0.0016310472],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003537821,0.00013856648,0.00024429057,0.0014236356,0.008980713,0.008413885,0.00071392016,0.0017622538,0.0032085427],"category_scores_gemma":[0.007559448,0.000308845,0.00024220927,0.0020180687,0.010630652,0.0018504566,0.0032311666,0.002804448,0.000220789],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036723046,0.000044732435,0.015998324,0.00013738683,0.000018387398,0.00020573389,0.012123087,0.001499823,0.00091740495,0.8989735,0.01766525,0.052379627],"study_design_scores_gemma":[0.00004410947,0.00006210841,0.1864352,0.0007080031,0.00003263091,0.00011133583,0.024037013,0.0033879546,0.0014101695,0.052526765,0.7311004,0.00014433796],"about_ca_topic_score_codex":0.9575489,"about_ca_topic_score_gemma":0.97534025,"teacher_disagreement_score":0.8771532,"about_ca_system_score_codex":0.12284679,"about_ca_system_score_gemma":0.19170335,"threshold_uncertainty_score":0.89132},"labels":[],"label_agreement":null},{"id":"W7027470686","doi":"","title":"Cultural Integration and English Language Learning of Chinese Students in Canadian Contexts","year":2021,"lang":"en","type":"article","venue":"Scholarship at UWindsor (University of Windsor)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nucleofection; Hyporeflexia; Pretext; Dysgeusia; Liquation; Fusible alloy","score_opus":0.013499780138928925,"score_gpt":0.24143439951801485,"score_spread":0.22793461937908593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7027470686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99607325,0.000108753535,0.000015398471,0.0002041931,0.0000062093995,0.000010189996,0.000025888494,0.0000015337364,0.0035546373],"genre_scores_gemma":[0.99788374,0.00021018868,0.00004342306,0.00006969799,0.000001876641,0.0000066071248,0.000040722185,0.000002814669,0.0017409076],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99826825,0.00016431711,0.00005641199,0.000146203,0.0005165956,0.0008482463],"domain_scores_gemma":[0.9976896,0.00016105261,0.0002201072,0.000043871027,0.00072348793,0.0011618691],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013897701,0.0005018519,0.0004603412,0.0019489217,0.015334063,0.004367511,0.00074442546,0.00047800032,0.003002374],"category_scores_gemma":[0.0026104704,0.00029523735,0.00044409581,0.0026590785,0.0030084476,0.0011362664,0.0036116112,0.0014888368,0.00021930924],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014468482,0.0004167203,0.421903,0.00008095852,0.000039801118,0.00073784677,0.5386992,0.00010456618,0.0013221789,0.0019342854,0.0015450955,0.03307158],"study_design_scores_gemma":[0.000011989512,0.00010432481,0.4254125,0.00009533514,0.000032581487,0.00016870274,0.5654285,0.00023428624,0.0003880905,0.00025690996,0.0078029754,0.00006382352],"about_ca_topic_score_codex":0.96349216,"about_ca_topic_score_gemma":0.98494,"teacher_disagreement_score":0.036507845,"about_ca_system_score_codex":0.0220889,"about_ca_system_score_gemma":0.042204663,"threshold_uncertainty_score":0.16026694},"labels":[],"label_agreement":null},{"id":"W7027572397","doi":"","title":"Corrective feedback and Chinese learners` acquisition of English past tense","year":2009,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Past tense; Control (management); Second-language acquisition; Focus on form; Test (biology); Treatment and control groups; Language acquisition","score_opus":0.012023195494045734,"score_gpt":0.22787088019334464,"score_spread":0.2158476846992989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7027572397","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99983084,0.000017733513,0.00004822427,0.000006121079,0.0000027462024,0.000023666442,0.0000038051035,0.0000031182924,0.000063676314],"genre_scores_gemma":[0.99824035,0.00006309748,0.0009994371,0.000016303766,0.0000053899494,0.00011137883,0.000016481434,0.0000024853077,0.0005451912],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.999196,0.0002801435,0.00007803653,0.00015276918,0.00020154053,0.00009152763],"domain_scores_gemma":[0.998089,0.0008929822,0.00043143122,0.0001243163,0.00016604771,0.0002961888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014395446,0.00043470736,0.0005877578,0.00025508084,0.0003573423,0.00034424977,0.0003282142,0.0004545154,0.0014991494],"category_scores_gemma":[0.004776743,0.00022528721,0.00018992972,0.00011870667,0.0004413371,0.00028728845,0.00030822022,0.00044595706,0.00016009242],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.027154004,0.07346868,0.12756106,0.001477314,0.00014180719,0.0016093206,0.04234683,0.00081386085,0.45764384,0.0004246253,0.0006538945,0.26670474],"study_design_scores_gemma":[0.0050457055,0.2718445,0.6073073,0.00016360714,0.0003613122,0.001200758,0.013554355,0.0029235312,0.091235615,0.0005083437,0.005689324,0.00016578544],"about_ca_topic_score_codex":0.0010092283,"about_ca_topic_score_gemma":0.0014913531,"teacher_disagreement_score":0.0014991494,"about_ca_system_score_codex":0.0002516991,"about_ca_system_score_gemma":0.000609116,"threshold_uncertainty_score":0.0076131225},"labels":[],"label_agreement":null},{"id":"W7028550631","doi":"","title":"ENGLISH AS A SECOND LANGUAGE AND CANADIAN MULTUCULTURALISM &#13;\\n","year":2012,"lang":"uk","type":"article","venue":"Digital Repository of Ostroh Academy (Ostroh Academy)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Multiculturalism; Context (archaeology); English as a second language; Language education; Second language; English language; Language assessment","score_opus":0.015111856015552535,"score_gpt":0.2414421168514152,"score_spread":0.22633026083586266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7028550631","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54606897,0.0067709526,0.00027053428,0.02130096,0.00029422803,0.000032052267,0.00047856627,0.000034786004,0.42474887],"genre_scores_gemma":[0.9738324,0.0016585346,0.0000837091,0.00048341913,0.000022409058,0.0000054101242,0.00006530205,0.000014361573,0.023834411],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99807465,0.00021003108,0.000039820785,0.00016759965,0.0004753022,0.0010325131],"domain_scores_gemma":[0.9974872,0.00035751815,0.00021380353,0.00007188549,0.0008354517,0.0010341214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011606523,0.00021006989,0.00020535805,0.0017753222,0.014677668,0.0065479535,0.00060467736,0.0005438311,0.01213852],"category_scores_gemma":[0.0025046316,0.00014915418,0.00020439403,0.0025158525,0.0064164917,0.0016129006,0.0029753337,0.0013513383,0.0003144053],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016744035,0.00014956151,0.09173534,0.00029091485,0.000033881748,0.001445646,0.34672222,0.00024143221,0.0009298982,0.38633487,0.039440285,0.13250853],"study_design_scores_gemma":[0.000022237764,0.00004737026,0.24901597,0.00055362197,0.00003881099,0.0004901097,0.3471091,0.0003752668,0.00057767215,0.008579096,0.39310753,0.000083166495],"about_ca_topic_score_codex":0.9899747,"about_ca_topic_score_gemma":0.99462163,"teacher_disagreement_score":0.048806172,"about_ca_system_score_codex":0.048806172,"about_ca_system_score_gemma":0.06689437,"threshold_uncertainty_score":0.35411525},"labels":[],"label_agreement":null},{"id":"W7028926422","doi":"","title":"Gobierno mexicano y derechos humanos ¿Política proactiva de protección a migrantes en Canadá?.","year":2006,"lang":"en","type":"article","venue":"Dialnet (Universidad de la Rioja)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Human rights; Balance (ability); Plan (archaeology); Public policy","score_opus":0.009553653362406057,"score_gpt":0.22773132216824865,"score_spread":0.2181776688058426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7028926422","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5352552,0.018909257,0.00044198468,0.23888,0.00078747026,0.000092971226,0.00056336704,0.00006448151,0.20500532],"genre_scores_gemma":[0.90662104,0.008404967,0.00035900716,0.010274198,0.00011372961,0.000043983157,0.00014215728,0.000022375305,0.07401862],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988656,0.00011580402,0.000009649143,0.000063849395,0.00018353295,0.00076161366],"domain_scores_gemma":[0.9990251,0.00007677583,0.00012208855,0.000018703915,0.00025663897,0.00050066947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010192838,0.00016613396,0.0001521859,0.0005376027,0.011006298,0.0040846486,0.00071578915,0.0015146516,0.0072835176],"category_scores_gemma":[0.0021453246,0.00013832937,0.00011915837,0.0010248886,0.0028903766,0.0010184194,0.0021131772,0.0020112025,0.00030873783],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038108145,0.00022037346,0.14096257,0.0005979892,0.000054020657,0.0026292915,0.111542,0.00049125776,0.002750294,0.28925025,0.2519258,0.199195],"study_design_scores_gemma":[0.000031960662,0.000031031952,0.10641511,0.00051531603,0.000030763043,0.00027983089,0.20345818,0.00024333657,0.0005916466,0.0028160627,0.6855467,0.00004006258],"about_ca_topic_score_codex":0.9723895,"about_ca_topic_score_gemma":0.987649,"teacher_disagreement_score":0.029096298,"about_ca_system_score_codex":0.029096298,"about_ca_system_score_gemma":0.07251623,"threshold_uncertainty_score":0.2111094},"labels":[],"label_agreement":null},{"id":"W7031345186","doi":"","title":"Dayton, Ohio","year":2009,"lang":"en","type":"other","venue":"OhioLink ETD Center (Ohio Library and Information Network)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Woodland; Greenhouse; Context (archaeology); Work (physics)","score_opus":0.011424124527133081,"score_gpt":0.1976995936067859,"score_spread":0.1862754690796528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7031345186","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009019044,0.0011827502,0.00037309813,0.0009973788,0.0013472412,0.000049773702,0.002791562,0.00042784275,0.9919286],"genre_scores_gemma":[0.0019371249,0.00075267773,0.00023238726,0.0002715639,0.000078014855,0.000028941799,0.0007891336,0.00019221555,0.99571794],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992561,0.000046015393,0.000027689066,0.00032749752,0.00026107713,0.00008168275],"domain_scores_gemma":[0.9990656,0.0001378041,0.00004884739,0.000117252464,0.00028573154,0.00034487862],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00043227096,0.0015674051,0.0008178046,0.0009315347,0.004046805,0.005408272,0.0012180611,0.0019620545,0.8909202],"category_scores_gemma":[0.0013406588,0.0007244825,0.00055083813,0.0017504102,0.0007216656,0.002857788,0.0026701335,0.0025384077,0.6721072],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000151974,0.00022512993,0.0008359833,0.00017524292,0.000012666028,0.00036728903,0.00022923813,0.00012762673,0.0011139496,0.005927979,0.8377282,0.15310481],"study_design_scores_gemma":[0.000018885868,0.000019360099,0.000867717,0.0000734885,0.0000032773492,0.000065833345,0.00014935913,0.000051185172,0.0001370761,0.00041371616,0.9981931,0.000007037441],"about_ca_topic_score_codex":0.0077701104,"about_ca_topic_score_gemma":0.029879939,"teacher_disagreement_score":0.10907978,"about_ca_system_score_codex":0.001201152,"about_ca_system_score_gemma":0.0022743705,"threshold_uncertainty_score":0.15558904},"labels":[],"label_agreement":null},{"id":"W7031514138","doi":"","title":"AU Learning Link","year":2007,"lang":"en","type":"other","venue":"Connecting Canadians: Canada’s Multicultural Newspapers Beta Website (Athabasca University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Plan (archaeology); Link (geometry); Key (lock); Focus (optics); Task (project management)","score_opus":0.01375231287820841,"score_gpt":0.19065547447186007,"score_spread":0.17690316159365166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7031514138","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003958296,0.00008493963,0.0002542571,0.00056038616,0.00014602079,0.000059457445,0.005290495,0.001030582,0.992178],"genre_scores_gemma":[0.0019359116,0.00009521006,0.0003912404,0.00028126853,0.00002332324,0.000033167158,0.0031450798,0.00033019664,0.99376464],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991998,0.000053439042,0.000022286866,0.00008743229,0.00044329936,0.00019375107],"domain_scores_gemma":[0.9949675,0.0003458166,0.00008759863,0.00034809674,0.0026224162,0.0016284646],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00061770587,0.0006216985,0.00050100783,0.0022492176,0.004720752,0.00434608,0.0012210662,0.0013571351,0.83227634],"category_scores_gemma":[0.003682812,0.0003174625,0.00026750015,0.0025648335,0.000536983,0.0016502378,0.0027139438,0.0011868079,0.5628056],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020589438,0.000045226556,0.00025813552,0.000042001888,9.578717e-7,0.000039253435,0.00011236709,0.000027541177,0.00008496089,0.001995477,0.9502791,0.047094323],"study_design_scores_gemma":[0.000004009307,0.0000038983135,0.00050019415,0.00002520497,8.111417e-7,0.000021010872,0.00013590924,0.000038668393,0.0000577909,0.0003092579,0.99889934,0.000003848593],"about_ca_topic_score_codex":0.24785316,"about_ca_topic_score_gemma":0.5431874,"teacher_disagreement_score":0.83227634,"about_ca_system_score_codex":0.005096067,"about_ca_system_score_gemma":0.012103783,"threshold_uncertainty_score":0.49282098},"labels":[],"label_agreement":null},{"id":"W7033046936","doi":"","title":"Paleoclimatic investigations from a closed-basin lake in the southern interior of British Columbia","year":2000,"lang":"en","type":"other","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Period (music); Pleistocene; Paleoclimatology; Quaternary; Absolute dating; Feature (linguistics)","score_opus":0.005440694336961785,"score_gpt":0.1376712770516196,"score_spread":0.13223058271465782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7033046936","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98763835,0.0002722326,0.00010498705,0.00026705474,0.0000055718942,0.000051741354,0.00074599026,0.000021069261,0.010893034],"genre_scores_gemma":[0.99225676,0.0002342914,0.00031480903,0.00007908062,0.000002859791,0.000026450472,0.00046502205,0.000013515262,0.006607232],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997837,0.000015852338,0.000012646978,0.00003473913,0.00006539305,0.000087616216],"domain_scores_gemma":[0.9994779,0.000042643933,0.000045444605,0.000017050945,0.00029731152,0.000119722485],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00019542745,0.00024443245,0.0004629706,0.0024166002,0.0059197894,0.0020930814,0.0010965614,0.00064984657,0.0040465766],"category_scores_gemma":[0.0010581021,0.00042811848,0.00014436278,0.0063633923,0.0019226574,0.0005885656,0.0017328901,0.0006891749,0.0003875814],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007631296,0.00031812402,0.80437046,0.0006248288,0.00014908281,0.005145364,0.06607683,0.0020594383,0.015411346,0.002509966,0.008946304,0.09362514],"study_design_scores_gemma":[0.000015469868,0.000018009721,0.96874344,0.00007844987,0.000028811171,0.00018507145,0.021536807,0.000692189,0.00046080822,0.00017351101,0.008045894,0.000021429256],"about_ca_topic_score_codex":0.98216325,"about_ca_topic_score_gemma":0.9968154,"teacher_disagreement_score":0.01783675,"about_ca_system_score_codex":0.017369535,"about_ca_system_score_gemma":0.015973153,"threshold_uncertainty_score":0.12602544},"labels":[],"label_agreement":null},{"id":"W7033967461","doi":"","title":"Supplementary report of the Quebec Corporation engineer of the North Shore Railway.","year":2014,"lang":"en","type":"article","venue":"QSpace (Queen's University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nucleofection; Gestational period; TSG101; Dysgeusia; Liquation; Diafiltration; Triacetin; Emperipolesis; Durvalumab","score_opus":0.008430017456115341,"score_gpt":0.1636046872149608,"score_spread":0.15517466975884545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7033967461","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0045078234,0.0036691132,0.002329454,0.017537529,0.011447203,0.0008150519,0.13378336,0.0016098929,0.8243006],"genre_scores_gemma":[0.006452528,0.00064068456,0.0005194841,0.0005288828,0.00031061092,0.00005362908,0.009328888,0.00016047036,0.98200476],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.998594,0.00009963222,0.000060900118,0.00015425851,0.00088435033,0.00020680514],"domain_scores_gemma":[0.9870026,0.000800065,0.00023332343,0.00054061995,0.01072926,0.00069408707],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013047421,0.0007753678,0.0006190493,0.0036951976,0.0034608406,0.0020652344,0.0013374399,0.0014138744,0.5824939],"category_scores_gemma":[0.0065095564,0.00043319748,0.0003429655,0.0032111532,0.00045789915,0.0011958794,0.0007452789,0.0011941128,0.12965088],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022397187,0.000016885435,0.0004637441,0.00004204025,0.0000022130903,0.00004469966,0.000056636876,0.00005628494,0.00008234827,0.00065992336,0.9848461,0.0137067195],"study_design_scores_gemma":[0.000006929791,0.0000113542565,0.0047306856,0.000046853667,0.0000032179287,0.00004147436,0.00017921733,0.00008566748,0.00016435652,0.00015016182,0.9945673,0.000012704249],"about_ca_topic_score_codex":0.81867903,"about_ca_topic_score_gemma":0.89685166,"teacher_disagreement_score":0.5824939,"about_ca_system_score_codex":0.010054604,"about_ca_system_score_gemma":0.01975411,"threshold_uncertainty_score":0.59552175},"labels":[],"label_agreement":null},{"id":"W7034216779","doi":"","title":"Suburban Propane Partners, L.P. to Hold Fiscal 2022 Third Quarter Results Conference Call","year":2022,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Propane; Fiscal year; Economic forecasting","score_opus":0.04898626341842469,"score_gpt":0.26981828016478543,"score_spread":0.22083201674636074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034216779","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00081923086,0.00019306285,0.00034088228,0.009932969,0.0038604469,0.00012828334,0.0027357468,0.0011091309,0.9808802],"genre_scores_gemma":[0.0009699487,0.00003529002,0.000048629176,0.0007758561,0.0000768046,0.000016178676,0.00049720757,0.00013069525,0.99744934],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99945515,0.00004313855,0.000008725098,0.000065597254,0.00022746024,0.00019998489],"domain_scores_gemma":[0.99777895,0.000084193685,0.00003409277,0.00006517883,0.0006779313,0.0013595314],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009112105,0.00057846104,0.0004174879,0.0006799951,0.0041993894,0.0043320674,0.000921078,0.0027226226,0.8403804],"category_scores_gemma":[0.0018538322,0.00040966313,0.00035037196,0.0005307518,0.00040781836,0.0020170375,0.0027490743,0.0027149701,0.6786905],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018030576,0.000026679352,0.000057812904,0.000008930015,4.748422e-7,0.000014944267,0.000009251643,0.0000076147976,0.00003934816,0.0005221935,0.99534214,0.003952557],"study_design_scores_gemma":[0.000012543746,0.000017432581,0.00042718343,0.000018658979,9.3587e-7,0.000017729308,0.00021552011,0.00007027649,0.00006839075,0.00022492101,0.998922,0.0000043652876],"about_ca_topic_score_codex":0.026954569,"about_ca_topic_score_gemma":0.09747465,"teacher_disagreement_score":0.8403804,"about_ca_system_score_codex":0.0017922838,"about_ca_system_score_gemma":0.0043121628,"threshold_uncertainty_score":0.22767806},"labels":[],"label_agreement":null},{"id":"W7034218987","doi":"","title":"Status of early hearing detection and intervention programs in Canada: Results from a country-wide survey","year":2020,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intervention (counseling); Hearing loss; Hearing aid; Population; Psychological intervention","score_opus":0.18427868787479795,"score_gpt":0.2819712900999017,"score_spread":0.09769260222510373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034218987","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95714724,0.0043334775,0.00051708444,0.0038714656,0.00006782309,0.000436855,0.021129891,0.00008194787,0.0124142775],"genre_scores_gemma":[0.98639375,0.0039852574,0.0010964419,0.0008088947,0.0000116221845,0.00015871976,0.0052351234,0.000019229494,0.002290897],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9949897,0.00039668885,0.00040073495,0.00039039,0.0026602922,0.0011620426],"domain_scores_gemma":[0.9845244,0.0010007184,0.0017860461,0.0003041286,0.009431791,0.0029529333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038596478,0.00034067352,0.0005470403,0.0025449332,0.003703924,0.0021346097,0.0016895593,0.00043420852,0.0015806893],"category_scores_gemma":[0.009972444,0.0004003627,0.000753112,0.00717959,0.0010471202,0.00075162825,0.0016229955,0.0010700271,0.00022011451],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082816376,0.000116770665,0.955694,0.00041044888,0.00009065101,0.000073494295,0.003404229,0.00021911837,0.00017249933,0.00033867816,0.0057675657,0.033629637],"study_design_scores_gemma":[0.0000073171955,0.000028998888,0.99178433,0.00016990783,0.000033547192,0.00002061562,0.0038213267,0.00030499118,0.00010126849,0.000021284517,0.0036890795,0.000017306005],"about_ca_topic_score_codex":0.9978678,"about_ca_topic_score_gemma":0.99868697,"teacher_disagreement_score":0.05736892,"about_ca_system_score_codex":0.05736892,"about_ca_system_score_gemma":0.15042335,"threshold_uncertainty_score":0.4162426},"labels":[],"label_agreement":null},{"id":"W7034543211","doi":"","title":"The twins. : A reply to the Anti-Scott Act Address of Mr. Goldwin Smith, at St. Catharines, Ontario.","year":2014,"lang":"en","type":"article","venue":"QSpace (Queen's University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Legislation; Action (physics); Work (physics); Set (abstract data type)","score_opus":0.012009190641506948,"score_gpt":0.18244278672028358,"score_spread":0.17043359607877662,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034543211","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00020989915,0.0035533183,0.00006584965,0.96797717,0.022702936,0.000007825341,0.000075845186,0.000025274558,0.0053819777],"genre_scores_gemma":[0.0032580758,0.0019504388,0.00011493642,0.92147285,0.00734755,0.000022427734,0.00004560972,0.0000550794,0.06573309],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983108,0.00031538153,0.00013845901,0.00024885073,0.0006816862,0.0003048419],"domain_scores_gemma":[0.99501246,0.0015809988,0.00027676474,0.00015866772,0.0017656275,0.001205558],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023310261,0.00077457936,0.000573521,0.00047557976,0.010077112,0.003002471,0.0018917845,0.019331146,0.022723502],"category_scores_gemma":[0.015203149,0.0008454456,0.00070191215,0.00065174326,0.0029420028,0.0033150732,0.0025188818,0.021566821,0.011491947],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006872448,0.0000014895234,0.00006319394,0.000009829242,0.0000011847416,0.00006054757,0.00016997902,0.0000030092353,0.000028272429,0.00045366658,0.9981981,0.0010040433],"study_design_scores_gemma":[0.000006671508,0.000004575397,0.0007793519,0.00007957212,0.000003742523,0.00015761428,0.0012627591,0.000014330736,0.00007314892,0.0005453319,0.99705744,0.000015496105],"about_ca_topic_score_codex":0.17250887,"about_ca_topic_score_gemma":0.38735905,"teacher_disagreement_score":0.82749116,"about_ca_system_score_codex":0.005745148,"about_ca_system_score_gemma":0.008958506,"threshold_uncertainty_score":0.34300953},"labels":[],"label_agreement":null},{"id":"W7034739832","doi":"","title":"TransAlta second quarter 2013 results, conference call","year":2013,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Period (music); Government (linguistics); Window (computing)","score_opus":0.03375415643735439,"score_gpt":0.22734753556659681,"score_spread":0.19359337912924243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034739832","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00093610864,0.0005265089,0.0011204261,0.0032716915,0.0034448847,0.00020660438,0.0072902795,0.0026628792,0.9805407],"genre_scores_gemma":[0.0008107046,0.00012241204,0.00021811652,0.00020090386,0.0001329797,0.000034864974,0.0018172485,0.0005634273,0.99609935],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990521,0.000078925084,0.000027214719,0.00012676307,0.000507077,0.00020776647],"domain_scores_gemma":[0.9977724,0.00016907862,0.000050967243,0.00020994246,0.0008380162,0.0009596933],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001754465,0.0010714373,0.00072207424,0.0017375876,0.0024373054,0.008152573,0.0011499237,0.0020350078,0.7954445],"category_scores_gemma":[0.0025489477,0.0003925158,0.00083297904,0.0014664257,0.0005626324,0.002906217,0.0026058743,0.0021980905,0.6837271],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052713647,0.00005735337,0.00008880583,0.000040376694,0.0000019703689,0.000023578868,0.000020196061,0.000032324468,0.00016837026,0.0011013465,0.97577864,0.022634285],"study_design_scores_gemma":[0.000020427748,0.000022705497,0.00088920124,0.000046369332,0.0000034701131,0.000024693545,0.00011419323,0.000119815086,0.0002857774,0.0008647884,0.9975998,0.000008807711],"about_ca_topic_score_codex":0.011555316,"about_ca_topic_score_gemma":0.03638294,"teacher_disagreement_score":0.7954445,"about_ca_system_score_codex":0.0019755305,"about_ca_system_score_gemma":0.0043867477,"threshold_uncertainty_score":0.29177356},"labels":[],"label_agreement":null},{"id":"W7035724110","doi":"","title":"Aliénation, musique heavy metal et risque suicidaire chez les adolescents","year":2000,"lang":"fr","type":"other","venue":"Library and Archives Canada (Government of Canada)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Perception; Agency (philosophy); Context (archaeology); Object (grammar); Qualitative research; Feeling; Normative","score_opus":0.006518907242029663,"score_gpt":0.15651451810805664,"score_spread":0.14999561086602697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7035724110","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9822073,0.002746294,0.00009457728,0.00068862987,0.00006502687,0.000032641983,0.0010731886,0.000013984194,0.01307849],"genre_scores_gemma":[0.9621835,0.004915263,0.0002460801,0.00021936887,0.000056514717,0.000058085847,0.0007017689,0.000012680988,0.031606667],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9999051,0.000019508034,0.000009048947,0.0000100643765,0.00003210664,0.000024126495],"domain_scores_gemma":[0.99969137,0.000089863686,0.000060081627,0.00000805256,0.000086132495,0.000064474836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001745986,0.00027207704,0.00019485196,0.00092862634,0.00095096783,0.0004480693,0.00021425495,0.00056562194,0.0053603486],"category_scores_gemma":[0.0011365619,0.00016848174,0.00018992828,0.0008111854,0.00037893184,0.00017949785,0.00019972304,0.00059672765,0.0005114175],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041065464,0.00027584695,0.94115555,0.0001484501,0.000051745705,0.005851697,0.0042334814,0.00013597948,0.0015779721,0.0009469394,0.0050963317,0.040115353],"study_design_scores_gemma":[0.00002792867,0.00029078266,0.976895,0.00010040605,0.000044940138,0.0055045476,0.0039084326,0.00016394988,0.0008844842,0.00013482329,0.012032364,0.00001224912],"about_ca_topic_score_codex":0.4623823,"about_ca_topic_score_gemma":0.43741873,"teacher_disagreement_score":0.4623823,"about_ca_system_score_codex":0.0015737383,"about_ca_system_score_gemma":0.0017016311,"threshold_uncertainty_score":0.91938186},"labels":[],"label_agreement":null},{"id":"W7036341747","doi":"","title":"Auto-évaluation : Daily Self-Assessment in the FSL Classroom","year":2008,"lang":"en","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Key (lock); Action (physics); Language acquisition","score_opus":0.043371275394501856,"score_gpt":0.24482888821165927,"score_spread":0.2014576128171574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036341747","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9683234,0.00049997086,0.00539225,0.000483743,0.00015744157,0.00079084333,0.0006429778,0.0008156689,0.022893695],"genre_scores_gemma":[0.97265077,0.00045121575,0.013625237,0.00016091017,0.000048208414,0.00066976476,0.0007122592,0.00012024774,0.011561439],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99248636,0.0034648026,0.0005871782,0.00062500563,0.0023933863,0.0004432338],"domain_scores_gemma":[0.9711683,0.006519667,0.001738824,0.0026011728,0.01464833,0.0033237047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012183391,0.00047801694,0.0009324529,0.0031311885,0.0016796011,0.0018647725,0.0011945628,0.00066326075,0.003394947],"category_scores_gemma":[0.0203576,0.00038744527,0.00046834012,0.0011019737,0.0012426078,0.0012402921,0.0027714453,0.0010068715,0.0018803836],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006411671,0.003278361,0.27925992,0.0002527058,0.00006630347,0.00020850715,0.028523723,0.0006298028,0.0047671422,0.000866839,0.020363593,0.66114193],"study_design_scores_gemma":[0.00010907586,0.0019410016,0.91934794,0.00029179052,0.00007506138,0.0006444102,0.026649758,0.004967194,0.0074251164,0.0014996452,0.036783714,0.00026524338],"about_ca_topic_score_codex":0.018664641,"about_ca_topic_score_gemma":0.052526295,"teacher_disagreement_score":0.018664641,"about_ca_system_score_codex":0.0025515615,"about_ca_system_score_gemma":0.0047599794,"threshold_uncertainty_score":0.06443268},"labels":[],"label_agreement":null},{"id":"W7036387654","doi":"","title":"Building the self-efficacy beliefs of English language learners and teachers new perspectives for research, teaching and learning","year":2024,"lang":"en","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English language; Task (project management); Language assessment; Appeal; Empirical research; Field (mathematics); Language education; Qualitative research","score_opus":0.04275403885352986,"score_gpt":0.34184409741241406,"score_spread":0.2990900585588842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036387654","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43630564,0.2765094,0.024269778,0.08597241,0.002511572,0.00012673002,0.00021539954,0.00015627079,0.17393269],"genre_scores_gemma":[0.90564173,0.0754746,0.008196362,0.0028122705,0.000544841,0.00014370748,0.00011396455,0.000023702929,0.007048874],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99732274,0.0018238863,0.00013458366,0.00011799968,0.0004561125,0.0001447937],"domain_scores_gemma":[0.98662937,0.011540999,0.0004981189,0.0003841733,0.0006668438,0.00028053988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010667462,0.0004545936,0.000559198,0.0026264475,0.00088884943,0.0070864838,0.0007666762,0.0008693707,0.0011511166],"category_scores_gemma":[0.009396877,0.00038038607,0.00065514137,0.0010945873,0.007373377,0.010145926,0.001980039,0.003110086,0.00012103382],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006802402,0.00035002793,0.04059854,0.0015539129,0.00032700965,0.00045848958,0.2956563,0.000894187,0.0012832925,0.367635,0.010764998,0.2804102],"study_design_scores_gemma":[0.000082476,0.00064740697,0.12407443,0.007979735,0.00074477895,0.00078810874,0.2301106,0.001655316,0.0026019346,0.38601467,0.24518682,0.000113761635],"about_ca_topic_score_codex":0.0018080169,"about_ca_topic_score_gemma":0.0030629756,"teacher_disagreement_score":0.010667462,"about_ca_system_score_codex":0.0020211046,"about_ca_system_score_gemma":0.0023006059,"threshold_uncertainty_score":0.056415558},"labels":[],"label_agreement":null},{"id":"W7036407799","doi":"","title":"Brady Standard and Heart O' Texas News (Brady, Tex.), Vol. 91, No. 28, Ed. 1 Friday, April 7, 2000","year":2000,"lang":"en","type":"other","venue":"The Portal to Texas History (University of North Texas)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Newspaper; Government (linguistics); News bureau; Headline; Quarter (Canadian coin)","score_opus":0.016351274954993267,"score_gpt":0.19443954226389704,"score_spread":0.17808826730890376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036407799","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006983531,0.009213353,0.00040118519,0.005925422,0.0026291995,0.000039204107,0.0039343587,0.000661464,0.9764974],"genre_scores_gemma":[0.0018546381,0.004770153,0.0002562414,0.0006852963,0.00022827474,0.000015332096,0.0011166172,0.00014201085,0.9909315],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99982566,0.000014300213,0.0000067419287,0.000025846699,0.00009906247,0.00002839728],"domain_scores_gemma":[0.99966395,0.000054876975,0.000030961583,0.000019150375,0.00013315375,0.00009798415],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00030518768,0.00057280285,0.00024718454,0.0011152034,0.0015223976,0.0044059865,0.0003556113,0.0010484048,0.3548777],"category_scores_gemma":[0.0011426264,0.0003924443,0.00013281213,0.0016049348,0.00028416037,0.0018744825,0.0006112316,0.0014967218,0.24825221],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009585375,0.00000605337,0.00003852899,0.0000202488,2.529295e-7,0.00001129725,0.00002292228,0.0000073363576,0.000052654945,0.0014943194,0.9801357,0.018201113],"study_design_scores_gemma":[0.0000021855435,0.0000039457805,0.00040212626,0.00003674049,7.5079794e-7,0.000022748884,0.000041229177,0.000013372485,0.000048068345,0.00016864497,0.9992581,0.0000021390936],"about_ca_topic_score_codex":0.026254272,"about_ca_topic_score_gemma":0.07677912,"teacher_disagreement_score":0.3548777,"about_ca_system_score_codex":0.0014076995,"about_ca_system_score_gemma":0.0020985873,"threshold_uncertainty_score":0.92018867},"labels":[],"label_agreement":null},{"id":"W7036683274","doi":"","title":"2017 02 24 Camille Girard parle des jeux du Québec","year":2017,"lang":"fr","type":"other","venue":"Bulletin of Miscellaneous Information (Royal Gardens Kew)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Narrative; Subject (documents); Perspective (graphical); Game studies","score_opus":0.014040804051009177,"score_gpt":0.19044745640522523,"score_spread":0.17640665235421604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036683274","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0039743516,0.004163823,0.00045937032,0.007935082,0.0016720161,0.00007284504,0.0057014604,0.0005704582,0.97545063],"genre_scores_gemma":[0.0042781173,0.0005962304,0.00012855978,0.00030021032,0.00003353158,0.000008207508,0.00051231124,0.00008979183,0.99405307],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99951434,0.00003114202,0.000009464378,0.0000690842,0.00020487077,0.00017118442],"domain_scores_gemma":[0.99857795,0.00008120316,0.00003234539,0.000057189372,0.00070284493,0.0005484264],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005742851,0.00060735253,0.00043496105,0.0008670791,0.0049625463,0.0030765089,0.00060591253,0.0016621066,0.6202947],"category_scores_gemma":[0.0011860173,0.0003451242,0.00032872966,0.0011808999,0.00086339476,0.00083089655,0.0012476334,0.0014388518,0.18191499],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036658075,0.00003434773,0.0018322398,0.00007250357,0.000003603532,0.00018452687,0.00023342292,0.00010442396,0.00039848473,0.0035565586,0.9400099,0.053533398],"study_design_scores_gemma":[0.0000036817614,0.000004894778,0.0031252056,0.000047534046,0.0000013165576,0.00003534705,0.00023632272,0.000042108295,0.00009996556,0.00007692321,0.99632096,0.0000057164116],"about_ca_topic_score_codex":0.9184184,"about_ca_topic_score_gemma":0.97223425,"teacher_disagreement_score":0.6202947,"about_ca_system_score_codex":0.0107154315,"about_ca_system_score_gemma":0.025808634,"threshold_uncertainty_score":0.54160357},"labels":[],"label_agreement":null},{"id":"W7036857279","doi":"","title":"Classroom Anxiety and Self-efficacy among Learners of Japanese as a Foreign Language in Canada","year":2024,"lang":"en","type":"dissertation","venue":"University Library (University of Saskatchewan)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Foreign language anxiety; Anxiety; Japanese language; Language proficiency; First language; Language assessment; Perception; Test (biology)","score_opus":0.005023623148388035,"score_gpt":0.16416162313270635,"score_spread":0.15913799998431832,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036857279","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99778,0.00018723794,0.000013845688,0.00018828618,0.000006087831,0.000014747881,0.00016875128,0.000002502657,0.0016385685],"genre_scores_gemma":[0.9985191,0.0002839144,0.00004604105,0.000055964792,0.000002258123,0.000009747666,0.0001644017,0.0000017868011,0.0009167566],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99923813,0.000044846394,0.000034348413,0.00008338458,0.00029552056,0.00030383407],"domain_scores_gemma":[0.9974607,0.00014260288,0.00028213326,0.000037582122,0.0010473484,0.0010295479],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080356543,0.0002588977,0.00042669324,0.0011777495,0.0048596677,0.001762487,0.0008492238,0.0003333131,0.0017475697],"category_scores_gemma":[0.0018718872,0.0002743139,0.00048256858,0.0016915486,0.0012098771,0.0003767589,0.0011257216,0.0010924594,0.00015308755],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005975492,0.00019270167,0.9697296,0.000039862338,0.000023972038,0.00020348986,0.018581828,0.00005009895,0.0003745406,0.00024972507,0.0009327896,0.009561694],"study_design_scores_gemma":[0.000004992316,0.00004439438,0.9772529,0.00004237992,0.000013929987,0.00005210772,0.021155152,0.00016449962,0.000081724895,0.000024276173,0.001145684,0.0000180109],"about_ca_topic_score_codex":0.99035746,"about_ca_topic_score_gemma":0.99468696,"teacher_disagreement_score":0.018470386,"about_ca_system_score_codex":0.018470386,"about_ca_system_score_gemma":0.03433127,"threshold_uncertainty_score":0.13401264},"labels":[],"label_agreement":null},{"id":"W7036884704","doi":"","title":"The Cross-linguistic transfer of inflectional awareness from Chinese L1 to English L2","year":2020,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Class (philosophy); Control (management); Variation (astronomy); Negative transfer; Raising (metalworking); Second language","score_opus":0.023034911636097128,"score_gpt":0.2726496172277258,"score_spread":0.24961470559162866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036884704","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999052,0.000030605563,0.00012234465,0.00000719744,0.0000011959238,0.000006469951,0.000007752118,0.0000049610435,0.0007675443],"genre_scores_gemma":[0.9989666,0.000058144902,0.0002220571,0.000009829044,0.0000016221552,0.000009978747,0.000025756655,0.000003401031,0.00070265523],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99971956,0.00003594023,0.000023878672,0.00008530999,0.00008030443,0.000055041623],"domain_scores_gemma":[0.9991436,0.00021716378,0.0001968407,0.00013940828,0.0001880737,0.000114840244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044285864,0.00032975324,0.00021242323,0.00031503328,0.00034396735,0.0005560613,0.00028126367,0.00019034071,0.0022787526],"category_scores_gemma":[0.0023851932,0.00018899178,0.00017782328,0.00015741195,0.00039901162,0.000487865,0.0009429972,0.00045901857,0.00028228614],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00093204726,0.00095608714,0.1801806,0.00044161172,0.00008609553,0.001572149,0.04300167,0.0004171165,0.59959364,0.00080080103,0.0003263736,0.1716918],"study_design_scores_gemma":[0.000040920484,0.0016666041,0.91403764,0.00004604255,0.00008959464,0.0011414039,0.007913693,0.00065963133,0.07049894,0.00045066507,0.0034096178,0.000045252797],"about_ca_topic_score_codex":0.005269346,"about_ca_topic_score_gemma":0.0051914584,"teacher_disagreement_score":0.005269346,"about_ca_system_score_codex":0.00031165226,"about_ca_system_score_gemma":0.0006058109,"threshold_uncertainty_score":0.010477364},"labels":[],"label_agreement":null},{"id":"W7037400330","doi":"","title":"Effects of shallow gas development on relative abundances of grassland songbirds in a mixed-grass prairie","year":2013,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Grassland; Vegetation (pathology); Sparrow; Grassland ecosystem; Biodiversity","score_opus":0.013352174698089669,"score_gpt":0.20179279021539134,"score_spread":0.18844061551730168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7037400330","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99985003,0.00001617827,0.00001158531,0.000008904809,4.21906e-7,7.6149917e-7,0.000029581193,6.868257e-7,0.000081715334],"genre_scores_gemma":[0.9996327,0.000024038747,0.00006410577,0.000010644864,5.3172926e-7,0.0000017188264,0.000067041794,6.2506916e-7,0.00019856097],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998424,0.000041373572,0.00000493058,0.000036455585,0.000026202411,0.00004861822],"domain_scores_gemma":[0.9994972,0.00009086942,0.000105308594,0.000022882934,0.000059044323,0.00022457284],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00023634078,0.00017326999,0.00012506603,0.0002465185,0.0003642048,0.00036869894,0.00028919947,0.00014370821,0.000842302],"category_scores_gemma":[0.0006940058,0.00015588927,0.00021955444,0.00027292036,0.0005087793,0.00015034275,0.00040683983,0.00029269312,0.00006821244],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031796366,0.000090484835,0.99042857,0.000008668746,0.000063359854,0.00005871374,0.00034046595,0.00022191071,0.0043285247,0.000029135399,0.00009409876,0.0040180804],"study_design_scores_gemma":[0.0000012096523,0.00003646828,0.9995803,9.371407e-7,0.000005515861,0.0000038321145,0.00018301926,0.00010276932,0.000055657358,0.000002890569,0.000026689846,6.803107e-7],"about_ca_topic_score_codex":0.41981235,"about_ca_topic_score_gemma":0.7622213,"teacher_disagreement_score":0.41981235,"about_ca_system_score_codex":0.0021070372,"about_ca_system_score_gemma":0.0008828688,"threshold_uncertainty_score":0.83473754},"labels":[],"label_agreement":null},{"id":"W7037498996","doi":"","title":"The Effects of Land Inequality on Economic Growth: A Regional and Comparative Study, 1950-1970","year":2021,"lang":"en","type":"dissertation","venue":"e-Archivo (Carlos III University of Madrid)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Latin Americans; Squire; Inequality; National accounts; Land use; Economic inequality; Missing data","score_opus":0.03251416123875212,"score_gpt":0.24433940979038124,"score_spread":0.21182524855162913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7037498996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90783304,0.027940936,0.00043020968,0.0011207643,0.000043936197,0.000013394546,0.008050908,0.000023515513,0.054543216],"genre_scores_gemma":[0.9845611,0.01069005,0.00026419066,0.00004288997,0.000054538956,0.000010453918,0.002677357,0.000011437472,0.0016880403],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994616,0.00014108825,0.000031850857,0.00008840562,0.00008917873,0.00018801553],"domain_scores_gemma":[0.9991358,0.0002500271,0.00026808903,0.0000698393,0.00018505105,0.00009115575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005907394,0.00021245342,0.00028263326,0.0040973327,0.0004600515,0.0008943229,0.00030487738,0.00016548132,0.003918827],"category_scores_gemma":[0.0020479017,0.00011074268,0.000435379,0.010208654,0.00080977904,0.0009361878,0.0009800171,0.0004234203,0.00050622347],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031183945,0.00012207174,0.8123935,0.00073685974,0.00054370885,0.00083166227,0.009099987,0.004961947,0.0006539057,0.04252398,0.011510343,0.11631017],"study_design_scores_gemma":[0.000003383302,0.00003388832,0.9786089,0.00015673687,0.00007461423,0.000115113144,0.0030262736,0.0002233217,0.00018683281,0.0004009499,0.017161742,0.00000829062],"about_ca_topic_score_codex":0.09586635,"about_ca_topic_score_gemma":0.14854905,"teacher_disagreement_score":0.09586635,"about_ca_system_score_codex":0.0019783003,"about_ca_system_score_gemma":0.000773609,"threshold_uncertainty_score":0.19061667},"labels":[],"label_agreement":null},{"id":"W7037616549","doi":"","title":"Estimation de l'évaporation des réservoirs hydroélectriques boréals en contexte de données limitées","year":2021,"lang":"fr","type":"other","venue":"Corpus Université Laval (Université Laval)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Coastal ecosystem; Flood risk management; Western europe; Sampling error","score_opus":0.014236982655227434,"score_gpt":0.2042991270363738,"score_spread":0.19006214438114635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7037616549","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9305838,0.0006284115,0.06703601,0.00008684844,0.000012215451,0.000025978783,0.00050034863,0.0002680895,0.0008584633],"genre_scores_gemma":[0.98126215,0.00031347902,0.017618058,0.000008997179,0.0000045809575,0.000024692636,0.00035288947,0.00001826317,0.00039694522],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99973124,0.000053562904,0.00001834246,0.00008333865,0.00008752159,0.000025985153],"domain_scores_gemma":[0.99901915,0.00064314384,0.00009814804,0.0000917157,0.00013175988,0.000016123116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060976273,0.00037184387,0.0004976902,0.0003389124,0.00023605612,0.00079326937,0.00036395492,0.00042509162,0.00028965477],"category_scores_gemma":[0.0023567865,0.00026971204,0.00045599218,0.00048197876,0.0003001078,0.00077266595,0.00032816821,0.00035482834,0.000078336976],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051930436,0.00012801192,0.12086001,0.0007391898,0.00032746806,0.0005501901,0.0006966319,0.6062961,0.19346792,0.0018261803,0.00036826654,0.07422061],"study_design_scores_gemma":[0.000027155982,0.00014229656,0.11743035,0.000047608177,0.0001052463,0.00022473084,0.00028902298,0.81601053,0.06226131,0.00088003644,0.0025113097,0.00007037616],"about_ca_topic_score_codex":0.017864427,"about_ca_topic_score_gemma":0.024175938,"teacher_disagreement_score":0.017864427,"about_ca_system_score_codex":0.0003987555,"about_ca_system_score_gemma":0.0006050282,"threshold_uncertainty_score":0.03552091},"labels":[],"label_agreement":null},{"id":"W7038218624","doi":"","title":"High frequency noise generation by impinging jets","year":2009,"lang":"en","type":"article","venue":"NPARC","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nozzle; Supersonic speed; Noise (video); Jet noise; Jet (fluid); Sound pressure; Sound power; Sound intensity","score_opus":0.024719390971213093,"score_gpt":0.23189082124071558,"score_spread":0.2071714302695025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7038218624","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9812806,0.0005002405,0.014743694,0.000025220406,0.00005452457,0.00004720617,0.00003182113,0.00020819681,0.0031086046],"genre_scores_gemma":[0.99063724,0.00033543416,0.0060095033,0.000034504865,0.000029771505,0.000020018126,0.000078608435,0.000053296924,0.002801797],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99861896,0.00018869301,0.00006733918,0.00019308874,0.00071986415,0.00021204991],"domain_scores_gemma":[0.9983229,0.00078882143,0.00018019421,0.00015343049,0.00040603327,0.00014859227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000681688,0.00057857926,0.0007194569,0.0006746777,0.0005446009,0.0011812898,0.00065559417,0.00066918845,0.0028980896],"category_scores_gemma":[0.0020442253,0.00031776982,0.00044871666,0.0005381974,0.0007580796,0.0007758582,0.0011064922,0.00045053285,0.0006563963],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010802081,0.00017840703,0.0079467,0.00030817767,0.00003577872,0.0011677822,0.0006993249,0.007051527,0.9212802,0.0005736515,0.0002460726,0.05943208],"study_design_scores_gemma":[0.00006964229,0.0036695178,0.014326485,0.00004815559,0.00007300161,0.00091155514,0.00031233183,0.0092681255,0.96853393,0.00028166152,0.0024436556,0.00006189772],"about_ca_topic_score_codex":0.00071597955,"about_ca_topic_score_gemma":0.0006378976,"teacher_disagreement_score":0.0028980896,"about_ca_system_score_codex":0.00029691236,"about_ca_system_score_gemma":0.00018027588,"threshold_uncertainty_score":0.009695113},"labels":[],"label_agreement":null},{"id":"W7039089879","doi":"","title":"Massive Open Online Courses and Higher Education: What Went Right, What Went Wrong and Where to Next?","year":2017,"lang":"en","type":"book","venue":"Murdoch Research Repository (Murdoch University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Higher education; Variety (cybernetics); Massive open online course; Globalization; Reading (process); Period (music); Open education","score_opus":0.11952080980927905,"score_gpt":0.3437302863376573,"score_spread":0.22420947652837825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7039089879","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06108134,0.048354536,0.008508655,0.11034257,0.010717153,0.00008101187,0.00017037794,0.0003428537,0.7604015],"genre_scores_gemma":[0.3771837,0.052491564,0.0054127835,0.018159058,0.005491179,0.0000987147,0.0003221347,0.00028454707,0.54055625],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99951434,0.00013275867,0.000010484747,0.000048256705,0.00020118488,0.00009309222],"domain_scores_gemma":[0.99934894,0.0003547188,0.000047111356,0.000027179613,0.00006697764,0.0001551892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053049816,0.0002878568,0.00023777354,0.00031482492,0.0019543457,0.008603749,0.0006570773,0.0012653249,0.0065160226],"category_scores_gemma":[0.0012482319,0.00013036754,0.00017457113,0.00083342846,0.004445209,0.0044807037,0.0018632554,0.002900124,0.0012849725],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037416678,0.0001339608,0.0026510495,0.0005047159,0.000011196041,0.00030555687,0.04759054,0.00033742006,0.0010631108,0.31341285,0.2514948,0.3824574],"study_design_scores_gemma":[0.0000037208458,0.000053548683,0.0051109064,0.0005360507,0.000004826046,0.00016502068,0.026239717,0.00024623258,0.0005313194,0.029270083,0.93782216,0.000016459655],"about_ca_topic_score_codex":0.007843003,"about_ca_topic_score_gemma":0.019166421,"teacher_disagreement_score":0.008603749,"about_ca_system_score_codex":0.0031233577,"about_ca_system_score_gemma":0.0029757824,"threshold_uncertainty_score":0.022661626},"labels":[],"label_agreement":null},{"id":"W7039501533","doi":"","title":"Ned Bojic : Montréal magnitudes","year":2024,"lang":"en","type":"book","venue":"E-Artexte (Artexte)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nothing; Dimension (graph theory); Battle; Shutter; Creativity","score_opus":0.019672823731917744,"score_gpt":0.2184216847970612,"score_spread":0.19874886106514345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7039501533","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00044491916,0.007061018,0.00080409937,0.0018998093,0.000618067,0.000023888186,0.0011362812,0.00039378705,0.9876181],"genre_scores_gemma":[0.003120627,0.0013474958,0.00025396855,0.00021076249,0.000030301457,0.000015211093,0.00028829914,0.00016834214,0.9945649],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999741,0.000021244135,0.0000066044527,0.00006774003,0.00010932839,0.00005410491],"domain_scores_gemma":[0.99983275,0.000016394233,0.000007869258,0.000017959239,0.000082982355,0.000042096668],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00024339014,0.0010650585,0.00042993348,0.0012983821,0.00438361,0.0056568095,0.0011230514,0.0013909824,0.32993302],"category_scores_gemma":[0.0006451092,0.00055590237,0.00023348264,0.0021032607,0.0012779953,0.0033632768,0.00167863,0.0024696635,0.10530746],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001786101,0.000012413338,0.00021266348,0.000120445926,0.0000026062833,0.00015504505,0.0010820293,0.00011681593,0.0003240264,0.062442012,0.8237399,0.111774154],"study_design_scores_gemma":[9.249427e-7,9.596636e-7,0.00021870263,0.000033771666,7.089409e-7,0.0000269974,0.00012537865,0.00001828236,0.000061222505,0.0005998207,0.9989103,0.0000028101153],"about_ca_topic_score_codex":0.48089603,"about_ca_topic_score_gemma":0.7737791,"teacher_disagreement_score":0.519104,"about_ca_system_score_codex":0.008670033,"about_ca_system_score_gemma":0.0061249114,"threshold_uncertainty_score":0.9561938},"labels":[],"label_agreement":null},{"id":"W7039872562","doi":"","title":"\\n C.R.A.Z.Y. — Le scénario, Jean-Marc Vallée, avec la collaboration de François Boulay, Montréal : Éditions Les 400 coups, 2005, 171 pages","year":2006,"lang":"fr","type":"article","venue":"Érudit (Université de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Field (mathematics); Relation (database); Subject (documents); Work (physics)","score_opus":0.0048799963047526426,"score_gpt":0.16269022641782646,"score_spread":0.15781023011307382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7039872562","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002129994,0.40214846,0.011376499,0.11181718,0.049749978,0.00010510281,0.0015859982,0.0011328718,0.4199539],"genre_scores_gemma":[0.016714685,0.12555072,0.005315937,0.00841737,0.0068819653,0.00009755681,0.0009983946,0.0006208195,0.8354025],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992798,0.00012922072,0.000030014859,0.000105222745,0.0003737097,0.00008206957],"domain_scores_gemma":[0.99906045,0.00018709384,0.00006318222,0.00004973746,0.00048158655,0.00015784509],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001001668,0.0011264359,0.0006848596,0.0019488382,0.0036492173,0.004520481,0.0012143662,0.0022492313,0.09985033],"category_scores_gemma":[0.0026554477,0.00034283346,0.0005668692,0.002456726,0.0014317553,0.0034052446,0.0021139383,0.0019396906,0.050004955],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000152297225,0.000008073186,0.0002221215,0.00016664015,0.000004913658,0.000043066375,0.000256405,0.000061330626,0.00020278565,0.0048177536,0.9160522,0.078149535],"study_design_scores_gemma":[0.0000017091094,0.0000027041174,0.00044013804,0.00014629806,0.0000022225736,0.0001190104,0.00023480947,0.000043543383,0.00011193445,0.0006285865,0.99826306,0.0000059186277],"about_ca_topic_score_codex":0.104740426,"about_ca_topic_score_gemma":0.18801293,"teacher_disagreement_score":0.104740426,"about_ca_system_score_codex":0.0035072179,"about_ca_system_score_gemma":0.0047057923,"threshold_uncertainty_score":0.3340326},"labels":[],"label_agreement":null},{"id":"W7042240755","doi":"","title":"âOnce and Futureâ Directions in Language Teaching and Life: An Interview with Marianne Celce-Murcia","year":2008,"lang":"en","type":"article","venue":"eScholarship (California Digital Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"York University","keywords":"Interview; Work (physics); On Language; Language education","score_opus":0.021240698945224148,"score_gpt":0.21492583017351544,"score_spread":0.19368513122829129,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7042240755","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09066583,0.018630167,0.0012286627,0.7710901,0.0077043837,0.00014893469,0.00007485194,0.00007524766,0.11038181],"genre_scores_gemma":[0.68403697,0.01821041,0.0017661769,0.16327932,0.0016555216,0.00041042993,0.00010199625,0.00025413473,0.13028508],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9909587,0.005189019,0.00023905946,0.00042574995,0.00145334,0.0017340555],"domain_scores_gemma":[0.9890788,0.003080207,0.0005404743,0.0001971963,0.0019634725,0.005139765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008070385,0.00045167364,0.0006789642,0.0012848782,0.029956117,0.009548358,0.0022635185,0.0059472,0.0049085957],"category_scores_gemma":[0.016063025,0.00063485594,0.00048991665,0.0010124539,0.01390638,0.009116001,0.009583687,0.022244519,0.000847949],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032382828,0.00013486568,0.0021216944,0.00011258696,0.0000050829913,0.0011019931,0.8567388,0.00004494033,0.0005236362,0.02941956,0.09480595,0.014958469],"study_design_scores_gemma":[0.000004433435,0.000015610098,0.001183965,0.00017803258,0.0000020095256,0.00030098995,0.6042629,0.000030390787,0.00008806237,0.0011247371,0.39278868,0.000020250809],"about_ca_topic_score_codex":0.06828558,"about_ca_topic_score_gemma":0.13049242,"teacher_disagreement_score":0.06828558,"about_ca_system_score_codex":0.012581193,"about_ca_system_score_gemma":0.015512012,"threshold_uncertainty_score":0.13577622},"labels":[],"label_agreement":null},{"id":"W7042450195","doi":"","title":"People Are Saying an 11-Year-Old Boy Won Canada’s French-Language Leaders’ Debate","year":2021,"lang":"en","type":"other","venue":"Complexus","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"MEDLINE","score_opus":0.05524990938691545,"score_gpt":0.2578987467067278,"score_spread":0.20264883731981234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7042450195","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.034204844,0.0022690487,0.00021558655,0.28281024,0.0066322237,0.000042680826,0.0008541394,0.00021402679,0.67275727],"genre_scores_gemma":[0.11452491,0.00085720624,0.00019105201,0.045511603,0.0004484865,0.00002988878,0.0002520809,0.00020158493,0.8379832],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985073,0.0001321918,0.000012500178,0.000070498725,0.00029944858,0.0009780342],"domain_scores_gemma":[0.997003,0.00016236224,0.0000480628,0.000022646214,0.0007279076,0.0020361494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009041275,0.00042226206,0.00034673407,0.0007443616,0.03901657,0.006476087,0.0009219214,0.005018423,0.06938511],"category_scores_gemma":[0.0022967532,0.00017641866,0.00034685706,0.0006957213,0.0036918898,0.0016945403,0.002165117,0.0061456338,0.012783158],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019680292,0.00003543686,0.0030258463,0.00001978194,0.0000043860687,0.0010479448,0.015623025,0.000028117873,0.0001299209,0.014486056,0.9518953,0.013684511],"study_design_scores_gemma":[0.000004456415,0.000006316542,0.0028281526,0.000058402562,0.0000030569893,0.00028079198,0.03944452,0.000023525181,0.00009486852,0.00083480205,0.95640695,0.000014197156],"about_ca_topic_score_codex":0.8655703,"about_ca_topic_score_gemma":0.9564148,"teacher_disagreement_score":0.1344297,"about_ca_system_score_codex":0.019461643,"about_ca_system_score_gemma":0.029021151,"threshold_uncertainty_score":0.27044272},"labels":[],"label_agreement":null},{"id":"W7042527631","doi":"","title":"Plurilingual Learners’ Beliefs and Practices in Relation to Native and Non-native Language Mediation during Learner-Learner Interaction","year":2015,"lang":"en","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Relation (database); Mediation; Multilingualism; First language; Language proficiency; On Language","score_opus":0.03953188243965327,"score_gpt":0.280807945132714,"score_spread":0.24127606269306073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7042527631","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9791246,0.0013593958,0.00051460776,0.0003591633,0.000017810582,0.000011506199,0.00002379776,0.000012208611,0.018576823],"genre_scores_gemma":[0.9964347,0.00058638986,0.00016760855,0.000047603757,0.0000026854564,0.000009639072,0.000016521935,0.000008537204,0.0027263097],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973373,0.0012925944,0.000115211966,0.00024960822,0.0005782362,0.0004270198],"domain_scores_gemma":[0.9954997,0.0024449613,0.0004067219,0.00020920893,0.0008223876,0.0006169974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003882564,0.0002468586,0.00033826663,0.0011899106,0.0030310652,0.006508499,0.00087474147,0.00072192185,0.0031817441],"category_scores_gemma":[0.009933736,0.00018520668,0.00017500963,0.000730249,0.0043699997,0.0027089578,0.0044678007,0.0012700562,0.00040563935],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083765335,0.00008835165,0.048493616,0.00007989538,0.000014064872,0.0004100034,0.91473067,0.000023412778,0.00084672554,0.0025398738,0.00031573267,0.03237394],"study_design_scores_gemma":[0.0000059926992,0.00007733707,0.065291025,0.00016670607,0.000026630012,0.0003437372,0.92222464,0.00008435153,0.00080831035,0.001089457,0.009856871,0.000024916153],"about_ca_topic_score_codex":0.05321166,"about_ca_topic_score_gemma":0.080542184,"teacher_disagreement_score":0.05321166,"about_ca_system_score_codex":0.0024947133,"about_ca_system_score_gemma":0.0039607068,"threshold_uncertainty_score":0.10580385},"labels":[],"label_agreement":null},{"id":"W7042858964","doi":"","title":"Recycled Love: Lazare on a Mission to Save, Protect Animals","year":2020,"lang":"en","type":"article","venue":"eYLS (Yale Law School)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Civil law (Civil law); Domestication; Animal rights; Common law; Civil rights","score_opus":0.04597228363366973,"score_gpt":0.2691628138178187,"score_spread":0.22319053018414897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7042858964","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03519502,0.010739741,0.0029270125,0.57081497,0.0034766428,0.000052135314,0.000039452327,0.00047175857,0.3762832],"genre_scores_gemma":[0.2422252,0.0068887644,0.0023984981,0.21528761,0.00090927223,0.000051966254,0.000038753806,0.00026767887,0.5319323],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985777,0.00047397066,0.00002956249,0.00014015986,0.00034731874,0.00043123125],"domain_scores_gemma":[0.99802315,0.00034361903,0.00016097346,0.00013338782,0.000258268,0.0010806427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021251685,0.00025942895,0.00025378494,0.00037780358,0.020142205,0.0070786467,0.0010240703,0.005149087,0.014754113],"category_scores_gemma":[0.002783955,0.00029322435,0.00024670706,0.00029605502,0.012205545,0.0068732463,0.006983843,0.009827777,0.003376181],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001943901,0.00009478286,0.0010709381,0.000055761328,0.000006865832,0.0007514585,0.041398104,0.000038982736,0.0007338953,0.13206615,0.7777215,0.046042107],"study_design_scores_gemma":[0.000004195955,0.000029332983,0.00073016685,0.000105127525,0.0000036686113,0.00050865184,0.034075454,0.000029612196,0.00021436016,0.008418495,0.9558663,0.0000145753065],"about_ca_topic_score_codex":0.011310395,"about_ca_topic_score_gemma":0.056295834,"teacher_disagreement_score":0.020142205,"about_ca_system_score_codex":0.0032358062,"about_ca_system_score_gemma":0.0055687255,"threshold_uncertainty_score":0.049357414},"labels":[],"label_agreement":null},{"id":"W7043039650","doi":"","title":"Revealing the Secrets of Small Talk: Can Adult Language Learners Be Taught This Sociolinguistic Skill?","year":2021,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Adult education; Competence (human resources); Adult learner; Intervention (counseling); English as a second language; Language acquisition; Conversation","score_opus":0.02718577350828257,"score_gpt":0.31339593014435274,"score_spread":0.2862101566360702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043039650","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95077,0.004101756,0.0043848176,0.013730057,0.000167079,0.00012264981,0.000039466064,0.000047489255,0.026636675],"genre_scores_gemma":[0.9890534,0.003387514,0.0030151508,0.0010352737,0.000037715774,0.00009560505,0.000025894444,0.0000075047446,0.0033420236],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99886036,0.00066027616,0.000034556375,0.00009460175,0.00021582171,0.00013437633],"domain_scores_gemma":[0.9972806,0.0013170664,0.00038394006,0.0001239775,0.00021759207,0.0006768048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031515635,0.00020295115,0.00027976703,0.00025754978,0.0014582382,0.0018622838,0.00051071384,0.0009655172,0.0019756237],"category_scores_gemma":[0.009727249,0.00017951224,0.00017958156,0.00015989471,0.003924387,0.0030531324,0.0022732886,0.0015515685,0.00048692912],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018327523,0.0012158109,0.04688488,0.0012087673,0.000024411842,0.0018912818,0.7106133,0.00014095458,0.006491648,0.011570991,0.007367104,0.21240751],"study_design_scores_gemma":[0.000071557944,0.0016101721,0.073325545,0.0016169128,0.00010023553,0.002306233,0.7683787,0.00068036496,0.004861237,0.01800299,0.12898168,0.000064462765],"about_ca_topic_score_codex":0.0030788248,"about_ca_topic_score_gemma":0.008422717,"teacher_disagreement_score":0.0031515635,"about_ca_system_score_codex":0.00071790593,"about_ca_system_score_gemma":0.0018866156,"threshold_uncertainty_score":0.016667247},"labels":[],"label_agreement":null},{"id":"W7043040625","doi":"","title":"Roles of native and non-native teachers in test-preparation courses in Korea: teachers' and students' perceptions","year":2009,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Perception; Competence (human resources); Context (archaeology); Exploratory research; Semi-structured interview; Qualitative research; Class (philosophy); First language; Language proficiency","score_opus":0.01572630052860699,"score_gpt":0.28832497912914007,"score_spread":0.2725986786005331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043040625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974699,0.00019095128,0.00025012874,0.00063101266,0.000023357748,0.00002357604,0.000024286364,0.000007028105,0.0013798228],"genre_scores_gemma":[0.9979679,0.00016463657,0.000161489,0.00029219277,0.000004203841,0.00003054921,0.000016185602,0.0000065491367,0.0013562902],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99667394,0.001774192,0.00019451718,0.00026703015,0.00031909897,0.00077120424],"domain_scores_gemma":[0.9939401,0.002173559,0.0009122432,0.00016547389,0.0006609229,0.0021476587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049347905,0.0003995251,0.00044078165,0.0006410928,0.005356681,0.00298814,0.0008630493,0.0008812412,0.0026296845],"category_scores_gemma":[0.0047823954,0.00054755545,0.00039719266,0.000523477,0.003220979,0.002839982,0.0029392655,0.0020585025,0.00037461202],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006521069,0.00012747303,0.04216792,0.0001322511,0.000005830119,0.001230358,0.9464054,0.000030381832,0.0031601782,0.0004062397,0.0006024461,0.005666295],"study_design_scores_gemma":[0.0000019274837,0.000051082203,0.0061189192,0.000027585364,0.0000022190113,0.00016040799,0.99152654,0.000023467053,0.00022123594,0.00002144729,0.0018360163,0.000009085694],"about_ca_topic_score_codex":0.009229092,"about_ca_topic_score_gemma":0.020116325,"teacher_disagreement_score":0.009229092,"about_ca_system_score_codex":0.0024076093,"about_ca_system_score_gemma":0.0031906138,"threshold_uncertainty_score":0.026097953},"labels":[],"label_agreement":null},{"id":"W7043251592","doi":"","title":"Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions","year":2005,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Context (archaeology); First language; Perspective (graphical); English language; Value (mathematics)","score_opus":0.012014256319885286,"score_gpt":0.2734118209202641,"score_spread":0.26139756460037883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043251592","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99819535,0.0001557415,0.000014908673,0.0001830809,0.000009980061,0.0000039293004,0.0000081733615,0.0000010083052,0.0014278073],"genre_scores_gemma":[0.99672616,0.00021019547,0.000019550964,0.00011832293,0.000004656089,0.00001104582,0.000011957626,0.00000193778,0.0028962651],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99916637,0.00020842689,0.000063036634,0.00009006188,0.000117164804,0.00035489147],"domain_scores_gemma":[0.99647164,0.00048242995,0.00047423795,0.000039599418,0.00039111872,0.002141005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013547577,0.0002409496,0.00035577084,0.00053839805,0.003700978,0.0029158692,0.00037587012,0.0005042597,0.0037142108],"category_scores_gemma":[0.0022389423,0.0002753371,0.00024816193,0.00040257387,0.0017394307,0.0015304871,0.0020216163,0.00099501,0.0004948985],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000117111245,0.00027718698,0.27988353,0.000106934065,0.000010512385,0.0009133947,0.70878375,0.000018689665,0.0016310676,0.00041399285,0.0007625503,0.0070813233],"study_design_scores_gemma":[0.000004890392,0.00007055048,0.12053453,0.000041882617,0.0000062000554,0.00010157099,0.8770945,0.000019929455,0.0001034959,0.00003878432,0.0019751417,0.000008560916],"about_ca_topic_score_codex":0.050697505,"about_ca_topic_score_gemma":0.12040421,"teacher_disagreement_score":0.050697505,"about_ca_system_score_codex":0.0016567119,"about_ca_system_score_gemma":0.0025477586,"threshold_uncertainty_score":0.100804806},"labels":[],"label_agreement":null},{"id":"W7043353806","doi":"","title":"Seminars as Communities of Practice: The Structural Analysis of Four Graduate-level Seminars and the Spoken Participation Experiences of International Students in a Canadian University","year":2021,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Perception; Thematic analysis; Confusion; Genre analysis; International language; Qualitative research; Spoken language","score_opus":0.06089730651453151,"score_gpt":0.3749825848979056,"score_spread":0.3140852783833741,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043353806","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936619,0.0001150333,0.00064383104,0.00039417096,0.000013616768,0.000114723916,0.000059574373,0.000018567256,0.004978663],"genre_scores_gemma":[0.99689734,0.00010869642,0.00094291795,0.00006292954,0.000006361728,0.00006450376,0.000074843156,0.000013749212,0.0018286081],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955095,0.0016379195,0.00013064849,0.0005398909,0.0010068681,0.0011752109],"domain_scores_gemma":[0.99165034,0.002951042,0.00085884065,0.0003969416,0.0015027195,0.0026401733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068747606,0.00054150063,0.0005204126,0.0042834505,0.01353043,0.005798185,0.003407909,0.0012696207,0.0024088086],"category_scores_gemma":[0.012530492,0.00049181184,0.000548347,0.0033783717,0.012027568,0.0026363216,0.008717286,0.0018759309,0.00021157971],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034084693,0.000043887063,0.012949965,0.000042206666,0.000004025151,0.00038557377,0.97409344,0.000044914366,0.00085567264,0.0012507193,0.0002885034,0.010007053],"study_design_scores_gemma":[0.000003946253,0.00003257839,0.030280624,0.000051887982,0.00000498331,0.000061613035,0.96409035,0.00012831234,0.00017152805,0.0003064328,0.004851547,0.000016273149],"about_ca_topic_score_codex":0.46123677,"about_ca_topic_score_gemma":0.6298607,"teacher_disagreement_score":0.46123677,"about_ca_system_score_codex":0.027830731,"about_ca_system_score_gemma":0.031772986,"threshold_uncertainty_score":0.9171041},"labels":[],"label_agreement":null},{"id":"W7043496908","doi":"","title":"A study of Chinese students' academic listening needs for academic success in Canadian universities /","year":2007,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; English for academic purposes; English language; Learning development; English as a second language","score_opus":0.02774981687719136,"score_gpt":0.3193844561872398,"score_spread":0.29163463931004846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043496908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99689937,0.00008540537,0.000009486907,0.00018275432,0.0000057842835,0.000028408454,0.00007620237,0.0000011995268,0.002711343],"genre_scores_gemma":[0.99782985,0.00021273516,0.00007242471,0.000111952475,0.0000038377766,0.000033071574,0.00007843401,0.0000026712855,0.0016551265],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9984736,0.00012726753,0.00010455452,0.00010917978,0.0005577983,0.00062774576],"domain_scores_gemma":[0.9954723,0.00043548076,0.0004844796,0.000077906036,0.0017363561,0.0017934509],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023056879,0.00045333238,0.00047887937,0.0026676205,0.00964077,0.0026208388,0.0010653676,0.0005745137,0.0034638087],"category_scores_gemma":[0.0049770977,0.00040928624,0.0005067837,0.0042008874,0.0017918317,0.00088276993,0.0017990505,0.0010570725,0.00035896836],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014175606,0.00046469248,0.6256191,0.00016245934,0.000028641067,0.0005378878,0.34437072,0.00004687569,0.0011260498,0.000699564,0.0022613595,0.024540968],"study_design_scores_gemma":[0.000010632486,0.00012176212,0.6770023,0.00007441785,0.00002155027,0.00008110749,0.31878853,0.00010627931,0.0001569227,0.000056935947,0.0035457278,0.000033883553],"about_ca_topic_score_codex":0.92855,"about_ca_topic_score_gemma":0.96895045,"teacher_disagreement_score":0.071449995,"about_ca_system_score_codex":0.022800714,"about_ca_system_score_gemma":0.050858784,"threshold_uncertainty_score":0.16543156},"labels":[],"label_agreement":null},{"id":"W7043512776","doi":"","title":"The sociolinguistic competence of Montreal anglophones in the expression of past temporal reference","year":2014,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociolinguistics; Research methodology; Competence (human resources); Context (archaeology)","score_opus":0.015668736789545484,"score_gpt":0.20696466609607844,"score_spread":0.19129592930653297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043512776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9894627,0.00028459623,0.0006773689,0.00006667632,0.0000042585784,0.000025320298,0.00030864385,0.000007834174,0.009162681],"genre_scores_gemma":[0.99557734,0.00013012109,0.00048980454,0.000019313953,0.000001491824,0.000023376304,0.00014175072,0.000006178151,0.003610671],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99927324,0.00019420171,0.000028604052,0.00018176477,0.0002002523,0.00012193442],"domain_scores_gemma":[0.99761224,0.00096097414,0.00029143417,0.00015934346,0.0008148926,0.00016104903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012332392,0.0003209255,0.00020253091,0.0010592731,0.0009936222,0.0019280325,0.00043624933,0.0003007686,0.0050509777],"category_scores_gemma":[0.0046270643,0.00021280374,0.00015489728,0.0013402853,0.0013521834,0.0008465415,0.0008518225,0.0002824528,0.00030673546],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003337372,0.00006555782,0.60936344,0.0003084227,0.00013120339,0.0010090604,0.2520883,0.0012611,0.03173806,0.00402065,0.0016399713,0.098040506],"study_design_scores_gemma":[0.0000034118693,0.000033714623,0.9694912,0.000035219018,0.000024592042,0.00008779821,0.023642331,0.00043980862,0.00094327814,0.000101010126,0.0051719304,0.000025751453],"about_ca_topic_score_codex":0.8793291,"about_ca_topic_score_gemma":0.9375843,"teacher_disagreement_score":0.120670915,"about_ca_system_score_codex":0.006614801,"about_ca_system_score_gemma":0.003871656,"threshold_uncertainty_score":0.2427631},"labels":[],"label_agreement":null},{"id":"W7045520247","doi":"","title":"Carmen Muñoz (ed.) 2006 : Age and the Rate of Foreign Language Learning. Clevedon, Buffalo, Toronto: Multilingual Matters","year":2008,"lang":"en","type":"article","venue":"Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Language acquisition; Context (archaeology); Comprehension approach; Second-language acquisition; Second-language attrition; Factor (programming language); First language","score_opus":0.006255253269657903,"score_gpt":0.21580356144047771,"score_spread":0.20954830817081982,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7045520247","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000426591,0.9849991,0.0002813552,0.003081094,0.0007920915,0.000004220167,0.0006282312,0.00005275387,0.009734542],"genre_scores_gemma":[0.0071673575,0.9575412,0.00075205107,0.00037500655,0.00069554156,0.000018333294,0.0005591417,0.000058505066,0.03283275],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999584,0.00006123085,0.000040060695,0.00008897964,0.00017466083,0.000051036805],"domain_scores_gemma":[0.9979386,0.0008330318,0.0002712318,0.000097368116,0.00057374395,0.00028599938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011371484,0.0020760153,0.0016689983,0.0043979115,0.0010627178,0.0032652572,0.0015288746,0.0019207615,0.087972075],"category_scores_gemma":[0.0027985533,0.0013189097,0.00039691426,0.008187247,0.0012726325,0.004472342,0.0014067132,0.001348953,0.026488662],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010602039,0.000029492448,0.003386987,0.0018262654,0.000029795252,0.00014824227,0.0016574006,0.00035891964,0.00013455599,0.0057235183,0.5615809,0.42501792],"study_design_scores_gemma":[0.000013414949,0.000028417733,0.023057643,0.003780349,0.000056088924,0.0008014956,0.0017183879,0.0001888099,0.00018052038,0.0027181744,0.9674059,0.000050712195],"about_ca_topic_score_codex":0.13105291,"about_ca_topic_score_gemma":0.22530258,"teacher_disagreement_score":0.13105291,"about_ca_system_score_codex":0.0035595517,"about_ca_system_score_gemma":0.0034083512,"threshold_uncertainty_score":0.2942959},"labels":[],"label_agreement":null},{"id":"W7066147866","doi":"","title":"ESL reading comprehension amongst second cycle high school students, students' requests","year":2013,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University","keywords":"Reading comprehension; Laziness; Reading (process); Comprehension; Reciprocal teaching; Class (philosophy); Principal (computer security)","score_opus":0.017726098210517533,"score_gpt":0.26302908604070263,"score_spread":0.2453029878301851,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7066147866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999258,0.00003433737,0.000016428809,0.000031210107,0.0000017680799,0.0000053205404,0.000021180358,0.000002544411,0.0006291668],"genre_scores_gemma":[0.99739826,0.00007602711,0.000049013444,0.000039437266,0.000003969693,0.000012703539,0.000048548976,0.000003901788,0.002368118],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99945575,0.00007375739,0.000060950584,0.000081610844,0.00020907843,0.00011874104],"domain_scores_gemma":[0.99794656,0.0004022194,0.00069536164,0.00006933211,0.0004409611,0.00044557583],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000732302,0.0002855732,0.00042288,0.0014045327,0.0009374004,0.0025398473,0.00032552116,0.00057459524,0.004830973],"category_scores_gemma":[0.0028579608,0.00025402338,0.00024660642,0.00095678377,0.0005194024,0.0008442481,0.0008482465,0.0007102949,0.0010765223],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012456535,0.0007522523,0.9171912,0.00011277855,0.000018218398,0.00078661536,0.047078054,0.00004731193,0.0069693816,0.00019254477,0.00070131064,0.026025709],"study_design_scores_gemma":[0.0000085315405,0.0007712583,0.91955084,0.00003685079,0.00001571816,0.0008009857,0.07296885,0.00019529925,0.0016246163,0.00010192514,0.0039027713,0.000022317736],"about_ca_topic_score_codex":0.0038638406,"about_ca_topic_score_gemma":0.008057829,"teacher_disagreement_score":0.004830973,"about_ca_system_score_codex":0.00056132354,"about_ca_system_score_gemma":0.00067863497,"threshold_uncertainty_score":0.016161263},"labels":[],"label_agreement":null},{"id":"W7067378328","doi":"","title":"La rétroaction corrective à l'écrit : croyances des apprenants adultes et des enseignants de français langue seconde","year":2022,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Research methodology; Intentionality; Statistical analysis","score_opus":0.020349374802876047,"score_gpt":0.21245433054675048,"score_spread":0.19210495574387443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7067378328","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99658513,0.00042196733,0.00014651938,0.0005578557,0.000030666644,0.00003919882,0.000082512866,0.00000762942,0.0021284965],"genre_scores_gemma":[0.9925921,0.0006734412,0.00038991641,0.00037013507,0.000016263299,0.00008682619,0.0001173409,0.0000064666197,0.0057476293],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9975898,0.00067994517,0.00017971381,0.00022223314,0.00078874035,0.00053965196],"domain_scores_gemma":[0.9890884,0.0018009545,0.0026998708,0.00027295202,0.004010735,0.0021270374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034387102,0.0004407186,0.00038563638,0.00079608645,0.002450051,0.0021280744,0.00074360793,0.0009446262,0.0049874256],"category_scores_gemma":[0.01036528,0.00029505978,0.0004209037,0.000711999,0.0018225749,0.0011941667,0.0014376609,0.0014287614,0.00065295154],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016892659,0.00026502786,0.6745865,0.0003378427,0.000054522032,0.0014007532,0.27798024,0.000053605945,0.0022013846,0.00040805666,0.0030154267,0.039527792],"study_design_scores_gemma":[0.000008429952,0.00021582065,0.8322931,0.0002152127,0.000025125531,0.0005310153,0.15747745,0.00008868038,0.00031869498,0.000051312574,0.008734067,0.0000411628],"about_ca_topic_score_codex":0.4112966,"about_ca_topic_score_gemma":0.5257147,"teacher_disagreement_score":0.4112966,"about_ca_system_score_codex":0.0043540476,"about_ca_system_score_gemma":0.00824865,"threshold_uncertainty_score":0.8178052},"labels":[],"label_agreement":null},{"id":"W7070841074","doi":"","title":"Questioning Standards of Evaluation in Educational Research: Do Educational Researchers Ventriloquize Learners’ Voices in L2 Education?","year":2021,"lang":"en","type":"article","venue":"NSUWorks (Nova Southeastern University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Nucleofection; Gestational period; TSG101; Dysgeusia; Diafiltration; Durvalumab; Hyporeflexia; Emperipolesis; Tubulopathy","score_opus":0.18264752595704647,"score_gpt":0.38690179296506033,"score_spread":0.20425426700801386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7070841074","genre_codex":"methods","genre_gemma":"empirical","domain_codex":"methods","domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23858318,0.014131038,0.4449976,0.15120582,0.0034143052,0.002272409,0.00023007943,0.0005847438,0.14458089],"genre_scores_gemma":[0.95687956,0.00087222416,0.035437208,0.003722432,0.00033076925,0.001767667,0.000049190956,0.00017413683,0.00076678686],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.3225494,0.59003234,0.029246638,0.015961803,0.03957639,0.002633439],"domain_scores_gemma":[0.13803814,0.71623224,0.039283786,0.04828074,0.05519433,0.0029706918],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.60475487,0.0007853145,0.0016193498,0.007227229,0.00791687,0.01960434,0.0036629185,0.005693865,0.0015956424],"category_scores_gemma":[0.74985945,0.0012250696,0.00093137816,0.004967847,0.08885777,0.024170006,0.01658386,0.006616045,0.0006868715],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026666553,0.00013438959,0.027518915,0.0025836425,0.00022711077,0.0001507307,0.37307099,0.000781524,0.0020641177,0.43726727,0.0045292233,0.15140535],"study_design_scores_gemma":[0.00016863862,0.0005927775,0.022729488,0.010615835,0.00018675515,0.00053608476,0.17721786,0.0046534366,0.006327925,0.71367705,0.062946685,0.00034742235],"about_ca_topic_score_codex":0.0032743844,"about_ca_topic_score_gemma":0.0019740362,"teacher_disagreement_score":0.39524513,"about_ca_system_score_codex":0.010697396,"about_ca_system_score_gemma":0.016883574,"threshold_uncertainty_score":0.48740768},"labels":[],"label_agreement":null},{"id":"W7071719935","doi":"","title":"The Teaching and Assessment in Second-Language Context: Assessment of Decoding Differences on Language Speakers.","year":2018,"lang":"en","type":"article","venue":"Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language assessment; Test of English as a Foreign Language; Language proficiency; Context (archaeology); Portuguese; Socioeconomic status; Test (biology); Sample (material); Scale (ratio)","score_opus":0.08040614605352624,"score_gpt":0.4166262854885643,"score_spread":0.33622013943503803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7071719935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843411,0.0007541221,0.0030293893,0.00018044918,0.0000758617,0.00019461793,0.00028606327,0.000058615457,0.011079863],"genre_scores_gemma":[0.99125427,0.00049645203,0.003851909,0.000041762632,0.000013876323,0.000111238165,0.00017068241,0.000020358453,0.0040395213],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.999027,0.00032657883,0.000105175466,0.00011887067,0.00033256368,0.00008993278],"domain_scores_gemma":[0.9978179,0.00082732213,0.00040483518,0.00014269815,0.0004664088,0.00034090248],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014763471,0.0003862173,0.00023707202,0.0012035387,0.0003346804,0.0011146708,0.0003501791,0.0004943534,0.0022972669],"category_scores_gemma":[0.008938803,0.00015355479,0.00030907328,0.0004144066,0.00051477674,0.0008722234,0.0012889336,0.0005604847,0.0007753146],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008118303,0.00058764697,0.4514726,0.0004832299,0.00011151946,0.001146958,0.019826345,0.00039766278,0.032418754,0.001176881,0.0024363934,0.48913017],"study_design_scores_gemma":[0.000024246498,0.0006422489,0.97775865,0.00012313235,0.00004455201,0.0018946454,0.006849983,0.001066522,0.00564414,0.0013560922,0.0045505413,0.000045237804],"about_ca_topic_score_codex":0.0023746374,"about_ca_topic_score_gemma":0.003306152,"teacher_disagreement_score":0.0023746374,"about_ca_system_score_codex":0.00028193783,"about_ca_system_score_gemma":0.00080722396,"threshold_uncertainty_score":0.0078077912},"labels":[],"label_agreement":null},{"id":"W7071809598","doi":"","title":"17th International Conference on Pragmatics &amp; Language Learning conference program","year":2009,"lang":"en","type":"article","venue":"ScholarSpace (University of Hawaii at Manoa)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Office of International Science and Engineering; Waseda University; University of Hawai'i; University of Toronto; U.S. Department of Education","keywords":"Pragmatics; Variety (cybernetics); Sociolinguistics; Relation (database); Language acquisition; Foreign language; Range (aeronautics); Comprehension approach; On Language","score_opus":0.04539907348475874,"score_gpt":0.27243112029917466,"score_spread":0.2270320468144159,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7071809598","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0077366442,0.040467784,0.039258976,0.07147983,0.050389875,0.0003460609,0.0016690906,0.0015275055,0.7871242],"genre_scores_gemma":[0.04135658,0.012802964,0.018733876,0.0025912642,0.00627526,0.00042305863,0.0022076364,0.0006867715,0.9149226],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99759173,0.00079017616,0.00011739914,0.00031024264,0.0008843656,0.00030604305],"domain_scores_gemma":[0.9971374,0.0007350143,0.0000779871,0.0002934424,0.00089955796,0.00085659174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051980107,0.00080540375,0.00093731016,0.0017139658,0.0026320696,0.009706666,0.0015368104,0.002114406,0.1755168],"category_scores_gemma":[0.004760813,0.00031209737,0.00071919226,0.0017383345,0.00202628,0.005626281,0.0051516797,0.0028562911,0.034990948],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000097631004,0.00016686179,0.00044855112,0.0002391222,0.000013302664,0.00011824816,0.0010757667,0.00034459683,0.0009860449,0.058909237,0.7125666,0.22503392],"study_design_scores_gemma":[0.000005565762,0.000016016016,0.00027691424,0.000103283535,0.0000033427596,0.000043458804,0.00033403013,0.00031769575,0.00019436916,0.0043154717,0.99438286,0.000006979186],"about_ca_topic_score_codex":0.0050498084,"about_ca_topic_score_gemma":0.009704113,"teacher_disagreement_score":0.1755168,"about_ca_system_score_codex":0.0035047722,"about_ca_system_score_gemma":0.00558375,"threshold_uncertainty_score":0.5871622},"labels":[],"label_agreement":null},{"id":"W7071907976","doi":"","title":"A Study of Chinese International Students’ Classroom Participation in an International M.Ed. Program","year":2018,"lang":"en","type":"article","venue":"Scholarship at UWindsor (University of Windsor)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"University of Windsor","keywords":"Work (physics); Personality; Big Five personality traits; Graduate students; International education","score_opus":0.045027499007505974,"score_gpt":0.3347370951188642,"score_spread":0.2897095961113582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7071907976","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99727315,0.0000744875,0.00006468784,0.00022980574,0.000011547344,0.000034432534,0.000022174887,0.0000038287353,0.0022858838],"genre_scores_gemma":[0.99615014,0.00022537285,0.0002154053,0.00025105136,0.000012520791,0.00007475327,0.00006086317,0.0000065298304,0.0030035358],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9977309,0.000548015,0.00011171965,0.00025720565,0.00048244416,0.0008698093],"domain_scores_gemma":[0.99461126,0.0010218541,0.0005731222,0.0001704209,0.0011403989,0.0024829924],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034475438,0.00082786893,0.000731126,0.0025203712,0.009563057,0.0031445306,0.0015498174,0.001026768,0.0021661425],"category_scores_gemma":[0.005019678,0.0005199339,0.00056601135,0.0023425405,0.002950654,0.001327655,0.0027148216,0.002070472,0.00028998387],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031994987,0.0003672938,0.06687516,0.00007493679,0.000008093629,0.00051151164,0.9171499,0.000013737756,0.0013799558,0.0003618856,0.0007556365,0.012469876],"study_design_scores_gemma":[0.000004427919,0.00016836326,0.08045713,0.000053490752,0.000009554606,0.00012335576,0.91373825,0.00005155501,0.0002823741,0.000030168285,0.0050574485,0.000023844967],"about_ca_topic_score_codex":0.15579225,"about_ca_topic_score_gemma":0.31312555,"teacher_disagreement_score":0.15579225,"about_ca_system_score_codex":0.0072532883,"about_ca_system_score_gemma":0.008452582,"threshold_uncertainty_score":0.30977082},"labels":[],"label_agreement":null},{"id":"W7071949264","doi":"","title":"UDL International Symposium:Learning Together","year":2023,"lang":"en","type":"other","venue":"Trinity's Access to Research Output (TARA) (Trinity College Dublin)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trinity College","funders":"","keywords":"Mandarin Chinese; Foreign language; Curriculum; Context (archaeology); Certificate; Norm (philosophy); Perception; First language","score_opus":0.19926313264877585,"score_gpt":0.410592784264506,"score_spread":0.21132965161573017,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7071949264","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028732559,0.026555154,0.0027154388,0.036292188,0.035326995,0.00011003721,0.00088965445,0.00080118893,0.89443606],"genre_scores_gemma":[0.008649137,0.0063583194,0.0016757229,0.0022601846,0.0022123612,0.000077109784,0.00072540325,0.000222064,0.9778196],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99846196,0.0003240117,0.00008203736,0.00020127786,0.00057382206,0.00035697516],"domain_scores_gemma":[0.9982975,0.00012775481,0.00005531048,0.00012320674,0.00043645687,0.0009596371],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028077557,0.00088888366,0.00044245948,0.0015320721,0.0020504566,0.0072517814,0.0015849492,0.0028368656,0.25462532],"category_scores_gemma":[0.001963968,0.00029650785,0.0005689616,0.00095386925,0.0013391599,0.004340389,0.0074421004,0.0026459403,0.11268451],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043181808,0.000074861506,0.0002895978,0.00025530497,0.00000329742,0.0001331859,0.00059817254,0.00009476088,0.00036498558,0.009756698,0.82369435,0.16469164],"study_design_scores_gemma":[0.000001500118,0.000007641112,0.00019280733,0.000102444916,5.6500613e-7,0.000048259008,0.00025642454,0.000017923054,0.000050124465,0.00043400025,0.9988864,0.0000020112025],"about_ca_topic_score_codex":0.0039451406,"about_ca_topic_score_gemma":0.012884107,"teacher_disagreement_score":0.25462532,"about_ca_system_score_codex":0.0037522004,"about_ca_system_score_gemma":0.004865145,"threshold_uncertainty_score":0.8518065},"labels":[],"label_agreement":null},{"id":"W7072025149","doi":"","title":"Supporting the development of senior secondary French Immersion students’ French as a second language and learner autonomy through self-directed form-focused metacognitive listening activities","year":2024,"lang":"en","type":"dissertation","venue":"QSpace (Queen's University Library)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Metacognition; Active listening; Second language; Learner autonomy; Curriculum; Pronunciation; Attrition; French immersion","score_opus":0.008161853482272089,"score_gpt":0.2303421288006268,"score_spread":0.22218027531835471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7072025149","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9923166,0.000629814,0.0010829457,0.00040524366,0.000027174901,0.0000716231,0.000019774912,0.000054691798,0.005392006],"genre_scores_gemma":[0.990384,0.0009835059,0.004637152,0.00017189581,0.000014884567,0.000108192806,0.00004952417,0.0000073702076,0.0036435835],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99951303,0.0001837635,0.000025811303,0.000042070125,0.0001224352,0.00011283401],"domain_scores_gemma":[0.9986291,0.00042851828,0.00024772275,0.000041776275,0.0002564834,0.0003965018],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010291502,0.0002527536,0.00022336781,0.00032415264,0.00047605328,0.0009587087,0.00049869606,0.00036212665,0.0020375242],"category_scores_gemma":[0.003165642,0.000082525956,0.00028194857,0.00012587565,0.00023284862,0.00033426902,0.0010202938,0.00034451656,0.00026959993],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030506245,0.0052902265,0.055364497,0.002314115,0.00007623726,0.0009675274,0.03020332,0.0003113357,0.037153196,0.0011524581,0.004481274,0.86238086],"study_design_scores_gemma":[0.00031078802,0.013256499,0.71282005,0.0022748574,0.00043816562,0.0021763595,0.069477424,0.0017610735,0.059918735,0.00234081,0.13510126,0.00012409827],"about_ca_topic_score_codex":0.0033264125,"about_ca_topic_score_gemma":0.0134092225,"teacher_disagreement_score":0.0033264125,"about_ca_system_score_codex":0.0004600668,"about_ca_system_score_gemma":0.0026211606,"threshold_uncertainty_score":0.0068162084},"labels":[],"label_agreement":null},{"id":"W7072705770","doi":"","title":"以淡江大學日文系現行「畢業專題寫作與指導」課程為例，探究建構職業意識之日語教育理論與實踐的相關性","year":2012,"lang":"zh","type":"other","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Product (mathematics); Association (psychology); Identification (biology); Perspective (graphical); Subject (documents)","score_opus":0.03990284373800148,"score_gpt":0.24504641278499983,"score_spread":0.20514356904699835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7072705770","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.019364096,0.0013198085,0.0021513943,0.0058859168,0.0001596977,0.000044020228,0.0005937027,0.00013125353,0.97035015],"genre_scores_gemma":[0.3746807,0.0028868963,0.0041336734,0.00075281545,0.00012196599,0.00011454978,0.0008837872,0.00018478859,0.61624086],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994407,0.000091408896,0.000025127596,0.00006780156,0.00023730565,0.00013759277],"domain_scores_gemma":[0.99881434,0.00021519541,0.000080896614,0.000068155576,0.00049643265,0.00032503702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009889948,0.00033565878,0.00018050325,0.0014404799,0.0035980102,0.006511879,0.00060595555,0.00065548794,0.07494882],"category_scores_gemma":[0.0024505032,0.00014375386,0.00015763484,0.0026668871,0.0033621837,0.0035293235,0.0017067824,0.0011505587,0.008148302],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007732444,0.00010428666,0.009017515,0.00029283916,0.0000105253885,0.00013056262,0.015432551,0.0002586153,0.00046515188,0.38409466,0.17248666,0.41762933],"study_design_scores_gemma":[0.000028016848,0.000030347566,0.030853264,0.0003054444,0.000026265881,0.0001510768,0.02594055,0.00042239876,0.0008528756,0.096859224,0.8445065,0.000024078163],"about_ca_topic_score_codex":0.14441317,"about_ca_topic_score_gemma":0.242752,"teacher_disagreement_score":0.14441317,"about_ca_system_score_codex":0.006142186,"about_ca_system_score_gemma":0.0135500785,"threshold_uncertainty_score":0.2871452},"labels":[],"label_agreement":null},{"id":"W7083683698","doi":"10.15468/dl.un6v3k","title":"Occurrence Download","year":2025,"lang":"en","type":"dataset","venue":"Global Biodiversity Information Facility","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Download; Matching (statistics); Range (aeronautics); Data set; Data access","score_opus":0.020670757245711,"score_gpt":0.22223071326326727,"score_spread":0.20155995601755627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7083683698","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000057426234,0.00003647269,0.00004823122,0.000041220093,0.000013487433,0.0000063684065,0.998555,0.00049167074,0.0007501266],"genre_scores_gemma":[0.00015351459,0.000030874213,0.00017527668,0.000043236403,0.0000032593891,0.00003249908,0.9990101,0.00012040813,0.0004307768],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988582,0.00016693604,0.00014002123,0.00038317667,0.00026201134,0.00018974236],"domain_scores_gemma":[0.99775356,0.0005528501,0.00020821478,0.0006364449,0.0005629084,0.00028588035],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010445397,0.0022514455,0.0015504992,0.005293211,0.001024301,0.0025301073,0.0030511967,0.0021983616,0.123530716],"category_scores_gemma":[0.005317902,0.0008799705,0.0012335083,0.009513643,0.0005075541,0.0023305481,0.0026305066,0.0020912953,0.2014779],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030664884,0.000013306499,0.0003619388,0.0004799652,0.000014470995,0.000015892565,0.000022292437,0.00013781093,0.00011316037,0.00037925327,0.9969688,0.0014624995],"study_design_scores_gemma":[0.00007263213,0.000009151625,0.0018590299,0.0001723138,0.000013226008,0.00004364635,0.00006701289,0.00017374576,0.00020126149,0.00077632663,0.99659425,0.000017390781],"about_ca_topic_score_codex":0.023800477,"about_ca_topic_score_gemma":0.04341878,"teacher_disagreement_score":0.87646925,"about_ca_system_score_codex":0.0017799676,"about_ca_system_score_gemma":0.0024319063,"threshold_uncertainty_score":0.4132514},"labels":[],"label_agreement":null},{"id":"W7083854046","doi":"","title":"Sports Update: Raptors topple Clippers, Popovich passes Riley, Ovechkin hat trick, O's tap Hyde","year":2018,"lang":"en","type":"other","venue":"Internet Archive (Internet Archive)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Guard (computer science); Brother; Shot (pellet); Lawsuit","score_opus":0.015153591854561024,"score_gpt":0.2388471107472759,"score_spread":0.22369351889271488,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7083854046","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009388288,0.0036226779,0.00049772713,0.019585911,0.018912785,0.0011170881,0.01469896,0.003720884,0.9369051],"genre_scores_gemma":[0.0025783267,0.003574661,0.0007018916,0.01598179,0.005547696,0.00093378086,0.011267695,0.0005966576,0.9588175],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990183,0.00010400337,0.00007614646,0.000079750054,0.0005246207,0.00019722412],"domain_scores_gemma":[0.99450666,0.0005297816,0.0002459728,0.0001866931,0.0031625673,0.0013682938],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00092657586,0.0009944731,0.0008052744,0.001339637,0.001446655,0.0028861717,0.0020297756,0.004844529,0.62647295],"category_scores_gemma":[0.0058327094,0.0006144564,0.00066176115,0.0011961823,0.00028816433,0.0025906912,0.0026730062,0.0038716188,0.4580548],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026624777,0.000033524186,0.00003827239,0.000048025668,8.3426056e-7,0.000009216839,0.0000045646775,0.000007994696,0.000017559985,0.000034145833,0.9882718,0.011507397],"study_design_scores_gemma":[0.000035836096,0.000024391667,0.000711332,0.00009963115,0.00000242759,0.000021479678,0.000023214043,0.000014434382,0.000020908934,0.00005687617,0.9989843,0.0000051185675],"about_ca_topic_score_codex":0.015371661,"about_ca_topic_score_gemma":0.049838077,"teacher_disagreement_score":0.37352705,"about_ca_system_score_codex":0.0012741509,"about_ca_system_score_gemma":0.002359068,"threshold_uncertainty_score":0.532791},"labels":[],"label_agreement":null},{"id":"W7084054532","doi":"10.1109/infocom55648.2025.11044462","title":"Link Configuration for Fidelity-Constrained Entanglement Routing in Quantum Networks","year":2025,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Quantum entanglement; Link (geometry); Quantum network; Topology (electrical circuits); Key (lock); Quantum; Quantum computer; Routing (electronic design automation); Quantum algorithm","score_opus":0.030442991496382677,"score_gpt":0.2816208150165313,"score_spread":0.2511778235201486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7084054532","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.027062826,0.0001383684,0.9692376,0.00025998615,0.000019902782,0.000058739475,0.000050874936,0.00020816413,0.0029635197],"genre_scores_gemma":[0.71805805,0.00023845882,0.27882618,0.00014860198,0.000026670501,0.00017525564,0.00018186585,0.000114607305,0.0022302503],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99929357,0.00031264438,0.000023145461,0.00013491433,0.00014475823,0.00009102844],"domain_scores_gemma":[0.99842775,0.0010270944,0.00019452507,0.00014023119,0.00013042905,0.00008000723],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001290876,0.00062279624,0.00057150575,0.0005710941,0.00079229823,0.001030035,0.0009800872,0.0010212531,0.003301465],"category_scores_gemma":[0.0048605693,0.0003790572,0.00039862175,0.0007075011,0.0010972128,0.0023742963,0.0016909665,0.001461842,0.00030221613],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042704414,0.00003055914,0.0003048661,0.00003818533,0.000009813962,0.000042896994,0.00004074324,0.9426317,0.0010857168,0.035557296,0.0006364411,0.019578949],"study_design_scores_gemma":[0.0000059135477,0.000019535608,0.000046987632,0.000005943496,0.0000035525522,0.000016128986,0.000012919615,0.98191386,0.0006025943,0.016916994,0.0004494058,0.0000061464198],"about_ca_topic_score_codex":0.0017811466,"about_ca_topic_score_gemma":0.0020437099,"teacher_disagreement_score":0.003301465,"about_ca_system_score_codex":0.0011886259,"about_ca_system_score_gemma":0.0010891494,"threshold_uncertainty_score":0.011044502},"labels":[],"label_agreement":null},{"id":"W7084088287","doi":"10.6084/m9.figshare.30194098","title":"Additional file 1 of Ecosystem engineering of tundra heath by Arctic fox (Vulpes lagopus) is driven by nutrient additions","year":2025,"lang":"en","type":"article","venue":"Figshare","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Tundra; Ecosystem; Nutrient; Arctic; Ecological engineering; Permafrost","score_opus":0.013448038003654853,"score_gpt":0.19869712737242975,"score_spread":0.1852490893687749,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7084088287","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00026060833,0.000016202257,0.00024097276,0.000060003636,0.000028115199,0.000026189608,0.9980433,0.00030281913,0.0010217563],"genre_scores_gemma":[0.012401896,0.00015504158,0.0044399835,0.0004425114,0.00006804141,0.0009205919,0.97143763,0.0013820715,0.008752269],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996295,0.00005358116,0.00004339387,0.00010594874,0.00009127022,0.00007632373],"domain_scores_gemma":[0.99137586,0.0065650283,0.0003264034,0.00047054965,0.0009723918,0.00028978556],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00087960076,0.0011280854,0.0010747382,0.0016803305,0.0009680746,0.0018990781,0.0017886219,0.0013287511,0.86515343],"category_scores_gemma":[0.013058194,0.0005058684,0.0011284691,0.0028133246,0.00023912397,0.0018892346,0.0011200124,0.0008216043,0.19590922],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014097239,0.00008938269,0.004120607,0.0030369603,0.000068742665,0.000093147384,0.00009218887,0.0015334694,0.0003717636,0.0013334868,0.9828743,0.006244978],"study_design_scores_gemma":[0.003702671,0.0002925033,0.06455366,0.003776294,0.00030857875,0.0005703782,0.0009835998,0.007514499,0.0018134891,0.023202494,0.89303136,0.00025045537],"about_ca_topic_score_codex":0.014119001,"about_ca_topic_score_gemma":0.022657877,"teacher_disagreement_score":0.86515343,"about_ca_system_score_codex":0.0008457538,"about_ca_system_score_gemma":0.0015771225,"threshold_uncertainty_score":0.19234216},"labels":[],"label_agreement":null},{"id":"W7084977856","doi":"10.6084/m9.figshare.30291988","title":"Additional file 3 of Machine learning-based radiomics using magnetic resonance images for prediction of clinical complete response to neoadjuvant chemotherapy in patients with muscle-invasive bladder cancer","year":2025,"lang":"en","type":"dataset","venue":"Figshare","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Radiomics; Magnetic resonance imaging; Bladder cancer; Chemotherapy; Complete response; Patient data","score_opus":0.05129127462433944,"score_gpt":0.2929545354286596,"score_spread":0.24166326080432018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7084977856","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00012830562,0.000020751704,0.00004600407,0.000040560793,0.000014719806,0.000017233471,0.9994485,0.00010769749,0.00017625612],"genre_scores_gemma":[0.0017340297,0.00005395815,0.0006374748,0.00013012753,0.00003274872,0.00039820123,0.99521095,0.00012571947,0.0016767672],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99931645,0.00008627898,0.00010764538,0.00026129765,0.000110534296,0.00011775767],"domain_scores_gemma":[0.9950563,0.0028879128,0.00043161848,0.00057675113,0.00076561817,0.00028179612],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001083679,0.0021651234,0.0018089517,0.002266676,0.0006420644,0.0021223815,0.0027384849,0.002509664,0.48829776],"category_scores_gemma":[0.011438918,0.0006744231,0.0021127064,0.0025125446,0.00045475937,0.0013334735,0.0015185688,0.0014964375,0.13681078],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047389133,0.00012008939,0.0037897283,0.0023807946,0.00013217116,0.000069827685,0.000031815514,0.0007130433,0.00014946605,0.0003250271,0.9858569,0.0059571606],"study_design_scores_gemma":[0.008447045,0.00036523663,0.041658625,0.0031657848,0.0006371384,0.00071073783,0.00031541765,0.0048700753,0.0017098043,0.009535695,0.9283408,0.0002436286],"about_ca_topic_score_codex":0.013741753,"about_ca_topic_score_gemma":0.02735076,"teacher_disagreement_score":0.48829776,"about_ca_system_score_codex":0.0013982501,"about_ca_system_score_gemma":0.0019806507,"threshold_uncertainty_score":0.72988117},"labels":[],"label_agreement":null},{"id":"W7087517701","doi":"10.1007/978-981-96-7726-9_1","title":"Cultural Conceptualizations and ELT Curriculum","year":2025,"lang":"en","type":"book-chapter","venue":"Cultural linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Spinal Cord Injury BC","funders":"","keywords":"Nexus (standard); Applied linguistics; Cognitive linguistics; Media linguistics; Ethnolinguistics; Conceptualization; Perspective (graphical); Cultural analysis; Curriculum","score_opus":0.04417983514055005,"score_gpt":0.2827007064593965,"score_spread":0.23852087131884644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7087517701","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026304336,0.002123012,0.00901062,0.0041693463,0.00014820568,0.000019075493,0.00001960634,0.000049460134,0.95815635],"genre_scores_gemma":[0.80172056,0.0029251361,0.0071412586,0.0014067693,0.00016433676,0.00007579165,0.00008090139,0.00013789732,0.18634742],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99928916,0.0003911371,0.000025349731,0.000073561765,0.0001312306,0.00008946478],"domain_scores_gemma":[0.9991485,0.0004296806,0.00006946263,0.00006964212,0.00011397939,0.00016874984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010679186,0.00044693312,0.00015954213,0.0008506476,0.0019989137,0.0064359186,0.00083026773,0.0010651224,0.011518526],"category_scores_gemma":[0.001927795,0.00017871433,0.00014727103,0.0012653405,0.0086608,0.0045972792,0.0032257608,0.0032213784,0.001120078],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000049366245,0.00004061351,0.00020293302,0.000027842272,7.629957e-7,0.00006454036,0.006067235,0.00023018713,0.00014776691,0.9601872,0.003596422,0.029429473],"study_design_scores_gemma":[0.000012491172,0.000026961872,0.0014937314,0.0003378864,0.0000036511587,0.00023645638,0.020873195,0.001414592,0.001117868,0.68380785,0.29066333,0.000011962752],"about_ca_topic_score_codex":0.0027554412,"about_ca_topic_score_gemma":0.004643203,"teacher_disagreement_score":0.011518526,"about_ca_system_score_codex":0.004550788,"about_ca_system_score_gemma":0.0028598597,"threshold_uncertainty_score":0.03853333},"labels":[],"label_agreement":null},{"id":"W7093704301","doi":"","title":"9781317512776.pdf","year":2022,"lang":"en","type":"other","venue":"OAPEN (The OAPEN Foundation)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language policy; Reading (process); Language education; Language industry; Learner autonomy; Education policy; Adult education; Language acquisition","score_opus":0.025524162726159486,"score_gpt":0.2402723855179478,"score_spread":0.21474822279178832,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7093704301","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00026780262,0.0012448706,0.000735857,0.0006092355,0.0006599869,0.0000312187,0.0015614942,0.00060051825,0.99428904],"genre_scores_gemma":[0.0012352872,0.0014945614,0.00059140514,0.00017955728,0.00012664097,0.000043020777,0.0011537373,0.00051931106,0.99465656],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994479,0.00008225616,0.000032236625,0.000076012366,0.00030067834,0.000060827577],"domain_scores_gemma":[0.9991347,0.00024126963,0.000054173317,0.000121078054,0.00024584323,0.00020295],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00062183803,0.000797849,0.00054913445,0.0019784821,0.001307495,0.010412716,0.0008867558,0.0016681093,0.7605444],"category_scores_gemma":[0.0023297898,0.00045368323,0.00039117716,0.0039436235,0.0007183087,0.004135814,0.0037366573,0.0019425119,0.72290444],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020538208,0.000030372963,0.00014575353,0.00024267535,0.000002523287,0.00005398922,0.00022748942,0.00009246748,0.00028051893,0.011182539,0.7395714,0.24814978],"study_design_scores_gemma":[0.0000015777604,0.0000035212702,0.00014252655,0.0001154148,4.921411e-7,0.00003614643,0.0000830388,0.000020969945,0.000052722906,0.00053098856,0.9990102,0.0000024027593],"about_ca_topic_score_codex":0.0025990189,"about_ca_topic_score_gemma":0.003474278,"teacher_disagreement_score":0.23945558,"about_ca_system_score_codex":0.0011025728,"about_ca_system_score_gemma":0.0012634932,"threshold_uncertainty_score":0.34155428},"labels":[],"label_agreement":null},{"id":"W7095203047","doi":"","title":"Student Generated Goals: A Pilot Project","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conversation; Class (philosophy); Context (archaeology); Conversation analysis; Process (computing); Note-taking","score_opus":0.10202035578742229,"score_gpt":0.3108047732340746,"score_spread":0.20878441744665233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095203047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97651243,0.00003357542,0.011708116,0.00031991897,0.000026405149,0.004151637,0.00027074452,0.00022796888,0.006749212],"genre_scores_gemma":[0.94073653,0.000112183574,0.0434033,0.00023459438,0.000022421293,0.00612202,0.0011696611,0.00013174345,0.008067617],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99459946,0.003944427,0.00013244948,0.00031210124,0.00049154554,0.00051994604],"domain_scores_gemma":[0.9918926,0.0031957743,0.0003334382,0.0011551578,0.0011037256,0.00231939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012674177,0.0008232245,0.00047291192,0.0008565382,0.0019643605,0.0017868748,0.0015813073,0.0010992661,0.003117632],"category_scores_gemma":[0.011063037,0.0004310982,0.0005787304,0.000544101,0.001488393,0.0012028189,0.002860919,0.002074624,0.0010051788],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008015889,0.17178088,0.05161756,0.0007951468,0.00015202598,0.0033939092,0.24994943,0.0061523165,0.03710352,0.02153851,0.018886717,0.43061408],"study_design_scores_gemma":[0.013399306,0.13809487,0.17236313,0.00049468514,0.00036944597,0.0032426652,0.2397772,0.038877036,0.0996404,0.033808507,0.2595079,0.00042483292],"about_ca_topic_score_codex":0.0022112927,"about_ca_topic_score_gemma":0.002437688,"teacher_disagreement_score":0.012674177,"about_ca_system_score_codex":0.0010180038,"about_ca_system_score_gemma":0.0039276225,"threshold_uncertainty_score":0.067028284},"labels":[],"label_agreement":null},{"id":"W7095206200","doi":"","title":"What Parents Want to Know About Foreign Language Immersion Programs","year":2003,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; French immersion; Immersion (mathematics); Language assessment; Language proficiency; Language education; Comprehension approach","score_opus":0.026172153182102743,"score_gpt":0.2647478333397371,"score_spread":0.23857568015763436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095206200","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11978545,0.03383745,0.0011958234,0.80247176,0.011278211,0.00015593332,0.0003889378,0.00012842723,0.030757898],"genre_scores_gemma":[0.5842866,0.08835697,0.0038496768,0.29475802,0.011680559,0.00051880884,0.0006315736,0.00015147493,0.015766395],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99836296,0.00072316366,0.000118432166,0.00010128147,0.00042543726,0.0002686415],"domain_scores_gemma":[0.9851031,0.0047786254,0.0012245344,0.00028554632,0.002294485,0.0063136867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034138898,0.00024010224,0.00045208176,0.00042720503,0.0028943769,0.0024047124,0.00086949294,0.0057816114,0.011969993],"category_scores_gemma":[0.023474,0.00024387053,0.0004953345,0.00062020414,0.0010418106,0.0053854845,0.0011879321,0.004772121,0.0015089393],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032155807,0.002479098,0.06256475,0.002747319,0.000083958905,0.0071303947,0.025778614,0.00019225663,0.0005857206,0.0061399415,0.37276128,0.51921505],"study_design_scores_gemma":[0.0002821886,0.0018043577,0.08751317,0.01494879,0.00028047175,0.014453837,0.20168541,0.00030252623,0.0013147573,0.014065643,0.6631326,0.00021623689],"about_ca_topic_score_codex":0.0059980154,"about_ca_topic_score_gemma":0.01114507,"teacher_disagreement_score":0.011969993,"about_ca_system_score_codex":0.0020256022,"about_ca_system_score_gemma":0.0034959787,"threshold_uncertainty_score":0.040043592},"labels":[],"label_agreement":null},{"id":"W7095330023","doi":"","title":"REVIEW","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Graduate students; Second language; Language education; Class (philosophy); English as a second language; English language","score_opus":0.059137094635045524,"score_gpt":0.2623094038420239,"score_spread":0.20317230920697837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095330023","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00057878654,0.89688474,0.0012657095,0.014266751,0.012861291,0.00020917565,0.0026686739,0.00025217832,0.07101279],"genre_scores_gemma":[0.0047243247,0.9322763,0.0017542596,0.011952998,0.0053927377,0.00018370434,0.0034053226,0.000112196445,0.04019817],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988992,0.00020252248,0.0001888351,0.00018760354,0.00042050728,0.00010129316],"domain_scores_gemma":[0.9974015,0.00088932173,0.0002837971,0.00017478164,0.0010194656,0.0002311529],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012787989,0.0007601474,0.0014159172,0.003581051,0.00078005414,0.003490176,0.0024040844,0.0022591732,0.12564635],"category_scores_gemma":[0.007844042,0.00033256656,0.0009914648,0.0037396105,0.00059971673,0.003362652,0.0017038861,0.0019422254,0.058661606],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009815304,0.00004884462,0.00035314125,0.017471412,0.00012542428,0.00032772857,0.00014208246,0.000110660476,0.00028740914,0.0046109166,0.4857335,0.49069065],"study_design_scores_gemma":[0.000009671103,0.000018282026,0.0003219205,0.005032021,0.00005845786,0.00048289687,0.000056965477,0.000012956616,0.000055943317,0.0008220065,0.99312156,0.0000072999856],"about_ca_topic_score_codex":0.0024633268,"about_ca_topic_score_gemma":0.003488531,"teacher_disagreement_score":0.87435365,"about_ca_system_score_codex":0.0015279317,"about_ca_system_score_gemma":0.0057042926,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7095490939","doi":"","title":"LEARNING","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Anxiety; Vocabulary; Social anxiety; Second language; Action (physics); Language acquisition; First language","score_opus":0.0996612266582046,"score_gpt":0.2560837559781458,"score_spread":0.15642252931994122,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095490939","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15882027,0.0017295468,0.010299722,0.005800811,0.0009819247,0.000320326,0.0014853624,0.00187883,0.81868327],"genre_scores_gemma":[0.2952402,0.0016024724,0.0077490243,0.003701483,0.00024870294,0.00028261507,0.0022046124,0.00019390091,0.68877697],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99937844,0.00008378739,0.000027398923,0.00011712531,0.0002777865,0.00011536643],"domain_scores_gemma":[0.9990914,0.00013156899,0.00008339324,0.00013800467,0.0002219303,0.0003337859],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006071077,0.00038333927,0.00030735868,0.00046826134,0.0008510643,0.0023140856,0.0005652423,0.00070659345,0.14775568],"category_scores_gemma":[0.002245939,0.00010851317,0.00027230565,0.00031646647,0.00048326317,0.0011101051,0.0019182246,0.0007494803,0.055473484],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027782703,0.0010620704,0.015153119,0.00024480114,0.000019265992,0.0006608827,0.0037928543,0.00015026859,0.009857446,0.015733784,0.11989939,0.8331483],"study_design_scores_gemma":[0.000054092397,0.0011174252,0.037807755,0.00017879174,0.000021998043,0.0013088653,0.0024772512,0.00035258027,0.006007264,0.016024245,0.9346117,0.000037947204],"about_ca_topic_score_codex":0.0017429321,"about_ca_topic_score_gemma":0.0052649863,"teacher_disagreement_score":0.8522443,"about_ca_system_score_codex":0.0006967965,"about_ca_system_score_gemma":0.0012962304,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7095784892","doi":"","title":"29 Copyright © Canadian Academy of Oriental and Occidental Culture An Investigation of Anxiety Among Elementary School Students Towards Foreign Language Learning","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Anxiety; Foreign language anxiety; Language acquisition; First language","score_opus":0.026077508167326065,"score_gpt":0.281166535067868,"score_spread":0.2550890269005419,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095784892","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.937256,0.0008247816,0.00006399263,0.000924287,0.00014821517,0.00014008848,0.00096417585,0.000009585734,0.05966882],"genre_scores_gemma":[0.9558705,0.0013589434,0.00026317302,0.0006170406,0.000030442325,0.00015095496,0.00048723473,0.0000086354985,0.041213103],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955004,0.000045588404,0.000021196047,0.000033305383,0.00016748907,0.00018233655],"domain_scores_gemma":[0.9984792,0.00013613234,0.000114757866,0.000041251096,0.00069754774,0.0005312292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041724415,0.00027808186,0.00026925933,0.0010498755,0.0043485174,0.0021181218,0.00042833338,0.00032064904,0.017510664],"category_scores_gemma":[0.001302839,0.00016842617,0.00020004704,0.0015378776,0.00093416165,0.0003564021,0.0008936662,0.0006111708,0.0017370657],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012301546,0.00051680976,0.8573087,0.00023425477,0.000027409302,0.00085550797,0.051001266,0.000044751734,0.0016906001,0.0016806213,0.023139352,0.06337771],"study_design_scores_gemma":[0.000007791862,0.000082352744,0.9244665,0.000114867275,0.000012582114,0.0001185407,0.05252377,0.000018898027,0.00021459418,0.00007997286,0.022347635,0.000012514274],"about_ca_topic_score_codex":0.7113709,"about_ca_topic_score_gemma":0.8582702,"teacher_disagreement_score":0.2886291,"about_ca_system_score_codex":0.004335246,"about_ca_system_score_gemma":0.0136851715,"threshold_uncertainty_score":0.58065784},"labels":[],"label_agreement":null},{"id":"W7095887058","doi":"","title":"75 Copyright © Canadian Academy of Oriental and Occidental Culture The Effects of Informal Use of Computer-Mediated Communication on EFL Learner Interaction","year":2012,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Informal education; Informal learning; Ethnography; Information and Communications Technology; Qualitative research","score_opus":0.02532258968759745,"score_gpt":0.25497538738597114,"score_spread":0.22965279769837368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095887058","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13629003,0.0027451226,0.00028179836,0.00467219,0.00087572774,0.000042050488,0.0012333329,0.0001201653,0.8537396],"genre_scores_gemma":[0.5370393,0.0044436594,0.0010065055,0.0011548052,0.00008925222,0.00006765647,0.00070219254,0.00009994059,0.4553967],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995871,0.00004788237,0.000022598366,0.000049267666,0.00016259578,0.00013046549],"domain_scores_gemma":[0.998276,0.00022688917,0.00007148467,0.00011457028,0.00091461634,0.00039633247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005978343,0.0002524492,0.00023194391,0.0008276354,0.0040830853,0.004756344,0.00039468208,0.00037712543,0.14514439],"category_scores_gemma":[0.0019387936,0.000095382435,0.00013707098,0.0014210639,0.0021297024,0.0008851349,0.0016946299,0.00047966078,0.011132134],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002799138,0.00020356823,0.057682257,0.00067032635,0.000027502187,0.00077144813,0.05141109,0.00029761766,0.0058908574,0.061211918,0.3074856,0.5140679],"study_design_scores_gemma":[0.0000124289845,0.000033880217,0.12771265,0.00033574522,0.000018663919,0.00016613725,0.0488939,0.000100161626,0.0007322263,0.0012365332,0.8207311,0.000026479664],"about_ca_topic_score_codex":0.7587552,"about_ca_topic_score_gemma":0.80577075,"teacher_disagreement_score":0.7587552,"about_ca_system_score_codex":0.006421114,"about_ca_system_score_gemma":0.016673662,"threshold_uncertainty_score":0.48555636},"labels":[],"label_agreement":null},{"id":"W7095918350","doi":"","title":"Attitudes; Student valuaticn","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French immersion; English language; Language assessment; AP French Language; Foreign language","score_opus":0.07050371546045522,"score_gpt":0.31334708411638845,"score_spread":0.24284336865593323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095918350","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9494063,0.00014102171,0.0002788302,0.00035502017,0.000026394244,0.00005853742,0.0002204076,0.000034061733,0.0494794],"genre_scores_gemma":[0.9822281,0.000107207736,0.00019423627,0.0001016778,0.000014030578,0.000048423433,0.0001927613,0.000014097507,0.017099485],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99730504,0.00066743616,0.000109639426,0.00017669113,0.0014403469,0.00030093777],"domain_scores_gemma":[0.9918542,0.0021313706,0.002008267,0.00054369564,0.0020764542,0.0013859243],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0026592882,0.0002775238,0.0002518069,0.0014262912,0.00075786334,0.0025839158,0.0004278137,0.00059149833,0.018281305],"category_scores_gemma":[0.009137735,0.00013727188,0.00045446775,0.00083469454,0.00071569334,0.00090781297,0.0013597272,0.0016065111,0.0028096803],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040541613,0.006469209,0.79066354,0.00017248114,0.0001398237,0.00015328359,0.014996727,0.00036745478,0.0023665843,0.003651896,0.0033369826,0.17727663],"study_design_scores_gemma":[0.0000355628,0.0014198028,0.9560311,0.00011597489,0.000060289152,0.00018248266,0.013933927,0.00082509976,0.0033207377,0.0016783018,0.02233073,0.00006586602],"about_ca_topic_score_codex":0.0020864685,"about_ca_topic_score_gemma":0.0021344125,"teacher_disagreement_score":0.9817187,"about_ca_system_score_codex":0.0012182826,"about_ca_system_score_gemma":0.0008051981,"threshold_uncertainty_score":0.061157048},"labels":[],"label_agreement":null},{"id":"W7096040196","doi":"","title":"in Yellowknife Bay, Gale Crater, using the DAN instrument onboard Curiosity","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reflection (computer programming); Neutron; Absorption (acoustics); Hydrogen","score_opus":0.13890179044543313,"score_gpt":0.28718598926444056,"score_spread":0.14828419881900742,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096040196","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965083,0.000017503702,0.00011654183,0.000023922397,0.000003591326,0.000010942636,0.00026938456,0.000017527154,0.003032308],"genre_scores_gemma":[0.9924516,0.000045720535,0.00087484316,0.000034187953,0.0000026734647,0.000017660086,0.00037076624,0.000013411018,0.006189128],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998553,0.000009701158,0.0000033135145,0.00005573083,0.000041878266,0.0000340489],"domain_scores_gemma":[0.99972993,0.00002545755,0.000033574368,0.000017944143,0.000111351066,0.00008176139],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00017246611,0.00032770113,0.00021126283,0.000702488,0.0021614353,0.0005285716,0.0004391345,0.00039063158,0.001886945],"category_scores_gemma":[0.00044171544,0.000290261,0.00017025931,0.00075604906,0.0009030754,0.00037486103,0.0012235076,0.00049167615,0.00039138508],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010235411,0.00010584955,0.87679434,0.0000802074,0.00006832531,0.0014962961,0.020812644,0.0011083427,0.07079896,0.00024530664,0.0010435252,0.026422605],"study_design_scores_gemma":[0.000014169908,0.00010770233,0.9879601,0.000013162162,0.000015566147,0.000105666426,0.004964964,0.00040326163,0.0034248675,0.00005319001,0.0029279613,0.000009447353],"about_ca_topic_score_codex":0.39731565,"about_ca_topic_score_gemma":0.8175539,"teacher_disagreement_score":0.99811304,"about_ca_system_score_codex":0.002091162,"about_ca_system_score_gemma":0.0020496168,"threshold_uncertainty_score":0.79000604},"labels":[],"label_agreement":null},{"id":"W7096046722","doi":"","title":"85 Copyright © Canadian Academy of Oriental and Occidental Culture Developing and Piloting a Literature Course Learnable Via Blackboard for EFL Literature Instruction","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Course (navigation); Blackboard (design pattern); Subject (documents)","score_opus":0.013611228299772854,"score_gpt":0.24073940111933215,"score_spread":0.2271281728195593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096046722","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.050897345,0.00047362578,0.0010926507,0.0024600963,0.0009265753,0.00020277801,0.0013259408,0.00052413903,0.9420968],"genre_scores_gemma":[0.06802452,0.00075461145,0.0038014336,0.0005231148,0.000044713106,0.00006136425,0.0007276612,0.00010912103,0.9259535],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9995561,0.000027047156,0.000017864704,0.00006164043,0.00020215129,0.00013508098],"domain_scores_gemma":[0.99758077,0.00011542477,0.000046972335,0.00014283632,0.0015201651,0.0005938428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077553256,0.0003370386,0.00017639394,0.0012238187,0.0035685247,0.0031369375,0.00049705594,0.0004888736,0.26280102],"category_scores_gemma":[0.001366479,0.00016653285,0.0001685976,0.0010232257,0.0011055825,0.00070115936,0.0014501488,0.0004585515,0.048672043],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000107816195,0.00025390653,0.011112335,0.00020969755,0.0000060743073,0.00039952018,0.0033925145,0.00022824231,0.006392301,0.011054578,0.45163798,0.5152051],"study_design_scores_gemma":[0.000006281464,0.000019366104,0.020974495,0.00008462801,0.0000031368031,0.000076532146,0.0026905565,0.00013046147,0.0009737059,0.00017580608,0.97485626,0.000008762517],"about_ca_topic_score_codex":0.6679918,"about_ca_topic_score_gemma":0.8093006,"teacher_disagreement_score":0.6679918,"about_ca_system_score_codex":0.006100571,"about_ca_system_score_gemma":0.026304,"threshold_uncertainty_score":0.879157},"labels":[],"label_agreement":null},{"id":"W7096052557","doi":"","title":"What parents want to know about foreign language immersion programs. ERIC Digest. Retrieved December 18, 2006, from http://www.cal. org/resources/ digest/03 04 fortune.html","year":2003,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Immersion (mathematics); French immersion; Curriculum; Language assessment; Language education; Comprehension approach; First language","score_opus":0.031256443390816624,"score_gpt":0.25739288152039386,"score_spread":0.22613643812957723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096052557","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028589003,0.12351396,0.0008980921,0.5450141,0.008678654,0.0003074955,0.006489513,0.00095468434,0.28555453],"genre_scores_gemma":[0.1374792,0.23874113,0.0037323802,0.13290568,0.0051529515,0.0009300069,0.00860675,0.0003918159,0.47206014],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9996288,0.000111209374,0.00003260097,0.000023610626,0.00012070834,0.00008299486],"domain_scores_gemma":[0.997687,0.00051870884,0.00020434885,0.00003432081,0.0005681751,0.0009875321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008978547,0.00028240404,0.00029509494,0.0006893418,0.0012774268,0.0015976295,0.00048630268,0.0026422823,0.043937333],"category_scores_gemma":[0.0052888594,0.00033224298,0.00015017898,0.0014978318,0.00017770717,0.0034423003,0.0007551951,0.0015252823,0.013738793],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013388122,0.00009757773,0.0019413759,0.00029801647,0.0000013799682,0.00019636644,0.0012208418,0.000011807643,0.000058854057,0.00035859976,0.85058844,0.14521332],"study_design_scores_gemma":[0.00001186685,0.00007990482,0.01835621,0.0014784705,0.0000075911485,0.0005199013,0.010015669,0.00001438175,0.00008800006,0.00036683498,0.9690493,0.000011905549],"about_ca_topic_score_codex":0.015087855,"about_ca_topic_score_gemma":0.03700578,"teacher_disagreement_score":0.043937333,"about_ca_system_score_codex":0.000966711,"about_ca_system_score_gemma":0.0017840643,"threshold_uncertainty_score":0.146985},"labels":[],"label_agreement":null},{"id":"W7096054119","doi":"","title":"Common Sense of Teaching Foreign Languages. Toronto: Educational Solutions Worldwide Inc.","year":2014,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Common sense; Reflection (computer programming); Component (thermodynamics); Criticism","score_opus":0.023343787394738306,"score_gpt":0.2766480295740758,"score_spread":0.2533042421793375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096054119","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0046591186,0.13773665,0.020874478,0.09086124,0.010743211,0.00012867317,0.008980707,0.0053032055,0.7207127],"genre_scores_gemma":[0.1147739,0.076344825,0.024202164,0.0071022455,0.0015490575,0.0003092642,0.0075614974,0.0031073147,0.76504964],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969998,0.00071794377,0.00038195288,0.0003482829,0.0011734001,0.00037848495],"domain_scores_gemma":[0.9923046,0.0015889821,0.0004373541,0.0007481451,0.0027416674,0.0021792965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029021779,0.0012871161,0.00074920006,0.0038621598,0.0034952527,0.0073397267,0.0015308034,0.0027567348,0.08489634],"category_scores_gemma":[0.00727208,0.00095956394,0.0004537777,0.0076186466,0.004599711,0.009352068,0.0049118595,0.0037705689,0.018241175],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035420468,0.00002436018,0.0009254555,0.0006359335,0.0000068407926,0.00020087165,0.0065617934,0.00017719291,0.00059962994,0.046689913,0.7237598,0.22038287],"study_design_scores_gemma":[0.000003700308,0.000012020265,0.0022987234,0.00060246396,0.000005366918,0.00019749193,0.004750427,0.00007174744,0.00014115161,0.0040505035,0.9878512,0.000015113167],"about_ca_topic_score_codex":0.30549103,"about_ca_topic_score_gemma":0.49218684,"teacher_disagreement_score":0.30549103,"about_ca_system_score_codex":0.008481561,"about_ca_system_score_gemma":0.016146176,"threshold_uncertainty_score":0.60742575},"labels":[],"label_agreement":null},{"id":"W7096362918","doi":"","title":"88 89 Copyright © Canadian Academy of Oriental and Occidental Culture","year":2011,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); English language; American English; Order (exchange); Test of English as a Foreign Language; Politics; Medium of instruction; Key (lock)","score_opus":0.05523829147261106,"score_gpt":0.23061616532001386,"score_spread":0.1753778738474028,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096362918","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010616492,0.011034383,0.00018590322,0.0051738746,0.0014857714,0.000027111553,0.000994724,0.00006805621,0.97041357],"genre_scores_gemma":[0.13485888,0.023283176,0.0015413173,0.001776735,0.00035471295,0.000055989665,0.0013364181,0.00009902541,0.83669376],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997166,0.00003742649,0.00001773086,0.00004162544,0.00009536368,0.0000912713],"domain_scores_gemma":[0.99952817,0.000027320022,0.000018824794,0.000037966216,0.00027501848,0.00011274794],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004362269,0.00045336375,0.00024834395,0.0009751646,0.0035465993,0.0038869109,0.000420112,0.0005526483,0.17659532],"category_scores_gemma":[0.00071794045,0.0001267918,0.00013349904,0.0018473292,0.00171127,0.0010403789,0.001361684,0.00063585845,0.026420258],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053064516,0.00004190821,0.01322395,0.00045291998,0.000015584686,0.0004079716,0.0053006127,0.00011672262,0.0009194693,0.05659516,0.55073655,0.372136],"study_design_scores_gemma":[0.0000011868708,0.000002570118,0.0075769164,0.00013246387,0.0000022380016,0.000072520415,0.0022488006,0.000012231124,0.00003633108,0.00036290011,0.98954797,0.000003822886],"about_ca_topic_score_codex":0.45199922,"about_ca_topic_score_gemma":0.56192774,"teacher_disagreement_score":0.82340467,"about_ca_system_score_codex":0.004722738,"about_ca_system_score_gemma":0.009483692,"threshold_uncertainty_score":0.8987366},"labels":[],"label_agreement":null},{"id":"W7096483346","doi":"","title":"Form-focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks","year":2000,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Grammar; Communicative language teaching; Checklist; Teaching method; Language education; Communicative competence; Traditional grammar","score_opus":0.04375784210142983,"score_gpt":0.2952914991258617,"score_spread":0.25153365702443187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096483346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8975929,0.019807577,0.016798533,0.016497957,0.00071633654,0.0013518076,0.00029231102,0.0003098992,0.04663269],"genre_scores_gemma":[0.92405367,0.007617294,0.057725556,0.00160155,0.00012902917,0.0009845503,0.0003625677,0.000099570425,0.007426289],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.987051,0.00619101,0.0013091054,0.0005621531,0.0044415444,0.00044517856],"domain_scores_gemma":[0.880426,0.078093,0.009092788,0.0033951225,0.025014447,0.0039786594],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015451347,0.00051434635,0.0008054107,0.004987322,0.002284974,0.005655042,0.0019426155,0.0011929498,0.0028344872],"category_scores_gemma":[0.09819606,0.00030072528,0.00046765737,0.00522541,0.0026243774,0.00512212,0.003949939,0.0015883951,0.0003992266],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037934183,0.0016856961,0.13455671,0.002274532,0.000035280114,0.0008050916,0.045372732,0.0014735329,0.00229174,0.02169602,0.005917003,0.7835124],"study_design_scores_gemma":[0.00046368633,0.005453134,0.55228394,0.010480961,0.000319476,0.003914662,0.17019959,0.009061174,0.014622944,0.032964714,0.19992633,0.00030944837],"about_ca_topic_score_codex":0.0065996125,"about_ca_topic_score_gemma":0.014451282,"teacher_disagreement_score":0.015451347,"about_ca_system_score_codex":0.006141738,"about_ca_system_score_gemma":0.006973979,"threshold_uncertainty_score":0.081715465},"labels":[],"label_agreement":null},{"id":"W7096567895","doi":"","title":"False allegations of abuse and neglect when parents separate","year":2004,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Neglect; False accusation; Child abuse; Child neglect; Context (archaeology); Welfare; Child protection; Poison control","score_opus":0.03130828755491766,"score_gpt":0.2512712021677464,"score_spread":0.21996291461282874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096567895","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99725467,0.00056381134,0.00043798258,0.00014498223,0.000010698574,0.000020608537,0.0001820916,0.0000078976,0.0013772248],"genre_scores_gemma":[0.9988765,0.00038009422,0.00031458703,0.00005249296,0.000006893876,0.000014148027,0.0001981124,0.0000026872328,0.00015446205],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9897968,0.0038711384,0.0011919596,0.0004687317,0.0037130972,0.00095828815],"domain_scores_gemma":[0.9625468,0.009441167,0.022294914,0.0022099717,0.002931914,0.0005752627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045364397,0.0002171925,0.00028166836,0.002244999,0.0009680977,0.0013289434,0.0006003432,0.00047220557,0.0011074623],"category_scores_gemma":[0.042271957,0.00030739704,0.00028336662,0.0020844948,0.0015419032,0.0007323432,0.0025036405,0.00073276524,0.00016058746],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004298325,0.0000074095674,0.991413,0.0000266827,0.000021086586,0.0004037797,0.002647951,0.000037886603,0.00012071713,0.00010225598,0.00018937484,0.0049868696],"study_design_scores_gemma":[0.0000025029321,0.00006197196,0.98710525,0.00012610489,0.000036278536,0.004018334,0.0059450683,0.00018869806,0.00070442696,0.00014882002,0.0016485779,0.000013950161],"about_ca_topic_score_codex":0.01706991,"about_ca_topic_score_gemma":0.029653221,"teacher_disagreement_score":0.01706991,"about_ca_system_score_codex":0.0010581863,"about_ca_system_score_gemma":0.0010545332,"threshold_uncertainty_score":0.03394109},"labels":[],"label_agreement":null},{"id":"W7096569632","doi":"","title":"Copyright © Canadian Academy of Oriental and Occidental Culture Business English Practice Teaching Conforming to Chinese Students’ Expectations","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Business English; Government (linguistics); Business practice; China; Work (physics)","score_opus":0.010750358754176847,"score_gpt":0.28643720750328827,"score_spread":0.2756868487491114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096569632","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15179107,0.0011689361,0.00041394544,0.0087391855,0.0012637447,0.00012403398,0.0011338899,0.0001469232,0.83521825],"genre_scores_gemma":[0.34707296,0.0017656146,0.0012654889,0.0015528816,0.00007575184,0.0000938981,0.0006583547,0.00006250264,0.64745265],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994623,0.000032473414,0.000030465364,0.00006067689,0.0002104435,0.00020367006],"domain_scores_gemma":[0.9984163,0.000096962605,0.000049106824,0.00009516111,0.0008080483,0.0005343512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007423472,0.00020505264,0.00020027127,0.00063288683,0.0043547633,0.003152013,0.0003927555,0.00040037476,0.12704694],"category_scores_gemma":[0.0016122198,0.00012802174,0.00016530517,0.0011780524,0.0015620408,0.0007244611,0.0012519032,0.00046619793,0.013740454],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018068394,0.00021926894,0.056705635,0.00046776372,0.000023999903,0.00078531174,0.016713755,0.0004120264,0.0050165225,0.051687155,0.55565464,0.31213325],"study_design_scores_gemma":[0.000012040583,0.000020854,0.12051472,0.00015890335,0.000008224139,0.00019006872,0.0098738475,0.00023644554,0.00060018443,0.00081598107,0.8675458,0.00002294868],"about_ca_topic_score_codex":0.6906815,"about_ca_topic_score_gemma":0.81369525,"teacher_disagreement_score":0.6906815,"about_ca_system_score_codex":0.007736003,"about_ca_system_score_gemma":0.031543005,"threshold_uncertainty_score":0.62228024},"labels":[],"label_agreement":null},{"id":"W7096635534","doi":"","title":"Title: Challenges in Developing First Language Assessments for Adolescent English as Second Language Learners: Farsi Speakers in Canada","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; First language; Settlement (finance); Second language; English as a second language; Language assessment","score_opus":0.09431850015877215,"score_gpt":0.301121755953862,"score_spread":0.20680325579508985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096635534","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5206856,0.022268912,0.0029528553,0.33957982,0.011020467,0.005127964,0.009760768,0.00060454546,0.08799905],"genre_scores_gemma":[0.8978765,0.020207644,0.011825402,0.026060378,0.00079925254,0.0022854724,0.005242671,0.00033817123,0.035364583],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.99246687,0.0011264308,0.00063687365,0.0004927535,0.0035906765,0.00168643],"domain_scores_gemma":[0.8886785,0.006795712,0.002651286,0.00072118174,0.07984422,0.021309087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01299015,0.0005006424,0.00094934547,0.0019981842,0.01402593,0.008921291,0.0050042714,0.0020260408,0.005466728],"category_scores_gemma":[0.04263008,0.00046471576,0.00036403886,0.0023339998,0.0025482592,0.0024123886,0.0038097496,0.0035892823,0.0024514976],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003486512,0.0005773614,0.18637508,0.0021510606,0.00007115967,0.0009876749,0.060090676,0.00062633504,0.0019263558,0.0027888357,0.50044084,0.24361606],"study_design_scores_gemma":[0.00015119987,0.0003713008,0.457721,0.008345219,0.00013709062,0.0010381024,0.24194975,0.0016804257,0.0021404994,0.0011925445,0.284791,0.00048187794],"about_ca_topic_score_codex":0.98243195,"about_ca_topic_score_gemma":0.9942486,"teacher_disagreement_score":0.07323354,"about_ca_system_score_codex":0.07323354,"about_ca_system_score_gemma":0.3964089,"threshold_uncertainty_score":0.531349},"labels":[],"label_agreement":null},{"id":"W7096867981","doi":"","title":"T IO","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; Period (music); Focus (optics); Language acquisition; Field (mathematics); Cognition; Second-language acquisition; Work (physics)","score_opus":0.1816980400344023,"score_gpt":0.25891343849182846,"score_spread":0.07721539845742617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096867981","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0034117752,0.019092182,0.0028795504,0.027206643,0.0056632753,0.00004460947,0.0004942815,0.000119980345,0.94108766],"genre_scores_gemma":[0.17065929,0.03295366,0.0031910748,0.023309898,0.011911191,0.00024138606,0.0013562159,0.0003849944,0.75599235],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982053,0.00046703775,0.00009459075,0.0005279583,0.00040935306,0.00029577702],"domain_scores_gemma":[0.99883324,0.00031579044,0.000119022625,0.00016501143,0.00037354126,0.00019331978],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0018202515,0.0004214614,0.00029769551,0.002065824,0.004943304,0.0068558576,0.0011755236,0.002738723,0.077679135],"category_scores_gemma":[0.0031189274,0.00017795626,0.0003230331,0.0023671642,0.004762429,0.0039753066,0.0029858835,0.0041279458,0.02820871],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003696306,0.000022253504,0.00048122363,0.00019187499,0.0000046118266,0.00020398862,0.003255681,0.000079726764,0.00022135787,0.82035565,0.12624566,0.04890095],"study_design_scores_gemma":[9.08686e-7,0.000009078429,0.00031196835,0.00017921293,0.0000012212347,0.00016485987,0.0004574766,0.00002216259,0.00006850128,0.008871846,0.9899082,0.0000044604585],"about_ca_topic_score_codex":0.0050941985,"about_ca_topic_score_gemma":0.0038181054,"teacher_disagreement_score":0.92232084,"about_ca_system_score_codex":0.00527475,"about_ca_system_score_gemma":0.0021182892,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7096934184","doi":"","title":"Dedication To my father and mother","year":2006,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attrition; French immersion; Perception; Immersion (mathematics); Data collection","score_opus":0.013576433737554744,"score_gpt":0.20907639936148073,"score_spread":0.195499965623926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096934184","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.043537237,0.054237243,0.018926797,0.5710234,0.1053716,0.000582858,0.0052155475,0.0028500473,0.1982552],"genre_scores_gemma":[0.2858199,0.031122822,0.027851569,0.12631457,0.025542052,0.0015672866,0.0022835343,0.0025722955,0.496926],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99526715,0.0017547221,0.00017734974,0.0007541394,0.0016497023,0.00039682558],"domain_scores_gemma":[0.964056,0.0036106734,0.0022548358,0.0015533112,0.017062064,0.01146313],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0033739933,0.0013756774,0.0019710662,0.0010325684,0.0054813586,0.007663158,0.0015921473,0.0015059264,0.037133068],"category_scores_gemma":[0.021096252,0.0005027494,0.0006742522,0.0006371988,0.0024377864,0.0027062255,0.003868419,0.010858359,0.035449058],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060883453,0.00009789759,0.0019606687,0.0003275319,0.000036280708,0.0009930453,0.012208594,0.0001111392,0.0009014087,0.008214851,0.9174956,0.0575922],"study_design_scores_gemma":[0.000011720377,0.00007006761,0.0019576454,0.00090357463,0.000018372863,0.0031861174,0.0111157,0.00013520771,0.00035111606,0.0033666438,0.97882104,0.00006279005],"about_ca_topic_score_codex":0.0026691407,"about_ca_topic_score_gemma":0.0030856645,"teacher_disagreement_score":0.9628669,"about_ca_system_score_codex":0.0017155575,"about_ca_system_score_gemma":0.0056063402,"threshold_uncertainty_score":0.12422252},"labels":[],"label_agreement":null},{"id":"W7097242767","doi":"","title":"95 Copyright © Canadian Academy of Oriental and Occidental Culture A Study of the Comparison Between English and Chinese Text Patterns and the Implications for English Writing Instruction","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Writing style; Feature (linguistics); China","score_opus":0.03803946892656598,"score_gpt":0.29425080715536434,"score_spread":0.2562113382287984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097242767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73485273,0.0017439811,0.00010011957,0.0018186936,0.00016319253,0.00004290815,0.0006276761,0.00001746094,0.2606332],"genre_scores_gemma":[0.9580465,0.0015299399,0.00027889764,0.00037559355,0.000019933712,0.000038090428,0.0002625286,0.00001916586,0.03942931],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99965084,0.000055821765,0.000023602659,0.000054479275,0.00011556373,0.00009963955],"domain_scores_gemma":[0.9988618,0.00025513003,0.000091129616,0.000072946255,0.00050871226,0.00021034635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006102389,0.00024409454,0.00020073775,0.0013266609,0.0051003653,0.0031474736,0.00035272702,0.00024162825,0.030543694],"category_scores_gemma":[0.0023880613,0.00011737388,0.0001075269,0.004019818,0.0024896846,0.0008832125,0.0009534282,0.0003701388,0.0015434927],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027737633,0.00017664015,0.34017697,0.0005628091,0.000046203295,0.0016032174,0.31476477,0.00011678308,0.0051335874,0.03611837,0.046660084,0.25436318],"study_design_scores_gemma":[0.000013079402,0.000032081614,0.69007516,0.00019692651,0.000025835501,0.0002150784,0.20058759,0.000057395686,0.0005706279,0.00088235096,0.107321955,0.00002198535],"about_ca_topic_score_codex":0.7876601,"about_ca_topic_score_gemma":0.85009074,"teacher_disagreement_score":0.7876601,"about_ca_system_score_codex":0.006235397,"about_ca_system_score_gemma":0.012881677,"threshold_uncertainty_score":0.42718077},"labels":[],"label_agreement":null},{"id":"W7097280867","doi":"","title":"An ESL Motivations Assessment for a Community-Based ESL Programme","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pronunciation; Curriculum; Vocabulary; Everyday life; English as a second language; Language education; Language acquisition; Metropolitan area","score_opus":0.1272215774160379,"score_gpt":0.3435543008990992,"score_spread":0.21633272348306132,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097280867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99575907,0.000023782033,0.00019903643,0.00013260404,0.000013743024,0.00084424904,0.000097648604,0.000016894635,0.0029129507],"genre_scores_gemma":[0.99070156,0.00009536536,0.0029334945,0.00008494356,0.0000125362985,0.0015678866,0.00032268517,0.000008414435,0.0042731166],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985489,0.00038468948,0.000110615314,0.00007911927,0.00053303764,0.00034366662],"domain_scores_gemma":[0.9956,0.00031693612,0.00047429962,0.00008358197,0.0015066931,0.0020184848],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041114404,0.0003769373,0.00030405156,0.0019127395,0.0018038943,0.0011793924,0.0007926426,0.0005087369,0.0035863363],"category_scores_gemma":[0.0052780784,0.00024613194,0.0004891451,0.0006471497,0.00034589795,0.00084002526,0.0024620863,0.0008560221,0.00064693566],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008152931,0.012305646,0.7158789,0.000312737,0.000034316676,0.00055228,0.030007541,0.00025019722,0.0028551884,0.00034369848,0.0035568995,0.23308733],"study_design_scores_gemma":[0.0001084,0.0031655144,0.95587814,0.000087338405,0.000021859145,0.000107800624,0.031233262,0.0010802972,0.0010751919,0.000117411844,0.0070832726,0.000041562624],"about_ca_topic_score_codex":0.0059563685,"about_ca_topic_score_gemma":0.018116657,"teacher_disagreement_score":0.0059563685,"about_ca_system_score_codex":0.0016583329,"about_ca_system_score_gemma":0.0035026078,"threshold_uncertainty_score":0.021743655},"labels":[],"label_agreement":null},{"id":"W7097755155","doi":"","title":"Articles Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Context (archaeology); Perception; Ambiguity; Language education; English language; Language proficiency; Language assessment; Genre analysis","score_opus":0.0593818384576083,"score_gpt":0.3091239215457164,"score_spread":0.24974208308810808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097755155","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9897614,0.0003952865,0.00020389,0.0010893112,0.000038043545,0.000055395856,0.00007867897,0.000010440386,0.008367485],"genre_scores_gemma":[0.99467623,0.0008439649,0.0004566303,0.00034017317,0.000013628809,0.000025700218,0.000059210444,0.000012693033,0.0035718246],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9951558,0.0008881465,0.00023063838,0.0003302344,0.0023627733,0.0010324132],"domain_scores_gemma":[0.9723316,0.008317664,0.0030210924,0.0005224272,0.008056061,0.0077511994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044062645,0.00022353164,0.0002995078,0.0018525743,0.011225819,0.004827261,0.0015704317,0.0007464432,0.0030633819],"category_scores_gemma":[0.022227004,0.00030553297,0.00018858102,0.0024368046,0.003726374,0.0013690268,0.002520495,0.0013468182,0.0002035395],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009963428,0.00033193204,0.115683526,0.00034187743,0.000011361378,0.0017105783,0.8191545,0.00008815019,0.0024068365,0.0021192406,0.0037584933,0.054293882],"study_design_scores_gemma":[0.000011420344,0.00012057728,0.14855614,0.00026483613,0.00001441559,0.0004439847,0.8087237,0.0002325955,0.00050799194,0.00018111068,0.040887855,0.000055420525],"about_ca_topic_score_codex":0.92299634,"about_ca_topic_score_gemma":0.96624607,"teacher_disagreement_score":0.07700366,"about_ca_system_score_codex":0.023730062,"about_ca_system_score_gemma":0.075382724,"threshold_uncertainty_score":0.17217445},"labels":[],"label_agreement":null},{"id":"W7097776976","doi":"","title":"144 iryna\\tlenchuk Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Task (project management); Presentation (obstetrics); Component (thermodynamics); Language education; Universal Networking Language; Task analysis; Meaning (existential); Comprehension approach; Language assessment","score_opus":0.04964865785865094,"score_gpt":0.32937082586952865,"score_spread":0.2797221680108777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097776976","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9723141,0.00008823047,0.006403325,0.00020394076,0.000008814741,0.00031489995,0.000103663886,0.000053451495,0.020509545],"genre_scores_gemma":[0.9805967,0.00012932424,0.009747371,0.00008521959,0.0000064726223,0.0006029541,0.0002846063,0.00006121418,0.008486126],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99676347,0.0015557638,0.00014644081,0.00016418935,0.0010212357,0.000348912],"domain_scores_gemma":[0.9932111,0.00375595,0.0007092224,0.00028566865,0.0015569027,0.00048113446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037261774,0.0003304462,0.0003240544,0.0016911437,0.0022615832,0.0037311423,0.00048166464,0.00043681735,0.0027208196],"category_scores_gemma":[0.012196609,0.00022194332,0.00031009596,0.0012817986,0.0020627377,0.0013871567,0.0020175022,0.0007758426,0.0004614611],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008178307,0.0023491709,0.27376035,0.0012230056,0.000073581454,0.001586129,0.36145934,0.0038890918,0.022730714,0.02088235,0.00476536,0.30646303],"study_design_scores_gemma":[0.000047592308,0.0006156674,0.7534929,0.00040203048,0.000083554194,0.00037989064,0.1936186,0.008113076,0.008158045,0.004045099,0.03093415,0.00010932924],"about_ca_topic_score_codex":0.043456085,"about_ca_topic_score_gemma":0.085141994,"teacher_disagreement_score":0.043456085,"about_ca_system_score_codex":0.004499251,"about_ca_system_score_gemma":0.0071801855,"threshold_uncertainty_score":0.08640629},"labels":[],"label_agreement":null},{"id":"W7097857442","doi":"","title":"THE BRIDGE: FROM RESEARCH TO PRACTICE Using English Achievement Data to Promote Immersion Education","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Immersion (mathematics); Language proficiency; French immersion; English language; Academic achievement; Study abroad","score_opus":0.4177325643616799,"score_gpt":0.4566782182457268,"score_spread":0.038945653884046916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097857442","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23012088,0.2791889,0.19258267,0.17153908,0.008004716,0.052951645,0.0034052865,0.0029752539,0.059231553],"genre_scores_gemma":[0.37117994,0.0840205,0.49720907,0.02074296,0.0013937331,0.021784134,0.0009749108,0.0006556821,0.0020391312],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.6929708,0.2509021,0.015298275,0.012096994,0.025739871,0.002991995],"domain_scores_gemma":[0.37811837,0.47210655,0.021494312,0.043060478,0.07459378,0.010626591],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.3863341,0.002564914,0.0053670113,0.017092213,0.0028713115,0.015272347,0.01205584,0.0051689227,0.005294607],"category_scores_gemma":[0.46467894,0.002459964,0.0028397904,0.017463,0.009972533,0.021859722,0.015145437,0.010070773,0.0017063738],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063706195,0.0046444717,0.03327023,0.025293251,0.001219394,0.000227779,0.027406115,0.0005266506,0.000878826,0.014142992,0.01896114,0.87279207],"study_design_scores_gemma":[0.0041217934,0.018142171,0.09974395,0.40613878,0.0063929637,0.0008969535,0.16535291,0.010434614,0.008297689,0.07697027,0.20256798,0.000939892],"about_ca_topic_score_codex":0.010907913,"about_ca_topic_score_gemma":0.012939881,"teacher_disagreement_score":0.3863341,"about_ca_system_score_codex":0.011060925,"about_ca_system_score_gemma":0.039521355,"threshold_uncertainty_score":0.75675935},"labels":[],"label_agreement":null},{"id":"W7097890664","doi":"","title":"INDUCED ANXIETY. AND LANGUAGE LEARNING IN A CONTROLLED ENVIRON MENT","year":2014,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Set (abstract data type); Language acquisition; Aptitude; Cognition; Anxiety; Foreign language; Second language; Second-language acquisition","score_opus":0.012675345506591289,"score_gpt":0.2217252481390505,"score_spread":0.2090499026324592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097890664","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967932,0.0002442398,0.0011403428,0.000085026695,0.00011626528,0.00040360072,0.00024468327,0.000070907154,0.00090174645],"genre_scores_gemma":[0.9804551,0.00056533905,0.0046821367,0.00030083602,0.00014822977,0.003370044,0.0009677089,0.00003828215,0.009472413],"study_design_codex":"bench_or_experimental","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9988285,0.0003229778,0.00007125775,0.00025119883,0.0002792228,0.00024697982],"domain_scores_gemma":[0.9990476,0.0002568798,0.0002776299,0.00011579022,0.000087835295,0.0002142769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00075381674,0.00097651314,0.00043659736,0.00047739423,0.00043026332,0.0011334367,0.00042915365,0.00043039746,0.0033665532],"category_scores_gemma":[0.0011002393,0.0003322335,0.00063330104,0.0002148101,0.0008701601,0.00031413502,0.0007592468,0.001381139,0.00030884673],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.038155515,0.050507415,0.013678918,0.00060768804,0.0002217141,0.0005577374,0.002643869,0.00056957937,0.85847014,0.0012447296,0.00094327336,0.032399416],"study_design_scores_gemma":[0.0055025923,0.48069388,0.12144977,0.00013903607,0.00076204736,0.00067191466,0.0014468546,0.004397406,0.372952,0.000846857,0.0108838165,0.00025383246],"about_ca_topic_score_codex":0.0011450775,"about_ca_topic_score_gemma":0.002482663,"teacher_disagreement_score":0.0033665532,"about_ca_system_score_codex":0.000617271,"about_ca_system_score_gemma":0.00076799246,"threshold_uncertainty_score":0.011262238},"labels":[],"label_agreement":null},{"id":"W7097912296","doi":"","title":"A Comparison of ESL Students&amp;apos; Ability in Four Language Modes: Oral Composing, Independent Writing,","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Miscue analysis; Reading (process); Context (archaeology); Summative assessment; Formative assessment; Reading comprehension; Active listening; Language proficiency; Language assessment","score_opus":0.1946209457209247,"score_gpt":0.42561161014759336,"score_spread":0.23099066442666866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097912296","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995291,0.00001486879,0.000014379819,0.0000098577075,0.0000011976491,0.0000075773855,0.000051427887,0.0000012827389,0.00037028134],"genre_scores_gemma":[0.9984875,0.000030641146,0.00007427901,0.000015031247,0.0000020074333,0.00002752103,0.00015074192,0.0000018718405,0.0012103827],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99928254,0.00008119197,0.00009227495,0.00012276856,0.00025421553,0.00016693483],"domain_scores_gemma":[0.9968226,0.0007016963,0.00071103126,0.00009851677,0.00089329405,0.0007729231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088660367,0.00038431477,0.00032146843,0.0024611016,0.0007531167,0.0012353577,0.00034746423,0.00043065398,0.004264602],"category_scores_gemma":[0.0030077414,0.00036403802,0.00020521341,0.0007129884,0.0010018718,0.0008646008,0.0012248222,0.00051169423,0.0013840444],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022593488,0.00069434737,0.95827764,0.00005263331,0.00002058023,0.00046949598,0.021472065,0.00003265528,0.0022727693,0.000106287225,0.00032054362,0.016055064],"study_design_scores_gemma":[0.000019338988,0.00055517204,0.98289376,0.000014401605,0.000009346116,0.00035870215,0.013682614,0.00013214955,0.00086331094,0.000048681635,0.00141114,0.000011242218],"about_ca_topic_score_codex":0.005112201,"about_ca_topic_score_gemma":0.012916855,"teacher_disagreement_score":0.005112201,"about_ca_system_score_codex":0.0005077179,"about_ca_system_score_gemma":0.0005889533,"threshold_uncertainty_score":0.014266491},"labels":[],"label_agreement":null},{"id":"W7098040666","doi":"","title":"Copyright © Canadian Academy of Oriental and Occidental Culture A Study of Accentedness in the Speech of Chinese EFL Learners","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Public speaking; Active listening; Section (typography)","score_opus":0.021688713867360515,"score_gpt":0.27407713618552454,"score_spread":0.25238842231816405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7098040666","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84661186,0.0022558179,0.00014364028,0.0016585046,0.00022131985,0.00003108386,0.0011728033,0.00002247975,0.14788243],"genre_scores_gemma":[0.9477654,0.0019672266,0.00029598534,0.0003242898,0.000035523914,0.000028367762,0.0004324208,0.000022372624,0.049128495],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997794,0.000026386895,0.000016274567,0.000040341292,0.00007147124,0.00006602776],"domain_scores_gemma":[0.9993543,0.00011570024,0.000040736562,0.000037246533,0.0003063678,0.00014560693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045308485,0.00030423774,0.00019961929,0.00086731795,0.0035935172,0.0020722905,0.00027489255,0.00023282619,0.030353839],"category_scores_gemma":[0.0009400921,0.00011415025,0.00008849402,0.0019991659,0.0015431431,0.000499546,0.0007466866,0.00030146993,0.0017875921],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043242867,0.00015708049,0.40564018,0.00068589,0.00007421569,0.0033589548,0.20582731,0.00034699033,0.028983146,0.012327826,0.047963828,0.29420212],"study_design_scores_gemma":[0.000009359125,0.00004125846,0.8161623,0.00013631953,0.000025877574,0.00038150357,0.08849004,0.00007929715,0.0012640195,0.00039732267,0.09298374,0.000029036233],"about_ca_topic_score_codex":0.7329245,"about_ca_topic_score_gemma":0.80949086,"teacher_disagreement_score":0.7329245,"about_ca_system_score_codex":0.003986276,"about_ca_system_score_gemma":0.009111984,"threshold_uncertainty_score":0.53729665},"labels":[],"label_agreement":null},{"id":"W7098551291","doi":"","title":"Article Formation of a Volunteer Harmful Algal Bloom Network in British Columbia, Canada, Following an Outbreak of Diarrhetic","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Outbreak; Bloom; Volunteer; Algal bloom; Algae","score_opus":0.009410425797937869,"score_gpt":0.1872200673846723,"score_spread":0.17780964158673446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7098551291","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93874276,0.000552725,0.00043299768,0.020637197,0.00042274085,0.0005407485,0.0008647158,0.00005115189,0.037754983],"genre_scores_gemma":[0.96715164,0.00077589764,0.0009037762,0.005275112,0.00011986222,0.00012568738,0.0006310497,0.00002196374,0.024995089],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990503,0.00008819513,0.000020183415,0.00005902986,0.00019704731,0.0005852037],"domain_scores_gemma":[0.99587244,0.00011357198,0.00021120005,0.000041651027,0.0010894248,0.0026716886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088241545,0.00025442237,0.00024906863,0.0007462775,0.013711237,0.0020251963,0.0014073873,0.0016415212,0.0051625906],"category_scores_gemma":[0.0020158803,0.00026836895,0.0001483628,0.0007063558,0.0023457243,0.00046932467,0.0034623689,0.0023000226,0.00040893347],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008042364,0.00077358895,0.6746331,0.00043057158,0.00007875075,0.03422184,0.083508655,0.00093468226,0.006315255,0.0027928753,0.12873761,0.0667688],"study_design_scores_gemma":[0.00003260414,0.00024675866,0.5923062,0.00026866214,0.000022830423,0.0014692881,0.3207724,0.0006581047,0.0005073387,0.00063126616,0.08302652,0.00005806604],"about_ca_topic_score_codex":0.95806116,"about_ca_topic_score_gemma":0.9882201,"teacher_disagreement_score":0.04193884,"about_ca_system_score_codex":0.027480267,"about_ca_system_score_gemma":0.063413724,"threshold_uncertainty_score":0.19938421},"labels":[],"label_agreement":null},{"id":"W7098847728","doi":"","title":"A System for Assisting English Oral Reaction – A Case Study Of the Junior Level of Taiwan English Qualify”, International Journal of u- and e- Service, Science and Technology (IJUNESST","year":2001,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Test (biology); Population; First language; Oral examination; English language","score_opus":0.1029473025112993,"score_gpt":0.3169491400252126,"score_spread":0.21400183751391327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7098847728","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96000135,0.0003236485,0.026311772,0.0015978976,0.00011709934,0.0009783331,0.00043380447,0.003582968,0.0066531147],"genre_scores_gemma":[0.9275364,0.0003643158,0.05526948,0.0005340176,0.000053170843,0.0005233555,0.0007941386,0.00030741203,0.014617559],"study_design_codex":"design_other","study_design_gemma":"case_report","domain_scores_codex":[0.99865746,0.0007352778,0.00016058878,0.00014917488,0.00017045374,0.00012701329],"domain_scores_gemma":[0.9970392,0.0016489178,0.00015405787,0.00028290052,0.000369038,0.0005059704],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030326347,0.00047171343,0.00034086013,0.0006655038,0.0008503445,0.0009733207,0.0011801118,0.0013522878,0.004532311],"category_scores_gemma":[0.00661758,0.00030630818,0.00035695464,0.00036276053,0.00046035834,0.0010691702,0.0011886328,0.0006431221,0.0020849074],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020122137,0.006968593,0.08701236,0.0010517862,0.00010854773,0.036230102,0.05452599,0.0023055142,0.06345506,0.0010763744,0.026136281,0.7191173],"study_design_scores_gemma":[0.0016383078,0.022505358,0.27007863,0.00074981735,0.00068095565,0.070649125,0.09992597,0.11131547,0.1601353,0.0018165563,0.25942394,0.0010806158],"about_ca_topic_score_codex":0.0038668148,"about_ca_topic_score_gemma":0.0058603776,"teacher_disagreement_score":0.004532311,"about_ca_system_score_codex":0.00052294135,"about_ca_system_score_gemma":0.00081939664,"threshold_uncertainty_score":0.016038299},"labels":[],"label_agreement":null},{"id":"W7099093994","doi":"","title":"University of Alberta The Amateur Draft, Competitive Balance, and Tanking in the National Basketball Association","year":2011,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Amateur; League; Basketball; Association (psychology); Amateur sports; Permission; Incentive; Damages","score_opus":0.03040839865494116,"score_gpt":0.1945961915849694,"score_spread":0.16418779293002825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099093994","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025704352,0.024721066,0.00048236168,0.03979715,0.0075259777,0.00004914813,0.0021577394,0.00017370802,0.8993885],"genre_scores_gemma":[0.101194434,0.010873992,0.0010501789,0.0011754045,0.0004703795,0.000018050037,0.00078747194,0.00008255044,0.8843475],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986148,0.00018812911,0.0000422298,0.00015580916,0.0007703787,0.00022863093],"domain_scores_gemma":[0.99674255,0.0002690527,0.0001592498,0.00008211201,0.0011729032,0.0015741957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013871097,0.00032666177,0.0003039151,0.0013302724,0.0052744546,0.007650303,0.00070588506,0.0012921867,0.09909753],"category_scores_gemma":[0.0036636668,0.00029230717,0.00018362729,0.0021309725,0.0017066192,0.00093312486,0.001905118,0.0013283778,0.014852984],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010317995,0.00009311935,0.008881258,0.00020247209,0.0000065599015,0.00021718521,0.0028060179,0.00016064252,0.00028580098,0.022239553,0.8265007,0.13850336],"study_design_scores_gemma":[0.00000514093,0.000020952531,0.024713987,0.0005037828,0.0000070027477,0.00007176944,0.0045017228,0.00006756816,0.00014746397,0.0013740057,0.9685675,0.000019134892],"about_ca_topic_score_codex":0.6879227,"about_ca_topic_score_gemma":0.8888404,"teacher_disagreement_score":0.6879227,"about_ca_system_score_codex":0.018364694,"about_ca_system_score_gemma":0.02998195,"threshold_uncertainty_score":0.6278303},"labels":[],"label_agreement":null},{"id":"W7099211010","doi":"","title":"93 Copyright © Canadian Academy of Oriental and Occidental Culture A Study of College English Listening and Speaking Teaching on the Basis of Multimodal Theory","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"College English; Active listening; Multimodality; Basis (linear algebra); Listening comprehension","score_opus":0.03218913795977504,"score_gpt":0.26078938458880474,"score_spread":0.2286002466290297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099211010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67454755,0.0021245342,0.00014919815,0.0026445503,0.00015778963,0.00004578052,0.00024902684,0.000010554694,0.3200711],"genre_scores_gemma":[0.96999925,0.0013835761,0.00018818346,0.00032673063,0.000017431075,0.000033318738,0.000076874894,0.00000978233,0.0279648],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9996431,0.00008677969,0.000011693247,0.000035346628,0.0000947438,0.00012841105],"domain_scores_gemma":[0.99910223,0.00029434662,0.000053427357,0.00004471023,0.00027627242,0.00022894835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007155096,0.00026091604,0.00023008799,0.0011839845,0.007501132,0.0044716075,0.0004608481,0.00033234403,0.030927818],"category_scores_gemma":[0.0019025792,0.00012285264,0.000109853,0.0030556603,0.0039070905,0.001023291,0.001280559,0.0005854819,0.0009996259],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001988036,0.00033829824,0.15444249,0.0004231865,0.000026642,0.0016340434,0.5760169,0.00016025818,0.0030507199,0.075171344,0.031022316,0.15751499],"study_design_scores_gemma":[0.000011988887,0.000029091532,0.26106226,0.00025218318,0.000017205042,0.00017645926,0.6437937,0.000084724394,0.00030776858,0.0015583239,0.09268752,0.000018830075],"about_ca_topic_score_codex":0.79824466,"about_ca_topic_score_gemma":0.8690264,"teacher_disagreement_score":0.79824466,"about_ca_system_score_codex":0.009559074,"about_ca_system_score_gemma":0.015342613,"threshold_uncertainty_score":0.405887},"labels":[],"label_agreement":null},{"id":"W7099385440","doi":"","title":"of Income Taxation between Canada and the United States","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Tax revenue; State income tax; Double taxation; Indirect tax; Tax reform; Distribution (mathematics); Value-added tax; International taxation","score_opus":0.018511201541867774,"score_gpt":0.20697089982981112,"score_spread":0.18845969828794334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099385440","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.059770454,0.009469218,0.0011086474,0.024316235,0.0016392218,0.000110724526,0.003067437,0.000119055134,0.9003989],"genre_scores_gemma":[0.6742643,0.0073118513,0.0025776676,0.0101023475,0.00021178648,0.0000884026,0.0016827582,0.00013470817,0.3036261],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965533,0.00019894722,0.00006617186,0.0002664517,0.0015896189,0.0013254355],"domain_scores_gemma":[0.9970221,0.00018493079,0.000115338895,0.00012041678,0.001964977,0.0005921986],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012094058,0.00025719125,0.00041773586,0.0032251442,0.0079890415,0.007323444,0.0008911348,0.0012753152,0.012652583],"category_scores_gemma":[0.0053734193,0.00026056453,0.0005199822,0.0060922876,0.0022697537,0.001432654,0.0018954102,0.0027214123,0.0007657927],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015176908,0.00005207076,0.017815135,0.000076190736,0.000042736436,0.00029521753,0.0019068476,0.0009232057,0.00024701623,0.7392849,0.15900122,0.08020371],"study_design_scores_gemma":[0.000028570705,0.00001361436,0.053518843,0.00029804083,0.000047970836,0.00014719194,0.0028484787,0.0007066723,0.00037531546,0.010507198,0.93146306,0.000045116805],"about_ca_topic_score_codex":0.9915502,"about_ca_topic_score_gemma":0.9950598,"teacher_disagreement_score":0.9915502,"about_ca_system_score_codex":0.101076685,"about_ca_system_score_gemma":0.18358873,"threshold_uncertainty_score":0.73336613},"labels":[],"label_agreement":null},{"id":"W7099436488","doi":"","title":"is given to the source. Endogenous Sources of Volatility in Housing Markets: The Joint Buyer-Seller Problem","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Volatility (finance); Subject (documents); Joint (building); Econometric analysis; Set (abstract data type); Developing country","score_opus":0.05657377737805146,"score_gpt":0.2203328241520395,"score_spread":0.16375904677398806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099436488","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0054610437,0.0075150114,0.021972759,0.122009456,0.019999955,0.00029799473,0.079682276,0.002304746,0.74075675],"genre_scores_gemma":[0.20151241,0.020730441,0.008740629,0.012490319,0.007958422,0.0006138776,0.040939208,0.0025554583,0.70445925],"study_design_codex":"not_applicable","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9989297,0.00021352728,0.00009466914,0.00015965405,0.0005042133,0.00009826681],"domain_scores_gemma":[0.994391,0.0019640985,0.00069060945,0.00078854925,0.0018187459,0.00034691865],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0018326499,0.00059770065,0.0010129103,0.0018809367,0.0013488118,0.005010422,0.0015028184,0.004041744,0.37765306],"category_scores_gemma":[0.019741695,0.00039085993,0.00053049007,0.0048065013,0.00064090214,0.0032314537,0.0019724662,0.002113176,0.20490447],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000077954544,0.000020898686,0.0014131936,0.00018789258,0.000016088841,0.00014049507,0.00013890315,0.00036874044,0.00010493182,0.039481156,0.8895808,0.06846905],"study_design_scores_gemma":[0.00008731821,0.00001963473,0.0028035326,0.0004594657,0.000023957014,0.00026789866,0.00034425437,0.0026194735,0.00055233005,0.03011905,0.9626711,0.000031852625],"about_ca_topic_score_codex":0.014625356,"about_ca_topic_score_gemma":0.008677322,"teacher_disagreement_score":0.37765306,"about_ca_system_score_codex":0.002287921,"about_ca_system_score_gemma":0.0019717389,"threshold_uncertainty_score":0.88770235},"labels":[],"label_agreement":null},{"id":"W7099737412","doi":"","title":"1 HUMAN THERMAL RESPONSES IN WIND AND WAVES","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Work (physics); Thermal; Immersion (mathematics); Thermal stratification","score_opus":0.09803356506093078,"score_gpt":0.29332290283673135,"score_spread":0.19528933777580057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099737412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80063313,0.0039747064,0.0125384675,0.0016899761,0.00069963303,0.0001782877,0.0014066147,0.00027238607,0.17860685],"genre_scores_gemma":[0.9777575,0.0010247156,0.0014690417,0.00046829964,0.00012247812,0.000053298936,0.00027240027,0.000049156384,0.018783031],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99984896,0.0000355769,0.000004127262,0.000027516435,0.00005022394,0.000033585668],"domain_scores_gemma":[0.99984956,0.00004346058,0.000022403061,0.000010766865,0.00004946456,0.000024318848],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00011833541,0.0002095098,0.00013222014,0.00017887168,0.0005421671,0.0012740878,0.00017590668,0.0005706868,0.0109624155],"category_scores_gemma":[0.00086550834,0.00016419907,0.00017125397,0.0002533546,0.0004890409,0.00045398105,0.0007178297,0.00035570897,0.0019888785],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002021309,0.0004459517,0.20001876,0.001507049,0.00016843536,0.0024958348,0.025369357,0.019055715,0.2826489,0.015739312,0.065191895,0.3853376],"study_design_scores_gemma":[0.000048953996,0.0008304622,0.8454026,0.0004494403,0.00007744196,0.0020614874,0.019129634,0.008687322,0.008230723,0.015259432,0.099657275,0.00016517358],"about_ca_topic_score_codex":0.0058465344,"about_ca_topic_score_gemma":0.006706379,"teacher_disagreement_score":0.0109624155,"about_ca_system_score_codex":0.00023696375,"about_ca_system_score_gemma":0.00021589959,"threshold_uncertainty_score":0.03667295},"labels":[],"label_agreement":null},{"id":"W7099905417","doi":"","title":"SEE PROFILE","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Boreal; Taiga; Traditional knowledge; Medicinal plants; Ethnobotany; Plant species","score_opus":0.0346845808429068,"score_gpt":0.22856954583785544,"score_spread":0.19388496499494864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099905417","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00028841262,0.0028192585,0.00042907172,0.0031162212,0.0031944495,0.00028438697,0.011051752,0.0011913294,0.9776252],"genre_scores_gemma":[0.0025611613,0.003847299,0.0004009147,0.0036147817,0.0010230312,0.0001054205,0.0064028758,0.0004680195,0.98157644],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99954695,0.000039877817,0.000030370411,0.00007483761,0.0002375691,0.00007037869],"domain_scores_gemma":[0.998044,0.00018556188,0.000079814796,0.00010851758,0.00090956036,0.0006724276],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0003402144,0.0006287825,0.0007297032,0.0015041563,0.001158286,0.0030013993,0.0012629968,0.001297085,0.89838105],"category_scores_gemma":[0.0032982596,0.00021805632,0.00046914196,0.0014138812,0.00034954955,0.0013975165,0.0017947091,0.0011589818,0.79838115],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018795823,0.000015848182,0.0001770769,0.00034555516,0.0000028737127,0.00010639666,0.000023755456,0.000022601798,0.00013682648,0.0006206297,0.90865594,0.08987371],"study_design_scores_gemma":[0.000007048879,0.000005428397,0.00038220946,0.00017855533,0.0000018175657,0.00009325864,0.00003632737,0.000016087997,0.000034324137,0.0001993833,0.99904245,0.0000030349454],"about_ca_topic_score_codex":0.014930974,"about_ca_topic_score_gemma":0.033093393,"teacher_disagreement_score":0.101618946,"about_ca_system_score_codex":0.0015264963,"about_ca_system_score_gemma":0.0037701353,"threshold_uncertainty_score":0.14494711},"labels":[],"label_agreement":null},{"id":"W7100093418","doi":"","title":"Affordances and Minimizing Constraints of the Tool","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Affordance; Suite; Relation (database); Component (thermodynamics)","score_opus":0.06894212077298513,"score_gpt":0.2370010786099155,"score_spread":0.16805895783693037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100093418","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.77595395,0.0012707366,0.1735856,0.0008343705,0.0000797153,0.0002993936,0.00019674805,0.0008045542,0.04697488],"genre_scores_gemma":[0.9337434,0.00026304717,0.06367839,0.000039440467,0.000014362401,0.00022325355,0.00009428058,0.00014017867,0.0018036216],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9923265,0.0029730748,0.0008670156,0.0011140194,0.0019858568,0.0007336033],"domain_scores_gemma":[0.9854139,0.0089982245,0.00182829,0.0020867644,0.0009160026,0.00075672014],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003953989,0.001335357,0.0005578644,0.0018177797,0.0016131457,0.0053456896,0.0014602892,0.001343518,0.004596725],"category_scores_gemma":[0.03212104,0.001156922,0.0008365059,0.0010268404,0.0034392134,0.006046487,0.0055805095,0.0007989359,0.0004414656],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013566354,0.00061305775,0.08707572,0.0037806998,0.00028968323,0.0046749967,0.09232005,0.028838761,0.13763566,0.17133236,0.0026369938,0.46944544],"study_design_scores_gemma":[0.00047983168,0.005414176,0.20325726,0.0024645359,0.0014563801,0.012949987,0.08947953,0.1248359,0.06423021,0.21270216,0.28153998,0.0011900937],"about_ca_topic_score_codex":0.0043292157,"about_ca_topic_score_gemma":0.0045901714,"teacher_disagreement_score":0.0053456896,"about_ca_system_score_codex":0.0008059154,"about_ca_system_score_gemma":0.0018223876,"threshold_uncertainty_score":0.020910978},"labels":[],"label_agreement":null},{"id":"W7100138037","doi":"","title":"The Interactional Experiences of English Language Learners in the Malay Community: A Malaysian Case Study","year":2015,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Malay; Narrative; Situated; Language acquisition; Identity (music); Negotiation; Language assessment; Social constructivism; Second-language acquisition; First language","score_opus":0.07610550289503568,"score_gpt":0.31965809500342346,"score_spread":0.24355259210838778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100138037","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956049,0.00023352695,0.00027804016,0.0005114117,0.000013786484,0.000037369944,0.000035156703,0.000006190047,0.0032796464],"genre_scores_gemma":[0.9948873,0.0005542149,0.0004406074,0.00017067869,0.000009574413,0.000043377928,0.000025784435,0.000009968174,0.0038585584],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998262,0.0009972223,0.000060758648,0.00014286791,0.0001648658,0.0003723303],"domain_scores_gemma":[0.9980908,0.00077143125,0.00024156248,0.00008486759,0.00014513935,0.0006662233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018719292,0.00068743667,0.0005922226,0.0011303201,0.012073153,0.002937635,0.0013598334,0.001915147,0.0028164592],"category_scores_gemma":[0.0027151483,0.00042897146,0.00041265256,0.0009407869,0.005478648,0.003586367,0.0059937323,0.0023421359,0.0005581572],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002694091,0.00007223499,0.0054677287,0.00006359329,0.000004019614,0.004265589,0.9851966,0.000030612187,0.0007091158,0.00053978723,0.00027077185,0.0033531804],"study_design_scores_gemma":[0.0000019627942,0.00005761553,0.0035863623,0.00006752319,0.0000052670102,0.0015325274,0.98894686,0.00008107977,0.0003054324,0.00010075588,0.005301387,0.000013340279],"about_ca_topic_score_codex":0.021738475,"about_ca_topic_score_gemma":0.058832746,"teacher_disagreement_score":0.021738475,"about_ca_system_score_codex":0.0033858228,"about_ca_system_score_gemma":0.0024615373,"threshold_uncertainty_score":0.043223858},"labels":[],"label_agreement":null},{"id":"W7100825635","doi":"","title":"The use of Student Resource","year":2016,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Relation (database); Set (abstract data type); Resource (disambiguation); Experiential learning; Information resource; Higher education","score_opus":0.13295925804837386,"score_gpt":0.276890736854138,"score_spread":0.14393147880576415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100825635","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9641114,0.0005550437,0.0019807923,0.00037706253,0.000025503903,0.00003964368,0.00013447694,0.00009009896,0.032685913],"genre_scores_gemma":[0.99197394,0.00023642687,0.00092805503,0.000055887253,0.0000099669,0.00001953554,0.00009525627,0.000013622694,0.0066673663],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99472976,0.002691982,0.0002616463,0.00038375027,0.0015039856,0.00042898778],"domain_scores_gemma":[0.9889339,0.005589794,0.0015050007,0.0011397976,0.0013656522,0.0014658996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002313302,0.00020750407,0.0002407312,0.0015093266,0.0009702871,0.0026882654,0.00075877237,0.0005668827,0.005422125],"category_scores_gemma":[0.010591735,0.00008362026,0.00020727605,0.0008655562,0.0008101036,0.0013347295,0.002575025,0.00048340537,0.001441787],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019637537,0.00054778456,0.28360394,0.00048277085,0.000050688635,0.0012922835,0.11673033,0.00023743165,0.012539847,0.003991054,0.0033393619,0.57698816],"study_design_scores_gemma":[0.000019412066,0.002351801,0.5204554,0.0007337871,0.00007313109,0.0049424022,0.20353732,0.00134157,0.017113198,0.00265726,0.24658883,0.00018586747],"about_ca_topic_score_codex":0.0014983689,"about_ca_topic_score_gemma":0.0036366119,"teacher_disagreement_score":0.005422125,"about_ca_system_score_codex":0.00072615524,"about_ca_system_score_gemma":0.0008872954,"threshold_uncertainty_score":0.018138766},"labels":[],"label_agreement":null},{"id":"W7100885574","doi":"","title":"Calgary Prepared by:","year":2008,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"","score_opus":0.036749192032763195,"score_gpt":0.21223823008006487,"score_spread":0.17548903804730168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100885574","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016778627,0.06964315,0.0012114272,0.030611847,0.045011654,0.00029460035,0.0030155338,0.001102163,0.84743184],"genre_scores_gemma":[0.0013635461,0.00785452,0.00028895424,0.0022558984,0.0006626173,0.000025638616,0.00047680092,0.00015553077,0.9869164],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99960893,0.00003271134,0.000022299395,0.00009699865,0.00019099684,0.000048087793],"domain_scores_gemma":[0.9988047,0.000114465016,0.000052919935,0.0000778802,0.0006736169,0.00027654413],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00053393585,0.0007507699,0.00084362365,0.0014413107,0.0021030908,0.004106613,0.0010351528,0.0016262432,0.5011519],"category_scores_gemma":[0.0020406486,0.00041825426,0.0003253912,0.001908475,0.0006184799,0.002185547,0.0024289582,0.0022740955,0.32063067],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000124828875,0.0000044160124,0.000057637997,0.00010483629,0.0000015116206,0.000060982686,0.00006138904,0.000029840128,0.00013643465,0.0006774229,0.9502811,0.048571974],"study_design_scores_gemma":[0.000002292914,0.000003477077,0.00033645605,0.00011352577,0.0000010020115,0.000029595034,0.00013792593,0.000009939288,0.00005143314,0.00015579187,0.99915564,0.0000029599364],"about_ca_topic_score_codex":0.025775312,"about_ca_topic_score_gemma":0.08072459,"teacher_disagreement_score":0.49884808,"about_ca_system_score_codex":0.0018899704,"about_ca_system_score_gemma":0.002725514,"threshold_uncertainty_score":0.71154624},"labels":[],"label_agreement":null},{"id":"W7100917332","doi":"","title":"Research Summary: Children Exposed to Violence","year":2013,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Poison control; Developed country; Human factors and ergonomics; Injury prevention; Suicide prevention; Occupational safety and health","score_opus":0.07190944001247025,"score_gpt":0.3079401930355818,"score_spread":0.23603075302311155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100917332","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7219583,0.026035197,0.0007323252,0.039884314,0.0024489267,0.003924202,0.050007652,0.0000623881,0.15494666],"genre_scores_gemma":[0.8768371,0.05889895,0.0023219823,0.011416691,0.001683897,0.0066872896,0.01907752,0.000054723783,0.023021873],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99482465,0.0014586209,0.0012042378,0.00052555214,0.0013863111,0.0006006406],"domain_scores_gemma":[0.97222126,0.009004512,0.0054791113,0.0010403716,0.0097544845,0.0025002705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006282327,0.0005154703,0.0008248774,0.0037596512,0.002727127,0.0024223262,0.0016915101,0.0013145581,0.03319648],"category_scores_gemma":[0.03739892,0.00036142874,0.0008158039,0.0050638984,0.0009596422,0.002719455,0.0020473874,0.0016976843,0.005000635],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048802563,0.0013031429,0.7180094,0.01151571,0.00027136927,0.0012305692,0.035777815,0.00011168806,0.00033423427,0.0041373507,0.07362485,0.15319587],"study_design_scores_gemma":[0.00010389444,0.0015367187,0.7608522,0.010573217,0.00062499475,0.001941111,0.14013043,0.000038441165,0.00091929745,0.001361793,0.08185304,0.00006476682],"about_ca_topic_score_codex":0.01559308,"about_ca_topic_score_gemma":0.01847297,"teacher_disagreement_score":0.03319648,"about_ca_system_score_codex":0.0024994963,"about_ca_system_score_gemma":0.007092636,"threshold_uncertainty_score":0.11105329},"labels":[],"label_agreement":null},{"id":"W7101018594","doi":"","title":"Trends in Second-Language- A cquisition Research","year":2014,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scope (computer science); Perspective (graphical); Process (computing); Function (biology); Quarter (Canadian coin); Focus (optics)","score_opus":0.079924876751549,"score_gpt":0.3543911595792162,"score_spread":0.27446628282766716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7101018594","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.047010057,0.8338404,0.0037289085,0.06603579,0.0013648771,0.000023933546,0.00023544759,0.00009220286,0.047668412],"genre_scores_gemma":[0.27331948,0.6942239,0.0076475684,0.008817959,0.0035316143,0.0001330095,0.00046634764,0.00013136689,0.011728694],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99460983,0.0018199955,0.000519107,0.0014180129,0.0012401656,0.00039285613],"domain_scores_gemma":[0.94310087,0.043406997,0.0038909288,0.0014314972,0.0062430403,0.0019265747],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.009146097,0.000421511,0.0009796353,0.010050148,0.0021512143,0.010796687,0.0015050367,0.0034961961,0.0052296603],"category_scores_gemma":[0.011677117,0.00051041186,0.00043918914,0.017220797,0.010718844,0.012924317,0.002907024,0.004011566,0.0008433765],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001877888,0.0004594041,0.021203376,0.009172639,0.00007866534,0.0005316171,0.057730354,0.00032248374,0.0033266288,0.23410034,0.019184932,0.6537017],"study_design_scores_gemma":[0.00003195649,0.00029650753,0.063509084,0.009084642,0.00006647943,0.001949787,0.077715196,0.0010906848,0.0035734782,0.08715257,0.7553538,0.00017578383],"about_ca_topic_score_codex":0.00826358,"about_ca_topic_score_gemma":0.009756809,"teacher_disagreement_score":0.9908539,"about_ca_system_score_codex":0.0078147575,"about_ca_system_score_gemma":0.008253609,"threshold_uncertainty_score":0.05670023},"labels":[],"label_agreement":null},{"id":"W7104260219","doi":"10.71781/5210","title":"Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration","year":2018,"lang":"en","type":"dissertation","venue":"Papyrus : Institutional Repository (Université de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Test (biology); Argument (complex analysis); Immigration","score_opus":0.014149679467692904,"score_gpt":0.19913005610730883,"score_spread":0.18498037663961592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7104260219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5647734,0.0033518912,0.08369613,0.115262754,0.0023731526,0.0011930901,0.0011635748,0.00015548716,0.22803043],"genre_scores_gemma":[0.9795045,0.000281446,0.010099484,0.004056391,0.00059297436,0.0009933447,0.00028695818,0.00005094606,0.004133999],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.93950033,0.033242386,0.002803832,0.010171239,0.010600403,0.0036817538],"domain_scores_gemma":[0.56923085,0.35383078,0.018964974,0.016165666,0.03830549,0.003502203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07712471,0.0012241907,0.0016900452,0.0068069194,0.008466429,0.007997689,0.006205137,0.00652567,0.011591526],"category_scores_gemma":[0.2725798,0.0009139595,0.0026915541,0.0038145408,0.03643205,0.011229001,0.009313066,0.009452403,0.0009349448],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00083507685,0.00030308843,0.1469951,0.0004565147,0.00042855868,0.0011612922,0.038382504,0.001298363,0.00042218537,0.7743094,0.0042255637,0.031182317],"study_design_scores_gemma":[0.0011230932,0.0008502527,0.23315133,0.003050772,0.0011170921,0.000699296,0.05200132,0.026655821,0.0025537373,0.63714707,0.04127066,0.00037966244],"about_ca_topic_score_codex":0.15146136,"about_ca_topic_score_gemma":0.06223325,"teacher_disagreement_score":0.84853864,"about_ca_system_score_codex":0.014096419,"about_ca_system_score_gemma":0.017840154,"threshold_uncertainty_score":0.4078793},"labels":[],"label_agreement":null},{"id":"W7104260680","doi":"10.71781/6102","title":"Le sentiment d’efficacité personnelle (SEP) en lecture des garçons du secondaire en contexte de français langue seconde","year":2021,"lang":"fr","type":"dissertation","venue":"Papyrus : Institutional Repository (Université de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Initial training; Research methodology","score_opus":0.003943770816214921,"score_gpt":0.16353475980295804,"score_spread":0.15959098898674312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7104260680","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.963956,0.0010844121,0.0010631162,0.007151293,0.0002992329,0.000075733515,0.0002462341,0.000043628846,0.026080385],"genre_scores_gemma":[0.983809,0.000666886,0.00038081274,0.0009974616,0.000061284,0.0000768272,0.0001413419,0.00001968295,0.013846738],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9950033,0.0019901372,0.00017031631,0.00036588358,0.0012921621,0.0011781966],"domain_scores_gemma":[0.98373586,0.0036527042,0.0022748543,0.0002654415,0.00438704,0.0056840293],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065676463,0.00043052013,0.00043792743,0.00097628945,0.0038912687,0.005818936,0.0006190744,0.0010470892,0.010604645],"category_scores_gemma":[0.011219247,0.00019166233,0.0003967828,0.0010099198,0.0020495856,0.001630648,0.0019705372,0.0027799204,0.0011750942],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006844302,0.0005637569,0.4109957,0.0015581273,0.00023486197,0.0009939004,0.4189005,0.00078273704,0.0067699593,0.010858482,0.034803037,0.112854525],"study_design_scores_gemma":[0.00002286517,0.00034535173,0.51872796,0.0006563219,0.000062986495,0.00014575759,0.39326993,0.0005832459,0.0008845035,0.00066160766,0.08450234,0.0001372245],"about_ca_topic_score_codex":0.13587129,"about_ca_topic_score_gemma":0.23821105,"teacher_disagreement_score":0.13587129,"about_ca_system_score_codex":0.0136685185,"about_ca_system_score_gemma":0.0107332235,"threshold_uncertainty_score":0.27016085},"labels":[],"label_agreement":null},{"id":"W7104267480","doi":"10.71781/5509","title":"A Teacher’s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Université de Montréal","year":2012,"lang":"en","type":"dissertation","venue":"Papyrus : Institutional Repository (Université de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Formative assessment; Initial training; Peer evaluation; Occupational training","score_opus":0.012745084783781523,"score_gpt":0.22932175485610715,"score_spread":0.21657667007232562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7104267480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9959663,0.0002021452,0.0000821714,0.0005451667,0.000015781301,0.00003417775,0.00006849681,0.000010415973,0.0030753533],"genre_scores_gemma":[0.99387807,0.00016723877,0.00014538494,0.00010711573,0.0000069604985,0.000032784366,0.000046230234,0.0000055621726,0.0056107584],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99607337,0.00086466875,0.0001809579,0.0005515492,0.0013413763,0.0009880724],"domain_scores_gemma":[0.9815369,0.0024300541,0.002662716,0.00041570156,0.00594251,0.0070120986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00484119,0.00034874503,0.0004639463,0.0015955399,0.0048667104,0.004898867,0.0014804137,0.000685887,0.0060360646],"category_scores_gemma":[0.014102817,0.000497068,0.00033842452,0.0013434144,0.0023003344,0.0013561016,0.0021957147,0.0011454342,0.0006264488],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027602725,0.00062239694,0.54415005,0.00022702622,0.00003948214,0.00054707215,0.40010396,0.00017626355,0.0039138612,0.0009270654,0.0048249234,0.04419183],"study_design_scores_gemma":[0.000017141312,0.00042425617,0.7513914,0.00019729462,0.000021250491,0.000060780385,0.23462702,0.00019964692,0.000718767,0.00007799207,0.012185315,0.00007919202],"about_ca_topic_score_codex":0.7945061,"about_ca_topic_score_gemma":0.88929147,"teacher_disagreement_score":0.7945061,"about_ca_system_score_codex":0.02444319,"about_ca_system_score_gemma":0.021393301,"threshold_uncertainty_score":0.41340822},"labels":[],"label_agreement":null},{"id":"W7104294826","doi":"10.71781/6097","title":"Le jugement des examinateurs dans le cas de l’épreuve d’expression orale du TEF","year":2022,"lang":"fr","type":"dissertation","venue":"Papyrus : Institutional Repository (Université de Montréal)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Western europe; Ethnocentrism; Cultural environment","score_opus":0.011269944343005352,"score_gpt":0.18777370406710422,"score_spread":0.17650375972409887,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7104294826","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98202926,0.0008694639,0.0014217098,0.0009019765,0.000105883635,0.000084048195,0.0002369435,0.000075186574,0.014275636],"genre_scores_gemma":[0.96756124,0.00062147324,0.0022340629,0.000319893,0.000029240406,0.00007804769,0.00030489464,0.000055048953,0.028796146],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99493575,0.0013236451,0.00027035456,0.00047562193,0.0021027692,0.000891883],"domain_scores_gemma":[0.97457165,0.007822184,0.002639714,0.0011902765,0.011609902,0.0021663269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064645372,0.0006707515,0.00047684213,0.0018961763,0.00169385,0.0033284856,0.0008394023,0.0013165816,0.0075019165],"category_scores_gemma":[0.033604383,0.00032033582,0.00051099894,0.00088899635,0.0019634995,0.0015020331,0.0016067023,0.0016945403,0.001993199],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009588348,0.000670783,0.56514615,0.00047663788,0.00013346138,0.004492586,0.13148606,0.0004616405,0.021269064,0.0024435318,0.010358652,0.2621026],"study_design_scores_gemma":[0.000024275527,0.0006228148,0.8889534,0.00031818988,0.00007180696,0.0026283374,0.05406316,0.001178407,0.010014854,0.0007397986,0.041224618,0.00016029458],"about_ca_topic_score_codex":0.10776518,"about_ca_topic_score_gemma":0.16200845,"teacher_disagreement_score":0.10776518,"about_ca_system_score_codex":0.003562426,"about_ca_system_score_gemma":0.0044564344,"threshold_uncertainty_score":0.2142759},"labels":[],"label_agreement":null},{"id":"W7108097774","doi":"","title":"Libyan EFL Students’ Background on Computer and Internet as Correlates of Their Readiness to Online Learning","year":2023,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"The Internet; Sample (material); Online learning; Quarter (Canadian coin); English language; Electronic learning; Online research methods; Computer-mediated communication","score_opus":0.30520779953069826,"score_gpt":0.5295105377312017,"score_spread":0.22430273820050345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7108097774","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99849236,0.00007523233,0.000012088562,0.000046982983,0.0000032077262,0.000004657454,0.000034722263,0.0000018458422,0.0013289965],"genre_scores_gemma":[0.9986299,0.00016514344,0.00003300312,0.00003134818,0.000005376115,0.000008004209,0.00007188567,0.0000015007527,0.0010538679],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997385,0.00003538542,0.000027552174,0.000022614337,0.000080253434,0.00009577436],"domain_scores_gemma":[0.99820757,0.000344385,0.00058129523,0.000038682356,0.00022920474,0.00059882994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035180902,0.00021280699,0.00022341147,0.0013300558,0.00070208043,0.0018368714,0.00021596115,0.00044144728,0.0067456765],"category_scores_gemma":[0.0017827649,0.00012440875,0.00015594368,0.0008020824,0.00030908152,0.0005827056,0.00056180044,0.00060862064,0.0009964638],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033843487,0.00046159388,0.9875509,0.00002801793,0.0000065780637,0.00024909197,0.0024745057,0.000019782667,0.00045522742,0.000059552694,0.00020392064,0.008457089],"study_design_scores_gemma":[0.0000022557765,0.0001793972,0.9877615,0.000040517425,0.000006750181,0.00022882079,0.010593374,0.00008549161,0.00013103719,0.00004656643,0.00091775495,0.000006491752],"about_ca_topic_score_codex":0.0033684322,"about_ca_topic_score_gemma":0.0044877115,"teacher_disagreement_score":0.0067456765,"about_ca_system_score_codex":0.00028474047,"about_ca_system_score_gemma":0.00046853704,"threshold_uncertainty_score":0.022566497},"labels":[],"label_agreement":null},{"id":"W7108666818","doi":"10.1108/978-1-62396-212-820251013","title":"Learning Language and Culture Through Intercultural Online Exchange","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Francophone University Association","funders":"","keywords":"Intercultural communication; Meaning (existential); Computer-mediated communication; Sociocultural evolution; Study abroad; Qualitative research; Language acquisition; Second language; First language; Value (mathematics)","score_opus":0.0388591435666753,"score_gpt":0.25286899088310183,"score_spread":0.21400984731642653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7108666818","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5424001,0.003661087,0.005893753,0.0044870675,0.00016237331,0.00010576075,0.00008107366,0.00012313214,0.4430857],"genre_scores_gemma":[0.9450628,0.001851529,0.001952482,0.00040245353,0.000037980168,0.000056489127,0.000059992024,0.000029587616,0.05054668],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990507,0.0005393965,0.000011721342,0.000045720804,0.00020005577,0.00015247974],"domain_scores_gemma":[0.99928135,0.00035434705,0.00005204056,0.00005899381,0.00012231497,0.0001308956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010319405,0.00042038722,0.00020612843,0.0006968404,0.0054955333,0.0061209127,0.001099064,0.00069306995,0.009064879],"category_scores_gemma":[0.0010776392,0.00009001013,0.00015032053,0.0010864374,0.0052785967,0.0022560938,0.0032826744,0.0012823371,0.0006789549],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048063674,0.00030627046,0.009165159,0.00021963063,0.000011561579,0.0019151502,0.68001956,0.00064060575,0.0047058356,0.05737431,0.016494818,0.229099],"study_design_scores_gemma":[0.000012779901,0.000080573736,0.020825941,0.0006034073,0.000012225268,0.0011033071,0.51235336,0.0008568923,0.0024648053,0.0065373406,0.45511574,0.000033617645],"about_ca_topic_score_codex":0.14221428,"about_ca_topic_score_gemma":0.27599534,"teacher_disagreement_score":0.14221428,"about_ca_system_score_codex":0.009969516,"about_ca_system_score_gemma":0.0053181876,"threshold_uncertainty_score":0.28277302},"labels":[],"label_agreement":null},{"id":"W7108679782","doi":"10.1108/978-1-62396-212-820251014","title":"Motivation","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Enthusiasm; nobody; Action (physics); Stimulus (psychology)","score_opus":0.06649079170032936,"score_gpt":0.20871431329831291,"score_spread":0.14222352159798357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7108679782","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0047480287,0.0018588521,0.005110091,0.008995733,0.00064132654,0.00015291922,0.00026836368,0.00014622384,0.97807854],"genre_scores_gemma":[0.14112155,0.0038346075,0.003501734,0.0046241386,0.0005053254,0.00028184825,0.00062540075,0.00016760749,0.84533775],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9988896,0.00031632613,0.000041668667,0.00018933477,0.00037116604,0.00019192627],"domain_scores_gemma":[0.9991277,0.00018311024,0.000059731392,0.00007721969,0.00030880337,0.0002433739],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012211261,0.0006239759,0.00034623826,0.00069918856,0.0018452298,0.0048233382,0.00093700207,0.0015672438,0.0900333],"category_scores_gemma":[0.0026985507,0.00020873913,0.00042254938,0.0006567899,0.0026941884,0.0031830221,0.002649495,0.0022452169,0.029450923],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002145436,0.00009139306,0.0009957595,0.00020103453,0.000006777343,0.00017371928,0.00416006,0.00022263003,0.00041545552,0.72320634,0.16829267,0.10221265],"study_design_scores_gemma":[0.0000052987602,0.000023151384,0.00066441257,0.00018992908,0.0000022371112,0.00013247773,0.0008351243,0.000085164196,0.00012374972,0.04006133,0.95786947,0.000007547608],"about_ca_topic_score_codex":0.0015506978,"about_ca_topic_score_gemma":0.001464541,"teacher_disagreement_score":0.0900333,"about_ca_system_score_codex":0.0025137342,"about_ca_system_score_gemma":0.0028257295,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7108682897","doi":"10.1108/978-1-62396-212-820251016","title":"Future Directions in L2 Teaching and Learning","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Wilfrid Laurier University","funders":"","keywords":"","score_opus":0.021538953431741406,"score_gpt":0.2217082068522278,"score_spread":0.20016925342048641,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7108682897","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0030008147,0.07091199,0.016185703,0.0528654,0.0027290543,0.000046124784,0.0001405283,0.0003117415,0.8538086],"genre_scores_gemma":[0.11792476,0.117343746,0.034288034,0.01621564,0.00301993,0.0003874366,0.0006385727,0.00042770815,0.7097541],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9992118,0.0003004766,0.000022283095,0.00008269594,0.00022495023,0.00015772332],"domain_scores_gemma":[0.9982191,0.0008987385,0.000045873003,0.00011533671,0.0003533884,0.0003676056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025765281,0.00068571186,0.00044123252,0.0007623106,0.0026939474,0.008249456,0.0015626022,0.0033234907,0.061264314],"category_scores_gemma":[0.002024866,0.00019204282,0.00039142653,0.0017285264,0.0043993588,0.008738124,0.004095654,0.0030985964,0.010479474],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027002858,0.00011187891,0.00017318876,0.0004338596,0.000002731416,0.00006586865,0.0020095317,0.0003288263,0.00021135586,0.5353001,0.117451675,0.343884],"study_design_scores_gemma":[0.0000073679344,0.000017294456,0.0001810539,0.00047545362,0.0000017021549,0.00011117523,0.002679507,0.00030709727,0.00025026643,0.1831495,0.81280947,0.000010173036],"about_ca_topic_score_codex":0.008361542,"about_ca_topic_score_gemma":0.015136932,"teacher_disagreement_score":0.061264314,"about_ca_system_score_codex":0.0055883564,"about_ca_system_score_gemma":0.008163816,"threshold_uncertainty_score":0.2049495},"labels":[],"label_agreement":null},{"id":"W7109535280","doi":"10.5539/elt.v3n1p155","title":"On the Benefits of Careful Within-Task Planning and Task Repetition in EFL Classrooms","year":2010,"lang":"","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Repetition (rhetorical device); Task (project management); Context (archaeology); Meaning (existential); Task analysis","score_opus":0.01222596771891518,"score_gpt":0.2398461628993032,"score_spread":0.227620195180388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7109535280","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.959517,0.0010691977,0.004754682,0.0025009245,0.000030577026,0.000064709784,0.000019554875,0.00011242435,0.031930942],"genre_scores_gemma":[0.9912408,0.00044585968,0.006337052,0.00022296469,0.000025756459,0.000051084677,0.000010418218,0.000029855028,0.001636267],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99460804,0.0029086138,0.00021419598,0.00040514048,0.0015139955,0.0003499297],"domain_scores_gemma":[0.9658207,0.0271334,0.0031999873,0.0013636603,0.0012677693,0.001214499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064653116,0.00027406847,0.00030826696,0.0006380919,0.00093165727,0.0017859099,0.00062467327,0.0006690813,0.0030673994],"category_scores_gemma":[0.030584807,0.00024723806,0.0002140826,0.00039942266,0.0025302302,0.0021146648,0.002176049,0.0010654163,0.0003425675],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010251751,0.0029941353,0.043085553,0.0015160079,0.000076679025,0.0011150873,0.07102235,0.0027858044,0.03165013,0.015395051,0.0030112911,0.82632273],"study_design_scores_gemma":[0.00087344483,0.010270238,0.69122374,0.001997379,0.00061022874,0.0036343555,0.080282725,0.00910836,0.052637447,0.0709237,0.07798386,0.00045456228],"about_ca_topic_score_codex":0.0016156781,"about_ca_topic_score_gemma":0.002831707,"teacher_disagreement_score":0.0064653116,"about_ca_system_score_codex":0.0009148656,"about_ca_system_score_gemma":0.0020045035,"threshold_uncertainty_score":0.034192264},"labels":[],"label_agreement":null},{"id":"W7109574739","doi":"10.71781/32686","title":"Les effets de l'écriture collaborative sur le développement de l'écrit des apprenant·es adultes immigrant·es en francisation au Québec","year":2025,"lang":"fr","type":"dissertation","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Research methodology; Gender identity; Context (archaeology)","score_opus":0.033321278995886,"score_gpt":0.30273173664468495,"score_spread":0.26941045764879895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7109574739","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9931289,0.0005194229,0.0003555883,0.000502114,0.00004903551,0.00023316135,0.00008917082,0.000018722547,0.005103934],"genre_scores_gemma":[0.97514874,0.0014433253,0.0035706959,0.0005505406,0.00003131432,0.0010747077,0.00020823613,0.00002962847,0.01794283],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.993561,0.0033413244,0.00026405507,0.00070662884,0.0013005441,0.0008264586],"domain_scores_gemma":[0.97947353,0.0078876475,0.0019020364,0.0011422469,0.0058014086,0.0037930473],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009663455,0.00073734147,0.00089889206,0.0006961766,0.0046304567,0.003349427,0.0017001623,0.0011529437,0.008353408],"category_scores_gemma":[0.02031879,0.0004908686,0.0006309536,0.000680282,0.0021221482,0.0015189629,0.0035964053,0.0016145633,0.0011290766],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018592658,0.003734948,0.17606892,0.0023247486,0.00031695067,0.0011133122,0.6392804,0.00026953386,0.007145957,0.0014894609,0.0070081293,0.15938845],"study_design_scores_gemma":[0.0003399286,0.0050949724,0.5252303,0.0021857778,0.00061846327,0.00028284165,0.42265707,0.0008483611,0.0029989942,0.0006590423,0.03887085,0.00021339727],"about_ca_topic_score_codex":0.2821532,"about_ca_topic_score_gemma":0.54423386,"teacher_disagreement_score":0.7178468,"about_ca_system_score_codex":0.006837807,"about_ca_system_score_gemma":0.015364122,"threshold_uncertainty_score":0.56102175},"labels":[],"label_agreement":null},{"id":"W7109623141","doi":"10.5539/elt.v18n1p56","title":"Enhancing Language Learning: Visual Annotations and Collaboration in Junior High","year":2024,"lang":"","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Comprehension; Language acquisition; Language proficiency; Test (biology); Teaching method; Collaborative learning; Language education; Visual language; Visual learning","score_opus":0.005741789800721462,"score_gpt":0.2841280616193566,"score_spread":0.2783862718186351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7109623141","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97288686,0.00029107503,0.006089441,0.00047450332,0.00010385471,0.00008183875,0.000034104793,0.00036916698,0.019669183],"genre_scores_gemma":[0.98099625,0.00020186788,0.012526137,0.00017344474,0.000038465038,0.00006470768,0.000058620815,0.00005616494,0.0058842455],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99769175,0.0010045758,0.00010526132,0.00025971953,0.0006021368,0.00033656423],"domain_scores_gemma":[0.9905116,0.0035781248,0.001334743,0.0006561207,0.00092705066,0.0029923536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033894887,0.0005618768,0.00048836984,0.0010176654,0.001805187,0.0045351908,0.0011969307,0.0008264939,0.0046920506],"category_scores_gemma":[0.013613137,0.00023798468,0.00038136553,0.0005670578,0.0009725704,0.001688383,0.0044217817,0.00092706253,0.0016647998],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014567265,0.007125134,0.057185512,0.0012409134,0.00006449237,0.0020914858,0.09719233,0.0007510409,0.04127431,0.0028915897,0.0068421797,0.78188425],"study_design_scores_gemma":[0.00087653985,0.022696437,0.39524862,0.0022380783,0.0005207491,0.0061621363,0.19543375,0.009870645,0.104981214,0.02412272,0.23704696,0.0008021107],"about_ca_topic_score_codex":0.00089632755,"about_ca_topic_score_gemma":0.002481337,"teacher_disagreement_score":0.0046920506,"about_ca_system_score_codex":0.00064602285,"about_ca_system_score_gemma":0.0021367355,"threshold_uncertainty_score":0.01792556},"labels":[],"label_agreement":null},{"id":"W7110620273","doi":"","title":"Use of language learning strategies and self efficacy beliefs as predictors of English proficiency","year":2015,"lang":"","type":"article","venue":"OpenMETU (Middle East Technical University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language proficiency; Language acquisition; Language learning strategies; Cognition; Language assessment; Foreign language; Comprehension approach; Learner autonomy; Self-efficacy","score_opus":0.050141377510223434,"score_gpt":0.22774358190662605,"score_spread":0.17760220439640262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7110620273","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977442,0.0004005324,0.000068494264,0.00011055569,0.000011041465,0.000022844959,0.000099066136,0.0000059025847,0.0015372474],"genre_scores_gemma":[0.9989221,0.0002759493,0.000100591,0.000021411382,0.000009585439,0.000021468839,0.00014568365,0.0000023186258,0.0005009572],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990922,0.00023536381,0.0001289172,0.000091533315,0.00030153742,0.00015044103],"domain_scores_gemma":[0.9890219,0.004859976,0.0030105638,0.00036824564,0.0007542401,0.001985022],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023869947,0.00043719812,0.0004107348,0.0019650485,0.00053460314,0.0018048211,0.0007050164,0.0009947043,0.003766988],"category_scores_gemma":[0.009279145,0.00028465225,0.0011490352,0.00089036464,0.000733482,0.00071668025,0.0007909332,0.001737911,0.00052067556],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004433406,0.00043384597,0.9964888,0.000025681036,0.00009749564,0.000078286634,0.00036377666,0.00009412044,0.00009719801,0.000054818767,0.000067583125,0.0021541817],"study_design_scores_gemma":[0.0000056130248,0.0002382555,0.9978613,0.000039147897,0.000050263203,0.00010461724,0.00087362766,0.00044376904,0.00008008158,0.00009324144,0.00020165328,0.000008435411],"about_ca_topic_score_codex":0.0030279513,"about_ca_topic_score_gemma":0.0030354634,"teacher_disagreement_score":0.003766988,"about_ca_system_score_codex":0.00029546514,"about_ca_system_score_gemma":0.0005552306,"threshold_uncertainty_score":0.0126238465},"labels":[],"label_agreement":null},{"id":"W7111555276","doi":"","title":"Language experience in second language speech learning:In honor of James Emil Flege","year":2007,"lang":"en","type":"book","venue":"John Benjamins Publishing Company eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Honor; Second language; On Language; Natural language; Constructed language","score_opus":0.03307461610860876,"score_gpt":0.27080099155934895,"score_spread":0.23772637545074018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7111555276","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0039106384,0.4081593,0.0069751535,0.25164336,0.027403647,0.00002370556,0.00009488673,0.0002161752,0.30157325],"genre_scores_gemma":[0.048984274,0.1354497,0.0033315802,0.017387347,0.011400785,0.000046286972,0.00006718882,0.00035868827,0.7829741],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99953663,0.00011792949,0.000016620917,0.00007925949,0.0001961059,0.000053525317],"domain_scores_gemma":[0.9987908,0.00044554807,0.00003609743,0.000048591457,0.00029031243,0.0003887318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012924302,0.0006367053,0.0005989733,0.00084717094,0.0016438295,0.004387368,0.0007038631,0.0018879052,0.014507062],"category_scores_gemma":[0.0018734434,0.0002631224,0.00019418908,0.0006843187,0.0024671003,0.0058853077,0.0026924221,0.004496727,0.0049069026],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030174991,0.00005959335,0.0001320279,0.00018279163,0.000004813025,0.00010830252,0.0028472007,0.00009875785,0.0003223461,0.06617029,0.78012085,0.1499229],"study_design_scores_gemma":[0.00000218403,0.000010533602,0.0001317707,0.0001078685,0.0000015876719,0.00012238277,0.00062989356,0.000045215522,0.00008785745,0.005519203,0.9933363,0.0000052356386],"about_ca_topic_score_codex":0.004630531,"about_ca_topic_score_gemma":0.01296385,"teacher_disagreement_score":0.014507062,"about_ca_system_score_codex":0.0013304612,"about_ca_system_score_gemma":0.0020694102,"threshold_uncertainty_score":0.048530936},"labels":[],"label_agreement":null},{"id":"W7112251466","doi":"","title":"A SYSTEM FOR TRAINING ENGLISH ORAL REACTION - THE JUNIOR LEVEL OF TAIWAN ENGLISH QUALIFY","year":2011,"lang":"en","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Training (meteorology); Population; Test (biology); Quarter (Canadian coin); Tone (literature); First language","score_opus":0.33698145426271964,"score_gpt":0.29527979667818094,"score_spread":0.0417016575845387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7112251466","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15418823,0.00046634208,0.5242993,0.00078217074,0.0005653602,0.0031171099,0.0034681456,0.30018446,0.012928849],"genre_scores_gemma":[0.559348,0.00027351518,0.3957936,0.000565373,0.00021445064,0.0029511426,0.005014481,0.002795117,0.033044282],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99939823,0.00017845922,0.00008289521,0.00018798336,0.00010420657,0.00004817882],"domain_scores_gemma":[0.99796164,0.0009800695,0.00010548397,0.00025704684,0.00044099026,0.00025472854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016226796,0.0007605492,0.0004795264,0.00085057295,0.00037409863,0.00059926335,0.0011684613,0.0009293601,0.022632416],"category_scores_gemma":[0.0037582978,0.00023535834,0.0002768655,0.00028561402,0.00019721623,0.0008214759,0.00078825955,0.00046306287,0.008280807],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024535682,0.0009173387,0.008094267,0.00052720803,0.000073391886,0.00068806345,0.0013340532,0.0013254817,0.09806578,0.0009093028,0.04452782,0.8410837],"study_design_scores_gemma":[0.0021411283,0.008756626,0.059503622,0.0004947513,0.0007364032,0.0039824527,0.0023934948,0.317756,0.3501235,0.0024952933,0.25088528,0.0007314935],"about_ca_topic_score_codex":0.0013129995,"about_ca_topic_score_gemma":0.0009908519,"teacher_disagreement_score":0.022632416,"about_ca_system_score_codex":0.00031666658,"about_ca_system_score_gemma":0.00048182992,"threshold_uncertainty_score":0.07571298},"labels":[],"label_agreement":null},{"id":"W7113068677","doi":"","title":"Integration of Telecollaboration in the Language Teacher Education Curriculum::Critical Insights from Teacher Educators from Türkiye, Brazil, and the UK","year":2023,"lang":"en","type":"book-chapter","venue":"Pure (Coventry University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Centre for Global Health Research","funders":"","keywords":"Transformative learning; Curriculum; Teacher education; Foreign language; Communicative competence; Intercultural competence; Competence (human resources); Teaching method; Set (abstract data type)","score_opus":0.012578006060030322,"score_gpt":0.22917260533829217,"score_spread":0.21659459927826186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7113068677","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97042245,0.0031677797,0.0004159471,0.0065184226,0.00012153402,0.00010229429,0.000056555124,0.000009486112,0.019185496],"genre_scores_gemma":[0.9925713,0.0016919544,0.00021601198,0.0013635671,0.000020324549,0.000059786013,0.000027989063,0.000019611278,0.004029467],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99589646,0.0019809152,0.00014680934,0.00029625717,0.00041531725,0.0012642023],"domain_scores_gemma":[0.99302894,0.004012564,0.0007125445,0.00018387579,0.0010012764,0.0010608986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004646894,0.00073614257,0.000677629,0.0026014391,0.017559163,0.009355086,0.0018469968,0.0031961042,0.0039804736],"category_scores_gemma":[0.009835548,0.00073692494,0.00031527545,0.0031846066,0.010423782,0.0053304657,0.008686774,0.003541967,0.00043522273],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001363487,0.000016302996,0.002208965,0.0000820282,0.0000017669897,0.0014181619,0.99185455,0.000007399285,0.00015490824,0.0011150714,0.00034381842,0.0027834347],"study_design_scores_gemma":[0.0000019205286,0.000012914342,0.0025478313,0.00013870487,0.0000028683007,0.00021083088,0.9905979,0.000008019959,0.000046118985,0.00006478235,0.006363986,0.000004172668],"about_ca_topic_score_codex":0.15785451,"about_ca_topic_score_gemma":0.33325994,"teacher_disagreement_score":0.15785451,"about_ca_system_score_codex":0.019951895,"about_ca_system_score_gemma":0.012760148,"threshold_uncertainty_score":0.31387138},"labels":[],"label_agreement":null},{"id":"W7113900701","doi":"10.61227/iltt.v1i1.180","title":"Exploring EFL Views about the Value of Test Preparation Exam for TOEFL","year":2025,"lang":"","type":"article","venue":"Innovation in Language Testing and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Test of English as a Foreign Language; Test (biology); Empirical research; Test preparation; Perception; Value (mathematics); Language proficiency; Quality (philosophy); Adaptation (eye)","score_opus":0.16899400740945383,"score_gpt":0.35899227827276753,"score_spread":0.1899982708633137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7113900701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9948283,0.00011659905,0.00023715399,0.0011641606,0.000005794295,0.000007689866,0.000016542781,0.0000032856276,0.0036205282],"genre_scores_gemma":[0.99849856,0.00014088672,0.00020110831,0.00031004765,0.0000055750747,0.000004882928,0.00001302006,0.0000028985514,0.0008230309],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9965659,0.0013321445,0.0001806169,0.00014957169,0.0012572674,0.00051457336],"domain_scores_gemma":[0.97544265,0.011464577,0.0038351382,0.00051894813,0.005110931,0.0036278134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00900822,0.00018660259,0.0002554381,0.0013619945,0.0023347226,0.00553627,0.00060401676,0.0009682887,0.0022814581],"category_scores_gemma":[0.02584816,0.0001653941,0.00020677647,0.000724719,0.003471593,0.0019407636,0.0018165836,0.0017436235,0.00028108165],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016827865,0.00040904878,0.61950034,0.00012951734,0.000042435055,0.0013909694,0.29630226,0.00031322864,0.0044699106,0.004266567,0.002129712,0.07087778],"study_design_scores_gemma":[0.000019136474,0.0004869023,0.29773495,0.00028368735,0.0000363081,0.0009027559,0.6795446,0.0009724761,0.0022118776,0.0023825963,0.015327337,0.00009739913],"about_ca_topic_score_codex":0.016459843,"about_ca_topic_score_gemma":0.026400415,"teacher_disagreement_score":0.016459843,"about_ca_system_score_codex":0.0051800665,"about_ca_system_score_gemma":0.0043948875,"threshold_uncertainty_score":0.047640562},"labels":[],"label_agreement":null},{"id":"W7114905471","doi":"10.1016/b978-0-323-95504-1.00949-2","title":"Second Language Input and Output","year":2025,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Wilfrid Laurier University","funders":"","keywords":"Notice; Affect (linguistics); Comprehension approach; Second language; Language identification; Second-language acquisition; Key (lock); Universal Networking Language; Language acquisition","score_opus":0.01785687807314605,"score_gpt":0.22986344653761875,"score_spread":0.2120065684644727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7114905471","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025558635,0.00093162025,0.013985937,0.00036744532,0.00046737536,0.000029743549,0.0007904368,0.0036479137,0.97722363],"genre_scores_gemma":[0.019263541,0.0007657595,0.0048950333,0.00015436012,0.00013350467,0.000041400985,0.0013372784,0.0013311137,0.9720781],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99947554,0.000046175508,0.00002850064,0.00010445463,0.0002797495,0.00006557864],"domain_scores_gemma":[0.99943465,0.00017064367,0.000016449758,0.00014575882,0.00016397705,0.00006852524],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00041096212,0.0013973415,0.0008800397,0.0010325275,0.0009891462,0.0072551323,0.001096927,0.001393797,0.41141993],"category_scores_gemma":[0.0017139626,0.0006338832,0.00049472303,0.0012132204,0.0009348802,0.0033809736,0.0024621156,0.0015832778,0.28105077],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015807734,0.00009149809,0.00033726057,0.0003920852,0.000011279294,0.0005636088,0.0009212352,0.00034425635,0.01851144,0.042316202,0.18751046,0.7488426],"study_design_scores_gemma":[0.00002425812,0.00007110865,0.0020097757,0.00023963676,0.0000109398325,0.0011466203,0.0006872888,0.0011758715,0.0117855305,0.023735827,0.9590817,0.000031412463],"about_ca_topic_score_codex":0.002441255,"about_ca_topic_score_gemma":0.002961643,"teacher_disagreement_score":0.41141993,"about_ca_system_score_codex":0.0008012887,"about_ca_system_score_gemma":0.0012918118,"threshold_uncertainty_score":0.83953804},"labels":[],"label_agreement":null},{"id":"W7115728273","doi":"10.1016/j.amper.2025.100252","title":"Use of English in engineering workplace: Frequency, skill hierarchy, and functions","year":2025,"lang":"en","type":"article","venue":"Ampersand","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Variety (cybernetics); Work (physics)","score_opus":0.016739933385700442,"score_gpt":0.21352624903647807,"score_spread":0.19678631565077764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7115728273","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99793965,0.00023332819,0.00021973782,0.000078577636,0.0000035925902,0.000005019469,0.000015002569,0.0000026811124,0.0015023845],"genre_scores_gemma":[0.9990127,0.00025595532,0.00020080108,0.000031569496,0.0000047956255,0.000008511388,0.00001922512,0.0000032721139,0.00046318865],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997615,0.0010095924,0.00026782753,0.00018945633,0.0005990183,0.00031912196],"domain_scores_gemma":[0.98676205,0.008034384,0.0025664647,0.0003299363,0.0015789093,0.0007282625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026241438,0.00016454687,0.00023607841,0.0017904659,0.000922037,0.0021361562,0.00038522188,0.00032575402,0.001380009],"category_scores_gemma":[0.012172389,0.00016226567,0.000111942834,0.000980863,0.0011350282,0.0011241956,0.0017899487,0.00039478482,0.0003045015],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014460128,0.00018512786,0.5244285,0.00030524025,0.000023893997,0.0009041827,0.38420853,0.00010080165,0.0059118415,0.00047929777,0.00038677244,0.08292124],"study_design_scores_gemma":[0.00000449717,0.00017487623,0.6657753,0.00020459341,0.000012598354,0.00082141295,0.3279826,0.00022342942,0.000778869,0.00031417518,0.0036722797,0.00003534678],"about_ca_topic_score_codex":0.0034091591,"about_ca_topic_score_gemma":0.0067859297,"teacher_disagreement_score":0.0034091591,"about_ca_system_score_codex":0.0006045685,"about_ca_system_score_gemma":0.00075192313,"threshold_uncertainty_score":0.013877928},"labels":[],"label_agreement":null},{"id":"W7115899460","doi":"10.5281/zenodo.17959069","title":"THE IMPORTANCE OF TEACHING ENGLISH IN NON-SPECIALTY FIELDS IN HIGHER EDUCATION","year":2025,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Higher education; Key (lock); College English; Teaching method; Field (mathematics)","score_opus":0.03317699442811208,"score_gpt":0.2696196994218653,"score_spread":0.23644270499375322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7115899460","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39033377,0.013254525,0.004868471,0.4372706,0.0036115216,0.00008437802,0.00005565172,0.00009992884,0.15042116],"genre_scores_gemma":[0.9513191,0.004913769,0.002913834,0.023654047,0.00090290955,0.00003385998,0.000019365685,0.000046656904,0.016196424],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99501014,0.0021376803,0.00013661582,0.00030300126,0.0011934928,0.0012190867],"domain_scores_gemma":[0.96292317,0.0103977285,0.0020446926,0.00053091114,0.004191922,0.019911611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074535534,0.00013762931,0.00016614902,0.00065762637,0.004870749,0.004863624,0.0006137164,0.0016976924,0.0068552024],"category_scores_gemma":[0.01124165,0.0001884286,0.00019664655,0.0005466361,0.0038555523,0.0031881265,0.0035689522,0.0030656485,0.0009246846],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018516793,0.0009837041,0.12072869,0.001628371,0.000051010273,0.0012203619,0.10031974,0.00030710487,0.0099052405,0.09817125,0.10233648,0.564163],"study_design_scores_gemma":[0.00004127098,0.0005701727,0.3032735,0.0017867839,0.000039573577,0.0017753636,0.13917516,0.00034318783,0.003988594,0.029059537,0.5198165,0.00013033817],"about_ca_topic_score_codex":0.020391786,"about_ca_topic_score_gemma":0.099075325,"teacher_disagreement_score":0.020391786,"about_ca_system_score_codex":0.0047665215,"about_ca_system_score_gemma":0.021072911,"threshold_uncertainty_score":0.04054618},"labels":[],"label_agreement":null},{"id":"W7115899975","doi":"10.5281/zenodo.17959070","title":"THE IMPORTANCE OF TEACHING ENGLISH IN NON-SPECIALTY FIELDS IN HIGHER EDUCATION","year":2025,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Higher education; Key (lock); College English; Teaching method; Field (mathematics)","score_opus":0.03317699442811208,"score_gpt":0.2696196994218653,"score_spread":0.23644270499375322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7115899975","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39033377,0.013254525,0.004868471,0.4372706,0.0036115216,0.00008437802,0.00005565172,0.00009992884,0.15042116],"genre_scores_gemma":[0.9513191,0.004913769,0.002913834,0.023654047,0.00090290955,0.00003385998,0.000019365685,0.000046656904,0.016196424],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99501014,0.0021376803,0.00013661582,0.00030300126,0.0011934928,0.0012190867],"domain_scores_gemma":[0.96292317,0.0103977285,0.0020446926,0.00053091114,0.004191922,0.019911611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074535534,0.00013762931,0.00016614902,0.00065762637,0.004870749,0.004863624,0.0006137164,0.0016976924,0.0068552024],"category_scores_gemma":[0.01124165,0.0001884286,0.00019664655,0.0005466361,0.0038555523,0.0031881265,0.0035689522,0.0030656485,0.0009246846],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018516793,0.0009837041,0.12072869,0.001628371,0.000051010273,0.0012203619,0.10031974,0.00030710487,0.0099052405,0.09817125,0.10233648,0.564163],"study_design_scores_gemma":[0.00004127098,0.0005701727,0.3032735,0.0017867839,0.000039573577,0.0017753636,0.13917516,0.00034318783,0.003988594,0.029059537,0.5198165,0.00013033817],"about_ca_topic_score_codex":0.020391786,"about_ca_topic_score_gemma":0.099075325,"teacher_disagreement_score":0.020391786,"about_ca_system_score_codex":0.0047665215,"about_ca_system_score_gemma":0.021072911,"threshold_uncertainty_score":0.04054618},"labels":[],"label_agreement":null},{"id":"W7116782879","doi":"10.5287/ora-kk5a0jz1d","title":"Maintenance of L2 English through informal language learning in Québécois young adults","year":2022,"lang":"en","type":"dissertation","venue":"Oxford University Research Archive (ORA) (University of Oxford)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Vocabulary; Neuroscience of multilingualism; Test (biology); Affect (linguistics); English language; Sample (material); Language proficiency; Social media; Language acquisition","score_opus":0.017523655042079613,"score_gpt":0.24742349356820004,"score_spread":0.22989983852612042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116782879","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967955,0.0001722891,0.000021361278,0.00015440964,0.000005523518,0.00002407997,0.0001840949,0.000004310315,0.002638551],"genre_scores_gemma":[0.9941679,0.00022221089,0.00008265034,0.00015403406,0.0000035370354,0.000026221109,0.00024558415,0.0000028344357,0.005094917],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99955815,0.000046689733,0.000018683651,0.00006248313,0.00010118576,0.00021278621],"domain_scores_gemma":[0.9986076,0.00012967185,0.0001786295,0.000027627246,0.0004643112,0.00059220544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082472374,0.00035859694,0.00033698717,0.0010708378,0.004131299,0.0020843518,0.0006568325,0.0005727846,0.0055016116],"category_scores_gemma":[0.0012247984,0.00022800917,0.0002800422,0.0008427367,0.0010242898,0.0008441231,0.0008509824,0.0007982734,0.000652787],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015153553,0.00078263716,0.8420513,0.00014302561,0.000024289773,0.0010092787,0.11468332,0.00007875758,0.0019806405,0.0003824072,0.002996492,0.035716288],"study_design_scores_gemma":[0.000011767732,0.00021700482,0.9235125,0.00012504682,0.00001779172,0.00018511695,0.07037554,0.00014196725,0.00018356096,0.000056594297,0.0051475554,0.000025578966],"about_ca_topic_score_codex":0.947838,"about_ca_topic_score_gemma":0.9858349,"teacher_disagreement_score":0.05216199,"about_ca_system_score_codex":0.011459059,"about_ca_system_score_gemma":0.008922994,"threshold_uncertainty_score":0.10493833},"labels":[],"label_agreement":null},{"id":"W7116977786","doi":"10.5430/wjel.v16n3p27","title":"A Mixed-Method Study on the Impact of ELSA Speak in Enhancing Oral Communication Skills of Introverted ESL Students","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Public university; Public speaking; Data collection; Selection (genetic algorithm); Control (management); Statistical analysis; Language proficiency; Communication skills","score_opus":0.015499600696809153,"score_gpt":0.34412098957298504,"score_spread":0.32862138887617587,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116977786","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98843867,0.00032499933,0.0026468867,0.00006288993,0.000044910834,0.006639433,0.00021136134,0.000016795304,0.0016141671],"genre_scores_gemma":[0.92874205,0.0010830805,0.027964998,0.000542028,0.00007937332,0.034255195,0.0002865674,0.0000214613,0.0070251953],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99646395,0.001890809,0.00034307432,0.00058537954,0.00050248374,0.00021433816],"domain_scores_gemma":[0.9935475,0.0042229667,0.0005352902,0.0004071167,0.0009191059,0.00036802382],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008475048,0.00068883447,0.001013742,0.0009682771,0.0014165423,0.0012227462,0.0008294027,0.0007715696,0.005439559],"category_scores_gemma":[0.007188021,0.00037735235,0.00071663345,0.0005625402,0.0006852533,0.0006262124,0.00079707854,0.0005357218,0.0006349897],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015155049,0.1067066,0.09767949,0.008400008,0.00066553446,0.0021012072,0.13111016,0.00068773655,0.058019686,0.0028785781,0.0014874736,0.5751085],"study_design_scores_gemma":[0.007964917,0.4478891,0.26408622,0.0026785515,0.0015354214,0.0014102885,0.18404838,0.001986796,0.03903216,0.0029831333,0.046102185,0.00028284115],"about_ca_topic_score_codex":0.00056235975,"about_ca_topic_score_gemma":0.0018877094,"teacher_disagreement_score":0.008475048,"about_ca_system_score_codex":0.0007631439,"about_ca_system_score_gemma":0.002321979,"threshold_uncertainty_score":0.044820905},"labels":[],"label_agreement":null},{"id":"W7117118294","doi":"10.32038/ltrq.2025.51.08","title":"Consequences of English Tests on Young Learners: Test-Takers’ Experiences in Context of Complex and Dynamic Learning Environments","year":2025,"lang":"","type":"article","venue":"Language Teaching Research Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Sociocultural evolution; Test (biology); Context (archaeology); Cultural learning; Social environment; Social influence; Hofstede's cultural dimensions theory; Dynamic assessment","score_opus":0.03985150964468814,"score_gpt":0.3474827047308126,"score_spread":0.30763119508612446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117118294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991549,0.00010204191,0.00010461349,0.00006930757,0.0000059533145,0.000010643226,0.000010836205,0.000004061314,0.00053769717],"genre_scores_gemma":[0.9989808,0.00013171489,0.00015406976,0.000062874904,0.0000049454984,0.000017871815,0.000024918345,0.000006797435,0.0006159532],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959144,0.0020056544,0.00027734286,0.0002581523,0.00085242314,0.0006920257],"domain_scores_gemma":[0.9913589,0.0036435006,0.0015767431,0.00034053897,0.0009409374,0.0021394272],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055219205,0.00066449447,0.0008069797,0.0011527686,0.0031885172,0.0043635233,0.0011005773,0.0013259219,0.0015022061],"category_scores_gemma":[0.01698593,0.00049357675,0.0006713143,0.0006252886,0.00398727,0.0022114988,0.0054945196,0.002059302,0.0004423087],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012207923,0.00038676287,0.23177834,0.00010540773,0.00002634404,0.0059358077,0.74164534,0.000110309695,0.003788313,0.00034075748,0.00033872225,0.015421794],"study_design_scores_gemma":[0.000009818373,0.0007397661,0.119145356,0.000090449925,0.000036156736,0.0023998362,0.8703714,0.0002098248,0.0024089338,0.00027745968,0.004232783,0.0000783265],"about_ca_topic_score_codex":0.0057378802,"about_ca_topic_score_gemma":0.010340056,"teacher_disagreement_score":0.0057378802,"about_ca_system_score_codex":0.001321349,"about_ca_system_score_gemma":0.0012244956,"threshold_uncertainty_score":0.029203057},"labels":[],"label_agreement":null},{"id":"W7117120789","doi":"10.1177/13621688251388282","title":"Qualitative language education research in the past quarter century: A bibliometric analysis","year":2025,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Qualitative research; Publication; Ethnography; Quarter (Canadian coin); Educational research; Conversation; Visibility; Publish or perish; Higher education; Qualitative analysis","score_opus":0.13277300104679032,"score_gpt":0.5210242541661267,"score_spread":0.3882512531193364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117120789","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5162071,0.11888553,0.13464989,0.04597074,0.0021581186,0.00848763,0.095854454,0.0013459901,0.076440565],"genre_scores_gemma":[0.78283083,0.05135413,0.12368883,0.001985384,0.001020101,0.00907606,0.024827592,0.00040692915,0.0048101475],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9300601,0.031180391,0.012841151,0.0027758188,0.022090102,0.0010524592],"domain_scores_gemma":[0.7735798,0.14728789,0.027975252,0.013103644,0.036381427,0.0016720805],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.079253614,0.00056310586,0.00189475,0.11695026,0.002643153,0.010275661,0.0012050398,0.0011835108,0.00376818],"category_scores_gemma":[0.220258,0.0006888479,0.0015601974,0.22046971,0.003079356,0.004918889,0.005715386,0.0010150113,0.00076802314],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029166508,0.00018985635,0.21047913,0.029025782,0.0014970367,0.00043608132,0.04779805,0.0043231216,0.0018873995,0.063492045,0.04683652,0.59374326],"study_design_scores_gemma":[0.0000979389,0.000340222,0.30377692,0.023481347,0.0010230999,0.0013984286,0.07600174,0.011682831,0.003055939,0.039839204,0.53897935,0.00032292234],"about_ca_topic_score_codex":0.006987644,"about_ca_topic_score_gemma":0.0068127858,"teacher_disagreement_score":0.9207464,"about_ca_system_score_codex":0.008116835,"about_ca_system_score_gemma":0.0115718255,"threshold_uncertainty_score":0.4191382},"labels":[],"label_agreement":null},{"id":"W7117299365","doi":"10.23960/jpp.v15i4.pp2712-2726","title":"The Impact of Exploratory Practice: A Mixed-Methods Study on Writing Motivation and Performance among EFL Undergraduates","year":2025,"lang":"","type":"article","venue":"Jurnal Pendidikan Progresif","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Northern Teacher Education Program","funders":"","keywords":"Exploratory research; English as a foreign language; Qualitative research; Process (computing); Foreign language; Writing process; English language; Collaborative writing","score_opus":0.03614114179531359,"score_gpt":0.38404532833907223,"score_spread":0.34790418654375865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117299365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99342257,0.00043417708,0.0029425323,0.000086493535,0.000019583786,0.0021046794,0.00004783715,0.000021112308,0.00092108425],"genre_scores_gemma":[0.9754715,0.00047771214,0.014599496,0.00020988975,0.00004275318,0.007957245,0.00007674304,0.000013664294,0.0011510118],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99069864,0.005827469,0.0008562386,0.0010028062,0.0012108571,0.00040401667],"domain_scores_gemma":[0.9679768,0.023307178,0.0037752967,0.0016920423,0.0021513824,0.0010973755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016071975,0.0006394793,0.00085560995,0.0014273104,0.0016799306,0.0017968409,0.00092751754,0.0009825657,0.0017021804],"category_scores_gemma":[0.019474583,0.00050458,0.0009620301,0.0008700893,0.0013662531,0.001027497,0.0012536299,0.0005513516,0.00023576934],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005096946,0.033592373,0.26319894,0.004541561,0.0008238984,0.0013166097,0.23096299,0.00064765295,0.025554998,0.0012003696,0.0008187804,0.4322448],"study_design_scores_gemma":[0.0022918575,0.121814154,0.69043374,0.0029898358,0.0010538598,0.002042833,0.13837971,0.0023728632,0.018282328,0.0030740097,0.016956158,0.00030860098],"about_ca_topic_score_codex":0.00045013273,"about_ca_topic_score_gemma":0.0010474983,"teacher_disagreement_score":0.016071975,"about_ca_system_score_codex":0.00094255176,"about_ca_system_score_gemma":0.0023047535,"threshold_uncertainty_score":0.08499777},"labels":[],"label_agreement":null},{"id":"W7117353228","doi":"10.5281/zenodo.18064774","title":"Culture: \"Vision of Life\" and Human Language Technology in Language Education","year":2022,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Human language; Language industry; Comprehension approach; Transcendental number; Language education; Language technology; On Language","score_opus":0.01877731538235658,"score_gpt":0.2679221922808263,"score_spread":0.24914487689846973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117353228","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.085564874,0.03906054,0.038159862,0.16725935,0.0031065054,0.000045899655,0.00004112803,0.000115525734,0.6666463],"genre_scores_gemma":[0.97756153,0.0067244247,0.00200915,0.0050220448,0.00035131798,0.000035668454,0.000011193434,0.000037050293,0.008247624],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9958864,0.0031582306,0.00008473121,0.0002061449,0.00034056546,0.00032384694],"domain_scores_gemma":[0.997267,0.0017027025,0.00024348358,0.00016454261,0.00023780632,0.00038448337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032618418,0.00049638335,0.00029732083,0.0011790607,0.004162127,0.01077544,0.000888523,0.0028017673,0.00276186],"category_scores_gemma":[0.003964723,0.00014319882,0.00023664269,0.0008888943,0.040797796,0.009598054,0.0055172616,0.00508789,0.00033350664],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008908744,0.000017772187,0.00040492383,0.000062567764,0.000004124006,0.000067249464,0.03876472,0.00010421643,0.00011053861,0.94594884,0.0018498534,0.012656303],"study_design_scores_gemma":[0.000013104983,0.00008478915,0.0019742902,0.00065356225,0.000015335761,0.00041610052,0.06942153,0.00049471576,0.0006236849,0.7173366,0.20892636,0.00003980261],"about_ca_topic_score_codex":0.0037984084,"about_ca_topic_score_gemma":0.0032752545,"teacher_disagreement_score":0.01077544,"about_ca_system_score_codex":0.004293089,"about_ca_system_score_gemma":0.0029081313,"threshold_uncertainty_score":0.031148672},"labels":[],"label_agreement":null},{"id":"W7117358657","doi":"10.5281/zenodo.18064773","title":"Culture: \"Vision of Life\" and Human Language Technology in Language Education","year":2022,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Human language; Language industry; Comprehension approach; Transcendental number; Language education; Language technology; On Language","score_opus":0.01877731538235658,"score_gpt":0.2679221922808263,"score_spread":0.24914487689846973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117358657","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.085564874,0.03906054,0.038159862,0.16725935,0.0031065054,0.000045899655,0.00004112803,0.000115525734,0.6666463],"genre_scores_gemma":[0.97756153,0.0067244247,0.00200915,0.0050220448,0.00035131798,0.000035668454,0.000011193434,0.000037050293,0.008247624],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9958864,0.0031582306,0.00008473121,0.0002061449,0.00034056546,0.00032384694],"domain_scores_gemma":[0.997267,0.0017027025,0.00024348358,0.00016454261,0.00023780632,0.00038448337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032618418,0.00049638335,0.00029732083,0.0011790607,0.004162127,0.01077544,0.000888523,0.0028017673,0.00276186],"category_scores_gemma":[0.003964723,0.00014319882,0.00023664269,0.0008888943,0.040797796,0.009598054,0.0055172616,0.00508789,0.00033350664],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008908744,0.000017772187,0.00040492383,0.000062567764,0.000004124006,0.000067249464,0.03876472,0.00010421643,0.00011053861,0.94594884,0.0018498534,0.012656303],"study_design_scores_gemma":[0.000013104983,0.00008478915,0.0019742902,0.00065356225,0.000015335761,0.00041610052,0.06942153,0.00049471576,0.0006236849,0.7173366,0.20892636,0.00003980261],"about_ca_topic_score_codex":0.0037984084,"about_ca_topic_score_gemma":0.0032752545,"teacher_disagreement_score":0.01077544,"about_ca_system_score_codex":0.004293089,"about_ca_system_score_gemma":0.0029081313,"threshold_uncertainty_score":0.031148672},"labels":[],"label_agreement":null},{"id":"W7117578303","doi":"10.1177/13621688251405491","title":"Learner psychology in second language teaching and learning","year":2025,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Second language; Comprehension approach; Learner autonomy; Second-language acquisition; Language education; Teaching method; Language assessment; Second-language attrition; Language acquisition","score_opus":0.0483363569175738,"score_gpt":0.4166157212017773,"score_spread":0.3682793642842035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117578303","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.50103456,0.03844315,0.01970612,0.078418136,0.0010841315,0.00012639059,0.00008233559,0.00024645426,0.3608587],"genre_scores_gemma":[0.9553702,0.0063264524,0.0017587846,0.0018896863,0.00028332524,0.00005624365,0.000014633046,0.00007913923,0.03422161],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9967566,0.0022804625,0.000055287284,0.00023791048,0.00043054766,0.00023926249],"domain_scores_gemma":[0.98922896,0.008185282,0.00052085257,0.00019653322,0.0006111052,0.0012572939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062876465,0.0003392473,0.0004370487,0.0024987713,0.002454962,0.008902557,0.0008170385,0.002203762,0.012632988],"category_scores_gemma":[0.009146651,0.0002427998,0.00020370881,0.0013439698,0.009693236,0.004176846,0.0028859386,0.0031041147,0.0008589129],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001792035,0.0017419187,0.041471086,0.000499721,0.00004995606,0.0005176968,0.075665064,0.00074642955,0.00092612434,0.69581866,0.012423225,0.16996096],"study_design_scores_gemma":[0.00019617639,0.00083845615,0.06424091,0.0013370077,0.0001027957,0.0017446211,0.13829842,0.004026947,0.0036090347,0.5375065,0.24802062,0.0000786528],"about_ca_topic_score_codex":0.0033538614,"about_ca_topic_score_gemma":0.0035575107,"teacher_disagreement_score":0.012632988,"about_ca_system_score_codex":0.0047899047,"about_ca_system_score_gemma":0.0057745604,"threshold_uncertainty_score":0.0422616},"labels":[],"label_agreement":null},{"id":"W7117647008","doi":"10.5539/elt.v19n1p103","title":"Reviewer acknowledgements for English Language Teaching, Vol. 19, No. 1, 2026","year":2025,"lang":"","type":"article","venue":"English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English language; Language assessment; English studies; English for academic purposes; Comprehension approach","score_opus":0.013027226184474272,"score_gpt":0.29026411710538563,"score_spread":0.27723689092091136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117647008","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00039431805,0.004933533,0.0022311034,0.1584989,0.820699,0.0026147028,0.0020769602,0.0010189766,0.007532578],"genre_scores_gemma":[0.012303568,0.014125047,0.008442764,0.2329756,0.5537416,0.016068792,0.0042880657,0.0028091038,0.15524554],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9534156,0.008963199,0.010918912,0.0029774378,0.021888435,0.0018364475],"domain_scores_gemma":[0.19732398,0.029924275,0.013911959,0.006489254,0.7443999,0.007950664],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.040443487,0.0025792855,0.006807548,0.008214831,0.005250188,0.008047358,0.005335659,0.012033399,0.106528684],"category_scores_gemma":[0.476156,0.001646273,0.0034391938,0.0040304693,0.0031539763,0.0057452517,0.0037047141,0.008596841,0.06538701],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003654561,0.0000043854247,0.00010053911,0.0007253916,0.000009284688,0.000056088753,0.00006763692,0.0000084739195,0.000045057623,0.000087456756,0.99339676,0.005462455],"study_design_scores_gemma":[0.00041483672,0.00005789,0.0018148662,0.0077242893,0.00013857824,0.0013188154,0.00069666706,0.00037081464,0.00042852864,0.0011868253,0.9856743,0.00017364326],"about_ca_topic_score_codex":0.006025735,"about_ca_topic_score_gemma":0.00941191,"teacher_disagreement_score":0.9595565,"about_ca_system_score_codex":0.004787698,"about_ca_system_score_gemma":0.01193721,"threshold_uncertainty_score":0.35637397},"labels":[],"label_agreement":null},{"id":"W7117872295","doi":"10.4018/979-8-3373-3755-5.ch001","title":"AI-Integrated Language Learning Transforming Pedagogical Paradigms in ELT","year":2025,"lang":"","type":"book-chapter","venue":"Advances in computational intelligence and robotics book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Formative assessment; Perspective (graphical); Language education; Language acquisition; Sociotechnical system; Language industry; Comprehension approach; Humanism","score_opus":0.043853236616415874,"score_gpt":0.3309722239285211,"score_spread":0.2871189873121052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117872295","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06395554,0.007933284,0.14115652,0.019160777,0.0005895209,0.00020706272,0.000034953933,0.00041052763,0.7665518],"genre_scores_gemma":[0.7906245,0.006879278,0.09091545,0.0030255993,0.0002748506,0.0003561532,0.00008777877,0.00033219074,0.10750419],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99703157,0.0017483291,0.00009595776,0.00025036937,0.000649967,0.00022377608],"domain_scores_gemma":[0.9974063,0.0018596036,0.00015195693,0.00018124844,0.00017639354,0.00022446219],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030458476,0.00047805157,0.00030167808,0.0012172712,0.0024644835,0.010558935,0.0013786567,0.0015592574,0.0045815953],"category_scores_gemma":[0.0033233026,0.00021369901,0.0003643116,0.0010295042,0.016030269,0.008294351,0.0068524755,0.0038057303,0.0008635943],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017209004,0.00007367588,0.0003827363,0.00020205961,0.0000046825767,0.00025347603,0.051701717,0.00084665394,0.0011500791,0.8715668,0.0029972163,0.07080368],"study_design_scores_gemma":[0.000015302483,0.00006615425,0.000602495,0.000596434,0.000006505248,0.0006504926,0.03675846,0.0036722966,0.0017662671,0.51794606,0.43789518,0.00002438116],"about_ca_topic_score_codex":0.0013870986,"about_ca_topic_score_gemma":0.0025097856,"teacher_disagreement_score":0.010558935,"about_ca_system_score_codex":0.0050796033,"about_ca_system_score_gemma":0.0039593186,"threshold_uncertainty_score":0.03685522},"labels":[],"label_agreement":null},{"id":"W7118013990","doi":"10.29140/9781914291173","title":"Online Language Teaching: Crises and Creativities","year":2023,"lang":"","type":"book","venue":"Castledown Publishers eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language barrier; Creativity; Work (physics); Czech; On Language","score_opus":0.061488550345869586,"score_gpt":0.287976186137759,"score_spread":0.2264876357918894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7118013990","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022478601,0.030027706,0.0033082666,0.052048884,0.0042410353,0.00005211058,0.000067045126,0.00029816953,0.8874782],"genre_scores_gemma":[0.26800826,0.020663852,0.0024073143,0.013002914,0.0020412265,0.00009944487,0.00011378696,0.00038669273,0.6932765],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99920315,0.00031522813,0.000028451519,0.000059942657,0.00023800162,0.00015523733],"domain_scores_gemma":[0.998511,0.00079564855,0.00008438251,0.00009294602,0.00010263823,0.00041334366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009016267,0.0002495892,0.0002028906,0.0006190021,0.0030760057,0.011971251,0.0007833189,0.0021186944,0.017507933],"category_scores_gemma":[0.00213596,0.00018156657,0.00015976897,0.0010207118,0.003940884,0.010330629,0.005183884,0.0034789366,0.0035156857],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004324815,0.00015854315,0.0008215926,0.00034454383,0.000004691747,0.0006997661,0.07583494,0.00027063914,0.0010156273,0.26304892,0.41365087,0.24410667],"study_design_scores_gemma":[0.0000060857133,0.00001772102,0.00070804433,0.00035235554,0.0000016705525,0.00063257094,0.031587854,0.00019457028,0.00024036653,0.027289564,0.93896055,0.0000085444935],"about_ca_topic_score_codex":0.0021140722,"about_ca_topic_score_gemma":0.004889566,"teacher_disagreement_score":0.017507933,"about_ca_system_score_codex":0.002468421,"about_ca_system_score_gemma":0.0028810017,"threshold_uncertainty_score":0.05856991},"labels":[],"label_agreement":null},{"id":"W7124920616","doi":"10.54855/callej.2612345","title":"Exploring Zoom as a Platform for Language Learning:  An Interactionist Approach","year":2025,"lang":"","type":"article","venue":"Computer-Assisted Language Learning Electronic Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Zoom; Meaning (existential); Asynchronous communication; Negotiation; Computer-mediated communication; Exploratory research","score_opus":0.05546674951641051,"score_gpt":0.30234216085886595,"score_spread":0.24687541134245544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7124920616","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.673784,0.0012103966,0.24573512,0.0020823404,0.00006420284,0.000696992,0.00035589142,0.0007868671,0.075284116],"genre_scores_gemma":[0.91001475,0.0005051128,0.08357189,0.0001742051,0.000020464426,0.00034927067,0.00009337616,0.000074048956,0.005196879],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99866426,0.0007254866,0.000029323424,0.00015789509,0.00028413825,0.0001389596],"domain_scores_gemma":[0.997133,0.0022552917,0.00014828303,0.00017431134,0.00014426958,0.00014481807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017355484,0.0006010148,0.00031599464,0.0020769413,0.0016096873,0.0038376553,0.00091721653,0.0009407408,0.0046420423],"category_scores_gemma":[0.0040011024,0.00025249203,0.00045777214,0.0009858565,0.0034998448,0.0049261553,0.0038092448,0.0008149019,0.00044032096],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007016477,0.0006342666,0.030800667,0.0026116134,0.000117702555,0.004032359,0.35303706,0.0062235775,0.07641517,0.19792014,0.005021148,0.3224847],"study_design_scores_gemma":[0.00016515721,0.0024184731,0.0710315,0.0020656527,0.00026076759,0.008036329,0.3032616,0.05483579,0.04542361,0.13344774,0.37871012,0.00034329024],"about_ca_topic_score_codex":0.0010062357,"about_ca_topic_score_gemma":0.0021690042,"teacher_disagreement_score":0.0046420423,"about_ca_system_score_codex":0.0009215925,"about_ca_system_score_gemma":0.0008544319,"threshold_uncertainty_score":0.015529156},"labels":[],"label_agreement":null},{"id":"W7125406439","doi":"10.4018/979-8-3373-3000-6.ch012","title":"Generative Artificial Intelligence's Impact on English Language Education","year":2025,"lang":"","type":"book-chapter","venue":"Advances in computational intelligence and robotics book series","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Generative grammar; Context (archaeology); Language acquisition; Multilingualism; English language; Language education; Linguistic competence; Applied linguistics","score_opus":0.02902060472351403,"score_gpt":0.32694283207884217,"score_spread":0.29792222735532814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7125406439","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029819857,0.027051123,0.008894004,0.008209285,0.00067602517,0.00002017577,0.00002294961,0.000114330775,0.92519236],"genre_scores_gemma":[0.7130611,0.026966736,0.009592864,0.003480306,0.0004882223,0.000044768545,0.00007153966,0.0001421689,0.2461523],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998641,0.00005824534,0.000003401812,0.000012747097,0.000046199453,0.000015151605],"domain_scores_gemma":[0.99947554,0.0004451542,0.000010807909,0.00001641647,0.000022554359,0.000029507379],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038728002,0.00023005156,0.00010660855,0.0003729552,0.00065771665,0.0032618137,0.0002695606,0.00046861012,0.004976434],"category_scores_gemma":[0.0006004165,0.00008484413,0.00016504971,0.0003491729,0.0030580158,0.0011266158,0.0011563766,0.0014403213,0.00047456243],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000056196245,0.000018141996,0.0002210894,0.00013699831,0.0000020853959,0.00013867547,0.0059139146,0.00045156467,0.00051784486,0.9223977,0.008630979,0.061565418],"study_design_scores_gemma":[0.00000664821,0.0000258253,0.00079916196,0.00035370188,0.0000048980264,0.00030558644,0.0026755955,0.0009689644,0.000974561,0.21645416,0.77742183,0.0000091051825],"about_ca_topic_score_codex":0.001116521,"about_ca_topic_score_gemma":0.002519324,"teacher_disagreement_score":0.004976434,"about_ca_system_score_codex":0.0014366359,"about_ca_system_score_gemma":0.0010237088,"threshold_uncertainty_score":0.016647816},"labels":[],"label_agreement":null},{"id":"W7126023323","doi":"10.18063/eir.v3i9.1142","title":"A Review of the Online ESL Assessment of the Ontario Secondary School Diploma (OSSD) System from Canada","year":2025,"lang":"","type":"article","venue":"Educational Innovation Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cornerstone; Workforce; English as a second language; English language; Language assessment","score_opus":0.08586998930928713,"score_gpt":0.41313088580487906,"score_spread":0.3272608964955919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7126023323","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010513101,0.96631473,0.0009735884,0.004725,0.0009297633,0.00041758802,0.001544256,0.000052845946,0.014529083],"genre_scores_gemma":[0.080292664,0.9078729,0.004152982,0.0019817476,0.00030614767,0.0004729514,0.001818933,0.00005870954,0.0030428816],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98321587,0.0024198778,0.0028233598,0.0008164097,0.010042309,0.0006822488],"domain_scores_gemma":[0.8947752,0.019784264,0.0054919324,0.0010527363,0.075846046,0.0030499042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015392383,0.0007791444,0.0018030093,0.018006075,0.0027551793,0.00489455,0.0028079427,0.0010388037,0.0027057724],"category_scores_gemma":[0.04994472,0.00078759994,0.0010173585,0.02381683,0.0025057874,0.0019918762,0.0018672744,0.0013165566,0.0005617445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020761834,0.00012997331,0.017565764,0.06445906,0.00022474753,0.00032437802,0.0049188156,0.0003999152,0.000645475,0.002677256,0.042701297,0.8657456],"study_design_scores_gemma":[0.000056108183,0.00031536704,0.23128875,0.13817598,0.0009348988,0.0009851882,0.0063233925,0.0005423726,0.0009695008,0.00039960496,0.61977005,0.00023875944],"about_ca_topic_score_codex":0.93282956,"about_ca_topic_score_gemma":0.9713495,"teacher_disagreement_score":0.9232248,"about_ca_system_score_codex":0.07677519,"about_ca_system_score_gemma":0.2001096,"threshold_uncertainty_score":0.5570456},"labels":[],"label_agreement":null},{"id":"W7126209485","doi":"10.26443/mje/rsem.v59i3.10506","title":"Book review: Melo-Pfeifer, S. (Ed.). Linguistic landscapes in language and teacher education: Multilingual teaching and learning inside and beyond the classroom. Switzerland: Springer. 2023.","year":2025,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistic landscape; Language acquisition; Language education; Linguistic description; Multilingualism; Language transfer","score_opus":0.07807741168565926,"score_gpt":0.3712296951055138,"score_spread":0.29315228341985455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7126209485","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00006133844,0.98028576,0.00023031101,0.0036578705,0.0066520055,0.000018819057,0.00031328778,0.000052996234,0.008727692],"genre_scores_gemma":[0.00082849566,0.9589497,0.00047292974,0.0026839022,0.004276017,0.00005146003,0.00067377836,0.000047136346,0.03201665],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99920136,0.000077177974,0.00008943235,0.00013499684,0.00042810562,0.0000689432],"domain_scores_gemma":[0.9975326,0.0007951759,0.00028360687,0.00006211163,0.0010934394,0.00023308626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096606655,0.0020795907,0.0027083987,0.0060714595,0.0006889629,0.0028411124,0.002706282,0.0020863216,0.060299043],"category_scores_gemma":[0.0034644704,0.00080004166,0.0009514137,0.009041374,0.0007713579,0.0039625056,0.0015362625,0.0035088249,0.073190086],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024313364,0.000014586954,0.00007508237,0.0035075613,0.000022286547,0.00006214914,0.0000571572,0.00006875866,0.00009627289,0.00056226674,0.82026404,0.1752455],"study_design_scores_gemma":[0.000008951653,0.000011531954,0.0002426477,0.0026877613,0.000022720189,0.00041905357,0.00003797647,0.000019183639,0.000039597966,0.00029844523,0.99620146,0.000010653085],"about_ca_topic_score_codex":0.009533163,"about_ca_topic_score_gemma":0.016345732,"teacher_disagreement_score":0.060299043,"about_ca_system_score_codex":0.0017534789,"about_ca_system_score_gemma":0.0035032989,"threshold_uncertainty_score":0.20172036},"labels":[],"label_agreement":null},{"id":"W7127894277","doi":"10.1075/task.25008.bra","title":"Teacher education, tasks, and the art of communifriction","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Cognition; Task (project management); Work (physics); Professional development; Empirical research; Language acquisition","score_opus":0.007293646803978489,"score_gpt":0.2546477211071278,"score_spread":0.24735407430314932,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7127894277","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18865275,0.014047255,0.053757947,0.074170515,0.0024006919,0.00009501225,0.00013485906,0.00035821187,0.6663828],"genre_scores_gemma":[0.977235,0.0013533802,0.0029339364,0.0008315143,0.00041506664,0.000059642614,0.00004527874,0.000110471934,0.017015647],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9893667,0.007620596,0.00035220524,0.00061035267,0.0011249714,0.0009252562],"domain_scores_gemma":[0.9852153,0.009397389,0.0012629975,0.0020616334,0.00084200787,0.0012205939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007642119,0.00039155266,0.00032360057,0.0016258501,0.0067382716,0.010167978,0.0012023905,0.001695913,0.006145657],"category_scores_gemma":[0.01655361,0.00025750507,0.0003683283,0.0012055679,0.03040811,0.008216545,0.008052125,0.003132046,0.00073390285],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005986382,0.00004619525,0.0025499123,0.0001830462,0.000009407986,0.00018406799,0.1513128,0.0005712325,0.00022489617,0.7767463,0.013875532,0.054236785],"study_design_scores_gemma":[0.000035491572,0.000066882894,0.0059027495,0.00054625486,0.000011452533,0.000323413,0.077072576,0.0010062234,0.0005955076,0.335924,0.5784624,0.00005295809],"about_ca_topic_score_codex":0.0048814663,"about_ca_topic_score_gemma":0.0044983136,"teacher_disagreement_score":0.010167978,"about_ca_system_score_codex":0.00443249,"about_ca_system_score_gemma":0.0027982844,"threshold_uncertainty_score":0.040415883},"labels":[],"label_agreement":null},{"id":"W7127941703","doi":"10.1075/task.25006.bry","title":"Examining teachers’ evaluations of task characteristics","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Task (project management); Sample (material); Quality (philosophy); Professional development; Task analysis; Bridge (graph theory); Language education; Teacher education","score_opus":0.02589899355709719,"score_gpt":0.2940236523773647,"score_spread":0.26812465882026754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7127941703","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99397284,0.00009056492,0.0029473098,0.00006489925,0.000012249571,0.000063523796,0.00005652386,0.00002596679,0.0027661258],"genre_scores_gemma":[0.9974148,0.00007255799,0.0015804323,0.000018603909,0.0000054235443,0.000099055156,0.00008102909,0.000011281592,0.00071672327],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99283653,0.0033144625,0.0008080737,0.00074161956,0.0019398745,0.00035935198],"domain_scores_gemma":[0.94091976,0.029207226,0.013416917,0.002785033,0.011109551,0.002561561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008499055,0.0003420227,0.00038264832,0.0014951968,0.0007180298,0.0027977563,0.00057824684,0.00046028176,0.0013109547],"category_scores_gemma":[0.048315004,0.00027171645,0.00038626918,0.0007458772,0.00088683906,0.0013188845,0.0017589721,0.0006395287,0.0003929381],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056547194,0.00046648976,0.68588364,0.0006670728,0.00011397021,0.0003006859,0.17421958,0.0010090632,0.014713178,0.0007624937,0.0012392327,0.12005914],"study_design_scores_gemma":[0.00005838633,0.0011067302,0.82913005,0.00030531423,0.000079467296,0.00029448504,0.1484157,0.0037486928,0.0051034368,0.0010320111,0.0105791055,0.00014661155],"about_ca_topic_score_codex":0.002513984,"about_ca_topic_score_gemma":0.0051900106,"teacher_disagreement_score":0.008499055,"about_ca_system_score_codex":0.0011000172,"about_ca_system_score_gemma":0.00093316217,"threshold_uncertainty_score":0.044947863},"labels":[],"label_agreement":null},{"id":"W7127954313","doi":"10.1075/task.00041.gil","title":"A qualitative and quantitative preliminary analysis of a task design web-based tool and its applications for teachereducation","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge; University of Alberta","funders":"","keywords":"Task (project management); Task analysis; Perspective (graphical); Job design; Language education; Perception; Key (lock); Train","score_opus":0.041668388858695185,"score_gpt":0.3594419529779231,"score_spread":0.3177735641192279,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7127954313","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9675172,0.00028632538,0.016588336,0.0021824376,0.00007012678,0.0021779612,0.0011115369,0.00007503249,0.00999106],"genre_scores_gemma":[0.97983015,0.00031249924,0.009932428,0.00045174293,0.000022148814,0.0038035638,0.00038128227,0.00008311253,0.0051829643],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9718555,0.019474046,0.0011354043,0.001392582,0.0041372525,0.0020051564],"domain_scores_gemma":[0.9048254,0.0696776,0.0032516846,0.0018210482,0.017781436,0.0026428576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03081523,0.00054301607,0.00087089883,0.0043084156,0.004724993,0.0051067933,0.0015658224,0.0015868631,0.0041699847],"category_scores_gemma":[0.063240886,0.00049051264,0.00043538748,0.0036012444,0.005996523,0.0034858452,0.0033610433,0.0021482224,0.0008239418],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018897172,0.00039910333,0.009057698,0.0010079506,0.000008895454,0.0007998778,0.95590854,0.00024237459,0.003871438,0.0042092972,0.0019900973,0.022315811],"study_design_scores_gemma":[0.000026491321,0.0003616536,0.012162162,0.0006487757,0.00000938304,0.00019772752,0.95709133,0.00082124036,0.0026540433,0.0012610792,0.024719732,0.000046487683],"about_ca_topic_score_codex":0.0051404303,"about_ca_topic_score_gemma":0.005474145,"teacher_disagreement_score":0.03081523,"about_ca_system_score_codex":0.009775278,"about_ca_system_score_gemma":0.00607802,"threshold_uncertainty_score":0.16296846},"labels":[],"label_agreement":null},{"id":"W7127977887","doi":"10.1075/task.25005.gor","title":"Teacher perspectives and student voices","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Vocabulary; Task (project management); Grammar; Language education; Curriculum; Portuguese; Qualitative research; Teaching method","score_opus":0.008855184309150402,"score_gpt":0.2805723569397239,"score_spread":0.2717171726305735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7127977887","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89812714,0.0014706613,0.0041355565,0.02970156,0.0009805731,0.00013394233,0.00022496244,0.0002071084,0.065018356],"genre_scores_gemma":[0.9763816,0.0006173776,0.00052592997,0.0028170513,0.00013685414,0.00011085904,0.000056750894,0.000107183805,0.019246353],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98498845,0.008865247,0.00066880195,0.0013231933,0.0023005172,0.0018537358],"domain_scores_gemma":[0.9800243,0.010434128,0.001962873,0.0008334686,0.003439823,0.003305552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008841549,0.00042536788,0.0007236528,0.0019388876,0.0088164825,0.010088277,0.0015184294,0.002668095,0.008556243],"category_scores_gemma":[0.030294146,0.0005534912,0.00043706186,0.001188352,0.005369537,0.004331403,0.0089513,0.0060027707,0.0020904029],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004816721,0.00006625285,0.0057755746,0.00010508362,0.000004474676,0.0011053294,0.9715868,0.000038039718,0.0013783145,0.0032236665,0.0033746846,0.013293535],"study_design_scores_gemma":[0.000012714929,0.00010915145,0.0022300556,0.0002197476,0.000007673589,0.0011502481,0.9226517,0.00014198192,0.0009100644,0.0008940884,0.07164334,0.000029135335],"about_ca_topic_score_codex":0.002161608,"about_ca_topic_score_gemma":0.0021211477,"teacher_disagreement_score":0.010088277,"about_ca_system_score_codex":0.003656053,"about_ca_system_score_gemma":0.002854632,"threshold_uncertainty_score":0.04675913},"labels":[],"label_agreement":null},{"id":"W7128017942","doi":"10.1075/task.25004.gut","title":"What impact can a TBLT teacher education course have?","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Task (project management); Teacher education; Disposition; Course (navigation); Qualitative research; Language education; Perception; Task analysis","score_opus":0.009950383358360309,"score_gpt":0.30091587405746706,"score_spread":0.29096549069910677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7128017942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91993684,0.0026898005,0.0007654038,0.034002103,0.0008073627,0.00014364228,0.0004575384,0.00012323244,0.041074075],"genre_scores_gemma":[0.9940143,0.0009434438,0.0005650265,0.0010044709,0.00014729548,0.000049194317,0.00008943044,0.000013120403,0.0031736353],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977441,0.000722987,0.00006809956,0.000099139084,0.0008622151,0.0005034415],"domain_scores_gemma":[0.981236,0.0070831026,0.0013876806,0.00039154803,0.0028796575,0.007022079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048757275,0.00019194178,0.00034775963,0.00047492443,0.0010762304,0.0041190227,0.0008407363,0.0011714062,0.01795616],"category_scores_gemma":[0.022956816,0.00011640472,0.0003789488,0.0005248324,0.000692782,0.0024351405,0.0015480275,0.0013158408,0.002146704],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011675223,0.0076893982,0.16048102,0.0021921033,0.000076257245,0.0007260592,0.0097223595,0.00040542753,0.0027516647,0.0027740658,0.031630784,0.78038335],"study_design_scores_gemma":[0.0005239795,0.0038186214,0.78528345,0.0061648376,0.00029528118,0.0005803014,0.06729528,0.0019159318,0.0071686646,0.0041925493,0.122625716,0.0001354345],"about_ca_topic_score_codex":0.006127565,"about_ca_topic_score_gemma":0.013018793,"teacher_disagreement_score":0.01795616,"about_ca_system_score_codex":0.003545514,"about_ca_system_score_gemma":0.004983804,"threshold_uncertainty_score":0.060069382},"labels":[],"label_agreement":null},{"id":"W7128053279","doi":"10.1075/task.25009.gut","title":"Bridging the research-practice gap in task‑based language teaching","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge; University of Alberta","funders":"","keywords":"Bridging (networking); Field (mathematics); Focus (optics); Language education; Key (lock); Teacher education","score_opus":0.03674090411274715,"score_gpt":0.34188860585733905,"score_spread":0.3051477017445919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7128053279","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13145171,0.2770987,0.049481507,0.45361206,0.009194929,0.00047617848,0.00013236795,0.00021243007,0.07834015],"genre_scores_gemma":[0.88446975,0.06825699,0.024241691,0.016758261,0.0017228099,0.0007860962,0.00007393657,0.00014666314,0.0035437269],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.90851897,0.068018675,0.0047872243,0.004397103,0.011474113,0.0028038512],"domain_scores_gemma":[0.50712425,0.45109913,0.008588451,0.0106113525,0.014571351,0.008005469],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.111261286,0.00032555254,0.0010196923,0.0039052872,0.0045108376,0.020843303,0.0027598985,0.006633046,0.0036683518],"category_scores_gemma":[0.15871657,0.0005503561,0.00044886122,0.0044697057,0.025213445,0.016280996,0.0151255485,0.0076780207,0.0007152641],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016426011,0.0008723752,0.004148703,0.012711593,0.00006814736,0.000737346,0.26305526,0.00050645985,0.0012680257,0.23882821,0.015749285,0.4618903],"study_design_scores_gemma":[0.00016883464,0.0006328513,0.011115174,0.049379777,0.0000626628,0.00093701313,0.2992638,0.0011215825,0.0020317333,0.21727498,0.4179027,0.00010894995],"about_ca_topic_score_codex":0.0040511466,"about_ca_topic_score_gemma":0.0062988168,"teacher_disagreement_score":0.111261286,"about_ca_system_score_codex":0.0098106,"about_ca_system_score_gemma":0.031190397,"threshold_uncertainty_score":0.58841294},"labels":[],"label_agreement":null},{"id":"W7128079767","doi":"10.1075/task.25007.mic","title":"Validity argument for the use of summative task-based language assessment in a language teaching program for adult immigrants","year":2025,"lang":"en","type":"article","venue":"TASK Journal on Task-Based Language Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Summative assessment; Formative assessment; Argument (complex analysis); Process (computing); Literacy; Language assessment; Authentic assessment; Dynamic assessment; Component (thermodynamics); Professional development","score_opus":0.03379176575737737,"score_gpt":0.3316846127173966,"score_spread":0.2978928469600192,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7128079767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6382864,0.00066145277,0.2880284,0.015835628,0.000697342,0.0064641195,0.00026020617,0.00057996676,0.04918648],"genre_scores_gemma":[0.8919578,0.0000660566,0.10129587,0.0011030937,0.00006276532,0.0040881205,0.00009665115,0.000083462284,0.0012461673],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.52472574,0.40472913,0.013732527,0.009881754,0.04327725,0.003653581],"domain_scores_gemma":[0.1763666,0.6657809,0.028048199,0.05576757,0.07095989,0.0030768074],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.42779228,0.0009143144,0.0009234722,0.0034449757,0.0072815763,0.008969816,0.004868697,0.0032535195,0.0019936934],"category_scores_gemma":[0.6683615,0.00094237033,0.0013192924,0.0015437735,0.010561361,0.007183184,0.0126202535,0.0045015453,0.00061197364],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0034098271,0.003032757,0.16701396,0.0024208783,0.00046995288,0.0007954566,0.3295869,0.008407126,0.009130629,0.10343908,0.009515757,0.36277768],"study_design_scores_gemma":[0.002105734,0.009188372,0.21306007,0.017035883,0.0011067042,0.0012257338,0.18024066,0.16649221,0.083904244,0.18179382,0.14262901,0.0012175825],"about_ca_topic_score_codex":0.010001207,"about_ca_topic_score_gemma":0.01040119,"teacher_disagreement_score":0.42779228,"about_ca_system_score_codex":0.01217899,"about_ca_system_score_gemma":0.0206674,"threshold_uncertainty_score":0.705634},"labels":[],"label_agreement":null},{"id":"W7130352521","doi":"10.7202/1122994ar","title":"Un bref survol des croyances pédagogiques et des pratiques déclarées des enseignants de francisation en fonction de la formation initiale","year":2025,"lang":"fr","type":"article","venue":"˜La œRevue de l'AQEFLS/Revue de l'AQEFLS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Montréal","funders":"","keywords":"Cultural environment; Qualitative analysis; School administration","score_opus":0.04890506516996976,"score_gpt":0.304473248375445,"score_spread":0.25556818320547525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7130352521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9071322,0.0063620703,0.0057983217,0.0062873084,0.00021334658,0.00010489441,0.0003816281,0.00008590044,0.07363437],"genre_scores_gemma":[0.95666665,0.0037408157,0.0023652434,0.00074487884,0.000053634245,0.000098926015,0.00027731183,0.00007245635,0.035980165],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9953377,0.0016918954,0.00021146747,0.0005264954,0.0015330068,0.0006994644],"domain_scores_gemma":[0.9838382,0.0059606023,0.0019985538,0.0007232334,0.00584426,0.0016351335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006833252,0.0004959343,0.00048561455,0.001917867,0.004214205,0.005408939,0.00080891105,0.00095992105,0.012414743],"category_scores_gemma":[0.017731838,0.00034470545,0.00037469255,0.0023114472,0.004229597,0.004069432,0.0035954863,0.0025128485,0.0014917764],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030319396,0.00011423045,0.17169777,0.001238416,0.00009341168,0.0007426429,0.5623584,0.00034124206,0.005878827,0.029995762,0.008395948,0.21884017],"study_design_scores_gemma":[0.000011663455,0.00018526742,0.44026873,0.0012418621,0.00006877735,0.00036122894,0.39573532,0.00049912033,0.0027294233,0.0025114391,0.1562606,0.00012655967],"about_ca_topic_score_codex":0.22678097,"about_ca_topic_score_gemma":0.40801436,"teacher_disagreement_score":0.22678097,"about_ca_system_score_codex":0.011116435,"about_ca_system_score_gemma":0.015431796,"threshold_uncertainty_score":0.4509219},"labels":[],"label_agreement":null},{"id":"W7131667716","doi":"10.57647/jee.2026.0901.03","title":"A Case Study to Foster the Individual-level DMC Through the AI-assisted Study Abroad Framework: A Phenomenological Approach","year":2025,"lang":"en","type":"article","venue":"Open MIND","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Study abroad; Longitudinal study; Core (optical fiber); Interpretative phenomenological analysis; Dimension (graph theory); Scale (ratio); Longitudinal data","score_opus":0.3083137950275094,"score_gpt":0.3991807003486048,"score_spread":0.09086690532109543,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7131667716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90638036,0.0014347283,0.0431039,0.005503971,0.0002741624,0.0023244128,0.00018461996,0.00006353094,0.04073033],"genre_scores_gemma":[0.9579629,0.0013421596,0.028421123,0.0009797103,0.000058588015,0.0011552993,0.00007122967,0.000029579865,0.009979473],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99492824,0.0039137495,0.00013142133,0.0002739116,0.0003406441,0.0004120379],"domain_scores_gemma":[0.9957496,0.0027290927,0.00030543449,0.0002984103,0.00029882387,0.0006186261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006219197,0.0004487312,0.00034241762,0.0014010159,0.008222306,0.003084623,0.0014615511,0.0019717228,0.0027120612],"category_scores_gemma":[0.005586793,0.00031385364,0.0005046805,0.0012775852,0.0043758606,0.0032255,0.0042134286,0.0024953303,0.00040374493],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012635243,0.0013867489,0.011600962,0.00060153834,0.000021728354,0.019450726,0.8769089,0.00085583207,0.004491702,0.0382302,0.0045275977,0.04179765],"study_design_scores_gemma":[0.000032341548,0.0004663941,0.0040316135,0.00060955563,0.000020620726,0.007112719,0.87905747,0.0014954053,0.002727913,0.00528859,0.09909685,0.00006051487],"about_ca_topic_score_codex":0.0028152221,"about_ca_topic_score_gemma":0.007159205,"teacher_disagreement_score":0.008222306,"about_ca_system_score_codex":0.0026942512,"about_ca_system_score_gemma":0.0028556283,"threshold_uncertainty_score":0.032890618},"labels":[],"label_agreement":null},{"id":"W7131937574","doi":"","title":"The perspectives of student and teachers on speaking EFL classrooms","year":2003,"lang":"en","type":"dissertation","venue":"Bursa Uludag University - AVESIS","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Grammar; Quarter (Canadian coin); Focus (optics); Natural (archaeology); Focus group","score_opus":0.019437219179009393,"score_gpt":0.2474366940114143,"score_spread":0.2279994748324049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7131937574","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9959033,0.00040061056,0.00013978034,0.00071961194,0.000020038762,0.000007875203,0.0000132143805,0.000004078547,0.0027914844],"genre_scores_gemma":[0.9978661,0.00041678705,0.00007378644,0.00030651165,0.000016035452,0.000013576186,0.000013545327,0.0000040223085,0.001289668],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955959,0.0027290683,0.00015614179,0.00020466828,0.0005451449,0.00076907704],"domain_scores_gemma":[0.99159765,0.0042085475,0.0013911373,0.00015804301,0.0009370782,0.0017075368],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034238056,0.00040601208,0.00066019007,0.001262372,0.0047740215,0.00486457,0.00065434386,0.0016000781,0.0019711948],"category_scores_gemma":[0.0070975875,0.0004156481,0.00036774186,0.0007101931,0.0037459328,0.002051663,0.0023249756,0.0030515653,0.00044820728],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000614726,0.00015099123,0.035834443,0.00006160289,0.000007295017,0.00094925996,0.95315224,0.000024950254,0.0016190802,0.0004943367,0.00036730204,0.0072770454],"study_design_scores_gemma":[0.000005586133,0.00011516869,0.014436274,0.00004797595,0.000006040638,0.00034534384,0.981013,0.000038297105,0.0002554537,0.00010687892,0.003617073,0.000012836537],"about_ca_topic_score_codex":0.004480181,"about_ca_topic_score_gemma":0.0070622205,"teacher_disagreement_score":0.00486457,"about_ca_system_score_codex":0.001576143,"about_ca_system_score_gemma":0.0012816741,"threshold_uncertainty_score":0.018107057},"labels":[],"label_agreement":null},{"id":"W7132656565","doi":"","title":"Simple Past of the Indicative and Imperfect Past of the Indicative – challenges for teaching PLE. Didactic proposals for learners in Canada (A1 level).","year":2022,"lang":"pt","type":"dissertation","venue":"Estudo Geral","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Imperfect; Simple (philosophy); Calculus (dental)","score_opus":0.035023366163026,"score_gpt":0.2868764673976232,"score_spread":0.2518531012345972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132656565","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3998685,0.0030577746,0.021582684,0.03431057,0.00056667614,0.00025729148,0.0015177991,0.0006459646,0.5381928],"genre_scores_gemma":[0.9072886,0.00072632753,0.009658533,0.0004342381,0.000016134456,0.00003168486,0.00022699166,0.00009991448,0.081517585],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9987638,0.00037317458,0.000061275314,0.00012552751,0.0004684936,0.00020770016],"domain_scores_gemma":[0.99613535,0.0007805959,0.00028518785,0.0002641549,0.0015268021,0.0010079682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002510631,0.00019179872,0.00012930602,0.00075482775,0.005360934,0.0058651073,0.0008897574,0.0008571146,0.010340774],"category_scores_gemma":[0.0082323365,0.00029218371,0.00016627596,0.0011842133,0.0042743953,0.0032088566,0.002050686,0.0016060385,0.0013692746],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031790338,0.00021341884,0.04064695,0.00048773902,0.00001045209,0.0015567642,0.20780973,0.002044635,0.006491234,0.3059427,0.074842274,0.35963607],"study_design_scores_gemma":[0.000017540096,0.00009533097,0.065210745,0.0005090869,0.000028140763,0.0009795077,0.2176041,0.0022792334,0.0051975786,0.026927296,0.681057,0.000094454976],"about_ca_topic_score_codex":0.60692483,"about_ca_topic_score_gemma":0.84137297,"teacher_disagreement_score":0.39307517,"about_ca_system_score_codex":0.017202826,"about_ca_system_score_gemma":0.03329364,"threshold_uncertainty_score":0.7907801},"labels":[],"label_agreement":null},{"id":"W7132865323","doi":"","title":"“I don’t like working in a group because criticism is not constructive”: An Exploratory Study of International Female Students’ Perceptions and Experiences of EAP/ESL Collaborative Projects in Canadian Post-secondary Institutions","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Focus group; Perception; Exploratory research; Criticism; Qualitative research; Group work; Work (physics); Group (periodic table)","score_opus":0.05407846617354633,"score_gpt":0.36831577577523683,"score_spread":0.3142373096016905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132865323","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9864741,0.00031071863,0.00048713552,0.001597077,0.000060567745,0.000111323825,0.000081262144,0.000014546536,0.01086324],"genre_scores_gemma":[0.9913805,0.00040793384,0.00038850473,0.0008137105,0.000017593042,0.00007828467,0.000040152605,0.000021735117,0.006851643],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99320966,0.0023347237,0.00013476392,0.00056766503,0.0014239441,0.0023291693],"domain_scores_gemma":[0.99394315,0.0018958774,0.0005811637,0.00014901638,0.0011768313,0.0022539387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055118324,0.00093750795,0.0008999187,0.0014950437,0.024642933,0.006871733,0.0030385791,0.001796751,0.0036507223],"category_scores_gemma":[0.008924305,0.0005971339,0.00038471344,0.0020700868,0.01544192,0.002342691,0.0053515267,0.0039029336,0.00041155415],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017973667,0.000028279866,0.0029577357,0.000034070934,0.0000022208926,0.00034519582,0.9922839,0.000010756853,0.000451632,0.0003859668,0.00062867196,0.0028536536],"study_design_scores_gemma":[0.0000017724732,0.000025843781,0.0026659854,0.00003598722,0.0000025534373,0.000090777285,0.9912408,0.000015556163,0.00008883923,0.000026177486,0.005795585,0.000010150912],"about_ca_topic_score_codex":0.6905448,"about_ca_topic_score_gemma":0.8068817,"teacher_disagreement_score":0.30945522,"about_ca_system_score_codex":0.0232073,"about_ca_system_score_gemma":0.032978494,"threshold_uncertainty_score":0.62255526},"labels":[],"label_agreement":null},{"id":"W7132867182","doi":"","title":"Exploring the Relationship Between Core French Teachers&apos; Beliefs and their Instructional Practices","year":2016,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Core (optical fiber); Order (exchange); Key (lock); French; AP French Language; Teacher education","score_opus":0.41438481298637714,"score_gpt":0.40529609862028004,"score_spread":0.009088714366097095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132867182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973738,0.00012305495,0.00021580304,0.00020262228,0.000002247301,0.0000061453525,0.000018074015,0.000002996914,0.0020552822],"genre_scores_gemma":[0.9991393,0.00011699247,0.00015790392,0.000026231099,0.0000023012294,0.0000062514596,0.00001418254,0.0000015140917,0.0005352494],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9980494,0.0007804424,0.00009842462,0.00018328612,0.0005631693,0.0003253523],"domain_scores_gemma":[0.98548734,0.0075368057,0.0039646095,0.00042344446,0.0016366324,0.0009512666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039707287,0.00021089493,0.00026517088,0.0016299961,0.0014818332,0.0029606365,0.0004376009,0.00054327,0.0023851865],"category_scores_gemma":[0.0130499,0.00019477654,0.00017938457,0.00093078375,0.00210766,0.00089027296,0.0010345387,0.00089655997,0.00019411133],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006297413,0.00013256456,0.55425125,0.000097583514,0.00003516422,0.00035623272,0.4153021,0.0001317647,0.0015051459,0.0023099603,0.0003531126,0.025462229],"study_design_scores_gemma":[0.0000059557956,0.0001504001,0.62914664,0.00012764205,0.000021931484,0.00021498912,0.3639494,0.0003575112,0.00044825507,0.0004027868,0.005147035,0.0000274805],"about_ca_topic_score_codex":0.050282862,"about_ca_topic_score_gemma":0.06628535,"teacher_disagreement_score":0.050282862,"about_ca_system_score_codex":0.0035686877,"about_ca_system_score_gemma":0.002346213,"threshold_uncertainty_score":0.099980354},"labels":[],"label_agreement":null},{"id":"W7132878232","doi":"","title":"Engagement or Despondence? Ontario Middle-school Core French Teachers&apos; Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum","year":2015,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Ontario College of Art and Design","funders":"","keywords":"Curriculum; Perception; AP French Language; Second language; French; Exploratory research; Focus group; Qualitative research","score_opus":0.0677767601393165,"score_gpt":0.3416760210632627,"score_spread":0.27389926092394623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132878232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9917955,0.00022887242,0.00008907182,0.0018046137,0.000017905675,0.000017844015,0.000044608743,0.000008216623,0.0059934333],"genre_scores_gemma":[0.9965076,0.0002383606,0.0000701188,0.00025313173,0.0000035781516,0.000017642218,0.00002870034,0.000005783797,0.002875038],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99621505,0.0010474833,0.00008903133,0.0002376094,0.00081744004,0.0015933873],"domain_scores_gemma":[0.99582845,0.00079974206,0.00081118045,0.000095943564,0.0008401152,0.0016245625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033801703,0.00025785345,0.00040068993,0.0006817985,0.01082653,0.005429335,0.0010857288,0.0013357436,0.0032571661],"category_scores_gemma":[0.0058391136,0.00038926344,0.0002754847,0.0011924601,0.006220181,0.0020965023,0.0031774442,0.001821731,0.00032010808],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003830529,0.000039020728,0.029513119,0.00004863633,0.0000036257811,0.0003648412,0.9629197,0.000023158207,0.00074057904,0.0008411198,0.0012869482,0.0041808835],"study_design_scores_gemma":[0.0000021057142,0.000025624782,0.02284905,0.000035484285,0.0000025484123,0.00003660942,0.96599734,0.000027040911,0.00009130103,0.00004278259,0.010878631,0.000011470663],"about_ca_topic_score_codex":0.8856367,"about_ca_topic_score_gemma":0.9462159,"teacher_disagreement_score":0.11436331,"about_ca_system_score_codex":0.032550253,"about_ca_system_score_gemma":0.030356362,"threshold_uncertainty_score":0.2361697},"labels":[],"label_agreement":null},{"id":"W7132879351","doi":"","title":"The significance of french after immersion: a qualitative case study","year":2003,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering","keywords":"French immersion; Ethnography; French; Qualitative research; Participant observation; AP French Language","score_opus":0.052975125044311185,"score_gpt":0.3911303282966124,"score_spread":0.3381552032523012,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132879351","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9856102,0.0006263195,0.0024925482,0.0025995201,0.00008472603,0.00017043689,0.000081247985,0.00003376561,0.008301343],"genre_scores_gemma":[0.9924015,0.0006856404,0.000905211,0.000585325,0.000032542484,0.00012258599,0.000039314196,0.000024437993,0.005203487],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98924875,0.007513121,0.00019260091,0.00058632303,0.00077646086,0.0016827614],"domain_scores_gemma":[0.98920923,0.007628053,0.0006653274,0.00027573184,0.0009673383,0.0012542934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008377953,0.0008342063,0.00082046393,0.0019459133,0.015109135,0.0054529533,0.002048588,0.00393998,0.0030879078],"category_scores_gemma":[0.012939594,0.0004566383,0.00069391687,0.0019449161,0.009302767,0.003397657,0.0051624486,0.0025473516,0.00036375716],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035634217,0.00006300293,0.0018255686,0.00009540405,0.0000043957907,0.0041980688,0.9849835,0.00005160877,0.0011562903,0.0021991462,0.0004413265,0.004946107],"study_design_scores_gemma":[0.0000032667685,0.00009723928,0.0012424065,0.000101386984,0.0000055172663,0.0012108383,0.9827769,0.00008284242,0.0005679934,0.00025881754,0.013634996,0.00001787378],"about_ca_topic_score_codex":0.030875403,"about_ca_topic_score_gemma":0.04475992,"teacher_disagreement_score":0.030875403,"about_ca_system_score_codex":0.008535126,"about_ca_system_score_gemma":0.0040906603,"threshold_uncertainty_score":0.06192702},"labels":[],"label_agreement":null},{"id":"W7132889738","doi":"","title":"Student Reflections of their Experiences with French as a Second Language Programs in Ontario","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Second language; Agency (philosophy); French; English as a second language; Language proficiency","score_opus":0.0449786004239512,"score_gpt":0.36070331814430134,"score_spread":0.31572471772035016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132889738","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98774695,0.00031212313,0.00022610158,0.0020669692,0.000048458227,0.000036066467,0.00012348118,0.00001914798,0.009420648],"genre_scores_gemma":[0.9838126,0.0005300146,0.00020571827,0.00044252034,0.000016668655,0.000038093378,0.00006671997,0.000024816003,0.01486284],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9962553,0.0011116207,0.00010177663,0.0002561533,0.0008270268,0.0014480662],"domain_scores_gemma":[0.99395245,0.0009933528,0.0006020208,0.00010018549,0.0013797076,0.0029722578],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021909166,0.00046113398,0.0005815748,0.0008770507,0.016551245,0.0041777086,0.0012367535,0.0013155884,0.0048095766],"category_scores_gemma":[0.0042371126,0.000510352,0.00041518259,0.001733264,0.0054845023,0.0012294211,0.004114122,0.0020241742,0.00048905116],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006612421,0.00004579548,0.011556026,0.00005467224,0.00000509292,0.0007956976,0.9785089,0.00004398169,0.0014262318,0.00049181754,0.0015157455,0.005490036],"study_design_scores_gemma":[0.000003372802,0.00008515727,0.019874627,0.000054286153,0.000005214157,0.00013652848,0.9403292,0.00006206292,0.00032922733,0.000055916622,0.039036546,0.000027814209],"about_ca_topic_score_codex":0.8246432,"about_ca_topic_score_gemma":0.94648695,"teacher_disagreement_score":0.9647762,"about_ca_system_score_codex":0.03522379,"about_ca_system_score_gemma":0.0305101,"threshold_uncertainty_score":0.35277897},"labels":[],"label_agreement":null},{"id":"W7132906548","doi":"","title":"Learning language in cooperatively structured groups in a first-year level university classroom: a case study of Japanese as a foreign language","year":2004,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Class (philosophy); Constructive; Context (archaeology); Foreign language; Cooperative learning; Language acquisition; Action research; Variety (cybernetics)","score_opus":0.027975447758788137,"score_gpt":0.3017694316608502,"score_spread":0.27379398390206205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132906548","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99699736,0.0000716077,0.00064538664,0.00032781562,0.000010938552,0.00009572021,0.000007130142,0.000011167195,0.0018329078],"genre_scores_gemma":[0.9925392,0.00025449425,0.0028133406,0.0001810953,0.000019058145,0.00015661093,0.000020858746,0.000013946589,0.0040013287],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99349517,0.0036770152,0.00018579524,0.0006945946,0.00059440074,0.0013530377],"domain_scores_gemma":[0.99113655,0.0028200175,0.0008003051,0.00041794073,0.0007377152,0.004087487],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062074866,0.0011584244,0.0010329152,0.0014287912,0.019357981,0.0044412985,0.003724836,0.0038938294,0.0023591262],"category_scores_gemma":[0.008829894,0.0008256952,0.00088623166,0.001077346,0.0069769355,0.0032489533,0.0054844376,0.003667958,0.000733898],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021031899,0.004979086,0.021238241,0.00022683009,0.000022944863,0.01555145,0.93148094,0.00052819506,0.0040678116,0.0017084527,0.00079576153,0.01919002],"study_design_scores_gemma":[0.000086690976,0.0022972566,0.01030326,0.000097669894,0.00003249678,0.002704302,0.97022104,0.0010262089,0.0024832026,0.00047534524,0.010210915,0.00006168758],"about_ca_topic_score_codex":0.016173452,"about_ca_topic_score_gemma":0.06558112,"teacher_disagreement_score":0.019357981,"about_ca_system_score_codex":0.0053851167,"about_ca_system_score_gemma":0.0050793113,"threshold_uncertainty_score":0.039071918},"labels":[],"label_agreement":null},{"id":"W7132921501","doi":"","title":"How I learned to read German und so weiter: triangulating perspectives of a grammar translation approach to foreign language reading","year":2003,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Grammar; Reading (process); Relation (database); Foreign language; Identification (biology)","score_opus":0.052533914625865326,"score_gpt":0.3602939990520943,"score_spread":0.307760084426229,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132921501","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9525923,0.001283123,0.0049295304,0.006467778,0.00014278204,0.00015360507,0.00006337944,0.000033233624,0.034334354],"genre_scores_gemma":[0.9933201,0.0010866616,0.001462855,0.00072354346,0.00002851609,0.00010153747,0.00004783208,0.00006309302,0.0031657892],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97144306,0.022263361,0.00050758274,0.0012819042,0.002238625,0.0022654214],"domain_scores_gemma":[0.97722673,0.017361058,0.0012129436,0.0007466353,0.0016908012,0.0017618913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023228908,0.0012707659,0.0012942369,0.006040478,0.017635688,0.021241557,0.0030729307,0.0039572488,0.0029134746],"category_scores_gemma":[0.031567093,0.0012958206,0.0007224711,0.003765687,0.031256363,0.016064744,0.0128081115,0.0103973085,0.0005629763],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006653715,0.000011431047,0.00033331345,0.000016194508,0.0000017743045,0.00032894863,0.9963671,0.000008078529,0.000114556075,0.0017769979,0.00008611151,0.00094892737],"study_design_scores_gemma":[0.000002344913,0.000012663551,0.00026349412,0.000050933468,0.000002588273,0.00013419386,0.996326,0.000037362217,0.00010071266,0.0007183312,0.0023466093,0.0000047829612],"about_ca_topic_score_codex":0.010396808,"about_ca_topic_score_gemma":0.0198413,"teacher_disagreement_score":0.023228908,"about_ca_system_score_codex":0.008394652,"about_ca_system_score_gemma":0.009572926,"threshold_uncertainty_score":0.12284768},"labels":[],"label_agreement":null},{"id":"W7132924279","doi":"","title":"Autobiographical Writing for Adult Newcomer English Language Learners","year":2023,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Vector Institute","funders":"University of Toronto","keywords":"Biography; Class (philosophy); Qualitative research; Language acquisition; Action (physics); Action research; English language; Learner autonomy","score_opus":0.03135899830726433,"score_gpt":0.3413925801983733,"score_spread":0.31003358189110897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132924279","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9875975,0.00027194785,0.0006380191,0.0008074818,0.00004878612,0.00015464445,0.000036807367,0.00002480442,0.010419976],"genre_scores_gemma":[0.9796896,0.00075735326,0.0026261278,0.00028517266,0.00003389354,0.00017612946,0.00008139015,0.000018054878,0.016332401],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99861825,0.0007281218,0.000039635852,0.00010258603,0.0003038489,0.00020765464],"domain_scores_gemma":[0.9942464,0.002017259,0.0005464369,0.00041878456,0.0008249039,0.0019462202],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003708426,0.00022482629,0.00029528237,0.00043452653,0.0029751149,0.002577929,0.0007922782,0.00055235653,0.004871965],"category_scores_gemma":[0.007449297,0.00014837341,0.0002090981,0.00025037886,0.0016130328,0.0011702401,0.0028554,0.0012706231,0.0007039936],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014484502,0.0016666781,0.023116702,0.00045082057,0.000010737305,0.0012308011,0.8158894,0.00006085929,0.006030063,0.0013664194,0.004976992,0.14505559],"study_design_scores_gemma":[0.000059456186,0.0014346389,0.038334917,0.000399138,0.00002603512,0.0009177591,0.85308516,0.00018392611,0.005032345,0.00062839553,0.09985869,0.00003955404],"about_ca_topic_score_codex":0.0070901792,"about_ca_topic_score_gemma":0.0371663,"teacher_disagreement_score":0.0070901792,"about_ca_system_score_codex":0.001954423,"about_ca_system_score_gemma":0.005265823,"threshold_uncertainty_score":0.019612253},"labels":[],"label_agreement":null},{"id":"W7132933330","doi":"","title":"Gender dominance in co-operative group conversations in secondary school English classes : four teachers&apos; perceptions","year":2010,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Group (periodic table); Dominance (genetics); Class (philosophy)","score_opus":0.047608814279426905,"score_gpt":0.3540134818470985,"score_spread":0.3064046675676716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132933330","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964336,0.00007322065,0.000054320208,0.00019318852,0.000018844632,0.000011108499,0.000008818936,0.000002886478,0.0032038705],"genre_scores_gemma":[0.99747914,0.000066569024,0.000028039025,0.000082141436,0.000009655316,0.000017547762,0.000011285914,0.000006650243,0.0022989586],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99538887,0.0016424282,0.00022978315,0.00053023716,0.00082230655,0.001386403],"domain_scores_gemma":[0.98830277,0.0043269726,0.001390555,0.00020487013,0.0011838279,0.004591018],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004270063,0.00042207455,0.0008121371,0.001586873,0.010514967,0.007772843,0.0008315218,0.0013988827,0.007451744],"category_scores_gemma":[0.008956952,0.0006639134,0.00029667668,0.00076454296,0.0044837315,0.0029031537,0.0049931956,0.002386016,0.0008918806],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015214113,0.00015221558,0.039970625,0.000028979875,0.0000055120972,0.00030075808,0.9541157,0.000007606142,0.0016944753,0.00029427643,0.00023313506,0.0030446094],"study_design_scores_gemma":[0.000005542371,0.000058332997,0.024852818,0.000020029607,0.0000031926843,0.00008582969,0.9737809,0.000018549037,0.00011880801,0.00005824545,0.000990124,0.000007693529],"about_ca_topic_score_codex":0.02759068,"about_ca_topic_score_gemma":0.049926754,"teacher_disagreement_score":0.02759068,"about_ca_system_score_codex":0.0031314653,"about_ca_system_score_gemma":0.002934147,"threshold_uncertainty_score":0.054860175},"labels":[],"label_agreement":null},{"id":"W7132933717","doi":"","title":"Motivation to study and investment in studying core french in secondary school: comparing English as a second language students and Canadian-born students","year":2003,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Second language; AP French Language; English as a second language; Core (optical fiber); English language; Investment (military); Significant difference","score_opus":0.043330519542356484,"score_gpt":0.34382122442044694,"score_spread":0.30049070487809043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132933717","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99957556,0.000023783308,0.0000088109,0.00001452798,0.0000013601511,0.000008900168,0.000012809373,4.5692067e-7,0.0003538652],"genre_scores_gemma":[0.99897826,0.000059490987,0.000076362805,0.000023778302,0.0000016987727,0.000010843716,0.000034349996,7.422295e-7,0.0008144049],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99906,0.0001524784,0.00003070032,0.00007687589,0.00032869907,0.00035125308],"domain_scores_gemma":[0.998139,0.00034692502,0.00036212872,0.000035715402,0.0004975074,0.00061875075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015391163,0.00034846918,0.00039209874,0.0014113697,0.002800164,0.0026048534,0.0005653199,0.00054623093,0.0014002062],"category_scores_gemma":[0.0028457404,0.0003029867,0.0004873215,0.00086457655,0.0009723007,0.0004071661,0.0007574582,0.0006489432,0.00015087986],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029206907,0.00072256767,0.91704094,0.00004648214,0.000049223567,0.00018623858,0.064672045,0.000043559285,0.0017894828,0.00024358474,0.00023130402,0.014682522],"study_design_scores_gemma":[0.00000893173,0.00032524814,0.93111265,0.000018178307,0.000019322937,0.00006329756,0.06705715,0.000103706414,0.0002871649,0.000030641815,0.00095139636,0.000022317476],"about_ca_topic_score_codex":0.54112774,"about_ca_topic_score_gemma":0.72761273,"teacher_disagreement_score":0.45887226,"about_ca_system_score_codex":0.0050971746,"about_ca_system_score_gemma":0.00569911,"threshold_uncertainty_score":0.9231493},"labels":[],"label_agreement":null},{"id":"W7132946761","doi":"","title":"Learning, discerning and yearning: the development of language proficiency of non-native speaker French as a second language teachers in Ontario","year":2007,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language proficiency; Credibility; First language; Second language; Perception; Agreement; Interpretation (philosophy); Second-language acquisition; Language assessment","score_opus":0.019620931585537578,"score_gpt":0.3263556555160948,"score_spread":0.30673472393055723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132946761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99306315,0.00024680153,0.00020353877,0.00096699124,0.00001950019,0.00006664579,0.00008195555,0.000010640338,0.005340686],"genre_scores_gemma":[0.99227387,0.00028439544,0.00023361179,0.00019391993,0.0000043322466,0.000052846517,0.000048448277,0.000013334018,0.006895145],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99646795,0.0012726974,0.00011500423,0.00034377576,0.0005889309,0.0012116786],"domain_scores_gemma":[0.9933274,0.0021747607,0.0006544172,0.00015687825,0.0013860607,0.0023004487],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032395043,0.00040251613,0.00065017986,0.0012106387,0.015085069,0.004191443,0.0018959742,0.0010964365,0.004067056],"category_scores_gemma":[0.0077818288,0.0005650435,0.00040508015,0.0012338561,0.0073760585,0.0016131487,0.0035394062,0.0015941057,0.0003160079],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022810696,0.000017302184,0.009058688,0.000048020527,0.000001887861,0.0008371867,0.9861626,0.000017328706,0.0006120586,0.00031798577,0.00028042376,0.0026237331],"study_design_scores_gemma":[0.0000018492889,0.000038185757,0.013618434,0.000037891008,0.0000024890646,0.00008952074,0.9763349,0.000029977398,0.00012563387,0.00004329027,0.009667739,0.00001013479],"about_ca_topic_score_codex":0.8785082,"about_ca_topic_score_gemma":0.95975316,"teacher_disagreement_score":0.12149179,"about_ca_system_score_codex":0.048559718,"about_ca_system_score_gemma":0.061356034,"threshold_uncertainty_score":0.35232705},"labels":[],"label_agreement":null},{"id":"W7132952508","doi":"","title":"Learning to Stay Ahead of the Curve: A Netnographic Analysis of Professional Development in English Language Teacher Chats on Twitter","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Affordance; Influencer marketing; Social media; Exploratory research; Professional development; Computer-mediated communication; English language; Social network analysis","score_opus":0.025552709668583806,"score_gpt":0.3378559598465136,"score_spread":0.3123032501779298,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132952508","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99172884,0.0001847431,0.0017179371,0.00042979137,0.000020759788,0.00004963689,0.00040862878,0.000040137074,0.0054195244],"genre_scores_gemma":[0.99498296,0.00021111367,0.001586371,0.00007341302,0.00002158557,0.00007619766,0.00044356973,0.000041994554,0.0025628062],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992823,0.00036354133,0.000047030553,0.00009581825,0.00012508646,0.000086213935],"domain_scores_gemma":[0.99640816,0.002280569,0.00048338177,0.00018163052,0.00036586652,0.0002803098],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001048251,0.00017947286,0.00019160898,0.002420285,0.0016905377,0.0019552817,0.0003751209,0.00046469097,0.0017277382],"category_scores_gemma":[0.005232119,0.00015219417,0.00016126616,0.0020254452,0.0012896495,0.0028796773,0.002160889,0.0004502718,0.00046360388],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001785162,0.00006724694,0.11665844,0.0003485109,0.000022722037,0.0015224878,0.81991756,0.00017759856,0.006177819,0.002295808,0.0028794,0.04975393],"study_design_scores_gemma":[0.0000058283713,0.000069608315,0.23778036,0.0002729298,0.000021949063,0.0008011435,0.71896464,0.001706944,0.0020420805,0.001029333,0.03726827,0.00003693634],"about_ca_topic_score_codex":0.0044796,"about_ca_topic_score_gemma":0.012528988,"teacher_disagreement_score":0.0044796,"about_ca_system_score_codex":0.0010741364,"about_ca_system_score_gemma":0.00054247107,"threshold_uncertainty_score":0.00890702},"labels":[],"label_agreement":null},{"id":"W7132964459","doi":"","title":"The Centrality of Cognitively Diagnostic Assessment for Advancing Secondary School ESL Students&apos; Writing: A Mixed Methods Study","year":2015,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering; Social Sciences and Humanities Research Council of Canada; University of Toronto","keywords":"Rubric; Centrality; Perception; Sentence; Anxiety; Test (biology); Writing assessment; Cognition","score_opus":0.0733074287578687,"score_gpt":0.5147426099487235,"score_spread":0.44143518119085473,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132964459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968208,0.00014733037,0.001151584,0.0000746335,0.00000874759,0.0007676652,0.00004154828,0.0000097392,0.0009778686],"genre_scores_gemma":[0.9912854,0.00020203018,0.005759919,0.000112348214,0.000012507003,0.0021393115,0.00003893407,0.00000849273,0.00044098924],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9734997,0.01763698,0.0021617946,0.0015893399,0.0041617774,0.00095039944],"domain_scores_gemma":[0.890008,0.08338232,0.010940327,0.0043112836,0.009294704,0.0020633256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.036636602,0.00053813,0.0008598583,0.0029435433,0.0018890026,0.0034157254,0.0011065945,0.0007717822,0.0009529278],"category_scores_gemma":[0.08555363,0.0006383696,0.0007339393,0.0013627477,0.0018814801,0.0014657178,0.002353252,0.0011009952,0.00018582755],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011981376,0.006319296,0.34522474,0.001450645,0.00019366501,0.00080501975,0.42439798,0.00022797573,0.0058403458,0.0012185787,0.00034549533,0.21277814],"study_design_scores_gemma":[0.0003743032,0.01963278,0.59124655,0.0015306039,0.00040480378,0.0010864626,0.35560575,0.002766527,0.014540292,0.0017324473,0.010884141,0.00019529628],"about_ca_topic_score_codex":0.0017878975,"about_ca_topic_score_gemma":0.0043056286,"teacher_disagreement_score":0.036636602,"about_ca_system_score_codex":0.0026337374,"about_ca_system_score_gemma":0.005406333,"threshold_uncertainty_score":0.19375521},"labels":[],"label_agreement":null},{"id":"W7132965376","doi":"","title":"Two Japanese language tourists&apos; ESL experience of the functions of the comprehensible output hypothesis: the potential for learning through speaking","year":2008,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Japanese language; Second-language acquisition; Production (economics); Spoken language; Language acquisition; Function (biology); Comprehension approach","score_opus":0.06383276772648273,"score_gpt":0.33880804111313834,"score_spread":0.2749752733866556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132965376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972167,0.00002571519,0.00013002942,0.00024176858,0.000007717479,0.000011261188,0.000016669643,0.0000067254136,0.002343422],"genre_scores_gemma":[0.99095833,0.00008850387,0.0005699759,0.00024445,0.000009645051,0.000028734616,0.000038832688,0.000013435482,0.008048009],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9996618,0.00012976654,0.000012314207,0.000045132332,0.000047264013,0.00010372851],"domain_scores_gemma":[0.9990821,0.0002637917,0.00008705874,0.000038830618,0.0001029571,0.00042529122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008441424,0.0005045374,0.00029310642,0.0003209974,0.0040579266,0.0019309977,0.0004902364,0.00085988984,0.0039046134],"category_scores_gemma":[0.00124502,0.00033632363,0.00025916146,0.0002137632,0.0027442258,0.0008994837,0.0021784387,0.0016131918,0.0004193754],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020047705,0.00023172083,0.01788406,0.00009357887,0.0000051739294,0.0023219876,0.9646804,0.00003782479,0.007009576,0.00050982984,0.0013236862,0.005701593],"study_design_scores_gemma":[0.000025362755,0.00060104416,0.036691837,0.000029833118,0.000015725402,0.000831078,0.9453996,0.00020829149,0.0017547305,0.00017866903,0.014219439,0.00004448832],"about_ca_topic_score_codex":0.018498491,"about_ca_topic_score_gemma":0.06338065,"teacher_disagreement_score":0.018498491,"about_ca_system_score_codex":0.0011920484,"about_ca_system_score_gemma":0.0010190838,"threshold_uncertainty_score":0.03678161},"labels":[],"label_agreement":null},{"id":"W7132979387","doi":"","title":"An inquiry into concept mapping as a form of pre-task planning in adult Japanese ESL learners&apos; essay writing","year":2004,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering","keywords":"Task (project management); Fluency; Concept map; Class (philosophy); Task analysis; Composition (language)","score_opus":0.044452304887330915,"score_gpt":0.3744562886725494,"score_spread":0.33000398378521845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132979387","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983077,0.00009053081,0.0005459014,0.00006905268,0.0000016413208,0.000012174198,0.000004989305,0.0000034784855,0.00096459937],"genre_scores_gemma":[0.99729174,0.00013363076,0.0015953081,0.000035514622,0.0000032214862,0.00003084525,0.000010206685,0.0000027862443,0.0008966213],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99922144,0.0003446015,0.00006412481,0.00012329186,0.00016851466,0.000078034645],"domain_scores_gemma":[0.9963781,0.0017919621,0.00089112634,0.00014313373,0.00042464148,0.00037106758],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001809279,0.00030006087,0.00025358298,0.0006850949,0.0008680025,0.002177469,0.0004015413,0.0005029598,0.0007176638],"category_scores_gemma":[0.0074633835,0.0002921116,0.00014888162,0.00044070143,0.0017030679,0.0017241152,0.0008991067,0.0008613397,0.00013314954],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010290002,0.00041934266,0.16375604,0.00018863285,0.0000119152,0.0012326519,0.76781434,0.00012357922,0.013276126,0.0009731399,0.00023650793,0.051864844],"study_design_scores_gemma":[0.000029571695,0.00085411716,0.39484516,0.0001175308,0.000034045966,0.0027019675,0.5853014,0.0013312848,0.0054977704,0.0016994419,0.007537827,0.000049898976],"about_ca_topic_score_codex":0.002061255,"about_ca_topic_score_gemma":0.0034303083,"teacher_disagreement_score":0.002177469,"about_ca_system_score_codex":0.0005072813,"about_ca_system_score_gemma":0.00092758075,"threshold_uncertainty_score":0.009568512},"labels":[],"label_agreement":null},{"id":"W7132994934","doi":"","title":"You&apos;re never really gonna be eliminating them: A phenomenological study of ESL instructors&apos; perceptions of written errors among adult ESL learners","year":2000,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Comprehension; Qualitative research; Phenomenology (philosophy); English as a second language","score_opus":0.07577670912493675,"score_gpt":0.35191292102051325,"score_spread":0.27613621189557647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132994934","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961099,0.00018504744,0.00023116266,0.0012012221,0.000034818662,0.000023263921,0.000037631504,0.000010051096,0.00216681],"genre_scores_gemma":[0.99372756,0.00034204384,0.00030976528,0.0007484134,0.000017961185,0.00003311081,0.000027804028,0.000022412525,0.0047707562],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99693006,0.0013391471,0.0002505531,0.00034829968,0.0007223121,0.0004096692],"domain_scores_gemma":[0.9759325,0.014406353,0.003973295,0.0006232775,0.0025358652,0.0025287373],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041632443,0.0003629506,0.00050826644,0.0010041522,0.007425199,0.0042854785,0.0014293132,0.001809427,0.0032921345],"category_scores_gemma":[0.023386825,0.00066278497,0.00025697506,0.0008488965,0.005479906,0.004900355,0.0028006542,0.0034165161,0.00055624393],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015351861,0.00009321597,0.008806989,0.000031212363,0.000002041018,0.0007042322,0.9859984,0.000009075384,0.00042612024,0.00011659421,0.0005294472,0.0032673627],"study_design_scores_gemma":[0.000002122286,0.000037392972,0.0044520823,0.000027004211,0.0000023177593,0.00018416,0.9934983,0.000017089265,0.00011347273,0.00003485511,0.0016240282,0.0000070268766],"about_ca_topic_score_codex":0.014510873,"about_ca_topic_score_gemma":0.032876544,"teacher_disagreement_score":0.014510873,"about_ca_system_score_codex":0.0020921393,"about_ca_system_score_gemma":0.004198805,"threshold_uncertainty_score":0.02885282},"labels":[],"label_agreement":null},{"id":"W7132995598","doi":"","title":"Maximizing feedback for language learning: English language learners&apos; attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment","year":2017,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering","keywords":"Cognition; Reading comprehension; Language assessment; Language proficiency; Language acquisition; Reading (process); Comprehension approach; Comprehension; First language; Coding (social sciences)","score_opus":0.033018955058280924,"score_gpt":0.3564569410484243,"score_spread":0.3234379859901434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132995598","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992066,0.000030101493,0.00007724148,0.000027567945,9.673203e-7,0.000004549759,0.0000078092935,0.000003848775,0.0006413066],"genre_scores_gemma":[0.9988373,0.000059279115,0.00032774007,0.000022169712,0.00000113151,0.000010062655,0.00001365796,0.000002511773,0.0007261111],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993637,0.00022783889,0.00004191128,0.00008419498,0.00019824835,0.000084144085],"domain_scores_gemma":[0.99756014,0.0011554381,0.00045121348,0.00008719064,0.00042914055,0.00031681385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016368197,0.00019016783,0.00020274728,0.00031634068,0.00065292354,0.0021375655,0.00025865936,0.00033479687,0.0019525115],"category_scores_gemma":[0.0075977216,0.00015230363,0.00015921069,0.00019798097,0.00057114934,0.00062351546,0.0008770658,0.00040579538,0.00041995384],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036316577,0.0007371226,0.59824157,0.0002291442,0.000033661934,0.0009256961,0.24680662,0.0003384122,0.026152724,0.0002925103,0.0009780047,0.12490134],"study_design_scores_gemma":[0.000014382879,0.0009783193,0.8068516,0.0001094639,0.000038788803,0.00058300263,0.17993225,0.0010195303,0.006903861,0.00021699935,0.0033010754,0.000050774437],"about_ca_topic_score_codex":0.017401801,"about_ca_topic_score_gemma":0.021233335,"teacher_disagreement_score":0.017401801,"about_ca_system_score_codex":0.000634483,"about_ca_system_score_gemma":0.000758459,"threshold_uncertainty_score":0.034601033},"labels":[],"label_agreement":null},{"id":"W7133003734","doi":"","title":"Understanding empathy: inner language in second language teaching","year":2003,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Bibliothèque et Archives nationales du Québec; Canadian Association for the Study of Adult Education","funders":"","keywords":"Empathy; Meaning (existential); Negotiation; Narcissism; Language education; Second language; Action (physics); First language","score_opus":0.06087290977796982,"score_gpt":0.3365658966486241,"score_spread":0.27569298687065424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133003734","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9024702,0.0035014108,0.01460039,0.010331143,0.00014178266,0.00006783844,0.000009832258,0.000036057252,0.068841375],"genre_scores_gemma":[0.9948059,0.0006903071,0.0012994135,0.00045122008,0.000026653943,0.000031510754,0.0000029365244,0.000010038742,0.0026820218],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99290186,0.0054988666,0.0001265407,0.00026718757,0.0006554576,0.00055007834],"domain_scores_gemma":[0.99016994,0.007186039,0.0013749407,0.00025540503,0.0004872415,0.0005264264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005342402,0.00044331374,0.00046826198,0.0014880429,0.0047673653,0.008975638,0.0008641808,0.0021385949,0.0018669225],"category_scores_gemma":[0.010611842,0.0002565112,0.0003008991,0.00084722706,0.013717971,0.0096590435,0.0067322073,0.003859354,0.00024432898],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020226442,0.000056570545,0.0028125616,0.00012747142,0.0000044407875,0.00067374075,0.9525588,0.000112912516,0.0018117669,0.02933608,0.0002975351,0.0121879075],"study_design_scores_gemma":[0.000007958662,0.00011461057,0.0049088253,0.0003211095,0.000009435169,0.0017512724,0.936359,0.00067025365,0.0016352058,0.03002524,0.024163831,0.000033237236],"about_ca_topic_score_codex":0.0021579044,"about_ca_topic_score_gemma":0.0028243058,"teacher_disagreement_score":0.008975638,"about_ca_system_score_codex":0.0025775884,"about_ca_system_score_gemma":0.003291177,"threshold_uncertainty_score":0.028253675},"labels":[],"label_agreement":null},{"id":"W7133020942","doi":"","title":"Pragmatic Development and a Learner’s Life on Study Abroad: A Case Study of a Japanese Learner of English","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Politeness; Pragmatics; Language acquisition; Longitudinal study; Language development; Second language; Discourse analysis","score_opus":0.04082574426399255,"score_gpt":0.3514973085471682,"score_spread":0.31067156428317566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133020942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997168,0.00011801739,0.00028903442,0.000554133,0.000009652275,0.000018707553,0.000016878155,0.0000063764314,0.0018193882],"genre_scores_gemma":[0.9957632,0.00029846132,0.0006462878,0.0002152857,0.000014189303,0.000031158455,0.00002363257,0.000017109202,0.00299057],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99668056,0.002129818,0.00012659127,0.00025413022,0.00030480305,0.0005041669],"domain_scores_gemma":[0.9957913,0.0016770388,0.0005159289,0.00018913273,0.0004335493,0.0013930853],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003469403,0.00070304354,0.00077432586,0.0013518815,0.015057672,0.004165803,0.0012327231,0.0020305908,0.0019487758],"category_scores_gemma":[0.005402225,0.0005604829,0.0004981257,0.0010961373,0.0066571343,0.0032232255,0.005056821,0.0023111075,0.0004082507],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023627315,0.00010921379,0.009514438,0.000040996005,0.000005075366,0.0077004647,0.97845423,0.000025558942,0.000951075,0.00041466817,0.00021991883,0.0025406713],"study_design_scores_gemma":[0.0000025587533,0.00008374214,0.0053178645,0.000027234735,0.0000065535824,0.0034634992,0.98624206,0.00006800751,0.00032993482,0.00010303946,0.004336312,0.000019219407],"about_ca_topic_score_codex":0.023356974,"about_ca_topic_score_gemma":0.075090006,"teacher_disagreement_score":0.023356974,"about_ca_system_score_codex":0.004005124,"about_ca_system_score_gemma":0.0031225546,"threshold_uncertainty_score":0.04644203},"labels":[],"label_agreement":null},{"id":"W7133029339","doi":"","title":"Mandarin Chinese Heritage Language Learners’ Motivations and Experiences at the Post-secondary Level in Canada Through Language Ideology","year":2024,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Mandarin Chinese; Heritage language; Ideology; Transformative learning; Language acquisition; Curriculum; Categorization; Language proficiency; Language education","score_opus":0.020652363876429148,"score_gpt":0.3078279430882071,"score_spread":0.28717557921177794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133029339","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965321,0.000057767043,0.000020364865,0.00023047,0.0000041997346,0.000008278129,0.000052530067,0.0000026343025,0.0030916121],"genre_scores_gemma":[0.9964625,0.00011652158,0.000055032397,0.000072045426,0.0000014944425,0.00001019993,0.000057884274,0.0000036783429,0.0032205489],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99894804,0.000103565726,0.000017805376,0.000072582945,0.0002348393,0.0006231795],"domain_scores_gemma":[0.9984805,0.00014789395,0.0001445635,0.000021452392,0.00038648106,0.0008190369],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009730593,0.00025531516,0.00032590964,0.0011214137,0.011929177,0.0034036152,0.00073678547,0.00043258342,0.0030235772],"category_scores_gemma":[0.0014754696,0.0001809351,0.0002672929,0.0014349074,0.002787249,0.0008263788,0.0025091937,0.0012524466,0.00022345576],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015589042,0.00024624093,0.3518595,0.000082867504,0.000018826717,0.0007045706,0.6071188,0.00011989522,0.001998028,0.0030918466,0.0030726078,0.03153095],"study_design_scores_gemma":[0.0000054345574,0.000054800155,0.27263498,0.00006857857,0.000009366927,0.00007221001,0.7165963,0.00018307162,0.00029584044,0.00017170342,0.009869859,0.000037884965],"about_ca_topic_score_codex":0.9452055,"about_ca_topic_score_gemma":0.9795324,"teacher_disagreement_score":0.05479449,"about_ca_system_score_codex":0.021394953,"about_ca_system_score_gemma":0.04624123,"threshold_uncertainty_score":0.15523195},"labels":[],"label_agreement":null},{"id":"W7133035695","doi":"","title":"The effects of content knowledge from reading on adult ESL students&apos; written compositions in an English language test using reading and writing modules","year":2000,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"University of Toronto","keywords":"Reading (process); Test (biology); Extensive reading; English language; Reading comprehension; Language assessment","score_opus":0.03725650340094815,"score_gpt":0.35676916371027134,"score_spread":0.3195126603093232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133035695","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998555,0.000047598765,0.000019776959,0.000029847424,0.000009407417,0.000011048563,0.000041344738,0.000005859559,0.0012801264],"genre_scores_gemma":[0.9972314,0.00005865389,0.00011245411,0.00003432019,0.000008235204,0.000016237535,0.00014652661,0.000006026906,0.002386159],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99896467,0.00021351133,0.00011905895,0.00018579788,0.00038053474,0.00013649279],"domain_scores_gemma":[0.97885954,0.013141208,0.0021534446,0.00054612797,0.0015763255,0.0037232125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015382246,0.00047976783,0.00041933559,0.00061556866,0.00042430518,0.0007655837,0.00048940256,0.0007932036,0.0052684764],"category_scores_gemma":[0.01569072,0.00028496506,0.00043955477,0.0002956717,0.0004623245,0.0008173364,0.0007614357,0.0011103811,0.0010204838],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.053962644,0.054985777,0.6083429,0.00031623952,0.00045806795,0.002296407,0.009881773,0.0013382559,0.05588142,0.0002560817,0.0044908132,0.2077897],"study_design_scores_gemma":[0.00036591638,0.01675054,0.9716073,0.00003267812,0.00014819097,0.00022990692,0.0009974333,0.0005382486,0.008644031,0.00012099667,0.0005394663,0.00002521911],"about_ca_topic_score_codex":0.003533023,"about_ca_topic_score_gemma":0.0066047753,"teacher_disagreement_score":0.0052684764,"about_ca_system_score_codex":0.00036275672,"about_ca_system_score_gemma":0.00049868965,"threshold_uncertainty_score":0.017624855},"labels":[],"label_agreement":null},{"id":"W7133043494","doi":"","title":"Diverse Pathways, Common Themes: A Complexity-Informed, Human-Oriented Comparative Case Study of Teacher Candidates&apos; Experiences of French Language Proficiency Development in Concurrent Teacher Preparation in Ontario","year":2017,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Council of Ministers of Education; University of Toronto","funders":"","keywords":"Language proficiency; Qualitative research; Thematic analysis; Language assessment; Comparative case; Language education; Language acquisition; Comprehension approach; Language development; Set (abstract data type)","score_opus":0.17735836397799282,"score_gpt":0.4326826255148383,"score_spread":0.2553242615368455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133043494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9885571,0.00035056242,0.0010867994,0.0018385219,0.000033237924,0.0001725737,0.00007970581,0.000012564363,0.007868827],"genre_scores_gemma":[0.9939188,0.0004738036,0.000791945,0.00025219304,0.000008471632,0.00011411906,0.000045174947,0.000023290111,0.0043722265],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9910121,0.0048152385,0.00022014884,0.00066554436,0.0011439796,0.0021431625],"domain_scores_gemma":[0.99373275,0.0028305743,0.0006806718,0.00028813156,0.00088316575,0.0015847638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005967203,0.00073052774,0.0008785488,0.0019924622,0.033083845,0.0070991875,0.0029829426,0.002254362,0.0037641996],"category_scores_gemma":[0.010010555,0.00090118224,0.00053986,0.0029150804,0.018184336,0.0038829157,0.008937798,0.003316444,0.00034465877],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017056616,0.000018601504,0.001952098,0.00003399432,0.000001952974,0.00171551,0.99365836,0.00002779488,0.0002630213,0.0006912355,0.00022639238,0.0013940256],"study_design_scores_gemma":[0.0000015732975,0.000017709424,0.0013687394,0.00003823518,0.0000022935178,0.00019213896,0.99278814,0.0000289471,0.00008078324,0.00008331555,0.0053918962,0.000006256931],"about_ca_topic_score_codex":0.5699841,"about_ca_topic_score_gemma":0.82012784,"teacher_disagreement_score":0.43001592,"about_ca_system_score_codex":0.042702604,"about_ca_system_score_gemma":0.03160064,"threshold_uncertainty_score":0.86509675},"labels":[],"label_agreement":null},{"id":"W7133046461","doi":"","title":"The development of aspects of linguistic and discourse competence by advanced second language learners of French","year":2002,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering; University of Toronto; York University","keywords":"Competence (human resources); French immersion; Second language; Discourse analysis; Communicative competence; Second-language acquisition; First language","score_opus":0.015589040667577015,"score_gpt":0.30618241670287816,"score_spread":0.29059337603530117,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133046461","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99832755,0.000052609157,0.000036151054,0.000027978454,8.5264594e-7,0.000004469932,0.000013563771,0.0000019431845,0.0015349202],"genre_scores_gemma":[0.9982666,0.00007544866,0.00007277095,0.000008317867,7.8891605e-7,0.0000058269493,0.00002184149,0.0000010831667,0.0015472507],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9994562,0.00011642978,0.000019407702,0.00007316082,0.00017831901,0.00015642168],"domain_scores_gemma":[0.9987508,0.00027305272,0.0002617656,0.00004990894,0.0003491252,0.00031537106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007261909,0.00037719175,0.00021891229,0.0007223523,0.0014676508,0.0022923346,0.00031940328,0.00049771636,0.0018010776],"category_scores_gemma":[0.0031117154,0.0001803615,0.00020136786,0.00039293323,0.0017080609,0.00066246535,0.0012110947,0.0004941878,0.00022325879],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018570601,0.00013754184,0.15411931,0.0001271073,0.000015116917,0.001001453,0.78243905,0.00015789925,0.026185175,0.0009853747,0.00036288874,0.034283433],"study_design_scores_gemma":[0.000008901571,0.00057937554,0.6311026,0.000050665363,0.000013557375,0.0008409405,0.35068944,0.00021697264,0.0030369214,0.00028101626,0.013132731,0.00004686182],"about_ca_topic_score_codex":0.30135307,"about_ca_topic_score_gemma":0.3517816,"teacher_disagreement_score":0.30135307,"about_ca_system_score_codex":0.0044094245,"about_ca_system_score_gemma":0.0037448977,"threshold_uncertainty_score":0.599198},"labels":[],"label_agreement":null},{"id":"W7133051152","doi":"","title":"Peer dialogue: cognitive and affective processes and outcomes in an adult EAP classroom","year":2007,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognition; Perception; Qualitative research; Peer group; Ethnically diverse; Qualitative property; Protocol analysis; Second language; English for academic purposes","score_opus":0.027030189139297715,"score_gpt":0.35541603147949313,"score_spread":0.3283858423401954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133051152","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99887186,0.000046779398,0.00017612586,0.000030219873,0.0000043467903,0.00002081312,0.0000080605805,0.000008953618,0.0008326797],"genre_scores_gemma":[0.9985688,0.00007269897,0.00032623176,0.000023386336,0.0000056110666,0.00004524166,0.00001596313,0.0000047223207,0.00093734224],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981102,0.0008828394,0.0000877195,0.00026420824,0.0004414409,0.00021363531],"domain_scores_gemma":[0.9953082,0.0020869854,0.0007505786,0.00017285167,0.00074007455,0.0009413897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022719414,0.00037795777,0.00047482483,0.00066860294,0.0018139319,0.0020823276,0.0004784865,0.00054214644,0.0017878932],"category_scores_gemma":[0.010185351,0.00022862697,0.00016785701,0.00025532657,0.0011716657,0.00097508234,0.0018121722,0.0009042692,0.00046053607],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086910755,0.0040962533,0.13161582,0.0003320162,0.000047545494,0.0025677506,0.7394139,0.00020270133,0.02920673,0.00042011103,0.0010302468,0.09019785],"study_design_scores_gemma":[0.000108276334,0.004945973,0.33488092,0.00012460272,0.00006977085,0.0021511144,0.63869834,0.00088702084,0.010244108,0.0010503118,0.006732729,0.000106761065],"about_ca_topic_score_codex":0.0016211972,"about_ca_topic_score_gemma":0.0029439924,"teacher_disagreement_score":0.0022719414,"about_ca_system_score_codex":0.00053607835,"about_ca_system_score_gemma":0.0005947494,"threshold_uncertainty_score":0.012015283},"labels":[],"label_agreement":null},{"id":"W7133056907","doi":"","title":"Second language learning motivation from an activity theory perpsective: longitudinal case studies of Korean ESL students and recent immigrants in Toronto","year":2007,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Activity theory; Class (philosophy); Second language; Language acquisition; Sociocultural evolution; Recall; Self-determination theory; Learning theory; Quality (philosophy)","score_opus":0.04975577503589141,"score_gpt":0.4226771108099499,"score_spread":0.3729213357740585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133056907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99922466,0.000099205936,0.000047238747,0.00010555776,0.0000017030691,0.000022053744,0.000046383775,0.0000011706138,0.00045208665],"genre_scores_gemma":[0.9984371,0.00027365563,0.0001511032,0.000044340282,0.0000023718153,0.00005475722,0.00011268257,0.000002506972,0.00092153467],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988569,0.0003317981,0.0000758393,0.0001593835,0.00017732829,0.00039880187],"domain_scores_gemma":[0.99851173,0.00028182488,0.0003619973,0.0000978379,0.0002549871,0.0004916904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001556333,0.0005030116,0.000421951,0.0018974022,0.0077972887,0.002788673,0.0013512708,0.00076876197,0.0017002482],"category_scores_gemma":[0.0021703506,0.0004839173,0.00041999228,0.0027801434,0.0026772972,0.0015741002,0.0044454434,0.0013443795,0.00029589562],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053940283,0.00021955425,0.30548573,0.00009960223,0.000018792289,0.0054456694,0.67708373,0.00006926406,0.0009468823,0.00063986186,0.00046320178,0.00947376],"study_design_scores_gemma":[0.0000045007027,0.000089819405,0.18139938,0.000073634204,0.000016077049,0.0005000612,0.81511873,0.0001262561,0.000254034,0.00008611437,0.0023103121,0.000021097781],"about_ca_topic_score_codex":0.4355549,"about_ca_topic_score_gemma":0.68335015,"teacher_disagreement_score":0.56444514,"about_ca_system_score_codex":0.012929587,"about_ca_system_score_gemma":0.0069743684,"threshold_uncertainty_score":0.8660394},"labels":[],"label_agreement":null},{"id":"W7133062062","doi":"","title":"Longitudinal Trends in Academic Success: The Impact of IELTS and EAP Program Outcomes on International Student Performance","year":2025,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Employment and Social Development Canada","funders":"","keywords":"Graduation (instrument); Reading (process); Test (biology); English for academic purposes; Academic achievement; Longitudinal study; Multilevel model; Language assessment","score_opus":0.06140536867756784,"score_gpt":0.455541781185441,"score_spread":0.3941364125078731,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133062062","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971323,0.0003369602,0.00019438684,0.0003078926,0.000017009825,0.000012582501,0.00075626484,0.0000150329515,0.0012275594],"genre_scores_gemma":[0.9982552,0.00009952426,0.0001065775,0.00003720763,0.000012748402,0.000015749232,0.00084502896,0.000006518646,0.00062138186],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984237,0.0003831097,0.000108698514,0.00035428375,0.00034387596,0.000386353],"domain_scores_gemma":[0.9928427,0.0013397265,0.0024642271,0.0005834922,0.001134507,0.0016354421],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043030577,0.00020718695,0.00032580184,0.0014834632,0.0005985655,0.0013788543,0.00075008377,0.0006933682,0.0028314956],"category_scores_gemma":[0.008547021,0.00020617797,0.0007781364,0.0016868832,0.0003612794,0.001489389,0.001538982,0.0015981406,0.0008074347],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010408606,0.00013359486,0.9949502,0.00001013632,0.0000859438,0.000021987651,0.00025685597,0.000076541975,0.00010594056,0.00009701388,0.00022569357,0.003932033],"study_design_scores_gemma":[0.0000021546498,0.00020330385,0.99855036,0.000012384558,0.00002976579,0.000021864707,0.0004253183,0.0003302891,0.00007117978,0.00005014058,0.0002978017,0.0000054314955],"about_ca_topic_score_codex":0.01619364,"about_ca_topic_score_gemma":0.018419122,"teacher_disagreement_score":0.01619364,"about_ca_system_score_codex":0.00065580977,"about_ca_system_score_gemma":0.0013621068,"threshold_uncertainty_score":0.032198727},"labels":[],"label_agreement":null},{"id":"W7133085214","doi":"","title":"Orientations to English academic language learning among Chinese high school students in a technology-supported learning environment in Canada","year":2007,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Vocabulary learning; Reading (process); Language learning strategies; Cooperative learning; Language acquisition; Experiential learning; Test (biology); Descriptive statistics","score_opus":0.007563473443863851,"score_gpt":0.31362936681559556,"score_spread":0.3060658933717317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133085214","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993648,0.00003329032,0.000011150807,0.00004534046,0.0000011085591,0.0000066458642,0.000024261224,0.0000011590852,0.000512284],"genre_scores_gemma":[0.9989147,0.00008493158,0.000049408605,0.00002587736,7.7319277e-7,0.0000058212263,0.000050382812,0.0000013566358,0.00086674833],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905235,0.000065136286,0.000045552926,0.000112116475,0.000302447,0.00042237123],"domain_scores_gemma":[0.99798477,0.000116202275,0.00022883997,0.000028554095,0.00060752465,0.0010339913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005574466,0.00032057017,0.00035124016,0.0012809705,0.006119227,0.0020405739,0.000663765,0.00035377467,0.0014453062],"category_scores_gemma":[0.0012741564,0.00035683607,0.00037344353,0.00194467,0.0018211424,0.0005078161,0.0013858876,0.0006919005,0.00016248647],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009666252,0.00021164583,0.87205744,0.000056502187,0.000015760577,0.00065804936,0.10754198,0.000077260134,0.0024931973,0.00041299805,0.0003706853,0.016007887],"study_design_scores_gemma":[0.0000054982866,0.00010699512,0.8916193,0.000028581253,0.000009652214,0.00010965984,0.10560543,0.00020631736,0.00038812662,0.00004526485,0.0018483343,0.000026770802],"about_ca_topic_score_codex":0.95282215,"about_ca_topic_score_gemma":0.9810477,"teacher_disagreement_score":0.04717785,"about_ca_system_score_codex":0.017219812,"about_ca_system_score_gemma":0.027727213,"threshold_uncertainty_score":0.124939084},"labels":[],"label_agreement":null},{"id":"W7133105429","doi":"","title":"Japanese social influences on academic high school students&apos; attitudes toward long-term English learning","year":2000,"lang":"en","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Social influence; Social learning; Experiential learning; Social learning theory","score_opus":0.055921706980698385,"score_gpt":0.39443647592907793,"score_spread":0.33851476894837956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133105429","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980882,0.00002612869,0.0000056961912,0.00007086446,0.0000057001143,0.000002419771,0.000015312511,5.678647e-7,0.001785063],"genre_scores_gemma":[0.99780625,0.000057535235,0.000010414575,0.000038443875,0.000006463733,0.0000041294065,0.000025398924,0.0000026254363,0.002048752],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99941826,0.00015326228,0.000023652026,0.000052909283,0.000106622836,0.0002453054],"domain_scores_gemma":[0.9941299,0.0008587401,0.000853253,0.00009333891,0.00062365376,0.003441231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088007277,0.00024023002,0.0002787917,0.00086933887,0.0028984642,0.0021285485,0.0002222133,0.00039625284,0.007955189],"category_scores_gemma":[0.002515277,0.00024615397,0.00023449105,0.0010884436,0.0014286661,0.00042257112,0.0010909339,0.0007924462,0.00069468044],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006743163,0.00088792155,0.9496286,0.000029827914,0.00004988014,0.00034729834,0.039266072,0.00005121054,0.0023353638,0.00047754234,0.0007108652,0.00554112],"study_design_scores_gemma":[0.000013008015,0.00011730114,0.96721107,0.000009804069,0.000023964407,0.000018379651,0.031636335,0.000039444512,0.00015672276,0.000043618897,0.0007217495,0.000008453571],"about_ca_topic_score_codex":0.106321886,"about_ca_topic_score_gemma":0.2663166,"teacher_disagreement_score":0.106321886,"about_ca_system_score_codex":0.0017786234,"about_ca_system_score_gemma":0.0016737658,"threshold_uncertainty_score":0.21140599},"labels":[],"label_agreement":null},{"id":"W7133110851","doi":"","title":"&quot;I Got Accepted&quot;: Perceptions of Saudi Graduate Students on Factors influencing their Application Experience","year":2016,"lang":"","type":"dissertation","venue":"TSpace","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Gatekeeping; Curriculum; Qualitative research; Graduate students; Qualitative analysis; Process (computing)","score_opus":0.06603167952316759,"score_gpt":0.38146375954248746,"score_spread":0.3154320800193199,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133110851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937122,0.00016594221,0.00033943634,0.0019899218,0.00004617886,0.000017555856,0.00002785004,0.0000072815833,0.00369362],"genre_scores_gemma":[0.9950165,0.00022905365,0.00025065237,0.0007509657,0.000016741717,0.000019086958,0.000017769176,0.0000067443093,0.003692484],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978071,0.0010410434,0.00012917865,0.00011394866,0.0004921623,0.00041656132],"domain_scores_gemma":[0.9950837,0.001486251,0.00060042413,0.00019138619,0.0012519219,0.0013863349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004025033,0.00021153614,0.00025909155,0.00041509137,0.0027472198,0.0038754754,0.0005304289,0.0010395908,0.0037529615],"category_scores_gemma":[0.008696442,0.00015559747,0.00022284579,0.0004510947,0.0029621879,0.00152261,0.0021416722,0.0014218376,0.00088921667],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051908322,0.000104466424,0.03934989,0.00013920975,0.0000067780447,0.00087361963,0.9303559,0.00006623473,0.0034307982,0.0013880178,0.002175033,0.022058133],"study_design_scores_gemma":[0.0000026292425,0.00016545776,0.012957338,0.00009690531,0.000004579087,0.00031643087,0.97236,0.00012951606,0.0005822081,0.00013704822,0.01322509,0.000022816661],"about_ca_topic_score_codex":0.0073503344,"about_ca_topic_score_gemma":0.009241819,"teacher_disagreement_score":0.0073503344,"about_ca_system_score_codex":0.0014095005,"about_ca_system_score_gemma":0.0023405543,"threshold_uncertainty_score":0.021286607},"labels":[],"label_agreement":null},{"id":"W7134688392","doi":"","title":"Ana Monteiro","year":2019,"lang":"","type":"article","venue":"Scholarly Commons (Embry–Riddle Aeronautical University)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Test (biology); Applied linguistics; Discourse analysis; Multiculturalism; Intercultural communication","score_opus":0.024045157342501632,"score_gpt":0.19726607225603937,"score_spread":0.17322091491353775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7134688392","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014118697,0.06337395,0.008533772,0.08283393,0.01830332,0.00016929254,0.0015689655,0.0017771468,0.8093209],"genre_scores_gemma":[0.123711824,0.041561723,0.0048907525,0.01219405,0.0021825458,0.00014195655,0.0007397538,0.000639268,0.8139382],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99841857,0.00020304046,0.000046969253,0.00035540425,0.00078038266,0.00019559961],"domain_scores_gemma":[0.99689436,0.0005029473,0.0002027703,0.00014756061,0.001627354,0.0006249742],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013215648,0.000656497,0.00045280033,0.0013579878,0.0021627273,0.0035204128,0.0009153294,0.0013188877,0.08345826],"category_scores_gemma":[0.0063031428,0.00028429314,0.00035206453,0.0006513592,0.00077038497,0.0017028231,0.0014163575,0.0017186047,0.024954723],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001746296,0.00009845733,0.0024231153,0.0006968243,0.000017899507,0.0007876462,0.001492044,0.00040916988,0.0024394793,0.042995624,0.65317583,0.2952893],"study_design_scores_gemma":[0.00000274584,0.000010361427,0.00072149205,0.0001612053,0.0000050402205,0.00031606265,0.00040531787,0.000103290724,0.00038396157,0.001287419,0.9965939,0.000009178123],"about_ca_topic_score_codex":0.018444477,"about_ca_topic_score_gemma":0.027209446,"teacher_disagreement_score":0.91654176,"about_ca_system_score_codex":0.002481984,"about_ca_system_score_gemma":0.005788885,"threshold_uncertainty_score":0.27919567},"labels":[],"label_agreement":null},{"id":"W7143669959","doi":"10.70675/2381a99bzadcfz41a2zbce3z7b21a8cff771","title":"Etude de l'apport d'une réflexion dans l'apprentissage des langues dans une université colombienne","year":2011,"lang":"","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Research methodology; Speech act; Canadian studies","score_opus":0.023555134258978618,"score_gpt":0.2424809233707715,"score_spread":0.2189257891117929,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7143669959","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9648718,0.0012001811,0.00083118974,0.004013602,0.00004658807,0.00006176074,0.00011663262,0.000020133646,0.028838113],"genre_scores_gemma":[0.9909288,0.00067593734,0.00045059138,0.00052586105,0.000015507472,0.000049348866,0.00003139639,0.00001811077,0.00730441],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9922312,0.0036501775,0.0003183638,0.000989996,0.0019696376,0.0008405782],"domain_scores_gemma":[0.97920907,0.012045326,0.002334053,0.0008244987,0.003935026,0.0016520338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011332026,0.00039390684,0.00044322736,0.003346145,0.006869579,0.006221844,0.0010549186,0.0011206233,0.009848912],"category_scores_gemma":[0.019667424,0.0004720143,0.00034117876,0.0030821036,0.008904601,0.0034488202,0.0049674744,0.001830182,0.00092331786],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003262583,0.000021390768,0.030119022,0.00013891186,0.000010557666,0.00037182472,0.95293176,0.000019755831,0.0010882872,0.0035275791,0.00046351206,0.011274815],"study_design_scores_gemma":[0.000009507876,0.00008944085,0.16779172,0.0005062112,0.000028528646,0.0003442336,0.78629714,0.00015575942,0.0009248485,0.0009986073,0.04278858,0.00006538074],"about_ca_topic_score_codex":0.20232633,"about_ca_topic_score_gemma":0.2482684,"teacher_disagreement_score":0.20232633,"about_ca_system_score_codex":0.012090175,"about_ca_system_score_gemma":0.008901463,"threshold_uncertainty_score":0.40229732},"labels":[],"label_agreement":null},{"id":"W7143782716","doi":"10.14990/00004460","title":"The Motivational Journey of Japanese Foreign Language Learners","year":2023,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Japanese language; Study abroad; First language; Qualitative research; Second language; Language acquisition; Language assessment","score_opus":0.039136008726115425,"score_gpt":0.27824597101513443,"score_spread":0.239109962289019,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7143782716","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99561644,0.00020794739,0.00020150801,0.0006627489,0.000014260789,0.000020025196,0.000021445883,0.000004733671,0.0032507917],"genre_scores_gemma":[0.99747294,0.00036141177,0.00030037077,0.00022468685,0.000006159212,0.00003087399,0.000034778037,0.0000069744974,0.0015616899],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990602,0.0004454142,0.00003786836,0.00006910176,0.00014362145,0.0002437363],"domain_scores_gemma":[0.9986008,0.0002691592,0.00015763228,0.000037930156,0.00019758946,0.0007369545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002637035,0.00029869823,0.00038090264,0.0010342071,0.0056700185,0.005140311,0.00068867893,0.00072212686,0.0013861939],"category_scores_gemma":[0.0032517973,0.00029083443,0.0003439742,0.0006437847,0.003291731,0.002630141,0.00470812,0.001677343,0.0002560401],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022259053,0.000084608044,0.03698005,0.00007379947,0.0000064566484,0.0003279723,0.95168865,0.00001932792,0.0005146666,0.0016597639,0.00075271615,0.007869744],"study_design_scores_gemma":[0.0000031885058,0.000042084368,0.016368348,0.000056772704,0.000006895348,0.00011531331,0.9726743,0.00008263295,0.000107060296,0.0003763017,0.010148352,0.000018792918],"about_ca_topic_score_codex":0.014877207,"about_ca_topic_score_gemma":0.025474414,"teacher_disagreement_score":0.014877207,"about_ca_system_score_codex":0.0022988294,"about_ca_system_score_gemma":0.0034058075,"threshold_uncertainty_score":0.02958119},"labels":[],"label_agreement":null},{"id":"W7143807055","doi":"10.71146/kjmr486","title":"USING HAUSA LANGUAGE IN THE ASSESSMENT OF STUDENTS: A CASE STUDY OF HIGHER INSTITUTION IN BAUCHI, NIGERIA&lt;u&gt; &lt;/u&gt;&lt;u&gt;&lt;/u&gt;","year":2025,"lang":"","type":"article","venue":"Kashf Journal of Multidisciplinary Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Hausa; Institution; Languages of Africa; First language; Academic institution; Language acquisition","score_opus":0.12342522532424693,"score_gpt":0.46624106008178146,"score_spread":0.3428158347575345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7143807055","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99950147,0.00006225666,0.00006395728,0.000089591034,0.0000033449783,0.000026697973,0.0000033217561,7.2563824e-7,0.00024854258],"genre_scores_gemma":[0.9986029,0.00021686956,0.00039134405,0.00009864916,0.0000043419,0.000029400726,0.0000055474143,0.0000017493577,0.0006492751],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99806505,0.0009810093,0.00014416692,0.00016822432,0.00024797887,0.0003935579],"domain_scores_gemma":[0.9972277,0.0007019317,0.00054028607,0.00010340748,0.00046837635,0.0009582505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024000953,0.00042756196,0.00053819513,0.0010521084,0.0051388014,0.0018393191,0.0010501867,0.0012186425,0.0015505576],"category_scores_gemma":[0.0034198053,0.0004596975,0.00040656264,0.0008205551,0.0024060511,0.0009884791,0.0017576054,0.0015792594,0.00030116024],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026638794,0.0046199113,0.4377985,0.000507877,0.000037343736,0.03170949,0.47919416,0.00015935692,0.010057559,0.00072022283,0.00053094863,0.03439827],"study_design_scores_gemma":[0.000018945257,0.0026619672,0.19444527,0.00020871674,0.000037265363,0.008048463,0.78653556,0.00027369,0.0032982242,0.00018961533,0.0042126835,0.00006961018],"about_ca_topic_score_codex":0.0070474325,"about_ca_topic_score_gemma":0.031072063,"teacher_disagreement_score":0.0070474325,"about_ca_system_score_codex":0.0017089352,"about_ca_system_score_gemma":0.002749487,"threshold_uncertainty_score":0.014012873},"labels":[],"label_agreement":null},{"id":"W7144219845","doi":"10.24727/00027666","title":"カナダのイマージョン教育の成功を支えた教授学的要因に関する研究","year":2007,"lang":"ja","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Experiential learning; Competence (human resources); Immersion (mathematics); French immersion; Language proficiency; Language acquisition; Second language","score_opus":0.03019675889141286,"score_gpt":0.27513565874683593,"score_spread":0.24493889985542308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144219845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80949366,0.011086736,0.021148996,0.013245671,0.00047869442,0.00012487872,0.00012695782,0.00014075631,0.14415365],"genre_scores_gemma":[0.9747433,0.0044798753,0.0035744554,0.0010751865,0.000116668474,0.000026483469,0.00006612308,0.000014847126,0.01590308],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9991941,0.00021531932,0.000030833256,0.00015194532,0.00020388667,0.00020393898],"domain_scores_gemma":[0.99850756,0.00063637394,0.00029285948,0.000037487367,0.0003359928,0.00018972172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014362227,0.0002993916,0.00020592395,0.00075315725,0.001910415,0.0023274578,0.00048599916,0.00089938985,0.005952951],"category_scores_gemma":[0.0022083803,0.00010904884,0.0002712216,0.0005020203,0.0023367428,0.0016914665,0.0011366068,0.0006597567,0.0010239722],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025825558,0.00047372445,0.28649956,0.0014194403,0.000090572416,0.0028347508,0.09844458,0.0009151294,0.012313064,0.15916084,0.01026313,0.427327],"study_design_scores_gemma":[0.000029350429,0.0011025006,0.43057218,0.0012136485,0.00016495507,0.005067432,0.2523678,0.0032969376,0.013816088,0.039589822,0.25255337,0.00022597077],"about_ca_topic_score_codex":0.025895348,"about_ca_topic_score_gemma":0.055229224,"teacher_disagreement_score":0.97410464,"about_ca_system_score_codex":0.0029115304,"about_ca_system_score_gemma":0.0037564684,"threshold_uncertainty_score":0.051489234},"labels":[],"label_agreement":null},{"id":"W7144333087","doi":"10.34577/00002617","title":"English for Liberal Arts: A New (Re)Vision of the ELP","year":2012,"lang":"","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Bulletin of Medical History","funders":"","keywords":"Liberal arts education; Curriculum; The arts; Language education; Liberal education; Applied linguistics; English language; International language","score_opus":0.04606670756876487,"score_gpt":0.2884927489290547,"score_spread":0.24242604136028983,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144333087","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06849203,0.0173468,0.034619562,0.45904607,0.0046768733,0.00006679716,0.00029969146,0.00055164035,0.4149005],"genre_scores_gemma":[0.83906746,0.012734687,0.024429584,0.02960376,0.0027139063,0.00012845572,0.0003624893,0.000443239,0.0905164],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945364,0.0023864317,0.0002530397,0.00065075065,0.0014308126,0.0007426733],"domain_scores_gemma":[0.99343044,0.0021164569,0.00035518152,0.001218573,0.0010456787,0.0018337073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0084647,0.0002633282,0.00031254432,0.002720372,0.0042126705,0.019954879,0.0014553526,0.00216015,0.0045427596],"category_scores_gemma":[0.0076414864,0.00020533339,0.00020802487,0.0028336693,0.021108387,0.02454832,0.009805218,0.008195146,0.0006046022],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014749522,0.000046367742,0.00063904823,0.00010949145,0.0000027325013,0.00012956472,0.0196423,0.0001420464,0.00020024285,0.8939306,0.01922508,0.065917745],"study_design_scores_gemma":[0.00000519429,0.000029700637,0.0010671754,0.00032226596,0.000003671408,0.00018882466,0.0227569,0.00043677038,0.00024551633,0.12691222,0.8480152,0.000016613742],"about_ca_topic_score_codex":0.00746897,"about_ca_topic_score_gemma":0.005862025,"teacher_disagreement_score":0.019954879,"about_ca_system_score_codex":0.005389769,"about_ca_system_score_gemma":0.0144247655,"threshold_uncertainty_score":0.044766128},"labels":[],"label_agreement":null},{"id":"W7144369452","doi":"10.15073/0002000057","title":"Exploring Language Immersion Programs at the University Level","year":2024,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Higher education; Immersion (mathematics)","score_opus":0.16303647786233377,"score_gpt":0.2644233926017996,"score_spread":0.10138691473946582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144369452","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.939089,0.0007295349,0.002208161,0.0019765485,0.000046563917,0.00012849736,0.000161524,0.00005076925,0.055609386],"genre_scores_gemma":[0.991042,0.0006489591,0.001374893,0.0002757729,0.000016107679,0.00015202504,0.000108017186,0.000019727244,0.006362497],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99772614,0.0009967611,0.000038136583,0.00014847681,0.00029855644,0.0007919069],"domain_scores_gemma":[0.9967895,0.0009782697,0.00025800802,0.0000907336,0.0004200077,0.0014633889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022884477,0.00023324213,0.0002662775,0.0011521028,0.0037068443,0.0070461053,0.0010908523,0.00076886424,0.007354354],"category_scores_gemma":[0.0042153117,0.00014289738,0.0003338041,0.0013534029,0.0025540239,0.0038532142,0.0057980423,0.0015940433,0.00068383495],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027672423,0.002630849,0.11076816,0.0011117985,0.00005655631,0.0013695676,0.58133763,0.00060610217,0.0027299593,0.065347075,0.012011616,0.22175394],"study_design_scores_gemma":[0.0000390189,0.0005755261,0.087511435,0.00080053834,0.000041793275,0.00023695076,0.8079533,0.00064307824,0.0009799442,0.0054788995,0.09569272,0.000046808702],"about_ca_topic_score_codex":0.031009935,"about_ca_topic_score_gemma":0.09010318,"teacher_disagreement_score":0.031009935,"about_ca_system_score_codex":0.008251189,"about_ca_system_score_gemma":0.00845054,"threshold_uncertainty_score":0.06165886},"labels":[],"label_agreement":null},{"id":"W7144418146","doi":"","title":"【原著論文】Analysis of Speech Acts by Gender and Age in Peer Assessment","year":2023,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Perception; Preference; Task (project management); Identity (music); Quarter (Canadian coin); Peer assessment; Speech act","score_opus":0.05465970465384905,"score_gpt":0.3145939372082348,"score_spread":0.25993423255438575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144418146","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971476,0.00012050018,0.0005007853,0.00004393853,0.000015057977,0.000021460317,0.000029478488,0.000008965618,0.0021121302],"genre_scores_gemma":[0.9986683,0.00005631057,0.00025139842,0.000010150001,0.000006636636,0.000019501975,0.000020448186,0.0000050975145,0.0009622043],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.995833,0.0020152195,0.00039880976,0.0003131918,0.0010975101,0.0003423691],"domain_scores_gemma":[0.9740577,0.015194872,0.0036038568,0.00074632635,0.004703941,0.0016933928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038301158,0.0002662577,0.0003159368,0.001527885,0.00055585575,0.001383879,0.00032041618,0.00024276115,0.0025722624],"category_scores_gemma":[0.029872864,0.00012790802,0.000255404,0.0004937718,0.0006275382,0.00080807897,0.0009776824,0.0004154494,0.00064872374],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009760246,0.00034037753,0.8238961,0.0001382623,0.000067645145,0.0010416129,0.059098855,0.00029461505,0.011727911,0.0003945618,0.00046148748,0.101562425],"study_design_scores_gemma":[0.000010106515,0.0009600136,0.9456121,0.00005715632,0.000042752417,0.0010328538,0.045412667,0.0007895652,0.0035867358,0.00029511406,0.0021480566,0.00005279501],"about_ca_topic_score_codex":0.0016039923,"about_ca_topic_score_gemma":0.002627637,"teacher_disagreement_score":0.0038301158,"about_ca_system_score_codex":0.00033301007,"about_ca_system_score_gemma":0.0004031805,"threshold_uncertainty_score":0.020255864},"labels":[],"label_agreement":null},{"id":"W7144430120","doi":"","title":"共生のための日本語をめぐる考察 : 簡約日本語からユニバーサル<万人向け>日本語へ","year":2005,"lang":"ja","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Immigration; Japanese language; Quarter (Canadian coin); Foreign language","score_opus":0.028602616487362984,"score_gpt":0.2625818512013759,"score_spread":0.2339792347140129,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144430120","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07845222,0.022154141,0.109388724,0.054057598,0.0066419602,0.00038883925,0.00224885,0.0015383409,0.72512925],"genre_scores_gemma":[0.4766846,0.025169987,0.119776495,0.009599974,0.0022292421,0.0004522665,0.0025836204,0.0008105457,0.36269328],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969097,0.00078480487,0.00043253976,0.0003553904,0.0013161772,0.00020138163],"domain_scores_gemma":[0.99401593,0.0018205045,0.00059483544,0.00074626616,0.0023879765,0.00043452528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061617107,0.00038910907,0.00031581995,0.0022081723,0.0036551896,0.008147705,0.0007308993,0.0016123971,0.035007212],"category_scores_gemma":[0.01177423,0.00044394852,0.00031134518,0.0029680184,0.0039010786,0.011486721,0.0026109235,0.0020516377,0.018971419],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024738818,0.00012703218,0.009290104,0.00044306036,0.000032103544,0.0011406079,0.013765651,0.00026896092,0.0040712776,0.3193586,0.15648158,0.49477357],"study_design_scores_gemma":[0.000016230308,0.00006318721,0.0055011306,0.00023075148,0.000025852689,0.0015926582,0.006348199,0.00048649337,0.0049908487,0.031154275,0.9495237,0.0000667045],"about_ca_topic_score_codex":0.006131094,"about_ca_topic_score_gemma":0.013300901,"teacher_disagreement_score":0.035007212,"about_ca_system_score_codex":0.0022208875,"about_ca_system_score_gemma":0.003116353,"threshold_uncertainty_score":0.11711079},"labels":[],"label_agreement":null},{"id":"W7144441000","doi":"","title":"A Case for Integrating Study Skills and Learning Strategies\\ninto an EFL Curriculum","year":2007,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Learning styles; Class (philosophy); Study skills; Experiential learning","score_opus":0.026388952165341515,"score_gpt":0.30656921992082864,"score_spread":0.2801802677554871,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144441000","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.77638394,0.0005541302,0.017583977,0.03577201,0.00030197922,0.00023960073,0.000038107242,0.00029218796,0.168834],"genre_scores_gemma":[0.9586353,0.000237333,0.020259101,0.0021050507,0.000050502596,0.0001465317,0.0000305284,0.000063336054,0.01847223],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.994643,0.0022996566,0.00020918802,0.00046450156,0.001053314,0.0013303846],"domain_scores_gemma":[0.9936027,0.002043018,0.0007140966,0.0006933272,0.00077972724,0.0021670952],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049113748,0.0005082422,0.00043312978,0.0014841746,0.007991835,0.006476882,0.0017073471,0.002994447,0.0052717705],"category_scores_gemma":[0.0099947695,0.0005287258,0.00050660694,0.0013786822,0.010858083,0.0055703633,0.009136108,0.007358124,0.00070897077],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018264084,0.0022664368,0.086396724,0.0002126163,0.000031836546,0.06271161,0.443895,0.0007693145,0.0103892535,0.21119675,0.011235775,0.17071202],"study_design_scores_gemma":[0.00011498491,0.00057217927,0.058562648,0.0007543049,0.000058369576,0.08286229,0.39676917,0.008391308,0.004576409,0.0897603,0.3574039,0.00017426402],"about_ca_topic_score_codex":0.013767982,"about_ca_topic_score_gemma":0.029788945,"teacher_disagreement_score":0.013767982,"about_ca_system_score_codex":0.0047688764,"about_ca_system_score_gemma":0.009881483,"threshold_uncertainty_score":0.034600794},"labels":[],"label_agreement":null},{"id":"W7144581496","doi":"","title":"Validation of the EIKEN Tests in Japanese University’s English Foundation Course — A Case Study on Teaching EFL Students at NUIS","year":2020,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test (biology); Active listening; Christian ministry; Reading (process); Quarter (Canadian coin); Class (philosophy)","score_opus":0.040559506579590045,"score_gpt":0.2871612591866157,"score_spread":0.2466017526070257,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144581496","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99666023,0.00013909957,0.0005896271,0.00029375518,0.000022245491,0.0002136002,0.00001653176,0.0000065777112,0.0020583482],"genre_scores_gemma":[0.99299085,0.00026479346,0.0039501945,0.00028554458,0.00001549028,0.00022038235,0.000060453505,0.00001571448,0.0021965092],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9921687,0.0037316713,0.0006010662,0.0006044296,0.002017157,0.0008768784],"domain_scores_gemma":[0.98304784,0.005652772,0.0012573102,0.0010689179,0.00669048,0.0022826362],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020207582,0.0005969008,0.0006592281,0.0015657552,0.004392998,0.0026443214,0.002313148,0.0016774174,0.0010889859],"category_scores_gemma":[0.02511044,0.0005408904,0.0006187553,0.0011976623,0.0027397312,0.0019086673,0.0023853453,0.0021155886,0.0004179916],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041098465,0.0067938673,0.30963308,0.0006298367,0.000058353704,0.022343839,0.5146006,0.0006947424,0.010331467,0.0020400854,0.0021809295,0.13028224],"study_design_scores_gemma":[0.00012164683,0.0034585597,0.28978032,0.00087270554,0.00013599603,0.0062089427,0.6563057,0.003549335,0.013996218,0.0007824247,0.024571557,0.00021659106],"about_ca_topic_score_codex":0.018163776,"about_ca_topic_score_gemma":0.044511113,"teacher_disagreement_score":0.020207582,"about_ca_system_score_codex":0.0048206085,"about_ca_system_score_gemma":0.0065385066,"threshold_uncertainty_score":0.10686922},"labels":[],"label_agreement":null},{"id":"W7144728694","doi":"","title":"Analysis of Student Errors in an EAP Writing Class 　A Critical Action Research Project","year":2012,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Action research; Class (philosophy); English for academic purposes; Action (physics); Academic writing; Process (computing); Focus (optics)","score_opus":0.2701752035571494,"score_gpt":0.4721674846213126,"score_spread":0.20199228106416317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144728694","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9874806,0.000075967335,0.007612595,0.00027853495,0.000040213457,0.0005151585,0.0003148326,0.0001657609,0.0035162955],"genre_scores_gemma":[0.9766654,0.00013288854,0.015225289,0.00007991647,0.000026834508,0.00060692796,0.00034263497,0.00012674739,0.006793519],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.970792,0.013377737,0.0030360313,0.0022712557,0.009561655,0.0009613673],"domain_scores_gemma":[0.79646,0.12602769,0.019922415,0.0132719185,0.041442152,0.0028759053],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01816293,0.00065408327,0.0008015564,0.0056528873,0.003077584,0.003899065,0.002238576,0.0013309219,0.002271186],"category_scores_gemma":[0.10714687,0.00044287363,0.00035213033,0.003521022,0.0021685276,0.0020369543,0.0027957151,0.0017262108,0.0008042101],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088541885,0.0022330582,0.111956604,0.00072985474,0.00008409862,0.0029905597,0.59322435,0.0012979007,0.014639874,0.0019026011,0.0034755706,0.26658008],"study_design_scores_gemma":[0.00014998214,0.004074238,0.27910495,0.00091481494,0.0001669235,0.003661471,0.57416534,0.015893789,0.06313021,0.0047013974,0.05360729,0.0004296337],"about_ca_topic_score_codex":0.0016644376,"about_ca_topic_score_gemma":0.0024365424,"teacher_disagreement_score":0.01816293,"about_ca_system_score_codex":0.0020636418,"about_ca_system_score_gemma":0.002042822,"threshold_uncertainty_score":0.096055925},"labels":[],"label_agreement":null},{"id":"W7144863849","doi":"","title":"Japanese Tertiary-level Students' Cognition of World Englishes","year":2020,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"World Englishes; Pronunciation; Preference; Syntax; Multitude; Cognition; Varieties of English","score_opus":0.06330786998991975,"score_gpt":0.27357516590322584,"score_spread":0.2102672959133061,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7144863849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988305,0.000058723355,0.000022302735,0.000041857766,0.0000036386348,0.0000030827666,0.000023192102,0.000002600261,0.0010140827],"genre_scores_gemma":[0.9985441,0.00013279497,0.000043782362,0.00007289162,0.0000034470152,0.0000065303343,0.00006493604,0.0000026508824,0.0011288939],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99942243,0.000098485136,0.000069579815,0.00008807985,0.0001730025,0.00014847274],"domain_scores_gemma":[0.9964126,0.0005121903,0.0010672831,0.00019831849,0.0005804608,0.0012291613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014602231,0.0004958861,0.00051882915,0.0011070959,0.0016347816,0.0036057555,0.00040658785,0.0006510867,0.004862777],"category_scores_gemma":[0.0040647215,0.00032817293,0.0005465575,0.00084347255,0.0010895053,0.0013848988,0.0016737387,0.000901561,0.0011452951],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016289516,0.00041535412,0.88862383,0.00007243189,0.000044881992,0.0002797145,0.09480294,0.00004671393,0.00183279,0.00018825426,0.000758609,0.012771621],"study_design_scores_gemma":[0.000012593987,0.00031036712,0.89664674,0.000050987746,0.00004284073,0.00013650092,0.09945031,0.00019724127,0.00037148347,0.00017142502,0.0025742743,0.000035240864],"about_ca_topic_score_codex":0.028024768,"about_ca_topic_score_gemma":0.044808816,"teacher_disagreement_score":0.028024768,"about_ca_system_score_codex":0.00076243444,"about_ca_system_score_gemma":0.0006239262,"threshold_uncertainty_score":0.05572331},"labels":[],"label_agreement":null},{"id":"W7145005826","doi":"","title":"イマージョン教育における英語の位置付け及び教育手段に関する一考察 : 日本の小学校を例にして","year":2024,"lang":"ja","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Immersion (mathematics); Bilingual education; English language; Language assessment; First language; Primary education","score_opus":0.030387062774446714,"score_gpt":0.27403956211526836,"score_spread":0.24365249934082164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7145005826","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3861434,0.01878958,0.06697437,0.010191687,0.00077515485,0.00043217684,0.0005727586,0.00044898925,0.5156719],"genre_scores_gemma":[0.89585364,0.012043529,0.023518855,0.0013397017,0.00028156437,0.00016222212,0.00031551186,0.000107032756,0.06637787],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984847,0.0002732506,0.00013216246,0.00019893209,0.0007335797,0.00017742103],"domain_scores_gemma":[0.997747,0.000495874,0.00034617315,0.00013680282,0.0009288841,0.00034526008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019124146,0.0003361742,0.00025217686,0.001250107,0.002563509,0.0031044732,0.00045325613,0.0008743598,0.008895395],"category_scores_gemma":[0.0028783535,0.00026426656,0.0003882017,0.00073194614,0.004752806,0.0024050612,0.0018114005,0.0014527799,0.0031430123],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027941295,0.00038251767,0.043700695,0.0013791606,0.00011121637,0.005473487,0.04855304,0.0012114653,0.060930975,0.16441686,0.023246635,0.65031457],"study_design_scores_gemma":[0.00005838392,0.00077679846,0.1499491,0.0013609219,0.00021074963,0.01247091,0.043622058,0.0033732918,0.05547986,0.06417346,0.66816837,0.0003560987],"about_ca_topic_score_codex":0.021005975,"about_ca_topic_score_gemma":0.028809983,"teacher_disagreement_score":0.021005975,"about_ca_system_score_codex":0.002162282,"about_ca_system_score_gemma":0.004564489,"threshold_uncertainty_score":0.04176742},"labels":[],"label_agreement":null},{"id":"W7145037354","doi":"","title":"Blogs for Writing Instruction","year":2015,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Preference; Foreign language; Public speaking; Technical writing; English as a foreign language; The Internet; Collaborative writing","score_opus":0.08081730731329019,"score_gpt":0.2870705656755307,"score_spread":0.2062532583622405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7145037354","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.078399844,0.014935296,0.0376166,0.011009873,0.010619325,0.0013969465,0.0132121565,0.026164139,0.8066459],"genre_scores_gemma":[0.32466757,0.014440971,0.12944348,0.0045838263,0.004499033,0.0017843777,0.026858406,0.0063049705,0.48741725],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99863976,0.0003358383,0.00012675837,0.00014968154,0.0005822628,0.00016565551],"domain_scores_gemma":[0.9898162,0.004045928,0.00080730167,0.002140366,0.0011291457,0.0020610904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015986831,0.00052624324,0.00046578323,0.0037241455,0.0020923773,0.0073208516,0.00097228686,0.00074287306,0.1044015],"category_scores_gemma":[0.012092687,0.00029347802,0.0004428179,0.004418395,0.000543479,0.0064384807,0.0050816736,0.0017017089,0.044964805],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015938764,0.0006168309,0.0021454182,0.0008265315,0.00001003647,0.00033264124,0.002073876,0.00007323037,0.0027401757,0.007614561,0.25151694,0.7318905],"study_design_scores_gemma":[0.00004919471,0.00015094638,0.0060997624,0.00054394954,0.000014102144,0.00065591506,0.002499063,0.00017098921,0.0013358005,0.0055305273,0.98292047,0.000029315446],"about_ca_topic_score_codex":0.00035591994,"about_ca_topic_score_gemma":0.0013999023,"teacher_disagreement_score":0.1044015,"about_ca_system_score_codex":0.0005433223,"about_ca_system_score_gemma":0.0013974459,"threshold_uncertainty_score":0.34925783},"labels":[],"label_agreement":null},{"id":"W7145148260","doi":"","title":"Language Activities by Foreign Students at Jissen Women's University : Centered on \"Speaking\" Activities","year":2008,"lang":"ja","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Japanese language; Order (exchange); Resource (disambiguation); Public university; Study abroad; Content analysis; First language","score_opus":0.02249524284518598,"score_gpt":0.247905103747835,"score_spread":0.22540986090264903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7145148260","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998184,0.00009255078,0.00003030093,0.00006797266,0.0000054640564,0.000004241664,0.000020223324,0.0000032051273,0.0015918283],"genre_scores_gemma":[0.9967956,0.00026062684,0.000097319775,0.00008718241,0.0000059313948,0.000009369827,0.000042777374,0.0000047029025,0.0026964962],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996107,0.0001352309,0.000023424183,0.0000477764,0.0000525352,0.0001302315],"domain_scores_gemma":[0.9990521,0.00014145448,0.00017587312,0.00003354111,0.000106915555,0.0004900166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004547464,0.00037372598,0.00028259068,0.000664453,0.00244075,0.001998168,0.0003072245,0.00038662914,0.003006589],"category_scores_gemma":[0.0012401243,0.00019069604,0.00021137908,0.0005855137,0.00085255,0.0009104971,0.0015771112,0.00063058024,0.00052334525],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014889678,0.00021550502,0.5315919,0.00015255864,0.000015954918,0.0014658807,0.40825978,0.000043009644,0.0074434835,0.00031198456,0.001055722,0.049295302],"study_design_scores_gemma":[0.0000039702545,0.00024247494,0.28316382,0.00006871801,0.000017402243,0.0007234175,0.7056115,0.00006008869,0.0009866017,0.000062483785,0.009035078,0.000024496434],"about_ca_topic_score_codex":0.008208113,"about_ca_topic_score_gemma":0.024890097,"teacher_disagreement_score":0.008208113,"about_ca_system_score_codex":0.00067106093,"about_ca_system_score_gemma":0.0011035979,"threshold_uncertainty_score":0.016320705},"labels":[],"label_agreement":null},{"id":"W7145162747","doi":"","title":"I need you, to teach you. Teaching Cooperative Learning in Japan : Perspectives and practical applications for teaching English Language Learners from a Canadian Educator's point of view","year":2018,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Point (geometry); Cooperative learning; English language; Teaching method; Teaching and learning center; Language education; Language assessment","score_opus":0.01792461495771483,"score_gpt":0.30069673739096076,"score_spread":0.2827721224332459,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7145162747","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44387496,0.020036884,0.021469261,0.2617229,0.0027002818,0.00030605015,0.0002898477,0.0004094228,0.24919048],"genre_scores_gemma":[0.8704247,0.014690958,0.015170915,0.013751431,0.0002059398,0.00011949098,0.00013699432,0.00013922775,0.085360415],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969928,0.0011585678,0.0001076424,0.00021866888,0.00063124945,0.00089103344],"domain_scores_gemma":[0.989641,0.0020847046,0.00040383002,0.00023059396,0.002005926,0.0056339307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058221314,0.00024562486,0.00025269337,0.00067714805,0.013728116,0.007017831,0.0010658101,0.0017536393,0.004467163],"category_scores_gemma":[0.006930009,0.00024095213,0.00026195345,0.0014277602,0.0062002665,0.0058240057,0.005105522,0.0025151381,0.0007720771],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000076467455,0.00023505275,0.017963521,0.00052044156,0.00001699514,0.0021043187,0.746027,0.000097237724,0.0043598316,0.02893946,0.07145781,0.12820183],"study_design_scores_gemma":[0.000013978951,0.000069521404,0.008715845,0.00036895648,0.000031972053,0.0005930053,0.7792166,0.00013665036,0.00075989845,0.003176324,0.20685521,0.000062044855],"about_ca_topic_score_codex":0.3539131,"about_ca_topic_score_gemma":0.61968225,"teacher_disagreement_score":0.3539131,"about_ca_system_score_codex":0.008311596,"about_ca_system_score_gemma":0.037844427,"threshold_uncertainty_score":0.7037062},"labels":[],"label_agreement":null},{"id":"W7145656580","doi":"","title":"The Retention and Attrition of English Ability by Japanese University　Students with Short-Term Overseas Study Experience","year":2014,"lang":"ja","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attrition; Qualitative research; Higher education; Study abroad","score_opus":0.02197226110672,"score_gpt":0.25604469158561016,"score_spread":0.23407243047889015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7145656580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99977034,0.00002711026,0.000009317723,0.000020447336,0.0000014170447,0.0000015458065,0.000006449288,6.205316e-7,0.0001628188],"genre_scores_gemma":[0.99930274,0.00004193275,0.00001826204,0.000022784421,0.0000021197136,0.000004439174,0.000026527006,0.0000012604147,0.00057987985],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99880624,0.00020050202,0.00010206604,0.00011224439,0.0002923038,0.0004866671],"domain_scores_gemma":[0.99395615,0.0007059838,0.00174519,0.00036794195,0.0014421077,0.0017825936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001972346,0.00025340752,0.00043001134,0.0011893536,0.0021070263,0.002926931,0.0008208217,0.0005905812,0.0013271883],"category_scores_gemma":[0.007821519,0.00023049397,0.00046155878,0.0010315424,0.0011084276,0.0011779357,0.0024565205,0.001068119,0.00037652208],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001252262,0.00024796516,0.9200219,0.000026042804,0.00002576678,0.0006485835,0.06447656,0.000022185044,0.0012933464,0.000071782066,0.00017721101,0.012863337],"study_design_scores_gemma":[0.000004081521,0.00028527083,0.8922881,0.000018221906,0.000025137957,0.000362099,0.105469525,0.000097229255,0.00039801557,0.00003694928,0.0009942568,0.000021036427],"about_ca_topic_score_codex":0.02779336,"about_ca_topic_score_gemma":0.038045045,"teacher_disagreement_score":0.02779336,"about_ca_system_score_codex":0.00096488127,"about_ca_system_score_gemma":0.0015506727,"threshold_uncertainty_score":0.05526316},"labels":[],"label_agreement":null},{"id":"W7145879466","doi":"","title":"Exploring and Promoting English Study Abroad Beyond the Inner Circle","year":2023,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Study abroad; Curriculum; Destinations; Currency; Promotion (chess); Quality (philosophy); Identity (music); International education","score_opus":0.08528972539379112,"score_gpt":0.2780096170720934,"score_spread":0.19271989167830225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7145879466","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92068744,0.0014681866,0.0014313709,0.006926765,0.00013179735,0.00008197818,0.000117696836,0.000121845216,0.069032885],"genre_scores_gemma":[0.9806426,0.0025777381,0.0023326166,0.0012480556,0.00005764586,0.000094383395,0.00016787529,0.000036825684,0.012842222],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983537,0.0008995355,0.000071273076,0.000102735365,0.00021806524,0.00035471618],"domain_scores_gemma":[0.9932956,0.0018113629,0.0007387112,0.00028136995,0.0004811187,0.003391795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003149651,0.00016106546,0.00021768136,0.0008807464,0.0029652654,0.0070675625,0.00063743023,0.00046275265,0.00827753],"category_scores_gemma":[0.0068527125,0.00014386754,0.00017608273,0.0008837533,0.0013059065,0.0049946574,0.006228242,0.00074631197,0.0014234736],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001654217,0.0012346567,0.12262176,0.0010938797,0.00003096417,0.0020625594,0.44868022,0.000102993545,0.0033267802,0.010173002,0.043734767,0.36677295],"study_design_scores_gemma":[0.000023632476,0.0002329503,0.07714459,0.00071171497,0.000032802152,0.0005489698,0.6756394,0.00020102726,0.0010392164,0.0030270915,0.24134882,0.000049906394],"about_ca_topic_score_codex":0.0022835014,"about_ca_topic_score_gemma":0.0075404434,"teacher_disagreement_score":0.00827753,"about_ca_system_score_codex":0.00076414994,"about_ca_system_score_gemma":0.0038760318,"threshold_uncertainty_score":0.027691126},"labels":[],"label_agreement":null},{"id":"W7146032624","doi":"","title":"アクティブ・リスニング : 旅行会話を通して学ぶカナダ文化の概観","year":2006,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Informational listening; Foreign language; Reflective listening; Appreciative listening; Everyday life; Second language","score_opus":0.019655789703550357,"score_gpt":0.22686927794461223,"score_spread":0.20721348824106187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7146032624","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14083098,0.014274237,0.09900671,0.026818145,0.0022740108,0.0002259903,0.00031172772,0.0009814053,0.7152768],"genre_scores_gemma":[0.8218309,0.00942062,0.027306134,0.002351378,0.0007181071,0.00009588869,0.00022174433,0.00022336181,0.13783184],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99886656,0.0004187719,0.000105149345,0.00016495556,0.0003145113,0.00013018122],"domain_scores_gemma":[0.99728894,0.0011271997,0.00028382515,0.00024011965,0.00066721695,0.00039278108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032710044,0.00027404755,0.00020915095,0.0012972573,0.0026752735,0.0057140994,0.0004836049,0.0012781997,0.017007664],"category_scores_gemma":[0.0043171183,0.0002271408,0.00020977265,0.00076742074,0.0057329554,0.0048982254,0.0021210972,0.0016678093,0.006811095],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023174968,0.00018889477,0.021182572,0.00060232606,0.000020147718,0.0013131705,0.052160945,0.0005313013,0.009432286,0.1871272,0.03302215,0.69418716],"study_design_scores_gemma":[0.000023110291,0.0003528003,0.028772002,0.00081943616,0.000038729668,0.0040834947,0.04476522,0.0019145142,0.0119857425,0.061982974,0.84513885,0.00012311069],"about_ca_topic_score_codex":0.004007011,"about_ca_topic_score_gemma":0.0063348985,"teacher_disagreement_score":0.995993,"about_ca_system_score_codex":0.0014395892,"about_ca_system_score_gemma":0.0019544582,"threshold_uncertainty_score":0.05689633},"labels":[],"label_agreement":null},{"id":"W7146053426","doi":"","title":"Japanese Language Education in Canada: An Example of a Regional University in British Columbia","year":2017,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Japanese language; Higher education; Learner autonomy; Language education","score_opus":0.03277240649351635,"score_gpt":0.2403965982021361,"score_spread":0.20762419170861976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7146053426","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8515135,0.001797779,0.0012741263,0.010695991,0.0001182764,0.000256439,0.009246225,0.00054508675,0.124552675],"genre_scores_gemma":[0.93133813,0.0012338582,0.0027150745,0.0007855576,0.000015941763,0.00004326141,0.0034026504,0.000102762846,0.060362704],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987097,0.000096022966,0.000049747934,0.000112867034,0.0003500874,0.0006815015],"domain_scores_gemma":[0.99444276,0.00037628677,0.00016802814,0.0001182794,0.00215942,0.0027352427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059796765,0.00027409615,0.00030970655,0.0034753429,0.010561411,0.0039991154,0.0014262749,0.0011408835,0.009980681],"category_scores_gemma":[0.002087547,0.00025540352,0.00025324954,0.011934922,0.0014717705,0.0012341177,0.0023035752,0.0010552162,0.0011718973],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007181614,0.0008886887,0.4246018,0.0006896085,0.00010927062,0.015641535,0.061626486,0.003947148,0.004647306,0.033510666,0.16781037,0.28580898],"study_design_scores_gemma":[0.000058485864,0.00010367583,0.49151978,0.0003444677,0.000086790526,0.0010506514,0.1712939,0.003402629,0.001537804,0.0011553941,0.32924432,0.00020200525],"about_ca_topic_score_codex":0.99445194,"about_ca_topic_score_gemma":0.99803704,"teacher_disagreement_score":0.050301604,"about_ca_system_score_codex":0.050301604,"about_ca_system_score_gemma":0.10857083,"threshold_uncertainty_score":0.36496538},"labels":[],"label_agreement":null},{"id":"W7146275610","doi":"","title":"ヨーロッパ言語ポートフォリオ : 開発と導入に関する一考察","year":2008,"lang":"ja","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Portfolio; European union; Process (computing); Promotion (chess); European commission; Language industry","score_opus":0.047060151817572046,"score_gpt":0.25524389836575445,"score_spread":0.2081837465481824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7146275610","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22766551,0.008442027,0.27591607,0.013250928,0.0020653736,0.0016927648,0.006336497,0.004658483,0.45997232],"genre_scores_gemma":[0.70916384,0.0053791762,0.2162995,0.0012608141,0.0004590891,0.0009586218,0.0042692455,0.00065253174,0.0615572],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99068624,0.0032071655,0.0012649752,0.00091508083,0.0036057616,0.00032077724],"domain_scores_gemma":[0.9818444,0.006469398,0.002384726,0.0017673576,0.0064801937,0.001053894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013017126,0.00053781463,0.00060220173,0.006509288,0.0026553061,0.009265667,0.0010890284,0.0011458386,0.009839695],"category_scores_gemma":[0.022453673,0.0002973441,0.00042807928,0.0072582955,0.0035233868,0.010482086,0.0037720897,0.0017859965,0.0052963626],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002259344,0.0002543417,0.04401754,0.0005199116,0.000057916393,0.0003360988,0.007219287,0.0013636196,0.0026259862,0.09174387,0.02730366,0.82433176],"study_design_scores_gemma":[0.000088656736,0.00071014086,0.09860658,0.0012561171,0.00018701592,0.0022188316,0.016637437,0.012257357,0.025742954,0.13546677,0.70638716,0.00044090324],"about_ca_topic_score_codex":0.00844458,"about_ca_topic_score_gemma":0.009701415,"teacher_disagreement_score":0.013017126,"about_ca_system_score_codex":0.003004583,"about_ca_system_score_gemma":0.0053116987,"threshold_uncertainty_score":0.068841994},"labels":[],"label_agreement":null},{"id":"W7146534353","doi":"","title":"The Role of Output Tasks in Second Language Acquisition","year":2015,"lang":"en","type":"dissertation","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Connaught Fund; Ministry of Education, India; Inner Mongolia University","keywords":"Second-language acquisition; Second language; Task (project management); Natural language; Language acquisition","score_opus":0.015609876759087057,"score_gpt":0.2692549299795078,"score_spread":0.25364505322042075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7146534353","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8740771,0.00063527585,0.020419063,0.0009841021,0.00011554994,0.00009599243,0.0007387477,0.00065835076,0.102275744],"genre_scores_gemma":[0.9838185,0.00017939342,0.0059354897,0.00016485821,0.000038974144,0.00006619282,0.0007741216,0.00066083675,0.008361721],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9918108,0.0036714568,0.0006090265,0.0014310944,0.0016689323,0.0008086728],"domain_scores_gemma":[0.8821303,0.09724151,0.004645632,0.004302543,0.008196819,0.003483056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006897515,0.0013133679,0.00073995185,0.0012155968,0.001023684,0.0107473275,0.0014648353,0.0017909518,0.014876438],"category_scores_gemma":[0.0806887,0.0010142728,0.00042271032,0.00089356187,0.0015530289,0.013534085,0.0044077,0.004681836,0.004233213],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0053777476,0.0021097683,0.2459803,0.0010035085,0.00019640493,0.002994022,0.022055965,0.0056139873,0.102968834,0.039532177,0.007118928,0.56504834],"study_design_scores_gemma":[0.00053041475,0.002744628,0.58605087,0.0012629665,0.0004627776,0.005949647,0.032510318,0.08569291,0.11820933,0.13189691,0.034191336,0.0004978069],"about_ca_topic_score_codex":0.0046448126,"about_ca_topic_score_gemma":0.0025780445,"teacher_disagreement_score":0.014876438,"about_ca_system_score_codex":0.0010180537,"about_ca_system_score_gemma":0.0021752364,"threshold_uncertainty_score":0.0497666},"labels":[],"label_agreement":null},{"id":"W7151383689","doi":"10.5281/zenodo.19446450","title":"TECHNOLOGY ENHANCES ESL STUDENTS' LEARNING EXPERIENCE","year":2014,"lang":"","type":"dissertation","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Ell; English language; Language acquisition; Emerging technologies; Teaching method","score_opus":0.029623574248854426,"score_gpt":0.28778721544379626,"score_spread":0.25816364119494184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7151383689","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.985241,0.0005344652,0.00036394602,0.00030916784,0.000040843617,0.00003347232,0.00006139146,0.000053631018,0.013362038],"genre_scores_gemma":[0.99183136,0.0006607742,0.00036525325,0.000085487896,0.00002122095,0.000034732908,0.00006748327,0.000012849695,0.0069209225],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99940133,0.00013898738,0.000034114255,0.00007650057,0.00024065694,0.0001084215],"domain_scores_gemma":[0.9974113,0.00086453767,0.00038438427,0.000077590645,0.00038766384,0.00087457633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072005123,0.00028679555,0.0003985591,0.0010072587,0.0004455262,0.0033722795,0.000391221,0.0005330358,0.020382317],"category_scores_gemma":[0.004638292,0.00009690098,0.00034109518,0.00043432153,0.00028542732,0.0009430903,0.001525527,0.00065046584,0.002955187],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015727407,0.020800011,0.30270842,0.002684029,0.0001981156,0.0033609576,0.047563028,0.0011460859,0.03162339,0.0036326598,0.020796474,0.56391406],"study_design_scores_gemma":[0.00022781943,0.0060644876,0.8373229,0.0014207342,0.00033557665,0.0013819325,0.055111546,0.0031612348,0.018037137,0.0039851405,0.072810836,0.00014064396],"about_ca_topic_score_codex":0.00031132708,"about_ca_topic_score_gemma":0.00040103463,"teacher_disagreement_score":0.020382317,"about_ca_system_score_codex":0.00031511378,"about_ca_system_score_gemma":0.00056072016,"threshold_uncertainty_score":0.06818563},"labels":[],"label_agreement":null},{"id":"W7151530845","doi":"10.5281/zenodo.19446451","title":"TECHNOLOGY ENHANCES ESL STUDENTS' LEARNING EXPERIENCE","year":2014,"lang":"","type":"dissertation","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Ell; English language; Language acquisition; Emerging technologies; Teaching method","score_opus":0.029623574248854426,"score_gpt":0.28778721544379626,"score_spread":0.25816364119494184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7151530845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.985241,0.0005344652,0.00036394602,0.00030916784,0.000040843617,0.00003347232,0.00006139146,0.000053631018,0.013362038],"genre_scores_gemma":[0.99183136,0.0006607742,0.00036525325,0.000085487896,0.00002122095,0.000034732908,0.00006748327,0.000012849695,0.0069209225],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99940133,0.00013898738,0.000034114255,0.00007650057,0.00024065694,0.0001084215],"domain_scores_gemma":[0.9974113,0.00086453767,0.00038438427,0.000077590645,0.00038766384,0.00087457633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072005123,0.00028679555,0.0003985591,0.0010072587,0.0004455262,0.0033722795,0.000391221,0.0005330358,0.020382317],"category_scores_gemma":[0.004638292,0.00009690098,0.00034109518,0.00043432153,0.00028542732,0.0009430903,0.001525527,0.00065046584,0.002955187],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015727407,0.020800011,0.30270842,0.002684029,0.0001981156,0.0033609576,0.047563028,0.0011460859,0.03162339,0.0036326598,0.020796474,0.56391406],"study_design_scores_gemma":[0.00022781943,0.0060644876,0.8373229,0.0014207342,0.00033557665,0.0013819325,0.055111546,0.0031612348,0.018037137,0.0039851405,0.072810836,0.00014064396],"about_ca_topic_score_codex":0.00031132708,"about_ca_topic_score_gemma":0.00040103463,"teacher_disagreement_score":0.020382317,"about_ca_system_score_codex":0.00031511378,"about_ca_system_score_gemma":0.00056072016,"threshold_uncertainty_score":0.06818563},"labels":[],"label_agreement":null},{"id":"W7151859179","doi":"10.70675/f5f900f1zb084z4f05za780z1c3cf8a10f4d","title":"The effects of teaching practices on motivation to learn LX English in France, Finland, &amp; New Brunswick (Canada) : A comparative study","year":2024,"lang":"","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Research methodology","score_opus":0.033507376381922,"score_gpt":0.3168310361816419,"score_spread":0.28332365979971985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7151859179","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996549,0.00043583373,0.000026813692,0.00019414292,0.000008875783,0.00003020866,0.000089450936,0.0000017920505,0.002663789],"genre_scores_gemma":[0.9954496,0.00070961285,0.00012995706,0.00012864075,0.0000031474526,0.000059574704,0.00010937159,0.0000038507683,0.0034061759],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99763393,0.0003857235,0.00010063543,0.00023983167,0.0007272397,0.00091270194],"domain_scores_gemma":[0.9941551,0.0013298247,0.0009252869,0.0001303746,0.0016808603,0.0017784908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023836384,0.0003571461,0.0006452518,0.0016737563,0.0060024885,0.0037531003,0.0012220198,0.00063663215,0.0021646009],"category_scores_gemma":[0.004683116,0.0003890694,0.0004199394,0.0026749414,0.00224001,0.0007648045,0.0019366625,0.0011874546,0.00030023855],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025699698,0.00054043287,0.6777608,0.00027244384,0.00012219486,0.00056637096,0.27543843,0.00013180637,0.0015903122,0.0010936828,0.001206184,0.041020405],"study_design_scores_gemma":[0.000014749341,0.000084818916,0.8427452,0.0001829344,0.000036002515,0.00003175596,0.15166043,0.00005840292,0.00018140851,0.000041293544,0.0049314536,0.00003154374],"about_ca_topic_score_codex":0.96982646,"about_ca_topic_score_gemma":0.9904789,"teacher_disagreement_score":0.03949994,"about_ca_system_score_codex":0.03949994,"about_ca_system_score_gemma":0.06990255,"threshold_uncertainty_score":0.28659344},"labels":[],"label_agreement":null},{"id":"W7152996405","doi":"10.65961/ajelt-2000-1-004","title":"Acquiring English Tense and Aspect: Effects of Differences and Similarities between L1 and L2","year":2000,"lang":"","type":"article","venue":"Asian Journal of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"York University","keywords":"Interlanguage; Past tense; Morpheme; Subject (documents); First language; Second language; Language transfer; Present tense","score_opus":0.007731812160007776,"score_gpt":0.22142650015020884,"score_spread":0.21369468799020105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7152996405","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990845,0.00003579242,0.00007002818,0.000017159753,0.0000018359242,0.000013540311,0.000010801374,0.00000291982,0.00076347985],"genre_scores_gemma":[0.9993881,0.00003356884,0.0002032035,0.000030883362,0.0000022993627,0.00003390234,0.000031055813,0.0000052805985,0.00027171592],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998159,0.00075836625,0.00019298213,0.00037649286,0.00037957478,0.00013358268],"domain_scores_gemma":[0.98199433,0.013125342,0.00245761,0.0007022498,0.0006894536,0.0010309977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018615685,0.00037296483,0.0003373657,0.0003976956,0.0006753741,0.0013950081,0.00041549103,0.0004320335,0.0028756096],"category_scores_gemma":[0.019365273,0.00038046332,0.00028550296,0.00021775735,0.001331185,0.001446069,0.0017502026,0.0010888573,0.00026012666],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010126011,0.004108308,0.56016564,0.00080771453,0.00037628165,0.0025856097,0.11600274,0.00079509313,0.23674783,0.0015068529,0.00041920523,0.06635877],"study_design_scores_gemma":[0.00018679835,0.004424442,0.9476237,0.00005041937,0.00012368585,0.00087782595,0.019571401,0.0007955001,0.023410248,0.0010737813,0.001783171,0.00007895176],"about_ca_topic_score_codex":0.00253027,"about_ca_topic_score_gemma":0.0028800415,"teacher_disagreement_score":0.0028756096,"about_ca_system_score_codex":0.0005319235,"about_ca_system_score_gemma":0.00037314798,"threshold_uncertainty_score":0.009845078},"labels":[],"label_agreement":null},{"id":"W7153248316","doi":"10.65961/ajelt-2020-1-004","title":"Teacher Perceptions of Best Practices in English Language Teaching","year":2020,"lang":"","type":"article","venue":"Asian Journal of English Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Best practice; Perception; Perspective (graphical); English language; Frame (networking); Relation (database); China; Semi-structured interview","score_opus":0.03232468971716776,"score_gpt":0.3072270560382472,"score_spread":0.27490236632107945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7153248316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9921862,0.00049758557,0.0006409126,0.0014765246,0.000011113402,0.000013409964,0.000006867564,0.000008637439,0.0051586544],"genre_scores_gemma":[0.9987993,0.0002612501,0.00035959014,0.00007996003,0.0000020314692,0.0000063712164,0.0000036971871,0.000002972434,0.00048480846],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9892659,0.0062232446,0.0006383736,0.00037144354,0.0026094944,0.0008915448],"domain_scores_gemma":[0.9694622,0.015329707,0.0066822013,0.000953881,0.0046150275,0.0029570449],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008303954,0.00014234796,0.00029846822,0.00090940244,0.0026916515,0.0036700794,0.00059575104,0.0008584866,0.0008324986],"category_scores_gemma":[0.025122454,0.00031570558,0.00017812467,0.0007544021,0.0035835751,0.0017419171,0.0017962372,0.0013630372,0.0001388862],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005743952,0.00017956384,0.12619616,0.00023797012,0.000028628823,0.0009199373,0.82929265,0.00026258948,0.002786696,0.0018571862,0.0006641151,0.03751698],"study_design_scores_gemma":[0.000011512629,0.00019346304,0.0569327,0.00040208382,0.000022464943,0.0005626422,0.9281363,0.0004604751,0.0009921526,0.0006601558,0.011583781,0.00004238199],"about_ca_topic_score_codex":0.01939439,"about_ca_topic_score_gemma":0.03761195,"teacher_disagreement_score":0.01939439,"about_ca_system_score_codex":0.0032238537,"about_ca_system_score_gemma":0.005226263,"threshold_uncertainty_score":0.043916047},"labels":[],"label_agreement":null},{"id":"W7161785976","doi":"10.82308/21272","title":"Relationships between adolescents' oral language skills, metacognitive knowledge and strategies and reading comprehension in English and French","year":2013,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Reading (process); Story telling; First language; Verbal learning","score_opus":0.03132518120649865,"score_gpt":0.281698520220369,"score_spread":0.2503733390138704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161785976","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99745077,0.00029641212,0.00015886221,0.00011004799,0.0000041826643,0.000009068695,0.000054436467,0.000004838502,0.0019114111],"genre_scores_gemma":[0.9983223,0.0001974481,0.0002135874,0.00004134575,0.00000489759,0.000023819908,0.000055120596,0.0000035233284,0.0011379997],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988141,0.00043363002,0.00010952556,0.00017138357,0.00028347224,0.00018782922],"domain_scores_gemma":[0.9844828,0.009851787,0.002865183,0.0003305034,0.0018046473,0.00066506566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026320356,0.000374053,0.0003898658,0.00087075605,0.00045594762,0.0024573302,0.00029844744,0.0005972537,0.0037850833],"category_scores_gemma":[0.014506354,0.000190293,0.0005179847,0.00047422733,0.0007059325,0.0009414926,0.00053924316,0.0006574478,0.0003280806],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014963397,0.0002342767,0.9225965,0.00021845238,0.00012938581,0.00040905445,0.054184314,0.00018796945,0.0024969005,0.0009196575,0.0003050967,0.018168738],"study_design_scores_gemma":[0.0000061533688,0.00018055746,0.9791542,0.00008003871,0.00008123187,0.0001593999,0.017993914,0.00022576355,0.00072363694,0.0002111891,0.0011597635,0.000024222038],"about_ca_topic_score_codex":0.032388635,"about_ca_topic_score_gemma":0.046998456,"teacher_disagreement_score":0.032388635,"about_ca_system_score_codex":0.0011338445,"about_ca_system_score_gemma":0.001143309,"threshold_uncertainty_score":0.064400196},"labels":[],"label_agreement":null},{"id":"W7161849918","doi":"10.82308/36651","title":"Setting the scene for liminality: non-francophone French second language teachers' experience of process drama","year":2010,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Ethnography; Drama; French; Foreign language; Second language; Process (computing); Qualitative research","score_opus":0.013022349217811958,"score_gpt":0.2889919342585454,"score_spread":0.27596958504073343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161849918","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9878928,0.0004563693,0.00042375608,0.0017533742,0.000043756147,0.00001996703,0.000040318817,0.00003002911,0.0093396],"genre_scores_gemma":[0.99713045,0.000131739,0.00012044123,0.00025489702,0.000005717806,0.000012978682,0.00001423579,0.000010977835,0.0023185862],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972446,0.0014693947,0.00005178789,0.0002451274,0.00027759466,0.00071143097],"domain_scores_gemma":[0.9974523,0.0012511445,0.00031232135,0.00009664245,0.00028654237,0.00060100533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029156778,0.0006383428,0.000563832,0.0009840674,0.014533291,0.0070519457,0.0011389084,0.0025795542,0.0035166228],"category_scores_gemma":[0.004184139,0.00040312053,0.00038991298,0.00073914597,0.013693747,0.0031922797,0.0051160147,0.0028126263,0.00049162155],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023861545,0.000014189555,0.002800413,0.000034928362,0.000001864425,0.0005768264,0.9930534,0.000011680729,0.0009526848,0.00089407054,0.0003370106,0.0012990754],"study_design_scores_gemma":[0.0000019479244,0.000025414533,0.0023399314,0.000038764105,0.0000023853454,0.0002270231,0.99026906,0.000017371085,0.00018433278,0.000067406545,0.0068182093,0.000008174409],"about_ca_topic_score_codex":0.13701484,"about_ca_topic_score_gemma":0.2348033,"teacher_disagreement_score":0.13701484,"about_ca_system_score_codex":0.011004096,"about_ca_system_score_gemma":0.0057052067,"threshold_uncertainty_score":0.27243465},"labels":[],"label_agreement":null},{"id":"W7161936119","doi":"10.82308/34350","title":"Examining Adult Oral Interaction Within an ESL Classroom: influences of gender and culture","year":2023,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Likert scale; English as a second language; Focus group; Second language; Scale (ratio); Language proficiency; Adult education; First language","score_opus":0.10365167773653719,"score_gpt":0.3274876725520668,"score_spread":0.2238359948155296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161936119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99783915,0.00009247258,0.000059427002,0.00003604949,0.0000039622737,0.000005030426,0.000012625991,9.0167265e-7,0.0019504698],"genre_scores_gemma":[0.99869114,0.00012078953,0.0000872101,0.000027422413,0.000003864782,0.000008563255,0.0000133658405,0.0000015223483,0.0010461446],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99887127,0.00039880417,0.000052372823,0.00013187512,0.0002697088,0.00027597026],"domain_scores_gemma":[0.99617934,0.0018285139,0.0008551001,0.000095827556,0.0005363433,0.00050493027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016230913,0.0002466177,0.0003145069,0.0008741845,0.0019566044,0.002602627,0.0003647399,0.0002785858,0.0023418763],"category_scores_gemma":[0.004378959,0.00016969416,0.00016519881,0.000496763,0.001374838,0.00077223417,0.0016809745,0.00044678937,0.0002501889],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001554863,0.00027335942,0.5747746,0.00010367888,0.000019834202,0.0006137928,0.38130003,0.000025446569,0.00361722,0.00038753552,0.00026231533,0.038466662],"study_design_scores_gemma":[0.00000412256,0.00025303607,0.46448898,0.00007759443,0.000018421366,0.00029858525,0.530729,0.00005439037,0.0010294778,0.000109870416,0.00292056,0.000015981363],"about_ca_topic_score_codex":0.016968844,"about_ca_topic_score_gemma":0.04477769,"teacher_disagreement_score":0.016968844,"about_ca_system_score_codex":0.0010272269,"about_ca_system_score_gemma":0.0013776749,"threshold_uncertainty_score":0.033740163},"labels":[],"label_agreement":null},{"id":"W7161943293","doi":"10.82308/48426","title":"An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /","year":2006,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Remedial education; Reading (process); Government (linguistics); Literacy; Process (computing); Extensive reading","score_opus":0.021812932139044356,"score_gpt":0.2788337342595183,"score_spread":0.25702080212047396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161943293","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99860066,0.00004760112,0.000010708756,0.00011628996,0.0000016696558,0.000004074439,0.000004528305,4.056041e-7,0.0012141422],"genre_scores_gemma":[0.99852437,0.00009326149,0.000045889006,0.000098375436,0.0000019021569,0.0000069979083,0.000009566046,7.474671e-7,0.0012189174],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.999387,0.00018191311,0.000031326206,0.00004447318,0.00012934295,0.00022584246],"domain_scores_gemma":[0.9986708,0.00036240686,0.0003201502,0.00003632958,0.00018969791,0.00042067343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078294845,0.00012014473,0.00019860528,0.00095212826,0.0029723027,0.0015228905,0.00034429177,0.0003164387,0.0032593156],"category_scores_gemma":[0.0023164307,0.0001366062,0.00012636957,0.00082023104,0.0022234514,0.00053735526,0.0019538316,0.00094744394,0.0001917764],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001880712,0.0014095953,0.52603966,0.00014739994,0.000011609769,0.0016281189,0.39592874,0.00006768365,0.0026124625,0.0032062267,0.0008510682,0.06790929],"study_design_scores_gemma":[0.000015193187,0.00037534442,0.6613457,0.000090984904,0.000009423513,0.00041824803,0.33098832,0.00009359667,0.00064261555,0.00030109222,0.0057080975,0.000011409401],"about_ca_topic_score_codex":0.05389579,"about_ca_topic_score_gemma":0.100725606,"teacher_disagreement_score":0.05389579,"about_ca_system_score_codex":0.0023357146,"about_ca_system_score_gemma":0.0030614848,"threshold_uncertainty_score":0.107164204},"labels":[],"label_agreement":null},{"id":"W7161944161","doi":"10.82308/25160","title":"It's all about meaning : L2 test validation in and through the landscape of an evolving construct","year":2001,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Test (biology); Meaning (existential); Academic writing; Second language writing; Semiotics; Language assessment; Variance (accounting); English for academic purposes","score_opus":0.029946501015935746,"score_gpt":0.28392934536093006,"score_spread":0.2539828443449943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161944161","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9563266,0.00043831923,0.01981775,0.0026232097,0.00012440298,0.00079676276,0.00010433278,0.00010182547,0.019666793],"genre_scores_gemma":[0.9825394,0.000114930524,0.01421788,0.0006599285,0.000029880457,0.000977353,0.00016872938,0.0000941971,0.0011977766],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.88891095,0.08205013,0.003578365,0.0053443965,0.017777225,0.0023389726],"domain_scores_gemma":[0.78764415,0.1463969,0.008545055,0.019699045,0.03492819,0.0027866038],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.15323304,0.00048168463,0.0006142383,0.0027974744,0.0035835956,0.0065571605,0.0025795274,0.0013677393,0.0013394667],"category_scores_gemma":[0.2796902,0.00044761485,0.00078155595,0.002062445,0.009212795,0.0054539465,0.008410571,0.0031652148,0.00047628925],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011382102,0.0013598814,0.38466552,0.00034338556,0.00025269052,0.00054889964,0.31755832,0.0012264784,0.0052405205,0.019302793,0.005141064,0.26322222],"study_design_scores_gemma":[0.00044334854,0.005158529,0.57069427,0.002071947,0.00036493453,0.0013529707,0.26368448,0.018152999,0.022528242,0.036775228,0.07839075,0.00038233033],"about_ca_topic_score_codex":0.010242146,"about_ca_topic_score_gemma":0.01399405,"teacher_disagreement_score":0.15323304,"about_ca_system_score_codex":0.0045402525,"about_ca_system_score_gemma":0.008192229,"threshold_uncertainty_score":0.81038344},"labels":[],"label_agreement":null},{"id":"W7161957600","doi":"10.82308/11748","title":"A study of Chinese students' academic listening needs for academic success in Canadian universities /","year":2007,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Competence (human resources); Perception; Affect (linguistics); Reading (process); Listening comprehension; China; Informational listening; Learning development","score_opus":0.0287877230079561,"score_gpt":0.36201622196486966,"score_spread":0.33322849895691353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161957600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969928,0.00008202633,0.000014696991,0.00030262966,0.0000066922116,0.000028797082,0.000060820912,0.0000016100983,0.0025100044],"genre_scores_gemma":[0.99809164,0.00022504825,0.0001026984,0.00014393023,0.000004059434,0.000032421955,0.000058086553,0.000002651476,0.001339496],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99776256,0.00024758338,0.0001584346,0.00015973189,0.0008491136,0.00082252704],"domain_scores_gemma":[0.9942538,0.0006544338,0.0005858616,0.00010534281,0.0022181687,0.002182378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031609957,0.000528657,0.0006117363,0.0027983526,0.012204321,0.0029828234,0.0012171309,0.0007014694,0.002973716],"category_scores_gemma":[0.005194496,0.0004838025,0.00065876776,0.0043445453,0.0021861203,0.0009901022,0.002072182,0.0012300583,0.00033545325],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000080044905,0.000360521,0.4130799,0.00021808984,0.000027728493,0.0009336415,0.55717206,0.00004970717,0.001664935,0.0008516929,0.0021219885,0.023439612],"study_design_scores_gemma":[0.0000073811348,0.00012251314,0.38837513,0.000097505676,0.000021892973,0.0001293761,0.6056946,0.00015846638,0.00021292841,0.000078410056,0.005051673,0.000050153918],"about_ca_topic_score_codex":0.89667296,"about_ca_topic_score_gemma":0.9489864,"teacher_disagreement_score":0.103327036,"about_ca_system_score_codex":0.021865107,"about_ca_system_score_gemma":0.054230098,"threshold_uncertainty_score":0.20787108},"labels":[],"label_agreement":null},{"id":"W7161962553","doi":"10.82308/50832","title":"Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion","year":2013,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French immersion; Literacy; Reciprocal; Neuroscience of multilingualism; Focus group; First language; Participant observation; Shared reading; Qualitative research; Qualitative property","score_opus":0.02583003276694056,"score_gpt":0.3394282016716294,"score_spread":0.31359816890468883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161962553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95679516,0.00057891343,0.0067781666,0.0016562288,0.0000550235,0.00038653403,0.000011708857,0.00008706601,0.033651125],"genre_scores_gemma":[0.98648584,0.0004643563,0.007247528,0.00024368252,0.000011153062,0.00031013024,0.000021543035,0.000024141094,0.005191607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99447674,0.0039068265,0.000093962284,0.00043207957,0.00052358647,0.0005667759],"domain_scores_gemma":[0.99783343,0.001028429,0.00018770692,0.00013181577,0.00027873297,0.0005399789],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040851547,0.000828702,0.00062005315,0.0012247663,0.004204501,0.0058125206,0.00137836,0.001330716,0.0030103906],"category_scores_gemma":[0.004767736,0.00024128065,0.0004729412,0.00057680276,0.004763726,0.0019726567,0.006695651,0.0016811482,0.00038393578],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018225424,0.0028197605,0.012206142,0.00070387503,0.000040843264,0.00090881856,0.7664485,0.00027929357,0.012680571,0.018513229,0.0015917987,0.18362494],"study_design_scores_gemma":[0.000277946,0.002861727,0.05779281,0.001097033,0.00018142842,0.0012993339,0.7858704,0.0014384969,0.012443496,0.009930457,0.12668437,0.00012254281],"about_ca_topic_score_codex":0.016884983,"about_ca_topic_score_gemma":0.030710986,"teacher_disagreement_score":0.016884983,"about_ca_system_score_codex":0.004430988,"about_ca_system_score_gemma":0.0069349986,"threshold_uncertainty_score":0.03357339},"labels":[],"label_agreement":null},{"id":"W7161963745","doi":"10.82308/26554","title":"Pedagogical rationale for «Raising the Bar 5»: using research and best practice methods to inform textbook features","year":2015,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Best practice; Active listening; Set (abstract data type); English language; Raising (metalworking); Christian ministry; Relation (database)","score_opus":0.6024624389767869,"score_gpt":0.5938118732875455,"score_spread":0.008650565689241385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161963745","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10291371,0.006031578,0.27011067,0.31021294,0.0032493186,0.014748776,0.00054575136,0.00073902437,0.2914482],"genre_scores_gemma":[0.64683884,0.0013536629,0.29832423,0.026491934,0.00016326009,0.012900511,0.000119938915,0.00014511296,0.013662511],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.86179477,0.10430782,0.004638918,0.0074705826,0.019155344,0.0026325132],"domain_scores_gemma":[0.78040415,0.14854519,0.008880211,0.013144004,0.042086836,0.0069395616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12792793,0.00092090387,0.00093219406,0.0069269054,0.009229079,0.02087474,0.0053583407,0.008697445,0.0043713218],"category_scores_gemma":[0.123971485,0.0010922925,0.0009967567,0.0042821043,0.055658925,0.009194301,0.00713512,0.009419025,0.0013392211],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000081704704,0.00046172825,0.005680162,0.0016811829,0.00004688203,0.00038763625,0.11459669,0.00038050918,0.0012999565,0.81520104,0.013191238,0.04699123],"study_design_scores_gemma":[0.00051152287,0.0006364873,0.010528883,0.010980381,0.00017934664,0.0007583883,0.15572877,0.0042257304,0.00397749,0.3305664,0.4816433,0.0002633295],"about_ca_topic_score_codex":0.041006107,"about_ca_topic_score_gemma":0.07101751,"teacher_disagreement_score":0.12792793,"about_ca_system_score_codex":0.033598304,"about_ca_system_score_gemma":0.07322023,"threshold_uncertainty_score":0.67655563},"labels":[],"label_agreement":null},{"id":"W7161964094","doi":"10.82308/35899","title":"Attending to form and meaning in processing second language input : a study of advanced second language learners","year":2000,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Active listening; Meaning (existential); Morpheme; Task (project management); Note-taking; Comprehension; First language; Recall; Listening comprehension","score_opus":0.01461745934081974,"score_gpt":0.28744152591953276,"score_spread":0.272824066578713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161964094","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994624,0.00003028097,0.00007366073,0.000014064954,0.0000010539836,0.00001546999,0.0000066465454,0.0000014115607,0.0003949434],"genre_scores_gemma":[0.99720144,0.00014052173,0.0005842603,0.000100668374,0.0000065954205,0.00010087895,0.000032905788,0.0000058261694,0.001826836],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99940336,0.0001539977,0.00004371185,0.00012535922,0.00015348775,0.0001201288],"domain_scores_gemma":[0.99778557,0.0011032324,0.00029093216,0.0001173859,0.0002894322,0.0004134077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012814007,0.0006500983,0.0009368231,0.001038211,0.0016399714,0.0027254038,0.00060286815,0.0010139883,0.0029372703],"category_scores_gemma":[0.0046535237,0.00059414544,0.00043825983,0.00057459145,0.0014612218,0.0016987806,0.0011985982,0.0014091274,0.0007434198],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069609063,0.0064630257,0.24437197,0.00037845105,0.000045571505,0.004063881,0.6535143,0.0002344788,0.052045703,0.000517084,0.00041230937,0.037257094],"study_design_scores_gemma":[0.0003603715,0.0152233755,0.44275174,0.00016033572,0.00011506444,0.010207366,0.49692443,0.0011122024,0.018405171,0.0019460989,0.01262607,0.000167729],"about_ca_topic_score_codex":0.0031110945,"about_ca_topic_score_gemma":0.004513853,"teacher_disagreement_score":0.0031110945,"about_ca_system_score_codex":0.00048819397,"about_ca_system_score_gemma":0.0008269748,"threshold_uncertainty_score":0.009826124},"labels":[],"label_agreement":null},{"id":"W7161968434","doi":"10.82308/25579","title":"Gender differences and oral production in French immersion","year":2003,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French immersion; Creativity; Variation (astronomy); Qualitative research; Qualitative analysis; Immersion (mathematics)","score_opus":0.0504412487617459,"score_gpt":0.26866492877083914,"score_spread":0.21822368000909326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161968434","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962441,0.00039316982,0.00017396621,0.000044841152,0.000009394376,0.000010948064,0.0000877388,0.000004447113,0.003031387],"genre_scores_gemma":[0.99840444,0.00012955352,0.000098415134,0.000022319897,0.000005601403,0.000013284978,0.000050488885,0.000005020547,0.0012708749],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990146,0.00028041788,0.000072157374,0.00016239329,0.00030228213,0.00016811947],"domain_scores_gemma":[0.9971801,0.0014407655,0.00056992314,0.00009089129,0.0004671888,0.00025120025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013039011,0.00033268545,0.00034012474,0.0012329298,0.0008191792,0.0017673412,0.00026746828,0.00043276697,0.0042272317],"category_scores_gemma":[0.0054584644,0.00016879111,0.0002229176,0.0005978454,0.0012933126,0.0004297403,0.0008026651,0.00027362382,0.0003590822],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008726744,0.00021826473,0.6192419,0.00026688506,0.000062692554,0.0040076654,0.30019543,0.0001647951,0.027180286,0.0011248649,0.0005186193,0.0461459],"study_design_scores_gemma":[0.000012521578,0.0006361478,0.8988933,0.00008302104,0.000023415441,0.0025324638,0.09012434,0.0001288251,0.0018438874,0.00025873395,0.005418334,0.000044907876],"about_ca_topic_score_codex":0.017752074,"about_ca_topic_score_gemma":0.021674259,"teacher_disagreement_score":0.017752074,"about_ca_system_score_codex":0.0009220932,"about_ca_system_score_gemma":0.0005059984,"threshold_uncertainty_score":0.035297513},"labels":[],"label_agreement":null},{"id":"W7161978155","doi":"10.82308/54316","title":"The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment","year":2003,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Plural; Psychological intervention; Conjunction (astronomy); Intervention (counseling); Feature (linguistics); Significant difference","score_opus":0.016414161245616097,"score_gpt":0.28881999462817814,"score_spread":0.272405833382562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161978155","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991697,0.000013991558,0.00024385881,0.000016104,0.0000044836115,0.000100514466,0.000013770225,0.000015685651,0.00042183834],"genre_scores_gemma":[0.99159086,0.000095099604,0.0052847653,0.000063851534,0.000018616482,0.0004735523,0.000060972616,0.000016039796,0.0023961505],"study_design_codex":"bench_or_experimental","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.998536,0.00039924105,0.00014753728,0.00035383954,0.00031903238,0.00024448257],"domain_scores_gemma":[0.9964772,0.0019319607,0.00035093538,0.0003367195,0.00020038504,0.0007028521],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016652588,0.000899887,0.0011046001,0.00047572207,0.00076509174,0.0005648515,0.000952199,0.0007443946,0.003123472],"category_scores_gemma":[0.0039097043,0.00052924233,0.000367289,0.00028125106,0.0010215553,0.0007259373,0.001180147,0.0013857973,0.00044244828],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02897444,0.32170352,0.015509991,0.0011015175,0.00019475487,0.0014440631,0.01891425,0.0013864803,0.41899323,0.00079523557,0.00077954575,0.1902031],"study_design_scores_gemma":[0.0135837095,0.39795935,0.1495092,0.00015145307,0.0006703717,0.0011191614,0.0065141576,0.0048989276,0.4143128,0.0014507853,0.009646332,0.00018375629],"about_ca_topic_score_codex":0.0017245363,"about_ca_topic_score_gemma":0.0033111495,"teacher_disagreement_score":0.003123472,"about_ca_system_score_codex":0.00049757096,"about_ca_system_score_gemma":0.001242208,"threshold_uncertainty_score":0.010448992},"labels":[],"label_agreement":null},{"id":"W7161987503","doi":"10.82308/1516","title":"An exploration of international Chinese students‘ linguistic self-Efficacy beliefs in English in a study abroad context","year":2019,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Study abroad; Research methodology; Population","score_opus":0.028422025884976863,"score_gpt":0.35420860309392244,"score_spread":0.32578657720894555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161987503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986405,0.000023079037,0.000021060969,0.00004123306,0.0000018608189,0.000004117571,0.000006115132,3.7331796e-7,0.0012616251],"genre_scores_gemma":[0.9993569,0.00004005618,0.000025112555,0.00001897818,0.0000019940896,0.000009374573,0.000013837819,6.3422914e-7,0.000533052],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99930084,0.00022878953,0.000050384846,0.00007691723,0.00015675812,0.00018623035],"domain_scores_gemma":[0.9978891,0.0008922058,0.00040146444,0.00013972193,0.00032171322,0.0003558327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023687356,0.00028487327,0.00028600096,0.0009976526,0.0018928618,0.002245923,0.0003924043,0.0003487517,0.0033957183],"category_scores_gemma":[0.0026199627,0.00019100976,0.0003161251,0.0012670422,0.0017989427,0.001071126,0.0015064018,0.00065053307,0.00022552532],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009932396,0.0003818997,0.60630935,0.000098319324,0.00004783127,0.0005094369,0.37687516,0.00005125638,0.0018067446,0.0015083108,0.00031305876,0.01199941],"study_design_scores_gemma":[0.0000054687484,0.00014676985,0.674513,0.000052752304,0.000030852716,0.000084302446,0.32296947,0.00012915315,0.00044912068,0.00015954813,0.0014436726,0.000015949709],"about_ca_topic_score_codex":0.022118513,"about_ca_topic_score_gemma":0.037667524,"teacher_disagreement_score":0.022118513,"about_ca_system_score_codex":0.0012644569,"about_ca_system_score_gemma":0.0016403627,"threshold_uncertainty_score":0.043979526},"labels":[],"label_agreement":null},{"id":"W7161998188","doi":"10.82308/5393","title":"Cross-cultural influences on corrective feedback preferences in English language instruction","year":2007,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Statistical analysis; Descriptive statistics; English language; Language proficiency; English as a second language; Preference","score_opus":0.02434728752646954,"score_gpt":0.3266295373485788,"score_spread":0.3022822498221093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161998188","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997727,0.00001731274,0.000023361603,0.0000055086794,7.932865e-7,0.00000165422,0.0000046509326,2.798523e-7,0.00017369425],"genre_scores_gemma":[0.99974173,0.000024951287,0.000044195236,0.0000096116555,6.4816487e-7,0.0000025247439,0.000011452559,9.030439e-7,0.0001639741],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989436,0.000419635,0.00008257195,0.00012186758,0.00029555152,0.00013679249],"domain_scores_gemma":[0.99404573,0.0027254685,0.001253621,0.00026832012,0.0012169472,0.0004899125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014094147,0.00021728179,0.00019294255,0.0005991023,0.00058455736,0.00091851386,0.00017663008,0.00024061304,0.0014855596],"category_scores_gemma":[0.0061655166,0.00014890151,0.0001726336,0.00036918433,0.00075606426,0.00024207677,0.0004011084,0.0003262883,0.00013681139],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047597833,0.0002114017,0.9296343,0.00005081902,0.00009306471,0.0006828043,0.043162238,0.000109610395,0.008844753,0.000065448425,0.00010222153,0.016567424],"study_design_scores_gemma":[0.000009756044,0.0003145617,0.95837253,0.000019986284,0.000028530609,0.0005846898,0.038310226,0.00022194174,0.001618193,0.000035561614,0.00046015778,0.000023845174],"about_ca_topic_score_codex":0.03355532,"about_ca_topic_score_gemma":0.06704016,"teacher_disagreement_score":0.03355532,"about_ca_system_score_codex":0.00059780385,"about_ca_system_score_gemma":0.0003827065,"threshold_uncertainty_score":0.06672001},"labels":[],"label_agreement":null},{"id":"W7162001637","doi":"10.82308/38328","title":"ESL strategy use and instruction at the elementary school level: a mixed methods investigation","year":2011,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Primary education; School system; Secondary education; Pre school","score_opus":0.15531415109136465,"score_gpt":0.33247999764034064,"score_spread":0.177165846548976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162001637","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9953762,0.00049771986,0.00042108205,0.00010476184,0.000009807964,0.0012267984,0.0003264363,0.000008302979,0.0020287898],"genre_scores_gemma":[0.98296344,0.00093078625,0.003111307,0.00035773206,0.000013621809,0.0056627323,0.0005587224,0.000012482467,0.0063892803],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99358,0.0019498062,0.0005635225,0.00087028433,0.0022062755,0.00083017215],"domain_scores_gemma":[0.9918236,0.0032131325,0.0013825786,0.00045396233,0.0025345355,0.00059214566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008676966,0.00070829643,0.0015458424,0.0018900973,0.0034452414,0.0027836913,0.0020138342,0.0007756988,0.0024228687],"category_scores_gemma":[0.01136683,0.00075716455,0.00079926365,0.0029503102,0.0016619832,0.00097010314,0.0013441894,0.0009410702,0.0003030985],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012829093,0.0065966314,0.5763738,0.002533152,0.00083071453,0.00040758468,0.26501912,0.00033436797,0.0023708688,0.0012283748,0.0020651654,0.14095725],"study_design_scores_gemma":[0.0002209999,0.002358355,0.8926242,0.0007535952,0.00033779285,0.000044867993,0.095693834,0.0006222342,0.00077631586,0.00024449002,0.0062537026,0.000069674265],"about_ca_topic_score_codex":0.7589223,"about_ca_topic_score_gemma":0.89775044,"teacher_disagreement_score":0.7589223,"about_ca_system_score_codex":0.020452106,"about_ca_system_score_gemma":0.030172853,"threshold_uncertainty_score":0.48499495},"labels":[],"label_agreement":null},{"id":"W7162002486","doi":"10.82308/31257","title":"“Now that I have the confidence to speak, I can talk to people”: Understanding the value and place of cocurricular and extracurricular activities hosted by university language learning centers.","year":2025,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Value (mathematics); Perception; Competence (human resources); Language acquisition; Qualitative research; Formal learning; Thematic analysis; Multilingualism; Experiential learning","score_opus":0.015524739643566965,"score_gpt":0.23098819450326114,"score_spread":0.21546345485969418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162002486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96529216,0.0015153263,0.0016941458,0.007503788,0.00009092135,0.000049672577,0.00005548976,0.000029169218,0.023769382],"genre_scores_gemma":[0.9956533,0.00045319626,0.0004449512,0.0008295483,0.000013059653,0.000028375081,0.00002160586,0.000014736726,0.0025411586],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9921375,0.0054649687,0.000094372655,0.0003544479,0.00074753916,0.0012011441],"domain_scores_gemma":[0.9926581,0.0035621342,0.0009054183,0.00022226818,0.000910094,0.0017420094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059537636,0.00048436405,0.0003477484,0.0014458493,0.011601506,0.010243887,0.00242327,0.002011146,0.0032035564],"category_scores_gemma":[0.010265162,0.00033064946,0.00026606736,0.001210095,0.019018829,0.0063442485,0.0054195053,0.0031549272,0.00048516112],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024356985,0.000063573694,0.009750696,0.00007544734,0.000005483074,0.0003994949,0.97039795,0.000026866604,0.00033816375,0.0041487943,0.0019116651,0.012857583],"study_design_scores_gemma":[0.0000025363474,0.000020966758,0.008152505,0.00013319752,0.0000050449667,0.0001168988,0.9765437,0.000079954465,0.00010493402,0.00049511075,0.014328562,0.00001649776],"about_ca_topic_score_codex":0.21382897,"about_ca_topic_score_gemma":0.41148278,"teacher_disagreement_score":0.21382897,"about_ca_system_score_codex":0.016982563,"about_ca_system_score_gemma":0.014851993,"threshold_uncertainty_score":0.4251687},"labels":[],"label_agreement":null},{"id":"W7162008113","doi":"10.82308/17801","title":"Student perspectives on teaching and learning in my high school English language arts class: a qualitative study","year":2012,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"School system; Qualitative analysis; Qualitative research; Context (archaeology); Special education","score_opus":0.024790847458662432,"score_gpt":0.351118708048872,"score_spread":0.3263278605902096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162008113","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99120456,0.0004700414,0.0005472163,0.0020054746,0.00004789856,0.0000720041,0.00009723572,0.000012792448,0.005542822],"genre_scores_gemma":[0.9949077,0.00040995557,0.00021435351,0.00050671684,0.000018725195,0.000109132154,0.00003189683,0.0000144788755,0.0037871273],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99134934,0.0053405575,0.00025570413,0.00054605596,0.00091885217,0.001589493],"domain_scores_gemma":[0.9804186,0.012034785,0.0016698041,0.00040675406,0.0018127686,0.0036572828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010433544,0.00045008704,0.0009053197,0.0016517296,0.009675935,0.008257856,0.0020215616,0.001670371,0.0044208034],"category_scores_gemma":[0.018244172,0.000592331,0.0004296733,0.0018096011,0.009173865,0.003283484,0.0048840987,0.0031671817,0.0006612114],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017142707,0.000046297624,0.0057752063,0.000047067624,0.000002842412,0.00017944556,0.99061185,0.000011794387,0.00030155573,0.0005214932,0.00026673157,0.002218524],"study_design_scores_gemma":[0.0000024429364,0.00003607509,0.0030905667,0.00007055364,0.0000019880638,0.000040172814,0.99285793,0.000019544395,0.00009858718,0.00006223338,0.00371207,0.000007953932],"about_ca_topic_score_codex":0.033288002,"about_ca_topic_score_gemma":0.04620953,"teacher_disagreement_score":0.033288002,"about_ca_system_score_codex":0.008188665,"about_ca_system_score_gemma":0.0059280535,"threshold_uncertainty_score":0.066188514},"labels":[],"label_agreement":null},{"id":"W7162008681","doi":"10.82308/51885","title":"Breaking solitudes: identity, motivation and investment in a group of adult language learners","year":2017,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"French; Affect (linguistics); Research methodology; Context (archaeology)","score_opus":0.028006483643087752,"score_gpt":0.29753406599609816,"score_spread":0.2695275823530104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162008681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992638,0.000021724054,0.000031792028,0.00003269534,0.0000014887494,0.000004599743,0.000005173668,8.123529e-7,0.0006379674],"genre_scores_gemma":[0.99751115,0.00003222928,0.00009328902,0.000019945614,0.0000010719319,0.000008306928,0.000016506487,0.0000014011152,0.0023161767],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99946314,0.00011858315,0.000019688176,0.00008374464,0.00015005734,0.00016493136],"domain_scores_gemma":[0.9982716,0.0002690171,0.00036552892,0.00008335764,0.00026267607,0.000747865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012905692,0.0003171536,0.0002970596,0.00072216784,0.002364452,0.0033923602,0.00047732148,0.00066674076,0.0027978932],"category_scores_gemma":[0.002524979,0.00022527733,0.00026494925,0.00038984124,0.0017455743,0.00082189986,0.0016020706,0.0010700668,0.0004151887],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021227909,0.0010707519,0.7191429,0.000044488857,0.000042943448,0.0004711915,0.24490166,0.00009968847,0.0046152514,0.001826399,0.00057204586,0.027000308],"study_design_scores_gemma":[0.000017425165,0.00050692604,0.83552,0.000028409651,0.000021545402,0.00021508212,0.15814345,0.0005502553,0.000690373,0.00095436285,0.0033129025,0.000039160514],"about_ca_topic_score_codex":0.040027115,"about_ca_topic_score_gemma":0.05602458,"teacher_disagreement_score":0.040027115,"about_ca_system_score_codex":0.0016702883,"about_ca_system_score_gemma":0.0014847323,"threshold_uncertainty_score":0.079588234},"labels":[],"label_agreement":null},{"id":"W7162099476","doi":"10.82308/29519","title":"Becoming active users of assessment in learning-oriented EAP classrooms: A mixed methods exploratory sequential design with wrap-up phase","year":2022,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Phase (matter); Exploratory analysis; Qualitative analysis; Exploratory research","score_opus":0.08361690967798117,"score_gpt":0.3979380225914764,"score_spread":0.31432111291349524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162099476","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78740185,0.0010041243,0.124612674,0.0005787174,0.00025097112,0.073399335,0.0004251736,0.00041945747,0.011907578],"genre_scores_gemma":[0.49661994,0.0007797846,0.34889057,0.00045126615,0.0000597759,0.14604251,0.00024271774,0.00015390325,0.006759568],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.96528184,0.02498735,0.0023627512,0.0031880524,0.003031993,0.0011479703],"domain_scores_gemma":[0.95025146,0.037491523,0.0023405792,0.0037369495,0.004678173,0.0015012636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03788411,0.00109633,0.0017771536,0.0018911761,0.0022857364,0.004798058,0.0022042391,0.0016173304,0.0057972535],"category_scores_gemma":[0.047266822,0.0012943342,0.0016452052,0.0013101503,0.0022678324,0.0031985356,0.0032041809,0.0016109255,0.0012162807],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008813727,0.015565478,0.019729955,0.0085153375,0.00041207983,0.0005252953,0.296485,0.0032301375,0.023746524,0.018214442,0.0021968526,0.6025652],"study_design_scores_gemma":[0.018600628,0.13374557,0.0901998,0.010709172,0.0022888044,0.000916227,0.35390788,0.01763058,0.0679029,0.049898766,0.2531158,0.0010839193],"about_ca_topic_score_codex":0.0008321619,"about_ca_topic_score_gemma":0.0016149908,"teacher_disagreement_score":0.03788411,"about_ca_system_score_codex":0.0022944382,"about_ca_system_score_gemma":0.0067067123,"threshold_uncertainty_score":0.20035267},"labels":[],"label_agreement":null},{"id":"W7162115184","doi":"10.18716/ojs/kon/2026.s6.4","title":"Linguistic Risk-Taking: Exploring the Perspective of Future Language Educators","year":2025,"lang":"en","type":"article","venue":"Universitäts- und Stadtbibliothek Köln","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Context (archaeology); Perception; Citizen journalism; Raising (metalworking); Element (criminal law)","score_opus":0.024073824556610737,"score_gpt":0.2798137025605115,"score_spread":0.2557398780039008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162115184","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91435486,0.0029914207,0.003849801,0.041421227,0.0003477743,0.000056265824,0.000030901127,0.000031721353,0.03691598],"genre_scores_gemma":[0.9910734,0.0012697513,0.0008353895,0.0021298116,0.00005986997,0.000027902724,0.000012884401,0.000012523985,0.0045783953],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.988951,0.007732607,0.0001968107,0.00052324455,0.0008795072,0.0017168804],"domain_scores_gemma":[0.9855531,0.004556205,0.00198516,0.0003308452,0.0016219503,0.005952812],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01304925,0.00073264225,0.0005352265,0.0016899165,0.01529799,0.0151630575,0.001654584,0.0036631569,0.0029370822],"category_scores_gemma":[0.01338718,0.0005317874,0.00064881705,0.00057886145,0.01505883,0.009601722,0.012575874,0.009987543,0.0005826181],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019612055,0.00012773053,0.0123743955,0.00006145679,0.0000072881903,0.0014320633,0.96766025,0.00004820152,0.00039822198,0.009506621,0.0011169568,0.0072471905],"study_design_scores_gemma":[0.0000031743475,0.00004889567,0.0013765489,0.000117617885,0.0000057798497,0.00054716726,0.9799754,0.00007839144,0.00011953141,0.0023341104,0.015376061,0.000017222612],"about_ca_topic_score_codex":0.006360107,"about_ca_topic_score_gemma":0.0118245315,"teacher_disagreement_score":0.01529799,"about_ca_system_score_codex":0.004410557,"about_ca_system_score_gemma":0.007282749,"threshold_uncertainty_score":0.06901181},"labels":[],"label_agreement":null},{"id":"W7162119802","doi":"10.18716/ojs/kon/2026.s6.2","title":"The Linguistic Risk-Taking Initiative: Conception and Validation of a Digital Tool","year":2025,"lang":"en","type":"article","venue":"Universitäts- und Stadtbibliothek Köln","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Affordance; Competence (human resources); Language acquisition; Linguistic competence; Scope (computer science); Language education; Language assessment","score_opus":0.02807056357736944,"score_gpt":0.27492559245074905,"score_spread":0.2468550288733796,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162119802","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68748933,0.00083367625,0.2511945,0.0028424088,0.00027452517,0.014411455,0.00035928143,0.00094916805,0.041645665],"genre_scores_gemma":[0.65476084,0.00047407104,0.3304074,0.00074732065,0.000045401808,0.007792164,0.0003954963,0.00024741454,0.005129825],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.97399455,0.014799187,0.0016646418,0.0018809887,0.006453785,0.0012068042],"domain_scores_gemma":[0.93186086,0.045228932,0.0024859027,0.0069068037,0.011414565,0.0021028933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04233052,0.00091002445,0.00037577018,0.0030182693,0.002170277,0.00809009,0.0033570796,0.0023401591,0.0014513334],"category_scores_gemma":[0.07258791,0.00045343075,0.0006357869,0.0010788703,0.011087819,0.0065933717,0.0071021193,0.0022348748,0.00039036322],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008049908,0.0038394313,0.06128446,0.0024929652,0.000089863825,0.0018587846,0.31738007,0.0025775395,0.030651674,0.09680432,0.0030084339,0.47920752],"study_design_scores_gemma":[0.00088092394,0.012775527,0.08144096,0.0112995,0.00059657305,0.0065534636,0.2907182,0.02295802,0.09521565,0.050487384,0.4259767,0.001097178],"about_ca_topic_score_codex":0.005431619,"about_ca_topic_score_gemma":0.004554944,"teacher_disagreement_score":0.04233052,"about_ca_system_score_codex":0.004124646,"about_ca_system_score_gemma":0.010341677,"threshold_uncertainty_score":0.22386783},"labels":[],"label_agreement":null},{"id":"W7163842345","doi":"","title":"A Case Study of a Japanese Child: Language Development through Immersion in a Summer Camp","year":2002,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Foreign language; Summer camp; Vocabulary; Summer vacation; Worry; First language; Immigration; Period (music)","score_opus":0.0589951894263178,"score_gpt":0.2798973564138126,"score_spread":0.2209021669874948,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7163842345","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.980472,0.0014996155,0.0014160638,0.0043477337,0.00024602842,0.00017660901,0.00009429231,0.000044260985,0.011703391],"genre_scores_gemma":[0.9893798,0.0019770758,0.0017910457,0.0009991375,0.00012596011,0.00009053016,0.00005054187,0.000039755378,0.0055462],"study_design_codex":"case_report","study_design_gemma":"case_report","domain_scores_codex":[0.99875,0.00036381278,0.0000940855,0.00014696429,0.00020405062,0.00044105208],"domain_scores_gemma":[0.99871147,0.00021433947,0.00016560659,0.000042860906,0.00012254532,0.0007431697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007635255,0.0016683319,0.0011756226,0.0015188826,0.009346649,0.0018696247,0.002285833,0.0042594946,0.0024228734],"category_scores_gemma":[0.0028647576,0.0008545231,0.0015061944,0.0015946705,0.0036252216,0.0015262796,0.004005822,0.0045006354,0.00042686495],"study_design_candidate":"case_report","study_design_consensus":"case_report","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038081896,0.00029970988,0.009779046,0.00021911044,0.000021775277,0.8929176,0.088312045,0.0002232701,0.0014062863,0.0016181935,0.0010638688,0.0041010184],"study_design_scores_gemma":[0.000018471655,0.00051196734,0.0173813,0.00028202467,0.000051903353,0.81755346,0.14861041,0.0004707737,0.0010164446,0.00080409774,0.0132049015,0.0000942595],"about_ca_topic_score_codex":0.028573958,"about_ca_topic_score_gemma":0.05984675,"teacher_disagreement_score":0.028573958,"about_ca_system_score_codex":0.004565702,"about_ca_system_score_gemma":0.0031597444,"threshold_uncertainty_score":0.056815267},"labels":[],"label_agreement":null},{"id":"W7164037023","doi":"10.62413/lc.2016(2).05","title":"De la compétence pragmatique en langue seconde : une étude des réponses aux compliments en français L1 et L2 en contexte canadien","year":2016,"lang":"ru","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Expansive; Realization (probability); Competence (human resources); Pragmatics; French","score_opus":0.142998294257735,"score_gpt":0.4954042689438673,"score_spread":0.35240597468613233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7164037023","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994955,0.0005757412,0.00030136,0.00027300956,0.000010035231,0.000028654753,0.000033212775,0.0000036304184,0.0038192386],"genre_scores_gemma":[0.99757415,0.00032031815,0.000148612,0.000057409616,0.000005989035,0.000025309846,0.000036644207,0.000003078525,0.0018285508],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99564254,0.0016958857,0.00014668964,0.00041709235,0.0013504297,0.0007472924],"domain_scores_gemma":[0.9941598,0.0025853023,0.00060434954,0.00014451535,0.0017830863,0.0007230244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005590002,0.0008091809,0.0005788918,0.0021751886,0.003512765,0.0051730364,0.00078454183,0.0016127479,0.0020432859],"category_scores_gemma":[0.012172406,0.00031026718,0.0006116136,0.0016130483,0.0049162502,0.002463328,0.001693367,0.0022707107,0.0002940701],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022379596,0.00041556728,0.15542063,0.00021024767,0.00007719473,0.001283197,0.79043156,0.0005070781,0.005135187,0.0035624648,0.00056272116,0.042170368],"study_design_scores_gemma":[0.000025170002,0.00040716885,0.5701185,0.000120178585,0.000033594122,0.0012675956,0.4070406,0.0006800287,0.0013479164,0.00042695965,0.018412301,0.00012001594],"about_ca_topic_score_codex":0.71183974,"about_ca_topic_score_gemma":0.52264416,"teacher_disagreement_score":0.28816026,"about_ca_system_score_codex":0.011978941,"about_ca_system_score_gemma":0.011416224,"threshold_uncertainty_score":0.57971454},"labels":[],"label_agreement":null},{"id":"W7164301975","doi":"10.5325/korelangamer.29.2.0121","title":"Introduction to the Special Issue: Community-Based Language Learning (CBLL) in Korean Language Education","year":2025,"lang":"en","type":"article","venue":"The Korean Language in America","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language industry; Excellence; Language education; Korean language; Competence (human resources); Learner autonomy; Foreign language; Milestone; Language pedagogy","score_opus":0.010037268503214241,"score_gpt":0.2761015498611944,"score_spread":0.26606428135798016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7164301975","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004225971,0.043420266,0.0010121256,0.1053038,0.82488316,0.00011460538,0.00017806924,0.00015784006,0.024507493],"genre_scores_gemma":[0.002921917,0.06303438,0.0007199509,0.034538902,0.8389128,0.00022749379,0.00035329696,0.00027152942,0.059019715],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985474,0.00028711944,0.00016429178,0.00030387196,0.0004895094,0.00020783483],"domain_scores_gemma":[0.9936063,0.0019588156,0.00032554305,0.00019879885,0.0014108678,0.0024997615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002518979,0.0019703892,0.0013555902,0.0021325771,0.003102061,0.0090460265,0.002698774,0.0064441045,0.045065913],"category_scores_gemma":[0.005424669,0.00053676526,0.0011736712,0.0018385402,0.0014673524,0.007174749,0.0046590995,0.010900296,0.016127158],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012672417,0.000044426095,0.0001080865,0.00034434375,0.000004515306,0.000050170736,0.000118757576,0.000027494862,0.00008562374,0.0011630094,0.9731392,0.024901588],"study_design_scores_gemma":[0.000008035132,0.000046449768,0.00057948177,0.00070387166,0.000011070635,0.00014851967,0.00033883026,0.00008715971,0.00005046106,0.001205682,0.996807,0.000013579247],"about_ca_topic_score_codex":0.0015359574,"about_ca_topic_score_gemma":0.00413557,"teacher_disagreement_score":0.045065913,"about_ca_system_score_codex":0.0022978233,"about_ca_system_score_gemma":0.00376288,"threshold_uncertainty_score":0.15076047},"labels":[],"label_agreement":null},{"id":"W7164669477","doi":"10.47434/6rrkf360","title":"Effect of grades one and two language of instruction on performance in Mathematics among grade three pupils in Rulindo district, Rwanda","year":2024,"lang":"","type":"article","venue":"Journal of Educational Research in Developing Areas","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Christian ministry; Medium of instruction; Quality (philosophy); Test (biology); Focus (optics); Achievement test; On Language; Language acquisition","score_opus":0.08931924379944484,"score_gpt":0.39619736074644857,"score_spread":0.30687811694700373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7164669477","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996797,0.000031387088,0.000005866528,0.000022026994,0.0000022557554,0.000003916629,0.000016800235,0.0000016706932,0.00023641378],"genre_scores_gemma":[0.9995956,0.000034513247,0.000025791904,0.000006321488,0.0000011146283,0.000009926979,0.000027199545,9.776687e-7,0.00029865923],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988978,0.00032411725,0.00009869588,0.0001793568,0.00014832676,0.0003516619],"domain_scores_gemma":[0.99657506,0.00093049736,0.0012576375,0.00012380263,0.00033008176,0.0007829486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011438705,0.0004771411,0.00043197436,0.0008019147,0.0009949512,0.0014095106,0.00078279217,0.0006322589,0.0020591768],"category_scores_gemma":[0.0042004143,0.0002536229,0.0006413033,0.00044822504,0.0011277008,0.0005106423,0.0011335349,0.00086191186,0.0004972924],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053858495,0.0011418274,0.9689599,0.000107724685,0.000060433315,0.0008511048,0.016588017,0.00011270678,0.0023286704,0.0002228466,0.00035219983,0.008735996],"study_design_scores_gemma":[0.0000064035758,0.00056581467,0.9911526,0.000040561106,0.000026887808,0.0000596828,0.0073926914,0.000040108895,0.00039426237,0.000024381461,0.0002879651,0.000008583367],"about_ca_topic_score_codex":0.034554068,"about_ca_topic_score_gemma":0.04897052,"teacher_disagreement_score":0.034554068,"about_ca_system_score_codex":0.0013822062,"about_ca_system_score_gemma":0.0013343195,"threshold_uncertainty_score":0.06870586},"labels":[],"label_agreement":null},{"id":"W7164896868","doi":"10.6093/al.vi1.12369","title":"Combining SLA Theory and Teaching Practice: “Big Bowl of Serial”, or, How to Use TV Series to Become Autonomous Learners of English","year":2025,"lang":"en","type":"article","venue":"Università degli Studi di Napoli Federico II","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"American Water (Canada)","funders":"","keywords":"Section (typography); Course (navigation); English language; Quality (philosophy); Language acquisition; Series (stratigraphy)","score_opus":0.02448645434204507,"score_gpt":0.256900526620538,"score_spread":0.2324140722784929,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7164896868","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32252282,0.0028360493,0.09493329,0.027782286,0.00045590586,0.00021147018,0.000054212625,0.00022518497,0.5509788],"genre_scores_gemma":[0.96854705,0.0008951723,0.014383936,0.0011485013,0.000059110847,0.00010106489,0.000030662064,0.000066225635,0.014768386],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9952179,0.0031352956,0.00011267823,0.00051445107,0.00068390364,0.00033564708],"domain_scores_gemma":[0.99598026,0.0025538849,0.00030131833,0.00032189226,0.00034088868,0.0005017846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004663595,0.00042481435,0.0002724763,0.0016361302,0.0027484295,0.0077753263,0.0012786564,0.0016309749,0.006574329],"category_scores_gemma":[0.0072409036,0.00020884864,0.0003077325,0.0012003096,0.017580746,0.007759251,0.007859142,0.0025477575,0.00096682797],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036917427,0.00036711214,0.008798039,0.00059887336,0.00001486756,0.00051308295,0.31301033,0.0006193606,0.001280176,0.4972168,0.006662549,0.17088197],"study_design_scores_gemma":[0.000035601297,0.00032865658,0.010289723,0.0017239255,0.000030129571,0.0006799611,0.44644797,0.0040345155,0.0019605742,0.27729475,0.2571309,0.000043346423],"about_ca_topic_score_codex":0.0038292133,"about_ca_topic_score_gemma":0.0059659416,"teacher_disagreement_score":0.0077753263,"about_ca_system_score_codex":0.0042409566,"about_ca_system_score_gemma":0.005229539,"threshold_uncertainty_score":0.03077048},"labels":[],"label_agreement":null},{"id":"W7165159306","doi":"10.18649/jkees.2023.22.3.43","title":"Theoretical Perspectives on School-based Language Teacher Development through Analyzing Cases in Other Countries","year":2023,"lang":"","type":"article","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Professional development; Process (computing); Field (mathematics); Space (punctuation); Professional learning community; Teacher education; Faculty development; Language education","score_opus":0.032612319472897756,"score_gpt":0.3058445473402797,"score_spread":0.27323222786738194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7165159306","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42953113,0.0188215,0.02599337,0.010561356,0.0002196596,0.0004987265,0.00026976268,0.000075173106,0.5140294],"genre_scores_gemma":[0.9823185,0.005957491,0.005462888,0.00038098387,0.000017445567,0.00022083704,0.00009420107,0.000023064544,0.0055245636],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99201983,0.005628238,0.0003623183,0.00051449524,0.00048465098,0.0009904811],"domain_scores_gemma":[0.9864341,0.010121044,0.0011482126,0.00074103894,0.0012103672,0.0003453152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006594128,0.00043950346,0.0005461128,0.0054494482,0.0053123916,0.0076063448,0.0016823009,0.001484133,0.005022184],"category_scores_gemma":[0.012550485,0.00035814426,0.00048157352,0.007181834,0.006846381,0.0049498244,0.0033246265,0.0016419338,0.0004670802],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006655167,0.00059394585,0.042827178,0.0019736313,0.000049062815,0.010986239,0.34696686,0.0042151124,0.00039662907,0.48886093,0.0042399126,0.09882397],"study_design_scores_gemma":[0.000032723725,0.00013401419,0.025589295,0.004495966,0.000042583186,0.0031844007,0.7195697,0.0025894044,0.0011066404,0.04204261,0.20117326,0.000039441416],"about_ca_topic_score_codex":0.031059312,"about_ca_topic_score_gemma":0.026856331,"teacher_disagreement_score":0.031059312,"about_ca_system_score_codex":0.012489835,"about_ca_system_score_gemma":0.006391721,"threshold_uncertainty_score":0.09062058},"labels":[],"label_agreement":null},{"id":"W74207012","doi":"","title":"Translated By Text: A Complex Perspective on Writing Instruction.","year":2003,"lang":"en","type":"article","venue":"English quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Pedagogy; Psychology; Professional writing; Mathematics education; Higher education; Linguistics; Sociology; Computer science; Philosophy; Political science; Artificial intelligence","score_opus":0.019067888441624062,"score_gpt":0.23951178277547006,"score_spread":0.22044389433384598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W74207012","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016474914,0.042376842,0.02736268,0.081257805,0.0038151906,0.000051132705,0.00014183509,0.00021659119,0.828303],"genre_scores_gemma":[0.6505267,0.041119635,0.02928806,0.014489009,0.0046201316,0.00015830644,0.00024067522,0.00072283763,0.25883475],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99807006,0.0013120364,0.00011183813,0.00013877418,0.00028380295,0.00008354764],"domain_scores_gemma":[0.9939015,0.0045395955,0.00024312979,0.0002924999,0.0008192472,0.0002039602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001716028,0.0005574636,0.00037286154,0.0020448733,0.0018275916,0.007597481,0.00082365406,0.0027332925,0.017169466],"category_scores_gemma":[0.010990187,0.00021010854,0.00022498026,0.0016874758,0.007853767,0.008190489,0.0018662021,0.003184425,0.003251652],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042610383,0.000049736173,0.00035497363,0.00038469347,0.000010321642,0.00065772294,0.034639537,0.00041487446,0.0008417569,0.8024973,0.045733135,0.11437327],"study_design_scores_gemma":[0.000021130138,0.0000861953,0.0018702599,0.00095449353,0.000013406626,0.00079567876,0.021317698,0.0008754324,0.001058577,0.39461374,0.57837015,0.000023313836],"about_ca_topic_score_codex":0.0022445845,"about_ca_topic_score_gemma":0.0031435576,"teacher_disagreement_score":0.017169466,"about_ca_system_score_codex":0.0016007014,"about_ca_system_score_gemma":0.0018198356,"threshold_uncertainty_score":0.0574376},"labels":[],"label_agreement":null},{"id":"W78419990","doi":"","title":"The Role of L1 Transfer on L2 and Pedagogical Implications/LE ROLE DU TRANSFERT DE LA L1 DANS L'ACQUISITION DE LA L2 ET LES IMPLICATIONS PEDAGOGIQUES","year":2010,"lang":"fr","type":"article","venue":"Canadian social science","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Contrastive analysis; Linguistics; Humanities; First language; Rhetoric; Constructive; Sociology; Second-language acquisition; Psychology; Philosophy; Computer science","score_opus":0.027501261368085936,"score_gpt":0.320859214430138,"score_spread":0.29335795306205203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W78419990","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6053307,0.008063723,0.014320368,0.014804901,0.00019106017,0.00008680392,0.000096530835,0.000094353534,0.35701153],"genre_scores_gemma":[0.992419,0.0009850372,0.0010186888,0.0003058895,0.00004129268,0.000031778774,0.000013445999,0.000019463936,0.00516548],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974598,0.0014980248,0.00007031598,0.00025015703,0.00051502616,0.00020670446],"domain_scores_gemma":[0.9906784,0.007291225,0.0005271796,0.00036954795,0.000743295,0.00039029514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036843927,0.00030018218,0.0002547345,0.00090653816,0.0018617503,0.0050780997,0.0005209583,0.0011314561,0.0076637752],"category_scores_gemma":[0.00810533,0.00012234993,0.0002791247,0.0006511919,0.007125871,0.0036718268,0.003204807,0.002366394,0.00066586636],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004167866,0.00031618192,0.028589178,0.0012817415,0.00006252386,0.0020777276,0.16867284,0.000733064,0.017259376,0.5475071,0.0026675866,0.23041588],"study_design_scores_gemma":[0.00010943767,0.0007965289,0.137053,0.0029096913,0.00017738975,0.0031296883,0.21561119,0.005354781,0.038448073,0.42018926,0.17603861,0.00018232127],"about_ca_topic_score_codex":0.0034245083,"about_ca_topic_score_gemma":0.003643301,"teacher_disagreement_score":0.9965755,"about_ca_system_score_codex":0.0029410475,"about_ca_system_score_gemma":0.0038083077,"threshold_uncertainty_score":0.025637925},"labels":[],"label_agreement":null},{"id":"W79350597","doi":"10.58680/vm20002294","title":"Language’s Landscape of the Mind","year":2000,"lang":"en","type":"article","venue":"Voices from the Middle","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"The arctic; Poetry; Arctic; Visual arts; Psychology; Sociology; Mathematics education; Pedagogy; History; Art; Literature; Ecology","score_opus":0.03223815854338294,"score_gpt":0.2196110486031763,"score_spread":0.18737289005979335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W79350597","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08071817,0.0068289554,0.011222141,0.040217623,0.0013972674,0.00002149399,0.00015052328,0.0002693166,0.85917455],"genre_scores_gemma":[0.9435135,0.0016469946,0.0010621655,0.004782699,0.00022564203,0.000021274722,0.00006077772,0.00010958701,0.0485773],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992236,0.00038009448,0.00001678509,0.000109677196,0.00007823154,0.00019153232],"domain_scores_gemma":[0.9995333,0.00019296311,0.0000479247,0.000044761608,0.00008285037,0.00009832262],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005255605,0.0005829775,0.00015595589,0.0010927686,0.006463915,0.0058028814,0.00080637634,0.0017118264,0.005682226],"category_scores_gemma":[0.0016237475,0.00016131105,0.00025905375,0.00071524095,0.016501559,0.0062009394,0.003099881,0.0028245032,0.0014849904],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004066918,0.000016783559,0.001663464,0.00012945956,0.000011853232,0.0025604628,0.40003917,0.00018258831,0.0013941848,0.53036857,0.03947704,0.024115823],"study_design_scores_gemma":[0.000009495495,0.00004481064,0.0016928753,0.00023544392,0.000012417952,0.002974356,0.17743798,0.0002646599,0.00057251705,0.06732179,0.74940157,0.0000319801],"about_ca_topic_score_codex":0.021839969,"about_ca_topic_score_gemma":0.036184292,"teacher_disagreement_score":0.021839969,"about_ca_system_score_codex":0.003934884,"about_ca_system_score_gemma":0.0022331881,"threshold_uncertainty_score":0.04342568},"labels":[],"label_agreement":null},{"id":"W808658376","doi":"10.24124/2007/bpgub450","title":"Code-switching by Chinese English-as-a-second-language students in computer-mediated communication: A multiple case study.","year":2007,"lang":"en","type":"dissertation","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Northern British Columbia","funders":"","keywords":"Code-switching; Computer science; Programming language; Code (set theory); English language; Linguistics; Mathematics education; Psychology; Philosophy","score_opus":0.01653037550861586,"score_gpt":0.3254293518033762,"score_spread":0.3088989762947603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W808658376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990835,0.0000465424,0.00006322026,0.000056318833,0.000003760679,0.000027291597,0.000011723884,0.0000022311776,0.00070529955],"genre_scores_gemma":[0.99755776,0.000086636086,0.00014188756,0.0000681312,0.000002897989,0.00003300437,0.000024349454,0.0000051010225,0.0020802112],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978619,0.0009259537,0.00010603014,0.00024251382,0.0003337578,0.00052986055],"domain_scores_gemma":[0.9951982,0.0023479296,0.0005860891,0.0002353315,0.0005980637,0.0010345062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018888911,0.0004061874,0.00041512994,0.0010011361,0.0024425234,0.002225605,0.0009873421,0.0014507055,0.0038376881],"category_scores_gemma":[0.008101156,0.000263281,0.000294129,0.0008085476,0.0012536867,0.0013526395,0.0016761387,0.0012351149,0.0005709287],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006622273,0.005583851,0.32196945,0.00018495142,0.000070558184,0.019139718,0.55898064,0.00018692986,0.005570039,0.0009967102,0.0019278098,0.08472714],"study_design_scores_gemma":[0.00016410399,0.0033972864,0.31926137,0.00014124243,0.00012407341,0.013045884,0.6511392,0.0016830824,0.004789507,0.0005626443,0.0055379895,0.0001535714],"about_ca_topic_score_codex":0.023077818,"about_ca_topic_score_gemma":0.043885965,"teacher_disagreement_score":0.023077818,"about_ca_system_score_codex":0.0016718188,"about_ca_system_score_gemma":0.0023197676,"threshold_uncertainty_score":0.045886993},"labels":[],"label_agreement":null},{"id":"W81053158","doi":"","title":"Written Corrective Feedback: What Do Students and Teachers Prefer and Why?.","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":85,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Corrective feedback; Pedagogy; Psychology; Sociology; Mathematics education; Art","score_opus":0.01721502452101733,"score_gpt":0.24049758947656735,"score_spread":0.22328256495555002,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W81053158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98649687,0.0032794892,0.0013268683,0.004247527,0.000151506,0.00006980088,0.00015023068,0.00007076255,0.0042069494],"genre_scores_gemma":[0.99258125,0.001624872,0.0013752967,0.0014435856,0.0000576044,0.000073817246,0.00016568098,0.000025166746,0.002652748],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9926537,0.0030250426,0.00074683473,0.00072600995,0.0022873443,0.000561021],"domain_scores_gemma":[0.96418333,0.016059555,0.008234446,0.00078363396,0.0070892717,0.0036497856],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010678337,0.00030685333,0.0006455991,0.0010186373,0.0009495265,0.0039069755,0.00056121417,0.0015646218,0.003214488],"category_scores_gemma":[0.05547129,0.00025938294,0.000641686,0.0008760969,0.000923679,0.002614936,0.0013420864,0.0012532055,0.0014104297],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007038337,0.0004483184,0.5485613,0.000922879,0.00012097274,0.00062477344,0.08400414,0.00016321396,0.0029015564,0.00033203943,0.0068521127,0.35436478],"study_design_scores_gemma":[0.00021625543,0.0017083394,0.6362233,0.001962465,0.00019857578,0.0027959575,0.32165387,0.0016184169,0.0027504521,0.0012384125,0.029375516,0.00025847313],"about_ca_topic_score_codex":0.0019996662,"about_ca_topic_score_gemma":0.004041318,"teacher_disagreement_score":0.010678337,"about_ca_system_score_codex":0.0009080682,"about_ca_system_score_gemma":0.0011002199,"threshold_uncertainty_score":0.056473136},"labels":[],"label_agreement":null},{"id":"W820121345","doi":"10.14746/ssllt.2013.3.3.2","title":"Engaging students’ imaginations in second language learning","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Process (computing); Focus (optics); Cognition; Cognitive science; Psychology; Cognitive psychology; Mathematics education; Computer science","score_opus":0.020552969809910282,"score_gpt":0.32384028008430304,"score_spread":0.30328731027439276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W820121345","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8747202,0.001150361,0.01672872,0.0024026304,0.0000698773,0.000040018203,0.000014934413,0.0000852681,0.10478803],"genre_scores_gemma":[0.9960169,0.0001944926,0.0010950601,0.000102618425,0.000008942326,0.00001788947,0.0000061341657,0.000013177666,0.0025448261],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977659,0.0014595367,0.00005144656,0.00014442751,0.00035352402,0.00022513472],"domain_scores_gemma":[0.99686277,0.0021531666,0.0002437798,0.00021535887,0.00014403695,0.0003809261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025400827,0.000387618,0.0002526442,0.00050345436,0.0012024347,0.006853667,0.00059547654,0.0014248148,0.0027112206],"category_scores_gemma":[0.0062094876,0.00018671472,0.00032280036,0.00029161267,0.007894867,0.004245982,0.0047165356,0.002603979,0.0006483065],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014313852,0.00035883443,0.008225631,0.000363476,0.000017478264,0.0011659717,0.8079264,0.0009439833,0.017778885,0.098376304,0.001186114,0.06351377],"study_design_scores_gemma":[0.000100522295,0.00097148464,0.018393893,0.00055971736,0.00004035453,0.0027366742,0.6099313,0.003856338,0.032573596,0.1770061,0.15369715,0.00013286722],"about_ca_topic_score_codex":0.00031840606,"about_ca_topic_score_gemma":0.00040659538,"teacher_disagreement_score":0.006853667,"about_ca_system_score_codex":0.0007433518,"about_ca_system_score_gemma":0.00072934973,"threshold_uncertainty_score":0.013433397},"labels":[],"label_agreement":null},{"id":"W821746435","doi":"","title":"Diachronic Pragmatics: Seven Case Studies in English Illocutionary Development by Leslie K. Arnovick (review)","year":2001,"lang":"en","type":"article","venue":"University of Toronto Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Linguistics; History; Sociology; Philosophy","score_opus":0.024482899079619404,"score_gpt":0.24282702149838697,"score_spread":0.21834412241876758,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W821746435","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00650996,0.98470265,0.00032825887,0.005231506,0.00018921393,0.000034471166,0.00003428652,0.000005003951,0.002964677],"genre_scores_gemma":[0.0376687,0.9585963,0.0008382473,0.0015640886,0.000110828856,0.000093193754,0.00006657247,0.0000092096725,0.0010527823],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.997681,0.0011800478,0.0003485767,0.00013892636,0.0005507062,0.0001006876],"domain_scores_gemma":[0.9900928,0.007906183,0.0005134914,0.00019726543,0.0011143266,0.00017586931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004964155,0.0005673941,0.001297154,0.0037627423,0.0011492638,0.0024273158,0.00087773753,0.001485136,0.0015821423],"category_scores_gemma":[0.011664455,0.00037216354,0.0004893314,0.0055555017,0.003015927,0.0039863894,0.0026448634,0.0013306881,0.00046888954],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015106492,0.00012942209,0.004088325,0.02259114,0.00018963043,0.004357008,0.033475082,0.00020573904,0.00080673135,0.010919302,0.04339185,0.87969476],"study_design_scores_gemma":[0.00013125481,0.00032067945,0.033727966,0.05404488,0.00076443487,0.01823191,0.07537647,0.00018322271,0.0014899631,0.009790927,0.80579007,0.00014825509],"about_ca_topic_score_codex":0.024048947,"about_ca_topic_score_gemma":0.06386366,"teacher_disagreement_score":0.024048947,"about_ca_system_score_codex":0.0025668435,"about_ca_system_score_gemma":0.006214719,"threshold_uncertainty_score":0.047817945},"labels":[],"label_agreement":null},{"id":"W82369958","doi":"","title":"The influence of teacher-student relationships on English teaching effectiveness: Perceptions of students in a Chinese university.","year":2005,"lang":"en","type":"article","venue":"Scholarship at UWindsor (University of Windsor)","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Perception; Psychology; Pedagogy; Higher education; Medical education; Political science; Medicine","score_opus":0.016635914361034412,"score_gpt":0.2542111433747265,"score_spread":0.2375752290136921,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W82369958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992988,0.00005373181,0.000019388699,0.00012135262,0.0000034725244,0.000004308101,0.000006801266,0.0000011075329,0.00049101014],"genre_scores_gemma":[0.9995328,0.000072767696,0.000019523824,0.000048578742,0.0000031738039,0.0000072021135,0.000009805117,0.0000010105925,0.00030520256],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99778867,0.0007747952,0.0001682334,0.00014634893,0.000599134,0.00052287057],"domain_scores_gemma":[0.98930615,0.002659401,0.0026712078,0.0001956147,0.001152582,0.0040150397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002768808,0.0002515012,0.00033891707,0.0010576069,0.0035434598,0.0026290482,0.00045171022,0.00049581286,0.0021222613],"category_scores_gemma":[0.008303667,0.00029291562,0.00031189152,0.00077426684,0.0014171764,0.0010682701,0.0015583461,0.0008885497,0.00029277292],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058373713,0.00035031015,0.80030227,0.00006415441,0.000037225916,0.00031636975,0.18618554,0.000044615368,0.0009552413,0.00019073169,0.00053296034,0.010962242],"study_design_scores_gemma":[0.000008470354,0.00026738746,0.73373544,0.00004101427,0.000024923764,0.00016878864,0.2633847,0.00018813957,0.0003263007,0.000060180686,0.0017695469,0.000025155345],"about_ca_topic_score_codex":0.020245792,"about_ca_topic_score_gemma":0.029939294,"teacher_disagreement_score":0.020245792,"about_ca_system_score_codex":0.002025821,"about_ca_system_score_gemma":0.00328514,"threshold_uncertainty_score":0.040255904},"labels":[],"label_agreement":null},{"id":"W87771884","doi":"","title":"FAMILY LITERACY AND CULTURAL IDENTITY: AN ETHNOGRAPHIC STUDY OF A FILIPINO FAMILY IN CANADA","year":2000,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l'éducation de McGill","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Ethnography; Sociology; Literacy; Immigration; Gender studies; Identity (music); Cultural identity; Ethnology; Anthropology; Pedagogy; Social science; Geography","score_opus":0.2260781300466491,"score_gpt":0.396729692584629,"score_spread":0.1706515625379799,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W87771884","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99604344,0.00033807542,0.00018387253,0.00032630732,0.000008037343,0.00007088113,0.00010719186,0.000004967745,0.0029173153],"genre_scores_gemma":[0.9961134,0.0006975272,0.00027856661,0.00019639425,0.000004607136,0.000053093467,0.00006813703,0.00000850207,0.0025796278],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986467,0.00035933155,0.000044663255,0.00015081557,0.00015192972,0.0006465988],"domain_scores_gemma":[0.99809057,0.00073933887,0.00015817925,0.00006775118,0.00043365036,0.00051054946],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013024651,0.00050090754,0.0006166488,0.0023209564,0.02493722,0.003560856,0.0015205989,0.00080368645,0.0031636306],"category_scores_gemma":[0.0030366222,0.0004059869,0.00030573926,0.0026982133,0.005180032,0.0013704749,0.003296763,0.0012352638,0.00019930566],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022352113,0.000046177094,0.019510569,0.000044967084,0.000004736238,0.0019267193,0.9722697,0.00003434462,0.0005734118,0.00028705815,0.00029879573,0.0049812202],"study_design_scores_gemma":[0.000001233404,0.000020183274,0.013638583,0.00006453482,0.0000057442066,0.00018371727,0.9828476,0.000056823577,0.00010886892,0.000036505284,0.0030265532,0.0000096618],"about_ca_topic_score_codex":0.94513744,"about_ca_topic_score_gemma":0.97449726,"teacher_disagreement_score":0.05486256,"about_ca_system_score_codex":0.024802128,"about_ca_system_score_gemma":0.027225118,"threshold_uncertainty_score":0.17995286},"labels":[],"label_agreement":null},{"id":"W945384966","doi":"","title":"“微格教学”：引领新教师成长的好途径著名语言教育专家Jack Richards访谈录","year":2011,"lang":"zh","type":"article","venue":"外语电化教学","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Philosophy; Geology","score_opus":0.11116751376069364,"score_gpt":0.24315034991321408,"score_spread":0.13198283615252043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W945384966","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06756188,0.015152244,0.04309214,0.27097565,0.0034651053,0.000086490465,0.00013993555,0.00023292065,0.59929353],"genre_scores_gemma":[0.7775748,0.0038827583,0.009944563,0.009931076,0.0010955008,0.00009778144,0.00005891211,0.00019851708,0.19721618],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99510103,0.0026851227,0.0001774272,0.0006034576,0.0010907423,0.00034215418],"domain_scores_gemma":[0.9896904,0.006804118,0.00056596304,0.00061021006,0.0017126877,0.00061664515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006408984,0.0005162915,0.00029175644,0.0013944348,0.0061264993,0.011328495,0.0008850789,0.0028340265,0.007843415],"category_scores_gemma":[0.013467908,0.00041583137,0.0002714456,0.0016254715,0.028361063,0.008949092,0.0033819715,0.0055033937,0.0011520046],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002629809,0.00004151784,0.0016897547,0.00006864394,0.000010602473,0.000053616597,0.024070784,0.00043186283,0.00031419046,0.91032344,0.026414307,0.036554985],"study_design_scores_gemma":[0.000020616664,0.00003758466,0.0037598787,0.00031014223,0.000019698748,0.00011053321,0.028340153,0.00072426023,0.002832172,0.4556748,0.5081201,0.000049987037],"about_ca_topic_score_codex":0.027786242,"about_ca_topic_score_gemma":0.024276169,"teacher_disagreement_score":0.027786242,"about_ca_system_score_codex":0.010190357,"about_ca_system_score_gemma":0.008913722,"threshold_uncertainty_score":0.07393652},"labels":[],"label_agreement":null},{"id":"W95620763","doi":"10.17955/tvr.109.2.3.comm","title":"Contemporary Reflections on Speech-Based Language Learning","year":2009,"lang":"en","type":"article","venue":"The Volta Review","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Queensland; University of Ottawa; University of Calgary","keywords":"Psychology; Language acquisition; Linguistics; Speech communication; Mathematics education","score_opus":0.11908441160525478,"score_gpt":0.35301997482733294,"score_spread":0.23393556322207815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W95620763","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0032928241,0.94295365,0.0004692088,0.030660588,0.0014176626,0.0000035296182,0.000010081092,0.000012137931,0.021180272],"genre_scores_gemma":[0.06982841,0.9090565,0.00047934797,0.007362426,0.0044183824,0.000017467117,0.000022953393,0.000015183338,0.0087993555],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99930596,0.00028641798,0.000044117325,0.00010250457,0.0001947034,0.00006642105],"domain_scores_gemma":[0.9983026,0.0011572937,0.00011313607,0.00006230688,0.00024675488,0.00011792844],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016003622,0.00023263601,0.00032463914,0.001238247,0.000567244,0.0029759197,0.0006899143,0.002051381,0.0033333946],"category_scores_gemma":[0.0022334813,0.00013469614,0.00013783642,0.001412232,0.004736376,0.002329711,0.00095379207,0.002324029,0.0007800954],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006680506,0.00011950681,0.0016042531,0.0023885788,0.000020174239,0.000702193,0.008225852,0.00032994372,0.0009609563,0.09714993,0.04521777,0.84321415],"study_design_scores_gemma":[0.000006115967,0.00006611333,0.002622391,0.001196023,0.0000073698675,0.0013737746,0.0033307674,0.00005205776,0.00021759146,0.00996827,0.9811519,0.0000075885337],"about_ca_topic_score_codex":0.0043332893,"about_ca_topic_score_gemma":0.0056951153,"teacher_disagreement_score":0.0043332893,"about_ca_system_score_codex":0.002260087,"about_ca_system_score_gemma":0.0019037874,"threshold_uncertainty_score":0.016398191},"labels":[],"label_agreement":null},{"id":"W95878980","doi":"10.1016/b0-08-044854-2/00625-8","title":"Motivation and Attitudes in Second Language Learning","year":2006,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":62,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Perspective (graphical); Causation; Psychology; Goal theory; Association (psychology); Intrinsic motivation; Self-determination theory; Need for achievement; Degree (music); Foreign language; Social psychology; Cognitive psychology; Mathematics education; Epistemology; Computer science; Political science; Artificial intelligence","score_opus":0.019998739146609688,"score_gpt":0.22910231160501363,"score_spread":0.20910357245840394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W95878980","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6967393,0.00763502,0.0010416186,0.004511797,0.00015480553,0.000039405993,0.0000776145,0.000039976647,0.2897605],"genre_scores_gemma":[0.94372064,0.0026200775,0.00045127698,0.00030325027,0.00006492198,0.0000532285,0.00004380353,0.000013117056,0.052729677],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997017,0.00012554643,0.000007461539,0.000027525712,0.000092028065,0.00004576155],"domain_scores_gemma":[0.99848807,0.0008108392,0.00013396113,0.000019664187,0.00010281124,0.0004447089],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009680861,0.0002166878,0.00022284067,0.00042965406,0.0006852722,0.003024933,0.00021452457,0.00089133147,0.009282288],"category_scores_gemma":[0.0019468109,0.00015038748,0.00014462291,0.00048373238,0.0009977672,0.00076052744,0.00062171684,0.0012555294,0.00079570606],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050125987,0.007583147,0.24338567,0.0004237267,0.00008984313,0.0010404041,0.057420947,0.0012479392,0.0044559175,0.18349028,0.025021512,0.47533938],"study_design_scores_gemma":[0.00015395274,0.00079052284,0.7567591,0.0005219028,0.000046093945,0.000820175,0.032351386,0.0020947568,0.0009952197,0.12049135,0.084902525,0.00007310171],"about_ca_topic_score_codex":0.0022204777,"about_ca_topic_score_gemma":0.0033731658,"teacher_disagreement_score":0.009282288,"about_ca_system_score_codex":0.00082515687,"about_ca_system_score_gemma":0.0010115278,"threshold_uncertainty_score":0.031052351},"labels":[],"label_agreement":null}]}